OPCRF Principals KRA Objectives QET Indicators Planning SY 2019 2020 Sipalay City

Results-Based Performance Management System (RPMS)
OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF) FOR SCHOOL HEADS
School Year (SY) 2019-2020
SCHOOLS DIVISION OF SIPALAY CITY
Name of Employee Name of Rater Page 1
Position Principal (I/II/III/IV) Position Assistant Schools Division Superintendent
Review Period May 2019 – April 2020 Date of Review Period November 2019 – April 2020
Division Sipalay City
TIME Weight PERFORMANCE INDICATORS RATINGS
MFO KRA OBJECTIVE ACTUAL RESULTS SCORE
LINE per KRA Quality Efficiency Timeliness Q E T A
I.1. Implemented and sustained 15% 5 – 5 out of 5 indicators were 5 - 100% target 5 - All program • _____ Enrollees in Kinder
priority improvement programs/ achieved in implementing performance activities were ______ Enrollees in
projects (PIPs) that address the priority improvement projects: outcomes were implemented Elementary
- PIPs are contained in the achieved and MOVs within the target • ______ Enrollees in JHS
needs of the learners and help
SIP/AIP validated by the timeline as ______ Enrollees in SHS
achieve the school and Division - PIPs workplan and PSDS/EPS outlined in the • ______ Dropout rate
target performance within the activities are clearly stated AIP/ Workplan • ______ Promotion rate
school year. - Capacitated and functional • ______ Completion rate
• Enrolment sustained (Kinder, (1%) Project teams are (Kinder, Grades 6 and 10)
Provision of Basic Education Services
Elementary, JHS, SHS) organized • ______ Graduation rate

• 0% Dropout rate - Resources are efficiently (Grade 12)
Instructional Leadership (30%)
(2%)
• 100% Promotion rate managed/used and • ______ of target learners
(2%)
transparency mechanism with improved literacy
• 100% Completion rate (2%) is established level
(Kinder, Grades 6 and 10) - Stakeholder’s participation • ______ of target learners
• 100% Graduation rate (Grade May (2%)
MFO 2:
and support is fully with improved numeracy

KRA I:
12) 2019 to generated level

• 100% of target learners with April
2020
(2%) 4 - 4 out of 5 indicators were 4 - 90-99% target 4 - 1 to 3 activities • ______ of target learners
improved literacy level achieved performance were not improved under the
• 100% of target learners with (2%) outcomes were implemented remediation program
improved numeracy level achieved
3 - 3 out of 5 indicators were 3 - 80-89% target 3 - 4 to 6 activities
• 100%. of target learners (2%)
achieved performance were not
improved under the outcomes were implemented
remediation program achieved
2 - 2 out of 5 indicators were 2-- 70-79% target 2 - 7 to 9 activities
achieved performance were not
outcomes were implemented
achieved
1 - 1 out of 5 indicators was 1 - 69% and below 1 - 10 or more
achieved target performance activities were
outcomes were delayed or not
achieved implemented
KRA I. Objective No. 1: Rating of Accomplishment
I.2. Implemented programs/ 5% 5 - 5 out of 5 indicators were 5 - 100% achieved 5 - All program • _____ updating of EBEIS
projects/activities (PPAs) which achieved in the the objectives for activities were and LIS data
promote 100% access to inclusive implementation of inclusive the target program implemented • _____ sustained/
education programs/projects/ and leaners and within the target improved performance of
basic education within the school
activities: MOVs validated by timeline as the learners in the
year. - PPAs are contained in the PSDS/ EPS outlined in the following programs (as
• 100% updating of EBEIS and LIS (2%) SIP/AIP AIP/ Workplan may be applicable to the
data - PPAs workplan and school):
• 100% sustained/improved (3%) activities are clearly stated ¤ No. of learners
performance of the learners in - Capacitated and functional enrolled and
the following programs (as may Project teams organized/ completed under the
be applicable to the school): coordinators are Alternative Delivery

designated Mode (ADM) e.g.
¤ No. of learners enrolled and
- Resources are efficiently Night Class and Open
completed under the managed/used and High School programs
Alternative Delivery Mode May transparency mechanism in the school
MFO 2:
KRA I:
(ADM) e.g. Night Class and 2019 to was established ¤ No. of ALS learners
Open High School programs April - Stakeholders’ participation completed the BLP;
in the school 2020 and support is fully No. of ALS A&E Test
¤ No. of ALS learners generated passers
completed the BLP; 4 - 4 out of 5 indicators were 4 - 90-99% objectives 4 - 1 or 3 activities ¤ No. of Special
achieved for the target program were not Education (SPED)
¤ No. of ALS A&E Test passers and leaners were implemented learners
¤ No. of Special Education achieved
¤ No. of MADRASAH
(SPED) learners 3 - 3 out of 5 indicators were 3 - 80-89% objectives 3 - 4 to 6 activities
achieved for the target program were not
learners
¤ No. of MADRASAH learners and leaners were implemented ¤ No. of Indigenous
¤ No. of Indigenous Peoples achieved Peoples Education
Education (IPEd) learners 2 - 2 out of 5 indicators were 2 - 70-79% objectives 2 - 7 to 9 activities (IPEd) learners
¤ No. of ESM, SSES, TVET, etc. achieved for the target program were not ¤ No. of ESM, SSES,
and leaners were implemented TVET, etc. learners
learners achieved ¤ No. of learners under
¤ No. of learners under SPA, 1 - 1 out of 5 indicators was 1 - 69% or below 1 - 10 or more
SPA, SPS
SPS, etc. achieved objectives achieved for activities were not
the target program and implemented
leaners
Position Principal (I, II, III, IV) Position Assistant Schools Division Superintendent
Weight PERFORMANCE INDICATORS RATINGS
TIME
MFO KRA OBJECTIVE per ACTUAL RESULTS SCORE
LINE Quality Efficiency Timeliness Q E T A
KRA
I.3. Conducted M&E and 10% 5 - 5 out of 5 indicators were 5 - 100% achieved the target 5 - All activities • ______ teachers were
Supervisory/TA activities to achieved in conducting M&E objectives/ activities in the were implemented supervised/coached/mentored
teachers which ensure quality and TA activities to teachers: M&E and Supervisory/TA Plans within the target on:
- Supervisory and M&E for the teachers and MOVs timeline as outlined ¤ Preparation of
delivery of Kto12 Curriculum
plans based on the validated by the PSDS/EPS in the M&E and competency/activity-based
Instruction and Assessment needs of the teachers - Competency/activity- Supervisory/TA DLL/DLP based on Kto12
within the school year. - Supervisory and M&E based DLP/DLL plans Curriculum
• 100% of teachers were plans and activities are developed based on ¤ Development of
supervised/coached/mentored clearly stated Kto12 Curriculum competency-based
on: (1.5%)
- Capacitated and - Competency-based Assessment tests/items

¤ Preparation of functional school M&E Assessment tests/items based on Kto12 Curriculum
competency/activity-based and TA coordinators are designed by teachers ¤ Classroom Observation to

DLL/DLP based on Kto12 organized/designated - Localized/contextualized teachers using PPST-COT
Curriculum (1.5%) - Resources are efficiently LMs/ SIMs developed by ¤ Development of
¤ Development of competency- managed/used in the teachers localized/contextualized
based Assessment May Supervisory/TA and - ICT-based teaching and LMs/SIMs by teachers and
MFO 2:
KRA I:
tests/items based on Kto12 2019 to (1.5%) M&E activities learning resources made master teachers)
Curriculum April - Accurate reports on by teachers ¤ ICT integration in teaching
¤ Classroom Observation to 2020 (1.5%) accomplishments are and learning process
teachers using PPST-COT communicated to • ______ of teachers
¤ Development of teachers monitored on
localized/contextualized 4 - 4 out of 5 indicators were 4 - 90-99% target objectives/ 4 - 1 to 3 activities monthly/quarterly updating
LMs/SIMs by teachers and (1.5%) achieved activities were achieved were not of school forms
master teachers) implemented
3 - 3 out of 5 indicators were 3 - 80-89% target objectives/ 3 - 4 to 6 activities
• ______ teachers and MTs
¤ ICT integration in teaching (1.5%)
achieved activities were achieved were not monitored/ coached in
and learning process
implemented conducting Action Research
• 100% of teachers monitored on
2 - 2 out of 5 indicators were 2 - 70-79% target objectives/ 2 - 7 to 9 activities with approved Action
monthly/quarterly updating of (1%)
achieved activities were achieved were not Research implemented in the
school forms implemented school
• No. of teachers and MTs 1 - 1 out of 5 indicators was 1 - 69% or below target objectives/ 1 - 10 or more
monitored/ coached in achieved activities were achieved activities were not
conducting Action Research implemented
with approved Action Research
implemented in the school
II.1. Implemented and sustained 8% 5 - 5 out of 5 indicators were 5 - 100% achieved 5 - All activities • ______ implemented activities
programs which promote safe, achieved in implementing PPA target were on Child Protection Policy
conducive and friendly school programs/projects/ activities objectives and implemented (CPP) and Anti-Bullying Law to
that promotes safe and activities with MOVs within the target teachers, learners, PTA
learning environment for all
conducive learning validated by the timeline as Officers, parents and
learners and personnel. environment to learners and PSDS/EPS outlined in the community
• 100% implemented activities on Child (1%)
personnel: PPA work plans • ______ of cases/complaints
Protection Policy (CPP) and Anti- - PPAs are contained in the were acted upon under the
Bullying Law to teachers, learners, SIP/AIP CPP and Anti-Bullying Law
PTA Officers, parents and community - AIP/ PPA Work plans and • ______ Brigada Eskwela
• 100% of cases/complaints were acted (1%)
activities are clearly activities implemented and

upon under the CPP and Anti-Bullying defined and stated target objectives were
Learning Environment (20%)
Law - Capacitated and functional achieved

• 100% Brigada Eskwela activities (1%)
school Project teams are • ______ quarterly DRRM
implemented and target objectives designated simulation activities/training
were achieved - Resources are efficiently were accomplished
• 100% quarterly DRRM simulation May (1%)
MFO 2:
• ______ Solid Waste

KRA II:
managed/used in the PPAs

activities/training were accomplished 2019 to
- Accurate reports on Management activities
• 100% Solid Waste Management April (1%)
accomplishments are implemented and target
activities implemented and target 2020
submitted and objectives were achieved
objectives were achieved communicated to • ______ Eco-Friendly School
• 100% Eco-Friendly School cum Clean (1%)
concerned stakeholders cum Clean and Green activities
and Green activities implemented 4 - 90-99% target 4 - 1 to 3 activities implemented and objectives
4 - 4 out of 5 indicators were
and objectives were achieved objectives and activities were not were achieved
achieved
• 100% SBM-WinS activities were (1%) were achieved implemented • ______ SBM-WinS activities
implemented and objectives were 3 - 3 out of 5 indicators were 3 - 80-89% target 3 - 4 to 6 activities
were implemented and
achieved (3-Star Approach) achieved objectives and activities were not
were achieved implemented
objectives were achieved (3-
• 100% of school facilities (1%)
Star Approach)
improvement (classroom repairs, • ______ of school facilities
achieved objectives and activities were not
furniture, ICT equipment, electrical were achieved implemented improvement (classroom
system, drainage system, etc.) 1 - 1 out of 5 indicators was 1 - 69% or below target 1 - 10 or more repairs, furniture, ICT
activities were implemented and achieved objectives and activities activities were not equipment, electrical system,
achieved were achieved implemented drainage system, etc.)
activities were implemented
and achieved
KRA II-Objective No. 1: Rating of Accomplishment
II.2. Implemented ancillary 7% 5 - 5 out of 5 indicators were 5 - 100% achieved 5 - All activities •
programs and services which achieved in implementing PPA target were
promote the holistic development ancillary programs/projects/ objectives and implemented
activities that promote holistic activities with MOVs within the target
of learners and personnel within
development of the learners validated by the timeline as
the school year. and personnel: PSDS/EPS outlined in the
• 100% Gender and Development - PPAs are contained in the PPA work plans
(1%)
(GAD) activities were conducted SIP/AIP
and target objectives were - AIP/PPA Work plans and
achieved in raising awareness to activities are clearly
teachers and learners
defined and stated

• 100% compliance to DepEd policies - Capacitated and functional
(1%)
on School Canteen management
school Project
and financial reporting teams/Coordinators are
• 100% Guidance program and designated
(1%)
activities implemented and services - Resources are efficiently
availed by learners and other May managed/used in the PPAs
MFO 2:
KRA II:
stakeholders 2019 to as reflected in the

(1%)
• 100% of Clubs/Student April financial reports
Organizations activities conducted 2020 submitted to the Division
and objectives to capacitate Accounting unit
learners were achieved - Accurate data and reports
(1%)
• 100% Library services activities on accomplishments are
conducted and accomplished communicated to teachers
(1%)
• 100% Medical and Dental and stakeholders
programs, and Immunization 4 - 4 out of 5 indicators were 4 - 90-99% target 4 - 1 to 3 activities
activities were implemented and achieved objectives and activities were not
sustained and objectives were were achieved implemented
achieved 3 - 3 out of 5 indicators were 3 - 80-89% target 3 - 4 to 6 activities
(1%)
• 100% of SBFP activities were achieved objectives and activities were not
implemented and learner- were achieved implemented
beneficiaries improved nutritional
status were achieved implemented
1 - 1 out of 5 indicators was 1 - 69% or below target 1 - 10 or more
achieved objectives and activities activities were not
II.3. Implemented and sustained 5% 5 - 5 out of 5 indicators were 5 - 100% achieved 5 - All activities •
achieved in implementing and PPA target were
curricular and extra-curricular
sustaining curricular and objectives and implemented
activities which promote holistic extra-curricular activities activities with MOVs within the target
development of the learners. which promote holistic validated by the timeline as
• 100% of extra-curricular activities (5%) development of the learners: PSDS/EPS outlined in the
were implemented and - Curricular and extra- PPA work plans
objectives were achieved for the curricular programs/
activities are contained in
learners in each of the following
the SIP/AIP
programs and activities: - AIP/ PPA Work plans and

• School Sports activities are clearly
• School Scouting defined and stated

• School Paper/Campus - Capacitated and functional
Journalism school Project teams/
• YES-O and Scilympics May coordinators are
MFO 2:
KRA II:
• MTAP Activities (if applicable) 2019 to designated

- Resources are efficiently
• Technolympics April
2020 managed/used in the PPAs
• Festival of Talents - Accurate reports on
• Values Education activities accomplishments are
submitted and
communicated to
concerned stakeholders
III.1. Implemented and sustained 10% 5 - 5 out of 5 indicators were 5 - 100% achieved 5 - All activities •
Learning and Development (L&D) achieved in implementing and PPA target were
activities that enhance KSAs of sustaining L&D objectives and implemented
programs/projects/activities activities stated with within the target
teachers and non-teaching
that enhance KSAs of teachers MOVs validated by timeline as
Human Resource Management and Development (20%)
personnel within the school year. and personnel: the PSDS/EPS outlined in the
• 100% SLAC activities were (2%) - PPAs are contained in the PPA work plans
conducted per grade SIP/AIP
level/subject area and objective - AIP/ PPA Work plans and
were achieved that address the activities are clearly

developmental needs of teachers defined and stated
• 100% of teachers participated in (2%) - Capacitated and functional
school focal persons/
the school and Division INSET
coordinators and PDC are
activities designated/ organized
• 100% L&D activities conducted May (2%)
MFO 2:
KRA III:
2019 to - Resources are efficiently

(e.g. SLAC, INSET) were managed/used in the
April
monitored and accomplishments 2020 implementation of the
reports were submitted L&D activities
• 100% of teachers prepared and (2%) - Accurate reports on
submitted individual accomplishments are
communicated to teachers
developmental needs as
reflected in their IPCRF achieved objectives and activities were not
• No. of teachers participated in (2%) were achieved implemented
division/ region/ national 3 - 3 out of 5 indicators were 3 - 80-89% target 3 - 4 to 6 activities
trainings and engaged in other were achieved implemented
L&D modalities e.g. JEL, Master’s/ 2 - 2 out of 5 indicators were 2 - 70-79% target 2 - 7 to 9 activities
Doctorate degree program, achieved objectives and activities were not
coaching and mentoring, etc. were achieved implemented
KRA III. Objective No. 1: Rating of Accomplishment
III.2. Strengthened implementation 5% 5 - 5 out of 5 indicators were 5 - 100% achieved 5 - All activities •
of RPMS-IPCRF to teachers and non- achieved in implementing PPA target were
teaching personnel within the PPST/IPCRF to teachers and objectives and implemented
personnel within the RPMS activities with MOVs within the target
prescribed RPMS cycle. cycle. validated by the timeline as
• 100% of teachers were (1%) - OPCRF and IPCRF of school PSDS/EPS outlined in the
reoriented by the school head on
head and teachers aligned RPMS cycle

the conduct of RPMS-PPST-COT to RPMS policy of the
• 100% of teachers were (1%) DepEd
conducted classroom observation - OPCRF/IPCRF KRAs,
activities by the school head for Objectives and

Performance Indicators
IPCRF-PPST-COT performance
are clearly defined and
rating relevant to school
• 100% of teachers were (1%) improvement needs
monitored, coached and - OPCRF/IPCRF data and
mentored on the RPMS-PPST- May MOVs are accurate and
MFO 2:
KRA III:
COT implementation 2019 to validated

• 100% non-teaching personnel in April (1%) - Resources are efficiently
2020 managed/used in the
the school were monitored,
OPCRF/IPCRF
coached and mentored on IPCRF
implementation
implementation - Accurate reports on
• 100% teacher’s MOVs on IPCRF- (1%) accomplishments are
PPST were validated and validated by PSDS/EPS
calibrated 4 - 4 out of 5 indicators were 4 - 90-99% target 4 - 1 to 3 activities
III.3. Updated teachers and 5% 5 - 5 out of 5 indicators were 5 - 100% target 5 - All activities •
personnel records as essential to achieved in updating teachers objectives and were
performance management, and personnel records: activities in implemented
- Individual Personnel personnel records within the target

promotion, and provision of
records are accurately management were timeline as
personnel benefits. updated implemented and outlined in the
• 100% of teachers and (1%) - Individual Personnel MOVs validated by work plan
personnel updated 201 files records and files are the PSDS/EPS/ SDO
• 100% of teachers and (1%) readily accessible M&E teams
personnel submitted approved - Capacitated and functional
IPCRF rating for the school year school records officer has
• 100% of teachers and (1%) been designated
May - Resources are efficiently
personnel updated Personnel
MFO 2:
KRA III:
2019 to managed/used in
Data Sheet implementing records
• 100% of teachers and April (1%)
2020 management activities
personnel submitted SALN - Records facilities are put
• 100% of grievance and conflict (1%) in place and safe
raised by teachers and 4 - 4 out of 5 indicators were 4 - 90-99% target 4 - 1 to 3 activities
personnel were acted upon at
were implemented implemented
the school level 3 - 3 out of 5 indicators were 3 - 80-89% target 3 - 4 to 6 activities
achieved objectives and activities activities not
IV.1. Developed and implemented 10% 5 - 5 out of 5 indicators were 5 - 100% achieved 5 - All activities •
School Improvement Plan (SIP) and achieved in the conduct of PPA target were
Annual Implementation Plan (AIP)/ SIP/AIP/APP preparation and objectives and implemented
implementation: activities with MOVs within the target
Annual Procurement Plan (APP)
- SIP/AIP is responsive to validated by the timeline as
which establish priority goals and the needs of the clients PSDS/EPS outlined in the
School Leadership, Management and Operation (25%)
objectives for school priority and aligned to overall PPA work plans
improvement areas. organizational goals
• 100% SIP/AIP planning (3%) - SIP/AIP objectives,
activities were implemented programs and activities

and participated by school are clearly defined and
planning team stated
- Capacitated and functional
• 3 copies of the final school’s 3- (1%)
members of the school
year SIP (AIP/APP) was planning team are
submitted and approved by the May organized
KRA IV:
MFO 2:
SDS 2019 to - Resources are efficiently

• 100% of programs, projects, April (3%) managed/used in the PPAs
activities outlined in the AIP 2020 implemented
were fully implemented within - Accurate reports on
the timeline accomplishments are
communicated to
• Quarterly SMEA activities were (3%)
stakeholders
conducted and M&E reports on 4 - 4 out of 5 indicators were 4 - 90-99% target 4 - 1 to 3 activities
the status of SIP/AIP achieved objectives and activities were not
implementation were validated were achieved implemented
by the PSDS/EPS achieved objectives and activities were not
KRA IV. Objective No. 1: Rating of Accomplishment
IV.2. Directed, managed, utilized 10% 5 - 5 out of 5 indicators were 5 - 100% PPA target 5 - All financial •
school funds based on priority achieved in managing school objectives and reports were
needs contained in the approved funds based on priority needs activities stated prepared and
contained in the approved were achieved with submitted on time
SIP/AIP/APP.
SIP/APP: MOVs validated by to concerned
• 100% utilization and liquidation (3%)
- PPAs are contained in the the PSDS/EPS agencies

of MOOE and other funds approved SIP/AIP
downloaded to the school - AIP/ PPA Work plans and
• 100% financial transactions (3%) activities are clearly
adhere to COA rules and is defined and stated

strictly observed in all financial - Compliance to COA rules
transactions in all financial transactions
- Resources are efficiently
• 100% on-time submission of (2%)
managed/used
Financial Reports to the SDO - Accurate and reliable
• 100% Financial reports May (2%)
KRA IV:
MFO 2:
financial reports are

regularly communicated to all 2019 to
communicated to
April
stakeholders and published in stakeholders
2020
the school’s Transparency 4 - 4 out of 5 indicators were 4 - 90-99% target 4 - 1 to 3 financial
achieved objectives and activities reports were delayed
Board
were achieved and not submitted
on time
3 - 3 out of 5 indicators were 3 - 80-89% target 3 - 4 to 6 financial
on time
2 - 2 out of 5 indicators were 2 - 70-79% target 2 - 7 to 9 financial
on time
1 - 1 out of 5 indicators was 1 - 69% or below target 1 – 10 or more
achieved objectives and activities financial reports
were achieved were delayed and
not submitted on
time
IV.3. Established/strengthened 5% 5 - 5 out of 5 indicators were 5 - 100% achieved 5 - All activities •
partnerships and linkages with achieved in implementing partnership activities were
stakeholders by conducting programs/projects/ activities and objectives with implemented
that strengthen partnership MOVs validated by within the target
activities e.g. advocacy, meetings
with stakeholders: the PSDS/EPS timeline
and consultation, informing them of - Partnership activities are

the development needs, goals and contained in the approved
objectives of the school. SIP/AIP
• 100% priority improvement
(2%) - Partnership goals and

projects initiated and objectives are clearly
supported by stakeholders, e.g. defined and stated
PTA were implemented and - Capacitated and functional
school Project teams are
objectives were achieved
designated
• 100% school partnership May (1%) - Resources are efficiently
KRA IV:
MFO 2:
activities were implemented 2019 to managed/used in the PPA

and participated by PTA April implementation
Officials, parents and other 2020 - Accurate reports on
stakeholders. accomplishments are
• No. of MOA forged with (1%) communicated to teachers
education partners e.g. SBM-
WinS, Brigada Eskwela, SHS were achieved implemented
Immersion 3 - 3 out of 5 indicators were 3 - 80-89% target 3 - 4 to 6 activities
• Quarterly SMEA reports were (1%) achieved objectives and activities were not
presented/ communicated to 2 - 2 out of 5 indicators were 2 - 70-79% target 2 - 7 to 9 activities
all stakeholders achieved objectives and activities were not
• List of prospective stakeholders (1%) were achieved implemented
and partners established and 1 - 1 out of 5 indicators was 1 - 69% or below target 1 - 10 or more
outstanding stakeholders were were achieved implemented
recognized
V.1. Accomplished tasks and 5% 5 – Presence of one of the •
activities which fall beyond the MOVs in any of the activities/
actual duties and responsibilities. tasks accomplished which fall
beyond the actual duties and
• Acted as Chair in a TWC/TWG (5%)
responsibilities:
in the division/ regional level - Certificate of Recognition
• Acted as trainer or resource received as a trainer in
person in the division/ regional Division/Regional/National
or national level conferences training activity or chair of
Plus Factor (5%)
and trainings a committee in Division or

• Implemented an innovative May Regional level
MFO 2:
KRA V:
2019 to - Innovative project/Action

project and acquired financial
April Research conducted was
support/ assistance from 2020 approved by the SDS
benevolent benefactors - Division/Regional
• Recognized for outstanding Memorandum to support
accomplishments of the school the claim
at regional and national levels - Certificate of Recognition
in curricular or extra-curricular for outstanding
activities accomplishments
• Conducted an Action Research
KRA V. Plus Factor Rating of Accomplishment

OVERALL RATING FOR ACCOMPLISHMENT
ADJECTIVAL RATING
_______________________________________ RENATO T. BALLESTEROS, PhD, CESO VI

REGIE B. SAMA, PhD
Principal (I/II/III/IV) Assistant Schools Division Superintendent
Principal III
Officer-In-Charge (Ratee) Officer- In-Charge
Office of the Assistant Schools Division Superintendent Office of the Schools Division Superintendent
(Rater) (Approving Authority)
NUMERICAL
ADJECTIVAL RATING DESCRIPTION OF MEANING OF RATING
RATING
Performance represents an extraordinary level of achievement and commitment in terms of
quality and time, technical skills and knowledge, ingenuity, credibility, creativity and initiative.
5 Outstanding Employees at this performance level should have demonstrated exceptional job mastery in all
major areas of responsibility. Employee achievement and contributions to the organization are of
marked excellence.
Performance exceeded expectations. All goals, objectives and targets were achieved above
4 Very Satisfactory
established the standards.
Performance met expectations in terms of quality of work, efficiency and timeliness. The most
3 Satisfactory
critical annual goals are met.
Performance failed to meet expectations, and/or one or more of the most critical goals were not
2 Unsatisfactory
met
Performance was consistently below expectations, and/or reasonable progress toward critical
1 Poor
goals was not made. Significant improvement is needed in one or more important areas.
This rating scale is based on the Civil Service Commission Memorandum Circular No. 06, series 2012 that sets the guidelines on the establishment
and implementation of the Strategic Performance Management System (SPMS) in all government agencies.
RATING ADJECTIVAL RATING SCALE DESCRIPTION

4.500 – 5.000 Outstanding 5 Role Model
3.500 – 4.499 Very Satisfactory 4 Consistently demonstrates
2.500 – 3.499 Satisfactory 3 Most of the time demonstrates
1.500 – 2.499 Unsatisfactory 2 Sometimes demonstrates
Below 1.499 Poor 1 Rarely demonstrates
The overall rating/assessment for the accomplishments shall fall within the following Competencies shall be monitored for developmental purposes in evaluating the individual’s
adjectival ratings and shall be in three (3) decimal points. demonstration of competencies, this rating scale apply.
Grievances and Appeals
1. A Grievance Committee shall be created in each level of the organization to act as appeals 4. The Grievance Committee shall decide on the appeals within one (1) month from receipt.
Board and final arbiter of all issues relating to the implementation of RPMS. Appeals lodged at any Grievance Committee shall follow the hierarchical jurisdiction of
various Grievance Committee within the agency. For example, the decision of the Division
2. The office performance assessment as discussed in the performance review and Grievance Committee is appealable to the Regional Grievance Committee, which decision is
evaluation phase shall be final and not appealable. Any issues/appeal on the initial in turn appealable to the Central Office Grievance Committee.
performance assessment of an office shall be discussed and decided during the
performance review conference.
5. The decision of the Central Office Grievance Committee is Final.
3. Individual employees who feel aggrieved or dissatisfied with their final performance
ratings can file an appeal with the Grievance Committee at their level within ten (10)
working days from date of receipt of notice of their performance evaluation rating
from the rater. The ratee, however, shall not be allowed to protest the performance
ratings of co-employees. Ratings obtain by the ratee can only be used as basis for reference
for comparison in appealing the individual performance rating.
PART II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES Teamwork CORE SKILLS
o Willingly does his/her share of responsibility
Self-Management o Promotes collaboration and removes barriers to teamwork and goal Leading People
o Sets personal goals and direction, needs and development. accomplishment across organization. o “Sets a good example,” is a creditable and respected leader; and
o Undertakes personal actions and behaviors that are clear and purposive o Applies negotiation principles in arriving at win-win agreements. demonstrates desired behavior.
and takes into account personal goals and values to that of the o Drives consensus and team ownership of decisions. o Forwards personal, professional and work unit needs and interests
organization. o Works constructively and collaboratively with other and across in an issue.
o Displays emotional maturity and enthusiasm for and is challenged by higher organizations to accomplish organizational goals and objectives. o Assumes a pivotal role in promoting the development of an
goals. inspiring, relevant vision for the organization and influences other to
o Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) Service Orientation share ownership of DepEd goals, in order to create an effective work
to achieve goals. o Can explain and articulate organizational directions, issues and environment.
o Sets high quality, challenging, realistic goals for self and others problems. People Performance Management
o Takes personal responsibility for dealing with and/ or correcting o Make specific changes in the performance management system on
Professionalism and Ethics customer service issues and concerns. in own work methods to improve performance (e.g. does something
o Demonstrates the values and behavior enshrined in the Norms of Conduct o Initiates activities that promotes advocacy for men and women better, faster at lower cost more efficiently; improves quality,
and Ethical Standards for public officials and employees (RA 6713). empowerment. customer satisfaction, morale, revenues)
o Practice ethical and professional behavior and conduct taking into account o Participates in updating of office vision, mission, mandates and o Sets performance standards and measures progress of employees
the impact of his/her actions and decisions. strategies based on DepEd strategies and directions. based on office and department targets.
o Maintains a professional image: being trustworthy, regularity of attendance o Develops and adopts service improvement programs through simplified o Provides feedback and technical assistance such as coaching for
and punctuality, good grooming and communication. procedures that will further enhance service delivery. performance improvement and action planning.
o Makes personal sacrifice to meet the organization’s needs. o States performance expectations clearly and checks understanding
o Acts with a sense of urgency and responsibility to meet the organization’s Innovation and commitment.
needs, improve systems and help others improve their effectiveness. o Examines the root cause of problems and suggests effective solutions. o Performs all the stages of RPMS supported by evidence and required
Fosters new ideas, processes, and suggests better ways to do things documents/forms.
Result Focus (cost and/ or operational efficiency) People Development
Achieves results with optimal use of time and resources most of the time. o Demonstrates and ability to think “beyond the box”. Continuously o Improves the skills and effectiveness of individuals through
o Avoids rework, mistakes and wastage through effective work methods by focuses on improving personal productivity to create higher value and employing a range of development strategies.
placing organizational needs before personal needs. results. o Facilitates workforce effectiveness through coaching and motivating
o Delivers error-free outputs most of the time by conforming to standard o Promotes a creative climate and inspires co-workers to develop original /developing people within a work environment that promotes
operating procedures correctly and consistently. Able to produce very ideas or solutions. mutual trust and respect.
satisfactory quality of work in terms of usefulness/acceptability and o Translates creative thinking into tangible changes and solutions that o Conceptualizes and implements learning interventions to meet
completeness with no supervision required. improve the work unit and organization. identified training needs.
o Expresses a desire to do better and may express frustration at waste or o Uses ingenious methods to accomplish responsibilities. Demonstrates o Does long-term coaching or training by arranging appropriate and
inefficiency. May focus on new or more precise ways of meeting goals set. resourcefulness and the ability to succeed with minimal resources. helpful assignments, formal training, or other experiences for the
o Makes specific changes in the system or in work methods to improve purpose of supporting a person’s learning and development.
performance. Examples may include doing something better, faster, at a CORE SKILLS o Cultivates a learning environment by structuring interactive
lower cost, more efficiently; or improving quality, customer satisfaction, experiences such as looking for future opportunities that are in
morale, without setting any specific goal. Leading People support of achieving individual career goals.
o Uses basic persuasion techniques in a discussion or presentation e.g. OVERALL COMPETENCY RATINGS
staff mobilization, appeals to reason and/ or emotion, uses data and
examples, visual aids. CORE BEHAVIORAL COMPETENCIES
o Persuades, convince or influences others, in order to have a specific
impact or effect. CORE SKILLS
OVERALL RATINGS
PART III: SUMMARY OF RATINGS FOR DISCUSSION
Final Performance Results Rating Adjectival Rating
Accomplishments of KRAs and Objectives
RATER – RATEE AGREEMENT
The signatures below confirm that the employee and his/her superior have agreed on the content of this appraisal form and the performance rating
Name of Employee: (Name of Principal/ School Head) Name of Superior:

REGIE B. SAMA, PhD
Signature: Signature:
Date: Date:
PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs Timeline Resources Needed
Recommended Developmental Interventions
REGIE B. SAMA, PhD

Assistant Schools Division Superintendent Principal
RATER RATEE

OPCRF Principals KRA Objectives QET Indicators Planning SY 2019 2020 Sipalay City

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OPCRF Principals KRA Objectives QET Indicators Planning SY 2019 2020 Sipalay City

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Results-Based Performance Management System (RPMS)

Elementary, JHS, SHS) organized • ______ Graduation rate

and support is fully with improved numeracy

12) 2019 to generated level

be applicable to the school): coordinators are Alternative Delivery

- Capacitated and - Competency-based Assessment tests/items

competency/activity-based and TA coordinators are designed by teachers ¤ Classroom Observation to

activities are clearly activities implemented and

Law - Capacitated and functional achieved

• ______ Solid Waste

managed/used in the PPAs

defined and stated

stakeholders 2019 to as reflected in the

programs and activities: - AIP/ PPA Work plans and

• School Scouting defined and stated

• MTAP Activities (if applicable) 2019 to designated

were achieved that address the activities are clearly

2019 to - Resources are efficiently

head and teachers aligned RPMS cycle

activities by the school head for Objectives and

COT implementation 2019 to validated

- Individual Personnel personnel records within the target

activities were implemented programs and activities

SDS 2019 to - Resources are efficiently

- PPAs are contained in the the PSDS/EPS agencies

adhere to COA rules and is defined and stated

financial reports are

and consultation, informing them of - Partnership activities are

(2%) - Partnership goals and

activities were implemented 2019 to managed/used in the PPA

and trainings a committee in Division or

2019 to - Innovative project/Action

KRA V. Plus Factor Rating of Accomplishment

_______________________________________ RENATO T. BALLESTEROS, PhD, CESO VI

RATING ADJECTIVAL RATING SCALE DESCRIPTION

Grievances and Appeals

Final Performance Results Rating Adjectival Rating

Accomplishments of KRAs and Objectives

RATER – RATEE AGREEMENT

Name of Employee: (Name of Principal/ School Head) Name of Superior:

PART IV: DEVELOPMENT PLANS

REGIE B. SAMA, PhD

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