Republic of the Philippines

Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

SUMMARY OF AGREEMENTS IN COLLEGAL DISCUSSION

Focus session: Collaboration on the application of research to enrich content knowledge and pedagogy.

Key Insight and Reflection:

1. Understanding the Importance of Research in Teaching: The first step in session was to establish the
significance of research in the classroom. Teacher Goyonan has been trying to incorporate new
strategies but has not always had a structured approach. This session helped her understand that
research isn’t just a collection of theories-it’s a tool to inform our day to day practices. I noticed that
Teacher Salva was quite receptive to the idea of applying research, particularly because it offered a
sense of direction in her efforts to engage students more effectively.

2. Strategies for Active Learning: as her mentor, I introduced Teacher Salva some of the strategies like
project- based learning (PBL) and problem solving activities, both of which are strongly supported by
research. We discussed how strategies not only engage students but also help them develop critical
thinking skills by applying knowledge to real world problems. I could see that she was excited by the
prospect of these strategies, though she was slightly apprehensive about how to implement them within
her subject area. I reassured her that interdisciplinary collaborations could help with this, encourage her
to work with colleagus to design cross- curricular projects.

3. Introduction to Constructivist Teaching: We spent a good amount of time discussing constructivist

teaching, which aligns well with Teacher Berdon goal of increasing student engagement. By shifting the
focus from teacher- directed learning to student- centered learning, Teacher Goyonan was able to see
how this approach could help her students become active participants in the learning process. I
observed from her demonstration that she was particularly interested in the idea that students learn
best when they construct their own understanding. She gave her students the opportunity to perform
the activity on their own and in a differentiated activity. This aligns with current research which
emphasizes the effectiveness on hands-on, inquiry-based learning.

PREPARED BY: NOTED BY:

JOLINA D. MARAASIN MARIFE A. CARLOS
MASTER TEACHER I PRINCIPAL III

Republic of the Philippines

Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

PERFORMANCE MONITORING AND COACHING FORM

(PMCF)

DATE CRITICAL FOCUS AREA OUTPUT IMPACT ON SIGNATURE

INCIDENCE JOB
AUGUST11 The Understanding Teacher Better decision
2025 teachers the acknowledged making in
previous importance of the value of lesson
lesson research research to planning, RATEE
planning inform ensuring more
was more teaching effective
based on decisions. strategies RATEE
routine baked by
rather than research.
evidence
base
methods.
AUGUST 11 Teacher Collaboration Teacher Stronger sense
2025 expressed with agreed that of teamwork
difficulty in colleagues collaborating and shared
aligning with peers responsibility RATEE
lessons with will enhance leading to
colleagues lesson better planned
from other planning and interdisciplinary
learning content lessons.
areas application RATER

Republic of the Philippines

Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

ANNOTATION
The application of research-based lessons plays a pivotal role in improving
teaching effectiveness and student learning outcomes. Researched- backed
teaching strategies are grounded in evidence that demonstrate their success in
fostering engagement, critical thinking, and deeper content understanding.

A key research- bases strategy is the incorporation of active learning techniques,

which encourage students to engage directly with content, promoting higher-
order thinking skills. Teacher who rely on research for designing lessons can
create a more interactive, students-centered environment that supports deeper
understanding and retention of knowledge.
Another essential aspect of improving teaching and learning is collaboration with
colleagues. Research consistently shows that teachers who collaborate with peers
create more robust and effective learning environment. Collaboration allows
teachers to share resources, insight, strategies and leading to more creative and
holistic lesson planning.

PREPARED BY:

JOLINA D. MARAASIN
MASTER TEACHER I

Republic of the Philippines

Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

MINUTES
AGENDA:
1. Reflection or demonstration teaching/ classroom Observation
2. Evaluation of teaching strategies used
3. Discussion of learner achievement in literacy

1. Reflection or demonstration teaching/ classroom Observation

Teacher shared her insights and reflections on her demonstration teaching. She acknowledge her
strengths, such as clear lesson objectives, engaging delivery, effective questioning techniques. She also
highlighted areas she felt needed improvements such as time management, pacing, classroom
engagement.

2. Evaluation of teaching strategies used

As the mentor, I provided constructive feedback on the teaching strategies used to promote learner
achievements in literacy and numeracy. We discussed the effectiveness.
 Differentiated instructions strategies to cater to diverse learners.
 Used of interactive activities and questioning techniques to asses understanding.
 Integration of real-life applications to enhance numeracy and literacy skills.
  Classroom management strategies to maintain an engaging environment.

3. Discussion of learner achievement in literacy

We analysed student response and engagement levels to determine of the lessons. We identified that
THINK-PSIR worked well, while collaborative learning could be improved to enhance learning outcomes
through close monitoring of each member of the group.

PREPARED BY:

JOLINA D. MARAASIN
MASTER TEACHER I
NOTED BY: MARIFE A. CARLOS
PRINCIPAL III

Republic of the Philippines

Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

PERFORMANCE MONITORING AND COACHING FORM (PMCF)

DATE SIGNIFICANT IMPACT OF JOB COACHING FEEDBACK SIGNATURE

INCIDENTS MECHANISM RECOMENDATION
DESCRIPTION

OCTOBER Conducted a Evaluation of Identified Improved

9, 2025 demonstratio teaching strengths: clear awareness off
n teaching strategies used lesson objective effective RATEE
focused on in promoting engaging strategies and
literacy and learner delivery, areas needing
numeracy. achievement. effective development.
questioning RATEE
techniques.
Areas for
improvement:
time
management,
pacing
classroom
engagement.
 Analysis of Assessment of Identified Developments of
students students successful targeted
response and learning in strategies and interventions to
participation. literacy and areas needing support
numeracy. reinforcement. struggling RATEE
Recognized learners improve
misconceptions learning
and difficulties outcomes.
among
students. RATER

Republic of the Philippines

Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

ANNOTATION

This Performance Monitoring and Coaching form (PCMF) provides a structural approach to
assessing and improving teaching effectiveness in literacy and numeracy. The documentation of
critical incidences as evidenced of coaching and mentoring session with Teacher Goyonan
ensure that key teaching moments are analysed for strengths and areas of improvements. By
focusing on the effectiveness of instructional strategies utilized, coaching process facilities a
targeted action plan for professional growth. Additionally, the impact assessment highlights
how adjustments in teaching methods could directly influence student achievement. This form
serve as essential tool in continuous teacher development and instructional enhancement for
the improvement of teaching and learning especially in literacy and numeracy. Teacher Berdon
and I evaluated strategies used, students response and assessment tools so that appropriate,
outcomes would be achieved end, it was a fruitful discussion and a meaningful one for both of
us,

PREPARED BY:

JOLINA D. MARAASIN
MASTER TEACHER I
NOTED BY:

MARIFE A. CARLOS
PRINCIPAL III

Republic of the Philippines

Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

Minutes of Focus Group Discussion (FGD) / Collegial Discussion

Discussion Focus: Sharing successful Strategies to Sustain Supportive Learning

Environment That Nurture and Inspire Learners to participate, cooperate and
collaborate

Agenda:

1. Effective Classroom Management Strategies

2. Engaging literacy and numeracy activities
3. Peer Collaboration and Cooperative Learning
4. Integration of technology for student engagement

Discussion Highlights:

1. Effective Classroom Management Strategies

 Teachers shared techniques such as positive reinforcement, clear
classroom expectation, and structured routines to maintain a
supportive learning environment.
  A master teacher highlighted the use of classroom agreements,
which involve students in setting behaviour expectations, fostering
ownership and accountability.
2. Engaging Literacy and Numeracy activities
 Teachers demonstrated how storytelling can be used to teach
math concepts.
 Some shared the use of gamification strategies, such as math
puzzle and interactive word games, to boost student
participation.
3. Peer Collaboration and Cooperative Learning

 Teacher discussed how grouping students strategically for cooperative

learning improved and peer mentoring.
 A successful classroom strategy shared was the ‘think-pair-shair’ technique,
which encourage students to collaborate and express their ideas
confidently.
4. Integration of technology for students Engagement

 Participants shared their experience with using educational apps,

interactive white board and digital storytelling tools to enhance
engagement.
 A teacher demonstrated the use of virtual simulations to explain
complex numeracy concepts.
5. Action Plan and Follow- up Strategies
 Teacher agreed to conduct peer observation to learn from each others
best practices.
 A follow up meeting was scheduled to assess the implementation of
strategies discussed.

ATTENDED BY:

1.________________

2. _______________

3.________________
4.________________
NOTED BY: MARIFE A. CARLOS
PRINCIPAL III

Republic of the Philippines

Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

REFLECTION NOTES FROM A PARTICIPATING TEACHER:

One of the key benefits of this session was emphasis on peer collaboration. The
‘think-pair-share’ strategy resonated with me, and I realized how powerful it
can be giving students the confidence to express their ideas. Furthermore,
learning how to use cooperative learning structures will allow me to foster a
classroom environment that promotes deeper understanding and teamwork
among my students. This professional discussion has broadened my perspective
my on creating meaningful student interaction.

REFLECTION BY:
STEPHANIE L. SALVA
CLASSROOM TEACHER

Objective 6

Republic of the Philippines

Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

Minutes of Coaching and Mentoring Session

Agenda:
1. Introduction and objectives of the session
2. Designing and adapting teaching strategies for learners with Disabilities
3. Strategies for gifted and talented learners
4. Implementation and classroom application
5. Open forum and feedback

Discussion Points:
1. Introduction and objectives of the session
 The facilitator welcomed the attendees and highlighted the
importance of inclusive education.
2. Designing and adapting teaching strategies for learners with Disabilities
 Discussed the principal of Universal Design for learning ( UDL )
 Emphasized the importance of Individual Education Plans (IEPs) and
collaboration with special education (SPED)
3. Strategies for gifted and talented learners
 Introduced enrichment and acceleration programs tailored to high
ability students.
  Discussed how to provide appropriate challenges while ensuring the
emotional and social wellbeing of gifted learners.
4. Implementation and classroom application
 Teacher shared their classroom challenges and experience.
 Encouraged collaboration and peer mentoring to enhance
professional growth.
5. Open forum and feedback
 Suggestion for follow-up sessions on specific topics, such as
behavioural management and assessment techniques for diverse
learners, were noted.

Action Points:
 Teachers to implements at least one new strategy in their classrooms
and share feedback in the next session.
 Further training session to be scheduled based on teachers need and
feedback.
Adjournment:
 The session was concluded with a summary of key takeaway and a
commitment to fostering an inclusive and supportive learning
environment.

PREPARED BY:

JOLINA D. MARAASIN
MASTER TEACHE

Republic of the Philippines

Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

PERFORMANCE MONITORING AND COACHING FORM

DATE SIGNIFIC IMPACT COACHING FEEDBACK SIGNAT
ANT ON JOB MECHANIS RECOMMEND URE
INCIDENT M ATIONS
S
Octob Key Identify the Identified Improve
situation main area
er steps taken awareness of
concern
10,20 where the (e,g., to support the RATEEE
coachee
25 assisted
instructional and importance of
strategies
colleagues provide intensifying
collaboration
in , inclusive inclusive
designing diffenrentiati education education. RATEE
adapting, on).
for all.
and Updated
implemen list of RATEEE
ting
inclusive
students
teaching with
strategies. disabilities,
gifted and RATER
talents

PREPARED BY:

JOLINA D. MARAASIN
MASTER TEACHER I
REFLECTION NOTES:

Working with teachers in one school implement inclusive teaching strategies has both a
rewarding and insightful experience. Through coaching and mentoring, I have witnessed the
significant impact of strategies like differentiated instruction and universal design of learning.
By inter rate flexible grouping scaffolding techniques, teachers were able to create more
engaging and effective learning environment for all students.
One of the most impactful strategies was the use of individualized Education Plans (IEPs)
and assistive technology. Teachers learned to develop personalized learning goals for students
with disabilities, additionally, assistive technology. This not only benefited students with
disabilities but also helped teachers become more confident in using technology to facilitate
learning.
Overall, my experience coaching and mentoring teachers in implementing inclusive
strategies has reinforced the importance of continuous professional development. Moving
forward, ongoing support and training will be essential in sustaining these inclusive practices
and ensuring that all students, regardless of ability of giftedness, receive the quality they
deserve.

PREPARED BY:

JOLINA D. MARAASIN
MASTER TEACHER I

OBEJECTIVE 8
 Republic of the Philippines
Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

Minutes of Faculty meeting Grade two

The Grade two Faculty meeting was called to order by the master teacher, who welcomed all
attendees and acknowledge their presence. The agenda for the session was presented and
approved, focusing on evaluating teaching strategies that address the special educational needs
of learners in difficult circumstances. Ma’am Jolina D. Maraasin, our master teacher
emphasized the importance of enhancing instructional approaches to better support students
facing challenges such as geographic isolation, chronic illness, displacement due to armed
conflict, urban resettlement,child abuse, and child labor practices

Faculty members reflected on their current teaching methodological and shared their
insights on effective strategies. Participants acknowledge the need for continuous professional
development and collaboration efforts to improve inclusive education practices within the
school system

To ensure the continuous improvement of teaching strategies, an action plan was

established. This includes scheduling follow-up meetings to assess progress, developing a
repository of educational resources, advocating for policy adjustment and additional support
from school administrator, and mentoring the effective of revised instruction approaches. The
school principal expressed gratitude for the participant’s engagement and commitment before
officially adjouring the meeting.

PREPARED BY:
SHELLE J. GOYONAN
Faculty Secretary

Republic of the Philippines

Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

PERFORMANCE MONITORING AND COACHING FORM

DATE CRITICAL FOCUS AREA OUTPUT IMPACT ON THE SIGNATURE

INCIDENCE JOB
Students who There is a need Maam Jolina D. Integrate more
had recently to strengthen Maraasin structured peer
been relocated student acknowledged support RATEE
due to urban engagement the need for activities, socio
resettlement techniques students in emotional check
struggle to difficult ins. RATEE
engaged in class circumstances.
discussion
RATEE

RATER

ANNOTATION:

This Performance Coaching Mentoring Form documents the coaching session which I did,
focusing on strategies for addressing the needs students in difficult circumstances based from
the classroom observation of student in difficult circumstances based from the classroom
observation of Ma’am Jolina D. Maraasin last September, 2025. The output details the
interventions provided during the session and teacher’s reflection on the experience.

PREPARED BY:

JOLINA D. MARAASIN
MASTER TEACHER I

Republic of the Philippines

Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

MINUTES OF MEETING ( GRADE TWO)

1. Recall of previous meeting

The session started with prayer, simple quote to ponder and a brief overview of the objectives
of the meeting was provided, emphasizing the collaborative review and evaluation of learnings
programs to address diverse learner’s needs.

2. Approval of the Previous Minutes

The minutes from the last session were reviewed and approved without objections.

Discussion of Agenda

The following are the topics that were discussed and the people involved:

1. Evaluation of Learning Programs for Differential Instruction

Jolina D. Maraasin led the discussion the effectiveness of current learning programs in
addressing learner’s diverse ability levels.

Ma’am Shella J. Goyonan talked about different ways on how he analysed lesson plan,
instructional material and assessment tools to determine their alignment with competency
standards and students needs. Moreover the technical assistance that were provided to the
teachers.

Key insights were shared on the importance of differentiated instructions strategies and
their impact on learner engagement and achievement.
 2. Collaboration in Enhancing Learning Strategies

Ma’am Goyonan, Ma’am Berdon explored ways to integrate technology and students
centered approaches to enhance learning experience. They showed their sample output and ways on it
could conducted during classroom which other could adapt.

3. Action Plan for Program Improvements

Based on the discussion, an action plan ws drafted to refine the learning programs, focusing on:

 Enhancing instructional materials to support differential learning styles.

 Conducting further professional development sessions for teachers on adaptive
teaching methodologies.

3. Agreement and Next Steps

 Teachers will implements the recommended strategies and provide feedback in the next
session.
 Continuous collaboration and sharing of best practices will be encouraged among
colleagues.

4. ADJOURNMENT

Closing remarks Ma’am Salva emphasizing the importance of collaboration professional learning
in improving teaching effectiveness and students outcomes learning in improving teaching
effectiveness and student outcomes.

PREPARED BY:

SHELLA J. GOYONAN
Faculty Secretary
 Republic of the Philippines
Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

PERFORMANCE MONITORING AND COACHING

DATE CRITICAL FOCUS AREA OUTPUT IMPACT ON JOB SIGNATURE

INCIDENCE
Engaging in Focused on Increased use of Enhanced ability
professional strategies that technology and to design and
discussion with supported both interactive deliver inclusive RATEE
subject area high achieving learning tools to lessons that
terms to students and supports meet the needs
evaluate those requiring individual of all student, RATEE
current lesson additional learning needs. particularly
plans and assistance. those at
propose different ability.
adaptations RATEE

RATER

ANNOTATION:

The content performance monitoring and coaching form is directly aligned with the goal of assessing how I
collaborate with colleagues to design learning programs that address the diverse needs of students. Likewise,
share our best practices and offered technical assistance for better outcome.

Moreover, PCMF reflects the tangible outcomes of collaborative work, such as the creation of revised curricula, the
introduction of new assessment methods, and the use of technology to support of new methods, and the use of
technology to support different learning needs. Finally it shows how these efforts have influenced both teachers
growth and the progress of their students, confirming that the collaborative actions have had a positive and lasting
effect on teaching practices and student success.

PREPARED BY:

JOLINA D. MARAASIN
MASTER TEACHER I OBJECTIVE 10
 Republic of the Philippines
Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

MINUTES OF HOMEROOM MEETING

( GRADE TWO PEACOCK)

Minutes of consultative meeting with parents and external stakeholders

Agenda:

1. Presentational of ongoing and proposed programs, projects, and activities to enhance the learning
environment.

2. Evaluation of the responsive of the learning environment to community contexts.

3. Open forum and stakeholder feedback.
4. Others

Discussion Highlight:

1. Presentational of ongoing and proposed programs, projects, and activities to enhance the learning
environment.
The homeroom meeting provided an overview of key initiatives aimed at improving the learning environment.
Specific programs discussed included:

 Brigada Eskwela
is an annual program in the Philippines where communities unite to prepare schools for the u
pcoming academic year through cleaning, repairs, and maintenance.
 RAMA RESULT
 CRLA RESULT

2. Evaluation of the learning environment Responsiveness to community contexts

 Parents and community leaders acknowledge the effectiveness of BRIGADA ESKWELA in
improving school facilities and maintaining cleanliness. The program has forted stronger
community ties.
3. Open Forum Stakeholder Feedback
 External stakeholders and faculty representative suggested resource mobilization strategies, such
as local fundraising, sponsorship the need for enhanced monitoring and evaluation mechanisms
to track program effectiveness and ensure long term impact.

PREPARED BY:

SHELLA J. GOYONAN
MASTER TEACHER
Republic of the Philippines
 Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

MINUTES OF COACHING AND MENTORING

1. OPENING REMARKS

 The session began greeting and starting the conversation ‘kamustahan’. Then she introduced the
purposed of the visit and proceed the imphasizing of the importance of continuous professional
growth and development in teaching profession. Practice align with a particular emphasis on
ensuring that these practices align with existing laws, regulations, and ethical standards set forth
by the CODE OF ETHICS FOR PROFESSIONAL TEACHER.

2. DISCUSSION OF CURRENT TEACHING PRACTICES

 I shared recent experience in the classroom, describing lesson planning process, teaching
methods, and student interactions. She listened attentively, taking mote of the strength and
areas where improvements could be made.

3. LINKING TEACHING PRACTICES WITH EXISTING LAWS REGULATION

 Republic act No. 9155 (Governance of Basic Education act 2001) was mentioned, specifically
highlighting the importance of empowering teachers to be decision- makers in the teaching and
learning process. Mentor encouraged her mentee to take more initiative in using student
feedback guide to instructional decisions and to address the diverse need

4. ACTION PLAN FOR IMPROVEMENT

 The session concluded with development of action plan for Teacher Berdon to address the
challenge discussion.
I. Improve Lesson Planning Teacher 3 will implement differentiated instructions
techniques in their lesson plans to better meet the needs of students with varying
learning levels. This includes using formative assessment to track student progress.
II. Reflection and Self-Assessment : Teacher will keep teaching journal to reflect on
lessons, students feedback, and challenges. This will serve as a tool self assessment and
improvement .
5. CLOSING REMARKS
Teacher Maraasin congratulate for their openness to feedback and emphasized the importance of
professional growth in becoming a more effective educator. They agreed to schedule another meeting in a
month review the action plan.

PREPARED BY:

SHELLA J. GOYONAN
TEACHER III
Republic of the Philippines
Department of Education
 MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

REFLECTION NOTES

After the coaching and mentoring session with Ma’am Jolina D. Maraasin, I have gained
valuable insights in my teaching practice and the ways in which I can improve to better
serve my students and align my practices with the laws, regulation, and ethical
standards of our profession. The session was incredibly helpful, and I feel more
confident and motivated to refine my approaching to teaching. Overall, I am grateful for
the constructive feedback and the support provided. I know feel more equipped to
address the challenges I face in the classroom and to be a more effective, ethical and
responsible educator. I look forward to our next meeting to asses my progress and
continue to grow as a teacher.

PREPAREDE BY:

SHELLA J. GOYONAN
TEACHER III
 Republic of the Philippines
Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

ACTION PLAN
OBJECTIVE ACTIVITY PERSONS SOURCE TIME SUCCESS MOVS
INVOLVED FUND FRAME INDICATOR
TEACHER 1. Conduct -Master -No fund -Year Round -Enhance -narrative
DEVELOPMENT FGD Session teacher I needed teacher and report of FGD
with grade -three pedalogical session
Enhance
two teacher Teachers skills FGD
competences
and 1 attendance
and
pedological kindergarten
skills of teacher.
teachers
 2. Check DLL -Master -No fund -DLL YEAR -Improve DLL -Daily Lesson
and Lesson Teacher Needed ROUND and Lesson Log IMs
Plan. -three plan
Teachers

3. Conduct -Master -No fund -Year Round -Enhanced -PMCF

performance Teacher Needed Teacher FORMS
monitoring -Three Competence
and coaching teacher and
form. Pedagogical
skills
4. Observe
classes of -Master - Enhanced
grade two Teacher -No fund -Once in Teacher -Observation
teachers and -Three Needed every two Competence notes, COT
one Teacher quarters and RATING
kindergarten Pedagogical SHEET.
teacher using skills
RPMS-COT.

5. Conduct -Master -No fund -March 2026 -Evaluated -

year end Teacher Needed tachers accomplished
checking and -Three portfolio IDP, RPMS
evaluation. Teachers Portfolio and
IPCRF

Republic of the Philippines

Department of Education
MIMAROPA Region
School Division of Palawan
RIZAL CENTRAL SCHOOL

Administered Master Personal Enrolment Sectioning Pre-

Reading to teacher fund of week based on assesment
incoming Grade two teachers reading result
Grade two Teachers ability of
learners. learners
PUPIL
Conduct daily Master Personal Year round Improved Reading IMS
DEVELOPMENT reading drills teacher fund of reading READNG
Improve the to grade 2 Grade two teachers ability LESSON
academic learners. Teachers behaviour of SLIDES
performance and
reading ability of
learners
learners Conduct value Master NO FUND Year round Improved VRP SLIDES
restoration teacher NEEDED reading
talk during Grade two ability
flag ceremony Teachers behaviour of
learners
Inform Master NO FUND Year round Improved LIST OF
parents of the teacher NEEDED reading TOPIC PER
lessons per Grade two ability QUARTER
quarter Teachers behaviour of
learners