Process of RPMS Highlighting the Roles of Rater and Ratee in each Phase of the RPMS Cycle... kaya mo pa bang mag deped teacher? kung hindi naligaw ka ng napuntahan
Process of RPMS Highlighting the Roles of Rater and Ratee in each Phase of the RPMS Cycle... kaya mo pa bang mag deped teacher? kung hindi naligaw ka ng napuntahan
The Adopt-A-School Program, which started in 1998, was created to help generate investments and support to education outside the mainstream funding and the national budget. They are enjoined to support the schools in any of the following areas: infrastructure, health and nutrition, teaching skills development, computer and science lab equipment and learningsupport.
The Adopt-A-School Program, which started in 1998, was created to help generate investments and support to education outside the mainstream funding and the national budget. They are enjoined to support the schools in any of the following areas: infrastructure, health and nutrition, teaching skills development, computer and science lab equipment and learningsupport.
Excellent Teachers For High-performance Schoolsnoblex1
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
Source: https://ebookscheaper.com/2022/05/25/excellent-teachers-for-high-performance-schools/
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
10. Provides that the State shall
enhance the right of teachers
to professional advancement,
and ensure that teaching will
attract and retain its rightful
share of the best available
talents through adequate
remuneration and other means
of job satisfaction and
fulfillment.
12. Recognizes that the advancement in
education depends on the
qualifications and ability of the
teaching staff, and declares it a
policy of the state to promote and
improve the social and economic
status of public school teachers,
their terms of employment and
career prospects in order to attract
and retain in the teaching
profession more individuals with
proper qualifications.
14. REVISED GUIDELINES ON
THE APPOINTMENT AND
PROMOTION OF OTHER
TEACHING, RELATED
TEACHING AND NON-
TEACHING POSITIONS
15. Procedure:
The HRMO/In-Charge Personnel shall:
OPublish vacant position/s in the Civil
Service Commission (CSC) Bulletin of
Vacancies or through other modes of
publication pursuant to RA 7041
OAnnounce vacant position/s, to be
filled and post in at least three (3)
conspicuous places in the DepEd
offices/ schools concerned for at least
fifteen (15) working days.
16. OList applicants for the vacant
position/s, both from inside and
outside of the DepEd offices/
schools.
OConduct preliminary evaluation
of the qualifications of all
applicants.
OPrepare selection line-up which
shall reflect the qualifications of
candidates.
17. OPost in three (3) conspicuous places
DepEd offices/schools for at least
fifteen (15) calendar days. The date
of posting shall be indicated in the
notice.
ONotify all applicants of the outcome
of the preliminary evaluation.
OSubmit the selection line up to the
PSB/C for deliberation enbanc.
18. The Personnel Selection Board
(PSB) shall:
O Evaluate and deliberate the qualifications of those
listed in the selection line up en banc.
O Make a systematic assessment of the
qualifications and competence of candidates for
appointment to the vacant position.
O Conduct further assessment such as : written
examination, skills tests, interview and others of
qualified candidates.
O Submit to the appointing authority the short list of
five ranking candidates.
19. The appointing official shall:
OAssess the list of the top five candidates
fro appointment submitted by the PSB/C.
OSelect from among the top five candidates
the one deemed most qualified for
appointment to the vacant position.
OIssue appointment in accordance with
existing Civil Service rules and regulations.
20. COMPOSITION OF THE PERSONNEL
SELECTION BOARD (PSB)
O In the Schools Division
Chairperson: Assistant Schools Division
Superintendent
Members:
• Head of the School ( where the vacancy exixts)
• Administrative Officer V
• Administrative Officer II (HRMO I)
• President of the Division DepEd employees’
union/Non-Teaching Association/Faculty
Association, as the case may be
21. In the School:
- Central Elementary schools and non-
central elementary schools
Chairperson: Principal/School head
Members: Four(4) members from among the
Grade Level Chairpersons
- Elementary schools with no school head:
The SDS shall identify the committee of
five(5) to take care of the entire group of
schools of this type. Contiguous or
proximate schools shall be clustered to
complete the group of five.
22. Secondary Schools with existing
department heads:
- Chairperson: Principal/School Head
- Members:
- Department Head where vacancy exists
- Department Head
- Administrative Officer
- President of Teacher’s Association
For secondary schools with no existing
department heads, the school head shall
designate the members of the committee from
among the faculty on the basis of qualification
and demonstrated creditable competence.
23. COMPUTATIONS OF POINTS
CRITERIA POINTS
Performance 35
Experience 5
Outstanding
Accomplishments
20
Education 25
Training 5
Psycho-Social
Attributes
5
Potential 5
Total 100
24. MEC Order No. 10, s 1979,
MEC Order No. 29, s 1979,
DECS Order No. 70, s. 1988.
DECS Order No. 57, s. 1997
References in the selection
and promotion of Master
Teacher position
25. General Guidelines for Master
Teacher Promotion
OOnly those who are actually teaching shall
be considered for Master teacher position.
This includes teachers who besides
assuming special assignments have
regular teaching loads.
OPositions for Master Teacher (MT) shall be
allotted proportionally on the basis of
number of teachers. The number for the
division shall likewise be distributed
proportionally among all districts.
26. OAn allotment of one (1) MT position per
subject area for at least 5-7 teachers
should be the basis in the secondary
level (DECS Order No. 70, s. 1998)
OIf there are not enough qualified
teachers in the district to fill the number
of MT position allotted to it, the positions
may be filled by a qualified teacher from
other districts; provided, however, that
such teacher shall serve in the district
where the MT position have been
allotted.
27. Basic Qualifications for Master
Teacher I
OPermanent teacher (with
Teacher Eligibility)
OBachelor’s degree for teacher
or Bachelor’s degree with 18
professional units in Education,
and 18 units for MA in
Education or its equivalent
28. OAt least Very Satisfactory (VS)
Performance rating for the last three
(3) rating periods.
OAt least three (3) years’ experience
as Teacher III.
OHave at least 25 points in leadership,
potential and Accomplishments OR
has been demonstration teacher in
the District level plus 15 points
earned under Leadership, Potential
and Accomplishment.
29. Basic Qualification for Master
Teacher II
O Master Teacher I for at least one (1) year.
O Bachelor’s Degree for teachers or Bachelor’s
degree with 18 professional units in Education; 24
units for Master’s Degree in Education or its
equivalent.
O Very Satisfactory (VS) performance rating as
Master Teacher I and/or aggregate VS rating for
the last three (3) rating periods.
O Have at least 30 points in leadership, Potential and
Accomplishment OR has been a demonstration
teacher in the Division Level plus 20 points earned
under leadership, Potential and Accomplishment.
30. Criteria for Master Teachers
I. LEADERSHIP, POTENTIAL AND
ACCOMPLISHMENTS
а. Introduced any of the following which has
been adopted or used by the school or district –
20 points
O Curriculum or Instructional Materials
O Effective Teaching Technique or Strategies
O Simplification of work as in reporting system,
records keeping, etc. or procedures in cost
reduction
O A worthwhile Income-Generating Project (IGP) for
pupils given recognition by higher officials in the
31. b. Served as Subject Coordinator or
Grade level chairman for at least one
(1) year, or as adviser of school
publication and not considered part
of the regular teaching load ~ 12
points
c. Served as Chairman of a Special
Committee such as Curriculum
Study Committee to prepare
Instructional Materials, Committee to
prepare School Programs and
discharged the work efficiently -12
32. d. Initiated or headed an
educational research duly
approved by educational
authorities -12 points
e. Coordinator of community
Project on activity or of a program
of another agency or coordinator
of a rural service improvement
activity in a community such as
feeding, nutrition, agro-industrial
fair, etc. for the least two (2) years -
12 points
33. f. Organized/ managed as
in-service activity or other
similar activities at least in
the school level – 12 points
g. Credited with Meritorious
Achievements -10 points
h. Authorship – 10 points
34. II. DEMONSTRATION
TEACHING
Claim for demonstration teaching shall be supported
with the following:
1. Lesson Plan
2. Certificate of recognition/commendation as
demonstration teacher duly signed by authorities
in the district/ division/region/national as the case
may be.
3. It should be corroborated by 3 to 5 teachers
present during the demonstration teaching.
4. Observation tool utilized by observer may be
added if there is any.
35. 2. Level of demonstration
teaching minimally required is:
ODistrict level for MT I
ODivision level for MT II
36. DEPED ORDER NO.
42, s. 2007
THE REVISED GUIDELINES ON
THE SELCTION, PROMOTION
AND DESIGNATION OF THE
SCHOOL HEADS
37. I. Leadership Framework
School head is expected to possess the ff. leadership
dimensions:
a. Educational Leadership- is the ability to craft
and pursue a shared school vision and mission,
as well as develop and implement curriculum
policies, programs, and policies
b. People Leadership- is the ability to work and
develop effective relationships with stakeholders
and exert a positive influence upon people.
c. Strategic Leadership- is the ability to explore
complex issues from a global perspective,
manage an educational enterprise and maximize
the use of resources.
39. 1. Applicants to Principal I position must
pass a qualifying test. He/she must
have an experience of at least five (5)
years in the aggregate as Head
teacher, Teacher-in-Charge, Master
Teacher and Teacher III.
1.1 The test shall evaluate the applicants
in terms of the three (3) leaderships
dimensions to measure executive and
managerial competence. It may consist of
paper and pencil, simulation and other
modes.
40. 1.2 The rest shall be developed
by the National Educator’s
Academy of the Philippines
(NEAP) in coordination with the
National Education Testing and
Research Center (NETRC)
1.3 The Regional Office shall
simultaneously administer the
test once a year in designated
venues.
41. 2. The Appointment of a school
principal shall be non-station
specific.
3. Any vacancy for Principal
position shall be open to all
qualified candidate from within
and outside the division where
the vacancies exist.
42. 4. The schools Division Superintendent shall
designate Teachers-in-charge in schools
without Principal Item
- To become a teacher-in-charge, one must
have at least three (3) years teaching
experience and undergo a screening
process to be conducted by the Division
office
5. Assignment of Head Teachers shall be
one per subject area with priority on the core
subject areas, namely: English, Math,
Science, Filipino and Araling Panlipunan
43. Computation of points
Criteria Points
Performance Rating 30
Experience 10
Outstanding
Accomplishments
30
Education and
Training
20
Potential 5
Psychosocial
Attributes
And Personality Traits 5
Total 100
45. Classroom Teaching Career
Line.
(i) Master Teacher I;
(ii) Master Teacher II;
(iii) Master Teacher III;
(iv) Master Teacher IV;
(v) Master Teacher V.
46. School Administration Career
Line. The classes in the School
Administration Career Line shall be
as follows:
(i) School Principal I;
(ii) School Principal II;
(iii) School Principal III;
(iv) School Principal IV.
47. Equivalence of Positions
MASTER TEACHER
V
SCHOOL
PRINCIPAL IV
MASTER TEACHER
IV
SCHOOL PRINCIPAL
III
MASTER TEACHER
III
SCHOOL PRINCIPAL
II
MASTER TEACHER
II
SCHOOL PRINCIPAL
I
49. CONSO
S
G
Previous
Teacher I 11
Teacher II 12
Teacher III 13 Special Science
Teacher I
Teacher IV 14 Head Teacher I Special Education
Teacher I
Teacher V 15 Head Teacher II Special Education
Teacher II
Teacher VI 16 Head Teacher III Special Education
Teacher III
Teacher VII 17 Head Teacher IV Special Education
Teacher IV
50. Master
Teacher I
18 Head Teacher
V
Special Education
Teacher V
Master
Teacher II
19 Head Teacher
VI
School Principal I
Master
Teacher III
20 School
Principal II
Master
Teacher IV
21 School
Principal IV
Master
Teacher V
22 School
Principal V
52. The Department of education
Merit Selection Plan
Establishes a competency-based agency
merit selection plan to ensure that in all
governance levels the department hires
and retains the right people for the right job
at the right time, by strictly adhering to the
principles of merit, fitness, competence,
equal opportunity, transparency and
accountability
