Appendix F
PERFORMANCE MONITORING AND COACHING FORM
DATE CRITICAL INCIDENCE DESCRIPTION
Lack of Student Engagement
Managing Different Learning
Styles and Abilities
SIGNATURE
OUTPUT IMPACT ON JOB/ACTION PLAN
(RATER/RATEE)
 Incorporate interactive  Increased student engagement
and hands-on activities to leads that improved
make lessons more comprehension, critical thinking,
engaging and relevant. and active participation,
ultimately enhancing academic
 Use multimedia tools, performance.
technology, and real-life
examples to connect with
students' interests.
 Practice differentiated  Inculcate differentiated
instruction by adapting activities in the lesson to cater to
teaching methods, individual differences.
materials, and assessments
to cater to individual
student needs.
 Offer additional support
through small group
activities, individualized
learning plans, or peer
tutoring.
 Collaborate with special
education teachers or
support staff to provide
accommodations for

Maintaining discipline and
managing disruptive behavior.
Balancing assessments and
providing timely, constructive
feedback
Limited instructional time and
balancing curriculum
requirements
students with disabilities.
 Implement positive  LAC on Positive Discipline
behavior management
strategies, such as rewards
and recognition systems.
 Engage students in active
learning and collaborative
activities to minimize idle
time.
 Use a variety of  Design assessments with TOS
assessment methods, and give timely feedback to
including formative and support student learning by
summative assessments, guiding them during
projects, quizzes, and instructional decisions and
exams. promoting a growth mindset
among students.
 Provide timely and
meaningful feedback to
students, highlighting
strengths and areas for
improvement.
 Involve students in self-
assessment and goal-
setting processes.
 Plan lessons and activities  It created an environment that
efficiently, ensuring they supports and enhances students'
align with curriculum performance.
standards.  With a well-planned lesson and
activities, it gives the teacher
  Collaborate with
colleagues to share
resources and workload.
 Establish regular channels
of communication with
parents through
newsletters, emails, or
parent-teacher
Limited parental involvement or conferences.
communication
 Share student progress
reports and seek parental
feedback on their child's
education.
 Making of intervention
Slow learners and learners at risk
and remediation materials
of dropping out should be
monitored and remediated
 Higher Order Thinking
Lack of activities that stimulate Skills (HOTS) questions in
learners thinking skills the lesson
and the learner with clear
expectations at the end of the
lesson, mastery of essential
skills, development of higher-
order thinking skills, consistent
learning progression, relevant
learning experiences, and
accurate assessment all
contribute to improved student
performance.
 Increased parental involvement
during the quarterly portfolio
day.
 Students were given
appropriate remediation.
 Visit once again the Revised
Blooms Taxonomy and enhance
strategies that improve
Questioning Techniques that
would promote students to think
critically.