This document appears to be a performance evaluation form for a teacher named Juan E. Peniero from Milan National High School. It includes 17 key result areas (KRAs) with objectives and means of verification (MOV) for evaluating the teacher's performance. The KRAs cover topics like applying knowledge of content, establishing safe learning environments, designing teaching strategies for diverse learners, maintaining community-responsive learning environments, upholding teaching ethics and professional development. MOVs include classroom observations, lesson plans, assessment data analysis, and documentation of other teaching duties.
NRP-ON-CATCH-UP-FRIDAYS AN READING INITIATIVERioPilapil2
This document provides information about the 2024 in-service training on improving classroom assessment. It discusses the National Reading Program (NRP) which aims to improve reading skills through access to high-quality materials and teacher professional development. The NRP focuses on reading enhancement and intervention. It will be implemented on Catch-Up Fridays in January 2024 where students will engage in reading activities and teachers will receive training. The document addresses frequently asked questions about how Catch-Up Fridays will be structured and monitored and the roles of teachers, administrators, and stakeholders in supporting the program.
This document outlines the Most Essential Learning Competencies, objectives, activities, and duration for an Entrepreneurship and ICT course for grades 4, 5, and 6 in the Schools Division Office of Balanga City, Philippines. It covers topics such as explaining the meaning of entrepreneurship, discussing entrepreneur traits, identifying different business types, learning computer and internet safety guidelines, using productivity tools like word processing and spreadsheets, learning to buy and sell products, participating in online forums and video conferences safely, and more. The objectives are practiced over periods of 2-5 weeks through hands-on class activities.
This document provides an overview of Course 1 of the Teacher Induction Program for newly hired teachers in the Philippines. The course aims to help new teachers align their teaching philosophy with the vision, mission, and values of the Department of Education. It introduces teachers to the school year timeline, daily responsibilities, and standardized forms and procedures. The course contains 3 modules that cover becoming a DepEd teacher, preparing for the new school year, and creating an engaging classroom environment. Upon completing the course, teachers should be able to uphold teaching as a profession, establish safe learning environments, and manage student behavior constructively.
This document outlines the performance evaluation tool for proficient teachers for the 2022-2023 school year. It includes 5 key result areas (KRAs) related to content knowledge and pedagogy, learning environment and diversity of learners. Each KRA contains 3-4 objectives that will be measured through classroom observation using a standardized form. Teachers will receive ratings on a 5-point scale for quality of teaching and efficiency in meeting objectives. Ratings will be based on analyzing scores from multiple classroom observations.
This document appears to be a teacher's performance evaluation containing their results on various Key Result Areas (KRA). The KRAs include Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners and Planning, Community Linkages and Professional Engagement, and a Plus Factor. Each KRA contains several objectives that are measured and scored. The evaluation also includes the teacher's name, position, and signature of the principal.
This document contains forms and tools related to classroom observations for teachers for the 2023-2024 school year, including:
1. An inter-observer agreement form for 3 observers to discuss and agree on ratings for 9 indicators of teacher performance.
2. An observation notes form for observers to take notes on a teacher's classroom performance.
3. A table listing the classroom observation tool objectives for a teacher to focus on each quarter of the school year.
This document contains a teacher's portfolio for the Results Based Performance Management System. It includes the teacher's profile and objectives and measures of performance across 5 Key Result Areas - Content Knowledge and Pedagogy, Diversity of Learners and Assessment and Reporting, Curriculum and Planning, Community Linkages and Professional Engagement and Personal Growth and Professional Development, and a Plus Factor. For each objective, the teacher provides evidence of performance in the form of lesson plans, materials, and assessment tools.
Catch-Up Fridays is a new program implemented by the Department of Education to address learning gaps in reading proficiency, values education, health education, and peace education. It will take place every Friday starting January 12, 2024, with mornings focused on reading and afternoons on values, health, and peace. Teachers will facilitate integrated lessons and monitor progress through reflection journals. The goals are to reinforce foundational skills and concepts through engaging activities like DEAR (Drop Everything And Read) while also gathering feedback to improve the program over time. Regional offices will submit quarterly reports to the Department of Education for assessment and evaluation of Catch-Up Fridays.
NRP-ON-CATCH-UP-FRIDAYS AN READING INITIATIVERioPilapil2
This document provides information about the 2024 in-service training on improving classroom assessment. It discusses the National Reading Program (NRP) which aims to improve reading skills through access to high-quality materials and teacher professional development. The NRP focuses on reading enhancement and intervention. It will be implemented on Catch-Up Fridays in January 2024 where students will engage in reading activities and teachers will receive training. The document addresses frequently asked questions about how Catch-Up Fridays will be structured and monitored and the roles of teachers, administrators, and stakeholders in supporting the program.
This document outlines the Most Essential Learning Competencies, objectives, activities, and duration for an Entrepreneurship and ICT course for grades 4, 5, and 6 in the Schools Division Office of Balanga City, Philippines. It covers topics such as explaining the meaning of entrepreneurship, discussing entrepreneur traits, identifying different business types, learning computer and internet safety guidelines, using productivity tools like word processing and spreadsheets, learning to buy and sell products, participating in online forums and video conferences safely, and more. The objectives are practiced over periods of 2-5 weeks through hands-on class activities.
This document provides an overview of Course 1 of the Teacher Induction Program for newly hired teachers in the Philippines. The course aims to help new teachers align their teaching philosophy with the vision, mission, and values of the Department of Education. It introduces teachers to the school year timeline, daily responsibilities, and standardized forms and procedures. The course contains 3 modules that cover becoming a DepEd teacher, preparing for the new school year, and creating an engaging classroom environment. Upon completing the course, teachers should be able to uphold teaching as a profession, establish safe learning environments, and manage student behavior constructively.
This document outlines the performance evaluation tool for proficient teachers for the 2022-2023 school year. It includes 5 key result areas (KRAs) related to content knowledge and pedagogy, learning environment and diversity of learners. Each KRA contains 3-4 objectives that will be measured through classroom observation using a standardized form. Teachers will receive ratings on a 5-point scale for quality of teaching and efficiency in meeting objectives. Ratings will be based on analyzing scores from multiple classroom observations.
This document appears to be a teacher's performance evaluation containing their results on various Key Result Areas (KRA). The KRAs include Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners and Planning, Community Linkages and Professional Engagement, and a Plus Factor. Each KRA contains several objectives that are measured and scored. The evaluation also includes the teacher's name, position, and signature of the principal.
This document contains forms and tools related to classroom observations for teachers for the 2023-2024 school year, including:
1. An inter-observer agreement form for 3 observers to discuss and agree on ratings for 9 indicators of teacher performance.
2. An observation notes form for observers to take notes on a teacher's classroom performance.
3. A table listing the classroom observation tool objectives for a teacher to focus on each quarter of the school year.
This document contains a teacher's portfolio for the Results Based Performance Management System. It includes the teacher's profile and objectives and measures of performance across 5 Key Result Areas - Content Knowledge and Pedagogy, Diversity of Learners and Assessment and Reporting, Curriculum and Planning, Community Linkages and Professional Engagement and Personal Growth and Professional Development, and a Plus Factor. For each objective, the teacher provides evidence of performance in the form of lesson plans, materials, and assessment tools.
Catch-Up Fridays is a new program implemented by the Department of Education to address learning gaps in reading proficiency, values education, health education, and peace education. It will take place every Friday starting January 12, 2024, with mornings focused on reading and afternoons on values, health, and peace. Teachers will facilitate integrated lessons and monitor progress through reflection journals. The goals are to reinforce foundational skills and concepts through engaging activities like DEAR (Drop Everything And Read) while also gathering feedback to improve the program over time. Regional offices will submit quarterly reports to the Department of Education for assessment and evaluation of Catch-Up Fridays.
List of prioritized topics for school based leanrning action cell (slac0lormieabrao
The document lists 18 topics prioritized for the School-Based Learning Action Cell (SLAC) for the 2021-2022 school year at Cresencio S. Lago National High School in Surigao del Sur, Philippines. The topics include using ICT to create video lessons and interactive materials, designing test questions and performance tasks, providing formative feedback, innovation strategies for struggling learners, and workshops on using online platforms and making computer-aided instructional materials. Target dates for conducting sessions on the topics are to be determined.
This document is a mid-year review form for teacher Jefferson B. Torres. It evaluates his performance over the rating period based on key result areas (KRAs) like content knowledge and pedagogy, learning environment and diversity of learners, and curriculum and planning. Each KRA has objectives with timelines, weights, means of verification, and ratings. The form contains the ratings and remarks from both the ratee (Mr. Torres) and rater (Principal Luisito de Guzman). It will be used to assess Mr. Torres' performance at the mid-year point and identify any areas for improvement in the second half of the rating period.
This document outlines guidelines for implementing "Catch-up Fridays" in all schools beginning January 2024. Catch-up Fridays will take place every Friday to enhance learners' academic performance in reading, values, health, and peace education. Specific themes and subthemes are identified for each subject on a quarterly basis. Teachers are given flexibility in teaching approaches but are required to align with the quarterly themes. Suggested teaching strategies include integrating subjects, games, group activities, readings, discussions and more to reinforce key concepts and skills in an engaging manner.
The document outlines the guidelines and criteria for promoting teachers to higher positions like Teacher II, III and Master Teacher I, II, III, IV. It details the minimum qualifications, ranking committees, and credit points system used to evaluate candidates' performance, education, accomplishments, experience, training, potential, and psychosocial attributes. Promotion is dependent on an approved application, natural vacancy, or reclassification based on years of experience and additional academic units completed.
The document outlines guidelines for conducting the 2022 Regional Diagnostic Assessment in Schools Division of Bulacan from September 12-16. Teachers will administer assessment tools in various learning areas to determine the percentage of students achieving proficiency and identify the most and least mastered competencies. They will then develop intervention plans to address learning gaps. School heads will analyze results, conduct learning sessions for teachers, and prepare remediation plans for approval by the Schools Division Office. The assessment aims to improve teaching quality and support learning recovery.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
This document contains forms related to student-parent-teacher conferences and interventions at Taloy Sur National High School in the Philippines. The forms include a student-parent-teacher conference form to document conferences about a student's behavior, academics, or other reasons. An anecdotal, contact, and home visitation form tracks observations of students, contacts made with parents to schedule conferences, and home visitation reports. The documents provide a way for the school to document interventions and agreements with students and parents to address issues.
The accomplishment report summarizes the guidance counselor's work for the 2013-2014 school year at PAO-O Elementary School Annex in Santa Maria, Laguna, Philippines. Key programs included helping non-readers, slow learners, and absentee students; conducting reviews for grades 3 and 6; and remedial programs for grades 1-6. The guidance counselor also used programs like MISOSA, DORP, and ECARP. Additionally, the counselor advised teachers, counseled students, conducted parent interviews, and assisted students seeking help or with weaknesses. Going forward, the counselor will continue personalized assistance and support for student improvement.
This document is the Individual Performance Commitment and Review Form (IPCRF) development plan for Daniel Fajardo Elementary School in Las Piñas City, Philippines. It outlines the school's strengths, development needs, action plans, timelines, and resources needed based on the Republic of the Philippines Department of Education's RPMS-PPST objectives. The plan focuses on two functional competencies: advising colleagues on teaching resources and strengthening relationships with parents/guardians. It also addresses the core behavioral competency of teamwork. The action plans include conducting meetings, sessions, and webinars with teachers, parents, and the community. The timeline is for the whole year and resources include the principal, master teacher, teachers
[Appendix C-02] Proficient COT-RPMS SY 2023-2024.pdfMarife Plares
This document provides indicators and descriptors for evaluating a teacher's proficiency and application of content knowledge. It includes 4 indicators rated on a scale from 1 to 7.
Indicator 1 addresses a teacher's knowledge of content within and across curriculum areas. Higher ratings require more accurate, in-depth and broad content knowledge as well as making connections between areas.
Indicator 2 focuses on using a range of teaching strategies to enhance literacy and numeracy skills. More effective strategies are consistently used to meet individual learner needs.
Indicator 3 examines applying strategies to develop critical thinking and higher-order skills. Higher ratings involve more complex, analytical questions and activities.
Indicator 4 evaluates proficiency in the languages of instruction. Advancing levels
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.
Annex A2 RPMS Tool for Proficient Teachers SY 2023-2024.pptxKarenGaspar8
This document outlines the performance rating system for teachers in the 2023-2024 school year. It includes 6 key objectives for creating an effective learning environment and demonstrating strong content knowledge and pedagogy. Each objective includes indicators for measuring teacher performance at various levels, from outstanding to poor. Performance will be assessed based on classroom observation tools and ratings. The objectives and indicators are aligned with the Proficient Teacher Standards.
This document contains a teacher's portfolio and performance review based on the Results-Based Performance Management System (RPMS). It includes 15 objectives across 5 Key Result Areas (KRAs) - Content Knowledge and Pedagogy, Learning Environment and Diversity of Learners, Curriculum and Planning, Assessment and Reporting, and Personal Growth and Professional Development. Progress for each objective is measured using various Means of Verification like classroom observations, participation in professional development activities, and samples of work.
[Appendix 1 a] rpms tool for proficient teachers sy 2021 2022 in the time of ...GlennOcampo
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
This three-paragraph document describes the development of a tool by the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government. It states that the tool was developed through the RCTQ and with support from the Australian Government in all three paragraphs.
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 provides learning objectives and activities around improving vocabulary. It includes examples of unscrambling words from scrambled letters. There are several unscrambling activities where students must rearrange letters to form words that complete sentences. The document also lists seven easy ways to improve vocabulary, such as reading regularly, using dictionaries and thesauruses, learning a new word each day, and playing word games.
Marcelo M. Jacosalem, III RPMS Portfolio 2022-2023.pdfmarcelo788039
The document appears to be a performance evaluation of a teacher, Marcelo M. Jacosalem III, conducted by his rater Rogelio L. Mendano and principal Raul C. Basa. It consists of observations and ratings for various objectives related to the teacher's content knowledge, pedagogy, learning environment, and other skills. For each objective, there are means of verification provided, including classroom observation notes and ratings. The evaluation covers two key result areas of the teacher's work.
This document appears to be a portfolio for evaluating a teacher named Juan Dela Cruz for the school year 2021-2022. It includes 4 key result areas (KRAs) with various objectives and means of verification (MOV) for each objective. The KRAs are: Content Knowledge and Pedagogy; Learning Environment; Diversity of Learners, Curriculum and Planning, & Assessment and Reporting; and Community Linkages and Professional Engagement & Personal Growth and Professional Development. The MOVs include classroom observations, lesson plans, teaching materials, assessments and reports. The portfolio seems to be used to assess the teacher's performance on various teaching standards and professional responsibilities.
This document appears to be a portfolio for results-based performance management of a teacher named Juan Dela Cruz. It includes objectives and measures of verification for 5 key result areas: content knowledge and pedagogy, learning environment, diversity of learners/curriculum/planning and assessment, community linkages and professional engagement, and personal growth. For each objective, it lists classroom observations, lesson/activity plans, assessments, and other documentation that can be used to evaluate the teacher's performance.
List of prioritized topics for school based leanrning action cell (slac0lormieabrao
The document lists 18 topics prioritized for the School-Based Learning Action Cell (SLAC) for the 2021-2022 school year at Cresencio S. Lago National High School in Surigao del Sur, Philippines. The topics include using ICT to create video lessons and interactive materials, designing test questions and performance tasks, providing formative feedback, innovation strategies for struggling learners, and workshops on using online platforms and making computer-aided instructional materials. Target dates for conducting sessions on the topics are to be determined.
This document is a mid-year review form for teacher Jefferson B. Torres. It evaluates his performance over the rating period based on key result areas (KRAs) like content knowledge and pedagogy, learning environment and diversity of learners, and curriculum and planning. Each KRA has objectives with timelines, weights, means of verification, and ratings. The form contains the ratings and remarks from both the ratee (Mr. Torres) and rater (Principal Luisito de Guzman). It will be used to assess Mr. Torres' performance at the mid-year point and identify any areas for improvement in the second half of the rating period.
This document outlines guidelines for implementing "Catch-up Fridays" in all schools beginning January 2024. Catch-up Fridays will take place every Friday to enhance learners' academic performance in reading, values, health, and peace education. Specific themes and subthemes are identified for each subject on a quarterly basis. Teachers are given flexibility in teaching approaches but are required to align with the quarterly themes. Suggested teaching strategies include integrating subjects, games, group activities, readings, discussions and more to reinforce key concepts and skills in an engaging manner.
The document outlines the guidelines and criteria for promoting teachers to higher positions like Teacher II, III and Master Teacher I, II, III, IV. It details the minimum qualifications, ranking committees, and credit points system used to evaluate candidates' performance, education, accomplishments, experience, training, potential, and psychosocial attributes. Promotion is dependent on an approved application, natural vacancy, or reclassification based on years of experience and additional academic units completed.
The document outlines guidelines for conducting the 2022 Regional Diagnostic Assessment in Schools Division of Bulacan from September 12-16. Teachers will administer assessment tools in various learning areas to determine the percentage of students achieving proficiency and identify the most and least mastered competencies. They will then develop intervention plans to address learning gaps. School heads will analyze results, conduct learning sessions for teachers, and prepare remediation plans for approval by the Schools Division Office. The assessment aims to improve teaching quality and support learning recovery.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
This document contains forms related to student-parent-teacher conferences and interventions at Taloy Sur National High School in the Philippines. The forms include a student-parent-teacher conference form to document conferences about a student's behavior, academics, or other reasons. An anecdotal, contact, and home visitation form tracks observations of students, contacts made with parents to schedule conferences, and home visitation reports. The documents provide a way for the school to document interventions and agreements with students and parents to address issues.
The accomplishment report summarizes the guidance counselor's work for the 2013-2014 school year at PAO-O Elementary School Annex in Santa Maria, Laguna, Philippines. Key programs included helping non-readers, slow learners, and absentee students; conducting reviews for grades 3 and 6; and remedial programs for grades 1-6. The guidance counselor also used programs like MISOSA, DORP, and ECARP. Additionally, the counselor advised teachers, counseled students, conducted parent interviews, and assisted students seeking help or with weaknesses. Going forward, the counselor will continue personalized assistance and support for student improvement.
This document is the Individual Performance Commitment and Review Form (IPCRF) development plan for Daniel Fajardo Elementary School in Las Piñas City, Philippines. It outlines the school's strengths, development needs, action plans, timelines, and resources needed based on the Republic of the Philippines Department of Education's RPMS-PPST objectives. The plan focuses on two functional competencies: advising colleagues on teaching resources and strengthening relationships with parents/guardians. It also addresses the core behavioral competency of teamwork. The action plans include conducting meetings, sessions, and webinars with teachers, parents, and the community. The timeline is for the whole year and resources include the principal, master teacher, teachers
[Appendix C-02] Proficient COT-RPMS SY 2023-2024.pdfMarife Plares
This document provides indicators and descriptors for evaluating a teacher's proficiency and application of content knowledge. It includes 4 indicators rated on a scale from 1 to 7.
Indicator 1 addresses a teacher's knowledge of content within and across curriculum areas. Higher ratings require more accurate, in-depth and broad content knowledge as well as making connections between areas.
Indicator 2 focuses on using a range of teaching strategies to enhance literacy and numeracy skills. More effective strategies are consistently used to meet individual learner needs.
Indicator 3 examines applying strategies to develop critical thinking and higher-order skills. Higher ratings involve more complex, analytical questions and activities.
Indicator 4 evaluates proficiency in the languages of instruction. Advancing levels
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.
Annex A2 RPMS Tool for Proficient Teachers SY 2023-2024.pptxKarenGaspar8
This document outlines the performance rating system for teachers in the 2023-2024 school year. It includes 6 key objectives for creating an effective learning environment and demonstrating strong content knowledge and pedagogy. Each objective includes indicators for measuring teacher performance at various levels, from outstanding to poor. Performance will be assessed based on classroom observation tools and ratings. The objectives and indicators are aligned with the Proficient Teacher Standards.
This document contains a teacher's portfolio and performance review based on the Results-Based Performance Management System (RPMS). It includes 15 objectives across 5 Key Result Areas (KRAs) - Content Knowledge and Pedagogy, Learning Environment and Diversity of Learners, Curriculum and Planning, Assessment and Reporting, and Personal Growth and Professional Development. Progress for each objective is measured using various Means of Verification like classroom observations, participation in professional development activities, and samples of work.
[Appendix 1 a] rpms tool for proficient teachers sy 2021 2022 in the time of ...GlennOcampo
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
This three-paragraph document describes the development of a tool by the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government. It states that the tool was developed through the RCTQ and with support from the Australian Government in all three paragraphs.
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 provides learning objectives and activities around improving vocabulary. It includes examples of unscrambling words from scrambled letters. There are several unscrambling activities where students must rearrange letters to form words that complete sentences. The document also lists seven easy ways to improve vocabulary, such as reading regularly, using dictionaries and thesauruses, learning a new word each day, and playing word games.
Marcelo M. Jacosalem, III RPMS Portfolio 2022-2023.pdfmarcelo788039
The document appears to be a performance evaluation of a teacher, Marcelo M. Jacosalem III, conducted by his rater Rogelio L. Mendano and principal Raul C. Basa. It consists of observations and ratings for various objectives related to the teacher's content knowledge, pedagogy, learning environment, and other skills. For each objective, there are means of verification provided, including classroom observation notes and ratings. The evaluation covers two key result areas of the teacher's work.
This document appears to be a portfolio for evaluating a teacher named Juan Dela Cruz for the school year 2021-2022. It includes 4 key result areas (KRAs) with various objectives and means of verification (MOV) for each objective. The KRAs are: Content Knowledge and Pedagogy; Learning Environment; Diversity of Learners, Curriculum and Planning, & Assessment and Reporting; and Community Linkages and Professional Engagement & Personal Growth and Professional Development. The MOVs include classroom observations, lesson plans, teaching materials, assessments and reports. The portfolio seems to be used to assess the teacher's performance on various teaching standards and professional responsibilities.
This document appears to be a portfolio for results-based performance management of a teacher named Juan Dela Cruz. It includes objectives and measures of verification for 5 key result areas: content knowledge and pedagogy, learning environment, diversity of learners/curriculum/planning and assessment, community linkages and professional engagement, and personal growth. For each objective, it lists classroom observations, lesson/activity plans, assessments, and other documentation that can be used to evaluate the teacher's performance.
This document appears to be a teacher's portfolio containing objectives and evidence for evaluation. It includes 15 objectives across 5 areas: content knowledge and pedagogy, learning environment, diversity of learners/curriculum/assessment, community linkages/professional engagement, and personal growth. For each objective, it lists various forms of evidence the teacher can provide like classroom observations, lesson plans, assessments, and accomplishments to demonstrate meeting the objectives.
1. This document outlines the performance standards and measures for evaluating teachers in Region IV-A CALABARZON, Division of Batangas, Coral na Munti National High School. It includes 19 standards across key areas like curriculum and planning, learning environment, diversity of learners, and professional development.
2. For each standard, main measures of verification are provided, mostly involving classroom observations, lesson plans, supplementary teaching materials, and documentation of professional development activities.
3. Regular review and goal-setting are emphasized to promote continuous improvement and upholding the dignity of the teaching profession.
1. This document outlines the performance standards and measures for evaluating teachers in Region IV-A CALABARZON, Division of Batangas, Coral na Munti National High School. It includes 19 standards across key areas like curriculum and planning, learning environment, diversity of learners, and professional development.
2. For each standard, main measures of verification are provided, including classroom observations, lesson plans, assessment data analysis, and documentation of community engagement activities. Compliance with school policies and application of research-based teaching practices are emphasized.
3. Regular review of one's teaching practice using existing laws and regulations is an expectation, as is adopting a learner-centered philosophy and upholding the dignity
FINAL #2 GREEN TEMPLATE T1-T3- Results-Based-Performance-Management-System (1...RhieyBallovar
This document outlines the objectives and means of verification for evaluating a teacher's performance. It includes 18 objectives related to various teaching duties and classroom practices. For each objective, it lists potential means of verification, such as classroom observations, lesson plans, assessment data, and documentation of participation in professional development activities. The objectives cover topics like content knowledge, teaching strategies, classroom management, assessment, community engagement, and professional conduct.
This document appears to be a performance evaluation form for teachers in the Philippines. It contains 19 criteria that teachers will be evaluated on, including applied knowledge of content, use of research-based teaching practices, classroom communication strategies, creating safe learning environments, adapting instruction for diverse learners, maintaining responsive learning environments, and engaging in professional development. For each criteria, examples of evidence are provided that teachers can submit to demonstrate they meet the standard, such as classroom observations, lesson plans, assessment data analysis, and documentation of committee work or additional duties.
1. The document outlines the performance standards and requirements for teachers at Malibud National High School for the school year 2021-2022.
2. It provides 17 performance standards that teachers must meet, including applying knowledge within and across subjects, establishing safe learning environments, and adapting teaching strategies for diverse learners.
3. For each standard, it lists the types of evidence teachers can provide to demonstrate they meet the standard, such as classroom observations, lesson plans, assessment data analysis, and program evaluations. Teachers must submit evidence from their teaching practice for review.
This document appears to be a results-based performance management system for a teacher from a school in the Philippines. It outlines 14 key result areas (KRA) with objectives and measures of verification for evaluating the teacher's performance. The KRAs include applying knowledge within teaching areas, establishing safe learning environments, designing strategies for diverse learners, utilizing assessment data, and maintaining community-responsive learning environments. Performance will be evaluated through methods such as classroom observations, lesson plans, and student achievement data.
This document outlines 19 indicators for evaluating RPMS Tool for Teacher I-III (Proficient Teachers) in the time of COVID-19 for S.Y. 2021-2022. It provides examples of evidence that could be used to demonstrate proficiency for observable, non-observable, and observable/non-observable indicators. This includes classroom observations, lesson plans, feedback forms, assessments, and documentation of various works contributing to the teaching-learning process. Proficiency is determined by alignment of submitted evidence with the requirements for each indicator.
This document lists the objectives and requirements for the RPMS 2021-2022 Complete List of MOVs for Teacher I - III and Master Teachers I - IV according to DepEd Memorandum No. 004, s. 2022. It outlines 17 objectives that teachers need to meet through classroom observations, supplementary teaching materials, assessments of learner progress, collaboration with colleagues, and other means. Requirements include observation forms, lesson plans, assessment data analysis, minutes from meetings, and documentation of coaching other teachers. The objectives cover a range of topics from direct teaching responsibilities to supporting learner achievement, maintaining positive learning environments, using data to improve, engaging stakeholders, and upholding ethical teaching standards.
This document lists the objectives and requirements for the RPMS 2021-2022 Complete List of MOVs for Teacher I - III and Master Teachers I - IV according to DepEd Memorandum No. 004, s. 2022. It outlines 17 objectives that teachers need to fulfill, each requiring submission of classroom observations, supplementary teaching materials, minutes of meetings, program evaluations, and other documents. The objectives focus on teaching skills, developing supportive learning environments, data-driven instruction, community engagement, upholding ethics, and enhancing the teaching profession. Teachers must submit various forms and materials as evidence to meet each objective.
1. The document outlines the standards and means of verification for evaluating teachers. It includes standards related to applying knowledge, using research-based practices, maintaining effective learning environments, using appropriate teaching strategies, and regularly reviewing teaching practices.
2. Evidence to demonstrate meeting the standards includes classroom observations, lesson plans, assessment data analysis, and documentation of programs and activities implemented by the teacher.
3. The evaluation focuses on teachers' knowledge, instructional practices, classroom management, responsiveness to student needs, and continuous improvement of teaching skills.
The document outlines the implementation of the Results-Based Performance System for teachers in the Philippines for the 2021-2022 school year. It discusses the performance cycle, which runs from August 2021 to July 2022. It also details the 18 performance objectives teachers will be evaluated on based on the Philippine Professional Standards for Teachers, including both classroom and non-classroom objectives. Finally, it provides the means of verification and guidelines for alternative classroom observations, such as observations of recorded lessons or demonstration teachings, given limitations of in-person instruction due to COVID-19.
This document outlines the objectives and means of verification for the Results-Based Performance Management System of Marian U. Rivera, a Teacher II at Mostly Elementary School in Davao City, Philippines for the 2021-2022 school year. The objectives cover topics such as applying effective teaching practices, maintaining a safe learning environment, utilizing assessment data to inform instruction, and setting professional development goals. The means of verification for each objective involve methods like classroom observations, annotated lesson plans, and proof of participation in school activities and programs.
The document outlines the objectives and means of verification for assessing a teacher's competencies. It includes 8 objectives across two domains: Content Knowledge and Pedagogy (objectives 1-4) and Learning Environment and Diversity of Learners (objectives 5-8). Each objective lists the means of verification, which involve classroom observations and the use of rating sheets or inter-observer agreement forms to evaluate teacher performance based on observations of both synchronous and asynchronous teaching (e.g. recorded lessons). Supplementary materials like lesson plans and activity sheets used in lessons are also listed as potential means of verification for some objectives.
The mid-year review form summarizes Teacher Jonaliza B. Simbajon's performance from September 2021 to February 2022. She is rated by Principal Ma. Lina C. Gunita on 14 key result areas related to content knowledge, learning environment, diversity of learners, community linkages, and professional development. Overall, the teacher met expectations by presenting required documentation like classroom observation forms, lesson plans, and activity reports as evidence. The principal gave her a rating of 4 out of 4 for meeting performance targets in a timely and quality manner for each key result area.
This document outlines 19 objectives for a teacher to meet MOVs status requirements. For each objective, it lists possible evidence items like classroom observations, lesson plans, and meeting minutes that demonstrate achievement of the objective. The objectives cover effective teaching practices, developing colleagues, using data to improve, and upholding teaching standards. Meeting the MOVs status requires providing listed evidence items for multiple objectives.
Marcelo M. Jacosalem, III RPMS Portfolio 2022-2023.pdfmarcelo788039
The document appears to be a performance evaluation of a teacher, Marcelo M. Jacosalem III, conducted by his rater Rogelio L. Mendano and witnessed by the school principal Raul C. Basa. It consists of observations of classroom teaching using a checklist to rate the teacher's performance on various indicators related to content knowledge, pedagogy, learning environment, and other factors. For each objective, there is a description of the means of verification used, which primarily involves classroom observations and ratings on a standard form.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. Results-Based Performance
Management System
Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Iloilo
MILAN NATIONAL HIGH SCHOOL
Milan, Lemery, Iloilo
School Year 2021 - 2022
JUAN E. PENIERO,
EdD
Teacher I
Principal I
NAME OF RATEE
ID Photo
4. 1
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from:
1. an observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction)
2. if option 1 is not possible, an
observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned
3. if options 1 & 2 are not possible, an
observation of a demonstration
teaching via LAC
MOV for
Objective 1
8. 3
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from:
1. an observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction)
2. if option 1 is not possible, an
observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned
3. if options 1 & 2 are not possible, an
observation of a demonstration
teaching via LAC
MOV for
Objective 2
11. Displayed proficient
use of Mother
Tongue, Filipino
and English to
facilitate teaching
and learning
3
Objective 3
12. 3
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from:
1. an observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction)
2. if option 1 is not possible, an
observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned
3. if options 1 & 2 are not possible, an
observation of a demonstration
teaching via LAC
MOV for
Objective 3
15. Used effective verbal and
non-verbal classroom
communication
strategies to support
learner understanding,
participation,
engagement and
achievement
4
Objective 4
16. 4
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from:
1. an observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction)
2. if option 1 is not possible, an
observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned
3. if options 1 & 2 are not possible, an
observation of a demonstration
teaching via LAC
MOV for
Objective 4
20. Established safe and
secure learning
environments to enhance
learning through the
consistent
implementation of
policies, guidelines and
procedures
4
Objective 5
21. 4
Classroom Observation Tool (COT)
rating sheet or inter-observer form
from:
1. an observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction)
2. if option 1 is not possible, an
observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned
3. if options 1 & 2 are not possible, an
observation of a demonstration
teaching via LAC
MOV for
Objective 5
25. 4
Classroom Observation Tool (COT)
rating sheet from:
1. an observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction)
2. if option 1 is not possible, an
observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned
3. if options 1 & 2 are not possible, an
observation of a demonstration
teaching via LAC
MOV for
Objective 6
27. 4
MOV for
Objective 7
SET A
Any supplementary material (in print/digital
format) made by the ratee and used in the
lesson delivery that highlights maintaining
learning environments that nurture and inspire
learners to participate, cooperate and collaborate
in continued learning
activity sheet/s
one lesson plan from a self-learning module
(SLM)
lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL,
Lesson Exemplars, and the likes)
video lesson
audio lesson
other learning materials in print/digital format
(please specify and provide annotations)
with client/learner feedback on how the
material encouraged the learners to participate,
cooperate, and collaborate
28.
29. 4
MOV for
Objective 7
SET B
Classroom Observation Tool (COT) rating
sheet from:
1. an observation of synchronous teaching
(limited face-to-face teaching, online teaching,
or two-way radio instruction)
2. if option 1 is not possible, an observation of a
recorded video lesson or audio lesson that is
SLM-based or MELC-aligned
3. if options 1 & 2 are not possible, an
observation of a demonstration teaching via
LAC
32. Applied a range of
successful strategies that
maintain learning
environments that
motivate learners to
work productively by
assuming responsibility
for their own learning
4
Objective 8
33. 4
MOV for
Objective 8
SET A
Any supplementary material (in print/digital
format) made by the ratee and used in the
lesson delivery that highlights a range of
strategies that maintain learning environments that
motivate learners to work productively by assuming
responsibility for their own learning
activity sheet/s
one lesson plan from a self-learning module
(SLM)
lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL,
Lesson Exemplars, and the likes)
video lesson
audio lesson
other learning materials in print/digital format
(please specify and provide annotations)
34.
35. 4
MOV for
Objective 8
SET B
Classroom Observation Tool (COT) rating
sheet from:
1. an observation of synchronous teaching
(limited face-to-face teaching, online teaching,
or two-way radio instruction)
2. if option 1 is not possible, an observation of a
recorded video lesson or audio lesson that is
SLM-based or MELC-aligned
3. if options 1 & 2 are not possible, an
observation of a demonstration teaching via
LAC
40. 4
MOV for
Objective 9
SET A
Classroom Observation Tool (COT)
rating sheet from:
1. an observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction)
2. if option 1 is not possible, an
observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned
3. if options 1 & 2 are not possible, an
observation of a demonstration
teaching via LAC
43. 4
MOV for
Objective 9
SET B
Teacher Reflection Form
(TRF) on designing, adapting,
and/or implementing teaching
strategies that are responsive to
learners with disabilities,
giftedness and talents and a
certification from the school
head that the ratee’s classes
have no identified learner’s with
disabilities, giftedness and/or
talents
44.
45. Adapted and used
culturally appropriate
teaching strategies to
address the needs of
learners from
indigenous groups
4
Objective 10
46. 4
MOV for
Objective 10
SET A
Classroom Observation Tool (COT)
rating sheet from:
1. an observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction)
2. if option 1 is not possible, an
observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned
3. if options 1 & 2 are not possible, an
observation of a demonstration
teaching via LAC
49. 4
MOV for
Objective 10
SET B
Teacher Reflection Form
(TRF) on adapting and
using culturally appropriate
teaching strategies to
address the needs of
learners from indigenous
groups and a certification
from the school head that
the ratee’s classes have no
identified learner/s from
indigenous groups
52. 4
MOV for
Objective 11
1. Proof of evaluation on the
implementation of the adapted/
contextualized learning program
2. Progress report on the
implementation of the adapted/
contextualized learning program
3. Accomplishment/completion/techni
cal report on the implementation
of an adapted/contextualized
learning program
4. Action plan/activity proposal/
activity matrix that shows an
adapted/contextualized learning
program
53.
54.
55.
56.
57. Utilized assessment
data to inform the
modification of
teaching and
learning practices
and programs
4
Objective 12
58. 4
MOV for
Objective 12
A list of identified least/most
mastered skills based on the frequency
of errors/correct responses with any of
the following supporting MOV
1. accomplishment report for
remedial/enhancement activities (e.g.,
remedial sessions, Summer Reading
Camp, Phil-IRI-based reading program)
2. intervention material used for
remediation/reinforcement/enhancement
3. lesson plan/activity log for
remediation/enhancement utilizing of
assessment data to modify teaching and
learning practices or programs
62. 4
MOV for
Objective 13
1. Accomplishment report of a
program/project/activity that
maintains a learning environment
2. Program/Project/Activity plan on
maintaining a learning environment
3. Minutes of a consultative
meeting/community stakeholders
meeting about a program/project/
activity that maintains a learning
environment with proof of
attendance
4. Communication letter about a
program/project/activity that
maintains a learning environment
63.
64.
65.
66.
67. Reviewed regularly
personal teaching
practice using laws and
regulations that apply to
the teaching profession
and the responsibilities
specified in the Code of
Ethics for Professional
Teachers
4
Objective 14
68. 4
MOV for
Objective 14
1. Annotated video/audio recording of
one’s teaching that shows impact of
regularly reviewing one’s teaching
practice/s
2. Annotated teaching material that
shows impact of regularly reviewing
one’s teaching practice/s
• Lesson plan
• Activity sheet
• Assessment materials
• Others (please specify)
3. Personal reflection notes as outputs
from participation in review of personal
teaching practices in four (4) quarters
4. Proof of attendance (with date) in LAC
or coaching and mentoring sessions for
review of personal teaching practices
69.
70.
71.
72.
73. Complied with the
implemented school
policies and procedures
consistently to foster
harmonious
relationships with
learners, parents, and
other stakeholders
4
Objective 15
74. 4
MOV for
Objective 15
1. Proof of participation/involvement
in a school-community partnership
for the implementation of a school
policy/procedure (e.g., certificate
as committee member, narrative
report)
2. Minutes of parent-teacher
conference/stakeholders’ meeting
about an implemented school
policy/ procedure with proof of
attendance
3. Communication letter about an
implemented school policy/
procedure sent to parent/guardian
79. 4
MOV for
Objective 16
One (1) lesson plan with
annotations explaining the
application of a learner-centered
teaching philosophy (e.g.,
constructivism, existentialism)
used as basis for
planning/designing the lesson
80.
81. Adopted practices that
uphold the dignity of
teaching as a
profession by
exhibiting qualities
such as caring
attitude, respect and
integrity
4
Objective 17
82. 4
MOV for
Objective 17
1. Documented feedback from superiors,
colleagues, learners, parents/guardian, or
other stakeholders directly reflecting the
ratee’s good practices that uphold the dignity
of teaching as a profession
2. Annotated evidence of practice indirectly
linking to the upholding of the dignity of
teaching as a profession by exhibiting
qualities such as caring attitude, respect and
integrity
• Screenshot of text message/chat/email/any
form of communication with parents/guardian
or learners (name or any identifier removed)
• Remarks from mentor/master teacher/school
head about one’s qualities (e.g., entries in
Performance Monitoring and Coaching Form
(PMCF) or in Mid-Year Review Form)
• Recognition from the school/school
community about one’s qualities
• Others (please specify)
86. 4
MOV for
Objective 18
1. Updated IPCRF-DP from Phase
II
2. Mid-Year Review Form (MRF)
3. IPCRF-DP
4. Certification from the ICT
Coordinator/School Head/Focal
Person in charge of e-SAT
93. 4
MOV for
Objective 19
Any proof of:
• committee involvement
• advisorship of co-curricular activities
• book or journal authorship/contributorship
• coordinatorship/chairpersonship
• coaching and mentoring learners in
competitions
• serving as reliever of classes in the
absence of teachers
• mentoring pre-service teachers
• participation in demonstration teaching
• participation as technical working group
member
• others (please specify and provide
annotations)