OFFICE PERFORMANCE COMMITMENT and REVIEW FORM (OPCRF) VALIDATION

SY: _________________________________
Name of Employee: _________________________________ Name of Rater: _____________________________________________
Position: _________________________________ Position: _____________________________________________
Review Period: _________________________________ Date of Review: _____________________________________________
Division: Schools Division of Calbayog City
TO BE FILLED IN DURING PLANNING TO BE FILLED IN DURING EVALUATION
WEIGHT PERFORMANCE INDICATOR RATING
MFOs KRAs OBJECTIVES /ACTIVITIES PER KRA ACTUAL RESULTS SCORE*
(Quality, Efficiency, Timeliness) Q E T Ave
[5] Conducted timely 4/4 SMEA, ProMEDS, AIP enhancement with
accurate and efficient data
[4] Conducted timely 3/4 SMEA, ProMEDS, AIP enhancement with
accurate and efficient data
Objective 1. To account for learning [3] Conducted timely 2/4 SMEA, ProMEDS, AIP enhancement with
outcomes of schools and centers vis-a- 5% accurate and efficient data
vis goals and targets.
[2] Conducted timely 1/4 SMEA, ProMEDS, AIP enhancement with
accurate and efficient data
[1] Did not conduct timely SMEA, ProMEDS, AIP enhancement with
accurate and efficient data
[5] Performed timely, efficient and quality 15 or more instructional
supervisions per month
[4] Performed timely, efficient and quality 14 instructional supervisions
per month
Objective 2. To perform instructional [3] Performed timely, efficient and quality 13 instructional supervisions
supervision to achieve learning 5% per month
KRA 1 outcomes.
[2] Performed timely, efficient and quality 12 instructional supervisions
Instructional per month
Leadership 30%
[1] Performed timely, efficient and quality 10 0r less instructional
supervisions per month
[5] Inspected/Checked 95% - 100% WLL/WLP/DLL/DLP
[4] Inspected/Checked 85% - 94% WLL/WLP/DLL/DLP
Objective 3. To manage instructional 4% [3] Inspected/Checked 75% - 84% WLL/WLP/DLL/DLP
system.
[2] Inspected/Checked 65% - 74% WLL/WLP/DLL/DLP
[1] Inspected/Checked 50% - 64% WLL/WLP/DLL/DLP
[5] Formulated and implemented one (1) effective intervention plan for
numeracy and literacy
[4] Formulated and implemented one (1) effective intervention plan either
Objective 4. To formulate intervention in numeracy or literacy
programs/innovations for learner's 4% [3] Formulated an intervention plan but not implemented either in
development. numeracy or literacy
[2] Conceptualized two (2) intervention plans in numeracy and literacy
[1] No formulated intervention plan either in numeracy or literacy
 WEIGHT PERFORMANCE INDICATOR RATING
MFOs KRAs OBJECTIVES /ACTIVITIES PER KRA ACTUAL RESULTS SCORE*
(Quality, Efficiency, Timeliness) Q E T Ave
[5]
Organized special classes for learners with special needs and 100%
addressed their learning needs.
[4]
Organized special classes for learners with special needs and 90%
addressed their learning needs.
Objective 5. To organize special [3]
classes for learners with special 1% Organized special classes for learners with special needs and 80%
needs. addressed their learning needs.
[2]
Organized special classes for learners with special needs and 70%
addressed their learning needs.
[1]
Organized special classes for learners with special needs and 60%
addressed their learning needs.
[5]
Distributed 100% of equitable teaching loads across grade levels and
learning areas and observe teacher-learner ratio
[4]
Distributed 90-99% of equitable teaching loads across grade levels and
learning areas and observe teacher-learner ratio
Objective 6. To practice equitable [3]
distribution of teaching loads and 4% Distributed 80-89% of equitable teaching loads across grade levels and
observe teacher-learner ratio. learning areas and observe teacher-learner ratio
KRA 1 [2]
Instructional Distributed 70-79% of equitable teaching loads across grade levels and
learning areas and observe teacher-learner ratio
Leadership [1]
(30%) Distributed 60-69% of equitable teaching loads across grade levels and
learning areas and observe teacher-learner ratio
[5] Provided 1:1 instructional materials to the learners
[4] Provided 1:2 instructional materials to the learners
Objective 7. To provide equitable 3% [3] Provided 1:3 instructional materials to the learners
distribution of instructional materials.
[2] Provided 1:4 instructional materials to the learners
[1] Provided 1:5 instructional materials to the learners
[5] Achieved an average MPS of 75% or above across all learning areas
in 4 quarters
[4] Achieved an average MPS of 70-74% across all learning areas in 4
quarters
Objective 8. To assess learning [3] Achieved an average MPS of 65-69% across all learning areas in 4
outcomes of learners. 4% quarters
[2] Achieved an average MPS of 60-64% across all learning areas in 4
quarters
[1] Achieved an average MPS of 50% or below across all learning areas in
4 quarters
[5] Achieved 35 points in the Child Friendly School Survey
[4] Achieved 30-34 points in the Child Friendly School Survey
KRA 2 Learning Objective 1. To provide a safe and
Environment child-friendly learning and school 10% [3] Achieved 25-29 points in the Child Friendly School Survey
(10%) environment for students/learners [2] Achieved 20-24 points in the Child Friendly School Survey
[1] Achieved 19 points & below in the Child Friendly School Survey
 WEIGHT PERFORMANCE INDICATOR RATING
MFOs KRAs OBJECTIVES /ACTIVITIES PER KRA ACTUAL RESULTS SCORE*
(Quality, Efficiency, Timeliness) Q E T Ave
[5] Provided at least 91%-100% technical assistance to teachers
Objective 1. To provide technical
assistance to teachers on matters [4] Provided at least 81%-90% technical assistance to teachers
pertaining to enhancement of
classroom, managements, skills and 5% [3] Provided at least 71%-80% technical assistance to teachers
instructional competence and to non-
[2] Provided at least 61%-70% technical assistance to teachers
teaching personnel for support
services within the RPMS cycle.
[1] Provided at least 51%-60% technical assistance to teachers
[5] Organized and conducted 7-10 LAC and INSET in a year
[4] Organized and conducted 4-6 LAC and INSET in a year
Objective 2. To organize and conduct 5% [3] Organized and conducted 3 LAC and INSET in a year
school-based LAC/INSET
[2] Organized and conducted 2 LAC and INSET in a year
[1] Organized and conducted 1 LAC and INSET in a year
[5] Promoted and coordinated at least 5 related programs for teachers and
KRA 3 Human learners on holistic development
Resource [4] Promoted and coordinated at least 4 related programs for teachers and
Management & learners on holistic development
Development Objective 3. To promote and
coordinate services for the holistic [3] Promoted and coordinated at least 3 related programs for teachers and
(20%) development of school personnel and 5% learners on holistic development
pupils. [2] Promoted and coordinated at least 2 related programs for teachers and
learners on holistic development
[1] Promoted and coordinated at least 1 related programs for teachers and
learners on holistic development
[5] Evaluated/assessed 100% of the teachers' IPCRF accurately,
efficiently, and timely
[4] Evaluated/assessed 90-99% of the teachers' IPCRF accurately,
efficiently, and timely
Objective 4. To evaluate/ assess all [3] Evaluated/assessed 80-89% of the teachers' IPCRF accurately,
school personnel performance and 5% efficiently, and timely
recommend promotion.
[2] Evaluated/assessed 70-79% of the teachers' IPCRF accurately,
efficiently, and timely
[1] Evaluated/assessed 60-69% of the teachers' IPCRF accurately,
efficiently, and timely
[5] Attained 75% and above participation of stakeholders in various school
activities
[4] Attained 70-74% participation of stakeholders in various school
activities
Objective 1. To establish school and [3] Attained 65-69% participation of stakeholders in various school
family and community partnership for 2% activities
school performance
[2] Attained 60-64% participation of stakeholders in various school
activities
KRA 4 Parent's [1] Attained 55% and below participation of stakeholders in various school
Involvement & activities
Community
Partnership
(10%)
 PERFORMANCE INDICATOR RATING
MFOs KRA 4KRAs
Parent's OBJECTIVES /ACTIVITIES WEIGHT
ACTUAL RESULTS SCORE*
Involvement & PER KRA (Quality, Efficiency, Timeliness) Q E T Ave
Community [5] Conducted at least 5-10 meetings with parents and other stakeholders
Partnership in a year
(10%) [4] Conducted at least 4 meetings with parents and other stakeholders in a
Objective 2. To conduct meetings year
(might be F2F or online meeting) of [3] Conducted at least 3 meetings with parents and other stakeholders in a
parents and other stakeholders 3% year
regularly to confer/inform about school
accomplishments. [2] Conducted at least 2 meetings with parents and other stakeholders in a
year
[1] Conducted at least 1 meeting with parents and other stakeholders in a
year
[5] Attained 75% and above participation of SGC/SPT in designing/crafting
school PAPs
[4] Attained 70-74% participation of SGC/SPT in designing/crafting school
PAPs
Objective 3. To design programs with [3] Attained 65-69% participation of SGC/SPT in designing/crafting school
parents and stakeholders to address 2% PAPs
school needs.
[2] Attained 60-64% participation of SGC/SPT in designing/crafting school
KRA 4 Parent's PAPs
Involvement & [1] Attained 55% and below participation of SGC/SPT in designing/crafting
Community school PAPs
Partnership
[5] Recognized and awarded all school stakeholders during pagdayaw and
(10%) recommended for the division pasidungog
[4] Recognized and awarded all stakeholders in the district pagdayaw
Objective 4. To recognize
accomplishments of parents and 3% [3] Recognized and awarded all the school stakeholders at the school
stakeholder. level
[2] Recognized but not awarded all school stakeholders in the school
[1] No stakeholders recognized by the school
[5] Supervised and conducted 10 or more meetings/FGDs in a year
Objective 1. To supervise and direct all [4] Supervised and conducted 7-9 meetings/FGDs in a year
school teaching and non-teaching 5% [3] Supervised and conducted 5-6 meetings/FGDs in a year
personnel. [2] Supervised and conducted 3-4 meetings/FGDs in a year
[1] Supervised and conducted 1-2 meetings/FGDs in a year
[5] Submitted 75-100% complete liquidation report on time per quarter
[4] Submitted 75-100% complete liquidation report 1 month after the
quarter
[3] Submitted 75-100% complete liquidation report 2 months after the
Objective 2. To manage school funds 10% quarter
according to prioritized needs. [2] Submitted 75-100% complete liquidation report 3 months after the
quarter
[1] Submitted 75-100% complete liquidation report 4 months after the
quarter

KRA 5 School
Leadership,
Management &
Operations
(25%)
 WEIGHT PERFORMANCE INDICATOR RATING
MFOs KRAs OBJECTIVES /ACTIVITIES PER KRA ACTUAL RESULTS SCORE*
(Quality, Efficiency, Timeliness) Q E T Ave
[5] Managed school plant and facilities, safety and sufficiency of
KRA 5 School technology and equipment 4 or more times in a year with the
Leadership, assistance of the division personnel
Management &
Operations [4] Managed school plant and facilities, safety and sufficiency of
technology and equipment 3 times in a year with the assistance of the
(25%) Objective 3. To manage the school division personnel
plant, physical facilities fitness, safety
and sufficiency of technology and 5% [3] Managed school plant and facilities, safety and sufficiency of
equipment with the assistance of technology and equipment 2 times in a year with the assistance of the
specialists. division personnel
[2] Managed school plant and facilities, safety and sufficiency of
technology and equipment once in a year with the assistance of the
division personnel
[1] Non-evaluation of school plant and facilities
[5] Mediated and ensure 100% resolutions of all conflicts in school.
[4] Mediated and ensure 90-99% resolutions of all conflicts in school.
Objective 4. To mediate and ensure 5% [3] Mediated and ensured 80-89% resolutions of all conflicts in school.
resolution of conflicts in school.
[2] Mediated and ensured 70-79% resolutions of all conflicts in school.
[1] Mediated and ensured 60-69% resolutions of all conflicts in school.

[5] Attained 5 indicators with documents

[4] Attained 3 indicators with documents

[3] Attained 2 indicators with documents

Plus Factor 5%
(5%)
[2] Attained 1 indicator with documents

[1] No evidence in this area

 WEIGHT PERFORMANCE INDICATOR RATING
MFOs KRAs OBJECTIVES /ACTIVITIES PER KRA ACTUAL RESULTS SCORE*
(Quality, Efficiency, Timeliness) Q E T Ave
* To get the score, the rating is multiplied by the weight assigned
Over-all Rating for Accomplishment

ADJECTIVAL RATING

Validated by:

___________________
____________________________________

Validator
 COMPETENCIES
CORE BEHAVIORAL COMPETENCIES improve performance. Examples may include doing something better, faster, at alower
Self-Management cost, more efficiently; or improving quality, costumer satisfaction, morale, without setting
1 Sets personal goals and direction, needs and development. 5 any specific goal.
Teamwork
2
Undertakes personal actions and behaviors that are clear and purposive and takes into
5 5.00 5
account personal goals and values congruent to that of the organization. 1 Willingly does his/her share of responsibilty.
Promotes collaboration and removes barriers to teamwork and goal accomplishment
3 Displays emotional maturity and enthusiasm for and is challenged by higher goals 5 2
across the organization
5
Prioritize work tasks and schedules (through gantt charts, checklists, etc.) to achieve
4
goals.
5 3 Applies negotiation principles in arriving at win-win agreements. 4
5 5 4.80
5 Sets high quality, challenging, realistic goals for self and others 4 Drives consensus and team ownership of decisions.
Works constructively and collaboratively with others and across organizations to
Professionalism and Ethics 5
accomplish organizational goals and objectives.
5
Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Service Orientation
1 5
Standards for public officials and employee (RA 6713). 1 Can explain and articulate organizational directions, issues and problems. 4
Practices ethical and professional behavior and conduct taking into account the impact of Takes personal responsibilty for dealing with and/or correcting costumer service issues
2
his/her actions and decisions.
5 5.00 2
and concerns
5
Maintains professional image: being trustworthy, regularity of attendance and
3
punctuality, good grooming and communication.
5 3 Initiates activities that promotes advocacy for men and women empowerment. 4 4.40

4 Makes personal sacrifices to meet the organization's needs. 5 4 Participates in updating of office vision, mission, mandates & strategies based on DepEd 5
strategies and directions.
Acts with a sense pf urgency and responsibility to meet the organization's needs,
5 5 5 Develops and adopts service improvement programs through simplified procedures that 4
improves systems and help others improve their effectiveness. will further enhance service delivery.
Result Focus Innovation

1 Achieves results with optimal use of time and resources most of the time. 4 1 Examines the root cause of problems and suggests effective solutions. Fosters new ideas, 5
processes, and suggests bettter ways to do things (cost and/or operational efficiency).

Avoids rework, mistakes and wastage through effective work methods by placing
2 5 2 Demonstrates an ability to think "beyond the box". Continuously focuses on improving 4
organizational needs before personal needs. personal productivity to create higher value and results.
Delivers error-free outputs most of the time by conforming to standard operating
3 procedures correctly and consistently. Able to produce very satisfactoy quality of work in 4 4.40 3 Promotes a creative climate and inspires co-workers to develop original ideas or 5 4.20
solutions.
terms of usefulness/acceptability and completeness with no supervision required.
Expresses a desire to do better and may express frustration at waste or inefficiency. May
4 5 4 Translates creative thinking into tangible changes and solutions that improve the work 4
focus on new or more precise ways of meeting goals set. unit and organization.

5 Makes specific changes in the system or in own work methods to 4 5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness 3
and the ability to succeed with minimal resources.

LEADERSHIP COMPETENCIES People Development

Improves the skills and effectiveness of individuals through employing a range of
Leading People 1
development strategies.
5

Uses basic persuasion techniques in a discussion or presentation e.g., staff mobilization, Facilitates workforce effectiveness through coaching and motivating/developing people
1
appeals to reason and/or emotions, uses data and examples, visual aids.
4 2
within a work environment that promotes mutual trust and respect.
4

2 Persuades, convinces or influences others, in order to have a specific impact or effect. 5 3 Conceptualizes and implements learning interventions to meet identified training needs. 3 4.00
Does long-term coaching or training by arranging appropriate and helpful assignments,
"Sets a good example", is a credible and respected leader; and demonstrates desired
3
behavior.
4 4.40 4 formal training, or other experiences for the purpose of supporting a person's learning 4
and development.

Cultivates a learning environment by structuring interactive experiences such as looking

4 Forwards personal, professional and work unit needs and interests in an issue. 5 5
for the future opportunities that are in support of achieving individual career goals.
4
 Assumes a pivotal role in promoting the development of an inspiring, relevant vision for
5 the organization and infuences others to share ownership of DepEd goals, in order to 4
create an effective work environment.
People Performance Management
Makes specific changes in the performance management system or in own work methods
1 to improve performance (e.g., does something better, faster, at lower cost, more 5 4.51
efficiently; improves quality, costumer satisfaction, morale, revenues).
Sets performance standards and measures progress of employees based on office and
2
department targets.
4
Provides feedback and technical assistance such as coaching for performance
3
improvement and action planning.
5 4.40
4 States performance expectations clearly and checks understanding and committment. 4
Performs all the stages of Results-based Performance Management System supported by
5
evidence and required doccuments/forms.
4

CORE SKILLS Computer / ICT Skills

Prepares basic compositions ( e.g., letters, reports, spreadsheets and graphic
Oral Communication 1
presentations using Word Processing and Excel.
5

Identifies different computer parts, turns the computer on/off, and work on a given task
1 Follows instructions accurately. 5 2 with acceptable speed and accuracy and connects computer peripherals ( e.g., printers, 5
modems, multi-media projectors, etc.)

2 Expresses self clearly, fluently and articulately. 5 3 Prepares simple presentations using Powerpoint. 5 5.00
Utilizes technologies to : access information to enhance professional productivity, assists
3 Uses appropriate medium for the message. 5 4.80 4
in conducting research and communicate through local and global professional networks.
5

Recommends appropriate and updated technology to enhance productivity and

4 Adjust communication style to others. 5 5
professional practice.
5
5 Guides discussions between and among peers to meet an objective. 4
Written Communication
1 Knows the different written business communication formats used in the DepEd. 5
Writes routine correspondence/communications, narrative and descriptive report based
2 on ready available information data with minimal spelling or grammatical error/s (e.g. 5
Memos, minutes, etc.)
Secures information from required references (i.e., Directories, schedules, notices,
3
instructions) for specific purposes.
5 5.00 OVERALL COMPETENCY RATINGS

4 Self-edits words, numbers, phonetic notation and content, if necessary. 5 CORE BEHAVIORAL COMPETENCIES 4.63
Demonstrates clarity, fluency, impact, conciseness, and effectiveness in his/her written
5
communications.
5 LEADERSHIP COMPETENCIES 4.60
OVERALL RATING
4.62
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates

Note: These ratings can be used for the developmental plans of the employee.
DEPED RPMS form - DEPED form - For Teachers |4
 PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating

Accomplishments of KRAs and Objectives 0.000 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: Name of Superior: SHERLITA A. PALMA EdD, CESO VI

Signature: Signature:

Date: Date:

PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs (Recommended Developmental Timeline Resources Needed
Intervention)
KRA 1: Instructional Leadership 1. Innovation
I To account for learning outcomes of school s Uses ingenious methods to accomplish C Attend upskilling for school heads relative
centers vis-à-vis goals and targets. responsibilities. Demonstrates resourceful- to managing school operations successfully
I To perform instructional supervision to ness and the ability to succeed with minimal with minimal resources
achieve learning outcomes. resources. C Seek assistance from experts or colleagues
I To manage instructional system who are experienced in administration and
QUARTER 2
I To practice equitable distribution of teaching supervision.
loads and observe teacher-learner ratio. C Read manuals or books with regards to
I To provide equitable distribution of instruct- administration and supervision.
ional materials.
I To assess learning outcomes of learners. 2. Service Orientation
s Develops and adopts service improvement C Attend upskilling for school heads relative
KRA 2: Learning Environment programs through simplified procedures to managing school operations successfully
I To provide a safe and child-friendly learning that will further enhance service delivery. with minimal resources
school environment for students/learners. s Facilitates workforce effectiveness C Seek assistance from experts or colleagues QUARTER 3
through coaching and motivating/ develop- who are experienced in administration and
KRA 3: Human Resource Mgt. & Dev't. ing people within a work environment that supervision.
I To provide TA to teachers on matters pertain- promotes mutual trust and respect. C Read manuals or books with regards to
ing to enhancement of classroom, management, administration and supervision.
skills and insrtructional competence and to non- 3. People Development
teaching personnel for support services within s Conceptualizes and implements learning C Attend seminar/training about human
the RPMS cycle. interventions to meet identified training resource management at the division/region/
I To promote and coordinate services for the needs. national level. QUARTER 2
holistic development of school personnel and
pupils.
I To evaluate/assess all school personnel per-
formance and recommend promotion.

KRA 4: Parent's Involvement Community Partnership

I To conduct meetings of parents and other
stakeholders regularly to confer/inform about
school accomplishment
I To design programs with parents and stake-
holders to address school needs.
I To recognize accomplishments of parents and
stakeholder.

KRA 5: School Leadership, Management &

Operations
I To supervise and direct all school teaching and
non-teaching personnel
I To manage school funds according to priori-
tized needs.
I To mediate and ensure resolution of conflicts
in school.

SHERLITA A. PALMA, EdD, CESO VI LUZ T. UY

Assistant Schools Division Sperintendent Principal III OIC-Schools Division Sperintendent
Rater Ratee Approving Authority
OFFICE PERFORMANCE COMMITMENT and REVIEW FORM
(OPCRF)

SY 2022-2023

Submitted by

NELCA L. CABABAT
Principal