Teacher’s Induction

Program (TIP)
Course 3: The DepEd
Teacher
Required Task 1: Activity

Use Table 1 to accomplish the tasks below.

1. What are the professional practices displayed by a Proficient, Highly Proficient and
Distinguished Teacher in terms of
the following?

PROFESSIONAL PROFICIENT HIGHLY DISTINGUISED

PRACTICES TEACHER PROFICIENT TEACHER
TEACHER
Teaching Uses a variety of Uses creative a leader in the field
Characteristics teaching techniques teaching strategies who conducts study
to deliver lessons catered to and tests out new
that are well- individual learning teaching strategies.
structured. preferences. motivates
Regularly assesses develops the ability colleagues and
students' to think critically mentors others to
comprehension and and solve share expertise.
modifies strategies problems. Students excel
in response to considers impact academically and
comments. fosters a and continuously grow to love
stimulating and assesses efficacy. learning. makes a
upbeat learning substantial
atmosphere. contribution to the
field of education.

Management of Creates the best use Creates and Creates and

Learning of learning time by executes engaging supervises the
Programs efficiently running educational execution of
the classroom. programs that are advanced
arranges and plans in line with student educational
educational requirements and initiatives that
exercises and tests. curriculum improve the
keeps thorough standards. informs performance of
records of each teaching with data students. supports
student's and makes fair and inclusive
development. necessary learning
adjustments. environments.
efficiently allocates
resources.

Collaboration and Works with proactively looks pioneer in

Partnerships colleagues and for chances to work encouraging
takes part in with other collaboration and
school-wide educators. creates partnerships.
projects. cultivates enduring creates networks of
a good rapport with relationships with community
the community and community members and
parents. members and educators. actively
parents. promotes better
 educational
possibilities by
interacting with
parents and the
community.

Professional Participates in proactively pursues A lifelong learner

Development professional professional growth who is always
development in line with career looking to expand
activities on a objectives. their knowledge
regular basis. evaluates practice and abilities. helps
Willing to learn and pinpoints areas others advance
and receptive to in need of their careers by
criticism. improvement. offering workshops
shares what they've and coaching.
learned with their frequently
coworkers. contributes to the
field and gives
presentations at
conferences.

2. What do you think is your current Career Stage?

To be honest, I'm still learning, growing, and honing my abilities. Since I

constantly work to get better and incorporate aspects of Highly Proficient practice, I
would probably classify myself as being in the Proficient stage. There's always space
for improvement!

3. What do you think would support you to advance to the next Career Stage?

I think it would be beneficial to concentrate on a few important areas in order

to reach the Highly Proficient level. It would be really beneficial to actively seek out
training opportunities, engage with educational research more deeply, and analyze
student data more methodically to enhance my instruction. It would also be beneficial
to take on leadership responsibilities in my school community and share best practices
with colleagues.

4. What Career Stage do you aspire to ten years from now?

In ten years, I want to be a teacher who is Highly Proficient, if not

Distinguished. As a teacher leader, I see myself as someone who not only succeeds in
the classroom but also helps fellow educators and the larger educational community
thrive. By sharing my experiences and helping out newer teachers, I wish to serve as
a role model.

5. Are there aspects of your teaching practice that exceed practices articulated in
the Career Stage 2 descriptors? If yes, please cite them.
 I think I occasionally demonstrate elements of Highly Proficient practice,
especially in my commitment to introspective practice. In order to better fulfill the
requirements of my students, I'm always reviewing my lessons, getting feedback, and
changing my strategy. I also actively look for and use innovative teaching techniques,
modifying them to fit the various learning preferences of my pupils.

6. Is it possible for a newly-hired DepEd teacher to exhibit teaching practices in

Career Stage 3 and 4? Explain your answer.

Practices that are in line with Highly Proficient (Stage 3) and even certain
elements of Distinguished (Stage 4) can be displayed by recently appointed DepEd
teachers. Advanced skills may be displayed by exceptional people with past
experience, solid pedagogical foundations, and innate talent. A new teacher may have
a solid foundation in community participation (Stage 4) or a thorough understanding
of differentiated instruction (Stage 3). They can exhibit bursts of genius, but they
might not always function at these levels in every field. By fostering their abilities
and offering assistance, they can build and improve their practice in all domains,
which could hasten their career advancement. To support their development,
mentorship and focused professional development are essential.

Required Task 1: Reading

The PPST is an enclosure to DO no. 42 s. 2017 and is available for download online.
Part I - Refer to the Glossary (p. 24) and read the formal definitions of “Domain”,
“Strand” and “Indicator”.

Part II - It is important for you to be familiar with the features of the PPST in order
to better understand the upcoming sessions and modules. Let’s see if you were able to
pick up the following information after reading the booklet’s introduction.

1. The PPST defines teacher quality in the Philippines. It has domains which describe
the expectations required of Filipino teachers to be effective in the 21st century in the
Philippines. How many domains does the PPST have? The PPST has 7 domains.

2. The Domains collectively comprise of strands that refer to more specific

dimensions of teacher practices. How many strands does the PPST have? The PPST
has 37 strands.

3. The PPST defines the work expected from teachers across different career stages.
How many career stages are there? The PPST defines the work expected from
teachers across 4 career stages.

Try it:
Indicator 3.4.2 means that the indicator is under:

Which domain? Domain 3: Diversity of learners.

Which strand? Strand 4: Learners in difficult circumstances.
Which indicator? Indicator 2: Provides a learning environment that is safe, inclusive,
and supportive of diverse learners. (PROFECIENT TEACHERS) Plan and deliver
teaching strategies that are responsive to the special educational needs of learners in
difficult circumstances, including: geographic isolation; chronic illness;
displacementdue to armed conflict, urban resettlement or disasters; child abuse and
child labor practice

Required Task 2: Formative Quiz

Let’s check your understanding of the PPST domains. Use a copy of the PPST to
match the following scenarios with the appropriate Domain.

SCENARIO ANSWER FEEDBACK

1. Teacher Joy, a Grade 9 b. Domain 2 - Learning DOMAIN 2-STRAND 6
adviser, caught one of her Environment. Management of learner
learners smoking along a Behavior Teacher Joy
secluded corridor when effectively manages
going to the comfort room. student behavior through
Teacher Joy asked the positive reinforcement and
learner to remain in the non-violent disciplinary
classroom after the lesson. approaches.
During the conference
with the learner, Teacher
Joy warned the learner to
quit smoking at school
otherwise his parents will
be called for a conference.

a. Domain 1 - Content
Knowledge and Pedagogy
b. Domain 2 - Learning
Environment
c. Domain 3 - Diversity of
Learners
d. Domain 4 - Curriculum
and Planning
e. Domain 5 - Assessment
and Reporting
f. Domain 6 - Community
Linkages and Professional
Engagement
g. Domain 7 - Personal
Growth and Professional
Development
2.During the post a. Domain 4 - Curriculum DOMAIN 4 STRAND 1
conference, Mrs. Manuel, and planning Planning and management
being the school head and of teaching and learning
rater of teacher-rate, process
emphasized that the use of
varied learning materials
aid learners’ understanding
of the lesson and allow
learners to practice the
application of concepts.
She also mentioned that
varied learning materials
also cater to learners’
different learning styles.

a. Domain 1 - Content
Knowledge and Pedagogy
b. Domain 2 - Learning
Environment
c. Domain 3 - Diversity of
Learners
d. Domain 4 - Curriculum
and Planning
e. Domain 5 - Assessment
and Reporting
f. Domain 6 - Community
Linkages and Professional
Engagement
g. Domain 7 - Personal
Growth and Professional
Development
3. Teacher Rolly, a Grade a. Domain 4 - Curriculum DOMAIN 4-STRAND 2
7 English Teacher, and planning Learning outcomes aligned
discussed the rules on with learning
Subject-Verb Agreement competencies
in his lesson. During group
work, his learners were
tasked to make a travel
brochure for a particular
place. He reminded them
to describe the beauty of
the place and include short
history while observing
correct subject-verb
agreement for their
captions.

a. Domain 1 - Content
Knowledge and Pedagogy
b. Domain 2 - Learning
Environment
c. Domain 3 - Diversity of
Learners
d. Domain 4 - Curriculum
and Planning
e. Domain 5 - Assessment
and Reporting
f. Domain 6 - Community
Linkages and Professional
Engagement
g. Domain 7 - Personal
Growth and Professional
Development

Required Task 3: Reflection

Go through the PPST booklet and read through the Domains and Strands. Use the
table below to identify Strands which you think could be challenging for you.
DOMAINS CHALLENGING WHY IS IT INPUT FROM
STRANDS CHALLENGING? THE MENTOR
Content
Knowledge and
Pedagogy
Learning
Environment
Diversity of
Learners
Curriculum and
Planning
Assessment and
Reporting
Community
Linkages
Personal Growth
and Professional
Development

Required Task 4: Reflection

Based on the current default classification, in which career stage are you in?

I think I am in the beginning stage of my profession and should be classified

as a beginning teacher based on the current default classification. Even though I have
a strong foundation and some experience, I understand that I'm constantly improving
my abilities and honing my craft. I am eager to take up guidance from more
colleagues, explore new ideas for instruction, and grow as a teacher.
 MODULE 2 - EMBEDDING THE PPST IN HR SYSTEMS

Required Task 1: Formative Test

Multiple Choice Test: Respond to the following scenarios based on your

understanding of the PPST and the strategic connect of the DepEd HR systems:

Scenario I: Teacher Anthony’s Dreams. It is Teacher Anthony’s first year of

teaching. After going through the Teacher Induction Program (TIP), he dreams of
becoming a Master Teacher someday. He knows that he has to work on his
competency gaps based on the indicators for proficient teachers in the PPST. After
taking the self-assessment test (SAT), Teacher Anthony admitted to his mentor that he
needs support in certain domains at the beginning level.

Which of the following will NOT GREATLY help Teacher Anthony achieve his
dream of becoming a Master Teacher?

a. Use the result of his SAT in identifying his learning needs

b. Attend as many learning and development activities to earn as many certificates for
promotion
c. Regularly revisit the PPST to align his professional development needs with the
expectations of proficient teachers
d. Gather evidences of his good performance

Answer: B, merely attending training sessions is insufficient to help teacher

Anthony reach his career goal.

Scenario 2: An Advanced Teacher at the Beginning Stage of PPST. Teacher Ruth had
three (3) years teaching experience in a private school before she was hired in the
public high school where she is currently teaching. Because of her prior experience,
she has already acquired some good teaching practices and she has been identified by
her School Head as a high performer and high potential future teacher leader. This
coincides with Teacher Ruth’s dream to become a future school leader in DepEd.
However, she is a newly-hired teacher and her colleagues label her as Beginning
Teacher under the PPST. Which of the following behaviors can help teacher Ruth
fulfill her career goal?

a. Align with the PPST her professional teaching practices

b. Get help from somebody she knows in DepEd to serve as her “padrino”
c. Gather certificates of her previous training's in the private school where she taught
and keep it for promotion
d. Make friends with her school head, so she can have his/her favor

Answer: A. There is a high potential for promotion, when beginning teachers use
the PPST to monitor their own performance and align their professional
practices with the expectations from them based on the PPST, which is a
nationally accepted standards for teacher quality (DepEd Order No. 42, s.2017).
Scenario 3: Teacher Ruth’s Supportive Mentor. Teacher Ruth is in her second year of
teaching. She is quite a fast learner when it comes to using the PPST for her
professional development benefits. Her mentor has been very supportive and is one of
the key contributors to teacher Ruth’s successful completion of the Teacher Induction
Program. Phase IV of the RPMS cycle, Performance Rewarding and Development
Planning, is fast approaching. Which of the following is most likely to happen to
teacher Ruth?

a. To address her performance gaps, teacher Ruth will be referred to a peer for
coaching session during the next school year
b. Teacher Ruth will not be able to get the outstanding rating for the current school
year
c. Teacher Ruth may be awarded for her outstanding performance
d. Teacher Ruth will remain at the beginning level of the PPST

Answer: C

Scenario 4: Possibilities in the Life of a Newly Hired Teacher. Teacher Abel is a

newly hired teacher. Prior to his work in DepEd, he had been working as Department
Head in private school. His professional experience is very evident in the professional
ethics that he manifests in his teaching practices. Which of the following statement is
NOT possible in this case?

a. Teacher Abel could be a high potential for future school leadership

b. He may not need to undertake DepEd’s Induction Program
c. He can be tapped as resource person in the school’s Learning Action Cell (LAC)
d. His progression across the PPST continuum could be faster if he purposely use
PPST as the basis for his professional practice

Answer: B

Scenario 5: Propelling Teachers Motivation. School Head Ms. Lopez is a strong

proponent of DepEd’s contextualized Program of Awards and Recognition for Service
Excellence (DepEd-PRAISE). Every year during “Teachers’ Day Celebration”, she
recognizes her high performing teachers and normally gives them a “Certificate of
Recognition for Outstanding Performance”. Teachers Marlyn and Carmina are both
newly hired teachers in Mathematics and they are both aspiring to get outstanding
award during the school year. Which of the following will NOT help them attain their
goal?

a. Optimize the use of the Teacher Induction Program (TIP) materials to orient
themselves with the context of DepEd, the PPST and other HR systems
b. Prepare their MOVs according to the guidelines in the RPMS-PPST
c. Participate in learning and development that will close their competency gaps and
developmental needs
d. Make close friendships with their school head and Department heads

Answer: D
 PERSONAL REFLECTIONS ON THE STRATEGIC ALIGNMENT OF THE
PPST AND HR SYSTEMS

Having the right perspective about the PPST and the different HR systems can help
you plan your career and move forward according to your short- and long-term
professional goals. Reflect on what you have learned from readings and activities in
Section I of this Module. Answer each reflective question in the I-chart, or
information chart, below. Share your insights with your mentor at your next
mentoring session.

I-Chart on HR Systems

HR SYSTEM WHAT DID I WHAT CAN I DO WHAT ARE THE

LEARN? WITH WHAT I IMPLICATIONS
LEARNED? OF MY NEW
LEARNINGS
WITH MY
CURRENT
PRACTICE?
RSP RSP fosters a Actively participate Promotes positive
supportive in RSP initiatives; school culture;
environment, recognize encourages my
recognizing diverse colleagues' efforts. growth and
contributions. recognition.
RPMS-PPST RPMS-PPST is for Use RPMS-PPST Reinforces
growth, linked to for professional connection between
PPST, emphasizing development goals; practice and
reflection and engage in self- standards; focuses
feedback. reflection and development;
feedback. encourages
reflection.
L&D L&D is crucial for Seek L&D Learning is
staying current and opportunities; share continuous;
developing skills, learnings with proactive in
tailored to needs. colleagues. identifying needs
and applying
knowledge.
R&R R&R Contribute to R&R Celebrates
acknowledges programs; celebrate achievements;
success, motivating successes. motivates;
the community. appreciates
contributions.
Session 2: The PPST, RSP and the Merit Selection Plan (MSP) of DepEd
Required Task 1: Preliminary Activity

Accomplish the K-W-L-H Chart below.

WHAT DO YOU WHAT ELSE DO WHAT DID YOU HOW WILL
KNOW ABOUT? YOU WANT TO LEARN ABOUT YOU LEARN
KNOW? THE PPST AND MORE? e.g. read
HR SYSTEMS? from online
sources
PPST PPST application permits educators DepEd website;
in diverse contexts; to work toward online resources;
using PPST for their own mentor discussions.
self-assessment. objectives.

RSP Specific RSP types Its goal was to DepEd Orders; HR

within DepEd; assist educators in inquiries; case
accessing and adjusting to the studies.
benefiting from public school
programs; system.
innovative RSP
strategies.
MSP Specific point It is the regular HR office;
system; MSP procedure for clarification;
alignment with elevating DepEd DepEd training.
PPST. employees who are
most suited for
teaching and non-
teaching roles.

Required Task 2: Reflection

Reflect on your greatest learnings about meritocracy and fitness principles on hiring
and promotion. What does this tell you? How will you adjust your professional goal
and practice with DepEd’s expectations from its personnel? Write your
reflections/insights on the space provided below.

Fitness values and meritocracy are essential components of a successful

educational system. It all comes down to selecting the ideal candidate—someone
whose abilities, background, and interests complement DepEd's objectives and the
needs of students. Meritocracy emphasizes credentials and output, whereas "fitness"
takes into account morals, character, and the capacity to succeed in public service. It
all comes down to identifying capable and devoted people who share DepEd's
objective.

This knowledge emphasizes how crucial it is to keep improving

professionally. We need to continuously hone our abilities, expand our knowledge,
and evaluate our work. DepEd encourages us to embrace innovation, actively seek out
possibilities for growth, and be lifelong learners. By pursuing pertinent professional
growth, practicing self-reflection, and supporting a continuous improvement culture, I
will proactively match my objectives with these expectations going ahead. I'll also
show that I'm dedicated to DepEd's principles. By adhering to these guidelines, we
may establish a system in which educators fulfill their potential and learners obtain
top-notch instruction.

Session 3: The Strategic Alignment of the RPMS with the PPST

Required Task 1: Preliminary Activity

Recommended Readings: DO 2, s.2015 and RPMS-PPST Manual for Teachers and

School Heads.

Activity: Accomplish the “My RPMS-PPST Activity Logs”

RPMS MY INTENDED
ACTIVITIES PER
CYCLE (What
preparatory activities do
you need to do in
between each cycle?)
CYCLES INCLUSIVE DATES
Phase I: July-September Review PPST, set SMART
Performance Planning objectives, agree on
and Commitment indicators, prepare
IPCRF.For preparatory
activities: Reflect on past
performance, research best
practices, gather baseline
data.
Phase II: October-January Monitor progress,
Performance Monitoring document
and Coaching accomplishments, engage
in coaching, participate in
peer observation. For
preparatory activities:
Analyze data, identify
areas for adjustment,
prepare for coaching.
Phase III: February-March Self-assess, participate in
Performance Review review conference, receive
and Evaluation feedback, finalize rating.
For preparatory activities:
Reflect on feedback,
identify growth areas,
consider next cycle's
objectives.
Phase IV: April-May Acknowledge
Performance Rewarding accomplishments, develop
and Development Planning PDP, explore development
 opportunities. For
preparatory activities:
Implement PDP, gather
resources, reflect on PDP's
impact on next cycle.

Required Task 2: Activity

Analyze the two (2) scenarios below and indicate whether the following statements
are true or false.

Scenario A: Teacher Paula is a new BSE graduate Major in Science who has been
hired to teach in a Junior High School.

Scenario B: Teacher Dennis has been teaching Science in a private school for the past
four (4) years. After he completed his doctoral degree, he applied to the same public
high school where Teacher Paula is working. Both Teachers Paula and Dennis are
newly-hired teachers handling Science.

STATEMENT RESPONSE FEEDBACK

Since Teacher Paula is TRUE
inexperienced, her L&D
needs might be different
from that of Teacher
Dennis, who has been
teaching for the past three
(3) years.
Both teachers may use the TRUE
PPST tools to identify
their strengths and areas in
which they may need
support.
Both teachers can have TRUE
their L&D needs addressed
through the RPMS-PPST.
Mentors’ feedback is TRUE
important for both teachers
to monitor their
own progress. They can
get feedback from their
mentors whether formally
or informally assigned.
Teacher Paula is a new TRUE
BSE graduate Major in
Science who has been
hired to teach in a Junior
High School.
Session 4 – Role of RPMS-PPST in Teachers’ Learning and Development
Required Task 1: Activity

Read the scenarios below and answer the question that follows by choosing the
correct answer from the given options.

Scenario 1: Classes have ended. Teachers Rona, Evalou and Rex are planning for
their development needs. Teacher Rona shared with the group that she struggles to
meet the indicators in Domain 2 of PPST. She has been challenged in managing her
learners’ behavior. Teacher Evalou admitted that she has not fully developed all core
competencies indi- cated in the RPMS. Teacher Rex is the top performer among the
three. He just got an “Outstanding Rating” for the school
year. Teacher Rex feels that he still needs to participate in L&D activities to address
his developmental needs.

Which of the following All teachers need to attend Despite Teacher Rex's
explains why all three of L&D to address their exceptional performance,
them need to participate in developmental needs. everyone can still develop
L&D activity relevant to and get better. L&D is for
their needs? ongoing professional
development, not merely
Teachers Rona and Evalou for fixing flaws. While
need L&D to address their Teacher Rex understands
developmental needs while the value of ongoing
teacher Rex need to improvement despite
address his performance receiving an exceptional
gaps rating, Teachers Rona and
Evalou have pinpointed
Teacher Rex needs L&D particular areas in which
to address his they require assistance.
developmental needs, For all educators, learning
while teachers Rona and and development is
Evalou need to participate essentially a lifetime
in L&D to address their process.
competency gaps

All teachers need to attend

L&D to address their
developmental needs

All teachers need to attend

coaching sessions
Required Task 2: Professional Development Plan

Prepare your Professional Development Plan that you intend to implement for the
current school year, using the template provided below:

DEVELOPMENTA DEVELOPMENT L&D TARGET

L GOAL (Target ACTIVITY MODALITY COMPLETION
PPST Domains) DATE
Learning I will facilitate IPCRF September 2025
Environment engaging, hands-on
learning
experiences for my
students, both
individually and in
groups, using the
resources available
in our learning
environment.
Curriculum and I will design and IPCRF August 2025
Planning implement
effective teaching
strategies that
address curriculum
standards and adapt
to diverse learning
situations.
Personal Growth and I am committed to IPCRF Year Round
Professional ongoing
Development professional
development
aligned with the
Philippine
Professional
Standards for
Teachers (PPST).
Content Knowledge I will integrate IPCRF August 2025
and Pedagogy information and
communications
technology (ICT)
into my lessons.
 MODULE 3 - THE RESULTS-BASED PERFORMANCE MANAGEMENT
SYSTEM (RPMS)

Session 1 – The Results-based Performance Management System (RPMS) of

DepEd
Preliminary Activity

In five (5) minutes, list down all things you know about RPMS. Start with basic one-
liner information. Check these as you proceed with this session.

5 information that I know about RPMS so far:

•It's a system for evaluating teacher performance.
•It's connected to the PPST (Philippine Professional Standards for Teachers).
•It involves setting objectives and measuring progress.
•It includes performance reviews and feedback.
•It's meant to support teacher growth and development.

Session 1 – The PPST-aligned RPMS

Required Activity 1: Reflection

What have you learned about PPST and RPMS as two separate entities in DepEd?
How about their alignment?

Despite their differences, the PPST and RPMS are intrinsically linked. The
PPST outlines what constitutes good teaching and establishes professional standards
for educators at various career phases. The system used to gauge how successfully
teachers are fulfilling those standards is called RPMS. Since RPMS is based on the
PPST, their alignment is important. The PPST domains and strands serve as the direct
source of RPMS's performance indicators and objectives, guaranteeing that our
evaluations focus on the key abilities that characterize successful instruction.

Session 3 – The RPMS Cycle

Preliminary Activity

Teacher Mary Grace finished two (2) classroom observations before the scheduled
Mid-year Review. Her Principal asked her to update her Development Plan. What step
should she take to do this? Briefly discuss in the box below.

In order to revise her Development Plan following classroom observations,

Teacher Mary Grace should first consider the input she has received, then go over her
original plan and pinpoint important areas to concentrate on in light of the
observations and her circumstances. To better address these areas, she should add or
modify activities. She should also confer with her principal to make sure the plan is in
line and to further improve it. Lastly, she needs to formally document all changes for
future use.
Required Task 1: Scenario-based Activity

Study the following scenarios and decide which of the options may be applied to each
statement.

A. The data presented is sufficient to infer the statement.

B. The data presented is not sufficient to infer the statement.
C. The statement is false based on the data presented and/or the guidelines.
Scenario: A Division issued a Memorandum with the attached Ratee-Rater-Approving
Authority matrix that shall be used for the IPCRF of SY 2019-2020.

STATEMENT ANSWER FEEDBACK FROM

YOUR MENTOR
Statement 1: School A C. The statement is false
used all Cases (i), (ii), (iii), based on the data presented
(iv), and (v) in RPMS and/or the guidelines.
2019-2020.
Statement 2: The Division C. The statement is false
is a small division. based on the data presented
and/or the guidelines.

Statement 3: In School A, B. The data presented is

the rater of Teachers I-III not sufficient to infer the
is the Master Teacher. statement.

Statement 4: In School A, C. The statement is false

a Teacher III can rate a based on the data presented
Master Teacher. and/or the guidelines.

Statement 5: In School A, C. The statement is false

the PSDS can rate a Master based on the data presented
Teacher. and/or the guidelines.

Session 4 – The PPST-based RPMS Tools and Processes

Required Task 1: Reflection

Refer to your COT rating sheets, SAT assessment results, and IPCRF-Development
Plan, if you have any. Reflect on your teaching performance based on the results that
these forms reflect. Briefly discuss what you have discovered.

It has been incredibly enlightening to consider my IPCRF-Development Plan,

SAT assessment results, and COT rating sheets. It helps me recognize both my areas
of strength and need for improvement in my teaching style, much like a mirror.

I've found that my enthusiasm for establishing a welcoming and stimulating

learning environment truly comes through. My passion is highly received by my
students, and I excel at adapting my teaching methods to suit their various needs. It is
with great pride that I say this.
 But I've also come to the realization that I can improve my questioning
strategies even more to promote more in-depth critical thinking. Even though I lead
engaging discussions, I occasionally need to give students greater room to ask their
own questions and consider other viewpoints. I'm concentrating on this in my
professional growth plan.

In the end, this introspective approach has strengthened my conviction that

teaching is an ongoing process of growth and learning. I'm determined to apply these
realizations to improve as a teacher for my pupils.

Session 5 – Developing Lesson Plans as Quality Evidence for RPMS

Preliminary Activity
Choose a lesson plan which you have previously crafted. Enumerate all parts and
describe what you have entered on each part.

Required Task 2: Activity

Using either a lesson plan prepared by your mentor (recommended) or the lesson
plan/lesson exemplar you provided, check which COT Indicators (or RPMS
Objectives) are present. Elaborate on your findings. If an indicator is not present, is it
possible to have it present in the lesson plan? How?