INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

Employee: JENNA C. DE LEON Position: School Principal - II

S.Y. 2015 - 2016 Name of Rater: GRACE
Date of Review: April 2016 V. MABITAZAN, ED.D.
AGUILARTeacher
Position: lII
INTEGRATED SCHOOL/ AGUILAR DISTRICT
Review Period:
Bureau/Center/Service/ Division:

TO BE FILLED IN DURING PLANNING TO BE FILLED IN DURING EVALUATION

ACTUAL
Weight PERFORMANCE INDICATORS
MFOs KRAs OBJECTIVES TIMELINE RESULTS RATINGSCORE*
per KRA (Quality, Efficiency, Timelines) Q E T Ave.
Teaching- Prepared daily lesson logs/ June 2015- 30% (5) All Daily Lesson Logs/Plans had complete parts
·         Attained 100% above of the learning
Learning plans activities including
March 2016- competencies.
·         Instructional materials were adequate,
Process appropriate, adequate updated and appropriate to the daily logs of
and updated instructional (4) Had 4 of activities.
the 5 parts of the Daily Lesson Logs/Plans
·         Attained 71-85% of the learning
materials (10%)
competencies.
·         Instructional materials were adequate
and appropriate to the daily logs of activities.
(3) Had 3 of the 5 parts of the Daily Lesson Logs/Plans
·         Attained 56-70% of the learning
competencies.
·         With adequate instructional but not
updated.
 (2) Had 2 of the 5 parts of the Daily Lesson Logs/Plans
·         Attained 41-55% of the learning
competencies.
·         With instructional materials but
inadequate to daily logs of activities.
(1) Had 1 of the 5 parts of the Daily Lesson Logs/Plans
·         Attained 40% and below of the learning
competencies.
·         No instructional materials presented.

2. Facilitated learning in (5) Has provided individual learning activities for 100% and
classroom through above of the pupils handled for every rating period with
functional daily lesson evidences
logs/plans and innovative ·         Cooperative learning
teaching strategies (10%) activities/strategies applied was 100% and
above effectiveness
·         Had prepared 100% and above of
updated and adequate visual aids for every
lesson throughout the RPMS cycle
·         Teaching methods/strategies produced
100% and above class interaction
(4) Had provided individual learning activities for 71-85% of
the pupils handled for every rating period with evidences

·         Cooperative learning
activities/strategies applied was 71-85%
effectiveness
·         Had prepared 71-85% of updated and
adequate audio-visual aids for every lesson
throughout the RPMS cycle
 ·         Teaching methods/strategies produced
71-85% class interaction
(3) Had provided individual learning activities for 56-70% of
the pupils handled for every rating period with evidences
·         Cooperative learning
activities/strategies applied was 56-70%
effectiveness
·         Had prepared 56-70% of updated and
adequate visual aids for every lesson
throughout the RPMS cycle
·         Teaching methods/strategies produced
56-70% class interaction
(2) Had provided individual learning activities for 41-55% of
the pupils handled for every rating period with evidences
·         Cooperative learning
activities/strategies applied was 41-55%
effectiveness
·         Had prepared 41-55% of updated and
adequate visual aids for every lesson
throughout the RPMS cycle
·         Teaching methods/strategies produced
41-55% class interaction
(1) Had provided individual learning activities for 40% and
below of the pupils handled for every rating period with
evidences
·         Cooperative learning
activities/strategies applied was 40% and
below effectiveness
·         Had prepared 40% and below of
(5%) updated and adequate visual aids for every
lesson throughout the RPMS cycle
·         Teaching methods/strategies produced
40% and below class interaction
 (5) All Daily Lesson Logs/Plans had complete parts
3. Initiated discipline of ·         Pupils were given 100% and above
pupils including guidance as per class rules and regulations
classroom rules and ·         Had 100% and above record contained
guidelines in in individual pupils ‘portfolio
accomplishing ·         Specific and clear classroom rules and
individual/group task guidance
(10%)
throughout RPMS cycle
(10%) (4) All Daily Lesson Logs/Plans had complete parts
·         Pupils were given 71-85% guidance as
per class rules and regulations
(10%)
·         Had 71-85% record contained in
individual pupils ‘portfolio
·         Specific and clear classroom rules and
guidance
(3) All Daily Lesson Logs/Plans had complete parts
·         Pupils were given 56-70% guidance as
per class rules and regulations
·         Had 56-70% record contained in
individual pupils ‘portfolio
·         Specific and clear classroom rules and
guidance
(2) All Daily Lesson Logs/Plans had complete parts
·         Pupils were given 41-55% guidance as
per class rules and regulations
·         Had 41-55% record contained in
individual pupils ‘portfolio
(5%) ·         Specific and clear classroom rules and
guidance
 (1) All Daily Lesson Logs/Plans had complete parts
·         Pupils were given 40% and below
guidance as per class rules and regulations
(5%) ·         Had 40% and below record contained in
individual pupils ‘portfolio
·         Specific and clear classroom rules and
guidance

1. Evaluated June 2015- 25% (5) 100% and above of the pupils/students’ progress were
Pupils/ Pupils/students’ evaluated and analyzed with evidences
Rated by: progress every rating March 2016- Approved: ·         Conducted 100% and above
Conforme:
Students period with analysis assessment on the pupils/students’ needs,
GRACE V. MABITAZAN, ED.D.
(10%) LONGINO
JENNA C. DE D. FERRER.
LEONabilities and learning styles.
School Principal - II Public School
Teacher III District Supervisor
·         Pupils/students’ portfolio contained
Outcome
100% and above of his/her accomplishments
·         100% and above of the pupils/students’
ratings in all subject areas/rating period were
entered in the Class Progress Record.
·         All kinds of Test were 100% and above
administered with journals of analysis per
subject area/rating period.
(4) 71-85% of the pupils/students’ progress were evaluated
and analyzed with evidences
·         Conducted 71-85% assessment on the
pupils/students’ needs, abilities and learning
styles.
·         Pupils/students’ portfolio contained 71-
85% and above of his/her accomplishments
 ·         71-85% of the pupils/students’ ratings in
all subject areas/rating period were entered in
the Class Progress Record.
·         All kinds of Test were 71-85%
administered with journals of analysis per
subject area/rating period.
(3) 56-70% of the pupils/students’ progress were evaluated
and analyzed with evidences
·         Conducted56-70% assessment on the
pupils/students’ needs, abilities and learning
styles.
·         Pupils/students’ portfolio contained 56-
70% and above of his/her accomplishments
·         56-70% of the pupils/students’ ratings in
all subject areas/rating period were entered in
the Class Progress Record.
·         All kinds of Test were 56-70%
administered with journals of analysis per
subject area/rating period.
(2) 41-55% of all testing tools were administered
·         Conducted 41-55% assessment on the
pupils/students’ needs, abilities and learning
styles.
·         Pupils/students’ portfolio contained 41-
55% and above of his/her accomplishments
·         41-55%% of the pupils/students’ ratings
in all subject areas/rating period were entered
in the Class Progress Record.
 ·         All kinds of Test were 41-55%% and
above administered with journals of analysis
per subject area/rating period.
(1) 40% and below of all testing tools were administered
·         Conducted 40% assessment on the
pupils/students’ needs, abilities and learning
styles.
·         Pupils/students’ portfolio contained 40%
and above of his/her accomplishments
·         40% of the pupils/students’ ratings in all
subject areas/rating period were entered in the
Class Progress Record.
·         All kinds of Test were 40% and above
administered with journals of analysis per
subject area/rating period.
2. Conducted (5) Remediation/Enrichment Program is offered to 100%
remediation/enrich-ment and above of pupils/students who need it.
program
to improve the class (4) Remediation/Enrichment Program is offered to 71-85%
performance indicators of pupils/students who needs it.
(3) Remediation/Enrichment Program is offered to 56-70%
of pupils/students who needs it.
(2) Remediation/Enrichment Program is offered to 41-55%
of pupils/students who needs it.
(1) Remediation/Enrichment Program is offered to 40% and
below of pupils/students who needs it.
 3.Attained the 75% level of (5) Class had attained 100% and above level of
achievement per achievement with evidences
subject area (10%) (4) Class had attained 71-85% level of achievement with
evidences
(3) Class had attained 56-70% level of achievement with
evidences
(2) Class had attained 41-55% level of achievement with
evidences
(1) Class had attained 40% and below level of
achievement
Community 1. Conducted June 2015- 25% (5) 100% and above of the set agreement during meetings
regular/periodic were accomplished with evidences.
Involvement Homeroom PTA March 2016- (4) 71-85% of the agreements set during meetings were
meetings/conferences accomplished with evidences.
following the (3) 56-70% of the set agreements during meetings were
ReducedClass Friday accomplished with evidences.
Program
(2) 41-55% of the set agreements were planned with
minimal accomplishment
(1) 40% and below of the set agreements were planned of
no results presented.

2. Visited parents of (5) 100% and above accomplishments of set visit to parents
pupils/students resulting to productive results with evidences

needing academic (4) 71-85% accomplishments of sets visit to parents with

monitoring follow up partial success upon implementation of planned
within the RPMS cycle interventions with evidence
(3) 56-70% accomplishments of sets visit to parents with
minimal results of planned interventions with evidence
 (2) 41-55% accomplishments of sets visit to parents with
agreed planned interventions with evidences
(1) 40% and below accomplishments of sets of visit to
parents with interventions implemented
3. Undertaken/ initiated (5) 100% and above projects were accomplished with full
projects/ activities documentation and completion report
sponsored
by the parents and other (4) 71-85% projects were accomplished with partial
community completion report
stakeholders within the (3) 56-70% projects were accomplished with no completion
RPMS cycle. (5%) report
(2) 41-55% projects/activities initiated by the parents were
accomplished with no completion report
(1) 40% and below of projects/activities initiated by the
parents were not started and conducted

Professional 1. Pursued Post-Graduate June 2015- 20% (5) Graduated of Masteral Degree
Growth and Studies (5%) March 2016- (4) Completed Master of Arts Equivalent
Development (3) Completed 36 Units and above
(2) Completed 27 Masteral Units
(1) Completed the 9 Masteral Units
2. Published Publication, (5) Published 4 publication/created work for
created Provincial/Division wide Circulation
works for (4) Published 3 publications/created works for
Provincial/Division/ Provincial/Division wide Circulation
School circulation for at (3) Published 2 publications/created works for
least once every Provincial/Division wide Circulation
quarter throughout the (2) Published 1 publication/created works for
RPMS Cycle Provincial/Division wide
Circulation
(1) Published 1 publication/created to school journal
 3.Participated/Attended
Division/District and
school activities
such as Teachers’ Day
Celebration, Indepen-
dence Day, Team Building
and Others
* To get score, the rating is multiplied by the weight assigned.
(5) Participated/Attended all activities launched by the
Division/District and School as per year round plan of
activities throughout the RPMS Cycle
(4) Participated/attended activities launched by the Division
but missed 1 activities
(3) Participated/attended activities launched by the Division
but missed 2 activities
(2) Participated/attended activities launched by the Division
but missed 3 activities
(1) Participated/attended activities launched by the Division
but missed 4 activities
OVERALL RATING
FOR
ACCOMPLISHMENTS
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM
Employee: ELMA G. ALCANTARA Name of Rater: CRISTOBAL P. CRISTOBAL
Position: Master Teacher I
Position PRINCIPAL IV
Review Period: S.Y. 2017 - 2018 Date of Review: MAY 2017
Bureau/Center/Service/ Division: AGUILAR INTEGRATED SCHOOL/AGUILAR DISTRICT

TO BE FILLED IN DURING PLANNING TO BE FILLED IN DURING EVALUATION

ACTUAL
Weight PERFORMANCE INDICATORS
MFOs KRAs OBJECTIVES TIMELINE RESULTS RATING SCORE*
per KRA (Quality, Efficiency, Timelines) Q E T Ave.
I. Instructional 1.  Handled 360 minutes actual 40% Ø  5 - Outstanding 5 5 5 1.000
Competence teaching loads daily plus related 100% and above required teaching load with teaching related
work (20%) YEAR ROUND work (ancilliary services) handled for the year
Ø  4 –Very Satisfactory
95% required teaching load with teaching related work
(ancilliary services) handled for the year
Ø  3 – Satisfactory
90% required teaching load with teaching related work
(ancilliary services) handled for the year
Ø  2 – Unsatisfactory
85% required teaching load with teaching related work
(ancilliary services) handled for the year
Ø  1 – Poor
75% and below of required teaching loads without ancilliary
services handled for the year

2. Achieved at least 75% of the Ø  5 – Outstanding 5 5 5 0.500

students performance at the end 75% and above student performance in MPS or GSA
of the school year Ø  4 –Very Satisfactory
 2. Achieved at least 75% of the
students performance at the end
of the school year
60-74% student performance
Ø  3 – Satisfactory
55- 59 % student performance
Ø  2 – Unsatisfactory
41-54 % student performance
Ø  1 – Poor
40 % and below student performance

3. Attained 100% of the required Ø  5- Outstanding 5 5 5 0.500

learning competencies for the 100% of the required competencies in every quarter completed
students in every quarter
Ø  4- Very Satisfactory
90-99% and above of the required competencies in every quarter
completed
Ø  3- Satisfactory
80-89% of the required competencies in every quarter completed
Ø  2- Unsatisfactory
70-79% of the required competencies in every quarter competed
Ø  1 – Poor
69% and below of the required competencies in every quarter
completed

II. Instructional 1.       Observed assigned June 2015- 30% Ø  5 – Outstanding 5 5 5 0.500
Supervision teachers(14 teachers) in a year Observed 14 assigned teachers with post conference and teacher
with post conference. March 2016 observation reports held in a year
II. Instructional
Supervision

Ø  4- Very Satisfactory

Observed 11-13 teachers with post conference and teacher
observation reports held in a year
Ø  3- Satisfactory
Observed 8-10 teachers with post conference and teacher
observation reports held in a year
-10% Ø  2 – Unsatisfactory
Observed 5-7 teachers with post conference and teacher
observation reports held in a year
Ø  1- Poor
Observed 4 teachers and below with post conference and teacher
observation reports held in a year

2.       Conducted mentoring and Ø  5 – Outstanding 5 5 0.500

coaching activities to teachers in
the school quarterly (10%) 5 or more teacher mentoring sessions were conducted in every
quarter ( with report)

Ø  4 – Very Satisfactory

4 teacher mentoring sessions conducted in every quarter (with
report)

Ø  3 – Satisfactory
3 teacher mentoring sessions conducted in every quarter (with
report)
Ø  2 – Unsatisfactory
1-2 teacher mentoring sessions conducted in every quarter (with
report)
Ø  1 – Poor
No teacher mentoring sessions conducted in every quarter (with
report)
3. Evaluated all assigned Ø  5 – Outstanding 5 5 0.500
teachers'performance twice a
year (10%)
 3. Evaluated all assigned
teachers'performance twice a
year (10%)
III. Professional Growth 1.  Participated
in
seminars/workshops/trainings for
teachers in specific learning area
and Development
-10%
Observed 14 assigned teachers and accomplished teacher's
evaluation report
Ø  4- Very Satisfactory
Observed 11-13 assigned teachers and accomplished teacher's
evaluation report
Ø  3- Satisfactory
Observed 8-10 assigned teachers and accomplished teacher's
evaluation report
Ø  2 – Unsatisfactory
Observed 5-7 assigned teachers and accomplished teacher's
evaluation report
Ø  1- Poor
Did not evaluate teachers performance
30% Ø  5 – Outstanding 5 5 5 0.500
Participated in 4 seminars/workshops/trainings for teachers in
specific learning area (supported by evidence/narrative
reports/insights/gains/reflections) approved by SDO
Ø  4 – Very Satisfactory
Participated in 3 seminars/workshops/trainings for teachers in
specific learning area (supported by evidence/narrative
reports/insights/gains/reflections) approved by SDO
Ø  3 – Satisfactory
Participated in 2 seminar/workshop/training for teachers in specific
learning area (supported by evidence/narrative
reports/insights/gains/reflections) approved by SDO
Ø  2 – Unsatisfactory
Participated in 1 seminar/workshop/trainingfor teachers in specific
learning area (supported by evidence/narrative
reports/insights/gains/reflections) approved by SDO

2. Involved self in community and
civic organization activities (10%)
3.       Conducted school-based
INSET/LAC Session (10%)
Ø   1 – Poor.
Did not participate in any seminar/ workshop/training for teachers in
specific learning area
Ø  5 – Outstanding 5 5 5 0.500
Acted as Chairman in community and civic organizations activities
Ø  4 – Very Satisfactory
Acted as Co-Chairman in community and civic organizations
activities Ø  3 –
Satisf
Acted as Member in community and civic organizations activities actory
Ø  2 – Unsatisfactory
Participated in community and civic organizations activities
Ø   1 – Poor.
Did not participate in any community and civic organization activities
Ø  5-Outstanding 2 2 2 0.200
Conducted 4 seminars/workshops/trainings for teachers in
specific learning area (supported by evidence/assessment reports)
approved by SDO
Ø  4-Very Satisfactory
Conducted 3 seminars/workshops/trainings for teachers in
specific learning area (supported by evidence/assessment reports)
approved by SDO
Ø  3-Satisfactory
Conducted 2 seminars/workshops/trainings for teachers in
specific learning area (supported by evidence/assessment reports)
approved by SDO
Ø  2-Unsatisfactory
Conducted 1 seminars/workshops/trainings for teachers in
specific learning area(supported by evidence/assessment reports)
approved by SDO
 Ø  1-Poor
Did not conduct seminar/workshops/trainings for
teachers in specific learning area
(supported by evidence/assessment
reports) approved by SDO

* To get score, the rating is multiplied by the weight assigned. OVERALL RATING 4.7 Outstanding
ACCOMPLISHMENTS

Ratee: Rater: Approved:

ELMA G. ALCANTARA CRISTOBAL P. CRISTOBAL, Ph. D MARILU N. CARDENAS
Master Teacher I Principal IV Assistant Schools Division Superintendent
 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Numerical Adjectival
Final Performance Results
Rating Rating
Accomplishments of KRAs and Objectives
4.700 Outstanding

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

Name of Employee: ELMA G. ALCANTARA Name of Superior: CRISTOBAL P. CRISTOBAL, Ph.D

Signature: Signature:

Date: April 2018 Date: April 2018

PART IV: DEVELOPMENTAL PLANS

Action Plan
Strengths Development Needs Timeline Sources Needed
(Recommended Developmental Intervention)

PROFESSIONALISM & ETHICS COMPUTER /ICT SKILLS Use visual and audio aids as part of teaching and learning proce Year Round Resource Speaker
Attend training and seminars regarding the use of Computer Assisted Instruction Seminar Workshop

Rater:
Ratee: Approved:
CRISTOBAL P. CRISTOBAL, Ph. D
ELMA G. ALCANTARA MARILU N. CARDENAS
Principal IV
Master Teacher I Assistant Schools Division Superintendent
Rated by: Conforme:
ZENAIDA U. RARA AIREEN P. MANUBAY
School Principal III Master Teacher I
Rated by: Conforme:
ZENAIDA U. RARA AIREEN P. MANUBAY
School Principal III Master Teacher I

Rated by: Conforme:

ZENAIDA U. RARA AIREEN P.

School Principal III MANUBAY
Master
Teacher I

CORE BEHAVIORAL COMPETENCIES
Self-Management
5 Sets personal goals and direction, needs and development.
5 Undertakes personal actions and behaviors that are clear and purposive and
takes into account personal goals and values congruent to that of the
organization.
5 Displays emotional maturity and enthusiasm for and its challenged by higher
goals.
5 Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to
achieve goals.
5 Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
4 Demonstrates the values and behavior enshrined in the Norms of Conduct and
and Ethical Standards for public officials and employees (RA 6713).
5 Practices ethical and professional behavior and conduct taking into account the
impact of his /her actions and decisions.
4 Maintains a professional image: being trustworthy, regularity of attendance and
punctuality, good grooming and communication.
5 Makes personal sacrifices to meet the organization’s needs.
5 Acts with a sense of urgency and responsibility to meet the organization’s needs,
improve systems and help others improve their effectiveness.
Result Focus
5 Achieves results with optimal use of time and resources most of the time.
5 Avoids rework, mistakes and wastage through effective work methods by
placing organizational needs before personal needs.
4 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.
5 Expresses 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.
5 Makes specific changes in the system or in own work methods to improve
PART II: COMPETENCIES
Teamwork
5 Willingly does his/her share of responsibility.
5 Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization.
5 Applies negotiation principles in arriving at win-win agreements.
5 Drives consensus and team ownership of decisions.
5 Works constructively and collaboratively with others and across organizations
to accomplish organizational goals and objectives.
Service Orientation
5 Can explain and articulate organizational directions, issues and problems.
5 Takes personal responsibility for dealing with and/or correcting customer
service issues and concerns.
4 Initiates activities that promotes advocacy for men and women empowerment.
4 Participates in updating of office vision, mission, mandates and
strategies based on DepEd strategies and directions.
5 Develops and adopts service improvement programs through simplified
procedures that will further enhance service delivery.
Innovation
4 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).
5 Demonstrates an ability to think “beyond the box”. Continuously focuses on
improving personal productivity to create higher value and results.
4 Promotes a creative climate and inspires co-workers to develop original ideas or
###
solutions.
5 Translates creative thinking into tangible changes and solutions that improve the
work unit and organization.
4 Uses ingenious methods to accomplish responsibilities. Demonstrates
resourcefulness and ability to succeed with minimal resources.
CORE SKILLS
Oral Communication
5 Follows instructions accurately.
5 Expresses self clearly, fluently and articulately.
5 Uses appropriate medium for the message.
5 Adjust communication style to others.
5 Guides discussions between and among peers to meet an objective.
Written Communication
4 Knows the different written business communication formats used in the
DepEd.
4 Writes routine correspondence/communications, narrative and descriptive report
based on readily available information data with minimal spelling or grammatical
error/s (e.g. memos, minutes, etc.)
4 Secures information from required references (i.e., Directories, schedules,
notices, instructions) for specific purposes.
5 Self-edits words, numbers, phonetic notation and content, if necessary.
4 Demonstrates clarity, fluency, impact, conciseness and effectiveness in his/her
written communications.
Computer/ICT Skills
5 Prepares basic compositions (e.g., letters, reports, spreadsheets and graphics
presentation using Word Processing and Excel.
4 Identifies different computer parts, turns the computer on/off, and work on a
given task with acceptable speed and accuracy and connects computer
peripherals (e.g. printers, modems, multimedia projectors, etc).
4 Prepares simple presentation using Powerpoint.
### ###
4 Utilizes technologies to: access information to enhance professional productivity,
assists in conducting research and communicate through local and global
professional networks.
5 Recommends appropriate and updated technology to enhance productivity and
professional practice.
OVERALL COMPETENCY RATINGS
performance. Examples may include doing something better, faster, at a lower
cost, more efficiently; or improving quality, customer satisfaction, morale, CORE BEHAVIORAL COMPETENCIES 4.73
without setting any specific goal. CORE SKILLS 4.53
OVERALL RATING 4.63
Guides discussions between and among peers to meet an objective.

Knows the different written business communication formats used in the

Writes routine correspondence/communications, narrative and descriptive report

based on readily available information data with minimal spelling or grammatical

Secures information from required references (i.e., Directories, schedules,

Self-edits words, numbers, phonetic notation and content, if necessary.

Demonstrates clarity, fluency, impact, conciseness and effectiveness in his/her

Prepares basic compositions (e.g., letters, reports, spreadsheets and graphics

Identifies different computer parts, turns the computer on/off, and work on a
given task with acceptable speed and accuracy and connects computer
peripherals (e.g. printers, modems, multimedia projectors, etc).

Utilizes technologies to: access information to enhance professional productivity,

assists in conducting research and communicate through local and global

Recommends appropriate and updated technology to enhance productivity and