COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

Self-Management
1. Sets personal goals and directions, needs and development. 4
2. Understands personal actions and behavior that are clear and purposive and 3
takes into account personal goals and values congruent to that of the organization 3.2
3. Displays emotional maturity and enthusiasm for and is challenged by higher goa 3
4. Prioritize work tasks and schedules (through Gantt chants, checklists, etc.) to 3
goals.
5. Sets high quality, challenging, realistic goals for self and others. 3
Professionalism and Ethics
1. Demonstrate the values and behavior enshrined in the Norms and Conduct and 4
Standards for Public Officials and Employees (RA 6713).
2. Practice ethical and professional behavior and conduct taking into account the 4
of his/her actions and decisions. 3.4
3. Maintains a professional image: being trustworthy, regularity of attendance and 3
punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization's needs. 3
5. Act with a sense of urgency and responsibility to meet the organization's needs 3
system and help others improve their effectiveness.
Results Focus
1. Achieves results with optimal use time and resources most of the time. 4
2. Avoids rework, mistakes and wastage through effective work methods by placi 3
organizational needs before personal needs.
3. Delivers error-free outputs most of the time by conforming to standard operatin 3
procedures correctly and consisttently. Able to produce very satisfactory quality wo 3.2
terms of usefulness/acceptability and completeness with no supervision required.
4. Expresses a desire to do better and may express frustration at waste or ineffici 3
May focus on new or more precise ways of meeting goals set.
5. Makes specific changes in the system or in own work to improve performance. 3
Examples may include doing something better, faster, at a lower cost efficiently, or
improving quality, customer satisfaction, morale, without setting any specific goal.

5- Role Model; 4- Consistently demonstrates; 3- Most of the time demonstrates; 2- Sometimes demonstrates; 1- Rarely demonstrates
TENCIES

Teamwork
1. Willingly does his/her share of responsibility. 4
2. Promotes collaboration and removes barrier to teamwork and goal accomplish 3
across the organization. 3.6
3. Applies negotiation principles arriving at win-win agreements. 3
4. Drives consensus and team ownership of decisions. 4
5. Works constructively and collaboratively with ithers and across organizations to 4
accomplish organization goals and objectives.
Service Orientation
1. Can explain and articulate organizational directions, issues and problems. 4
2. Takes personal responsibility for dealing with and/or correcting customer servic 4
issues and concerns.
3. Initiates activities that promote advocacy for men and women empowerment. 2 3.2
4. Participates in updating office vision, mission and mandates and strategies ba 3
DEPED strategies and directions.
5. Develops and adopts service improvement program through simplified procedur 3
will further enhance service delivery.

Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster 2
ideas, processes and suggests better ways to do things (cost and/or operational ef
2. Demonstrates an ability to think "beyond the box". Continuously focuses on im 2
personal productivity to create higher value and results.
3. Promotes a creative climate and inspires co-workers to develo original ideas or 2 2.2
solutions.
4. Translates creative thinking into tangible changes and solutions that improve t 3
unit and organization.
5. Uses ingenious methods to accomplish resposiblities. Demonstrates resourcef 2
and the ability to succeed with minimal resources.

es; 1- Rarely demonstrates

OVERALL
COMPETENCY 3.13
RATINGS
 PART IV: DEVELOPMENT PLANS OF

STRENGTHS DEVELOPMENT NEEDS

A. Teaching Competencies (PPST)

Objective 4, KRA 2 Objective 8, KRA 3
Managed classroom structure to engage learners, individually Participated in collegial discussions that use teacher
or in groups, in meanigful exploration, discovery and hands-on and learner feedback to enrich teaching practice.
activities within a range of physical learning environments.
Objective 7, KRA 3 Objective 3, KRA 1
Planned, managed and implemented developmentally Applied a range of teaching strategies to develop
sequenced teaching and learning processes to meet critical and creative thinking, as well as other higher
curriculum requirements and varied teaching contexts. order thinking skills.
Objective 12, KRA 4 Objective 5, KRA 2
Communicated promptly and clearly the learners’ needs, Managed learner behavior constructively by applying
progress and achievement to key stakeholders, including positive and non-violent discipline to ensure learning-
parents/ guardians. focused environment
B. Core Behavioral Competencies (DepEd)
Examines the root cause of problems and suggests
Sets personal goals and directions, needs and development. effective solutions. Foster new ideas, processes and
suggests better ways to do things.
Demonstrate the values and behavior enshrined in the Norms Demonstrates an ability to think "beyond the box".
and Conduct and Ethical Standards for Public Officials and Continuously focuses on improving personal
Employees (RA 6713). productivity to create higher value and results.
Achieves results with optimal use time and resources most of Initiates activities that promote advocacy for men and
the time. women empowerment.

Feedback:

HENRY T. GALLARDO JR. MARITES G. CEROJALE

RATEE RATER
Teacher I Teacher III
ELOPMENT PLANS OF THE IPCRF (IPCRF-DP)

ACTION PLAN (Recommended

TIMELINE RESOURCES NEEEDED
Developmental Intervention)

Attend seminar/workshop/Learning Action Cell

that will enhance teaching strategies
Supervisors/School Head/Master Teachers

Coaching and Mentoring w/ Master Teacher Whole Year Round

Adhere to the comments/suggestions from the Local Funds for registration if any
previous classroom observation

Coaching and Mentoring on "beyond the box"

Once every quarter
approach/ideas
HRTD Funds
Including in In-Service Trainings regarding
In-Service Trainings
"innovation" matters

MARITES G. CEROJALES ALBERTO D. VILLAMOR

RATER APPROVING AUTHORITY
Teacher III Principal IV