Best Performing School Rubric

Name of the School: ___________________________________________________________ Division: ______________________________

CRITERIA PERFORMANCE LEVEL Score

1. Performance Indicators (20 points)
for the last three (3) years 5 4 3 2 1
1.1 Cohort- Survival Rate (5 pts) There is a manifestation There is a manifestation There is a manifestation There is a manifestation There is a manifestation
of continuous increase by 5 of increase by 5 percent of increase by 3-4 percent of increase by 1-2 percent of status quo and or
percent and above from the and above from the base- from the baseline data in from baseline data within decrease from the base-
baseline data from year to line data within three three years three years line data within three
year in three years. years. years.
1.2 Drop-Out Rate (5 pts) There is zero (0) droup-out There is one (1) percent There is two (2) percent There is one to two percent There is three to four
from the baseline data decrease from the decrease from the increase from the baseline percent increase from
from year to year in three baseline data from year baseline data from year data from year to year in the baseline data from
years to year in three years to year in three years three years year to year in three
years.
9-10 7-8 5-6 3-4 1-2
1.3 NAT (10 pts) An increase of five (5) percent An increase of five (5) An increase of 3-4 percent An increase of 1-2 percent Status quo or decrease
and above from the baseline percent and above from from the baseline MPS in from the baseline MPS from the baseline MPS
MPS is evident from year to the baseline MPS in three three years in three years in three years
to year in three years years
2. Financial Management (15 pts) 9-10 7-8 5-6 3-4 1-2
2.1 Budget Preparation and The expenditure is in response The expenditure provides a The expenditure can signi- The expenditure has The expenditure has
Implementation (10 pts) to a problem that has been solution that addresses ficantly impact student several significant benefits not been identified and
occuring for many years and an ongoing problem or achievement and supports to the school. no initiative has been
may escalate if not addressed has not been addressed many of the school's goals The initiative will require delivered.
during the budget year. This initiative requires and objectives a significant change in the
This initiative is immediately few consultations among Effective planning needs way the school do business;
implemented after the key decision makers & to be conducted however effective planning can put
appropriation of the budget can be immediately the value to the outcome will this into place in the next
implemented after the be significant and worth the fiscal year.
appropriation of the effort and can be implemen-
budget ted in a matter of months
after the appropriation
of the budget.
5 4 3 2 1
2.2 Liquidation of Cash Advance (5 pts) 100% liquidation of cash 100% liquidation of 100% liquidation of Less than 100% liquidation No liquidation was made
advance is done within 15 cash advance is done cash advance is done of cash advance is done during the fiscal year.
days upon release of cash within 30 days upon on the 30th day upon within one month upon
advance release of cash advance release of cash advance release of cash advance
3. Personnel Development (15 pts)
5 4 3 2 1
3.1 Provision of CI program ( 5 pts)

Reference: DepED CAR Search for Best Performing Employees Criteria, improved and enhanced by DepED RO2 QAD
 School conducts monthly School conducts bi-monthly School conducts tri-monthly School conducts In-Service No provision of school
In-Service Training/Learning In-Service Training/Learning In-Service Training/Learning Training/Learning Action based In-service training
Action Cells during the School Action Cells during the Action Cells during the Cell once a year or learning action cell.
Year School Year School Year
3.2 Attendance of Staff to National (5pts) 100% of the staff are given 75-99% of the staff are given 50-74% of the staff are given 25-49% of the staff are given 24 % and below of the
Regional, and Division Level the opportunity to attend the opportunity to attend the opportunity to attend the opportunity to attend staff are given the
seminar, workshops and trainings the training at the local & the training at the local & the training at the local & training at the local and opprtunity to attend
national level within the national level within the national level within the national level within the training at the local and
school year school year school year school year. national level within the
school year.
3.3 Conduct of Action Research ( 5pts) 100% of the staff have 75-99% of the staff have 50-74% of the staff have 25-49% of the staff have 24% and below of the
conducted at least one conducted at least one conducted at least one conducted at least one staff have conducted at
action research and utilize action research and utilize action research and utilize action research and utilize least one action research
the results to improve the the results to improve the the results to improve the the results to improve the without the utilization of
teaching-learning process. teaching-learning process. teaching-learning process teaching-learning process. results.
4. School Environment - (20 pts)
4.1 School Site Ownership (5 pts) 5 4 3 2 1
The title is in the name of There is a Contract of The title is still on process The document shows that The deed of donation/
the Department of Education Usufruct executed in the site is donated only pruchase is on process.
favor of DepEd
4.2 Clean and Green Program (5 pts)
4.2.1 Clean and orderly classrooms All the identified programs All the identified programs All the identified programs All the identified programs All the identified
and Offices; Solid Waste are fully institutionalized, are installed and somewhat are in place in the are evident but one (1) programs are in place
Management is evident; Comfort implemented as evidenced sustained as evidenced by school as part of their to two (2) programs but are dysfunctional.
rooms are tiled, clean and water by the school's environment the school's positive routinary programs. are not fully implemented
sealed; Presence of Gulayan sa to optimize learning and atmosphere. as evidenced by the
Paaralan and the manifestation enagement. disorganized physical
of sustainable beautification set up in the school
program
4.3 Health and Nutrition ( 5 pts)
4.3.1 Implementation of the School The provisions of DepED The provisions of DepED The provisions of DepED The provisions of DepED The provisions of DepED
-Based Feeding Program Order No. 51, s. 2016 are Order No. 51, s. 2016 are Order No. 51, s. 2016 are Order No. 51, s. 2016 are Order No. 51, s. 2016 are
properly implemented; and properly implemented; and properly implemented; and properly implemented; and properly implemented;
improved nutritional status improved nutritional status improved nutritional status improved nutritional status and improved nutritional
of the beneficiaries by at of the beneficiaries by 60% of the beneficiaries by 50% of the beneficiaries by 40% status of the beneficiaries
least 70% at the end of the to 69% at the end of the to 59% at the end of the 49% at the end of the by 39% and below at the
feeding program is evident. feeding program is evident. feeding program is evident. feeding program is evident. end of the feeding
4.4 Child Protection Policy (5 pts) program is evident.
4.4.1 Strict compliance on DepED There is a manifestation of There is an evidence of There is a manifestation There is an organized Child There is an organized Child
Child protection Policy adherence on the provisions ensuring the institutionali- that all internal and external Protection Committee in Protection Committee in
of DepEd Order No. 40, s. 2012 zation of effective child stakeholders of the school the school; and capability the school
thru the installation of programs protection policies and are aware of the DepEd building was conducted

Reference: DepED CAR Search for Best Performing Employees Criteria, improved and enhanced by DepED RO2 QAD
 services, procedures and procedures and monitor Child protection Policy for the school stakeholders
structures that are intended the school's compliance
to prevent and respond to resulting to positive and
abuse, negelct, exploitation, non-violent discipline of
discrimination and violence children
resulting to zero incidence of
child abuse.
5. Partnerships (15 pts)
5.1 School-Community Partnership (5pts) 5 4 3 2 1
School has an existing PTCA School has collaborated School has recruited and School designed an School is involved only
organization that is actively with the community to organized parent help and effective forms of school in socio-cultural activites
involved in school projects as identify and integrate support and schedule to home and home to of the community.
evidenced by PTCA initiated resources and services school events at different school communications
projects. The school utilizes from the community times during the day so about school programs
community resources, such to strengthen school that all parents can attend and children's progress.
as businesses, libraries, parks programs, family practices some throughout the year
and museums to enhance the and student learning and
learning environment. development.
5.2 School-to-School Partnerships (5pts) School is identified as a leader School is identified as a School is categorized as School is categorized as Utilization of Funds to
school, that can share its leader school, that can partner school and partner school and this purpose is spent for
best practices and help other share its best practices showed willingness to showed lukewarm payment of professional
schools improve their and help schools improve accept the partnership to attitude towards the fees/honoraria from the
performance and showed their performance but reach their potential in program leader and partner school.
willingness to embrace the manifested lukewarm school performance.
program participation in the
program.
5.3 School-to-Alumni Partnerships (5pts) Alummni association is Alummni association is Alummni association is Alummni association is Non-existence of Alumni
organized and actively organized and actively organized and actively organized and shows no Association in the school.
supports/assists the school supports/assists the supports/assists the support to the school.
in the form of monetary, school in the form of school in the form of
volunteer work, technical monetary and volunteer monetary contribution
assistance and grants-in-kind work during their fellow- or grants-in-kind only
annually. ship gatrhering. upon request of the
school
6. School Improvement Plan (10 pts)
6.1 Presence of the SIP (5 pts)
A document is available A document is available A document is available A document is available No document is available
showing the three (3) year showing the three (3) year showing the three (3) year showing the annual showing the roadmap of
roadmap ofinterventions roadmap of interventions radmap of interventions implementation plan interventions of the school.
undertaken with the help of the undertaken by the School undertaken by the School and annual procurement
community and stakeholders Planning Team based on heads and the Teachers plan.
formulated based on evidences, results and

Reference: DepED CAR Search for Best Performing Employees Criteria, improved and enhanced by DepED RO2 QAD
 evidences, results and intended for the learners
intended for the learners and and accompanied by the
prepared by the School Annual Implementation
Planning Team. The document plan and Annual Procure-
includes tha Annual Imple- ment Plan
mentation plan and Annual
Procurmeent Plan.
6.2 Utilization of the SIP (5 pts)
6.2.1 Monitoring and Evaluation 5 4 3 2 1
The School Project Team The School Project Team M & E is conducted by the M & E is undertaken, data No M & E is conducted
conducts M & E through conducts M & E through School Project Team to gathere were organized by the School Project Team
the use of the SIP/AIP the use of various forms; gather as many data as and were kept for future as everybody is busy
Accomplishment Tracking oranized, analyzed; and they could and gathered use in the school's office doing their own business.
Form; SIP Cumulative interpreted the data which data were just organized
Accomplishment Form; SIP were used as setting into and utilized for report
three year Report on Physical motion series of manage- purposes.
Outputs and Financial Status rial actions for the purpose
of Progams and Projects; of ascertaining the realiza-
Concerns/Issues/Gaps/ tion of objectives.
Problems; Resolutions of
Issues and Sustainability
Measures/Lessons Learned;
and are communicated to
all stakeholders of the school
7. Culture of Excellence (5 pts)
7.1 Awards received within the The school received an award The school received an The school received an The school received an The school received an
Calendar year at the national level award at the regional level award at the division level award at the municipal/ award at the barangay
district level. level.
Name of Evaluator: Certified Correct:
____________________________ _____________________________ Noted: TOTAL POINTS
Signature Over Printed Name (Signature Over Printed Name) _____________________________
____________________________ Chairman of the Selection Committee Signature Over Printed Name
Designation Schools Division Superintendent

Reference: DepED CAR Search for Best Performing Employees Criteria, improved and enhanced by DepED RO2 QAD
Most Outstanding Teacher Rubric
Name of the Candidate: _______________________________________
CRITERIA PERFORMANCE LEVEL Score
1. Learner Development (30 points)
1.1 Planning and Preparation for 5 4 3 2 1
learning (Standards, Differentiation Designs each lesson with Designs lessons focused on Plans lessons with some Plans lessons aimly at No evidence of planning
Materials and Assessment) clear, measurable, achievable measurable, acheivable considerations of long- entertaining students by and preparation of the
learning standards closely outcomes aligned with term goals. covering textbook intended lesson.
aligned with learning compe- the quarter's content and chapters.
tencies of the quarter peformance standards.

Designs lessons that break Designs lessons that target Plans lessons with some Plans lessons addressing Plans lessons with no
down complex tasks and several learning needs, though as to how to the needs of the coping differentiation.
address students' learning styles and interests accommodate the special students.
needs, styles, and interests. needs students

Designs lessons that use an Designs lessons that use Plans lessons that involve Plans lessons that rely Plans lessons that rely
effective mix of high quality, an appropriate, multicult- a mixture of good learning mainly on mediocre on low-quality workbooks
multicultural learning ultural mix of materials materials learning materials. and worksheets
materials and technology and technology

Prepares diagnostic, on-the- Plans diagnostic, interim Drafts formative test to Drafts unit tests as Writes final test shortly
spot, formative and summative and summative assessment measure the attainment instructions proceeds before they are given.
assessments to monitor to measure student learn- of leanring outcomes
student learning. ing.
1.2 Classroom Management (RelationshipShows warmth, caring, respect Is fair and respectful Is fair and respectful Is fair and respectful to Is sometimes harsh,
Respect, and Responsibility) and fairness for all students toward all students and toward most students and few students and builds unfair, and disrespectful
and build strong relation-. builds positive relation- builds positive relation- positive relationships with students and or
ships. ships. ship with majority of the with the upper class plays favorites.
students. students.

Gets virtually all students Develops students' self- Tries to get students to be Tries to get students to be Is unsuccessful in fostering
to be self-disciplined, take discipline and teaches responsible but only class responsible for their self-discipline in students;
responsibility for their them to take responsibility officers take responsi- actions, but many lack they are dependent on the
actions and have a strong for their own actions. bility for their own self-discipline. teacher to behave.
sense of efficacy. actions.
1.3 Delivery of Instruction (Knowledge, Is expert in the subject area Knows the subject matter Is somewhat familiar with Has little familiarity with Is unfamiliar with the
Strategies and Closure) and up to date on authorita- well and has a good grasp the subject and has a few the subject matter and few subject matter and no
tive research on child deve- of child development and ideas of ways students ideas on how to teach it ideas on how to teach it
lopment and how students how students learn. develop and learn. and how students learn. and how students learn.
learns.

Reference: DepED CAR Search for Best Performing Employees Criteria, improved and enhanced by DepED RO2 QAD
 Uses a wide range of well- Orchestrates effctive Uses strategies, questions. Uses a limited range of Uses only one teaching
chosen, effective strategies, strategies, questions, materials with success classroom strategies, strategy and type of
questions, materials, techno- materials, technology, and among students of the and materials with materials and fail to
logy, and groupings to groupings to foster student upper group and lower success among the reach most students.
accelerate student learning. learning. group. students of the upper
group.
Consistently has students Has students sum up what Let students synthesize Sometimes brings closure
summarize and internalize they have learned and they have learned. to lessons and asks
what they learn and apply it apply it in different
to real life situations and context
future opprotunities.
1.4 Monitoring, Assessment and Consistently posts and Posts criteria for profici- Tell students some of the Expects students to know No criteria is being posted
Follow-Up (Criteria, Self-Assessment reviews clear criteria for ciency including rubrics qualities that their or figure out what it takes nor discussion on how
Analysis and Reflection) good work, with rubrics and and exemplars of student finished work should to get good grades their work is rated.
exemplars of student work work. exibit
at each level of proficiency

Has students set ambitious Has sudents set goals, self- Urges students to look Allows students to move on Allows students to move on
goals, continually self-assess assess, and know where over their work, see where and assess their work. without assessing and
and take responsibility for they stand academically they had trouble, and aim improving problems in
improving performance at all times. to improve those areas their work.
Works with colleagues to Analyzes data from Records students' grades Records students' grades No recording of students'
analyze and chart data, assessment, draws and notes some general and moves on with the grades and moves on with
draw conclusions, design conclusions, and share patterns for future curriculum the curriculum
actions and leverage student them appropriately, reference.
growth

Works with colleagues to Reflects on the effective- At the end of the lesson At the end of teaching Does not draw lessons
reflect on what worked and ness of lessons and for the day, thinks about unit or semester, thinks for the future when teaching
what didn't and continuously continuously works to what might have been about what might have is unsuccessful.
improve instruction. improve them. done better been done better

1.5 Family and Community Outreach Frequently involves parents Updates parents on the Sends home occasional Rarely if ever communi- No communication with
(Involvement, Homework, Reporting in supporting and enriching unfolding curriculum and suggestions on how cates with parents on ways parents on ways to help
and Outreach) the curriculum for their suggests ways to support parents can help their to help their children at their children at home.
children as it unfolds. learning at home. children with school work home.

Assigns higly engaging home- Assigns appropriate home- Assigns homework, keeps Assigns homework but is No assigned homework and
work, gets close to a 100% work, hold students track of compliance, but resigned to the fact that follow-up on the lessons
return, and promptly provides accountable for turning rarely follow-up many students won't turn given.
helpful feedback. it in, and give feedback it in, and doesn't follow-up

Reference: DepED CAR Search for Best Performing Employees Criteria, improved and enhanced by DepED RO2 QAD
 Uses student-led conferences, Uses conferences and Uses report card to tell Gives out re[port cards Give out report card to
report cards, and informal report cards to give parents the areas in to parents and expect students for the signature
talks to give parents detailed parents feedback on their which their children can them to deal with the of their parents.
and helpful feedback to children's progress. improve areas that need improve-
children's progress. ment

Successfully contacts and Reaches out to all parents Tries to contact all Make little effort to No effort exerted to
works with virtually all and is tenacious in parents, but ends up contact parents. contact parents.
parents, including those contacting hard-to -reach talking mainly to the
who are hard to reach parents parents of high achieving
students
1.6 Professional Responsibilities Is invariably ethical, honest, Is ethical and forthright, Uses good judgment and Sometimes uses question- Iis frequently unethical,
(Judgment, and Reliability and forthright, uses impecca- uses good judgment, and maintains confidentiality able judgment, is less than dishonest, uses poor
ble judgment, and respects maintains confidentiality with student information. completely honest, and/or judgment, and/or discloses
confidentiality. with student information discloses student student information.
informations.
Carries out assignments Is punctual and reliable Is reliable with paper- Occasionally skips assign- Frequently skips assign-
conscientiously and punctua- with paperwork, duties, work, duties and assign- ments, is late, makes ments, is late, makes
lly, keeps meticulous and assignments; keeps ments; mindful of errors in records, and errors in records, and
records, and is never late. accurate records records keeping. misses paperwork dead- misses paper work
lines deadlines.

2. Innovations (15 pts)

2.1 Relevance (5 pts) The designed intervention is The intervention is adequa- The intevention is address- The intervention is mostly The intervention is not
highly relevant driven by tely aligned to the subject, ing a singular learning teacher directed and not aligned with the learning
immediate instructional topics and skills outlined competency outlined in utilized. standards.
challenges and informed by in the curriculium guide. the curriculum standards
student outcomes

2.2 Effectiveness (5 pts) A majority of the students are A majority of students are A majority of students are Few students are meeting Students are not meeting
demonstrating mastery of core exceeding testing require- meeting desired testing the minimum requirements the minimum testing
learning competencies as ments in core subjects as requirements in core in core subject areas a requirements as compared
measured by school-wide compared to other classes subject areas as compared compared to the individual to the criterion standards.
performance assessments of the school to their classmates. students in the class.

2.3 Impact ( 5pts) School achievement rate is School achievement rate is School achievement rate is School achievement rate is School achievement rate is
from 86% to 100%, which is from 66% to 85%, which is from 35% to 65%, which is from 15% to 34%, which is from 0% to 4%, which is
closely approximating moving towards mastery average mastery low to very low mastery absolutely no mastery.
mastery to mastered.

Reference: DepED CAR Search for Best Performing Employees Criteria, improved and enhanced by DepED RO2 QAD
 CRITERIA PERFORMANCE LEVEL Score
3. Research - (15 points) 5 4 3 2 1
2.1 Relevance (5 pts) The designed research is The research is adequa- The research provides a The research is mostly The research is not
highly relevant and timely tely aligned to the Basic solution that addresses teacher directed and no aligned with the Basic
to address the most pressing Education Research Agenda an incoming issue or direct relationship with Education Research Agenda
concern driven by immediate on teaching and learning concern. the issue on hand.
instructional challenges and that has been occuring for
informed by student outcomes many years.

2.2 Effectiveness (5 pts) A majority of the students are A majority of students are A majority of students are Few students are meeting Students are not meeting
demonstrating mastery of core exceeding testing require- meeting desired testing the minimum requirements the minimum testing
learning competencies as ments in core subjects as requirements in core in core subject areas a requirements as compared
measured by school-wide compared to other classes subject areas as compared compared to the individual to the criterion standards.
performance assessments of the school to their classmates. students in the class.

2.3 Impact ( 5pts) School achievement rate is School achievement rate is School achievement rate is School achievement rate is School achievement rate is
from 86% to 100%, which is from 66% to 85%, which is from 35% to 65%, which is from 15% to 34%, which is from 0% to 4%, which is
closely approximating moving towards mastery average mastery low to very low mastery absolutely no mastery.
mastery to mastered.
4. Leadership Ability (10 pts) 9-10 7-8 5-6 3-4 1-2
Frequently acts as a leader Is a positive team player Occassionally suggests Rerely if ever contributes Serves as onlooker and
who contributes valuable and contributes ideas, an idea aimed at improving idas that might help a follower in any endeavor
ideas and expertise and expertise, and time to the the school. improve the school. of the school.
instills in others a desire to overall mission of the
improve students results school.
in particular and school
performance in general.
5. Responsiveness to the Public (10 pts)
Deals immediately and Responds promptly to Responds at the appointed Is slow to respond to some Does not respond to any
successfully with urgent family-school-community time to coomunity concerns concerns and comes community concern and
concerns of the community & concerns and makes them and comes across as across unwelcoming. makes people in the
school thru undertaking feel welcome with him/her welcoming. community feel unwelcome
volunteer service with him/her.
Page 5 of 7
CRITERIA PERFORMANCE LEVEL Score
6. Professionalism (20 pts) 5 4 3 2 1
6.1 Manifests genuine enthusiasm Presents as a consummate Demonstrates professional Occassionally acts in an Frequently acts in an Dresses/acts in an unpro-
and pride in the nobility of the professional and always demeanor and maintains unprofessional manner unprofessional manner fessional manner daily.
teaching profession observes appropriate appropriate boundaries and violates boundaries. and violates boundaries

Reference: DepED CAR Search for Best Performing Employees Criteria, improved and enhanced by DepED RO2 QAD
 boundaries

6.2 Observes and demonstrates Demonstrates and models Demonstrates and models Demonstartes a minimal Demonstrates little No evidence of demonstrating
desirable personal and professional the highest ethical standards a high level of ethical level of ethical standards ethical standards of the ethical standards of the
behaviors like respect, honesty, dedicati of the profession in all standards of the prof- of the profession with profession with students, profession with students,
patriotism and genuine concern for interactions with students ession in all interactions students, families, families, colleagues, and families, colleagues and
others at all times (RA 6713 & RA 7836) families, colleagues, and with students, families, colleagues, and the the community. the community.
the community. The teacher colleagues, and the comm- community such that
takes an active role in unity. the teacher behaviors
ensuring that students and minimally match
staff treat others with ethics of the profession
integrity.

6.3 Maintains harmonious relations with The teacher values, respects Teacher frequently Teacher welcomes all Teacher is welcoming Teacher is cordial to
superiors, colleagues, subordinates welcomes and encourages facilitates discussion parents and other to parents/guardians parents/guardians
learners, parents and other all the educational stake- with colleagues on how stakeholders to become but infrequently encou- whe they are in the
stakeholders holders to become active to improve communica- more active members of rages them and their building, but makes
members of the school tions with all the educa- the school community students to become little attempt to get
and view them as valuable tion stakeholders and The teacher encourages active members of the them to become active
assets to student learning. encourage them to come them to come into school community.The members of the school
The teachers frequently into the classrooms as classrooms as experts teacher offers little community.
encourages stakeholders volunteers or experts. and attend school events or no guidance to the
to come into classrooms as stakeholders on ways in
volunteers or experts, which they can participate.
to attend school events,
and to engage in other
ways in the school community
Page 6 of 7

CRITERIA PERFORMANCE LEVEL Score

5 4 3 2 1
6.4 Maintains good reputation with Shows great sensitivity Communicates respectfully Tries to be sensitive to the Is often insensitive to the Avoidance to notices is
respect to financial matters such as and respect to the source with the lending institu- institution or individual financial obligations with manifested by ignoring
the settlement of his/her debts, of the debts by paying tions or individual that and state the reasons of the out thinking on this. the same.
loans and other financial obligations. monthly the agreed payments be done after delay in settlement of
amortizations on or the due date. the payments
before the due date.

TOTAL POINTS

Name of Evaluator:

Reference: DepED CAR Search for Best Performing Employees Criteria, improved and enhanced by DepED RO2 QAD
________________________________________________
(Signature Over Printed Name)
________________________________________________
Designation Certified Correct:

_______________________________
(Signature Over Printed Name)
Chairman of the Selection Committee

Noted:

______________________________________
Signature Over Printed Name
Schools Division Superintendent
Page 7 of 7

Reference: DepED CAR Search for Best Performing Employees Criteria, improved and enhanced by DepED RO2 QAD