INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW F

RONIL D. MANAON
AND REVIEW FORM (IPCRF) SUPERVISORS
ANAON
Results-Based Performance Management System (RPMS)
The Department of Education (DepEd) is committed to provide the members of its organization with opportunities
to:
 Link their individual achievements and make a meaningful contribution to the attainment of the institution’s Vision
and Mission.

 Promote individual and team growth, participation and commitment.

 Grow professionally and personally.

In line with this Philosophy, DepEd implements a Results-Based Performance Management System. It is a shared undertaking
between the superior and the employee that allows an open discussion of job expectations, Key Results Areas, Objectives and how
these align to overall departmental goals. It provides a venue for agreement on standards of performance and behaviors which lead
to professional and personal growth in the organization.

This form is divided into four parts:

PART I Accomplishments of KRAs and Objectives - Each employee plays a vital part in the achievement of his/her department’s
objectives. At the beginning of the Results-Based Performance Management Cycle, the employee and his/her superior jointly
determines goal and measures that will lead to the achievement of the overall departmental goals. After which, weights are
assigned to those goals based on priorities. The total of the weights should not exceed 100. At the end of the performance cycle,
the employee is rated on the effectiveness/quality, efficiency (including cost), and timeliness in delivering the goals agreed upon.

PART II Competencies - The success of the employee in fulfilling his/her role and delivering exceptional performance
is dependent on how s/he applies various competencies on the job. The employee is rated based on the
effectiveness and consistency by which s/he demonstrates behaviors relevant to the competencies. The overall
rating is computed by adding the rating for each competency and dividing the sum by the total number of
competencies. Half-points (e.g. 3.5) may be given if the employee’s performance level falls in between descriptions
of the scale positions.

PART III Summary of Ratings for Discussion

PART IV Development Plans - The areas where the employee excels and areas for development are both identified.
In this manner, the employee’s strengths are highlighted and recognized. Development needs on the other hand are
addressed through formal and informal training and development approaches.

Scale Adjectival Description

5
Outstanding (5)
(97.50% and above)
Performance represents an extraordinary level of achievement and commitment in terms of quality and time,
technical skills and knowledge, ingenuity, creativity and initiative. Employees at this performance level should have
demonstrated exceptional job mastery in all major areas of responsibility. Employee achievement and contributions
to the organization are of marked excellence.

Very Satisfactory (4)

(86.25% to 97.49%)
Performance exceeded expectations. All goals, objectives and targets were achieved above the established
standards.

Satisfactory (3)
(75% to 86.24%)
Performance met expectations in terms of quality of work, efficiency and timelines. The most critical annual goals
were met.

Unsatisfactory(2)
(37.5% 74.99%)
Performance failed to meet expectations, and / or one or more of the most critical goals were not met.

Poor
(0 to 37.49 %)
Performance was consistently below expectations, and/or reasonable progress towards critical goals was not made.
Significant improvement is needed in one or more important areas.

These ratings refer to the accomplishment of targets or objectives. Evaluation should be based on indicators and
measures. CSC MC NO. 13, SERIES OF 1999 (REVISED Polices on the Performance Management System) have the
following descriptions:
Outstanding – performance exceeding targets by 30% and above of the planned targets on the previous definition of
performance exceeding targets by at least fifty (50%)

Very Satisfactory – performance exceeding targets by 15% to 29% of the planned targets; from the previous range of
performance exceeding targets by at least 25% but falls short of what is considered an outstanding performance.

Satisfactory – performance of 100% to 114% of the planned targets. For accomplishments requiring 100% of the
targets such as those pertaining to money or accuracy or those which may no longer be exceeded, the usual rating
of either 10 for those who met targets or 4 for those who failed or fell short of the targets shall still be enforced.

Unsatisfactory – performance of 51% to 99% of the planned targets; and

Poor – performance failing to meet the planned targets by 50% or below.
Appeals
A Performance Review Committee (PRC) shall be created is DepEd composed of the Undersecretary for Regional
Operations, Assistant Secretary for Planning, highest ranking official in charge of personnel management and two
representatives from the rank and file nominated by the accredited employee association in the agency as
members.

1. Employees who feel aggrieved or dissatisfied with their final performance rating can file an appeal with the PRC
within ten (10) days from date of receipt of their Performance Report Form from the PRC. Employees, however,
shall not be allowed to protest the performance rating of their co-employees. Ratings obtained by other employees
can only be used as basis or reference for comparison in appealing one’s performance rating;
2. The PRC shall decide on the appeals within one month from receipt. Appeals lodged at any PRC shall follow the
hierarchical jurisdiction of various PRCs in an agency. For example, the decision of the Provincial PRC is appealable
to the Regional PRC which decision is in turn appealable to the National/Central Office PRC. Only in exceptional
instances when the decision of the PRC in the central offices of departments may be appealed further to the CSC
Commission proper. The decision made on employees’ ratings by the PRC in the local government units maybe
appealed to the Civil service Regional Office which has jurisdiction over these units.

3. An official or employee who was separated from the service on the basis of unsatisfactory or poor performance
rating can appeal his separation to the CSC or its regional office within 15 days from receipt of the order or notice of
separation.
Results-Based Performance Management System (RPMS)
INSTRUCTIONS
Please follow the following:

1. Enter the necessary data on the required field such as Name, position and others on the OPCRF WORKSHEET
EVALUATION PHASE sheet. (the rest of the sheets will be filled-in automatically)

2. During Mid-Year Review and Evaluation Phase, utilized the sheet, PORTFOLIO ASSESSMENT. Using the Portfolio of the
School Head containing all the MOVs and other supporting documents, CHECK and VALIDATE all presented MOVs against the
RUBRICS required for each objective under different KRAs.This is an electronic template which will in turn generate results for the
rating of School Heads for the OPCRF and other RPMS documents with the actual rating based on the actual performance of the
school head or the ratee based on Quality, Efficiency and Timeliness(QET). The rest of the fields are protected.(you can't enter any
variable on protected fields) Once finished, CLICK the HOME button and proceed to the IPCRF SHEET. Print the pages using legal
size bond paper.

3. Proceed now to Part II (Competencies). Tick the required fields which corresponds to the competence of the ratee/teacher. Tick
all that applies under each corresponding Domains. The total will be generated automatically. Once completed, print part II.

4. Proceed now to the PART III and IV (Summary of Ratings for Discussion and Development Plans). The strengths and
development needs are generated automatically after the completion of Portfolio Assessment. Complete PART III and IV by
supplying the Action Plan, Timeline, and Resources Needed. Once completed, PRINT this part using Legal-sized bond paper.

5. Accomplish EMPLOYEE FEEDBACK FORM. Some of the poarts are protected. Accomplish only the Employee
Feedback part. (Sample is given but you may change them based on your actual feedback about the RPMS cycle and
processes. Once done, PRINT this part using Legal-sized bond paper.

6. Accomplish the COACHING AND MONITORING Part. PRINT this part once completed.

7. Once ALL the parts are completed, have it signed by the corresponding personnel (Rater and the Approving Authority).

This Electronic OPCRF (RPMS) is dedicated to all the men and women of the Department of Education,
specifically, the school heads of the Division of Mandaue City. God speed and Mabuhay.

RONIL D. MANAYON
Developer
 Department of Education
Region VII, Central Visayas
DIVISION OF MANDAUE CITY
Plaridel St., Centro, Mandaue City

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) SUPERVISORS Career Stage 2
Name of Employee: RONIL D. MANAON Name of Rater:
JAIME P. RUELAN, EdD

Position: Public Schools District Supervisor Position:

OIC-Chief, CID

Review Period: January 2021-December 2021 Date of Review:

June,2021

School/Division: MANDAUE CITY

Public Schools District
I, RONIL D. MANAON Supervisor,
commit to deliver and agree to be rated on the attainment of the following targets in accordance with the indicated measures
for the period January 2021-December 2021 ,
TO BE FILLED IN DURING PLANNING TO BE FILLED IN DURING EVALUATION

PERFORMANCE INDICATORS TARGETS Rating

WEIGHT Actual
MFOs KRA's OBJECTIVES TIMELINE
PER KRA
MOV'S SCORE
Very Satisfactory Unsatisfactory Poor Results
QET Outstanding (5) Satisfactory (3) From To Q E T Average
(4) (2) (1)
Strand 1.1 1.1.2 Supported 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Reports on
curriculum outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs Curriculum
Curriculum
Supporting Curriculum

implementation contained accurate contained accurate contained accurate contained accurate contained accurate Implementation and
implementation
Management and

and appropriate and appropriate and appropriate and appropriate and appropriate Instructional
Implementation

through the information/entries information/entries information/entries information/entries information/ Delivery

management of January and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and
programs, 2021- days before the days before the deadline. days after the submitted 4-5 days Accomplished
QET

projects and 5.00% deadline. deadline. deadline. after the deadline. Mentoring and 3 5
Decemb
activities aligned Coaching Form
er 2021
with curriculum
standards.

Strand 1.2 1.2.2 Provided 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Supervisory Report
support for outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs on Instruction
Curriculum
Supporting Curriculum

curriculum contained accurate contained accurate contained accurate contained accurate contained accurate
innovation
Management and

and appropriate and appropriate and appropriate and appropriate and appropriate Accomplished
Implementation

innovation information/entries information/entries information/entries information/entries information/ Mentoring and

schools/ and/or January and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and Coaching Form
learning centers 2021-
QET

days before the days before the deadline. days after the submitted 4-5 days
to improve 5.00% 3 5
Decemb deadline. deadline. deadline. after the deadline.
teaching and er 2021
learning.
 Strand 1.3 1.3.2 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Reports on
Implemented outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs Curriculum
Curriculum

Supporting Curriculum
relevant contained accurate contained accurate contained accurate contained accurate contained accurate Implementation on
contextualization

Management and
and appropriate and appropriate and appropriate and appropriate and appropriate Contextualization

Implementation
strategies to information/entries information/entries information/entries information/entries information/ and Localization
support January and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and
curriculum 2021-

QET
days before the days before the deadline. days after the submitted 4-5 days Supervisory
contextualization. Decemb 5.00% deadline. deadline. deadline. after the deadline. Report on technical
3 5
assistance
er 2021 provided

Strand 1.4 Learning 1.4.2 Conducted 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Coordination
activities such as outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs Report with EPSvrs
resource
Supporting Curriculum

sharing of one’s contained accurate contained accurate contained accurate contained accurate contained accurate on provision of TA
development
Management and

and appropriate and appropriate and appropriate and appropriate and appropriate Report on TA
Implementation

expertise, writing information/entries information/entries information/entries information/entries information/ provided

instructional January and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and
materials, 2021-

QET
days before the days before the deadline. days after the submitted 4-5 days List of Learning
capacity building, 5.00% 3 5
Decemb deadline. deadline. deadline. after the deadline. Resource
and needs er 2021 developed
assessment that
support learning
resource
development in
Strand 1.5 Learning schools and/or
1.5.2 Applied 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Inventory of
learning
relevant centers. outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs Learning
resource
Supporting Curriculum

processes to contained accurate contained accurate contained accurate contained accurate contained accurate Resources
management
Management and

and appropriate and appropriate and appropriate and appropriate and appropriate Report on
Implementation

support learning information/entries information/entries information/entries information/entries information/ Utilization of LMs

resource January and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and
management in 2021-
QET
days before the days before the deadline. days after the submitted 4-5 days
schools and/or 5.00% 3 5
Decemb deadline. deadline. deadline. after the deadline.
learning centers. er 2021

Strand 1.6 Learning 1.6.2 Utilized 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Report on KPIs
results of learning outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs
outcomes
Supporting Curriculum

outcomes contained accurate contained accurate contained accurate contained accurate contained accurate Report on Learning
assessment
Management and

and appropriate and appropriate and appropriate and appropriate and appropriate Outcomes
Implementation

assessment in information/entries information/entries information/entries information/entries information/ Assessment

developing January and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and
intervention 2021-
QET

days before the days before the deadline. days after the submitted 4-5 days Recommendations
strategies to 5.00% 3 5
Decemb deadline. deadline. deadline. after the deadline. based on Learning
support schools er 2021 Outcomes
and/or learning Assessment
centers.

Strand 2.1 2.1.2 Conducted 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Activity Completion
programs, outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs Report
Educational
Strengthening Shared

projects and contained accurate contained accurate contained accurate contained accurate contained accurate
development plan and appropriate and appropriate and appropriate and appropriate and appropriate Supervisory Plan
activities aligned
Accountability

operationalization January
information/entries information/entries information/entries information/entries information/
with the and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and Supervisory Report
educational 2021-
QET

days before the days before the deadline. days after the submitted 4-5 days on technical
development 5.00% 3 5
Decemb deadline. deadline. deadline. after the deadline. assistance
plan. er 2021 provided

TA Coaching Plan

TA Contract
 Strand 2.2 Technical 2.2.2 Adopted 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the TA and Coaching
outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs Plan
assistance provision and implemented contained accurate contained accurate contained accurate contained accurate contained accurate
appropriate

Strengthening Shared
and appropriate and appropriate and appropriate and appropriate and appropriate TA Contract
technical information/entries information/entries information/entries information/entries information/
assistance
Accountability
and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and Supervisory Report
modalities to January days before the days before the deadline. days after the submitted 4-5 days on technical
schools and/or 2021- deadline. deadline. deadline. after the deadline. assistance

QET
learning centers 5.00% provided. 3 5
Decemb
based on quality
assurance, and er 2021
monitoring and
evaluation
results.

Strand 2.3 Policy 2.3.2 Conducted 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Quarterly PMEA
review and outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs Report
review and contained accurate contained accurate contained accurate contained accurate contained accurate
recommendation
Strengthening Shared

recommendation and appropriate and appropriate and appropriate and appropriate and appropriate TA and Coaching
of national, information/entries information/entries information/entries information/entries information/ Plan
Accountability

regional and/or and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and
division policies January days before the days before the deadline. days after the submitted 4-5 days TA Contract
to ensure 2021- deadline. deadline. deadline. after the deadline.

QET
relevance within Decemb
5.00% Supervisory Report
3 5
the context of on technical
er 2021 asstance provided
one’s area of
concern.

Strand 2.4 Disaster 2.4.2 Support the 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Report on schools’
management of outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs readiness
preparedness, contained accurate contained accurate contained accurate contained accurate contained accurate
disaster
Strengthening Shared

mitigation and and appropriate and appropriate and appropriate and appropriate and appropriate Report on the
preparedness,
resiliency support information/entries information/entries information/entries information/entries information/ Schools’ DRRM
Accountability

mitigation and and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and Implementation
resiliency in the January days before the days before the deadline. days after the submitted 4-5 days
schools and/or 2021-
QET

deadline. deadline. deadline. after the deadline.

5.00% 3 5
learning centers Decemb
to ensure delivery er 2021
of basic
education.

Strand 3.1 Support 3.1.2 Apply 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Supervisory Plan
Fostering a Culture of Continuous

appropriate outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs
for instructional contained accurate contained accurate contained accurate contained accurate contained accurate Supervisory Report
leadership instructional
and appropriate and appropriate and appropriate and appropriate and appropriate on Instructional
leadership information/entries information/entries information/entries information/entries information/ Leadership and
support strategies and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and technical
to help schools
Improvement

days before the days before the deadline. days after the submitted 4-5 days assistance
and/or learning January deadline. deadline. deadline. after the deadline. provided
centers with the 2021-
QET

5.00% TA and Coaching 3 5

continuous Decemb
improvement of Plan
er 2021
the teaching- TA Contract
learning process.
Journal on
Continuous
Improvement
 Strand 3.2 3.2.2 Utilized 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Schools report on

Fostering a Culture of Fostering a Culture of Continuous

relevant outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs the utilization of
Technology-based contained accurate contained accurate contained accurate contained accurate contained accurate relevant
innovation including technology-
and appropriate and appropriate and appropriate and appropriate and appropriate technology-based
based
ICT information/entries information/entries information/entries information/entries information/ innovations
innovations and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and
Improvement
including ICT in January days before the days before the deadline. days after the submitted 4-5 days
the effective deadline. deadline. deadline. after the deadline.
2021-

QET
delivery of roles 5.00% 3 5
and functions to
Decemb
support to er 2021
schools and/or
learning centers.

Strand 3.3 Culture of 3.3.2 Utilized 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Journal on
Continuous Improvement

findings of outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs Research and
research contained accurate contained accurate contained accurate contained accurate contained accurate Continuous
research
and appropriate and appropriate and appropriate and appropriate and appropriate Improvement
undertaken information/entries information/entries information/entries information/entries information/
and/or adapted to January and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and
improve practice. 2021-

QET
days before the days before the deadline. days after the submitted 4-5 days
5.00% 3 5
Decemb deadline. deadline. deadline. after the deadline.
er 2021

Strand 3.4 3.4.2 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the School's Readiness
Continuous Improvement

Implemented outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs report
Communities of
Fostering a Culture of

communities of contained accurate contained accurate contained accurate contained accurate contained accurate
practice and appropriate and appropriate and appropriate and appropriate and appropriate Fund Utilization
practice to information/entries information/entries information/entries information/entries information/ Report
support the January and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and
improvement of 2021-
QET

days before the days before the deadline. days after the submitted 4-5 days SBM Level of
the delivery of 5.00% 3 5
Decemb deadline. deadline. deadline. after the deadline. Practice
basic education er 2021
services. Supervisory Plan

Supervisory Report

Strand 3.5 Use of 3.5.2 Used 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Supervisory Plan
communication outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs
communication contained accurate contained accurate contained accurate contained accurate contained accurate Supervisory Report
Continuous Improvement

platforms platforms
Fostering a Culture of

and appropriate and appropriate and appropriate and appropriate and appropriate
including print information/entries information/entries information/entries information/entries information/
and non-print and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and District Memos
media to support January days before the days before the deadline. days after the submitted 4-5 days
to schools and/or 2021- deadline. deadline. deadline. after the deadline.
QET

learning centers 5.00% 3 5

Decemb
in improving basic
er 2021
education
services.
Developing Self and others Developing Self and others Developing Self and others Developing Self and others Strand 4.1 Learning 4.1.2 Ensured the 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Learning and
delivery of outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs Development Plan
and development contained accurate contained accurate contained accurate contained accurate contained accurate and Report
different learning
and appropriate and appropriate and appropriate and appropriate and appropriate
and development information/entries information/entries information/entries information/entries information/ IPPD
interventions to January and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and
support to 2021-

QET
days before the days before the deadline. days after the submitted 4-5 days SPPD
schools and/or 4.00% 3 5
Decemb deadline. deadline. deadline. after the deadline.
learning centers. er 2021 Accomplished
mentoring and
coaching form

Strand 4.2 4.2.2 Participated 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Attendance to
actively in outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs MANCOM,
Professional contained accurate contained accurate contained accurate contained accurate contained accurate EXECON, and
networks professional
and appropriate and appropriate and appropriate and appropriate and appropriate seminars and
networks to information/entries information/entries information/entries information/entries information/ trainings.
enhance January and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and
knowledge and 2021-

QET
days before the days before the deadline. days after the submitted 4-5 days Membership to
skills in improving 4.00% 3 5
Decemb deadline. deadline. deadline. after the deadline. Professional
practice. er 2021 Networks/
Organizations

Strand 4.3 Personal 4.3.2 Set 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Individual
achievable outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs Development Plan
and professional contained accurate contained accurate contained accurate contained accurate contained accurate
development personal and
and appropriate and appropriate and appropriate and appropriate and appropriate
professional information/entries information/entries information/entries information/entries information/
development January and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and
goals based on 2021-
QET

days before the days before the deadline. days after the submitted 4-5 days
the Philippine 4.00% 3 5
Decemb deadline. deadline. deadline. after the deadline.
Professional er 2021
Standards for
Supervisors.

Strand 4.4 4.4.2 Applied 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Accomplished
professional outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs Mentoring and
Professional contained accurate contained accurate contained accurate contained accurate contained accurate Coaching Form
reflection and reflection and
and appropriate and appropriate and appropriate and appropriate and appropriate
learning to
learning to improve January
information/entries information/entries information/entries information/entries information/
improve one’s and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and
practice practice. 2021-
QET

days before the days before the deadline. days after the submitted 4-5 days
4.00% 3 5
Decemb deadline. deadline. deadline. after the deadline.
er 2021
 Strand 4.5 Support 4.5.2 Supported 90%-100% of the 85%-89% of the 80%-84% of the 75%-79% of the below 75% of the Reports on
the outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs outputs plus MOVs Curriculum
for rewards and

Developing Self and others

implementation of contained accurate contained accurate contained accurate contained accurate contained accurate Implementation and
recognition and appropriate and appropriate and appropriate and appropriate and appropriate Instructional
rewards and
mechanisms information/entries information/entries information/entries information/entries information/ Delivery
recognition and submitted 4-5 and submitted 1-3 and submitted on the and submitted 1-3 entries and
mechanisms in January days before the days before the deadline. days after the submitted 4-5 days Accomplished
acknowledging deadline. deadline. deadline. after the deadline. Mentoring and
2021-

QET
the outstanding 4.00% Coaching Form 3 5
performance of
Decemb
personnel in er 2021
schools and/or
learning centers.

a. Performed additional
functions (Technical Committee/ ✘
Chairmanship)

b. Assigned as Coordinator of
any program/project/learning
area

c. Attended training/ workshops

conducted by the Regional
Office and Central Office 5-Five or more Indicators were accomplished/ performed
with corresponding supporting document
4-
d. Acted as Resource/Guest Speaker
Four Indicators were accomplished/ performed with
corresponding supporting document
e. Introduced reform/innovation
Performed tasks / functions that has significant impact on the 3- Three Indicators were
Please tick tasks/indicators which was/were
that lead to the attainment attainmert of PDP targets accomplished/ performed with corresponding supporting
VI. PLUS FACTOR 5% accomplished fully supported with documentary
of higher learning document requirements.
outcomes
f. Presented research papers in
conferences 2- Two Indicators were accomplished/
performed with corresponding supporting document
g. Attend writeshop/ workshop
conducted by the regional Office
1- One Indicator
or Central Office was accomplished/ performed with corresponding
supporting document
h. Received award/ recognition from
reputable government/ non-
government organizations
(personal/institutional award)

i. Introduce Curriculum or
Instrcuctional materials

j. Introduce program for

simplification of work

OVERALL RATING 0.00

DESCRIPTIVE RATING Poor

JAIME P. RUELAN, EdD RONIL D. MANAON NIMFA D. BONGO, Ed.D., CESO V.

Rater Ratee Approving Authority

DepEd RPMS Form- Supervisor

Name : RONIL D. MANAON
O B J E C T I V E S
Self-Management Professionalism and Ethics
✘ 1. Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for
1. Sets personal needs, goals, and directions toward personal development. public officials and employees (RA 6713).

2. Undertakes personal actions and behaviors that are clear and purposive and takes into account personal 2. Practices ethical and professional behavior and conduct taking into account the impact of his/her
goals and values congruent to that of the organization. actions and decisions on others.

3. Maintains a professional image: being trustworthy, punctual and regular in attendance, well-groomed
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.
and a good communicator.

4. Makes personal sacrifices(reporting to school on Saturdays and Holidays) to meet the organization’s
4. Prioritizes work tasks and schedules (through ghantt charts, checklists, etc.) to achieve goals.
needs.

5. Acts with a sense of urgency and responsibility to meet the organization’s needs, improve systems
5. Sets high quality, challenging, realistic goals for self and others. and help others improve their effectiveness.

Results Focus Teamwork

1. Achieves results with optimal use of time and resources most of the time. 1. Willingly does his/her share of responsibility.

2. Avoids rework, mistakes and wastage through effective work methods by placing organizational needs before personal needs.
2. Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
organization.

3. Delivers error-free outputs most of the time by conforming to standard operating procedures correctly and consistently. Able to produce
very satisfactory quality of work In terms of usefulness/acceptability and completeness with no supervision required. 3. Applies negotiation principles in arriving at win-win agreements.

4. Expresses desire to do better and frustration at waste or inefficiency. May focus on new or more precise ways of meeting goals set. 4. Drives consensus and team ownership of decisions.

5. Makes specific changes in the system or in own work methods to improve performance. Examples may include doing something better, 5. Works constructively and collaboratively with others and across organizations to accomplish
faster, at a lower cost, more efficiently; or improving quality, customer satisfaction, morale, without setting any specific goal. organizational goals and objectives.

Service Orientation Innovation

1. Examines the root cause of problems and suggests effective solutions. Fosters new ideas, processes,
1. Can explain and articulate organizational directions, issues and problems
and suggests better ways to do things (cost and/or operational efficiency).

2. Takes personal responsibility for dealing with and/or correcting customer service issues and 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving
concerns. personal productivity to create higher value and results.

3. Initiates activities that promotes advocacy for men and women empowerment. 3. Promotes a creative climate and inspires co – workers to develop original ideas or solutions.

4. Participates in updating of office vision, mission, mandates and strategies based on DepEd 4. Translates creative thinking into tangible changes and solutions that improve the work unit
strategies and directions. and organization.
5. Develops and adopts service improvement programs through simplified procedures that will further 5. Uses ingenious methods to accomplish responsibilities.Demonstrates resourcefulness and
enhance service delivery. the ability to succeed with minimal resources.

Leading People People Performance Management

1. Uses basic persuasion techniques in a discussion or presentation e.g., staff mobilization, appeals
to reason and/or emotions, uses data and examples, visual aids
2. Persuades, convinces or influences others, in order to have a specific impact or effect.
3. “Sets a good example”, is a credible and respected leader; and demonstrates desired behavior.
1Makes specific changes in the performance management system or in own work methods to improve
performance (e.g. does something better, faster, at lower cost, more efficiently; improves quality,
customer satisfaction, morale, revenues).
2. Sets performance standards and measures progress of employees based on office and
department targets.
3. Provides feedback and technical assistance such as coaching for performance improvement
and action planning.

4. Forwards personal, professional and work unit needs and interests in an issue. 4. States performance expectations clearly and checks understanding and commitment.
5. Assumes a pivotal role in promoting the development of an inspiring, relevant vision for the
5 Performs all the stages of result-based performance management system supported by
organization and influences others to share ownership of DepEd goals, in order to create an
evidence and required documents/forms.
effective work environment.

People Development
1. Improves the skills and effectiveness of individuals through employing a range of development
strategies.
2 Facilitates workforce effectiveness through coaching and motivating/developing people within a
work environment that promotes mutual trust and respect.

3 Conceptualizes and implements learning interventions to meet identified training needs.

4 Does long-term coaching or training by arranging appropriate and helpful assignments, formal
training, or other experiences for the purpose of supporting a person’s learning and development.
Cultivates a learning environment by structuring interactive experiences such as looking for future
opportunities that are in support of achieving individual career goals.
 Career_Stage_1
Strand 1.1 Curriculum implementation

Strand 1.2 Curriculum innovation

Strand 1.3 Curriculum contextualization

Strand 1.4 Learning resource development

Strand 1.5 Learning resource management

Strand 1.6 Learning outcomes assessment

Strand 2.1 Educational development plan

operationalization

Strand 2.2 Technical assistance provision

Strand 2.3 Policy review and recommendation

Strand 2.4 Disaster preparedness, mitigation and

resiliency support

Strand 3.1 Support for instructional leadership

Strand 3.2 Technology-based innovation including

ICT
Strand 3.3 Culture of research

Strand 3.4 Communities of practice

Strand 3.5 Use of communication platforms

Strand 4.1 Learning and development

Strand 4.2 Professional networks

Strand 4.3 Personal and professional
development

Strand 4.4 Professional reflection and learning to

improve practice

Strand 4.5 Support for rewards and recognition

mechanisms
POSITION
Public Schools District Supervisor
Education Program Supervisor
0
0
0
0
0
0
0
0
0
0
0

0.0000

STAGE
Career Stage 1
Career Stage 2
Career Stage 3
Career Stage 4
CORE

Self-Management
1. Sets personal needs, goals, and directions toward
2. Undertakes
personal personal actions and behaviors that are clear
development.
and purposive and takes into account personal goals and
3. Displays
values emotional
congruent to thatmaturity and enthusiasm for and
of the organization.
is
4. challenged by higher
Prioritizes work tasksgoals.
and schedules (through ghantt
charts,
5. Sets checklists,
high quality,etc.) to achieverealistic
challenging, goals. goals for self
and others.
Professionalism
1. Demonstrates theand Ethics
values and behavior enshrined in the
Norms of Conduct
2. Practices ethicaland
andEthical Standards
professional for public
behavior officials
and conduct
and employees
taking (RA
into account 6713).
the impact of his/her
3. Maintains a professional image: beingactions and
trustworthy,
decisions on others.
punctual and regular in attendance, well-groomed and a good
4. Makes personal sacrifices(reporting to school on
communicator.
5. Acts withand
Saturdays a sense of urgency
Holidays) to meetand
theresponsibility
organization’stoneeds.
meet the
organization’s needs, improve systems and help others
improve
Resultstheir effectiveness.
Focus
1. Achieves results with optimal use of time and resources most of the time.
2. Avoids rework, mistakes and wastage through effective work methods by
3. Delivers
placing error-free outputs
organizational most ofpersonal
needs before the timeneeds.
by conforming to standard
operating procedures correctly and consistently. Able to produce very
satisfactory quality of work In terms of usefulness/acceptability and
4. Expresses desire
completeness notosupervision
do better and
withchanges frustration at waste or inefficiency. May
required.
5. Makes
focus specific
on new or more in the
precise system
ways or in own
of meeting work
goals set.methods to improve
performance. Examples may include doing something better, faster, at a
lower cost, more efficiently; or improving quality, customer satisfaction,
morale, without setting any specific goal.
Teamwork
1. Willingly does his/her share of responsibility.
2. Promotes collaboration and removes barriers to teamwork
and goal accomplishment
3. Applies across theinorganization.
negotiation principles arriving at win-win
agreements.
4. Works
5. Drives constructively
consensus andand team ownership ofwith
collaboratively decisions.
others
and across organizations to accomplish organizational
goals
Service andOrientation
objectives.
1. Can explain and articulate organizational directions,
issues
2. Takes and problems
personal responsibility for dealing with and/or
correcting customer service
3. Initiates activities that issuesadvocacy
promotes and concerns.
for men
4. Participates in updating
and women empowerment. of office vision, mission,
mandates
5. Develops and strategies
and based improvement
adopts service on DepEd strategies
programs
and directions.
through simplified procedures that will further enhance
service
1. delivery.
Examines
Innovation the root cause of problems and suggests
effective solutions. Fosters new ideas, processes, and
2. Demonstrates
suggests an toability
better ways to think
do things (cost“beyond the box”.
and/or operational
Continuously
efficiency). focuses on improving personal productivity
3.
to Promotes a creative
create higher climate
value and and inspires co –
results.
workers
4. to develop
Translates original
creative ideas
thinking intoortangible
solutions.
changes and
5. Uses ingenious
solutions methods
that improve to accomplish
the work unit and organization.
responsibilities.Demonstrates resourcefulness and the
ability to succeed with minimal resources.
LEADERSHIP

Leading People
1. Uses basic persuasion techniques in a discussion or
presentation e.g., staff mobilization, appeals to reason
2. Persuades,
and/or convinces
emotions, or influences
uses data others,
and examples, in order
visual aids to
have a specific impact or effect.
3. “Sets a good example”, is a credible and respected
leader; and demonstrates desired behavior.
5.
4. Assumes
Forwards apersonal,
pivotal role in promoting
professional andthework unit
development of an inspiring,
needs and interests in an issue. relevant vision for the
organization and influences others to share ownership
of DepEd
1Makes
People goals,changes
specific in orderManagement
Performance intothecreate an effective
performance work
management
system or in own work methods to improve performance (e.g.
environment.
does
2. Setssomething better, standards
performance faster, at lower
andcost, more efficiently;
measures progress
improves quality, customer satisfaction,
of employees based on office and department morale, revenues).
targets.
3. Provides feedback and technical assistance such as
coaching for performance improvement and action
planning.
4. States performance expectations clearly and checks
5understanding
Performs alland thecommitment.
stages of result-based
performance management system supported by
evidence and required documents/forms.
People Development
1. Improves the skills and effectiveness of individuals
2through
Facilitates workforce
employing effectiveness
a range throughstrategies.
of development coaching
and motivating/developing people within a work
environment
3 Conceptualizesthat promotes
and implementsmutual learning
trust and respect.
interventions to meet identified training needs.
4 Does long-term coaching or training by arranging
appropriate and helpful assignments, formal training, or
other experiences for the purpose of supporting a
person’s learning and development.

Cultivates a learning environment by structuring

interactive experiences such as looking for future
opportunities that are in support of achieving individual
career goals.
Career_Stage_1
1.1.1 Demonstrated
knowledge and
understanding of support for
curriculum implementation
through the management of
programs, projects and
activities aligned with
curriculum standards.
Career_Stage_2
1.1.2 Supported curriculum
implementation through the
management of programs,
projects and activities aligned
with curriculum standards.
Career_Stage_3
1.1.3 Provided needs-based
support for curriculum
implementation through the
application of efficient and
effective programs, projects
and activities aligned with
curriculum standards.

1.2.1 Demonstrated knowledge 1.2.2 Provided support for 1.2.3 Mentored and coached
and understanding of support curriculum innovation schools/ colleagues in providing
for curriculum innovation. and/or learning centers to support for curriculum
improve teaching and learning. innovation to enhance
practice.

1.3.1 Demonstrated knowledge 1.3.2 Implemented relevant 1.3.3 Adapted harmonized

and understanding of support strategies to support curriculum strategies to support curriculum
for curriculum contextualization. contextualization based on the
contextualization. needs analysis of targeted
clusters of schools and/or
learning centers.

1.4.1 Displayed knowledge and
understanding of learning
resource development to
support schools and/or learning
centers.
1.4.2 Conducted activities such
as sharing of one’s expertise,
writing instructional materials,
capacity building, and needs
assessment that support
learning resource development
in schools and/or learning
centers.
1.4.3 Designed and
implemented activities that
support learning resource
development in schools and/or
learning centers.
1.5.1 Demonstrated knowledge
and understanding of the
different processes to support
learning resource management
in schools and/or learning
centers.
1.6.1 Demonstrated knowledge
and understanding of the
utilization of the results of
learning outcomes assessment.
2.1.1 Demonstrated knowledge
and understanding of the
operationalization of
educational development plans.
2.2.1 Demonstrated knowledge
and understanding of the
provision of technical assistance
based on quality assurance, and
monitoring and evaluation
results.
1.5.2 Applied relevant processes 1.5.3 Exhibited effective
to support learning resource practices in providing support
management in schools and/or for learning resource
learning centers. management in schools and/or
learning centers.
1.6.2 Utilized results of learning 1.6.3 Mentored and coached
outcomes assessment in colleagues in the development
developing intervention and implementation of an
strategies to support schools effective harmonized
and/or learning centers. intervention strategy based on
analyses of results of learning
outcomes assessment to
support schools and/or learning
centers.
2.1.2 Conducted programs, 2.1.3 Developed and
projects and activities aligned implemented responsive
with the educational programs, projects and activities
development plan. aligned with the educational
development plan.
2.2.3 Mentored and coached
2.2.2 Adopted and implemented
colleagues in providing efficient
appropriate technical assistance
and effective technical
modalities to schools and/or
assistance to a targeted cluster
learning centers based on
of schools and/or learning
quality assurance, and
centers based on quality
monitoring and evaluation
assurance, and monitoring and
results.
evaluation results.

2.3.1 Identified national,
regional and/or division policies recommendation of national,
for review and recommendation regional and/or division policies regional and/ or division policies
to ensure relevance within the to ensure relevance within the
context of one’s area of
concern.
2.4.1 Demonstrate knowledge
and understanding of laws,
policies, guidelines and
issuances on disaster risk
reduction management.
3.1.1 Demonstrate knowledge
and understanding of
instructional leadership for
continuous improvement of the
teaching-learning process.
3.2.1 Displayed knowledge and
understanding of relevant
technology-based innovations
including ICT in the effective
delivery of roles and functions.
2.3.3 Mentored and coached
colleagues on the effective
2.3.2 Conducted review and
conduct of review and
recommendation of national,
to ensure their relevance in
context of one’s area of
addressing the harmonized
concern.
needs of the cluster of schools
and/or learning centers.
2.4.2 Support the management 2.4.3 Provide enhanced support
of disaster preparedness, in the management of disaster
mitigation and resiliency in the preparedness, mitigation and
schools and/or learning centers resiliency in the schools and/or
to ensure delivery of basic learning centers to ensure
education. delivery of basic education.
3.1.2 Apply appropriate 3.1.3 Mentor and coach
instructional leadership support colleagues in adapting relevant
strategies to help schools instructional leadership support
and/or learning centers with the strategies to address the
continuous improvement of the harmonized needs of clusters of
teaching-learning process. schools and/or learning centers.
3.2.2 Utilized relevant
3.2.3 Adapted technology-based
technology- based innovations
including ICT in the effective innovations including ICT in
addressing the harmonized
delivery of roles and functions
needs of a cluster of schools
to support to schools and/or
and/or learning centers.
learning centers.
 3.3.3 Mentored and coached
3.3.1 Demonstrated knowledge 3.3.2 Utilized findings of colleagues in planning and
and understanding of relevant research undertaken and/or conducting research, and
research findings. adapted to improve practice. utilizing findings to improve
practice.

3.4.1 Demonstrated 3.4.3 Sustained effective

understanding of establishing
communities of practice to
improve the delivery of basic
education services.
3.4.2 Implemented communities communities of practice in
of practice to support the collaboration with colleagues
improvement of the delivery of for continuous improvement in
basic education services. the delivery of basic education
services.

3.5.3 Managed the efficient and

3.5.1 Familiarized oneself with
the effective use of different
communication platforms
including print and non-print
media to improve basic
education services.
3.5.2 Used communication
platforms including print and
non-print media to support to
schools and/or learning centers
in improving basic education
services.
effective use of communication
platforms including print and
non- print media to support
schools and/or learning centers
in improving basic education
services.

4.1.2 Ensured the delivery of 4.1.3 Sustained the effective

4.1.1 Demonstrated knowledge
and understanding of different different learning and delivery of different learning
development interventions to and development interventions
learning and development
support to schools and/or to support schools and/or
interventions.
learning centers. learning centers.

4.2.2 Participated actively in 4.2.3 Supported colleagues to

4.2.1 Sought opportunities to
improve one’s practice through professional networks to
engage in advanced activities of
enhance knowledge and skills in various professional networks in
professional networks.
improving practice. enhancing practice.
 4.3.3 Assisted colleagues in
4.3.1 Reflected on the Philippine 4.3.2 Set achievable personal
setting and achieving their
Professional Standards for and professional development
personal and professional
Supervisors to plan for personal goals based on the Philippine development goals based on the
and professional development Professional Standards for
Philippine Professional
goals. Supervisors. Standards for Supervisors.

4.4.1 Demonstrated an
4.4.3 Promoted learning
understanding of how 4.4.2 Applied professional
opportunities by initiating
professional reflection and reflection and learning to
professional reflections to
learning can be used to improve improve one’s practice.
improve practice.
practice.

4.5.3 Provided enhanced

4.5.2 Supported the
implementation of rewards and
4.5.1 Demonstrated knowledge recognition mechanisms in
and understanding of rewards
and recognition mechanisms. acknowledging the outstanding
performance of personnel in
schools and/or learning centers.
support in the implementation
of rewards and recognition
mechanisms to acknowledge
the outstanding performance of
personnel in schools and/or
learning centers.
Career_Stage_4
1.1.4 Led in designing and
managing responsive support
for curriculum implementation
through efficient and effective
programs, projects and
activities aligned with
curriculum standards.
1.2.4 Exhibited and shared
research- based exemplary
practice in intensifying support
for curriculum innovation within
and across regions/ divisions.
1.3.4 Led colleagues in
innovating strategies to support
curriculum contextualization.
1.4.4 Led colleagues in designing
and implementing activities that
support learning in schools
and/or learning centers.
Strand 1.1 Curriculum
implementation
1.1.2 Supported curriculum
implementation through the
management of programs,
projects and activities aligned
with curriculum standards.
Strand 1.2 Curriculum
innovation
1.2.2 Provided support for
curriculum innovation schools/
and/or learning centers to
improve teaching and learning.
Strand 1.3 Curriculum
contextualization
1.3.2 Implemented relevant
strategies to support
curriculum contextualization.
Strand 1.4 Learning
resource development
1.4.2 Conducted activities such
as sharing of one’s expertise,
writing instructional materials,
capacity building, and needs
assessment that support
learning resource development
in schools and/or learning
centers.
1.5.4 Modeled exemplary
practices in providing support
for learning resource
management schools and/or
learning centers.
1.6.4 Showed exemplary
leadership skills in applying a
wide range of intervention
strategies based on results of
learning outcomes assessment
to support schools and/or
learning centers.
2.1.4 Modeled exemplary skills
on evidence-based approaches
in the evaluation of programs,
projects and activities aligned
with the educational
development plan.
2.2.4 Modeled exemplary skills
in the provision of technical
assistance by designing and
implementing responsive
interventions based on quality
assurance, and monitoring and
evaluation results.
Strand 1.5 Learning
resource management
1.5.2 Applied relevant
processes to support learning
resource management in
schools and/or learning
centers.
Strand 1.6 Learning
outcomes assessment
1.6.2 Utilized results of
learning outcomes assessment
in developing intervention
strategies to support schools
and/or learning centers.
Strand 2.1 Educational
development plan
operationalization
2.1.2 Conducted programs,
projects and activities aligned
with the educational
development plan.
2.2.2 Adopted and
implemented appropriate
technical assistance modalities
Strand 2.2 Technical
to schools and/or learning
assistance provision
centers based on quality
assurance, and monitoring and
evaluation results.
2.3.4 Led colleagues in designing
strategies such as creating a
review committee, conducting
focus group discussions (FGDs)
and roundtable discussions for
efficient and effective review
and recommendation of
national, regional and/or
division policies to ensure their
relevance to the improvement
of schools and/or learning
centers.
2.4.4 Share best practice in the
provision of enhanced support
in the management of disaster
preparedness, mitigation and
resiliency in schools and/or
learning centers to ensure
delivery of basic education.
3.1.4 Lead colleagues in
developing a compendium of
effective and efficient
instructional leadership support
strategies to address the
identified priority needs of
schools and/or learning centers.
3.2.4 Exhibited best practice in
applying technology-based
innovations including ICT to
strengthen shared
accountability and foster a
culture of continuous
improvement.
2.3.2 Conducted review and
recommendation of national,
regional and/or division Strand 2.3 Policy review
policies to ensure relevance and recommendation
within the context of one’s
area of concern.
2.4.2 Support the management
of disaster preparedness,
mitigation and resiliency in the Strand 2.4 Disaster
preparedness, mitigation
schools and/or learning and resiliency support
centers to ensure delivery of
basic education.
3.1.2 Apply appropriate
instructional leadership
support strategies to help
Strand 3.1 Support for
schools and/or learning
instructional leadership
centers with the continuous
improvement of the teaching-
learning process.
3.2.2 Utilized relevant
technology- based innovations
including ICT in the effective Strand 3.2 Technology-
delivery of roles and functions based innovation including
ICT
to support to schools and/or
learning centers.
3.3.4 Modeled exemplary skills
in conducting, utilizing and
communicating research
findings to improve practice.
3.4.4 Exhibited exemplary skills
in institutionalizing communities
of practice for continuous
improvement in the delivery of
basic education services.
3.5.4 Exhibited exemplary skills
in using a wide range of efficient
and effective communication
platforms to support schools
and/or learning centers in
improving basic education
services.
4.1.4 Modeled exemplary
practices in the delivery of
different learning and
development interventions to
support schools and/or learning
centers.
4.2.4 Modeled exemplary
practice in leading and engaging
colleagues through professional
networks to maximize potential
and enhance practice.
3.3.2 Utilized findings of Strand 3.3 Culture of
research undertaken and/or
research
adapted to improve practice.
3.4.2 Implemented
communities of practice to
support the improvement of Strand 3.4 Communities of
practice
the delivery of basic education
services.
3.5.2 Used communication
platforms including print and
non-print media to support to Strand 3.5 Use of
schools and/or learning communication platforms
centers in improving basic
education services.
4.1.2 Ensured the delivery of
different learning and Strand 4.1 Learning and
development interventions to
development
support to schools and/or
learning centers.
4.2.2 Participated actively in
professional networks to Strand 4.2 Professional
enhance knowledge and skills networks
in improving practice.
4.3.4 Led reforms in enhancing
personal and professional
development programs based
on in-depth knowledge and
understanding of the Philippine
Professional Standards for
Supervisors.
4.4.4 Provided leadership within
and across school contexts in
critically reflecting on and
setting clearly defined targets
for professional learning to
improve practice.
4.5.4 Shared best practice in
providing enhanced support in
the implementation of rewards
and recognition mechanisms to
acknowledge the outstanding
performance of personnel
schools and/or learning centers.
4.3.2 Set achievable personal
and professional development
Strand 4.3 Personal and
goals based on the Philippine professional development
Professional Standards for
Supervisors.
4.4.2 Applied professional Strand 4.4 Professional
reflection and learning to reflection and learning to
improve one’s practice. improve practice
4.5.2 Supported the
implementation of rewards
and recognition mechanisms in Strand 4.5 Support for
acknowledging the outstanding rewards and recognition
performance of personnel in mechanisms
schools and/or learning
centers.
0
0

0
0

0
0

0
Career_Stage_1 Career_Stage_1 Career_Stage_2
Demonstraing knowledge and Supporting curriculum
understanding of support for implementation through the
curriculum implementation management of programs,
through the management of projects and activities aligned
programs, projects and with curriculum standards.
activities aligned with
curriculum standards.

Demonstrating knowledge and Providing support for curriculum

understanding of support for innovation to schools/ and/or
curriculum innovation. learning centers to improve
teaching and learning.

Demonstrating knowledge and Implementing relevant

understanding of support for strategies to support curriculum
curriculum contextualization. contextualization.

Displaying knowledge and Conducting activities such as

understanding of learning
resource development to
support schools and/or learning
centers.
sharing of one’s expertise,
writing instructional materials,
capacity building, and needs
assessment that support
learning resource development
in schools and/or learning
centers.
Demonstrating knowledge and
understanding of the different
processes to support learning
resource management in
schools and/or learning centers.
Applying relevant processes to
support learning resource
management in schools and/or
learning centers.

Demonstrating knowledge and Utilizing results of learning

understanding of the utilization outcomes assessment in
of the results of learning developing intervention
outcomes assessment. strategies to support schools
and/or learning centers.

Demonstrating knowledge and Conducting programs, projects

understanding of the and activities aligned with the
operationalization of educational development plan.
educational development plans.

Adopting and implementing

Demonstrating knowledge and
appropriate technical assistance
understanding of the provision
modalities to schools and/or
of technical assistance based on
learning centers based on
quality assurance, and
quality assurance, and
monitoring and evaluation
monitoring and evaluation
results.
results.
Identifying national, regional
Conducting review and
and/or division policies for
recommendation of division
review and recommendation to policies to ensure relevance
ensure relevance within the
within the context of one’s area
context of one’s area of
of concern.
concern.

Supporting the management of

Demonstrating knowledge and
disaster preparedness,
understanding of laws, policies,
mitigation and resiliency in the
guidelines and issuances on
disaster risk reduction schools and/or learning centers
to ensure delivery of basic
management.
education.

Applying appropriate
Demonstrating knowledge and
instructional leadership support
understanding of instructional
strategies to help schools
leadership for continuous
and/or learning centers with the
improvement of the teaching-
continuous improvement of the
learning process.
teaching-learning process.

Displaying knowledge and Utilizing relevant technology-

understanding of relevant based innovations including ICT
technology-based innovations in the effective delivery of roles
including ICT in the effective and functions to support schools
delivery of roles and functions. and/or learning centers.
Demonstrating knowledge and Utilizing findings of research
understanding of relevant undertaken and/or adapted to
research findings. improve practice.

Demonstrating understanding of Implementing communities of

establishing communities of practice to support the
practice to improve the delivery improvement of the delivery of
of basic education services. basic education services.

Familiarizing oneself with the Using communication platforms

effective use of different including print and non-print
communication platforms media to support schools and/or
including print and non-print
learning centers in improving
media to improve basic
basic education services.
education services.

Ensuring the delivery of

Demonstrating knowledge and
understanding of different different learning and
development interventions to
learning and development
support schools and/or learning
interventions.
centers.

Participating actively in
Seeing opportunities to improve
professional networks to
one’s practice through
enhance knowledge and skills in
professional networks.
improving practice.
Reflected on the Philippine
Professional Standards for
Supervisors to plan for personal
and professional development
goals.
Setting achievable personal and
professional development goals
based on the Philippine
Professional Standards for
Supervisors.

Demonstrating an
understanding of how Applying professional reflection
professional reflection and and learning to improve one’s
learning can be used to improve practice.
practice.

Supporting the implementation

of rewards and recognition
Demonstrating knowledge and mechanisms in acknowledging
understanding of rewards and
recognition mechanisms. the outstanding performance of
personnel in schools and/or
learning centers.
Career_Stage_3
Providing needs-based
support for curriculum
implementation through the
application of efficient and
effective programs, projects
and activities aligned with
curriculum standards.
Mentoring and coaching
colleagues in providing
support for curriculum
innovation to enhance
practice.
Adapting harmonized strategies Leading colleagues in innovating
to support curriculum strategies to support curriculum
contextualization based on the contextualization.
needs analysis of targeted
clusters of schools and/or
learning centers.
Designing and implementing
activities that support learning
resource development in
schools and/or learning centers.
Career_Stage_4
Leading in designing and
managing responsive support
for curriculum implementation
through efficient and effective
programs, projects and
activities aligned with
curriculum standards.
Exhibiting and sharing research-
based exemplary practice in
intensifying support for
curriculum innovation within
and across regions/ divisions.
Leading colleagues in designing
and implementing activities that
support learning resource
development in schools and/or
learning centers.
Supporting curriculum
implementation through the
management of programs,
projects and activities aligned
with curriculum standards.
Providing support for
curriculum innovation to
schools/ and/or learning
centers to improve teaching
and learning.
Implementing relevant
strategies to support
curriculum contextualization.
Conducting activities such as
sharing of one’s expertise,
writing instructional materials,
capacity building, and needs
assessment that support
learning resource development
in schools and/or learning
centers.
Exhibiting effective practices in
providing support for learning
resource management in
schools and/or learning centers.
Mentoring and coaching
colleagues in the development
and implementation of an
effective harmonized
intervention strategy based on
analyses of results of learning
outcomes assessment to
support schools and/or learning
centers.
Developing and implementing
responsive programs, projects
and activities aligned with the
educational development plan.
Mentoring and coaching
colleagues in providing efficient
and effective technical
assistance to a targeted cluster
of schools and/or learning
centers based on quality
assurance, and monitoring and
evaluation results.
Modeling exemplary practices in
providing support for learning
resource management in
schools and/or learning centers. Applying relevant processes to
support learning resource
management in schools and/or
learning centers.
Showing exemplary leadership
skills in applying a wide range of
intervention strategies based on
results of learning outcomes
assessment to support schools
and/or learning centers. Utilizing results of learning
outcomes assessment in
developing intervention
strategies to support schools
and/or learning centers.
Modeling exemplary skills on
evidence-based approaches in
the evaluation of programs,
projects and activities aligned
with the educational
development plan.
Conducting programs, projects
and activities aligned with the
educational development plan.
Modeling exemplary skills in the Adopting and implementing
provision of technical assistance appropriate technical
by designing and implementing assistance modalities to
responsive interventions based schools and/or learning
on quality assurance, and centers based on quality
monitoring and evaluation assurance, and monitoring and
results. evaluation results.

Mentoring and coaching
colleagues on the effective
conduct of review and
recommendation of division
policies to ensure their
relevance in addressing the
harmonized needs of the cluster
of schools and/or learning
centers.
Providing enhanced support in
the management of disaster
preparedness, mitigation and
resiliency in the schools and/or
learning centers to ensure
delivery of basic education.
Mentoring and coaching
colleagues in adapting relevant
instructional leadership support
strategies to address the
harmonized needs of clusters of
schools and/or learning centers.
Adapting technology-based
innovations including ICT in
addressing the harmonized
needs of a cluster of schools
and/or learning centers.
Laeding colleagues in designing
strategies such as creating a
review committee, conducting
focus group discussions (FGDs)
Conducting review and
and roundtable discussions for
recommendation of division
efficient and effective review policies to ensure relevance
and recommendation of
within the context of one’s
national, regional and/or
area of concern.
division policies to ensure their
relevance to the improvement
of schools and/or learning
centers.
Sharing best practice in the
Supporting the management of
provision of enhanced support
disaster preparedness,
in the management of disaster
mitigation and resiliency in the
preparedness, mitigation and
resiliency in the schools and/or schools and/or learning
centers to ensure delivery of
learning centers to ensure
basic education.
delivery of basic education.
:Leading colleagues in Applying appropriate
developing a compendium of instructional leadership
effective and efficient support strategies to help
instructional leadership support schools and/or learning
strategies to address the centers with the continuous
identified priority needs of improvement of the teaching-
schools and/or learning centers. learning process.
Exhibiting best practice in
Utilizing relevant technology-
applying technology-based
based innovations including
innovations including ICT to ICT in the effective delivery of
strengthen shared
roles and functions to support
accountability and foster a
schools and/or learning
culture of continuous
centers.
improvement.
Mentoring and coaching
colleagues in planning and
conducting research, and
utilizing findings to improve
practice.
Modeling exemplary skills in
conducting, utilizing and Utilizing findings of research
undertaken and/or adapted to
communicating research
improve practice.
findings to improve practice.

Sustaining effective Exhibiting exemplary skills in

communities of practice in
collaboration with colleagues
for continuous improvement in
the delivery of basic education
services.
Implementing communities of
institutionalizing communities of
practice for continuous practice to support the
improvement of the delivery of
improvement in the delivery of
basic education services.
basic education services.

Managing the efficient and Exhibiting exemplary skills in

effective use of communication
platforms including print and
non- print media to support
schools and/or learning centers
in improving basic education
services.
using a wide range of efficient
and effective communication
platforms to support schools
and/or learning centers in
improving basic education
services.
Using communication
platforms including print and
non-print media to support
schools and/or learning
centers in improving basic
education services.

Sustaining the effective delivery
of different learning and
development interventions to
support schools and/or learning
centers.
Modeling exemplary practices in
the delivery of different learning
and development interventions
to support schools and/or
learning centers.
Ensuring the delivery of
different learning and
development interventions to
support schools and/or
learning centers.

Modeling exemplary practice in

Supporting colleagues to engage Participating actively in
leading and engaging colleagues
in advanced activities of various through professional networks professional networks to
professional networks in enhance knowledge and skills
to maximize potential and
enhancing practice. in improving practice.
enhance practice.

Assisting colleagues in setting
and achieving their personal and
professional development goals
based on the Philippine
Professional Standards for
Supervisors.
Promoting learning
opportunities by initiating
professional reflections to
improve practice.
Providing enhanced support in
the implementation of rewards
and recognition mechanisms to
acknowledge the outstanding
performance of personnel in
schools and/or learning centers.
Leading reforms in enhancing
personal and professional
development programs based
on in-depth knowledge and
understanding of the Philippine
Professional Standards for
Supervisors.
Providing leadership within and
across school contexts in
critically reflecting on and
setting clearly defined targets
for professional learning to
improve practice.
Sharing best practice in
providing enhanced support in
the implementation of rewards
and recognition mechanisms to
acknowledge the outstanding
performance of personnel in
schools and/or learning centers.
Setting achievable personal
and professional development
goals based on the Philippine
Professional Standards for
Supervisors.
Applying professional
reflection and learning to
improve one’s practice.
Supporting the
implementation of rewards
and recognition mechanisms in
acknowledging the outstanding
performance of personnel in
schools and/or learning
centers.
Career_Stage_1 Career_Stage_1
Consistently Demonstraing
knowledge and
understanding of support for
curriculum implementation
through the management of
programs, projects and
activities aligned with
curriculum standards.
Consistently Demonstrating
knowledge and
understanding of support for
curriculum innovation.
Consistently Demonstrating Consistently Implementing
knowledge and
understanding of support for curriculum contextualization.
curriculum contextualization.
Consistently Displaying
knowledge and
understanding of learning
resource development to
support schools and/or
learning centers.
Career_Stage_2
Consistently Supporting
curriculum implementation
through the management of
programs, projects and
activities aligned with
curriculum standards.
Consistently Providing
support for curriculum
innovation to schools/ and/or
learning centers to improve
teaching and learning.
relevant strategies to support
Consistently Conducting
activities such as sharing of
one’s expertise, writing
instructional materials,
capacity building, and needs
assessment that support
learning resource
development in schools
and/or learning centers.
Consistently Demonstrating
knowledge and
understanding of the different
processes to support learning
resource management in
schools and/or learning
centers.
Consistently Demonstrating
knowledge and
understanding of the
utilization of the results of
learning outcomes
assessment.
Consistently Demonstrating
knowledge and
understanding of the
operationalization of
educational development
plans.
Consistently Demonstrating
knowledge and
understanding of the
provision of technical
assistance based on quality
assurance, and monitoring
and evaluation results.
Consistently Applying
relevant processes to support
learning resource
management in schools
and/or learning centers.
Consistently Utilizing results
of learning outcomes
assessment in developing
intervention strategies to
support schools and/or
learning centers.
Consistently Conducting
programs, projects and
activities aligned with the
educational development
plan.
Consistently Adopting and
implementing appropriate
technical assistance
modalities to schools and/or
learning centers based on
quality assurance, and
monitoring and evaluation
results.
Consistently Identifying
national, regional and/or
division policies for review
and recommendation to
ensure relevance within the
context of one’s area of
concern.
Consistently Demonstrating
knowledge and
understanding of laws,
policies, guidelines and
issuances on disaster risk
reduction management.
Consistently Demonstrating
knowledge and
understanding of instructional
leadership for continuous
improvement of the teaching-
learning process.
Consistently Displaying
knowledge and
understanding of relevant
technology-based innovations the effective delivery of roles
including ICT in the effective and functions to support
delivery of roles and
functions.
Consistently Conducting
review and recommendation
of division policies to ensure
relevance within the context
of one’s area of concern.
Consistently Supporting the
management of disaster
preparedness, mitigation and
resiliency in the schools
and/or learning centers to
ensure delivery of basic
education.
Consistently Applying
appropriate instructional
leadership support strategies
to help schools and/or
learning centers with the
continuous improvement of
the teaching-learning
process.
Consistently Utilizing relevant
technology- based
innovations including ICT in
schools and/or learning
centers.
Consistently Demonstrating
knowledge and
understanding of relevant
research findings.
Consistently Demonstrating
understanding of establishing
communities of practice to
improve the delivery of basic
education services.
Consistently Familiarizing
oneself with the effective use
of different communication
platforms including print and
non-print media to improve
basic education services.
Consistently Demonstrating
knowledge and
understanding of different
learning and development
interventions.
Consistently Seeing
opportunities to improve
one’s practice through
professional networks.
Consistently Utilizing findings
of research undertaken
and/or adapted to improve
practice.
Consistently Implementing
communities of practice to
support the improvement of
the delivery of basic
education services.
Consistently Using
communication platforms
including print and non-print
media to support schools
and/or learning centers in
improving basic education
services.
Consistently Ensuring the
delivery of different learning
and development
interventions to support
schools and/or learning
centers.
Consistently Participating
actively in professional
networks to enhance
knowledge and skills in
improving practice.
Consistently Reflected on the
Philippine Professional
Standards for Supervisors to
plan for personal and
professional development
goals.
Consistently Setting
achievable personal and
professional development
goals based on the Philippine
Professional Standards for
Supervisors.

Consistently Demonstrating Consistently Applying

an understanding of how professional reflection and
professional reflection and learning to improve one’s
learning can be used to practice.
improve practice.

Consistently Demonstrating Consistently Supporting the

knowledge and implementation of rewards
understanding of rewards and and recognition mechanisms
recognition mechanisms. in acknowledging the
outstanding performance of
personnel in schools and/or
learning centers.
Career_Stage_3 Career_Stage_4
Consistently Providing needs- Consistently Leading in
based support for curriculum designing and managing
implementation through the responsive support for
application of efficient and curriculum implementation Consistently Supporting
effective programs, projects through efficient and effective curriculum implementation
and activities aligned with programs, projects and through the management of
programs, projects and
curriculum standards. activities aligned with activities aligned with
curriculum standards. curriculum standards.

Consistently Mentoring and Consistently Exhibiting and

coaching colleagues in
providing support for
curriculum innovation to
enhance practice.
sharing research- based
exemplary practice in
intensifying support for
curriculum innovation within
and across regions/ divisions.
Consistently Providing support
for curriculum innovation to
schools/ and/or learning
centers to improve teaching
and learning.

Consistently Adapting Consistently Leading

harmonized strategies to
support curriculum
contextualization based on
the needs analysis of
targeted clusters of schools
and/or learning centers.
colleagues in innovating
strategies to support
curriculum contextualization.
Consistently Implementing
relevant strategies to support
curriculum contextualization.

Consistently Designing and Consistently Leading

implementing activities that
support learning resource
development in schools
and/or learning centers.
colleagues in designing and
implementing activities that
support learning resource
development in schools
and/or learning centers.
Consistently Conducting
activities such as sharing of
one’s expertise, writing
instructional materials,
capacity building, and needs
assessment that support
learning resource development
in schools and/or learning
centers.
Consistently Exhibiting
effective practices in
providing support for learning
resource management in
schools and/or learning
centers.
Consistently Modeling
exemplary practices in
providing support for learning
resource management in
schools and/or learning
centers.
Consistently Applying relevant
processes to support learning
resource management in
schools and/or learning
centers.

Consistently Mentoring and Consistently Showing

coaching colleagues in the exemplary leadership skills in
development and applying a wide range of
implementation of an effective intervention strategies based
harmonized intervention on results of learning Consistently Utilizing results of
strategy based on analyses of outcomes assessment to learning outcomes assessment
results of learning outcomes support schools and/or in developing intervention
assessment to support learning centers. strategies to support schools
schools and/or learning and/or learning centers.
centers.

Consistently Developing and Consistently Modeling

implementing responsive
programs, projects and
activities aligned with the
educational development
plan.
exemplary skills on evidence-
based approaches in the
evaluation of programs,
projects and activities aligned
with the educational Consistently Conducting
development plan. programs, projects and
activities aligned with the
educational development plan.

Consistently Mentoring and Consistently Modeling

coaching colleagues in
providing efficient and
effective technical assistance
to a targeted cluster of
schools and/or learning
centers based on quality
assurance, and monitoring
and evaluation results.
exemplary skills in the
provision of technical
assistance by designing and
implementing responsive
interventions based on quality
assurance, and monitoring
and evaluation results.
Consistently Adopting and
implementing appropriate
technical assistance modalities
to schools and/or learning
centers based on quality
assurance, and monitoring and
evaluation results.
Consistently Mentoring and
coaching colleagues on the
effective conduct of review
and recommendation of
division policies to ensure
their relevance in addressing
the harmonized needs of the
cluster of schools and/or
learning centers.
Consistently Laeding
colleagues in designing
strategies such as creating a
review committee, conducting
focus group discussions
(FGDs) and roundtable
discussions for efficient and Consistently Conducting
effective review and review and recommendation
recommendation of national, of division policies to ensure
regional and/or division relevance within the context of
policies to ensure their one’s area of concern.
relevance to the improvement
of schools and/or learning
centers.

Consistently Providing Consistently Sharing best

enhanced support in the
management of disaster
preparedness, mitigation and
resiliency in the schools
and/or learning centers to
ensure delivery of basic
education.
practice in the provision of
enhanced support in the
management of disaster
preparedness, mitigation and
resiliency in the schools
and/or learning centers to
ensure delivery of basic
education.
Consistently Supporting the
management of disaster
preparedness, mitigation and
resiliency in the schools and/or
learning centers to ensure
delivery of basic education.

Consistently Mentoring and Consistently :Leading

coaching colleagues in colleagues in developing a
adapting relevant instructional compendium of effective and
leadership support strategies efficient instructional
to address the harmonized leadership support strategies
needs of clusters of schools to address the identified
and/or learning centers. priority needs of schools Consistently Applying
and/or learning centers. appropriate instructional
leadership support strategies
to help schools and/or learning
centers with the continuous
improvement of the teaching-
learning process.

Consistently Adapting Consistently Exhibiting best

technology-based innovations practice in applying
including ICT in addressing technology-based innovations Consistently Utilizing relevant
the harmonized needs of a including ICT to strengthen technology- based innovations
including ICT in the effective
cluster of schools and/or shared accountability and delivery of roles and functions
learning centers. foster a culture of continuous to support schools and/or
improvement. learning centers.
Consistently Mentoring and
coaching colleagues in
planning and conducting
research, and utilizing
findings to improve practice.
Consistently Sustaining
effective communities of
practice in collaboration with
colleagues for continuous
improvement in the delivery
of basic education services.
Consistently Managing the
efficient and effective use of
communication platforms
including print and non- print
media to support schools
and/or learning centers in
improving basic education
services.
Consistently Sustaining the
effective delivery of different
learning and development
interventions to support
schools and/or learning
centers.
Consistently Supporting
colleagues to engage in
advanced activities of various
professional networks in
enhancing practice.
Consistently Modeling
exemplary skills in
conducting, utilizing and
communicating research
findings to improve practice.
Consistently Exhibiting
exemplary skills in
institutionalizing communities
of practice for continuous
improvement in the delivery
of basic education services.
Consistently Exhibiting
exemplary skills in using a
wide range of efficient and
effective communication
platforms to support schools
and/or learning centers in
improving basic education
services.
Consistently Modeling
exemplary practices in the
delivery of different learning
and development
interventions to support
schools and/or learning
centers.
Consistently Modeling
exemplary practice in leading
and engaging colleagues
through professional
networks to maximize
potential and enhance
practice.
Consistently Utilizing findings
of research undertaken and/or
adapted to improve practice.
Consistently Implementing
communities of practice to
support the improvement of
the delivery of basic education
services.
Consistently Using
communication platforms
including print and non-print
media to support schools
and/or learning centers in
improving basic education
services.
Consistently Ensuring the
delivery of different learning
and development
interventions to support
schools and/or learning
centers.
Consistently Participating
actively in professional
networks to enhance
knowledge and skills in
improving practice.
Consistently Assisting
colleagues in setting and
achieving their personal and
professional development
goals based on the Philippine
Professional Standards for
Supervisors.
Consistently Leading reforms
in enhancing personal and
professional development
programs based on in-depth Consistently Setting achievable
knowledge and personal and professional
development goals based on
understanding of the
the Philippine Professional
Philippine Professional Standards for Supervisors.
Standards for Supervisors.

Consistently Promoting Consistently Providing

learning opportunities by
initiating professional
reflections to improve
practice.
leadership within and across
school contexts in critically
reflecting on and setting Consistently Applying
professional reflection and
clearly defined targets for learning to improve one’s
professional learning to practice.
improve practice.

Consistently Providing Consistently Sharing best

enhanced support in the
implementation of rewards
and recognition mechanisms
to acknowledge the
outstanding performance of
personnel in schools and/or
learning centers.
practice in providing
enhanced support in the
implementation of rewards
and recognition mechanisms
to acknowledge the
outstanding performance of
personnel in schools and/or
learning centers.
Consistently Supporting the
implementation of rewards
and recognition mechanisms in
acknowledging the outstanding
performance of personnel in
schools and/or learning
centers.
Career_Stage_1 Career_Stage_1
Frequently Demonstraing
knowledge and
understanding of support for
curriculum implementation
through the management of
programs, projects and
activities aligned with
curriculum standards.
Frequently Demonstrating
knowledge and
understanding of support for
curriculum innovation.
Frequently Demonstrating
knowledge and
understanding of support for curriculum contextualization.
curriculum contextualization.
Frequently Displaying
knowledge and
understanding of learning
resource development to
support schools and/or
learning centers.
Career_Stage_2
Frequently Supporting
curriculum implementation
through the management of
programs, projects and
activities aligned with
curriculum standards.
Frequently Providing support
for curriculum innovation to
schools/ and/or learning
centers to improve teaching
and learning.
Frequently Implementing
relevant strategies to support
Frequently Conducting
activities such as sharing of
one’s expertise, writing
instructional materials,
capacity building, and needs
assessment that support
learning resource
development in schools
and/or learning centers.
Frequently Demonstrating
knowledge and
understanding of the different
processes to support learning
resource management in
schools and/or learning
centers.
Frequently Demonstrating
knowledge and
understanding of the
utilization of the results of
learning outcomes
assessment.
Frequently Demonstrating
knowledge and
understanding of the
operationalization of
educational development
plans.
Frequently Demonstrating
knowledge and
understanding of the
provision of technical
assistance based on quality
assurance, and monitoring
and evaluation results.
Frequently Applying relevant
processes to support learning
resource management in
schools and/or learning
centers.
Frequently Utilizing results of
learning outcomes
assessment in developing
intervention strategies to
support schools and/or
learning centers.
Frequently Conducting
programs, projects and
activities aligned with the
educational development
plan.
Frequently Adopting and
implementing appropriate
technical assistance
modalities to schools and/or
learning centers based on
quality assurance, and
monitoring and evaluation
results.
Frequently Identifying
national, regional and/or
division policies for review
and recommendation to
ensure relevance within the
context of one’s area of
concern.
Frequently Demonstrating
knowledge and
understanding of laws,
policies, guidelines and
issuances on disaster risk
reduction management.
Frequently Demonstrating
knowledge and
understanding of instructional
leadership for continuous
improvement of the teaching-
learning process.
Frequently Displaying
knowledge and
understanding of relevant
technology-based innovations the effective delivery of roles
including ICT in the effective and functions to support
delivery of roles and
functions.
Frequently Conducting review
and recommendation of
division policies to ensure
relevance within the context
of one’s area of concern.
Frequently Supporting the
management of disaster
preparedness, mitigation and
resiliency in the schools
and/or learning centers to
ensure delivery of basic
education.
Frequently Applying
appropriate instructional
leadership support strategies
to help schools and/or
learning centers with the
continuous improvement of
the teaching-learning
process.
Frequently Utilizing relevant
technology- based
innovations including ICT in
schools and/or learning
centers.
Frequently Demonstrating
knowledge and
understanding of relevant
research findings.
Frequently Demonstrating
understanding of establishing
communities of practice to
improve the delivery of basic
education services.
Frequently Familiarizing
oneself with the effective use
of different communication
platforms including print and
non-print media to improve
basic education services.
Frequently Demonstrating
knowledge and
understanding of different
learning and development
interventions.
Frequently Seeing
opportunities to improve
one’s practice through
professional networks.
Frequently Utilizing findings
of research undertaken
and/or adapted to improve
practice.
Frequently Implementing
communities of practice to
support the improvement of
the delivery of basic
education services.
Frequently Using
communication platforms
including print and non-print
media to support schools
and/or learning centers in
improving basic education
services.
Frequently Ensuring the
delivery of different learning
and development
interventions to support
schools and/or learning
centers.
Frequently Participating
actively in professional
networks to enhance
knowledge and skills in
improving practice.
Frequently Reflected on the
Philippine Professional
Standards for Supervisors to
plan for personal and
professional development
goals.
Frequently Setting achievable
personal and professional
development goals based on
the Philippine Professional
Standards for Supervisors.

Frequently Demonstrating an Frequently Applying

understanding of how professional reflection and
professional reflection and learning to improve one’s
learning can be used to practice.
improve practice.

Frequently Demonstrating Frequently Supporting the

knowledge and implementation of rewards
understanding of rewards and and recognition mechanisms
recognition mechanisms. in acknowledging the
outstanding performance of
personnel in schools and/or
learning centers.
Career_Stage_3
Frequently Providing needs-
based support for curriculum
implementation through the
application of efficient and
effective programs, projects
and activities aligned with
curriculum standards.
Frequently Mentoring and
coaching colleagues in
providing support for
curriculum innovation to
enhance practice.
Frequently Adapting
harmonized strategies to
support curriculum
contextualization based on
the needs analysis of
targeted clusters of schools
and/or learning centers.
Frequently Designing and
implementing activities that
support learning resource
development in schools
and/or learning centers.
Career_Stage_4
Frequently Leading in
designing and managing
responsive support for
curriculum implementation
through efficient and effective
programs, projects and
activities aligned with
curriculum standards.
Frequently Exhibiting and
sharing research- based
exemplary practice in
intensifying support for
curriculum innovation within
and across regions/ divisions.
Frequently Leading
colleagues in innovating
strategies to support
curriculum contextualization.
Frequently Leading
colleagues in designing and
implementing activities that
support learning resource
development in schools
and/or learning centers.
Frequently Supporting
curriculum implementation
through the management of
programs, projects and
activities aligned with
curriculum standards.
Frequently Providing support
for curriculum innovation to
schools/ and/or learning
centers to improve teaching
and learning.
Frequently Implementing
relevant strategies to support
curriculum contextualization.
Frequently Conducting
activities such as sharing of
one’s expertise, writing
instructional materials,
capacity building, and needs
assessment that support
learning resource development
in schools and/or learning
centers.
Frequently Exhibiting
effective practices in
providing support for learning
resource management in
schools and/or learning
centers.
Frequently Mentoring and
coaching colleagues in the
development and
implementation of an effective intervention strategies based
harmonized intervention
strategy based on analyses of outcomes assessment to
results of learning outcomes support schools and/or
assessment to support
schools and/or learning
centers.
Frequently Developing and
implementing responsive
programs, projects and
activities aligned with the
educational development
plan.
Frequently Mentoring and
coaching colleagues in
providing efficient and
effective technical assistance
to a targeted cluster of
schools and/or learning
centers based on quality
assurance, and monitoring
and evaluation results.
Frequently Modeling
exemplary practices in
providing support for learning
resource management in
schools and/or learning
centers.
Frequently Showing
exemplary leadership skills in
applying a wide range of
on results of learning
learning centers.
Frequently Modeling
exemplary skills on evidence-
based approaches in the
evaluation of programs,
projects and activities aligned
with the educational
development plan.
Frequently Modeling
exemplary skills in the
provision of technical
assistance by designing and
implementing responsive
interventions based on quality
assurance, and monitoring
and evaluation results.
Frequently Applying relevant
processes to support learning
resource management in
schools and/or learning
centers.
Frequently Utilizing results of
learning outcomes assessment
in developing intervention
strategies to support schools
and/or learning centers.
Frequently Conducting
programs, projects and
activities aligned with the
educational development plan.
Frequently Adopting and
implementing appropriate
technical assistance modalities
to schools and/or learning
centers based on quality
assurance, and monitoring and
evaluation results.
Frequently Mentoring and
coaching colleagues on the
effective conduct of review
and recommendation of
division policies to ensure
their relevance in addressing
the harmonized needs of the
cluster of schools and/or
learning centers.
Frequently Laeding
colleagues in designing
strategies such as creating a
review committee, conducting
focus group discussions
(FGDs) and roundtable
discussions for efficient and Frequently Conducting review
effective review and and recommendation of
recommendation of national, division policies to ensure
regional and/or division relevance within the context of
policies to ensure their one’s area of concern.
relevance to the improvement
of schools and/or learning
centers.

Frequently Providing Frequently Sharing best

enhanced support in the
management of disaster
preparedness, mitigation and
resiliency in the schools
and/or learning centers to
ensure delivery of basic
education.
practice in the provision of
enhanced support in the
management of disaster
preparedness, mitigation and
resiliency in the schools
and/or learning centers to
ensure delivery of basic
education.
Frequently Supporting the
management of disaster
preparedness, mitigation and
resiliency in the schools and/or
learning centers to ensure
delivery of basic education.

Frequently Mentoring and Frequently :Leading

coaching colleagues in colleagues in developing a
adapting relevant instructional compendium of effective and
leadership support strategies efficient instructional
to address the harmonized leadership support strategies
needs of clusters of schools to address the identified
and/or learning centers. priority needs of schools Frequently Applying
and/or learning centers. appropriate instructional
leadership support strategies
to help schools and/or learning
centers with the continuous
improvement of the teaching-
learning process.

Frequently Adapting Frequently Exhibiting best

technology-based innovations practice in applying
including ICT in addressing technology-based innovations Frequently Utilizing relevant
the harmonized needs of a including ICT to strengthen technology- based innovations
including ICT in the effective
cluster of schools and/or shared accountability and delivery of roles and functions
learning centers. foster a culture of continuous to support schools and/or
improvement. learning centers.
Frequently Mentoring and
coaching colleagues in
planning and conducting
research, and utilizing
findings to improve practice.
Frequently Sustaining
effective communities of
practice in collaboration with
colleagues for continuous
improvement in the delivery
of basic education services.
Frequently Managing the
efficient and effective use of
communication platforms
including print and non- print
media to support schools
and/or learning centers in
improving basic education
services.
Frequently Sustaining the
effective delivery of different
learning and development
interventions to support
schools and/or learning
centers.
Frequently Supporting
colleagues to engage in
advanced activities of various
professional networks in
enhancing practice.
Frequently Modeling
exemplary skills in
conducting, utilizing and
communicating research
findings to improve practice.
Frequently Exhibiting
exemplary skills in
institutionalizing communities
of practice for continuous
improvement in the delivery
of basic education services.
Frequently Exhibiting
exemplary skills in using a
wide range of efficient and
effective communication
platforms to support schools
and/or learning centers in
improving basic education
services.
Frequently Modeling
exemplary practices in the
delivery of different learning
and development
interventions to support
schools and/or learning
centers.
Frequently Modeling
exemplary practice in leading
and engaging colleagues
through professional
networks to maximize
potential and enhance
practice.
Frequently Utilizing findings of
research undertaken and/or
adapted to improve practice.
Frequently Implementing
communities of practice to
support the improvement of
the delivery of basic education
services.
Frequently Using
communication platforms
including print and non-print
media to support schools
and/or learning centers in
improving basic education
services.
Frequently Ensuring the
delivery of different learning
and development
interventions to support
schools and/or learning
centers.
Frequently Participating
actively in professional
networks to enhance
knowledge and skills in
improving practice.
Frequently Assisting
colleagues in setting and
achieving their personal and
professional development
goals based on the Philippine
Professional Standards for
Supervisors.
Frequently Leading reforms in
enhancing personal and
professional development
programs based on in-depth Frequently Setting achievable
knowledge and personal and professional
development goals based on
understanding of the
the Philippine Professional
Philippine Professional Standards for Supervisors.
Standards for Supervisors.

Frequently Promoting Frequently Providing

learning opportunities by
initiating professional
reflections to improve
practice.
leadership within and across
school contexts in critically
reflecting on and setting Frequently Applying
professional reflection and
clearly defined targets for learning to improve one’s
professional learning to practice.
improve practice.

Frequently Providing Frequently Sharing best

enhanced support in the
implementation of rewards
and recognition mechanisms
to acknowledge the
outstanding performance of
personnel in schools and/or
learning centers.
practice in providing
enhanced support in the
implementation of rewards
and recognition mechanisms
to acknowledge the
outstanding performance of
personnel in schools and/or
learning centers.
Frequently Supporting the
implementation of rewards
and recognition mechanisms in
acknowledging the outstanding
performance of personnel in
schools and/or learning
centers.
Career_Stage_1 Career_Stage_1
Occasionally Demonstraing
knowledge and
understanding of support for
curriculum implementation
through the management of
programs, projects and
activities aligned with
curriculum standards.
Occasionally Demonstrating
knowledge and
understanding of support for
curriculum innovation.
Occasionally Demonstrating Occasionally Implementing
knowledge and
understanding of support for curriculum contextualization.
curriculum contextualization.
Occasionally Displaying
knowledge and
understanding of learning
resource development to
support schools and/or
learning centers.
Career_Stage_2
Occasionally Supporting
curriculum implementation
through the management of
programs, projects and
activities aligned with
curriculum standards.
Occasionally Providing
support for curriculum
innovation to schools/ and/or
learning centers to improve
teaching and learning.
relevant strategies to support
Occasionally Conducting
activities such as sharing of
one’s expertise, writing
instructional materials,
capacity building, and needs
assessment that support
learning resource
development in schools
and/or learning centers.
Occasionally Demonstrating
knowledge and
understanding of the different
processes to support learning
resource management in
schools and/or learning
centers.
Occasionally Demonstrating
knowledge and
understanding of the
utilization of the results of
learning outcomes
assessment.
Occasionally Demonstrating
knowledge and
understanding of the
operationalization of
educational development
plans.
Occasionally Demonstrating
knowledge and
understanding of the
provision of technical
assistance based on quality
assurance, and monitoring
and evaluation results.
Occasionally Applying
relevant processes to support
learning resource
management in schools
and/or learning centers.
Occasionally Utilizing results
of learning outcomes
assessment in developing
intervention strategies to
support schools and/or
learning centers.
Occasionally Conducting
programs, projects and
activities aligned with the
educational development
plan.
Occasionally Adopting and
implementing appropriate
technical assistance
modalities to schools and/or
learning centers based on
quality assurance, and
monitoring and evaluation
results.
Occasionally Identifying
national, regional and/or
division policies for review
and recommendation to
ensure relevance within the
context of one’s area of
concern.
Occasionally Demonstrating
knowledge and
understanding of laws,
policies, guidelines and
issuances on disaster risk
reduction management.
Occasionally Demonstrating
knowledge and
understanding of instructional
leadership for continuous
improvement of the teaching-
learning process.
Occasionally Displaying
knowledge and
understanding of relevant
technology-based innovations the effective delivery of roles
including ICT in the effective and functions to support
delivery of roles and
functions.
Occasionally Conducting
review and recommendation
of division policies to ensure
relevance within the context
of one’s area of concern.
Occasionally Supporting the
management of disaster
preparedness, mitigation and
resiliency in the schools
and/or learning centers to
ensure delivery of basic
education.
Occasionally Applying
appropriate instructional
leadership support strategies
to help schools and/or
learning centers with the
continuous improvement of
the teaching-learning
process.
Occasionally Utilizing relevant
technology- based
innovations including ICT in
schools and/or learning
centers.
Occasionally Demonstrating
knowledge and
understanding of relevant
research findings.
Occasionally Demonstrating
understanding of establishing
communities of practice to
improve the delivery of basic
education services.
Occasionally Familiarizing
oneself with the effective use
of different communication
platforms including print and
non-print media to improve
basic education services.
Occasionally Demonstrating
knowledge and
understanding of different
learning and development
interventions.
Occasionally Seeing
opportunities to improve
one’s practice through
professional networks.
Occasionally Utilizing findings
of research undertaken
and/or adapted to improve
practice.
Occasionally Implementing
communities of practice to
support the improvement of
the delivery of basic
education services.
Occasionally Using
communication platforms
including print and non-print
media to support schools
and/or learning centers in
improving basic education
services.
Occasionally Ensuring the
delivery of different learning
and development
interventions to support
schools and/or learning
centers.
Occasionally Participating
actively in professional
networks to enhance
knowledge and skills in
improving practice.
Occasionally Reflected on the Occasionally Setting
Philippine Professional achievable personal and
Standards for Supervisors to professional development
plan for personal and goals based on the Philippine
professional development Professional Standards for
goals. Supervisors.

Occasionally Demonstrating Occasionally Applying

an understanding of how professional reflection and
professional reflection and learning to improve one’s
learning can be used to practice.
improve practice.

Occasionally Demonstrating Occasionally Supporting the

knowledge and implementation of rewards
understanding of rewards and and recognition mechanisms
recognition mechanisms. in acknowledging the
outstanding performance of
personnel in schools and/or
learning centers.
Career_Stage_3
Occasionally Providing
needs-based support for
curriculum implementation
through the application of
efficient and effective
programs, projects and
activities aligned with
curriculum standards.
Occasionally Mentoring and
coaching colleagues in
providing support for
curriculum innovation to
enhance practice.
Occasionally Adapting
harmonized strategies to
support curriculum
contextualization based on
the needs analysis of
targeted clusters of schools
and/or learning centers.
Occasionally Designing and
implementing activities that
support learning resource
development in schools
and/or learning centers.
Career_Stage_4
Occasionally Leading in
designing and managing
responsive support for
curriculum implementation
through efficient and effective
programs, projects and
activities aligned with
curriculum standards.
Occasionally Exhibiting and
sharing research- based
exemplary practice in
intensifying support for
curriculum innovation within
and across regions/ divisions.
Occasionally Leading
colleagues in innovating
strategies to support
curriculum contextualization.
Occasionally Leading
colleagues in designing and
implementing activities that
support learning resource
development in schools
and/or learning centers.
Occasionally Supporting
curriculum implementation
through the management of
programs, projects and
activities aligned with
curriculum standards.
Occasionally Providing support
for curriculum innovation to
schools/ and/or learning
centers to improve teaching
and learning.
Occasionally Implementing
relevant strategies to support
curriculum contextualization.
Occasionally Conducting
activities such as sharing of
one’s expertise, writing
instructional materials,
capacity building, and needs
assessment that support
learning resource development
in schools and/or learning
centers.
Occasionally Exhibiting
effective practices in
providing support for learning
resource management in
schools and/or learning
centers.
Occasionally Modeling
exemplary practices in
providing support for learning
resource management in
schools and/or learning
centers.
Occasionally Applying relevant
processes to support learning
resource management in
schools and/or learning
centers.

Occasionally Mentoring and Occasionally Showing

coaching colleagues in the exemplary leadership skills in
development and applying a wide range of
implementation of an effective intervention strategies based
harmonized intervention on results of learning Occasionally Utilizing results of
strategy based on analyses of outcomes assessment to learning outcomes assessment
results of learning outcomes support schools and/or in developing intervention
assessment to support learning centers. strategies to support schools
schools and/or learning and/or learning centers.
centers.

Occasionally Developing and Occasionally Modeling

implementing responsive
programs, projects and
activities aligned with the
educational development
plan.
exemplary skills on evidence-
based approaches in the
evaluation of programs,
projects and activities aligned
with the educational Occasionally Conducting
development plan. programs, projects and
activities aligned with the
educational development plan.

Occasionally Mentoring and Occasionally Modeling

coaching colleagues in
providing efficient and
effective technical assistance
to a targeted cluster of
schools and/or learning
centers based on quality
assurance, and monitoring
and evaluation results.
exemplary skills in the
provision of technical
assistance by designing and
implementing responsive
interventions based on quality
assurance, and monitoring
and evaluation results.
Occasionally Adopting and
implementing appropriate
technical assistance modalities
to schools and/or learning
centers based on quality
assurance, and monitoring and
evaluation results.
Occasionally Mentoring and
coaching colleagues on the
effective conduct of review
and recommendation of
division policies to ensure
their relevance in addressing
the harmonized needs of the
cluster of schools and/or
learning centers.
Occasionally Laeding
colleagues in designing
strategies such as creating a
review committee, conducting
focus group discussions
(FGDs) and roundtable
discussions for efficient and Occasionally Conducting
effective review and review and recommendation
recommendation of national, of division policies to ensure
regional and/or division relevance within the context of
policies to ensure their one’s area of concern.
relevance to the improvement
of schools and/or learning
centers.

Occasionally Providing Occasionally Sharing best

enhanced support in the
management of disaster
preparedness, mitigation and
resiliency in the schools
and/or learning centers to
ensure delivery of basic
education.
practice in the provision of
enhanced support in the
management of disaster
preparedness, mitigation and
resiliency in the schools
and/or learning centers to
ensure delivery of basic
education.
Occasionally Supporting the
management of disaster
preparedness, mitigation and
resiliency in the schools and/or
learning centers to ensure
delivery of basic education.

Occasionally Mentoring and Occasionally :Leading

coaching colleagues in colleagues in developing a
adapting relevant instructional compendium of effective and
leadership support strategies efficient instructional
to address the harmonized leadership support strategies
needs of clusters of schools to address the identified
and/or learning centers. priority needs of schools Occasionally Applying
and/or learning centers. appropriate instructional
leadership support strategies
to help schools and/or learning
centers with the continuous
improvement of the teaching-
learning process.

Occasionally Adapting Occasionally Exhibiting best

technology-based innovations practice in applying
including ICT in addressing technology-based innovations Occasionally Utilizing relevant
the harmonized needs of a including ICT to strengthen technology- based innovations
including ICT in the effective
cluster of schools and/or shared accountability and delivery of roles and functions
learning centers. foster a culture of continuous to support schools and/or
improvement. learning centers.
Occasionally Mentoring and
coaching colleagues in
planning and conducting
research, and utilizing
findings to improve practice.
Occasionally Sustaining
effective communities of
practice in collaboration with
colleagues for continuous
improvement in the delivery
of basic education services.
Occasionally Managing the
efficient and effective use of
communication platforms
including print and non- print
media to support schools
and/or learning centers in
improving basic education
services.
Occasionally Sustaining the
effective delivery of different
learning and development
interventions to support
schools and/or learning
centers.
Occasionally Supporting
colleagues to engage in
advanced activities of various
professional networks in
enhancing practice.
Occasionally Modeling
exemplary skills in
conducting, utilizing and
communicating research
findings to improve practice.
Occasionally Exhibiting
exemplary skills in
institutionalizing communities
of practice for continuous
improvement in the delivery
of basic education services.
Occasionally Exhibiting
exemplary skills in using a
wide range of efficient and
effective communication
platforms to support schools
and/or learning centers in
improving basic education
services.
Occasionally Modeling
exemplary practices in the
delivery of different learning
and development
interventions to support
schools and/or learning
centers.
Occasionally Modeling
exemplary practice in leading
and engaging colleagues
through professional
networks to maximize
potential and enhance
practice.
Occasionally Utilizing findings
of research undertaken and/or
adapted to improve practice.
Occasionally Implementing
communities of practice to
support the improvement of
the delivery of basic education
services.
Occasionally Using
communication platforms
including print and non-print
media to support schools
and/or learning centers in
improving basic education
services.
Occasionally Ensuring the
delivery of different learning
and development
interventions to support
schools and/or learning
centers.
Occasionally Participating
actively in professional
networks to enhance
knowledge and skills in
improving practice.
Occasionally Assisting
colleagues in setting and
achieving their personal and
professional development
goals based on the Philippine
Professional Standards for
Supervisors.
Occasionally Leading reforms
in enhancing personal and
professional development
programs based on in-depth Occasionally Setting achievable
knowledge and personal and professional
development goals based on
understanding of the
the Philippine Professional
Philippine Professional Standards for Supervisors.
Standards for Supervisors.

Occasionally Promoting Occasionally Providing

learning opportunities by
initiating professional
reflections to improve
practice.
leadership within and across
school contexts in critically
reflecting on and setting Occasionally Applying
professional reflection and
clearly defined targets for learning to improve one’s
professional learning to practice.
improve practice.

Occasionally Providing Occasionally Sharing best

enhanced support in the
implementation of rewards
and recognition mechanisms
to acknowledge the
outstanding performance of
personnel in schools and/or
learning centers.
practice in providing
enhanced support in the
implementation of rewards
and recognition mechanisms
to acknowledge the
outstanding performance of
personnel in schools and/or
learning centers.
Occasionally Supporting the
implementation of rewards
and recognition mechanisms in
acknowledging the outstanding
performance of personnel in
schools and/or learning
centers.
Career_Stage_1 Career_Stage_1
Rarely Demonstraing
knowledge and
understanding of support for
curriculum implementation
through the management of
programs, projects and
activities aligned with
curriculum standards.
Career_Stage_2
Rarely Supporting curriculum
implementation through the
management of programs,
projects and activities aligned
with curriculum standards.

Rarely Demonstrating Rarely Providing support for

knowledge and curriculum innovation to
understanding of support for schools/ and/or learning
curriculum innovation. centers to improve teaching
and learning.

Rarely Demonstrating Rarely Implementing relevant

knowledge and strategies to support
understanding of support for curriculum contextualization.
curriculum contextualization.

Rarely Displaying knowledge Rarely Conducting activities

and understanding of learning such as sharing of one’s
resource development to expertise, writing instructional
support schools and/or materials, capacity building,
learning centers. and needs assessment that
support learning resource
development in schools
and/or learning centers.
Rarely Demonstrating
knowledge and
understanding of the different
processes to support learning
resource management in
schools and/or learning
centers.
Rarely Demonstrating
knowledge and
understanding of the
utilization of the results of
learning outcomes
assessment.
Rarely Demonstrating
knowledge and
understanding of the
operationalization of
educational development
plans.
Rarely Demonstrating
knowledge and
understanding of the
provision of technical
assistance based on quality
assurance, and monitoring
and evaluation results.
Rarely Applying relevant
processes to support learning
resource management in
schools and/or learning
centers.
Rarely Utilizing results of
learning outcomes
assessment in developing
intervention strategies to
support schools and/or
learning centers.
Rarely Conducting programs,
projects and activities aligned
with the educational
development plan.
Rarely Adopting and
implementing appropriate
technical assistance
modalities to schools and/or
learning centers based on
quality assurance, and
monitoring and evaluation
results.
Rarely Identifying national,
regional and/or division
policies for review and
recommendation to ensure
relevance within the context
of one’s area of concern.
Rarely Conducting review
and recommendation of
division policies to ensure
relevance within the context
of one’s area of concern.

Rarely Demonstrating Rarely Supporting the

knowledge and
understanding of laws,
policies, guidelines and
issuances on disaster risk
reduction management.
management of disaster
preparedness, mitigation and
resiliency in the schools
and/or learning centers to
ensure delivery of basic
education.

Rarely Demonstrating Rarely Applying appropriate

knowledge and
understanding of instructional
leadership for continuous
improvement of the teaching-
learning process.
instructional leadership
support strategies to help
schools and/or learning
centers with the continuous
improvement of the teaching-
learning process.

Rarely Displaying knowledge Rarely Utilizing relevant

and understanding of relevant technology- based
technology-based innovations innovations including ICT in
including ICT in the effective the effective delivery of roles
delivery of roles and and functions to support
functions. schools and/or learning
centers.
Rarely Demonstrating
knowledge and
understanding of relevant
research findings.
Rarely Demonstrating
understanding of establishing
communities of practice to
improve the delivery of basic
education services.
Rarely Familiarizing oneself
with the effective use of
different communication
platforms including print and
non-print media to improve
basic education services.
Rarely Demonstrating
knowledge and
understanding of different
learning and development
interventions.
Rarely Seeing opportunities
to improve one’s practice
through professional
networks.
Rarely Utilizing findings of
research undertaken and/or
adapted to improve practice.
Rarely Implementing
communities of practice to
support the improvement of
the delivery of basic
education services.
Rarely Using communication
platforms including print and
non-print media to support
schools and/or learning
centers in improving basic
education services.
Rarely Ensuring the delivery
of different learning and
development interventions to
support schools and/or
learning centers.
Rarely Participating actively
in professional networks to
enhance knowledge and skills
in improving practice.
Rarely Reflected on the
Philippine Professional
Standards for Supervisors to
plan for personal and
professional development
goals.
Rarely Setting achievable
personal and professional
development goals based on
the Philippine Professional
Standards for Supervisors.

Rarely Demonstrating an Rarely Applying professional

understanding of how reflection and learning to
professional reflection and improve one’s practice.
learning can be used to
improve practice.

Rarely Demonstrating Rarely Supporting the

knowledge and implementation of rewards
understanding of rewards and and recognition mechanisms
recognition mechanisms. in acknowledging the
outstanding performance of
personnel in schools and/or
learning centers.
Career_Stage_3
Rarely Providing needs-
based support for curriculum
implementation through the
application of efficient and
effective programs, projects
and activities aligned with
curriculum standards.
Career_Stage_4
Rarely Leading in designing
and managing responsive
support for curriculum
implementation through Rarely Supporting curriculum
efficient and effective implementation through the
programs, projects and management of programs,
activities aligned with projects and activities aligned
curriculum standards. with curriculum standards.

Rarely Mentoring and Rarely Exhibiting and sharing

coaching colleagues in
providing support for
curriculum innovation to
enhance practice.
research- based exemplary
practice in intensifying
support for curriculum
innovation within and across
regions/ divisions.
Rarely Providing support for
curriculum innovation to
schools/ and/or learning
centers to improve teaching
and learning.

Rarely Adapting harmonized Rarely Leading colleagues in

strategies to support innovating strategies to
curriculum contextualization support curriculum
based on the needs analysis contextualization. Rarely Implementing relevant
of targeted clusters of schools strategies to support
and/or learning centers. curriculum contextualization.

Rarely Designing and Rarely Leading colleagues in

implementing activities that
support learning resource
development in schools
and/or learning centers.
designing and implementing
activities that support learning
resource development in
schools and/or learning
centers.
Rarely Conducting activities
such as sharing of one’s
expertise, writing instructional
materials, capacity building,
and needs assessment that
support learning resource
development in schools and/or
learning centers.
Rarely Exhibiting effective
practices in providing support
for learning resource
management in schools
and/or learning centers.
Rarely Mentoring and
coaching colleagues in the
development and
implementation of an effective strategies based on results of
harmonized intervention
strategy based on analyses of assessment to support
results of learning outcomes schools and/or learning
assessment to support
schools and/or learning
centers.
Rarely Developing and
implementing responsive
programs, projects and
activities aligned with the
educational development
plan.
Rarely Mentoring and
coaching colleagues in
providing efficient and
effective technical assistance
to a targeted cluster of
schools and/or learning
centers based on quality
assurance, and monitoring
and evaluation results.
Rarely Modeling exemplary
practices in providing support
for learning resource
management in schools
and/or learning centers.
Rarely Showing exemplary
leadership skills in applying a
wide range of intervention
learning outcomes
centers.
Rarely Modeling exemplary
skills on evidence-based
approaches in the evaluation
of programs, projects and
activities aligned with the
educational development
plan.
Rarely Modeling exemplary
skills in the provision of
technical assistance by
designing and implementing
responsive interventions
based on quality assurance,
and monitoring and
evaluation results.
Rarely Applying relevant
processes to support learning
resource management in
schools and/or learning
centers.
Rarely Utilizing results of
learning outcomes assessment
in developing intervention
strategies to support schools
and/or learning centers.
Rarely Conducting programs,
projects and activities aligned
with the educational
development plan.
Rarely Adopting and
implementing appropriate
technical assistance modalities
to schools and/or learning
centers based on quality
assurance, and monitoring and
evaluation results.
Rarely Mentoring and
coaching colleagues on the
effective conduct of review
and recommendation of
division policies to ensure
their relevance in addressing
the harmonized needs of the
cluster of schools and/or
learning centers.
Rarely Laeding colleagues in
designing strategies such as
creating a review committee,
conducting focus group
discussions (FGDs) and
roundtable discussions for
efficient and effective review Rarely Conducting review and
and recommendation of recommendation of division
national, regional and/or policies to ensure relevance
division policies to ensure within the context of one’s
their relevance to the area of concern.
improvement of schools
and/or learning centers.

Rarely Providing enhanced Rarely Sharing best practice

support in the management of in the provision of enhanced
disaster preparedness, support in the management of Rarely Supporting the
mitigation and resiliency in disaster preparedness, management of disaster
the schools and/or learning mitigation and resiliency in preparedness, mitigation and
centers to ensure delivery of the schools and/or learning resiliency in the schools and/or
basic education. centers to ensure delivery of learning centers to ensure
basic education. delivery of basic education.

Rarely Mentoring and Rarely :Leading colleagues in

coaching colleagues in developing a compendium of
adapting relevant instructional effective and efficient
leadership support strategies instructional leadership
to address the harmonized support strategies to address
needs of clusters of schools the identified priority needs of
and/or learning centers. schools and/or learning Rarely Applying appropriate
centers. instructional leadership
support strategies to help
schools and/or learning
centers with the continuous
improvement of the teaching-
learning process.

Rarely Adapting technology- Rarely Exhibiting best

based innovations including
ICT in addressing the
harmonized needs of a
cluster of schools and/or
learning centers.
practice in applying
technology-based innovations
including ICT to strengthen
shared accountability and
foster a culture of continuous
improvement.
Rarely Utilizing relevant
technology- based innovations
including ICT in the effective
delivery of roles and functions
to support schools and/or
learning centers.
Rarely Mentoring and
coaching colleagues in
planning and conducting
research, and utilizing
findings to improve practice.
Rarely Sustaining effective
communities of practice in
collaboration with colleagues
for continuous improvement
in the delivery of basic
education services.
Rarely Managing the efficient
and effective use of
communication platforms
including print and non- print
media to support schools
and/or learning centers in
improving basic education
services.
Rarely Sustaining the
effective delivery of different
learning and development
interventions to support
schools and/or learning
centers.
Rarely Supporting colleagues
to engage in advanced
activities of various
professional networks in
enhancing practice.
Rarely Modeling exemplary
skills in conducting, utilizing
and communicating research
findings to improve practice.
Rarely Exhibiting exemplary
skills in institutionalizing
communities of practice for
continuous improvement in
the delivery of basic
education services.
Rarely Exhibiting exemplary
skills in using a wide range of
efficient and effective
communication platforms to
support schools and/or
learning centers in improving
basic education services.
Rarely Modeling exemplary
practices in the delivery of
different learning and
development interventions to
support schools and/or
learning centers.
Rarely Modeling exemplary
practice in leading and
engaging colleagues through
professional networks to
maximize potential and
enhance practice.
Rarely Utilizing findings of
research undertaken and/or
adapted to improve practice.
Rarely Implementing
communities of practice to
support the improvement of
the delivery of basic education
services.
Rarely Using communication
platforms including print and
non-print media to support
schools and/or learning
centers in improving basic
education services.
Rarely Ensuring the delivery of
different learning and
development interventions to
support schools and/or
learning centers.
Rarely Participating actively in
professional networks to
enhance knowledge and skills
in improving practice.
Rarely Assisting colleagues in Rarely Leading reforms in
setting and achieving their
personal and professional
development goals based on programs based on in-depth
the Philippine Professional
Standards for Supervisors.
Rarely Promoting learning
opportunities by initiating
professional reflections to
improve practice.
Rarely Providing enhanced
support in the implementation
of rewards and recognition
mechanisms to acknowledge
the outstanding performance
of personnel in schools
and/or learning centers.
enhancing personal and
professional development
knowledge and
understanding of the
Philippine Professional
Standards for Supervisors.
Rarely Providing leadership
within and across school
contexts in critically reflecting
on and setting clearly defined
targets for professional
learning to improve practice.
Rarely Sharing best practice
in providing enhanced
support in the implementation
of rewards and recognition
mechanisms to acknowledge
the outstanding performance
of personnel in schools
and/or learning centers.
Rarely Setting achievable
personal and professional
development goals based on
the Philippine Professional
Standards for Supervisors.
Rarely Applying professional
reflection and learning to
improve one’s practice.
Rarely Supporting the
implementation of rewards
and recognition mechanisms in
acknowledging the outstanding
performance of personnel in
schools and/or learning
centers.
Career_Stage_1 Career_Stage_1 Career_Stage_2
Reports on Curriculum
Implementation and
Instructional Delivery

Accomplished Mentoring and

Coaching Form

Supervisory Report on
Instruction

Accomplished Mentoring and

Coaching Form

Reports on Curriculum
Implementation on
Contextualization and
Localization

Supervisory Report on
technical assistance provided

Coordination Report with

EPSvrs on provision of TA
Report on TA provided

List of Learning Resource

developed
Inventory of Learning
Resources
Report on Utilization of LMs

Report on KPIs

Report on Learning
Outcomes Assessment

Recommendations based on
Learning Outcomes
Assessment

Activity Completion Report

Supervisory Plan

Supervisory Report on
technical assistance provided

TA Coaching Plan

TA Contract

TA and Coaching Plan

TA Contract

Supervisory Report on
technical assistance
provided.
Quarterly PMEA Report

TA and Coaching Plan

TA Contract

Supervisory Report on
technical asstance provided

Report on schools’ readiness

Report on the Schools’

DRRM Implementation

Supervisory Plan

Supervisory Report on
Instructional Leadership and
technical assistance provided

TA and Coaching Plan

TA Contract

Journal on Continuous
Improvement

Schools report on the

utilization of relevant
technology-based innovations
Journal on Research and
Continuous Improvement

School's Readiness report

Fund Utilization Report

SBM Level of Practice

Supervisory Plan

Supervisory Report

Supervisory Plan

Supervisory Report

District Memos

Learning and Development

Plan and Report

IPPD

SPPD

Accomplished mentoring and

coaching form

Attendance to MANCOM,
EXECON, and seminars and
trainings.

Membership to Professional
Networks/ Organizations
Individual Development Plan

Accomplished Mentoring and

Coaching Form

Reports on Curriculum
Implementation and
Instructional Delivery

Accomplished mentoring and

coaching form.
Career_Stage_3 Career_Stage_4

Reports on Curriculum
Implementation and
Instructional Delivery

Accomplished Mentoring and

Coaching Form

Supervisory Report on
Instruction

Accomplished Mentoring and

Coaching Form

Reports on Curriculum
Implementation on
Contextualization and
Localization

Supervisory Report on
technical assistance provided

Coordination Report with

EPSvrs on provision of TA
Report on TA provided

List of Learning Resource

developed
Inventory of Learning
Resources
Report on Utilization of LMs

Report on KPIs

Report on Learning Outcomes

Assessment

Recommendations based on
Learning Outcomes
Assessment

Activity Completion Report

Supervisory Plan

Supervisory Report on
technical assistance provided

TA Coaching Plan

TA Contract

TA and Coaching Plan

TA Contract

Supervisory Report on
technical assistance provided.
Quarterly PMEA Report

TA and Coaching Plan

TA Contract

Supervisory Report on
technical asstance provided

Report on schools’ readiness

Report on the Schools’ DRRM

Implementation

Supervisory Plan

Supervisory Report on
Instructional Leadership and
technical assistance provided

TA and Coaching Plan

TA Contract

Journal on Continuous
Improvement

Schools report on the

utilization of relevant
technology-based innovations
Journal on Research and
Continuous Improvement

School's Readiness report

Fund Utilization Report

SBM Level of Practice

Supervisory Plan

Supervisory Report

Supervisory Plan

Supervisory Report

District Memos

Learning and Development

Plan and Report

IPPD

SPPD

Accomplished mentoring and

coaching form

Attendance to MANCOM,
EXECON, and seminars and
trainings.

Membership to Professional
Networks/ Organizations
Individual Development Plan

Accomplished Mentoring and

Coaching Form

Reports on Curriculum
Implementation and
Instructional Delivery

Accomplished mentoring and

coaching form.
Strand 1.1 Curriculum
implementation

Strand 1.2 Curriculum

innovation

Strand 1.3 Curriculum

contextualization

Strand 1.4 Learning

resource development
Strand 1.5 Learning
resource management

Strand 1.6 Learning

outcomes assessment

Strand 2.1 Educational

development plan
operationalization

Strand 2.2 Technical

assistance provision
Strand 2.3 Policy review and
recommendation

Strand 2.4 Disaster

preparedness, mitigation
and resiliency support

Strand 3.1 Support for

instructional leadership

Strand 3.2 Technology-

based innovation including
ICT
Strand 3.3 Culture of
research

Strand 3.4 Communities of

practice

Strand 3.5 Use of

communication platforms

Strand 4.1 Learning and

development

Strand 4.2 Professional

networks
Strand 4.3 Personal and
professional development

Strand 4.4 Professional

reflection and learning to
improve practice

Strand 4.5 Support for

rewards and recognition
mechanisms
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
DIVISION OF MANDAUE CITY
Part III. SUMMARY OF RATINGS FOR DISCUSSION
Final Performance Results Rating
Accomplishments of KRAs and Objectives 0.00
Employee-Superior Agreement
The signature below confirm that the employee and his/her superior has agreed to the contents of the performance as captured in this form.

Name of Employee Name of Superior

RONIL D. MANAON JAIME P. RUELAN, EdD
Signature Signature

Date Date

Part IV. DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)

Action Plan
Strengths Development Needs (Recommended Developmental Timeline Resources Needed
Intervention)
A. Leadership Competence (PPSS)

B. Core Behavioral Competencies (DepEd)

JAIME P. RUELAN, EdD RONIL D. MANAON

Rater Ratee
DepEd RPMS Form- Supervisor
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
DIVISION OF MANDAUE CITY

EMPLOYEE FEEDBACK FORM

Rating Period: January 2021-December 2021

Strengths Development Needs Action Plan Timeline Resources Needed

A. Leadership Competencies (PPSS)

B. Core Behavioral Competencies (DepEd)

Employee Feedback

1. The RPMS is a tool in improving teachers' quality performances and productivity towards his commitment in teaching.
2. The competencies are designed to help improve perspective towards personal and professional growth, students' quality performances and community linkages.

JAIME P. RUELAN, EdD RONIL D. MANAON

Rater Ratee
DepEd RPMS Form- Supervisor
 Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VII, Central Visayas

DIVISION OF MANDAUE CITY

PERFORMANCE MONITORING AND COACHING FORM

Rating Period: January 2021-December 2021

SIGNATURE OF (RATEE/
Date CRITICAL INCIDENCE DESCRIPTION OUTPUT IMPACT ON JOB/ ACTION PLAN
RATER)

JAIME P. RUELAN, EdD RONIL D. MANAON

Rater Ratee
DepEd RPMS Form- Supervisor