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Ratee Rater Approving Authority: Mary Grace N. Bartolome Gina A. Torres Juliet B. Batallones

This document outlines an action plan and timeline for developing the teaching competencies and core behavioral competencies of IPCRF staff. It identifies two key areas for development: [1] teaching competencies related to classroom management and engaging learning activities; and [2] core behavioral competencies including self-management, professionalism, and teamwork. For each, it recommends interventions like workshops and feedback, provides a timeline stretching through the year, and identifies resources needed like supervisors, master teachers, and funding. The goal is to implement new strategies learned and promote efficient teamwork.

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Ronel Sayaboc Asuncion
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290 views1 page

Ratee Rater Approving Authority: Mary Grace N. Bartolome Gina A. Torres Juliet B. Batallones

This document outlines an action plan and timeline for developing the teaching competencies and core behavioral competencies of IPCRF staff. It identifies two key areas for development: [1] teaching competencies related to classroom management and engaging learning activities; and [2] core behavioral competencies including self-management, professionalism, and teamwork. For each, it recommends interventions like workshops and feedback, provides a timeline stretching through the year, and identifies resources needed like supervisors, master teachers, and funding. The goal is to implement new strategies learned and promote efficient teamwork.

Uploaded by

Ronel Sayaboc Asuncion
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)

Strengths Development Needs Action Plan (Recommended Developmental Intervention) Timeline Resources

Learning Objectives Interventions

A. Teaching Competencies (PPST)

Objective 5. KRA 2 Objective 5. KRA 2 Implement effective instruction Applying new learning from Learning and
through experiential learning attending Development Team
To manage classroom To manage classroom structure to activities and differentiated courses/seminars/workshops/Le
structure to engage learners, engage learners, individually or in instructions to students on a arning Action Cells (LAC)
individually or in groups, in groups, in meaningful explorations, one-on-one basis or in small Year - round Supervisors/ School
meaningful explorations, discovery and hands- on activities groups. Using feedback to try a new Heads/ Master Teachers
discovery and hands- on within a range of physical learning approach to an old practice
activities within a range of environments. MOOE
physical learning Setting rules, procedures and
environments. To keep students organized, standards; implement classroom
focused on task, orderly, attentive routines among students.
and academic productive during
class hours.

B. Core Behavioral Competencies (Dep-Ed)


● Self – Management Innovation: Expresses good ideas in a way Promotes efficient team In-service training in MOOE
● Professionalism and Promotes a creative climate and that it makes clear that they are meetings. April and May
Ethics inspires co - workers to develop not the only good ideas, and
● Result Focus original ideas or solutions. that others may have equally
● Service Orientation good insights to add.
● Teamwork

MARY GRACE N. BARTOLOME GINA A. TORRES JULIET B. BATALLONES


Ratee Rater Approving Authority

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