POSITION AND COMPETENCY PROFILE PCP No.

_________ Revision Code: 00

Department of Education

Position Title TEACHER I Salary Grade 11

Parenthetical Title

Office Unit Effectivity Date

Reports to Principal/ School Heads Page/s

Position Supervised

JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelor's degree plus 18 professional unit in Education

Experience None required

Eligibility RA 1080

Trainings None required

B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with education units (18-21), MA units 18 units

Experience
Eligibility PBET/LET Passers

Trainings In-Service training

 Republic of the Philippines
Department of Education
Region III
Division of Bulacan
City of Malolos
CALAWITAN NATIONAL HIGH SCHOOL
Brgy.Calawitan, San Ildefonso, Bulacan

RESULTS – BASED PERFORMANCE MANAGEMENT SYSTEM

Individual Performance Commitment and Review Form
The Department of Education (DepEd) is committed to provide the members of its organization with opportunities to:

§ Link their individual achievements and make a meaningful contribution to the attainment of the institution’s Vision and Mission.
§ Promote individual and team growth, participation and commitment.
§ Grow professionally and personally.

In line with this Philosophy, DepEd implements a Results-Based Performance Management System. It is a shared undertaking between the superior and the employee that allows an open
discussion of job expectations, Key Results Areas, Objectives and how these align to overall departmental goals. It provides a venue for agreement on standards of performance and behaviors
which lead to professional and personal growth in the organization.

This form is divided into four parts:

PART I Accomplishments of KRAs and Objectives - Each employee plays a vital part in the achievement of his/her department’s objectives. At the beginning of the Results-Based Performance
Management Cycle, the employee and his/her superior jointly determines goal and measures that will lead to the achievement of the overall departmental goals. After which, weights are
assigned to those goals based on priorities. The total of the weights should not exceed 100. At the end of the performance cycle, the employee is rated on the effectiveness/quality, efficiency
(including cost), and timeliness in delivering the goals agreed upon.

PART II Competencies - The success of the employee in fulfilling his/her role and delivering exceptional performance is dependent on how s/he applies various competencies on the job. The
employee is rated based on the effectiveness and consistency by which s/he demonstrates behaviors relevant to the competencies. The overall rating is computed by adding the rating for each
competency and dividing the sum by the total number of competencies. Half-points (e.g. 3.5) may be given if the employee’s performance level falls in between descriptions of the scale
positions.

PART III Summary of Ratings for Discussion

PART IV Development Plans - The areas where the employee excels and areas for development are both identified. In this manner, the employee’s strengths are highlighted and recognized.
Development needs on the other hand are addressed through formal and informal training and development approaches
DEPED RPMS - For Teacher │1
 Scale Adjective Description
Performance represents an extraordinary level of achievement and commitment in terms of quality and time, technical
Outstanding (130% skills and knowledge, ingenuity, creativity and initiative. Employees at this performance level should have demonstrated
5 exceptional job mastery in all major areas of responsibility. Employee achievement and contributions to the organization
and above)
are of marked excellence

Very Satisfactory
4 (115% - 129%) Performance exceeded expectations. All goals, objectives and targets were achieved above the established standards.
Satisfactory (100% Performance met expectations in terms of quality of work, efficiency and timelines. The most critical annual goals were
3 - 114 %) met
Unsatisfactory Performance failed to meet expectations, and / or one or more of the most critical goals were not met.
2 (15 % - 99 %)
Poor Performanxce was consiostently below expectations, and/or readonable progress towards critical goals was not
1 (50% or below) made.Significant improvement is needed in one or more important areas.

These ratings refer to the accomplishment of targets or objectives. Evaluation should be based on indicators and measures. CSC MC NO. 13, SERIES OF 1999 (REVISED Polices on the Performance Management System)
have the following descriptions:

Outstanding – performance exceeding targets by 30% and above of the planned targets on the previous definition of performance exceeding targets by at least fifty (50%)

Very Satisfactory – performance exceeding targets by 15% to 29% of the planned targets; from the previous range of performance exceeding targets by at least 25% but falls short of what is considered an outstanding
performance.
Satisfactory – performance of 100% to 114% of the planned targets. For accomplishments requiring 100% of the targets such as those pertaining to money or accuracy or those which may no longer be exceeded, the
usual rating of either 10 for those who met targets or 4 for those who failed or fell short of the targets shall still be enforced.
Unsatisfactory – performance of 51% to 99% of the planned targets; and
Poor – performance failing to meet the planned targets by 50% or below.

Appeals
A Performance Review Committee (PRC) shall be created is DepEd composed of the Undersecretary for Regional Operations, Assistant Secretary for Planning, highest ranking official in charge of personnel management
and two representatives from the rank and file nominated by the accredited employee association in the agency as members.

1. Employees who feel aggrieved or dissatisfied with their final performance rating can file an appeal with the PRC within ten (10) days from date of receipt of their Performance Report Form from the PRC. Employees,
however, shall not be allowed to protest the performance rating of their co-employees. Ratings obtained by other employees can only be used as basis or reference for comparison in appealing one’s performance rating;

2. The PRC shall decide on the appeals within one month from receipt. Appeals lodged at any PRC shall follow the hierarchical jurisdiction of various PRCs in an agency. For example, the decision of the Provincial PRC is
appealable to the Regional PRC which decision is in turn appealable to the National/Central Office PRC. Only in exceptional instances when the decision of the PRC in the central offices of departments may be appealed
further to the CSC Commission proper. The decision made on employees’ ratings by the PRC in the local government units maybe appealed to the Civil service Regional Office which has jurisdiction over these units.
3. An official or employee who was separated from the service on the basis of unsatisfactory or poor performance rating can appeal his separation to the CSC or its regional office within 15 days from receipt of the order
or notice of separation.
DEPED RPMS - For Teacher │2
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III
Name ofTeacher: Name of Rater: FRANCISCA T. SALVADOR
Position: Position: PRINCIPAL I
Bureau/Center/Service/Division: BULACAN Date of Review: October 26, 2018
Rating Period: JUNE 2018- APRIL 2019

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
Basic Education 1. Content 1. Applied Quality No acceptable #DIV/0! #DIV/0!
Services Knowledge and knowledge of evidence was
Showed knowledge Showed knowledge Showed knowledge Showed knowledge
Pedagogy content within shown
of content and its of content and its of content and its of content and its
and across
integration within integration within integration within integration within
curriculum
and across subject and across subject and across subject and across subject
teaching areas.
areas as shown in areas as shown in areas as shown in areas as shown in
MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4
7.5% Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any 1 of No acceptable
4 lessons using lessons using MOV lessons using MOV the given MOV evidence was
MOV 1 and 1 and supported by 1 and supported by shown
supported by any 1 any 1 of the other any 1 of the other
of the other given given MOV given MOV
MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable
were distributed were distributed were distributed were distributed evidence was
across 4 quarters across 3 quarters across 2 quarters across 1 quarters shown

Basic Education 2. Used a range Quality Facilitated using Facilitated using Facilitated using Facilitated using No acceptable #DIV/0! #DIV/0!
Services of teaching different teaching different teaching different teaching different teaching evidence was
strategies that strategies that strategies that strategies that strategies that shown
enhance learner promote reading promote reading promote reading promote reading
schievement in writing and/or writing and/or writing and/or writing and/or
literacy and numeracy skills as numeracy skills as numeracy skills as numeracy skills as
numeracy skills shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

7.5% Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 No acceptable

4 learner-centered learner-centered learner-centered learner-centered evidence was
lessons as lessons as lessons as lessons as shown
evidently shown in evidently shown in evidently shown in evidently shown in
MOV 1 and MOV 1 and MOV 1 and any of the other
supported by any 1 supported by any 1 supported by any 1 given MOV
of the other MOV of the other MOV of the other MOV
given given given
 Timeliness
Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
Basic Education 1. Content 3. Applied a Quality Used different Used different Used different Used different No acceptable #DIV/0! #DIV/0!
Services Knowledge and range of teaching teaching strategies teaching strategies teaching strategies teaching strategies evidence was
Pedagogy strategies to that develop critical that develop critical that develop critical that develop critical shown
develop critical and creative and creative and creative and creative
and creative thinking skills thinking skills thinking skills thinking skills
thinking, as well and/or other HOTS and/or other HOTS and/or other HOTS and/or other HOTS
as other higher as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
order thinking with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
skills. 7.5%
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 lesson No acceptable
4 lessons as lessons as lessons as as evidenced by evidence was
evidenced by MOV evidenced by MOV evidenced by MOV any of the other shown
1 and supported by 1 and supported by 1 and supported by given MOV
any 1 of the other any 1 of the other any 1 of the other
given MOV given MOV given MOV
Timeliness
Basic Education 2. Learning 4. Managed Quality Used classroom Used classroom Used classroom Used classroom No acceptable #DIV/0! #DIV/0!
Services Environment classroom management management management management evidence was
and Diversity of structure to strategies that strategies that strategies that strategies that shown
Learners engage learners, engage learners in engage learners in engage learners in engage learners in
individually or in activities/tasks as activities/tasks as activities/tasks as activities/tasks as
groups, in shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
meanigful with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
exploration, 7.5%
Submitted at least
discovery and Efficiency 4 lessons Submitted 3 Submitted 2 Submitted 1 lesson No acceptable
hands-on supported by MOV lessons supported lessons supported supported by any evidence was
activities within a 1 and any 1 of the by MOV 1 and any by MOV 1 and any of the acceptable shown
range of physical other acceptable 1 of the other 1 of the other MOV
learning MOV acceptable MOV acceptable MOV
environments. Timeliness
Basic Education 5. Managed Quality Applied teacher Applied teacher Applied teacher Applied teacher No acceptable #DIV/0! #DIV/0!
Services learner behavior management management management management evidence was
constructively by strategies of strategies of strategies of strategies of shown
applying positive learner behavior learner behavior learner behavior learner behavior
and non-violent that promote that promote that promote that promote
discipline to positive and non- positive and non- positive and non- positive and non-
ensure learning- violent discipline as violent discipline as violent discipline as violent discipline as
focused shown in MOV shown in MOV shown in MOV shown in MOV
environment 7.5% submitted with a submitted with a submitted with a submitted with a
rating of 7 rating of 6 rating of 5 rating of 4

Efficiency Submitted at least Submitted at least Submitted at least Submitted any 1 of No acceptable
4 of the given 4 of the given 4 of the given the given strategies evidence was
strategies as strategies as strategies as as observed in only shown
observed in at least observed in 3 observed in 2 1 lesson
4 lessons lessons lessons
 observed in at least observed in 3 observed in 2 1 lesson
4 lessons lessons lessons
Timeliness
Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
Basic Education 2. Learning 6. Used Quality Applied Applied Applied Applied No acceptable #DIV/0! #DIV/0!
Services Environment differentiated, differentiated differentiated differentiated differentiated evidence was
and Diversity of developmentally teaching strategies teaching strategies teaching strategies teaching strategies shown
Learners appropriate to address learner to address learner to address learner to address learner
learning diversity as shown diversity as shown diversity as shown diversity as shown
experiences to in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
address learners’ rating of 7 rating of 6 rating of 5 rating of 4
gender, needs,
strengths, Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any 1 No acceptable
interests and 4 differentiated differentiated differentiated differentiated evidence was
experiences. 7.5%
teaching strategies teaching strategies teaching strategies teaching strategy in shown
in at least 2 in at least 2 in 2 lessons as only 1 lesson as
lessons as lessons as evidenced by MOV evidently shown in
evidenced by MOV evidenced by MOV 1 and supported by any 1 of the
1 and supported by 1 and supported by any 1 of the other acceptable MOV
any 1 of the other any 1 of the other acceptable MOV
acceptable MOV acceptable MOV

Timeliness
Basic Education 3. Curriculum 7. Planned, Quality Planned and Planned and Planned and Planned and No acceptable #DIV/0! #DIV/0!
Services and Planning managed and implemented implemented implemented implemented evidence was
implemented developmentally developmentally developmentally developmentally shown
developmentally sequenced sequenced sequenced sequenced
sequenced teaching and teaching and teaching and teaching and
teaching and learning process as learning process as learning process as learning process as
learning shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
processes to with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
meet curriculum
requirements and
varied teaching Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 No acceptable
contexts. 4 developmentally developmentally developmentally developmentally evidence was
7.5% sequenced sequenced sequenced sequenced shown
teaching and teaching and teaching and teaching and
learning process as learning process as learning process as learning process as
evidently shown in evidently shown in evidently shown in evidently shown in
MOV 1 and MOV 1 and MOV 1 and any 1 of the given
supported by any 1 supported by any 1 supported by any 1 MOV
of the other given of the other given of the other given
MOV MOV MOV

Timeliness
 Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
Basic Education 3. Curriculum 8. Participated in Quality Consistently Frequently Occasionally Rarely participated No acceptable #DIV/0! #DIV/0!
Services and Planning collegial participated in participated in
participated in in LAC/FGD/ evidence was
discussions that LACs/FGDs/meetin LACs/FGDs/meetin
LACs/FGDs/ meeting to discuss shown
use teacher and gs to discuss gs to discuss meetings to teacher/learner
learner feedback teacher/learner teacher/learner
discuss feedback to enrich
to enrich teaching feedback to enrich feedback to enrich
teacher/learner instruction as
practice. instruction as instruction asfeedback to enrich shown in the MOV
shown in the MOV shown in the MOV
instruction as submitted
7.5% submitted submitted shown in the MOV
submitted
Efficiency Participated in at Participated in 3 Participated in 2 Participated in 1 No acceptable
least 4 LACs/FGDs/meetin LACs/FGDs/meetin LAC/FGD/meeting evidence was
LACs/FGDs/meetin gs as evidently gs as evidently as evidently shown shown
gs as evidently shown in any 1 of shown in any 1 of in any 1 of the
shown in any 1 of the given MOV the given MOV given MOV
the given MOV
Timeliness
Basic Education 9. Selected, Quality Developed and Developed and Developed and Developed and No acceptable #DIV/0! #DIV/0!
Services developed, used varied used varied used varied used varied evidence was
organized and teaching and teaching and teaching and teaching and shown
used appropriate learning resources, learning resources, learning resources, learning resources,
teaching and including ICT, to including ICT, to including ICT, to including ICT, to
learning address learning address learning address learning address learning
resources, goals as shown in goals as shown in goals as shown in goals as shown in
including ICT, to MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
address learning rating of 7 rating of 6 rating of 5 rating of 4
goals.
Efficiency Submitted 3 varied Submitted 2 varied Submitted any No acceptable
7.5% Submitted at least teaching and teaching and teaching and evidence was
4 varied teaching learning resources, learning resources, learning resource, shown
and learning including ICT, as including ICT, as including ICT, as
resources, evidently shown in evidently shown in evidently shown in
including ICT, as MOV 1 and MOV 1 and any of the
evidently shown in supported by any 1 supported by any 1 acceptable MOV
MOV 1 and of the acceptable of the acceptable
supported by any 1 MOV MOV
of the acceptable
MOV

Timeliness
 Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
Basic Education 4. Assessment 10. Designed, Quality Designed, Designed, Designed, Designed, No acceptable #DIV/0! #DIV/0!
Services and Reporting selected, selected, organized selected, organized selected, organized selected, organized evidence was
organized and and used and used and used and used shown
used diagnostic, diagnostic, diagnostic, diagnostic, diagnostic,
formative and formative and formative and formative and formative and
summative summative summative summative summative
assessment assessment assessment assessment assessment
strategies strategies strategies strategies strategies
consistent with consistent with consistent with consistent with consistent with
curriculum curriculum curriculum curriculum curriculum
requirements. 7.5% requirements as requirements as requirements as requirements as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

Efficiency Submitted at least Submitted 3 varied Submitted 2 varied Submitted 1 No acceptable

4 varied assessment tools assessment tools assessment tool as evidence was
assessment tools as evidently shown as evidently shown evidently shown in shown
as evidently shown in any 1 of the in any 1 of the any of the
in any 1 of the acceptable MOV acceptable MOV acceptable MOV
acceptable MOV
Timeliness
Basic Education 11. Monitored Quality Consistently Frequently Occasionally Rarely monitored No acceptable #DIV/0! #DIV/0!
Services and evaluated monitored and monitored and monitored and and evaluated evidence was
learner progress evaluated learner evaluated learner evaluated learner learner progress shown
and achievement progress and progress and progress and and achievement
using learner achievement using achievement using achievement using using learner
attainment data. learner attainment learner attainment learner attainment attainment data as
data as shown in data as shown in data as shown in shown in the MOV
the MOV submitted the MOV submitted the MOV submitted submitted
7.5%
Efficiency Submitted a Submitted a Submitted a Submitted 1 No acceptable
combination of at combination of 3 of combination of 2 of acceptable MOV evidence was
least 4 of the the acceptable the acceptable shown
acceptable MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable
were distributed were distributed were distributed was completed in evidence was
across 4 quarters across 3 quarters across 2 quarters only 1 quarter shown
 Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
Basic Education 4. Assessment 12.Communica Quality Consistently Frequently showed Occasionally Rarely showed No acceptable #DIV/0! #DIV/0!
Services and Reporting ted promptly and showed prompt prompt and clear showed prompt prompt and clear evidence was
clearly the and clear communication of and clear communication of shown
learners’ needs, communication of the learners’ needs, communication of the learners’ needs,
progress and the learners’ needs, progress and the learners’ needs, progress and
achievement to progress and achievement to key progress and achievement to key
key stakeholders, achievement to key stakeholders, achievement to key stakeholders,
including parents/ stakeholders, including parents/ stakeholders, including parents/
guardians. including parents/ guardians as including parents/ guardians as
guardians as shown in the MOV guardians as shown in the MOV
7.5% shown in the MOV submitted shown in the MOV submitted
submitted submitted

Efficiency Submitted a Submitted a Submitted a Submitted any 1 of No acceptable

combination of at combination of 3 of combination of 2 of the given MOV evidence was
least 4 of the the acceptable the acceptable shown
acceptable MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable
were distributed were distributed were distributed was completed in evidence was
across 4 quarters across 3 quarters across 2 quarters only 1 quarter shown
Basic Education 5. Plus Factor 13. Performed Quality Consistently Frequently Occasionally Rarely performed No acceptable #DIV/0! #DIV/0!
Services various related performed various performed various performed various various related evidence was
works/activities related related related work/activities that shown
that contribute to work/activities that work/activities that work/activities that contribute to the
the teaching- contribute to the contribute to the contribute to the teaching learning
learning process. teaching learning teaching learning teaching learning process as shown
process as shown process as shown process as shown in the MOV
10%
in the MOV in the MOV in the MOV submitted
submitted submitted submitted

Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any 1 of No acceptable

4 different kinds of different kinds of different kinds of the acceptable evidence was
acceptable MOV acceptable MOV acceptable MOV MOV shown
Timeliness
RATING FOR OVER-ALL #DIV/0! #DIV/0!
ACCOMPLISHMENTS

ADJECTIVAL RATING EQUIVALENCIES

RANGE ADJECTIVAL RATING
4.500-5.000 Outstanding
3.500-4.499 Very Satisfactory
2.500-3.499 Satisfactory
1.500-2.499 Unsatisfactory NAME OF THE TEACHER FRANCISCA T. SALVADOR JERRY DIMLA CRUZ, Ph.D.
below 1.499 Poor Ratee School Principal I Assistant Schools Division Superintendent
Rater Approving Authority
 COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management
1 Sets personal goals and direction, needs and development.
2 Undertakes personal actions and behaviors that are clear and purposive and
takes into account personal goals and values congruent to that of the
organization.
3 Displays emotional maturity and enthusiasm for and is challenged by higher
goals
4 Prioritize work tasks and schedules (through gantt charts, checklists, etc.) to
achieve goals.
5 Sets high quality, challenging, realistic goals for self and others
Professionalism and Ethics
1 Demonstrates the values and behavior enshrined in the Norms of Conduct
and Ethical Standards for public officials and employee (RA 6713).
2 Practices ethical and professional behavior and conduct taking into account
the impact of his/her actions and decisions.
3 Maintains professional image: being trustworthy, regularity of attendance
and punctuality, good grooming and communication.
4 Makes personal sacrifices to meet the organization's needs.
5 Acts with a sense pf urgency and responsibility to meet the organization's
needs, improves systems and help others improve their effectiveness.
Result Focus
1 Achieves results with optimal use of time and resources most of the time.
2 Avoids rework, mistakes and wastage through effective work methods by
placing organizational needs before personal needs.
3 Delivers error-free outputs most of the time by conforming to standard
operating procedures correctly and consistently. Able to produce very
satisfactoy quality of work in terms of usefulness/acceptability and
completeness with no supervision required.
4 Expresses a desire to do better and may express frustration at waste or
inefficiency. May focus on new or more precise ways of meeting goals set.
5 Makes specific changes in the system or in own work methods to
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates
improve performance. Examples may include doing something better, faster, at
alower cost, more efficiently; or improving quality, costumer satisfaction, morale,
without setting any specific goal.
Teamwork
###
1 Willingly does his/her share of responsibilty.
2 Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization ###
3 Applies negotiation principles in arriving at win-win agreements.
4 Drives consensus and team ownership of decisions.
5 Works constructively and collaboratively with others and across organizations to
accomplish organizational goals and objectives.
Service Orientation
1 Can explain and articulate organizational directions, issues and problems.
2 Takes personal responsibilty for dealing with and/or correcting costumer service
### issues and concerns ###
3 Initiates activities that promotes advocacy for men and women empowerment.
4 Participates in updating of office vision, mission, mandates & strategies based on
DepEd strategies and directions.
5 Develops and adopts service improvement programs through simplified procedures
that will further enhance service delivery.
Innovation
1 Examines the root cause of problems and suggests effective solutions. Fosters new
ideas, processes, and suggests bettter ways to do things (cost and/or operational
efficiency).
### 2 Demonstrates an ability to think "beyond the box". Continuously focuses on ###
improving personal productivity to create higher value and results.
3 Promotes a creative climate and inspires co-workers to develop original ideas or
solutions.
4 Translates creative thinking into tangible changes and solutions that improve the
work unit and organization.
5 Uses ingenious methods to accomplish responsibilties. Demonstrates
resourcefulness and the ability to succeed with minimal resources.
DEPED RPMS form - DEPED form -Teachers
 CORE SKILLS Computer / ICT Skills
Oral Communication 1 Prepares basic compositions ( e.g., letters, reports, spreadsheets and graphic
presentations using Word Processing and Excel.

1 Follows instructions accurately. 2 Identifies different computer parts, turns the computer on/off, and work on a given
### task with acceptable speed and accuracy and connects computer peripherals ( e.g., ###
printers, modems, multi-media projectors, etc.)

2 Expresses self clearly, fluently and articulately. 3 Prepares simple presentations using Powerpoint.
3 Uses appropriate medium for the message. 4 Utilizes technologies to : access information to enhance professional productivity,
assists in conducting research and communicate through local and global
professional networks.
4 Adjust communication style to others. 5 Recommends appropriate and updated technology to enhance productivity and
professional practice.
5 Guides discussions between and among peers to meet an objective.
Written Communication
1 Knows the different written business communication formats used in the
DepEd.

2 Writes routine correspondence/communications, narrative and descriptive

report based on ready available information data with minimal spelling or ###
grammatical error/s (e.g. Memos, minutes, etc.)
3 Secures information from required references (i.e., Directories, schedules,
notices, instructions) for specific purposes. #DIV/0!
CORE BEHAVIORAL COMPETENCIES
4 Self-edits words, numbers, phonetic notation and content, if necessary.
#DIV/0!
OVERALL COMPETENCY RATINGS
5 Demonstrates clarity, fluency, impact, conciseness, and effectiveness in
his/her written communications. #DIV/0!
OVERALL RATING

5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates

Note: These ratings can be used for the developmental plans of the employee.

DEPED RPMS form - DEPED form - For Teachers

 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating

Accomplishments of KRAs and Objectives 4.55 (O)

Employee-Superior Agreement
The signatures below confirm that the employee and his/her superior have agreed to the contents of the performance as captured in this form.

Name of Employee: ANDREA LEAN C. MANAPAT Name of Superior: FRANCISCA T. SALVADOR

Signature: Signature:
Date: April 12, 2019 Date: April 12, 2019

PART IV: DEVELOPMENT PLANS

Strengths Development Needs Action Plan (Recommended Timeline Resources Needed

Developmental Intervention)

A. Teaching Competencies (PPST)

A. Core Behavioral Competencies

FRANCISCA T. SALVADOR JERRY DIMLA CRUZ, Ph.D.

Teacher I Principal I Assistant Schools Division Superintendent
Ratee Rater Approving Officer
DEPED RPMS form - DEPED form -For Teacher |