Performance Management Evaluation Form for Faculty (PME-FAC)

FACULTY IDENTIFICATION
Teacher’s Name: Florence May L. Garcia Position: Secondary Teacher

Coordinator’s Name: Ms. Tessie Rose Colas Position: Science Area Coordinator

Department: Basic Education School Year: 2023-2024

PERFORMANCE REVIEW SUMMARY

Overall Assessment (Narrative):

She possesses a disciplined, reliable work ethic. She is always available to her team members. Helps team
members on projects she is not involved in. She provides support, key insights, ideas and direction when
possible. She makes a strong effort to educate herself and enrich her own critical thinking skills. She is well-
organized, efficient with her time and mindful of deadlines.

SECTION 1: BASELINE COMPETENCIES

Instructions: Baseline /Teaching Competencies are defined as the knowledge, skills, behaviors, personal attributes
and other characteristics needed for successful performance of the job which are expected to be demonstrated by all St.
James Academy employees regardless of their employee category. Each competency has behavioral indicators which the
supervisor and employee need to discuss before the end of the school year. During the review critical observations may
be cited either as strength/s or performance gap/s as the case may be. A corresponding rating is then given to each
competency. To obtain the total score, add all the ratings and divide it by the number of competencies.

The rating scale is as follows:

Rating Description
4 Strongly Evident (Consistently Demonstrated)
3 Evident (Frequently Demonstrated)
2 Emerging (Moderately Demonstrated)
1 Not Evident (Rarely demonstrated/Not Observed)

Key Behavioral Indicators Critical Observations Rating

Competency
Commitment  Lives out the vision, mission and values of the
to the School school.
and  Shows compassion, with perseverance and altruism
Stewardship by actively engaging oneself in the social
involvement programs of the school.
 Demonstrates Catholic and St. James Academy
Identity in his/her ways that proves s/he is cut above
the rest.
 Goes beyond the call of duty as may be necessary.
 Performs tasks as indicated in his/her job
description.
Strong Work  Completes tasks on time and submits required
Ethic and documents (LP, Test Questions, Rating Sheets,
Service Syllabi, Grades, Course Outline, etc.), information,
Orientation data as s/he satisfies clients (e.g. parents, students,
co-employees, etc.) by responding to their needs
promptly (i.e. quick service turn-around time).
 Reports for class regularly and on time.
 Does work without complaints and works with
minimum supervision as s/he renders service with
warm disposition to parents, students, co-employees
and other members of the community.
 Conforms to all rules, regulations, policies, code of
ethics of the school and other applicable
(Strengths & Performance Gaps)
 Shows compassion, with perseverance and 3
altruism by actively engaging oneself in the
social involvement programs of the school.
 Demonstrates Catholic and St. James
Academy Identity in his/her ways that proves
s/he is cut above the rest.
 Performs tasks as indicated in his/her job
description.
 Reports for class regularly and on time. 3
 Conforms to all rules, regulations, policies,
code of ethics of the school and other
applicable government ethical standards.
 Conforms to all rules, regulations, policies,
code of ethics of the school and other
applicable government ethical standards.
 Takes responsibility for one’s actions,
accepts corresponding consequences and
open to feedback.
 Updates knowledge and skills on a regular
basis to stay current and apply new trends
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 government ethical standards.
 Takes responsibility for one’s actions, accepts
corresponding consequences and open to feedback.
 Behaves in an honest, fair, and ethical manner.
Shows consistency in words and actions. Models
high standards of ethics.
 Updates knowledge and skills on a regular basis to
stay current and apply new trends or best practices
to her/his job (e.g. further studies, attendance in
seminars, skills upgrading workshop, research and
publication work. Membership in learned
organizations, readings, and other development
activities.
Sense of  Resolves positively conflicts.
Community  Shows genuine concern for others by making
oneself available as needed.
 Participates in all school programs, activities and
projects without any complaint.
 Engages actively oneself with other members of the
community and other stakeholders in productive
collaboration, positive teamwork and output driven
cooperation.
Communication  Delivers oral and written reports clearly and
Skills accurately.
 Conveys effectively or transmits data, message and
information that is understood by the listener.
 Observes proper etiquette and social graces in
dealing with clients (parents, students, colleagues
and other members of the community) in different
communication situations.
 Shows tact, diplomacy and presents oneself in an
orderly manner as s/he listens to other’s views and
opinions.
 Ensures the observance of protocol in
communication situations as prescribed by the
school.
SECTION 2: TEACHING COMPETENCIES
Key Behavioral Indicators
Competency
Mastery of  Complies with DepEd Learning Competencies
Subject Matter requirements and accomplishes instructional tasks
using her /his knowledge, skills and attitude to the
satisfaction of her students
 Displays comprehensive and accurate grasp of the
subject matter.
 Presents contents in an organized and logical
manner.
 Relates subject matter to broader aspects of life and
allows students to clearly refer to their actual life
experiences based on the lesson.
 Exudes self-confidence and is alert in reacting to
students’ questions behaviors and attitudes.
Classroom  Maintains systematic and orderly classroom routine
Management (begins and ends the lesson on time).
 Establishes good rapport with the students.
 Sets a conducive learning environment (clean and
orderly classroom, getting the students ready/proper
mind set).
or best practices to her/his job (e.g. further
studies, attendance in seminars, skills
upgrading workshop, research and
publication work. Membership in learned
organizations, readings, and other
development activities.
 Resolves positively conflicts. 4
 Shows genuine concern for others by
making oneself available as needed.
 Participates in all school programs, activities
and projects without any complaint.
 Engages actively oneself with other
members of the community and other
stakeholders in productive collaboration,
positive teamwork and output driven
cooperation.
 Delivers oral and written reports clearly and 3
accurately.
 Shows tact, diplomacy and presents oneself
in an orderly manner as s/he listens to
other’s views and opinions.
 Ensures the observance of protocol in
communication situations as prescribed by
the school.
TOTAL SCORE 3.25
(Add rating & divide by the number of competencies)
Critical Observations Rating
(Strengths & Performance Gaps)
 Complies with DepEd Learning 4
Competencies requirements and
accomplishes instructional tasks using her
/his knowledge, skills and attitude to the
satisfaction of her students
 Displays comprehensive and accurate grasp
of the subject matter.
 Presents contents in an organized and
logical manner.
 Relates subject matter to broader aspects of
life and allows students to clearly refer to
their actual life experiences based on the
lesson.
 Exudes self-confidence and is alert in
reacting to students’ questions behaviors
and attitudes.
 Maintains systematic and orderly classroom 4
routine (begins and ends the lesson on
time).
 Establishes good rapport with the students.
 Sets a conducive learning environment
(clean and orderly classroom, getting the
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Instructional  Employs teaching strategies which are student-
Management centered and considers the individual differences
and multiple intelligences.
 Uses instructional tools and teaching aids effectively
to reinforce learning.
 Integrates values meaningfully and appropriately in
each lesson.
 Gives relevant and purposeful assignments.
 Uses appropriate and meaningful assessment tools
to determine student learning
 The Students’ academic performance meet the
standard set by the teacher and school.
Command of  Expresses his/her ideas clearly and effectively.
the Language  Speaks in correct English and Filipino with proper
of Instruction enunciation, pronunciation and diction.
 Speaks clearly and audibly.
 Uses various speed and tone of voice to avoid
boring and monotonous discussions.
 Uses words and expressions within students’ level
of understanding.
Student  Formulates and asks questions effectively to
Engagement develop critical and creative thinking.
 Engages students in a dynamic and meaningful
discussion (relaxed, pleasant, democratic but
disciplined classroom atmosphere) respects
differences of opinions.)
 Uses effective variation in interaction mode as
evidenced by meaningful exchanges of responses
between the students and the teacher.
 Encourages students to practice verbal skills by
allowing free expression of ideas.
 There are obvious signs of understanding by the
Students.
REVIEW OF THE KEY PERFORMANCE OBJECTIVES AND COMPETENCIES
I certify that I have reviewed the result of the performance review and
accept the same.
I certify that I have discussed the result of the performance review with my
subordinate and have reached an agreement.
I certify that I have reviewed the result of the performance review and
have calibrated the same.
students ready/proper mind set).
 Employs teaching strategies which are 4
student-centered and considers the
individual differences and multiple
intelligences.
 Uses instructional tools and teaching aids
effectively to reinforce learning.
 Integrates values meaningfully and
appropriately in each lesson.
 Gives relevant and purposeful assignments.
 Uses appropriate and meaningful
assessment tools to determine student
learning
 The Students’ academic performance meet
the standard set by the teacher and school.
 Uses various speed and tone of voice to 3
avoid boring and monotonous discussions.
 Uses words and expressions within
students’ level of understanding.
 Formulates and asks questions effectively to 3
develop critical and creative thinking.
 Engages students in a dynamic and
meaningful discussion (relaxed, pleasant,
democratic but disciplined classroom
atmosphere) respects differences of
opinions.)
 Uses effective variation in interaction mode
as evidenced by meaningful exchanges of
responses between the students and the
teacher.
 There are obvious signs of understanding by
the Students.
TOTAL SCORE 3.6
(Add rating & divide by the number of competencies)
Employee Signature:
Date: April 21, 2024
Supervisor Signature:
Date: April 21, 2024
Next level Supervisor Signature: ___________________
Date: ___________________________
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