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POSITION AND COMPETENCY PROFILE

PCP No. _________

Revision Code: 00

Department of Education

Postion Title
Parenthetical Title
Office Unit
Reports to
Position Supervised

Teacher I

Salary Grade

Principal/ School Heads

Effectivity Date
Page/s

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

11

Revision Code: 00

11

Education

Individual Performance Commitment and Review Form

Name of Employee:
Position:
Review Period:
Bureau/Center/Service/Division:

Name of Rater:
Position:
Date of Review:
TO BE FILLED DURING PLANNING

MFOs

MFO: 2
BASIC
EDUCATION
SERVICES

KRAs

OBJECTIVES

Teaching-Learning Prepared lesson


Process
plans and daily logs of
activities including
appropriate adequate
and updated
instructional materials
with in the rating
period

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
5 - Outstanding
All daily lesson plans had the following
objective, subject matter, procedures,
evaluation and assignment
Each part had a full description of what
to do with an example
Objective was specific, measurable,
attainable, result-oriented and time-bound
130% and above developed high order
thinking skills
Attained 130% and above of the desired
learning competencies
130% and above based on the budget of
work

4 - Very Satisfactory
Had four of the five parts of lesson plan
#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
Each part of the partial description of
what to do with an example

#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
Objective was stated with 1 behavioral
indicator is missing
115-129% developed high order thinking
skills
Attained 115-129% of the desired
learning competencies
115-129% based on the approved budget
of work

3 - Satisfactory
Had 3 of the five parts
Each part had a partial description with
out example
Objectives was stated with 3-4
behavioral indicator missing
100-114% develop high order thinking
skills
Attained 100-114% of the desired
learning competencies
100-114% based on the approved budget
of work

2 - Unsatisfactory
Had 2 of the five parts
Each part had no description with out
example
Objectives was stated with 1-2
behavioral indicator missing
51-99% develop high order thinking skills
Attained 51-99% of the desired learning
competencies

#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
51-99% based on the approved budget of
work

#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
1 - Poor
Had 1 of the five parts
Each part had no description with out
example
Objectives was stated without behavioral
indicator m
50% and below develop high order
thinking skills
50% and below attained the desired
learning competencies
50% and below based on the approved
budget of work

Facilitated learning
in the school through
functional lesson
plans, daily logs and
innovative teaching
strategies

5 - Outstanding
The teacher established challenging and
measurable goal/s for student learning that
is aligned with the (DepEd standards or
Philippine Elementary Learning
Competencies (PELC) or the Philippine
Secondary Learning Competencies
(PSLC))curriculum
The goal reflected a range of student
learner needs.
Has provided individual activities for a
130% and above of the classes handled for
the rating period
Teaching methods and strategies elicited
130% and above interaction from a class

#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)

Inductive method/deductive method was


130% and above used in teaching a lesson
Cooperative learning strategies was
130% and above effective when used

#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
ICT integration is 130% and above
evident
Results of student observations/appraisal
are 130% and above used as basis for
follow-up.

4 - Very Satisfactory
The teacher developed a measurable
goal for student learning that is aligned
with the (DepEd standards or Philippine
Elementary Learning Competencies (PELC)
or the Philippine Secondary Learning
Competencies (PSLC))curriculum
The teacher explained the importance of
the goal and the appropriateness to
students.
Has provided individual activities for a
115-129% and above of the classes
handled for the rating period
Teaching methods and strategies elicited
115-129% interaction from a class
Inductive method/deductive method was
115-129% used in teaching a lesson
Cooperative learning strategies was 115129% effective when used
ICT integration is 115-129% evident
Results of student observations/appraisal
are 115-129% used as basis for follow-up.
#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
3 - Satisfactory
The teacher clearly communicated a
focus for student learning that is aligned
with the (DepEd standards or Philippine
Elementary Learning Competencies (PELC)
or the Philippine Secondary Learning
Competencies (PSLC))curriculum
Has provided individual activities for a
100-114% and above of the classes
handled for the rating period
Teaching methods and strategies elicited
100-114% interaction from a class
Inductive method/deductive method was
100-114% used in teaching a lesson
Cooperative learning strategies was 100114% effective when used
ICT integration is 100-114% evident
Results of student observations/appraisal
are 100-114% used as basis for follow-up.

2 - Unsatisfactory
The teacher did not have a clear focus
for student learning
Has provided individual activities for a
51-99% of the classes handled for the
rating period

#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)

Teaching methods and strategies elicited


51-99% interaction from a class
Inductive method/deductive method was
51-99% used in teaching a lesson
Cooperative learning strategies was 5199% effective when used
ICT integration is 51-99% evident
Results of student observations/appraisal
are 51-99% used as basis for follow-up.

1 - Poor
The teacher did not have a clear focus
for student learning or the objective is too
general to guide lesson planning or the
objective is inappropriate for students
Has provided individual activities for a
50% and below of the classes handled for
the rating period
Teaching methods and strategies elicited
50% and below interaction from a class
Inductive method/deductive method was
not used in teaching a lesson
Cooperative learning strategies was
never used
ICT integration is not evident

#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)

Results of student observations/appraisal


are not used as basis for follow-up.

#RSH#

MFOs

KRAs

OBJECTIVES
Initiated discipline
of students including
classroom rules,
guidelines and
individual and group
task with in the rating
period

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
5 - Outstanding
Pupils were 130% and the above guided
in the observation of classroom rules and
the guidelines as evidenced by descriptive
rating in the report card/journal

4 - Very Satisfactory
Pupils were 115-129% guided in the
observation of classroom rules and the
guidelines as evidenced by descriptive
rating in the report card/journal

3 - Satisfactory
Pupils were 100-114% guided in the
observation of classroom rules and the
guidelines as evidenced by descriptive
rating in the report card/journal

2 - Unsatisfactory
Pupils were 51-99% guided in the
observation of classroom rules and the
guidelines as evidenced by descriptive
rating in the report card/journal

1 - Poor
Pupils were not guided in the
observation of classroom rules and the
guidelines as evidenced by descriptive
rating in the report card/journal
#RSH#

MFOs

KRAs

OBJECTIVES
Monitored
attendance, diversity
and appreciation,
safe, positive and
motivating
environment, overall
physical atmosphere,
cleanliness and
orderliness of
classrooms including
proper waste disposal
daily

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
5 - Outstanding
Safety, orderliness and cleanliness of
floors, toilets and proper waste disposal
were 130% and above maintained
Attendance checking was 130% and
above systematically carried out

4 - Very Satisfactory
Safety, orderliness and cleanliness of
floors, toilets and proper waste disposal
were 115-129% maintained
Attendance checking was 115-129%
systematically carried out

3 - Satisfactory
Safety, orderliness and cleanliness of
floors, toilets and proper waste disposal
were 100-114% maintained
Attendance checking was 100-114%
systematically carried out

2 - Unsatisfactory
Safety, orderliness and cleanliness of
floors, toilets and proper waste disposal
were 51-99% maintained
Attendance checking was 51-99%
systematically carried out

1 - Poor
Safety, orderliness and cleanliness of
floors, toilets and proper waste disposal
were 50% and below consistently
maintained
#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
Attendance checking was 50% and below
systematically carried out

#RSH#

MFOs

KRAs
Pupils/Student
Outcomes

OBJECTIVES
Monitored and
evaluated and
maintained
pupils/students'
progress with in the
rating period

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
5 - Outstanding
Evidence showed that the teacher
purposely plans assessments and varies
assessment choices to match the different
student needs, abilities, and learning
styles.
Class record reflected the bases of 130%
and above of pupils' ratings in all
classess/subject areas handled
Students' portfolio contained 130% and
above of his accomplishment
Table of specifications is 130% and above
prepared for tests that require it
Table of specifications showed 130% and
above congruence between content and
skills test
Test questions were 130% and above
logiclly sequenced
Pretest and Posttest were 130% and
above administered in all classes/subject
area (Supported by analysis report on
subject area per class/grade level)

4 - Very Satisfactory
The teacher explained the various uses
and limitations of the different kinds of
assessments/test. Evidence showed that
student needs and avenues for growth
were clearly identified.
#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
Class record reflected the bases of 115129% of pupils' ratings in all
classess/subject areas handled
Students' portfolio contained 115-129%
of his accomplishment
Table of specifications is 115-129%
prepared for tests that require it
Table of specifications showed 115-129%
congruence between content and skills test
Test questions were 115-129% logiclly
sequenced
Pretest and Posttest were 115-129%
administered in all classes/subject area
(Supported by analysis report on subject
area per class/grade level)

3 - Satisfactory
The eveidence of more than one
measure of student performance but there
is difficulty in analyzing data to inform
instuctional planning and dilivery
Class record reflected the bases of 100114% of pupils' ratings in all
classess/subject areas handled
Students' portfolio contained 100-114%
of his accomplishment
Table of specifications is 100-114%
prepared for tests that require it

#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)

Table of specifications showed 100-114%


congruence between content and skills test
Test questions were 100-114% logiclly
sequenced
Pretest and Posttest were 100-114%
administered in all classes/subject area
(Supported by analysis report on subject
area per class/grade level)

2 - Unsatisfactory
The teacher planned instructions without
analyzing student learning data
Class record reflected the bases of 5199% of pupils' ratings in all
classess/subject areas handled
Students' portfolio contained 51-99% of
his accomplishment
Table of specifications is 51-99%prepared
for tests that require it
Table of specifications showed 51-99%
congruence between content and skills test
Test questions were 51-99% logiclly
sequenced
Pretest and Posttest were 51-99%
administered in all classes/subject area
(Supported by analysis report on subject
area per class/grade level)

1 - Poor
No evidence of student monitoring or
evaluation of student progress
#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
Class record reflected the bases of 50%
and below of pupils' ratings in all
classess/subject areas handled
Students' portfolio contained 50% and
below of his accomplishment
Table of specifications is not prepared
for tests that require it
Table of specifications did not show
congruence between content and skills test
Test questions were not logiclly
sequenced
Pretest and Posttest were never
administered

Conducted
Remediation/enrichme
nt programs to
improve performance
indicators

5 - Outstanding
Remediation/Enrichment program is
offered to 130% and above who need it

4 - Very Satisfactory
Remediation/Enrichment program is
offered to 115-129% who need it

3 - Satisfactory
Remediation/Enrichment program is
offered to 100-114% who need it

2 - Unsatisfactory
Remediation/Enrichment program is
offered to 51-99% who need it

1 - Poor
Remediation/Enrichment program is
offered to 50% and below who need it

#RSH#

MFOs

KRAs

OBJECTIVES
Attained the
required GSA for
grade level and
learning areas

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
5 - Outstanding
130% and above MPS/GSA

4 - Very Satisfactory
115%-129% MPS/ GSA

3 - Satisfactory
100-114% MPS/GSA

2 - Unsatisfactory
51-99% MPS/GSA

1 - Poor
50% and below MPS/GSA

MFO: 1
BASIC
EDUCATION
POLICY
SERVICES

Community
Involvement

Conducted periodic
PTA
meetings/conferences

5 - Outstanding
130% and above accomplishment with set
agreements met

4 - Very Satisfactory
115-129% of planned meetings producing
only set agreements and partial
accomplishments of these

3 - Satisfactory
100-114% of planned meetings conducted
producing set of agreements

2 - Unsatisfactory
51-99% of planned meetings conducted
with minimal results

1 - Poor
50% and below of the planned meetings
conducted with no result

#RSH#

SERVICES
MFOs

KRAs

OBJECTIVES
Visited parents of
students needing
academic
monitoring/follow-up
with in the rating
period

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
5 - Outstanding
130% and above accomplishment of set
visits successful interventions

4 - Very Satisfactory
115-129% accomplishment of visits with
partial success in implementation of
interventions

3 - Satisfactory
100-114% accomplishment of visits with
suggested planned interventions

2 - Unsatisfactory
51-99% accomplishments of visits with
planned interventions

1 - Poor
50% and below accomplishments with no
interventions
Undertaken/initiated
projects/events/activit
ies with external
funding/sponsorship
within the target date

5 - Outstanding
130% and above project accomplishment
with full documentation report on
completion

4 - Very Satisfactory
115-129% project accomplishment with
partial completion

3 - Satisfactory
100-114% project initiative only with no
completion report

2 - Unsatisfactory
51-99% project initiative only with no
completion report

1 - Poor
#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
No project/event/activity initiated

#RSH#

MFOs

MFO: 2
BASIC
EDUCATION
SERVICES

KRAs
Professional
Growth and
Development

OBJECTIVES
Conducted
problem/classroom
based action research

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
5 - Outstanding
3 action research conducted with full
documentation on completion of
interventions.

4 - Very Satisfactory
2 action research conducted with full
documentation on completion of
interventions.

3 - Satisfactory
1 action research conducted with full
documentation on completion of
interventions.

2 - Unsatisfactory
Identified classroom/learning problems
with research proposals

1 - Poor
Only classroom/learning/issues identified

Initiated/Participated
in co-curricular/school
activities with in the
rating period

5 - Outstanding
Initiated at least 2 co-curricular/ school
activities with documented results

4 - Very Satisfactory
Initiated and participated in co-curricular/
school activities with documented results

3 - Satisfactory
Participated in most co-curricular/ school
activities with documented results

2 - Unsatisfactory
#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
Participation only with out document
results

1 - Poor
No participation in school Activities

#RSH#

MFOs

KRAs

OBJECTIVES

TIMELINE

Produced
publications/ creative
work for school
paper/division
publication with in the
target date

Weight
per KRA

PERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)
5 - Outstanding
Produced publication/creative work
published in National Circulation/ DepEd
Post/ CSC Newsletters and similar
publications

4 - Very Satisfactory
Produced publication/creative work
published in regional publications

3 - Satisfactory
Produced publication/creative work
published in division publications

2 - Unsatisfactory
Produced publication/creative work
published in school papers

1 - Poor
Unpublished work produced
* Toget the score, the rating is multiplied by th weight assigned

0
Ratee

#RSH#

TO BE FILLED DURING EVALUATION

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#RSH#

Approving Officer

COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

Self-Management
1

Sets personal goals and direction, needs and development.

Undertakes personal actions and behaviors that are clear and purposive and takes into
account personal goals and values congruent to that of the organization.

3.2

Teamwork
1
2

Displays emotional maturity and enthusiasm for and is challenged by higher goals

Prioritize work tasks and schedules (through gantt charts, checklists, etc.) to achieve
goals.

Sets high quality, challenging, realistic goals for self and others

3
4
5

Professionalism and Ethics

Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical
Standards for public officials and employee (RA 6713).

Service Orientation
1
4

Practices ethical and professional behavior and conduct taking into account the impact of
his/her actions and decisions.

Maintains professional image: being trustworthy, regularity of attendance and


punctuality, good grooming and communication.

Makes personal sacrifices to meet the organization's needs.

Acts with a sense pf urgency and responsibility to meet the organization's needs,
improves systems and help others improve their effectiveness.

3.6

3
4
3
5
4

Result Focus
1

Achieves results with optimal use of time and resources most of the time.

Avoids rework, mistakes and wastage through effective work methods by placing
organizational needs before personal needs.

Innovation
1
3
2
3
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.

3.2
3

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.

Makes specific changes in the system or in own work methods to

4
4
5
3

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

1 - Rarely demonstrates

DEPED RPMS for

CORE SKILLS

Computer / ICT Skills

Oral Communication
1
1 Follows instructions accurately.
2 Expresses self clearly, fluently and articulately.
3 Uses appropriate medium for the message.
4

Adjust communication style to others.

5 Guides discussions between and among peers to meet an objective.

3.4
4

Written Communication
1

Knows the different written business communication formats used in the DepEd.
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
3
3

Secures information from required references (i.e., Directories, schedules, notices,


3 instructions) for specific purposes.

4 Self-edits words, numbers, phonetic notation and content, if necessary.

Demonstrates clarity, fluency, impact, conciseness, and effectiveness in his/her written


5 communications.

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

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

1 - Rarely demonstrates

DEPED RPMS form - DEP

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.

mwork
Willingly does his/her share of responsibilty.
Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
organization

4
3

Applies negotiation principles in arriving at win-win agreements.

Drives consensus and team ownership of decisions.

Works constructively and collaboratively with others and across organizations to accomplish
organizational goals and objectives.

3.4

ice Orientation
Can explain and articulate organizational directions, issues and problems.

Takes personal responsibilty for dealing with and/or correcting costumer service issues and
concerns

Initiates activities that promotes advocacy for men and women empowerment.

Participates in updating of office vision, mission, mandates & strategies based on DepEd
strategies and directions.

Develops and adopts service improvement programs through simplified procedures that will
further enhance service delivery.

ovation
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).
Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal
productivity to create higher value and results.

3
3
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.
Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the
ability to succeed with minimal resources.

2
3

1 - Rarely demonstrates

DEPED RPMS form - DEPED form -Teachers

puter / ICT Skills


Prepares basic compositions ( e.g., letters, reports, spreadsheets and graphic presentations using
Word Processing and Excel.
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
2.2

Prepares simple presentations using Powerpoint.

3
2

Utilizes technologies to : access information to enhance professional productivity, assists in


conducting research and communicate through local and global professional networks.

Recommends appropriate and updated technology to enhance productivity and professional


practice.

OVERALL COMPETENCY RATINGS


CORE BEHAVIORAL COMPETENCIES

OVERALL RATING

nstrates;

1 - Rarely demonstrates

3.11

3.11

DEPED RPMS form - DEPED form - For Teachers

PART III: SUMMARY OF RATINGS FOR DISCUSSION


Final Performance Results

Rating

Accomplishments of KRAs and Objectives

0.00

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:

Name of Superior:

Signature:

Signature:

Date:

Date:

PART IV: DEVELOPMENT PLANS

Strengths

Development Needs

Action Plan
(Recommended Developmental
Intervention)

Timeline

0
Ratee

0
Rater

DEPED RPMS form - D

Resources Needed

0
Approving Officer

DEPED RPMS form - DEPED form -For Teacher |