Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OFFICE OF ISABELA
QUIRINO DISTRICT
500068-VILLA CACHO INTEGRATED SCHOOL
Santiago, Quirino, Isabela
NCOI ANNOTATIONS FORM
PROFICIENT TEACHER
Instruction: Accomplish the table below to show demonstration of the indicator. Please be
guided by the rubric for the demonstration of NCOIs through MOV Annotation.
Description of
Indicator MOV the MOV Annotations
Presented
Objective 2 Lesson Pan The MOV This lesson follows a research-based
1.2.2 (e.g., DLP, presented is a instructional method, incorporating
Use DLL, WHLP, lesson plan in inquiry-based learning and theoretical
research- WLL, Mathematics 9 understanding to enhance student
based Lesson describing the use assignation and comprehension of
knowledge Exemplars, of research-based trigonometric functions and its application
and and the knowledge and in the angle of depression and elevation
principles of likes) principles of Instructional Strategies:
teaching teaching and 1. Inquiry-Based Learning – Students
and learning learning process to sightsee the concept of angle of
to enhance enhance elevation and depression through
professional professional guided questions, real-world examples,
practice. practice. and interactive discussions. Research
suggests that inquiry-based learning
improves conceptual retention and
critical thinking (Hmelo-Silver et al.,
2007).
2. Modeling and Visualization – Using
situations in everyday life when
someone look up and look down
applying the line of sight that leads
them to the discussion of angle of
depression and elevation aligns with
constructivist learning theories,
helping students grasp abstract
ecological concepts (Novak & Gowin,
1984).
3. Active Learning Techniques –
Incorporating hands-on activities, such
as using the clinometer in measuring
lengths and angles that could
impossible measured by simple
measuring tools such as meter stick or
the likes, enhances engagement and
deepens understanding, supported by
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research on experiential learning (Kolb,
1984).
4. Scaffolded Instruction – The lesson
evolutions from simple definition of the
concepts of the angle of depression
and elevation to the application with
the used of improvised measuring
tools which is the clinometer and
applying their knowledge about the six
trigonometric ratios/functions,
ensuring students build upon prior
knowledge, as recommended by
Vygotsky’s Zone of Proximal
Development (1978).
5. Formative Assessment and Reflection –
Quick exit tickets, peer discussions,
and self-assessment tools are
integrated to monitor learning and
provide immediate feedback, fostering
metacognitive awareness (Black &
Wiliam, 1998).
By using these research-based
instructional strategies, students will
develop a deeper understanding of how
angle of elevation and depression applied
in real-life situations(in maritime and
aviation profession) with the aid of the
improvised measuring tools called
CLINOMETER.
Ratee:
WILSON C. CASTRO
Teacher III
Rater:
NOIMIE C. GALANG
Head Teacher I
Approving Authority:
SONNY T. DALIT, EdD
School Principal I
www.deped-isabela.com.ph
09690413143
[email protected]
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OFFICE OF ISABELA
QUIRINO DISTRICT
500068-VILLA CACHO INTEGRATED SCHOOL
Santiago, Quirino, Isabela
NCOI ANNOTATIONS FORM
PROFICIENT TEACHER
Instruction: Accomplish the table below to show demonstration of the indicator. Please be
guided by the rubric for the demonstration of NCOIs through MOV Annotation.
Description of
Indicator MOV the MOV Annotations
Presented
Objective 10 Action The MOV Familiarizing and applying learning
4.3.2 plan/activity presented is an programs that are applicable and
Adapt and proposal/activit action reactive to the requirements of all
implement y matrix for plan/activity learners is a vital part of my teaching
learning adaptation and proposal/activit practice. I believe that every student
programs that implementation y matrix for is inimitable, and it is my
ensure of learning adaptation and accountability to create a wide-
relevance and programs. implementation ranging learning environment where
responsivenes of learning each individual can flourish. This
s to the needs programs. means tailoring the content, teaching
of all learners. methods, and learning activities to
meet the diverse needs, interests, and
abilities of my students.
To ensure relevance, I regularly
assess the students’ backgrounds,
prior knowledge, and learning
preferences. By doing this, I can make
sure that the learning materials I use
are engaging, practical, and
connected to real-world experiences. I
also strive to incorporate topics and
themes that resonate with students,
linking lessons to their cultural, social,
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and personal experiences. This helps
make the content meaningful and
increases students' motivation to
learn.
Being responsive to the needs of my
learners involves continuously
monitoring their progress and being
flexible in my approach. I actively
gather feedback through formative
assessments, class discussions, and
individual check-ins, which inform how
I adjust my teaching. For example, if I
notice that some students are
struggling with a concept, I may offer
alternative explanations, additional
resources, or more opportunities for
hands-on practice. Similarly, if certain
learners excel, I provide enrichment
activities that challenge them further.
Additionally, I adapt my teaching
strategies to accommodate different
learning styles. This might include
using a combination of visual,
auditory, and kinesthetic methods to
ensure that all students can access
the content in ways that work best for
them. I also make sure that support
systems, such as peer tutoring, group
work, and differentiated instruction,
are in place to assist students who
may need extra help.
In conclusion, my approach to
adapting and implementing learning
programs is centered on creating an
environment that is both relevant and
responsive to the diverse needs of my
students. By being proactive in
adjusting the curriculum and teaching
methods based on student feedback
and needs, I foster a learning space
where all students feel valued,
supported, and empowered to reach
their full potential. This not only
enhances student engagement but
also ensures that every learner has an
opportunity to succeed.
Ratee:
WILSON C. CASTRO, JR.
Teacher III
Rater:
NOIMIE C. GALANG
www.deped-isabela.com.ph
09690413143
[email protected]
Head Teacher I
Approving Authority:
SONNY T. DALIT, EdD
School Principal I
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OFFICE OF ISABELA
QUIRINO DISTRICT
500068-VILLA CACHO INTEGRATED SCHOOL
Santiago, Quirino, Isabela
NCOI ANNOTATIONS FORM
PROFICIENT TEACHER
Instruction: Accomplish the table below to show demonstration of the indicator. Please be
guided by the rubric for the demonstration of NCOIs through MOV Annotation.
Description of the
Indicator MOV Annotations
MOV Presented
Objective 11 Communication The MOV presented Keeping learning environments
6.1.2 letter about a is Communication that are reactive to community
Maintain program/projec letter about a backgrounds is a key aspect of
learning t/activity that program/project/acti fostering meaningful and effective
environments highlights vity that highlights education. A receptive learning
that are maintain maintain learning environment takes into concern
responsive to learning environments that the unique characteristics, needs,
community environments are responsive to and standards of the community in
contexts. that are community which the school operates. By
responsive to contexts. aligning my teaching practices and
community classroom environment with the
contexts. local context, I can ensure that
students feel connected to their
learning, see its relevance to their
lives, and are motivated to engage
actively in the educational process.
One of the first steps in creating a
community-responsive learning
environment is understanding the
cultural, social, and economic
background of my students and
their families. By building
relationships with the community,
engaging with parents, and
learning about the community’s
traditions, challenges, and
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strengths, I can design lessons and
activities that reflect and honor
these aspects. For example,
incorporating local history,
community issues, and familiar
cultural references into the
curriculum makes learning more
relatable and meaningful to
students. This strengthens their
sense of belonging and encourages
them to see themselves as active
participants in both their learning
and the broader community.
In conclusion, maintaining learning
environments that are responsive
to community contexts requires an
ongoing commitment to
understanding and integrating the
values, needs, and experiences of
the community into the learning
process. By doing so, I create an
inclusive and engaging educational
environment where students feel
supported, relevant, and motivated
to succeed. This not only enhances
student outcomes but also
strengthens the relationship
between the school and the
broader community, ensuring that
education serves both individual
learners and society as a whole.
Ratee:
WILSON C. CASTRO, JR.
Teacher III
Rater:
NOIMIE C. GALANG
Head Teacher I
Approving Authority:
SONNY T. DALIT, EdD
School Principal I
www.deped-isabela.com.ph
09690413143
[email protected]
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OFFICE OF ISABELA
QUIRINO DISTRICT
500068-VILLA CACHO INTEGRATED SCHOOL
Santiago, Quirino, Isabela
NCOI ANNOTATIONS FORM
PROFICIENT TEACHER
Instruction: Accomplish the table below to show demonstration of the indicator. Please be
guided by the rubric for the demonstration of NCOIs through MOV Annotation.
Description of
Indicator MOV the MOV Annotations
Presented
Objective 12 Minutes/Notes of The MOV presents Frequently revising my personal
6.3.2 coaching and includes teaching practice is crucial for
Review mentoring Minutes/Notes of keeping specialized growth and
regularly sessions/meeting coaching and ensuring that my tactic to
personal s/FDGs other mentoring teaching aligns with the standards
teaching collegial sessions/meetings/ and responsibilities set forth by
practice using discussions. FDGs other existing laws, regulations, and the
existing laws collegial Code of Ethics for Professional
and discussions. Teachers. By engaging in this
regulations reflective process, I can
that apply to continuously improve my teaching
the teaching effectiveness, enhance student
profession and outcomes, and fulfill my legal and
the ethical responsibilities.
responsibilities In reviewing my practice, I ensure
specified in the that I am in compliance with the
Code of Ethics laws and regulations governing
for Professional the teaching profession. These
Teachers. regulations often address areas
such as student safety, rights,
curriculum standards, and teacher
qualifications. By understanding
and adhering to these legal
frameworks, I can create a safe
and effective learning
environment for my students,
while also remaining accountable
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to the educational system and the
community I serve.
By regularly reviewing my
teaching practices in light of both
legal frameworks and the Code of
Ethics, I can identify areas for
improvement, make necessary
adjustments, and ensure that my
teaching remains aligned with
professional standards. This
process not only helps me refine
my teaching but also ensures that
I fulfill my responsibilities as a
teacher with integrity,
professionalism, and dedication to
my students' accomplishment.
Ratee:
WILSON C. CASTRO, JR.
Teacher III
Rater:
NOIMIE C. GALANG
Head Teacher I
Approving Authority:
SONNY T. DALIT, EdD
School Principal I
www.deped-isabela.com.ph
09690413143
[email protected]
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OFFICE OF ISABELA
QUIRINO DISTRICT
500068-VILLA CACHO INTEGRATED SCHOOL
Santiago, Quirino, Isabela
NCOI ANNOTATIONS FORM
PROFICIENT TEACHER
Instruction: Accomplish the table below to show demonstration of the indicator. Please be
guided by the rubric for the demonstration of NCOIs through MOV Annotation.
Description of
Indicator MOV the MOV Annotations
Presented
Objective 13 Minutes of The MOV Unswervingly obeying with and
6.4.2 parent-teacher presented employing school rules and
Comply with conference/stake includes the measures is essential for nurturing a
and holders’ meeting Minutes of parent- tuneful and productive relationship
implement about an teacher with learners, parents, and other
school implemented conference/stake stakeholders. By obeying to these
policies and school holders’ meeting guidelines, I create a positive and
procedures policy/procedure about an well-structured educational
consistently with proof of implemented environment that promotes mutual
to foster attendance. school respect, effective communication,
harmonious policy/procedure and a shared commitment to
with with proof of student success.
learners, attendance. School policies and procedures are
parents, and designed to ensure that teaching
other practices are aligned with
stakeholders institutional goals, maintain student
. safety, and support the overall well-
being of the school community. By
following these policies, I
demonstrate my professionalism
and commitment to creating an
environment that is consistent, fair,
and conducive to learning. This
compliance helps avoid
misunderstandings and ensures that
I am working within the established
framework set by the institution.
In my interactions with learners, I
ensure that I follow school rules and
guidelines, particularly those that
pertain to student behavior,
academic expectations, and safety.
By consistently applying these
policies, I help students understand
boundaries and expectations, which
fosters a sense of security and
discipline. This also supports the
academic success and emotional
growth of students, as they can
focus on learning in an organized
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and stable environment.
For parents and guardians, my
adherence to school policies builds
trust and transparency. Clear
communication about school rules,
grading systems, and student
progress ensures that parents are
informed and involved in their
children's education. When I
consistently implement policies,
parents feel confident that their
children are being treated fairly and
that the school is maintaining high
standards of education and care.
Moreover, working in partnership
with other stakeholders—such as
administrators, colleagues, and the
wider school community—requires
that I follow the procedures set out
for collaboration, decision-making,
and conflict resolution. By aligning
with these processes, I contribute to
a cooperative, productive, and
supportive school culture that
benefits everyone involved.
In summary, by consistently
complying with and implementing
school policies and procedures, I
contribute to the creation of a
positive and harmonious learning
environment. This approach fosters
respect, trust, and effective
communication with learners,
parents, and other stakeholders,
ultimately supporting the success
and well-being of the entire school
community.
Ratee:
WILSON C. CASTRO, JR.
Teacher III
Rater:
NOIMIE C. GALANG
Head Teacher I
Approving Authority:
SONNY T. DALIT, EdD
School Principal I
www.deped-isabela.com.ph
09690413143
[email protected]
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OFFICE OF ISABELA
QUIRINO DISTRICT
500068-VILLA CACHO INTEGRATED SCHOOL
Santiago, Quirino, Isabela
NCOI ANNOTATIONS FORM
PROFICIENT TEACHER
Instruction: Accomplish the table below to show demonstration of the indicator. Please be
guided by the rubric for the demonstration of NCOIs through MOV Annotation.
Description of
Indicator MOV the MOV Annotations
Presented
Objective 14 Reflection/ The MOV This MOV exhibits my obligation to
6.4.2 journal presented is a safeguarding the self-respect of the
Adopt practices entry that Reflection/journ teaching profession by dependably
that uphold the highlights al entry that embodying qualities of care, respect, and
dignity of practices highlights integrity in my practice. The
teaching as a that practices that documentation highlights my efforts to
profession by uphold the uphold the create a supportive and inclusive learning
exhibiting dignity of dignity of environment where every learner feels
qualities such teaching teaching as a valued and respected. Through open
as caring as a profession. communication with students, colleagues,
attitude, profession. and parents, I foster mutual trust and
respect and model ethical behavior. The evidence also
integrity. reflects my dedication to professional
growth and accountability, as I
continuously seek feedback and apply
reflective practices to improve. These
actions illustrate my role not just as an
educator, but as a positive role model
committed to the holistic development
and well-being of my clienteles.
Ratee:
WILSON C. CASTRO, JR.
Teacher III
Rater:
NOIMIE C. GALANG
Head Teacher I
Approving Authority:
SONNY T. DALIT, EdD
School Principal I
www.deped-isabela.com.ph
09690413143
[email protected]
