PART 1 DEMOGRAPHIC PROFILE

Please shade the circle that is applicable to you

1 Age 10 Curricular Classification of the School

Under 25 41-45 Kindergarten
25-30 46-50 Grade 1-6
31-35 51-55 Grade 7-10
36-40 Over 55 Kinder and Grade 1-6
Kinder and Grade 7-10
2 Sex Grade 1-6 and Grade 7-10
● Male Female Kinder, Grade 1-6, Grade 7-10
Kinder, Grade 1-6, Grade 7-10 attached to
Tertiary
3 Employment Status
● Regular Permanent Substitute Grade 11-12
Provisional Contractual Kinder and Grade 11-12
Grade 1-6 and Grade 11-12
4 Position ● Grade 7-10 and Grade 11-12
● Teacher I Grade 1-6, Grade 7-10 and Grade 11-12
Teacher II Kinder, Grade 1-6, Grade 7-10 and Grade
Teacher III 11-12
Kinder, Grade 1-6, Grade 7-10 and Grade
11-12 attached to Tertiary
5 Total Number of Years in Teaching
● 0-3 Years Kinder, Grade 7-10 and Grade 11-12
4-10 Years Kinder, Grade 1-6, and Grade 11-12
More than 10 Years
11 Region
6 Highest Degree Obtained Luzon
● Bachelor 's Degree National Capital Region
Master 's Degree Cordillera Administrative Region
Doctorate Degree I - Ilocos
II - Cagayan Valley
7 Area of Specialization III - Central Luzon
● English IV - CALABARZON
Filipino IV - MIMAROPA
Mathematics V - Bicol
General Science
Biology Visayas
Chemistry VI - Western Visayas
Physics VII - Central Visayas
Others (Specify) VIII - Eastern Visayas

8 Subject(s) Taught Mindanao

● English IX - Zamboanga Peninsula
Filipino X - Northern Mindanao
Mathematics XI - Davao Region
Araling Panlipunan XII - SOCCSKSARGEN
MAPEH XIII - Caraga
Values Education Autonomous Region in Muslim Mindanao
Others (Specify)

9 Grade Level Taught

Kindergarten
Elementary
Secondary
Junior High School
Senior High School
PART II: OBJECTIVES

There are columns for every objective. Please shade one circle in each column corresponding to how you rate each objective
according to the level of your capability in 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.

Level of Priority for

Capability Development

Moderate

Moderate
Very High

Very High
OBJECTIVEs

High

High
Low

Low
1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy
1.1. Modeled effective applications of content knowledge within and
● ●
across curriculum areas.
1.2. Collaborated with colleagues in the conduct and application of
● ●
research to enrich knowledge of content and pedagody.
1.3. Developed and applied effective teaching strategies to promote
● ●
critical and creatice thinking as well as other higher-order thinking skills.

2. Learning Environment and Diversity of Learners

2.1. Worked with colleagues to model and share effective techniques in
● ●
the management of classroom structure to engage learners, individually
or in groups, in a meaningful exploration, discovery and hands-on
activities within a range of physival learning environments.

2.2. Exhibited effective and constructive behavior management skills by

● ●
applying positive and non-violent discipline to ensure learning-focused
environments.
2.3. Worked with colleagues to share differentiated, developmentally
● ●
appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences.

3. Curriculum and Planning

3.1. Developed and achieved effective strategies in the planning and
● ●
management of developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts.

3.2. Reviewed with coleagues, teacher and learner feedback to plan,

● ●
facilitate, and enrich teaching practice.
3.3. Advised and guided colleagues in the selection, organization,
● ●
development and use of appropriate teaching and learning resources,
including ICT to address specific learning goals.

4. Assessment and Reporting

4.1. Worked collaboratively with colleagues to review the design,
● ●
selection, organization and use of a range of effective diagnostic,
formative and summative assessment strategies consistent with
curriculum requirements.

4.2. Interpreted collaboratively monitoring and evaluation strategies of

● ●
attainment data to support learner progress and achievement.

4.3. Applied skills in the effective communication of learner needs,

● ●
progress and achievement to key stakeholders' including
parents/guardians.

5. Plus Factor
Performed various related 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 the objectives on
this page.
 Republic of the Philippines
Department of Education
National Capital Region
Division of City Schools - Marikina City

STA. ELENA HIGH SCHOOL

Profiling of Master Teachers - SCIENCE Department

Objectives
Level of Capability
1. Content
1.1.
1.2. Modeled Knowledge
Collaborated effective and Pedagogy
applications
with colleagues inofthe
content
conduct knowledge
and within
and
1.3. across
application curriculum
of research areas.
to enrich knowledge of strategies
content and
2.1. Developed
Worked withand applied
colleagues effective
to modelteaching
and share effectiveto
pedagody.
promote critical and creatice thinking as well as other higher-
techniques in the management of classroom structure to
order thinking skills.
engage learners, individually or in groups, in a meaningful
2. Learning
exploration, Environment
discovery and and Diversitybehavior
andhands-on of Learners
2.2.
2.3. Exhibited
Worked effective
with colleagues to shareactivities
constructive within
differentiated, a range of
management
physival learning
developmentally environments.
skills by applyingappropriate
positive andopportunities
non-violent discipline
to address to learners'
ensure
learning-focused
differences in environments.
gender, needs, strengths, interests and
3.1. Developed and achievedeffective strategies in the
experiences.
planning and management of developmentally sequenced
3. Curriculum
teaching and and and Planning
learning processes to meet
3.3. Advised guided colleagues in thecurriculum
selection,
requirements
3.2. and
withvaried
Revieweddevelopment
organization, teaching
coleagues, usecontexts.
and teacher and learnerteaching
of appropriate feedback to
plan, facilitate,
and learning and enrich teaching
resources, including practice.
ICT to address specific
4.1. Worked collaboratively with colleagues to review the
learning goals.
design, selection, organization and use of a range of effective
4. Assessment
diagnostic,
4.2. Interpreted and Reporting
formative and summative
collaboratively assessment
monitoring strategies
and evaluation
consistent
strategies with
of curriculum
attainment requirements.
data to support learner
4.3. Applied skills in the effective communication of learner progress and
achievement.
needs, progress and achievement to key stakeholders'
including parents/guardians.
5. Plus Factor
Performed various related works/activities that contribute to the
taching-learning process.
ment

Priority for Development

 PART IV: DEVELOPMENT PLANS
Strengths Developmental Needs Action Plan Timeline Resources Needed
(Recommended Developmental
Intervention)

A. Functional Competencies

B. Core Behavioral Competencies

Feedback:

NAME NAME JEFFREY C. TRINIDAD

Ratee Rater Approving Authority
 PART II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self Management
1. Sets personal goals and direction, needs and development.
2. Undertakes personal actions and behaviors that are clear and
purposive and takes into account personal goals and values
congruent to that of the organization.
3. Displays emotional maturity and enthusiasm for and is
challenged by higher goals.
4. Prioritize work tasks and schedules (through gantt charts,
checklists, etc.) to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1. Demonstrates the values and behavior enshrined in the Norms
of Conduct and Ethical Standards for public officials and
employees (RA 6713).
2. Practices ethical and professional behavior and conduct taking
into account the impact of his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of
attendance and punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Acts with a sense of urgency and responsibility to meet the
organization’s needs, improve systems and help others improve
their effectiveness.
Result Focus
1. Achieves results with optimal use of time and resources most of
the time.
2. Avoids rework, mistakes and wastage through effective work
methods by placing organizational needs before personal needs.
3. Delivers error-free outputs most of the time by conforming to
standard operating procedures correctly and consistently. Able
to produce very satisfactory quality of work In terms of
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 new or more precise ways of
improve performance. Examples may include doing something
better, faster, at a lower cost, more efficiently; or improving
quality, customer satisfaction, morale, without setting any
specific goal.
Teamwork
1. Willingly does his/her share of responsibility.
2. Promotes collaboration and removes barriers to teamwork and
goal accomplishment across the organization.
3. Applies negotiation principles in arriving at win-win agreements.
4. Drives consensus and team ownership of decisions.
5. Works constructively and collaboratively with others and across
organizations to accomplish organizational goals and objectives.
Service Orientation
1. Can explain and articulate organizational directions, issues and
problems.
2. Takes personal responsibility for dealing with and/or correcting
customer service issues and concerns.
3. Initiates activities that promotes advocacy for men and women
empowerment.
4. Participates in updating of office vision, mission, mandates and
strategies based on DepEd strategies and directions.
5. Develops and adopts service improvement programs through
simplified procedures that will further enhance service delivery.
Innovation
1. Examines the root cause of problems and suggests effective
solutions. Fosters new ideas, processes, and suggests better
ways to do things (cost and/or operational efficiency).
2. Demonstrates an ability to think “beyond the box”. Continuously
focuses on improving personal productivity to create higher
value and results.
3. Promotes a creative climate and inspires co – workers to develop
original ideas or solutions.
4. Translates creative thinking into tangible changes and solutions
that improve the work unit and organization.
5. Uses ingenious methods to accomplish responsibilities.
meeting goals set. Demonstrates resourcefulness and the ability to succeed with
5. Makes specific changes in the system or in own work methods to minimal resources.

CORE SKILLS
Achievement
1. Enjoys working hard.
2. Is action – oriented and full of energy for the things he/she
sees as challenging.
3. Not fearful of acting with a minimum of planning.
4. Seizes more opportunities than others.
5. Strategic thinker.
Managing Diversity
1. Respects all kinds and classes of people. OVERALL COMPETENCY RATING #DIV/0!
2. Deals effectively with all races, nationalities, cultures,
disabilities, ages and both sexes.
3. Support equal and fair treatment and opportunity for all. 17
4. Applies equal standards and criteria to all classes. 20
5. Manifests cultural and gender sensitivity when dealing with 16
people. 18
Accountability 19
1. Can be counted on to exceed goals successfully. 19
2. Steadfastly pushes self and others towards results. 15
3. Gets things done on time and optimum use of resources. 15
4. Builds team spirit. 15
5. Transacts with transparency. 3.850

5 – Role model; 4 – Consistently demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrates; 1 – Rarely demonstrates
RATEE: RATER:
JEFFREY C. TRINIDAD
MasterTeacher I Principal III

APPROVING AUTHORITY: