PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)
Strengths Development Needs
A. Teaching Competencies (PPST)
Objective 2. KRA 1
To use a range of teaching
strategies that enhanced
learner’s achievement in
literacy and numeracy
skills.
Objective 3. KRA 1
To apply a range of
teaching strategies to
develop critical and
creative thinking as well as
other higher - order
thinking skills.
Action Plan (Recommended Developmental Intervention)
Objective 2. KRA 1
To apply a range of teaching
strategies to develop the
knowledge and skills of the
teachers, regardless of their
specialism, need to understand
in order to help students achieve
their full potential in each
subject.
Objective 3. KRA 1
To apply a range of teaching
strategies to develop critical and
creative thinking as well as other
higher - order thinking skills;
particularly, to improve on my
art of questioning so that I will
be able to make my students use
and develop their critical
thinking skills.
Learning Objectives
Enrich skills in developing
various activities that will
improve instruction and
outcomes which serve the
learners more effectively and
efficiently.
Acquire techniques and
strategies on the art of
questioning that I will enable
to develop HOTS among the
students
Enrich skills in developing
various activities that will
promote critical and creative
thinking among my students.
Timeline Resources
Interventions
Refer new learning from Learning and
attending Development Team
courses/seminars/workshops
/Learning Action Cells (LAC) Year - round
Supervisors/ School
Using feedback to try a new Heads/ Master
approach to an old practice Teachers
Increase pupil’s engagement MOOE
with books that build
knowledge.
Applying new learning from
attending Supervisors/ School
courses/seminars/workshops Heads/ Master
/Learning Action Cells (LAC) Teachers
Year - round
Using feedback to try a new MOOE
approach to an old practice
Equipping myself with
pedagogical skills to develop
activities that will promote
critical and creative thinking

Objective 3. KRA 1
To use a range of teaching
strategies that enhanced
learners achievement in
literacy and numeracy
skills.
Objective 4. KRA 1
To manage classroom
structure to engage
learners, individually or in
groups, in meaningful
exploration, discovery and
hands-on activities within
a range of physical
learning environments.
Objective 3. KRA 1
To apply a range of teaching
strategies to develop the
knowledge and skills of the
teachers, regardless of their
specialism, need to understand
in order to help students achieve
their full potential in each
subject.
Objective 4. KRA 1
To apply classroom structure to
engage learners, individually or
in groups, in meaningful
exploration, discovery and
hands-on activities within a
range of physical learning
environments; establish clear,
consistent rules, which are direct
and simple, promote growth
mindset, and inject variety into
your lessons, by allowing
students to work ahead and
deliver short presentations to
share take-away points and let
the students' minds grow and
learn based on the experiences
and the environment they are
Enrich skills in developing
various activities that will
improve instruction and
outcomes which serve the
learners more effectively and
efficiently.
Create an "inviting, safe,
inclusive, and supportive"
environment for students.
The physical environment of
the classroom can improve
the learning environment and
prevent behavior problems
before they occur. Structuring
the learning environment to
create a nurturing
environment it is essential for
both teacher and student.
skills of my student.
Refer new learning from Learning and
attending Development Team
courses/seminars/workshops
/Learning Action Cells (LAC) Year - round
Supervisors/ School
Using feedback to try a new Heads/ Master
approach to an old practice Teachers
Increase pupils engagement MOOE
with books that build
knowledge.
Applying new learning from Learning and
attending Development Team
Year - round
courses/seminars/workshops
/Learning Action Cells (LAC)
Supervisors/ School
Using feedback to try a new Heads/ Master
approach to an old practice Teachers
Choosing strategies that MOOE
engage students, giving
appropriate wait time and
creating structured groups;
you can also use timers or
other devices to keep the
lesson flowing and students
on task.
 exposed to.

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

Objective 5. KRA 2
To manage learner
behavior constructively by
applying positive and non-
violent discipline to ensure
learning-focused
environments.
Objective 5. KRA 2
To manage learner behavior
constructively by applying
positive and non-violent
discipline to ensure learning-
focused environments.
To allows pupils to learn and
adapt their behaviors to meet
expectations in the classroom,
while simultaneously
teaching them how to make
better choices in their path to
To help and guide children Applying new learning from Learning and
develop positive behavior attending Development Team
while respecting their rights courses/seminars/workshops
to healthy development, /Learning Action Cells (LAC)
Year - round
protection from violence, and Supervisors/ School
participative learning. Teacher management of Heads/ Master
learner behavior using the Teachers
following strategies:
To provide positive  Providing motivation MOOE
reinforcement for  Praising the
appropriate and on-task learners/Giving
behavior and disciplinary positive feedback
consequences for disruptive  Setting house
or continually off-task rules/guidelines
 adulthood. behavior.  Ensuring learner’s
active participation
 Allowing learners to
express their
ideas/opinions
 Giving equal
opportunities to
learners
 Encouraging learners
to ask questions

Objective 7. KRA 3 Objective 3. KRA 1
To plans, manages and To apply a range of teaching
implements developmen- strategies to develop critical and
tally sequenced teaching creative thinking as well as other
and learning processes to higher - order thinking skills;
meet the curriculum particularly, to improve on my
requirements and varied art of questioning so that I will
teaching contexts. be able to make my students use
and develop their critical
thinking skills.
Acquire techniques and
strategies on the art of
questioning that I will enable
to develop HOTS among the
students
Enrich skills in developing
various activities that will
promote critical and creative
thinking among my students
Applying new learning from Learning and
attending Development Team
courses/seminars/workshops
/Learning Action Cells (LAC)
Year - round
Supervisors/ School
Using feedback to try a new Heads/ Master
approach to an old practice Teachers
Equipping myself with MOOE
pedagogical skills to develop
activities that will promote
critical and creative thinking
skills of my student

Objective 8. KRA 3 Objective 8. KRA 3 Enhance the quality of Applying new learning from
education in several ways: by attending seminars/ Learning and
Selected,developed, Use computer effectively in increasing learner motivation Workshops. Development Team
organized and used range of different ways to and engagement, by
appropriate teaching and improve teaching and learning: facilitating the acquisition of Use of ICT classroom
Year - round
learning resources, by individual pupils by group and basic skills, and by enhancing teaching-learning to provide Supervisors/ School
including ICT, to address by teacher focus discussion. teacher training. oppurtunities for students to Heads/ Master
learning goals. operate, store, manipulate, Teachers
and retrieve information,

B. Core Behavioral Competencies (Dep-Ed)
● Self – Management Innovation:
● Professionalism and Particularly on demonstrating
Ethics resourcefulness and ability to
● Result Focus succeed with minimal resources
● Service Orientation
● Teamwork
Promotes a creative climate and
inspire co- workers to to
develop original ideas.
Particularly on demonstrating an productivity to create higher
ability to think "Beyond the
Box"
Translate creative thinking into
tangible changes and solutions
that improves the work unit and
organization.
Uses ingenious methods to
accomplish responsibilities
Acquire positive relationship
among co-teachers and
school head.
Focus on personal
value and results
Challenge and apply
knowledge into actual action
that creates value for others.
encourage independent and
active learning.
Incorporating in the next in- In-service training in MOOE
service training (INSET) and April and May
applied more effort in
response to academic
setbacks, valued learning
something new in class
Create a work environment In-service training in MOOE
that supports creativity and April and May
innovation.
Conduct team building.
Incorporating in the next in- In-service training in MOOE
service training (INSET) the April and May
training on conceptualization
of innovative methods and
solutions
Encourage people to utilize In-service training in
their creative thinking April and May
abilities so that they might MOOE
see problems and challenges
they are working with in a
different way and through
this process create new
better solution.
Particularly on conceptualizing Focus on personal Coaching Regular coaching MOOE
“Out of the Box” ideas/approach productivity to create higher In service training in
value and results Incorporating in the next in- October
service training (INSET) the
training on conceptualization
of innovative and ingenious
methods and solution

Promotes a creative climate
and inspires co - workers to
develop original ideas or
solutions.
Expresses good ideas in a way Promotes efficient team In-service training in MOOE
that it makes clear that they meetings. April and May
are not the only good ideas,
and that others may have
equally good insights to add.

Specifically on trying something
new, like jumping into the 21st
Century wherein “Changing to a
student-centered, skill-based,
technology embedded
classroom”.
An innovative classroom is
resilient and pushes students
and teachers to always be
changing, adapting, and
improving
The teacher can visit other In-service training in MOOE
classrooms to learn of new April and May
possibilities for room
arrangement. The teacher
can have a specific furniture
arrangement as part of each
instructional technique
episode.

Translates creative thinking into
tangible changes and solutions
that improves the work unit and
organization.
Challenge and apply
knowledge into actual action
that creates value for others.
Encourage people to utilize In-service training in MOOE
their creative thinking April and May
abilities so that they might
see the problems and
challenges they are working
with in a different way and
through this process create
new and better solutions.
 Service Orientation
Initiates activities that promote
advocacy for men and women
empowerment.
Incorporate GAD in all Applying GAD-related skills In-service training in MOOE
aspects of the agency’s and tools to develop April and May
operations and activities programs, activities and
projects addressing gender
issues; continuously
implementing, monitoring,
evaluating and agency’s
gender mainstreaming.

GINA A. TORRES JULIET B. BATALLONES, SP-I ROLAND M. FRONDA, CESE

Ratee Rater Approving Authority