PART II.

CORE BEHAVIORAL COMPETENCIES

Self-Management Teamwork

1 Sets personal goals and direction, needs and development. 5 1

2
Undertakes personal actions and behaviors that are clear and
5.0
2 purposive and takes into account personal goals and values 5
3
congruent to that of the organization.
4
Displays emotional maturity and enthusiasm for and is challenged by
3 higher goals 5
5
Prioritize work tasks and schedules (through gantt charts, checklists,
4 5
etc.) to achieve goals.
5 Sets high quality, challenging, realistic goals for self and others 5 Service Orientation

1
Professionalism and Ethics
2

Demonstrates the values and behavior enshrined in the Norms of 3

1 Conduct and Ethical Standards for public officials and employee (RA
6713). 4
5
Practices ethical and professional behavior and conduct taking into
2
account the impact of his/her actions and decisions.
5.0 5
5
Maintains professional image: being trustworthy, regularity of
3
5 Innovation
attendance and punctuality, good grooming and communication.

4 Makes personal sacrifices to meet the organization's needs. 1

4
Acts with a sense pf urgency and responsibility to meet the
5 organization's needs, improves systems and help others improve 2
their effectiveness. 5

Result Focus 3
Achieves results with optimal use of time and resources most of the
1 4
time. 4
Avoids rework, mistakes and wastage through effective work
2 5
methods by placing organizational needs before personal needs.
4
Delivers error-free outputs most of the time by conforming to
standard operating procedures correctly and consistently. Able to
3 produce very satisfactoy quality of work in terms of 3.6
usefulness/acceptability and completeness with no supervision
required. 4
Expresses a desire to do better and may express frustration at waste
4 or inefficiency. May focus on new or more precise ways of meeting
goals set. 3
Makes specific changes in the system or in own work methods to
improve performance. Examples may include doing something better,
5
faster, at alower cost, more efficiently; or improving quality,
costumer satisfaction, morale, without setting any specific goal. 3
DEPED RPMS form - DEPED form -Teachers
 CORE SKILLS
Oral Communication
1 Follows instructions accurately. 5
2 Expresses self clearly, fluently and articulately. 5 4.8
3 Uses appropriate medium for the message. 5

4 Adjust communication style to others.

5
5 Guides discussions between and among peers to meet an objective. 5
Written Communication
Knows the different written business communication formats used in
1
the DepEd. 5
Writes routine correspondence/communications, narrative and
2 descriptive report based on ready available information data with 4.3
minimal spelling or grammatical error/s (e.g. Memos, minutes, etc.) 5
Secures information from required references (i.e., Directories,
3
schedules, notices, instructions) for specific purposes. 5
Self-edits words, numbers, phonetic notation and content, if
4
necessary. 3
Demonstrates clarity, fluency, impact, conciseness, and effectiveness
5
in his/her written communications. 4

Computer / ICT Skills

Prepares basic compositions ( e.g., letters, reports, spreadsheets and
1
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
2
connects computer peripherals ( e.g., printers, modems, multi-media 4.3
projectors, etc.) 5
3 Prepares simple presentations using Powerpoint. 5
Utilizes technologies to : access information to enhance professional
4 productivity, assists in conducting research and communicate through
local and global professional networks.
3
Recommends appropriate and updated technology to enhance
5
productivity and professional practice. 3

Note: These ratings can be used for the developmental plans of the
employee.
IORAL COMPETENCIES
Teamwork
Willingly does his/her share of responsibilty. 5
Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization 5 4.8
Applies negotiation principles in arriving at win-win agreements. 5
Drives consensus and team ownership of decisions. 4

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 issues and concerns 4 4.2
Initiates activities that promotes advocacy for men and women
empowerment. 4
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. 4
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 operational efficiency). 4
Demonstrates an ability to think "beyond the box". Continuously focuses on
improving personal productivity to create higher value and results. 4
Promotes a creative climate and inspires co-workers to develop original
ideas or solutions. 4 4.0
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. 4
DEPED RPMS form - DEPED form -Teachers
5- Role Model
4- Consistently demonstrates
3- Most of the time demonstrates
2- Sometimes demonstrates
1- Rarely demonstrates

CORE BEHAVIORAL COMPETENCIES 4.43

CORE SKILLS 4.46

OVER-ALL COMPETENCY RATING 4.44

ADJECTIVAL RATING C.D.

DEPED RPMS form - DEPED form - For Teachers

 PART III: SUMMARY OF RATINGS FOR DISCUSSION
FINAL PERFORMANCE RESULTS RATING
Accomplishments of KRAs and Objectives/ Competency Ratings 4.22
Core Behavioral Competencies 4.44
Over- All Rating 4.33
Adjectival Rating Very Satisfactory
Rater- Ratee Agreement
The signatures below confirm that the ratee and his/her rater have agreed on content of this appraisal form and the performance rating.

Name of Ratee: AMIHA BIANCA B. BARONGAN Name of Rater: RECHELLE T. MONTEMAYOR

Signature: Signature:
Date: Date:

PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs (Recommended Developmental Timeline Resources Needed
Intervention)

Participated and attended

various seminars in the
Division level and pursuing
a higher degree
BoSY: 2017-2018 to
Should conduct action research and submit Write action research for the subject Personal Fund
EoSY: 2017-2018
publication specialization and submit publications School Head Approva

Monitored, evaluated, and Write an action research and conduct

Should promote the use of technology to BoSY: 2017-2018 to Personal Fund
maintained students’ progress intervention programs for slow learners to
improve learnes performance in Scxience EoSY: 2017-2018 School Head Approva
within rating period improve their performance in Science

AMIHA BIANCA B. BARONGAN, T-II RECHELLE T. MONTEMAYOR, MT-I MARCELO S. MANANGAN JR., P-III
Ratee Rater Approving Officer
Signature Over Printed Name Signature Over Printed Name Signature Over Printed Name
DEPED RPMS form - DEPED form -For Te
Y OF RATINGS FOR DISCUSSION

Resources Needed

Personal Fund
School Head Approval

Personal Fund
School Head Approval

MARCELO S. MANANGAN JR., P-III

Approving Officer
Signature Over Printed Name
DEPED RPMS form - DEPED form -For Teachers