PERFORMANCE MONITORING AND COACHING FORM

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT IMPACT ON JOB / ACTION PLAN SIGNATURE
(RATER / RATEE)
After the teaching demonstration of the As a result of this mentoring session: Impact on the Job:
teacher, a post-conference session was  The teacher realized that even This mentoring session had a profound
conducted to evaluate the effectiveness though [Subject Taught by the effect on my growth as a Master Teacher as
of the teaching strategies used in Teacher] focuses primarily on its well as on the development of the teacher I
enhancing literacy and numeracy skills. own content, literacy and worked with. By guiding the teacher
During the evaluation, it was observed numeracy can still be effectively through the integration of literacy and
that while the lesson had strengths in integrated through well-designed numeracy strategies, I not only helped
content delivery, numeracy skills were lesson tasks and questioning improve their lesson planning and student
not effectively integrated into the techniques. involvement but also enhanced my ability
identified task. The literacy component  The teacher redesigned to coach effectively.
also lacked explicit incorporation of classroom activities to For the teacher I mentored:
language macro skills such as reading, incorporate reading, writing,  [He/she] became more adept at
writing, speaking, and listening. speaking, and listening skills, applying literacy and numeracy
To address these gaps, I guided the ensuring that students engage strategies to create a more engaging
teacher in redesigning lesson tasks to with the lesson using various learning environment.
ensure that literacy and numeracy were language macro skills.  [He/she] developed a deeper
seamlessly integrated. I demonstrated  The teacher enhanced lesson understanding of how to adjust
how to: tasks by embedding numeracy teaching approaches based on student
 Incorporate reading and writing tasks concepts such as basic feedback and data analysis, resulting
that allow students to engage with computations, data in better overall student performance.
the content meaningfully. interpretation, measurements, or Action Plan of the Teacher Mentored:
 Use questioning techniques and problem-solving, depending on  Revise lesson plans to ensure
discussions to develop students' the context of the subject. intentional integration of literacy and
speaking and listening skills.  A follow-up plan was set to track numeracy skills using questioning
 Integrate numeracy skills through the implementation of these techniques and task design.
basic computations such as addition, strategies and assess their impact  Apply evidence-based strategies to
subtraction, estimation, and problem- on student engagement and support the development of language
solving, making the lesson more learning outcomes. macro skills and numeracy in students,
interdisciplinary and practical. ensuring an interdisciplinary approach.
 Engage in continuous professional
development, including collaborating
with colleagues to share best practices
and participate in peer observations
and research-based training.
Choose from the following annotations to be placed on your portfolio:

Sample Annotation 1: Strengthening Literacy and Numeracy through Mentorship

The PMCF effectively meets the objective as it documents how the Master Teacher guided a colleague in evaluating and refining teaching strategies to enhance
literacy and numeracy achievement. By providing direct feedback after the teaching demonstration, the Master Teacher identified specific gaps—such as the
need for explicit integration of reading, writing, speaking, listening, and numerical reasoning. Through coaching, the teacher was supported in redesigning lesson
tasks that actively develop students’ literacy and numeracy skills, ensuring a more comprehensive and effective instructional approach.

Sample Annotation 2: Improving Teaching Strategies for Literacy and Numeracy Gains

This PMCF reflects how the Master Teacher mentored a colleague in evaluating the effectiveness of instructional strategies that influence literacy and numeracy
development. By systematically reviewing the lesson’s structure, the Master Teacher ensured that literacy skills—reading comprehension, writing clarity, and
verbal expression—were reinforced through meaningful classroom tasks. Likewise, numeracy components such as estimation, problem-solving, and data
interpretation were embedded in lesson revisions. These adjustments, informed by the mentoring process, contributed to improved learner engagement and
achievement in both literacy and numeracy.

Sample Annotation 3: Guided Reflection on Literacy and Numeracy Integration

The PMCF aligns with the objective by highlighting the Master Teacher’s role in mentoring a teacher to critically evaluate how literacy and numeracy are
addressed in instruction. Through post-lesson analysis, the Master Teacher facilitated a reflective discussion that helped the teacher recognize the importance of
intentional skill integration. The mentoring process included modeling effective questioning techniques to develop students' verbal and numerical reasoning,
ensuring that lessons foster both language proficiency and mathematical thinking—two critical areas in student achievement.

Sample Annotation 4: Data-Driven Mentoring for Literacy and Numeracy Success

This PMCF demonstrates how the Master Teacher supported a fellow educator in using assessment and observation data to evaluate the effectiveness of literacy
and numeracy strategies. By analyzing student responses and task performance, the mentoring process led to a deeper understanding of how literacy skills (such
as comprehension and structured writing) and numeracy skills (such as logical reasoning and computations) should be intentionally developed within lessons.
This targeted evaluation ensured that future instruction would be more responsive to student learning needs, ultimately improving literacy and numeracy
achievement.

Sample Annotation 5: Enhancing Student Outcomes through Research-Based Mentoring

The PMCF effectively documents how the Master Teacher facilitated the evaluation and improvement of literacy and numeracy strategies to boost student
learning. By guiding the teacher in revising lesson plans to incorporate structured reading activities, meaningful writing exercises, and number-based problem-
solving tasks, the mentoring process ensured that students were actively engaged in skill development. This collaborative evaluation strengthened the teacher’s
ability to create lessons that not only convey content but also build essential literacy and numeracy competencies.