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INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPC

Name of Employee : LAURA M. BUSCANO


Position : TEACHER - II
Division/Section : DAVAO CENTRAL DISTRICT
Rating Period : JUNE - APRIL 2017

TO BE FILLED IN DURING PLANNING


Weight per
MFOs KRAs Objectives Timeline PERFORMANCE INDICATORS (Quality
KRA
1.Teaching Learning 40%
Process

Scale Quality
1.1. Prepared180daily 5 All daily lesson plans had
lesson plan and daily the following parts:
logs of activities within Objective,
the rating period Content,Learning
Resources, Procedures,
Remarks, Reflection

June 2016 4 Had 5 of the six parts


March 2017
10% 3 Had 4 of the six parts

2 Had 3 of the six parts


1 Had 2 and below of the
six parts

Scale Quality

5 Instructional Competence
shows an Overall Rating
of Five (5) Outstanding
1.2 Facilitated learning
in school/classes
evaluated with 10%
functional lesson/daily June 2016-
logs and innovative April 2017 4 Instructional Competence
teaching strategies shows an Overall Rating
through an observer of Four (4) VS
with the use of
Instructional
Supervision Tool (IST) 1
Observation per
grading period.
3 Instructional Competence
shows an Overall Rating
of Three (3) S

(per Div.Memo. no.


744,s2014)
2 Instructional Competence
shows an Overall Rating
of Two (2) UnSat

1 Instructional Competence
shows an Overall Rating
of One (1) Poor
Scale Quality

5 Have made conferences


and resolve the issue of
students with disciplinary
concerns.
10%
4 Have made conferences
and resolve the issue
1.3 Implemented withthe Grade Head of
positive discipline to students with disciplinary
100% of the students concerns.
by instituting classroom
rules, guidelines,
individual and group
tasks within the rating June 2016-
period April 2017
3 Have made conferences
and resolve the issue
with the Grade Head and
Guidance Counselor of
students with disciplinary
2 Have made conferences
concerns.
and resolve the issue with
the Grade Head, the
Guidance counselor and
School Head for students
with disciplinary concerns.
1 Have made no
conferences and did not
resolve the issue of
students with disciplinary
concerns
Scale Quality

5 Conducted interventions
such as ADM, DLP, etc
and other similar
1.4 Monitored the programs
checking of attendance June 2016-
and it was 100% April 2017 5% 4 Conducted home
systematically carried visitations to parents of
out through the SARDO
submission of Form 2 - Has 1 dropout of all
and Daily attendance of classes handled
students. Has Zero
dropout rate. 3 Conducted school
conferences to parents of
SARDO

-Has 2 dropouts of all


classes handled
2 Identified Students At Risk
of Dropping Out (SARD)
but no action taken

1 Have no intervention at
all
Scale Quality
1.5 Monitored safe, 5 Overall (1)physical
positive and motivating atmosphere,(2)
environment, overall cleanliness and
physical atmosphere orderliness of classroom,
conducive for learning, (3) toilet (4)assigned
cleanliness and area, (5) proper waste
orderliness of classroom disposal were maintained
including proper waste
disposal daily and was
observed to have at
least Good(3) rating
every month within the
rating period 4 Only 4 of the five areas
were maintained

4 Only 4 of the five areas


were maintained
June 2016-
April 2017
2 Only 2 of the five areas
were maintained

3 Only 3 of the five areas


were maintained

2 Only 2 of the five areas


were maintained

1 Only 1 of the five areas


were maintained
5%
2. Student Outcomes
30%
Scale Quality

2.1. Monitored, June 2016- 5% 5 Monitoring and Evaluation


evaluated, and April 2017 of Students progress was
maintained students systematically carried out
progress as evident in ,without error or revisions
the submission of
reports such as 4 Monitoring and Evaluation
(1)Formative/Summativ of Students progress was
e Assessment Plans,(2) carried out but with one
TQs (3) TOS, and (4) error or revision
Class Record every
quarter within the
rating period. 3 Monitoring and Evaluation
of Students progress was
carried out but with two
errors or revisions
2 Monitoring and Evaluation
of Students progress was
carried out but with three
errors or revisions

1 Monitoring and Evaluation


of Students progress was
carried out but with four
errors or revisions
Scale Quality
2.2 Conducted
5 Evidences showed that
remediation program to
the teacher have
improveat least 75% of
conducted remediation
students needing
with the following MOVs
academic assistance.
(1)Simple analysis of
Or Enrichment activities
students needing
for students who excel June 2016-
academic assistance or
in class. April 2017 10%
those who excel in classs,
4 Evidences showed
(2) Attendance that
Sheet
the teacher submitted
(3)Lesson Plan (4)
only 4 outActivity
Learning of 5 indicators
Sheet
(5) Certification of the
Remedial Class Mark or
enhancement progress
report

3 Evidences showed that


the teacher submitted
only 3 out of 5 indicators

2 Evidences showed that


the teacher submitted
only 2 out of 5 indicators
1 Evidences showed that
the teacher submitted
only 1 out of 5 indicators
Scale Quality
2.3Attained the 5 5% and above increase in
required NAT MPS of at 10% MPS
least 70.95% (Elem) / 4 4% increase in MPS
54.38% (HS)for SY
2016-2017
June 2016-
April 2017
3 3% increase in MPS

2 2% increase in MPS

1 1% increase in MPS
/maintained previous SYs
NAT result, or decreased

Scale Quality
June 2016- 5 Achieved 90-100 GSA
April 2017 5% (outstanding) of all
4 students handled
Achieved 85-89 GSA (Very
Satisfactory) of all
students handled

3 Achieved 80-84 GSA


(Satisfactory) of all
students handled

2.4 Attained the


required GSA for grade
level and learning
areas, at least 75%
2 Achieved 75-79 GSA
(Fairly Satisfactory) of all
students handled
2.4 Attained the
required GSA for grade
level and learning 1 Achieved 74 GSA (Did Not
areas, at least 75% Meet Expectations of all
(Efficiency) of the students handled
students achieved 80%
(quality) and above
proficiency.
Community Involvement 10%

Scale Quality

5 Conducted parent-
conference with complete
documentation:
3.1 Conducted at least
4 parent conferences to
students needing
academic and June 2016- (Communication Letter/
behavioral help. April 2017 5% Attendance Sheet/Minutes
4 of the Meeting
Conducted )
parent-
conference with one
lacking document
3 Conducted parent-
conference with two
lacking documents
2 Conducted parent-
conference with only one
document/MOV
1 Have not conducted at all

Scale Quality

5 Accomplishments of set
visits with complete
components
3%
(identification of
needs/problems, causes,
recommendation, and
agreement)

3.2 Conducted at least


4 Home visitation to
4 Conducted parent-
conference with
document lacking one
component

3.2 Conducted at least


4 Home visitation to
students needing
academic monitoring
and follow up within the
rating period
3 Conducted parent-
3.2 Conducted at least conference with
4 Home visitation to document lacking two
students needing components
academic monitoring
and follow up within the
rating period
2 Conducted parent-
conference with
document lacking three
components

1 Have not conducted at all

Scale Quality
5 Accomplishments of
Initiated projects/
June 2016-
April 2017 2% events/activities with
external
(Activity Proposal,
funding/sponsorship have
Attendance,
complete documentation
Accomplishment Report,
Cert. of Completion,
Letter, Pictures)

3.3 Initiated 1
project/events/activities
with external funding or
sponsorship within the
target date /
participated in 3
community extension
services
4 Conducted parent-
conference with
3.3 Initiated 1 document lacking one
project/events/activities component
with external funding or
sponsorship within the
target date /
participated in 3 3 Conducted parent-
community extension conference with
services document lacking two
2 Conducted parent-
components
conference with
document lacking three
components

1 Have not conducted at all

Professional Growth and


Development
10%
Scale Quality

5 Action Research
conducted with full
documentation and
4 recognized by the School
Action Research
Head
conducted with full
4.1 Conducted 1 action documentation
research based on recognized by the Master
students need analysis Teacher/Dept.Head
using only 1-5 Action
Research Template.
3 Action Research with full
documentation
recognized by the other
teacher

May 2016-
April 2017 2%
2 Identified classroom /
learning problems with
research proposals

May 2016- 1 Have not conducted at all


April 2017 2%
Scale Quality

5 Attended at the
5% International or national
May 2016- 4
April 2017 level (seminars
Attended at the relevant
1 regional
4.2 Attended at least 4
to the assigned task/
level / (2 division Level
seminars/training at
subject or expertise)
the school, cluster and
division level, region, 3 Attended at the 1 division
and national level level / (2 cluster/ district
within the rating period level) / (3 school level)
2 Attended at the cluster /
district level / (2 school
level)
1 Attended at the school
level
Scale Quality

4.3. Submitted 100% of May 2016 - 5 Reports submitted are


3% required forms and
the required forms and April 2017 100 % free from errors
4 reports were
reports, as prescribed required formswith
andone
accomplished
by the school reports were
3 error
required formswith
accomplished andtwo
2 reports
errors were
accomplished
required formswith
andthree
1 errors
reports were
accomplished with 4 or
more errors
5. Support to
Personnel Administration 10%
Scale Quality

4% 5 Without error/ erasures


and/or lacking
4 With 1 error/ erasure
attachments
5.1 Submitted 10 and/or lacking attachment
DTR/CSC Form 48In a
school year every 3rd
3 With 2 errors/ erasures
day of the succeeding
and/or lacking
month without error
attachments/ with 1 EFLF
and with complete
attachments
2 With 3 errors/ erasures
and/or lacking
1 With 4or more errors/
attachments
erasures and/or lacking
attachments

Scale Quality
5 Incurred no
tardiness/undertime

4 Incurred 1 tardy or 1
undertime for personal
reasons
4%
3 Incurred 2 tardiness/
undertime (or
5.2 Complied 180 days combination) for personal
of attendance without 2 reasons
Incurred 3-5 tardiness/
tardiness and/or under undertime (or
time and reports on combination) for personal
time reasons
1 Incurred 6 or more
tardiness/ undertime (or
combination) for personal
reasons
Scale Quality
5 Complete prescribed
2% uniform
4 One element missing (e.g.
no ID)
3 Two elements missing

5.3 Worn complete set 2 3 or more elements


of prescribed uniform missing
(ID, Blouse/Polo,
Slacks/Skirt, Footwear) 1 Not wearing prescribed
during required days uniform
Scale Quality
6. Special Task Assignment (If
with Plus Factor the following
percentage will be adapted
accordingly :KRA 3 7.5%,KRA4

LAURA M. BUSCANO MELANIE C. MIJARES MARCELINO C. CABANA JR.


Ratee Rater APPROVING AUTHORITY
W FORM (IPCRF)

Name of Rater : MELANIE C. MIJARES


Position : MT - I
Date of Review : APRIL 17,2017

TO BE FILLED IN DURING EVALUATION


ACTUAL RATING
ATORS (Quality,Efficincy,Timeliness) SCORE
RESULTS Q E T Ave

Efficiency Timeliness
130% and above of the 130% of the DLL 5 4.8 5
required number of days submitted on time or
DLL/Lesson Plan Submitted before the deadline

4.9333 0.49
115-129% of the required Submitted 1 day after
number of days DLL/Lesson the prescribe dates
Plan Submitted
100-114% of the required Submitted 2 days
number of days DLL/Lesson after the prescribe
Plan Submitted dates

51-99% of the required Submitted 3 days


number of days DLL/Lesson after the prescribe
Plan Submitted dates
50% and below of the Submitted 4 or more
required number of days days after the
DLL/Lesson Plan Submitted prescribe dates

Efficiency Timeliness

130% and above of the One Class


required number Observation per
Instructional Supervision (Except
grading for more than
period
were observed by the the prescribed)
School Head

115-129%% of the Two class 5 5 4


required number of observations was
Instructional Supervision made in one grading
were observed by the period
4.6667 0.47
School Head
(Except for more than
the prescribed)

100-114% of the required Three (3) for


number of Instructional compliance class
Supervision were observed observation were
by the School Head made in one or two
grading periods.
(Except for more than
the prescribe)
51-99% of the required Four or more class
number of of Instructional observations were
Supervision were observed made at the last
by the School Head grading period for
compliance.

50% and below of the Four (4) class


required number of observations were
Instructional Supervision done at the first or
were observed by the last grading period for
School Head compliance.
Efficiency Timeliness

Students were guided in the Within the rating 5 5 4 0.467


observation of classroom period
rules and guidelines was
130% evident in the
4.6667
certification from the Grade
Students werehead
Head / School guided
(forinHS
the
observation
Department of classroom
/Cur. Head)
rules and guidelines
was115-129% evident in the
certification from the Grade
Head / School head (for HS
Department /Cur. Head)

Students were guided in the


observation of classroom
rules and guidelines
was100-114% evident in the
certification from the Grade
Students werehead
Head / School guided
(forinHS
the
observation of classroom
Department /Cur. Head)
rules and guidelines was 51-
99% evidentin the
certification from the Grade
Head / School head (for HS
Department /Cur. Head)
Students were guided in the
observation of classroom
rules and guidelines was
50% and below evident in
the certification from the
Grade Head / School head
(for HS Department /Cur.
Head)
Efficiency Timeliness

Daily attendance of Submitted of form 2 4.3 4 4.3 4.2 0.210


students has been carried on or before the
out (100%) deadline

Attendance checking was Submitted 1 day after


carried out or have deadline
submitted only 9 out of 10
Form 2

Attendance checking was Submitted 2 days


100-114% carried or have after deadline 3
submitted only 8 out of 10
Form 2

Attendance checking was Submitted 3 days


carried but have submitted after deadline
only 7 out of 10 Form 2

Attendance checking was Submitted 4 days or


carried out or have more or more after
submitted only 6 and below deadline
Efficiency Timeliness
out of 10 Form 2
Organized/structured
classroom setting allows for
planned teacher-learner and
learner -learner interaction
where cleanliness and
orderliness inside and
outside the classroom was
observed as (5) Excellent

The Classroom was


observed as (4) Very Good

The Classroom was 4 5 5 0.233


observed as (4) Very Good

4.6667
The classroom was
observed (2)Basic

The classroom was


observed (3) Good

The classroom was


observed (2)Basic

The classroom was


observed (1) Below Basic

Efficiency Timeliness

Evidences showed that the Updated within the


teacher purposely plans rating period
assessments through
submitted
(1)Formative/Summative
Assessment Plans,(2)
Evidences showed TQs
that the with one week lapses 4 5 4.3 0.222
(3) TOS, submitted
teacher and (4) Class
only 3
Record
out of 4every per subject
indicators per /
grading period
subject / grading period

4.4333
Evidences showed that the with two weeks
teacher submitted only 2 lapses
out of 4 indicators per
subject / grading period
Evidences showed that the with three weeks
teacher submitted only 1 lapses
out of 4 indicators per
subject /grading period

No Evidences showed per with four weeks or


grading period more lapses
Efficiency Timeliness
130% and above of the Conducted within the
students who were under time frame of every
remediation have improved quarter (fifth week of
their performance with a every quarter)
passing grade in the
Remedial Class Mark / or
Enhancement report
115-129% of the students Conducted one week 4 5 4 0.43
who were under after the time frame
remediation have improved of every quarter
their performance with a
passing grade in the
Remedial Class Mark /
enhancement report

4.3333
100-114%of the students Conducted two weeks
who were under after the time frame
remediation have improved in every quarter
their performance with a
passing grade in the
Remedial Class Mark /
enhancement report

51-99% of the students and Conducted three


below who were under weeks after the time
remediation have improved frame in every
their performance with a quarter
passing grade in the
Remedial Class Mark /
enhancement report
50% and below of the conducted three
students and below who weeks or more after
were under remediation the time frame in
have improved their every quarter
performance with a passing
grade in the Remedial Class
Mark / enhancement report
Efficiency Timeliness
Made all the required students Always observed
records
One of the required students Moderately observed 3 3 3
records is lacking

3 0.3
Two of the required students Sometimes observed
records are Lacking

Three of the required students Seldom observed


records are lacking

Four or more of the required Never


students records are lacking

Efficiency Timeliness
130% of the students Submitted Grading
passed the subject at the Sheets, Class Record
end of the school
115-129% year
of the students before the Grading
Submitted deadline 3 4 4 0.18
passed the subject at the Sheets, Class Record
end of the school year during the deadline

3.6667
100-114% of the students Submitted Grading
passed the subject at the Sheets, Class Record
end of the school year a day after the
deadline
51-99% of the students Submitted Grading
passed the subject at the Sheets, Class Record
end of the school year two days after the
deadline

50% and below passed the Submitted Grading


subject at the end of the Sheets, Class Record
school year more than two days
after the deadline
Efficiency Timeliness

Conducted 5 or more PTA Conducted


meetings and parent conferences for four
conferences quarters

5 4.8 4.3 0.24


4.7
Conducted 3-4PTA meetings Conducted
and parent conferences conferences for three
quarters
Conducted 2-3PTA meetings Conducted
and parent conferences conferences for two
quarters only
Conducted 1 PTA meetings Conducted
and parent conferences conferences for 1
quarter only
Have not conducted at all

Efficiency Timeliness

Conducted 6 or more Home Organized and 5 5 4.8 0.15


visitation and students were facilitated on the
given intervention and prescribed dates
4.9333
showed a passing grade in
the remedial class mark
Conducted 4-5 Home Organized and
visitation and students were facilitated one day
given intervention and after prescribed dates
showed a passing grade in
the remedial class mark
Conducted 2-3Home Organized and
visitation and students were facilitated two days
given intervention and after prescribed dates
showed a passing grade in
the remedial class mark

Conducted 1 Home Organized and


visitation and students were facilitated three days
given intervention and after prescribed dates
showed a passing grade in
the remedial class mark

Have not conducted at all Organized and


facilitated four days
or more after
prescribed dates

Efficiency
130% and above initiated Organized and
projects/events/activities facilitated on the
conducted prescribed dates
Conducted 4-5 Home Organized and 3 4 4
visitation and students were facilitated one day
given intervention and after prescribed dates
showed a passing grade in
the remedial class mark

3.6667 0.073333333
Conducted 2-3Home Organized and
visitation and students were facilitated two days
given intervention and after prescribed dates
Conducted 1 Homegrade in
showed a passing Organized and
visitation andclass
the remedial students
markwere facilitated three days
given intervention and after prescribed dates
showed a passing grade in
the remedial class mark

Have not conducted at all Organized and


facilitated four days
or more after
prescribed dates

Efficiency Timeliness

Conducted one action Within the rating


research period

Submitted Action Research


Proposal
Submitted Action research
problem
Submitted intention to
conduct research within the
rating period

No intention / plan to 1 1 1 0.02


conduct Action Research 1
Efficiency Timeliness

Attended at least four (4) Arrived at the venue


seminars/trainings/ on or before the
Attended
workshop at least three (3) Arrived
activity at the venue
started 5 5 5 0.25
5 minutes after the 5.00
seminars/trainings/ activity started
workshop
Attended at least three (2) Arrived at the venue
10 minutes after the
seminars/trainings/ activity started
workshop
Attended at least three (1) Arrived at the venue
15 minutes after the
seminars/trainings/ activity started
workshop
Have not attended at all Arrived at the venue
20 minutes and
Efficiency beyondTimeliness
after the
activity started
Submitted and Submitted on or
accomplished 130% and before the deadline
Submitted and
above therequired forms Submitted one day 4 5 5 0.14
accomplished115-129% of after the deadline 4.67
and reports
Submitted and
the required forms and Submitted two days
accomplished
reports 100-114% of after the deadline
Submitted and
the required forms and Submitted three days
accomplished
reports 51-99% of after the deadline
Submitted and
the required forms and Submitted three (4)
accomplished
reports 50% and days or more after
below of the required forms the deadline
and reports
Efficiency Timeliness

10 DTRs/F48 were On the 1st day of the 4 4 5 4.33 0.17


submitted (June-March) succeeding month
10 DTRs/F48 were On the 2nd day of the
submitted (June-March) succeeding month

10 DTRs/F48 were On the 3rd day of the


submitted (June-March) succeeding month

9 DTRs/F48 were submitted On the 4th day of the


(June-March) succeeding month
8 and below DTRs/F48 were On the 5th day of the
submitted (June-March) succeeding month

Efficiency Timeliness
Reported 130% and above Arrived 15 minutes 4 4 5 0.17
days to school/ mandated before the official
meetings/ special activities time 4.33
Reported 115-129% days to Arrived 10-14
school/ mandated meetings/ minutes before the
special activities official time

Reported 100-114% to Arrived 9-5 minutes


school/ mandated meetings/ before the official
special activities time
Reported 51-99% to Arrived 4-3 minutes
school/ mandated meetings/ before the official
special activities time
Reported 50% and below Arrived on the exact
days to school/ mandated time
meetings/ special activities
Efficiency Timeliness
100% of the required days 4 4 4 0.08
in a quarter 4.00
95-99% of the required days
in a quarter
90-94% of the required days
in a quarter
85-89% of the required days
in a quarter
84% or less of the required
days in a quarter
Efficiency Timeliness
1 1 1 1.00 0.05

OVER ALL RATING 4.35

MARIA INES C. ASUNCION , CESO VI


Schools Division Superintendent
CORE BEHAVIORAL COMPETENCIES
Name of Employee : LAURA M. BUSCANO Name of Rater :
Position : TEACHER - II Position :
Division/Section : DAVAO CENTRAL DISTRICT Date of Review :
Rating Period : JUNE - APRIL 2017
COMPETENCIES

CORE BEHAVIORAL COMPETENCIES Teamwork


1 Willingly does his/her share of
Self-Management
RATEE RATER SCH.HEAD AVE responsibilty.
Sets personal goals and direction, needs and 2 Promotes collaboration and removes
1 5 5 4 4.66667
development. barriers to teamwork and goal
accomplishment across the organization
Undertakes personal actions and behaviors that are
clear and purposive and takes into account personal
2 5 5 4 4.66667 4.66667
goals and values congruent to that of the 3
organization. Applies negotiation principles in arriving
at win-win agreements.
Displays emotional maturity and enthusiasm for and 4
is challenged by higher goals
3 5 5 5
Drives consensus and team ownership of
5 decisions.
5
Prioritize work tasks and schedules (through gantt
4 5 5 3 Works constructively and collaboratively
charts, checklists, etc.) to achieve goals.
4.33333 with others and across organizations to
accomplish organizational goals and
Sets high quality, challenging, realistic goals for self objectives.
5 5 5 4
and others
4.66667
Professionalism and Ethics RATEE RATER SCH.HEAD AVE
5 5 4 Service Orientation
4.66667
Demonstrates the values and behavior enshrined in
1 the Norms of Conduct and Ethical Standards for 1
Can explain and articulate organizational
public officials and employee (RA 6713).
directions, issues and problems.

2
5 5 4 4.66667 4.66667
Practices ethical and professional behavior and
2 conduct taking into account the impact of his/her Takes personal responsibilty for dealing
actions and decisions. with and/or correcting costumer service
issues and concerns
3
Maintains professional image: being trustworthy,
3 regularity of attendance and punctuality, good 5 5 4 Initiates activities that promotes
grooming and communication. advocacy for men and women
4.66667 empowerment.
4
Participates in updating of office vision,
Makes personal sacrifices to meet the organization's
4 5 5 4 mission, mandates & strategies based on
needs.
DepEd strategies and directions.
4.67
5
Develops and adopts service
Acts with a sense pf urgency and responsibility to
improvement programs through
5 meet the organization's needs, improves systems 5 5 4
simplified procedures that will further
and help others improve their effectiveness.
enhance service delivery.
4.66667
Result Focus RATEE RATER SCH.HEAD AVE Innovation
Examines the root cause of problems and
1 suggests effective solutions. Fosters new
Achieves results with optimal use of time and resources
1 4 4 4 ideas, processes, and suggests bettter ways
most of the time.
4 to do things (cost and/or operational
2 efficiency).
Demonstrates an ability to think "beyond
Avoids rework, mistakes and wastage through effective
the box". Continuously focuses on
2 work methods by placing organizational needs before 5 5 4 4.666667 4.60
improving personal productivity to create
personal needs.
higher value and results.

Delivers error-free outputs most of the time by


conforming to standard operating procedures correctly Promotes a creative climate and inspires co-
3 and consistently. Able to produce very satisfactoy 5 5 4.666667 workers to develop original ideas or
quality of work in terms of usefulness/acceptability and solutions.
completeness with no supervision required.

4
4
Expresses a desire to do better and may express Translates creative thinking into tangible
4 frustration at waste or inefficiency. May focus on new or 5 5 4 changes and solutions that improve the
more precise ways of meeting goals set. work unit and organization.
4.666667
5

Makes specific changes in the system or in own work


Uses ingenious methods to accomplish
methods toimprove performance. Examples may
responsibilties. Demonstrates
5 include doing something better, faster, at alower cost, 5 5 4
resourcefulness and the ability to
more efficiently; or improving quality, costumer
succeed with minimal resources.
satisfaction, morale, without setting any specific goal.

5
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates

DEPED RPMS form - DEPED fo


Prepares basic compositions ( e.g.,
CORE SKILLS Computer / ICT Skills
letters, reports, spreadsheets and
Oral Communication Identifies different computer
graphic presentations parts, turns
using Word
RATEE RATER SCH.HEAD AVE 1 the computer
Processing andon/off,
Excel.and work on a
given task with acceptable speed and
accuracy and connects computer
1 Follows instructions accurately. 4.5333 peripherals ( e.g., printers, modems,
5 5 4 4.66667 2 multi-media projectors, etc.)

2 Prepares simple presentations using


Utilizes technologies to : access
Expresses self clearly, fluently and articulately. 5 5 4 4.66667 3 Powerpoint.
information to enhance professional
productivity, assists in conducting
3 Uses appropriate medium for the message. research and communicate through local
4 4 4 4 4 and global professional networks.
Recommends appropriate and updated
4 technology to enhance productivity and
Adjust communication style to others. 5 5 4 4.66667 5 professional practice.

5 Guides discussions between and among peers to meet


an objective. 5 5 4 4.66667

Written Communication RATEE RATER SCH.HEAD AVE

Knows the different written business communication


5 5 4
formats used in the DepEd.
1 4.666667

Writes routine correspondence/communications,


narrative and descriptive report based on ready
5 5 4 4.666667 4.53333
available information data with minimal spelling or
grammatical error/s (e.g. Memos, minutes, etc.)
2 IPCRF OVERALL COMPETENCY RATINGS

Secures information from required references (i.e., 5 5 4.666667


Directories, schedules, notices, instructions) for
3 specific purposes. 4 CORE BEHAVIORAL COMPETENCIES

Self-edits words, numbers, phonetic notation and 4 4 4


4 content, if necessary. 4
Demonstrates clarity, fluency, impact, conciseness,
and effectiveness in his/her written 5 5 4
5 communications. 4.666667
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 -
MELANIE C. MIJARES
MT - I
APRIL 17,2017

RATEE RATER SCH.HEAD AVE

4 4 4
4
5 5 4 4.66667 3.4667

4 4 4
4

5 5 4
4.66667

4 4 4

4
RATEE RATER SCH.HEAD AVE

4 4 4
4

4.3

5 5 4 4.7

5 5 4

4.66667

4 4 4

4.0

4 4 4

4
RATEE RATER SCH.HEAD AVE

4 4 4
4

4 4 4 4 3.2

4 4 4

3 4 4 4
DEPED form -Teachers
RATEE RATER SCH.HEAD AVE

4.5333
5 5 4 4.66667

4 4 4 4

4 4 4 4

5 5 5 5

5 5 5 5

4.35

4.27
4.31

MS form - DEPED form -Teachers


Name of Employee : LAURA M. BUSCANO Name of Rater :
Position : TEACHER - II Position :
Division/Section : DAVAO CENTRAL DISTRICT Date of Review :
Rating Period : JUNE - APRIL 2017

PART III:SUMMARY OF RATINGS FOR DISCUSSION

Final Performance
Results Rating Adjectival Rating
Accomplishments of
KRAs and Objectives 4.31 VERY SATISFACTORY

Rater-Ratee Agreement
Name of employee: LAURA M. BUSCANO Name of Superior:

Signature Signature

Date: April 17, 2017 Date

LAURA M. BUSCANO MELANIE C. MIJARES MARCELINO C. CABANA


TEACHER II MASTER TEACHER I PRINCIPAL II
Ratee Rater Approving Autho
MELANIE C. MIJARES
MT - I
APRIL 17,2017

Marcelino C. Cabana Jr.,Ph.D.

MARCELINO C. CABANA JR. PhD


PRINCIPAL II
Approving Authority
Name of Employee : CLESIA B. TRUMPETA Name of Rater : MELANIE C
Position : TEACHER - II Position : MT
Division/Section : DAVAO CENTRAL DISTRICT Date of Review : APRIL 1
Rating Period : JUNE - APRIL 2017

PART IV: DEVELOPMENT PLANS

Strengths Action Plan


Development Needs (Recommended Developmental Timeline Resources Needed
Intervention)

LAURA M. BUSCANO MELANIE C. MIJARES MARCELINO C. CABANA JR. PhD


TEACHER II MASTER TEACHER I PRINCIPAL II
Rater Ratee Approving Authority
MELANIE C. MIJARES
MT - I
APRIL 17,2017

C. CABANA JR. PhD


RINCIPAL II
ving Authority

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