Name of Employee: CATHELENE N. CABRAS
SILVA, DPA, CES
Position: TEACHER I
Division: DIGOS CITY
Rating Period: JUNE 2016 - APRIL 2017
Overall Rating:
MAJOR FINAL
KEY RESULT
OUTPUT OBJECTIVES
AREAS (KRAs)
(MFO)
Basic Education Teaching- 1. Prepared 100% of Daily
Services Learning Lesson Plans/ Lesson Logs in all
Process (30%) subject areas taught without
mistakes and submitted them
weekly.
2. Submitted to class observation June to March
by School Head/Department
Head earning Highly Proficient
rating in at least once a year.
(Points earned are based on the
average results of the rating in
the CB-PAST Form 3-A
depending on the number of
times a teacher underwent class
observation.)
3. Maintained/Enhanced the
learning environment through
effective implementation of
DepEd/School Policies/Projects/
Programs including celebrations
(e.g. clean & green, room
structuring, care of school
facilities/equipment, brigada
eskwela, tree planting, sbm
implementation, GAD, etc.)
Name of Rater:
Position:
Date of Review:
Form Type:
79%
PERFORMANCE
Weight
TIMELINE INDICATORS (Quality,
per KRA
Efficiency, Timeliness)
June to March 10% 1. Prepared 100% of Daily
Lesson Plans/ Lesson Logs in all
subject areas taught without
mistakes and submitted them
weekly.
.
10% 2. Submitted to class observation
by School Head/Department
Head earning Highly Proficient
rating in at least once a year.
(Points earned are based on the
average results of the rating in
the CB-PAST Form 3-A
depending on the number of
times a teacher underwent class
observation.)
June to March 10% 3. Maintained/Enhanced the
learning environment through
effective implementation of
DepEd/School Policies/Projects/
Programs including celebrations
(e.g. clean & green, room
structuring, care of school
facilities/equipment, brigada
eskwela, tree planting, sbm
implementation, GAD, etc.)
DATU ROGER A. MANAPOL Approving Authority: DEE D.
PRICNIPAL IV Position: SCHOOLS DIVISION SUP
APRIL 6, 2017
INDIVIDUAL
PERFORMANCE INDICATOR
ACTUAL RESULTS Quality Timeliness
Description Rating Description Rating
5 5
With no deficiency in all lesson Submitted on or before the
plans made in a week prescribed date (weekly)
4 4
With1-2 deficiencies in all lesson Submitted 1 day after prescribed
plans made in a week date(weekly)
3 3
With 3-4 deficiencies in all lesson Submitted 2-3 days after
plans made in a week prescribed date(weekly)
2 2
With 5-6 deficiencies in all lesson Submitted 4-5 days after
plans made in a week prescribed date (weekly)
1 1
With 7 or more deficiencies in all
No submission for the week
lesson plans made in a week
When the teacher was Highly 5 5
Proficient
4 4
When teacher was Proficient
3 3
When teacher was rated Basic
2 2
When teacher was rated Below
Basic
When teacher has not underwent 1 1
observation due to
unreadiness/unpreparednes
5
0-1 issuance of observation
journal/ Negative STAR
(Situation-Task-Action-Results)/
Responded to STAR on the same
not called by the Head for any 5
day
critical incidence regarding non-
compliance or for any corrective
measures within the rating period
2 issuances of observation Responded to STAR after 1 day 4
journal/ Negative STAR
(Situation-Task-Action-Re
sults)/called by the Head in 1-5 4
instances for any critical
incidence regarding non-
compliance or for any corrective
measures within the rating period
3 issuances of observation Responded to STAR after 2 days 3
journal/ Negative STAR
(Situation-Task-Action-Re
sults)/called by the Head in 1-5 3
instances for any critical
incidence regarding non-
compliance or for any corrective
measures within the rating period
MAJOR FINAL
KEY RESULT
OUTPUT OBJECTIVES
AREAS (KRAs)
(MFO)
Student's 1. Achieved the Class MPS of
Outcome (30%) 85% in the quarterly exam in all
subject areas taught.
Note : Points earned is based on the
average of all subjects taught.
2. 100% of the pupils/students
attain a General Scholastic
Average(GSA) of : 75% & above
for General/Non-Smart
Sections;80% and above for
SMART/Pilot/Special Programs;
85% for SPED-GT/SSES/STEM
pupils/students in every grading
period.
Note : Points earned is based on
the average of all subjects taught.
3. Achieved a rating of 75% in
the NAT
Community 1. Conducted at least 5 June to March
Involvement homeroom PTA meetings/Parent-
(12%) Teacher conferences with at least
40% attendance of parents
2. Registered 30% of the students
in a class for GSP/BSP
(Note : Get the average
of the points earned from GSP
and BSP regisration)
PERFORMANCE
Weight
TIMELINE INDICATORS (Quality,
per KRA
Efficiency, Timeliness)
June to March 15% 1. Achieved the Class MPS of
85% in the quarterly exam in all
subject areas taught.
Note : Points earned is based on the
average of all subjects taught.
June to 15% 2. 100% of the pupils/students
March/April attain a General Scholastic
Average(GSA) of : 75% & above
for General/Non-Smart
Sections;80% and above for
SMART/Pilot/Special Programs;
85% for SPED-GT/SSES/STEM
pupils/students in every grading
period.
Note : Points earned is based on
the average of all subjects taught.
0% 3. Achieved a rating of 75% in
the NAT
4% 1. Conducted at least 5
homeroom PTA meetings/Parent-
Teacher conferences with at least
40% attendance of parents
June to 4% 2. Registered 30% of the students
October in a class for GSP/BSP
(Note : Get the average
of the points earned from GSP
and BSP regisration)
PERFORMANCE INDICATOR
ACTUAL RESULTS Quality Timeliness
Description Rating Description Rating
4 issuances of observation Responded to STAR after 3 days 2
journal/ Negative STAR
(Situation-Task-Action-Re
sults)/called by the Head in 1-5
2
instances for any critical
incidence regarding non-
compliance or for any corrective
measures within the rating period
5 or more issuances of Responded to STAR after 4 days 1
observation journal/ Negative or more
STAR (Situation-Task-Action-Re
sults)/called by the Head in 1-5
instances for any critical 1
incidence regarding non-
compliance or for any corrective
measures within the rating period
Achieved an MPS of 81% and 5 5
above
Achieved an MPS of 76 -80% 4 4
Achieved an MPS of 71-75% 3 3
Achieved an MPS of 66-70% 2 2
Achieved an MPS of 65% and 1 1
below
100% of students attained the 5 5
GSA/MPS of 75%/80%/85%/87%
and above per grading period.
90-99% of students attained the 4 4
GSA/MPS of 75%/80%/85%/87%
and above per grading period.
80-89% of students attained the 3 3
GSA/MPS of 75%/80%/85%/87%
and above per grading period.
70-79% of students attained the 2 2
GSA/MPS of 75%/80%/85% /87%
and above
69% and below of students 1 1
attained the GSA/MPS of
75%/80%/85%/87% and above
Achieved a rating of 75% and
above 5 5
Achieved a rating of 67.5 -
74.9% 4 4
Achieved a rating of 59.9-67.4% 3 3
Achieved a rating of 52.4-59.8% 2 2
Achieved a rating of 52.3% and 1 1
below
5 5
40% or above attendance of parent
4 4
30-39% attendance of parents
3 3
20-29% attendance of parents
2 2
10-19% attendance of parents
1 1
9% or below attendance of parents
MAJOR FINAL 2. Registered 30% of the students June to 4% 2. Registered 30% of the students
PERFORMANCE PERFORMANCE INDICATOR
KEY RESULT in a class for GSP/BSP October Weight in a class for GSP/BSP
OUTPUT OBJECTIVES TIMELINE INDICATORS (Quality, ACTUAL RESULTS Quality Timeliness
AREAS (KRAs) (Note : Get the average per KRA
(MFO) Efficiency,: Timeliness)
(Note Get the average
Description Rating Description Rating
of the points earned from GSP of the points earned from GSP
and BSP regisration) and BSP regisration) 5 5

4 4

3 3

2 2

1 1

3. Participated/Attended 5 June to March 4% 3. Participated/Attended 5

community-based civic activities. community-based civic activities.

5 5

4 4

3 3

2 2

1 1
MAJOR FINAL
KEY RESULT
OUTPUT OBJECTIVES
AREAS (KRAs)
(MFO)
Professional 1. Observed good grooming and
Growth and proper dress code throughout the
Development year
(15%) Note: Rating period is done every
month.
2. Attended 100% of the following
activities as required:
2.1 Daily Class Attendance/Flag
Lowering/Wellness
2.2 Meetings/Conference/Programs June to
other related activites March/April
throughout the year
3. Showed punctuality in the
following:
3.1 reporting to duty
3.2 submission of reports
3.3 attendance to activities/
meetings called for
out the year
4. Conducted 1 Action Research
within the rating period following
the four steps below:
Steps:
Step 1: Problem Identification &
Submission of proposal to
(Schools Division Office) SDO
Step 2: Data Collection &
Organization
Step 3: Analysis, Interpretation
and Reporting Data
Step 4: Submission of the final
manuscript to SDO
PERFORMANCE PERFORMANCE INDICATOR
Weight
TIMELINE INDICATORS (Quality, ACTUAL RESULTS Quality Timeliness
per KRA
Efficiency, Timeliness) Description Rating Description Rating
June to April 3% 1. Observed good grooming and
proper dress code throughout the
year
Note: Rating period is done every
month.
5 5
4 4
3 3
2 2
1 1
2. Attended 100% of the following
June to 2% activities as required:
March/April 2.1 Daily Class Attendance/Flag no absences in a month 5 5
Lowering/Wellness 1 day absent 4 4
2-3 days absent 3 3
4-5 days absent 2 2
more than 5 days absent 1 1
2% 2.2 Meetings/Conference/Programs
other related activites no absences in a month 5 5
throughout the year 1 day absent 4 4
2-3 days absent 3 3
4-5 days absent 2 2
more than 5 days absent 1 1
June to 1% 3. Showed punctuality in the
March/April following: 5 0-1 day tardy 5
3.1 reporting to duty 4 2 days tardy 4
3 3 days tardy 3
2 4 days tardy 2
1 5 or more days 1
June to 2% 3.2 submission of reports
March/April 5 0-1 day tardy 5
4 2 days tardy 4
3 3 days tardy 3
2 4 days tardy 2
1 5 or more days 1
June to 1% 3.3 attendance to activities/
March/April meetings called for 5 0-1 day tardy 5
out the year 4 2 days tardy 4
3 3 days tardy 3
2 4 days tardy 2
1 5 or more days 1
June to 2%
March/April 4. Conducted 1 Action Research
within the rating period following
the four steps below:
Completed steps 1-4 with action 5 5
research manuscript duly signed
Steps: by the Schools Division Office
Step 1: Problem Identification & Completed steps 1-3 with action 4 4
Submission of proposal to research manuscript duly signed
(Schools Division Office) SDO by the Schools Division Office
Completed steps 1-2 with action 3 3
research manuscript containing
introduction, statement of the
Step 2: Data Collection & problem, definition of terms, and
Organization method
Completed only step 1 with action 2 2
Step 3: Analysis, Interpretation research manuscript containing
and Reporting Data introduction.
Step 4: Submission of the final Has presented an approved letter 1 1
manuscript to SDO to conduct action research
MAJOR FINAL
KEY RESULT
OUTPUT OBJECTIVES
AREAS (KRAs)
(MFO)
5. Attended/Participated/ Initiated
in Seminar Workshop
/Trainings/Colloquioms
Conferences/Fora/
Symposia/INSET or Presented a
Research Paper for 40 hours
throughout the year.
Technical 1. Conducted 1 LAC
Assistance Session/Organized/Conducted 1
(13%) INSET with complete
documentation as follows: a)
Training Design (with
LP/Schedule of Activities; b)
Accomplishment Report; c)
Pictorials; d) Hand-outs for
Participants; e) Consolidated
Training Evaluation result duly
signed by the principal
2. Mentored and gave technical
assistance to 5 teachers within
the rating period ensuring quality
through the preparations/use of
the following documents:
a. Plan of Action on Mentoring
Activity
b. Mentoring Activity Form for
Individual Mentee
c. Mentee's Output
d. Accomplishment Report (for
the whole mentoring activity
handled)
e. Pictorials
MFO 8
MFO 9
PERFORMANCE PERFORMANCE INDICATOR
Weight
TIMELINE INDICATORS (Quality, ACTUAL RESULTS Quality Timeliness
per KRA
Efficiency, Timeliness) Description Rating Description Rating
June to 2%
March/April 5. Attended/Participated/ Initiated
5 5
in Seminar Workshop 40 hours or more relevant trainings
/Trainings/Colloquioms
Conferences/Fora/ 32 hours relevant trainings 4 4
Symposia/INSET or Presented a 24 hours relevant trainings 3 3
Research Paper for 40 hours 16 hours relevant trainings 2 2
throughout the year. 8 hours relevant trainings 1 1
June to 6% 1. Conducted 1 LAC
March/April Session/Organized/Conducted 1
INSET with complete 5 5
documentation as follows: a)
Training Design (with 4 4
LP/Schedule of Activities; b)
Accomplishment Report; c)
3 3
Pictorials; d) Hand-outs for
Participants; e) Consolidated
Training Evaluation result duly 2 2
signed by the principal
1 1
June to 7% 2. Mentored and gave technical
March/April assistance to 5 teachers within
the rating period ensuring quality
through the preparations/use of
the following documents:
a. Plan of Action on Mentoring 5 5
Activity With complete documentation
b. Mentoring Activity Form for 4 4
Individual Mentee With one document lacking
c. Mentee's Output With two documents lacking 3 3
d. Accomplishment Report (for 2 2
the whole mentoring activity With three documents lacking
handled)
e. Pictorials With four documents lacking 1 1
MAJOR FINAL PERFORMANCE PERFORMANCE INDICATOR
KEY RESULT Weight
OUTPUT OBJECTIVES TIMELINE INDICATORS (Quality, ACTUAL RESULTS Quality Timeliness
AREAS (KRAs) per KRA
(MFO) Efficiency, Timeliness) Description Rating Description Rating

MFO 10
 DEE D. SILVA, DPA, CESO VI
SCHOOLS DIVISION SUPERINTENDENT

PERFORMANCE INDICATOR
Efficiency MOV
Description Rating

100% of the required number of 5

daily lesson plans/lesson logs
submitted
90% - 99% of the required 4
number of daily lesson
plans/lesson logs submitted
80% - 89% of the required 3
number of daily lesson
plans/lesson logs submitted
70% - 79% of the required 2
number of daily lesson
plans/lesson logs submitted
69% & below of the required 1
number of daily lesson
plans/lesson logs submitted

Present and prepared to be 5

observed on schedule
Observation postponed by the 4
teacher with unacceptable reason
once
Observation postponed by the 3
teacher with unacceptable reason
twice
Observation postponed by the 2
teacher with unacceptable reason
3 times
Observation postponed by the 1
teacher with unacceptable reason
4 times or more

3
PERFORMANCE INDICATOR
Efficiency MOV
Description Rating
2

4
3
2
1

5
4
3
2
1

5 or more meetings/conferences 5
conducted in a year
4 meetings/conferences 4
conducted in a year
3 meetings/conferences 3
conducted in a year
2 meetings/conferences 2
conducted in a year
1 meeting/conference conducted 1
in a year
PERFORMANCE INDICATOR
Efficiency MOV
Description Rating
100% of the targeted percentage 5
of students registered
90% - 99%of the targeted 4
percentage of students registered
80% - 89% of the targeted 3
percentage of students registered
70% - 79% of the targeted 2
percentage of students registered
69% & below of the targeted 1
percentage of students registered

5 or more activities 5
participated/attended/conducted
in a year
4 activities 4
participated/attended/conducted
in a year
3 activities 3
participated/attended/conducted
in a year
2 activities 2
participated/attended/conducted
in a year
1 activity 1
participated/attended/conducted
in a year
PERFORMANCE INDICATOR
Efficiency MOV
Description Rating

0-1 issuance of STAR on the 5

non-compliance of proper dress
code within the rating period
2 issuances of STAR on the 4
non-compliance of proper dress
code within the rating period
3 issuances of STAR on the 3
non-compliance of proper dress
code within the rating period
4 issuances of STAR on the 2
non-compliance of proper dress
code within the rating period
5 or more issuances of STAR
on the non-compliance of proper 1
dress code within the rating
period

5
4
3
2
1

5
4
3
2
1

5
4
3
2
1

5
4
3
2
1

5
4
3
2
1

1
PERFORMANCE INDICATOR
Efficiency MOV
Description Rating

4
3
2
1

With complete documentation 5

4
With one document lacking
3
With two documents lacking
2
With three documents lacking
With four documents lacking 1

5
5 teachers mentored in a year
4
4 teachers mentored in a year
3 teachers mentored in a year 3
2
2 teachers mentored in a year
1 teachers mentored in a year 1
PERFORMANCE INDICATOR
Efficiency MOV
Description Rating
 Annex F

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee: CATHELENE N. CABRAS Name of Rater: DATU ROGER A. MANAPOL

Position: TEACHER I Position: PRICNIPAL IV
Bureau/Center/Service/Division: DIGOS CITY Date of Review: APRIL 6, 2017
Rating Period: JUNE 2016 - APRIL 2017
TO BE FILLED IN DURING PLANNING TO BE FILLED IN DURING EVALUATION
RATING
Weight
PERFORMANCE INDICATORS (Quality,
MFOs KRAs OBJECTIVES TIMELINE per ACTUAL RESULTS SCORE
Efficiency, Timeliness) Q T E Ave
KRA

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RATING
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MFOs KRAs OBJECTIVES TIMELINE per ACTUAL RESULTS SCORE
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Overall Rating for Accomplishment -
Adjectival Rating

DATU ROGER A. MANAPOL CATHELENE N. CABRAS DEE D. SILVA, DPA, CESO VI

PRICNIPAL IV TEACHER I SCHOOLS DIVISION SUPERINTENDENT
Rater Ratee Approving Authority

CORE BEHAVIORAL COMPETENCIES
Self-Management
Sets personal goals and direction, needs and development
Undertakes personal actions and behaviors that are clear and
purposive and takes into account personal goals 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 through (Gantt charts,
checklists, etc.) to achieve goals
Sets high quality, challenging, realistic goals for self and others
###
Professionalism and Ethics
Demonstrates the values and behavior enshrined in the Norms of
Conduct and Ethical Standards for Public Officials and Employees
(RA 6713)
Practices ethical and professional behavior and conduct taking
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
### Focus
Result
Achieves 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 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
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
### SCALE DEFINITION
5 - Role Model
4 - Consistently demonstrates
3 - Most of the time demonstrates
2 - Sometimes demonstrates
1 - Rarely demonstrates
PART II: COMPETENCIES
Teamwork
Willingly does his/her share responsibility
Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization
Applies negotiation principles 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
Participates 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 suggest 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 organization
Uses indigenous methods to accomplish responsibilities.
Demonstrates resourcefulness and the ability to succeed with
minimal resources
### OVERALL COMPETENCY RATING
Core Behavioral Competencies
Leadership Competencies
Overall Rating
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 or 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 interests
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 work
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 result-based performance management
system supported by evidence and required documents / forms
###
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 promotes mutual
trust and respect
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
###

CORE BEHAVIORAL COMPETENCIES
Self-Management
Sets personal goals and direction, needs and development
Undertakes personal actions and behaviors that are clear and
purposive and takes into account personal goals 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 through (Gantt charts,
checklists, etc.) to achieve goals
Sets high quality, challenging, realistic goals for self and others
###
Professionalism and Ethics
Demonstrates the values and behavior enshrined in the Norms of
Conduct and Ethical Standards for Public Officials and Employees
(RA 6713)ethical and professional behavior and conduct taking
Practices
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
### Focus
Result
Achieves 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 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
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
### SCALE DEFINITION
5 - Role Model
4 - Consistently demonstrates
3 - Most of the time demonstrates
2 - Sometimes demonstrates
1 - Rarely demonstrates
PART II: COMPETENCIES
Teamwork
Willingly does his/her share responsibility
Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization
Applies negotiation principles 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
Participates 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 suggest 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 organization
Uses indigenous methods to accomplish responsibilities.
Demonstrates resourcefulness and the ability to succeed with
minimal resources
### OVERALL COMPETENCY RATING
Core Behavioral Competencies
Core Skills
Overall Rating
CORE SKILLS
Oral Communication
Follows instructions accurately.
Expresses self clearly, fluently and articulately.
Uses appropriate medium for the message.
Adjust communication style to others.
Guides discussions between and among peers to meet an objective.
###
Written Communication
Knows the different written business communication formats used
in the DepEd.
Writes routine correspondence/communications, narrative and
descriptive report based on readily available information data with
minimal spelling or grammatical error.
Secures information from required references (directories, schedules,
notices, instructions) for specific purposes.
Self-edits words, numbers, phonetic notation and content, if
necessary.
Demonstrates clarity, fluency, impact, conciseness and effectiveness
in his/her written communications.
###
Computer/ICT Skills
Prepares basic compositions (letters, reports, spreadsheets and
graphics presentation using Word Processing and Excel).
Identifies different computer parts, turns the computer on/off, and
work on a given task with acceptable speed and accuracy and
connects computer peripherals (printers, modems, multimedia
projectors).
Prepares simple presentation using PowerPoint.
Utilizes technologies to access information to enhance professional
productivity, assists in conducting research and communicate
through local and global professional networks.
Recommends appropriate and updated technology to enhance
productivity and professional practice.
###
 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating

Accomplishment of KRAs and 0.000

Rater-Ratee Agreement
The signature below confirms that the employee and his/her superior have agreed on contents of this appraisal form and the performance rating.

Name of Employee Name of Superior

CATHELENE N. CABRAS DATU ROGER A. MANAPOL
Signature Signature

Date Date
APRIL 6, 2017 APRIL 6, 2017

PART IV: DEVELOPMENT PLANS

Strength Developmental Needs Action Plan

(The highest point on Results and (The lowest on Results and Timeline Resources Needed
(Recommended Developmental Intervention)
demonstration of Competencies) demonstration of Competencies)

DATU ROGER A. MANAPOL CATHELENE N. CABRAS DEE D. SILVA, DPA, CESO VI

PRICNIPAL IV TEACHER I SCHOOLS DIVISION SUPERINTENDENT
Rater Ratee Approving Authority
 NUMERICAL
ADJECTIVAL RATING DESCRIPTION OF MEANING OF 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 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 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 or more of the most critical goals
were not met.
1 Poor Performance was consistently below expectations, and / or reasonable progress toward
critical goals 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, series of 2012 that sets the guidelines on the establishment
and implementation of the Strategic Performance Management System (SPMS) in all government agencies.

Scale Definition Competencies

Lower Upper Adjectival Rating Definition Rank Core Behavioral Competencies Rating Definition
4.5 5 Outstanding Role model Self-Management
3.5 4.499 Very Satisfactory Consistently demonstrates Professionalism and Ethics
2.5 3.499 Satisfactory Most of the time demonstrates Result Focus
1.5 2.499 Unsatisfactory Sometimes demonstrates Teamwork
0 1.499 Poor Rarely demonstrates Service Orientation
The overall rating / assessment for the accomplishments shall fall within the following adjectival Innovation
ratings and shall be in three (3) decimal points. Average

Grievances and Appeals Rank Core Skills Rating Definition

1. A grievance Committee shall be created in each level of the organization to act as Oral Communication
appeals board and final arbiter of all issues relating to the implementations of the Written Communication
RPMS. Computer/ICT Skills
Average
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 Overall Competency Rating
performance assessment of an office shall be discussed and decided during the Competencies shall be monitored for developmental purposes. In evaluating the individual's demonstration of competencies.
performance review conference.
4. The Grievance Committee shall decide on the appeals within one (1) month from the receipt. Appeals
3. Individual employees who feel aggrieved or dissatisfied with their final lodged at any Grievance Committee shall follow the hierarchical jurisdiction of various Grievance
performance ratings can file an appeal with the Grievance Committee at their level Committees within the agency. For example, the decision of the Division Grievance Committee is
within ten (10) working days from date of receipt of notice of their final performance appealable to the Regional Grievance Committee, which decision is in turn appealable to the Central
evaluation rating from the rater. The ratee, however, shall not be allowed to protest Office Grievance Committee.
the performance rating of co-employees. Rating obtained by the ratee can only be
used as basis for comparison in appealing the individual performance rating.