The document describes the Teacher Induction Program (TIP) implemented by the Department of Education in the Philippines. The TIP provides a systematic support system to help newly hired teachers transition into their roles. It includes 6 courses delivered through an online and print-based curriculum. New teachers learn about DepEd policies and standards, curriculum and lesson planning, and professional responsibilities. Mentor teachers and a self-paced learning approach supported by learning resources help new teachers build their skills and competencies over their first years of teaching.
This document is the Individual Performance Commitment and Review Form (IPCRF) development plan for Daniel Fajardo Elementary School in Las Piñas City, Philippines. It outlines the school's strengths, development needs, action plans, timelines, and resources needed based on the Republic of the Philippines Department of Education's RPMS-PPST objectives. The plan focuses on two functional competencies: advising colleagues on teaching resources and strengthening relationships with parents/guardians. It also addresses the core behavioral competency of teamwork. The action plans include conducting meetings, sessions, and webinars with teachers, parents, and the community. The timeline is for the whole year and resources include the principal, master teacher, teachers
This document outlines the agenda and objectives for a SHS Cluster A School Learning Action Cell (SLAC) meeting on September 14, 2023. The agenda includes discussing RPMS indicators for SY 2023-2024, classroom observation mechanics, and topics for SLAC sessions. The objectives are for participants to understand RPMS updates, facilitate classroom observations, share insights on coaching/mentoring, and submit required school reports. Guidelines for the STAR observation tool and suggested SLAC topics are also provided, as well as templates and submission deadlines for RPMS requirements like IDPs, pre-observation forms, and item analyses. The document advocates that excellent teachers are created through advocating for excellence in education.
NAALAD ELEM SCHOOL IMPROVEMENT PLAN 2019-2022Lindy Pujante
The school improvement plan is for Naalad Elementary School located in Naga City, Cebu. It outlines the school's current situation, priority areas for improvement, and annual plans over three years. Key details include that the school was established in 1958 and is located in a hilly rural area. It has a student population of 450 students. The plan identifies gaps in learning outcomes, facilities, and teaching resources. Improving educational quality and student achievement are priorities to better serve the school community.
School Improvement Plan aligned with MATATAG Agenda.pptxJoeyDinopol1
The document provides guidance on writing a School Improvement Plan (SIP) according to the SIP style guide. It outlines the required parts of the SIP, which include chapters on the DepEd vision, mission, and values; the school's current situation; the plan; and monitoring and evaluation. Each chapter contains details on the necessary content, such as documenting vision sharing activities, presenting data on the school's situation, identifying priority improvement areas, listing solutions to address root causes, and including project monitoring forms. Templates and annexes are referenced to help complete sections like the planning worksheet, annual implementation plan, and project work plan and budget matrix. A timeline at the end requires finalizing the SIP by August 14 and submitting it by August 31
Deped Order No 11, s.2018 "Guidelines on the Preparation and Checking of Scho...Sire Bryan Lancelot
The Department of Education (DepEd) issues the enclosed Guidelines on the Preparation and Checking of School Forms. DepEd Order No. 11, s.2018 dated March 7, 2018. The implementation of this Order is effective School Year 2017-2018.
School Level Orientation
This document is a quarterly instructional supervisory plan for a master teacher. It outlines the teacher's goals, target dates, activities and strategies, expected monitoring and validation, and success indicators for 12 targets across 5 domains of teaching: content knowledge and pedagogy; learning environment; diversity of learners; curriculum and planning; and assessment and reporting. The plan involves classroom observations, professional development activities, and coaching/mentoring to help the teacher improve their practice.
This document provides a manual on assessing school-based management practices in the Philippines. It introduces a framework for school-based management with dimensions on school leadership, stakeholder participation, and school improvement processes. It then provides a matrix that defines three levels (standard, progressive, and mature) of practice for each dimension. The standard level focuses on basic compliance, while progressive intensifies efforts and mature maximizes community involvement to achieve higher learning outcomes. The manual aims to help schools evaluate their management practices to identify strengths and areas for growth to continually improve education quality.
This document is the Individual Performance Commitment and Review Form (IPCRF) development plan for Daniel Fajardo Elementary School in Las Piñas City, Philippines. It outlines the school's strengths, development needs, action plans, timelines, and resources needed based on the Republic of the Philippines Department of Education's RPMS-PPST objectives. The plan focuses on two functional competencies: advising colleagues on teaching resources and strengthening relationships with parents/guardians. It also addresses the core behavioral competency of teamwork. The action plans include conducting meetings, sessions, and webinars with teachers, parents, and the community. The timeline is for the whole year and resources include the principal, master teacher, teachers
This document outlines the agenda and objectives for a SHS Cluster A School Learning Action Cell (SLAC) meeting on September 14, 2023. The agenda includes discussing RPMS indicators for SY 2023-2024, classroom observation mechanics, and topics for SLAC sessions. The objectives are for participants to understand RPMS updates, facilitate classroom observations, share insights on coaching/mentoring, and submit required school reports. Guidelines for the STAR observation tool and suggested SLAC topics are also provided, as well as templates and submission deadlines for RPMS requirements like IDPs, pre-observation forms, and item analyses. The document advocates that excellent teachers are created through advocating for excellence in education.
NAALAD ELEM SCHOOL IMPROVEMENT PLAN 2019-2022Lindy Pujante
The school improvement plan is for Naalad Elementary School located in Naga City, Cebu. It outlines the school's current situation, priority areas for improvement, and annual plans over three years. Key details include that the school was established in 1958 and is located in a hilly rural area. It has a student population of 450 students. The plan identifies gaps in learning outcomes, facilities, and teaching resources. Improving educational quality and student achievement are priorities to better serve the school community.
School Improvement Plan aligned with MATATAG Agenda.pptxJoeyDinopol1
The document provides guidance on writing a School Improvement Plan (SIP) according to the SIP style guide. It outlines the required parts of the SIP, which include chapters on the DepEd vision, mission, and values; the school's current situation; the plan; and monitoring and evaluation. Each chapter contains details on the necessary content, such as documenting vision sharing activities, presenting data on the school's situation, identifying priority improvement areas, listing solutions to address root causes, and including project monitoring forms. Templates and annexes are referenced to help complete sections like the planning worksheet, annual implementation plan, and project work plan and budget matrix. A timeline at the end requires finalizing the SIP by August 14 and submitting it by August 31
Deped Order No 11, s.2018 "Guidelines on the Preparation and Checking of Scho...Sire Bryan Lancelot
The Department of Education (DepEd) issues the enclosed Guidelines on the Preparation and Checking of School Forms. DepEd Order No. 11, s.2018 dated March 7, 2018. The implementation of this Order is effective School Year 2017-2018.
School Level Orientation
This document is a quarterly instructional supervisory plan for a master teacher. It outlines the teacher's goals, target dates, activities and strategies, expected monitoring and validation, and success indicators for 12 targets across 5 domains of teaching: content knowledge and pedagogy; learning environment; diversity of learners; curriculum and planning; and assessment and reporting. The plan involves classroom observations, professional development activities, and coaching/mentoring to help the teacher improve their practice.
This document provides a manual on assessing school-based management practices in the Philippines. It introduces a framework for school-based management with dimensions on school leadership, stakeholder participation, and school improvement processes. It then provides a matrix that defines three levels (standard, progressive, and mature) of practice for each dimension. The standard level focuses on basic compliance, while progressive intensifies efforts and mature maximizes community involvement to achieve higher learning outcomes. The manual aims to help schools evaluate their management practices to identify strengths and areas for growth to continually improve education quality.
This document outlines guidelines for teaching loads and assignments of public school teachers in the Philippines. It states that teachers should have no more than 6 hours of classroom teaching per day and can take on additional teaching-related duties. Special assignments like being a student adviser are considered one teaching load. It also provides guidance on assigning loads for different grade levels and subjects like journalism. School heads are responsible for ensuring teachers' assignments comply with these policies.
The document provides guidelines for establishing and implementing a Results-based Performance Management System (RPMS) within the Department of Education. Key points include:
- The RPMS will be used to assess performance against commitments and inform development planning and performance rewards like bonuses.
- It follows a four-stage cycle of planning, monitoring, review, and rewarding. Performance is evaluated based on effectiveness, efficiency, and timeliness.
- Ratings are on a scale of 1 to 5, with descriptors defining levels of achievement. Scores are calculated based on objectives and competencies.
- Guidelines cover roles and composition of performance management teams, the evaluation and approval process, and changes aligned with revised Civil Service policies.
The document provides an overview and agenda for a 5-day training on strategic planning for DepEd units, including developing a vision, mission, objectives and performance indicators, as well as conducting environmental assessments and formulating strategic plans and action programs. The training will utilize various frameworks and approaches to strategic planning, including rational and adaptive models, and cover topics such as developing a vision and mission statements, setting objectives and key result areas, and conducting SWOT and environmental analyses. The overall goal is to improve participants' knowledge and skills for strategic planning to help their respective DepEd units develop strategic plans.
The document provides guidance on administering the electronic Self-Assessment Tool (e-SAT) for teachers. It explains that the e-SAT is an electronic version of the Self-Assessment Tool used in the RPMS. It then outlines the steps teachers, ICT personnel, and school heads should take to complete, export, collect, and generate summary results from the e-SAT data in order to assess teacher performance and development needs.
This document outlines the performance evaluation tool for proficient teachers for the 2022-2023 school year. It includes 5 key result areas (KRAs) related to content knowledge and pedagogy, learning environment and diversity of learners. Each KRA contains 3-4 objectives that will be measured through classroom observation using a standardized form. Teachers will receive ratings on a 5-point scale for quality of teaching and efficiency in meeting objectives. Ratings will be based on analyzing scores from multiple classroom observations.
DepEd MEMORANDUM No. 008 , S. 2023.pptxBryllRegidor1
This DepEd memorandum provides multi-year guidelines for evaluating teachers' performance using the Results-Based Performance Management System aligned with the Philippine Professional Standards for Teachers (RPMS-PPST) over three school years from 2022-2025. The RPMS cycle will include classroom observations, evaluations on indicators divided across the school years, and use different tools for teachers at various stages of their career. The memorandum outlines the implementation process, including scheduling observations, conducting online or alternative assessments as needed, and using evaluations to determine compensation and guide professional development.
This document outlines guidelines for the direct release of maintenance and other operating expenses (MOOE) allocations from the Department of Budget and Management (DBM) to implementing units of the Department of Education (DepEd), including schools division offices, elementary schools, and secondary schools. It assigns responsibilities for managing and reporting on MOOE funds and specifies appropriate uses of school MOOE allocations, while prohibiting certain expenditures. Violations of the order are subject to administrative penalties.
This document is a mid-year review form for teacher Jefferson B. Torres. It evaluates his performance over the rating period based on key result areas (KRAs) like content knowledge and pedagogy, learning environment and diversity of learners, and curriculum and planning. Each KRA has objectives with timelines, weights, means of verification, and ratings. The form contains the ratings and remarks from both the ratee (Mr. Torres) and rater (Principal Luisito de Guzman). It will be used to assess Mr. Torres' performance at the mid-year point and identify any areas for improvement in the second half of the rating period.
This certificate of recognition from the Department of Education recognizes an individual for their contribution as a resource speaker during the implementation of the Career Guidance Program at Francisco P. Consolacion National High School for the 2020-2021 school year. The certificate was issued on April 7, 2021 and signed by the Head Teacher, Principal, and another Head Teacher.
School-based management (SBM) is a strategy that transfers decision-making authority from central offices to individual schools, giving principals, teachers, students, and parents greater control over budgets, personnel, and curriculum. This is intended to create more effective learning environments through stakeholder involvement. Implementing SBM requires strong support from school staff, a gradual process, and training as roles adjust. While it increases autonomy, SBM also requires participatory decision-making that can be slower and leave less time for other responsibilities.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
This document provides guidance for a mid-year in-service training for school heads and teachers in Cadiz City, Philippines. It discusses the importance of Learning Action Cells (LACs) as stipulated in Department of Education Order 35, and provides instructions for participants to: design a template for an LAC plan based on assessed needs; discuss policy statements; classify topics for LAC sessions; identify participant roles; design concept maps for implementation processes and evaluation tools. The training aims to improve teaching and learning through collaborative learning sessions where teachers solve shared challenges in groups facilitated by LAC leaders.
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
The document outlines guidelines and processes for providing technical assistance to schools. It describes technical assistance as a process aimed at professional help and guidance for improvement. The objectives are to describe technical assistance, analyze processes for providing it, demonstrate readiness in applying guidelines, and appreciate adherence to standards. The technical assistance mechanism involves assessing needs, planning, implementation, monitoring, evaluation, and adjustment. Key steps include organizing provider teams, assessing school needs, designing plans relevant to recipients, implementing plans, and verifying the process with documents. Crucial technical assistance areas for strengthening school-based management are also listed.
"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation o...REYBETH RACELIS
"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department."
This document outlines guidelines for a results-based performance management system for teachers based on the Philippine Professional Standards for Teachers. It establishes a framework for setting goals, monitoring progress, providing feedback, and assessing outcomes to improve teacher effectiveness and drive student achievement outcomes. The memorandum from DepEd No. 008 issues the guidelines for implementing this new system in 2023.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
This document outlines the Learning Action Cell (LAC) as a school-based continuing professional development strategy for teachers in the Philippines. It discusses establishing LACs to improve teaching quality through collaborative learning among teachers. Key points include having teachers identify priority learning topics, form LAC groups, and hold regular meetings to critically reflect on practices and curriculum. The roles of school, district, and national education officials in supporting LAC activities are also defined. Progress will be monitored through qualitative measures of changes in teacher knowledge, practices and student outcomes, rather than quantitative targets.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
The DepEd Order provides guidelines for daily lesson preparation through the use of a Daily Lesson Log or Detailed Lesson Plan for teachers in K to 12. The guidelines aim to support teachers in effectively organizing instruction and ensuring learning outcomes are achieved. Daily lesson preparation is important as it helps teachers reflect on their instructional practices and student needs. The guidelines define key terms and outline the elements that should be included in a high-quality lesson plan such as objectives, content, learning activities, and assessment strategies. Adherence to the guidelines will help teachers uphold standards of quality education and facilitate successful teaching and learning.
This document provides guidance for mentors and newly hired teachers participating in the Teacher Induction Program (TIP) in the Philippines. The TIP aims to support new teachers in their first year and includes 6 courses covering topics like DepEd policies and procedures, the K-12 curriculum, and the Philippine Professional Standards for Teachers. Mentors play a key role in guiding new teachers through the program requirements, which include completing coursework and developing a portfolio. The document outlines the course objectives, modules, and expected outcomes to help mentors monitor new teachers' progress and ensure they meet the requirements to complete the TIP.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
This document outlines guidelines for teaching loads and assignments of public school teachers in the Philippines. It states that teachers should have no more than 6 hours of classroom teaching per day and can take on additional teaching-related duties. Special assignments like being a student adviser are considered one teaching load. It also provides guidance on assigning loads for different grade levels and subjects like journalism. School heads are responsible for ensuring teachers' assignments comply with these policies.
The document provides guidelines for establishing and implementing a Results-based Performance Management System (RPMS) within the Department of Education. Key points include:
- The RPMS will be used to assess performance against commitments and inform development planning and performance rewards like bonuses.
- It follows a four-stage cycle of planning, monitoring, review, and rewarding. Performance is evaluated based on effectiveness, efficiency, and timeliness.
- Ratings are on a scale of 1 to 5, with descriptors defining levels of achievement. Scores are calculated based on objectives and competencies.
- Guidelines cover roles and composition of performance management teams, the evaluation and approval process, and changes aligned with revised Civil Service policies.
The document provides an overview and agenda for a 5-day training on strategic planning for DepEd units, including developing a vision, mission, objectives and performance indicators, as well as conducting environmental assessments and formulating strategic plans and action programs. The training will utilize various frameworks and approaches to strategic planning, including rational and adaptive models, and cover topics such as developing a vision and mission statements, setting objectives and key result areas, and conducting SWOT and environmental analyses. The overall goal is to improve participants' knowledge and skills for strategic planning to help their respective DepEd units develop strategic plans.
The document provides guidance on administering the electronic Self-Assessment Tool (e-SAT) for teachers. It explains that the e-SAT is an electronic version of the Self-Assessment Tool used in the RPMS. It then outlines the steps teachers, ICT personnel, and school heads should take to complete, export, collect, and generate summary results from the e-SAT data in order to assess teacher performance and development needs.
This document outlines the performance evaluation tool for proficient teachers for the 2022-2023 school year. It includes 5 key result areas (KRAs) related to content knowledge and pedagogy, learning environment and diversity of learners. Each KRA contains 3-4 objectives that will be measured through classroom observation using a standardized form. Teachers will receive ratings on a 5-point scale for quality of teaching and efficiency in meeting objectives. Ratings will be based on analyzing scores from multiple classroom observations.
DepEd MEMORANDUM No. 008 , S. 2023.pptxBryllRegidor1
This DepEd memorandum provides multi-year guidelines for evaluating teachers' performance using the Results-Based Performance Management System aligned with the Philippine Professional Standards for Teachers (RPMS-PPST) over three school years from 2022-2025. The RPMS cycle will include classroom observations, evaluations on indicators divided across the school years, and use different tools for teachers at various stages of their career. The memorandum outlines the implementation process, including scheduling observations, conducting online or alternative assessments as needed, and using evaluations to determine compensation and guide professional development.
This document outlines guidelines for the direct release of maintenance and other operating expenses (MOOE) allocations from the Department of Budget and Management (DBM) to implementing units of the Department of Education (DepEd), including schools division offices, elementary schools, and secondary schools. It assigns responsibilities for managing and reporting on MOOE funds and specifies appropriate uses of school MOOE allocations, while prohibiting certain expenditures. Violations of the order are subject to administrative penalties.
This document is a mid-year review form for teacher Jefferson B. Torres. It evaluates his performance over the rating period based on key result areas (KRAs) like content knowledge and pedagogy, learning environment and diversity of learners, and curriculum and planning. Each KRA has objectives with timelines, weights, means of verification, and ratings. The form contains the ratings and remarks from both the ratee (Mr. Torres) and rater (Principal Luisito de Guzman). It will be used to assess Mr. Torres' performance at the mid-year point and identify any areas for improvement in the second half of the rating period.
This certificate of recognition from the Department of Education recognizes an individual for their contribution as a resource speaker during the implementation of the Career Guidance Program at Francisco P. Consolacion National High School for the 2020-2021 school year. The certificate was issued on April 7, 2021 and signed by the Head Teacher, Principal, and another Head Teacher.
School-based management (SBM) is a strategy that transfers decision-making authority from central offices to individual schools, giving principals, teachers, students, and parents greater control over budgets, personnel, and curriculum. This is intended to create more effective learning environments through stakeholder involvement. Implementing SBM requires strong support from school staff, a gradual process, and training as roles adjust. While it increases autonomy, SBM also requires participatory decision-making that can be slower and leave less time for other responsibilities.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
This document provides guidance for a mid-year in-service training for school heads and teachers in Cadiz City, Philippines. It discusses the importance of Learning Action Cells (LACs) as stipulated in Department of Education Order 35, and provides instructions for participants to: design a template for an LAC plan based on assessed needs; discuss policy statements; classify topics for LAC sessions; identify participant roles; design concept maps for implementation processes and evaluation tools. The training aims to improve teaching and learning through collaborative learning sessions where teachers solve shared challenges in groups facilitated by LAC leaders.
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
The document outlines guidelines and processes for providing technical assistance to schools. It describes technical assistance as a process aimed at professional help and guidance for improvement. The objectives are to describe technical assistance, analyze processes for providing it, demonstrate readiness in applying guidelines, and appreciate adherence to standards. The technical assistance mechanism involves assessing needs, planning, implementation, monitoring, evaluation, and adjustment. Key steps include organizing provider teams, assessing school needs, designing plans relevant to recipients, implementing plans, and verifying the process with documents. Crucial technical assistance areas for strengthening school-based management are also listed.
"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation o...REYBETH RACELIS
"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department."
This document outlines guidelines for a results-based performance management system for teachers based on the Philippine Professional Standards for Teachers. It establishes a framework for setting goals, monitoring progress, providing feedback, and assessing outcomes to improve teacher effectiveness and drive student achievement outcomes. The memorandum from DepEd No. 008 issues the guidelines for implementing this new system in 2023.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
This document outlines the Learning Action Cell (LAC) as a school-based continuing professional development strategy for teachers in the Philippines. It discusses establishing LACs to improve teaching quality through collaborative learning among teachers. Key points include having teachers identify priority learning topics, form LAC groups, and hold regular meetings to critically reflect on practices and curriculum. The roles of school, district, and national education officials in supporting LAC activities are also defined. Progress will be monitored through qualitative measures of changes in teacher knowledge, practices and student outcomes, rather than quantitative targets.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
The DepEd Order provides guidelines for daily lesson preparation through the use of a Daily Lesson Log or Detailed Lesson Plan for teachers in K to 12. The guidelines aim to support teachers in effectively organizing instruction and ensuring learning outcomes are achieved. Daily lesson preparation is important as it helps teachers reflect on their instructional practices and student needs. The guidelines define key terms and outline the elements that should be included in a high-quality lesson plan such as objectives, content, learning activities, and assessment strategies. Adherence to the guidelines will help teachers uphold standards of quality education and facilitate successful teaching and learning.
This document provides guidance for mentors and newly hired teachers participating in the Teacher Induction Program (TIP) in the Philippines. The TIP aims to support new teachers in their first year and includes 6 courses covering topics like DepEd policies and procedures, the K-12 curriculum, and the Philippine Professional Standards for Teachers. Mentors play a key role in guiding new teachers through the program requirements, which include completing coursework and developing a portfolio. The document outlines the course objectives, modules, and expected outcomes to help mentors monitor new teachers' progress and ensure they meet the requirements to complete the TIP.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
This document outlines an individual performance commitment and review form (IPCRF) development plan for a teacher. The plan identifies strengths and areas for development based on objectives from the Philippine Professional Standards for Teachers. Functional competencies include applying a range of teaching strategies, devising engaging learning activities, and setting professional goals. Core behavioral competencies include teamwork, innovation, and active participation in conferences. The action plan proposes strategies like applying new student activities, attending virtual seminars, and facilitating meetings. A timeline, needed resources, and responsible parties are identified. Feedback will be provided by a rater and approving authority through phases of planning, monitoring, and reviewing performance.
Providing for effective teaching (chapter 7 curriculum development in Languag...louth sran
The document summarizes factors that influence effective teaching in language programs. It discusses four main factors: institutional factors, teacher factors, teaching factors, and learner factors. For institutional factors, it describes how organizational culture, quality indicators, and teaching context can impact teaching quality. It emphasizes the importance of support for teachers, including orientation, training, resources and feedback. The teaching process section outlines teaching models and principles for maintaining good teaching through monitoring, observation, problem identification and documentation of best practices. It also discusses evaluating teaching through an appraisal system.
Chapter 7 presentation ( Course curriculum development in Language Teaching)louth sran
The document summarizes factors that influence effective teaching in language programs. It discusses four main factors: institutional factors, teacher factors, teaching factors, and learner factors. For institutional factors, it describes how organizational culture, quality indicators, and teaching context can impact teaching. It also discusses the importance of supporting teachers through orientation, training, mentoring, and feedback to facilitate effective teaching.
National competency based teacher standards (ncbts)RichardBanez
This document discusses the National Competency-based Teacher Standards (NCBTS) in the Philippines. It provides background on educational reforms that led to the creation of the NCBTS. The NCBTS define seven domains of teaching competency and provide standards within each domain to guide teachers' professional development and training. The domains cover topics like learning environments, curriculum, assessment, and community engagement. The NCBTS provide a framework for improving teaching quality and are intended to be used by teacher training institutions and the Department of Education.
The document discusses curriculum approaches, determinants, and issues. It outlines four main curriculum approaches: behavioral, managerial, systems, and humanistic. It also identifies key determinants that influence curriculum development, including individual needs, social change, cultural change, and value systems. Finally, it lists several issues with curriculum, such as poor academic performance, overcrowded classrooms, lack of monitoring/evaluation, and ensuring proper scope, sequence, integration, and continuity.
Teacher education refers to the process of preparing and equipping individuals to become effective and competent teachers. It encompasses a range of formal training programs, courses, and experiences designed to develop the knowledge, skills, and attitudes necessary for teaching.
Silvana Richardson: Impactful professional learning for teachers – from input...eaquals
This document discusses effective approaches to continuing professional development (CPD) for teachers. It outlines that CPD requires significant investment and not all initiatives are effective, so it is important to focus on evidence-informed CPD. The key features of effective CPD according to research are that it is needs-based, differentiated for individual teachers, focused on improving student learning outcomes, and provides opportunities for teachers to apply their learning in the classroom. Effective CPD also includes sustained support from initial input through implementation, not just one-off training sessions, and allows time for teachers to learn, apply, and embed new strategies in their practice.
The document discusses the demands that society places on teachers as professionals. It explains that teachers spend significant time with students each day and have tremendous influence over them. As a result, society expects teachers to be competent instructors who plan engaging lessons, create a positive learning environment, assess student progress, and demonstrate professionalism in their interactions. The document outlines four models of effective teaching that describe the key responsibilities of teachers, such as instructional planning, delivering content, and reflecting on their practices. It also discusses the Philippine Professional Standards for Teachers, which defines the competencies expected of teachers in seven domains like pedagogical knowledge and student assessment.
The document discusses the nature of teaching as a vocation, mission, and profession. It outlines the roles and responsibilities of teachers as lecturers, planners, facilitators, assessors, values formators, record keepers, and materials developers. Common duties include teaching, enrollment, lesson planning, assessment, guidance, record keeping, and participation in professional development activities. It also discusses characteristics of effective teachers and the Teacher Education Development Program (TEDP) framework, which conceptualizes a teacher's career path. The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching.
Topic: Curriculum Development Process.pptxSobiaAlvi
Introduction
Curriculum development is a process through which an institute or the instructor designs or creates a plan for a course or program. Furthermore, it is not a stagnant approach and includes continuous improvement wherein, the content is reviewed, revised and updated according to the needs and demands.
Curriculum management is the process of developing, maintaining, and improving the quality of curricula for various educational intuitions. The curriculum manager is responsible for designing and developing the curriculum with a range of content, training programs, teaching methodologies, and assessment techniques for students, learners, and employees. The developed curriculum should meet the educational standards set by the government and academic bodies.
Providing effective teaching; the development of technology in language learningUesAthoillah
The document discusses effective teaching and the role of technology in language learning. It provides perspectives on effective teaching from various sources like students, teachers, inspectors and principals. Technology has transformed education by enabling more flexible and student-centered learning. ICT allows for multiple information sources, self-paced learning, and developing 21st century skills. However, teachers must match technology use to their educational goals. Factors like beliefs, resources and the sociocultural context also impact how ICT affects learning. Overall, ICT can improve teaching quality when used appropriately to create engaging and effective learning environments.
The document discusses key principles for curriculum planning:
1. The curriculum should be broad, balanced, consistent, and provide clear progression for learners.
2. The instructional system, including curriculum, pedagogy, and assessment, should be well-aligned to maximize learner achievement.
3. The curriculum should support the development of confident, responsible, reflective, innovative learners and teachers.
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This document outlines an approach for schools to design curriculum that strengthens learning. It discusses using tools to map curriculum to ensure consistency, identify gaps, and invite collaboration. Curriculum mapping reveals what is taught, allows teachers to align content to standards and share practices. The approach also involves designing learning sequences and units to clarify intentions, processes, and assessments to guide students through new learning in a scaffolded way. The goal is to purposefully design contextual, fair, and equitable learning experiences that develop key competencies for all students.
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cover support policymakers and scientists in making well-informed decisions, as alterations in
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9
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
7. • guides newly hired teachers on their first year
of teaching
• serves as opportunity for mentor-teachers to
enhance their mentoring skills (Mentors play
an important role in developing quality
DepEd teachers)
8. Teacher Induction Program (TIP)
is institutionalized to provide a systematic
and comprehensive support system for the
newly hired teachers in order to seamlessly
immerse them in the teaching profession in
the public school system
Introduction
9. New Teachers are expected to:
• demonstrate knowledge and
understanding of the Department of
Education—its vision, mission, goals, and
strategic directions; systems and processes;
school policies and procedures; and
teacher rights and responsibilities
10. New Teachers are expected to:
• articulate and apply knowledge, skills, attitude,
and values (KSAVs) required of teachers as
specified in the (PPST) and DepEd Core Values
• improve practice towards career advancement
based on set professional development goals
11. The profile of the newly-hired teachers
Fresh graduates from TEIs
Education graduates without teaching
experience
Non-education graduates and/or
professionals
12. The profile of the newly-hired teachers
Non-education graduates who took the
Certification in Teaching Program (CTP)
Teachers from private schools
Other cases (such as those who have worked
for DepEd offices and are now shifting to
teaching, teachers who have applied for a
leave of absence but would like to return to
teaching, etc.)
13.
14. The Curriculum supports
induction and career
advancement of teachers through
PPST-aligned courses that:
• Promote contextualized and
responsive understanding of the
PPST
• Support the principles of
inclusive education and self-
directed learning
• Utilize scenario-based approach
towards a more meaningful
completion of the TIP courses
15. The TIP curriculum consists of topics that help new teachers to:
Demonstrate knowledge,
and understanding of DepEd
and its system
Demonstrate core teacher
competencies in terms of KSAVs
as specified in the PPST
Improve practice towards
career advancement
Sample topics:
• DepEd Mission, Vision
and Core Values
• DepEd Organizational
Structure
• Relevant Laws for
Teachers (Magna Carta,
Code of Ethics, etc.)
• Salaries, Wages and
Benefits
Sample topics:
• Expectations from Teachers
Based on the PPST
• Continuing professional
Development
• Policies on promotion and
opportunities for
progression
• Developing a Personal
Professional Improvement
Plan
Sample topics:
• Preparing Lesson
Plans/DLLs
• Classroom Management
• Implementing Learning
Plans and Enriching
Teaching Practice
• Building Relationships
with the Wider School
Community
• Financial Literacy and
Personal Well-being
16. The Delivery helps teachers
towards building a
community of practice via
self-directed, participatory,
and multiple modalities like:
• Learning Action Cells (LAC)
• Job-embedded Learning
(JEL)
• Online and print-based
learning
• Coaching and mentoring
• Teacher conferences
17. The ecosystem
facilitates an integrative
and harmonized
professional learning
ecosystem for the
induction of newly hired
teachers.
• Strengthened linkages
and harmonized
resources
• Dynamic professional
learning
18. The TIP makes use of the scenario-based
approach which:
Promotes contextualized understanding of the
PPST
Supports the principles of adult learning
Facilitates problem-based learning
Facilitates practical classroom application
Curriculum Approach
19. Six (6) TIP Courses
Becoming a DepEd Teacher
Professional Responsibilities
The Philippine Professional Standards for
Teachers and its Aligned Systems and Tools
Responding to Community Contexts
The DepEd Teacher
Teachers’ Professional and Personal
Development
20. helps teachers review and align their
personal philosophy of teaching with the
DepEd’s vision, mission, core values, and
strategic directions
gives teachers a glimpse of what a
teacher’s school year is like
helps teachers be more accustomed to the
daily life of a DepEd teacher
Introduces teachers to the guidelines,
processes, and standardized forms to help
them easily adjust to their new work
environment
tips on lesson planning and classroom
management, based on research
Becoming a
DepEd Teacher
21. Course Outline
Course 1: Becoming a DepEd Teacher to be done in
eight (8) hours over a period of two (2) months
Time
Allotment Modules
2.5 hours Module 1: Becoming a DepEd Teacher
2.5 hours Module 2: Gearing up for the School Year
3 hours Module 3: Starting off as a DepEd Teacher
22. capacitates teachers on how to
plan and develop lessons
aligned with the K to 12
curriculum
it guides teachers on how to use
the curriculum guide and apply
skills in curriculum and planning
includes discussions on
exemplars and on the
preparation of lesson plans that
explicitly show evidence of
quality practice as means of
verification (MOV) in the RPMS
Professional
Responsibilities
23. Course 2: Professional Responsibilities to be done in five
(5) hours over a period of two (2) months
Time
Allotment Modules
1.5 hours Module 1: Understanding the K to 12
Curriculum
1.5 hours Module 2: Navigating the K to 12
Curriculum Guides
1 hour Module 3: Lesson Planning
1 hour Module 4: Implementing Learning Plans
and Enriching Teaching Practice
Course Outline
24. helps inductees to become
familiar with the PPST as the
new framework towards teacher
quality
enables teachers to understand
the expectations from teachers
and how DepEd’s systems and
tools are aligned with the
standards in order to help
teachers seamlessly align their
practices with the PPST
The Philippine
Professional Standards
for Teachers and its
Aligned Systems and
Tools
25. Course 3: The Philippine Professional Standards for
Teachers and its Aligned Systems and Tools to be done in
six (6) hours over a period of one (1) month
Time
Allotment Modules
2 hours Module 1: Achieving Teacher Quality
through PPST
2 hours Module 2: Embedding the PPST in HR
Systems
2 hours Module 3: The Results-based Performance
Management System (RPMS)
Course Outline
26. guides teachers towards
building relationships with the
wider school community in
order to facilitate their
involvement in the educative
process
helps teachers better
understand the school
community’s context for them
to better contextualize their
teaching and learning practices
Responding to
Community
Contexts
27. Course 4: Responding to Community Contexts to be
done in four (4) hours over a period of three (3)
months
Time
Allotment Modules
2 hours Module 1: Teaching with the Context in
Mind
2 hours Module 2: Building Relationships with
the Wider School Community
Course Outline
28. introduces newly hired teachers to
the Department of Education and its
organizational structures, including
the specific roles of the different
bureaus, offices, and units
presents relevant laws and
administrative processes
surrounding teachers’ roles,
responsibilities, and rights
orients teachers on the salaries,
incentives, and other benefits of
DepEd teachers
The DepEd
Teacher
29. Course 5: The DepEd Teacher to be done in four (4)
hours over a period of one (1) month
Time
Allotment Modules
2 hours Module 1: DepEd Organizational
Structure and Processes
2 hours Module 2: Relevant Laws for Teachers
Course Outline
30. emphasizes the value of teachers’
professional and personal
development
presents the department’s provisions
that help teachers realize the
importance of participating in
professional networks to share and
enhance knowledge and practices
discusses opportunities for inductees
to establish professional links and
ways for them to maintain their well-
being
Teachers’
Professional and
Personal
Development
31. Course 6: Teachers’ Professional and Personal
Development to be done in five (5) hours over a period of
two (2) months
Time Allotment Modules
1 hour Module 1: Salaries, Wages, and Benefits of
Teachers
1 hour Module 2: Continuing Professional
Development
2 hours Module 3: Policies on Promotion and
Opportunities for Progression
1 hour Module 4: Personal Development and Well-
being
Course Outline
32.
33. The LRPs include:
a. Coursebooks for the inductees
(available in print and soon via online
platform with a combination of different
modalities such as job-embedded learning
(JEL), Learning Action Cells (LAC), one-on-
one coaching and mentoring, online learning
and sharing with co-inductees, and self-
paced study)
34. The LRPs also include:
b. Tools and forms for the monitoring and
evaluation of the inductees’ progress and
mentors’ inputs and report
c. Other resources such as explainer videos,
videos of practice, etc.
35. The LRPs also include:
d. Implementing Guidelines which includes
LAC guide and orientation guide for
implementers
e. Orientation materials for training
implementers, mentors, facilitators, and
inductees which include slide presentations and
guide to the use of LRPs
45. Guide for the Newly-hired Teachers
Answering the coursebook
1. The TIP coursebooks are designed to be self-
paced by the teachers
given deadlines on when to accomplish a
course
have control over when they are most
comfortable to accomplish them
46. Guide for the Newly-hired Teachers
Answering the coursebook
2. The estimated time required and the list of
required tasks per module are provided to help
teachers plan or budget the time allotted for the
module
need not finish one course or one module in
one sitting
may actually take less or more
time depending on the pace of the teacher
47. Guide for the Newly-hired Teachers
Answering the coursebook
3. Required resources and optional
readings
are listed at the beginning of each
module
link to the repository of resources is
provided
48. Guide for the Newly-hired Teachers
Answering the coursebook
4. The coursebooks have required and optional
tasks for the teachers
answer the required tasks as they are
designed to help them better understand
the key topics and, sometimes, provide
opportunities for them to apply your
learning
49. Guide for the Newly-hired Teachers
Answering the coursebook
4. The coursebooks have required and optional
tasks for the teachers
Optional tasks enable to explore the
topics more to enrich understanding.
Some required tasks involve outputs to be
compiled in your TIP portfolio
50. Guide for the Newly-hired Teachers
Answering the coursebook
5. The coursebooks have a variety of
activities which may be accomplished
through
individual work
collaboration with co-newly hired
teachers
session with the mentor
learning action cells (LAC)
51. Guide for the Newly-hired Teachers
Answering the coursebook
6. Depending on the agreed schedule,
the coursebook will be checked by the
mentor to monitor your progress, provide
with inputs, and answer possible
concerns
52. Guide for the Newly-hired Teachers
Answering the coursebook
7. After checking the coursebook, the
mentor will give the link of the
summative assessment to be taken
online
53. Guide for the Newly-hired Teachers
Answering the Summative Test
54. Guide for the Newly-hired Teachers
Answering the Summative Test
Editor's Notes
This elaborates the TIP curriculum structure in slide 11
Notes to presenter:
1. This slide summarizes the contents of the mandatory core courses
2. Each course will be explained further in the next slides