PERFORMANCE IMPLEMENTATION REVIEW MONITORING TOOL

I- PROFILE
(Please fill in the needed information. Check those which have options.)
Name: _________________________________ (optional)
Sex: (Male) ______ (Female) ________
Age: (30-35) _____ (36-40) ____ (41-50) ___ (51-55) ____(55-above) ___

No. of years as a Supervisor/School Head:

(0-5) ____ (6-10) ____ (11-15) ____ (16-20) _____ (21 above) ______

The following Self-Assessment Tool which is anchored on Philippine Professional Standard for School
Heads provides an evaluation of school performance in access, quality, and governance. Please
indicate your ratings accordingly with honesty to help improve the performance management of our
division. Be guided with the corresponding interpretations below.
5 Always
4 Many Times
3 Sometimes
2 Seldom
1 Never

I- LEADING STRATEGICALLY
A. SCHOOL PLANNING AND IMPLEMENTATION
Always Many times Sometimes Seldom Never
5 4 3 2 1
1. Involvement of stakeholders such
as School Governing Council,
Parents Teachers Association,
Alumni, BLGU/LGU, Non-
government organizations and
other government organizations in
the crafting and revisiting of the E-
SIP/AIP is evident
2. E-SIP/AIP is revisited every
semester to include adjustments
on the unmet/ unaccomplished
targets
3. Activities in E-SIP and AIP are
aligned with organizational goals
and policies
4. E-SIP reflects programs, projects
and activities that will address
priority improvement areas of the
school based on the school report
card (SRC) key performance
indicators
5. E-SIP/AIP is communicated to a
wider community to ensure shared
understanding and alignment of
schools’ policies, programs,
projects, and activities
For sometimes/seldom/never, write pressing problems
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B. RESEARCH AND INNOVATION

Always Many times Sometimes Seldom Never
5 4 3 2 1
1. Basic research on curriculum,
governance, and operations is
conducted to improve schools’
performance
2. Research findings and
recommendations are presented to
teachers and other stakeholders
through conference, forum, and
colloquium
3. Policies on the adoption of
research findings in schools are
crafted and disseminated
4. Data-driven and evidence-based
innovations adapted from research
are utilized in the schools

For sometimes/seldom/never, write pressing problems

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C. MONITORING EVALUATION PROCESSES AND TOOLS

Always Many times Sometimes Seldom Never
5 4 3 2 1
1. School Monitoring Evaluation and
Adjustment report is prepared
quarterly to provide immediate
feedback on the efficacy of
program implementation
2. SMEA report reflects findings,
analysis, and recommendations on
key performance indicators
3. SMEA report is presented and
communicated to stakeholders
every quarter to document gaps,
successes, and practices and to
propose possible solutions and
recommendations
4. Adjustment plans on unmet targets
based on SMEA and SRC is crafted,
implemented, and monitored
5. Other monitoring and evaluations
 tools to promote learners’
achievement are evident

For sometimes/seldom/never, write pressing problems

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II. MANAGING SCHOOL OPERATIONS

D. FINANCIAL MANAGEMENT
Always Many times Sometimes Seldom Never
5 4 3 2 1
1. Activities, projects, and programs
reflected in the annual work
financial and implementation plan,
annual procurement plan, project
procurement management plan
and monthly disbursement
program are aligned with E-SIP and
AIP
2. Monthly disbursement program is
approved
3. Procurement policies, guidelines
and processes are strictly followed
4. Utilization of funds is aligned with
the approved MDP
5. All funds received from MOOE,
SBFP, PTA, Canteen, Special
Education Fund, and other local
funds are liquidated.
6. Cash Disbursement register and
disbursement vouchers are
regularly checked and approved
7. Transparency monitoring tool for
all the funds such as MOOE, SBFP,
PTA, Canteen, SEF and other local
funds are established and
institutionalized

For sometimes/seldom/never, write pressing problems

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 E. SCHOOL SAFETY FOR DISASTER PREPAREDNESS, MITIGATION AND RESILIENCY

Always Many times Sometimes Seldom Never

5 4 3 2 1
1. School watching/hazard mapping
and school readiness assessment
evaluation compliance with DRR
and WINS are conducted quarterly
2. School contingency and mitigation
plans are prepared, submitted, and
approved.
3. Contingency plans reflect
comprehensive referral system,
communication strategy and risk
management plans in addressing
covid related cases, earthquake,
tsunami, fire and other calamities
4. Disaster Risk Reduction
management task force with terms
of reference is established and
oriented.
5. Simulation activities in case of fire,
tsunami and earthquake or any
calamities are conducted to ensure
appropriate action and response to
mitigate possible hazards and risks.
6. Water, sanitation, and hygiene in
Schools/ WINs program is
institutionalized

For sometimes/seldom/never, write pressing problems

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II- PERFORMANCE MANAGEMENT ON TEACHING AND LEARNING

A. School-Based Review, Contextualization, and Implementation of Learning Standards

Always Many Sometimes Seldo Never
5 times 3 m 1
4 2
1. The Quarterly Instructional
Supervisory Plans and Monthly
accomplishment reports of the
school heads are well-monitored
from the designing to the
implementation.
2. The lesson plans of the teachers
are contextualized and well-
monitored by the school heads
 evident in their tracking forms and
findings, analysis, and
recommendations (FAR).
3. Learning Activity Sheets, self-
learning modules and other
learning materials used for
instruction are consistent to the
Most Essential Learning
Competencies and are suited to
the lesson plans as reflected on
the tracking of the school heads
based on their findings, analysis
and recommendations (FAR).
4. Other Instructional materials (i.e.
Big books, audio lessons, video
lessons, etc.) are obviously quality-
assured based on the findings,
analysis and recommendations of
the school heads.
5. Monitoring and coaching on the
preparations of lesson plans,
learning activity sheets,
instructional materials,
intervention materials and
assessment strategies are evident
through the Performance
Monitoring and Coaching Form
(PMCF) of the school heads.

For sometimes/seldom/never, write pressing problems

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B. Teaching Standards and Pedagogies

Always Many Sometimes Seldo Never

5 times 3 m 1
4 2
1. Performance monitoring and
coaching based on Philippine
Professional Standards for
Teachers (PPST) are evident on
the school heads’ PMCF from
the classroom observation
conducted to teachers.
2. Performance monitoring and
coaching based on Philippine
Professional Standards for
Teachers (PPST) are evident on
 the school heads’ PMCF from
the quarterly portfolio analysis
conducted to teachers.
3. Performance monitoring and
coaching based on Philippine
Professional Standards for
Teachers (PPST) are evident on
the school heads’ PMCF from
the Community of Practice
(CoP)/Focus Group Discussion
(FGD) conducted to teachers
4. Critical incidents related to
teaching standards and
pedagogies are addressed and
given follow-through evident in
the PMCF of the school heads.
5. Needs Analysis using E-SAT is
conducted to identify needs of
teachers based on the PPST and
pedagogies evident in the
School Plan for Professional
Development (SPPD).
6. Learning and development
activities/LAC Sessions in
schools related to teaching
standards and pedagogies are
conducted to address teacher
needs and are reflected in the
learning and development and
LAC session plans of the school

For sometimes/seldom/never, write pressing problems

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C. Teacher Performance Feedback

Always Many Sometimes Seldo Never

5 times 3 m 1
4 2
1. Technical assistance in
designing and quality
assuring of teacher
performance feedback tool is
evident
2. Results of the teacher
feedback tool are
consolidated and analyzed.
 3. Teacher feedback based on
the results is given evident in
the PMCF of the school
heads.
4. Individual teacher feedback
is conducted evident in the
tracking tool of the school
heads with activity
implementation
results/notes.
5. Follow-through was
conducted to the teachers
focused on the feedback
results evident on the PMCF
of the school heads.
6. Sources of feedback vary
from peers, learners, parents
and stakeholders are evident
per quarter.

For sometimes/seldom/never, write pressing problems

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D. Learner Achievement and other Performance Indicators

Always Many Sometimes Seldo Never

5 times 3 m 1
4 2
1. Summary of Academic
Performance is done by the
school heads quarterly with an
intervention plan.
2. Summary of Reading Levels is
done by school heads quarterly
with an intervention plan.
3. Teachers’ tracking of Learners
who are lagging behind and
intervention/remediation
strategies conducted are
monitored by the school heads
as reflected in their tracking
reports.
4. Learner achievement is
communicated to both the
learners and the parents evident
in the tracking tool of the school
heads with FAR.
5. SMEA is conducted by the
 schools to communicate learner
achievement and other
performance indicators to the
internal and external
stakeholders for possible
interventions.
6. Parent/Guardian agreements are
evident in the narrative reports
of the school heads during the
Parents’ convergence in every
quarter.
7. Home Visitations and other
modes like online follow-through
to increase learner achievement
are conducted by the schools
evident in the school head’s FAR
along these matters.

For sometimes/seldom/never, write pressing problems

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E. Learning Assessment

Always Many Sometimes Seldom Never

5 times 3 2 1
4
1. Pre-test and post tests are
tracked and analyzed quarterly
per learning area per grade
level by the schools with
findings and recommendations.
2. Summary Report with analysis
of diagnostic and achievement
test’s Mean Percentage Score
per subject per grade level is
done yearly based on quality-
assured standardized tests.
3. Formative tests are tracked and
given feedback weekly evident
in the FAR of the school heads.
4. Summary Report of
Performance Assessment
(TBAPA/PAGASA) of the
subjects is done quarterly in
schools with FAR.
5. Summary of the Monitoring and
Evaluation of Rubrics for
Performance Assessment is
 done with FAR.
6. Summary Report on the
Evaluation of Summative Test
Design and Results Comparing
TOS and Test Questions is done
by the schools quarterly.

For sometimes/seldom/never, write pressing problems

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IV. DEVELOPING SELF AND OTHERS

A. PERSONAL AND PROFESSIONAL DEVELOPMENT

Always Many Sometimes Seldo Never

5 times 3 m 1
4 2
1. School Heads’ Individual
professional development plan
is prepared and implemented.
2. The IPPD of school head is
anchored on professional needs
aligned with PPSH standards
3. Post graduate studies (MA, PhD)
are undertaken/completed by
school heads
4. Varied professional
development activities such as
trainings, seminars, conferences,
and scholarship programs are
attended
5. Professional reflections are
crafted to improve one’s
practice

For sometimes/seldom/never, write pressing problems

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B. PERFORMANCE MANAGEMENT

Always Many Sometimes Seldom Never

5 times 3 2 1
 4
1. Quarterly performance review
and evaluation to teachers is
conducted to track teachers’
accomplishment against the
target
2. Performance monitoring and
coaching form is utilized in
noting down critical incidents
and in providing technical
assistance to teachers
3. Teachers’ portfolio is validated
and evaluated to determine the
completeness, validity and
veracity
4. IPCRF rating of teachers are
summarized and consolidated
with findings, analysis, and
recommendations

C. PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL

Always Many Sometimes Seldom Never

5 times 3 2 1
4
1. Electronic- Self Assessment Tool
(ESAT) and other training needs
assessment are administered to
determine the professional
needs of teachers
2. Individual professional
development plans of teachers
are consolidated and analyzed.
3. Schools’ professional
development plan are tailored
on the priority professional
needs of teachers.
4. Learning Action Cell (LAC) plans
are aligned with the school’s
professional development plan
5. INSETs/LAC sessions on
learners’ diversity, content and
pedagogy, assessment, 21st
century skills and ICT
integration in instruction and
assessment are conducted to
address learning gaps and to
improve teachers’ content
knowledge, pedagogical skills,
assessment strategies and
professional ethics
 6. Other professional activities
attended by teachers such as
seminars, trainings,
conferences, and scholarship
grants are tracked and analyzed
7. LAC/INSET implementation
review is conducted to
determine its efficiency and
effectiveness

For sometimes/seldom/never, write pressing problems

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V. BUILDING CONNECTIONS
A. MANAGEMENT OF SCHOOL OPERATIONS

Always Many Sometimes Seldo Never

5 times 3 m 1
4 2
1. School organizations for
learners, teachers, parents,
alumni, and other stakeholders
are established to maintain an
enabling and supportive
environment for learners
2. Annual action plans of all school
organizations are prepared,
submitted, and approved
3. Accomplishment reports of all
the activities spearheaded by
different organizations are
gathered and analyzed
4. Programs, projects, and
activities initiated by school
organizations are monitored
and evaluated
5. Program Implementation review
of all school organizations is
conducted

For sometimes/seldom/never, write pressing problems

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B. COMMUNITY ENGAGEMENT
 Alway Many Sometimes Seldom Never
s times 3 2 1
5 4
1. The school-based management
practice of schools in ensuring
the achievement of intended
outcomes is fully integrated in
the local community and is self-
renewing and self-sustaining.
(Level III)
2. Stakeholders’ involvement and
participation in Brigada
Eskwela, SOSA, adopt a school
program and other school PAPS
is evident
3. School report card of school is
published in different platforms
such as FB page, bulletin
boards, microsite, and others
4. State of the school address is
conducted to foster
transparency and
accountability
5. Review on SIP and AIP is
conducted in collaboration with
stakeholders

For sometimes/seldom/never, write pressing problems

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