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MIS FORM 2

The document outlines the Teacher's Supervisory Needs Form, which is to be completed by teachers and validated by school heads at the beginning of the school year. It categorizes teachers' needs for instructional supervision into four levels: Low, Moderate, High, and Very High, based on their pedagogical skills and classroom management. The form includes observable indicators aligned with the Philippine Professional Standards for Teachers (PPST) and provides a method for calculating an average rating to determine the appropriate instructional supervision category.

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Khaille Anpet
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9 views3 pages

MIS FORM 2

The document outlines the Teacher's Supervisory Needs Form, which is to be completed by teachers and validated by school heads at the beginning of the school year. It categorizes teachers' needs for instructional supervision into four levels: Low, Moderate, High, and Very High, based on their pedagogical skills and classroom management. The form includes observable indicators aligned with the Philippine Professional Standards for Teachers (PPST) and provides a method for calculating an average rating to determine the appropriate instructional supervision category.

Uploaded by

Khaille Anpet
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Annex 3

INSTRUCTIONAL SUPERVISORY TOOLS

MIS FORM 2
TEACHER’S SUPERVISORY NEEDS FORM (T-
MT)

Name of Teacher: _________________________ Date Accomplished:

Name of School Head: MA.VICTORIA L. GARCIA Date Accomplished:

School Name: BAIS CITY WEST ELEMENTARY SCHOOL Division: Bais City

Instructions:

1. Accomplish this form before the start or during the first week of the school year. This can
be accomplished together with SAT.
2. Kindly accomplish this form as honestly as possible.
3. The tool is not a measure of competence but will facilitate the Needs of the Teacher that
can be improved through Instructional Supervision of the School Head or Training.
4. The Teacher will accomplish first the tool then the school head will validate thereafter.
5. For your reference, the level of Teacher’s Needs is described as follows:
Low Need (Non-Directive) – The teacher can apply deep knowledge and comprehensive
understanding of the indicator to contextualize the teaching and learning processes. The teacher
shows low need in Instructional Supervision.
Moderate Need (Collaborative) – The teacher can use well-connected pedagogical aspects of
the indicator to create an environment that supports learning goals. The teacher shows
moderate need in Instructional Supervision.
High Need (Directive) - The teacher can use associated pedagogical aspects of the indicator
that usually meets the learners’ developmental goals. The teacher requires High Instructional
Supervision.
Very High Need (Directive) – The teacher has limited use of pedagogical aspects of the
indicator and requires instructional support. The teacher requires Very High Instructional
Supervision.
6. Compute for the average by adding all the scores of the indicators divided by 14. The scores of
both teacher and school head will then be averaged to come up with the final rating. Use the
range to match the IS Teacher category.
7. Sign the form after accomplishing it.
8. Submit to your School Head for validation and for signature.
Note:

The indicators used in the tool is consistent with the PPST- RPMS.
The indicators are based on the classroom observable strands for both Proficient and
Highly Proficient Teachers.
 The indicators are selected from the 21 classroom observable strands to fit the context
of the Instructional Supervision and the types of visits.
Teacher’s Needs School Head’s Rating
to on the Teacher’s
CLASSROOM OBSERVABLE INDICATORS Improve Needs
Low Moderate High Very Low Moderate High Very
Need Need Need High Need Need Need High
Need Need
(1) (2) (3) (1) (2) (3)
(4) (4)

Manual of Instructional Supervision


58

PPST Domain 1 – Content Knowledge & Pedagogy


1.Apply knowledge of content within and
across curriculum teaching areas.

2. Use a range of teaching strategies that


enhance learner achievement in literacy and
numeracy skills.

3. Apply a range of teaching strategies to


develop critical and creative thinking, as well
as other higher-order thinking skills.

4. Display proficient use of Mother Tongue,


Filipino and English to facilitate teaching
and learning

5. Use effective verbal and non-verbal


classroom communication strategies to
support learner understanding,
participation, engagement and
achievement
PPST Domain 2 – Learning Environment
Teacher’s Needs School Head’s
Observation
CLASSROOM OBSERVABLE INDICATORS
Low Moderate High Very Low Moderate High Very
(1) High (1) High
(2) (3) (2) (3)
(4) (4)

6. Maintain learning environments that


promote fairness, respect and care to
encourage learning.

7. Manage classroom structure to engage


learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of physical
learning environments

8. Maintain supportive learning


environments that nurture and inspire
learners to participate, cooperate and
collaborate in continued learning

9. Apply a range of successful strategies


that maintain learning environments that
motivate learners to work productively by
assuming responsibility for their own
learning.

PPST DOMAIN 3 – DIVERSITY OF LEARNERS

Manual of Instructional Supervision


10. Use differentiated, developmentally
appropriate learning experiences to address
learners' gender, needs, strengths, interests
and experiences

11. Establish a learner-centered culture by


using teaching strategies that respond to
their linguistic, cultural, socio-economic
and religious backgrounds

12. Design, adapt and implement teaching


strategies that are responsive to learners
with disabilities, giftedness and talents.

PPST DOMAIN 4: CURRICULUM AND PLANNING

13. Plan, manage and implement


developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching contexts

PPST DOMAIN 5 ASSESSMENT AND REPORTING


14. Design, select, organize and use
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements

Average

Combined Average (Teacher & School Head)

IS Teacher Category
Range Description IS Teacher Category

3.26- 4.00 Very High Need Directive

2.51 -3.25 High Need Directive

1.74- 2.50 Moderate Need Collaborative

1.00- 1.75 Low Need Non-Directive

Name and Signature of Teacher Date Name Signature of the School Head Date

Manual of Instructional Supervision

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