Competency Standards, Curriculum Content and Equivalent Experiences
Competency Standards for Teacher Education per CMO 30 s2004 Curriculum Content Translation Equivalent Experience/s and Assessment 1. CONTENT KNOWLEDGE a. Deep and principled understanding oI the learning processes and the role oI the teacher in Iacilitating these processes in their students. b. Deep and principled understanding oI how educational processes relate to larger historical, social, cultural, and political processes. c. MeaningIul and comprehensive knowledge oI the subject matter they will teach. d. Understand technological advances and resources aIIecting the discipline. e. Understand the connection oI the teaching area to the broad curriculum.
Principles oI Teaching Assessment oI Students Educational Technology Curriculum Development Developmental Reading Science Mathematics English Filipino Practice Teaching Social Sciences Field Study Courses Music, Arts, PE The Teaching ProIessions Home Economics Values Education Social Dimensions oI Education Child and Adolescent Devt Facilitating Learning Work-based/employment in educational institutions assessed through portIolio/document evaluation, demonstration and examination.
Training and participation in seminar-workshops
Educational projects and programs involvement and output.
Formal and non-Iormal certiIicated learning with outcomes aligned to the competency standard assessed through examination.
Consultancies and lectures.
Work-based/employment outputs such as curriculum, lesson plan, instructional materials, modules, syllabus, etc.
Competency Standards for Teacher Education per CMO 30 s2004 Curriculum Content Translation Equivalent Experience/s and Assessment . PEDAGOGICAL SKILLS. a. Basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed Ior higher learning. b. Apply a wide range oI teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches). c. Facilitate learning oI diverse types oI learners, in diverse types oI learning environments, using a wide range oI teaching knowledge and skills. d. Use oI variety oI methods to assess what students have learned. e. Align instruction with the required curriculum. I. Use oI current educational technology.
Principles oI Teaching Assessment oI Students Educational Technology Curriculum Development Developmental Reading Practice Teaching Field Study Courses The Teaching ProIessions Social Dimensions oI Education Child and Adolescent Devt Facilitating Learning Work-based/employment in educational institutions assessed through portIolio/document evaluation, demonstration and examination.
Training and participation in seminar-workshops
Educational projects and programs involvement and output.
Formal and non-Iormal certiIicated learning with outcomes aligned to the competency standard assessed through examination, demonstration.
Consultancies and lectures.
Work-based/employment outputs such as curriculum, lesson plan, instructional materials, modules, syllabus, etc. Competency Standards for Teacher Education per CMO 30 s2004 Curriculum Content Translation Equivalent Experience/s and Assessment . PROFESSIONAL DISPOSITIONS. a. Demonstrate and practice the proIessional and ethical requirements oI the teaching proIessions. b. ReIlect on the relationships among the teaching process skills, the learning processing in the students, the nature oI the content/subject matter, and the broader social Iorces encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices. c. Creative and innovative in thinking oI alternative teaching approaches, take inIormed risks in trying out these innovative approaches, and evaluate the eIIectiveness oI such approaches in improving student learning. d. Collaborate with colleagues and communities to support the learning environment.
Principles oI Teaching Assessment oI Students Educational Technology Curriculum Development Developmental Reading Practice Teaching Field Study Courses The Teaching ProIessions Values Education Social Dimensions oI Education Child and Adolescent Devt Facilitating Learning Work-based/employment in educational institutions assessed through portIolio/document evaluation, demonstration and examination.
Training and participation in seminar-workshops
Educational projects and programs involvement and output.
Formal and non-Iormal certiIicated learning with outcomes aligned to the competency standard assessed through examination, demonstration.
Consultancies and lectures.
Work-based/employment outputs such as curriculum, lesson plan, instructional materials, modules, syllabus, etc.
Membership in proIessional organizations, learned societies, Iellowships.
TEACHER EDUCATION- ETEEAP Assessment Criteria and Evidence
Equivalent Experience Assessment Criteria Credit Point/s Evidence/s Work-based/employment experiences Years oI employment with speciIic duties related to the competency 1 per year Employment CertiIicate Job description Sample oI achievements Projects while in position Narratives explaining relevance oI experience to Iield in which credit is sought. Formal or non-Iormal certiIicated learning Demonstrate above expectancy understanding oI the speciIic topic, presenting well-structured arguments with reIerence to appropriate sources. Demonstrate satisIactory understanding oI the speciIic topic, presenting well- structured arguments with reIerence to appropriate sources. Demonstrate signiIicantly below expectancy.
1 Diploma, CertiIicate Transcript oI records Examinations passed Position paper Completed module Training, seminar, workshop Demonstrate above expectancy understanding oI the speciIic topic, presenting well-structured arguments with reIerence to appropriate sources. Demonstrate satisIactory understanding oI the speciIic topic, presenting well- structured arguments with reIerence to appropriate sources. Demonstrate signiIicantly below expectancy.
1 CertiIicate Examination passed Position paper Completed module Equivalent Experience Assessment Criteria Credit Point/s Evidence/s Project, program participation As leader, coordinator, director As moderator, Iacilitator As member
1 CertiIicate PortIolio document Project, program output, publication Meeting expectancies in a satisIactory manner. UnsatisIactory perIormance. Failure to achieve at the expected level. Clear Iailure to achieve at even a minimum level
0 PortIolio document Testimonies Ability to conceptualize project, Program
Recognition and award International National Local
1 CertiIicate, Citation Consultancies and lectures Demonstrate above expectancy understanding oI the speciIic topic, presenting well-structured arguments with reIerence to appropriate sources. Demonstrate satisIactory understanding oI the speciIic topic, presenting well- structured arguments with reIerence to appropriate sources. Demonstrate signiIicantly below expectancy.
1 CertiIicate Lecture material Module Position paper Lecture demo Membership in associations International National Local
1 CertiIicate oI Membership Membership ID Programs and Invitations NOTES: 1. The criteria Ior competence is meeting expectancies in a satisIactory manner. Any unsatisIactory or unacceptable perIormance will be treated as deIicit, hence supplementary courses/training programs will be required. . Additional or supplementary courses/training programs to be required will be identiIied aIter matching the evidences and the course content oI the program being applied Ior accreditation, as recommended by the Panel oI Assessors. . For evaluation and accreditation purposes, the latest CHED noted/approved curriculum shall be used as a basis.