City ofSagay

Republic of the Philippines Department of Education

Negros Island Region DIVISION OF SAGAY CITY

City ofSagay

July 7,2016

DIVISION MEMORANDUM

No. . s.2016

TO : ASDSChief-CID/SGODEPSPSDS/PIDPublic Elementary & Secondary School Heads

FROM: M A R S E T T ^ ^ ^ A L U C A , CESO V l ^ t V ^ Assistant Schools Division SuperintendentOfficer in chargeOffice of the Schools Division Superintendent

SUBJECT: Division Instructional Supervisory and Technical Assistance Tools and Procedures forCurriculum Implementation

This Division is implementing an Instructional Supervisory and Technical Assistance procedure for curriculum implementation effective August 2016.

The procedure aims to:

a. guide all instructional leaders and TA providers in the supervision and M & E of the implementation of the K to 12 Basic Education Curriculum;

b. provide direction to data gathering and utilization and decision making in giving priority to planning for intervention to improve the delivery of the curriculum;

c. describe the M & E tools and their uses in IS/TA provision; andd. improve the Instructional Leadership skills of School Heads and Public Schools District

Supervisors

The procedures, tools and their uses are described in Enclosure No. 1 to this memorandum.

In this connection attend an orientation cum below:

, all public elementary and secondary schoo\ heads/department heads are advised to workshop on Instructional Supervision/TA provision. The venue and schedule are shown

Date Time~800 -1 2 -0 0

" T o i l e r -School Heads andPSDS ISaeaTl

Venue Facilitators1:00 - 2: 00 School Heads and PSDS jSagav 2 MLES

Mrs. Elizabeth Romo

July 21, 2016 department Heads, SH & PSDS

Sagay 10 SNHS Dr. Nenita Gamao Mr. Jojery Dionaldo1:0 0 -5:0 0

8-nn — V)-nnSchool Heads & PSDS Sagay 9 ELIS

1:00-5:00school Heads & PSDS School Heads & PSDS

Sagay 3 Sagay 6

BCES Mrs. Marilu S. BandolonJuly 22, 2016 8:00-12:00 SH & PSDS Sagay 4 RTupas ES

Mr. Roger Rochar Marilu Bandolon

1:00-5:00

8:00 -1 2 :0 0

SH & PSDS

SH & psdjT '

Sagay 5 OSESDr. Alma Mirasol Mrs. Elizabeth Romo Mrs. Bella Balandra

1:00 - 5:00 SH & psdT ' _bcfcgay 7 Sagay 8

GLESBNHS

Dr. Nenita Gamao Dr. Jezebel Garcia Dr. Cesar Demafiles-----------.— -------

No proxy allowed.

For the information and guidance of all concerned.

Inclosure No. ____, Division Memorandum No. ____, s. 2016

List of M & E Tools for IS and Provision of TA for Curriculum Implementation

CID M & E Tool Purpose Utilization

CID M & E Form 1 To gather data on the status of implementation of the curriculum including availability of Curriculum materials at the school level

- to be used by SH, PSDS/PID and EPS in M & E of curriculum implementation at the school level any time during each quarter to ensure that standards are met and activities are implemented on time -Data captured by the tool can be used in the

planning or setting priorities and targets for

Instructional Supervisory or TA plan

CID M & E Form 2 Daily Monitoring of Supervisory and Administrative Tasks for School Heads

-to be used by School Heads to monitor the utilization of their administrative and instructional supervisory time. This can serve as a tracking device in monitoring activities of the SH on a daily basis. -support to the IPCRF of school heads in their budget of IS and TA tasks -serve as a source of information in prioritizing TA/IS plans of SH and PSDS/PID (the data from the tool must be captured and consolidated by the PSDS/PID so that it can serve as input to prioritizing TA/IS plan of SH and PSDS)

CID M & E Form 3 Coaching plan for the month -template of monthly IS/TA plan for SH and PSDS a. For SH IS/TA Plan -priority areas for improvement of teachers based on: -IPPD -previous results of classroom observation (CID

M & E Form 4: Teacher Observation Guide or CB Past Form 3 accomplished with rating)

- STAR Notes/running transcript on classroom observation

-emerging needs of teachers -data from CID M & E Form 1 ( curriculum

implementation). -IPCRF of SH -IPCRF of teachers -NAT/LAPG/ECCD/SRYeA/ other performance

indicators -teachers’ report on the number of pupils at risk

of failing on the 5th week of every quarter (CID M & E Form 6)

-Teachers’ reflection notes on their plans or DLL

CID M & E Tool Purpose Utilization

b. For PSDS/PID/EPS -priority areas for improvement based on TDNASH -data from CID M & E form 2 (Daily monitoring of

IS and administrative tasks of SH) -data from CID M & E Form 1 (M & E tool for

curriculum implementation) -data from previous observations of SH’s level of

practice of Post processing observation (CID M & E form 5 and 5.a, with rating)

-FGD notes/plan/targets -IPCRF -consolidated data form CID M & E Form 7

(Report on the Number of pupils at risk of Failing)

-NAT/LAPG/ECCD/SRYeA/ other performance

indicators -IPCRF (PSDS/EPS -emerging needs of SH and PSDS and teachers -progress report on the conduct of Action

Research

CID M & E Form 4 (From CB Past Form 3)

Teacher Performance Observation Guide

To be used by SH and PSDS in determining the level of performance of the teacher during observation of classes and this shall be supported with running transcript and Star Notes.

CID M & E Form 5 Accomplishment Report for the Month

-to be used by the SH, PSDS, EPS to consolidate their monthly accomplishment reports in IS and TA provision

CID M & E Form 6 and 6.a

Guide to an Enhanced Post Observation Conference

-to be used by PSDS and EPS -agreements must be made and signed by the rater and the ratee -must be rated according to the observations made -must be supported with running transcript and STAR notes

CID M & E Form 7 Report on the Number of Pupils/Students at risk of Failing on the Fifth Week of Every Quarter

-data to be used by SH, PSDS and EPS as inputs to IS/TA monthly plan

M & E Tool for Curriculum Implementation

Name of School:______________________________________ District: ________________ Date: _________________ Name of Principal: ____________________________________ Name of PSDS/PID: _________________________________

Name of Teachers G/Y

Level & Section

Subjects taught

Curricular Concerns/Observations Conforme

DLP/DLL

Assessment (Compliance to K to 12)

Availability of

LM’s/Activity Sheets

Availability of TG’s/

Availability of Localized

Materials/Resources

Availability of other Teaching

Resources

Teacher’s Portfolio

Remediation

Item Bank

Recording Formative Tests

Summative Test

Quarterly Tests

Monitor:

_________________________________

Msbandolon/M & Tool for Curriculum Implemetnaiton/2015

CID M&E Form 1

Republic of the Philippine Department o Education


City of Sagay

DAILY MONITORING OF SUPERVISORY AND ADMINISTRATIVE TASKS FOR SCHOOL HEADS AND PSDS/PID Name of School : _________________________

Date

Time

Tasks M & E of Various PPA

Checking of the following:

Observation of Classes

Procurement of materials and others

Office/ Paper Work

Staff Meeting

Community/LGU/Stake

holders Meetings

Quarterly PTA

Meetings

Various Project

Implementation

Maintenance

of Assigned Areas

Lesson Plans

Assessment (Summative/Form

ative/Quarterly

Remedial Lessons

Attendance of Teachers

Class Records

SF2 SF1 F137

8:00- 9:00

9:00-10:00

10:00-11:00

11:00 -12:00

12:00-1:00

1:00-2:00

2:00-3:00

3:00-4:00

4:00-5:00

Total N of Hours

Monitor:

_________________________________

Msb/Daily Log of Activities for SH/2015

CID M&E Form 2

Republic of the Philippines Department of Education


City of Sagay

COACHING PLAN FOR the MONTH OF _________ SY 2016-2017

Name of Coach: Signature of Coach: Office: Date:

Name of Employee

Observed Positive Behaviors/Concerns & Issues

Effect on Unit’s Performance

Developmental Steps/Action Steps

What By When Measure of Success

Msb/Coaching plan/2015

CID M&E Form 3

TEACHER PERFORMANCE OBSERVATION GUIDE

Name _____________________ Age _______Position __________________ School __________________________ Number of Years of Teaching Experience___________________Highest Educational Attainment__________________ School Year _____________ Grading Period / Quarter ______________ Legend: 0- Not observed (NO) 1- Below Basic (BB); 2-Basic (B); 3-Proficient (P); 4- Highly Proficient (HP) Circle the number that describes best your observation of the Teacher. Start here . . . .

Performance Behavior Observation Rating NO BB B P HP

A. Diversity of Learners 0 1 2 3 4

1.Sets lesson objectives within the experiences and capabilities of the learners

0 1 2 3 4

2.Utilizes varied techniques and strategies suited to different kinds of learners.

0 1 2 3 4

3. Shows fairness in dealing with the learners. 0 1 2 3 4

4. Paces lessons appropriate to the needs and difficulties of learners. 0 1 2 3 4

5 .Provides appropriate intervention activities for learners at risk. 0 1 2 3 4

Total Score_______ Average______ Description______________


B. Content and Pedagogy

B.1 Teacher Behavior in Actual Teaching 1. Teaches accurate and updated content using appropriate approaches and strategies.

0 1 2 3 4

2. Aligns lesson objectives, teaching methods, learning activities, and instructional materials.

0 1 2 3 4

3. Encourages learners to use higher order thinking skills in asking questions.

0 1 2 3 4

4. Engages and sustains learner’s interest in the subject matter by making content meaningful and relevant.

0 1 2 3 4

5. Establishes routines and procedures to maximize use of time and instructional materials.

0 1 2 3 4

6. Integrates language, literacy, skills and values in teaching. 0 1 2 3 4

7. Presents lesson logically in a developmental manner. 0 1 2 3 4

8. . Utilizes technology resources in planning, designing and delivery of the lesson.

0 1 2 3 4

9. Creates situations that encourages learners to use higher order thinking skills.

0 1 2 3 4



B. Content and Pedagogy

B.2 Learners’ Behavior in the Classroom 1. Answers in own words at a desired cognitive level.

0 1 2 3 4

2. Participates actively in the learning tasks with some levels of independence.

0 1 2 3 4

3. Asks questions relevant to the lesson. 0 1 2 3 4

4 Sustains interest in the lesson/ activity. 0 1 2 3 4

5 Follows routines and procedure to maximize instructional time. 0 1 2 3 4

6 Shows appropriate behavior of individualism, cooperation, competition in classroom interactions.

0 1 2 3 4

7. Imbibes and values learning from the teacher and from classmates 0 1 2 3 4

8. Demonstrates in varied ways, learning achieved in the activities. 0 1 2 3 4

CID M&E Form 4



C. Planning, Assessing, reporting Learners’ Outcomes

1. Provides timely, appropriate reinforcement/feedback to learners’ behavior.

0 1 2 3 4

2. Uses appropriate formative, summative tests congruent to the lesson.

0 1 2 3 4

3. Uses non-traditional authentic assessment techniques when needed.

0 1 2 3 4

4. . Keeps accurate records of learners’ performance level. 0 1 2 3 4

5 Gives assignment as reinforcement or enrichment of the lesson. 0 1 2 3 4

6. Provides opportunity for learners to demonstrate their learning 0 1 2 3 4

Total Score_______ Average______ Description______________ Other Narrative Observation: _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________________ Observer’s Name & Signature Agreement:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Signed: ______________________________ Printed Name & Signature of Teacher

Msb/Teacher performance observation guide/2015

Accomplishment Report For the Month of ________

District: ______________________ District Supervisor/PID/EPS: ____________________

Name of School Head School Date of Actual Observation Identified Need/s based on

the TA Plan Actual Accomplishment/

Findings Proposed Action based

on Findings

Prepared and submitted by: _______________________________ Printed Name & Signature of EPS/PSDS/PID

Msb/accomplishment report/IS/September 28, 2015

CID M&E Form 5

Guide to an Enhanced Post Observation Conference (As suggested by Carnegie Foundation for the Advancement of Teaching)

Note: This tool is purposely to find out the instructional leaders’ level of practice in conducting an enhanced post observation practices. The data generated from this tool is not for rating purposes but rather for determining the areas for improvement in each practice.

Post Observation Conference Practices Rating

5 4 3 2 1

Establishing a Warm and Clear Opening of the Post Observation Conference

1. Instructional Leader acknowledges teacher’s time (Thanks the teacher for allowing him/her to observe a class)

2. Instructional Leader states the purpose of the conversation

3. Talks in a voice that is warm, friendly and sincere

Focus on what’s going well

1. Congratulates teachers for doing a job well (cite specific instances or teacher behavior/activities that are worth mentioning. Refer to the STAR notes that have made to be very specific)

2. Asks the teacher to clearly state the objectives of the lesson

3. Paraphrases and affirms the teacher’s lesson objective. ( Asks what the pupils are able to demonstrate the end of the lesson)

4. Asks the teacher what she did to teach the lesson.

5. Asks teacher what made him/her happy about the delivery of the lesson. The instructional Leader listens intently to what the teacher is saying

6. The instructional leader affirms what the teacher considered as things that went well in the delivery of the lesson. (The IL must also agree with the teacher that he/she too has the same observation)

(Ex. a. I have also noticed that, and Im happy that you did that. a. I was impressed by …….. b. Im so happy that you…….. c. I was excited when you …….

7. The Instructional Leader extends the positive focus in addition to what the teacher identified as what went well in the lesson, the Instructional Leader cites additional specific things that went well in the delivery of the lesson by referring to the STAR notes. Example: a. I noticed in your lesson that you………, and I was so impressed b. The part of the lesson that made me excited about was…….. c. The ……………………. made me so happy because ………..

Identify Challenges Facing the Teacher

1. The Instructional Leader asks the teacher to tell which part of the lesson, she thinks did not went well.

2. The Instructional Leader paraphrases teacher’s message to check whether they have the same understanding of the message

3. The Instructional Leader enables the teacher to tell additional parts of the lesson that did not went well by citing specific instances recorded in the STAR notes (prompts) for the teacher to reflect upon and affirm as a point for improvement

4. The Instructional Leader avoids diversion & stay focused on the issues/data/documentation at hand when teacher makes caustic statements

5. The Instructional leader is able to verify the teacher’s perception about the identified areas for improvement

Generating Ideas for Addressing Teacher’s Challenges

1. The Instructional Leader guides the teacher in identifying possible strategies in addressing the challenges

2. The Instructional Leader helps solve the problem by offering ideas for improvement if and when the teacher is not able to do so.

3. The Instructional Leader connects the teacher to available and appropriate resources to help address the challenges

4. The Instructional leader avoids compromising statements that provide an excuse for poor performance

Prioritizing the Next Steps

1. The Teacher and the principal reviews ideas for improvement and assign priority to possible options

Ending the Post Observation Conference

1. The instructional Leader asks the teacher agrees on the next steps by a. Asking the teacher to choose whose help he/she would want to ask to

assist in improving the identified challenges

2. The Instructional Leader enables the teacher to make a commitment regarding the next steps identified

3. The Instructional Leader thanks the teacher for the conversation

CID M&E Form 6

Other Narrative Observation: _____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Agreement: _____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Signed

_______________________________ ________________________________ Printed Name & Signature of Observer Printed Name & Signature of School Head

Msb/Post observation conference/2015

STAR NOTES FOR POST OBSERVATION PROCESSING (PSDS/PID/EPS)

School Head Provided with TA on IS: _______________________ Date: ______________________ TA Provider: _________________________________________ School: ____________________ District: _______________________

Page 1 of 2 pages

Task Action Result

Establishing a warm and clear opening of the post observation conference

Acknowledging the teachers’ time

Stating the aim of the post observation conference

Asking the objectives of the lesson

Paraphrasing the lesson objectives focusing on the skill and content expected to be taught by the teacher and to be mastered by the pupils

Focusing on the strengths of the teacher in implementing the activities in the lesson, vis a vis the lesson objective

Asking the teacher to reflect on what went well If the teacher is unable to to identify his/her strengths, the principal provides prompts to help the teacher do it by referring to the STAR notes

The principal points out additional strengths of the teacher based on her observation

Identify perceived weaknesses in the delivery of the lesson

The principal shifts conversation to help the teacher reflect on her lesson and identify areas for improvement, vis a vis the content and skill of the lesson objective and the teaching-learning parameters (Provide prompts to help the teacher identify areas for improvement)

CID M&E Form 6.a

of 2 pages

Task Action Result

Summarizing identified areas for improvement The principal guides the teacher in summarizing the identified areas for improvement

The principal guides the teacher in prioritizing identified areas for improvement

Generating appropriate ideas for improving identified areas for improvement

The principal guides/helps the teacher in identifying possible means to improve the challenges. If the principal needs to utilize directive supervision approach, he/she must offer ideas for growth on every prioritized area of challenge

Summarizing agreements The teacher and the principal review ideas for improvement and assign priorities for the next TA

The principal and the teacher agree on the date and focus (based on the prioritized area) of the next visit

The IL thanks the teacher for the opportunity.

Msb/star notes on pist observation conference/processing/September 2015

Report on the Number of Pupils/Students at Risk of Failing (Every fifth week of Every Quarter) Subject Area: ________________ For Quarter ______

School

Number of Pupils at Risk of

Failing

Possible Causes (Absenteeism/Competencies not mastered in the FT and

ST, Truancy)

Intervention Plans

N of Pupils at Risk of Failing who

passed the subject by the end of the

quarter

Prepared and submitted by: ______________________________ Printed Name & Signature of PSDS/PID

Msb/report of the number of pupils/student at risk of failing/r 2015

CID M&E Form 7

City ofSagay

Documents

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