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Opcrf template for school heads 2022 |
2021 2022 School Heads OPCRF.Opcrf template for school heads 2022
Communicated the September 6. Satisfactory Occasionally communicated the DepEd vision, mission and core values to 3 the wider school community to ensure shared understanding and alignment of school policies, programs, projects and activities.
Unsatis factory Rarely communicated the DepEd vision, mission and core values to the 2 wider school community to ensure shared understanding and alignment of school policies, programs, projects and activities. Poor Failed to communicate the DepEd vision, mission and core values to the 1 wider school community to ensure shared understanding and alignment of school policies, programs, projects and activities Communicated the DepEd vision, mission and core values to the wider school community using any five 5 of the following modalities such as: 1.
Flyers 2. Tarpaulin 3. Video Clip Basic Education Services. Face-to-face Outstanding 5. Online 7. SRC 8. Radio Efficiency. Video Letter of invitation to stakeholders. Very Satisfactory Communicated the DepEd vision, mission and core values to the wider 4 school community using any four 4 of the identified modalities. Basic Education. Developed and September 6. Quality Development plan guided by the school's VMG was developed through the Satisfactory leadership of the school and participation of some invited community 3 stakeholders.
Unsatis factory Development plan was developed and implemented through the 2 leadership of the school. Utilized available September 6. Poor No acceptable evidence presented 1 2. Managed school data September 6. Quality Satisfactory Occasionallyperformed management of school data using technology, 3 including ICT to ensure efficient and effective school operations.
Unsatis factory Rarely performed management of school data using technology, including 2 ICT to ensure efficient and effective school operations. Poor No acceptable evidence presented 1 Managed gathering and submission of school data to 5 out 6 online systems required by the Department of Education 1. LIS 2. WinS 5 4. Very Satisfactory Managed gathering and submission of school data to 4 out 6 online 4 systems required by the Department of Education. Satisfactory Managed gathering and submission of school data to 3 out 6 online 3 systems required by the Department of Education.
Unsatis factory Managed gathering and submission of school data to 1 or 2 out 6 online 2 systems required by the Department of Education. Very Satisfactory Submitted seven 7 to eight 8 online and three 3 offline required 4 reports indicated in the MOV on or before the deadline.
Timeliness Satisfactory Submitted five 5 to six 6 online and two 2 offline required reports 3 indicated in the MOV on or before the deadline. Submitted three 3 to four 4 online reports and one 1 offline required Unsatis factory report indicated in the MOV on or before the deadline 2. Poor Failed to submit all online and offline required reports indicated in the MOV 1 on or before the deadline 2.
Managed finances September 6. Quality Satisfactory Occasionally managed finances adhering to policies, guidelines and 3 issuances in allocation, procurement, disbursement and liquidation aligned with school plan.
Unsatis factory Rarely managed finances adhering to policies, guidelines and issuances in 2 allocation, procurement, disbursement and liquidation aligned with school plan Poor 1 No acceptable evidence presented Basic Education Services. Managed school September 6. Quality Occasionally managed school facilities and equipment in adherence to Satisfactory policies, guidelines and issuances on acquisition, recording, neutralization, 3 repair and maintenance, storage and disposal.
Rarely managed school facilities and equipment in adherence to policies, Unsatis factory guidelines and issuances on acquisition, recording, neutralization, repair 2 and maintenance, storage and disposal. Poor No acceptable evidence presented 1 Basic Education Services. Assisted teachers in September 6. Localized curriculum is implemented and monitored closely to ensure that Very Satisfactory it makes learning more meaningful and pleasurable, produces desired. Efficiency 4 learning outcome, and directly improves community life.
Localized curriculum is implemented to ensure that it makes learning more Satisfactory meaningful and pleasurable, produces desired learning outcome, and 3 directly improves community life. Unsatis factory The implemented curriculum is localized to make it more meaningful to the 2 learners and applicable to life and community.
Utilized learning September 6. Provided TA to September 6. Quality Occassionally provided TA to teachers in using learning assessment Satisfactory tools, strategies and results consistent with curriculum requirements to 3 ensure accountability in achieving higher learning outcomes Rarely provided TA to teachers in using learning assessment tools, Unsatis factory strategies and results consistent with curriculum requirements to ensure 2 accountability in achieving higher learning outcomes.
Poor No acceptable evidence presented 1 School assessment results were used to develop learning programs that Outstanding are suited to community, and customized to each learners' context, results 5 of which are used for collaborative-decision-making.
Very Satisfactory School assessment results wre used to develop learning programs that are 4 suited to community. Efficiency Assessment tools were reviewed by the school community and Basic Education Services. Satisfactory 3 assessment results are shared with community stakeholders. The assessment tools were reviewed by the school and assessment Unsatis factory results are shared with schools' stakeholders.
Poor The assessment tools were reviewed by the school. Implemented September 6. School leaders working individually or in groups, coach, and initiatives to enhance mentor one another to achieve their VMG through the conduct of at least Outstanding strengths and address four 4 need-based professional development initiatives to enhance 5 performance gaps among strengths and address performance gaps among school personnel by school personnel establishing Community of Practice COP.
Leaders frequently undertook training modes that are convenient to them on-line, ofline, modular, group, or home-based and which do not disrupt the regular functions, leaders monitor and evaluate their own learning Very Satisfactory progress through the conduct of three 3 need-based professional 4 development initiatives to enhance strengths and address performance Quality. Efficiency personnel Satisfactory Conducted two 2 need-based professional development initiatives to 3 enhance strengths and address performance gaps among school Unsatis factory personnel Conducted one 1 need-based professional development initiative to 2 enhance strengths and address performance gaps among school Poor personnel No acceptable evidence presented 1 4.
Provided opportunities September 6. SLAC Outstanding 2. Job Rotations 5. Benchmarking 6. Coaching and Mentoring. Developed and supported personal and professional development of Efficiency. Very Satisfactory individual and school management teams by providing equal opportunities 4 in the conduct of any five 5 of the identified HRD initiatives.
Developed and supported personal and professional development of Satisfactory individual and school management teams by providing equal opportunities 3 in the conduct of any four 4 of the identified HRD initiatives.
Implemented a school September 6. Creation of Rewards and Recognition Committee Outstanding 3. Selection of applicants 5 4. Development of selection criteria per category 5. Sourcing of funds for prizes 6. Satisfactory Conducted at least three 3 of the identified activities 3 Unsatis factory Conducted at least two 2 of the identified activities 2 Poor Conducted at least one 1 of the identified activities 1 5.
Built constructive September 6. Occasionally built constructive relationships with authorities, colleagues, Satisfactory parents and other stakeholders to foster an enabling and supportive 3 environment for learners Rarely built constructive relationships with authorities, colleagues, parents Unsatis factory and other stakeholders to foster an enabling and supportive environment 2 for learners Poor No acceptable evidence presented 1 Outstanding Conducted at least 7 activities with parents and other stakeholders across 5 four quarters with complete required documents.
Conducted at least activities with parents and other stakeholders Very Satisfactory across four quarters with complete required documents. Satisfactory Conducted at least activities with parents and other stakeholders 3 across four quarters with complete required documents.
Communicated September 6. Quality Occasionally communicated effectively in speaking and in writing to teachers, learners, parents and other stakeholders through positive use of Satisfactory communication platform to facilitate information sharing, collaboration and 3 support. Rarely communicated effectively in speaking and in writing to teachers, learners, parents and other stakeholders through positive use of Basic Education Services.
Unsatis factory communication platform to facilitate information sharing, collaboration and 2 support. Poor No acceptable evidence 1 presented Accomplished, created and utilized five 5 of the following communication platforms: 1. SMS 2. Initiated partnerships September 6. Very Satisfactory Provided partnership evidences to strengthen support for learner development and school and community improvement Efficiency.
Plus Factor Performed related tasks 2. Conducted at least one 1 relevant research in any area within the rating period;. Efficiency 6. Conducted innovation to address learning gaps; Outstanding 7. Member of district and higher level QA team 9. Ratee Rater Approving Authority. Outstanding 4. Memo 2.
Minutes 3. Photo Documentation 4. Attendance Sheets 5. Proof of Distribution of Print Materials Outstanding 6. Screenshots of Online Announcement 5 7. Tarpaulin 8. Letter Request for Radio Timeslot stamped "Received" 9.
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