Department of Education

Region VII, Central Visayas

CEBU PROVINCE DIVISION
IPHO Bldg., Sudlon, Lahug, Cebu City

TEACHER INDIVIDUAL PLAN FOR DEVELOP

IHLEY
INSTRUCTION INTRODUCTION GRO
INDIVIDUAL
SUMMARY M&E REPORT
(IMER) TIP
Education
al Visayas
E DIVISION
ahug, Cebu City

OR DEVELOPMENT (TIPD)

GROW
TIPD

RONIL D. MANAYON
Developer
Teacher Individual Plan for Development (TIPD)
The Department of Education (DepEd) is committed to provide the members of its organization with opportunities
to:
 Link their individual achievements and make a meaningful contribution to the attainment of the institution’s Vision
and Mission.

 Promote individual and team growth, participation and commitment.

 Grow professionally and personally.

It is an undertaking of the employee that allows an open discussion of Concerns, Issues, Gaps and Problems and plan for
development to address such gaps. It provides a venue for realizing and adherence to standards of performance and behaviors
which lead to professional and personal growth in the organization.

This form is divided into three parts:

PART I Accomplishment of Individual Monitoring and Evaluation Report (IMER) - Each employee plays a vital part in the
achievement of his/her department’s objectives. After accomplishing the On-Line Monitoring and Evaluation Tool, the teacher will
start addressing the CIGPs by answering the Individual Monitoring and Evaluation Report. (Note: Answers for the Individual
Monitoring and Evaluation Report shall be consistent with the answers of the On-line tool during a particular quarter. After which,
points are assigned to those indicators. After accomplishing this part, summary of results will be automatically generated. The
following rating scale are use with the following descriptions: POINTS
DESCRIPTION
2.80 - 3.00 - Experienced
2.20- 2.79 Developing
1.00- 2.19 Beginning
Indicators with verbal description of Beginning and Developing shall be provided with a development
plan or a plan of action for the realization of goals and DepEd standards. The success of the employee in fulfilling his/her role and
delivering exceptional performance is dependent on how s/he applies various competencies on the job. The employee is rated
based on the effectiveness and consistency by which s/he demonstrates behaviors relevant to the competencies. The overall rating
is computed by adding the rating for each competency and dividing the sum by the total number of competencies.

PART II Accomplishment of GROW Template (Goal, Reality, Options, Will) - The GROW Model is the most common
coaching framework. Given its relative simplicity, it as a way to structure coaching and mentoring sessions with
employees. Half-points (e.g. 3.5) may be given if the employee’s performance level falls in between descriptions of
the scale positions.
PART III Development Plans - The areas where the employee excels and areas for development are both identified.
In this manner, the employee’s strengths are highlighted and recognized. Development needs on the other hand are
addressed through formal and informal training and development approaches.

Scale Adjectival Description

5
Experienced
(2.80 and above)

Performance represents an extraordinary level of achievement and commitment in terms of quality and time,
technical skills and knowledge, ingenuity, creativity and initiative. Employees at this performance level should have
demonstrated exceptional job mastery in all major areas of responsibility. Employee achievement and contributions
to the organization are of marked excellence.

Developing
(2.20- 2.79)
Fairly competent but need further efforts to realized the goal/s.

Beginning
(1.00-2.19)
Lack competence or did not realized tragets and require urgent training or action to address the needs.
INSTRUCTIONS
Please do the following:

1. Enter the necessary data on the required field such as Name, position and others on the INDIVIDUAL
MONITORING AND EVALUATION REPORT sheet. (the rest of the sheets will be filled-in automatically) Answer the
questions under each indicator by ticking corresponding choices which corresponds to your answers. Do not leave
blank or unanswered item/s.

2. Click the SUMMARY (IMER) button to view the results. You may PRINT this using Short-sized bond paper. For each indicator
with a verbal description of Beginning ang Developing shall be provided with plan of action using the GROW Model and the
Individual Plan for Development.

3. Proceed now to Part II (GROW Template). From the SUMMARY(IMER) select indicators with gaps or those indicators with
verbal description of Beginning and Developing and translate this to Goal using the planning standard. Transfer this in the GROW
Template. Please see example:

4. After accomplishing the GROW Template, prepare now the INDIVIDUAL PLAN FOR DEVELOPMENT.
5. PRINT AND SUBMIT all attachments.
 INDIVIDUAL MONITORING AND EVALUATION REPORT
Name of Employee: EXZUR A. FAUSTINO
Position: Teacher-I
Quarter: Third Quarter
School: MARIKABAN INTEGRATED SCHOOL

Indicator 1 Learners' at Risk of Dropping-Out (LARDO)

YES NO NA
1 Do you have zero LARDO? (all the subjects/classes handled) ✘
2 Did you meet the LARDO to convince them to improve their school attendance?
3 Did you meet the parent/s of LARDO to convince them to help improve their school attendance? 3.0
4 Were the meetings you conducted with the LARDO/parents/guardians effective?
5 Did you conduct other interventions to save LARDOs?
###
Indicator 2 Standard on the Integration of 21st Century Skills
YES NO NA Rating
1 Did you help develop learners’information skills that enable them to identify, find, evaluate, and manage information through internet/library research tasks? ✘
2 Did you help develop learners’media skills of accessing, analyzing, evaluating, and creating media? ✘
3 Did you help develop learners’technology skills such as messaging/communications, data mining, and networking? ✘ 3.0
4 Did you help develop learners’innovation skills that enable them to keep up with changes such as new technology and new jobs? ✘
5 Did you help develop learners’life skills or abilities for adaptive and positive behavior? ✘
###
Indicator 3 Standard on the Integration of Differentiated Instruction
YES NO NA Rating
1 Did you prepare a learning profile of all your classes according to learning styles—visual, auditory, and kinesthetic? ✘
2 Did you prepare a learning profile of all your classes based on levels of ability—slow, average, fast? ✘
3 Did you differentiate instruction based on learning styles? ✘ 3.0
4 Did you try to differentiate instruction based on levels of ability? How many times? ✘

###
Indicator 4 Compliance on the Standard of Reading
YES NO NA Rating
1 Did you conduct remedial reading program? ✘
2 Did you use varied learning materials? (alphabet chart, flash cards, big books, reading charts, reading books and others) ✘ ✘
3 Did you have access to DepEd Learning Resources? ✘ 1.5
4 6. Did you conduct a meeting with the parents/guardians of frustration readers and non-readers to guide them what to do to help their children overcome their reading weakness? ✘

Indicator 5 Standard on Nutritional Status

YES NO NA Rating
1 Did you conduct feeding to learners with wasted and severely wasted nutritional status? ✘
2 Did you meet the parents of learners with wasted nutritional status? ✘
3 Did you tap other stakeholders to help in your feeding program? ✘ 3.0

###
Indicator 6 Access on Professional Development
YES NO NA Rating
1 Did you prepare Individual Plan for Professional Development (IPPD) to address your weakness and improve your teaching skills? ✘
2 Did you attend LAC sessions? ✘
3 Did you attend capacity building activities (orientations, trainings, workshops? ✘ 3.0

###
Indicator7 Report on Failures
YES NO NA Rating
1 Do you have zero failures? (all the subjects/classes handled) ✘
2 Did you meet the learner/s with failures to convince them to improve their performance? ✘
3 Did you meet the parent/s of learner/s with failures to help their children to improve their performance? ✘ 3.0
4 Were the meetings you conducted with the learners/parents/guardians effective? ✘
5 Did you conduct other interventions to save learner with failures? ✘
###
Indicator 8 Teaching of Learning Competencies
YES NO NA Rating
1 Were you able to cover all the competencies alloted in the current quarter? ✘
2 Did you develop ways/interventions to accomplish all alloted competencies? ✘
3 Were the interventions conducted successful? ✘ 1.7

###

Tick only one box provided for in each of the objective. Untick item is colored Gray. If correctly done, it will be colored Green and if more than one box were ticked, it will be colored
Red. If all the ROWS are colored Green, you may print this sheet.
SUMMARY OF RESULTS
Name of Teacher: EXZUR A. FAUSTINO rdm 2017
Indicator 1 2 3 4 5 6 7 8
No. of Qs 5 5 4 4 3 3 5 3
HPS 15 15 12 12 9 9 15 9
Raw Score 3 15 12 6 9 9 15 5
Mean Score 0.60 3.00 3.00 1.50 3.00 3.00 3.00 1.67
% Score 20.0% 100.0% 100.0% 50.0% 100.0% 100.0% 100.0% 55.6%

Summary of Results
By Mean Scale Score
4.00

3.00 3.00 3.00 3.00 3.00

3.00
Mean
Score
2.00
1.67
1.50

1.00
0.60

0.00
1 2 3 4 5 6 7 8

Indicator

Summary of Results
By % Score
120%

100.0% 100.0% 100.0% 100.0% 100.0%

100%

80%

60% 55.6%
% Score 50.0%

40%

20.0%
20%

0%
1 2 3 4 5 6 7 8

Strands and Domain

INDICATORS % SCORE MEAN

SCORE
COMPETENCY
LEVEL

1 Learners' at Risk of Dropping-Out (LARDO) 20.0% 0.60 Beginning

2 Standard on the Integration of 21st Century Skills 100.0% 3.00 Experienced

3 Standard on the Integration of Differentiated Instruction 100.0% 3.00 Experienced

4 Compliance on the Standard of Reading 50.0% 1.50 Beginning

5 Standard on Nutritional Status 100.0% 3.00 Experienced

6 Access on Professional Development 100.0% 3.00 Experienced

7 Report on Failures 100.0% 3.00 Experienced

8 Teaching of Learning Competencies 55.6% 1.67 Beginning

 Republic of the Philippines
Department of Education
DIVISION OF CEBU PROVINCE
MARIKABAN INTEGRATED SCHOOL
Marikaban, Santa Fe, Cebu
Name: EXZUR A. FAUSTINO

G.R.O.W.
GOAL REALITY OPTIONS WILL

Zero LARDO - Eleven (11) Students are at
(sample only) risk of dropping out
a. five (5) are
working students
b. two (2) are living
only with their relatives
c. three (3) students report
to school but will not attend
classes
l Meeting with the parents of l Call immediately Parent's attentions once a
those LARDO. learner incurred consecutive absences.
l Conduct Home l If parent/guardian do/es not
Visitation l Implement heed the call, conduct home visitation
Alternative Delivery Mode of l If the cause of absence is
due to work or other valid reasons, Alternative
Instruction l Follow-up
constantly Delivery Mode of Instruction will be
implemented. l Follow-up
& Monitor compliance of modular activities
given.

75 Percent - Above MPS result for the past three
MPS result in quarters is not on the target
quaterly number intended. Most of the
examination students got low score in test
during quarterly examination
Change strategy in teaching that
allow students to cooperate and
arouse their connectivity in every
lesson delivered by the teacher.
Conduct remedial teaching to the
most in need learners
inform parents/Guardian to participate in the
progress of their children and hand in hand
handle the situation for the betterment of their
future.

High Student has no effort in giving let them read between the lines Guide students in reading and provide definition
Comprehension of higher reasoning skills. They and understand what the author or of terms which is very difficult for them. Ask
the students and depend on what they see. teacher trying to imply with the parents to do follow up checking on they
have a higher order teacher's guidance and have a daily comprehend on what they read.
thinking skills. word definition or word wall.

Name: EXZUR A. FAUSTINO
Development Goal:
OBJECTIVES
(What competencies will I (What activities will I undertake to achieve (What will I do to access
enhance?)
The content of the lesson
must have an incorporation
of various literacy skills
Republic of the Philippines
Department of Education
DIVISION OF CEBU PROVINCE
CORDOVA NATIONAL HIGH SCHOOL
Day-as, Cordova, Cebu
TEACHER INDIVIDUAL PLAN FOR DEVELOPMENT (TIPD)
METHODS/STRATEGIES RESOURCES TIME FRAME SUCCESS INDICATORS
(When do I expect to
(What competencies (What learners’ performance
have accomplished the
my objective?) resources?) would I have enhanced?) would have been improved?)
activities?)
Develop Skills in Lesson Planning, Attend Internet, Teacher's Guide, Cohesion of activities and
Year Round Lesson Planning learning process will be in
Workshop and Conferences. Learner's Material. smooth order and the student
will be able to get the topic
easily..
Prepared by: Noted by:
School Head
Name of Teacher