The document outlines the vision and mission of the Department of Education in the Philippines, emphasizing a commitment to quality, equitable education and the continuous improvement of its services. It details the individual performance commitment and review form (IPCRF) for teachers, focusing on key performance areas such as classroom instruction, management, and community engagement. The document concludes with insights on performance evaluation principles, underscoring the importance of measurement in achieving educational goals.

1. I
IPCRF
Preparation
PhD EM 312 Quality Assurance in
Education
Irene C.Gumiran
PhD EM Student

2. DEPED VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner - centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
Lead, Engage, Align & Do! (LEAD)

3. DEPED MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:
• Students learn in a child-friendly, gender-sensitive, safe and motivating
environment.
• Teachers facilitate learning and constantly nurture every learner.
• Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen.
• Family, community and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
Lead, Engage, Align & Do! (LEAD)

4. DEPED CORE VALUES
• Maka-Diyos
• Makatao
• Makabayan
• Makakalikasan
Lead, Engage, Align & Do! (LEAD)

5. INDIVIDUAL PERFORMANCE
COMMITMENT AND REVIEW
FORM (IPCRF 2018)
Concentrated on the actual job of the teacher.
1. Classroom Instruction/Teaching (60%)
2. Classroom Management (20%)
3. Plus Factor/Innovations and other assignments (10%)
4. Community Activity/Outreach including PTA activities (5%)
5. Professional Growth (5%)

6. CLASSROOM
INSTRUCTION/TEACHING (60%)
1. To administer 9 quizzes per subject
quarterly.
2. To conduct 5-hour remedial instruction.
3. To reduce failure from 15 to 5.
4. To reduce dropout from 2 to 0.
5. To reduce physical absence from 20 to 5
days; tardiness from 30 to 5.
6. To engage and select the technique that
best encourages the level of thinking
(Lasley, Matczynski, & Rowley, 2002)

7. CLASSROOM
MANAGEMENT (20%)
1. Conduciveness of classrooms
2. Classroom structuring
3. Classroom amenities
4. Class discipline and orderliness
6. Homeroom period

8. PLUS FACTOR/INNOVATIONS AND
OTHER ASSIGNMENTS (10%)
1. Innovations
2. Special assignments
3. Coach, coordinatorship, etc.
4. To produce and train contestants for
specific competitions.
5. To initiate 1 inset for the school year.
6. To conduct 1 action research for the year.

9. COMMUNITY ACTIVITY/OUTREACH
INCLUDING PTA ACTIVITIES (5%)
1. Homeroom PTA / PTA meetings.
2. Community project participation.
3. Brigada eskwela/adopt a school

10. PROFESSIONAL GROWTH (5%)
1. Seminars
2. Insets
3. Units/degree earned
4. Promotion

13. Name of Employee: Name of Rater:
Position: Position:
Review Period: Date of Review:
Division:
TO BE FILLED IN DURING PLANNING
To be filled in during
evaluation
MFOs KRAs OBJECTIVES TIMELINE Weight
per KRA
Performanc
e Indicators
(Quality,
Efficiency,
Timeliness)
Actual
Results
Rating Score
To get the score, the rating is multiplied by the weight
assigned
Overall
Rating for
Accomplish
ments
________________ ________________
Rater Ratee

15. PERFORMANCE EVALUATION IS
NOT:
Attack on employee’s
personality
Monologue
A chance to wield power
and authority
Paper activity
(compliance)

16. “IF YOU WANT
IT, MEASURE IT.
IF YOU CAN’T
MEASURE IT,
FORGET IT.”
– PETER
DRUCKER
WHAT GETS MEASURED GETS DONE!

17. THANK YOU FOR LISTENING
