Rubrics Onsite Performance Evaluation

Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Old Capitol Compound, Burgos Avenue, Cabanatuan City, 3100
PERFORMANCE VALIDATION FORM A (For Head Teachers and Principals) Date: _______________________
RUBRIC ON SCHOOL LEADERSHIP (15%)

Name of Ratee: _______________________________ Designation: ______________ Rating: ___________________
Name of School: ______________________________ District: __________________ Position Applying For: _______
DIRECTIONS. Check first the means of verification. Assess the performance of the candidate. If one of the indicators in the
Passed column has not been met by the candidate, the rating is automatically Failed. Write F if it is Failed or P if it is Passed
in the vacant space provided for Rating.
ITEMS MEANS OF VERIFICATION FAILED PASSED RATING

1. DepED Vision, Unable to communicate and Ensures plans, school activities,
 Recites DepED Vision, Mission
Mission and Core explain DepED VMCV clearly goals, objectives are aligned with
and Core Values
Values (VMCV) to stakeholders DepED VMCV
 Establishes BEIS/LIS -No eSIP/AIP Involves all internal and external
2. Data-based
 Performance Indicators -Stakeholders are not included stakeholders in developing
Strategic Planning
 eSIP/AIP/APP in the planning of eSIP/AIP eSIP/AIP
Addresses deficiencies and
Irregular in conducting STAR
3. Instructional  STAR Observation Records sustains success of current
class observation, INSETS and
Supervision  Schedule of Checking of DLL curricular programs in
checking of lesson plans/DLLs
collaboration with the teachers
 Resolves problems at the Unable to assists teachers and Addresses the causes of the
4. Problem Solving school level not elevated to parties in choosing solutions problem and explores several
higher level and resolving issues/problems approaches in handling problems.
Not open to new opportunities Involves stakeholders in meetings
 Defines, monitors and evaluates
5. Building High and feedbacks for growth and and deliberations for decision-
roles and functions of
Performance Teams development of members and making and establish rewards
committees
committees and benefits system/committee.
Collaborates with concerned
 Mobilizes teachers and Does not able to allocate and officials and stakeholders on the
6. Coordinating with
stakeholders in sustaining a ensures proper allocation and planning and implementation of
Others
project proper utilization of resources PAPs and provides feedback and
updates to stakeholders>
Status quo. Unable to introduce
 Introduces innovations to Advocates and executes plans for
new ideas in the
7. Leading Change achieve higher learning changes including cultural change
implementation of change
outcomes in the workplace
programs
Teachers are overload,
 Assists teachers to identify Empower teachers and personnel
8. Managing Does not observe and apply
strengths and growth areas to identify, initiate and manage
Development multi-tasking skills in giving
through M&E changes
assignments/coordinatorships
Cannot control temper and Possesses qualities of a good
9. Leadership  With strong personality and
emotional stability in front of leader, dedication and
Potential aura of good leadership
validators and stakeholders commitment to work
RAW SCORE
Note: To pass this domain, the candidate should pass 5 items.
Comments:
CONFORME: RATED BY:

_________________________________ _________________________________
Signature Over Printed Name of the Ratee Signature Over Printed Name of the Rater

Region III
PERFORMANCE VALIDATION FORM B (For Head Teachers and Principals) Date: _______________________
RUBRIC ON INSTRUCTIONAL LEADERSHIP (20%)

MEANS OF
ITEMS FAILED PASSED RATING
VERIFICATION
1. Instructional Approved Instructional Only 10% of the targets have Plans are 75% implemented with
Supervisory Supervisory Development been accomplished or Outputs and Outcomes as
Development Plan Plan implemented. reflected in ISDP.
2. Textbooks and Availability of Supplementary No provision for supplementary Acquired supplementary books
Supplementary Books Books and Textbooks books and additional textbooks and 1:1 textbooks
Goals and targets of K to 12 Enriches curricular offerings
3. Curriculum No innovation and curriculum
implementation are clear and based on local needs with IMs or
Implementation enrichment.
shared to all. self-learning kits
No regular conduct of Observes prescribed number of
4. Observation of
STAR Class Observation observation and schedule of teachers per week and conducts
Classes
observation and records. Post-Con. with TA
Manages the processes and Utilizes assessment results and
5. Assessment of Limited number of tools and
tools in monitoring student creates programs to improve
Learning Outcomes assessment process
achievements student learning
6. Instructional Prepares PAPs on the No IMs developed and crafted Acquires ICT tools and audio-
Materials acquisition and production of from available funds and visual materials and produces
Development IMs from any source stakeholders. localized/indigenized IMs.
Implements TA Plan and
Provides feedbacks to Does not conduct coaching and
7. Provision of develops mentoring program in
teachers regarding their INSETs to improve teaching
Technical Assistance timely, accurate and specific
performance in general. and learning process
feedback to teachers.
Recommends PAPs to
Organizes special classes for
8. Student teachers for students based No appropriate PAPs,
students with needs and
Development on their difficulties, strengths interventions and innovations
strengths or special abilities
and needs
At least 2%/7% increase At least 5/8% decrease At least 7%/10% increase
9. NAT Performance
Note: First % is intended for elementary while the latter is for secondary.
10. Performance Drop-Out Rate

Indicators (Quality) At least 2% decrease At least 4% increase Has 0 DR
Graduation and Promotion Rate
11. Performance
Indicators (Efficiency) At least 5% increase At least 7% decrease At least 10% increase or 95%
Develops a culture of Addresses deficiencies and sustains
12. Developing or Develops/adapts an Action
functional literacy Results current curricular programs
Adapting Best Research/Innovation/
were realized and Recommendations applied and
Practices Alternative PAPs
implemented. resulted to greater impact.
Schedule of INSETS and LAC No regular INSET activities Conducts regular INSETS and SLAC
13. INSETs
Sessions or SLAC sessions sessions with positive results
Note: To pass this domain, the candidate should pass 7 items. Raw Score
Comments:
CONFORME: RATED BY:

_________________________________ _________________________________

Region III
PERFORMANCE VALIDATION FORM C (For Head Teachers and Principals) Date: _______________________
RUBRIC ON CREATING CHILD-CENTERED LEARNING CLIMATE (20%)

MEANS OF
VERIFICATION
Does not recognizes high Establishes and models high
1. Improvement of School has wow factor which
performing learners, teachers social and academic expectations
Learning Climate other school may benchmark
and stakeholders for all.
No effort to have sufficient
Ensures that pupils and Plans for school site expansion
2. Educational number of classrooms and
teachers have sufficient and lawns, security and safety
Facilities buildings. Classrooms need
textbooks, learning materials with acoustic and aesthetic
Development Painting/Repair/and or
and IMs impact.
Maintenance.
With school title transferred to
With Tax Declaration and
3. Titling Without Title Certificate DepED without problem on heirs,
Deed of Sale/Donation
squatting or outsiders
4. Repair, With Materials Recovery School eyesore is not given Prioritizes projects according to
Maintenance and Facility, Repair/Maintenance attention. urgent needs and with basis.
Disposal or Disposal Records and Well-maintained school and
System classroom facilities
Makes teachers, students and
Inventory and records School properties are not well
stakeholders responsible and
5. Asset Management management of assets and accounted for and recorded
demonstrates accountability on
school properties. based on standards.
school facilities.
School environment needs to
Ensures an appealing, clean and
With flagpole, landscape, improve on acoustic and
6. Beautification conducive to teaching and
plants, signage and labels thermal comfort. No garbage or
learning school environment.
waste disposal system.
7. Classroom Student seats and teachers Teachers need to be Ensures serviceable and safe
Furniture & Fixtures table are sufficient. encouraged to maintain electrical and water facilities
chalkboards, display boards, installation.
cabinet & divans in order and
adequate
8. Health and Trashcans, Garbage Fit and No School Health and Provides drinking fountain,
Sanitation Facilities Waste Disposal Systems Sanitation PAPs that promotes washing and comfort room
eco-friendly atmosphere facilities within the campus
Recipient of local grants Recipient of national or foreign Adopt-A-School recipient with

9. PAPs Resourcing LS – At least 10 or more aids from PPPs or LGUs or PAP sustained budget plans.
SS – At least 5 and below NGOs Brigada Eskwela is evident.
Put projects based on school No put-up projects that are Put extraordinary projects with
10. Outsourcing
needs needed and standards. ingenuity, initiative and creativity.
(not from LGU or
Below P500K for LS Below the standards of Brigada Above P1M for Large Schools
government funds)
Below P250K for SS Eskwela. Above P500K for Small Schools
Comments:
CONFORME: RATED BY:

_________________________________ _________________________________
Region III
PERFORMANCE VALIDATION FORM D (For Head Teachers and Principals) Date: _______________________
RUBRIC ON HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT (10%)

MEANS OF
VERIFICATION
Assesses and analyzes the
1. Creating a School Plan for Professional Teacher join professional clubs
needs and interests of
Professional Learning Development is NOT included and shares information to
teachers and other non-
Community in the eSIP/AIP improve teachers competencies
teaching personnel
No conduct of mentoring and Trains and creates pool of
Mentoring and Coaching
2. Mentoring and coaching among teachers to mentors and coaches to support
Program
Coaching facilitate school LACs and and prepare co-teachers on LACs
Teacher Induction Program
INSETs. & INSETs.
No program/s for performing or Ensures teachers to receive
3. Provision of deprived teachers on the awards given by government and
Provides benefits, rewards
Benefits, Rewards and opportunity to receive awards, NGOs, promotions and favorable
and incentives for teachers
Incentives incentives, favors and action to requisitions and
promotion. concerns.
Assigns teachers where they Promotes/Coordinates and
4. Teachers Capacity No R&R or Capability Training
best fit to teach, chair integrates activities & services for
Development or Team Building Activities
coordinate or serve holistic development.
No organizes professional Advances teachers by serving as
5. Provision of Prepares and provides
development PAPs. Teachers division or higher level
Technical Assistance Technical Assistance (TA)
are NOT upgrading their ERFs speakers/facilitators in contest,
on Professional Plan based on TSNA and
and NOT joining ranking or trainings, forum and other
Development NCBTS
reclassification educational activities
The INSETs/SLACs are not Improves teachers on
6. School School-based INSET/SLAC
focused on improvement of content/skills difficulties. Demo
INSETs/SLAC based on TSNA
instruction and IM development Teaching is conducted.
Does not monitor and evaluate
7. Managing Assigns teachers to their area Delegates specific task to help
performance of teachers and
Performance and of competence/skills manage performance of teaching
non-teaching personnel vis-à-
Skills specialties or talents/ and personnel
vis targets regularly
Assists teachers and non- Does not conduct performance Ensures substantial number (at
8. RPMS Monitoring teaching personnel in setting coaching based on the critical least 50%) of teachers to have an
and Evaluation and resetting performance incidents analyzed. No Critical “outstanding” rating. (RPMS
goals (OPCRF and IPCRF) Incidents recorded. results).
Encourages teachers to Teachers don’t have Significant number (at least 50% )
9. Education of
pursue graduate studies. 50% scholarship or no interest to of teachers finished post graduate
Teachers
of teachers are studying. attend post graduate education. education
Trains only 25% of the teachers Improves teaching-learning
Recommends/Encourages
based on needs. Teachers do process and NAT results. Trains
10. Training for 50% of the teachers to attend
have not served as trainers or all the teachers and some serve
Teachers training in the division or
speakers even in the district as trainers, speakers in the
higher levels.
level only. division or higher levels.
Comments:
CONFORME: RATED BY:

_________________________________ _________________________________

Region III
PERFORMANCE VALIDATION FORM E (For Head Teachers and Principals) Date: _______________________
RUBRIC ON PARENTS INVOLVEMENT AND COMMUNITY PARTNERSHIP (10%)

ITEMS MEANS OF FAILED PASSED

RATING
VERIFICATION
No organized programs that Conducts PAPs, training,
Establishes school and family
1. Parental involve parents and other dialogue and forum for parents on
partnerships that promote
Involvement school stakeholders for the the welfare and performance of
student peak performance
promotion of learning learners
Acquires Projects No Put up Projects or Utilizes the acquire projects
2. Recent Brigada
Below P74K-50K for LS Around P25K only for LS Above P200K for large schools
Eskwela Performance
Below P25K-10K for SS Around P10K only for SS Above P75K for small schools
Stakeholders put up and
3. Projects/Events Stakeholders don’t have the
Stakeholders are participating organized functional projects and
Participated by initiative in establishing linkages
in PAPs appropriate programs to raise
Stakeholders to raise fund.
standards
No PAP designs, objectives and
4. Stakeholders Recognizes achievements of Promotes welfare and recognizes
policies for stakeholders to
Development stakeholders efforts of stakeholders.
address school needs
Promotes the image of the
5. External Community is passive in Conducts stakeholders
school through school summit,
Community participating in any school- Summit/Congress/Forum
SOSA and other materials and
Partnership community affairs dialogue for school improvement
styles/forms
6. Stakeholders
Mobilization and Mobilized internal and external Put up PAPs are not based on Put extraordinary projects with
Networking stakeholders to put PAPs. school priority needs. initiative, creativity and ingenuity.
(Sponsors)
Converges PTA officials No organized PAPs for the PTA officials initiate, put-up and
7. PTA Relationship
through regular meeting or welfare of parents and does not organize PAPs based on school
and Mobilization
conference quarterly recognize parents support needs at their own level.
Promotes the good image of
Establish sustainable partnership
school through summit, No conduct of dialogues and
8. Promotions of with other sector and NGOs with
conference, printed materials, meetings with multi-
DepED PAPs MOA/MOU and Sustainability
State of the School Address stakeholders in crafting PAPs
Plan
(SOSA), cultural show
Family Day
9. Conduct of any Conducts regular social
Stakeholders Conference No conduct of any social
social mobilization mobilization activities to generate
Special School Community mobilization activities
activities funds and ensure support
Day
Comments:
CONFORME: RATED BY:

_________________________________ _________________________________
Region III
PERFORMANCE VALIDATION FORM F (For Head Teachers and Principals) Date: _______________________
RUBRIC ON SCHOOL MANAGEMENT AND OPERATIONS (15%)

MEANS OF
VERIFICATION
Does not implementing targets
Directs school funds according to
1. SIP and AIP indicated in SIP and AIP.
With approved ESIP and AIP prioritized needs indicated in
Implementation Realignment of funds is evident
SIP/AIP
most of the time.
Implementing AIP/APP/eSIP Stakeholders are involved in
Attended any Strategic
target with 10%-25% level only. SIP/AIP with 75% - 100%
2. Strategic Planning Planning activity, training or
Some plans are not focused on implementation. All plans are
orientation
DepED VMO. focused on DepED VMO.
Sustainable Level III and
3. SBM Level of assisting other schools to get
Level I to Level II Declining level or status quo
Performance higher level. Serves as model
school in the division.
Items or materials acquired, 100% liquidated and managed
Engages teachers and other allocated and being sustained according to priority needs. On
4. Utilization and
school officials in liquidation or from MOOE are NOT evident, time and submitted before the
Liquidation of MOOE
BAC matters. utilized and identified. Unknown deadline. Teachers and
by school officials/teachers. stakeholders are informed.
With Transparency board
All deliverables are NOT
showing the CDR, checks,
Directs school funds according properly liquidated and
5. Fiscal Management financial accounts reported to
to school needs. accounted for based on existing
stakeholders. SH and teachers
rules. With AOM.
are accountable.
With available financial
Expenditures are NOT based Expenditures and gains are
records i.e.
6. Other Financial on school priority needs and accomplished. Balance/
-Canteen Management
Records does not maintain financial Transparent/ and reported to
-PTA Projects
reports and records. stakeholders/school officials.
-Other Financial Support
Ensures pertinent records of Organized, systematic and
LIS/BEIS/EMIS are not updated
7. Records teachers and students are updated reports on time and
and only done as the need
Management safe and secured with filing accurately with reproduction
arises.
cabinets/storage materials and supplies
Knows and uses updated and
Taps computer literate Does not recognize importance
8. Use of Technology adequate IT equipment to
teachers in preparing and of IT and no application of
in Management and facilitate student tracking, LIS,
recording reports and technologies to access Internet
Operations liquidation, recording and support
communication. and database system.
management.
No updated Transparency Maintains mechanisms to show
Updated Transparency Board Board. transparency in fiscal
9. Transparency
and mechanisms Financial records are not management and school
reported to stakeholders. operations.
Comments:
CONFORME: RATED BY:

_________________________________ _________________________________
Region III
PERFORMANCE VALIDATION FORM G (For Head Teachers and Principals) Date: _______________________
RUBRIC ON PERSONAL AND PROFESSIONAL ATTRIBUTES

AND INTERPERSONAL EFFECTIVENESS (10%)
MEANS OF
VERIFICATION
Performs functions, duties and
Does not attend school and
responsibilities with dedication
1. Professionalism Wears proper dress code. other DepED activities regularly
and outstanding
and on time.
accomplishments.
Observes and demonstrates
Advocates school rules and Deviates DepED and other desirable personal and
2. Code of Ethics regulations and SDO policies agency Orders, Memorandum professional ethics at all times
and guidelines. and Circulars religiously with dedication, patriotism and
genuine concern for others
Maintains good working
With unpleasing personal and Continues harmonious and
official relationship with
3. Human Relations professional relations with pleasant relationships with
immediate superior and other
teachers and learners parents and stakeholders.
SDO officials
Keeps good personal and With question on upholding
Gets high respect and honor due
4. Integrity professional financial matters good reputation, moral values,
to upright image.
and affairs status. self-respect and virtues.
No put up projects for Develops long-term PAPs for
Conducts activities for values professional development continuing personal and
5. Moral Uprightness formation among teachers and including values formation professional development
non-teaching personnel among teachers and non- including moral recovery and
teaching personnel values formation
Listens and responds
Communicates effectively both Does not speak and talk
appropriately to teachers,
6. Communication in oral and written to teachers properly to parents, officials,
students and stakeholders needs
and students stakeholders and superiors.
and concerns.
Does not demonstrate ability to Interacts and intermingles
7. Interpersonal Collaborates responsibly with empathize with others. Does properly with a variety of
Sensitivity teachers and students not support and motivate other audience with empathy and
people to improve. sympathy to others
Recognizes a system of
Demonstrates honesty and With question on decision-
8. Fairness and assistance to sustain honesty and
fairness in dealings with making, problem solving and
Honesty fairness in making individuals
transactions and processes dealing with others.
accountable for their actions.
Does not mingle and listen to Considerate in an appropriate
Knows how to listen and
9. Responsiveness the needs of the teachers, manner depending on the
consider the needs of others
students and parents urgency of needs and time
Comments:
CONFORME: RATED BY:

_________________________________ _________________________________
Region III
PERFORMANCE VALIDATION FORM Date: _______________________
BACKGROUND ON BEHAVIOR AND SELF-DISCIPLINE

MEANS OF
VERIFICATION
1. Credibility of
Found guilty of dishonesty in
Papers Presented Papers presented are certified
Pertinent Papers the papers presented during the
During the Open true, authentic and correct.
Open Ranking
Ranking (Honesty)
Attends school regularly.
Sometimes late.
2. Attendance School Attendance Participates in barangay,
Seldom seen in school.
municipal and provincial activities.
No recurrent and questionable Manages finances based on
3. Financial Behavior With Financial Integrity loan obligations from teachers needs not wants and with strong
or community. financial integrity and credibility.
Knows social responsibility and
4. Social Does not know how to obligations (attending not only
Attending Social Functions
Responsibility cooperate and deal with others celebrations but also responding
to the needs of people)
Some parents, teachers and
5. Customer Clienteles have high regards with
With customer satisfaction students are not satisfied with
Satisfaction the performance of the school
Public Desk the performance of the
(Outsiders) and school officials
candidate.
Some teachers have grievance
Teachers are very much satisfied
and “disgusto” against the
and contented with the equal
6. Equity (Insiders) Teachers are satisfied. candidate due to unfair
treatment and performance of the
treatment and distribution of
school head.
opportunities and benefits.
No personal issues, rumors and
With personal issues, rumors
With moral integrity and intrigues affecting the work and
7. Personal Issues credibility
and intrigues affecting work and
ethics of the candidates.
moral uprightness of teachers
Maintain high moral regards.
8. Smooth Maintains both interpersonal With problems and issues on With smooth and high regard on
Interpersonal and and intrapersonal relationships interpersonal and intrapersonal interpersonal and intrapersonal
Intrapersonal within the candidate’s family, relationship in any group or relationship skills. “Marunong
Relationships friends, school and community family members makisama” in a right way.
Known for his kindness and faith
Some teachers and community
to God as a person and public
High respect of the community folks are not respecting the
9. Purity of the Heart official. Maintains purity of the
and teachers personality of the candidate.
heart with high respect to people,
“Plastic” as called by others.
community and environment.
Comments:
CONFORME: RATED BY:

_________________________________ _________________________________

Rubrics Onsite Performance Evaluation

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Republic of the Philippines

RUBRIC ON SCHOOL LEADERSHIP (15%)

ITEMS MEANS OF VERIFICATION FAILED PASSED RATING

CONFORME: RATED BY:

Republic of the Philippines

RUBRIC ON INSTRUCTIONAL LEADERSHIP (20%)

10. Performance Drop-Out Rate

CONFORME: RATED BY:

Republic of the Philippines

RUBRIC ON CREATING CHILD-CENTERED LEARNING CLIMATE (20%)

Recipient of local grants Recipient of national or foreign Adopt-A-School recipient with

CONFORME: RATED BY:

RUBRIC ON HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT (10%)

CONFORME: RATED BY:

Republic of the Philippines

RUBRIC ON PARENTS INVOLVEMENT AND COMMUNITY PARTNERSHIP (10%)

ITEMS MEANS OF FAILED PASSED

CONFORME: RATED BY:

RUBRIC ON SCHOOL MANAGEMENT AND OPERATIONS (15%)

CONFORME: RATED BY:

RUBRIC ON PERSONAL AND PROFESSIONAL ATTRIBUTES

CONFORME: RATED BY:

PERFORMANCE VALIDATION FORM Date: _______________________

BACKGROUND ON BEHAVIOR AND SELF-DISCIPLINE

CONFORME: RATED BY:

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