2022 Final Unrated IPCRF Teacher I III

Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF CABANATUAN CITY
RPMS Tool for Teacher I – III (Proficient Teachers)

in the time of CoVID – 19
SY 2021-2022
POSITION AND COMPETENCY PROFILE PCP NO. ___________ Revision Code: 00
Position Title Teacher I – III Salary Grade

Parenthetical Title
Office Unit Effectivity Date
Reports To Principal/School Head Page/s
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications (For SHS Teachers, please refer to D.O. 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017
Teacher I Teacher II Teacher III
Education For Elementary School – Bachelor of Elementary Education (BEEd) or Bachelor’s degree plus 18 professional units in Education, or
Bachelor in Secondary Education, or its equivalent
For Secondary School – Bachelor of Secondary Education (BSEd) or Bachelor’s degree plus 18 professional units in Education with
appropriate major or Bachelor in Secondary Education, or its equivalent
Experience None required 1 year relevant experience 2 years relevant experience
Eligibility RA 1080 RA 1080 RA 1080
Trainings None Required None Required None Required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education Units (18-21), at least 18 MA units
Address: Maharlika Highway, Cabanatuan City

Telefax No.: (044) 463-7334; Telephone Nos.: (044) 463-1627, CID: (044) 329-3093; SGOD: (044) 329-3031
E-mail: cabanatuan.city@deped.gov.ph Websites: https://depedcabanatuancity.com; https://www.mediabureau-online.com
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Experience
Eligibility PBET/LET Passer
Trainings In – Service Training
DUTIES AND RESPONSIBILITIES

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

TEACHER I – III (PROFICIENT TEACHERS)
Name of Employee: Name of Rater:

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Position: Position:
Division: Cabanatuan City Date of Review:
Rating Period:
TO BE
FILLED IN
TO BE FILLED IN DURING PLANNING DURING
EVALUATIO
N
PERFORMANCE INDICATORS (Quality, Efficiency, Timeliness) ACTU
AL
WE RESU SCO
MF
KRAs OBJECTIVES IG LTS RE
Os
HT Outstanding Satisfactory Poor
QET (5) Very Satisfactory (4) Unsatisfactory (2) Q
(3) (1)
Basi 1. Applied Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
c knowledge of Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
Edu content within Objective 1 as shown in Objective 1 as Objective 1 as Objective 1 as shown Objective 1 as shown in
cati and across COT rating sheets / inter- shown in COT shown in COT in COT rating sheets / COT rating sheets / inter-
on 1. curriculum 5% Quality observer agreement rating sheets / rating sheets / inter-observer observer agreement
Ser Content teaching areas forms inter-observer inter-observer agreement forms forms
vice Knowled agreement forms agreement forms
s ge and or
Pedagog No acceptable evidence
y was shown
2. Used Used research- Used research- Used research- Use of research- No acceptable
research- based based based based evidence was
based knowledge knowledge knowledge knowledge shown
knowledge and/or principles and/or and/or and/or principle
and principles 5% Quality of teaching and principles of principles of of teaching and
of teaching learning in all teaching and teaching and learning is
and learning to the learning in two learning in one identified but
enhance components of components of component of was poorly
professional instruction in instruction in instruction in used as basis
practice the lesson plan the lesson the lesson for planning /
to improve plan to plan to designing the
student improve improve lesson

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learning student student

learning learning
3. Displayed proficient Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
use of Mother Tongue, Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
Filipino and English to Objective 3 as shown in Objective 3 as shown Objective 3 as shown Objective 3 as shown Objective 3 as shown
facilitate teaching and COT rating sheets / inter- in COT rating sheets / in COT rating sheets / in COT rating sheets / in COT rating
learning 5% Quality observer agreement inter-observer inter-observer inter-observer sheets / inter-
forms agreement forms agreement forms agreement forms observer agreement
forms
or
No acceptable evidence
was shown
4. Used effective Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
verbal and non-verbal Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
classroom Objective 4 as shown in Objective 4 as shown Objective 4 as shown Objective 4 as shown Objective 4 as
communication COT rating sheets / in COT rating sheets / in COT rating sheets / in COT rating sheets / shown in COT
strategies to support 5% Quality inter-observer inter-observer inter-observer inter-observer rating sheets / inter-
learner understanding, agreement forms agreement forms agreement forms agreement forms observer agreement
participation, forms
engagement and
achievement or
was shown
2. 5. Established safe and Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Learnin secure learning Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
g environments to Objective 5 as shown in Objective 5 as shown Objective 5 as shown Objective 5 as shown Objective 5 as
Environ enhance learning COT rating sheets / inter- in COT rating sheets / in COT rating sheets / in COT rating sheets / shown in COT
ment through the consistent 5% Quality observer agreement inter-observer inter-observer inter-observer rating sheets / inter-
implementation of forms agreement forms agreement forms agreement forms observer agreement
policies, guidelines and forms
procedures
or

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was shown
6. Maintained learning Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
environments that Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
promote fairness, Objective 6 as shown in Objective 6 as shown Objective 6 as shown Objective 6 as shown Objective 6 as shown
respect and care to COT rating sheets / inter- in COT rating sheets / in COT rating sheets / in COT rating sheets / in COT rating
encourage learning 5% Quality observer agreement inter-observer inter-observer inter-observer sheets / inter-
forms agreement forms agreement forms agreement forms observer agreement
forms
or
was shown
7. Maintained learning Provided effective and Provided effective Provided an effective Provided learning No acceptable evidence
environments that varying learning learning opportunities learning opportunity opportunity/ies that was shown
nurture and inspire opportunities that are that are well- aligned that is well-aligned is/are partially aligned
learners to participate, well- aligned with the with the learning goals with the learning goal/s with the learning goal/s
cooperate and 5% Quality learning goals and and engage learners to and engage learners to and only somehow
collaborate in (Set A) feature all elements of participate, participate, engage/s learners to
continued learning collaborative learning cooperate, and/or cooperate, and/or participate,
as shown in the collaborate in collaborate in cooperate, and/or
submitted learning continued learning as continued learning as collaborate in
material shown in the submitted shown in the submitted continued learning as
learning material learning material shown in the submitted
learning material
Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
(Set B) Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
Objective 7 as shown in Objective 7 as shown Objective 7 as shown Objective 7 as shown Objective 7 as shown in
COT rating sheets / inter- in COT rating sheets / in COT rating sheets / in COT rating sheets / COT rating sheets / inter-
observer agreement inter-observer inter-observer inter-observer observer agreement
forms agreement forms agreement forms agreement forms forms
8. Applied a range of Applied effective Applied effective Applied an effective Applied teaching No acceptable evidence
successful strategies teaching strategies that teaching strategies teaching strategy strategy/ies that is/are was shown
that maintain learning are well- aligned with that are well- aligned that is well-aligned partially aligned
environments that the learning goals and with the learning with the learning with the learning
motivate learners to successfully motivate goals and goal/s and goal/s and only
5% Quality

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work productively by (Set A) learners to monitor successfully motivate successfully somehow motivate/s
assuming responsibility and evaluate their learners to work motivates learners to learners to work
for their own learning own learning as productively by work productively productively by
shown in the submitted assuming by assuming assuming
learning material responsibility for their responsibility for their responsibility for their
own learning as own learning as own learning as
shown in the shown in the shown in the
submitted learning submitted learning submitted learning
material material material
Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
(Set B) Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
Objective 8 as shown in Objective 8 as shown Objective 8 as shown Objective 8 as shown Objective 8 as shown in
COT rating sheets / inter- in COT rating sheets / in COT rating sheets / in COT rating sheets / COT rating sheets / inter-
observer agreement inter-observer inter-observer inter-observer observer agreement
forms agreement forms agreement forms agreement forms forms
3. 9. Designed, adapted Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Diversit and implemented Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
y of teaching strategies that Objective 9 as shown in Objective 9 as shown Objective 9 as shown Objective 9 as shown Objective 9 as
Learner are responsive to COT rating sheets / inter- in COT rating sheets / in COT rating sheets / in COT rating sheets / shown in COT
s, learners with 5% Quality observer agreement inter-observer inter-observer inter-observer rating sheets / inter-
Curricul disabilities, giftedness (Set A) forms agreement forms agreement forms agreement forms observer agreement
um and and talents forms
Planning
& or
Assessm
ent and No acceptable evidence
Reportin was shown
g Quality Demonstrated Level 5 as Demonstrated Level 4 Demonstrated Level 3 Demonstrated Level 2 Demonstrated Level 1
(Set B) shown in the TRFs as shown in the TRFs as shown in the TRFs as shown in the TRFs as shown in the TRFs
10. Adapted and used Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
culturally appropriate Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
teaching strategies to Objective 10 as shown in Objective 10 as shown Objective 10 as shown Objective 10 as shown Objective 10 as
address the needs of COT rating sheets / inter- in COT rating sheets / in COT rating sheets / in COT rating sheets / shown in COT
learners from 5% Quality observer agreement inter-observer inter-observer inter-observer rating sheets / inter-
indigenous groups (Set A) forms agreement forms agreement forms agreement forms observer agreement
forms

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or
was shown
Quality Demonstrated Demonstrated Demonstrated Demonstrated Level 2 Demonstrated Level 1 as
(Set B) Level 5 as Level 4 as Level 3 as as shown in the TRFs shown in the TRFs
shown in the TRFs shown in the TRFs shown in the TRFs
11. Adapted and Evaluated the adapted / Monitored progress Completed the Planned for the No acceptable evidence
implemented learning contextualized learning of the adapted / implementation of the implementation of was shown
programs that ensure program as evidenced by contextualized learning adapted / the adapted /
relevance and MOV No. 1 program while being contextualized learning contextualized
responsiveness to the 5% Quality implemented as program as evidenced existing learning
needs of all learners evidenced by MOV by MOV No. 3 program
No. 2 as evidenced by MOV
No. 4
12. Utilized assessment Implemented a teaching Developed materials Planned for a teaching Analyzed learners’ No acceptable evidence
data to inform the and learning strategy / based on learners’ and learning strategy mastered skills was shown
modification of program using materials assessment data as and/or program based based on the
teaching and learning based on learners’ evidenced by a list of on learners’ assessment frequency of errors
practices and programs 5% Quality assessment data as identified least / most data as evidenced by a and correct
evidenced by a list of mastered skills with list of identified least / responses as
identified least / most supporting MOV No. 2 most mastered skills evidenced by a list
mastered skills with with supporting MOV of identified least /
supporting MOV No. 1 No. 3 most mastered skills
4. 13. Maintained Collaborated with Planned with the Conducted a Communicated with No acceptable evidence
Commu learning environments the community community consultative meeting the community was shown
nity that are responsive to stakeholder in the stakeholders a with the community stakeholders about a
community contexts implementation program, project, stakeholders on a program, project,
Linkage
5% Quality / completion of a and/or activity that program, project, and/or activity that
s and program, project, and/or maintains a learning and/or activity that maintains the learning
Professi activity that maintains a environment maintains a learning environment
onal learning environment responsive to environment responsive to
Engage responsive to community community contexts as responsive to community contexts as
ment & contexts as evidenced by evidenced by MOV community contexts as evidenced by MOV
Personal MOV No. 1 No. 2 evidenced by MOV No. 4
No. 3
Growth
14. Reviewed regularly Exhibited an Exhibited an Reviewed Participated in No acceptable

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and personal teaching improved Improved practice personal the review of evidence was
Professi practice using existing practice through a teaching teaching personal shown
onal laws and regulations through one’s material as impact of practices using teaching
that apply to the 5% Quality teaching as regularly reviewing laws and practices using
Develop
teaching profession and impact of regularly one’s regulations that laws and
ment the responsibilities reviewing one’s teaching practice/s apply to the regulations that
specified in the Code teaching practice/s using using laws and profession and apply to the
of Ethics for laws and regulations that apply the profession and
Professional Teachers regulations that to the profession and responsibilities the
apply to the the in the Code of responsibilities
profession and responsibilities Ethics for in the Code of
the responsibilities in the Code of Ethics Professional Ethics for
in the Code of for Professional Teachers in 4 Professional
Ethics for Professional Teachers as quarters with Teachers in 4
Teachers as evidenced by reflection quarters as
evidenced by MOV No. 2 outputs as evidenced by
MOV No. 1 evidenced by MOV No. 4
MOV No. 3
15. Complied with and Sustained engagement Discussed with Communicated with Implemented school No acceptable evidence
implemented school with the learners, learners, parents / learners, parents / policies and was shown
policies and procedures parents / guardians, guardians, and other guardians, and other procedures without
consistently to foster and other stakeholders stakeholders the stakeholders the communicating and
harmonious 5% Quality regarding school policies implemented school implemented school consulting the learners,
relationships with and procedures through policies and procedures policies and procedures parents / guardians, and
learners, parents, and school- community as evidenced by MOV as evidenced by MOV other stakeholders
other stakeholders partnership/s as no. 2 no. 3
evidenced by MOV no. 1
16. Applied a Applied learner- Applied learner- Applied Application of No acceptable
personal centered centered learner- learner-centered evidence was
philosophy of teaching teaching centered teaching shown
teaching that is philosophy in philosophy in teaching philosophy is
learner-centered 5% Quality the lesson plan the lesson plan philosophy in reflected but
in all the in two the lesson plan was poorly
components of components of in one used as basis
instruction in instruction in component of for planning /
the lesson plan to the lesson plan to instruction in the designing the lesson.

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improve improve lesson

student student plan to
learning learning improve
student
learning
17. Adopted Exhibited Exhibited Adopted Adopted a No acceptable
practices that dignity of dignity of practices that practice that evidence was
uphold the teaching as a teaching as a uphold the uphold the shown
dignity of profession by profession by dignity of dignity of
teaching as a 5% Quality exhibiting exhibiting teaching as a teaching as a
profession by qualities such qualities such profession by profession by
exhibiting as caring as caring exhibiting exhibiting
qualities such attitude, attitude, qualities such qualities such as
as caring respect, and respect, and as caring caring attitude,
attitude, integrity with integrity with attitude, respect, and
respect and affirmation affirmation respect, and integrity as
integrity from different from any integrity as evidenced by
school school evidenced by one MOV No. 2
stakeholders stakeholder as at least two
as evidenced evidenced by MOV No. 2
by at least two one MOV No. 1
MOV No. 1
18. Set professional Updated professional Discussed progress on Set professional Accomplished the e- No acceptable evidence
development goals development goals professional development goals SAT at the beginning
based on the Philippine during Phase II of the development goals based on e-SAT results of the school year as
Professional Standards RPMS Cycle as with the rater during as evidenced by MOV evidenced by MOV
for Teachers 5% Quality evidenced by MOV No. the mid-year review as No. 3 No. 4
1 evidenced by MOV
No. 2
5. Plus 19. Performed various Performed at least 1 Performed at least 1 Performed at least 1 Performed at least 1 No acceptable evidence
Factor related works / related work / activity related work / activity related work / activity related work / activity was shown
activities that 10 that contributed to the that contributed to the that contributed to the that contributed to the
contribute to the % teaching- learning teaching- learning teaching- learning teaching- learning
teaching- learning Quality process beyond the process within the process within the process within the
process school / Community school / Community learning area / class as evidenced by
Learning Center (CLC) Learning Center department as submitted MOV
as evidenced by (CLC) as evidenced by evidenced by submitted

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submitted MOV submitted MOV MOV

Final Rating
_______________________________ _________________________________ ___________________________________

Rater Ratee Approving Authority
COMPUTATION OF PORTFOLIO RATING
KRA Weight per KRA Objectives Weight Per Numerical Ratings Score
Objective Q E T Average
Objective 1 5%
1 20.00% Objective 2 5%

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Objective 3 5%
Objective 4 5%
Objective 5 5%
2 20.00% Objective 6 5%
Objective 7 5%
Objective 8 5%
Objective 9 5%
3 20.00% Objective 10 5%
Objective 11 5%
Objective 12 5%
Objective 13 5%
4 30.00% Objective 14 5%
Objective 15 5%
Objective 16 5%
Objective 17 5%
Objective 18 5%
5 10% Objective 10 %
Final Rating
Adjectival Rating
Numerical Rating Adjectival Rating Description of Meaning of Rating

5 Outstanding 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.
4 Very Satisfactory Performance exceeded expectations. All goals, objectives and targets were achieved above the established standards.

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3 Satisfactory Performance met expectations in terms of quality of work, efficiency and timeliness. The most critical annual goals were met.
2 Unsatisfactory Performance failed to meet expectations, and/or one or more of the most critical goals were met.
1 Poor 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.
This rating scale is based on the Civil Service Commission Memorandum 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.
Range Adjectival Rating Scale Definition

4.500 – 5.000 Outstanding 5 Role Model
3.500 – 4.499 Very Satisfactory 4 Consistently demonstrates
2.500 – 3.499 Satisfactory 3 Most of the time demonstrates
1.500 – 2.499 Unsatisfactory 2 Sometimes demonstrates
Below 1.499 Poor 1 Rarely demonstrates
The overall rating/assessment for the accomplishments shall fall within the following Competencies shall be monitored for developmental purposes. In evaluating the adjectival ratings and shall be in three
(3) decimal points. individual’s demonstration of Competencies, this rating scale shall apply.
Grievances and Appeals
1. A Grievance Commitee 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 RPMS.
2. 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.
3, 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 days from date of receipt of notice of their
final performance evaluation rating from the rater. The ratee, however, shall not be allowed to protest the performance ratings of co-employees. Ratings obtained by the ratee can only be used as basis for reference for
comparison in appealing the individual performance rating.
4. The Grievance Committee shall decide on the appeals within one (1) month from receipt. Appeals lodged at any Grievance Committee shall follow the hierarchical jurisdiction of various Grievance Committees within the
agency. For example, the decision of the Division Grievance Committee is appealable to the Regional Grievance Committee, which decision is in turn appealable to the Central Office Grievance Committee.
5. The decision of the Central Office Grievance Commitee is final.
PART II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

Self- Management Teamwork
1. Sets personal goals and direction, needs and development. 1. Willingly does his/her share of responsibility.
2. Undertakes personal actions and behaviors that are clear and purposive and takes into 2. Promotes collaboration and removes barriers to teamwork and goal accomplishment
account personal goals and values congruent to that of the organization. across the organization.
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 3. Applies negotiation principle in arriving at win-win agreement.
4. Prioritize work tasks and schedules (through gantt charts, checklists, etc) to achieve goals. 4. Drives consensus and team ownership of decisions.

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5. Sets high quality, challenging, realistic goals for self and others. 5. Works constructively and collaboratively with others and across organizations to
accomplish organizational goals and objectives.
Professionalism and Ethics Service Orientation

1. Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical 1. Can explain and articulate organizational directions, issues and problems.
Standards for public officials and employees (RA 6713). 2. Takes personal responsibility for dealing with and/or correcting customer service and
2. Practices ethical and professional behavior and conduct taking into account the impact of concerns.
his/her actions and decisions. 3. Initiates activities that promotes advocacy for men and women empowerment.
3. Maintains a professional image: being trustworthy, regularity of attendance and 4. Participates in updating of office vision, mission, mandates and strategies based on DepEd
punctuality, good grooming and communication. strategies and directions.
4. Makes personal sacrifices to meet the organization’s needs. 5. Develops and adopts service improvement programs through simplified procedures that
5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve will further enhance service delivery.
systems and help others improve their effectiveness.
Results Focus Innovation
1. Achieve results with optimal use of time and resources most of the time. 1. Examines the root cause of problems and suggests effective solutions. Fosters new ideas,
2. Avoids rework, mistakes and wastage through effective work methods by placing processes, and suggests better ways to do things (cost and/or operational efficiency).
organizational needs before personal needs. 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving
3. Delivers error-free outputs most of the time by conforming to standards operating personal productivity to create higher value and results.
procedures correctly and consistently. Able to produce very satisfactory quality of work in 3. Promotes a creative and inspires co-workers to develop original ideas or solutions.
terms of usefulness/acceptability and completeness with no supervision required. 4. Translates creative thinking into tangible changes and solutions that improve the work unit
4. Expresses a desire to do better and may express frustration at waste or inefficiency. May and organization.
focus on new or more precise ways of meeting goals set. 5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and
5. Makes specific changes in the system or in own work methods to improve performance. the ability to succeed with minimal resources.
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 demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrate; 1 – Rarely demonstrate
OVERALL COMPETENCY RATING

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PART III: SUMMARY OF RATINGS FOR DISCUSSION
Final Performance Results Rating Adjectival Rating

Accomplishments of KRAs and Objectives
Rater – Ratee Agreement
The signatures below confirm that the employee and his/her superior have agreed on content of this appraisal form and the performance rating:
Name of Employee Name of Superior
Signature Signature
Date Date

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PART IV: DEVELOPMENT PLANS
Strengths Development Needs Action Plan Timeline Resources Needed

(Recommended Developmental Intervention)
Learning Objectives Intervention
A. FUNCTIONAL COMPETENCIES
B. CORE BEHAVIORAL COMPETENCIES

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Feedback:
__________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________
______________________________ _______________________________ _________________________________

Ratee Rater Approving Authority
Nmbayan2022


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Republic of the Philippines

RPMS Tool for Teacher I – III (Proficient Teachers)

POSITION AND COMPETENCY PROFILE PCP NO. ___________ Revision Code: 00

Position Title Teacher I – III Salary Grade

Address: Maharlika Highway, Cabanatuan City

DUTIES AND RESPONSIBILITIES

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee: Name of Rater:

Address: Maharlika Highway, Cabanatuan City

Address: Maharlika Highway, Cabanatuan City

learning student student

Address: Maharlika Highway, Cabanatuan City

Address: Maharlika Highway, Cabanatuan City

Address: Maharlika Highway, Cabanatuan City

Address: Maharlika Highway, Cabanatuan City

Address: Maharlika Highway, Cabanatuan City

improve improve lesson

Address: Maharlika Highway, Cabanatuan City

submitted MOV submitted MOV MOV

_______________________________ _________________________________ ___________________________________

COMPUTATION OF PORTFOLIO RATING

Address: Maharlika Highway, Cabanatuan City

Numerical Rating Adjectival Rating Description of Meaning of Rating

Address: Maharlika Highway, Cabanatuan City

Range Adjectival Rating Scale Definition

Grievances and Appeals

CORE BEHAVIORAL COMPETENCIES

Address: Maharlika Highway, Cabanatuan City

Professionalism and Ethics Service Orientation

OVERALL COMPETENCY RATING

Address: Maharlika Highway, Cabanatuan City

PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating

Rater – Ratee Agreement

Name of Employee Name of Superior

Address: Maharlika Highway, Cabanatuan City

PART IV: DEVELOPMENT PLANS

Strengths Development Needs Action Plan Timeline Resources Needed

B. CORE BEHAVIORAL COMPETENCIES

Address: Maharlika Highway, Cabanatuan City

______________________________ _______________________________ _________________________________

Address: Maharlika Highway, Cabanatuan City

You might also like

_______________ _ ___________________

______________ _ ___________________