Master teachers are required to submit an accomplishment report. The report was submitted by Lucila O. Mellomida, who holds the designation of MT-1. The brief document appears to be the cover page for Lucila's master teacher accomplishment report.
This document is a classroom observation guide used by the Department of Education in Region X-Northern Mindanao, Philippines. The guide contains 4 sections that evaluate different aspects of classroom instruction. Section I evaluates pre-lesson preparation and accounts for 20% of the rating. Section II evaluates lesson development and accounts for 50% of the rating. Section III evaluates classroom management and discipline and accounts for 20% of the rating. Finally, section IV evaluates the lesson wrap-up and accounts for 10% of the rating. Observers use the guide to rate teachers on a scale from 1-4 in each category, with remarks, and then calculate an overall rating out of 100%.
The Republic of Philippines Department of Education has created an action plan for their Gulayan sa Paaralan (School Garden) program for the 2021-2022 school year. The plan has four main objectives: 1) Organize Gulayan sa Paaralan Officers; 2) Conduct seminars and workshops; 3) Integrate the garden program into school curricula; and 4) Monitor and evaluate existing school gardens in Buhangin District. The strategies to achieve these objectives include electing garden officers, holding lectures to teach techniques, and improving existing school gardens. School coordinators will implement the activities between April 2022 and March 2023, utilizing self-help funding and submitting a narrative report. The expected outcome is successful school
This document outlines the technical assistance and supervisory plan of Master Teacher Philip Omar G. Famularcano for November 2022 at Balic-Balic Elementary School. The plan details objectives and activities across the 7 Philippine Professional Standards for Teachers domains to model effective teaching practices, evaluate colleagues, and support their professional development. Key activities included classroom observations, developing teaching materials, evaluating lesson plans and school policies, and discussing codes of ethics. The overall goal was to build a positive teaching and learning culture and help teachers achieve their professional goals.
This document contains an individual daily log and accomplishment report for a personnel from September 13-17, 2021. It details their alternative work arrangements, time logs, and actual accomplishments each day which included attending virtual ceremonies and classes, facilitating online instruction, preparing tests and materials, cleaning facilities, checking participant accounts, attending webinars and meetings, and addressing learner concerns. The report was submitted and approved by the personnel and head of office.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
The memorandum announces a regional seminar-workshop on music and arts to be held on October 28-29, 2014 at the Freedom Hall of Lyceum of the Philippines University-Batangas in Batangas City from 8am to 5pm. Principals are requested to send one representative teacher from each grade 1-12 to attend. The memorandum from DepEd-CALABARZON providing details on the seminar is attached for reference.
The document outlines the program for a National Reading Month Celebration event featuring a Mr. and Ms. Literary Cosplay competition. The program includes singing the national anthem, invocations, messages from school administrators, presentation of contest criteria, introduction of judges, performances from students, presentation of contest candidates, awarding of certificates in different categories like painting, family reading, essay writing and spoken word poetry by various teachers, selection of the top 10 candidates, a question and answer portion, and awarding of winners in the Parade of Characters category. The event aims to promote literacy and acknowledge those who helped make the event a success.
1. The document is an accomplishment report from the Division of City Schools of San Carlos City, Pangasinan for the months of June and July 2016. It outlines key result areas, strategies, success indicators, timelines and those responsible for quality management, assessment, technical assistance to schools and ICT literacy training.
2. Activities included monitoring school implementation of programs like Brigada Eskwela and Oplan Balik Eskwela, organizing task forces for national and regional assessments, preparing lists of room examiners, and conducting an ICT literacy training workshop.
3. The report provides details on orientations held, exams administered, criteria developed and budgets allocated to complete monitoring and evaluation activities over
This document is a classroom observation guide used by the Department of Education in Region X-Northern Mindanao, Philippines. The guide contains 4 sections that evaluate different aspects of classroom instruction. Section I evaluates pre-lesson preparation and accounts for 20% of the rating. Section II evaluates lesson development and accounts for 50% of the rating. Section III evaluates classroom management and discipline and accounts for 20% of the rating. Finally, section IV evaluates the lesson wrap-up and accounts for 10% of the rating. Observers use the guide to rate teachers on a scale from 1-4 in each category, with remarks, and then calculate an overall rating out of 100%.
The Republic of Philippines Department of Education has created an action plan for their Gulayan sa Paaralan (School Garden) program for the 2021-2022 school year. The plan has four main objectives: 1) Organize Gulayan sa Paaralan Officers; 2) Conduct seminars and workshops; 3) Integrate the garden program into school curricula; and 4) Monitor and evaluate existing school gardens in Buhangin District. The strategies to achieve these objectives include electing garden officers, holding lectures to teach techniques, and improving existing school gardens. School coordinators will implement the activities between April 2022 and March 2023, utilizing self-help funding and submitting a narrative report. The expected outcome is successful school
This document outlines the technical assistance and supervisory plan of Master Teacher Philip Omar G. Famularcano for November 2022 at Balic-Balic Elementary School. The plan details objectives and activities across the 7 Philippine Professional Standards for Teachers domains to model effective teaching practices, evaluate colleagues, and support their professional development. Key activities included classroom observations, developing teaching materials, evaluating lesson plans and school policies, and discussing codes of ethics. The overall goal was to build a positive teaching and learning culture and help teachers achieve their professional goals.
This document contains an individual daily log and accomplishment report for a personnel from September 13-17, 2021. It details their alternative work arrangements, time logs, and actual accomplishments each day which included attending virtual ceremonies and classes, facilitating online instruction, preparing tests and materials, cleaning facilities, checking participant accounts, attending webinars and meetings, and addressing learner concerns. The report was submitted and approved by the personnel and head of office.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
The memorandum announces a regional seminar-workshop on music and arts to be held on October 28-29, 2014 at the Freedom Hall of Lyceum of the Philippines University-Batangas in Batangas City from 8am to 5pm. Principals are requested to send one representative teacher from each grade 1-12 to attend. The memorandum from DepEd-CALABARZON providing details on the seminar is attached for reference.
The document outlines the program for a National Reading Month Celebration event featuring a Mr. and Ms. Literary Cosplay competition. The program includes singing the national anthem, invocations, messages from school administrators, presentation of contest criteria, introduction of judges, performances from students, presentation of contest candidates, awarding of certificates in different categories like painting, family reading, essay writing and spoken word poetry by various teachers, selection of the top 10 candidates, a question and answer portion, and awarding of winners in the Parade of Characters category. The event aims to promote literacy and acknowledge those who helped make the event a success.
1. The document is an accomplishment report from the Division of City Schools of San Carlos City, Pangasinan for the months of June and July 2016. It outlines key result areas, strategies, success indicators, timelines and those responsible for quality management, assessment, technical assistance to schools and ICT literacy training.
2. Activities included monitoring school implementation of programs like Brigada Eskwela and Oplan Balik Eskwela, organizing task forces for national and regional assessments, preparing lists of room examiners, and conducting an ICT literacy training workshop.
3. The report provides details on orientations held, exams administered, criteria developed and budgets allocated to complete monitoring and evaluation activities over
This document contains technical assistance accomplishment reports and plans from Bro. Andrew Gonzalez Technical High School for the months of January, February, and March 2020. It provides details of technical assistance provided to teachers on their lesson plans, including the areas of concern addressed, level and type of assistance, findings and recommendations. Some common findings across teachers included lessons not relating to real-life experiences and not using ICT. Recommendations focused on integrating real-life situations and examples and using tools like PowerPoint presentations. The reports and plans are signed off by the Head Teacher and EPS-MAPEH of the school.
The school forms checking report summarizes the results of examining learner records at Tagoloan Central School. It found that of 502 total records reviewed across 13 sections of Grade 3, 33 records contained inconsistencies or incomplete supporting documents, resulting in 93% accuracy overall. Specifically, it was noted that 2 records in the Desirable section had issues. The report also lists transferred in learners without proper documentation and provides the names, former schools, and other details to assist in resolving data issues.
The document contains the instructional supervisory plan for Talba Elementary School for 12 months from June 2019 to March 2020. It outlines the weekly activities and responsibilities of the principal and district supervisor, including monitoring classes, providing technical assistance to teachers, attending meetings, and conducting classroom observations and instructional supervision. The plan was prepared by the school principal and approved by the district supervisor on a monthly basis.
This accomplishment report from Palavilla Integrated School documents their progress in enrolling learners and updating learner information in the Learner Information System from January to August of the 2022-2023 school year. Key accomplishments include establishing accurate learner registries, ensuring teacher data updates, monitoring enrolment encoding, assisting teachers with learner profile updates, preparing required school forms, addressing pending learner issues, assisting with learner modality tagging, and preparing end-of-school-year data submissions. The report is signed by Teacher I Liezl S. Durano and Teacher In-Charge Elearnie L. Cabasog.
The document outlines the various documents and reports required for a school's development plan, implementation of activities, monitoring and evaluation, stakeholder engagement, and training and development. It includes requirements for strategic improvement plans, organization charts, club activities and reports, engagement with external stakeholders like Rotary clubs, and monitoring of student performance and teacher training. Requirements include development plans, meeting minutes, accomplishment reports, agreements, financial documents, assessments and more to comprehensively document the school's programs and partnerships.
The document provides guidance for teachers on developing an Individual Plan for Professional Development (IPPD). It explains that an IPPD is a tool for teachers to chart goals and plan learning activities to enhance their competencies in order to improve student performance. The document outlines the process for developing an IPPD, including conducting a needs assessment, formulating goals and objectives, identifying strategies and resources, setting timeframes and indicators. It emphasizes that the IPPD should be based on the teacher's needs identified through the National Competency-Based Teacher Standards self-assessment, as well as school and student performance data. The IPPD is intended to guide a teacher's ongoing professional learning and development over the course of a school year.
1. The document summarizes two teacher training activities conducted by the Matho Integrated School in the Philippines. The first activity coached teachers on blended learning, curriculum guidelines, and safety protocols for limited in-person classes. The second activity trained teachers to create interactive digital instructional materials.
2. Both activities had 100% participation and covered topics like blended learning approaches, curriculum standards, and using tools like Kotobee to create digital materials with videos, pictures and quizzes.
3. The digital materials training had teachers create sample interactive materials, present their work, and receive feedback to improve integrating technology into distance learning.
The accomplishment report summarizes the activities of Oanari Anational High School from June to July 2015. It describes improvements in student development through testing, counseling, and extracurricular activities. It also outlines staff development such as workshops attended and training hosted. Initiatives are discussed relating to curriculum development, physical campus improvements, community engagement, and other school operations. The report was prepared by Master Teacher Emilyn Mapalo and approved by Head Teacher Marlyn Fernandez and Principal Cleofe Oliveros.
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
Three certificates were awarded to Juan C. Dela Cruz by Batangas City East Elementary School for outstanding academic performance, conduct, and attendance during the fourth quarter of the 2017-2018 school year. He received a Certificate of Merit for achieving with honors and high honors academically. A Conduct Award recognized his exemplary demonstration of the core values of the Department of Education. Finally, a Certificate of Recognition was given for his perfect attendance during the fourth quarter. The certificates celebrate Juan C. Dela Cruz's accomplishments and were issued on March 25, 2018.
The document summarizes the history and origins of Girl Scouts. It began in 1906 when Robert Baden-Powell started the Boy Scouts in England. In 1909, some girls voiced their interest in starting a similar movement, which led to Agnes Baden-Powell founding the Girl Guides in 1910. Three important women in shaping Girl Scouting globally were Lady Olave Baden-Powell, Juliette Gordon-Low, and Josefa Llanes-Escoda. Gordon-Low brought Girl Scouts to the US in 1912 and Llanes-Escoda helped establish the Girl Scouts of the Philippines in 1940. The Girl Scouts of the Philippines has since grown to over 1.5 million members and
OPCRF aligned with PD Priorities for SY 2020-2023Divine Dizon
This document is the Office Performance Commitment and Review Form (OPCRF) for the 2021-2022 school year for a school in Mabalacat City, Pampanga. The OPCRF outlines the key responsibilities and performance indicators for the school principal based on the Philippine Professional Standards for School Heads. It includes domains for leading strategically, managing school operations and resources, and developing others. Performance will be evaluated on factors such as developing the school improvement plan, monitoring and evaluation processes, financial management, and supporting the professional growth of teachers.
This development plan outlines the strengths, needs, and action plan for a school from SY 2020-2021. The plan focuses on improving teachers' functional competencies like using ICT, delivering strategies for learners with special needs, participating in professional networks, and building relationships with parents. It also aims to develop core behaviors like teamwork, innovation, and service orientation. The timeline is from October 2020 to June 2021. Resources needed include competent speakers, internet connection, laptops, and the involvement of head teachers. The goals are to enhance teachers' skills through training seminars, learning action cell sessions, mentoring, and strengthening parent-teacher partnerships.
Strategies in teaching the least mastered skillsCarlo Magno
The document discusses strategies for teaching students who have not mastered important skills, including using formative assessment and mastery learning approaches. It emphasizes assessing student understanding through multiple measures over time to guide instruction, providing descriptive feedback, and allowing students to demonstrate mastery at their own pace through targeted instruction and practice. The goal is to help all students achieve proficiency based on clear learning standards.
Zaragoza National High School monitors teacher lesson logs on a monthly basis. The monitoring form lists the names of 10 teachers, their designations, and columns for each month to mark whether the teacher submitted their lesson log on time, late, or not at all. The form is signed by the Head Teacher and School Principal to document the monitoring done for the school year.
The Homerroom PTA accomplished several goals in the 2016-2017 school year. They held monthly meetings where over 75% of parents attended to discuss school programs and projects. Parents actively participated in feeding programs, tutoring programs, and school beautification projects. The PTA was also able to purchase a new LED television for classroom use and support a recycling project. However, some parents lacked coordination and support of their children's development. Moving forward, the PTA aims to continue successful programs, better plan initiatives, and encourage more stakeholder support and participation.
The document outlines DepEd's policy on implementing the Multi-Factored Assessment Tool (MFAT) to identify learners with special educational needs. The MFAT is a screening tool for Grade 1 teachers to gather information on learner strengths/needs to assist with instructional planning and educational placement. It will be administered monthly after the start of the school year. The roles and responsibilities of regional supervisors, principals, teachers and other personnel in supporting MFAT implementation are defined. Procedures for pre-, during and post-assessment using various forms are also established, along with standards for monitoring, evaluation and effectiveness of the new policy.
The document contains a SWOT analysis for Minalungao Elementary School across several areas:
[1] ACCESS - The school has strengths such as zero student dropout and small class sizes, but weaknesses like absenteeism and old classrooms. Opportunities include the school's strategic location and internet access, but threats include poor internet connectivity and potential loss of free wifi.
[2] QUALITY - The school's strengths are student eagerness to learn and established academic support programs, but weaknesses include lack of science equipment and low performance. Opportunities include support from stakeholders, but threats include economic issues and disruptions.
[3] EQUITY AND INCLUSION - The school
This document summarizes the programs, policies, facilities, and activities implemented for the senior high school program at a particular school for the 2022-2023 school year. It includes lists of relevant DepEd orders and memos, available physical facilities and equipment, stakeholders involved including parents and work immersion partners, sources of funding, learner and teacher records, career guidance and curriculum activities, work immersion programs, and course offerings. The review covers learning delivery, assessment, linkages and networking, finances, data management, monitoring and evaluation, and the school learning action cell.
This document contains forms related to instructional supervision of a Filipino teacher, Mary Grace D. Bagtas. The pre-observation form provides information about the planned class such as date, subject, objectives, and needs identified by the teacher. The STAR observation technique form is used by the observer to document the class situation, teacher tasks, student actions, and results. The post-observation form asks the teacher to reflect on student learning and gains, how objectives were met, and ways to improve. The teacher and observer sign both forms.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This document contains technical assistance accomplishment reports and plans from Bro. Andrew Gonzalez Technical High School for the months of January, February, and March 2020. It provides details of technical assistance provided to teachers on their lesson plans, including the areas of concern addressed, level and type of assistance, findings and recommendations. Some common findings across teachers included lessons not relating to real-life experiences and not using ICT. Recommendations focused on integrating real-life situations and examples and using tools like PowerPoint presentations. The reports and plans are signed off by the Head Teacher and EPS-MAPEH of the school.
The school forms checking report summarizes the results of examining learner records at Tagoloan Central School. It found that of 502 total records reviewed across 13 sections of Grade 3, 33 records contained inconsistencies or incomplete supporting documents, resulting in 93% accuracy overall. Specifically, it was noted that 2 records in the Desirable section had issues. The report also lists transferred in learners without proper documentation and provides the names, former schools, and other details to assist in resolving data issues.
The document contains the instructional supervisory plan for Talba Elementary School for 12 months from June 2019 to March 2020. It outlines the weekly activities and responsibilities of the principal and district supervisor, including monitoring classes, providing technical assistance to teachers, attending meetings, and conducting classroom observations and instructional supervision. The plan was prepared by the school principal and approved by the district supervisor on a monthly basis.
This accomplishment report from Palavilla Integrated School documents their progress in enrolling learners and updating learner information in the Learner Information System from January to August of the 2022-2023 school year. Key accomplishments include establishing accurate learner registries, ensuring teacher data updates, monitoring enrolment encoding, assisting teachers with learner profile updates, preparing required school forms, addressing pending learner issues, assisting with learner modality tagging, and preparing end-of-school-year data submissions. The report is signed by Teacher I Liezl S. Durano and Teacher In-Charge Elearnie L. Cabasog.
The document outlines the various documents and reports required for a school's development plan, implementation of activities, monitoring and evaluation, stakeholder engagement, and training and development. It includes requirements for strategic improvement plans, organization charts, club activities and reports, engagement with external stakeholders like Rotary clubs, and monitoring of student performance and teacher training. Requirements include development plans, meeting minutes, accomplishment reports, agreements, financial documents, assessments and more to comprehensively document the school's programs and partnerships.
The document provides guidance for teachers on developing an Individual Plan for Professional Development (IPPD). It explains that an IPPD is a tool for teachers to chart goals and plan learning activities to enhance their competencies in order to improve student performance. The document outlines the process for developing an IPPD, including conducting a needs assessment, formulating goals and objectives, identifying strategies and resources, setting timeframes and indicators. It emphasizes that the IPPD should be based on the teacher's needs identified through the National Competency-Based Teacher Standards self-assessment, as well as school and student performance data. The IPPD is intended to guide a teacher's ongoing professional learning and development over the course of a school year.
1. The document summarizes two teacher training activities conducted by the Matho Integrated School in the Philippines. The first activity coached teachers on blended learning, curriculum guidelines, and safety protocols for limited in-person classes. The second activity trained teachers to create interactive digital instructional materials.
2. Both activities had 100% participation and covered topics like blended learning approaches, curriculum standards, and using tools like Kotobee to create digital materials with videos, pictures and quizzes.
3. The digital materials training had teachers create sample interactive materials, present their work, and receive feedback to improve integrating technology into distance learning.
The accomplishment report summarizes the activities of Oanari Anational High School from June to July 2015. It describes improvements in student development through testing, counseling, and extracurricular activities. It also outlines staff development such as workshops attended and training hosted. Initiatives are discussed relating to curriculum development, physical campus improvements, community engagement, and other school operations. The report was prepared by Master Teacher Emilyn Mapalo and approved by Head Teacher Marlyn Fernandez and Principal Cleofe Oliveros.
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
Three certificates were awarded to Juan C. Dela Cruz by Batangas City East Elementary School for outstanding academic performance, conduct, and attendance during the fourth quarter of the 2017-2018 school year. He received a Certificate of Merit for achieving with honors and high honors academically. A Conduct Award recognized his exemplary demonstration of the core values of the Department of Education. Finally, a Certificate of Recognition was given for his perfect attendance during the fourth quarter. The certificates celebrate Juan C. Dela Cruz's accomplishments and were issued on March 25, 2018.
The document summarizes the history and origins of Girl Scouts. It began in 1906 when Robert Baden-Powell started the Boy Scouts in England. In 1909, some girls voiced their interest in starting a similar movement, which led to Agnes Baden-Powell founding the Girl Guides in 1910. Three important women in shaping Girl Scouting globally were Lady Olave Baden-Powell, Juliette Gordon-Low, and Josefa Llanes-Escoda. Gordon-Low brought Girl Scouts to the US in 1912 and Llanes-Escoda helped establish the Girl Scouts of the Philippines in 1940. The Girl Scouts of the Philippines has since grown to over 1.5 million members and
OPCRF aligned with PD Priorities for SY 2020-2023Divine Dizon
This document is the Office Performance Commitment and Review Form (OPCRF) for the 2021-2022 school year for a school in Mabalacat City, Pampanga. The OPCRF outlines the key responsibilities and performance indicators for the school principal based on the Philippine Professional Standards for School Heads. It includes domains for leading strategically, managing school operations and resources, and developing others. Performance will be evaluated on factors such as developing the school improvement plan, monitoring and evaluation processes, financial management, and supporting the professional growth of teachers.
This development plan outlines the strengths, needs, and action plan for a school from SY 2020-2021. The plan focuses on improving teachers' functional competencies like using ICT, delivering strategies for learners with special needs, participating in professional networks, and building relationships with parents. It also aims to develop core behaviors like teamwork, innovation, and service orientation. The timeline is from October 2020 to June 2021. Resources needed include competent speakers, internet connection, laptops, and the involvement of head teachers. The goals are to enhance teachers' skills through training seminars, learning action cell sessions, mentoring, and strengthening parent-teacher partnerships.
Strategies in teaching the least mastered skillsCarlo Magno
The document discusses strategies for teaching students who have not mastered important skills, including using formative assessment and mastery learning approaches. It emphasizes assessing student understanding through multiple measures over time to guide instruction, providing descriptive feedback, and allowing students to demonstrate mastery at their own pace through targeted instruction and practice. The goal is to help all students achieve proficiency based on clear learning standards.
Zaragoza National High School monitors teacher lesson logs on a monthly basis. The monitoring form lists the names of 10 teachers, their designations, and columns for each month to mark whether the teacher submitted their lesson log on time, late, or not at all. The form is signed by the Head Teacher and School Principal to document the monitoring done for the school year.
The Homerroom PTA accomplished several goals in the 2016-2017 school year. They held monthly meetings where over 75% of parents attended to discuss school programs and projects. Parents actively participated in feeding programs, tutoring programs, and school beautification projects. The PTA was also able to purchase a new LED television for classroom use and support a recycling project. However, some parents lacked coordination and support of their children's development. Moving forward, the PTA aims to continue successful programs, better plan initiatives, and encourage more stakeholder support and participation.
The document outlines DepEd's policy on implementing the Multi-Factored Assessment Tool (MFAT) to identify learners with special educational needs. The MFAT is a screening tool for Grade 1 teachers to gather information on learner strengths/needs to assist with instructional planning and educational placement. It will be administered monthly after the start of the school year. The roles and responsibilities of regional supervisors, principals, teachers and other personnel in supporting MFAT implementation are defined. Procedures for pre-, during and post-assessment using various forms are also established, along with standards for monitoring, evaluation and effectiveness of the new policy.
The document contains a SWOT analysis for Minalungao Elementary School across several areas:
[1] ACCESS - The school has strengths such as zero student dropout and small class sizes, but weaknesses like absenteeism and old classrooms. Opportunities include the school's strategic location and internet access, but threats include poor internet connectivity and potential loss of free wifi.
[2] QUALITY - The school's strengths are student eagerness to learn and established academic support programs, but weaknesses include lack of science equipment and low performance. Opportunities include support from stakeholders, but threats include economic issues and disruptions.
[3] EQUITY AND INCLUSION - The school
This document summarizes the programs, policies, facilities, and activities implemented for the senior high school program at a particular school for the 2022-2023 school year. It includes lists of relevant DepEd orders and memos, available physical facilities and equipment, stakeholders involved including parents and work immersion partners, sources of funding, learner and teacher records, career guidance and curriculum activities, work immersion programs, and course offerings. The review covers learning delivery, assessment, linkages and networking, finances, data management, monitoring and evaluation, and the school learning action cell.
This document contains forms related to instructional supervision of a Filipino teacher, Mary Grace D. Bagtas. The pre-observation form provides information about the planned class such as date, subject, objectives, and needs identified by the teacher. The STAR observation technique form is used by the observer to document the class situation, teacher tasks, student actions, and results. The post-observation form asks the teacher to reflect on student learning and gains, how objectives were met, and ways to improve. The teacher and observer sign both forms.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"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.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.