PART IV: DEVELOPMENT PLANS

Strengths Development Needs Action Plan Timeline Resources

(Recommended Developmental Intervention) Needed
Learning Objectives Intervention
A. Functional Competencies

KRA 2 Learning Environment and KRA 2, Objective 5 [Link] establish safe and secure [Link] attend SLACs, seminars, training Year MOOE/
Diversity of Learners [Link] safe and secure learning environment to enhance to improve knowledge about safe and Round Master Teacher/
Objective 4 learning environment to enhance learning through the consistent secure learning environment. School Head
1. Displayed proficient use of Mother learning through the consistent implementation of policies,
Tongue, Filipino and English to implementation of policies, guidelines and procedures.
facilitate teaching and learning. guidelines and procedures.
(PPST1.6.2) (PPST 2.1.2) [Link] establish a learner-centered [Link] attend LAC session/ trainings to Year MOOE/
Objective 6 KRA 3, objective 7 culture by using teaching strategies gain knowledge. Round Master Teacher/
[Link] learning environment [Link] a learner-centered that respond to their linguistic, School Head
that promote fairness, respect and culture by using teaching strategies cultural, socio economic and
care to encourage learning. that respond to their linguistic, religious backgrounds.
(PPST 2.2.2) cultural, socio economic and religious
KRA 4 Assessment and Reporting backgrounds. (PPST 3.2.2)
Objective 10 KRA 3, Objective 8 3. To adopt and use culturally [Link] attend SLACS, seminars, trainings, Year MOOE/
[Link] strategies for providing timely, 3. Adopted and used culturally appropriate teaching strategies to search and acquire information about Round Master Teacher/
accurate and constructive feedback to appropriate teaching strategies to address the needs of learners from indigenous people. School Head
improve learner performance. address the needs of learners from indigenous groups.
(PPST 5.3.2) indigenous groups. (PPST 3.5.2)
Objective 12 KRA 3, Objective 9 4. To set achievable and
[Link] relationship with parents/ [Link] achievable and appropriate appropriate learning outcomes that [Link] select and use competencies that Year MOOE/
guardians and the wider school learning outcomes that are aligned are aligned with learning are appropriate and aligned with the Round Master Teacher/
community to facilitate involvement with learning competencies. competencies. learning competencies. School Head
in the educative process. (PPST6.2.2) (PPST 4.2.2)
KRA 5 Personal Growth and KRA 4 Objective 11 5. To utilize assessment data to 5. To create innovation of learning Year MOOE/
Professional Development 5. Utilized assessment data to inform inform the modification teaching materials for modification of teaching Round Master Teacher/
Objective 13 the modification teaching and and learning programs. and learning programs. School Head
5. Participated in professional learning programs. (PPST 5.5.2)
networks to share knowledge and to
enhance practice. (PPST 7.3.2)

B Core Behavioral Competencies

A. SELF – MANAGEMENT A. RESULT FOCUS

Achieve results with optimal use of To achieve results with optimal Attend technical assistance to Year MOOE/
time and resources most of the time. use of time and resources most of enhance progress. Round Master Teacher/
B. PROFESSIONALISM AND ETHICS the time. School Head
B. INNOVATION
Demonstrates an ability to think To demonstrates an ability to think To attend Meeting, SLACs, Trainings Year MOOE/
C. TEAM WORK beyond the box. Continuously beyond the box. Continuously and seminars. Round Master Teacher/
focuses on improving on personal focuses on improving on personal School Head
productivity to create higher value productivity to create higher value
MARIA RACIL R. GUTIERREZ ANALYN C. CALAQUE PACIONA B. DOLORZO
RATEE RATER SCHOOL HEAD
 PART IV: DEVELOPMENT PLANS
Strengths Development Needs Action Plan Timeline Resources
(Recommended Developmental Intervention) Needed
Learning Objectives Intervention
A. Functional Competencies
KRA 2, Objective 4 KRA 2, Objective 5 [Link] manage learner behavior 1. To search O internet about to
[Link] classroom structure to [Link] learner behavior constructively by applying positive manage learner behavior
engage learners, individually or in constructively by applying positive and non-violent discipline to constructively by applying positive and MOOE/
groups, in meaningful exploration, and non-violent discipline to ensure ensure learning-focused non-violent discipline to ensure Master
discovery and hands-on activities learning-focused environments. environments. learning-focused environments. Teacher/
within a range of physical learning KRA 3, objective 7 2. To plan, manage and implement [Link] LAC session on how to plan, School Head
environments. [Link], managed and developmentally teaching and manage and implement
KRA 2, Objective 6 implemented developmentally learning processes to meet c developmentally teaching and learning Master
[Link] differentiated developmentally teaching and learning processes to curriculum requirements and processes to meet c curriculum Teacher
appropriate learning experiences to meet c curriculum requirements and varied teaching contexts. requirements and varied teaching
address learners, gender, needs, varied teaching contexts. contexts. School Head
strengths, interests and experiences. KRA 3, Objective 9 3. To select, develop. Organize and 3. Attain seminar regarding on the
KRA 4, Objective 11 [Link], developed, organized and use appropriate teaching and selecting, developing, organizing and
[Link] and evaluated learner used appropriate teaching and learning resources, including ICT, to using appropriate teaching and
progress and achievement using learning resources, including ICT, to address learning goals. learning resources, including ICT, to
learner attainment data. address learning goals. address learning goals.
[Link] Behavioral Competencies
[Link] work tasks and schedules 1. Participates in updating office [Link] prioritize work tasks and [Link] seminar on participating in
(through Gantt chants, checklists, etc.) vision, mission, mandates and schedules (through Gantt chants, updating office vision, mission, Master
to achieve goals. strategies based on DepEd strategies checklists, etc.) to achieve goals. mandates and strategies based on Teacher
2. Maintains a professional image: and directions. 2. To maintain a professional DepEd strategies and directions.
being trustworthy, regularity of 2. Expresses a desire to do better and image: being trustworthy, [Link] LAC session on expresses a School Head
attendance and punctuality, good may express frustration at waste or regularity of attendance and desire to do better and may express
grooming and communication. inefficiency. May focus on new or punctuality, good grooming and frustration at waste or inefficiency. Master
3. Promotes collaboration and more precise ways of meeting goals communication. May focus on new or more precise Teacher
removes barrier to teamwork and goal set. 3. To promote collaboration and ways of meeting goals set.
accomplishment across the 3. Promotes a creative thinking into removes barrier to teamwork and [Link] LAC session on promotes School Head
organization. tangible changes and solutions that goal accomplishment across the a creative thinking into tangible
improve the work unit and organization. changes and solutions that improve
organization. the work unit and organization.

RATER SCHOOL HEAD