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    IPCRF-DEVELOPMENT PLANfsfdsfdsf

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    Daniel Brown
    This document outlines an action plan to develop the functional competencies and core behavioral competencies of an employee based on their results and feedback from a performance evaluation. The plan identifies strengths and development needs, learning objectives, interventions, and a timeline and resources needed to achieve the objectives. Specific objectives are listed from the employee's evaluation in areas like teaching strategies, professional development, responding to learner needs, and results focus. The plan will be accomplished in phases to set commitments, monitor progress, provide coaching, and plan further development based on the evaluation results. Regular training, workshops, coaching, networking, and feedback are identified as interventions to help the employee improve.

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    IPCRF-DEVELOPMENT PLANfsfdsfdsf

    Uploaded by

    Daniel Brown
    2K views2 pages
    This document outlines an action plan to develop the functional competencies and core behavioral competencies of an employee based on their results and feedback from a performance evaluation. The plan identifies strengths and development needs, learning objectives, interventions, and a timeline and resources needed to achieve the objectives. Specific objectives are listed from the employee's evaluation in areas like teaching strategies, professional development, responding to learner needs, and results focus. The plan will be accomplished in phases to set commitments, monitor progress, provide coaching, and plan further development based on the evaluation results. Regular training, workshops, coaching, networking, and feedback are identified as interventions to help the employee improve.

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    This document outlines an action plan to develop the functional competencies and core behavioral competencies of an employee based on their results and feedback from a performance evaluation. The plan identifies strengths and development needs, learning objectives, interventions, and a timeline and resources needed to achieve the objectives. Specific objectives are listed from the employee's evaluation in areas like teaching strategies, professional development, responding to learner needs, and results focus. The plan will be accomplished in phases to set commitments, monitor progress, provide coaching, and plan further development based on the evaluation results. Regular training, workshops, coaching, networking, and feedback are identified as interventions to help the employee improve.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    2K views2 pages

    IPCRF-DEVELOPMENT PLANfsfdsfdsf

    Uploaded by

    Daniel Brown
    This document outlines an action plan to develop the functional competencies and core behavioral competencies of an employee based on their results and feedback from a performance evaluation. The plan identifies strengths and development needs, learning objectives, interventions, and a timeline and resources needed to achieve the objectives. Specific objectives are listed from the employee's evaluation in areas like teaching strategies, professional development, responding to learner needs, and results focus. The plan will be accomplished in phases to set commitments, monitor progress, provide coaching, and plan further development based on the evaluation results. Regular training, workshops, coaching, networking, and feedback are identified as interventions to help the employee improve.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
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    IPCRF-DEVELOPMENT PLAN

    Action Plan
    Strengths Development Needs Timeline Resources Needed
    Learning Objectives Intervention
    A. Functional Competencies (RPMS-PPST Objectives from Part II of e-SAT)
    Objective 3, KRA 1 Objective 3, KRA 1 To constantly seek To attend LAC Year-round Learning and
    Applied range of Applied range of instructional advise session Development Team
    teaching strategies to teaching strategies to and assistance from Supervisors
    develop critical and develop critical and the school head and To seek assistance School Heads
    creative thinking, as well creative thinking, as master teachers. through coaching Local Funds for
    as other higher-order well as other higher- and mentoring from trainings and
    thinking skills order thinking skills department heads workshops
    To observe teaching
    strategies from
    Master teachers and
    fellow teachers
    Objective 10, KRA 4 Objective 7, KRA 3 To promptly register Apply new learning Year-round School Head
    Participated in Selected, developed, in trainings and avail from attending Mathematics teachers
    professional networks to organized and used the offerings that courses/seminars/ Books on
    share knowledge and to appropriate teaching would help me Workshops or Monitoring/Evaluating
    enhance practice and learning resources, improve the specified readings from Learners’ progress
    including ICT, to objectives. internet.
    address learning goals Use feedback to try a
    new approach to an
    old practice of
    monitoring and
    evaluating learners’
    progress

    Objective 12, KRA 5 Objective 5, KRA 2 To actively participate Attend seminars Year-round
    Performed various Planned and delivered in specified trainings Reading books on School Head
    related works/activities teaching strategies that and workshops to various teaching Internet connection
    that contribute to the are responsive to the address the needs of strategies Colleagues
    teaching/learning special educational learners in difficult Mathematics teachers
    process needs of learners in circumstances. Partaking in
    difficult circumstances discussions or
    including: geographic activities
    isolation; chronic contributing to
    illness; displacement teaching-learning
    due to armed conflict, practice
    urban resettlement or Benchmarking
    disasters; child abuse
    and child labor
    practices
    B. Core Behavioral Competencies (from Part III of e-SAT)
    Professional and Ethics: Results Focus To apply feedbacking To seek assistance Year-round Local Fund
    Makes personal Delivers error-free by producing through coaching Supervisors/
    sacrifices to meet the outputs cost of the excellent outputs. and mentoring from School Heads
    organization’s needs. time by conforming to department heads Master Teachers
    the standard operating and Master teachers
    procedures correctly Internet surfing on
    and consistently. To attend INSET on sample of innovation
    Able to produce very DepEd matters on
    satisfactory quality innovation
    work in terms of
    usefulness/
    acceptability and
    completeness with no
    supervision required.
    Feedback

    MARNELLIE BAUTISTA VALDEZ RHEA G. RAROGAL SUSAN S. OLANA, PhD


    RATEE RATER Secondary School Principal IV
    APPROVING AUTHORITY

    NOTE:
    This shall be accomplished/updated during: i) Phase I: Performance Planning and Commitment, based on the results of e-SAT; ii) Phase II: Performance Monitoring and Coaching, based on the agreements on the Performance Monitoring and
    Coaching Form and Mid-year Review Form; and iii) Phase IV: Performance Rewarding and Development Planning, based on the actual results of IPCRF.

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