property value

doc_type IPCRF encoding

version 4.1
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career_stage Err:508
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 Electronic IPCRF Tool
This is the official tool that will be used by DepEd teachers in the preparation of their Individual Performance Comm
Review Forms.
To begin using this tool, you need to set the details below. In the next page, you will need to select the objectives y
in the IPCRF.

Set School Year: 2022 - 2023

Select Career Stage: Proficient

Help:
Proficient Teacher Professionally independent in the application of skills vital to the
teaching and learning process. They provide focused teaching
programs that meet curriculum and assessment requirements.
They display skills in planning, implementing, and managing
learning programs. They actively engage in collaborative learning
with the professional community and other stakeholders for
mutual growth and advancement. They
are reflective practitioners who continually consolidate the
knowledge, skills, and practices of Career Stage 1 teachers.

Highly Proficient Consistently display a high level of performance in their teaching

Teacher practice. They manifest an in-depth and sophisticated
understanding of the teaching and learning process. They have
high education-focused situation cognition, are more adept in
problem
solving and optimize opportunities gained from experience. Career
Stage 3 Teachers work collaboratively with colleagues and provide
them support and mentoring to enhance their learning and
practice. They continually seek to develop their professional
knowledge and practice by reflecting on their own needs, and
those of their colleagues and students.

Teacher Type: Regular Teacher

Help:
Regular Teacher Persons who are engaged in classroom teaching and/or any
learning delivery mode, who are responsible for the delivery of
quality basic education services through effective application of
skills vital to the teaching and learning process. Regular teachers
are expected to facilitate the basic education curriculum, create a
conducive environment for the teaching-learning process, and
assess the academic performance of learners.
Set Required Class Observations: 2 *
ctronic IPCRF Tool
chers in the preparation of their Individual Performance Commitmment and

elow. In the next page, you will need to select the objectives you'd like to include

rofessionally independent in the application of skills vital to the

eaching and learning process. They provide focused teaching
rograms that meet curriculum and assessment requirements.
hey display skills in planning, implementing, and managing
earning programs. They actively engage in collaborative learning
with the professional community and other stakeholders for
mutual growth and advancement. They
re reflective practitioners who continually consolidate the
nowledge, skills, and practices of Career Stage 1 teachers.

onsistently display a high level of performance in their teaching

ractice. They manifest an in-depth and sophisticated
nderstanding of the teaching and learning process. They have
igh education-focused situation cognition, are more adept in
roblem
olving and optimize opportunities gained from experience. Career
tage 3 Teachers work collaboratively with colleagues and provide
hem support and mentoring to enhance their learning and
ractice. They continually seek to develop their professional
nowledge and practice by reflecting on their own needs, and
hose of their colleagues and students.

ersons who are engaged in classroom teaching and/or any

earning delivery mode, who are responsible for the delivery of
uality basic education services through effective application of
kills vital to the teaching and learning process. Regular teachers
re expected to facilitate the basic education curriculum, create a
onducive environment for the teaching-learning process, and
ssess the academic performance of learners.
 Select PPST Indicators for Proficient Regular Teacher
Err:508
Strand PPST Indicators
Domain 1. Content Knowledge and Pedagogy

1.1.2 Applied knowledge of content within and across curriculum teaching areas

Used research-based knowledge and principles of teaching and learning to

1.2.2
enhance professional practice

Ensured the positive use of ICT to facilitate the teaching and learning
1.3.2
process

Used a range of teaching strategies that enhance learner achievement in

1.4.2
literacy and numeracy skills

Applied a range of teaching strategies to develop critical and creative

1.5.2
thinking, as well as other higher-order thinking skills

Displayed proficient use of Mother Tongue, Filipino and English to facilitate

1.6.2
teaching and learning

Used effective verbal and non-verbal classroom communication strategies to

1.7.2
support learner understanding, participation, engagement and achievement

Domain 2. Learning Environment

Established safe and secure learning environments to enhance learning
2.1.2 through the consistent implementation of policies, guidelines and
procedures

Maintained learning environments that promote fairness, respect and care

2.2.2
to encourage learning

Managed classroom structure to engage learners, individually or in groups,

2.3.2 in meaningful exploration, discovery and hands-on activities within a range
of physical learning environments

Maintained learning environments that nurture and inspire learners to

2.4.2
participate, cooperate and collaborate in continued learning

Applied a range of successful strategies that maintain learning environments

2.5.2 that motivate learners to work productively by assuming responsibility for
their own learning
 Managed learner behavior constructively by applying positive and non-
2.6.2
violent discipline to ensure learning- focused environments

Domain 3. Diversity of Learners

Used differentiated, developmentally appropriate learning experiences to

3.1.2
address learners’ gender, needs, strengths, interests and experiences

Established a learner- centered culture by using teaching strategies that

3.2.2 respond to their linguistic, cultural, socioeconomic and religious
backgrounds

Designed, adapted and implemented teaching strategies that are responsive

3.3.2
to learners with disabilities, giftedness and talents

Planned and delivered teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances*, including:
3.4.2 geographic isolation; chronic illness; displacement due to armed conflict,
urban resettlement or disasters; child
abuse and child labor practices

Adapted and used culturally appropriate teaching strategies to address the

3.5.2
needs of learners from indigenous groups

Domain 4. Curriculum and Planning

Planned, managed and implemented developmentally sequenced teaching
4.1.2 and learning processes to meet curriculum requirements and varied
teaching contexts

Set achievable and appropriate learning outcomes that are aligned with
4.2.2
learning competencies

Adapted and implemented learning programs that ensure relevance and

4.3.2
responsiveness to the needs of all learners

Participated in collegial discussions that use teacher and learner feedback to

4.4.2
enrich teaching practice

Selected, developed, organized and used appropriate teaching and learning

4.5.2
resources, including ICT, to address learning goals

Domain 5. Assessment and Reporting

Designed, selected, organized and used diagnostic, formative and

5.1.2
summative assessment strategies consistent with curriculum requirements
 Monitored and evaluated learner progress and achievement using learner
5.2.2
attainment data

Used strategies for providing timely, accurate and constructive feedback to

5.3.2
improve learner performance

Communicated promptly and clearly the learners’ needs, progress and

5.4.2
achievement to key stakeholders, including parents/guardians

Utilized assessment data to inform the modification of teaching and learning

5.5.2
practices and programs

Domain 6. Community Linkages and Professional Engagement

Maintained learning environments that are responsive to community

6.1.2
contexts

Built relationships with parents/ guardians and the wider school community
6.2.2
to facilitate involvement in the educative process

Reviewed regularly personal teaching practice using existing laws and

6.3.2 regulations that apply to the teaching profession and the responsibilities
specified in the Code of Ethics for Professional Teachers

Complied with and implemented school policies and procedures consistently

6.4.2 to foster harmonious relationships with learners, parents, and other
stakeholders
Domain 7. Personal Growth and Professional Development

7.1.2 Applied a personal philosophy of teaching that is learner-centered

Adopted practices that uphold the dignity of teaching as a profession by

7.2.2
exhibiting qualities such as caring attitude, respect and integrity

Participated in professional networks to share knowledge and to enhance

7.3.2
practice

Developed a personal improvement plan based on reflection of one’s

7.4.2
practice and ongoing professional learning

Set professional development goals based on the Philippine Professional

7.5.2
Standards for Teachers
Plus factor

Performed various related works/activities that contribute to the teaching

8.1
learning process
ar Teacher
COT
1 - enable
CO Select Weight COT 1 COT 2 COT 3 COT 4
0 - disable

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selected: total: 6 6 0 0
15 100.00%
 ELECTRONIC IPCRF TOOL
Proficient Regular Teacher
Err:508

This electronic IPCRF Tool is set with the following details below. Please review and click Proceed to start
or click Setup to change the details.

SY:
Career Stage:
Teacher Type:

Objectives:

KRA
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 ELECTRONIC IPCRF TOOL
Proficient Regular Teacher
Err:508

PCRF Tool is set with the following details below. Please review and click Proceed to start using the tool
o change the details.

2022 - 2023
Proficient
Regular Teacher

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Objective COI/NCOI Weight

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 Electronic IPCRF Tool
Proficient Err:508
Regular Teacher

SCHOOL INFORMATION DEMOGRAPHIC PROFILE

Region: * Last Name: * Number of Years in Teaching: *
Division: * First Name: * *
Highest Degree Obtained:
District/Municipality: * Middle Name:
(optional for ALS-CLC) School ID: * Employee ID: * Level Taught: *
CLC / School Name: * Position: * DepEd Email Address: *
(optional for ALS-CLC) School Type: * Employment Status: *
(optional for ALS-CLC) School Size: * Age: *
Curricular Classification: •* Sex: *
• For ALS, select Community-based Learning Center in the Curricular Classification field and leave optional school data fields blank (school ID, type, size) if the CLC is non-school-based.
* Required
AREA(S) OF SPECIALIZATION*
Please tick all the boxes that apply.
English Values Education
Filipino SPED
Mathematics Music
General Science Arts
Biology Physical Education
Chemistry Health
Physics TLE/HE/TVL
Social Science Others (specify)
Early Childhood Education
 Electronic IPCRF Tool
Proficient Err:508
Regular Teacher

School Ratee
Region: Err:508 Last Name: Err:508
Division: Err:508 First Name: Err:508
District/Municipality: Err:508 Middle Name: Err:508
School ID: Err:508 Employee ID: Err:508
CLC / School Name: Err:508 Position: Err:508
School Type: Err:508 Employment Status: Err:508
School Size: Err:508 DepEd Email: Err:508
Curricular Classification: Err:508

Status:
Part 1 ✘
Part 2 ✘
* For privacy, rater/ratee may hide/unhide all the IPCRF Parts
Part 4 ✘