IPCRF Form – Teachers

RESULTS – BASED PERFORMANCE MANAGEMENT SYSTEM

Individual Performance Commitment and Review Form

The Department of Education (DepEd) is committed to provide the members of its organization with opportunities to:

 Link their individual achievements and make a meaningful contribution to the attainment of the institution’s Vision and Mission.
 Promote individual and team growth, participation and commitment.
 Grow professionally and personally.

In line with this Philosophy, DepEd implements a Results-Based Performance Management System. It is a shared undertaking between the superior and the employee that
allows
an open discussion of job expectations, Key Results Areas, Objectives and how these align to overall departmental goals. It provides a venue for agreement on standards
of performance and behaviors which lead to professional and personal growth in the organization.

This form is divided into four parts:

PART I Accomplishments of KRAs and Objectives - Each employee plays a vital part in the achievement of his/her department’s objectives. At the beginning of the
Results-Based Performance Management Cycle, the employee and his/her superior jointly determines goal and measures that will lead to the achievement of the
overall departmental goals. After which, weights are assigned to those goals based on priorities. The total of the weights should not exceed 100. At the end of the performance
cycle, the employee is rated on the effectiveness/quality, efficiency (including cost), and timeliness in delivering the goals agreed upon.

PART II Competencies - The success of the employee in fulfilling his/her role and delivering exceptional performance is dependent on how s/he applies various competencies
on the job. The employee is rated based on the effectiveness and consistency by which s/he demonstrates behaviors relevant to the competencies. The overall rating is
computed
by adding the rating for each competency and dividing the sum by the total number of competencies. Half-points (e.g. 3.5) may be given if the employee’s performance level falls
in between descriptions of the scale positions.

PART III Summary of Ratings for Discussion

PART IV Development Plans - The areas where the employee excels and areas for development are both identified. In this manner, the employee’s strengths are highlighted
and recognized. Development needs on the other hand are addressed through formal and informal training and development approaches.
 DEPED RPMS form – For Teachers |1

Scale Adjectival Description

5 Outstanding Performance represents an extraordinary level of achievement and commitment in terms of

(130% and above) quality and time, technical skills and knowledge, ingenuity, creativity and initiative.Employees at
this performance level should have demonstrated exceptional job mastery in all major 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
(115% - 129%) established standards.
3 Satisfactory Performance met expectations in terms of quality of work, efficiency and timelines. The most
(100% - 114%) critical annual goals were met.
2 Unsatisfactory Performance failed to meet expectations, and / or one or more of the most critical goals were not
(51% - 99%) met.
1 Poor Performance was consistently below expectations, and/or reasonable progress towards
(50% or above) critical goals was not made. Significant improvement is needed in one or more important areas.

These ratings refer to the accomplishment of targets or objectives. Evaluation should be based on indicators and measures. CSC MC NO. 13, SERIES OF 1999 (REVISED
Polices on the Performance Management System) have the following descriptions:

Outstanding – performance exceeding targets by 30% and above of the planned targets on the previous definition of performance exceeding targets by at least fifty (50%)
Very Satisfactory – performance exceeding targets by 15% to 29% of the planned targets; from the previous range of performance exceeding targets by at least 25% but falls
short of what is considered an outstanding performance.
Satisfactory – performance of 100% to 114% of the planned targets. For accomplishments requiring 100% of the targets such as those pertaining to money or accuracy or
those which may no longer be exceeded, the usual rating of either 10 for those who met targets or 4 for those who failed or fell short of the targets shall still be enforced.
Unsatisfactory – performance of 51% to 99% of the planned targets; and
Poor – performance failing to meet the planned targets by 50% or below.

Appeals
A Performance Review Committee (PRC) shall be created inDepEd composed of the Undersecretary for Regional Operations, Assistant Secretary for Planning, highest
ranking official in charge of personnel management and two representatives from the rank and file nominated by the accredited employee association in the agency as members.
1. Employees who feel aggrieved or dissatisfied with their final performance rating can file an appeal with the PRC within ten (10) days from date of receipt of their
2. Performance Report Form from the PRC. Employees, however, shall not be allowed to protest the performance rating of their co-employees. Ratings obtained by
3. other employees can only be used as basis or reference for comparison in appealing one’s performance rating;
2. The PRC shall decide on the appeals within one month from receipt. Appeals lodged at any PRC shall follow the hierarchical jurisdiction of various PRCs in an agency.
For example, the decision of the Provincial PRC is appealable to the Regional PRC which decision is in turn appealable to the National/Central Office PRC. Only in
exceptional instances when the decision of the PRC in the central offices of departments may be appealed further to the CSC Commission proper. The decision made on
employees’ ratings by the PRC in the local government units maybe appealed to the Civil service Regional Office which has jurisdiction over these units.
4. An official or employee who was separated from the service on the basis of unsatisfactory or poor performance rating can appeal his separation to the CSC or its regional
5. office within 15 days from receipt of the order or notice of separation.
 DEPED RPMS form – For Teachers |2
Individual Performance Commitment and Review Form

Name of Employee:Melodia C. PalcoName of Rater: Mr. Jonathan G. Silao, MATM

Position: Teacher IPosition: Secondary School Principal I
Review Period: June 2015-March 2016Date Of Review: March 2016
Bureau/Center/Service/Division: DepEdZamboanga City
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION

PERFORMANCE INDICATORS ACTUAL

Weight RESULTS
MFOs KRAs OBJECTIVES TIMELINE RATING SCORE
per KRA (Quality, Efficiency)
Timeliness Q T E

A.TEACHING –  Prepared lesson logs and
LEARNING daily logs of activities
PROCESS including appropriate,
adequate and updated
instructional materials.
June 2015 to March 20% 5 – Complete updated and smart
2016 4 – Updated and smart
3 – Smart – satisfactory
2 – Late and not smart
1 – No lesson plan
5 – Submitted 5 days
beforethe due date
4 – Submitted 2 days
beforethe due date
3 – Submitted on time
2 – Submitted 1 day after the
due date
1 – Submitted 2 days after
the due date

 Facilitate learning in Force,
Motion and Energy, Earth
and Space, and Matter &
the Environment through
Constructivism by utilizing
enhanced pedagogy
Living Things and
Their 10%
Environment/June
2015- to August 2015,
Matter/ August 2015-
October 2015, Earth
and Space/ October
2015- December 2015
& Force, Motion and
Energy -Jan 2016 to
March,2016
5 – Full coverage with updated
instructional materials
4 – Full coverage with
innovative materials
3 – 75% of the lesson covered
with instructional materials
2 – 50% of the lesson covered
with instructional materials
1 – 25% of the lesson covered
with instructional materials
5 – 100% of the lessons
accomplished on time
4 –80% of the lesson
accomplished on time
3 -60% of the lessons
accomplished on time
2 – 40% of the lessons
accomplished on time
1-20% of the lessons
accomplished on time

 Monitored positive and 10% 5- 90%-100% attendance of the 5 – 1 hr before start of class
 motivating environment,
overall physical
atmosphere and cleanliness.
B.STUDENTS’  Increase MPS by 1% per
OUTCOMES quarter
 Conducted remediation
lesson/activities to improve
performance of students
 Maintained updated
students school records
every grading period
class
4-80-89% attendance of the
class
3- 70-79% attendance of the
class
2-60-69% attendance of the
class
1-59% /below attendance of the
class
5 – Increased of more than 1%
June 2015 to March 3% 4 – 1% increased
2016 3 – Maintained
2 – Decreased by 1%
1 – Decreased by more than 1%
5-80-100% of the students
belong to Satisfactory Level
June 2015 to March 3% 4- 60-79% of the students
2016 belong to satisfactory
Level
3-40-59% of the students belong
to Satisfactory Level
2-20-39% of the students belong
to Satisfactory Level
1-20-39% of the students belong
to Satisfactory Level
June 2015 to March 4% 5-Compiled students records
2016 with accuracy and neatness
4-Compiled students records
with accuracy
3-Compiled students’ record
with 1 or 2 errors
2-Compiled students record
with less errors
1-Compiled students record
4 – 30 min.before the start
of class
3- During the start of class
2 -30 min after the class
1-No cleaning done
5 – Submission of PER 2
days before the due date
4 –Submission of PER 1 day
before the due date
3 – Submission of PER on
time
2 – Submission of PER 1 day
after the due date
1 –Submission of PER 2
days after the due date
5-Punctual Attendance
4-1-10 min late
3-10-20 min late
2-20-30 min late
1-1 hour late
5- Submitted 5 days before
the time
4-Submitted 2 days before
the time
3-Submitted on time
2-Submitted 1 day after the
time
1-Submitted 2 days after the
time
 with many errors
C. COMMUNITY  Participated in the June 2015 to March 7% 5- 80-100% Attendance
INVOLVEMENT programs initiated by the 2016 4-60-79% Attendance
barangay officials 3-40-59% Attendance
2-20-39% Attendance
1-10-19 % Attendance
 Conducted regular PTA June 2015 to March 7% 5 – Complete attendance in all
meetings 2016 required HRPTA and general
PTA.
4 - 1absence in all required
HRPTA and general PTA
3 - 2 absence in all required
HRPTA and general PTA
2 - 3 absence in all required
HRPTA and general PTA
 Disseminated school June 2015 to March 6% 5- disseminated to 100% of
policies/plans/programs/ 2016 school clientele
 accomplishments to the 4- disseminated to 80% of the
school clientele school clientelle
3- disseminated to 60% of the
school clientele
2- disseminated to 30%
of the school clientele
1- disseminated to 10% of the
school clientele
5 – Punctual Attendance
4 – 1-10 min late
3 – 10-20 min late
2 – 20-30 min late
1 – 1 hour late
5 – Punctual Attendance
4 – 1-10 min late
3 – 10-20 min late
2 – 20-30 min late
1 – 1 hour late
5- Informed the school
clientele 2 days before the
meeting/program
4-- Informed the school
clientele 1day before the
meeting/program
3- Informed the school
clientele on the day of the
meeting/program
2-- Informed the school
clientele after the
meeting/program
1-Did not inform the
clientele
D.
PROFESSIONAL  Attended school- related June 2015 to March 5% 5 – 100% Attendance 5- Arrives 30 minutes
GROWTH AND meetings in the entire 2016 4 – 80% Attendance ahead of time
DEVELOPMENT school year 3 – 60% Attendance 4- Always prompt
2 – 30% Attendance 3-Prompt
1 – 10% Attendance 2-Sometimes prompt
1-Has never been prompt

 Pursued graduate studies Summer 2015 to 10% 5 – CAR 5-Enrolled in every semester
March 2016 4 – 21 - 29 units & summer in 1 AY
3 – 12 - 20 units 4- Enrolled in 2 semesters in
2 – 6 - 11 units 1 AY
1 – 0 - 5 units 3-Enrolled in 1 semester
in 1 AY
2 –Enrolled only during
Summer class
1-Not pursuing Graduate
studies

 Attended 5- Arrives 30 minutes

trainings/seminars / Summer 2015-March 5% 5- National ahead of time
enrichment programs 2016 4- Regional 4- Always prompt
3- Division 3-Prompt
2- School 2-Sometimes prompt
1-No Attendance 1-Has never been prompt

E. RELATED  As SCIENCE June 2015 to March 4% 5 – Organized 5 Activities 5-80-100% students

WORKS / COORDINATOR, 2016 within the month attending present during the
OTHERS organized School Activities 4 – Organized 4 activities activity
ASSIGNMENTS for the Science Month 3 – Organized 3 activities 4-60-79% students present
2 – Organized 2 Activities during the activity
1 – Organized 1 activity 3-40-59% students present
during the activity
2-20-39% students present
during the activity
1-0-19% students present
during the activity
  As CURRICULUM
CHAIR, organized
activities, facilitate
information and
represented the curriculum
in all school activities
 As SCHOOL NURSE,
documented all cases of
students with interventions
done.
* To get the score, the rating is multiplied by the weight assigned
MR. JONATHAN G. SILAO, LLB, MATMMELODIA C. PALCO
Rater Ratee
June 2015 to March 5 – Organized/Facilitate/ 5 – Punctual Attendance
2016 represented all Activities within 4 – 1-10 min late
3% the school year 3 – 10-20 min late
4 – Organized/Facilitate/ 2 – 20-30 min late
represented most activities 1 – 1 hour late
within the school year
3 – Organized/Facilitate/
represented some activities
within the school
2 – Organized/Facilitate/
represented a few activities
within the school
1-Organized/Facilitate/
represented a few activities
within the school
June 2014 to March 5-100% documented 5 – Punctual
2015 3% 4- 80% documented documentation
3-60% documented 4 – 1-10 min late
2-30% documented documentation
1-10% documented 2 – 10-20 min late
documentation
3 – 20-30 min late
documentation
1 – 1 hour late
documentation
OVERALL RATING FOR
ACCOMPhISHMENT

DEPED RPMS form – Teachers | 3
CORE BEHAVIORAL COMPETENCIES
Self-Management
1. Sets personal goals and direction, needs and development.
2. Undertakes personal actions and behaviours that are clear and purposive
and takes into account personal goals and values congruent to that of the
organization.
3. Displays emotional maturity and enthusiasm for and is challenged by
higher goals.
4. Prioritize work tasks and schedules (through gantt charts, checklists, etc.)
to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1. Demonstrates the values and behaviour enshrined in the Norms of
Conduct and Ethical Standards for public officials and employees (RA
6713).
2. Practices ethical and professional behaviour and conduct taking into
account the impact of his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance
and punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Acts with a sense of urgency and responsibility to meet the organization’s
needs, improve systems and help others improve their effectiveness.
Result Focus
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
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
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
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 toimprove
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.
5 – Role model; 4 – Consistently demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrates; 1 – Rarely demonstrates
COMPETENCIES
SSSSSSSsS
SSSS
Teamwork
1. Willingly does his/her share of responsibility.
2. Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization.
3. Applies negotiation principles in arriving at win-win agreements. 4
4
4. Drives consensus and team ownership of decisions.
5. Works constructively and collaboratively with others and across
organizations to accomplish organizational goals and objectives.
Service Orientation
1. Can explain and articulate organizational directions, issues and
problems.
2. Takes personal responsibility for dealing with and/or correcting customer
service issues and concerns. 4
3. Initiates activities that promotes advocacy for men and women
4 empowerment.
4. Participates in updating of office vision, mission, mandates and
strategies based on DepEd strategies and directions.
5. Develops and adopts service improvement programs through simplified
procedures that will further enhance service delivery.
Innovation
1. 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).
2. Demonstrates an ability to think “beyond the box”. Continuously focuses
on improving personal productivity to create higher value and results. 4
4 3. Promotes a creative climate and inspires co – workers to develop original
ideas or solutions.
4. Translates creative thinking into tangible changes and solutions that
improve the work unit and organization.
5. Uses ingenious methods to accomplish responsibilities. Demonstrates
resourcefulness and the ability to succeed with minimal resources.
 DEPED RPMS form – For Teachers | 4

CORE SKILLS
Achievement
1. Enjoys working hard.
2. Is action – oriented and full of energy for the things he/she sees as challenging.
4
3. Not fearful of acting with a minimum of planning.
4. Seizes more opportunities than others.
5. Strategic thinker.
Managing Diversity
1. Respects all kinds and classes of people.
2. Deals effectively with all races, nationalities, cultures, disabilities, ages and both sexes.
3. Support equal and fair treatment and opportunity for all. 4
4. Applies equal standards and criteria to all classes.
5. Manifests cultural and gender sensitivity when dealing with people.

Accountability
1. Can be counted on to exceed goals successfully.
2. Steadfastly pushes self and others towards results.
3. Gets things done on time and optimum use of resources.
4
4. Builds team spirit.
5. Transacts with transparency.

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.

ACTIONS ON HOW TO IMPROVE MPS

1. Consistently monitor students’ progress.
2. Encourage and motivate students to take a responsible and conscientious attitude to their own work and study, as an example to others.
3. Conduct remedial program to students with grades below 75 in their quizzes and written works.
4. Do weekly review every after 1 topic discussion to students applying collaborative learning.
5. Issuance of the outlined topic or summary to students before the discussion of every quarter starts as their point of review.

DEPED RPMS form – For Teachers | 5

 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating

Accomplishments of KRAs and Objectives

Employee-Superior Agreement

The signatures below confirm that the employee and his/her superior have agreed to the contents of the performance as captured in this form.

Name of Employee: Name of Superior: Mr. Jonathan G. Silao MATM

Signature: Signature:
Date: Date:
 IPCRF Form – Teachers

RESULTS – BASED PERFORMANCE MANAGEMENT SYSTEM

Individual Performance Commitment and Review Form

The Department of Education (DepEd) is committed to provide the members of its organization with opportunities to:

 Link their individual achievements and make a meaningful contribution to the attainment of the institution’s Vision and Mission.
 Promote individual and team growth, participation and commitment.
 Grow professionally and personally.

In line with this Philosophy, DepEd implements a Results-Based Performance Management System. It is a shared undertaking between the superior and the employee that
allows
an open discussion of job expectations, Key Results Areas, Objectives and how these align to overall departmental goals. It provides a venue for agreement on standards
of performance and behaviors which lead to professional and personal growth in the organization.

This form is divided into four parts:

PART I Accomplishments of KRAs and Objectives - Each employee plays a vital part in the achievement of his/her department’s objectives. At the beginning of the
Results-Based Performance Management Cycle, the employee and his/her superior jointly determines goal and measures that will lead to the achievement of the
overall departmental goals. After which, weights are assigned to those goals based on priorities. The total of the weights should not exceed 100. At the end of the performance
cycle, the employee is rated on the effectiveness/quality, efficiency (including cost), and timeliness in delivering the goals agreed upon.

PART II Competencies - The success of the employee in fulfilling his/her role and delivering exceptional performance is dependent on how s/he applies various competencies
on the job. The employee is rated based on the effectiveness and consistency by which s/he demonstrates behaviors relevant to the competencies. The overall rating is
computed
by adding the rating for each competency and dividing the sum by the total number of competencies. Half-points (e.g. 3.5) may be given if the employee’s performance level falls
in between descriptions of the scale positions.

PART III Summary of Ratings for Discussion

PART IV Development Plans - The areas where the employee excels and areas for development are both identified. In this manner, the employee’s strengths are highlighted
and recognized. Development needs on the other hand are addressed through formal and informal training and development approaches.
-[

PART IV: DEVELOPMENT PLANS

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

JONATHAN G. SILAO JOVELYN A. MADRAZO

Rater Ratee

DEPED RPMS form – For Teachers | 6