MODULE 13

ATTACHMENTS:

MATRIX: ESSENTIAL COMPETENCIES – 12 GENERAL COMPETENCIES

1.0 KNOW AND UNDERSTAND WHAT I TEACH
General Competencies Enabling Competencies
1.1 Deepen and broaden my 1.1.1 Master my subject content.
knowledge on what I teach. 1.1.2 Use research-based knowledge.
1.2 Understand education trends, 1.2.1 Update myself on educational trends.
policies and curricula. 1.2.2 Study educational policies and how they affect
teaching
1.2.3 Understand how to implement the curriculum
1.3 Keep myself updated on local, 1.3.1 Check new changes in education environment.
national, regional and global
developments.
2. 0 HELP MY STUDENTS LEARN
2.1 Know my students. 2.1.1 Identify my students’ needs and strengths to help
them learn better.
2.1.2 Understand how my students learn.
2.1.3 Value what makes my students unique.
2.2 Use of the most effective 2.2.1 Select appropriate teaching and learning strategy.
teaching and learning strategy. 2.2.2 Design clear and effective lessons my students can
understand.
2.2.3 Create a positive and caring learning space.
2.3 Assess and give feedback on 2.3.1 Design assessment process and tools.
how my students learn. 2.3.2 Monitor my student’s progress and provide
appropriate support.
2.3.3 Use results from assessment to improve instruction.
3.0 ENGAGE THE COMMUNITY
3.1 Partner with parents and 3.1.1 Build a support network.
caregivers 3.1.2 Create welcoming space.
3.1.3 Sustain the partnership.
3.2 Involve the community to help 3.2.1 Engage parents and caregivers about their children.
my students learn. 3.2.2 Design learning activities using community
conditions, local wisdom, tradition and knowledge.
3.3 Encourage respect and 3.3.1 Accept what makes people different.
diversity 3.3.2 Practice inclusion and respect in the classroom.
4. 0 BECOME A BETTER TEACHER EVERYDAY
4.1 Know myself and others 4.1.1 Continue to grow by knowing oneself more.
4.1.2 Become more aware and responsible for my
emotions and health
4.1.3 Nurture my relationships with care and respect.
4.2 Practice human goodness in 4.2.1 Be kind and compassionate,
my life and in my work. 4.2.2 Inspire my students and colleagues by setting my
best example.
4.2.3 Nurture my students’ confidence on what they can do
and become.
4.3 Master my teaching practice. 4.3.1 Keep alive my passion for teaching.
4.3.2 Take responsibility in my own personal and
professional growth.
4.3.3 Inspire other teachers by setting my best example.
Philippine Qualifications Framework (PQF) 6 Levels of Outcomes and Descriptors

PQF 6 Level Outcomes PQF 6 Descriptor of Outcomes

Knowledge, Skills and Values Graduates possess a broad level of coherent
knowledge and skills in their field of study for
professional work (teaching) and lifelong learning.
Application (of Knowledge, Skills Application of professional work (teaching) in a
and Values) broad range of discipline and/or for further study.
Degree of Independence Independent (as a teacher) and/or in teams of
related field.

Philippine Professional Standards for Teachers

Beginning Teacher’s Competencies

Career Stage 1. Beginning Teachers

(Detailed Competencies on the domains and strands for the Beginning Teachers)

DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY

Strands Competency Indicators for Beginning
Teachers
1.1 Content Knowledge and its Application 1.1.1 Demonstrate content knowledge and
within and across curriculum areas. its application within/and or across
curriculum teaching areas.
1.2 Research-based knowledge and 1.2.1 Demonstrate an understanding of
principles of teaching and learning. research-based knowledge and principles
of teaching and learning.
1.3 Positive Use of ICT 1.3.1 Show skills in the positive use of ICT
to facilitate the teaching and learning
process.
1.4 Strategies for promoting literacy and 1.4.1 Demonstrate knowledge of teaching
numeracy. strategies that promote literacy and
numeracy skills.
1.5 Strategies of developing critical and 1.5.1 Apply teaching strategies that develop
creative thinking, as well as other higher critical and creative thinking/ and or other
order thinking skills. higher order thinking skills.
1.6 Mother tongue, Filipino and English in 1.6.1 Use of mother tongue, Filipino and
teaching and learning English to facilitate teaching and learning.
1.7 Classroom communication strategies 1.7.1 Demonstrate an understanding of the
range of verbal and non-verbal classroom
communication strategies that support
learner understanding, participation,
engagement and achievement.
DOMAIN 2: LEARNING ENVIRONEMENT
Strands Competency Indicators for Beginning
Teachers
2.1 Learner safety and security 2.1.1 Demonstrate knowledge of policies,
guidelines and procedures that provide safe
and secure learning environments.
2.2 Fair learning environment. 2.2. Demonstrate understanding of learning
environments that promote fairness,
respect and care to encourage learning.
2.3 Management of classroom structure 2.3.1 Demonstrate knowledge of managing
and activities. classroom structure that engages learners,
individually or in groups, in meaningful
 exploration, discovery and hands-on
activities within the available physical
learning environments.
2.4 Support for learner participation. 2.4.1 Demonstrate understanding of
supportive learning environments that
nurture and inspire learner participation.
2.5 Promotion of purposive learning. 2.5.1 Demonstrate knowledge of learning
environments that motivates learners to
work productivity by assuming responsibility
for their own learning.
2.6 Management of learner behavior. 2.6.1 Demonstrate knowledge of positive
and non-violent discipline in the
management of learner behavior.
DOMAIN 3: DIVERSITY OF LEARNERS
Strands Competency Indicators for Beginning
Teachers
3.1 Learner’s gender, needs, strengths, 3.1.1 Demonstrate knowledge and
interests and experiences. understanding of differentiated teaching to
suit the learner’s gender, needs, strengths,
interests and experiences.
3.2 Learner’s linguistics, cultural, socio- 3.2.1 Implement teaching strategies that
economic and religious backgrounds. are responsive to the learner’s linguistic,
cultural, socio-economic and religious
backgrounds.
3.3 Learners with disabilities, giftedness 3.3.1 Use strategies responsive to learners
and talents. with disabilities, giftedness and talents.
3.4 Learners in difficult circumstances. 3.4.1 Demonstrate understanding of 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.
3.5 Learners from indigenous groups. 3.5.1 Demonstrate knowledge of teaching
strategies that are inclusive of learners from
indigenous groups.
DOMAIN 4: CURRICULUM AND PLANNING
Strands Competency Indicators for Beginning
Teachers
4.1 Planning and management of teaching 4.1.1 Prepare developmentally sequenced
and learning process teaching and learning process to meet
curriculum requirements.
4.2 Learning outcomes aligned with 4.2.1 Identify learning outcomes that are
learning competencies. aligned with learning competencies.
4.3 Relevance and responsiveness of 4.3.1 Demonstrate knowledge in the
learning progress. implementation of relevant and responsive
learning programs.
4.4 Relevance and responsiveness of 4.4.1 Seek advice concerning strategies
learning progress. that can enrich teaching practice.
4.5 Teaching and learning resources 4.4.2 Show skills in the selection,
including ICT. development and use of variety of teaching
and learning outcomes, including ICT to
address learning goals.
DOMAIN 5: ASSESSMENT AND REPORTING
 Strands Competency Indicators for Beginning
Teachers
5.1 Design, selection, organization and 5.1.1 Demonstrate knowledge of the
utilization of assessment strategies. design, selection, organization and use of
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
5.2 Monitoring and evaluation of learner 5.2.1 Demonstrate knowledge of monitoring
progress and achievement. and evaluation of learner progress and
achievement using learner attainment data.
5.3 Feedback to improve learning. 5.3.1 Demonstrate knowledge of providing
timely, accurate and constructive feedback
to improve learner performance.
5.4 Communication of learner needs, 5.4.1 Demonstrate familiarity with a range
progress and achievement to key of strategies for communicating learner
stakeholders. needs, progress and achievement.
5.5 Use of assessment data to enhance 5.5.1 Demonstrates an understanding of
teaching and learning practices and the role of assessment data as feedback in
programs. teaching and learning practices and
programs.
DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT
Strands Competency Indicators for Beginning
Teachers
6.1 Establishment of learning environments 6.1.1 Demonstrate an understanding of
that are responsive to community contexts. knowledge of learning environments that
are responsive to community contexts.
6.2 Engagement of parents and the wider 6.2.1 Seek advice concerning strategies
school community in the educative process. that build relationships with
parents/guardians and the wider
community.
6.3 Professional Ethics 6.3.1 Demonstrate awareness of existing
laws and regulations that apply to the
teaching profession, and become familiar
with responsibilities specified in the Code
of Ethics for Professional Teachers
6.4 School Policies and Procedures 6.4.1 Demonstrate knowledge and
understanding of school policies and
procedures to foster harmonious
relationship with the wider school
community.
DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
Strands Competency Indicators for Beginning
Teachers
7.1 Philosophy of teaching 7.1.1 Articulate a personal philosophy of
teaching that is learner-centered.
7.2 Dignity of teaching as a profession 7.2.1 Demonstrate behaviors that uphold
the dignity of teaching profession by
exhibiting qualities such as caring attitude,
respect and integrity.
7.3 Professional links with colleagues. 7.3.1 Seek opportunities to establish
professional links with colleagues.
7.4 Professional reflection and learning to 7.4.1 Demonstrate an understanding of how
improve practice professional reflection and learning can be
used to improve practice.
7.5 Professional development goals 7.5.1 Demonstrate motivation to realize
professional development goals based on
the Philippine Professional Standards for
Teachers