Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
NON-CLASSROOM OBSERVABLE INDICATORS
INDICAT MEANS OF DESCRIPTION ANNOTATION
OR VERIFICATIONS OF MOVs
PRESENTED
4.4.2 • Proof/s of attendance in Pictures and Collegial discussions
participat LAC attendance play a vital role in
e in sessions/FGD/meetings/o sheet showing addressing the
collegial ther collegial discussions my participation diverse needs of
discussion • Minutes of the meeting, in LAC, Staff students, as they
s that use FGD and other Collegial Meeting and In provide a platform for
teacher Discussions Service Training sharing ideas,
and • Meeting Notebook throughout the strategies, and best
learner School Year practices among
feedback educators. My
to enrich Meeting consistent
teaching notebook during participation in
practice collegial Learning Action Cell
discussions were (LAC) sessions, In-
also presented Service Trainings
(INSET), meetings,
and other
professional
development
activities serves as
clear evidence of my
dedication to
continuous
improvement. These
engagements not
only enhance my own
professional growth
but also enable me to
better serve my
students by applying
effective and
innovative teaching
approaches.
Moreover, by actively
collaborating with my
colleagues, I
contribute to a culture
of shared learning,
where my best
practices in teaching
can be adopted and
adapted by others,
Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
ultimately leading to
improved educational
outcomes across our
learning community.
NON-CLASSROOM OBSERVABLE INDICATORS
INDICATO MEANS OF DESCRIPTION OF ANNOTATION
R VERIFICATION MOVs PRESENTED
S
1.2.2 Use • Lesson 1. The lesson 1. The lesson plan I created
research- Plan, DLL, plan presented was guided by the SMART
based Lesson was used in criteria—Specific,
knowledge Exemplars the 2- Measurable, Attainable,
and used in classroom Realistic, and Time-bound
principles Classroom observation —while ensuring it
of Observati and was remained student-centered
teaching on checked and and integrated across and
and • Assessme approved by within learning areas.
learning to nt our Master During its execution, I
enhance Materials Teacher, applied various effective
profession • Classroom Ma’am Nora C. teaching approaches,
al practice observatio Villarico and including integrative,
n tool by our School inquiry-based,
Head, Sir constructivist, and
Pedro S. collaborative methods, as
Villarico. these have consistently
proven successful for my
students based on both
formative and summative
assessments
2. The 2. The summative
Summative assessment tool I
Assessment developed is a self-made
tool with Table instrument aligned with
of the competencies taught
Specifications throughout the quarter and
were also structured according to
checked by Bloom’s Taxonomy. It
the Curriculum incorporates all six
Head Ma’am cognitive levels—
Nora C. Remembering,
Villarico and Understanding, Applying,
approved by Analyzing, Evaluating, and
Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
the School Creating—to ensure a
Head, Sir comprehensive evaluation
Pedro S. of students’ knowledge,
Villarico skills, and higher-order
thinking.
3. The classroom observation
3. Classroom tool includes the relevant
Observation PPST indicator, serving as
tool used a guide to enhance my
during the teaching practices. By
actual aligning with professional
teaching and standards, it helps me
classroom reflect on my strengths
observation and areas for growth,
for the School ensuring more effective,
Year 2024- student-centered
2025 instruction.
NON-CLASSROOM OBSERVABLE INDICATORS
INDICATO MEANS OF DESCRIPTION ANNOTATION
R VERIFICATIONS OF MOVs
PRESENTED
5.4.2 • Sample of Corrected test Constant, prompt, and
communi corrected papers returned clear communication with key
cate test paper properly to the stakeholders, particularly
promptly of learner students for their parents, is essential in
and with parents to supporting the overall learning
clearly parent’s counter check it and development of students.
the signature and sign as proof
learners’ and date of that they saw Effective communication
needs receipt their child’s score ensures that parents are well-
progress • Minutes of informed about their child’s
and meeting Picture of academic progress, struggles,
achievem with the Meetings with and areas needing improvement.
ent to key parents/guardians During meetings and
key stake stakeholder attendance were conferences, open discussions
holders s also presented as about the learners’ challenges
including • Report card a proof of and achievements create
parents/g with communication opportunities for collaborative
uardians parents with them, problem-solving, enabling both
Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
signature teachers and parents to provide
in all the necessary support.
quarters
• Communica One significant aspect of
tions with this partnership is parental
key stake involvement in programs such as
holders remedial reading, which plays a
( parents, crucial role in helping students
co- catch up with lessons and
teachers, reinforce their learning at home.
LGU) When parents actively
participate in these initiatives, it
creates a consistent learning
environment both at school and
at home, ultimately contributing
to better academic outcomes for
the child.
NON-CLASSROOM OBSERVABLE INDICATORS
INDICATO MEANS OF DESCRIPTION ANNOTATION
R VERIFICATIONS OF MOVs
PRESENTED
5.5.2 • List of least 1. Submitted 1. A quarterly report on the
Utilize and most report on least and most learned
Assessme learned Least and competencies is submitted
nt Data competenci most to the School Testing
to inform es Learned Coordinator to support the
the Competenci school’s monitoring and
modificat • Accomplish es every evaluation process. It
ion of ment quarter provides insights into
teaching report for with the student performance,
practices remedial/en Level of guiding teachers in
and hancement Mastery planning targeted
programs activities was interventions to address
(Remedial presented learning gaps and improve
Class, in the instruction through data-
Summer portfolio driven decisions.
reading
program 2. Accomplish 2. As the school’s
ment or Mathematics coordinator, I
• Interventio Activity initiated and implemented
Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
n material Completion a school-based Math
used for Report of program to improve
remediatio the School students’ numeracy and
n and Initated conceptual understanding.
reinforcem Mathematic After its successful
ent s program execution, I submitted an
as I am the Activity Completion Report
School Math detailing the objectives,
Coordinator activities, outcomes,
challenges, and
3. The recommendations,
Intervention demonstrating
Material accountability and a
used for the commitment to continuous
school- improvement in Math
based teaching and learning.
Mathematic
s program
which
undergone
Quality
Assurance
NON-CLASSROOM OBSERVABLE INDICATORS
INDICATO MEANS OF DESCRIPTION ANNOTATION
R VERIFICATIONS OF MOVs
PRESENTED
7.4.2 • Certification The certification My signed and approved
develop a from ICT issued by the Individual Performance
personal Coordinator/Sc school as a proof Commitment and Review
profession hool Head/focal of my Submission Form (IPCRF), which has
al Person in of E-SAT or been thoroughly checked
improvem charge of e-SAT electronic-Self and validated by both my
ent plan • IPCRF- Assessment Tool rater and the approving
based on Development authority, serves as a
reflection Plan The approved formal reflection of my
of one’s • Mid Year IPCRF for the last performance, growth, and
practice Review Form 3 Years which commitment to continuous
and • Updated IPCRF- includes the professional development.
ongoing DP from Phase Development Plan It highlights the
profession II. as found in the accomplishments,
al learning Part IV strengths, and areas for
improvement that define
my role as an educator.
The Electronic Self-
Assessment Tool (E-SAT),
Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
which complements the
IPCRF, provides valuable
insights into my teaching
practices and professional
behaviors. It serves as a
personal guide for self-
improvement, helping me
to identify areas where I
can grow and enhance my
effectiveness in the
classroom. Furthermore,
the Development Plan
outlined in Part IV of the
IPCRF sets clear,
actionable targets for the
school year. These goals
are aligned with both my
personal aspirations and
the school’s priorities,
ensuring that my
professional growth
directly contributes to
improved student
outcomes and overall
school improvement.