NCOI ANNOTATIONS FORM
TEACHER V APPLICANT
Teacher V Applicant Name: MARNIE M. GODIENES Date: October 7, 2025
Instruction: Accomplish the table below to show demonstration of the indicator. Please
be guided by the rubric for the demonstration of NCOIs through MOV Annotation.
Indicator MOV Description of the Annotations
MOV Presented
1.2.2 Sample MOV This lesson plan was I'm dedicated to ongoing
Use research-based (Provide a used in my Creative development and
knowledge and screenshot, scanned Writing class for Grade research-based, successful
principles of teaching image of the 12 HUMSS-A during teaching. I think I can
and learning to document/s in your the third quarter of the more effectively address
enhance professional portfolio): school year. It the various requirements
practice. Teacher-made incorporates the specific of my students if I base
Lesson Plan research-based strategy, my tactics on proven
with embedded such as collaborative, educational research
research-based differentiated, findings.
strategy or principle instruction-based, game- In the attached lesson
(use own lesson plan based, and constructivist plan, I applied the
if you implemented approaches, which is differentiated
an action research.) grounded. This strategy instruction,
Attachments may was chosen to help constructivist approach,
include: students better and inquiry-based
● Lesson plan understand and retain learning, which is rooted
the content related to in the study/ies of Jean
with highlighted Use imagery, diction, Piaget and Carol Ann
research-based figures of speech, and Tomlinson.
strategy or method specific experiences to This approach's
● Reference to evoke meaningful application is not
source (e.g., DepEd response from readers restricted to a single
resource, academic (HUMSS_CW/MP11/1 lesson; rather, it is a
article, training 2-Ia-b-4) reflection of my
handout) continuous efforts to
Optional: The choice of this make sure that every
approach was based on teaching moment is
● Reflection or studies that stress the backed by research and
annotation on how importance of best practices that have
the strategy scaffolding in improving been shown to improve
improved learning learner confidence and learning.
● Student mastery. My students thus exhibit
greater involvement,
output or assessment
deeper comprehension,
result showing
and enhanced
effectiveness
engagement. I have
tracked how well my
reflective feedback and
formative assessments for
the lessons are working.
5.5.2 Utilize Sample MOV The attached documents Data from assessments, in
assessment data to (Provide a were used in my Grade my opinion, are essential
inform the screenshot, scanned 11 CSS-Flores in Oral for improving instruction
modification of image of the Communication class. and learning. Because of
teaching and learning document/s): After administering the this, I constantly use the
practices and periodical test, I outcomes of assessments
programs. consolidated the results to inform, improve, and
● Summary of
in a Summary of Test modify my teaching
Periodical Test Results. From this, I strategies and intervention
Results generated a Least programs—not only to
● Least Mastered Mastered Competency assess student
Competency (LMC) Report to performance or determine
(LMC) Report identify which quarterly grades.
competencies needed As demonstrated in the
● Intervention/ further reinforcement. MOVs I gave, the
Remedial Based on this analysis, I information I collect from
Materials prepared and routine testing is the basis
● Remedial lesson implemented a targeted for my evidence-based
intervention and decision-making. To
plan remedial class, utilizing pinpoint particular
materials specifically learning gaps, I closely
designed to address the examine the Least
identified learning gaps. Mastered Competency
(LMC) Reports and the
Summary of Periodical
Test Results. To
successfully close those
gaps, I adjust my teaching
approach, develop
targeted remedial lesson
plans, and create
intervention materials.
I use updated progress
reports to track learner
improvement in order to
assess how well these
changes are working.
I adhere to the idea that
instruction must be
dynamic and learner-
centered in order to
guarantee that no student
is left behind by using
assessment data as a
guide.
6.1.2 Maintain Sample MOV This community project I started and carried out
learning environments (Provide a titled "Kalinisan Para the project as part of
that are responsive to screenshot, scanned sa Bayan "a clean-up my dedication to reach
community contexts. image of the drive activity, was students outside of the
document/s): implemented with
classroom and in their
● Community Senior High School
learners to respond to
[Link]
Project Proposal their needs. It was project
(Reading Program, implemented outside the "Kalinisan Para sa
Clean and Green, school walls. The Bayan" ”. Guided by a
Clean-Up Drives, attached Project detailed proposal and
Livelihood Proposal outlines the supported by active
Programs, etc.) objectives, timeline, and participation from
● Narrative activities, while the learners, parents, and
Narrative Report community stakeholders,
Report on the this project provided
implementation documents its
implementation and opportunities for students
● Proofs of impact on learners. to connect classroom
Implementation Supporting documents learning with real-life
(e.g., photos, such as Attendance experiences in their local
videos, learner Sheets, Pictorials, and
outputs) others show active environment.
● Certificates involvement from
learners, parents, and The attendance sheets and
of Participation/ community members. pictorials demonstrate
Recognition
By relating classroom how I adapt the learning
● MOA or instruction to the local environment to be
communication context, this project responsive to the social
letters with local improved learner and cultural context of the
partners engagement and community. By engaging
cemented school- families and barangay
● Parent
officials, I strengthened
Consent Forms community ties.
the partnership between
● Attendance school and community,
Sheets of making learning more
participants or relevant and meaningful.
volunteers
● Pictorials
during project
activities
Optional:
Intervention
materials or learner
outputs created as a
result of community
activity
7.3.2 Sample MOV 1 This set of documents Since I think that great
Participate in (Provide a presents my active teaching requires
professional networks screenshot, scanned participation in the constant learning, I take
to share knowledge image of the professional my professional
and to enhance documents, and development activity
development seriously.
practice. pictorial): titled Division Mid-
Year In-Service
As evidenced by the
Training conducted on MOVs that are
Professional
Learning February 8-13, 2024. attached, my
Engagement This was held for/by the involvement in this
Documentation Division of Escalante professional learning
(Provide screenshots City and participated in activity is not a one-
or scanned images of by educators from Dian- time endeavor but
the following, where ay National High rather a continuation of
applicable) School my dedication to
improving my teaching
Attachments may Included are the
methods via
include: Certificate of
Participation and,
cooperation and
Training Matrix. information exchange.
● Certificate of Through re-echo
Participation/ sessions and casual
Completion in conversations with
LAC Sessions, colleagues, I make sure
Seminars, that what I learn is
Trainings, or shared with others, in
Webinars addition to just
● Training attending.
Matrix or Program These discussions
of the Activity enable us to jointly
● Attendance enhance student
sheet (if
outcomes, modify
applicable) successful tactics, and
provide ideas for
● Pictorials of overcoming obstacles.
participation or
Professional networks,
sharing session in my opinion, foster a
vibrant culture of
● Optional: Re-
cooperation and
echo creativity, which is
documentation crucial for remaining
(e.g., narrative
sensitive to the needs of
report or minutes
of sharing session)
students.
7.4.2 Sample MOV Included in this The cornerstone of my
Develop a personal (Provide a collection of development as a
professional screenshot, scanned documents is my teacher is my Individual
improvement plan image of the Individual Professional
based on reflection of document/s):
Professional Development Plan
one’s practice and
ongoing professional
Development Plan (IPDP). It is influenced
● Individual (IPDP), which details by my constant
learning.
Professional my main objectives evaluation of my work
Development Plan for professional as well as the insightful
(IPDP) development this criticism I get from
● Reflection academic year. It was colleagues, LAC
notes or journal created after sessions, and classroom
entries from LAC considering input observations.
sessions, FGDs, or from coaching In addition to
other collegial sessions, observations, preparation, I take an
discussions and professional active part in
● LAC session learning opportunities. collaborative
proof of attendance My reflection notes conversations like LAC
(e.g., attendance and diary entries from sessions and targeted
sheet, certificate, or focused group group discussions,
photo discussions (FGDs) where I share
documentation) and LAC sessions, experiences, share
where collegial ideas, and pick up new
sharing deepened my teaching techniques. I
Optional understanding of take care to
effective teaching immediately
● Other proof practices, support this incorporate the
of implementation idea. knowledge I get from
of the professional these professional
improvement plan exchanges into my
(e.g., outputs, teaching. I make sure
lesson that the objectives in
enhancements, peer my IPDP result in
mentoring logs, noticeable
progress reports) enhancements to both
my teaching abilities
and my students'
learning outcomes by
consistently assessing
my progress and
modifying my strategies
in light of actual
classroom outcomes.