Republic of the Philippines

Department of Education
Region 02
SCHOOLS DIVISION OF QUIRINO
Cabarroguis

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee: QUEENIE JAM R. ABENOJA Name of Rater: BIENVENIDO M. NERI JR.
Position: Teacher I Position: Head Teacher III
School/District/Division: DIFFUN NATIONAL HIGH SCHOOL Date of Review: April 19, 2018
Rating Period: JUNE-APRIL, SY 2017-2018

TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION

Key Result Areas Weight PERFORMANCE INDICATORS ACTUAL RATING

MFOs OBJECTIVES TIMELIINE SCORE*
(KRAs) per KRA RESULTS
Quality Efficiency Timeliness Q E T Ave.
Basic Teaching-Learning 1. Facilitated June 2017 15% 5 All of the elements of the instructional 5 Attained 100% and above of the 5 Submitted on or before 7:20 AM on the Facilitated 5 4 4 4.333 0.650
Educatio Process (30%) learning through - March design support the stated instructional learning competencies taught; day lessons will be executed; for final learning through
n the utilization of 2018 objectives, engage students in Index of Mastery reflects 100% submission: submitted final, complete the utilization of
meaningful learning, and show package five working days before the
Services 180 updated 180 updated
evidence of student input; teacher's fourth quarter examination date
DLL per lesson or unit is highly coherent and with complete
learning area has a clear structure parts and
within the school submitted one
year to improve hour after the
students' scheduled time
academic 4 Most of the elements of the 4 Attained 90-99% and above of the 4 Submitted one hour after 7:20 AM on
with an index of
performance. instructional design suport the stated learning competencies taught; the day lessons will be executed; for mastery ranging
instructional objectives and engage Index of Mastery reflects 90%-99% final submission: submitted final, from 90 -99 %.
students in meaningful learning and complete package four working days
the lesson or unit has a clearly before the fourth quarter examination
defined structure date

3 Some of the elements of the
instructional design support the stated
instructional objectives and engage
students in meaningful learning, while
others do not; teacher's lesson or unit
has a recognizable structure
3 Attained 80-89% and above of the 3 Submitted two hours after 7:20 AM on
learning competencies taught; the day lessons will be executed; for
Index of Mastery reflects 80%-89% final submission: submitted final,
complete package three working days
before the fourth quarter examination
date

2 Few of the elements of the
instructional design support the stated
instructional objectives and engage
students in meaningful learning;
teacher's lesson or unit has a
recognizable structure
2 Attained 70-79% and above of the
learning competencies taught;
Index of Mastery reflects 70-79%
2 Submitted three hours after 7:20 AM
on the day lessons will be executed;
for final submission: submitted final,
complete package one or two working
days before the fourth quarter
examination date
 1 The various elements of the
instructional design do not support
the stated instructional objectives or
engage students in meaningful
learning and the lesson or unit has no
defined structure
1 Attained 69% and below and above 1 Submitted four hours and above after
of the learning competencies 7:20 AM on the day lessons will be
taught; Index of Mastery reflects executed; for final submission:
69% and below submitted final, complete package on
the day and beyond of the fourth
quarter examination date

2. Supported June 2017 10% 5 All materials and resources support 5 100% of the targeted instructional 5 100% of the indicators in the use of Supported 5 5 5 5.000 0.500
teaching- - March the instructional objectives and key materials used were appropriate the appropriate instructional materials, teaching and
learning process 2018 concepts, and most engage students and updated resources, and technology are learning process
in meaningful learning; All used observed (through supervisory tasks)
through the use through the use
instructional materials, whether to be carried out during teaching-
of 10 adopted, developed, or shared, are of learning process of 10
appropriate quality (LRMDS-based standards) appropriate and
instructional and appropriate to the learning style updated
materials, and level of the learners instructional
resources, and materials,
technology resources and
4 Most materials and resources support 4 90% to 99% of the targeted 4 90% to 99% of the indicators in the use technology that
the instructional objectives and key instructional materials used were of the appropriate instructional suits the
concepts, and most engage students appropriate and updated materials, resources, and technology learning style
in meaningful learning; most used are observed to be carried out during and level of the
instructional materials, whether teaching-learning process learners.
adopted, developed, or shared, are of
quality (LRMDS-based standards)
and appropriate to the learning style
and level of the learners

3 Some materials and resources 3 80% to 89% of the targeted 3 80% to 89% of the indicators in the use
support the instructional objectives instructional materials used were of the appropriate instructional
and key concepts, and some engage appropriate and updated materials, resources, and technology
students in meaningful learning; some are observed to be carried out during
used instructional materials, whether teaching-learning process
adopted, developed, or shared, are of
quality (LRMDS-based standards)
and appropriate to the learning style
and level of the learners

2 Few materials and resources support 2 70%-79% of the targeted 2 70% to 79% of the indicators in the use
the instructional objectives and key instructional materials used were of the appropriate instructional
concepts; few used instructional appropriate and updated materials, resources, and technology
materials, whether adopted, are observed to be carried out during
developed, or shared, are of quality teaching-learning process
(LRMDS-based standards) and
appropriate to the learning style and
level of the learners
1 Materials and resources do not 1 69% and below of the targeted 1 69% and below of the indicators in the
support the instructional objectives instructional materials used were use of the appropriate instructional
and key concepts, and do not engage appropriate and updated materials, resources, and technology
students in meaningful learning; the are observed to be carried out during
used instructional materials, whether teaching-learning process
adopted, developed, or shared, are
not of quality (LRMDS-based
standards) and appropriate to the
learning style and level of the learners
3. Addressed 5% 5 Classroom routines, policies, and
different types of procedures are seamless in their
learners using at operation, and students assume
considerable responsibility for their
least 5 varied
smooth functioning; Teacher's
strategies and classroom is safe and students
activities through contribute to ensuring that the
differentiated physical environment supports the
instruction to learning of all students
improve learners
academic
performance
within the school 4 Classroom routines, policies, and
procedures have been established,
year.
and function smoothly for the most
part, with little loss of instruction time;
Teacher's classroom is safe and
learning is accessible to all students;
teacher uses physical resources well
and ensures that the physical
arrangement supports the learning
activities
3 Classroom routines, policies, and
procedures have been established,
but function unevenly or
inconsistently, with some loss of
instruction time; Teacher's classroom
is safe and essential learning is
accessible to all students but the
furniture arrangement only partially
supports the learning activities
2 Classroom routines, policies, and
procedures have been established,
but function unevenly or
inconsistently, with a larger loss of
instruction time; Teacher's classroom
is safe and essential learning is
accessible to all students but the
furniture arrangement only partially
supports the learning activities
1 Classroom routines, policies, and
procedures are partly inefficient,
resulting in the loss of much
instructional time; teacher makes
poor use of the physical environment
resulting in unsafe or inaccessible
condicitions for some students; there
is poor alignment between the
physical arrangement and the lesson
activities
5 100% of the targeted classroom 5 100% of the indicators in the teacher's Utilized 8 varied 5 5 4 4.667 0.233
routines, policies, and procedures practice of suitable classroom strategies and
were implemented; 100% of the management styles/skills are activities
instruction time was completed observed to be carried out during
suitable in
supervised observation of the
teaching-learning process addressing
different types of
learners to
improve their
academic
performance;
Classroom is
4 90%-99% of the targeted 4 90%-99% of the indicators in the safe and
classroom routines, policies, and teacher's practice of suitable
conducive for
procedures were implemented; classroom management styles/skills
90%-99% of the instruction time are observed to be carried out during learning wherein
was met supervised observation of the 90-99% of
teaching-learning process targetted
classroom
routines,
policies, and
procedures were
implemented.
(well-ventilated,
properly
3 80%-89% of the targeted 3 80%-89% of the indicators in the structured,
classroom routines, policies, and teacher's practice of suitable
updated bulletin
procedures were implemented; classroom management styles/skills
80%-89% of the instruction time are observed to be carried out during boards, clean
was met supervised observation of the and orderly
teaching-learning process classroom,
provided
cabinets for
students' outputs
and porfolios,
well painted
classroom,maint
ained health
2 70%-79% of the targeted 70%-79% of the indicators in the
classroom routines, policies, and teacher's practice of suitable
corner and
procedures were implemented; classroom management styles/skills comfort room,
70%-79% of the instruction time are observed to be carried out during implemented
was met supervised observation of the child- freindly
teaching-learning process classroom)
1 69% and below of the targeted 69% and below of the indicators in the
classroom routines, policies, and teacher's practice of suitable
procedures were implemented; classroom management styles/skills
69% and below of the instruction are observed to be carried out during
time was met supervised observation of the
teaching-learning process
Sub Total 30% 1.383
 Maximized June 2017 10% 5 The assessment is completely
learning of - March congruent with the instructional
LEARNING students within 2018 objectives and key concepts, both in
content and process with clear criteria
OUTCOMES 30% the school year
and standards that show evidence of
through the use students contribution of their
of appropriate development; Learning activities are
assessment,stra highly relevant to students,
tegies, and instructional objectives and key
activities to concepts; Activities progress
evaluate coherently, producing a unified whole
students' and reflecting recent professional
research
progress
4 All instructional objectives and key
concepts are assessed through the
proposed plan, with clear criteria
appropriate to the needs of the
students but the approach is more
suitable to some goals; Most of the
learning activities are suitable to
students and instructional objectives
and key concepts; Progression of
activities is fairly even; Most activities
reflect recent professional research
3 Some of the instructional objectives
and key concepts are assessed
through the proposed approach with
criteria but inappropriate for at least
some students; Only some of the
learning activities are suitable to
students or instructional objectives
and key concepts; Progression of
activities is uneven; Only some
activities reflect recent professional
research
2 Few of the instructional objectives
and key concepts are assessed
through the proposed approach with
criteria but inappropriate for at least
some students; Few of the learning
activities are suitable to students or
instructional objectives and key
concepts; Progression of activities is
uneven; Few activities reflect recent
professional research
5 Prepared and used 4 quarterly 5 Prepared and submitted quarterly Prepared and 5 5 3 4.333 0.433
assessment with Table of assessment manuscript five working submitted
Specification and 100% of the days before the conduct of quarterly
students who need remediation assessment
examination with
were given enrichment activities
successfully; 100% of the table of
assessment tools used (quizzes, specification and
summative tests, quarterly exam) 90-99% of the
have undergone Test Item Analysis students who
for reliability and validity need
remediation
were given
enrichment
activities
successfully and
submitted five
4 Prepared and used 4 quarterly 4 Prepared and submitted quarterly working days
assessment with Table of assessment manuscript four working before the
Specification and 90-99% of the days before the conduct of examination
students who need remediation assessment proper
were given enrichment activities
successfully; 90%-99% of the
assessment tools used (quizzes,
summative tests, quarterly exam)
have undergone Test Item Analysis
for reliability and validity
3 Prepared and used 4 quarterly 3 Prepared and submitted quarterly
assessment with Table of assessment manuscript three working
Specification and 80-89% of the days before the conduct of
students who need remediation assessment
were given enrichment activities
successfully; 80%-89% of the
assessment tools used (quizzes,
summative tests, quarterly exam)
have undergone Test Item Analysis
for reliability and validity
2 Prepared and used 4 quarterly 2 Prepared and submitted quarterly
assessment with Table of assessment manuscript two working
Specification and 70-79% of the days before the conduct of
students who need remediation assessment
were given enrichment activities
successfully; 70%-79% of the
assessment tools used (quizzes,
summative tests, quarterly exam)
have undergone Test Item Analysis
for reliability and validity
 1 Content and methods of assessment 1 Prepared and used 4 quarterly 1 Prepared and submitted quarterly
lack congruence with instructional assessment with Table of assessment manuscript a day before
objectives and key concepts, and no Specification and 69% and below of the conduct of assessment
clear criteria; Learning activities are the students who need remediation
not suitable to students or were given enrichment activities
instructional objectives and key successfully; 69% and below of the
concepts; Activities do not follow an assessment tools used (quizzes,
organized progression and do not summative tests, quarterly exam)
reflect recent professional research have undergone Test Item Analysis
for reliability and validity

Maintained and 10% 5 Maintained updated, clear, neat, 5 100% of the school records were 5 All rating sheets were prepared and Maintained and 5 5 4 4.667 0.467
updated record orderly, accurate, and complete data accomplished submitted five days before the agreed updated
of students' in all records of learners such as scheduled time. students' record
Form 138, Form 137 A, School Form
progress every in every quarter
1, 2, 5, Class Records and Grade
quarter through Sheets through e - class
e-class record/rating
record/rating sheet and 90-
sheet to track 4 Maintained accurate, and complete 4 90-99% of the school records were 4 All rating sheets were prepared and 99% of the
learners' data in all records of learners such as accomplished submitted four days before the agreed school records
progress Form 138, Form 137 A, School Form scheduled time. were
1, 2, 5, Class Records and Grade accomplished.
Sheets. Ratings sheets
were submitted
3 Maintained accurate, and had some 3 80-89% of the school records were 3 All rating sheets were prepared and four days before
incomplete data in records of learners accomplished submitted three days before the the agreed
such as Form 138, Form 137 A, agreed scheduled time. scheduled time.
School Form 1, 2, 5, Class Records
and Grade Sheets.

2 Maintained records , had some 2 70-79% of the school records were 2 All rating sheets were prepared and
incomplete data and noted some accomplished submitted two days before the agreed
errors in records of learners such as scheduled time.
Form 138, Form 137 A, School Form
1, 2, 5, Class Records and Grade
Sheets.

1 Had no updated student records to 1 69% and below of the school 1 All rating sheets were prepared and
show learners' progress. records were accomplished submitted on the agreed scheduled
time.

Provided 10% 5 Conducted/provided appropriate 5 100% of the learners' issues and 5 Issues and concerns of learners were Conducted 5 5 4 4.667 0.467
counselling and action, counselling and guidance concerns were addressed, addressed immediately. counselling and
guidance services, and home visitation to successfully passed all subjects guidance
address learners' issues and and zero dropout rate was services and
services to
concerns. recorded. home visitation to
learners within
the school year learners in order
to address to address their
4 Provided counselling and guidance 4 90-99% of the learners successfully 4 Issues and concerns of learners were issues and
learner issues services to address learners' issues passed all subjects and 2% dropout addressed two days after they were concerns; 90-
and concerns and concerns by the teacher rate/ no longer in school was known and presented. 99% of the
concerned. recorded.
learners visited
and counselled
successfully
passed all
subjects and 2%
 learners visited
and counselled
3 Provided counselling and guidance 3 80-89% of the learners successfully 3 Issues and concerns of learners were successfully
services to address learners' issues passed all subjects and 3% dropout addressed three days after they were passed all
and concerns by the teacher rate/ no longer in school was known and presented. subjects and 2%
concerned and parents/ guardians of recorded. rate was
the learners. recorded.

2 Provided counselling and guidance
services to address learners' issues
and concerns by the teacher
concerned, parents/ guardians of the
learners and guidance counselor.
2 70-79% of the learners successfully 2 Issues and concerns of learners were
passed all subjects and 4% dropout addressed four days after they were
rate/ no longer in school was known and presented.
recorded.

1 Provided counselling and guidance
services to address learners' issues
and concerns by the teacher
concerned, parents/ guardians of the
learners, guidance counselor and
school head.
1 69% and below of the learners 1 Issues and concerns of learners were
successfully passed all subjects addressed a week after they were
and 5% and above dropout rate/ no known and presented.
longer in school was recorded.

Sub Total 30% 1.367

1. Established 10% 5 Engaged full collaboration with 5 100% involvement of parents for 5 Project conceived is completed 3 Accomplished 5 5 5 5.000 0.500
school, family stakeholders to put up tangible the implementation of school months before the end of the school target HRPTA
and community project that is fully documented projects year Projects (LED
partnership for TV) with full
school documentation;
4 Engaged full collaboration with 4 90-99% involvement of parents for 4 Project conceived is completed 2
performance to stakeholders to put up tangible the implementation of school months before the end of the school
100%
create safe, project with incomplete projects year involvement of
motivating and documentation parents; project
child-friendly conceived is
school completed 5
environment 3 Engaged full collaboration with 3 80-89% involvement of parents for 3 Project conceived is completed 1 months before
through active stakeholders to put up tangible the implementation of school month before the end of the school the end of the
stakeholders' project with 2 indicators missing in the projects year school year.
collaboration documentation
throughout the
school year 2 Engaged full collaboration with 2 70-79% involvement of parents for 2 Completed before the end of the
stakeholders to put up tangible the implementation of school school year
project with 3 indicators missing in the projects
documentation

1 Had no mobilization plan and seldom 1 69% and below involvement of 1 Partially completed before the end of
met with stakeholders, resulting to no parents for the implementation of the school year
resources generated as well as school projects
evidences missing

2. Communicated 5% 5 Engaged full collaboration with 5 100% involvement of parents for 5 Project conceived is completed 3 Communicated 5 5 5 5.000 0.250
quarterly to stakeholders to put up tangible the implementation of school months before the end of the school quarterly to
parents/stakehold project fully documented. projects year parents the
ers the school accomplishment
needs,
4 Engaged full collaboration with 4 90-99% involvement of parents for 4 Project conceived is completed 2 s and progress
accomplishments
and learners'
stakeholders to put up tangible the implementation of school months before the end of the school of learners by
project with incomplete projects year conducting class
progress
documentation. recognition on
academic
excellence
awardees and
perfect
 needs,
s and progress
accomplishments
and learners' of learners by
progress conducting class
recognition on
academic
3 Engaged full collaboration with 3 80-89% involvement of parents for 3 Project conceived is completed 1 excellence
stakeholders to put up tangible the implementation of school months before the end of the school awardees and
project with 2 indications missing in projects year perfect
the documentation. attendance
awardees
2 Engaged full collaboration with 2 70-79% involvement of parents for 2 Completed before the end of the
stakeholders to put up tangible the implementation of school school year
project with 3 indications missing in projects
the documentation.

1 Had no mobilization plan and seldom 1 69% and below involvement of 1 partially completed before the end of
met with stakeholders but not parents for the implementation of the school year
resulting to resources generated and school projects
evidences missing.

3. Participated in 5% 5 Served as president/ chairman/ 5 100% attendance/ 5 Observed punctuality in attending all 100% 5 5 4 4.667 0.233
programs and coordinator in at least one participation/support to programs government and non-government
government and non-government and activities conducted by activities.
attendance/par
activities of ticipation and
organization's programs/ projects/ government and non-government
government and
activites. organizations where one belongs observed
non-government
organization by panctuality in
attending 4 Served as co- chairman in at least 4 90%-99% attendance/ participation/ 4 Twice tardy in attending government attending in
meetings, one government and non-government support to programs and activities and non-government programs and the following
events and organization's programs/ projects/ conducted by government and non- activities. events as
activities to activites. government organizations where member:
show support one belongs
Quirino Day,
and partnership Diffun Fiesta ,
3 Served as member in at least one 3 80-89% attendance/ participation/ 3 Thrice tardy in attending governent Brgy. Fiesta,
government and non-government support to programs and activities and non-government programs and SDO Quirino
organization's programs/ projects/ conducted by government and non- activities
activities. government organizations where Founding
one belongs Anniversary,
Clean - up
drive of the
2 Served as member only in at least 2 70%-79% attendance/ participation/ 2 Four times tardy in attending
one activity/event of government and support to programs and activities government and non-government municipality
non-government organization. conducted by government and non- activities. and a member
government organizations where of DNHSTERA
one belongs and QPSTERA

1 No evidence of participation
1 69% attendance/ participation/
support to programs and activities
conducted by government and non-
government organizations where
one belongs
1 Five times or more tardy in attending
government and non-government
programs and activities

Sub Total 20% 0.983

Personal and 1. Participated 10% 5 Served as resource speaker in at 5 Acquired at least 18 units of higher 5 Services were rendered in any of the Earned 24 units 3 3 4 3.333 0.333
Professional and attended 7 least one regional/ division level; and education or attended aggregate of four quarters of the school year. in Masters
Growth 15% trainings/semina participated one international/national 40 hours of relevant trainings in the Degree with 40
level; attended 100% of all activities regional, division, district level/
rs, LAC hours of relevant
launched by the school inset/LAC sessions.
sessions/ Division/District/School as per year trainings in the
workshops or round plan of activities and had division and
earned at least earned 18 units or had finished in school level
18 units of post post graduate studies. including LAC
graduate studies sessions and
and related services were
activities to 4 Served as resource speaker in school 4 Acquired at least 9 units of higher 4 Services were rendered two weeks rendered in any
advance Inset; participated at least one education or attended aggregate of after the school year. of the four
professional regional level; and attended 90-99% 32 hours of relevant trainings in the quarters of the
practice and of all activities launched by the regional, division, district level. school year..
share one's Division/District/School as per year
expertise. round plan of activities and had
earned 18 units or had finished in
post graduate studies.

3 Participated and attended 80%-89%
of all activities launched by the
Division/District/School as per year
round plan of activities and had
earned 18 units or had finished in
post graduate studies.
3 Acquired at least 9 units of higher 3 Services were rendered three weeks
education or attended aggregate of after the school year.
24 hours of relevant trainings in the
regional, division, district level.

2 Participated and attended 70%-79%
of all activities launched by the
Division/District/School as per year
round plan of activities and had
earned 18 units or had finished in
post graduate studies.
2 Acquired at least 9 units of higher 2 Services were rendered a month after
education or attended aggregate of the school year.
16 hours of relevant trainings in the
regional, division, district level.

1 Participated and attended 69% below 1 Acquired at least 9 units of higher 1 Services were not rendered even
of all activities launched by the education or attended aggregate of scheduled.
Division/District/School as per year 8 hours of relevant trainings in the
round plan of activities and had regional, division, district level.
earned 18 units or had finished in
post graduate studies.

Trained/Coache 5% 5 Trained/ coached at least one learner 5 Contestant/s received major 5 Services were rendered in any of the Trained/Coach 1 1 5 2.333 0.117
d 5 contestants in the national level awards (champion/first runner up/ four quarters of the school year. contestants
for second runner up) in the national which received
level
National/Region major awards in
al/Division/Distri school level
ct or School 4 Trained/ coached at least one learner 4 Contestants received major awards 4 Services were rendered two weeks
Level and won in the regional level at least in the Regional level. after the school year.
awards

3 Trained/ coached at least one learner 3 Contestants received major (1st to 3 Services were rendered three weeks
in the division level 3rd) and minor awards (4th-5th) at after the school year.
least in the Division level

2 Trained/ coached at least one learner 2 Contestants received minor awards 2 Services were rendered a month after
in the district level at least in the District level the school year.
 1 Trained/ coached at least one learner 1 Contestants received major awards 1 Services were not rendered even
in the school level in the school level scheduled.

Sub Total 15% 0.450

PLUS Factor 5% Attained the 5% 5 Attained 5 indicators with complete 5 Attained 5 indicators 5 Produced complete documents of the Received 2 1 2 1.667 0.083
following documentationsuch as narrative indicators one working day after the classroom
indicators: reports, financial reprots, pictures and activity; paid monthly dues in awards;
-Served as videos. professional organizations within the
Member of
chairman/cochair month
man/member in technical
any technical working
working group/ 4 Attained 4 indicators with complete 4 Attained 4 indicators 4 Produced complete documents of the committee;
committee documentation indicators two working days after the initiated the
-Implemented at activity; paid monthly dues in grade- 7 mini
least 1 income professional organizations one-five coop.
generating project- days after the month
Conducted at least
1 income
generating project 3 Attained 3 indicators with complete 3 Attained 3 indicators 3 Produced complete documents of the
-Conducted an documentation indicators three working days after the
action research activity; paid monthly dues in
-(full blown) professional organizations six days
-Published after the month
article in national
circulation/adminis
tered innovation
2 Attained 2 indicators with complete 2 Attained 2 indicators 2 Produced complete documents of the
-organized/ documentation indicators four working days after the
maintained cultural activity; paid monthly dues in
group in the professional organizations seven days
school/district after the month
-Served as adviser
of a student
organization 1 Attained 1 indicators with complete 1 Attained 2 indicators 1 Produced complete documents of the
documentation indicators five and above working days
after the activity; paid monthly dues in
professional organizations 8-10 days
after the month

Sub Total 5% 0.083

*To get the score, the rating is multiplied by the weight assigned. OVERALL
RATING FOR
ACCOMPLISHME Very
4.267
NTS Satisfactory

Rater: Ratee: Approving Authority: Noted:

BIENVENIDO M NERI, Jr. QUEENIE JAM R. ABENOJA DELIO B. MONTEMAYOR SAMUEL R. SOLIVEN, Ph. D, CESE ORLANDO E. MANUEL, Ph. D., CESO VI
Head Teacher III/ Filipino Teacher I School Principal IV OIC - Assistant Schools Division Superintendent Schools Division Superintendent
 NUMERICAL RATING ADJECTIVAL RATING DESCRIPTION OF THE MEANING OF RATING
Performance represents an extraordinary level of achievment and commitment in terms of quality and time,
technical skills and knowledge, ingenuity, creativity and initiative. Employees at this performance level should have
5 Outstanding demonstrated exceptional job mestery in all major areas of responsibility. Employee achievement and contributions
to the organization are of marked excellence.

Performance exceeded expectations. All goals, objectives and targets were achieved above the established
4 Very Satisfactory standards.
Performance met expectations in terms of quality of work, efficiency and timeliness. The most critical annual goals
3 Satisfactory were met.

2 Unsatisfactory Performance failed to meet expectations, and/ or one or more of the most critical goals were not met.
Performance was consistently below expectations, and/ or reasonable progress towards critical goals was not
1 Poor made. Significant improvement is needed in one or more important areas.

This rating scale is based on the Civil Service Commission 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 Competencies shall be monitored for the developmental purposes. In evaluating the individual's
adjectival ratings and shall be in three (3) decimal points. demonstration of competencies, this rating scale shall apply.

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 demonstrate
1.500- 2.499 Unsatisfactory 2 Sometimes demonstrates
below 1.499 Poor 1 Rarely demonstrates

Grievances 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 the 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.
4 The Grievance Committee shall decide on the appeals within one (1) month from receipt. Appeals lodged
at any Grievance Committee shall follow the hierarchial jurisdiction of various Grievance Committees
within the agency. For example, the decision of the Division Grievance Committee is appealble to the
Regional Grievance Committee, which decision is in turn appealable to the Central Office Grievance
Committee.
3 Individual employees who feel aggrieved or dissatisfied with their final performance ratings can file 5 The decision of the Central Office Grievance Committee is final.
an appeal with the Grievance Committee at their level within ten (10) working das from date of
receipt of notice of their final evaluation rating from the rater. The rate, however, shall not be
allowed to protest the performance ratings of co-employees. Ratings obtained by the rate can only
be used as basis for reference for comparizon in appealing the individual performance rating.

CORE BEHAVIORAL COMPETENCIES
Self-Management
1 1 Sets personal goals and direction, needs and development.
2 Undertakes personal actions and behaviors that are clear and purposive and
1 takes into account personal goals and values congruent to that of the 1
organization.
1 3 Applies negotiation principles in arriving at win-win agreements.
3 Displays emotional maturity and enthusiasm for and is challenged by higher
1 goals.
1 4 Drives consensus and team ownership of decisions.
4 Prioritizes work tasks and schedules (through Gantt charts, checklists, etc.) to
achieve goals.
1 to accomplish organizational goals and objectives.
5
1 Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1 Demonstrates the values and behavior enshrined in the Norms of Conduct and
1 Ethical Standards for public officials and employees (RA 6713).
2 Practices ethical and professional behavior and conduct taking into account
1 the impact of his/her actions and decisions.
3 Maintains a professional image: being trustworthy, regularity of attendance and
1 punctuality, good grooming and communication.
1 4 Makes personal sacrifices to meet organization’s needs.
5 Acts with a sense of urgency and responsibility to meet organization’s needs,
1 improve systems and help others improve their effectiveness.
Result Focus
1 1 Achieves results with optimal use of time and resources most of the time.
2 Avoids rework, mistakes and wastage through effective work methods by
1 placing organizational needs before personal needs.
3 Delivers error-free outputs most of the time by conforming to standard
operating procedures correctly and consistently. Able to produce very
1 satisfactory quality of work in terms of usefulness/acceptability and
completeness with no supervision required.
4 Expresses a desire to do better and may express frustration at waste or
1 inefficiency. May focus on new or more precise ways of meeting goals set.
5 Makes specific changes in the system or in own work methods to improve
performance. Examples may include doing something better, faster, at a lower
1 cost, more efficiently, or improving quality, customer satisfaction, morale,
without setting any specific goal.
PART II: COMPETENCIES
CORE SKILLS
Teamwork Oral Communication
1 1 Willingly does his/her share of responsibility. 1 1 Follows instruction accurately.
Promotes collaboration and removes barriers to teamwork and goal
2 accomplishment across the organization. 1 2 Expresses self clearly, fluently and accurately.
1 3 Uses appropriate medium for the message
1 4 Adjust communication styles to others.
5 Works constructively and collaboratively with others and across organizations
5 Guides discussions between and among peers to meet an objective.
Service Orientation Written Communication
2
1 1 Can explain and articulate organizational directions, issues and problems. 1 Knows the different written business communication formats used in DepEd.
2 Takes personal responsibility for dealing with and/or correcting customer 3 Writes routine correspondence/communications, narrative and descriptive
1 service issues and concerns.
1 report based on readily available information data with minimal spelling or
grammatical errors (e.g. memos, minutes, etc.)
3 Initiates activities that promotes advocacy for men and women empowerment.
3 Secures information from required references (i.e., Directories, schedules,
1
4 Participates in updating of office vision, mission, mandates and strategies notices, instructions) for specific purposes.
1 based on DepEd strategies and directions. 4
1 Self-edits words, numbers, phonethic notation and content, if necessary.
5 Develops and adopts service improvement programs through simplified
1 procedures that will further enhance service delivery.
5 Demonstrates clarity, fluency, impact, conciseness and effectiveness in his/her
Innovation written communications.
1 Computer/ICT Skills
Examines the root cause of problems and suggests effective solutions. Fosters 1 Prepares basic compositions (e.g., letters, reports, spreadsheets and graphics
1 new ideas, processes, and suggests better ways to do things (cost and/or 1
presentation using Word Processing and Excel).
operational efficiency).
2 Identifies different computer parts, turns the computer on/off, and work on a
2 1 given task with acceptable speed and accuracy and connects computer
Demonstrates an ability to think “beyond the box”. Continuously focuses on peripherals (e.g. printers, modems, multimedia projectors, etc.)
1
improving personal productivity to create higher value and results.
1 3 Prepares simple presentation using Powerpoint.
3
Promotes a creative climate and inspires co-workers to develop original ideas
1 4
or solutions.
Utilizes technologies to: access information to enhance professional
1 productivity, assists in conducting research and communicate through local
4 Translates creative thinking into tangible changes and solutions that improve and global professional networks.
1
the work unit and organization.
5 5
Uses ingenious methods to accomplish responsibilities. Demonstrates Recommends appropriate and updated technology to enhance productivity and
1 1
resourcefulness and the ability to succeed with minimal resources. professional practice.
OVERALL COMPETENCY RATINGS
CORE BEHAVIORAL COMPETENCIES 4.67
CORE SKILLS 4.33
OVERALL RATING 4.50
 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating

Accomplishment of KRAs and Objectives 4.267 Very Satisfactory

Rater-Ratee Agreement

The signatures below confirm that the employee and his/her superior have agreed on the contents of this appraisal form and the performance rating.

Name of Employee Name of Superior

QUEENIE JAM R. ABENOJA BIENVENIDO M. NERI JR.
Teacher I Head Teacher III
Signature Signature

Date Date
April 19, 2018 April 19, 2018
 PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs Timeline Resources Needed
(Recommended Developmental Intervention)
Materials and resources used support the
instructional objectives and key concepts, and
most engage students in meaningful learning. Not all instructional materials used are Attend seminars and workshops regarding
June 2018 - May 2019 Fund for registration
based on LRMDS standards. LRMDS

Record of students' progress are well

maintained every quarter through e-class
record/rating sheet to track learners' progress Perfect attendance of the students is SF2, Home Visitation Form, Anecdotal
Conduct Home Visitation June 2018 - May 2019
rarely attained Record

Rater: Ratee: Approving Authority: Noted:

BIENVENIDO M. NERI JR. QUEENIE JAM R. ABENOJA DELIO B. MONTEMAYOR SAMUEL R. SOLIVEN, Ph. D, CESE ORLANDO E. MANUEL, Ph. D., CESO VI
Head Teacher III Teacher I School Principal IV OIC - Assistant Schools Division Superintendent Schools Division Superintendent
Resources Needed

und for registration

e Visitation Form, Anecdotal

Record

UEL, Ph. D., CESO VI

n Superintendent
 PERFORMANCE MONITORING AND COACHING FORM
Critical Incidence Description Output Impact on Job Action Plan Signature of
Date
(Situation, Task & Action) (Result) (Outcome) (Reinforce/ Redirect) Ratee Rater
 EMPLOYEE FEEDBACK FORM

Action Plan
Strengths Development Needs Timeline Resources Needed
(Recommended Developmental Intervention)

Learning of students within the school year is

maximized through the use of appropriate Only some of the activities employed reflect recent
Attend seminar - workshops June 2018 -May 2019 Fund for registration
assessment,strategies, and activities to evaluate professional research.
students' progres.

Record of students' progress are well maintained

every quarter through e-class record/rating sheet to
track learners' progress SF2, Home Visitation Form,
Perfect attendance of the students is rarely attained Conduct Home Visitation June 2018 - May 2019
Anecdotal Record

Feedback:

Rater: Ratee: Approving Authority: Noted:

BIENVENIDO M. NERI JR. QUEENIE JAM R. ABENOJA DELIO B. MONTEMAYOR SAMUEL R. SOLIVEN, Ph. D, CESE ORLANDO E. MANUEL, Ph. D., CESO VI
Head Teacher III Teacher I School Principal IV OIC - Assistant Schools Division Superintendent Schools Division Superintendent