INDIVIDUAL PERFORMANFORMANCE COMMITMENT AND REVIEW FORM

Name of Employee: AVELINO BRUCE MORTEL Name of Rater: MISS NADINE. CELINDRO
Position: PSDS Position: Asst. School Division Superintendent (OIC)
Review Period: JANUARY 2015 – JUNE 2015 Date of Review: JUNE 2015
Division: BATANGAS

TO BE FILLED IN DURING PLANNING ACTUAL RESULTS

WEIGHT
MFOS KRAs OBJECTIVES TIMELINE PERFORMANCE INDICATORS Q E T AVE RATING SCORE
PER KRA
INSTRUCTIONAL Provided guidance and Jan-June 5- 100% of the SHs were given guidance and instructional
instructional supervision to school 2017 observation within target dates.
SUPERVISION
heads by observing and 4- 85%-99% of the SHs were given guidance and instructional
gathering data on their strengths observation within target dates.
and development needs and
then coaching them towards 3- 75-84% of the SHs were given guidance and instructional
improved instructional leadership observation within target dates.
practices. 2- 50%- 74% of the SHs were given guidance and instructional
observation within target dates.

1-49% and below of the SHs were given guidance and instructional
observation within target dates.

Observed and gathered data on
the strengths and competency
(KSA) development needs of
teachers and coach school heads
on how to improve teachers’ KSA
in teaching-learning delivery
Assessed the situation of schools
and learning centers, and identify
actions needed to put in place an
enabling environment for School
Heads and Teachers to deliver
quality basic education
Conducted monitoring and
CURRICULUM evaluation of the school’s
DEVELOPMENT, implementation of the localized
ENRICHMENT curriculum to provide feedback to
AND management towards continuous
LOCALIZATION enhancement of the curriculum.
5- Observation of targeted teachers is 100% with needed data on
strengths and KSA development.
4- Observation of targeted teachers is 86%-99 % with needed data
on strengths and KSA development.
3- Observation of targeted teachers is 75% -85 % with needed data
on strengths and KSA development.
2- Observation of targeted teachers is 50%-74 % with needed data
on strengths and KSA development.
1- Observation of targeted teachers is 49% and below with needed
data on strenghts and KSA development.
5- Assessment is done monthly, utilized results in identifying
actions for improvement
4- Assessment is done quarterly, utilized results in identifying
actions for improvement
3- Assessment is done per semester , utilized results in identifying
actions for improvement
2- Assessment is done annually , utilized results in identifying
actions for improvement
1- Assessment is done, no identified actions for improvement
5- Localized curriculum implementation is 100% monitored and
evaluated periodically, feedback/reports generated submitted to
higher offices
4- Localized curriculum implementation is 86%-99% monitored
and evaluated periodically, feedback submitted to higher offices
3- Localized curriculum implementation is 75% -85% monitored
and evaluated periodically, feedback submitted to higher offices
2- Localized curriculum implementation is 50%-74% monitored
and evaluated periodically, feedback submitted to higher offices
1-Localized curriculum implementation is 49% and below
monitored and evaluated periodically, feedback submitted to
higher offices

Provided technical assistance in
the formulation of school plans
(e.g. SIP) and its adjustments by
TECHNICAL conducting workshops, doing
ASSISTANCE IN follow through coaching and
SCHOOL providing appraisal and feedback
MANAGEMENT on their draft plans, so that all
schools can have approved plans
as basis for budgeting and
resourcing
Coached and guided the schools
in the assigned district to
effectively implement their
programs and projects and attain
its objectives
Coordinated and facilitated the
conduct of orientation/ induction
programs for all newly hired
teachers on their roles and
responsibilities.
5- TA was provided as evidenced by the following documents:
1. SIP developed/Adjusted
2. Inventory of workshops conducted
3. Appraisal Reports
4. Timeline of follow through and coaching
4- Only 3 documents are evident
3- Only 2 documents are evident
2- Only 1 document is evident
1-No document is evident
5- All schools were guided and coached within target dates 100%
of the programs and projects stipulated in SIP
4- All schools were guided and coached within target dates 86%-
99% of the programs and projects stipulated in SIP
3- All schools were guided and coached within target dates 74%-
85 % of the programs and projects stipulated in SIP
2. All schools were guided and coached within target dates 50%-
75 % of the programs and projects stipulated in SIP
1- All schools were guided and coached within target dates 49%
and below of the programs and projects stipulated in SIP
5-Induction programs were conducted for all newly hired teachers
as evidenced by the following documents:
1. Training Design/Proposal
2. M&E Results validated and interpreted
3. Accomplishment Report
4- Induction programs were conducted for all newly hired
teachers as evidenced by 2 documents:
3- Induction programs were conducted for all newly hired
teachers as evidenced by only one document
2- Induction programs were conducted for all newly hired
teachers but not supported by document

Collected and analyzed
accomplishment reports of school
heads to monitor and follow up on
the proper and timely
implementation of school plans
and programs and provide
technical assistance where
needed.
Conducted monitoring and
evaluation on the utilization and
liquidation of SEF, MOOE and other
funds to determine if schools adhere
with the policy and standards using
pre- designed M&E and
transparency tools.
MONITORING AND
EVALUATION
Monitored SBM level of practice
through validation of their
documents and outputs to
determine areas for development
and possible provision of technical
assistance to improve school
performance
1 – No Induction program was conducted for all newly hired
teachers
5- TA was provided on proper and timely implementation of plans
based on accomplishment reports collected and analyzed.
4- Accomplishment reports were collected and analyzed, followed
up and monitored but no TA provided.
3- Accomplishment reports were collected and analyzed but
implementation of plans was not followed up and monitored
2- Accomplishment reports were just collected
1-No Accomplishment report was collected
5- Utilization and liquidation of schools MOOE monitored and
evaluated quarterly, copies of pertinent documents highly
evident
4- Utilization and liquidation of schools MOOE monitored and
evaluated by semester, copies of pertinent documents highly
evident
3- Utilization and liquidation of schools MOOE monitored and
evaluated annually, copies of pertinent documents highly evident
2- Utilization and liquidation of schools MOOE monitored and
evaluated annually , copies of pertinent documents not evident
1- Utilization and liquidation of schools MOOE not monitored and
evaluated
5- Result of SBM level of practice of schools consolidated and
submitted to SGOD, TA provided for improvement of schools
4- Result of SBM level of practice of schools consolidated and
submitted to SGOD, no TA provided for improvement of schools
3- Result of SBM level of practice of 75% of schools consolidated
and submitted to SGOD, no TA provided for school improvement
of schools
2- Result of SBM level of practice of 50 % of schools consolidated
and submitted to SGOD, no TA provided for school improvement
1-Schools SBM level of practice was not monitored and validated

Monitored and evaluated private
schools through ocular inspection of
required documents to determine
adherence to set standards as
regards to permit operate, renewal
of operation, permit for recognition,
GASTPE implementation,
accreditation
LEARNING Gathered result of assessment
OUTCOMES reports per district and per school,
ASSESSMENT per subject area and analyzed
performance gaps to pinpoint causes
and possible interventions to close
the gap.
5- 100% of Private schools monitored and evaluated through
ocular inspection of documents pertaining to:
 Renewal of operation
 Permit for Recognition
 GASTPE implementation
 Accreditation
4- 86%-99% of Private schools monitored and evaluated through
ocular inspection of documents pertaining to:
 Renewal of operation
 Permit for Recognition
 GASTPE implementation
 Accreditation
3- 74%-85% of Private schools monitored and evaluated through
ocular inspection of documents pertaining to:
 Renewal of operation
 Permit for Recognition
 GASTPE implementation
 Accreditation
2- 50% -75% of Private schools monitored and evaluated through
ocular inspection of documents pertaining to:
 Renewal of operation
 Permit for Recognition
 GASTPE implementation
 Accreditation
1- 49% and below % of Private schools monitored and evaluated
through ocular inspection of documents pertaining to:
 Renewal of operation
 Permit for Recognition
 GASTPE implementation
 Accreditation
5- Assessment reports per district/per school/per learning area
gathered and analyzed within target dates, crafted interventions to
address the gaps
4-- Assessment reports per district/per school/per learning area
gathered and analyzed within target dates, crafted interventions
but not utilized to address the gaps
3- Assessment reports per district/per school/per learning area
gathered and analyzed within target dates, no interventions made
2- Assessment reports per district/per school/per learning area
gathered
1-No assessment reports made
 Drafted policy recommendations
related to improving learning
outcomes based on findings from
studies and reports
Conducted action research on
curriculum implementation, needs
and issue, appropriate interventions
RESEARCH for assigned district as well as best
practices and submit findings and
recommendations for management
action and policy formulation
TECHNICAL
ASSISTANCE
Assessed the situation and analyzed
the needs of schools in the district to
identify the appropriate and relevant
actions and interventions
Coordinated with the EPS concerned
to arrive at a technical assistance
plan for the district
5- Evidences showed that 2 action researches conducted were
based on curriculum implementation, needs and issues,
appropriate interventions and best practices, findings and
recommendations were submitted to higher office
4- Evidences showed that action research conducted was based on
curriculum implementation, needs and issues, appropriate
interventions and best practices, findings and recommendations
were submitted to higher office
3- Evidences showed that action research conducted was based
on curriculum implementation, needs and issues, appropriate
interventions and best practices, findings and recommendations
not submitted to higher office
2- Evidences showed that action research conceptualized but
completed was based on curriculum implementation, needs and
issues, appropriate interventions and best practices
1- No action research conducted
5-Evidences showed that the following activities/tasks were done:
 Assessment of the school situations
 Analysis of the needs of schools
 Identification of appropriate and relevant actions
 Formulation of interventions
4- Evidences showed that only three activities were done
3- Evidences showed that only two activities were done
2- Evidences showed that only one activity was done
1-Evidences no activity was done
5- Evidences showed that the coordination was made:
 Request letter to SDS
 District consolidated report of needs assessment
 Formulated intervention activities
 TA Plan
4- Evidences showed that only three documents are evident
3- Evidences showed that only two documents are evident
2- Evidences showed that only one document is evident
1- Evidences showed that no document is evident

Coached the school head in
implementing interventions related
to curriculum implementation and
instructional delivery
Prepared and submitted periodic
reports on the progress of the
technical assistance being provided
to the schools
Prepared and submitted reports on
the results of technical assistance
and corresponding policy
recommendations for management’s
consideration.
5- Evidences showed that coaching was done to 100% of the school
heads as reflected on the following documents:
 Findings on Curriculum monitoring and evaluation
conducted
 Findings on Instructional Supervision made
 Copy of SPPD
 Institutionalized best practices of schools
 Technical Assistance Plan
4- Four documents are evident
3- Three documents are evident
2- Two documents are evident
1-Only one document is evident
5-Progress report on TA provided to all schools is prepared and
submitted monthly
4- Progress report on TA provided to all schools is prepared and
submitted quarterly
3- Progress report on TA provided to all schools is prepared and
submitted by semester
2- Progress report on TA provided to all schools is prepared and
submitted annually
1- Progress report on TA provided to all schools is prepared but
not submitted
5- Reports on TA with policy recommendations for management’s
consideration submitted before due date
4- Reports on TA with policy recommendations for management’s
consideration submitted on due date
3- Reports on TA with policy recommendations for management’s
consideration submitted after due date
2- Reports on TA without policy recommendations for
management’s consideration submitted after due date
1-No reports submitted