Department of Education

Region VII, Central Visayas

CEBU PROVINCE DIVISION
IPHO Bldg., Sudlon, Lahug, Cebu City

DepEd RPMS Form- Teachers

IHLEY

INSTRUCTION INTRODUCTION SUMMARY

IPCRF PLANNING PHASE PART

IPCRF EVALUATION PHASE EMPLOYEE

PART II: COMPETENCIES COACHING AND

SUMMARY FRONT (PRINTING)

Education
al Visayas
E DIVISION
ahug, Cebu City

eachers

SUMMARY BACK (PRINTING)

PART III AND IV

EMPLOYEE FEEDBACK FORM

COACHING AND MONITORING FORM

RONIL D. MANAYON
Developer
Results-Based Performance Management System (RPMS)
The Department of Education (DepEd) is committed to provide the members of its organization with opportunities
to:
 Link their individual achievements and make a meaningful contribution to the attainment of the institution’s Vision
and Mission.

 Promote individual and team growth, participation and commitment.

 Grow professionally and personally.

In line with this Philosophy, DepEd implements a Results-Based Performance Management System. It is a shared undertaking
between the superior and the employee that allows an open discussion of job expectations, Key Results Areas, Objectives and
how these align to overall departmental goals. It provides a venue for agreement on standards of performance and behaviors
which lead to professional and personal growth in the organization.

This form is divided into four parts:

PART I Accomplishments of KRAs and Objectives - Each employee plays a vital part in the achievement of his/her
department’s objectives. At the beginning of the Results-Based Performance Management Cycle, the employee and his/her
superior jointly determines goal and measures that will lead to the achievement of the overall departmental goals. After which,
weights are assigned to those goals based on priorities. The total of the weights should not exceed 100. At the end of the
performance cycle, the employee is rated on the effectiveness/quality, efficiency (including cost), and timeliness in delivering the
goals agreed upon.

PART II Competencies - The success of the employee in fulfilling his/her role and delivering exceptional performance
is dependent on how s/he applies various competencies on the job. The employee is rated based on the
effectiveness and consistency by which s/he demonstrates behaviors relevant to the competencies. The overall
rating is computed by adding the rating for each competency and dividing the sum by the total number of
competencies. Half-points (e.g. 3.5) may be given if the employee’s performance level falls in between descriptions
of the scale positions.

PART III Summary of Ratings for Discussion

PART IV Development Plans - The areas where the employee excels and areas for development are both identified.
In this manner, the employee’s strengths are highlighted and recognized. Development needs on the other hand are
addressed through formal and informal training and development approaches.

Scale Adjectival Description

5
Outstanding (5)
(97.50% and above)
Performance represents an extraordinary level of achievement and commitment in terms of quality and time,
technical skills and knowledge, ingenuity, creativity and initiative. Employees at this performance level should have
demonstrated exceptional job mastery in all major areas of responsibility. Employee achievement and contributions
to the organization are of marked excellence.

Very Satisfactory (4)

(86.25% to 97.49%)
Performance exceeded expectations. All goals, objectives and targets were achieved above the established
standards.

Satisfactory (3)
(75% to 86.24%)
Performance met expectations in terms of quality of work, efficiency and timelines. The most critical annual goals
were met.

Unsatisfactory(2)
(37.5% 74.99%)
Performance failed to meet expectations, and / or one or more of the most critical goals were not met.

Poor
(0 to 37.49 %)
Performance was consistently below expectations, and/or reasonable progress towards critical goals was not made.
Significant improvement is needed in one or more important areas.

These ratings refer to the accomplishment of targets or objectives. Evaluation should be based on indicators and
measures. CSC MC NO. 13, SERIES OF 1999 (REVISED Polices on the Performance Management System) have the
following descriptions:
Outstanding – performance exceeding targets by 30% and above of the planned targets on the previous definition of
performance exceeding targets by at least fifty (50%)

Very Satisfactory – performance exceeding targets by 15% to 29% of the planned targets; from the previous range of
performance exceeding targets by at least 25% but falls short of what is considered an outstanding performance.

Satisfactory – performance of 100% to 114% of the planned targets. For accomplishments requiring 100% of the
targets such as those pertaining to money or accuracy or those which may no longer be exceeded, the usual rating
of either 10 for those who met targets or 4 for those who failed or fell short of the targets shall still be enforced.

Unsatisfactory – performance of 51% to 99% of the planned targets; and

Poor – performance failing to meet the planned targets by 50% or below.
Appeals

A Performance Review Committee (PRC) shall be created is DepEd composed of the Undersecretary for Regional
Operations, Assistant Secretary for Planning, highest ranking official in charge of personnel management and two
representatives from the rank and file nominated by the accredited employee association in the agency as members.

1. Employees who feel aggrieved or dissatisfied with their final performance rating can file an appeal with the PRC
within ten (10) days from date of receipt of their Performance Report Form from the PRC. Employees, however, shall
not be allowed to protest the performance rating of their co-employees. Ratings obtained by other employees can
only be used as basis or reference for comparison in appealing one’s performance rating;
2. The PRC shall decide on the appeals within one month from receipt. Appeals lodged at any PRC shall follow the
hierarchical jurisdiction of various PRCs in an agency. For example, the decision of the Provincial PRC is appealable to
the Regional PRC which decision is in turn appealable to the National/Central Office PRC. Only in exceptional
instances when the decision of the PRC in the central offices of departments may be appealed further to the CSC
Commission proper. The decision made on employees’ ratings by the PRC in the local government units maybe
appealed to the Civil service Regional Office which has jurisdiction over these units.

3. An official or employee who was separated from the service on the basis of unsatisfactory or poor performance
rating can appeal his separation to the CSC or its regional office within 15 days from receipt of the order or notice of
separation.
Results-Based Performance Management System (RPMS)
INSTRUCTIONS
Please follow the following:

1. Enter the necessary data on the required field such as Name, position and others on the IPCRF WORKSHEET
PLANNING PHASE sheet. (the rest of the sheets will be filled-in automatically) On the same sheet enter also the
MFO's, KRA's, Objectives, Timelines, Weight per KRA which will total to 100%, Performance Indicators in terms of
(QET) and the MOV's. This will also automatically fill-in the IPCRF WORKSHEET for EVALUATION PHASE.

2. During evaluation phase, utilized the sheet, IPCRF WORKSHEET EVALUATION PHASE . This time enter the actual rating
based on the actual performance of the teacher or the ratee based on Quality, Efficiency and Timeliness. Below the worksheet
there is a table to generate automatically the rating based on performance. To do this enter on the required field the Total No.
Required and the Actual No. Attended/Complied. The rating will be generated automatically. This rating will be encoded on the
corresponding objectives under Actual Results. The rest of the fields are protected.(you can't enter any variable on protected
fields) Once finished, print the pages using legal size bond paper.

3. Proceed now to Part II (Competencies). Tick the required fields which corresponds to the rating of the ratee/teacher. Tick only
one (1) field.A green colored-boxes will appear if correctly done. Red when two or more fields for one competency were ticked.
Gray if unticked. Once completed, print part II.

4. Print the sheet FOR PRINTING FRONT then FOR PRINTING BACK.

5. Accomplished PART III and Part IV

6. Once done, have it sign by the corresponding personnel (Rater and the Approving Authority).
 OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM
Name of Employee: GECELIE M. MUELA Name of Rater: CRISOL R. COLIS
Position: TEACHER 1 Position: TEACHER 1
Review Period: JUNE 2016-APRIL 2017 Date of Review: APRIL 2017
School/Division: CATMON INTEGRADTED SCHOOL/ CEBU PROVINCE

To ensure full implementation of the articulated curriculum towards improvement in the quality of learning outcomes, provision of quality learning and teaching resource materials; and PROVIDE Technical assistance to schools in the areas of curriculum implementation and instructional supervision, SIP implementation and access to basic/functional literacy skills

To provide strategic and technical inputs towards the full implementation of the articulated basic education curriculum to suit the conditions and context of the locality; and direct and manage the work of the CID team and provide technical assistance to the schools in line with the curriculum and learning management.

TO BE FILLED IN DURING PLANNING

PERFORMANCE INDICATORS (Quality, Efficiency, Timeliness) MOV'S

WEIGHT
MFOs KRA's OBJECTIVES TIMELINE TARGET RATING SCORE
PER KRA
EFFICIENCY QUALITY TIMELINESS

5-conducted and submitted

accomplishment reports of all
5-exceeded target with no time -on- interventions implemented every
task utilized for the the intervention quarter in all quarters
4- 4-conducted and
exceeded target with minimum time submitted accomplishment reports
-on-task utilized for the the of all interventions implemented in 3
5- 0-1.79% Dropouts 4-
intervention quarters
3-met target with minimum 1.80-3.59% Dropouts 3-conducted and submitted
Access 1.Student/ Pupil 1. Implemented the program on saving and 3- 3.60-5.39% Dropouts
June to March 10% time -on-task utilized for the the accomplishment reports of all
Development maintaining zero LARDO intervention 2- 5.40-7.19% Dropouts interventions implemented in 2
1- 7.20 and
2-did not meet target but quarters
with minimum time -on-task utilized above % Dropouts
for the the intervention 2-conducted and submitted
1- did not meet target accomplishment reports of all
and consumed most of the classes interventions implemented in 1
for the intervention quarter only
1-does not
submit accomplishment report at all
 Established system of maintaining a classroom
conducive to learning Work Plan/Action Plan/Reports Work Plan/Action Plan/Reports
Systems submitted relative to systems submitted relative to systems
established involved the following: established are complete, accurate, established are complete, accurate,
1. Well 5-if all indicators are present 4- updated and disseminated to updated and disseminated to
arranged and well maintained fixtures, chairs stakeholders stakeholders
when four indicators are present
and display boards 3- 5- when all indicators are present 5- when all indicators are present
2. Physical Facilities/ 2.Properly labeled 4- 4-
when three indicators are pesent
Classroom waste receptacles and complied waste June to March 10% 2- when only three indicators are when only three indicators are
Management segregation 3. Established present present
when only 2 indicators are
system of attendance monitoring present 3- when only two indicators 3- when only two indicators
4.Evidence of students are present are present
1- if only 1 indicator is present
good social graces 2- when only 2- when only
one indicator are present one indicator are present
5.Well kept and updated records of students
(Class records, anecdotal records, guidance 1- none 1- none
forms and others)

1 Lesson plans utilized differentiated

techniques and strategies in teaching varied Lesson Plan submitted are complete, Lesson Plans are submitted on time
types of learners. 2
accurate, updated and carried out with the following percentage:
Lesson plans utilized differentiated activities for 5-if all indicators are present 4- 5- when all
various types of learners. 3 Lesson plans
when four indicators are present indicators are present 5- 97.5- 100% of the times
used various technology and instructional 3- 4- when only three 4-86.250-
3 . Instructional materials appropriate for the subject matter.
Quality and Relevance Competence/Lesson when three indicators are pesent indicators are present 97.499% of the times
4 Lesson plans showed June to March 10% 2- 3- when only 3-75.00-
Planning integration of drug awareness appropriate for
when only 2 indicators are two indicators are present 86.249% of the times
the subject matter. present 2-
5 Lesson plans showed
1- if only 1 indicator is present 2- when only one indicator are 37.50- 74.499% of the times
integration of disaster risk reduction and present 1-
management appropriate for the subject
1- none 0 - 37.499% of the times
matter.

4.1 Conducted Pre-test and Post-test in 75% of Pre-test and Post-test results,
subject areas with analysis of results Frequency of Correct Responses
report, Class records , Grading
2. Class Records reflected developmental test sheets, and Report Cards submitted Pre-test and Post-test results, Frequency
results in all subject areas per grading period 5-if all indicators are present 4- are complete, accurate, updated and of Correct Responses report, Class
with the following composition: when three indicators are present disseminated. records , Grading sheets, and Report
Written Works -5 3- 5- when all indicators are present Cards submitted on time in:
4. Students/ Pupil's Performance Tasks - 5 when two indicators are pesent 4- 5- all four quarters
Outcomes Qurterly Assessment - June to March 10% 2- when only three indicators are 4- only three
1 when only 1 indicator is present quarters 3- only in two
3 Report Cards were issued two present 3- when only two indicators quarters 2- only
weeks after the periodic test. 1- if no indicator is met. are present in one quarter 1-
4. Pupils/students accomplishments were 2- when only none of the quarters
contained in his/her portfolio one indicator are present

1- none

5-exceeded target with no time -on-
task utilized for the conduct of
intervention
4-exceeded target with
minimum time -on-task utilized for 5- 0-1.79% Failures
the the intervention
4.2. Implemented the program on saving and 3-met target with
June to March 10% minimum time -on-task utilized for
maintaining zero failures the the intervention
2-did not meet
target but with minimum time -on-
task utilized for the the intervention
1- did not
meet target and consumed most of
the classes for the intervention
5-conducted and submitted
accomplishment reports of all
interventions implemented every
quarter in all quarters
4-conducted and
submitted accomplishment reports
of all interventions implemented in 3
quarters
4- 1.80-3.59% Failures
3- 3.60-5.39% Failures 3-conducted and submitted
accomplishment reports of all
2- 5.40-7.19% Failures interventions implemented in 2
1- 7.20 and
quarters
above % Failures
2-conducted and submitted
accomplishment reports of all
interventions implemented in 1
quarter only
1-does not
submit accomplishment report at all

5-exceeded target with no extension

of time utilized for the conduct of
intervention
4-exceeded target with Competencies alloted in a quarter Competencies alloted in a quarter
minimum extension of time utilized was taught with accuracy: was taught on time:
for the the intervention 5- 5- 97.5-
3-met target 97.5- 100% 100% 4-
4.3. Implemented the curriculum, taught and with minimum extension of time 4-86.250- 97.499% 86.250- 97.499%
carried out 100% of the competencies alloted June to March 10% utilized for the the intervention 3-75.00- 86.249% 3-75.00- 86.249%
in a particular quarter/grading periods. 2-did
not meet target but with minimum 2- 37.50- 74.499% 2- 37.50- 74.499%
extension of time utilized for the the 1-0 - 1-0 -
intervention 37.499% 37.499%
1- did not meet target and
consumed most of the the times for
intervention

1 Conducted at least one action research duly

signed by the Superintendent in a school year.
2. Produced Accomplishment reports submitted Accomplishment reports are
publication/creative work for school paper/ are complete, accurate, updated and submitted on time with the following
division/regional/ national publication 5-if all indicators are present 4- carried out percentage:
3. Participated in when three indicators are present 5- when all indicators are present 5- 97.5- 100% of
trainings, seminars, conferences. 3- 4- when the times
5. Training and 4. Participated in LAC when two indicators are pesent only three indicators are present 4-86.250- 97.499% of the times
Development June to March 5% 2- 3- 3-
sessions conducted on the level
when only 1 indicator is when only two indicators are present 75.00- 86.249% of the times
present
1- if no indicator is met. 2- when only one indicator 2- 37.50- 74.499% of the times
are present
1- none 1-0 - 37.499% of the times
 Accomplishment/compliance reports
Accomplishment reports are
submitted are complete, accurate, submitted on time with the following
1. Conducted remediation/enrichment updated and carried out
5-if all indicators are present 4- percentage:
activity/program pupils/students that need it. when three indicators are present 5- when all 5- 97.5- 100% of
indicators are present
3- the times
6. Activities to 2. Classified learners according to when two indicators are pesent 4- when only three 4-86.250- 97.499% of the times
Improve Performance learning style. June to March 10% indicators are present
2- 3-
Indicators 3. Conducted reading when only 1 indicator is 3- when only 75.00- 86.249% of the times
remediation to pupils/students who needed it. two indicators are present
present
4. 1- if no indicator is met. 2- 37.50- 74.499% of the times
Attained the required NAT MPS 2- when only one indicator are
present 1-0 - 37.499% of the times
1- none

Accomplishment/compliance reports
1. Complied, Maintained and Submitted the submitted are complete, accurate, Accomplishment reports are
submitted on time with the following
following reports: updated and carried out
a. Attendance records 5-if all indicators are present 4- 5- when all percentage:
when 5-6 indicators are present 5- 97.5- 100% of
b. Grading indicators are present
sheets and Class records c. 3- 4- when only three the times
7. Reports when 3-4 indicators are pesent 4-86.250- 97.499% of the times
School Forms (1,2,3,5) June to March 5% indicators are present
Compliance d. On-line Individual Monitoring and 2- 3- when only 3-
when 1-2 indicators are 75.00- 86.249% of the times
Evaluation Report two indicators are present
e. GROW-IPPD present
1- if no indicator is met. 2- 37.50- 74.499% of the times
f. RPMS 2- when only one indicator are
g. Portfolio present
1-0 - 37.499% of the times
1- none

5-Not more than 6 times 5-Not more than 6 times 5-Not more than 6 times
tardy/undertime in a school year 4- tardy/undertime in a school year 4- tardy/undertime in a school year 4-
7 to 14 times tardy/undertime in a 7 to 14 times tardy/undertime in a 7 to 14 times tardy/undertime in a
school year school year school year
3- 15 to 22 times tardy/undertime 3- 15 to 22 times tardy/undertime 3- 15 to 22 times tardy/undertime
8. Punctuality 1. Reported to school and classes on-time. June to March 5% in a school year in a school year in a school year
2- 23 to 30 times 2- 23 to 30 times 2- 23 to 30 times
tardy/undertime in a school year tardy/undertime in a school year tardy/undertime in a school year
1- imore 1- imore 1- imore
than 30 times tardy/undertime in a than 30 times tardy/undertime in a than 30 times tardy/undertime in a
school year school year school year
 5- Not more than 4 days absent 5- Not more than 4 days absent 5- Not more than 4 days absent
in a school year in a school year in a school year
4- 5 to 8 days absent in a 4- 5 to 8 days absent in a 4- 5 to 8 days absent in a
school year school year school year
3- 9 to 12 days absent 3- 9 to 12 days absent 3- 9 to 12 days absent
9. Attendance 1. Reported to school and classes on-time. June to March 5% in a school year in a school year in a school year
2- 2- 2-
13 to 16 days absent in a school year 13 to 16 days absent in a school year 13 to 16 days absent in a school year
1- 1- 1-
more than 16 days absent in a more than 16 days absent in a more than 16 days absent in a
school year school year school year

Accomplishment reports submitted Accomplishment reports are

are complete, accurate, updated and submitted on time with the following
1 Organized functional Homeroom PTA 2.
5-if all indicators are present 4- carried out percentage:
Conducted periodic PTA meetings/conferences when three indicators are present 5- when all indicators are present 5- 97.5- 100% of
3. Undertaken/ Initiated
3- 4- when the times
10. Linkages and projects / events/ activities with external when two indicators are pesent only three indicators are present 4-86.250- 97.499% of the times
Governance funding/ sponsorship within the target date June to March 10%
Networking 2- 3- 3-
4. Participated/Attended in at least when only 1 indicator is when only two indicators are present 75.00- 86.249% of the times
75% of LGU initiated activities (e.g. Rizal Day,
present
Independence Day celebration, festivals) 1- if no indicator is met. 2- when only one indicator 2- 37.50- 74.499% of the times
are present
1- none 1-0 - 37.499% of the times

Accomplishment reports submitted Accomplishment reports are

a. Chaired technical committee School level are complete, accurate, updated and submitted on time with the following
5-if all indicators are present 4- carried out percentage:
b. Conducted seminars in when three indicators are present 5- when all indicators are present 5- 97.5- 100% of
the school/district level 3- 4- when the times
Plus Factor
c. Acted as when two indicators are pesent only three indicators are present 4-86.250- 97.499% of the times
trainer/facilitator in the school/ division/ June to March 5% 2- 3- 3-
regional/ national level when only 1 indicator is when only two indicators are present 75.00- 86.249% of the times
d. present
Acquired resources assistance for the 1- if no indicator is met. 2- when only one indicator 2- 37.50- 74.499% of the times
class/school from other sources are present
1- none 1-0 - 37.499% of the times

Rater : Ratee :

CRISOL R. COLIS GECELIE M. MUELA RHEA MAR A. ANGTUD, Ed.D., CESO VI

DepEd RPMS Form- Teachers

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM
Name of Employee: GECELIE M. MUELA Name of Rater: Name of Rater: CRISOL R. COLIS
Position: TEACHER 1 Position: Position: TEACHER 1
Review Period: JUNE 2016-APRIL 2017 Date
Date
of Review:
of Review: APRIL 2017
School/Division: CATMON INTEGRADTED SCHOOL/ CEBU PROVINCE
To ensure full implementation of the articulated curriculum towards improvement in the quality of learning outcomes, provision of quality learning and teaching resource materials; and PROVIDE Technical assistance to schools in the areas of curriculum implementation and instructional
supervision, SIP implementation and access to basic/functional literacy skills
To provide strategic and technical inputs towards the full implementation of the articulated basic education curriculum to suit the conditions and context of the locality; and direct and manage the work of the CID team and provide technical assistance to the schools in line with the curriculum
and learning management.

TO BE FILLED IN DURING EVALUATION PHASE

PERFORMANCE INDICATORS (Quality, Efficiency, Timeliness) MOV'S ACTUAL RESULTS

WEIGHT PER
MFOs KRA's OBJECTIVES TIMELINE RATING SCORE
KRA
EFFICIENCY QUALITY TIMELINESS Q E T AVERAGE

5-exceeded target 5- 0-1.79% Dropouts 5-conducted and

with no time -on-task 4- 1.80- submitted
utilized for the the 3.59% Dropouts accomplishment
intervention 3- 3.60- reports of all
5.39% Dropouts interventions
4-exceeded target 2- 5.40- implemented every
with minimum time 7.19% Dropouts quarter in all quarters
-on-task utilized for
the the intervention 1- 7.20 and above % 4-conducted
Dropouts and submitted
3-met accomplishment
target with minimum reports of all
time -on-task utilized interventions
for the the implemented in 3
intervention quarters
2-did not meet 3-conducted and
1. Implemented the program on saving and target but with submitted
Access 1.Student/ Pupil Development
maintaining zero LARDO
June to March 10% minimum time -on- accomplishment 0 3 5 5 4.33 4 0.433
task utilized for the reports of all
the intervention interventions
implemented in 2
1- did not meet quarters
target and consumed
most of the classes
for the intervention 2-conducted
and submitted
accomplishment
reports of all
interventions
implemented in 1
quarter only

1-does not
submit
accomplishment report
at all
 5-if all indicators are Work Plan/Action Work Plan/Action
present 4-when Plan/Reports Plan/Reports submitted
four indicators are submitted relative to relative to systems
present systems established established are
are complete, complete, accurate,
3-when three accurate, updated and updated and
Established system of maintaining a classroom indicators are pesent disseminated to disseminated to
conducive to learning stakeholders stakeholders
Systems established 2- 5- 5-
involved the following: when only 2 when all indicators when all indicators are
1. Well arranged and well indicators are are present present
maintained fixtures, chairs and display boards present 4-
2. Physical Facilities/ Classroom 2.Properly labeled waste receptacles and complied June to March 4- when only three when only three
Management
10% 1- if only 1 indicator indicators are present indicators are present 0 4 4 4 4.00 4 0.400
waste segregation 3. Established is present
system of attendance monitoring 3- 3- when
4.Evidence of students good when only two only two indicators are
social graces indicators are present present
5.Well kept
and updated records of students (Class records, 2- when only
anecdotal records, guidance forms and others) 2- when only one one indicator are
indicator are present present

1- none
1- none

5-if all indicators are

3 . Instructional
Quality and Relevance Competence/Lesson Planning
Lesson Plan submitted Lesson Plans are
present 4-whenare complete, submitted on time with
four indicators are accurate, updated and the following
present carried out percentage:
5-
3-when three when all indicators 5- 97.5-
indicators are pesent are present 100% of the times
1 Lesson plans utilized differentiated techniques 2- 4- when only three 4-86.250- 97.499% of
and strategies in teaching varied types of learners. when only 2 indicators are present the times
2 Lesson plans utilized indicators are
differentiated activities for various types of present 3- 3-75.00- 86.249% of
learners. 3 Lesson plans used various when only two the times
technology and instructional materials appropriate 1- if only 1 indicator indicators are present
for the subject matter.
4 Lesson plans showed integration of drug June to March 10% is present 2- 37.50-
74.499% of the times
0 3 3 4 3.33 3 0.333
awareness appropriate for the subject matter. 2- when only one
indicator are present 1-0 -
5 Lesson plans showed integration of disaster risk 37.499% of the times
reduction and management appropriate for the
subject matter. 1- none
 5-if all indicators arePre-test and Post-test Pre-test and Post-test
4.1 Conducted Pre-test and Post-test in 75% of present 4-when results, Frequency of results, Frequency of
subject areas with analysis of results three indicators are Correct Responses Correct Responses
2. Class present report, Class records , report, Class records ,
Records reflected developmental test results in all Grading sheets, and Grading sheets, and
subject areas per grading period with the following 3-when two Report Cards Report Cards submitted
composition: Written indicators are pesent submitted are on time in:
Works -5 complete, accurate, 5-
2- updated and all four quarters
4. Students/ Pupil's Outcomes Performance Tasks - 5 June to March 10%
when only 1 disseminated. 4-
0 3 4 5 4.00 4 0.400
Qurterly Assessment - 1
3 Report Cards indicator is 5- only three quarters
were issued two weeks after the periodic test. present when all indicators 3- only in
4. Pupils/students are present two quarters
accomplishments were contained in his/her 1- if no indicator is 2- only in
portfolio met. 4- when only three one quarter
indicators are present 1- none of
the quarters
3-
4.2. Implemented the program on saving and 5-exceeded target 5- 0-1.79%
when Failures
only two 5-conducted and
maintaining zero failures with no time -on-task 4- 1.80-
indicators are present submitted
utilized for the 3.59% Failures accomplishment
conduct of 3- 3.60- reports of all
intervention 5.39% Failures
2- when only one interventions
indicator are 2- 5.40-
present implemented every
4-exceeded target 7.19% Failures quarter in all quarters
with minimum time
-on-task utilized for 1-
1- 7.20
noneand above % 4-conducted
June to March 10% the the intervention Failures and submitted 0 4 3 5 4.00 4 0.400
accomplishment
3-met reports of all
target with minimum interventions
time -on-task utilized implemented in 3
for the the quarters
intervention
3-conducted and
2-did not meet submitted
target but with accomplishment
5-exceeded
minimum time target
-on- Competencies alloted Competencies
reports of all alloted
with
task no extension
utilized for theof in a quarter was in a quarter was taught
interventions
time utilized for the
the intervention taught with accuracy: on time:
implemented in 2
conduct of quarters
intervention
1- did not meet 5- 97.5- 100%
target and consumed 5- 97.5- 100%
4-exceeded
most target
of the classes 4-86.250- 97.499%
2-conducted
4.3. Implemented the curriculum, taught and with minimum
for the intervention 4-86.250- 97.499% and submitted
carried out 100% of the competencies alloted in a June to March 10% extension of time 3-75.00- 86.249% 0
accomplishment 4 4 4 4.00 4 0.400
particular quarter/grading periods. utilized for the the 3-75.00- reports of all
intervention 86.249% interventions 2-
37.50- 74.499%
implemented in 1
3-met target with 2- 37.50- quarter only
minimum extension 74.499% 1-0 -
of time utilized for 37.499% 1-does not
the the intervention 1-0 - 37.499% submit
accomplishment report
1 Conducted at least one action research duly 5-if all indicators are
2-did not Accomplishment Accomplishment
at all
signed by the Superintendent in a school year. present
meet target but 4-when
with reports submitted are reports are submitted
2. Produced publication/creative three
minimum indicators are
extension complete, accurate, on time with the
work for school paper/ division/regional/ national present
of time utilized for updated and carried following percentage:
publication the the intervention out
3. Participated in trainings, seminars, conferences. 3-when two 5- when all 5-
4. Participated indicators
1- did are
notpesent
meet indicators are present 97.5- 100% of the times
in LAC sessions conducted on the level target and consumed
5. Training and Development June to March 5% most of the the2-times 4- when only 4-86.250- 0 3 5 4 4.00 4 0.200
when only 1
for intervention three indicators are 97.499% of the times
indicator is present
present 3-75.00-
3- when only two 86.249% of the times
1- if no indicator is indicators are present
met. 2-
37.50- 74.499% of the
2- when only one times
indicator are present
1-0 - 37.499% of the
times
1- none
 5-if all indicators are
Accomplishment/com Accomplishment
present 4-whenpliance reports reports are submitted
three indicators are submitted are on time with the
present complete, accurate, following percentage:
1. Conducted remediation/enrichment updated and carried
activity/program pupils/students that need it. 3-when two out 5-
indicators are pesent 5- 97.5- 100% of the times
6. Activities to Improve 2. Classified learners according to learning when all indicators
Performance Indicators
style. June to March 10% 2- are present 4-86.250- 0 3 3 3 3.00 3 0.300
3. Conducted reading remediation to when only 1 97.499% of the times
pupils/students who needed it. indicator is 4- when only three
4. Attained the required NAT present indicators are present 3-75.00-
MPS 86.249% of the times
1- if no indicator is 3-
met. when only two 2-
indicators are present 37.50- 74.499% of the
times
5-if all indicators are Accomplishment/com Accomplishment
present 4-when pliance reports
2- when only one reports are submitted
1-0 - 37.499% of the
5-6 indicators are submitted arepresent on
indicator are time with the
times
present complete, accurate, following percentage:
updated and carried
3-when 3-4 out
1- none 5-
indicators are pesent 5- 97.5- 100% of the times
when all indicators
2- are present 4-86.250-
1. Complied, Maintained and Submitted the when 1-2 indicators 97.499% of the times
following reports: are present 4- when only three
a. Attendance records indicators are present 3-75.00-
b. Grading sheets and 1- if no 86.249% of the times
Class records c. School Forms June to March
7. Reports Compliance
(1,2,3,5) d. On-line
5% indicator is met.
when only two
3-
2-
0 5 5 5 5.00 5 0.250
Individual Monitoring and Evaluation Report indicators are present 37.50- 74.499% of the
e. GROW-IPPD times
f. RPMS
g. Portfolio 2- when only one 1-0 - 37.499% of the
indicator are present times

1- none

5-Not more than 6 5-Not more than 6 5-Not more than 6

times times times tardy/undertime
tardy/undertime in a tardy/undertime in a in a school year 4- 7
school year 4- 7 to school year 4- 7 to to 14 times
14 times 14 times tardy/undertime in a
tardy/undertime in a tardy/undertime in a school year
school year school year 3- 15
8. Punctuality 1. Reported to school and classes on-time. June to March 5%
15 to 22 times
3-
15 to 22 times
3- to 22 times
tardy/undertime in a
0 5 5 5 5.00 5 0.250
tardy/undertime in a tardy/undertime in a school year
school year school year 2- 23
2- 2- to 30 times
23 to 30 times 23 to 30 times tardy/undertime in a
tardy/undertime in a tardy/undertime in a school year
school year school year 1-
imore than 30 times
1- imore than 30 1- imore than 30 tardy/undertime in a
times times school year
tardy/undertime in a tardy/undertime in a
school year school year
 5- Not more 5- Not more than 5- Not more than
than 4 days absent in 4 days absent in a 4 days absent in a
a school year school year school year
4- 4- 5 4- 5 to
5 to 8 days absent in to 8 days absent in a 8 days absent in a
a school year school year school year

3- 9 to 12 3- 9 to 12 days 3- 9 to 12 days
days absent in a absent in a school absent in a school year
9. Attendance 1. Reported to school and classes on-time. June to March 5% school year year 0 5 5 5 5.00 5 0.250
2- 13 2- 13 to 16 days
2- 13 to 16 days to 16 days absent in a absent in a school year
absent in a school school year
year 1- more
1- 1- more than 16 than 16 days absent in
more than 16 days days absent in a a school year
absent in a school school year
year
5-if all indicators are
Accomplishment Accomplishment
present 4-whenreports submitted are reports are submitted
three indicators are complete, accurate, on time with the
present updated and carried following percentage:
out
3-when two 5- when all 5-
indicators are pesent indicators are present 97.5- 100% of the times
2- 4- when only 4-86.250-
when only 1 three indicators are 97.499% of the times
indicator is present
present 3-75.00-
3- when only two 86.249% of the times
1- if no indicator is indicators are present
1 Organized functional Homeroom PTA 2. met. 2-
Conducted periodic PTA meetings/conferences 37.50- 74.499% of the
3. Undertaken/ Initiated projects 2- when only one times
/ events/ activities with external funding/ indicator are present
Governance 10. Linkages and Networking sponsorship within the target date 4. June to March 10% 1-0 - 37.499% of the 0 5 5 5 5.00 5 0.500
Participated/Attended in at least 75% of LGU times
initiated activities (e.g. Rizal Day, Independence 1- none
Day celebration, festivals)
 5-if all indicators are
Accomplishment Accomplishment
present 4-whenreports submitted are reports are submitted
three indicators are complete, accurate, on time with the
present updated and carried following percentage:
out
3-when two 5- when all 5-
indicators are pesent indicators are present 97.5- 100% of the times
a. Chaired technical committee School level
2- 4- when only 4-86.250-
b. Conducted seminars in the school/district when only 1 three indicators are 97.499% of the times
level c. Acted indicator is present
present 3-75.00-
Plus Factor as trainer/facilitator in the school/ division/ June to March 5%
3- when only two 86.249% of the times
0 3 3 3 3.00 3 0.150
regional/ national level
d. Acquired 1- if no indicator is indicators are present
resources assistance for the class/school from met. 2-
other sources 37.50- 74.499% of the
2- when only one times
indicator are present
1-0 - 37.499% of the
times
1- none

OVERALL RATING 4.27

DESCRIPTIVE RATING Very Satisfactory

CRISOL R. COLIS GECELIE M. MUELA RHEA MAR A. ANGTUD,Ed.D., CESO VI

Rater Ratee Approving Authority

DepEd RPMS Form- Teachers

Total Number
Required 100
4.2666666667

Actual Number
Attended/Com 87
plied

Equivalent
Percentage 87.00
Rating 4

LARDO/ FAILURES/ DROPOUTS

Total Enrolled 10
Total LARDO/
Failures/ 1
Dropouts
Equivalent
Percentage 10.00
Rating 1
 Results-Based Performance Management System (RPMS)
Name of Employee: GECELIE M. MUELA
Legend:
Position: TEACHER 1 RM- Role Model
CD- Consistently Demonstrates
Review Period: JUNE 2016-APRIL 2017 MD- Most of the time Demonstrates
School/Division: CATMON INTEGRADTED SCHOOL/ CEBU PROVINCE SD - Sometimes Demonstrates
RD - Rarely Demonstrates
Part II. C O M P E T E N C I E S
Indicator 1 Self Management
RM CD MD SD RD Rating
K1 1 1. Sets personal needs, goals, and directions toward personal development. ✘
K2 2 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. ✘
S1 3 3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. ✘ 4.4
S2 4 4. Prioritizes work tasks and schedules (through ghantt charts, checklists, etc.) to achieve goals. ✘
A1 5 5. Sets high quality, challenging, realistic goals for self and others. ✘

Indicator 2 Professionalism and Ethics

RM CD MD SD RD Rating
K4 1 1. Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for public officials and employees (RA 6713). ✘
S4 2 2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions and decisions on others. ✘
A3 3 3. Maintains a professional image: being trustworthy, punctual and regular in attendance, well-groomed and a good communicator. ✘ 4.2
K5 4 4. Makes personal sacrifices(reporting to school on Saturdays and Holidays) to meet the organization’s needs. ✘
S5 5 5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve systems and help others improve their effectiveness. ✘

Indicator 3 Result Focus

RM CD MD SD RD Rating
K7 1 1. Achieves results with optimal use of time and resources most of the time. ✘
S8 2 2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs before personal needs. ✘
A6 3 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.
✘ 3.6
K8 4 4. Expresses desire to do better and frustration at waste or inefficiency. May focus on new or more precise ways of meeting goals set. ✘
S9 5 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. ✘

Indicator 4 Teamwork
RM CD MD SD RD Rating
K9 1 1. Willingly does his/her share of responsibility. ✘
K10 2 2. Promotes collaboration and removes barriers to teamwork and goal accomplishment across the organization. ✘ ✘
S10 3 3. Applies negotiation principles in arriving at win-win agreements. ✘ 4.4
A8 4 4. Drives consensus and team ownership of decisions. ✘
K11 5 5. Works constructively and collaboratively with others and across organizations to accomplish organizational goals and objectives. ✘
 ✘

Indicator 5 Service Orientation

RM CD MD SD RD Rating
K12 1 1. Can explain and articulate organizational directions, issues and problems ✘
S12 2 2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns. ✘
A10 3 3. Initiates activities that promotes advocacy for men and women empowerment. ✘ 4.0
K14 4 4. Participates in updating of office vision, mission, mandates and strategies based on DepEd strategies and directions. ✘
S13 5 5. Develops and adopts service improvement programs through simplified procedures that will further enhance service delivery. ✘

Indicator 6 Innovation
H S F L L Rating
K15 1 1. 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). ✘
S14 2 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal productivity to create higher value and results. ✘
S13 3 3. Promotes a creative climate and inspires co – workers to develop original ideas or solutions. ✘ 3.8
A11 4 4. Translates creative thinking into tangible changes and solutions that improve the work unit and organization. ✘
K16 5 5. Uses ingenious methods to accomplish responsibilities.Demonstrates resourcefulness and the ability to succeed with minimal resources. ✘

Indicator7 Achievement
RM CD MD SD RD Rating
K17 1 1. Enjoys working hard. ✘
K18 2 2. Is action – oriented and full of energy for the things he/she sees as challenging. ✘
S17 3 3. Is not fearful of acting with a minimum of planning. ✘ 3.4
A14 4 4. Seizes more opportunities than others. ✘

K19 5 5. Is a strategic thinker. ✘

Indicator 8 Managing Diversity

RM CD MD SD RD Rating
K20 1 1. Respects all kinds and classes of people. ✘
K21 2 2. Deals effectively with all races, nationalities, cultures, disabilities, ages and both sexes. ✘
S19 3 3. Supports equal and fair treatment and opportunity for all. ✘ 5.0
S20 4 4. Applies equal standards and criteria to all classes. ✘
A16 5 5. Manifests cultural and gender sensitivity when dealing with people. ✘

Indicator 9 Accountability
RM CD MD SD RD Rating
K22 1 1. Can be counted on to perform beyond set goals. ✘
S21 2 2. Steadfastly pushes self and others towards results. ✘
A17 3 3. Gets things done on time and optimum use of resources. ✘ 4.4
K24 4 4. Builds team spirit. ✘
K25 5 5. Transacts with transparency. ✘
Tick only one box provided for in each of the objective. Untick item is colored Gray. If correctly done, it will be colored Green and if more than one box were ticked, it will be colored Red. If all the ROWS are colored Green,
click the IPCRF Planning Phase Sheet and Print.
 Results-Based Performance Management Systems
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM- TEACHERS
Name: GECELIE M. MUELA Name of Rater: CRISOL R. COLIS
Position: TEACHER 1 Position: TEACHER 1
Review Period: JUNE 2016-APRIL 2017 Date of Review: APRIL 2017
School/Division CATMON INTEGRADTED SCHOOL/ CEBU PROVINCE

TO BE FILLED IN DURING EVALUATION

MFOs KRAs OBJECTIVES WEIGHT QUALITY EFFICIENCY TIMELINESS RATING SCORE

PER KRA

Access 1.Student/ Pupil Development 1. Implemented the program on saving and maintaining zero LARDO 10% 3 5 5 4.333 0.433

Established system of maintaining a classroom conducive to learning

2. Physical Facilities/ Classroom Management
Systems established involved the following:
1. Well arranged and well maintained fixtures, chairs and display boards
2.Properly labeled waste receptacles and complied
waste segregation 3. Established system of attendance monitoring
10% 4 4 4 4 0.400
4.Evidence of students good social graces
5.Well kept and updated records of students (Class records,
anecdotal records, guidance forms and others)

1 Lesson plans utilized differentiated techniques and strategies in teaching varied types of learners.
2 Lesson plans utilized differentiated activities for various types of learners.
3 Lesson plans used various technology and instructional materials appropriate for the subject matter.
Quality and 3 . Instructional Competence/Lesson Planning 4 Lesson plans showed integration of drug awareness appropriate for the 10% 3 3 4 3.333 0.333
subject matter. 5 Lesson plans showed integration
of disaster risk reduction and management appropriate for the subject matter.

4.1 Conducted Pre-test and Post-test in 75% of subject areas with analysis of results
2. Class Records reflected developmental test results in all
subject areas per grading period with the following composition: Written Works
-5 Performance Tasks - 5
4. Students/ Pupil's Outcomes Qurterly Assessment - 1 3 Report Cards
10% 3 4 5 4 0.400
were issued two weeks after the periodic test. 4. Pupils/students
accomplishments were contained in his/her portfolio

4.2. Implemented the program on saving and maintaining zero failures 10% 4 3 5 4 0.400

4.3. Implemented the curriculum, taught and carried out 100% of the competencies alloted in a particular
quarter/grading periods.
10% 4 4 4 4 0.400

1 Conducted at least one action research duly signed by the Superintendent in a school year.
2. Produced publication/creative work for school paper/ division/regional/ national publication
5. Training and Development 3. Participated in trainings, seminars, conferences. 5% 3 5 4 4 0.200
4. Participated in LAC sessions conducted on the level

1. Conducted remediation/enrichment activity/program pupils/students that need it.

2. Classified learners according to learning style.
6. Activities to Improve Performance Indicators 3. Conducted reading remediation to pupils/students who
10% 3 3 3 3 0.300
needed it. 4. Attained the required NAT MPS

1. Complied, Maintained and Submitted the following reports:

a. Attendance records b. Grading sheets and Class
records c. School Forms (1,2,3,5) d. On-line
7. Reports Compliance Individual Monitoring and Evaluation Report e. GROW-
5% 5 5 5 5 0.250
IPPD f. RPMS
g. Portfolio

8. Punctuality 1. Reported to school and classes on-time. 5% 5 5 5 5 0.250

9. Attendance 1. Reported to school and classes on-time. 5% 5 5 5 5 0.250

1 Organized functional Homeroom PTA 2. Conducted periodic PTA meetings/conferences

3. Undertaken/ Initiated projects / events/ activities with external funding/ sponsorship within
Governance10. Linkages and Networking the target date 4. Participated/Attended in at least 75% of LGU initiated activities (e.g.
10% 5 5 5 5 0.500
Rizal Day, Independence Day celebration, festivals)

a. Chaired technical committee School level

b. Conducted seminars in the school/district level c.
Plus Factor Acted as trainer/facilitator in the school/ division/ regional/ national level
5% 3 3 3 3 0.150
d. Acquired resources assistance for the class/school from other sources

OVERALL RATING 4.27

DESCRIPTIVE RATING
Very
Satisfactory
CRISOL R. COLIS GECELIE M. MUELA
RATER RATEE
 Results-Based Performance Management Systems

KRAs Part II. COMPETENCIES RATING SCORE

CORE BEHAVIORAL COMPETENCIES

Self Management 1. Sets personal needs, goals, and directions toward personal development.

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. 4
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 4 3.40
4. Prioritizes work tasks and schedules (through ghantt charts, checklists, etc.) to achieve goals. 5
5. Sets high quality, challenging, realistic goals for self and others. 4
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). 5
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions and decisions on others. 5
3. Maintains a professional image: being trustworthy, punctual and regular in attendance, well-groomed and a good communicator. 4 4.20
4. Makes personal sacrifices(reporting to school on Saturdays and Holidays) to meet the organization’s needs. 4
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve systems and help others improve their effectiveness. 3
Result Focus 1. Achieves results with optimal use of time and resources most of the time. 5
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs before personal needs. 3
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. 3 3.60
4. Expresses desire to do better and frustration at waste or inefficiency. May focus on new or more precise ways of meeting goals set. 4
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. 3
Teamwork 1. Willingly does his/her share of responsibility. 5
2. Promotes collaboration and removes barriers to teamwork and goal accomplishment across the organization. 4
3. Applies negotiation principles in arriving at win-win agreements. 4 4.40
4. Drives consensus and team ownership of decisions. 4
5. Works constructively and collaboratively with others and across organizations to accomplish organizational goals and objectives. 5
Service Orientation 1. Can explain and articulate organizational directions, issues and problems 4
2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns. 4
3. Initiates activities that promotes advocacy for men and women empowerment. 4 4.00
4. Participates in updating of office vision, mission, mandates and strategies based on DepEd strategies and directions. 4
5. Develops and adopts service improvement programs through simplified procedures that will further enhance service delivery. 4
1. Examines the root cause of problems and suggests effective solutions. Fosters new ideas, processes, and suggests better ways to do things (cost and/or
Innovation operational efficiency). 4
2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal productivity to create higher value and results. 4
3. Promotes a creative climate and inspires co – workers to develop original ideas or solutions. 4 3.80
4. Translates creative thinking into tangible changes and solutions that improve the work unit and organization. 4
5. Uses ingenious methods to accomplish responsibilities.Demonstrates resourcefulness and the ability to succeed with minimal resources. 3
CORE SKILLS
Achievement 1. Enjoys working hard. 4
2. Is action – oriented and full of energy for the things he/she sees as challenging. 4
3. Is not fearful of acting with a minimum of planning. 3 3.40
4. Seizes more opportunities than others. 3
5. Is a strategic thinker. 3
Managing Diversity 1. Respects all kinds and classes of people. 5
2. Deals effectively with all races, nationalities, cultures, disabilities, ages and both sexes. 5
3. Supports equal and fair treatment and opportunity for all. 5 5.00
4. Applies equal standards and criteria to all classes. 5
5. Manifests cultural and gender sensitivity when dealing with people. 5
Accountability 1. Can be counted on to perform beyond set goals. 5
2. Steadfastly pushes self and others towards results. 4
3. Gets things done on time and optimum use of resources. 5 4.40
4. Builds team spirit. 5
5. Transacts with transparency. 3

OVERALL COMPETENCY RATING 4.02

CORE BEHAVIORAL COMPETENCIES 3.90
LEADERSHIP SKILLS 4.27

Conforme by Ratee
GECELIE M. MUELA
Rated by and conferred with
Rater CRISOL R. COLIS
Approval Recommended: ROSELLER N. GELIG, CESO VI
Approved
Approving Authoruty RHEA MAR A. ANGTUD,Ed.D., CESO VI
 Republic of the Philippines

DEPARTMENT OF EDUCATION

Region VII, Central Visayas

DIVISION OF CEBU PROVINCE

Part III. SUMMARY OF RATINGS FOR DISCUSSION
Final Performance Results Rating
Accomplishments of KRAs and Objectives 4.27
Employee-Superior Agreement
The signature below confirm that the employee and his/her superior has agreed to the contents of the performance as captured in this form.

Name of Employee Name of Superior

GECELIE M. MUELA CRISOL R. COLIS

Signature Signature

Date Date

Part IV. DEVELOPMENT PLANS

Strengths Development Needs Action Plan Timeline Resources Needed

(Recommended Developmental Intervention)

CRISOL R. COLIS GECELIE M. MUELA

Rater Ratee
DepEd RPMS Form- Teachers
 Republic of the Philippines

DEPARTMENT OF EDUCATION

Region VII, Central Visayas

DIVISION OF CEBU PROVINCE

EMPLOYEE FEEDBACK FORM
Rating Period: JUNE 2016-APRIL 2017

Strengths Development Needs Action Plan Timeline Resources Needed

Employee Feedback

1. The RPMS is a tool in improving teachers' quality performances and productivity towards his commitment in teaching.

2. The competencies are designed to help improve perspective towards personal and professional growth, students' quality performances and community linkages.

CRISOL R. COLIS GECELIE M. MUELA

Rater Ratee
DepEd RPMS Form- Teachers
 Republic of the Philippines

DEPARTMENT OF EDUCATION

Region VII, Central Visayas

DIVISION OF CEBU PROVINCE

PERFORMANCE MONITORING AND COACHING FORM
Rating Period: JUNE 2016-APRIL 2017

Date CRITICAL INCIDENCE DESCRIPTION OUTPUT IMPACT ON JOB/ ACTION PLAN SIGNATURE OF (RATEE/
RATER)

CRISOL R. COLIS GECELIE M. MUELA

Rater Ratee
DepEd RPMS Form- Teachers
URE OF (RATEE/
RATER)

Teachers