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    Region VII Schools Division of Leyte Astorga High School: Yassef Ann Tuayon

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    Jeremy Bio Fangon
    This document outlines the requirements for a teacher's professional development plan. It includes 13 standards that must be demonstrated through various means of evidence, such as classroom observations, lesson plans, assessment data analysis, and documentation of community outreach programs. Requirements include applying knowledge of teaching content and pedagogy, using research-based practices, addressing student diversity, analyzing student performance data, and ensuring programs are responsive to community needs. Evidence must show the teacher maintaining safe, engaging learning environments and adapting instruction to student needs.

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    Region VII Schools Division of Leyte Astorga High School: Yassef Ann Tuayon

    Uploaded by

    Jeremy Bio Fangon
    41 views44 pages
    This document outlines the requirements for a teacher's professional development plan. It includes 13 standards that must be demonstrated through various means of evidence, such as classroom observations, lesson plans, assessment data analysis, and documentation of community outreach programs. Requirements include applying knowledge of teaching content and pedagogy, using research-based practices, addressing student diversity, analyzing student performance data, and ensuring programs are responsive to community needs. Evidence must show the teacher maintaining safe, engaging learning environments and adapting instruction to student needs.

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    RPMS-t1-t3-1-Template-only

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    This document outlines the requirements for a teacher's professional development plan. It includes 13 standards that must be demonstrated through various means of evidence, such as classroom observations, lesson plans, assessment data analysis, and documentation of community outreach programs. Requirements include applying knowledge of teaching content and pedagogy, using research-based practices, addressing student diversity, analyzing student performance data, and ensuring programs are responsive to community needs. Evidence must show the teacher maintaining safe, engaging learning environments and adapting instruction to student needs.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    41 views44 pages

    Region VII Schools Division of Leyte Astorga High School: Yassef Ann Tuayon

    Uploaded by

    Jeremy Bio Fangon
    This document outlines the requirements for a teacher's professional development plan. It includes 13 standards that must be demonstrated through various means of evidence, such as classroom observations, lesson plans, assessment data analysis, and documentation of community outreach programs. Requirements include applying knowledge of teaching content and pedagogy, using research-based practices, addressing student diversity, analyzing student performance data, and ensuring programs are responsive to community needs. Evidence must show the teacher maintaining safe, engaging learning environments and adapting instruction to student needs.

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    Region VII

    Schools Division of Leyte


    Astorga High School

    YASSEF ANN TUAYON


    Teacher I

    JONA RIA
    Principal I
    1
    Applied knowledge
    of content
    Within and across
    curriculum
    teaching
    areas
    Classroom Observation Tool (COT) rating sheet or
    inter- observer agreement form from
    1. an observation of synchronous teaching
    (limited face-to face teaching, online
    teaching, or two-way radio instruction)

    2. if option 1 is not possible, an


    observation of a recorded video lesson
    or audio lesson that is SLM-based or
    MELC-aligned

    3. if options 1 and 2 are not possible, an


    observation of a demonstration
    teaching* via LAC
    2
    Used
    Research based
    knowledge
    and principles
    of teaching
    and learning to
    enhance
    professional
    practice
    One (1) lesson plan
    with annotations
    identifying the
    research-based
    knowledge and/or
    principles of teaching
    and learning used as
    basis for planning /
    designing the lesson
    3
    Displayed
    proficient use
    of Mother
    Tongue,
    Filipino and
    English to
    facilitate
    teaching and
    learning
    Classroom Observation Tool (COT) rating sheet
    or inter-observer agreement form from
    1. an observation of synchronous teaching
    (limited face to- face teaching, online
    teaching, or two-way radio instruction)

    2. if option 1 is not possible, an observation


    of a recorded video lesson or audio
    lesson that is SLM-based or MELC
    aligned

    3. if options 1 and 2 are not possible, an


    observation of a Demonstration teaching*
    via LAC
    4
    Used
    effective verbal
    and non-verbal
    classroom
    communication
    strategies to
    support learner
    understanding,
    participation,
    engagement
    and
    achievement
    Classroom Observation Tool (COT) rating
    sheet or inter-observer agreement form from

    1. an observation of synchronous teaching


    (limited face to- face teaching, online
    teaching, or two-way radio instruction)

    2. if option 1 is not possible, an observation of


    a recorded video lesson or audio lesson that
    is SLM-based or MELC-aligned

    3. if options 1 and 2 are not possible, an


    observation of a demonstration teaching*
    via LAC
    5
    Established
    safe and secure
    learning
    environments to
    enhance
    learning through
    the consistent
    implementation
    of policies,
    guidelines and
    procedures
    Classroom Observation Tool (COT) rating
    sheet or inter observer agreement form from

    1. an observation of synchronous teaching


    (limited face to- face teaching, online
    teaching, or two-way radio instruction)

    2. if option 1 is not possible, an observation of


    a recorded video lesson or audio lesson
    that is SLM based or MELC-aligned

    3. if options 1 and 2 are not possible, an


    observation of a demonstration teaching*
    via LAC
    6
    Maintained
    learning
    environments
    that promote
    fairness,
    respect and
    care to
    encourage
    learning
    Classroom Observation Tool (COT) rating sheet or
    inter-observer agreement form from

    1. an observation of synchronous
    teaching (limited face to- face
    teaching, online teaching, or two-way
    radio instruction)

    2. if option 1 is not possible, an observation


    of a recorded video lesson or audio
    lesson that is SLM-based or MELC-
    aligned

    3. if options 1 and 2 are not possible, an


    observation of a demonstration
    teaching* via LAC
    7
    Maintained
    Learning environments
    that nurture
    and inspire
    learners to
    participate,
    cooperate
    and
    collaborate in
    continued
    learning
    SET A
    Any supplementary material (in print/digital format) made by the ratee* and
    used in the lesson delivery that highlights maintaining learning environments
    that nurture and inspire learners to participate, cooperate and collaborate in
    continued learning
    ● activity sheet/s
    ● one lesson from a self-learning module (SLM)
    ● lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, lesson exemplars, and the likes)
    ● video lesson
    ● audio lesson
    ● other learning materials in print/digital format (please specify and provide annotations)
    with client/learner feedback on how the material encouraged the learners to
    participate, cooperate, and collaborate
    SET B
    Classroom Observation Tool (COT) rating sheet or inter-observer
    agreement form from

    1. an observation of synchronous teaching (limited face-to-face


    teaching, online teaching, or two-way radio instruction)

    2. if option 1 is not possible, an observation of a recorded video lesson


    or audio lesson that is SLM-based or MELC-aligned

    3. if options 1 and 2 are not possible, an observation of a demonstration


    teaching** via LAC
    8
    Applied a range of
    Successful strategies
    that maintain
    learning
    environments
    that motivate
    learners to work
    Productively by assuming
    responsibility
    for their own
    learning
    SET A
    Any supplementary material (in print/digital format) made by the ratee* and used in
    the lesson delivery that highlights a range of strategies that maintain learning
    environments that motivate learners to work productively by
    assuming responsibility for their own learning
    ● activity sheet/s
    ● one lesson from a self-learning module (SLM)
    ● lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, lesson exemplars, and the likes)
    ● video lesson
    ● audio lesson
    ● other learning materials in print/digital format (please specify
    and provide annotations)

    SET B
    Classroom Observation Tool (COT) rating sheet or inter-observer agreement form
    from

    1. an observation of synchronous teaching (limited face-to-face teaching, online


    teaching, or two-way radio instruction)

    2. if option 1 is not possible, an observation of a recorded video lesson or audio


    lesson that is SLM-based or MELC-aligned

    3. if options 1 and 2 are not possible, an observation of a demonstration teaching**


    via LAC
    9
    Designed,
    adapted and
    implemented
    teaching
    strategies
    that are
    responsive to
    learners with
    disabilities,
    giftedness
    and talents
    SET A
    Classroom Observation Tool (COT) rating sheet or interobserver
    agreement form from

    1. an observation of synchronous teaching (limited face-to-face


    teaching, online teaching, or two-way radio instruction)

    2. if option 1 is not possible, an observation of a recorded video


    lesson or audio lesson that is SLM-based or MELC-aligned

    3. if options 1 and 2 are not possible, an observation of a


    demonstration teaching* via LAC

    SET B
    Teacher Reflection Form (TRF) on designing, adapting, and/or
    implementing teaching strategies that are responsive to learners
    with disabilities, giftedness and talents and a certification from
    the school head that the ratee’s classes have no identified
    learner/s with disabilities, giftedness and/or talents
    10
    Adapted and used
    culturally
    appropriate
    Teaching strategies to
    address the
    needs of learners
    From indigenous
    groups
    SET A
    Classroom Observation Tool (COT) rating sheet or inter-observer
    agreement form from
    1. an observation of synchronous teaching (limited face-to face
    teaching, online teaching, or two-way radio instruction)

    2. if option 1 is not possible, an observation of a recorded video


    lesson or audio lesson that is SLM based or MELC-aligned

    3. if options 1 and 2 are not possible, an observation of a


    demonstration teaching* via LAC

    SET B
    Teacher Reflection Form (TRF) on adapting and using culturally
    appropriate teaching strategies to address the needs of learners
    from indigenous groups and a certification from the school head
    that the ratee’s classes have no identified learner/s from
    indigenous groups
    11
    Adapted and
    implemented
    learning
    programs that
    ensure
    relevance and
    responsiveness
    to the needs of
    all learners
    1. Proof of evaluation* on the implementation
    of the adapted / contextualized learning
    program
    2. Progress report on the implementation of
    the adapted / contextualized learning
    program
    3. Accomplishment / completion / technical
    report on the implementation of an
    adapted / contextualized learning program
    4. Action plan / activity proposal / activity
    matrix that shows an adapted /
    contextualized learning program
    12
    Utilized
    assessment
    data to inform
    the
    modification of
    teaching and
    learning
    practices and
    programs
    A list of identified least /most mastered skills based
    on the frequency of errors / correct responses with
    any of the following supporting MOV

    1. accomplishment report for remedial /


    enhancement activities (e.g., remedial
    sessions, Summer Reading Camp, Phil-IRI
    based reading program)

    2. intervention material used for remediation /


    reinforcement / enhancement

    3. lesson plan/activity log for remediation /


    enhancement utilizing of assessment data to
    modify teaching and learning practices or
    programs
    13

    Maintained
    learning
    environments
    that are
    responsive to
    community
    contexts
    1. Accomplishment report of a program /
    project / activity that maintains a learning
    environment

    2. Program / Project / Activity plan on


    maintaining a learning environment

    3. Minutes of a consultative meeting /


    community stakeholders meeting about a
    program / project / activity that maintains a
    learning environment with proof of
    attendance

    4. Communication letter about a program /


    project / activity that maintains a learning
    environment
    14
    Reviewed regularly
    Personal teaching
    practice using
    existing laws
    and regulations
    that apply to the
    Teaching profession and the
    responsibilities
    specified in the
    Code of Ethics
    for Professional
    Teachers
    1. Annotated video / audio recording of one’s teaching that
    shows impact of regularly reviewing one’s teaching
    practice/s

    2. Annotated teaching material that shows impact of


    regularly reviewing one’s teaching practice/s
    ● lesson plan
    ● activity sheet
    ● assessment materials
    ● others (please specify)

    3. Personal reflection notes as outputs from participation in


    review of personal teaching practices in four (4) quarters

    4. Proof of attendance (with date) in LAC or coaching and


    mentoring sessions for review of personal teaching
    practices
    15
    Complied with and
    implemented
    school policies
    and procedures
    consistently to
    foster
    harmonious
    relationships
    with learners,
    parents, and
    other
    stakeholders
    1. Proof of participation / involvement in a
    school-community partnership for the
    implementation of a school policy /
    procedure (e.g., certificate as
    committee member, narrative report)

    2. Minutes of parent teacher conference /


    stakeholders’ meeting about an
    implemented school policy / procedure
    with proof of attendance

    3. Communication letter about an


    implemented school policy / procedure
    sent to parent / guardian
    16

    Applied a
    personal
    philosophy of
    teaching that is
    learner-centered
    One (1) lesson plan
    with annotations
    explaining the
    application of a
    learner-centered
    teaching philosophy
    (e.g., constructivism,
    existentialism) used
    as basis for planning /
    designing the lesson
    17
    Adopted
    practices that
    uphold the dignity of
    teaching as a
    profession by
    exhibiting
    qualities such
    as caring attitude,
    respect and
    integrity
    1. Documented feedback from superiors, colleagues,
    learners, parents / guardian, or other stakeholders
    directly reflecting the ratee’s good practices that
    uphold the dignity of teaching as a profession

    2. Annotated evidence of practice indirectly linking to the


    upholding of the dignity of teaching as a profession by
    exhibiting qualities such as caring attitude, respect
    and integrity
    ● Screenshot of text message / chat / email / any
    form of communication with parents / guardian or
    learners (name or any identifier removed)
    ● Remarks from mentor / master teacher / school
    head about one’s qualities (e.g., entries in
    Performance Monitoring and Coaching Form [PMCF]
    or in Mid-Year Review Form)
    ● Recognition from the school / school community
    about one’s qualities
    ● Others (please specify)
    18
    Set
    professional
    development
    goals based on
    the Philippine
    Professional
    Standards for
    Teachers
    1. Updated IPCRF-DP from Phase
    II

    2. Mid-year Review Form (MRF)

    3. IPCRF-DP

    4. Certification from the ICT


    Coordinator /School Head /
    Focal Person in charge of e-SAT
    19
    Performed
    various related
    works /
    activities that
    contribute
    To the teaching
    learning
    process
    Any proof of:
    • committee involvement
    • advisorship of cocurricular activities
    • book or journal authorship / contributorship
    • coordinatorship / chairpersonship
    • coaching and mentoring learners in
    competitions
    • serving as reliever of classes in the absence
    of teachers
    • mentoring pre-service teachers
    • participation in demonstration teaching
    • participation as technical working group
    member
    • others (please specify and provide
    annotations)

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