Rpms Sample

Department of Education

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

Postion Title Teacher I Salary Grade 10Parenthetical TitleOffice Unit Effectivity DateReports to Principal/ School Heads Page/sPosition Supervised

JOB SUMMARY

QUALIFICATION STANDARDSA. CSC Prescribed Qualifications

Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelor's degree plus 18 professional unit in EducationExperience None required

Eligibility RA 1080Trainings None required

B. Preferred QualificationsEducation BSE/BSEEd/College Graduate with education units (18-21), MA units 18 units

ExperienceEligibility PBET/LET PassersTrainings In-Service training

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Individual Performance Commitment and Review Form

Name of Employee: ROGEN S. HEMODO Name of Rater: JOSE ROY S. ACBOPosition: Teacher III Position: School Principal 1Review Period: Date of Review:Bureau/Center/Service/Division:

TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION

MFOs KRAs OBJECTIVES TIMELINE RATING SCORE*

30% 5 - Outstanding

4 - Very Satisfactory

• Had four of the five parts of lesson plan

Weight per KRA

PERFORMANCE INDICATORS (Quality, Efficiency,Timelines)

ACTUAL RESULTS

MFO: 2 BASIC EDUCATION SERVICES

Teaching-Learning Process

• Prepared lesson plans and daily logs of activities including appropriate adequate and updated instructional materials with in the rating period

• All daily lesson plans had the following objective, subject matter, procedures, evaluation and assignment

• Each part had a full description of what to do with an example

• Objective was specific, measurable, attainable, result-oriented and time-bound

• 130% and above developed high order thinking skills

• Attained 130% and above of the desired learning competencies

• 130% and above based on the budget of work

• Each part of the partial description of what to do with an example

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MFOs KRAs OBJECTIVES TIMELINE RATING SCORE*Weight per KRA


ACTUAL RESULTS

30%

3 - Satisfactory• Had 3 of the five parts

2 - Unsatisfactory• Had 2 of the five parts

• 51-99% develop high order thinking skills




• Objective was stated with 1 behavioral indicator is missing

• 115-129% developed high order thinking skills

• Attained 115-129% of the desired learning competencies

• 115-129% based on the approved budget of work

• Each part had a partial description with out example

• Objectives was stated with 3-4 behavioral indicator missing

• 100-114% develop high order thinking skills



• Each part had no description with out example

• Objectives was stated with 1-2 behavioral indicator missing



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ACTUAL RESULTS

30%

1 - Poor

• Had 1 of the five parts

5 - Outstanding




• Each part had no description with out example

• Objectives was stated without behavioral indicator m

• 50% and below develop high order thinking skills

• 50% and below attained the desired learning competencies

• 50% and below based on the approved budget of work

• Facilitated learning in the school through

functional lesson plans, daily logs and

innovative teaching strategies • The teacher established challenging and

measurable goal/s for student learning that is aligned with the (DepEd standards or Philippine Elementary Learning Competencies (PELC) or the Philippine Secondary Learning Competencies (PSLC))curriculum

• The goal reflected a range of student learner needs.

• Has provided individual activities for a 130% and above of the classes handled for the rating period

• Teaching methods and strategies elicited 130% and above interaction from a class

• Inductive method/deductive method was 130% and above used in teaching a lesson

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ACTUAL RESULTS

30%





innovative teaching strategies

• Cooperative learning strategies was 130% and above effective when used

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ACTUAL RESULTS

30%


• ICT integration is 115-129% evident






• ICT integration is 130% and above evident

• Results of student observations/appraisal are 130% and above used as basis for follow-up.

• The teacher developed a measurable goal for student learning that is aligned with the (DepEd standards or Philippine Elementary Learning Competencies (PELC) or the Philippine Secondary Learning Competencies (PSLC))curriculum

• The teacher explained the importance of the goal and the appropriateness to students.

• Has provided individual activities for a 115-129% and above of the classes handled for the rating period

• Teaching methods and strategies elicited 115-129% interaction from a class

• Inductive method/deductive method was 115-129% used in teaching a lesson

• Cooperative learning strategies was 115-129% effective when used

• Results of student observations/appraisal are 115-129% used as basis for follow-up.

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ACTUAL RESULTS

30%

3 - Satisfactory


2 - Unsatisfactory






• The teacher clearly communicated a focus for student learning that is aligned with the (DepEd standards or Philippine Elementary Learning Competencies (PELC) or the Philippine Secondary Learning Competencies (PSLC))curriculum

• Has provided individual activities for a 100-114% and above of the classes handled for the rating period





• The teacher did not have a clear focus for student learning

• Has provided individual activities for a 51-99% of the classes handled for the rating period

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ACTUAL RESULTS

30%


1 - Poor

• ICT integration is not evident










• The teacher did not have a clear focus for student learning or the objective is too general to guide lesson planning or the objective is inappropriate for students

• Has provided individual activities for a 50% and below of the classes handled for the rating period

• Teaching methods and strategies elicited 50% and below interaction from a class

• Inductive method/deductive method was not used in teaching a lesson

• Cooperative learning strategies was never used

• Results of student observations/appraisal are not used as basis for follow-up.

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ACTUAL RESULTS

30%

5 - Outstanding


3 - Satisfactory

2 - Unsatisfactory

1 - Poor



• Initiated discipline of students including classroom rules, guidelines and individual and group task with in the rating period

• Pupils were 130% and the above guided in the observation of classroom rules and the guidelines as evidenced by descriptive rating in the report card/journal

• Pupils were 115-129% guided in the observation of classroom rules and the guidelines as evidenced by descriptive rating in the report card/journal



• Pupils were not guided in the observation of classroom rules and the guidelines as evidenced by descriptive rating in the report card/journal

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ACTUAL RESULTS

30%

5 - Outstanding


3 - Satisfactory

2 - Unsatisfactory

1 - Poor



• Monitored attendance, diversity and appreciation, safe, positive and motivating environment, overall physical atmosphere, cleanliness and orderliness of classrooms including proper waste disposal daily

• Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 130% and above maintained

• Attendance checking was 130% and above systematically carried out

• Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 115-129% maintained

• Attendance checking was 115-129% systematically carried out





• Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 50% and below consistently maintained

• Attendance checking was 50% and below systematically carried out

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ACTUAL RESULTS

30% 5 - Outstanding



• Pupils/Student Outcomes

• Monitored and evaluated and maintained pupils/students' progress with in the rating period

• Evidence showed that the teacher purposely plans assessments and varies assessment choices to match the different student needs, abilities, and learning styles.

• Class record reflected the bases of 130% and above of pupils' ratings in all classess/subject areas handled

• Students' portfolio contained 130% and above of his accomplishment

• Table of specifications is 130% and above prepared for tests that require it

• Table of specifications showed 130% and above congruence between content and skills test

• Test questions were 130% and above logiclly sequenced

• Pretest and Posttest were 130% and above administered in all classes/subject area (Supported by analysis report on subject area per class/grade level)

• The teacher explained the various uses and limitations of the different kinds of assessments/test. Evidence showed that student needs and avenues for growth were clearly identified.

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ACTUAL RESULTS

30%

3 - Satisfactory




• Class record reflected the bases of 115-129% of pupils' ratings in all classess/subject areas handled

• Students' portfolio contained 115-129% of his accomplishment

• Table of specifications is 115-129% prepared for tests that require it

• Table of specifications showed 115-129% congruence between content and skills test

• Test questions were 115-129% logiclly sequenced

• Pretest and Posttest were 115-129% administered in all classes/subject area (Supported by analysis report on subject area per class/grade level)

• The eveidence of more than one measure of student performance but there is difficulty in analyzing data to inform instuctional planning and dilivery



• Table of specifications is 100-114% prepared for tests that require it

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ACTUAL RESULTS

30%

2 - Unsatisfactory

1 - Poor







• The teacher planned instructions without analyzing student learning data



• Table of specifications is 51-99%prepared for tests that require it




• No evidence of student monitoring or evaluation of student progress

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ACTUAL RESULTS

30%

5 - Outstanding 4 - Very Satisfactory

3 - Satisfactory

2 - Unsatisfactory

1 - Poor




• Class record reflected the bases of 50% and below of pupils' ratings in all classess/subject areas handled

• Students' portfolio contained 50% and below of his accomplishment

• Table of specifications is not prepared for tests that require it

• Table of specifications did not show congruence between content and skills test

• Test questions were not logiclly sequenced

• Pretest and Posttest were never administered

• Conducted Remediation/enrichment programs to improve performance indicators

• Remediation/Enrichment program is offered to 130% and above who need it

• Remediation/Enrichment program is offered to 115-129% who need it



• Remediation/Enrichment program is offered to 50% and below who need it

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ACTUAL RESULTS

30%

5 - Outstanding 130% and above MPS/GSA4 - Very Satisfactory115%-129% MPS/ GSA3 - Satisfactory100-114% MPS/GSA2 - Unsatisfactory51-99% MPS/GSA1 - Poor50% and below MPS/GSA

20% 5 - Outstanding 4 - Very Satisfactory

3 - Satisfactory

2 - Unsatisfactory

1 - Poor



• Attained the required GSA for grade level and learning areas

MFO: 1 BASIC EDUCATION POLICY SERVICES

• Community Involvement

• Conducted periodic PTA meetings/conferences 130% and above accomplishment with set

agreements met

115-129% of planned meetings producing only set agreements and partial accomplishments of these

100-114% of planned meetings conducted producing set of agreements

51-99% of planned meetings conducted with minimal results

50% and below of the planned meetings conducted with no result

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ACTUAL RESULTS

20%


3 - Satisfactory

2 - Unsatisfactory

1 - Poor


3 - Satisfactory

2 - Unsatisfactory

1 - PoorNo project/event/activity initiated

MFO: 1 BASIC EDUCATION POLICY SERVICES

• Community Involvement

• Visited parents of students needing academic monitoring/follow-up with in the rating period

130% and above accomplishment of set visits successful interventions

115-129% accomplishment of visits with partial success in implementation of interventions

100-114% accomplishment of visits with suggested planned interventions

51-99% accomplishments of visits with planned interventions

50% and below accomplishments with no interventions

• Undertaken/initiated projects/events/activities with external funding/sponsorship within the target date

130% and above project accomplishment with full documentation report on completion

115-129% project accomplishment with partial completion

100-114% project initiative only with no completion report

51-99% project initiative only with no completion report

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ACTUAL RESULTS

20% 5 - Outstanding 4 - Very Satisfactory

3 - Satisfactory

2 - Unsatisfactory

1 - Poor

Only classroom/learning/issues identified5 - Outstanding 4 - Very Satisfactory

3 - Satisfactory

2 - Unsatisfactory


• Professional Growth and Development

• Conducted problem/classroom based action research 3 action research conducted with full

documentation on completion of interventions.

2 action research conducted with full documentation on completion of interventions.

1 action research conducted with full documentation on completion of interventions.

Identified classroom/learning problems with research proposals

• Initiated/Participated in co-curricular/school activities with in the rating period Initiated at least 2 co-curricular/ school

activities with documented results

Initiated and participated in co-curricular/ school activities with documented results

Participated in most co-curricular/ school activities with documented results

Participation only with out document results

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ACTUAL RESULTS

20%

1 - Poor

No participation in school Activities



• Initiated/Participated in co-curricular/school activities with in the rating period

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ACTUAL RESULTS

20%

5 - Outstanding


3 - Satisfactory

2 - Unsatisfactory

1 - PoorUnpublished work produced

* Toget the score, the rating is multiplied by th weight assigned

0 ###

ROGEN S. HEMODO JOSE ROY S. ACBORatee Rater



• Produced publications/ creative work for school paper/division publication with in the target date

Produced publication/creative work published in National Circulation/ DepEd Post/ CSC Newsletters and similar publications

Produced publication/creative work published in regional publications

Produced publication/creative work published in division publications

Produced publication/creative work published in school papers

OVERAL RATING FOR ACCOMPLISHMENTS

COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

Self-Management

1 Sets personal goals and direction, needs and development. 4

2 43.2

Teamwork1

Willingly does his/her share of responsibilty. 42

3 3.43 3

4 33

Applies negotiation principles in arriving at win-win agreements.3

5 Sets high quality, challenging, realistic goals for self and others 2 4Drives consensus and team ownership of decisions. 4

Professionalism and Ethics5

3

4

Service Orientation

11

Can explain and articulate organizational directions, issues and problems. 4

23

3.62

33

34

33

4 Makes personal sacrifices to meet the organization's needs.3

4

3

54

5

2Result Focus Innovation

13

1

3

23

2

3

3

3

3.2

3

4

3

44

4

2

5 Makes specific changes in the system or in own work methods to3

53

5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates

DEPED RPMS form - DEPED form - For Head of Office | 4

improve performance. Examples may include doing something better, faster, at alower cost, more efficiently; or improving quality, costumer satisfaction, morale, without setting any specific goal.

Undertakes personal actions and behaviors that are clear and purposive and takes into account personal goals and values congruent to that of the organization.

Promotes collaboration and removes barriers to teamwork and goal accomplishment across the organizationDisplays emotional maturity and enthusiasm for and is challenged by

higher goalsPrioritize work tasks and schedules (through gantt charts, checklists, etc.) to achieve goals.

Works constructively and collaboratively with others and across organizations to accomplish organizational goals and objectives.

Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for public officials and employee (RA 6713).

Practices ethical and professional behavior and conduct taking into account the impact of his/her actions and decisions.

Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns

Maintains professional image: being trustworthy, regularity of attendance and punctuality, good grooming and communication.

Initiates activities that promotes advocacy for men and women empowerment.

Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies and directions.

Acts with a sense pf urgency and responsibility to meet the organization's needs, improves systems and help others improve their effectiveness.

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

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

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).

Avoids rework, mistakes and wastage through effective work methods by placing organizational needs before personal needs.

Demonstrates an ability to think "beyond the box". Continuously focuses on 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 produce very satisfactoy quality of work in terms of usefulness/acceptability and completeness with no supervision required.

Promotes a creative climate and inspires co-workers to develop original ideas or solutions.

Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new or more precise ways of meeting goals set.

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.

CORE SKILLS Computer / ICT SkillsOral Communication

1 2

1 Follows instructions accurately.

4

3.4

2 32.2

2 Expresses self clearly, fluently and articulately. 3 3 Prepares simple presentations using Powerpoint. 2

3 Uses appropriate medium for the message.3 4 2

4Adjust communication style to others. 3 5 2

5 Guides discussions between and among peers to meet an objective. 4

Written Communication

1 3

2 3

3

3 3

4 3

5 3

5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates

Note: These ratings can be used for the developmental plans of the employee.

DEPED RPMS form - DEPED form - For Teachers

Prepares basic compositions ( e.g., letters, reports, spreadsheets and graphic presentations using Word Processing and Excel.

Identifies different computer parts, turns the computer on/off, and work on a given task with acceptable speed and accuracy and connects computer peripherals ( e.g., printers, modems, multi-media projectors, etc.)

Utilizes technologies to : access information to enhance professional productivity, assists in conducting research and communicate through local and global professional networks.

Recommends appropriate and updated technology to enhance productivity and professional practice.

Knows the different written business communication formats used in the DepEd.

Writes routine correspondence/communications, narrative and descriptive report based on ready available information data with minimal spelling or grammatical error/s (e.g. Memos, minutes, etc.)

Secures information from required references (i.e., Directories, schedules, notices, instructions) for specific purposes.

Self-edits words, numbers, phonetic notation and content, if necessary.Demonstrates clarity, fluency, impact, conciseness, and effectiveness in his/her written communications.

PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating

Accomplishments of KRAs and Objectives #DIV/0!

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

Name of Employee: ROGEN S. HEMODO Name of Superior: JOSE ROY S. ACBO

Signature: Signature:

Date: Date:

PART IV: DEVELOPMENT PLANS

Strengths Development Needs Timeline Resources Needed

ROGEN S. HEMODO JOSE ROY S. ACBORatee Rater

Action Plan (Recommended Developmental

Intervention)

DEPED RPMS form - DEPED form -For Teacher |

Documents

Rpms Sample