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    MT Ipcrf-Development Plan For S.Y. 2022-2023

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    joris sulima
    This 3-sentence summary provides the high-level information from the given document: The document outlines an IPCRF Development Plan for the 2022-2023 school year that identifies the teacher's strengths and development needs, sets learning objectives and interventions to address those needs, and establishes timelines and resources required. Functional competencies around content knowledge, behavior management, and feedback are addressed, as well as core behavioral competencies involving personal and professional responsibilities. The plan is to be accomplished through seminars, webinars, assessment tools, differentiated learning activities, and conforming to standard operating procedures.

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    MT Ipcrf-Development Plan For S.Y. 2022-2023

    Uploaded by

    joris sulima
    6K views3 pages
    This 3-sentence summary provides the high-level information from the given document: The document outlines an IPCRF Development Plan for the 2022-2023 school year that identifies the teacher's strengths and development needs, sets learning objectives and interventions to address those needs, and establishes timelines and resources required. Functional competencies around content knowledge, behavior management, and feedback are addressed, as well as core behavioral competencies involving personal and professional responsibilities. The plan is to be accomplished through seminars, webinars, assessment tools, differentiated learning activities, and conforming to standard operating procedures.

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    MT IPCRF-DEVELOPMENT PLAN FOR S.Y. 2022-2023

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    This 3-sentence summary provides the high-level information from the given document: The document outlines an IPCRF Development Plan for the 2022-2023 school year that identifies the teacher's strengths and development needs, sets learning objectives and interventions to address those needs, and establishes timelines and resources required. Functional competencies around content knowledge, behavior management, and feedback are addressed, as well as core behavioral competencies involving personal and professional responsibilities. The plan is to be accomplished through seminars, webinars, assessment tools, differentiated learning activities, and conforming to standard operating procedures.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    6K views3 pages

    MT Ipcrf-Development Plan For S.Y. 2022-2023

    Uploaded by

    joris sulima
    This 3-sentence summary provides the high-level information from the given document: The document outlines an IPCRF Development Plan for the 2022-2023 school year that identifies the teacher's strengths and development needs, sets learning objectives and interventions to address those needs, and establishes timelines and resources required. Functional competencies around content knowledge, behavior management, and feedback are addressed, as well as core behavioral competencies involving personal and professional responsibilities. The plan is to be accomplished through seminars, webinars, assessment tools, differentiated learning activities, and conforming to standard operating procedures.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    IPCRF-DEVELOPMENT PLAN FOR S.Y.

    2022-2023

    Action Plan
    Strengths Development Needs Timeline Resources Needed
    Learning Objectives Intervention
    A. Functional Competencies (RPMS-PPST Objectives from Part II of e-SAT)
    1. Modeled effective 1. Developed and To incorporate To participate in seminars Year-round Use of ICT, Lesson
    applications of content applied effective innovative teaching or webinars, use what YOU Exemplar/Plan
    knowledge within and teaching strategies to strategies in have learned, and create highlighting
    across curriculum promote critical and teaching the most activities and performance teaching strategies
    teaching areas. (PPST creative thinking, as essential learning tasks involving used, Resource
    1.1.3) well as other higher- competencies to collaboration, creativity, person
    order thinking skills. develop critical, and problem-solving
    (PPST 1.5.3) creative, and higher- techniques to help learners
    order thinking skills build their higher-order,
    among learners. critical, and creative
    thinking abilities.
    2. Exhibited effective 2. Worked with To develop a plan for To survey students using Year-round Assessment result,
    and constructive colleagues to share addressing learners' an appropriate assessment Action Plan, Lesson
    behavior management differentiated, gender, needs, tool, considering their Exemplar/Plan
    skills by applying developmentally abilities, interests, gender, needs, skills, highlighting
    positive and non- appropriate and experiences interests, and experiences. differentiated
    violent discipline to opportunities to address through varied, The result will serve as the learning activities,
    ensure learning learners’ differences in developmentally basis of an intervention
    focused environments. gender, needs, appropriate learning program to create relevant
    (PPST 2.6.3) strengths, interests and experiences. learning experiences for
    experiences. the students to be included
    (PPST 3.1.3) in the lesson plan or
    exemplar.
    3. Reviewed with 3. Performed various To actively engage in To take an active role in Year-round Use of ICT, Lecture
    colleagues, teacher related works / various relevant webinars, LAC sessions, notes/handouts or
    and learner feedback activities that tasks that support writing workshops, files, Resource
    to plan, facilitate, and contribute to the the teaching-learning competitions, and person, Financial
    enrich teaching teaching-learning process. seminars that are linked to
    practice. (PPST 4.4.3) process. the subject being taught
    and other works in the
    field.
    To enroll in a master's or
    doctoral program
    to deepen career-oriented
    knowledge and skills. 

    B. Core Behavioral Competencies (from Part III of e-SAT)


    1. Undertakes 2.Uses ingenious Using the available To be part of the schools' Year-round Learning
    personal actions and methods to accomplish resources effectively Learning Continuity Plan Continuity Plan,
    behaviors that are responsibilities. in teaching the by attending faculty Intervention
    clear and purposive Demonstrates subject, such as meetings. Program, Modules
    and considers personal resourcefulness and the Modules, Learning To be aware of the different and Learning
    goals and values ability to succeed with Activity Sheets, guidelines and Packets/LAS/
    congruent to that of minimal resources. Assessment Tools, memorandum for the Assessment Tools
    the organization. and other Learning opening of the school year.
    Packets will
    demonstrate
    resourcefulness and
    the ability to succeed
    with minimal
    resources.
    2. Maintains 2. Delivers error-free To be an effective To attend LAC sessions Year-round Minutes of the
    professional image: outputs most of the and efficient teacher and faculty meetings Meeting, Guidelines
    being trustworthy, time by conforming to in submitting error- regarding schoolwork and and Memos,
    regularity of standard operating free school reports reports. Resource Person
    attendance and procedures correctly and quality output in
    punctuality, good and consistently. Able terms of usefulness,
    grooming and to produce very acceptability, and
    communication. satisfactory quality of completeness with
    work in terms of no supervision
    usefulness/acceptability required by
    and completeness with conforming to
    no supervision required. standard operating
    procedures correctly
    and consistently.

    Feedback

    JORIS T. SULIMA JOVY C. LIZA, PhD JOVY C. LIZA, PhD


    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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