SDO-SAN ANTONIO Annex

HACIENDA ST. SAN FRANCISCO,SAN ANTONIO NUEVA ECIJA

S.Y. 2021 - 2022

Master Teacher I

Principal I
 Modelled effective applications of
content knowledge within and
across curriculum teaching areas

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
 Evaluated with colleagues the
effectiveness of teaching strategies that
promote learner achievement in
literacy and numeracy

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.
 Modelled and supported colleagues in the
proficient use of Mother Tongue, Filipino and
English to improve teaching and learning, as well
as to develop learners’ pride of their language,
heritage
and culture

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
Displayed a wide range of effective verbal
and non-verbal classroom communication
strategies to support learner
understanding, participation, engagement
and achievement

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
 Exhibited effective strategies that ensure
safe and secure learning environments to
enhance learning through the consistent
implementation of policies, guidelines and
procedures

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
 Exhibited effective practices to
foster learning environments that
promote fairness, respect and care
to encourage learning

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
 Worked with colleagues to share successful
strategies that sustain supportive learning
environments that nurture and inspire learners to
participate, cooperate and collaborate in
continued learning

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)
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
 Modelled successful strategies and support
colleagues in promoting learning
environments that effectively motivate
learners to work productively by assuming
responsibility for their
own learning

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
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
 Assisted colleagues to design, adapt and
implement teaching strategies that are
responsive to learners with disabilities,
giftedness and talents

SET A
Classroom Observation Tool (COT) rating sheet or
inter-observer agreement form from
1. an observation of synchronous 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
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
 Developed and applied teaching
strategies to address effectively the
needs of learners from indigenous
groups

SET A
Classroom Observation Tool (COT) rating sheet
or inter-observer agreement form from
1. an observation of synchronous 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
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
 Worked collaboratively with
colleagues to evaluate the design of
learning programs that develop the
knowledge and skills of learners at
different ability levels

1. New/improved design of
learning programs
2. Detailed recommendations
on the design of learning
programs
3. Synthesis of the
evaluation of the
learning programs
4. Own evaluation of the
existing learning
programs
Worked collaboratively with colleagues to analyze
and utilize the assessment data to modify the
practices and programs to further support learner
progress and achievement

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 Sessions 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 IV: Reflection and
Index of Mastery
o Test Item Analysis
o List of identified least mastered skills based
on frequency of errors/correct responses
o 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)
Reflected on and evaluated learning
environments that are responsive to
community contexts

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 maintains a learning environment,
highlighting the evaluations made,
with proof of attendance
3. Minutes of focus group discussions
(FGD) with teachers on a
program/project/activity that
maintains a learning environment,
highlighting the evaluation made, with
proof of attendance
4. Survey on programs/projects/
activities that maintain a learning
environment
Discussed with colleagues teaching and learning
practices that apply existing codes, laws and
regulations that apply to the teaching profession
and the responsibilities specified in the Code of
Ethics for Professional Teachers

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
3. Minutes of LAC session/ professional
meetings to discuss the Code of Ethics
for Professional Teachers
4. 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
Exhibited commitment to and supported teachers
in the implementation of school policies and
procedures to foster harmonious relationships
with learners, parents, and other stakeholders

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 show discussions held)
3. Minutes of subject area/grade level
meetings or professional meetings on
dissemination information and
implementing school policies/
procedures (provide at least 2 show
discussions held)
4. Proof of implementation of school
policies and procedures
 Manifested a learner-centered teaching
philosophy in various aspects of practice
and support colleagues in enhancing their
own learner-centered teaching philosophy

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 though
lesson planning
3. LAC Plan (refer to DO 35, s. 2016)
that details supporting teachers in
enhancing their learner-centered
teaching philosophy through lesson
planning
4. Lesson plan exemplar used during a
Learning Action Cell (LAC) session
 Identified and utilized personal professional
strengths to uphold the dignity of teaching as
a profession to help build a positive teaching
and learning culture within the school

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
3. Annotated evidence of practice indirectly linking
to the upholding of the dignity of teaching as a
profession
• screenshot of text message/chat/email/any form
of communication with parents/guardian or
learners (name or any identifier removed)
• 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
4. Personal notes on one’s personal professional
strengths
 Reflected on the Philippine
Professional Standards for Teachers
to plan personal professional
development goals and assist
colleagues in planning and achieving
their own goals

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

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