Department of Education

Region VI – Western Visayas

Schools Division of Aklan
District of Batan
SONGCOLAN ELEMENTARY SCHOOL

OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF)

Name of Employee JOY TUPAZ-SARCENO Name of Rater JERSON B. LABOS EdD
Position SCHOOL PRINCIPAL II Position OIC- ASST. SCHS. DIV. SUPERINTENDENT
School SONGCOLAN ELEMENTARY SCHOOL Date of Review AUGUST 19, 2022
Rating Period SY 2021-2022
TO BE FILLED DURING THE PLANNING TO BE FILLED DURING EVALUATION
KRA 1: Leading Strategically
Performance Indicators Rating
Timelin
Objective Wt Quality Efficiency Timeliness Actual Results Average Score
e Q E T
5
1. Communicated 2% Consistently communicated effectively the DepEd vision, All of the identified All mechanisms were 4 4 4 4 0.08
the DepEd vision, mission
- Schooland core values to wider school community to ensure
Handbook stakeholders
- Learner were informed implemented within the
mission and core shared understanding
- Convergence and alignment of school policies,
of stakeholders -asTeaching
shown inand
thenon-teaching
attendance target timeline
values to the wider programs, projects
- PTA meetings/ and activities (PPA) through, but not limited
assembly sheet
personnel
- Parents
community to to the following
- Proofs mechanisms:
of information, education and communication - LGU/feeder barangays
ensure shared dissemination - NGO
understanding and
alignment of school - Alumni
policies, programs, 4
projects and Frequently communicated effectively the DepEd vision, mission 4 out of 6 identified Mechanisms were
activities and core values to wider school community to ensure shared stakeholders were informed implemented a week
understanding and alignment of school policies, programs, as shown in the attendance after the target timeline
projects and activities (PPA) using at least 3 mechanisms sheet
3
Occasionally communicated effectively the DepEd vision, 3 out of 6 identified Mechanisms were
mission and core values to wider school community to ensure stakeholders were informed implemented 2 weeks
shared understanding and alignment of school policies, as shown in the attendance after the target timeline
programs, projects and activities (PPA) using at least 2 sheet
mechanisms
2
Rarely communicated effectively the DepEd vision, mission and 2 out of 6 identified Mechanisms were
core values to wider school community to ensure shared stakeholders were informed implemented 3 weeks
understanding and alignment of school policies, programs, as shown in the attendance after the target timeline
projects and activities (PPA) using at least 1 mechanism sheet
1
No acceptable evidence was presented 1 out of 6 identified Mechanisms were
2. Developed and 5% 5 stakeholders were informed implemented a month 4 4 4 4 0.2
implemented school All of the indicators aligned with the institutional goals and as shown
100% in the
of the attendance after
developed the target timeline
Implemented
plans aligned with policies were developed and implemented with the planning sheet
school plans aligned with the developed school plans
- Approved School Improvement Plan (SIP)/APP
DepEd institutional team
- Annual Implementation Plan (AIP) institutional goals and aligned with
goals and policies - Enhanced Basic Education Learning Continuity Plan (BE-LCP) policies were implemented institutional goals and
- M&E Report and targets were achieved policies within the
target timeline
 4
3 out 4 indicators aligned with institutional goals and policies 90-99% of the developed Implemented
were developed and implemented with the planning team school plans aligned with the developed school plans
institutional goals and aligned with
policies were implemented institutional goals and
and targets were achieved policies a week after
the target timeline
3
2 out 4 indicators aligned with institutional goals and policies 80-89% of the developed Implemented
were developed and implemented with the planning team school plans aligned with the developed school plans
institutional goals and aligned with
policies were implemented institutional goals and
and targets were achieved policies 2 weeks after
the target timeline
2
1 out 4 indicators aligned with institutional goals and policies 70-79% of the developed Implemented
were developed and implemented with the planning team school plans aligned with the developed school plans
institutional goals and aligned with
policies were implemented institutional goals and
and targets were achieved policies 3 weeks after
the target timeline
1
None of the indicators were developed and implemented with 69% or below of the Implemented
the planning team developed school plans developed school plans
aligned with the institutional aligned with
goals and policies were institutional goals and
implemented and targets policies a month after
were achieved the target timeline
3. Enhanced school 2% 5 5 5 5 0.1
personnel and Consistently enhanced policy implementation and review in Submitted at least 5
stakeholder school to ensure
- Adopted thatDelivery
Learning operations are aligned with the national
Modalities evidences of school policies,
knowledge and and local laws,
- Enrollment regulations and issuances with MOVs on:
Process guidelines and issuances
understanding of - Schools Programs and Projects which are aligned with the
policy national and local laws,
- Assessment of Student’s Performance
implementation and regulations
review to ensure - Other additional policies issued by DepEd and other
that operations are government agencies
consistent with 4
national and local Frequently enhanced policy implementation and review in school Submitted at least 4
laws, regulations to ensure that operations are aligned with the national and local evidences of school policies,
and issuances laws, regulations and issuances guidelines and issuances
which are aligned with the
3
national and local laws,
Occasionally enhanced policy implementation and review in Submitted
regulationsatand
least 3
issuances
school to ensure that operations are aligned with the national evidences of school policies,
and local laws, regulations and issuances guidelines and issuances
2 which are aligned with the
Rarely enhanced policy implementation and review in school to national
Submittedand
at local
least laws,
2
ensure that operations are aligned with the national and local regulations
evidences ofand issuances
school policies,
laws, regulations and issuances guidelines and issuances
1 which are aligned with the
national and local laws,
regulations and issuances
 No acceptable evidence was presented Submitted at least 1
evidences of school policies,
guidelines and issuances
which are aligned with the
national and local laws,
regulations and issuances

5. Designed and 3% Consistently implemented programs, projects and activities5 5 5 5 0.15

implemented (PPAs) to support the development of learners under each major Implemented all programs,
programs in school thrust
ACCESS projects and activities
that support the - Early Registration based on LIS (PPAs) with MOVs
development of - BOSY and EOSY Enrollment (BEIS/LIS)
learners access, - PARDOs/SARDOs
quality and
QUALITY
relevance
- Literacy Program
- Numeracy Program
- School Remediation/ Intervention Programs/Project Initiatives
GOVERNANCE
- SBM WinS
- SBFP
- Gulayan sa Paaralan
4
Frequently implemented programs, projects and activities Implemented 8-10 programs,
(PPAs) to support the development of learners under each major projects and activities
thrust (PPAs) with MOVs
3
Occasionally implemented programs, projects and activities Implemented 5-7 programs,
(PPAs) to support the development of learners under each major projects and activities
thrust (PPAs) with MOVs
2
Implemented 2-4 programs,
Rarely implemented programs, projects and activities (PPAs) to
projects and activities
support the development of learners under each major thrust
(PPAs) with MOVs
1
Implemented 1 program,
No acceptable evidence was presented project and activity with
MOVs
6. Utilized available 5% 5 4 4 4 0.2
monitoring and Consistently utilized M&E Processes and Tools in accordance
evaluation -with DepEdSchool
Quarterly Guidelines and Issuances
Monitoring and
Evaluation achieve
and its purpose
Adjustment
processes and tools (SMEA)
- M&E tools provided by School Management Monitoring and
Evaluation
All M&E processes and tools
to promote learners - M&E tools(SMME)
provided by Division Field Technical Assistance
-(DFTA)
Quality Assurance Technical Assistance Monitoring and were used with MOVs
achievement Evaluation (QATAME) in all Learning and Development (L&D)
Activities
- Quality Assurance of Learning Materials
4
Frequently utilized M&E processes and tools in accordance with 4 out of 5 M&E processes and
DepEd Guidelines and Issuances and achieved its purpose tools were used with MOVs
3
Occasionally utilized M&E processes and tools in accordance 3 out of 5 M&E processes and
with DepEd Guidelines and Issuances and achieved its purpose tools were used with MOVs
2
 Rarely utilized M&E processes and tools in accordance with 2 out of 5 M&E processes and
DepEd Guidelines and Issuances and achieved its purpose tools were used with MOVs
1
No acceptable evidence was presented 1 out of 5 M&E processes and
tools were used with MOVs

KRA 2: Managing School Operations and Resources

1. Managed and 5% 5 4 4 5 4.333333 0.21667
improved school Consistently managed and achieved school target: Achieved 100% or exceeded Reports were
operations using 100% as shown in the MOVs the Division target in all key submitted on or before
technology 1. Performance Indicators performance indicators and the set deadline
- Enrollment updated LIS/BEIS
- Dropout Rate
- Promotion Rate
- Completion Rate
- Failure Rate
2. Updated LIS/BEIS
4
Frequently managed and achieved school target: 5 indicators achieved the Reports were
90-99% as shown in the MOVs Division target submitted 1 week
delayed on the set
3 deadline
Occasionally managed and achieved school target: 4 indicators achieved the Reports were
80-89% as shown in the MOVs Division target submitted 2 weeks
delayed on the set
2 deadline
Rarely managed and achieved school target: 3 indicators achieved the Reports were
70-79% as shown in the MOVs Division target submitted 3 weeks
delayed on the set
1 deadline
Managed and achieved school target: Only 1-2 indicators achieved Reports were
69% and below as shown in the MOVs or no acceptable the Division target submitted 4 weeks or
evidence was presented more delayed on the
2. Managed and 8% 5 set deadline 4 5 5 4.666667 0.37333
utilized finances Consistently managed finances adhering to policies, guidelines Submitted financial reports Submitted and
adhering to policies, -and issuances
Copy in allocation,
of the complete procurement,
accurate disbursement
monthly/quarterly and
MOOE/other and PPAs implemented with communicated financial
guidelines and liquidation
funds
- Compliance aligned
liquidations with
for
to AOM, the
the
NS, school
year
ND plan as shown in the following complete MOVs report and liquidation
issuances in MOVs:
- Financial report communicated to the school personnel, on or before the set
allocation, deadline
-learners,
Complete parents
evidenceandof other stakeholders project/s
the implemented (transparency board)
utilizing the
procurement,
MOOE
- Compliance and other
to RAfunds
9184 (PhilGEPS posting)
disbursement and
liquidation aligned 4
with school plan Frequently managed and liquidated the school MOOE and other Submitted 3 financial reports Submitted and
-funds Copyas ofshown in the following MOOE/other
the monthly/quarterly MOVs: funds liquidation for and PPAs implemented with communicated financial
-9 Financial
months/3report
quarters only
communicated to school personnel, learners complete MOVs report and liquidation 1
-and parentsof the implemented project of the utilized MOOE and
Evidence week delayed on the
other funds 3 set deadline
Occasionally managed and liquidated the school MOOE and Submitted 2 financial reports Submitted and
-other
Copyfunds
of theasmonthly/quarterly
shown in the following MOVs: funds liquidation for
MOOE/other and PPAs implemented with communicated financial
-6 Financial
months/2report
quarters only
communicated to school personnel and complete MOVs report and liquidation 2
learners
- Evidence of the implemented project of the utilized MOOE and weeks delayed on the
other funds set deadline
 2
Rarely managed and liquidated the school MOOE and other Submitted 1 financial report Submitted and
-funds
Copyasofshown in the following MOOE/other
the monthly/quarterly MOVs: funds liquidation for and PPAs implemented with communicated financial
3 months/1report
- Financial quarter only
communicated to school personnel only complete MOVs report and liquidation 3
- Evidence of the implemented project of the utilized MOOE and weeks delayed on the
other funds 1 set deadline
Managed and liquidated the school MOOE and other funds but Submitted incomplete report Submitted and
with incomplete evidence communicated financial
report and liquidation 4
3. Systematized 3% 5 weeks delayed on the 5 5 5 0.15
processes in Consistently managed school facilities and equipment with the Submitted complete reports set deadline
managing school following accomplished
- Annual inventory reportreports/ forms:
on school facilities/buildings on school facilities and
facilities and - Inventory report of equipment equipment
equipment on - Property Acknowledgement Receipt (PAR)
acquisition,
- Waste Materials Report if applicable
recording,
utilization, repair - Inspection and acceptance report
and maintenance, - Inventory Custodian Slip (ICS)
storage and 4
disposal Frequently managed school facilities and equipment with 5 Submitted 5 reports on
MOVs 3 school facilities and
Occasionally managed school facilities and equipment with 4 equipment
Submitted 4 reports on
MOVs 2 school facilities and
Rarely managed school facilities and equipment with 3 MOVs equipment
Submitted 3 reports on
1 school facilities and
Managed school facilities and equipment with incomplete MOVs equipment
Submitted incomplete
4. Managed staffing 2% 5 reports on school facilities 5 5 5 0.1
such as teaching Consistently managed staffing of school personnel in adherence and equipment
Managed staffing of 100% of
load distribution and with the laws, policies, guidelines and issuances school personnel according to
grade level and existing guidelines
subject area
4
assignment in
adherence to laws, Frequently managed staffing of school personnel in adherence Managed staffing of 90-99% of
policies, guidelines with the laws, policies, guidelines and issuances school personnel according to
and issuances existing guidelines
based on the needs 3
of the school Occasionally managed staffing of school personnel in adherence Managed staffing of 80-89% of
with the laws, policies, guidelines and issuances school personnel according to
existing guidelines
2
Rarely managed staffing of school personnel in adherence with Managed staffing of 70-79% of
the laws, policies, guidelines and issuances school personnel according to
existing guidelines
1
Managed staffing of school personnel in adherence with the Managed staffing of 69% or below
laws, policies, guidelines and issuances but with no evidence of school personnel according to
shown existing guidelines
5. Institutionalized 3% 5 5 5 5 5 0.15
school safety for Consistently managed school safety for disaster preparedness mitigation and 100% implementation of the plan Activities were
disaster resiliency to ensure continuous delivery of instruction as shown in the plan, implemented based on
preparedness accomplishment report and portfolio the set timeframe
mitigation and 4
resiliency to ensure
continuous delivery Frequently managed school safety for disaster preparedness mitigation and 90-99% implementation of the plan Activities were imple-mented
of instruction resiliency to ensure continuous delivery of instruction as shown in the plan, 1 week delayed on the set
accomplishment report but no portfolio timeframe
 3
Occasionally managed school safety for disaster preparedness mitigation and 80-89% implementation of the plan Activities were imple-mented
resiliency to ensure continuous delivery of instruction as shown in the 2 weeks delayed on the set
accomplishment report but no plan deadline

2
Rarely managed school safety for disaster preparedness mitigation and 70-79% implementation of the plan Activities were imple-mented
resiliency to ensure continuous delivery of instruction with plan but no 3 weeks delayed on the set
accomplishment report deadline

1
Managed school safety for disaster preparedness mitigation and resiliency to 69% and below implementation Activities were implemented
ensure continuous delivery of instruction as shown in the plan, 4 weeks or more delayed on
accomplishment report but no portfolio the set deadline

6. Managed 2% 5 5 5 5 0.1
emerging Consistently managed emerging opportunities and challenges to encourage Submitted plan and reports with
opportunities and equality and equity in addressing the needs of learners, school personnel and complete MOVs
challenges to other stakeholders by initiating innovation/ intervention as shown in the plan
encourage equality and reports presented
and equity in
addressing the 4
needs of learners, Frequently managed emerging opportunities and challenges to encourage Submitted plan and reports with
school personnel equality and equity in addressing the needs of learners and school personnel incomplete MOVs
and other by initiating innovation/ intervention as shown in the plan and reports
stakeholders presented
3
Occasionally managed emerging opportunities and challenges to encourage Submitted plan without
equality and equity in addressing the needs of learners by initiating innovation/ accomplishment report
intervention as shown in the plan and reports presented
2
Rarely managed emerging opportunities and challenges to encourage equality Submitted accomplishment report
and equity in addressing the needs of school personnel only by initiating
innovation/ intervention as shown in the plan and reports presented
1
Managed emerging opportunities and challenges to encourage equality and No acceptable evidence was
equity in addressing the needs of stakeholders only by initiating innovation/ presented
intervention as shown in the plan but no reports presented
KRA 3: Focusing on Teaching and Learning
1. Assisted teachers 3% 5 5 5 5 5 0.15
in the review, Consistently assisted teachers in all of the following activities: 100% of teachers assisted in the All activities were
contextualization - Review review, contextualization and achieved within the
and implementation - Contextualization implementation of learning timeframe
of learning - Localization standards to make the curriculum
standards to make relevant for learners
- Implementation
the curriculum
relevant for learners - Utilization
4
Frequently assisted teachers in all of the following activities: 90-99% of teachers assisted in the All activities were
- Review review, contextualization and achieved a week after
- Contextualization implementation of learning the timeframe
- Localization standards to make the curriculum
- Implementation relevant for learners
- Utilization
3
 Occasionally assisted teachers in all of the following activities: 80-89% of teachers assisted in the All activities were
- Review review, contextualization and achieved 2 weeks after
- Contextualization implementation of learning the timeframe
- Localization standards to make the curriculum
- Implementation relevant for learners
- Utilization

2
Rarely assisted teachers in all of the following activities: 70-79% of teachers assisted in the All activities were
- Review review, contextualization and achieved 3 weeks after
- Contextualization implementation of learning the timeframe
- Localization standards to make the curriculum
- Implementation relevant for learners
- Utilization
1
No evidence of the activities was conducted 69% and below of teachers All activities were
2. Provided 4% 5 assisted in the review, achieved 4 weeks after 5 5 5 5 0.2
technical assistance Consistently provided technical assistance focused on the contextualization
100% of teachersand were the timeframe
TA was provided 2
to teachers on following
- Teaching aspects through Classroom Observations:
standards implementation
provided of learning
technical days after supervision
teaching standards - Pedagogies standards
assistancetowith
make the
complete
and pedagogies curriculum relevant for
MOVs
- Within learning area
within and across learners
- Across learning areas
learning areas to
improve their 4
teaching practice Frequently provided technical assistance focused on the 90-99% of teachers were TA was provided 3
following
- Teaching aspects through Classroom Observations:
standards provided technical days after supervision
- Pedagogies assistance with complete
- Within learning area MOVs
- Across learning areas
3
Occasionally provided technical assistance focused on the 80-89% of teachers were TA was provided 4
following
- Teaching aspects through Classroom Observations:
standards provided technical days after supervision
- Pedagogies assistance with complete
- Within learning area MOVs
- Across learning areas
2
Rarely provided technical assistance focused on the following 70-79% of teachers were TA was provided 5
aspects through
- Teaching Classroom Observations:
standards provided technical days after supervision
- Pedagogies assistance with complete
- Within learning area MOVs
- Across learning areas
1
No indicator was achieved 69% and below of teachers TA was provided 1
were provided technical week after supervision
assistance with complete
3. Utilized learning 3% 5 MOVs 5 5 5 5 0.15
outcomes in Consistently utilized and analyzed available assessment results 100% of school data on Accomplished within
developing data- for appropriate interventions based on MOVs presented:
- Literacy learning outcomes were the time frame
based interventions - Numeracy utilized with complete MOVs
to maintain learner’s - Written Work
achievement and
- Performance Task
attain other
performance 4
attain other
performance
indicators Frequently utilized and analyzed available assessment results 90-99% of school data on Accomplished a week
for appropriate interventions based on MOVs presented learning outcomes were after the time frame
utilized with MOVs
3
Occasionally utilized and analyzed available assessment results 80-89% of school data on Accomplished 2 weeks
for appropriate interventions based on MOVs presented learning outcomes were after the time frame
utilized with MOVs

2
Rarely utilized and analyzed available assessment results for 70-79% of sch. data on learning Accomplished 3 weeks
appropriate interventions based on MOVs presented outcomes were utilized w/ MOVs after the time frame
1
No MOVs presented 69% & below of sch. data on Accomplished 4 weeks
learning outcomes were utilized w/ after the time frame
MOVs
4. Led initiatives on 4% 5 5 5 5 5 0.2
the innovative Consistently provided technical assistance to teachers on aspect 100% of teachers were provided Provided TA within the
assistance to of:
- learning assessment tools technical assistance with complete target time frame
teachers use of - strategies MOVs
learning - analysis of results
assessment tools,
4
strategies and
results consistent Frequently provided technical assistance to teachers on aspect 90-99% of teachers were Provided TA 1 week
with curriculum of:
- learning assessment tools provided technical after the target time
requirements to - strategies assistance with MOVs frame
ensure - analysis of results
accountability in 3
achieving higher Occasionally provided technical assistance to teachers on 80-89% of teachers were Provided TA 2 weeks
learning outcomes aspect of: assessment tools
- learning provided technical after the target time
- strategies assistance with MOVs frame
- analysis of results
2
Rarely provided technical assistance to teachers on aspect of: 70-79% of teachers were Provided TA 3 weeks
- learning assessment tools provided technical after the target time
- strategies assistance with MOVs frame
- analysis of results
1
No acceptable evidence was presented 69% and below of teachers Provided TA 4 weeks
were provided technical after the target time
assistance with MOVs frame
5. Managed a 2% 5 5 5 5 0.1
learner-centered, Consistently managed implementation of programs and projects All programs, activities and
friendly, inclusive on inclusive and healthy learning environment focusing on: projects implemented were
and healthy learning - Diversity (culture/religion) achieved with complete
environment MOVs
- Gender Equity
- Social Inclusion
- Learners with Disability (LWD)
- Social Emotional Learning
4
Frequently managed implementation of programs and projects All programs, activities and
on inclusive and healthy learning environment focusing on: projects implemented were
- Diversity (culture/religion) achieved with 4 MOVs
 achieved with 4 MOVs
- Gender Equity
- Social Inclusion
- Learners with Disability (LWD)
- Social Emotional Learning
3
Occasionally managed implementation of programs and projects All programs, activities and
on inclusive
- Diversity and healthy learning environment focusing on:
(culture/religion) projects implemented were
- Gender Equity achieved with 3 MOVs
- Social Inclusion
- Learners with Disability (LWD)
- Social Emotional Learning

2
Rarely managed implementation of programs and projects on All programs, activities and
inclusive
- Diversityand healthy learning environment focusing on:
(culture/religion) projects implemented were
- Gender Equity achieved with 2 MOVs
- Social Inclusion
- Learners with Disability (LWD)
- Social Emotional Learning
1
No acceptable evidence was presented All programs, activities and
projects implemented were
achieved with 1 MOV
6. Ensured 2% 5 5 5 5 5 0.1
integration of career Consistently integrated: 100% of the target learners Achieved within the
awareness and - career awareness availed guidance services target time frame
opportunities in the - guidance services
provision of learning - career pathing
experiences aligned
- other opportunities
with the curriculum
in the provision of learning experiences aligned with the
curriculum implementation in the new normal
4
Frequently integrated: 90-99% of the target Achieved 1 week the
- career awareness learners availed guidance target time frame
- guidance services services
- career pathing
- other opportunities
in the provision of learning experiences aligned with the
curriculum implementation in the new normal
3
Occasionally integrated: 80-89% of the target Achieved 2 weeks the
- career awareness learners availed guidance target time frame
- guidance services services
- career pathing
- other opportunities
in the provision of learning experiences aligned with the
curriculum implementation in the new normal
2
Rarely integrated: 70-79% of the target Achieved 3 weeks the
- career awareness learners availed guidance target time frame
- guidance services services
- career pathing
- other opportunities
 in the provision of learning experiences aligned with the
curriculum implementation in the new normal
1
No acceptable evidence was presented 69% and below of the target Achieved 4 weeks the
learners availed guidance target time frame
7. Implemented 2% 5 services 5 5 5 0.1
learner discipline Consistently implemented learner discipline policies that are 100% of the PPAs on
policies that are developed collaboratively with stakeholders including parents, learner discipline were
developed school personnel and the community (Child Protection Policy, implemented
collaboratively with Anti-Bullying Law, Cyber Safety, etc.)
stakeholders
including parents,
school personnel
and the community
4
Frequently implemented learner discipline policies that are 90-99% of the PPAs on
developed collaboratively with stakeholders including parents, learner discipline were
school personnel and the community implemented
3
Occasionally implemented learner discipline policies that are 80-89% of the PPAs on
developed collaboratively with stakeholders including parents, learner discipline were
school personnel and the community implemented
2
Rarely implemented learner discipline policies that are 70-79% of the PPAs on
developed collaboratively with stakeholders including parents, learner discipline were
school personnel and the community implemented
1
No acceptable evidence was presented 69% and below of the PPAs on
learner discipline were
implemented
KRA 4: Developing Self and Others
1. Implemented the 3% 5 5 5 5 5 0.15
performance Consistently implemented the phases of RPMS cycle Implemented all phases of Followed the 4 phases
management - eSAT (Electronic Self-Assessment Tool) the RPMS cycle with of RPMS cycle within
system with a team complete MOVs the prescribed time
- IDP (Individual Development Plan)
to support the frame
career advance- - Sample Commitment Contract
ment of school - Mentoring/Coaching Form/Mid-year Review
personnel and to - Consolidated Report on Performance Rating/Individual
improve office Developmental Needs (PR/IDP)
performance 4
Frequently implemented the phases of RPMS cycle Implemented all phases of Followed the RPMS
the RPMS cycle with 5-6 cycle 1 week after the
MOVs time frame
3
Occasionally implemented the phases of RPMS cycle Implemented all phases of Followed the RPMS
the RPMS cycle with 3-4 cycle 2 weeks after the
MOVs time frame
2
Rarely implemented the phases of RPMS cycle Implemented all phases of Followed the RPMS
the RPMS cycle with 1-2 cycle 3 weeks after the
MOVs time frame
1
 No acceptable evidence was presented Implemented all phases of Followed the RPMS
the RPMS cycle with no cycle 4 weeks after the
acceptable MOVs time frame
2. Implemented 3% 5 5 5 5 5 0.15
professional dev't Consistently implemented professional development initiatives to 100% of the target personnel Accomplished within
initiatives to enhance strengths
- NSET Program and address performance
Design/Training Matrix gaps among participated/attended the time frame
enhance strengths school personnel
- LAC Plan and Accomplishment Report professional development
& address
Report on Teaching and Non-Teaching Personnel who attendedprograms/initiatives
performance gaps
among school graduate studies, training programs/short courses, Job Embed-
personnel ded Learning

4
Frequently implemented professional development initiatives to 90-99% of the target personnel Accomplished a week
enhance strengths and address performance gaps among participated/attended professional after the time frame
school personnel development programs/initiatives
3
Occasionally implemented professional development initiatives to enhance 80-89% of the target personnel Accomplished 2 weeks after
strengths and address performance gaps among school personnel participated/attended professional the time frame
development programs/initiatives
2
Rarely implemented professional development initiatives to enhance strengths 70-79% of the target personnel Accomplished 3 weeks after
and address performance gaps among school personnel participated/attended professional the time frame
development programs/initiatives
1
No acceptable evidence was presented 69% and below of the target Accomplished 4 weeks
personnel participated/attended after the time frame
professional development
3. Capacitated 3% 5 programs/initiatives 4 4 4 4 0.12
individuals and Consistently provided opportunities to individuals and teams in Submitted all acceptable Accomplished within
teams to effectively -performing
Approved leadership
designationroles and
of SIP responsibilities Organization
Team/PMT/School reports with complete MOVs the time frame
perform leadership Teams, L&DAction/Work
- Approved Team, etc. Plan and Accomplishment Report on
roles and assigned ancillary/special
- Other acceptable assignment
MOVs within Annotations
responsibilities in
4
fostering shared
governance and Frequently provided opportunities to individuals and teams in Submitted all acceptable Accomplished a week
accountability performing leadership roles and responsibilities reports with 2 relevant after the time frame
3 MOVs
Occasionally provided opportunities to individuals and teams in Submitted all acceptable Accomplished 2 weeks
performing leadership roles and responsibilities reports with 1 relevant after the time frame
2 MOVs
Rarely provided opportunities to individuals and teams in Submitted acceptable Accomplished 3 weeks
performing leadership roles and responsibilities reports after the time frame
1
No acceptable evidence was presented No acceptable report was Accomplished 4 weeks after
submitted the time frame
4. Implemented 3% 5 5 5 5 0.15
laws, policies, Consistently implemented laws, policies, guidelines and Implemented all activities
guidelines and -issuances
Promotionon(D.O
the rights, privileges
66, s. 2007, CSCand benefitsNo.
Resolution of school
1600732
issuances on the personnel
Policy such
- Leaveguidelines
(R.A. asonbut
4670, thenot
R.A. lot limited
Three-Salary
11210 toGrade
Expanded the following:
Limitation
Maternity on Law,
Leave
rights, privileges Promotion
-R.A. 8972&Solo
Loading Parents'
working hoursWelfare Acts.of2009,
(D.O. 16 2000,CSCR.A.Resolution
8187
and benefits of Paternity
No. 080096Leave Act
Working ofHours
1996 of Public School Teachers)
- Medical benefits (R.A. 4670)
school personnel to
ensure their general
and benefits of
school personnel to
ensure their general - Cash benefits (D.O. 39, s. 2021 Hardship allowance)
welfare - Organization (R.A. 4670)
4
Frequently implemented laws, policies, guidelines and issuances 1 activity was not
on the rights, privileges and benefits of school personnel such implemented
as but not lot limited to the following:
- Promotion
- Leave
- Loading & working hours
- Medical benefits
- Cash benefits
- Organization

3
Occasionally implemented laws, policies, guidelines and 2 activities were not
issuances
- Promotionon the rights, privileges and benefits of school implemented
personnel
- Leave such as but not lot limited to the following:
- Loading & working hours
- Medical benefits
- Cash benefits
- Organization
2
Rarely implemented laws, policies, guidelines and issuances on 3 activities were not
the rights, privileges and benefits of school personnel such as
- Promotion implemented
but not lot limited to the following:
- Leave
- Loading & working hours
- Medical benefits
- Cash benefits
- Organization
1
No evidence was presented 4 activities were not
5. Implemented a 3% 5 implemented 4 4 4 4 0.12
school reward Consistently implemented a school reward system to recognize All activities were All activities were
system to recognize and motivateon
- Guidelines learners,
Rewards school personnel and
and Recognition other stakeholders
Mechanism implemented achieved within the
and motivate -for exemplary
End of Schoolperformance and/ orfor
Year Recognition. support
the Learners (program time frame
learners, school and list of with
- PRAlSE awardees) - Recognition
Exemplary/ Outstandingfor the Parents and other
Performance
personnel and other Stakeholders
- Program and(program and list of awardees)
List of Awardees
stakeholders for
exemplary - Grant of Monetary/Non- monetary Incentives
performance and/or - Sample of Issued Certificates/ Medals of Excellence/Plaque of Recognition
continued support 4
Frequently implemented a school reward system to recognize and motivate 1 activity was not implemented All activities were achieved
learners, school personnel and other stakeholders for exemplary performance 1 week after the time frame
and/ or support
3
Occasionally implemented a school reward system to recognize and motivate 2 activities were not implemented All activities were achieved
learners, school personnel and other stakeholders for exemplary performance 2 weeks after the time frame
and/ or support
2
Rarely implemented a school reward system to recognize and motivate 3 activities were not implemented All activities were achieved
learners, school personnel and other stakeholders for exemplary performance 3 weeks after the time frame
and/ or support
1

KRA 5. Building Connections
1. Built constructive 3%
relationships w/ au-
thorities,colleagues,
parents & other
stakeholders to
foster an enabling &
supportive environ-
ment for learners
2. Managed school 3%
organizations, such
as learner
organization, faculty
clubs and parent
teacher
associations, by
applying relevant
policies and
guidelines to
support the
attainment of
institutional goals
3. Exhibited 3%
inclusive practices
such as gender
sensitivity, physical
and mental health
awareness, and
culture responsive-
ness, to foster
awareness,
No acceptable evidence was presented 4 activities were not implemented All activities were achieved
4 weeks after the time frame
5 4 4 4 0.12
Consistently built constructive relationships with authorities, All MOVs were presented
colleagues, parents
- stakeholders and (list
mapping otherof stakeholders
stakeholders/ and objectives were
partners) achieved
- Communication with stakeholders on project/programs initiated
- Minutes of meetings with internal and external stakeholders -
Collaborative
- Linkages andprograms
network and projects participated by
activities
- Resolved grievances/ conflicts/complaints
4
Frequently built constructive relationships with authorities, 5 MOVs were presented and
colleagues, parents and other stakeholders objectives were achieved
3
Occasionally built constructive relationships with authorities, 3-4 MOVs were presented &
colleagues, parents and other stakeholders objectives were achieved
2
Rarely built constructive relationships with authorities, 1-2 MOVs were presented &
colleagues, parents and other stakeholders objectives were achieved
1
No acceptable evidence was presented No acceptable MOV was
presented and no objectives
was achieved
5 5 5 5 0.15
Consistently managed school organizations for school personnel Submitted all acceptable
and parents
- Clubs and Organization for learners MOVs
- SPG/SSG
- Faculty Club
- SGC
- PTA
- Alumni and other organizations recognized by the school
4
Frequently managed school organizations for school personnel Submitted 3 acceptable
and parents MOVs
3
Occasionally managed school organizations for school Submitted 2 acceptable
personnel and parents MOVs
2
Rarely managed school organizations for school personnel and Submitted 1 acceptable
parents MOVs
1
No existing clubs and organizations No acceptable MOV
5 5 5 5 0.15
Consistently exhibited inclusive practices such as: Submitted all acceptable
- Gender sensitivity/ GAD MOVs
- Physical awareness - Mental health awareness
- Culture responsiveness
- Other related activities that foster awareness, acceptance and
respect
culture responsive-
ness, to foster
awareness, 4
acceptance and Frequently exhibited inclusive practices such as: Submitted 4 acceptable
respect - Gender sensitivity/ GAD MOVs
- Physical awareness - Mental health awareness
- Culture responsiveness
- Other related activities that foster awareness, acceptance and
respect
3
Occasionally exhibited inclusive practices such as: Submitted 3 acceptable
- Gender sensitivity/ GAD MOVs
- Physical awareness - Mental health awareness
- Culture responsiveness
- Other related activities that foster awareness, acceptance and
respect

2
Rarely exhibited inclusive practices such as: Submitted 1-2 acceptable
- Gender sensitivity/ GAD MOVs
- Physical awareness - Mental health awareness
- Culture responsiveness
- Other related activities that foster awareness, acceptance and
respect
1
No acceptable evidence on inclusive practices No acceptable MOV was
presented
4. Communicated 3% 5 5 5 5 0.15
effectively in Consistently communicated effectively in speaking and in writing Submitted all acceptable
speaking and in to teachers,
- Online learners, parents and other stakeholders
platforms MOVs
writing to teachers, - Offline platforms
learners, parents 4
and other
Frequently communicated effectively in speaking and in writing Submitted 4 acceptable
stakeholders,
to teachers, learners, parents and other stakeholders MOVs
through positive use
of communication 3
platforms to Occasionally communicated effectively in speaking and in Submitted 3 acceptable
facilitate information writing to teachers, learners, parents and other stakeholders MOVs
sharing, 2
collaboration and Rarely communicated effectively in speaking and in writing to Submitted 1-2 acceptable
support teachers, learners, parents and other stakeholders MOVs
1
No acceptable evidence was presented No acceptable MOV was
presented
5. Initiated 3% 5 4 4 4 0.12
partnerships with Consistently initiated partnerships with the community, such as Established at least 5
the community, parents,
- Record alumni, authorities, industries and other stakeholders
of donation educational partners with
such as parents, - MOA/MOU/ Certificate of Acceptance complete MOVs
alumni, authorities, - Brigada Eskwela Portfolio
industries and other
- List of partners
stakeholders to
strengthen support - Advocacy Campaign/ Communications
for learner 4
development, as Frequently initiated partnerships with the community, such as Established at least 4 educational
well as school and parents, alumni, authorities, industries and other stakeholders partners with complete MOVs
community 3
improvement
community
improvement Occasionally initiated partnerships with the community, such as parents, Established at least 3educational
alumni, authorities, industries and other stakeholders partners with complete MOVs
2
Rarely initiated partnerships with the community, such as parents, alumni, Established at least 1-2
authorities, industries and other stakeholders educational partners with complete
1 MOVs
No acceptable MOV was presented No acceptable MOV was
presented
Plus Factor
Performed various 10% 5 5 5 5 0.5
related Performed at least 1 related work/activity that contributed to the Submitted any 4 of the
works/activities that teaching-learning process and/ or school operations beyond the acceptable MOVs
contribute to the Schools Division as evidenced by the submitted MOV
teaching- learning
process and/or
school operations

- committee 4
-involvement
involvement(TWG
as Performed at least 1 related work/activity that contributed to the Submitted any 3 of the
member)
module/learning
- coordinatorship/ teaching-learning process and/ or school operations within the acceptable MOVs
material
chairpersonship Schools Division as evidenced by the submitted MOV
writer/validator
- coaching and 3
-mentoring
mentoringlearners
pre- Performed at least 1 related work/activity that contributed to the Submitted any 2 of the
in competitions
service teachers teaching-learning process and/ or school operations within the acceptable MOVs
district as evidenced by the submitted MOV
- acted as trainer/ 2
resource
- participation as Performed at least 1 related work/activity that contributed to the Submitted any 1 of the
person/learning
research presenter teaching-learning process and/ or school operations within the acceptable MOV
facilitator
in a forum/ school/ community Learning Center (CLC) as evidenced by the
conference submitted MOV
- others (please 1
specify and provide No acceptable evidence was shown No acceptable evidence was
annotations) shown
Final Rating 4.700
Adjectival Rating Outstanding

JOY Tupaz-SARCENO, EdD JERSON B. LABOS EdD FELICIANO C. BUENAFE Jr., CESO VI
School Principal II OIC, Office of the Asst. Schools Division Superintendent Schools Division Superintendent
RATEE RATER APPROVAL AUTHORITY
Consistentl
y- School
-communica
Handbook
ted
-Convergen
PTA
effectively
ce of
-meetings/
Proofs of
the DepEd
stakeholde
assembly
information
vision,
rs
, education
mission
and
and core
communica
values
tion to
wider
disseminati
school
on
community
to ensure
shared
understand
ing and
alignment
of school
policies,
programs,
projects
and
activities
(PPA)
through,
but not
limited to
the
following
mechanism
s: