SDO Mandaluyong Recruitment, Selection, and Promotion For Master Teacher II, III, IV, V

Republika ng Pilipinas
Department of Education
Schools Divison Office - Mandaluyong
PPST INDICATORS SUMMARY FORM FOR TEACHING POSITIONS
Name: Current Position:
Position Applied: Item Number:
Station/School SG/Annual Salary:
Level: Kindergarten Junior High School
Elementary Senior High School
PERFORMANCE REQUIREMENTS
1. Copy of duly approved IPCRF within three performance cycles, including most recent in the current position.
2. The applicant must meet the following performance requirements depending on the position applied for.
Position Applied Performance Requirements
At least 10 Highly Proficient COIs at Outstanding; and 5 Highly Proficient NCOIs at Very Satisfactory and 5
Master Teacher II
Highly Proficient NCOIs at Outstanding
21 Highly Proficient COIs at Oustanding; and 8 Highly Proficient NCOIs at Very Satisfactory and 8 Highly
Master Teacher III
Proficient NCOIs at Outstanding
Summary of the Achievement of PPST Indicators
Performance Cycle Numerical Adjectival
Domain/Strand/Indicators
(School Year) Rating Rating
No. Domain 1. Content Knowledge and Pedagogy
1.1.3 Model effective applications of content knowledge within and across
1
curriculum teaching areas.
1.2.3 Collaborate with colleagues in the conduct and application of research to
2
enrich knowledge of content and pedagogy.
1.3.3 Promote effective strategies in the positive use of ICT to facilitate the
3
teaching and learning process.
1.4.3 Evaluate with colleagues the effectiveness of teaching strategies that
4
promote learner achievement in literacy and numeracy.
1.5.3 Develop and apply effective teaching strategies to promote critical and
5
creative thinking, as well as other higher-order thinking skills.
1.6.3 Model and support colleagues in the proficient use of Mother Tongue,
6 Filipino and English to improve teaching and learning, as well as to develop the
learners’ pride of their language, heritage and culture.
1.7.3 Display a wide range of effective verbal and non-verbal classroom
7 communication strategies to support learner understanding, participation,
engagement and achievement.
Domain 2. Learning Environment
2.1.3 Exhibit effective strategies that ensure safe and secure learning
8 environments to enhance learning through the consistent implementation of
policies, guidelines and procedures.
2.2.3 Exhibit effective practices to foster learning environments that promote
9
fairness, respect and care to encourage learning.
2.3.3 Work with colleagues to model and share effective techniques in the
management of classroom structure to engage learners, individually or in groups,
10
in meaningful exploration, discovery and hands-on activities within a range of
physical learning environments.
2.4.3 Work with colleagues to share successful strategies that sustain supportive
11 learning environments that nurture and inspire learners to participate, cooperate
and collaborate in continued learning.
2.5.3 Model successful strategies and support colleagues in promoting learning
12 environments that effectively motivate learners to work productively by assuming
responsibility for their own learning.

2.6.3 Exhibit effective and constructive behavior management skills by applying

13
positive and non-violent discipline to ensure learning focused environments.
Domain 3. Diversity of Learners
3.1.3 Work with colleagues to share differentiated, developmentally appropriate
14 opportunities to address learners’ differences in gender, needs, strengths,
interests and experiences.
3.2.3 Exhibit a learner-centered culture that promotes success by using effective
15 teaching strategies that respond to learners' linguistic, cultural, socio economic
and religious backgrounds

3.3.3 Assist colleagues to design, adapt and implement teaching strategies that
16
are responsive to learners with disabilities, giftedness and talents.
 3.4.3 Evaluate with colleagues teaching strategies that are responsive to the
special educational needs of learners in difficult circumstances, including:
17
geographic isolation; chronic illness; displacement due to armed conflict, urban
resettlement or disasters; child abuse and child labor practices.

3.5.3 Develop and apply teaching strategies to address effectively the needs of
18
learners from indigenous groups.
Domain 4. Curriculum and Planning
4.1.3 Develop and apply effective strategies in the planning and management of
19 developmentally sequenced teaching and learning process to meet curriculum
requirements and varied teaching contexts.
4.2.3 Model to colleagues the setting of achievable and challenging learning
20 outcomes that are aligned with learning competencies to cultivate a culture of
excellence for all learners.
4.3.3 Work collaboratively with colleagues to evaluate the design of learning
21 programs that develop the knowledge and skills of learners at different ability
levels.
4.4.3 Review with colleagues, teacher and learner feedback to plan, facilitate, and
22
enrich teaching practice.
4.5.3 Advise and guide colleagues in the selection, organization, development and
23 use of appropriate teaching and learning resources, including ICT, to address
specific learning goals.
Domain 5. Assessment and Reporting

5.1.3 Work collaboratively with colleagues to review the design, selection,

24 organization and use of a range of effective diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.

5.2.3 Interpret collaboratively monitoring and evaluation strategies of attainment

25
data to support learner progress and achievement.

5.3.3 Use effective strategies for providing timely, accurate and constructive
26
feedback to encourage learners to reflect on and improve their own learning.

5.4.3 Apply skills in the effective communication of learner needs, progress and
27
achievement to key stakeholders, including parents/guardians.

5.5.3 Work collaboratively with colleagues to analyze and utilize assessment data
28 to modify practices and programs to further support learner progress and
achievement.
Domain 6. Community Linkages and Professional Engagement
6.1.3 Reflect on and evaluate learning environments that are responsive to
29
community contexts.
6.2.3 Guide colleagues to strengthen relationships with parents/guardians and
30 the wider school community to maximize their involvement in the educative
process.

6.3.3 Discuss with colleagues teaching and learning practices that apply existing
31 codes, laws and regulations that apply to the teaching profession, and the
responsibilities specified in the Code of Ethics for Professional Teachers

6.4.3 Exhibit commitment to and support teachers in the implementation of

32 school policies and procedures to foster harmonious relationships with learners,
parents and other stakeholders.
Domain 7. Personal Growth and Professional Development
7.1.3 Manifest a learnercentered teaching philosophy in various aspects of
33 practice and support colleagues in enhancing their own learner-centeredculture
within the school.

7.2.3 Identify and utilize personal professional strengths to uphold the dignity of
34
teaching as a profession to help build a positive teaching and learning

7.3.3 Contribute actively to professional networks within and between schools to

35
improve knowledge and to enhance practice.
7.4.3 Initiate professional reflections and promote learning opportunities with
36
colleagues to improve practice.
7.5.3 Reflect on the Philippine Professional Standards for Teachers to plan
37 personal professional development goals and assist colleagues in planning and
achieving their own goals.
Prepared: Certified Correct: Validated:

Applicant School Head Division HR Staff

No. of COIs
No. of NCOIs