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IPDD

Melanie B. Ibasco created an Individual Plan for Professional Development (IPPD) for the 2011-2012 school year at Paran Laruan Elementary School. Her goals were to enhance her teaching competencies in providing activities for diverse learners, using community resources to improve academic performance, and connecting short-term goals to long-term learning goals. Her plan included objectives like using computers in teaching, engaging learners in higher-order thinking skills, linking with other institutions, using indigenous materials from the community, and providing intervention for at-risk learners. She outlined methods, resources, timelines, and success indicators for each objective.

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Neslyn Hazel
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179 views2 pages

IPDD

Melanie B. Ibasco created an Individual Plan for Professional Development (IPPD) for the 2011-2012 school year at Paran Laruan Elementary School. Her goals were to enhance her teaching competencies in providing activities for diverse learners, using community resources to improve academic performance, and connecting short-term goals to long-term learning goals. Her plan included objectives like using computers in teaching, engaging learners in higher-order thinking skills, linking with other institutions, using indigenous materials from the community, and providing intervention for at-risk learners. She outlined methods, resources, timelines, and success indicators for each objective.

Uploaded by

Neslyn Hazel
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Teachers Individual Plan for Professional Development (IPPD)

School Year 2011 2012 Name of Teacher: Melanie B. Ibasco School: Paran Laruan Elementary School Professional Development Goal: Position: Teacher I District: Tuba Division: Benguet Region: CAR To enhance my teaching competencies in providing activities for diverse learners and use community resources to improve my learners academic performance. OBJECTIVES METHODS/STRATEGIES RESOURCES TIME FRAME SUCCESS INDICATOR (What competencies will I (What professional activities (What will I do to access (When do I expect to have What NCBTS competencies What learners enhance) will I undertake to achieve resources) accomplished the would I have enhanced? performance would have my objective) activities) been improved? 1. Demonstrate proficiency - Use computer in teaching - Use computers available June October, 2011 Utilizes information and - Provided learners with in the use of computers as needed. in the school. communication technology ICT related instructional to support teaching and - Use material in teaching - Co-teachers to enhance teaching and materials. learning. from the computer if knowledgeable in learning. (Strand 4.7.1) needed. computer. 2. Engage learners in - Strengthen reading corner - Provide reading materials Creates situations that - Developed learners to use activities that develop - Provision of varied reading with questions to be encourage learners to use higher order thinking higher order thinking materials. answered like Big book. high order thinking skills. skills. skills. - Conduct remedial (Strand 4.1.6) instruction. 3. Link with other Builds professional links - Linkages with NGOs, Link with other institutions - Enriched teaching institutions that are with colleagues / other LGUs and other civic and organizations for practices. helpful to the teaching organizations to enrich organizations. sharing best practices. profession. teaching practices. - Knowledgeable (Strand 7.2.2) colleagues. 4. Use available - Make use of indigenous - Fieldtrips within the Use community resources - Encouraged/motivated community resources materials (human community. (human materials) to learners to use (human material) to resources) within the support learning. (Strand indigenous materials/ support learning. community for effective 6.1.2) and productive learning. 5. Encourage learners to - Strengthen reading corner - Use of Big Book Provide opportunities for - Developed learners to ask ask and answer for reading. - Provide reading materials learners to ask and answer and answer questions. questions. - Constant use of high level with questions to be questions. (Strand 2.3.1) of thinking. answered. 6. Provide appropriate - Initiate more learning - Conduct remedial home Initiate other learning - Improved learners ability. intervention activities approaches. visitation. approaches for learners for learners-at-risk in my whose needs have not been

class. 7. Practice connecting short-term goals to long term goals of learning. - Connect short-term goals to long term goals. - Seek help of the knowledgeable colleagues. - Research - Educational books - Apply specific teaching methods.

8. Recognize the need to - Design teaching methods design teaching methods that take into account the that match with the learning process. learning process. 9. Use appropriate procedures and actions consistently when dealing with learners with behavioral problems. 10. To involve in advocacy activities that contribute to a stress free learning environment. Reviewed: Name and Designated EMIL JUN B. RIVAS Principal I - Know the problems quickly and with due respect to childrens right.

- Home visitation. - Talk to parents constantly.

met by visual approaches. (Strand 3.1.5) Communicates clear learning goals for the lessons that are appropriate for learners. Teachers recognizes general learning process as well as unique process of individual learners. (Strand 4.5.1) Establish and maintains consistent standards of learners behavior. (Strand 2.4.1)

- Understood the learning goals.

- Enriched individual learners ability.

- Used appropriate procedures and actions.

- Exposure to educational activities. - Socialization - Role playing

Stakeholders Teacher Learners Peers

Create a healthy psychological climate for learning.

- Increased learners selfconfidence.

Committed to Implement: Name of Teacher MELANIE B. IBASCO Date: July 29, 2011

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