Rpms Sample

A.
B.
Trainings In-Service training
Preferred Qualifications
Education BSE/BSEEd/College Graduate with education units (18-21), MA units 18 units
Experience
Eligibility PBET/LET Passers
Bachelor of Elementary/Secondary/Early Childhood Education or Bachelor's degree plus 18 professional unit in Education
None required
RA 1080
None required
Education
Experience
Eligibility
Trainings
CSC Prescribed Qualifications
Effectivity Date
Page/s
Office Unit
Reports to
Position Supervised
Principal/ School Heads
JOB SUMMARY
QUALIFICATION STANDARDS
Revision Code: 00
Postion Title Teacher I
Parenthetical Title
Salary Grade
Department of Education
POSITION AND COMPETENCY PROFILE
PCP No. _________
10
Name of Employee: Name of Rater:
Position: Position:
Review Period: Date of Review:
Bureau/Center/Service/Division:
5 - Outstanding
All daily lesson plans had the following
objective, subject matter, procedures,
evaluation and assignment
Each part had a full description of what
to do with an example
Objective was specific, measurable,
attainable, result-oriented and time-bound
130% and above developed high order
thinking skills
Attained 130% and above of the desired
learning competencies
130% and above based on the budget of
work
4 - Very Satisfactory
Had four of the five parts of lesson plan
Each part of the partial description of
what to do with an example

PERFORMANCE INDICATORS (Quality,
Efficiency,Timelines)
ACTUAL
RESULTS
RATING SCORE*
Individual Performance Commitment and Review Form
ROGEN S. HEMODO
Teacher III
JOSE ROY S. ACBO
School Principal 1
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
MFOs KRAs OBJECTIVES TIMELINE
Weight
per KRA
Prepared lesson plans
and daily logs of
activities including
appropriate adequate
and updated
instructional materials
with in the rating period
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
#RSH#

ACTUAL
RESULTS
RATING SCORE* MFOs KRAs OBJECTIVES TIMELINE
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
Objective was stated with 1 behavioral
indicator is missing
115-129% developed high order thinking
skills
Attained 115-129% of the desired
115-129% based on the approved budget
of work
3 - Satisfactory
Had 3 of the five parts
Each part had a partial description with
out example
Objectives was stated with 3-4
behavioral indicator missing
100-114% develop high order thinking
skills
Attained 100-114% of the desired
100-114% based on the approved budget
of work
2 - Unsatisfactory
Each part had no description with out
example
Objectives was stated with 1-2
behavioral indicator missing
51-99% develop high order thinking skills
Attained 51-99% of the desired learning
competencies
51-99% based on the approved budget of
work

and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
1 - Poor
Each part had no description with out
example
Objectives was stated without behavioral
indicator m
50% and below develop high order
thinking skills
50% and below attained the desired
50% and below based on the approved
budget of work
5 - Outstanding
The teacher established challenging and
measurable goal/s for student learning
that is aligned with the (DepEd standards
or Philippine Elementary Learning
Competencies (PELC) or the Philippine
Secondary Learning Competencies
(PSLC))curriculum
The goal reflected a range of student
learner needs.
Has provided individual activities for a
130% and above of the classes handled for
the rating period
Teaching methods and strategies elicited
130% and above interaction from a class
Inductive method/deductive method
was 130% and above used in teaching a
lesson
Cooperative learning strategies was
130% and above effective when used

and daily logs of
and updated
Facilitated learning in
the school through
functional lesson plans,
daily logs and innovative
teaching strategies
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
ICT integration is 130% and above
evident
Results of student
observations/appraisal are 130% and
above used as basis for follow-up.
The teacher developed a measurable
goal for student learning that is aligned
with the (DepEd standards or Philippine
Elementary Learning Competencies (PELC)
or the Philippine Secondary Learning
Competencies (PSLC))curriculum
The teacher explained the importance of
the goal and the appropriateness to
students.
115-129% and above of the classes
handled for the rating period
115-129% interaction from a class
was 115-129% used in teaching a lesson
Cooperative learning strategies was 115-
129% effective when used
ICT integration is 115-129% evident
Results of student
observations/appraisal are 115-129%
used as basis for follow-up.

the school through
teaching strategies
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
3 - Satisfactory
The teacher clearly communicated a
focus for student learning that is aligned
with the (DepEd standards or Philippine
Elementary Learning Competencies (PELC)
or the Philippine Secondary Learning
Competencies (PSLC))curriculum
100-114% and above of the classes
handled for the rating period
Results of student
observations/appraisal are 100-114%
used as basis for follow-up.
2 - Unsatisfactory
The teacher did not have a clear focus
for student learning
Has provided individual activities for a 51-
99% of the classes handled for the rating
period

the school through
teaching strategies
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process Teaching methods and strategies elicited
Results of student
observations/appraisal are 51-99% used
as basis for follow-up.
1 - Poor
The teacher did not have a clear focus
for student learning or the objective is too
general to guide lesson planning or the
objective is inappropriate for students
50% and below of the classes handled for
the rating period
50% and below interaction from a class
was not used in teaching a lesson
Cooperative learning strategies was
never used
ICT integration is not evident
Results of student
observations/appraisal are not used as
basis for follow-up.

the school through
teaching strategies
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
5 - Outstanding
Pupils were 130% and the above guided
in the observation of classroom rules and
the guidelines as evidenced by descriptive
rating in the report card/journal
Pupils were 115-129% guided in the
observation of classroom rules and the
guidelines as evidenced by descriptive
3 - Satisfactory
2 - Unsatisfactory
1 - Poor
Pupils were not guided in the

Initiated discipline of
students including
classroom rules,
guidelines and
individual and group
task with in the rating
period
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
5 - Outstanding
Safety, orderliness and cleanliness of
floors, toilets and proper waste disposal
were 130% and above maintained
Attendance checking was 130% and
above systematically carried out
were 115-129% maintained
Attendance checking was 115-129%
systematically carried out
3 - Satisfactory
2 - Unsatisfactory
1 - Poor
were 50% and below consistently
maintained
Attendance checking was 50% and below

Monitored
attendance, diversity
and appreciation, safe,
positive and motivating
environment, overall
physical atmosphere,
cleanliness and
orderliness of
classrooms including
proper waste disposal
daily
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
5 - Outstanding
Evidence showed that the teacher
purposely plans assessments and varies
assessment choices to match the different
student needs, abilities, and learning
styles.
Class record reflected the bases of 130%
and above of pupils' ratings in all
classess/subject areas handled
Students' portfolio contained 130% and
above of his accomplishment
Table of specifications is 130% and above
prepared for tests that require it
Table of specifications showed 130% and
above congruence between content and
skills test
Test questions were 130% and above
logiclly sequenced
Pretest and Posttest were 130% and
above administered in all classes/subject
area (Supported by analysis report on
subject area per class/grade level)
The teacher explained the various uses
and limitations of the different kinds of
assessments/test. Evidence showed that
student needs and avenues for growth
were clearly identified.
Monitored and
evaluated and
maintained
pupils/students'
progress with in the
rating period

MFO: 2 BASIC
EDUCATION
SERVICES
30%
Pupils/Student
Outcomes
#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
Class record reflected the bases of 115-
129% of pupils' ratings in all
Students' portfolio contained 115-129%
of his accomplishment
Table of specifications is 115-129%
Table of specifications showed 115-129%
congruence between content and skills
test
Test questions were 115-129% logiclly
sequenced
Pretest and Posttest were 115-129%
administered in all classes/subject area
(Supported by analysis report on subject
area per class/grade level)
3 - Satisfactory
The eveidence of more than one
measure of student performance but there
is difficulty in analyzing data to inform
instuctional planning and dilivery
Students' portfolio contained 100-114%
of his accomplishment
Table of specifications is 100-114%
Monitored and
evaluated and
maintained
pupils/students'
rating period

MFO: 2 BASIC
EDUCATION
SERVICES
30%
Pupils/Student
Outcomes
#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
test
sequenced
2 - Unsatisfactory
The teacher planned instructions
without analyzing student learning data
Students' portfolio contained 51-99% of
his accomplishment
Table of specifications is 51-
99%prepared for tests that require it
test
sequenced
1 - Poor
No evidence of student monitoring or
evaluation of student progress
Monitored and
evaluated and
maintained
pupils/students'
rating period

MFO: 2 BASIC
EDUCATION
SERVICES
30%
Pupils/Student
Outcomes
#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
Class record reflected the bases of 50%
and below of pupils' ratings in all
Students' portfolio contained 50% and
below of his accomplishment
Table of specifications is not prepared
for tests that require it
Table of specifications did not show
test
Test questions were not logiclly
sequenced
Pretest and Posttest were never
administered
5 - Outstanding
Remediation/Enrichment program is
offered to 130% and above who need it
offered to 115-129% who need it
3 - Satisfactory
2 - Unsatisfactory
1 - Poor
offered to 50% and below who need it
Conducted
Remediation/enrichmen
t programs to improve
performance indicators

Monitored and
evaluated and
maintained
pupils/students'
rating period

MFO: 2 BASIC
EDUCATION
SERVICES
30%
Pupils/Student
Outcomes
#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
5 - Outstanding
130% and above MPS/GSA
115%-129% MPS/ GSA
3 - Satisfactory
100-114% MPS/GSA
2 - Unsatisfactory
51-99% MPS/GSA
1 - Poor
50% and below MPS/GSA
5 - Outstanding
130% and above accomplishment with set
agreements met
115-129% of planned meetings producing
only set agreements and partial
accomplishments of these
3 - Satisfactory
100-114% of planned meetings conducted
producing set of agreements
2 - Unsatisfactory
51-99% of planned meetings conducted
with minimal results
1 - Poor
50% and below of the planned meetings
conducted with no result

Attained the required
GSA for grade level and
learning areas
Conducted periodic
PTA
meetings/conferences

MFO: 1
BASIC
EDUCATION
POLICY
SERVICES
MFO: 2 BASIC
EDUCATION
SERVICES
20%
30%
Pupils/Student
Outcomes
Community
Involvement
#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
5 - Outstanding
130% and above accomplishment of set
visits successful interventions
115-129% accomplishment of visits with
partial success in implementation of
interventions
3 - Satisfactory
100-114% accomplishment of visits with
suggested planned interventions
2 - Unsatisfactory
51-99% accomplishments of visits with
planned interventions
1 - Poor
50% and below accomplishments with no
interventions
5 - Outstanding
130% and above project accomplishment
with full documentation report on
completion
115-129% project accomplishment with
partial completion
3 - Satisfactory
100-114% project initiative only with no
completion report
2 - Unsatisfactory
51-99% project initiative only with no
completion report
1 - Poor
No project/event/activity initiated

Undertaken/initiated
projects/events/activiti
es with external
funding/sponsorship
within the target date

Visited parents of
students needing
academic
monitoring/follow-up
MFO: 1
BASIC
EDUCATION
POLICY
SERVICES
20%
Community
Involvement
#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
5 - Outstanding
3 action research conducted with full
documentation on completion of
interventions.
interventions.
3 - Satisfactory
interventions.
2 - Unsatisfactory
Identified classroom/learning problems
with research proposals
1 - Poor
Only classroom/learning/issues identified
5 - Outstanding
Initiated at least 2 co-curricular/ school
activities with documented results
Initiated and participated in co-curricular/
school activities with documented results
3 - Satisfactory
Participated in most co-curricular/ school
activities with documented results
2 - Unsatisfactory
Participation only with out document
results
1 - Poor
Initiated/Participated
in co-curricular/school
activities with in the
rating period

Conducted
problem/classroom
based action research
MFO: 2 BASIC
EDUCATION
SERVICES
20%
Professional
Growth and
Development

#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
No participation in school Activities
Initiated/Participated
in co-curricular/school
activities with in the
rating period

MFO: 2 BASIC
EDUCATION
SERVICES
20%
Professional
Growth and
Development
#RSH#

ACTUAL
RESULTS
Weight
per KRA
and daily logs of
and updated
MFO: 2 BASIC
EDUCATION
SERVICES
30%
Teaching-Learning
Process
5 - Outstanding
Produced publication/creative work
published in National Circulation/ DepEd
Post/ CSC Newsletters and similar
publications
published in regional publications
3 - Satisfactory
published in division publications
2 - Unsatisfactory
published in school papers
1 - Poor
Unpublished work produced
* Toget the score, the rating is multiplied by th weight assigned
####
ROGEN S. HEMODO JOSE ROY S. ACBO
Ratee Rater
MFO: 2 BASIC
EDUCATION
SERVICES
OVERAL RATING
FOR
ACCOMPLISHME
NTS
0
20%

Professional
Growth and
Development
Produced
publications/ creative
work for school
paper/division
publication with in the
target date
#RSH#
1 Sets personal goals and direction, needs and development. 4
1
Willingly does his/her share of responsibilty. 4
3
Displays emotional maturity and enthusiasm for and is challenged by
higher goals
3
4
Prioritize work tasks and schedules (through gantt charts, checklists,
etc.) to achieve goals.
3
3
Applies negotiation principles in arriving at win-win agreements.
3
5 Sets high quality, challenging, realistic goals for self and others 2
4
Drives consensus and team ownership of decisions. 4
1
1
Can explain and articulate organizational directions, issues and problems.
4
2
Practices ethical and professional behavior and conduct taking into
account the impact of his/her actions and decisions. 3
3.6
2
Takes personal responsibilty for dealing with and/or correcting costumer
service issues and concerns
3
3
3
Maintains professional image: being trustworthy, regularity of
attendance and punctuality, good grooming and communication.
4
3
Initiates activities that promotes advocacy for men and women empowerment.
3
4 Makes personal sacrifices to meet the organization's needs.
3
4
Participates in updating of office vision, mission, mandates & strategies based
on DepEd strategies and directions.
3
5
Acts with a sense pf urgency and responsibility to meet the
organization's needs, improves systems and help others improve their
effectiveness.
4
5
Develops and adopts service improvement programs through simplified
procedures that will further enhance service delivery.
2
1
Achieves results with optimal use of time and resources most of the
time.
3
1 Examines the root cause of problems and suggests effective solutions. Fosters
new ideas, processes, and suggests bettter ways to do things (cost and/or
operational efficiency).
3
2
Avoids rework, mistakes and wastage through effective work methods
by placing organizational needs before personal needs.
3
2
Demonstrates an ability to think "beyond the box". Continuously focuses on
improving personal productivity to create higher value and results.
3
3
Delivers error-free outputs most of the time by conforming to standard
operating procedures correctly and consistently. Able to produce very
satisfactoy quality of work in terms of usefulness/acceptability and
completeness with no supervision required. 3
3.2
3
Promotes a creative climate and inspires co-workers to develop original ideas
or solutions.
4
3
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.
4
4
Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.
2
5 Makes specific changes in the system or in own work methods to
3
5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the
ability to succeed with minimal resources.
3
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
improve performance. Examples may include doing something better, faster,
at alower cost, more efficiently; or improving quality, costumer satisfaction,
morale, without setting any specific goal.
Self-Management
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
3.2
Teamwork
2
DEPED RPMS form - DEPED form - For Head of Office | 4
Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization
3 3.4
Professionalism and Ethics
5
Works constructively and collaboratively with others and across organizations
to accomplish organizational goals and objectives.
3
Demonstrates the values and behavior enshrined in the Norms of
Conduct and Ethical Standards for public officials and employee (RA
6713). 4
Service Orientation
Result Focus Innovation
1
Prepares basic compositions ( e.g., letters, reports, spreadsheets and graphic
presentations using Word Processing and Excel.
2
1 Follows instructions accurately.
4
3.4
2
Identifies different computer parts, turns the computer on/off, and work on a
given task with acceptable speed and accuracy and connects computer
peripherals ( e.g., printers, modems, multi-media projectors, etc.)
3
2.2
2 Expresses self clearly, fluently and articulately. 3 3
Prepares simple presentations using Powerpoint.
2
3 Uses appropriate medium for the message.
3 4
Utilizes technologies to : access information to enhance professional
productivity, assists in conducting research and communicate through local
and global professional networks.
2
4
Adjust communication style to others. 3 5
Recommends appropriate and updated technology to enhance productivity and
professional practice.
2
5 Guides discussions between and among peers to meet an objective. 4
1
Knows the different written business communication formats used in
the DepEd.
3
2
Writes routine correspondence/communications, narrative and
descriptive report based on ready available information data with
minimal spelling or grammatical error/s (e.g. Memos, minutes, etc.)
3
3
3
Secures information from required references (i.e., Directories,
schedules, notices, instructions) for specific purposes.
3
4
Self-edits words, numbers, phonetic notation and content, if necessary.
3
5
Demonstrates clarity, fluency, impact, conciseness, and effectiveness
in his/her written communications.
3
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.
Oral Communication
Written Communication
CORE SKILLS Computer / ICT Skills
DEPED RPMS form - DEPED form - For Teachers
Rating
Accomplishments of KRAs and Objectives
#DIV/0!

Employee-Superior Agreement
The signatures below confirm that the employee and his/her superior have agreed to the contents of the performance as captured in this form.
Name of Employee: Name of Superior:
Signature: Signature:
Date: Date:
DEPED RPMS form - DEPED form -For Teacher |
ROGEN S. HEMODO
Ratee
JOSE ROY S. ACBO
Rater
PART IV: DEVELOPMENT PLANS
PART III: SUMMARY OF RATINGS FOR DISCUSSION
Final Performance Results
ROGEN S. HEMODO JOSE ROY S. ACBO
Strengths Development Needs
Action Plan
(Recommended Developmental
Intervention)
Timeline Resources Needed

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