PART IV: DEVELOPMENT PLANS
NOTE:
This sheet shall be accomplished during: i) Phase I: Performance Planning and Commitment, based on the results of e-SAT; and 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.
Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies
Modelled effective applications Collaborated with colleagues in Identify obstacle as well as Attend DepEd trainings to Year-round MOOE, school
of content knowledge within the conduct and application possible changes in the way update the programs to be Head/Principal/Department
and across curriculum teaching of research to enrich programs are being implemented Head.
areas (PPST 1.1.3) knowledge of content and implemented.
pedagogy (PPST 1.2.3)
Promoted effective strategies Evaluated with colleagues the Identify obstacle as well as Attend DepEd trainings to Year-round MOOE, school
in the positive use of ICT to effectiveness of teaching possible changes in the way update the programs to be Head/Principal/Department
facilitate the teaching and strategies that promote programs are being implemented Head.
learning process (PPST 1.3.3) learner achievement in literacy implemented.
and numeracy (PPST 1.4.3)
Displayed a wide range of Worked with colleagues to Identify obstacle as well as Attend DepEd trainings to Year-round MOOE, school
effective verbal and non- share successful strategies that possible changes in the way update the programs to be Head/Principal/Department
verbal classroom sustain supportive learning programs are being implemented Head.
communication strategies to environments that nurture and implemented.
support learner inspire learners to participate,
understanding, participation, cooperate and collaborate in
engagement and achievement continued learning (PPST 2.4.3)
(PPST 1.7.3)
Modelled successful strategies Assisted colleagues to design,
and supported colleagues in adapt and implement teaching
promoting learning strategies that are responsive
environments that effectively to learners with disabilities,
motivate learners to work giftedness and talents (PPST
productively by assuming 3.3.3)
responsibility for their own
learning (PPST 2.5.3)
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Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
Worked collaboratively with Evaluated with colleagues
colleagues to evaluate the teaching strategies that are
design of learning programs responsive to the special
that develop the knowledge educational needs of learners
and skills of learners at in difficult circumstances*,
different ability levels (PPST including: geographic
4.3.3) isolation; chronic illness;
displacement due to armed
conflict, urban resettlement or
disasters; child abuse and child
labor practices (PPST 3.4.3)
Exhibited commitment to and Reflected on and evaluated
supported teachers in the learning environments that are
implementation of school responsive to community
policies and procedures to contexts (PPST 6.1.3)
foster harmonious
relationships with learners,
parents and other
stakeholders (PPST 6.4.3)
Discussed with colleagues
teaching and learning
practices that apply existing
codes, laws and regulations
that apply to the teaching
profession, and the
responsibilities specified in the
Code of Ethics for Professional
Teachers (PPST 6.3.3)
Identified and utilized personal
professional strengths to
uphold the dignity of teaching
as a profession to help build a
positive teaching and learning
culture within the school (PPST
7.2.3)
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Action Plan
(Recommended Developmental Intervention)
Strengths Development Needs Learning Objectives Intervention Timeline Resources Needed
B. Core Behavioral Competencies
Self-Management Results Focus Develop skills to monitor and Hands-on training in Year-round MOOE, school
evaluate development progress monitoring and evaluation Head/Principal/Department
(M&E) tools Head.
Professionalism and Ethics Service Orientation Recognize customer needs and Implement customer Year-round MOOE, school
expectations feedback systems and Head/Principal/Department
needs assessment surveys Head.
Teamwork Self-Management Contribute effectivel to Incorporate professionalism Year-round MOOE, school
team discussions and and ethics into perforance Head/Principal/Department
decision- making processe. reviews. Head.
Innovation Professionalism and Ethics Maintain confidentially and Incorporate professionalism Year-round MOOE, school
protect sensitive information and ethics into perforance Head/Principal/Department
reviews. Head.
Teamwork
Innovation
VIRGILIA L. PERVANDOS NAIDA S. MERCADO JERRY C. BOKINGKITO
RATEE RATER APPROVING AUTHORITY
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