INDIVIDUAL P

Name of Employee: VILMA S.PALAD

Position: Master Teacher I
School / Division: BITUNGOL ELEMENTARY SCHOOL
Review Period: May 2018 - April 2019
TO BE FILL
Weight
MFOs KRAs Objectives Timeline per Outstanding
KRA QET
(5)
Basic 1. Content 1. Modeled effective 7.5% Quality Modeled effective applications of
Education Knowledge applications of content content knowledge within and
Services and Pedagogy knowledge within and across curriculum teaching areas
(40%) across curriculum teaching as shown in MOV 1 with a rating
areas. of 8

Efficiency Submitted at least 4 lessons as

evidenced by MOV 1 and
supported by any 1 of the other
given

Timeliness

2. Collaborated with 7.5% Quality Conducted, completed and

collegues in the conduct dissemiated action research with
and application of research colleagues
to enrich knowledge of
content and pedagogy. Efficiency Submitted at least 4 of the given
MOV

Timeliness Presented the research report

within the rating period

3. Developed and applied 7.5% Quality Demonstrated effective teaching

effective teaching strategies to promote critical and
strategies to promote creative thinking, as well as other
critical and creative higher-order thinking skills as
thinking, as well as other shown in MOV 1 with a rating of 8
higher-order thinking skills.

Efficiency Submitted 4 or more lessons as

evidently shown in MOV 1 and
supported by any 1 of the other
MOV given

Timeliness

2. Learning 4.Worked with colleagues 7.5% Quality Used classroom management

Environment to model and share strategies that engage learners in
and Diversity effective techniques in the activites / tasks as shown in MOV
of Learners management of classroom 1 with a rating of 7
structure to engage
learners in meaningful
exploration, discovery and
hands-on activities within a DEPED RPMS form – For Teachers I 1
 and Diversity effective techniques in the
of Learners management of classroom
MFOs KRAs structureObjectives
to engage Timeline
learners in meaningful
exploration, discovery and
hands-on activities within a
range of physical learning
environments.
5. Exhibited effective and
contructive behavior
management skills by
applying positive and non-
violent discipline to ensure
learning-focused
environments.
6. Worked with colleagues
to share differentiated,
developmentally
appropriate opportunities
to address learners'
differences in gender,
needs, strengths, interests
and experiences.
3. Curriculum 7. Developed and applied
and Planning effective strategies in the
planning and management
of developmentally
sequenced teaching and
learning processes to meet
curriculum requirements
varried teaching context.
8. Reviewed with
colleagues, teacher and
learner feedback to plan,
facilitate and enrich
teaching practice.
Weight
per Outstanding
KRA QET
(5)
Efficiency Submitted at least 4 lessons
supported by MOV 1 and any 1 of
the other acceptable MOV
Timeliness
7.5% Quality Exhibited effective and
constructive behavior
management skills by applying
positive and non-violent discipline
to ensure learning-focused
environments shown in MOV 1
with a rating of 8
Efficiency Applied at least 7 of the given
strategies as observed in at least
4 lessons
Timeliness
7.5% Quality Worked with colleagues at least in
the district / cluster level to share
lesson
Efficiency Submitted at least 1 lesson as
evidently shown in MOV 1 and
supported by any acceptable
MOV
Timeliness
7.5% Quality Developed and applied effective
strategies showingmentally-
sequenced teaching and learning
process as shown in MOV 1 with
a rating of 8
Efficiency Submitted at least 1 lesson as
evidently shown in MOV 1 and
supported by any acceptable
MOV
Timeliness
7.5% Quality Consistently led collaborative
reviews of teacher and learner
feedback as evidence by the
MOV submitted
DEPED RPMS form – For Teachers I 2
 learner feedback to plan,
facilitate and enrich Weight
MFOs KRAs teachingObjectives
practice. Timeline per Outstanding
KRA QET
(5)
Efficiency Submitted 4 collaborative reviews
of teacher and learner feedback
as evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV

Timeliness

9. Advised and guided 7.5% Quality Consistently advised colleagues

colleagues in the selection, in the selection, organization,
organization, development development and appropriate use
and use of appropriate of teaching and learning
teaching and learning resources as shown in the MOV
resources, including ICT, submitted
to address specific
learning goals. Efficiency Submitted at least 4 teaching and
learning resources as evidenced
by at least 1 of the acceptable
MOV

Timeliness

4. Assessment 10. Worked collaboratively 7.5% Quality Consistently reviewed

and Reporting with colleagues to review collaboratively assessment tools
the design, selection, with colleagues as shown in the
organization and use of a MOV submitted
range of effective
diagnostic, formative and
summative assessment
strategies consistent with
curriculum.
Efficiency Submitted at least 4 varied
assessment tools as evidently
shown in any of the acceptable
MOV

Timeliness

11. Interpreted 7.5% Quality Consistently collaborated with

collaboratively monitoring colleagues in the interpretation of
and evaluation strategies assessment data as shown in the
of attainment data to MOV submitted
support learner progress
and achievement.
Efficiency Submitted at least 2 different
types of MOV

Timeliness

DEPED RPMS form – For Teachers I 3

 Weight
MFOs KRAs Objectives Timeline per Outstanding
KRA QET
(5)
12. Applied skills in the 7.5% Quality R
effective communication of
learner needs, progress
and achievement to key
stakeholders, including
parents/guardians.

Efficiency Submitted at least 3 of the

acceptable MOV

Timeliness

5. Plus Factor 13. Performed various 10.0% Quality Consistently performed special
related work/activities that tasks and/or assignments as
contribute to the teaching- shown in the MOV submitted
learning process.

Efficiency Submitted at least 4 different

kinds of acceptable MOV

Timeliness

* Toget the score, the rating is multiplied by the weight assigned

Conforme:

VILMA S.PALAD
Master Teacher I
Ratee
VILMA S. PALAD
Master Teacher I
Ratee

DEPED RPMS form – For Teachers I 4

IVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III

Name of Rater: EDWIN S. FLORES

Position: Principal IV
Date of Review: November 16, 2018

TO BE FILLED DURING PLANNING

PERFORMANCE INDICATOR
Very Satisfactory Satisfactory Unsatisfactory
(4) (3) (2)
Modeled effective applications of Modeled effective applications of Modeled effective applications of
content knowledge within and content knowledge within and content knowledge within and
across curriculum teaching areas across curriculum teaching areas across curriculum teaching areas
as shown in MOV 1 with a rating as shown in MOV 1 with a rating as shown in MOV 1 with a rating
of 7 of 6 of 5

Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as

evidenced by MOV 1 from evidenced by MOV 1 from evidenced by MOV 1 from
colleagues and supported by any colleagues and supported by any colleagues and supported by any
1 of the other MOV given 1 of the other MOV given 1 of the other MOV given

Conducted and completed action Conducted action research with Proposed-action research with
research with collegues colleagues colleagues

Submitted at least 3 of the given Submitted at least 2 of the given Submitted at least 1 of the given
MOV MOV MOV

Completed the research report Conducted the research report Proposed the research report
within the rating period within the rating period within the rating period

Demonstrated effective teaching Demonstrated effective teaching Demonstrated effective teaching

strategies to promote critical and strategies to promote critical and strategies to promote critical and
creative thinking, as well as other creative thinking, as well as other creative thinking, as well as other
higher-order thinking skills as higher-order thinking skills as higher-order thinking skills as
shown in MOV 1 with a rating of 7 shown in MOV 1 with a rating of 6 shown in MOV 1 with a rating of 5

Submitted 3 lessons as evidently Submitted 2 lessons as evidently Submitted 1 lessons as evidently

shown in MOV 1 and supported shown in MOV 1 and supported shown in MOV 1 and supported
by any 1 of the other MOV given by any 1 of the other MOV given by any 1 of the other MOV given

Used classroom management Used classroom management Used classroom management

strategies that engage learners in strategies that engage learners in strategies that engage learners in
activites/tasks as shown in MOV activites/tasks as shown in MOV activites/tasks as shown in MOV
1 with a rating of 6 1 with a rating of 5 1 with a rating of 4

DEPED RPMS form – For Teachers I 5

 Very Satisfactory
(4)
Submitted 3 lessons supported by Submitted 2 lessons supported by Submitted 1 lessons supported by
MOV 1 and any 1 of the other
acceptable MOV
Exhibited effective and
constructive behavior
management skills by applying
positive and non-violent discipline
to ensure learning-focused
environments shown in MOV 1
with a rating of 7
Applied at least 7 of the given
strategies as observed in at least strategies as observed in at least strategies as observed in at least
3 lessons
Worked with colleagues in the
school level to share lesson
Submitted at least 1 lesson as
evidently shown in MOV 1 and
supported by any acceptable
MOV
Developed and applied effective
strategies showingmentally-
sequenced teaching and learning
process as shown in MOV 1 with
a rating of 7
Submitted at least 1 lesson as
evidently shown in MOV 1 and
supported by any acceptable
MOV
Frequently led collaborative
reviews of teacher and learner
feedback as evidence by the
MOV submitted
Satisfactory
(3)
MOV 1 and any 1 of the other MOV 1 and any 1 of the other
acceptable MOV acceptable MOV
Exhibited effective and
constructive behavior
management skills by applying
positive and non-violent discipline
to ensure learning-focused
environments shown in MOV 1
with a rating of 6
Applied at least 7 of the given
2 lessons
Worked with colleagues in the
department or grade level to
share lesson
Submitted at least 1 lesson as
evidently shown in MOV 1 and
supported by any acceptable
MOV
Developed and applied effective
strategies showingmentally-
sequenced teaching and learning
process as shown in MOV 1 with
a rating of 6
Submitted at least 1 lesson as
evidently shown in MOV 1 and
supported by any acceptable
MOV
Occasionally led collaborative
reviews of teacher and learner
feedback as evidence by the
MOV submitted
Unsatisfactory
(2)
Exhibited effective and
constructive behavior
management skills by applying
positive and non-violent discipline
to ensure learning-focused
environments shown in MOV 1
with a rating of 5
Applied at least 7 of the given
1 lesson
Worked with colleagues but no
evidence of sharing with others
Submitted at least 1 lesson, as
evidenced by either MOV 2 or 3
but no evidence of sharing with
others
Developed and applied effective
strategies showingmentally-
sequenced teaching and learning
process as shown in MOV 1 with
a rating of 5
Submitted at least 1 lesson, as
evidenced by either MOV 2 or 3
but no evidence of sharing with
others
Rarely led collaborative reviews
of teacher and learner feedback
as evidence by the MOV
submitted
DEPED RPMS form – For Teachers I 6
 Very Satisfactory
(4)
Submitted 3 collaborative reviews
of teacher and learner feedback
as evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Satisfactory
(3)
Submitted 2 collaborative reviews
of teacher and learner feedback
as evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV
Unsatisfactory
(2)
Submitted 1 collaborative reviews
of teacher and learner feedback
as evidently shown in MOV 1 and
supported by any 1 of the
acceptable MOV

Frequently advised colleagues in
the selection, organization,
development and appropriate use
of teaching and learning
resources as shown in the MOV
submitted
Occasionally advised colleagues
in the selection, organization,
development and appropriate use
of teaching and learning
resources as shown in the MOV
submitted
Rarely advised colleagues in the
selection, organization,
development and appropriate use
of teaching and learning
resources as shown in the MOV
submitted

Submitted 3 teaching and Submitted 2 teaching and Submitted 1 teaching and

learning resources as evidenced learning resources as evidenced learning resources as evidenced
by at least 1 of the acceptable by at least 1 of the acceptable by at least 1 of the acceptable
MOV MOV MOV

Frequently reviewed Occasionally reviewed Rarely reviewed collaboratively

collaboratively assessment tools collaboratively assessment tools assessment tools with colleagues
with colleagues as shown in the with colleagues as shown in the as shown in the MOV submitted
MOV submitted MOV submitted

Submitted 3 assessment tools as Submitted 2 assessment tools as Submitted 1 assessment tools as

evidently shown in any of the evidently shown in any of the evidently shown in any of the
acceptable MOV acceptable MOV acceptable MOV

Frequently collaborated with Occasionally collaborated with Rarely collaborated with

colleagues in the interpretation of colleagues in the interpretation of colleagues in the interpretation of
assessment data as shown in the assessment data as shown in the assessment data as shown in the
MOV submitted MOV submitted MOV submitted

Submitted at least 3 of the same Submitted at least 2 of the same Submitted any 1 of the MOV
kind of MOV kind of MOV

DEPED RPMS form – For Teachers I 7

 Very Satisfactory
(4)
Frequently applied skills in th
effective communication of
learner needs and progress to
parents/guardians as shown in
the MOV submitted
Submitted any of 3 MOV
Frequently performed special
tasks and/or assignments as
shown in the MOV submitted
Submitted only 3 different kinds of Submitted only 2 different kinds of Submitted any 1 of the acceptable
acceptable MOV
LORELIE F. CARILLO
Principal I
Rater
Satisfactory
(3)
Occasionally applied skills in th
effective communication of
learner needs and progress to
parents/guardians as shown in
the MOV submitted
Submitted any 2 MOV
Occasionally performed special
tasks and/or assignments as
shown in the MOV submitted
acceptable MOV
Unsatisfactory
(2)
Rarely applied skills in th effective
communication of learner needs
and progress to
parents/guardians as shown in
the MOV submitted
Submitted any 1 MOV
Rarely performed special tasks
and/or assignments as shown in
the MOV submitted
MOV
DEPED RPMS form – For Teachers I 8
acher I-III

RES

018

TO BE FILLED DURING EVALUATION

Rating
Poor Actual Results Score
Q E T Ave.
(1)
No acceptable evidence was 4 5 4.5 0.34
shown

Each part had no description of

what to do with example

No acceptable evidence was 1 1 1 1 0.08

shown

No acceptable evidence was

shown

No acceptable evidence was

shown

No acceptable evidence was 5 5 5 0.38

shown

No acceptable evidence was

shown

No acceptable evidence was 5 4 4.5 0.34

shown

DEPED RPMS form – For Teachers I 9

 Poor Actual Results Score
Q E T Ave.
(1)
No acceptable evidence was
shown

No acceptable evidence was 4 5 4.5 0.34

shown

No acceptable evidence was

shown

No acceptable evidence was 4 5 4.5 0.34

shown

No acceptable evidence was

shown

No acceptable evidence was 5 5 5 0.38

shown

No acceptable evidence was

shown

No acceptable evidence was 5 5 5 0.38

shown

DEPED RPMS form – For Teachers I 10

 Poor Actual Results Score
Q E T Ave.
(1)
No acceptable evidence was
shown

No acceptable evidence was 4 5 4.5 0.34

shown

No acceptable evidence was

shown

No acceptable evidence was 5 5 5 0.38

shown

No acceptable evidence was

shown

No acceptable evidence was 5 4 4.5 0.34

shown

No acceptable evidence was

shown

DEPED RPMS form – For Teachers I 11

 Poor Actual Results Score
Q E T Ave.
(1)
No acceptable evidence was 5 5 5 0.38
shown

No acceptable evidence was

shown

No acceptable evidence was 5 5 5 0.50

shown

No acceptable evidence was

shown

FINAL RATING 4.48

ADJECTIVAL RATING Very Satisfactory

MINA GRACIA L. ACOSTA, CESE

Asst. Schools Division Superintendent
Approving Authority

DEPED RPMS form – For Teachers I 12

Name of Employee: VILMA S. PALAD Name of Rater LORELIE F. CARILLO
Position Master Teacher I Position: Principal I
School / Division: North Hills Village Elementary /norzagaray West Date of Review: November 16, 2018
Rating Period: May 2018 - April 2019

COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

Self-Management Teamwork
1. Sets personal goals and direction, needs and development. 1. Willingly does his/her share of responsibility.
2. Undertakes personal actions and behaviors that are clear and purposive and takes 2. Promotes collaboration and removes barriers to teamwork and goal accomplishment
into account personal goals and values congruent to that of the organization the organization.
3. Displays emotional maturity and enthusiasm for and its challenged by higher 5 3. Applies negotiation principles in arriving at win-win agreements. 4
goals. 4. Drives consensus and team ownership of decisions.
5. Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to 5. Works constructively and collaboratively with others and across organizations to
achieve goals. accomplish organizational goals and objectives.
5. Sets high quality, challenging, realistic goals for self and others.

Professionalism and Ethics Service Orientation

1. Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical
Standards for public officials and employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of
his /her actions and decisions.
3. Maintains a 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 of urgency and responsibility to meet the organization’s needs, improve
improve systems and help others improve their effectiveness.
1. Can explain and articulate organizational directions, issues and problems.
2 . Takes personal responsibility for dealing with and/or correcting customer service
issues and concerns.
4 3. Initiates activities that promotes advocacy for men and women empowerment. 3
4. Participates in updating of office vision, mission, mandates and strategies based on
DEPED strategies and directions.
Develops and adopts service improvement programs through simplified procedures that
will further enhance service delivery.

Result Focus Innovation

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 satisfactorily quality 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 improve
performance. Examples may include doing something better, faster, at a lower cost, more
efficiently; or improving quality, customer satisfaction, morale, without setting any specific
goal.
1 . Examines the root cause of problems and suggests effective solutions. Fosters new
ideas, processes, and suggests better ways to do things (cost and/or operational
efficiency).
2 . Demonstrates an ability to think “beyond the box”. Continuously focuses on improving
4 personal productivity to create higher value and results. 4
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 responsibilities. Demonstrates resourcefulness
and the ability to succeed with minimal resources.

5 - Role model; 4 - Consistently demonstate; 3 - Most of the time demonstrate; 2 - Sometimes demonstrate; 1 - Rarely demonstrate

OVERALL
COMPETENCY 4.20
RATINGS

RPMS MANUAL 2018 - Appendix D.3

 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating

Accomplishments of KRAs and Objectives 4.48

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: VILMA S.PALAD Name of Superior: LORELIE F. CARILLO

Signature: Signature:
Date: Date:

PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs Timeline Resources Needed
(Recommended Developmental Intervention)
A. Functional Competencies

* Continues use and practice of mediated power Bosu Ball, Kettle Bell and
Explosiveness Progressive power deployment deployment to reduce wear and tear of muscles. S.Y. 2019-2020 Medicine Ball

B. Core Behavioral Copetencies

Teamwork Result Focus * Delivers error-free outputs most if the time S.Y. 2019-2020 TIP Module 5

VILMA S.PALAD LORELIE F. CARILLO MINA GRACIA L. ACOSTA, CESE

Master Teacher I Principal I Assistant Schools Division Superintendent
Ratee Rater Approving Authoriry
LORELIE F. CARILLO
Principal I
 POSITION AND COMPETENCY PROFILE PCP No. _________ Revision Code: 00

Department of Education
Name VILMA S.PALAD Salary Grade 18
Postion Title Master Teacher I Effectivity Date November 10, 2009
Office Unit DepEd - Bulacan Page/s
Reports to LORELIE F. CARILLO
Position Supervised Principal I
JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications

Education
Experience
Eligibility RA 1080

Trainings
B. Preferred Qualifications
Education
Experience
Eligibility
Trainings Relevant trainings
 FINAL RATING Descriptive Rating
0 - 1.499 Poor
1.5 - 2.499 Unsatisfactory
2.5 - 3.499 Satisfactory
3.5 - 4.499 Very Satisfactory
4.5 - 5 Outstanding