DEVELOPMENT PLANS Action Plan ( Recommended Development Intervention)

KRA OBJECTIVES INTERVENTIONS

1. Applied knowledge of content within and across Attend/trainings/workshop to enhance knowledge of content within and across curriculum teaching areas and
1 curriculum teaching areas. (PPST 1.1.2) understand variety of pedagogies and identify which are best to help students learn

Establish a culture that supports literacy, create classroom library for independent reading, incorporate
storytelling to make connections to real-world scenario, quantify and measure their environment in different 1. Content
2. Used a range of teaching strategies that enhance
2 learner achievements in literacy and numeracy skills.
ways, help students gain knowledge through reading as well as using media and technology, try game-based Knowledge and
(PPST 1.4.2) Pedagogy
learning, bring math into daily life, sketch word problems

Connect concepts, rephrase your problems and challenge statements as questions, teach learners to infer, use
3. Applied a range of strategies to develop critical and
graphic organizers, teach problem-solving strategies, encourage creative thinking, use analogies, promote
3 creative thinking, as well as other higher-order thinking
interaction among students, ask open-ended questions, use real-life problems, use group discussions, ask
skills. (PPST 1.5.2)
divergent questions, move from concrete to abstract and back.

4. Managed classroom structure to engage learners, Understand your students, practice patience, be aware of the causes of behavior, engage with students, reflect
individually or in groups, in meaningful exploration, on their own role in discussions , build positive relationships with students and parents, foster student
4 discovery and hands-on activities within arange of connections, outline classroom rules for positive behavior, use positive reinforcement, group by learning style
physical learning environments. (PPST 2.3.2) not ability

2. Learning
Redirect the child's attention to another activity, restructure the environment so as to remove or cut down on Environment &
5. Manage Learner behavior constructively by applying
temptations for misbehaviour, model and promote positive behaviors, engage parents with positive Diversity of
5 positive non-violent discipline to ensure learning
communication opportunities, establish ground rules, have a good control behavior, develop a rapport with Learners
focused environments. (PPST 2.6.2)
learners, reward positive acts

Use flexible grouping for differentiated instruction, get to know your students, acknowledge and respect
6. Used differentiated developmentally appropriate
every student, practice cultural and religious sensitivity, incorporate diversity in the lesson plan, embrace
6 learning experiences to address learners' gender needs,
small group and learning stations, group by learning style not ability, customize teaching to suit multiple
strengths, interests and experiences.(PPST 3.1.2)
forms of intelligence
 7. Planned, managed and implemented developmentally Identify the learning objectives, align standards with curriculum/resources and assessments, align the learning
sequenced teaching and learning processess to meet objectives to performance objectives, plan the specific learning activities, create a teaching template, plan to
7 curriculum requirements and varied teaching contexts. sequence the lesson in an engaging and meaningful manner, create a realistic timeline, develop assessment
(PPST 4.1.2) tools, monitor students' progress

Be an actively listener and provides honest feedback, plan team activities, participate in professional
8. Participated in collegial discussions that use teacher development, criticize ideas, not individuals, commit to learning, not debating, avoid blame, speculation, 3. Curriculum
8 and learner feedback to enrich teaching practice. (PPST inflammatory language, stimulates enthusiasm among teachers and reduces emotional stress and burnout, Planning
4.4.2) treat others with dignity, respect, fairness, equality and integrity, and maintaining confidentiality when
required.

Choose materials that present information in a variety of ways, use mixed media and visual appeal, alignment
9. Selected, developed, organized and used appropriate
to standards and depth of knowledge, develop new skills to become more creative, plan and seek to develop
9 teaching and learning resources, including ICT, to
all components of ICT capability, embed ICT in the meaningful and purpose-driven context, select the
address learning goals. (PPST 4.5.2)
appropriate ICT tools

Identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or
10. Designed, selected, organized and used diagnostic,
learning standards they have not yet achieved , define performance criteria, provide comprehensive feedback,
10 formative and summative assessment strategies
encourage peer discussions, keep the learner engage, determine next steps during the learning process, build
consistent with curriculum requirements. (PPST 5.1.2)
on the students' strengths and address their specific needs and collect constant data

Create individualized plan for struggling learners, identify program goals and objectives, identify student
11. Monitored and evaluated learner progress and level of knowledge, skills, and understanding, identify gaps and weaknesses, ask previous learning 4. Assessment and
11 achievement using learner attainment data. (PPST 5.2.2) experiences or understandings, use short surveys or quizzes, create an analysis plan and reporting templates, Reporting
Identify gaps or areas of potential growth, and use standardized tests

Build positive relationships and maintain support for your initiatives, create reliable communication channels
12. Communicated promptly and clearly the learners'
between school, allow stakeholders to share concerns, new ideas and their unique perspectives, reach a
12 needs, progress and achievement to key stakeholders,
common educational goal through team effort, be honest about student performance, encourage teamwork, be
including parents/guardians. (PPST 5.4.2)
sure to give positive feedback, promote information sharing

Teach students to think for themselves, vital skills they need to learn, reflect on how and what they are
13. Applied a personal philosophy of teaching that is
13 learner-centered. (PPST 7.1.2)
learning, allow students to make decisions about what content to learn and promote student-to-student
interaction
5. Personal Growth
and Professional
Development
 5. Personal Growth
and Professional
Development
14. Set professional development goals based on the Set a clear expectations of teachers along well-defined career stages of professional development from
14 Philippine Professional Standards for Teachers. (PPST beginning to distinguished level, engage teachers to actively embrace a continuing effort in attaining
7.5.2) proficiency, familiarize the seven domains of the Philippine Professional Standards for Teachers

Speakership and involvement in trainings, workshops, action plan writing, research and creation of programs
15. Performed various related works/activities that
15 contribute to the teaching-learning process. (PPST 7.5.2)
and projects related to teaching-learning innovations, contest awardee and chairmanship in school, district PLUS FACTOR
and division level authored/ contributed to a book or journal, member of a technical working group etc..
 DEVELOPMENT PLANS Action Plan ( Recommended Development Intervention)
BACK
KRA OBJECTIVES INTERVENTIONS
TO
DASH
Attend/trainings/workshop to enhance knowledge of content within and across BOAR
1. Modeled effective applications of content knowledge
curriculum teaching areas and understand variety of pedagogies and identify which are
1 within and across curriculum teaching areas. (PPST
best to help teachers to improve students' learning and create meaningful connections D
1.1.3)
including appropriate interdisciplinary topics and learning competencies.

Establish a culture that supports literacy, annotate the text, incorporate storytelling to
2. Evaluated with colleagues the effectiveness of make connections to real-world scenario, use of images and shapes to reflect the 1. Content
2 teaching strategies that promote learner achievement in meaning of the numbers, quantify and measure their environment in different ways, try Knowledge and
literacy and numeracy. (PPST 1.4.3) game-based learning, bring math into daily life, implement daily practice, sketch word Pedagogy
problems.

Use analogies, promote interaction among students, ask open-ended questions,use real-
3. Developed and applied effective teaching strategies to life problems, connect concepts, rephrase problems, teach learners to infer, encourage
3 promote critical and creative thinking, as well as other questioning, teach problem-solving strategies, encourage creative thinking, use
higher-order thinking skills. (PPST 1.5.3) analogies, promote interaction among students, move from concrete to abstract and
back.

4. Worked with colleagues to model and shared effective

Model ideal behavior, practice patience, engage with students, reflect on their own role
techniques in the management of classroom structure to
in discussions, build positive relationships with students and parents, foster student
4 engage learners, individually or in groups, in meaningful
connections, outline classroom rules for positive behavior, group by learning style not
exploration, discovery and hands-on activities within a
ability, use learning structures, make goals and expectations clear.
range of physical learning (PPST 2.3.3)

2. Diversity of
5. Exhibit effective and constructive behavior Set the classroom rules at the start of the year, appropriate behavior should be Learners &
management skills by applying positive non-violent reinforced, remain neutral during conflicts, search for the root cause of the Assessment and
5 discipline to ensure learning-focused environments. misbehaviour, redirect the child’s attention to another activity, restructure the Reporting
(PPST 2.6.3) environment so for unacceptable behavior models, pay attention to the positives

6. Worked with colleagues to share differentiated, Schedule daily activities to promote learner's development and learning, arrange
developmentally appropriate oppurtunities to address firsthand and meaningful experiences that are cognitively and creatively stimulating,
6 learners' differences in gender, needs, strengths, interests invite exploration and investigation, engage learner’s active involvement, give clear,
and experiences. (PPST 3.1.3) simple choice, acknowledge and engage with children in the classroom.
Be positive an

7. Developed and applied effective strategies in the

Build positive relationships and enthusiastic when teaching, provide positive
planning and management of developmentally
reinforcement, be open to feedback, encourage collaboration, use current curriculum 3. Curriculum and
7 sequenced teaching and learning process to meet
and teaching methods, use clear languages, create a well-designed lesson plan, assist Planning
curriculum requirements and varied teaching context.
the teachers to translate the curriculum into learning activities.
(PPST 4.1.3)
 Create a truly shared vision and goals, use discussion and dialogue, work through
8. Reviewed with colleagues, teacher and learner conflict, work collaboratively, adapt the modelled instruction for their own classroom
8 feedback to plan, facilitate and enrich teaching practice. contexts, analyze feedback that should be clear, precise, and cite specific examples
(PPST 4.4.3) from the observation, feedback should be educative in nature and be given in a timely
manner.

4. Community
Linkages and
9. Advised and guided colleagues in the selection, Plan and seek to develop all components of ICT capability, embed ICT in the Professional
organization, development and use of appropriate meaningful and purpose-driven context, create computer-supported collaborative work
9 teaching and learning resources including ICT, to where the learners work on a common document, provide flexibility and availability of
Engagement &
address specific learning goals. (PPST 4.5.3) learning materials to all students and select the appropriate ICT tools. Personal Growth
and Professional
Development
10. Worked collaboratively with collegues to review the Practice Impromptu quizzes for conducting formative assessments, help teachers
design, selection, organization and use of a range of understand students' previous level, the knowledge they have at any given moment or
10 effective diagnostic, formative and summative what they have learned by the end of a course, identify strengths and weaknesses that
assessment strategies consistent with curriculum need improvement, assist teachers determine whether students are making adequate
requirements. (PPST 5.1.3) academic progress

Standardized tests gauge overall learning and identify knowledge gaps, set clear
11. Interpreted collaboratively monitoring and
expectations, use information that can provide evidence of student progress, take a
11 evaluation strategies of attainment data to support
snapshot of what students know, should know, and what students do not yet know,
learner progress and achievement. (PPST 5.2.3)
design a student’s reflective journal about their own learning and achievements.

Communicate relevant information on learner's need, progress and achievement to

12. Applied skills in the effective communication of
stakeholders, allow stakeholders to contribute clear ideas, have their issues heard, and
12 learner needs, progress and achievement to key
contribute to the decision making process, conduct regular parent-teacher conferences,
stakeholders, including parents/guardians. (PPST 5.4.3)
schedule quarterly progress report of learners, create a positive social media presence

13. Manifested a learner-centered teaching philosophy in Begin with a clear standards-based mind-set, provide equal opportunities to learners,
various aspect of practice and support colleagues in emphasize hands on learning and students active participation in lessons, focus on the
13 enhancing their own learner-centered teaching needs of students, enhance creative thinking rather than just passively take in
philosophy. (PPST 7.1.3) information, focus heavily on understanding what students feel when being taught.

14. Reflected on the Philippine Professional Standards Set a clear expectations of teachers along well-defined career stages of professional
for Teachers to plan personal development goals and development from beginning to distinguished level, engage teachers to actively
14 assist collegues in planning and achieving their own embrace a continuing effort in attaining proficiency, familiarize the seven domains of
goals. (PPST 7.5.3) the Philippine Professional Standards for Teachers
 Speakership and involvement in trainings, workshops, action plan writing, research and
15. Performed various related works/activities that creation of programs and projects related to teaching-learning,design innovations,
15 contribute to the teaching-learning process contest awardee and chairmanship in school, district and division level authored/
5. Plus Factor
contributed to a book or journal, member of a technical working group etc..