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Competencies and Performance of Public Elementary School Teachers in the District of Bacnotan, Basis for Intervention Strategies.
For Teacher I-III ONLY.
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PART I: PERSONAL DATA
Name (OPTIONAL)
Your answer
School
*
Your answer
PART II:
Sex
*
Male
Female
Age
*
Your answer
Educational Attainment
*
Doctorate Degree
Master's Degree with Doctorate Units
Master's Degree
with Master's Units
Bachelor's Degree
Length of Service
*
Your answer
Position
*
Teacher III
Teacher II
Teacher I
PART III. Competencies and Performance of Public Elementary School Teachers
Direction: Please rate each item on the extent of your competencies and performance using the given scale as follows:
5 – Very Highly Competent
4 - Highly Competent
3 – Moderately Competent
2- Fairly Competent
1 – Poorly Competent
CONTENT KNOWLEDGE AND PEDAGOGY
1.
Content knowledge and its application within and across curriculum areas
*
5
4
3
2
1
1.1 Demonstrate content knowledge and its application within and/or across curriculum teaching areas.
*
5
4
3
2
1
1.2 Apply knowledge of content within and across curriculum teaching areas.
*
5
4
3
2
1
1.3 Model effective applications of content knowledge within and across curriculum teaching areas.
*
5
4
3
2
1
1.4 Model exemplary practice to improve the applications of content knowledge within and across curriculum teaching areas.
*
5
4
3
2
1
2.
Research-based knowledge and principles of teaching and learning
*
5
4
3
2
1
2.1 Demonstrate an understanding of research-based knowledge and principles of teaching and learning.
*
5
4
3
2
1
2.2 Use research-based knowledge and principles of teaching and learning to enhance professional
*
5
4
3
2
1
2.3 Collaborate with colleagues in the conduct and application of research to enrich knowledge of content and pedagogy.
*
5
4
3
2
1
2.4 Lead colleagues in the advancement of the art and science of teaching based on their comprehensive knowledge of research
*
5
4
3
2
1
3.
Positive use of ICT
*
5
4
3
2
1
3.1 Show skills in the positive use of ICT to facilitate the teaching and learning process.
*
5
4
3
2
1
3.2 Ensure the positive use of ICT to facilitate the teaching and learning process.
*
5
4
3
2
1
3.3 Promote effective strategies in the positive use of ICT to facilitate the teaching and learning process.
*
5
4
3
2
1
3.4 Mentor colleagues in the implementation of policies to ensure the positive use of ICT within or beyond the school.
*
5
4
3
2
1
4.
Strategies for promoting literacy and numeracy
*
5
4
3
2
1
4.1 Demonstrate knowledge of teaching strategies that promote literacy and numeracy skills.
*
5
4
3
2
1
4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.
*
5
4
3
2
1
4.3 Evaluate with colleagues the effectiveness of teaching strategies that promote learner achievement in literacy and numeracy.
*
5
4
3
2
1
4.4 Model a comprehensive selection of effective teaching strategies that promote learner achievement in literacy and numeracy.
*
5
4
3
2
1
5.
Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
*
5
4
3
2
1
5.1 Apply teaching strategies that develop critical and creative thinking, and/or other higher-order thinking skills.
*
5
4
3
2
1
5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills.
*
5
4
3
2
1
5.3 Develop and apply effective teaching strategies to promote critical and creative thinking, as well as other higher-order thinking skills.
*
5
4
3
2
1
5.4 Lead colleagues in reviewing, modifying and expanding their range of teaching strategies that promote critical and creative thinking, as well as other higher-order thinking skills.
*
5
4
3
2
1
Required
6.
Mother Tongue, Filipino and English in teaching and learning
*
5
4
3
2
1
6.1 Use Mother Tongue, Filipino and English to facilitate teaching and learning.
*
5
4
3
2
1
6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
*
5
4
3
2
1
6.3 Model and support colleagues in the proficient use of Mother Tongue, Filipino and English to improve teaching and learning, as well as to develop the learners' pride of their language, heritage and culture.
*
5
4
3
2
1
Other:
6.4 Show exemplary skills in and advocate the use of Mother Tongue, Filipino and English in teaching and learning to facilitate the learners' language, cognitive and academic development and to foster pride of their language, heritage and culture.
*
5
4
3
2
1
7.
Classroom communication strategies
*
5
4
3
2
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.
*
5
4
3
2
1
7.2 Use effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and achievement.
*
5
4
3
2
1
7.3 Display a wide range of effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and achievement.
*
5
4
3
2
1
7.4 Exhibit exemplary practice in the use of effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and achievement in different learning contexts.
*
5
4
3
2
1
Learning Environment
1.
Learner safety and security
*
5
4
3
2
1
1.1 Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning environments.
*
5
4
3
2
1
1.2 Establish safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures.
*
5
4
3
2
1
1.3 Exhibit effective strategies that ensure safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures.
*
5
4
3
2
1
1.4 Apply comprehensive knowledge of and act as a resource person for, policies, guidelines and procedures that relate to the implementation of safe and secure learning environments for learners.
*
5
4
3
2
1
2.
Fair learning environment
*
5
4
3
2
1
2.1 Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning.
*
5
4
3
2
1
2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.
*
5
4
3
2
1
2.3 Exhibit effective practices to foster learning environments that promote fairness, respect and care to encourage learning.
*
5
4
3
2
1
2.4 Advocate and facilitate the use of effective practices to foster learning environments that promote fairness, respect and care to encourage learning.
*
5
4
3
2
1
3.
Management of classroom structure and activities
*
5
4
3
2
1
3.1 Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within the available physical learning environments.
*
5
4
3
2
1
3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.
*
5
4
3
2
1
3.3 Work with colleagues to model and share effective techniques in the management of classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.
*
5
4
3
2
1
3.4 Model exemplary practices in the management of classroom structure and activities, and lead colleagues at the whole-school level to review and evaluate their practices.
*
5
4
3
2
1
4.
Support for learner participation
*
5
4
3
2
1
4.1 Demonstrate understanding of supportive learning environments that nurture and inspire learner participation.
*
5
4
3
2
1
4.2 Maintain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning.
*
5
4
3
2
1
4.3 Work with colleagues to share successful strategies that sustain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning.
*
5
4
3
2
1
4.4 Facilitate processes to review the effectiveness of the school's learning environment to nurture and inspire learner participation.
*
5
4
3
2
1
5.
Promotion of purposive learning
*
5
4
3
2
1
5.1 Demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility for their own learning.
*
5
4
3
2
1
5.2 Apply a range of successful strategies that maintain learning environments that motivate learners to work productively by assuming responsibility for their own learning.
*
5
4
3
2
1
5.3 Model successful strategies and support colleagues in promoting learning environments that effectively motivate learners to work productively by assuming responsibility for their own learning.
*
5
4
3
2
1
5.4 Lead and empower colleagues in promoting learning environments that effectively motivate learners to achieve quality outcomes by assuming responsibility for their own learning.
*
5
4
3
2
1
6.
Management of learner behavior
*
5
4
3
2
1
6.1 Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior.
*
5
4
3
2
1
6.2 Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments.
*
5
4
3
2
1
6.3 Exhibit effective and constructive behavior management skills by applying positive and non-violent discipline to ensure learning-focused environments.
*
5
4
3
2
1
6.4 Provide leadership in applying a wide range of strategies in the implementation of positive and non-violent discipline policies/procedures to ensure learning-focused environments.
*
5
4
3
2
1
Diversity of Learners
1.
Learners’ gender, needs, strengths, interests and experiences
*
5
4
3
2
1
1.1 Demonstrate knowledge and understanding of differentiated teaching to suit the learners' gender, needs, strengths, interests and experiences.
*
5
4
3
2
1
1.2 Use differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences.
*
5
4
3
2
1
1.3 Work with colleagues to share differentiated, developmentally appropriate opportunities to address learners' differences in gender, needs, strengths, interests and experiences.
*
5
4
3
2
1
1.4 Lead colleagues to evaluate differentiated strategies to enrich teaching practices that address learners' differences in gender, needs, strengths, interests and experiences.
*
5
4
3
2
1
2.
Learners’ linguistic, cultural, socio-economic and religious backgrounds
*
5
4
3
2
1
2.1 Implement teaching strategies that are responsive to the learners' linguistic, cultural, socio-economic and religious backgrounds.
*
5
4
3
2
1
2.2 Establish a learner-centered culture by using teaching strategies that respond to their linguistic, cultural, socio-economic and religious backgrounds.
*
5
4
3
2
1
2.3 Exhibit a learner-centered culture that promotes success by using effective teaching strategies that respond to their linguistic, cultural, socioeconomic and religious backgrounds.
*
5
4
3
2
1
2.4 Model exemplary teaching practices that recognize and affirm diverse linguistic, cultural, socioeconomic and religious backgrounds to promote learner success.
*
5
4
3
2
1
3.
Learners with disabilities, giftedness and talents
*
5
4
3
2
1
3.1 Use strategies responsive to learners with disabilities, giftedness and talents.
*
5
4
3
2
1
3.2 Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents.
*
5
4
3
2
1
3.3 Assist colleagues to design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents.
*
5
4
3
2
1
3.4 Lead colleagues in designing, adapting and implementing teaching strategies that are responsive to learners with disabilities, giftedness and talents.
*
5
4
3
2
1
4.
Learners in difficult circumstances
*
5
4
3
2
1
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.
*
5
4
3
2
1
4.2 Plan and deliver teaching strategies that are responsive to 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.
*
5
4
3
2
1
4.3 Evaluate with colleagues teaching strategies that are responsive to 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.
*
5
4
3
2
1
4.4 Model a range of high level skills responsive to 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.
*
5
4
3
2
1
5.
Learners from indigenous groups
*
5
4
3
2
1
5.1 Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups.
*
5
4
3
2
1
5.2 Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous groups.
*
5
4
3
2
1
5.3 Develop and apply teaching strategies to address effectively the needs of learners from indigenous groups.
*
5
4
3
2
1
5.4 Show comprehensive skills in delivering culturally appropriate teaching strategies to address effectively the needs of learners from indigenous groups.
*
5
4
3
2
1
Curriculum and Planning
1.
Planning and management of teaching and learning process
*
5
4
3
2
1
1.1 Prepare developmentally sequenced teaching and learning process to meet curriculum requirements.
*
5
4
3
2
1
1.2 Plan, manage and implement developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts.
*
5
4
3
2
1
1.3 Develop and apply effective strategies in the planning and management of developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts.
*
5
4
3
2
1
1.4 Model exemplary practice and lead colleagues in enhancing current practices in the planning and management of developmentally sequenced teaching and learning process.
*
5
4
3
2
1
2.
Learning outcomes aligned with learning competencies
*
5
4
3
2
1
2.1 Identify learning outcomes that are aligned with learning competencies.
*
5
4
3
2
1
2.2 Set achievable and appropriate learning outcomes that are aligned with learning competencies.
*
5
4
3
2
1
2.3 Model to colleagues the setting of achievable and challenging learning outcomes that are aligned with learning competencies to cultivate a culture of excellence for all learners.
*
5
4
3
2
1
2.4 Exhibit high-level skills and lead in setting achievable and challenging learning outcomes that are aligned with learning competencies towards the cultivation of a culture of excellence for all.
*
5
4
3
2
1
3.
Relevance and responsiveness of learning programs
*
5
4
3
2
1
3.1 Demonstrate knowledge in the implementation of relevant and responsive learning programs.
*
5
4
3
2
1
3.2 Adapt and implement learning programs that ensure relevance and responsiveness to the needs of all learners.
*
5
4
3
2
1
3.3 Work collaboratively with colleagues to evaluate the design of learning programs that develop the knowledge and skills of learners at different ability levels.
*
5
4
3
2
1
3.4 Provide advice in the design and implementation of relevant and responsive learning programs that develop the knowledge and skills of learners at different ability levels.
*
5
4
3
2
1
4.
Professional collaboration to enrich teaching practice
*
5
4
3
2
1
4.1 Seek advice concerning strategies that can enrich teaching practice.
*
5
4
3
2
1
4.2 Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice.
*
5
4
3
2
1
4.3 Review with colleagues, teacher and learner feedback to plan, facilitate, and enrich teaching practice.
*
5
4
3
2
1
4.4 Lead colleagues in professional discussions to plan and implement strategies that enrich teaching practice.
*
5
4
3
2
1
5.
Teaching and learning resources including ICT
*
5
4
3
2
1
5.1 Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT, to address learning goals.
*
5
4
3
2
1
5.2 Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address learning goals.
*
5
4
3
2
1
5.3 Advise and guide colleagues in the selection, organization, development and use of appropriate teaching and learning resources, including ICT, to address specific learning goals.
*
5
4
3
2
1
5.4 Model exemplary skills and lead colleagues in the development and evaluation of teaching and learning resources, including ICT, for use within and beyond the school.
*
5
4
3
2
1
Assessment and Reporting
1.
Design, selection, organization and utilization of assessment strategies
*
5
4
3
2
1
1.1 Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative and summative assessment strategies consistent with curriculum requirements.
*
5
4
3
2
1
1.2 Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with curriculum requirements.
*
5
4
3
2
1
1.3 Work collaboratively with colleagues to review the design, selection, organization and use of a range of effective diagnostic, formative and summative assessment strategies consistent with curriculum requirements.
*
5
4
3
2
1
1.4 Lead initiatives in the evaluation of assessment policies and guidelines that relate to the design, selection, organization and use of effective diagnostic, formative and summative assessment strategies consistent with curriculum requirements.
*
5
4
3
2
1
2.
Monitoring and evaluation of learner progress and achievement
*
5
4
3
2
1
2.1 Demonstrate knowledge of monitoring and evaluation of learner progress and achievement using learner attainment data.
*
5
4
3
2
1
2.2 Monitor and evaluate learner progress and achievement using learner attainment data.
*
5
4
3
2
1
2.3 Interpret collaboratively monitoring and evaluation strategies of attainment data to support learner progress and achievement.
*
5
4
3
2
1
2.4 Provide advice on, and mentor colleagues in the effective analysis and use of learner attainment data.
*
5
4
3
2
1
3.
Feedback to improve learning
*
5
4
3
2
1
3.1 Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner performance.
*
5
4
3
2
1
3.2 Use strategies for providing timely, accurate and constructive feedback to improve learner performance.
*
5
4
3
2
1
3.3 Use effective strategies for providing timely, accurate and constructive feedback to encourage learners to reflect on and improve their own learning.
*
5
4
3
2
1
3.4 Exhibit exemplary skills and lead initiatives to support colleagues in applying strategies that effectively provide timely, accurate and constructive feedback to learners to improve learning achievement.
*
5
4
3
2
1
4.
Communication of learner needs, progress and achievement to key stakeholders
*
5
4
3
2
1
4.1 Demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement.
*
5
4
3
2
1
4.2 Communicate promptly and clearly the learners' needs, progress and achievement to key stakeholders, including parents/guardians.
*
5
4
3
2
1
4.3 Apply skills in the effective communication of learner needs, progress and achievement to key stakeholders, including parents/guardians.
*
5
4
3
2
1
4.4 Share with colleagues a wide range of strategies that ensure effective communication of learner needs, progress and achievement to key stakeholders, including parents/guardians.
*
5
4
3
2
1
5.
Use of assessment data to enhance teaching and learning practices and programs
*
5
4
3
2
1
5.1 Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs.
*
5
4
3
2
1
5.2 Utilize assessment data to inform the modification of teaching and learning practices and programs.
*
5
4
3
2
1
5.3 Work collaboratively with colleagues to analyze and utilize assessment data to modify practices and programs to further support learner progress and achievement.
*
5
4
3
2
1
5.4 Lead colleagues to explore, design and implement effective practices and programs using information derived from assessment data.
*
5
4
3
2
1
Community Linkages and Professional Engagement
1.
Establishment of learning environments that are responsive to community contexts
*
5
4
3
2
1
1.1 Demonstrate an understanding of knowledge of learning environments that are responsive to community contexts.
*
5
4
3
2
1
1.2 Maintain learning environments that are responsive to community contexts.
*
5
4
3
2
1
1.3 Reflect on and evaluate learning environments that are responsive to community contexts.
*
5
4
3
2
1
1.4 Model exemplary practice and empower colleagues to establish and maintain effective learning environments that are responsive to community contexts.
*
5
4
3
2
1
2.
Engagement of parents and the wider school community in the educative process
*
5
4
3
2
1
2.1 Seek advice concerning strategies that build relationships with parents/guardians and the wider community.
*
5
4
3
2
1
2.2 Build relationships with parents/guardians and the wider school community to facilitate involvement in the educative process.
*
5
4
3
2
1
2.3 Guide colleagues to strengthen relationships with parents/guardians and the wider school community to maximize their involvement in the educative process.
*
5
4
3
2
1
2.4 Lead in consolidating networks that strengthen relationships with parents/guardians and the wider school community to maximize their involvement in the educative process.
*
5
4
3
2
1
3.
Professional ethics
*
5
4
3