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  • Pages From SELF-ASSESSMENT-TOOL-TEMPLATE-PORTRAIT (1) - 4

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    This document appears to be a school evaluation report that assesses the school's curriculum and instruction. It contains two sections that are rated on a scale from 0-3. The first section examines whether the curriculum provides for the development needs of all learners in the school community. A high rating indicates that educational needs are being fully met and intrinsic motivation is promoted. The second section evaluates whether the implemented curriculum is localized to make learning more meaningful and applicable to life in the community. A high rating suggests the localized curriculum is implemented and monitored to enhance meaningful and pleasurable learning.

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    Pages from SELF-ASSESSMENT-TOOL-TEMPLATE-PORTRAIT (1)-4

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    This document appears to be a school evaluation report that assesses the school's curriculum and instruction. It contains two sections that are rated on a scale from 0-3. The first section examines whether the curriculum provides for the development needs of all learners in the school community. A high rating indicates that educational needs are being fully met and intrinsic motivation is promoted. The second section evaluates whether the implemented curriculum is localized to make learning more meaningful and applicable to life in the community. A high rating suggests the localized curriculum is implemented and monitored to enhance meaningful and pleasurable learning.

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    10 views1 page

    Pages From SELF-ASSESSMENT-TOOL-TEMPLATE-PORTRAIT (1) - 4

    Uploaded by

    Elson Garingo
    This document appears to be a school evaluation report that assesses the school's curriculum and instruction. It contains two sections that are rated on a scale from 0-3. The first section examines whether the curriculum provides for the development needs of all learners in the school community. A high rating indicates that educational needs are being fully met and intrinsic motivation is promoted. The second section evaluates whether the implemented curriculum is localized to make learning more meaningful and applicable to life in the community. A high rating suggests the localized curriculum is implemented and monitored to enhance meaningful and pleasurable learning.

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    of 1

    NAME OF SCHOOL ________________________________________________________________

    NAME OF SCHOOL HEAD ________________________________________________________________

    CLUSTER _____________________ DISTRICT _________________________________________

    PREVIOUS RATING _______________ DATE OF VALIDATION ______________________________

    II. CURRICULUM AND INSTRUCTION (30)


    The curriculum learning systems anchored on the community and learner’s contexts and aspirations are
    collaboratively developed and continuously improved.
    SELF SDO
    INDICATOR STANDARD MOVs LEVEL OF PRACTICE
    RATING RATING
    1. The curriculum 1. Teacher’s Portfolio LEVEL 0: Not Evident
    provides for the Attachments:
    development needs of ▪ RPMS/IPCRF portfolio LEVEL 1 Indicator: All types of
    - Proportion of teachers learners of the school community
    all types of learners in
    meeting PPST career stage 3 in are identified, their learning
    the school community all domains curves assessed; appropriate
    (Highly Proficient) programs with its support
    ▪ Monthly Supervisory materials for each type of learner
    Plan
    is developed with 26-50 percent
    ▪ Classroom Observation
    decrease of the non-numerates
    Tool, Observation Notes,
    Class Program, Sample and non-literate.
    Lesson Plan
    ▪ DepEd e-mails and FB LEVEL 2 Indicator: Programs
    accounts are 100% implemented and
    ▪ School Leadership with closely monitored to address
    Designation performances discrepancies,
    ▪ List of benchmark best practices, coach
    Localized/Contextualize low performers, mentor potential
    d IMs with sample (Big leaders, reward high achievement,
    Books, MTB dictionary
    and maintain environment that
    etc.)
    makes learning meaningful and
    ▪ School Initiated
    SLM/LAS (sample) enjoyable with 51-75 decrease of
    ▪ School Forms non-numerates and non-literates.
    ▪ Improvised/Localized
    LMs/ IMs/DLL LEVEL 3 Indicator: These
    ▪ List of instructional educational needs of all types of
    materials learners are being met as shown
    ▪ List of Visual Aids, by continuous improvement on
    Digitized IMs and learning outcomes (see the table
    Quality Assured and under the MOVs and products of
    accepted Localized LMs
    learning.
    Teachers’ as well as students’
    2. Training Development Plan
    performance is motivated by
    Attachments:
    intrinsic rather than extrinsic
    ▪ Teacher’ s
    rewards.
    Developmental Needs
    The schools’ differentiated
    ▪ LAC/INSETs
    Implementation Plan programs are frequently
    (LAC template as per benchmarked by other schools.
    DepEd/Division
    2. The implemented Memorandum LEVEL 0: Not Evident
    curriculum is localized Issuances)
    ▪ Project Proposal LEVEL 1 Indicator: Local beliefs,
    to make it more
    ▪ School Memorandum norms, values, traditions,
    meaningful to the ▪ Technical Working folklores, current events, and
    learners and applicable Group existing technologies are
    to life in the ▪ Activity Completion documented and used to develop
    community. Report which includes
    a lasting curriculum.
    training details,
    Localization guidelines are agreed
    attendance, pictures
    financial and monitoring to by school community and
    report) teachers are properly oriented.
    ▪ Sample Certificate and Developed localized curriculum in
    Program 4 learning areas.
    ▪ Technical Assistance
    Plan (based on LEVEL 2 Indicator: The localized
    DepEd/Division curriculum is implemented and
    Memorandum monitored closely to ensure that it
    Issuances) makes learning more meaningful
    and pleasurable, produces desired

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