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Performance Monitoring and Coaching

This performance monitoring and coaching form contains feedback for a teacher across multiple dates. It includes descriptions of critical incidents observed in the teacher's performance, the agreed upon outputs to address areas for improvement, and signatures from the rater and ratee. Areas addressed include connecting with parents, using ICT, managing workloads, applying effective teaching strategies, monitoring at-risk students, developing test questions aligned to competencies, developing presentation skills, stimulating higher-order thinking, gathering assessment materials, analyzing test results, and reflecting on teaching practices to develop critical and creative thinking. Target dates are set and signatures indicate agreement on action plans.

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Arceli Castro
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2K views3 pages

Performance Monitoring and Coaching

This performance monitoring and coaching form contains feedback for a teacher across multiple dates. It includes descriptions of critical incidents observed in the teacher's performance, the agreed upon outputs to address areas for improvement, and signatures from the rater and ratee. Areas addressed include connecting with parents, using ICT, managing workloads, applying effective teaching strategies, monitoring at-risk students, developing test questions aligned to competencies, developing presentation skills, stimulating higher-order thinking, gathering assessment materials, analyzing test results, and reflecting on teaching practices to develop critical and creative thinking. Target dates are set and signatures indicate agreement on action plans.

Uploaded by

Arceli Castro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Appendix F

PERFORMANCE MONITORING AND COACHING FORM

IMPACT ON JOB/ACTION SIGNATURE


DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
PLAN (RATER/RATEE)
The teacher regularly connects with the parents
and learners before, during and after the
distribution of modules and other learning
materials.

.The use of ICT Use of ICT as shown during Kra 1 obj. 2


classroom observation has to be enhanced

Difficulty in understanding lessons and lack of Video lesson Learners were motivated to learn Kra 1 obj. 2
interest to browse more pages of SLMs/modules Audio lesson their lessons
Interactive learning activity sheets

The teacher has a hard time to manage large Time management and checking Targetdates are met and less KRA 2 OBJECTIVE 5
volume of learning activity sheets and summativre of outputs on time paper works
test

Effective teaching strategies should b be applied LAC session on the effective The strategies learned during the KRA 2 OBJ. 4
to improve learners’ performance teaching strategies for the subject LAC session were able to apply
specially in time of pandemic

175
Slow learners and learners aqt risk of dropping LAC session on Strategic Kra 3 obj. 8
out should be monitored remediated interventions

Parallel test should be aligned to competencies MELCS-based parallel test with Learners are assesased Kra 2 obj. 4
table of specifications (TOS) appropriately

Lack of skills and confidence in oral presentations Modelled on LAC Less participation from
session/presentation LEARNERS/Attend LAC
sessions/workshops that develop
and boast confidence

Lack of activities that stimulate learner’s thinking Higher order thinking skills Less interesting lesson due. The KRA 1 OBJ. 1
skills as shown in the DLP used during classroom (HOTS) questions on the lesson teacher review the HOTS
observation questions sample

Gathering of MOVs/artifacts presentation, LDM2 Sample MOVs/artifacts MOVs/artifacts are aligned to KRA 4 OBJ. 11
Portfoliomonitoring tool presentation, :LDM2 Portfolio, RPMS KRA 5 OBJ 12
M&S tool

Summative test with TOS should be observed Track results of learner’s Most learned and Least Learned
Performance competencies are classified

176
The teacher seeks assistance in reflecting Revised WHLP Evident application of effective
appropriate teaching practices that teaching strategies to promote
develop critical and creative thinking as well as critical and creative thinking as
higher order thinking skills on whlp. well as higher order thinking skills
on WHLP

177

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