This document appears to be a portfolio for a teacher named Leonor A. Leonor. It contains objectives and measures of performance (MOV) for 5 key result areas (KRA): 1) Content Knowledge and Pedagogy, 2) Diversity of Learners and Assessment and Reporting, 3) Curriculum and Planning, 4) Community Linkages and Professional Engagement and Personal Growth, and 5) Plus Factor. For each objective, proposed evidence is listed such as classroom observations, lesson plans, and supplementary learning materials. The portfolio seems to be used for evaluating the teacher's performance.
This document contains a teacher's portfolio for the Results Based Performance Management System. It includes the teacher's profile and objectives and measures of performance across 5 Key Result Areas - Content Knowledge and Pedagogy, Diversity of Learners and Assessment and Reporting, Curriculum and Planning, Community Linkages and Professional Engagement and Personal Growth and Professional Development, and a Plus Factor. For each objective, the teacher provides evidence of performance in the form of lesson plans, materials, and assessment tools.
This document outlines the objectives and measures of a Results-Based Performance Management System (RPMS) for Richard R. Raqueno, a Teacher III. It includes 5 Key Result Areas (KRAs) that contain multiple objectives each. For each objective, it lists the measures of performance, which include classroom observation tools, lesson plans, and other teaching materials. The RPMS is for the school year 2021-2022 at Ilocos Sur National High School in the Philippines. It provides a framework for evaluating Mr. Raqueno's teaching performance and progress toward professional goals.
This document outlines the objectives and measures of a Results-Based Performance Management System (RPMS) for Richard R. Raqueno, a Teacher III. It includes 5 Key Result Areas (KRAs) that contain multiple objectives each. For each objective, it lists the measures of performance, which include classroom observation tools, lesson plans, and other teaching materials. The RPMS is for the school year 2021-2022 at Ilocos Sur National High School in the Philippines. It provides a framework for evaluating Mr. Raqueno's teaching performance and progress toward professional goals.
This document appears to be a teacher's e-portfolio containing their Results-Based Performance Management System (RPMS). It includes 5 Key Result Areas (KRAs) that contain various objectives. Under each KRA are 2-4 objectives that describe standards and include Measurements of Outputs (MOs) like classroom observations, lesson plans, and student feedback. The portfolio allows the teacher to provide evidence demonstrating how they meet the objectives and standards for each KRA. It is organized to allow navigation between the different sections, objectives, and ways to provide supporting documentation.
This document outlines the objectives and key results areas (KRAs) for an RPMS e-portfolio belonging to teacher Noel Vincent L. Domingo. There are 5 KRAs covering various aspects of teaching performance such as content knowledge and pedagogy, learning environment, diversity of learners, and professional growth. Each KRA contains several objectives that are measured using tools like classroom observations, lesson plans, and teacher reflections. The portfolio also lists the school administrators overseeing the RPMS for Exequiel R. Lina High School.
This document appears to be a teacher's e-portfolio containing their Results-Based Performance Management System (RPMS). It includes 5 Key Result Areas (KRA) with various objectives under each. KRA 1 focuses on content, knowledge and pedagogy with 4 objectives. KRA 2 focuses on learning environment with 4 objectives related to classroom communication, fairness, inspiration and motivation. The document provides details on the objectives, measures of performance, and examples of evidence that could be used to demonstrate achievement. It allows navigation between the different sections and includes the teacher's name and school information.
This document outlines the objectives and assessment measures for an educator under the Result-Based Performance Management System for School Year 2021-2022. It includes 5 Key Result Areas (KRAs) with multiple objectives for each KRA. KRA 1 focuses on content knowledge and pedagogy, KRA 2 on learning environment and diversity, KRA 3 on curriculum planning and assessment, KRA 4 on community engagement, and KRA 5 on additional factors. Performance will be assessed through classroom observations, lesson/activity materials, and reflections to ensure objectives are met.
This document outlines the implementation of the Result-Based Performance Management System for teachers in the Philippines for the 2021-2022 school year. It details the Key Result Areas and 19 objectives for teachers to be evaluated on, including 9 classroom observable objectives and 10 non-classroom observable objectives. The objectives cover topics like content knowledge, learning environment, diversity of learners, community engagement, and professional development. Teachers will receive ratings on a 5-point scale for each objective based on evidence like classroom observations, activity sheets, and self-reflection forms.
This document contains a teacher's portfolio for the Results Based Performance Management System. It includes the teacher's profile and objectives and measures of performance across 5 Key Result Areas - Content Knowledge and Pedagogy, Diversity of Learners and Assessment and Reporting, Curriculum and Planning, Community Linkages and Professional Engagement and Personal Growth and Professional Development, and a Plus Factor. For each objective, the teacher provides evidence of performance in the form of lesson plans, materials, and assessment tools.
This document outlines the objectives and measures of a Results-Based Performance Management System (RPMS) for Richard R. Raqueno, a Teacher III. It includes 5 Key Result Areas (KRAs) that contain multiple objectives each. For each objective, it lists the measures of performance, which include classroom observation tools, lesson plans, and other teaching materials. The RPMS is for the school year 2021-2022 at Ilocos Sur National High School in the Philippines. It provides a framework for evaluating Mr. Raqueno's teaching performance and progress toward professional goals.
This document outlines the objectives and measures of a Results-Based Performance Management System (RPMS) for Richard R. Raqueno, a Teacher III. It includes 5 Key Result Areas (KRAs) that contain multiple objectives each. For each objective, it lists the measures of performance, which include classroom observation tools, lesson plans, and other teaching materials. The RPMS is for the school year 2021-2022 at Ilocos Sur National High School in the Philippines. It provides a framework for evaluating Mr. Raqueno's teaching performance and progress toward professional goals.
This document appears to be a teacher's e-portfolio containing their Results-Based Performance Management System (RPMS). It includes 5 Key Result Areas (KRAs) that contain various objectives. Under each KRA are 2-4 objectives that describe standards and include Measurements of Outputs (MOs) like classroom observations, lesson plans, and student feedback. The portfolio allows the teacher to provide evidence demonstrating how they meet the objectives and standards for each KRA. It is organized to allow navigation between the different sections, objectives, and ways to provide supporting documentation.
This document outlines the objectives and key results areas (KRAs) for an RPMS e-portfolio belonging to teacher Noel Vincent L. Domingo. There are 5 KRAs covering various aspects of teaching performance such as content knowledge and pedagogy, learning environment, diversity of learners, and professional growth. Each KRA contains several objectives that are measured using tools like classroom observations, lesson plans, and teacher reflections. The portfolio also lists the school administrators overseeing the RPMS for Exequiel R. Lina High School.
This document appears to be a teacher's e-portfolio containing their Results-Based Performance Management System (RPMS). It includes 5 Key Result Areas (KRA) with various objectives under each. KRA 1 focuses on content, knowledge and pedagogy with 4 objectives. KRA 2 focuses on learning environment with 4 objectives related to classroom communication, fairness, inspiration and motivation. The document provides details on the objectives, measures of performance, and examples of evidence that could be used to demonstrate achievement. It allows navigation between the different sections and includes the teacher's name and school information.
This document outlines the objectives and assessment measures for an educator under the Result-Based Performance Management System for School Year 2021-2022. It includes 5 Key Result Areas (KRAs) with multiple objectives for each KRA. KRA 1 focuses on content knowledge and pedagogy, KRA 2 on learning environment and diversity, KRA 3 on curriculum planning and assessment, KRA 4 on community engagement, and KRA 5 on additional factors. Performance will be assessed through classroom observations, lesson/activity materials, and reflections to ensure objectives are met.
This document outlines the implementation of the Result-Based Performance Management System for teachers in the Philippines for the 2021-2022 school year. It details the Key Result Areas and 19 objectives for teachers to be evaluated on, including 9 classroom observable objectives and 10 non-classroom observable objectives. The objectives cover topics like content knowledge, learning environment, diversity of learners, community engagement, and professional development. Teachers will receive ratings on a 5-point scale for each objective based on evidence like classroom observations, activity sheets, and self-reflection forms.
This document contains a portfolio for a teacher named Teacher I. It includes objectives and key results areas related to teaching standards. For each objective, it lists the means of verification which include classroom observation forms, lesson plans, teaching materials, and reflections on adapting teaching strategies for diverse learners. The portfolio covers content knowledge, learning environment, diversity of learners, and assessment.
This document outlines the objectives and key result areas for a teacher's performance management system at Victoria Reyes Elementary School. It includes 18 objectives across 5 key result areas related to content knowledge and pedagogy, learning environment, diversity of learners, curriculum planning and assessment/reporting. Evidence to demonstrate achievement of the objectives includes classroom observation tools, lesson plans, video lessons, and teacher reflection forms.
This document contains the key result areas (KRAs), objectives, and means of verification for assessing a teacher's performance. It outlines 5 KRAs: Content Knowledge and Pedagogy; Diversity of Learners & Assessment and Reporting; Curriculum and Planning; Community Linkages and Professional Engagement & Personal Growth and Professional Development; and Plus Factor. Each KRA contains several objectives that teachers are assessed against. A variety of documents and materials are listed as means of verification to demonstrate achievement of the objectives, such as lesson plans, classroom observations, certificates of participation, and evidence of parent communication.
This document outlines the Key Result Areas (KRAs) and objectives for teachers. It includes 5 KRAs: 1) Content Knowledge and Pedagogy, 2) Learning Environment and Diversity of Learners, 3) Curriculum and Planning, 4) Community Linkages and Professional Engagement, and 5) Plus Factor. Each KRA contains 3 or more objectives that teachers are assessed on. Evidence that can be provided to demonstrate achieving the objectives is also described.
This document contains an individual performance commitment and review form for a teacher at Sergia Soriano Esteban Integrated School II. It outlines 12 objectives that the teacher committed to achieve in 2020-2021 across 5 key result areas: content knowledge and pedagogy, diversity of learners and assessment/reporting, curriculum and planning, community linkages and professional engagement/development, and a plus factor. For each objective, there are means of verification and ratings assessing the teacher's performance and quality. Overall, the teacher received outstanding ratings for achieving all 12 objectives.
This document appears to be a results-based performance management system for a teacher from a school in the Philippines. It outlines 14 key result areas (KRA) with objectives and measures of verification for evaluating the teacher's performance. The KRAs include applying knowledge within teaching areas, establishing safe learning environments, designing strategies for diverse learners, utilizing assessment data, and maintaining community-responsive learning environments. Performance will be evaluated through methods such as classroom observations, lesson plans, and student achievement data.
RPMS E-Portfolio FINAL PART 2 For GMAIL.pptxBimboyBanuelos
This document contains the objectives, measures of validation, and annotations for evaluating a teacher's performance. It includes 12 objectives related to teaching skills and strategies. For each objective, there are listed measures of validation such as classroom observations, lesson plans, and training certificates. The annotations provide examples of how the teacher meets each objective through their work and participation in professional development activities.
The document provides information about Cambridge International Examinations (CIE) implementation in Bermuda public schools. It outlines the ministry's mission to deliver a rigorous international curriculum using CIE assessments. Key steps included introducing CIE exams in 2009 and establishing performance targets to increase the percentage of students achieving proficiency. The ministry provides resources and training to help teachers implement CIE and support students' progress, monitored through periodic CIE exams.
This document outlines the objectives and measures of performance for a teacher named Juan dela Cruz. It includes five key result areas (KRAs): Content Knowledge and Pedagogy, Learning Environment and Diversity of Learners, Curriculum and Planning, Assessment and Reporting, and Personal Growth and Professional Development. Each KRA contains multiple objectives with corresponding measures of performance focused on classroom observation, participation in professional development activities, monitoring of student progress, and communication with stakeholders. An additional Plus Factor section recognizes extracurricular work contributing to the teaching and learning process.
This document contains the Results-Based Performance Management System (RPMS) portfolio of Teacher B. Poganda from Bignay National High School for SY 2018-2019. The portfolio includes the teacher's objectives and performance targets for each Key Result Area (KRA), along with strategies and documentation used to meet the objectives. It also provides descriptions of differentiated supervision and observation approaches. In summary, this document presents a teacher's RPMS portfolio outlining objectives, strategies, and documentation for evaluation according to the school's performance management system.
This document appears to be a portfolio for evaluating a teacher named Juan Dela Cruz for the school year 2021-2022. It includes 4 key result areas (KRAs) with various objectives and means of verification (MOV) for each objective. The KRAs are: Content Knowledge and Pedagogy; Learning Environment; Diversity of Learners, Curriculum and Planning, & Assessment and Reporting; and Community Linkages and Professional Engagement & Personal Growth and Professional Development. The MOVs include classroom observations, lesson plans, teaching materials, assessments and reports. The portfolio seems to be used to assess the teacher's performance on various teaching standards and professional responsibilities.
This document appears to be a portfolio for results-based performance management of a teacher named Juan Dela Cruz. It includes objectives and measures of verification for 5 key result areas: content knowledge and pedagogy, learning environment, diversity of learners/curriculum/planning and assessment, community linkages and professional engagement, and personal growth. For each objective, it lists classroom observations, lesson/activity plans, assessments, and other documentation that can be used to evaluate the teacher's performance.
This document appears to be a performance evaluation form for a teacher named Juan E. Peniero from Milan National High School. It includes 17 key result areas (KRAs) with objectives and means of verification (MOV) for evaluating the teacher's performance. The KRAs cover topics like applying knowledge of content, establishing safe learning environments, designing teaching strategies for diverse learners, maintaining community-responsive learning environments, upholding teaching ethics and professional development. MOVs include classroom observations, lesson plans, assessment data analysis, and documentation of other teaching duties.
The document provides an RPMS tool for evaluating proficient teachers for the 2021-2022 school year in light of the COVID-19 pandemic. It outlines the position profile, qualifications, duties and responsibilities expected of Teachers I-III. It also describes the key result areas and objectives to be measured, including content knowledge and pedagogy. Teachers will be evaluated on their application of knowledge, use of research-based teaching strategies, language proficiency, communication skills, and other standards. Evidence like classroom observations, lesson plans, and student performance data will be used to assess teachers on a 5-point scale and ensure continuous growth.
PORTFOLIO for the SY 2023 for Teachers.pptxjdhaling
This document outlines the key result areas (KRAs) and objectives for evaluating teachers in the Philippines. It includes KRAs for content knowledge and pedagogy, learning environment and diversity, curriculum and planning, assessment and reporting, personal growth, and a plus factor. Each objective is associated with measures of validation involving classroom observation to evaluate how teachers meet the given objectives.
E-RPMS PORTFOLIO for MT (Design 2)_DepEdClick.pptxRogerJrEstabillo
This document outlines the objectives and performance measures for a teacher, Juan Dela Cruz, from Bagong Pag-Asa Elementary School. It includes 15 objectives across 5 Key Result Areas: Content Knowledge and Pedagogy; Learning Environment and Diversity of Learners; Curriculum and Planning; Assessment and Reporting; and Personal Growth and Professional Development. The objectives focus on effective teaching strategies, classroom management, curriculum development, assessment, and professional development. Progress is measured through classroom observations, collegial discussions, and coaching/mentoring activities providing evidence of meeting the objectives.
The document outlines the RPMS (Rating Performance Management System) tool for teachers ranked I-III for the 2022-2023 school year. It lists the key result areas (KRAs) and objectives that teachers will be evaluated on in five areas: content knowledge and pedagogy, learning environment and diversity, curriculum and planning, assessment and reporting, and personal growth and professional development. Each area lists the relevant KRAs and objectives that teachers will be assessed on through the RPMS tool.
From Bato National High School, Division of Davao del Sur, here is a presentation on the attachments in the IPCR for SY 2023-2024 for the easy tracking of TeacherI-III, presented by Nahara A. Gallogo, Master Teacher I
This document provides an overview of the OCR GCSE Geography (Pilot) specification. It outlines the key features, support for teachers, assessment components and objectives, content themes, and progression opportunities. The specification focuses on core themes and options, uses a variety of assessment methods including internal and external assessment, and aims to develop students' geographical knowledge and skills.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This document contains a portfolio for a teacher named Teacher I. It includes objectives and key results areas related to teaching standards. For each objective, it lists the means of verification which include classroom observation forms, lesson plans, teaching materials, and reflections on adapting teaching strategies for diverse learners. The portfolio covers content knowledge, learning environment, diversity of learners, and assessment.
This document outlines the objectives and key result areas for a teacher's performance management system at Victoria Reyes Elementary School. It includes 18 objectives across 5 key result areas related to content knowledge and pedagogy, learning environment, diversity of learners, curriculum planning and assessment/reporting. Evidence to demonstrate achievement of the objectives includes classroom observation tools, lesson plans, video lessons, and teacher reflection forms.
This document contains the key result areas (KRAs), objectives, and means of verification for assessing a teacher's performance. It outlines 5 KRAs: Content Knowledge and Pedagogy; Diversity of Learners & Assessment and Reporting; Curriculum and Planning; Community Linkages and Professional Engagement & Personal Growth and Professional Development; and Plus Factor. Each KRA contains several objectives that teachers are assessed against. A variety of documents and materials are listed as means of verification to demonstrate achievement of the objectives, such as lesson plans, classroom observations, certificates of participation, and evidence of parent communication.
This document outlines the Key Result Areas (KRAs) and objectives for teachers. It includes 5 KRAs: 1) Content Knowledge and Pedagogy, 2) Learning Environment and Diversity of Learners, 3) Curriculum and Planning, 4) Community Linkages and Professional Engagement, and 5) Plus Factor. Each KRA contains 3 or more objectives that teachers are assessed on. Evidence that can be provided to demonstrate achieving the objectives is also described.
This document contains an individual performance commitment and review form for a teacher at Sergia Soriano Esteban Integrated School II. It outlines 12 objectives that the teacher committed to achieve in 2020-2021 across 5 key result areas: content knowledge and pedagogy, diversity of learners and assessment/reporting, curriculum and planning, community linkages and professional engagement/development, and a plus factor. For each objective, there are means of verification and ratings assessing the teacher's performance and quality. Overall, the teacher received outstanding ratings for achieving all 12 objectives.
This document appears to be a results-based performance management system for a teacher from a school in the Philippines. It outlines 14 key result areas (KRA) with objectives and measures of verification for evaluating the teacher's performance. The KRAs include applying knowledge within teaching areas, establishing safe learning environments, designing strategies for diverse learners, utilizing assessment data, and maintaining community-responsive learning environments. Performance will be evaluated through methods such as classroom observations, lesson plans, and student achievement data.
RPMS E-Portfolio FINAL PART 2 For GMAIL.pptxBimboyBanuelos
This document contains the objectives, measures of validation, and annotations for evaluating a teacher's performance. It includes 12 objectives related to teaching skills and strategies. For each objective, there are listed measures of validation such as classroom observations, lesson plans, and training certificates. The annotations provide examples of how the teacher meets each objective through their work and participation in professional development activities.
The document provides information about Cambridge International Examinations (CIE) implementation in Bermuda public schools. It outlines the ministry's mission to deliver a rigorous international curriculum using CIE assessments. Key steps included introducing CIE exams in 2009 and establishing performance targets to increase the percentage of students achieving proficiency. The ministry provides resources and training to help teachers implement CIE and support students' progress, monitored through periodic CIE exams.
This document outlines the objectives and measures of performance for a teacher named Juan dela Cruz. It includes five key result areas (KRAs): Content Knowledge and Pedagogy, Learning Environment and Diversity of Learners, Curriculum and Planning, Assessment and Reporting, and Personal Growth and Professional Development. Each KRA contains multiple objectives with corresponding measures of performance focused on classroom observation, participation in professional development activities, monitoring of student progress, and communication with stakeholders. An additional Plus Factor section recognizes extracurricular work contributing to the teaching and learning process.
This document contains the Results-Based Performance Management System (RPMS) portfolio of Teacher B. Poganda from Bignay National High School for SY 2018-2019. The portfolio includes the teacher's objectives and performance targets for each Key Result Area (KRA), along with strategies and documentation used to meet the objectives. It also provides descriptions of differentiated supervision and observation approaches. In summary, this document presents a teacher's RPMS portfolio outlining objectives, strategies, and documentation for evaluation according to the school's performance management system.
This document appears to be a portfolio for evaluating a teacher named Juan Dela Cruz for the school year 2021-2022. It includes 4 key result areas (KRAs) with various objectives and means of verification (MOV) for each objective. The KRAs are: Content Knowledge and Pedagogy; Learning Environment; Diversity of Learners, Curriculum and Planning, & Assessment and Reporting; and Community Linkages and Professional Engagement & Personal Growth and Professional Development. The MOVs include classroom observations, lesson plans, teaching materials, assessments and reports. The portfolio seems to be used to assess the teacher's performance on various teaching standards and professional responsibilities.
This document appears to be a portfolio for results-based performance management of a teacher named Juan Dela Cruz. It includes objectives and measures of verification for 5 key result areas: content knowledge and pedagogy, learning environment, diversity of learners/curriculum/planning and assessment, community linkages and professional engagement, and personal growth. For each objective, it lists classroom observations, lesson/activity plans, assessments, and other documentation that can be used to evaluate the teacher's performance.
This document appears to be a performance evaluation form for a teacher named Juan E. Peniero from Milan National High School. It includes 17 key result areas (KRAs) with objectives and means of verification (MOV) for evaluating the teacher's performance. The KRAs cover topics like applying knowledge of content, establishing safe learning environments, designing teaching strategies for diverse learners, maintaining community-responsive learning environments, upholding teaching ethics and professional development. MOVs include classroom observations, lesson plans, assessment data analysis, and documentation of other teaching duties.
The document provides an RPMS tool for evaluating proficient teachers for the 2021-2022 school year in light of the COVID-19 pandemic. It outlines the position profile, qualifications, duties and responsibilities expected of Teachers I-III. It also describes the key result areas and objectives to be measured, including content knowledge and pedagogy. Teachers will be evaluated on their application of knowledge, use of research-based teaching strategies, language proficiency, communication skills, and other standards. Evidence like classroom observations, lesson plans, and student performance data will be used to assess teachers on a 5-point scale and ensure continuous growth.
PORTFOLIO for the SY 2023 for Teachers.pptxjdhaling
This document outlines the key result areas (KRAs) and objectives for evaluating teachers in the Philippines. It includes KRAs for content knowledge and pedagogy, learning environment and diversity, curriculum and planning, assessment and reporting, personal growth, and a plus factor. Each objective is associated with measures of validation involving classroom observation to evaluate how teachers meet the given objectives.
E-RPMS PORTFOLIO for MT (Design 2)_DepEdClick.pptxRogerJrEstabillo
This document outlines the objectives and performance measures for a teacher, Juan Dela Cruz, from Bagong Pag-Asa Elementary School. It includes 15 objectives across 5 Key Result Areas: Content Knowledge and Pedagogy; Learning Environment and Diversity of Learners; Curriculum and Planning; Assessment and Reporting; and Personal Growth and Professional Development. The objectives focus on effective teaching strategies, classroom management, curriculum development, assessment, and professional development. Progress is measured through classroom observations, collegial discussions, and coaching/mentoring activities providing evidence of meeting the objectives.
The document outlines the RPMS (Rating Performance Management System) tool for teachers ranked I-III for the 2022-2023 school year. It lists the key result areas (KRAs) and objectives that teachers will be evaluated on in five areas: content knowledge and pedagogy, learning environment and diversity, curriculum and planning, assessment and reporting, and personal growth and professional development. Each area lists the relevant KRAs and objectives that teachers will be assessed on through the RPMS tool.
From Bato National High School, Division of Davao del Sur, here is a presentation on the attachments in the IPCR for SY 2023-2024 for the easy tracking of TeacherI-III, presented by Nahara A. Gallogo, Master Teacher I
This document provides an overview of the OCR GCSE Geography (Pilot) specification. It outlines the key features, support for teachers, assessment components and objectives, content themes, and progression opportunities. The specification focuses on core themes and options, uses a variety of assessment methods including internal and external assessment, and aims to develop students' geographical knowledge and skills.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
RPMS E-Portfolio 2021-2022.pptx
1. https://deped.gov.ph
+(632) 631 6033, +(632) 636 1663,
+(632) 633 1942, +(63 919) 456 0027
@DepartmentOfEducation.PH
Department of Education
Region IV-A CALABARZON
Division of Rizal
PINTONG BUKAWE NATIONAL HIGH SCHOOL
Pintong Bukawe, San Mateo Rizal
LEONOR A. LEONOR
Teacher II, Ratee
GODOFREDO S. SAURANE JR
Master Teacher I, Rater
MARJORIE C. GAYNILO
School Head/HT- II
Results Based
Performance
Management System
PORTFOLIO
S.Y. 2021-2022
4. TABLE OF
CONTENT
Objective 1
Applied knowledge of
content within and
across curriculum
teaching areas.
Objective 1
KRA 1
MOV 1
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from
1. an online observation of online
synchronous teaching
2. if option 1 is not possible, an
observation of a video lesson that is
SLM- based or MELC- aligned
3. if options 1 and 2 are not possible,
an observation of a demonstration
teaching via LAC
Objective 2
Objective 3
KRA 2
Objective 4
Objective 5
Objective 6
KRA 3
Objective 9
Objective 10
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 7
Objective 8
Objective 11
Objective 12
Objective 16
Objective 17
Objective 18
10. TABLE OF
CONTENT
Objective 3
Displayed proficient
use of Mother
Tongue, Filipino and
English to facilitate
teaching and learning
Objective 1
KRA 1
MOV 3
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from
1. an observation of synchronous
teaching (limited face-to-face teaching,
online teaching, or two-way radio
instruction)
2. if option 1 is not possible, an
observation of a recorded video lesson
or audio lesson that is SLM-based or
MELC aligned
3. if options 1 and 2 are not possible,
an observation of a demonstration
teaching* via LAC
Objective 2
Objective 3
KRA 2
Objective 4
Objective 5
Objective 6
KRA 3
Objective 9
Objective 10
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 7
Objective 8
Objective 11
Objective 12
Objective 16
Objective 17
Objective 18
13. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
Used effective verbal
and non-verbal
classroom
communication
strategies to support
learner understanding,
participation,
engagement and
achievement.
MOV 4
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from
1. an observation of synchronous
teaching (limited face-to-face teaching,
online teaching, or two-way radio
instruction)
2. if option 1 is not possible, an
observation of a recorded video lesson
or audio lesson that is SLM-based or
MELC-aligned
3. if options 1 and 2 are not possible,
an observation of a demonstration
teaching* via LAC
KRA 2
Objective 5
Objective 6
KRA 3
Objective 9
Objective 10
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 7
Objective 8
Objective 11
Objective 12
Objective 16
Objective 17
Objective 18
Objective 4
17. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 5
Established safe and
secure learning
environments to enhance
learning through the
consistent implementation
of policies, guidelines and
procedures
MOV 5
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from
1. an observation of synchronous
teaching (limited face-to-face teaching,
online teaching, or two-way radio
instruction)
2. if option 1 is not possible, an
observation of a recorded video lesson
or audio lesson that is SLM-based or
MELC-aligned
3. if options 1 and 2 are not possible,
an observation of a demonstration
teaching* via LAC
Objective 4
KRA 2
Objective 5
Objective 6
KRA 3
Objective 9
Objective 10
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 7
Objective 8
Objective 11
Objective 12
Objective 16
Objective 17
Objective 18
20. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 6
Maintained learning
Environments that
promote fairness, respect
and care to encourage
learning
MOV 6
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from
1. an observation of synchronous
teaching (limited face-to-face teaching,
online teaching, or two-way radio
instruction)
2. if option 1 is not possible, an
observation of a recorded video lesson
or audio lesson that is SLM-based or
MELC-aligned
3. if options 1 and 2 are not possible,
an observation of a demonstration
teaching* via LAC
Objective 4
KRA 2
Objective 5
Objective 6
KRA 3
Objective 9
Objective 10
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 7
Objective 8
Objective 11
Objective 12
Objective 16
Objective 17
Objective 18
23. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 7
Maintained learning
environments
that nurture and inspire
learners to participate,
cooperate and collaborate in
continued learning
MOV 7
SET A
Any supplementary material (in print/digital
format) made by the ratee* and used in the
lesson delivery that highlights maintaining
learning environments that nurture and
inspire learners to participate, cooperate and
collaborate in continued learning
● activity sheet/s
● one lesson from a self-learning module (SLM)
● lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL,
lesson exemplars, and the likes)
● video lesson
● audio lesson
● other learning materials in print/digital
format (please specify and provide
annotations)
with client/learner feedback on how the
material encouraged the learners to participate,
cooperate, and collaborate
Objective 4
KRA 2
Objective 5
Objective 6
Objective 7
KRA 3
Objective 9
Objective 10
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 8
Objective 11
Objective 12
Objective 16
Objective 17
Objective 18
24. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
Objective 7
KRA 3
Objective 9
Objective 10
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 8
Objective 11
Objective 12
Objective 16
Objective 17
Objective 18
SET B
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from
1. an observation of synchronous
teaching (limited face-to-face teaching,
online teaching, or two-way radio
instruction)
2. if option 1 is not possible, an
observation of a recorded video lesson or
audio lesson that is SLM-based or MELC-
aligned
3. if options 1 and 2 are not possible, an
observation of a demonstration
teaching* via LAC
MOV 7
Maintained learning
environments
that nurture and inspire
learners to participate,
cooperate and collaborate in
continued learning
Objective 7
27. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 8
Applied a range of
Successful strategies
that maintain learning
environments that motivate
learners to work productively
by assuming
responsibility for their own
learning
MOV 8
SET A
Any supplementary material (in
print/digital format) made by the ratee*
and used in the lesson delivery that
highlights a range of strategies that
maintain learning environments that
motivate learners to work productively
by assuming responsibility for their own
learning
● activity sheet/s
● one lesson from a self-learning module
(SLM)
● lesson plan (e.g., DLP, DLL, WHLP, WLP,
WLL, lesson exemplars, and the likes)
● video lesson
● audio lesson
● other learning materials in print/digital
format (please specify and provide
annotations)
Objective 4
KRA 2
Objective 5
Objective 6
Objective 7
KRA 3
Objective 9
Objective 10
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 11
Objective 12
Objective 16
Objective 17
Objective 18
Objective 8
28. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
Objective 7
KRA 3
Objective 9
Objective 10
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 11
Objective 12
Objective 16
Objective 17
Objective 18
MOV
SET B
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from
1. an observation of synchronous
teaching (limited face-to-face teaching,
online teaching, or two-way radio
instruction)
2. if option 1 is not possible, an
observation of a recorded video lesson or
audio lesson that is SLM-based or MELC-
aligned
3. if options 1 and 2 are not possible, an
observation of a demonstration
teaching* via LAC
MOV 8
Objective 8
Objective 8
Applied a range of
Successful strategies
that maintain learning
environments that motivate
learners to work productively
by assuming
responsibility for their own
learning
32. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
Objective 10
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 11
Objective 12
Objective 16
Objective 17
Objective 18
Objective 7
Objective 8
KRA 3
Objective 9
Designed, adapted and
implemented teaching
strategies that are
responsive to learners
with disabilities,
giftedness
and talents
MOV 9
SET A
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from
1. an observation of synchronous
teaching (limited face-to-face teaching,
online teaching, or two-way radio
instruction)
2. if option 1 is not possible, an
observation of a recorded video lesson or
audio lesson that is SLM-based or MELC-
aligned
3. if options 1 and 2 are not possible, an
observation of a demonstration teaching*
via LAC
Objective 9
33. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
Objective 10
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 11
Objective 12
Objective 16
Objective 17
Objective 18
Objective 7
Objective 8
KRA 3
Objective 9
MOV MOV
SET B
Teacher Reflection Form
(TRF) on designing, adapting,
and/or implementing teaching
strategies that are responsive to
learners with disabilities,
giftedness and talents and a
certification from the school
head that the ratee’s classes
have no identified learner/s
with disabilities, giftedness
and/or talents.
MOV 9
Designed, adapted and
implemented teaching
strategies that are
responsive to learners
with disabilities,
giftedness
and talents
Objective 9
36. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 11
Objective 12
Objective 16
Objective 17
Objective 18
Objective 7
Objective 8
KRA 3
Objective 9
Objective 10
Adapted and used
culturally appropriate
teaching strategies to
address the needs of
learners from indigenous
groups
Objective 10
SET A
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from
1. an observation of synchronous teaching
(limited face-to-face teaching, online
teaching, or two-way radio instruction)
2. if option 1 is not possible, an
observation of a recorded video lesson or
audio lesson that is SLM-based or MELC-
aligned
3. if options 1 and 2 are not possible, an
observation of a demonstration teaching*
via LAC
MOV 10
37. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 11
Objective 12
Objective 16
Objective 17
Objective 18
Objective 7
Objective 8
KRA 3
Objective 9
MOV
Objective 10
MOV 10
SET B
Teacher Reflection Form
(TRF) on adapting and using
culturally appropriate teaching
strategies to address the needs
of learners from indigenous
groups and a certification from
the school head that the ratee’s
classes have no identified
learner from indigenous groups.
Adapted and used
culturally appropriate
teaching strategies to
address the needs of
learners from indigenous
groups
Objective 10
39. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 12
Objective 16
Objective 17
Objective 18
Objective 7
Objective 8
KRA 3
Objective 9
Objective 10
Adapted and implemented
learning
programs that ensure
relevance and
responsiveness to the
needs of all learners
Objective 11
1. Proof of evaluation on the
implementation of the adapted/
contextualized learning program
2. Progress report on the implementation
of the adapted / contextualized learning
program
3. Accomplishment/completion/ technical
report on the implementation of an
adapted / contextualized learning program
4. Action plan/activity proposal / activity
matrix that shows an adapted /
contextualized learning program
MOV 11
Objective 11
41. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
KRA 4
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 16
Objective 17
Objective 18
Objective 7
Objective 8
KRA 3
Objective 9
Objective 10
Utilized assessment
data to inform the
modification of teaching
and learning practices
and programs
Objective 12
A list of identified least/ most mastered
skills based on the frequency of errors /
correct responses with any of the
following supporting MOV
1. accomplishment report for remedial /
enhancement activities (e.g., remedial
sessions, Summer Reading Camp, Phil-
IRIbased reading program)
2. intervention material used for
remediation /reinforcement /
Enhancement
3. lesson plan/activity log for remediation
/ enhancement utilizing of assessment
data to modify teaching and learning
practices or programs
MOV 12
Objective 11
Objective 12
43. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
Objective 13
Objective 14
Objective 15
KRA 5
Objective 19
Objective 16
Objective 17
Objective 18
Objective 7
Objective 8
KRA 3
Objective 9
Objective 10
Objective 11
Objective 12
Community Linkages
and Professional
Engagement &
Personal Growth and
Professional
Development
KRA 4
44. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
Objective 14
Objective 15
KRA 5
Objective 19
Objective 16
Objective 17
Objective 18
Objective 7
Objective 8
KRA 3
Objective 9
Objective 10
Objective 11
Objective 12
KRA 4
Objective 13
MOV 13
Maintained learning
environments that are
responsive to community
contexts
1. Accomplishment report of a program /
project / activity that maintains a learning
Environment
2. Program / Project / Activity plan on
maintaining a learning environment
3. Minutes of a consultative meeting /
community stakeholders meeting about a
program / project /activity that maintains
a learning environment with proof of
attendance
4. Communication letter about a
program / project /activity that maintains
a learning environment
Objective 13
46. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
Objective 15
KRA 5
Objective 19
Objective 16
Objective 17
Objective 18
Objective 7
Objective 8
KRA 3
Objective 9
Objective 10
Objective 11
Objective 12
KRA 4
Objective 14
MOV 14
Reviewed regularly
personal teaching
practice using existing
laws and regulations
that apply to the teaching
profession and the
responsibilities
specified in the Code of
Ethics for Professional
Teachers
1. Annotated video /audio recording of
one’s teaching that shows impact of
regularly reviewing one’s teaching
practice/s
2. Annotated teaching material that
shows impact of regularly reviewing one’s
teaching practice/s
● lesson plan
● activity sheet
● assessment materials
● others (please specify)
3. Personal reflection notes as outputs
from
participation in review of personal
teaching practices in four (4) quarters
4. Proof of attendance (with date) in LAC
or coaching and mentoring sessions for
review of personal teaching practices
Objective 13
Objective 14
47. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
Objective 15
KRA 5
Objective 19
Objective 16
Objective 17
Objective 18
Objective 7
Objective 8
KRA 3
Objective 9
Objective 10
Objective 11
Objective 12
KRA 4
Objective 13
Objective 14
MOV MOV
ANNOTATION
A rubric is a multi-purpose scoring guide for
assessing student products and performances.
This tool works in a number of different ways to
advance student learning, and has great potential
in particular for non-traditional, first generation,
and minority students. In addition, rubrics
improve teaching, contribute to sound
assessment, and are an important source of
information for program improvement (Arter &
McTighe, 2001,). Also according to the Code of
Ethics Article VIII Section 6. A teacher shall base
the evaluation of the learner’s work only in merit
and quality of academic performance. – the
teachers and learners
Therefore proper utilization and application of
rubrics evaluation in this lesson helps a lot to
achieving the target learnings achieved by
learners.
48. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
KRA 5
Objective 19
Objective 16
Objective 17
Objective 18
Objective 7
Objective 8
KRA 3
Objective 9
Objective 10
Objective 11
Objective 12
KRA 4
Objective 15
MOV 15
Complied with and
Implemented school
policies and procedures
consistently to foster
harmonious
relationships with
learners, parents, and
other stakeholders
1. Proof of participation /involvement in a
school-community partnership for the
implementation of a school policy /
procedure (e.g., certificate as
committee member, narrative report)
2. Minutes of parent teacher conference/
stakeholders’ meeting about an
implemented school policy/procedure
with proof of attendance
3. Communication letter about an
implemented school policy/procedure
sent to parent / guardian
Objective 13
Objective 14
Objective 15
53. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
KRA 5
Objective 19
Objective 18
Objective 7
Objective 8
KRA 3
Objective 9
Objective 10
Objective 11
Objective 12
KRA 4
Objective 17
MOV 17
Adopted practices that
uphold the
dignity of teaching as a
profession by exhibiting
qualities such as caring
attitude, respect and
integrity
1. Documented feedback from superiors,
colleagues, learners, parents/guardian, or other
stakeholders directly reflecting the ratee’s good
practices that uphold the dignity of teaching as
a profession
2. Annotated evidence of practice indirectly
linking to the upholding of the dignity of teaching
as a profession by exhibiting qualities such as
caring attitude, respect and integrity
● Screenshot of text message / chat / email /
any form of communication with parents /
guardian or learners (name or any identifier
removed)
● Remarks from mentor/master teacher / school
head about one’s qualities (e.g., entries in
Performance Monitoring and Coaching Form
[PMCF] or in Mid-Year Review Form)
● Recognition from the school / school
community
about one’s qualities
● Others (please specify)
Objective 13
Objective 14
Objective 15
Objective 16
Objective 17
58. TABLE OF
CONTENT
Objective 1
KRA 1
Objective 2
Objective 3
Objective 4
KRA 2
Objective 5
Objective 6
Objective 7
Objective 8
KRA 3
Objective 9
Objective 10
Objective 11
Objective 12
KRA 4
Objective 13
Objective 14
Objective 15
Objective 16
Objective 17
Objective 18
KRA 5
Performed various
related works/
activities that
contribute to the
teaching learning
process
Objective 19 MOV 19
Objective 12
Any proof of:
● committee involvement
● advisorship of cocurricular activities
● book or journal authorship
/contributorship
● coordinatorship /chairpersonship
● coaching and mentoring learners in
competitions
● serving as reliever of classes in the
absence of teachers
● mentoring pre-service teachers
● participation in demonstration teaching
● participation as technical working
group member
● others (please specify and provide
annotations)