DEVELOPMENT PLANS OF THE IPCRF (IPCRF- DP)

Action Plan
Strengths Development Needs (Recommended Timeline Resources Needed
Developmental Intervention)
A. Teaching Competencies (PPST)

Objective 1, KRA 1 Objective 2, KRA 1 -Participating in LAC sessions and

-Applied knowledge of -To use a range of
content within and across teaching strategies that
curriculum teaching enhance learner
areas achievement in literacy
and numeracy skills
Objective 2, KRA 2
-Managed learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused Objective 3, KRA 1
environments -To apply a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
Objective 1, KRA 3 thinking skills
-Planned, managed and
implemented
developmentally
sequenced teaching and Objective 1, KRA 2
learning processes to -To manage classroom
meet curriculum structure to engage
requirements learners, individually or in
groups, in meaningful
exploration, discovery and
hands-on activities within
a range of physical
learning environments
applying the learning shared by
colleagues and mentors (Dept. -School Heads/Master
Head, Master Teachers & Co- Teachers/ Co-Teachers
Teachers)
-Applying new and interesting -Learning and
approaches that can effectively -Year-round Development Team
enhance the learners’ literacy and
numeracy skills
-Integrating other subjects (esp.
Math and Science) into English
-Asking advice from (applying the
advice of) experienced teachers
about the effective strategies that -School Heads/ Master
are appropriate & useful especially Teachers
in dealing with low level or -Year-round
challenging students -Experienced Co-
-Developing fun and interesting Teachers
activities that can enhance students
higher order thinking skills by
taking into consideration their type
of intelligence
-Giving/Assigning differentiated
tasks to students in line with their
interest and skill -School Heads/ Master
-Applying new learning from Teachers
attending LAC sessions -Year-round
-Coaching and Mentoring -Learning and
Development Team

Objective 1, KRA 4
-Designed, selected, Objective 3, KRA 2
organizes and used -To use differentiated,
diagnostic, formative, developmentally
and summative appropriate learning
assessment strategies experiences to address
consistent with learners gender, needs,
curriculum strengths, interests, and
experiences
Objective 2, KRA 3
Objective 3, KRA 4 -To participate in collegial
-Communicated promptly discussions that use
and clearly the learners teacher and learner
needs, progress and feedback to enrich
achievement to teaching practice
stakeholders, including
parents/ guardians
Objective 3, KRA 3
-To select, develop,
Objective 1, KRA 5 organize and use
(Plus Factor) appropriate teaching and
-Performed various learning resources,
related works/ activities including ICT, to address
that contribute to the learning goals
teaching-learning process
Objective 2, KRA 4
-To monitor and evaluate
learner progress and
achievement using learner
attainment data
B. CORE BEHAVIORAL COMPETENCIES (DepEd)
 Result Focus
-Assigning tasks that are -School Heads/ Master
appropriate to each student’s skill, Teachers/Co-Teachers
interest, and gender without any -Year-round
bias or prejudice -Learning and
-Asking advice from well- Development Team
experienced teachers (Mentoring)
-Applying new learning from
attending -Year-round -School
courses/seminars/workshops Principal/School
Heads/Master Teachers
-Developing skills & knowledge by
pursuing advanced academic -3-6 Years -
degrees
-Coaching and Mentoring
-Using materials that are current or -School Heads/ Master
up-to-date to effectively engage Teachers
learners in class discussion -Year-round
-Integrating technology in the
lesson to keep the class challenging
yet interesting
-Recording the learners’ progress in
written and performance tasks -School Heads/
religiously
Master Teachers/Co-
-Communicating with the parents -Year-round
regarding their children’s progress Teachers
-Coaching and Mentoring on how to
deal with challenging students
-Coaching and Mentoring -School Heads/ Master
 Self-Management -Conducting remediation for -Year-round Teachers/ Co-Teachers
students who are falling behind
-Involving parents by meeting them -School Guidance
every grading period or when Counselor
 Professionalism &
necessary
Ethics  Teamwork -Participating in LAC session -School Heads/ Master
(Coaching and Mentoring) Teachers/ Co-Teachers
-Participating in different tasks -Year-round
within and across the organization
 Service -Strengthening awareness of
Orientation organizational directions, issues,
and problems -School Principal/
-Participating actively in school School Heads/ Master
activities such as meetings and Teachers/ Co-Teachers
events
-Taking initiative in updating of -Year-round
DepEd mission, vision, and other
related programs, policies, and
innovation
 Innovation -Coaching and Mentoring - Regular
-Attending workshops/seminars Coaching
like INSET to develop personal
productivity and professional
knowledge -School Heads/ Master
-Sharing creative but plausible ideas -Year-round Teachers/ Co- Teachers
with colleagues on how to solve
some problems and improve
teaching methods

Prepared by: NOTED:

NOVY JANE A. BALADHAY NANETTE L. LIBRODO

Teacher 1- English Department HT 1, English Department

APPROVED:

LUDA G. AHUMADA Ph.D.

Principal III