The document outlines the objectives and means of verification for assessing a teacher's competencies. It includes 8 objectives across two domains: Content Knowledge and Pedagogy (objectives 1-4) and Learning Environment and Diversity of Learners (objectives 5-8). Each objective lists the means of verification, which involve classroom observations and the use of rating sheets or inter-observer agreement forms to evaluate teacher performance based on observations of both synchronous and asynchronous teaching (e.g. recorded lessons). Supplementary materials like lesson plans and activity sheets used in lessons are also listed as potential means of verification for some objectives.
This document lists the objectives and requirements for the RPMS 2021-2022 Complete List of MOVs for Teacher I - III and Master Teachers I - IV according to DepEd Memorandum No. 004, s. 2022. It outlines 17 objectives that teachers need to meet through classroom observations, supplementary teaching materials, assessments of learner progress, collaboration with colleagues, and other means. Requirements include observation forms, lesson plans, assessment data analysis, minutes from meetings, and documentation of coaching other teachers. The objectives cover a range of topics from direct teaching responsibilities to supporting learner achievement, maintaining positive learning environments, using data to improve, engaging stakeholders, and upholding ethical teaching standards.
This document lists the objectives and requirements for the RPMS 2021-2022 Complete List of MOVs for Teacher I - III and Master Teachers I - IV according to DepEd Memorandum No. 004, s. 2022. It outlines 17 objectives that teachers need to fulfill, each requiring submission of classroom observations, supplementary teaching materials, minutes of meetings, program evaluations, and other documents. The objectives focus on teaching skills, developing supportive learning environments, data-driven instruction, community engagement, upholding ethics, and enhancing the teaching profession. Teachers must submit various forms and materials as evidence to meet each objective.
This document appears to be a performance evaluation form for teachers in the Philippines. It contains 19 criteria that teachers will be evaluated on, including applied knowledge of content, use of research-based teaching practices, classroom communication strategies, creating safe learning environments, adapting instruction for diverse learners, maintaining responsive learning environments, and engaging in professional development. For each criteria, examples of evidence are provided that teachers can submit to demonstrate they meet the standard, such as classroom observations, lesson plans, assessment data analysis, and documentation of committee work or additional duties.
This document appears to be a teacher's portfolio containing objectives and evidence for evaluation. It includes 15 objectives across 5 areas: content knowledge and pedagogy, learning environment, diversity of learners/curriculum/assessment, community linkages/professional engagement, and personal growth. For each objective, it lists various forms of evidence the teacher can provide like classroom observations, lesson plans, assessments, and accomplishments to demonstrate meeting the objectives.
This document contains a teacher's portfolio submission for their annual performance review. It includes documentation and ratings for 9 objectives across 3 key result areas (KRAs). For each objective, the teacher provides the required means of verification such as lesson plans, activity sheets, classroom observation forms and notes. The ratings indicate the teacher met all 9 objectives by applying knowledge of content, using research-based teaching methods, maintaining an engaging learning environment, and differentiating instruction for diverse learners.
1. The document outlines the performance standards and requirements for teachers at Malibud National High School for the school year 2021-2022.
2. It provides 17 performance standards that teachers must meet, including applying knowledge within and across subjects, establishing safe learning environments, and adapting teaching strategies for diverse learners.
3. For each standard, it lists the types of evidence teachers can provide to demonstrate they meet the standard, such as classroom observations, lesson plans, assessment data analysis, and program evaluations. Teachers must submit evidence from their teaching practice for review.
This document outlines 19 objectives for a teacher to meet MOVs status requirements. For each objective, it lists possible evidence items like classroom observations, lesson plans, and meeting minutes that demonstrate achievement of the objective. The objectives cover effective teaching practices, developing colleagues, using data to improve, and upholding teaching standards. Meeting the MOVs status requires providing listed evidence items for multiple objectives.
This document outlines 19 indicators for evaluating RPMS Tool for Teacher I-III (Proficient Teachers) in the time of COVID-19 for S.Y. 2021-2022. It provides examples of evidence that could be used to demonstrate proficiency for observable, non-observable, and observable/non-observable indicators. This includes classroom observations, lesson plans, feedback forms, assessments, and documentation of various works contributing to the teaching-learning process. Proficiency is determined by alignment of submitted evidence with the requirements for each indicator.
This document lists the objectives and requirements for the RPMS 2021-2022 Complete List of MOVs for Teacher I - III and Master Teachers I - IV according to DepEd Memorandum No. 004, s. 2022. It outlines 17 objectives that teachers need to meet through classroom observations, supplementary teaching materials, assessments of learner progress, collaboration with colleagues, and other means. Requirements include observation forms, lesson plans, assessment data analysis, minutes from meetings, and documentation of coaching other teachers. The objectives cover a range of topics from direct teaching responsibilities to supporting learner achievement, maintaining positive learning environments, using data to improve, engaging stakeholders, and upholding ethical teaching standards.
This document lists the objectives and requirements for the RPMS 2021-2022 Complete List of MOVs for Teacher I - III and Master Teachers I - IV according to DepEd Memorandum No. 004, s. 2022. It outlines 17 objectives that teachers need to fulfill, each requiring submission of classroom observations, supplementary teaching materials, minutes of meetings, program evaluations, and other documents. The objectives focus on teaching skills, developing supportive learning environments, data-driven instruction, community engagement, upholding ethics, and enhancing the teaching profession. Teachers must submit various forms and materials as evidence to meet each objective.
This document appears to be a performance evaluation form for teachers in the Philippines. It contains 19 criteria that teachers will be evaluated on, including applied knowledge of content, use of research-based teaching practices, classroom communication strategies, creating safe learning environments, adapting instruction for diverse learners, maintaining responsive learning environments, and engaging in professional development. For each criteria, examples of evidence are provided that teachers can submit to demonstrate they meet the standard, such as classroom observations, lesson plans, assessment data analysis, and documentation of committee work or additional duties.
This document appears to be a teacher's portfolio containing objectives and evidence for evaluation. It includes 15 objectives across 5 areas: content knowledge and pedagogy, learning environment, diversity of learners/curriculum/assessment, community linkages/professional engagement, and personal growth. For each objective, it lists various forms of evidence the teacher can provide like classroom observations, lesson plans, assessments, and accomplishments to demonstrate meeting the objectives.
This document contains a teacher's portfolio submission for their annual performance review. It includes documentation and ratings for 9 objectives across 3 key result areas (KRAs). For each objective, the teacher provides the required means of verification such as lesson plans, activity sheets, classroom observation forms and notes. The ratings indicate the teacher met all 9 objectives by applying knowledge of content, using research-based teaching methods, maintaining an engaging learning environment, and differentiating instruction for diverse learners.
1. The document outlines the performance standards and requirements for teachers at Malibud National High School for the school year 2021-2022.
2. It provides 17 performance standards that teachers must meet, including applying knowledge within and across subjects, establishing safe learning environments, and adapting teaching strategies for diverse learners.
3. For each standard, it lists the types of evidence teachers can provide to demonstrate they meet the standard, such as classroom observations, lesson plans, assessment data analysis, and program evaluations. Teachers must submit evidence from their teaching practice for review.
This document outlines 19 objectives for a teacher to meet MOVs status requirements. For each objective, it lists possible evidence items like classroom observations, lesson plans, and meeting minutes that demonstrate achievement of the objective. The objectives cover effective teaching practices, developing colleagues, using data to improve, and upholding teaching standards. Meeting the MOVs status requires providing listed evidence items for multiple objectives.
This document outlines 19 indicators for evaluating RPMS Tool for Teacher I-III (Proficient Teachers) in the time of COVID-19 for S.Y. 2021-2022. It provides examples of evidence that could be used to demonstrate proficiency for observable, non-observable, and observable/non-observable indicators. This includes classroom observations, lesson plans, feedback forms, assessments, and documentation of various works contributing to the teaching-learning process. Proficiency is determined by alignment of submitted evidence with the requirements for each indicator.
1. This document outlines the performance standards and measures for evaluating teachers in Region IV-A CALABARZON, Division of Batangas, Coral na Munti National High School. It includes 19 standards across key areas like curriculum and planning, learning environment, diversity of learners, and professional development.
2. For each standard, main measures of verification are provided, mostly involving classroom observations, lesson plans, supplementary teaching materials, and documentation of professional development activities.
3. Regular review and goal-setting are emphasized to promote continuous improvement and upholding the dignity of the teaching profession.
1. This document outlines the performance standards and measures for evaluating teachers in Region IV-A CALABARZON, Division of Batangas, Coral na Munti National High School. It includes 19 standards across key areas like curriculum and planning, learning environment, diversity of learners, and professional development.
2. For each standard, main measures of verification are provided, including classroom observations, lesson plans, assessment data analysis, and documentation of community engagement activities. Compliance with school policies and application of research-based teaching practices are emphasized.
3. Regular review of one's teaching practice using existing laws and regulations is an expectation, as is adopting a learner-centered philosophy and upholding the dignity
This document appears to be a results-based performance management system for a teacher from a school in the Philippines. It outlines 14 key result areas (KRA) with objectives and measures of verification for evaluating the teacher's performance. The KRAs include applying knowledge within teaching areas, establishing safe learning environments, designing strategies for diverse learners, utilizing assessment data, and maintaining community-responsive learning environments. Performance will be evaluated through methods such as classroom observations, lesson plans, and student achievement data.
This document appears to be a portfolio for evaluating a teacher named Juan Dela Cruz for the school year 2021-2022. It includes 4 key result areas (KRAs) with various objectives and means of verification (MOV) for each objective. The KRAs are: Content Knowledge and Pedagogy; Learning Environment; Diversity of Learners, Curriculum and Planning, & Assessment and Reporting; and Community Linkages and Professional Engagement & Personal Growth and Professional Development. The MOVs include classroom observations, lesson plans, teaching materials, assessments and reports. The portfolio seems to be used to assess the teacher's performance on various teaching standards and professional responsibilities.
This document appears to be a portfolio for results-based performance management of a teacher named Juan Dela Cruz. It includes objectives and measures of verification for 5 key result areas: content knowledge and pedagogy, learning environment, diversity of learners/curriculum/planning and assessment, community linkages and professional engagement, and personal growth. For each objective, it lists classroom observations, lesson/activity plans, assessments, and other documentation that can be used to evaluate the teacher's performance.
This document appears to be a performance evaluation form for a teacher named Juan E. Peniero from Milan National High School. It includes 17 key result areas (KRAs) with objectives and means of verification (MOV) for evaluating the teacher's performance. The KRAs cover topics like applying knowledge of content, establishing safe learning environments, designing teaching strategies for diverse learners, maintaining community-responsive learning environments, upholding teaching ethics and professional development. MOVs include classroom observations, lesson plans, assessment data analysis, and documentation of other teaching duties.
The mid-year review form summarizes Teacher Jonaliza B. Simbajon's performance from September 2021 to February 2022. She is rated by Principal Ma. Lina C. Gunita on 14 key result areas related to content knowledge, learning environment, diversity of learners, community linkages, and professional development. Overall, the teacher met expectations by presenting required documentation like classroom observation forms, lesson plans, and activity reports as evidence. The principal gave her a rating of 4 out of 4 for meeting performance targets in a timely and quality manner for each key result area.
FINAL #2 GREEN TEMPLATE T1-T3- Results-Based-Performance-Management-System (1...RhieyBallovar
This document outlines the objectives and means of verification for evaluating a teacher's performance. It includes 18 objectives related to various teaching duties and classroom practices. For each objective, it lists potential means of verification, such as classroom observations, lesson plans, assessment data, and documentation of participation in professional development activities. The objectives cover topics like content knowledge, teaching strategies, classroom management, assessment, community engagement, and professional conduct.
1. The document outlines the standards and means of verification for evaluating teachers. It includes standards related to applying knowledge, using research-based practices, maintaining effective learning environments, using appropriate teaching strategies, and regularly reviewing teaching practices.
2. Evidence to demonstrate meeting the standards includes classroom observations, lesson plans, assessment data analysis, and documentation of programs and activities implemented by the teacher.
3. The evaluation focuses on teachers' knowledge, instructional practices, classroom management, responsiveness to student needs, and continuous improvement of teaching skills.
The document outlines the implementation of the Results-Based Performance System for teachers in the Philippines for the 2021-2022 school year. It discusses the performance cycle, which runs from August 2021 to July 2022. It also details the 18 performance objectives teachers will be evaluated on based on the Philippine Professional Standards for Teachers, including both classroom and non-classroom objectives. Finally, it provides the means of verification and guidelines for alternative classroom observations, such as observations of recorded lessons or demonstration teachings, given limitations of in-person instruction due to COVID-19.
This document provides the means of verification (MOV) per indicator for proficient teachers according to the Philippine Professional Standards for Teachers for the school year 2021-2022. It outlines 18 indicators chosen as objectives for the Results-Based Performance Management System. For classroom observable objectives 1, 3-6, the MOV requires a classroom observation. Objectives 7-10 have options for MOV from a classroom observation, supplementary materials, or a teacher reflection form. The document provides examples and details of acceptable evidence for each objective to measure teachers' performance based on the standards.
This document outlines 12 objectives for evaluating teachers with various methods of verification (MOVs) for each objective. The objectives relate to classroom observation, use of technology, teaching strategies, learner-centered approaches, special needs, feedback, resources, outcomes, community engagement, professional development, reflection, and other teaching duties. Verification includes lesson plans, materials, observations, certificates, and reflections.
RPMS Portfolio S.Y 2021-2022. This portfolio will help teachers 1-3 as their basis. This file is in PPT format and editable to cater to Teachers' individual preferences with complete KRAs and MOVs.
This document outlines the objectives and means of verification for the Results-Based Performance Management System of Marian U. Rivera, a Teacher II at Mostly Elementary School in Davao City, Philippines for the 2021-2022 school year. The objectives cover topics such as applying effective teaching practices, maintaining a safe learning environment, utilizing assessment data to inform instruction, and setting professional development goals. The means of verification for each objective involve methods like classroom observations, annotated lesson plans, and proof of participation in school activities and programs.
This document contains the Results-Based Performance Management System (RPMS) for teacher Cristina S. Tarriga of Pinili National High School for SY 2020-2021. It lists 12 objectives related to teaching performance, each with a column labeled "Mode of Verification" where evidence to demonstrate achievement of the objective can be listed. For each objective, Ms. Tarriga has provided evidence such as lesson plans, feedback to students, participation in professional development activities, and involvement in school committees. The RPMS is signed by the school principal and will be used to evaluate Ms. Tarriga's teaching performance for the school year.
Marcelo M. Jacosalem, III RPMS Portfolio 2022-2023.pdfmarcelo788039
The document appears to be a performance evaluation of a teacher, Marcelo M. Jacosalem III, conducted by his rater Rogelio L. Mendano and principal Raul C. Basa. It consists of observations and ratings for various objectives related to the teacher's content knowledge, pedagogy, learning environment, and other skills. For each objective, there are means of verification provided, including classroom observation notes and ratings. The evaluation covers two key result areas of the teacher's work.
Marcelo M. Jacosalem, III RPMS Portfolio 2022-2023.pdfmarcelo788039
The document appears to be a performance evaluation of a teacher, Marcelo M. Jacosalem III, conducted by his rater Rogelio L. Mendano and witnessed by the school principal Raul C. Basa. It consists of observations of classroom teaching using a checklist to rate the teacher's performance on various indicators related to content knowledge, pedagogy, learning environment, and other factors. For each objective, there is a description of the means of verification used, which primarily involves classroom observations and ratings on a standard form.
The document provides an overview of the Results-based Performance Management System (RPMS) used in the Philippines' Department of Education (DepEd) to assess teacher performance. It defines RPMS and outlines its objectives, as well as the RPMS tools for teachers. Specifically, it details the key result areas (KRAs), objectives, means of verification (MOVs), and rating system used to evaluate teachers in areas like content knowledge, diversity of learners, curriculum planning, and professional development. MOVs include classroom observations, lesson plans, and evidence of parent/community engagement. The RPMS aims to ensure teachers are effectively achieving DepEd's mission and priorities.
The document outlines the performance rating scale and objectives for evaluating teachers in the Philippines under a Results-Based Performance Management System. It describes the characteristics and expectations for ratings of Outstanding, Very Satisfactory, Satisfactory, Unsatisfactory and Poor. It also lists the Key Result Areas (KRAs) of Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Community Linkages, and Personal Growth. Specific objectives and measures of verification are provided for each KRA to guide evaluations.
This document outlines the agenda for a SLAC meeting in May 2022. It includes an opening remarks by Ms. Jonna May D. Dogelio, an energizer led by Mr. Argel R. Doctora, a presentation by Mr. Doctora on creating innovative instructional materials for face-to-face classes, awarding of certificates, an evaluation, and closing remarks.
This document outlines a lesson plan on narrative techniques for an English class. It discusses chronological sequence, in medias res, and flashback as three ways to structure the plot of a narrative. Students will identify these techniques, write paragraphs using each one, and evaluate their own life events using these structures. The lesson includes definitions of the techniques, examples, and activities where students will practice applying them in their own writing.
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1. This document outlines the performance standards and measures for evaluating teachers in Region IV-A CALABARZON, Division of Batangas, Coral na Munti National High School. It includes 19 standards across key areas like curriculum and planning, learning environment, diversity of learners, and professional development.
2. For each standard, main measures of verification are provided, mostly involving classroom observations, lesson plans, supplementary teaching materials, and documentation of professional development activities.
3. Regular review and goal-setting are emphasized to promote continuous improvement and upholding the dignity of the teaching profession.
1. This document outlines the performance standards and measures for evaluating teachers in Region IV-A CALABARZON, Division of Batangas, Coral na Munti National High School. It includes 19 standards across key areas like curriculum and planning, learning environment, diversity of learners, and professional development.
2. For each standard, main measures of verification are provided, including classroom observations, lesson plans, assessment data analysis, and documentation of community engagement activities. Compliance with school policies and application of research-based teaching practices are emphasized.
3. Regular review of one's teaching practice using existing laws and regulations is an expectation, as is adopting a learner-centered philosophy and upholding the dignity
This document appears to be a results-based performance management system for a teacher from a school in the Philippines. It outlines 14 key result areas (KRA) with objectives and measures of verification for evaluating the teacher's performance. The KRAs include applying knowledge within teaching areas, establishing safe learning environments, designing strategies for diverse learners, utilizing assessment data, and maintaining community-responsive learning environments. Performance will be evaluated through methods such as classroom observations, lesson plans, and student achievement data.
This document appears to be a portfolio for evaluating a teacher named Juan Dela Cruz for the school year 2021-2022. It includes 4 key result areas (KRAs) with various objectives and means of verification (MOV) for each objective. The KRAs are: Content Knowledge and Pedagogy; Learning Environment; Diversity of Learners, Curriculum and Planning, & Assessment and Reporting; and Community Linkages and Professional Engagement & Personal Growth and Professional Development. The MOVs include classroom observations, lesson plans, teaching materials, assessments and reports. The portfolio seems to be used to assess the teacher's performance on various teaching standards and professional responsibilities.
This document appears to be a portfolio for results-based performance management of a teacher named Juan Dela Cruz. It includes objectives and measures of verification for 5 key result areas: content knowledge and pedagogy, learning environment, diversity of learners/curriculum/planning and assessment, community linkages and professional engagement, and personal growth. For each objective, it lists classroom observations, lesson/activity plans, assessments, and other documentation that can be used to evaluate the teacher's performance.
This document appears to be a performance evaluation form for a teacher named Juan E. Peniero from Milan National High School. It includes 17 key result areas (KRAs) with objectives and means of verification (MOV) for evaluating the teacher's performance. The KRAs cover topics like applying knowledge of content, establishing safe learning environments, designing teaching strategies for diverse learners, maintaining community-responsive learning environments, upholding teaching ethics and professional development. MOVs include classroom observations, lesson plans, assessment data analysis, and documentation of other teaching duties.
The mid-year review form summarizes Teacher Jonaliza B. Simbajon's performance from September 2021 to February 2022. She is rated by Principal Ma. Lina C. Gunita on 14 key result areas related to content knowledge, learning environment, diversity of learners, community linkages, and professional development. Overall, the teacher met expectations by presenting required documentation like classroom observation forms, lesson plans, and activity reports as evidence. The principal gave her a rating of 4 out of 4 for meeting performance targets in a timely and quality manner for each key result area.
FINAL #2 GREEN TEMPLATE T1-T3- Results-Based-Performance-Management-System (1...RhieyBallovar
This document outlines the objectives and means of verification for evaluating a teacher's performance. It includes 18 objectives related to various teaching duties and classroom practices. For each objective, it lists potential means of verification, such as classroom observations, lesson plans, assessment data, and documentation of participation in professional development activities. The objectives cover topics like content knowledge, teaching strategies, classroom management, assessment, community engagement, and professional conduct.
1. The document outlines the standards and means of verification for evaluating teachers. It includes standards related to applying knowledge, using research-based practices, maintaining effective learning environments, using appropriate teaching strategies, and regularly reviewing teaching practices.
2. Evidence to demonstrate meeting the standards includes classroom observations, lesson plans, assessment data analysis, and documentation of programs and activities implemented by the teacher.
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The document outlines the implementation of the Results-Based Performance System for teachers in the Philippines for the 2021-2022 school year. It discusses the performance cycle, which runs from August 2021 to July 2022. It also details the 18 performance objectives teachers will be evaluated on based on the Philippine Professional Standards for Teachers, including both classroom and non-classroom objectives. Finally, it provides the means of verification and guidelines for alternative classroom observations, such as observations of recorded lessons or demonstration teachings, given limitations of in-person instruction due to COVID-19.
This document provides the means of verification (MOV) per indicator for proficient teachers according to the Philippine Professional Standards for Teachers for the school year 2021-2022. It outlines 18 indicators chosen as objectives for the Results-Based Performance Management System. For classroom observable objectives 1, 3-6, the MOV requires a classroom observation. Objectives 7-10 have options for MOV from a classroom observation, supplementary materials, or a teacher reflection form. The document provides examples and details of acceptable evidence for each objective to measure teachers' performance based on the standards.
This document outlines 12 objectives for evaluating teachers with various methods of verification (MOVs) for each objective. The objectives relate to classroom observation, use of technology, teaching strategies, learner-centered approaches, special needs, feedback, resources, outcomes, community engagement, professional development, reflection, and other teaching duties. Verification includes lesson plans, materials, observations, certificates, and reflections.
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This document outlines the objectives and means of verification for the Results-Based Performance Management System of Marian U. Rivera, a Teacher II at Mostly Elementary School in Davao City, Philippines for the 2021-2022 school year. The objectives cover topics such as applying effective teaching practices, maintaining a safe learning environment, utilizing assessment data to inform instruction, and setting professional development goals. The means of verification for each objective involve methods like classroom observations, annotated lesson plans, and proof of participation in school activities and programs.
This document contains the Results-Based Performance Management System (RPMS) for teacher Cristina S. Tarriga of Pinili National High School for SY 2020-2021. It lists 12 objectives related to teaching performance, each with a column labeled "Mode of Verification" where evidence to demonstrate achievement of the objective can be listed. For each objective, Ms. Tarriga has provided evidence such as lesson plans, feedback to students, participation in professional development activities, and involvement in school committees. The RPMS is signed by the school principal and will be used to evaluate Ms. Tarriga's teaching performance for the school year.
Marcelo M. Jacosalem, III RPMS Portfolio 2022-2023.pdfmarcelo788039
The document appears to be a performance evaluation of a teacher, Marcelo M. Jacosalem III, conducted by his rater Rogelio L. Mendano and principal Raul C. Basa. It consists of observations and ratings for various objectives related to the teacher's content knowledge, pedagogy, learning environment, and other skills. For each objective, there are means of verification provided, including classroom observation notes and ratings. The evaluation covers two key result areas of the teacher's work.
Marcelo M. Jacosalem, III RPMS Portfolio 2022-2023.pdfmarcelo788039
The document appears to be a performance evaluation of a teacher, Marcelo M. Jacosalem III, conducted by his rater Rogelio L. Mendano and witnessed by the school principal Raul C. Basa. It consists of observations of classroom teaching using a checklist to rate the teacher's performance on various indicators related to content knowledge, pedagogy, learning environment, and other factors. For each objective, there is a description of the means of verification used, which primarily involves classroom observations and ratings on a standard form.
The document provides an overview of the Results-based Performance Management System (RPMS) used in the Philippines' Department of Education (DepEd) to assess teacher performance. It defines RPMS and outlines its objectives, as well as the RPMS tools for teachers. Specifically, it details the key result areas (KRAs), objectives, means of verification (MOVs), and rating system used to evaluate teachers in areas like content knowledge, diversity of learners, curriculum planning, and professional development. MOVs include classroom observations, lesson plans, and evidence of parent/community engagement. The RPMS aims to ensure teachers are effectively achieving DepEd's mission and priorities.
The document outlines the performance rating scale and objectives for evaluating teachers in the Philippines under a Results-Based Performance Management System. It describes the characteristics and expectations for ratings of Outstanding, Very Satisfactory, Satisfactory, Unsatisfactory and Poor. It also lists the Key Result Areas (KRAs) of Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Community Linkages, and Personal Growth. Specific objectives and measures of verification are provided for each KRA to guide evaluations.
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This document outlines a lesson plan on narrative techniques for an English class. It discusses chronological sequence, in medias res, and flashback as three ways to structure the plot of a narrative. Students will identify these techniques, write paragraphs using each one, and evaluate their own life events using these structures. The lesson includes definitions of the techniques, examples, and activities where students will practice applying them in their own writing.
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
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The complex relationship between human activities and the environment has been the focus
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
3. Classroom Observation Tool
(COT) rating sheet or inter-
observer agreement form from:
Means of Verification
1. An online observation of
online synchronous teaching
2. If option 1 is not possible,
an observation of a video
lesson that is SLM-based or
MELC-aligned
3. If options 1 and 2 are not
possible, an observation of a
demonstration teaching via
LAC
9. *One (1) lesson plan
with annotations
identifying the
research-based
knowledge and/or
principles of teaching
and learning used as
basis for planning /
designing the lesson.
Means of Verification
10.
11.
12.
13.
14. Annotations
Lesson Exemplar Annotation in ESP 6
Objective 2 : Used of research-based knowledge and
Principles of Teaching and Learning to enhance
Professional Practice ( Objectives)
The Teacher used the revised edition of Bloom
in order to attain the objective 2 in KRA 1 in Knowledge
and Pedagogy. According to Anderson et.al (2001) these
levels of blooms taxonomy are very helpful in
learning outcomes as these certain verbs are
in each level. As the teacher write the objectives in the
lesson examples you will identify that the levels are align
to blooms taxonomy in order to gain the knowledge
needed in the target lessons. These objectives are align
order to help the learners understand the lesson and to
have a clear picture in mind about the goals that the
learner needed to attain.
15. Annotations
Objective 2 : Used of research-based knowledge and
Principles of Teaching and Learning to enhance
Professional Practice ( Instructional Activities)
Application – the teacher use the application part to
provide the objective 2 in the lesson exemplar. The
teacher ask the learners about the importance of
providing an accurate information in the following
devices and materials. This will help them to activate
research skills as this topic was very relevant issues in
society. They will also give their insights and their
opinions regarding this question.
16. Annotations
Objective 2 : Used of research-based knowledge and
Principles of Teaching and Learning to enhance
Professional Practice ( Assessment)
Assessment – the teacher provide the objective 2 in the
assessment part where the learners will answer the
assessment part. This will help the teacher in order to
out if the lesson objectives were attain on the learners
end and to see if the learners understand the topic in
Edukasyon sa Pagpapakatao
18. Means of Verification
Classroom Observation Tool
(COT) rating sheet or inter-
observer agreement form from:
1. An online observation of
online synchronous teaching
2. If option 1 is not possible,
an observation of a video
lesson that is SLM-based or
MELC-aligned
3. If options 1 and 2 are not
possible, an observation of a
demonstration teaching via
LAC
23. Objective 4
Used effective verbal and
non-verbal classroom
communication strategies
to support learner
understanding,
participation,
engagement and
achievement
24. Means of Verification
Classroom Observation Tool
(COT) rating sheet or inter-
observer agreement form from:
1. An observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction).
2. If option 1 is not possible, an
observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned.
3. If options 1 and 2 are not possible,
an observation of a demonstration
teaching* via LAC.
30. Objective 5
Established safe and
secure learning
environments to enhance
learning through the
consistent implementation
of policies, guidelines and
procedures
31. Means of Verification
Classroom Observation Tool
(COT) rating sheet or inter-
observer agreement form from:
1. An online observation of online
synchronous teaching
2. If option 1 is not possible, an
observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned.
3. If options 1 and 2 are not possible,
an observation of a demonstration
teaching* via LAC.
37. Means of Verification
Classroom Observation Tool
(COT) rating sheet or inter-
observer agreement form from:
1. An observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction).
2. If option 1 is not possible, an
observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned.
3. If options 1 and 2 are not possible,
an observation of a demonstration
teaching* via LAC.
43. Means of Verification
Set A
Any supplementary material (in print/digital format)
made by the ratee* and used in the lesson delivery
that highlights maintaining learning environments that
nurture and inspire learners to participate, cooperate
and collaborate in continued learning.
activity sheet/s
one lesson from a self-learning module (SLM)
lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL,
lesson exemplars, and the likes)
video lesson
audio lesson
other learning materials in print/digital format
(please specify and provide annotations) with
client/learner feedback on how the material
encouraged the learners to participate, cooperate,
and collaborate
44. Means of Verification
Set B
Classroom observation Tool (COT) rating sheet or
inter-observer agreement form from:
An observation of synchronous teaching, online
teaching, or two-way radio instructions)
if lesson 1 is not possible, an observation of a
recorded video lesson or audio lesson that is
SLM-based or MELC-aligned.
If option 1 and 2 are not possible, an observation
of an observation of demonstration teaching via
LAC.
47. Annotations
LEAP in Science 6 Annotations
Objective 7 maintained Learning environment that
nurture and inspire learners to participate,
cooperate and collaborate in continued learning
(Positive Interdependence)
Development – Learning Task 3 : the used this this
activity to present the positive interdependence of
the learners through a group activity. this is a
experiment in which they will identify and analyze
move of the crust and the plates of the Earth. This is
great example of this as one of the goals of positive
interdependence the belief of everyone in the group
that there is value in working together and that the
results of both individual learning and working
products would be better when they are done in
collaboration, and this was fitted in the science
activity as this will requires collaboration and
cooperation
48. Annotations
Objective 7 maintained Learning environment that
nurture and inspire learners to participate,
cooperate and collaborate in continued learning
(Individual Accountability)
Assessment - This is a great example in the saying
that students learn together but perform alone.
Assessment in this LEAP was created to assess the
learnings and knowledge of the learners. this is a
great example in achieving learning goals on the
of the learners’
49. Objective 8
Applied a range of
successful strategies
that maintain learning
environments that
motivate learners to
work productively by
assuming responsibility
for their own learning
50. Means of Verification
Set A
Any supplementary material (in print/digital format)
made by the ratee* and used in the lesson delivery
that highlights maintaining learning environments that
nurture and inspire learners to participate, cooperate
and collaborate in continued learning.
activity sheet/s
one lesson from a self-learning module (SLM)
lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL,
lesson exemplars, and the likes)
video lesson
audio lesson
other learning materials in print/digital format
(please specify and provide annotations) with
client/learner feedback on how the material
encouraged the learners to participate, cooperate,
and collaborate
51. Means of Verification
Set B
Classroom Observation Tool
(COT) rating sheet or inter-
observer agreement form from :
1. An observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction).
2. If option 1 is not possible, an
observation of a recorded video
lesson or audio lesson that is
SLM-based or MELC-aligned.
3. If options 1 and 2 are not
possible, an observation of a
demonstration teaching* via LAC.
53. VideoLesson
English 6 – Viewing
MELC -Compare and contrast content of
materials viewed to other sources of
information (print, online and broadcast)
54. VideoLesson
Annotations:
Objective 8 - Applied a range of successful strategies
maintain learning environments that motivate learners
work productively by assuming responsibility for their
learning - in this video lesson the teacher motivate the
learners motivates the learners to listen and to get ready
about the topic for the day. The teacher used motivational
word and encouragement to help the learners grasp the
objective of the lesson in English 6. he also provide
materials for the learners to easily comprehend and
visualize the topic
56. Objective 9
Designed, adapted and
implemented teaching
strategies that are
responsive to learners
with disabilities,
giftedness and talents.
57. Means of Verification
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from:
1. An observation of
synchronous teaching
(limited face-to-face
teaching, online teaching, or
two-way radio instruction).
2. If option 1 is not possible, an
observation of a recorded
video lesson or audio lesson
that is SLM-based or MELC-
aligned.
3. If options 1 and 2 are not
possible, an observation of a
demonstration teaching* via
LAC .
62. Objective 10
Adapted and used
culturally appropriate
teaching strategies to
address the needs of
learners from indigenous
groups.
63. Means of Verification
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from:
1. An observation of
synchronous teaching
(limited face-to-face
teaching, online teaching, or
two-way radio instruction).
2. If option 1 is not possible, an
observation of a recorded
video lesson or audio lesson
that is SLM-based or MELC-
aligned.
3. If options 1 and 2 are not
possible, an observation of a
demonstration teaching* via
LAC .
69. Means of Verification
1. Proof of evaluation* on the
implementation of the
adapted / contextualized
learning program.
2. Progress report on the
implementation of the
adapted / contextualized
learning program.
3. Accomplishment /
completion / technical report
on the implementation of an
adapted / contextualized
learning program.
4. Action plan / activity
proposal / activity matrix
that shows an adapted /
contextualized learning
program.
70. AcomplishementReport
Project Layag sa Pakikinig at Pagbabasa
Introduction:
Reading is one of the most essential macro skills that a learner
needs to acquire in his/her early stages. Reading skills is very
important as it open the other macro skills such as listening,
speaking, and writing. This is the most important key for the
learners to open be able to digest and to grasp the learning he/she
will receive from the classroom and to the teachers. This is one of
the greatest achievements that learners need to open new
possibilities and develop his/her skills and talents.
Description:
To develop reading habit among the learners of San Guillermo
Elementary School. It also aims to develop the listening strategies
of the learners to improve their critical thinking as they progress
and learn from school.
Activities
Discussion, Storytelling, Reading Book/Booklets, Online or Offline
form of establishing the program
Actual VS. Target
The target of this project is to ensure that all learners will develop
their critical and comprehension skills. The actual result revealed
that most of the learners of San Guillermo Elementary School are
on instructional level meaning they are Challenging but
manageable for the reader
76. Means of Verification
A list of identified least / most mastered
skills based on the frequency of errors /
correct responses with any of the
following supporting MOV
1. accomplishment report for
remedial / enhancement
activities (e.g., remedial
sessions, Summer Reading
Camp, Phil-IRIbased reading
program)
2. intervention material used for
remediation / reinforcement /
enhancement
3. lesson plan/activity log for
remediation / enhancement
utilizing of assessment data to
modify teaching and learning
practices or programs
77. Enhancement utilizing of assessment
data to modify teaching
and learning practices or programs
Independent Instructional Independent Instructional Independent Instructional
I 18/19 0 6 2 12 5 14
II 15 0 7 2 9 3 12
III 25 0 8 0 20 3 22
Independent Instructional Independent Instructional Independent Instructional
IV 12 0 4 2 7 3 9
V 11 3 1 5 5 6 6
VI 16 3 3 4 10 5 11
0
0
Frustration
12
8
17
KPI GRADE
LEVEL/ENROLMENT
QUARTER 1 QUARTER 2 QUARTER 3
READING
COMPRHESION
PROFICIENCY
Frustration
4
4
5
Frustration
0
QUARTER 3
READING
COMPRHESION
PROFICIENCY
1
2
KPI GRADE
LEVEL/ENROLMENT
QUARTER 1 QUARTER 2
Frustration
0
0
0
Frustration
9
8
10
Frustration
3
ENGLISH Reading Result
Table I
Table I revealed the result of the learners’ base from the reading
assessment conducted by the teachers from San Guillermo
Elementary School. Teachers need to identify the reading
comprehension skills of the learners if they are Independent readers,
Instructional readers, and Frustration readers in English To further
understand the table, the next figure is the graph of the result base
on the reading assessment
79. ResultofReadingProgram
Independent Instructional Independent Instructional Independent Instructional
I 18 0 6 2 10 3 16
II 15 0 4 2 8 5 10
III 25 2 7 4 16 5 20
Independent Instructional Independent Instructional Independent Instructional
IV 12 2 5 2 6 3 9
V 11 5 4 5 5 5 6
VI 16 3 6 4 8 5 11
KPI
GRADE
LEVEL/ENROLME
NT
QUARTER 1 QUARTER 2 QUARTER 3
READING
COMPREHENSION
PROFICIENCY
KPI GRADE
LEVEL/ENROLME
NT
QUARTER 1 QUARTER 2 QUARTER 3
READING
COMPREHENSION
PROFICIENCY
Frustration
12
11
16
Frustration
6
5
5
Frustration
0
0
0
Frustration
5
2
7
Frustration
4
1
4
0
Frustration
0
0
Filipino Reading Result
Table 1
Table 2 revealed the result of the learners’ base from the
reading assessment conducted by the teachers from San
Guillermo Elementary School. Teachers need to identify the
reading comprehension skills of the learners if they are
Independent readers, Instructional readers, and Frustration readers
in Filipino. Below are the tabular representation of the result from
reading comprehension.
83. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
Minutes of parent-teacher
conference /stakeholders’
meeting about an implemented
school policy / procedure
with proof of attendance.
PTA CONFERENCE
84. Objective 14
Reviewed regularly
personal teaching practice
using existing laws and
regulations that apply to
the teaching profession
and the responsibilities
specified in the Code of
Ethics for Professional
Teachers.
85. Means of Verification
1. Annotated video / audio recording
of one’s teaching that shows
impact of regularly reviewing one’s
teaching practice/s.
2. Annotated teaching material that
shows impact of regularly
reviewing one’s teaching
practice/s.
● lesson plan
● activity sheet
● assessment materials
● others (please specify)
3. Personal reflection notes as outputs
from participation in review of
personal teaching practices in four (4)
quarters.
4. Proof of attendance (with date) in
LAC or coaching and mentoring
sessions for review of personal
teaching practices.
86. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
ProofofAttendanceinLAC
87. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
ProofofAttendanceinLAC
88. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
ProofofAttendanceinLAC
89. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
ProofofAttendanceinLAC
90. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
ProofofAttendanceinLAC
91. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
ProofofAttendanceinLAC
92. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
ProofofAttendanceinLAC
93. Objective 15
Complied with and
implemented school
policies and procedures
consistently to foster
harmonious relationships
with learners, parents, and
other stakeholders.
94. Means of Verification
1. Proof of participation /
involvement in a school-
community partnership for
the implementation of a
school policy / procedure
(e.g., certificate as committee
member, narrative report).
2. Minutes of parent-teacher
conference / stakeholders’
meeting about an
implemented school policy /
procedure with proof of
attendance.
3. Communication letter about
an implemented school policy
/ procedure sent to parent /
guardian.
95. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
Communication letter about an implemented
school policy / procedure sent to parent / guardian.
97. Means of Verification
One (1) lesson plan
with annotations
explaining the
application of a
learner-centered
teaching philosophy
(e.g., constructivism,
existentialism) used
as basis for planning
/ designing the
lesson.
98. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
99. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
100. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
101. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
102. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
103. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
104. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
105. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
106. Annotations
Lesson Exemplar Annotation in English
6
Objective 16 Applied a personal philosophy of teaching
that is learner-centered (Learning Objectives).
The Teacher use a constructivist Approach in the Lesson
English which is about the Plot ( Chronological
In Medias Res and Flashback, according to Mcleod(2019)
constructivism is an approach where in the learning
presented to the learners that hold and actively
or make their own knowledge to form reality that is
determined by their experiences. This was the
use by the teacher in the learning objectives presented
the exemplar. The teacher wanted to arrive at the idea
that he will just facilitate the learning and the learners
be the active participant in creating meaning and
learning at their end
107. Annotations
Objective 16 Applied a personal philosophy of teaching
that is learner-centered (Instructional Activities)
Introduction, Development and Generalization Part- these are
the best example where in constructivism are presented in the
class.
Introduction part – the teacher let the learners to create their
own process base from the picture and guide them to create a
sentences that is align on the process of the activity.
Development – wherein the learners tasked to scrutinize the
pool of sentences in order to arrive to the correct definition of
Plot
Generalization – wherein the learners through the guide of an
activity was tasked to create the meaning of the different
kinds of plot
Constructivism is clearly presented on this activities to help
learners create a meaningful learning through guidance and
experiences
108. Annotations
Objective 16 Applied a personal philosophy of teaching
that is learner-centered (Assessment)
The last part of the lesson which is the learner task to identify
the plot use in the following sentences. Again, this is
manifestation of constructivism that is used by the teacher to
help the learners achieve the meaningful learning actively in
their experiences
109. Objective 17
Adopted practices that
uphold the dignity of
teaching as a profession
by exhibiting qualities
such as caring attitude,
respect and integrity.
110. Means of Verification
1. Documented feedback from superiors,
colleagues, learners, parents / guardian, or
other stakeholders directly reflecting the
ratee’s good practices that uphold the
dignity of teaching as a profession.
2. Annotated evidence of practice indirectly
linking to the upholding of the dignity of
teaching as a profession by exhibiting
qualities such as caring attitude, respect
and integrity.
● Screenshot of text message / chat /
email / any form of communication with
parents / guardian or learners (name or
any identifier removed)
● Remarks from mentor / master teacher /
school head about one’s qualities (e.g.,
entries in Performance Monitoring and
Coaching Form [PMCF] or in Mid-Year
Review Form)
● Recognition from the school / school
community about one’s qualities
● Others (please specify)
111. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
Screenshot of text message / chat /
email / any form of communication
with parents / guardian or learners
(nameoranyidentifierremoved)
112. Means of Verification
1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
program / project / activity
that maintains a learning
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
that maintains a learning
environment.
Screenshot of text message / chat /
email / any form of communication
with parents / guardian or learners
(nameoranyidentifierremoved)
114. Means of Verification
1.Updated IPCRF-
DP from Phase II
2.Mid-year Review
Form (MRF)
3.IPCRF-DP
4.Certification
from the ICT
Coordinator /
School Head /
Focal Person
DEVELOPMENTPLAN
117. Means of Verification
Proof of:
Committee involvement
Advisorship of co-curricular activities
Involvement as module/learning
material writer
Involvement as module/learning
material validator
Participation in the RO/SDO/school-
initiated TV-/radio-based instruction
Book or journal authorship/
contributor ship
Coordinator ship/ chairpersonship
Coaching and mentoring learners in
competitions
Mentoring pre-service teachers
Participation in demonstration
teaching
Participation as research presenter in
a forum/ conference
Others (please specify and provide
annotations)
118. Means of Verification
1.Updated IPCRF-
DP from Phase II
2.Mid-year Review
Form (MRF)
3.IPCRF-DP
4.Certification
from the ICT
Coordinator /
School Head /
Focal Person
PLUSFACTOR