Supervisory Program For Principals and SACs

Claret School of Zamboanga City
LEVEL II PAASCU-ACCREDITED
Ruste Drive, San Jose Cawa-Cawa, Zamboanga City
Tel. Nos. 991-8506, 991-8303, 991-8409
Website: https://cszc.edu.ph
BASIC EDUCATION DIFFERENTIATED SUPERVISORY PROGRAM OF

THE PRINCIPALS AND SUBJECT AREA COORDINATORS
I. Rationale
For the past five (5) years, the teaching force in the school have changed tremendously,
such that beginning teachers occupy the highest number of faculty composition which consists of
about 50%, followed by about 20% are having four to six years of teaching experience and about
30% are seasoned teachers.
These differences in teaching experience is coupled by the low degree of commitment

towards work which have an impact on the quality of instruction. Quality Instruction happens
when there is an effective teacher. An effective teacher is in the classroom when supervision is
planned well and is regularly conducted. Hence, Formative and Summative supervision is
conceptualized where an administrator mentor and coach his/her teachers to improve the
teaching-learning process in the classroom.
If the school is to provide equal access to quality educational programs for all students,
then teachers are held accountable for providing an appropriate, well-planned instruction, stress-
free learning environment and classroom delivery strategies that maximize the learning of all
students.
Objectives/ Purpose:
1. Improve teachers’ instructional strategies and techniques on lesson delivery, assessment
of student learning and in maintaining suitable learning environment.
2. Evaluate performance of students on data related to students’ performance to facilitate the
planning of future endeavors.
3. Create a supportive school environment.
4. Motivate teachers to grow in their personal, professional, socio-cultural and spiritual
formation.
Coverage of the program:
A. Academic Supervision on Curriculum Implementation and School Accreditation
B. Non – Academic Supervision

1. Character Formation
2. Student Activity Implementation
C. Personnel Supervision (Faculty Performance)

1. Trimester Classroom Observation
2. Year – End Performance Efficiency
Knowledge is best with Virtue

The love of Christ urges us on…(2Cor. 5:14)
Tel. Nos. 991-8506, 991-8303, 991-8409
D. Coaching and Mentoring

1. Three Year Induction Program for Beginning Teachers
2. Professional Circle Meetings
3. Learning Action Cells Conversations
4. Post – Conferencing Feedbacking
The Process and Strategies

A. Implementation of Curriculum Map and Lesson Plan
A.1.1 Curriculum Map Checklist
ELEMENTS CRITERIA COMMENTS

TIME FRAME [ ] The time frame is aligned
with the school’s calendar of
activities
[ ] The time allotted per
competency is feasible and
enough in terms of
complexity
[ ] The time frame indicates
specific dates/weeks of
implementation
CONTENT [ ] The content includes
lessons taken from the Kto12
curriculum guide/Ched
[ ] The content is specific or
being chunked
[ ] The content is logically
arranged according to the
prerequisites of concepts and
theories

Tel. Nos. 991-8506, 991-8303, 991-8409
LEARNING OUTCOMES [ ] The learning competencies

are taken from the Kto12
curriculum guide/CHED
[ ] The learning competencies
includes codes that are
indicated in the Kto12
curriculum guide/Ched
[ ] Complex learning
competencies are unpacked
through success
indicators/criteria
are aligned with the time
frame and learning content
FORMATION [ ] The formation standards
STANDARDS include values taken from the
school’s PVMGO or school
directions through branding
pillars/core values
[ ] The formation standard is
integrated into the learning
process
[ ] The formation standard
has specific values related to
real world situation
ASSESSMENT [ ] The assessment strategies
STRATEGIES are consistent with the
competencies
[ ] The assessment strategies
are identified as supply or
select type
are varied
LEARNING EPISODES [ ] The learning strategies are
consistent with the learning
competencies
[ ] The learning strategies are
varied
specific
aligned with the assessment
strategies

Tel. Nos. 991-8506, 991-8303, 991-8409
REFERENCES [ ] The references are

following the APA 6th edition
format
[ ] The references include
pages
[ ] The references are varied
A.1.2 Lesson Plan and Instructional Material Checklist
ELEMENTS CRITERIA COMMENTS

LEARNING [ ] The learning competencies
COMPETENCIES are aligned with the learning
activities
are aligned with the
assessment
[ ] The formation standard is
integrated into the learning
process
LEARNING CONTENTS [ ] The content is specific or
being chunked
[ ] The content is logically
arranged according to the
prerequisites of concepts and
theories
LEARNING [ ] The learning strategies
EXPERIENCES used allow maximum
engagement among students
[ ] The learning strategies
facilitate for the achievement
of the learning targets
ASSESSMENT [ ] The assessment strategies
STRATEGIES are consistent with the
competencies
are identified as supply or
select type

Tel. Nos. 991-8506, 991-8303, 991-8409
A.2. Quarterly Reports (Profiling Reports) of Academic Performance of students in the

Quarter Exam and Quarter Grades.
III. Students’ Performance

A. Trimestral Assessment

LEVEL II PAASCU - ACCREDITED
Ruste Drive, San Jose Road, Zamboanga City
Junior High School
S. Y. 2019 - 2020
Grade 7 Students' Peformance in Trimestral Assessment
Subject: Mathematics
Love Compassion Humility Excellence Emp o w e rme nt RFL Service Consolidated Results
1 74 74 46 64 63 35 44
2 67 77 57 35 35 46 39 Below Above
3 76 80 45 44 56 47 50 Sections Total no. of Poor Average Average Average Superior
4 80 83 49 35 34 39 52 student 1-59 60-69 70-79 80-89 90-100
5 89 66 49 56 72 28 62 Love 37 1 14 12 6 4
6 88 86 44 50 67 73 46 Compassion 37 2 12 9 9 5
7 68 83 68 59 55 36 47 Humility 34 22 7 4 1 0
8 68 60 47 43 56 38 35 Excellence 33 18 12 3 0 0
9 69 72 50 78 56 51 61 Empowerment 32 23 8 1 0 0
10 90 94 46 42 55 39 65 RFL 34 32 0 2 0 0
11 90 71 42 66 36 42 50 Service 34 21 12 0 1 0
12 74 92 61 68 44 41 67 Total 241 119 65 31 17 9
13 73 90 42 50 48 53 58 Percentage 100.00 49.38 26.97 12.86 7.05 3.73
14 46 77 58 55 55
15 76 74 68 51 32 32 39 Class Percentage
16 75 87 40 63 44 51 59 Below Above
18 61 62 75 51 36 43 60 student 1-59 60-69 70-79 80-89 90-100
19 73 77 74 50 21 54 Love 100.00 2.70 37.84 32.43 16.22 10.81
20 73 80 49 31 41 56 Compassion 100.00 5.41 32.43 24.32 24.32 13.51
21 58 63 77 49 45 38 58 Humility 100.00 64.71 20.59 11.76 2.94 0.00
22 69 80 56 60 67 53 47 Excellence 100.00 54.55 36.36 9.09 0.00 0.00
23 79 69 50 65 57 Empowerment 100.00 71.88 25.00 3.13 0.00 0.00
24 85 63 42 44 32 63 RFL 100.00 94.12 0.00 5.88 0.00 0.00
25 63 92 79 64 62 37 50 Service 100.00 61.76 35.29 0.00 2.94 0.00
26 63 62 53 49 47 49 35
27 74 57 54 66 61 55 66 Below Above
28 63 80 69 49 43 44 63 Poor Average Average Average Superior
29 64 95 56 52 65 33 69 49.38 26.97 12.86 7.05 3.73
30 66 36 59 68 49 44 55
31 66 62 51 65 60 49 56
32 94 63 64 55 52 39 68 60
33 96 68 62 59 62 50 60
34 68 68 82 69 44 48 50
35 77 74 62 26 61
36 86 76 40
37 69 75
30 Series1
38 75 65
39 20
Series2
40
41 10
42
43 0
44 Poor Below Average Above Superior
Average Average
45

Tel. Nos. 991-8506, 991-8303, 991-8409
B. Trimestral Grade

LEVEL II PAASCU - ACCREDITED
Ruste Drive, San Jose Road, Zamboanga City
Junior High School
S. Y. 2019 - 2020
Grade 7 Students' Peformance in Trimestral Grade
Subject: Mathematics
Love Compassion Humility Excellence Emp o w e rme nt RFL Service Consolidated Results
1 91 91 75 76 84 76 81
2 87 88 75 75 76 77 80 Below Above
4 89 93 75 75 75 80 86 student 60-67 68-74 75-83 84-92 93-100
5 95 87 80 80 91 76 86 Love 37 0 0 0 30 7
6 95 96 75 75 90 92 82 Compassion 37 0 0 4 22 11
7 85 92 83 78 90 80 81 Humility 34 0 0 29 5 0
8 89 86 76 75 84 76 75 Excellence 33 0 1 29 3 0
9 91 89 81 88 87 78 90 Empowerment 32 0 0 18 14 0
10 94 98 75 75 88 78 87 RFL 34 0 0 27 7 0
11 97 87 75 82 75 79 85 Service 34 0 0 12 22 0
12 86 94 80 81 77 76 88 Total 241 0 1 119 103 18
13 89 96 75 75 77 86 85 Percentage 100.00 0.00 0.41 49.38 42.74 7.47
14 75 87 84 86 83
15 89 89 82 75 75 76 81 Class Percentage
16 87 94 75 75 77 82 88 Below Above
18 86 84 83 75 78 80 84 student 60-67 68-74 75-82 84-92 93-100
19 86 92 80 80 75 88 Love 100.00 0.00 0.00 0.00 81.08 18.92
20 87 95 75 77 81 82 Compassion 100.00 0.00 0.00 10.81 59.46 29.73
21 84 84 85 75 76 76 86 Humility 100.00 0.00 0.00 85.29 14.71 0.00
22 87 89 75 81 84 82 83 Excellence 100.00 0.00 3.03 87.88 9.09 0.00
23 91 85 75 78 87 Empowerment 100.00 0.00 0.00 56.25 43.75 0.00
24 91 85 75 75 75 88 RFL 100.00 0.00 0.00 79.41 20.59 0.00
25 85 98 89 79 84 78 80 Service 100.00 0.00 0.00 35.29 64.71 0.00
26 88 88 75 75 75 82 75
27 90 80 77 76 87 78 89 Below Above
28 85 95 87 75 75 78 90 Poor Average Average Average Superior
29 85 96 81 77 88 77 90 0.00 0.41 49.38 42.74 7.47
30 89 80 80 85 76 77 86
31 86 82 80 80 86 79 86
32 96 85 84 75 80 82 86 60
33 98 86 82 76 90 90 89
34 86 87 92 80 87 85 50
35 93 91 83 76 89
36 92 93 40
37 88 91
30 Series1
38 87 83
39 20
Series2
40
41 10
42
43 0
44 Poor Below Average Above Superior
Average Average
45

Tel. Nos. 991-8506, 991-8303, 991-8409
A.3 Quarterly Reports of Teachers on Topics covered and not covered, strategies that
were effective and not. (The basis of this is the result during formative assessment)

LEVEL II PAASCU – ACCREDITED
Ruste Drive, San Jose Cawa – Cawa, Zamboanga City
Junior High School
S.Y. 2021 – 2022
Mathematics Department
Consolidated Report on Evaluation and Monitoring of Instructional Program
I. A. Topic Coverage Implementation

GRADE LEVEL Topic Coverage REASONS
Grade 7  All of the topics for the 3rd
trimester were discussed.
Grade 8  All topics were discussed.
Grade 9  All topics were discussed.
Grade 10  All of the topics for the 2nd
trimester were discussed.
I. B. Strategies
GRADE LEVEL MOST EFFECTIVE LESS EFFECTIVE/NOT
EFFECTIVE
Grade 7  Interactive Lecture  Cooperative Learning
 Gamification
Grade 8  Graphic Organizer  W/L Chart
(Sentence Prompt)  KWL Chart
 Sequential Flow Chart  Concept Box
 Chamber Reaction  Venn Diagram
 Two Column Chart
Grade 9  Interactive Lecture  Cooperative Learning
 Direct Instruction  Discovery Learning
 Multimedia
 Graphic Organizers
Grade 10  Interactive Learning  Cooperative Learning
 Discovery Discussion

Tel. Nos. 991-8506, 991-8303, 991-8409
I. C. Assessment
Varied assessments strategies were utilized:
GRADE LEVEL TRADITIONAL ALTERNATIVE
Grade 7  New Test Types  Project-based Assessment
 Multiple Choice
 Computation
 Problem Solving
 Table Completion
Grade 8  New Test Types  Computation

 Short Quiz  Venn Diagram
Identification
 Multiple Choice
 True or False
Grade 9  New Test Types  Product – Based Assessment
 Computation
 Multiple Choice
 Matching Type
 Essay
 True or False
Grade 10  New Test Types  Product – Based Assessment
 Multiple Choice
 Computation
 Problem Solving

LEVEL II PAASCU – ACCREDITED
Ruste Drive, San Jose Cawa – Cawa, Zamboanga City
Senior High School
S.Y. 2021 – 2022
Mathematics Department
Consolidated Report on Evaluation and Monitoring of Instructional Program
I. A. Topic Coverage Implementation

GRADE LEVEL TOPIC COVERAGE REASONS
Grade 11 General  All topics were
Mathematics covered
Grade 11 Pre – Calculus  Almost 80% of the  Difficulty of the subject matter
topics were covered  Insufficient time for the students to

Tel. Nos. 991-8506, 991-8303, 991-8409
understand the topic

Grade 11 Business  All topics were
Mathematics covered
Grade 11 Statistics and  Almost 80% of the  Difficulty of the subject matter
Probability topics were covered  Insufficient time for the students to
Grade 11 Basic Calculus  Almost 80% of the  Difficulty of the subject matter
topics were covered  Insufficient time for the students to
Grade 11 Fundaments of  Almost 80% of the  Difficulty of the subject matter
Accountancy, Business topics were covered  Insufficient time for the students to
and Management 1 understand the topic
Grade 12 Fundaments of  Almost 80% of the  Difficulty of the subject matter
Accountancy, Business topics were covered  Insufficient time for the students to
and Management 2 understand the topic
Grade 12 Organization  All topics were
and Management covered
Grade 12 Quantitative  All topics were
Research covered
Grade 12 Business  Almost 80% of the  Difficulty of the subject matter
Finance topics were covered  Insufficient time for the students to
Grade 12 Principles of  All topics were
Marketing covered
Grade 12 Applied  All topics were
Economics covered
Grade 12 Inquiries,  All topics were
Immersion and covered
Investigation
Grade 12 Business  All topics were
Ethics covered
I. B. Strategies
GRADE LEVEL MOST EFFECTIVE LESS EFFECTIVE/NOT
EFFECTIVE
Grade 11 General  Interactive Discussion  Group Activities
Mathematics  Powerpoint
Presentations
Grade 11 Pre – Calculus  Click and Raise Hand  Thumbs up or Thumbs Down
Button
 Emoticon/Reaction

Tel. Nos. 991-8506, 991-8303, 991-8409
 Exit Ticket
Grade 11 Business  Video Viewing  Large Group Discussion
Mathematics  Graphic Organizer
 Peer Evaluation
 Output Presentation
Grade 11 Statistics and  Interactive Discussion  Group Activities
Probability  Powerpoint
Presentations
Grade 11 Basic Calculus  Click and Raise Hand  Thumbs up or Thumbs Down
Button
 Emoticon/Reaction
 Exit Ticket
Grade 11 Fundaments  Video Viewing  Large Group Discussion
of Accountancy,  Graphic Organizer
Business and  Peer Evaluation
Management 1  Output Presentation
Grade 12 Fundaments  Video Viewing  Large Group Discussion
of Accountancy,  Graphic Organizer
Business and  Peer Evaluation
Management 2  Output Presentation
Grade 12 Organization  One Sentence  Group Activities
and Management Summary  Jumbled Words
 Ask and Tell  Pairs Compare
 Sentence Completion
 Graphic Organizer
 SWOT Analysis
 Brainstorming
Grade 12 Quantitative  Video Viewing  Large Group Discussion

Research  Pair/Group Work
 Peer Evaluation

Finance  Pair/Group Work
 Peer Evaluation
Grade 12 Principles of  Video Viewing  Large Group Discussion

Marketing  Graphic Organizer
 Peer Evaluation
 Output Presentation
Grade 12 Applied  Brain Teasers  Group Activities

Tel. Nos. 991-8506, 991-8303, 991-8409
Economics  Emoji of the Day  Grocery List

 Concept Map
 Definition of Terms
Grade 12 Inquiries,  Video Viewing  Large Group Discussion
Immersion and  Pair/Group Work
Investigation  Peer Evaluation

Ethics  Pair/Group Work
 Peer Evaluation
I. C. Assessment
Varied assessments strategies were utilized:
GRADE LEVEL TRADITIONAL ALTERNATIVE
Grade 11 General  New Test Types  Product – Based
Mathematics * True or False Assessment
* Identification
* Multiple Choice
* Solving/Computation
Grade 11 Pre – Calculus  New Test Types  Product – Based

* True or False Assessment
* Identification
* Multiple Choice
Grade 11 Business  New Test Types  Product – Based
Mathematics * Multiple Choice Assessment
* Solving/Computation * Business Plan
* Poster Ad Making
Grade 11 Statistics and  New Test Types  Product – Based
Probability * True or False Assessment
* Identification
* Multiple Choice
Grade 11 Basic Calculus  New Test Types  Product – Based
* True or False Assessment
* Identification
* Multiple Choice
Grade 11 Fundaments of  New Test Types  Product – Based
Accountancy, Business and * Multiple Choice Assessment
Management 1 * Solving/Computation * Poster Ad Making

Tel. Nos. 991-8506, 991-8303, 991-8409
Grade 12 Fundaments of  New Test Types  Product – Based

Accountancy, Business and * Multiple Choice Assessment
Management 2 * Solving/Computation * Cost Flows and
Journals
Grade 12 Organization  New Test Types  Case Study

and Management * Multiple Choice  Wordle
* True or False  SWOT and PESTO
* Identification Analysis
 Group Presentation
Grade 12 Quantitative  New Test Types  Research Paper

Research * Situational Multiple
Choice
* Situational Problem
Solving
Grade 12 Business Finance  New Test Types  Case Study

* Multiple Choice  Business Plan
* True or False  Group Presentation
* Identification
Grade 12 Principles of  New Test Types  Product – Based

Marketing * Multiple Choice Assessment
* Solving/Computation * Poster Ad Making
Grade 12 Applied  New Test Types  Case Study

Economics * Multiple Choice  Wordle
* True or False  SWOT and PESTO
* Identification Analysis
 Group Presentation
Grade 12 Inquiries,  New Test Types  Research Paper
Immersion and * Situational Multiple
Investigation Choice
* Situational Problem
Solving
Grade 12 Business Ethics  New Test Types  Case Study

* Multiple Choice  Group Presentation
* True or False
* Identification

Tel. Nos. 991-8506, 991-8303, 991-8409
B. Non – Academic Supervision

B.1 Character Formation
B.2 Student Activity Implementation Monitoring (c/o SMs)
C. Personnel Supervision (Faculty Performance)

C.1 Observation of classes to assess Teachers’ Performance
1.1) Pop-in visit .This is an unannounced visit. The administrators (Principal or Subject
Area Coordinators) look around and do some direct observation which will last for about
3 to 5 minutes. (Tool to be used: Tool 1 Answering question of any of the following;
What I See in Teacher’s and Students’ behavior or What I Hear from the Teacher
and Student)
1.2) Formative Assessment. This will last for more than 10 minutes and a general
announcement for this visit is posted in the Faculty Room. There are different lenses of
observations using a checklist or a direct observation record. This can be followed by a
written summary on conference with the teacher (Tool to be used: Tool 2)

Tel. Nos. 991-8506, 991-8303, 991-8409
1.3) Formal observation. This is an announced visit giving detail date for the
observation of each teacher, lasting on an agreed-upon amount of time. This include a pre
and post conferences and a written Think Plan for the areas of improvement (Tool to be
used: Tool 3a Classroom Observation Tool for Teachers, Tool 3b.1 Pre Conference
Tool and Tool 3b.2 Post Conference Tool, Tool 3c Classroom Observation Tool for
Students)
1.4) The 3:1 Feedbacking of strengths and areas for improvement is used in these
processes
NUMBER OF FREQUENCY OF TIME LENS OF

YEARS IN OBSERVATION OBSERVATION
TEACHING
1 – 3 years Formative - Once a month June Classroom Management
Summative – Once every
quarter
July Social Interaction
August (SUMMATIVE)
September Questioning Skills

Handling of Responses
October Judicious Use of

Technology
Assessment Validation
Data
November
(SUMMATIVE)
December
Transition of Activity
Use of Strategies
January
(SUMMATIVE)
February
(YEAR-END
March SUMMATIVE)
4 – 8 years Formative and Summative 1st Quarter

Tel. Nos. 991-8506, 991-8303, 991-8409
– Once every quarter 2nd Quarter

3rd Quarter
4th Quarter
9 years and above Formative Random pop-in 1st Quarter
once every month 2nd Quarter
3rd Quarter
Summative Once - every 4th Quarter
semester
C.2 Year – End Performance Efficiency (Exit Conference)

This conference is done once a year at the end of the school year to communicate the
faculty’s rating, commendations and recommendations for improvement. The year – end
evaluation includes instructional competencies, personality and accomplishments, philosophy of
life and education.
D. Coaching and Mentoring

Tel. Nos. 991-8506, 991-8303, 991-8409

Tel. Nos. 991-8506, 991-8303, 991-8409

Tel. Nos. 991-8506, 991-8303, 991-8409
Year 1 School Culture (PVMGO, Claretian Spirituality, Academic and Non –

Academic Policies and Programs, Utilization of the Policies of the
School, Roles and Responsibilities, Benefits)
Summer In – Service Orientation into the School Culture

First Trimester PVMGO (Roles and Responsibilities and Benefits, School
Policies)
Second Trimester Academic and Non – Academic Policies and Programs
Third Trimester Claretian Spirituality
Year 2 School’s Pedagogical Practices

Establishing Buddy System and Instructional Team
CRITERIA FOR THE MENTOR

1. Empowering (Coaching Skills)
2. Inspiring (Inter-personal Skills)
3. Knowledgeable (Content and Curriculum)
N.B. CREATE A PORTFOLIO ASSESSMENT OF THE PARENTS
First to Third Trimester Learning Action Cells (Problem Solution on teaching and
learning practices)
Year 3 Developing Teacher’s Potentials through Photos, Journals and Teaching

Portfolios
CSZC PROFESSIONAL LEARNING COMMUNITY (PLC) PROGRAM
Professional Learning Community (PLC) is a structure established by the school for

coaching and mentoring. Teachers are updated in terms of pedagogical knowledge and skills,
and at the same time, to analyze data of students’ academic performance, behavorial and
developmental concerns.

Tel. Nos. 991-8506, 991-8303, 991-8409
There are two kinds of program conducted for PLC. One is the professional circle where
one teacher in a certain subject area becomes the resource speaker which is attended by subject
area department. Its aim is to update teachers on current pedagogical practices.
Also, an interdisciplinary professional circle is conducted wherein one teacher is

assigned with a topic and this is attended by the entire unit. The second PLC being conducted is
the Learning Action Cell (LAC) where teachers in a particular subject area discuss content
clarification, solve concerns on academic performance, classroom management and students’
behavorial challenges.
OBJECTIVES OF THE PROFESSIONAL LEARNING COMMUNITY
The following are the objectives for the Professional Learning Community (PLC):
 equip teachers with research – based teaching methods and strategies;
 motivate teachers in designing their individual professional development growth; and
 develop among teachers sound decision – making skills related to classroom
instruction challenges, establishing better relationship with colleagues and students,
and responding to students’ academic performance.
STRUCTURE OF THE PROGRAM

The different Professional Learning Community sessions are conducted on the following days:
a. Professional Circle – once a month per department;
b. Learning Action Cell – every 2nd Wednesday of the month; and
c. Interdisciplinary Professional Circle – once per trimester.
A PLC template which is a presentation plan (Professional Circle) and documentation

(Learning Action Cell and Interdisciplinary Professional Circle) is required for each session
conducted.


Supervisory Program For Principals and SACs

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Claret School of Zamboanga City

BASIC EDUCATION DIFFERENTIATED SUPERVISORY PROGRAM OF

These differences in teaching experience is coupled by the low degree of commitment

B. Non – Academic Supervision

C. Personnel Supervision (Faculty Performance)

Knowledge is best with Virtue

D. Coaching and Mentoring

The Process and Strategies

A.1.1 Curriculum Map Checklist

ELEMENTS CRITERIA COMMENTS

Knowledge is best with Virtue

LEARNING OUTCOMES [ ] The learning competencies

Knowledge is best with Virtue

REFERENCES [ ] The references are

A.1.2 Lesson Plan and Instructional Material Checklist

ELEMENTS CRITERIA COMMENTS

Knowledge is best with Virtue

A.2. Quarterly Reports (Profiling Reports) of Academic Performance of students in the

III. Students’ Performance

Claret School of Zamboanga City

Grade 7 Students' Peformance in Trimestral Assessment

Knowledge is best with Virtue

Claret School of Zamboanga City

Grade 7 Students' Peformance in Trimestral Grade

Knowledge is best with Virtue

Claret School of Zamboanga City

I. A. Topic Coverage Implementation

Knowledge is best with Virtue

Grade 8  New Test Types  Computation

Claret School of Zamboanga City

I. A. Topic Coverage Implementation

Knowledge is best with Virtue

understand the topic

Knowledge is best with Virtue

Grade 12 Quantitative  Video Viewing  Large Group Discussion

Grade 12 Business  Video Viewing  Large Group Discussion

Grade 12 Principles of  Video Viewing  Large Group Discussion

Knowledge is best with Virtue

Economics  Emoji of the Day  Grocery List

Grade 12 Business  Video Viewing  Large Group Discussion

Grade 11 Pre – Calculus  New Test Types  Product – Based

Knowledge is best with Virtue

Grade 12 Fundaments of  New Test Types  Product – Based

Grade 12 Organization  New Test Types  Case Study

Grade 12 Quantitative  New Test Types  Research Paper

Grade 12 Business Finance  New Test Types  Case Study

Grade 12 Principles of  New Test Types  Product – Based

Grade 12 Applied  New Test Types  Case Study

Grade 12 Business Ethics  New Test Types  Case Study

Knowledge is best with Virtue

B. Non – Academic Supervision

B.2 Student Activity Implementation Monitoring (c/o SMs)

C. Personnel Supervision (Faculty Performance)

Knowledge is best with Virtue

NUMBER OF FREQUENCY OF TIME LENS OF

September Questioning Skills

October Judicious Use of

4 – 8 years Formative and Summative 1st Quarter

Knowledge is best with Virtue

– Once every quarter 2nd Quarter

C.2 Year – End Performance Efficiency (Exit Conference)

D. Coaching and Mentoring