Name: CZARELLT. FELIAS, Position: Teacher It Category: Teaching Department of €uc Caraga Region SCHOOLS DIVISION OF AGUSAN DEL NORTE Rater: LEXTER P, PEQUERO Date of Planning: August 22, 2022 PERFORMANCE PLANNING AND TARGET SETTING FOR TEACHERS iD SY 2029-2023 mov ane ‘and across curriculum Classroom Observation Tool (COT) rating sheet (COT) or inter- observer agreement form from 1. An observation of synchronous teaching (limited face-to- 19, online teaching, or two-way radio 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 iz knowledge and principles of teaching and professional practice. ‘One (i lesson plan with annotations identifying the research- based knowledge and/or principles of teaching and learing Used as basis fo planning/designing the lesson iB Displayed proficient use of Mother | Classroom Observation Tool (COT) 1._an observation of synchronous. teaching | Demonstrated Level 7 in Obj sheets/inter-observer agreement Used research-based knowledge and/or principles of teaching in all the components of instruction in the lesson plan to improve ‘Demonstrated Level 7 in Objective -|3_as_shown in COT ratingEnglish to facilitate teaching and ‘oface teaching, online teaching, or two-way radio | sheets/inter-observer agreement | _ learning instruction) forms. 2. if option 1 is not possible, an observation of a recorded video lesson or audio lesson that is SLM based or MELC- igned ‘options 1 and 2 are not possible, an observation of a femonstration teaching* via LAC 4, Used effective verbal and non- | Classroom Observation Too! (COT) rating sheet from Demonstrated Level 7in Objective verbal classroom communication tor | 4 as shown in COT rating strategies to support leamer| face teaching, online teaching, or two-way radio | sheets/inter-observer agreement understanding, participation, forms. engagement and achievement | 2. Video lesson or audio | aligned 3. if options 1. and 2 are not possible, an observation of a demonstration teaching* via LAC. _ 2Leaming 5. Established safe and secure | Classroom Observation Tool (CON) rating sheet Form from | Demonstrated Level 7in Objective Environment | learning environments to enhance | 1. an observation of synchronous teach hown in COT rating learning through the con: hing, online teaching, 0 fner-observer agreement tation of pol and procedures. 2 3 audio lesson that is SLMbased or MELC- | aligned | 3. if options 1 and 2 are not possible, an observation of a i demonstration teaching® via LAC. 6 Maintained learning 'ool (COT) rating sh environments that promote | 1. smchronous teaching faimess, respect and care to encourage learning 7 Maiained Teaming Provided effec and vaying erironmenis.that_nurture and tearing opportunites that areinspire leamers to participate cooperate and collaborate in continued learning, the ratee* and used in the lesson delivery that highlights successful strategies that sustain supportive _leaming | environments that nurture and inspite leamers to participate, cooperate and collaborate in continued learning ‘+ activity sheet/s ‘+ one lesson from self-learning module (SLM) ‘© Lesson plan (eg, DLP, DLL, WHLP, = WLP, WLL Lesson Exemplats, and + other learning materials in print digital format (please specify and provide annotations) feedback on how the material he learners to participate, cooperate, and goals and feature all elements of | collaborative learning as shown in the submitted learning material SELB Classroom Observation Tool (COT) rating sheet or inter- ‘observer agreement form from Lan observation of synchronous teaching(limited face-to- face teaching, online teaching, or two-way radio instruction) 2. if option 1is not possible, an observation of a recorded leo lesson or audio lesson that is SLMbased or MELC- 3. if options 1 and 2 are not possible, an observation of a demonstration teaching" via LAC. Demonstrated Level 7 in objective nin COT rating observer agreement forms 8. Applied range of successful own leering strategies that maintain learning | the ratee* and used in the lesson delivery that highlights environments that motivate | successful strategies that sustain supportive _leaming learmers to work productively by | environments that nurture and inspire assuming responsibilty for their | cooper SETA ‘Any supplementary material (in print /digital format) made by | Fs to participate, and collaborate in continued learning _£__activity sheet/s_ Applied effective teaching | strategies that are well-aligned Teaming goals and submitted learning materia‘= one lesson from s + Lesson plan (eg + WLP, WL Le learning materials in print /digital format (please fy and provide annotations) with client/leamer feedback on how the material encouraged | the learners to participate, cooperate, and collaborate ‘SETB Classroom Observation Tool (COT) rating sheet or inter observer agreement form from 1. an observation of synchronous teachingllimited face-to- face teaching, online teaching, or two-way radio instruction) if option 1 is not possible, an observation of a recor lemonstration teaching* via LAC. Demonstrated Level 7 in objective | 8 as shown in COT sheets/inter-observer agreement forms Reporting 3. Dvensty of [8 Designed adapted — and SETA Demonstrated Level 7 in objective Learners, implemented teaching strategies | Classroom Observation Tool (COT rat 9 as shown in COT rating | Curriculum and ponsive to leamers sheets/nter-observer agreement Planning, & jes giftedness and forms Assessment and | talents 1 and 2 are not possible, an observation of a jon teaching’ via LAC. SETB implementing learners with di Demonstrated Level 5 as shown in TRFs10. Adapted and used culturally appropriate teaching strategies to address the needs of leamers from indigenous groups ‘SELA Classroom Observation Tool (COT) rating sheet Form from 1. an observation of synchronous teaching (limited face-toface (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. Demonstrated Level 7 in objective | 10 as shown in COT rating sheets/inter-observer agreement forms SELB Teacher Reflection Form (TRF) on adapting and using culturally appropriate ing 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 ‘Demonstrated Level 5 as shown in TRFS LL. Adapted and implemented learning programs that ensure relevance and responsiveness to the needs of al 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/completiorvtechnical report on the implementation of an adapted/contextualized_ learning rogram 4. Action plan/activity proposal/activty matrix that shows an adapted/contextualized learning program Evaluated the ‘adapted/contextualized learning program as evidenced by MOV No.1 12. Utilized assessment data to inform — the of teaching and learning practices ‘and programs A list of identified least/most mastered skills based on the following supporting MOV ‘hment report for _remedial/enhancement 1g, remedial sessions, Summer Reading Camp, sed reading program) Implemented a teaching and learning strategy/ program using materials based on learners’ assessment data as evidenced by alistmastered skills with supporting | MOV No.1 19 of assessment data to modi | | ing practices for programs. [& Community | 13. Waintained earning | 3 Coliaborated withthe commmonity |" inkages | environments that are responsive ‘ stakeholder in the| | mmentation/completion of | Profesional | projec, and/or acthity | Engagernen | a intains 9 tearing | | « an| vironment responsive to | Personal | that maintains a learning environment with proof of | community contexts as evidenced | Growth and | attendance by MOV No. 1 | Professional | 4. Communication letter about program / project / activity Developme | that maintains 2 learning environment aa nt [14 Reviewed regulary personal [1 Annotated video / audio recording of one’s teaching that | teaching prectce using existing | shows impact of regulary reviewing one's teaching | laws and regulations that apply to | the teaching profession and the | 2 | Responsibilities specified in the | | code of Ethics for Professional | Teachers | | | | 3 Professional evidenced by MOV No. 1 [15 Compled with and |. roof of paripation / involvement in school community | Sustained engagement with the implemented school policies and | partnership for the implementation of a school polcy/| learners parents / guardians, and | procedures consistently to foster | procedure (eg, certificate as committee member, narrative | other stakeholders regarding | | harmonious relationships with | report) | | earners, parents, and other | 2. Minutes of parentteacher conference / stakeholders’ meeting stakeholders | about an implemented school policy / procedure with proof of | partnership/s as evidenced by{ ] attendance [Movno1 | 3. Communication letter about an implemented schoo! policy / | procedure sent to parent / guardian 116. Applied a personal philosophy | Oné ) lesson plan with annotations explaining the application | Applied leamer centered teaching centered | of teaching that is leame- | ofa leamer-centered teaching philosophy (e.g, constictvsm.| philosophy in the lesson plan in | Bi the components of instruction | 17. Adopted practices that uphold the dignity of teaching as a profession by exhibiting qualities | such as caring such as caring attitude, respect | __ teaching as a profession and integrity with affirmation and integrity 2. Annotated evidence of practice indirectly linking to the | from different school stakeholders 1¢ dignity of teaching as a profession by | as evidenced by at least two MOV such as caring attitude, respect and | No. 1 + Screenshot of text message / chat / email / any form of communication with parents / guardian or learners (name or any identifier removed) about one's qualities (eg, entries in Performance Monitoring and Coaching Form [PMCF] or in Mid-Year Review Form) ‘© Recognition from the schoot / school community about one’s qualities aE . lease specify) i ‘Community | 18. Set professional development | 1. Updated IPCRF-DP from Phase Updated professional Linkages and | goals based on the Philippine | 2. Mid-year Review Form (MRF) development goals during Phase | Professional | Professional Standards for | 3.IPCRF-DP of the RPMS Cycle as evidenced | Engagement | Teachers | 4. Certification from the ICT Coordinator / School Head / Focal | by MOV No. 1 and Personal Person in charge of e- SAT Growth and Professional Development eae 5. Plus Factor [18 Performed various related | Any proof of Performed at least 1 related work works / activities that contribute | + committee involvement activity that contributed to the‘teaching leaming process beyond 1 the school / Community | Learning Center (CLC) as evidenced by submitted MOV advisorship of cocurricular activities journal authorship / contributorship to the teaching learning process | on as technical working group member others (please specify and provide annotations) | Ratee: CZARELL T, RELIAS Rater: a School Pprformance Mangement Team Antomtok PAcaTAne Fat. RUBY V. BANTAS MA. RHODORA DE ZADA THELMXWOoRON Chairperson Member Member Member