Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE
LAOAG CITY
NCOI ANNOTATIONS FORM FOR T-VI
Name of the Teacher : SHERWIN C. UBANDO
PositionApplying for : Teacher VI
PPST NCOI MOVs DESCRIPTIONS OF THE ANNOTATIONS
INDICATORS MOVs PRESENTED
INDICATOR 1.2.2 Since this is a Science subject, I
This lesson exemplar is used the PROBEX Strategy
Use research-based 1 Classroom Observation Tool a document I developed by White and
knowledge and (COT) rating sheet/s or inter- prepared for my Gunstone (1992) to uncover
principles of observer agreement form/s Science 10 class. It individual students’
teaching and done through onsite / face-to- targeted the predictions, and their reasons
learning to enhance face / in-person classroom following for making these, about a
professional observation. specific event.
competencies:
practice. It provides me with information
If onsite/face-to-face/in-person 1. Investigate the about students’ thinking,
(SY 2024-2025) classes are not implemented, relationship generates discussion,
through observation of between volume motivates students to explore the
synchronous /asynchronous and temperature at concept, and
teaching in other modalities, or generating investigations.
constant pressure
through observation of a
demonstration teaching via of a gas I also included activities that
LAC session. 2. Explain this encouraged learners to
relationship using interact with one another to
2. Lesson Exemplar the kinetic discuss their observations and
generalizations. Interactive
molecular theory
discussions foster a
This lesson plan collaborative learning
showcased how I environment. Vygotsky's social
used research- constructivist theory highlights
based knowledge the role of social interaction in
learning, and research
and principles of
supports the idea that peer
teaching and discussions can deepen
learning to enhance understanding and retention of
my professional material.
practice.
INDICATOR 4.4.2
1. Proof/s of attendance in LAC The minutes of LAC I believe that collegial discussions
Participate in sessions/FGDs/meetings/other sessions document provide valuable opportunities
collegial discussions collegial discussions my participation in to learn from others and
that use teacher and discussions with improve my craft. Listening to
learner feedback to 2. Minutes of LAC sessions colleagues about both peers and learners
enrich teaching /FGDs/meetings/other collegial strategies to opened my eyes to areas I can
practice. discussions on use of teacher still enhance. Their insights
improve learner
and learner feedback to enrich allowed me to adjust my
(SY 2022-2023) teaching practice engagement. I also strategies and become more
included my responsive to classroom
3. Reflection notes of teachers on reflection notes realities.
Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE
SOLSONA NATIONAL HIGH SCHOOL
SOLSONA, ILOCOS NORTE
their demonstration of showing my
teaching practices following takeaways.
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
INDICATOR 5.4.2 Any one (1) of the following:
I included signed The signed attendance sheets,
Communicate 1. A sample of corrected test attendance sheets minutes of parent-teacher
promptly and clearly paper of a learner in a learning and minutes of conferences, and samples
the learners’ needs, area with parent's or parent-teacher of corrected test papers
progress and guardian's signature and date conferences where with parents’/guardians’
achievement to key of receipt learners' progress acknowledgment reflect my
stakeholders, 2. Minutes of meetings with key was discussed. active collaboration with
including stakeholders (e.g., PTA, SGC, families in monitoring
parents/guardians. SPT, CPC) with poof of I also included samples learners’ progress. These
attendance of corrected test documents show how I
(SY 2022-2023) 3. Report card with parent's or papers of my partnered with parents in
guardian's signature in all learners in a addressing learners’ needs
quarters supported by minutes learning area with and ensuring timely
of meeting parent's or academic support.
4. Communication with key guardian's
stakeholders (e.g., signature and date
parents/guardians, co- of receipt.
teachers, LGU) using various Documentation
modalities showing entries per shows how
quarter learners' needs and
5. Anecdotal record concerns were
6. Any equivalent ALS addressed in
form/document that highlights partnership with
the objective parents.
INDICATOR 5.5.2 A list of identified least /most
mastered skills based correct A downloaded Zipgrade Through the downloaded
Utilize assessment responses with any one (1) of item analysis from a ZipGrade item analysis of
data to inform the the following supporting MOVs periodic exam the periodic exam, I was
modification of 1. accomplishment report for exams were able to identify learners’
teaching and remedial/enhancement analyzed based on least mastered skills by
learning practices activities (e.g., remedial correct and examining their correct and
and programs. sessions, Summer Reading incorrect responses incorrect responses. To
Camp, Phil-IRI-based reading of the learners. I address this, I prepared an
(SY 2023-2024) program) prepared an intervention material in the
2. intervention material used for intervention form of an activity sheet for
remediation/ reinforcement/ material, particularly remediation, which not only
enhancement an activity sheet, supported my learners’
Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE
SOLSONA NATIONAL HIGH SCHOOL
SOLSONA, ILOCOS NORTE
3. lesson plan/activity log for used for improvement but was also
remediation / enhancement remediation for a recognized and utilized
utilizing of assessment data to least mastered skill. across the region. This
modify teaching and learning This was even experience affirmed the
utilized in the whole value of data-driven
region. instruction and the impact of
creating responsive learning
materials.
INDICATOR 7.4.2 1. Certification from the ICT
Coordinator/School A duly signed I recognize the importance of
Develop a personal Head/Focal Person in charge certification the e-SAT certification as
professional of e-SAT confirming the proof of my commitment to
improvement plan 2. IPCRF-DP completion and the RPMS process.
based on reflection 3. Mid-year Review Form (MRF) submission of the Completing the IPCRF-
of one’s practice 4. Updated IPCRF-DP from Phase electronic Self- Development Plan allowed
and ongoing II Assessment Tool me to reflect on my
professional (e-SAT), together strengths and areas that
learning. with the Individual need improvement. This
Performance also helped me set clear
(SY 2023-2024) Commitment and professional development
Review Form – goals, which I believe will
Development Plan guide me in improving my
(IPCRF-DP) which teaching practices and
reflects identified better addressing my
strengths, areas for learners’ needs.
improvement, and
professional
development goals
based on my
performance
assessment.
