Annex FIndividual Performance Commitment and Review Form (IPCRF)

_______________________Position: Teacher I

TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION

MFOs KRA OBJECTIVES TIMELINEPERFORMANCE INDICATORS (Quality, Efficiency, Timeliness)

ACTUAL RESULTSRATING

SCOREQ E T Ave.

10%

0.000

20%

0.000

10%

0.000

10%

0.000

5%

0.000

5%

0.000

Name of Employee: LINDO S. LECERA Name of Rater: ________________Position: Principal II

Bureau/Center/Service/Division: DepEd - Schools Division of Zambonga del Norte Date Review: November 2014Rating Period: June 2014-Macrh 2015

Weight per KRA

Basic Education Services

Teaching -Learning Process

* Prepared Lesson plans or daily logs of activities.

June to March

5- All daily lesson logs had the following objective that aligned with the CG , indicating Teacher's guide, Manual, Textbook & Module, No. learners within mastery level, No. of learners needing remediation/reinforcement, 4- lacked 1 indicator, 3- lacked 2 indicators, 2- lacked 3 indicators, 1- lacked 4 indicators

* Facilitated learning through the used of instructional materials and innovative teaching startegies.

June to March

5- Has provided learning activities that allow all learners reach their full potential, aligned the lesson objectives, teaching methods, learning activities, instructional materials and other resources appropriate to the learners, 4- lacked 1 indicator, 3- lacked 2 indicators, 2- lacked 3 indicators and 1- lacked 4 indicators

*Monitored attendance, maintained safe and motivating environment, cleanliness and orderliness of classrooms.

June to March

5- Has checked daily attendance, provided equal opportunities, recognized fairness and consideration among learners and maintained safe and orderly classroom, 4- lacked 1 indicator, 3- lacked 2 indicators, 2- lacked 3 indicators and 1- lacked 4 indicators

Pupils Outcomes

*Checked, recorded, evaluated and monitored pupil's progress.

June to March

5-Has conducted valid and reliable formative and summative tests as seen in the pupils portfolio. Has recorded, enterpreted and used test result in improving teaching learning process and manifisted fairness in the interpretation of test results, 4- lacked 1 indicator, 3- lacked 2 indicators, 2- lacked 3 indicators and 1- lacked 4 indicators

*Conducted remediation for slow learners, reinforcement for average and enrichment activity for the fast learners.

June to March

5- Evidences showed the records of remediation, reinforcement and one-on- one enrichment activity. Has listed the benificiaries of the activities and given time allotment as shown in the class program, 4- lacked 1 indicator, 3- lacked 2 indicators , 2- lacked 3 indicators and 1- lacked 4 indicators

*Kept and maintained accurate pupils school records.

June to March

5- Has prepared Teacher's portfolio contains the records of pupils such as; School Forms 1, 2 and 5, class record, nutrional status, records of feeding, grading sheets, age profile, form 137, report card signed by parents, 4- lacked 1 indicator, 3- lacked 2 indicators, 2- lacked 3 indicators and 1- lacked 4 indicators.

15%

0.000

10%

0.000

5%

0.000

Plus Factor 5%0.000

2.50%

0.000

2.50%

0.000

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

_____________________ _____________________Teacher I Principal II Schools Division Superintendent(Ratee) (Rater) Approving Athority

Community Linkages

Conducted periodic Homeroom Meetings.

June to March

5- Has showed the minutes of meetings conducted, attendance sheet, action plan for pupils that needs development and Memorandum of Agreement from parents of PARDOs, 4- lacked 1 indicator, 3- lacked 2 indicators, 2- lacked 3 indicators, 1- lacked 4 indicators

Conducted home visitation of PARDOs and pupils needing academic monitoring/follow-up.

June to March

5- 130% percent accomplished, 4- 115%-129% accomplished, 3- 100%-114% accomplished, 2- 51% to 99% accomplished and 1- below 50%.

Initiated projects and activities with external funding/ sponsorship

June to March

5- 130% percent accomplished, 4- 115%-129% accomplished, 3- 100%-114% accomplished, 2- 51% to 99% accomplished, 1- below 50%.

Acted as trainer/facilitator in the national, regional, district and school level

June to March

5- At least 3 for division level, 4- at least 2 for division level, 3- at least 1 for division level, 2- district level and 1- school level.

Acted as coach or trainer to award winning students or group of students in academic and non-academic contests recognized at least at the division level.

June to March

5- recognize as 1st placer, 4- recognize as 2nd placer, 3- recognize as 3rd placer, 2- recognize as 4th placer and 1- recognize as 5th placer

Served as demonstration teacher for peers, cooperating teachers resources, teachers in the service and pre-service teaching strategies

June to March

5- national level, 4- regional level, 3- division level, 2- district level and 1- school level.

OVERALL RATING FOR ACCOMPLISHMENTS

DEPED RPMS For Teachers

NUMERICAL RATING ADJECTIVAL RATING DESCRIPTION OF MEANING OF RATING

5 OUTSTANDING

4 VERY SATISFACTORYPerformance exceeded expectations. All goals, objectives and target were achieved above the established standards.

3 SATISFACTORYPerformance met expectations in terms of quality of work, efficiency and timeliness. The most critical annual goals were met.

2 UNSATISFACTORY Performance failed to met expectations, and/or one or more of the most goals were not met.

1 POOR

RANGE ADJECTIVAL RATING SCALE DEFINITION4.500-5.000 Outsanding 5 Role Model3.500-4.499 Very Satisfactory 4 Consistently demonstrates2.500-3.499 Satisfactory 3 Most of the time demonstrates1.500-2.499 Unsatisfactory 2 Sometimes demonstratesbelow 1.499 Poor 1 Rarely demostrates

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 areas of responsibility. Employee achievement and contributions to the organizations are of marked excellence.

Performance was consistently below expectations, and/or reasonable progress toward critical goals was not made. Significant improvement is needed in one or more improtant areas.

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

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

Competencies shall be monitored for developmental purposes. In evaluating the individual's demonstration of competencies, this rating scale shall apply.

Grievances and Appeals

5. The decision of the Central Office Grievance Committee is final. DepEd RPMS Form for Teachers

1. A grievance Committee shall be created in each level of the organization to act as appeals board and final arbiter of all issues relating to the implementation of RPMS.

3. Individual employees who feel aggrieved or dissatified with their final performance ratings can file an appeal with the Grievance Committee at their level within ten (10) working days from date of receipt of notice of their final performance evaluation rating from the rater. The ratee, however, shall not be allowed to protest the performance ratings of co-employees. Ratings obtained by the ratee can used as basis for reference for comparison in appealing the individual performance rating.

2. The office performance assessment as discussed in the performance review and evaluation phase shall be final and not appealable. Any issue/appeal on the initial performance assessment of an office shall be discussed and decided during the performance review conference.

4. The Grievance Committee shall decide on the appeals within one (1) month from receipt. Appeals lodged at any grievance Committee shall follow the hierarchical jurisdiction of various Grievance Committees within the agency. For example, the decision of the Division Grievance Committee is appealable to the Regional Grievance Committee, which decision is in turn appealable to the Central Office Grievance Committee.

PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance results Rating Adjectival Rating

Accomplishments of KRAs and Objectives

Rater- Ratee AgreementThe signatures below confirm that the employee and his/her superior have agreed on content of this appraisal form and the performance rating.

Name of employee Name of SuperiorSignature Signature

PART IV: DEVELOPMENTAL PLANS

Strengths Developmental Needs Timeline Resources Needed

Teacher I Principal II Schools Division Superintendent(Ratee) (Rater) (Approving Authority)

DepEd RPMS Form for Teachers

Action Plan (Recommended Developmental Intervention)

PART II: COMPETENCIESCORE BEHAVIORAL COMPETENCIES CORE SKILLSSelf-Management Teamwork Oral CommunicationSets personal goals and direction, needs and development. Willingly does his/her share of resposibility. Follows instructions accurately.Undertakes personal actions and behaviors that are clear and purposive and takes Promotes collaboration and removes barriers to teamwork and goal accomplishment Expresses self clearly, fluently and articulately.

into account personal goals and values congruent to that of the organization. across the organization. Uses appropriate medium for the message.Displays emotional maturity and enthusiasm for and is challenged by higher goals. Applies negotiation principles in arriving at win-win agreements. Adjust communication style to others.Prioritize work tasks and schedules (through grant chart, checklists, etc.) to Drives consensus and team ownership of decisions. Guides discussions between and among peers to meet an objective.achieve goals. Works constructively and collaboratively with others and across organizations to Written CommunicationSets high quality, challenging, realistic goals for self and other. accomplish organizational goals and objectives. Knows the different written business communication formats usedProfessionalism and Ethics Service Orientation in the DepedDemonstrates the values and behavior enshrined in the Norms of Conduct and Can explain and articulate organizational directions, issues and problems. Writes routine correspondence/communications, narrative and desciptiveEthical Standards for public officials and employees (RA 6713). Takes personal responsibility for dealing with and/or correcting customer service report based on readily available information data with minimal spellingPractices ethical and professional behavior and conduct taking into account the issues and concerns. or grammatical error/s (e.g. Memos, minutes, etc.).impact of his/her actions and decisions. Initiates activities that promotes advocacy for men and women empowerment. Secures information from required references (i.e., Directories, schedules, Maintains a professional image: being trustwothy, regularity of attendance and Participates in updating of office vision, mission, mandates and strategies based on notices, instructions) for specefic purposes.punctuality, good grooming and communication. DepEd Strategies and directions. Self- edits words, numbers, phonetic notation and content, if necessary.Makes personal sacrifices to meet the organization's needs. Develops and adopts service improvement programs through simplified procedures Demonstrates clarity, fluency, impact, conscience and effectiveness in his/Acts with a sense of urgency and responsibility to meet the organization's needs, that will further enhance service delivery. her written communications.improve systems and help others improve their effectiveness. Computer/ICT SkillsResult Focus Innovation Prepares basic compositions (e.g., letters, reports, spreadsheets andAchieves results with optimal use of time and resources most of the time. Examines the root cause of problems and suggests effective solution. Fosters new graphics presentation using Word Processing and Excel.Avoids rework, mistakes and wasted through effective work methods by placing ideas, processes and suggests better ways to do things (cost and/or operational Identifies different computer parts, turns the computer on/off, and work onorganizational needs before personal needs. efficiency). a given task with acceptable speed and accuracy and connects Delivers error-free outputs most of the time by conforming to standard operating Demonstrates an ability to think "beyond the box". Continuously focuses on improving computer peripherals ( e.g. Printers, modems, multimedia projectors, etc).procedures correctly and consitently. Able to produce very satisfactory quality of work personal productivity to create higher value and results. Prepares simple presentation using Powerpoint. in terms of usefulness/acceptability and completeness with no supervisio required. Promotes a creative climate and inspires co-workers to develop original ideas or Utilizes technologies to: access information to enhance professionalExpresses a desire to do better and may express frustration at waste or inefficiency. solutions. productivity, assists in conducting research and communicate through local May focus on new or more precise ways of meeting goals set. Translates creative thinking into tangible changes and solutions that improve the work and global professional networks.Makes specific changes in the system or in own work method to improve performance. unit and organization. Recommends appropriate and updated technology to enhance productivity Examples may include doing something better, faster, at a lower cost, more efficiently; Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and professional practice.or improving quality, customer satisfaction, marale, without setting any specific goal. and the ability to succeed with minimal resources.

OVERALL COMPETENCY RATINGS

CORE BEHAVIORAL COMPETENCIES

CORE SKILLS

OVERALL RATING

DepEd RPMS Form for Teachers

PERFORMANCE MONITORING AND COACHING FORM

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUTIMPACT ON JOB/ SIGNATURE

ACTION PLAN (RATER/RATEE)