This document contains performance monitoring and coaching forms from Tabango Senior High School. It summarizes observations of several teachers who were not delivering teaching strategies responsive to students' special needs or using appropriate resources. The coaches' action plans are to improve the teachers' delivery of lesson content to achieve mastery as reflected in their daily lesson logs by certain dates. The coaches will measure the teachers' success based on improved daily lesson logs.

1. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VIII
DIVISION OF LEYTE
TABANGO SENIOR HIGH SCHOOL – STAND ALONE
Brgy. Poblacion, Tabango, Leyte
2ND GRADING PERIOD
PERFORMANCE MONITORING AND COACHING FORM
DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT IMPACT ON JOB/
ACTION PLAN
SIGNATURE
(RATER/RATEE)
FEB 8, 2021 During a class observation, teaching strategies that are
responsive to the special educational needs of learners
in difficult circumstances*, including: geographic
isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse
and child labor practices were not delivered.
COT To deliver teaching strategies that are responsive
to the special educational needs of learners in
difficult circumstances*, including: geographic
isolation; chronic illness; displacement due to
armed conflict, urban resettlement or disasters;
child abuse and child labor practices.
MYLENE B. ALOPOOP
MARCH 26,
2021
During a class observation, teaching strategies that are
responsive to the special educational needs of learners
in difficult circumstances*, including: geographic
isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse
and child labor practices were not delivered.
COT To deliver teaching strategies that are responsive
to the special educational needs of learners in
difficult circumstances*, including: geographic
isolation; chronic illness; displacement due to
armed conflict, urban resettlement or disasters;
child abuse and child labor practices.
ARTEMIO M. OSTERA
FEB. 5, 2021 During a class observation, teaching strategies that are
responsive to the special educational needs of learners
in difficult circumstances*, including: geographic
isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse
and child labor practices were not delivered.
COT To deliver teaching strategies that are responsive
to the special educational needs of learners in
difficult circumstances*, including: geographic
isolation; chronic illness; displacement due to
armed conflict, urban resettlement or disasters;
child abuse and child labor practices.
ANNA KATRINA S. DELA CERNA

2. MARCH 8,
2021
During a class observation, teaching strategies that are
responsive to the special educational needs of learners
in difficult circumstances*, including: geographic
isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse
and child labor practices were not delivered.
COT To deliver teaching strategies that are responsive
to the special educational needs of learners in
difficult circumstances*, including: geographic
isolation; chronic illness; displacement due to
armed conflict, urban resettlement or disasters;
child abuse and child labor practices.
EDITHA A. DICO
JAN. 20.
2021
During a class observation, teaching strategies that are
responsive to the special educational needs of learners
in difficult circumstances*, including: geographic
isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse
and child labor practices were not delivered.
COT To deliver teaching strategies that are responsive
to the special educational needs of learners in
difficult circumstances*, including: geographic
isolation; chronic illness; displacement due to
armed conflict, urban resettlement or disasters;
child abuse and child labor practices.
ELMER PIAD
MARCH 8,
2021
During class observation, appropriate teaching and
learning resources, including ICT, to address learning
goals were not used.
COT During class observation, appropriate teaching
and learning resources, including ICT, to address
learning goals were not used. EDITHA A. DICO
MARCH 26,
2021
During class observation, appropriate teaching and
learning resources, including ICT, to address learning
goals were not used.
COT During class observation, appropriate teaching
and learning resources, including ICT, to address
learning goals were not used. ZANDRA C. QUILLA
PREPARED BY: SUBMITTED TO:
MARIA CHRISTINA B. SEREÑO, EdD ANTONIO B. DACATIMBANG JR.
Master Teacher II School Principal

3. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VIII
DIVISION OF LEYTE
TABANGO SENIOR HIGH SCHOOL – STAND ALONE
Brgy. Poblacion, Tabango, Leyte
ACTION PLAN FOR COACHING
Name of Coach:
MARIA CHRISTINA
B. SEREÑO, EdD
Office:
Tabango Senior High School
Date:
Developmental Steps/ Action Steps
Name of Employee Observe Positive Behaviors/ Concerns and Issues
Effect on
Unit’s
Performance
What
By
When
Measure of Success
MYLENE B. ALOPOOP
During a class observation, teaching strategies that are responsive
to the special educational needs of learners in difficult
circumstances*, including: geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement or
disasters; child abuse and child labor practices were not delivered.
LOW MPS Mastery level is
reflected in DLL
FEB 8,
2021
IMPROVED DLL
ARTEMIO M. OSTERA
During a class observation, teaching strategies that are responsive
to the special educational needs of learners in difficult
circumstances*, including: geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement or
disasters; child abuse and child labor practices were not delivered.
LOW MPS Mastery level is
reflected in DLL
MARCH
26, 2021
IMPROVED DLL
During a class observation, teaching strategies that are responsive
to the special educational needs of learners in difficult
circumstances*, including: geographic isolation; chronic illness;
LOW MPS Mastery level is
reflected in DLL
FEB. 5,
2021
IMPROVED DLL

4. ANNA KATRINA S. DELA
CERNA
displacement due to armed conflict, urban resettlement or
disasters; child abuse and child labor practices were not delivered.
EDITHA A. DICO
During a class observation, teaching strategies that are responsive
to the special educational needs of learners in difficult
circumstances*, including: geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement or
disasters; child abuse and child labor practices were not delivered.
LOW MPS Mastery level is
reflected in DLL
MARCH
8, 2021
IMPROVED DLL
ELMER PIAD
During a class observation, teaching strategies that are responsive
to the special educational needs of learners in difficult
circumstances*, including: geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement or
disasters; child abuse and child labor practices were not delivered.
LOW MPS Mastery level is
reflected in DLL
JAN. 20.
2021
IMPROVED DLL
EDITHA A. DICO
During class observation, appropriate teaching and learning
resources, including ICT, to address learning goals were not used.
LOW MPS Mastery level is
reflected in DLL
MARCH
8, 2021
IMPROVED DLL
ZANDRA C. QUILLA
During class observation, appropriate teaching and learning
resources, including ICT, to address learning goals were not used.
LOW MPS Mastery level is
reflected in DLL
MARCH
26, 2021
IMPROVED DLL
PREPARED BY: SUBMITTED TO:
MARIA CHRISTINA B. SEREÑO, EdD ANTONIO B. DACATIMBANG JR.
Master Teacher II School Principal