REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
REGION VII, CENTRAL VISAYAS
DIVISION OF CEBU PROVINCE
CARMEN NATIONAL HIGH SCHOOL - DAY CLASS
S.Y. 2024-2025
PERFORMANCE MANAGEMENT AND EVALUATION SYSTEM
LEO P. SALIBONGCOGON JR.
RATEE / TEACHER 1
ERA M. DOROG
RATER / MASTER TEACHER 1
Content Knowledge
and Pedagogy
CONTENT KNOWLEDGE
AND PEDAGOGY
Objective 1
APPLIED KNOWLEDGE OF
CONTENT WITHIN AND
ACROSS CURRICULUM
TEACHING AREAS.
(PPST 1.1.2)
Means of Verification
CLASSROOM OBSERVATION TOOL (COT)
RATING SHEET/S OR INTER-OBESERVER
AGREEMENT FORM/S
Done through onsite / face-to-face / in-person classroom
observation.
If onsite / face-to-face / in-person classes are not
implemented,
through observation of synchronous / asynchronous
teaching in other modalities; or
through observation of a demonstration teaching* via
LAC session.
Annotation:
In my activity, Arts and Music are embedded through discussions on costume, use of hand
props (fans), rhythm, and the accompanying musicality of the dance. This fosters artistic
expression and cultural appreciation. Through Social Studies (Araling Panlipunan) and
History, in my discussion it explores the origins of the dance, its roots in Jolo, Sulu, and its
cultural relevance to the Tausug people. Students also reflect on how dance reflects the lives
and values of indigenous communities, strengthening their understanding of Philippine
heritage. I also include Mathematics concepts during the analysis and abstraction phases where
students are asked to recognize repetition and sequence in dance patterns, helping them apply
logical thinking and pattern recognition.
CONTENT KNOWLEDGE
AND PEDAGOGY
Objective 2
USED RESEARCH-BASED
KNOWLEDGE AND PRINCIPLES
OF TEACHING AND LEARNING
PROCESS
(PPST 1.2.2)
Means of Verification
ANY ONE (1) OF THE FOLLOWING USED IN
THE CLASSROOM OBSERVATION:
Lesson Plan (e.g., DLP, DLL, WHLP, WLL, Lesson
Exemplars, and the likes)
Activity Sheet
Assessment materials
Others (specify)
with annotation describing the use of research-based
knowledge and principles of teaching and learning process
Objective: Used research-based knowledge and principles of
teaching and learning to enhance professional practice.
A N N OTAT I O N :
For KRA 1 - Objective 2, I have attached one (1)
lesson plan that used research-based knowledge and/or
principles of teaching and learning as evident in all
components of my lesson from learning objectives,
instructional activities and assessment to improve students
learning. The lesson plan demonstrates a strong alignment
with NCOI Objective 2, which is highly responsive to the
needs of all learners ensuring that each student can engage
with the content in a way that suits their learning style and
abilities.
CONTENT KNOWLEDGE
AND PEDAGOGY
Objective 3
ENSURED THE POSITIVE USE
OF ICT TO FACILITATE THE
TEACHING AND LEARNING
PROCESS.
(PPST 1.3.2)
Means of Verification
CLASSROOM OBSERVATION TOOL (COT)
RATING SHEET/S OR INTER-OBSERVER
AGREEMENT FORM/S
done through onsite / face-to- face / in-person classroom
observation.
If onsite / face-to-face / in-person classes are not
implemented,
through observation of synchronous / asynchronous
teaching in other modalities; or
through observation of a demonstration teaching* via
LAC session.
Annotation:
During the lesson, I used a Bluetooth speaker and audio materials
during the Introductory Activity to play music that captures the
attention of learners and sets the tone for the dance-focused lesson.
This use of technology supports auditory learning and builds musical
appreciation connected to the cultural theme. PowerPoint
presentations and digital visual aids are used to provide key
background information, supporting content retention while
catering to visual learners.
CONTENT KNOWLEDGE
AND PEDAGOGY
Objective 4
USED A RANGE OF TEACHING
STRATEGIES THAT ENHANCE
LEARNER ACHIEVEMENT IN
LITERACY AND NUMERACY
SKILLS.
(PPST 1.4.2)
Means of Verification
CLASSROOM OBSERVATION TOOL (COT)
RATING SHEET/S OR INTER-OBSERVER
AGREEMENT FORM/S
done through onsite / face-to- face / in-person classroom
observation.
If onsite / face-to-face / in-person classes are not
implemented,
through observation of synchronous / asynchronous
teaching in other modalities; or
through observation of a demonstration teaching* via
LAC session.
Annotation:
Literacy skills - In the Introductory and Analysis phases, students respond to guided questions
that develop oral communication and comprehension. The Application phase encourages
descriptive and analytical speaking, as students explain observations and insights during their
group performances.
Numeracy skills - during the dance step demonstration, students analyze repetitive movements
and rhythmic patterns, reinforcing counting, order, and timing as key numeracy foundations.
In the abstraction phase, identifying repetitive dance figures and coordinating steps promotes
spatial awareness and sequencing skills, which are mathematical in nature.
Content Knowledge
and Pedagogy &
Learning
Environment
CONTENT KNOWLEDGE
AND PEDAGOGY &
LEARNING ENVIRONMENT
Objective 5
USED EFFECTIVE VERBAL AND
NON-VERBAL CLASSROOM
COMMUNICATION STRATEGIES
TO SUPPORT LEARNER
UNDERSTANDING,
PARTICIPATION,
ENGAGEMENT AND
ACHIEVEMENT.
(PPST 1.7.2)
Means of Verification
CLASSROOM OBSERVATION TOOL (COT)
RATING SHEET/S OR INTER-OBSERVER
AGREEMENT FORM/S
done through onsite / face-to- face / in-person classroom
observation.
If onsite / face-to-face / in-person classes are not
implemented,
through observation of synchronous / asynchronous
teaching in other modalities; or
through observation of a demonstration teaching* via
LAC session.
Annotation:
During the Introductory Activity, I used verbal questioning techniques to activate prior
knowledge and stimulate critical thinking like asking “What can you say about the music of the
dance presentation?”. These open-ended prompts encourage learners to reflect and share,
strengthening their confidence and communication skills. Throughout the Analysis and
Abstraction phases, I used clear explanations, processing questions, and guided discussions to
help learners connect ideas across content areas like culture, identity, and movement. This
promotes comprehension and allows learners to express themselves effectively. Group activities
and performances encourage learners to engage in collaborative non-verbal communication,
such as synchronizing movements, making eye contact, and working as a team where all of
which build cooperation, focus, and performance confidence.
CONTENT KNOWLEDGE
AND PEDAGOGY &
LEARNING ENVIRONMENT
Objective 6
MAINTAIN SUPPORTIVE
LEARNING ENVIRONMENTS
THAT NURTURE AND INSPIRE
LEARNERS TO PARTICIPATE,
COOPERATE AND
COLLABORATE IN CONTINUED
LEARNING.
(PPST 2.4.2)
Means of Verification
CLASSROOM OBSERVATION TOOL (COT)
RATING SHEET/S OR INTER-OBSERVER
AGREEMENT FORM/S
done through onsite / face-to- face / in-person classroom
observation.
If onsite / face-to-face / in-person classes are not
implemented,
through observation of synchronous / asynchronous
teaching in other modalities; or
through observation of a demonstration teaching* via
LAC session.
Annotation:
Learners are grouped for multiple activities, including “Fix My Broken Pieces” and the dance
performance, which promote cooperation and collaboration. Students are given shared
responsibilities, such as solving puzzles, discussing cultural insights, and preparing a group
dance presentation, these activities require mutual respect, communication, and teamwork. I
also demonstrate and encourage makatao values, emphasizing the importance of unity, cultural
appreciation, and group harmony in both discussion and performance in further nurturing a
classroom community that values collective effort and shared growth. By creating
opportunities for peer interaction, reflection, and creativity, I have inspired learners to enjoy
the learning process and continue engaging beyond the lesson, fostering a habit of lifelong,
collaborative learning.
CONTENT KNOWLEDGE
AND PEDAGOGY &
LEARNING ENVIRONMENT
Objective 7
APPLIED A RANGE OF
SUCCESSFUL STRATEGIES
THAT MAINTAIN LEARNING
ENVIRONMENTS THAT
MOTIVATE LEARNERS TO
WORK PRODUCTIVELY BY
ASSUMING RESPONSIBILITY
FOR THEIR OWN LEARNING.
(PPST 2.5.2)
Means of Verification
CLASSROOM OBSERVATION TOOL (COT)
RATING SHEET/S OR INTER-OBSERVER
AGREEMENT FORM/S
done through onsite / face-to- face / in-person classroom
observation.
If onsite / face-to-face / in-person classes are not
implemented,
through observation of synchronous / asynchronous
teaching in other modalities; or
through observation of a demonstration teaching* via
LAC session.
Annotation:
In both the “Fix My Broken Pieces” activity and the group dance performance, learners are
given clear tasks and expectations. Each group is responsible for collaborating, planning,
practicing, and presenting their output, which promotes accountability and initiative.
Students are encouraged to reflect on cultural context, dance execution, and symbolism,
empowering them to make meaningful connections and construct their own understanding of
the lesson. During the Application, I allowed space for learners to practice independently
within their groups before presenting, giving them ownership over how they interpret and
perform the dance steps. This autonomy nurtures confidence and self-direction. In my lesson
includes a performance rubric that emphasizes not just mastery, but also behavior and
cooperation. By knowing how they will be assessed, students are more likely to take their roles
seriously and aim for improvement, fostering intrinsic motivation.
Diversity of Learners
& Curriculum and
Assessment
DIVERSITY OF LEARNERS
& CURRICULUM AND
ASSESSMENT
Objective 8
DESIGN, ADAPT AND
IMPLEMENT TEACHING
STRATEGIES THAT ARE
RESPONSIVE TO LEARNERS
WITH DISABILITIES,
GIFTEDNESS AND TALENTS
(PPST 3.3.2)
Means of Verification
CLASSROOM OBSERVATION TOOL (COT)
RATING SHEET/S OR INTER-OBSERVER
AGREEMENT FORM/S
done through onsite / face-to- face / in-person classroom
observation.
If onsite / face-to-face / in-person classes are not
implemented,
through observation of synchronous / asynchronous
teaching in other modalities; or
through observation of a demonstration teaching* via
LAC session.
Annotation:
For learners with disabilities, such as those with mobility impairments, I have
provided an adaptive approach by allowing them to perform only the arm
movements of the SUA-KU-SUA folk dance. This ensures their active
participation without compromising safety or self-esteem, showing sensitivity to
physical limitations while promoting inclusion. For gifted or talented learners,
particularly those with a background in dancing, I encouraged them to add their
own choreography during the group performance. This strategy provides
enrichment and creative freedom, allowing these students to showcase their
abilities and further develop their skills in an authentic context.
DIVERSITY OF LEARNERS
& CURRICULUM AND
ASSESSMENT
Objective 9
PLANNED AND DELIVERED TEACHING
STRATEGIES THAT ARE RESPONSIVE
TO THE SPECIAL EDUCATIONAL NEEDS
OF LEARNERS IN DIFFICULT
CIRCUMSTANCES*, INCLUDING:
GEOGRAPHIC ISOLATION; CHRONIC
ILLNESS; DISPLACEMENT DUE TO
ARMED CONFLICT, URBAN
RESETTLEMENT OR DISASTERS; CHILD
ABUSE AND CHILD LABOR PRACTICES.
(PPST 3.4.2)
Means of Verification
CLASSROOM OBSERVATION TOOL (COT)
RATING SHEET/S OR INTER-OBSERVER
AGREEMENT FORM/S
done through onsite / face-to- face / in-person classroom
observation.
If onsite / face-to-face / in-person classes are not
implemented,
through observation of synchronous / asynchronous
teaching in other modalities; or
through observation of a demonstration teaching* via
LAC session.
Annotation:
For learners who may be experiencing chronic illness, social isolation, or emotional challenges,
I have provided a non-physical alternative by allowing them to observe group performances
and offer comments, suggestions, or insights. This task ensures that these learners remain
engaged without being pressured to physically participate, respecting their individual
conditions and promoting inclusion. By offering alternative learning outputs that are
meaningful and aligned with the lesson goals, I created a safe and supportive environment that
encourages learners to continue learning despite their personal challenges.
DIVERSITY OF LEARNERS
& CURRICULUM AND
ASSESSMENT
Objective 10
ADAPTED AND IMPLEMENTED
LEARNING PROGRAMS THAT
ENSURE RELEVANCE AND
RESPONSIVENESS TO THE
NEEDS OF ALL LEARNERS.
(PPST 4.3.2)
Means of Verification
ANY ONE (1) OF THE FOLLOWING:
Proof of implementation of learning programs (e.g.,
progress report, accomplishment report)
Proof of contextualization, localization and
indigenization of learning programs (e.g., progress
report, technical report)
Proof of adaptation of learning programs (e.g., progress
report, accomplishment report)
Action plan / activity proposal / activity matrix for
adaptation and implementation of learning programs
with annotation describing the relevance and responsiveness
of the learning programs to the needs of all learners
Objective: Adapted and implemented learning programs that
ensure relevance and responsiveness to the needs of all learners.
For NCOI– Objective 10, I have attached a letter for approval to our
activity as part of the lesson in MAPEH both grade level 7 and 8. In
t h i s c u l m i n a t i n g a c t i v i t y, i t s h o w c a s e s t h e l e a r n e r s ’ s k i l l s , t a l e n t s
and hard work through performing different folk dances in local
and international. This culminating activity serves as an
integrative and culturally responsive approach to reinforce
students’ appreciation of local heritage while addressing diverse
learning needs. This performance is the product of an adapted
learning program designed to be inclusive, meaningful and aligned
w i t h t h e l e a r n e r s ’ s o c i o - c u l t u ra l c o n t e x t . T h r o u g h t h i s a c t i v i t y,
students engage in experiential learning that promotes
c o l l a b o ra t i o n , c r e a t i v i t y a n d p h y s i c a l l i t e ra c y. T h e i n c l u s i o n o f
various folk dances from different regions ensures cultural
r e p r e s e n t a t i o n a n d f o s t e r s r e s p e c t f o r d i v e r s i t y. I n s t r u c t i o n a l
strategies were differentiated to cater to multiple intelligences
and learning styles, including visual demonstrations, peer modeling
and reflective discussions.
Community Linkages
and Professional
Engagement
COMMUNITY LINKAGES
AND PROFESSIONAL
ENGAGEMENT
Objective 11
MAINTAINED LEARNING
ENVIRONMENTS THAT ARE
RESPONSIVE TO COMMUNITY
CONTEXTS.
(PPST 6.1.2)
Means of Verification
ANY ONE (1) OF THE FOLLOWING:
1. Communication letter about a program / project / activity
that highlights maintaining learning environments that
are responsive to community contexts
2. Minutes of a consultative meeting / community
stakeholders meeting about a program / project / activity
that highlights maintaining learning environments that
are responsive to community contexts with proof of
attendance
3. Program / Project / Activity Plan that highlights
maintaining learning environments that are responsive
to community contexts
4. Report on the implementation/ completion of a program,
project, and/or activity that maintains learning
environments responsive to community contexts
Objective: Maintained learning environments that are
responsive to community contexts.
Objective: Maintained learning environments that are
responsive to community contexts.
For NCOI-Objective 11, I have attached some pictures that
serve as proof of our conference last March 12, 2025,
involving our school principal and the second-shift
teachers. The main objective of this gathering was to
address the various challenges that students are currently
facing. During the discussions, participants aimed to
identify these issues, brainstorm potential solutions, and
explore ways to better support the needs of the students.
This collaborative effort was essential in ensuring that the
students receive the necessary assistance to thrive in their
educational environment.
Objective: Maintained learning environments that are
responsive to community contexts.
COMMUNITY LINKAGES
AND PROFESSIONAL
ENGAGEMENT
Objective 12
REVIEWED REGULARLY
PERSONAL TEACHING
PRACTICE USING EXISTING
LAWS AND REGULATIONS
THAT APPLY TO THE
TEACHING PROFESSION AND
THE RESPONSIBILITIES
SPECIFIED IN THE CODE OF
ETHICS FOR PROFESSIONAL
TEACHERS. (PPST 6.3.2)
Means of Verification
ANY ONE (1) OF THE FOLLOWING:
1. Minutes/Notes of coaching and mentoring
sessions/meetings / FGDs / other collegial discussions that
highlights the objective
2. Teaching materials, with annotation highlighting the
objective, e.g.,
lesson plan
activity sheet
assessment materials
others (please specify)
3. Reflection notes of teachers on the coaching and
mentoring sessions/meetings/LAC sessions / FGDs/other
collegial discussions that highlights the objective with
proof/s of attendance
Objective: Reviewed regularly personal teaching practice
using existing laws and regulations that apply to the
teaching profession and the responsibilities specified in the
Code of Ethics for Professional Teachers.
REFLECTION NOTE November 25, 2024 November 26, 2024
November 27, 2024 November 28, 2024 November 29, 2024
COMMUNITY LINKAGES
AND PROFESSIONAL
ENGAGEMENT
Objective 13
COMPLIED WITH AND
IMPLEMENTED SCHOOL
POLICIES AND PROCEDURES
CONSISTENTLY TO FOSTER
HARMONIOUS RELATIONSHIPS
WITH LEARNERS, PARENTS,
AND OTHER STAKEHOLDERS.
(PPST 6.4.2)
Means of Verification
ANY ONE (1) OF THE FOLLOWING:
1. Proof of communication about an implemented school
policy / procedure sent to parents / guardians
2. Minutes of parent-teacher conference / stakeholders’
meeting about an implemented school policy / procedure
with proof of attendance
3. Proof of participation / involvement in a school-
community partnership for the implementation of a
school policy / procedure (e.g., certificate as committee
member, narrative report)
4. Accomplishment report
Objective: Complied with and implemented school policies
and procedures consistently to foster harmonious
relationships with learners, parents, and other stakeholders.
Community Linkages
and Professional
Engagement Personal
Growth and Professional
Development
COMMUNITY LINKAGES AND
PROFESSIONAL ENGAGEMENT
PERSONAL GROWTH AND
PROFESSIONAL DEVELOPMENT
Objective 14
ADOPTED PRACTICES THAT
UPHOLD THE DIGNITY OF
TEACHING AS A PROFESSION
BY EXHIBITING QUALITIES
SUCH AS CARING ATTITUDE,
RESPECT AND INTEGRITY.
(PPST 7.2.2)
Means of Verification
ANY ONE (1) OF THE FOLLOWING:
1. A reflection/journal entry that highlights practices that
uphold the dignity of teaching as a profession
2. Annotated evidence of practice, including but not
limited to the following:
Documented feedback from superiors, colleagues, or
other stakeholders directly reflecting the ratee’s good
practices that uphold the dignity of teaching as a
profession
Remarks from superiors, colleagues, or master teacher /
school head about one’s 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
3. Others (please specify)
Objective: Adopted practices that uphold the dignity of
teaching as a profession by teaching as a profession by
exhibiting qualities such as caring attitude, respect and
integrity.
This acknowledgement of exemplary dedication mirrors key
professional teaching practices such as demonstrating a
caring attitude toward learners, showing respect to all
stakeholders in the educational community and maintaining
integrity in all actions and decisions. The service-oriented
spirit celebrated by this award directly supports and
enhances the professional dignity of educators who commit
themselves not just to instruction, but to service and
character development in and out of the classroom.
Objective: Adopted practices that uphold the dignity of
teaching as a profession by teaching as a profession by
exhibiting qualities such as caring attitude, respect and
integrity.
ANNOTATION:
The Dancesport Workshop was held to help participants
learn basic steps and techniques in ballroom dancing. A
coach guided everyone in practicing dance moves, good
posture, and teamwork with partners.
This workshop also aimed to promote sportsmanship,
teamwork, and self-expression through dance. It served as
a platform for aspiring dancers to gain valuable insights
and practical experience that they can apply in
competitions, school performances, or community events.
By the end of the workshop, participants demonstrated
improved skills, discipline, and appreciation for Dancesport
as an art and sport. The training contributed to their
physical fitness, stage presence, and confidence, preparing
them for future performances and competitions.
P H OTO D O C U M E NTAT I O N
