Ipcrf-Sample - Master Teacheradjusted

Name of Employee: ________________________
Position: Principal 1
Review Period: January 2015-December 2015
School: _______________________
MFO
KRAs
OBJECTIVES
INDIVIDUAL PERFORMANCE COMMITMENT & REVIEW FORM

Name of Rater:
Position: District Supervisor
Date of Review: December 2015
TIMELINE
WEIGHT
per KRA
Management
of
education
Services
Instructional Leadership
Performs instructional supervision to

achieve learning outcomes
Conducts classroom observation

and monitoring
Performs instructional supervision
Learning Environment
Establish systems for safe and child

friendly learning and school environment
for students
Jan-Dec
10%
Improved physical environment

for student learning
Human Resource
Management and
Development
Provides technical assistance to

teachers on matters pertaining to
enhancement of classroom mngt,
skills and instructional competence.
Conducts TNA-based in-service

trainings and learning action cell.
Parents' Involvement
and Community
Partnership
School Leadership,
Management and
Operations
Established school and family and

community partnership for performance
Performs data-based strategic planning
Performs School Leadership,

Management and Operations functions
Improve school performance

in the areas:
enrolment rate
dropout rate
Repetition rate
promotion rate
technical assistance Facilitates training in Division/
regional level
Acted chair of a committee in the

region/division/district
Ratee:
Rater:
______________________________
Principal 1
IDUAL PERFORMANCE COMMITMENT & REVIEW FORM

Name of Rater:
PERFORMANCE
INDICATORS
5- NAT Performance and GSA is 100% and above
4- NAT Performance and GSA is 86%-99%
3- NAT Performance and GSA is 75-85%.
2- NAT Performance and GSA is 65%-74%.
1- NAT Performance and GSA is 64% and below.
5- 100% of teachers were observed and monitored
4- 86%-99% of teachers were observed and monitored
1- 64% & below of teachers were observed and monitored
5- Collected, analyzed and utilized data to identify and plan
needed interventions
Recommended localized curriculum (MTB) for instruction
Developed standards for outstanding teacher and pupil performance
Organizes appopriate class programs, ADM, flexible learning
options as stop-gap measures
Consolidates reports on learning difficulties,home visitations
and peculiar incidents used for planning and implementing
apppropriate interventions
4- 4 of 5 requirements satisfied (with evidences)
2- Some requirements satisfied w/out evidences
1- requirements and reports largely missing
5- 100% and above accomplishments on the following
(supported by evidence such as school policy, reports,information
materials,advocacy activities, regular meetings, inventory)
ACTUAL RESULTS
Quality
97
Efficiency Timeliness
RATING SCORE
Ave
97
0.4
Adhered to CFSS,
Institutionalized Child protection mechanisms& processes
Has clear DRRM mobilization plans
4- All mechanisms are present except for some minimal
requirements.
3- All mechanisms are present but w/o evidences

2- Incomplete mechanisms and absence of reports.
1-mechanisms and reports are missing
5- 100% of classrooms & facilities are structured & well-maintained
4- 86%-99% of classrooms & facilities are structured & well-maintained
1- 64% & below of classrooms & facilities are structured & well-maintained
5- 100% and above of teachers provided with technical assistance

with corresponding evidences: (observation reports, TNA results
performance analysis & recommendations for devt interventions
4- 86%-99% of teachers provided with technical assistance
with corresponding evidences
1- 64% & below of teachers provided with technical assistance
5- 100% of teachers attended INSETand LAC sessions w/ TCR
4- 86%-99% of teachers attended INSETand LAC sessions
w/ TCR
w/ TCR
w/ TCR
1- 64% & below of teachers attended INSETand LAC sessions
w/ TCR
5 -Has stakeholders partnership/mobilization plan agreements
(complete with reports and documentations of meetings,
Organized programs with stakeholders,esp. parents for academic
and other purposes (esp. Strategic planning)
Obtained resources for the school through stakeholders partnership
4 -Has mobilization plan and occasionally meets stakeholders in
meetings and activities but some elements (e.g. not enough
resources raised)
3- Has mobilization plan and ocassionally meets are missing

stakeholders but not resulting to resources generated and
evidences
2-Poor mobilization skills and seldom meets stakeholders
1-No evidence in this area
5- Produced a school strategic plan/SIP and AIP through the
strategic planning process
conduct of school situational analysis, SWOT, determining
strategies through prioritizing strategic options, resource and facilities
planning and formulation of PAPs based of analyses

Strategic Plan was based on Deped vision, contextualized in
in school vision and mission all school stakeholders were
engaged in the strategic planning process
-M&E for process and outcomes checkpoints were
developed and utilized

100% and above accomplishment of school targets
(with evidence contained in school report card
-School report card presented to all stakeholders
4-Produced strategic plan following the strategic
planning process with minimal deviation and 86%-99%

accomplishment of school targets (supported by evidence
3- Produced strategic plan following the strategic
planning process with minimal deviation and

75%-85% accomplishment of school targets
(supported by evidence
planning process with deviation and

1-64% and below accomplishments, strategic planning
process and evidences are largely absent

5- With clear financial management system for the school
supported by evidences such as reports, account logs

, database sytem
Allocated/Prioritized funds for programs and school
facilities improvement and maintenance
Monitored, accounted and reported utilization of school fund
Reported sources and uses of funds

Ensured quality standards for facilities given to the school
Coordinated with stakeholders on resource mobilization
Maintained school EMIS and regularly submit
MIS reports to the Division Office
4- With clear financial and resource management
system but one or equirements were missing were
negligible (with complete evidence
3-With clear financial and resource management
system but two requirements and/or reports were lacking
2-Financial Management System and reporting were

in its initial stages
1-No Financial Managment System and/or reports
observed
5- 100% of the target met per indicator
4- 86-99% of the target met per indicator
3- 75%-85% of the target met per indicator
1- 64% & below of the target met per indicator
5- facilitated 3 trainings at regional/ 5 division
4-facilitated 2 trainings in region/4 in division
5- acted as chair of working committee in the region
4- acted as chair of working committee in the division
3- acted as chair of 3 working committees in the district
1- acted as chair of 1 working committee in the district
________________________________________
ASDS
INDIVIDUAL PERFOR
Name of Employee: ________________________
Position: Principal 1
School: _______________________
MFO
KRAs
OBJECTIVES
TIMELINE
Management
Jan-Dec
Instructional Leadership
of
Performs instructional supervision to

achieve learning outcomes
education
Services
Conducts classroom observation

and monitoring
Performs instructional supervision
Learning Environment
Establish systems for safe and child

friendly learning and school environment
for students
Improved physical environment

for student learning
Human Resource
Management and
Development
Provides technical assistance to

teachers on matters pertaining to
enhancement of classroom mngt,
skills and instructional competence.
Conducts TNA-based in-service

trainings and learning action cell.
Parents' Involvement
and Community
Partnership
Established school and family and

community partnership for performance
School Leadership,
Management and
Operations
Performs data-based strategic planning
Performs School Leadership,

Management and Operations functions
Plus Factor
Improve school performance

in the areas:
enrolment rate
dropout rate
survival rate
promotion rate
Facilitates training in Division/
regional level

Ratee:
______________________________
Principal 1

Name of Rater:
WEIGHT
PERFORMANCE
per KRA
40%
INDICATORS
ACTUAL R
Quality
5- 2 pts & above increased
15% 4- 1.5 pts increased
2 pts
3- 1 pt increased
2- .75 pts increased
1- .5 pts increased
5- 85% & above GSA performance
4- 80-84% GSA performance
85
1- 70% & below GSA performance
10% 5- 100% of teachers were observed and monitored
150

1- 64% & below of teachers were observed and monitored
15% 5- Collected, analyzed and utilized data to identify and plan

needed interventions
Recommended localized curriculum (MTB) for instruction
Developed standards for outstanding teacher and pupil performance
Organizes appopriate class programs, ADM, flexible learning
options as stop-gap measures
Consolidates reports on learning difficulties,home visitations
and peculiar incidents used for planning and implementing
apppropriate interventions
2- Some requirements satisfied w/out evidences
10%
1- requirements and reports largely missing

5- 100% and above accomplishments on the following
5% (supported by evidence such as school policy, reports,information
materials,advocacy activities, regular meetings, inventory)
Adhered to CFSS,
Institutionalized Child protection mechanisms& processes
Has clear DRRM mobilization plans
4- All mechanisms are present except for some minimal
requirements.
1 IS
100
3- All mechanisms are present but w/o evidences

2- Incomplete mechanisms and absence of reports.
1-mechanisms and reports are missing
5% 5- 100% of classrooms & facilities are structured & well-maintained
1- 64% & below of classrooms & facilities are structured & well-maintained
20%
5- 100% and above of teachers provided with technical assistance

10% with corresponding evidences: (observation reports, TNA results
performance analysis & recommendations for devt interventions
1- 64% & below of teachers provided with technical assistance
100
5% 5- 100% of teachers attended INSETand LAC sessions w/ TCR

w/ TCR
2
20

w/ TCR
w/ TCR
1- 64% & below of teachers attended INSETand LAC sessions
w/ TCR
5% 5 -Has stakeholders partnership/mobilization plan agreements

(complete with reports and documentations of meetings,
Organized programs with stakeholders,esp. parents for academic
and other purposes (esp. Strategic planning)
Obtained resources for the school through stakeholders partnership
4 -Has mobilization plan and occasionally meets stakeholders in
meetings and activities but some elements (e.g. not enough
resources raised)
3- Has mobilization plan and ocassionally meets are missing

stakeholders but not resulting to resources generated and
evidences
2-Poor mobilization skills and seldom meets stakeholders
1-No evidence in this area
20%
5- Produced a school strategic plan/SIP and AIP through the
10% strategic planning process
conduct of school situational analysis, SWOT, determining

strategies through prioritizing strategic options, resource and facilities
planning and formulation of PAPs based of analyses

Strategic Plan was based on Deped vision, contextualized in
in school vision and mission all school stakeholders were
engaged in the strategic planning process
-M&E for process and outcomes checkpoints were
developed and utilized

100% and above accomplishment of school targets
(with evidence contained in school report card
-School report card presented to all stakeholders

planning process with minimal deviation and 86%-99%

accomplishment of school targets (supported by evidence
3- Produced strategic plan following the strategic
planning process with minimal deviation and

planning process with deviation and

1-64% and below accomplishments, strategic planning
process and evidences are largely absent

10% 5- With clear financial management system for the school
supported by evidences such as reports, account logs
, database sytem
Allocated/Prioritized funds for programs and school
facilities improvement and maintenance
Monitored, accounted and reported utilization of school fund
Reported sources and uses of funds

Ensured quality standards for facilities given to the school
Coordinated with stakeholders on resource mobilization
Maintained school EMIS and regularly submit
MIS reports to the Division Office
4- With clear financial and resource management
system but one or equirements were missing were
negligible (with complete evidence
3-With clear financial and resource management

system but two requirements and/or reports were lacking
2-Financial Management System and reporting were
in its initial stages
1-No Financial Managment System and/or reports
observed
5%
5%
5- 100% of the target met per indicator

4- 86-99% of the target met per indicator
1- 64% & below of the target met per indicator
3% 4-facilitated 2 trainings in region/4 in division
2% 5- acted as chair of working committee in the region
Rater:
________________________________________
PSDS
0
1
1%
ACTUAL RESULTS
RATING
Ave
SCORE
INDIVIDUAL PERFORMAN
Name of Employee: ________________________
Position: Nurse II
Review Period: July 2014-December 2014
District:
School: _______________________
MFO
KRAs
OBJECTIVES
Health and Nutrition Education
Conducts health lectures/talks to classes
20
Conducted different screening procedures

to at least 75% of the school children in a
school year
750
Served as resource speakers in health

related activities
75
Healthful School Living

Inspects 70% of the sanitation of lunch
counter and food services of all schools
Inspects 70% of the sanitary permit of the lunch

counter and health certificates of canteen
helpers
Supervises the maintenance of safe,

healthful and sanitary conditions of
75% school facilities
Health and Nutrition Services
Conducted individual health inspection

of at least 85% school children in a
school year/referred
Treated all pupils with identified ailments
Dewormed at least 85% of children

in a school year
School Community
Conducted home/hospital visitation
Coordination for Health

and Nutrition
at least once a month for 70% of

pupils with identified ailments
Coordinated with community health

agencies regarding proper management
and referrals
Conducted school/community
assemblies in a year in all
schools

Name of Rater:
TIMELINE WEIGHT
PERFORMANCE
per KRA
INDICATORS
25%
8% 5-Conducted lectures/talks to classes in
130% and above of the total schools
within the assigned area of responsibility
4-Conducted lectures/talks to classes in
115-129% of the total schools within the
assigned area of responsibility
100-114% of the total schools within the
2-Conducted lectures/talks to classes

in 51-99% of the total schools within the
50% and below of the total schools within
the assigned area of responsibility
10% 5-Annual screening procedures for school
children conducted in 130% and above of
the total schools within the assigned area
of responsibility
4-Annual screening procedures for school
children conducted in 115-129% of the total
schools within the assigned area
children conducted in 50% and below of the total
7%

5-Served as resource speaker in 130% and
above invitations to health related activities
within the period of performance appraisal
4-Served as resource speaker in 115-129%
invitations to health related activities
Actual Results
E

3-Served as resource speaker in 100-114%
2-Served as resource speaker in 51%-99%
1-Served as resource speaker in 50% &
below invitations to health related activities
25%
5- Inspection report on lunch counters and food
10% services of 130% and above of the total number

of schools within the assigned area of responsibility
services of 115%-129% of the total number
services of 50% & belowof the total number
5% 5-100% of the sanitary permit of the lunch counters
& health certificates of canteen helpers inspected
4-86%-99% of the sanitary permit of the lunch
counters & health certificates of canteen helpers
inspected
inspected
inspected
1-64% & below of the sanitary permit of the lunch
inspected
10%
5- 100% and above maintenance of safe, healthful

and sanitary conditions of school facilities maintained
4-86%-99% maintenance of safe, healthful and
sanitary conditions of school facilities maintained

1-64% & below maintenance of safe, healthful and
30% 5- individual health inspection of 100% and above of

10% school children conducted within the area of responsibility
4- individual health inspection of 86%-99% of school
children conducted within the area of responsibility
1- individual health inspection of 64% & below of school
10%
5- 100% and above of pupils with identified ailments

treated within the performance appraisal period
4- 86%-99% of pupils with identified ailments
1- 64% & below of pupils with identified ailments
10% 5-100% and above of children dewormed within the

assigned area of responsibility in a school year
4-86%-99% of children dewormed within the
1-64% & below of children dewormed within the
15% 5- 100% and above home and hospital visitations

5% conducted
4- 86%-99% of home and hospital visitations conducted
1- 64% & below of home and hospital visitations
conducted
5% 5-100% and above coordination with community health

agencies within the performance appraisal period
4-86%-99% coordination with community health
1-64% & below coordination with community health
5% 5- 100% and above of the targeted number of school

community assemblies for the year were conducted
4- 86%-99% of the targeted number of school
1- 64% & below of the targeted number of school
tual Results
Average RATING
SCORE
0.21
Rating
0.21
V.S.
Name of Employee: ________________________

Position: Education Supervisor 1
District:
School: _______________________
MFO
KRAs
OBJECTIVES

Name of Rater:
Position: Schools Division Superintendent
Division Plans Preparation,
Formulated the Division Education
Monitoring and Evaluation
Development Plan (DEDP) in his assigned

learning area of instruction within the
target date (for recommendation to the SDS)
TIMELINE WEIGHT
per KRA
Jan-Dec
7%
PERFORMANCE
INDICATORS
5-Specific action plan(s) on learning area
were included in the Division Education
Development Plan .
-Action plans based on data/evidence
e.g. from scanning, trending analysis,
observation)
-Prepared accompanying guidelines and
programs of work on area/coverage on
on matters pertaining to curriculum implementation,
teacher/staff development and school facilities
-Prepared accompanying guidelines and programs
of work on area/coverage on matters pertaining to
curriculum implementation, teacher/staff development
and school facilities
- Evaluation mechanisms for suggested action
interventions were present in the DEDP
-Private schools were also covered by the Plan
-DEDP part was defended and approved by the SDS
4-Specific action plan(s) on coverage area were included in the Division
Education Development Plan
4 requirements met
3 requirements met

requirements are largely missing
1-Specific action plan(s) on coverage area included in the Division Education
Development Plan .
requirements are absent
Instructional Supervision
and Monitoring & Evaluation
Development and Evaluation of

Instructional Materials
Performed regular instructional
Jan- Dec
supervision including monitoring and evaluation

within target date
Initiated the development of instructional

materials in assigned learning area
within the target date
Jan-Dec
40% 5-monitored learning outcomes in the area of specialization

(with monitoring report, recommendations and
proposed action plan)
Prepared a monthly supervisory plan approved
by the SDS
Conducted at least 10 more than acceptable
observation in the year/grade levels or learning areas
Produced teacher portfolio of observation reports,
results of pre- and post conference, strengths and
needs analysis and recommendations for appropriate
interventions
Assisted in the implementation of laws, policies, plans,
programs rules and regulations pertaining to curriculum,
staff and school facilities development
provided technical assistance to school heads
instructional leadership in the area of specialization
(with evidence/documentation)
appraised and monitored the implementation of School
Improvement Plans (SIPs)
h. documented best practices to introduce innovations
with report
4- 4 requirements met
2- requirements are largely missing
1- requirements are absent
8% 5- Initiated development of instructional materials in
assigned subject area
Developed evaluative criteria on the different
aspects of assigned instructional program

Evaluated and recommended instructional
materials for maximum use of learners
Instructional materials produced were
supported by data (needs-based)
Instructional materials have been pilot
tested/validated and approved by the SDS
3-3 requirements met
2-Requirements are largely missing
In-Service Trainings (INSET)
Initiated and coordinated in-service trainings

in the assigned area within target date
Jan-Dec
20%
1-requirements are absent

5Conducted teachers training needs analysis (TNA)
Submitted consolidated report on competency
assessment/TNA
Initiated and coordinated in-service trainings in

assigned area based on assessment results
Performed evaluation to determine training
effectiveness
Prepared and submitted to SDS the training report
Served as consultant or resource person in related activities
Research, Evaluation and
Undertook basic and action researches

to improve curriculum and instruction
Teaching Innovations
within target date
Jan-Dec
5% 5-Undertook basic and action researches to

improve curriculum and instruction
Provided leadership in the effective use of research
and evaluation techniques in the assigned area of instruction
Prepared and evaluated research designs on the assigned area
Prepared and supevised memoranda, bulletins, reports, handbooks, etc., on research

and evaluation
Led in the utilization of research findings based on innovations in division/school wide

implementation
Developed and administered tests to learners for evaluation and base
6. Test Development and

Administration
Developed and administered tests to learners for evaluation

and
base reference within target dates
Jan-Dec
10%
5- 130% and above of tests developed and administered

Adhered to test construction processes and requirements
Item analysis provided
test items field-tested/validated
Test items based on prescribed learning competencies
tests items approved by the testing committee/SDS
4- 115-129% of test developed & administered
3- 100-114% of tests developed and administered
2- 51-99% of tests developed and administered
1- 50% & below of tests developed and administered
7. School and Other

Report Preparation
Supervised preparation of reports on school visits, annual

report, publication of circulars
bulletins, memoranda and others for
the information and guidance of all concerned
within the period specified by the rules
10% 5-130% and above of required reports prepared and

accepted by the SDS
4- 115-129% of required reports prepared and

accepted by the SDS
3- 100-114% of required reports prepared and accepted by the SDS

2- 51-99% of required reports prepared and accepted by the SDS
1- 50% and below of required reports prepared and accepted by the SDS
100%
Prepared by:
Total
Approved:
________________________________
Education Program Supervisor 1
____________________________________
Schools Division Superintendent
Target
ACTUAL
RESULTS
RATING
SCORE
100
30
Name of Employee: ________________________

District:
School: _______________________
MFO
KRAs
OBJECTIVES
8
Name of Rater:
TIMELINE WEIGHT
per KRA
PERFORMANCE
INDICATORS
MANAGEMENT OF
Conduct periodic monitoring and evaluation and submit
5- 150 schools & above monitored, evaluated and
OF CURRICULUM
recommendations towards enhancing the management
submitted 3 recommendations
IMPLEMENTATION
and delivery of the basic education curriculum.
4- 100-149 schools monitored, evaluated and
Target
ACTUAL RESULTS
Q
M&E data and recommendations

e implementation and delivery of th
1- 29 and below schools monitored, evaluated
but no recommendation submitted.
Establishes together with School M&E the mechanisms,
processes and tools for monitoring , curriculum
implementation and articulation (including vertical and
horizontal integration) in the schools division to gauge
adherence to standards while implementing innovations.
Submit (together with School M&E) Progress Monitoring

Report of Schools Division Curriculum Implementation and
Management per Subject area.
5- 5 M & E systems established for curriculum

implementation(content,IMs,assessment,
Co-curr.activities, support system)
implementation
implementation
implementation
implementation
5- 10 monthly progress monitoring report submitted
4- 8-9 monthly progress monitoring report submitted
Mechanisms, processes and tools

implementation and articulation (in
Progress Monitoring Report of Division Curri

and Management per Subject area.
1- 1-3 monthly progress monitoring report submiotted

Submit (together with School M&E ) Evaluation Results of
Division Curriculum implementation and submit policy
recommendations towards improvement.
5- 4 quarterly evaluation results submitted

Evaluation Results of Division Cur
1- 0 quarterly evaluation results submiotted

Conduct evaluation of Schools Division Instructional
Supervision Plan Implementation and submit policy
recommendations towards process improvement.
5- 4 evaluation of Schools Division Instructional

Plan (SDIP) implementation and policy
recommendations submitted
1- No evaluation of Schools Division Instructional
Evaluation of Division Instructiona
recommendations
Develop and implement advocacy programs and materials
on the basic education curriculum to enhance appreciation and
and support from stakeholders.
5- 1 advocacy program developed and implemented;

4 advocacy activities conducted
1- no advocacy program developed
Advocacy programs on the ed
Develop and submit Concept Papers and Project

designs and proposals for curriculum enhancement
and innovation.
5- 1 Concept Paper/Project designs/proposals

developed,approved, implemented and evaluated
Concept Papers and Project d
developed,approved and implemented

developed and approved
developed
1- No Concept Paper/Project designs/proposals
CURRICULUM
DEVELOPMENT,
ENRICHMENT,
and LOCALIZATION
Develop training designs, modules and materials to

localize, indigenize, contextualize competencies in the
curriculum per subject area for use of the schools
division.
developed
5- 1 training design, module and material to localize
indigenize, contextualize competencies in the
curriculum for use of the schools developed
4- 1 training design and module/material to localize
Training designs and modules to lo

contextualize competencies in the
, indigenize, contextualize competencies in the

3- 1 training design to localize indigenize,
, contextualize competencies in the
2- 1 training design developed
1- no training design developed
Develop (with School M&E) processes and tools for
monitoring the localized and indigenized curriculum
implementation to get feedback on effectiveness.
5- 5 M & E systems established for indigenized/

localized curriculum implementation(content,IMs
,assessment, Co-curr.activities, support system)
localized curriculum implementation
Processes and tools for managing

localized and indigenized curriculu
Submits reports and findings on curriculum innovations

and localization by schools division for appropriate
management action.
Conduct research on Curriculum Localization to widen

the pool of knowledge and application to the region.

5- 4 reports and findings on curriculum innovations
and localization submitted
2- 1 report and finding on curriculum innovations
1- 1 report and finding on curriculum innovations
and localization but not submitted.
5- 2 researches on curriculum localization conducted
and implemented.
4- 1 research on curriculum localization conducted
and implemented.
3- 2 researches on curriculum localization conducted
but not implemented.
2- 1 research on curriculum localization conducted
Reports on findings on curriculum innovatio
Research on Curriculum Localization
but not implemented.

1- no research on curriculum localization conducted
LEARNING
Conducts evaluation and submits recommendations on
5- 4 evaluations and recommendations on localized
Evaluation and recommendations
DELIVERY
localized curriculum Delivery or Instructional strategies
curriculum delivery conducted and submitted
Delivery or Instructional strategies
innovated by Schools Division and schools.

1- no evaluation and recommendation on localized
Recommends publication of effective practices on
5- 4 publications of effective practices on learning
Publications on effective practices on learnin
learning delivery/ instructional innovations implemented

by the Schools Divisions and schools for learning and
adoption.
delivery/instructional innovations recommended

1- no publication on effective practices on learning
LEARNING
Lead or work as a team member to develop general

5-Subject matter expertise, writing, editorial
RESOURCE
and local learning resource materials in the assigned
expertise in the design and development of general
subject area to increase variety of learning resource to
and localized learning materials provided
support the basic education curriculum
4- 3 out of 4 criteria met
Subject matter expertise, and or w
in the design and development of

1- no criterion met
5- 5 evaluations and quality assurance on general
Lead or work as a team member to evaluate and or
and local learning materials provided
quality assure general and local learning materials to

uphold standards of quality learning materials.
Quality Assurance on general and local learn

1- 1 evaluation and quality assurance on general
LEARNING
OUTCOMES
ASSESSMENT
Gather result of assessment reports per least learned

skills and analyze performance gaps to pinpoint causes
and possible interventions to close the gap.
5- 10 analysis of assessment results and least

learned skills per subject conducted
4- 7-9 analysis of assessment results and least
Assessment per subject and least learned ar

1- 1 analysis of assessment results and least
Draft policy recommendations related to improving

learning outcome based on findings from studies and reports.
5- 2 policies recommended and implemented on

improving learning outcome based on findings.
4- 1 policy recommended and implemented on
3- 2 policies drafted and recommended on
2- 1 policy drafted and recommended on
Programs and Policy recommendations
1- 1 policy drafted but not recommended

SPECIAL
Conducts monitoring of curricular support activities and
5- 20 monitoring and evaluation of curricular activities
CURRICULAR
PROGRAMS AND
AND SUPPORT
ACTIVITIES
submits evaluation reports for appropriate management

action.
conducted
4- 15-19 monitoring and evaluation of curricular
activities conducted
Monitoring and Evaluation Reports on Curric
Drafts policy recommendations on curricular support

activities for regional adoption.
5- 2 policies recommended and implemented on

curricular support activities for regional adoption
4- 1 policy recommended and implemented on
curricular support activities for regional adoption
3- 2 policy recommended on curricular support
activities for division adoption
2- 1 policy recommended on curricular support
1- no policy recommended on curricular support
Policy Recommendations

RESEARCH
Conduct action research on curriculum implementation,

learning area, as well as best practices in content
5- 2 action researches conducted, findings

submitted and recommended for policy.
delivery and submit findings and recommendations for

management action and policy formulation.
4- 1 action research conducted, findings

submitted and recommended for policy.
3- 2 action research conducted and findings
submitted.
2- 1 action research conducted and findings
submitted.
1- no action research conducted and no findings
Results of Research-based Studies

Recommendations for Policy Formulation
submitted.
TECHNICAL
ASSISTANCE
Assesses the situation and analyzes the needs of
5- 1 TA plan prepared based on needs of assigned
TA plan and reports
assigned schools divisions to identify the appropriate
schools districts, implemented and 4 reports submitted
Policy recommendations based
and relevant actions and interventions for TA plans.

schools districts, implemented and 1 report submitted
schools districts, implemented and no report submitted
Coach the school (through the PSDS) in implementing

interventions related to curriculum implementation and
instructional delivery.
5-100% of schools coached in implementing

interventions on curriculum implementation and
instructional delivery in assigned districts.
4-86%-99% of schools coached in implementing

1-64% & below of schools coached in implementing
Prepares and submits reports on the results of technical
assistance and corresponding policy recommendations
for management s consideration.
0%
Prepared by:
Total
Approved:
________________________________
Education Program Supervisor 1
____________________________________
ACTUAL RESULTS
E
T
RATING
SCORE
M&E data and recommendations towards enhancing the

implementation and delivery of the basic education curriculum.
Mechanisms, processes and tools for monitoring curriculum

mplementation and articulation (including vertical and horizontal integration)
Monitoring Report of Division Curriculum Implementation

ement per Subject area.
Evaluation Results of Division Curriculum implementation.
Evaluation of Division Instructional Supervision Plan Implementation
Advocacy programs on the education curriculum
Concept Papers and Project designs and proposals
Training designs and modules to localize, indigenize,

contextualize competencies in the curriculum per subject area
Processes and tools for managing and monitoring the

ocalized and indigenized curriculum
n findings on curriculum innovations and localization
on Curriculum Localization
Evaluation and recommendations on Localized Curriculum
Delivery or Instructional strategies innovated by schools
s on effective practices on learning delivery/ instructional innovations
Subject matter expertise, and or writing and editorial expertise
n the design and development of general and localized learning materials provided
urance on general and local learning materials provided
nt per subject and least learned area
and Policy recommendations
and Evaluation Reports on Curricular Support Activities Conducted
ommendations
sults of Research-based Studies per subject or learning area
ndations for Policy Formulation
TA plan and reports

Policy recommendations based on TA Reports
INDIVIDUA
Name of Employee: ________________________
District:
School: _______________________
MFO
KRAs
LITERACY ASSESMENTS
Literacy survey
conducted
Literacy map of
non-literate drawn
Assessment &
evaluation to
establish
literacy level
conducted
LITERACY INTERVENTIONS
Learning plan
and developmental
activities designed
Learning sessions
responsive to the
participants
implemented
Advocacy
programs &
materials
developed
RESEARCH
TECHNICAL ASSISTANCE
Prepared by:
________________________________
Education Program Specialist
____________
cember 2015
OBJECTIVES
INDIVIDUAL PERFORMANCE COMMITMENT & REV

Name of Rater:
Position: Schools Division Sup
TIMELINE
WEIGHT
per KRA
45%
obj
Conduct a survey of household in the assigned community to

identify members who are non- literate and are target
participants for ALS program
15%
Draw a literacy map to geographically illustrate location

of non-literate members of the community and guide
strategy for implementing ALS program.
15%
Conduct assessment and evaluation of participants to
15%
establish literacy level and assess progress.
30%
Design learning plan and developmental activities
appropriate to the level of each ALS participant
5%
Implement learning sessions according to the rate of

progress of participants and adjust activities to facilitate
learning.
15%
Develop advocacy programs and materials for various
10%
education stakeholders (e.g LGU, families/parents,

, businesses) in the community to generate support for
education.
Conduct action research on areas in alternative learning
5%
5%
systems and its implementation needing clarification and

submit findings and recommendations for management
submit findings and recommendations for management
action and policy formulation
20%
Provide basic education services to out-of-school children,
youth and adults by assisting the PSDS in coordinating
activities on ALS programs & projects; instructional
supervision; monitoring & evaluation
10%
Provides technical assistance to ALS Learning Facilitators

(Mobile Teachers, DALSCs, Literacy Volunteers,
Instructional Managers, Facilitators) at the District level.
____________
m Specialist
10%
100%
100%
Rater:
____________________________________
Asst. Schools Division Superintendent
MANCE COMMITMENT & REVIEW FORM

Name of Rater:
PERFORMANCE
Target
INDICATORS
ACTUAL RESULTS
Result
5-100% & above households in the assigned community

to identify non-literate surveyed.
4-86%-99% households in the assigned community
1-64% & below households in the assigned community
Literacy Surveillance Find

Literacy maps
Assessment and Evaluati

5-100% & above of non-literate members plotted
in the literacy map of assigned area.
4-86%-99% of non-literate members plotted
1-64% of non-literate members plotted
5-100% & above of participants' literacy level identified
4-86%-99% of participants' literacy level identified
1- 64% of participants' literacy level identified
5-10 & above learning plans and developmental activities

appropriate to the level of ALS participants designed
4-7-9 learning plans and developmental activities
Developmental activities
Learning sessions
Advocacy programs and materials for education in the commu
1-1- learning plans and developmental activities

5-100% & above of learning sessions implemented

according to the rate of progress of participants
4-86%-99%of learning sessions implemented
1-64% & below of learning sessions implemented
5- 5 & above advocacy programs and materials
developed and implemented
4- 4 advocacy programs and materials
5-4 action research on ALS conducted and reported
Results of Action-Researches made on alternative le
Recommendations for Policy Formulation

1- no action research conducted
5-16 district supervisors assisted in the implementation
of ALS programs and projects, instructional
supervision, monitoring and evaluation.
4-12-15 district supervisors assisted in the implementation
1-4 & below district supervisors assisted in the implementation

5-15 & above District ALS Learning Facilitators
Instructional Managers, Facilitators) provided technical
assistance.
4-10-14 of District ALS Learning Facilitators
Instructional Managers, Facilitators)technical assistance
provided.
provided.
provided.
1-2 & below of District ALS Learning Facilitators
provided.
Total
Approved:
Schools Division Superinte
ACTUAL RESULTS
E
RATING
Literacy Surveillance Findings

Literacy maps
Assessment and Evaluation
materials for education in the community
SCORE
n-Researches made on alternative learning systems and their implementation.
ons for Policy Formulation
chools Division Superintendent
Name of Employee: ________________________

District:
MFO
Guidance &
Instructional
supervision
provided
Technical
Assistance,
Observation
and coaching
provided
KRAs

Name of Rater:
OBJECTIVES
TIMELINE
INSTRUCTIONAL
Provide guidance and instructional supervision to
Jan-Dec
SUPERVISION
school heads by observing and gathering data on their
WEIGHT
per KRA Obj
35%
5%
strengths and development needs and then coaching

them towards improved instructional leadership practices.
Observe and gather data on the strengths and competency

(KSA) development needs of teachers and coach school
heads on how to improve teachers KSA in teachinglearning delivery.
Jan-Dec
25%
Schools &
Assess the situation of schools and learning centers, and
learning
centers
identify actions needed to put in place an enabling
assessed
quality basic education
Technical
assistance in
SIP formulation
Jan
5%
environment for School Heads and Teachers to deliver
TECHNICAL
Provide technical assistance in the formulation of school
ASSISTANCE
plans (e.g. SIP) and its adjustments by conducting
IN SCHOOL
workshops, doing follow through coaching and providing
MANAGEMENT
appraisal and feedback on their draft plans, so that all

schools can have approved plans as basis for budgeting
and resourcing,
Jan-Dec
20%
5%
SIP implementation
monitored
evaluated &
reported
Monitor and evaluate schools implementation of their plans
Induction
Coordinate and facilitate the conduct of orientation/
Program
induction programs for all newly hired teachers on
conducted
their roles and responsibilities.
Funds utilization
monitored &
evaluated
Jan-Dec
10%
and submit reports to the Schools Division management

team to provide feedback
MONITORING AND
Conduct monitoring and evaluation on the utilization and
EVALUATION
liquidation of SEF, MOOE and other funds to determine

if schools adhere with the policy and standards using
pre-designed M & E and transparency tools.
June-Aug
Jan-Dec
5%
15%
5%
SBM level of
practice
validated
Monitor SBM Level of practice through validation of their

documents and outputs to determine areas for
development and possible provision of technical
assistance to improve school performance
Jan-Dec
5%
Private
schools
monitored
and evaluated
Monitor and evaluate private schools through ocular

inspection of required documents to determine adherence
to set standards as regards to permit to operate renewal
of operation, permit for recognition, GASTPE
implementation, accreditation
May-Sep
5%
Jan-Dec
LOCALIZATION
Conduct monitoring and evaluation of the schools

implementation of the localized curriculum to provide
feedback to management towards continuous
enhancement of the curriculum
LEARNING
Gather result of assessment reports per least learned
Jan-Dec
OUTCOMES
skills and analyze performance gaps to pinpoint causes
ASSESSMENT
and possible interventions to close the gap.
CURRICULUM
Localize
curriculum
implementation
monitored &
evaluated
Assessment
results analyzed
DEVELOPMENT,
ENRICHMENT, and
3% 3%
15%
10%
& provided
intervention
policy
drafted &
recommended
Draft policy recommendations related to improving

learning outcome based on findings from studies and reports.
Jan-Dec
5%
Action research
conducted
Training
needs
analysis
of schools
acted
Technical
Assistance
progress
report
submitted
RESEARCH
Conduct action research on curriculum implementation,

learning area, as well as best practices in content
delivery and submit findings and recommendations for
management action and policy formulation.
Jan-Dec
3%
TECHNICAL
ASSISTANCE
Assesses the situation and analyzes the needs of

schools in the district to identify the appropriate
and relevant actions and interventions
Jan
9%
Prepares and submits periodic reports on the progress

of the technical assistance being provided to the schools
March
Aug
Oct
Dec
3%
4%
5%
100%
Ratee
100%
Rater
________________________________
Public Schools District Supervisor/PICs
__________________________________
Chief , CID
CE COMMITMENT & REVIEW FORM

Name of Rater:
PERFORMANCE
INDICATORS
5- 30 & above of school heads in the district
provided with instructional supervision
and coaching.
4- 25-29 of school heads in the district
Target
Result
12
25
ACTUAL RESULTS RATING SCORE

Q
E T
4
4.5 0.23
5
12
5
5
5
25
4%
4.5
5
4.67
x
0.05
0.23
and coaching.
and coaching.
and coaching.
1- 18 & below school heads in the district
and coaching.
5- 100 teachers observed and provided
instructional assistance; 100% of
school heads coached.
4- 80-99 teachers observed and provided
instructional assistance; 86%-99% of
4
25
4
25
5
5
5
5
5
5
5
5
5
15
/3
5
1.25

1- 29 teachers & below were observed and
provided instructional assistance; 64% &
below school heads coached.
5-30 & above of schools and learning centers
in the district were assessed,evaluated
26
27
4.5
0.225
5
5
5
5
4.5
5
14.5
4.83
0.242
and provided instructional assistance

4-25-29 of schools and learning centers



1-18 & below schools and learning centers

5- 30 & above of schools provided with technical

assistance in SIP formulation.
4- 25-29 of schools provided with technical
3-22-24 of schools provided with technical
2- 19-21 of schools provided with technical
1
30
1
1
29
1
4
5
1- 18 & below of schools provided with technical

5-30 & above of schools SIP implementation
monitored,evaluated and reported
4-25-29 of schools SIP implementation
1-18 & below of schools SIP implementation
30
29
100%
100%
19
19
30
29 4
4.5
0.45
0.25
0.2

5-100% of newly-hired teachers oriented and inducted
4-86%-99% of newly-hired teachers oriented and inducted

1-64% & below of newly-hired teachers oriented and inducted
5- 100% of schools utilization & liquidation of
MOOE, SEF & Other funds were monitored
and evaluated
4- 86%-99% of schools utilization & liquidation of
and evaluated
and evaluated
and evaluated
1- 64% of schools utilization & liquidation of
and evaluated
5- 100% of school's SBM level of practice

monitored and validated
4- 86%-99% of school's SBM level of practice
1- 64% of school's SBM level of practice
5-100% of private schools in the district monitored
and evaluated through ocular inspection as regards
to permit to operate,renewal of operation,recognition
GASTPE implementation & accreditation
4-86%-99% of private schools in the district monitored
1-64% of private schools in the district monitored
###
###
0.05
0.1

5-100% of schools implementation of the localized
indigenized curriculum monitored and evaluated.
4-86%-99% of schools implementation of the
localized/indigenized curriculum monitored and evaluated.
30
30
0.03
0.6

1-64% & below of schools implementation of the
localized/indigenized curriculum monitored and
evaluated.
5- 30 & above of schools assessment results were
collected, analyzed and provided intenventions
4- 25-29 of schools assessment results were
1- 18 & below of schools assessment results were
5- 3 policies related to learning outcomes drafted

and recommended
4- 2 policies related to learning outcomes drafted
and recommended
3- 1 policy related to learning outcomes drafted
and recommended
2- 1 policy related to learning outcomes drafted
but not recommended
0.15
1- No policy related to learning outcomes drafted

but recommended
5- Conducted 1 action research with results
and recommendation replicated
and recommendations but not replicated
and but no recommendation
2- Prepared 1 action research proposal
0.05
1- No research proposal
5- Prepared and implemented comprehensive
district TA plan based on assessment results of all
schools in the district
district TA plan based on assessment results of
86%-99% of schools in the district
30
26
0.16
0.25
64% of schools in the district

5- Prepared and submitted 4 progress report on
technical assistance provided to schools

1- No progress report on technical assistance
prepared and submitted
__________________________
Chief , CID
4.237
Total
Approving Authority
_______________________________
OF
Name of Employee: FELIX ROMY A. TRIAMBULO, CESE
Position:
MFO
KRAs
OBJECTIVES
Management
Division Strategic Planning
of
Crafted comprehensive strategic division
Education
plan
Services
Established systems in the implementation of strategic

division plan.
Appraised and reviewed School

Improvement Plan
Implementation of Education
Agenda and Policies
Dessiminated DepEd policies and

agenda
Implemented DepEd policies and

agenda to achieve MDG and EFA goals
Established monitoring, evaluation and

reporting system in compliance of DepEd
policies and agenda implemented.
Provision of Instructional
Supervision and Technical
Assistance
Management
Management of Curriculum
of
Implementation
Provided instructional supervision and

technical assistance to improve instruction
Ensured compliance with quality
Educ
standards for basic education curriculum
Services
and programs
Encouraged adherence of schools to

accreditation standards
Regulatory and
Developmental
Supervised the operations of public and

private schools in the division
Services
for
PrivateSchools
Pilot schools utilizing localized/

indigenized curriculum and programs
Human Resource Development

and Management
Managed the performance of personnel
Hired, placed and evaluated teaching and

and non-teaching employees
Managed professional development
Effected disciplinary authority over

non-teaching personnel
Resource Management
Managed the physical and fiscal resources
Monitored the proper utlization of funds
Special Tasks/Other
Responded to legal concerns and

issues of the division
Assignments
Recommended priorities for SEF

allocations
Approved proposed researches

and studies
Established linkage with stakeholders
Evaluated and indorsed applications for

establishment of new schools, separation
of annexes, integration of schools
Prepared by:
FELIX ROMY A. TRIAMBULO, CESE
OFFICE PERFORMANCE COMMITMENT & REVIEW FORM

Name of Rater: MALCOLM S. GARMA, CESO V
Position:
TIMELINE
WEIGHT
per KRA Obj
Jan- Dec
25%
8%
10%
7%
10%
2%
4%
4%
10%
10%
20%
6%
5%
8%
1%
15%
3
5%
5%
2%
Jan- Dec
10%
5%
5%
10%
2%
2%
2%
2%
2%
100%
Approved:
ORMANCE COMMITMENT & REVIEW FORM

ame of Rater: MALCOLM S. GARMA, CESO V
Regional Director
ate of Review: December 2015
PERFORMANCE
INDICATORS
5-100% and above of DEDP crafted
4-86%-99% above of DEDP crafted
Target
Actual Resul
Quality
1
3-75-85% of DEDP crafted

2-65%-74% of DEDP crafted
1-64% & below of DEDP crafted
5- 5 systems established(planning,
implementing,QA,reporting,support system
5- 500 SIPs reviewed and appraised
4- 351-499 SIPs reviewed and appraised
3- 301- 350 SIPs reviewed and appraised
500
2- 251-300 SIPs reviewed and appraised

1- 250 below SIPs reviewed and appraised
5-100% of DepEd polices and agenda dessiminated
4-86-99% of DepEd polices and agenda dessiminated
100%
3-75%-85% of DepEd polices and agenda dessiminated

2-65-74% of DepEd polices and agenda dessiminated
1-64% and below of DepEd polices and agenda dessiminated
5- 100% of DepEd policies and agenda implemented
100%
4- 86%-99% of DepEd policies and agenda implemented

1- 64% and below of DepEd policies and agenda implemented
5- 5 monitoring, evaluation and reporting system in

in compliance of DepEd policies and agenda established



5- 100% of schools provided instructional supervision

and technical assistance.
4- 86%-99% of schools provided instructional supervision
1- 64% of schools provided instructional supervision
500
5-100% and above of school's compliance to

quality standards ensured
4-86%-99% of school's compliance to quality
standards ensured
500
3-75%-85% of schools compliance to quality standards ensured

2-65%-74% of school's compliance to quality standards ensured
1-64% and below of compliance to quality standards ensured
5- 100% and above adherence to accreditation standards attained
4-86%-99% adherence to accreditation standards attained
3-75%-85% adherence to accreditation standards attained

2-65-74% adherence to accreditation standards attained
1-64% and below of adherence to accreditation standards attained
5-100% and above operations of public and private schools supervised
500
4-86%-99% operations of public and private schools supervised
25

1-64% and below of operations of public and private schools supervised
5-5 schools piloted utilization of localized/indigenized
curriculum materials and programs

2- 2 schools piloted utilization of localized/indigenized
1- 1 schools piloted utilization of localized/indigenized
5-100% and above of performance of personnel managed
4-86-99% of performance of personnel managed
1- 64% and below of performance of personnel managed
100%
5-100% and above of employees hired, placed and evaluated

4-86%-99% of professional development managed
100%

1-64% and below of professional development managed
5-100% and above of professional development
managed
100%
1-64% and below of professional development managed

5-100% and above of non-teaching personnel well-managed
100%
4-86%-99% of non-teaching personnel well-managed

1-64% and below of non-teaching personnel well-managed
5- 100% and above of physical and fiscal resources managed

4- 86% -99% of physical and fiscal resources managed
1- 64% & below of physical and fiscal resources managed
5-100% and above proper utilization of funds monitored
4-86%-99% proper utilization of funds monitored
3-75%-85% proper utilization of funds monitored
2- 65%-74% proper utilization of funds monitored
100%
500
1- 64% and below proper utilization of funds monitored

5-100% and above of legal concerns and issues responded to
100%
4-86%-99% of legal concerns and issues responded to

1-64% and below of legal concerns and issues responded to
5-100% and above of prioritie for SEF allocations recommended
100%
4-86%-99% of prioritie for SEF allocations recommended


1-64% and below of prioritie for SEF allocations recommended
5-100% and above of proposed researches and studies approved
4-86%-99% of proposed researches and studies approved
1-64% and below of proposed researches and studies
approved
5-100% and above of linkage activities established
10
4-86%-99% of linkage activities established

1-64% and below of linkage activities established
5-100% and above of application evaluated and indorsed
4-86%-99% of application evaluated and indorsed
1-64% and below of application evaluated and indorsed
MALCOLM S. GARMA, CESO V

Regional Director
Actual Results
RATING
SCORE
INDIVIDUAL
Name of Employee: ________________________
Position: Assistant Schools Division Superintendent
District:
School: _______________________
MFO
KRAs
OBJECTIVES
Planning, Organizing
Networking
Assisted in preparation, implementation

and monitoring of DEDP
Assisted in SIP/LCIP evaluation
Managed MIS including consolidation, processing
and updating of data and reports
Curriculum Implementation
Monitored curriculum implementation and

localization of instructional materials
Set priorities for supervision
Used test results
Coordinated and implemented INSET
Recommended policies on textbooks use,

teacher deployment, ALS service delivery
based onMIS
Assisted in budget preparation
Resource Management
and execution
Ensured proper use of funds and

resources
Assisted in fund-sourcing
Monitored administrative and procurement unit
Human Resource Development

and Management
Managed staff development and welfare

program
Evaluated performance of supervisors

and non-teaching employees of DO
Led the Division Grievance Committee
Identified training needs
Formulated staff development plan
Special Tasks/Other
Assignments
Assisted in evaluation of application for

new schools, separation of annexes,
integration of schools, permit/
recognition to operate
Assisted in promoting accreditation/
/equivalency standards
Coordinated with private schools on curriculum and

programs
Prepared by:
________________________________

Name of Rater:
Position:
Regional Director
TIMELINE
KRA
WEIGHT
Objectives
20%
PERFORMANCE
INDICATORS
5- 100% and above of DEDP prepared,
7% implemented and monitored

4- 86%-99% of DEDP prepared, implemented
and monitored
and monitored
and monitored
1- 64% & below of DEDP prepared, implemented
and monitored
8% 5- 100% and above SIP/LCIP evaluation assisted in

4-86%-99% of SIP/LCIP evaluation assisted in
3-75-85% of SIP/LCIP evaluation assisted in
2- 65%-74% of SIP/LCIP evaluation assisted in
1-64% & below of SIP/LCIP evaluation assisted in
5% 5-100% and above of MIS was managed
25%
4-86%-99% of MIS was managed

1-64% & below of MIS was managed
10% 5-100% and above of curriculum implementation
and localization of IMs monitored
4-86%-99% of curriculum implementation
1-64% & below of curriculum implementation
3% 5-100% and above of priorities for supervision has been set

4-86-99% of priorities for supervision has been set
1-64% & below of priorities for supervision has been set
4% 5-100% and above of test results utilization
4-86%-99% of test results utilization

3- 75%-85% of test results utilization
2- 65%-84% of test results utilization
1- 64% and below of test results utilization
3% 5- 100% and above of INSET coordinated

and implemented
4- 86-99% of INSET coordinated
and implemented
and implemented
and implemented
1- 64% and below of INSET coordinated
and implemented
5%
5- 100% and above of the policies recommended

4- 86-99% of the policies recommended
1- 64% & below of the policies recommended
15%
3% 5-100% and above of budget preparation

and execution assisted in
4-86-99% of budget preparation
1-64% & below of budget preparation
5% 5- 100% and above proper use of funds and
resources ensured
4- 86%-99% of proper use of funds
and resources ensured
3- 75%-85% of proper use of funds and
resources ensured
2- 65%-74% of proper use of funds and
resources ensured
1- 64% & below of proper use of funds and
resources ensured
3% 5-100% and above fund sourcing activities

assisted in
4-86%-99% of fund sourcing activities

assisted in
assisted in
assisted in
1-64%& below of fund sourcing activities
assisted in
4% 5-100% and above administrative and
procurement units monitored
4-86%-99% of administrative and
2-64% & below of administrative and
20%
5- 100% and above staff development and

welfare programs managed
4- 86%-99% of staff development and
1- 64% & below of staff development and
5- 100% and above of performance evaluated
4- 86-99% of performance evaluated

1- 64% & below of performance evaluated
5-100% and above hearing of grievances led
4-86-99% of hearing of grievances led
1-64% & below of hearing of grievances led
5-100% and above of TNA identified

4-86%-99% of TNA identified

1-64% and below of TNA identified
5- 100% and above of staff development
plan formulated
4- 86-99% of the staff development plan formulated
1- 64% & below of the staff development plan formulated
20%
5- 100%
and above of evaluation activities assisted in
4- 86-99% of evaluation activities assisted in

1- 64% & below of evaluation activities assisted in
5- 100% and above promotion of accreditation

and equivalency standards assisted in
4- 86%-99% of promotion of accreditation
3- 75-85% of promotion of accreditation
2- 65-74% of promotion of accreditation
1- 64% & below of promotion of accreditation
5- 100% and above of the curriculum implementation
and programs coordinated in private schools

4- 86-99% of the curriculum implementation



2- 64% & below of the curriculum implementation
100%
Total
Approved:
____________________________________
Regional Director
Target
ACTUAL RESULTS
Quality
RATING
SCORE
INDIVIDUAL PERFORMANCE COMMITMENT &

Name of Employee: ________________________
Position: Nurse II
District:
School: _______________________
MFO
KRAs
OBJECTIVES
Accurate and timely Financial
Recording and Financial
Reports Preparation
TIMELINE
Submitted 100% of all monthly, quarterly,

semi-annual and annual Reportorial .
Requirements to COA,DBM, Region/Division
Jan-Dec
Submitted 100% of all monthly, quarterly

and annual reportorieal requirements of
GSIS, BIR, PHIC.
Jan-Dec
Fund Monitoring
Ensured 100% delivery of Funding
Requirements of the Department
Monitores 100% of the utilization of fund transfers

to implementing units and other government
agencies for education related programs
and projects implementation
Systems Improvement
Reviewed periodically the accounting system
and recommended improvements when
necessary.
100% implementation of the Financial

Reporting System (FRS)
ANCE COMMITMENT & REVIEW FORM

Name of Rater:
WEIGHT
per KRA
PERFORMANCE
INDICATORS
ACTUAL
RESULTS
RATING
SCORE
35%
15% 5-Complete and accurate Reportorial
Requirements to COA, DBM,Region &
Division 2 weeks ahead of the
target dates set by concerned offices
4-Complete and accurate Reportorial
Division 1 week ahead of the
Division within of the target dates
set by concerned offices
Division 3 days after the target dates
set by concerned offices
Division beyond 3 days of target dates
or non-submission
0.6
0.8
20%
5-Complete and accurate monthly,quarterly
and annual reportorial requirements to GSIS,
BIR and PHIC 2 weeks ahead of the
BIR and PHIC 1 week ahead of the
BIR and PHIC within the target dates set.
by concerned offices
BIR and PHIC 3 days after the target dates set.
by concerned offices
1-beyond 3 days or non-submission
40%
20% 5-130% documented and accounted fund
requirements of the department
4-Less than 115-129% but more than 100%
fund requirements of the department
documented and accounted
3-100-114% fund requirements of the
department documented and accounted
2-Noted at least 51-99% variations and missing
supporting documents of fund requirements of
the department
1-Noted 50% and below variations and missing
supporting documents of fund requirements
of the department
0.8
0.6
20%
5-Monitored 130% & above the utilization of fund
transfers to implementing units and other
government agencies for education related
programs & programs implementation
4-Monitored 115%-129% the utilization of fund
1-Monitored 50% and below the utilization of fund
30%
10% 5- Reviewed 130% & above accounting system
and recommended substantial improvements
when necessary.
4- Reviewed 115%-129% accounting system
and recommended substantial improvements
when necessary.
and recommended little improvements
when necessary.
and recommended little improvements
when necessary.
1- Reviewed 50% & below accounting system
and no recommended improvements
20% 5- Implemented the latest accounting system within
2 week prior to implementation deadline
4- Implemented the latest accounting system within
1 week prior to implementation deadline
3- Timely implementation the latest accounting
system as per procedures/ guidelines and/or
implementation deadline
2-Implemented the latest accounting system 1 week
from receipt of procedures/ guidelines and/
0.4
0.8
or implementation deadline
1-Implemented the latest accounting system
beyond 1 week from receipt of procedures/
guidelines and/or implementation deadline
Rating
Description
V.S.
Name of Employee: ________________________

Position: PrinTeacher 1
Review Period: JuNE 2015-March 2016
District:
School: _______________________
MFO
KRAs
OBJECTIVES
Management
of
Education
Services
Teaching-Learning Process

Name of Rater:
Position: Principal I
Date of Review: November 2015
TIMELINE
June-March
Prepares 1440 lesson plans and daily logs

of activities including appropriate,
adequate and updated instructional materials
WEIGHT
per KRA
50%
10%
Facilitates learning in the elementary

schools through functional lessons plans,
daily logs and innovative teaching strategies
and learning materials
20%
Initiates discipline of students including

classroom rules, guidelines and individual
and group tasks
10%
10%
Monitors attendance, diversity appreciation,

safe, positive and motivating environment,
overall physical atmosphere, cleanliness and
orderliness of classrooms including
proper waste disposal
30%
Pupils/Students Outcomes
Monitors,evaluates and maintains
pupils progress
8%
7%
Conducts remediation/enrichment programs

to improve performance indicators
15%
Attained the required GSA for grade level
and learning areas

75
7%
Community Involvement
3%
Conducts regular/periodic PTA meetings

/conferences
2%
Visits parents of students needing academic

monitoring/follow-up
2%
Undertaken/initiated projects/events/activities
with external funding/sponsorship
8%
Professional Growth and
Development
Conducted Action Research
3%
Initiated/Participated in co-curricular/school
5%
association, etc.
Plus Factor
Facilitates training in Division/

regional level

Acted as Teacher-Incharge/School head
5%
____________________________
Ratee
____________________________
Rater
PERFORMANCE COMMITMENT & REVIEW FORM

me of Rater:
sition: Principal I
te of Review: November 2015
PERFORMANCE
INDICATORS
5-All daily lesson plans had the following objectives

subject matter, procedures, evaluation and assignment
Each part had a full description of what to do with an example
1440
Objective was specific, measurable, attainable, result-oriented

and time-bound
100% and above developed high order thinking skills
Attains 100% and above of the desired learning competencies
100% and above based on the budget of work
4-Had four of the five parts of lesson plan
Each part had a partial description of what to do with an example
Objective was stated with 1 behavioral indicator is missing
86-99% developed high order thinking skills
Attained 86-99% of the desired learning
3- Had 3 of the five parts
Each part had a partial description without example
Objective was stated with 3-4 behavioral indicator missing
Attained 75-85% of the desired learning competencies
75-85% based on the approved budget of work
Each part had no description of what to do with example
Objective was stated with 1-2 behavioral indicators missing
Attained 65-74% of the desired learning competencies
65-74% based on the approved budget of work
1280
ACTUAL RESULT
E
T
Average
RATING
SCORE

Each part had no description of what to do and example
Objective was stated without behavioral indicators
64% and below develop high order thinking skills
64% and below attain the desired learning competencies at all
64% and below based on the approved budget of work
5-The teacher established challenging and measureable

goal/s for student learning that is aligned with the PELC or CG
The goal reflected a range of student learner needs.
Has provided individual activities for a 100% and above of the
classes handled for the rating period
Teaching methods and strategies elicited 100% and above
interaction from a class
Inductive method/deductive method was 100% and
above used in teaching a lesson
Cooperative learning strategies was 100% and above
effective when used
ICT integration is100% and above evident
4-The teacher develop a measureable goals for student
learning that is aligned with the PELC or CG
Has provided individual activities for a 86% -99%
of the classes handled for the rating period
Teaching methods and strategies elicited 86%-99%
Inductive method/deductive method was 86%-99%
used in teaching a lesson
Cooperative learning strategies was 86%-99% and above
effective when used
ICT integration is 86%-99% evident
3-The teacher clearly communicated a focus goals for
student learning that is aligned with the PELC or CG

Has provided individual activities for a 75% -85%
of the classes handled for the rating period
Teaching methods and strategies elicited 75%-85%
Inductive method/deductive method was 75%-85%
Cooperative learning strategies was 75%-85% and above
effective when used
2-The teacher did not have a clear focus for student learning. Has provided
individual activities for a 65-74% of the classes handled for the rating period
Teaching methods and strategies elicited 65-74% interaction from a class

Inductive method/deductive method was 65%-74% used in teaching a lesson
Cooperative learning strategies was 65%-74% and above effective when used
1-The teacher did not have a clear focus for student learning or the objectives
is too general to guide lesson planning or the objective is inappropriate for students.
Has provided individual activities for a 64% and below of the
classes handled for the rating period
Teaching methods and strategies elicited 64% & below
Inductive method/deductive method was 64% and below
Cooperative learning strategies was 64% and below
effective when used
ICT integration is 64% & below
5-Pupils were 100% and above guided in the observation
of classroom rules and guidelines as evidenced by descriptive
rating in the report card/journal
4-Pupils were 86%-99% guided in the observation of classroom

rules and guidelines as evidenced by descriptive rating in the
report card/journal
3-Pupils were 75-85% guided in the observation of classroom rules and
guidelines as evidenced by descriptive rating in the reportcard/journal
2-Pupils were 65%-74% guided in the observation of classroom rules and
guidelines as evidenced by descriptive rating in the report card/journal
1-Pupils were 64% & below guided in the observation of classroom rules and
guidelines as evidenced by descriptive rating in the reportcard/journal
5-Safety, orderliness and cleanliness of floors, toilets and proper

waste disposal were 100% and above maintained
Attendance checking was 100% and above systematically carried out

waste disposal were 86%-99% maintained
Attendance checking was 86%-99% systematically carried out



waste disposal were 64% and below
Attendance checking was 64%and below systematically

carried out
5-Evidences showed that the teacher purposely plans assessments

and varies assessment choices to match the different student needs,
abilities and learning styles
Class record reflected the bases of 100% and above of pupils ratings in all classes/subject
areas handled
Students portfolio contained 100% and above of his accomplishment
Table of Specifications is 100% and above prepared for tests

showing congruence between content and skills tested
Test questions were100% and above logically sequenced
Pretest and Post-test were 100% and above administered
in all classes/subject area
4-Evidences showed that the teacher purposely plans
assessments and varies assessment choices to match the
different student needs, abilities, and learning styles.
Class record reflected the bases of 86%-99% of pupils ratings in all classes/subject areas handled
Students portfolio contained 86%-99% of his accomplishment
Table of Specifications is 86%-99% prepared for tests
Test questions were 86%-99% logically sequenced

Pretest and Post-test were 86%-99% administered
Test questions were75%-85% logically sequenced

Test questions were 65%-74% logically sequenced

Class record reflected the bases of 64% below of pupils ratings in all classes/subject areas handled
Students portfolio contained 64% below of his accomplishment
Table of Specifications is 64% below prepared for tests
Test questions were 64% below logically sequenced

Pretest and Post-test were 64% below administered
5-Remediation/ Enrichment Program is offered to 100% and above of students who need it and
4-Remediation/ Enrichment Program is offered to 86%-99% of students who need it and
1-Remediation/ Enrichment Program is offered to 64% below of students who need it and
100% and above MPS/GSA

86%-99% MPS/GSA
75%-85% MPS/GSA
65-74% MPS/GSA
64% and below MPS/GSA
100% and above accomplishment with set agreements met

86%-99% of planned meetings conducted producing only set
agreements and partial accomplishment of these
75-85% of planned meetings conducted producing set of agreements
65-74% of planned meetings conducted with minimal results
64% and below of planned meetings conducted with no results
100% and above accomplishment of set visits successful
interventions
86%-99% accomplishment of visits with partial success in
implementation of interventions
75%-85% accomplishment of visits with suggested
planned interventions
61%-74% accomplishment of visits with planned
planned interventions
60%-below accomplishment of set visits with planned
interventions
100% and above project accomplishment with full
documentation report on completion
86%-99% project accomplishment with partial completion
75%-85% project initiative only with no completion report
65%-74% project initiative only with no completion report
No project/event/activity initiated
5- 3 Action Research conducted with full documentation on completion of interventions

4- 2 Action Research conducted with documentation on
completion of interventions
3- 1 Action Research conducted with documentation on

completion of interventions
2-Identified classroom/learning problems with research proposals
1- Only classroom/ learning problems/ issues identified
5- Initiated at least 2 co-curricular/ school activities with documented results
4-initiated and participated in co-curricular/school activities
with documented results

3-participated in most of co-curricular/ school activities with
documented results
2-Participation only without documented results
1-No participation in school activities

5- acted as chair of working committee in the region
5- acted as school head for the whole year and above
4- acted as school head for 8-10 months
Approving Authority
Overall Rating
Descriptive Rating
INDIVIDUAL PERFOR
Name of Employee: ________________________
Position: PMaster Teacher 1
District:
School: _______________________
MFO
KRAs
OBJECTIVES
Professional Growth
Conducted at least an action research related to school or

classroomconcerns/ problems during the year
and Development
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 for

school/division level trainings
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%
Instructional Supervision
Observed 100% of the teachers every quarter
Conducted at least 3 mentoring/ coaching activities with

teachers quarterly
12
Managed performance of teachers following the

RPMS cycle (planning and commitments,
coaching and monitoring, review and
evaluation and development planning)
Professional Growth and
Development

Name of Rater:
Position: Principal I
TIMELINE
June-March
WEIGHT
per KRA
PERFORMANCE
INDICATORS
5- Action research conducted and utilized division wide supported by the following
evidences:
25%
5% Research proposal (in complete format)
Research Report
recommendations)
(in
complete
format
Proposed learning interventions and programs

Proposed M&E for results/outcomes
4-Action research conducted and utilized division
wide with required evidences
3-Action research conducted and utilized by the
school/district wide with required evidences
2-Action research conducted but not utilized
1-No Action research conducted
5% 5-Conducted 5 seminars/workshops/trainings for

teachers in specific learning areas (supported by
evidence/assessment reports)
4-Conducted 4 seminars/workshops/trainings for
5%
highlighting
findings
and
10% 5- 4 lesson demonstrations served

4- 3 lesson demonstrations served
3-2 lesson demonstrations served
2-1 lesson demonstration served
1-No lesson demonstration served
50%
100% and above required teaching load handled for year
20% 86%-99% required teaching load handled for year
75%-85% required teaching load handled for year
65%-74% required teaching load handled for year
64% below required teaching load handled for year
10% 5- 100% and above student peformance (in MPS or GSA)
4- 86%-99% student peformance (in MPS or GSA)
3-75-85% student peformance (in MPS or GSA)
2-65-74% student peformance (in MPS or GSA)
1-64% and below student performance (in MPS of GSA)
10% 5-100% and above of the required competencies in
every quarter completed
4- 86%-99% of the required competencies in every quarter completed

1- 64% below of the required competencies in every quarter completed
10% 5- 10% increase
4- 6% increase
3- 5% increase
2- 4 % increase
1- 3% and below increase

25%
10% 5- 100% and above of teachers observed with post
conference with teacher observation reports held in every quarter
4- 86%-99% of teachers observed with teacher observation
and post conference reports, held in every quarter

1- 64% below of teachers observed with teacher observation
13% 5- 5 and above teacher mentoring /coaching sessions were

conducted in every quarter ( with report)
4- 4 teacher mentoring /coaching sessions conducted in

every quarter (with report)
3- 3 teacher mentoring /coaching sessions conducted in

2- 1-2 teacher mentoring /coaching sessions conducted in

1- no teacher mentoring /coaching sessions conducted in

5- Evaluated 100% and above teacher performance following

RPMS framework cycle
2% 4- Evaluated 86%-99% of teacher performance following

3- Evaluated 75%-85% of teacher performance following

2- Evaluated 65%-74% of teacher performance following

1- Evaluated 64%-below of teacher performance following

ACTUAL RESULTS
E
T
AVE
RATING
SCORE
0.15
0.25
0.15
0.5
0.4
0.5
0.4
0.4
16
133%
0.65
0.1
4.5
VS
INDIVIDUA
Name of Employee: ________________________
PositionAssistant Schools Division Superintendent
District:
School: _______________________
MFO
KRAs
OBJECTIVES
CURRICULUM
IMPLEMENTATION
Provides technical Inputs to the Strategic Plan of the

the schools division (DEDP) based on M&E Reports,
progress and summative evaluation, benchmark studies
and researches to guide direction regarding the
implementation and delivery of the BEC
Prepares and implements framework and system for monitoring

curriculum implementation to guide the gathering of
data on the management and implementation of the
basic education curriculum.
Provide direction and guide teams in the conduct of

studies on benchmark curriculum practices and other
research initiatives.
Recommend to the Regional Management team policies
on curriculum management and delivery of instructions

for regional implementation
Guide and provide technical inputs to HRD and CID teams

on capability building programs for Schools Divisions ES
and teachers re the basic education curriculum
Guide the development of concept papers and program

proposals on curriculum innovation, localization and
indigenization for approval and possible funding
Guide the development and implementation of region

initiated programs related to the curriculum for technical
soundness and relevance.
Present to the regional management, progress and

evaluation reports on region initiated programs for
appropriate management action.
CURRICULUM DEVELOPMENT
Guides the development of programs and strategies
ENRICHMENT, and LOCALIZATION
to localize, indigenize, contextualize competencies

in the curriculum per subject area
Guide the development of systems and mechanisms

for managing and monitoring the localized and
Indigenized curriculum
Submit to the regional management policy

recommendations to guide localization and
indigenization of the basic education curriculum.
LEARNING DELIVERY
Develops and implements advocacy programs on

effective localized delivery modes to encourage
learning and innovation.
Recommends policies on learning delivery arising from

evaluation studies and researches for adoption in the
region.
LEARNING RESOURCE
Establish and sustain operations of the SDO Learning

Resource Center and a functional Learning Resource
Center and a functional Learning Resource
Management and Development System (LRMDS).
Provide oversight to the development of Localized
indigenized learning materials for school divisions use
by the LR Development
LEARNING OUTCOMES
ASSESSMENT
Report to the regional management team result of

assessment reports on learning outcomes across the
various schools division and causes of such outcomes
Submit to the Regional Director policy recommendations

related to improving learning outcome in the region
SPECIAL CURRICULAR
PROGRAMS AND SUPPORT
ACTIVITIES
Submits to regional management policy

recommendations on curricular support activities for
regional adoption.
RESEARCH
Review research findings and policy recommendation

and provide directions in research utilization as well as
research areas to pursue.
TECHNICAL ASSISTANCE
Lead the CID team in consolidating needs for

technical assistance on Curriculum implementation
for the schools division.
Presents to management periodic reports on the

progress of technical assistance in:
-
Lowest performing districts and schools

Curriculum implementationt and instructional delivery
Submits to the schools division and regional

management,, policy recommendations arising from
reports of results evaluation of provision of technical
assistance.
UNIT PERFORMANCE
Prepare and manage the budget for CIDs resource

requirements and submits this to be part of the Regional
Budget.
Manage personnel work assignment to ensure equitable

work distribution towards accomplishment of division
goals and targets.
Integrates and submits accomplishment report of the

Division to inform RO management of progress, issues,
and challenges for corrective action.
Submits M & E Report/ Results of CID Operations to

inform management of progress.
Prepares and submits an Annual Procurement Plan of

CID to schedule expense requirements.
Conduct Performance Appraisal Feedback and

Ratings on direct reports towards continues
improvement of performance.
Prepares and implements a Professional Development

Plan for CID personnel
Attend management and coordination meeting and

conduct staff meeting to ensure flow of information and
communication critical to the operational efficiency and
effectiveness of the unit.
Conducts regular CID Meetings for regular updates and

work coordination.
Cultivate a supportive environment for the staff to perform

and meet targets through continuous work place
improvement and establishing enabling structures and
systems
Prepared by:
________________________________

Name of Rater:
Position:
TIMELINE
WEIGHT
KRA
Objectives
5%
0%
Approved:
FORMANCE COMMITMENT & REVIEW FORM

me of Rater:
Regional Director
te of Review: December 2015
PERFORMANCE
INDICATORS
5- 100% & above of technical inputs ot the strategic plan of the
Target
ACTUAL RESULTS
Quality
Inputs to the Strategic Plan of the Schools
schools division (DEDP) based on M & E reports,progress &

summative evaluation, benchmark studies and researches
regarding the implementation and delivery of BEC provided.
4- 86%-99% of technical inputs ot the strategic plan of the

schools division (DEDP) based on 3 out of 4 data-gathering
system regarding the implementation & delivery of Basic
Education curriculum provided.
schools division (DEDP) based on 2 out of 4 data-gathering
schools division (DEDP) withon 1 out of 4 data-gathering
1- 64% of technical inputs ot the strategic plan of the
schools division (DEDP) with no basis regarding the
implementation & delivery of Basic Education curriculum provided.
5-Prepared and implemented 4 framework and system for
Framework and System for monitoring curr
Benchmark curriculum practices and Rese
Policy Recommendations on curriculum ma
monitoring curriculum
4-Prepared and implemented 3 frameworks and systems for
3-Prepared and implemented 2 frameworks and systems for
2-Prepared and implemented 1 systems for
1-Prepared a system but not implemented framework and system for
5- 100% of the districts capacitated in conducting studies on

benchmark curriculum practices and other research studies
4- 86%-99% of the districts capacitated in conducting studies on
3- 75%-86% of the districts capacitated in conducting studies on
2- 65%-75% of the schools capacitated in conducting studies on
1- 64% & below of the schools capacitated in conducting studies
on benchmark curriculum practices and other research studies
5- recommended 4 policies to the regional management team

2- recommended 1 policy to the regional management team
1- no policy recommended
5- Provided technical inputs on capability building programs of

100% & above of teachers and school heads on basic
education curriculum.
86%-99% of teachers and school heads on basic
Inputs on Capability Building programs for
64% & below of teachers and school heads on basic
5- 100% of districts were provided guidance on development of
concept papers and program proposals for curriculum innovation,
Concept Paper and Program proposals on curric
localization and indigenization for approval and possible funding.

4- 86%-99% of districts were provided guidance on development of



1- 64% & below of districts were provided guidance on development
of concept papers and program proposals for curriculum innovation,

5- Lead in the development and implementation of 2 region/division
initiated programs related to curriculum for technical soundness &
relevance
4- Lead in the development and implementation of 1 region/division
initiated programs related to curriculum for technical soundness &
Schools division initiated programs related to the
relevance
3- Lead in the development of 2 region/division initiated programs
related to curriculum for technical soundness & relevance
2- Lead in the development of 1 region/division initiated programs
1- Lead in the training for development of division initiated programs
5- 100% of the school's implementation of region initiated programs
were monitored, evaluated and presented.
4- 86%-99% of the school's implementation of region initiated
programs were monitored, evaluated and presented.
Reports on School initiated programs

1- 64% and below of the school's implementation of region initiated
5- Provided technical guidance in the development of programs and
Programs and Strategies to localize, indigenize, contextua
strategies to localize, indigenize, contextualize competencies in the

curriculum for 100% of subject area supervisors.
curriculum for 86%-99% of subject area supervisors.
curriculum for 64% & below of subject area supervisors.
5- Provided guidance in the development of 5 systems/mechanisms
for managing and monitoring the localized and indigenized curriculum
Systems and mechanisms for managing and monitoring th

5- 2 policies crafted,implemented,evaluated and recommended to
regional management to guide localization & indigenization of curriculum.
4- 1 policy crafted,implemented,evaluated and recommended to
Policy Recommendations on curriculum localization

3- 2 policies crafted,implemented,evaluated but not recommended to
2- 1 policy crafted,implemented,evaluated but not recommended to
1- no policy crafted,implemented,evaluated and recommended to
Advocacy programs to Propagate effective localized
Policy recommendations on learning delivery
5- 1 Division LRMDC and 16 LRC established

4- 1 Division LRMDC and 12-15 DLRC established
Functional LRCs and LRMDS
Localized/indigenized learning materials fo

5- 100% of districts were provided with training and technical
assistance in the development of localized and indigenized materials.
4- 86%-99% of districts were provided with training and technical
5- 100% of districts were provided with training and technical
5- 100% of schools were provided with training and technical
5- 100% of schools were provided with training and technical
Assessment Results Analysis Report Integrated for t
Policies related to assessment in the region
5- 10 research findings and policy recommendations reviewed and
Policies on special curricular programs and
Strategic Directions Towards Conduct of Researc
crafted strategic directions for conduct of research and utilization.

4- 7-9 research findings and policy recommendations reviewed and
1- 1 research findings and policy recommendations reviewed and
Consolidated needs on CID assistance.
5- 4 progress reports on technical assistance conducted to lowest
TA Progress reports
performing districts and schools on instructional delivery.

1- no progress reports on technical assistance conducted to lowest
Policy recommendations based on TA Reports
Division Work and Financial
Plan
Personnel Work
Assignments
Accomplishment Report
M & E Report/ Results of
CID Operations
Annual Procurement Plan of
CID
Performance Appraisal Feedback and Rat
Professional Development Plan of CID pe
Regular CID Meetings
Conducive work place and enabling structures and
Total
____________________________________
Regional Director
ACTUAL RESULTS
RATING
SCORE
uts to the Strategic Plan of the Schools Division regarding the implementation and delivery of the Basic Education Curriculum
0.25
mework and System for monitoring curriculum implementation
nchmark curriculum practices and Research Studies
cy Recommendations on curriculum management and delivery of instructions
Content delivery system

Class observation
IMs prep & utilization system
Classroom assessment
uts on Capability Building programs for Schools Divisions ES and teachers re the basic education curriculum
Paper and Program proposals on curriculum innovation, localization and indigenization.
ivision initiated programs related to the curriculum
n School initiated programs
ategies to localize, indigenize, contextualize competencies in the curriculum per subject area
hanisms for managing and monitoring the localized and Indigenized curriculu
ndations on curriculum localization and indigenization
grams to Propagate effective localized delivery modes
ations on learning delivery
ctional LRCs and LRMDS
alized/indigenized learning materials for regional use
Results Analysis Report Integrated for the Region
ed to assessment in the region
cies on special curricular programs and support activities
Directions Towards Conduct of Researches on Curriculum in the Division
eeds on CID assistance.
ndations based on TA Reports
sion Work and Financial
omplishment Report
E Report/ Results of
nual Procurement Plan of
formance Appraisal Feedback and Ratings of CID personnel
fessional Development Plan of CID personnel
gular CID Meetings
ace and enabling structures and

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Name of Employee: ________________________

INDIVIDUAL PERFORMANCE COMMITMENT & REVIEW FORM

Performs instructional supervision to

Conducts classroom observation

Performs instructional supervision

Establish systems for safe and child

Improved physical environment

Provides technical assistance to

Conducts TNA-based in-service

Established school and family and

Performs data-based strategic planning

Performs School Leadership,

Improve school performance

Acted chair of a committee in the

IDUAL PERFORMANCE COMMITMENT & REVIEW FORM

3- All mechanisms are present but w/o evidences

5- 100% and above of teachers provided with technical assistance

3- Has mobilization plan and ocassionally meets are missing

planning and formulation of PAPs based of analyses

developed and utilized

-School report card presented to all stakeholders

4-Produced strategic plan following the strategic

planning process with minimal deviation and 86%-99%

planning process with minimal deviation and

planning process with deviation and

process and evidences are largely absent

supported by evidences such as reports, account logs

Monitored, accounted and reported utilization of school fund

Reported sources and uses of funds

2-Financial Management System and reporting were

Performs instructional supervision to

Conducts classroom observation

Performs instructional supervision

Establish systems for safe and child

Improved physical environment

Provides technical assistance to

Conducts TNA-based in-service

Established school and family and

Performs data-based strategic planning

Performs School Leadership,

Improve school performance

Acted chair of a committee in the

INDIVIDUAL PERFORMANCE COMMITMENT & REVIEW FORM

5- 2 pts & above increased

15% 4- 1.5 pts increased

1- 70% & below GSA performance

10% 5- 100% of teachers were observed and monitored

4- 86%-99% of teachers were observed and monitored

15% 5- Collected, analyzed and utilized data to identify and plan

1- requirements and reports largely missing

3- All mechanisms are present but w/o evidences

5- 100% and above of teachers provided with technical assistance

with corresponding evidences

5% 5- 100% of teachers attended INSETand LAC sessions w/ TCR

3- 75%-85% of teachers attended INSETand LAC sessions

5% 5 -Has stakeholders partnership/mobilization plan agreements

3- Has mobilization plan and ocassionally meets are missing

5- Produced a school strategic plan/SIP and AIP through the

10% strategic planning process

conduct of school situational analysis, SWOT, determining

planning and formulation of PAPs based of analyses

developed and utilized

-School report card presented to all stakeholders