Topic for LAC Sessions

2. INNOVATIVE PROGRAMS
PLAZA RIZAL
ELEMENTARY SCHOOL
Planning, Implementing and Assessing Instruction

6. INNOVATIVE PROGRAMS
PLAZA RIZAL
ELEMENTARY SCHOOL
Planning, Implementing and Assessing Instruction

7. TEACHERS
COMPETENCE

8. A competency contains of
one or more skills whose
mastery would enable the
attainment of goals.
TEACHERS
COMPETENCE

9. A competency contains of
one or more skills whose
mastery would enable the
attainment of goals
TEACHERS
COMPETENCE
It is linked to all three
domains under which
performance can be
assessed.

10. 1.
2.
3.
KNOWLEDGE
SKILLS
ATTITUDE
3 DOMAINS

11. Since competencies are
observable, they are also
measurable.
TEACHERS
COMPETENCE

12. Since competencies are
observable, they are also
measurable.
TEACHERS
COMPETENCE
It is possible to assess
competency from
teacher's performance.

13. TEACHERS
COMPETENCE

14. DEPED ORDER NO 8, S.
2023
Multi-Year Guidelines on
the RPMS- PPST

15. PEDAGOGICAL
COMPETENCE
LEVELS

16. PEDAGOGICAL ABILITY
Characterized
by detailed knowledge
of the subject

17. PEDAGOGICAL SKILLS
Perfected
Teaching Skills

18. PEDAGOGICAL CREATIVITY
Marked by the
implementation
of new methods and
techniques into
educational activities

19. PEDAGOGICAL INNOVATION
Distinguished
by incorporation
of new, progressive
theoretical ideas,
principles and practices
of training and education

20. TPACK MODEL
Technological,
Pedagogical and
Content Knowledge

21. TPACK
MODEL
TPACK is a technology
integration framework
that identifies three
types of knowledge
teachers need to
combine for successful
edtech integration

22. T
P
A
C
K
M
O
D
E
L

23. Sustained Feedback
Generic Feedback
Granular Feedback
TEACHER'S
FEEDBACK

24. SUSTAINED FEEDBACK
Meaningful and for the
purpose of continues
improvement

25. GENERIC FEEDBACK
Unhelpful towards
improving core
practices.

26. GRANULAR FEEDBACK
Allow teachers
to reflect on past
performance as well as
support action for future
change

27. Sustained Feedback
Generic Feedback
Granular Feedback
TEACHER'S
FEEDBACK

28. REFLECTIVE
PRACTICE
Ability to recognize and
monitor one's own
thinking, understanding
and knowledge about
teaching

29. REFLECTIVE
PRACTICE
Frequently comes in a
form of teacher
mentorship and
coaching.

30. 1.
2.
3.
Improvement may be acheived by doing the following:
PeerMentoring
andCoaching
TEACHER'S COMPETENCIES
Pedagogical
Competencies
Collaborative
Action

31. 1.
2.
3.
Improvement may be acheived by doing the following:
PeerMentoring
andCoaching
TEACHER'S COMPETENCIES
Pedagogical
Competencies
Collaborative
Action

32. 1.
2.
3.
Improvement may be acheived by doing the following:
PeerMentoring
andCoaching
TEACHER'S COMPETENCIES
Pedagogical
Competencies
Collaborative
Action

33. 1.
3.
Improvement may be acheived by doing the following:
TPACKModel
TEACHER'S COMPETENCIES
Reflective
Practice
Teachers
Feedback
3.
4.
6.

34. 1.
3.
Improvement may be acheived by doing the following:
TPACKModel
TEACHER'S COMPETENCIES
Reflective
Practice
Teachers
Feedback
3.
4.
6.

35. 1.
3.
Improvement may be acheived by doing the following:
TPACKModel
TEACHER'S COMPETENCIES
Reflective
Practice
Teachers
Feedback
3.
4.
6.

36. THE PROBLEM
The development of competencies known
as 21st century skills are garnering
increasing attention as a means of
improving teachers’ instructional quality.
However, a key challenge in bringing about
desired improvements lies in lack of
content-specific understanding of
teaching practices and meaningful ways of
supporting teacher professional
development.

37. TEACHERS' COMPETENCIES
PLAZA RIZAL
ELEMENTARY SCHOOL