2021 Customized OPCRF For SH

Customized OPCRF
for School Heads

SY 2020 - 2021
KRA 1 - Leading
Strategically
KRA 1 : Leading
Strategically
Objective 1. Communicated the DepEd vision, mission and core
values to the wider school community to ensure shared
understanding and alignment of school policies, programs, projects
and activities
5
Consistently communicated the DepEd vision, mission and
core values to the wider school community to ensure shared
Quality understanding and alignment of school policies, programs,
projects and activities
Documentation of six (6) activities conducted within the year
MOVs with the corresponding proofs of the modality used
KRA 1 : Leading
Strategically
Objective 1. Communicated the DepEd vision, mission and core values to the
wider school community to ensure shared understanding and alignment of school
policies, programs, projects and activities
4
Frequently communicated the DepEd vision, mission and core
Qualit values to the wider school community to ensure shared
understanding and alignment of school policies, programs, projects
y and activities
Documentation of five (5) activities conducted within the year with
MOVs the corresponding proofs of the modality used
KRA 1 : Leading
Strategically
Objective 1. Communicated the DepEd vision, mission and core values
to the wider school community to ensure shared understanding and
alignment of school policies, programs, projects and activities
3
Occasionally communicated the DepEd vision, mission and core
Documentation of four (4) activities conducted within the year
KRA 1 : Leading
Strategically
2
Rarely communicated the DepEd vision, mission and core
Documentation of three (3) activities conducted within the year
KRA 1 : Leading
Strategically
values to the wider school community to ensure shared understanding and
1
Failed to communicate the DepEd vision, mission and core
Documentation of one (1) to two (2) activities conducted within
the year with the corresponding proofs of the modality used
MOVs
KRA 1 : Leading
Strategically
5
Communicated the DepEd vision, mission and core values to the wider
school community by conducting six (6) activities within the year using
Efficiency any of the following modalities such as: 1. Flyers 2. Tarpaulin 3. Video
Clip 4. Face-to-face 5. Newspaper/School Paper 6. Online 7.
SRC 8. Radio 9. Video
Presence of any five (5) of the listed MOVs for each of the conducted
activity: 1. Memo 2. Minutes 3. Photo Documentation 4. Attendance Sheets
MOVs 5. Proof of Distribution of Print Materials 6. Screenshots of Online
Announcement 7. Tarpaulin 8. Letter Request for Radio Timeslot 9. Link of
Video Clips 10. Letter of Invitation to Stakeholders
KRA 1 : Leading
Strategically
4
Communicated the DepEd vision, mission and core values to the
Efficienc wider school community by conducting five (5) activities within
the year using any of the following modalities such as: 1. Flyers
y 2. Tarpaulin 3. Video Clip 4. Face-to-face 5. Newspaper/School
Paper 6. Online 7. SRC 8. Radio 9. Video
Presence of any four(4) of the listed MOVs for each of the
MOVs conducted activity
KRA 1 : Leading
Strategically
3
Communicated the DepEd vision, mission and core values to
the wider school community by conducting four (4) activites
Efficiency within the year using any of the following modalities such as: 1.
Flyers 2. Tarpaulin 3. Video Clip 4. Face-to-face 5.
Newspaper/School Pape 6. Online 7. SRC 8. Radio 9. Video
Presence of any three (3) of the listed MOVs for each of the
KRA 1 : Leading
Strategically
Objective 1. Communicated the DepEd vision, mission and core values to the
wider school community to ensure shared understanding and alignment of school
policies, programs, projects and activities
2
the wider school community three by conducting (3) activities
Efficiency within the year using any of the following modalities such as:
1. Flyers 2. Tarpaulin 3. Video Clip 4. Face-to-face 5.
Presence of any two(2) of the listed MOVs for each of the
KRA 1 : Leading
Strategically
values to the wider school community to ensure shared understanding
and alignment of school policies, programs, projects and activities
1
the wider school community by conducting one (1) to two (2)
Efficiency activities within the year using any of the following modalities
such as: 1. Flyers 2. Tarpaulin 3. Video Clip 4. Face-to-face 5.
Presence of one of the listed MOVs for each of the conducted
MOVs activity
KRA 1 : Leading
Objective 2. Developed Strategically
and implemented with the planning team school plans
aligned with institutional goals and policies
5
Conducted the following activities with the School Planning Team (SPT) and
Project Management Team (PMT) along the development of school plans
Quality aligned with institutional goals and policies: 1. Year 2 Performance Review
(SY 2020-2021) 2. Workshop on AIP Crafting for Year 3 (SY 2021-2022)
3. Alignment of Targets to BE LCP
Presence of the listed MOVs: 1. Approved AIP and BE LCP 2.
Accomplishment Report with documentation signed by the School Project
Management Team (PMT) noted by the school head 3. Signed Quarterly M&E
MOVs Report signed by the PMT and noted by the school head 4.Signed Project
Work Plan and Budget Matrix per PPA
KRA 1 : Leading
Strategically
Objective 2. Developed and implemented with the
planning team school plans aligned with
institutional goals and policies
4
Conducted the following activities with the SPT and PMT along
the development of school plans aligned with institutional goals
Quality and policies: 1. Workshop on AIP Crafting for Year 3
2. Alignment of Targets to BE LCP
Presence of any three (3) of the listed MOVs
MOVs
KRA 1 : Leading
Strategically
3
Conducted the following activity with the SPT along the
development of school plans aligned with institutional goals and
Quality policies: 1. Alignment of Targets to BE LCP
Presence of any two(2) of the listed MOVs

MOVs
KRA 1 : Leading
Strategically
2
Developed the school plans aligned with institutional goals and
policies
Quality
Presence of one of the listed MOVs
MOVs
KRA 1 : Leading
Strategically
1
No acceptable evidence was shown.
Quality
No acceptable evidence was shown
MOVs
KRA 1 : Leading
Strategically
5
Efficienc 91-100% of school PPAs per approved AIP were
implemented/completed
y
91-100% of the PPAs per approved AIP were
implemented/completed as shown in M&E Report and
Accomplishment Report.
MOVs Non-negotiable PPAs: GPP, WinS, SBFP (for elementary
schools only)
KRA 1 : Leading
Strategically
planning team school plans aligned with institutional
goals and policies
4
81-90% of school PPAs per approved AIP were
Efficiency implemented/completed
MOVs Accomplishment Report
KRA 1 : Leading
Strategically
3
71-80% of school PPAs per approved AIP were
KRA 1 : Leading
Strategically
2
61-70% of school PPAs were implemented/completed
Efficiency
implemented/completed as shown in quarterly M&E Report
MOVs and Accomplishment Report
KRA 1 : Leading
Strategically
1
Below 60% of school PPAs per approved AIP were
Below 60% of the PPAs per approved AIP were

KRA 1 : Leading
Strategically
5
Conducted 4 quarterly meetings with the School Planning
Team (SPT) and Project Management Team (PMT)
Timeliness
Minutes of four (4) meetings of the SPT with the PMT
MOVs
KRA 1 : Leading
Strategically
planning team school plans aligned with institutional
goals and policies
4
Timeliness
Minutes of three (3) meetings of the SPT with the PMT
MOVs
KRA 1 : Leading
Strategically
3
Timeliness
Minutes of two (2) meetings of the SPT with the PMT
MOVs
KRA 1 : Leading
Strategically
2
Conducted 1 quarterly meeting with the School Planning
Timelines Team (SPT) and Project Management Team (PMT)
s
Minutes of one (1) meeting of the SPT with the PMT
MOVs
KRA 1 : Leading
Strategically
1
Timelines No quarter meeting conducted
s
MOVs
KRA 1 : Leading
Strategically
Objective 3. Utilized available monitoring and evaluation processes
and tools to promote learner achievement
5
Consistently adopted and used all the appropriate and relevant department-
framed and school-framed monitoring and evaluation tools in executing
Quality DepEd-based and school-based programs, projects and learner development
initiatives to assess school performance.
M & E results of each of the enumerated PPAs: a. school performance

(SMEA) based on AIP; b. WinS, c. Brigada Eskwela, d. GAD, e. L and D,
MOVs f. RPMS, g. GPP h. learner achievements and/or performance such as ILMP
i. School-initiated program/project j. SBFP
KRA 1 : Leading
Strategically
Objective 3. Utilized available monitoring and
evaluation processes and tools to promote learner
achievement
4
Frequently adopted and used all the appropriate and relevant department-
framed and school-framed monitoring and evaluation tools in executing
DepEd-based and school-based programs, projects and learner
Quality development initiatives to assess school performance.
M & E results of any 5-6 of the enumerated PPAs

MOVs
KRA 1 : Leading
Strategically
achievement
3
Occasionally adopted and used the department-framed and
school-framed monitoring and evaluation tools in executing
Quality DepEd-based and school-based programs, projects and learner
development initiatives to assess school performance.
M & E results of any 3-4 of the enumerated PPAs

MOVs
KRA 1 : Leading
Strategically
achievement
2
Rarely used school-framed monitoring and evaluation tools in
executing school-based programs, projects and learner
Quality development initiatives to assess school performance with
significant margin of errors
M & E results any 1-2 of the enumerated PPAs
MOVs
KRA 1 : Leading
Strategically
achievement
1
No acceptable evidence was shown that M&E tools were
Qualit available and used
y
MOVs
KRA 1 : Leading
Strategically
Objective 3. Utilized available monitoring and evaluation
processes and tools to promote learner achievement
5
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
Efficiency program/project such as WinS, Brigada Eskwela, GAD, L and
D, RPMS; c. learner achievements and/or performance such as
ILMP d. School-initiated program/project e. SBFP
At least one accomplished and signed (1) M&E tool to track
MOVs and evaluate each of the enumerated PPAs
KRA 1 : Leading
Strategically
4
to track and evaluate for each of at least three (3) of the
following : a. school performance (SMEA) based on AIP; b.
Efficiency DepEd program/project such as WinS, Brigada Eskwela,
GAD, L and D, RPMS; c. learner achievements and/or
performance such as ILMP d. School-initiated program/project
e. SBFP
MOVs and evaluate three (3) of the enumerated PPAs
KRA 1 : Leading
Objective 3. UtilizedStrategically
available monitoring and
achievement
3
for each of at least two (2) of the following to track and
evaluate: a. school performance (SMEA) based on AIP; b.
Efficiency DepEd program/project such as WinS, Brigada Eskwela, GAD,
L and D, RPMS; c. learner achievements and/or performance
such as ILMP d. School-initiated program/project e. SBFP
At least one accomplished and signed (1) M&E tool to track and
MOVs evaluate two (2) of the enumerated PPAs
KRA 1 : Leading
Strategically
2
for each of at least one (1) of the following to track and
evaluate: a. school performance (SMEA) based on AIP; b.
Efficiency DepEd program/project such as WinS, Brigada Eskwela,
GAD, L and D, RPMS; c. learner achievements and/or
performance such as ILMP d. School-initiated program/project
e. SBFP
MOVs and evaluate one of the enumerated PPAs
KRA 1 : Leading
Objective 3. UtilizedStrategically
available monitoring and
achievement
1
No acceptable evidence
Efficiency
MOVs
KRA 2 : Managing
School Operations
and Resources
KRA 2 : Managing School
Operations and Resources
Objective 1. Managed school data and information using
technology, including ICT to ensure efficient and effective
school operations
5
Consistently performed management of school data using
Quality technology, including ICT to ensure efficient and effective
school operations
At least five (5) online data submission evidences : a. Learner Information
System b. Enhanced Basic Education Information System c. Wash in
MOVs School (WinS) d. DPDS (Partnership) e. eSAT Form (school summary) f.
RPMS Cycle; and presence of offline school data report in all SBM
dimensions.
school operations
4
Frequently performed management of school data using
Quality technology, including ICT to ensure efficient and effective
school operations
At least four (4) online data submission evidences : a. Learner Information System b. Enhanced
Basic Education Information System c. Wash in School (WinS) d. DPDS (Partnership) e. eSAT Form
MOVs (school summary) f. RPMS Cycle; and presence of offline school data report in all SBM dimensions.
school operations
3
Occasionally performed management of school data
Quality using technology, including ICT to ensure efficient and
effective school operations
At least three (3) online data submission evidences : a. Learner Information System b. Enhanced
Basic Education Information System c. Wash in School (WinS) d. DPDS (Partnership) e. eSAT Form
MOVs (school summary) f. RPMS Cycle; and presence of offline school data report in all SBM dimensions.
school operations
2
Rarely performed management of school data using
Quality school operations
At least two (2) online data submission evidences : a. Learner Information System b. Enhanced
MOVs Basic Education Information System c. Wash in School (WinS) d. DPDS (Partnership) e. eSAT Form
(school summary) f. RPMS Cycle; and presence of offline school data report in all SBM dimensions.
school operations
1
Quality No acceptable evidence was shown
Absence of online data submission evidence and/or
incomplete offline data report per SBM dimension.
MOVs
school operations
5
Managed gathering and submission of school
Efficiency data to 5 out of 6 online systems required by the
Department of Education
At least five (5) evidences of both online and
offline learners and school reports: 1. LIS 2.
MOVs EBEIS 3. WinS 4. DPDS 5. eSAT 6.
IPCRF/OPRCF online link submission
technology, including ICT to ensure efficient and effective school
operations
4
Managed gathering and submission of school data to
Efficiency 4 out of 6 online systems required by the Department
of Education
At least 4 evidences of both online and offline learners
and school reports: 1. LIS 2. EBEIS 3. WinS 4.
MOVs DPDS 5. eSAT 6. IPCRF/OPRCF online link
submission
operations
3
Managed gathering and submission of school data to 3
Efficiency out of 6 online systems required by the Department of
Education
MOVs and school reports: 1. LIS 2. EBEIS 3. WinS 4. DPDS
5. eSAT 6. IPCRF/OPRCF online link submission
operations
2
Managed gathering and submission of school data to 1-
Efficiency 2 out of 6 online systems required by the Department of
Education
MOVs and school reports: 1. LIS 2. EBEIS 3. WinS 4. DPDS
5. eSAT 6. IPCRF/OPRCF online link submission
school operations
1
Efficiency
MOVs
school operations
5
Submitted online 5 out of 6 required reports on or
Timeliness before the deadline
Evidences of 5 out of 6 online reports submitted
MOVs on or before the deadline
school operations
4
school operations
3
Evidences of 3 out of 6 online reports submitted on or
MOVs before the deadline
school operations
2
school operations
1
No online report submitted on time
Timeliness
No online report submitted on time
MOVs
Objective 2. Managed finances adhering to policies, guidelines
and issuances in allocation, procurement, disbursement and
liquidation aligned with school plan
5
Consistently managed finances adhering to policies,
Quality guidelines and issuances in allocation, procurement,
disbursement and liquidation aligned with school plan
At least 6 of the listed MOVs: 1. Cash Disbursement Report 2. Certification of MOOE
utilization from the accounting office 3. PTA audited financial report signed by the president,
MOVs treasurer and auditor with attached proof of expenses 4. Financial report of LGU donations
5. Financial report on Alumni association 6. Financial report on school produce 7.
Financial report on Brigada Eskwela donations with deed of donations 8. updated
transparency board
Objective 2. Managed finances adhering to policies, guidelines and
issuances in allocation, procurement, disbursement and liquidation
aligned with school plan
4
Frequently managed finances adhering to policies,
4-5 of the listed MOVs: 1. Cash Disbursement Report 2. Certification of MOOE utilization
from the accounting office 3. PTA audited financial report signed by the president, treasurer
MOVs and auditor with attached proof of expenses 4. Financial report of LGU donations 5. Financial
report on Alumni association 6. Financial report on school produce 7. Financial report on
Brigada Eskwela donations with deed of donations 8. updated transparency board
Objective 2. Managed finances adhering to policies,
guidelines and issuances in allocation, procurement,
3
Occasionally managed finances adhering to
policies, guidelines and issuances in allocation,
Quality procurement, disbursement and liquidation aligned
with school plan
2-3 of the listed MOVs: 1. Cash Disbursement Report 2. Certification of MOOE
utilization from the accounting office 3. PTA audited financial report signed by the
MOVs president, treasurer and auditor with attached proof of expenses 4. Financial report
of LGU donations 5. Financial report on Alumni association 6. Financial report on
school produce 7. Financial report on Brigada Eskwela donations with deed of
donations 8. updated transparency board
2
Rarely managed finances adhering to policies,
1 of the listed MOVs: 1. Cash Disbursement Report 2. Certification of MOOE utilization from
the accounting office 3. PTA audited financial report signed by the president, treasurer and
MOVs auditor with attached proof of expenses 4. Financial report of LGU donations 5. Financial
report on Alumni association 6. Financial report on school produce 7. Financial report on
Brigada Eskwela donations with deed of donations 8. updated transparency board
1
Quality No acceptable evidence was shown
No evidence presented.
MOVs
guidelines and issuances and allocation, procurement,
5
Utilized 96-100% of the MOOE
Efficiency
Liquidation and utilization reports certified by division
MOVs accounting unit for FY 2020.
4
Utilized 91-95% of the MOOE
Efficiency
MOVs accounting unit for FY 2020
3
Efficiency Utilized 86-90% of the MOOE
MOVs accounting unit for FY 2020
2
Efficiency Utilized 81-85% of the MOOE
1
Efficiency Utilized 80% and below of the MOOE
5
Liquidated the school MOOE 30 days after the
release of last cash advance of previous fiscal
Timeliness
year. (Note: For last quarter CA – 30 days after the
covered period.)
Records of school MOOE liquidation submitted 30 days
MOVs after the release of last cash advance of previous fiscal year
4
Liquidated the school MOOE 45 days after the
Timeliness release of last cash advance of previous fiscal year.
Records of school MOOE liquidation submitted 45 days
MOVs after the release last cash advance of previous fiscal
year.
3
Liquidated the school MOOE 2 months after the
Timeliness release of last cash advance of previous fiscal
year.
Records of school MOOE liquidation submitted
MOVs 2 months after the release of last
cash advance of previous fiscal year.
2
Liquidated the school MOOE 2 ½ months after the
Timeliness
release of last cash advance of previous fiscal year.
MOVs 2 ½ months after the release of last cash
advance of previous fiscal year.
1
Liquidated the school MOOE 3 months or more
Timeliness after the release of last cash advance of previous
fiscal year.
MOVs 3 months after the release of last cash
advance of previous fiscal year.
Objective 3. Managed school facilities and equipment in adherence to
policies, guidelines and issuances on acquisition, recording, neutralization,
repair and maintenance, storage and disposal
5
Consistently managed school facilities and equipment in
adherence to policies, guidelines and issuances on acquisition,
Quality recording, neutralization, repair and maintenance, storage and
disposal.
At least 6 of the listed MOVs; 1. Inventory 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
MOVs facilities 2. Books and other learning materials 3. Repair and maintenance/upkeeping of 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 7. logbook of utilization 8. disposal/demolition report, if any
Objective 3. Managed school facilities and equipment in
recording, neutralization, repair and maintenance, storage and
disposal
4
Frequently managed school facilities and equipment in adherence to
Quality policies, guidelines and issuances on acquisition, recording,
neutralization, repair and maintenance, storage and disposal.
5 of the listed MOVs; 1. Inventory report of school facilities: a. school building b. equipment
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 7. logbook of utilization 8. disposal/demolition report, if any
3
Occasionally managed school facilities and equipment in
Quality recording, neutralization, repair and maintenance, storage and
disposal.
4 of the listed MOVs; 1. Inventory report of school facilities: a. school building b. equipment
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 7. logbook of utilization 8. disposal/demolition report, if any
2
Rarely managed school facilities and equipment in adherence
Quality to policies, guidelines and issuances on acquisition, recording,
neutralization, repair and maintenance, storage and disposal.
3 of the listed MOVs; 1. Inventory 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
MOVs maintenance/upkeeping of 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 7. logbook
of utilization 8. disposal/demolition report, if any
Objective 3. Managed school facilities and equipment in adherence
to policies, guidelines and issuances on acquisition, recording,
neutralization, repair and maintenance, storage and disposal
1
No acceptable evidence was shown.
Quality
MOVs No evidence presented

5
Managed the preparation of the following reports: 1. Inventory 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.
Efficiency Books and other learning materials 3. Repair and maintenance/upkeeping of
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
Evidences and/or documentation of the presented reports
MOVs
disposal
4
Managed the preparation of five of the following reports: 1. Inventory 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.
MOVs Evidences and/or documentation of the presented reports

3
Managed the preparation of four of the following reports: 1. Inventory 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.
MOVs
2
Managed the preparation of three of the following reports: 1. Inventory 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 school physical structures and facilities (pictures of before, during and after
Efficiency repair) 4. Structured classrooms, comfort rooms, ICT lab/room, directory, stage
segregated waste facilities 6. Functional health facilities
5. Presence of

MOVs
disposal
1
Managed the preparation of two of the following reports: 1. Inventory 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
Efficiency materials 3. Repair and maintenance/upkeeping of 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
MOVs Evidences and/or documentation of the presented reports

KRA 3
KRA 3
Focusing on Teaching and Learning
KRA 3 : Focusing on Teaching and Learning
Objective 1. Assisted teachers in the review, contextualization and

implementation of learning standards to make the curriculum relevant for
the learners
5
Consistently assisted teachers in the review, contextualization and
Quality implementation of learning standards to make the curriculum relevant for
the learners
a. TA plan approved by the PSDS, b. copy of 9 or more
contextualized lessons per quarter such as learning activity
MOVs sheets, SLMs, and worksheets reviewed by the SH, c. photo-
documentation of the utilization of the contextualized lessons,
d. quarterly inventory of TA outputs

the learners
4
Frequently assisted teachers in the review, contextualization and
Quality implementation of learning standards to make the curriculum relevant for
the learners
a. TA plan approved by the PSDS, b. copy of at least 7-8 contextualized
lessons per quarter such as learning activity sheets, SLMs, and worksheets
MOVs reviewed by the SH, c. photo-documentation of the utilization of the
contextualized lessons, d. quarterly inventory of TA outputs

the learners
3
Occasionally assisted teachers in the review, contextualization and implementation
Quality of learning standards to make the curriculum relevant for the learners
a. TA plan approved by the PSDS, b.copy of at least 5-6 contextualized lessons per
quarter such as learning activity sheets, SLMs, and worksheets reviewed by the
MOVs SH, c.photo-documentation of the utilization of the contextualized lessons, d.
quarterly inventory of TA outputs

the learners
2
Rarely assisted teachers in the review, contextualization and implementation of
Quality learning standards to make the curriculum relevant for the learners
a. TA plan approved by the PSDS, b.copy of at least 4 and below contextualized

lessons per quarter such as learning activity sheets, SLMs, and worksheets
MOVs reviewed by the SH, c.photo-documentation of the utilization of the contextualized
lessons, d. quarterly inventory of TA outputs

the learners
1
No assistance provided
Quality
Absence of any of the non negotiable indicators
MOVs

the learners
5
Provided TA to 91-100% of the teachers needing technical assistance per
Efficiency approved TA Plan within the quarter
District stamped TA reports (narrative report, pictures, samples) showing

TA provision to 91-100% of the teachers needing TA per approved TA Plan
MOVs (Note in the preparation of TA Plan: 9 teachers and
below - at least 6; 10 - 29 teachers - at least 10; 30 - 50 teachers - at least
20; 51 and above - at least 35)

the learners
4
District stamped TA reports (narrative report, pictures, samples) showing

MOVs TA provision to 81-90% of teachers needing TA per approved TA Plan

the learners
3
District-stamped TA reports (narrative report, pictures, samples) showing


the learners
2
District-stamped TA reports (narrative report, pictures, samples) showing


the learners
1
Provided TA to only 60% & below of the teachers needing technical assistance per
District-stamped TA reports (narrative report, pictures, samples) showing TA

MOV provision to 60% and below of teachers needing TA per approved TA Plan

the learners
5
Timelines Submitted TA report three (3) days after the end of the quarter
s
District-stamped TA accomplishment reports submitted three (3) days
MOVs after the end of the quarter

the learners
4
Timelines Submitted TA report 4-5 days after the end of the quarter
s
District-stamped TA accomplishment reports submitted 4-5 days after the
MOVs end of the quarter

the learners
3
s

the learners
2
s

the learners
Timelines Submitted TA report 10 days or more after the end of the quarter
s
District-stamped TA accomplishment reports submitted 10 days or more
MOVs after the end of the quarter
Objective 2. Utilized learning outcomes in developing data-based

interventions to maintain learner achievement and attain other
performance indicators
5
Consistently developed differentiated learning activities based on the
results of monthly tracking of learners' performance
Quality
Copy of validated intervention materials in 7-8 learning areas, monthly
MOVs tracking of learners performance record, sample of individual learning
monitoring plan monthly

Frequently developed differentiated learning activities based on the

Quality results of monthly tracking of learners' performance

monitoring plan bi-monthly

Occasionally developed differentiated learning activities based on the

Quality results of monthly tracking of learners' performance

monitoring plan quarterly

Rarely developed differentiated learning activities based on the results of

Quality monthly tracking of learners' performance

monitoring plan semestral

Quality No acceptable evidence
MOVs No acceptable evidence


Developed and validated intervention materials in eight (8) or more

Efficiency learning areas
Sample of validated intervention materials accomplished by the learner

MOVs in 8 or more learning areas (School/district for elementary and school for
secondary - to organize QA team per learning area)

Efficiency Developed and validated intervention materials in 6-7 learning areas

Sample of validated intervention materials accomplished by the learner in
MOVs 6-7 learning areas


Sample of validated intervention materials accomplished by the learner in
MOVs 4-5 learning areas


MOV in 2 - 3 learning areas

Developed and validated intervention materials in only one (1) learning

Efficiency area

MOVs in only one (1) learning area
Objective 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
5
Provided TA to teachers through mentoring, coaching,
Quality LAC sessions, INSET, online meetings / conferences / webinars
(synchronous/asynchronous)
Copy of coaching/mentoring form signed by the coachee and the coach,
issued school memo on the conduct of said activity, DO
MOVs approved/stamped INSET proposal and/or DO-stamped L and D plan,
copy of agreement form signed by the SH and teacher, sample of
validated contextualized assessment tool

curriculum requirements to ensure accountability in
achieving higher learning outcomes
4
Provided TA to teachers through any four (4) of the following:

Quality mentoring, coaching, LAC sessions, INSET,
meetings/conferences/webinars (synchronous/asynchronous)
online
MOVs Presence of four (4) indicators


3
Provided TA to teachers through any three (3) of the following:
Quality mentoring, coaching, LAC sessions, INSET,
meetings/conferences/webinars (synchronous/asynchronous)
online
MOVs Presence of three (3) indicators


2
Provided TA to teachers through any two (2) of the following: mentoring,

Quality coaching, LAC sessions, INSET, online meetings/conferences/webinars
MOVs Presence of two (2) indicators


1
Provided TA to teachers through any one (1) of the following: mentoring,

Quality coaching, LAC sessions, INSET, online meetings/conferences/webinars
MOVs Presence of only one (1) indicator

5
Provided TA in using learning assessment tools, strategies and results consistent with
curriculum requirements to ensure accountability in achieving higher learning outcomes
Efficiency within the school year to 91-100% of teachers
Any five (5) 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.
MOVs sample of revised assessment tool, g. copy of the adjusted assessment tool per
assessment result
Objective 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
4
Provided TA in using learning assessment tools, strategies and results
consistent with curriculum requirements to ensure accountability in
Efficiency achieving higher learning outcomes to 81-90% of the teachers within the
school year
Any four (4) 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.
MOVs sample of authentic assessment materials, f. sample of revised assessment
tool, g. copy of the adjusted assessmnt tool per assessment result
3
Efficienc
curriculum requirements to ensure accountability in achieving higher learning
outcomes to 71-80% of the teachers within the school year
y
Any three (3) 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
MOVs mastered competencies, e. sample of authentic assessment materials,
f. sample of revised assessment tool, g. copy of the adjusted
assessment tool per assessment result

2
curriculum requirements to ensure accountability in achieving higher learning
Efficiency outcomes to 61-70% of the teachers within the school year
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
MOVs 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

1
Efficienc
curriculum requirements to ensure accountability in achieving higher learning outcomes
to 60% and below of the teachers within the school year
y
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
MOVs 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
KRA 4 : Developing
Self and Others
KRA 4 : Developing Self and
Others
Objective 1. Implemented professional development initiatives to
enhance strengths and address performance gaps among school
personnel
5
86-100% of the identified development needs of personnel were
Quality addressed
DO-stamped Learning and Development Plan; Summary results
of eSAT/LDM assessment for PD; Completion report of
MOVs interventions conducted addressing 86-100% of the identified
development needs of personnel
KRA 4 : Developing Self and Others

personnel
4
Quality addressed
DO-stamped Learning and Development Plan; Summary
results of eSAT/LDM assessment for PD; Completion report
MOVs of interventions conducted addressing 71-85 % of the
identified development needs of personnel

personnel
3
56-70% of the identified development needs of personnel
Quality were addressed
DO-stamped Learning and Development Plan; Summary
results of eSAT/LDM assessment for PD; Completion
MOVs report of interventions conducted addressing 56-70 % of
the identified development needs of personnel

personnel
2
Quality addressed
of eSAT/LDM assessment for PD; Completion report of
MOVs interventions conducted addressing 41-55 % of the identified
development needs of personnel

personnel
1
40% and below of the identified development needs of personnel
Quality were addressed
of eSAT; Completion report of interventions conducted
MOVs addressing 40% and below of the identified development needs of
personnel
personnel
5
Conducted at least four (4) need-based professional
Efficiency development initiatives to enhance strengths and address
performance gaps among school personnel
Completion report/documentation of four (4) conducted
professional development initiatives: 1. School INSETs 2. TIP 3.
MOVs Coaching and Mentoring 4. LAC Sessions 5. Job Rotations 6.
Benchmarking

personnel
4
Conducted three (3) need-based professional development
Efficiency initiatives to enhance strengths and address performance gaps
among school personnel
Completion report/documentation of three (3) professional
MOVs development initiatives

personnel
3
Conducted two (2) need-based professional development
Efficiency initiatives to enhance strengths and address performance gaps
Completion report/documentation of two (2) professional
MOVs development initiatives

personnel
2
Conducted one (1) need-based professional development
Efficiency initiative to enhance strengths and address performance gaps
Completion report/documentation of a professional development
MOVs initiative

personnel
1
Efficiency
MOVs
Objective 2. Provided opportunities to individuals and teams in

performing leadership roles and responsibilities
5
86-100% of the school personnel have performed leadership
Quality roles and responsibilities
Documentation/and or certification of performed leadership

MOVs roles and responsibilities of 86-100% of the school personnel

4
71-85% of the school personnel have performed leadership roles
Quality and responsibilities
Documentation/and or certification of performed leadership

MOVs roles and responsibilities of 71-85% of the school personnel

3
Documentation/certification of performed leadership roles and

MOVs responsibilities of 56-70% of the school personnel

2

MOVs responsibilities of 41-55% of the school personnel

1
40% of the school personnel and below have performed
Quality leadership roles and responsibilities

MOVs responsibilities of 40% of the school personnel and below

5
Developed and supported personal and professional development of individual and school
management teams by providing equal opportunities in the conduct of any five (5) of the
Efficiency following: 1. SLAC 2. School-INSETs 3. Assignments to task forces/committees/special
projects 4. Job Rotations 5. Benchmarking 6. Coaching and Mentoring
Documentation/certification of performed leadership roles and responsibilities in the conduct of
any six (6) of the enumerated activities: 1. SLAC 2. School-Insets 3. Assignments to Task
MOVs Forces/Committees/special projects 4. Job Rotations 5. Benchmarking 6. Coaching 7. Mentoring

4
management teams by providing equal opportunities in the conduct of any five (5) of the
projects 4. Job Rotations 5. Benchmarking 6. Coaching and mentoring
Documentation/certification of performed leadership roles and responsibilities in the
conduct of any five (5) of the enumerated activities
MOVs

3
management teams by providing equal opportunities in the conduct of any four (4) of the
Documentation/certification of performed leadership roles and responsibilities in the
conduct of any four (4) of the enumerated activities
MOVs

2
management teams by providing equal opportunities in the conduct of any three (3) of the
MOVs responsibilities in the conduct of any three (3) of the enumerated activities

1
Developed and supported personal and professional development of
individual and school management teams by providing equal opportunities
Efficiency in the conduct of any two (2) of the following: 1. SLAC 2. School-INSETs
3. Assignments to task forces/committees/special projects 4. Job Rotations
5. Benchmarking 6. Coaching and mentoring
MOVs responsibilities in the conduct of any two (2) of the enumerated activities
Objective 3. Implemented school rewards system to recognize and

motivate learners, school personnel and other stakeholders for exemplary
performance and/or continued support
5
Established and implemented division-approved school awards
Quality and recognition system in four (4) different categories (learners,
teachers, parents and external stakeholders)
a. Certificate of accreditation signed by the Division PRAISE Committee;
MOVs b.Awards/Recognition certificates in four (4) different categories: a.
learners, b. school personnel, c. parents, and d. other stakeholders
Objective 3. Implemented a school rewards system to recognize and

4
Quality and recognition system in three (3) different categories (learners,
a. Certificate of accreditation signed by the Division PRAISE Committee;
MOVs b. Awards/Recognition certificates in three (3) different categories

3
Quality and recognition system in two (2) different categories (learners,
a. Certificate of accreditation signed by the Division PRAISE
Committee;
MOVs b. b. Awards/Recognition certificates in two (2) different
categories

2
Quality and recognition system in a category (learners, teachers, parents
and external stakeholders)
a. Certificate of accreditation signed by the Division PRAISE
MOVs Committee;
b. Awards/Recognition certificates in a category

1
No school awards and recognition system
Quality
MOV

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

4
Conducted at least four (4) of the activities: 1. Issuance of school policy guidelines/memo
with Division Memorandum No. 113, s. 2020 2. Creation of Awards and Recognition
Efficiency Committee 3. Selection of applicants 4. Development of selection criteria per category 5.
Sourcing of funds (for prizes) 6. Awarding/Recognition ceremony/ies
Documentation/Minutes of four (4) of the enumerated activities
MOVs

3
Conducted at least three (3) of the activities: 1. Issuance of school policy guidelines/memo
Documentation/Minutes of three (3) of the enumerated activities
MOVs

2
Conducted at least two (2) of the activities: 1. Issuance of school policy guidelines/memo
Documentation/Minutes of two (2) of the enumerated activities
MOVs
Objective 3. Implemented school rewards system to recognize and

1
Conducted only one (1) of the required activities: 1. Issuance of school policy
guidelines/memo with Division Memorandum No. 113, s. 2020 2. Creation of Awards and
Recognition Committee 3. Selection of applicants 4. Development of selection criteria per
Efficiency category 5. Sourcing of funds (for prizes) 6. Awarding/Recognition ceremony/ies
Documentation/Minutes of one of the enumerated activities
MOVs
KRA 5 : Building
Connections
KRA 5 : Building
Connections
Objective 1. Built constructive relationships with authorities,
colleagues, parents and other stakeholders to foster an enabling and
supportive environment for learners
5
Consistently built constructive relationships with authorities,
Quality colleagues, parents and other stakeholders to foster an enabling
and supportive environment for learners
Documentation of engagement with parents and other
MOVs stakeholders in each of six (6) different activities
KRA 5 : Building
Connections
4
Frequently built constructive relationships with authorities,
MOVs stakeholders in each of five (5) different activities
KRA 5 : Building
Connections
3
Occasionally built constructive relationships with authorities,
MOVs stakeholders in each of four (4) different activities
KRA 5 : Building
Connections
2
Rarely built constructive relationships with authorities,
MOVs stakeholders in each of three (3) different activities
KRA 5 : Building
Connections
1
Quality
MOVs
KRA 5 : Building
Connections
5
Conducted at least 6 activities with parents and other
Efficiency stakeholders across four quarters with complete required
documents
Documentation of the conducted activities with parents and other stakeholders across four
quarters with complete required documents such as: 1. Letter of invitation/memo/text/FB posts/GC
MOVs 2. Minutes of the meeting signed by the documenter and the presiding officer
Attendance sheets 4. Copy of program 5. Photo-Documentation
3.
KRA 5 : Building
Connections
4
documents
3.
KRA 5 : Building
Connections
3
documents
3.
KRA 5 : Building
Connections
2
documents
3.
KRA 5 : Building
Connections
1
documents
Documentation of the conducted activities with parents and other stakeholders across four quarters
with complete required documents such as: 1. Letter of invitation/memo/text/FB posts/GC 2.
MOVs Minutes of the meeting signed by the documenter and the presiding officer
sheets 4. Copy of program 5. Photo-Documentation
3. Attendance
KRA 5 : Building
Connections
Objective 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
5
Consistently communicated effectively in speaking and in writing to teachers, learners,
parents and other stakeholders, through positive use of communication platform to
Quality facilitate information sharing, collaboration and support.
Documentation of at least six (6) different activities along communicating

information/policies/guidelines/updates/issuances/etc) through the use of any four (4)
MOVs communication platforms such as 1. text 2. letters/memo 3. tarpaulin 4. bandillo 5. FB page/FB
account 6. radio broadcast 7. flyers
KRA 5 : Building
Connections
4
Frequently communicated effectively in speaking and in writing to teachers, learners,
Documentation of at least five (5) different activities along communicating

account 6. radio broadcast 7. flyers 8. Others
KRA 5 : Building
Connections
3
Occasionally communicated effectively in speaking and in writing to teachers, learners,
Documentation of at least four (4) different activities along communicating

KRA 5 : Building
Connections
2
Rarely communicated effectively in speaking and in writing to teachers, learners, parents
and other stakeholders, through positive use of communication platform to facilitate
Quality information sharing, collaboration and support.
Documentation of at least three (3) different activities along communicating

KRA 5 : Building
Connections
1
Quality
No acceptable evidence presented
MOVs
KRA 5 : Building
Connections
5
Accomplished, created and utilized five (5) of the following communication platforms
1. SMS 2. letters 3. tarpaulin 4. bandillo 5. FB page/account
Efficiency 6. radio broadcast
such as :
7. flyers 8. Others
Evidences of utilization of the different communication platforms
MOVs
KRA 5 : Building
Connections
4
Accomplished, created and utilized four (4) of the following communication platforms
such as :
7. flyers 8. Others
MOVs
KRA 5 : Building
Connections
3
Accomplished, created and utilized three (3) of the following communication platforms
such as :
7. flyers 8. Others
MOVs
KRA 5 : Building
Connections
2
Accomplished, created and utilized two(2) of the following communication platforms
such as :
7. flyers 8. Others
MOVs
KRA 5 : Building
Connections
collaboration and support.
1
Efficiency
No acceptable evidence was presented
MOVs
KRA 5 : Building
Connections
Objective 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
5
Initiated 5 or more partnership programs or activities in coordination
Quality with any of the following stakeholders: a. parents, b. alumni, c. LGU d.
industries e. others
Evidences of partnership programs or activities
MOVs
KRA 5 : Building
Connections
4
Initiated 4 partnership programs or activities in coordination with any of
Quality the following stakeholders: a. parents, b. alumni, c. LGU d. industries
e. others
MOVs
KRA 5 : Building
Connections
3
e. others
MOVs
KRA 5 : Building
Connections
2
e. others
MOVs
KRA 5 : Building
Connections
1
Initiated 1 partnership program or activity in coordination with any of the
Quality following stakeholders: a. parents, b. alumni, c. LGU d. industries e.
others
Evidences of partnership program or activity
MOVs
KRA 5 : Building
Connections
5
Submitted accomplishment reports of 5 partnership
Efficiency programs/activities with documentation
Received copies of proposals/signed letters/project plan and

MOVs Response/reply of 5 or more target partners
KRA 5 : Building
Connections
4

MOVs Response/reply of 4 target partners of
KRA 5 : Building
Connections
3

MOVs Response/reply of 3target partners
KRA 5 : Building
Connections
2

MOVs Response/reply of2 target partners
KRA 5 : Building
Connections
1
Efficiency program/activity with documentation

MOVs Response/reply of 1 target partner
Plus Factor
KRA 6 : Plus Factor
School head acted/performed/accomplished the following:
1. Facilitator/Resource speaker in trainings;
MOV - (certificate of recognition/commendation/memorandum)

KRA 6 : Plus Factor
2. Acted as one of the writers of instructional materials/modules

/manuals in the division and/or higher level
MOV - (copy of the IMs/modules/manual & acknowledged/

signed by the authorized official)
KRA 6 : Plus Factor
3. Acted as consultant to any academic activities and/or

any management jobs;
MOV - (certificate of appreciation and letter of request of

consultancy signed by SDS/ with attached resume)
KRA 6 : Plus Factor
4. Acted as member of district and/or higher level committees;
MOV – (memorandum on the composition of the

committee/copy of report)
KRA 6 : Plus Factor
5. Conducted at least one (1) relevant research in any area

within the rating period;
MOV – (copy of approved completed research)

KRA 6 : Plus Factor
6. Conducted innovation to address learning gaps;
MOV – (copy of the approved completed innovation)

KRA 6 : Plus Factor
7. Published educational article on any

tabloid/spreadsheet/credible online-site of wide
circulation
MOV – (copy of the published article/link/screenshot

and/or printed e-copy)
KRA 6 : Plus Factor
8. Member of district and higher level QA team
MOV – (memo/accomplishment/certification)
KRA 6 : Plus Factor
9. Acted as instructional coach/district or higher level LAC leader
MOV – (memo/terminal report/documentation)

KRA 6 : Plus Factor
10. Member of TWG in district and/or higher level
MOV – (memo/accomplishment/certification)
KRA 6 : Plus Factor
11. District and/or higher level awardee
MOV – (certificate of commendation/memo)

KRA 6 : Plus Factor
12. Finalist in any division-initiated competition/contest/search

KRA 6 : Plus Factor
13. Recipient of special citation/recognition in the district and

higher level

KRA 6 : Plus Factor
Quality Any five (5) of the enumerated items
MOVs Any five (5) of the acceptable MOVs

KRA 6 : Plus Factor
Quality Any four (4) of the enumerated items
MOVs Any four (4) of the acceptable MOVs

KRA 6 : Plus Factor
3
Quality Any three (3) of the enumerated items
MOVs Any three (3) of the acceptable MOVs

KRA 6 : Plus Factor
2
Quality Any two (2) of the enumerated items
MOVs Any two (2) of the acceptable MOVs

KRA 6 : Plus Factor
1
Quality Any one (1) of the enumerated items
MOVs Any one (1) of the acceptable MOVs

2021 Customized OPCRF For SH

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2021 Customized OPCRF For SH

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Customized OPCRF

for School Heads

Presence of any two(2) of the listed MOVs

Below 60% of the PPAs per approved AIP were

M & E results of each of the enumerated PPAs: a. school performance

M & E results of any 5-6 of the enumerated PPAs

M & E results of any 3-4 of the enumerated PPAs

MOVs No evidence presented

MOVs Evidences and/or documentation of the presented reports

Evidences and/or documentation of the presented reports

MOVs Evidences and/or documentation of the presented reports

Objective 1. Assisted teachers in the review, contextualization and

Objective 1. Assisted teachers in the review, contextualization and

Objective 1. Assisted teachers in the review, contextualization and

Objective 1. Assisted teachers in the review, contextualization and

a. TA plan approved by the PSDS, b.copy of at least 4 and below contextualized

Objective 1. Assisted teachers in the review, contextualization and

Objective 1. Assisted teachers in the review, contextualization and

District stamped TA reports (narrative report, pictures, samples) showing

Objective 1. Assisted teachers in the review, contextualization and

District stamped TA reports (narrative report, pictures, samples) showing

Objective 1. Assisted teachers in the review, contextualization and

District-stamped TA reports (narrative report, pictures, samples) showing

Objective 1. Assisted teachers in the review, contextualization and

District-stamped TA reports (narrative report, pictures, samples) showing

Objective 1. Assisted teachers in the review, contextualization and

District-stamped TA reports (narrative report, pictures, samples) showing TA

Objective 1. Assisted teachers in the review, contextualization and

Objective 1. Assisted teachers in the review, contextualization and

Objective 1. Assisted teachers in the review, contextualization and

Objective 1. Assisted teachers in the review, contextualization and

Objective 1. Assisted teachers in the review, contextualization and

Objective 2. Utilized learning outcomes in developing data-based

Objective 2. Utilized learning outcomes in developing data-based

Frequently developed differentiated learning activities based on the

Copy of validated intervention materials in 5-6 learning areas, monthly

Objective 2. Utilized learning outcomes in developing data-based

Occasionally developed differentiated learning activities based on the

Copy of validated intervention materials in 3-4 learning areas, monthly

Objective 2. Utilized learning outcomes in developing data-based

Rarely developed differentiated learning activities based on the results of

Copy of validated intervention materials in 1-2 learning areas, monthly

Objective 2. Utilized learning outcomes in developing data-based

Quality No acceptable evidence

MOVs No acceptable evidence

Objective 2. Utilized learning outcomes in developing data-based

Developed and validated intervention materials in eight (8) or more

Sample of validated intervention materials accomplished by the learner

Objective 2. Utilized learning outcomes in developing data-based

Efficiency Developed and validated intervention materials in 6-7 learning areas

Objective 2. Utilized learning outcomes in developing data-based

Efficiency Developed and validated intervention materials in 4-5 learning areas

Objective 2. Utilized learning outcomes in developing data-based

Efficiency Developed and validated intervention materials in 2-3 learning areas

Objective 2. Utilized learning outcomes in developing data-based

Developed and validated intervention materials in only one (1) learning

Sample of validated intervention materials accomplished by the learner

Objective 3 - Provided TA to teachers in using learning

Objective 3 - Provided TA to teachers in using learning

Provided TA to teachers through any four (4) of the following:

MOVs Presence of four (4) indicators

Objective 3 - Provided TA to teachers in using learning

MOVs Presence of three (3) indicators