Republic of the Philippines
Department of Education
Region V
SHOOLS DIVISION OF MASBATE PROVINCE
Aroroy East District
AROROY NATIONAL HIGH SCHOOL
ERICA MAE G. MARZAN
Teacher I
ROSA MYRA T. FRANCO
Principal II
KRA 1
Content
Knowledge
and Pedagogy
Objective 1
Applied knowledge
of content within and across
curriculum teaching areas
MOV 1
Classroom Observation Tool (COT) rating sheet/s or
inter-observer agreement form/s done through onsite /
face-to-face / in-person classroom observation.
If onsite / face-to-face / in-person classes are not
implemented,
• through observation of synchronous / asynchronous
teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
KRA 1: Content Knowledge and Pedagogy
MOV 1
KRA 1: Content Knowledge and Pedagogy
Objective 2
Used a range of teaching
strategies that enhance
learner achievement in
literacy and numeracy
skills.
KRA 1: Content Knowledge and Pedagogy
MOV 2
Classroom Observation Tool (COT)
rating sheet/s or inter-observer agreement
form/s done through onsite / face-to-face /
in-person classroom observation.
If onsite / face-to-face / in-person classes
are not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
KRA 1: Content Knowledge and Pedagogy
MOV 2
KRA 1: Content Knowledge and Pedagogy
Objective 3
Applied a range of
teaching strategies to
develop critical and
creative thinking, as
well as other higher-
order thinking skills
KRA 1: Content Knowledge and Pedagogy
MOV 3
Classroom Observation Tool (COT)
rating sheet/s or inter-observer agreement
form/s done through onsite / face-to-face /
in-person classroom observation.
If onsite / face-to-face / in-person classes
are not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
KRA 1: Content Knowledge and Pedagogy
MOV 3
KRA 1: Content Knowledge and Pedagogy
KRA 2
Learning
Environment
& Diversity
of Learners
Objective 4
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
KRA 2: Learning Environment & Diversity of Learners
MOV 4
Classroom Observation Tool (COT)
rating sheet/s or inter-observer agreement
form/s done through onsite / face-to-face /
in-person classroom observation.
If onsite / face-to-face / in-person classes
are not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
KRA 2: Learning Environment & Diversity of Learners
MOV 4
KRA 2: Learning Environment & Diversity of Learners
Objective 5
Managed learner
behavior
constructively by
applying positive and
non-violent discipline
to ensure learning-
focused environments
KRA 2: Learning Environment & Diversity of Learners
MOV 5
Classroom Observation Tool (COT)
rating sheet/s or inter-observer agreement
form/s done through onsite / face-to-face /
in-person classroom observation.
If onsite / face-to-face / in-person classes
are not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
KRA 2: Learning Environment & Diversity of Learners
MOV 5
KRA 2: Learning Environment & Diversity of Learners
Objective 6
Used differentiated,
developmentally
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and
experiences
KRA 2: Learning Environment & Diversity of Learners
MOV 6
Classroom Observation Tool (COT)
rating sheet/s or inter-observer agreement
form/s done through onsite / face-to-face /
in-person classroom observation.
If onsite / face-to-face / in-person classes
are not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
KRA 2: Learning Environment & Diversity of Learners
MOV 6
KRA 2: Learning Environment & Diversity of Learners
KRA 3
Curriculum
and
Planning
Objective 7
Planned, managed and
implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts
KRA 3: Curriculum and Planning
MOV 7
Classroom Observation Tool (COT)
rating sheet/s or inter-observer agreement
form/s done through onsite / face-to-face /
in-person classroom observation.
If onsite / face-to-face / in-person classes
are not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
KRA 3: Curriculum and Planning
MOV 7
KRA 3: Curriculum and Planning
Objective 8
Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching
practice
KRA 3: Curriculum and Planning
MOV 8
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
KRA 3: Curriculum and Planning
MOV 8
KRA 3: Curriculum and Planning
Objective 9
Selected, developed,
organized and used
appropriate teaching and
learning resources,
including ICT, to address
learning goals
KRA 3: Curriculum and Planning
MOV 9
Classroom Observation Tool (COT)
rating sheet/s or inter-observer agreement
form/s done through onsite / face-to-face /
in-person classroom observation.
If onsite / face-to-face / in-person classes
are not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
KRA 3: Curriculum and Planning
MOV 9
KRA 3: Curriculum and Planning
KRA 4
Assessment
and
Reporting
Objective 10
Designed, selected,
organized and used
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements
KRA 4: Assessment and Reporting
MOV 10
Classroom Observation Tool (COT)
rating sheet/s or inter-observer agreement
form/s done through onsite / face-to-face /
in-person classroom observation.
If onsite / face-to-face / in-person classes
are not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
KRA 4: Assessment and Reporting
MOV 10
KRA 4: Assessment and Reporting
Objective 11
Monitored and
evaluated learner
progress and
achievement using
learner attainment data
KRA 4: Assessment and Reporting
MOV 11
Any one (1) of the following:
• Individual Learning Monitoring Plan
(ILMP)
• Peer assessment data
• Sample of learners’ output with reflection /
self-assessment
• Progress charts/anecdotal records
• Class/e-class record/grading sheets
• Lesson plans 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)
KRA 4: Assessment and Reporting
MOV 11
KRA 4: Assessment and Reporting
Objective 12
Communicated promptly
and clearly the learners’
needs, progress and
achievement to key
stakeholders, including
parents/guardians
KRA 4: Assessment and Reporting
MOV 12
Any one (1) 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 meetings 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)
MOV 12
KRA 4: Assessment and Reporting
KRA 5
Personal Growth
and Professional
Development
Objective 13
Applied a personal
philosophy of teaching
that is learner-centered
KRA 5: Personal Growth and Professional Development
MOV 13
A reflection/journal entry that
highlights the application of a
learner-centered teaching
philosophy in the lesson plan or
community work
KRA 5: Personal Growth and Professional Development
MOV 13
As an educator who wholeheartedly embraces a learner-centered philosophy of
teaching, I have witnessed the remarkable transformation that consistently unfolds when
learners actively engage in the teaching-learning process. By placing the learners at the heart of
the educational journey, I have witnessed a profound shift in their attitude towards education
and personal growth. The classroom becomes a dynamic space where curiosity is kindled, and
knowledge is co-created. Students no longer view themselves as passive recipients of
information but as active participants in their own learning. Through individualized learning
plans, collaborative projects, and open discussions, learners discover their unique strengths,
passions, and aspirations, fostering a genuine sense of ownership over their educational journey.
One of the most significant outcomes of adopting a learner-centered approach is
the development of a growth mindset among students. When learners feel empowered and
valued in the classroom, they become more willing to take risks, embrace challenges, and view
mistakes as opportunities for growth. The transformation from a fixed mindset to a growth
mindset allows students to unlock their true potential and reach heights they once deemed
unattainable. Witnessing these shifts in attitude and self-belief is immensely rewarding as an
educator, as I see learners not just mastering subject matter, but also developing essential life
skills such as critical thinking, problem-solving, and effective communication.
Furthermore, consistent learner involvement has a profound impact on the
classroom environment. A sense of camaraderie and mutual respect flourishes among students
and between the students and the teacher. Learners are encouraged to voice their thoughts and
ideas freely, fostering a vibrant exchange of perspectives that enriches the learning experience
for everyone. Each student's unique background and experiences are celebrated, creating a
diverse and inclusive learning community. This environment not only nurtures academic growth
but also cultivates empathy and understanding, essential qualities for building a harmonious
society.
In conclusion, adopting a learner-centered approach to teaching has been a
transformative experience, not only for the students but also for me as an educator. Witnessing
learners actively engage in their educational journey, embrace challenges, and develop a growth
mindset has reinforced my belief in the power of student empowerment. The consistent
involvement of learners in the teaching-learning process has created a dynamic and inclusive
classroom where curiosity thrives, and knowledge flourishes. As I continue to refine and expand
my learner-centered philosophy of teaching, I look forward to inspiring more students to become
lifelong learners, equipped with the confidence and skills to shape their destinies positively.
KRA 5: Personal Growth and Professional Development
Objective 14
Set professional
development goals based
on the Philippine
Professional Standards for
Teachers
KRA 5: Personal Growth and Professional Development
MOV 14
1. Certification from the ICT Coordinator /
School Head / Focal Person in charge of e-
SAT
2. IPCRF-DP
3. Mid-year Review Form (MRF)
4. Updated IPCRF-DP from Phase II
KRA 5: Personal Growth and Professional Development
MOV 14
KRA 5: Personal Growth and Professional Development
PLUS
FACTOR
Objective 15
Performed
various related
works/activities that
contribute to the
teaching-learning
process
PLUS FACTOR
MOV 15
Any one (1) proof of:
● committee involvement;
● involvement as module/learning material
writer/validator;
● involvement as a resource person/speaker/learning
facilitator in 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.
PLUS FACTOR
MOV 15
PLUS FACTOR
