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2.2 Teacher makes the Developmental Reading 1/2 Apply appropriate approaches to lesson
classroom environment planning and curriculum development.
safe and conducive to Field Study 2 (Lesson Planning)
learning. Experiencing the Teaching-
Learning Process Choose appropriate principles in the
2.3 Teacher preparation and utilization of the
communicates higher Field Study 3 conventional and non-conventional
learning expectations to Technology in the Learning technology tools as well as traditional and
each learner. Environment alternative teaching strategies.
(Other Modern Methods of Teaching;
2.4 Teacher establishes Field Study 4 Integrated Teaching; Guidelines on the
and maintains consistent Understanding Curriculum Selection and Effective Utilization of
standards of learner’s Development educational technology tools and resources)
behavior. Align curriculum components to
Practice Teaching instruction and assessment.
2.5 Teacher creates a (Linking curriculum, instruction and
healthy psychological assessment)
climate for learning.
Distinguish the roles of stakeholders
Domain 4 – Curriculum (students; teachers; employers; parents;
4.1 Teacher and community) In the delivery of the
demonstrates mastery of curriculum
the subject. (Delivering the Curriculum)
4.2 Teacher
communicates clear Use activities that enhance critical,
learning goals for the creative and metacognitive reading skills.
lessons that are (Honing of critical, creative and metacognitive
appropriate for learners. reading skills)
4.3 Teacher makes good Analyze extrinsic and intrinsic factors that
use of allotted affect reading performance.
instructional time. (Extrinsic and intrinsic factors that affect
reading performance)
4.4 Teacher selects
teaching methods,
learning activities and
instructional materials or
resources appropriate to
the learners and aligned
objectives of the lesson.
4.7 Teacher
demonstrates skills in the
use of information and
communication
technology in teaching
and learning
Domain 1 – Social Regard Child and Adolescent Analyze the cognitive, metacognitive, 20%
for Learning Development motivational socio-cultural factors that
1.2 Teacher affect learning.
demonstrates that Facilitating Learning (Cognitive, metacognitive, motivational, socio-
learning is of different cultural factors that affect learning)
kinds and comes from Field Study 1- Observation of
different sources. the Learner and the Interpret theories and research findings
Learning Environment related to child and adolescent
Domain 2 –Learning development along the biological,
Environment Field Study 2 – The linguistic, cognitive, social and
2.1 Maintains a learning Teaching-Learning Process psychological dimensions.
environment of courtesy (Biological, linguistic, cognitive, social and
and respect for different Practice Teaching psychological dimensions of development of
learners (e.g. ability, children and adolescents)
culture, gender)
Organize the learning environment that
2.2 Teacher makes the promotes fairness regardless of culture,
classroom environment family background, and gender,
safe and conducive to responsive to learners’ needs and
learning. difficulties.
(Individual differences in Learning;
2.3 Teacher Theories of styles)
communicates higher
learning expectations to
each learner.
Domain 3 – Diversity of
Learners
3.1 Teacher determines,
understands and accepts
the learners’ diverse
knowledge and
experience.
*Equivalencies for the mandated professional education courses (RA 7836 and RA 9293) are found in Annex A.
Prepared by:
Consultant:
Domain 3 – Diversity of
Learners
3.1 Teacher determines,
understands and accepts the
learners’ diverse knowledge
and experience.
CLUSTER 4 Domain 5 – Planning, Assessment of Learning 1 and 2 Apply principles in constructing and
Measurement and Assessing, and Reporting interpreting traditional and
Evaluation 5.2 Teacher develops and Field Study 5 alternative/authentic forms of high quality
uses a variety of appropriate Learning Assessment Strategies assessment.
assessment strategies to (Roles of Assessment;
monitor and evaluate Practice Teaching Principles of High Quality Assessment;
learning. Process and Product Oriented Performance-Based
Assessment; Portfolio assessment;
5.3 Teachers regularly Development of classroom assessment tools;
monitors and provides Test Standardization)
feedback on learners’
understanding of content.
Teaching Profession may be changed to Foundations of Teaching Profession in order to clearly cover the very foundations