RPMS FOR TEACHERS
Key Result Areas
Major Final Outputs (KRAs)
 Teaching-Learning Process
 Pupils/Students Outcomes
 Community Involvement
 Professional Growth and Development
**Guide
Objectives Outputs
 Prepared lesson plans and daily logs of activities including  Daily Lesson Plan and Instructional materials
appropriate, adequate and updated instructional materials
 Facilitated learning in the elementary and secondary schools  Functional lesson plans, daily logs, teaching
through functional lessons plans, daily logs and innovative strategies
teaching strategies
 Initiated discipline of students including classroom rules,  Class Rules and well-behaved pupils
guidelines and individual and group tasks
 Monitored attendance, diversity appreciation, safe, positive  Positive/productive/safe learning environment
and motivating environment, overall physical atmosphere,
cleanliness and orderliness of classrooms including proper
waste disposal.
 Monitored and evaluated and maintained pupils/ students’  Complete and accurate class record
progress
 Conducted remediation/enrichment programs to improve  Remediation/enrichment programs conducted
performance indicators  Updated pupils/students’ school records
 Maintained updated pupils/students’ school records
 Attained the required GSA for grade level and learning areas  Students’ mastery of the required learning
ompetencies per grade level
 Conducted regular/periodic PTA meetings/conferences  PTA meetings/conferences organized
 Visited parents of students needing academic
monitoring/follow-up  Academic monitoring/follow-up
 Undertaken/initiated projects/events/activities with external
funding/sponsorship  Projects/events/activities initiated/undertaken
 Conducted Action Research  Action research
 Participated in activities such as teachers’ association, etc.  Professional membership and/or community
 Produced publications/creative work for school paper/division linkages
publication
 Published work
 Received special awards/citation/recognition for exemplary
performance

Objectives Outstanding
(5)
 Prepared daily lesson  All daily lesson plans had the
plans and daily logs following objective, subject matter,
of activities including procedures, evaluation & assignment
appropriate, adequate  Each part had a full description of
and updated what to do with an example
instructional materials  Objective was specific, measurable,
within the rating attainable, result-oriented and time-
period bound
 developed high order thinking
skills
 Attained 100% and above of the
desired learning competencies
 100% and above based on the budget
of work
 Facilitated learning in  The teacher established challenging
the school through and measureable goal/s for student
functional lessons learning that is aligned with the
plans, daily logs and (DepEd standards or Philippine
innovative teaching Elementary Learning Competencies
strategies (PELC) or the Philippine Secondary
Learning Competencies (PSLC))
curriculum
 The goal reflected a range of student
learner needs.
 Has provided individual activities for a  Has provided individual activities  Has provided individual
100% and above of the classes handled for a 85-99% of the classes
for the rating period
Very Satisfactory
(4)
 Had four of the five parts of
lesson plan
 Each part had a partial
description of what to do with an
example
 Objective was stated with 1
behavioral indicator is missing
 85-99% developed high order
thinking skills
 Attained 85-99% of the desired
learning competencies
 85-99% based on the approved
budget of work
 The teacher developed a
measureable goal for student
learning that is aligned with the
DepEd standards or Philippine
Elementary Learning
Competencies (PELC) or the
Philippine Secondary Learning
Competencies
 The teacher explained the
importance of the goal and its
appropriateness to students.
handled for the rating period
Performance Indicators
Satisfactory Unsatisfactory Poor
(3) (2) (1)
 Had 3 of the five parts  Had 2 of the five parts  Had 1 of the five parts
 Each part had a partial  Each part had no description of  Each part had no
description without example what to do with example description of what to do
 Objective was stated with 3-4  Objective was stated with 1-2 and example
behavioral indicator missing behavioral indicators missing  Objective was stated
 70-84% developed high  55-69% developed high order without behavioral indicators
order thinking skills thinking skills  54% and below develop
 Attained 70-84% of the  Attained 55-69% of the desired high order thinking skills
desired learning competencies learning competencies  54% and below attain the
 70-84% based on the  55-69% based on the approved desired learning
approved budget of work budget of work competencies
 54% and below based on
the approved budget of
work
 The teacher clearly  The teacher did not have a clear  The teacher did not have a
communicated a focus for focus for student learning. clear focus for student
student learning that is learning or the objective is
appropriate for students and is too general to guide lesson
aligned Philippine Elementary planning or the objective is
Learning Competencies inappropriate for students.
(PELC) or the Philippine
Secondary Learning
Competencies (PSLC).
 Has provided individual activities  Has provided individual
activities for a 70-84% of the for a 55-69% of the classes activities for 50% and
classes handled for the rating handled for the rating period below of the classes
period handled for the rating period
 Performance Indicators
Objectives Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(5) (4) (3) (2) (1)
 Teaching methods and strategies  Teaching methods and  Teaching methods and  Teaching methods and  Teaching methods and
elicited 100% and above interaction strategies elicited 85-99% strategies elicited 70-84% strategies elicited 55-69% strategies elicited 54% and
from a class interaction from a class interaction from a class interaction from a class below interaction from a class

 Inductive method/deductive method  Inductive method/deductive  Inductive method/deductive  Inductive method/deductive  Inductive method/deductive
was 100% and above used in method was 85-99% used in method was 70-84% used in method was 55-69% used in method was not used in
teaching a lesson teaching a lesson teaching a lesson teaching a lesson teaching a lesson

 Cooperative learning strategies was  Cooperative learning strategies  Cooperative learning  Cooperative learning  Cooperative learning strategy
130% and above effective when used was 85-99% effective when strategies was 70-84% strategies was 55-69% was never used
used effective when used effective when used

 ICT integration is100% and above  ICT integration is 85-99%  ICT integration is 70-84%  ICT integration is 51-99%  ICT integration is not evident
evident evident evident evident
 Results of student observation/  Results of student observation/  Results of student observation  Results of student observation/  Results of student observation/
appraisal are 100% and above used appraisal are 85-99% used as and appraisal are 70-84% appraisal are 55-69% used as appraisal are not used as
as basis for follow-up basis for follow-up used as basis for follow-up basis for follow-up basis for follow-up

 Initiated discipline of  Pupils were 100% and above guided in  Pupils were 85-99% guided in the  Pupils were 70-84% guided in  Pupils were 55-69% guided in  Pupils were not guided in the
students including the observation of classroom rules and observation of classroom rules and the observation of classroom the observation of classroom observation of classroom rules
classroom rules, guidelines as evidenced by descriptive guidelines as evidenced by rules and guidelines as rules and guidelines as and guidelines as evidenced by
guidelines and rating in the report card/journal descriptive rating in the report evidenced by descriptive rating evidenced by descriptive rating descriptive rating in the report
individual and group card/journal in the report card/journal in the report card/journal card/journal
tasks within the rating
period
 Performance Indicators
Objectives Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(5) (4) (3) (2) (1)
 Monitored attendance,  Safety, orderliness and cleanliness of  Safety, orderliness and cleanliness of  Safety, orderliness and  Safety, orderliness and  Safety, orderliness and
diversity appreciation, floors, toilets and proper waste floors, toilets and proper waste cleanliness of floors, toilets and cleanliness of floors, toilets and cleanliness of floors, toilets and
safe, positive and disposal were 100% and above disposal were 85-99% maintained proper waste disposal were 70- proper waste disposal were 55- proper waste disposal were 54%
motivating environment, maintained 84% maintained 69% maintained and below consistently maintained
overall physical
atmosphere,  Attendance checking was 100% and  Attendance checking was 85-99% Attendance checking was 70-84% Attendance checking was 55-69% Attendance checking was 54% and
cleanliness and above systematically carried out systematically carried out systematically carried out systematically carried out below systematically carried out
orderliness of
classrooms including
proper waste disposal
daily
 Monitored and  Evidences showed that the teacher  The teacher explained the various  There is evidence of more than  The teacher planned instructions  No evidence of student monitoring
evaluated and purposely plans assessments and uses and limitations of the different one measure of student without analyzing student or evaluation of student progress.
maintained pupils/ varies assessment choices to match kinds of assessments/tests. performance but there is learning data.
students’ progress the different student needs, abilities, Evidences showed that student difficulty in analyzing data to
within the rating and learning styles. needs and avenues for growth were inform instructional planning
period clearly identified. and delivery.
 Class record reflected the bases of  Class record reflected the bases of  Class record reflected the bases Class record reflected the bases  Class record reflected the bases
130% and above of pupils’ ratings in 85-99% of pupils’ ratings in all of 70-84% of pupils’ ratings in of 55-69% of pupils’ ratings in all of 54% and below of pupils’
all classes/subject areas handled classes/subject areas handled all classes/subject areas classes/subject areas handled ratings in all classes/subject areas
handled handled

 Students’ portfolio contained 100%  Students’ portfolio contained 85-99%  Students’ portfolio contained 70-  Students’ portfolio contained 55-  Students’ portfolio contained
and above of his accomplishment of his accomplishment 84% of his accomplishment 69% of his accomplishments 54% and below of his
accomplishments

 Table of Specifications is 100% and  Table of Specifications is 85-99%  Table of Specifications is 70-  Table of Specifications is 55-69%  Table of Specifications is not
above prepared for tests that require it prepared for tests that require it 84% prepared for tests that prepared for tests that require it prepared
require it
 Table of Specifications 100% and  Table of Specifications showed 85-  Table of Specifications showed  Table of Specifications slightly  Table of Specifications did not
above congruence between content 99% congruence between content 70-84% congruence between showed 55-69% congruence show congruence between
and skills tested and skills tested content and skills tested between content and skills tested content and skills tested

Objectives Outstanding
(5)
 Test questions 100% and above
logically sequenced
 Pretest and Post-test were
100% and above administered
in all classes/subject area
(supported by analysis report
on subject area per
class/grade level)
 Conducted  Remediation/ Enrichment
remediation/ Program is offered to 100% and
enrichment programs above who need it and
to improve
performance
indicators
 Attained the required  100% and above MPS/GPA
GPA for grade level
and learning areas
 Conducted periodic  100% and above
PTA meetings/ accomplishment with set
conferences agreements met
Very Satisfactory
(4)
 Test questions were 85-99% logically
sequenced
 Pretest and Post-test were 85-99%
administered in all classes/subject
area (supported by analysis
report on subject area per
class/grade level)
 Remediation/ Enrichment Program is
offered to 85-99% who need it
 85-99% MPS/GPA
 85-99% of planned meetings
conducted producing only set
agreements and partial
accomplishment of these
Performance Indicators
Satisfactory
(3)
 Test questions were 70-84%
sequenced
 Pretest and Post-test were 70-
84% administered in all
classes/subject area
(supported by analysis
report on subject area per
class/grade level)
 Remediation/ Enrichment
Program is offered to 70-84%
who need it
 70-84% MPS/GPA
 70-84% of planned meetings
conducted producing set of
agreements
Unsatisfactory Poor
(2) (1)
 Test questions were 55-69%  Test questions were not logically
logically sequenced sequenced
 Pretest and Post-test were  Pretest and Post-test were never
55-69% administered in all administered
classes/subject area
(supported by analysis
report on subject area per
class/grade level)
 Remediation/ Enrichment  Remediation/ Enrichment
Program is offered to 55-69% Program is offered to 54% and
who need it below who need it
 55-69% MPS/GPA  54% and below MPS/GPA
 55-69% of planned meetings  54% and below of planned
conducted with minimal meetings conducted with no
results results

Objectives
 Visited parents of
students needing
academic
monitoring/follow-up
within the rating period
 Undertaken/initiated
projects/events/activities
with external
funding/sponsorship
within the target date
 Conducted
problem/classroom-
based Action Research
 Initiated/Participated in
co-curricular/school
activities within the rating
period
 Produced publications/
creative work for school
paper/division publication
within the target date
Outstanding
(5)
 100% and above
accomplishment of set visits
successful interventions
 100% and above project
accomplishment with full
documentation report on
completion
 3 Action Research conducted
with full documentation on
completion of interventions
 Initiated at least 2 co-curricular/
school activities with
documented results
 Produced publication/ creative
work published in National
Circulation/ DepEd Post/ CSC
Newsletters and similar
publications
Very Satisfactory
(4)
 85-99% accomplishment of visits
with partial success in
implementation of interventions
 85-99% project accomplishment
with partial completion
 2 Action Research conducted with
documentation on completion of
interventions
 initiated and participated in co-
curricular/school activities with
documented results
 Produced publication/ creative work
published in regional publications
Performance Indicators
Satisfactory
(3)
 70-84% accomplishment of
visits with suggested planned
interventions
 70-84% project initiative only
with no completion report
 1 Action Research conducted
with documentation on
completion of interventions
 participated in most of co-
curricular/ school activities with
documented results
 Produced publication/ creative
work published in division
publication
Unsatisfactory
(2)
 55-69% accomplishment of
visits with planned
interventions
 55-69% project initiative only
with no completion report
 Identified classroom/learning
problems with research
proposals
 Participation only without
documented results
 Produced publication/
creative work published in
school papers
Poor
(1)
 54% and below accomplishment
with no interventions
 No project/event/activity initiated
 Only classroom/ learning
problems/ issues identified
No participation in school activities
Unpublished work produced
 PERFORMANCE COMMITMENT AND REVIEW FORM (PCRF) FOR TEACHERS
Name of Employee: AMADEO REI P. BUCASAS
Position: Teacher I
Division: Makulagtit National High School
TO BE FILLED DURING PLANNING
MFO KRAs OBJECTIVES
Basic Teaching-  Prepared lesson plans and daily June2015
Educatio Learning logs of activities including
n Process appropriate, adequate and
Service (25%) updated instructional materials
 Facilitated learning in the
elementary and secondary
schools through functional
lessons plans, daily logs and
innovative teaching strategies
 Initiated discipline of students
including classroom rules,
guidelines and individual and
group tasks
 Monitored attendance, diversity
appreciation, safe, positive and
motivating environment, overall
physical atmosphere,
cleanliness and orderliness of
classrooms including proper
waste disposal.
June 2015 to March 2016
Name of Rater: LILIBETH F. ASUNCION, Ed.D.
Position: Principal IV
Date of Review: October 26, 2015/ April 6, 2016
TO BE FILLED DURING EVALUATION
Weight Performance Indicators
TIMELINE Per (Quality, Efficiency, Timeliness) ACTUAL RESULTS RATING SCORE
KRA
5%  5 (Outstanding: Role Model) Performance represents an  All daily lesson plans had a 5 .25
to March extraordinary level of achievement and commitment in complete part. Each part had a full
2016 terms of quality and time, technical skills and knowledge, description of what to do with an
ingenuity, creativity and initiative. Employees at this example. Objective was specific,
performance level should have demonstrated measurable, attainable, result-
exceptional job mastery in all major areas of
oriented and time-bound
responsibility. Employee achievement and contributions
to the organization are of marked excellence. (100%)
June2015 10%  The teacher developed a 4 .40
to March  4 (Very Satisfactory: Consistently Demonstrates) measureable goal for student
2016 Performance exceeded expectations. All goals, learning that is aligned with the
objectives and targets were achieved above the DepEd standards and the Philippine
established standards (85% - 99%) Secondary Learning Competencies
June2015 5%  3 (Satisfactory: Most of the Time Demonstrates)  students were 90% guided in the 4 .20
to March Performance met expectations in terms of quality of observation of classroom rules and
2016 work, efficiency and timeliness. The most critical annual guidelines as evidenced by
goals were met (70% - 84%
descriptive rating in the report card
 2 (Unsatisfactory: Sometimes Demonstrates)
June2015 4 .20
Performance failed to meet expectations, and/or one or  Safety, orderliness and cleanliness
to March 5% more of the most critical goals were not met (55% - 69%) of floors, toilets and proper waste
2016 disposal were 87% maintained
 1 (Poor: Rarely Demonstrates) Performance was
consistently below expectations, and/or reasonable
progress toward critical goals was not made. Significant
improvement is needed in one or more important areas
(54% and below)
Pupils/  Monitored, evaluated and June 2015 5% 5 = Outstanding: Role Model; 100%  The teacher explained the various 4 .20
Students maintained pupils/students’ to March uses and limitations of the different
Outcomes progress 2016 4 = Very Satisfactory: Consistently Demonstrates; kinds of assessments/tests.
(25%) 85% - 99% Evidences showed that student
needs and avenues for growth were
3 = Satisfactory: Most of the Time Demonstrates 70% -
84% clearly identified.

 Conducted 5% 2 = Unsatisfactory: Sometimes Demonstrates;  Remediation/ Enrichment Program is 4 .20

remediation/enrichment 55% - 69% offered to 95% who need it
programs to improve
performance indicators 1 = Poor: Rarely Demonstrates: 54% and below
 83% of students have an updated 3
 Maintained updated 5% school records .15
pupils/students’ school records
 All students had a grade of 85 and 5
 Attained the required GPA for 10% above .50
grade level and learning areas
Community  Conducted regular/periodic PTA Every Quarter 10% 5 = Outstanding: Role Model; 100%  80% accomplishment of PTA 3 .30
Involvement meetings/conferences meetings with set agreements met
(25%) 4 = Very Satisfactory: Consistently Demonstrates;
Every Quarter 10% 85% - 99% 4 .40
 Visited parents of students  93% of parents of students needing
needing academic 3 = Satisfactory: Most of the Time Demonstrates
academic monitoring was followed up
monitoring/follow-up 70% - 84%
 96% project accomplishment with 4 .20
 Undertaken/initiated projects/ December 5% 2 = Unsatisfactory: Sometimes Demonstrates; partial completion
events/activities with external 2015 55% - 69%
funding/sponsorship
1 = Poor: Rarely Demonstrates: 54% and below
 Professional  Conducted Action Research 3rd Quarter 10% 5 = Outstanding: Role Model; 100%  1 Action Research conducted with 3 .30
Growth and documentation on completion of
Development 4 = Very Satisfactory: Consistently Demonstrates; interventions
(25%) 85% - 99%
 Participated in activities such July to Dec 5%  initiated and participated in co- 4 .20
as teachers’ association, etc. 2015 3= Satisfactory: Most of the Time Demonstrates curricular/ school activities with
70% - 84% documented results
 Produced publications/creative February 5%
work for school paper/division 2016 2 = Unsatisfactory: Sometimes Demonstrates;  Produced publication/ creative work 3 .15
publication 55% - 69% published in division publication

 Received special awards/ August 2015 5% 1 = Poor: Rarely Demonstrates: 54% and below  Received a certification as coach in the 3 .15
citation/recognition for to March 2016 2015 DSSPC
exemplary performance
Overall Rating for Assessment 3.8
Very Satisfactory

Adjectival Rating Scale

LILIBETH F. ASUNCION, Ed.D. AMADEO REI P. BUCASAS
Outstanding = 4.500 - 5.000 Principal IV Teacher I
Very Satisfactory = 3.500 - 4.499
Satisfactory = 2.500 - 3.499
Unsatisfactory = 1.500 - 2.499
Poor = 1.000 - 1.499
 PART III:SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating

Accomplishment of KRAs and Objectives 3.8

Employee-Superior Agreement

The 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: Name of Superior:

AMADEO REI P. BUCASAS LILIBETH F. ASUNCION, Ed.D.
Signature: Signature:

Date: Date:
April 6, 2016 April 6, 2016

PART IV:DEVELOPMENT PLANS

Development Needs Action Plan

Strengths (Recommended Developmental Timeline Resources Needed
Intervention)
Excellent at preparation of up to date and innovative lesson Have not earned any units in the Require teacher to enroll in the Graduate June 2015 Tuition Fees
plans and activities including adequate instructional aids Graduate School for the last five years School
and ICT-based teaching materials. and has not been attending to training Send him to relevant seminars, training July 2016 – Funds for Registration
and seminars and workshops. March 2017
Classroom is well-structured and very conducive to learning
Feedback:
You have the potential of a future Master Teacher and a very good instructional leader, so prepare yourself by finishing your Master of Arts degree

LILIBETH F. ASUNCION, Ed.D. AMADEO REI P. BUCASAS

Principal IV Teacher III
 PERFORMANCE MONITORING AND COACHING FORM
Date Critical Incidence Description Output Impact on Job/Action Plan Signature of
Ratee Rater
June 1, First day of classes but the teacher did meet his students as Students were noisy, some Students may lose interest in coming to class. Attend
2015 per assigned sections and room assignment were outside dallying daily to all the given teaching assignment
Lesson was on Fertilization in human beings. Video clip on Students showed much The abstract concept of fertilization was concretized
July 10, how sperms and egg cells unite to form fetus was shown. interest in the lesson in the minds of the students hence they understood
2015 Guide questions given ahead by the teacher were answered the lesson better. Keep up using ICT-based teaching
by students as the video progressed. Concept development aids to capture well students’ attention and interest
was achieved when students defined terms and stated
generalizations in their own words,

Release of cards for the First Grading Period. All parents were Parents were properly Students will be guided by their studies to improve
Aug. 8, present as shown by the attendance sheet. Top 5 performing informed of their academic performance. Communicate regularly with
2015 students in the class were given certificate of recognition. children’s performance in parents for them to know the progress of their child
Parents whose children had failing grades were reminded to the class in the school
monitor the progress of their children. Anecdotal Records of
the teacher was discussed and parents signed on the records
of their child.

Teacher was updating the bulletin board in the classroom
Aug. 14, with the help of his students. Lesson per unit, chapter was
2015 posted. News clip related to the learning areas were posted.
Arm chairs were sand papered, nailed up, and were painted.
Some parents brought snacks for the team doing the work.
Classroom conducive to Structuring of the classroom was a team effort. It
learning gives the students a sense of belongingness for the
nice room they are using. Continue building up the
strong teamwork among the students and parents
 EMPLOYEE FEEDBACK FORM
Strength Developmental Needs Action Plan Timeline Resources Needed
(Recommended Developmental Intervention)
Excellent at preparation of up to date and Have a safe depository for your nice Present the need to parents, look for possible August 2015 Budget for a cabinet
innovative lesson plans and activities visual aids especially the scientific donors, recycle some available materials Donors
including adequate instructional aids and videos
ICT-based teaching materials.

Classroom is well-structured and very Garbage bin should be provided not Recycle some big boxes to have a trash bin June 2015 Recyclable Carton or boxes
conducive to learning only under the teacher’s table in the
corners too where students shall
deposit their trash.

Very strong holding power among Beware of too much familiarity with Observe proper decorum in dealing with Year-round Manual on Code of Ethics,
students students particularly the girls. students DECS 2003 Manual

Have a nice and harmonious Record the presence of parents and Come up with a record book June 2015 Recyclable Notebooks,
relationship with parents their contribution to be Budget for a standard record
acknowledged in the parents book
meeting

Feedback:

You have been in the service for the last five years enroll in the graduate school for you have the potential of becoming an excellent Master Teacher or a future School
Head. Talent in dancing and singing is seen, thus, join the group of teachers who perform during teachers’ day, fiestas and other DEPED activities.
 COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management
1. Sets personal goals and direction, needs and development.
2. Understands personal actions and behavior that are clear and purposive and takes
into account personal goals and values congruent to that of the organization
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals
4. Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to
achieve goals
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1. Demonstrate the values and behavior enshrined in the Norms and Conduct and
Ethical Standards for Public Officials and Employees (RA 6713).
2. Practice ethical and professional behavior and conduct taking into account the
impact of his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and
punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Act with a sense of urgency and responsibility to meet the organization’s needs,
improve system and help others improve their effectiveness.
Result Focus
1. Achieves results with optimal use of time and resources mist of the time.
2. Avoids rework, mistakes and wastage through effective work methods by placing
organizational needs before personal needs.
3. 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.
4. 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
5. 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.
5 – Role model; 4 – Consistently demonstrate; 3- Most of the time demonstrates; 2- Sometimes demonstrate; 1- Rarely demonstrate
Teamwork
1. Willingly does his/her share of responsibility
2. Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization.
5 3. Applies negotiation principles in arriving at win-win agreements. 4
4. Drives consensus and team ownership of decisions
5. Works constructively and collaboratively with others and across organizations
to accomplish organizational goals and objectives.
Service Orientation
1. Can explain and articulate organizational directions, issues and problems.
2. Takes personal responsibility for dealing with and/or correcting customer
service issues and concerns.
5 3. Initiates activities that promotes advocacy for men and women 5
empowerment.
4. Participates in updating office vision, mission, mandates and strategies based
on DEPED strategies and directions.
5. Develops and adopts service improvement program through simplified
procedures that will further enhance service delivery.
Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster
new ideas, processes, and suggests better ways to do things (cost and/or
operational efficiency).
2. Demonstrates an ability to think “beyond the box”. Continuously focuses on
4 improving personal productivity to create higher value and results. 5
3. Promotes a creative climate and inspires co-workers to develop original ideas
or solutions.
4. Translates creative thinking into tangible changes and solutions that improve
the work unit and organization.
5. Uses ingenious methods to accomplish responsibilities. Demonstrates
resourcefulness and the ability to succeed with minimal resources.
 CORE SKILLS
Achievement
1. Enjoy working hard
2. Is action-oriented and full of energy for the things he/she sees as challenging
3. Forwards personal, professional and work unit needs and interests in an issue.
4. Seize more opportunities than others 5
5. Strategic thinker
Managing Diversity
1. Respect all kinds of classes of people
2. Deals effectively with all races, nationalities. cultures, disabilities, ages and both
sexes
3. Support equal and fair treatment and opportunity for all 5
4. Applies equal standards and criteria to all classes
5. Manifest cultural and gender sensitivity when dealing with people
Accountability
1. Can be counted on to exceed goals successfully
2. Steadfastly pushes self and others towards results
3. Gets things done on time and optimum use of resources
4. Builds team spirit
5. Transacts with transparency

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

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