PPST-RPMS (RESULT-B
(Fo
Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
COT RPMS
Indicators Objectives
1 1
2
2 3
3 4
4 5
5 6
6 7
7 8
8 9
9 10
11
12
13
DIVINE GRACE H. GARCIA
SPECIAL EDUCATION TEACHER I
ZAMBOANGA CITY DIVISION
SEPTEMBER 2021-JUNE 2022
1st 2nd
COT RPMS COT RPMS
6 4 7 5
7 5 7 5
7 5 7 5
7 5 7 5
7 5 7 5
6 4 7 5
6 4 7 5
6 4 7 5
6 4 7 5
14
15
16
17
18
19
ST-RPMS (RESULT-BASED PERFORMANCE MANAGEMENT SYSTE
(For Proficient Teachers)
School Year 2021-2022

Name of Rater: MA. JERLINA LAPERA

HER I Position: MASTER TEACHER - II
Date of Review: 7/6/2022
2

AVERAGE RPMS RPMS RPMS

TRANSMUTED RATING FOR

Quality Efficiency Timeliness
CO

4.5 5
3
5 5
5 5
5 5
5 5
4.5 5
4.5 5
4.5 5
4.5 5
3
3
3
 3
3
3
3
3
5

APPROVING AUTHORITY:

ROBERTO G. TOG

PRINCIPAL 1
GEMENT SYSTEM)

INA LAPERA
TEACHER - II

WEIGHTED
PERCENTAGE
TOTAL
PER OBJECTIVE SCORE
%
5 5 0.25
3 5 0.15
5 5 0.25
5 5 0.25
5 5 0.25
5 5 0.25
5 5 0.25
5 5 0.25
5 5 0.25
5 5 0.25
3 5 0.15
3 5 0.15
3 5 0.15
3 5 0.15
3 5 0.15
3 5 0.15
3 5 0.15
3 5 0.15
5 10 0.5
FINAL RATING 4.1
ADJECTIVAL VERY SATISFACTORY
RATING
FOR RPMS QUALITY

0.000 1.499 1

1.500 2.499 2

2.500 3.499 3

3.500 4.499 4

4.500 5.000 5

0.000 1.499 POOR

1.500 2.499 UNSATISFACTORY

2.500 3.499 SATISFACTORY

3.500 4.499 VERY SATISFACTORY

4.500 5.000 OUTSTANDING

 3 1

4 2

5 3

6 4

7 5

SCHOOLS DIVISION SUPERINTENDENT

ASST. SCHOOLS DIVISION SUPERINTENDENT

PRINCIPAL IV
PRINCIPAL 1
 PART II: COMPETENCIES
Instructions: Please indicate the number of competency indicators that you demonstrated

CORE BEHAVIORAL COMPETENCIES Teamwork

Self-Management ✘ 1
1 0✘ 1 Sets personal goals and direction, needs and development.
2
1 ✘

1✘ 2 Undertakes personal actions and behaviors that are clear and

purposive and takes into account personal goals and values congruent
to that of the organization. 5 1
1
✘

✘
3
4
Displays emotional maturity and enthusiasm for and is challenged by 5
1 1✘ 3
higher goals ✘

Prioritize work tasks and schedules (through gantt charts, checklists,

1 ✘ 4 1
etc.) to achieve goals.
1 1✘ 5 Sets high quality, challenging, realistic goals for self and others 1
1 Service Orientation
Professionalism and Ethics
✘ 1

Demonstrates the values and behavior enshrined in the Norms of ✘

2
Conduct and Ethical Standards for public officials and employee (RA
1 6713). 3
1 ✘
1 ✘

Practices ethical and professional behavior and conduct taking into 4

1 ✘ 2 1
account the impact of his/her actions and decisions. ✘

✘
3
Maintains professional image: being trustworthy, regularity of 5 ✘ 5
1 attendance and punctuality, good grooming and communication.
1
1 ✘
4 Makes personal sacrifices to meet the organization's needs. 1
Acts with a sense pf urgency and responsibility to meet the
✘ 5 organization's needs, improves systems and help others improve their Innovation
1 effectiveness. 1

Result Focus 1
✘

Achieves results with optimal use of time and resources most of the 2
1
1 ✘ time. 1
✘

✘ Avoids rework, mistakes and wastage through effective work methods 3

2 ✘
1 by placing organizational needs before personal needs. 1
Delivers error-free outputs most of the time by conforming to

5
standard operating procedures correctly and consistently. Able to ✘

3 produce very satisfactoy quality of work in terms of 4

✘ usefulness/acceptability and completeness with no supervision
1 required. 1
Expresses a desire to do better and may express frustration at waste
✘
4 or inefficiency. May focus on new or more precise ways of meeting ✘ 5
1 goals set. 1

✘ Makes specific changes in the system or in own work methods to

improve performance. Examples may include doing something better,
5
faster, at alower cost, more efficiently; or improving quality, costumer
satisfaction, morale, without setting any specific goal.
1 1
II: COMPETENCIES
y indicators that you demonstrated during the performance cycle

Teamwork
✘ Willingly does his/her share of responsibilty.
Promotes collaboration and removes barriers to teamwork and goal
✘ accomplishment across the organization

✘ Applies negotiation principles in arriving at win-win agreements.

5
✘ 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 responsibilty for dealing with and/or correcting costumer
✘ service issues and concerns
Initiates activities that promotes advocacy for men and women
✘ empowerment.
Participates in updating of office vision, mission, mandates & strategies based
5
✘ on DepEd strategies and directions.

✘
Develops and adopts service improvement programs through simplified
procedures that will further enhance service delivery.

Innovation

Examines the root cause of problems and suggests effective solutions.

✘
Fosters new ideas, processes, and suggests bettter 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.
5
✘
Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.

Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the

✘ ability to succeed with minimal resources.
Note: The assessment in the demonstration of competecies shall not be reflected in the final rating. These competencies a
monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9)
ting. These competencies are
2015, p. 9)
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III
Name of Employee: DIVINE GRACE H. GARCIA Name of Rater: MA. JERLINA LAPERA
Position: SPECIAL EDUCATION TEACHER I Position: MASTER TEACHER II
Bureau/Center/Service/Division: ZAMBOANGA CITY DIVISION Date of Review: 7/6/2022
Rating Period: SEPTEMBER 2021-JUNE 2022

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators
Actual Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Ave Score
QET Results
(5) Satisfactory (4) (3) (2) (1) Q E T
1. Content 1. Applied Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level 5 5.000 0.250
Knowledge and knowledge of 7 in Objective 1 as 6 in Objective 1 as 5 in Objective 1 as 4 in Objective 1 as 3 in Objective 1 as
Pedagogy content within and shown in COT rting shown in COT rting shown in COT rting shown in COT rting shown in COT rting
across curriculum sheets/inter-observr sheets/inter-observr sheets/inter-observr sheets/inter-observr sheets/inter-observr
teaching areas. Quality agreemen forms agreemen forms agreemen forms agreemen forms agreemen forms
Basic Education
5.0%
Services

Efficiency
Timeliness
2. Used research Used research-based Used research-based Used research-based Use of research- No acceptable 3 3.000 0.150
based knowledge knowledge and/or knowledge and/or knowledge and/or based knowledg evidence was shown
and principles of principles pf teaching principles pf teaching principles pf teaching and/or principle of
and learning in all the and learning in two and learning in one teaching and learning
teaching and
components of components of components of is identified but wsa
learning to instruction in the instruction in the instruction in the poorly used as basis
enhance Quality lesson plan to improve lesson plan to improve lesson plan to improve for planning/designing
Basic Education
professional 5.0% student learning student learning student learning the lesson
Services
pratice

Efficiency
Timeliness
 Performance Indicators
Actual Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Ave Score
QET Results
(5) Satisfactory (4) (3) (2) (1) Q E T
1. Content 3.Displayed Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level Demonstrated Level 5 5.000 0.250
Knowledge and proficient use of 7 in Objective 3 as 6 in Objective 3 as 5 in Objective 3 as 4 in Objective 3 as 3 in Objective 3 as
Pedagogy Mother Tongue, shown in COT shown in COT shown in COT shown in COT shown in COT
Filipino, and rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter- rating sheets/inter-
Englihs to observer agreemtn observer agreemtn observer agreemtn observer agreemtn observer agreement
facilitate teaching forms forms forms forms forms
Quality
Basic Education and learning or
5.0% no
Services
accpetable
evidence was
shown

Efficiency
Timeliness
4. Used effective Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated 5 5.000 0.25
verbal and non- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
verbal classroom Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
communication shown in COT shown in COT shown in COT shown in COT shown in COT
strategies to rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
support learner inter-observer inter-observer inter-observer inter-observer inter-observer
understanding, agreement agreement agreement agreement agreement
participation, Quality forms forms form forms forms
Basic Education
engagement and 5.0% or
Services
achievement No acceptable
evidence was
shown

Efficiency
Timeliness
2. Learning 5 . Established Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated 5 5.000 0.250
Environment safe and secure Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
and Diversity of learning Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
Learners environments to shown in COT shown in COT shown in COT shown in COT shown in COT
enhance rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
learning through inter-observer inter-observer inter-observer inter-observer inter-observer
the consistent Quality agreement agreement agreement agreement agreement
Basic Education implementation forms forms forms forms forms
5.0%
Services of policies, or
guidelines and No acceptable
procedures evidence was
shown

Efficiency
Timeliness
 Performance Indicators
Actual Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Ave Score
QET Results
(5) Satisfactory (4) (3) (2) (1) Q E T
2. Learning 6 Maintained Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated 5 5.000 0.25
Environment learning Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
and Diversity of environments Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
Learners that promote shown in COT shown in COT shown in COT shown in COT shown in COT
fairness, rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
respect and inter-observer inter-observer inter-observer inter-observer inter-observer
Quality
Basic Education care to agreement forms agreement agreement agreement forms agreement forms
encourage 5.0% forms forms or
Services
learning No acceptable
evidence was
shown

Efficiency
Timeliness
Provided Provided Provided an Provided learning No acceptable 5 5.000 0.25
effective and effective effective opportunity/ies evidence was
varying learning learning that is/are shown
learning opportunities opportunity that partially aligned
opportunities that are is well-aligned with the learning
that are well_x0002_aligned with the learning goal/s and only
well_x0002_aligned with the goal/s and somehow
with learning goals engage learners engage/s
the learning and engage to participate, learners to
Basic Education SET A goals and learners to cooperate, participate,
Services Quality feature all participate, and/or cooperate,
elements of cooperate, collaborate in and/or
7 Maintained collaborative and/or continued collaborate in
learning learning as collaborate in learning as continued
environments shown in the continued shown in the learning as
that nurture submitted learning as submitted shown in the
and inspire learning shown in the learning material submitted learning
learners to material submitted materia
5.0% learning material
participate,
cooperate
and
collaborate in Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
continued Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
learning Objective 7 as Objective 7 as Objective 7 as Objective 7 as Objective 7 as
shown in COT shown in COT shown in COT shown in COT shown in COT
rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
inter-observer inter-observer inter-observer inter-observer inter-observer
SET B
agreement forms agreement agreement agreement forms agreement forms
Basic Education Quality
forms forms or
Services No acceptable
evidence was
shown
 learning
shown in COT shown in COT shown in COT shown in COT shown in COT
rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
inter-observer inter-observer inter-observer inter-observer inter-observer
SET B
agreement forms agreement agreement agreement forms agreement forms
Basic Education Quality
forms forms or
Services No acceptable
evidence was
shown

Efficiency
Timeliness
Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
2.Learning Applied Applied Applied an Applied No acceptable 5 5.000 0.25
Environment effective effective effective teaching evidence was
and Diversity of teaching teaching teaching strategy/ies shown
Learners strategies that strategies that strategy that is that is/are
are are well-aligned partially
well_x0002_aligned well_x0002_aligned with the learning aligned with the
with the with the goal/s and learning goal/s
learning goals learning goals successfully and only
and and motivates somehow
successfully successfully learners to motivate/s
motivate motivate work learners to
learners to learners to productively by work
monitor and work assuming productively by
SET A evaluate their productively by responsibility for assuming
Quality own learning assuming their own responsibility for
8 Applied a as shown in the responsibility for learning as their own
range of submitted their own shown in the learning as
successful learning material learning as submitted shown in the
strategies shown in the learning material submitted
that maintain submitted learning material
learning learning material
environments
Basic Education
that motivate 5.0%
Services
learners to
work
productively
by assuming
responsibility
for their own Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
learning Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
Objective 7 as Objective 7 as Objective 7 as Objective 7 as Objective 7 as
shown in COT shown in COT shown in COT shown in COT shown in COT
rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
inter-observer inter-observer inter-observer inter-observer inter-observer
agreement forms agreement agreement agreement forms agreement forms
Quality forms forms or
No acceptable
evidence was
shown
 learning Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
Objective 7 as Objective 7 as Objective 7 as Objective 7 as Objective 7 as
shown in COT shown in COT shown in COT shown in COT shown in COT
rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
inter-observer inter-observer inter-observer inter-observer inter-observer
agreement forms agreement agreement agreement forms agreement forms
Quality forms forms or
No acceptable
evidence was
shown

Efficiency
Timeliness
Performance Indicators
Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Ave Score
QET
(5) Satisfactory (4) (3) (2) (1) Q E T
3 Diversity of Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated 5 5.000 0.25
Learners, Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
Curriculum and Objective 9 as Objective 9 as Objective 9 as Objective 9 as Objective 9 as
Planning, & shown in COT shown in COT shown in COT shown in COT shown in COT
Assessment rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
and Reporting inter-observer inter-observer inter-observer inter-observer inter-observer
SET A agreement agreement agreement agreement agreement
9 Designed, Quality forms forms forms forms forms
adapted and or
implemented No acceptable
teaching evidence was
strategies shown
Basic Education
that are 5.0%
Services
responsive to
learners with Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
disabilities, Level 5 as Level 4 as Level 3 as Level 2 as Level 1 as
giftedness shown in the shown in the shown in the shown in the shown in the
and talents
SET B TRFs TRFs TRFs TRFs TRFs
Quality or
No acceptable
evidence was
shown

Efficiency
Timeliness
Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated 5 5 0.25
Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
Objective 10 as Objective 10 as Objective 10 as Objective 10 as Objective 10 as
shown in COT shown in COT shown in COT shown in COT shown in COT
rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
inter-observer inter-observer inter-observer inter-observer inter-observer
10 Adapted
Quality agreement agreement agreement agreement forms agreement forms
and used
forms forms forms or
culturally
No acceptable
appropriate
evidence was
teaching
shown
Basic Education strategies to
5.0%
Services address the
needs of
learners
from
indigenous
groups
 shown in COT shown in COT shown in COT shown in COT shown in COT
rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
inter-observer inter-observer inter-observer inter-observer inter-observer
10 Adapted
Quality agreement agreement agreement agreement forms agreement forms
and used
forms forms forms or
culturally
No acceptable
appropriate
evidence was
teaching
shown
Basic Education strategies to
5.0%
Services address the
needs of
learners Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
from Level 5 as Level 4 as Level 3 as Level 2 as shown Level 1 as shown
indigenous shown in the shown in the shown in the in the TRFs in the TRFs
groups Quality TRFs TRFs TRFs or
No acceptable
evidence was
shown
Efficiency
Timeliness
Performance Indicators
Actual Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Ave Score
QET Results
(5) Satisfactory (4) (3) (2) (1) Q E T
3 Diversity of 11 . Adapted and Evaluated the Monitored Completed the Planned for the No 3 3 0.15
Learners, implemented adapted / progress of the implementation implementation acceptable
Curriculum and learning contextualized adapted / of the adapted / of the adapted / evidence was
Planning, & programs that learning contextualized contextualized contextualized shown
Assessment ensure program as learning learning existing learning
and Reporting relevance and evidenced by program while program as program
responsiveness Quality MOV No. 1 being evidenced by as evidenced by
Basic Education to the needs of implemented as MOV No. 3 MOV No. 4
5.0%
Services all learners evidenced by
MOV No. 2

Efficiency
Timeliness
12 Utilized Implemented Developed Planned for a Analyzed No acceptable 3 3 0.15
assessment a teaching and materials teaching and learners’ evidence was
data to inform learning based on learning mastered skills shown
the strategy / learners’ strategy and/or based on the
modification of program using assessment program based frequency of
teaching and materials data as on learners’ errors and
learning based on evidenced by a assessment correct
practices and learners’ list of identified data as responses as
programs assessment least / most evidenced by a evidenced by a
data as mastered skills list of identified list of identified
Quality evidenced by a with supporting least / most least / most
Basic Education
5.0% list of identified MOV No. 2 mastered skills mastered skills
Services
least / most with supporting
mastered skills MOV No. 3
with supporting
MOV No. 1
 assessment a teaching and materials teaching and learners’ evidence was
data to inform learning based on learning mastered skills shown
the strategy / learners’ strategy and/or based on the
modification of program using assessment program based frequency of
teaching and materials data as on learners’ errors and
learning based on evidenced by a assessment correct
practices and learners’ list of identified data as responses as
programs assessment least / most evidenced by a evidenced by a
data as mastered skills list of identified list of identified
Quality evidenced by a with supporting least / most least / most
Basic Education
5.0% list of identified MOV No. 2 mastered skills mastered skills
Services
least / most with supporting
mastered skills MOV No. 3
with supporting
MOV No. 1

Efficiency
Timeliness
Performance Indicators
Actual Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Ave Score
QET Results
(5) Satisfactory (4) (3) (2) (1) Q E T
Basic Education 4 Community 13 Maintained 5.0% Quality Collaborated Planned with Conducted a Communicated No acceptable 3 3 0.15
Services Linkages and learning with the the community consultative with the evidence was
Professional environments community stakeholders a meeting with community shown
Engagement & that are stakeholder in program, the community stakeholders
Personal responsive to the project, and/or stakeholders about a
Growth and community implementation activity that on a program, program,
Professional contexts / completion of maintains a project, and/or project, and/or
Development a program, learning activity that activity that
project, and/or environment maintains a maintains the
activity that responsive to learning learning
maintains a community environment environment
learning contexts as responsive to responsive to
environment evidenced by community community
responsive to MOV No. 2 contexts as contexts as
community evidenced by evidenced by
contexts as MOV No. 3 MOV No. 4
evidenced by
MOV No. 1

Efficiency
Timeliness
14 Reviewed 5% Quality Exhibited an Exhibited an Reviewed Participated in No acceptable 3 3.000 0.150
regularly improved improved personal the review of evidence was
personal practice practice teaching personal shown
teaching through one’s through a practices using teaching
practice using teaching as teaching laws and practices using
existing laws impact of material as regulations that laws and
and regulations regularly impact of apply to the regulations that
that apply to the reviewing one’s regularly profession and apply to the
teaching teaching reviewing the profession and
profession and practice/s using one’s teaching responsibilities the
the laws and practice/s in the Code of responsibilities
responsibilities regulations that using laws and Ethics for in the Code of
specified in the apply to the regulations Professional Ethics for
Basic Education Code of Ethics profession and that apply to Teachers in 4 Professional
Services for Professional the the profession quarters with Teachers in 4
Teachers responsibilities and the reflection quarters as
in the Code of responsibilities outputs as evidenced by
Ethics for in the Code of evidenced by MOV No. 4
 14 Reviewed 5% Quality Exhibited an Exhibited an Reviewed Participated in No acceptable 3 3.000 0.150
regularly improved improved personal the review of evidence was
personal practice practice teaching personal shown
teaching through one’s through a practices using teaching
practice using teaching as teaching laws and practices using
existing laws impact of material as regulations that laws and
and regulations regularly impact of apply to the regulations that
that apply to the reviewing one’s regularly profession and apply to the
teaching teaching reviewing the profession and
profession and practice/s using one’s teaching responsibilities the
the laws and practice/s in the Code of responsibilities
responsibilities regulations that using laws and Ethics for in the Code of
specified in the apply to the regulations Professional Ethics for
Basic Education Code of Ethics profession and that apply to Teachers in 4 Professional
Services for Professional the the profession quarters with Teachers in 4
Teachers responsibilities and the reflection quarters as
in the Code of responsibilities outputs as evidenced by
Ethics for in the Code of evidenced by MOV No. 4
Professional Ethics for MOV No. 3
Teachers as Professional
evidenced by Teachers as
MOV No. 1 evidenced by
MOV No. 2

Efficiency
Timeliness
Performance Indicators
Actual Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Ave Score
QET Results
(5) Satisfactory (4) (3) (2) (1) Q E T
Basic Education 4 Community 15 Complied Sustained Discussed Communicated Implemented No 3 3 0.15
Services Linkages and with and engagement with learners, with learners, school policies acceptable
Professional implemented with the parents / parents / and procedures evidence
Engagement & school policies learners, guardians, and guardians, and without was shown
Personal and procedures parents / other other communicating
Growth and consistently to guardians, and stakeholders stakeholders the and consulting
Professional foster other the implemented the learners,
harmonious stakeholders implemented school policies parents /
relationships regarding school policies and procedures guardians, and
with learners, Quality school policies and procedures as evidenced by other
parents, and 5.0% and procedures as evidenced MOV no. 3 stakeholder
other through by MOV no. 2
stakeholder school_x0002_com
munity
partnership/s
as evidenced
by MOV no. 1

Efficiency
Timeliness
Basic Education 4 Community 16Applied a 5.0% Quality Applied Applied Applied Application of No acceptable 3 3 0.15
Services Linkages and personal learner_x0002_cent learner_x0002_cent learner_x0002_cent learner-centered evidence was
Professional philosophy of ered ered ered teaching shown
Engagement & teaching that is teaching teaching teaching philosophy is
Personal learner-centered philosophy in philosophy in philosophy in reflected but
Growth and the lesson plan the lesson plan the lesson plan was poorly
Professional in all the in two in one used as basis
Development components of components of component of for planning /
instruction in instruction in instruction in designing the
the lesson the lesson the lesson lesson.
plan to plan to plan to
improve improve improve
student student student
learning learning learning

Efficiency
Timeliness
Performance Indicators
Actual Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Ave Score
QET Results
(5) Satisfactory (4) (3) (2) (1) Q E T
Basic Education 4 Community 17Adopted 5% Quality Exhibited Adopted Adopted a No acceptable 3 3 0.15
Services Linkages and practices that dignity of practices that practice that evidence was
Professional uphold the teaching as a uphold the uphold the shown
Engagement & dignity of profession by Exhibited dignity of dignity of
Personal teaching as a exhibiting dignity of teaching as a teaching as a
Growth and profession by qualities such teaching as a profession by profession by
Professional exhibiting as caring profession by exhibiting exhibiting
Development qualities such attitude, exhibiting qualities such qualities such as
as caring respect, and qualities such as caring caring attitude,
attitude, integrity with as caring attitude, respect, and
respect and affirmation attitude, respect, and integrity as
integrity from different respect, and integrity as evidenced by
school integrity with evidenced by one MOV No. 2
stakeholders affirmation at least two
as evidenced from any MOV No. 2
by at least two school
MOV No. 1 stakeholder as
evidenced by
one MOV No. 1
4 Community 18 Set Updated Discussed Set Accomplished No acceptable 3 3 0.15
Linkages and professional professional progress on professional the e-SAT at the evidence
Professional development development professional development beginning of the
Engagement & goals based on goals during development goals based school year as
Personal the Philippine Phase II of the goals with the on e-SAT evidenced by
Growth and Professional RPMS Cycle as rater during the results as MOV No. 4
Professional Standards for evidenced by mid-year review evidenced by
Development Teachers Quality MOV No. 1 as evidenced MOV No. 3
Basic Education by MOV No. 2
5.0%
Services
 4 Community 18 Set Updated Discussed Set Accomplished No acceptable 3 3 0.15
Linkages and professional professional progress on professional the e-SAT at the evidence
Professional development development professional development beginning of the
Engagement & goals based on goals during development goals based school year as
Personal the Philippine Phase II of the goals with the on e-SAT evidenced by
Growth and Professional RPMS Cycle as rater during the results as MOV No. 4
Professional Standards for evidenced by mid-year review evidenced by
Development Teachers Quality MOV No. 1 as evidenced MOV No. 3
Basic Education by MOV No. 2
5.0%
Services

Efficiency
Timeliness

Performance Indicators
Actual Rating
MFOs KRAs Objectives Timeline Weight Outstanding Very Satisfactory Unsatisfactory Poor Ave Score
QET Results
(5) Satisfactory (4) (3) (2) (1) Q E T
5 Plus Factor 19 . Performed Performed at Performed at Performed at Performed at No acceptable 5 5.000 0.500
various related least 1 related least 1 related least 1 related least 1 related evidence was
works / work / activity work / activity work / activity work / activity shown
activities that that contributed that contributed that that contributed
contribute to to the to the contributed to to the
the teaching_x0002_lea teaching_x0002_lea the teaching_x0002_lea
teaching_x0002_l rning rning teaching_x0002_lea rning process
earning process process within rning within the class
process beyond the the school / process within as evidenced by
school / Community the learning submitted MOV
Community Learning area /
Quality
Basic Education Learning Center (CLC) department as
10% Center (CLC) as evidenced evidenced by
Services
as evidenced by submitted submitted
by submitted MOV MOV
MOV

Efficiency
Timeliness
RATING FOR OVER-ALL
VERY SATISFACTORY 4.100
ACCOMPLISHMENTS

ADJECTIVAL RATING EQUIVALENCIES

RANGE ADJECTIVAL RATING
4.500-5.000 Outstanding
3.500-4.499 Very Satisfactory
2.500-3.499 Satisfactory
1.500-2.499 Unsatisfactory DIVINE GRACE H. GARCIA MA. JERLINA LAPERA ROBERTO G. TOG
0.00- 1.499 Poor Ratee Rater Approving Authority
 PART II: CORE BEHAVIORAL COMPETENCIES

SELF MANAGEMENT TEAM WORK

### 1 Sets personal goals and direction, needs and development. Willingly does his/her share of responsibilty.
### Promotes collaboration and removes barriers to teamwork and goal
2 Undertakes personal actions and behaviors that are clear and
purposive and takes into account personal goals and values congruent
to that of the organization. 5 1
accomplishment across the organization
4
1 Applies negotiation principles in arriving at win-win agreements.
Displays emotional maturity and enthusiasm for and is challenged by
### 3 higher goals Drives consensus and team ownership of decisions.
Prioritize work tasks and schedules (through gantt charts, checklists, Works constructively and collaboratively with others and across organizations
etc.) to achieve goals. 1 to accomplish organizational goals and objectives.
### 5 Sets high quality, challenging, realistic goals for self and others 1
0 SERVICE ORIENTATION
PROFESSIONALISM AND ETHICS

Demonstrates the values and behavior enshrined in the Norms of

Conduct and Ethical Standards for public officials and employee (RA
### 1 6713). 1 Can explain and articulate organizational directions, issues and problems.
Practices ethical and professional behavior and conduct taking into Takes personal responsibilty for dealing with and/or correcting costumer
### 2 account the impact of his/her actions and decisions. 1 service issues and concerns

3
Maintains professional image: being trustworthy, regularity of
attendance and punctuality, good grooming and communication.
5 Initiates activities that promotes advocacy for men and women
4
### 1 empowerment.
Participates in updating of office vision, mission, mandates & strategies based
### 4 Makes personal sacrifices to meet the organization's needs. 1 on DepEd strategies and directions.
Acts with a sense pf urgency and responsibility to meet the
Develops and adopts service improvement programs through simplified
5 organization's needs, improves systems and help others improve their
### effectiveness. procedures that will further enhance service delivery.
0
RESULT FOCUS INNOVATION
Examines the root cause of problems and suggests effective solutions.
Achieves results with optimal use of time and resources most of the
1 Fosters new ideas, processes, and suggests bettter ways to do things (cost
### time. 1 and/or operational efficiency).

Avoids rework, mistakes and wastage through effective work methods Demonstrates an ability to think "beyond the box". Continuously focuses on
2
### by placing organizational needs before personal needs. 1 improving personal productivity to create higher value and results.
Delivers error-free outputs most of the time by conforming to
standard operating procedures correctly and consistently. Able to
Promotes a creative climate and inspires co-workers to develop original ideas
3 produce very satisfactoy quality of work in terms of
5 5
or solutions.
usefulness/acceptability and completeness with no supervision
### required. 0
Expresses a desire to do better and may express frustration at waste
Translates creative thinking into tangible changes and solutions that improve the work unit and
4 or inefficiency. May focus on new or more precise ways of meeting organization.
### goals set. 1

Makes specific changes in the system or in own work methods to

improve performance. Examples may include doing something better, Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the
5 ability to succeed with minimal resources.
faster, at alower cost, more efficiently; or improving quality, costumer
satisfaction, morale, without setting any specific goal.
### 1

Note: The assessment in the demonstration of competecies shall not be reflected in the final rating. These competencies are monitored to inform professional
development plans (DepEd Order No. 2, s. 2015, p. 9)
Note: The assessment in the demonstration of competecies shall not be reflected in the final rating. These competencies are
monitored to inform professional development plans (DepEd Order No. 2, s. 2015, p. 9)
PART III:
INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY SHEET
Teacher I-III (Proficient Teacher)

Name of Employee: DIVINE GRACE H. GARCIA Name of Rater: MA. JERLINA LAPERA
Position: SPECIAL EDUCATION TEACHER I Position: MASTER TEACHER II
Bureau/Center/Service/Division: ZAMBOANGA CITY DIVISION Date of Review: 7/6/2022
Rating Period: SEPTEMBER 2021-JUNE 2022

Weight per Weight per Numerical Ratings

KRA Objectives Score
KRA Objective Q E T Ave
Objective 1 5.0% 5 5.000 0.250
Objective 2 5.0% 3 3.000 0.150
KRA 1 20.0%
Objective 3 5.0% 5 5.000 0.250
Objective 4 5.0% 5 5.000 0.250
Objective 5 5.0% 5 5.000 0.250
Objective 6 5.0% 5 5.000 0.250
KRA 2 20.0%
Objective 7 5.0% 5 5.000 0.250
Objective 8 5.0% 5 5.000 0.250
Objective 9 5.0% 5 5.000 0.250
Objective 10 5.0% 5 5.000 0.250
KRA 3 20.0%
Objective 11 5.0% 3 3.000 0.150
Objective 12 5.0% 3 3.000 0.150
Objective 13 5.0% 3 3.000 0.150
Objective 14 5.0% 3 3.000 0.150
Objective 15 5.0% 3 3.000 0.150
KRA 4 30.0%
Objective 16 5.0% 3 3.000 0.150
Objective 17 5.0% 3 3.000 0.150
Objective 18 5.0% 3 3.000 0.150
Plus Factor 10% Objective 19 10% 5 5.000 0.500
Final Rating 4.100
Adjectival Rating VERY SATISFACTORY

DIVINE GRACE H. GARCIA MA. JERLINA LAPERA ROBERTO G. TOG

Ratee Rater Approving Authority
 PART IV. DEVELOPMENT PLANS
NOTE:
This sheet shall be accomplished during: i) Phase I: Performance Planning and Commitment, based on the results of e-SAT; and ii) Phase II: Performance Monitoring and Coaching, based on the agreements on the Performance Monitoring and Coaching Form
and Mid-year Review Form; and iii) Phase IV: Performance Rewarding and Development Planning, based on the actual results of IPCRF.
 
The Ratee can modify the cell (i.e., add rows) to reflect his/her development needs and strengths.

Action Plans
Strengths Development Needs Recommended Developmental Intervention Timeline Resources Needed

Learning Objectives Intervention

A. Functional Competencies
Domain 4 Domain 6 and 7 To encouraged `- conduct LAC
Advised and guided colleagues in the Guided colleagues to colleagues to establish
ties with parents or session, meetings
selection,organization, development, strengthen relationships
and use of appropriate teaching and with parents/ guardians guardians and in the - conduct online Principal
rest of the school kamustahan for
learning resources, including ICT, to and the wider school community to increase Master Teacher
address specific learning goals. community to maximize parents/guardian Whole Year
their participation in Teachers
(PPST Indicator 4.5.3) their involvement in the the educational - Prepare webinars
educative process. process. Parents/Guardians
(PPST Indicator 6.2.3)
for parents

B. Core Behavioral Competencies

Working `-conduct (FGD) focus
constructively and group discussion,
collaboratively with
others and across
LAC meeting and
monitoring
Principal
Teamwork Innovations organizations to -to build a
Year round Master Teacher
accomplish the collaborative working
organization's goals environment Teachers
and objectives Parents/Guardians

Feedback:

DIVINE GARCE H. GARCIA MA. JERLINA LAPERA ROBERTO G. TOG

RATEE RATER APPROVING AUTHORITY

NOTE:
When all Parts of the IPCRF are accomplished, the Ratee must submit the file copy of his or her IPCRF electronic form to the Department Head or School Head for the school-wide consolidation.
He or she must print all the pages of this form and submit to the Personnel Division of the school to be attached to his or her 201 personnel file.
 RPMS Tool for Teacher I-III (Proficient Teachers)
in the time of COVID-19
S.Y. 2021-2022

POSITION AND COMPETENCY PROFILE PCP No. ______ Revision Code: 00

Department of Education
Position Title Teacher I-III Salary Grade
Parenthetical Title
Office Unit Effective Date
Reports to Principal / School Heads Page/s
Position Supervised
JOB SUMMARY

QUALIFICATION STANDARD
A. CSC Prescribed Qualifications (For Senior High School Teachers, please refer to: DO 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017)
Position Title Teacher I Teacher II Teacher III
Education For Elementary School – Bachelor of Elementary Education (BEEd) or Bachelor’s degree plus 18 professional units
in Education, or Bachelor in Secondary Education, or its equivalent

For Secondary School – Bachelor of Secondary Education (BSEd) or Bachelor’s degree plus 18 professional units
in Education with appropriate major or Bachelor in Secondary Education, or its equivalent

Experience None Required 1 year relevant experience 2 years releavant Experience

Eligibility RA 1080 RA 1080 RA 1080
Trainings None Required None Required None Required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA units
Experience
Eligibility PBET/LET/BLEPT Passer
Trainings In-service training

RPMS T ool for S.Y. 2021-2022 | Proficient Teachers

 DUTIES AND RESPONSIBILITIES
1. Applies mastery of content knowledge and its application across learning areas
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices
3. Manages an environment conducive to learning
4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs to support learning
6. Monitors and evaluates learner progress and undertakes activities to improve learner performance
7. Maintains updated records of learners’ progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance
10. Undertakes activities towards personal and professional growth
11. Does related work

RPMS T ool for S.Y. 2021-2022 | Proficient Teachers