Annex E

OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF)

Name of Employee: PETER ANDREW G. REGENCIA, Ed. D. Name of Rater: CHONA D. ANDRADE, Ed. D.
Position: Principal I Position: District Supervisor-Catanauan I
Bureau/Center/Service/Division: QUEZON Date of Review: November, 2018
Rating Period: June-March, 2019
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
Weight per PERFORMANCE INDICATORS ACTUAL RESULTS
MFOs KRAs OBJECTIVES TIMELINE RATING SCORE*
KRA (Quality, Efficiency, Timeliness) Q E T Ave
5 – 20 (and above) teachers are
supervised and analyzed result of
supervision.
4 - 15-19 teachers are
supervised and analyzed result of
supervision.
3 - 10-14 teachers are
 Supervised regularly all April 10% supervised without analyzing the 4 4 4 4.00 4.00 0.40
school teaching 2018 to supervision result.
personnel March 2 - 15-19 teachers are
2019 supervised and analyzed result of
BASIC KRA 1: supervision.
INSTRUCTIONAL 1 - 4 (and below) teachers
EDUCATION LEADERSHIP
are supervised without analyzing
SERVICES (40%)
supervision result.
5 - 100% of the instructional
supervisory plans were
implemented/achieved as
planned.
 Managed Instructional April 4 - 85-99% of the instructional
2018 to 10% 4 4 4 4.00 4.00 0.40
System supervisory plans were
March implemented/achieved as
2019 planned.
3 - 70-84% of the instructional
supervisory plans were

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 implemented/achieved as
planned.
2 - 55-69% of the instructional
supervisory plans were
implemented/achieved as
planned.
1 - 54%and below of the
instructional supervisory plans
were implemented/achieved as
planned.

5 - 100% of the teachers

submitted neat and accurate
DLP/DLL as reflected in a logbook
or monitoring sheet.
4 - 85-99% of the teachers
submitted neat and accurate
DLP/DLL as reflected in a logbook
or monitoring sheet.
3 - 70-84% of the teachers
April submitted neat and accurate
 Inspected regularly Daily
2018 to 10% DLP/DLL as reflected in a logbook 4 4 4 4.00 4.00 0.40
Lesson Plans/ Logs (DLL)
March or monitoring sheet.
2019 2 - 55-69% of the teachers
submitted neat and accurate
DLP/DLL as reflected in a logbook
or monitoring sheet.
1 - 54% and below of the
teachers submitted neat and
accurate DLP/DLL as reflected in
a logbook or monitoring sheet.

 Monitored teachers April 5 - 100% of the learners records

upkeep of students 2018 to 10% were analyzed and utilized result 5 4 3 4.00 4.00 0.40
records March for improvement.
2019

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 4 - 85-99% of the learners
records were analyzed and
utilized result for improvement.
3 - 70-84% of the learners
records were analyzed and
utilized result for improvement.
2 - 55-69 % of the learners
records were analyzed and
utilized result for improvement.
1 - 54%and below of the learners
records were analyzed and
utilized result for improvement.
5 - 100% of the classrooms were
painted, lighted, well ventilated,
structured and secured as
supported by pictures.
4 - 85-99% of the classrooms
were painted, lighted, well
ventilated ,structured and
secured as supported by
pictures.
3 - 70-84% of the classrooms
were painted, lighted, well
BASIC KRA 2:
LEARNING  Provided a safe and child April ventilated ,structured and
EDUCATION ENVIRONMENT friendly learning 2018 to 5% secured as supported by 5 5 5 5.00 5.00 0.25
SERVICES (15%) environment for learners. March pictures.
2019 2 - 55-69% of the classrooms
were painted, lighted, well
ventilated, structured and
secured as supported by
pictures.
1 - 54% and below of the
classrooms were painted,
lighted, well ventilated
,structured and secured as
supported by pictures.

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 Evaluated the school
plant, physical facilities,
safety and sufficiency with
the assistance of specialist
 Formulated intervention
program to determine the
strength, weakness,
opportunities, threats
(SWOT) of the school
5 - Submitted valid, accurate and
authentic physical plant
inventory and design proposals/
intervention.
4 - Submitted valid and accurate
physical plant inventory and
design proposals/ intervention.
3 - Submitted valid, accurate but
not authentic physical plant
inventory and design proposals/
April
intervention.
2018 to
5% 2 - Submitted not accurate and 5 5 5 5.00 5.00 0.25
March
not authentic physical plant
2019
inventory and without
proposals/ intervention.
1 - Submitted physical plant
inventory without
proposal/intervention
5 - Formulated 4 or more
intervention programs based
from the SWOT attached.
4 - Formulated 3 or more
intervention programs based
from the SWOT attached.
April 3 - Formulated 2 or more
2018 to intervention programs based
5% 4 4 4 4.00 4.00 0.20
March from the SWOT attached.
2019 2 - Formulated 1 or more
intervention programs based
from the SWOT attached.
1 - Formulated no intervention
programs based from the SWOT
attached.
5 - Conducted 4 or more school
based trainings/LAC Sessions
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 BASIC  Organized and conducted within a year supported with
School-based In-Service training matrix, attendance and
EDUCATION April pictures.
Training/LAC Sessions
SERVICES 2018 to 4% 4 - Conducted 3 school based 5 5 5 5.00 5.00 0.20
March trainings/LAC Sessions within a
2019 year supported with training
matrix, attendance and pictures.
3 - Conducted 2 school based
trainings/LAC Sessions within a
year supported with training
matrix, attendance and pictures.
2 - Conducted 1 school based
trainings/LAC Sessions within a
year supported with training
matrix, attendance and pictures.
1 - Organized but Conducted no
KRA 3: school based trainings/LAC
HUMAN Sessions within a year.
RESOURCE
MANAGEMENT 5 - Assigned 100% of the teachers
AND to the areas, grades they best fit
DEVELOPMENT within a year supported by
(15%) approved class program.
4 - Assigned 85-99% of the
teachers to the areas, grades
they best fit within a year
April
supported by approved class
2018 to
 Assigned teachers where 4% program. 5 5 5 5.00 5.00 0.20
March
they best fit to teach 3 - Assigned 70-84% of the
2019
(grades/learning areas, teachers to the areas, grades
special assignments) they best fit within a year
supported by approved class
program.
2 - Assigned 55- 69% of the
teachers to the areas, grades
they best fit within a year

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 supported by approved class
program.
1 - Assigned 54% and below of
the teachers to the areas, grades
they best fit within a year
supported by approved class
program.

5 - 100% of the teachers were

recommended for
promotion/training /scholarship
in a year.
4 - 85-99 % of the teachers were
recommended for
promotion/training /scholarship
 Recommended and in a year.
coordinated services for 3 - 70-84% of the teachers were
April
the holistic development recommended for
2018 to 4.33
of school personnel and 4% promotion/training /scholarship 4 4 5 4.33 0.17
March
learners in a year.
2019
2 - 55-69% of the teachers were
recommended for
promotion/training /scholarship
in a year.
1 - 54% and below of the teachers
were recommended for
promotion/training /scholarship
in a year.

5 - 100% of the teachers have

complete, neat, accurate and
April
authentic portfolio in a year.
2018 to
3% 4 - 85-99% of the teachers have
March
 Initiated and compiled complete, neat, authentic and
2019
teacher's professional accurate portfolio in a year.
documents in portfolios 5 5 5 5.00 5.00 0.15

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 3 - 75-84% of the teachers have
complete, neat ,accurate and
authentic portfolio in a year.
2 - 55-69% of the teachers have
complete, neat ,accurate and
authentic portfolio in a year.
1 - 54%and below of the teachers
have complete, neat ,accurate
and authentic portfolio in a year.

5 - Established 5 or more linkages

with stakeholders with MOA,
MOU in a year.
4 - Established 4 linkages with
stakeholders with MOA, MOU. in
a year.
KRA 4:  Established linkages with April 3 - Established 3 linkages with 5 5 5 5.00 5.00 0.10
BASIC PARENT'S stakeholders 2018 to stakeholders with MOA, MOU. in
EDUCATION INVOLVEMENT 2%
March a year.
AND COMMUNITY
SERVICES PARTNERSHIPS
2019 2 - Established 2 linkages with
(10%) stakeholders with MOA, MOU. in
a year.
1 - Established 1linkage with
stakeholder with MOA, MOU. in
a year.

5 - Met PTA 5 or more times in a

year to discuss SRC ,etc.
supported by minutes,
agreements, attendance sheets,
April
pictures ,etc.
2018 to
2% 4 - Met PTA 4 times in a year too
March
discuss SRC, etc. supported by
2019
minutes, agreements,
 Met parents regularly to attendance sheets, pictures, etc.
confer/inform about 3 - Met PTA 3 times in a year to 5 4 5 4.67 4.67 0.09
school accomplishments discuss SRC, etc. supported by

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 minutes, agreements,
attendance sheets, pictures, etc.
2 - Met PTA 2 times in a year to
discuss SRC, etc. supported by
minutes, agreements,
attendance sheets ,pictures, etc.
1 - Met PTA 1 time in a year to
discuss SRC, etc. supported by
minutes, agreements,
attendance sheets, pictures, etc.

5 - Designed 5 or more programs

/projects with stakeholders to
address school needs based on
SWOT supported with program
design, minutes/agreements, 4 4 4 4.00 4.00 0.08
pictures, etc.
4 - Designed 4 programs
/projects with stakeholders to
address school needs based on
SWOT supported with program
design, minutes/agreements,
 Designed April pictures, etc.
programs/projects with 2018 to 3 - Designed 3 programs
2%
stakeholders to address March /projects with stakeholders to
school needs 2019 address school needs based on
SWOT supported with program
design, minutes/agreements,
pictures, etc.
2 - Designed 2 programs
/projects with stakeholders to
address school needs based on
SWOT supported with program
design, minutes/agreements,
pictures, etc.
1 - Designed 1 program /project
with stakeholders to address

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 school needs based on SWOT
supported with program design,
minutes/agreements, pictures,
etc.

5 - Awarded 20 or more
stakeholders during programs 3 5 3 3.67 3.67 0.07
within the school year fully
documented.
4 - Awarded 15 to 19
stakeholders during programs at
the end of the school year fully
 Recognized April documented.
accomplishments of 2018 to 3 - Awarded 10 - 14 stakeholders
2%
stakeholders March during programs at the end of the
2019 school year fully documented.
2 - Awarded 5-9 stakeholders
during programs at the end of the
school year fully documented.
1 - Awarded 4 and below
stakeholders during programs at
the end of the school year.

5 - Resolved all conflicts within

the school level with complete
documents.
4 - Resolved all conflicts within
the school level with incomplete
 Mediated and ensured April documents.
resolution of conflicts in 2018 to 3 - Conflicts not resolved within
1%
school March the school level and reaches to 5 5 5 5.00 5.00 0.05
2019 district office with complete
documents.
2 - All conflicts not resolved
within the school level reaches
division level with complete
documents.

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 1 - all conflicts not resolved
within the school level with
complete documents.

5 - Formulated 5 or more school

policies with the participation of
the stakeholders fully
documented. 4 4 4 4.00 4.00 0.04
4 - Formulated 4 school policies
with the participation of the
stakeholders fully documented.
April
 Formulated school 3 - Formulated 3 school policies
2018 to
policies with stakeholders 1% with the participation of the
March
stakeholders fully documented.
2019
2 - Formulated 2 school policies
with the participation of the
stakeholders fully documented.
1 - Formulated 1school policy
with the participation of the
stakeholders fully documented.

5 - Prepared/submitted SF 7
reflecting 6 loads with
coordinatorships/clubs of the
teaching personnel approved by
SDS within the school year.
4 - Prepared/submitted SF 7
April
KRA 5:  Divide equally the reflecting 5 loads with
BASIC SCHOOL teaching loads to all
2018 to
4% coordinatorships/clubs of the
EDUCATION LEADERSHIP, March
school teaching personnel teaching personnel approved by
MANAGEMENT 2019
SERVICES AND
SDS within the school year.
OPERATIONS 3 - Prepared/submitted SF 7
(20%) reflecting 4 loads with 5 5 5 5.00 5.00 0.20
coordinatorships/clubs of the
teaching personnel approved by
SDS within the school year.

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 2 - Prepared/submitted SF 7
reflecting 3 loads with
coordinatorships/clubs of the
teaching personnel approved by
SDS within the school year.
1 - Prepared/submitted SF 7
reflecting 6 loads with
coordinatorships/clubs of the
teaching personnel approved by
SDS within the school year.

5 - Led and implemented 5 or

more educational programs,
program design is approved by
SDS before the implementation.
4 - Led and implemented 4
educational programs, program
design is approved by SDS before
the implementation. 4 4 4 4.00 4.00 0.12
3 - led and implemented 3
educational programs, program
design is approved by SDS before
 Led and implemented April the implementation.
educational programs 2018 to 3% 2 - led and implemented 2
March educational programs, program
2019 design is approved by SDS before
the implementation.
1 - led and implemented 1
educational program, program
design is approved by SDS before
the implementation.

5 - Submitted complete,
accurate, authentic liquidation
reports monthly.

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 4 - Submitted complete,
 Performed School April 3% accurate, authentic liquidation
Leadership and 2018 to reports bi-monthly. 5 5 5 5.00 5.00 0.15
Management and March 3 - Submitted incomplete,
Operations Functions 2019 accurate, authentic liquidation
reports monthly.
2 - Submitted incomplete,
inaccurate ,not authentic
liquidation reports monthly.
1 - Submitted incomplete,
inaccurate, not authentic
liquidation reports bi-monthly.

5 - 100% of the requested

 Requested and distributed
instructional materials 2018 to
March
instructional materials were
distributed to teachers as 5 5 5 5.00 5.00 0.15
reflected in the SIP,APP and
summary of disbursement
received by teachers.
4 - 85-99 % of the requested
instructional materials were
distributed to teachers as
reflected in the SIP,APP and
April summary of disbursement
received by teachers.
3%
3 - 75-84% of the requested
2019 instructional materials were
distributed to teachers as
reflected in the SIP,APP and
summary of disbursement
received by teachers.
2 - 55-74% of the requested
instructional materials were
distributed to teachers as
reflected in the SIP,APP and
summary of disbursement
received by teachers.

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 1 - 54% and below of the
requested instructional
materials were distributed to
teachers as reflected in the
SIP,APP and summary of
disbursement received by
teachers.

5 - Crafted a doable, original,

need-based SIP/AIP /APP and
ensured 100% participation of
internal and external
stakeholders approved by SDS
supported with documents. 5 4 5 4.67 4.67 0.19
4 - Crafted a doable, original,
need-based SIP/AIP /APP and
ensured 85-99% participation of
internal and external
stakeholders approved by SDS
supported with documents.
3 - Crafted a doable, original,
April
 Led the preparation of need-based SIP/AIP /APP and
2018 to
SIP/AIP/APP and ensured 4% ensured 75-84% participation of
March
participation of internal and external
2019
stakeholders stakeholders approved by SDS
supported with documents .
2 - Crafted a doable, original,
need-based SIP/AIP /APP and
ensured 55-74% participation of
internal and external
stakeholders approved by SDS
supported with documents.
1 - Crafted a doable, original,
need-based SIP/AIP /APP and
ensured 54% and below
participation of internal and
external stakeholders approved

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 by SDS supported with
documents.

5 - Organized at least 4 special

classes for learners with special
needs with complete documents
(enrolment, teacher, needs).
4 - Organized 3 special classes for
learners with special needs with
complete documents (
 Organized special classes April enrolment, teacher, needs).
for learners with special 2018 to 3 - Organized 2 special class for 3 3 5 3.67 3.67 0.11
3%
needs March learners with special needs with
2019 complete documents (
enrolment, teacher, needs).
2 - Organized 1 special class for
learners with special needs with
complete documents
( enrolment, teacher, needs).
1 - Organized no special class for
learners with special needs.
*To get the score, the rating is multiplied by the weight assigned. OVERALL
RATING FOR VS 4.37
ACCOMPLISHMENTS

CHONA D. ANDRADE, Ed. D. PETER ANDREW G. REGENCIA, Ed. D. NADINE C. CELINDRO

Rater Ratee Approving Authority

DEPED RPMS Form for Head of Office l 14


CORE BEHAVIORAL COMPETENCIES
Self-Management
□ Sets personal goals and direction, needs and development.
□ Undertakes personal and behaviors that are clear and purposive and takes into
account personal goal and values congruent to that of the organization.
□ Displays emotional maturity and enthusiasm for and is challenged by higher
goals.
□ Prioritize work tasks and schedules (though Ghantt Charts, checklist, etc.) to
achieve goals.
□ Sets high quality, challenging, realistic goals for self and other.
Professionalism and Ethics
□ Demonstrates the values and behavior enshrined Norms of
Conduct and Ethical Standards for Public Officials and
Employees (RA 6713).
□ Practices ethical and professional behavior and conduct taking
into account the impact of his/her actions and decisions.
□ Maintains a professional image: being trustworthy, regularity of
attendance and punctuality, good grooming and communication.
□ Makes personal sacrifices to meet the organization’s needs.
□ Acts with a sense of urgency and responsibility to meet the
organization’s needs, improve systems and help others improve
their effectiveness.
Result–Focus
□ Achieve results with optimal use of time and resources most of
the time.
□ Avoids rework, mistakes and wastage through effective work
methods by placing organizational needs before personal needs.
□ Delivers error-free outputs most of the time by confirming to
standards operating procedures correctly and consistently. Able
to produce very satisfactory quality of work in terms of
usefulness/acceptability and completeness with no supervision
required.
□ 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.
□ 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.
PART II: COMPETENCIES
Teamwork
□ Willingly does his/her share of responsibility.
□ Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization.
□ Applies negotiation principled in arriving at win-win agreements.
□ Drives consensus and team ownership of decisions.
□ Works constructively and collaboratively with others and across
organizations to accomplish organizational goals and objectives.
Service Orientation
□ Can explain and articulate organizational directions, issues and
problems
□ Takes personal responsibility for dealing with and /or correcting
customer service issues and concerns
□ Initiates activities that promotes advocacy for men and women
empowerment.
□ Participate in updating of office vision, mission, mandates and
strategies based on DepEd strategies and directions.
□ Develops and adopts service improvement programs through
simplified procedures that will further enhance service delivery.
Innovation
□ 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).
□ Demonstrates an ability to think “beyond the box”. Continuously
focuses on improving personal productivity to create higher value and
results.
□ Promotes a creative climate and inspires co-workers to develop
original ideas or solutions.
□ Translates creative thinking into tangible changes and solutions that
improve the work unit and organizations.
□ Use ingenuous methods to accomplish responsibilities.
□ Demonstrates resourcefulness and the ability to succeed with
minimal resources.
LEADERSHIP COMPETENCIES
Leading People
□ Uses basic persuasion techniques in a discussion or
presentation e.g. staff mobilization, appeals to reason and/or
emotions, uses data and examples, visual aids.
□ Persuades, convinces of influences others, in order to have a
specific impact or effect.
□ “Sets a good example”, is a credible and respected leader; and
demonstrates desired behavior.
□ Forwards personal, professional and work unit needs and
interest in an issue.
□ Assumes a pivotal role in promoting the development of an
inspiring, relevant vision for the organization and influences
others to share ownership of DepEd goals, in order to create an
effective environment.
People Performance Management
□ Makes specific changes in the performance management
system or in own work methods to improve performance (e.g.
does something better, faster, at lower cost, more efficiently; improves quality,
customer satisfaction, morale, revenues).
□ Sets performance standards and measures progress of employees based on
office and department targets.
□ Provides feedback and technical assistance such as coaching for performance
improvement and action planning.
□ States performance expectations clearly and checks understanding and
commitment.
□ Performs all the stages of results-based performance management system
supported by evidence and required documents/forms.
LEADERSHIP COMPETENCIES
People Development
□ Improves the skills and effectiveness of individuals through employing a range
of development strategies.
□ Facilities workforce effectiveness through coaching and motivating / developing
people within a work environment that mutual trust and respect.□ Prepares
simple presentation using powerpoint.
□ Conceptualizes and implements learning interventions to meet identified
training needs.
□ Does long-term coaching or training by arranging appropriate and helpful
assignments, formal training or other experiences for the purpose of supporting
a person’s learning and development.
□ Cultivates a learning environment by structuring interactive experiences such as
looking for future opportunities that are in support of achieving individual career
goals.
OVERALL COMPETENCY RATINGS
CORE BEHAVIORAL COMPETENCIES
LEADERSHIP COMPETENCIES
OVERALL RATING
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 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating

Accomplishments of KRAs and Objectives 4.37 Very Satisfactory

Rater–Ratee Agreement
The signature below confirm that the employee and his/her superior have agreed on content of this appraisal from and performance rating.

Name of Employee: Name of Superior:

PETER ANDREW G. REGENCIA, Ed. D. CHONA D. ANDRADE, Ed. D.

Signature Signature

Date: April 5, 2019 Date: April 5, 2019

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 PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Timeline Resources Needed
Intervention)
Teachers
 Provide a safe and child friendly  Recognized accomplishments Submit at least three (3) Action
June-April Parent
learning environment for learners. of stakeholders. Research
Students
 Evaluated the school plant, physical Teachers
 Organized special classes for
facilities, safety and sufficiency with the June-April Parent
learners with special needs.
assistance of specialist. Students
 Organized and conducted School-
June-April Teachers
based I-service Training/LAC Sessions.
 Assigned teachers where they best fit to
Teachers
teach (grades/learning areas, special June
Students
assignments).
 Initiated and compiled teacher’s
June-April Teachers
professional documents in portfolios
Teachers
 Established linkages with stakeholders. June-April Parents
Stakeholders
Teachers
 Mediated and ensured resolution of
June-April Parent
conflicts in school.
Students
 Divide equally the teaching loads to all
June Teachers
school teaching personnel.
 Performed School Leadership and
Teachers
Management and Operations June-April
Students
Functions.
 Requested and distributed instructional Teachers
June-April
materials. Students

CHONA D. ANDRADE, Ed. D. PETER ANDREW G. REGENCIA, Ed. D. NADINE C. CELINDRO

Rater Ratee Approving Authority

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 NUMERICAL ADJECTIVE
DESCRIPTION OF MEANING OF RATING
RATING RATING
5 Outstanding 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 organization are of
marked excellence.
4 Very Satisfactory Performance exceeded expectations. All goals, objectives and targets were achieved above
the established standards.
3 Satisfactory Performance met expectations in terms of quality of work, efficiency and timeliness. The
most critical annual goals were met.
2 Unsatisfactory Performance failed to meet expectations, and/or one more of the critical goals were not met.
1 Poor Performance was consistently below expectations, and/or reasonable progress toward critical
goal was not made. Significant improvement is needed in one or more important areas.
This rating scale is based on the Civil Service Commission Memorandum Circular No. 06, s. 2012 that sets the guidelines on the establishment and
implementation of the Strategic Performance Management System (SPMS) in all government agencies.

RANGE ADJECTIVAL RATING SCALE DEFINITION

4.500 – 5.000 Outstanding 5 Role Model
3.500 – 4.499 Very Satisfactory 4 Consistently demonstrates
2.500 – 3.499 Satisfactory 3 Most of the time demonstrated
1.500 – 2.499 Unsatisfactory 2 Sometimes demonstrates
below 1.499 poor 1 Rarely demonstrates
The overall rating/assessment for the accomplishments shall fall within Competencies shall be monitored for the development purposes. In evaluating the individual’s demonstration of
the following adjectival and shall be in three (3) decimal points. competencies, this rating scale shall apply.

Grievance and Appeals

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.

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.
3. Individual employees who feel aggrieved or dissatisfied with their final performance
ratings can file an appeal with the Grievance Committee at their level within ten (10)
working days from the date of receipt 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 only be used as basis for reference for
comparison in appealing the individual performance ratings.
4. The Grievance Committee shall decide on the appeals within one (1) month from receipt.
Appeals lodged at any Grievance Committee shall follow the hierarchal 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.
5. The decision of the Central Office Grievance Committee is final.

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