This document outlines rubrics used to evaluate teachers' performance on various objectives within their Key Result Areas (KRAs) at Pangpang National High School. It provides performance indicators, scales for rating teachers as outstanding, very satisfactory, satisfactory, unsatisfactory or poor on objectives related to lesson planning, facilitating learning, classroom management, and monitoring students. Sample computations are shown to calculate a teacher's average score for each objective based on their ratings in quality, efficiency and timeliness. The rubrics provide a framework for conducting impartial performance reviews of teachers according to clear and measurable standards.
This document is a mid-year review form for evaluating the performance of teacher Amor P. Gonzales at Tambo Elementary School in Camarines Sur. It outlines their key result areas, objectives, performance targets, means of verification, and ratings. The form is used to assess the teacher's content knowledge, learning environment, curriculum planning, assessment/reporting skills, and professional development. Objectives are evaluated on quality, efficiency, and timeliness. The teacher and principal provide ratings and remarks on progress toward objectives at the mid-year point.
The document provides guidance for facilitating Learning Action Cell (LAC) sessions for teachers participating in the ELLN Digital professional development course on early language, literacy, and numeracy instruction. Each LAC session includes getting started, sharing assignments in small groups, a big group discussion, and looking ahead to the next session. The guide outlines 16 total LAC sessions to correspond with the course modules and lessons over 18 weeks. LAC facilitators are provided detailed plans and norms for leading collaborative discussions to support teachers' learning and application of the course concepts.
School Monitoring, Evaluation and Adjustment- Activity Completion Report
The Quality Assurance and Accountability Division of DepEd-Regional Office VII held a two-day training program on the School Monitoring, Evaluation and Adjustment System from June 13-14, 2013 in Cebu City. The training targeted 76 participants from schools divisions, with 86 participants attending. The objectives were to demonstrate understanding of school monitoring and evaluation, describe the school evaluation process, validate data gathering tools, commit to implementing the evaluation system, and develop implementation plans. Participants evaluated the training positively for its planning, content delivery, and attainment of objectives.
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
This development plan outlines the strengths, needs, and action plan for a school from SY 2020-2021. The plan focuses on improving teachers' functional competencies like using ICT, delivering strategies for learners with special needs, participating in professional networks, and building relationships with parents. It also aims to develop core behaviors like teamwork, innovation, and service orientation. The timeline is from October 2020 to June 2021. Resources needed include competent speakers, internet connection, laptops, and the involvement of head teachers. The goals are to enhance teachers' skills through training seminars, learning action cell sessions, mentoring, and strengthening parent-teacher partnerships.
This document contains a planning evaluation for an employee with various key result areas (KRAs) including instructional leadership, learning environment, human resource management, parental involvement, and school leadership. It lists objectives, timelines, performance indicators, and actual results for each KRA. For example, under instructional leadership, objectives were to increase overall student performance by 2% and have 75% of learners achieve 80% on standardized tests. Actual results showed these targets were met. It provides space to rate performance on a scale for each KRA as well as an overall rating.
This school report card provides information on the school's performance in the 2020-2021 school year. It summarizes data on student enrollment, health status, academic performance, teacher training, funding sources, and community involvement. Some key points include:
- Student enrollment increased from the previous year in both junior and senior high school.
- Most students were found to have normal nutritional status, though some required additional support.
- Promotion rates were quite high, with nearly all students progressing to the next grade level.
- The school aims to improve subjects where national achievement test scores were below 75% by implementing review programs.
- Multiple sources provide funding for the school, including government allocations, community donations, and
This document is a mid-year review form for evaluating the performance of teacher Amor P. Gonzales at Tambo Elementary School in Camarines Sur. It outlines their key result areas, objectives, performance targets, means of verification, and ratings. The form is used to assess the teacher's content knowledge, learning environment, curriculum planning, assessment/reporting skills, and professional development. Objectives are evaluated on quality, efficiency, and timeliness. The teacher and principal provide ratings and remarks on progress toward objectives at the mid-year point.
The document provides guidance for facilitating Learning Action Cell (LAC) sessions for teachers participating in the ELLN Digital professional development course on early language, literacy, and numeracy instruction. Each LAC session includes getting started, sharing assignments in small groups, a big group discussion, and looking ahead to the next session. The guide outlines 16 total LAC sessions to correspond with the course modules and lessons over 18 weeks. LAC facilitators are provided detailed plans and norms for leading collaborative discussions to support teachers' learning and application of the course concepts.
The Quality Assurance and Accountability Division of DepEd-Regional Office VII held a two-day training program on the School Monitoring, Evaluation and Adjustment System from June 13-14, 2013 in Cebu City. The training targeted 76 participants from schools divisions, with 86 participants attending. The objectives were to demonstrate understanding of school monitoring and evaluation, describe the school evaluation process, validate data gathering tools, commit to implementing the evaluation system, and develop implementation plans. Participants evaluated the training positively for its planning, content delivery, and attainment of objectives.
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
This orientation provides an overview of the RPMS-PPST orientation for the 2019-2020 school year. The objectives are to reinforce understanding of RPMS assessment tools and establish trainers for implementation. The agenda covers the context of RPMS, the PPST, the RPMS process and tools, classroom observation protocols and simulations, and a resource package to understand the standards. The orientation aims to support the RPMS cycle and teacher development through competency-based assessment aligned with the PPST.
The document discusses community linkages between schools and local resources. It outlines how partnerships can benefit schools and communities by sharing facilities, volunteers, expertise and more. This enhances educational opportunities, strengthens neighborhoods, and leads to improved outcomes for youth and families. Effective collaboration requires strategic planning from professionals in schools and communities.
This document discusses the importance of instructional materials for teachers. It states that instructional materials are essential for teachers in all aspects of teaching, including lesson planning, background knowledge on subjects, and assessing students. Young and inexperienced teachers especially rely on these materials. The document explains that instructional materials help teachers supplement their knowledge and provide suggestions for lesson plans and assessment methods. It argues that it is difficult for teachers to teach effectively without instructional materials.
This document summarizes the monitoring, evaluation, and adjustment of Casay National High School for the first quarter of SY 2021-2022. It outlines the school profile including enrollment, number of teachers, classrooms, and laboratories. Areas of concern are identified such as curriculum management, learning delivery, learning resources, assessment of learning, learning outcomes, partnerships/linkages, programs/interventions, and financial output. Corrective actions and preventive measures are proposed to address each concern within the school year. Classroom management, teaching strategies, stakeholder engagement, student discipline, and other activities are also discussed.
This document outlines the agenda and objectives for a SHS Cluster A School Learning Action Cell (SLAC) meeting on September 14, 2023. The agenda includes discussing RPMS indicators for SY 2023-2024, classroom observation mechanics, and topics for SLAC sessions. The objectives are for participants to understand RPMS updates, facilitate classroom observations, share insights on coaching/mentoring, and submit required school reports. Guidelines for the STAR observation tool and suggested SLAC topics are also provided, as well as templates and submission deadlines for RPMS requirements like IDPs, pre-observation forms, and item analyses. The document advocates that excellent teachers are created through advocating for excellence in education.
The document outlines an action plan for implementing a National Learning Camp at Tukuran Central Elementary School. It details the following key tasks and timeline:
1) A preparatory phase from July 3-7 involving creating a task force, orienting stakeholders, and assessing learners' needs.
2) Advocacy campaigns throughout July to promote the learning camp.
3) Teacher training from July 13-15 to enhance instructional practices.
4) Implementing the 3-5 week camp from July 17-August 25, including monitoring, activities, and stakeholder engagement.
5) Evaluating and reflecting on the camp from August 11-24 to establish best practices.
The document contains the consolidated school professional development plan for teachers at Bagong Silang Elementary School. It lists the names of 13 teachers and outlines their strengths, development needs, action plans, timelines, and resources needed to address their professional goals. The plan focuses on improving the teachers' functional competencies in areas like content knowledge, teaching strategies, curriculum planning and use of resources. It also aims to strengthen their core behavioral competencies such as professionalism, innovation and service orientation. The teachers' action plans include attending trainings, seminars and workshops to apply their learnings throughout the school year 2021-2022.
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.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
The document outlines the steps for conducting classroom observations using the COT-RPMS (Classroom Observation Tool - Results-Based Performance Management System).
The key steps are:
1. Review the COT-RPMS rubric and indicators to be observed before the classroom observation.
2. Observe the entire class period without discussing observations with other observers.
3. Individually rate the teacher's performance on each indicator using the observation notes and COT-RPMS rubric.
The document provides details on preparing and completing observation forms, rating teacher performance, and procedures for single or multiple observers.
The document summarizes a monitoring and evaluation report from Naga Central Elementary School. It includes sections on curriculum implementation, education resources, physical facilities, and concerns. Some key findings are that classrooms are adequately equipped but some need repairs, most competencies are being taught but some students still lack mastery, and the biggest issues are a lack of teachers and high dropout rates due to financial problems.
This document discusses social groups and interactions. It defines primary and secondary groups, in-groups and out-groups, and reference groups. It provides examples of different types of social groups and compares primary and secondary groups. The document outlines several learning activities to help students identify social groups, consider their own group memberships, and pledge to live effectively within social interactions. The activities analyze pictures and situations to identify social groups and reference groups. The document emphasizes that social groups are important for human development and learning culture.
The document discusses religion and belief systems from an anthropological perspective. It begins by defining religion and examining religious phenomena across cultures. It then explores key concepts like animism, polytheism, monotheism, institutionalized religion, and religious practitioners. The document also analyzes religious activities such as magic, divination, and sacrifices. It examines the evolution of religion throughout history and in ancient societies. Finally, it discusses religious organizations and different types of cults based on their structure and relationship to society.
This document discusses different types of human cultural variation. It defines cultural variation as differences in social behaviors between cultures. For example, what may be considered good etiquette in one culture may be bad etiquette in another. The document also discusses variation between cultures, citing examples of how geography and environment have shaped cultural aspects like diet. It further explores concepts like subculture, counterculture, and the differences between high culture and popular culture.
Understanding culture, society, and politics. some key observationsTin-tin Nulial
The document discusses how gender can influence a person's social development and experiences. It highlights the need for students to value their role in society and apply their knowledge and ideas through actions. Students should be well-informed and knowledgeable in different disciplines to make informed decisions. Values, beliefs, and principles shape people's behaviors and priorities in life. Social dynamics involve ongoing changes in society, politics, and culture over time.
This document contains a performance review for a teacher for the period of April 2016. It evaluates the teacher across several key result areas (KRAs) including teaching-learning process, students' learning outcomes, and professional growth. For each KRA, objectives and indicators are provided and the teacher's performance is rated on a scale of 1-5 for each indicator based on supporting evidence. The ratings for each indicator are multiplied by the assigned weights to calculate an overall score. The teacher received high ratings across most areas, demonstrating outstanding performance overall based on the review.
This document contains a performance review for a teacher for the period of April 2016. It evaluates the teacher's performance across several key result areas (KRAs) based on objectives, timelines, weights, and indicators. For each KRA, such as teaching-learning process and students' learning outcomes, the teacher's performance is rated on a scale of 1-5 based on the degree to which various quality, efficiency and timeliness indicators were met. The teacher received high ratings, often "Outstanding" or "Very Satisfactory" across most KRAs, indicating strong teaching performance over the review period.
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
This document contains position and competency profiles for three teacher positions - Teacher I, Teacher II, and Teacher III - within the Department of Education.
For each position, the document outlines the required and preferred educational qualifications, experience requirements, duties and responsibilities, and performance indicators for evaluation.
Teacher I requires a bachelor's degree in education plus 18 professional units, with no experience required. Teacher II requires the same qualifications as Teacher I plus one year of relevant experience. Teacher III requires the same qualifications as Teacher II plus two years of relevant experience.
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
This document provides the performance rating system (RPMS) tool for teachers ranked as proficient (Teacher I-III) for the 2021-2022 school year in the Philippines amid the COVID-19 pandemic. It outlines the position and competency profile, qualifications, duties and responsibilities, and key result areas (KRA) for evaluating teachers. The KRA on content knowledge and pedagogy includes 4 objectives for evaluating teachers' mastery of content, use of research-based teaching practices, language proficiency, and communication strategies. Performance is rated on a 5-point scale based on classroom observations and other evidence like lesson plans. The tool provides means of verification and indicators for assessing teachers' performance level as outstanding, very satisfactory,
[Appendix 1A] RPMS Tool for Proficient Teachers SY 2021-2022 in the time of C...JAYSONDAGURO
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
[Appendix 1 a] rpms tool for proficient teachers sy 2021 2022 in the time of ...GlennOcampo
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
This document provides the performance rating system (RPMS) tool for teachers ranked as proficient (Teacher I-III) for the 2021-2022 school year in the Philippines amid the COVID-19 pandemic. It outlines the position and competency profile, qualifications, duties and responsibilities, and key result areas (KRA) for evaluating teachers. The KRA on content knowledge and pedagogy includes 4 objectives for evaluating teachers' mastery of content, use of research-based teaching practices, language proficiency, and communication strategies. Performance is rated on a 5-point scale based on classroom observations and other evidence like lesson plans. The tool provides a systematic way to assess proficient teachers' instructional practices during remote learning.
This document provides the performance rating system (RPMS) tool for teachers ranked as proficient (Teacher I-III) for the 2021-2022 school year in the Philippines amid the COVID-19 pandemic. It outlines the position and competency profile, qualifications, duties and responsibilities, and key result areas (KRA) for evaluating teachers. The KRA on content knowledge and pedagogy includes 4 objectives for evaluating teachers' mastery of content, use of research-based teaching practices, language proficiency, and communication strategies. Performance is rated on a 5-point scale based on classroom observations and other evidence like lesson plans. The tool provides a systematic way to assess proficient teachers' instructional practices during remote learning.
Rubrics & Skill Upgradation in Computer Engineering.pptxSrikanth Sri
Rubrics are scoring guides used to evaluate student work. They contain criteria for grading assignments and quality definitions for those criteria at different achievement levels. Rubrics promote consistent grading and help measure how well students attain learning standards. They provide guidelines for students and teachers and help students understand expectations. Rubrics also help parents understand their child's grades. There is variability in rubrics between disciplines and courses. Rubrics have three main components: dimensions being assessed, descriptors of each dimension, and a rating scale defining performance levels. The document discusses using rubrics to assess a skill upgradation course in a computer engineering curriculum, including activities, periods, and evaluation process.
1) The document provides guidance for creating a standards-based learning recovery plan to address missed or partially covered standards from previous grades.
2) It includes tables to identify the missed standard, current standard, and how the standards will be addressed through existing materials or additional instruction.
3) Plans must include mastery expectations, assessment rubrics, intervention strategies, updated curricular materials, and a timeline for instruction.
This document provides a summary of the RPMS Tool for teachers in the Philippines for the 2021-2022 school year. It includes the position and competency profile, qualifications, duties and responsibilities, and performance indicators for teachers ranked as proficient (Teacher I to Teacher III). The tool outlines 5 key result areas (KRAs) for evaluation: 1) Content Knowledge and Pedagogy, 2) Learning Environment, 3) Learner Development and Diversity, 4) Assessment and Reporting, and 5) Partnerships and Resources. Under each KRA are objectives and means of verification for assessing teacher performance based on a 5-point quality rating scale.
Classroom assessment for the k to 12 (BEC)Gerald Cariga
The document outlines DepEd Order #8, s. 2015 which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program in public schools. It discusses the purposes of diagnostic, formative, and summative assessments. Formative assessments are used to guide instruction while summative assessments measure learning against standards. The guidelines describe methods of assessment including individual, collaborative, and those used at different parts of the lesson. Assessment results are used to track student progress, determine if learning standards are met, and report achievement.
[Appendix 2] RPMS Tool for MT I-IV SY 2020-2021 in the time of COVID-19.docxMerryDollEsolana1
The document is a position and competency profile for Master Teacher positions I-IV in the Department of Education. It outlines the required qualifications, duties and responsibilities, and performance standards for the positions. Specifically, it details the required education and experience, preferred qualifications, key result areas including content knowledge and pedagogy and diversity of learners and assessment. It also provides means of verification and performance indicators to evaluate teachers' competency in each key result area using a 5-point quality evaluation tool rating scale.
Mid year review form for S.Y. 2023 -2024LauriceFrojo3
This document contains a mid-year review form for a teacher with the following information:
- Personal details of the teacher and rater (principal)
- Objectives, timelines, weights and means of verification for the teacher's key result areas
- Mid-year review ratings and remarks from both the teacher and principal
- Space for signatures of the teacher, principal and approving authority.
This document is a mid-year review form evaluating teacher Catherine C. Leaño's performance from August 2023 to January 2024. It assesses her performance on 15 key result areas related to content knowledge, teaching strategies, curriculum planning, assessment, learning environment, diversity of learners, professional development, and community engagement. For each area, it lists objectives, timelines, evaluation criteria, and ratings from Ms. Leaño and her reviewer, Master Teacher Djemna C. Garcia. Overall results and remarks are also included.
Unit Level Student Teaching Pedagogy and Dispositions Evaluation Jan 2014Jennifer Lynch
This document contains evaluation forms for student teachers to be completed at midterm and final evaluations. The forms assess student teacher pedagogy and dispositions based on standards from NCATE, CAEP, and InTASC. The pedagogy evaluation contains items on planning, instructional delivery, assessment, and other areas. The dispositions evaluation addresses professionalism, ethics, communication, and other dispositions. Both forms provide ratings of exceeds, meets, emerging, or does not meet expectations.
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.
Similar to Rubrics for IPCRF of Teachers per Objective of their KRAs (20)
Daily Lesson Log sa Araling Panlipunan 9 (Ekonomiks)
Diego C. Pomarca Jr. (jegzdailylog@gmail.com)
saklaw ng DLL na ito ang mga kasanayan para sa ikatlong markahan.
Araling Panlipunan 9 (Ekonomiks) DLL
Diego C. Pomarca Jr (jegzdailylog@gmail.com)
Ang DLL na ito ay para sa ikaapat na markahan. Ginawa ang DLL na ito bilang tugon sa hamon ng RPMS tools.
This document outlines a performance task scenario for students to create a 4-day tour itinerary for non-Asian visitors to an Asian tourist destination. Students are to take on the role of a travel planner tasked with preparing a written itinerary, budget, and map to present to a screening committee. The itinerary will be judged based on inclusion of geographical and financial details, practical considerations like accessibility and costs, and the quality of the oral presentation. The goal is to convince the committee and potential visitors to approve and participate in the tour.
This document provides guidance on writing different types of journalistic pieces, including news, editorials, and feature stories. It outlines the key elements and formats for each type of writing. For news, the summary emphasizes the importance of including the 5 Ws and 1 H, writing in past tense, and using an inverted pyramid structure. Editorials are described as giving commentary on current issues in the third person and including a news peg, position, solutions, and call to action. Feature stories are meant to be more entertaining by revealing emotions through descriptive writing and applying literary techniques.
This document outlines a student's individual learning contract for the first grading period. It lists the student's name, year, and section. It includes requirements for flag ceremony attendance, academic performance in Economics and Values Education classes, as well as other non-academic requirements like leading a core group, community service projects, and classroom notebooks. The contract provides details on activities, due dates, and point values for completing various tasks.
This document lists the name of a group, the points they received, and 5 members names. It does not provide enough contextual information to determine what the group or points are in reference to. The document simply lists basic information without additional details.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Is Email Marketing Really Effective In 2024?Rakesh Jalan
Slide 1
Is Email Marketing Really Effective in 2024?
Yes, Email Marketing is still a great method for direct marketing.
Slide 2
In this article we will cover:
- What is Email Marketing?
- Pros and cons of Email Marketing.
- Tools available for Email Marketing.
- Ways to make Email Marketing effective.
Slide 3
What Is Email Marketing?
Using email to contact customers is called Email Marketing. It's a quiet and effective communication method. Mastering it can significantly boost business. In digital marketing, two long-term assets are your website and your email list. Social media apps may change, but your website and email list remain constant.
Slide 4
Types of Email Marketing:
1. Welcome Emails
2. Information Emails
3. Transactional Emails
4. Newsletter Emails
5. Lead Nurturing Emails
6. Sponsorship Emails
7. Sales Letter Emails
8. Re-Engagement Emails
9. Brand Story Emails
10. Review Request Emails
Slide 5
Advantages Of Email Marketing
1. Cost-Effective: Cheaper than other methods.
2. Easy: Simple to learn and use.
3. Targeted Audience: Reach your exact audience.
4. Detailed Messages: Convey clear, detailed messages.
5. Non-Disturbing: Less intrusive than social media.
6. Non-Irritating: Customers are less likely to get annoyed.
7. Long Format: Use detailed text, photos, and videos.
8. Easy to Unsubscribe: Customers can easily opt out.
9. Easy Tracking: Track delivery, open rates, and clicks.
10. Professional: Seen as more professional; customers read carefully.
Slide 6
Disadvantages Of Email Marketing:
1. Irrelevant Emails: Costs can rise with irrelevant emails.
2. Poor Content: Boring emails can lead to disengagement.
3. Easy Unsubscribe: Customers can easily leave your list.
Slide 7
Email Marketing Tools
Choosing a good tool involves considering:
1. Deliverability: Email delivery rate.
2. Inbox Placement: Reaching inbox, not spam or promotions.
3. Ease of Use: Simplicity of use.
4. Cost: Affordability.
5. List Maintenance: Keeping the list clean.
6. Features: Regular features like Broadcast and Sequence.
7. Automation: Better with automation.
Slide 8
Top 5 Email Marketing Tools:
1. ConvertKit
2. Get Response
3. Mailchimp
4. Active Campaign
5. Aweber
Slide 9
Email Marketing Strategy
To get good results, consider:
1. Build your own list.
2. Never buy leads.
3. Respect your customers.
4. Always provide value.
5. Don’t email just to sell.
6. Write heartfelt emails.
7. Stick to a schedule.
8. Use photos and videos.
9. Segment your list.
10. Personalize emails.
11. Ensure mobile-friendliness.
12. Optimize timing.
13. Keep designs clean.
14. Remove cold leads.
Slide 10
Uses of Email Marketing:
1. Affiliate Marketing
2. Blogging
3. Customer Relationship Management (CRM)
4. Newsletter Circulation
5. Transaction Notifications
6. Information Dissemination
7. Gathering Feedback
8. Selling Courses
9. Selling Products/Services
Read Full Article:
https://digitalsamaaj.com/is-email-marketing-effective-in-2024/
(T.L.E.) Agriculture: Essentials of GardeningMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏.𝟎)-𝐅𝐢𝐧𝐚𝐥𝐬
Lesson Outcome:
-Students will understand the basics of gardening, including the importance of soil, water, and sunlight for plant growth. They will learn to identify and use essential gardening tools, plant seeds, and seedlings properly, and manage common garden pests using eco-friendly methods.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
NLC English 7 Consolidation Lesson plan for teacher
Rubrics for IPCRF of Teachers per Objective of their KRAs
1. PANGPANG NATIONAL HIGH SCHOOL
RUBRICS for IPCRF of Teachers per Objective in every KRA
Objectives
Performance Indicators
Q, E, T Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 1, Objective No. 1
Prepared detailed lesson
plans/ daily lesson logs of
activities including
appropriate, adequate
and updated instructional
materials
QUALITY
(Rater will use
Observation
tool and look
into the
Content,
Structure and
Relevance of
DLP/DLL)
IMs and DI’s
must be
relevant and
aligned w/
content
All dailylesson plans had
the following (5 parts):
Objective/s
Subject Matter
Procedures
Evaluation;and
Assignment
Had 4 of the five parts
of the lesson
plan/DLP/DLL
Had 3 of the five parts
of the lesson
plan/DLP/DLL
Had 2 of the five parts of
the lesson plan/DLP/DLL
Had 1 of the five parts of
the lesson plan/DLP/DLL
Objective was Specific,
Measurable, Attainable,
Result-oriented and
Time-bound(SMART)
Objective was stated
with 1 behavioral
indicator missing
Objective was stated
with 2 behavioral
indicators missing
Objective was stated with
3 - 4 behavioral
indicators missing
Objective was stated
without behavioral
indicators
EFFICIENCY
MOVs: Mastery
Learning per
subject by
grade level
(reflected inthe
class record)
Attained 100% of the
desiredlearning
competencies.
Attained85-99% of the
desiredlearning
competencies.
Attained70-84% of the
desiredlearning
competencies.
Attained55-69% of the
desiredlearning
competencies.
Attained54% and below
of the desiredlearning
competencies.
TIMELINESS
Computation:
No. of Lesson
Delivered
divided by the
Total No. of
Lesson to be
Functionally
Delivered per
quarter (year) x
100
MOVs: BOW,
CGs and TGs
100% and above based
on the Budget of Work
(BOW)
85-99% basedon the
Budget of Work (BOW)
70-84% basedon the
Budget of Work (BOW)
55-69% basedon the
Budget of Work (BOW)
54% and belowbasedon
the Budget of Work
(BOW)
ACTUAL RESULTS Rating Average Score
Sample Computation for KRA 1,
Objective 1
Quality *Had 4 of the five parts of the lessonplan/DLP/DLL
*Objective was stated with2 behavioral indicators
missing
4 Points
3 Points
Q= 4+3
= 7
2. Final Q= 7/2
Q = 3.5 Points
Average Point for
Objective 1 is… 3.17
Q+E+T / 3
3.5 +3+3 = 9.5 /3
Ave.= 3.17
Efficiency Attained 70-84% of the desiredlearning
competencies.
E = 3 Points
Timeliness 70-84% basedon the Budget of Work(BOW) T = 3 Points
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 1, Objective No. 2
Facilitated learning in the
elementary/ secondary
schools through
functional lesson
plans/daily lesson logs
and innovative teaching
strategies
QUALITY
(Rater will use
Observation
tool and look
into the
Content,
Objectives and
competencies)
MOVs:DLP/DLL,
CG, BOW
The teacher established
challengingand
measurable goal/s for
student learning that is
aligned withthe DepEd
standards (Kto 12 BEC)
competencies
The teacher developed
a measurable goal for
student learning that is
aligned withthe DepEd
standards (Kto 12 BEC)
competencies
The teacher clearly
communicateda focus
for student learning
that is alignedwiththe
DepEd standards (Kto
12 BEC) competencies
The teacher didnot have
a clear focus for student
learning.
The teacher didnot have
a clear focus for student
learning or the objective
is too general to guide
lesson planning or the
objective is
inappropriate for
students.
EFFICIENCY
(Rater will use
Observation
tool and look
into the
Method,
strategies,
learners’
interaction and
participation
aligned with
competencies)
MOVs:DLL/DLP,
IMs, Dis, ICT
IntegrationPlan
Teaching methods and
strategies elicited100%
and above interaction
from a class or classes
Teaching methods and
strategies elicited85-
99% interactionfroma
class or classes
Teaching methods and
strategies elicited70-
84% interactionfroma
class or classes
Teaching methods and
strategies elicited55-69%
interactionfrom a class
or classes
Teaching methods and
strategies elicited54%
and below interaction
from a class or classes
Result of student
observation/ appraisal
are 100% and above used
as basisfor follow-up
Result of student
observation/ appraisal
are 85-99% usedas
basisfor follow-up
Result of student
observation/ appraisal
are 70-84% usedas
basisfor follow-up
Result of student
observation/ appraisal
are 55-69% usedas basis
for follow-up
Result of student
observation/ appraisal
are not usedas basis for
follow-up
ICT integrationis 100%
and above evident
ICT integrationis 85-
99% evident
ICT integrationis 70-
84% evident
ICT integrationis 55-69%
evident
ICT integrationis not
evident
TIMELINESS
(Rater will use
Observation
tool and look
into the
relevance,
applicationand
appropriateness
Has providedand
developedrelevant,
applicable and
appropriate activities for
the classes handled
within the rating period
(quarter/yearly)
Has providedand
developedapplicable
activitiesfor the classes
handled withinthe
rating period
(quarter/yearly)
Has provided readily
available activities for
the classes handled
within the rating period
(quarter/yearly)
Has providedfew
activitiesfor the classes
handled withinthe rating
period(quarter/yearly)
Has providedirrelevant
and inappropriate
activitiesfor the classes
handled withinthe
rating period
(quarter/yearly)
3. of learning
activities)
MOVs:DLL/DLP,
Objectives, IMs,
DIs
ACTUAL RESULTS Rating Average Score
Sample Computation for KRA 1,
Objective 2
Quality The teacher developeda measurable goal for
student learning that is alignedwith the DepEd
standards (Kto 12 BEC) competencies
4 Points
Q = 4 Points
Average Point for
Objective 2 is… 3.56
Q+E+T / 3
4+3.67+3 = 10.67 / 3
Ave.= 3.56
Efficiency *Teaching methods and strategies elicited70-84%
interactionfrom a class or classes
* Result of student observation/ appraisal are 85-
99% used as basis for follow-up
* ICT integration is 85-99% evident
3 Points
4 Points
4 Points
3+4+4 = 11/3
E = 3.67 Points
Timeliness Has provided readilyavailable activities for the
classes handledwithin the rating period
(quarter/yearly)
T = 3 Points
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 1, Objective No. 3
Initiated discipline of
pupils/ students including
classroom rules,
guidelines and individual
group tasks
QUALITY Students were 100% and
above guided in the
observationof classroom
rules andguidelines.
Students were 85-99%
guidedinthe
observationof
classroomrules and
guidelines.
Students were 70-84%
guidedinthe
observationof
classroomrules and
guidelines.
Students were 55-69%
guidedinthe observation
of classroomrules and
guidelines.
Students were not
guidedinthe
observationof
classroomrules and
guidelines.
EFFICIENCY 100% and above of the
observedrules,
guidelinesand tasks are
reflectedin the
descriptive rating in the
report card or journal
85-99% of the observed
rules, guidelines and
tasks are reflectedin
the descriptive rating in
the report cardor
journal
70-84% of the observed
rules, guidelines and
tasks are reflectedin
the descriptive rating in
the report cardor
journal
55-69% of the observed
rules, guidelines and
tasks are reflectedin the
descriptive rating in the
report card or journal
There was noobserved
rules, guidelines and
tasks as manifested in
the descriptive rating in
the report cardor
journal
TIMELINESS 100 % and above of the
classroomrules,
guidelinesand tasks are
maintained withinthe
rating period.
85-99 % of the
classroomrules,
guidelinesand tasks are
maintained withinthe
rating period.
70-84 % of the
classroomrules,
guidelinesand tasks are
maintained withinthe
rating period.
55-69 % of the classroom
rules, guidelines and
tasks are maintained
within the rating period.
54 % and belowof the
classroomrules,
guidelinesand tasks are
maintained withinthe
rating period.
ACTUAL RESULTS Rating Average Score
Sample Computation for KRA 1,
Objective 3
Quality Students were 100% andabove guided in the
observationof classroom rules and guidelines.
5 Points
Q = 5 Points
4. Efficiency 85-99% of the observedrules, guidelines andtasks
are reflected inthe descriptive rating in the report
card or journal
E = 4 Points
Average Point for
Objective 3 is…4.33
Q+E+T / 3
5 +4+4 = 13 /3
Ave.= 4.33
Timeliness 785-99 % of the classroomrules, guidelines and
tasks are maintainedwithinthe ratingperiod.
T = 4 Points
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 1, Objective No.4
Monitored attendance,
diversity appreciation,
safe, positive and
motivating environment,
overall physical
atmosphere, cleanliness
and orderliness of
classrooms including
proper waste disposal
QUALITY Attendance checking was
100% and above
systematicallycarried out
Attendance checking
was 85 - 99%
systematicallycarried
out
Attendance checking
was 70 - 84%
systematicallycarried
out
Attendance checking was
55 - 69% systematically
carriedout
Attendance checking
was 54 % andbelow
carriedout
Safety, orderlinessand
cleanliness of floors,
toilets and proper waste
disposal were 100% and
above maintained
Safety, orderlinessand
cleanliness of floors,
toilets and proper
waste disposalwere
85-99% maintained
Safety, orderlinessand
cleanliness of floors,
toilets and proper
waste disposalwere
70-84% maintained
Safety, orderlinessand
cleanliness of floors,
toilets and proper waste
disposal were 55-69%
maintained
Safety, orderlinessand
cleanliness of floors,
toilets and proper waste
disposal were 54%
maintained
100% and above diversity
appreciation wasevident
in both academic
instruction andgroup
tasks
85-99% diversity
appreciation was
evident in both
academic instruction
and grouptasks
70-84% diversity
appreciation was
evident in both
academic instruction
and grouptasks
55-69% diversity
appreciation wasevident
in both academic
instruction andgroup
tasks
54% and belowdiversity
appreciation was
evident in both
academic instruction
and grouptasks
EFFICIENCY Provisionof attendance
monitoringwas 100%
and above evident
Provisionof attendance
monitoringwas 85 -
99% evident
Provisionof attendance
monitoringwas 70-84%
evident
Provisionof attendance
monitoringwas 55-69%
evident
Provisionof attendance
monitoringwas 54% and
below evident
Provisionof cleanliness,
safetyand orderliness
were 100% andabove
manifestedinclass
rules/grouptasks
Provisionof cleanliness,
safetyand orderliness
were 85 – 99%
manifestedinclass
rules/grouptasks
Provisionof cleanliness,
safetyand orderliness
were 70 – 84%
manifestedinclass
rules/grouptasks
Provisionof cleanliness,
safetyand orderliness
were 55 – 69%
manifestedinclass
rules/grouptasks
Provisionof cleanliness,
safetyand orderliness
were 54 % and below
manifestedinclass
rules/grouptasks
Student-learners are
100% and above engaged
in various activities and
tasks withpositive results
Student-learners are
85-95% engagedin
various activitiesand
tasks withpositive
results
Student-learners are
70-84 % engaged in
various activitiesand
tasks bearingsignificant
results but with1 or 2
concerns for
improvement /
betterment
Student-learners are 55-
69 % engaged in various
activitiesandtasks
bearing some good
results but with3 or 4
concerns for
improvement /
betterment
Student-learners are
54% and belowengaged
in various activities and
tasks bearing
insignificant results and
with more concerns for
improvement /
betterment
TIMELINESS Preparation and
submissionof attendance
record/report was
submittedwithinthe
requiredtime
Preparation and
submissionof
attendance
record/report was
submittedwith1 or 2
Preparation and
submissionof
attendance
record/report was
submittedwith3 – 4
Preparation and
submissionof attendance
record/report was
submittedwith5 or more
issues inline with time-
on-taskprinciples.
Preparation and
submissionof
attendance
record/report was
submittedwithmore
5. issues inline with time-
on-taskprinciples.
issues inline with time-
on-taskprinciples.
issues inline with time-
on-taskprinciples.
Monitoring andensuring
cleanliness, safetyand
orderliness were done
regularlywithpositive
results
Monitoring and
ensuringcleanliness,
safetyand orderliness
were done most ofthe
time with 1 or 2 issues
affecting positive
results
Monitoring and
ensuringcleanliness,
safetyand orderliness
were done at times
with 3 or 4 issues
affecting positive
results
Monitoring andensuring
cleanliness, safetyand
orderliness were not
done some of the time
with 5 or more issues
affecting positive results
Monitoring andensuring
cleanliness, safetyand
orderliness were not
done most of the time
with more issuesthat
needs applicable
interventions
Leaners’ diversity
appreciation are evident
everytime when
incorporated inthe
learning process/group
tasks
Leaners’ diversity
appreciation are
evident most of the
time when
incorporated inthe
learning process/group
tasks
Leaners’ diversity
appreciation are
evident some of the
times when
incorporated inthe
learning process/group
tasks
Leaners’ diversity
appreciation are not
evident andnot
incorporated inthe
learning process/group
tasks most of the time
Leaners’ diversity
appreciation are not
evident andnot
incorporated inthe
learning process/group
tasks at all times
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 2, Objective No. 1
Monitored and evaluated
and maintained
pupils’/students’ progress
QUALITY Evidencesshowedthat
the teacher purposely
plans assessments and
varies assessment
choices to match the
different student needs,
abilities andlearning
styles
The teacher explained
the various uses and
limitations ofthe
different kinds of
assessments or tests.
Evidencesshowedthat
students needs and
avenuesfor growth
were clearlyidentified
There is evidence of
more thanone
measure of student
performance bit there
is difficultyin analysing
data to inform
instructionalplanning
and delivery
The teacher planned
instructions without
analysingstudent
learning data
No evidence ofstudent
monitoringor evaluation
of student progress
EFFICIENCY Class recordreflected the
basesof 100% and above
of students’ ratinginall
classes/subject areas
handled
Class recordreflected
the basesof 85-99% of
students’ rating inall
classes/subject areas
handled
Class recordreflected
the basesof 70-84% of
students’ rating inall
classes/subject areas
handled
Class recordreflected the
basesof 55-69% of
students’ rating inall
classes/subject areas
handled
Class recordreflected
the basesof 54% and
below students’ ratingin
all classes/subject areas
handled
Students’ portfolio
contained100% and
above oftheir
accomplishment
Students’ portfolio
contained85-99% of
their accomplishment
Students’ portfolio
contained70-84% of
their accomplishment
Students’ portfolio
contained55-69% of
their accomplishment
Students’ portfolio
contained54% and
below of their
accomplishment
Test questions were
100% and above logically
sequencedwithTable of
specifications showing
congruence between
content andskills tested.
Test questions were 85-
99% logically
sequencedwithTable
of specifications
showing congruence
betweencontent and
skills tested.
Test questions were 70-
84% logically
sequencedwithTable
of specifications
showing some
congruence between
content andskills
tested.
Test questions were 55-
69% logicallysequenced
but the Table of
specifications does not
show congruence
betweencontent and
skills tested.
Test questions were not
logicallysequencedand
there is notable of
specifications to show
congruence between
content andskills tested.
Pre-test andpost-test
were 100% andabove
administered inall
Pre-test andpost-test
were 85-99%
administered inall
Pre-test andpost-test
were 70-84%
administered inall
Pre-test andpost-test
were 55-69%
administered inall
Pre-test andpost-test
were never
administered
6. classes / subject area
supportedbyanalysis
report
classes / subject area
supportedbyanalysis
report
classes / subject area
supportedbyanalysis
report
classes / subject area
supportedbyanalysis
report
TIMELINESS Monitoring, evaluation
and maintaining
students’ progress were
done everytime within
the rating period
(quarterly, semestral)
Monitoring, evaluation
and maintaining
students’ progress
were done most ofthe
time within the rating
periodwith1 or 2
issues that needs
attention
Monitoring, evaluation
and maintaining
students’ progress
were done most ofthe
time within the rating
periodwith3 or 4
issues that needs
attention
Monitoring, evaluation
and maintaining
students’ progress were
done some of the times
within the rating period
with 5 or more issues
that needs attention
Monitoring, evaluation
and maintaining
students’ progress were
not done within the
rating period
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 2, Objective No. 2
Conducted
remediation/enrichment
programs to improve
performance indicators
QUALITY
Remediation/
enrichment programis
offeredto 100% and
above ofthe students
who needit
Remediation/
enrichment programis
offeredto 85-99% of
the students whoneed
it
Remediation/
enrichment programis
offeredto 70-84% of
the students whoneed
it and it manifested
some improvement in
the performance
indicators
Remediation/
enrichment programis
offeredto 55-69% of the
students whoneed it and
it manifested minimal
improvement inthe
performance indicators
Remediation/
enrichment programis
offeredto 54% and
below of the students
who needit andit
manifestedno
improvement inthe
performance indicators
EFFICIENCY Remediation/
enrichment planwas
preparedwith100% and
above results showing
manifestationof
improvement inthe
performance indicators
Remediation/
enrichment planwas
preparedwith85-99%
results showing
manifestationof
improvement inthe
performance indicators
Remediation/
enrichment planwas
preparedwith85-99%
results showing
manifestationof
improvement inthe
performance indicators
Remediation/
enrichment planwas
preparedwith55-69%
results showing
manifestationof
improvement inthe
performance indicators
Remediation/
enrichment planwas
preparedwith54% and
below results showing
manifestationof
improvement inthe
performance indicators
TIMELINESS Remediation/
enrichment activities
were deliveredevery
time as reflectedinthe
DLL / needs assessment
Remediation/
enrichment activities
were deliveredmost of
the time as reflectedin
the DLL / needs
assessment
Remediation/
enrichment activities
were deliveredsome of
the times as reflected
in the DLL / needs
assessment
Remediation/
enrichment activities
were not deliveredmost
of the time as reflectedin
the DLL / needs
assessment
Remediation/
enrichment activities
were not deliveredat all
times andwas not
reflectedin the DLL /
needs assessment
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 2, Objective No. 3
Maintained/updated
pupils/students’ school
records
QUALITY Teacher maintainedand
updated100% and above
of the students’ school
records
Teacher maintained
and updated85-99 % of
the students’ school
records
Teacher maintained
and updated70-84 % of
the students’ school
records
Teacher maintainedand
updated55-69 % of the
students’ school records
Teacher maintainedand
updated54 % and
below of the students’
school records
EFFICIENCY Students’ school records
contains 100% andabove
of the students’ progress,
data andrelevant
informationshowing
Students’ school
records contains 85-
99% of the students’
progress, data and
relevant information
showing positive
Students’ school
records contains 70-
84% of the students’
progress, data and
relevant information
showing positive
Students’ school records
contains 55-69% of the
students’ progress, data
and relevant information
showing positive results,
Students’ school records
contains 54% and below
of the students’
progress, data and
relevant information
showing positive results,
7. positive results, follow-up
and intervention
results, follow-upand
intervention
results, follow-upand
intervention
follow-up and
intervention
follow-up and
intervention
TIMELINESS Students’ school records
are maintainedand
updatedat requiredtime
within the rating period
Students’ school
records are maintained
and updatedat most of
the requiredtime
within the rating period
Students’ school
records are maintained
and updatedat some of
the requiredtime
within the rating period
Students’ school records
are not maintained and
updatedat some ofthe
requiredtime withinthe
rating period
Students’ school records
are not maintained and
updatedat alltimes
within the rating period
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 2, Objective No. 4
Attained the required
GSA for grade level and
learning areas
QUALITY Attained100% and
above MPS or GSA inall
classes or subject areas
handled
Attained85-99% MPS
or GSA in all classesor
subject areashandled
Attained70-84% MPS
or GSA in all classesor
subject areashandled
Attained55-69% MPS or
GSA in all classes or
subject areashandled
Attained54% and below
MPS or GSA in all classes
or subject areas handled
EFFICIENCY Class recordreflected the
basesof 100% and above
of students’ ratinginall
classes/subject areas
handled
Class record reflected
the basesof 85-99% of
students’ rating inall
classes/subject areas
handled
Class recordreflected
the basesof 70-84% of
students’ rating inall
classes/subject areas
handled
Class recordreflected the
basesof 55-69% of
students’ rating inall
classes/subject areas
handled
Class recordreflected
the basesof 54% and
below students’ ratingin
all classes/subject areas
handled
TIMELINESS Computationof the
requiredMPS or GSA was
done everyquarter /
semester showing
positive results
Computationof the
requiredMPS or GSA
was done everyquarter
/ semester showing 1
or 2 issues but
produced positive
results
Computationof the
requiredMPS or GSA
was done everyquarter
/ semester showing 3
or 4 issues but
produced positive
results
Computationof the
requiredMPS or GSA was
done everyquarter /
semester showing5 or
more issues andclearly
affectedpositive results
Computationof the MPS
or GSA was done every
quarter / semester
showing critical issues
and it failed to produce
positive results
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 3, Objective No. 1
Conducted regular
/periodic Homeroom PTA
meetings/conferences
QUALITY 100% and above of the
planned meetings were
conducted
85-99% of the planned
meetings conducted
70-84% of the planned
meetings conducted
55-69% of the planned
meetings conducted
54% and belowof the
planned meetings
conducted
EFFICIENCY Provisionof reports and
agreements contained
remarkable
accomplishment withset
agreements met
Provisionof reports
and agreements
containedonlyset of
agreements andpartial
accomplishment
Provisionof reports
and agreements
produced onlyset of
agreements
Provisionof reports and
agreements produced
minimal results
Provisionof reports and
agreements produced
no results
TIMELINESS Conductedat least twice
everysemester or once
everyquarter or as
requiredeverytime
within the rating period
Conductedwithinthe
rating periodbut not
aligned withthe school
calendar for 1 instance
/ case
Conductedwithinthe
rating periodbut not
aligned withthe school
calendar for 2 to 3
instances
Conductedwithinthe
rating periodbut not
aligned withthe school
calendar for 4 to 5
instances
Conductedwithinthe
rating periodbut not
aligned withthe school
calendar for 6 or more
instances
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 3, Objective No. 2 QUALITY Academic monitoring/
follow-up wasinitiatedto
Academic monitoring/
follow-up wasinitiated
Academic monitoring/
follow-up wasinitiated
Academic monitoring/
follow-up wasinitiatedto
Academic monitoring/
follow-up wasinitiated
8. Visited parents of
pupils/students needing
academic
monitoring/follow-up
100 % and above of the
students whoneed it
to 85-99% of the
students whoneed it
to 70-84% of the
students whoneed it
55-69% of the students
who needit
to 54% and below ofthe
students whoneed it
EFFICIENCY 100% and above
accomplishment ofset
visits with successful
interventions
85-99%
accomplishment of
visits with partial
success in
implementationof
interventions
70-84%
accomplishment of
visits with suggested
planned interventions
55-69% accomplishment
of visits withplanned
interventions
54% and below
accomplishment withno
interventions
TIMELINESS Activityconductedat
least twice every
semester or once every
quarter
Activityconductedat
least once every
semester or once in
every2 quarters
Activityconductedonly
when the needarises
but withinthe rating
period
Activityconductedonly
when there is a great
need to addressrelevant
issues andconcerns
within the rating period
Activitywas never
conducted withinthe
rating period
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 3, Objective No. 3
Supported
projects/events/activities
with external
funding/sponsorship
QUALITY Supported100% and
above ofthe projects,
events, activitieswith
external fundingor
sponsorship
Supported85-99% of
the projects, events,
activitieswith external
fundingor sponsorship
Supported70-84% of
the projects, events,
activitieswith external
fundingor sponsorship
Supported55-69% of the
projects, events,
activitieswith external
fundingor sponsorship
Supported54% and
below of the projects,
events, activitieswith
external fundingor
sponsorship
EFFICIENCY 100% and above project
accomplishment withfull
completionand
documentationreport
85-99% project
accomplishment with
partial completion
70-84% project
initiative withno
completionreport
55-69% project initiative
with no completion
report
No project, event or
activityinitiated and
supported
TIMELINESS Done withinthe rating
period
Done withinthe rating
periodbut with 1 issue
or concern that needs
intervention
Done withinthe rating
periodbut with 2 or 3
issues or concerns that
need intervention
Done withinthe rating
periodbut with 4 or
more issues that need
intervention
Not done withinthe
rating period
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 4, Objective No. 1
Conducted action
research
QUALITY Conducted100% and
above ofthe required
number of researchto
address classroom /
learning problems
Conducted85-99% of
the requirednumber of
researchto address
classroom/ learning
problems
Conducted70-84% of
the requirednumber of
researchto address
classroom/ learning
problems
Identifiedonlyclassroom
or learning problem with
a research proposal
Identifiedonly
classroomor learning
problemwithno
researchproposal
EFFICIENCY 100% and above full
documentationon
completionof
intervention
85-99% documentation
on completion of
intervention
70-84% documentation
on completion of
intervention
55-69% documentation
on completion of
intervention
No documentationon
completionor inthe
conduct of research / no
interventiondone
TIMELINESS Conductedevery
semester withinthe
rating period
Conductedevery
semester within the
rating periodbut with1
or 2 issues affecting its
full implementation
Conductedevery
semester within the
rating periodbut with3
or 4 issues affecting its
full implementation
Conductedevery
semester within the
rating periodbut with5
or more issues affecting
its full implementation
Not conducted within
the rating period
Objectives
Performance Indicators
Q, E, T Outstanding Very Satisfactory (4) Satisfactory Unsatisfactory Poor
9. (5) (3) (2) (1)
KRA 4, Objective No. 2
Participated in activities
such as teachers
association and other
related
organizations/trainings
QUALITY Initiated/ participatedin
100% and above required
or agreedco-curricular or
school activities
Initiated/ participated
in 85-99% of the
requiredor agreed co-
curricular or school
activities
Initiated/ participated
in 70-84% of the
requiredor agreed co-
curricular or school
activities
Initiated/ participatedin
55-69% of the required
or agreedco-curricular or
school activities
Initiated/ participatedin
54% and belowof the
requiredor agreed co-
curricular or school
activities
EFFICIENCY Extent of participation
and involvement
manifestedfull
documentationon
completion and results
Initiatedor participated
in co-curricular or
school activitieswith
partial documentation
on completion and
results
Initiatedor participated
in co-curricular or
school activitieswith
minimal partial
documentationonly
Initiatedor participated
in co-curricular or school
activitieswith no
documentation
Participationand
involvement is not
evident
TIMELINESS Withinthe ratingperiod Withinthe rating
periodbut with 1 or 2
issues andconcerns for
improvement on
participationand
involvement
Withinthe rating
periodbut with 3 or 4
issues andconcerns for
improvement on
participationand
involvement
Withinthe ratingperiod
but with 5 or more issues
and concerns for
improvement on
participationand
involvement
Not within the rating
period
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
KRA 4, Objective No. 3
Attended In-Service-
Trainings and other
relevant trainings/
seminars/ workshops
for teachers.
QUALITY Attended100% and
above ofthe INSET or
requiredrelevant
trainings/ seminars/
workshops/ LACsessions
Attended85-99% of the
INSET or required
relevant trainings/
seminars/ workshops/
LAC sessions
Attended70-84% of the
INSET or required
relevant trainings/
seminars/ workshops/
LAC sessions
Attended55-69% of the
INSET or required
relevant trainings/
seminars/ workshops/
LAC sessions
Attended54% and
below of the INSETor
requiredrelevant
trainings/ seminars/
workshops/ LACsessions
EFFICIENCY 100% and above of the
attendance and
appearances complied
85-99% of the
attendance and
appearances complied
70-84% of the
attendance and
appearances complied
55-69% of the
attendance and
appearances complied
54% and belowof the
attendance and
appearances complied
TIMELINESS Withinthe ratingperiod Withinthe rating
periodbut with 1 or 2
issues andconcerns for
improvement on
participationand
involvement
Withinthe rating
periodbut with 3 or 4
issues andconcerns for
improvement on
participationand
involvement
Withinthe ratingperiod
but with 5 or more issues
and concerns for
improvement on
participationand
involvement
Not within the rating
period
Objectives
Performance Indicators
Q, E, T
Outstanding
(5)
Very Satisfactory (4) Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)