GLOBAL ACADEMY INSTITUTE OF TECHNOLOGY FOUNDATION, INC. (GAITF)

INSTITUTIONAL POLICY ON LEARNING MANAGEMENT SYSTEM (LCMS) UTILIZATION, INSTRUCTIONAL PREPARATION, LEARNING DELIVERY, AND OUTCOMES-BASED EDUCATION (OBE)

Policy No.: GAITF- AP-001-2022
Implementing Office: Office of the Executive Director / Academic Affairs
Coverage: All Teaching Personnel, Academic Coordinators, Trainers, and Instructors
Effectivity: Starting School Year 2022-2023
Review Period: Annually or as necessary

ARTICLE I. GENERAL PROVISIONS

Section 1. Title

This policy shall be known as the GAITF Institutional Policy on Learning Management System Utilization and Outcomes-Based Education Learning Delivery.

Section 2. Rationale

The Global Academy Institute of Technology Foundation, Inc. (GAITF) recognizes that effective teaching requires systematic instructional preparation, appropriate learning resource development, meaningful classroom engagement, continuous assessment, and measurable learning outcomes.

In pursuit of quality education, GAITF adopts an Outcomes-Based Education (OBE) approach that places emphasis on what students are expected to know, understand, demonstrate, and accomplish upon completion of an instructional unit, subject, course, or training program.

The GAITF Learning Content Management System (LCMS) serves as the institution’s official digital instructional platform for organizing learning resources, distributing instructional materials, facilitating learning activities, administering assessments, monitoring student progress, and maintaining academic documentation.

The institution has observed the importance of strengthening faculty compliance with the systematic preparation and utilization of instructional materials and the appropriate documentation of teaching and learning activities.

Accordingly, this policy establishes minimum professional and instructional standards for all teaching personnel, whether instruction is conducted through face-to-face, online, blended, or other approved learning modalities.

Section 3. Objectives

This policy aims to:

Institutionalize the use of GAITF LCMS as the official instructional support and learning resource management platform.
Strengthen the implementation of Outcomes-Based Education in all academic and technical-vocational programs.
Establish minimum instructional preparation requirements before every class session.
Ensure that teachers provide appropriate learning resources, instructional activities, and assessment instruments.
Promote systematic monitoring, evaluation, and documentation of student learning outcomes.
Improve instructional accountability and professional responsibility among teaching personnel.
Establish a standardized process for identifying students who require remediation, reinforcement, or enrichment.
Encourage continuous improvement through instructional reflection, peer collaboration, and academic supervision.
Ensure that instructional resources remain accessible, organized, updated, and aligned with approved curriculum requirements.
Strengthen institutional quality assurance and academic performance monitoring.

ARTICLE II. SCOPE AND APPLICATION

Section 1. Covered Personnel

This policy shall apply to:

Regular and part-time teachers.
Subject teachers and academic instructors.
Senior High School teachers.
Technical-vocational education and training (TVET) trainers.
TESDA program instructors and assessors, where applicable.
Academic coordinators and program heads.
Other personnel assigned instructional responsibilities.

Section 2. Covered Learning Modalities

The policy applies to:

Face-to-face classroom instruction.
Online synchronous instruction.
Online asynchronous instruction.
Blended learning.
Laboratory and workshop instruction.
Competency-based training.
Practical demonstrations and performance-based learning.
Other institutionally approved learning delivery arrangements.

Section 3. Official Instructional Platform

GAITF LCMS, accessible through:

https://lcms.gaitf.com

shall serve as the institution’s official digital platform for instructional resource management and learning delivery support.

Teachers shall use the platform to organize, distribute, and document relevant instructional resources and learning activities.

Other digital tools may supplement instruction but shall not automatically replace the institutional requirement to maintain appropriate instructional documentation in GAITF LCMS.

ARTICLE III. INSTRUCTIONAL PREPARATION REQUIREMENTS (BEFORE CLASS)

Section 1. Curriculum and Instructional Alignment

Before conducting instruction, every teacher shall ensure that the planned lesson is aligned with:

Approved curriculum and course syllabus.
Program learning outcomes.
Course or subject learning outcomes.
Unit and lesson learning objectives.
Applicable DepEd, TESDA, or other relevant standards, where required.
Institutional academic policies and quality standards.

Learning objectives must be specific, measurable, attainable, relevant, and appropriate to the instructional period.

Teachers are encouraged to use Bloom’s Taxonomy and appropriate competency-based learning principles in developing learning objectives.

Section 2. Required Instructional Preparation Documents

Every teacher shall maintain the following instructional preparation documents, as applicable:

A. Planning Documents

Curriculum map.
Course syllabus or training plan.
Daily or weekly lesson plan.
Instructional delivery plan.
Learning objectives and expected outcomes.
Lesson schedule and activity timeline.
Differentiated instruction strategies.
Learning intervention plan.

B. Instructional Materials

PowerPoint or other presentation materials.
Learning modules and handouts.
Reading materials and references.
Worksheets and activity sheets.
Demonstration videos and instructional media.
Laboratory and workshop activity guides.
Case studies and problem-solving exercises.
Simulation activities and practical exercises.
Learning guides and competency-based materials.

C. Assessment Preparation

Diagnostic assessment instruments.
Pre-test questionnaires.
Quizzes and examination materials.
Performance tasks.
Assessment rubrics.
Observation checklists.
Practical demonstration assessment tools.
Answer keys and scoring guides, where appropriate.

Section 3. GAITF LCMS Preparation Requirements

Teachers are required to upload, organize, or make available the appropriate instructional resources in their assigned GAITF LCMS courses.

At a minimum, the following should be provided:

Course or subject orientation.
Course syllabus or learning guide.
Learning objectives and expected outcomes.
Learning modules or instructional references.
Presentation materials or equivalent instructional resources.
Learning activities and exercises.
Assessment activities and evaluation instruments.
Relevant supplementary references.

Instructional materials must be organized by subject, module, unit, competency, or learning topic.

Teachers shall ensure that materials are accessible to their enrolled students before the scheduled learning activities whenever practicable.

Section 4. Instructional Readiness

Teachers shall not enter a scheduled instructional session without reasonable preparation of the materials, activities, and assessment methods necessary to achieve the intended learning outcomes.

Preparation must include consideration of:

Students’ prior knowledge.
Individual learning differences.
Available instructional facilities.
Equipment and learning resources.
Safety requirements.
Anticipated learning difficulties.
Appropriate instructional strategies.

ARTICLE IV. INSTRUCTIONAL DELIVERY REQUIREMENTS (DURING CLASS)

Section 1. Effective Learning Delivery

Teachers shall implement instructional strategies that promote active student participation, critical thinking, collaboration, problem-solving, creativity, and practical application.

Instruction shall not be limited to lectures, reading assignments, or presentation of information.

Learning activities must provide students with opportunities to demonstrate their understanding and application of the intended competencies.

Section 2. Minimum Instructional Delivery Components

Every instructional session should incorporate the following components, as appropriate:

Introduction and Motivation – Establish the relevance of the lesson and connect it with previous learning.
Presentation of Learning Objectives – Communicate what students are expected to accomplish.
Activation of Prior Knowledge – Determine students’ existing understanding.
Lesson Development – Explain and demonstrate essential concepts and skills.
Guided Practice – Provide supervised opportunities to practice.
Collaborative Learning – Encourage peer interaction and teamwork.
Independent Application – Allow students to demonstrate individual understanding.
Formative Assessment – Check learning progress during instruction.
Feedback and Clarification – Address misconceptions and learning difficulties.
Synthesis and Generalization – Summarize key concepts and applications.
Assignment or Learning Extension – Provide appropriate activities for continued learning.

Section 3. Integration of GAITF LCMS During Instruction

Teachers are encouraged to integrate GAITF LCMS into classroom activities through:

Accessing assigned learning modules.
Conducting online quizzes.
Distributing learning activities.
Providing supplementary instructional resources.
Assigning digital exercises.
Collecting student outputs.
Facilitating asynchronous learning.
Providing announcements and academic instructions.
Monitoring learning participation and completion.

For face-to-face instruction, LCMS activities may be conducted before, during, or after the classroom session depending on the nature of the lesson and available facilities.

Section 4. Student Engagement and Participation

Teachers shall establish appropriate mechanisms for monitoring student participation.

These may include:

Attendance and participation records.
Recitation and classroom discussion.
Group activities.
Individual exercises.
Laboratory participation.
Demonstration activities.
Digital learning engagement.
Practical performance.

ARTICLE V. POST-INSTRUCTIONAL REQUIREMENTS (AFTER CLASS)

Section 1. Assessment and Evaluation

Following every instructional session or learning unit, teachers shall undertake appropriate assessment activities to determine whether students have achieved the intended learning outcomes.

Assessment methods may include:

Written examinations.
Online quizzes.
Practical demonstrations.
Performance-based assessments.
Project-based outputs.
Laboratory reports.
Oral presentations.
Portfolio assessments.
Case study analysis.
Competency demonstrations.
Reflection activities.
Exit tickets and learning checks.

Section 2. Recording of Student Performance

Teachers shall maintain accurate and updated student assessment records.

These records should include:

Attendance.
Assessment scores.
Activity completion.
Performance task results.
Practical competency ratings.
Project submissions.
Learning progress.
Identified learning difficulties.
Intervention and remediation records.

Where applicable, results and learning activities shall be recorded in GAITF LCMS and the institution’s authorized academic information systems.

Section 3. Timely Feedback

Teachers shall provide constructive, meaningful, and timely feedback.

Feedback should identify:

What the student has accomplished.
What aspects require improvement.
Specific errors or misconceptions.
Recommended corrective actions.
Opportunities for additional practice.

Feedback must be constructive and intended to improve student learning rather than merely communicate grades.

Section 4. Remediation and Enrichment

Students who have not achieved the expected learning outcomes shall be provided with appropriate remediation.

Possible interventions include:

Additional instructional sessions.
Simplified learning materials.
Individualized exercises.
Guided practice.
Peer-assisted learning.
Additional demonstrations.
Reassessment activities.

Students who demonstrate mastery may be provided with enrichment activities, advanced exercises, research tasks, or more complex performance challenges.

ARTICLE VI. TEACHER REFLECTION AND CONTINUOUS IMPROVEMENT

Section 1. Instructional Reflection

Every teacher shall periodically evaluate the effectiveness of instructional delivery.

Reflection shall consider:

Whether the intended learning objectives were achieved.
Whether the selected teaching strategies were effective.
Whether the instructional materials were appropriate.
Whether the assessment methods measured the intended competencies.
Whether students actively participated.
What difficulties were encountered.
What instructional improvements are necessary.

Section 2. Instructional Improvement Records

Teachers are encouraged to maintain:

Lesson reflection journals.
Student performance analysis.
Assessment result summaries.
Remediation records.
Peer observation feedback.
Instructional improvement plans.

Section 3. Use of Assessment Data

Teachers shall use assessment results to identify learning gaps and adjust subsequent instructional activities.

For example, if a significant number of students fail to demonstrate mastery of a particular competency, the teacher shall review the instructional approach, learning materials, and assessment instruments before proceeding to more advanced competencies.

ARTICLE VII. MANDATORY UTILIZATION AND ACCOUNTABILITY OF GAITF LCMS

Section 1. Institutional Requirement

The utilization of GAITF LCMS is an institutional instructional requirement for all covered teaching personnel.

Teachers shall not treat the platform as an optional resource or use it only when specifically instructed by an academic coordinator.

Its use is an integral component of instructional preparation, learning resource management, assessment documentation, and continuous improvement.

Section 2. Minimum Teacher Responsibilities

Every teacher shall:

Access their assigned GAITF LCMS account.
Maintain their assigned courses and learning spaces.
Upload and organize appropriate learning resources.
Provide students with access to instructional materials.
Use appropriate digital learning activities.
Administer or support assessments through the platform where applicable.
Monitor student participation and learning progress.
Provide feedback through available channels.
Maintain updated instructional documentation.
Participate in institutional LCMS orientations and training.

Section 3. Prohibited Practices and Non-Compliance

The following practices shall constitute instructional compliance concerns:

Failure to activate or maintain an assigned LCMS course without an approved reason.
Repeated failure to upload or provide required instructional materials.
Failure to provide students access to learning resources.
Failure to use the platform for applicable instructional activities and documentation.
Consistent reliance on verbal instructions without appropriate learning references or supporting materials.
Failure to record or document required assessment activities.
Failure to monitor and address student learning progress.
Deliberate refusal to comply with institutional LCMS requirements without valid justification.

The mere absence of online activity shall not automatically establish instructional neglect. Compliance shall be evaluated based on actual instructional responsibilities, approved learning modalities, system availability, and documented circumstances.

Section 4. Technical and Operational Exceptions

Recognizing that internet connectivity, equipment availability, and system interruptions may affect digital learning activities, the institution shall allow reasonable alternative arrangements.

In such circumstances, teachers shall:

Prepare offline copies of learning materials.
Maintain printed instructional resources where necessary.
Document the reason for non-utilization.
Submit required materials through an approved alternative channel.
Upload or update the relevant LCMS records once system access becomes available.

Technical difficulties must not be used as a continuing justification for failure to perform instructional responsibilities when reasonable alternatives are available.

ARTICLE VIII. INSTRUCTIONAL MONITORING AND COMPLIANCE

Section 1. Academic Monitoring

The Academic Affairs Office or its authorized representatives shall periodically monitor the implementation of this policy.

Monitoring may include:

LCMS course inspection.
Instructional material review.
Lesson plan evaluation.
Assessment documentation review.
Classroom observation.
Student feedback.
Teacher performance reports.
Learning outcome analysis.

Section 2. Teacher Instructional Compliance Checklist

The following checklist shall serve as a minimum monitoring instrument.

A. Before Class

Course syllabus is available.
Lesson plan is prepared.
Learning objectives are identified.
Instructional materials are prepared.
Learning activities are organized.
Assessment instruments are ready.
LCMS resources are uploaded or made available.

B. During Class

Learning objectives are communicated.
Instructional strategies are implemented.
Students actively participate.
Learning activities are conducted.
Formative assessments are administered.
Student understanding is monitored.

C. After Class

Student outputs are evaluated.
Assessment results are recorded.
Feedback is provided.
Learning gaps are identified.
Remediation is provided where necessary.
Enrichment is provided where appropriate.
LCMS documentation is updated.
Instructional reflection is undertaken.

Section 3. Compliance Evaluation

Academic coordinators may evaluate teachers using the following institutional compliance indicators:

Compliance Area	Weight
Instructional preparation and planning	20%
Quality and availability of learning resources	20%
Instructional delivery and student engagement	20%
Assessment, feedback, and evaluation	20%
LCMS utilization and documentation	10%
Reflection and learning intervention	10%
TOTAL	100%

The evaluation shall consider the quality and effectiveness of instructional practice, not merely the number of uploaded files or frequency of platform logins.

Section 4. Compliance Rating

Rating	Description
90–100%	Highly Compliant
80–89%	Compliant
70–79%	Needs Improvement
60–69%	Below Institutional Expectations
Below 60%	Unsatisfactory Compliance

The ratings shall guide instructional support, professional development, and performance improvement. They shall not automatically determine disciplinary action.

ARTICLE IX. CORRECTIVE ACTION AND PROFESSIONAL DEVELOPMENT

Section 1. Initial Non-Compliance

When a teacher is found not complying with the established instructional requirements, the Academic Coordinator shall provide an initial written or documented notification identifying the specific deficiency.

The teacher shall be given a reasonable opportunity to explain the circumstances and undertake corrective action.

Section 2. Instructional Improvement Plan

For recurring or substantial deficiencies, the teacher may be required to prepare an Instructional Improvement Plan (IIP) specifying:

Identified instructional deficiencies.
Corrective actions.
Required learning resources or training.
Target completion dates.
Monitoring arrangements.
Expected improvements.

Section 3. Technical Assistance and Training

GAITF shall provide appropriate technical assistance and professional development opportunities, which may include:

GAITF LCMS orientation.
Digital instructional material development.
OBE implementation workshops.
Assessment and rubric development.
Digital classroom management.
Learning analytics and student progress monitoring.
Instructional technology integration.

Section 4. Repeated Non-Compliance

Persistent refusal to comply with legitimate institutional instructional requirements, after appropriate notification, technical assistance, and opportunity for correction, may be referred to the appropriate institutional authority.

Any administrative or disciplinary action shall be governed by applicable institutional policies, employment agreements, due process requirements, and relevant labor laws.

ARTICLE X. ROLES AND RESPONSIBILITIES

Section 1. Executive Director

The Executive Director shall:

Approve and institutionalize this policy.
Provide overall administrative direction.
Ensure institutional resources are available.
Review institutional compliance reports.
Authorize appropriate corrective and developmental measures.

Section 2. Academic Affairs Office

The Academic Affairs Office shall:

Implement this policy.
Establish instructional standards.
Monitor teaching and learning activities.
Evaluate instructional compliance.
Review curriculum and assessment alignment.
Recommend instructional improvements.

Section 3. Academic Coordinators and Program Heads

They shall:

Monitor assigned teachers.
Review lesson plans and learning resources.
Check assigned LCMS courses.
Conduct classroom observations.
Evaluate student learning evidence.
Recommend appropriate interventions.
Submit periodic compliance reports.

Section 4. Teachers and Trainers

They shall:

Prepare instructional plans.
Develop and provide learning materials.
Utilize GAITF LCMS appropriately.
Conduct effective learning activities.
Administer assessments.
Record and evaluate student performance.
Provide feedback and remediation.
Reflect on and improve instructional practice.

Section 5. Information Technology / LCMS Administrator

The authorized technical personnel shall:

Maintain platform availability.
Manage user accounts and permissions.
Provide technical support.
Conduct system orientations.
Assist with troubleshooting.
Maintain appropriate system security and data protection.
Provide authorized platform utilization reports when requested.

ARTICLE XI. DATA PRIVACY AND INSTRUCTIONAL INTEGRITY

All teachers and authorized personnel shall protect student information and institutional instructional records.

Teachers shall:

Use authorized accounts and access credentials.
Protect student assessment results and personal information.
Avoid unauthorized disclosure of student records.
Use legally appropriate instructional materials and references.
Maintain academic honesty and assessment integrity.
Avoid unauthorized modification of student records.
Follow applicable data privacy and institutional information security policies.

All learning materials and student submissions shall be handled in accordance with applicable privacy, intellectual property, and academic integrity requirements.

ARTICLE XII. FINAL PROVISIONS

Section 1. Implementation

The Academic Affairs Office shall prepare the necessary implementation guidelines, monitoring forms, and reporting instruments to support this policy.

Section 2. Transition Period

Upon approval, GAITF shall provide an initial implementation and orientation period of thirty (30) calendar days.

During this period, all covered teaching personnel shall be expected to activate their accounts, review assigned courses, organize instructional resources, and familiarize themselves with the platform requirements.

Section 3. Separability

If any provision of this policy is declared invalid or unenforceable, the remaining provisions shall remain in effect.

Section 4. Amendments

The institution reserves the right to amend or supplement this policy as necessary to respond to evolving educational standards, institutional requirements, and technological developments.

Section 5. Effectivity

This policy shall take effect upon approval and issuance by the authorized institutional authority.

APPROVAL AND CONFORMITY

PREPARED BY:

Academic Affairs Office
Global Academy Institute of Technology Foundation, Inc.

APPROVED BY:

EDGAR N. ALEGRE
Executive Director / President
Global Academy Institute of Technology Foundation, Inc.

ANNEX A

GAITF TEACHER WEEKLY INSTRUCTIONAL COMPLIANCE REPORT

Each teacher shall maintain a weekly instructional compliance record containing:

Required Documentation	Status
Weekly lesson plans	Completed / Pending
Learning objectives	Completed / Pending
Instructional materials	Uploaded / Pending
LCMS learning resources	Available / Pending
Classroom activities	Conducted / Pending
Formative assessments	Conducted / Pending
Student outputs	Evaluated / Pending
Assessment records	Updated / Pending
Student feedback	Provided / Pending
Remediation activities	Completed / Not Applicable
Teacher reflection	Completed / Pending

Teacher’s Remarks: __________________________

Academic Coordinator’s Remarks: __________________________

Teacher’s Signature: __________________________

Date: __________________________

ANNEX B

GAITF OUTCOMES-BASED INSTRUCTIONAL DELIVERY FRAMEWORK

THE GAITF BEFORE–DURING–AFTER LEARNING CYCLE

1. BEFORE CLASS – PREPARE

Review curriculum and learning competencies.
Develop measurable learning objectives.
Prepare lesson plans and instructional strategies.
Develop learning resources.
Prepare assessment instruments.
Upload materials to GAITF LCMS.
Identify student learning needs.

2. DURING CLASS – DELIVER

Communicate learning objectives.
Facilitate instruction and demonstrations.
Encourage active learning.
Conduct guided and independent activities.
Integrate technology and LCMS resources.
Conduct formative assessment.
Provide immediate feedback.

3. AFTER CLASS – EVALUATE

Assess student outputs.
Evaluate learning outcomes.
Record student performance.
Provide constructive feedback.
Identify learning gaps.
Conduct remediation or enrichment.
Update GAITF LCMS records.

4. CONTINUOUS IMPROVEMENT – ENHANCE

Analyze student performance.
Reflect on instructional effectiveness.
Revise teaching strategies.
Improve learning materials.
Collaborate with fellow teachers.
Prepare for the next instructional cycle.

INSTITUTIONAL PRINCIPLE:

Teaching is not merely the delivery of lessons. It is the systematic preparation, facilitation, assessment, documentation, and continuous improvement of student learning outcomes.

GLOBAL ACADEMY INSTITUTE OF TECHNOLOGY FOUNDATION, INC.

Quality Instruction. Measurable Outcomes. Continuous Learning.

FORM 1. Teacher Instructional Compliance Monitoring Form

DOCUMENT CODE: GAITF-ACAD-FRM-001

Purpose: To monitor whether teachers fulfill their instructional responsibilities before, during, and after classroom instruction.

GLOBAL ACADEMY INSTITUTE OF TECHNOLOGY FOUNDATION, INC.

TEACHER INSTRUCTIONAL COMPLIANCE MONITORING FORM

Document Code: GAITF-ACAD-FRM-001
Monitoring Period: __________________

A. TEACHER INFORMATION

Teacher’s Name: __________________________________
Department/Program: ______________________________
Subject/Course: ___________________________________
Grade Level/Year Level: ____________________________
Academic Coordinator: _____________________________
Date of Monitoring: _______________________________

B. BEFORE CLASS – INSTRUCTIONAL PREPARATION

No.	Monitoring Criteria	Compliant	Non-Compliant	N/A
1	Updated course syllabus or training plan	☐	☐	☐
2	Prepared lesson plan	☐	☐	☐
3	Clearly defined learning objectives	☐	☐	☐
4	Prepared instructional materials	☐	☐	☐
5	Learning activities and exercises prepared	☐	☐	☐
6	Assessment instruments prepared	☐	☐	☐
7	Rubrics and scoring guides available	☐	☐	☐
8	Learning resources uploaded to GAITF LCMS	☐	☐	☐
9	References and supplementary materials available	☐	☐	☐
10	Differentiated learning strategies considered	☐	☐	☐

C. DURING CLASS – LEARNING DELIVERY

No.	Monitoring Criteria	Compliant	Non-Compliant	N/A
1	Learning objectives communicated to students	☐	☐	☐
2	Lesson is aligned with the approved curriculum	☐	☐	☐
3	Appropriate teaching strategies utilized	☐	☐	☐
4	Students actively participate in activities	☐	☐	☐
5	Learning materials properly utilized	☐	☐	☐
6	Practical or application-based activities conducted	☐	☐	☐
7	Formative assessment conducted	☐	☐	☐
8	Student understanding monitored	☐	☐	☐
9	Constructive feedback provided	☐	☐	☐
10	Classroom environment maintained effectively	☐	☐	☐

D. AFTER CLASS – ASSESSMENT AND DOCUMENTATION

No.	Monitoring Criteria	Compliant	Non-Compliant	N/A
1	Student outputs evaluated	☐	☐	☐
2	Assessment results recorded	☐	☐	☐
3	Student feedback provided	☐	☐	☐
4	Learning gaps identified	☐	☐	☐
5	Remediation conducted when necessary	☐	☐	☐
6	Enrichment activities provided when appropriate	☐	☐	☐
7	GAITF LCMS records updated	☐	☐	☐
8	Lesson reflection completed	☐	☐	☐
9	Student progress monitored	☐	☐	☐
10	Preparation for succeeding lessons undertaken	☐	☐	☐

E. MONITORING SUMMARY

Total Applicable Criteria: __________
Compliant Items: __________
Non-Compliant Items: __________
Not Applicable Items: __________

Compliance Percentage:

Compliant Items ÷ Applicable Criteria × 100

Result: __________ %

F. OBSERVATIONS AND RECOMMENDATIONS

Strengths Observed:

Areas for Improvement:

Recommended Corrective Actions:

Target Date for Compliance: ______________________

G. ACKNOWLEDGMENT

Teacher’s Signature: __________________ Date: ______

Academic Coordinator: ________________ Date: ______

Head of Academic Affairs: ______________ Date: ______

Note: This monitoring form is intended for instructional quality assurance, professional development, and institutional compliance monitoring.

GLOBAL ACADEMY INSTITUTE OF TECHNOLOGY FOUNDATION, INC.

TEACHER INSTRUCTIONAL COMPLIANCE MONITORING FORM

Document Code: GAITF-ACAD-FRM-001
Monitoring Period: __________________

A. TEACHER INFORMATION

Teacher’s Name: __________________________________
Department/Program: ______________________________
Subject/Course: ___________________________________
Grade Level/Year Level: ____________________________
Academic Coordinator: _____________________________
Date of Monitoring: _______________________________

B. BEFORE CLASS – INSTRUCTIONAL PREPARATION

No.	Monitoring Criteria	Compliant	Non-Compliant	N/A
1	Updated course syllabus or training plan	☐	☐	☐
2	Prepared lesson plan	☐	☐	☐
3	Clearly defined learning objectives	☐	☐	☐
4	Prepared instructional materials	☐	☐	☐
5	Learning activities and exercises prepared	☐	☐	☐
6	Assessment instruments prepared	☐	☐	☐
7	Rubrics and scoring guides available	☐	☐	☐
8	Learning resources uploaded to GAITF LCMS	☐	☐	☐
9	References and supplementary materials available	☐	☐	☐
10	Differentiated learning strategies considered	☐	☐	☐

C. DURING CLASS – LEARNING DELIVERY

No.	Monitoring Criteria	Compliant	Non-Compliant	N/A
1	Learning objectives communicated to students	☐	☐	☐
2	Lesson is aligned with the approved curriculum	☐	☐	☐
3	Appropriate teaching strategies utilized	☐	☐	☐
4	Students actively participate in activities	☐	☐	☐
5	Learning materials properly utilized	☐	☐	☐
6	Practical or application-based activities conducted	☐	☐	☐
7	Formative assessment conducted	☐	☐	☐
8	Student understanding monitored	☐	☐	☐
9	Constructive feedback provided	☐	☐	☐
10	Classroom environment maintained effectively	☐	☐	☐

D. AFTER CLASS – ASSESSMENT AND DOCUMENTATION

No.	Monitoring Criteria	Compliant	Non-Compliant	N/A
1	Student outputs evaluated	☐	☐	☐
2	Assessment results recorded	☐	☐	☐
3	Student feedback provided	☐	☐	☐
4	Learning gaps identified	☐	☐	☐
5	Remediation conducted when necessary	☐	☐	☐
6	Enrichment activities provided when appropriate	☐	☐	☐
7	GAITF LCMS records updated	☐	☐	☐
8	Lesson reflection completed	☐	☐	☐
9	Student progress monitored	☐	☐	☐
10	Preparation for succeeding lessons undertaken	☐	☐	☐

E. MONITORING SUMMARY

Total Applicable Criteria: __________
Compliant Items: __________
Non-Compliant Items: __________
Not Applicable Items: __________

Compliance Percentage:

Compliant Items ÷ Applicable Criteria × 100

Result: __________ %

F. OBSERVATIONS AND RECOMMENDATIONS

Strengths Observed:

Areas for Improvement:

Recommended Corrective Actions:

Target Date for Compliance: ______________________

G. ACKNOWLEDGMENT

Teacher’s Signature: __________________ Date: ______

Academic Coordinator: ________________ Date: ______

Head of Academic Affairs: ______________ Date: ______

Note: This monitoring form is intended for instructional quality assurance, professional development, and institutional compliance monitoring.

FORM 2. Weekly Lesson Preparation and Delivery Report

DOCUMENT CODE: GAITF-ACAD-FRM-002

Purpose: To ensure that every teacher plans, delivers, assesses, and documents instruction on a weekly basis.

GLOBAL ACADEMY INSTITUTE OF TECHNOLOGY FOUNDATION, INC.

WEEKLY LESSON PREPARATION AND DELIVERY REPORT

Document Code: GAITF-ACAD-FRM-002

A. TEACHER INFORMATION

Teacher: ______________________________________
Department: ___________________________________
Subject/Course: ________________________________
Grade/Year Level: ______________________________
Week Covered: __________________________________
Academic Year: __________________________________

B. WEEKLY INSTRUCTIONAL PLAN

Day/Date	Topic/Lesson	Learning Objectives	Learning Activities	Assessment
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday (if applicable)

C. INSTRUCTIONAL MATERIALS PREPARED

Check all that apply:

☐ Lesson plans
☐ PowerPoint presentations
☐ Learning modules
☐ Reading materials
☐ Worksheets
☐ Laboratory activities
☐ Demonstration guides
☐ Instructional videos
☐ Online references
☐ Quizzes and examinations
☐ Performance assessment tools
☐ Rubrics and scoring guides
☐ Other: ___________________________

D. GAITF LCMS UTILIZATION

LCMS Activity	Completed	Pending	Not Applicable
Learning materials uploaded	☐	☐	☐
Learning resources organized by topic	☐	☐	☐
Learning activities published	☐	☐	☐
Assignments provided	☐	☐	☐
Online quizzes administered	☐	☐	☐
Student submissions monitored	☐	☐	☐
Assessment results recorded	☐	☐	☐
Feedback provided	☐	☐	☐

E. WEEKLY STUDENT PERFORMANCE SUMMARY

Total Enrolled Students: __________
Students Present/Participating: __________
Students Who Completed Activities: __________
Students Who Achieved Expected Outcomes: __________
Students Requiring Remediation: __________

F. INSTRUCTIONAL CHALLENGES

Identify challenges encountered during the week:

☐ Internet connectivity
☐ LCMS access or technical issues
☐ Insufficient learning materials
☐ Student absenteeism
☐ Student learning difficulties
☐ Insufficient equipment or facilities
☐ Time constraints
☐ Other: ___________________________

Explanation:

G. TEACHER’S WEEKLY REFLECTION

Were the intended learning objectives achieved?

Which instructional strategies were effective?

What learning difficulties were observed?

What interventions were implemented?

What improvements will be made next week?

H. CERTIFICATION

I certify that the information provided in this report accurately reflects my instructional preparation, learning delivery, assessment activities, and student learning monitoring for the reporting period.

Teacher’s Signature: __________________ Date: ______

Reviewed by Academic Coordinator:

____________________________ Date: __________

Submission Schedule: Every Friday or the last scheduled instructional day of the week.

FORM 3. Monthly Teacher OBE Performance Evaluation Form

DOCUMENT CODE: GAITF-ACAD-FRM-003

Purpose: To evaluate teacher performance based on instructional preparation, learning delivery, assessment, LCMS utilization, and achievement of student learning outcomes.

GLOBAL ACADEMY INSTITUTE OF TECHNOLOGY FOUNDATION, INC.

MONTHLY TEACHER OBE PERFORMANCE EVALUATION FORM

Document Code: GAITF-ACAD-FRM-003

A. TEACHER INFORMATION

Teacher: ______________________________________
Department/Program: ____________________________
Subject/Course: ________________________________
Evaluation Month: ______________________________
Evaluator: _____________________________________

B. PERFORMANCE RATING SCALE

Rating	Description
5	Outstanding
4	Very Satisfactory
3	Satisfactory
2	Needs Improvement
1	Unsatisfactory

C. PERFORMANCE EVALUATION

1. Instructional Preparation and Planning – 20%

Indicators	Rating (1–5)
Lesson plans are prepared and updated
Learning objectives are measurable
Instruction aligns with curriculum requirements
Instructional activities are properly organized
Assessment instruments are prepared in advance

Average Rating: ______

Weighted Score: Average ÷ 5 × 20 = ______

2. Quality and Availability of Learning Resources – 20%

Indicators	Rating (1–5)
Learning materials are complete and relevant
Materials are appropriate to student learning levels
References and supplementary resources are provided
Learning materials are accessible to students
Instructional materials are properly organized

Average Rating: ______

Weighted Score: Average ÷ 5 × 20 = ______

3. Instructional Delivery and Student Engagement – 20%

Indicators	Rating (1–5)
Teaching strategies are effective
Students actively participate
Practical and application-based activities are conducted
Classroom interaction is encouraged
Learning objectives are clearly communicated

Average Rating: ______

Weighted Score: Average ÷ 5 × 20 = ______

4. Assessment, Feedback, and Evaluation – 20%

Indicators	Rating (1–5)
Appropriate assessments are administered
Assessment tools measure intended outcomes
Student performance is accurately recorded
Constructive feedback is provided
Remediation and enrichment are implemented

Average Rating: ______

Weighted Score: Average ÷ 5 × 20 = ______

5. GAITF LCMS Utilization and Documentation – 10%

Indicators	Rating (1–5)
Assigned courses are maintained
Learning resources are uploaded
Digital learning activities are utilized appropriately
Assessment and student progress are documented
LCMS records are updated

Average Rating: ______

Weighted Score: Average ÷ 5 × 10 = ______

6. Reflection and Learning Intervention – 10%

Indicators	Rating (1–5)
Instructional effectiveness is evaluated
Student learning gaps are identified
Learning interventions are documented
Instructional improvements are implemented
Professional development is pursued

Average Rating: ______

Weighted Score: Average ÷ 5 × 10 = ______

D. OVERALL PERFORMANCE RESULT

Performance Area	Maximum Weight	Actual Score
Instructional Preparation	20
Learning Resources	20
Instructional Delivery	20
Assessment and Evaluation	20
LCMS Utilization	10
Reflection and Intervention	10
TOTAL	100

E. PERFORMANCE CLASSIFICATION

Final Score	Classification
90–100	Outstanding
85–89	Very Satisfactory
80–84	Satisfactory
70–79	Needs Improvement
Below 70	Unsatisfactory

F. EVALUATOR’S COMMENTS

Strengths:

Areas for Improvement:

Recommended Professional Development:

Required Corrective Actions:

G. ACKNOWLEDGMENT

Teacher: __________________________ Date: ______

Evaluator: _________________________ Date: ______

Head of Academic Affairs: ____________ Date: ______

Important: This evaluation is a quality assurance instrument. Student achievement must be interpreted in consideration of student starting levels, attendance, learning opportunities, and other relevant factors. Ratings shall be supported by documented evidence and established institutional procedures.

FORM 4. GAITF LCMS Course Readiness Inspection Checklist

DOCUMENT CODE: GAITF-ACAD-FRM-004

Purpose: To verify that each teacher’s assigned GAITF LCMS course is properly established, organized, populated with learning materials, and ready for student utilization.

GLOBAL ACADEMY INSTITUTE OF TECHNOLOGY FOUNDATION, INC.

GAITF LCMS COURSE READINESS INSPECTION CHECKLIST

Document Code: GAITF-ACAD-FRM-004

A. COURSE INFORMATION

Teacher: ______________________________________
Course/Subject: ________________________________
Department/Program: ____________________________
Academic Year: _________________________________
LCMS Course Name: ______________________________
Inspection Date: _______________________________
Inspector: _____________________________________

B. COURSE SETUP AND ACCESSIBILITY

No.	Inspection Criteria	Yes	No	N/A
1	Teacher has an active GAITF LCMS account	☐	☐	☐
2	Assigned course is created and accessible	☐	☐	☐
3	Course title and description are correct	☐	☐	☐
4	Correct students are enrolled	☐	☐	☐
5	Course structure is properly organized	☐	☐	☐
6	Students can access the learning materials	☐	☐	☐

C. COURSE CONTENT AND LEARNING RESOURCES

No.	Required Course Content	Available	Missing	N/A
1	Course orientation	☐	☐	☐
2	Course syllabus/training plan	☐	☐	☐
3	Course learning outcomes	☐	☐	☐
4	Learning modules	☐	☐	☐
5	Presentation materials	☐	☐	☐
6	Reading materials/references	☐	☐	☐
7	Instructional videos/media	☐	☐	☐
8	Worksheets and exercises	☐	☐	☐
9	Learning activities	☐	☐	☐
10	Assignments and projects	☐	☐	☐

D. ASSESSMENT AND EVALUATION

No.	Assessment Components	Available	Missing	N/A
1	Diagnostic assessment	☐	☐	☐
2	Formative quizzes	☐	☐	☐
3	Summative assessment	☐	☐	☐
4	Performance-based assessments	☐	☐	☐
5	Rubrics and scoring criteria	☐	☐	☐
6	Student submission activities	☐	☐	☐
7	Feedback mechanisms	☐	☐	☐

E. STUDENT PROGRESS MONITORING

No.	Monitoring Features/Practices	Available	Missing	N/A
1	Student participation monitoring	☐	☐	☐
2	Activity completion monitoring	☐	☐	☐
3	Assessment results monitoring	☐	☐	☐
4	Student feedback and communication	☐	☐	☐
5	Remediation and enrichment resources	☐	☐	☐

F. COURSE READINESS RATING

Total Applicable Criteria: __________
Compliant Criteria: __________
Missing Criteria: __________

Readiness Percentage:

Compliant Criteria ÷ Applicable Criteria × 100

Result: __________ %

G. INSPECTION CLASSIFICATION

Percentage	Status
90–100%	Fully Ready
80–89%	Ready with Minor Improvements
70–79%	Needs Improvement
Below 70%	Not Yet Ready

H. FINDINGS AND REQUIRED ACTIONS

Missing Materials:

Technical Issues:

Required Improvements:

Deadline for Compliance: ________________________

I. INSPECTION CERTIFICATION

Inspector: __________________________ Date: ______

Teacher: ____________________________ Date: ______

Academic Coordinator: _______________ Date: ______

Inspection shall be based on actual course availability, instructional quality, student accessibility, and relevant evidence. Features unavailable in the installed LCMS configuration shall be marked N/A or evaluated through an approved alternative.

FORM 5. Teacher Instructional Improvement Notice

DOCUMENT CODE: GAITF-ACAD-FRM-005

Purpose: To formally notify teachers of identified instructional deficiencies and provide a structured opportunity for correction, assistance, and professional improvement.

GLOBAL ACADEMY INSTITUTE OF TECHNOLOGY FOUNDATION, INC.

TEACHER INSTRUCTIONAL IMPROVEMENT NOTICE

Document Code: GAITF-ACAD-FRM-005
Classification: Confidential – For Official Institutional Use

A. TEACHER INFORMATION

Teacher’s Name: ________________________________
Department/Program: ____________________________
Subject/Course: ________________________________
Date of Notice: _________________________________
Issued by: _____________________________________
Reference Monitoring Report: ____________________

B. REASON FOR ISSUANCE

Please check the applicable instructional deficiency:

☐ Failure to prepare or submit lesson plans.
☐ Incomplete instructional materials.
☐ Failure to provide learning resources.
☐ Non-utilization of GAITF LCMS without approved justification.
☐ Incomplete LCMS course content.
☐ Failure to conduct appropriate learning activities.
☐ Inadequate assessment and evaluation.
☐ Failure to record student performance.
☐ Failure to provide student feedback.
☐ Failure to implement necessary remediation.
☐ Failure to submit required instructional reports.
☐ Other: ______________________________________

C. DESCRIPTION OF OBSERVED DEFICIENCIES

Provide specific facts, dates, monitoring results, and supporting evidence.

D. REQUIRED CORRECTIVE ACTIONS

Identified Deficiency	Required Improvement	Target Date

E. INSTITUTIONAL SUPPORT TO BE PROVIDED

The institution may provide the following assistance:

☐ GAITF LCMS technical orientation.
☐ Instructional planning assistance.
☐ OBE lesson development training.
☐ Assessment and rubric development training.
☐ Digital instructional material development.
☐ Peer mentoring.
☐ Classroom observation and coaching.
☐ Other: ______________________________________

Assigned Support Personnel: ______________________

Scheduled Assistance Date: _______________________

F. TEACHER’S EXPLANATION

The teacher is given an opportunity to explain the circumstances surrounding the findings.

G. INSTRUCTIONAL IMPROVEMENT PLAN

Improvement Objective	Action to be Undertaken	Evidence of Completion	Deadline

H. FOLLOW-UP MONITORING

Date of Follow-up: _______________________________

Monitoring Result:

☐ Corrective actions completed.
☐ Partially completed.
☐ Not yet completed.
☐ Additional assistance required.

Evaluator’s Remarks:

I. FINAL RECOMMENDATION

☐ Close the improvement notice.
☐ Extend the improvement period.
☐ Provide additional professional development.
☐ Refer to the appropriate institutional authority for further review.

J. ACKNOWLEDGMENT AND RECEIPT

I acknowledge receipt of this notice. My signature confirms receipt and discussion of the findings and does not necessarily signify agreement with every finding.

Teacher’s Signature: __________________ Date: ______

Issuing Officer: _______________________ Date: ______

Head of Academic Affairs: ______________ Date: ______

Important: This notice is an instructional improvement and administrative documentation instrument. It is not automatically a disciplinary sanction. Any subsequent administrative action must follow applicable institutional rules, employment agreements, due process, and relevant labor laws.

FORM 6. Student Learning Outcomes Monitoring Report

DOCUMENT CODE: GAITF-ACAD-FRM-006

Purpose: To determine whether students have achieved the intended learning outcomes and competencies, and to provide evidence for instructional improvement.

GLOBAL ACADEMY INSTITUTE OF TECHNOLOGY FOUNDATION, INC.

STUDENT LEARNING OUTCOMES MONITORING REPORT

Document Code: GAITF-ACAD-FRM-006

A. COURSE AND CLASS INFORMATION

Department/Program: ____________________________
Subject/Course: ________________________________
Teacher: ______________________________________
Grade/Year Level: ______________________________
Academic Year: _________________________________
Reporting Period: ______________________________
Number of Enrolled Students: ____________________

B. INTENDED LEARNING OUTCOMES

List the expected knowledge, skills, competencies, and attitudes students should demonstrate.

No.	Intended Learning Outcome / Competency	Assessment Method
1
2
3
4
5

C. STUDENT ACHIEVEMENT DATA

Learning Outcome	Students Assessed	Students Meeting Target	Students Not Yet Meeting Target	Achievement Rate
Outcome 1
Outcome 2
Outcome 3
Outcome 4
Outcome 5

Achievement Rate Formula:

Students Meeting the Target ÷ Students Assessed × 100

D. STUDENT LEARNING OUTCOME CLASSIFICATION

Achievement Rate	Interpretation
90–100%	Very High Achievement
80–89%	High Achievement
70–79%	Developing Achievement
60–69%	Low Achievement
Below 60%	Critical Learning Gap

These are suggested institutional monitoring bands, not automatic grading or competency certification standards. Applicable curriculum, assessment, and awarding-body requirements shall prevail.

E. STUDENT LEARNING GAP ANALYSIS

Identify the competencies or learning objectives where students demonstrated difficulty.

Identified Learning Gap	Possible Cause	Number of Students Affected

Possible contributing factors:

☐ Inadequate prior knowledge.
☐ Insufficient practice.
☐ Difficulty understanding lesson concepts.
☐ Inadequate instructional materials.
☐ Irregular attendance.
☐ Limited access to learning resources.
☐ Insufficient instructional time.
☐ Assessment difficulties.
☐ Other: ___________________________

F. REMEDIATION AND INTERVENTION PLAN

Learning Gap	Intervention Strategy	Target Students	Schedule	Expected Outcome

Possible intervention strategies:

Additional learning sessions.
Individualized instruction.
Peer tutoring.
Guided exercises.
Demonstrations.
Supplemental learning modules.
Additional laboratory practice.
Reassessment.
Other appropriate interventions.

G. ENRICHMENT AND ADVANCED LEARNING

Identify students who have achieved the intended outcomes and require additional learning challenges.

Student/Group	Demonstrated Competency	Enrichment Activity

H. GAITF LCMS LEARNING EVIDENCE

Indicate available supporting records:

☐ Uploaded learning modules.
☐ Student activity submissions.
☐ Online quiz results.
☐ Assessment records.
☐ Performance task outputs.
☐ Student feedback.
☐ Remediation records.
☐ Other supporting documentation.

Relevant LCMS Course/Module: ______________________

I. INSTRUCTIONAL RECOMMENDATIONS

Based on the assessment results, what instructional improvements should be implemented?

What adjustments should be made to succeeding lessons?

J. SUMMARY AND CONCLUSION

Overall Learning Outcomes Achievement: __________ %

Number of Students Meeting Expected Outcomes: ______

Number of Students Requiring Intervention: __________

General Findings:

Recommended Institutional Action:

K. CERTIFICATION AND REVIEW

Prepared by:

Teacher: __________________________ Date: ______

Reviewed by:

Academic Coordinator: ______________ Date: ______

Noted by:

Head of Academic Affairs: ___________ Date: ______

Submission Schedule: Monthly, quarterly, or at the end of an instructional unit, as determined by the Academic Affairs Office.

All results must be based on actual assessment evidence. Students who have not yet met an outcome must be given appropriate learning support and reassessment opportunities in accordance with applicable academic and competency standards.

Institutional implementation schedule

To make sure these six forms become part of GAITF’s regular academic operations.

Period	Required Activity	Responsible Office
Week 1	Policy orientation and distribution of forms	Academic Affairs
Week 1	Teacher LCMS course inspection	LCMS Administrator
Week 2	Start weekly instructional reporting	Teachers
Week 2	Initial compliance monitoring	Coordinators
Week 3	Instructional coaching and corrections	Academic Affairs
Week 4	First monthly OBE evaluation	Academic Affairs
Monthly	Student learning outcomes analysis	Teachers / Coordinators

GAITF Institutional Reporting Structure

OFFICE OF THE EXECUTIVE DIRECTOR

Institutional oversight and approval

OFFICE OF ACADEMIC AFFAIRS

Policy implementation and quality assurance

ACADEMIC COORDINATORS / PROGRAM HEADS

Monitoring, inspection, and evaluation

TEACHERS / TRAINERS

Preparation, delivery, assessment, and reporting

STUDENT LEARNING OUTCOMES

Measured competencies and continuous improvement