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Department of Education

Position Title
Parenthetical Title
Office Unit
Reports to
Position Supervised

A. CSC Prescribed Qualifications


Education Bachelor of Elementary/Second
Experience None required
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate w
Experience
Eligibility PBET/ LET Passer
Trainings In-Service Training
1. Applies mastery of content knowledge and

2. Facilitates learning using appropriate and in

3 Manages an environment conducive to learn

4.Addresses learner diversity

5. Implements and supervises curricular and c

6 Monitors and evaluates learners’ progress a

7. Maintains updated records of learners’ pro

8. Counsels and guides learners

9 Works with relevant stakeholders, both inte

10 Undertakes activities towards personal and

11. Does related Work


RPMS Tool for Teacher I-III
(Proficient Teachers)

POSITION AND COMPETENCY PROFILE

her I-III

ipal/ School Heads

JOB SUMMARY

QUALIFICATION STANDARDS
ns
of Elementary/Secondary/ Early Childhood Education or Bachelor's Degree plus
uired

uired

d/College Graduate with Education units (18-21), at least 18 MA Units


T Passer
e Training
DUTIES AND RESPONSIBILITIES

nt knowledge and its application across learning areas

appropriate and innovative teaching strategies and classroom mana

conducive to learning

ty

es curricular and co-curricular programs to support learning

arners’ progress and undertakes activities to improve performance

ds of learners’ progress

ners

holders, both internal and external, to promote learning and improv

wards personal and professional growth


PCP No. ____ Revision Code: 00

Salary Grade

Effectivity Date
Page/s

s Degree plus 18 units in Education

Units
sroom management practices

ning

erformance

g and improve school performance


INDIVIDUAL PERFORMANCECOMMITMENT AND REVIEW FORM (IPCRF)
Name of Employee: Maricel M. Ramirez Name of Rater: Ma. Cristina R. Flores
Position: Teacher I Position: Principal II
Bureau/Center/Service/Division: DepED Bulacan Date of Revirw:
Rating Period:
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
Major Performance Indicators Rating
Key Result
Final Weight per
Outputs
Areas Objectives Timeline
KRA
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Q E T Ave
(KRAs) QET
(MFOs) (5) (5) (5) (5) (5)
Content 1. Applied knowledge Showed knowledge of Showed knowledge of Showed knowledge of Showed knowledge of No acceptable
Knowledge of content within and content and its content and its content and its content and its evidence was shown
and across curriculum integration within and integration within and integration within and integration within and
across subject areas across subject areas across subject areas across subject areas
Pedagogy teaching areas. as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
Quality with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

22.50% Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 of No acceptable
lessons using MOV 1 lessons using MOV 1 lessons using MOV 1 the given MOV evidence was shown
and supported by any and supported by any and supported by any
Efficiency 1 of the given MOV 1 of the given MOV 1 of the given MOV

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
Timeliness distributed across 4 distributed across 3 distributed across 2 completed in only 1 evidence was shown
quarters quarters quarters quarter
2. Used a range of Facilitated using Facilitated using Facilitated using Facilitated using No acceptable
teaching strategies different teaching different teaching different teaching different teaching evidence was shown
that enhance strategies that strategies that strategies that strategies that
learner promote reading, promote reading, promote reading, promote reading,
achievement in writing, and or writing, and or writing, and or writing, and or
literacy and numeracy skills as numeracy skills as numeracy skills as numeracy skills as
numeracy skills. Quality shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with
a rating of 7 a rating of 6 a rating of 5 a rating of 4
Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted learner- No acceptable
learner- centered learner- centered learner- centered centered lesson as evidence was shown
lessons as evidently lessons as evidently lessons as evidently evidently shown in
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and any of the given MOV
Efficiency supported by any 1 of supported by any 1 of supported by any 1 of
the other MOV given the other MOV given the other MOV given

Timeliness
Major Performance Indicators Rating
Key Result
Final Weight per
Outputs
Areas Objectives Timeline
KRA
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Q E T Ave
(KRAs) QET
(MFOs) (5) (5) (5) (5) (5)
3. Applied a range of Used different Used different Used different Used different No acceptable
teaching strategies teaching strategies teaching strategies teaching strategies teaching strategies evidence was shown
to develop critical that develop critical that develop critical that develop critical that develop critical
and creative thinking and creative thinking and creative thinking and creative thinking
and creative thinking, and/or other HOTS as and/or other HOTS and/or other HOTS as and/or other HOTS as
as well as other shown in MOV 1 with as shown in MOV 1 shown in MOV 1 with shown in MOV 1 with
higher thinking skills. Quality a rating of 7 with a rating of 6 a rating of 5 a rating of 4

Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 lesson as No acceptable


lessons as evidenced lessons as evidenced lessons as evidenced evidenced by any of evidence was shown
by MOV 1 and by MOV 1 and by MOV 1 and the given MOV
supported by any 1 of supported by any 1 of supported by any 1 of
the other given MOV. the other given MOV. the other given MOV.
Efficiency

Timeliness

Learning 4. Managed Used classroom Used classroom Used classroom Used classroom No acceptable
Environment classroom structure management management management management evidence was shown
and Diversity to engage learners strategies that engage strategies that engage strategies that engage strategies that engage
learners in learners in learners in learners in
of Learners individually or in activities/tasks as activities/tasks as activities/tasks as activities/tasks as
groups, in Quality shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with
meaningful a rating of 7 a rating of 6 a rating of 5 a rating of 4
exploration,
discovery and
hands-on activities
within a range of
physical learning Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 lesson No acceptable
lessons supported by lessons supported by lessons supported by supported by MOV 1 evidence was shown
environments MOV 1 and any 1 of MOV 1 and any 1 of MOV 1 and any 1 of and any of the other
the other acceptable the other acceptable the other acceptable acceptable MOV.
Efficiency MOV. MOV. MOV.

Timeliness
5. Managed learner Applied teacher Applied teacher Applied teacher Applied teacher No acceptable
behavior management management management management evidence was shown
constructively by strategies of learner strategies of learner strategies of learner strategies of learner
behavior that behavior that behavior that behavior that
applying positive and promote positive and promote positive and promote positive and promote positive and
non-violent discipline Quality non-violent discipline non-violent discipline non-violent discipline non-violent discipline
to ensure learning- as shown in MOV as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
focused submitted with a with a rating of 6 with a rating of 5 with a rating of 4
environments rating of 7
Major Performance Indicators Rating
Key Result
Final Weight per
Outputs
Areas Objectives Timeline
KRA
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Q E T Ave
(KRAs) QET
(MFOs) (5) (5) (5) (5) (5)
Submitted at least 4 Submitted at least 4 Submitted at least 4 Submitted any 1 of No acceptable
of the given strategies of the given strategies of the given strategies the given strategies as evidence was shown
as observed in at least as observed in at least as observed in at least observed in only 1
Efficiency 4 lessons 3 lessons 2 lessons lessons

Timeliness

6. Used differentiated Applied teacher Applied teacher Applied teacher Applied teacher No acceptable
developmentally differentiated differentiated differentiated differentiated evidence was shown
appropriate learning teaching strategies to teaching strategies to teaching strategies to teaching strategies to
address learners address learners address learners address learners
experiences to diversity as shown in diversity as shown in diversity as shown in diversity as shown in
Quality
address learners’ MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating
gender, needs, of 7 of 6 of 5 of 4
strengths, interests
and experiences.
Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No acceptable
differentiated differentiated differentiated differentiated evidence was shown
strategies as observed strategies as observed strategies as observed teaching strategy in
in at least 2 lessons as in at least 2 lessons as in at least 2 lessons as only 1 lesson as
evidenced by MOV 1 evidenced by MOV 1 evidenced by MOV 1 evidently shown in
and supported by any and supported by any and supported by any any 1 of the other
Efficiency 1 of the other 1 of the other 1 of the other acceptable MOV.
acceptable MOV acceptable MOV acceptable MOV

Timeliness
Curriculum Planned, managed Planned and Planned and Planned and Planned and No acceptable
and and implemented implemented implemented implemented implemented evidence was shown
Planning developmentally developmentally developmentally developmentally developmentally
sequenced sequenced teaching sequenced teaching sequenced teaching sequenced teaching
teaching and Quality
and learning and learning and learning and learning
learning processes processes as shown processes as shown processes as shown processes as shown
to meet in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
curriculum rating of 7 rating of 6 rating of 5 rating of 4
requirements and
varied teaching
contexts.
requirements and
varied teaching
contexts. Submitted 4 Submitted 3 Submitted 2 Submitted any 1 No acceptable
developmentally developmentally developmentally developmentally evidence was shown
sequenced teaching sequenced teaching sequenced teaching sequenced teaching
and learning and learning and learning and learning
processes as evidently processes as evidently processes as evidently processes as evidently
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and shown in any 1 of the
Efficiency supported by any 1 of supported by any 1 of supported by any 1 of given MOV
the other given MOV the other given MOV the other given MOV

Timeliness
Major Performance Indicators Rating
Key Result
Final Weight per
Outputs
Areas Objectives Timeline
KRA
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Q E T Ave
(KRAs) QET
(MFOs) (5) (5) (5) (5) (5)
8. Participated in Consistently Frequently Occasionally Rarely participated in No acceptable
collegial participated in participated in participated in LACs/FGDs/ meetings evidence was shown
discussions that LACs/FGDs/ meetings LACs/FGDs/ meetings LACs/FGDs/ meetings to discuss
use teacher and to discuss to discuss to discuss teacher/learner
learner feedback teacher/learner teacher/learner teacher/learner feedback to enrich
to enrich teaching Quality feedback to enrich feedback to enrich feedback to enrich instruction as shown
practice. instruction as shown instruction as shown instruction as shown in the MOV submitted
in the MOV submitted in the MOV submitted in the MOV submitted

Participated in at least Participated in at least Participated in at least Participated in 1 No acceptable


4 LACs/FGDs/ 3 LACs/FGDs/ 2 LACs/FGDs/ LACs/FGDs/ meetings evidence was shown
meetings as evidently meetings as evidently meetings as evidently as evidently shown in
Efficiency shown in any 1 of the shown in any 1 of the shown in any 1 of the any 1 of the given
given MOV given MOV given MOV MOV

Timeliness
9. Selected. Developed and used Developed and used Developed and used Developed and used No acceptable
Developed, varied teaching and varied teaching and varied teaching and varied teaching and evidence was shown
organized and learning resources learning resources learning resources learning resources
used appropriate including ICT, to including ICT, to including ICT, to including ICT, to
teaching and Quality
address learning goals address learning goals address learning goals address learning goals
learning resources, as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
including ICT to with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
address learning
goals

Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 varied No acceptable


varied teaching and varied teaching and varied teaching and teaching and learning evidence was shown
learning resources, learning resources, learning resources, resources, including
including ICT, as including ICT, as including ICT, as ICT, as evidently
evidently shown in evidently shown in evidently shown in shown in MOV 1 and
Efficiency MOV 1 and supported MOV 1 and supported MOV 1 and supported supported by any of
by any 1 of the by any 1 of the by any 1 of the the acceptable MOV
acceptable MOV acceptable MOV acceptable MOV

Timeliness
Assessment 10. Designed, Designed, selected, Designed, selected, Designed, selected, Designed, selected, No acceptable
and selected, organized organized and used organized and used organized and used organized and used evidence was shown
Reporting and used diagnostic, diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, formative
and summative and summative and summative and summative
formative and assessment strategies assessment strategies assessment strategies assessment strategies
summative consistent with the consistent with the consistent with the consistent with the
assessment curriculum curriculum curriculum curriculum
strategies consistent Quality requirement as shown requirements.as requirements.as requirements. as
with the curriculum in MOV 1 with a shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with
requirements. rating of 7 a rating of 6 a rating of 5 a rating of 4
Major Performance Indicators Rating
Key Result
Final Weight per
Outputs
Areas Objectives Timeline
KRA
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Q E T Ave
(KRAs) QET
(MFOs) (5) (5) (5) (5) (5)
Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No acceptable
varied assessment assessment tools as assessment tools as assessment tools as evidence was shown
tools as evidently evidently shown in evidently shown in evidently shown in
Efficiency shown in any 1 of the any 1 of the any 1 of the any 1 of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness
11. Monitored and Consistently Frequently monitored Occasionally Rarely monitored and No acceptable
evaluated learner monitored and and evaluated learner monitored and evaluated learner evidence was shown
progress and evaluated learner progress and evaluated learner progress and
achievement using progress and achievement using progress and achievement using
learner achievement using learner attainment achievement using learner attainment
achievement data. Quality learner attainment data as shown in the learner attainment data as shown in the
data as shown in the MOV submitted data as shown in the MOV submitted
MOV submitted MOV submitted

Submitted a Submitted at Submitted at Submitted 1 of the No acceptable


combination of at combination of 3 of combination of 2 of acceptable MOV evidence was shown
Efficiency least 4 of the the acceptable MOV the acceptable MOV
acceptable MOV

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
Timeliness distributed across 4 distributed across 3 distributed across 2 completed in only 1 evidence was shown
quarters quarters quarters quarter

12. Communicated Consistently showed Frequently showed Occasionally showed Rarely monitored and No acceptable
promptly and clearly prompt and clear prompt and clear prompt and clear evaluated learner evidence was shown
the learners’ needs, communication of the communication of the communication of the progress and
learners’ needs, learners’ needs, learners’ needs, achievement using
progress and progress and progress and progress and learner attainment
achievement to key achievement to key achievement to key achievement to key data as shown in the
stakeholders, Quality stakeholders, stakeholders, stakeholders, MOV submitted
including parents/ including parents/ including parents/ including parents/
guardians. guardians. as shown guardians. as shown guardians. as shown
in the MOV submitted in the MOV submitted in the MOV submitted

Submitted a Submitted at Submitted at Submitted 1 of the No acceptable


combination of least 4 combination of 3 of combination of 2 of acceptable MOV evidence was shown
Efficiency of the acceptable the acceptable MOV the acceptable MOV
MOV
Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
distributed across 4 distributed across 3 distributed across 2 completed in only 1 evidence was shown
Timeliness quarters quarters quarters quarter

Plus Factor 13. Performed Consistently Frequently performed Occasionally Rarely performed No acceptable
various related performed various various related works/ performed various various related works/ evidence was shown
works/ activities that related works/ activities that related works/ activities that
activities that contribute to the activities that contribute to the
contribute to the contribute to the teaching- learning contribute to the teaching- learning
teaching- learning Quality teaching- learning process as shown in teaching- learning process as shown in
process. process as shown in the MOV submitted process as shown in the MOV submitted
the MOV submitted the MOV submitted
Major Performance Indicators Rating
Key Result
Final Weight per
Outputs
Areas Objectives Timeline
KRA
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Actual Results Q E T Ave
(KRAs) QET
(MFOs) (5) (5) (5) (5) (5)
Submitted at least 4 Submitted 3 different Submitted 2 different Submitted 1 of the No acceptable
different kinds of kinds of acceptable kinds of acceptable acceptable MOV evidence was shown
Efficiency acceptable MOV MOV MOV

Timeliness

OVERALL RATING
FOR
ACCOMPLISHMENT
S

MA. CRISTINA R. FLORES MARICEL M. TAMIREZ MINA GRACIA L. ACOSTA, CESE


Principal II Teacher I Asst. Schools Division Superintendent
Rater Ratee Approving Authority
Ma. Cristina R. Flores
Principal II

TO BE FILLED DURING EVALUATION

Score
Score
Score
Score
Score
Score
PART II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management
1 Sets personal goals and direction, needs and development. 5
2 Undertakes personal actions and behaviors that are clear and purposive and 5.0 Teamwork
takes into account personal goals and values congruent to that of the 5 1
organization.
2
3 Displays emotional maturity and enthusiasm for and is challenged by higher 5
goals
4 Prioritize work tasks and schedules (through gantt charts, checklists, etc.) to 3
5
achieve goals.
5 Sets high quality, challenging, realistic goals for self and others 5 4

5
Professionalism and Ethics

1 Demonstrates the values and behavior enshrined in the Norms of Conduct Service Orientation
and Ethical Standards for public officials and employee (RA 6713). 4
1
2 Practices ethical and professional behavior and conduct taking into account 4 4.6 2
3 the impactprofessional
Maintains of his/her actions
image:and decisions.
being trustworthy, regularity of attendance 3
5
and punctuality, good grooming and communication.
4 Makes personal sacrifices to meet the organization's needs. 4
5
5 Acts with a sense pf urgency and responsibility to meet the organization's 5
needs, improves systems and help others improve their effectiveness. 5

Result Focus Innovation

1 Achieves results with optimal use of time and resources most of the time. 1
4

2 Avoids rework, mistakes and wastage through effective work methods by 2


placing organizational needs before personal needs. 4 4.4
3 Delivers error-free outputs most of the time by conforming to standard 3
operating procedures correctly and consistently. Able to produce very
satisfactoy quality of work in terms of usefulness/acceptability and 5
completeness with no supervision required.

4 Expresses a desire to do better and may express frustration at waste or 4


inefficiency. May focus on new or more precise ways of meeting goals set. 5
5 Makes specific changes in the system or in own work methods to 5
4
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates;

CORE SKILLS Computer / ICT Sk


Oral Communication 1

1 Follows instructions accurately. 2

5 4.4

2 Expresses self clearly, fluently and articulately. 5 3


3 Uses appropriate medium for the message. 4
4
4 Adjust communication style to others. 5
4
5 Guides discussions between and among peers to meet an objective. 4
Written Communication
1 Knows the different written business communication formats used in the
DepEd. 4
2 Writes routine correspondence/communications, narrative and descriptive
report based on ready available information data with minimal spelling or 4 4.2
grammatical error/s (e.g. Memos, minutes, etc.)
3 Secures information from required references (i.e., Directories, schedules,
notices, instructions) for specific purposes. 5
4 Self-edits words, numbers, phonetic notation and content, if necessary.
4
5 Demonstrates clarity, fluency, impact, conciseness, and effectiveness in
his/her written communications. 4

5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demo

Note: These ratings can be used for the developmental plans of the employee.
PART II: COMPETENCIES
improve performance. Examples may include doing something better, faster, at
alower cost, more efficiently; or improving quality, costumer satisfaction, morale,
without setting any specific goal.

Teamwork
Willingly does his/her share of responsibilty. 5
Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization 4 4.8
Applies negotiation principles in arriving at win-win agreements.
5
Drives consensus and team ownership of decisions. 5
Works constructively and collaboratively with others and across organizations to
accomplish organizational goals and objectives. 5
Service Orientation
Can explain and articulate organizational directions, issues and problems. 5
Takes personal responsibilty for dealing with and/or correcting costumer service 5 4.8
issues and
Initiates concerns
activities that promotes advocacy for men and women empowerment.
5
Participates in updating of office vision, mission, mandates & strategies based on
DepEd strategies and directions. 4
Develops and adopts service improvement programs through simplified
procedures that will further enhance service delivery. 5

Innovation

Examines the root cause of problems and suggests effective solutions. Fosters
new ideas, processes, and suggests bettter ways to do things (cost and/or 5
operational efficiency).
Demonstrates an ability to think "beyond the box". Continuously focuses on
improving personal productivity to create higher value and results. 4 4.2
Promotes a creative climate and inspires co-workers to develop original ideas or
solutions.
5

Translates creative thinking into tangible changes and solutions that improve the work unit and
organization. 4
Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability to
succeed with minimal resources. 3
s; 2 - Sometimes demonstrates; 1 - Rarely demonstrates

DEPED RPMS form - DEPED form -Teachers


Computer / ICT Skills
Prepares basic compositions ( e.g., letters, reports, spreadsheets and graphic
presentations using Word Processing and Excel. 5
Identifies different computer parts, turns the computer on/off, and work on a
given task with acceptable speed and accuracy and connects computer peripherals
( e.g., printers, modems, multi-media projectors, etc.) 5 5.0

Prepares simple presentations using Powerpoint. 5


Utilizes technologies to : access information to enhance professional productivity,
assists in conducting research and communicate through local and global 5
professional networks.
Recommends appropriate and updated technology to enhance productivity and
professional practice. 5

OVERALL COMPETENCY RATINGS

CORE BEHAVIORAL COMPETENCIES 4.600

OVERALL RATING
4.600

nstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates

DEPED RPMS form - DEPED form - For Teachers


PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs ( Recommended
Development Intervention )
A. Functional competencies

B. Core Behavioral Competencies

Feedback:

EMMA CONCEPCION C. CAPARAS REVELYN L. MANIEGO, Ed. D.


Master Teacher II Principal IV
Ratee Rater
LOPMENT PLANS

Timeline Resources Needed

MINA GRACIA L. ACOSTA, CESE


Asst. Schools Division Superintendent
Approving Authority

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