Department of Education

Region VII, Central Visayas

DIVISION OF MANDAUE CITY
Plaridel St., Centro, Mandaue City

SAT-RPMS

INSTRUCTION INTRODUCTION

INPUT SHEET
 ent of Education
I, Central Visayas
OF MANDAUE CITY
Centro, Mandaue City

T-RPMS

SAT-RPMS (INDIVIDUAL)

CONSOLIDATED (SAT-RPMS)

PRIORITY FOR DEVELOPMENT

RONIL D. MANAYON
Developer
Results-Based Performance Management System (RPMS)
The Department of Education (DepEd) is committed to provide the members of its organization with opportunities
to:
 Link their individual achievements and make a meaningful contribution to the attainment of the institution’s Vision
and Mission.

 Promote individual and team growth, participation and commitment.

 Grow professionally and personally.

In line with this Philosophy, DepEd implements a Results-Based Performance Management System. It is a shared undertaking
between the superior and the employee that allows an open discussion of job expectations, Key Results Areas, Objectives and how
these align to overall departmental goals. It provides a venue for agreement on standards of performance and behaviors which lead
to professional and personal growth in the organization.

This form is divided into four parts:

PART I Accomplishments of KRAs and Objectives - Each employee plays a vital part in the achievement of his/her department’s
objectives. At the beginning of the Results-Based Performance Management Cycle, the employee and his/her superior jointly
determines goal and measures that will lead to the achievement of the overall departmental goals. After which, weights are
assigned to those goals based on priorities. The total of the weights should not exceed 100. At the end of the performance cycle,
the employee is rated on the effectiveness/quality, efficiency (including cost), and timeliness in delivering the goals agreed upon.

PART II Competencies - The success of the employee in fulfilling his/her role and delivering exceptional performance
is dependent on how s/he applies various competencies on the job. The employee is rated based on the
effectiveness and consistency by which s/he demonstrates behaviors relevant to the competencies. The overall
rating is computed by adding the rating for each competency and dividing the sum by the total number of
competencies. Half-points (e.g. 3.5) may be given if the employee’s performance level falls in between descriptions
of the scale positions.

PART III Summary of Ratings for Discussion

PART IV Development Plans - The areas where the employee excels and areas for development are both identified.
In this manner, the employee’s strengths are highlighted and recognized. Development needs on the other hand are
addressed through formal and informal training and development approaches.

Scale Adjectival Description

5
Outstanding (5)
(97.50% and above)
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.

Very Satisfactory (4)

(86.25% to 97.49%)
Performance exceeded expectations. All goals, objectives and targets were achieved above the established
standards.

Satisfactory (3)
(75% to 86.24%)
Performance met expectations in terms of quality of work, efficiency and timelines. The most critical annual goals
were met.

Unsatisfactory(2)
(37.5% 74.99%)
Performance failed to meet expectations, and / or one or more of the most critical goals were not met.

Poor
(0 to 37.49 %)
Performance was consistently below expectations, and/or reasonable progress towards critical goals was not made.
Significant improvement is needed in one or more important areas.

These ratings refer to the accomplishment of targets or objectives. Evaluation should be based on indicators and
measures. CSC MC NO. 13, SERIES OF 1999 (REVISED Polices on the Performance Management System) have the
following descriptions:
Outstanding – performance exceeding targets by 30% and above of the planned targets on the previous definition of
performance exceeding targets by at least fifty (50%)

Very Satisfactory – performance exceeding targets by 15% to 29% of the planned targets; from the previous range of
performance exceeding targets by at least 25% but falls short of what is considered an outstanding performance.

Satisfactory – performance of 100% to 114% of the planned targets. For accomplishments requiring 100% of the
targets such as those pertaining to money or accuracy or those which may no longer be exceeded, the usual rating
of either 10 for those who met targets or 4 for those who failed or fell short of the targets shall still be enforced.

Unsatisfactory – performance of 51% to 99% of the planned targets; and

Poor – performance failing to meet the planned targets by 50% or below.
Appeals
A Performance Review Committee (PRC) shall be created is DepEd composed of the Undersecretary for Regional
Operations, Assistant Secretary for Planning, highest ranking official in charge of personnel management and two
representatives from the rank and file nominated by the accredited employee association in the agency as
members.

1. Employees who feel aggrieved or dissatisfied with their final performance rating can file an appeal with the PRC
within ten (10) days from date of receipt of their Performance Report Form from the PRC. Employees, however,
shall not be allowed to protest the performance rating of their co-employees. Ratings obtained by other employees
can only be used as basis or reference for comparison in appealing one’s performance rating;
2. The PRC shall decide on the appeals within one month from receipt. Appeals lodged at any PRC shall follow the
hierarchical jurisdiction of various PRCs in an agency. For example, the decision of the Provincial PRC is appealable
to the Regional PRC which decision is in turn appealable to the National/Central Office PRC. Only in exceptional
instances when the decision of the PRC in the central offices of departments may be appealed further to the CSC
Commission proper. The decision made on employees’ ratings by the PRC in the local government units maybe
appealed to the Civil service Regional Office which has jurisdiction over these units.

3. An official or employee who was separated from the service on the basis of unsatisfactory or poor performance
rating can appeal his separation to the CSC or its regional office within 15 days from receipt of the order or notice of
separation.
SELF ASSESSMENT TOOL IN RPMS CYCLE
INSTRUCTIONS
Please do the following:

1. Go to SAT-RPMS button.

2. Fill in the required information by either by TICKING circles/boxes or INPUTING required data for some information.

3. Once you are done with Step No. 2, you may PRINT the document by using a long-size bond paper. Print Area has been set but
for other printers which does not matched with the current printing configuration, you may adjust the row height.

4. After printing, Look for the HOME ( )button(upper right hand corner of the document) to go to other documents and CLICK
to go back to the Main Menu.

5. CLICK the button for SAT Summary to view the indivual report and graphical presentations based on responses.

6. Once done, PRINT the Summary Report of SAT by using a long-size bond paper. This will be included in your Portfolio of the
MOVs.

7. CONGRATULATIONS! You are now done with one of the required tools in RPMS.
 Name:

PART I. DEMOGRAPHIC PROFILE

ASSESSMENT TOOL- PPST
Age Position
Gender Area of Specialization
Employment Status Subject/s Taught
Highest Degree Obtained Grade Level Taught
Years in Teaching Curricular Classification of School

Region District
Division School

PART II. OBJECTIVES

Priority for
OBJECTIVES Level of Capability Development
 Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on this page.

Self-Management Professionalism and Ethics

1. Demonstrate the values and behavior enshrined in lhe Normss and
1. Sets personal goals and directions, needs and development. Conduct and Ethical Standards for Public Officials and Employees
(RA 6713).

2. Understands personal actions and behavior that are clear and

2. Practice ethical and professional behavior and conduci taking into
purposive and takes into account personal goals and values congruent
acoount Ihe impact of his/her actions and decisions.
to that of the organization.

3. Displays emotional maturity and enthusiasm for and is 3. Maintains a professional image: being trustworthy, regularity of
challenged by higher goals. attendance and punctuality, good grooming and communlcation.

4. Prioritize work tasks and schedules (through Gantt charts.

4. Makes personal sacrifices to meet the organizations needs.
checklists. etc.) to achieve goals.

5. Act wilh a sense oi urgency and responslbility to meet the

5. Sets high quality, challenging, realistic goals for self and others. organizationss needs. Improve system and help otherrs improve their
effectiveness.

Results Focus Teamwork

1. Achieves results with optimal use of time and resources most of the time. 1. Willingly does his/her share of responsibility.

2. Avoids rework, mistakes and wastage through effective work methods by placing 2. Promotes collaboration and removes barrier to teamwork and goal
organizational needs before personal needs. accomplishment across the organization.

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

procedures correctly and consistently. Able to produce very satisfactory quality work in
3. Applies negotiation principles in arriving at win-win
terms of usefulness/ acceptability and completeness with no supervision required. agreements.

4. Expresses a desire to do better and may express frustration al waste or inefficiency.

May focus on new or more precise ways of meeting goals set. 4. Drives consensus and team ownership or decisions.

5. Makes specific changes in the system or in own work methods to improve 5. Works constructively and collaboratively with others and
performance. Examples may include doing something better, faster, at a lower cost, more
efficiently, or improving quality, customer satisfaction, morale, wilhout setting any specific across organizations to accomplish organization goals and
goal. objectives.

Service Orientation Innovation

1. Examines the root cause of problems and suggests effective
1. Can explain and articulate organizational directions, issues
solutions. Foster new ideas, processes and suggests better ways to
and problems. do things (cost and/or operational efficiency).

2. Demonstrates an ability lo ihink “beyond the box‘.

2. Takes personal responsibility for dealing wilh and/or correcting
Continuously focuses on improving personal productivity to
customer service issues and concerns.
create higher value and results.

3. lnitiates activities that promote advocacy for men and women 3. Promotes a creative climate and inspires co-workers to
empowerment. develop original ideas or solutions.
 4. Participates in updating office vision, mission, mandates and 4. Translates creative thinking into tangible changes and
strategies based on DEPED strategies and directions. solutions that improve the work unit and organization.

5. Uses ingenious methods to accomplish respcnsibililies.

5. Develops and adopts service improvement program through
Demonstrates resourcefulness
simplified procedures that will further enhance service delivery.
and lhe ability to succeed with minimal resources.

Content Knowledge and Pedagogy Overall Objectives

4 4
3 3
2
2
1
0 1
1.1 1.2 1.3
0
Level of Capability 1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.2 3.3 4.1 4.2 4.3 5.1
Priority for Development Level of Capability

Learning Environment and Diversity of Learners Overall Objectives

4 4
3 3
2
2
1
1
0
2.1 2.2 2.3 0
1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.2 3.3 4.1 4.2 4.3 5.1
Level of Capability
Priority for Development Priority for Development

Curriculum and Planning COMPETENCIES

12
10
4 8
3 6

2 4
2
1 0
nt cs us rk ion on
0 me thi oc wo tat ati
3.1 3.2 3.3 age ndE lts
F am r ien nov
an a su Te In
lism Re eO
lf-M vic
Se na Se
r
Level of Capability ssio
ofe
Priority for Development Pr

Assessment and Reporting

4
3
2
1
0
4.1 4.2 4.3
Level of Capability
Priority for Development

Plus Factor

4
 Plus Factor

0
5.1
Level of Capability
Priority for Development
 SAT-PPST CONSOLIDATION
Region District
Division School

PART II. OBJECTIVES (Teacher I-III)

Priority for
OBJECTIVES Level of Capability Development

1. Content Knowledge and Pedagogy

1.1 Applied knowledge of content within and across curriculum teaching areas.

1.2. Used a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills.

1.3. Applied a range of teaching strategies to develop critical and creative thinking, as well as other
higher-order thinking skills.

2. Learning Environment and Diversity of Learners

2.1 Managed classroom structure to engage learners, individually or in groups, in meaningful

exploration, discovery and hands-on activities within a range of physical learningenvironments.

2.2 Managed learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments.

2.3 Used differentiated, developmentally appropriate learning experiences to address learners’

gender, needs, strengths, interests and experiences.

3. Curriculum and Planning

3.1 Planned, managed and implemented developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts.

3.2 Participated in collegial discussions that use teacher and learner feedback to enrich teaching
practice.

3.3 Selected, developed, organized and used appropriate teaching and learning resources,
including ICT, to address learning goals.

4. Assessment and Reporting

4.1 Designed, selected, organized and used diagnostic, formative and summative assessment
strategies consistent with curriculum requirements.

4.2 Monitored and evaluated learner progress and achievement using learner attainment data.

4.3 Communicated promptly and clearly the learners’ needs, progress and achievement to key
stakeholders, including parents/ guardians.

5. Plus Factor

5.1 Performed various related works/activities that contribute to the teaching-learning process.
PART II. OBJECTIVES (Master Teacher I-IV)
Priority for
OBJECTIVES Level of Capability Development

1. Content Knowledge and Pedagogy

1.1 Modeled effective applications of content knowledge within and across curriculum teaching
areas.

1.2 Collaborated with colleagues in the conduct and application of research to enrich knowledge of
content and pedagogy.

1.3 Developed and applied effective teaching strategies to promote critical and creative thinking, as
well as other higher-order thinking skills.

2. Learning Environment and Diversity of Learners

2.1 Worked with colleagues to model and share effective techniques in the management of
classroom structure to engage learners, individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of physical learning environments.

2.2 Exhibited effective and constructive behavior management skills by applying positive and non-
violent to ensure learning-focused environments.

2.3 Worked with colleagues to share differentiated developmentally appropriate opportunities to

address leamers differences in gender, needs strengths interests and experiences.

3. Curriculum and Planning

3.1 Planning an management developmentally sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan, facilitate and enrich teaching
practice.

3.3 Advised and guided colleagues in the selection, organization, development and use of
appropriate teaching and learning resources, including ICT to address specific learning goals.

4. Assessment and Reporting

4.1 Worked oollaboratively with colleagues to review the design, selection, organization and use of
a range of effective diagnostic, formative and summative assessment strategies consistent with
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of attainment data to support
learner progress and achievement.

4.3 Applied skills in the effective communication of learner needs, progress and achievement to key
stakeholders, including parents/guardians.

5. Plus Factor

5.1 Performed various related works/activities that contribute to the teaching-learning process.
PERCENTAGE OF TEACHERS DEMONSTRATING THE FOLLOWING INDICATORS PER
Self-Management Professionalism and Ethics
1. Demonstrate the values and behavior enshrined in lhe Normss
1. Sets personal goals and directions, needs and development. and Conduct and Ethical Standards for Public Officials and
Employees (RA 6713).

2. Understands personal actions and behavior that are clear and

2. Practice ethical and professional behavior and conduci taking into
purposive and takes into account personal goals and values congruent
acoount Ihe impact of his/her actions and decisions.
to that of the organization.

3. Displays emotional maturity and enthusiasm for and is 3. Maintains a professional image: being trustworthy, regularity of
challenged by higher goals. attendance and punctuality, good grooming and communlcation.

4. Prioritize work tasks and schedules (through Gantt charts.

4. Makes personal sacrifices to meet the organizations needs.
checklists. etc.) to achieve goals.

5. Act wilh a sense oi urgency and responslbility to meet the

5. Sets high quality, challenging, realistic goals for self and others. organizationss needs. Improve system and help otherrs improve their
effectiveness.

Results Focus Teamwork

1. Achieves results with optimal use of time and resources most of the time. 1. Willingly does his/her share of responsibility.

2. Avoids rework, mistakes and wastage through effective work methods by placing 2. Promotes collaboration and removes barrier to teamwork and goal
organizational needs before personal needs. accomplishment across the organization.

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

procedures correctly and consistently. Able to produce very satisfactory quality work in
3. Applies negotiation principles in arriving at win-win
terms of usefulness/ acceptability and completeness with no supervision required. agreements.

4. Expresses a desire to do better and may express frustration al waste or inefficiency.

May focus on new or more precise ways of meeting goals set. 4. Drives consensus and team ownership or decisions.

5. Makes specific changes in the system or in own work methods to improve 5. Works constructively and collaboratively with others and
performance. Examples may include doing something better, faster, at a lower cost, more
efficiently, or improving quality, customer satisfaction, morale, wilhout setting any specific across organizations to accomplish organization goals and
goal. objectives.

Service Orientation Innovation

1. Examines the root cause of problems and suggests effective
1. Can explain and articulate organizational directions, issues
solutions. Foster new ideas, processes and suggests better ways to
and problems. do things (cost and/or operational efficiency).

2. Demonstrates an ability lo ihink “beyond the box‘.

2. Takes personal responsibility for dealing wilh and/or correcting
Continuously focuses on improving personal productivity to
customer service issues and concerns.
create higher value and results.

3. lnitiates activities that promote advocacy for men and women 3. Promotes a creative climate and inspires co-workers to
empowerment. develop original ideas or solutions.

4. Participates in updating office vision, mission, mandates and 4. Translates creative thinking into tangible changes and
strategies based on DEPED strategies and directions. solutions that improve the work unit and organization.

5. Uses ingenious methods to accomplish respcnsibililies.

5. Develops and adopts service improvement program through
Demonstrates resourcefulness
simplified procedures that will further enhance service delivery.
and lhe ability to succeed with minimal resources.
 TEACHER I-III MASTER TEACHER I-IV
Content Knowledge and Pedagogy Content Knowledge and Pedagogy

4.00 4.00
3.00 3.00
2.00 2.00
1.00 1.00
0.00 0.00
1.1 1.2 1.3 1.1 1.2 1.3
Level of Capability Priority for Development Level of Capability Priority for Development

Learning Environment and Diversity of Learners Learning Environment and Diversity of Learners

4.00 4.00
3.00 3.00
2.00 2.00
1.00 1.00
0.00 0.00
2.1 2.2 2.3 2.1 2.2 2.3
Level of Capability Priority for Development Level of Capability Priority for Development

Curriculum and Planning Curriculum and Planning

4.00 4.00
3.00 3.00
2.00 2.00
1.00 1.00
0.00 0.00
3.1 3.2 3.3 3.1 3.2 3.3

Level of Capability Priority for Development Level of Capability Priority for Development

Assessment and Reporting Assessment and Reporting

4.00 4.00
3.00 3.00
2.00 2.00
1.00 1.00
0.00 0.00
4.1 4.2 4.3 4.1 4.2 4.3
Level of Capability Priority for Development Level of Capability Priority for Development

Plus Factor Plus Factor

4.00 4.00
3.00 3.00
2.00 2.00
1.00 1.00
0.00 0.00
5.1 5.1
Level of Capability Priority for Development Level of Capability Priority for Development
 Overall Objectives (Level of Capability)
4.00

3.50

3.00

2.50

2.00

1.50

1.00

0.50

0.00
1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.2 3.3 4.1 4.2 4.3 5.1

Overall Objectives (Priority for Development)

4.00

3.50

3.00

2.50

2.00

1.50

1.00

0.50

0.00
1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.2 3.3 4.1 4.2 4.3 5.1

OVERALL COMPETENCIES
12.00

10.00

8.00

6.00

4.00

2.00

0.00
Self-Management Professional and Results Focus Teamwork Service Orientation Innovation
Ethics

COMPETENCIES
(Professionalism and Ethics)
12.00

10.00

8.00

6.00

4.00

2.00

0.00
1 2 3 4 5
 COMPETENCIES (Self- COMPETENCIES
Management) (Professionalism and Ethics)
12.00 12.00

10.00 10.00

8.00 8.00

6.00 6.00

4.00 4.00

2.00 2.00

0.00 0.00
1 2 3 4 5 1 2 3 4 5

COMPETENCIES COMPETENCIES
(Results Focus) (Teamwork)
12.00 12.00

10.00 10.00

8.00 8.00

6.00 6.00

4.00 4.00

2.00 2.00

0.00 0.00
1 2 3 4 5 1 2 3 4 5

COMPETENCIES COMPETENCIES
(Service Orientation) (Innovation)
12.00 12.00

10.00 10.00

8.00 8.00

6.00 6.00

4.00 4.00

2.00 2.00

0.00 0.00
1 2 3 4 5 1 2 3 4 5
 SAT-PPST CONSOLIDATION
Region District
Division School

PRIORITY FOR DEVELOPMENT

TEACHER I-III
PRIORITY
NO. OBJECTIVES AVERAGE DESCRIPTION

10

11

12

13
 Name (First MI. Last name)
Timestamp Email Address 1. Age 2. Gender
3. Employment 4. Highest Degree 5. Total Number of 6. Area of 8. Grade Level
7. Subject(s) Taught
Status Obtained Years in Teaching Specialization Taught
 9. Curricular
Classification of the Region Division District School
School
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Level of Level of Level of Level of Level of
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 2.
Priority for Priority for 1. Self-
Level of Level of Professional 3. Result 4. 5. Service
Developme Developme Managemen
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Ethics
 Thank you
for
answering
this Self
Assessment
6.
Tool. This
Innovation
will be
treated with
utmost
confidentialit
y.