This document outlines the objectives and means of verification for evaluating a teacher's performance based on the Philippine Professional Standards for Teachers. It includes 15 objectives organized under 5 categories: content, knowledge and pedagogy; learning environment and diversity of learners; curriculum and planning; assessment and reporting; and professional growth and development. Each objective lists possible means of verifying that the teacher has met the objective, such as classroom observation tools, lesson plans, assessment strategies, and participation in professional development activities. The overall purpose is to evaluate a teacher's instructional practices, classroom management, assessment and reporting methods, and professional development goals.
Take note, that is not the font style I used. Hindi supported ung font style dito sa website. If you want to get the font style I used when you download this file, download also these following font styles:
DJB Pokey Dots (for KRA, MOV and OBJECTIVE)
AR DELANEY (for the domains of PPST)
Calligram Personal (for the objectives placed on green background)
Take note, that is not the font style I used. Hindi supported ung font style dito sa website. If you want to get the font style I used when you download this file, download also these following font styles:
DJB Pokey Dots (for KRA, MOV and OBJECTIVE)
AR DELANEY (for the domains of PPST)
Calligram Personal (for the objectives placed on green background)
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF CITY OF SAN JOSE DEL
MONTE
DISTRICT VIII
MARANGAL ELEMENTARY SCHOOL
6B Towerville, Brgy. Gaya – Gaya
2.
3. (Content, Knowledge and Pedagogy)
Objective 1
Applied knowledge of content within and
across curriculum teaching areas. (PPST
1.1.2)
KRA-1
Means of Verification
• Classroom Observation tool (COT)
rating sheet and/or inter-observer
agreement form about knowledge of
content within and across
curriculum teaching areas.
• Lesson Plans/Modified DLLs
developed highlighting integration
of content knowledge within and
across subject area.
• Instructional materials
highlighting mastery of content and
its integration in other subject
areas.
• Performance tasks/test material(s)
highlighting integration of content
knowledge within and across subject
areas.
• Others (Please specify and provide
annotations).
4. (Content, Knowledge and Pedagogy)
Objective 2
Used a range of teaching strategies
that enhance learner achievement in
literacy and numeracy skills. (PPST
1.4.2)
KRA-1
Means of Verification
• Classroom Observation tool (COT) rating
sheet and/or inter-observer agreement
form about teaching strategies that
enhance learner achievement in literacy
and numeracy skills.
• Lesson Plans/Modified DLLs developed
highlighting learner-centered
strategies that promote literacy and/or
numeracy skills.
• Instructional materials highlighting
learner-centered strategies that
promote literacy and/or numeracy
skills.
• Performance tasks/test material(s) used
in teaching.
• Results of assessment used in teaching.
• Others (Please specify and provide
annotations).
5. (Content, Knowledge and Pedagogy)
Objective 3
Applied a range of teaching strategies
to develop critical and creative
thinking, as well as other higher-order
thinking skills. (PPST 1.5.2)
KRA-1
Means of Verification
• Classroom Observation tool (COT) rating
sheet and/or inter-observer agreement
form about teaching strategies to
develop critical and creative thinking,
as well as other higher-order thinking
skills.
• Lesson Plans/Modified DLLs developed
highlighting different teaching
strategies that develop critical and
creative thinking and/or HOTS.
• Instructional materials highlighting
different teaching strategies that
develop critical and creative thinking
and/or HOTS.
• Performance tasks/test material(s) used
in teaching.
• Results of assessment used in teaching.
• Others (Please specify and provide
annotations).
6.
7. (Learning Environment and Diversity of Learners)
Objective 4
Managed classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments. (PPST
2.3.2)
KRA-2
Means of Verification
• Classroom Observation tool (COT)
rating sheet and/or inter-
observer agreement form about
managing classroom structure
that engages learners in various
activities.
• Lesson Plans/Modified DLLs
highlighting various classroom
management strategies that
engage learners in
activities/tasks in different
physical learning environments.
• Others (Please specify and
provide annotations).
8. (Learning Environment and Diversity of Learners)
Objective 5
Managed learner behavior constructively
by applying positive and non-violent
disciplined to ensure learning focused
environments. (PPST 2.6.2)
KRA-2
Means of Verification
Classroom Observation tool (COT) rating
sheet and/or inter-observer agreement
form about management of learner
behavior using the following strategies:
• Providing motivation
• Praising the learners/Giving Positive
feedback
• Setting house rules/guidelines
• Ensuring learners' active
participation
• Allowing learners to express their
ideas /opinions
• Giving equal opportunities to
learners
• Encouraging learners to ask question
• Others (Please specify and provide
annotations)
9. (Learning Environment and Diversity of Learners)
Objective 6
Used differentiated, developmentally
appropriate learning experiences to
address learners' gender, needs,
strengths, interests, and experiences.
(PPST 3.1.2)
KRA-2
Means of Verification
• Classroom Observation tool (COT) rating
sheet and/or inter-observer agreement
form about using differentiated,
developmentally appropriate learning
experiences
• Lesson Plans/Modified DLLs developed
highlighting differentiation in content,
product, process, learning environments
or others according to learners' gender,
needs, strengths, interests, and
experiences
• Instructional materials developed
highlighting differentiation in content,
product, process, learning environments
or others according to learners' gender,
needs, strengths, interests, and
experiences
• Others (Please specify and provide
annotations)
10.
11. (Curriculum and Planning)
Objective 7
Planned, managed and implemented
developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching
contexts. (PPST 4.1.2)
KRA-3
Means of Verification
• Classroom Observation tool (COT)
rating sheet and/or inter-observer
agreement form about using
developmentally sequenced teaching
and learning process
• Lesson Plans/Modified DLLs developed
highlighting developmentally
sequenced instruction that meet the
curriculum goals and varied
teaching contexts
• Instructional materials used to
implement developmentally sequenced
teaching and learning process to
meet curriculum requirements and
varied teaching contexts
• Others (Please specify and provide
annotations).
12. (Curriculum and Planning)
Objective 8
Participated in collegial discussions
that use teacher and learner feedback
to enrich teaching practice. (PPST
4.4.2)
KRA-3
Means of Verification
• Proof/s of attendance in LAC
sessions/FGDs/Meetings/other
collegial discussion
• Minutes of LAC sessions/FGDs/
Meetings/other collegial
discussions on use of teacher and
learner feedback to enrich teaching
practice
• Reflection notes of teachers on
their demonstration teaching
practices following participation
from LAC sessions/FGDs/other
collegial discussions that use
teacher and learner feedback to
enrich teaching practice, with
proof/s of attendance
• Any equivalents ALS form/document
that highlight the objective
13. (Curriculum and Planning)
Objective 9
Selected, developed, organized and used
appropriate teaching and learning
resources including ICT, to address
learning goals. (4.5.2)
KRA-3
Means of Verification
• Classroom observation tools (COT)
rating sheet and/or inter-observer
agreement form about using
appropriate teaching and learning
resources including ICT
Examples:
• Activity sheets/task sheets/work
sheets
• PowerPoint presentations
• Video Clips
• Module
• SIMs-Strategic Intervention
Materials
• Others
• Lesson plans /modified DLLs with
appropriate instructional materials
appended
• Others (Please specify and provide
annotations)
14.
15. (Assessment and Reporting)
Objective 10
Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements. (PPST 5.1.2)
KRA-4
Means of Verification
• Classroom Observation tool (COT)
rating sheet and/or inter-observer
agreement form about using
diagnostic, formative and summative
assessment strategies
• Lesson Plans/Modified DLLs
developed highlighting appropriate
use of formative assessment
strategies
• Developed diagnostic tests:(a) with
TOS reviewed by superior; (b) with
sample accomplished
questionnaire/answer sheets
• Developed performance tasks: (a)
with rubrics reviewed by superior;
(b) with sample accomplished
rubrics
• Others (Please specify and provide
annotations)
16. (Assessment and Reporting)
Objective 11
Monitored and evaluated learner
progress and achievement using learner
attainment data. (PPST 5.2.2)
KRA-4
Means of Verification
Any one (1) of the following:
• Individual learning monitoring plan
(ILMP)
• Peer assessment data
• Sample of learners' output with
reflection/self-assessment
• Progress charts/anecdotal records
• Class/e-class record/grading sheets
• Lesson plan showing index of
mastery
• Frequency of errors with identified
least mastered skills
• Any equivalent ALS form/document
that highlights the objectives
(e.g. Individual Learning Agreement
(ILA), ALS Assessment Form 2)
• Others (Please specify and provide
annotations)
17. (Assessment and Reporting)
Objective 12
Communicated promptly and clearly the
learners' needs, progress and
achievement to key stakeholders,
including parents/guardian. (PPST
5.4.2)
KRA-4
Means of Verification
Any one (1) of the following:
• A sample of corrected test paper of a
learner in a learning area with parent's
or guardian's signature and date of
receipt
• Minutes of meetings with key stakeholders
(e.g. PTA, SGC, SPT, CPC) with proof of
attendance
• Report Card with parent's or guardian's
signature in all quarters supported by
minutes of meeting
• Communication with key stakeholders (e.g.
parents/guardians, co-teachers, LGU)
using various modalities
• Anecdotal record showing entries per
quarter
• Any equivalent ALS form/document that
highlights the objective
• Others (Please specify and provide
annotations)
18.
19. (Professional Growth and Professional Development)
Objective 13
Applied a personal philosophy of
teaching that is learner-
centered. (PPST 7.1.2)
KRA-5
Means of Verification
A reflection/journal entry that
highlights the application of a
learner-centered teaching philosophy
in the lesson plan or community work
20. (Professional Growth and Professional Development)
Objective 14
Set professional development
goals based on the Philippine
professional Standards for
Teachers. (PPST 7.5.2)
KRA-5
Means of Verification
• Certification from the ICT
Coordinator/School Head/ Focal
Person in charge of e-SAT
• IPCRF-DP
• Mid-Year Review Form (MRF)
• Updated IPCRF-DP from Phase II
21.
22. Objective 15
Performed various related
works/activities that contribute
to the teaching learning process.
PLUS FACTOR
Means of Verification
Any one (1) of following:
• Community Involvement
• Involvement as module/learning material
writer/ validator
• Involvement as resource
person/speaker/learning facilitator in
the RO/SDO/School-initiated TV/Radio-
based instruction;
• Book or journal authorship/co-
authorship/contributorship;
• Advisorship/Coordinatorship/
Chairpersonship;
• Participation in demonstration teaching;
• Participation as research presenter in a
forum/conference;
• mentoring of pre-service/in-service
teachers;
• conducted research within the rating
period;
• Others (Please specify) with annotation
on how it contribute to the teaching
learning process
