Republic of the Philippines

Department of Education
REGION II – ______ LOGO OF
LOGO
SCHOOLS DIVISION OFFICE OF _____ SCHOOL
________ELEMENTARY SCHOOL
ADRESS OF THE SCHOOL

PINKIE YANSHEI
Teacher III

JUAN DELA CRUZ

Principal I
Page 1
 Applied
knowledge of
content within
and across
curriculum
teaching areas.
(PPST 1.1.2)
Page 2
Classroom Observation Tool (COT) rating
sheet or inter-observer agreement form/s
done through onsite/ face-to-face/ in-
person classroom observation.
If onsite/face-to-face/n-person classes are
not implemented,
• through observation of
synchronous/asynchronous teaching in
other modalities; or
• through observation of a demonstration
teaching *via LAC SESSION

Page 3
 MOV 1

Annotations:

The artifacts on this page shows the two COT rating sheet for Quarter 3
and Quarter 4 that was conducted on ________ of 2023, and _____ of 2023. This is
a face-to-face demonstration, and afterwards a feedback was well delivered by my
master teacher and our principal. This feedback is my stepping stone to develop my
teaching strategies, my knowledge, content, and classroom management.

Page 4
 Used a range of
teaching strategies
that enhance
learner
achievement in
literacy and
numeracy skills.
(PPST 1.4.2)
Page 5
Classroom Observation Tool (COT) rating
sheet or inter-observer agreement form/s
done through onsite/ face-to-face/ in-
person classroom observation.
If onsite/face-to-face/n-person classes are
not implemented,
• through observation of
synchronous/asynchronous teaching in
other modalities; or
• through observation of a demonstration
teaching *via LAC SESSION

Page 6
 MOV 2

Annotations:

The artifacts on this page shows that I had properly delivered the teaching
strategy that enhance learners’ achievement in literacy and numeracy skills. It
was visible in my demonstration of teaching. The learners enjoy the reading and
the integration of numeracy skills because it was implemented through interactive
games.

Page 7
Applied a range of
teaching strategies
to develop critical
and creative
thinking, as well as
other higher-order
thinking skills.
(PPST 1.5.2)
Page 8
Classroom Observation Tool (COT) rating
sheet or inter-observer agreement form/s
done through onsite/ face-to-face/ in-
person classroom observation.
If onsite/face-to-face/n-person classes
are not implemented,
• through observation of
synchronous/asynchronous teaching
in other modalities; or
• through observation of a
demonstration teaching *via LAC
SESSION

Page 9
 MOV 3

Annotations:

The artifacts on this page shows that I had properly applied a range of
teaching strategies to develop critical and creative thinking, as well as other
higher-order thinking skills. It is visible in the questions thrown by the teacher to
improve the higher order thinking skills of the learners.

Page 10
Page 11
 Managed classroom
structure to engage learners,
individually or in groups, in
meaningful exploration,
discovery and hands-on
activities within a range of
physical learning
environments.
(PPST 2.3.2)

Page 12
Classroom Observation Tool (COT) rating sheet
or inter-observer agreement form/s done
through onsite/ face-to-face/ in-person
classroom observation.
If onsite/face-to-face/n-person classes are not
implemented,
• through observation of
synchronous/asynchronous teaching in
other modalities; or
• through observation of a demonstration
teaching *via LAC SESSION

Page 13
 MOV 4

Annotations:

The artifacts on this page shows that I had properly managed classroom
structure to engage learners, individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of physical learning
environments. These photo shows that my learners enjoyed learning by doing
because they experience the fun of learning!

Page 14
 Managed learner
behaviour
constructively by
applying positive
and non-violent
discipline to ensure
learning focused
environments.
(PPST 2.6.2)
Page 15
Classroom Observation Tool (COT) rating
sheet or inter-observer agreement form/s
done through onsite/ face-to-face/ in-
person classroom observation.
If onsite/face-to-face/n-person classes are
not implemented,
• through observation of
synchronous/asynchronous teaching in
other modalities; or
• through observation of a demonstration
teaching *via LAC SESSION

Page 16
 MOV 5

Annotations:

The artifacts on this page shows that my learners had develop discipline.
Positive disciplining in my Grade __class is challenging at first, but then with
continuous classroom management and dedication I have successfully manage the
class’s behavior into positive one. This is a good output from my class, because a
well disciplined class is very conducive to learning.

Page 17
 Used differentiated,
developmentally
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and
experiences. (PPST 3.1.2)

Page 18
Classroom Observation Tool (COT) rating sheet
or inter-observer agreement form/s done
through onsite/ face-to-face/ in-person
classroom observation.
If onsite/face-to-face/n-person classes are not
implemented,
• through observation of
synchronous/asynchronous teaching in
other modalities; or
• through observation of a demonstration
teaching *via LAC SESSION

Page 19
 MOV 6

Annotations:

The artifacts on this page shows that my learners differ in experiences to

address learners’ gender, needs, strengths, interests and experiences. But I tend to
manage those individual differences by giving them equal treatment. I used their
individual differences as their strength in teaching.

Page 20
Page 21
 Planned, managed and
implemented
developmentally sequence
teaching and learning
processes to meet curriculum
requirements and varied
teaching contexts.
(PPST 4.1.2)

Page 22
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form/s done through
onsite/ face-to-face/ in-person
classroom observation.
If onsite/face-to-face/n-person classes
are not implemented,
• through observation of
synchronous/asynchronous
teaching in other modalities; or
• through observation of a
demonstration teaching *via LAC
SESSION

Page 23
 MOV 7

Annotations:

The artifacts on this page shows that I had planned, managed and
implemented developmentally sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts. Also, I used MELC as my
basis during the preparation and I use other online learning resources that are
conducive to learning.

Page 24
 Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching
practice.
PPST 4.4.2

Page 25
1. Proof/s of attendance in LAC sessions/
FGDs/meetings/ other collegial discussions
2. Minutes of LAC sessions/ FGDs/ meetings/
other collegial discussions on use of teacher
and learner feedback to enrich teaching
practice.
3. Reflection notes of teachers on their
demonstration of teaching practices
following participation from LAC
sessions/FGDs/meetings/ other collegial
discussions that use teacher and learner
feedback to enrich teaching practice, with
proof/s of attendance
4. Any equivalent ALS form /document that
highlights the objective.

Page 26
 MOV 8

Annotations:

Once a teacher, always a learner, thus these artifacts prove that I had
gained a lot of life-long learning during LAC session. Also, I had given a chance to
share my knowledge during the said activity.

Page 27
Selected, developed,
organized and used
appropriate teaching
and learning
resources, including
ICT, to address
learning goals.
(PPST 4.5.2)

Page 28
Classroom Observation Tool (COT) rating sheet
or inter-observer agreement form/s done
through onsite/ face-to-face/ in-person
classroom observation.
If onsite/face-to-face/n-person classes are not
implemented,
• through observation of
synchronous/asynchronous teaching in
other modalities; or
• through observation of a demonstration
teaching *via LAC SESSION

Page 29
 MOV 9

Annotations:

The artifacts on this page shows that I had properly delivered the use of ICT
integration during the classroom observation to address the learners’ goal. Also, the
use of ICT in my class boosts up the energy of my learners.

Page 30
Page 31
 Designed, selected,
organized and used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements
(PPST 5.1.2)

Page 32
Classroom Observation Tool (COT) rating
sheet or inter-observer agreement form/s
done through onsite/ face-to-face/ in-
person classroom observation.
If onsite/face-to-face/n-person classes are
not implemented,
• through observation of
synchronous/asynchronous teaching in
other modalities; or
• through observation of a demonstration
teaching *via LAC SESSION

Page 33
 MOV 10

Annotations:

The artifacts on this page shows that I had implemented the use of
diagnostic test before I start my classes, this is my usual practice not just only from
the classroom observation but in the real scenario of my class. It is a good strategy
to know what are the prior knowledge of my learners.

Page 34
 Monitored and
evaluated learner
progress and
achievement using
learner attainment
data.
(PPST 5.2.2)

Page 35
Any one (1) of the following
• Individual Learning Monitoring (ILMP)
• Peer assessment data
• Sample of learners’ output with
reflection/self-assessment
• Progress charts/anecdotal records
• class/e-class record/grading sheets
• Lesson plan showing index of mastery
• Frequency of errors with identified
least/most mastered skills
• any equivalent ALS form/document that
highlights the objective (e.g., Individual
Learning Agreement (ILA), ALS Assessment
Form 2)
• Others (please specify and provide
annotations)

Page 36
 MOV 11

Annotations:

The artifacts on this page shows that I had properly monitor the progress
of my learners by the use of individual learning plan, checklist, the portfolio of my
learners, and etc.

Page 37
 Communicated
promptly and clearly
the learners’ needs,
progress and
achievement to key
stakeholders, including
parents/guardians.
(PPST 5.4.2)

Page 38
 Any one (10 of the following:

• A sample of corrected test paper of a learner in a

learning area with parent’s or guardian’s signature
and date of receipt
• Minutes of meeting with key stakeholders (e.g., PTA,
SGC, SPT, CPC) with proof of attendance
• Report card with parent’s or guardian’s signature in
all quarters supported by minutes of meeting
• Communication with key stakeholders (e.g.,
parents/guardians, co-teachers, LGU) using various
modalities
• Anecdotal record showing entries per quarter
• Any equivalent ALS form/document that highlights
the objective
• Others (Please specify and provide annotations)

Page 39
 MOV 12

Annotations:

The artifacts on this page shows that I had properly deliver

communication of learner needs, engagement of parents and the school community
in the educative process

Page 40
Page 41
Applied a personal
philosophy of
teaching that is
learner-centered.
(PPST 7.1.2)

Page 42
A reflection/journal entry that highlights the
application of a learner-centered teaching
philosophy in the lesson plan or community
work.

Page 43
 MOV 13

Reflection:

As a teacher in a Grade __ level, “Progressivism” is an educational

philosophy that will help to improve or arise the components of critical thinking
skills since learners learn by their own experience. Especially now that my learners
are in transition from modular distance learning to full implementation of face-to-
face classes, the gap from the transition was fulfilled through learners’ recovery
plan. As a teacher we ensure that our learners can cope up the change of learning
modalities. That is why we think of a way to help the learners to get engage; we still
focus on the child’s interest and needs. In my own experience as a Grade __adviser,
before I begin the lesson, I ask them the strengths and weakness of the learners
through diagnostic test. Afterwards, I decide what kind of teaching strategy will I
implement. And make sure that they can apply learnings on their own experience,
for example in reading. After the reading session, I ask the parents to simply let
their child read something that the child sees (news from television, comics, & etc.)
This can help the learners to improve their critical thinking skills.

Page 44
Set professional
development
goals based on
the Philippine
Professional
Standards for
Teachers.
(PPST 7.5.2)
Page 45
1. Certification from the ICT Coordinator/School
Head/Focal Person in charge of eSAT IPCRF-DP
2. IPCRF – DP
3. Mid-year Review Form (MRF)
4. Updated IPCRF-DP from Phase II

Page 46
 MOV 14

Annotations:

The artifacts show the Set professional development goals based on the
Philippine Professional Standards for Teachers

Page 47
Page 48
Performed various
related works/
activities that
contribute to the
teaching-learning
process.

Page 49
Any one (1) proof of:
• committee involvement;
• involvement as module learning material writer/validator;
• involvement as a resource person/speaker/learning
facilitator in the RO/SDO/school-initiated TV/radio-based
instruction;
• book or journal authorship/co-authorship/contributorship;
• advisorship/coordinatorship/chairpersonship;
• participation in demonstration teaching;
• participation as research presenter in a
forum/conference;
• mentoring of pre-service/in-service teachers;
• conducted research within the rating period;
• others (please specify)
with annotation on how it contributed to the teaching –
learning process

Page 50
 MOV 15

Annotations:

The artifacts show the various related works/activities that contribute to the
teaching-learning process. These help me to develop myself not just as a teacher but
to develop my full potential as a government public servant.

Page 51