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INDIVIDUAL PERFORMANFORMANCE COMMITMENT AND REVIEW FORM

Name of Employee:
AVELINO BRUCE MORTEL
Position:
PSDS
Review Period:
JANUARY 2015 JUNE 2015
Division:
BATANGAS

Name of Rater:
MISS NADINE. CELINDRO
Position:
Asst. School Division Superintendent (OIC)
Date of Review:
JUNE 2015

TO BE FILLED IN DURING PLANNING


MFO
S

KRAs

INSTRUCTION
AL
SUPERVISION

OBJECTIVES

Provided guidance and


instructional supervision to school
heads by observing and
gathering data on their strengths
and development needs and
then coaching them towards
improved instructional leadership
practices.

TIMELIN
E

WEIGH
T PER
KRA

ACTUAL RESULTS
PERFORMANCE INDICATORS

5- 100% of the SHs were given guidance and


instructional observation within target dates.
4- 85%-99% of the SHs were given guidance and
instructional observation within target dates.

JanJune
2017

3- 75-84% of the SHs were given guidance and


instructional observation within target dates.
2- 50%- 74% of the SHs were given guidance and
instructional observation within target dates.
1-49% and below of the SHs were given guidance
and instructional observation within target dates.

Observed and gathered data on


the strengths and competency
(KSA) development needs of
teachers and coach school heads
on how to improve teachers KSA
in teaching-learning delivery

5- Observation of targeted teachers is 100% with


needed data on strengths and KSA development.
4- Observation of targeted teachers is 86%-99 % with
needed data on strengths and KSA development.
3- Observation of targeted teachers is 75% -85 %
with needed data on strengths and KSA
development.
2- Observation of targeted teachers is 50%-74 % with
needed data on strengths and KSA development.
1- Observation of targeted teachers is 49% and

AV
E

RATI
NG

SCO
RE

below with needed data on strenghts and KSA


development.

Assessed the situation of schools


and learning centers, and identify
actions needed to put in place an
enabling environment for School
Heads and Teachers to deliver
quality basic education

CURRICULUM
DEVELOPMENT,
ENRICHMENT
AND
LOCALIZATION

Conducted monitoring and


evaluation of the schools
implementation of the localized
curriculum to provide feedback to
management towards continuous
enhancement of the curriculum.

5- Assessment is done monthly, utilized results in


identifying actions for improvement
4- Assessment is done quarterly, utilized results in
identifying actions for improvement
3- Assessment is done per semester , utilized results
in identifying actions for improvement
2- Assessment is done annually , utilized results in
identifying actions for improvement
1- Assessment is done, no identified actions for
improvement
5- Localized curriculum implementation is 100%
monitored and evaluated periodically,
feedback/reports generated submitted to higher
offices
4- Localized curriculum implementation is 86%-99%
monitored and evaluated periodically, feedback
submitted to higher offices
3- Localized curriculum implementation is 75% -85%
monitored and evaluated periodically, feedback
submitted to higher offices
2- Localized curriculum implementation is 50%-74%
monitored and evaluated periodically, feedback
submitted to higher offices
1-Localized curriculum implementation is 49% and
below monitored and evaluated periodically, feedback
submitted to higher offices

TECHNICAL
ASSISTANCE IN
SCHOOL
MANAGEMENT

Provided technical assistance in


the formulation of school plans
(e.g. SIP) and its adjustments by
conducting workshops, doing
follow through coaching and
providing appraisal and feedback

5- TA was provided as evidenced by the following


documents:

1. SIP developed/Adjusted
2.
3.
4.

Inventory of workshops conducted


Appraisal Reports
Timeline of follow through and coaching

4- Only 3 documents are evident

on their draft plans, so that all


schools can have approved plans
as basis for budgeting and
resourcing

3- Only 2 documents are evident


2- Only 1 document is evident
1-No document is evident
5- All schools were guided and coached within target
dates 100% of the programs and projects stipulated
in SIP
4- All schools were guided and coached within target
dates 86%-99% of the programs and projects
stipulated in SIP

Coached and guided the schools


in the assigned district to
effectively implement their
programs and projects and attain
its objectives

3- All schools were guided and coached within target


dates 74%-85 % of the programs and projects
stipulated in SIP
2. All schools were guided and coached within target
dates 50%-75 % of the programs and projects
stipulated in SIP
1- All schools were guided and coached within target
dates 49% and below of the programs and projects
stipulated in SIP

Coordinated and facilitated the


conduct of orientation/ induction
programs for all newly hired
teachers on their roles and
responsibilities.

5-Induction programs were conducted for all newly


hired teachers as evidenced by the following
documents:
1. Training Design/Proposal
2. M&E Results validated and interpreted
3. Accomplishment Report
4- Induction programs were conducted for all newly
hired teachers as evidenced by 2 documents:
3- Induction programs were conducted for all newly
hired teachers as evidenced by only one document
2- Induction programs were conducted for all newly
hired teachers but not supported by document
1 No Induction program was conducted for all

newly hired teachers

Collected and analyzed


accomplishment reports of school
heads to monitor and follow up on
the proper and timely
implementation of school plans
and programs and provide
technical assistance where
needed.
MONITORING
AND
EVALUATION

Conducted monitoring and


evaluation on the utilization
and 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.

Monitored 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

5- TA was provided on proper and timely


implementation of plans based on accomplishment
reports collected and analyzed.
4- Accomplishment reports were collected and
analyzed, followed up and monitored but no TA
provided.
3- Accomplishment reports were collected and
analyzed but implementation of plans was not
followed up and monitored
2- Accomplishment reports were just collected
1-No Accomplishment report was collected

5- Utilization and liquidation of schools MOOE


monitored and evaluated quarterly, copies of
pertinent documents highly evident
4- Utilization and liquidation of schools MOOE
monitored and evaluated by semester, copies of
pertinent documents highly evident
3- Utilization and liquidation of schools MOOE
monitored and evaluated annually, copies of
pertinent documents highly evident
2- Utilization and liquidation of schools MOOE
monitored and evaluated annually , copies of
pertinent documents not evident
1- Utilization and liquidation of schools MOOE not
monitored and evaluated
5- Result of SBM level of practice of schools
consolidated and submitted to SGOD, TA provided for
improvement of schools
4- Result of SBM level of practice of schools
consolidated and submitted to SGOD, no TA provided
for improvement of schools
3- Result of SBM level of practice of 75% of schools
consolidated and submitted to SGOD, no TA
provided for school improvement of schools
2- Result of SBM level of practice of 50 % of schools
consolidated and submitted to SGOD, no TA

provided for school improvement


1-Schools SBM level of practice was not monitored
and validated

Monitored and evaluated


private schools through
ocular inspection of required
documents to determine
adherence to set standards
as regards to permit operate,
renewal of operation, permit
for recognition, GASTPE
implementation,
accreditation

LEARNING

Gathered result of

5- 100% of Private schools monitored and evaluated


through ocular inspection of documents pertaining to:

Renewal of operation

Permit for Recognition

GASTPE implementation

Accreditation
4- 86%-99% of Private schools monitored and
evaluated through ocular inspection of documents
pertaining to:

Renewal of operation

Permit for Recognition

GASTPE implementation

Accreditation
3- 74%-85% of Private schools monitored and
evaluated through ocular inspection of documents
pertaining to:

Renewal of operation

Permit for Recognition

GASTPE implementation

Accreditation
2- 50% -75% of Private schools monitored and
evaluated through ocular inspection of documents
pertaining to:

Renewal of operation

Permit for Recognition

GASTPE implementation

Accreditation
1- 49% and below % of Private schools monitored
and evaluated through ocular inspection of
documents pertaining to:

Renewal of operation

Permit for Recognition

GASTPE implementation

Accreditation
5- Assessment reports per district/per school/per
learning area gathered and analyzed within target

OUTCOMES
ASSESSMENT

assessment reports per


district and per school, per
subject area and analyzed
performance gaps to pinpoint
causes and possible
interventions to close the
gap.

dates, crafted interventions to address the gaps


4-- Assessment reports per district/per school/per
learning area gathered and analyzed within target
dates, crafted interventions but not utilized to
address the gaps
3- Assessment reports per district/per school/per
learning area gathered and analyzed within target
dates, no interventions made
2- Assessment reports per district/per school/per
learning area gathered
1-No assessment reports made

Drafted policy
recommendations related to
improving learning outcomes
based on findings from
studies and reports

RESEARCH

TECHNICAL
ASSISTANCE

Conducted action research on


curriculum implementation,
needs and issue, appropriate
interventions for assigned
district as well as best
practices and submit findings
and recommendations for
management action and
policy formulation

Assessed the situation and


analyzed the needs of
schools in the district to
identify the appropriate and
relevant actions and

5- Evidences showed that 2 action researches


conducted were based on curriculum implementation,
needs and issues, appropriate interventions and best
practices, findings and recommendations were
submitted to higher office
4- Evidences showed that action research conducted
was based on curriculum implementation, needs and
issues, appropriate interventions and best practices,
findings and recommendations were submitted to
higher office
3- Evidences showed that action research conducted
was based on curriculum implementation, needs and
issues, appropriate interventions and best practices,
findings and recommendations not submitted to
higher office
2- Evidences showed that action research
conceptualized but completed was based on
curriculum implementation, needs and issues,
appropriate interventions and best practices
1- No action research conducted
5-Evidences showed that the following activities/tasks
were done:

Assessment of the school situations

Analysis of the needs of schools

Identification of appropriate and relevant


actions

interventions

Coordinated with the EPS


concerned to arrive at a
technical assistance plan for
the district

Coached the school head in


implementing interventions
related to curriculum
implementation and
instructional delivery

Prepared and submitted


periodic reports on the
progress of the technical
assistance being provided to
the schools

Formulation of interventions
4- Evidences showed that only three activities were
done
3- Evidences showed that only two activities were
done
2- Evidences showed that only one activity was done
1-Evidences no activity was done
5- Evidences showed that the coordination was made:

Request letter to SDS

District consolidated report of needs


assessment

Formulated intervention activities

TA Plan
4- Evidences showed that only three documents are
evident
3- Evidences showed that only two documents are
evident
2- Evidences showed that only one document is
evident
1- Evidences showed that no document is evident
5- Evidences showed that coaching was done to 100%
of the school heads as reflected on the following
documents:

Findings on Curriculum monitoring and


evaluation conducted

Findings on Instructional Supervision made

Copy of SPPD

Institutionalized best practices of schools

Technical Assistance Plan


4- Four documents are evident
3- Three documents are evident
2- Two documents are evident
1-Only one document is evident
5-Progress report on TA provided to all schools is
prepared and submitted monthly
4- Progress report on TA provided to all schools is
prepared and submitted quarterly
3- Progress report on TA provided to all schools is
prepared and submitted by semester
2- Progress report on TA provided to all schools is

Prepared and submitted


reports on the results of
technical assistance and
corresponding policy
recommendations for
managements consideration.

prepared and submitted annually


1- Progress report on TA provided to all schools is
prepared but not submitted
5- Reports on TA with policy recommendations for
managements consideration submitted before due
date
4- Reports on TA with policy recommendations for
managements consideration submitted on due date
3- Reports on TA with policy recommendations for
managements consideration submitted after due
date
2- Reports on TA without policy recommendations
for managements consideration submitted after due
date
1-No reports submitted