Reflection #1: 1. Describe The Nature of HRM in Your Organization

REFLECTION #1
1. Describe the nature of HRM in your organization.

I’m from a public school at Samal National High School at Samal, Bataan. In our division, Personnel
Department handles everything that concerns about its employees and other staffs. Our school’s HR is
governed by the Department’s managerial practices.
The DepEd is inclined in attracting, sustaining, and inspiring great teachers & staffs, with great passion,
working as a team to support achieve its vision and mission. The Department is focusing also in advancement of
workplaces through excellence, innovation and engagement to effectively enrich the work and learning
environment to add value to the Teachers, Staff and Students.
DepEd hires the most competitive employees they might have. From ranking of teachers, by their
achievements, through interviews and other means of ensuring they have high-performers in the department.
The department also invest in training and development opportunities to improve the teachers’ current
workforce, focus on skill-specific training, and realize the value that young workers place on learning.
Department of Education also provides incentives for its employees. Pay raises and bonuses to name some,
though others said it is not yet enough.
2. Identify what human resources are. Discuss.

Human resources are workers, employees or staffs in an organization that are bound by shared vision and
mission. Of varying levels of skills, talents and attitudes these individuals assume different roles in the
organization. This makes them different from other resources. Not to mention, they can evaluate and even
question the management’s action for whatever is their ideals. With human resources that means, personal
knowledge of the staff ( Issues, skills, talents, ability), matching these factors and tasks as far as possible,
encouraging creativity and collaboration, and trusting them to accomplish assigned task.
3. Define management in the context of your organization.
Management in the context of DepEd is the judicious use of all the resources available, to make classroom
learning productive, to foster progress in the learning process and accomplish the goals of education it sets to
aim in a given period of time. That includes time feasible, resources available, budget supportable, and of
course manpower doable.
REFLECTION #2
1. The employees/ staffs in your organization have been on strike for the past 3 months complaining, among
other things, about the poor reward (compensation) system and staff development (retraining) scheme.
Prepare a plan of action (Tabular Form) to be presented to the CEO to rectify the situation. Discuss your
plan.
Since I am part of DepEd, I chose to present the compensations of a public school teacher. Aside from
monthly salary, teachers receive the following incentives as supported by our constitution. The
Constitution directs the State to “ensure that teaching will attract and retain its rightful share of the best
available talents through adequate remuneration and other means of job satisfaction and fulfillment”.
Particulars Amount Frequency

Basic Salary Refer to the Attached Salary Monthly
Schedule Above
Personnel Economic 2,000.00 Monthly

Relief Allowance
(PERA)
* Representation Refer to the Attached RATA Monthly

and Transportation Schedule
Allowance (RATA)
Mid-Year Bonus One (1) month basic salary Annually
Year-End Bonus One (1) month basic salary Annually
Cash Gift 5,000.00 Annually
Productivity 2,000.00 Annually

Incentive Benefit
(PIB)
Performance-Based Ranges from 35,000.00 Annually

Bonus (PBB) (Highest) to 5,000.00
(Lowest) depending on the
performance of each delivery
unit
Productivity 5,000.00 Annually

Enhancement
Incentive (PEI)
Clothing Allowance 5,000.00 Annually
Loyalty Pay 10th year: 10,000.00 Annually

15th year: 5,000.00
20th year: 5,000.00
25th year: 5,000.00
30th year: 5,000.00
35th year: 5,000.00
40th year: 5,000.00
Step Increment One (1) Step Increment shall

be granted to officials and
employees for three (3) years
of continuous satisfactory
service in the position.
Anniversary Bonus 3,000.00 15th anniversary of

the government
agency and every
fifth year thereafter.
Implementing rules and regulations of the department applies, the abovementioned were given as an
incentives to teachers of public schools. Source : https://www.teacherph.com/public-school-teachers-salary/
While for retirement, the table below can be presented:
RA 660
Upon completon of 30 years Service and attainment of age 57 years, the member shall have the Option to retire
under the “Magic 87” formula as shown below:
Age : 52 53 54 55 56 57 58
Service: 35 34 33 32 31 30 28
Age : 59 60 61 62 63 64 65

Service : 26 24 22 20 18 16 15
The maximum monthly pension for Those above 57 years of age shall be 80% of the Average Monthly Salary
(AMS) received during the Last 3 years immediately preceding Retirement. Maximum pension for Those aged
57 and below shall be 75% of the AMS.
1. Automatic Pension
Available to those who are below 60 years old on date of retirement. The benefit is a monthly pension
Guaranteed for a period of 5 years from the date of retirement. After the 5 year guaranteed period, the Retiree
will receive a monthly pension for life
2. Initial 3-Year Lump Sum

Available to those who are at least 60 years old but less than 63 years old on the date of retirement. The
subsequent 2 year lump sum shall be paid to the retiree on his 63rd birthday. After the 5 year guaranteed period,
the retiree will receive a monthly pension for life
3. Five Year Lump Sum

Available to those who are at least 63 years old on date of retirement. After the 5 year guaranteed period, the
retiree will receive a monthly pension for life.
4. Disability Benefit
A member who becomes Permanently and totally disabled as determined by the System, with at least 15 years
of service, shall be entitled to a monthly pension guaranteed for 5 years. After the five year guaranteed period,
he shall receive a basic monthly pension for life.
Terminal leave, if any shall be paid by the last employer
2. What other functions HRM can you include? Refer to the actual practice/s in your organization.
ICT Technical Services: enhance ICT competencies of teachers and non-teaching personnel;
equip learners with ICT knowledge and skills, integrate ICT in the teaching-learning process and school-operations, and
tap internal and external stakeholders in the implementation of ICT programs and projects.
Learning Resource:Provide greater access to reading materials to all public school pupils and students. Provide quality
and appropriate books to all public schools in the division. Develop the love for books and habit of reading. Make every
young Bataeño a book lover. Support the development of reading and comprehension skills of all public school pupils
and students.
Disaster Risk Reduction and Management: Functions like:
 Identify, assess and manage the hazards and risks that may occur in their locality;
 Communicate about those hazards and risks, their nature, effects, early warning signs and countermeasures;
 Identify and implement cost-effective risk reduction measures or strategies;
 Take all necessary steps on an ongoing basis to maintain, provide or arrange the provision of trained and
competent personnel for effective and efficient disaster risk management in their areas of jurisdiction;
 Respond to and manage the adverse effects of emergencies in their area of jurisdictions;
 Carry out recovery activities;
3. What specific human resource management activities do you engage in your organization?
I recently conducted a LAC session in our school about Pedagogies in Teaching. The session is all about
Inquiry Based Learning . I am also a club adviser (Science) that plays an important role in environmental
issues.
REFLECTION #3
1. Discuss the recruitment and selection processes of staff in your department. Enumerate flaws in the
procedure and make suggestions to remedy these flaws.
Ranking is the number one way of recruitment in our department. The papers of the applicant will speak
for them. After ranking was done, interview with hands-on tests where given to qualified applicants.
Then, Selection will depend on the recruiting body.
Since there is the so called “Principal Empowerment”, the ranking is not followed when it comes to
selection. The principal or other high ranking officials will select from the ranked applicants whomever
pleases them.
2. Differentiate between preliminary interview and employment interview.
Preliminary interview is an elimination process where physical and emotional disposition of the
applicant is assessed. It is one way of short listing that get rid of unqualified and undesirable applicants.
While employment interview is the final and most difficult process of selection for placement. It s
somewhat choosing the best of the bests. Because all the remaining applicants possess almost all the
desirable traits and abilities for the job.
3. Outline the steps your organizations take in recruitment exercise.

These guidelines, which will apply to the filling-up of newly created and/or natural vacancies for
Teacher I positions in public elementary (including kindergarten) and secondary schools shall cover the
following areas/aspects:
1 Announcement of Vacancies and Receipt of Applications
2 Verification and Validation of Documents Submitted
3 Evaluation and Selection of Qualified Applicants
4 Appointment of Qualified Applicants
5 Monitoring of Division Office Compliance with Hiring Guidelines by the Regional Office
6. Interview will be done by the immediate superior upon 1st reporting of the applicant to stations.
4. Illustrate the components of employment interview. Discuss each relative to your actual practice in
your organization.
1. Preparation;
Administrative officer, principal, president of the head teachers were involved in ranking teachers in
our division. They were there even from the screening of papers up to the actual ranking process.
So, they know what to expect from the interviewee and how they extract the info they want to bring
out.
2. Setting;
Setting can be attributed from two major types, physical and mental setting. These two can make or
break the purpose of interview in the sense that physical imprisons is so important specially in
executive department. Teacher applicants were encourage to look at their best on interviews.
Not to mention, interview necessitates mental prowess, as teachers need this in carrying out their
teaching jobs.
3. Conduct of the interview;

Actual interview. Teacher applicants enter the room one by one where panels create a harmonious
atmosphere, probably to get what they want.
4. Close
Ending the conversation. The teacher applicant will then be told that the interview is over and wait
for the announcement of the result ranking.
5. Evaluation.
During the evaluation, all applicants will enter the room and a projector shows the result of the
ranking. Their points in different parameters were show together with their accumulated points.
REFLECTION #4
1. Explain the nature and scope of the induction process. Consider your actual practices in your
department.
Induction involves more than just making the new staff feel at home in a strange or unfamiliar environment.
The induction program must be designed in such a manner that it enables the staff to achieve job satisfaction
and also to make use of his abilities to achieve the goals of the organization.
Department Heads may:
First, he needs to know the terms and conditions of employment; his work load; the health services;
working hours; extra duties; and in-service training requirements.
Secondly, he should be given information about the community in which the department is situated. For
instance, he should know the geography of the areas; he should know about transport facilities; the customs and
taboos which affect employees; religious organizations (churches and mosques), the people and their
organization, and the attitude of the community toward the organization.
Thirdly, the new staff must be educated about the organization he has come to serve. He must, for
example, know about its facilities and equipment materials and aids and its general aims, values, practices and
operating procedures. The rules and regulations should also be explained to the new staff. He should be told
about the general work performance of the staffs.
Fourthly, the new staff member needs to know his fellow employees – their professional interests, the
clubs to which they belong, their social and recreational activities, and their duties and responsibilities.
2. Define what induction of personnel is.

Getting to know stage. It is were newly hired teachers were introduced to the organization. We call this as
Teachers Induction program in DepEd. It is where newly hired teachers were sought by the division office and
they’ll be oriented with their duties and responsibilities as teachers.
3. Enumerate and discuss the objectives of staff induction.

1. Information.
Newly appointed teachers will be advised about the school, about duties, relationships and
responsibilities of the position, about characteristics of the department (purposes, policies, procedures,
personnel, customs history); and about the building unit to which the inductee will be assigned.
2. Need Satisfaction.
The sense of belongingness to the school must be established to the newly hired teachers
3. Position Compatibility.
The division must hire teachers according to their major to match their compatibility with their expertise
on the subject assigned to them
4. Assistance.
The induction process should provide technical assistance to new personnel.
5. Assistance.
The induction process should be able to utilize fully all system resources, both human and material, in
helping the inductee to reach a satisfactory level of performance.
6. Development.
Position satisfaction and growth in ability of new personnel to be self-directing are legitimate and
practical ends of induction. The induction process should contribute to position satisfaction and to
increasing the ability of the inductee to perform at a level of efficiency which lessens the need for
supervision.
7. Acceptance. Organizational receptivity to new personnel is another end toward which efforts of
induction should be directed. Providing information about the inductee to his colleagues (his assignment, status,
and title, for example) is one means of allaying the fear, suspicion, aversion, and insecurity members may have
about newcomers.
8. Assimilation.
Acceptance of the school system by the inductee should also result from the induction process. A positive
attitude toward the system, its purposes, policies, procedures, and personnel is a condition which the
organization seeks to nurture during the induction period. A carefully planned induction process should
minimize difficulties individuals have in meeting the expectations of the organization.
9. Adjustment.
Expeditious individual adjustment to the working environment is a condition every system should expect to
realize for its personnel. The sooner the new employee can adapt his habits, attitudes, feelings and knowledge to
the work which he is employed, the sooner he and the school system will benefit. Human maladjustment is
expensive, detrimental to the satisfaction of individual and organizational expectations, and harmful to the
socializing and personalizing processes that take place between the individual and the system.
10. Orientation.
Orientation of new members is needed, with or without an induction program. The risk of having the inductee
receive information solely from colleagues is one the system cannot afford to take. The views of colleagues
about the system vary greatly. The individual staff member with a grievance may present a picture of the system
that is not in keeping with reality, one which may create negative impressions and harmful misconceptions.
11. Retention. The interests of the system regarding the newcomer extend beyond the immediate activities
involved in the induction process. For every newly employed individual, a positive attitude toward the system
should be developed, one that will endure throughout a career period. This is an ultimate system objective
12. Security. Knowledge about the induction process indicates that:
1. Turnover tends to occur primarily during the early period of employment;
2. Membership turnover often engenders hostility and resistance within the system, particularly if a
replacement in a position authority represents the force of change;
3. Change within a social system generally tends to be viewed unfavorably, particularly where
membership change affects the stability and relationships within a group;
4. Haphazard induction procedures can precipitate anxiety, discouragement, disillusionment, or
defensive behavior;
5. Security, belonging, esteem and information problems of new personnel can be minimized during the
induction period; and
6. Frustrations develop when newly employed personnel discover inconsistencies between the realities
of organizational life and their expectations and values at the time of employment.
13. Continuity.
An important aim in the induction process is to provide information that was not fully covered during the
recruitment and selection processes. The individual recruiter, for example, may not have been capable of
explaining to the recruit all of the ramifications involved in a given position assignment. The administrator to
whom a newcomer is assigned will need to do whatever remains to be done in order for the latter to make a full
adjustment to system life.
4. Outline and explain 5 objectives of induction program
1. Information.
Newly appointed teachers will be advised about the school, about duties, relationships and
responsibilities of the position, about characteristics of the department (purposes, policies,
procedures, personnel, customs history); and about the building unit to which the inductee will be
assigned.
2. Need Satisfaction.
The sense of belongingness to the school must be established to the newly hired teachers
3. Position Compatibility.
The division must hire teachers according to their major to match their compatibility with their
expertise on the subject assigned to them
4. Assistance.
The induction process should provide technical assistance to new personnel.
5. Assistance.
The induction process should be able to utilize fully all system resources, both human and material,
in helping the inductee to reach a satisfactory level of performance.
5. What are 3 main merits of staff induction program? Discuss.
1. Orientation
Keeping the new employees abreast of duties and responsibilities as well as workplace culture.
Making sure teachers will be educated on whereabouts of the school
2. Assistance
Provides assistance all the necessary resources for employees to gain their full potentials
3. Productivity
Employees learn the right way of doing things from the beginning, instead of being shown
shortcuts or the other.
6. Prepare an induction program for newly employed staff for your department.
JUNIOR HIGH SCHOOL (7 TO 10)

 The Nature of the JHS Learners
 Curriculum, Curricular Goals, Assessment and Interventions
 The Learning Delivery
 The Learning Resources
 Flexible Options for Grades 7 to 10
 ALS Equivalency for Grades 7 to 10
REFLECTION #5
1. Examine the current conditions of employees (rank-and file) in the Philippines. How can we improve
current conditions to improve staff performance
Working conditions in the Philippines are closely related to one's social class. Those belonging to the upper
class enjoy the best opportunities in terms of job satisfaction, facilities, advancement, and choice of career.
Those from the middle class are usually able to land white-collar jobs with some room for advancement by
capitalizing on education, company loyalty, and hard work. Those belonging to the lower class, due to their lack
of education or capital, largely engage in poorly paid manual labor or blue-collar jobs, viewed as menial in
Philippine society.
To improve, workers should be categorized according to qualification, skills required for the jobs and the
number of hours of tasks performed should form the basis for rewarding staff in the country. Also step
increment should also be considered as employee renders years in service.
2. What factors should be considered in determining wage and salary levels of workers in your
organization?
Work load, class preparations and extra responsibilities must be considered.
3. Define reward system. Explain how salary and wages are administered in your company. Identify the
features of salary and wage administration
Employee reward and recognition programs are one method of motivating employees to change work
habits and key behaviors to benefit a small business.
The Constitution directs the State to “ensure that teaching will attract and retain its rightful share of the
best available talents through adequate remuneration and other means of job satisfaction and
fulfillment”.
Wage and salary administration is a collection of practices and procedures used for planning and
distributing company-wide compensation programs for employees. These practices include employees at
all levels and are usually handled by the accounting department of a company. Wage and salary
administration procedures usually involve activities such as calculating the number of hours worked in
order to determine compensation, administering employment benefits, and answering payroll questions
from employees. At the majority of companies and organizations, wages are usually dispersed to all
employees on a specific date.
4. Describe the means of determining over-all salary and wage level
The following can be consider as means of determining over-all salary wage level
1 The organization wage policy is related to its recruitment and selection policy, for high wages attract
more job applicants and permit management to choose employees from a wider reservoir of talents.
2. Employment conditions in the area naturally affect wage policy. When there is a great deal of
unemployment, a well organized non-unionized establishment may be able to hire all the men it needs at
little more than the legal minimum wage. When the labor market is tight, an employer may have to pay
more than the going rate if he is to recruit qualified new employees.
3. If an organization is anxious to gain a reputation in the community as a good employer and a good
citizen as are many public utilities, it may decide to pay high wages to ensure good public relations.
Small institutions not in the public spotlight are not under compulsion to follow suit.
4. Unionized organizations may be forced to pay high wages as a result of union pressure. Non-
unionized organizations may pay equally high wages to keep the union out. Yet if wages are too high
other employers may object that the organization or company is “unstabilizing the market” and may
exert subtle pressures to bring the company into line.
5. An organization’s profitability sets limits on its wage policy. The organization that is losing money
cannot afford to pay more than the minimum; the company that is known to be profitable is expected by
the community and its employees to pay liberally.
6. Wage policies may be influenced by other factors too. Organizations known for their stability of
employment need not pay wages as high as those in which layoffs are frequent. Substantial fringe
benefits may also reduce the need for high wages. And pay levels in unionized companies are inevitably
affected by collective bargaining agreements providing for wage increases based on changes in
productivity or the cost of living.
5. Explain the meaning of job evaluation.
This is the determination of the worth of a job to an organization. It is usually a combination of

comparison of internal job levels and analysis of the external job market. Strictly speaking, job
evaluation is a method of determining the relationship between wage rates, rather than the rates
themselves.
Job evaluation is to determine which jobs should get more pay than others. Several methods such as job
ranking, job grading, and factor comparison are employed in job evaluation.
REFLECTION #6
1. Discuss the uses and value of any four training programs to the development and overall goal
achievement of your organization.
Staff Seminar-Most employees have some weaknesses in their workplace skills. A training program
allows you to strengthen the skills of teachers that needs to improve. A development program brings
all employees to a higher level so they all have similar skills and knowledge.
On-the-Job-Training-On-the-job training helps to produce a stronger workforce and gives
employers a greater understanding of their staff’s skills base. Student teachers learn strategies as
they teach in school as one of their training.
Refresher Courses-The Retraining is essential for teachers because of the following reasons:
 To get the best out of the employees
 Retain the employees
 Increases the self-confidence and morale of the employees
 Keeping the staff updated with the latest trends
 Bridging the gap between the old and new skills
 Increasing the pool of talent for an organization
 Saving the cost incurred in hiring a new talent
Conference Training-Reasons for the teachers to attend connferences and Workshops:
– Networking Opportunities– Building new relationships and meeting new contacts is important to personal and
business growth. Relationships with clients, speakers and vendors can help you gain knowledge from having
meaningful conversations with them.
– Learning Something New – Learning about new and more effective ways to accomplish things and gaining
more knowledge about business subjects and concepts are all benefits of attending professional development
workshops.
– Becoming an Expert – Professional Development training enables you to gain more expertise in your field and
develop new ideas on ways to improve in your job.
– Gaining Inspiration – Meeting new people and learning new things often leads to great feelings of inspiration.
You will want to share this new enthusiasm with your staff and peers.
– Having fun – Attending workshops and seminars are usually very fun. It’s a day away from the office to improve
you and most people love connecting with others who share their interests and passions.
2. Have you ever attended any staff training program since you were employed? Which ones have you
attended? In what ways have such training program benefited you and the organization?
YES, Seminar Workshop. Attending seminar workshop enhance my abilities , as teacher, and improve
my knowledge and skills. These things arm me as I go to my station and practice what I’ve learned from
the seminar. In return, my pedagogies in teaching has been improved.
3. Differentiate between staff training and staff development.

Employee training and development is an indispensable part of human resource function and
management. Both the activities aim at improving the performance and productivity of the employees.
Training is a program organized by the organization to develop knowledge and skills in the employees as
per the requirement of the job. Conversely, Development is an organized activity in which the manpower
of the organization learn and grow; it is a self-assessment act.
4. Explain the role of staff development to the progress of an organization.

Staff training and development isn’t just important to any company, it is vital due to the following
reasons:
Efficiency
Professional development can help to ensure that you and your staff maintain and enhance the knowledge
and skills needed to deliver a professional service to your colleagues, customer and the community.
Enabling staff to advance in their career and move into new positions where you can lead, manage,
influence, and mentor others.
Consistency
A structured training and development program can help to ensure all employees have a consistent level
of experience and knowledge, and allows you the confidence of knowing your staff all have the same set
of skills required. Allowing you flexibility with your workforce planning.
Compliant
Training and development can help to ensure that your knowledge is relevant and up to date. Ensuring
that you and your staff are compliant with the latest regulations.
Address weaknesses
Even the best of employees have some weaknesses when it comes to their workplace skills.
An ongoing training and development program allows you to find and address any weaknesses, helping
your employees to be more all-rounded and better skilled at every factor of their job.
Confidence
Training and development can help to increase employees confidence within their role. Investment in
training and development helps to show employees they are appreciated which can help them to feel a
greater level of job satisfaction.
5. Prepare a staff development program (Tabular Format), which can be used for staff in department
situation. Discuss its implementation.
Name of Employee: ______________ Name of Rater: Ma. Teresa T. Padua
Position: Teacher I Position: Principal III
Review Period: Date of Review:
Division: Cabanatuan City
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
MAJOR FINAL OUTPUT KEY RESULT AREAS OBJECTIVES TIMELINE Weight per PERFORMANCE INDICATORS ACTUAL RESULTS SCORE
KRA
(Quality,Efficiency, Timeliness)
Q E T Rating
(AVE)
1.Pupils/Students 1.Iincreased nearly 10% 5-Nearly numerates pupils had increased by

Outcomes(40%) numerates pupils 13 by Feb.2016
MFO 1 Feb .2016
4-Nearly numerates pupils had increased by
12 by Feb. 2016
Basic Education Services
3-Nearly numerates pupils had
increased by 10 within the target
date.
2-Nearly numerates pupils had increased by

9 by Feb.2016
1-Nearly numerates pupils had increased

by 5 or below by Feb. 2016
5-Remedial class wasconducted on daily

2. Conducted basis.
Daily 10%
remediation/enrichment 4-Remedial class was conducted four times
programs to improve a week
performance indicators
3-Remedial class was conducted
Thrice a week.
This developmental plan enables teachers to choose their own objectives and how to attain those objectives
within a period of time.
It will be monitored by the school head and department head. Counter checking will be on to the
department heads. That’s after the school year. Quality, efficiency and timeliness will be measured according
to certain rubrics.
REFLECTION #7
1. Examine some of the problems encountered in the transfer and promotion of employees in your
department/ division. How can these problems be reduced?
Sometimes, transferring and promoting a teacher depends on the authority’s choice which can bypass
teachers in rank.
To lessen this, authorities must follow certain conditions and those conditions must be transparent to
those involved.
2. What is promotion? What factors would you consider in recommending a staff for promotion in your
organization?
Promotion is rewarding an employee because of his/her efforts, service rendered. In DepEd, promotion
is for those with meritorious achievements.
Promotion should be given according to merits and accomplishments done by the teacher. In fairness,
DepEd is into it.
3. What do you understand by transfer? Give one main reason for transfer of staff in your organization.
transfer simply means a system in an organization through which vacant positions or posts are filled
through an internal source. Through this system a staff can be conveniently transferred to take over an
existing post.
One method of transfer in DepEd means a teacher transfers to other station or school. The mains
consideration is distance from their house to their station/school.
4. Describe the conditions when transfer is necessary.

Transfers can be requested by staffs themselves because of desire to work in a new department, personal
friction in the present place or work, a desire to work near home, a desire for advancement in status or in
terms of promotion.
5. Explain the process of promotion in the government/ private organization system.

Promotion in government will depend on the kind of eligibility that you acquired.
For example if it is a Barangay Official eligibility (BOE), the same shall be considered appropriate for
appointment to first level positions in the career service, except positions covered by board laws and/or
those that require other special eligibilities as determined by the Commission, or those that require
licenses such as those positions listed under Category IV of CSC MC No. 11, s. 1996, as amended.
(Provided under Item No. 11, Part V of CSC MC No. 12, s. 2003 re: Revised Policies on Qualification
Standards)
Eligibilities resulting from passing the Bar/Board examinations shall be required for appointment to
positions the duties of which constitute the practice of profession regulated by the Philippine Bar/Board
laws. (Provided under Item No. 5, Part V of the Revised Policies on Qualification Standards).
Eligibilities resulting from Bar/Board examinations which require completion of a bachelor’s degree
shall be considered appropriate to positions for which the examinations were given, and to other first
and second level positions not covered by Bar/Board/special laws, and/or those that require other special
eligibilities as may be determined by the Commission, or those that require licenses such as those
positions listed under Category IV of CSC MC No. 11, s. 1996, as amended. (Provided under Item No.
6, Part V of the Revised Policies on Qualification Standards).
Eligibilities resulting from Board examinations which require less than four (4) years of college studies
shall be appropriate for appointment to positions for which the examinations were given, and to other
first level positions not covered by other Board/special laws, and/or those that require other special
eligibilities as may be determined by the Commission, or those that require licenses such as those
positions listed under Category IV of CSC MC No. 11, s. 1996, as amended. (Provided under Item No.
7, Part V of the Revised Policies on Qualification Standards)
REFLECTION #8
1. Define the concepts of morale and motivation.

Morale can be defined as the total satisfaction derived by an individual from his job, his work-
group, his superior, the organization he works for and the environment. It generally relates to the
feeling of individual’s comfort, happiness and satisfaction. While motivation is an internal-
psychological drive of an individual which urges him to behave in a specific manner, morale is more
of a group scenario.
2. Explain the influence of motivation on staff performance. Cite concrete example.
Researchers have found a positive connection between intrinsic motivation and job
performance. According to Humphrey (2007) intrinsic motivation is positively related to work
performance, organizational commitment and job satisfaction.
Another relationship between motivation and performance has been found. Researchers found a
positive connection between intrinsic work motivation and task performance (Morgeson et al. 2005).
If employees have a certain pleasure and satisfaction when they are at work, this will have a positive
effect on the work activities.
When my immediate superior (Head Teacher) appreciate my works (Investigatory Projects), I
became more driven and motivated to do my job as IP adviser. Likewise, when she praises my way
of teaching, I teach more effectively.
3. Describe how staff morale can be boosted by the administrator in your department.
According to Meador (2018), Enthusiasm is contagious! Teachers who are enthusiastic and
genuinely enjoy their job will typically see better academic results when compared to teachers who
do not exhibit those characteristics. Every administrator should want a building full of happy
teachers. It is critical that administrators recognize the value of keeping teacher morale high. They
should have several strategies in place designed to boost teacher morale throughout the year.
This must be the focus of administration especially principals. Extra pay can greatly boost the
morale of a teacher. Extracurriculars, learning opportunities can also improve their effectiveness.
REFLECTION #9
1. Discuss the relevance of job performance appraisal in your division.

To ensure teachers quality, the result based performance management system (RPMS) of the DepEd was rolled
by our division this year. This system aligns performance targets and accomplishments with the Philippine
professional standards for teachers. Performances of teachers were assess according to some rubrics. This
ensures efficiency, timeliness and quality performance among teachers.
2. What is job performance appraisal? Identify three main benefits of performance appraisal.
This is a system of measuring workers output or productivity or efficiency either qualitatively or quantitatively.
This system is deemed beneficial because
a. Self development
b. Clarifies the employees role and status in the organization
c. Monitor the success of the division
3. How does job satisfaction contribute and lead to increase in performance?
According to study, an increase in job satisfaction is directly related to a 6.6% more productivity when
employees are happy and satisfied.
4. What do you understand by the following terms: Job Description, Task, Duty and Position?
Job Description- an internal document that clearly states the essential job requirements, job duties, job
responsibilities, and skills required to perform a specific role.
Task- A work to be done or undertake by an employee

Duty and Position-something that you have to do because it is part of your job, or something that you feel is the
right thing to do.
Position- rank or level in an organization with a specific job descriptions, duties and responsibilities.
5. Carry out staff performance appraisal (at least 5). Present your analysis.
According to the data gathered, 4 of them are Very satisfactory in their ratings and one is outstanding. This
means that employees performances are above average and are very proficient in their job.
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III
Name of Employee: DORIS V. SIGUA Name of Rater: EVELYN L. PEREZ

Position: Teacher I Position: Head Teacher III
School / Division: SAMAL NATIONAL HIGH SCHOOL -Main/ Schools Division Office of Bataan Date of Review: October 27, 2018
Review Period: June 2018 - April 2019
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Weight PERFORMANCE INDICATOR Rating
MFOs KRAs Objectives Timeline per Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET Q E T Ave.
KRA (5) (4) (3) (2) (1)
Basic 1. Content 1. Applied Knowledges of 7.5% Quality Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was 4 5 4.5 0.34
Educa tion Knowledge content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Service s across curriculum across subject areas as show across subject areas as show across subject areas as show across subject areas as show
and
Pedagogy teaching areas. in MOV1 with rating of 7 in MOV1 with rating of 6 in MOV1 with rating of 5 in MOV1 with rating of 4
(40%) Efficiency Submitted at least 4 lessons Submitted 3 lessons using MOV Submitted 2 lessons using MOV Submitted any 1 of the given Each part had no description of
using MOV 1 and supported by 1 and supported by any one of 1 and supported by any 1 one of MOV what to do with example
any one of the other given MOV the other given MOV the other given MOV
Timeliness
2. Used a range of 7.5% Quality Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was 4 4 4 0.30
teaching strategies that teaching strategies that promote teaching strategies that promote teaching strategies that promote teaching strategies that promote shown
enhance learner reading, writing and/or reading, writing and/or reading, writing and/or reading, writing and/or
achievement in literacy numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in numeracy skills as shown in
and numeracy skills. MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
Efficiency Submitted at least 4 learner- Submitted 3 learner-centered Submitted 2 learner-centered Submitted 1 learner-centered No acceptable evidence was
centered lessons as evidently lessons as evidently shown in lessons as evidently shown in lessons as evidently shown in shown
shown in MOV 1 and supported MOV 1 and supported by any 1 MOV 1 and supported by any 1 MOV 1 and supported by any 1
by any 1 of the other MOV given of the other MOV given of the other MOV given of the other MOV given
Timeliness
3. Applied a range of 7.5% Quality Used different teaching Used different teaching Used different teaching Used different teaching No acceptable evidence was 5 4 4.5 0.34
teaching strategies to strategies that develop critical strategies that develop critical strategies that develop critical strategies that develop critical shown
develop critical and and creative thinking and/or and creative thinking and/or and creative thinking and/or and creative thinking and/or
creative thinking, as well other HOTS as shown in MOV 1 other HOTS as shown in MOV 1 other HOTS as shown in MOV 1 other HOTS as shown in MOV 1
as other higher-order with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
thinking skills.
Efficiency Submitted at least 4 lessons as Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was
evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and evidenced by MOV 1 and shown
supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other supported by any 1 of the other
given MOV given MOV given MOV given MOV
Timeliness
2. Learning 4.Managed classroom 7.5% Quality Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was 4 4 4 0.30
Environment structure to engage strategies that engage learners strategies that engage learners strategies that engage learners strategies that engage learners shown
and Diversity learners, individually or in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in in activites/tasks as shown in
of Learners groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
exploration, discovery
and hands-on activities Efficiency Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was
within a range of physical supported by MOV 1 and any 1 by MOV 1 and any 1 of the other by MOV 1 and any 1 of the other by MOV 1 and any 1 of the other shown
learning environments. of the other acceptable MOV acceptable MOV acceptable MOV acceptable MOV
Timeliness
5. Manage learner 7.5% Quality Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was 5 5 5 0.38
behavior constructively strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
by applying positive and that promote positive and non- that promote positive and non- that promote positive and non- that promote positive and non-
non-violent discipline to violent discipline as shown in violent discipline as shown in violent discipline as shown in violent discipline as shown in
ensure learning-focused MOV submitted with a rating of 7 MOV submitted with a rating of 6 MOV submitted with a rating of 5 MOV submitted with a rating of 4
environment.
Efficiency Submitted at least 4 of the given Submitted at least 4 of the given Submitted at least 4 of the given Submitted at least 4 of the given No acceptable evidence was
strategies as observed in at strategies as observed in 3 strategies as observed in 2 strategies as observed in 1 shown
least 4 lessons lessons lessons lessons
Timeliness
6. Used differentiated, 7.5% Quality Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching No acceptable evidence was 3 4 3.5 0.26
developmentally strategies to address learner strategies to address learner strategies to address learner strategies to address learner shown
appropriate learning diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1 diversity as shown in MOV 1
experiences to address with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
learners' gender, needs,
strengths, interests and Efficiency Submitted at least 4 Submitted 3 differentiated Submitted 2 differentiated Submitted 1 differentiated No acceptable evidence was
experiences. differentiated teaching strategies teaching strategies in at least 2 teaching strategies in at least 2 teaching strategies in at least 2 shown
in at least 2 lessons as lessons as evidenced by MOV 1 lessons as evidenced by MOV 1 lessons as evidenced by MOV 1
evidenced by MOV 1 and and supported by any 1 of the and supported by any 1 of the and supported by any 1 of the
supported by any 1 of the other other acceptable MOV other acceptable MOV other acceptable MOV
acceptable MOV
Timeliness
3. Curriculum 7. Planned, managed and 7.5% Quality Planned and implemented Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was 5 5 5 0.38
and Planning implemented developmentally sequenced developmentally sequenced developmentally sequenced developmentally sequenced shown
developmentally teaching and learning process teaching and learning process teaching and learning process teaching and learning process
sequenced teaching and as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating as shown in MOV 1 with rating
learning processes to of 7 of 6 of 5 of 4
meet curriculum
requirements and varied Efficiency Submitted at least 4 Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was
teaching contexts. developmentally sequenced sequenced teaching and sequenced teaching and sequenced teaching and shown
teaching and learning process learning process as evidently learning process as evidently learning process as evidently
as evidently shown in MOV 1 of shown in MOV 1 of the other shown in MOV 1 of the other shown in MOV 1 of the other
the other given MOV given MOV given MOV given MOV
Timeliness
8. Participated in collegial 7.5% Quality Consistently participated in Frequently participated in LACs / Occasionally participated in Rarely participated in LACs / No acceptable evidence was 5 5 5 0.38
discussions that use LACs / FGDs / meetings to FGDs / meetings to discuss LACs / FGDs / meetings to FGDs / meetings to discuss shown
teacher and learner discuss teacher/learner teacher/learner feedback to discuss teacher/learner teacher/learner feedback to
feedback to enrich feedback to enrich instruction as enrich instruction as shown in feedback to enrich instruction as enrich instruction as shown in
teaching practice shown in the MOV submitted the MOV submitted shown in the MOV submitted the MOV submitted
Efficiency Participated in at least 4 LACs / Participated in 3 LACs / FGDs / Participated in 2 LACs / FGDs / Participated in 1 LACs / FGDs / No acceptable evidence was
FGDs / meetings as evidently meetings as evidently shown in meetings as evidently shown in meetings as evidently shown in shown
shown in any 1 of the given any 1 of the given MOV any 1 of the given MOV any 1 of the given MOV
MOV
Timeliness
9. Selected developed, 7.5% Quality Developed and used varied Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was 4 5 4.5 0.34
organized and used teaching and learning teaching and learning teaching and learning teaching and learning shown
appropriate teaching and resources, including ICT, to resources, including ICT, to resources, including ICT, to resources, including ICT, to
learning resources, address learning goals as address learning goals as address learning goals as address learning goals as
including ICT, to address shown in MOV 1 with a rating of shown in MOV 1 with a rating of shown in MOV 1 with a rating of shown in MOV 1 with a rating of
learning goals. 7 6 5 4
Efficiency Submitted at least 4 varried Submitted 3 varried teaching Submitted 2 varried teaching Submitted 1 varried teaching No acceptable evidence was
teaching and learning and learning resources, and learning resources, and learning resources, shown
resources, including ICT, as including ICT, as evidently including ICT, as evidently including ICT, as evidently
evidently shown in MOV 1 and shown in MOV 1 and supported shown in MOV 1 and supported shown in MOV 1 and supported
supported by any 1 of the by any 1 of the acceptable MOV by any 1 of the acceptable MOV by any 1 of the acceptable MOV
acceptable MOV
Timeliness
4. 10. Designed, selected, 7.5% Quality Designed, selected, organized Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was 5 4 4.5 0.34
Assessment organized aans used and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative and used diagnostic, formative shown
and diagnostic, formative and and summative assessment and summative assessment and summative assessment and summative assessment
Reporting summative assessment strategies consistent with strategies consistent with strategies consistent with strategies consistent with
strategies consistent with curriculum requirements as curriculum requirements as curriculum requirements as curriculum requirements as
curriculum requirements. shown in MOV with the rating of shown in MOV with the rating of shown in MOV with the rating of shown in MOV with the rating of
7 6 5 4
Efficiency Submitted at least 4 varied Submitted 3 varied assessment Submitted 2 varied assessment Submitted 1 varied assessment No acceptable evidence was
assessment tools as evidently tools as evidently shown in any tools as evidently shown in any tools as evidently shown in any shown
shown in any 1 of the 1 of the acceptable MOV 1 of the acceptable MOV 1 of the acceptable MOV
acceptable MOV
Timeliness
11. Monitored and 7.5% Quality Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and evaluated No acceptable evidence was 4 4 4 4 0.30
evaluated learner evaluated learners progress and evaluated learners progress and evaluated learners progress and learners progress and shown
progress and achievement using learner achievement using learner achievement using learner achievement using learner
achievement using attainment data as shown in the attainment data as shown in the attainment data as shown in the attainment data as shown in the
learner attainment data. MOV submitted MOV submitted MOV submitted MOV submitted
Efficiency Submitted a combination of at Submitted a combination of 3 of Submitted a combination of 2 of Submitted a combination of 1 of No acceptable evidence was
least 4 of the acceptable MOV the acceptable MOV the acceptable MOV the acceptable MOV shown
Timeliness Submitted MOV were distributed Submitted MOV were distributed Submitted MOV were distributed Submitted MOV were distributed No acceptable evidence was
across 4 quarters across 3 quarters across 2 quarters across 1 quarters shown
12. Communicated 7.5% Quality Consistenly showed prompt and Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was 5 4 5 4.67 0.35
promptly and clearly the clear communication of the clear communication of the and clear communication of the clear communication of the shown
learners' needs, progress learners' needs, progress and learners' needs, progress and learners' needs, progress and learners' needs, progress and
and achievement to key achievement to key achievement to key achievement to key achievement to key
stakeholders, including stakeholders, including parents / stakeholders, including parents / stakeholders, including parents / stakeholders, including parents /
parents / guardians. guardians as shownin the MOV guardians as shownin the MOV guardians as shownin the MOV guardians as shownin the MOV
submitted submitted submitted submitted
Efficiency Submitted a combination of at Submitted a combination of at Submitted a combination of at Submitted a combination of at No acceptable evidence was
least 4 of the acceptable MOV least 3 of the acceptable MOV least 2 of the acceptable MOV least 1 of the acceptable MOV shown
5. Plus Factor 13. Performed various 10.0% Quality Consistently performed various Frequently performed various Occasionally performed various Rarely performed various No acceptable evidence was 5 5 5 0.50
related work/activities related work / activities that related work / activities that related work / activities that related work / activities that shown
that contribute to the contribute to the teaching contribute to the teaching contribute to the teaching contribute to the teaching
teaching-learning learning process as shown in learning process as shown in learning process as shown in learning process as shown in
process. the MOV submitted the MOV submitted the MOV submitted the MOV submitted
Efficiency Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds of Submitted 1 different kinds of No acceptable evidence was
kinds of acceptable MOV acceptable MOV acceptable MOV acceptable MOV shown
Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RATING 4.49
ADJECTIVAL RATING Very Satisfactory

Conforme:
Reviewed by:
DORIS V. SIGUA Recommending Approval:
Teacher I EVELYN L. PEREZ Approved:
Ratee Head Teacher III FELISA C. BRAVO
Rater OIC- Assistant Schools Division Superintendent
Name of Employee: ROBERT KEVIN L. ALINDAYU Name of Rater: EVELYN L. PEREZ

QET Q E T Ave.
KRA (5) (4) (3) (2) (1)
Education Knowledge content within and and its integration within and and its integration within and and its integration within and and its integration within and shown
Services
and across curriculum across subject areas as show across subject areas as show across subject areas as show across subject areas as show
Timeliness
Timeliness
thinking skills.
Timeliness
Timeliness
environment.
Timeliness
acceptable MOV
Timeliness
3. Curriculum 7. Planned, managed and 7.5% Quality Planned and implemented Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was 5 4 4.5 0.34
meet curriculum
Timeliness
8. Participated in collegial 7.5% Quality Consistently participated in Frequently participated in LACs / Occasionally participated in Rarely participated in LACs / No acceptable evidence was 5 4 4.5 0.34
MOV
Timeliness
9. Selected developed, 7.5% Quality Developed and used varied Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was 4 4 4 0.30
acceptable MOV
Timeliness
4. 10. Designed, selected, 7.5% Quality Designed, selected, organized Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was 4 4 4 0.30
7 6 5 4
acceptable MOV
Timeliness
12. Communicated 7.5% Quality Consistenly showed prompt and Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was 5 4 5 4.67 0.35
5. Plus Factor 13. Performed various 10.0% Quality Consistently performed various Frequently performed various Occasionally performed various Rarely performed various No acceptable evidence was 5 5 5 0.50
Timeliness

Conforme:
Reviewed by:
ROBERT KEVIN L. ALINDAYU Recommending Approval:
Name of Employee: ELGIN C. MANSILLA Name of Rater: EVELYN L. PEREZ

Position: Teache r I Position: He ad T eacher III
Weight PERFORMANCE INDICAT OR Rating

MFOs KRAs Objectiv es Timeline per Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Score
QET Q E T Ave.
KRA (5) (4) (3) (2) (1)
Services
Timeliness
Timeliness
thinking skills.
Timeliness
of Learne rs groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
Timeliness
environment.
Timeliness
acceptable MOV
Timeliness
meet curriculum
Timeliness
MOV
Timeliness
acceptable MOV
Timeliness
7 6 5 4
acceptable MOV
Timeliness
12. Communicated 7.5% Quality Consistenly showed prompt and Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was 3 4 5 4 0.30
5. Plus Factor 13. Performed various 10.0% Quality Consistently performed various Frequently performed various Occasionally performed various Rarely performed various No acceptable evidence was 4 5 4.5 0.45
Timeliness

Conforme:
Reviewed by:
ELGIN C. MANSILLA Recommending Approval:
OIC-Schools Division Superintendent
Name of Employee: KIM MKKA A. SAVADOR Name of Rater: EVELYN L. PEREZ

Position: Teache r I Position: He ad Teacher III
QET Q E T Ave.
KRA (5) (4) (3) (2) (1)
Services
Timeliness
2. Used a range of 7.5% Quality Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was 4 5 4.5 0.34
Timeliness
3. Applied a range of 7.5% Quality Used different teaching Used different teaching Used different teaching Used different teaching No acceptable evidence was 5 5 5 0.38
thinking skills.
Timeliness
of Learne rs groups, in meaningful MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
Timeliness
5. Manage learner 7.5% Quality Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was 4 5 4.5 0.34
environment.
Timeliness
acceptable MOV
Timeliness
meet curriculum
Timeliness
MOV
Timeliness
acceptable MOV
Timeliness
7 6 5 4
acceptable MOV
Timeliness
12. Communicated 7.5% Quality Consistenly showed prompt and Frequently showed prompt and Occasionally showed prompt Rarely showed prompt and No acceptable evidence was 3 4 5 4 0.30
5. Plus Factor 13. Performed various 10.0% Quality Consistently performed various Frequently performed various Occasionally performed various Rarely performed various No acceptable evidence was 4 5 4.5 0.45
Timeliness
* Toget the score, the rating is multiplied by the weight assigned FINAL RAT ING 4.31

Conforme:
Reviewed by:
KIM MKKA A. SAVADOR Recommending Approval:
Name of Employee: JACQUELINE T. LIMUA Name of Rater: EVELYN L. PEREZ


QET Q E T Ave.
KRA (5) (4) (3) (2) (1)
Basic 1. Content 1. Applied Knowledges of 7.5% Quality Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content No acceptable evidence was 5 5 5 0.38
Services
Timeliness
2. Used a range of 7.5% Quality Facilitated using different Facilitated using different Facilitated using different Facilitated us ing different No acceptable evidence was 5 5 5 0.38
Timeliness
3. Applied a range of 7.5% Quality Used different teac hing Used different teaching Used different teaching Used different teaching No acceptable evidence was 5 5 5 0.38
develop critical and and c reative thinking and/or and creative thinking and/or and creative thinking and/or and creative thinking and/or
thinking skills.
Timeliness
2. Learning 4.Managed classroom 7.5% Quality Used classroom management Used c lassroom management Used classroom management Used classroom management No acceptable evidence was 5 5 5 0.38
and Diversity learners, individually or in in activites/tasks as shown in in ac tivites/tasks as shown in in activites/tasks as s hown in in activites/tasks as shown in
and hands -on activities Efficiency Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons supported Submitted 1 lessons supported No acceptable evidence was
Timeliness
5. Manage learner 7.5% Quality Used classroom management Used c lassroom management Used classroom management Used classroom management No acceptable evidence was 5 5 5 0.38
behavior construc tively strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shown
environment.
Timeliness
acceptable MOV
Timeliness
3. Curriculum 7. Planned, managed and 7.5% Quality Planned and implemented Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was 5 5 5 0.38
meet curriculum
Timeliness
8. Participated in collegial 7.5% Quality Consistently participated in Frequently participated in LACs / Oc casionally participated in Rarely participated in LACs / No acceptable evidence was 5 4 4.5 0.34
MOV
Timeliness
acceptable MOV
Timeliness
4. 10. Designed, selected, 7.5% Quality Designed, selected, organized Designed, selected, organized Designed, selected, organized Designed, selected, organized No acceptable evidence was 5 5 5 0.38
and diagnostic, formative and and s ummative assessment and summative assessment and summative assessment and summative assessment
Reporting summative asses sment strategies consistent with strategies consistent with strategies consistent with strategies consistent with
7 6 5 4
Efficiency Submitted at least 4 varied Submitted 3 varied assess ment Submitted 2 varied assessment Submitted 1 varied assessment No acceptable evidence was
acceptable MOV
Timeliness
11. Monitored and 7.5% Quality Consistently monitored and Frequently monitored and Oc casionally monitored and Rarely monitored and evaluated No acceptable evidence was 5 4 4 4.33 0.33
evaluated learner evaluated learners progress and evaluated learners progres s and evaluated learners progress and learners progress and shown
12. Communicated 7.5% Quality Consistenly showed prompt and Frequently showed prompt and Oc casionally showed prompt Rarely showed prompt and No acceptable evidence was 5 4 5 4.67 0.35
5. Plus Factor 13. Performed various 10.0% Quality Consistently performed various Frequently performed various Oc casionally performed various Rarely performed various No acceptable evidence was 5 5 5 0.50
related work/activities related work / ac tivities that related work / activities that related work / activities that related work / activities that shown
Timeliness
ADJECTIVAL RATING Outstanding

Conforme:
Reviewed by:
JACQUELINE T. LIMUA Recommending Approval:
Rater OIC- Assistant Schools Divis ion Superintendent
ANALYSIS:
Employees performance is

Reflection #1: 1. Describe The Nature of HRM in Your Organization

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Reflection #1: 1. Describe The Nature of HRM in Your Organization

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REFLECTION #1

1. Describe the nature of HRM in your organization.

2. Identify what human resources are. Discuss.

Particulars Amount Frequency

Personnel Economic 2,000.00 Monthly

* Representation Refer to the Attached RATA Monthly

Mid-Year Bonus One (1) month basic salary Annually

Year-End Bonus One (1) month basic salary Annually

Cash Gift 5,000.00 Annually

Productivity 2,000.00 Annually

Performance-Based Ranges from 35,000.00 Annually

Productivity 5,000.00 Annually

Clothing Allowance 5,000.00 Annually

Loyalty Pay 10th year: 10,000.00 Annually

Step Increment One (1) Step Increment shall

Anniversary Bonus 3,000.00 15th anniversary of

Age : 59 60 61 62 63 64 65

2. Initial 3-Year Lump Sum

3. Five Year Lump Sum

Terminal leave, if any shall be paid by the last employer

3. Outline the steps your organizations take in recruitment exercise.

3. Conduct of the interview;

2. Define what induction of personnel is.

3. Enumerate and discuss the objectives of staff induction.

JUNIOR HIGH SCHOOL (7 TO 10)

 Curriculum, Curricular Goals, Assessment and Interventions

 The Learning Delivery

 The Learning Resources

 Flexible Options for Grades 7 to 10

 ALS Equivalency for Grades 7 to 10

4. Describe the means of determining over-all salary and wage level

5. Explain the meaning of job evaluation.

This is the determination of the worth of a job to an organization. It is usually a combination of

3. Differentiate between staff training and staff development.

4. Explain the role of staff development to the progress of an organization.

Position: Teacher I Position: Principal III

Review Period: Date of Review:

Division: Cabanatuan City

TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION

1.Pupils/Students 1.Iincreased nearly 10% 5-Nearly numerates pupils had increased by

increased by 10 within the target

2-Nearly numerates pupils had increased by

1-Nearly numerates pupils had increased

5-Remedial class wasconducted on daily

4. Describe the conditions when transfer is necessary.

5. Explain the process of promotion in the government/ private organization system.

1. Define the concepts of morale and motivation.

1. Discuss the relevance of job performance appraisal in your division.

Task- A work to be done or undertake by an employee

Name of Employee: DORIS V. SIGUA Name of Rater: EVELYN L. PEREZ

ADJECTIVAL RATING Very Satisfactory

Name of Employee: ROBERT KEVIN L. ALINDAYU Name of Rater: EVELYN L. PEREZ

ADJECTIVAL RATING Very Satisfactory

Name of Employee: ELGIN C. MANSILLA Name of Rater: EVELYN L. PEREZ

Weight PERFORMANCE INDICAT OR Rating

ADJECTIVAL RATING Very Satisfactory

Name of Employee: KIM MKKA A. SAVADOR Name of Rater: EVELYN L. PEREZ

ADJECTIVAL RATING Very Satisfactory

Name of Employee: JACQUELINE T. LIMUA Name of Rater: EVELYN L. PEREZ

Weight PERFORMANCE INDICATOR Rating

ADJECTIVAL RATING Outstanding

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