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TNA

This document outlines objectives for teachers at Timamana National High School. There are 5 categories of objectives: 1) Content Knowledge and Pedagogy, 2) Learning Environment and Diversity of Learners, 3) Curriculum and Planning, 4) Assessment and Reporting, and 5) Plus Factor. For each objective, teachers rate their current capability and development priority on a scale of 1-4. Teachers can also provide general comments about the objectives. The document provides a framework for teachers to evaluate and improve their practice.

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JULIETA DIWATA
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93 views4 pages

TNA

This document outlines objectives for teachers at Timamana National High School. There are 5 categories of objectives: 1) Content Knowledge and Pedagogy, 2) Learning Environment and Diversity of Learners, 3) Curriculum and Planning, 4) Assessment and Reporting, and 5) Plus Factor. For each objective, teachers rate their current capability and development priority on a scale of 1-4. Teachers can also provide general comments about the objectives. The document provides a framework for teachers to evaluate and improve their practice.

Uploaded by

JULIETA DIWATA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as XLSX, PDF, TXT or read online on Scribd
You are on page 1/ 4

SCHOOL: TIMAMANA NATIONAL HIGH SCHOOL - SHS

PART II: OBJECTIVES

There are two columns for every objective. Please shade one circle in each column corresponding to how you ra
each objective according to the level of your capability in performing each objective and the development
priority you give to each objective.

In the box below, please provide any general comments you may have about the objectives.

Level of Capability

Very High
Moderate
OBJECTIVES

High
Low
1 2 3 4
1. Content Knowledge and Pedagogy
1.1 Applied knowledge of content within and cross curriculum
teaching areas. 1 7
1.2 Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills. 3 5
1.3 Applied a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills. 3 2 3
2. Learning Environment and Diversity of Learners
2.1 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. 1 6 1

2.2 Managed learner behaviour constructively by applying positive


and non-voilent discipline to ensure learning-focused environments. 2 3 3
2.3 Used differentiated, developmentally appropriate learning
experiences to address learners' gender, needs, strengths, interests
and experiences. 3 4 1
3. Curriculum and Planning
3.1 Planned, managed and implemented developmentally sequenced
teaching and learning process to meet curriculum requirements and
varied teaching contexts. 2 4 2
3.2 Participated in collegial discussions that use teacher and learner
feedback to enrich teaching practice. 1 2 4 1

3.3 Selected , developed, organized and used appropriate teaching


and learning resources, including ICT, to address learning goals. 4 1 1 2
4. Assessment and reporting
4.1 Designed, selected, organized and used diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements. 1 1 5 1
4.2 Monitored and evaluated learner progress and achievment using
learner attainment data. 2 4 2

4.3 Communicated promptly and clearly the learners' needs, progress


and achievement to key stakeholders, including parents/guardians. 1 1 4 2
5. Plus Factor
Performed various related works/activities that contribute to the
teaching-learning process. 5 3

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on this page.
orresponding to how you rate
ve and the development

ectives.

Priority for
Development
Very High
Moderate

High
Low

1 2 3 4

6 2

5 3

2 5 1

4 2 1 1

4 2 1 1

1 5 1 1

1 3 4

4 2 1 1

2 5 1

3 2 1 2
4 2 2

4 2 2

6 1 1

out your practice and the

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