PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies

Built relationships with *Engage with parents/guardians

4.3 Communicated promptly and parents/guardians and the involvement to improve access to
To develop a strong
clearly the learners’ needs, wider school community to education.
relationship towards building Admin Support, Principal,
progress and achievement to key facilitate involvement in the *Applying new learning from Year-round
schools and community Colleagues
stakeholders, including educative process. attending
involvement.
parents/guardians. (PPST 5.4.2) Developed a personal courses/training/seminars/worksh
improvement plan based on op/LAC/INSET
reflection of one's practice and
ongoing professional learning.
B. Core Behavioral Competencies
Immersing oneself in the goals
Service Orientation To have the grasp in explaining and objectives of the school
Initiates activities that and articulating organizational through peer consultation. Admin Support, Principal,
Professionalism and Ethics Year-round
promote advocacy to men directions, issues and Colleagues
and women empowerment. problems.

Feedback:
Facing the unpredictable changes brought about the new education, teachers should readjust some of the goals in the IPCRF-development plan as needed.

JOZIEL B. KHIONG JANICE A. MARTIN DELA PEÑA, JESUS P.

Teacher II Assistant Principal II Principal IV
RATEE RATER APPROVING AUTHORITY
This sheet shall be accomplished during: i) Phase I: Performance Planning and Commitment, based on the results of e-SAT; and ii) Phase II: Performance Monitoring and Coaching, based on the agreements on the Performance Monitoring and
Coaching Form and Mid-year Review Form; and iii) Phase IV: Performance Rewarding and Development Planning, based on the actual results of IPCRF.

The Ratee can modify the cell (i.e., add rows) to reflect his/her development needs and strengths