REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
MIMAROPA REGION
SCHOOLS DIVISION OF PALAWAN
TAYTAY DISTRICT II

OLD GUINLO ELEMENTARY SCHOOL

RESULTS-BASED
PERFORMANCE
MANAGEMENT
SYSTEM
PROFICIENT TEACHER

PORTFOLIO
2022 - 2023

JULITO C. GABIA
RATEE

MARILOU M. MORALES
RATER
TABLE OF
CONTENTS

KRA 1 OBJECTIVE 1
APPLIED KNOWLEDGE OF CONTENT WITHIN AND

CONTENT KNOWLEDGE AND ACROSS CURRICULUM TEACHING AREAS.

(PPST 1.1.2)

PEDAGOGY
OBJECTIVE 2
USED A RANGE OF TEACHING STRATEGIES THAT
ENHANCE LEARNER ACHIEVEMENT IN LITERACY AND
NUMERACY SKILLS.
(PPST 1.4.2)

OBJECTIVE 3
APPLIED A RANGE OF TEACHING STRATEGIES TO
DEVELOP CRITICAL AND CREATIVE THINKING, AS WELL
AS OTHER HIGHER ORDER THINKING SKILLS.
(PPST 1.5.2)

OBJECTIVE 4
KRA 2 MANAGED CLASSROOM STRUCTURE TO ENGAGE
LEARNERS, INDIVIDUALLY OR IN GROUPS, IN
LEARNING ENVIRONMENT & MEANINGFUL EXPLORATION, DISCOVERY AND HANDS-
ON ACTIVITIES WITHIN A RANGE OF PHYSICAL LEARNING
DIVERSITY OF LEARNERS ENVIRONMENTS.
(PPST 2.3.2)

OBJECTIVE 5
M.ANAGED LEARNER BEHAVIOR CONSTRUCTIVELY BY
APPLYING POSITIVE AND NON-VIOLENT DISCIPLINE TO
ENSURE LEARNING-FOCUSED ENVIRONMENTS
(PPST 2.6.2)

OBJECTIVE 6
USED DIFFERENTIATED, DEVELOPMENTALLY
APPROPRIATE LEARNING EXPERIENCE TO ADDRESS
LEARNERS’ GENDER, NEEDS, STRENGTHS, INTERESTS
AND EXPERIENCES.
(PPST 3.1.2)

KRA 3 OBJECTIVE 7
PLANNED, MANAGED AND IMPLEMENTED

CURRICULUM AND DEVELOPMENTALLY SEQUENCED TEACHING AND

LEARNING PROCESSES TO MEET CURRICULUM

PLANNING REQUIREMENTS AND VARIED TEACHING CONTEXTS.

(PPST 4.1.2)

OBJECTIVE 8
PARTICIPATED IN COLLEGIAL DISCUSSIONS THAT USE
TEACHER AND LEARNER FEEDBACK TO ENRICH
TEACHING PRACTICE.
(PPST 4.4.2)

OBJECTIVE 9
SELECTED, DEVELOPED, ORGANIZED AND USED
APPROPRIATE TEACHING AND LEARNING RESOURCES,
INCLUDING ICT, TO ADDRESS LEARNING GOALS.
(PPST 4.5.2)
TABLE OF
CONTENTS

KRA 4 OBJECTIVE 10
DESIGNED, SELECTED, ORGANIZED AND USED

ASSESSMENT AND DIAGNOSTIC, FORMATIVE AND SUMMATIVE

ASSESSMENT STRATEGIES CONSISTENT WITH

REPORTING CURRICULUM REQUIREMENTS.

(PPST 1.1.2)

OBJECTIVE 11
MONITORED AND EVALUATED LEARNER PROGRESS AND
ACHIEVEMENT USING LEARNER ATTAINMENT DATA.
(PPST 5.2.2)

OBJECTIVE 12
COMMUNICATED PROMPTLY AND CLEARLY THE
LEARNERS’ NEEDS, PROGRESS AND ACHIEVEMENT TO
KEY STAKEHOLDERS, INCLUDING PARENTS/GUARDIANS.
(PPST 5.4.2)

KRA 5 OBJECTIVE 13
APPLIED A PERSONAL PHILOSOPHY OF TEACHING THAT

PERSONAL GROWTH AND IS LEARNER-CENTERED.

(PPST 7.1.2)
PROFESSIONAL
DEVELOPMENT OBJECTIVE 14
SET PROFESSIONAL DEVELOPMENT GOALS BASED ON
THE PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS.
(PPST 7.5.2)

PLUS FACTOR OBJECTIVE 15

PERFORMED VARIOUS RELATED WORKS/ACTIVITIES
THAT CONTRIBUTE TO THE TEACHING-LEARNING
PROCESS.
KRA 1
CONTENT KNOWLEDGE
AND PEDAGOGY
 OBJECTIVE 01

APPLIED KNOWLEDGE OF CONTENT

WITHIN AND ACROSS CURRICULUM
TEACHING AREAS.
(PPST 1.1.2)

MEANS OF VERIFICATION
CLASSROOM OBSERVATION TOOL (COT) RATING SHEET OR
INTER-OBSERVER AGREEMENT FORM FROM/S DONE
THROUGH ONSITE/FACE-TO-FACE/IN-PERSON CLASSROOM
OBSERVATION.
IF ONSITE/FACE-TO-FACE/IN-PERSON CLASSES ARE NOT
IMPLEMENTED,
▪ THROUGH OBSERVATION OF SYNCHRONOUS/
ASYNCHRONOUS TEACHING IN OTHER MODALITIES; OR
▪ THROUGH OBSERVATION OF A DEMOSTRATION
TEACHING* VIA LAC SESSION.

CONTENT KNOWLEDGE AND PEDAGOGY

 CLASSROOM OBSERVATION TOOL
RATING SHEET
(CLASSROOM OBSERVATION #1)

CONTENT KNOWLEDGE AND PEDAGOGY

 CLASSROOM OBSERVATION TOOL
RATING SHEET
(CLASSROOM OBSERVATION #2)

CONTENT KNOWLEDGE AND PEDAGOGY

 OBJECTIVE 02

USED A RANGED OF TEACHING

STRATEGIES THAT ENHANCE LEARNER
ACHIEVEMENT IN LITERACY AND
NUMERACY SKILLS.
(PPST 1.4.2)

MEANS OF VERIFICATION
CLASSROOM OBSERVATION TOOL (COT) RATING SHEET OR
INTER-OBSERVER AGREEMENT FORM FROM/S DONE
THROUGH ONSITE/FACE-TO-FACE/IN-PERSON CLASSROOM
OBSERVATION.
IF ONSITE/FACE-TO-FACE/IN-PERSON CLASSES ARE NOT
IMPLEMENTED,
▪ THROUGH OBSERVATION OF SYNCHRONOUS/
ASYNCHRONOUS TEACHING IN OTHER MODALITIES; OR
▪ THROUGH OBSERVATION OF A DEMOSTRATION
TEACHING* VIA LAC SESSION.

CONTENT KNOWLEDGE AND PEDAGOGY

 CLASSROOM OBSERVATION TOOL
RATING SHEET
(CLASSROOM OBSERVATION #1)

CONTENT KNOWLEDGE AND PEDAGOGY

 CLASSROOM OBSERVATION TOOL
RATING SHEET
(CLASSROOM OBSERVATION #2)

CONTENT KNOWLEDGE AND PEDAGOGY

 OBJECTIVE 03

APPLIED A RANGE OF TEACHING

STRATEGIES TO DEVELOP CRITICAL AND
CREATIVE THINKING SKILLS, AS WELL AS
OTHER HIGHER ORDER THINKING
SKILLS.
(PPST 1.5.2)

MEANS OF VERIFICATION
CLASSROOM OBSERVATION TOOL (COT) RATING SHEET OR
INTER-OBSERVER AGREEMENT FORM FROM/S DONE
THROUGH ONSITE/FACE-TO-FACE/IN-PERSON CLASSROOM
OBSERVATION.
IF ONSITE/FACE-TO-FACE/IN-PERSON CLASSES ARE NOT
IMPLEMENTED,
▪ THROUGH OBSERVATION OF SYNCHRONOUS/
ASYNCHRONOUS TEACHING IN OTHER MODALITIES; OR
▪ THROUGH OBSERVATION OF A DEMOSTRATION
TEACHING* VIA LAC SESSION.

CONTENT KNOWLEDGE AND PEDAGOGY

 CLASSROOM OBSERVATION TOOL
RATING SHEET
(CLASSROOM OBSERVATION #1)

CONTENT KNOWLEDGE AND PEDAGOGY

 CLASSROOM OBSERVATION TOOL
RATING SHEET
(CLASSROOM OBSERVATION #2)

CONTENT KNOWLEDGE AND PEDAGOGY

KRA 2
LEARNING
ENVIRONMENT &
DIVERSITY OF LEARNERS
 OBJECTIVE 04

MANAGED CLASSROOM STRUCTURE TO

ENGAGE LEARNERS, INDIVIDUALLY OR IN
GROUPS, IN MEANINGFUL EXPLORATION,
DISCOVERY AND HANDS-ON ACTIVITIES
WITHIN A RANGE OF PHYSICAL
LEARNING ENVIRONMENTS.
(PPST 2.3.2)

MEANS OF VERIFICATION
CLASSROOM OBSERVATION TOOL (COT) RATING SHEET OR
INTER-OBSERVER AGREEMENT FORM FROM/S DONE
THROUGH ONSITE/FACE-TO-FACE/IN-PERSON CLASSROOM
OBSERVATION.
IF ONSITE/FACE-TO-FACE/IN-PERSON CLASSES ARE NOT
IMPLEMENTED,
▪ THROUGH OBSERVATION OF SYNCHRONOUS/
ASYNCHRONOUS TEACHING IN OTHER MODALITIES; OR
▪ THROUGH OBSERVATION OF A DEMOSTRATION
TEACHING* VIA LAC SESSION.

LEARNING ENVIRONMENT & DIVERSITY OF LEARNERS

 CLASSROOM OBSERVATION TOOL
RATING SHEET
(CLASSROOM OBSERVATION #1)

LEARNING ENVIRONMENT & DIVERSITY OF LEARNERS

 OBJECTIVE 05

MANAGED LEARNER BEHAVIOR

CONSTRUCTIVELY BY APPLYING
POSITIVE AND NON-VIOLENT DISCIPLINE
TO ENSURE LEARNING-FOCUSED
ENVIRONMENTS.
(PPST 2.6.2)

MEANS OF VERIFICATION
CLASSROOM OBSERVATION TOOL (COT) RATING SHEET OR
INTER-OBSERVER AGREEMENT FORM FROM/S DONE
THROUGH ONSITE/FACE-TO-FACE/IN-PERSON CLASSROOM
OBSERVATION.
IF ONSITE/FACE-TO-FACE/IN-PERSON CLASSES ARE NOT
IMPLEMENTED,
▪ THROUGH OBSERVATION OF SYNCHRONOUS/
ASYNCHRONOUS TEACHING IN OTHER MODALITIES; OR
▪ THROUGH OBSERVATION OF A DEMOSTRATION
TEACHING* VIA LAC SESSION.

LEARNING ENVIRONMENT & DIVERSITY OF LEARNERS

 CLASSROOM OBSERVATION TOOL
RATING SHEET
(CLASSROOM OBSERVATION #1)

LEARNING ENVIRONMENT & DIVERSITY OF LEARNERS

 OBJECTIVE 06

USED DIFFERENTIATED,
DEVELOPMENTALLY APPROPRIATE
LEARNING EXPERIENCES TO ADDRESS
LEARNERS’ GENDER, STRNGTHS,
INTERESTS AND EXPERIENCES.
(PPST 3.1.2)

MEANS OF VERIFICATION
CLASSROOM OBSERVATION TOOL (COT) RATING SHEET OR
INTER-OBSERVER AGREEMENT FORM FROM/S DONE
THROUGH ONSITE/FACE-TO-FACE/IN-PERSON CLASSROOM
OBSERVATION.
IF ONSITE/FACE-TO-FACE/IN-PERSON CLASSES ARE NOT
IMPLEMENTED,
▪ THROUGH OBSERVATION OF SYNCHRONOUS/
ASYNCHRONOUS TEACHING IN OTHER MODALITIES; OR
▪ THROUGH OBSERVATION OF A DEMOSTRATION
TEACHING* VIA LAC SESSION.

LEARNING ENVIRONMENT & DIVERSITY OF LEARNERS

 CLASSROOM OBSERVATION TOOL
RATING SHEET
(CLASSROOM OBSERVATION #1)

LEARNING ENVIRONMENT & DIVERSITY OF LEARNERS

KRA 3
CURRICULUM AND
PLANNING
 OBJECTIVE 07

PLANNED, MANAGED AND IMPLEMENTED

DEVELOPMENTALLY SEQUENCED
TEACHING AND LEARNING PROCESSES
TO MEET CURRICULUM REQUIREMENTS
AND VARIED TEACHING CONTEXTS.
(PPST 4.1.2)

MEANS OF VERIFICATION
CLASSROOM OBSERVATION TOOL (COT) RATING SHEET OR
INTER-OBSERVER AGREEMENT FORM FROM/S DONE
THROUGH ONSITE/FACE-TO-FACE/IN-PERSON CLASSROOM
OBSERVATION.
IF ONSITE/FACE-TO-FACE/IN-PERSON CLASSES ARE NOT
IMPLEMENTED,
▪ THROUGH OBSERVATION OF SYNCHRONOUS/
ASYNCHRONOUS TEACHING IN OTHER MODALITIES; OR
▪ THROUGH OBSERVATION OF A DEMOSTRATION
TEACHING* VIA LAC SESSION.

CURRICULUM AND PLANNING

 CLASSROOM OBSERVATION TOOL
RATING SHEET
(CLASSROOM OBSERVATION #2)

CURRICULUM AND PLANNING

 OBJECTIVE 08

PARTICIPATED IN COLLEGIAL
DISCUSSIONS THAT USE TEACHER AND
LEARNER FEEDBACK TO ENRICH
TEACHING PRACTICE.
(PPST 4.4.2)

MEANS OF VERIFICATION
1. PROOF/S OF ATTENDANCE IN LAC SESSIONS/FGDs/
MEETINGS/ OTHER COLLEGIAL DISCUSSIONS
2. MINUTES OF LAC SESSIONS/FGDs/MEETINGS/OTHER
COLLEGIAL DISCUSSIONS ON USE OF TEACHER AND
LEARNER FEEDBACK TO ENRICH TEACHING PRACTICE
3. REFLECTION NOTES OF TEACHERS ON THEIR
DEMONSTRATION OF TEACHING PRACTICES FOLLOWING
PARTICIPATION FROM LAC SESSIONS/FGDs/MEETINGS/
OTHER COLLEGIAL DISCUSSIONS THAT USE TEACHER
AND LEARNER FEEDBACK TO ENRICH TEACHING
PRACTICE, WITH PROOF/S OF ATTENDANCE
4. ANY EQUIVALENT ALS FORM/DOCUMENT THAT
HIGHLIGHTS THE OBJECTIVE

CURRICULUM AND PLANNING

 REFLECTION NOTES
PARTICIPATION IN COLLEGIAL DISCUSSIONS THAT USE TEACHER AND LEARNER
FEEDBACK TO ENRICH TEACHING PRACTICE

CURRICULUM AND PLANNING

 REFLECTION NOTES
PARTICIPATION IN COLLEGIAL DISCUSSIONS THAT USE TEACHER AND LEARNER
FEEDBACK TO ENRICH TEACHING PRACTICE

CURRICULUM AND PLANNING

 REFLECTION NOTES
PARTICIPATION IN COLLEGIAL DISCUSSIONS THAT USE TEACHER AND LEARNER
FEEDBACK TO ENRICH TEACHING PRACTICE

CURRICULUM AND PLANNING

 REFLECTION NOTES
PARTICIPATION IN COLLEGIAL DISCUSSIONS THAT USE TEACHER AND LEARNER
FEEDBACK TO ENRICH TEACHING PRACTICE

CURRICULUM AND PLANNING

 REFLECTION NOTES
PARTICIPATION IN COLLEGIAL DISCUSSIONS THAT USE TEACHER AND LEARNER
FEEDBACK TO ENRICH TEACHING PRACTICE

CURRICULUM AND PLANNING

 REFLECTION NOTES
PARTICIPATION IN COLLEGIAL DISCUSSIONS THAT USE TEACHER AND LEARNER
FEEDBACK TO ENRICH TEACHING PRACTICE

CURRICULUM AND PLANNING

 REFLECTION NOTES
PARTICIPATION IN COLLEGIAL DISCUSSIONS THAT USE TEACHER AND LEARNER
FEEDBACK TO ENRICH TEACHING PRACTICE

CURRICULUM AND PLANNING

 REFLECTION NOTES
PARTICIPATION IN COLLEGIAL DISCUSSIONS THAT USE TEACHER AND LEARNER
FEEDBACK TO ENRICH TEACHING PRACTICE

CURRICULUM AND PLANNING

 OBJECTIVE 09

SELECTED, DEVELOPED, ORGANIZED

AND USED APPROPRIATE TEACHING AND
LEARNING RESOURCES, INCLUDING ICT,
TO ADDRESS LEARNING GOALS.
(PPST 4.5.2)

MEANS OF VERIFICATION
CLASSROOM OBSERVATION TOOL (COT) RATING SHEET OR
INTER-OBSERVER AGREEMENT FORM FROM/S DONE
THROUGH ONSITE/FACE-TO-FACE/IN-PERSON CLASSROOM
OBSERVATION.
IF ONSITE/FACE-TO-FACE/IN-PERSON CLASSES ARE NOT
IMPLEMENTED,
▪ THROUGH OBSERVATION OF SYNCHRONOUS/
ASYNCHRONOUS TEACHING IN OTHER MODALITIES; OR
▪ THROUGH OBSERVATION OF A DEMOSTRATION
TEACHING* VIA LAC SESSION.

CURRICULUM AND PLANNING

 CLASSROOM OBSERVATION TOOL
RATING SHEET
(CLASSROOM OBSERVATION #2)

CURRICULUM AND PLANNING

KRA 4
ASSESSMENT AND
REPORTING
 OBJECTIVE 10

DESIGNED, SELECTED, ORGANIZED AND

USED DIAGNOSTIC, FORMATIVE AND
SUMMATIVE ASSESSMENT STRATEGIES
CONSISTENT WITH CURRICULUM
REQUIREMENTS.
(PPST 5.1.2)

MEANS OF VERIFICATION
CLASSROOM OBSERVATION TOOL (COT) RATING SHEET OR
INTER-OBSERVER AGREEMENT FORM FROM/S DONE
THROUGH ONSITE/FACE-TO-FACE/IN-PERSON CLASSROOM
OBSERVATION.
IF ONSITE/FACE-TO-FACE/IN-PERSON CLASSES ARE NOT
IMPLEMENTED,
▪ THROUGH OBSERVATION OF SYNCHRONOUS/
ASYNCHRONOUS TEACHING IN OTHER MODALITIES; OR
▪ THROUGH OBSERVATION OF A DEMOSTRATION
TEACHING* VIA LAC SESSION.

ASSESSMENT AND REPORTING

 CLASSROOM OBSERVATION TOOL
RATING SHEET
(CLASSROOM OBSERVATION #2)

ASSESSMENT AND REPORTING

 OBJECTIVE 11

MONITORED AND EVALUATED LEARNER

PROGRESS AND ACHIEVEMENT USING
LEARNER ATTAINMENT DATA.
(PPST 5.2.2)

MEANS OF VERIFICATION
ANY ONE (1) OF THE FOLLOWING:
▪ INDIVIDUAL LEARNING MONITORING PLAN (ILMP)
▪ PEER ASSESSMENT DATA
▪ SAMPLE OF LEARNERS’ OUTPUT WITH REFLECTION /
SELF-ASSESSMENT
▪ PROGRESS CHARTS/ANECDOTAL RECORDS
▪ CLASS/E-CLASS RECORD/GRADING SHEETS
▪ LESSON PLANS SHOWING INDEX OF MASTERY
▪ FREQUENCY OF ERRORS WITH IDENTIFIED LEAST/MOST
MASTERED SKILLS
▪ ANY EQUIVALENT ALS FORM/DOCUMENT THAT
HIGHLIGHTS THE OBJECTIVE (E.G., INDIVIDUAL
LEARNING AGREEMENT (ILA), ALS ASSESSMENT FORM 2)
▪ OTHERS (PLEASE SPECIFY AND PROVIDE ANNOTATIONS)

ASSESSMENT AND REPORTING

 CLASS RECORD
ACROSS FOUR QUARTERS

ASSESSMENT AND REPORTING

 CLASS RECORD
ACROSS FOUR QUARTERS

ASSESSMENT AND REPORTING

 CLASS RECORD
ACROSS FOUR QUARTERS

ASSESSMENT AND REPORTING

 CLASS RECORD
ACROSS FOUR QUARTERS

ASSESSMENT AND REPORTING

 OBJECTIVE 12

COMMUNICATED PROMPTLY AND

CLEARLY THE LEARNERS’ NEEDS
PROGRESS AND ACHIEVEMENT TO KEY
STAKEHOLDERS INCLUDING PARENTS/
GUARDIANS.
(PPST 5.4.2)

MEANS OF VERIFICATION
ANY ONE (1) OF THE FOLLOWING:
▪ A SAMPLE OF CORRECTED TEST PAPER OF A LEARNER IN
A LEARNING AREA WITH PARENT’S OR GUARDIAN’S
SIGNATURE AND DATE OF RECEIPT
▪ MINUTES OF MEETINGS WITH KEY STAKEHOLDERS (E.G.,
PTA, SGC, SPT, CPC) WITH PROOF OF ATTENDANCE
▪ REPORT CARD WITH PARENT’S OR GUARDIAN’S
SIGNATURE IN ALL QUARTERS SUPPORTED BY MINUTES
OF MEETING
▪ COMMUNICATION WITH KEY STAKEHOLDERS (E.G.,
PARENTS/GUARDIANS, CO-TEACHERS, LGU) USING
VARIOUS MODALITIES
▪ ANECDOTAL RECORD SHOWING ENTRIES PER QUARTER
▪ ANY EQUIVALENT ALS FORM/DOCUMENT THAT
HIGHLIGHTS THE OBJECTIVE
▪ OTHERS (PLEASE SPECIFYAND PROVIDE ANNOTATIONS)

ASSESSMENT AND REPORTING

 PARENT/GUARDIAN’S COMMUNICATION CARDEX
ACROSS FOUR QUARTERS

ASSESSMENT AND REPORTING

 PARENT/GUARDIAN’S COMMUNICATION CARDEX
ACROSS FOUR QUARTERS

ASSESSMENT AND REPORTING

KRA 5
PERSONAL GROWTH
AND PROFFESIONAL
DEVELOPMENT
 OBJECTIVE 13

APPLIED A PERSONAL PHILOSOPHY OF

TEACHING THAT IS LEARNER-CENTERED.
(PPST 7.1.2)

MEANS OF VERIFICATION
A REFLECTION/JOURNAL ENTRY THAT HIGHLIGHTS THE
APPLICATION OF A LEARNER-CENTERED TEACHING
PHILOSOPHY IN THE LESSON PLAN OR COMMUNITY WORK

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #1
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #1
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #1
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #1
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #1
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 REFLECTION
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 REFLECTION
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 MY TEACHING PHILOSOPHY
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #2
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #2
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #2
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #2
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #2
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #2
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #2
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #2
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #2
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 LESSON PLAN #2
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 REFLECTION
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 REFLECTION
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 MY TEACHING PHILOSOPHY
APPLIED PHILOSOPHY

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 OBJECTIVE 14

SET PROFESSIONAL DEVELOPMENT

GOALS BASED ON THE PHILIPPINE
PROFESSIONAL STANDARDS FOR
TEACHERS.
(PPST 7.5.2)

MEANS OF VERIFICATION
1. CERTIFICATION FROM THE ICT COORDINATOR/SCHOOL
HEAD/FOCAL PERSON IN CHARGE OF E-SAT
2. IPCRF-DP
3. MID-YEAR REVIEW FORM (MRF)
4. UPDATED IPCRF-DP FROM PHASE II

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 CERTIFICATION FROM THE ICT COORDINATOR/SCHOOL
HEAD/FOCAL PERSON IN CHARGE OF E-SAT

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 IPCRF-DP

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 MID-YEAR REVIEW FORM (MRF)

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 MID-YEAR REVIEW FORM (MRF)

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 MID-YEAR REVIEW FORM (MRF)

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 MID-YEAR REVIEW FORM (MRF)

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 UPDATEDIPCRF-DP FROM PHASE II

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 UPDATEDIPCRF-DP FROM PHASE II

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

PLUS FACTOR
 OBJECTIVE 15

PERFORMED VARIOUS RELATED WORKS/

ACTIVITIES THAT CONTRIBUTE TO THE
TEACHING-LEARNING PROCESS.

MEANS OF VERIFICATION
ANY ONE (1) PROOF OF:
▪ COMMITTEE INVOLVEMENT;
▪ INVOLVEMENT AS MODULE/LEARNING MATERIAL
WRITER/VALIDATOR;
▪ INVOLVEMENT AS A RESOURCE PERSON/SPEAKER/
LEARNING FACILITATORIN THE RO/SDO/SCHOOL-
INITIATED TV/RADIO-BASED INSTRUCTION;
▪ BOOK OR JOURNAL AUTHORSHIP/CO-AUTHORSHIP/
CONTRIBUTORSHIP;
▪ ADVISORSHIP/COORDINATORSHIP/CHAIRPERSONSHIP;
▪ PARTICIPATION IN DEMONSTRATION TEACHING;
▪ PARTICIPATION AS RESEARCH PRESENTER IN A FORUM/
CONFERENCE;
▪ MENTORING OF PRE-SERVICE/IN-SERVICE TEACHERS;
▪ CONDUCTED RESEARCH WITHIN THE RATING PERIOD;
▪ OTHERS (PLEASE SPECIFY) WITH ANNOTATION ON HOW
IT CONTRIBUTED TO THE TEACHING-LEARNING PROCESS.

PLUS FACTOR
 COMMITTEE INVOLVEMENT
COMMUNITY RECOGNITION

ANNOTATIONS
AS ONE OF THE ORGANIZERS DURING THE FIRST PANGISDAAN FESTIVAL 2023, I
MUST SAY THAT THE EXPERIENCE HAS BEEN BOTH REWARDING AND CHALLENGING. BEING
RESPONSIBLE FOR PLANNING, COORDINATING, AND EXECUTING AN EVENT THAT BRINGS
THE COMMUNITY TOGETHER IS NOT AN EASY TASK.

IT OFTEN SERVES AS PLATFORM TO CELEBRATE LOCAL CULTURE, TRADITIONS, AND

HERITAGE. PRESERVING AND SHOWCASING THESE ELEMENTS IS VITAL IN CREATING A
MEANINGFUL AND MEMORABLE EVENT THAT FOSTERS COMMUNITY PRIDE.

ALSO, SCHOOL INVOLVEMENT IN A BARANGAY FESTIVAL CAN BE A GREAT WAY TO

FOSTER COMMUNITY SPIRIT AND PROMOTE CULTURAL AWARENESS AMONG LEARNERS.
THIS CAN HELP PRESERVE AND PROMOTE LOCAL CULTURES WHILE PROVIDING THEM WITH
AN OPPORTUNITY TO LEARN ABOUT THEIR OWN HISTORY AND TRADITIONS.

BY PARTICIPATING ACTIVELY IN BARANGAY FESTIVALS, SCHOOLS CAN ALSO

STRENGTHEN THEIR BOND WITH THE LOCAL COMMUNITY. PROVIDING LEARNERS WITH
VALUABLE LEARNING EXPERIENCES OUTSIDE THE CLASSROOM.
 COMMITTEE INVOLVEMENT
SIGNED RESOLUTION OF PANGISDAAN FESTIVAL
 COMMITTEE INVOLVEMENT
SIGNED RESOLUTION OF PANGISDAAN FESTIVAL
 COMMITTEE INVOLVEMENT
SIGNED RESOLUTION OF PANGISDAAN FESTIVAL
 TABBINGS
OBJECTIVE 1 OBJECTIVE 15
KRA 1 OBJECTIVE 7
PLUS FACTOR

OBJECTIVE 2 OBJECTIVE 8

KRA 2 OBJECTIVE 3 OBJECTIVE 9

OBJECTIVE 4 OBJECTIVE 10

KRA 3
OBJECTIVE 5 OBJECTIVE 11

KRA 4 OBJECTIVE 6 OBJECTIVE 12

OBJECTIVE 13

KRA 5
OBJECTIVE 14