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POSITION AND COMPETENCY PROFILE

PCP No. _____1____

Revision Code: 00

Department of Education

Name
District

MINNIE A. CUADRA
LABANGAN I

Station
Division

Grade Level Taught

Grade VI

Subjects Taught

Position Title
Parenthetical Title
Office Unit
Reports to
Position Supervised

Teacher III

Salary Grade

Labangan Central Elementary School


Principal I

Effectivity Date
Page/s

JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelor's degree plus 18 professional unit in Education
Experience None required
Eligibility RA 1080
Trainings None required

B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with education units (18-21), MA units 18 units
Experience
Eligibility PBET/LET Passers

Labangan Central Elementary Sch


Zamboanga del Sur
EKAWP, English, , Science, Math
MSEP, Hekasi
13

Trainings In-Service training

Revision Code: 00

ngan Central Elementary School


boanga del Sur
WP, English, , Science, Math Filipino,
P, Hekasi
13

Individual Performance Commitment and Review Form


Name of Employee:
Position
Review Period:
Division:

MFOs

CHOKEY SORIANO
Teacher - 8
JUNE 2016 - MARCH 2017
LABANGAN CENTRAL ELEMENTARY SCHOOL, LABANGAN DISTRICT I, DIVISION OF ZAMBOANGA DEL
TO BE FILLED DURING PLANNING
KRAs
1. Teaching-Learning
Process (40%)

OBJECTIVES
1.1 Prepared Daily Lesson
Logs in all subjects following
the curriculum guide

TIME LINE
June 2016 March 2016

1.2 Prepared 15 instructional June 2016 materials integrating ICT in all March 2017
subjects per quarter
Basic Education
Services

1.3 Identified 10 pupils out of June 2016 march 2016


35 needing disciplinary
interventions within the rating
period

2. Pupils/ Student
Outcomes (30%)
#RSH#

2.1 Monitored, evaluated and June 2016 maintained 35 pupils/students' April 2017
report of progress within the
rating period

Name of Rater:
Position
Date of Review:

TO BE FILLED DURING EVALUATION


PERFROMANCE INDICATORS

Weight
per KRA

Quality

20% 5 - Outstanding

Efficiency

Timeliness

5 - Outstanding
33-35 pupils got quarterly grade of 75% and better

5 - Outstanding
95% - 100% of all lesson logs were submitted for checking before the checking
schedule to the school head

4 - Very Satisfactory
85% - 94% of all lesson logs had all the complete parts (Objectives,
Content, Learning Resources, Procedures, Remarks & Reflections)

4 - Very Satisfactory

4 - Very Satisfactory
85% - 94% of all lesson logs were submitted for checking before the checking
schedule to the school head

3 - Satisfactory
75%-84% of all lesson logs had all the complete parts (Objectives,
Content, Learning Resources, Procedures, Remarks & Reflections)

3 - Satisfactory
26-29 pupils got quarterly grade of 75% and better

3 - Satisfactory
75% - 84% of all lesson logs were submitted for checking before the checking
schedule to the school head

2 - Unsatisfactory
51%-74% of all lesson logs had all the complete parts (Objectives,
Content, Learning Resources, Procedures, Remarks & Reflections)

2 - Unsatisfactory

2 - Unsatisfactory
51% - 74% of all lesson logs were submitted for checking before the checking
schedule to the school head

1 - Poor
50% and below of all lesson logs had all the complete parts
(Objectives, Content, Learning Resources, Procedures, Remarks &
Reflections)

1 - Poor
0-17 pupils got quarterly grade of 75% and better

95% - 100% of all lesson logs had all the complete parts (Objectives,
Content, Learning Resources, Procedures, Remarks & Reflections)

32-33 pupils got quarterly grade of 75% and better

17-26 pupils got quarterly grade of 75% and better

10% 5 - Outstanding

5 - Outstanding
95% -100% of all ICT-integrated instructional materials were submitted to be
check by the school head one week after the end of the quarter

4 - Very Satisfactory
4 - Very Satisfactory
Prepared and used 5-10 instructional materials that integrated ICT per 32-33 pupils got quarterly grade of 75% and better
quarter

4 - Very Satisfactory
85% -94% of all ICT-integrated instructional materials were submitted to be
check by the school head one week after the end of the quarter

3 - Satisfactory

2 - Unsatisfactory
Prepared and used 2-3 instructional materials that integrated ICT per
quarter

2 - Unsatisfactory

1 - Poor
Prepared and used 1 and less instructional materials that integrated
ICT per quarter

1 - Poor

10% 5 - Outstanding

26-29 pupils got quarterly grade of 75% and better

17-26 pupils got quarterly grade of 75% and better

RATING
SCORE*
Q

Ave.

3 - Satisfactory
75%-84% of all ICT-integrated instructional materials were submitted to be check
by the school head one week after the end of the quarter
2 - Unsatisfactory
51%-74% of all ICT-integrated instructional materials were submitted to be check
by the school head one week after the end of the quarter

0-17 pupils got quarterly grade of 75% and better

1 - Poor
50% and Below of all ICT-integrated instructional materials were submitted to be
check by the school head one week after the end of the quarter

5 - Outstanding

5 - Outstanding

10 or more pupils who needed disciplinary interventions were identified Zero (0)-1 identified pupil was reported and found guilty of violating the
school's policies on child protection and the classroom's rules and norms
of behaviors

The school's policies on child protection and the classroom's rules and norms of
behaviors were introduced and explained to the pupils within 1 week after the
beginning of the classes

4 - Very Satisfactory

4 - Very Satisfactory

4 - Very Satisfactory

5-9 pupils who needed disciplinary interventions were identified

2-5 of identified pupils was reported and found guilty of violating the
school's policies on child protection and the classroom's rules and norms
of behaviors

The school's policies on child protection and the classroom's rules and norms of
behaviors were introduced and explained to the pupils within 2 weeks after the
beginning of the classes

3 - Satisfactory

3 - Satisfactory

3 - Satisfactory

3-4 pupils who needed disciplinary interventions were identified

11-15 pupils were reported and found guilty of violating the school's
policies on child protection and the classroom's rules and norms of
behaviors

The school's policies on child protection and the classroom's rules and norms of
behaviors were introduced and explained to the pupils within 3 weeks after the
beginning of the classes

2 - Unsatisfactory

2 - Unsatisfactory

2 - Unsatisfactory

2-3 pupils who needed disciplinary interventions were identified

5-9 pupils were reported and found guilty of violating the school's policies The school's policies on child protection and the classroom's rules and norms of
on child protection and the classroom's rules and norms of behaviors
behaviors were introduced and explained to the pupils within 4 weeks after the
beginning of the classes

1 - Poor

1 - Poor

1 - Poor

0-1 pupil who needed disciplinary interventions was identified

21 and more pupils were reported and found guilty of violating the
school's policies on child protection and the classroom's rules and norms
of behaviors

The school's policies on child protection and the classroom's rules and norms of
behaviors were never introduced and explained to the pupils

5 - Outstanding

5 - Outstanding

10% 5 - Outstanding

ACTUAL
RESULTS

1 - Poor
50% and below of all lesson logs were submitted for checking before the
checking schedule to the school head

5 - Outstanding
Prepared and used 10-15 instructional materials that integrated ICT per 33-35 pupils got quarterly grade of 75% and better
quarter

3 - Satisfactory
Prepared and used 3-5 instructional materials that integrated ICT per
quarter

HELEN P. MABINI
ESP - I

0.40

MFOs

KRAs
2. Pupils/ Student
Outcomes (30%)

OBJECTIVES

TIME LINE

2.1 Monitored, evaluated and June 2016 maintained 35 pupils/students' April 2017
report of progress within the
rating period

Basic Education
Services
2.2 Identified and monitored 10 June 2016 April 2017
learners' individual
performances every quarter
and conducted remediation for
learners at risk of failing

2.3 35 of Grade V pupils


reached proficiency level of
75% in all quarters

PERFROMANCE INDICATORS

Weight
per KRA

Quality

33-35 pupils got quarterly grade of 75% and better

Report of progress of pupils were given to parents within 15 working days after
the submission of grades from subject teachers

4 - Very Satisfactory

4 - Very Satisfactory

4 - Very Satisfactory

Report of progress of 30-34 pupils were monitored, evaluated,


maintained and updated every quarter

32-33 pupils got quarterly grade of 75% and better

Report of progress of pupils were given to parents within 20 working days after
the submission of grades from subject teachers

3 - Satisfactory

3 - Satisfactory

3 - Satisfactory

Report of progress of 27-34 pupils were monitored, evaluated,


maintained and updated every quarter

26-29 pupils got quarterly grade of 75% and better

Report of progress of pupils were given to parents within 25 working days after
the submission of grades from subject teachers

2 - Unsatisfactory

2 - Unsatisfactory

2 - Unsatisfactory

Report of progress of 18-27 pupils were monitored, evaluated,


maintained and updated every quarter

17-26 pupils got quarterly grade of 75% and better

Report of progress of pupils were given to parents within 30 working days after
the submission of grades from subject teachers

1 - Poor

1 - Poor

1 - Poor

Report of progress of 0-18 pupils were monitored, evaluated,


maintained and updated every quarter

0-17 pupils got quarterly grade of 75% and better

Report of progress of pupils were given to parents within 35 or later working days
after the submission of grades from subject teachers

5 - Outstanding

5 - Outstanding

Identified and monitored 10 and more learners every quarter

Zero (0) pupil identified and monitored got a failing grade

4 - Very Satisfactory

4 - Very Satisfactory

Report of learners' performance was submitted to the school head within 5


working days on/or before deadline
4 - Very Satisfactory

Identified and monitored 5-9 learners every quarter

1-5 pupil identified and monitored got a failing grade

3 - Satisfactory

3 - Satisfactory

Identified and monitored 3-4 learners every quarter

6-10 identified and monitored got a failing grade

Report of learners' performance was submitted to the school head within 15


working days on/or before deadline

2 - Unsatisfactory

2 - Unsatisfactory

2 - Unsatisfactory

Identified and monitored 2-3learners every quarter

11-14 pupils identified and monitored got a failing grade

1 - Poor

1 - Poor

Report of learners' performance was submitted to the school head within 20


working days on/or before deadline
1 - Poor

Identified and monitored 0-1 learner every quarter

15 or more pupils identified and monitored got a failing grade

Report of learners' performance was submitted to the school head within 25


working days or later on/or before deadline
5 - Outstanding

Conducted 10 or more remediation lesson/classes during the quarter to


ensure learning of pupils
4 - Very Satisfactory

Report of learners' performance was submitted to the school head within 5


working days on/or before deadline
4 - Very Satisfactory

Conducted 7-9 remediation lesson/classes during the quarter to ensure


learning of pupils
3 - Satisfactory

Report of learners' performance was submitted to the school head within 10


working days on/or before deadline
3 - Satisfactory

Conducted 4-6 remediation lesson/classes during the quarter to ensure


learning of pupils
2 - Unsatisfactory

Report of learners' performance was submitted to the school head within 15


working days on/or before deadline
2 - Unsatisfactory

Conducted 2-3 remediation lesson/classes during the quarter to ensure


learning of pupils
1 - Poor

Report of learners' performance was submitted to the school head within 20


working days on/or before deadline
1 - Poor

Conducted 0-1 remediation lesson/classes during the quarter to ensure


learning of pupils
5 - Outstanding

Report of learners' performance was submitted to the school head within 25


working days or later on/or before deadline
5 - Outstanding

Conducted 4 and more Homeroom PTA Meetings/Conferences

95%-100% of parents attended the meeting

4 - Very Satisfactory

4 - Very Satisfactory

4 or more of the expected numbers of Homeroom PTA meetings/ conferences


conducted on time
4 - Very Satisfactory

Conducted 3 Homeroom PTA Meetings/Conferences

85%-94% of parents attended the meeting

3 - Satisfactory

3 - Satisfactory

Conducted 2 Homeroom PTA Meetings/Conferences

75%-84% of parents attended the meeting

2 - Unsatisfactory

2 - Unsatisfactory

Conducted 1 Homeroom PTA Meeting/Conference

51%-74% of parents attended the meeting

1 - Poor

1 - Poor

Never conducted any Homeroom PTA meeting/ conference

50% and below of parents attended the meeting

5 - Outstanding

5 - Outstanding

None/Zero (0) of the expected numbers of Homeroom PTA meetings/


conferences conducted on time
5 - Outstanding

10 or more parents of pupils needing academic monitoring/follow-up


were visited
4 - Very Satisfactory

95%-100% of the purpose for the visit was realized

Home visitations was done 3 months before the end of school year

4 - Very Satisfactory

4 - Very Satisfactory

7-9 parents of pupils needing academic monitoring/follow-up were


visited
3 - Satisfactory

85%-94% of the purpose for the visit was realized

Home visitations was done 2 months before the end of school year

3 - Satisfactory

3 - Satisfactory

4-6 parents of pupils needing academic monitoring/follow-up were


visited
2 - Unsatisfactory

75%-84% of the purpose for the visit was realized

Home visitations was done 1 month before the end of school year

2 - Unsatisfactory

2 - Unsatisfactory

1-3 parents of pupils needing academic monitoring/follow-up were


visited
1 - Poor

51%-74% of the purpose for the visit was realized

Home visitations was done 15 days before the end of school year

1 - Poor

1 - Poor

34-36 pupils reached proficiency level of 75% and better


4 - Very Satisfactory
30-34 pupils reached proficiency level of 75% and better
3 - Satisfactory
27-34 pupils reached proficiency level of 75% and better
2 - Unsatisfactory
18-27 pupils reached proficiency level of 75% and better
1 - Poor
0-18 pupils reached proficiency level of 75% and better

3. Community
Involvement (15%)

3.1 Conducted 4 or more PTA


meetings/ conferences in the
rating period

June 2016 3.2 Visited 10 parents of


April 2017
students needing academic
monitoring/follow-up within the
rating period

Basic Education
Services

#RSH#

5% 5 - Outstanding

5%

Report of learners' performance was submitted to the school head within 10


working days on/or before deadline
3 - Satisfactory

5 - Outstanding

10% 5 - Outstanding

June 2016 April 2017

Timeliness

Report of progress of 34-36 pupils were monitored, evaluated,


maintained and updated every quarter

10% 5 - Outstanding

June 2016 April 2017

Efficiency

3 of the expected numbers of Homeroom PTA meetings/ conferences conducted


on time
3 - Satisfactory
2 of the expected numbers of Homeroom PTA meetings/ conferences conducted
on time
2 - Unsatisfactory
1 of the expected numbers of Homeroom PTA meetings/ conferences conducted
on time
1 - Poor

ACTUAL
RESULTS

RATING
SCORE*
Q

Ave.

0.40

monitoring/follow-up within the


rating period

MFOs
Basic Education
Services

KRAs

OBJECTIVES

TIME LINE

3.3 Undertaken, initiated and/or June 2016 March 2016


participated on 5
projects/events/activities with
external funding/ sponsorship
within the rating period

June 2016 4. Professional Growth


4.1 Attended 5
and Development (15%) seminars/trainings/ workshops March 2016
in school, district, division,
regional and national level
within the rating period

4.2 Initiated/ Participated in 5 June 2016 co-curricular/school activities March 2016


within the rating period

Basic Education
Services

PERFROMANCE INDICATORS

Weight
per KRA

Quality

Efficiency

Zero (0) parent of pupils needing academic monitoring/follow-up were 50% and below of the purpose for the visit was realized
visited
5 - Outstanding

Home visitation was never done within the school year

Undertaken, initiated and/or participated in 5 or more projects/ events/ Fundraised Php 4,001 and more
activities within the rating period

Report of participation/initiated was submitted to the school head within 5


working days from the date of the project/event/activity

4 - Very Satisfactory

4 - Very Satisfactory

4 - Very Satisfactory

Undertaken, initiated and/or participated in 3-4 projects/ events/


activities within the rating period

Fundraised Php 3,001-Php 4,000

Report of participation/initiated was submitted to the school head within 10


working days from the date of the project/event/activity

3 - Satisfactory

3 - Satisfactory

3 - Satisfactory

Undertaken, initiated and/or participated in 2 projects/ events/


activities within the rating period

Fundraised Php 2,001-Php 3,000

Report of participation/initiated was submitted to the school head within 15


working days from the date of the project/event/activity

2 - Unsatisfactory

2 - Unsatisfactory

2 - Unsatisfactory

Undertaken, initiated and/or participated in 1 project/ event/ activity


within the rating period

Fundraised Php 1,001-Php 2,000

Report of participation/initiated was submitted to the school head within 20


working days from the date of the project/event/activity

1 - Poor

1 - Poor

1 - Poor

Not undertaken, initiated and/or participated in any project/ event/


activity within the rating period

Fundraised Php 1,000 and less

Report of participation/initiated was submitted to the school head within 25


working days or later from the date of the project/event/activity

5% 5 - Outstanding

5% 5 - Outstanding

June 2016 March 2017

5 - Outstanding

5 - Outstanding

Attended seminars/trainings/workshops in national level and


international level

Done attending seminars/trainings/workshops in school, district, division,


regional and national level within 4 months before the end of the school year

4 - Very Satisfactory

4 - Very Satisfactory

4 - Very Satisfactory

Attended 4 seminars/trainings/workshops

Attended seminars/trainings/workshops in regional & division level

Done attending seminars/trainings/workshops in school, district, division,


regional and national level within 3 months before the end of the school year

3 - Satisfactory

3 - Satisfactory

3 - Satisfactory

Attended 3 seminars/trainings/workshops

Attended seminars/trainings/workshops in district level

Done attending seminars/trainings/workshops in school, district, division,


regional and national level within 2 months before the end of the school year

2 - Unsatisfactory

2 - Unsatisfactory

2 - Unsatisfactory

Attended 1-2 seminars/trainings/workshops

Attended seminars/trainings/workshops in school level

Done attending seminars/trainings/workshops in school, district, division,


regional and national level within 1 month before the end of the school year

1 - Poor

1 - Poor

1 - Poor

Attended zero(0) seminars/trainings/workshops

Never attended any seminars/trainings/workshops

Never attended seminars/trainings/workshops in school, district, division,


regional and national level within the end of the school year

5% 5 - Outstanding

5 - Outstanding

5 - Outstanding

Attended/initiated/ participated in 5 or more co-curricular/ school


activities

Organized/Initiated/Served as Facilitator/Resource
Person/Coordinator/Chairman

Report of participation was submitted to the school head within 5 working days
from the date of the project/event/activity

4 - Very Satisfactory

4 - Very Satisfactory

4 - Very Satisfactory

Attended/initiated/ participated in 4 co-curricular/ school activities

Served as steering committee member

Report of participation was submitted to the school head within 10 working days
from the date of the project/event/activity

3 - Satisfactory

3 - Satisfactory

3 - Satisfactory

Attended/initiated/ participated in 3 co-curricular/ school activities

Served as staff

Report of participation was submitted to the school head within 15 working days
from the date of the project/event/activity

2 - Unsatisfactory

2 - Unsatisfactory

2 - Unsatisfactory

Attended/initiated/ participated in 1-2 co-curricular/ school activities

Attended/Participated

Report of participation was submitted to the school head within 20 working days
from the date of the project/event/activity

1 - Poor

1 - Poor

1 - Poor

5% 5 - Outstanding

5 - Outstanding

Received an award during coaching- First Place

Coached pupils/ athletes. Participants in the division


level.

4 - Very Satisfactory

4 - Very Satisfactory
Coached pupils/ athletes. Participants in the district level.

Received an award during coaching- Second and


third place.
3 - Satisfactory

3 - Satisfactory

Received an award during coaching- Fourth-Tenth


place

Coached pupils/ athletes. Participants in the cluster level.

2 - Unsatisfactory

2 - Unsatisfactory

Received an award of participation.


Coached pupils/ athletes. Participants in the school level.

#RSH#

5 - Outstanding

Attended 5 or more seminars/trainings/workshops

Never attended/initiated/ participated in co-curricular/ school activities Did not attend/initiate/ participate in co-curricular/ school activities

4.3 Coached pupils/athletes,


participants, in any
competition.

Timeliness

1 - Poor

1 - Poor

Have not coached pupils/ athletes, participants in any competition.

Have not coached pupils/ athletes, participants in


any level.

Report of participation was submitted to the school head within 25 working days
or later from the date of the project/event/activity

ACTUAL
RESULTS

RATING
SCORE*
Q

Ave.

MFOs

KRAs

OBJECTIVES

TIME LINE

Weight
per KRA

PERFROMANCE INDICATORS
Quality

Efficiency

ACTUAL
RESULTS

Timeliness

RATING
SCORE*
Q

Ave.

* To get the score, the rating is multiplied by the weight assigned

0.80

OVERAL RATING FOR ACCOMPLISHMENTS

Ratee:

Rater:

CHOKEY SORIANO
Teacher

#RSH#

Approving Officer:

HELEN P. MABINI
Elem. School Principal -I

JUVY T. EMPALMADO ,Ed.D.


District Supervisor

COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

Self-Management
1

Sets personal goals and direction, needs and development.

Undertakes personal actions and behaviors that are clear and purposive and takes into
account personal goals and values congruent to that of the organization.

3.6

Teamwork
1
2

Displays emotional maturity and enthusiasm for and is challenged by higher goals

Prioritize work tasks and schedules (through gantt charts, checklists, etc.) to achieve
goals.

Sets high quality, challenging, realistic goals for self and others

Professionalism and Ethics

Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical
Standards for public officials and employee (RA 6713).

Service Orientation

Practices ethical and professional behavior and conduct taking into account the impact of
his/her actions and decisions.

Maintains professional image: being trustworthy, regularity of attendance and


punctuality, good grooming and communication.

Makes personal sacrifices to meet the organization's needs.

Acts with a sense pf urgency and responsibility to meet the organization's needs,
improves systems and help others improve their effectiveness.

3.6

2
3
4
5

Result Focus

Innovation

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

Avoids rework, mistakes and wastage through effective work methods by placing
organizational needs before personal needs.

Delivers error-free outputs most of the time by conforming to standard operating


procedures correctly and consistently. Able to produce very satisfactoy quality of work in
terms of usefulness/acceptability and completeness with no supervision required.

Expresses a desire to do better and may express frustration at waste or inefficiency. May
focus on new or more precise ways of meeting goals set.

Makes specific changes in the system or in own work methods to

4.2
4

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

1 - Rare

CORE SKILLS

Computer / ICT Skills

Oral Communication
1
1 Follows instructions accurately.

4.2
2

2 Expresses self clearly, fluently and articulately.

3 Uses appropriate medium for the message.

Adjust communication style to others.

5 Guides discussions between and among peers to meet an objective.

4
5

Written Communication
1

Knows the different written business communication formats used in the DepEd.
Writes routine correspondence/communications, narrative and descriptive report based
on ready available information data with minimal spelling or grammatical error/s (e.g.
Memos, minutes, etc.)

4
4.2
4

Secures information from required references (i.e., Directories, schedules, notices,


3 instructions) for specific purposes.

4 Self-edits words, numbers, phonetic notation and content, if necessary.

Demonstrates clarity, fluency, impact, conciseness, and effectiveness in his/her written


5 communications.

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

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

1 - Rare

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.

eamwork
Willingly does his/her share of responsibilty.
Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
organization

5
4

Applies negotiation principles in arriving at win-win agreements.

Drives consensus and team ownership of decisions.

Works constructively and collaboratively with others and across organizations to accomplish
organizational goals and objectives.

4.2

ervice Orientation
Can explain and articulate organizational directions, issues and problems.

Takes personal responsibilty for dealing with and/or correcting costumer service issues and
concerns

Initiates activities that promotes advocacy for men and women empowerment.

Participates in updating of office vision, mission, mandates & strategies based on DepEd
strategies and directions.

Develops and adopts service improvement programs through simplified procedures that will
further enhance service delivery.

4.2

nnovation
Examines the root cause of problems and suggests effective solutions. Fosters new ideas,
processes, and suggests bettter ways to do things (cost and/or operational efficiency).
Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal
productivity to create higher value and results.

3
5
3.6

Promotes a creative climate and inspires co-workers to develop original ideas or solutions.

3
Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.
Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the
ability to succeed with minimal resources.

monstrates;

3
4

1 - Rarely demonstrates

DEPED RPMS form - DEPED form -Teachers

omputer / ICT Skills


Prepares basic compositions ( e.g., letters, reports, spreadsheets and graphic presentations using
Word Processing and Excel.

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.)

Prepares simple presentations using Powerpoint.

Utilizes technologies to : access information to enhance professional productivity, assists in


conducting research and communicate through local and global professional networks.

Recommends appropriate and updated technology to enhance productivity and professional


practice.

OVERALL COMPETENCY RATINGS


CORE BEHAVIORAL COMPETENCIES

4.09

CORE SKILLS
OVERALL RATING

monstrates;

4.09

1 - Rarely demonstrates

DEPED RPMS form - DEPED form - For Teachers

PART III: SUMMARY OF RATINGS FOR DISCUSSION


Final Performance Results
Accomplishments of KRAs and Objectives

Employee-Superior Agreement
The signatures below confirm that the employee and his/her superior have agreed to the contents of the performance as captured in this form.

CHOKEY SORIANO

Name of Employee:

Name of Superior:

Signature:

Signature:

Date:

Date:

PART IV: DEVELOPMENT PLANS


Strengths
* Prepared Instructional Materials that integrated ICT
and web-based resources in it.

Development Needs

(Recommended
Developmental Intervention)

* Needs to write full descriptions on the Procedure part of the lesson * Enough time and lesser extra-classroom works to have more
focus on teaching and classroom management
plans

* Needs improvement on record-keeping and documents


* Exemplary when it comes to Community Involvement, preparation
conduct of Homeroom PTA meetings, Home visits and * Needs to have more scholarly/creative works that wil be published
projects initiations
on national papers and circulations
* Needs to have more problem/ classroom based action researches
* Versatile and is success, outcome, goal-oriented

Action Plan

CHOKEY SORIANO
Ratee

HELEN P. MABINI
Rater

SCUSSION
Rating

0.80
HELEN P. MABINI

S
Timeline

June 2016- March 2017

Resources Needed

* Stakeholders
* Donations
* Sponsors
* Interviews
* Internet
* Resource Persons

HELEN P. MABINI
Rater

JUVY T. EMPALMADO ,Ed.D.


Approving Officer
DEPED RPMS form - DEPED form -For Teacher |