1. Results - based Performance Management System (RPMS) for DepEd
Lead, Engage, Align & Do! (LEAD)

2. RPMS Key Deliverables Conceptualization / Design
Briefing of Technical Working Group on Proposed Methodology
Benchmarking
Workshop on Identifying Competencies on breaking down strategic priorities into KRAs and Objectives
Validation Workshops
Final Draft presented to Technical Working Group
Documentation (Facilitator’s Guide, Manager’s Manual, Employee’s Manual, Forms)
Crafting of Position Profiles / Validation / Change Management / Communication Workshop
Approval of Civil Service Commission
Pilot Test
Read slide.

3. DepEd Vision
We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. As a learner - centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.
Read slide.

4. DepEd Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe and motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen.
Family, community and other stakeholders are actively engaged and share responsibility for developing life-long learners.
Read slide.

5. DepEd Core Values Maka-Diyos Makatao Makabayan Makakalikasan
Read slide.

6. RPMS is one of the key interventions that supports the implementation of the K to 12 strategy.

7. The Strategic Planning Processes are like two sides of the same coin
The Strategic Planning Processes are like two sides of the same coin. The strategy emerges from an organization's Vision. It's a plan by which the Vision is made real through the strategic objectives.
Translating a strategy into executable goals requires skill. The broad strategies are translated into Objectives, Key Result Areas (KRAs) and Performance Indicators.
Too often, we see organizations develop comprehensive business plans and strategies, yet fail to manage the energies of the employees towards the direction defined by those plans.
The DepEd’s Strategic Planning Process is aligned with the Results framework of DBM-OPIF.

8. DepEd’s Framework Based on DBM’s OPIF
Inclusive Growth and Poverty Reduction
Societal Goal
Equitable Access to Adequate Quality Societal Services and Assets
Sectoral Outcomes
Sub-Sector Outcomes
Knowledge, skills, attitude and values of Filipinos to lead productive lives enhanced
Improved Access to Quality Basic Education
Organizational Outcomes
Filipino Artistic & Cultural Traditions Preserved & Promoted
Major Final Output (MFOs)
Emphasize the three Major Final Outputs. 1
Basic Education Services 2
Education Governance 3
Regulatory and Developmental Services for Private Schools 4
Informal Education Services
Children Television Devt. Services 5
Book Industry Devt. Services

9. Mandate from DEPED The PMS Concept: Development Impact
Strengthen Culture of Performance and Accountability in DepEd
K to 12
School Based Management
ACCESs
Improved Access to Quality Basic Education
Functional
Literate
Filipino
With 21st
century
skills
FOCUS: Performance Measures at the Organizational, Divisional or Functional and Individual Levels
EMPHASIS: Establish strategic alignment of Organizational, Functional and Individual Goals
The Results-based Performance Management System (RPMS) is one of the 14 interventions that support the realization of the Vision/Mission of DepEd.
The goal is to improve the access to quality of basic education that will produce functional, literate Filipinos with 21st century skills.

10. VISION, MISSION, VALUES (VMV)
Strategic Priorities
Department/ Functional Area Goals
KRAs and Objectives
Values
CENTRAL
REGIONAL
DIVISION
SCHOOLS
DEPED RPMS FRAMEWORK
Competencies
WHAT
HOW
On the screen, you see Results-based Performance Management System (RPMS) Framework of DepEd.
At the top center of the framework is the Vision/Mission of DepEd.
At the left-hand side is the "WHAT" consisting of Strategic Priorities broken down into Department/Functional Key Result Areas (KRAs) and Objectives.
At the right-hand side are the core values of DepEd broken down into enabling competencies.
The framework aligns efforts to enable DepEd to actualize its strategic goals and vision.

11. The DepEd RPMS is aligned with the SPMS of CSC which has 4 Phases:
1. Performance Planning and Commitment
2. Performance Monitoring and Coaching
The RPMS of DepEd is aligned with the strategic Performance Management System (SPMS) which has 4 phases/stages:
1. Performance Planning and Commitment
2. Performance Monitoring and Coaching
3. Performance Review and Evaluation
4. Performance Rewarding and Development Planning
4. Performance Rewarding and Development Planning
3. Performance Review and Evaluation

12. What is Performance Management?
An organization-wide process to ensure that employees focus work efforts towards achieving DepEd’s Vision, Mission and Values (VMV).
A systematic approach for continuous and consistent work improvement and individual growth.
Read slide.

13. Objectives of the Performance Management System
Align individual roles and targets with DepEd’s direction.
Track accomplishments against Objectives to determine appropriate corrective actions, if needed.
Provide feedback on employees’ work progress and accomplishments based on clearly defined goals and objectives.
A tool for people development.
Read slide.

14. RPMS Linkages to Other HR Systems
Agency Planning and and Directions
Career Succession
HR Planning and Recruitment
RPMS
Training and Manpower Development
Job Design and Work Relationships
If implemented correctly, the RPMS will provide a great deal of information that can be used for other functions, like the ff.:
1. HR Planning and Recruitment
2. Job Design and Work Relationship
3. Compensation and Benefits
4. Employee Relations
5. Rewards and Recognition
6. Training and Manpower Development
7. Career Succession
8. Agency Planning and Directions
Performance management takes information from other processes and sends information to those other processes.
Competencies can serve as the point of integration for all HR systems. Competencies used in RPMS should be the same competencies used for Recruitment, Training, Manpower Development and Career Succession.
Rewards and Recognition
Compensation and Benefits
Employee Relations

15. Overall Design of DepEd RPMS
Let us now take a look at the overall design of the RPMS.
Lead, Engage, Align & Do! (LEAD)

16. General Features
Anchored on the Vision, Mission and Values (VMV) of DepEd.
CSC mandates 100% results orientation to make it uniform with other government agencies. Competencies are used for development purposes.
Coverage : All regular managers and employees of DepEd; teaching and non-teaching staff.
Basis for rewards and development.
Covers performance for the whole year.
Read slide.

17. RPMS Cycle Non Teaching Positions Performance Planning Q1 January
Mid-Year Review
July
Year-End Results Q4
December
For DepEd, we will follow two RPMS cycles.
For the non-teaching positions, it will be January to December.

18. Teaching Positions Performance Planning Q1 June Mid-Year Review
November
Year-End Results
Q4 March
For the teaching positions, it will be June to March.

19. Forms
The mechanism to capture the KRAs, Objectives, Performance Indicators and Competencies is the Performance Commitment and Review Form (PCRF). It is a change in mindset!
Change in mindset is needed, since the previous Performance Appraisal focuses on behavioral indicators only while the new RPMS will have a beautiful balance of Results Orientation (WHAT) and demonstration of Core Competencies (HOW).

20. DepEd Forms Office Performance Commitment and Review Form (OPCRF)
Individual Performance Commitment and Review Form (IPCRF)
Managers
Staff and Teaching - related Employees
Teaching
Read slide.

21. + Components of Performance Management What = How = Results
Competencies +
(Results & Objectives
of a position)
(Skills, Knowledge &
Behaviors used to
accomplish results)
Remember the two important aspects of RPMS:
WHAT - Results (KRAs, Objectives, Performance Indicators)
HOW - Competencies (Includes Core, Leadership, Staff and Teaching – related and Teaching Competencies)

22. Phase 1 Performance Planning and Commitment
Performance Planning and Commitment is the first phase of the RPMS.
This is the starting point of performance management. The Rater and the Ratee work together to identify, understand, and agree on: what the employee needs to do, how it needs to be done, why, when, and so on.

23. 1. Discuss Unit’s Objectives
2. Identify Individual KRAs, Objectives and Performance Indicators
3. Discuss Competencies Required and Additional Competencies Needed
4. Reaching Agreement
Phase 1 has four important components:
1. Discuss Unit’s Objectives
2. Identify Individual KRAs, Objectives and Performance Indicators
3. Discuss Competencies Required and Additional Competencies Needed
4. Reaching Agreement
We will be discussing this in greater detail in the next slides.

24. 1. Discuss Unit’s Objectives
The Office head discuss the office’s KRAs and Objectives with direct reports. Then, break this down to individual KRAs and Objectives.
Read slide.

25. 2. Identify KRAs, Objectives and Performance Indicators
Identify your responsibilities by
answering the following question:
“What major results/outputs am I responsible for delivering?”
The second component of the performance plan deals with the individual's share of the organization's strategic objectives.

26. What is the definition of KRAs
What is the definition of KRAs? KRAs define the areas in which an employee is expected to focus his/her efforts.
Key Result Areas are the reasons why a job exist. They are broad categories expressed as general outputs or outcomes.

27. What is the definition of Objectives
What is the definition of Objectives? Objectives are the specific things you need to do, to achieve the results you want.
Clearly written, specific objectives:
Give the employee clear accountability. They will know what is expected of them. During the year, they will know how their results measure up to those expectations.
Enable employees to easily track and document performance better. Help to ensure that jobs are rewarding, value-adding and manageable.

28. SMART Criteria for Objectives
Read slide.

29. Review SMART Criteria Specific
Well written objectives are stated in specific terms to avoid any confusion about what is to occur or what is to improve
Read the definition.
Underscore “stated in specific terms.”
They define results to be accomplished within the scope of the job.

30. Measurable
It is important to define measurements that enable progress to be determined and results to be measured. A measurable objective defines quantity, cost or quality.
Read slide.

31. Effectiveness Effectiveness can include both quality and quantity.
Example:
Achieved a rating of 4 in running all batches of train-the-trainers program.
Read slide.

32. Efficiency
To measure cost specifically: money spent, percentage over or under budget, rework or waste
Example:
Do not exceed Php 100,000 a month in running 2 training programs.
Read slide.

33. Timeliness
Measures whether a deliverable was done correctly and on/before the deadline.
Example:
Timely submission of quarterly reports reports
Read slide.

34. Attainable
Should be challenging yet attainable, something the person can influence to effect change or ensure results
Read slide.

35. Relevance
Objectives that state your share of specific department / functional areas goals
Aligned with the directions of the unit
Read slide.

36. Time Bound Objectives must be time bound. Example:
Achieved running 20 RPMS program within 2014.
Responded to all participants’ suggestions one week after the meeting.
Did not exceed Php 200,000 a month for conducting a workshop.
Read slide.

37. Recruitment and Selection Processes
Example
KRAs
Objectives
Recruitment and Selection Processes
Posted 20 vacant positions within the CSC prescribed period and per requirements (for 1st, 2nd, and 3rd level positions)
Gathered and submitted required documents for 20 nominees for screening by the PSB/NSC
Processed 20 appointment papers for selection and promotion before June 2014
Conducted one-day orientation seminar for 20 newly hired employees within two weeks upon hiring
Here is an example of KRA and Objectives.

38. Identify Performance Indicators or Measures (refer to PCPs)
After identifying KRAs and Objectives, you now have to identify Performance Indicators.
Shown in the screen is an example of Performance Indicators which can be found in the Position Competency Profile (PCP).

39. Performance Indicators
They are EXACT QUANTIFICATION OF OBJECTIVES.
It is an assessment tool that gauges whether a performance is good or bad.
Agree on acceptable tracking sources
Read slide.

40. Example 1
Here are further examples of Performance Indicators.

41. Example 2

42. 3. Discuss Competencies Required and Additional Competencies Needed
We have 4 classes of Competencies: (1) Core Behavioral, (2) Leadership, (3) Teaching, and (4) Core Skills.

43. Why do we have Competencies?
The RPMS looks not only at results, but HOW they are accomplished.
Competencies help achieve results.
Competencies support and influence the DepEd’s culture.
For DepEd, competencies will be used for development purposes (captured in the form).
Competencies are the HOWs of performance: the knowledge, motivation, and behaviors people display to achieve results.
Competencies uphold the organization's values. They represent the way people define and live the values.

44. Manager’s Competencies
Core Behavioral Competencies
Self Management
Professionalism and ethics
Results focus
Teamwork
Service Orientation
Innovation
Leadership Competencies
Leading People
People Performance Management
People Development
Read slide.

45. Staff & Teaching-related Competencies
Core Behavioral Competencies
Self Management
Professionalism and ethics
Results focus
Teamwork
Service Orientation
Innovation
Staff Core Skills
Oral Communication
Written Communication
Computer/ICT Skills
Read slide.

46. Teaching Competencies
Core Behavioral Competencies
Self Management
Professionalism and ethics
Results focus
Teamwork
Service Orientation
Innovation
Teaching Competencies
Note: CB – PAST was used as basis for the new PCPs for teaching positions.
Achievement
Managing Diversity
Accountability
Read slide.

47. 4. Reaching Agreement Once the form is completed :
KRAs + Objectives + Performance Indicators + Competencies
Rater schedules a meeting with Ratee.
Agree on the listed KRAs, Objectives, Performance Indicators and assigned Weight per KRA.
Where to focus on the Competencies
The fourth important component of the Performance Planning and Commitment Phase is the Reaching Agreement Discussion. It's the manager's job to act as reviewer and coach for the final version of the performance plan.
The purpose of this meeting is for the Rater and the Ratee to discuss and agree on objectives that the Ratee has identified for the current performance cycle.
The Rater should help to set priorities as to what can realistically be accomplished.

48. Rater and Ratee agree on the Key Result Areas (KRAs), Objectives, Performance Indicators and assign Weight Per KRA and sign the Performance Commitment and Review Form (PCRF).
Once all the MFOs, KRAs, Objectives and Performance Indicators are agreed upon, the Rater and Ratee should sign the form.

49. Show slide.

50. LET’S TRY IT OUT!
Raters and Ratees discuss and agree

51. Phase 2 Performance Monitoring and Coaching
Let us move on to Phase 2 which is Performance Monitoring and Coaching.
Phase 2 Performance Monitoring and Coaching

52. Heart of the RPMS 1. Performance Tracking 2. Coaching/Feedback
There are 2 very important components:
1. Performance Tracking
2. Coaching and Feedback
It is called the heart of RPMS because it is not just a paper activity that you do at the beginning of the year, keep the form, then pull out at the end of the year. Performance Tracking and Coaching plus feedback must be done throughout the year.
Heart of the RPMS

53. WHAT GETS MEASURED GETS DONE!
“If you want it, measure it. If you can’t measure it, forget it.” – Peter Drucker
WHAT GETS MEASURED GETS DONE!
Read slide.

54. 1. Performance Monitoring
Why is it important?
Key input to performance measures.
Provides objective basis of the rating.
Facilitates feedback.
Clearly defines opportunities for improvement.
Provides evidence.
No monitoring, no objective measurement.
Read slide.

55. Critical Incidents
Actual events where good or unacceptable performance was observed
Provides a record of demonstrated behaviors/
performance
Effective substitute in the absence of quantifiable data, observed evidence of desired attribute or trait
In performing your functions, capturing Critical Incidents is important and useful. These evidences will have an impact on your final performance results.
Critical Incidents are…. (Read slide)

56. STAR Approach Situation Task Action Result/s
The STAR is a good example to use, how to capture Critical Incidents.
S for Situation
T for Task
A for Action
R for Results
The next slide will provide us with a good example.
Action
Result/s
*developed by Development Dimensions International (DDI)

57. Writing S/TARs Action Situation/ Task Result
“Last December, during the work planning period,
you took the opportunity to review our unit’s work process. You assembled a team of your colleagues and brainstormed on improvement ideas.
As a result, our turnaround time on processing promotions was reduced from 3 days to 1 day.”
Situation/ Task
Action
Read slide.
Result
*developed by Development Dimensions International (DDI)

58. To be effective in this phase you should:
Track your performance against your plan.
Use JOURNALS!
In tracking your performance, it is important to use a journal. We have a recommended journal format required by the Civil Service Commission (CSC).
The form is shown on the next slide.

59. *developed by the Civil Service Commission (CSC)
Read columns one by one.
*developed by the Civil Service Commission (CSC)

60. Remember: Manage the system as a process, NOT a one-time event!
It is NOT a year-end paper exercise.
It is important to teach performance on certain frequencies and provide feedback and coaching.
Read slide.
No employee will take seriously what is discussed only once a year.
It is important to teach performance on certain frequencies and provide feedback and coaching.
This will require rigorous monitoring of the different phases of the RPMS, year-on-year.

61. 2. Coaching/Feedback For the Raters: During Performance Phase always:
Provide COACHING to your subordinates to improve work performance and behavior.
Provide FEEDBACK on the progress of work performance and behavior change.
Read slide.

62. For the Ratees:
During Performance Phase, always seek the coaching of your leader specially when you realize that you need improvements in your results.
FEEDBACK: Know where and how to get helpful feedback for important aspects of your job
Read slide.

63. Phase 3 Performance Review and Evaluation
You've worked closely with the people in your work group during the performance cycle. Together, you've identified Key Result Areas and agreed on Objectives, Performance Indicators and related competencies.
You've had regular review meetings, coaching them to ensure success.
You've also reinforced their effective behaviors and skills.
It is now time for the Review and Evaluation Phase.

64. 2. Discuss Strengths and Improvement Needs
1. Review Performance
2. Discuss Strengths and Improvement Needs
1. Reviewing Performance
Two important points should be done in this phase:
1. Review Year—end Results
2. Discuss Strengths and Improvement Needs

65. 1. Review Performance Results and Competencies
A successful review session should:
Be a positive experience
Have no surprises
Be a two-way discussion
Well prepared (both sides)
If you have done your assignment in Phases 1 and 2, this will be beautiful experience for both the Rater and Ratee.
Read slide.
Note: The Rater should set a meeting with the Ratee. Request the Ratee to do self-assessment.

66. Some Pointers on Conducting the Review Meeting:
HRMO Capacity Building: PMS for Executive and Senior Managers in PhilHealth
1/19/06
Some Pointers on Conducting the Review Meeting:
1. Manage the meeting
Prepare for the meeting
Create the right atmosphere
No interruptions; no surprises
Read slide.
Performance Monitoring and Development Planning [by Ms. Teresita F. Boluso-Rimando]

67. 2. Enhance or maintain self-esteem
Express appreciation
Encourage self-appraisal
Focus on the performance issue, not on the person
Read slide.

68. 3. Be fair and objective Base assessments on evidence
HRMO Capacity Building: PMS for Executive and Senior Managers in PhilHealth
1/19/06
3. Be fair and objective
Base assessments on evidence
Change the behavior, not the person
Focus on solving problems or correcting a behavior
Read slide.
Performance Monitoring and Development Planning [by Ms. Teresita F. Boluso-Rimando]

69. HRMO Capacity Building: PMS for Executive and Senior Managers in PhilHealth
1/19/06
4. Empower the employee
Ask him for ideas on how to resolve a problem or improve performance
Adopt a joint problem-solving approach
Be supportive
Read slide.
Performance Monitoring and Development Planning [by Ms. Teresita F. Boluso-Rimando]

70. Performance Evaluation is not:
Attack on employee’s personality
Monologue
A chance to wield power and authority
Paper activity (compliance)
An opportunity to gain “pogi points” with staff
Attack on employee's personality - Authority as the Rater should be used properly. Be factual about your evaluation.
Monologue - Engage the employee in a dialogue. Give him/her a chance to explain him/herself.
A chance to wield power and authority - Performance reviews often make people uncomfortable and defensive. Make the discussion positive. The key themes are continuous improvement and development, even if a person hadn't wasn't able to meet objectives or demonstrated competencies effectively.
Paper activity - Do not simply comply but manage the RPMS as a process and not a one-time even.
An opportunity to gain "pogi points" with staff - The goal of RPMS is to improve performance and develop people.

71. Steps for Evaluating Objectives and Competencies
Evaluate the manifestations of each competency.
Evaluate each objective whether it has been achieved or not.
Determine overall rating.
Read slide.

72. Rating Performance Fill up the Performance Evaluation worksheet
Compute final rating
Rate each objective using the rating scale
Reflect actual results / accomplishments
Fill up the Performance Evaluation worksheet
Read slide.

73. Scale Description Adjectival
CSC’s Revised Policies on the Strategic Performance Management System (SPMS) MC 13 s. 1999
Scale
Adjectival
Description 5
Outstanding
(130% and above)
Performance exceeding targets by 30% and above of the planned targets; from the previous definition of performance exceeding targets by at least fifty (50%). 4
Very Satisfactory
(115%-129%)
Performance exceeds 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. 3
Satisfactory
(100%-114%)
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. 2
Unsatisfactory
(51%-99%)
Performance of 51% to 99% of the planned targets. 1
Poor
(50% or below)
Performance failing to meet the planned targets by 50% or below.
We will follow this Performance Rating Scale mandated by the Civil Service Commission (CSC).

74. *DepEd’s Competencies Scale
Definition 5
Role model 4
Consistently demonstrates 3
Most of the time demonstrates 2
Sometimes demonstrates 1
Rarely demonstrates
This is DepEd’s Competencies Scale.
Ratings here will be used for developmental purposes only.
5 (role model) - all competency indicators
4 (consistently demonstrates) – four competency indicators
3 (most of the time demonstrates) – three competency indicators
2 (sometimes demonstrates) – two competency indicators
1 (rarely demonstrates) – one competence indicator
*will be used for developmental purposes

75. 2. Discuss Strengths and Improvement Needs
Please go to page 6 of your Individual Performance Commitment and Review Form (IPCRF). In here, you will capture the Strengths and Improvement Needs.
How you will do this?
The highest point on Results and demonstration of Competencies are the Strengths. On the other hand, the lowest points are the development needs.

76. Phase 4 Performance Rewarding and Development Planning
The last phase of the RPMS is Performance Rewarding and Development Planning.

77. 1. Rewards 2. Development Planning
There are two important points on this phase:
1. Rewards
2. Development Planning

78. 1. Rewards Link to PBIS (EO 80 s. 2012) Performance Based Bonus (PBB)
Step Increment
RPMS will be linked to PBB and the Step Increment.

79. 2. Development Planning
Employee development is a continuous learning process that enables an individual to achieve his personal objectives within the context of the business goals.
Employee development is a shared responsibility among the Individual, Manager, HR and the Organization.
Employee Development is continuous. One should not stop learning in the achievement of personal Objectives.
Employee Development is a shared responsibility. This is not only the responsibility of the Manager. The employee, as well as the HR, has also a stake in this.

80. Steps in Development Planning
Identify development needs
Set goals for meeting these needs
Prepare actions plans for meeting the development need
sanction learning activities
resources / support
measures of success
Implement Plans
Evaluate
It is ideal to conduct a simple Skills Assessment to identify current strengths and development needs.
Strength - In area where you have received feedback from your manager or colleagues as a strength; projects/assignments/tasks/behavior you have worked on where you have consistently met or exceeded expectations; an area that people often compliment you on as they see you as an "expert" in that field.
Development Needs - An area you can improve; project/assignments/ tasks/behavior you worked on where you have not met the expectations; an area you don't feel confident working in.

81. Activities which could be considered appropriate for employee development:
Benchmarking
Functional cross-posting
Seminars/workshops
Geographical cross-posting
Formal education/classes
Coaching/counseling
Assignment to task forces/committees/ special projects
Developmental/lateral career moves
Self-managed learning
Job enhancements / redesign
There is a wide array for people to grow and develop.
Classroom training is not the only way to train and develop people. Unfortunately, a lot of managers resort to this whenever they send people for training.
There are so many options to consider when evolving people.
Read the activities on the slide.
Remember that people have different preferences on how they want to learn. Be sure to tailor-fit their development plan to their needs and learning styles.

82. Development Principles
30/30/40 Learning Philosophy
The key elements to a successful learning process:
30% from real life and on-the-job experiences, tasks and problem solving. This is the most important aspect of any learning and development plan.
30% from feedback and from observing and working with role models – mentoring and coaching.
40% from formal training.
Read and explain slide.
Ensures that real learning takes place and endures by integrating both formal and informal elements.
The most effective way to learn and develop a new skill or behavior is to apply and practice it on the job and in real life situation.
Employee learning and development is built upon how individuals internalize and apply what they learn based on how they acquire the knowledge.

83. Back to page 6 of your Performance Commitment and Review Form (PCRF), determine the Action Plans necessary for the development of the employee.
Also reflect on the Timeline and the Resources Needed.
After the Rater and Ratee agree on the plan, they should sign this part of the form.

84. “Behind every successful person, there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and development.”
- Donald Miller, UK Mentoring Programme
May we continue to propagate the essence of this saying in DepEd. Provide avenues for people to grow and develop. Let there be a culture of encouragement, support, and guidance.

85. THANK YOU!!!