individual performance commitment and review form
TRANSCRIPT
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM
Name of Employee : __________________________ Name of Rater : ___________________________
Position : Elementary School Principal I Position : Public School District Supervisor
Review Period : January – December Date of Review : , 2015
Division : Dipolog City Division
TO BE FILLED IN DURING PLANNING TO BE FILLED IN DURING EVALUATION
MFO’S KRA’S OBJECTIVES TIMELINE WEIGHT
PER KRA
PERFORMANCE INDICATORS
(Quality, Efficiency, Timeless)
ACTUAL
RESULTS RATING SCORE
I. EFFICIENCY Improved NAT
result by 2% for
S.Y. to 89%
A. Instructional Leadership
Account learning
outcomes of school goals and targets.
Performinstructional
supervision to achieve learning outcomes.
Year Round 40%
5-NAT Performance and GSA is 130% and above
4-NAT Performance and GSA is 115-129% 3-NAT Performance and GSA is 100-114% 2- NAT Performance and GSA is 59-99%
1- If NAT Performance and GSA is 50% and below
Safe and child friendly learning and school environment
B. Learning
Environment
Provide safe and child friendly atmosphere and school environment for learners
Year Round 10%
5-130% and above accomplishment on the following (supported by evidence such as school policy, reports
information materials advocacy activities, regular meetings, inventory)
Adhered to child friendly environment standards and programs.
Institutionalized child protection mechanisms and processes (per DepEd order #40, s 2012)
Provided ICT facilities/workshop rooms as learning support systems.
Has clear DRRM mobilization plans.
4 – all mechanisms mentioned above are present except for some minimal requirements.
3 - all mechanisms are evidences
2 – Incomplete mechanisms are absence of reports 1 – mechanisms and reports are missing
II. QUALITY Technical assistance to teachers on
matters pertaining to enhancement of classroom
management skills
C. Human Resource
Management and Development
Provide technical assistance to teachers on
matters pertaining to enhancement of classroom management,
skills and instructional competence for support
January to December
20%
5-130% and above of teachers provided with technical assistance with corresponding evidences like teachers
portfolio containing observation reports, TSNA results performance analysis and recommendations for development interventions performance contracts and
performance evaluation results in prescribed tools 4 – at least 115-129% of teachers provided with technical
and instructional competence to support service with
RPMS cycle provided.
services with RPMS cycle. assistance with the required evidences. 3 – at least 100-114% of teachers provided with technical
assistance with the required evidences.
2 – 51-99% of teachers provided technical assistance with required evidences
1 – 50% and below of teachers provided technical
assistance with evidences.
III. ACCESS Stakeholders, community
partnership and mobilization for school performance
established
D. Parent Involvement
and Community Partnership
Establish school, family and community
partnership / mobilization to enhance performance
Year Round 10%
5 – has stakeholders partnership / mobilization plan (complete with reports and documentation of meetings, agreements) organized programs with stakeholders
especially parents, obtained resources for the school through stakeholders partnership.
4 – Has mobilization plan and occasionally meets
stakeholders in meeting and activities but some elements (e.g. not enough resources raised)
3 – Has mobilization plan and occasionally meets
stakeholders but not resulting to resources generated and evidences are missing.
2 – poor mobilization skills and seldom meets stakeholders
1 – No evidence in this area
Performed School
Leadership Management Operations Function
and Data Based Strategic Planning (SIP-AIP)
E. School Leadership
Management and Operations
Functions
Perform School Leadership Management
Operations Functions and Data Based Strategic Planning.
January to December
20%
5 – with clear financial management system for the school
supported by evidences such as: reports, account logs,
data base system, allocated funds for programs and school facilities improvements and maintenance.
Coordinated with stakeholders on resource mobilization.
Maintained School EBEIS and regularly submit EBEIS reports to the Division Office.
4 – with clear financial and resource management system
but one or two requirements were missing were negligible (with complete evidence)
3 – with clear financial and resource management system
but two requirements and / or reports were lacking. 2 – Financial Management System and reporting were in
its initial stages
1 – No Financial Management System and / or reports observed
OVERALL RATING
___________________________ ______________________
Rater Ratee