KRA 1 5 4 3 2 1

1. Communicated the
DepEd vision, mission
and core values to the
wider school
Quality
community to ensure
shared understanding
and alignment of
school policies,
programs, projects and
activities
Efficiency Materials 6. Screenshots of Proof of Distribution of Materials 6. Screenshots of Print Materials 6.
Documentation of six (6) Documentation of five Documentation of four (4) Documentation of three Documentation of one (1)
activities conducted within (5) activities conducted activities conducted within (3) activities conducted to two (2) activities
the year with the within the year with the the year with the within the year with the conducted within the year
corresponding proofs of the corresponding proofs of corresponding proofs of the corresponding proofs of with the corresponding
modality used the modality used modality used the modality used proofs of the modality
used
Presence of any five (5) of Presence of any five (5) Presence of any five (5) of Presence of any five (5) of Presence of any five (5) of
the listed MOVs for each of of the listed MOVs for the listed MOVs for each of the listed MOVs for each the listed MOVs for each
the conducted activity: each of the conducted the conducted activity: of the conducted activity: of the conducted activity:
1. Memo 2. Minutes 3. activity: 1. Memo 1. Memo 2. Minutes 3. 1. Memo 2. Minutes 1. Memo 2. Minutes 3.
Photo Documentation 4. 2. Minutes 3. Photo Photo Documentation 4. 3. Photo Documentation Photo Documentation 4.
Attendance Sheets 5. Proof Documentation 4. Attendance Sheets 5. Proof 4. Attendance Sheets 5. Attendance Sheets 5.
of Distribution of Print Attendance Sheets 5. of Distribution of Print Proof of Distribution of Proof of Distribution of
Print Materials 6.
Online Announcement 7. Print Materials 6. Online Announcement 7. Screenshots of Online Screenshots of Online
Tarpaulin 8. Letter Request Screenshots of Online Tarpaulin 8. Letter Request Announcement 7. Announcement 7.
for Radio Timeslot 9. Link of Announcement 7. for Radio Timeslot 9. Link of Tarpaulin 8. Letter Tarpaulin 8. Letter
Video Clips 10. Letter of Tarpaulin 8. Letter Video Clips 10. Letter of Request for Radio Request for Radio
Invitation to Stakeholders Request for Radio Invitation to Stakeholders Timeslot 9. Link of Video Timeslot 9. Link of Video
Timeslot 9. Link of Clips 10. Letter of Clips 10. Letter of
Video Clips 10. Letter of Invitation to Stakeholders Invitation to Stakeholders
Invitation to
2. Developed and Presence of the listed Presence of any three Presence
2of 40 of any two(2) of Presence of one of the No acceptable evidence
implemented with the MOVs: 1. Approved AIP and (3) of the listed MOVs the listed MOVs listed MOVs was shown
planning team school BE LCP 2. Accomplishment
plans aligned with Report with documentation
institutional goals and signed by the School
policies Project Management Team
(PMT) noted by the school
head 3. Signed Quarterly
Quality M&E Report signed by the
PMT and noted by the
school head 4.Signed
Project Workplan and
Budget Matrix per PPA

91-100% of the PPAs per 81-90% of the PPAs 71-80% of the PPAs per 61-70% of the PPAs per Below 60% of the PPAs
approved AIP were per approved AIP were approved AIP were approved AIP were per approved AIP were
implemented/completed as implemented/completed implemented/completed as implemented/completed implemented/completed
shown in M&E Report and as shown in M&E shown in M&E Report and as shown in quarterly as shown in M&E Report
Accomplishment Report. Report and Accomplishment Report M&E Report and and Accomplishment
Efficiency Non-negotiable PPAs: GPP, Accomplishment Report Accomplishment Report Report
WinS, SBFP (for
elementary schools only)

Minutes of four (4) meetings Minutes of three (3) Minutes of two (2) meetings Minutes of one (1) No acceptable evidence
Timeliness of the SPT with the PMT meetings of the SPT of the SPT with the PMT meeting of the SPT with was shown
with the PMT the PMT
3. Utilized available
monitoring and
evaluation processes
and tools to promote
learner achievement
Quality
M & E results of each of the M & E results of any M
3of&40E results of any three M & E results of one (1) No acceptable evidence
enumerated PPAs: a. five(5) to six (6)) of the (3) to four (4) of the to two (2) of the was shown
school performance (SMEA) enumerated PPAs enumerated PPAs enumerated PPAs
based on AIP; b. WiNS, c.
Brigada Eskwela, d.GAD, e.
L and D, f. RPMS, g.
GPP,.h. learner
achievements and/or
performance such as ILMP
i. School-initiated
program/project j. SBFP

At least one accomplished At least one At least one accomplished At least one accomplished No acceptable evidence
and signed (1) M&E tool to accomplished and and signed (1) M&E tool to and signed (1) M&E tool was shown
track and evaluate each of signed (1) M&E tool to track and evaluate two (2) to track and evaluate one
Efficiency
the enumerated PPAs track and evaluate of the enumerated PPAs of the enumerated PPAs
three (3) of the
enumerated PPAs
KRA 2
1. Managed school At least five (5) online data At least four (4) online At least three (3) online At least two (2) online Absence of online data
data and information submission evidences : a. data submission data submission data submission submission evidence
using technology, Learner Information System evidences : a. Learner evidences : a. Learner evidences : a. Learner and/or incomplete offline
including ICT to ensure b. Enhanced Basic Information System b. Information System b. Information System b. data report per SBM
efficient and effective Education Information Enhanced Basic Enhanced Basic Education Enhanced Basic dimension.
school operations. System c. Wash in School Education Information Information System c. Education Information
Quality (WinS) d. DPDS System c. Wash in Wash in School (WinS) d. System c. Wash in School
(Partnership) e. eSAT Form School (WinS) d. DPDS DPDS (Partnership) e. (WinS) d. DPDS
(school summary) f. RPMS (Partnership) e. eSAT eSAT Form (school (Partnership) e. eSAT
Cycle; and presence of Form (school summary) summary) f. RPMS Cycle; Form (school summary) f.
offline school data report in f. RPMS Cycle; and and presence of offline RPMS Cycle; and
all SBM dimensions. presence of offline school data report in all presence of offline school
school data report in all SBM dimensions. data report in all SBM
 At least five (5) evidences of At least 4 evidences of At
4ofleast
40 3 evidences of both At least 2 evidences of No acceptable evidence
both online and offline both online and offline online and offline learners both online and offline was shown
learners and school reports: learners and school and school reports: 1. LIS learners and school
1. LIS 2. EBEIS 3. WinS reports: 1. LIS 2. 2. EBEIS 3. WinS 4. reports: 1. LIS 2. EBEIS
4. DPDS 5. eSAT 6. EBEIS 3. WinS 4. DPDS 5. eSAT 6. 3. WinS 4. DPDS 5.
Efficiency IPCRF/OPRCF online link DPDS 5. eSAT 6. IPCRF/OPRCF online link eSAT 6. IPCRF/OPRCF
submission IPCRF/OPRCF online submission online link submission
link submission

Evidences of 5 out of 6 Evidences of 4 out of 6 Evidences of 3 out of 6 Evidences of 2 out of 6 No online report submitted
online reports submitted on online reports submitted online reports submitted on online reports submitted on time
Timeliness or before the deadline on or before the or before the deadline on or before the deadline
deadline

2. Managed finances Presence of at least 6 of Presence of 4-5 of the Presence of 2-3 of the Presence of 1 of the listed No evidence presented
adhering to policies, the listed MOVs: 1. Cash listed MOVs 1. Cash listed MOVs 1. Cash MOVs 1. Cash
guidelines and Disbursement Report 2. Disbursement Report Disbursement Report 2. Disbursement Report 2.
issuances in allocation, Certification of MOOE 2. Certification of Certification of MOOE Certification of MOOE
procurement, utilization from the MOOE utilization from utilization from the utilization from the
disbursement and accounting office 3. PTA the accounting office 3. accounting office 3. PTA accounting office 3. PTA
liquidation aligned with audited financial report PTA audited financial audited financial report audited financial report
school plan. signed by the president, report signed by the signed by the president, signed by the president,
treasurer and auditor with president, treasurer and treasurer and auditor with treasurer and auditor with
attached proof of expenses auditor with attached attached proof of expenses attached proof of
4. Financial report of LGU proof of expenses 4. 4. Financial report of LGU expenses 4. Financial
Quality donations 5. Financial Financial report of LGU donations 5. Financial report of LGU donations
report on Alumni donations 5. Financial report on Alumni 5. Financial report on
association 6. Finacial report on Alumni association 6. Finacial Alumni association 6.
report on school produce 7. association 6. Finacial report on school produce 7. Finacial report on school
Financial report on Brigada report on school Financial report on Brigada produce 7. Financial
Eskwela donations with produce 7. Financial Eskwela donations with report on Brigada
deed of donations 8. report on Brigada deed of donations 8. Eskwela donations with
updated transparency board Eskwela donations with updated transparency deed of donations 8.
deed of donations 8. board updated transparency
updated transparency board
board

Efficiency Accounting Unit
Timeliness fiscal year
3. Managed school
facilities and equipment
in adherence to
policies, guidelines and
issuances on
acquisition, recording,
neutralization, repair
and maintenance,
storage and disposal.
Quality
Liquidation and utilization Liquidation and Liquidation
5of 40 and utilization Liquidation and utilization Liquidation and utilization
reports certified by utilization reports reports certified by reports certified by reports certified by
certified by Accounting Accounting Unit Accounting Unit Accounting Unit
Unit
Records of school MOOE Records of school Records of school MOOE Records of school MOOE Records of school MOOE
liquidation submitted 30 MOOE liquidation liquidation submitted liquidation submitted liquidation submitted
days after the release of last submitted 45 days after 2 months after the 2 ½ months after the 3 months after the
cash advance of previous the release last cash release of last cash release of last cash release of last cash
advance of previous advance of previous fiscal advance of previous fiscal advance of previous fiscal
fiscal year. year. year. year.
At least 6 of the listed 5 of the listed MOVs; 1. 4 of the listed MOVs; 1. 3 of the listed MOVs; 1. No evidence presented
MOvs; 1. Inventory report Inventory report of Inventory report of school Inventory report of school
of school facilities: a. school facilities: a. facilities: a. school building facilities: a. school
school building b. school building b. b. equipment (science, building b. equipment
equipment (science, equipment (science, TLE/TVL, Math, etc.) c. (science, TLE/TVL, Math,
TLE/TVL, Math, etc.) c. TLE/TVL, Math, etc.) c. computer sets and printers etc.) c. computer sets
computer sets and printers computer sets and d. tables and chairs e. and printers d. tables and
d. tables and chairs e. printers d. tables and handwashing facilities chairs e. handwashing
handwashing facilities 2. chairs e. handwashing 2. Books and other learning facilities 2. Books and
Books and other learning facilities 2. Books materials 3. Repair and other learning materials
materials 3. Repair and and other learning maintenance/upkeeping of 3. Repair and
maintenance/upkeeping of materials 3. Repair school physical structures maintenance/upkeeping
school physical structures and and facilities (pictures of of school physical
and facilities (pictures of maintenance/upkeeping before, during and after structures and facilities
before, during and after of school physical repair) 4. Structured (pictures of before, during
repair) 4. Structured structures and facilities classrooms, comfort rooms, and after repair) 4.
classrooms, comfort rooms, (pictures of before, ICT lab/room, directory, Structured classrooms,
ICT lab/room, directory, during and after repair) stage 5. Presence of comfort rooms, ICT
stage 5. Presence of 4. Structured segregated waste facilities lab/room, directory, stage
segregated waste facilities classrooms, comfort 6. Functional health 5. Presence of
6. Functional health facilities rooms, ICT lab/room, facilities 7. logbook of segregated waste
7. logbook of utilization 8. directory, stage 5. utilization 8. facilities 6. Functional
disposal/demolition report, if Presence of segregated disposal/demolition report, if health facilities 7. logbook
any waste facilities 6. any of utilization 8.
Functional health disposal/demolition report,
 6of 40

evidences/documentation of the evidences/documentation evidences/documentation of evidences/documentation of evidences/documentation of

Efficiency presented reports of the presented reports the presented reports the presented reports the presented reports

KRA 3
1. Assisted teachers in the
review, contextualization
and implementation of
learning standards to make
the curriculum relevants for
the learners
Quality
5 4
a. TA plan approved by the
PSDS, b. copy of 9 or more
contextualized lessons per
quarter such as learning activity
sheets, SLMs, and worksheets
reviewed by the SH, c. photo-
documentation of the utilization
of the contextualized lessons, d.
quarterly inventory of TA outputs
3 2 1
a. TA plan approved by a. TA plan approved by the a. TA plan approved by Absence of any of the non
the PSDS, b. copy of at PSDS, b.copy of at least 5- the PSDS, b.copy of at negotiable indicators
least 7-8 contextualized 6 contextualized lessons least 4 and below
lessons per quarter per quarter such as learning contextualized lessons
such as learning activity activity sheets, SLMs, and per quarter such as
sheets, SLMs, and worksheets reviewed by the learning activity sheets,
worksheets reviewed by SH, c.photo-documentation SLMs, and worksheets
the SH, c. photo- of the utilization of the reviewed by the SH,
documentation of the contextualized lessons, d. c.photo-documentation of
utilization of the quarterly inventory of TA the utilization of the
contextualized lessons, outputs contextualized lessons, d.
d. quarterly inventory of quarterly inventory of TA
TA outputs outputs
 District stamped TA reports District stamped TA reports District
7of 40 stamped TA reports District stamped TA reports District stamped TA reports
(narrative report, pictures, (narrative report, pictures, (narrative report, pictures, (narrative report, pictures, (narrative report, pictures,
samples) showing TA provision samples) showing TA samples) showing TA provision samples) showing TA samples) showing TA provision
to 90-100% of the teachers provision to 80-89% of to 70-79% of teachers needing provision to 60-69% of to 59% and below of teachers
needing TA per approved TA teachers needing TA per TA per approved TA Plan teachers needing TA per needing TA per approved TA
Plan approved TA Plan approved TA Plan Plan
(Note in the preparation of TA
Plan: 9 teachers and below - at
Efficiency least 6; 10 - 29 teachers - at
least 10; 30 - 50 teachers - at
least 20; 51 and above - at least
35)

District-stamped TA District-stamped TA District-stamped TA District-stamped TA District-stamped TA

accomplishment reports accomplishment reports accomplishment reports accomplishment reports accomplishment reports
Timeliness submitted 3 days after the end of submitted 4-5 days after the submitted 6-7 days after the end submitted 8-9 days after the submitted 10 days after the
the quarter end of the quarter of the quarter end of the quarter end of the quarter

2. Utilized learning
outcomes in developing
data-based interventions to
maintain learner
achievement and attain
other performance
indicators
Copy of validated intervention
materials in 7-8 learning areas,
monthly tracking of learners
performance record, sample of
individual learning monitoring
plan monthly
Quality
Copy of validated
intervention materials in 5-6
learning areas, monthly
tracking of learners
performance record,
sample of individual
learning monitoring plan bi-
monthly
Copy of validated intervention
materials in 3-4 learning areas,
monthly tracking of learners
performance record, sample of
individual learning monitoring
plan quarterly
Copy of validated intervention No acceptable evidence
materials in 1-2 learning
area/s, monthly tracking of
learners performance record,
sample of individual learning
monitoring plan semestral

Sample of validated intervention Sample of validated Sample of validated intervention Sample of validated Sample of validated
materials accomplished by the intervention materials materials accomplished by the intervention materials intervention materials
learner in 8 or more learning accomplished by the learner in 4-5 learning areas accomplished by the learner in accomplished by the learner in
areas (School/district for learner in 6-7 learning 3-2 learning areas only one (1) learning area
elementary and school for areas
Efficiency secondary - to organize QA team
per learning area)
3. Provided TA to teachers
in using learning
assessment tools,
strategies and results
consistent with curriculum
requirements to ensure
accountability in achieving
higher learning outcomes
Copy of coaching/mentoring Presence of four (4) Presence
8of 40 of three (3) indicators Presence of two (2) indicators Presence of only one (1)
form signed by the coachee and indicators indicator
the coach, issued school memo
on the conduct of said activity,
DO-approved/stamped INSET
proposal and/or DO stamped L
and D plan, copy of agreement
Quality form signed by the SH and
teacher, sample of validated
contextualized assessment tool

Any five (5) of the following
acceptable evidences/MOVs: a.
attendance sheet, b. sample
copy of validated assessment
tool c. sample of test item
analysis, d. sample of lesson
design on least mastered
competencies, e. sample of
authentic assessment materials,
f. sample of revised assessment
tool, g. copy of the adjusted
assessment tool per assessment
result
Efficiency
Any four (4) of the following
acceptable
evidences/MOVs: a.
attendance sheet, b.
sample copy of validated
assessment tool , c. sample
of test item analysis, d.
sample of lesson design on
least mastered
competencies, e. sample of
authentic assessment
materials, f. sample of
revised assessment tool, g.
copy of the adjusted
assessemnt tool per
assessment result
Any three (3) of the following
acceptable evidences/MOVs: a.
attendance sheet, b. sample
copy of validated assessment
tool , c. sample of test item
analysis, d. sample of lesson
design on least mastered
competencies, e. sample of
authentic assessment materials,
f. sample of revised assessment
tool, g. copy of the adjusted
assessemnt tool per
assessment result
Any two (2) of the following
acceptable evidences/MOVs:
a. attendance sheet, b.
sample copy of validated
assessment tool c. sample of
test item analysis, d. sample
of lesson design on least
mastered competencies, e.
sample of authentic
assessment materials, f.
sample of revised assessment
tool, g. copy of the adjusted
assessemnt tool per
assessment result
Any one (1) of the following
acceptable evidence/MOVs: a.
attendance sheet, b. sample
copy of validated assessment
tool, c. sample of test item
analysis, d. sample of lesson
design on least mastered
competencies, e. sample of
authentic assessment
materials, f. sample of revised
assessment tool, g. copy of the
adjusted assessemnt tool per
assessment result

KRA 4 5
4 3 2 1
1. Implemented DO-stamped Learning and
professional development Development Plan; Summary
initiatives to enhance results of eSAT/LDM
strengths and address assessment for PD; Completion
performance gaps among report of interventions conducted
school personnel addressing 86-100% of the
identified development needs of
personnel
Quality
Completion
report/documentation of four (4)
professional development
initiatives: 1. School INSETs 2.
TIP 3. Coaching and Mentoring
4. LAC Sessions 5. Job
Efficiency Rotations 6. Benchmarking
2. Provided opportunities to Documentation/certification of
individuals and teams in performed leadership roles and
performing leadership roles responsibilities of 86-100% of
and responsibilities the school personnel
Quality
DO-stamped Learning and
Development Plan;
Summary results of
eSAT/LDM assessment for
PD; Completion report of
interventions conducted
addressing 71-85 % of the
identified development
needs of personnel
Completion
report/documentation of
three (3) professional
development initiatives
Documentation/certification
of performed leadership
roles and responsibilities of
71-85% of the school
personnel
DO-stamped
9of 40 Learning and DO-stamped Learning and DO-stamped Learning and
Development Plan; Summary Development Plan; Summary Development Plan; Summary
results of eSAT; Completion results of eSAT; Completion results of eSAT; Completion
report of interventions report of interventions report of interventions
conducted addressing 56-70% conducted addressing 41-55% conducted addressing 40%
of the identified development of the identified development and below of the identified
needs of personnel needs of personnel development needs of
personnel and below
Completion report/documentatio Completion No acceptable evidence was
of two (2) professional report/documentation of a shown
development initiatives professional development
initiative
Documentation/certification of Documentation/certification of Documentation/certification of
performed leadership roles and performed leadership roles performed leadership roles and
responsibilities of 56-70% of the and responsibilities of 41-55% responsibilities of 40% of the
school personnel of the school personnel school personnel and below
 Documentation/certification of Documentation/certification 10of
Documentation/certification
40 of Documentation/certification of Documentation/certification of
performed leadership roles and of performed leadership performed leadership roles and performed leadership roles performed leadership roles and
responsibilities in the conduct of roles and responsibilities in responsibilities in the conduct of and responsibilities in the responsibilities in the conduct
any six (6) of the enumerated the conduct of any five (5) any four (4) of the enumerated conduct of any three (3) of the of any two (2) of the
activities: 1. SLAC 2. School- of the enumerated activities activities enumerated activities enumerated activities
Insets 3. Assignments to Task
Forces/Committees/special
projects 4. Job Rotations 5.
Efficiency Benchmarking 6. Coaching 7.
Mentoring

3. Implemented a school
rewards system to
recognize and motivate
learners, school personnel
and other stakeholders for
exemplary performance
and/or continued support
a. Certificate of accreditation
signed by the Division PRAISE
Committee;
b.Awards/Recognition
certificates in four (4) different
Quality categories: a.. learners, b.
school personnel, c. parents,
and d. other stakeholders
a. Certificate of
accreditation signed by the
Division PRAISE
Committee;
b.Awards/Recognition
certificates in three (3)
different categories
a. Certificate of accreditation
signed by the Division PRAISE
Committee;
Awards/Recognition certificates
intwo (2) different categories
a. Certificate of accreditation No acceptable evidence was
signed by the Division shown
b. PRAISE Committee; b.
Awards/Recognition
certificates in a category

Documentation/Minutes of at Documentation/Minutes of Documentation/Minutes of three Documentation/Minutes of two Documentation/Minutes of one

least five (5) of the enumerated four (4) of the enumerated (3) of the enumerated activities (2) of the enumerated of the enumerated activities
activities : 1. Issuance activities activities
of school policy guidelines/memo
2. Creation of Awards and
Recognition Committee 3.
Selection of applicants 4.
Efficiency Development of selection criteria
per category 5. Sourcing of
funds (for prizes) 6.
Awarding/Recognition
ceremony/ies

KRA 5 5 4 3 2 1
1. Built constructive
relationships with
authorities, colleagues,
parents and other Quality
stakeholders to foster an
enabling and supportive
environment for learners
Efficiency
Documentation of engagement Documentation of Documentation
11of 40 of engagement Documentation of No acceptable evidence
with parents and other engagement with parents with parents and other engagement with parents and
stakeholders in each of six (6) and other stakeholders in stakeholders in in each of four other stakeholders in each of
different activities each of five (5) different (4) different activities three (3) different activities
activities
Documentation of the conducted Documentation of the Documentation of the Documentation of the Documentation of the
activities with parents and other conducted activities with conducted activities with conducted activities with conducted activities with
stakeholders across four parents and other parents and other stakeholders parents and other parents and other stakeholders
quarters with complete required stakeholders across four across four quarters with stakeholders across four across four quarters with
documents such as: 1. Letter of quarters with complete complete required documents quarters with complete complete required documents
invitation/memo/text/FB required documents such such as: 1. Letter of required documents such as: such as: 1. Letter of
posts/GC 2. Minutes of as: 1. Letter of invitation/memo/text/FB 1. Letter of invitation/memo/text/FB
the meeting signed by the invitation/memo/text/FB posts/GC 2. Minutes of invitation/memo/text/FB posts/GC 2. Minutes of
documenter and the presiding posts/GC 2. Minutes the meeting signed by the posts/GC 2. Minutes of the meeting signed by the
officer 3. Attendance of the meeting signed by documenter and the presiding the meeting signed by the documenter and the presiding
sheets 4. Copy of program the documenter and the officer 3. Attendance documenter and the presiding officer 3. Attendance
5. Photo-Documentation presiding officer 3. sheets 4. Copy of program officer 3. Attendance sheets 4. Copy of program
Attendance sheets 4. 5. Photo-Documentation sheets 4. Copy of program 5. Photo-Documentation
Copy of program 5. 5. Photo-Documentation
Photo-Documentation
2. Communicated
effectively in speaking and
in writing to teachers,
learners, parents and other
stakeholders, through
positive use of
communication platform to
facilitate information
sharing, collaboration and
support.
Quality
Efficiency
(Documentation of at least six
(6) different activities along
communicating
information/policies/guidelines/u
pdates/issuances/etc) through
the use of any four (4)
communication platforms such
as 1. text 2. letters/memo 3.
tarpaulin 4. bandillo 5. FB
page/FB account 6. radio
broadcast 7. flyers 8. Others
Evidences of utilization of the
different communication
platforms
(Documentation of at least 12of
(Documentation
40 of at least four (Documentation of at least No evidence presented
five (5) different activities (4) different activities along three (3) different activities
along communicating communicating along communicating
information/policies/guidelin information/policies/guidelines/u information/policies/guidelines
es/updates/issuances/etc) pdates/issuances/etc) through /updates/issuances/etc)
through the use of any four the use of any four (4) through the use of any four (4)
(4) communication communication platforms such communication platforms such
platforms such as 1. text 2. as 1. text 2. letters/memo 3. as 1. text 2. letters/memo 3.
letters/memo 3. tarpaulin 4. tarpaulin 4. bandillo 5. FB tarpaulin 4. bandillo 5. FB
bandillo 5. FB page/FB page/FB account 6. radio page/FB account 6. radio
account 6. radio broadcast broadcast 7. flyers 8. Others broadcast 7. flyers 8. Others
7. flyers 8. Others
Evidences of utilization of Evidences of utilization of the Evidences of utilization of the No acceptable evidence was
the different communication different communication different communication shown
platforms platforms platforms
3. Initiated partnerships Evidences of partnership Evidences of partnership Evidences
13of 40 of partnership Evidences of partnership Evidences of partnership
with the community such programs or activities programs or activities programs or activities programs or activities programs or activities
as parents, alumni,
authorities, industries and
other stakeholders, to
strengthen support for
learner development, as
well as school and
community improvement.
Quality

Received copies of
proposals/signed letters/project
plan and response/reply of 5 or
more target partners
Received copies of Received copies of Received copies of Received copies of
proposals/signed proposals/signed letters/project proposals/signed proposals/signed letters/project
letters/project plan and plan and response/reply of 3 letters/project plan and plan and response/reply of 1
response/reply of 4 target target partners response/reply of 2 target target partner
partners partners

Efficiency

KRA 6 5 4 3 2 1
 a. Facilitator/resource speaker: certificate any five (5) of the acceptable any four (4) of the any three
14of 40 (3) of the acceptable any two (2) of the acceptable only one (1) of the acceptable
of MOVs a. Facilitator/resource acceptable MOVs MOVs MOVs MOVs
recognition/commendation/memorandum, speaker: certificate of
b. Acted as writer: copy of the recognition/commendation/mem
IMs/modules/manual and orandum, b. Acted as writer:
acknowledged/signed by the authorized copy of the IMs/modules/manual
official, and acknowledged/signed by the
c. Acted as consultant: authorized official,
certificate of appreciation and letter of
request of consultancy signed by SDS/ c. Acted as consultant:
with attached resume, certificate of appreciation and
d. Committee member: letter of request of consultancy
memorandum on the composition of the signed by SDS/ with attached
committee/copy of report, resume,
d. Committee member:
e.Rresearch: copy of memorandum on the
approved completed research, composition of the
committee/copy of report,
f. Innovation: copy of the
approved completed innovation,
g. Authorship: e.Rresearch: copy of approved
copy of the published completed research,
article/link/screenshot and/or printed e-
copy , f.
Innovation: copy of the approved
h. QA member: completed innovation,
memo/accomplishment/certification, g.
 15

OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM FOR SCHOOL HEADS

Name of Employee: VICTOR H. LUBA Name of Rater: RAYMUNDO M. CANTONJOS

Position: T-III/OIC Position: ASSISTANT SCHOOLS DIVISION SUPERINTENDENT
Bureau/Center/Service/Division: SAN JOSE ELEMENTARY SCHOOL/USON NORTH/MASBATE Date of Review
Rating Period: 2020-2021

Performance Indicators
Weight
KRAs Objectives per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
1. LEADING 1. Communicated the 6.50% Consistently communicated the Frequently communicated the Occasionally communicated the Rarely communicated the DepEd Failed to communicate the DepEd
STRATEGICALLY DepEd vision, mission and DepEd vision, mission and core DepEd vision, mission and core DepEd vision, mission and core vision, mission and core values to vision, mission and core values to
core values to the wider values to the wider school community values to the wider school values to the wider school the wider school community to the wider school community to
school community to to ensure shared understanding and community to ensure shared community to ensure shared ensure shared understanding and ensure shared understanding and
Quality alignment of school policies, understanding and alignment of understanding and alignment of alignment of school policies, alignment of school policies,
ensure shared
programs, projects and activities school policies, programs, projects school policies, programs, projects programs, projects and activities programs, projects and activities
understanding and
and activities and activities
alignment of school
policies, programs,
projects and activities Communicated the DepEd vision, Communicated the DepEd vision, Communicated the DepEd vision, Communicated the DepEd vision, Communicated the DepEd vision,
mission and core values to the wider mission and core values to the wider mission and core values to the mission and core values to the mission and core values to the
school community by conducting six school community by conducting five wider school community by wider school community by wider school community by
(6) activities within the year using any (5) activities within the year using conducting four (4) activities within conducting three (3) activities conducting one (1) to two (2)
of the following modalities such as: 1. any of the following modalities such the year using any of the following within the year using any of the activities within the year using any
Efficiency Flyers 2. Tarpaulin 3. Video Clip 4. as: 1. Flyers 2. Tarpaulin 3. Video modalities such as: 1. Flyers 2. following modalities such as: 1. of the following modalities such as:
Face-to-face 5. Newspaper/School Clip 4. Face-to-face 5. Tarpaulin 3. Video Clip 4. Face-to- Flyers 2. Tarpaulin 3. Video Clip 4. 1. Flyers 2. Tarpaulin 3. Video Clip
Paper 6. Online 7. SRC 8. Radio 9. Newspaper/School Pape 6. Online 7. face 5. Newspaper/School Pape 6. Face-to-face 5. Newspaper/School 4. Face-to-face 5.
Video SRC 8. Radio 9. Video Online 7. SRC 8. Radio 9. Video Pape 6. Online 7. SRC 8. Radio 9. Newspaper/School Pape 6. Online
Video 7. SRC 8. Radio 9. Video

2. Developed and 6.50% Conducted the following activities with Conducted the following activities Conducted the following activity Developed the school plans No acceptable evidence was
implemented with the the School Planning Team (SPT) and with the SPT and PMT along the with the SPT along the aligned with institutional goals and shown.
planning team school Project Management Team (PMT) development of school plans aligned development of school plans policies
plans aligned with along the development of school with institutional goals and policies: aligned with institutional goals and
institutional goals and plans aligned with institutional goals 1. Workshop on AIP Crafting for policies: 1. Alignment of Targets to
and policies: 1. Year 2 Performance Year 3 2. Alignment of Targets to BE BE LCP
policies Quality Review 2 (SY 2020-2021). Workshop LCP
on AIP Crafting for Year 3 (SY 2021-
2022) 3. Alignment of Targets to BE
LCP
 institutional goals and
policies
Weight
KRAs Objectives per KRA QET Outstanding (5)
91-100% of school PPAs per
Efficiency approved AIP were
implemented/completed
Conducted 4 quarterly meetings with Conducted 3 quarterly meetings with
the School Planning Team (SPT) and the School Planning Team (SPT)
Timeliness Project Management Team (PMT)
3. Utilized available Consistently adopted and used all the
monitoring and evaluation appropriate and relevant department-
processes and tools to framed and school-framed monitoring
promote learner and evaluation tools in executing
achievement DepEd-based and school-based
Quality programs, projects and learner
development initiatives to assess
school performance with insignificant
margin of errors
Submitted at least one accomplished
and signed (1) M&E tool to track and
evaluate at least four (4) of the
following : a. school performance
(SMEA) based on AIP; b. DepEd
program/project such as WiNS,
Efficiency Brigada Eskwela, GAD, L and D,
RPMS; c. learner achievements
and/or performance such as ILMP d.
School-initiated program/project e.
SBFP
Periodic utilization of DepEd-framed
and school-framed M&E tools
Timeliness
2. MANAGING 1. Managed school data and 6.50% Consistently performed management
SCHOOL information using technology, of school data using technology,
OPERATIONS AND including ICT to ensure including ICT to ensure efficient and
efficient and effective school
Quality effective school operations.
RESOURCES
operations.
16
Performance Indicators
Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
81-90% of school PPAs per 71-80% of school PPAs per 61-70% of school PPAs were Below 60% of school PPAs per
approved AIP were approved AIP were implemented/completed approved AIP were
implemented/completed implemented/complemeted implemented/completed
Conducted 2 quarterly meetings Conducted 1 quarterly meeting No quarter meeting conducted
with the School Planning Team with the School Planning
and Project Management Team (SPT) and Project Management Team(SPT) and Project
(PMT) Team (PMT) Management Team (PMT)
Frequently adopted and used all the Occasionally adopted and used Rarely adopted and used the No acceptable evidence was
appropriate and relevant the department-framed and department-framed and school- shown that M&E tools were
department-framed and school- school-framed monitoring and framed monitoring and evaluation available and used
framed monitoring and evaluation evaluation tools in executing tools in executing DepEd-based
tools in executing DepEd-based and DepEd-based and school-based and school-based programs,
school-based programs, projects and programs, projects and learner projects and learner development
learner development initiatives to development initiatives to assess initiatives to assess school
assess school performance with the school performance with performance with significant
least significant margin of errors significant margin of errors margin of errors
Submitted at least one accomplished Submitted at least one Submitted at least one No acceptable evidence was shown
and signed (1) M&E tool to track and accomplished and signed (1) M&E accomplished and signed (1) M&E
evaluate for each of at least three (3) tool for each of at least two (2) of tool for each of at least one (1) of
of the following : a. school the following to track and evaluate: the following to track and evaluate:
performance (SMEA) based on AIP; a. school performance (SMEA) a. school performance (SMEA)
b. DepEd program/project such as based on AIP; b. DepEd based on AIP; b. DepEd
WiNS, Brigada Eskwela, GAD, L and program/project such as WiNS, program/project such as WiNS,
D, RPMS; c. learner achievements Brigada Eskwela, GAD, L and D, Brigada Eskwela, GAD, L and D,
and/or performance such as ILMP d. RPMS; c. learner achievements RPMS; c. learner achievements
School-initiated program/project e. and/or performance such as ILMP and/or performance such as ILMP
SBFP d. School-initiated program/project d. School-initiated program/project
e. SBFP e. SBFP
Periodic utilization of DepEd-framed Infrequent/irregular utilization of Infrequent/irregular utilization of No acceptable evidence was shown
and infrequent use of school-framed DepEd-framed and school-framed school-framed M&E tools
M & E tools M&E tools
Frequently performed management Occasionallyperformed Rarely performed management of No acceptable evidence was shown
of school data using technology, management of school data using school data using technology,
including ICT to ensure efficient and technology, including ICT to including ICT to ensure efficient
effective school operations. ensure efficient and effective and effective school operations.
school operations.
2. MANAGING 1. Managed school data and 6.50%
SCHOOL information using technology,
OPERATIONS AND including ICT to ensure
RESOURCES efficient and effective school
operations.
KRAs Objectives
2. Managed finances
adhering to policies,
gudielines and issuances in
allocation, procurement,
disbursement and liquidation
aligned with school plan.
3. Managed school facilities
and equipment in adherence
to policies, guidelines and
issuances on acquisition,
recording, neutralization,
repair and maintenace,
storage and disposal.
17
Performance Indicators
Weight
per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
Managed gathering and submission Managed gathering and submission Managed gathering and Managed gathering and No acceptable evidence was shown
of school data to 5 out 6 online of school data to 4 out 6 online submission of school data to 3 submission of school data to 1-2
systems required by the Department systems required by the Department out 6 online systems required by out 6 online systems required by
Efficiency of Education of Education the Department of Education the Department of Education
1. LIS 2. EBEIS 3. WinS 4. DPDS
5. e SAT 6. IPCRF/ORCF Online link
Submitted online 5 out of 6 required Submitted online 4 out of 6 required Submitted online 3 out of 6 Submitted online 2 out of 6 No online report submitted on time
Timeliness reports on or before the deadline reports on or before the deadline required reports on or before the required reports on or before the
deadline deadline
6.50% Consistently managed finances Frequently managed finances Occasionally managed finances Rarely managed finances adhering No acceptable evidence was shown
adhering to policies, guidelines and adhering to policies, guidelines and adhering to policies, guidelines to policies, guidelines and
issuances in allocation, procurement, issuances in allocation, procurement, and issuances in allocation, issuances in allocation,
Quality disbursement and liquidation aligned disbursement and liquidation aligned procurement, disbursement and procurement, disbursement and
with school plan with school plan liquidation aligned with school plan liquidation aligned with school plan
Utilized 96-100% of the MOOE Utilized 91% - 95% of the MOOE Utilized 86% - 90% of the MOOE Utilized 81% - 85% of the MOOE Utilized 80% and below of the
Efficiency MOOE
Liquidated the school MOOE 30 days Liquidated the school MOOE 45 Liquidated the school MOOE 2 Liquidated the school MOOE 2 1/2 Liquidated the school MOOE 3
after the release of last cash advance days after the release of last cash months after the release of last months after the relase of last cash months or more after the release of
Timeliness of previous fiscal year. (Note: For last advance of previous fiscal year cash advance of previous fiscal advance of previous fiscal year last cash advance of previous
quarter CA - 30 days after the year fiscal year
covered period.)
6.50% Consistently managed school facilities Frequently managed school facilities Occasionally managed school Rarely managed school facilities No acceptable evidence was shown
and equipment in adherence to and equipment in adherence to facilities and equipment in and equipment in adherence to
policies, guidelines and issuances on policies, guidelines and issuances on adherence to policies, guidelines policies, guidelines and issuances
acquisition, recording, neutralization, acquisition, recording, neutralization, and issuances on acquisition, on acquisition, recording,
Quality repair and maintenance, storage and repair and maintenance, storage and recording, neutralization, repair neutralization, repair and
disposal. disposal. and maintenance, storage and maintenance, storage and
disposal. disposal.
 and equipment in adherence
to policies, guidelines and
issuances on acquisition,
recording, neutralization,
repair and maintenace,
storage and disposal.
KRAs Objectives
3. FOCUSING ON 1. Assisted teachers in the 6.50%
TEACHING AND review, contextualization
LEARNING and implementation of
learning standards to make
the curriculum relevant for
the learners
2. Utilized learning outcomes
in developing data-based
interventions to maintain
learner achievement and
attain other performance
indicators
18
Performance Indicators
Weight
per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
Managed the preparation of the Managed the preparation of 5 out of Managed the preparation of 4 out Managed the preparation of 3 out Managed the preparation of 2 out
following reports: 1. Inventory report the 6 reports of the 6 reports of the 6 reports of the 6 reports
of school facilities: a. school building
b. equipment (science, TLE/TVL,
Math, etc.) c. computer sets and
printers d. tables and chairs e.
handwashing facilities 2. Books
and other learning materials 3.
Repair and maintenance/upkeeping of
Efficiency school physical structures and
facilities (pictures of before, during
and after repair) 4. Structured
classrooms, comfort rooms, ICT
lab/room, directory, stage 5.
Presence of segregated waste
facilities 6. Functional health facilities
Consistently assisted teachers in the Frequently assisted teachers in the Occasionally assisted teachers in Rarely assisted teachers in the No assistance provided
review, contextualization and review, contextualization and the review, contextualization and review, contextualization and
implementation of learning standards implementation of learning standards implementation of learning implementation of learning
Quality to make the curriculum relevant for to make the curriculum relevant for standards to make the curriculum standards to make the curriculum
the learners the learners relevant for the learners relevant for the learners
Provided TA to 91-100% of the Provided TA to 81-90% of the Provided TA to 71-80% of the Provided TA to 61-70% of the Provided TA to only 60% & below
teachers needing technical assistance teachers needing technical teachers needing technical teachers needing technical of the teachers needing technical
Efficiency per approved TA Plan within the assistance per approved TA Plan assistance per approved TA Plan assistance per approved TA Plan assistance per approved TA Plan
quarter within the quarter within the quarter within the quarter within the quarter
Timeliness Submitted TA report 3 days after the Submitted TA report 4-5 days after Submitted TA report 6-7 days after Submitted TA report 8-9 days after Submitted TA report 10 days or
end of the quarter the end of the quarter the end of the quarter the end of the quarter more after the end of the quarter
6.50% Consistently developed differentiated Frequently developed differentiated Occasionally developed Rarely developed differentiated No acceptable evidence was shown
learning activities based on the learning activities based on the differentiated learning activities learning activities based on the
results of monthly tracking of learners' results of monthly tracking of based on the results of monthly results of monthly tracking of
Quality
performance learners' performance tracking of learners' performance learners' performance
Developed & validated intervention Developed & validated intervention Developed & validated intervention Developed & validated intervention Developed & validated intervention
materials in eight (8) or more learning materials in 6-7 learning areas materials in 4-5 learning areas materials in 2-3 learning areas materials in only one (1) learning
Efficiency areas area
 19

KRAs Objectives
3. Provided TA to teachers
in using learning
assessment tools, strategies
and results consistent with
curriculum requirements to
ensure accountability in
achieving higher learning
outcomes
Weight
per KRA QET Outstanding (5)
6.50% Provided TA to teachers through
mentoring, coaching, LAC sessions,
INSET, online
meetings/conferences/webinars
Quality
(synchronous/asynchronous)
Provided TA in using learning
assessment tools, strategies and
results consistent with curriculum
requirements to ensure accountability
Efficiency in achieving higher learning outcomes
to 91-100% of teachers within the
school year .
Performance Indicators
Very Satisfactory (4)
Provided TA to teachers through any
four (4) of the following: mentoring,
coaching, LAC sessions, INSET,
online
meetings/conferences/webinars
(synchronous/asynchronous)
Provided TA in using learning
assessment tools, strategies and
results consistent with curriculum
requirements to ensure
accountability in achieving higher
learning outcomes to 81-90% of the
teachers within the school year
Satisfactory (3) Unsatisfactory (2) Poor (1)
Provided TA to teachers through Provided TA to teachers through Provided TA to teachers through
any three (3) of the following: any two (2) of the following: any one(1) of the following:
mentoring, coaching, LAC mentoring, coaching, LAC mentoring, coaching, LAC
sessions, INSET, online sessions, INSET, online sessions, INSET, online
meetings/conferences/webinars meetings/conferences/webinars meetings/conferences/webinars
(synchronous/asynchronous) (synchronous/asynchronous) (synchronous/asynchronous)
Provided TA in using learning Provided TA in using learning Provided TA in using learning
assessment tools, strategies and assessment tools, strategies and assessment tools, strategies and
results consistent with curriculum results consistent with curriculum results consistent with curriculum
requirements to ensure requirements to ensure requirements to ensure
accountability in achieving higher accountability in achieving higher accountability in achieving higher
learning outcomes to 71-80% of learning outcomes to 61-70% of learning outcomes to 60% and
the teachers within the school year the teachers within the school year below of the teachers within the
school year

4. DEVELOPING 1. Implemented
SELF AND professional development
OTHERS initiatives to enhance
strengths and address
performance gaps among
school personnel
6.50% 86-100% of the identified
development needs of personnel
Quality were addressed
Conducted at least four (4) need-
based professional development
initiatives to enhance strengths and
Efficiency address performance gaps among
school personnel
71-85% of the identified
development needs of personnel
were addressed
Conducted three (3) need-based
professional development initiatives
to enhance strengths and address
performance gaps among school
personnel
56-70% of the identified 41-55% of the identified 40% and below of the identified
development needs of personnel development needs of personnel development needs of personnel
were addressed were addressed and below were addressed
Conducted two (2) need-based Conducted one (1) need-based No acceptable evidence was shown
professional development professional development initiative
initiatives to enhance strengths to enhance strengths and address
and address performance gaps performance gaps among school
among school personnel personnel

2. Provided opportunities 6.50% 86-100% of the school personnel 71-85% of the school personnel 56-70% of the school personnel 41-55% of the school personnel 40% of the school personnel and
to individuals and teams in have performed leadership roles and have performed leadership roles and have performed leadership roles have performed leadership roles below have performed leadership
performing leadership Quality responsibilities responsibilities and responsibilities and responsibilities roles and responsibilities
roles and responsibilities
 20
2. Provided opportunities 6.50%
to individuals and teams in
performing leadership Performance Indicators
roles and responsibilities Weight
KRAs Objectives per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
Developed and supported personal Developed and supported personal Developed and supported Developed and supported personal Developed and supported personal
and professional development of and professional development of personal and professional and professional development of and professional development of
individual and school management individual and school management development of individual and individual and school management individual and school management
teams by providing equal teams by providing equal school management teams by teams by providing equal teams by providing equal
opportunities in the conduct of any six opportunities in the conduct of any providing equal opportunities in opportunities in the conduct of any opportunities in the conduct of any
(6) of the following: 1. SLAC 2. five (5) of the following: 1. SLAC 2. the conduct of any four (4) of the three (3) of the following: 1. SLAC two (2) of the following: 1. SLAC 2.
School-INSETs 3. Assignments to School-INSETs 3. Assignments to following: 1. SLAC 2. School- 2. School-INSETs 3. Assignments School-INSETs 3. Assignments to
Efficiency task forces/committees/special task forces/committees/special INSETs 3. Assignments to task to task forces/committees/special task forces/committees/special
projects 4. Job Rotations 5. projects 4. Job Rotations 5. forces/committees/special projects projects4. Job Rotations 5. projects4. Job Rotations 5.
Benchmarking 6. Coaching and Benchmarking 6. Coaching and 4. Job Rotations 5. Benchmarking Benchmarking 6. Coaching and Benchmarking 6. Coaching and
Mentoring mentoring 6. Coaching and mentoring mentoring mentoring

3. Implemented a school 6.50%
rewards system to
recognize and motivate
learners, school personnel
and other stakeholders for
exemplary performance
and/or continued support
Established and implemented
division-approved school awards and
recognition system in four (4) different
categories (learners, teachers,
Quality parents and external stakeholders)
Established and implemented Established and implemented Established and implemented No division-approved school
division-approved school awards and division-approved school awards division-approved school awards awards and recognition system
recognition system through the and recognition system through and recognition system through
school awards and recognition the school awards and recognition the school awards and recognition
committees in three (3) different committees in two (2) different committees in a category
categories (learners, teachers, categories (learners, teachers, (learners, teachers, parents and
parents and external stakeholders) parents and external stakeholders) external stakeholders)

Conducted at least five (5) the
following activities: 1. Issuance of
school policy guidelines/memo
aligned with Division Memorandum
No. 113, s. 2020 2. Creation of
Rewards and Recognition Committee
3. Selection of applicants 4.
Efficiency Development of selection criteria per
category 5. Sourcing of funds (for
prizes) 6. Awarding/Recognition
ceremony/ies
Conducted at least four (4) of the
following activities: 1. Issuance of
school policy guidelines/memo with
Division Memorandum No. 113, s.
2020 2. Creation of Rewards and
Recognition Committee 3. Selection
of applicants 4. Development of
selection criteria per category 5.
Sourcing of funds (for prizes) 6.
Awarding/Recognition ceremony/ies
Conducted at least three (3) of the
activities: 1. Issuance of school
policy guidelines/memo with
Division Memorandum No. 113, s.
2020 2. Creation of Rewards and
Recognition Committee 3.
Selection of applicants 4.
Development of selection criteria
per category 5. Sourcing of funds
(for prizes) 6.
Awarding/Recognition
ceremony/ies
Conducted at least two (2) of the
activities: 1. Issuance of school
policy guidelines/memo with
Division Memorandum No. 113, s.
2020 2. Creation of Rewards and
Recognition Committee 3.
Selection of applicants 4.
Development of selection criteria
per category 5. Sourcing of funds
(for prizes) 6.
Awarding/Recognition
ceremony/ies
Conducted only one (1) of the
activities: 1. Issuance of school
policy guidelines/memo with
Division Memorandum No. 113, s.
2020 2. Creation of Rewards and
Recognition Committee 3.
Selection of applicants 4.
Development of selection criteria
per category 5. Sourcing of funds
(for prizes) 6.
Awarding/Recognition
ceremony/ies
 21

KRAs Objectives
5. BUILDING 1. Built constructive
CONNECTIONS relationships with
authorities, colleagues,
parents and other
stakeholders to foster an
enabling and supportive
environment for learners
Weight
per KRA QET Outstanding (5)
6.50% Consistently built constructive
relationships with authorities,
colleagues, parents and other
stakeholders to foster an enabling
Quality
and supportive environment for
learners
Conducted at least 6 activities with
parents and other stakeholders
across four quarters with complete
Efficiency required documents.
Performance Indicators
Very Satisfactory (4)
Frequently built constructive
relationships with authorities,
colleagues, parents and other
stakeholders to foster an enabling
and supportive environment for
learners
Conducted at least 5 activities with
parents and other stakeholders
across four quarters with complete
required documents.
Satisfactory (3)
Occasionally built constructive
relationships with authorities,
colleagues, parents and other
stakeholders to foster an enabling
and supportive environment for
learners
Conducted at least 4 activities with
parents and other stakeholders
across four quarters with complete
required documents.
Unsatisfactory (2) Poor (1)
Rarely built constructive No acceptable evidence
relationships with authorities,
colleagues, parents and other
stakeholders to foster an enabling
and supportive environment for
learners
Conducted at least 3 activities with No acceptable evidence
parents and other stakeholders
across four quarters with complete
required documents.

2. Communicated 6.50% Consistently communicated
effectively in speaking and effectively in speaking and in writing
in writing to teachers, to teachers, learners, parents and
learners, parents and other other stakeholders, through positive
stakeholders, through use of communication platform to
Quality facilitate information sharing,
positive use of
collaboration and support.
communication platform to
facilitate information
sharing, collaboration and
support. Accomplished, created and utilized
five (5) the following communication
platforms:1.SMS 2. letters 3. tarpaulin
4. bandillo 5. FB page/FB account 6.
Efficiency radio broadcast 7. flyers 8. Others
Frequently communicated effectively Occasionally communicated Rarely communicated effectively in No acceptable evidence
in speaking and in writing to effectively in speaking and in speaking and in writing to
teachers, learners, parents and other writing to teachers, learners, teachers, learners, parents and
stakeholders, through positive use of parents and other stakeholders, other stakeholders, through
communication platform to facilitate through positive use of positive use of communication
information sharing, collaboration communication platform to platform to facilitate information
and support. facilitate information sharing, sharing, collaboration and support.
collaboration and support.
Accomplished, created and utilized Accomplished, created and utilized Accomplished, created and utilized No acceptable evidence
four (4) the following three (3) the following two (2)) the following
communication platforms:1.SMS 2. communication platforms:1.SMS communication platforms:1.SMS 2.
letters 3. tarpaulin 4. bandillo 5. FB 2. letters 3. tarpaulin 4. bandillo 5. letters 3. tarpaulin 4. bandillo 5. FB
page/FB account 6. radio broadcast FB page/FB account 6. radio page/FB account 6. radio
7. flyers 8. Others broadcast 7. flyers 8. Others broadcast 7. flyers 8. Others

3. Initiated partnerships
with the community such
as parents, alumni,
authorities, industries and
other stakeholders, to
strengthen support for
learner development, as
well as school and
community improvement.
6.50% Initiated 5 or more partnership Initiated 4 partnership programs or Initiated 3 partnership programs Initiated 2 partnership programs or Initiated one (1) partnership
programs or activities in coordination activities in coordination with any of or activities in coordination with activities in coordination with any program or activity in coordination
with any of the following stakeholders: the following stakeholders: a. any of the following stakeholders: of the following stakeholders: a. with any of the following
Quality a. parents, b. alumni, c. LGU d. parents, b. alumni, c. LGU d. a. parents, b. alumni, c. LGU d. parents, b. alumni, c. LGU d. stakeholders: a. parents, b. alumni,
industries e. others industries e. others industries , e. others industries, e. others c. LGU d. industries
Submitted accomplishment reports of Submitted accomplishment reports Submitted accomplishment reports Submitted accomplishment reports Submitted accomplishment reports
5 or more partnership of 4 partnership programs/activities of 3 partnership of 2 partnership programs/activities of 1 partnership programs/activities
programs/activities with with documentation. programs/activities with with documentation. with documentation.
Efficiency documentation. documentation.
 22

Performance Indicators
Weight
KRAs Objectives per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
6. Plus Factor Performed the following: 1.
Facilitator/Resource speaker in trainings;
2.50% any 5 of the enumerated any 4 of the enumerated any 3 of the enumerated any 2 of the enumerated any 1 of the enumerated
2. Acted as one of the writers of
instructional materials/modules/manuals
items items items items items or no acceptable
in the division and/or higher level 3. evidence
Acted as consultant to any academic
activities and/or any management jobs;
4. Acted as member of district and/or
higher level committees; 5. Conducted
at least one (1) relevant research in any
area within the rating period; 6.
Conducted innovation to address
learning gaps; 7. Published educational
article on any Quality
tabloid/spreadsheet/credible online-site
of wide circulation 8. Member of district
and higher level QA team 9. Acted as
instructional coach/ District LAC leader
10. Member of TWG in the district and/or
higher level 11. District and/or higher
level awardee 12. Finalist of any division-
initiated competition/contest/search 13.
Recipient of special citation/recognition
in the district and higher level

VICTOR H. LUBA RAYMUNDO M. CANTONJOS, CESO VI

T-III/OIC Assistant Schools Division Superintendent Approved:
Ratee Rater NENE R. MERIOLES, CESO V
Schools Division Superintendent
 23

OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM FOR SCHOOL HEADS

Name of Employee: VICTOR H. LUBA Name of Rater: RAYMUNDO M. CANTONJOS

Position: T-III/OIC Position: ASSISTANT SCHOOLS DIVISION SUPERINTENDENT
Bureau/Center/Service/Division: SAN JOSE ELEMENTARY SCHOOL/USON NORTH/MASBATE Date of Review
Rating Period: 2020-2021

Performance Indicators
Weight
KRAs Objectives per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
1. LEADING 1. Communicated the 6.50% Consistently communicated the Frequently communicated the Occasionally communicated Rarely communicated the Failed to communicate the
STRATEGICALLY DepEd vision, mission and DepEd vision, mission and core DepEd vision, mission and the DepEd vision, mission DepEd vision, mission and DepEd vision, mission and
core values to the wider values to the wider school core values to the wider and core values to the wider core values to the wider school core values to the wider school
school community to community to ensure shared school community to ensure school community to ensure community to ensure shared community to ensure shared
ensure shared Quality understanding and alignment of shared understanding and shared understanding and understanding and alignment understanding and alignment
school policies, programs, alignment of school policies, alignment of school policies, of school policies, programs, of school policies, programs,
understanding and
projects and activities programs, projects and programs, projects and projects and activities projects and activities
alignment of school activities activities
policies, programs,
projects and activities
Communicated the DepEd Communicated the DepEd Communicated the DepEd Communicated the DepEd Communicated the DepEd
vision, mission and core values vision, mission and core vision, mission and core vision, mission and core vision, mission and core
to the wider school community values to the wider school values to the wider school values to the wider school values to the wider school
by conducting six (6) activities community by conducting five community by conducting community by conducting community by conducting one
within the year using any of the (5) activities within the year four (4) activities within the three (3) activities within the (1) to two (2) activities within
following modalities such as: 1. using any of the following year using any of the year using any of the following the year using any of the
Efficiency Flyers 2. Tarpaulin 3. Video Clip modalities such as: 1. Flyers following modalities such as: modalities such as: 1. Flyers 2. following modalities such as: 1.
4. Face-to-face 5. 2. Tarpaulin 3. Video Clip 4. 1. Flyers 2. Tarpaulin 3. Tarpaulin 3. Video Clip 4. Flyers 2. Tarpaulin 3. Video
Newspaper/School Paper 6. Face-to-face 5. Video Clip 4. Face-to-face 5. Face-to-face 5. Clip 4. Face-to-face 5.
Online 7. SRC 8. Radio 9. Newspaper/School Pape 6. Newspaper/School Pape 6. Newspaper/School Pape 6. Newspaper/School Pape 6.
Video Online 7. SRC 8. Radio 9. Online 7. SRC 8. Radio 9. Online 7. SRC 8. Radio 9. Online 7. SRC 8. Radio 9.
Video Video Video Video
 24

Performance Indicators
Weight
KRAs Objectives per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
2. Developed and 6.50% Conducted the following Conducted the following Conducted the following Developed the school plans No acceptable evidence
implemented with the activities with the School activities with the SPT and activity with the SPT along aligned with institutional goals was shown.
planning team school Planning Team (SPT) and PMT along the development of the development of school and policies
plans aligned with Project Management Team school plans aligned with plans aligned with
institutional goals and (PMT) along the development of institutional goals and policies: institutional goals and
school plans aligned with 1. Workshop on AIP Crafting policies: 1. Alignment of
policies
Quality institutional goals and policies: for Year 3 2. Alignment of Targets to BE LCP
1. Year 2 Performance Review Targets to BE LCP
2 (SY 2020-2021). Workshop
on AIP Crafting for Year 3 (SY
2021-2022) 3. Alignment of
Targets to BE LCP

91-100% of school PPAs per 81-90% of school PPAs per 71-80% of school PPAs per 61-70% of school PPAs were Below 60% of school PPAs per
Efficiency approved AIP were approved AIP were approved AIP were implemented/completed approved AIP were
implemented/completed implemented/completed implemented/complemeted implemented/completed

Conducted 4 quarterly meetings Conducted 3 quarterly Conducted 2 quarterly Conducted 1 quarterly meeting No quarter meeting conducted
with the School Planning Team meetings with the School meetings with the School with the School Planning
Timeliness (SPT) and Project Management Planning Team (SPT) and Planning Team (SPT) and Team(SPT) and Project
Team (PMT) Project Management Team Project Management Team Management Team (PMT)
(PMT) (PMT)
3. Utilized available Consistently adopted and used Frequently adopted and used Occasionally adopted and Rarely adopted and used the No acceptable evidence was
monitoring and evaluation all the appropriate and relevant all the appropriate and used the department-framed department-framed and shown that M&E tools were
processes and tools to department-framed and school- relevant department-framed and school-framed school-framed monitoring and available and used
promote learner framed monitoring and and school-framed monitoring monitoring and evaluation evaluation tools in executing
achievement evaluation tools in executing and evaluation tools in tools in executing DepEd- DepEd-based and school-
DepEd-based and school-based executing DepEd-based and based and school-based based programs, projects and
Quality programs, projects and learner school-based programs, programs, projects and learner development initiatives
development initiatives to projects and learner learner development to assess school performance
assess school performance with development initiatives to initiatives to assess school with significant margin of
insignificant margin of errors assess school performance performance with significant errors
with the least significant margin of errors
margin of errors
 achievement

25

Performance Indicators
Weight
KRAs Objectives per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
Submitted at least one Submitted at least one Submitted at least one Submitted at least one No acceptable evidence was
accomplished and signed (1) accomplished and signed (1) accomplished and signed (1) accomplished and signed (1) shown
M&E tool to track and evaluate M&E tool to track and evaluate M&E tool for each of at least M&E tool for each of at least
at least four (4) of the following : for each of at least three (3) of two (2) of the following to one (1) of the following to track
a. school performance (SMEA) the following : a. school track and evaluate: a. school and evaluate: a. school
based on AIP; b. DepEd performance (SMEA) based performance (SMEA) based performance (SMEA) based
program/project such as WiNS, on AIP; b. DepEd on AIP; b. DepEd on AIP; b. DepEd
Brigada Eskwela, GAD, L and program/project such as program/project such as program/project such as
Efficiency
D, RPMS; c. learner WiNS, Brigada Eskwela, GAD, WiNS, Brigada Eskwela, WiNS, Brigada Eskwela, GAD,
achievements and/or L and D, RPMS; c. learner GAD, L and D, RPMS; c. L and D, RPMS; c. learner
performance such as ILMP d. achievements and/or learner achievements and/or achievements and/or
School-initiated program/project performance such as ILMP d. performance such as ILMP d. performance such as ILMP d.
e. SBFP School-initiated School-initiated School-initiated
program/project e. SBFP program/project e. SBFP program/project e. SBFP

Periodic utilization of DepEd- Periodic utilization of DepEd- Infrequent/irregular utilization Infrequent/irregular utilization No acceptable evidence was
framed and school-framed M&E framed and infrequent use of of DepEd-framed and school- of school-framed M&E tools shown
Timeliness tools school-framed M & E tools framed M&E tools

2. MANAGING 1. Managed school data and 6.50% Consistently performed Frequently performed Occasionallyperformed Rarely performed No acceptable evidence was
SCHOOL information using technology, management of school data management of school data management of school data management of school data shown
OPERATIONS including ICT to ensure using technology, including ICT using technology, including using technology, including using technology, including
efficient and effective school
Quality to ensure efficient and effective ICT to ensure efficient and ICT to ensure efficient and ICT to ensure efficient and
AND
RESOURCES operations. school operations. effective school operations. effective school operations. effective school operations.

Managed gathering and Managed gathering and Managed gathering and Managed gathering and No acceptable evidence was
submission of school data to 5 submission of school data to submission of school data to submission of school data to shown
out 6 online systems required 4 out 6 online systems 3 out 6 online systems 1-2 out 6 online systems
by the Department of Education required by the Department of required by the Department required by the Department of
Efficiency 1. LIS 2. EBEIS 3. WinS 4. Education of Education Education
DPDS 5. e SAT 6.
IPCRF/ORCF Online link

Submitted online 5 out of 6 Submitted online 4 out of 6 Submitted online 3 out of 6 Submitted online 2 out of 6 No online report submitted on
required reports on or before required reports on or before required reports on or before required reports on or before time
Timeliness the deadline the deadline the deadline the deadline
 26

KRAs Objectives
2. Managed finances
adhering to policies,
gudielines and issuances in
allocation, procurement,
disbursement and liquidation
aligned with school plan.
Performance Indicators
Weight
per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
6.50% Consistently managed finances Frequently managed finances Occasionally managed Rarely managed finances No acceptable evidence was
adhering to policies, guidelines adhering to policies, guidelines finances adhering to policies, adhering to policies, guidelines shown
and issuances in allocation, and issuances in allocation, guidelines and issuances in and issuances in allocation,
Quality procurement, disbursement and procurement, disbursement allocation, procurement, procurement, disbursement
liquidation aligned with school and liquidation aligned with disbursement and liquidation and liquidation aligned with
plan school plan aligned with school plan school plan

Utilized 96-100% of the MOOE Utilized 91% - 95% of the Utilized 86% - 90% of the Utilized 81% - 85% of the Utilized 80% and below of the
Efficiency MOOE MOOE MOOE MOOE

Liquidated the school MOOE 30 Liquidated the school MOOE Liquidated the school MOOE Liquidated the school MOOE 2 Liquidated the school MOOE 3
days after the release of last 45 days after the release of 2 months after the release of 1/2 months after the relase of months or more after the
cash advance of previous fiscal last cash advance of previous last cash advance of last cash advance of previous release of last cash advance of
Timeliness year. (Note: For last quarter CA fiscal year previous fiscal year fiscal year previous fiscal year
- 30 days after the covered
period.)

3. Managed school facilities
and equipment in adherence
to policies, guidelines and
issuances on acquisition,
recording, neutralization,
repair and maintenace,
storage and disposal.
6.50% Consistently managed school
facilities and equipment in
adherence to policies,
guidelines and issuances on
Quality acquisition, recording,
neutralization, repair and
maintenance, storage and
disposal.
Frequently managed school
facilities and equipment in
adherence to policies,
guidelines and issuances on
acquisition, recording,
neutralization, repair and
maintenance, storage and
disposal.
Occasionally managed
school facilities and
equipment in adherence to
policies, guidelines and
issuances on acquisition,
recording, neutralization,
repair and maintenance,
storage and disposal.
Rarely managed school No acceptable evidence was
facilities and equipment in shown
adherence to policies,
guidelines and issuances on
acquisition, recording,
neutralization, repair and
maintenance, storage and
disposal.
 3. Managed school facilities
and equipment in adherence
to policies, guidelines and
issuances on acquisition,
recording, neutralization,
repair and maintenace,
storage and disposal.
KRAs Objectives
6.50%
27
Performance Indicators
Weight
per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
Managed the preparation of the Managed the preparation of 5 Managed the preparation of 4 Managed the preparation of 3 Managed the preparation of 2
following reports: 1. Inventory out of the 6 reports out of the 6 reports out of the 6 reports out of the 6 reports
report of school facilities: a.
school building b. equipment
(science, TLE/TVL, Math, etc.)
c. computer sets and printers d.
tables and chairs e.
handwashing facilities 2.
Books and other learning
materials 3. Repair and
maintenance/upkeeping of
Efficiency school physical structures and
facilities (pictures of before,
during and after repair) 4.
Structured classrooms, comfort
rooms, ICT lab/room, directory,
stage 5. Presence of
segregated waste facilities 6.
Functional health facilities

3. FOCUSING ON 1. Assisted teachers in the 6.50% Consistently assisted teachers
TEACHING AND review, contextualization in the review, contextualization
LEARNING and implementation of and implementation of learning
learning standards to make Quality standards to make the
the curriculum relevant for curriculum relevant for the
learners
the learners
Provided TA to 91-100% of the
teachers needing technical
Efficiency assistance per approved TA
Plan within the quarter
Frequently assisted teachers Occasionally assisted Rarely assisted teachers in the No assistance provided
in the review, contextualization teachers in the review, review, contextualization and
and implementation of learning contextualization and implementation of learning
standards to make the implementation of learning standards to make the
curriculum relevant for the standards to make the curriculum relevant for the
learners curriculum relevant for the learners
learners
Provided TA to 81-90% of the Provided TA to 71-80% of the Provided TA to 61-70% of the Provided TA to only 60% &
teachers needing technical teachers needing technical teachers needing technical below of the teachers needing
assistance per approved TA assistance per approved TA assistance per approved TA technical assistance per
Plan within the quarter Plan within the quarter Plan within the quarter approved TA Plan within the
quarter

Submitted TA report 10 days

Timeliness Submitted TA report 3 days Submitted TA report 4-5 days Submitted TA report 6-7 days Submitted TA report 8-9 days or more after the end of the
after the end of the quarter after the end of the quarter after the end of the quarter after the end of the quarter quarter
 28

KRAs Objectives
2. Utilized learning outcomes 6.50%
in developing data-based
interventions to maintain
learner achievement and
attain other performance
indicators
Weight
per KRA QET Outstanding (5)
Consistently developed
differentiated learning activities
based on the results of monthly
Quality
tracking of learners'
performance
Developed & validated
intervention materials in eight
Efficiency (8) or more learning areas
Performance Indicators
Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
Frequently developed Occasionally developed Rarely developed No acceptable evidence was
differentiated learning differentiated learning differentiated learning activities shown
activities based on the results activities based on the results based on the results of
of monthly tracking of learners' of monthly tracking of monthly tracking of learners'
performance learners' performance performance
Developed & validated Developed & validated Developed & validated Developed & validated
intervention materials in 6-7 intervention materials in 4-5 intervention materials in 2-3 intervention materials in only
learning areas learning areas learning areas one (1) learning area

3. Provided TA to teachers 6.50% Provided TA to teachers Provided TA to teachers Provided TA to teachers Provided TA to teachers Provided TA to teachers
in using learning through mentoring, coaching, through any four (4) of the through any three (3) of the through any two (2) of the through any one(1) of the
assessment tools, strategies LAC sessions, INSET, online following: mentoring, following: mentoring, following: mentoring, coaching, following: mentoring, coaching,
and results consistent with meetings/conferences/webinars coaching, LAC sessions, coaching, LAC sessions, LAC sessions, INSET, online LAC sessions, INSET, online
Quality
curriculum requirements to (synchronous/asynchronous) INSET, online INSET, online meetings/conferences/webinar meetings/conferences/webinar
ensure accountability in meetings/conferences/webinar meetings/conferences/webin s (synchronous/asynchronous) s (synchronous/asynchronous)
achieving higher learning s (synchronous/asynchronous) ars
outcomes (synchronous/asynchronous)
Provided TA in using learning Provided TA in using learning Provided TA in using learning Provided TA in using learning Provided TA in using learning
assessment tools, strategies assessment tools, strategies assessment tools, strategies assessment tools, strategies assessment tools, strategies
and results consistent with and results consistent with and results consistent with and results consistent with and results consistent with
curriculum requirements to curriculum requirements to curriculum requirements to curriculum requirements to curriculum requirements to
ensure accountability in ensure accountability in ensure accountability in ensure accountability in ensure accountability in
Efficiency achieving higher learning achieving higher learning achieving higher learning achieving higher learning achieving higher learning
outcomes to 91-100% of outcomes to 81-90% of the outcomes to 71-80% of the outcomes to 61-70% of the outcomes to 60% and below of
teachers within the school year . teachers within the school teachers within the school teachers within the school year the teachers within the school
year year year

4. DEVELOPING 1. Implemented
SELF AND professional development
OTHERS initiatives to enhance
strengths and address
performance gaps among
school personnel
6.50% 86-100% of the identified
development needs of
Quality personnel were addressed
Conducted at least four (4)
need-based professional
development initiatives to
Efficiency enhance strengths and address
performance gaps among
school personnel
71-85% of the identified
development needs of
personnel were addressed
Conducted three (3) need-
based professional
development initiatives to
enhance strengths and
address performance gaps
among school personnel
56-70% of the identified
development needs of
personnel were addressed
Conducted two (2) need-
based professional
development initiatives to
enhance strengths and
address performance gaps
among school personnel
41-55% of the identified
development needs of
personnel were addressed
Conducted one (1) need-
based professional
development initiative to
enhance strengths and
address performance gaps
among school personnel
40% and below of the
identified development needs
of personnel and below were
addressed
No acceptable evidence was
shown
 29

KRAs Objectives
2. Provided opportunities
to individuals and teams in
performing leadership
roles and responsibilities
Performance Indicators
Weight
per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
6.50% 86-100% of the school 71-85% of the school 56-70% of the school 41-55% of the school 40% of the school personnel
personnel have performed personnel have performed personnel have performed personnel have performed and below have performed
Quality leadership roles and leadership roles and leadership roles and leadership roles and leadership roles and
responsibilities responsibilities responsibilities responsibilities responsibilities

Developed and supported
personal and professional
development of individual and
school management teams by
providing equal opportunities in
the conduct of any six (6) of the
following: 1. SLAC 2. School-
Efficiency INSETs 3. Assignments to task
forces/committees/special
projects 4. Job Rotations 5.
Benchmarking 6. Coaching and
Mentoring
Developed and supported Developed and supported Developed and supported Developed and supported
personal and professional personal and professional personal and professional personal and professional
development of individual and development of individual development of individual and development of individual and
school management teams by and school management school management teams by school management teams by
providing equal opportunities teams by providing equal providing equal opportunities providing equal opportunities
in the conduct of any five (5) of opportunities in the conduct in the conduct of any three (3) in the conduct of any two (2) of
the following: 1. SLAC 2. of any four (4) of the of the following: 1. SLAC 2. the following: 1. SLAC 2.
School-INSETs 3. following: 1. SLAC 2. School- School-INSETs 3. School-INSETs 3.
Assignments to task INSETs 3. Assignments to Assignments to task Assignments to task
forces/committees/special task forces/committees/special forces/committees/special
projects 4. Job Rotations 5. forces/committees/special projects4. Job Rotations 5. projects4. Job Rotations 5.
Benchmarking 6. Coaching projects 4. Job Rotations 5. Benchmarking 6. Coaching Benchmarking 6. Coaching
and mentoring Benchmarking 6. Coaching and mentoring and mentoring
and mentoring

3. Implemented a school 6.50%
rewards system to
recognize and motivate
learners, school personnel
and other stakeholders for
exemplary performance
and/or continued support
Established and implemented Established and implemented Established and implemented Established and implemented No division-approved school
division-approved school division-approved school division-approved school division-approved school awards and recognition system
awards and recognition system awards and recognition awards and recognition awards and recognition
in four (4) different categories system through the school system through the school system through the school
(learners, teachers, parents and awards and recognition awards and recognition awards and recognition
Quality external stakeholders) committees in three (3) committees in two (2) committees in a category
different categories (learners, different categories (learners, (learners, teachers, parents
teachers, parents and external teachers, parents and and external stakeholders)
stakeholders) external stakeholders)
 recognize and motivate
learners, school personnel
and other stakeholders for
exemplary performance
and/or continued support
Weight
KRAs Objectives per KRA
Efficiency Development of selection
30
Performance Indicators
QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
Conducted at least five (5) the Conducted at least four (4) of Conducted at least three (3) Conducted at least two (2) of Conducted only one (1) of the
following activities: 1. Issuance the following activities: 1. of the activities: 1. Issuance the activities: 1. Issuance of activities: 1. Issuance of school
of school policy Issuance of school policy of school policy school policy guidelines/memo policy guidelines/memo with
guidelines/memo aligned with guidelines/memo with Division guidelines/memo with with Division Memorandum Division Memorandum No.
Division Memorandum No. 113, Memorandum No. 113, s. Division Memorandum No. No. 113, s. 2020 2. Creation of 113, s. 2020 2. Creation of
s. 2020 2. Creation of Rewards 2020 2. Creation of Rewards 113, s. 2020 2. Creation of Rewards and Recognition Rewards and Recognition
and Recognition Committee 3. and Recognition Committee Rewards and Recognition Committee 3. Selection of Committee 3. Selection of
Selection of applicants 4. 3. Selection of applicants 4. Committee 3. Selection of applicants 4. Development of applicants 4. Development of
Development of selection applicants 4. Development of selection criteria per category selection criteria per category
criteria per category 5. Sourcing criteria per category 5. selection criteria per category 5. Sourcing of funds (for 5. Sourcing of funds (for
of funds (for prizes) 6. Sourcing of funds (for prizes) 5. Sourcing of funds (for prizes) 6. prizes) 6.
Awarding/Recognition 6. Awarding/Recognition prizes) 6. Awarding/Recognition Awarding/Recognition
ceremony/ies ceremony/ies Awarding/Recognition ceremony/ies ceremony/ies
ceremony/ies

5. BUILDING 1. Built constructive 6.50% Consistently built constructive
CONNECTIONS relationships with relationships with authorities,
authorities, colleagues, colleagues, parents and other
parents and other stakeholders to foster an
Quality
stakeholders to foster an enabling and supportive
environment for learners
enabling and supportive
environment for learners
Conducted at least 6 activities
with parents and other
stakeholders across four
Efficiency quarters with complete required
documents.
Frequently built constructive
relationships with authorities,
colleagues, parents and other
stakeholders to foster an
enabling and supportive
environment for learners
Conducted at least 5 activities
with parents and other
stakeholders across four
quarters with complete
required documents.
Occasionally built
constructive relationships
with authorities, colleagues,
parents and other
stakeholders to foster an
enabling and supportive
environment for learners
Conducted at least 4
activities with parents and
other stakeholders across
four quarters with complete
required documents.
Rarely built constructive No acceptable evidence
relationships with authorities,
colleagues, parents and other
stakeholders to foster an
enabling and supportive
environment for learners
Conducted at least 3 activities No acceptable evidence
with parents and other
stakeholders across four
quarters with complete
required documents.

2. Communicated 6.50% Consistently communicated Frequently communicated Occasionally communicated Rarely communicated No acceptable evidence
effectively in speaking and effectively in speaking and in effectively in speaking and in effectively in speaking and in effectively in speaking and in
in writing to teachers, writing to teachers, learners, writing to teachers, learners, writing to teachers, learners, writing to teachers, learners,
learners, parents and other parents and other stakeholders, parents and other parents and other parents and other
stakeholders, through through positive use of stakeholders, through positive stakeholders, through stakeholders, through positive
Quality communication platform to use of communication platform positive use of use of communication platform
positive use of
facilitate information sharing, to facilitate information communication platform to to facilitate information
communication platform to collaboration and support. sharing, collaboration and facilitate information sharing, sharing, collaboration and
facilitate information support. collaboration and support. support.
sharing, collaboration and
support.
 in writing to teachers,
learners, parents and other
stakeholders, through 31
positive use of
communication platform to
facilitate information Performance Indicators
sharing, collaboration and Weight
KRAs support.Objectives per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
Accomplished, created and Accomplished, created and Accomplished, created and Accomplished, created and No acceptable evidence
utilized five (5) the following utilized four (4) the following utilized three (3) the utilized two (2)) the following
communication communication following communication communication
platforms:1.SMS 2. letters 3. platforms:1.SMS 2. letters 3. platforms:1.SMS 2. letters 3. platforms:1.SMS 2. letters 3.
Efficiency tarpaulin 4. bandillo 5. FB tarpaulin 4. bandillo 5. FB tarpaulin 4. bandillo 5. FB tarpaulin 4. bandillo 5. FB
page/FB account 6. radio page/FB account 6. radio page/FB account 6. radio page/FB account 6. radio
broadcast 7. flyers 8. Others broadcast 7. flyers 8. Others broadcast 7. flyers 8. Others broadcast 7. flyers 8. Others

3. Initiated partnerships
with the community such
as parents, alumni,
authorities, industries and
other stakeholders, to
strengthen support for
learner development, as
well as school and
community improvement.
6.50% Initiated 5 or more partnership
programs or activities in
coordination with any of the
following stakeholders: a.
Quality parents, b. alumni, c. LGU d.
industries e. others
Submitted accomplishment
reports of 5 or more
partnership programs/activities
Efficiency with documentation.
Initiated 4 partnership
programs or activities in
coordination with any of the
following stakeholders: a.
parents, b. alumni, c. LGU d.
industries e. others
Submitted accomplishment
reports of 4 partnership
programs/activities with
documentation.
Initiated 3 partnership
programs or activities in
coordination with any of the
following stakeholders: a.
parents, b. alumni, c. LGU
d. industries , e. others
Submitted accomplishment
reports of 3 partnership
programs/activities with
documentation.
Initiated 2 partnership
programs or activities in
coordination with any of the
following stakeholders: a.
parents, b. alumni, c. LGU d.
industries, e. others
Submitted accomplishment
reports of 2 partnership
programs/activities with
documentation.
Initiated one (1) partnership
program or activity in
coordination with any of the
following stakeholders: a.
parents, b. alumni, c. LGU d.
industries
Submitted accomplishment
reports of 1 partnership
programs/activities with
documentation.

6. Plus Factor Performed the following: 1. 2.50% any 5 of the enumerated any 4 of the any 3 of the any 2 of the any 1 of the
Facilitator/Resource speaker in
trainings; 2. Acted as one of the items enumerated items enumerated items enumerated items enumerated items or no
writers of instructional acceptable evidence
materials/modules/manuals in
the division and/or higher level
3. Acted as consultant to any
academic activities and/or any
management jobs; 4. Acted as
member of district and/or higher
level committees; 5. Conducted Quality
at least one (1) relevant
research in any area within the
rating period; 6. Conducted
innovation to address learning
gaps; 7. Published educational
article on any
tabloid/spreadsheet/credible
online-site of wide circulation 8.
Member of district and higher
level QA team 9. Acted as
instructional coach/ District LAC
 32

Performance Indicators
Weight
KRAs Objectives per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)

VICTOR H. LUBA RAYMUNDO M. CANTONJOS, CESO VI

T-III/OIC Assistant Schools Division Superintendent Approved:
Ratee Rater NENE R. MERIOLES, CESO V
Schools Division Superintendent
 33

OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM FOR SCHOOL HEADS

Name of Employee: VICTOR H. LUBA Name of Rater: RAYMUNDO M. CANTONJOS

Position: T-III/OIC Position: ASSISTANT SCHOOLS DIVISION SUPERINTENDENT
Bureau/Center/Service/Division: SAN JOSE ELEMENTARY SCHOOL/USON NORTH/MASBATE Date of Review
Rating Period: 2020-2021

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators Rating
Weight Actual
KRAs Objectives per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Results Q E T Ave. *Score
1. LEADING 1. Communicated the 6.50% Consistently communicated the Frequently communicated the Occasionally communicated Rarely communicated the Failed to communicate the DepEd
STRATEGICALLY DepEd vision, mission and DepEd vision, mission and core DepEd vision, mission and the DepEd vision, mission DepEd vision, mission and vision, mission and core values to
core values to the wider values to the wider school core values to the wider and core values to the wider core values to the wider school the wider school community to
school community to community to ensure shared school community to ensure school community to ensure community to ensure shared ensure shared understanding and
ensure shared Quality understanding and alignment of shared understanding and shared understanding and understanding and alignment alignment of school policies,
school policies, programs, alignment of school policies, alignment of school policies, of school policies, programs, programs, projects and activities
understanding and
projects and activities programs, projects and programs, projects and projects and activities
alignment of school activities activities
policies, programs,
projects and activities
Communicated the DepEd Communicated the DepEd Communicated the DepEd Communicated the DepEd Communicated the DepEd vision,
vision, mission and core values vision, mission and core vision, mission and core vision, mission and core mission and core values to the
to the wider school community values to the wider school values to the wider school values to the wider school wider school community by
by conducting six (6) activities community by conducting five community by conducting community by conducting conducting one (1) to two (2)
within the year using any of the (5) activities within the year four (4) activities within the three (3) activities within the activities within the year using
following modalities such as: 1. using any of the following year using any of the year using any of the following any of the following modalities
Efficiency Flyers 2. Tarpaulin 3. Video Clip modalities such as: 1. Flyers following modalities such as: modalities such as: 1. Flyers 2. such as: 1. Flyers 2. Tarpaulin 3.
4. Face-to-face 5. 2. Tarpaulin 3. Video Clip 4. 1. Flyers 2. Tarpaulin 3. Tarpaulin 3. Video Clip 4. Video Clip 4. Face-to-face 5.
Newspaper/School Paper 6. Face-to-face 5. Video Clip 4. Face-to-face 5. Face-to-face 5. Newspaper/School Pape 6.
Online 7. SRC 8. Radio 9. Newspaper/School Pape 6. Newspaper/School Pape 6. Newspaper/School Pape 6. Online 7. SRC 8. Radio 9. Video
Video Online 7. SRC 8. Radio 9. Online 7. SRC 8. Radio 9. Online 7. SRC 8. Radio 9.
Video Video Video

2. Developed and 6.50% Conducted the following Conducted the following Conducted the following Developed the school plans No acceptable evidence was
implemented with the activities with the School activities with the SPT and activity with the SPT along aligned with institutional goals shown.
planning team school Planning Team (SPT) and PMT along the development of the development of school and policies
plans aligned with Project Management Team school plans aligned with plans aligned with
institutional goals and (PMT) along the development of institutional goals and policies: institutional goals and
school plans aligned with 1. Workshop on AIP Crafting policies: 1. Alignment of
policies
Quality institutional goals and policies: for Year 3 2. Alignment of Targets to BE LCP
1. Year 2 Performance Review Targets to BE LCP
2 (SY 2020-2021). Workshop
on AIP Crafting for Year 3 (SY
2021-2022) 3. Alignment of
Targets to BE LCP

91-100% of school PPAs per 81-90% of school PPAs per 71-80% of school PPAs per 61-70% of school PPAs were Below 60% of school PPAs per
Efficiency approved AIP were approved AIP were approved AIP were implemented/completed approved AIP were
implemented/completed implemented/completed implemented/complemeted implemented/completed
 34

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators Rating
Weight Actual
KRAs Objectives per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Results Q E T Ave. *Score
Conducted 4 quarterly meetings Conducted 3 quarterly Conducted 2 quarterly Conducted 1 quarterly meeting No quarter meeting conducted
with the School Planning Team meetings with the School meetings with the School with the School Planning
Timeliness (SPT) and Project Management Planning Team (SPT) and Planning Team (SPT) and Team(SPT) and Project
Team (PMT) Project Management Team Project Management Team Management Team (PMT)
(PMT) (PMT)
3. Utilized available Consistently adopted and used Frequently adopted and used Occasionally adopted and Rarely adopted and used the No acceptable evidence was
monitoring and evaluation all the appropriate and relevant all the appropriate and used the department-framed department-framed and shown that M&E tools were
processes and tools to department-framed and school- relevant department-framed and school-framed school-framed monitoring and available and used
promote learner framed monitoring and and school-framed monitoring monitoring and evaluation evaluation tools in executing
achievement evaluation tools in executing and evaluation tools in tools in executing DepEd- DepEd-based and school-
DepEd-based and school-based executing DepEd-based and based and school-based based programs, projects and
Quality programs, projects and learner school-based programs, programs, projects and learner development initiatives
development initiatives to projects and learner learner development to assess school performance
assess school performance with development initiatives to initiatives to assess school with significant margin of
insignificant margin of errors assess school performance performance with significant errors
with the least significant margin of errors
margin of errors

Submitted at least one Submitted at least one Submitted at least one Submitted at least one No acceptable evidence was
accomplished and signed (1) accomplished and signed (1) accomplished and signed (1) accomplished and signed (1) shown
M&E tool to track and evaluate M&E tool to track and evaluate M&E tool for each of at least M&E tool for each of at least
at least four (4) of the following : for each of at least three (3) of two (2) of the following to one (1) of the following to track
a. school performance (SMEA) the following : a. school track and evaluate: a. school and evaluate: a. school
based on AIP; b. DepEd performance (SMEA) based performance (SMEA) based performance (SMEA) based
program/project such as WiNS, on AIP; b. DepEd on AIP; b. DepEd on AIP; b. DepEd
Efficiency Brigada Eskwela, GAD, L and program/project such as program/project such as program/project such as
D, RPMS; c. learner WiNS, Brigada Eskwela, GAD, WiNS, Brigada Eskwela, WiNS, Brigada Eskwela, GAD,
achievements and/or L and D, RPMS; c. learner GAD, L and D, RPMS; c. L and D, RPMS; c. learner
performance such as ILMP d. achievements and/or learner achievements and/or achievements and/or
School-initiated program/project performance such as ILMP d. performance such as ILMP d. performance such as ILMP d.
e. SBFP School-initiated School-initiated School-initiated
program/project e. SBFP program/project e. SBFP program/project e. SBFP

Periodic utilization of DepEd- Periodic utilization of DepEd- Infrequent/irregular utilization Infrequent/irregular utilization No acceptable evidence was
framed and school-framed M&E framed and infrequent use of of DepEd-framed and school- of school-framed M&E tools shown
Timeliness tools school-framed M & E tools framed M&E tools

2. MANAGING 1. Managed school data and 6.50% Consistently performed Frequently performed Occasionallyperformed Rarely performed No acceptable evidence was
SCHOOL information using technology, management of school data management of school data management of school data management of school data shown
OPERATIONS including ICT to ensure using technology, including ICT using technology, including using technology, including using technology, including
efficient and effective school
Quality to ensure efficient and effective ICT to ensure efficient and ICT to ensure efficient and ICT to ensure efficient and
AND
RESOURCES operations. school operations. effective school operations. effective school operations. effective school operations.
 35
2. MANAGING 1. Managed school data and 6.50%
SCHOOL information using technology, TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
OPERATIONS including ICT to ensure
AND efficient and effective school Performance Indicators Rating
operations. Weight Actual
RESOURCES
KRAs Objectives per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Results Q E T Ave. *Score
Managed gathering and Managed gathering and Managed gathering and Managed gathering and No acceptable evidence was
submission of school data to 5 submission of school data to submission of school data to submission of school data to shown
out 6 online systems required 4 out 6 online systems 3 out 6 online systems 1-2 out 6 online systems
by the Department of Education required by the Department of required by the Department required by the Department of
Efficiency 1. LIS 2. EBEIS 3. WinS 4. Education of Education Education
DPDS 5. e SAT 6.
IPCRF/ORCF Online link

Submitted online 5 out of 6 Submitted online 4 out of 6 Submitted online 3 out of 6 Submitted online 2 out of 6 No online report submitted on
required reports on or before required reports on or before required reports on or before required reports on or before time
Timeliness the deadline the deadline the deadline the deadline

2. Managed finances
adhering to policies,
gudielines and issuances in
allocation, procurement,
disbursement and liquidation
aligned with school plan.
6.50% Consistently managed finances Frequently managed finances Occasionally managed Rarely managed finances No acceptable evidence was
adhering to policies, guidelines adhering to policies, guidelines finances adhering to policies, adhering to policies, guidelines shown
and issuances in allocation, and issuances in allocation, guidelines and issuances in and issuances in allocation,
Quality procurement, disbursement and procurement, disbursement allocation, procurement, procurement, disbursement
liquidation aligned with school and liquidation aligned with disbursement and liquidation and liquidation aligned with
plan school plan aligned with school plan school plan

Utilized 96-100% of the MOOE Utilized 91% - 95% of the Utilized 86% - 90% of the Utilized 81% - 85% of the Utilized 80% and below of the
Efficiency MOOE MOOE MOOE MOOE

Liquidated the school MOOE 30 Liquidated the school MOOE Liquidated the school MOOE Liquidated the school MOOE 2 Liquidated the school MOOE 3
days after the release of last 45 days after the release of 2 months after the release of 1/2 months after the relase of months or more after the release
cash advance of previous fiscal last cash advance of previous last cash advance of last cash advance of previous of last cash advance of previous
Timeliness year. (Note: For last quarter CA fiscal year previous fiscal year fiscal year fiscal year
- 30 days after the covered
period.)

3. Managed school facilities
and equipment in adherence
to policies, guidelines and
issuances on acquisition,
recording, neutralization,
repair and maintenace,
storage and disposal.
6.50% Consistently managed school
facilities and equipment in
adherence to policies,
guidelines and issuances on
Quality acquisition, recording,
neutralization, repair and
maintenance, storage and
disposal.
Frequently managed school
facilities and equipment in
adherence to policies,
guidelines and issuances on
acquisition, recording,
neutralization, repair and
maintenance, storage and
disposal.
Occasionally managed
school facilities and
equipment in adherence to
policies, guidelines and
issuances on acquisition,
recording, neutralization,
repair and maintenance,
storage and disposal.
Rarely managed school No acceptable evidence was
facilities and equipment in shown
adherence to policies,
guidelines and issuances on
acquisition, recording,
neutralization, repair and
maintenance, storage and
disposal.
 3. Managed school facilities
and equipment in adherence
to policies, guidelines and
issuances on acquisition,
recording, neutralization,
repair and maintenace,
storage and disposal.
KRAs Objectives
6.50%
36
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Performance Indicators Rating
Weight Actual
per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Results Q E T Ave. *Score
Managed the preparation of the Managed the preparation of 5 Managed the preparation of 4 Managed the preparation of 3 Managed the preparation of 2 out
following reports: 1. Inventory out of the 6 reports out of the 6 reports out of the 6 reports of the 6 reports
report of school facilities: a.
school building b. equipment
(science, TLE/TVL, Math, etc.)
c. computer sets and printers d.
tables and chairs e.
handwashing facilities 2.
Books and other learning
materials 3. Repair and
maintenance/upkeeping of
Efficiency school physical structures and
facilities (pictures of before,
during and after repair) 4.
Structured classrooms, comfort
rooms, ICT lab/room, directory,
stage 5. Presence of
segregated waste facilities 6.
Functional health facilities

3. FOCUSING ON 1. Assisted teachers in the 6.50% Consistently assisted teachers
TEACHING AND review, contextualization in the review, contextualization
LEARNING and implementation of and implementation of learning
learning standards to make Quality standards to make the
the curriculum relevant for curriculum relevant for the
learners
the learners
Provided TA to 91-100% of the
teachers needing technical
Efficiency assistance per approved TA
Plan within the quarter
Frequently assisted teachers Occasionally assisted Rarely assisted teachers in the No assistance provided
in the review, contextualization teachers in the review, review, contextualization and
and implementation of learning contextualization and implementation of learning
standards to make the implementation of learning standards to make the
curriculum relevant for the standards to make the curriculum relevant for the
learners curriculum relevant for the learners
learners
Provided TA to 81-90% of the Provided TA to 71-80% of the Provided TA to 61-70% of the Provided TA to only 60% & below
teachers needing technical teachers needing technical teachers needing technical of the teachers needing technical
assistance per approved TA assistance per approved TA assistance per approved TA assistance per approved TA Plan
Plan within the quarter Plan within the quarter Plan within the quarter within the quarter

2. Utilized learning outcomes
in developing data-based
interventions to maintain
learner achievement and
attain other performance
indicators
Timeliness Submitted TA report 3 days
after the end of the quarter
6.50% Consistently developed
differentiated learning activities
based on the results of monthly
Quality
tracking of learners'
performance
Developed & validated
intervention materials in eight
Efficiency (8) or more learning areas
Submitted TA report 4-5 days Submitted TA report 6-7 days Submitted TA report 8-9 days Submitted TA report 10 days or
after the end of the quarter after the end of the quarter after the end of the quarter more after the end of the quarter
Frequently developed Occasionally developed Rarely developed No acceptable evidence was
differentiated learning differentiated learning differentiated learning activities shown
activities based on the results activities based on the results based on the results of
of monthly tracking of learners' of monthly tracking of monthly tracking of learners'
performance learners' performance performance
Developed & validated Developed & validated Developed & validated Developed & validated
intervention materials in 6-7 intervention materials in 4-5 intervention materials in 2-3 intervention materials in only one
learning areas learning areas learning areas (1) learning area
 37

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Weight
KRAs Objectives per KRA
3. Provided TA to teachers 6.50%
in using learning
assessment tools, strategies
and results consistent with
curriculum requirements to
ensure accountability in
achieving higher learning
outcomes
Efficiency achieving higher learning
QET Outstanding (5)
Provided TA to teachers
through mentoring, coaching,
LAC sessions, INSET, online
meetings/conferences/webinars
Quality (synchronous/asynchronous)
Provided TA in using learning Provided TA in using learning Provided TA in using learning Provided TA in using learning Provided TA in using learning
assessment tools, strategies
and results consistent with
curriculum requirements to
ensure accountability in
outcomes to 91-100% of
teachers within the school year . teachers within the school
Performance Indicators Rating
Actual
Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Results Q E T Ave. *Score
Provided TA to teachers Provided TA to teachers Provided TA to teachers Provided TA to teachers through
through any four (4) of the through any three (3) of the through any two (2) of the any one(1) of the following:
following: mentoring, following: mentoring, following: mentoring, coaching, mentoring, coaching, LAC
coaching, LAC sessions, coaching, LAC sessions, LAC sessions, INSET, online sessions, INSET, online
INSET, online INSET, online meetings/conferences/webinar meetings/conferences/webinars
meetings/conferences/webinar meetings/conferences/webin s (synchronous/asynchronous) (synchronous/asynchronous)
s (synchronous/asynchronous) ars
(synchronous/asynchronous)
assessment tools, strategies assessment tools, strategies assessment tools, strategies assessment tools, strategies and
and results consistent with and results consistent with and results consistent with results consistent with curriculum
curriculum requirements to curriculum requirements to curriculum requirements to requirements to ensure
ensure accountability in ensure accountability in ensure accountability in accountability in achieving higher
achieving higher learning achieving higher learning achieving higher learning learning outcomes to 60% and
outcomes to 81-90% of the outcomes to 71-80% of the outcomes to 61-70% of the below of the teachers within the
teachers within the school teachers within the school year school year
year year

4. DEVELOPING 1. Implemented
SELF AND professional development
OTHERS initiatives to enhance
strengths and address
performance gaps among
school personnel
6.50% 86-100% of the identified
development needs of
Quality personnel were addressed
Conducted at least four (4)
need-based professional
development initiatives to
Efficiency enhance strengths and address
performance gaps among
school personnel
71-85% of the identified
development needs of
personnel were addressed
Conducted three (3) need-
based professional
development initiatives to
enhance strengths and
address performance gaps
among school personnel
56-70% of the identified
development needs of
personnel were addressed
Conducted two (2) need-
based professional
development initiatives to
enhance strengths and
address performance gaps
among school personnel
41-55% of the identified 40% and below of the identified
development needs of development needs of personnel
personnel were addressed and below were addressed
Conducted one (1) need- No acceptable evidence was
based professional shown
development initiative to
enhance strengths and
address performance gaps
among school personnel

2. Provided opportunities 6.50% 86-100% of the school 71-85% of the school 56-70% of the school 41-55% of the school 40% of the school personnel and
to individuals and teams in personnel have performed personnel have performed personnel have performed personnel have performed below have performed leadership
performing leadership Quality leadership roles and leadership roles and leadership roles and leadership roles and roles and responsibilities
roles and responsibilities responsibilities responsibilities responsibilities responsibilities

Developed and supported
personal and professional
development of individual and
school management teams by
providing equal opportunities in
the conduct of any six (6) of the
following: 1. SLAC 2. School-
Efficiency INSETs 3. Assignments to task
forces/committees/special
projects 4. Job Rotations 5.
Benchmarking 6. Coaching and
Mentoring
Developed and supported Developed and supported Developed and supported Developed and supported
personal and professional personal and professional personal and professional personal and professional
development of individual and development of individual development of individual and development of individual and
school management teams by and school management school management teams by school management teams by
providing equal opportunities teams by providing equal providing equal opportunities providing equal opportunities in
in the conduct of any five (5) of opportunities in the conduct in the conduct of any three (3) the conduct of any two (2) of the
the following: 1. SLAC 2. of any four (4) of the of the following: 1. SLAC 2. following: 1. SLAC 2. School-
School-INSETs 3. following: 1. SLAC 2. School- School-INSETs 3. INSETs 3. Assignments to task
Assignments to task INSETs 3. Assignments to Assignments to task forces/committees/special
forces/committees/special task forces/committees/special projects4. Job Rotations 5.
projects 4. Job Rotations 5. forces/committees/special projects4. Job Rotations 5. Benchmarking 6. Coaching and
Benchmarking 6. Coaching projects 4. Job Rotations 5. Benchmarking 6. Coaching mentoring
and mentoring Benchmarking 6. Coaching and mentoring
and mentoring
 38

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

KRAs Objectives per KRA
3. Implemented a school
rewards system to
recognize and motivate
learners, school personnel
and other stakeholders for
exemplary performance
and/or continued support
Performance Indicators Rating
Weight Actual
QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Results Q E T Ave. *Score
6.50% Established and implemented Established and implemented Established and implemented Established and implemented No division-approved school
division-approved school division-approved school division-approved school division-approved school awards and recognition system
awards and recognition system awards and recognition awards and recognition awards and recognition
in four (4) different categories system through the school system through the school system through the school
(learners, teachers, parents and awards and recognition awards and recognition awards and recognition
Quality external stakeholders) committees in three (3) committees in two (2) committees in a category
different categories (learners, different categories (learners, (learners, teachers, parents
teachers, parents and external teachers, parents and and external stakeholders)
stakeholders) external stakeholders)

Conducted at least five (5) the Conducted at least four (4) of Conducted at least three (3) Conducted at least two (2) of Conducted only one (1) of the
following activities: 1. Issuance the following activities: 1. of the activities: 1. Issuance the activities: 1. Issuance of activities: 1. Issuance of school
of school policy Issuance of school policy of school policy school policy guidelines/memo policy guidelines/memo with
guidelines/memo aligned with guidelines/memo with Division guidelines/memo with with Division Memorandum Division Memorandum No. 113, s.
Division Memorandum No. 113, Memorandum No. 113, s. Division Memorandum No. No. 113, s. 2020 2. Creation of 2020 2. Creation of Rewards and
s. 2020 2. Creation of Rewards 2020 2. Creation of Rewards 113, s. 2020 2. Creation of Rewards and Recognition Recognition Committee 3.
and Recognition Committee 3. and Recognition Committee Rewards and Recognition Committee 3. Selection of Selection of applicants 4.
Selection of applicants 4. 3. Selection of applicants 4. Committee 3. Selection of applicants 4. Development of Development of selection criteria
Efficiency Development of selection Development of selection applicants 4. Development of selection criteria per category per category 5. Sourcing of funds
criteria per category 5. Sourcing criteria per category 5. selection criteria per category 5. Sourcing of funds (for (for prizes) 6.
of funds (for prizes) 6. Sourcing of funds (for prizes) 5. Sourcing of funds (for prizes) 6. Awarding/Recognition
Awarding/Recognition 6. Awarding/Recognition prizes) 6. Awarding/Recognition ceremony/ies
ceremony/ies ceremony/ies Awarding/Recognition ceremony/ies
ceremony/ies

5. BUILDING 1. Built constructive 6.50% Consistently built constructive
CONNECTIONS relationships with relationships with authorities,
authorities, colleagues, colleagues, parents and other
parents and other stakeholders to foster an
Quality
stakeholders to foster an enabling and supportive
environment for learners
enabling and supportive
environment for learners
Conducted at least 6 activities
with parents and other
stakeholders across four
Efficiency quarters with complete required
documents.
Frequently built constructive
relationships with authorities,
colleagues, parents and other
stakeholders to foster an
enabling and supportive
environment for learners
Conducted at least 5 activities
with parents and other
stakeholders across four
quarters with complete
required documents.
Occasionally built
constructive relationships
with authorities, colleagues,
parents and other
stakeholders to foster an
enabling and supportive
environment for learners
Conducted at least 4
activities with parents and
other stakeholders across
four quarters with complete
required documents.
Rarely built constructive No acceptable evidence
relationships with authorities,
colleagues, parents and other
stakeholders to foster an
enabling and supportive
environment for learners
Conducted at least 3 activities No acceptable evidence
with parents and other
stakeholders across four
quarters with complete
required documents.

2. Communicated 6.50% Consistently communicated Frequently communicated Occasionally communicated Rarely communicated No acceptable evidence
effectively in speaking and effectively in speaking and in effectively in speaking and in effectively in speaking and in effectively in speaking and in
in writing to teachers, writing to teachers, learners, writing to teachers, learners, writing to teachers, learners, writing to teachers, learners,
learners, parents and other parents and other stakeholders, parents and other parents and other parents and other
stakeholders, through through positive use of stakeholders, through positive stakeholders, through stakeholders, through positive
Quality communication platform to use of communication platform positive use of use of communication platform
positive use of
facilitate information sharing, to facilitate information communication platform to to facilitate information
communication platform to collaboration and support. sharing, collaboration and facilitate information sharing, sharing, collaboration and
facilitate information support. collaboration and support. support.
sharing, collaboration and
support.
 effectively in speaking and
in writing to teachers,
learners, parents and other
stakeholders, through 39
positive use of
communication platform to TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
facilitate information Performance Indicators Rating
sharing, collaboration and Weight Actual
KRAs support.Objectives per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Results Q E T Ave. *Score
Accomplished, created and Accomplished, created and Accomplished, created and Accomplished, created and No acceptable evidence
utilized five (5) the following utilized four (4) the following utilized three (3) the utilized two (2)) the following
communication communication following communication communication
platforms:1.SMS 2. letters 3. platforms:1.SMS 2. letters 3. platforms:1.SMS 2. letters 3. platforms:1.SMS 2. letters 3.
Efficiency tarpaulin 4. bandillo 5. FB tarpaulin 4. bandillo 5. FB tarpaulin 4. bandillo 5. FB tarpaulin 4. bandillo 5. FB
page/FB account 6. radio page/FB account 6. radio page/FB account 6. radio page/FB account 6. radio
broadcast 7. flyers 8. Others broadcast 7. flyers 8. Others broadcast 7. flyers 8. Others broadcast 7. flyers 8. Others

3. Initiated partnerships
with the community such
as parents, alumni,
authorities, industries and
other stakeholders, to
strengthen support for
learner development, as
well as school and
community improvement.
6.50% Initiated 5 or more partnership
programs or activities in
coordination with any of the
following stakeholders: a.
Quality parents, b. alumni, c. LGU d.
industries e. others
Submitted accomplishment
reports of 5 or more
partnership programs/activities
Efficiency with documentation.
Initiated 4 partnership
programs or activities in
coordination with any of the
following stakeholders: a.
parents, b. alumni, c. LGU d.
industries e. others
Submitted accomplishment
reports of 4 partnership
programs/activities with
documentation.
Initiated 3 partnership
programs or activities in
coordination with any of the
following stakeholders: a.
parents, b. alumni, c. LGU
d. industries , e. others
Submitted accomplishment
reports of 3 partnership
programs/activities with
documentation.
Initiated 2 partnership
programs or activities in
coordination with any of the
following stakeholders: a.
parents, b. alumni, c. LGU d.
industries, e. others
Submitted accomplishment
reports of 2 partnership
programs/activities with
documentation.
Initiated one (1) partnership
program or activity in coordination
with any of the following
stakeholders: a. parents, b.
alumni, c. LGU d. industries
Submitted accomplishment
reports of 1 partnership
programs/activities with
documentation.

6. Plus Factor Performed the following: 1. 2.50% any 5 of the enumerated any 4 of the any 3 of the any 2 of the any 1 of the enumerated
Facilitator/Resource speaker in
trainings; 2. Acted as one of the items enumerated items enumerated items enumerated items items or no acceptable
writers of instructional evidence
materials/modules/manuals in
the division and/or higher level
3. Acted as consultant to any
academic activities and/or any
management jobs; 4. Acted as
member of district and/or higher
level committees; 5. Conducted Quality
at least one (1) relevant
research in any area within the
rating period; 6. Conducted
innovation to address learning
gaps; 7. Published educational
article on any
tabloid/spreadsheet/credible
online-site of wide circulation 8.
Member of district and higher
level QA team 9. Acted as
instructional coach/ District LAC

OVERALL RATING
FOR
ACCOMPLISHMENTS
 40

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators Rating
Weight Actual
KRAs Objectives per KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Results Q E T Ave. *Score
VICTOR H. LUBA RAYMUNDO M. CANTONJOS, CESO VI
T-III/OIC Assistant Schools Division Superintendent Approved:
Ratee Rater NENE R. MERIOLES, CESO V
Schools Division Superintendent