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 and above) exceptional job mastery in all major areas of responsibility. Employee achievement and contributions to the organization
are of marked excellence

4 Very Satisfactory
(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 (50% Performanxce was consiostently below expectations, and/or readonable progress towards critical goals was not
1 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 3 3.000 0.225
Services Knowledge and knowledge of evidence was
Pedagogy content within and Showed knowledge Showed knowledge Showed knowledge Showed knowledge shown
across curriculum of content and its of content and its of content and its of content and its
teaching areas. integration within integration within integration within integration within
and across subject and across subject and across subject and across subject
areas as shown in areas as shown in areas as shown in areas as shown in
MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating
of 7 of 6 of 5 of 4
7.5% Efficiency Submitted at least 4 Submitted 3 Submitted 2 Submitted any 1 of No acceptable
lessons using MOV lessons using MOV lessons using MOV the given MOV evidence was
1 and supported by 1 and supported by 1 and supported by shown
any 1 of the other any 1 of the other any 1 of the other
given MOV given MOV given 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 3 3.000 0.225
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 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

learner-centered learner-centered learner-centered learner-centered evidence was
lessons as evidently lessons as evidently lessons as evidently lessons as evidently shown
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in any of the
and supported by and supported by and supported by other given MOV
any 1 of the other any 1 of the other any 1 of the other
MOV given MOV given MOV 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 range Quality Used different Used different Used different Used different No acceptable 5 4 4.500 0.337
Services Knowledge and 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 and/or thinking skills and/or thinking skills and/or thinking skills and/or
thinking, as well other HOTS as other HOTS as other HOTS as other HOTS as
as other higher shown in MOV 1 shown in MOV 1 shown in MOV 1 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 4 Submitted 3 Submitted 2 Submitted 1 lesson No acceptable
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 No acceptable 4 4.000 0.3
Services Environment classroom Used classroom Used classroom Used classroom Used classroom evidence was
management management management management
and Diversity of structure to shown
Learners engage learners, strategies that strategies that strategies thatstrategies that
individually or in engage learners in engage learners in engage learners in
engage learners in
activities/tasks as activities/tasks as activities/tasks as
activities/tasks as
groups, in
meanigful shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
exploration, 7.5% with a rating of 7 with a rating of 6 with a rating of 5
with a rating of 4
discovery and Efficiency Submitted 1 lesson No acceptable
Submitted at least 4 Submitted 3 Submitted 2
hands-on supported by any of evidence was
lessons supported lessons supported lessons supported
activities within a the acceptable shown
by MOV 1 and any by MOV 1 and any by MOV 1 and any
range of physical MOV
1 of the other 1 of the other 1 of the other
learning acceptable MOV acceptable MOV acceptable MOV
environments. Timeliness
Basic Education 5. Managed Quality Applied teacher Applied teacher Applied teacher Applied teacher No acceptable 4 4.000 0.300
Services learner behavior management management management management evidence was
constructively by strategies of learner strategies of learner strategies of learner strategies of learner shown
applying positive behavior that behavior that behavior that behavior that
and non-violent promote positive promote positive promote positive promote positive
discipline to and non-violent and non-violent and non-violent and non-violent
ensure learning- discipline as shown discipline as shown discipline as shown discipline as shown
focused in MOV submitted in MOV submitted in MOV submitted in MOV submitted
environment 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 4 Submitted at least 4 Submitted at least 4 Submitted any 1 of No acceptable
of the given of the given 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
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 5 5.000 0.375
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 4 Submitted 3 Submitted 2 Submitted any 1 No acceptable
interests and 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 4 4.000 0.3
Services and Planning managed and implemented implemented implemented implemented evidence was
implemented developmentally developmentally developmentally developmentally shown
developmentally sequenced teaching sequenced teaching sequenced teaching sequenced teaching
sequenced and learning and learning and learning and learning
teaching and process as shown process as shown process as shown process as shown
learning in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
processes to meet rating of 7 rating of 6 rating of 5 rating of 4
curriculum
requirements and
varied teaching Efficiency Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
contexts. developmentally developmentally developmentally developmentally evidence was
7.5% sequenced teaching sequenced teaching sequenced teaching sequenced teaching shown
and learning and learning and learning and learning
process as process as process as 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 5 5.000 0.375
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 discuss teacher/learner
learner feedback teacher/learner teacher/learner teacher/learner feedback to enrich
to enrich teaching feedback to enrich feedback to enrich feedback to enrich instruction as
practice. instruction as instruction as instruction as shown in the MOV
shown in the MOV shown in the MOV shown in the MOV submitted
7.5% submitted submitted 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 given
shown in any 1 of the given MOV the given MOV MOV
the given MOV
Timeliness
Basic Education 9. Selected, Quality Developed and Developed and Developed and Developed and No acceptable 4 4.000 0.3
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 rating MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating
address learning of 7 of 6 of 5 of 4
goals.
Efficiency Submitted 3 varied Submitted 2 varied Submitted any No acceptable
7.5% teaching and teaching and teaching and evidence was
Submitted at least 4 learning resources, learning resources, learning resource, shown
varied teaching and including ICT, as including ICT, as including ICT, as
learning 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, selected, Designed, selected, Designed, selected, Designed, selected, No acceptable 4 4 0.3
Services and Reporting selected, organized and used organized and used organized and used organized and used evidence was
organized and diagnostic, diagnostic, diagnostic, diagnostic, shown
used 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 as requirements as requirements as requirements as
requirements. shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
7.5%
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

Efficiency Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No acceptable

varied assessment assessment tools assessment tools assessment tool as evidence was
tools as evidently as evidently shown as evidently shown evidently shown in shown
shown in any 1 of in any 1 of the in any 1 of the any of the
the acceptable acceptable MOV acceptable MOV acceptable MOV
MOV
Timeliness
Basic Education 11. Monitored and Quality Consistently Frequently Occasionally Rarely monitored No acceptable 4 4.000 0.300
Services evaluated learner monitored and monitored and monitored and and evaluated evidence was
progress and evaluated learner evaluated learner evaluated learner learner progress shown
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 4 4 0.3
Services and Reporting ted promptly and showed prompt and prompt and clear showed prompt and prompt and clear evidence was
clearly the clear communication of 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 shown including parents/ guardians as shown
guardians as shown in the MOV guardians as shown in the MOV
7.5% in the MOV submitted 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 5 5.000 0.500
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 4 Submitted 3 Submitted 2 Submitted any 1 of No acceptable

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
Very Satisfactory 4.137
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 DIANA M. CALAYAG FRANCISCA T. SALVADOR JERRY DIMLA CRUZ, Ph.D.
below 1.499 Poor Teacher I School Principal I Assistant Schools Division Superintendent
Ratee Rater Approving Authority
 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating

Accomplishments of KRAs and Objectives 4.05

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: DIANA M. CALAYAG 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)

Performed various related works/activities Used a range of teaching strategies that

that contribute to the teaching-learning enhance learner achievement in literacy 2020-2021
process. and numeracy skills.
I will look up different strategies in teaching for Internet, books manuals, teaching aids,
future use. financial assisstance
A. Core Behavioral Competencies

Practices ethical and professional behavior

initiate activities that promotes advocy for I will set aside personal differences and try to look
and conduct taking into account the impact 2020-2025
women empowerment foor a common goal that we could agree on.
of his/her actions and decisions.
Internet, books manuals, financial
assisstance

DIANA M. CALAYG 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 |
 COMPETENCIES

CORE BEHAVIORAL COMPETENCIES improve performance. Examples may include doing something better, faster, at
alower cost, more efficiently; or improving quality, costumer satisfaction, morale,
Self-Management without setting any specific goal.
1 Sets personal goals and direction, needs and development. 4
2 Undertakes personal actions and behaviors that are clear and purposive and Teamwork
takes into account personal goals and values congruent to that of the 4
4 1 Willingly does his/her share of responsibilty. 5
organization.
2 Promotes collaboration and removes barriers to teamwork and goal
3 Displays emotional maturity and enthusiasm for and is challenged by higher accomplishment across the organization 4 4.2
5
goals
4 Prioritize work tasks and schedules (through gantt charts, checklists, etc.) to 3 3 Applies negotiation principles in arriving at win-win agreements. 4
achieve goals.
5 Sets high quality, challenging, realistic goals for self and others 4 4 Drives consensus and team ownership of decisions. 4
5 Works constructively and collaboratively with others and across organizations to
Professionalism and Ethics accomplish organizational goals and objectives. 4

1 Demonstrates the values and behavior enshrined in the Norms of Conduct Service Orientation
and Ethical Standards for public officials and employee (RA 6713). 4 1 Can explain and articulate organizational directions, issues and problems. 4

2 Practices ethical and professional behavior and conduct taking into account 2 Takes personal responsibilty for dealing with and/or correcting costumer service
the impact of his/her actions and decisions. 5 4.25 issues and concerns 4 4

3 Maintains professional image: being trustworthy, regularity of attendance 4 3 Initiates activities that promotes advocacy for men and women empowerment. 4
and punctuality, good grooming and communication.
4 Makes personal sacrifices to meet the organization's needs. 4 Participates in updating of office vision, mission, mandates & strategies based on
DepEd strategies and directions. 4

5 Acts with a sense pf urgency and responsibility to meet the organization's 5 Develops and adopts service improvement programs through simplified procedures
needs, improves systems and help others improve their effectiveness. 4 that will further enhance service delivery. 4

Result Focus Innovation

1 Achieves results with optimal use of time and resources most of the time. 1 Examines the root cause of problems and suggests effective solutions. Fosters new
3 ideas, processes, and suggests bettter ways to do things (cost and/or operational 3
efficiency).
2 Avoids rework, mistakes and wastage through effective work methods by 2 Demonstrates an ability to think "beyond the box". Continuously focuses on
3 3.6 3 3.4
placing organizational needs before personal needs. improving personal productivity to create higher value and results.
3 Delivers error-free outputs most of the time by conforming to standard 3 Promotes a creative climate and inspires co-workers to develop original ideas or
operating procedures correctly and consistently. Able to produce very 4 solutions. 4
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 4 4 Translates creative thinking into tangible changes and solutions that improve the 4
inefficiency. May focus on new or more precise ways of meeting goals set. work unit and organization.
5 Makes specific changes in the system or in own work methods to 4 5 Uses ingenious methods to accomplish responsibilties. Demonstrates 3
resourcefulness and the ability to succeed with minimal resources.
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates

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. 5

1 Follows instructions accurately.
2 Expresses self clearly, fluently and articulately.
3 Uses appropriate medium for the message.
4 Adjust communication style to others.
2 Identifies different computer parts, turns the computer on/off, and work on a given
4 4 task with acceptable speed and accuracy and connects computer peripherals ( e.g., 5 4.4
printers, modems, multi-media projectors, etc.)
4 3 Prepares simple presentations using Powerpoint. 4
4 Utilizes technologies to : access information to enhance professional productivity,
4 assists in conducting research and communicate through local and global 4
professional networks.
5 Recommends appropriate and updated technology to enhance productivity and
4 professional practice. 4

5 Guides discussions between and among peers to meet an objective. 4

Written Communication
1 Knows the different written business communication formats used in the
DepEd. 5

2 Writes routine correspondence/communications, narrative and descriptive

report based on ready available information data with minimal spelling or 4 4.2
grammatical error/s (e.g. Memos, minutes, etc.)
3 Secures information from required references (i.e., Directories, schedules,
notices, instructions) for specific purposes. 4 3.91
CORE BEHAVIORAL COMPETENCIES
4 Self-edits words, numbers, phonetic notation and content, if necessary.
4 4.20
OVERALL COMPETENCY RATINGS
5 Demonstrates clarity, fluency, impact, conciseness, and effectiveness in
his/her written communications. 4 4.05
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