This document outlines the criteria and process for ranking master teachers in the Schools Division of Pampanga, Philippines. It provides the basic qualifications considered, including educational and teaching experience. It also lists the credit points teachers can earn for leadership, potential, and accomplishments, such as introducing new curriculum materials, teaching techniques, or cost-saving procedures. Additional points are awarded for serving as a subject coordinator, school publication advisor, or advisor to a school organization for at least two years. Up to 12 points can be earned for chairing a special committee to develop instructional materials or study the curriculum. Documentation is required to verify the work done and support the number of points awarded.
This document summarizes a 4-day learning and development program conducted by the Schools Division of Tabuk City for teachers. The program aimed to provide guidance to teachers on the Results-Based Performance Management System for their Individual Performance Commitment and Review Form (IPCRF) through explaining the self-assessment tools and assisting teachers in developing individual development plans. It provides details on program objectives, participants, schedule, and evaluation plans. The program was held to help teachers improve their practice through self-reflection and development planning in line with educational reforms for quality education.
This document contains a teacher's monitoring and evaluation tool for the second quarter of the 2023-2024 school year at Quintin Quijano Sr. Agricultural School. It includes a physical output matrix that outlines the teacher's planned and actual accomplishments across four key result areas: content knowledge and pedagogy, learning environment, curriculum planning and assessment, and personal growth. For most planned outputs, the status is reported as "on-going" or "to be done" due to time limitations, lack of resources, and school activities that have delayed progress. The teacher expresses a commitment to improving skills through training and learning from mentors to better serve students.
ACR ON SECOND QUARTERLY CARD DISTRIBUTION SY 2024.docxAnnaLizaTadeo1
The activity completion report summarizes the Homeroom PTA second quarterly meeting and distribution of report cards at Cambaog Elementary School. The meeting's objectives were to report to parents on the significance of distributing quarterly report cards and disseminate information about a new school drainage project. The event was held on February 6, 2024 from 1-2 pm at the school's covered court, and involved school administrators, teachers, students, and PTA officers. A key result was providing a way for stakeholders to understand student performance. The lesson learned was that proper planning is essential for successful implementation of report card distribution and school projects.
This document is a mid-year review form for evaluating a Teacher I-III in the Schools Division of Surigao del Sur. It contains 15 key result areas (KRA) on content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting, and personal growth and professional development. For each KRA, means of verification are provided to determine if objectives are evident or not evident based on classroom observations, participation in professional development activities, student assessment and reporting practices, and other teaching duties. The form requires signatures from the ratee (teacher) and rater (evaluator) and will be used to assess performance for the rating period.
This document contains a 2-way table of specification for a second quarterly test in an unspecified subject from a school in San Pedro City. The table outlines the content and learning competencies being assessed, the instructional time spent on each competency, the number and percentage of test items pertaining to each competency, and the cognitive skill levels and item formats that will be included. It was prepared by five subject teachers, checked by the subject coordinator and school principal, and provides the total hours of instruction, number of test items, points possible, and overall scoring method.
This document contains two sections. The first section is a template for the Supreme Elementary/Secondary Learner Government to report on their accomplishments for a school quarter, including programs/projects conducted, objectives, outputs, indicators, targets, finances, and dates. The second section is a template to identify issues/concerns, proposed ways forward, and technical assistance needed from the division level.
[Dm phrod-2021-0010] guidelines on the implementation of rpms for sy2020-2021...Deaven del Mundo
This memorandum provides guidelines for implementing the Results-based Performance Management System (RPMS) for School Year 2020-2021 in the Philippines' Department of Education. It outlines adjustments to the RPMS process and tools to account for changes to teaching and learning during the COVID-19 pandemic. Key points include:
- The RPMS cycle and timelines have been adjusted to match the revised school calendar and distance learning modalities.
- 11 priority indicators from the Philippine Professional Standards for Teachers will be used as RPMS objectives, focusing on areas responsive to the current context.
- Guidelines for alternative classroom observations and evidence submission are provided given remote instruction.
- Tools have been adapted for self-assessment, monitoring, and evaluation of
This document provides a tool matrix for assessing the functionality of a Child Protection Committee (CPC) at Betis Elementary School. It outlines indicators across four work areas: 1) Organization and Coordination, 2) Policies and Guidelines, 3) Capacities and Resources, and 4) Service Delivery. For each indicator, it provides descriptions of levels of functionality from not in place to fully functional. The matrix will be used to evaluate how well the school's CPC is organized and functioning to protect children from abuse, exploitation, violence and discrimination.
This document summarizes a 4-day learning and development program conducted by the Schools Division of Tabuk City for teachers. The program aimed to provide guidance to teachers on the Results-Based Performance Management System for their Individual Performance Commitment and Review Form (IPCRF) through explaining the self-assessment tools and assisting teachers in developing individual development plans. It provides details on program objectives, participants, schedule, and evaluation plans. The program was held to help teachers improve their practice through self-reflection and development planning in line with educational reforms for quality education.
This document contains a teacher's monitoring and evaluation tool for the second quarter of the 2023-2024 school year at Quintin Quijano Sr. Agricultural School. It includes a physical output matrix that outlines the teacher's planned and actual accomplishments across four key result areas: content knowledge and pedagogy, learning environment, curriculum planning and assessment, and personal growth. For most planned outputs, the status is reported as "on-going" or "to be done" due to time limitations, lack of resources, and school activities that have delayed progress. The teacher expresses a commitment to improving skills through training and learning from mentors to better serve students.
ACR ON SECOND QUARTERLY CARD DISTRIBUTION SY 2024.docxAnnaLizaTadeo1
The activity completion report summarizes the Homeroom PTA second quarterly meeting and distribution of report cards at Cambaog Elementary School. The meeting's objectives were to report to parents on the significance of distributing quarterly report cards and disseminate information about a new school drainage project. The event was held on February 6, 2024 from 1-2 pm at the school's covered court, and involved school administrators, teachers, students, and PTA officers. A key result was providing a way for stakeholders to understand student performance. The lesson learned was that proper planning is essential for successful implementation of report card distribution and school projects.
This document is a mid-year review form for evaluating a Teacher I-III in the Schools Division of Surigao del Sur. It contains 15 key result areas (KRA) on content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting, and personal growth and professional development. For each KRA, means of verification are provided to determine if objectives are evident or not evident based on classroom observations, participation in professional development activities, student assessment and reporting practices, and other teaching duties. The form requires signatures from the ratee (teacher) and rater (evaluator) and will be used to assess performance for the rating period.
This document contains a 2-way table of specification for a second quarterly test in an unspecified subject from a school in San Pedro City. The table outlines the content and learning competencies being assessed, the instructional time spent on each competency, the number and percentage of test items pertaining to each competency, and the cognitive skill levels and item formats that will be included. It was prepared by five subject teachers, checked by the subject coordinator and school principal, and provides the total hours of instruction, number of test items, points possible, and overall scoring method.
This document contains two sections. The first section is a template for the Supreme Elementary/Secondary Learner Government to report on their accomplishments for a school quarter, including programs/projects conducted, objectives, outputs, indicators, targets, finances, and dates. The second section is a template to identify issues/concerns, proposed ways forward, and technical assistance needed from the division level.
[Dm phrod-2021-0010] guidelines on the implementation of rpms for sy2020-2021...Deaven del Mundo
This memorandum provides guidelines for implementing the Results-based Performance Management System (RPMS) for School Year 2020-2021 in the Philippines' Department of Education. It outlines adjustments to the RPMS process and tools to account for changes to teaching and learning during the COVID-19 pandemic. Key points include:
- The RPMS cycle and timelines have been adjusted to match the revised school calendar and distance learning modalities.
- 11 priority indicators from the Philippine Professional Standards for Teachers will be used as RPMS objectives, focusing on areas responsive to the current context.
- Guidelines for alternative classroom observations and evidence submission are provided given remote instruction.
- Tools have been adapted for self-assessment, monitoring, and evaluation of
This document provides a tool matrix for assessing the functionality of a Child Protection Committee (CPC) at Betis Elementary School. It outlines indicators across four work areas: 1) Organization and Coordination, 2) Policies and Guidelines, 3) Capacities and Resources, and 4) Service Delivery. For each indicator, it provides descriptions of levels of functionality from not in place to fully functional. The matrix will be used to evaluate how well the school's CPC is organized and functioning to protect children from abuse, exploitation, violence and discrimination.
This document is a toolkit for the first quarter Division Monitoring, Evaluation, and Plan Adjustment (DMEPA) of the Department of Education - Schools Division of South Cotabato. It provides guidance for assessing the division's performance indicators on efficiency and quality for School Year 2021-2022. Key items to be evaluated include the number of learners no longer participating in learning sessions, results from the second grading period, and progress of schools implementing limited face-to-face classes. Data collected will be used in the division's Budget Accountability Report submitted to the regional office each quarter. The toolkit outlines questions to capture issues, concerns, and progress in implementing education programs during the pandemic.
This document provides guidance for the Division Monitoring Evaluation and Plan Adjustment (DMEPA) of the Department of Education - Schools Division of South Cotabato for the first quarter. It outlines the strategic objectives and targets for learners, teachers, and school heads. It also includes templates for reporting on program implementation progress and the division's overall performance on efficiency and quality indicators such as participation in learning sessions and academic results. The division is to analyze data from the second and third grading periods and identify any programs or targets that were delayed to inform corrective actions. The goal is to track progress and make adjustments to support continued implementation through the COVID-19 pandemic.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
The document outlines the procedures for conducting Student Success Team (SST) meetings according to a school district's new process. It describes the rationale for implementing SSTs to provide universal access to curriculum, ensure students are in the least restrictive environment, and document that general education accommodations were attempted. It then compares the old and new SST procedures, which include completing forms, developing student interventions, monitoring progress, and referring students for further evaluation if needed. The document provides detailed steps for conducting initial SST meetings, follow-up meetings, and the meeting protocol. It also includes examples of Response to Intervention pyramids used at two elementary schools.
The document is a program monitoring and evaluation form for the OBE (Oplan Balik Eskwela) program coordinator at New Bucao Elementary School. It summarizes the quarterly targets and accomplishments for implementing the OBE program, which aims to improve access, quality, and governance in education. In the first quarter, the coordinator achieved all targets by conducting school meetings on OBE and having 100% of teachers participate in self-monitoring activities. The coordinator notes some hindering factors like internet issues during webinars but implemented actions like enforcing protocols to address gaps. Recommendations include managing teachers' time properly and finding strong internet for webinars.
This document contains an action research proposal submitted by Jason P. Vista to the Department of Education in the Philippines. The proposal aims to study the effectiveness of "Spoken Mathematics", an intervention using materials like brochures, dictionaries and audio lessons, in improving the reading comprehension and problem solving skills of grade 7 students under modular distance learning. The proposal outlines the context and rationale, research questions, proposed intervention, research methodology involving 143 participants, work plan, cost estimates, and dissemination plans. It is submitted for approval to conduct the action research study in the upcoming school year.
This document is a manual for a Bread and Pastry Production course developed by the Department of Education of the Philippines. It was created through collaboration between educators and is intended to provide students with the skills and knowledge needed to receive certification in bread and pastry production. The manual covers key topics like preparing, decorating, presenting, and storing bakery products through lessons, activities, and self-checks to help students develop the required competencies.
This document outlines the career progression, duties, and requirements for promotion to Master Teacher I and Master Teacher II positions in the Philippines. It details the salary grades and differences, duties and responsibilities which include instructional leadership, training programs, mentoring teachers, and more. The criteria and requirements for promotion to each level are also specified, such as education level, experience, performance ratings, and merit points earned through leadership roles, research, community projects, and other achievements.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
This document outlines the graduation project requirements for Peters Township High School beginning with the Class of 2013. It details the purpose and process of the career exploration project that students must complete, including required components like creating an electronic portfolio, setting career goals, exploring careers through surveys and interviews, developing a resume, attending a career fair, doing a classroom or service project related to career goals, and presenting their journey and portfolio to a panel. It provides assessment criteria, timelines, FAQs, and checklists to help students successfully complete the project, which is a requirement for graduation.
This document contains artifacts from a teacher's practicum portfolio, including individual learning monitoring plans for students, lesson plans, teacher-made learning resources, certificates of participation in professional development activities, a reflective summary, and evidence of engaging with learners, colleagues, and stakeholders. The teacher created plans to support students' varying needs and monitored their progress regularly. Professional development activities helped the teacher adapt to distance learning during the pandemic.
This document announces a regional mass training of Grade 9 teachers on the K to 12 Basic Education Program to be held from May 12-21, 2014 in Cebu City, Dumaguete City, and Tagbilaran City. The training will focus on building teacher capacity to understand and implement the new K to 12 curriculum. It provides schedules, venues, lists of participants and trainers by learning area. Schools Division Superintendents are tasked with coordinating teacher selection and ensuring participant attendance and engagement during the training.
Innovation Project Proposal in DepEd - Super DraftGlenn Rivera
This is my somewhat "wasted" innovation project proposal. I intend to share it here for academic purposes. This is just a draft however and should not be used in citations or referencing. I decided to put it here in this platform finally because I no longer want to engage the pleasures of the higher ups. Otherwise, this will just be a matter of compliance and not love for genuine learning and academic freedom. The whole research and innovation process in DepEd has become too tedious, restrictive, and red-taped. If you write too long, they may want your paper to be concise or shorter and then if you cut it short, they then want it to be much longer. I still cannot see how some people become so obsessed with editing or proofreading nowadays when we don't even have the perfect English in this country and we don't have the same wavelengths to understand each other. Pants down.
This document is the annual Gender and Development (GAD) Plan and Budget for Balaoang National High School for fiscal year 2023. It identifies three key gender issues: 1) Lack of awareness among staff about GAD programs, which will be addressed through training; 2) Unsafe school facilities, which will be improved through repairs; and 3) Lack of office supplies during COVID-19, which will be addressed through procurement. The proposed budget totals 91,800 pesos and will come from the agency's GAD funds. Upon approval, the plan will be implemented under the School GAD Focal Point System to promote equitable services for male and female staff and students.
This document is a mid-year project monitoring report for La Filipina National High School covering August to December 2023. It summarizes the status of various projects under the school's Project L.E.A.D.S. (Learning Enhancement for Academic Development of Students). As of mid-year, 61 out of 72 planned activities have been implemented. Some activities are continuing until the end of the school year or were not attainable. It also reports on the status of national initiatives and notes that the ALS program cannot be assessed due to a lack of action plan. The report provides recommendations such as carrying over unfinished activities to next year and developing an ALS action plan.
This document is a teacher's guide for teaching Grade 10 mathematics in the Philippines. It provides guidelines for teachers to help students learn key concepts in permutations and combinations. The guide includes learning outcomes, planning for assessment, sample teaching activities, and summative assessments. The overall goals are for students to understand precise counting techniques and be able to apply concepts of permutations and combinations to make conclusions and wise decisions.
This document provides a checklist of requirements and guidelines for processing applications for reclassification to Master Teacher I/II positions. It outlines 10 basic documents needed, including recommendations, service records, transcripts, and performance ratings. It also lists the basic requirements of being a permanent teacher with a bachelor's degree and satisfactory performance ratings. Additional requirements include years of teaching experience and a minimum number of points in leadership, potential, and achievements. Various activities and roles are assigned point values that can be accumulated to meet the minimum point requirements.
This document provides the training matrix and program for a three-day school-based in-service training workshop on teaching strategies for literacy and crafting contextualized instructional materials for teachers from Bacolod Elementary School and Santiago Chu Elementary School in Surigao del Sur, Philippines. The training will cover teaching approaches like mother tongue literacy, Marungko approach, Fuller method, and four-pronged approach. It will also discuss crafting learning activity sheets and computer-aided instructional materials. The workshop aims to enhance teacher capacity in providing reading interventions and developing relevant teaching materials.
This document is a teacher's guide for a Grade 10 mathematics module on polynomial functions. It provides learning outcomes, planning for assessment, sample lesson plans and activities. The module aims to help students understand key concepts of polynomial functions and apply them to solve real-world problems. Students are expected to be able to illustrate and graph polynomial functions, and solve problems involving polynomial functions. Assessment will include having students write polynomial functions, find intercepts, make lists of ordered pairs, make tables of signs, and apply concepts to life problems. The teacher's guide is intended to help students master the content and performance standards for polynomial functions.
This document is the teacher's guide for the Grade 10 Mathematics curriculum developed by the Department of Education of the Philippines. It provides teachers with guidelines for effectively teaching the content to help students attain the expected learning competencies and standards. The teacher's guide includes learning outcomes, assessment plans, lesson plans, activities with answers, practice tests and references to help teachers deliver creative and engaging mathematics instruction. It aims to equip teachers with the necessary resources to teach the lessons in an interactive and effective manner.
The document outlines a lesson plan for Grade 5 students to introduce themselves. It includes three activities: 1) Students write and present introductions about their name, age, hobbies, and favorite subject. 2) Students work in pairs or groups to ask each other questions to learn more about their classmates. 3) Students create posters with words, pictures, and symbols to introduce themselves and present them to the class. The lesson aims to help students confidently introduce themselves and learn about their peers.
The 3-day seminar aimed to enhance teachers' awareness of the importance of Education for Social Well-Being (ESP) in the K-12 curriculum. It sought to provide teachers skills in innovative ESP teaching strategies and methods and boost their advocacy for values education. Over the 3 days, teachers learned about integrated and holistic ESP teaching approaches, living simply and meaningfully as ESP teachers, and enriching qualities as peace and values educators. The second day focused on teaching through love and pedagogy of the heart. The final day included demo teaching of ESP lessons and recognition of speakers and participants.
This document is a toolkit for the first quarter Division Monitoring, Evaluation, and Plan Adjustment (DMEPA) of the Department of Education - Schools Division of South Cotabato. It provides guidance for assessing the division's performance indicators on efficiency and quality for School Year 2021-2022. Key items to be evaluated include the number of learners no longer participating in learning sessions, results from the second grading period, and progress of schools implementing limited face-to-face classes. Data collected will be used in the division's Budget Accountability Report submitted to the regional office each quarter. The toolkit outlines questions to capture issues, concerns, and progress in implementing education programs during the pandemic.
This document provides guidance for the Division Monitoring Evaluation and Plan Adjustment (DMEPA) of the Department of Education - Schools Division of South Cotabato for the first quarter. It outlines the strategic objectives and targets for learners, teachers, and school heads. It also includes templates for reporting on program implementation progress and the division's overall performance on efficiency and quality indicators such as participation in learning sessions and academic results. The division is to analyze data from the second and third grading periods and identify any programs or targets that were delayed to inform corrective actions. The goal is to track progress and make adjustments to support continued implementation through the COVID-19 pandemic.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
The document outlines the procedures for conducting Student Success Team (SST) meetings according to a school district's new process. It describes the rationale for implementing SSTs to provide universal access to curriculum, ensure students are in the least restrictive environment, and document that general education accommodations were attempted. It then compares the old and new SST procedures, which include completing forms, developing student interventions, monitoring progress, and referring students for further evaluation if needed. The document provides detailed steps for conducting initial SST meetings, follow-up meetings, and the meeting protocol. It also includes examples of Response to Intervention pyramids used at two elementary schools.
The document is a program monitoring and evaluation form for the OBE (Oplan Balik Eskwela) program coordinator at New Bucao Elementary School. It summarizes the quarterly targets and accomplishments for implementing the OBE program, which aims to improve access, quality, and governance in education. In the first quarter, the coordinator achieved all targets by conducting school meetings on OBE and having 100% of teachers participate in self-monitoring activities. The coordinator notes some hindering factors like internet issues during webinars but implemented actions like enforcing protocols to address gaps. Recommendations include managing teachers' time properly and finding strong internet for webinars.
This document contains an action research proposal submitted by Jason P. Vista to the Department of Education in the Philippines. The proposal aims to study the effectiveness of "Spoken Mathematics", an intervention using materials like brochures, dictionaries and audio lessons, in improving the reading comprehension and problem solving skills of grade 7 students under modular distance learning. The proposal outlines the context and rationale, research questions, proposed intervention, research methodology involving 143 participants, work plan, cost estimates, and dissemination plans. It is submitted for approval to conduct the action research study in the upcoming school year.
This document is a manual for a Bread and Pastry Production course developed by the Department of Education of the Philippines. It was created through collaboration between educators and is intended to provide students with the skills and knowledge needed to receive certification in bread and pastry production. The manual covers key topics like preparing, decorating, presenting, and storing bakery products through lessons, activities, and self-checks to help students develop the required competencies.
This document outlines the career progression, duties, and requirements for promotion to Master Teacher I and Master Teacher II positions in the Philippines. It details the salary grades and differences, duties and responsibilities which include instructional leadership, training programs, mentoring teachers, and more. The criteria and requirements for promotion to each level are also specified, such as education level, experience, performance ratings, and merit points earned through leadership roles, research, community projects, and other achievements.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
This document outlines the graduation project requirements for Peters Township High School beginning with the Class of 2013. It details the purpose and process of the career exploration project that students must complete, including required components like creating an electronic portfolio, setting career goals, exploring careers through surveys and interviews, developing a resume, attending a career fair, doing a classroom or service project related to career goals, and presenting their journey and portfolio to a panel. It provides assessment criteria, timelines, FAQs, and checklists to help students successfully complete the project, which is a requirement for graduation.
This document contains artifacts from a teacher's practicum portfolio, including individual learning monitoring plans for students, lesson plans, teacher-made learning resources, certificates of participation in professional development activities, a reflective summary, and evidence of engaging with learners, colleagues, and stakeholders. The teacher created plans to support students' varying needs and monitored their progress regularly. Professional development activities helped the teacher adapt to distance learning during the pandemic.
This document announces a regional mass training of Grade 9 teachers on the K to 12 Basic Education Program to be held from May 12-21, 2014 in Cebu City, Dumaguete City, and Tagbilaran City. The training will focus on building teacher capacity to understand and implement the new K to 12 curriculum. It provides schedules, venues, lists of participants and trainers by learning area. Schools Division Superintendents are tasked with coordinating teacher selection and ensuring participant attendance and engagement during the training.
Innovation Project Proposal in DepEd - Super DraftGlenn Rivera
This is my somewhat "wasted" innovation project proposal. I intend to share it here for academic purposes. This is just a draft however and should not be used in citations or referencing. I decided to put it here in this platform finally because I no longer want to engage the pleasures of the higher ups. Otherwise, this will just be a matter of compliance and not love for genuine learning and academic freedom. The whole research and innovation process in DepEd has become too tedious, restrictive, and red-taped. If you write too long, they may want your paper to be concise or shorter and then if you cut it short, they then want it to be much longer. I still cannot see how some people become so obsessed with editing or proofreading nowadays when we don't even have the perfect English in this country and we don't have the same wavelengths to understand each other. Pants down.
This document is the annual Gender and Development (GAD) Plan and Budget for Balaoang National High School for fiscal year 2023. It identifies three key gender issues: 1) Lack of awareness among staff about GAD programs, which will be addressed through training; 2) Unsafe school facilities, which will be improved through repairs; and 3) Lack of office supplies during COVID-19, which will be addressed through procurement. The proposed budget totals 91,800 pesos and will come from the agency's GAD funds. Upon approval, the plan will be implemented under the School GAD Focal Point System to promote equitable services for male and female staff and students.
This document is a mid-year project monitoring report for La Filipina National High School covering August to December 2023. It summarizes the status of various projects under the school's Project L.E.A.D.S. (Learning Enhancement for Academic Development of Students). As of mid-year, 61 out of 72 planned activities have been implemented. Some activities are continuing until the end of the school year or were not attainable. It also reports on the status of national initiatives and notes that the ALS program cannot be assessed due to a lack of action plan. The report provides recommendations such as carrying over unfinished activities to next year and developing an ALS action plan.
This document is a teacher's guide for teaching Grade 10 mathematics in the Philippines. It provides guidelines for teachers to help students learn key concepts in permutations and combinations. The guide includes learning outcomes, planning for assessment, sample teaching activities, and summative assessments. The overall goals are for students to understand precise counting techniques and be able to apply concepts of permutations and combinations to make conclusions and wise decisions.
This document provides a checklist of requirements and guidelines for processing applications for reclassification to Master Teacher I/II positions. It outlines 10 basic documents needed, including recommendations, service records, transcripts, and performance ratings. It also lists the basic requirements of being a permanent teacher with a bachelor's degree and satisfactory performance ratings. Additional requirements include years of teaching experience and a minimum number of points in leadership, potential, and achievements. Various activities and roles are assigned point values that can be accumulated to meet the minimum point requirements.
This document provides the training matrix and program for a three-day school-based in-service training workshop on teaching strategies for literacy and crafting contextualized instructional materials for teachers from Bacolod Elementary School and Santiago Chu Elementary School in Surigao del Sur, Philippines. The training will cover teaching approaches like mother tongue literacy, Marungko approach, Fuller method, and four-pronged approach. It will also discuss crafting learning activity sheets and computer-aided instructional materials. The workshop aims to enhance teacher capacity in providing reading interventions and developing relevant teaching materials.
This document is a teacher's guide for a Grade 10 mathematics module on polynomial functions. It provides learning outcomes, planning for assessment, sample lesson plans and activities. The module aims to help students understand key concepts of polynomial functions and apply them to solve real-world problems. Students are expected to be able to illustrate and graph polynomial functions, and solve problems involving polynomial functions. Assessment will include having students write polynomial functions, find intercepts, make lists of ordered pairs, make tables of signs, and apply concepts to life problems. The teacher's guide is intended to help students master the content and performance standards for polynomial functions.
This document is the teacher's guide for the Grade 10 Mathematics curriculum developed by the Department of Education of the Philippines. It provides teachers with guidelines for effectively teaching the content to help students attain the expected learning competencies and standards. The teacher's guide includes learning outcomes, assessment plans, lesson plans, activities with answers, practice tests and references to help teachers deliver creative and engaging mathematics instruction. It aims to equip teachers with the necessary resources to teach the lessons in an interactive and effective manner.
The document outlines a lesson plan for Grade 5 students to introduce themselves. It includes three activities: 1) Students write and present introductions about their name, age, hobbies, and favorite subject. 2) Students work in pairs or groups to ask each other questions to learn more about their classmates. 3) Students create posters with words, pictures, and symbols to introduce themselves and present them to the class. The lesson aims to help students confidently introduce themselves and learn about their peers.
The 3-day seminar aimed to enhance teachers' awareness of the importance of Education for Social Well-Being (ESP) in the K-12 curriculum. It sought to provide teachers skills in innovative ESP teaching strategies and methods and boost their advocacy for values education. Over the 3 days, teachers learned about integrated and holistic ESP teaching approaches, living simply and meaningfully as ESP teachers, and enriching qualities as peace and values educators. The second day focused on teaching through love and pedagogy of the heart. The final day included demo teaching of ESP lessons and recognition of speakers and participants.
The document announces the celebration of Filipino Values Month at the San Juan Baño Elementary School in Pampanga, Philippines. The theme this year focuses on developing character, empathy, and faith during the COVID-19 pandemic. Activities will include exhibits, talents, and innovations to promote positive Filipino values and support student welfare despite learning remotely. The month-long celebration in November aims to foster moral values and national identity through family-focused activities accessible online.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
MT-WORKSHEET.docx
1. RepublicofthePhilippines
DepartmentofEducation
REGION III
SCHOOLS DIVISION OF PAMPANGA
Address: High School Blvd., Brgy. Lourdes, City of San Fernando (P)
Telephone No.: (045) 435-27-28;Email Address: pampanga@deped.gov.ph
Worksheet for Ranking of Master Teachers
Name: _____________________________________ Year/ Grade/Subject Taught: _____________________
School: ____________________________________ District/Cluster: ________________________________
Position per latest appointment:________________________________________________________________
Date of Latest Appointment: ___________________________________________________________________
BasicQualifications:
a. Status: ________________________________________________________
b. Educational Qualification:___________________________________
c. Performance Ratings: for the last three years_____________
Year 1 ________________
Year 2 ________________
Year 3 ________________
d. Teaching Experience:________________________________________
CREDIT POINTS FOR LEADERSHIP, POTENTIAL AND ACCOMPLISHMENTS
(MEC Order No. 10 s.1979 and Division Memorandum 18, s. 2013)
Criteria/Indicators Number of
Points
Points
Earned
A. Introduced any of the following: maximum – 20 points
1. Curriculum/ Instructional Materials
Proposal to prepare C/IMs approved by the SDS
Inventory/List of C/IMs with brief description
approved by the SDS
Certification that the C/IMs were used by the
school signed by the school head and evidences
of the effectiveness of the C/IMs as attested by
the EPS concerned
Certification that C/IMs were used by the
district/cluster signed by the PSDS/ Cluster
Chairman and evidences of the effectiveness of
the C/IMs as attested by the EPS concerned
Basic Requirement
20 pts – Project
was implemented
in the division level
with all the present
documents
15 pts – Project
was implemented
in the division level
with documents
missing
13 pts – Project
was implemented
in the district level
with all the present
documents
10 pts – Project
was implemented
2. RepublicofthePhilippines
DepartmentofEducation
REGION III
SCHOOLS DIVISION OF PAMPANGA
Address: High School Blvd., Brgy. Lourdes, City of San Fernando (P)
Telephone No.: (045) 435-27-28;Email Address: pampanga@deped.gov.ph
in the district level
with documents
missing
7pts – Project was
implemented in the
school level with all
the documents
5pts – Project was
implemented in the
school level with
one or two
documents missing
2pts – Project was
implemented in the
school level with
three or more
documents missing
2. Effective Teaching Techniques/Strategies
Proposal to introduce a teaching
technique/strategy approved by the SDS
Demonstration of the Methodology on the use of
the technique/ strategy certified by the EPS and
approved by the SDS
Certification that the technique/strategy was
used and proven to be effective in the school
signed by School Head. A comparative report of
Pupils’/ students’ performance should be
presented.
Certification that the technique/strategy was
used and proven effective in the district/cluster
signed by PSDS/Cluster Chairman
Basic Requirement
20 pts – Project
was implemented
in the division level
with all the present
documents
15 pts – Project
was implemented
in the division level
with documents
missing
13 pts – Project
was implemented
in the district level
with all the present
documents
10 pts – Project
was implemented
in the district level
with documents
missing
7pts – Project was
implemented in the
school level with all
the documents
3. RepublicofthePhilippines
DepartmentofEducation
REGION III
SCHOOLS DIVISION OF PAMPANGA
Address: High School Blvd., Brgy. Lourdes, City of San Fernando (P)
Telephone No.: (045) 435-27-28;Email Address: pampanga@deped.gov.ph
5pts – Project was
implemented in the
school level with
one or two
documents missing
2pts – Project was
implemented in the
school level with
three or more
documents missing
3. Simplification of work or procedure that resulted in
cost reduction.
Proposal to use a system/procedure that will
simplify work and reduce cost approved by the
SDS.
Demonstration of the Methodology of the
system/procedure certified by the School Head
Certification by the School Head that the
system/procedure was adopted by the school
and proven to simplify work and reduced cost. A
comparative report on cost incurred should be
presented.
Certification that the system/procedure was
adopted and used by the district/cluster and
proven to simplify work and reduced cost signed
by PSDS/Cluster Level Chairman.
Basic Requirement
20 pts – Project
was implemented
in the division level
with all the present
documents
15 pts – Project
was implemented
in the division level
with documents
missing
13 pts – Project
was implemented
in the district level
with all the present
documents
10 pts – Project
was implemented
in the district level
with documents
missing
7pts – Project was
implemented in the
school level with all
the documents
5pts – Project was
implemented in the
school level with
one or two
documents missing
4. RepublicofthePhilippines
DepartmentofEducation
REGION III
SCHOOLS DIVISION OF PAMPANGA
Address: High School Blvd., Brgy. Lourdes, City of San Fernando (P)
Telephone No.: (045) 435-27-28;Email Address: pampanga@deped.gov.ph
2pts – Project was
implemented in the
school level with
three or more
documents missing
4. Worthwhile income generating project for
pupils/students
Project proposal/feasibility study approved by
the SDS
Certification that project was undertaken in the
school with in inclusive period with the following
evidences
List of pupil/student beneficiaries
Records of benefits/shares given to
pupils/students duly acknowledged by
them
Pictures documenting activities
Accomplishment Report
Certification by SDS that project was undertaken
in the District/Cluster Level with inclusive
period with the following evidences;
List of pupil/student beneficiaries
Records of benefits/shares given to
pupils/students duly acknowledged by
them
Pictures documenting activities
Accomplishment Report
Basic Requirement
20 pts – Project
was implemented
in the division level
with all the present
documents
15 pts – Project
was implemented
in the division level
with documents
missing
13 pts – Project
was implemented
in the district level
with all the present
documents
10 pts – Project
was implemented
in the district level
with documents
missing
7pts – Project was
implemented in the
school level with all
the documents
5pts – Project was
implemented in the
school level with
one or two
documents missing
2pts – Project was
implemented in the
school level with
three or more
documents missing
5. RepublicofthePhilippines
DepartmentofEducation
REGION III
SCHOOLS DIVISION OF PAMPANGA
Address: High School Blvd., Brgy. Lourdes, City of San Fernando (P)
Telephone No.: (045) 435-27-28;Email Address: pampanga@deped.gov.ph
B. Served as ………………………………………………………Maximum – 12 pts.
B.1. Served as Subject Coordinator or Grade/Year Chairman for at least one (1) year.
Designation signed by the School head with
effectivity date and approved by the SDS.
Action Plan approved by the School Head/Cluster
Chairman/PSDS
Accomplishment Report noted by the School
Head/ PSDS/Cluster Chairman.
Certificate issued by the school administrator
and PSDS that he/she discharge his/her work
efficiently during his/her period of assignment as
grade leader or as adviser.
Basic Requirement
12 pts – with all the
documents present
7 pts – with one
document missing
5 pts – with two or
more documents
missing
Note: No
designation, no
point
B.2. Served as Adviser of School Publication for at least 2 years. Maximum –12pts.
Designation signed by the School Head with
effectivity date and approved by the SDS.
Certification signed by the School Head with
inclusive period.
Copies of school papers published within 2 years
Certificate issued by the school administrator
and PSDS that he/she discharge his/her work
efficiently during his/her period of assignment as
grade leader or as adviser.
Basic Requirement
12 pts – with all the
documents present
7 pts – with one
document missing
5 pts – with two or
more documents
missing
Note: No
designation, no
point
B.3. AdviserofSchool Organizationforatleast2 years.Maximum – 12pts.
Designation signed by the School Head with
effectivity date and approved by the SDS
Certification signed by the School Head with
inclusive period.
Action Plan noted by School Head
List of officers/members of the school
organization
Accomplishment Report supported by
documents and attested by the School Head.
Basic Requirement
12 pts – with all the
documents present
7 pts – with one
document missing
5 pts – with two or
more documents
missing
6. RepublicofthePhilippines
DepartmentofEducation
REGION III
SCHOOLS DIVISION OF PAMPANGA
Address: High School Blvd., Brgy. Lourdes, City of San Fernando (P)
Telephone No.: (045) 435-27-28;Email Address: pampanga@deped.gov.ph
Certificate issued by the school administrator
and PSDS that he/she discharge his/her work
efficiently during his/her period of assignment as
grade leader or as adviser.
Note: No
designation, no
point
C. DesignatedasChairmanofa Special Committee.Maximum – 12pts.
1. To prepare instructional materials
Designation as a Chairman of a Special
Committee by the School Head noted by the PSDS
Certification signed by the School Head
Accomplishment Report of the Special
Committee
Certificate issued by the school administrator
and PSDS that he/she discharge his/her work
efficiently during his/her period of assignment as
grade leader or as adviser.
2. To study the curriculum
Letter addressed to the School
head/PSDS/cluster Chairman/SDS as the case
maybe requesting approval of proposal to study
the curriculum and the special committee
chaired by the Teacher with the members
Certification signed by the School
Head/PSDS/Cluster Chairman/SDS as the case
maybe.
Report/Findings of the special committee with
recommendations noted by the School
head/PSDS/ Cluster Chairman/SDS as the case
maybe.
Certificate issued by the school administrator
and PSDS that he/she discharge his/her work
efficiently during his/her period of assignment as
grade leader or as adviser.
3. To prepare school class programs
Designation as a Chairman of a Special
Committee by the School Head to prepare the
Gen. Intermediate Class Program/ School Class
Program for a specific school year.
Gen. Intermediate Program/ School Program
signed by the Committee and approved by the
PSDS for elementary and the ASDS for Secondary.
Certificate issued by the school administrator
and PSDS that he/she discharge his/her work
Basic Requirement
3 pts
3 pts
6 pts
Basic Requirement
3 pts
3 pts
6 pts
Basic Requirement
12 pts
7. RepublicofthePhilippines
DepartmentofEducation
REGION III
SCHOOLS DIVISION OF PAMPANGA
Address: High School Blvd., Brgy. Lourdes, City of San Fernando (P)
Telephone No.: (045) 435-27-28;Email Address: pampanga@deped.gov.ph
efficiently during his/her period of assignment as
grade leader or as adviser.
D. Initiated or headed and Educational Research Activity either for the Improvement of Instruction,
Community Development of Teacher Welfare. Maximum – 12 pts.
Research Proposal approved by SDS
Research paper approved by SDS
For participation:
Certification that teacher was a member of the
research activity(Activity Proposal & Research Paper
must also be presented)
Status of Implementation:
Approved Proposal On-going Fully
Implemented
School 1 pt 2 pts 4 pts
District 2 pts 3 pts 8 pts
Division 3 pts 4 pts 12 pts
12 pts
E. Coordinator of Community Project or Activity, Program of another Agency, Rural Service
Improvement for at least 2 years. Maximum – 12 pts.
Letter designating the teacher as a Project
Coordinator or by Project Chairman
Certification signed by the Barangay Chairman or
Head of Agency with inclusive period.
Work/Action Plan of the Barangay Chairman or
head of Agency including the activities to be
coordinated for 2 years.
Accomplishment Report attested by the
Barangay Chairman or Head of Agency supported
by Pictures of activities undertaken
For participation:
Certification signed by the Barangay Chairman
that the teacher participated in the activity with
inclusive period. (The above cited 3
requirements must be present before this can be
awarded.)
Basic
requirement
12 pts – with all
the documents
present
7 pts – with one
document
missing
5 pts – with two
or more
documents
missing
F. Organized/ managed and in-service activity or other similar activities for at least one (1) day.
Maximum 12 pts.
Letter addressed to the School
Head/PSDS/Cluster Chairman/SDS requesting
permit to organize and to manage a
seminar/training with approval.
Approved training design and matrix
Program of activities
Basic
requirement
12 pts – with all
the documents
present
8. RepublicofthePhilippines
DepartmentofEducation
REGION III
SCHOOLS DIVISION OF PAMPANGA
Address: High School Blvd., Brgy. Lourdes, City of San Fernando (P)
Telephone No.: (045) 435-27-28;Email Address: pampanga@deped.gov.ph
Registration/Attendance Sheet
Post Training Report/Evaluation
Narrative report and documentation
Certificate of Recognition issued by the School
Head Acknowledging the teacher as the
organizer/manager of the INSET activity
7 pts – with one
document
missing
5 pts – with two
or more
documents
missing
G. Meritorious Achievement. Maximum – (FIRST PLACE ONLY) 10 pts.
1. Trainer or coach to contestants who receive prizes,
with certificate duly signed by proper authority.
National
Regional
Division
District/Cluster
10 pts
5 pts
3 pts
1 pt
2. Athletic coach of athletes or teams who won prizes
with certificate duly signed by proper authority.
National
Regional
Division
District/Cluster
10 pts
5 pts
3 pts
1 pt
3. Coordinator of Boy Scout or Girl Scout Activities
With certification issued by proper authority
Has Program of activities duly certified by proper authority
Accomplishment Report certified by proper authority
National Level
Regional Level
Provincial Level
District Level
Basic Requirement
Basic Requirement
Basic Requirement
10 pts
5 pts
3 pts
1 pts
H. Authorship
(10 points for a published book and 1 point for each article published in a
magazine, journal, newspaper of wide circulation provided it is about education)
Wide circulation-at least Provincial Level
Sole authorship
Co-authorship
Article
10 points
10÷no. of authors
1 pt. per article
Total:____________________________
Signature:_______________________