Teacher Reflection Form (TRF)

LAC SESSION of SHS – Academic Teachers

NAME: JUDE MARIE CLAIRE M. DEQUINA POSITION/ DESIGNATION: LSB

NO.: DATE SUBMITTED:

October 18, 2023

Directions: Write your own meaningful reflection paper about SHS ACAD LAC Session 1
Topics

The accomplishment reports by teachers for each subject area hold significant importance
in assessing and showcasing the educator's effectiveness and impact within the classroom. Here’s
my reflection on their importance: (a) Demonstration of Expertise: Subject-specific
accomplishment reports allow teachers to showcase their proficiency and expertise in teaching a
particular subject. It highlights the teacher’s understanding of the subject matter, their
pedagogical skills, and the strategies used to facilitate student learning in that specific area. (b)
Data for Professional Development: These reports can serve as valuable data for a teacher's
professional growth. They help educators identify areas of strength and areas that might need
improvement within a specific subject, guiding their professional development goals. (c)
Evaluation of Instructional Methods: Accomplishment reports per subject enable teachers to
assess the effectiveness of their instructional methods. They can reflect on what worked well and
what might need adjustment, thereby refining their teaching strategies for better outcomes. (d)
Quality Improvement and Innovation: Reflecting on accomplishment reports per subject
encourages teachers to innovate and improve their teaching methodologies. It serves as a tool for
continuous enhancement, fostering a culture of ongoing improvement within the classroom.
In summary, teachers’ accomplishment reports per subject are essential tools for
evaluating, recognizing, and continuously improving teaching effectiveness within specific
subject areas. They serve as a reflection of a teacher's expertise, efforts, and impact on student
learning within a particular academic domain.
JUDE MARIE CLAIRE M. DEQUINA CORAZON T. VECINO
LSB Teacher LAC Coordinator

Teacher Reflection Form (TRF)

LAC SESSION of SHS – Academic Teachers

NAME: JUDE MARIE CLAIRE M. DEQUINA POSITION/ DESIGNATION: LSB

NO.: DATE SUBMITTED:

September 15, 2023

Questions for Reflection
 What is the importance of Multi-Year Guidelines on the RPMS-PPST for teacher?
 What is your reflection on the importance of Phase II- Performance Monitoring and
Coaching?

A. Multi-year guidelines in the Results-Based Performance Management System (RPMS) -

Philippine Professional Standards for Teachers (PPST) hold significant importance for
teachers in several ways: (1) Continuity and Progress Monitoring: These guidelines enable
teachers to track their progress and development over time. This continuity ensures that
growth and improvement are consistently monitored, and it allows for adjustments to be
made based on prior performance reviews. (2) Focused Professional Growth: Teachers can
focus on specific areas of improvement over an extended period. With multi-year guidelines,
they can concentrate on their strengths and weaknesses, gradually enhancing their skills, and
meeting the standards set by the PPST. (3) Alignment with Educational Standards: Multi-
year guidelines align teacher development with the evolving educational landscape and
teaching standards. This alignment ensures that educators are continually growing in line
with the requirements and expectations of the educational system.
Overall, the importance of multi-year guidelines within RPMS and PPST lies in their ability
to offer a structured framework for teachers’ professional growth and development, ensuring that
educators continuously evolve to meet the changing demands of the education sector, and
ultimately improving the quality of education delivered to students.
B. Phase II performance monitoring and coaching play a crucial role in the professional
development of teachers within the Results-Based Performance Management System
(RPMS). Here are some my reflections on their significance: (1) Individualized Support:
Phase II performance monitoring and coaching offer personalized guidance to teachers. This
individualized approach recognizes that each educator has unique strengths and areas for
improvement. Through monitoring and coaching, specific support can be provided to address
these individual needs. (2) Continuous Improvement: It’s a process that fosters continuous
improvement. By regularly monitoring performance and providing coaching, teachers have
the opportunity to make ongoing adjustments and refinements in their teaching
 methodologies, strategies, and approaches to enhance their effectiveness in the classroom.
(3)Alignment with Standards: It ensures that teachers’ performance aligns with the
standards set by the RPMS and the Philippine Professional Standards for Teachers (PPST).
Regular monitoring and coaching help in ensuring that teachers are meeting the defined
criteria and making progress in their professional development journey.

In essence, Phase II performance monitoring and coaching provide a structured

framework that supports teachers in their professional development journey. This structured
support system encourages growth, aligns with standards, and ensures that teachers
continually enhance their teaching practices, benefiting both educators and their students.

JUDE MARIE CLAIRE M. DEQUINA CORAZON T. VECINO

LSB Teacher LAC Coordinator
FILIPINO LAC SESSION
September 1, 2023
 Teacher Reflection Form (TRF)
LAC SESSION of SHS – Academic Teachers

NAME: JUDE MARIE CLAIRE M. DEQUINA POSITION/ DESIGNATION: LSB

NO.: DATE SUBMITTED:

November 24, 2023

Reflect on the significance of presenting the consolidated MPS Results, students with 74%,
SARDO in Quarter 1, 2023-2024, and significant/relevant concerns per learning area.
The presentation of consolidated Minimum Performance Standards (MPS) results,
particularly identifying students with a 74% score and those labeled as "Student-At-Risk of
Dropping Out" for Quarter 1, 2023-2024, is crucial in education for several reasons:
It provides a comprehensive snapshot of academic progress, enabling educators to
provide timely intervention and support to struggling students. It also allows for targeted
resource allocation, directing attention to specific subjects or areas where students might be
facing challenges. Sharing these results with parents and stakeholders fosters transparency and
collaboration, encouraging active involvement in addressing academic concerns. The data
presented allows educational institutions to make informed decisions, formulating action plans,
modifying teaching methodologies, and implementing curriculum adjustments tailored to address
identified concerns. By addressing these concerns early on, educators pave the way for improved
academic outcomes and overall student success, establishing a foundation for continuous
improvement and helping prevent potential dropouts, contributing to long-term student
achievement.
In essence, presenting consolidated MPS results, highlighting specific student
performance levels and concerns, is instrumental in fostering a proactive and holistic approach to
education. It not only aids in addressing immediate academic issues but also serves as a catalyst
for creating a supportive learning environment conducive to long-term student success.
JUDE MARIE CLAIRE M. DEQUINA CORAZON T. VECINO
LSB Teacher LAC Coordinator