Master-Teacher-RPMS.pdf

Master-Teacher-RPMS.pdf

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  FOR MASTER TEACHERS (MFOs)KRAs Objectives Outputs Professional Growth and Development  Conducted at least an action research related to school or classroom concerns/ problems during the year  Participated in seminars, workshops, trainings within a year (division, regional or national)  Received (division, regional or national) awards/recognitions within a year  Served as demonstration teacher  Action research  Seminars/workshops/trainings  Awards/recognitions for the year  Documented demonstration teaching Instructional Competence  Handled teaching loads every year  Achieved at least 75% of the students’ performance at the end of the school year  Attained 100% of the required learning competencies for the students in every quarter  Increased NAT performance by 10%  Teaching load  75% annual student performance  100% mastery of learning competencies  NAT Performance increased by10% Instructional Supervision  Observed 100% of the teachers every quarter  Conducted at least 3 mentoring/ coaching activities with teachers quarterly  Evaluated teachers’ performance twice a year.  Quarterly observation forms for teachers accomplished  3 documented mentoring/coaching activities per quarter  Accomplished teacher’s evaluation report
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  Performance Indicators Objectives Outstanding (5) VerySatisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)  Conducted action research related to school concerns/problems within a year  Action research conducted and utilized division wide supported by the following evidences:  Research proposal (in complete format)  Research Report (in complete format highlighting findings and recommendations)  Proposed learning interventions and programs  Proposed M&E for results/outcomes  Action research conducted and utilized division wide with required evidences  Action research conducted and utilized by the school/district wide with required evidences  Action research conducted but not utilized  No Action research conducted  Conducted seminars/workshops/trainin gs for teachers in specific learning areas  Conducted seminars/workshops/ trainings for teachers in specific learning areas (supported by evidence/assessment reports)  Conducted 4 seminars/ workshops/trainings for teachers in specific learning areas (supported by evidence/assessment reports)  Conducted 3 seminars/ workshops/trainings for teachers in specific learning areas (supported by evidence/assessment reports)  Conducted 2 seminars/ workshop/trainings for teachers in specific learning areas (supported by evidence/ assessment reports)  Conducted 1 seminar/workshop/ training for teachers in specific learning areas (supported by evidence/ assessment reports)  Performed teaching loads every year  100% and above required teaching load handled for year  85-99% required teaching load handled for the year  70-84% required teaching load handled for the year  55-69% required teaching load handled for the year  54% and below of required teaching loads handled for the year  Served as demonstration teacher for school/ division level trainings  4 lesson demonstrations served  3 lesson demonstrations served  2 lesson demonstrations served  1 lesson demonstration served  No lesson demonstration served  Achieved above 85% of the students performance at the end of school year  100% of the student performance (in MPS or GSA)  85-99% student performance (in MPS or GSA)  70-84% student performance (in MPS or GSA)  55-69% student performance (in MPS or GSA)  54% and below student performance (in MPS of GSA)  Completed the required competencies for the students in every quarter  100% and above of the required competencies in every quarter completed  85-99% of the required competencies in every quarter completed  70-84% of the required competencies in every quarter completed  55-69% of the required competencies in every quarter competed  54% and below of the required competencies in every quarter completed  Increased NAT performance of school  10% increase  6% increase  5% increase  4 % increase  3% and below increase  Observed 100% of the teachers in the school with  100% and above of teachers observed with post conference with teacher  85-99% of teachers observed with teacher observation and post  70-84% of teachers observed with teacher observation and post  55-69% teachers observed with teacher observation and post  54% and below of teachers observed with teacher
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  Performance Indicators Objectives Outstanding (5) VerySatisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) post conference in every quarter observation reports held in every quarter conference reports, held in every quarter conference reports, held in every quarter conference reports, held in every quarter observation and post conference reports, held in every quarter  Conducted mentoring/coaching program to teachers in the school on quarterly basis  5 and above teacher mentoring /coaching sessions were conducted in every quarter ( with report)  4 teacher mentoring /coaching sessions conducted in every quarter (with report)  3 teacher mentoring /coaching sessions conducted in every quarter (with report)  1-2 teacher mentoring /coaching sessions conducted in every quarter (with report)  No teacher mentoring /coaching sessions conducted in every quarter (with report)  Managed performance of teachers following the RPMS cycle (planning and commitments, coaching and monitoring, review and evaluation and development planning)  Evaluated 130% and above teacher performance following RPMS framework cycle  Evaluated115-129% teacher performance following RPMS framework cycle  Evaluated100-114% teacher performance following RPMS framework cycle  Evaluated 51-99%of teacher performance following RPMS framework cycle  Evaluated 50% and below of teacher performance following RPMS framework cycle
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  PERFORMANCE COMMITMENT ANDREVIEW FORM (PCRF) FOR MASTER TEACHERS June 2015 to March 2016 Name of Employee: AMADEO REI P. BUCASAS Position: Master Teacher I Division: Makulagtit National High School Name of Rater: LILIBETH F. ASUNCION, Ed.D. Position: Principal IV Date of Review: October 26, 2015/ April 6, 2016 TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION MFO KRAs OBJECTIVES TIMELINE Weight Per KRA Performance Indicators (Quality, Efficiency, Timeliness) ACTUAL RESULTS RATING SCORE Basic Education Service Professional Growth and Development (40%)  Conduct at least an action research related to school or classroom concerns/ problems during the year  Participate in seminars, workshops, trainings within a year (division, regional or national)  Receive (division, regional or national) awards/recognitions within a year  Serve as demonstration teacher June 15 to March 2016 10% 10% 10% 10% 5 = Outstanding: Role Model; 100% 4 = Very Satisfactory: Consistently Demonstrates; 85% - 99% 3= Satisfactory: Most of the Time Demonstrates 70% - 84% 2 = Unsatisfactory: Sometimes Demonstrates; 55% - 69% 1 = Poor: Rarely Demonstrates: 54% and below  Action research conducted and utilized division wide with required evidences  Participated in National Training of HEKASI Teachers  Awarded Outstanding School Paper Adviser, Regional Level  4 lesson demonstrations served 4 5 4 5 .4 .5 .4 .5
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  Instructional Competence (40%)  Handle teachingloads every year  Achieve at least 75% of the students’ performance at the end of the school year  Attain 100% of the required learning competencies for the students in every quarter  Increase NAT performance by 10% June 15 to March 2016 10% 10% 10% 10% 5 = Outstanding: Role Model; 100% 4 = Very Satisfactory: Consistently Demonstrates; 85% - 99% 3= Satisfactory: Most of the Time Demonstrates 70% - 84% 2 = Unsatisfactory: Sometimes Demonstrates; 55% - 69% 1 = Poor: Rarely Demonstrates: 54% and below  Had a full teaching load the whole year  100% of the student performance got 85% and above GPA  89% of the required competencies in every quarter completed  4% increase in NAT over last year 5 5 4 2 .5 .5 .4 .2 Instructional Supervision (20%)  Observed 100% of the teachers every quarter  Conducted at least 3 mentoring/ coaching activities with teachers quarterly  Evaluated teachers’ performance twice a year. June 15 to March 2016 10% 5% 5% 5 = Outstanding: Role Model; 100% 4 = Very Satisfactory: Consistently Demonstrates; 85% - 99% 3 = Satisfactory: Most of the Time Demonstrates 70% - 84% 2 = Unsatisfactory: Sometimes Demonstrates; 55% - 69% 1 = Poor: Rarely Demonstrates: 54% and below  100% of all the teachers observed with post conference with teacher  Conducted mentoring /coaching sessions to 5 teachers in every quarter ( with report)  Evaluated 100% of all teacher performance following RPMS framework cycle 5 5 5 .5 .25 .25 Overall Rating for Assessment 4.4 Very Satisfactory Adjectival Rating Scale Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor = = = = = 4.500 - 5.000 3.500 - 4.499 2.500 - 3.499 1.500 - 2.499 1.000 - 1.499 LILIBETH F. ASUNCION, Ed.D. AMADEO REI P. BUCASAS Principal IV Master Teacher I
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  PART III:SUMMARY OFRATINGS FOR DISCUSSION Final Performance Results Rating Accomplishment of KRAs and Objectives 3.8 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. Name of Employee: AMADEO REI P. BUCASAS Name of Superior: LILIBETH F. ASUNCION, Ed.D. Signature: Signature: Date: April 6, 2016 Date: April 6, 2016 PART IV:DEVELOPMENT PLANS Strengths Development Needs Action Plan (Recommended Developmental Intervention) Timeline Resources Needed Excellent at preparation of up to date and innovative lesson plans and activities including adequate instructional aids and ICT-based teaching materials. Classroom is well-structured and very conducive to learning Finish your doctorate degree for further Master Teacher position promotion Require teacher to enroll in the Graduate School June 2016 Tuition Fees Feedback: You have the potential of becoming a Master Teacher II and a very good instructional leader, so prepare yourself by finishing your doctorate degree LILIBETH F. ASUNCION, Ed.D. AMADEO REI P. BUCASAS Principal IV Master Teacher I
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  PERFORMANCE MONITORING ANDCOACHING FORM Date Critical Incidence Description Output Impact on Job/Action Plan Signature of Ratee Rater June 1, 2015 First day of classes, the teacher had his class orientation tagged as “Getting to know you” Students were excited knowing their classmates Students’ interest in making friends among classmates was high making them at ease in school. July 10, 2015 Lesson was on Fertilization in human beings. Video clip on how sperms and egg cells unite to form fetus was shown. Guide questions given ahead by the teacher were answered by students as the video progressed. Concept development was achieved when students defined terms and stated generalizations in their own words, Students showed much interest in the lesson The abstract concept of fertilization was concretized in the minds of the students hence they understood the lesson better. Keep up using ICT-based teaching aids to capture well students’ attention and interest Aug. 8, 2015 Release of cards for the First Grading Period. All parents were present as shown by the attendance sheet. Top 5 performing students in the class were given certificate of recognition. Parents whose children had failing grades were reminded to monitor the progress of their children. Anecdotal Records of the teacher was discussed and parents signed on the records of their child. Parents were properly informed of their children’s performance in the class Students will be guided by their studies to improve academic performance. Communicate regularly with parents for them to know the progress of their child in the school Aug. 14, 2015 Teacher was updating the bulletin board in the classroom with the help of his students. Lesson per unit, chapter was posted. News clip related to the learning areas were posted. Arm chairs were sand papered, nailed up, and were painted. Some parents brought snacks for the team doing the work. Classroom conducive to learning Structuring of the classroom was a team effort. It gives the students a sense of belongingness for the nice room they are using. Continue building up the strong teamwork among the students and parents
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  EMPLOYEE FEEDBACK FORM StrengthDevelopmental Needs Action Plan (Recommended Developmental Intervention) Timeline Resources Needed Excellent at preparation of up to date and innovative lesson plans and activities including adequate instructional aids and ICT-based teaching materials. Have a safe depository for your nice visual aids especially the scientific videos Present the need to parents, look for possible donors, recycle some available materials August 2015 Budget for a cabinet Donors Classroom is well-structured and very conducive to learning Garbage bin should be provided not only under the teacher’s table in the corners too where students shall deposit their trash. Recycle some big boxes to have a trash bin June 2015 Recyclable Carton or boxes Very strong holding power among students Beware of too much familiarity with students particularly the girls. Observe proper decorum in dealing with students Year-round Manual on Code of Ethics, DECS 2003 Manual Have a nice and harmonious relationship with parents Record the presence of parents and their contribution to be acknowledged in the parents meeting Come up with a record book June 2015 Recyclable Notebooks, Budget for a standard record book Feedback: You have been in the service for the last five years enroll in the graduate school for you have the potential of becoming an excellent Master Teacher or a future School Head. Talent in dancing and singing is seen, thus, join the group of teachers who perform during teachers’ day, fiestas and other DEPED activities.
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  COMPETENCIES CORE BEHAVIORAL COMPETENCIES Self-Management 1.Sets personal goals and direction, needs and development. 2. Understands personal actions and behavior that are clear and purposive and takes into account personal goals and values congruent to that of the organization 3. Displays emotional maturity and enthusiasm for and is challenged by higher goals 4. Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to achieve goals 5. Sets high quality, challenging, realistic goals for self and others. 5 Teamwork 1. Willingly does his/her share of responsibility 2. Promotes collaboration and removes barriers to teamwork and goal accomplishment across the organization. 3. Applies negotiation principles in arriving at win-win agreements. 4. Drives consensus and team ownership of decisions 5. Works constructively and collaboratively with others and across organizations to accomplish organizational goals and objectives. 4 Professionalism and Ethics 1. Demonstrate the values and behavior enshrined in the Norms and Conduct and Ethical Standards for Public Officials and Employees (RA 6713). 2. Practice ethical and professional behavior and conduct taking into account the impact of his/her actions and decisions. 3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good grooming and communication. 4. Makes personal sacrifices to meet the organization’s needs. 5. Act with a sense of urgency and responsibility to meet the organization’s needs, improve system and help others improve their effectiveness. 5 Service Orientation 1. Can explain and articulate organizational directions, issues and problems. 2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns. 3. Initiates activities that promotes advocacy for men and women empowerment. 4. Participates in updating office vision, mission, mandates and strategies based on DEPED strategies and directions. 5. Develops and adopts service improvement program through simplified procedures that will further enhance service delivery. 5 Result Focus 1. Achieves results with optimal use of time and resources mist of the time. 2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs before personal needs. 3. Delivers error-free outputs most of the time by conforming to standard operating procedures correctly and consistently. Able to produce very satisfactory quality of work in terms of usefulness/acceptability and completeness with no supervision required. 4. 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 5. Makes specific changes in the system or in own work methods to improve performance. Examples may include doing something better, faster, at a lower cost, more efficiently, or improving quality, customer satisfaction, morale, without setting any specific goal. 4 Innovation 1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes, and suggests better ways to do things (cost and/or operational efficiency). 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal productivity to create higher value and results. 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions. 4. Translates creative thinking into tangible changes and solutions that improve the work unit and organization. 5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability to succeed with minimal resources. 5 5 – Role model; 4 – Consistently demonstrate; 3- Most of the time demonstrates; 2- Sometimes demonstrate; 1- Rarely demonstrate
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  CORE SKILLS Achievement 1. Enjoyworking hard 2. Is action-oriented and full of energy for the things he/she sees as challenging 3. Forwards personal, professional and work unit needs and interests in an issue. 4. Seize more opportunities than others 5. Strategic thinker 5 Managing Diversity 1. Respect all kinds of classes of people 2. Deals effectively with all races, nationalities. cultures, disabilities, ages and both sexes 3. Support equal and fair treatment and opportunity for all 4.Applies equal standards and criteria to all classes 5.Manifest cultural and gender sensitivity when dealing with people 5 Accountability 1. Can be counted on to exceed goals successfully 2. Steadfastly pushes self and others towards results 3. Gets things done on time and optimum use of resources 4. Builds team spirit 5. Transacts with transparency 5 – Role model; 4 – Consistently demonstrate; 3- Most of the time demonstrates; 2- Sometimes demonstrate; 1- Rarely demonstrate Note: These ratings can be used for the developmental plans of the employee.