Lesson 1 Appraising Personnel

Performance

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Department of EducationBUREAU OF ELEMENTARY EDUCATION2nd Floor Bonifacio BuildingDep Ed Complex, Meralco AvenuePasig City

Revised 2011by the Learning Resource Management and Development System (LRMDS),

DepEd - Division of Negros Occidentalunder the Strengthening the Implementation of Basic Education

in Selected Provinces in the Visayas (STRIVE).

Section 9 of Presidential Decree No. 49 provides:

No copyright shall subsist in any work of theGovernment of the Republic of the Philippines. However,prior approval of the government agency or office wherein

the work is created shall be necessary for exploitation ofsuch work for profit.

This material was originally produced by the Bureau of ElementaryEducation of the Department of Education, Republic of the Philippines.

This edition has been revised with permission for online distributionthrough the Learning Resource Management Development System

(LRMDS) Portal (http://lrmds.deped.gov.ph/)under Project STRIVE for BESRA,

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 No. of

Teachers Time

Frame Accomplishment

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

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 Instructional Competence (70%) II Professional and Personal Characteristics (20%) III Punctuality and Attendance (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 x w = Rc1 NI

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 Try These

1. In these activities, who is the ratee? 2. Who is the rater? 3. In the District Level, who is the rater? 4. Who is the ratee? 5. 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. Teacher 2. Principal 3. District Supervisor 4. Principal 5. 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

TARGET

DATES

PROJECT COST

REMARKS

Appendix B

PAST Form A-1. Individual Work Plan

Name: _

School/Division:

Position: Rating Period:

Program/Project/Activity TARGET DATE

Output Remarks Planned Actual

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 8 when 3 indicators were met 6 when 2 indicators were met 4 when 1 indicator was met 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 10 when 4 indicators were used 8 when 3 indicators were used 6 when 2 indicators were used 4 when 1 indicators was used 2

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 10 when 4 were done 8 when 3 were done 6 when 2 were done 4 when 1 was done 2

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 10

when 4 were included 8 when 3 were included 6 when 2 were included 4 when 1 was included 2

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 10 b) most of the time 8

c) more often than not 6 d) sometimes 4 e) seldom 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/ co-

chairman/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 10 Most of the time 8 More often than not 6

Seldom 4 Never 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 supervisor-

subordinate 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 10 4 6 times tardy/undertime 8 7-10 times tardy/undertime 6 11-15 times tardy/undertime 4 more than 15 times tardy/undertime 2

Attendance No. of times absent (5%)

Not more than 4 days absent 10 5-8 days absent 8 9-12 days absent 6 13-16 days absent 4 more than 16 days absent 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.

Appraising Personnel PerformanceLesson 1-Appraising Personnel Performance