Office Performance Commitment and Review Form (OPCRF)

Name of Rater:
Position: Position:
Date of Review:

TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION

PERFORMANC RATING SCALE
E INDICATORS 5 4 3 2 1
TIMELIN (Quality, ACTUAL
KRAs OBJECTIVES Weight per KRA RATING SCORE
E Efficiency & RESULTS
Timeliness)
Achieved a score of 8-9 Achieved a score of 6-7 Achieved a score of 4-5 Achieved a score of 2-3 Achieved a score of 0-1
based on the Division SIP based on the Division SIP based on the Division SIP based on the Division SIP based on the Division SIP
Developed and Q Quality Assurance Tool Quality Assurance Tool Quality Assurance Tool Quality Assurance Tool Quality Assurance Tool
submitted
Develop with the planning team school plan
Leading
school plans aligned with institutional (SIP/AIPP/WF Submitted the plans 3-5 Submitted the plans 1-2 Submitted the plans on the Submitted the plans 5 Submitted the plans 10
Strategically
goals and policies P) based on days before the set deadline days before the set deadline set deadline working days after the set working days after set
QA tool and set deadline deadline
deadline T

#DIV/0! #DIV/0!
100% programs, projects 85%-99% programs, 75%-84% programs, 65%-74% programs, 64% and below of
and activities were projects and activities were projects and activities were projects and activities were programs, projects and
implemented based from implemented based from implemented based from implemented based from activities were
E
AIP/WFP AIP/WFP AIP/WFP AIP/WFP implemented based from
Implemented AIP/WFP
Implement programs in the school approved PPAs
Leading
that support the development of on schedule as 100% PPAs were 85%-99% PPAs were 75%-84% PPAs were 65%-74% PPAs were 64% and below PPAs were
Strategically
learners indicated in the implemented on schedule implemented on schedule implemented on schedule implemented on schedule implemented on schedule
school plans as indicated in the school as indicated in the school as indicated in the school as indicated in the school as indicated in the school
T plans plans plans plans plans

#DIV/0! #DIV/0!
Provided action to 100% Provided action to 85%- Provided action to 75%- Provided action to 65%- Provided action to 64% and
Utilized issues risen during SMEPA 99% issues risen during 84% issues risen during 74% issues risen during below of issues risen during
Q SMEPA SMEPA SMEPA SMEPA
SMEPA results
to address gaps
Utilize available monitoring and in the At least 91%-100% of the At least 81%-90% of the At least 71%-80% of the At least 61%-70% of the At least 51%-60% of the
Leading
evaluation processes and tools to implemented PPAs were PPAs were PPAs were PPAs were PPAs were
Strategically
promote learner achievement PPAs that implemented/monitored/rev implemented/monitored/rev implemented/monitored/rev implemented/monitored/rev implemented/monitored/rev
promoted E iewed/evaluated with iewed/evaluated with iewed/evaluated with iewed/evaluated with iewed/evaluated with
learners' supporting evidence supporting evidence supporting evidence supporting evidence supporting evidence
achievement

#DIV/0! #DIV/0!

Utilize relevant research findings
from reliable sources in facilitationg
Leading
data-driven and evidence-based
Strategically
innovations to improve school
performance
Utilized 5 relevant research Utilizied 4 relevant Utilized 3 relevant research Utilized 2 relevant research Utilized 1 relevant research
and their findings from research and their findings and their findings from and their findings from and their findings from
reliable sources in from reliable sources in reliable sources in reliable sources in reliable sources in
Utilized at least facilitationg data-driven facilitationg data-driven facilitationg data-driven facilitationg data-driven facilitationg data-driven
one research to Q and evidence-based and evidence-based and evidence-based and evidence-based and evidence-based
improve innovations to improve innovations to improve innovations to improve innovations to improve innovations to improve
performance of school performance school performance school performance school performance school performance
target
recipients/impr
ove priority
area by at least Completed all target Completed all target Completed all target Completed all target Completed all target of 1
5% before the research and their findings research and their findings research and their findings research findings utilization research and its findings
end of the utilization activities 2 utilization activities 1 week utilization activities on the activities 1 week after the utilization activities 2
school year T weeks before the end of the before the end of the school last day of End of the end of the school year weeks after the end of the
school year year School Year school year

#DIV/0! #DIV/0!
No incidence of reversion 1-2 incidences of reversion 3-4 incidences of reversion 5-6 incidences of reversion 7 or more incidences of
was made in the were made in the were made in the were made in the reversion were made in the
Q BEIS/LIS/NSBI BEIS/LIS/NSBI BEIS/LIS/NSBI BEIS/LIS/NSBI BEIS/LIS/NSI

Managed 100% on school Managed 85%-99% school Managed 75%-84% school Managed 65%-74% school Managed 64% and below
operation using operation using operation using operation using school operation using
Complied to information information information information information
Managing information E technology/system and data technology/system and data technology/system and data technology/system and data technology/system and data
School Manage school data and information tehnology/ requirement s evidently requirement s evidently requirement s evidently requirement s evidently requirement s evidently
Operations using technology, to ensure efficient system and data
and and effective school operation requirements
Resources BEIS/LIS/NSB
I Complied to information Complied to information Complied to information Complied to information complied to information
system/data requirements system/data requirements system/data requirements system/data requirements system/data requirements 3
3-5 working days before 1-2 working days before on the announced division 1-2 working days after the or more working days after
the announced division the announced division deadline announced division the announced division
T
deadline deadline deadline deadline

No disallowance from
COA committed in the the
liquidation for the rating
Q period
L #DIV/0! #DIV/0!
1-2 audit findings from 3-4 audit findings from 1-3 months MOOE were 4-6 months MOEE were
COA were committed and COA were committed and not released due to COA not released due to COA
provided corrective action provided corrective action findings findings
for the rating period for the rating period

Liquidated all 100% of PPAs funded by 85%-99% PPAs funded by 75%-84% of PPAs funded 65%-74% of PPAs funded 64% and below of PPAs
Exhibit efficient and effective
cash advances MOOE and other sources MOOEas reflected in the by MOOEas reflected in by MOOEas reflected in funded by MOOEas
Managing practices in the management of
based on the as reflected in the AIP/WFP were conducted the AIP/WFP were the AIP/WFP were reflected in the AIP/WFP
School finances consistently adhering to
PPAs reflected
Operations policies, guidelines and issuances in E AIP/WFP were conducted and procured evidently conducted and procured conducted and procured were conducted and
in the AIP/WFP and procured evidently evidently evidently procured evidently
and allocation, procurement, disbursement
free from
Resources and liquidation aligned with the
findings on the
school plan.
given deadline

#DIV/0!
 Liquidated all
Exhibit efficient and effective
cash advances
Managing practices in the management of
based on the
School finances consistently adhering to
PPAs reflected
Operations policies, guidelines and issuances in
in the AIP/WFP
and allocation, procurement, disbursement
free from
Resources and liquidation aligned with the
findings on the
school plan.
given deadline
Liquidated 10-12 months Liquidated 9 months cash Liquidated 8 months cash Liquidated 7 months cash Liquidated 4-6 months cash
cash advances (non-IU)/ advances (non-IU)/ advances (non-IU)/ advances (non-IU)/ advances (non-IU)/
submitted quarterly submitted 1 month delayed submitted 2 months submitted 3 months submitted 4 months
T FARS/BEDS/BAR (IU) on FARS/BEDS/BAR (IU) delayed FARS/BEDS/BAR delayed FARS/BEDS/BAR delayed or more
time (IU) (IU) FARS/BEDS/BAR (IU)

Establish shared accountability in
managing school facilities and
equipment in adherence to policies,
guidelines and issuances on
Managing
acquisition, recording, utilization,
School
repair and maintenance, storage and
Operations
disposal by achieving the ff.
and
Indicators: -School
Resources
inventory and Disposal Committee
-Updated Physical and
Material Inventory
Updated Physical Plant Facilities
#DIV/0! #DIV/0!
No returned PPE inventory 1 incidence of returned PPE 2 incidences of returned 3 incidences of returned 4 or more incidences of
report from the SDO for inventory report from the PPE inventory report from PPE inventory report from returned PPE inventory
correction. SDO for correction. the SDO for correction the SDO for correction from the SDO for
Q
correction
Accounted all
equipment and
properties 100% school equipment 85%-99% school 75%-84% school 65%-74% school 65% and below school
based on and properties were equipment and properties equipment and properties equipment and properties equipment and properties
statutory E accounted. were accounted were accounted were accounted were accounted
requirements
and submitted
an error free
Prepared and submitted Prepared and submitted Prepared and submitted Prepared and submitted Prepared and submitted
report on its
needed reports about needed reports about needed reports about needed reports about needed reports about
utilization,
utilization, repair and utilization, repair and utilization, repair and utilization, repair and utilization, repair and
repair and maintenance, storage, and maintenance, storage, and maintenance, storage, and maintenance, storage, and maintenance, storage, and
maintenance,
- disposals 3-5 working days disposals 1-2 working days disposals on the given the disposals 1-2 working days disposals 3 and more
storage and
T before the deadline before the deadline deadline after the deadline working days after the
disposals on the
deadline
given deadline.

#DIV/0! #DIV/0!
100% of teaching personnel 85%-99% of teaching 75%-84% of teaching 65%-74% of teaching 64% and below of teaching
were given personnel were given personnel were given personnel were given personnel were given
workloads/assignments workloads/assignmentss workloads/assignments workloads/assignments workloads/assignments
Q based on their based on their based on their based on their based on their
specialization specialization specialization specialization specialization
Distributed
Manage staffing such as teaching load
Managing assignment/wor
distribution and grade level and
School kload to all 100% of authorized 85%-99% of authorized 75%-84% of authorized 65%-74% of authorized 64% and below of
subject area assignment in adherence
Operations teaching
to laws, policies, guidelines and E teaching personnel were teaching personnel were teaching personnel were teaching personnel were authorized teaching
and personnel covered. covered covered covered personnel were covered
issuances based on the needs of the
Resources alligned to their
school
specialization Completed and submitted Completed and submitted Completed and submitted Completed and submitted Completed and
the School Form 7 (SF7) 3- School Form 7 (SF7) 1-2 School Form 7 (SF7) on the School Form 7 (SF7) 1-2 submittedSchool Form 7
5 working days before the working days before the dealine. working days after the (SF7) 3 or more working
T
deadline. deadline deadline days after the deadline.

#DIV/0! #DIV/0!
 Absence of human induced Absence of human induced Absence of human No At least 1 induced case 2 or more induced cases
and preventive of/to and preventive of/to human induced and from from
accident/damage of accident/damage of preventive of/to unpreventive/uncontrolable unpreventive/uncontrollabl
human/properties with the human/properties with the accident/damage of accident/incident resulting e accident/incident
Managed all
involvement of community involvement of community human/properties with the to injury of human/damage resulting to injury of
DRR related
stakeholders like PTA, stakeholders like PTA, involvement of community of properties human/damage of
PPAs based on Q
Managing LGU, Barangay Officials, LGU, Barangay Officials, stakeholders like PTA, properties
Manage school safety for disaster AIP keeping
School NGOs, etc. NGOs, etc. LGU, Barangay Officials,
preparedness, mitigation and school safe and
Operations NGOs, etc.
resiliency to ensure continuous resilient from
and
delivery of instruction any possible
Resources
dissater inident
and submitted Completed and documented Completed and documented Completed and documented Completed and documented Completed 64% and below
reports on time. 100% DRRM related 85%- 99% DRRM related 75%-84%DRRM related 65%-74% DRRM related documented DRRM related
E activities based on AIP activities based on AIP activities based on AIP activities based on AIP activities based on AIP

#DIV/0!
Assisted 100% teachers in Assisted 100% teachers in Assisted 100% teachers in Planned activities to assist No
the Evaluation activities the Implemention of the review and teachers on the review, evaluation/implementtion
relative to the activities to assist teachers contextualization of contextualization, and was shown.
implementation of on the review, learning standards as implementation of learning
reviewed and contextualization, and supported by Activity standards relevant to
contextualized learning implementation of learning Design learner needs as supported
Assisted standards relevant to standards relevant to by Instructional
Assist teachers in the review, teachers in the learners as supported by learner needs as supported Supervisory Plan (ISP)
contextualization, and implementation Implemention Proof of Review of by Activity Design
Focusing on
of learning standards to make the of evaluated Q Curriculum Implementation
Teaching
curriculum relevant for learners contextualized and
and
learning Proof of and Accomplishment
Learning
standards on Evaluation of Report
the scheduled contextualized developed
time LMs

Provided and E Assisted 100% identified Assisted at least 75-89% Assisted at least 50-74% Assisted at least 25% and No teachers was assisted.
conducted T teachers
Assisted with needs
teachers andin the identified teachersand
Assisted teachers with identified teachersand
Assisted teachers with below teachers
Assisted teacherswith
and No activity was
technical evaluationILS
reviewed activities
10 working needs in the
reviewed ILSevaluation needs in the
5 days ahead reviewed ILSevaluation identified ILS
quarterly and reviewed needs in the
at least 5 determined.
relative to the activities relative #DIV/0! #VALUE!
assistance to days ahead of time every of scheduled timeto the
every activities relative to the
timely. evaluation
working activities
days late every
teachers on Provided
quarter and conducted
implementation of Provided and
implementation
quarter. conducted
of Provided and
implementation conducted
of Conducted
relative
quarter to technical
the Conducted technical
teaching technical
reviewed assistance
and and technical
reviewed assistance
and and technical
reviewed assistance
and and assistance and instructional
implementation of assistance and instructional
standards and instructional
contextualized learning to
supervision instructional
contextualized supervision
learning to instructional
contextualized supervision
learning to supervision
reviewed andto 26-50% supervision to 1-25%
Provide technical assistance to pedagogies 88-100%
standards teachers
relevant within
to 75-87%
standardsteachers
relevantwithin
to and 51-74%
standardsteachers
relevantwithin
to and teachers withinlearning
contextualized and across teachers within and across
teachers on teaching standards and within and and across curriculum areas
learners across
learnerscurriculum areas across
learnerscurriculum areas curriculum areas asto
standards relevant curriculum areas as
pedagogies within and across across Q evidently
learners shown by the evidently shown by the
curriculum areas to improve their curriculum submitted MOVs submitted MOVs
Focusing on
teaching practice and ensure areas to
Teaching
integration of career awareness and improve their
and
opportunities in the provision of teaching
Learning
learning experiences aligned with the practice and
Improved teaching practice Improved teaching practice Improved teaching practice Improved teaching Improved teaching practice
curriculum. ensured
100% of identified teachers 75% of identified teachers 50% of identified teachers practice25% of identified 24%of identified teachers
integration of
with needs with needs with needs teachers with needs with needs
career E
awareness and
opportunities in
the provision of
learning
#DIV/0! #DIV/0!
experiences
aligned with the
curriculum.

Use validated feedback obtained from
learners, parents, and other
stakeholders to help teachers improve
Focusing on their performance and implement
Teaching learner discipine policies that are
and developed collaboratively with
Learning stakeholders including parents, school
personnel and the community.
Manage a learner-friendly inclusive
and healthy learning environment and
utilize learning outcomes in
Focusing on
developing data-based interventions
Teaching
to maintain learner achievement and
and
attain other performance indicators
Learning
Used validated
feedback
obtained from Used validated feedback Used validated feedback Used validated feedback Use validated feedback Not use any acceptable
learners, from 4 various sources from any 3 of the various from any 2 of the various from any 1 of the various feedback from various
parents, and (teachers, learners, parents, sources (teachers, learners, sources (teachers, learners, sources (teachers, learners, sources
other and other stakeholders) parents, and other parents, and other parents, and other
Q
stakeholders to stakeholders) stakeholders) stakeholders)
help teachers
improve their
performance
and Utilized 4 feedback form/s Utilized 3 feedback form/s Utilized 2 feedback form/s Utilized 1 feedback form Utilized 1 feedback form
implemented and Improved 90-100% and Improved 75-89% and Improved 50-74% and Improved 25-49% and Improved 24% and
learner teaching concern/issue teaching concern/issue teaching concern/issue teaching concern/issue below teaching
E
discipine concern/issue
policies that are
developed
collaboratively Utilized feedback forms Utilized feedback forms Utilized feedback forms Utilized feedback forms Utilized feedback forms
with and validated teaching and validated teaching and validated teaching and validated teaching and validated teaching
stakeholders improvement 10 working improvement 5 working improvement within the improvement 5 working improvement 10 working
including T days before the end of the days before the end of the quarter period days after the end of the days after the end of the
parents, school quarter period quarter period quarter period quarter period
personnel and
the community.
#DIV/0! #DIV/0!
Achieved an average of Achieved an average of 84- Achieved an average 75- Achieved at least 51-74% Achieved 50% and below
93-100% learning 92% learning outcomes 83% learning outcomes learning outcomes based on learning outcomes based on
outcomes based on the based on the following based on the following the following terms and the following terms and
following terms and terms and percentage: terms and percentage: percentage: MPS/Average percentage: MPS/Average
Manage a percentage: MPS/Average MPS/Average Rating of MPS/Average Rating of Rating of Learners in all Rating of Learners in all
learner-friendly Rating of Learners in all Learners in all subjects - Learners in all subjects - subjects - 50% ; subjects - 50% ;
inclusive and Q subjects - 50% ; 50% ; Reading - 30% ; 50% ; Reading - 30% ; Reading - 30% ; and Reading - 30% ; and
healthy learning Reading - 30% ; and and Numeracy Result - and Numeracy Result - Numeracy Result - 20% . Numeracy Result - 20% .
environment Numeracy Result - 20% . 20% . 20% .
and utilized
learning
outcomes in
developing
data-based
Developed 2 or more Developed 1 learning Developed 1 learning Developed 1 learning Developed 1 learning
interventions to
learning interventions and intervention and attained intervention and attained intervention and attained intervention and attained
maintain
attained 93-100%on 84-92% on identified other 75-83% on identified other 51-74% on identified other 50% and below on
learner E identified other performance needs performance needs performance needs identified other
achievement
performance needs performance needs
and attain other
performance
indicators Utilized developed Utilized developed Utilized developed Utilized developed Utilized developed
(within the time intervention/s and attained intervention/s and attained intervention/s and attained intervention/s and attained intervention/s and attained
frame pwede po other target perfromance other target perfromance other target perfromance other target perfromance other target perfromance
ba ito alisin)
T needs 5 working days needs 3-4 working days needs on time frame needs 3-4 working days needs 5 working days
before the end of the school before the end of the school after the end of the school after the end of the school
year year year year
#DIV/0! #DIV/0!

Provide technical assistance to
teachers in using learning assessment
Focusing on
tools, strategies and results consistent
Teaching
with curriculum requirements to
and
ensure accountability in achieving
Learning
higher learning outcomes.
Provided enabling Provided enabling Provided enabling Provided enabling No provision of enabling
interventions and strategies interventions and strategies interventions and strategies interventions and strategies intervention or strategy
through TA to teachers through TA to teachers through TA to teachers through TA to teachers given
using all assessment tools using any 2 of these using any 1 of these using CO tool consistent
such as IPPD, CO, and assessment tools such as assessment tools such as with curriculum
Supervisory Report IPPD, CO, and Supervisory IPPD, CO, and Supervisory requirements that ensured
consistent with curriculum Report consistent with Report consistent with accountability in achieving
requirements that ensured curriculum requirements curriculum requirements higher learning outcomes
Provided Q accountability in achieving that ensured accountability that ensured accountability
technical higher learning outcomes in achieving higher in achieving higher
assistance to learning outcomes learning outcomes
teachers using
learning
assessment
tools, strategies
and results
consistent with
curriculum 100% of teaching personnel 80% of teaching personnel 70% of teaching personnel 50% of teaching personnel 20% and below of teaching
requirements to with identified needs were with identified needs were with identified needs were with identified needs were personnel with identified
ensure provided intervention/s and provided intervention/s and provided intervention/s and provided intervention/s and needs were provided
accountability utilized results that utilized results that utilized results that utilized results that intervention/s and utilized
in achieving
E improved higher learning improved higher learning improved higher learning improved higher learning results that improved
higher learning outcomes outcomes outcomes outcomes higher learning outcomes
outcomes per
quarter

Provided technical
assistance for 5 working
T days before the quarter
period ends of the current
SY
Provided technical Provided technical Provided technical Utilized developed
assistance for 3-4 working assistance within quarter assistance for 3-4 working intervention/s and attained
days before quarter period period of the current SY days after the quarter other target perfromance
ends of the current SY period of the current SY needs 5 working days
after the end of the school
year
#DIV/0! #DIV/0!

Achieved 5 professional Achieved 4 professional Achieved 3 professional Achieved 2 professional Achieved professional
development goals based development goals based development goals based development goals based development goals based
Q on PPSSH domains with on PPSSH domains with on PPSSH domains on PPSSH domains on PPSSH domains with
Achieved legitimate supporting legitimate supporting achieved with legitimate achieved with legitimate legitimate supporting
personal and
professional
evidence/s evidence/s supporting evidence/s supporting evidence/s evidence/s
Set personal and professional development
Developing development goals based on self- goals based on
Self and assessment alligned with the PPSSH domains Covered at least 1 activity Covered at least 1 activity Covered at least 1 activity Covered at least 1 activity Covered at least 1 activity
Others Philippine Professional Standards for with legitimate each in the 5 aspects of each in the 4 aspects of each in the 3 aspects of each in the 2 aspects of each in the 1 aspect of
School Heads supporting E development development development development development
evidence/s
achieved within
the rating period Completed all the target Completed all the target Completed all the target Completed all the target Completed all the target
goals 2 weeks before the goals 1 week before the end goals during the end of the goals 1 week after the end goals 2 weeks after the end
T end of the rating period of the rating period rating period of the rating period of the rating period

#DIV/0!

Participated in at least 3 Participated in at least 2 Participated in at least 1 Participated in at least 1

relevant training/seminar/ relevant training/seminar/ relevant training/seminar/ relevant training/seminar/
Did not participate in any
workshop and address 3 workshop and address 2 workshop and address 1 workshop with no
Participated in Q identified school identified school identified school addressed school
relevant training/seminar/
professional workshop
Developing Participate in professional networks improvement improvement improvement imporvement
networks and needs/concerns needs/concerns needs/concern needs/concern
Self and to upgrade knowledge and skills and
enhanced
Others to enhance practice
practice as
school head
 Participated in
professional
Developing Participate in professional networks
networks and
Self and to upgrade knowledge and skills and
enhanced
Others to enhance practice
practice as
school head Achieved thetarget goals
Achieved the target goals Achieved thetarget goals Achieved the target goal
within five (5) working Achieved no target goal
T within ten (10) days before within the end of the school five (5) working days after
days before the end of within the school year
the end of school year year the school year
school year
Conducted
professional #DIV/0!
development
Q Conducted development Conducted development Conducted development Conducted development Conducted development
initiatives initiatives such as13 orof the initiatives such as 11to12 initiatives such as 10of the initiatives such as 6-9
based on Achieved 90%-100% Achieved 75-89% of the Achieved 50%-74% Achieved 25%-49% of the initiatives such and
Achieved 24% as 5below
and
more LACs,
identified 2 INSETs,gaps
performance 1 identified
LACs, 2 INSETs, 1 GAD
performance LACs, 2 INSETs,
gaps identified 1 GAD
performance LACs, 2 INSETs,
gaps identified 1 GAD
performance below
gaps of LACs, 2 INSETs, 1
the identified
Implement professional development AIP/WFP and GAD based on AIP/WFP based on AIP/WFP with based on AIP/WFP with based on AIP/WFP with GAD based on AIP/WFP
Developing of school personnel as of school personnel based of school personnel based of school personnel based performance gaps of school
initiatives to enhance strengths and L&D Plans and with complete documents complete documentsIPPD complete documentsIPPD complete documentsIPPD with complete
Self and
address performance gaps among enhance E reflected on the on the consolidated on the consolidated on the consolidated personnel baseddocuments
on the
Others consolidated IPPD consolidated IPPD
school personnel strengths and
address
performance
gaps among
school #DIV/0!
personnel Q Performed all 4 phases of Performed all 3 phases of Performed all 2 phases of Performed 1 phase of Performed a phase of
performance
At least 10% cycles
of the performance
At least 5% ofcycles
the performance cycles
100% of the school performance
At least 5% ofcycle
the school performnce
At least 10%cycle with
of the school
including submission
personnel achieved anof including submission
personnel achieved anof including submission
personnel of
achieved Very including submission
personnel achieved of incompleteachieved
personnel requirements
Implemented performance-based
Outstanding rating, and performance-based performance-based performance-based
Outstanding rating but with Satisfactory in the IPCRF Satisfactory rating in Satisfactory rating in
the incentives requirements
none Satisfactory in the incentives
at least 1%requirements
attained incentives requirements incentives
IPCRF requirements IPCRF
Implement the performance
performance E IPCRF. Satisfactory in the IPCRF
Developing management system with a team to
management
Self and support the career advancement of
system based
Others school personnel, and to improve
on DO No. 42
office performance
s. 2017 and DO Completed/submitted Completed/submitted Completed/submitted Completed/submitted Completed/submitted
No. 2 s. 2015 documents two (2) days documents a day before the documents on the declared documents a day after the documents five (5) working
T before the declared declared timeline. day. declared timeline days after the declared
timeline. timeline.
#REF!
#DIV/0!

Implemented at least one Implemented at least one Implemented at least one Implemented at least one Implemented at least one
Implement a (1) reward system for at (1) reward system for at reward (1) system for at (1) reward system for at (1) reward system for at
school rewards Q least five (5) stakeholders least 4 stakeholders least 3 stakeholders least 2 stakeholders least 1 stakeholder (learner,
system to (learners, teachers, parents, (learners, teachers, parents, (learners, teachers, parents, (learners, teachers, parents, teacher, parent, alumni,
Implement a school rewards system to alumni, LGU) alumni, LGU) alumni, LGU) alumni, LGU) LGU)
recognize and
Developing recognize and motivate learners,
motivate
Self and school personnel and other
learneres,
Others stakeholders for exemplary
school Received at least three (3) Received at least (2)two Received at least one (1)
performance and/or continued support Nominated for at least one No nomination from any
personnel, and recognitions from any recognitions from any recognition from any
other DepEd recognized award- DepEd recognized award-
DepEd recognized award- DepEd recognized award- DepEd recognized award-
stakeholders E giving giving giving
giving giving
body/institution/organizatio body/institution/organizatio
body/institution/organizatio body/institution/organizatio body/institution/organizatio
n n
Managed/ n n n
#VALUE!
Facilitated
#DIV/0!
diverse
relationship Q Managed/Faclitated at least Managed/Faclitated at least Managed/Faclitated at least Managed/Faclitated at least Managed/Faclitated at least
with two (2ofmeetings
100% with
the agenda 5
were two (2
70% of meetings
the agendawith 4
were two (2
50% ofmeetings
the agendawith 3
were two (2
25% of meetings
the agendawith 2 None
were twoagendum
(2 meetings with
is discussed
Manage diverse relationships with authorities, (five) or more
achieved and different
enabled (four) different
achieved groups of
and enabled (three) or more
achieved different
and enabled (two) or more
achieved and different
enabled 1(one)
relating to group-type of
learners’ welfare
authorities, colleagues, parents and colleagues, groups
support of
for stakeholders
learners from at support stakeholders
for learners from at groups
support of
for stakeholders
learners from at groups
support of
for stakeholders
learners from at stakeholders
Building least five (5) stakeholders least four (4) stakeholders least four (3) stakeholders least four (2) stakeholders
other stakeholders to encourage an parents and
Connections E (students, teachers, parents, (students, teachers, parents, (students, teachers, parents, (students, teachers, parents,
enabling and supportive environment other
for learners. stakeholders to alumni, LGUs, NGOs, etc.) alumni, LGUs, NGOs, etc.) alumni, LGUs, NGOs, etc.) alumni, LGUs, NGOs, etc.)
encouraged an with three (3) supporting with three (3) supporting with two (2) supporting with one (1) supporting
enabling and documents documents documents documents
supportive
environment for #DIV/0! #DIV/0!
Managed/
learners Q Managed five (5) or more Organized or has existing Organized or has existing Organized or has existing Organized or has existing
Organized fully active clubs/ four (4) fully functional three (3) fully functional two (2) fully functional one (1) fully functional
Manage school organizations, such as functional organizations/associatons organizations organizations organizations organization
learner organizations, faculty clubs organizations
Building
and parent-teacher associations, in on schedule as
Connections
support of the attainment of indicated in the
institutional goals. action plan in
connection to
the SIP/AIP
#DIV/0!
 Managed/
Organized fully Attained 100% aligned Attained at least 75% Attained at least 50% Attained at least 25% Attained 100% aligned AIP
Manage school organizations, such as functional AIP PPA targets of five aligned AIP PPA targets of aligned AIP PPA targets of aligned AIP PPA targets of PPA aligned of (1) club/
learner organizations, faculty clubs organizations (5)clubs/ four (4)clubs/ three (3)clubs/ two (2)clubs/ organization/associaton
Building
and parent-teacher associations, in on schedule as
Connections
support of the attainment of indicated in the E organizations/associatons organizations/associatons organizations/associatons organizations/associatons with complete supporting
with complete supporting with complete supporting with complete supporting with complete supporting documents
institutional goals. action plan in documents documents documents documents
connection to
Implemented/
the SIP/AIP
Conducted
gender #DIV/0! #DIV/0!
sensitivity, Q Conducted at least one (1) Conducted at least one (1) Conducted at least one (1) Conducted at least one (1) Conducted at least one (1)
Implement inclusive practices, such activity with five90%
(5) or activity with four90%
inclusive activity with three (3) activity with two90%
(2) activity with one90%
(1)
physical and Attained at least Attained at least Attained at least 90% Attained at least Attained at least
as gender sensitivity, physical and more inclusive
Building mental health participation ofpractices
the target practices
participation of target inclusive practices
participation of target inclusive practices
participation of target inclusive practices
participation of target
mental health awareness, and culture
Connections and culture E recipients in five (5) or recipients in four (4) recipients in three (3) recipients in two (2) recipients in one (1)
responsiveness, to foster awareness,
responsiveness more activities activities activities activities activity
acceptance and respect.
activities on
Communicated
schedule as
effectively in #DIV/0! #DIV/0!
reflected on the
Communicate effectively in speaking speaking and Q Released/Sent Released/Sent Released/Sent Released/Sent Released/Sent
AIP/WFP
and in writing to teachers, learners, writing that communications
parents and other stakeholders, facilitated Disseminated 5 orfrom
more the communications from4the
Disseminated at least communications from3the
Disseminated at least communications from2the
Disseminated at least communications from1the
Disseminated at least
Building Office of the School
communications Head
using any Office of the School
communications Head
using any Office of the School
communications Head
using any Office of the School
communications Head
using any Office of the School
communications Head
using any
through positive use of information to 5 or more types of to 4 types of stakeholders to 3 types of stakeholders 2 types of stakeholders in to 1 type of stakeholder in
Connections E format/platform/means format/platform/means format/platform/means format/platform/means format/platform/means
communication platforms, to facilitate sharing, stakeholders in any in any in any any format/platform/means any format/platform/means
information sharing, collaboration Established/
collaboration within the school year within the school year within the school year within the school year within the school year
format/platform/means format/platform/means format/platform/means
and support. Strengthened
and support
partnership
using any that #DIV/0! #DIV/0!
strengthened
platforms Q Established/Strengthened Established/Strengthened Established/Strengthened Established partnership Engaged in partnership
support for
partnership with at least 3
Strengthened/Improved partnership with at least 2
Strengthened/Improved partnership with at least 1 Strengthened/Improved
Strengthened/Improved with draft MOA/MOU with at leasttoone ongoing
Attempted
learner
Establish partnerships with the types
either of stakeholders
learner's, schoolwith
or signed MOA/MOU.
either learner's, school or signed MOA/MOU.
either learner's, school or either learner's, school or negotiation
strengthen/improve
development,
community, such as parents, alumni, supporting
community.documents. community. community. community. learner's, school or
as well as
Building authorities, industries, and other Recognized at least 5 Recognized at 4 Recognized 3 stakeholders Recognized 2 stakeholders community.
school and
Connections stakeholders, to strengthen support for E stakeholders (individual or stakeholders (individual or (individual or group) (individual or group) Recognized at least 5
community
learner development, as well as group) group) stakeholders (individual or
improvement
school and community improvement. group)Recognized at least 1
thru
MOA/MOU stakeholder
and recognized
stakeholders #DIV/0! #DIV/0!
with notable OVERALL RATING FOR ACCOMPLISHMENTS
contributions.

Ratee Rater Approving Authority

CORE BEHAVIORAL COMPETENCIES
PART II: COMPETENCIES
Self-Management Rating Teamwork Rating
1 Sets personal goals and direction, needs and development. 1 Willingly does his/her share of responsibilty.
2 Undertakes personal actions and behaviors that are clear and purposive and takes into account personal goals and values congruent to 2 Promotes collaboration and removes barriers to teamwork and goal accomplishment across the organization.
that of the organization.
3 Displays emotional maturity and enthusiasm for and is challenged by higher goals. 3 Applies negotiation principles in arriving at win-win agreements.
4 Prioritize work tasks and schedules (through gantt charts, checklists, etc.) to achieve goals. 4 Drives consensus and team ownership of decisions.
5 Sets high quality, challenging, realistic goals for self and others. 5 Works constructively and collaboratively with others and across organizations to accomplish organizational goals and objectives.
AVERAGE #DIV/0! AVERAGE #DIV/0!
Professionalism and Ethics Rating Service Orientation Rating
1 Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for public officials and employee (RA 1 Can explain and articulate organizational directions, issues and problems.
6713).
2 Practices ethical and professional behavior and conduct taking into account the impact of his/her actions and decisions. 2 Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns.
3 Maintains professional image: being trustworthy, regularity of attendance and punctuality, good grooming and communication. 3 Initiates activities that promotes advocacy for men and women empowerment.
4 Makes personal sacrifices to meet the organization's needs. 4 Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies and directions.
5 Acts with a sense of urgency and responsibility to meet the organization's needs, improves systems and help others improve their 5 Develops and adopts service improvement programs through simplified procedures that will further enhance service delivery.
effectiveness.
AVERAGE #DIV/0! AVERAGE #DIV/0!
Result Focus Rating Innovation Rating
1 Achieves results with optimal use of time and resources most of the time. 1 Examines the root cause of problems and suggests effective solutions. Fosters new ideas, processes, and suggests bettter ways to do
things (cost and/or operational efficiency).
2 Avoids rework, mistakes and wastage through effective work methods by placing organizational needs before personal needs. 2 Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal productivity to create higher value and
results.
3 Delivers error-free outputs most of the time by conforming to standard operating procedures correctly and consistently. Able to produce 3 Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
very satisfactoy quality of work in terms of usefulness/acceptability and completeness with no supervision required.
4 Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new or more precise ways of meeting 4 Translates creative thinking into tangible changes and solutions that improve the work unit and organization.
goals set.
5 Makes specific changes in the system or in own work methods to improve performance. Examples may include doing something better, 5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability to succeed with minimal resources.
faster, at alower cost, more efficiently; or improving quality, costumer satisfaction, morale, without setting any specific goal.
AVERAGE #DIV/0! AVERAGE #DIV/0!
LEADERSHIP COMPETENCIES
Leading People Rating People Performance Management Rating
1 Uses basic persuasion techniques in a discussion or presentation e.g. staff mobilization, appeals to reason and/or emotions, uses data 1 Makes specific changes in the performance management system or in own work methods to improve performance (e.g. does something
and examples, visual aids. better, faster, at lower cost, more efficiently; improves quality, customer satisfaction, morale, revenues).
2 Persuades, convinces of influences others, in order to have a specific impact or effect. 2 Sets performance standards and measures progress of employees based on office and department targets.
3 “Sets a good example”, is a credible and respected leader; and demonstrates desired behavior. 3 Provides feedback and technical assistance such as coaching for performance improvement and action planning.
4 Forwards personal, professional and work unit needs and interest in an issue. 4 States performance expectations clearly and checks understanding and commitment.
5 Assumes a pivotal role in promoting the development of an inspiring, relevant vision for the organization and influences others to share 5 Performs all the stages of results-based performance management system supported by evidence and required documents/forms.
ownership of DepEd goals, in order to create an effective environment.
AVERAGE #DIV/0! AVERAGE #DIV/0!
Peopl Rating
e 1 Improves the skills and effectiveness of individuals through employing a range of development strategies. OVERALL COMPETENCY RATING Rating
Devel
2 Facilities workforce effectiveness through coaching and motivating / developing people within a work environment that mutual trust and CORE BEHAVIORAL COMPETENCIES #DIV/0!
opme respect. Prepares simple presentation using powerpoint.
nt 3 Conceptualizes and implements learning interventions to meet identified training needs. LEADERSHIP COMPETENCIES #DIV/0!
4 Does long-term coaching or training by arranging appropriate and helpful assignments, formal training or other experiences for the OVERALL RATING #DIV/0!
purpose of supporting a person’s learning and development.
5 Cultivates a learning environment by structuring interactive experiences such as looking for future opportunities that are in support of
achieving individual career goals.
AVERAGE #DIV/0!
 PART III: SUMMARY OF RATINGS FOR DISCUSSION
Final Performance Results Rating Adjectival Rating

Accomplishments of KRAs and Objectives

Employee-Superior Agreement
The signatures below confirm that the employee and his/her superior have agreed to the contents of the performance as captured in this form.

Name of Employee: Name of Superior:

Signature: Signature:
Date: Date:

PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs (Recommended Developmental Timeline Resources Needed
Intervention)

Ratee Rater Approving Authority

 OPCRF Action Plan

KRA 1:
Objective 1:
Activities Persons Involved Time Frame Resources Needed Expected Output

KRA 1:
Objective 2:
Activities Persons Involved Time Frame Resources Needed Expected Output

KRA 1:
Objective 3:
Activities Persons Involved Time Frame Resources Needed Expected Output
 KRA 2:
Objective 1:
Activities Persons Involved Time Frame Resources Needed Expected Output

KRA 2:
Objective 2:
Activities Persons Involved Time Frame Resources Needed Expected Output

KRA 2:
Objective 3:
Activities Persons Involved Time Frame Resources Needed Expected Output
 KRA 3:
Objective 1:
Activities Persons Involved Time Frame Resources Needed Expected Output

KRA 3:
Objective 2:
Activities Persons Involved Time Frame Resources Needed Expected Output

KRA 3:
Objective 3:
Activities Persons Involved Time Frame Resources Needed Expected Output

*add rows if necessary

Ratee Rater Approving Authority