Office Performance Commitment and Review Form (Opcrf) Summary Sheet

FICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF) SUMMARY SHEET
Name of Employee: MELISSA A. ULDAMA

Position: HEAD TEACHER III
School: STA. MARIA ES
Rating Period: SY 2021-2022
Document Validation 100%
Weight per Numerical Ratings Adjectival
KRA Objectives No.
Objective Rating
Q E T Ave Score
Objective 1 6.5% 5 5 5 0.325 Outstanding

Objective 2 6.5% 5 5 5 5 0.325 Outstanding
KRA 1
Objective 3 6.5% 3 5 4 0.26 VS
TOTAL 19.5% 0.91
KRA 2
TOTAL 19.5% 0.975
Objective 1 6.5% 3 5 3 3.667 0.23833 VS
Objective 2 6.5% 5 4 4.5 0.2925 Outstanding
KRA 3
TOTAL 19.5% 0.79083
Objective 1 6.5% 4 5 4.5 0.2925 Outstanding
KRA 4
TOTAL 19.5% 0.9425
KRA 5
TOTAL 19.5% 0.975
KRA 6 Plus Factor 2.5% 4 4 0.1 Outstanding
FINAL
PERFORMANCE Accomplishments of KRAs Final Rating 4.69
Outstanding
RESULTS and Objectives Adjectival Rating O
MELISSA A. ULDAMA FERNANDO C. MACARAIG

Ratee Rater/ASDS
OPCRF 2021-2022
SCHOOL SCHOOL HEAD KRA 1 KRA 2 KRA 3 KRA 4 KRA 5

STA. MARIA ES MELISSA A. ULDAMA 0.910 0.975 0.791 0.943 0.975
PLUS FACTOR RATING
0.100 4.693
OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF)
NAME OF EMPLOYEE: MELISSA A. ULDAMA NAME OF RATER: FERNANDO C. MACARAIG

POSITION: HEAD TEACHER III POSITION: ASDS ELEMENTARY
OFFICE/DIVISION: STA. MARIA ES/MOBO SOUTH DATE OF REVIEW:
RATING PERIOD: SY 2021-2022
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
SCORE
TIME
ULTS
PERFORMANCE INDICATORS RATING
LINE
GHT
QET
ACT
RES
UAL
WEI
MFO KRAs Objectives
QUALITY, EFFICIENCY, TIMELINESS Q E T AVE
LEADING 1.1. Communicated the September 6.50% ###
STRATEGICALLY DepEd vision, mission and 2021 - June Outstanding Consistently communicated the DepEd vision, mission and core values to
core values to the wider 2022 (5) the wider school community to ensure shared understanding and
school community to ensure alignment of school policies, programs, projects and activities
shared understanding and
alignment of school
Very Satisfactory Frequently communicated the DepEd vision, mission and core values to
policies, programs, projects
(4) the wider school community to ensure shared understanding and
and activities
alignment of school policies, programs, projects and activities
Quality
Satisfactory Occasionally communicated the DepEd vision, mission and core values to
(3) the wider school community to ensure shared understanding and
alignment of school policies, programs, projects and activities
Unsatis factory Rarely communicated the DepEd vision, mission and core values to the
(2) wider school community to ensure shared understanding and alignment of
school policies, programs, projects and activities
Poor Failed to communicate the DepEd vision, mission and core values to the
wider school community to ensure shared understanding and alignment of
Basic Education Services
(1)
school policies, programs, projects and activities
Outstanding Communicated the DepEd vision, mission and core values to the wider
(5) school community using any five (5) of the following modalities such as:
1. Flyers
Communicated the DepEd vision, mission and core values to the wider
Very Satisfactory school community using any four (4) of the identified modalities.
(4)
Efficiency
Satisfactory Communicated the DepEd vision, mission and core values to the wider
(3) school community using any three (3) of the identified modalities
Unsatis factory Communicated the DepEd vision, mission and core values to the wider
(2) school community using any one or two (1 or 2) of the identified modalities
Poor No acceptable evidence presented
(1)
Basic TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
SCORE
TIME
ULTS
LINE
GHT
QET
ACT
RES
UAL
WEI
MFO KRAs Objectives
1.2. Developed and September 6.50% Development plan was enhanced and fully implemented with the
Outstanding
implemented with the 2021 - June community performing the leadership roles, and the school provided
(5)
planning team school plans 2022 technical support
aligned with institutional Development plan was evolved and fully implemented through the shared
goals and policies Very Satisfactory leadership of the school and the community stakeholders
(4)
Quality
Development plan guided by the school's VMG was developed through the
Satisfactory leadership of the school and participation of some invited community
(3) stakeholders
Unsatis factory Development plan was developed and implemented through the
(2) leadership of the school

(1)
Outstanding 100% of school PPAs per approved AIP were implemented/completed
(5)
Very Satisfactory 91-99% of school PPAs per approved AIP were implemented/completed
(4)
Efficiency
Satisfactory 81-90% of school PPAs per approved AIP were
(3) implemented/complemeted
Unsatis factory 71-80% of school PPAs were implemented/completed
(2)
Poor 70% and below of school PPAs per approved AIP were
(1) implemented/completed
Outstanding Conducted 4 quarterly meetings with the School Planning Team (SPT) and
(5) Project Management Team (PMT)
Very Satisfactory Conducted 3 quarterly meetings with the School Planning Team (SPT) and
Timeliness
Satisfactory Conducted 2 quarterly meetings with the School Planning Team (SPT) and
Unsatis factory Conducted 1 quarterly meeting with the School Planning Team(SPT) and
Poor No quarterly meeting conducted
(1)
1.3. Utilized available September 6.50% Outstanding Community stakeholders' led the regular review and improvement process;
monitoring and 2021 - June (5) the school stakeholders facilitated the process.
evaluation processes and 2022
tools to promote learner Very School community stakeholders worked as full partners and led the
achievement Satisfactory continual review and improvement of development plan
(4)
Quality
Satisfactory School led the review and improvement of the development plan
(3)
Unsatis factory School conducted review of development plan
(2)
(1)
Basic Edu TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
SCORE
TIME
ULTS
LINE
GHT
QET
ACT
RES
UAL
WEI
MFO KRAs Objectives
Outstanding Periodic utilization of DepEd-framed and school-framed M&E tools
(5)
Very Satisfactory Periodic utilization of DepEd-framed and infrequent use of school-framed
(4) M & E tools
Timeliness
Satisfactory Infrequent/irregular utilization of DepEd-framed and school-framed M&E
(3) tools
Unsatis factory Infrequent/irregular utilization of school-framed M&E tools

(2)

(1)
2. MANAGING 2.1. Managed school data September 6.50% Consistently performed management of school data using technology,
SCHOOL and information using 2021 - June Outstanding including ICT to ensure efficient and effective school operations.
OPERATIONS AND technology, including ICT to 2022 (5)
RESOURCES ensure efficient and
effective school operations. Very Satisfactory Frequently performed management of school data using technology,
(4) including ICT to ensure efficient and effective school operations.
Quality
Satisfactory Occasionallyperformed management of school data using technology,
(3) including ICT to ensure efficient and effective school operations.
Unsatis factory Rarely performed management of school data using technology, including
(2) ICT to ensure efficient and effective school operations.

(1)
Managed gathering and submission of school data to 5 out 6 online
systems required by the Department of Education
1. LIS
2. EBEIS
Outstanding 3. WinS
(5) 4. DPDS
5. e SAT
6. IPCRF/ORCF Online link
Efficiency
Very Satisfactory Managed gathering and submission of school data to 4 out 6 online
(4) systems required by the Department of Education
Satisfactory Managed gathering and submission of school data to 3 out 6 online

Unsatis factory Managed gathering and submission of school data to 1 or 2 out 6 online
(1)
B TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION
SCORE
TIME
ULTS
LINE
GHT
QET
ACT
RES
UAL
WEI
MFO KRAs Objectives
Outstanding Submitted all online and offline required reports indicated in the MOV on or
(5) before the deadline
Very Satisfactory Submitted seven (7) to eight (8) online and three (3) offline required
(4) reports indicated in the MOV on or before the deadline
Timeliness
Satisfactory Submitted five (5) to six (6) online and two (2) offline required reports
(3) indicated in the MOV on or before the deadline
Unsatis factory Submitted three (3) to four (4) online reports and one (1) offline required
(2) report indicated in the MOV on or before the deadline
Poor Failed to submit all online and offline required reports indicated in the MOV
(1) on or before the deadline
2.2. Managed finances September 6.50% Consistently managed finances adhering to policies, guidelines and
adhering to policies, 2021 - June Outstanding
(5) issuances in allocation, procurement, disbursement and liquidation aligned
gudielines and issuances in 2022 with school plan
allocation, procurement,
disbursement and Very Satisfactory Frequently managed finances adhering to policies, guidelines and
liquidation aligned with (4) issuances in allocation, procurement, disbursement and liquidation aligned
school plan. with school plan
Quality
Satisfactory Occasionally managed finances adhering to policies, guidelines and
(3) issuances in allocation, procurement, disbursement and liquidation aligned
with school plan
Unsatis factory Rarely managed finances adhering to policies, guidelines and issuances in
(2) allocation, procurement, disbursement and liquidation aligned with school
plan
Poor
(1) No acceptable evidence presented
Outstanding Utilized and liquidated an average of 96-100% of the MOOE and/or other
(5) funds
Very Satisfactory Utilized and liquidatedan average of 91-95% of the MOOE and/or other
(4)
funds
Efficiency
Satisfactory Utilized and liquidatedan average of 86-90% of the MOOE and/or other
(3)
funds
Unsatis factory Utilized and liquidated an average of 81-85% of the MOOE and/or other
(2)
funds
Poor Utilized and liquidated an average of 80% and below of the MOOE and/or
(1) other funds
Outstanding Utilized and liquidated the MOOE and other funds for all quarters
(5)
Utilized and liquidated the MOOE and other funds for the 3 of the four
Very Satisfactory quarters
(4)
Timeliness
Satisfactory Utilized and liquidated the MOOE and other funds for the 2 of the four
(3) quarters
Utilized and liquidated the MOOE and other funds for 1 of the four
Unsatis factory quarters
(2)
Poor Zero utilization

(1)
SCORE
TIME
ULTS
LINE
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QET
ACT
RES
UAL
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MFO KRAs Objectives
2.3. Managed school September 6.50% Consistently managed school facilities and equipment in adherence to
facilities and equipment in 2021 - June Outstanding policies, guidelines and issuances on acquisition, recording, neutralization,
adherence to policies, 2022 (5) repair and maintenance, storage and disposal.
guidelines and issuances
on acquisition, recording, Frequently managed school facilities and equipment in adherence to
neutralization, repair and Very Satisfactory policies, guidelines and issuances on acquisition, recording, neutralization,
maintenance, storage and (4) repair and maintenance, storage and disposal.
disposal.
Quality
Occasionally managed school facilities and equipment in adherence to
Satisfactory policies, guidelines and issuances on acquisition, recording, neutralization,
(3) repair and maintenance, storage and disposal.
Rarely managed school facilities and equipment in adherence to policies,

Unsatis factory guidelines and issuances on acquisition, recording, neutralization, repair
(2) and maintenance, storage and disposal.
(1)
Outstanding Updated 100% of the reports required

(5)
Updated 90% of the reports required
Very Satisfactory
(4)
Efficiency
Satisfactory Updated 80% of the reports required
(3)
Unsatis factory Updated 70% of the reports required
(2)
Poor Updated 60% and below of the reports required
(1)
3. FOCUSING ON 3.1. Assisted teachers in September 6.50% Consistently assisted teachers in the review, contextualization and
TEACHING AND the review, 2021 - June Outstanding implementation of learning standards to make the curriculum relevant for
LEARNING contextualization and 2022 (5) the learners.
implementation of learning
standards to make the
curriculum relevant for the Very Satisfactory Frequently assisted teachers in the review, contextualization and implementa
(4)
Quality
learners
Satisfactory Occasionally assisted teachers in the review, contextualization and implemen
(3)
Unsatis factory Rarely assisted teachers in the review, contextualization and implementation
(2)
Poor No technical assistance provided
(1)
SCORE
TIME
ULTS
LINE
GHT
QET
ACT
RES
UAL
WEI
MFO KRAs Objectives
Localized curriculum is implemented and monitored closely to ensure that
it makes learning more meaningful and pleasurable, produces desired
Outstanding
learning outcomes, directly improves community life and is benchmarked
(5)
by other schools.
Localized curriculum is implemented and monitored closely to ensure that

Very Satisfactory it makes learning more meaningful and pleasurable, produces desired
Efficiency
(4) learning outcome, and directly improves community life.
Localized curriculum is implemented to ensure that it makes learning more
Satisfactory meaningful and pleasurable, produces desired learning outcome, and
(3) directly improves community life.
Unsatis factory The implemented curriculum is localized to make it more meaningful to the
(2) learners and applicable to life and community.
(1)
Outstanding Submitted TA plan for the suceeding month and TA reports 3 days after a
(5) month
Very Satisfactory Submitted TA plan for the suceeding month and TA reports 4-5 days after
(4) a month
Timeliness
Satisfactory Submitted TA plan for the suceeding month and TA reports 6-7 days after
(3) a month
Unsatis factory Submitted TA plan for the suceeding month and TA reports 8-9 days after
(2) a month
Poor Submitted TA plan for the suceeding month and TA reports 10 days after a
(1) month
3.2. Utilized learning September 6.50% Consistently utilized learning outcomes in developing data-based
outcomes in developing 2021 - June Outstanding interventions to maintain learner achievement and attain other
data-based interventions to 2022 (5) performance indicators
maintain learner
achievement and attain Frequently utilized learning outcomes in developing data-based
other performance Very Satisfactory interventions to maintain learner achievement and attain other
Quality
indicators (4) performance indicators

Satisfactory Occasionally utilized learning outcomes in developing data-based
(3) interventions to maintain learner achievement and attain other
Unsatis factory performance
Rarely utilizedindicators
learning outcomes in developing data-based interventions
(2) to maintain learner achievement and attain other performance indicators
(1)
Utilized developed materials in 8 or more learning areas to improve
Outstanding performance
(5)
Utilized developed materials in 6-7 learning areas to improve performance
Very Satisfactory
Efficiency
(4)
Satisfactory Utilized developed materials in 4-5 learning areas to improve performance

(3)
Unsatis factory Utilized developed materials in 1-3 learning areas to improve performance
(2)
(1)
SCORE
TIME
ULTS
LINE
GHT
QET
ACT
RES
UAL
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MFO KRAs Objectives
3.3. Provided TA to September 6.50% Consistently provided TA to teachers in using learning assessment tools,
teachers in using learning 2021 - June Outstanding strategies and results consistent with curriculum requirements to ensure
assessment tools, 2022 (5) accountability in achieving higher learning outcomes
strategies and results
consistent with curriculum Frequently provided TA to teachers in using learning assessment tools,
requirements to ensure Very Satisfactory strategies and results consistent with curriculum requirements to ensure
accountability in achieving (4) accountability in achieving higher learning outcomes
higher learning outcomes
Quality
Occassionally provided TA to teachers in using learning assessment
Satisfactory tools, strategies and results consistent with curriculum requirements to
(3) ensure accountability in achieving higher learning outcomes
Rarely provided TA to teachers in using learning assessment tools,
Unsatis factory strategies and results consistent with curriculum requirements to ensure
(2) accountability in achieving higher learning outcomes

(1)
School assessment results were used to develop learning programs that
Outstanding are suited to community, and customized to each learners' context, results
(5) of which are used for collaborative-decision-making.
Very Satisfactory School assessment results wre used to develop learning programs that are
(4) suited to community.
Efficiency
Satisfactory Assessment tools were reviewed by the school community and
(3) assessment results are shared with community stakeholders.
The assessment tools were reviewed by the school and assessment

Unsatis factory results are shared with schools' stakeholders.
(2)
Poor The assessment tools were reviewed by the school.

(1)
4. DEVELOPING 4.1. Implemented September 6.50% Leaders consistently assumed responsibility for their own training and
SELF AND OTHERS professional development 2021 - June development. School leaders working individually or in groups, coach, and
initiatives to enhance 2022 Outstanding mentor one another to achieve their VMG through the conduct of at least
strengths and address (5) four (4) need-based professional development initiatives to enhance
performance gaps among strengths and address performance gaps among school personnel by
school personnel establishing Community of Practice (COP)
Leaders frequently undertook training modes that are convenient to them

(on-line, ofline, modular, group, or home-based) and which do not disrupt
Very Satisfactory the regular functions, leaders monitor and evaluate their own learning
(4) progress through the conduct of three (3) need-based professional
Quality
development initiatives to enhance strengths and address performance

gaps among school personnel
Structures developed by the leaders were in place and analysis of the competency
and development needs of leader was conducted; result was used to develop a
Satisfactory long-term training and development program through the conduct of two (2) need-
(3) based professional development initiatives to enhance strengths and address
performance gaps among school personnel
Unsatis factory Leaders conducted one (1) need-based professional development initiative
(2) to enhance strengths and address performance gaps among school
personnel
(1)
SCORE
TIME
ULTS
LINE
GHT
QET
ACT
RES
UAL
WEI
MFO KRAs Objectives
Outstanding Conducted at least four (4) need-based professional development
(5) initiatives to enhance strengths and address performance gaps among
school personnel
Conducted three (3) need-based professional development initiatives to
Very Satisfactory enhance strengths and address performance gaps among school
Efficiency
(4) personnel
Satisfactory Conducted two (2) need-based professional development initiatives to
(3) enhance strengths and address performance gaps among school
Unsatis factory personnel one (1) need-based professional development initiative to
Conducted
(2) enhance strengths and address performance gaps among school
Poor personnel
No acceptable evidence presented
(1)
4.2. Provided opportunities September 6.50% Outstanding 86-100% of the school personnel had performed leadership roles and
to individuals and teams in 2021 - June (5) responsibilities
performing leadership roles 2022
71-85% of the school personnel had performed leadership roles and
and responsibilities Very Satisfactory responsibilities
(4)
Quality
Satisfactory 56-70% of the school personnel had performed leadership roles and
(3) responsibilities
Unsatis factory 41-55% of the school personnel had performed leadership roles and
(2) responsibilities
Poor 40% of the school personnel and below had performed leadership roles
(1) and responsibilities
Developed and supported personal and professional development of
individual and school management teams by providing equal opportunities
in the conduct of the following:
1. SLAC
Outstanding 2. School-INSETs
(5) 3. Assignments to task forces/committees/special projects
4. Job Rotations
5. Benchmarking
6. Coaching and Mentoring

Efficiency
Very Satisfactory individual and school management teams by providing equal opportunities
(4) in the conduct of any five (5) of the identified HRD initiatives

Satisfactory individual and school management teams by providing equal opportunities
(3) in the conduct of any four (4) of the identified HRD initiatives

Unsatis factory individual and school management teams by providing equal opportunities
(2) in the conduct of any three (3) of the identified HRD initiatives
Poor individual and school management teams by providing equal opportunities
(1) in the conduct of any one (1) or two (2) of the identified HRD initiatives
SCORE
TIME
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LINE
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ACT
RES
UAL
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MFO KRAs Objectives
4.3. Implemented a school September 6.50% Outstanding A community-accepted performance accountability, recognition and
rewards system to 2021 - June (5) incentive system is being practiced CONSISTENTLY.
recognize and motivate 2022
A community-level accountability system is FREQUENTLY evolving from
learners, school personnel Very Satisfactory school-led inititatives.
and other stakeholders for (4)
Quality
exemplary performance
and/or continued support Satisfactory Performance accountability is practiced at the school level
(3) OCCASIONALLY.
Unsatis factory Performance accountability is RARELY practiced at the school level.
(2)
Poor Performance accountability is not practiced at the school level.
(1)
Conducted at least five (5) of the following activities:
1. Issuance of school policy guidelines/memo aligned with Division
Memorandum No. 113, s. 2020
2. Creation of Rewards and Recognition Committee
Outstanding 3. Selection of applicants
(5) 4. Development of selection criteria per category
5. Sourcing of funds (for prizes)
6. Awarding/Recognition ceremony/ies
Efficiency
Very Satisfactory Conducted at least four (4) of the identified activities
(4)
Satisfactory Conducted at least three (3) of the identified activities
(3)
Unsatis factory Conducted at least two (2) of the identified activities
(2)
Poor Conducted at least one (1) of the identified activities
(1)
5. BUILDING 5.1. Built constructive September 6.50% Consistently built constructive relationships with authorities, colleagues,
CONNECTIONS relationships with 2021 - June Outstanding parents and other stakeholders to foster an enabling and supportive
authorities, colleagues, 2022 (5) environment for learners
parents and other
stakeholders to foster an Frequently built constructive relationships with authorities, colleagues,
Very Satisfactory parents and other stakeholders to foster an enabling and supportive
enabling and supportive (4)
environment for learners environment for learners
Quality
Occasionally built constructive relationships with authorities, colleagues,

Satisfactory parents and other stakeholders to foster an enabling and supportive
(3) environment for learners
Rarely built constructive relationships with authorities, colleagues, parents
Unsatis factory and other stakeholders to foster an enabling and supportive environment
(2) for learners
(1)
Outstanding Conducted at least 7 activities with parents and other stakeholders across
(5) four quarters with complete required documents.
Very Satisfactory Conducted at least 5-6 activities with parents and other stakeholders across four
quarters with complete required documents.
Efficiency
(4)
Satisfactory Conducted at least 3-4 activities with parents and other stakeholders
(3) across four quarters with complete required documents.
Unsatis factory Conducted 1-2 activities with parents and other stakeholders across four
(2) quarters with complete required documents.
(1)
SCORE
TIME
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ACT
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MFO KRAs Objectives
5.2. Communicated September 6.50% Consistently communicated effectively in speaking and in writing to
effectively in speaking and 2021 - June teachers, learners, parents and other stakeholders through positive use of
Outstanding
in writing to teachers, 2022 communication platform to facilitate information sharing, collaboration and
(5)
learners, parents and other support.
stakeholders through
positive use of Frequently communicated effectively in speaking and in writing to
communication platform to teachers, learners, parents and other stakeholders through positive use of
facilitate information Very Satisfactory
communication platform to facilitate information sharing, collaboration and
sharing, collaboration and (4)
support.
support.
Quality
Occasionally communicated effectively in speaking and in writing to
Satisfactory teachers, learners, parents and other stakeholders through positive use of
communication platform to facilitate information sharing, collaboration and
(3)
support.
Rarely communicated effectively in speaking and in writing to teachers,

learners, parents and other stakeholders through positive use of

Unsatis factory
(2) communication platform to facilitate information sharing, collaboration and
support.
Poor No acceptable evidence

(1) presented
Accomplished, created and utilized five (5) of the following communication
platforms:
1. SMS
2. letters
3. tarpaulin
Outstanding 4. bandillo
(5) 5. FB page/FB account
6. radio broadcast
7. flyers
Efficiency
8. Others
Very Satisfactory Accomplished, created and utilized four (4) of the identified
(4) communication platforms:
Satisfactory Accomplished, created and utilized three (3) of the identified
(3) communication platforms:
Unsatis factory Accomplished, created and utilized one (1) or two (2) of the identified
(2) communication platforms
(1)
SCORE
TIME
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LINE
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ACT
RES
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MFO KRAs Objectives
5.3. Initiated partnerships September 6.50% Initiated partnership activities based on the school size:
with the community such as 2021 - June • Mega School – at least 17
parents, alumni, authorities, 2022 Outstanding • Large School – at least 14
industries and other (5) • Medium School – at least 9
stakeholders, to strengthen • Small School – at least 5
support for learner
development, as well as Initiated partnership activities based on the school size:
school and community • Mega School – 13-16
improvement. Very Satisfactory • Large School – 11-13
(4) • Medium School –7-8
• Small School – 4
Initiated partnership activities based on the school size:

• Mega School – 9-12
Satisfactory • Large School – 8-10
Quality
(3) • Medium School – 5-6
Initiated partnership activities based on the school size:

Unsatis factory • Large School – 4-6
Initiated partnership
activities based on the
school size:
Poor •
(1) Mega School – 0-4
• Large School – 0-3
• Medium School – 0-2
• Small School – 0-1
Outstanding Provided 7 partnership evidences to strengthen support for learner
(5) development and school and community improvement
Very Satisfactory Provided 5-6 partnership evidences to strengthen support for learner
development and school and community improvement
Efficiency
(4)
Satisfactory Provided 3-4 partnership evidences to strengthen support for learner
Unsatis factory Provided 1-2 partnership evidences to strengthen support for learner
(1)
SCORE
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MFO KRAs Objectives
6. Plus Factor Performed related tasks 2.50% Performed any 5 of the following:
1. Facilitator/Resource speaker in trainings;
2. Acted as one of the writers of instructional materials/modules/manuals
in the division and/or higher level
3. Acted as consultant to any academic activities and/or any management
jobs;
4. Acted as member of district and/or higher level committees;
5. Conducted at least one (1) relevant research in any area within the
rating period;
Efficiency
6. Conducted innovation to address learning gaps;
Outstanding 7. Published educational article on any tabloid/spreadsheet/credible
(5)
online-site of wide circulation

8. Member of district and higher level QA team
9. Acted as instructional coach/ District LAC leader
10. Member of TWG in the district and/or higher level
11. District and/or higher level awardee
12. Finalist of any division-initiated competition/contest/search
13. Recipient of special citation/recognition in the district and higher level
Very Satisfactory any 4 of the enumerated items

(4)
Satisfactory any 3 of the enumerated items
(3)
Unsatis factory any 2 of the enumerated items
(2)
Poor any 1 of the enumerated items or no acceptable evidence
(1)
100% Final Rating
Adjectival Rating Scale
MELISSA A. ULDAMA FERNANDO C. MACARAIG NENE R. MERIOLES, CESO V

SH/Ratee ASDS/Rater SDS/Approving Authority
Adjectival Rating Scale
Outstanding 4.500- 5.000

Very Satisfactory. 3.500-4.499
Satisfactory 2.500-3.499
Unsatisfactory 1.500-2.499
Poor 1.000-1.499
OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF) SUMMARY SHEET
Name of Employee: MELISSA A. ULDAMA
Position: HEAD TEACHER III
School: STA. MARIA ES
Rating Period: SY 2021-2022
Document Validation 60% On site Validation 40%
Weight per Numerical Ratings Numerical Ratings FINAL Adjectival
KRA Objectives No.
Objective 60% Score 40% Rating Rating
Q E T Ave Score Q E T Ave
Objective 1 6.5% 5 5 5 0.325 0.195 0 0 0 0.195 Outstanding

Objective 2 6.5% 5 5 5 5 0.325 0.195 0 0 0 0.195 Outstanding
KRA 1
TOTAL 19.5% 0.975 0
KRA 2
TOTAL 19.5% 0.975 0.000
KRA 3
TOTAL 19.5% 0.975 0.000
KRA 4
TOTAL 19.5% 0.975 0.000
KRA 5
TOTAL 19.5% 0.975 0.000
KRA 6 Plus Factor 2.5% 5 5 0.125 0.075 0 0.125 0.05 0.125 Outstanding
FINAL
PERFORMANCE Accomplishments of KRAs Final Rating 5.00 3.000 0.13 0.050 3.05
Outstanding
RESULTS and Objectives Adjectival Rating O O O
MELISSA A. ULDAMA FERNANDO C. MACARAIG NENE R. MERIOLES, CESO V

Ratee Rater/ASDS APPROVING AUTHORITY/SDS
MEANS OF VERIFICATION
PERFORMANCE INDICATORS
MFO KRAs Objectives
QET QUALITY, EFFICIENCY, TIMELINESS
LEADING 1.1. Communicated the Outstanding
STRATEGICALLY DepEd vision, mission and Documentation of six (6) activities conducted within the year with the corresponding
(5) proofs of the modality used
core values to the wider
school community to ensure Very Satisfactory Documentation of five (5) activities conducted within the year with the corresponding
shared understanding and (4) proofs of the modality used
alignment of school
Quality
policies, programs, projects Satisfactory Documentation of four (4) activities conducted within the year with the corresponding
and activities (3) proofs of the modality used
Unsatis factory Documentation of three (3) activities conducted within the year with the
(2) corresponding proofs of the modality used
Poor Documentation of one (1) to two (2) activities conducted within the year with the
(1) corresponding proofs of the modality used
Presence of any five (5) of the listed MOVs for each of the conducted activity:
1. Memo
2. Minutes
3. Photo Documentation
4. Attendance Sheets
5. Proof of Distribution of Print Materials
Outstanding 6. Screenshots of Online Announcement
(5) 7. Tarpaulin
8. Letter Request for Radio Timeslot stamped "Received"
9. Link of Video Clips
Efficiency
10. Letter of Invitation to Stakeholders stamped "Received"
Very Satisfactory Presence of any four (4) of the listed MOVs for each of the conducted activity
(4)
Satisfactory Presence of any three (3) of the listed MOVs for each of the conducted activity
(3)
Unsatis factory Presence of any one or two (1 or 2) of the listed MOVs for each of the conducted
(2) activity

(1)
1.2. Developed and Presence of the listed MOVs:
implemented with the 1. Copy of approved AIP
planning team school plans 2. Accomplishment Report with documentation signed by the School Project
aligned with institutional Management Team (PMT) noted by the school head
goals and policies 3. Signed Quarterly M&E Report signed by the PMT and noted by the school head
4. Signed Project Workplan and Budget Matrix per PPA;
5. Memorandum on the conduct of AIP Adjustment/Annual Performance Review is
available;
6. Received copy of the letter of invitation sent to identified participants in the AIP
Adjustment/Annual Performance Review such as the school head and team, SPT,
PT, and support staff, with at least 3 community stakeholders is available;
7. received copy of designation papers of the SPT, PT, and support staff;
Outstanding
documentation/minutes of the orientation meeting with photos/videos; draft
(5) development guide formulated in consultation with community stakeholders;
8. Attendance sheet showing presence of community stakeholders throughout the
duration of the AIP Adjustment/Annual Performance Review;
9. Terms of reference indicating stakeholders leadership role in the AIP
Quality
Adjustment/Annual Performance Review;

10. Documentation report showing the actual preparation of the AIP process and
formulation of AIP documents;
11. Copy of approved BE-LCP
Very Satisfactory Presence of MOV 1 to 10

(4)
Satisfactory Presence of MOV 1 to 7
(3)
Unsatis factory Presence of MOV 1 to 4
(2)
(1)
Outstanding 100% of school PPAs per approved AIP were implemented/completed
(5)
Very Satisfactory 91-99% of school PPAs per approved AIP were implemented/completed
(4)
Efficiency
Satisfactory 81-90% of school PPAs per approved AIP were implemented/complemeted

(3)
Efficiency
MFO KRAs Objectives
Unsatis factory 71-80% of school PPAs per approved AIP were implemented/completed
(2)
Poor 70%and below of school PPAs per approved AIP were implemented/completed
(1)
Outstanding Conducted 4 quarterly meetings with the School Planning Team (SPT) and Project
(5) Management Team (PMT)
Very Satisfactory Conducted 3 quarterly meetings with the School Planning Team (SPT) and Project
Timeliness
Satisfactory Conducted 2 quarterly meetings with the School Planning Team (SPT) and Project
Unsatis factory Conducted 1 quarterly meeting with the School Planning Team(SPT) and Project
Poor No quarterly meeting conducted
(1)
1.3. Utilized available 1. At least one (1) accomplished and signed M&E tool to track and evaluate each
monitoring and of the enumerated PPAs plus Memorandum, invitation, attendance sheet showing
evaluation processes and the review of AIP;
tools to promote learner 2. List of SIP Monitoring team;
achievement 3. Approved guidelines and activity matrix for reviewing SIP;
4. Summary of findings, recommendations and suggested AIP adjustments to
Outstanding improve the plan;
(5) 5. Mid-year and year-end Project Monitoring Reports;
6. Revised SIP/AIP incorporating the comments and suggestions and
recommendations;
7. Documentations with pictures showing the stakeholders as the lead facilitators
in the reviewing and improving the Development Plan (e.g. SIP)
1. At least one (1) accomplished and signed M&E tool to track and evaluate each
of the enumerated PPAs plus Memorandum, invitation, attendance sheet showing
the review of AIP;
2. List of SIP Monitoring team;
3. Approved guidelines and activity matrix for reviewing SIP;
Very Satisfactory 4. Summary of findings, recommendations and suggested AIP adjustments to
(4) improve the plan;
5. Mid-year and year-end Project Monitoring Reports;
6. Revised SIP/AIP incorporating the comments and suggestions and

recommendations;
Quality
1. At least one (1) accomplished and signed M&E tool to track and evaluate two
(2) of the enumerated PPAs plus any three (3) of the folllowing: Memorandum,
invitation, attendance sheet showing the review of AIP;
Satisfactory 3. Approved guidelines and activity matrix for reviewing SIP;
(3) 4. Summary of findings, recommendations and suggested AIP adjustments to
improve the plan;
5. Mid-year and year-end Project Monitoring Reports
1. At least one (1) accomplished and signed M&E tool to track and evaluate two
(2) of the enumerated PPAs plus any three (3) of the folllowing: Memorandum,
invitation, attendance sheet showing the review of AIP;
Unsatis factory 3. Approved guidelines and activity matrix for reviewing SIP;
(2) 4. Summary of findings, recommendations and suggested AIP adjustments to
improve the plan;
1. Any one(1) of the following: Memorandum, invitation, attendance sheet showing

the review of AIP; List of SIP Monitoring team;
2. Approved guidelines and activity matrix for reviewing SIP;
Poor
3. Summary of findings, recommendations and suggested AIP adjustments to
(1) improve the plan;
Outstanding Utilized DepEd-framed and school-framed M&E tools in all quarters

(5)
Very Satisfactory Utilized DepEd-framed and school-framed M&E tools in three quarters
(4)
Timeliness
Satisfactory Utilized DepEd-framed and school-framed M&E tools in two quarters

(3)
Unsatis factory Utilized DepEd-framed and school-framed M&E tools in a quarter

(2)
Poor No acceptable evidence was shown

(1)
MFO KRAs Objectives
2. MANAGING 2.1. Managed school data Submission of all of the following online/offline reports:
SCHOOL and information using Online Reports:
OPERATIONS AND technology, including ICT to 1. Learner Information System (Early enrolment, QC,BOSY, EOSY) (to be
RESOURCES ensure efficient and provided by the Planning Unit)
effective school operations. 2. Wash in School (WinS)rating
3. Monthly DPDS Report (Partnership)
4. School eSAT summary (first and fourth phases)
5. RPMS Cycle Uploads
6. Brochure and booklet-type e-School Report Card (EOSY)
Outstanding
7. Generated acknowledgment receipt of the Uploaded SMEA Report per quarter
(5)
(for discussion during the orientation re generating the report)
8. LR Reports
Offline Reports:
1. PSIPOP
Quality
2. SF4
3. Updated School Form 7
Very Satisfactory Absence of one (1) to two (2) evidences of required reports
(4)
Satisfactory Absence of three (3) to four (4) evidences of required reports
(3)
Unsatis factory Absence of five (5) to six (6)evidences

(2)

(1)
At least five (5) evidences of both online and offline learners and school reports: 1.
Outstanding LIS 2. EBEIS 3. WinS 4. DPDS 5. eSAT 6. IPCRF/OPRCF online link
(5) submission
At least 4 evidences of both online and offline learners and school reports: 1. LIS 2.
Very Satisfactory EBEIS 3. WinS 4. DPDS 5. eSAT 6. IPCRF/OPRCF online link submission
(4)
Efficiency
Satisfactory EBEIS 3. WinS 4. DPDS 5. eSAT 6. IPCRF/OPRCF online link submission
(3)
Unsatis factory EBEIS 3. WinS 4. DPDS 5. eSAT 6. IPCRF/OPRCF online link submission
(2)

(1)
Outstanding Submitted all the reports on or before the deadline
(5)
Very Satisfactory Submitted one (1) to two (2) evidences of reports after the deadline
(4)
Timeliness
Satisfactory Submitted three (3) to four (4) evidences of reports after the deadline
(3)
Submitted five (5) to six (6) evidences of reports after the deadline
Unsatis factory
(2)

(1)
2.2. Managed finances
adhering to policies,
guidelines and issuances in
allocation, procurement, Presence of all of the listed MOVs:
disbursement and 1. Cash Disbursement Reports / Liquidation Reports MOOE and other funds
liquidation aligned with (containing BAC Resolution)
school plan. 2. Certification of MOOE utilization from the accounting office
Outstanding 3. Utilization of other financial resources/grants/assistance/donations based on the
(5) SIP/AIP/SRC or (any of the following)
3. 1. PTA audited financial report signed by the president, treasurer and auditor with
attached proof of expenses
3. 2. Financial Report of LGU donations
Quality
3. 3. Financial report on Alumni association

3. 4. Financial report on school produce
3. 5. Financial report on Brigada Eskwela donations with deed of donations
4. Updated Transparency Board/Information Board
Very Satisfactory
(4) Absence of one (1) of the listed MOVs
Satisfactory
(3) Absence of two (2) of the listed MOVs
Unsatis factory
(2) Absence of three (3) of the listed MOVs
Poor
(1) No acceptable evidence presented
Outstanding Utilization and liquidation reports of the 96-100% of the MOOE and of other funds
(5)
certified by Accounting Unit
Very Satisfactory Utilization and liquidation reports of the 91-95% of the MOOE and/ or other funds
(4)
Efficiency
Satisfactory Utilization and liquidation reports of the 86-90% of the MOOE and/ or other funds
(3)
Basic Education Ser
Efficiency
MFO KRAs Objectives
Unsatis factory Utilization and liquidation reports reports of the 81-85% MOOE and/ or other funds
(2)
Poor Utilization and liquidation reports reports of the 80% and below of the MOOE and/ or
(1) other funds certified by Accounting Unit
Outstanding Record of the utilization and liquidation of the MOOE and/or other funds for the four
(5) quarters
Very Satisfactory Record of the utilization and liquidation of the MOOE and/or other funds for the
Timeliness
(4) three quarters
Satisfactory Record of the utilization and liquidation of the MOOE and/or other funds for the two
(3) quarters
Unsatis factory Record of the utilization and liquidation of the MOOE and/or other funds for one
(2) quarter
Poor No utilization of the MOOE and/or other funds
(1)
2.3. Managed school Presence of all of the following evidences:
facilities and equipment in 1. Annual Inventory report of school facilities
adherence to policies, 1. a. school buildings: classrooms and laboratories
guidelines and issuances 1. b. equipment (Science, TLE/TVL, Math, etc.) with property stickers
on acquisition, recording, 1. c. computer sets and printers with property stickers
neutralization, repair and 1. d. tables and chairs with property stickers
maintenance, storage and 1. e. handwashing facilities
disposal. 1. f. toilets
1. g. furniture
2. Books and other learning materials
2. 1. Inventory of Books
2.2 Inventory of TGs
2. 3. Inventory of LGs
2. 4. Inventory of IMs
Outstanding 3. List of Donations
(5) 3. 1. School Facilities
3.2. Books and other learning materials
4. Repair and maintenance/upkeeping of school physical structures and facilities
(pictures of before, during and after repair)
5. Structured classrooms, comfort rooms, ICT lab/room, directory, stage 6.
Quality
Presence of segregated waste facilities

7. Functional health facilities
8. Logbook of utilization of school equipment
9. Disposal/demolition report, if any
10. Site Development Plan
11. Site Acquisition/Titling or any action/move for titling
Absence of one (1) of the listed MOVs

Very Satisfactory
(4)
Absence of two (2) of the listed MOVs
Satisfactory
(3)
Absence of three (3) of the listed MOVs
Unsatis factory
(2)
Poor Absence of four (4) or more of the listed MOVs

(1)
Outstanding Evidences/documentation as to the updating (as of December 31, 2021) of 100% of the
(5)
Very Satisfactory Evidences/documentation as to the updating of 90% of the reports required stamped
(4)
Efficiency
Satisfactory Evidences/documentation as to the updating of 80% of the reports required stamped "r
(3)
Unsatis factory Evidences/documentation as to the updating of 70% of the reports required stamped "r
(2)
Poor Evidences/documentation as to the updating of 60% and below of the reports required
(1)
3. FOCUSING ON 3.1. Assisted teachers in a. TA plan approved by the PSDS
TEACHING AND the review, b. copy of contextualized lessons per quarter such as learning activity sheets, SLMs,
LEARNING contextualization and and worksheets reviewed by the SH
implementation of learning b.1. Mega School – at least 20
standards to make the b.2. Large School – at least 16
curriculum relevant for the Outstanding b.3. Medium School – at least 12
learners (5) b.4. Small School – at least 8
c. photo-documentation of the utilization of the contextualized lessons,
d. quarterly inventory of TA outputs. District stamped TA reports (narrative report,
pictures, samples) showing TA provision
a. TA plan approved by the PSDS

b. copy of contextualized lessons per quarter such as learning activity sheets, SLMs,
and worksheets reviewed by the SH
b.1. Mega School – at least 16
Very Satisfactory b.2. Large School – at least 12
(4) b.3. Medium School – at least 8
b.4. Small School – at least 4
pictures, samples)
Quality
MFO KRAs Objectives
Quality
b.2. Large School – at least 8
Satisfactory
b.3. Medium School – at least 4
(3)
b.4. Small School – at least 2
pictures, samples)

Unsatis factory b.2. Large School – at least 4
(2) b.3. Medium School – at least 2
b.4. Small School – only 1
pictures, samples)
Poor Absence of any of the non negotiable indicators
(1)
Presence of all of the following:
1. Documentation Report/Certificates of Participation in workshops to localize the
curriculum
2. Local Heritage Matrix/Local Heritage Materials
3. Contextualized Curriculum Matrix per learning area
4. Inventory of localized and indigenized teaching and learning materials
5. Organized School Level Learning Resource Evaluators
6. Evaluation Tools for localized Learning Resources
7. Record of utilization of downloaded materials from the LR portal
Outstanding 8. Record of the quality assured locally-developed LRs utilized at the school,
(5) district, division level
9. Functional school library/LRC/mobile library/library corner/classroom mini-
libraries
10. Monitoring report of the of the localized curriculum
11. Records of locally-developed LRs published in the LR portal/printed, published
Efficiency
or widely-circulated
12. Report/record of community engagement/program/extension services/immersion
in communities
Presence of MOV 1 to 10
Very Satisfactory
(4)
Presence of MOV 1 to 6
Satisfactory
(3)
Unsatis factory Presence of MOV 1 to 3

(2)
(1)
Outstanding Submitted TA plan for the suceeding month and TA reports 3 days after a month
(5)
Very Satisfactory Submitted TA plan for the suceeding month and TA reports 4-5 days after a month
(4)
Timeliness
Satisfactory Submitted TA plan for the suceeding month and TA reports 6-7 days after a month
(3)
Unsatis factory Submitted TA plan for the suceeding month and TA reports 8-9 days after a month
(2)
Poor Submitted TA plan for the suceeding month and TA reports 10 days after a month
(1)
3.2. Utilized learning 1. Enrolment Data by ALL Type of learners
outcomes in developing 2. Assessment Tools and Database of Assessment Results Diagnostric Tools
data-based interventions to MFAT (SPED) ECD Checklist (Elem)Reading Inventory Numeracy Language
maintain learner Mapping
achievement and attain 3. Report on the Analysis of Assessment results: NAT (if applicable), Teacher-
other performance made tests (with TOS), Other Summative Assessment Results (least learned skills
indicators and performance gaps)
4. Availability of CGs, TGs. LMs, etc. for other types of learners : Students with
special needs (if applicable), IPs, Muslim Learners (if applicable), ALS Modules (if
applicable), Modules for ADM (Open High School, MISOSA, Home Schooling (if
applicable)
5. Supervisory Plan, Instructional Supervision Report
6. Action plans, accomplishment, documentation reports on implementation of
Outstanding programs and projects that address learners’ needs (submitted & received by the
(5) district/SDO)
7. Intervention action plans, M&E Reports, accomplishment, documentation
reports on implementation of initiated PAPs
8. Documentation report of LAC Sessions
Quality
9. Intervention Reports (e.g. SIM, Actions Research, Best Practice)

10. School rewards/awards program
11. Instructional monitoring report/anecdotal report/other proofs of monitoring
12. Results of Academic Contests, Awards, Certificates of Commendation received
13. School Paper, website/PLNs or other means to showcase best practices
14. Report of Participation of students and teachers in activities outside the school
15. Documentation that the school has been benchmarked (Logbook, Letter of
Appreciation, etc.)
Very Satisfactory Presence of items 1 to 11

(4)
Qualit
MFO KRAs Objectives
Satisfactory Presence of items 1 to 6
(3)
Unsatis factory Presence of items 1 to 3
(2)
(1)
Sample of validated intervention/materials accomplished by the learner in 8 or more
Outstanding learning areas
(5)
Very Satisfactory Sample of validated intervention/materials accomplished by the learner in 6-7
Efficiency
(4) learning areas
Satisfactory Sample of validated intervention/materials accomplished by the learner in 4-5
(3) learning areas
Unsatis factory Sample of validated intervention/materials accomplished by the learner in 1-3
(2) learning areas
(1)
3.3. Provided TA to Copy of coaching/mentoring form signed by the coached and the coach, issued
teachers in using learning school memo on the conduct of said activity, SDS-approved INSET proposal and/or
assessment tools, SDS-approved L and D plan (including LAC Sessions)
strategies and results 2. Copy of agreement form signed by the SH and teacher, sample of validated
consistent with curriculum contextualized assessment tool.
requirements to ensure 3. Accomplished COT
accountability in achieving a. Mega School – 8 per quarter
higher learning outcomes b. Large School – 6 per quarter
c. Medium School - 4 per quarter
d. Small School – 2 per quarter
Outstanding 4. Any five (5) of the following acceptable evidences/MOVs:
(5) a. attendance sheet
b. sample copy of validated assessment tool
c. sample of test item analysis,
d. sample of lesson design on least mastered competencies,
e. sample of authentic assessment materials,
Quality
f. sample of revised assessment tool,

g. copy of the adjusted assessment tool per assessment result.
Very Satisfactory Any four (4) of the acceptable MOVs

(4)
Satisfactory Any three (3) of the acceptable MOVs

(3)
Unsatis factory Any two (2) of the acceptable MOVs

(2)
Poor Any one (1) of the acceptable MOVs

(1)
1. Creation of Assessment Review Team with terms of reference
2. Evidence of Reviewed Assessment Tool/s on written work such as sample
Pupils'/Students' Portfolio with specific rubrics; sample Pupils' Students' Journals
with rubrics and other written work like Reaction of Reflection Paper, Students'
Researches, etc.
3. Evidence of Reviewed Assessment Tool/s on Performance Task such as
Culminating Activities, Simulation and Actual Performance of Task/s
4. Evidence of Reviewed Assessment Tool/s on Quarterly Examinations with TOS

and/or Summative Tests
Outstanding 5. Documentation of the Review of Assessment Tools (FGD, meeting) conducted
(5) by school community and stakeholders
6. Evidences of modification of assessment tools based on the suggestions
gathered from the FGD
7. Assessment results are conveyed to stakeholders through assemblies and other
appropriate online or offline strategies
Efficiency
8. Documents on the Learning Programs/Activities developed as a result of

assessment

(4)

(3)
Presence of items 1 to 2
Unsatis factory
(2)

(1)
4. DEVELOPING 4.1. Implemented 1. L&D Needs Report of the school and community leaders (Barangay Captain,
SELF AND OTHERS professional development 4Ps leaders, NGO President, etc.)
initiatives to enhance 2. Capacity-building program plan based on the identified L&D needs
strengths and address 3. Implementation plan showing the budget source (GAA from the stakeholders)
performance gaps among 4. Training Plan ( inclusion of GAD, Child Protection, etc.) for community leaders
school personnel including funding source
Outstanding 5. Inclusion of training plans in the AIP/PPMP
(5) 6. Training Report
7. Monitoring and evaluation report on the conduct of the trainings/ TA
8. Documentation implementation of Community of Practice (COP) involving
school community leaders
Quality
SELF AND OTHERS professional development
initiatives to enhance
strengths and address
performance gaps among
school personnel
Quality
MFO KRAs Objectives

(4)
(3)
Unsatis factory Presence of items 1 to 3
(2)
(1)
Completion report/documentation of four (4) of the following professional
development initiatives:
1. School INSET,
2. TIP,
Outstanding
3. Coaching and Mentoring,
(5)
4. 10 LAC sessions,
5. Job Rotations,
Efficiency
6. Benchmarking
Very Satisfactory Completion report/documentation of three (3) of the following professional

(4) development initiatives
Satisfactory Completion report/documentation of two (2) of the following professional
Unsatis factory Completion report/documentation of one (1) of the following professional
(1)
4.2. Provided opportunities Outstanding Documentation/certification of performed leadership roles and responsibilities of 86-
to individuals and teams in (5) 100% of the school personnel
performing leadership roles

Very Satisfactory Documentation/certification of performed leadership roles and responsibilities of 71-
and responsibilities
(4) 85% of the school personnel
Quality
Satisfactory Documentation/certification of performed leadership roles and responsibilities of 56-

Unsatis factory Documentation/certification of performed leadership roles and responsibilities of 41-
Poor Documentation/certification of performed leadership roles and responsibilities of 40%
(1) of the school personnel and below
Documentation/certification of performed leadership roles and responsibilities in the
conduct of the enumerated activities:
1. SLAC
2. School INSET
Outstanding 3. Assignments to Task Forces/Committees/special projects
(5) 4. Job Rotations
5. Benchmarking
6. Coaching and Mentoring
Efficiency
Documentation/certification of performed leadership roles and responsibilities in the

Very Satisfactory
conduct of any five (5) of the enumerated activities
(4)
Satisfactory Documentation/certification of performed leadership roles and responsibilities in the

(3) conduct of any four (4) of the enumerated activities
Unsatis factory Documentation/certification of performed leadership roles and responsibilities in the

(2) conduct of any three (3) of the enumerated activities
Poor Documentation/certification of performed leadership roles and responsibilities in the

(1) conduct of any one (1) or two (2) of the enumerated activities
4.3. Implemented a school Presence of all of the following:

rewards system to 1. Minutes of Consultative Meetings on Rewards and Incentives System
recognize and motivate Mechanism (School Memo, School Bulletin, Guidelines, Committees);
learners, school personnel 2. Documentations including the approved school R&R Programs (certificate of
and other stakeholders for accreditation)
exemplary performance 3. List of Stakeholders as Members of School PRAISE
and/or continued support Outstanding 4. Documentation on objectively verifiable indicators (list of awardees/donors
(5) among others);
5. Resolutions on Incentives and Rewards System (LGU, NGO, BLGU);
6. List of awardees in different categories;
Quality
7. Documentation of activities conducted (sample program, pictures)

(4)
(3)
Unsatis factory Presence of item 1
(2)
(1)
Conducted at least five (5) of the following activities:
1. Issuance of school policy/guidelines/memo aligned with Division Memorandum
No, 113, s. 2020
2. Creation of Rewards and Recognition Committee
Outstanding 3. Selection of applicants
(5) 4. Development of selection criteria per category
5. Sourcing of funds (for prizes
6. Awarding/Recognition Ceremony/ies
Efficiency
Very Satisfactory Conducted at least four (4) of the identified activities

(4)
Satisfactory Conducted at least three (3) of the identified activities
(3)
tion Services
Efficiency
MFO KRAs Objectives
Unsatis factory Conducted at least two (2) of the identified activities
(2)
Poor Conducted at least one (1) of the identified activities
(1)
5. BUILDING 5.1. Built constructive Presented all of the following evidences with corresponding minutes and photo
CONNECTIONS relationships with documentation:
authorities, colleagues, 1.Terms of Reference (TOR) of Members /List of Roles and responsibilities/Job
parents and other Description
stakeholders to foster an 2. Written Designation of accountable persons based on applicable rules and
enabling and supportive regulations (as applicable) of SIP such as the school project team and School PMT
environment for learners 3. Constitution and By-laws (PTA, SGC and others)
4. Code of Conduct/Documentation of the School adoption and observance of the
Outstanding RA 6713
(5) 5. Ratified/Amended Constitution and By-laws (as applicable)
6. MOA/MOU/Board Resolution (as applicable)
Non-negotiable:
Addressed a grievance within the school level
Quality
Presence of items 1 to 4 and the non-negotiable:

Very Satisfactory Presence of a grievance which can be addressed in the school level but elevated to
(4) the schools district
Presence of items 1 to 2 and the non-negotiable:

Satisfactory Presence of a grievance which can be addressed in the school and district levels but
(3) elevated to the schools division
Presence of item 1 and the non-negotiable: Presence of a grievance which can be

Unsatis factory addressed in the school , district, and division levels but elevated to the regional
(2) office
Poor Presence of a grievance which can be addressed in the school, district, and division
(1) levels but elevated to the central office/national complaint desks
Have conducted at least 7 relevant activities in a year with documents such as:
1. Letters of Invitation
2. Memoranda
Outstanding 3. Attendance Sheets
(5) 4. Minutes of Meetings
5. Photo documentations
Efficiency
Very Satisfactory Have conducted at least 5-6 relevant activities in a year with all the identified
(4) documents
Satisfactory Have conducted at least 3-4 relevant activities in a year with all the identified
(3) documents
Unsatis factory Have conducted at least 1-2 relevant activities in a year with all the identified
(2) documents
(1)
5.2. Communicated Have presented all of the following evidences such as:
effectively in speaking and 1. Documentation of School Assemblies and Meetings
in writing to teachers, 2. State of the School Address (SOSA)
learners, parents and other 3. Updated School Report Card (SRC) - Mid-Year and year-end
stakeholders through 4. All SF 9 (Report Cards are signed by the parents)
positive use of 5. Learners Profile with Anecdotal Records
communication platform to Outstanding 6. Formulated School Policy Guidelines on learner development activities
facilitate information (5) 7. Presented/Communicated SRCs to stakeholders
sharing, collaboration and 8. LGU/Community Resolutions/Municipal/Barangay Ordinance supporting the
support. activities for the total development of learners (such as Brigada Eskwela and Brigada
Basa/ Pagbasa etc.)
9. Manual/Handbook on learning and monitoring system is available
Quality
Have presented items 1 to 7

Very Satisfactory
(4)
Satisfactory Have presented items 1 to 4

(3)
Unsatis factory Have presented items 1 to 2

(2)
Poor
No acceptable evidence presented
(1)
Documentation showing communication of the non-negotiable documents (SRC,
SIP/AIP, BE-LCP, MDL) through the use of any five (5) communication platforms
such as :
1. text
2. letters/memo
Outstanding 3. tarpaulin
(5) 4. bandillo
5. FB page/FB account
6. radio broadcast
7. flyers
8. Others
Efficiency
Documentation showing communication the non-negotiable documents (SRC,

Very Satisfactory SIP/AIP, BE-LCP, MDL) through the use of any four (4) communication platforms
(4)
Basi
Efficiency
MFO KRAs Objectives
Satisfactory SIP/AIP, BE-LCP, MDL) through the use of any three (3) communication platforms
(3)

Unsatis factory SIP/AIP, BE-LCP, MDL) through the use of any one to two (1-2) communication
(2) platforms

(1)
5.3. Initiated partnerships Evidences of initiated partnership activities depending on the school size:
with the community such as • Mega School – at least 17
parents, alumni, authorities, Outstanding • Large School – at least 14
industries and other (5) • Medium School – at least 9
stakeholders, to strengthen • Small School – at least 5
support for learner
development, as well as Evidences of initiated partnership activities depending on the school size:
school and community • Mega School – 13-16
improvement. Very Satisfactory • Large School – 11-13
(4) • Medium School –7-8
Evidences of initiated partnership activities depending on the school size:

Quality
Satisfactory • Large School – 8-10


Unsatis factory • Large School – 4-6

Poor • Large School – 0-3
• Small School – 0-1
Have presented all of the following evidences such as:

1. Directory of school and community leaders with their names and updated contact
information such as; email, cellphone number are available.
2. List of LGUs, NGAs, NGOs, Alumni and other partners for the last 5 years with
previous engagement.
3. Copy of Pledge of Commitment indicating school and community leaders’ support

in making decisions and/or solving school problems is available.
4. Availability of any of the ff: reports;
a. Incident Reports
b. Spot Reports
Outstanding c. Intake Sheets
(5) d. Referral Slips
5.Invitation letters, Attendance Sheets, Minutes of the Meeting with Photos/Videos or
other related documents of leaders’ discussing school problem/s and proposing
solutions are available.
Efficiency
6.Copy of Memorandum of Agreement/Understanding entered/forged between the

school and identified community leaders/members addressing a particular school
problem is available.
7. List of completed programs and projects implemented in collaboration with the
community stakeholders
Very Satisfactory Have presented items 1 to 5

(4)
Satisfactory Have presented items 1 to 3
(3)
Unsatis factory Have presented items 1 to 2
(2)
(1)
6. Plus Factor Performed related tasks Performed any 5 of the following:
1. Facilitator/Resource speaker in trainings;
2. Acted as one of the writers of instructional materials/modules/manuals in the
division and/or higher level
3. Acted as consultant to any academic activities and/or any management jobs;
4. Acted as member of district and/or higher level committees;
5. Conducted at least one (1) relevant research in any area within the rating period;
6. Conducted innovation to address learning gaps;
Efficiency
7. Published educational article on any tabloid/spreadsheet/credible online-site of

Outstanding wide circulation
(5) 8. Member of district and higher level QA team
9. Acted as instructional coach/ District LAC leader

10. Member of TWG in the district and/or higher level
11. District and/or higher level awardee
12. Finalist of any division-initiated competition/contest/search
13. Recipient of special citation/recognition in the district and higher level
14. Host of any district or division activity
MFO KRAs Objectives
Very Satisfactory any 4 of the enumerated items

(4)
Satisfactory any 3 of the enumerated items
(3)
Unsatis factory any 2 of the enumerated items
(2)
Poor any 1 of the enumerated items or no acceptable evidence
(1)

Office Performance Commitment and Review Form (Opcrf) Summary Sheet

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FICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF) SUMMARY SHEET

Name of Employee: MELISSA A. ULDAMA

Objective 1 6.5% 5 5 5 0.325 Outstanding

MELISSA A. ULDAMA FERNANDO C. MACARAIG

SCHOOL SCHOOL HEAD KRA 1 KRA 2 KRA 3 KRA 4 KRA 5

NAME OF EMPLOYEE: MELISSA A. ULDAMA NAME OF RATER: FERNANDO C. MACARAIG

TO BE FILLED DURING PLANNING TO BE FILLED DURING EVALUATION

Poor No acceptable evidence presented

Unsatis factory Infrequent/irregular utilization of school-framed M&E tools

Poor No acceptable evidence presented

Poor No acceptable evidence presented

Satisfactory Managed gathering and submission of school data to 3 out 6 online

Poor Zero utilization

Rarely managed school facilities and equipment in adherence to policies,

Outstanding Updated 100% of the reports required

Localized curriculum is implemented and monitored closely to ensure that

indicators (4) performance indicators

Satisfactory Utilized developed materials in 4-5 learning areas to improve performance

Poor No acceptable evidence presented

The assessment tools were reviewed by the school and assessment

Poor The assessment tools were reviewed by the school.

Leaders frequently undertook training modes that are convenient to them

development initiatives to enhance strengths and address performance

Developed and supported personal and professional development of

Developed and supported personal and professional development of

Developed and supported personal and professional development of

Occasionally built constructive relationships with authorities, colleagues,

Rarely communicated effectively in speaking and in writing to teachers,

learners, parents and other stakeholders through positive use of

Poor No acceptable evidence

Initiated partnership activities based on the school size:

Initiated partnership activities based on the school size:

online-site of wide circulation

Very Satisfactory any 4 of the enumerated items

MELISSA A. ULDAMA FERNANDO C. MACARAIG NENE R. MERIOLES, CESO V

Adjectival Rating Scale

Outstanding 4.500- 5.000

Objective 1 6.5% 5 5 5 0.325 0.195 0 0 0 0.195 Outstanding

MELISSA A. ULDAMA FERNANDO C. MACARAIG NENE R. MERIOLES, CESO V

10. Letter of Invitation to Stakeholders stamped "Received"

Poor No acceptable evidence presented

Adjustment/Annual Performance Review;

Very Satisfactory Presence of MOV 1 to 10

Satisfactory 81-90% of school PPAs per approved AIP were implemented/complemeted

6. Revised SIP/AIP incorporating the comments and suggestions and

1. Any one(1) of the following: Memorandum, invitation, attendance sheet showing

Outstanding Utilized DepEd-framed and school-framed M&E tools in all quarters

Satisfactory Utilized DepEd-framed and school-framed M&E tools in two quarters

Unsatis factory Utilized DepEd-framed and school-framed M&E tools in a quarter

Poor No acceptable evidence was shown

Unsatis factory Absence of five (5) to six (6)evidences

Poor No acceptable evidence presented

Poor No acceptable evidence presented

Poor No acceptable evidence presented

3. 3. Financial report on Alumni association

Presence of segregated waste facilities

Absence of one (1) of the listed MOVs

Poor Absence of four (4) or more of the listed MOVs