TEACHER 1-3

Content Knowledge and Pedagogy (PPST Domain 1)

1. Applied knowledge of content within and across curriculum teaching areas. (PPST Indicator
1.1.2)
2. Ensured the positive use of ICT to facilitate the teaching and learning process. (PPST Indicator
1.3.2)
3. Applied a range of teaching strategies to develop critical and creative thinking, as well as other
higher-order thinking skills. (PPST Indicator 1.5.2)

Diversity of Learners & Assessment and Reporting (PPST Domain 2 and Domain 5)

1. Established a learner-centered culture by using teaching strategies that respond to their

linguistic, cultural, socio-economic and religious backgrounds. (PPST Indicator 3.2.2)
2. Planned and delivered teaching strategies that are responsive to the special educational needs
of learners in difficult circumstances, including: geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor
practices. (PPST Indicator 3.4.2)
3. Used strategies for providing timely, accurate and constructive feedback to improve learner
performance. (PPST Indicator 5.3.2)

Curriculum and Planning (PPST Domain 4)

1. Selected, developed, organized and used appropriate teaching and learning resources, including
ICT, to address learning goals. (PPST Indicator 4.5.2)
2. "Set achievable and appropriate learning outcomes that are aligned with learning competencies.
(PPST Indicator 4.2.2)"

Community Linkages and Professional Engagement & Personal Growth and Professional Development
(PPST Domain 6 and 7)

1. Built relationships with parents/ guardians and the wider school community to facilitate
involvement in the educative process. (PPST Indicator 6.2.2)
2. Participated in professional networks to share knowledge and to enhance practice. (PPST
Indicator 7.3.2)
3. Developed a personal improvement plan based on reflection of one’s practice and ongoing
professional learning. (PPST Indicator 7.4.2)

Plus Factor

1. Performed various related works/activities that contribute to the teaching-learning process.

PART III: CORE BEHAVIORAL COMPETENCIES

1. SELF-MANAGEMENT
Sets personal goals and directions, needs and development.

Undertakes personal actions and behavior that are clear and purposive and takes into account
personal goals and values congruent to that of the organization.

Displays emotional maturity and enthusiasm for and is challenged by higher goals.

Prioritizes work tasks and schedules (through Gantt charts, checklists, etc.) to achieve goals.

Sets high quality, challenging, realistic goals for self and others.

2. PROFESSIONALISM AND ETHICS

Demonstrates the values and behavior enshrined in the Norms and Conduct and Ethical
Standards for public officials and employees (RA 6713).

Practices ethical and professional behavior and conduct taking into account the impact of
his/her actions and decisions.

Maintains a professional image: being trustworthy, regularity of attendance and punctuality,

good grooming and communication.

Makes personal sacrifices to meet the organization's needs.

Act with a sense of urgency and responsibility to meet the organization’s needs, improve system
and help others improve their effectiveness.

3. RESULTS FOCUS

Achieves results with optimal use of time and resources most of the time.
Avoids rework, mistakes and wastage through effective work methods by placing organizational
needs before personal needs.

Delivers error-free outputs most of the time by conforming to standard operating procedures
correctly and consistently. Able to produce very satisfactory quality work in terms of
usefulness/acceptability and completeness with no supervision required.

Expresses a desire to do better and may express frustration at waste or inefficiency. May focus
on new or more precise ways of meeting goals set.

Makes specific changes in the system or in own work methods to improve performance.
Examples may include doing something better, faster, at a lower cost, more efficiently, or
improving quality, customer satisfaction, morale, without setting any specific goal.

4. TEAMWORK

✔ 1 Willingly does his/her share of responsibility.

2 Promotes collaboration and removes barrier to teamwork and goal

accomplishment across the organization.

3 Applies negotiation principles in arriving at win-win agreements.

4 Drives consensus and team ownership of decisions.

 5 Works constructively and collaboratively with others and across organizations to
accomplish organization goals and objectives.

5. SERVICE ORIENTATION

✔ 1 Can explain and articulate organizational directions, issues and problems.

2 Takes personal responsibility for dealing with and/or correcting customer

service issues and concerns.

3 Initiates activities that promote advocacy for men and women empowerment.

4 Participates in updating office vision, mission, mandates and strategies based on

DepEd strategies and directions.

5 Develops and adopts service improvement program through simplified

procedures that will further enhance service delivery.

6. INNOVATION

1 Examines the root cause of problems and suggests effective solutions. Foster
new ideas, processes and suggests better ways to do things (cost and/or operational efficiency).
 2 Demonstrates an ability to think “beyond the box”. Continuously focuses on
improving personal productivity to create higher value and results.

3 Promotes a creative climate and inspires co-workers to develop original ideas or

solutions.

✔ 4 Translates creative thinking into tangible changes and solutions that improve
the work unit and organization.

5 Uses ingenious methods to accomplish responsibilities. Demonstrates

resourcefulness and the ability to succeed with minimal resources.

MASTER TEACHERS
PART II: FUNCTIONAL OBJECTIVES

OBJECTIVES
Level of Capability Priority for Development

1. Content Knowledge and Pedagogy (PPST Domain 1)

1.1 "Modelled effective applications of content knowledge within and across curriculum
teaching areas.
(PPST Indicator 1.1.3)"
High Moderate

1.2 "Promoted effective strategies in the positive use of ICT to facilitate the teaching and
learning process.
(PPST Indicator 1.3.3)"
High Moderate

1.3 Developed and applied effective teaching strategies to promote critical and creative
thinking, as well as other higher-order thinking skills. (PPST Indicator 1.5.3)
 High Moderate

2. Diversity of Learners & Assessment and Reporting (PPST Domain 2 and Domain 5)

2.1 Exhibited a learner-centered culture that promotes success by using effective teaching
strategies that respond to their linguistic, cultural, socioeconomic and religious backgrounds.
(PPST Indicator 3.2.3)
High Moderate

2.2 Evaluated with colleagues teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances, including: geographic isolation; chronic
illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and
child labor practices. (PPST Indicator 3.4.3)
Moderate High

2.3 Used effective strategies for providing timely, accurate and constructive feedback to
encourage learners to reflect on and improve their own learning. (PPST Indicator 5.3.3)
High
Moderate

3. Curriculum and Planning (PPST Domain 4)

3.1 Advised and guided colleagues in the selection, organization, development and use of
appropriate teaching and learning resources, including ICT, to address specific learning goals.
(PPST Indicator 4.5.3)
Moderate High

3.2 Modelled to colleagues the setting of achievable and challenging learning outcomes that
are aligned with learning competencies to cultivate a culture of excellence for all learners. (PPST
Indicator 4.2.3)
Moderate High

4. Community Linkages and Professional Engagement & Personal Growth and Professional
Development (PPST Domain 6 and 7)

3.1 Guided colleagues to strengthen relationships with parents/ guardians and the wider
school community to maximize their involvement in the educative process. (PPST Indicator
6.2.3) Moderate
High

3.2 Contributed actively to professional networks within and between schools to improve
knowledge and to enhance practice. (PPST Indicator 7.3.3)
High Moderate

3.3 "Initiated professional reflections and promote learning opportunities with colleagues to
improve practice.
(PPST Indicator 7.4.3)"
Moderate High

PLUS FACTOR

5.1 Performed various related works/activities that contribute to the teaching-learning

process. High
Moderate

Personal Comments

PART III: CORE BEHAVIORAL COMPETENCIES

1. SELF-MANAGEMENT

✔ 1 Sets personal goals and directions, needs and development.

✔ 2 Undertakes personal actions and behavior that are clear and purposive and
takes into account personal goals and values congruent to that of the organization.
✔ 3 Displays emotional maturity and enthusiasm for and is challenged by higher
goals.

✔ 4 Prioritizes work tasks and schedules (through Gantt charts, checklists, etc.) to
achieve goals.

✔ 5 Sets high quality, challenging, realistic goals for self and others.

2. PROFESSIONALISM AND ETHICS

✔ 1 Demonstrates the values and behavior enshrined in the Norms and Conduct and
Ethical Standards for public officials and employees (RA 6713).

✔ 2 Practices ethical and professional behavior and conduct taking into account the
impact of his/her actions and decisions.

✔ 3 Maintains a professional image: being trustworthy, regularity of attendance and

punctuality, good grooming and communication.

✔ 4 Makes personal sacrifices to meet the organization's needs.

✔ 5 Act with a sense of urgency and responsibility to meet the organization’s needs,
improve system and help others improve their effectiveness.
3. RESULTS FOCUS

✔ 1 Achieves results with optimal use of time and resources most of the time.

✔ 2 Avoids rework, mistakes and wastage through effective work methods by

placing organizational needs before personal needs.

✔ 3 Delivers error-free outputs most of the time by conforming to standard

operating procedures correctly and consistently. Able to produce very satisfactory quality work
in terms of usefulness/acceptability and completeness with no supervision required.

✔ 4 Expresses a desire to do better and may express frustration at waste or

inefficiency. May focus on new or more precise ways of meeting goals set.

✔ 5 Makes specific changes in the system or in own work methods to improve

performance. Examples may include doing something better, faster, at a lower cost, more
efficiently, or improving quality, customer satisfaction, morale, without setting any specific goal.

4. TEAMWORK

✔ 1 Willingly does his/her share of responsibility.

✔ 2 Promotes collaboration and removes barrier to teamwork and goal
accomplishment across the organization.

✔ 3 Applies negotiation principles in arriving at win-win agreements.

✔ 4 Drives consensus and team ownership of decisions.

✔ 5 Works constructively and collaboratively with others and across organizations to

accomplish organization goals and objectives.

5. SERVICE ORIENTATION

✔ 1 Can explain and articulate organizational directions, issues and problems.

✔ 2 Takes personal responsibility for dealing with and/or correcting customer

service issues and concerns.

✔ 3 Initiates activities that promote advocacy for men and women empowerment.

✔ 4 Participates in updating office vision, mission, mandates and strategies based on

DepEd strategies and directions.
✔ 5 Develops and adopts service improvement program through simplified
procedures that will further enhance service delivery.

6. INNOVATION

✔ 1 Examines the root cause of problems and suggests effective solutions. Foster
new ideas, processes and suggests better ways to do things (cost and/or operational efficiency).

✔ 2 Demonstrates an ability to think “beyond the box”. Continuously focuses on

improving personal productivity to create higher value and results.

✔ 3 Promotes a creative climate and inspires co-workers to develop original ideas or

solutions.

✔ 4 Translates creative thinking into tangible changes and solutions that improve
the work unit and organization.

✔ 5 Uses ingenious methods to accomplish responsibilities. Demonstrates

resourcefulness and the ability to succeed with minimal resources.

LEVEL OF CAPABILITY/PRIORITY OF DEVELOPMENT

LOW
MODERATE
HIGH
VERY HIGH