Guiding

Item
Principle (GP)
1

GP #1
Teacher knows the subject(s) that
he/she teaches
2

GP #2
Teacher knows how to teach the
subject(s) for which he or she is
responsible
3

GP #3
Teacher is committed to the children
and managing the learning process
through addressing diversity and
promoting practical application.
4

GP #4
Teacher sharpens his or her professional
skills

5 GP #5
Teacher interact with parents and
community
GP #6
Teacher conducts himself
or herself in a manner that uplifts the
profession.
 Optimum

Guiding Principles credits

130

GP 1 - Teacher knows the

30
Subject that he/ she teaches.

GP 2 - Teacher knows how to

30
teach the subject(s) for which he
or she is responsible.

GP 3 - Teacher is committed to
the children in his or her care-
managing the learning process
30
through addressing diversity and
promoting character
development.

GP 4 - Teacher sharpens his or

16
her professional skills.

GP 5 - Teacher interacts with

10
parents and community.

GP 6 - Teacher conducts himself

14
or herself in a manner that
uplifts the profession.

Total professional credits obtained/overall

percentage
 Teaching Standards
Knows the content of the subject
being taught, how the content is
constructed from simple to complex
and kept up-to-date through
professional development
Understands the chapter that
embodies the objectives to be
inculcated and taught and sees its
relationship to the attainment of the
same.
Knows how to integrate teaching
subjects to reinforce knowledge.
- Is able to identify related concepts in same in the Teacher resource.)
other subjects/correlation with the
topics taught last year and uses such The teacher is able to identify
concepts to strengthen the teaching related/similar topics taught in
of the subject.
Accesses and keeps abreast of
knowledge and developments in the
subject area, using technology and
other sources of information
Performance/Evidence Max. credit
Demonstrated knowledge of
subject content:
30
Quality of the Teacher resource
prepared by the teacher.
A test based on the teacher
resource prepared by them.
(teachers) 8
The teacher is able to identify
the correct/specific objectives of
the chapter to be taught to the
students. 5
The teacher is able to correlate
the objectives with the exercises
The teacher is able to identify
correctly.
and correlate with the topics
taught last year. (Mentions the
others subjects and discusses the 3
methodology of teaching with
the concerned subject teacher.
Demonstrates up-to- date
subject content, – logical
sequence and strategic practice
interpreting subject content in
various Situations.
(Source – TLM’s used by the 7
teacher, class observation made
by the authority, feedback of the
students, strategies used by the
teacher, )
 5. Identified and utilized
supplementary content or
resources – research,
reflection, collaboration. 7
(Source – reference list of the
sources used)

Demonstrated through
knowledge and application of
pedagogy:
30

Knows and is able to apply theories of . Interpreted, adapted and paced

learning, in particular, differentiated the curriculum to meet students’
instructions and incorporate such learning needs.
understanding in the practice of 4
teaching.

Develops in the learners, critical Identified strategies used in the

thinking (Inquiry based- I wonder, I development of critical thinking
investigate, I record, I discover, I in students
analyze, I try and I reflect) and ways to 5
identify and solve their own
problems.

Engages in reflective teaching and Undertook investigative

Classroom Investigative Action (Action approaches (e.g. Action research,
research) to evaluate the impact of reflection, evaluation) to
his or her instructional choices, advance students’ achievement.
actions and interactions on the
achievements of the learners 6

  Use effective verbal and non-verbal Used a variety of instructional

communication techniques as well as technologies and class
a variety of instructional media and organization to improve student
technology to ensure that learners participation and learning
receive the intended message. outcomes.
Foster competence, self-confidence
and a desire for knowledge through a 5
collaborative, supportive and an
interactive teaching and learning
environment
Interpret school’s vision of holistic Implemented assessment plans
development into class so as to (diagnostic) to enable students
inculcate values and attitudes for to establish and meet
social, cultural and economic performance 10
development. Targets

Demonstrated capabilities of
managing the learning process
with students of diverse
learning needs and
exceptionalities: 30

Identifies learning differences and the Prepared and administered

barriers that impede learning and Individual Instructional Plan (IIP)
demonstrates competency in and corresponding lesson plans
adapting instructions to meet the for students with 5
diverse learning needs of students exceptionalities.
with exceptionalities.

Holds high expectations for all Encourages independent

students and performs his/her role as learning and implemented a
a facilitator of learning process. performance incentive and 3
rewards programme.

Stays on track with individual Demonstrated competency in

student’s progress, assessing the
various learning outcomes of the
subject areas, and utilizing such
Outcomes to diagnose and address
learning needs in a holistic manner.
adapting instructions to meet the
diverse learning needs of
students with exceptionalities.
4

Knows the background knowledge Provided differentiated tasks in

that learners from various groups
bring to their education and adjust
learning methods to take advantage
of early positive learning experiences
of all learners.
Assessment Plan to enable
meaningful assessment for students
with exceptionalities .
5
Sets the foundation for lifelong learning
in building student capabilities for
problem-solving, self-assessment,
research and self- learning.
Encourages social interaction and Promoted self- discipline and
character development through a variety leadership qualities in students
of group structures.
Continuously assesses ones’ performance
in the teaching and learning process and
creates an individual development plan
for improvement.
Seeks out and pursues opportunities for
attaining improvement of their skills to
improve student learning and
management - use of information
technology and other creative
approaches to advance student learning
and management.
Collaborates with peers to critically
examine ones’ performance and create a
framework for improvement – share
successful strategies with peers
Used project /STEM/multiple
intelligence approach and research
to build students’ capacity to
investigate, self- assess and to
successfully manage
Independent learning.
6
3
Managed/monitored student
behaviour effectively – 4
Demonstrated continuous
professional development 16
Undertook self- assessment and on
the basis of outcomes undertook
research relevant to identified
needs. 5
Improved learning outcomes using
information technology – shows
improvement of content and
practice acquired through various
means.
6
Shared with peers, experiences
obtained from professional
development sessions and personal
practice. 5
Engagement of parents and
community members to 10
advance student outcomes.
Communicates with parents/caregivers Communicated with
to stimulate their interest in their parents/guardians on students’
children’s performance.
progress and reinforce learning, always
giving priority interest to the learner. 4

Engages community members to build Involved community in activities

trust, to foster open communication and
to work collaboratively with parents to
benefit students’ achievement
levels.
that promoted student
development e.g. community
member assisted student learning
3

Engages parents and community in Participated in/organized parent

promoting values and attitudes that are teachers association meetings,
consistent school goals celebratory
Community events linked to holistic 3
development.

Demonstrated high level of

professional conduct
14

Has a professional sense of conduct, Respected time - being on time for

respects punctuality, meets all the classes, for school, school events
given deadlines of work and meetings, and meeting deadlines
is present at all important 5
meets/events of the school.

Commits to the success of learners as Worked effectively in teams/ or

individuals and of the institution as a with colleagues – contributed to
whole team work, cooperated with peers,
accepted and gave constructive
criticisms
in order to improve learning 5
outcomes.

Accepts that teachers have a moral
responsibility to themselves and those
whom they serve, demonstrating
leadership and a commitment to
improvements
Acted as a leader and a role model
for students and community. Took
pride in achieving excellence.
4
 Needs
Exemplar y Profici ent
improvement

92%+ 75%+ 50%+

No. of No. of No. of
credits credits credits
Assed. Credit Sources Of evidence.

Source: lesson plans/ action plan,

teaching portfolio, scope and
sequence of subject taught,
Reference list of sources

Source: lesson plans/ action plan,

teaching portfolio, scope and
sequence of subject taught,
Reference list of sources

Source: lesson plans/ action plan,

teaching portfolio, scope and
sequence of subject taught,
Reference list of sources

Source: lesson plans/ action plan,

teaching portfolio, scope and
sequence of subject taught,
Reference list of sources

Source: lesson plans/ action plan,

teaching portfolio, scope and
sequence of subject taught,
Reference list of sources
Source: lesson plans/ action plan,
teaching portfolio, scope and
sequence of subject taught,
Reference list of sources

Source – lesson plans, activities

conducted (multiple intelligence),
photographs, observation of the
authority, sample of student’s work))

Sources- student assessments, videos,

photographs, observations, sample of
student’s work, project to parents)

Sources- student assessments,

student participation in classroom,
videos, photographs, observations,
sample of student’s work, Prepared a
compendium of successful
instructional approaches used in the
delivery of lessons.)

Sources- Teacher’s resource, videos,

activities conducted, TLM’s used, class
participation, peer learning, student
assessments based on observations
and tests by authority)
(sources – management test,
department test, class management,
student records( academic and
behavioural) , positive approach
towards self and others

Sources – Remedial lesson plan, MLL

(Minimum learning level) Test of the
student.

Sources – Learning assessment

tracker (CCA), class incentive chart,
observation of class by authority)

(Sources- Continuous assessment

records, learning and assessment
strategies, anecdotal records)

Sources- variety of assessment

strategies (written, oral, experiment,
activity based) to show growth and
progress of individual students.
Sources –Periodic concept based test,
student activities, remedial lesson
plans, inquiry based approach(Inquiry
based- I wonder, I investigate, I
record, I discover, I analyze, I try and I
reflect), balance and correlation
between the concept taught and
activities conducted, class
participation of the student, videos,
photographs)

Sources - Internal audit by the

authority, videos, Student’s
progression report, feedback by other
teachers and supervisors, activities
conducted in classrooms/activity
room.

Sources – class incentive chart,

anecdotes record of the students,
feedback of other teachers)

Sources - Self- assessment instruments

/checklists, observation
instruments/checklists completed by
Supervisors/ other observers.

Sources – Teacher’s resource prepared,

video lessons prepared, G meet, class
observation by authority, peer
collaboration and feedback, TLM and
other teaching aids prepared,
appropriate usage of aids and activities
conducted, photographs and videos,
student assessments)

Sources – Employee feedback,

supervisor’s feedback, peer assessment,
report of knowledge sharing
Source – teacher – parent record, project
to parent, homework and home
assignments, PTM RECORDS, School diary

Sources: Records of communication with

parent/guardians, photographs, videos,
evidence of community involvement-
photographs
Of projects, students work signed by
parents.

Sources – parent approval records of

activity fiesta, home away from home,
school celebrations, records of parent
teacher meet, POP(Parent orientation
programmes, parents feedback)

Sources – attendance register/biometric

report, mobile submission, no. of leaves
taken, no. of observations (positive and
negative), no. of memos, task planning
report on time

Sources – observation by authority,

peer feedback, feedback of principal,
observation by management, CCTV
footage

Sources – Internal audit, supervisor

record, event records, videos
 Total
no.
Unacceptable % of Credits professi
onal
credits
Below 50%
No. of
credits