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List of MOVs for Teacher I-III in the time of COVID-19 S.Y. 2021-2022

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OBJECTIVE 1

Classroom Observation Tool (COT) rating sheet from

  1. an observation of synchronous

teaching (limited face-to- face teaching, online teaching, or two-way radio instruction)

  1. if option 1 is not possible, an observation of a recorded video lesson or audio lesson that is SLM- based or MELC-aligned
  2. if options 1 and 2 are not possible, an observation of a demonstration teaching* via LAC

with proof of attendance of colleague/s

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OBJECTIVE 2

Any supplementary material (in print / digital format) made by the ratee* and used in the lesson delivery that highlights teaching strategies that promote learner achievement in literacy and numeracy

  • activity sheet/s
  • one lesson from a self-learning module (SLM)
  • lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
  • video lesson
  • audio lesson
  • other learning materials in print / digital format (please specify and provide annotations)

with minutes of focus group discussion (FGD) with fellow mentors or minutes of coaching and mentoring session with teachers that show evaluated teaching strategies

that promote learner achievement in literacy and numeracy

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OBJECTIVE 3

Classroom Observation Tool (COT) rating sheet from

  1. an observation of synchronous

teaching (limited face-to- face teaching, online teaching, or two-way radio instruction)

  1. if option 1 is not possible, an observation of a recorded video lesson or audio lesson that is SLM- based or MELC-aligned
  2. if options 1 and 2 are not possible, an observation of a demonstration teaching* via LAC

with proof of attendance of colleague/s

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OBJECTIVE 4

Classroom Observation Tool (COT) rating sheet from

1. an observation of synchronous

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teaching (limited face-to- face teaching, online teaching, or two-way radio instruction)

  1. if option 1 is not possible, an observation of a recorded video lesson or audio lesson that is SLM- based or MELC-aligned
  2. if options 1 and 2 are not possible, an observation of a demonstration teaching* via LAC

with proof of attendance of colleague/s

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OBJECTIVE 5

Classroom Observation Tool (COT) rating sheet from

  1. an observation of synchronous

teaching (limited face-to- face teaching, online teaching, or two-way radio instruction)

  1. if option 1 is not possible, an observation of a recorded video lesson or audio lesson that is SLM- based or MELC-aligned
  2. if options 1 and 2 are not possible, an observation of a demonstration teaching* via LAC

with proof of attendance of colleague/s

​

OBJECTIVE 6

Classroom Observation Tool (COT) rating sheet from

  1. an observation of synchronous

teaching (limited face- to-face teaching, online teaching, or two-way radio instruction)

  1. if option 1 is not possible, an observation of a recorded video lesson or audio lesson that is SLM-based or MELC-aligned
  2. if options 1 and 2 are not possible, an observation of a demonstration teaching*

via LAC

with proof of attendance of colleague/s

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OBJECTIVE 7

Any supplementary material (in print / digital format) made by the ratee* and used in the lesson delivery that highlights successful strategies that sustain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning

  • activity sheet/s
  • one lesson from a self-learning module (SLM)
  • Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
  • video lesson
  • audio lesson
  • other learning materials in print / digital format (please specify and provide annotations)

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with minutes of focus group discussion (FGD) with fellow mentors or minutes of coaching and mentoring session with teachers that show sharing of strategies for increased learner participation, cooperation, and collaboration

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OBJECTIVE 8

Any supplementary material (in print

/ digital format) made by the ratee* and used in the lesson delivery that highlights successful strategies in promoting learning environments that effectively motivate learners to work productively by assuming responsibility for their own learning

  • activity sheet/s
  • one lesson from a self-learning module (SLM)
  • lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
  • video lesson
  • audio lesson
  • other learning materials in print / digital format (please specify and provide annotations)

with minutes of focus group discussion (FGD) with fellow mentors or minutes of coaching and mentoring session with teachers that details support given to them in

motivating learners to work productively by assuming for their own learning

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OBJECTIVE 9 SET A

Classroom Observation Tool (COT) rating sheet from

  1. an observation of synchronous teaching (limited face-to-face teaching, online teaching, or two-way radio instruction)
  2. if option 1 is not possible, an observation of a recorded video lesson or audio lesson that is SLM-based or MELC-aligned
  3. if options 1 and 2 are not possible, an observation of a demonstration teaching*

via LAC

with proof of attendance of colleague/s

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SET B

Teacher Reflection Form (TRF) on assisting colleagues in designing, adapting, and/or implementing teaching strategies that are responsive to learners with disabilities,

giftedness and talents and a certification from the school head that the ratee’s classes have no identified learner/s with disabilities, giftedness and/or talents

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OBJECTIVE 10 SET A

Classroom Observation Tool (COT) rating sheet from

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  1. an observation of synchronous

teaching (limited face-to- face teaching, online teaching, or two-way radio instruction)

  1. if option 1 is not possible, an observation of a recorded video lesson or audio lesson that is SLM- based or MELC-aligned
  2. if options 1 and 2 are not possible, an observation of a demonstration teaching*

via LAC

with proof of attendance of colleague/s

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SET B

Teacher Reflection Form (TRF) on developing and applying teaching strategies to address effectively the needs of learners from indigenous groups and a certification from the school head that the ratee’s classes have no identified learner/s from indigenous groups

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OBJECTIVE 11

  1. New / improved design of learning programs
  2. Detailed

recommendations on the design of learning programs

  1. Synthesis of the evaluation of the learning programs
  2. Own evaluation of the existing learning programs

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OBJECTIVE 12

Accomplished LAC plan anchored with the school LAC plan (Annex 1 of DO 35, s. 2016) to analyze and utilize assessment data to modify practice and/or program to further support learner progress and achievement with any 1 used in the implementation of the LAC plan

  • minutes of LAC session on the analysis of assessment data to modify teaching practices and programs
  • any proof of collaborative review of learner assessment data
  • lesson plan with accomplished part VI: Reflection and Index of Mastery o test item analysis
  • list of identified least mastered skills based on frequency of errors / correct

responses

  • intervention / remediation / enhancement / enrichment plan
  • any proof of collaborative review of intervention materials developed for remediation / enhancement
  • accomplishment report of intervention / remediation / enhancement /

enrichment activities (e.g., remedial sessions, Summer Reading Camp, Phil-IRI-based program)

  • others (Please specify and provide annotations)

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OBJECTIVE 13

  1. Synthesis of evaluation of a program / project / activity that maintains the learning environment responsive to community contexts
  2. Minutes of consultative meeting with parents / other external stakeholders on programs, projects, and/or activities that maintain a learning environment,

highlighting the evaluations made, with proof of attendance

  1. Minutes of focus group discussion (FGD) with teachers on a program / project / activity that maintains a learning environment, highlighting the evaluations made, with proof of attendance
  2. Survey on programs / projects / activities that maintain a learning environment

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OBJECTIVE 14

  1. Minutes of LAC sessions / professional meetings to discuss the Code of Ethics for Professional Teachers and the reviewed annotated evidence of practice of colleagues
  2. Minutes of LAC sessions / professional meetings to discuss the Code of Ethics

for Professional Teachers and the reviewed personal reflection notes of colleagues

  1. Minutes of LAC sessions / professional meetings to discuss the Code of Ethics for Professional Teachers
  2. Activity proposal / Learning Action Cell (LAC) Plan (refer to Annex 1 of DO 35, s. 2016) to discuss the Code of Ethics for Professional Teachers

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OBJECTIVE 15

  1. Evaluation report on the implementation of school policies / procedures or minutes of subject area / grade level meetings or professional meetings on evaluating school policies/procedures
  2. Minutes of subject area

/ grade level meetings or professional meetings on the implementation progress of school policies / procedures [provide at least 2 to show discussions held]

  1. Minutes of subject area

/ grade level meeting or professional meeting on disseminating information and implementing school policies / procedures [provide at least 2 to show discussions held]

  1. Proof of

implementation of school policies and procedures

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OBJECTIVE 16

  1. Sample lesson plans of colleague/s with annotations about enhancing their learner-centered teaching philosophy
  2. Minutes of LAC session/s about enhancing teachers’ learner-centered teaching philosophy through lesson planning

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  1. LAC plan (refer to Annex 1 of DO 35, s. 2016) that details supporting teachers in enhancing their learner-centered teaching philosophy through lesson planning
  2. Lesson plan exemplar used during a Learning Action Cell

(LAC) session

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OBJECTIVE 17

  1. Performance Coaching and Mentoring Form (PMCF) showing guidance given to teachers and remarks in terms of upholding the dignity of teaching
  2. Documented feedback from superiors, colleagues, learners, parents / guardian,

or other stakeholders directly reflecting the ratee’s good practices that uphold the dignity of teaching as a profession

  1. Annotated evidence of practice indirectly linking to the upholding of the dignity of teaching as a profession
  2. screenshot of text message / chat / email / any form of communication with parents / guardian or learners (name or any identifier removed)
  3. remarks from superior / school head about one’s personal professional qualities

(e.g., entries in Performance Monitoring and Coaching Form [PMCF] or in Mid-Year Review Form)

  • recognition from the school / school community about one’s qualities
  • others (please specify)

4. Personal notes on one’s personal professional strengths

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OBJECTIVE 18

  1. Updated IPCRF-DP from Phase II
  2. Mid-year Review Form (MRF)
  3. Performance Monitoring and Coaching Form (PMCF)
  4. IPCRF-DP
  5. Certification from the ICT Coordinator / School Head / Focal Person in charge of e- SAT and IPCRF-DP

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OBJECTIVE 19

Any proof that the master teacher:

  • served as facilitator / speaker
  • served as demonstration teacher
  • served as a member of the technical working group
  • served as OIC in the absence of the principal
  • represented the principal in meetings and conference
  • observed classes of Teachers I-III
  • assisted the school selection committee in the evaluation of credentials when hiring or promoting teachers
  • served in a committee

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  • served as adviser to co- curricular activities
  • served as coordinator / chairperson
  • authored / contributed to a book or journal
  • coached and mentored learners in competitions
  • mentored pre-service / in-service teachers
  • others (please specify and provide annotations)