MFOs

Key Result Areas

(KRAs)

Instructional
Basic Education
Services
Competence
(30%)

OBJECTIVES

TIMELIINE

1. Carried regular
teaching loads with
180 DLL/LP using
at least 10
instructional
materials per subject
area within the rating
period to enhance
learning
competence.

June 2016 to
March 2017

2. Enriched the
curriculum of his/her
field of
specialization/ grade
assignment through
the use of ICT/ and
or other instructional
materials at least

June 2016 to
March 2017

Weight per
KRA

10%

10%

PERFORMANCE INDICATORS
Quality

Efficiency

Timeliness

5 Cariied the required number of DLL/LP with

5
complete parts where learners achieved at least
75% Index of Mastery/performance and used at
least 10 instructional materials within the school
year

Carried 100% of the targetted number of

lesson plans/logs with 85% learners'
performance

4 Carried the required number of DLL/LP with

4
complete parts where learners achieved at least
75% Index of Mastery/performance and used at
least 8 instructional materials per subject area
within the school year

Carried 90%-99% of the targetted number of 4

lesson plans/logs with 80% learners'
performance

Submitted the DLL/LP on the scheduled date/

time.

3 Carried the required number of DLL/LP with

3
complete parts where learners achieved at least
75% Index of Mastery/performance and used at
least 6 instructional materials per subject area
within the school year

Carried 80%-89% of the targetted number of

lesson plans/logs with 75% learners'
performance

Submitted the DLL/LP 1day after the scheduled

time

2 Carried the required number of DLL/LP with

2
complete parts where learners achieved at least
75% Index of Mastery/performance and used at
least 4 instructional materials per subject area
within the school year

Carried 70%-79% of the targetted number of 2

lesson plans/logs with 70% learners'
performance

Submitted the DLL/LP 2 days after the scheduled

time
time

1 Carried the required number of DLL/LP with

1
complete parts where learners achieved at least
70% Index of Mastery/performance and used at
least 2 instructional materials per subject area
within the school year

Carried 69% below of the targetted number

of lesson plans/logswith 65% learners'
performance

Submitted the DLL/LP 3 or more days after the

scheduled time

5 Used ICT/ instructional materials in the delivery 5 100% of the targeted number of teachers/
of the lesson and such materials were borrowed
participants borrowed/ adopted the
/ adopted by other teachers.with borrowers
instructional materials
logbook

Submitted the DLL/LP before the scheduled

date/ time.

5 Used/ adopted ICT/ instructional materials before

the end of the quarter

2. Enriched the
June 2016 to
curriculum of his/her March 2017
field of
specialization/ grade
assignment through
the use of ICT/ and
or other instructional
materials at least
once in every quarter
available to the
learners and other
teachers to increase
the performance of
the learners

3. Interpreted/
utilized and
consolidated
competency
assessment results
for 1 quarter only for
the assigned grade/
subject to improve
instruction

June 2016 to
March 2017

10%

10%

4 Used 4 ICT/ instructional materials in the

delivery of the lesson and such materials were
borrowed / adopted by other teachers with
borrowers' log book.

90%-99% of the targeted number of teachers/

participants borrowed/ adopted the
instructional materials

Used/ adopted ICT/ instructional materials at the

end of the quarter

3 Used 3 ICT/ instructional materials in the

delivery of the lesson and such materials were
borrowed / adopted by other teachers with
borrowers' log book.

80%-89% of the targeted number of teachers/

participants borrowed/ adopted the
instructional materials

Used/ adopted ICT/ instructional materials 1 day

after the end of the quarter

2 Used 2 ICT/ instructional materials in the

delivery of the lesson and such materials were
borrowed / adopted by other teachers with
borrowers' log book.

70%-79% of the targeted number of

teachers/participants borrowed/ adopted the
instructional materials

Used/ adopted ICT/ instructional materials 2 days

after the end of the quarter

1 Used 1 ICT/ instructional material in the delivery

of the lesson and such materials were borrowed
/ adopted by other teachers with borrowers' log
book.

69% below of the targetted number teachers/

participants borrowed/ adopted the
instructional materials

Used/ adopted ICT/ instructional materials 3 days

after the end of the quarter

5 Interpreted/ utilized and consolidated

competency test results every quarter
supported by the following: Test Questions w/
Table of Specifications; Item Analysis;
Intervention Plan was agreed upon by
teachers..

5 100% of the test results were analyzed

interpreted and utilized per grading period,

5 Submitted analyzed test results before the

schedule date/ time

4 Interpreted/ utilized and consolidated

competency test results every quarter
supported by the following: Test Questions w/
Table of Specifications; Item Analysis;
Intervention Plan was recommended.

90%-99% of the test results were analyzed

interpreted and utilized per grading period,

Submitted analyzed test results on the schedule

date/ time

3 Interpreted/ utilized and consolidated

competency test results every quarter
supported by the following: Test Questions w/
Table of Specifications; Item Analysis.

80%-89% of the test results were analyzed

interpreted and utilized per grading period,

Submitted analyzed test results 1 day after the

schedule date/ time

2 Interpreted and consolidated competency test

2 70%-79% of the test results were analyzed ,
results every quarter supported by the following:
interpreted and utilized per grading period
Test Questions w/ Table of Specifications; Item
Analysis.

2 submitted analyzed test results three days after

the scheduled time.

1 Did not interpret/ utilize and consolidate

competency test results

1 No analyzed test results submitted.

1 69%-below of the test results were analyzed,

interpreted and utilized per grading period

e scheduled

eduled date/

the scheduled

er the scheduled

days after the

materials before

materials at the

materials 1 day

materials 2 days

materials 3 days

before the

on the schedule

1 day after the

hree days after

ed.

NUMERICAL RATING

ADJECTIVAL RATING

Outstanding

Very Satisfactory

Satisfactory

Unsatisfactory

Poor

DESCRIPTION OF THE MEANING OF RATING

Performance represents an extraordinary level of achievment and commitment in terms of quality and time, technical skills and kno
ingenuity, creativity and initiative. Employees at this performance level should have demonstrated exceptional job mestery in all major
responsibility. Employee achievement and contributions to the organization are of marked excellence.
Performance exceeded expectations. All goals, objectives and targets were achieved above the established standards.
Performance met expectations in terms of quality of work, efficiency and timeliness. The most critical annual goals were met.
Performance failed to meet expectations, and/ or one or more of the most critical goals were not met.

Performance was consistently below expectations, and/ or reasonable progress towards critical goals was not made. Significant improveme
needed in one or more important areas.

This rating scale is based on the Civil Service Commission Circular No. 06, series of 2012 that sets the guidelines on the establishment and implementation of the Strategic Performance Management
System (SPMS) in all government agencies.
The overall rating/ assessment for the accomplishments shall fall within the following adjectival ratings and shall be in
three (3) decimal points.

RANGE
4.500- 5.000
3.500- 4.499
2.500- 3.499
1.500- 2.499
below 1.499

Competencies shall be monitored for the developmental purposes. In evaluating the individual's de
competencies, this rating scale shall apply.

ADJECTIVAL RATING

SCALE

DEFINITION

Outstanding
Very Satisfactory
Satisfactory
Unsatisfactory
Poor

5
4
3
2
1

Role model
Consistently demonstrates
Most of the time demonstrate
Sometimes demonstrates
Rarely demonstrates

Grievances and Appeals:

1

A Grievance Committee shall be created in each level of the organization to act as appeals board and final arbiter of all issues
relating to the implementation of the RPMS

The office performance assessment as discussed in the performance review and evaluation phase shall be final and not
appealable. Any issue/ appeal on the initial performance assessment of an office shall be discussed and decided during the
performance review conference.

The Grievance Committee shall decide on the appeals within one (1) month from receipt. Appeals lod
shall follow the hierarchial jurisdiction of various Grievance Committees within the agency. For exam
Grievance Committee is appealble to the Regional Grievance Committee, which decision is in turn
Grievance Committee.

Individual employees who feel aggrieved or dissatisfied with their final performance ratings can file an appeal with the
Grievance Committee at their level within ten (10) working das from date of receipt of notice of their final evaluation rating
from the rater. The rate, however, shall not be allowed to protest the performance ratings of co-employees. Ratings obtained
by the rate can only be used as basis for reference for comparizon in appealing the individual performance rating.

The decision of the Central Office Grievance Committee is final.

ality and time, technical skills and knowledge,

d exceptional job mestery in all major areas of
e.

ablished standards.

l annual goals were met.

t.

s was not made. Significant improvement is

trategic Performance Management

ses. In evaluating the individual's demonstration of

DEFINITION
Role model
Consistently demonstrates
Most of the time demonstrate
Sometimes demonstrates
Rarely demonstrates

one (1) month from receipt. Appeals lodged at any Grievance Committee
ommittees within the agency. For example, the decision of the Division
e Committee, which decision is in turn appealable to the Central Office

l.

PART II: COMPETENCIES

CORE BEHAVIORAL COMPETENCIES
Self-Management

CORE SKILLS
Teamwork

Oral Communication

Sets personal goals and direction, needs and development.

Willingly does his/her share of responsibility.

Follows instruction accurately.

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
organization.

Expresses self clearly, fluently and accurately.

Displays emotional maturity and enthusiasm for and is challenged by higher goals.

Applies negotiation principles in arriving at win-win agreements.

Uses appropriate medium for the message

Prioritizes work tasks and schedules (through Gantt charts, checklists, etc.) to achieve goals.

Drives consensus and team ownership of decisions.

Adjust communication styles to others.

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

Guides discussions between and among peers to meet an ob

Sets high quality, challenging, realistic goals for self and others.

Professionalism and Ethics

1

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

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

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

Makes personal sacrifices to meet organizations needs.

Acts with a sense of urgency and responsibility to meet organizations needs, improve systems and
help others improve their effectiveness.

Result Focus
1

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

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

Delivers error-free outputs most of the time by conforming to standard operating procedures
correctly and consistently. Able to produce very satisfactory quality of work in terms of
usefulness/acceptability and completeness with no supervision required.

Service Orientation

Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on
new or more precise ways of meeting goals set.
Makes specific changes in the system or in own work methods to improve performance. Examples
may include doing something better, faster, at a lower cost, more efficiently, or improving quality,
customer satisfaction, morale, without setting any specific goal.

Can explain and articulate organizational directions, issues and problems.

Takes personal responsibility for dealing with and/or correcting customer service issues and
concerns.

Initiates activities that promotes advocacy for men and women empowerment.

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

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

Innovation
Examines the root cause of problems and suggests effective solutions. Fosters new ideas,
processes, and suggests better ways to do things (cost and/or operational efficiency).
2

Writes routine correspondence/communications, narrative and

available information data with minimal spelling or grammatica

Secures information from required references (i.e., Directories

specific purposes.
Self-edits words, numbers, phonethic notation and content, if

Demonstrates clarity, fluency, impact, conciseness and effecti

communications.

Prepares basic compositions (e.g., letters, reports, spreadshe

Word Processing and Excel).

Identifies different computer parts, turns the computer on

acceptable speed and accuracy and connects computer
multimedia projectors, etc.)

Prepares simple presentation using Powerpoint.

Demonstrates an ability to think beyond the box. Continuously focuses on improving personal
productivity to create higher value and results.

Knows the different written business communication formats u

Computer/ICT Skills

Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
4

Written Communication

Utilizes technologies to: access information to enhance profes

conducting research and communicate through local and glob

Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.
Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the
ability to succeed with minimal resources.

Recommends appropriate and updated technology to enhanc

practice.

OVERALL COMPETENCY RATINGS

CORE BEHAVIORAL COMPETENCIES
CORE SKILLS

OVERALL RATING

tion accurately.

clearly, fluently and accurately.

te medium for the message

nication styles to others.

ions between and among peers to meet an objective.

rent written business communication formats used in DepEd.

correspondence/communications, narrative and descriptive report based on readily

mation data with minimal spelling or grammatical errors (e.g. memos, minutes, etc.)

ation from required references (i.e., Directories, schedules, notices, instructions) for
es.

s, numbers, phonethic notation and content, if necessary.

clarity, fluency, impact, conciseness and effectiveness in his/her written

s.

compositions (e.g., letters, reports, spreadsheets and graphics presentation using

ng and Excel).

ent computer parts, turns the computer on/off, and work on a given task with
eed and accuracy and connects computer peripherals (e.g. printers, modems,
ectors, etc.)

e presentation using Powerpoint.

ogies to: access information to enhance professional productivity, assists in

earch and communicate through local and global professional networks.

appropriate and updated technology to enhance productivity and professional

ENCY RATINGS

RAL COMPETENCIES

0.00
0.00

NG

0.00

PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results
Accomplishment of KRAs and Objectives

Rating

Adjectival Rating

#REF!

#REF!

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

Name of Superior
#REF!
#REF!

#REF!
#REF!

Signature

Signature

Date

Date
#REF!

#REF!

Rating

PART IV: DEVELOPMENT PLANS

Strengths

Rater:

Action Plan
(Recommended Developmental Intervention)

Development Needs

Ratee:
#REF!

#REF!

Timeline

#REF!

#REF!

Resources Needed

Approving Authority:
#REF!

#REF!

PERFORMANCE MONITORING AND COACHING FORM

Date

Critical Incidence Description

(Situation, Task & Action)

Output
(Result)

Impact on Job
(Outcome)

Action Plan
(Reinforce/ Redirect)

an
edirect)

Signature of
Ratee

Rater

EMPLOYEE FEEDBACK FORM

Strengths

Development Needs

Action Plan
(Recommended Developmental Intervention)

Timeline

Feedback:
wwww

Rater:

Ratee:

Approving Authority:

#REF!

#REF!

#REF!

#REF!

#REF!

#REF!

ne

Resources Needed

ority:

#REF!

#REF!