(Enclosure No. 6 to DepEd Memorandum No. ______ s.

2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

MATATAG WAP Template 1: For Teachers 1-3

I. Profile

Name JETER-MARK A. RUMAO Office and Position TRENTO DISTRICT_SAN ISIDRO NHS/T-I
Title of PD Programs Agusan del Sur School-Based Training of Date of Delivery
Teachers (SBTT) on the MATATAG
Curriculum PD Program National Educators Academy of the
Provider Philippines in collaboration with Curriculum
and Teaching Strand (BCD and BLD)
Name of Immediate MICHEL C. CALLAO Office and Position School Head
Supervisor

II. Background and Rationale of WAP:

The Department of Education is working on an education reform known as the MATATAG: Bansang Makabata, Batang Makabansa
Agenda. This agenda lays out a new direction for the department and its stakeholders in tackling challenges pertaining to basic
education. It is crucial to understand the present context and environment in order to incorporate such changes into the basic
education curriculum. By taking this action, the Department will be able to recognize both the present and the future realities, and as a
result, put the plans and policies in place that are required to realize its vision. By doing this, the MATATAG Curriculum will be able to
adapt and change with the constantly shifting dynamics of society (General Shaping Paper, MATATAG Curriculum 2023). MATATAG
Curriculum prioritizes a number of initiatives, including offering programs for professional development, advocating for extra benefits for
educators, improving inclusive education initiatives, building more resilient classrooms and schools, and establishing the framework for
incorporating peace competencies. Giving Filipino pupils a more potent and fruitful educational experience is the aim.

Ensuring that school administrators and teachers with the knowledge, understanding, and skills necessary to implement the curriculum
 effectively is the main goal of the MATATAG curriculum training. Having excellent teachers is essential to raising student achievement.
However, educators cannot bring about meaningful change on their own without strong leadership.

In addition, DepEd Order No. 24, s. 2022 or the Adoption of the Basic Education Development Plan 2030 (BEDP 2030) outlines the
priorities of the department in addressing the immediate and long-term concerns confronting basic education: access, equity, quality,
and resiliency. Quality is designed to address the quality of education through various strategic means such as but not limited to
upskilling and reskilling of teachers and school leaders.

To articulate the general shape of the MATATAG Curriculum and to ensure its full implementation, all teachers shall develop a Work
Application Plan (WAP) underscoring the intensification of Learning Action Cells (LACs) through Collaborative Expertise (CE).

The PD Program [School-Based Training on MATATAG Curriculum] provides the teachers with an opportunity to:

 address the appropriate indicators domains, strands, and indicators in the Philippine Professional Standards for School Heads
(PPSSH) in the effective and efficient delivery of the MATATAG Curriculum through the intensification of School LACs through the
Collaborative Expertise (CE).

The following professional standards/competencies are being addressed in the Training on MATATAG Curriculum for Teachers:

Professional Standards PD Program Goals Indicators (Subtask) Application Objective

(Enumerate the specific goals based on the
identified PPST indicators)

Philippine Professional Standards for Teachers (PPST)

DepEd Order No. 42, s. 2017

Domain 1. Content 1.1.2. Apply knowledge of To be equipped with the -Prepare the needed materials and -Deliver comprehensive
Knowledge and content within and across necessary knowledge, skills, and review the salient features of the background on the salient
Pedagogy; Strand 1.1 curriculum teaching area. competencies to effectively new curriculum. features of the MATATAG
Content Knowledge and implement the MATATAG Curriculum.
its application within and Curriculum.
across curriculum areas; -Develop lesson plans
incorporating the MATATAG
Curriculum content.

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Domain 1, Content 1.5.2 Apply a range of To develop teaching strategies -Participate in workshops on -Implement new teaching
Knowledge, and teaching strategies to aligned with the MATATAG effective teaching methods. strategies in the classroom and
Pedagogy; Strand 1.5. develop critical and Curriculum. assess their effectiveness.
Strategies for developing creative thinking, as well -Observe experienced teachers
critical and creative as other higher-order implementing the curriculum.
thinking, as well as other thinking skills.
higher-order thinking
skills;
Domain 3. Diversity of 3.1.2 Use differentiated Create a positive and inclusive -Explore strategies for classroom -Implement strategies to foster a
Learners. 3.1 Learners’ developmentally learning environment using management. positive and inclusive learning
gender, needs strengths, appropriate learning MATATAG Curriculum. environment while implementing
interests, and experiences to address -Reflect on classroom environment. the MATATAG Curriculum.
experiences; learners’ gender, needs,
strengths, interests, and
experiences.
Domain 4. Curriculum 4.1.2 Plan, manage and Collaborate with colleagues to -Participate in collaborative -Collaborate with colleagues to
and Planning; Strand 4.1. implement improve teaching practices planning sessions. develop and refine teaching
Planning and developmentally related to the MATATAG materials and strategies for
management of teaching sequenced teaching and Curriculum. -Share resources and ideas with MATATAG Curriculum.
and learning process; learning process to meet colleagues.
curriculum requirements
and varied teaching
contexts.
Domain 4. Curriculum 4.2.2 Set achievable and Ensure that learning outcomes -Clearly communicate learning -Continuously monitor students’
and Planning; Strand 4.2. appropriate learning are aligned with teaching and outcomes to learners at the progress towards learning
Learning outcomes outcomes that are aligned learning standards, as well as beginning of each lesson or unit to outcomes and adjust instructional
aligned with learning with learning with the specific learning provide them with a clear strategies or learning outcomes
competencies; competencies. competencies outlined in the understanding of what is expected needed to ensure that all learners
curriculum. to them. can achieve success.
Domain 5. Assessment 5.1.2 Design, select, Learn how to assess student -Study assessment tools provided -Design and implement
and Reporting, is organize, and use progress effectively within the with the curriculum. formative and summative
composed of five diagnostic, formative and MATATAG Curriculum assessments aligned with the
strands: Strand 5.1. summative assessment framework.
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Design, selection, strategies consistent with -Analyze sample student work. MATATAG Curriculum.
organization, and curriculum requirements.
utilization of assessment
strategies;

Domain 5: Assessment 5.2.2. Monitor and Improve skills in monitoring and -Attend workshops on data analysis -Develop a system for ongoing
and Reporting; 5.2. evaluate learner progress evaluating learner progress using techniques. monitoring and evaluation of
Monitoring and and achievement using attainment data within the learner progress using attainment
evaluation of learner learner attainment data. MATATAG Curriculum. -Review learner attainment data data within the MATATAG
progress and provided with the curriculum. Curriculum.
achievement;
Domain 5. Assessment 5.5.2 Utilize assessment Enhance skills in analyzing -Attend training sessions on data -Develop a plan to modify
and Reporting; Strand data to inform the assessment data and using it to analysis techniques. teaching and learning practices
5.5. Use of assessment modification of teaching adapt teaching and learning within the MATATAG
data to enhance teaching and learning practices and practices within the MATATAG -Analyze assessment data provided Curriculum based on assessment
and learning practices programs. Curriculum. with the curriculum. data analysis, incorporating
and programs; differentiated instruction and
targeted interventions s needed.
Domain 7. Personal 7.3.2 Participate in Develop and enhance -Identify and join relevant -Apply new knowledge and
Growth and Professional professional networks to professional knowledge and professional networks and online strategies gained from
Development; Strand 7.3 share knowledge and to teaching practices through active forums. professional networks to improve
Professional links with enhance practice. participation in professional teaching practices and student
colleagues; networks. -Attend and contribute to outcomes within the MATATAG
professional development meetings Curriculum.
and workshops.
-Collaborate with peers to share
best practices and resources.
Domain 7. Personal 7.5.2 Set professional Align personal professional -Review the Philippine Professional -Implement the individual
Growth and Professional development goals based development standard goals with Standards for Teachers (PPST). professional development plan
Development; Strand 7.5 on the Philippine the PPST to enhance teaching by engaging in relevant training
Professional Professional Standards for effectiveness and students -Self-assess current competencies and activities. Continuously
development goals; Teachers. learning outcomes within the against the PPST. monitor and reflect on progress
MATATAG Curriculum. -Identify areas for improvement and to achieve the set goals, thereby
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 set specific, measurable, achievable, improving teaching practices and
relevant, and time-bound (SMART) student outcomes within the
goals. MATATAG Curriculum.
-Develop an individual professional
development plan.

IV. Implementation Plan [the WAP must be implemented within 6 months after the training]

Application Objective [it must be aligned with the PD Program Goals]

-Develop lesson plans incorporating MATATAG Curriculum content effectively.
-Design and implement formative and summative assessments aligned with the MATATAG Curriculum.

Specific Task Activities Timeline Expected Outcomes/ Learning Facilitator

[minimum of two (2)] (Specify activities on the (Start-end of each MOVs (Immediate Supervisor or
(Aligned with the application
objective, what are the specific
identified task) activity) (It represents what is peer assigned to guide the
predicted or intended to teacher)
tasks of a teacher to enhance happen as a result of
teaching competencies implementing a specific task
or initiative)

Conduct Initial Training -Hold a workshop to Day 1-2 -Attendance Sheets -Trained Teachers/School
Session introduce the MATATAG -Workshop Feedback Head, and L & D
Curriculum and discuss Forms Coordinator
its key components.
-Provide an overview of
the training materials.

Collaborative Assessment -Organize collaborative

Design sessions where teachers Day 3-4 -Draft Assessments -Trained Teachers, School
design formative and -Peer Review Reports Head, and L & D
summative Coordinator
assessments.
-Facilitate peer review
and feedback on draft

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 assessments.

Prepared by (name and position): Signature Date

JETER-MARK A. RUMAO
JHS Teacher I

*Reviewed by (name and position): Signature Date

MICHEL C. CALLAO
School Head

**Approved by (name and position): Signature Date

MICHEL C. CALLAO
School Head

*for proficient teacher: reviewed by the master teacher or immediate supervisor and **approved by the school head/head teacher/OIC for schools
without school head