De La Salle Santiago Zobel School

Ayala Alabang Village, Muntinlupa City

FACULTY PERFORMANCE INCENTIVE/AWARD
I.

Introduction

Teachers are at the hub of any educational institution. They are at the forefront in the
implementation of the schools thrusts and educational practices and policies. They carry out a
multitude of functions, and yet they continuously embark on undertakings to improve their craft
for various reasons. Foremost of these reasons is their zealousness in seeking ways to develop
their expertise to become exemplar teachers with the end goal of helping and developing their
students. As Angelo (1996) puts it, exemplary teaching contributes to exemplary learning. Hence,
the purpose of exemplary teaching is to help students learn more effectively and efficiently than
they would on their own.
Exemplary is defined as worthy of imitation, commendable, and serving as a model or
pattern (Steinmetz & Braham, 1993). Exemplary teachers are engaged in teaching in ways that
stand out from other faculty members, and model acceptable and appropriate evidence of
excellence for teaching. Moreover, they are considered and looked up to by the community
(Angelo, 1996).
Demands for efforts in improving teaching have increased, and changes to address these
demands are being made (Cashin 1990a; Knight, Aitken, & Rogerson, 2000; Pruitt-Logan, Gaff,
and Jentoft, 2002; Ralph, 1998). With these demands come the untiring and selfless efforts of
exemplar teachers to inspire and share with the community the products of their creativity, talent,
perseverance, and heightened professionalism.
De La Salle Santiago Zobel Schools Faculty Performance Incentive/Award aims to
recognize, honor and reward teachers who demonstrate exemplary performance in the conduct of
their duties and responsibilities. Awards are bestowed upon deserving teachers in the area of
curriculum design, instruction, instructional materials, learning assessment, teaching portfolio,
school and community involvement as determined by the school through a panel of evaluators.
II.

Objectives
Motivate and encourage attention to the teaching role
Model exemplary teaching
Improve student learning
Promote the professional growth and development of the teachers
Honor, celebrate, and reward exemplary performances of the teachers

II.

Awards

A.

Most Outstanding Lasallian Educator Award

Rationale
St. John Baptiste de La Salle, in one of his meditations, muses that teachers
receive great graces from God when He called them from the world to a ministry where
they are concerned solely with the salvation of souls (Meditation 146). Indeed, this
ministry is gigantic for any teacher for they do not only concern themselves with
educating the minds of their students but also forming them to become Christians. Not
only do the teachers labor for the good of the Church but also for that of the country
(Bannon, FSC, 1988).
To be an exemplar Lasallian teacher is to carry out the mission and to prepare the
students for their future career and thereby serve a useful purpose in the terms of this
world. Thus, they are prepared to earn a living as their parents wish them to make them
do so (Meditation (194). Teachers, to be exemplars, do not simply cease from improving
their craft but they genuinely commit themselves to the integral human and Christian
development of the students through personal witness and service. Moreover, they
unconditionally serve as resources for the renewal of the Church and for the integral
development of the society. All these make an exemplar Lasallian teacher.
De La Salle Santiago Zobel School, as stated in its vision, aims to form Christian
Achievers for God and Country who live the Gospel values in the light of the Lasallian
tradition of religio, mores, and cultura. To realize this vision, the school needs to have
exemplar teachers, and any teacher who best approximates the stated standards will be
recognized, honored and rewarded.
Aims
1.
Encourage heightened professionalism
2.
Develop a culture of excellence among teachers
3.
Recognize and reward exemplar teachers
Mechanics
1. The award shall be called Most Outstanding Lasallian Educator.
2. Only teachers who have rendered at least ten (10) years of continuous service at De
La Salle Zobel are qualified for the award.
3. To qualify for the nomination, the teacher should get at least a 95% evaluation from
his/her immediate superior. The Academic Coordinator or Assistant Principal
nominates qualified teachers for the award.
4. The nominees will be called for a panel interview. The Panel shall be composed of
the following:
a. President
b. EVP
c. At least two academic department heads (GS and HS Principals; other
Academic Service Department Heads)
d. Another Lasallian partner who is not an employee of De La Salle Zobel

5.
6.
7.
8.

The nominees should make available all the indicators listed in the rubric.
A scoring rubric will be used to evaluate the teacher-nominees.
An external examiner will be invited to become part of the panel of evaluators.
The teachers that garner the highest ratings in the Grade School and High School
shall be chosen as Top Awardees.

Rubric for Assessing the Most Outstanding Lasallian Educator

Dimensions
The
teacher
works
creatively,
constructively
and
enthusiasticall
y to realize
the Lasallian
Mission.
He/She
genuinely
commits
to
the
integral
human
and
Christian
development
of types of
learners
through
personal
witness
and
service.
He/She serves
as a resource
for
the
renewal of the
Church
and
for
the
integral
development
of
society.
(35%)

Exemplary
(95-100)
The
teacher
has varied and
innovative
programs,
activities
or
interventions
that
develop
within
the
students
a
genuine
concern for the
poor and the
promotion
of
peace
and
justice.
The
teacher
always shares
his/her
time,
expertise and
resources
unconditionally
with
the
marginalized
sectors
of
society.

Acceptable
(85-94)
The teacher
plans
and
implements
adequate
programs,
activities, or
interventions
that develop
within
the
students
a
genuine
concern for
the poor and
the
promotion of
peace
and
justice.

Developing
(80-84)
The teacher
has
limited
programs,
activities or
interventions
that develop
within
the
students
a
genuine
concern for
the poor and
the
promotion of
peace
and
justice.

The teacher
shares
his/her time,
expertise and
resources
with
the
sectors
of
society.

To a limited
extent,
the
teacher
is
able to share
his/her time,
expertise and
resources
with
the
marginalized
sectors
of
society.

Beginning
(79-Below)
The teacher
does not have
programs
activities
or
interventions
that develop
within
the
students
a
genuine
concern
for
the poor and
the promotion
of peace and
justice.

The teacher
does
not
share his/her
time,
expertise and
resources
with
the
marginalized
sectors
of
society.

Ratin
g

Indicator
s
Teaching
Portfolio
Syllabus
Lesson
Plans/Mo
dules
Instructio
nal
Materials
Instructio
nal
Materials
Pictures

The teacher is
a
highly
competent
professional,
committed to
life-long
personal and
professional
improvement
and service.
(25%)

The teacher is
able to acquire
and
upgrade
his/her
professional
qualifications
and
keep
himself/herself
informed of the
latest research,
trends
and
practices
in
education.
The teacher is
a
published
author
who
continuously
upgrades
himself/herself
in the field and
is an active
member
in
his/her
disciplines
professional
organizations.

The teacher is
attentive
to
his/her
students and
seeks to build
appropriate
relationships
that promote
effective
learning.
(40%)

The
teacher
employs
a
wide-variety of
learnercentered
strategies
which address
the
diverse
needs of the
students.
The
teacher
provides varied
and consistent
feedback to the
students about
their
growth

The teacher
is
able
to
acquire and
upgrade
his/her
professional
qualifications
and
keeps
himself/herse
lf informed of
the
latest
research,
trends
and
practices in
education.

The teacher
is able to
acquire and
upgrade
his/her
professional
qualifications
and
keeps
himself/herse
lf informed of
the
latest
research,
trends, and
practices in
education.

The teacher
needs
to
acquire
professional
qualifications.
He/She
seldom keeps
updated
on
latest
research,
trends
and
practices
in
education.

Research/
Publicatio
n

The teacher
continuously
upgrades
himself/herse
lf
by
attending
seminarsworkshops
related
to
his/her field
or by being
an
active
member
in
his/her
disciplines
professional
organizations
.

The teacher
occasionally
upgrades
himself/herse
lf
by
attending
seminarsworkshops
related
to
his/her field.

The teacher
rarely
upgrades
himself/hersel
f
by
attendingseminarsworkshops
related
to
his/her field.

The teacher
employs
several
learnercentered
strategies
which
address the
diverse needs
of
the
students.

The teacher
seldom
employs
learnercentered
strategies
which
address the
diverse
needs of the
students.

The teacher
does
not
employ
learnercentered
strategies
which
address
the
diverse needs
of
the
students.

Student
Evaluatio
n

The teacher
provides
regular
feedback to
the students

The teacher
seldom
provides
feedback to
the students

The teacher
does
not
provide
feedback
to
the students

Teaching
Portfolio

Graduate
School
Records
Seminar/
Workshop
Certificat
es

Coordinat
ors
Evaluatio
n
Lesson
Plans/Mo
dules

and
performance
and
specific
ways
of
achieving
the
articulated
performance
standard.
The
teacher
makes
himself/herself
available
for
student
consultation
and guidance.
Personal
follow-ups are
done by the
teacher
to
ensure
the
students
improvement.

about
their
growth
and
performance
and specific
ways
of
achieving the
articulated
performance
standard.

about
their
growth and
performance
and ways of
achieving the
articulated
performance
standard.

about
their
growth
and
performance
and ways of
achieving the
articulated
performance
standard.

The teacher
makes
himself/herse
lf
available
for
student
consultation
and
guidance.

The teacher
seldom
makes
himself/herse
lf
available
for
student
consultation
and
guidance.

The teacher
is
not
available
to
the students
for
consultation
and guidance.

Incentives
1. A computer grant (to a maximum of P 50,000)
2. One-step promotion (merit increase with the increment based on the rank the
outstanding teacher holds)
3. Specially designed trophy
B.

Most Outstanding Curriculum/Subject Design Award

Rationale
Progressive schools empower their teachers to become instructional curriculum
developers. These schools acknowledge the non-technical approaches to curriculum
development which rely heavily on teachers as the major source of curriculum knowledge
because they know their students, their teaching contexts and the reasons why the
curriculum needs revision (Harsete & Short; Paris, 1993). These schools conceive
curriculum, not as a static collection of materials, but as a dynamic plan that directs the
learning process and governs the organically developing relationship between teachers
and learners. Teachers are curriculum workers, charged with reflective responsibility as
they conduct themselves in their profession. Whether adopting and adapting an externally
prescribed curriculum or designing a curriculum from its inception, the teachers becom
instructional curriculum developers or designers (Sowell, 1996).
De La Salle Zobel School, cognizant of its invaluable human resource and true to
its mission in ensuring the continuous development of its personnel so that they become

better facilitators of learning, recognizes the initiative, creativity and innovativeness of its
teachers as instructional curriculum developers/designers. Thus, the school takes it upon
itself to recognize teachers who initiate, develop and implement curricular designs that
bring about the desired outcomes and support the general goals of the school.
Definition of Terms
Curriculum development means recreating or modifying what is taught to students. It
includes a number of decisions whose outcomes aggregate as a curriculum design. It
includes the selection and organization of experience for pedagogical purposes. The
criteria that determine what is selected and how it is organized, articulate fundamental
values about the nature of the world and our calling in it. (Sowell, 1996)
Curriculum design refers to the act of creating the curriculum in schools. It is based on
the primary sources of curriculum content (i.e. subject matter, needs of society-culture, or
needs and interests of learners) that make possible the realization of a particular purpose
of education (English, 2000).
Instructional curriculum refers to the one that teachers plan and deliver in schools.
Teachers base instructional curricula on what has been determined as necessary or
desirable for their school or school authorities (Sowell, 1996).
Curriculum is what is taught to students while instruction is how curriculum is
taught.
Aims
1. Foster and promote initiative, creativity and innovativeness among the members
of the academic community;
2. Develop among the faculty the sense of ownership to innovations that directly
involve students participation and improvement
3. Continuously motivate teachers to work individually or collectively for the
improvement of instruction and student performance
Mechanics
1. The award shall be called Most Outstanding Curriculum/Subject Design.
Award.
2. The instructional curricular design may be submitted by individuals, groups or teams
(subject-area or grade-level).
3. The blueprint of the design must include all the essential curriculum products and
processes and the students and teachers evidence of learning. Curriculum
processes is a collective term that encompasses all the considerations about which
curriculum designers ponder and ultimately make choices in the development,
classroom use, and evaluation of a curriculum project. Curriculum products or
projects include curriculum guides, courses of study or syllabi, resource units,
learning modules.
4. The design should be implemented and evaluated prior to its submission.
5. A set of scoring criteria or rubric shall be used by a group of evaluators to
determine the worthiness and effectiveness of the design. The Evaluation Committee
shall be composed of the following:

6.
7.

Principal of the department

Consultant on curriculum integration (Dr. Rapatan)
Senior academic coordinator of the department, appointed by the Principal
Individual and Team Awards shall be determined based on the rubric promulgated
and approved by the School.
To qualify for the award, the individual or the team should not score below 95 points.
The individual or the team with the highest point shall be declared the winner.

Rubric for Assessing a Well-Developed Instructional Curriculum Design (ICD)

Exemplary
(100-95 pts.)

Dimensions

Views
of -Fully subscribe
education
and support the
( 15 %)
Lasallian visionmission,
goals
and
the
educational
philosophy of the
school;

Satisfactory
(94-85 pts)

Express
purposes
of
education
as
broad
philosophical
statements that
answer why
questions about
the reasons for
- Describe the curriculum
roles of students, development.
teachers
and
other agents of - Give a brief
instruction
description on
(instructional
how
the
materials
and curriculum will
other academic be
services)
in implemented
designing,
and evaluated.
implementing
and
evaluating - Provide an
the curriculum;
overview of the
knowledge,
- Explain the skills
and
interrelation of values to be
purpose
and learned
participants roles
with the school
community and
the
larger
community
beyond
the
school.
-

Establish

an

Beginning
(84-below)
Contain
personal
philosophy
and insights of
the teachers.
- State the
ideas on how
the
course
should
be
taught
and evaluated.
- Present a
vague
statement of
purposes for
education

Total
Points

Indicators
Teaching
Portfolio

Content
statement/
(Curriculum
content
selection)
(15%)

integrated
framework that
guides
the
remainder of the
curriculum
processes
and
products.
Valid,
significant
and
consistent with
the stated views
of
educational
statements;
-Also consistent
with societal and
cultural realities
- learnable by
learners
and
appropriate for
their needs and
interests.
-highlights
the
major ideas or
themes that give
rise to related
themes, learning
experiences, and
possible
outcomes.

-Is consistent
with the views
of educational
statements;

Provides
an
outline
of
selected
curriculum
content taken
- Depends on from
a
the purpose of particular
education;
textbook
or
reference book
Reflects
sufficient
knowledge of
learners
and
their
characteristics;
Identifies
possible topics,
values
and
skills that need
to be learned;

-deals with real

issues of interest
to
students
teachers
and
learners
Intended
Learning
Outcomes
(20%)

-Are consistent
with the stated
views
and
purposes
of
education

- Well stated
and
address
important
knowledge,
skills, values
and/or habits
Clearly that need to be
articulated
learned by the
statements
of pupils

Very limited or
general
description of
learning
outcomes
No
understandable
statements of

expected results
of learning, also
known as aims,
goals,
and
objectives

learning
outcomes

-Specify
the
indicators
for
success for each
of the outcomes
Selection
and
Organizatio
n of
Learning
Experiences
( 30%)

- Clearly describe
relationship
between learning
targets,
assessment
methods
and
tools,
and
learning
activities;
-Are
appropriately
challenging,
interactive
and
integrated
-Students tasks
show evidence of
learning
in
relation
to
learning targets
-Provide
accommodations
for
learners
differences
-include accurate
and
credible
content
-instructions for
learning activities
and assessments
are
clear
to

Clear Teacheralignment with directed and

learning targets planned
activities are
-Incorporate specified for
to
strategies that learners
accomplish
promote
each day.
learning
Provide
-Time spent on limited
activity
is
activities for
sufficient
learners
interaction
-includes
among
each
formative
other
and
assessment
(along the way) other.
as well
as
- Show little
summative
attempts
to
tools
vary learning
make explicit activities
what students
need
to - More paperpencil
demonstrate
activities than
authentic
production of
evidence
of
learning

students
-The
interpersonal
context between
and
among
learners
and
teachers
promotes active
student
engagement
in
learning
and
assessment
- Explore other
modes
of
teaching
and
learning
- Allow
for
flexibility
to
give
enough
room
for
learners to direct
their own course
or activities for
better results
Has an audience
beyond
the
teacher
Assessment
(20 %)

Assessment
is
useful
and
convenient to the
learner from the
beginning of the
discussion about
the task and it
concentrates all
student energy on
what is important
to accomplish
Learners
encouraged
to
self -assess and

-Scoring
system enables
a reliable yet
adequately fine
discrimination
of degrees of
criteria
for
assessment of
student
products and
performances is
clear

Students are
uncertain as to
what
is
expected.
Assessment
does
not
measure what
it
says
it
measures

Assessment
not available
to
learners.
Assessment is Learners

reflect on quality
cannot
of work
or
available
to interpret
learners
at understand it.
-Results provide some
point
useful feedback before the task
to
improve is completed.
instruction and Students
can
learning
use it to get an
idea of what is
-Student
work important
to
enables teachers accomplish
to gain a better
understanding of
individual
students as well
as
student
learning
in
general, and to
learn about the
effectiveness of
their instruction,
leading
to
improved
teaching
strategies,
curriculum and
assessment
Incentives
1.
Individual winners (1 from the Grade School and 1 from the High School) will be
awarded PhP 15,000.00 worth of Academic Learning Resources, while the group
awardees will get Ph P 50,000.00 worth of Academic Learning Resources.
2.
Finalists, those who have exemplary ratings for their submission, shall be given P
3,000 worth of Academic Learning Resources (for individuals) and P 10,000 for
groups.
C.

Outstanding Instructional Leader Award

Rationale
Exemplary teaching is one that puts premium on the outstanding performance
of the teacher in the classroom. It recognizes exemplary practices that are manifested
through the statement of well-articulated objectives, effective management of
learning, appropriate employment of research-based strategies and methodologies as well
as utilization of a variety of assessment tools.

The promotion of these standards has always been the thrust of De La Salle
Zobel. As such, the School continuously provides opportunities for teachers to
commit themselves to exemplary performance. Hence, these teachers, inspired and
motivated, deserve to be recognized, honored and rewarded.
Aims
1. Encourage a culture of excellence in teaching
2. Value and promote high quality learning
3. Stimulate sharing of exemplary teaching and learning practices
Mechanics
1. The Coordinator concerned identifies the teacher-nominee based on the first and
second term evaluation of the teachers teaching performance the rating of which
should not be lower than 95%.
2. The Coordinator fills out the nomination form and submits the same to the screening
committee which is composed of the ff:
Principal
Academic coordinator, appointed by the Principal
One senior faculty member of the department
A faculty member from the same level/subject area
3. The Screening committee notifies the teacher-nominee of the official classroom
observation which will be conducted for three (3) one-hour/fifty or forty minute
class periods in a span of two weeks.
4. The Screening Committee conducts formal classroom observation and evaluates
the teachers performance using the rubric.
5. The Screening Committee determines the teacher with the highest rating.
6. The Screening Committee submits the name to the Performance Incentive Board1.
Effective La Sallian Teacher Service-Oriented Professional Who:
*are genuinely committed to the integral human and Christian development of diverse
types of learners through personal witness and service;
*are attentive to learners in their uniqueness and seek to build appropriate relationbships
that promote total human formation;
*are committed to life-long personal and professional improvement and service;
*work together creatively, constructively and enthusiastically both to realize the
Lasallian mission and to assure the effectiveness and vitality of the institutions to which
they belong;
*serve as resources for the renewal of the church and integral development of society
Rubric for Assessing Teaching Performance
Dimensions
1

Exemplary

Satisfactory

Beginning

Rating

Indicators

The Performance Incentive Board is composed of the EVP, GS and HS Principal, DAIS Director, DLFD Director.

Lesson
Preparation
(10%)
1.1 Knowledg
e of the
subject
matter
1.2

Content
and
organizati
on

(100-95 pts.)
Sets
high
yet
reasonable goals,
intended outcomes
and expectations
clearly
Designs coherent
lessons
and
integrates
instruction among
subject areas

(94-85 pts.)
Sets goals, learning
outcomes and
expectations
Plans varied
instructional
activities

(84-below)
Prepares an outline
of the lesson
States objectives for
the class presentation

Lesson
Plans/Module
s
Syllabus
Teaching
Portfolio

Provides relevant
objectives which
agree with the
lesson
presented
and the strategies
and
evaluation
used

Facilitation Of
The Learning
Process
(40%)
Communication
Skills
Strategies and
Methodologies

Designs
instructional
activities that are
suited
to
accommodate
diverse
developmental
interests and needs
of the students and
promote purposeful
group/collective
structures
that
facilitate
student
engagement
to
make
content
meaningful
Communicates
clearly
and
effectively to the
level
of
the
students
Listens to students
and engages them
in a productive
classroom
discussion
Uses questions and
activities
that
arouse curiosity,
stimulate
independent
learning
and
challenge students
to be critical

Modifies
instruction
to
engage students in
activities
Uses a range of
teaching strategies
and
resources
including ICT and
other technologies
to foster interest and
support learning
Maintains a sense
of humor

Implements
the
lesson as planned

Student
Evauation
Peer
Evaluation
Coordinators
Evaluation
Lesson Plans/
Modules

Explores various
types
of
instructional
activities suited to
meet the students
interest/needs and
accommodate
different learning
styles
Employs a variety
of
appropriate
teaching strategies
and resources to
make
content
meaningful to all
students
Provides
clear
directions
for
classroom activities
to
engage
all
students
in
purposeful
learning activities
Helps
students
connect
their
learning
experiences to the
world outside the
classroom
Responds
appropriately
to
student
discussion/question
s/comments
to
promote learning
and
encourage
other students to
contribute
Engages students
in discussion that
enables them to
synthesize a range
of views and ideas
to develop deeper
understanding and
different
viewpoints
Uses a variety of
appropriate
resources
and

Learning
Management
(20%)
Use
of
Instructional
time

materials
that
engage students in
meaningful
activities
Establishes
and
maintains
a
climate
where
learning is valued
and students ideas
are respected
Demonstrates
a
variety of strategies
to develop rapport
with all students
Ensures equitable
student
participation
in
classroom activities
by establishing safe
and
supportive
learning
environments
Creates
orderly
and
workable
learning routines
that
ensure
substantial student
time on learning
tasks
Manages student
behavior
and
promotes student
responsibility for
learning
Employs
nonverbal
behavior
(e.g. gestures, eye
contact) effectively
to solicit students
interest
and
attention
Demonstrates
sensitivity, respect
and understanding
of
the
social,
cultural,
intellectual
and
religious
backgrounds
of
students

Responds
to
problems
raised
during lesson
Demonstrates
a
variety of strategies
to develop rapport
with some students

Provides instruction
on routines
Demonstrates limited
strategies to develop
rapport with the
students

Maintains
consistent, fair and
equitable
interactions with
students
to
establish
rapport
and lead them to
display these same
characteristics in
their interactions
with one another
Instructional
Materials
/Resources
(20%)

Effectively
employs relevant
instructional
materials
and
resources aligned
with
subject
goals/intended
learning outcomes

Employs relevant
instructional
materials
and
resources.

Uses
instructional
materials

limited

Instructional
Materials

Usesassessmentto
drawconclusions
abouttheimpactof
teachingupon
studentachievement

Assess
student
achievement

Sample Tests

Adapts
instructional
materials
as
necessary
and
appropriate
to
accommodate
diverse
learner
needs
Evaluation
(15%)

Uses a range of
appropriate
strategies to assess
student
achievement
of
learning outcomes
Matches
the
assessment method
to the achievement
purpose and target
Makes use of clear
language that is
understandable to
students
Usesassessmentto
drawconclusions
abouttheimpactof
teachingupon
student
achievement
andadjusts
instruction
accordingly

Formal and
Informal
Assessment

Incentives
Top Awardees (1 GS and 1HS) will each get a PhP 20,000.00 worth of Academic
Learning Resources, while the other finalists, those who obtained ratings of exemplary
will each get PhP 4,000.00 worth of Academic Learning Resources.
D.

Exemplary Instructional Materials Award

Rationale
Being committed to the pursuit of excellence in education and the formation of
the whole person, De La Salle Zobel School recognizes the role of teachers in delivering
quality instruction through the use of up-to-date, innovative, creative, relevant, and
authentic instructional materials. Thus, this award hopes to bring to the fore exemplary
instructional materials that teachers have designed or adopted, implemented in the
classroom, and evaluated.
Aims
1. Provide an opportunity for teachers to hone their creativity in designing
pedagogically useful learning materials which are unique and which stimulate and
nurture the interest of the students.
2. Continually make teachers conscious of making the classroom a venue for students
to maximize their potential for individual success in the learning process and
ultimately improve their academic achievement.
3. Nurture a spirit of collaboration among teachers to work together in developing
learning atmospheres where students actively engage in interesting and
challenging tasks.
Mechanics
1. The award shall be called Most Outstanding Instructional Materials Award.
2. The instructional materials may be submitted individually or by groups in the same
curriculum level and/or department.
3. The design should reflect the processes used by the teacher in making students
proficient in a specific learning competency and the methods or strategies by
which these competencies are evaluated by the learners themselves and by the
teacher.
4. The instructional materials must be employed for a subject matter that lasts for at
least a week.
5. A scoring rubric approved by the school will be used to evaluate the instructional
materials. All entries garnering at least 95% score will be proclaimed winners.
6. The Screening Committee shall be composed of the following:
a. Principal
b. Assistant Principal (of the level the nominee/s belonged to)
c. Academic Coordinator, appointed by the principal

d. Consultant for curriculum integration

e. Senior faculty member from the Department, appointed by the principal

Rubric for Assessing the Most Outstanding Instructional Material

Exemplary
( 100-95)
Learning
Specific learning
Objectives
objectives and
and
expected
Outcomes
outcomes are
and Overall clearly stated or
Material
presented at the
Design
beginning of the
(40%)
IM.
Dimensions

The IM includes
materials that:
- allows for the
identification of
students' prior
knowledge;
- engages
students directly
in the learning
process;
- introduces
content and
procedural
knowledge
effectively;
- engages
students and
encourages
creativity and
curiosity;
- synthesizes
ideas over time
to enhance
student learning;
- integrates with
other disciplines
and life
situations;
- supports all
students,

Satisfactory
( 94-85 )
The learning
objectives are
stated in general
terms and the
learning outcomes
are embedded
writhing the IM.
The IM includes
materials that
address most of the
given areas (at
least five out of
eight), but not all
of them.

Beginning
(84-below )
The learning
objectives are not
stated at all and
the learning
outcome/s is/are
vague. The IM
includes materials
that reflect very
few (four or less)
of the previously
mentioned areas.

Rating

Indicators
Instructional
Material
Objectives

Implement
ation
Instruction
s (10%)

Conduct
and
Evaluation
of IM
(15%)

including
diversity in
learning styles
and
backgrounds;
- makes use of
higher level
thinking skills
such as
interpretation,
analysis,
constructive
criticism,
decision making,
problemsolving,
investigation,
logical thought,
and knowledge
creation.
- provides
various means of
assessing
student learning
across the
module/course
The instructions
for
implementation
are specified and
clearly stated.
Another
instructor could
implement the
IM without
additional
information.
When
implemented,
the IM was able
to satisfy all the
stated learning
objectives/outco
mes and the
formal
evaluation
results by
superior, peer

The instructions
are incomplete or
ambiguous.
Another instructor
could implement
the IM, but only
after gathering
additional
information or
materials.

Instructions for
implementation
are minimally
descriptive or
missing

The IM was able to

satisfy all the
stated learning
objectives/outcome
s and the formal
evaluation results
by superior, peer
and/or student is
satisfactory.

The IM failed to
satisfy all the
stated learning
objectives/outcom
es and the formal
evaluation by
superior, peer
and/or student is
below
expectations.

Evaluation
Report

and/or student
are exemplary.
Peer
There is
Evaluation provision for
and
pilot-testing and
Opportunit critiquing of
ies for
materials by
Replication peers/co(10%)
educators.
The peers also
find the material
easy to conduct
on their own
given clear and
exhaustive
instructions and
the material is
also easy to
replicate.
Integration The IM employs
of
a variety of
Informatio Information and
n and
Communication
Communic Technology
ation
resources
Technology wherein students
(15%)
actively take
part and could
easily access.
Scholarship Material is
(10%)
updated and
conforms
completely to
rules of IP;

There is limited
provision for peer
evaluation of the
IM.
Given clear and
exhaustive
instructions, the IM
is difficult to
conduct and to
replicate.

There is no
provision for peer
evaluation at all.
There is also no
opportunity for
replication.

Peer
Evaluation

The IM employs
There is no
minimal use of ICT integration of ICT
resources and
in the IM.
students are not
actively involved.

Lesson Plan

Material conforms
to the rules of IP
but needs to be
updated..

Instructional
Material
Bibliograph
y

Some rules of IP
were not observed
and the material
needs to be
updated.

Syllabus

Incentives
1. The individual awardees will receive a PhP3,000.00 worth of Academic Learning
Resource grant.
2. The group awardees will receive a PhP10,000.00 worth of Academic Learning
Resource grant
E.

Exemplary Teaching Portfolio Award

Rationale
Excellence in teaching has become a catchphrase among educational practitioners
in the last fifteen years or so. The concept or phrase has even been constantly included in

many schools educational statements and vision-mission statements. Yet, the need to
address the concern on what is excellent and what is not still remains. How, then, is
excellence in teaching measured?
A way to measure and predict teaching effectiveness and to document better
teaching proficiency is the use of a teaching portfolio. Teaching portfolios serve as
potentially effective method to encourage teachers self-evaluation and skill enhancement
(Xu, 2004). Unlike standardized assessment, which typically provides a numerical score
for the teachers performance, teacher portfolios provide more meaningful, valid
indicators of what teachers know and can do (Xu, 2004). Another valuable use of a
teaching portfolio is that it enables the teachers to think more critically about their
teaching, to create new methods of assessing it and to discuss pedagogy with peers,
students and administrators (Stone, 1995). As such, teaching portfolios help teachers to
plan for further instruction and develop individually appropriate learning experiences for
the students. Through a comprehensive faculty development program, De La Salle
Santiago Zobel School seeks means to achieve this for its teachers to become better
facilitators of learning.
Aims
1. Encourage teachers to reflect, revise, and effect the needed changes in their
teaching based on sound educational principles and theories
2. Make teachers better informed about their own teaching and gain a better
understanding of how students learn
3. Deepen teachers awareness of the processes involved in the
Mechanics
1. The award shall be called Most Outstanding Teaching Portfolio Award.
2. Nomination or self-nomination is encouraged among teaching and academic
service faculty.
3. The nominee should submit his/her teaching portfolio on or before the date set by
the panel of evaluators composed of the Principal, Assistant Principal and a senior
faculty member from the Department. The nominee must also submit the artifacts
identified in the rubric for assessment purposes by the panel of evaluators.
4. A rubric for assessing the teaching portfolio will be used.
5. The teacher should get a rating of at least 95% to qualify for the award.
6. The teacher-nominee may be called for an interview by the panel of evaluators to
verify entries made
7. An external evaluator (Consultant for Learning Assessment) will be invited to
become a part of the panel of evaluators
8. The winner/s will be notified formally as regards the result of the evaluators
assessment.
9. The awarding of winners will be held in a formal ceremony before the school
year ends
Definition of Terms
Teaching Portfolio a collection of materials, assembled by a faculty member that
document or reflect teaching performance (Xu, 2004)

Artifacts a set of materials related and relevant to the conduct of teaching

Rubric for Assessing Teaching Portfolio
Dimensions

Beginning
(84-below)

Satisfactory
(94-85 pts.)

Exemplary
(100-95 pts.)

Teaching
Philosophy
(10%)
The teacher
articulates a
teaching
philosophy that
describes a deep
understanding of
how he/she
views his/her
role in a ranges
of teaching
situations and in
general, how
his/her teaching
methods
typically used
reflect the
interpretation of
the teachers
role, and how the
teaching methods
have been
modified in
response to
changes in
students,
instructional
materials, the
teachers
situation,
curriculum
changes, and
other mitigating
factors.
Content
Pedagogy(10%)
The teacher

The portfolio
contains a
teaching
philosophy
and describes
the teachers
general
approach to
teaching and
learning and
their changes
in response to
changing
conditions.

The portfolio
contains a clear
teaching
philosophy and
describes the
teachers general
approach to
teaching and
learning and their
changes in
response to
changing
conditions.

The portfolio
contains a clear
and coherent
teaching
philosophy and
describes the
teachers
general
approach to
teaching and
learning and
their changes in
response to
changing
conditions.
To an extensive
extent, the
portfolio also
reflects the
schools
educational
philosophy.

Portfolio

Artifacts show
depth of
understanding

Curriculum
Guide

To a limited
extent, the
portfolio
reflects the
schools
educational
philosophy.

Artifacts
show minimal
understanding

To a moderate
extent extent, the
portfolio reflects
the schools
educational
philosophy.

Artifacts show
understanding of
content

Rating

Indicators

understands the
concepts, tools of
inquiry, and
structures of the
discipline he or
she teaches and
can create
learning
experiences that
make these
aspects of
subject matter
meaningful for
students.
Student
Development
(10%)
The teacher
understands how
children learn
and develop and
can provide
learning
opportunities that
support a childs
intellectual,
social, and
personal
development.

of content
appropriate to
teaching
specialty.

Diverse
Learners (10%)
The teacher
understands how
students differ in
their approaches
to learning and
creates
instructional
opportunities that
are adapted to
diverse learners.

Artifacts
demonstrate
minimal
understanding
of students
learning
differences.

Artifacts
demonstrate
few
applications
of the content
he or she
teaches.
Artifacts
show minimal
understanding
of how
children learn
and develop.
Artifacts
illustrate
instruction
that supports
students
intellectual,
social, and
personal

Artifacts
illustrate
minimal
instructional
opportunities
adapted to
diverse
learners.

appropriate to
teaching specialty.
Artifacts
demonstrate
multiple
applications of the
content he or she
teaches.

Artifacts show
sufficient
understanding of
how children learn
and develop.
Artifacts illustrate
instruction that
supports students
intellectual, social,
and personal
development.

Artifacts exhibit a
multiple of
instructional
strategies.

of content
appropriate to
teaching
specialty.

Lesson Plan
Syllabus

Artifacts
demonstrate
extensive
applications of
the content he
or she teaches

Artifacts show
thorough
understanding
of how children
learn and
develop.

Curriculum
Guide
Lesson Plan
Syllabus

Artifacts
illustrate
instruction that
extends
students
intellectual,
social, and
personal
development.
Artifacts
exhibit
numerous
instructional
strategies.

Curriculum
Guide
Lesson Plan
Syllabus

Artifacts present
sufficient evidence
of instructional
focus on critical
thinking, problem
solving, and
performance
skills.

Artifacts
present
extensive
evidence of
instructional
focus on
critical
thinking,
problem
solving and

performance
skills.
Motivation and
Management
(10%)
The teacher uses
an understanding
of individual and
group motivation
and behavior to
create a learning
environment that
encourages
social
interaction,
active
engagement in
learning, and
self-motivation.

Artifacts
depict a
learning
environment
that provides
opportunity
for individual
social
interaction,
active
engagement,
and selfmotivation.

Communication
and Technology
(10%)
The teacher uses
knowledge of
effective verbal,
nonverbal, and
media
communication
techniques to
foster active
inquiry,
collaboration,
and supportive
interaction in the
classroom.

Artifacts
exhibit few
communicatio
n strategies
that provide
support for
collaboration
and inquiry.

Artifacts
depict a
learning
environment
that provides
opportunity
for group
social
interaction,
active
engagement.

Artifacts
exhibit few
technology
tools to enrich
learning
opportunities.

Artifacts depict a
learning
environment that
facilitates
individual social
interaction, active
engagement, and
self-motivation.
Artifacts depict a
learning
environment that
facilitates group
social interaction,
active
engagement.

Artifacts exhibit
multiple
communication
strategies that
provide support
for collaboration
and inquiry.
Artifacts exhibit
multiple
technology tools
to enrich learning
opportunities.

Artifacts depict
s learning
environment
that promotes
individual
social
interaction,
active
engagement,
and selfmotivation.

Lesson Plan
Student
Evaluation

Artifacts depict
a learning
environment
that promotes
group social
interaction
active
engagement.

Artifacts
exhibit a
variety of
effective
communication
strategies that
provide support
for
collaboration
and inquiry.
Artifacts
exhibit a
variety of
effective
technology tool
to enrich
learning
opportunities.

Coordinator
Evaluation
Student
Evaluation
Lesson Plan

Planning (10%)
The teacher
plans based upon
knowledge of
subject matter,
students, the
community, and
curriculum goals.

Lesson plans
demonstrate
minimal
relationship
between
subject matter
and Standard
Course of
Study.
Lesson plans
depict weak
matches
among
instructional
goal,
methods, and
materials, and
students
skills and
abilities.

Lesson plans
demonstrate clear
relationship
between subject
matter and
Standard Course
of Study.
Lesson plans
depicts good
matches among
instructional
goals, methods
and materials, and
students skills
and abilities.

Artifacts
manifest few
formal
methods used
to assess what
students have
learned.

Reflective
Practice (10%)
Professional
Growth: The
teacher is a
reflective
practitioner who
continually

Reflections
exhibit
superficial
level of selfevaluation.

Reflections exhibit Reflections

satisfactory level
exhibit in-depth
of self-evaluation. level of selfevaluation.

Artifacts
exhibit little

Artifacts exhibit
Artifacts
use of professional exhibit

Artifacts manifest
some informal
methods used to
assess what
students have
learned.

Lesson Plan
Course
Outline
Student
Evaluation
Coordinator
Evaluation

Lesson plans
depict rich
matches among
instructional
goals, methods,
and materials,
and students
skills and
abilities.

Assessment
(10%)
The teacher
understands and
uses formal and
informal
assessment
strategies to
evaluate and
ensure the
continuous
intellectual,
social, and
physical
development of
the learner.

Artifacts
manifest few
informal
methods used
to assess what
students have
learned.

Artifacts manifest
some formal
methods used to
assess what
students have
learned.

Lesson plans
demonstrate
rich
relationship
between
subject matter
and Standard
Course of
Study.

Artifacts
manifest
multiple formal
methods used
to assess what
students have
learned.
Artifacts
manifest
multiple
informal
methods used
to assess what
students have
learned.

Sample
formal
assessment
tools
Sample
informal
assessment
tools

evaluates the
effects of his or
her choices and
actions on others
(students,
parents, and
other
professionals in
the learning
community) and
who actively
seeks out
opportunities to
grow
professionally.
School and
Community
Involvement
(10%)
The teacher
fosters
relationships
with school
colleagues,
parents, and
agencies in the
larger
community to
support students
learning and well
being.

use of
professional
resources,
technology,
and
colleagues to
support selfdevelopment
as a learner
and as a
teacher

resources,
technology, and
colleagues to
support selfdevelopment as a
learner and as a
teacher.

extensive use
of professional
resources,
technology, and
colleagues to
support selfdevelopment as
a learner and as
a teacher.

Artifacts
display no
links with
counselors,
teachers of
other classes,
and activities
within the
school.

Artifacts display
few links with
counselors,
teachers of other
classes, and
activities within
the school.

Artifacts
display many
links with
counselors,
teachers of
other classes,
and activities
within the
school.

Artifacts
evidence no
cooperative
partnerships
with
parents/guardi
ans to support
students
learning.

Artifacts evidence
few cooperative
partnerships with
parents/guardians
to support student
learning.

Artifacts
evidence many
cooperative
partnerships
with
parents/guardia
ns to support
student
learning.

Corresponde
nce
Pictures
Programmes
/Invitations

Incentives
1. The Top Individual Winners (1 GS, 1 HS and 1 ASF) will each receive PhP
10,000.00 worth of Academic Learning Resource grant.
2. The other awardees will receive a PhP 2,000.00 worth of Academic Learning
Resource grant
F.

Exemplary Learner-Centered Assessment Award

Rationale

An increased emphasis on student learning will have major impacts on the

structure and practice of teaching. It may no longer be enough that teachers are
competent in their disciplines . They are likely to be increasingly called upon to create,
develop, and manage stimulating learning environments, using a variety of resources,
abilities and technologies, including assessment resources, in order to deepen and enrich
student learning (Frye, 1999).
Since assessment results are used to provide evidence of student achievement,
assessment tools should be carefully designed and integrated with instruction. Nitko
(1989) describes the undesirable consequences of using assessment tools inadequately
linked or integrated with the instruction received by students. They are the facts that (1)
teachers and students might be inappropriately informed about students learning progress
and learning difficulties; (2) students motivation for learning could be reduced; (3)
critical decisions about students (e.g.,whether to award a student a high school diploma)
might be made unfairly; and (4)the effectiveness of instruction may be evaluated
incorrectly.
On the other hand, James, McInnis and Devlin (2002) state that carefully designed
assessment contributes directly to the way students approach their study and therefore
contributes indirectly, but powerfully to the quality of their learning. Thus, De La Salle
Santiago Zobel, an institution committed to quality education, believes that teachers who
demonstrate quality assessment practices and utilize resulting information to improve
student learning should be acknowledged.
Aims
Individual Award
1. Give recognition to teachers who pay attention to excellence and quality
in ones work (manifestation of zeal for service).
2. Encourage teachers to reflect on their assessment practices and work
towards improvement.
Group Award
1. To give recognition to a group of teachers who pay attention to excellence
and quality in ones work.
2. To promote trust and unity among teachers who work in the same
grade/year level or academic unit and bring their expertise together to
improve student learning outcomes.
Mechanics
Individual Award
1. The coordinator nominates the teacher/teachers from his/her subject area who can
qualify for the Best Practice in Learning Assessment Award.
2. The nominees should submit the following to the committee for evaluation:
Syllabus (to determine alignment of educational goals and objectives, instruction
and learning outcomes)
Assessment tools used (to relate each assessment tool to a specific learning
outcome, and to assess appropriateness, quality, ease in implementation, etc.)

3. The Screening Committee shall be composed of the following:

a.
b.
c.
d.

GS and HS Principal
Consultant for Learning Assessment
Director for Academic and Information Services/Registrar
LPAR Head

4. To determine the regularity of conduct and completion, the nominees schedule of

learning assessment (quizzes, long tests, projects, portfolio, etc.) will be given to
the Registrar, who in turn will determine whether the results were recorded on
schedule or not.
4. The Registrar will also be requested to provide the committee a report on the
nominees standing in relation to the nominees accuracy in encoding grades
(remarks regarding change of grades). The academic profile (frequency and
percentage distribution of grades per subject area per class) of the subject area
handled by the nominee will also be obtained.
5. The learner-centered assessments must be conducted during an entire term within a
school year.
Group Award
1. The award is open to groups of teachers handling the same grade/year level or
groups of teachers handling the same subject area.
2. To qualify, the group should submit a report on a project or an intervention
program they have designed and implemented to address the learning
difficulties encountered by their students.
3. The reports of each group should include the assessment tools utilized to
address a specific problem area. The data submitted will be verified by the
committee
4. The learner-centered assessments must be conducted during an entire term within a
school year.
Definition of Terms
Learning assessment is a process directed to understanding and evaluating student
learning. It involves setting appropriate and challenging standards, systematically
gathering, analyzing, and interpreting evidence to determine how well performance meets
those standards and using resulting data to improve learning(Angelo,1995).
Assessment is not just the measurement of learning; it is in itself an integral part of
learning. Assessment is the first step in a continual learning cycle which includes
measurement, feedback, reflection, and change (Wiggins, 1997).
Student learning outcomes refer to a wide range of student attributes and abilities, both
cognitive and affective, which are a measure of how their school experiences have
supported their development as individuals (Frye,1999).
Instructional outcomes include both student variables (achievement and desire to
continue learning) and system variables such as cost-effectiveness, and teacher-time
allocation (Nitko, 1989).
Rubric for Assessing Exemplary Learner-Centered Assessments

Individual Award
Dimension

Beginning
(84-below)
. Identifies and
uses appropriate
methods
for
gathering
information
about
student
learning, based
on student needs
and
characteristics
and the goals of
instruction .
70-79 % of
assessment
procedures used
measure
the
student
behaviors
and
cognitive
processes
that
have been stated
as
desired
outcomes
of
instruction.

Satisfactory
(94-85 pts.)
Employs
varied
methods
to
assess learner
performance
and reflects
upon goals of
instruction.

Exemplary
Indicators
(100-95 pts.)
Creates
Syllabus
methods for
assisting
Lesson Plan
students
demonstrate
their learning
and
uses
results to alter
classroom
practices.

Most
(8089%) of the
assessment
procedures
used measure
the
student
behaviors and
cognitive
processes
that have been
stated
as
desired
outcomes of
instruction.

Ease
in Instructions
implementation
given can be
(10%)
easily
understood by
the students (7079%
of
the
assessment
procedures used)

Instructions
can be easily
understood by
the students
(80-89% of
assessment
procedures
used);

All or almost
all (90-100%
of the time)
assessment
procedures
used in the
instructional
process
measure the
student
behaviors and
cognitive
processes that
have
been
stated
as
desired
outcomes of
instruction.
In
all
or
almost all (90100% of the
time)
assessment
procedures
used,
instructions
can be easily
understood by
the students;

Appropriateness
of
Assessment
Method
identified
and
used (15%)

Alignment
of
goals,
instructions and
outcomes (15%)

Assessment is
spread
throughout
the
Assessment is
term/school
spread

Syllabus
Lesson Plan

Assessment
tools used
Lesson plan to
verify
assessment
schedule

year

throughout the
term/school
year
Continuously
experiments
with
new
assessment
techniques,
including
those
suggested in
the literature,
and reflects on
its
meaning
for
altered
practice
as
evidenced by
the teachers
own reflection
recorded
in
teachinglearning
documents
(e.g., lesson
plan, TOS).
Constantly
modifies and
informs
practice
through
various selfassessment
indicators .

Lesson Plan

90 100% of
students work
are returned
within
a
reasonable
period of time
(to be agreed
upon)
to
enable
the

Registrars
record

Resourcefulness
and creativity
(20%)

Demonstrates
the ability to use
strategies
to
assess teaching
and
learning
authentically,
consistent with
national
standards
and
goals for basic
education.

Uses various
resources for
assessment
and can cite
changes
in
practices
made because
of assessment

Use of self and

other
formal
assessment
reports (25%)

Engages
reflective
assessment
develops
system for
assessment
practicing
teacher.

Engages
in
reflective self
assessment
and uses a
system
for
selfassessment,
modifying
practice and
the system of
assessment as
required.
80-89 % of
students
work
are
returned
within
a
reasonable
period
of
time to enable
the students to

Regularity
of
conduct
and
accuracy
in
encoding results
(15%)

in
self
and
a
selfas a

70-79 % of
students work
are
returned
within
a
reasonable
period of time to
enable
the
students
to
derive
greater

Classroom
Observation
(coordinators
report)

Reflection
Portfolio
Item analysis

Feedback from
coordinator,
students/parents,
colleague

benefit
feedback.

from derive greater students

to
benefit from derive greater
feedback
benefit from
Prepares,
feedback.
conducts
Prepares,
assessment and conducts
Prepares,
encodes results assessment
administer
but has record of and encodes assessment
delays
(more results
but and encodes
than 2 days has record of results
on
delayed
and delays
(1-2 schedule (no
more than once days delayed record
of
per term)
and once in delays from
each term)
the Registrars
Office)
No record of
change
of
grade due to
error

Group Award
Dimensions

Exemplary
(100-95 pts.)

Satisfactory
(94-85 pts.)

Abstract or
Executive
Summary
(10%)

Summarizes goal
of project and
results concisely.
Specific
information
provided.

Most
information is
presented, but
some items
may be
missing.

Introductio
n (10%)

Discusses why the

study was done,
and expected
behavior.
Presents
background
information, with
references,
relevant to the
study.

Gives general
description of
the purpose of
the study, but
some relevant
background
informa-tion
may be
missing.

Materials

Concisely

Methods

Beginning
(84-below)
Insufficient
summary of
what was
done. Few
specific
results
presented.
Some
information
on the
purpose of
the study is
given, but
no
background
or
references
provided.
Methods

Total
Points

Indicators

and
Methods
(or
Calculation
s)
(20%)

Results
(15%)

Discussion
(15%)

References
(15%)

Style
(10%)

describes methods
or gives
references to
sources of
methods used.
Assumptions well
described.

generally are
well described
or referenced,
but some
items may be
insufficiently
described or
left out.

may be
insufficientl
y explained, or
may be
described in
too much
detail. Large
gaps in
information.
Data are
Data tables
Insufficient
presented in one
are presented, data are
or more tables,
but some
presented, or
with
calculations
several
accompanying
may be in
errors in
text to introduce
error, some
calculations
the tables.
data may be
are present
Figures are used
missing, or
and distract
to illustrate key
figures may
from the
comparisons or
be
results. Text
trends. No errors insufficient.
and/or
in calculations.
figures may
be missing.
Clearly discusses Generally
Limited
what results mean clear
discussion
and what
discussion of
of results
conclusions may
results and
and conbe drawn from
conclusions,
clusions.
them. Cites pub- but may miss Little or no
lished standards
some points.
reference to
or other related
Some use of
pub-lished
reports.
references and standards or
published
other
standards.
reports.
Includes
Appropriate
Few
references to
refer-ences are references
methods, related
generally
are given.
studies,
present; some Style is
background
may be
incorrect
sources within
incomplete or and/or
text; list of
in incorrect
incomplete.
complete citations style.
in appropriate
style at end.
Writing is free of Writing is
Writing has
errors in
generally
some errors
grammar,
error-free and but these are

punctuation,
capitali-zation,
spelling. Uses
active voice.
Flows smoothly.
Logical
connection of
points. Follows
standard
organizational
style.
Collaborati
on ((10%)

in active
voice.
Sentence flow
is gen-erally
smooth and
logical.
Standard style
is generally
fol-lowed.
Minor errors
may be
present.

not too
distracting.
Voice may
change
randomly.
Flow is not
consistently
smooth;
appears
disjointed.
Style is not
followed
consistently.
All members
All members
Only those
worked together
worked
directly
to complete the
together to
involved
project or report
complete the
worked on
on the
project or
the project
intervention
intervention
or
program done.
program, but
intervention
The
did not
program.
administrators and include other
The other
other school
school
members
personnel
personnel who were not
concerned (who
could
involved.
could contribute
contribute or
or enrich the data) enrich data.
were also
involved.

Criteria for the Group Award:

To qualify, the project or the intervention program should meet the following
requirements:
Focused on the improvement of student learning outcomes, and instruction (e.g.
test development, intervention program, etc.)
Appeared to include evidence of effectiveness using a research or evaluation
design; and
The project/ intervention program should be completed and documented within
SY 2005- 2006.
Dimensions:
Problem Area (relevance and impact on instruction and student learning outcomes)
Rational and Objectives

Definition of Terms
Review of related literature
Synthesis
Conceptual Framework
Statement of the Problem
Method (informal and formal methods of data collection)
Research Design
Participants
Instrument
Data Gathering Procedures
Data Analysis
Outcome
Interpretation of Data
Action Based on Data
Evidence of Effectiveness
Incentives
1. The individual awardees (1 GS and 1 HS) will receive a PhP 10,000.00 worth of
Academic Learning Resource grant. The outstanding group awardees will
receive a PhP 50,000.00 worth of Academic Learning Resource grant.
2. Finalists, individuals and groups whose outputs have been rated exemplary shall
received ALRs of P 2,000 and P 10,000, respectively.
G.

Lasallian Service and Volunteerism Award

Rationale:
St. John Baptist de la Salle, in the book, Thoughts and Reflections for Teachers,
(1962) puts emphasis on the social relations of the teacher. For him, it is expected of a
teacher to have pride in and respect for his calling, and manifest an interest in persons
and activities closely associated with his work. (p105) It can also be said that it is in
voluntary community involvement where the Lasallian zeal is expressed in such
qualities as gratuity and generosity. (Foundational Principles of Lasallian Education).
This leadership in the school and in the community, acknowledged as a manifestation of a
true Lasallian, is hereby given recognition by the school.
Aims
1. Honor and celebrate the community involvement efforts of the faculty of De
La Salle Santiago Zobel School.
2. Provide inspiration to the entire community through the witnessing of the
faculty among them
3. Actualize being a resource of church and nation by contributing to the growth
of the school and the external community
Mechanics
1. Both teaching faculty and academic service faculty who have voluntarily
participated in school-sponsored programs or community organization may apply

for this award. The nominee must have received a rating of above average in the
annual performance evaluation.
2. Nominations and self-nominations are accepted.
3. Documentation of evidences for the dimensions will consist of focused questions
by references named by the applicant, and primary sources of data.
4. A committee will be formed to evaluate the nominees. The Committee shall be
composed of the following:
a. Director for Lasallian Formation and Development
b. Assistant Principal of the level the teacher belongs to
c. Social Action representative
d. External Lasallian partner
Definition of terms
School-sponsored programs refer to those organized by the social action office geared
towards the improvement of the way of life or the conduct of a groups tasks.
Community-sponsored are those done for the Church, or an organization. This
involvement must be voluntary, defined as a response to an invitation, whether assigned
or requested. Being voluntary, no remuneration was extended for the service rendered.
Period of involvement is an expression of the facultys sustained commitment to the
cause. It includes the regularity of involvement and the length of time the faculty has
dedicated to the service.
Impact of the faculty as a person is meant the positive influence of the nominee on the
members of the organization or on those he/she worked with.
Rubric for Assessment:
Dimensions
Genuine
commitment
to human and
institutional
development
by
serving
wholeheartedl
y as a resource
of the school,
church
and
community.
(adapted from
the rubric)
(40%)

Exemplary
(100-95 pts)
Extensive
participation in
outreach
activities, sociocivic
or
professional
organizations
and
voluntary
community
work.
Actively
participated in
over 6 programs,
3
of which
should
be
schoolsponsored done
beyond
the
expectations of

Satisfactory
(94-85 pts)
Active
participation in
school
professional
organizations and
community work.
Participated in 4
programs, two of
which are school
sponsored
and
the other two by
an
outside
community
organization.

Beginning
Documents
(84-below)
Limited
Certificates or
participation in other proof of
school
acknowledgm
professional
ent.
organizations
and
community
work.
Participated
in 2 programs,
one each for
both
schoolsponsored and
external
community
organization

Leadership in
activities
geared
towards
the
transformation
of
the
individuals or
the
organization
(35%)

Significant
impact of the
nominee as a
person.
(35%)

the job and 3 by

an
outside
community
organization.
Highly effective
leadership
as
evidenced by the
introduction of
innovative
activities leading
towards
transformation.
The
exercise of a
leadership that
shows concern
for the common
good
while
respectful of the
dignity of the
individuals.
Positive impact
of the faculty as
a person among
the members and
other
persons
involved in the
program.
The faculty
through his/her
words and deeds
has
provided
inspiration to the
members of the
group/communit
y and other
individuals
involved in the
program.

Served
as
a Was
leader of the appointed/electe
organization
d in a leadership
effectively
position in the
carrying out the organization.
functions
expected
of
him/her.
Did what is
expected of a
Walked the leader of an
extra mile for the organization.
success of the
organizations/
activitys goals.

Generously
shares
his/her
expertise with the
members of the
group
or
organization
going beyond the
minimum
expectations.
Wellaccepted
and
respected by the
members of the
group/community
.

Copies
of
program
of
activities,
minutes
of
meeting
pertinent to
the
dimension,
and
other
related
documents.

Is able to relate Testimony of

well with the reference
members of the persons.
organization and
other individuals
as well.

Incentives
The individual winner/s will receive a PhP3,000.00 worth of Academic Learning Resource grant.
H.

Other Awards

De La Salle Santiago Zobel School also recognizes other exemplary performances

by its faculty in the furtherance of their craft. The following awards
1.

Recognition for Faculty with Outstanding Thesis/Dissertation

a. A teacher who is awarded the Best Thesis Award upon completion of a relevant
degree should inform the school in writing about his/her intent to obtain the
award.
b. The teacher-awardee should submit a proof that he/she is awarded such. A letter
from the Registrars Office of the university where the teacher graduated should
be submitted to the EVP.
c. A copy of the thesis should be submitted to the Head of the Learning Resource
Center.
d. The teacher will be recognized in a ceremony before the school year ends and will
receive a PhP 5,000.00 Academic Learning Resource grant.

2.

Recognition for those who Graduate with Distinction

Teachers who graduate with distinction upon completion of a relevant degree
should inform the school in writing about his/her intent to obtain the award.
Only teachers who were subsidized by the school are qualified to apply for the
award.
The teacher-awardee must show proof that he/she is awarded such distinction. An
original copy of the teachers transcript of records and a letter from the Registrars
Office of the university where the teacher graduated should be submitted to the
EVP Office.
Teachers who obtained relevant degrees through the non-thesis programs of
reputable universities may also apply for this recognition so long as their
Cumulative Grade Point Average (CGPA) is equivalent to or higher than those of
the thesis programs.
The teacher will be recognized in a ceremony before the school year ends and will
receive a PhP 5,000.00 Academic Learning Resource grant.

a.
b.
c.

d.

e.
3.
about

4.

Recognition for Top Placers in Board Examinations

a. A teacher who performed well and landed in the first 10 places of the National
Board Examination for Teachers should inform the school in writing
his/her intent to obtain the award.
b. A proof should be submitted to the EVP Office for verification purposes.
c. The teacher will be recognized in a ceremony before the school year ends and will
receive a PhP 5,000.00 Academic Learning Resource grant.

Citation for National and International Recognition, Palanca, Metrobank

Outstanding Educator, etc.
a. A teacher who gains recognition from reputable organizations such as but not
limited to Metrobank Foundation Search for the Most Outstanding
Teachers,
Avon Search for Most Outstanding Principal, Palanca Writing
Competition,
Shell Painting Contest, etc. should inform the school in writing
for such a
recognition.

b.
c.

A proof of the recognition should be submitted to the EVP for verification

purposes.
The teacher will be recognized in a ceremony before the school year ends and will
receive a PhP 10,000.00 Academic Learning Resource grant.