Rpms Electronic For District Teachers 2017-2018 Final

Department of Education Region VII, Central Visayas CEBU PROVINCE DIVISION IPHO Bldg., Sudlon, Lahug, Cebu City

DepEd RPMS Form- Teachers IHLEY

INSTRUCTION

INTRODUCTION IPCRF PLANNING PHASE

SUMMARY

PART

IPCRF EVALUATION PHASE

EMPLOYEE

PART II: COMPETENCIES

COACHING AND

SUMMARY FRONT (PRINTING)

Education al Visayas E DIVISION ahug, Cebu City

eachers SUMMARY BACK (PRINTING) PART III AND IV EMPLOYEE FEEDBACK FORM COACHING AND MONITORING FORM

RONIL D. MANAYON Developer

Results-Based Performance Management System (RPMS) 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.

Scale Adjectival Description 5 Outstanding (5) (97.50% and above)

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.

Very Satisfactory (4) (86.25% to 97.49%) Performance exceeded expectations. All goals, objectives and targets were achieved above the established standards. Satisfactory (3) (75% to 86.24%) Performance met expectations in terms of quality of work, efficiency and timelines. The most critical annual goals were met. Unsatisfactory(2) (37.5% 74.99%) Performance failed to meet expectations, and / or one or more of the most critical goals were not met. Poor (0 to 37.49 %) Performance was consistently below expectations, and/or reasonable progress towards critical goals was not 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.

Results-Based Performance Management System (RPMS)

INSTRUCTIONS Please follow the following: 1. Enter the necessary data on the required field such as Name, position and others on the IPCRF WORKSHEET PLANNING PHASE sheet. (the rest of the sheets will be filled-in automatically) On the same sheet enter also the MFO's, KRA's, Objectives, Timelines, Weight per KRA which will total to 100%, Performance Indicators in terms of (QET) and the MOV's. This will also automatically fill-in the IPCRF WORKSHEET for EVALUATION PHASE.

2. During evaluation phase, utilized the sheet, IPCRF WORKSHEET EVALUATION PHASE . This time enter the actual rating based on the actual performance of the teacher or the ratee based on Quality, Efficiency and Timeliness. Below the worksheet there is a table to generate automatically the rating based on performance. To do this enter on the required field the Total No. Required and the Actual No. Attended/Complied. The rating will be generated automatically. This rating will be encoded on the corresponding objectives under Actual Results. The rest of the fields are protected.(you can't enter any variable on protected fields) Once finished, print the pages using legal size bond paper.

3. Proceed now to Part II (Competencies). Tick the required fields which corresponds to the rating of the ratee/teacher. Tick only one (1) field.A green colored-boxes will appear if correctly done. Red when two or more fields for one competency were ticked. Gray if unticked. Once completed, print part II.

4. Print the sheet FOR PRINTING FRONT then FOR PRINTING BACK.

5. Accomplished PART III and Part IV

6. Once done, have it sign by the corresponding personnel (Rater and the Approving Authority).

OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM Name of Employee:

Clarmen S. Aman

Name of Rater:

Position:

TEACHER 1

Position:

Rating Period:

JUNE 2017-APRIL 2018

Review Period:

School/Division:

GIBITNGIL INTEGRATED SCHOOL

JOHN JOSEPH S. ELIVERA School Head APRIL 2018

To ensure full implementation of the articulated curriculum towards improvement in the quality of learning outcomes, provision of quality learning and teaching resource materials; and PROVIDE Technical assistance to schools in the areas of curriculum implementation and instructional supervision, SIP implementation and access to basic/functional literacy skills To provide strategic and technical inputs towards the full implementation of the articulated basic education curriculum to suit the conditions and context of the locality; and direct and manage the work of the CID team and provide technical assistance to the schools in line with the curriculum and learning management.

TO BE FILLED IN DURING PLANNING

MFOs

KRA's

OBJECTIVES

TIMELINE

WEIGHT PER KRA

PERFORMANCE INDICATORS (Quality, Efficiency, Timeliness)

TARGET

EFFICIENCY

Access

1.Student/ Pupil Development

1. Implemented the program on saving and maintaining zero LARDO

June to March

10%

MOV'S

5-exceeded target with no time -ontask utilized for the the intervention 4exceeded target with minimum time -on-task utilized for the the intervention 3-met target with minimum time -on-task utilized for the the intervention 2-did not meet target but with minimum time -on-task utilized for the the intervention 1- did not meet target and consumed most of the classes for the intervention

QUALITY

TIMELINESS

5-conducted and submitted accomplishment reports of all interventions implemented every quarter in all quarters 4-conducted and submitted accomplishment reports 5- 0-1.79% Dropouts 4- of all interventions implemented in 3 quarters 1.80-3.59% Dropouts 3-conducted and submitted 3- 3.60-5.39% Dropouts accomplishment reports of all 2- 5.40-7.19% Dropouts interventions implemented in 2 1- 7.20 and quarters above % Dropouts 2-conducted and submitted accomplishment reports of all interventions implemented in 1 quarter only 1-does not submit accomplishment report at all

Home Visitation Records with Picture Remediation Records and Results SF 2 Feeding Records

3

RATING

SCORE

2. Physical Facilities/ Classroom Management

Established system of maintaining a classroom conducive to learning Systems established involved the following: 1. Well arranged and well maintained fixtures, chairs and display boards 2.Properly labeled waste receptacles and complied waste segregation 3. Established system of attendance monitoring 4.Evidence of students good social graces

June to March

10%

5.Well kept and updated records of students (Class records, anecdotal records, guidance forms and others)

3 . Instructional Quality and Relevance Competence/Lesson Planning

1 Lesson plans utilized differentiated techniques and strategies in teaching varied types of learners. 2 Lesson plans utilized differentiated activities for various types of learners. 3 Lesson plans used various technology and instructional materials appropriate for the subject matter. 4 Lesson plans showed June to March integration of drug awareness appropriate for the subject matter. 5 Lesson plans showed integration of disaster risk reduction and management appropriate for the subject matter.

10%

Work Plan/Action Plan/Reports submitted relative to systems established are complete, accurate, 5-if all indicators are present 4- updated and disseminated to stakeholders when four indicators are present 5- when all indicators are present 34when three indicators are pesent when only three indicators are 2present when only 2 indicators are 3- when only two indicators present are present 1- if only 1 indicator is present 2- when only one indicator are present

4. Students/ Pupil's Outcomes

2. Class Records reflected developmental test results in all subject areas per grading period with the following composition: Written Works -5 Performance Tasks - 5 Qurterly Assessment 1 3 Report Cards were issued two weeks after the periodic test. 4. Pupils/students accomplishments were contained in his/her portfolio

June to March

10%

1- none

1- none

Lesson Plan submitted are complete, accurate, updated and carried out 5- when all indicators are present 4- when only three indicators are present 3- when only two indicators are present

Lesson Plans are submitted on time with the following percentage:

5-if all indicators are present 4when four indicators are present 3when three indicators are pesent 2when only 2 indicators are present 1- if only 1 indicator is present 2- when only one indicator are present 1- none

4.1 Conducted Pre-test and Post-test in 75% of subject areas with analysis of results 5-if all indicators are present 4when three indicators are present 3when two indicators are pesent 2when only 1 indicator is present 1- if no indicator is met.

Work Plan/Action Plan/Reports submitted relative to systems established are complete, accurate, updated and disseminated to stakeholders 5- when all indicators are present 4when only three indicators are present 3- when only two indicators are present 2- when only one indicator are present

Pre-test and Post-test results, Frequency of Correct Responses report, Class records , Grading sheets, and Report Cards submitted are complete, accurate, updated and disseminated. 5- when all indicators are present 4when only three indicators are present 3- when only two indicators are present 2- when only one indicator are present 1- none

5- 97.5- 100% of the times 4-86.25097.499% of the times 3-75.0086.249% of the times 237.50- 74.499% of the times 0 - 37.499% of the times

4

Lesson Plan

3

1-

Pre-test and Post-test results, Frequency of Correct Responses report, Class records , Grading sheets, and Report Cards submitted on time in: 5- all four quarters Form 14, Item Analysis 4- only three Least Learned Skills quarters 3- only in two quarters 2- only in one quarter 1none of the quarters

3

4.2. Implemented the program on saving and maintaining zero failures

4.3. Implemented the curriculum, taught and carried out 100% of the competencies alloted in a particular quarter/grading periods.

5. Training and Development

June to March

June to March

1 Conducted at least one action research duly signed by the Superintendent in a school year. 2. Produced publication/creative work for school paper/ division/regional/ national publication 3. Participated in trainings, seminars, conferences. 4. Participated in LAC June to March sessions conducted on the level

10%

10%

5-conducted and submitted accomplishment reports of all interventions implemented every quarter in all quarters 4-conducted and submitted accomplishment reports of all interventions implemented in 3 quarters 3-conducted and submitted accomplishment reports of all interventions implemented in 2 quarters

5-exceeded target with no time -ontask utilized for the conduct of intervention 4-exceeded target with minimum time -on-task utilized for 5- 0-1.79% Failures the the intervention 4- 1.80-3.59% Failures 3-met target with 3- 3.60-5.39% Failures minimum time -on-task utilized for 2- 5.40-7.19% Failures the the intervention 1- 7.20 and 2-did not meet above % Failures target but with minimum time -ontask utilized for the the intervention 1- did not meet target and consumed most of the classes for the intervention

5-exceeded target with no extension of time utilized for the conduct of intervention 4-exceeded target with minimum extension of time utilized for the the intervention 3-met target with minimum extension of time utilized for the the intervention 2-did not meet target but with minimum extension of time utilized for the the intervention 1- did not meet target and consumed most of the the times for intervention

Competencies alloted in a quarter was taught with accuracy: 97.5- 100% 4-86.250- 97.499% 3-75.00- 86.249% 2- 37.50- 74.499% 37.499%

Form 1 BOSY and Form SF 5, Accomplishment Reports of Interventions Conducted Every Quarter

3

2-conducted and submitted accomplishment reports of all interventions implemented in 1 quarter only 1-does not submit accomplishment report at all

5-

1-0 -

Competencies alloted in a quarter was taught on time: 5- 97.5100% 4- Curriculum 86.250- 97.499% Implementation Matrix 3-75.00- 86.249% Curricullum 2- 37.50- 74.499% 37.499%

3

Map 1-0 -

*Action Research:

5%

5-if all indicators are present 4when three indicators are present 3when two indicators are pesent 2when only 1 indicator is present 1- if no indicator is met.

Accomplishment reports submitted are complete, accurate, updated and carried out 5- when all indicators are present 4- when only three indicators are present 3when only two indicators are present

Accomplishment reports are submitted on time with the following percentage: 5- 97.5- 100% of the times 4-86.250- 97.499% of the times 375.00- 86.249% of the times

2- when only one indicator 2- 37.50- 74.499% of the times are present 1- none 1-0 - 37.499% of the times

signed by SDS-5

signed

by Div Personnel-4

signed by PSDS-3 signed by Sch. Head-2

* News

Letter *Accomplishment Reports of Trainings

Attended

*Accomplishment Reports and Attendance of LAC Session *Pictures

3

1. Conducted remediation/enrichment activity/program to pupils/students that need it. 6. Activities to 2. Classified learners Improve Performance according to learning style. Indicators 3. Conducted reading remediation to pupils/students who needed it. 4. Attained the required NAT MPS

List of Pupils According to Learning Styles as to: Accomplishment/compliance reports Accomplishment reports are Visual(Spatial) submitted are complete, accurate, submitted on time with the following Aural(Auditoryupdated and carried out 5-if all indicators are present 4percentage: 5- when all when three indicators are present 5- 97.5- 100% of Musical) indicators are present June to March

10%

3when two indicators are pesent 2when only 1 indicator is present 1- if no indicator is met.

4- when only three indicators are present 3- when only two indicators are present 2- when only one indicator are present 1- none

the times 4-86.250- 97.499% of the times 375.00- 86.249% of the times 2- 37.50- 74.499% of the times 1-0 - 37.499% of the times

Verbal(Linguistic) Physical (Kenesthetic) Logical (Mathematical)

3

Social (Interpersonal) Solitary (Intrapersonal)

Copy of NAT Results

7. Reports Compliance

8. Punctuality

1. Complied, Maintained and Submitted the following reports: a. Attendance records b. Grading sheets and Class records c. School Forms (1,2,3,5) June to March d. On-line Individual Monitoring and Evaluation Report e. GROW-IPPD f. RPMS g. Portfolio

1. Reported to school and classes on-time.

June to March

5%

5%

5-if all indicators are present 4when 5-6 indicators are present 3when 3-4 indicators are pesent 2when 1-2 indicators are present 1- if no indicator is met.

5-Not more than 6 times tardy/undertime in a school year 47 to 14 times tardy/undertime in a school year 3- 15 to 22 times tardy/undertime in a school year 2- 23 to 30 times tardy/undertime in a school year 1- imore than 30 times tardy/undertime in a school year

Accomplishment/compliance reports submitted are complete, accurate, updated and carried out 5- when all indicators are present 4- when only three indicators are present 3- when only two indicators are present 2- when only one indicator are present 1- none

5-Not more than 6 times tardy/undertime in a school year 47 to 14 times tardy/undertime in a school year 3- 15 to 22 times tardy/undertime in a school year 2- 23 to 30 times tardy/undertime in a school year 1- imore than 30 times tardy/undertime in a school year

Accomplishment reports are submitted on time with the following percentage: 5- 97.5- 100% of the times 4-86.250- 97.499% of the times 3- All Required Reports 75.00- 86.249% of the times

3

2- 37.50- 74.499% of the times 1-0 - 37.499% of the times

5-Not more than 6 times tardy/undertime in a school year 47 to 14 times tardy/undertime in a school year 3- 15 to 22 times tardy/undertime *Log Book/Biometric in a school year *Form 48 2- 23 to 30 times * Attendance Sheets tardy/undertime in a school year 1- imore than 30 times tardy/undertime in a school year

4

9. Attendance

Governance

10. Linkages and Networking

1. Reported to school and classes on-time.

1 Organized functional Homeroom PTA 2. Conducted periodic PTA meetings/conferences 3. Undertaken/ Initiated projects / events/ activities with external funding/ sponsorship within the target date 4. Participated/Attended in at least 75% of LGU initiated activities (e.g. Rizal Day, Independence Day celebration, festivals)

June to March

June to March

5%

5Not more than 4 days absent in a school year 45 to 8 days absent in a school year 39 to 12 days absent in a school year 213 to 16 days absent in a school year 1more than 16 days absent in a school year

10%

5-if all indicators are present 4when three indicators are present 3when two indicators are pesent 2when only 1 indicator is present 1- if no indicator is met.

a. Chaired technical committee School level

Plus Factor

b. Conducted seminars in the school/district level c. Acted as trainer/facilitator in the school/ division/ regional/ national level d. Acquired resources assistance for the class/school from other sources

June to March

5%

5-if all indicators are present 4when three indicators are present 3when two indicators are pesent 2when only 1 indicator is present 1- if no indicator is met.

Rater :

5Not more than 4 days absent in a school year 45 to 8 days absent in a school year 39 to 12 days absent in a school year 213 to 16 days absent in a school year 1more than 16 days absent in a school year

5Not more than 4 days absent in a school year 45 to 8 days absent in a school year 39 to 12 days absent *Log Book/Biometric in a school year *Form 48 2* Attendance Sheets 13 to 16 days absent in a school year 1more than 16 days absent in a school year

Accomplishment reports submitted are complete, accurate, updated and carried out 5- when all indicators are present 4- when only three indicators are present 3when only two indicators are present

Accomplishment reports are submitted on time with the following percentage: 5- 97.5- 100% of the times 4-86.250- 97.499% of the times 375.00- 86.249% of the times

2- when only one indicator 2- 37.50- 74.499% of the times are present 1- none 1-0 - 37.499% of the times

Accomplishment reports submitted are complete, accurate, updated and carried out 5- when all indicators are present 4- when only three indicators are present 3when only two indicators are present

Accomplishment reports are submitted on time with the following percentage: 5- 97.5- 100% of the times 4-86.250- 97.499% of the times 375.00- 86.249% of the times

2- when only one indicator 2- 37.50- 74.499% of the times are present 1- none 1-0 - 37.499% of the times

*Minutes of Meeting Attendance Pictures *Program of Work, Receipt, Pictures *Narrative Report,certificate of Participation with Picture

4

4

*Memo/Designation *Certificate *Session Guide *Training Matrix * Record of Donations Received

Ratee : JOHN JOSEPH S. ELIVERA

Clarmen S. Aman

DepEd RPMS Form- Teachers

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM Name of Employee:

ELSIE C. CRISOSTOMO

Position:

TEACHER 1

Rating Period:

JUNE 2017-APRIL 2018

Name of Rater:

Name of Rater:

Position:

Position: Review Date Period: of Review:

JOHN JOSEPH S. ELIVERA School Head APRIL 2018

School/Division: GIBITNGIL INTEGRATED SCHOOL To ensure full implementation of the articulated curriculum towards improvement in the quality of learning outcomes, provision of quality learning and teaching resource materials; and PROVIDE Technical assistance to schools in the areas of curriculum implementation and instructional supervision, SIP implementation and access to basic/functional literacy skills To provide strategic and technical inputs towards the full implementation of the articulated basic education curriculum to suit the conditions and context of the locality; and direct and manage the work of the CID team and provide technical assistance to the schools in line with the curriculum and learning management. TO BE FILLED IN DURING EVALUATION PHASE

MFOs

KRA's

OBJECTIVES

TIMELINE

WEIGHT PER KRA

PERFORMANCE INDICATORS (Quality, Efficiency, Timeliness)

EFFICIENCY

Access

1.Student/ Pupil Development

1. Implemented the program on saving and maintaining zero LARDO

June to March

10%

QUALITY

TIMELINESS

5-exceeded target 5- 0-1.79% Dropouts with no time -on-task 4- 1.80utilized for the the 3.59% Dropouts intervention 3- 3.605.39% Dropouts 4-exceeded target 2- 5.40with minimum time 7.19% Dropouts -on-task utilized for the the intervention 1- 7.20 and above % Dropouts 3-met target with minimum time -on-task utilized for the the intervention

5-conducted and submitted accomplishment reports of all interventions implemented every quarter in all quarters

2-did not meet target but with minimum time -ontask utilized for the the intervention

3-conducted and submitted accomplishment reports of all interventions implemented in 2 quarters

1- did not meet target and consumed most of the classes for the intervention

MOV'S

ACTUAL RESULTS

Q

E

T

AVERAGE

3.8

4

4

3.93

RATING

SCORE

4

0.393

4-conducted and submitted accomplishment reports of all interventions implemented in 3 quarters

2-conducted and submitted accomplishment reports of all interventions implemented in 1 quarter only 1-does not submit accomplishment report at all

Home Visitation Records with Picture Remediation Records and Results SF 2 Feeding Records

5-if all indicators are present 4-when four indicators are present Established system of maintaining a classroom conducive to learning Systems established involved the following: 1. Well arranged and well maintained fixtures, chairs and display boards 2. Physical Facilities/ Classroom 2.Properly labeled waste receptacles and complied June to March Management waste segregation 3. Established system of attendance monitoring 4.Evidence of students good social graces 5.Well kept and updated records of students (Class records, anecdotal records, guidance forms and others)

10%

Work Plan/Action Plan/Reports submitted relative to systems established are complete, 3-when three accurate, updated and indicators are pesent disseminated to stakeholders 25when only 2 when all indicators indicators are are present present 4- when only three 1- if only 1 indicator indicators are present is present 3when only two indicators are present 2- when only one indicator are present 1- none 5-if all indicators are present 4-when four indicators are present

Lesson Plan submitted are complete, accurate, updated and carried out 53-when three when all indicators indicators are pesent are present

Quality and Relevance

3 . Instructional Competence/Lesson Planning

1 Lesson plans utilized differentiated techniques and strategies in teaching varied types of learners. 2 Lesson plans utilized differentiated activities for various types of learners. 3 Lesson plans used various technology and instructional materials appropriate for the subject matter. June to March 4 Lesson plans showed integration of drug awareness appropriate for the subject matter. 5 Lesson plans showed integration of disaster risk reduction and management appropriate for the subject matter.

when only 2 indicators are present 10%

2-

Work Plan/Action Plan/Reports submitted relative to systems established are complete, accurate, updated and disseminated to stakeholders 5when all indicators are present 4when only three 0 indicators are present

4

4

4

4.00

4

0.400

3.5

3.7

3.6

3.60

4

0.360

3- when only two indicators are present 2- when only one indicator are present 1- none

Lesson Plans are submitted on time with the following percentage: 5- 97.5100% of the times

4- when only three 4-86.250- 97.499% of indicators are present the times

33-75.00- 86.249% of when only two the times 1- if only 1 indicator indicators are present is present 2- 37.5074.499% of the times 2- when only one indicator are present 1-0 37.499% of the times 1- none

Lesson Plan

4. Students/ Pupil's Outcomes

4.1 Conducted Pre-test and Post-test in 75% of subject areas with analysis of results 2. Class Records reflected developmental test results in all subject areas per grading period with the following composition: Written Works -5 Performance Tasks - 5 June to March Qurterly Assessment - 1 3 Report Cards were issued two weeks after the periodic test. 4. Pupils/students accomplishments were contained in his/her portfolio

5-if all indicators are present 4-when three indicators are present

10%

4.2. Implemented the program on saving and maintaining zero failures

Pre-test and Post-test results, Frequency of Correct Responses report, Class records , Grading sheets, and 3-when two Report Cards indicators are pesent submitted are complete, accurate, 2updated and when only 1 disseminated. indicator is 5present when all indicators are present 1- if no indicator is met. 4- when only three indicators are present 5-exceeded target with no time -on-task utilized for the conduct of intervention

June to March

10%

4-exceeded target with minimum time -on-task utilized for the the intervention 3-met target with minimum time -on-task utilized for the the intervention

4.3. Implemented the curriculum, taught and carried out 100% of the competencies alloted in a particular quarter/grading periods.

June to March

10%

2-did not meet target but with 5-exceeded target minimum time -onwith extension of task no utilized for the time utilized for the the intervention conduct of intervention 1- did not meet target and consumed 4-exceeded target most of the classes with minimum for the intervention extension of time utilized for the the intervention 3-met target with minimum extension of time utilized for the the intervention

5. Training and Development

1 Conducted at least one action research duly signed by the Superintendent in a school year. 2. Produced publication/creative work for school paper/ division/regional/ national publication 3. Participated in trainings, seminars, conferences. 4. Participated in LAC sessions conducted on the level

June to March

5%

350-1.79% Failures when only two 41.80indicators are present 3.59% Failures 3- 3.605.39% Failures 2- when only one 5.40indicator are 2present 7.19% Failures 11- 7.20 noneand above % Failures

Pre-test and Post-test results, Frequency of Correct Responses report, Class records , Grading sheets, and Report Cards submitted on time in: 5Form 14, Item Analysis all four quarters 4- Least Learned Skills only three quarters 3- only in two quarters 2- only in one quarter 1- none of the quarters 5-conducted and submitted accomplishment reports of all interventions implemented every quarter in all quarters 4-conducted and submitted accomplishment reports of all interventions implemented in 3 quarters

3-conducted and submitted accomplishment Competencies alloted Competencies reports of all alloted in a quarter was in a quarter was taught interventions taught with accuracy: on time: implemented in 2 quarters 5- 97.5- 100% 5- 97.5- 100% 4-86.25097.499% 2-conducted 4-86.250- 97.499% and submitted 3-75.00- 86.249% accomplishment 3-75.00reports of all 86.249% 2interventions 37.5074.499% implemented in 1 2- 37.50quarter only 74.499% 1-0 37.499% 1-does not 1-0 - 37.499% submit accomplishment report Accomplishment Accomplishment at all reports submitted are reports are submitted complete, accurate, on time with the updated and carried following percentage: out 5- when all 5indicators are present 97.5- 100% of the times

5-if all indicators are 2-did not present 4-when meet target but with three indicators are minimum extension present of time utilized for the the intervention 3-when two indicators 1- did are notpesent meet target and consumed 4- when only 4-86.250most of the the2-times when only 1 three indicators are 97.499% of the times for intervention indicator is present present 3-75.003- when only two 86.249% of the times 1- if no indicator is indicators are present met. 237.50- 74.499% of the 2- when only one times indicator are present 1-0 - 37.499% of the times 1- none

4

4

4.1

4.03

4

0.403

Form 1 BOSY and Form SF 5, Accomplishment Reports of Interventions Conducted Every Quarter

3.7

3.7

3.6

3.67

4

0.367

Curriculum Implementation Matrix Curricullum Map

4.1

4

4

4.03

4

0.403

*Action Research: signed by SDS-5 signed by Div Personnel4 signed by PSDS-3 signed by Sch. Head-2 * News Letter *Accomplishment Reports of Trainings Attended *Accomplishment Reports and Attendance of LAC Session *Pictures

4

4

4

4.00

4

0.200

5-if all indicators are present 4-when three indicators are present

1. Conducted remediation/enrichment activity/program to pupils/students that need it. 6. Activities to Improve Performance Indicators

7. Reports Compliance

2. Classified learners according to learning

style. 3. Conducted reading remediation to pupils/students who needed it. 4. Attained the required NAT MPS

June to March

10%

1. Complied, Maintained and Submitted the following reports: a. Attendance records b. Grading sheets and Class records c. School Forms June to March (1,2,3,5) d. On-line Individual Monitoring and Evaluation Report e. GROW-IPPD f. RPMS g. Portfolio

5%

Accomplishment/com pliance reports submitted are complete, accurate, updated and carried 3-when two out indicators are pesent 5when all indicators 2are present when only 1 indicator is 4- when only three present indicators are present

Accomplishment reports are submitted on time with the following percentage:

List of Pupils According to Learning Styles as to: Visual(Spatial) Aural(Auditory-Musical)

597.5- 100% of the times Verbal(Linguistic) Physical 4-86.250(Kenesthetic) 97.499% of the times Logical (Mathematical) Social 3-75.00(Interpersonal) 86.249% of the times Solitary (Intrapersonal) 1- if no indicator is 3Copy of met. when only two 2- NAT Results indicators are present 37.50- 74.499% of the times 5-if all indicators are Accomplishment/com Accomplishment present 4-when pliance reports reports are submitted 2- when only one 1-0 - 37.499% of the 5-6 indicators are submitted arepresent on time with the indicator are times present complete, accurate, following percentage: updated and carried 3-when 3-4 out 51- none indicators are pesent 5- 97.5- 100% of the times when all indicators 2are present 4-86.250when 1-2 indicators 97.499% of the times are present 4- when only three indicators are present 3-75.001- if no 86.249% of the times indicator is met. 3All Required Reports when only two 2indicators are present 37.50- 74.499% of the times 2- when only one indicator are present

4.1

4.1

4.1

4.10

4

0.410

3.9

3.8

4

3.90

4

0.195

4.3

4

4.3

4.20

4

0.210

1-0 - 37.499% of the times

1- none

8. Punctuality

1. Reported to school and classes on-time.

June to March

5%

5-Not more than 6 times tardy/undertime in a school year 4- 7 to 14 times tardy/undertime in a school year 315 to 22 times tardy/undertime in a school year 223 to 30 times tardy/undertime in a school year

5-Not more than 6 times tardy/undertime in a school year 4- 7 to 14 times tardy/undertime in a school year 315 to 22 times tardy/undertime in a school year 223 to 30 times tardy/undertime in a school year

1- imore than 30 times tardy/undertime in a school year

1- imore than 30 times tardy/undertime in a school year

5-Not more than 6 times tardy/undertime in a school year 4- 7 to 14 times tardy/undertime in a school year 3- 15 to 22 times tardy/undertime in a school year 2- 23 to 30 times tardy/undertime in a school year 1imore than 30 times tardy/undertime in a school year

*Log Book/Biometric *Form 48 * Attendance Sheets

9. Attendance

1. Reported to school and classes on-time.

June to March

5%

5Not more than 4 days absent in a school year 45 to 8 days absent in a school year

5Not more than 4 days absent in a school year 45 to 8 days absent in a school year

5Not more than 4 days absent in a school year 45 to 8 days absent in a school year

39 to 12 days absent in a school year

39 to 12 days absent in a school year

39 to 12 days absent in a school year

213 213 to 16 days 213 to 16 days to 16 days absent in a absent in a school year absent in a school school year year 1more 11more than 16 than 16 days absent in more than 16 days days absent in a a school year absent in a school school year year 5-if all indicators are present 4-when three indicators are present

Accomplishment reports submitted are complete, accurate, updated and carried out 3-when two 5- when all indicators are pesent indicators are present when only 1 indicator is present

Governance

10. Linkages and Networking

1 Organized functional Homeroom PTA 2. Conducted periodic PTA meetings/conferences 3. Undertaken/ Initiated projects / events/ activities with external funding/ sponsorship within the target date 4. June to March Participated/Attended in at least 75% of LGU initiated activities (e.g. Rizal Day, Independence Day celebration, festivals)

2-

1- if no indicator is met.

10%

*Log Book/Biometric *Form 48 * Attendance Sheets

4.1

4.2

4.2

4.17

4

0.208

*Minutes of Meeting Attendance Pictures *Program of Work, Receipt, Pictures *Narrative Report,certificate of Participation with Picture

4

4

4.1

4.03

4

0.403

Accomplishment reports are submitted on time with the following percentage: 597.5- 100% of the times

4- when only 4-86.250three indicators are 97.499% of the times present 3-75.003- when only two 86.249% of the times indicators are present 237.50- 74.499% of the 2- when only one times indicator are present 1-0 - 37.499% of the times 1- none

5-if all indicators are present 4-when three indicators are present

Accomplishment reports submitted are complete, accurate, updated and carried out 3-when two 5- when all indicators are pesent indicators are present a. Chaired technical committee School level

Plus Factor

b. Conducted seminars in the school/district level c. Acted as trainer/facilitator in the school/ division/ regional/ national level d. Acquired resources assistance for the class/school from other sources

June to March

5%

when only 1 indicator is present

2-

1- if no indicator is met.

Accomplishment reports are submitted on time with the following percentage: 597.5- 100% of the times

4- when only 4-86.250three indicators are 97.499% of the times present 3-75.003- when only two 86.249% of the times indicators are present 237.50- 74.499% of the 2- when only one times indicator are present 1-0 - 37.499% of the times 1- none

*Memo/Designation *Certificate *Session Guide *Training Matrix * Record of Donations Received

3

3

3

3.00

OVERALL RATING

4.10

DESCRIPTIVE RATING

Very Satisfactory

JOHN JOSEPH S. ELIVERA

ELSIE C. CRISOSTOMO

Rater

Ratee

3

Approving Authority DepEd RPMS Form- Teachers

0.150

Results-Based Performance Management System (RPMS) Name of Employee:

CRISOSTOMO ELSIE C.

Position:

TEACHER 1

Review Period:

JUNE 2017-APRIL 2018

School/Division:

GIBITNGIL INTEGRATED SCHOOL

Part II. C O M P E T E N C I E S

Legend: RM- Role Model CD- Consistently Demonstrates MD- Most of the time Demonstrates SD - Sometimes Demonstrates RD - Rarely Demonstrates

Indicator 1 Self Management RM 1 2 3 4 5

CD

MD

SD

RD

1. Sets personal needs, goals, and directions toward personal 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. Prioritizes work tasks and schedules (through ghantt charts, checklists, etc.) to achieve goals. 5. Sets high quality, challenging, realistic goals for self and others.

4.4

Indicator 2 Professionalism and Ethics RM 1 2 3 4 5

CD

MD

SD

RD

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 on others. 3. Maintains a professional image: being trustworthy, punctual and regular in attendance, well-groomed and a good communicator. 4. Makes personal sacrifices(reporting to school on Saturdays and Holidays) to meet the organization’s needs. 5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve systems and help others improve their effectiveness. RM

CD

MD

SD

RD

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.

### ### Rating

4.0

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 desire to do better and 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.

Indicator 4 Teamwork RM 1 2 3 4 5

### ### Rating

4.6

Indicator 3 Result Focus 1 2 3 4 5

Rating

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.

CD

MD

SD

RD

### ### Rating

4.6

Indicator 5 Service Orientation RM 1 2 3 4 5

CD

MD

SD

RD

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.

4.0

Indicator 6 Innovation RM 1 2 3 4 5

CD

MD

SD

RD

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.

4.6

RM

CD

MD

SD

RD

1. Enjoys working hard. 2. Is action – oriented and full of energy for the things he/she sees as challenging. 3. Is not fearful of acting with a minimum of planning. 4. Seizes more opportunities than others. 5. Is a strategic thinker. RM

CD

MD

SD

RD

1. Respects all kinds and classes of people. 2. Deals effectively with all races, nationalities, cultures, disabilities, ages and both sexes. 3. Supports equal and fair treatment and opportunity for all. 4. Applies equal standards and criteria to all classes. 5. Manifests cultural and gender sensitivity when dealing with people. RM

1. Can be counted on to perform beyond set goals. 2. Steadfastly pushes self and others towards results. 3. Gets things done on time and optimum use of resources. 4. Builds team spirit. 5. Transacts with transparency.

### ### Rating

4.4

Indicator 9 Accountability 1 2 3 4 5

### ### Rating

4.6

Indicator 8 Managing Diversity 1 2 3 4 5

### ### Rating

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).

Indicator7 Achievement 1 2 3 4 5

### Rating

CD

MD

SD

RD

### ### Rating

4.4 ###

Tick only one box provided for in each of the objective. Untick item is colored Gray. If correctly done, it will be colored Green and if more than one box were ticked, it will be colored Red. If all the ROWS are colored Green, click the IPCRF Planning Phase Sheet and Print.

Results-Based Performance Management Systems INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM- TEACHERS Name: Position:

Clarmen S. Aman TEACHER 1 Review Period: JUNE 2017-APRIL 2018 School/Division GIBITNGIL INTEGRATED SCHOOL

Name of Rater: JOHN JOSEPH S. ELIVERA Position: School Head Date of Review: APRIL 2018

TO BE FILLED IN DURING EVALUATION MFOs

Access

KRAs

OBJECTIVES

WEIGHT PER KRA

QUALITY

EFFICIENCY

TIMELINESS

RATING

SCORE

1.Student/ Pupil Development

1. Implemented the program on saving and maintaining zero LARDO

10%

3.8

4

4

2. Physical Facilities/ Classroom Management

Established system of maintaining a classroom conducive to learning Systems established involved the following: 1. Well arranged and well maintained fixtures, chairs and display boards 2.Properly labeled waste receptacles and complied waste segregation 3. Established system of attendance monitoring 4.Evidence of students good social graces 5.Well kept and updated records of students (Class records, anecdotal records, guidance forms and others)

10%

4

4

4

4

0.400

1 Lesson plans utilized differentiated techniques and strategies in teaching varied types of learners. 2 Lesson plans utilized differentiated activities for various types of learners. 3 Lesson plans used various technology and instructional materials appropriate for the subject matter. 4 Lesson plans showed integration of drug awareness appropriate for the subject matter. 5 Lesson plans showed integration of disaster risk reduction and management appropriate for the subject matter.

10%

3.5

3.7

3.6

3.6

0.360

4.1 Conducted Pre-test and Post-test in 75% of subject areas with analysis of results 2. Class Records reflected developmental test results in all subject areas per grading period with the following composition: Written Works -5 Performance Tasks - 5 Qurterly Assessment - 1 3 Report Cards were issued two weeks after the periodic test. 4. Pupils/students accomplishments were contained in his/her portfolio

10%

4

4

4.1

4.033 0.403

4.2. Implemented the program on saving and maintaining zero failures

10%

3.7

3.7

3.6

3.667 0.367

4.3. Implemented the curriculum, taught and carried out 100% of the competencies alloted in a particular quarter/grading periods.

10%

4.1

4

4

4.033 0.403

Quality and 3 . Instructional Competence/Lesson Planning

4. Students/ Pupil's Outcomes

3.933 0.393

5. Training and Development

1 Conducted at least one action research duly signed by the Superintendent in a school year. 2. Produced publication/creative work for school paper/ division/regional/ national publication 3. Participated in trainings, seminars, conferences. 4. Participated in LAC sessions conducted on the level

5%

4

4

4

4

0.200

6. Activities to Improve Performance Indicators

1. Conducted remediation/enrichment activity/program to pupils/students that need it. 2. Classified learners according to learning style. 3. Conducted reading remediation to pupils/students who needed it. 4. Attained the required NAT MPS

10%

4.1

4.1

4.1

4.1

0.410

7. Reports Compliance

1. Complied, Maintained and Submitted the following reports: a. Attendance records records c. School Forms (1,2,3,5) Individual Monitoring and Evaluation Report IPPD f. RPMS g. Portfolio

5%

3.9

3.8

4

3.9

0.195

8. Punctuality

1. Reported to school and classes on-time.

5%

4.3

4

4.3

4.2

0.210

9. Attendance

1. Reported to school and classes on-time.

5%

4.1

4.2

4.2

4.167 0.208

1 Organized functional Homeroom PTA 2. Conducted periodic PTA meetings/conferences 3. Undertaken/ Initiated projects / events/ activities with external funding/ sponsorship within the target date 4. Participated/Attended in at least 75% of LGU initiated activities (e.g. Rizal Day, Independence Day celebration, festivals)

10%

4

4

4.1

4.033 0.403

a. Chaired technical committee School level b. Conducted seminars in the school/district level c. Acted as trainer/facilitator in the school/ division/ regional/ national level d. Acquired resources assistance for the class/school from other sources

5%

3

3

3

Governance10. Linkages and Networking

Plus Factor

b. Grading sheets and Class d. On-line e. GROW-

OVERALL RATING DESCRIPTIVE RATING

3

4.10

0.150

Very Satisfactory

JOHN JOSEPH S. ELIVERA RATER

ELSIE C. CRISOSTOMO RATEE

Results-Based Performance Management Systems

Part II. COMPETENCIES

KRAs

RATING

SCORE

CORE BEHAVIORAL COMPETENCIES Self Management

Professionalism and Ethics

Result Focus

Teamwork

Service Orientation

Innovation

1. Sets personal needs, goals, and directions toward personal 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.

4

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

4

4. Prioritizes work tasks and schedules (through ghantt charts, checklists, etc.) to achieve goals.

5

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

5

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

5

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

5

3. Maintains a professional image: being trustworthy, punctual and regular in attendance, well-groomed and a good communicator.

4

4. Makes personal sacrifices(reporting to school on Saturdays and Holidays) to meet the organization’s needs.

4

5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve systems and help others improve their effectiveness.

5

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

4

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

4

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.

3

4. Expresses desire to do better and frustration at waste or inefficiency. May focus on new or more precise ways of meeting goals set.

4

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.

5

1. Willingly does his/her share of responsibility.

5

2. Promotes collaboration and removes barriers to teamwork and goal accomplishment across the organization.

5

3. Applies negotiation principles in arriving at win-win agreements.

4

4. Drives consensus and team ownership of decisions.

4

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

5

1. Can explain and articulate organizational directions, issues and problems

4

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.

5

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

3

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

4

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).

4

2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal productivity to create higher value and results.

5

3. Promotes a creative climate and inspires co – workers to develop original ideas or solutions.

4

4. Translates creative thinking into tangible changes and solutions that improve the work unit and organization.

5

5. Uses ingenious methods to accomplish responsibilities.Demonstrates resourcefulness and the ability to succeed with minimal resources.

5

3.60

4.60

4.00

4.60

4.00

4.60

CORE SKILLS Achievement

Managing Diversity

Accountability

1. Enjoys working hard.

5

2. Is action – oriented and full of energy for the things he/she sees as challenging.

5

3. Is not fearful of acting with a minimum of planning.

4

4. Seizes more opportunities than others.

4

5. Is a strategic thinker.

5

1. Respects all kinds and classes of people.

4

2. Deals effectively with all races, nationalities, cultures, disabilities, ages and both sexes.

5

3. Supports equal and fair treatment and opportunity for all.

4

4. Applies equal standards and criteria to all classes.

4

5. Manifests cultural and gender sensitivity when dealing with people.

5

1. Can be counted on to perform beyond set goals.

5

2. Steadfastly pushes self and others towards results.

4

3. Gets things done on time and optimum use of resources.

4

4. Builds team spirit.

5

5. Transacts with transparency.

4

Conforme by Ratee Rated by and conferred with Rater

4.60

4.40

4.40

OVERALL COMPETENCY RATING

4.31

CORE BEHAVIORAL COMPETENCIES

4.23

LEADERSHIP SKILLS

4.47

ELSIE C. CRISOSTOMO JOHN JOSEPH S. ELIVERA

Approval Recommended: Approved Approving Authoruty

ROSELLER N. GELIG, CESO VI 0

Republic of the Philippines

DEPARTMENT OF EDUCATION Region VII, Central Visayas

DIVISION OF CEBU PROVINCE Part III. SUMMARY OF RATINGS FOR DISCUSSION Final Performance Results

Rating

Accomplishments of KRAs and Objectives

4.10

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

Name of Superior ELSIE C. CRISOSTOMO

Signature

JOHN JOSEPH S. ELIVERA Signature

Date

Date Mar-18

Mar-18

Part IV. DEVELOPMENT PLANS Strengths

Development Needs

Action Plan (Recommended Developmental Intervention)

Timeline

Resources Needed

JOHN JOSEPH S. ELIVERA

ELSIE C. CRISOSTOMO

Rater

Ratee

DepEd RPMS Form- Teachers

Republic of the Philippines

DEPARTMENT OF EDUCATION Region VII, Central Visayas

DIVISION OF CEBU PROVINCE EMPLOYEE FEEDBACK FORM Rating Period: JUNE 2017-APRIL 2018

Strengths

Development Needs

Action Plan

Timeline

Resources Needed

Employee Feedback 1. The RPMS is a tool in improving teachers' quality performances and productivity towards his commitment in teaching. 2. The competencies are designed to help improve perspective towards personal and professional growth, students' quality performances and community linkages.

JOHN JOSEPH S. ELIVERA Rater

ELSIE C. CRISOSTOMO Ratee

DepEd RPMS Form- Teachers

Republic of the Philippines

DEPARTMENT OF EDUCATION Region VII, Central Visayas

DIVISION OF CEBU PROVINCE PERFORMANCE MONITORING AND COACHING FORM Rating Period: JUNE 2017-APRIL 2018

Date

CRITICAL INCIDENCE DESCRIPTION

OUTPUT

SIGNATURE OF (RATEE/ RATER)

IMPACT ON JOB/ ACTION PLAN

JOHN JOSEPH S. ELIVERA

ELSIE C. CRISOSTOMO

Rater

Ratee

DepEd RPMS Form- Teachers