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    Caperido Idp2021

    Uploaded by

    Clarisse Alcazar Perido
    This document outlines an action plan with developmental interventions to strengthen the competencies of an educator. It includes 3 developmental needs: 1) establishing a learner-centered culture, 2) designing teaching strategies for diverse learners, and 3) providing timely feedback. For each need, learning objectives are identified along with interventions like training, mentoring, and coaching from January to May 2021. Resources including school heads and teachers are also noted. The plan aims to improve the educator's functional and behavioral competencies in areas like self-management, professionalism, teamwork, and innovation.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Caperido Idp2021

    Uploaded by

    Clarisse Alcazar Perido
    101 views3 pages
    This document outlines an action plan with developmental interventions to strengthen the competencies of an educator. It includes 3 developmental needs: 1) establishing a learner-centered culture, 2) designing teaching strategies for diverse learners, and 3) providing timely feedback. For each need, learning objectives are identified along with interventions like training, mentoring, and coaching from January to May 2021. Resources including school heads and teachers are also noted. The plan aims to improve the educator's functional and behavioral competencies in areas like self-management, professionalism, teamwork, and innovation.

    Original Title

    CAPERIDO-IDP2021

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    This document outlines an action plan with developmental interventions to strengthen the competencies of an educator. It includes 3 developmental needs: 1) establishing a learner-centered culture, 2) designing teaching strategies for diverse learners, and 3) providing timely feedback. For each need, learning objectives are identified along with interventions like training, mentoring, and coaching from January to May 2021. Resources including school heads and teachers are also noted. The plan aims to improve the educator's functional and behavioral competencies in areas like self-management, professionalism, teamwork, and innovation.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    101 views3 pages

    Caperido Idp2021

    Uploaded by

    Clarisse Alcazar Perido
    This document outlines an action plan with developmental interventions to strengthen the competencies of an educator. It includes 3 developmental needs: 1) establishing a learner-centered culture, 2) designing teaching strategies for diverse learners, and 3) providing timely feedback. For each need, learning objectives are identified along with interventions like training, mentoring, and coaching from January to May 2021. Resources including school heads and teachers are also noted. The plan aims to improve the educator's functional and behavioral competencies in areas like self-management, professionalism, teamwork, and innovation.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    PART IV: DEVELOPMENT PLANS

    Action Plan
    (Recommended Developmental
    Strengths Development Resources
    Intervention) Timeline
    Needs Needed
    Learning
    Intervention
    Objectives
    A. Functional Competencies
    Applied knowledge Established a To create and •Attending January- School
    of content within learner- establish a Seminars/Training May 2021 Heads/Master
    and across centered learner- regarding the Teachers/Learning
    curriculum teaching culture by centered establishment of Facilitators/Learning
    areas. using teaching culture by learner-centered Management Team
    (PPST Indicator strategies that using teaching culture utilizing various
    1.1.2) respond to strategies that teaching strategies on
    their linguistic, respond to linguistic, cultural,
    cultural, socio- their linguistic, socio-economic and
    economic and cultural, socio- religious backgrounds.
    religious economic and •Mentoring/Coaching
    backgrounds. religious •Feedbacking
    (PPST backgrounds.
    Indicator
    3.2.2)

    Applied a range of Planned and To design and •Attending January- School


    teaching strategies delivered deliver Seminars/Training May 2021 Heads/Master
    to develop critical teaching teaching regarding planning and Teachers/Learning
    and creative strategies that strategies that delivering teaching Facilitators/Learning
    thinking, as well as are responsive are responsive strategies that are Management Team
    other higher-order to the special to the special responsive to the
    thinking skills. educational educational special educational
    (PPST Indicator needs of needs of needs of learners.
    1.5.2) learners in learners in •Communicating with
    difficult difficult parents and guardians
    circumstances, circumstances, often
    including: including: •Mentoring/Coaching
    geographic geographic •Feedbacking
    isolation; isolation;
    chronic illness; chronic illness;
    displacement displacement
    due to armed due to armed
    conflict, urban conflict, urban
    resettlement resettlement
    or disasters; or disasters;
    child abuse child abuse
    and child labor and child labor
    practices. practices.
    (PPST
    Indicator
    3.4.2)

    Set achievable and Used To utilize •Attending January- School


    appropriate strategies for strategies for Seminars/Training May 2021 Heads/Master
    learning outcomes providing providing regarding the Teachers/Learning
    that are aligned timely, timely, utilization of strategies Facilitators/Learning
    with learning accurate and accurate and for providing timely, Management Team
    competencies. constructive constructive accurate and
    feedback to feedback to constructive feedback
    improve improve to improve learner
    learner learner performance.
    performance. performance. •Mentoring/Coaching
    (PPST •Feedbacking
    Indicator
    5.3.2)

    B. Core Behavioral Competencies


    SELF- RESULTS To analyze • Peer Tutoring January- School
    MANAGEMENT FOCUS and form • Mentoring/Coaching May Heads/Master
    specific • Feedbacking 2021 Teachers/Learning
    Undertakes Makes specific changes in the Facilitators/Learning
    personal actions changes in the system or in Management
    and behavior that system or in own work Team/Science
    are clear and own work methods to Teachers
    purposive and methods to improve
    takes into account improve performance
    personal goals and performance. specifically in
    values congruent to Examples may improving the
    that of the include doing quality of the
    organization. something ratee’s own
    better, faster, work.
    at a lower cost,
    more
    efficiently, or
    improving
    quality,
    customer
    satisfaction,
    morale,
    without setting
    any specific
    goal.

    PROFESSIONALISM SERVICE To enhance, • Peer Tutoring January- School


    AND ETHICS ORIENTATION participate • Mentoring/Coaching May Heads/Master
    and • Feedbacking 2021 Teachers/Learning
    Demonstrates the Develops and implement Facilitators/Learning
    values and behavior adopts service service Management
    enshrined in the improvement improvement Team/Science
    Norms and Conduct program program Teachers
    and Ethical through through
    Standards for simplified simplified
    public officials and procedures procedures
    employees (RA that will that will
    6713). further further
    enhance enhance
    service service
    delivery. delivery.
    TEAMWORK INNOVATION To interpret • Peer Tutoring January- School
    creative • Mentoring/Coaching May Heads/Master
    Willingly does Translates thinking into • Feedbacking 2021 Teachers/Learning
    his/her share of creative tangible Facilitators/Learning
    responsibility. thinking into changes and Management
    tangible solutions that Team/Science
    changes and improve the Teachers
    solutions that work unit and
    improve the organization.
    work unit and
    organization.

    Feedback:

    CLARISSE A. PERIDO SHERLIE MAY V. GUIUO LIBERTY M. FLORES


    RATEE RATER APPROVING
    AUTHORITY

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