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Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division of Tarlac Province
VICTORIA NATIONAL HIGH SCHOOL - Senior High
San Gavino, Victoia, Tarlac
SY 2018 - 2019

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM for Te

NAME OF EMPLOYEE:
POSITION: Teacher II
DIVISION: Tarlac City Schools Division
RATING PERIOD:
TO BE FILLED DURING PLANNING
Major WEIGHT PERFORMANCE INDICATORS
Final Key Result Areas WEIGHT PER
OBJECTIVES TIMELINE Very Satisfactory Satisfactory
Outputs (KRAs) PER KRA OBJECTIV QET Oustanding (5)
(MFOs) E (4) (3)

Showed Showed Showed


knowledge of knowledge of knowledge of
content and its content and its content and its
integration within integration within integration within
Quality and across subjevt and across subjevt and across subjevt
areas as shown in areas as shown in areas as shown in
1. Applied MOV1 with a MOV1 with a MOV1 with a
knowledge of rating of 7 rating of 6 rating of 5
content within
7.5%
and across
curriculum
teaching areas.
1. Applied
knowledge of
content within
7.5%
and across
curriculum Submitted at least Submitted 3 Submitted 2
teaching areas. 4 lessons using lessons using lessons using
MOV 1 and MOV 1 and MOV 1 and
supported by any supported by any supported by any
Efficiency 1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV

Facilitated using Facilitated using Facilitated using


different teaching different teaching different teaching
strategies that strategies that strategies that
promote reading, promote reading, promote reading,
Quality
writing and/ or writing and/ or writing and/ or
numeracy skills as numeracy skills as numeracy skills as
2. Used a range of shown in MOV 1 shown in MOV 1 shown in MOV 1
teaching strategies with a rating of 7 with a rating of 6 with a rating of 5
that enhance
learner 7.5%
1. Content achievement in Submitted at least Submitted 3 Submitted 2
Knowledge and 22.5% literacy and 4 learner - learner - centered learner - centered
Pedagogy numeracy centered lessons lessons as lessons as
as evidendly evidendly shown evidendly shown
shown in MOV 1 in MOV 1 and in MOV 1 and
Efficiency and supported by supported by any supported by any
any 1 of the other 1 of the other 1 of the other
MOV given MOV given MOV given
Used different Used different Used different
teaching strategies teaching strategies teaching strategies
that develop that develop that develop
critical and critical and critical and
creative thinking creative thinking creative thinking
Quality and/ or other and/ or other and/ or other
3. Applied a range HOTS as shown HOTS as shown HOTS as shown
of taeching in MOV 1 with a in MOV 1 with a in MOV 1 with a
strategies to rating of 7 rating of 6 rating of 5
develop critical
and creative 7.5%
thinking, as well
as other higher Submitted at least Submitted 3 Submitted 2
thinking order 4 lessons as lessons as lessons as
skills evidenced by evidenced by evidenced by
MOV 1 and MOV 1 and MOV 1 and
Efficiency supported by any supported by any supported by any
1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV

Used classroom Used classroom Used classroom


management management management
4. Managed strategies that strategies that strategies that
classroom engage learners in engage learners in engage learners in
structure to Quality activities/ tasks as activities/ tasks as activities/ tasks as
engage learnres, shown in MOV 1 shown in MOV 1 shown in MOV 1
individually or in with a rating of 7 with a rating of 6 with a rating of 5
groups, in
meaningful
7.5%
exploration,
discovery and
hands - on
activities within a
range of physical
learning
environments
classroom
structure to
engage learnres,
individually or in
groups, in
meaningful
7.5%
exploration,
discovery and Submitted at least Submitted 3 Submitted 2
hands - on 4 lessons lessons supported lessons supported
activities within a supported by by MOV 1 nd any by MOV 1 nd any
range of physical MOV 1 nd any 1 1 of the other 1 of the other
Efficiency of the other acceptable MOV acceptable MOV
learning
environments acceptable MOV

Applied teacher Applied teacher Applied teacher


management management management
strategies of strategies of strategies of
learne behavior learne behavior learne behavior
that promote that promote that promote
5. Managed positive and non - positive and non - positive and non -
learner behavior Quality violent discipline violent discipline violent discipline
constructively by as shown in MOV as shown in MOV as shown in MOV
applying positive submitted with a submitted with a submitted with a
and non - violent 7.5% rating of 7 rating of 6 rating of 5
2. Learning
Environment and discipline to
22.5% ensure learning
Diversity of
Learners focused
environments Submitted at least Submitted at least Submitted at least
4 of the given 4 of the given 4 of the given
Efficiency strategies as strategies as strategies as
observed in at observed in 3 observed in 2
least 4 lessons lessons lessons
Learners

Applied Applied Applied


differentiated differentiated differentiated
teaching strategies teaching strategies teaching strategies
to address learner to address learner to address learner
diversity as shown diversity as shown diversity as shown
6. Used Quality in MOV 1 with a in MOV 1 with a in MOV 1 with a
differentiated, rating of 7 rating of 6 rating of 5
developmentally
appropriate
learning
experiences to 7.5%
Submitted at least Submitted 3 Submitted 2
address learners'
4 differentiated differentiated differentiated
gender, needs,
teaching strategies teaching strategies teaching strategies
strengths,
in at least 2 in at least 2 in at least 2
interests and
lessons as lessons as lessons as
experiences Efficiency evidenced by evidenced by evidenced by
MOV 1 and MOV 1 and MOV 1 and
supported by any supported by any supported by any
1 of the other 1 of the other 1 of the other
acceptable MOV acceptable MOV acceptable MOV
Planned and Planned and Planned and
implemented implemented implemented
developmentally developmentally developmentally
sequenced sequenced sequenced
teaching and teaching and teaching and
Quality learning process learning process learning process
7. Planned, asshown in MOV asshown in MOV asshown in MOV
managed and 1 with a rating of 1 with a rating of 1 with a rating of
implemented 7 6 5
developmentally
sequenced
ION SERVICES

teaching and
7.5%
learning processes
to meet
curriculum
requirements and
varied teaching
7. Planned,
managed and
implemented
developmentally
sequenced
BASIC EDUCATION SERVICES

teaching and
7.5%
learning processes Submitted at least Submitted 3 Submitted 2
to meet 4 developmentally developmentally developmentally
curriculum sequenced sequenced sequenced
requirements and teaching and teaching and teaching and
varied teaching learning process learning process learning process
contexts Efficiency as evidently as evidently as evidently
shown in MOV 1 shown in MOV 1 shown in MOV 1
and supported by and supported by and supported by
any 1 of the given any 1 of the given any 1 of the given
MOV MOV MOV

Consistently Frequently Occasionally


participated in participated in participated in
LACs/ LACs/ LACs/
FGDs/meetings to FGDs/meetings to FGDs/meetings to
discuss teacher/ discuss teacher/ discuss teacher/
learner feedback learner feedback learner feedback
Quality
to enrich to enrich to enrich
8. Participated in instruction as instruction as instruction as
collegial shown in the shown in the shown in the
discussions that MOV submitted MOV submitted MOV submitted
use teacher and 7.5%
learner feedback
to enrich teaching Participated in at Participated in 3 Participated in 2
3. Curriculum and practice least 4 LACs/ LACs/ FGDs/ LACs/ FGDs/
22.5%
Planning FGDs/ meetings meetings as meetings as
as evidently evidently shown evidently shown
Efficiency shown in any 1 of in any 1 of the in any 1 of the
the given MOV given MOV given MOV
22.5%
Planning

Ddeveloped and Ddeveloped and Ddeveloped and


used varied used varied used varied
teaching and teaching and teaching and
learning resources learning resources learning resources
including ICT, to including ICT, to including ICT, to
address learning address learning address learning
goals as shown in goals as shown in goals as shown in
Quality MOV 1 with a MOV 1 with a MOV 1 with a
rating of 7 rating of 6 rating of 5

9. Selected,
developed,
organized and
used appropriate
teaching and
leaning resources, Submitted at least Submitted 3 Submitted 2
including ICT, to 4 varied teaching varied teaching varied teaching
address learning and learning and learning and learning
goals resources, resources, resources,
including ICT, as including ICT, as including ICT, as
evidently shown evidently shown evidently shown
in MOV 1 and in MOV 1 and in MOV 1 and
Efficiency supported by any supported by any supported by any
1 of the 1 of the 1 of the
acceptable MOV acceptable MOV acceptable MOV
Designed, Designed, Designed,
selected, selected, selected,
organized and organized and organized and
used diagnostic, used diagnostic, used diagnostic,
formative and formative and formative and
10. Designed, summative summative summative
selected, Quality assessment assessment assessment
organized and strategies strategies strategies
used diagnostic, consistent with consistent with consistent with
formative and curriculum curriculum curriculum
summative 7.5% requiremnets as requiremnets as requiremnets as
assessment shown in MOV 1 shown in MOV 1 shown in MOV 1
strategies with a rating of 7 with a rating of 6 with a rating of 5
consistent with
curriculum
requiremnets Submitted at least
Submitted 3 Submitted 2
4 varied
varied assessment varied assessment
assessment tools
tools as evidently tools as evidently
Efficiency as evidently
shown in any 1 of shown in any 1 of
shown in any 1 of
the acceptable the acceptable
the acceptable
MOV MOV
MOV

Consistently Frequently Occasionally


monitored and monitored and monitored and
evaluated learner evaluated learner evaluated learner
progress and progress and progress and
Quality achievement using achievement using achievement using
learner attainment learner attainment learner attainment
11. Monitored and data as shown in data as shown in data as shown in
evaluated learner the MOV the MOV the MOV
progress and submitted submitted submitted
4. Assessment and 7.5%
22.5% achievement
Reporting using learner
attainment data
11. Monitored and
evaluated learner
progress and
4. Assessment and 7.5%
22.5% achievement
Reporting using learner Submitted a Submitted a Submitted a
attainment data combination of at combination of 3 combination of 2
Efficiency least 4 of the of the acceptable of the acceptable
acceptable MOV MOV MOV
Submitted MOV Submitted MOV Submitted MOV
Timeliness were distributed were distributed were distributed
across 4 quarters across 3 quarters across 2 quarters
12. Consistently Frequently Occasionally
Communicated showed prompt showed prompt showed prompt
promptly and and clear and clear and clear
clearly the communication of communication of communication of
learners' needs, the learners' the learners' the learners'
progress and needs, progress needs, progress needs, progress
achievement to and achievement and achievement and achievement
key stakeholders, to key to key to key
including parents/ Quality stakeholders, stakeholders, stakeholders,
guardians including parents/ including parents/ including parents/
guardians as guardians as guardians as
shown in the shown in the shown in the
7.5% MOV submitted MOV submitted MOV submitted

Submitted a Submitted a Submitted a


combination of at combination of 3 combination of 2
Efficiency least 4 of the of the acceptable of the acceptable
acceptable MOV MOV MOV

Submitted MOV Submitted MOV Submitted MOV


Timeliness were distributed were distributed were distributed
across 4 quarters across 3 quarters across 2 quarters
Consistently Frequently Occasionally
performed various performed various performed various
related work/ related work/ related work/
13. Performed Quality activities that activities that activities that
various works/ contribute to the contribute to the contribute to the
activities that teaching learning teaching learning teaching learning
5. Plus Factor 10% 10%
contribute to the process as shown process as shown process as shown
teaching - in the MOVat least in the MOV in the MOV
learning process Submitted
submitted Submitted 3 Submitted
submitted 2
4 different kinds submitted
Efficiency different kinds of different kinds of
of acceptable
acceptable MOV acceptable MOV
MOV

RIC A. MANALASTAS AGAPITO S. GONZAGA


TEACHER II Head Teacher VI
Ratee Rater
igh

RM for Teacher I - III

NAME OF RATER:
POSITION:
Date reviewed:

TO BE FILLED DURING EVALUATION


TORS RATING
Poor ACTUAL
Unsatisfactory SCORE
RESULT Q E T Ave
(2)
(1)
Showed No acceptable
knowledge of evidence was
content and its shown
integration within
and across subjevt
areas as shown in
MOV1 with a
rating of 4
0 0 0.000 0.000
0 0 0.000 0.000
Submitted any 1 No acceptable
of the other given evidence was
MOV shown

No acceptable
evidence was
Facilitated using shown
different teaching
strategies that
promote reading,
writing and/ or
numeracy skills as
shown in MOV 1
with a rating of 4

0 0 0.000 0.000
Submitted 1 No acceptable
learner - centered evidence was
lessons as shown
evidendly shown
in MOV
Used different No acceptable
teaching strategies evidence was
that develop shown
critical and
creative thinking
and/ or other
HOTS as shown
in MOV 1 with a
rating of 4

0 0 0.000 0.000

Submitted 1 No acceptable
lesson as evidence was
evidenced by any shown
1 of the given
MOV

Used classroom No acceptable


management evidence was
strategies that shown
engage learners in
activities/ tasks as
shown in MOV 1
with a rating of 4

0 0 0.000 0.000
0 0 0.000 0.000
Submitted 1 No acceptable
lesson supported evidence was
by MOV 1 nd any shown
1 of the other
acceptable MOV

Applied teacher No acceptable


management evidence was
strategies of shown
learne behavior
that promote
positive and non -
violent discipline
as shown in MOV
submitted with a
rating of 4 0 0 0.000 0.000

Submitted any 1 No acceptable


of the given evidence was
strategies as shown
observed in only 1
lesson
Applied No acceptable
differentiated evidence was
teaching strategies shown
to address learner
diversity as shown
in MOV 1 with a
rating of 4

0 0 0.000 0.000
Submitted any 1 No acceptable
differentiated evidence was
teaching strategy shown
in only 1 lesson as
evidenced shown
in any 1 of th
acceptable MOV

Planned and No acceptable


implemented evidence was
developmentally shown
sequenced
teaching and
learning process
asshown in MOV
1 with a rating of
4

0 0 0.000 0.000
0 0 0.000 0.000
Submitted 1 No acceptable
developmentally evidence was
sequenced shown
teaching and
learning process
as evidently
shown in any 1 of
the given MOV

Rarely No acceptable
participated in evidence was
LACs/ shown
FGDs/meetings to
discuss teacher/
learner feedback
to enrich
instruction as
shown in the
MOV submitted
0 0 0.000 0.000

Participated in 1 No acceptable
LAC/ FGD/ evidence was
meeting as shown
evidently shown
in any 1 of the
given MOV
Ddeveloped and No acceptable
used varied evidence was
teaching and shown
learning resources
including ICT, to
address learning
goals as shown in
MOV 1 with a
rating of 4

0 0 0.000 0.000
Submitted any No acceptable
teaching and evidence was
learning resource, shown
including ICT, as
evidently shown
in any 1 of the
acceptable MOV
No acceptable
Designed, evidence was
selected, shown
organized and
used diagnostic,
formative and
summative
assessment
strategies
consistent with
curriculum
requiremnets as 0 0 0.000 0.000
shown in MOV 1
with a rating of 4

No acceptable
evidence was
Submitted 1 shown
assessment tool as
evidently shown
in any of the
acceptable MOV

No acceptable
Rarely monitored evidence was
and evaluated shown
learner progress
and achievement
using learner
attainment data as
shown in the
MOV submitted
0 0 0 0.000 0.000
0 0 0 0.000 0.000
Submitted 1 No acceptable
acceptable MOV evidence was
shown

Submitted MOV No acceptable


were completed in evidence was
only 1 quarter shown
Rarely showed No acceptable
prompt and clear evidence was
communication of shown
the learners'
needs, progress
and achievement
to key
stakeholders,
including parents/
guardians as
shown in the
MOV submitted
0 0 0 0.000 0.000

Submitted any 1 No acceptable


of the given MOV evidence was
shown

Submitted MOV No acceptable


was completed in evidence was
only 1 quarters shown
Rarely performed No acceptable
various related evidence was
work/ activities shown
that contribute to
the teaching
learning process 0 0 0.000 0.000
as shown in the
MOV submitted No acceptable
Submitted any 1 evidence was
of acceptable shown
MOV

RATING FOR
OVERALL
ACCOMPLISHM 0.000
ENTS

Approved:

AMELIA I. CACHERO
Principal III
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III - Central Luzon
Schools Division of Tarlac Province
VICTORIA NATIONAL HIGH SCHOOL - Senior High
San Gavino, Victoria, Tarlac
School Year 2018 - 2019

This is to certify that . has submitted and completed the requirements for the Individual
Peformance Commitment and Review Form. The computed rating below is certified true and correct.

WEIGHT PER NUMERICAL RATING


MFO KRA OBJECTIVES SCORE
OBJECTIVE Q E T AVERAGE

Objectives 1 7.5% 0 0 0.00 0.000


1. Content 7.5% 0 0 0.00 0.000
BASIC EDUCATION SERVICES

Objectives 2
Knowledge and
Pedagogy Objectives 3 7.5% 0 0 0.00 0.000
Sub - Total 0.000
Objectives 4 7.5% 0 0 0.00 0.000
2. Learning
Environment and Objectives 5 7.5% 0 0 0.00 0.000
Diversity of Objectives 6 7.5% 0 0 0.00 0.000
Learners
Sub - Total 0.000
Objectives 7 7.5% 0 0 0.00 0.000
3. Curriculum and Objectives 8 7.5% 0 0 0.00 0.000
Planning Objective 9 7.5% 0 0 0.00 0.000
Sub - Total 0.000
Objectives 10 7.5% 0 0 0.00 0.000
4. Assessment and Objective 11 7.5% 0 0 0 0.00 0.000
Reporting Objective 12 7.5% 0 0 0 0.00 0.000
Sub - Total 0.000
Objectives 13 10% 0 0 0.00 0.000
5. Plus Factor
Sub - Total 0.000
To get the score, the rating is multipled by the weight Final Rating 0.000
assignend. Adjectival Rating
Date Reviewed:

Prepared by: Checked and Verified by: Certified True and Correct by:

Position Position Principal II


Ratee Rater
Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Tarlac Province
VICTORIA NATIONAL HIGH SCHOOL - Senior High
San Gavino, Victoria, Tarlac

PART II - COMPETENCIES

NAME:
Position:

CORE BEHAVIORAL COMPETENCIES


Self Management Teamwork
1. Sets personal goals and direction, needs and development 1. Willingly does his/her share of responsibility.

2. Undertakes personal actions and behaviours that are clear and purposive and takes into account 2. Promotes collaborates and removes barriers to teamwork and goal accomplishment across the
personal goals and values congruent to that of the organization. organization.

3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 3. Applies negotiation principles in arriving at win-win agreements.

4. Prioritized work tasks and schedule (through grant charts, checklist, etc.) to achieve goals. 4. Drives consensus and team ownership of decisions.

5. Works constructively and collaboratively with others and across organizations to accomplish
5. Sets high quality, challenge, realistic goals for self assessment and others. organizational goals and objectives.

Professional and Ethics Service Orientation


1. Demonstrates the values and behaviour enshrined in the Norms of Conduct and Ethical Standards
1. Can explain and articulate organizational directions, issues and problems.
for public and employees (RA 6713).
2. Practices ethical and professional behaviour and conduct taking into account the impact of his/her 2. Takes personal responsibility for dealing with and / or correcting customer service issues and
actions and decisions. concerns.

3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good 3. Initiates activities that promotes advocacy for men and women empowerment.
grooming and communication.

4. Participates in updating of office vision, mission, mandates and strategies based on DepEd
4. Make personal sacrifices to meet the organization's needs. strategies and direction.
5. Acts with a sense of urgency and responsibility to meet the organization's needs, improve systems 5. Develops and adopts service improvement programs through simplified procedures that will
and help others improve their effectiveness. further enhance service delivery.
Result Focus Innovation
1. Examines the root cause of problems and suggest effective solutions. Fosters new ideas,
1. Achieves results with optimal use of time and resources most of the time. processes and suggests better ways to do things (cost and/or operational efficiency).

2. Avoids rework, mistakes and wastages through effective work methods by placing organizational 2. Demonstrates an ability to think "Beyond the box". Continuously focuses on improving personal
needs before personal needs. productivity to create higher value and results.

3. Delivers error-free outputs most of the time by confirming to standard operating procedures
correctly and consistently. Able to produce very satisfactory quality of work in terms of 3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
usefulness/acceptability and completeness with no supervision required.

4. Expresses a desire to do better and may express frustration at waste or inefficiency. May Focus on 4. Translates creative thinking into tangible changes and solutions that improve the work unit and
new or more precise ways of meeting goals set. organization.

5. Makes specific changes in the system or in own work methods to improve performance. Examples 5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the
may include doing something better, faster at a lower cost, more efficiently; or improving quality, ability to succeed with minimal resources.
customer satisfaction, morale, without setting any specific goal.

OVERALL COMPETENCY RATINGS


CORE BEHAVIORAL COMPETENCIES

5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates

Republic of the Philippines


Department of Education
Region III – Central Luzon
Schools Division of Tarlac Province
VICTORIA NATIONAL HIGH SCHOOL - Senior High
San Gavino, Victoria, Tarlac

PART III - SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjectival Rating


Accomplishment of KRAs and Objectives

Rater - - Ratee Agreement


Name of Employee: Name of Principal:
Signature: Signature:
Date: Date:

PART IV : DEVELOPMENT PLANS

Action Plan
Strengths Development Needs Timeline Resources Needed
(Recommended Developmental Intervention)

A. Teaching Competencies (PPST)

B. Core Behavioral Competencies (DepEd)

Feedback:

Position Position
Ratee Rater

Approved:
Republic of the Philippines
Department of Education
Region III – Central Luzon
Scools Division of Tarlac Province
VICTORIA NATIONAL HIGH SCHOOL - Senior High
San Gavino, Victoria, Tarlac

PART I : DEMOGRAPHIC PROFILE


Please click the box that is applicable to you

1. Age 10. Curricular Classification of


Under 25 41 - 45
25 - 30 48 - 50
31 - 35 51 - 55
36 - 40 over 55
2. Sex
Male Female
3. Employment Status
Regular permanent Substitute
Provisional Contractual
4. Position
Teacher I
Teacher II
Teacher III
5. Total Number of Years in Teaching
0 - 3 years
4 - 10 years
more than 10 years
6. Highest Degree Obtained
Bachelor's Degree ______________________________
Master's Degree ________________________________
Doctorate Degree _______________________________
7. Area of Specification 11. Region
English Luzon
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify)
8. Subject(s) Taught
English Visayas
Filipino
Mathematics
Araling Panlipunan
MAPEH Mindanao
Values Education
Others (Specify)
9. Grade Level Taught
Kindergarten
Elementary
Secondary
Junior High School
Senior High School
e
Senior High

10. Curricular Classification of the School


Kindergarten
Grade 1 - 8
Grade 7 - 10
Kinder and Grade 1 - 6
Kinder and Grade 7 - 10
Grade 1 - 6 and Grade 7 - 10
Kinder, Grade 1 - 6, Grade 7 - 10
Kinder, Grade 1 - 6, Grade 7 - 10
attached to tertiary
Grade 11 - 12
kinder and Grade 11 - 12
Grade 1 - 6 and Grade 11 - 12
Grade 7 - 10 and Grade 11 - 12
Grade 1 - 6, grade 7 - 10 and Grade 11 - 12
Kinder, Grade 1 - 6, Grade 7 - 10 and
Grade 11 - 12
Kinder, Grade 1 - 6, grade 7 - 10 and
Grade 11 - 12 attached to tertiary
Kinder, Grade 7 - 10, and Grade 11 - 12
kinder, Grade 1 - 6 and Grade 11 - 12

11. Region

National Capital Region


Cordillera Administrative Region
I - Ilocos
II - Cagayan Valley
III - Central Luzon
IV - CALABARZON
IV - MIMAROPA
V - Bicol

VI - Western Visayas
VII - Central Visayas
VIII - Eastern Visayas
Mindanao
IX - Zamboanga Peninsula
X - Northern Mindanao
XI - Davao Region
XII - SOCCSKSARGEN
XIII - Caraga
Autonomous Region in Muslim
Mindanao
Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Tarlac Province
VICTORIA NATIONAL HIGH SCHOOL - Senior High
San Gavino, Victoria, Tarlac

PART II: OBJECTIVES

There are two columns for evry objective. Please click the box in each column corresponding to how you rate each objective ac
performing each objective and the development priority you give to each objective.

In the box below, please provide any general comments you may have about the objectives.

OBJECTIVES

1. Content Knowledge and Pedagogy

1.1 Applied knowledge of content within and across curriculum teaching areas

1.2 Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

1.3 Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher -
order thinking skills

2. Learning Environment and Diversity of Learners

2.1 Managed classroom structure to engage learnres, individually or in groups, in meaningful exploration,
discovery and hands - on activities within a range of physical learning environments

2.2 Managed learner behavior constructively by applying positive and non - violent discipline to ensure
learning - focused environments

2.3 Used differentiated, developmentally appropriate learning experiences to address learners' gnder,
needs, strenghts, interests and experiences

3. Curriculum and Planning

3.1 Planned, managed and implemented developmentally sequenced teaching and learning processes to
meet curriculum requirements and varied teaching contexts

3.2 Participated in collegial discussions that use teacher and learner feedback to enrich teaching practice
3.3 Selected, developed, organized and used appropriate teaching and learning resources, including ICT, to
address learning goals

4. Assessment and Reporting

4.1 Designed, selected, organized and used diagnostic, formative and summative assessment strategies
consistent with curriculum requirements

4.2 Monitored and evaluated learner progress and achievement using learner attainment data

4.3 Communicated promptly and clearly the learners' needs, progress and achievement to key
stakeholders, including parents/ guardians

5. Plus Factor

5.1 Performed various works/ activities that contribute to the teaching - learning process

Optional ; In the space provided, you may want to make some personal comments about your practice and objectives on this pa
nes
ion
zon
Province
OOL - Senior High
arlac

how you rate each objective according to the level of your capability in

Level of Capacity Priority for Development


High Very High

High Very High


Moderate

Moderate
Low

Low
High

High
ractice and objectives on this page