This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. MID-YEAR REVIEW FORM (MRF) for Teacher I-III
Name of Employee:
Position:
Bureau/Center/Service/Division: SAN CARLOS CITY
Rating Period:
Name of Rater: NOEL VALEDICT R. IMUS
Position: HEAD TEACHER III
Date of Review: FEBRUARY 9, 2023
MFOs KRAs Objectives Timeline
Weight
per
KRA
Means of Verification
Mid-year Review Rating Mid-year
Review
Results
Performance
Target
Ratee (Teacher) Rater (Principal)
Rating Remarks Rating Remarks
Basic
Education
Services
1. Content
Knowledge
and
Pedagogy
1. Applied
knowledge of
content within and
across curriculum
teaching areas.
7% 1. Classroom Observation
Tool (COT) rating sheets
or Inter-observer
agreement forms done
through on-site/ face-to-
face/ in-person classroom
observation
Quality
Efficiency
Timeliness
2. Used a range of
teaching strategies
that enhance
learner
achievement in
literacy and
numeracy skills.
7% 1. Classroom Observation
Tool (COT) rating sheets
or Inter-observer
agreement forms done
through on-site/ face-to-
face/ in-person classroom
observation
Quality
Efficiency
Timeliness
3. Applied a range
of teaching
strategies to
develop critical
and creative
thinking, as well as
other higher-order
thinking skills.
7% 1. Classroom Observation
Tool (COT) rating sheets
or Inter-observer
agreement forms done
through on-site/ face-to-
face/ in-person classroom
observation
Quality
Efficiency
Timeliness
2. MFOs KRAs Objectives Timeline
Weight
per
KRA
Means of Verification
Mid-year Review Rating Mid-year
Review
Results
Performance
Target
Ratee (Teacher) Rater (Principal)
Rating Remarks Rating Remarks
Basic
Education
Services
2. Learning
Environment
and Diversity
of Learners
4. Managed
classroom structure
to engage learners,
individually or in
groups, in
meaningful
exploration,
discovery and
hands-on activities
within a range of
physical learning
environments.
7% 1. Classroom Observation
Tool (COT) rating sheets
or Inter-observer
agreement forms done
through on-site/ face-to-
face/ in-person classroom
observation
Quality
Efficiency
Timeliness
5. Managed learner
behavior
constructively by
applying positive
and non-violent
discipline to ensure
learning-focused
environments.
7% 1. Classroom Observation
Tool (COT) rating sheets
or Inter-observer
agreement forms done
through on-site/ face-to-
face/ in-person classroom
observation
Quality
Efficiency
Timeliness
6. Used
differentiated,
developmentally
appropriate
learning
experiences to
address learners’
gender, needs,
strengths, interests
and experiences.
7% 1. Classroom Observation
Tool (COT) rating sheets
or Inter-observer
agreement forms done
through on-site/ face-to-
face/ in-person classroom
observation
Quality
Efficiency
Timeliness
3. MFOs KRAs Objectives Timeline
Weight
per
KRA
Means of Verification
Mid-year Review Rating Mid-year
Review
Results
Performance
Target
Ratee (Teacher) Rater (Principal)
Rating Remarks Rating Remarks
Basic
Education
Services
3. Curriculum
and Planning
7. Planned,
managed and
implemented
developmentally
sequenced
teaching and
learning processes
to meet curriculum
requirements and
varied teaching
contexts.
7% 1. Classroom Observation
Tool (COT) rating sheets
or Inter-observer
agreement forms done
through on-site/ face-to-
face/ in-person classroom
observation
Quality
Efficiency
Timeliness
8. Participated in
collegial
discussions that
use teacher and
learner feedback to
enrich teaching
practice.
7% 1. Proof/s of attendance in
LAC sessions/ FGDs/
meetings/ other collegial
discussions
2. Minutes of LAC
sessions/ FGDs/
meetings/ other collegial
discussions on use of
teacher and learner
feedback to enrich
teaching practice
3. Reflection notes of
teachers on their
demonstration of teaching
practices following
participation from LAC
sessions/ FGDs/
meetings/ other collegial
discussions that use
teacher and learner
feedback to enrich
teaching practice, with
proofs of attendance
4. Any equivalent ALS
form/document that
highlights the objective
Quality
Efficiency
Timeliness
4. MFOs KRAs Objectives Timeline
Weight
per
KRA
Means of Verification
Mid-year Review Rating Mid-year
Review
Results
Performance
Target
Ratee (Teacher) Rater (Principal)
Rating Remarks Rating Remarks
9. Selected,
developed,
organized and used
appropriate
teaching and
learning resources,
including ICT, to
address learning
goals.
7% 1. Classroom Observation
Tool (COT) rating sheets
or Inter-observer
agreement forms done
through on-site/ face-to-
face/ in-person classroom
observation
Quality
Efficiency
Timeliness
Basic
Education
Services
4.
Assessment
and
Reporting
10. Designed,
selected, organized
and used
diagnostic,
formative and
summative
assessment
strategies
consistent with
curriculum
requirements.
7% 1. Classroom Observation
Tool (COT) rating sheets
or Inter-observer
agreement forms done
through on-site/ face-to-
face/ in-person classroom
observation
Quality
Efficiency
Timeliness
11. Monitored and
evaluated learner
progress and
achievement using
learner attainment
data.
stakeholders,
including
parents/guardians
7% Any one (1) of the
following:
Individual
Learning
Monitoring Plan
(ILMP)
Peer assessment
data
Sample of
learners’ outputs
with reflection/
self-assessment
Progress charts/
anecdotal records
Class/ e-class
record/ grading
sheets
Quality
Efficiency
5. MFOs KRAs Objectives Timeline
Weight
per KRA
Means of Verification
Mid-year Review Rating Mid-year
Review
Results
Performance
Target
Ratee (Teacher) Rater (Principal)
Rating Remarks Rating Remarks
Lesson plans
showing index of
mastery
Frequency of
errors
Any equivalent
ALS form/
document that
highlights the
objective (e.g.
Individual Learning
Agreement (ILA),
ALS Assessment
Form 2)
Others (please
specify and provide
annotation)
Timeliness
Basic
Education
Services
5. Personal
Growth and
Professional
Development
12. Communicated
promptly and
clearly the
learners’ needs,
progress and
achievement to key
stakeholders,
including
parents/guardians
7% Any one (1) of the
following:
A sample of
corrected test
paper of a learner
in a learning area
with parent’s or
guardian’s
signature and date
of receipt
Minutes of
meetings with key
stakeholders (e.g.
PTA, SGC, SPT,
CPC) with proof of
attendance
Report card with
parent’s or
guardian’s
signature in all
quarters supported
Quality
6. MFOs KRAs Objectives Timeline
Weight
per
KRA
Means of Verification
Mid-year Review Rating
Mid-year
Review Results
Performance
Target
Ratee (Teacher) Rater (Principal)
Rating Remarks Rating Remarks
by minutes of
meeting
Communication
with key
stakeholders (e.g.
parents/guardians,
co- teachers, LGU)
using various
modalities
Anecdotal records
showing entries per
quarter
Any equivalent ALS
form/ document that
highlights the
objective (e.g.
Individual Learning
Agreement (ILA),
ALS Assessment
Form 2)
Other documents
showing learners’
needs, progress
and achievement
submitted to other
stakeholders
Efficiency
Timeliness
13. Applied a
personal
philosophy of
teaching that
is learner-
centered.
7% A reflection/ journal entry
that highlights the
application of a learner-
centered teaching
philosophy in the lesson
plan or community work.
Quality
Efficiency
Timeliness
7. MFOs KRAs Objectives Timeline
Weight
per
KRA
Means of Verification
Mid-year Review Rating
Mid-year
Review Results
Performance
Target
Ratee (Teacher) Rater (Principal)
Rating Remarks Rating Remarks
14. Set
professional
development
goals based
on the
Philippine
Professional
Standards for
Teachers
7% 1. Certification from the
ICT Coordinator/ School
Head/ Focal Person in
charge of
e-SAT
2. IPCRF-DP
3. Midyear Review Form
(MRF)
4. Updated IPCRF-DP
Phase II
Quality
Efficiency
Timeliness
Basic
Education
Services
Plus Factor 15.
Performed
various
related works/
activities that
contribute to
the teaching-
learning
process.
2% Any one (1) proof of:
Committee
involvement
Involvement as
module/ learning
material writer/
validator
Involvement as a
resource person/
speaker/ learning
facilitator in the
RO/ SDO/ school-
initiated TV/Radio-
based instruction
Book or journal
authorship/ co-
authorship/
contributorship
Advisorship/
coordinatorship/
chairpersonship
Participation in
demonstration
teaching
Quality
Efficiency
8. MFOs KRAs Objectives Timeline
Weight
per
KRA
Means of Verification
Mid-year Review Rating
Mid-year
Review Results
Performance
Target
Ratee (Teacher) Rater (Principal)
Rating Remarks Rating Remarks
Participation as
research presenter
in a forum/
conference
Mentoring of pre-
service/ in-service
teachers
Conducted
research within the
rating period
with annotation on how it
contributed to the
teaching-learning process.
Timeliness
NOEL VALEDICT R. IMUS,PhD
Head Teacher III
JEANIE T. VERCELES, EdD
Principal II
Rater Ratee Approving Authority
