Department of Education

Region V

OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM

This form is an excel-based version of the Part I-IV of the Office Performance Commitment and Review
Form. It is intended to assist school heads in the preparation of their OPCRF at different RPMS phases, e.g.
Office Performance Commitment and Review Form and Development Plan during Performance Planning and
Commitment Phase, accomplished OPCRF with computed final rating during Performance Review and
Evauation Phase.
This tool shall be accomplshed by the school head. When all Parts I-IV are accomplished, the school head
shall print and submit this tool, with the portfolio to the rater for final review and assessment.
Accomplish only the unlocked items in the Encoding Sheet, Part 2 and Part 4.

START HERE
eview
es, e.g.
nning and
nd

ool head
 OFFICE PERFORMANCE COMMITMENT FORM (OPCRF) ENCODING SHEET 2022-2023

Name of Employee: Name of Rater:

Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:

Numerical Ratings
Timeline Weight per Weight per
KRA Objectives
(mm, dd,yyyy) KRA Objective Q E T

I. Leading 1 5%
Strategically 10%
2 5%
3 5%
II. Managing School 4 5%
Operation and 20%
Resources 5 5%
6 5%
7 8%
III. Focusing on 8 8%
Teaching and 40% 9 8%
Learning 8%
10
11 8%
12 5%
IV. Developing Self
and Others 15% 13 5%
14 5%
V. Building 15 5%
Connections 10%
16 5%
PLUS FACTOR 5% 17 5%
FINAL RATING
ADJECTIVAL RATING

0 0
RATEE SIGNATURE RATER SIGNATURE
atings
Score
Ave

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SIGNATURE
 OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM
Name of Employee: RONNIE C. SOPSOP Name of Rater: MARIA SHEIL
Position: Head Teacher III Position: Asst. Schools Divisi
Bureau/Center/Service/Division: DepEd-Divisio ogf Masbate Province Date of Review:
Rating Period: 2023-2024
TO BE FILLED DURING PLANNING

PERFORMANCE INDICATORS
WEIGHT PER
MFO KRAS OBJECTIVES TIMELINE
KRA
QET Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
5 4 3 2 1
Communicated the Communicated the Communicated the Communicated the Communicated the
DepEd VMC to the DepEd VMC to the DepEd VMC to the DepEd VMC to the DepEd VMC to the
school community as school community as school community as school community as school community as
reflected in the 96- reflected by the 91- reflected by 86-90% evidenced by the 81- evidenced by the 80%
100% alignment of 95% alignment of alignment of school 85% alignment of and below alignment
school policies, school policies, policies, programs, school policies, of school policies,
QUALITY programs, projects programs, projects projects and activities programs, projects programs, projects
BASIC EDUCATION SERVICES

and activities and activities and activities and activities

Leading Strategically

1. Communicated
the DepEd vision,
mission and core
values to the wider
school community Communicated Communicated Communicated Communicated Communicate the
to ensure shared 5% the DepED VMC the DepED VMC the DepED VMC the DepED VMC DepED VMC
0

understanding and through the use through the use through the use through the use through the use
EFFICIENCY

alignment of school of 5 or more of 4 platforms to of 3 platforms to of 2 platforms to of only 1

policies, programs, platforms to ensure shared ensure shared ensure shared platform to
projects and ensure shared understanding understanding understanding ensure shared
activities. understanding understanding
 understanding and
alignment of school
policies, programs,
projects and
activities.

The VMC was The VMC was The VMC was The VMC was No acceptable
communicated communicated communicated communicated in evidence was

TIMELINESS
across 4 quarters across 3 quarters across 2 quarters only 1 quarter to shown.
to a wider school to a wider school to a wider school a wider school
community community community community

Implemented 96- Implemented 91- Implemented 86- Implemented 81- Implemented 80%
100% of the 95% of the 90% of the 85% of the and below of the
annually targeted annually targeted annually targeted annually targeted annually targeted
PPAs in the AIP PPAs in the AIP PPAs in the AIP PPAs in the AIP PPAs in the AIP

QUALITY
aligned with aligned with aligned with aligned with aligned with
institutional goals institutional goals institutional goals institutional goals institutional goals
and policies and policies and policies and policies and policies
Leading Strategically

Submitted main Submitted main Submitted main Submitted main No acceptable

2. Developed and MOV and ALL of MOV and ALL of MOV and ALL of MOV and ALL of evidence was
implemented with the acceptable the acceptable the acceptable shown.
the planning team the acceptable
supporting MOV of supporting MOV of supporting MOV supporting MOV of
EFFICIENCY

school plans 5%
0

every PPA any 4 PPAs any 2 PPAs

aligned with of any 3 PPAs
institutional goals
and policies

Submitted the AIP Submitted the AIP Submitted the AIP Submitted the AIP Submitted the AIP
on the 1st week of on the 2nd week on the 3rd week of on the 4th week on the 5th week of
TIMELINESS

January or earlier of January January January January or beyond

 96-100% fund 91-95% fund 86-90% fund 81-85% fund 80% and below
utilization is utilization is utilization is utilization is fund utilization is
aligned to the aligned to the aligned to the aligned to the aligned to the
PPAs stated in the PPAs stated in the PPAs stated in the PPAs stated in the PPAs stated in the
AIP, adhering AIP, adhering AIP, adhering AIP, adhering AIP, adhering

QUALITY
strictly to existing strictly to existing strictly to existing strictly to existing strictly to existing
accounting and accounting and accounting and accounting and accounting and
auditing rules and auditing rules and auditing rules and auditing rules and auditing rules and
regulations. regulations. regulations. regulations. regulations.
Managing School Operations and Resources

96-100% of school 91-95% of school 86-90% of school 81-85% of school 80% and below of
financial resources financial resources financial resources financial resources school financial
3. . Managed are utilized fully are utilized fully are utilized fully are utilized fully resources are
finances adhering and judiciously and judiciously and judiciously and judiciously utilized fully and
to policies, evidenced by evidenced by evidenced by evidenced by judiciously
guidelines and liquidation and liquidation and liquidation and liquidation and evidenced by
issuances in financial reports financial reports financial reports financial reports liquidation and
allocation, 5% EFFICIENCY duly signed by duly signed by duly signed by duly signed by financial reports
0

procurement, proper authorities proper authorities proper authorities proper authorities duly signed by
disbursement and and without noted and without noted and without noted and without noted proper authorities
liquidation aligned deficiencies. deficiencies. deficiencies. deficiencies. and without noted
with the school deficiencies
plan.

Submitted 12 Submitted 11 Submitted 10 Submitted 9 Submitted 8 and

monthly liquidation monthly liquidation monthly liquidation monthly liquidation below monthly
reports on or reports on or reports on or reports on or liquidation reports
before the 5th day before the 5th day before the 5th day before the 5th day on or before the
TIMELINESS

the ensuing month the ensuing month the ensuing month the ensuing month 5th day the
ensuing month
 Managed a school Managed a school
facilities and facilities and
equipment that equipment that
adheres to adheres to
policies, Managed a school policies, Managed a school Managed a school
guidelines, and facilities and guidelines, and facilities and facilities and
issuances on equipment that issuances on equipment that equipment that
acquisition, adheres to acquisition, adheres to adheres to
recording, policies, recording, policies, policies,
utilization, repair guidelines, and utilization, repair guidelines, and guidelines, and
Managing School Operations and Resources

and maintenance, issuances on and maintenance, issuances on issuances on

QUALITY
storage and acquisition, storage and acquisition, acquisition,
4. Managed school disposal as recording, disposal as recording, recording,
facilities and supported by all utilization, repair supported by all utilization, repair utilization, repair
equipment in of the main MOV and maintenance, of the main MOV and maintenance, and maintenance,
adherence to and all storage and and five of the storage and storage and
policies, guidelines supporting MOV disposal as acceptable MOV. disposal as disposal as
and issuances on supported by all supported by all supported by all
5%
0

acquisition, of the main MOV of the main MOV of the main MOV
recording, and seven of the and three of the and one of the
utilization, repair acceptable MOV. acceptable MOV. acceptable MOV.
and maintenance,
storage and
disposal.

Utilized the 96- Utilized the 91- Utilized the 86- Utilized the 81- Utilized the 80%
100% of the 95% of the school 90% of the school 85% of the school and below of the
school facilities facilities and facilities and facilities and school facilities
and equipment equipment based equipment based equipment based and equipment
EFFICIENCY

based on its on its intended on its intended on its intended based on its
intended and and appropriate and appropriate and appropriate intended and
appropriate use use use use appropriate use
 Managed the Managed the Managed the Managed the Managed the
staffing staffing staffing staffing staffing
complement of the complement of the complement of the complement of the complement of the
school with 96- school with 91- school with 86- school with 81- school with 80%
100% of the 95% of the 90% of the 85% of the and below of the
teaching loads teaching loads teaching loads teaching loads teaching loads
and other ancillary and other ancillary and other ancillary and other ancillary and other ancillary
assignments assignments assignments assignments assignments

QUALITY
distributed distributed distributed distributed distributed
equitably and equitably and equitably and equitably and equitably and
appropriately. appropriately. appropriately. appropriately. appropriately.
Managing School Operations and Resources

5. Managed staffing 96-100% of 91-95% of staffing 86-90% of staffing 81-85% of staffing 80% and below of
such as teaching staffing complement is complement is complement is staffing
load distribution complement is aligned with aligned with aligned with complement is
and grade level and aligned with curriculum and curriculum and curriculum and aligned with
subject area curriculum and area of area of area of curriculum and
assignment in 5%
0

EFFICIENCY

area of specialization or specialization or specialization or area of

adherence to laws, specialization or expertise of the expertise of the expertise of the specialization or
policies, guidelines, expertise of the teachers based on teachers based on teachers based on expertise of the
and issuances teachers based on the needs of the the needs of the the needs of the teachers based on
based on the needs the needs of the school. school. school. the needs of the
of the school. school. school.
 and issuances

Managing Scho
based on the needs
of the school.

SF7, designations SF7, designations SF7, designations SF7, designations SF7, designations
and other required and other required and other required and other required and other required
MOV have been MOVs have been MOVs have been MOVs have been MOVs have been
prepared, prepared, prepared, prepared, prepared,
approved, and approved, and approved, and approved, and approved, and

TIMELINESS
received 2 weeks received a week received during received a week received 2 weeks
before the before the the opening of after the opening and beyond after
opening of opening of classes. of classes. the opening of
classes. classes. classes.

Managed and Managed and Managed and Managed and No acceptable

sustained four sustained three sustained two sustained one MOV was shown
disaster disaster disaster disaster
preparedness, preparedness, preparedness, preparedness,
mitigation and mitigation and mitigation and mitigation and
Managing School Operations and Resources

resiliency resiliency resiliency resiliency

programs such as: programs such as: programs such as: programs such as:
1. 1. Student-led 1. Student-led 1. Student-led
Student-led hazard mapping hazard mapping hazard mapping
QUALITY

hazard mapping 2.SDRRM 2.SDRRM 2.SDRRM

6. Managed school Program 3.Fire Program 3.Fire Program 3.Fire
safety for disaster Prevention Prevention Prevention
preparedness, 2.SDRRM Program 4. Program 4. Program 4.
mitigation and 5% Program 3.Fire Quarterly Quarterly Quarterly
0

resiliency to ensure Prevention 4. Earthquake drill Earthquake drill Earthquake drill

continuous delivery Quarterly
of instruction. Earthquake drill
Program

Submitted the Submitted the Submitted the Submitted the Submitted the
Main MOV and all Main MOV and Main MOV and Main MOV and Main MOV and
EFFICIENCY

of the acceptable any 5 of the any 4 of the any 3 of the two and below
MOV acceptable MOV acceptable MOV acceptable MOV acceptable MOV
 Assisted/ Assisted/ Assisted/ Assisted/ Assisted/
facilitated 96%- facilitated 91%- facilitated 86%- facilitated 81%- facilitated 80%
100% of teachers 95% of teachers in 90% of teachers in 85% of teachers in and below of
in the review, the review, the review, the review, teachers in the
contextualization, contextualization, contextualization, contextualization, review,
and and and and contextualization,
implementation of implementation of implementation of implementation of and
learning standards learning standards learning standards learning standards implementation of
as evidenced by as evidenced by as evidenced by as evidenced by learning standards

QUALITY
the Main MOV and the Main MOV and the Main MOV and the Main MOV and as evidenced by
quality-assured quality-assured quality-assured quality-assured the Main MOV and
contextualized contextualized contextualized contextualized quality-assured
materials. materials. materials. materials. contextualized
materials.
Focusing on Teaching and Learning

7. Assisted
teachers in the
review,
contextualization
and implementation Submitted TA Plan Submitted TA Plan Submitted TA Plan Submitted TA Plan Submitted TA Plan
8% vis-a-vis vis-a-vis vis-a-vis vis-a-vis vis-a-vis
0

of learning
standards to make Accomplishment Accomplishment Accomplishment Accomplishment Accomplishment
the curriculum Report with all of Report with 4 of Report with 3 of Report with 2 of Report with 1 of
EFFICIENCY

relevant for the acceptable the acceptable the acceptable the acceptable the acceptable
learners. Supporting MOVs Supporting MOVs Supporting MOVs Supporting MOV Supporting MOV

Provided/ Provided/ Provided/ Did not provide TA

facilitated TA to facilitated TA to facilitated TA to to teachers
Provided/ teachers in the teachers in the teachers in the
facilitated TA to review, review, review,
teachers in the
TIMELINESS

contextualization contextualization contextualization

review, and and and
contextualization implementation of implementation of implementation of
and learning standards learning standards learning standards
implementation of quarterly every semester once a year
learning standards
monthly
 96% - 100% of the 91% - 95% of the 86% - 90% of the 81% - 85% of the 80% and below
teachers were teachers were teachers were teachers were of the teachers
given TA on given TA on given TA on given TA on were given TA on
teaching teaching teaching teaching teaching
standards and standards and standards and standards and standards and
pedagogies within pedagogies within pedagogies within pedagogies within pedagogies within
and across and across and across and across and across
learning areas learning areas learning areas learning areas learning areas

QUALITY
resulting to a resulting to a resulting to a resulting to a resulting to a
rating of 8 for rating of 8 for rating of 8 for rating of 8 for rating of 8 for
Highly Highly Proficient Highly Proficient Highly Proficient Highly Proficient
Teacher/s and 7 Teacher/s and 7 Teacher/s and 7
for Proficient for Proficient for Proficient
Teachers Teachers Teachers

8. Provided
technical
assistance to 96% - 100% of the 91% - 95% of the 86% - 90% of the 81% - 85% of the 80% and below of
teachers on targeted teachers targeted teachers targeted teachers targeted teachers the targeted
teaching standards 8% were given TA were given TA were given TA were given TA teachers were
EFFICIENCY
0

and pedagogies with all the with all the with all the with all the given TA with all
within and across Supporting MOV Supporting MOV Supporting MOV Supporting MOV the Supporting
learning areas to MOV
improve their
Focusing on Teaching and Learning

teaching practice

Provided TA to Provided TA to Provided TA to Provided TA to No TA provided to

teachers on teachers on teachers on teachers on teachers
teaching teaching teaching teaching
standards and standards and standards and standards and
pedagogies within pedagogies within pedagogies within pedagogies within
and across and across and across and across
TIMELINESS

learning areas to learning areas to learning areas to learning areas to

improve their improve their improve their improve their
teaching practice teaching practice teaching practice teaching practice
monthl quarterly every semester annually
Focusing
Developed and Developed and Developed and Developed and Developed and
implemented data implemented data implemented data implemented data implemented data
based based based based based
interventions interventions interventions interventions interventions
resulting to at resulting to at resulting to at resulting to at resulting to at
least 5% or more least 4% least 3% least 2% least 1%

QUALITY
9. Utilized learning improvement in improvement in improvement in improvement in improvement in
outcomes in the targeted the targeted the targeted the targeted the targeted
developing data- performance performance performance performance performance
based interventions indicators. indicators. indicators. indicators. indicators.
to maintain learner 8%
achievement and 0
attain other
performance
indicators. Submitted the Submitted the Submitted the Submitted the Submitted the
Main MOV and all Main MOV and Main MOV and Main MOV and Main MOV and

EFFICIENCY
the 6 acceptable any 5 of the any 4 of the any 3 of the any 2 of the
MOV acceptable MOV acceptable MOV acceptable MOV acceptable MOV

96% - 100% of the 91% - 95% of the 86% - 90% of the 81% - 85% of the 80% and below of
teachers were teachers were teachers were teachers were the teachers were
given TA on given TA on given TA on given TA on given TA on
assessment to assessment to assessment to assessment to assessment to
track, measure & track, measure & track, measure & track, measure & track, measure &
adjust instruction adjust instruction adjust instruction adjust instruction adjust instruction
resulting to a resulting to a resulting to a resulting to a resulting to a
rating of 8 for rating of 8 for rating of 8 for rating of 8 for rating of 8 for
QUALITY

Highly Proficient Highly Proficient Highly Proficient Highly Proficient Highly Proficient
Teacher/s and 7 Teacher/s and 7 Teacher/s and 7 Teacher/s and 7 Teacher/s and 7
10. Provided for Proficient for Proficient for Proficient for Proficient for Proficient
technical Teachers Teachers Teachers Teachers Teachers
assistance to
teachers in using
learning
assessment tools,
strategies and
results consistent
with curriculum
requirements to
ensure
accountability in
achieving higher
learning outcomes. 8%
0

(Relates to IPCR
 technical
assistance to
teachers in using
learning
assessment tools,
strategies and
results consistent
with curriculum 96%- 100% of 91%- 95% of the 86%- 90% of the 81%- 85% of the 80% and below
requirements to the targeted teachers were teachers were teachers were of the teachers
ensure teachers were given TA on given TA on given TA on were given TA
accountability in given TA on assessment assessment assessment on assessment

EFFICIENCY
achieving higher assessment tools, strategies tools, strategies tools, strategies tools, strategies
learning outcomes. 8% tools, strategies and results and results and results and results

0
(Relates to IPCR and results
Objective No, 10 &
COT Indicator No.
9: Designed,
selected, organized
and used
diagnostic, TA provided to TA provided to TA provided to TA provided to TA provided to
formative and targeted teachers targeted teachers targeted teachers targeted teachers targeted teachers
summative on assessment to on assessment to on assessment to on assessment to on assessment to
assessment track, measure track, measure track, measure track, measure track, measure
strategies and adjust and adjust and adjust and adjust and adjust
consistent with instruction as instruction as instruction as instruction as instruction as
Focusing on Teaching and Learning

curriculum planned and planned and planned and planned and planned and
scheduled monthly scheduled with 2 scheduled with 3 scheduled with 4 scheduled with 5
TIMELINESS
requirements.)
as supported by missed schedules missed schedules missed schedules or more missed
the main MOV monthly as monthly as monthly as schedules monthly
supported by the supported by the supported by the as supported by
main MOV main MOV main MOV the main MOV

The school he school The school The school The school

obtained a score obtained a score obtained a score obtained 15 - 19 obtained less
of 35 or higher of 25 - 34 points of 20 - 24 points points in the than 15 points in
points in the in the child-friendly in the child-friendly child-friendly the child-friendly
QUALITY

child-friendly school system school system school system school system

school system monitoring tool monitoring tool monitoring tool monitoring tool
monitoring tool
11. Managed a
learner-friendly,
inclusive and 8%
0

healthy learning
environment
 11. Managed a
learner-friendly,
inclusive and 8%

0
healthy learning
environment Submitted Main Submitted main Submitted main Submitted main Submitted main
MOV and all of MOV and 5 of MOV and 4 of MOV and 3 of MOV and any 2

EFFICIENCY
the supporting the supporting the supporting the supporting and below
MOV MOV MOV MOV supporting MOV

Set personal and Set personal and Set personal and Set personal and Set personal and
professional goals professional goals professional goals professional goals professional goals
based on OPCRF- based on OPCRF- based on OPCRF- based on OPCRF- based on OPCRF-
development plan development plan development plan development plan development plan
96-100% aligned 91-95% aligned 86-90% aligned 81-85% aligned 80 % and below
with functional, with functional, with functional, with functional, aligned with

QUALITY
behavioral and behavioral and behavioral and behavioral and functional,
leadership leadership leadership leadership behavioral and
Dewveloping Self and Others

competencies competencies competencies competencies leadership

12. Set personal competencies
and professional
development goals
based on self-
assessment aligned 5%
0

with the Philippine

EFFICIENCY

Professional Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

Standards for acceptable MOV acceptable MOV acceptable MOV acceptable MOV MOV was shown
School Heads.
All four (4) All four (4) All four (4) All four (4) No acceptable
submitted MOV submitted MOV submitted MOV submitted MOV MOV was shown
were were were were
TIMELINESS

accomplished 2 accomplished a accomplished 4 accomplished

weeks before the week before the days before the three before the
next rating period next rating period next rating period next rating period

5% Conducted all four Conducted Phase Conducted Phase Conducted Phase I No acceptable
phases of the I, II and III of the I and II of the of the RPMS cycle. evidence was
QUALITY

RPMS cycle. RPMS cycle RPMS cycle. shown

13. Implemented the
performance
management system
with a team to
support the career
0

advancement of
school personnel and
to improve office
performance
 5%

13. Implemented the

performance
management system
with a team to
support the career

0
Submitted any 4 Submitted any 3 Submitted any 2 Submitted any 1 No acceptable
advancement of
of the acceptable of the acceptable of the acceptable of the acceptable evidence was
school personnel and

EFFICIENCY
MOV* MOV MOV MOV shown
to improve office
performance

Identified needs, Identified needs, Identified needs, Identified and Identified

analyzed priority analyzed priority analyzed priority analyzed learning professional
targets, developed targets and targets and and development development
and developed qualit developed qualit needs of teaching needs of teaching
implemented qual y assured learning y assured learning and non-teaching and non-teaching
ity assured and development and development school personnel school personnel
learning and initiatives/activities initiatives/activities to set priority as basis for
Developing Self and Others

development with complete L&D . targets in the learning and

initiatives/activities resource package. learning and development plan.
with complete L&D development plan.
resource package
that enhanced
strengths and
addressed
QUALITY

performance gaps
based on the
priority
professional
development
14. Implemented
needs of teaching
professional
and non-teaching
development
school personnel
initiatives to
enhance strengths 5%
0

and address
performance gaps
among school
personnel
 enhance strengths 5%

0
and address
performance gaps
among school
personnel

Submitted all of Submitted 5 of the Submitted 4 of the Submitted 3 of the Submitted 2 to

the acceptable acceptable MOV* acceptable MOV* acceptable MOV* none of the

EFFICIENCY
MOV* for L & D for L & D activity for L & D activity for L & D activity acceptable MOV*
activity conducted. conducted. conducted. conducted. for L & D activity
conducted.

Implemented L & Implemented L & Implemented L & Implemented L & Implemented L &
D as planned and D as planned a D as planned two D as planned D as planned a

TIMELINESS
as scheduled week after the weeks after the three weeks after month after the
schedule schedule the schedule schedule

10 or more 9 functional 8 functional 7 functional club/ 6 and below

functional clubs/organization clubs/organization organization functional
clubs/organization s support the s support the support the clubs/organization
QUALITY s support the attainment of the attainment of the attainment of the s support the
attainment of the institutional goals. institutional goals." institutional goals attainment of the
15. Managed institutional goals. institutional goals."
school
organizations, such
as learner
organizations, Submitted all of Submitted any 3 Submitted any 2 Submitted any 1 No acceptable
EFFICIENCY

faculty clubs and the acceptable of the acceptable of the acceptable of the acceptable evidence was
parent-teacher 5% MOV* MOV* MOV* MOV shown
0

associations, by
applying relevant
policies and
guidelines to Organized school Organized school Organized school Organized school Organized school
support the clubs, and clubs, and clubs, and clubs, and clubs, and
attainment of organizations as organizations 1 organizations 2 organizations 3 organizations 4
TIMELINESS

institutional goals. scheduled week after the weeks after the weeks after the weeks after the
schedule schedule schedule schedule
nections
 Initiated and
Initiated and Initiated and Initiated and Initiated and
recognized five (5)
recognized four recognized three recognized two(2) recognized one (1)
or more
(4) partnerships to (3) partnerships to partnerships to partnership to
Building Connections

partnerships to
16. Initiated strengthen strengthen strengthen strengthen
strengthen
partnerships with support for support for support for support for

QUALITY
support for
the community such learner learner learner learner
learner
as parents, alumni, development and development and development and development and
development and
authorities, school & school & school & school &
school &
industries, and community community community community
community
other stakeholders, 5% involvement involvement involvement involvement

0
involvement
to strengthen evidenced by the evidenced by the evidenced by the evidenced by the
evidenced by the
support for learner Main MOV. Main MOV. Main MOV. Main MOV.
Main MOV.
development, as
well as school and Submitted all Submitted four (4) Submitted three Submitted two (2) Submitted one (1)
community supporting MOV. supporting MOV. (3) supporting supporting MOV. supporting MOV.

EFFICIENCY
involvement. MOV.

QUALITY

Performed at least one (1) related work/task beyond the KRA of the school head/ outside the scho

17 . Performed
various related
works/activities 5%
0

beyond the KRA of

the school head.
EFFICIENCY

Submitted proof of performed work/task.

RATING FOR OVERALL ACCOMPLISHMENTS

ADJECTIVAL RATING
 ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING
4.500-5.000 Outstanding
3.500-4.499 Very Satisfactory
2.500-3.499 Satisfactory
1.500-2.499 Unsatisfactory
Below 1.499 Poor

RONNIE C. SOPSOP MARIA SHEILA V. LAGODA

RATEE SIGNATURE RATER SIGNATURE
ND REVIEW FORM
MARIA SHEILA V. LAGODA
Asst. Schools Division Superintendent

ACTUAL RESULTS Rating SCORE

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#N/A

ask beyond the KRA of the school head/ outside the school. 0

#DIV/0!

proof of performed work/task. 0

#DIV/0!
#DIV/0!
MARIA SHEILA V. LAGODA
RATER SIGNATURE

Instruction: Reflect on each competency and rate yourself 1-5, with 5 being the highest score. Type your rating in the box.
CORE BEHAVIORAL COMPETENCIES
Self-Management
Sets personal goals and direction, needs and development
Undertake personal actions and behaviors that are clear and purposive and
takes into account personal goals and values congruent to that of the
organization.
Displays emotional maturity and enthusiasm for and is challenged by higher
goals.
Prioritize work tasks and schedules (through Gantt charts, checklists, etc.)
to achieve goals.
Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
Demonstrate the values and behavior enshrined in the Norms of Conduct and
Ethical Standards for public officials and employees (RA 6713)
Practices ethical and professional behavior and conduct taking into account
the impact of his/her actions and decisions.
Maintains a professional image: being trustworthy, regularity of
attendance and punctuality, good grooming and communication.
Makes personal sacrifices to meet organization’s need.
Acts with a sense of urgency and responsibility to meet the organization’s
needs, improve systems and help others improve their effectiveness.
Result Focus
Achieves result with optimal use of time and resources most of the time.
Avoids rework, mistakes and wastage through effective work methods
by placing organizational needs before personal needs.
Delivers error-free outputs most of the time by conforming to standard
operating procedures correctly and consistently. Able to produce very
satisfactory quality of work in terms of usefulness/acceptability and
completeness with no supervision required.
Express a desire to do better and may express frustration at waste or
inefficiency. May focus on new or more precise ways of meeting goals set.
Makes specific changes in the system or in own work methods to improve
performance. Examples may include doing something better, faster, at a
lower cost, more efficiently, or improving quality, customer satisfaction,
morale, without setting any specific goal.
PART II: COMPETENCIES
Teamwork
Willingly does his/her share of responsibility.
Promotes collaboration and removes barriers to teamwork
and goal accomplishment across the organization
Applies negotiation principles in arriving at win-win agreements.
Drives consensus and team ownership of decisions.
Works constructively and collaboratively with others and
across organizations to accomplish organizational goals
and objectives
Service Orientation
Can explain and articulate organizational directions, issues
and problems.
Takes personal responsibility for dealing with and/or correcting
customer service issues and concerns
Initiates activities that promotes advocacy for men and
women empowerment
Participates in updating of office vision, mission, mandates
and strategies based on DepEd strategies and directions
Develops and adopts service improvement programs
through simplified procedures that will further enhance
service delivery.
Innovation
Examines the root cause of problems and suggests effective
solutions. Fosters new ideas, processes, and suggests better
ways to do things (cost and/or operational efficiency
Demonstrates an ability to think “beyond the box”.
Continuously focuses on improving personal productivity to
create higher value and results
Promotes a creative climate and inspires co – workers to
develop original ideas or solutions.
Translates creative thinking into tangible changes and solutions
that improve the work unit and organization
Uses ingenious methods to accomplish responsibilities.
CORE BEHAVIORAL COMPETENCIES RATING
LEADERSHIP COMPETENCIES RATING
OVERALL RATING
LEADERSHIP COMPETENCIES
Leading People
Uses basic persuasion techniques in a discussion or presentation e.g
appeals to reason and/or emotions, uses data and examples, visual
Persuades, convinces or influences others, in order to have a specific
“Sets a good example”, is a credible and respected leader; and demo
Forwards personal, professional and work unit needs and interests in
Assumes a pivotal role in promoting the development of an inspiring,
organization and influences others to share ownership of DepEd goa
effective work environment.
People Performance Management
Makes specific changes in the performance management system or in
to improve performance (e.g. does something better, faster, at low
improves quality, customer satisfaction, morale, revenues).
Sets performance standards and measures progress of employees bas
department targets.
Provides feedback and technical assistance such as coaching for perfo
and action planning.
States performance expectations clearly and check understanding and
Performs all the stages of result-based performance management sys
evidence and required documents/forms.
People Development
Improves the skills and effectiveness of individuals through employing
strategies.
Facilitates workforce effectiveness through coaching and motivating
within a work environment that promotes mutual trust and respect.
Conceptualizes and implements learning interventions to meet identi
Does long-term coaching or training by arranging appropriate and he
training, or other experiences for the purpose of supporting a person
Cultivates a learning environment by structuring interactive experienc
opportunities that are in support of achieving individual career goal
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RONNIE C. SOPSOP MARIA SHEILA V. LAGODA
RATEE RATER
T II: COMPETENCIES
highest score. Type your rating in the box.

Uses basic persuasion techniques in a discussion or presentation e.g., staff mobilization,

appeals to reason and/or emotions, uses data and examples, visual aids
Persuades, convinces or influences others, in order to have a specific impact or effect.
“Sets a good example”, is a credible and respected leader; and demonstrates desired behavior.
Forwards personal, professional and work unit needs and interests in an issue.

Assumes a pivotal role in promoting the development of an inspiring, relevant vision for the
organization and influences others to share ownership of DepEd goals, in order to create an

Makes specific changes in the performance management system or in own work methods

to improve performance (e.g. does something better, faster, at lower cost, more efficiently;
improves quality, customer satisfaction, morale, revenues).

Sets performance standards and measures progress of employees based on office and

Provides feedback and technical assistance such as coaching for performance improvement

States performance expectations clearly and check understanding and commitment.

Performs all the stages of result-based performance management system supported by

Improves the skills and effectiveness of individuals through employing a range of development

Facilitates workforce effectiveness through coaching and motivating/developing people

within a work environment that promotes mutual trust and respect.

Conceptualizes and implements learning interventions to meet identified training needs.
Does long-term coaching or training by arranging appropriate and helpful assignments, formal

training, or other experiences for the purpose of supporting a person’s learning and development.
Cultivates a learning environment by structuring interactive experiences such as looking for future
opportunities that are in support of achieving individual career goals.

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0.00
0.00
MARIA SHEILA V. LAGODA
RATER
 SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating

Accomplishment of KRAs and Objectives #DIV/0! #DIV/0!

The signatures below confirm that the employee and his/her superior have agreed on content of this appraisal form and the performance rating.

Rater – Ratee Agreement

Name of Emloyee: RONNIE C. SOPSOP Name of Superior: MARIA SHEILA V. LAGODA

Signature: Signature:
Date: Date:
he performance rating.

SHEILA V. LAGODA
 PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs Timeline
Learning Objectives Intervention
A. Core Behavioral Competencies
Self Management

Sets personal goals and

direction, needs and
### development

Undertake personal actions and

behaviors that are clear and
purposive and takes into
account personal goals and
values congruent to that of the
organization

###

Displays emotional maturity and

enthusiasm for and is
challenged by higher goals.

###

Prioritize work tasks and

schedules (through Gantt charts,
checklists, etc.) to achieve
goals.
###

Sets high quality, challenging,

realistic goals for self and
others.

###
 Sets high quality, challenging,
realistic goals for self and
others.

###
Action Plan
Strengths Development Needs Timeline
Learning Objectives Intervention
Professionalism and Ethics

Demonstrate the values and

behavior enshrined in the
Norms of Conduct and Ethical
Standards for public officials and
employees (RA 6713)

###

Practices ethical and

professional behavior and
conduct taking into account the
impact of his/her actions and
decisions.

###

Maintains a professional image:

being trustworthy, regularity of
attendance and punctuality,
good grooming and
communication.

###

Makes personal sacrifices to

meet organization’s need.

###

Acts with a sense of urgency and

responsibility to meet the
organization’s needs, improve
systems and help others
improve their effectiveness.

###
 Acts with a sense of urgency and
responsibility to meet the
organization’s needs, improve
systems and help others
improve their effectiveness.

###
Action Plan
Strengths Development Needs Timeline
Learning Objectives Intervention
Result Focus

Achieves result with optimal use

### of time and resources most of
the time.

Avoids rework, mistakes and

wastage through effective work
methods by placing
organizational needs before
personal needs.

###

Delivers error-free outputs most

of the time by conforming to
standard operating procedures
correctly and consistently. Able
to produce very satisfactory
quality of work in terms of
usefulness/acceptability and
completeness with no
supervision required.

###

Express a desire to do better

and may express frustration at
waste or inefficiency. May focus
on new or more precise ways of
meeting goals set.

###
 Express a desire to do better
and may express frustration at
waste or inefficiency. May focus
on new or more precise ways of
meeting goals set.

###
Action Plan
Strengths Development Needs Timeline
Learning Objectives Intervention

Makes specific changes in the

system or in own work methods
to improve performance.
Examples may include doing
something better faster at a
lower cost more efficiently or
improving quality,customer
satisfaction,morale without
setting any specific goal.

###
TeamWork

Willingly does his/her share of

responsibility.

###
Promotes collaboration and
removes barriers to teamwork
and goal accomplishment across
the organization

###
 Applies negotiation principles in
arriving at win-win agreements.

###
Drives consensus and team
ownership of decisions.

###
Action Plan
Strengths Development Needs Timeline
Learning Objectives Intervention
Works constructively and
collaboratively with others and
across organizations to
accomplish organizational goals
and objectives

###
Service Orientation

Can explain and articulate

organizational directions, issues
and problems.
###

Takes personal responsibility for

dealing with and/or correctings
customer service issues and
concerns
###

Initiates activities that promotes

advocacy for men and women
empowerment

###
 Participates in updating of office
vision, mission, mandates and
strategies based on DepEd
strategies and directions

###

Develops and adopts service

improvement programs through
simplified procedures that will
further enhance service
delivery.

###
Action Plan
Strengths Development Needs Timeline
Learning Objectives Intervention
Innovation

Examines the root cause of

problems and suggests effective
solutions. Fosters new ideas,
processes, and suggests better
ways to do things (cost and/or
operational efficiency

###

Demonstrates an ability to think

beyond the box. Continuously
focuses on improving personal
productivity to create higher
value and results

###
 Promotes a creative climate and
inspires co – workers to develop
original ideas or solutions.

###

Translates creative thinking into

tangible changes and solutions
that improve the work unit and
organization

###

Uses ingenious methods to

accomplish responsibilities.

###
Action Plan
Strengths Development Needs Timeline
Learning Objectives Intervention
B. LEADERSHIP COMPETENCIES

Leading People

Uses basic persuasion

techniques in a discussion or
presentation e.g., staff
mobilization,appeals to reason
and/or emotions, uses data and
examples, visual aids

###

Persuades, convinces or
influences others, in order to
have a specific impact or effect.
###
 “Sets a good example”, is a
credible and respected leader;
and demonstrates desired
behavior.
###

Forwards personal, professional

and work unit needs and
interests in an issue.
###

Assumes a pivotal role in

promoting the development of
an inspiring, relevant vision for
the organization and influences
others to share ownership of
DepEd goals, in order to create
an effective work environment.

###
Action Plan
Strengths Development Needs Timeline
Learning Objectives Intervention
People Performance Management

Makes specific changes in the

performance management
system or in own work methods
to improve performance (e.g.
does something better, faster,
at lower cost, more
efficiently;improves quality,
customer satisfaction, morale,
revenues).

###
 Sets performance standards and
measures progress of
employees based on office and
department targets.

###

Provides feedback and technical

assistance such as coaching for
performance improvement and
action planning.

###

States performance
expectations clearly and check
understanding and
commitment.

###
Action Plan
Strengths Development Needs Timeline
Learning Objectives Intervention

Performs all the stages of result-

based performance
management system supported
by evidence and required
documents/forms.

###
People Development
 Improves the skills and
effectiveness of individuals
through employing a range of
development strategies.

###

Facilitates workforce
effectiveness through coaching
and motivating/developing
people within a work
environment that promotes
mutual trust and respect.

###

Conceptualizes and implements

learning interventions to meet
identified training needs.

###
Action Plan
Strengths Development Needs Timeline
Learning Objectives Intervention
 Does long-term coaching or
training by arranging
appropriate and helpful
assignments, formal training, or
other experiences for the
purpose of supporting a
person’s learning and
development.

###

Cultivates a learning
environment by structuring
interactive experiences such as
looking for future opportunities
that are in support of achieving
individual career goals.

###

0 0
RATEE RATER
Timeline Resources Needed
Timeline Resources Needed
Timeline Resources Needed
Timeline Resources Needed
Timeline Resources Needed
Timeline Resources Needed
Timeline Resources Needed
Timeline Resources Needed
Timeline Resources Needed
Timeline Resources Needed
 PERFORMANCE AND MONITORING COACHING FORM

SIGNATURE
DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT IMPACT ON JOB/ ACTION PLAN
Rater/Ratee
SIGNATURE
Rater/Ratee
August, 2023
September, 2023
October, 2023
November, 2023
December, 2023
January, 2024
February, 2024
March, 2024
April, 2024
May, 2024
June, 2024
July, 2024