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    Idp Casenas New

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    Jay Clabel K. Caseñas
    The document is an IPCRF-Development Plan from Barobo National High School in Surigao del Sur, Philippines. It outlines the school's strengths and development needs, learning objectives, interventions, timeline and resources needed to improve teachers' functional competencies and core behavioral competencies based on RPMS-PPST objectives and e-SAT results. Key interventions include attending courses/seminars, workshops, learning action cells, coaching, mentoring, classroom observations, benchmark lesson plans and engaging in action research. The plan aims to develop teachers' knowledge, skills and attitude in areas like providing feedback, participating in professional networks, applying teaching strategies and explaining organizational directions through year-round activities supported by school administrators and teachers.

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    Idp Casenas New

    Uploaded by

    Jay Clabel K. Caseñas
    402 views2 pages
    The document is an IPCRF-Development Plan from Barobo National High School in Surigao del Sur, Philippines. It outlines the school's strengths and development needs, learning objectives, interventions, timeline and resources needed to improve teachers' functional competencies and core behavioral competencies based on RPMS-PPST objectives and e-SAT results. Key interventions include attending courses/seminars, workshops, learning action cells, coaching, mentoring, classroom observations, benchmark lesson plans and engaging in action research. The plan aims to develop teachers' knowledge, skills and attitude in areas like providing feedback, participating in professional networks, applying teaching strategies and explaining organizational directions through year-round activities supported by school administrators and teachers.

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    IDP-CASENAS-NEW

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    The document is an IPCRF-Development Plan from Barobo National High School in Surigao del Sur, Philippines. It outlines the school's strengths and development needs, learning objectives, interventions, timeline and resources needed to improve teachers' functional competencies and core behavioral competencies based on RPMS-PPST objectives and e-SAT results. Key interventions include attending courses/seminars, workshops, learning action cells, coaching, mentoring, classroom observations, benchmark lesson plans and engaging in action research. The plan aims to develop teachers' knowledge, skills and attitude in areas like providing feedback, participating in professional networks, applying teaching strategies and explaining organizational directions through year-round activities supported by school administrators and teachers.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    402 views2 pages

    Idp Casenas New

    Uploaded by

    Jay Clabel K. Caseñas
    The document is an IPCRF-Development Plan from Barobo National High School in Surigao del Sur, Philippines. It outlines the school's strengths and development needs, learning objectives, interventions, timeline and resources needed to improve teachers' functional competencies and core behavioral competencies based on RPMS-PPST objectives and e-SAT results. Key interventions include attending courses/seminars, workshops, learning action cells, coaching, mentoring, classroom observations, benchmark lesson plans and engaging in action research. The plan aims to develop teachers' knowledge, skills and attitude in areas like providing feedback, participating in professional networks, applying teaching strategies and explaining organizational directions through year-round activities supported by school administrators and teachers.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Republic of the Philippines

    Department of Education
    Caraga Region
    Schools Division of Surigao del Sur
    Barobo I District
    BAROBO NATIONAL HIGH SCHOOL

    IPCRF-DEVELOPMENT PLAN

    Action Plan
    Strengths Development Needs Timeline Resources Needed
    Learning Objectives Intervention
    A. Functional Competencies (RPMS-PPST Objectives from Part II of e-SAT)
    2.3 Used strategies for
    providing timely,
    accurate and
    constructive feedback
    to improve learner
    performance.
    3.2 Participated in
    professional networks
    to share knowledge and
    to enhance practice.
    1.3 Applied a range of 3.3 Developed a KNOWLEDGE Attending courses Year-round School
    teaching strategies to personal improvement Determined needs for /seminars/ Head/Master
    develop critical and plan based on reflection personal improvement workshops /Learning Teachers/Head
    creative thinking, as of one’s practice and plan based on reflection of Action Cells (LAC) Teachers
    well as other higher- ongoing professional one’s practice and ongoing
    order thinking skills. learning. professional learning Coaching and
    SKILLS Mentoring
    Presented personal
    improvement plan Feedbacking after
    ATTITUDE Classroom
    Valued the importance of Observations
    personal improvement
    plan for professional Observe Master
    learning Teacher Classroom
    Demonstration

    Benchmark lesson
    plan
    B. Core Behavioral Competencies (from Part III of e-SAT)
    Professionalism and Can explain and Cited organizational Attending seminars Year-round School
    Ethics and Team work articulate directions, issues and Head/Master
    organizational problems examples Coaching and Teachers/Head
    directions, issues and Mentoring Teachers
    problems. Explained and articulated
    organizational directions, Engage in Action
    issues and problems. Research

    Evaluated relevance of
    organizational directions,
    issues and problems

    Feedback

    JAY CLABEL K. CASEÑAS LEOWENMAR A. CORVERA MARCELA G. MARTICION-ORTEGA


    RATEE RATER APPROVING AUTHORITY

    NOTE:
    This shall be accomplished/updated during: i) Phase I: Performance Planning and Commitment, based on the results of e-SAT; ii) Phase II: Performance Monitoring and Coaching, based on the agreements on the Performance Monitoring and
    Coaching Form and Mid-year Review Form; and iii) Phase IV: Performance Rewarding and Development Planning, based on the actual results of IPCRF.

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