Excellence is considered to be one of the cornerstones of the
The supervision of the evaluation program is spearheaded by the ESS Human
Resource Development Unit by facilitating periodic standard evaluations of
employee competency in relation to the performance of their function, attitude
towards work, display of concern and willingness to extend extra service as well
as reporting to work and presence during important school functions and
activities.
The ESS - PEP is implemented in order to achieve the following
objectives:
1.
To ascertain the level of competence of employees in performing their duties and
responsibilities in relation to the standards of the
2.
To identify and provide feedback on areas of strengths and weaknesses;
3.
To determine training needs and personnel development;
4.
To provide objective bases for appraisal and promotion;
5.
To provide employees means to make self-assessment regarding their growth and
development.
Evaluation Period
The ESS Faculty Evaluation Program is completed within a period of a school
year, from June to March. Employees are evaluated in determined intervals and
frequency depending on the tool and criterion measured.
The program is divided into four (4) major criteria wherein all teachers
are evaluated: Competency, Job Attitude, Extra Mile and
Attendance.
The performance evaluation is facilitated by the developmental method of
evaluation. This method of evaluation requires supervising heads to monitor the
performance of subordinates within a given period using records of pertinent and
significant data, observation and anecdotal records such as learning plans and
the like.
Teaching Competency (TC) pertains to the capacity of a faculty employee
to design, deliver and asses learning experience based on the set academic
standards.
TC, in general, is given the highest weight in the
final average at fifty percent (50%)
because it measures the teacher’s effectiveness in performing his core function.
The evaluation of the TC uses a standardized tool which is issued to immediate
supervisors at predetermined intervals to ensure the impartial assessment of a
teacher’s development and progress over time.
Competency Criteria
To ensure that a teacher is fairly measured, the TC tool is broken into five (5)
major components which have been identified as necessary competencies that
promotes effective learning inside the classroom.
|
Component |
Description |
Weight
|
|
Instructional Content
Planning |
Assessment of the pre-prepared learning plan which sets the pace,
content and flow of each lesson.
|
15% |
|
Instructional Skills |
This in essence assesses the teacher at face value.
This criterion takes into account how the teacher carries her/himself in
front of her/his class and the effectiveness in the delivery of the
learning plan.
|
40% |
|
Knowledge of Subject Area |
Evaluation of how knowledgeable the faculty is regarding the subject
taught – taking into consideration their ability to make the lesson more
relevant and interesting to students
|
15% |
|
Rapport with
Students |
Measures the faculty’s professional relationship with the students
|
10% |
|
Classroom Management |
One of the basic but important roles of a teacher is the management of
students; taking into account their behavior and environment , ensuring
that everyone’s actions are accounted and that they are
prepped for class instruction |
20% |
Post-observation Conferences
Upon the completion of the TC each quarter, the evaluator
is required hold a post-conference
with the faculty member to discuss areas of strength and weaknesses, and points
for improvement observed.
An accomplished TC form will only be considered valid for inclusion in
PEP if submitted tool bears the signature of both the evaluator and the faculty
evaluated.
Student Evaluation
In as much as teachers are guided and assessed periodically by their
supervisors, it is only through their actual and regular audience that one could
really gauge their effectiveness inside the classroom; to gain insight on this,
randomly selected students from Grade 5 to 4th year High School
evaluate their teacher’s performance annually.
The averaged rating of fifty (50)
students across sections and levels for each faculty is given a weight of
ten percent (10%), wherein each student evaluator contributes a marginal but
collectively significant weight of 0.20%.
The tool used by students is constructed using the same criteria above,
wherein some words and thoughts have been simplified to ensure comprehension
within their age group.
Student evaluators are gathered each year by year level and are oriented
regarding the objectives and processes of the evaluation prior to rating to
minimize, if not eliminate, biases on teachers.
Job attitude pertains to the employees’ observable manifestations of affective
orientations towards tasks or certain aspects of the job.
This is evaluated as a reflection of their professional responsibility to
routine work such as checking test papers and submitting department reports, as
well as, their relationship with peers, students and guests.
The tool is completed semi-annually by the LC and SAC using documented evidences
as basis for their ratings.
The unpaid initiative of employees to render service to the community
outside of their regular functions is considered as Extra Mile (EM).
This unique component of the evaluation has been added to give
recognition to employees who have selflessly given more than what has been
expected of them, as well as, encourage others to take on other responsibilities
that will expose them to different work environments.
In as much that all forms of volunteerism are considered noble, the
amount of responsibility given to varying roles must also be taken into account.
In this regard, extra mile is classified between
Major equivalent to two (2) points
and Minor equivalent to one (1)
point.
The list below serves as a sample guide of duties and responsibilities
which are considered as Extra Mile:
|
Major |
Minor |
|
§
Committee Chairmanship
§
FASECC / COOP Officer
§
ESS Disaster Control Group Member
§
PTA Representative
§
Officer of a professional or spiritual organization outside ESS
§
International Certification
§
Seminar facilitator
§
Authorship of school programs
§
Authorship of school manual
§
EM Rater
§
SMILE Leader
|
§
Committee co-chairmanship
§
Membership with a professional or spiritual organization
§
Officer of a community organization
§
Representation of the school in an official function as determined by
the school president
§
Domestic Certification
§
Echoing of a seminar
§
Intern Supervision
§
Co-authorship of school programs
§
Co-authorship of school manual
§
Performance of Teaching Demo
§
Seminar organizer / assistant
§
Hosting / Emceeing duties
|
Teachers, in consideration of the nature of their jobs are required to render at
least five (5) recorded
It shall be responsibility of employees to complete the provided EM form and
submit all evidences in relation to the rating of EM annually. Aside from the
school manual, which maybe credited to the employee for two (2) school years,
all other researched material for school use will be credited only for one (1)
school year.
Attendance is a direct reflection of the dependability, responsibility
and commitment of an employee. Efforts exerted on ensuring promptness and
regularity in reporting to work, as well as attendance to all important school
functions and activities is crucial in achieving institutional goals and is
therefore given importance in the assessment of employee standing.
To fairly assess all facets of attendance, its components have been
broken down into sub-groups which have been identified as critical:
|
Component |
Description |
Weight
|
|
Reporting to Work |
Regularity of reporting to work
|
50% |
|
Punctuality to Work |
Record of employee’s timeliness in reporting and leaving work
|
20% |
|
Attendance to Institutional Activities |
Attendance of the following annual programs:
1.
General Assembly
2.
President’s Night
3.
Employee Christmas Party
4.
Teachers and Staff Day
5.
Thanksgiving Mass
|
10% |
|
Attendance to Community / Spiritual Activities |
Presence during prescribed employee spiritual enrichment activities such
as: retreats, masses, recollections and the like, as well as, those
which involve community building such as community center visits and the
like
|
10% |
|
Attendance during In-Service Training |
Participation during the pre-class opening training for teachers
ensuring the preparedness of teachers for the incoming school year
|
10% |
The rating of attendance performance is based on the two hundred (200) school
days requirement of the Department of Education and is benchmarked according to
the general standards of the school:
|
|
Rating / Frequency |
|||
|
4 |
3 |
2 |
1 |
|
|
Reporting to Work |
0 - 4 |
4.5 - 8 |
8.5 - 12 |
12.5 and more |
|
Punctuality to Work |
0 - 9 |
10 - 19 |
20 - 29 |
30 and more |
|
Institutional Activities |
100% - 90% |
89% - 80% |
79% - 70% |
69% or less |
|
Community / Spiritual Activities |
100% - 90% |
89% - 80% |
79% - 70% |
69% or less |
|
In-Service Training |
100% - 90% |
89% - 80% |
79% - 70% |
69% or less |
Requirements
Employees of the school are subject the following terms and conditions
implemented to ensure the effectiveness of the program.
1.
Faculty employees must be evaluated for all four (4) quarters to qualify for a
PEP incentive unless otherwise advised or approved by management