REGULAR EVALUATION OF PERSONNEL PERFORMANCE

Lesson 1

Appraising Personnel
Performance

Department of Education
BUREAU OF ELEMENTARY EDUCATION
2nd Floor Bonifacio Building
Dep Ed Complex, Meralco Avenue
Pasig City

Revised 2011
by the Learning Resource Management and Development System (LRMDS),
DepEd - Division of Negros Occidental
under the Strengthening the Implementation of Basic Education
in Selected Provinces in the Visayas (STRIVE).

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This material was originally produced by the Bureau of Elementary

Education of the Department of Education, Republic of the Philippines.

This edition has been revised with permission for online distribution
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(LRMDS) Portal (http://lrmds.deped.gov.ph/)
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a project supported by AusAID.

REGULAR EVALUATION OF PERSONNEL PERFORMANCE

What this module is about
Evaluation is a part of everyday life. In homes, offices and factories or in any workplace,
evaluation is an ongoing process. Parents evaluate the behavior of their children. Heads of
offices evaluate the performance of their employees. Company supervisors evaluate the
efficiency of workers. We evaluate almost everything that we do, although not scientifically
or systematically. We can never overlook the importance of evaluation. Two basic purposes
of evaluation are to improve the behavior/performance of individuals, and to provide for
continued development. But how often is the evaluation of personnel performance done?
This module discusses what performance appraisal is . It also discusses the provisions of the
Performance Appraisal System of the Department of Education.

Test your knowledge

Find out how much you know about the topics in this module by answering the
following questions.
Write your answers in your journal.
1. Explain the meaning of performance appraisal.

____________________________________________
2. What are the objectives of the Performance Appraisal System of the
Department of Education?

3. What are the responsibilities of the Field Performance Appraisal Review

Committee?

_____

4. Describe the procedure in appraising the performance of personnel.

5. What are the different processes in evaluating teacher performance?

6. Outline the steps in conducting a regular evaluation of personnel performance.

After answering the questions, refer to the Answer Key. If you answered three
questions correctly, you have some knowledge in being an evaluator of the
performance of personnel. If you answered less than three questions, this module
will give you more insights on being an effective evaluator.

Lesson 1 - Appraising Personnel Performance

How is Personnel Performance Evaluated?
This lesson will discuss how personnel performance is evaluated. You will be guided
by the DepEd Performance Appraisal System (PAS) adopted by the Department of
Education in 1999 and revised in 2001. Read the provisions of the PAS carefully.
These are not new to you. You have been using these in the past years. But ask
yourself: Am I strictly following the guidelines in evaluating personnel performance ?
You will be clarified as you go through the lesson.
After studying the lesson, you should be able to:
explain the meaning of performance appraisal;
discuss the objectives of the DepEd Performance Appraisal System;
Enumerate the responsibilities of the Field Performance Appraisal Review
Committee; and
Explain the procedure in evaluating the DepEd personnel performance.

Read
Appraising Personnel Performance
Mrs. Sonia Cortez, the new principal of Mabini Elementary School, conducted a
seminar two weeks before the opening of classes. She briefed the teachers and
nonteaching personnel on the thrusts, priorities and activities for the school year.
One of the topics discussed in the seminar was the Performance Appraisal System
(PAS). Although the system is implemented every year, there are still some problems
met in using the PAS. As you go through this lesson, you will have insights to help you
eliminate these problems or difficulties.
Reflect
Based on your experience, explain what you mean by appraising personnel
performance.

Compare your answer with the definition found in the Answer key.
As cited in Dep Ed Order No. 27, s. 2002, appraising personnel performance is
anchored on the Performance Appraisal System (PAS)
The Dep Ed Performance Appraisal System aims to institute a continuing system of
improving employees performance, efficiency and effectiveness. Its specific
objectives are:
1. to provide basis for capability building;
2. to enhance productivity; and
3. to provide an objective rating which will serve as basis for personnel action,
incentives, rewards and administrative sanctions.
These objectives give direction to various activities to improve performance of all
Dep Ed personnel.
The Department of Education PAS Subsystems
The Department of Education Performance Appraisal System applies to all first-and
second level employees in the career and non-career services. It is composed of
subsystems by occupational groups.
Among the subsystems are:
Performance Appraisal System for District Supervisors (PASDS)
This is used to rate the performance of District Supervisors who are in charge
of supervising the teaching-learning operations in the elementary schools
within the district.

Performance Appraisal System for Public School Administrators (PASSA)

This Performance Appraisal System measures the performance of School
Principals in both instructional and financial domain of supervision.
Performance Appraisal System for Teachers (PAST)
This Performance Appraisal System is exclusive for the teaching effectiveness
of teachers from teaching, materials preparation to actual classroom
instruction.
Performance Appraisal System for Guidance Counselors (PASCon)
This is exclusively for those performing guidance and counseling functions
mostly in secondary schools.
Performance Appraisal System for Guidance Coordinators (PASCor)
This system is concerned with guidance coordinators functions in school
divisions, both elementary and secondary levels.
Reflect
Read the subsystems again. Which subsystem has the biggest number of employees?
Why?

________
Can you foresee some difficulties in appraising personnel in such subsystems? Why?

Where do the principals belong?

Where do the teachers belong?

______
_______

Read
The Department of Education Performance Appraisal System Policies
In the Performance Appraisal System, these are the policies that serve as guidelines
in the assessment of performance:
1. Adheres to the principle of performance-based security of tenure. It provides
motivation and basis for Incentives to performers and applies sanctions to
nonperformers;

2. Operates on shared commitments and objective measure of performance

results through an individual employee work plan that is agreed upon by
management, supervisors and employees;
3. Promotes transparency and provides mechanism for feedbacks, appeals and
resolution of conflicts and/or assignments; and
4. Utilizes cross rating system between the rater and the rate based on the
agreed work plan and standard performance indicators.
The policies are very clear. They will be very useful guides in your job of evaluating
the performance of your teachers.
For teachers, evaluation shall be done every end of two semesters of one school
year. In this case, the rating of the teacher is given at the end of the school year.
Reflect
How can a principal evaluate all the teachers in his/her school? If you have fifty or
more teachers, how can you evaluate their performance?

Application
Try to devise a mechanism that could facilitate your function by studying the chart
below.
Mrs. Cortez prepared her schedule of activities so that she will be able to monitor
the Individual Work Plan Implementation of all her teachers.
Schedule of Activities
Activities
1. Evolve the work plan
2. Discuss the work plan with
all teachers
3. Teachers prepare their
Individual Work Plans
4. Review/approve
the
Individual Work Plans
5. Monitor the progress of
the Individual Work Plan
Implementation
6. Prepare the year-end
report

No. of
Teachers

Time
Frame

Accomplishment

This mechanism is a sample. You can a mechanism that will be useful to you.
Reflect
The Department of Education Performance Appraisal System Review Committee
(PARC)
To ensure the proper and smooth implementation of the Performance Appraisal
System, the Review Committees shall be organized with the following
responsibilities:

The Field Performance Appraisal Review Committee (PARC)

approves employees work plans
approves final rating
conducts orientation on DepEd PAS
monitors and evaluates PAS implementation and submits findings to Field
Office PARC
reviews critical rating such as outstanding, unsatisfactory and poor
serves as venue for employees grievances/complaints relative to PAS and
shall forward to Central Office PARC unsettled complaints
sets its own internal rules and procedures consistent with the General and
Basic Policies
The composition of PARC varies from office to office. Since the focus of this lesson is
on the performance of principals and teachers, the District/School PARC will have
jurisdiction over the principals and teachers.
Composition of the District/School PARC
Chairman:
District Supervisor/Coordinating Principal
Members:
One Principal
One Head Teacher
One Master Teacher
One Teacher
These offices have a very important role to perform in the proper implementation of
the PAS.
Reflect
Based on your experience, is the Field PARC in your district functional? On a scale of
1 5, where 5 is the highest and 1 is the lowest, how will you rate your Field PARC?
Give reasons for your rating.

_____

Study
One of the responsibilities of the Committee is to serve as a venue for employees
grievance relative to the Performance Appraisal System. As much as possible,
grievances should be settled in the lowest level of the Grievance Machinery which is
the school level.
As principal, you should try your best to settle the grievance through oral discussion
with the aggrieved party. Decision should be tendered three days after the
presentation of the grievance.
There is a module on Organizing a Functional School Grievance Committee. This
module will give you more ideas in settling grievances at the school level.

The Procedure in Performance Appraisal

The procedure in Performance Appraisal is divided into three parts:
Part I- Preparatory Activities Prior to the Completion of the Performance Appraisal
System
1. The principal will evolve an organizational work plan for the school not later
than the last quarter immediately preceeding the rating period.
The Organization Work Plan refers to short-and long-term expected outputs
consistent with the district organization work plan.
The principal will use PAST Form A Organizational Work Plan. (See
Appendix A.)
2. The principal will discuss the work plan with the teachers.
3. The Individual will prepare his/her Individual Work Plan based on the School
Work Plan not later than last quarter preceding the rating period. He/she will
use PAST Form A-1 Individual Work Plan. (See Appendix B.)
The Individual Work Plan should include the programs/projects/activities for
the school year. It should include a target date that is realistic to accomplish
the objectives. The outputs/accomplishments should be recorded so that
when the rating period comes, teachers have a basis for rating themselves.
4. The principal monitors the progress of the implementation of the Work Plan
of the teachers, including Portfolio files. He/she and the teacher shall meet
at least once a month to review the work plan with focus on difficulties met
and how they were resolved.
5. At the end of the rating period, the teacher should be given PAST Form B-1
and B-2 (See Appendices C and D.)

Part II - Activities During the Performance Appraisal

1. The teacher will accomplish the PAST Form B-1 and B-2.
2. The rater (principal) and the ratee (teacher) meet to discuss the ratings in
PAST Form B-1 and B-2.
3. After the rater ratee thorough discussion, a decision is made.
4. If the ratee agrees with the decision of the rater, he/she signs the
conforme.
5. If the ratee does not agree with the rating, he/she may file an appeal to FO
PARC within 5 days from the date receipt of the performance rating.
What to Rate
The PAS for teachers is a self-rating tool. It is composed of three major components
(with weight assignments in parentheses) as follows:
I
II
III

Instructional Competence
Professional and Personal Characteristics
Punctuality and Attendance

(70%)
(20%)
(10%)

How to Rate
The teacher should read each item carefully under each major component and rate
himself/herself according to the specified performance indicators in the
accompanying summary rating sheet (SRC)
PAS Form B 2.
For example, in item A.1 Formulates/ Adopts objectives of lesson plan, when all
were met, he/she should check under column 10. He/she should do the same for the
rest of the items. He/she should enter his/her score under rating.
How to Compute Rating
After the teacher has rated himself/herself in the three major components c,
he/she should add all his/her ratings r for each component c and divide the sum
by the total number of items rated NI, and multiply by w assigned to the
component:
r
NI

= R c1 or rating for component I

Do the same for components II and III. Get the rating by adding the ratings for the
three components.

The Final PAST Rating

What the teacher did was his/her self-appraisal. The overall rating, which is the sum
of all the ratings for the three components including the plus factor, if there is any,
will be reviewed by the immediate principal/rater.
The refer (principal) and the ratee (teacher) will meet to discuss the rating in PAS
Form B-2.
After the rater/ratees thorough discussion, a decision is made. If the ratee agrees
with the decision of the rater, he/she signs the conforme.
If the ratee is not satisfied with the final rating, he/she can file an appeal with the
PARC within five days from the date after the appraisal discussion with the rater. The
PARC shall act on the appeal within ten days upon receipt of the teachers appeal.

Part III Activities after the Completion of the Performance Appraisal

1. Recommendation of approval by the rater
2. Approval by the Head Office

Activity 1.1
1.
2.
3.
4.
5.

Try These
In these activities, who is the ratee?
Who is the rater?
In the District Level, who is the rater?
Who is the ratee?
How can you help your teachers meet the deadline in submitting their
Individual Work Plans?

Summary
Performance appraisal is the systematic evaluation of employees with respect to
his/her performance on the job his/her potential development.
Evaluation of personnel performance consists of three parts:
Part I Preparatory activities prior to the completion of
the PAS
Part II -Activities during the performance appraisal
Part III - Activities after the completion of the PAS
Apply What You Have learned
Write your answer on the spaces provided for, corresponding to the question. Please
refer to the Answer Key for the correct answers.

1. Explain the meaning of Performance appraisal

2. What are the objectives of the Department of Education Performance

Appraisal System?

3. Discuss the procedure in evaluating teachers performance.

4. Enumerate the responsibilities of the Field Performance Appraisal Review

Committee (PARC).

_______________

Answer Key : Test Your Knowledge

1. Performance Appraisal is:
the systematic evaluation of employees with respect to his/her performance
in the job and his potential development.
an observation and assessment of work appraisal pre determined job-related
standards.
2. Objectives of the Performance Appraisal System:
To institute a continuing system of improving employee performance,
effectiveness.
o To provide basis for capability building
o To enhance productivity
o To provide an objective rating which will serve as a basis for personnel
action, incentives, and rewards and administrative sanctions.
3. Responsibilities of the Field Performance Appraisal Review Committee:
The DepEd Performance Appraisal Review Committee (PARC)
Reviews, revises and formulates policies
Monitors PAS implementation
Acts on appeals related to PAS implementation

Central Office and Field PARC

Approves employees work plans
Approves final rating
Conducts orientation on DepEd PAS
Monitors and evaluates PAS implementation and submits findings to central
Office PARC
Reviews critical ratings such as outstanding, unsatisfactory and poor
Serves as venue for employees grievances/complaints relative to PAS and
shall forward to Central Office PARC unsettled complaints
Sets its own internal rules and procedures consistent with the General and
Basic Policies
4. Procedure in Appraising the Personnel is divided into three parts:
Part 1 Preparatory Activities Prior to the Completion of
the Performance Appraisal System
Part 2 Activities during the Performance Appraisal
Part 3 Activities after Completion of The Performance
Appraisal
5. Processes in evaluating teacher performance.
a) Observation of classroom activities. The purpose of observing classroom
activities is to get a sample of the performance of the teacher in the classroom.

b) Review of lesson plans and classroom records. Lesson plans can show how well
the teacher has planned his/her activities to be accomplishment of the
instructional goals.
Looking at the classroom records, tests and assignments will indicate how well
the teacher evaluates pupil achievement.
c) Use of teacher portfolio. It is a collection of work produced by the teacher. It is
constructed to highlight the teachers knowledge and skills in teaching. It is used
to provide feedback to the teacher so that he/she may improve his/her teaching
and level of professionalism.
6. Regular evaluation of personnel performance
a) The evaluation cycle will focus on the improvement of personnel performance.
The cycle begins when for the year.
b) Objectives should be written in behavioral terms.
c) Activities should be carefully chosen to carry out the objectives.
d) Plans for the collection of data/information should be specified after the target
has been selected.
e) Collect data using methods specified, e.g. observing performance on the job site,
interview, portfolio, etc.
f) Summarize all data collected from several sources. Analyze and interpret data.
g) Prepare the evaluation report to be presented in an evaluation conference (end
of the cycle). Results can be useful inputs to the next evaluation planning
(beginning of the next cycle).

Lesson 1
Try This
1.
2.
3.
4.
5.

Teacher
Principal
District Supervisor
Principal
Meet with the teachers, identify activities and decide on a feasible time frame.

Apply What You Have Learned

1. Performance Appraisal is the institutionalized continuing system of improving
employees, performance, efficiency and effectiveness.
2. Objectives of the Performance Appraisal System:
Provide basis for capability building;
Enhance capability;
Provide and objective rating which serve as basis for personnel action,
incentive and rewards and administrative action.
3. Procedure in Evaluating Teachers Performance (For discussion purposes)
4. The Responsibilities of the Field Performance Appraisal Review

Committee (PARC):
Approves employees work plan
Approves final rating
Conducts orientation on DepEd PAS
Monitors and evaluates PAS implementation and submits finding to Field
Office PARC
Reviews critical rating
serves as venue for employees grievances/complaints relative to PAS and
shall forward to Central Office PARC unsettled complaints
Sets his own internal rules and procedures consistent with General and Basic
Policies.

Appendix A
PAST Form A. Organizational Work Plan

Office:
POLICY

STATUS of
BACKGROUND

PROJECT

STRATEGIES

TARGE
T
DATES

PROJEC
T COST

REMARKS

Appendix B
PAST Form A-1. Individual Work Plan
Name:

Position:
Program/Project/Activity

School/Division:
Rating Period:
TARGET DATE
Planned
Actual

Output

Remarks

Appendix C
PAST FORM B-1
PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS (PAST)
What to Rate
This Performance Appraisal System (PAS) for Teachers is a self-rating tool. It
is composed of three major components (with weight assignment in parenthesis) as
follows: I Instructional Competence (70%), II Professional and Personal
Characteristics (20%) and III Punctuality and Attendance (10%)
How to Compute Rating
After rating yourself in the three major components, add all your ratings
(r)for each component (c) and divide the sum by the total number of items rated
(NI), and multiply by the weight (w)

assigned to the component ( NI x w = Rc1 or rating for component I). Do the same
for components II and III. Get the total rating by adding the ratings for the three
components.
The Final PAS Rating
What you did is your self-appraisal. Your overall rating, which is the sum of all
the ratings for the three components including the plus factor, if there is any, will be
reviewed by your immediate supervisor/rater who will in turn recommend it for
approval by the Schools Division Superintendent.

I INSTRUCTIONAL COMPETENCE (70%)

A. Lesson Planning and Delivery (45% for teachers, 40% for Master Teachers)
1. Formulates/adopts objectives of lesson plan
Objectives formulated/adopted were:
a. specific
b. measurable
c. attainable
d. realistic
e. timely
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when 1 indicators was met
2

2. Selects content and prepares appropriate instructional materials/teaching aid

and content prepared/selected were:
a. adequate
b. congruent
c. appropriate
d. relevant
e. made of indigenous materials
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when 1 indicator was met
2
3. Selects teaching methods/strategies
Methods/strategies selected:
a) were suitable to learning ability of pupils/students;
b) Provided opportunity for greater participation of the pupils/students;
c) were varied and appropriate;
d) maximized utilization of available audio-visual materials; and
e) generated teacher/learner-teacher interaction.
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when 1 indicator were met
2

4. Relates new lesson with previous knowledge/skills

New lessons were related with previous lessons/knowledge when:
a) a drill was conducted

b) a review/recall of previous lessons/knowledge was conducted

c) questions from the past and present lessons were included
d) informal assessment of learning was used
when all activities were done
10
when 3 activities were done
8
when 2 activities were done
6
when 1 activity was done
4
when no activity was done
2
5. Provides appropriate motivation
Appropriate motivation was provided when:
a) appropriate audio-visual/instructional materials were used
b) varied activities were utilized
c) pupils/students participation was enhanced
d) past and present lessons were related
e) interest of learners was sustained
when all indicators were provided
10
when 4 indicators were provided
8
when 3 indicators were provided
6
when 2 indicators were provided
4
when 1 indicator was provided
2
6. Present and develops lessons
Presented and developed lesson
a) according to objectives
b) using appropriate strategies
c) utilizing varied teaching materials
d) by relating previous lessons to present subject matter
e) according to needs of the class
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when 1 indicator was met
2
7. Conveys ideas clearly
Ideas were clearly conveyed when:
a) language/vocabulary used was within the level of pupils/students
b) difficult/new vocabulary was unlocked before the lesson proper
c) varied examples and strategies were used
d) pupils/students were responsive to questions asked
e) pupils were able to use knowledge learned in other situations
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when 1 indicators was met
2

8. Utilizes the art of questioning to develop higher level of thinking

questions used were:
a) clear and simple
b) focused on application/synthesis/generalization
c) related to previous and present lessons
d) were varied in type and level
e) were directed towards the attainment of objectives
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when 1 indicators was met
2
9. Ensures pupils/students participation
Pupils/students participation was ensured when:
a) there was interactive involvement of learners
b) conclusion of the lesson was pupil generated
c) teacher acted as facilitator of learning
d) teacher-pupil interaction was generated
e) individual and/or group learning was mobilized
when all indicators were met
10
when 4 indicators were met
when 3 indicators were met
when 2 indicators were met
when 1 indicator was met

8
6
4
2

10. Address individual differences

Individual differences were addressed when:
a) teaching materials/aids used were according to level of learners
b) differentiated activities were provided
c) activities/exercises were suited to learners ability
d) language used is clear and simple
e) remedial teaching was conducted
when all indicators were present
10
when 4 indicators were present
8
when 3 indicators were present
6
when 2 indicators were present
4
when 1 indicator is present
2
11. Shows mastery of the subject matter
Mastery of the subject matter was manifested when:
a) varied examples were used
b) varying levels of questions were asked
c) pupils were provided with varied activities
d) varied materials and strategies were used with ease

e) knowledge from textbook was supplemented

when all indicators were used
when 4 indicators were used
8
when 3 indicators were used
6
when 2 indicators were used
4
when 1 indicators was used
2

10

12. Assessment
1. Diagnoses learners needs.
Diagnoses of learners; was done using:
a) questionnaire on the background of learners
b) anecdotal record
c) previous years academic records
d) pre-test
e) analysis of data generated from a to d
when all were done
when 4 were done
when 3 were done
when 2 were done
when 1 was done

2. Evaluates learning outcomes

Learning outcomes were evaluated through:
a) summative measure
b) formative measure
c) informal assessment
d) recitation
e) on the spot questions/Tests
when all were included
when 4 were included
when 3 were included
when 2 were included
when 1 was included

10
8
6
4
2

10
8
6
4

3. Assess lesson to determine the desired outcomes within the allotted time
Desired outcomes of lessons were achieved when:
a) at least 85% passed the summative test 10
b) at least 75% passed
8
c) at least 50% passed
6
d) at least 25% passed
4
e) 24% or less passed
2
13. Management of Time and Learning Environment
1. Maintains clear and orderly classroom
Maintenance of clean and orderly classroom was done:
a) all the time
b) most of the time
8

10

c) more often than not

d) sometimes
e) seldom

6
4
2

2. Maintains classroom conducive to learning

Classroom was conducive to learning when:
a) desks/chairs/tables were arranged according to activity
b) the appropriate learning materials were displayed in the
corresponding subject area corner
c) books/magazines/apparatus and related learning materials were
accessible anytime
d) classroom/facilities were clean and orderly
e) discipline and proper behavior of pupils/students were observed
when all characteristics were achieved
10
when 4 characteristics were achieved
8
when 3 characteristics were achieved
6
when 2 characteristics were achieved
4
when 1 characteristic was achieved
2
B. Technical Assistance
For Master Teacher Only (15%)
1. Provides assistance to teachers in improving their teaching competence
Assistance provided to improve teaching competence of teachers
included:
a) development of comprehensive lesson plan
b) selection of appropriate subject matter
c) selection of appropriate teaching method /techniques/strategies
d) formulation of questions
e) construction of assessment tool (formative/summative)
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when 1 indicator was met
2
2. Prepares prototype instructional materials for use Prepared:
a. improvised equipment/apparatus
10
b. at least (2) samples of detailed lesson
8
plans with corresponding teaching
devises/summative test items
with table of specifications
c. set of exercises/charts/pictures/posters 6
d. supplementary teaching devices
4
for teachers
e. a sample of assessment instrument
2

3. Assists in the conduct of in-service trainings/conferences Assistance

involved;
a. preparation of training design
b. preparation of session guides
c. how to conduct training sessions
d. preparation of evaluation/training instruments
e. inclusion of new trends and development
when all indicators were done
10
when 4 indicators were done
8
when 3 indicators were done
6
when 2 indicators were done
4
when 1 indicator was done
2
4. Serves as demonstration teachers on innovative teaching techniques,
classroom management, materials development. Serves as
demonstration teacher in the:
a. region
10
b. division
8
c. district
6
d. own school
4
e. never
2
C. Learners Achievement (20% for teachers, 10% for Master Teachers)
Improves Learners Achievement Level over Pre-Test Achievement level in
the post-test was improved by
% over pre-test:
a. 5% and above
10
b. 3.6% - 4.9%
8
c. 2.6% - 3.5%
6
d. 1.6% - 2.5%
4
e. 1.5% and below
2
D. School, Home and Community Involvement (5%)
1. Organizes and maintains functional homeroom / PTA Functional
homeroom PTA was organized and maintained:
a) as a venue to report pupil progress periodically
b) to serve as a link between the school and community-based
projects
c) as a means to disseminate school polices/plans/ programs/
accomplishments
d) in order to identify areas where parents can help in upgrading
instruction
e) to establish and maintain harmony of relationship between the
school and the home
when all purposed were achieved
10
when 4 purposed were achieved
8
when 3 purposed were achieved
6
when 2 purposed were achieved
4
when 1 purposed was achieved
2

2. Conducts homeroom/PTA meetings to report learners progress

Conducted Homeroom PTA meetings to report learners progress At least
once:
a. a month
10
b. in two months
8
c. in three months
6
d. in four months
4
e. in five months
2
3. Disseminates school polices/plans/programs/ accomplishments to the
schools clientele disseminated polices/plans/programs accomplishments
to:
a. 81% - 100% of schools clientele
10
b. 61% - 80% of schools clientele
8
c. 41% - 40% of schools clientele
6
d. 21% - 60% of schools clientele
4
e. 20% - and below of schools clientele
2
4. Participates effectively in community projects as chairman/ cochairman/member in community projects and civic organizations
Active participation in community projects involved:
a. initiation of projects
b. defining and operationalizing objectives of the project
c. delineating functions and roles of persons concerned
d. identifying resources as support to the project
e. monitoring and evaluation of project progress
when all indicators were done
10
when 4 indicators were done
8
when 3 indicators were done
6
when 2 indicators were done
4
when 1 indicators was done
2
5. Encourages involvement of parents in school programs and activities
involvement of parents in school programs and activities was encouraged
when there was:
a. 81% - 100% participation rate
10
b. 61% - 80% participation rate
8
c. 41% - 40% participation rate
6
d. 21% - 60% participation rate
4
e. 20% - and below of participation rate
2
II. PROFESSIONAL AND PERSONAL CHARACTERISTICS (20%)
Always
Most of the time
More often than not

10
8
6

Seldom
Never

4
2

1. Decisiveness
- acts immediately on needs/requests in accordance with the prescribed
rules and regulations and accepted norms of conduct and behavior
2. Honesty/Integrity
- demonstrates truthfulness, candidness, uprightness and freedom from
deceit
3. Dedication/Commitment
- renders service over and above the regular functions and even beyond
the regular time
4. Initiative/Resourcefulness
- starts action, projects and performs task without being told and
supervised
5. Courtesy
- shows polite, kind and thoughtful behavior toward the public/clientele in
manner of speech and actuations
6. Human Relations
- Integrates concern for people at work, office clientele and supervisorsubordinate relationship into work situations
7. Leadership
- the manner of guiding, influencing, motivating and developing confidence
of subordinates to work as a team and accomplish assigned tasks, leading
the organizational unit to achieve its goals and objectives enthusiastically.
8. Stress Tolerance
- stability of performance under pressure of opposition
9. Fairness/Justice
- conforms to usual principles of law, is just and unbiased
10. Proper Attire/Good Grooming
- dresses in accordance with proper decorum and/or prescribed rules and
regulations and is neat in appearance
III. PUNCTUALITY AND ATTENDANCE 10%)
(Including division/regional meetings and other required activities)
Punctuality No. of times tardy (5%)
Not more than three (3) times tardy/

Under time during the last 6 months

4 6 times tardy/undertime
7-10 times tardy/undertime
11-15 times tardy/undertime
more than 15 times tardy/undertime

Attendance No. of times absent (5%)

Not more than 4 days absent
5-8 days absent
9-12 days absent
13-16 days absent
more than 16 days absent

10
8
6
4
2

10
8
6
4
2

PLUS FACTOR (.5 for each indicator but not to exceed 2 points for the total)
For Teachers:
1.
Rendered any of the following technical assistance:
1.1 provided assistance to co-teachers in improving their teaching
competence.
1.2 assisted school administrators in planning and managing in-service
trainings
1.3 served as consultant in the preparation of supplementary
instructional materials
1.4 served as demonstration teacher on innovative teaching techniques,
classroom management
2.
Conducted action research whose findings and
Recommendations have been adopted by the school.
3.
Subject area coordinator/chairman in district/division.
3.
Teacher-In-Charge of a school for one rating period.