This document outlines rubrics used to evaluate teachers' performance on various objectives within their Key Result Areas (KRAs) at Pangpang National High School. It provides performance indicators, scales for rating teachers as outstanding, very satisfactory, satisfactory, unsatisfactory or poor on objectives related to lesson planning, facilitating learning, classroom management, and monitoring students. Sample computations are shown to calculate a teacher's average score for each objective based on their ratings in quality, efficiency and timeliness. The rubrics provide a framework for conducting impartial performance reviews of teachers according to clear and measurable standards.
The document defines 16 performance indicators used to measure education outcomes in the Philippines. The indicators include gross enrolment ratio, percentage of pupils with early childhood education, promotion and repetition rates, cohort survival rate, and dropout rates. Calculations for each indicator are provided using data sources like enrolment, population, graduates, and repeaters. The indicators assess participation, access, efficiency, and internal functioning of the education system at various levels.
The document outlines the RPMS (Rating Performance Management System) tool for teachers ranked I-III for the 2022-2023 school year. It lists the key result areas (KRAs) and objectives that teachers will be evaluated on in five areas: content knowledge and pedagogy, learning environment and diversity, curriculum and planning, assessment and reporting, and personal growth and professional development. Each area lists the relevant KRAs and objectives that teachers will be assessed on through the RPMS tool.
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.
The three-year plan aims to address 7 priority improvement areas:
1) Repair school buildings to improve physical facilities
2) Procure health supplies and construct handwashing stations to address health crisis
3) Implement a school reading program to increase literacy in English and Filipino
4) Increase ICT integration among teachers
5) Expand online learning opportunities for students
6) Participate in limited face-to-face classes
7) Ensure personnel receive booster shots for COVID safety
The plan outlines activities, outputs, timelines, responsibilities, and budgets to achieve objectives in these priority areas over 2022-2024.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
OPCRF aligned with PD Priorities for SY 2020-2023Divine Dizon
This document is the Office Performance Commitment and Review Form (OPCRF) for the 2021-2022 school year for a school in Mabalacat City, Pampanga. The OPCRF outlines the key responsibilities and performance indicators for the school principal based on the Philippine Professional Standards for School Heads. It includes domains for leading strategically, managing school operations and resources, and developing others. Performance will be evaluated on factors such as developing the school improvement plan, monitoring and evaluation processes, financial management, and supporting the professional growth of teachers.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
This document outlines the technical assistance and supervisory plan of Master Teacher Philip Omar G. Famularcano for November 2022 at Balic-Balic Elementary School. The plan details objectives and activities across the 7 Philippine Professional Standards for Teachers domains to model effective teaching practices, evaluate colleagues, and support their professional development. Key activities included classroom observations, developing teaching materials, evaluating lesson plans and school policies, and discussing codes of ethics. The overall goal was to build a positive teaching and learning culture and help teachers achieve their professional goals.
The document defines 16 performance indicators used to measure education outcomes in the Philippines. The indicators include gross enrolment ratio, percentage of pupils with early childhood education, promotion and repetition rates, cohort survival rate, and dropout rates. Calculations for each indicator are provided using data sources like enrolment, population, graduates, and repeaters. The indicators assess participation, access, efficiency, and internal functioning of the education system at various levels.
The document outlines the RPMS (Rating Performance Management System) tool for teachers ranked I-III for the 2022-2023 school year. It lists the key result areas (KRAs) and objectives that teachers will be evaluated on in five areas: content knowledge and pedagogy, learning environment and diversity, curriculum and planning, assessment and reporting, and personal growth and professional development. Each area lists the relevant KRAs and objectives that teachers will be assessed on through the RPMS tool.
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.
The three-year plan aims to address 7 priority improvement areas:
1) Repair school buildings to improve physical facilities
2) Procure health supplies and construct handwashing stations to address health crisis
3) Implement a school reading program to increase literacy in English and Filipino
4) Increase ICT integration among teachers
5) Expand online learning opportunities for students
6) Participate in limited face-to-face classes
7) Ensure personnel receive booster shots for COVID safety
The plan outlines activities, outputs, timelines, responsibilities, and budgets to achieve objectives in these priority areas over 2022-2024.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
OPCRF aligned with PD Priorities for SY 2020-2023Divine Dizon
This document is the Office Performance Commitment and Review Form (OPCRF) for the 2021-2022 school year for a school in Mabalacat City, Pampanga. The OPCRF outlines the key responsibilities and performance indicators for the school principal based on the Philippine Professional Standards for School Heads. It includes domains for leading strategically, managing school operations and resources, and developing others. Performance will be evaluated on factors such as developing the school improvement plan, monitoring and evaluation processes, financial management, and supporting the professional growth of teachers.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
This document outlines the technical assistance and supervisory plan of Master Teacher Philip Omar G. Famularcano for November 2022 at Balic-Balic Elementary School. The plan details objectives and activities across the 7 Philippine Professional Standards for Teachers domains to model effective teaching practices, evaluate colleagues, and support their professional development. Key activities included classroom observations, developing teaching materials, evaluating lesson plans and school policies, and discussing codes of ethics. The overall goal was to build a positive teaching and learning culture and help teachers achieve their professional goals.
This document contains daily lesson logs for English classes from Grade 6 to Grade 10 for the week of June 16-20, 2014. Each grade level focuses on a different genre of literature and works on related language skills. The logs outline the daily topics, learning objectives, and remarks for each lesson, with references to course materials. The overall purpose is to guide students in developing their understanding and appreciation of various literatures while improving their English language abilities.
Strategies in teaching the least mastered skillsCarlo Magno
The document discusses strategies for teaching students who have not mastered important skills, including using formative assessment and mastery learning approaches. It emphasizes assessing student understanding through multiple measures over time to guide instruction, providing descriptive feedback, and allowing students to demonstrate mastery at their own pace through targeted instruction and practice. The goal is to help all students achieve proficiency based on clear learning standards.
This accomplishment report from Palavilla Integrated School documents their progress in enrolling learners and updating learner information in the Learner Information System from January to August of the 2022-2023 school year. Key accomplishments include establishing accurate learner registries, ensuring teacher data updates, monitoring enrolment encoding, assisting teachers with learner profile updates, preparing required school forms, addressing pending learner issues, assisting with learner modality tagging, and preparing end-of-school-year data submissions. The report is signed by Teacher I Liezl S. Durano and Teacher In-Charge Elearnie L. Cabasog.
The document outlines the steps for conducting classroom observations using the COT-RPMS (Classroom Observation Tool - Results-Based Performance Management System).
The key steps are:
1. Review the COT-RPMS rubric and indicators to be observed before the classroom observation.
2. Observe the entire class period without discussing observations with other observers.
3. Individually rate the teacher's performance on each indicator using the observation notes and COT-RPMS rubric.
The document provides details on preparing and completing observation forms, rating teacher performance, and procedures for single or multiple observers.
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
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 is a quarterly instructional supervisory plan for a master teacher. It outlines the teacher's goals, target dates, activities and strategies, expected monitoring and validation, and success indicators for 12 targets across 5 domains of teaching: content knowledge and pedagogy; learning environment; diversity of learners; curriculum and planning; and assessment and reporting. The plan involves classroom observations, professional development activities, and coaching/mentoring to help the teacher improve their practice.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
This document outlines an IPCRF development plan for the 2022-2023 school year. The plan focuses on developing functional competencies related to applying knowledge across subjects, using innovative teaching strategies to develop higher-order thinking, addressing student needs, and participating in professional development. Core behavioral competencies around resourcefulness and conforming to procedures are also addressed. Action plans include participating in seminars and surveys to create differentiated lessons, taking on additional responsibilities, and attending meetings. Progress will be monitored through submissions like lesson plans and feedback.
Teacher Jesrel Constantino wrote a letter to the principal of Maltana National High School requesting a transfer to Poblacion Polomolok National High School. Constantino gives three reasons for the transfer request: 1) He lives in Poblacion Polomolok with his family so it would be more convenient, 2) He has been teaching at Maltana National High School for 6 years and finds the long daily commute risky and tedious, and 3) He is worried about his young daughter who is often left alone after school since both parents work far away. The principal forwards the letter to the Schools Division Superintendent recommending appropriate action be taken on the transfer request.
5 classroom program (sfes) grade v sy 2013 2014Migz Fajardo
This document contains class schedules and teacher assignments for the 5th grade classes at San Francisco Elementary School for the 2013-2014 school year. It includes the class schedules for the Earth, Venus, Mercury, Mars, Saturn and Neptune sections, which divide their time between various subjects like English, Math, Science, etc. It also includes the individual teacher assignments and schedules.
This document outlines the Learning Action Cell (LAC) action plan for Soong National High School from July to October 2019. The plan aims to improve higher order thinking skills of students, teach K-12 standards using technology, strengthen classroom management skills, enhance competence in blended learning, develop technology-based teaching materials, and use quick response assessment tools. The objectives will be achieved through activities like viewing presentations, brainstorming, demonstrations, and discussions. Teachers and school heads are responsible for implementation on set dates with expected outputs including sample lesson plans, lists of websites, and teachers' improved skills and knowledge.
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
RPMS Tool for Proficient Teachers SY 2022-2023 2.pptxkambal1234567890
The document is a 20-page memorandum from the Department of Education (DepEd) that provides guidelines for implementing a Results-Based Performance Management System (RPMS) for teachers in the Philippines anchored on the Philippine Professional Standards for Teachers (PPST) over the next three school years from 2022 to 2025. It details the procedures and tools for assessing teacher performance based on the PPST, which has 37 indicators across five key result areas. The RPMS tools will be used to evaluate teachers annually and guide their professional development and career progression.
The document provides details for an investiture ceremony that will take place on October 17 from 4:00 PM to 6:00 PM at Makati Science High School. It also lists the 10 promises that Girl Scouts make to uphold, including being helpful, courteous, respecting living things, and being disciplined, self-reliant, thrifty, and clean.
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
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 Roxas City Division of Basic Education's Learning Continuity and Recovery Plan (BE-LCRP) for School Year 2022-2023. It discusses the accomplishments and best practices from the previous year, and how data analysis will inform projections and plans for the new school year. Key areas that will be addressed include readiness of learning facilities and personnel, implementation of teacher training, wellness programs, and strengthening engagement with parents/guardians and other stakeholders. Progress will be monitored through defined monitoring schemes to ensure the objectives of the BE-LCRP are achieved.
This document discusses social groups and interactions. It defines primary and secondary groups, in-groups and out-groups, and reference groups. It provides examples of different types of social groups and compares primary and secondary groups. The document outlines several learning activities to help students identify social groups, consider their own group memberships, and pledge to live effectively within social interactions. The activities analyze pictures and situations to identify social groups and reference groups. The document emphasizes that social groups are important for human development and learning culture.
This document contains daily lesson logs for English classes from Grade 6 to Grade 10 for the week of June 16-20, 2014. Each grade level focuses on a different genre of literature and works on related language skills. The logs outline the daily topics, learning objectives, and remarks for each lesson, with references to course materials. The overall purpose is to guide students in developing their understanding and appreciation of various literatures while improving their English language abilities.
Strategies in teaching the least mastered skillsCarlo Magno
The document discusses strategies for teaching students who have not mastered important skills, including using formative assessment and mastery learning approaches. It emphasizes assessing student understanding through multiple measures over time to guide instruction, providing descriptive feedback, and allowing students to demonstrate mastery at their own pace through targeted instruction and practice. The goal is to help all students achieve proficiency based on clear learning standards.
This accomplishment report from Palavilla Integrated School documents their progress in enrolling learners and updating learner information in the Learner Information System from January to August of the 2022-2023 school year. Key accomplishments include establishing accurate learner registries, ensuring teacher data updates, monitoring enrolment encoding, assisting teachers with learner profile updates, preparing required school forms, addressing pending learner issues, assisting with learner modality tagging, and preparing end-of-school-year data submissions. The report is signed by Teacher I Liezl S. Durano and Teacher In-Charge Elearnie L. Cabasog.
The document outlines the steps for conducting classroom observations using the COT-RPMS (Classroom Observation Tool - Results-Based Performance Management System).
The key steps are:
1. Review the COT-RPMS rubric and indicators to be observed before the classroom observation.
2. Observe the entire class period without discussing observations with other observers.
3. Individually rate the teacher's performance on each indicator using the observation notes and COT-RPMS rubric.
The document provides details on preparing and completing observation forms, rating teacher performance, and procedures for single or multiple observers.
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
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 is a quarterly instructional supervisory plan for a master teacher. It outlines the teacher's goals, target dates, activities and strategies, expected monitoring and validation, and success indicators for 12 targets across 5 domains of teaching: content knowledge and pedagogy; learning environment; diversity of learners; curriculum and planning; and assessment and reporting. The plan involves classroom observations, professional development activities, and coaching/mentoring to help the teacher improve their practice.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
This document outlines an IPCRF development plan for the 2022-2023 school year. The plan focuses on developing functional competencies related to applying knowledge across subjects, using innovative teaching strategies to develop higher-order thinking, addressing student needs, and participating in professional development. Core behavioral competencies around resourcefulness and conforming to procedures are also addressed. Action plans include participating in seminars and surveys to create differentiated lessons, taking on additional responsibilities, and attending meetings. Progress will be monitored through submissions like lesson plans and feedback.
Teacher Jesrel Constantino wrote a letter to the principal of Maltana National High School requesting a transfer to Poblacion Polomolok National High School. Constantino gives three reasons for the transfer request: 1) He lives in Poblacion Polomolok with his family so it would be more convenient, 2) He has been teaching at Maltana National High School for 6 years and finds the long daily commute risky and tedious, and 3) He is worried about his young daughter who is often left alone after school since both parents work far away. The principal forwards the letter to the Schools Division Superintendent recommending appropriate action be taken on the transfer request.
5 classroom program (sfes) grade v sy 2013 2014Migz Fajardo
This document contains class schedules and teacher assignments for the 5th grade classes at San Francisco Elementary School for the 2013-2014 school year. It includes the class schedules for the Earth, Venus, Mercury, Mars, Saturn and Neptune sections, which divide their time between various subjects like English, Math, Science, etc. It also includes the individual teacher assignments and schedules.
This document outlines the Learning Action Cell (LAC) action plan for Soong National High School from July to October 2019. The plan aims to improve higher order thinking skills of students, teach K-12 standards using technology, strengthen classroom management skills, enhance competence in blended learning, develop technology-based teaching materials, and use quick response assessment tools. The objectives will be achieved through activities like viewing presentations, brainstorming, demonstrations, and discussions. Teachers and school heads are responsible for implementation on set dates with expected outputs including sample lesson plans, lists of websites, and teachers' improved skills and knowledge.
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
RPMS Tool for Proficient Teachers SY 2022-2023 2.pptxkambal1234567890
The document is a 20-page memorandum from the Department of Education (DepEd) that provides guidelines for implementing a Results-Based Performance Management System (RPMS) for teachers in the Philippines anchored on the Philippine Professional Standards for Teachers (PPST) over the next three school years from 2022 to 2025. It details the procedures and tools for assessing teacher performance based on the PPST, which has 37 indicators across five key result areas. The RPMS tools will be used to evaluate teachers annually and guide their professional development and career progression.
The document provides details for an investiture ceremony that will take place on October 17 from 4:00 PM to 6:00 PM at Makati Science High School. It also lists the 10 promises that Girl Scouts make to uphold, including being helpful, courteous, respecting living things, and being disciplined, self-reliant, thrifty, and clean.
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
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 Roxas City Division of Basic Education's Learning Continuity and Recovery Plan (BE-LCRP) for School Year 2022-2023. It discusses the accomplishments and best practices from the previous year, and how data analysis will inform projections and plans for the new school year. Key areas that will be addressed include readiness of learning facilities and personnel, implementation of teacher training, wellness programs, and strengthening engagement with parents/guardians and other stakeholders. Progress will be monitored through defined monitoring schemes to ensure the objectives of the BE-LCRP are achieved.
This document discusses social groups and interactions. It defines primary and secondary groups, in-groups and out-groups, and reference groups. It provides examples of different types of social groups and compares primary and secondary groups. The document outlines several learning activities to help students identify social groups, consider their own group memberships, and pledge to live effectively within social interactions. The activities analyze pictures and situations to identify social groups and reference groups. The document emphasizes that social groups are important for human development and learning culture.
The document discusses religion and belief systems from an anthropological perspective. It begins by defining religion and examining religious phenomena across cultures. It then explores key concepts like animism, polytheism, monotheism, institutionalized religion, and religious practitioners. The document also analyzes religious activities such as magic, divination, and sacrifices. It examines the evolution of religion throughout history and in ancient societies. Finally, it discusses religious organizations and different types of cults based on their structure and relationship to society.
This document discusses different types of human cultural variation. It defines cultural variation as differences in social behaviors between cultures. For example, what may be considered good etiquette in one culture may be bad etiquette in another. The document also discusses variation between cultures, citing examples of how geography and environment have shaped cultural aspects like diet. It further explores concepts like subculture, counterculture, and the differences between high culture and popular culture.
Understanding culture, society, and politics. some key observationsTin-tin Nulial
The document discusses how gender can influence a person's social development and experiences. It highlights the need for students to value their role in society and apply their knowledge and ideas through actions. Students should be well-informed and knowledgeable in different disciplines to make informed decisions. Values, beliefs, and principles shape people's behaviors and priorities in life. Social dynamics involve ongoing changes in society, politics, and culture over time.
This document contains a performance review for a teacher for the period of April 2016. It evaluates the teacher across several key result areas (KRAs) including teaching-learning process, students' learning outcomes, and professional growth. For each KRA, objectives and indicators are provided and the teacher's performance is rated on a scale of 1-5 for each indicator based on supporting evidence. The ratings for each indicator are multiplied by the assigned weights to calculate an overall score. The teacher received high ratings across most areas, demonstrating outstanding performance overall based on the review.
This document contains a performance review for a teacher for the period of April 2016. It evaluates the teacher's performance across several key result areas (KRAs) based on objectives, timelines, weights, and indicators. For each KRA, such as teaching-learning process and students' learning outcomes, the teacher's performance is rated on a scale of 1-5 based on the degree to which various quality, efficiency and timeliness indicators were met. The teacher received high ratings, often "Outstanding" or "Very Satisfactory" across most KRAs, indicating strong teaching performance over the review period.
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
This document contains position and competency profiles for three teacher positions - Teacher I, Teacher II, and Teacher III - within the Department of Education.
For each position, the document outlines the required and preferred educational qualifications, experience requirements, duties and responsibilities, and performance indicators for evaluation.
Teacher I requires a bachelor's degree in education plus 18 professional units, with no experience required. Teacher II requires the same qualifications as Teacher I plus one year of relevant experience. Teacher III requires the same qualifications as Teacher II plus two years of relevant experience.
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 document provides the performance rating system (RPMS) tool for teachers ranked as proficient (Teacher I-III) for the 2021-2022 school year in the Philippines amid the COVID-19 pandemic. It outlines the position and competency profile, qualifications, duties and responsibilities, and key result areas (KRA) for evaluating teachers. The KRA on content knowledge and pedagogy includes 4 objectives for evaluating teachers' mastery of content, use of research-based teaching practices, language proficiency, and communication strategies. Performance is rated on a 5-point scale based on classroom observations and other evidence like lesson plans. The tool provides means of verification and indicators for assessing teachers' performance level as outstanding, very satisfactory,
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 document provides the performance rating system (RPMS) tool for teachers ranked as proficient (Teacher I-III) for the 2021-2022 school year in the Philippines amid the COVID-19 pandemic. It outlines the position and competency profile, qualifications, duties and responsibilities, and key result areas (KRA) for evaluating teachers. The KRA on content knowledge and pedagogy includes 4 objectives for evaluating teachers' mastery of content, use of research-based teaching practices, language proficiency, and communication strategies. Performance is rated on a 5-point scale based on classroom observations and other evidence like lesson plans. The tool provides a systematic way to assess proficient teachers' instructional practices during remote learning.
This document provides the performance rating system (RPMS) tool for teachers ranked as proficient (Teacher I-III) for the 2021-2022 school year in the Philippines amid the COVID-19 pandemic. It outlines the position and competency profile, qualifications, duties and responsibilities, and key result areas (KRA) for evaluating teachers. The KRA on content knowledge and pedagogy includes 4 objectives for evaluating teachers' mastery of content, use of research-based teaching practices, language proficiency, and communication strategies. Performance is rated on a 5-point scale based on classroom observations and other evidence like lesson plans. The tool provides a systematic way to assess proficient teachers' instructional practices during remote learning.
[Appendix 1A] RPMS Tool for Proficient Teachers SY 2021-2022 in the time of C...JAYSONDAGURO
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.
[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.
Rubrics & Skill Upgradation in Computer Engineering.pptxSrikanth Sri
Rubrics are scoring guides used to evaluate student work. They contain criteria for grading assignments and quality definitions for those criteria at different achievement levels. Rubrics promote consistent grading and help measure how well students attain learning standards. They provide guidelines for students and teachers and help students understand expectations. Rubrics also help parents understand their child's grades. There is variability in rubrics between disciplines and courses. Rubrics have three main components: dimensions being assessed, descriptors of each dimension, and a rating scale defining performance levels. The document discusses using rubrics to assess a skill upgradation course in a computer engineering curriculum, including activities, periods, and evaluation process.
1) The document provides guidance for creating a standards-based learning recovery plan to address missed or partially covered standards from previous grades.
2) It includes tables to identify the missed standard, current standard, and how the standards will be addressed through existing materials or additional instruction.
3) Plans must include mastery expectations, assessment rubrics, intervention strategies, updated curricular materials, and a timeline for instruction.
This document provides a summary of the RPMS Tool for teachers in the Philippines for the 2021-2022 school year. It includes the position and competency profile, qualifications, duties and responsibilities, and performance indicators for teachers ranked as proficient (Teacher I to Teacher III). The tool outlines 5 key result areas (KRAs) for evaluation: 1) Content Knowledge and Pedagogy, 2) Learning Environment, 3) Learner Development and Diversity, 4) Assessment and Reporting, and 5) Partnerships and Resources. Under each KRA are objectives and means of verification for assessing teacher performance based on a 5-point quality rating scale.
Classroom assessment for the k to 12 (BEC)Gerald Cariga
The document outlines DepEd Order #8, s. 2015 which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program in public schools. It discusses the purposes of diagnostic, formative, and summative assessments. Formative assessments are used to guide instruction while summative assessments measure learning against standards. The guidelines describe methods of assessment including individual, collaborative, and those used at different parts of the lesson. Assessment results are used to track student progress, determine if learning standards are met, and report achievement.
[Appendix 2] RPMS Tool for MT I-IV SY 2020-2021 in the time of COVID-19.docxMerryDollEsolana1
The document is a position and competency profile for Master Teacher positions I-IV in the Department of Education. It outlines the required qualifications, duties and responsibilities, and performance standards for the positions. Specifically, it details the required education and experience, preferred qualifications, key result areas including content knowledge and pedagogy and diversity of learners and assessment. It also provides means of verification and performance indicators to evaluate teachers' competency in each key result area using a 5-point quality evaluation tool rating scale.
Mid year review form for S.Y. 2023 -2024LauriceFrojo3
This document contains a mid-year review form for a teacher with the following information:
- Personal details of the teacher and rater (principal)
- Objectives, timelines, weights and means of verification for the teacher's key result areas
- Mid-year review ratings and remarks from both the teacher and principal
- Space for signatures of the teacher, principal and approving authority.
This document is a mid-year review form evaluating teacher Catherine C. Leaño's performance from August 2023 to January 2024. It assesses her performance on 15 key result areas related to content knowledge, teaching strategies, curriculum planning, assessment, learning environment, diversity of learners, professional development, and community engagement. For each area, it lists objectives, timelines, evaluation criteria, and ratings from Ms. Leaño and her reviewer, Master Teacher Djemna C. Garcia. Overall results and remarks are also included.
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The document provides an RPMS tool for evaluating proficient teachers for the 2021-2022 school year in light of the COVID-19 pandemic. It outlines the position profile, qualifications, duties and responsibilities expected of Teachers I-III. It also describes the key result areas and objectives to be measured, including content knowledge and pedagogy. Teachers will be evaluated on their application of knowledge, use of research-based teaching strategies, language proficiency, communication skills, and other standards. Evidence like classroom observations, lesson plans, and student performance data will be used to assess teachers on a 5-point scale and ensure continuous growth.
Similar to Rubrics for IPCRF of Teachers per Objective of their KRAs (20)
Daily Lesson Log sa Araling Panlipunan 9 (Ekonomiks)
Diego C. Pomarca Jr. (jegzdailylog@gmail.com)
saklaw ng DLL na ito ang mga kasanayan para sa ikatlong markahan.
Araling Panlipunan 9 (Ekonomiks) DLL
Diego C. Pomarca Jr (jegzdailylog@gmail.com)
Ang DLL na ito ay para sa ikaapat na markahan. Ginawa ang DLL na ito bilang tugon sa hamon ng RPMS tools.
This document outlines a performance task scenario for students to create a 4-day tour itinerary for non-Asian visitors to an Asian tourist destination. Students are to take on the role of a travel planner tasked with preparing a written itinerary, budget, and map to present to a screening committee. The itinerary will be judged based on inclusion of geographical and financial details, practical considerations like accessibility and costs, and the quality of the oral presentation. The goal is to convince the committee and potential visitors to approve and participate in the tour.
This document provides guidance on writing different types of journalistic pieces, including news, editorials, and feature stories. It outlines the key elements and formats for each type of writing. For news, the summary emphasizes the importance of including the 5 Ws and 1 H, writing in past tense, and using an inverted pyramid structure. Editorials are described as giving commentary on current issues in the third person and including a news peg, position, solutions, and call to action. Feature stories are meant to be more entertaining by revealing emotions through descriptive writing and applying literary techniques.
This document outlines a student's individual learning contract for the first grading period. It lists the student's name, year, and section. It includes requirements for flag ceremony attendance, academic performance in Economics and Values Education classes, as well as other non-academic requirements like leading a core group, community service projects, and classroom notebooks. The contract provides details on activities, due dates, and point values for completing various tasks.
This document lists the name of a group, the points they received, and 5 members names. It does not provide enough contextual information to determine what the group or points are in reference to. The document simply lists basic information without additional details.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Rubrics for IPCRF of Teachers per Objective of their KRAs
1. PANGPANG NATIONAL HIGH SCHOOL
RUBRICS for IPCRF of Teachers per Objective in every KRA
Objectives
Performance Indicators
Q, E, T Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 1, Objective No. 1
Prepared detailed lesson
plans/ daily lesson logs of
activities including
appropriate, adequate
and updated instructional
materials
QUALITY
(Rater will use
Observation
tool and look
into the
Content,
Structure and
Relevance of
DLP/DLL)
IMs and DI’s
must be
relevant and
aligned w/
content
All dailylesson plans had
the following (5 parts):
Objective/s
Subject Matter
Procedures
Evaluation;and
Assignment
Had 4 of the five parts
of the lesson
plan/DLP/DLL
Had 3 of the five parts
of the lesson
plan/DLP/DLL
Had 2 of the five parts of
the lesson plan/DLP/DLL
Had 1 of the five parts of
the lesson plan/DLP/DLL
Objective was Specific,
Measurable, Attainable,
Result-oriented and
Time-bound(SMART)
Objective was stated
with 1 behavioral
indicator missing
Objective was stated
with 2 behavioral
indicators missing
Objective was stated with
3 - 4 behavioral
indicators missing
Objective was stated
without behavioral
indicators
EFFICIENCY
MOVs: Mastery
Learning per
subject by
grade level
(reflected inthe
class record)
Attained 100% of the
desiredlearning
competencies.
Attained85-99% of the
desiredlearning
competencies.
Attained70-84% of the
desiredlearning
competencies.
Attained55-69% of the
desiredlearning
competencies.
Attained54% and below
of the desiredlearning
competencies.
TIMELINESS
Computation:
No. of Lesson
Delivered
divided by the
Total No. of
Lesson to be
Functionally
Delivered per
quarter (year) x
100
MOVs: BOW,
CGs and TGs
100% and above based
on the Budget of Work
(BOW)
85-99% basedon the
Budget of Work (BOW)
70-84% basedon the
Budget of Work (BOW)
55-69% basedon the
Budget of Work (BOW)
54% and belowbasedon
the Budget of Work
(BOW)
ACTUAL RESULTS Rating Average Score
Sample Computation for KRA 1,
Objective 1
Quality *Had 4 of the five parts of the lessonplan/DLP/DLL
*Objective was stated with2 behavioral indicators
missing
4 Points
3 Points
Q= 4+3
= 7
2. Final Q= 7/2
Q = 3.5 Points
Average Point for
Objective 1 is… 3.17
Q+E+T / 3
3.5 +3+3 = 9.5 /3
Ave.= 3.17
Efficiency Attained 70-84% of the desiredlearning
competencies.
E = 3 Points
Timeliness 70-84% basedon the Budget of Work(BOW) T = 3 Points
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 1, Objective No. 2
Facilitated learning in the
elementary/ secondary
schools through
functional lesson
plans/daily lesson logs
and innovative teaching
strategies
QUALITY
(Rater will use
Observation
tool and look
into the
Content,
Objectives and
competencies)
MOVs:DLP/DLL,
CG, BOW
The teacher established
challengingand
measurable goal/s for
student learning that is
aligned withthe DepEd
standards (Kto 12 BEC)
competencies
The teacher developed
a measurable goal for
student learning that is
aligned withthe DepEd
standards (Kto 12 BEC)
competencies
The teacher clearly
communicateda focus
for student learning
that is alignedwiththe
DepEd standards (Kto
12 BEC) competencies
The teacher didnot have
a clear focus for student
learning.
The teacher didnot have
a clear focus for student
learning or the objective
is too general to guide
lesson planning or the
objective is
inappropriate for
students.
EFFICIENCY
(Rater will use
Observation
tool and look
into the
Method,
strategies,
learners’
interaction and
participation
aligned with
competencies)
MOVs:DLL/DLP,
IMs, Dis, ICT
IntegrationPlan
Teaching methods and
strategies elicited100%
and above interaction
from a class or classes
Teaching methods and
strategies elicited85-
99% interactionfroma
class or classes
Teaching methods and
strategies elicited70-
84% interactionfroma
class or classes
Teaching methods and
strategies elicited55-69%
interactionfrom a class
or classes
Teaching methods and
strategies elicited54%
and below interaction
from a class or classes
Result of student
observation/ appraisal
are 100% and above used
as basisfor follow-up
Result of student
observation/ appraisal
are 85-99% usedas
basisfor follow-up
Result of student
observation/ appraisal
are 70-84% usedas
basisfor follow-up
Result of student
observation/ appraisal
are 55-69% usedas basis
for follow-up
Result of student
observation/ appraisal
are not usedas basis for
follow-up
ICT integrationis 100%
and above evident
ICT integrationis 85-
99% evident
ICT integrationis 70-
84% evident
ICT integrationis 55-69%
evident
ICT integrationis not
evident
TIMELINESS
(Rater will use
Observation
tool and look
into the
relevance,
applicationand
appropriateness
Has providedand
developedrelevant,
applicable and
appropriate activities for
the classes handled
within the rating period
(quarter/yearly)
Has providedand
developedapplicable
activitiesfor the classes
handled withinthe
rating period
(quarter/yearly)
Has provided readily
available activities for
the classes handled
within the rating period
(quarter/yearly)
Has providedfew
activitiesfor the classes
handled withinthe rating
period(quarter/yearly)
Has providedirrelevant
and inappropriate
activitiesfor the classes
handled withinthe
rating period
(quarter/yearly)
3. of learning
activities)
MOVs:DLL/DLP,
Objectives, IMs,
DIs
ACTUAL RESULTS Rating Average Score
Sample Computation for KRA 1,
Objective 2
Quality The teacher developeda measurable goal for
student learning that is alignedwith the DepEd
standards (Kto 12 BEC) competencies
4 Points
Q = 4 Points
Average Point for
Objective 2 is… 3.56
Q+E+T / 3
4+3.67+3 = 10.67 / 3
Ave.= 3.56
Efficiency *Teaching methods and strategies elicited70-84%
interactionfrom a class or classes
* Result of student observation/ appraisal are 85-
99% used as basis for follow-up
* ICT integration is 85-99% evident
3 Points
4 Points
4 Points
3+4+4 = 11/3
E = 3.67 Points
Timeliness Has provided readilyavailable activities for the
classes handledwithin the rating period
(quarter/yearly)
T = 3 Points
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 1, Objective No. 3
Initiated discipline of
pupils/ students including
classroom rules,
guidelines and individual
group tasks
QUALITY Students were 100% and
above guided in the
observationof classroom
rules andguidelines.
Students were 85-99%
guidedinthe
observationof
classroomrules and
guidelines.
Students were 70-84%
guidedinthe
observationof
classroomrules and
guidelines.
Students were 55-69%
guidedinthe observation
of classroomrules and
guidelines.
Students were not
guidedinthe
observationof
classroomrules and
guidelines.
EFFICIENCY 100% and above of the
observedrules,
guidelinesand tasks are
reflectedin the
descriptive rating in the
report card or journal
85-99% of the observed
rules, guidelines and
tasks are reflectedin
the descriptive rating in
the report cardor
journal
70-84% of the observed
rules, guidelines and
tasks are reflectedin
the descriptive rating in
the report cardor
journal
55-69% of the observed
rules, guidelines and
tasks are reflectedin the
descriptive rating in the
report card or journal
There was noobserved
rules, guidelines and
tasks as manifested in
the descriptive rating in
the report cardor
journal
TIMELINESS 100 % and above of the
classroomrules,
guidelinesand tasks are
maintained withinthe
rating period.
85-99 % of the
classroomrules,
guidelinesand tasks are
maintained withinthe
rating period.
70-84 % of the
classroomrules,
guidelinesand tasks are
maintained withinthe
rating period.
55-69 % of the classroom
rules, guidelines and
tasks are maintained
within the rating period.
54 % and belowof the
classroomrules,
guidelinesand tasks are
maintained withinthe
rating period.
ACTUAL RESULTS Rating Average Score
Sample Computation for KRA 1,
Objective 3
Quality Students were 100% andabove guided in the
observationof classroom rules and guidelines.
5 Points
Q = 5 Points
4. Efficiency 85-99% of the observedrules, guidelines andtasks
are reflected inthe descriptive rating in the report
card or journal
E = 4 Points
Average Point for
Objective 3 is…4.33
Q+E+T / 3
5 +4+4 = 13 /3
Ave.= 4.33
Timeliness 785-99 % of the classroomrules, guidelines and
tasks are maintainedwithinthe ratingperiod.
T = 4 Points
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 1, Objective No.4
Monitored attendance,
diversity appreciation,
safe, positive and
motivating environment,
overall physical
atmosphere, cleanliness
and orderliness of
classrooms including
proper waste disposal
QUALITY Attendance checking was
100% and above
systematicallycarried out
Attendance checking
was 85 - 99%
systematicallycarried
out
Attendance checking
was 70 - 84%
systematicallycarried
out
Attendance checking was
55 - 69% systematically
carriedout
Attendance checking
was 54 % andbelow
carriedout
Safety, orderlinessand
cleanliness of floors,
toilets and proper waste
disposal were 100% and
above maintained
Safety, orderlinessand
cleanliness of floors,
toilets and proper
waste disposalwere
85-99% maintained
Safety, orderlinessand
cleanliness of floors,
toilets and proper
waste disposalwere
70-84% maintained
Safety, orderlinessand
cleanliness of floors,
toilets and proper waste
disposal were 55-69%
maintained
Safety, orderlinessand
cleanliness of floors,
toilets and proper waste
disposal were 54%
maintained
100% and above diversity
appreciation wasevident
in both academic
instruction andgroup
tasks
85-99% diversity
appreciation was
evident in both
academic instruction
and grouptasks
70-84% diversity
appreciation was
evident in both
academic instruction
and grouptasks
55-69% diversity
appreciation wasevident
in both academic
instruction andgroup
tasks
54% and belowdiversity
appreciation was
evident in both
academic instruction
and grouptasks
EFFICIENCY Provisionof attendance
monitoringwas 100%
and above evident
Provisionof attendance
monitoringwas 85 -
99% evident
Provisionof attendance
monitoringwas 70-84%
evident
Provisionof attendance
monitoringwas 55-69%
evident
Provisionof attendance
monitoringwas 54% and
below evident
Provisionof cleanliness,
safetyand orderliness
were 100% andabove
manifestedinclass
rules/grouptasks
Provisionof cleanliness,
safetyand orderliness
were 85 – 99%
manifestedinclass
rules/grouptasks
Provisionof cleanliness,
safetyand orderliness
were 70 – 84%
manifestedinclass
rules/grouptasks
Provisionof cleanliness,
safetyand orderliness
were 55 – 69%
manifestedinclass
rules/grouptasks
Provisionof cleanliness,
safetyand orderliness
were 54 % and below
manifestedinclass
rules/grouptasks
Student-learners are
100% and above engaged
in various activities and
tasks withpositive results
Student-learners are
85-95% engagedin
various activitiesand
tasks withpositive
results
Student-learners are
70-84 % engaged in
various activitiesand
tasks bearingsignificant
results but with1 or 2
concerns for
improvement /
betterment
Student-learners are 55-
69 % engaged in various
activitiesandtasks
bearing some good
results but with3 or 4
concerns for
improvement /
betterment
Student-learners are
54% and belowengaged
in various activities and
tasks bearing
insignificant results and
with more concerns for
improvement /
betterment
TIMELINESS Preparation and
submissionof attendance
record/report was
submittedwithinthe
requiredtime
Preparation and
submissionof
attendance
record/report was
submittedwith1 or 2
Preparation and
submissionof
attendance
record/report was
submittedwith3 – 4
Preparation and
submissionof attendance
record/report was
submittedwith5 or more
issues inline with time-
on-taskprinciples.
Preparation and
submissionof
attendance
record/report was
submittedwithmore
5. issues inline with time-
on-taskprinciples.
issues inline with time-
on-taskprinciples.
issues inline with time-
on-taskprinciples.
Monitoring andensuring
cleanliness, safetyand
orderliness were done
regularlywithpositive
results
Monitoring and
ensuringcleanliness,
safetyand orderliness
were done most ofthe
time with 1 or 2 issues
affecting positive
results
Monitoring and
ensuringcleanliness,
safetyand orderliness
were done at times
with 3 or 4 issues
affecting positive
results
Monitoring andensuring
cleanliness, safetyand
orderliness were not
done some of the time
with 5 or more issues
affecting positive results
Monitoring andensuring
cleanliness, safetyand
orderliness were not
done most of the time
with more issuesthat
needs applicable
interventions
Leaners’ diversity
appreciation are evident
everytime when
incorporated inthe
learning process/group
tasks
Leaners’ diversity
appreciation are
evident most of the
time when
incorporated inthe
learning process/group
tasks
Leaners’ diversity
appreciation are
evident some of the
times when
incorporated inthe
learning process/group
tasks
Leaners’ diversity
appreciation are not
evident andnot
incorporated inthe
learning process/group
tasks most of the time
Leaners’ diversity
appreciation are not
evident andnot
incorporated inthe
learning process/group
tasks at all times
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 2, Objective No. 1
Monitored and evaluated
and maintained
pupils’/students’ progress
QUALITY Evidencesshowedthat
the teacher purposely
plans assessments and
varies assessment
choices to match the
different student needs,
abilities andlearning
styles
The teacher explained
the various uses and
limitations ofthe
different kinds of
assessments or tests.
Evidencesshowedthat
students needs and
avenuesfor growth
were clearlyidentified
There is evidence of
more thanone
measure of student
performance bit there
is difficultyin analysing
data to inform
instructionalplanning
and delivery
The teacher planned
instructions without
analysingstudent
learning data
No evidence ofstudent
monitoringor evaluation
of student progress
EFFICIENCY Class recordreflected the
basesof 100% and above
of students’ ratinginall
classes/subject areas
handled
Class recordreflected
the basesof 85-99% of
students’ rating inall
classes/subject areas
handled
Class recordreflected
the basesof 70-84% of
students’ rating inall
classes/subject areas
handled
Class recordreflected the
basesof 55-69% of
students’ rating inall
classes/subject areas
handled
Class recordreflected
the basesof 54% and
below students’ ratingin
all classes/subject areas
handled
Students’ portfolio
contained100% and
above oftheir
accomplishment
Students’ portfolio
contained85-99% of
their accomplishment
Students’ portfolio
contained70-84% of
their accomplishment
Students’ portfolio
contained55-69% of
their accomplishment
Students’ portfolio
contained54% and
below of their
accomplishment
Test questions were
100% and above logically
sequencedwithTable of
specifications showing
congruence between
content andskills tested.
Test questions were 85-
99% logically
sequencedwithTable
of specifications
showing congruence
betweencontent and
skills tested.
Test questions were 70-
84% logically
sequencedwithTable
of specifications
showing some
congruence between
content andskills
tested.
Test questions were 55-
69% logicallysequenced
but the Table of
specifications does not
show congruence
betweencontent and
skills tested.
Test questions were not
logicallysequencedand
there is notable of
specifications to show
congruence between
content andskills tested.
Pre-test andpost-test
were 100% andabove
administered inall
Pre-test andpost-test
were 85-99%
administered inall
Pre-test andpost-test
were 70-84%
administered inall
Pre-test andpost-test
were 55-69%
administered inall
Pre-test andpost-test
were never
administered
6. classes / subject area
supportedbyanalysis
report
classes / subject area
supportedbyanalysis
report
classes / subject area
supportedbyanalysis
report
classes / subject area
supportedbyanalysis
report
TIMELINESS Monitoring, evaluation
and maintaining
students’ progress were
done everytime within
the rating period
(quarterly, semestral)
Monitoring, evaluation
and maintaining
students’ progress
were done most ofthe
time within the rating
periodwith1 or 2
issues that needs
attention
Monitoring, evaluation
and maintaining
students’ progress
were done most ofthe
time within the rating
periodwith3 or 4
issues that needs
attention
Monitoring, evaluation
and maintaining
students’ progress were
done some of the times
within the rating period
with 5 or more issues
that needs attention
Monitoring, evaluation
and maintaining
students’ progress were
not done within the
rating period
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 2, Objective No. 2
Conducted
remediation/enrichment
programs to improve
performance indicators
QUALITY
Remediation/
enrichment programis
offeredto 100% and
above ofthe students
who needit
Remediation/
enrichment programis
offeredto 85-99% of
the students whoneed
it
Remediation/
enrichment programis
offeredto 70-84% of
the students whoneed
it and it manifested
some improvement in
the performance
indicators
Remediation/
enrichment programis
offeredto 55-69% of the
students whoneed it and
it manifested minimal
improvement inthe
performance indicators
Remediation/
enrichment programis
offeredto 54% and
below of the students
who needit andit
manifestedno
improvement inthe
performance indicators
EFFICIENCY Remediation/
enrichment planwas
preparedwith100% and
above results showing
manifestationof
improvement inthe
performance indicators
Remediation/
enrichment planwas
preparedwith85-99%
results showing
manifestationof
improvement inthe
performance indicators
Remediation/
enrichment planwas
preparedwith85-99%
results showing
manifestationof
improvement inthe
performance indicators
Remediation/
enrichment planwas
preparedwith55-69%
results showing
manifestationof
improvement inthe
performance indicators
Remediation/
enrichment planwas
preparedwith54% and
below results showing
manifestationof
improvement inthe
performance indicators
TIMELINESS Remediation/
enrichment activities
were deliveredevery
time as reflectedinthe
DLL / needs assessment
Remediation/
enrichment activities
were deliveredmost of
the time as reflectedin
the DLL / needs
assessment
Remediation/
enrichment activities
were deliveredsome of
the times as reflected
in the DLL / needs
assessment
Remediation/
enrichment activities
were not deliveredmost
of the time as reflectedin
the DLL / needs
assessment
Remediation/
enrichment activities
were not deliveredat all
times andwas not
reflectedin the DLL /
needs assessment
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 2, Objective No. 3
Maintained/updated
pupils/students’ school
records
QUALITY Teacher maintainedand
updated100% and above
of the students’ school
records
Teacher maintained
and updated85-99 % of
the students’ school
records
Teacher maintained
and updated70-84 % of
the students’ school
records
Teacher maintainedand
updated55-69 % of the
students’ school records
Teacher maintainedand
updated54 % and
below of the students’
school records
EFFICIENCY Students’ school records
contains 100% andabove
of the students’ progress,
data andrelevant
informationshowing
Students’ school
records contains 85-
99% of the students’
progress, data and
relevant information
showing positive
Students’ school
records contains 70-
84% of the students’
progress, data and
relevant information
showing positive
Students’ school records
contains 55-69% of the
students’ progress, data
and relevant information
showing positive results,
Students’ school records
contains 54% and below
of the students’
progress, data and
relevant information
showing positive results,
7. positive results, follow-up
and intervention
results, follow-upand
intervention
results, follow-upand
intervention
follow-up and
intervention
follow-up and
intervention
TIMELINESS Students’ school records
are maintainedand
updatedat requiredtime
within the rating period
Students’ school
records are maintained
and updatedat most of
the requiredtime
within the rating period
Students’ school
records are maintained
and updatedat some of
the requiredtime
within the rating period
Students’ school records
are not maintained and
updatedat some ofthe
requiredtime withinthe
rating period
Students’ school records
are not maintained and
updatedat alltimes
within the rating period
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 2, Objective No. 4
Attained the required
GSA for grade level and
learning areas
QUALITY Attained100% and
above MPS or GSA inall
classes or subject areas
handled
Attained85-99% MPS
or GSA in all classesor
subject areashandled
Attained70-84% MPS
or GSA in all classesor
subject areashandled
Attained55-69% MPS or
GSA in all classes or
subject areashandled
Attained54% and below
MPS or GSA in all classes
or subject areas handled
EFFICIENCY Class recordreflected the
basesof 100% and above
of students’ ratinginall
classes/subject areas
handled
Class record reflected
the basesof 85-99% of
students’ rating inall
classes/subject areas
handled
Class recordreflected
the basesof 70-84% of
students’ rating inall
classes/subject areas
handled
Class recordreflected the
basesof 55-69% of
students’ rating inall
classes/subject areas
handled
Class recordreflected
the basesof 54% and
below students’ ratingin
all classes/subject areas
handled
TIMELINESS Computationof the
requiredMPS or GSA was
done everyquarter /
semester showing
positive results
Computationof the
requiredMPS or GSA
was done everyquarter
/ semester showing 1
or 2 issues but
produced positive
results
Computationof the
requiredMPS or GSA
was done everyquarter
/ semester showing 3
or 4 issues but
produced positive
results
Computationof the
requiredMPS or GSA was
done everyquarter /
semester showing5 or
more issues andclearly
affectedpositive results
Computationof the MPS
or GSA was done every
quarter / semester
showing critical issues
and it failed to produce
positive results
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 3, Objective No. 1
Conducted regular
/periodic Homeroom PTA
meetings/conferences
QUALITY 100% and above of the
planned meetings were
conducted
85-99% of the planned
meetings conducted
70-84% of the planned
meetings conducted
55-69% of the planned
meetings conducted
54% and belowof the
planned meetings
conducted
EFFICIENCY Provisionof reports and
agreements contained
remarkable
accomplishment withset
agreements met
Provisionof reports
and agreements
containedonlyset of
agreements andpartial
accomplishment
Provisionof reports
and agreements
produced onlyset of
agreements
Provisionof reports and
agreements produced
minimal results
Provisionof reports and
agreements produced
no results
TIMELINESS Conductedat least twice
everysemester or once
everyquarter or as
requiredeverytime
within the rating period
Conductedwithinthe
rating periodbut not
aligned withthe school
calendar for 1 instance
/ case
Conductedwithinthe
rating periodbut not
aligned withthe school
calendar for 2 to 3
instances
Conductedwithinthe
rating periodbut not
aligned withthe school
calendar for 4 to 5
instances
Conductedwithinthe
rating periodbut not
aligned withthe school
calendar for 6 or more
instances
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 3, Objective No. 2 QUALITY Academic monitoring/
follow-up wasinitiatedto
Academic monitoring/
follow-up wasinitiated
Academic monitoring/
follow-up wasinitiated
Academic monitoring/
follow-up wasinitiatedto
Academic monitoring/
follow-up wasinitiated
8. Visited parents of
pupils/students needing
academic
monitoring/follow-up
100 % and above of the
students whoneed it
to 85-99% of the
students whoneed it
to 70-84% of the
students whoneed it
55-69% of the students
who needit
to 54% and below ofthe
students whoneed it
EFFICIENCY 100% and above
accomplishment ofset
visits with successful
interventions
85-99%
accomplishment of
visits with partial
success in
implementationof
interventions
70-84%
accomplishment of
visits with suggested
planned interventions
55-69% accomplishment
of visits withplanned
interventions
54% and below
accomplishment withno
interventions
TIMELINESS Activityconductedat
least twice every
semester or once every
quarter
Activityconductedat
least once every
semester or once in
every2 quarters
Activityconductedonly
when the needarises
but withinthe rating
period
Activityconductedonly
when there is a great
need to addressrelevant
issues andconcerns
within the rating period
Activitywas never
conducted withinthe
rating period
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 3, Objective No. 3
Supported
projects/events/activities
with external
funding/sponsorship
QUALITY Supported100% and
above ofthe projects,
events, activitieswith
external fundingor
sponsorship
Supported85-99% of
the projects, events,
activitieswith external
fundingor sponsorship
Supported70-84% of
the projects, events,
activitieswith external
fundingor sponsorship
Supported55-69% of the
projects, events,
activitieswith external
fundingor sponsorship
Supported54% and
below of the projects,
events, activitieswith
external fundingor
sponsorship
EFFICIENCY 100% and above project
accomplishment withfull
completionand
documentationreport
85-99% project
accomplishment with
partial completion
70-84% project
initiative withno
completionreport
55-69% project initiative
with no completion
report
No project, event or
activityinitiated and
supported
TIMELINESS Done withinthe rating
period
Done withinthe rating
periodbut with 1 issue
or concern that needs
intervention
Done withinthe rating
periodbut with 2 or 3
issues or concerns that
need intervention
Done withinthe rating
periodbut with 4 or
more issues that need
intervention
Not done withinthe
rating period
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 4, Objective No. 1
Conducted action
research
QUALITY Conducted100% and
above ofthe required
number of researchto
address classroom /
learning problems
Conducted85-99% of
the requirednumber of
researchto address
classroom/ learning
problems
Conducted70-84% of
the requirednumber of
researchto address
classroom/ learning
problems
Identifiedonlyclassroom
or learning problem with
a research proposal
Identifiedonly
classroomor learning
problemwithno
researchproposal
EFFICIENCY 100% and above full
documentationon
completionof
intervention
85-99% documentation
on completion of
intervention
70-84% documentation
on completion of
intervention
55-69% documentation
on completion of
intervention
No documentationon
completionor inthe
conduct of research / no
interventiondone
TIMELINESS Conductedevery
semester withinthe
rating period
Conductedevery
semester within the
rating periodbut with1
or 2 issues affecting its
full implementation
Conductedevery
semester within the
rating periodbut with3
or 4 issues affecting its
full implementation
Conductedevery
semester within the
rating periodbut with5
or more issues affecting
its full implementation
Not conducted within
the rating period
Objectives
Performance Indicators
Q, E, T Outstanding Very Satisfactory (4) Satisfactory Unsatisfactory Poor
9. (5) (3) (2) (1)
KRA 4, Objective No. 2
Participated in activities
such as teachers
association and other
related
organizations/trainings
QUALITY Initiated/ participatedin
100% and above required
or agreedco-curricular or
school activities
Initiated/ participated
in 85-99% of the
requiredor agreed co-
curricular or school
activities
Initiated/ participated
in 70-84% of the
requiredor agreed co-
curricular or school
activities
Initiated/ participatedin
55-69% of the required
or agreedco-curricular or
school activities
Initiated/ participatedin
54% and belowof the
requiredor agreed co-
curricular or school
activities
EFFICIENCY Extent of participation
and involvement
manifestedfull
documentationon
completion and results
Initiatedor participated
in co-curricular or
school activitieswith
partial documentation
on completion and
results
Initiatedor participated
in co-curricular or
school activitieswith
minimal partial
documentationonly
Initiatedor participated
in co-curricular or school
activitieswith no
documentation
Participationand
involvement is not
evident
TIMELINESS Withinthe ratingperiod Withinthe rating
periodbut with 1 or 2
issues andconcerns for
improvement on
participationand
involvement
Withinthe rating
periodbut with 3 or 4
issues andconcerns for
improvement on
participationand
involvement
Withinthe ratingperiod
but with 5 or more issues
and concerns for
improvement on
participationand
involvement
Not within the rating
period
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 4, Objective No. 3
Attended In-Service-
Trainings and other
relevant trainings/
seminars/ workshops
for teachers.
QUALITY Attended100% and
above ofthe INSET or
requiredrelevant
trainings/ seminars/
workshops/ LACsessions
Attended85-99% of the
INSET or required
relevant trainings/
seminars/ workshops/
LAC sessions
Attended70-84% of the
INSET or required
relevant trainings/
seminars/ workshops/
LAC sessions
Attended55-69% of the
INSET or required
relevant trainings/
seminars/ workshops/
LAC sessions
Attended54% and
below of the INSETor
requiredrelevant
trainings/ seminars/
workshops/ LACsessions
EFFICIENCY 100% and above of the
attendance and
appearances complied
85-99% of the
attendance and
appearances complied
70-84% of the
attendance and
appearances complied
55-69% of the
attendance and
appearances complied
54% and belowof the
attendance and
appearances complied
TIMELINESS Withinthe ratingperiod Withinthe rating
periodbut with 1 or 2
issues andconcerns for
improvement on
participationand
involvement
Withinthe rating
periodbut with 3 or 4
issues andconcerns for
improvement on
participationand
involvement
Withinthe ratingperiod
but with 5 or more issues
and concerns for
improvement on
participationand
involvement
Not within the rating
period
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)