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