Department of Education

Region 10
Division of Misamis Occidental
LOOC NATIONAL HIGH SCHOOL
Plaridel, Misamis Occidental

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 institutions 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 departments 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 employees 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 employees strengths are highlighted and recognized.
Development needs on the other hand are addressed through formal and informal training and development approaches.
DEPED RPMS Form For Teacher /Master Teacher 1

Scale

5
4
3
2
1

Adjectival
Outstanding
Very Satisfactory
Satisfactory
Unsatisfactory
Poor

Description
Performance represents an extraordinary level of achievement and commitment in terms of quality and
time, technical skills and knowledge, ingenuity, creativity and initiative. Employees at this performance
level should have demonstrated exceptional job mastery in all major areas of responsibility. Employee
achievement and contributions to the organization are of marked excellence.
Performance exceeded expectations. All goals, objectives and targets were achieved above the
established standards.
Performance met expectations in terms of quality of work, efficiency and timelines. The most critical
annual goals were met.
Performance failed to meet expectations, and / or one or more of the most critical goals were not met.

Scale
Definition
Performance
was
consistently
below
expectations,
5
Role
Model and/or reasonable progress towards critical goals was
not
made.
Significant
improvement
is
needed
in one or more important areas
4
Consistently Demonstrates
3
Most of Time Demonstrates
2
Sometimes Demonstrates
1
Rarely Demonstrates

This
rating scale is based on the Civil Service Commission
Memorandum Circular No. 06, s. of 2012 that sets the guidelines
on the establishment and implementation of the Strategic Performance Management System ( SPMS ) in all government agencies.

Range
4.500 5.000
3.500 4.499
2.500 3.499
1.500 2.499
Below 1.499

Adjectival Rating
Outstanding
Very Satisfactory
Satisfactory
Unsatisfactory
Poor

The overall rating/assessment for the accomplishment shall fall within the following
adjectival ratings and shall be in three (3) decimal points.

Grievances and Appeals

1. A grievance committee shall be created in each level of the organization to act
as appeals board and final arbiter of all issues relating to the implementation of RPMS.
.
2. The Office performance assessment as discussed in the performance review
and evaluation phase shall be final and not appealable. Any issue/appeal on the initial
performance assessment of an Office shall be discussed and decided during the
performance review conference.
3. Individual employee who feels aggrieved and dissatisfied with their final
Performance ratings can file an appeal with the Grievance Committee at their level
within (10) working days from the date of receipt of notice of their final performance

performance ratings of co-employees. Ratings obtained by the ratee can only be used
as basis for reference for comparison in appealing the individual performance rating.
Competencies shall be monitored for developmental purposes. In evaluating the individuals
demonstration of competencies, this rating scale shall apply.

4. The Grievance Committee shall decide on the appeals within one (1) month from receipt. Appeals
lodged at any Grievance Committee shall follow the hierarchical jurisdiction of Grievance Committee
within the agency. For example, the decision of the Division Grievance Committee is appealable to the Regional
DEPED RPMS Form For Teacher /Master Teacher 2

evaluation from the rater. The ratee, however, shall not be allowed to protest the

Grievance Committee, which decision is in turn appealable to the Central Office Grievance Committee.
Department of Education
Region 10
Division of Misamis Occidental
LOOC NATIONAL HIGH SCHOOL
Plaridel, Misamis Occidental

Individual Performance Commitment and Review Form

Name of Employee/Ratee :Rita Rosar N. Pulangas
Position :Teacher I
Review Period : June 2016 March 2017
Bureau/Center/Service/Division : DIVISION OF MISAMIS OCCIDENTAL LOOC NATIONAL HIGH SCHOOL

Name of Rater : Ricardo L. Lapiz

Position : Principal II
Date of Review :_______March 2017_______________________

TO BE FILLED IN DURING PLANNING

KRAs

OBJECTIVES

TIMELINE

WEIGHT
PER
KRA

PERFORMANCE INDICATORS
(Quality, Efficiency, Timeliness)
..

10%

1. Facilitated learning through functional lesson plan/Daily

Lesson Log (DLL) and submit it to the Head Teacher/ Master
Teacher once a week specifically every Monday with 8
instructional materials every grading period.
June 2016 March 2017

1. Teaching Learning Process (30%)

MFOs

TO BE FILLED DURING EVALUATION

ACTUAL RESULTS
Q

RATING

Ave

Performance Indicator for QUALITY

5 Functional DLL was submitted with 12 IMs every grading

period
4 Functional DLL was submitted with 10 IMs every grading
period
3 - Functional DLL was submitted with 8 IMs every
grading period
2 - Functional DLL was submitted without IMs within
grading period
1 No submission of functional DLL within the grading period

Performance Indicator for TIMELINESS

5- Submit DLL to the HT/MT trice a week
4- Submit DLL to the HT/MT twice a week
3- Submit DLL to the HT/MT once a week specifically
every Monday
2 Submit DLL to the HT/MT once a week with no specific
day
1 No submission of DLL
DEPED RPMS Form For Teacher /Master Teacher 3

SCORE*

KRAs

OBJECTIVES

2. Facilitated learning to students through functional daily

lesson log and 3 teaching strategies every topic and 1 lesson
facilitated by an ICT mode of delivery every grading period.

TIMELINE

June 2016-March 2017

MFOs

WEIGHT
PER
KRA

PERFORMANCE INDICATORS
(Quality, Efficiency, Timeliness)

10%

Performance Indicator for Quality

5 Facilitated learning through 5 teaching strategies every
topic
4 - Facilitated learning through 4 teaching strategies every
topic
3 - Facilitated learning through 3 teaching strategies
every topic
2 - Facilitated learning through 2 teaching strategies
every topic
1 - Facilitated learning through 1 teaching strategies every

ACTUAL RESULTS
Q

Ave

R
A
T
I
N
G

DEPED RPMS Form For Teacher /Master Teacher 4

SCORE*

2. Maintained updated schools records within the grading

period such as:
a. E-class record
b. Progress Report
e. CAR
f. TOS and TQs
track the record of each learner in terms of their academic
and behavioral progress through anecdotal record.

June 2016 March 2017

2. Students outcome (30%)

1. Monitored and evaluated students progress through

5 formative test, 3 summative test and 1 quarterly test
per subject every grading period to ensure that
competencies had been deliver.

10%

Performance Indicator for QUALITY

5 Conducted 7 formative test, 5 summative test and 1
quarterly test every grading period
4 - Conducted 6 formative test, 4 summative test and 1
quarterly test every grading period
3 - Conducted 5 formative test, 3 summative test and 1
quarterly test every grading period
2 - Conducted 4 formative test, 2 summative test and 1
quarterly test every grading period
1 - Conducted 3 formative test, 5 summative test and 1
quarterly test every grading period

15%

Performance Indicator for QUALITY

5 School records such as E class record, Form 137
Form 138, Progress report, CAR, ToS and TQs are
updated by completing the necessary data to be
entered plus an additional records such as
anecdotal and home visitation record.
4 - School records such as E class record, Form 137
Form 138, Progress report, CAR, ToS and TQs are
updated by completing the necessary data to be
entered plus an additional records such as
anecdotal record
3 - School records such as E class record, Form 137
Form 138, Progress report, CAR, ToS and TQs are
updated by completing the necessary data to be
entered
2 - School records such as E class record, Form 137
Form 138, Progress report, CAR, ToS and TQs are

DEPED RPMS Form For Teacher /Master Teacher 5

10%

June 2016 March 2017

3. Community Involvement (20%)

1. Conducted Homeroom PTA Meetings once in every grading

period or 4 times within the rating period with 60% - 64%
attendance of the parents/guardians to inform them about
school activities and report to them the performance and
progress of their children as co- adviser.

2. Visited/invited 4 parents / guardians of the pupils needing

academic monitoring/ follow-up for the whole rating period
to avoid possible SARDO (Student At Risk
of Dropping Out) or dropout

Performance Indicator for QUALITY

5 Conducted 6 homeroom PTA meeting within the rating
period
4 - Conducted 5 homeroom PTA meeting within the rating
period
3 - Conducted 4 homeroom PTA meeting within the rating
period
2- Conducted 3 homeroom PTA meeting within the rating
period
1 - Conducted 2 homeroom PTA meeting within the rating
period
Performance Indicator for EFFICIENCY
5 70% and above attendance of the parents/ guardians
4 65%-69% attendance of the parents/ guardians
3 - 60% - 64% attendance of the parents/ guardians
2 - 55% - 59% attendance of the parents/ guardians
1 - 54% attendance of the parents/ guardians

5%

Performance Indicator for QUALITY

5 Visited 6 parents of pupils needing monitoring and
follow-up
4 - Visited 5 parents of pupils needing monitoring and
follow-up
3 - Visited 4 parents of pupils needing monitoring and
follow-up
2- Visited 3 parents of pupils needing monitoring and
follow-up
1- Visited 2 parents of pupils needing monitoring and

DEPED RPMS Form For Teacher /Master Teacher 6

4. Professional Growth and Development (20%)

1. Involved/ Participated 3 co-curricular school or district

Activities within a school year to show support on the
activities and programs initiated by the DepEd, LGU and
other non-governmental organization

10%

Performance Indicator for QUALITY

5 Participated 5 co-curricular activities
4 - Participated 4 co-curricular activities
3 - Participated 3 co-curricular activities
2 - Participated 2 co-curricular activities
1 - Participated 1 co-curricular activities

2. Attended at least 2 seminars/ trainings with supporting

documents within a school year to grow and develop oneself
as professional teacher

5%

Performance Indicator for QUALITY

5 Attended 4 seminars/ trainings with a supporting
documents within a school year
4 - Attended 3 seminars/ trainings with a supporting
documents within a school year
3 - Attended 2 seminars/ trainings with a supporting
documents within a school year
2 - Attended 1 seminar/ training with a supporting document
within a school year
1 never attended

3. Received 1 Special Award/ Citation within a rating period as

a recognition for exemplary performance

5%

Performance Indicator for QUALITY

5 Received 3 citation/awards within a rating period
4 - Received 2 citation/awards within a rating period
3 - Received 1 citation/awards within a rating period
2 Did not receive any citation/ award within a rating period

*To get the score, the rating is multiplied by the weight assigned

ERROL O. TAGURAN
Rater

RITA ROSAR N. PULANGAS

Ratee

RICARDO L. LAPIZ
Approving Authority

DEPED RPMS Form For Teacher /Master Teacher 7

CORE BEHAVIORAL COMPETENCIES

LEADERSHIP COMPETENCIES

DEPED RPMS Form For Teacher /Master Teacher 8

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 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
organizations needs.
5. Acts with a sense of urgency and responsibility
to meet the organizations needs, improve
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
satisfactory 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 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.

Teamwork
1. Willingly does his/her share of responsibility.
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 responsibility for dealing with and/or correcting
customer service issues and concerns.
3. Initiates activities that promotes advocacy for men and women
empowerment.
4. Participates in updating of office vision, mission, mandates and
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 better 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 responsibilities. Demonstrates
resourcefulness and the ability to succeed with minimal resources.
___________________________________________________________
OVERALL COMPETENCY RATINGS:
CORE BEHAVIORAL COMPETENCIES
LEADERSHIP COMPETENCIES
OVERALL RATING

Leading People
1. Uses basic persuasion techniques in a discussion or
presentation e.g., staff mobilization, appeals to
reason and/or emotions, uses data and examples,
visual aids
2. Persuades, convinces or influences others, in order to
have a specific impact or effect.
3. Sets a good example, is a credible and respected
leader; and demonstrates desired behavior.
4. Forwards personal, professional and work unit needs
and interests in an issue.
5. Assumes a pivotal role in promoting the development
of an inspiring, relevant vision for the organization
and influences others to share ownership of DepEd
goals, in order to create an effective work
environment.
People Performance Management
1. Makes specific changes in the performance
management system or in own work methods to
improve performance (e.g. does something better,
faster, at lower cost, more efficiently; improves
quality, customer satisfaction, morale, revenues).
2. Sets performance standards and measures progress
of employees based on office and department
targets.
3. Provides feedback and technical assistance such as
coaching for performance improvement and action
planning.
4. States performance expectations clearly and checks
understanding and commitment.
5. Performs all the stages of result-based performance
management system supported by evidence and
required documents/forms.
People Development
1. Improves the skills and effectiveness of individuals
through employing a range of development
strategies.
2. Facilitates workforce effectiveness through coaching
and motivating/developing people within a work
environment that promotes mutual trust and respect.
3.
Conceptualizes
and
implements
learning
interventions to meet identified training needs.
4. Does long-term coaching or training by arranging
appropriate and helpful assignments, formal training,
or other experiences for the purpose of supporting a
persons learning and development.
5. Cultivates a learning environment by structuring
interactive experiences such as looking for future
opportunities that are in support of achieving
individual career goals.

DEPED RPMS Form For Teacher /Master Teacher 9

PART III: SUMMARY OF RATINGS FOR DISCUSSION

RATING

Final Performance Results

ADJECTIVAL RATING

Accomplishments of KRAs and Objectives

Rater Ratee Agreement
The signatures below confirm that the employee and his/her superior have agreed on content of this appraisal form and the performance rating.
Name of Employee: Rita Rosar N. Pulangas

Name of Superior

Signature

Signature

Date

Date

PART IV: DEVELOPMENT PLANS

Strengths

Development Needs

Action Plan
(Recommended Developmental
Intervention)

ERROL O. TAGURAN
Rater

Timeline

RITA ROSAR N. PULANGAS

Ratee

Resources Needed

RICARDO L. LAPIZ
Approving Authority

DEPED RPMS Form For Teacher /Master Teacher 10