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Dagupan City National High School - Senior High School
Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Division of City Schools
DAGUPAN CITY NATIONAL HIGH SCHOOL
City of Dagupan
Individual Performance Commitment and Review F
Name of Teacher: GAUDENCIO C. CALLANTA JR.
Position: TEACHER II
Review Period: JUNE 2017 - OCTOBER - MARCH 2018
Bureau / Center/ Service/ Division: DAGUPAN CITY
Major Final Key Result WEIGHT

TIME PERFORMANCE INDICATORS (Quality, Efficiency, Timelin
Outputs Areas OBJECTIVES Per
LINE
(MFOs) (KRAs) KRA Ratings in descending order (5-4-3-2-1)
Prepared 100% of the required daily lesson plans / logs of activities with the five parts (Objec
Procedure, Evaluation and Assignment). Each part had a full description of what to do with an
SMART.
Prepare 100% of the total Prepared 80% of the required total number of daily lesson plans / logs of activities . Some les
number of required of the five parts and each part had a partial description of what to do with an example. Objecti
functional lesson plans/logs behavioral indicator missing.
of activities which include Prepared 60% of the required Daily lesson plans / logs of activities. Hasome lesson plans/log
8%
appropriate, adequate, and parts and each part had a partial description without an example. Each objective was stated wi
updated instructional missing.
materials and instructional Prepared 40% of the total number of required daily lesson plans/ logs of activities. Some less
devices within the year the five parts. Each part had no description of what to do with an example. Each objective was
indicators missing.
Prepared 20% of the total number of required daily lesson plans / logs of activities. Some less
(1) of the five parts. It did not describe what to do and without example.
Constructed and utilized four (4) new / updated , adequate, and appropriate instructional mate
utilization within the year.
Constructed and utilized three (3) new / updated , adequate, and appropriate instructional mat
Prepare and utilize four (4) utilization within the year.
Basic Education different kinds of appropriate,
Teaching -
Service and adequate, and updated Year Constructed and utilized two (2) new / updated , adequate, and appropriate instructional mate
Learning 8%
Education instructional materials with Round utilization within the year.
Process
Governance evidences within the school
year. Constructed and utilized one (1) new / updated , adequate, and appropriate instructional mater
Did not construct any updated, adequate, and appropriate instructional materials within the ye
Procured/Revised/Developed/Constructed four (4) different kinds of instructional devices wi

within the year.
Procured/Revised/Developed/Constructed three different kinds of instructional devices with e

the year.
Procure/Revise/Develop/
Construct four (4) different
Procured/Revised/Developed/Constructed two different kinds of instructional devices with ev
kinds of instructional devices 8%
the year.
with evidences of utilization
within the year.
Procured/Revised/Developed/Constructed one instructional device with evidences of utilizati
Procured/Revised/Developed/Constructed instructional devices but no evidence of utilization

Region I
City of Dagupan

LINE
SMART.
8%
indicators missing.
Teaching -
Learning 8%
Process

within the year.

the year.
the year.
within the year.
FACTORS THAT AFFECT THE

WORK IMMERSION OF GRADE 12

STUDENTS OF DAGUPAN CITY
Region I
City of Dagupan

LINE
SMART.
8%
indicators missing.
Teaching -
Learning 8%
Process

within the year.

the year.
the year.
within the year.
NATIONAL HIGH SCHOOL S.Y.

2017-2018
Region I
City of Dagupan

LINE
SMART.
8%
indicators missing.
Teaching -
Learning 8%
Process

within the year.

the year.
the year.
within the year.
CHAPTER 2
Review Related Literature
Region I
City of Dagupan

LINE
SMART.
8%
indicators missing.
Teaching -
Learning 8%
Process

within the year.

the year.
the year.
within the year.
This paper describes a study that evaluates fifteen-year-old Chilean students

Information and Communication Technology (ICT) skills. The paper presents an
operational definition of ICT skills, an instrument measuring these skills as well
as the students' results in the test. The definition of ICT skills used considers
Chile's curricular framework, functional and cognitive skills. Specifically, ICT skills
were defined as the capacity to solve problems of information, communication
and knowledge in digital environments. A performance-based assessment was
designed in a virtual environment to measure these skills. The analysis of the
Region I
City of Dagupan

LINE
SMART.
8%
indicators missing.
Teaching -
Learning 8%
Process

within the year.

the year.
the year.
within the year.
results showed that the majority of students were able to solve tasksinstructional
Procured/Revised/Developed/Constructed relateddevices
to but no evidence of utilization
the use of information as consumers, i.e., approximately three quarters of the
students were able to search for information and half of them were also able to
organize and manage digital information. Additionally, they show that very few
students were able to succeed in tasks related to the use of information as
producers, i.e., only one third of the students were able to develop their own
ideas in a digital environment and less than one fifth were able to refine digital
information and create a representation in a digital environment. Socioeconomic
group, access, daily use and confidence in doing ICT-related activities were all
positively associated with higher scores, showing the need to implement
Region I
City of Dagupan

LINE
SMART.
8%
indicators missing.
Teaching -
Learning 8%
Process

within the year.

the year.
the year.
within the year.
strategies to compensate this inequality, possiblyProcured/Revised/Developed/Constructed

by explicitly defining these aims
instructional devices but no evidence of utilization
in the national curriculum.
(https://www.sciencedirect.com/science/article/pii/S0360131512000887)
The purpose of the study was to investigate Finnish elementary and high school
students’ skills and practices of using the new information and communication
technologies (ICT). Beliefs about the importance of ICT were also assessed. Five
hundred and fifteen students responded to a self-report questionnaire. The
students attended 25 schools that used ICT intensively and represented all
Region I
City of Dagupan

LINE
SMART.
8%
indicators missing.
Teaching -
Learning 8%
Process

within the year.

the year.
the year.
within the year.
provinces of Finland. From the analysis, there emerged three factors

Procured/Revised/Developed/Constructed instructional that
devices but no evidence of utilization
represented these students’ relationships to ICT. Characteristic of the first factor

was a belief that computer supported learning makes learning more meaningful
and encourages one to make more efforts to study. Self-reported competence in
using ICT was strongly loaded on the second factor, together with intensive
reported use of ICT at home as well as networking with expert cultures and
coaching of other people to improve their ICT skills. The third factor represented
intensity of using ICT at school and appears to be determined more by the
availability of equipment and the extent to which ICT is used in the school than
by a student’s expertise in ICT.
Region I
City of Dagupan

LINE
SMART.
8%
indicators missing.
Teaching -
Learning 8%
Process

within the year.

the year.
the year.
within the year.
(https://www.sciencedirect.com/science/article/pii/S0360131500000075)
A survey was conducted among a sample of school guidance counselors in

Metro Manila, the Philippines, to determine their level of awareness, attitudes,
and extent of practice of ICT in the conduct of their work. The respondents
showed a higher level of awareness of communication technologies than of
Region I
City of Dagupan

LINE
SMART.
8%
indicators missing.
Teaching -
Learning 8%
Process

within the year.

the year.
the year.
within the year.
information technologies. They spent an average of 1.2 h per day

Procured/Revised/Developed/Constructed using
instructional a but no evidence of utilization
devices
computer in the workplace. Most used ICT for writing letters and reports, calling
parents, and keeping records. Appraisal and counseling were conducted
frequently but these were done mainly using paper-based and face-to-face
methods respectively. Their primary sources of guidance-related information
were print-based, but a few also cited the Internet. The respondents had a
positive attitude to the use of ICT in guidance. They reported confidence and
productivity in using ICT in their work, while also reporting a need for further
training. They also believed that ICT proficiency should be a required skill for
Region I
City of Dagupan

LINE
SMART.
8%
indicators missing.
Teaching -
Learning 8%
Process

within the year.

the year.
the year.
within the year.
professional counselors. However, costs, confidentiality, and security

Procured/Revised/Developed/Constructed were
instructional devices but no evidence of utilization
important issues that the respondents identified as needing to be addressed.
(https://link.springer.com/article/10.1007/s10447-010-9110-4 )
Given their role in the current transformation of advanced economies, information

and communication technologies (ICTs) offer the promise of new business and
employment opportunities along with higher productivity gains, but also make
new demands on skills. OECD countries are thus confronted with the dual
challenge of ensuring that the growth of new industries and activities is not stifled
Region I
City of Dagupan

LINE
SMART.
8%
indicators missing.
Teaching -
Learning 8%
Process

within the year.

the year.
the year.
within the year.
by labour bottlenecks and skill mismatches and Procured/Revised/Developed/Constructed

that their population isinstructionalequipped
devices but no evidence of utilization
to master the basic IT skills which these transformations require. Despite recent
claims of a widespread IT worker shortage, this study argues that although there
is indeed some evidence of tightness in labour markets for particular categories
of IT workers, the main issue of concern for policy makers and firms should be
the gap between the skills of current and future IT workers and those sought by
firms.
(http://www.oecd-ilibrary.org/science-and-technology/ict-skills-and-
employment_110542373678)
Region I
City of Dagupan

LINE
SMART.
8%
indicators missing.
Teaching -
Learning 8%
Process

within the year.

the year.
the year.
within the year.

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Dagupan City National High School - Senior High School

Republic of the Philippines

Bureau / Center/ Service/ Division: DAGUPAN CITY

Major Final Key Result WEIGHT

Procured/Revised/Developed/Constructed four (4) different kinds of instructional devices wi

Procured/Revised/Developed/Constructed three different kinds of instructional devices with e

Procured/Revised/Developed/Constructed instructional devices but no evidence of utilization

Bureau / Center/ Service/ Division: DAGUPAN CITY

Major Final Key Result WEIGHT

Procured/Revised/Developed/Constructed four (4) different kinds of instructional devices wi

Procured/Revised/Developed/Constructed three different kinds of instructional devices with e

FACTORS THAT AFFECT THE

WORK IMMERSION OF GRADE 12

Bureau / Center/ Service/ Division: DAGUPAN CITY

Major Final Key Result WEIGHT

Procured/Revised/Developed/Constructed four (4) different kinds of instructional devices wi

Procured/Revised/Developed/Constructed three different kinds of instructional devices with e

NATIONAL HIGH SCHOOL S.Y.

Bureau / Center/ Service/ Division: DAGUPAN CITY

Major Final Key Result WEIGHT

Procured/Revised/Developed/Constructed four (4) different kinds of instructional devices wi

Procured/Revised/Developed/Constructed three different kinds of instructional devices with e

Procured/Revised/Developed/Constructed instructional devices but no evidence of utilization

Bureau / Center/ Service/ Division: DAGUPAN CITY

Major Final Key Result WEIGHT

Procured/Revised/Developed/Constructed four (4) different kinds of instructional devices wi

Procured/Revised/Developed/Constructed three different kinds of instructional devices with e

Procured/Revised/Developed/Constructed instructional devices but no evidence of utilization

This paper describes a study that evaluates fifteen-year-old Chilean students

Bureau / Center/ Service/ Division: DAGUPAN CITY

Major Final Key Result WEIGHT

Procured/Revised/Developed/Constructed four (4) different kinds of instructional devices wi

Procured/Revised/Developed/Constructed three different kinds of instructional devices with e

Bureau / Center/ Service/ Division: DAGUPAN CITY

Major Final Key Result WEIGHT

Procured/Revised/Developed/Constructed four (4) different kinds of instructional devices wi

Procured/Revised/Developed/Constructed three different kinds of instructional devices with e

strategies to compensate this inequality, possiblyProcured/Revised/Developed/Constructed

in the national curriculum.

Bureau / Center/ Service/ Division: DAGUPAN CITY

Major Final Key Result WEIGHT

Procured/Revised/Developed/Constructed four (4) different kinds of instructional devices wi

Procured/Revised/Developed/Constructed three different kinds of instructional devices with e

provinces of Finland. From the analysis, there emerged three factors

represented these students’ relationships to ICT. Characteristic of the first factor

Bureau / Center/ Service/ Division: DAGUPAN CITY

Major Final Key Result WEIGHT

Procured/Revised/Developed/Constructed four (4) different kinds of instructional devices wi

Procured/Revised/Developed/Constructed three different kinds of instructional devices with e

Procured/Revised/Developed/Constructed instructional devices but no evidence of utilization

A survey was conducted among a sample of school guidance counselors in

Bureau / Center/ Service/ Division: DAGUPAN CITY

Major Final Key Result WEIGHT

Procured/Revised/Developed/Constructed four (4) different kinds of instructional devices wi

Procured/Revised/Developed/Constructed three different kinds of instructional devices with e

information technologies. They spent an average of 1.2 h per day

Bureau / Center/ Service/ Division: DAGUPAN CITY

Major Final Key Result WEIGHT

Procured/Revised/Developed/Constructed four (4) different kinds of instructional devices wi

Procured/Revised/Developed/Constructed three different kinds of instructional devices with e

professional counselors. However, costs, confidentiality, and security

important issues that the respondents identified as needing to be addressed.