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DepEd | Schools Division Office of Kabankalan City, Tel. No. 471-2003 | Tayum St., Brgy. 8, Kabankalan City, Negros Occidental, Philippines

Department of Education Region VI – Western Visayas

SCHOOLS DIVISION OFFICE OF KABANKALAN CITY Tayum St., Barangay 8, Kabankalan City, Negros Occidental

Tel. No. (034) 471-2003 • (034) 471-2454 • [email protected]

Division Memorandum No.________ s. 2017

November 6, 2017

SEARCH FOR 2017 PASIDUNGOG AWARDEES

To: CID and SGOD Chiefs

Public School District Supervisors

Public Elementary and Secondary School Heads

Teachers

1. DepED SDO Kabankalan City will have its search for 2017 Pasidungog awardees to

culminate on December 19, 2017, 1:30 PM at the Kabankalan Sports and Cultural Center.

2. The said search aims to:

a. Capture the best practices of its personnel and recognize the same to serve as

inspiration for others;

b. Boost the morale of personnel and instill a deeper commitment to public service;

c. Provide a venue where personnel will be gathered and together celebrate their

achievements.

3. The said search shall cover the following:

1. Most Outstanding Kindergarten

Teacher

14. Most Outstanding Non-Teaching

Personnel (Level 1 and 2)

2. Most Outstanding Teacher

(Elementary and Secondary Level)

15. Best Library/SLRC


3. Most Outstanding Master Teacher

(Elem. Level)

16. Zero Drop-Out School


4. Most Outstanding Mobile Teacher 17. Most Prompt Submission of Liquidation

5. Most Outstanding Teacher In-

Charge (Elem. and Sec. Level)

18. Most Sustainable Gulayan sa Paaralan

(Elem and Secondary Level)

6. Most Outstanding Head Teacher

(Elem. and Secondary Level)

19. Best Brigada Implementer


7. Most Outstanding Elem. &

Secondary School Principal

20. Best Brigada Implementer


8. Most Effective Remedial Reading

Program

21. Most Effective School

(Elem and Secondary Level)

9. Most Outstanding Remedial Reading

Teacher

22. Best Implementer of SBM-WINS


10. Best Campus Journalism

Implementer (Elem. and Sec. Level)

23. Best Implementer of GAD


11. Most Outstanding School Paper

Adviser (Elementary and Sec. Level )

24. Best Implementer of DRRM

( Elem. and Secondary Level)

12. Most Innovative Teacher (Elementary

and Secondary Level)

25. Best Implementer of CFSS

( Elem. and Secondary Level)

13. Most Prompt & Accurate

Compliance to LIS/BEIS

26. Most Improved School in Physical

Facilities (Elem. and Secondary Level)

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4. Participants to the said search are the District nominees for the different categories,

public elementary and secondary school heads and all the personnel comprising the

three main divisions namely: CID, SGOD and Administration of SDO Kabankalan City.

Stakeholders shall also be invited to this affair.

5. The participants are expected to wear Filipiniana - inspired attire. Teachers who are non-

honorees may opt to wear any formal attire.

6. Mechanics, criteria, timeline and working committees are stipulated in the enclosures.

7. All expenses incurred relative to this activity shall be charged against Division and school

MOOE or local funds subject to the usual accounting and auditing rules and regulations.

8. For immediate and widest dissemination to all concerned.

ANTHONY H. LIOBET, CESO VI

ASDS, OIC

Office of the Schools Division Superintendent

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Enclosure No. 1 of Division Memorandum No. _____, s. 2017

MECHANICS FOR THE SEARCH

1. Qualifications of Nominees:

a. Must have been active in service for the last three (3) years.

b. Must not be on leave during the time of nomination.

c. Performance rating of at least Very Satisfactory (VS) for the last three (3) years

d. No pending administrative/civil/criminal case or any case pending with the

District/Division Grievance Committee.

e. Those who have been given awards for three (3) successive years are no longer

qualified for nomination in this year’s search. However, after a gap of one (1)

year, they can be nominated again.

f. Nominees must have reached a minimum of 80 points to qualify them for the

Division Evaluation/Validation. Those who earned the highest points in their

contested category shall be deemed Division awardees. However, those who

earned less than 80 points during the District Evaluation/ Validation shall no

longer be subjected to Division Evaluation/Validation. They shall be considered

winners in their respective District/s.

2. Division PRAISE Committee:

Chairman – Rogelio P. Amador

Members: Ma. Teresa P. Geroso, CID Chief

Cecilia G. Abello, SGOD Chief

Arnold S. Magdaet – Administrative Officer V

Eulyne Lucerna, SEPS-HRD

District PRAISE COMMITTEEs:

Kabankalan I:

Mareli T. Donina

Mario Q. Diagmel

Analie V. Almaiz

Rosemary Cornell

Vicente Ynchausti

Ben Villanueva

Kabankalan II

Mary Joan G. Dayon

Jesusa G. DEla Paz

Eden Joy B. Nifras

Junry M. Esparar

Ariel T. Canilao

Rosemary B. Sodusta

Kabankalan III

Edna C. Cuello

Faustino T. Padilla

Blas P. Tabayag Jr.

Mary Helen M. Bocol

Teddy A. Puro

Jerralyn Limaco

Kabankalan IV

Larlin Q. Quirit

Miguel G. Penaranda

Angela T. Malala

Bernadin T. Bendo

Sol De La Cruz

Xyzette V. Ganza

Kabankalan V

Helen M. Mambalos Elvie R. Verde Edwin Dalisay

Francisco Medecilo Romeo G. Poyogao Teresita Cadagat

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Technical Working Group

Outstanding Teacher (Elementary and Secondary Level)

Note: During the District Evaluation/Validation, the District PRAISE Committees shall

evaluate/validate the nominees from other Districts.

District PRAISE Committee of Kabankalan I shall validate nominees of Kabankalan II

Kabankalan II - - - - - - - -- -- - - - - - - - - - - - Kabankalan III

Kabankalan III - - - - - - - - - - - - - - - - - - - - - Kabankalan IV

Kabankalan IV - - - - - - - - - - - - - - - - - - - - Kabankalan V

Kabankalan V - - - - - - - - - - - - - - - - - - - - Kabankalan I

Outstanding Master Teacher

Rogelio P. Amador

Ma. Teresa P. Geroso

Cecilia G. Abello

Junry M. Esparar

Mrs. Eden Joy Nifras

Outstanding ALS Mobile Teacher

Ma.Teresa P. Geroso –CID Chief

Nemia T. Lucerna

Marlon Padios

Outstanding Head Teachers and Principals

Rogelio P. Amador


Cecilia G. Abello

Jonalyn Dela Cerna

Eulyne Lucerna

Most Innovative Teacher

Rogelio P. Amador


Cecilia G. Abello

EPS of a specific subject area - if

innovation pertains to Curriculum

Julieta V. Gempison - -if innovation

pertains to School Governance and

Operations

Most Outstanding Kindergarten Teacher

Rogelio P. Amador


Cecilia G. Abello

Bernadin T. Bendo

Effective Remedial Reading Program

and Reading Teacher


Junry M. Esparar

Eden Joy B. Nifras

Mary Helen M. Bocol

Best Campus Journalism Implementer and

Best School Paper Adviser


Junry M. Esparar

Eden Joy B. Nifras

Best Library/School Learning Resource

Center

Ma.Teresa Geroso

Cecilia G. Abello

Mary Helen M. Bocol

Jewelyn Q. Cadigal

Emee Ann Valdez

Outstanding Non-Teaching Personnel (Level 1 and Level 2)

Rogelio P. Amador

Cecilia G. Abello Blas P. Tabayag – SDO DepEd NEU President

Arnold S. Magdaet Eulyne Lucerna – SEPS- HRD

Timeline for the Search for Awardees to the 2017 Pasidungog

November 13-23, 2017 - -Identification and screening of nominees at the District Level

November 24, 2017 - - - - Submission of results to the Division PRAISE Committee

November 27-Dec. 14, 2017 - - Field validation of accomplishments claimed

December 19, 2017 - - - - - - - - - - Awarding of winners

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Department of Education

Region VI – Western Visayas

SCHOOLS DIVISION OFFICE OF KABANKALAN CITY

Tayum St., Barangay 8, Kabankalan City, Negros Occidental Tel. No. (034) 471-2003 • (034) 471-2454 • [email protected]

Enclosure no. 2 of Division Memorandum No. _____, s. 2017

CRITERIA FOR THE SEARCH

1. Outstanding Teacher (Elementary and Secondary Levels)

SEARCH FOR OUTSTANDING TEACHER

Description Points MOVs

1. Instructional Competence - - - - - - - - - - - - - - - - - -

1.1 Functional Detailed Lesson Plans/Daily Lesson Logs - - - 8 Complete and updated compilation of DLL/DLP - - - - - - -2

Provision of formative tests/exercises - - - - - - - - - - - - - - -2

Reflection, ML & ID duly filled up - - - - - - - - - - - - - - -2

Integration of Values - - - - - - - - - - - - - - - - - - - - - - - -2

1.2 Support Instructional Materials - - - - - - - - - - - -- - - - --8 Provision of appropriate, adequate and updated instructional

materials - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -2

Integration of ICT skills in the preparation of SIMs -- - - - -2

Functional utilization of SIMs for the different subject areas - - - - - 2

SIMs organized and neatly-piled in the classroom - - - - - - -2

1.3 Classroom Structuring - - - - - - - - - - - - - - - - - - - - - - - - 8 Updated bulletin boards for the subjects taught - - - - - - - - -2

Age-appropriate info/data hung on walls with positive & motivating

effect - - - - - - - - - - - - - - - - - - - - - - - - - - - - -2

Child-friendly physical set-up that is conducive for learning-2

Observance of safety, orderliness, cleanliness & aesthetics - 2

1.4 Classroom Instruction/Pedagogy - - - - - - - - - - - - - - - - -8 Appropriate utilization of any of the five (5) pedagogical approaches -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2

Promotion of the 21st Century skills in the teaching-learning activities - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -2

Teacher’s mastery of the lesson content and teaching strategies - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2

Teaching-learning interaction promote gender sensitivity, child

protection, respect for learner diversity and socio-cultural orientation- -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -2

1.5 Monitoring and Assessment of Learners’ Outcomes - - - -8 TOS and GRASPS showed congruence with content and skills tested - - -

- - - - - - - - - - - - -- -- - - - - -- - - - - - - - - 2

Complete and updated E- class records, Form 137 and F138 - - - -

- - - - 2

Periodic homeroom PTA meetings/conferences and home visits

to those in need of follow-up or remediation - - - - - - - - - - - - - - - - - - - - -

- - - -- - - - - - - - - - - - -2

Monitoring of learners’ attendance and other indicators of

learning - 2

(Note: Other indicators of learning may include any of the ff.: formative

tests like exercises, assignments, homework, pre- and post-tests, remediation and

enrichment activities, etc.)

40 DLLs/DLPs

Site Validation

Site Validation

Observation

Notes of the

School Head;

Classroom

Observation

Records like

TOS, GRASPS,

Test Notebook,

E-Class Records,

Attendance

Sheet of

classroom PTA

meetings held

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2. Outstanding Accomplishments - - - - - - - - - - - - - - - - - - -

2.1 Class Academic Performance 20

2.1.1 Division-initiated test – 10 pts.

96-100 MPS -- - - - - - - - - - - -10

91-95 MPS - - - - - - - - - - - - - -9

86-90 MPS - - - - - - - - - - - - - 8

81-85 MPS - - - - - - - - - - - - - -7

76-80 MPS - - - - - - - - - - - - - -6

71-75 MPS - - - - - - - - - - - - - -5

66-70 MPS - - - - - - - - - - - - - - 4

61-65 MPS - - - - - - - - - - - - - - 3

56-60 MPS - - - - - - - - - - - - - - 2

51-55 MPS - - - - - - - - - - - - - -1

40

Test result

2.1.2 Average MPS in learning areas taught - - - - -10 pts.

96-100 MPS -- - - - - - - - - - - -10

91-95 MPS - - - - - - - - - - - - - -9

86-90 MPS - - - - - - - - - - - - - 8

81-85 MPS - - - - - - - - - - - - - -7

76-80 MPS - - - - - - - - - - - - - -6

71-75 MPS - - - - - - - - - - - - - -5

66-70 MPS - - - - - - - - - - - - - - 4

61-65 MPS - - - - - - - - - - - - - - 3

56-60 MPS - - - - - - - - - - - - - - 2

51-55 MPS - - - - - - - - - - - - - -1

2.2 Accomplishments in the following:

2.2.1 Coach/Adviser /Chairman in Academic &/or Co-

Curricular Activities - - - - - - - - - - - - - - - - - - - - - --5

With Certificate of Recognition Regional Level – - - - -5

With Certificate of Recognition Division Level – - - - - -4

With Certificate of Recognition District Level – - - - - - 3

With Accomplishments in the School Level – - - - - - - -2

With designation as Coach/Adviser/Chairman - - - - - 1

2.2.2 District/School Coordinator - - - - - - - - - - - - - - - -5

Data-driven Accomplishment Report for the last 3 years - 3

Data-driven Accomplishment Report for the last 2 years -2

Data-driven Accomplishment Report for 1 year - - - - - - - 1

School/District Designation - - - - - - - - - - - - - - - - - - - - 1

Pictorial - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -1

2.2.3 Speakership/Demo Teaching in LACs/Trainings - -- - -5

With certificate of recognition Regional Level - - - - - - - - -5

With Certificate of Recognition Division Level - - - - - - -- 4

With Certificate of Recognition District Level - -- - - - - - - -3

With Certificate of Recognition School Level- - - - - - - - - 2

With designation from the school /District - - - - - - - - - - -1

2.2.4 Recognitions/Awards Received - - - -- -- - - - - - - - - - 5

With Certificate of Recognition from the national level - - -

Result of Tests

for the 1st and

2nd Quarterly

exams

Certificates of

Recognition

Certificates of

Recognition

Certificates of

Recognition

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3. Creativity and Innovations - - - - - - - - - - - - - - - - - - - - - - -

(Note: Creativity and innovations must be geared towards the improvement of

instruction, academic performance, teaching-learning process & other indicators like

access, efficiency and quality)

Result of creativity/innovation implemented by the whole school - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - -- 5

Result of creativity/innovation implemented by other classes- - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4

Implementation of creativity/innovation has verifiable results already-

- - - - - - - - - - - - - - - - - - - - - - - - - - - - 3

Ongoing implementation of the approved project/research proposal -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ---2

Presence of an approved project or action research proposal - - - - - -

- - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - -1

10 Accomplishment

Report, Proposal

of the Concept

Paper

4. Community Linkage and Involvement - - - - - - - - - - - - -5

Outreach activities to the community/barangay/city - - - - - - - -- 2

Community networking/linkage to generate resources/support or assistance

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -2

Involvement of community members or local experts for the

enrichment/contextualization of lessons and the like - - - - - - - - - - -1

5 Accomplishment

Report

5. Core Behavioral Competencies - - - - - - - - - - - - - -

Self-Management - - - - - - - - - - .84

Professionalism and Ethics - - - .84

Result Focus - - - - - - - - - - - - - -.83

Teamwork - - - - - - - - - - - - - - - -.83

Service Orientation - - - - - - - - - .83

Innovation - - - - - - - - - - - - - - - .83

(For the indicators of each competence, refer to D.O. No. 2, s. 2015)

5 Assessment

by self, peer

and

immediate

superior

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SEARCH FOR OUTSTANDING KINDERGARTEN TEACHER


1. Instructional Competence - - - - - - - - - - - - - - - - - - - - - - - - - - -

1.1 Preparation of a Functional Daily Lesson Logs - - - - - - - - - - 5

Utilization of the National Kindergarten Curriculum -- - - - - - - - - - - - - - -1

Complete and updated compilation of DLL/DLP - - - - - - - - - - - - - - - - 1

Contents of the DLP/DLL compliant with provisions of D.O.42 s. 2016. -1

Sequence of activities based on the prescribed blocks of time - - - - - - 1

Reflection and/or remarks indicated at the end of each lesson - - - - - - -1

1.2 Support Instructional Materials - - - - - - - - - - - - -- - - - - - --5

Provision of adequate and developmentally-appropriate literature-based

instructional materials like big books, story and wordless books, etc.- - 1

Provision of adequate and developmentally-appropriate manipulative toys,

counters, building blocks, beads, objects with different colors and shapes,

scissors, paste, crayons, pencils, clay dough, etc - - - - - - - - - - - - - - - - - - 1

Presence of contextualized materials like stories, rhymes, riddles and songs

in Hiligaynon or Sinugbuanong Bisaya, local / indigenous games, etc - - - -1

Integration of ICT skills in the acquisition of learning resources through the

LRMDS portal - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -1

SIMs properly-labelled, organized and neatly-piled in the classroom - - - -1

1.3 Classroom Structuring - - - - - - - - - - - - - - - - - - - - - - - - - - 10

Schedule of the different blocks of time hung on the wall - - - - - - - - - - 1

Information board where the data like class enrolment, attendance,

weather, birthdays, etc. are creatively displayed - - - - - - - - - - - - - - - - -1

Provision of a space for the rubber/floor mat where children could gather

and sit during Meeting Time 1, 2 and 3, Story Time and indoor games - - 1

Child-friendly physical set-up like provision of age-appropriate tables and

chairs, book shelves, health/personality corner, etc. - - - - - - - - - - - - - - -1

Signages on the wall and/or bulletin boards promoting child protection,

gender sensitivity and development of values. - - - - - - - - - - - - - - - - - - - 1

Children’s work/outputs are hung on the wall to showcase/recognize their

work and exude a positive & motivating effect - - - - - - - - - - - - - - - - - -1

Observance of cleanliness, orderliness, safety, and aesthetics - - - - - - -1

Provision of needed materials for the supervised recess like basin, hand

soap, drinking water, drinking cups, plates, placemat, and the like. -- - -1

Classroom has adequate lighting and ventilation. - - - - - - - - - - - - - - - - - -1

A clean comfort room is properly-maintained annex or adjacent to the

classroom - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1

1.4 Classroom Instruction/Pedagogy - - - - - - - - - -- - - 20

Integration and/or development of the 21st century skills in the lesson --2

Art of questioning that enables children to confidently share their thoughts

and/or experiences and actively participate in class - - - - - - - - - 2

Competence in the management of a smooth transition from one block of

time to another through songs, dances, finger play, rhymes, etc.- - - - - -2

Play-based activities are introduced to promote active learning and

cater individual differences - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - -

- 2

Smooth and orderly management of the Work Periods 1 and 2 where

children are given the opportunity to interact and work independently with

peers - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - -2

Clear and thorough explanation of the learning content in the context of

the learners through MTB-MLE - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -2

Teacher’s mastery of the lesson content and teaching strategies - - - - 2

Creativity of the teacher in telling a story with the sustained attention or

interest of the children - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - 2

50 Daily

Lesson

Log

Validation of

SIMs in the

classroom

Validation

of Actual

classroom

structuring

Classroom

Observation

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Competence of the teacher to apply any of the PDET (positive discipline in

every day teaching) ways of correcting misbehavior if any and

strengthening the child’s self-esteem and positive feelings toward learning

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- 2

Integration of values is appropriately highlighted in any of the blocks of

time - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2

Guide to Rating: 2- Observed 1-Partially Observed 0-Not Observed

1.5 Monitoring and Assessment of Learners’ Outcomes - - -1

Conducted ECCD checklist at the start of the school year - - -- - - - - - - -1

Diligence to capture learners’ progress through their portfolio - - - - - - 1

Play-based activities given to determine mastery of the lesson - - - - - - 1

Utilization of traditional and non-traditional ways of assessing learning-1

Functional utilization of anecdotal records like learners’ attendance,

nutritional status, behavior observation and progress report for feedback

giving to parents during conference/home visit - - - - - - - - - - 1

Readiness of the learners - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5

50% and above of the class are consistently ready - - - - - - - - - - - - - - - 5

40-49% of the class are consistently ready - - - - - - - - - - - - - - - - - - - - - -4

30-39% of the class are consistently ready -- - - - - - - - - - - - - - - - - - - - -3

20-29%of the class are consistently ready - - - - - - - - - - - - - - - - - - - - - - 2

10-19% of the class are consistently ready - - - - - - - - - - - - - - - - - - - - - -1

(Note: First and second quarter entries in the Progress Report Cards of learners are

made as basis for the percentage of class readiness. )

Result of

ECCD

checklist

Portfolio

Anecdotal

records, if

any

Form 137

Form138

2. Accomplishments - - - - - - - - - - - - - - - - - - - - - - - - - -

2.1 Accomplishments in the following:

2.1.1 Coach/Adviser /Chairman in various activities - - - - - - - -5

With Certificate of Recognition Regional Level – - - - - - - -- - - - - - - 5

With Certificate of Recognition Division/City Level – - - - - - - - - - - - 4

With Certificate of Recognition District Level - - - - - - - - - - - - - - - - –3

With Accomplishments in the School Level – - - - - - - - - - - - - - - - - - 2

With designation as Coach/Adviser/Chairman - - - - - - - - - - - - - - - - -1

2.1.2 District/School Coordinator - - - - - - - - - - - - - - - - - - - - -- 5

Data-driven Accomplishment Report for the last 3 years - - - - - - - - - - - - - 3

Data-driven Accomplishment Report for the last 2 years - - - - - - - - - - - - - 2

Data-driven Accomplishment Report for 1 year - - - - - - - - - - - - - - - - - - - 1

School/District Designation - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -1

Pictorial - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -1

2.1.3 Speakership/Demo Teaching in LACs/Trainings - - - -- - - 5

With certificate of recognition Regional Level - - - - - - - - - - - - - - - - - - - -5

With Certificate of Recognition Division Level - - - - - - - - - -- - - - - - - - -4

With Certificate of Recognition District Level - - - - - - - - - - - - - - - - - - - - - 3

With Certificate of Recognition School Level- - - - - - - - - - - - - - - - - - - - - 2

With designation from the school /District - - - - - - - - - - - - - - - - - - - - - 1

2.1.4 Other Recognitions/Awards Received - - - - - - - - - - - - 5

With Certificate of Recognition from the national level - - - - - - - - - - - - -5

With Certificate of Recognition Division Level - - - - - - - - - -- - - - - - - - -4

With Certificate of Recognition District Level - - - - - - - - - - - - - - - - - - - - - 3

With Certificate of Recognition School Level- - - - - - - - - - - - - - - - - - - - - 2

With designation from the school /District - - - - - - - - - - - - - - - - - - - - - 1

20

Certificates

of

Recognition

Accomplish

ment

Report

Accomplish

ment

Report

Certificate

of

Recognition

Certificate

of

Recognition

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3 Creativity and Innovations - - - - - - - - - - - - - - - - - - - -

(Note: Creativity and innovations must be geared towards the improvement of instruction,

academic performance, teaching-learning process & other indicators like access, efficiency

and quality)

Result of creativity/innovation implemented by the whole school - - - - - - - - - 5

Result of creativity/innovation implemented by other classes- - - - - - - - - - - - - 4

Implementation of creativity/innovation has verifiable results already- -- - - - - 3

On-going implementation of the approved project/research proposal - - - - - --2

Presence of an approved project or action research proposal - - - - - - - - -1

5 Accomplish

ment

Report of

Innovation

4 Community Linkage and Involvement - - - - -- - - - - - - - - - - - -

Outreach activities to the community/barangay/city - - - -- - - - -- - - - - - - - -- 2

Community networking to generate resources/support or assistance - - - - --2

Involvement of community members or local experts for the

enrichment/contextualization of lessons and the like - - - - - - - - - - - - - - - - - 2

Conference with parents during the card day - - - - - - - - - - - - - - - - - - - - - - - -2

Involvement of parents in class activities like food preparation for the supervised

recess or feeding program, Kindergarten festival and the like - -- -2

Guide to Rating:

Observed - - -2 Partially Observed - - - -1 Not Observed - - - - -0

10 Accomplish

ment

Report

Attendance

Sheets

5. Professional Growth and Development - - - - - - - - - - - - - - - - - - -

Master of Arts in Early Childhood Education or its equivalent or higher - - - - - -10

Completed Academic Requirements in M.A (ECE) or its equivalent- - - - - - - - - - -8

With at least 18 units in M.A. (ECE) or its equivalent - - - - - - - - - - - - - - - - - - - - -6

Graduate of BEED major in ECE or its equivalent - - - - - - - - - - - - - - - - - - - - - - - - 4

BEED with at least 18 units in ECE or its equivalent- - - - - - - - - - - - - - - - - - - - - - 2

10 Transcri

pt of

Records

5 Core Behavioral Competencies - - - - - - - - - - - - - - - - -

Self-Management - - - - - - - - - - .84


Result Focus - - - - - - - - - - - - - -.83

Teamwork - - - - - - - - - - - - - - - -.83


Innovation - - - - - - - - - - - - - - - .83


5 Assessment

of

Self, Peer

and

Immediate

Superior

Memo|


SEARCH FOR MOST INNOVATIVE TEACHER Note: Each District may have 2 nominees for this category.

Description Points

6. Innovation - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Innovation should focus on any of the following:

Simplification of work which contributed to efficient use of resources and

attainment of desired outcomes, improvement in the academic achievement

and/ or performance indicators.

Efficient and effective delivery of services which has an impact to governance and

operation of the school, learning delivery in any subject area and the like.

Utilization of local materials, knowledge and practices which further enhanced

learning outcomes or gave a positive impact to the school, learners or

stakeholders.

MOVs: Approved proposal or concept paper

1.1 Introduction of an innovation - - - - -- - - - - - - - - - - - - - - - - - - 10

Innovation introduced is backed-up by research findings - - - - - - - - - - - - - - - - - - - - - - -2

Innovation introduced is articulated in a proposal duly approved by the SDS - - - - - - - - - 2

Innovation introduced has gone through a field test - - - - - - - - - - - - - - - - - - - - - - - - - - 2

Innovation introduced has no adverse effect on the usual operations of the school - - - -2

Innovation introduced is novel and compliant with IPR (Intellectual Property Rights) - - 2

MOVs: Accomplishment Report and documentation

1.2 Magnitude or impact of innovation - - - - - - - - - - - - - - - - - - - - - - 40

Innovation has been implemented in class for two (2) years - - - - - - - - - - - - - - - -40

Innovation has been implemented in class for one (1) year - - - - - - - - - - - - - - - 35

Innovation has been implemented in class for less than one (1) year - - - - - - - - - 30

Innovation has been implemented in class 6 months to less than a year- - - - - - 25

Innovation has just started its implementation in class - - - - - - - - - - - - - - - - - - 20

Innovation shall undergo field test and validation - - - - - - - - - - - - - - - - - - - - - -15

Innovation has the approval of the SDS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -10

Innovation is subject for the approval of the SDS yet - - - - - - - - - - - - - - - - - - - - - 5

1.3 Sustainability of innovation - - - - - - - - - - - - -- - - - - - - - - - - - - - - - -10

Regular monitoring and evaluation for its continuous improvement - - - - - - - - - - - 2

Schedule of activities for the whole year - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - 2

Community/Stakeholder linkage for the support and other purposes - - - - - - - - - - - -2

Inclusion of innovation in the class/school routine - - - - - - - - - - - - - - - - - - - - - - - - - -2

Plans for procurement and/or maintenance for its continued implementation - - - - -2

MOVs: Monitoring Tool

60

Memo|


Description Points

7. Instructional Creativity /Innovation- - - - - - - - - - - - - - - - - - - -

Display of creativity/innovation in any of the following instructional functions:

Preparation of Functional Detailed Lesson Plans/Daily Lesson Logs

Support Instructional Materials

Classroom Structuring

Classroom Instruction/Pedagogy

Monitoring and Assessment of Learners’ Outcomes

Curriculum Enrichment/Contextualization

Note: Instructional creativity/innovation covers modifications in any of the above

instructional activities which were not claimed under Item No. 1. They need not

have the approval of the SDS but the same was properly presented and has the

approval of the school head. They may cover any of the following:

Integration of ICT skills in the preparation of lesson plans or conduct of

instruction.

Technology-based learning delivery, resources or recording of learning

outcomes.

Contextualization of lessons (localization or indigenization)

Involvement of local experts, culture bearers/elders and other resource

persons to further enhance learning content and the teaching- learning

process.

Differentiated instruction

Utilization of creative learning structures

Alternative delivery modes of instruction

Continuous improvement of SIMs and the learning environment

Interventions to improve learning outcomes, access, efficiency or

effectiveness

MOVs: Accomplishment Report and documentation

Guide to Rating:

Accomplishment report on the creativity/innovation done - - - - - 10

Narrative report duly certified by the school head- - - - - - - - - - - - - - - - -- - 2

Provision of data with verifiable results - - - - - - - - - - - - - - - - - - - - - - - - - - -2

Pictorial - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2

Validation from peers - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2

Validation from target beneficiaries - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - 2

8. Impact of the instructional creativity/innovation - - - -- - - - 10

Narrative report on significant changes/results duly certified by the school

head - - 2

Contribution of ease and benefits –testimony from the teacher - - - - - - - - - - - 2

Contribution of ease and benefits -testimony from target beneficiaries- - - - 2

Pictorial - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --2

Site validation - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -2

MOVs: Testimony, pictorial, narrative report

20

9. Outstanding Accomplishments - - - - - - - - - - - - - - - - - - - - - -

Certificate of Recognition - National Level - - - - - - - - - - - - - - - - - - - 10

Regional/Provincial Level - - - - - - - - - - 8

City/Division Level - - - - - - - - - - - - - - - - 6

District Level - - - - - - - - - - - - - - - - - - - - 4

School/Barangay Level - - - - - - - - - - - - 2

Note: Certificate of Recognition covers for the following accomplishments:

10

Memo|


As Champion in coaching (1st, 2nd or 3rd places only)

As an Adviser, Trainer, Speaker, Facilitator, Coordinator or Committee Chair

As a Speaker, Judge, Consultant, Tournament Manager, or Demonstration

Teacher

Points could be accumulated provided the same does not exceed 10

points

MOVs: Certificate of recognition

Description Points

10. Core Behavioral Competencies - - - - - - - - - - - - - - - - - - - - -

Self-Management - - - - - - - - - - 1.66

Professionalism and Ethics - - - 1.66

Result Focus - - - - - - - - - - - - - -1.67

Teamwork - - - - - - - - - - - - - - - -1.67

Service Orientation - - - - - - - - - 1.67

Innovation - - - - - - - - - - - - - - - 1.67


MOVs: Assessment from self, peer and immediate superior

10

Memo|


SEARCH FOR OUTSTANDING HEAD TEACHER

Description Points

11. School-Based Management Planning and Implementation - - -

11.1 Preparation of a functional SIP, AIP and APP - - - - - - - - - - -10

SIP is crafted with the participation of School Planning Team within target

dates- -2

Accurate and updated data in the school report card is made as basis in

the formulation of the SIP - - - - - - - - - - - - - - - - -- - - - - -- - - - - - - - - - - - - - - - - -2

SIP regularly reviewed with modifications reflected/ included the AIP/APP - -2

Provision of M and E mechanism to quality assure success and/or

modifications - -2

Implementation of programs/projects/activities done within target dates &

budget - - - - -2

Guide to Rating:

Observed – 2 Partially Observed – 1 Not Observed – 0

11.2 Assistance to Teachers for the SBM Implementation - - - - - 40

1.2.2 On Collective Leadership and Governance - - - - - - - - 10

Assists teachers in the crafting and of IPCRF and evaluates performance of

teachers (mid-year and end-year evaluation) - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - 2

School policies like Gender and Development, Child Protection, Positive

Discipline, DRRM, etc. are communicated clearly through signages, flyers

and information/bulletin boards in school. - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - 2

Teachers are organized/given assignments to ensure shared leadership and

governance and the same is made clear through any of the following:

designations, organizational structure, definitions of roles and functions, etc.-

- - - - - - - - - - - - -2

Provides technical assistance in school-related grievances and assists in

enforcing school safety procedures and policies - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - -2

Assists in maintaining the school BEIS. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - 2

1.2.3 On Curriculum and Instruction - - - - - - - - - - - - - - - - - - - - - - - - - -10

Assists in reporting learning outcomes to parents and stakeholders through

the School Report Card - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - -2

Leads and assists teachers in the curriculum contextualization - - - - - - - - - - - -

2

Ensures proper use and maintenance of school facilities, equipment,

textbooks and supplies/materials through any of the following: regular

property inventory, monitoring of their utilization, allocation of funds for

repair/maintenance or procurement and the same is reflected in the AIP - - -

- - - - - - - - - - - - - - - - - - 2

Provides or facilitates the provision of the following to teachers: CGs, TGs,

LMs and reference materials. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - 2

Provides the support mechanism for the assessment of learning like

procurement of needed supplies test materials, review /supplemental

reading materials and assignment of Master Teachers to mentor/coach

other teachers- - - - - - - - - - 2

Guide to Rating:

Observed – 2 Partially observed – 1 Not Observed – 0

50

Memo|


1.2.4 On Accountability and Continuous Improvement - - - - - - - - - - - - 10

11.2.1 National Achievement Test (Most Recent NAT MPS)- - 5 pts.

MPS Rating

96-100MPS -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -5

91-95 MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --4.5

86-90MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4

81-85MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3.5

76-80MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3

71-75MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -2.5

66-70MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2

61-65MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1.5

56-60MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1

51-55MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - .5

11.2.2 School Average MPS (1st and 2nd Quarterly Exams only) – - -

5 pts.

MPS Rating

96-100 MPS -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -5

91-95 MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - -4.5

86-90 MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4

81-85 MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3.5

76-80 MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - -3

71-75 MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2.5

66-70 MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2

61-65 MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1.5

56-60 MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1

51-55 MPS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - .5

1.2.5 On Management of School Resources - - - - - - - - - - - - - - - - - - - -10

Prepares specific budget and accounts for funds received (APP) - - - - - - - -

- - 2

Judicious disbursement of MOOE funds and prompt liquidation of the same -

- - 2

A Transparency Board is hung on a conspicuous place to reflect the

financial status of the school - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - -2

Coordinates with stakeholders on resource generation and mobilization - - - -

- -2

Maximizes the use of resources through any of the following: reuse, recycling,

repair of repairable facilities/equipment, proper use, care and maintenance

of existing facilities/equipment, etc. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - -2

10

12. Instructional Supervisory Competence (Evaluates the

teaching-learning process based on results)

12.1 Monitors the teaching-learning process - - - - - - - - - - - - - - - 4

Preparation of a monthly supervisory plan - - - - - - - - - - - - - - -- - - - - - - - - -2

Monthly supervisory accomplishment report - - - - - - - - - - - - - - - - - - - - - - 2

12.2 Evaluates learning outcomes - - - - - - - - - - - - - - - - - - - - - - 4

Regular checking of teachers’ test notebooks, table of specifications and

records- 2

Leads in the analysis and/or formulation of interventions/action plans for the

improvement of learning outcomes - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2

20

Memo|


12.3 Leads in the distribution, maximum and proper use of

textbooks, references, CGS, LMs and other learning resources

from the LRMDS portal - - - - - - - - - - - - - - - - 4

All teachers were provided with CGs/LMs or the like - - - - - - - - - - - - - - - - - - 2

Access and utilization of learning resources from the LR portal - - - - - - - - - -2

12.4 Leads in curriculum contextualization - - - - - - - - - - - - - - - - 4

Preparation of the matrix for curriculum contextualization - - - - - - - - - - 2

Contextualized lesson exemplars, modules and/or materials - -- - - - - - - 2

12.5 Recommends changes in policies affecting curriculum

and instruction - - -- 4

Approved recommendations/proposals implemented to improve curr.

instruction-4

With recommendations submitted to the SDS/ASDS. For approval - - - - - - - -

- - - - - -3

Recommendations formulated but not submitted to the SDS for approval. -

- - - - - - 2

Analysis based on observations/findings relative to curriculum/instruction

done. - - -1

Note: Sample recommendations/proposals relative to curriculum/instruction:

a. Curriculum contextualization

b. Conduct of LACs based on need

c. Alternative Delivery Modes for pupils/students at risk of dropping out

d. Remedial Reading interventions

e. Drop-out interventions

f. Other programs/projects creatively initiated with impact to

curriculum/instruction

13. Human Resource Management and Development - - - - - - -20

13.1 Recommends staffing requirements and assists in the selection

and hiring of teachers- - - - - - - - - - - - - - - - - - - - - - - - - - 5

Disseminates information on the hiring guidelines to teacher-applicants - - -

- -1

Accepts application letter and documents of teacher-applicants - - - - - - - -

- - - - - 1

Organizes a committee and leads in the initial evaluation of pertinent

documents for ranking - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --

- - - - - - - - - - - 1

Submits/Endorses application letter and documents to higher office for

appropriate action - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- -- - - - - - - - - - 1

Identifies teacher need/s of the school and prepares letter-request with due

recommendation for hiring - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- -1

13.2 Evaluates performance of teachers (mid-year and end-year

evaluation) - - - - - - - 5

Leads or facilitates the target-setting/formulation of performance contract

of all teaching personnel in school - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - 1

Conducts or facilitates coaching/mentoring to teachers at least once a

year - - -1

Conducts or facilitates performance review at least once a year- - - - - - - -

- - - - 1

Facilitates/leads in the evaluation of teachers’ performance rating of - - - -

20

Memo|


- - 1

Provides technical assistance to teachers in the formulation of personal

development plans - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - 1

3.3 Motivates and supports teachers to attain peak performance

through awards, recognition and incentives, etc. - - - - - - - - - - - -10

The school is given a national certificate of recognition - - - - - -- - - - - - 10

The school is given a regional/provincial certificate of recognition - - - - - 9

The school is given a division/city certificate of recognition - - - - - - -- - - - -8

The school is given a district certificate of recognition - - - - - - - - - - - - - - - 7

A teacher is given a national level certificate of recognition - - - - - - - - - - 6

A teacher is given a regional level certificate of recognition - - - - - - - - - -- 5

A teacher is given a division level certificate of recognition - - - - - - - - - - --4

All of the teachers attained an average VS or Outstanding performance

rating -3

At least 20% of teachers participated in the District activities - - - - - - - - - 2

All teachers participated in the school-level activities - - - - - - - - - - - - - -- - 1

Note: Points earned could be accumulated provided the same do not exceed 10 points.

14. Creativity and Innovations

a. Innovations and Alternative Delivery Schemes to improve any of the

school performance indicators

b. Approved Project or Action Research Proposal to improve the academic

performance, school governance or community linkage or stakeholder

support

Guide to Rating:

Proposal for innovation/research/alternative delivery schemes duly approved

by the SDs - 1

Ongoing implementation of the approved proposal/innovation for this school

year - - - - - 2

Formulated recommendations based on the findings/conduct of the

project/research/innovation - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - -3

Final result of the project/proposal/innovation submitted to the Division - - - - - - -

- - - - - -4

Result of the project/research/innovation followed/replicated by other

schools - - - - - - - - -5

5


Self-Management - - - - - - - - - - .84


Result Focus - - - - - - - - - - - - - -.83

Teamwork - - - - - - - - - - - - - - - -.83


Innovation - - - - - - - - - - - - - - - .83


5

Memo|


SEARCH FOR OUTSTANDING MASTER TEACHER

Description Points

16. Instructional Competence - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

16.1 Carries regular teaching load for the grade/subject area - - - - 10

6 teaching loads/ 6 hours actual teaching or 300 minutes plus 1 add-on assignment

equivalent to 1 teaching load - - - - - - - - - - - - - - - - - - - - - - - 10

5 teaching loads or its equivalent- - - - - - - - - - - - - - - - - - - - - - 8

4 teaching loads or its equivalent - - - - - - - - - - - - - - - - - - - - - 6

3 teaching loads or its equivalent - - - - - - - - - - - - - - - - - - - - - -4

2 teaching loads or its equivalent - - - - - - - - - - - - - - - - - - - - - -2

16.2 Achieved at least 75% of the learner’s performance at the end of the

school year - - -10

96 - 100% promotion rate at the end of the school year - - - - 10

91-95% promotion rate at the end of the school year - - - - 8




16.3 Attained 100% of the required learning competencies for the learners

in every quarter - - 10

16.3.1 Average MPS in learning areas taught

96-100 MPS -- - - - - - - - - - - - - 10

91-95 MPS - - - - - - - - - - - - - - 9

86-90 MPS - - - - - - - - - - - - - -8

81-85 MPS - - - - - - - - - - - - - -7

76-80 MPS - - - - - - - - - - - - - 6

71-75 MPS - - - - - - - - - - - - - 5

66-70 MPS - - - - - - - - - - - - - -4

61-65 MPS - - - - - - - - - - - - - - 3

56-60 MPS - - - - - - - - - - - - - 2

50-55 MPS - - - - - - - - - - - - - 1

16.3.2 Average MPS in the Division-initiated test- - - - - - - - - 10

96-100 MPS -- - - - - - - - - - - - - 10

91-95 MPS - - - - - - - - - - - - - - 9

86-90 MPS - - - - - - - - - - - - - -8

81-85 MPS - - - - - - - - - - - - - -7

76-80 MPS - - - - - - - - - - - - - 6

71-75 MPS - - - - - - - - - - - - - 5

66-70 MPS - - - - - - - - - - - - - -4

61-65 MPS - - - - - - - - - - - - - - 3

56-60 MPS - - - - - - - - - - - - - 2

50-55 MPS - - - - - - - - - - - - - 1

40

17. Instructional Supervision - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

17.1 Observed teachers every quarter - - - - - - - - - - - - - - - - - - - - - - - -5

91-100% of teachers observed every quarter - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5

81-90% of teachers observed every quarter - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4

71-80% of teachers observed every quarter - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3

61-70% of teachers observed every quarter - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2

51-60% of teachers observed every quarter - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -1

15

Memo|


17.2 Mentoring/Coaching activities with teachers every quarter - - - - - 5

Conducted at least 3 mentoring/coaching activities every quarter - - - - - - - - - - - - - - 5

Conducted at least 3 mentoring /coaching activities in two quarters only - - - - - - - - - 4

Conducted at least 2 mentoring/coaching activities in every quarter - - - - - - - - - - - - 3

Conducted at least 2 mentoring/coaching activities in two quarters only - - - - - - - - - 2

Conducted one or none mentoring/coaching activity in a year - - - - - - - - - - - - - - - 1

17.3 Evaluation of teachers’ performance in a year - - - - - - - - - - - - - - -5

Conducted evaluation of all teachers’ performance twice a year - - - - - - - - - - - - - - -5

Conducted evaluation of 75% of teachers’ performance twice a year - - - - - - - - - - - 4

Conducted evaluation of 50% of teachers’ performance twice a year - - - - - -- - - - 3

Conducted evaluation of 50% of teachers’ performance once a year - - - - - - - - - - 2

Conducted evaluation of less than 50% of teachers’ performance once a year - - - - 1

Description Points

18. Leadership and Technical Assistance - - - - - - - - - - - - - - - - - - - - - -

Leads in the preparation and enrichment of curriculum, discussion of professional

ideas, problems, issues and concerns - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - -

- - - - 1

Initiates projects and programs that will enhance the curriculum and its delivery - -

- - - - - - 1

Evaluates teacher-made tests and interpret results - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - 1

Assists teachers/ school guidance counselor in handling learners with problems - - -

- - - - - 1

Assists the school head in the dissemination of school policies/updates - - - - - - - - - -

- - - - - 1

Checks regularly lesson plans of teachers in the assigned grade/subject area - - - -

- - - - - - - 1

Makes the needed instructional materials available to teachers and learners - - -- - -

- - - - - -1

Helps in the proper and accurate dissemination and implementation of school

policies - - - -1

Guides co-teachers in the performance of duties and functions - - - - - - - - - - - - - - - -

- - - - - -1

Assists the principal in instructional monitoring of teachers - - - - - - - - - - - - - - - - - - -- -

- - - - 1

10

19. Conducted Trainings/ Seminars (e.g.: LACs, INSETS) and Workshops - -

- - - - - - - - - - - - - 10

Conducts trainings/seminars (e.g.: LACs/INSETs) and workshops, - - - - - - - - - - - - - - - 3

District Level -- - - - - - - - - - - - - - - - - - - - - - - - 3

School Level - - - - - - - - - - - - - - - - - - - - - - - - - 2

Grade Level - - - - - - - - - - - - - - - - - - - - - -- - - -1

Assists in designing capacity development programs for teachers - - - - - - - - - - - - - - 4

Assists in designing capacity building devt. programs District Level - - - - - - - 4

Assists in designing capacity building devt. program School Level - - - - - - - - - 3

Acts as facilitator/speaker in the capacity building/training District Level - - - 3

Acts as member of a committee during the District level training/seminar - - -2

Acts as facilitator/speaker in the capacity building/training school level - - - - 2

Acted as member of a committee during the school INSET - - - - - - - - - - - - - 1

Serves as a demonstration teacher - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - 3

Division Level Demonstration Teacher –- - - - - - - - - - - - - - - - - - - - - - - 3

District Level Demonstration Teacher - - - - - - - - - - - - - - - - - - - - - - 2

School level Demonstration Teacher - - - - - - - - - - - - - - - - - - - - - - - -1

(Note: Points earned could be accumulated provided the same shall not exceed 3).

10

Memo|


Recognitions/Awards Received - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

With Certificate of Recognition from the national level - - - - - - - - - - - - - - 10

With Certificate of Recognition from the region/province - - - - - - - - - - - -8

With Certificate of Recognition from the division/city - - - - - - - - - - - - - - - -6

With Certificate of Recognition from the district - - - - - - - - - - - - - - - - - - - -4

With Certificate of Recognition from the school level - - - - - - - - - - - - - - - -2

Note: Points earned regardless of level could be accumulated provided the same shall not

exceed 10 points.

10

20. Creativity and Innovations - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Note: Creativity and innovations must be geared towards the improvement of instruction,

academic performance, teaching-learning process, school operations and governance

& other indicators like access, efficiency and quality/effectiveness.

Result of creativity/innovation implemented by the whole school - - - - - - - - - - - - 5

Result of creativity/innovation implemented by other classes- - - - - - - - - - - - - - - - 4

Implementation of creativity/innovation has verifiable results already- - - - - - - - - - - 3

Ongoing implementation of the approved project/research proposal - - - -- - - - --2

Presence of an approved project or action research proposal - - - - - - - - - - - - - - --1

5

21. Community Linkage and Involvement - - - - - - - - - - - - - - - - - - - - - -

Outreach activities to the community/barangay/city - - - - - - - - - - - - - - -- - - - - - - - - - - 2

Community networking/linkage to generate resources/support or assistance - - - - - --1

Involvement of community members or local experts for the enrichment/ contextualization

of lessons and the like - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - -1

Updates parents on children’s progress and problems through dialogues, conferences and

PTA meetings - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1

5

22. Core Behavioral Competencies - - - - - - - - - - - - - - - - - - - - - - - - -

Self-Management - - - - - - - - - - .84


Result Focus - - - - - - - - - - - - - -.83

Teamwork - - - - - - - - - - - - - - - -.83


Innovation - - - - - - - - - - - - - - - .83


5

Memo|


SEARCH FOR OUTSTANDING SCHOOL PRINCIPAL

Description Points

23. –Instructional Leadership - - - - - - - - - - - - - - - - - - - - - - - - --

23.1 Instructional supervision to achieve learning outcomes- - - -20

Supervises and directs all school teaching and non-teaching personnel - - - -2

Inspects regularly Daily Lesson Logs/Lesson Plans - - - - - - - - - - - - - - - - 2

Requests and distributes instructional materials - - - - - - - - - - - - - - - - - - - - -2

Monitors teachers upkeep of learners records - - - - - - - - - - - - - - - -- - - - -2

Assigns teachers where they best fit to teach - - - - - - - - - - - - - - - - - - - - -- 2

Creates committee to assess learning outcomes - - - - - - - - - - - - - - - - - - - -2

Organizes special classes for learners with special needs - - - - - - - - - - - - 2

Practices equitable distribution of teaching loads and observes teacher-

learner ratio- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -2

Formulates intervention programs/innovations for learners development -2

Meets parents regularly to confer/inform about school accomplishments - - 2

Guide for Rating:

Observed = 2 pts. Partially Observed: =1 pt. Not Observed: 0 pt.

23.2 Accountability for learning outcomes of schools and centers -

- - - -20

23.2.1 National Achievement Test – 10 pts.

MPS Rating

96-100 MPS -- - - - - - - - - - - -10

91-95 MPS - - - - - - - - - - - - - -9

86-90 MPS - - - - - - - - - - - - - 8

81-85 MPS - - - - - - - - - - - - - -7

76-80 MPS - - - - - - - - - - - - - -6

71-75 MPS - - - - - - - - - - - - - -5

66-70 MPS - - - - - - - - - - - - - - 4

61-65 MPS - - - - - - - - - - - - - - 3

56-60 MPS - - - - - - - - - - - - - - 2

51-55 MPS - - - - - - - - - - - - - -1

23.2.2 School Average MPS (1st and 2nd Quarterly Exams only) – 10

pts.

MPS Rating

96-100 MPS -- - - - - - - - - - - -10

91-95 MPS - - - - - - - - - - - - - -9

86-90 MPS - - - - - - - - - - - - - 8

81-85 MPS - - - - - - - - - - - - - -7

76-80 MPS - - - - - - - - - - - - - -6

71-75 MPS - - - - - - - - - - - - - -5

66-70 MPS - - - - - - - - - - - - - - 4

61-65 MPS - - - - - - - - - - - - - - 3

56-60 MPS - - - - - - - - - - - - - - 2

51-55 MPS - - - - - - - - - - - - - -1

40

24. Learning Environment - - - - - - - - - - - - - - - - - - - - - - - - - -20

2.1 Evaluates the school plant, physical facilities fitness, safety

and sufficiency with the assistance of specialists. -5 pts.

20

Memo|


Functional school site development plan - - - - - - - - - - - - - - - - - -- - - - -1

Land Title and/or other documents for the school site ownership

available in school – - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1

Property inventory done two (2) or more times in a school year - - - -- - 1

Compilation of updated and complete records on the inventory of

physical facilities and/or equipment and the same are included in the

EMIS - - - - -1

Formulates recommendations (e.g.: application for demolition,

repair/rehabilitation, construction or procurement) based on needs or

present conditions of facilities/equipment, etc. - - - - - - - - - - - - - - - - - -1

2.2 Provides a safe and child-friendly learning and school

environment for learners-15 pts.

Classrooms that are well-maintained, safe and child-friendly - - - -- - - -

- - 1

Provision of adequate, clean, safe, gender-sensitive and functional

comfort rooms. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - --1

Provision of wide and safe pathways and/or canopy on foot walks to

protect learners from sun/rain - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - -

- - - - -1

Organization of a school committee for disaster risk reduction with clear

DRRM mobilization plans - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

1

Organizes a functional child protection/anti-bullying committee;

designation of school clinic and guidance focal persons to cater to the

diverse needs of the school community members - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - 1

Maintains a functional and safe school canteen and feeding

center/lunch counter or booths where the food served is compliant

with school health and nutrition policies - - - - - - - - - - - - - - - - - - - - - - - - -

-- - - - - - - - - - - - - 1

Provision of enough water supply for drinking and cleaning purposes. -

-1

Functional Gulayan sa Paaralan for the application of concepts and

skills learned in Agriculture. - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - -

- - -1

Provision of adequate and varied manipulative toys (for Kindergarten)

and/or support instructional materials in classrooms - - - - - - - - - - - - - - - -

- - - - -1

Posting of signages and other information materials along corridors

and foot walks to ensure the safety of learners and teachers - - - - - -- - -

- -- -1

Provision of a clean, wide and safe space/plaza/play area for gross

motor development and social interaction of learners - - - - - - - - - - - - - -

- - - - –1

Provision of functional laboratories, learning resource centers and/or e-

classrooms - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - -1

Provision of makeshift classrooms, tables and chairs and /or maximum

utilization of resources to address shortage, if any. - - - - - - - - - - - - - - - 1

Provision of a sturdy perimeter fence for the school campus - - - - - - - - -

1

Beautiful landscaping and sustainable observance of proper garbage

disposal (e.g.: segregation, recycling, composting) and provision of

garbage receptacles in strategic places and materials recovery facility

(MRF) in school- - - - - - - - - - - - - - - - - - - - - - - - - -- - - - -- - - - - - - - - - - - - -

- - - - - - - - - - --1

25. Human Resource Management and Development - - - - - - -20

25.1 Recommends staffing requirements and assists in the selection

and hiring of teachers- - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5

Disseminates information on the hiring guidelines to teacher-applicants - - -

- -1

Accepts application letter and documents of teacher-applicants - - - - - - - 1

20

Memo|


Organizes a committee and leads in the initial evaluation of pertinent

documents for ranking - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -1

Submits/Endorses application letter and documents to higher office for

appropriate action - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -1

Identifies teacher need/s of the school and prepares letter-request with due

recommendation for hiring - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1

25.2 Evaluates performance of teachers (mid-year and end-year

evaluation) - - - - - 5

Leads or facilitates the target-setting/formulation of performance contract

of all teaching personnel in school - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1

Conducts or facilitates coaching/mentoring to teachers at least once a

year - - -1

Conducts or facilitates performance review once a year- - - - - - - - - - - - 1

Evaluates performance rating of teachers - - - - - - - - - - - - - - - - - - - - - - - - - 1

Provides technical assistance to teachers in the formulation of personal

development plans - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1

3.3 Motivates and supports teachers to attain peak performance

through awards, recognition and incentives, etc. - - - - - - - - - - - 10

The school is given a national certificate of recognition - - - - - - - - - - - - 10

The school is given a regional certificate of recognition - - - - - - - - - - - - - - 9

The school is given a division/provincial certificate of recognition - - - - - - 8

The school is given a district/city certificate of recognition - - - - - - - - - - - 7

One teacher is given a national level certificate of recognition - - - - - - - - 6

One teacher is given a regional level certificate of recognition - - - - - - - -5

One teacher is given a division level certificate of recognition - - - - - - - -- -4

All of the teachers attained an average VS or Outstanding performance

rating - - - - -3

At least 20% of teachers participated in the District activities - - - - - -- - - 2

All teachers participated in the school-level activities - - - - - - - - - -- - - - - - 1

26. Creativity and Innovations - - - - - - - - - - - - - - - - - - - - - - - - -

Any of the following:

Innovations and Alternative Delivery Schemes to improve any of the school

performance indicators

Project or Action Research activities to improve the academic

performance, school governance/operations and other school

performance indicators.

School/Class -initiated organization of groups/activities to help enhance

the curriculum and/or learning outcomes.

Guide to Rating:

Result of the project/research/innovation followed/replicated by other

schools - - - - - - - - -5

Result of the project/proposal/innovation and recommendations

submitted to the Division - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - -4

Implementation of the innovation has verifiable results already - - - - - - - - -

3

Ongoing implementation of the approved proposal/innovation but

without verifiable results yet. - - - - - - - - - - - - - - - - - -- - - -- - - - - - - - - - - - - - -

- - - - -- - - - - -- - - - -2

Proposal for innovation/research/alternative delivery schemes duly

approved by the SDs – - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1

5

Memo|


Description Points

27. Parents’ Involvement and Community Partners - - - - - - - - - - -

Participation of PTA and/or SGC officials in school planning- - - - - - - - - -- - - - -2

Organized meetings with parents for the academic and other purposes at least

once in every quarter - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -2

Plans/ agreements formulated with stakeholders - - - - - - - - - - - - - - - - - - - - - - - 2

Obtained resources though stakeholder partnerships - - - - - - - - - - - - - - - - - - - -2

Involvement of parents and stakeholders in school activities - - - - - -- - - - - - - - -2

Guide to Rating:

Observed = 2 Partially Observed = 1 Not Observed = 0

10


Self-Management - - - - - - - - - - .84


Result Focus - - - - - - - - - - - - - -.83

Teamwork - - - - - - - - - - - - - - - -.83


Innovation - - - - - - - - - - - - - - - .83


5

Total - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 100

Memo|


CRITERIA FOR MOST FUNCTIONAL SCHOOL LIBRARY / SLRC

E= Excellent VG=Very Good G=Good F=Fair NI=Needs Improvement

E

(5)

VG

(4)

G

(3)

F

(2)

NI

(1)

School

SLRC

There is an exclusive room intended

for the SLRC

Highly visible and accessible to the

patrons

Well-lit with plenty of natural light &

well ventilated

Shelving

and

Signage

Shelves are not too high & fit for the

users

Label general areas of collection

(Learner’s Material, Teachers

Resources, and Gen. References

etc.)

Library Rules and Regulations are

posted and visible to the users.

Learning Resource Plan is available

Schedule of Library Operation is

posted & visible.

Organizational Chart of the School

LR Committee is posted & visible

Equipment

and

Furniture

Display Stands (Magazine and

Periodicals Rack)

Colorful posters that encourage

reading

Library fixtures (Shelves, reading

tables, reading area, discussion

area, play area etc.)

Computers with internet

connectivity

Printer and Scanner

TV/Projector

Dictionary & Atlas stand

Library In-charge’s Table and Chair

Charging desk and circulation

Working table

Library

Collecti

ons

and

Content

Learning

Resources

Activity Sheets

Textbooks and Workbooks

Manipulative Learning Materials

Storybooks (Big books/booklets)

Globes/Maps

CD and Digital Resources

Teachers

Resource

s

Old Lesson Plans

Teachers Guide

Teacher’s Constructed Test

Curriculum Guides General References

Journals, Magazines and Periodicals

Encyclopedia

Dictionary

Memo|


Records

Status of

the

Collection

Number of books catalogued

Accession Record

Record of books inventory

Number of books donated

Number of books purchased for the

last 3 years Library

Programs

and

Services

Number of Programs/Activities

conducted

Number of books borrowed

Borrowers Logbook

Memo|


CRITERIA FOR THE SEARCH FOR OUTSTANDING MOBILE TEACHER

I. ADVOCACY AND COMMUNITY ORGANIZATION AND MOBILIZATION

A. Increase public awareness on ALS programs and projects within target dates. (10pts)

Conducted ALS orientation involving LGU, NGO, parents, OSY and civic spirited

citizens in 100% of coverage (10 pts)









B. Conducted literacy mapping prior to opening of a community learning center

within target dates. (10pts)

Conducted literacy mapping and designed spot map for 5 & above CLCs.

(10pts)

Conducted literacy mapping and designed spot map for 4 CLCs. (8 pts)



Conducted literacy mapping and designed spot map for 1 CLC. (2 pts)

C. Identified potential target learners for the rating period. (10pts)

Identified potential learners through mapping, referrals, casual talk with

parents or guardians, personal observation and inquiries from community

people with following evidences: learners profile, 100% enrolment and

proposed ALS programs. (10 pts)

















D. Strengthened partnership with community leaders within the rating period. (10

pts)

Linked with 4 stakeholders: city government, LGU, parents association,

church leaders, and community association or clubs and service providers

Memo|


with the following evidences: Stakeholders profile, letter of invitation, project

proposal and implementations reports. (10 pts)









Linked with 1 stakeholder: city government, LGU, parents association, church

leaders, and community association or clubs and service providers with the

following evidences: Stakeholders profile, letter of invitation, project proposal

and implementations reports. (4 pts)

With linkage but no project or programs (2pts)

II. MATERIAL DEVELOPMENT AND/OR ADAPTATION

A. Developed and adapted instructional materials to address the learning needs of

learners within the rating period. (15pts)

100% of developed and adapted instructional materials were very

appropriate to all ALS learners, supported with needs/competency

assessment data. (15 pts)


appropriate to all ALS learners, supported with needs/competency

assessment data. (12 pts)


appropriate to all ALS learners, without needs/competency assessment data.

(9 pts)



(6 pts)



(3 pts)

III. LEARNING OUTCOMES FOR ALS

A. Increased achievement rate through Accreditation and Equivalency Test within

the rating period. (10 pts)

100% of A & E Test takers passed the examination. (10 pts)





B. Determined the strengths and weaknesses of the learners within the rating

period. (10 pts)

100% of the learners with FLT results and accomplished Individual Learning

Agreement (ILA). (10pts)



Memo|



Agreement (ILA). (3 pts)




Agreement (ILA). (1pt)

IV. MANAGEMENT INFORMATION SYSTEM

A. Gathered accurate data on ALS learner profile, community learning center, A &

E takers and passers, service providers within the rating period. (10 pts)

Encoded 100% complete & accurate data on Learners’ Information System

(LIS) of learners’ profiles, program level of academic competence, and

updated status of completion within the target date. (10 pts)

Encoded 75-99% complete & accurate data on Learners’ Information System












B. Established prompt reporting of learners’ data within the target date. (10 pts)

100% Prompt submission of accomplishment reports, MIS, learners’ profiles

and other ALS related reports. (10 pts)

80% Prompt submission of accomplishment reports, MIS, learners’ profiles and

other ALS related reports. (8 pts)







V. PROFESSIONAL ADVANCEMENT

A. Certified true copy of transcript of records of the highest degree attained and

degree being pursued: (5 pts )

With Masteral Units .5

M.A. CAR 1.5

MA 2.0

With Units in Doctorate Degree 3.0

PhD/EdD 5.0

TOTAL 100 Points

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Enclosure No. 3 of Division Memorandum No. _____, s. 2017

COMMITTEES

Program and Invitation:

Jake Carlyn Tugbang

Saturnino Pabalinas

Eduard Villavicencio

Garlands:

Vida Grace Moreno

Alma Vanessa Gargantiel

Noemi Baranao

Stage Decoration:

Arnold Magdaet

Selected personnel from the SDO Admin

Preparation of Test Materials

Ma. Teresa Geroso

Subject-area Supervisors

Kevin Jone Camparecio

Certificates:

Alfred Otea

Junry Esparar

Eden Joy Nifras

Memo|

227

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