Instructional Leadership

INSTRUCTIONAL LEADERSHIP
Q: This refer to those actions that you take or delegate to promote growth in
student learnings. It is viewed also in term of actions undertaken with the
intention of developing a productive and satisfying work environment for
teacher and desirable learning condition and outcomes for students.
a.
Leadership traits
b.
problem-solving skills
c.
decision making skills
d.
Instructional leader
Answer : D
Instructional leader refer to those actions that you take or delegate to promote
growth in student learnings. It is viewed also in term of actions undertaken with
the intention of developing a productive and satisfying work environment for
teacher and desirable learning condition and outcomes for students.
Q: How Does the NCBTS Define Good Teaching?

a.
Domains
b.
Strands
c.
Indicators
d.
Self-assessment tools
Answer: A
Domains
A distinctive sphere of the teaching- learning process, and is also a well-defined
arena for demonstrating positive teacher practices.
Strands.
A specific dimensions of positive teacher practices under the broad conceptual
domain.
Indicators are concrete, observable, and measurable teacher behaviors,
actions, habits, actions, routines, and practices known to create, facilitate, and
support enhanced student learning.
Q: The School M&E System is a mechanism for __________, processing, analyzing,

interpreting and storing data and information about the learners progress,
school's programs and projects and school stakeholders performance.
Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA
a.
b.
c.
d.
Collecting
Organizing
Delegating
gathering
Answer: D
GATHERING
It is stated on the characteristics of monitoring and evaluation to organized
gathering, processing, analyzing and interpretation
An organized system will allow the following:
a.
minimize errors and ensure accuracy of data and information
b.
avoid duplication of data and duplication of efforts
c.
allow the school heads and teachers to focus more time and effort on
analysis and interpretation of results
d.
A School M&E System with an organized storing of data and information
will:
e.
ensure accuracy and quality of data
f.
prompt retrieval of data and information when needed
g.
detailed recording of information
h.
standardized formats, documents and reports
Q: What is the legal basis for the increase in the number of school days during
the school years 1995-1996 up to present lengthened to not more than two
hundred twenty (220) class days?
a.
b.
c.
d.
RA 7836
RA 7797
RA 7796
RA 7722
Answer : B
Republic Act No. 7797
An act to lengthen the school calendar from two hundred (200) days to not
more than two hundred twenty (220) class days.
SECTION 1. Lengthening of School Calendar. Any provision of law to the

contrary notwithstanding, the school calendar for each year beginning school
year 1995-1996, shall be lengthened to not more than two hundred twenty (220)
class days, inclusive of class days which may be subsequently suspended due to
natural or man-made calamities.
The increase in the number of school days during the school years shall not be
considered as a basis for additional pay for teachers who are paid salaries for
the entire twelve (12) months of a school year: Provided, That the preceding
provision shall not apply to those who are paid salaries computed by the
number of hours they actually teach or whose salaries and hours of work are
governed by existing Collective Bargaining Agreements (CBAs).
RA 7796: An Act Creating the Technical Education and Skills Development

Authority. August 25, 1994.
RA 7836: An Act to Strengthen the Regulation and Supervision of the Practice of
the Teaching Profession and Prescribing a Licensure Examination for Teachers
and for Other Purposes. December 15, 1994.
RA 7722: An Act Creating the Commission on Higher Education. May 18, 1994.
Q: What will happen to colleges and universities during the initial nationwide
implementation of Senior High School beginning in SY 2016-2017?
a.
There would be mass lay off of teachers to HEIs
b.
DepEd shall offer a financing scheme with them to utilize existing facilities
along with teaching and non-teaching staff
c.
There would be amalgamation among SUCs and HEIs
d.
Deped will absorb all their human resources for the Senior High School
Answer: B
To manage the initial nationwide implementation of Senior High School and
mitigate the possible multi-year low enrolment for colleges, universities, and
Technical-Vocational Institutions (TVIs) starting SY 2016-2017, DepEd shall offer a
financing scheme with them to utilize existing facilities along with teaching and
non-teaching staff. This ensures that during the transition period, the reduction in
enrollment in these colleges, universities, and TVIs may be offset.
Q: What are the guidelines for graduates of science, mathematics, statistics,
engineering, music and other degree courses with shortages of qualified
licensed teacher applicants?
a.
Licensure examination is not necessary if they already pass their
respective board exams
b.
They will be categorized as contractual teachers
c.
They must pass the Licensure Examination for Teachers (LET)
d.
They are required to take and pass the LET if these graduates are willing
to teach even on a part-time basis.
Answer : C
These graduates will be permitted to teach in their specialized subjects in
elementary and secondary education. They must pass the Licensure
Examination for Teachers (LET) within five years after their date of hiring to
remain employed full-time.
They will no longer be required to take and pass the LET if these graduates are
willing to teach on a part-time basis.
Q: Will teacher salary increase as a result of the K to 12 program?

a. Yes, because there will be additional teaching load or additional teaching
hours.
b. Yes, thru the initiative of the President who pioneer the K to 12
c. No! There will be no teacher salary increase on additional teaching load or
additional teaching hours.
d. No! Teachers will be given more service credits to implement this program
Answer : C
The K to 12 program will not result in teacher salary increase because there will
be no additional teaching load or additional teaching hours.
Salary increases or additional benefits for other reasons, such as the Salary
Standardization Law, inflation, promotion, and Performance-Based Bonus (PBB),
may apply.
Q: How will K to 12 help in ensuring employment for our graduates?
a.
The MOOE budget will subsidies the students until graduation
b.
The curriculum will enable students to acquire Certificates of Competency
(COCs)
c.
(COCs) and National Certificates (NCs).
d.
There will be school-industry partnership for college courses like
accountancy, engineering and commerce.
Answer: C
The K to 12 basic education curriculum will be sufficient to prepare students for
work.
(COCs) and National Certificates (NCs). This will be in accordance with the
Training Regulations of the Technical Education and Skills Development Authority
(TESDA). This will allow graduates to have middle level skills and will offer them
better opportunities to be gainfully employed or become entrepreneurs.
There will be school-industry partnership for technical-vocational courses to
allow students to gain work experience while studying and offer the opportunity
to be absorbed by the companies.
Q: The Rationalization Plan only covers non-teaching staff in the following Office
except for one?
a.
b.
c.
d.
Regional offices
Schools Division offices
Schools in the field
Central offices
Answer : C
The Rationalization Plan only covers non-teaching staff in the Central Office,
Regional Offices, and Schools Division Offices. Schools are not included.
The Department of Education (DepEd) clarifies that the Rationalization Plan is in

accordance with Executive Order (EO) 366 issued in 2004. EO 366 directs a
strategic review of the operations and organizations of the Executive Branch. It is
meant to improve the quality and efficiency of government services by focusing
government efforts and resources on its core services. This will improve the ability
of the Department to respond to the needs of students, teachers, and schools.
The Rationalization Plan only covers non-teaching staff in the Central Office,
Regional Offices, and Schools Division Offices. Schools are not included. The
DepEd Rationalization Plan was submitted to the Department of Budget and
Management (DBM) February 14, 2013 and was approved on November 15,
2013. It was drafted in consultation with officials and employees from all levels
nationwide, including representatives from the Employees Union and the
various national associations.
As provided by EO 366, employees deemed affected by the Rationalization
Plan have several options to choose from.
Those who wish to stay in government service may opt to apply for similar
positions they qualify for or choose to convert their items into Co-Terminus with
the Incumbent (CTI) status. CTI status means the employee holds on to their item
until they choose to retire, resign, or get appointed to another position. They will
be assigned to where their services and skills are needed.
WHO ARE INCLUDED IN THE RAT PLAN?
Central Office
Regional Offices
Division office Proper
Casual and Contractual Employees funded under GAA-PS with appointment
attested by CSC
NOT included: Schools, DepEd-ARMM, Attached Agencies, COS (GAA-MOOE),
and COS (foreign-funded)
Q: Among the given choices which statement is not true regarding the
Rationalization Plan?
a.
Affected means that their current position is not in the new structure
b.
there are fewer items provided in the new structure
c.
All affected employees are provided options, whether they want to
remain in government service or retire/be separated with benefits
d.
All affected employees are provided minimum options, just to remain in
government service or retire/be separated with benefits
Answer : C
Affected means that their current position is not in the new structure OR there
are fewer items provided in the new structure
All affected employees are provided options, whether they want to remain in
government service or retire/be separated with benefits
Q: The following countries have a 10-year pre-university cycle except for one?
a.
b.
c.
d.
Singapore
Philippines
Angola
Djibouti
Answer : A
A 12-year program is found to be the adequate period for learning under basic
education. Singapore have 11 years of compulsory education, but have 12 to
14 years of pre-university education, depending on the track. The Philippines is
the last country in Asia and one of only three countries worldwide (the other two
being Angola and Djibouti) with a 10-year pre-university cycle
Q: Subjects are taught from the simplest concepts to more complicated concepts
through grade levels in ___________________.
a.
b.
c.
d.
Integrated learning
Seamless learning
Spiral progression
Proficiency language
Answer : C
ENSURING INTEGRATED AND SEAMLESS LEARNING (SPIRAL PROGRESSION)
Subjects are taught from the simplest concepts to more complicated concepts through
grade levels in spiral progression. As early as elementary, students gain knowledge in
areas such as Biology, Geometry, Earth Science, Chemistry, and Algebra. This ensures a
mastery of knowledge and skills after each level.
For example, currently in High School, Biology is taught in 2nd Year, Chemistry in 3rd
Year, and Physics in 4th Year. In K to 12, these subjects are connected and integrated
from Grades 7 to 10. This same method is used in other Learning Areas like Math.
Q: Which of the following are considered facts in early childhood education.
1.
Every Filipino child now has access to early childhood education through
Universal Kindergarten.
2.
At 5 years old, children start schooling and are given the means to slowly adjust
to formal education.
3.
Education for children in the early years lays the foundation for lifelong learning
and for the total development of a child.
4.
In Kindergarten, students learn the alphabet, numbers, shapes, and colors
through games, songs, and dances, in their Mother Tongue.
5.
The early years of a human being, from 0 to 6 years, are the most critical period
when the brain grows to at least 60-70 percent of adult size.
6.
As early as elementary, students gain knowledge in areas such as Biology,
Geometry, Earth Science, Chemistry, and Algebra. This ensures a mastery of knowledge
and skills after each level.
a.
b.
c.
d.
1,6,5
1,2,3,4,5
5,6,1,2
2,3,4
Answer : B
No. 6 statement is integrated through grade levels in spiral progression

No. 1,2,3,4,5 are stated in STRENGTHENING EARLY CHILDHOOD EDUCATION (UNIVERSAL
KINDERGARTEN)
Every Filipino child now has access to early childhood education through Universal
Kindergarten. At 5 years old, children start schooling and are given the means to slowly
adjust to formal education.
Research shows that children who underwent Kindergarten have better completion
rates than those who did not. Children who complete a standards-based Kindergarten
program are better prepared, for primary education.
Education for children in the early years lays the foundation for lifelong learning and for
the total development of a child. The early years of a human being, from 0 to 6 years,
are the most critical period when the brain grows to at least 60-70 percent of adult
size..[Ref: K to 12 Toolkit]
In Kindergarten, students learn the alphabet, numbers, shapes, and colors through
games, songs, and dances, in their Mother Tongue.
Q: What certificate can a student obtain after finishing Grade 10?

A. Certificate of Recognition
B. National Certificate level I
C. Certificate of Completion
D. Diploma
Answer : C
Certificate of completion
NC level 1 is give if the student has passed the competency assessment for
technical vocational track with the coordination of the TESDA.
Q: A principal observes classes. She knows that classroom observation should
not be used as the only measure of evaluating teaching and learning. What
other procedure should the principal do?
A.Administer the mental ability test
B.Administer a written test based on the skill/concept learned
C.Administer a summative test
D.Administer the diagnostic test
Answer: B
Administer a written test based on the skill/concept learned
Q: How long should be the alloted minutes for religion classes which is spread
atleast 2 meetings but not more than 3 meetings per week?
A. 40
B. 60
C. 70
D. 80
Answer : D
Duration of Religion Classes The optional instruction shall be allotted at least
ninety minutes a week, spread over at least two (2) but not more than three (3)
meetings in one week. In no case shall the class periods be allotted less than
ninety (90) minutes per week.These are DepEd Order No. 26, s. 2002 and DECS
Order No. 120. s. 1999 amending certain provisions of DECS Order No. 13, s. 1999.
Since wala ang 90 I will go for 80 minutes.
Q: BESRA is a package of interrelated _________actions intended to bring about

a fundamental change in how education is delivered across the basic
education sector, and in how reforms in the basic education sector are planned
and implemented.
a.
b.
c.
d.
Project
policy
Program
Memorandum
Answer : B
Policy
Q: The first KRT relates to the reform principle that the best people to improve the
quality of schools are the people most directly affected by the schools
operations .
10
a.
b.
c.
d.
Improved teaching effectiveness and teacher development

Strengthened School- Based Management
Enhanced quality assurance through standards and assessment
Improved access and learning outcomes
Answer : B
The first KRT relates to the reform principle that the best people to improve the
quality of schools are the people most directly affected by the schools
operations namely the school heads, the teachers, the students parents and
others in the community . Ex. Implementation of School and Annual
Improvement Plans MOOE maintenance/ operation of expenses based on
needs
Q: The second KRT focuses on the important role of the teachers as driving force
in improving student learning and educational quality at the school level
a.
b.
c.
d.

Answer : A
Improved teaching effectiveness
The second KRT focuses on the important role of the teachers as driving force in
improving student learning and educational quality at the school level. Ex.
Teachers in-service trainings, seminars and scholarships. National Competency
Based Teachers Standards or ( NCBTS ) application and implementation
Q: The third KRT of BESRA is focused on ensuring wide social support for learning
in schools.
a. Improved teaching effectiveness and teacher development
b. Strengthened School- Based Management
c. Enhanced quality assurance through standards and assessment
11
d. Improved access and learning outcomes
Answer : C
The third KRT is focused on ensuring wide social support for learning in schools.
People from all sectors of society play an important role not only in supporting
the work of the teachers, but also in supporting schools and all the curricular
processes that aim to promote student learning. Ex. Brigada Eskwela, GPTCA,
Brgy. RTA, Vendors, Govt. Officials, Private sectors and NGOs
Q: The fourth KRT emphasizes the variety of educational experiences that can
help learners attain the learning goals.
a.
b.
c.
d.

Answer : D
Improved access and learning outcomes through alternative learning.
The fourth KRT emphasizes the variety of educational experiences that can help
learners attain the learning goals. This includes having early childhood learning
experiences, alternative learning systems, and other varied learning experiences
to help students attain highest levels of learning. Ex. Full implementation of RBEC
instruction, learning resources, curricular and extra-curricular activities.
Q: It is a key component of the DepEds Basic Education Sector Reform Agenda (
BESRA ) which is a widely- accepted reform initiative which recognizes that
schools as they are the key providers of education
a.
b.
c.
d.
NCBTS
SBM
TSNA
RPMS
12
Answer : B
School Based Management ( SBM )is a key component of the DepEds Basic
Education Sector Reform Agenda ( BESRA ) which is a widely- accepted reform
initiative which recognizes that schools as they are the key providers of
education, should be able to continuously improve by being empowered to
make informed and localized decisions based on their own unique needs. The
school heads and teachers are given the chance to create linkages with the
local government and the private sector, which can help improve local schools.
Q: It is an integrated theoretical framework that defines the different dimensions

of effective teaching. It provides a single framework that defines effective
teaching in all aspects of a teachers professional life & in all phases of teacher
development.
a.
b.
c.
d.
NCBTS
SBM
TSNA
RPMS
Answer : A
National Competency Based Teachers Standard. It is an integrated theoretical
framework that defines the different dimensions of effective teaching. It
provides a single framework that defines effective teaching in all aspects of a
teachers professional life & in all phases of teacher development. - Minimize
confusion about what effective teaching is. - Provides a better guide for all
teacher development programs & projects from the school-level up to the
national level.
Q: How Should Teachers Use the NCBTS?

a. As a framework for creating new teacher items
b. As a guide to reflect on their old teaching practices
13
c. As a guidepost for planning for professional development goals As a
common language
d. As the guide for thinking critically about whether the teachers old
practices
Answer : C
As a guide to reflect on their current teaching practices; As a framework for
creating new teaching practices As a guidepost for planning for professional
development goals As a common language for discussing teaching practices
with other teachers As the guide for thinking critically about whether the
teachers current practices are helping students attain the learning goals in the
curriculum.
Q: NCBTS Help Teachers Improve Their Teaching except for one?
a. Individual teachers have various types and levels of motivation
b. Individual teachers have diverse ranges of opportunities to teach better,
in whatever situations they are
c. The process of improving teacher is a spoof process
d. the efforts are collaborative and synergistic among communities of
teachers
Answer : C
First, it makes certain assumptions about improving teaching. NCBTS assumes
that: - Individual teachers have various types and levels of motivation. Individual teachers have different capabilities. - Individual teachers have diverse
ranges of opportunities to teach better, in whatever situations they are. - The
process of improving teacher is an individual process, but this is sustained and
enhanced when the efforts are collaborative and synergistic among
communities of teachers.
Q: NCBTS Help Teachers Improve Their Teaching except for one ?

a. student learning is best achieved by integrated and cumulative improved
efforts of few teachers
14
b. The qualities of good teaching are found in individual teachers
c. Teachers personal efforts are enhanced when groups of teachers work
together to improve their teaching
d. The immediate and larger work environment supports the efforts of the
teachers.
Answer : A
The full impact on student learning is best achieved by integrated and
cumulative improved efforts of many teachers. - The qualities of good teaching
are found in individual teachers, but these are strengthened & valued more
when it is supported by communities of teachers & educators. - Teachers
personal efforts are enhanced when groups of teachers work together to
improve their teaching and when the immediate and larger work environment
supports the efforts of the teachers.
Q: It is a distinctive sphere of the teaching- learning process, and is also a welldefined arena for demonstrating positive teacher practices.
a.
b.
c.
d.
Strands
Domains
NCBTS
TSNA
Answer : B
Domains are a distinctive sphere of the teaching- learning process, and is also a
well-defined arena for demonstrating positive teacher practices.
15
National Competency Based Teacher Standards (NCBTS)
The Paradigm (from Transmissional to Transactional) Shift of education in the

Philippines is the transfer of teaching concepts from the Traditional bookish and
direct learning approach Teaching into a 21st Century Teaching focused on
developing the learners HOTS (higher order thinking skills).
These HOTS is the demonstration of the learners critical thinking ability, and to go
beyond the four walls of the classroom by applying their learning into the 7
domains Identified by the Department of Education (DepEd).
In the traditional way of teaching, the learners are only developing the lower
part of the Domain of Learning, which are identified as LOTS (lower order
thinking skills). This is the memorization intensive class, where the learners are
forced to memorize a long list of items, in order to be able to answer in the
Objective Type quizzes and Exams.
Example: Using the LOTS, students would simply answer the question, Who is the
first astronaut?,and then a selection of a,b,c,d from which the students will
choose from. These is the Mechanical type of learning, where students would
simply do the same thing (memorize) and be able to answer the same type of
exam or questioning method in a heartbeat without even knowing the deeper
part of it or cant even explain the answer.
LOTS (lower order thinking skills) are:
Knowledge, Application, Comprehension
However, in the HOTS intensive teaching, the students would answer the types of
questions like, What are the contribution of the Space Program to our present
generation? or Compare and Contrast the knowledge and understanding of
humans before the space age and during the space age?
These types of questions, enables the learners to think critically and explain
his/her answer and to demonstrate actively in a manner that their
understanding will show the deep knowledge they have learned in the
classroom.
16
HOTS (higher order thinking skills) are:

Analysis, Synthesis, Evaluation
With all these in mind, the Department of Education realized (at last!) that a
Paradigm shift is needed in order to change the system from the traditional ways
into the so called 21st century globally standard teacher.
Education experts around the country, including my Mentor and Dean of the
College of Education, Dr. June P. Salana, worked tirelessly together with
numerous experts nationwide in order to identify the salient points or domains
needed in line with the vision of transforming the Filipino Teacher into a globally
competitive one.
Along with the Commission on Higher education (CHED), Teacher Education
Institutes (TEIs), Philippine Regulatory Commission (PRC), Department of
Education (DepEd) and the Civil Service Commission (CSC) in partnership with
the different academic institution, the National Competency-Based Teacher
Standards (NCBTS) was born.
Hence, the Curriculum change is the product of many years of development,
this is not the idea of the DepEd Secretary or the thousands of teachers around
the country. As mentioned by Dr. Isagani Cruz in 2001, this is the People Power
Model of Curricular Change, this is the result of the Social Change that
happened to the country and the need for education to be the Main Effort in
bringing Competitiveness and innovativeness among the people in the 21st
century.
As Mentioned in the Curriculum Development book by Dr. June P. Salana and
Dr. Rolando A. Bernales, the curriculum development of today has shifted from
Learner-Artisan relationship into Employment-Oriented (knowledge based)
Curriculum.
The latest trend is to Empower the teachers, the front-liners in education, the
deliverers of knowledge,and facilitators of learning in the process of developing
a curriculum, that would reflect the Competencies, teachers and students alike
should possess and reflective of the Social Dimension of education. That learning
17
should not be limited to Fraction or Poem writing but rather adopting it to the
real life applications and experiences that the learner may or has experienced.
It is very important to note that this is not a Jesli Lapus, Pet project that may or
may not go with him after he lives the office, but a result of the societal change,
a reflection of what is happening in the society and adopting our curriculum
into the 21st century globally competent education.
The NCBTS Framework is divided in 7 Domains:
Social Regard for Learning (SRFL)
Learning Environment (LE)
Diversity of Learners (DOL)
Curriculum (Curr.)
Planning, Assessing Reporting (PAR)
Community Linkages (CL)
Personal Growth & Professional Development (PGPD)
According to the Framework This will allow teachers to self-assess their own
performance against the Competency Standards in order to identify areas of
strength as well as areas that need to be developed further in order for them to
function more effectively as facilitators of learning.
Domain 1. Social Regard for Learning (SRFL)
The SRFL domain focuses on the ideal that teachers serve as positive and
powerful role models of the value in the pursuit of different efforts to learn. The
teachers action, statements, and different types of social interactions with
students exemplify this ideal.
Domain 2. Learning Environment (LE)
This domain focuses on importance of providing a social, psychological and
physical environment within which all students, regardless of their individual
differences in learning, can engage in the different learning activities and work
towards attaining high standards of learning
Domain 3. Diversity of Learners (DOL)
18
The DOL domain emphasizes the ideal that teachers can facilitate the learning
process even with diverse learners, by recognizing and respecting individual
differences and by using knowledge about their differences to design diverse
sets of learning activities to ensure that all learners can attain the desired
learning goals.
Domain 4. Curriculum (Curr.)
The curriculum domain refers to all elements of the teaching-learning process
that work in convergence to help students understand the curricular goals and
objectives, and to attain high standards of learning defined in the curriculum.
These elements include the teachers knowledge of subject matter and the
learning process, teaching-learning approaches and activities, instructional
materials and learning resources.
Domain 5. Planning, Assessing & Reporting (PAR)
This domain refers to the alignment of assessment and planning activities. In
particular, the PAR focuses on the (1) use of assessment data to plan and revise
teaching-learning plans;
(2) integration of assessment procedures in the plan and implementation of
teaching-learning activities, and (3) reporting of the learners actual
achievement and behavior.
Domain 6. Community Linkages (CL)
The LC domain refers to the ideal that classroom activities are meaningfully
linked to the experiences and aspirations of the learners in their homes and
communities. Thus, this domain focuses on teachers efforts directed at
strengthening the links between schools and communities to help in the
attainment of the curricular goals.
Domain 7. Personal Growth & Professional Development (PGPD)
The PGPD domain emphasizes the ideal that teachers value having a high
personal regard for the teaching profession, concern for professional
development, and continuous improvement as teachers.
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20

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INSTRUCTIONAL LEADERSHIP

Q: How Does the NCBTS Define Good Teaching?

Q: The School M&E System is a mechanism for __________, processing, analyzing,

SECTION 1. Lengthening of School Calendar. Any provision of law to the

RA 7796: An Act Creating the Technical Education and Skills Development

Q: Will teacher salary increase as a result of the K to 12 program?

Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

The Department of Education (DepEd) clarifies that the Rationalization Plan is in

Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

No. 6 statement is integrated through grade levels in spiral progression

Q: What certificate can a student obtain after finishing Grade 10?

Q: BESRA is a package of interrelated _________actions intended to bring about

Improved teaching effectiveness and teacher development

Improved teaching effectiveness and teacher development

Improved teaching effectiveness and teacher development

Q: It is an integrated theoretical framework that defines the different dimensions

Q: How Should Teachers Use the NCBTS?

Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

Q: NCBTS Help Teachers Improve Their Teaching except for one ?

Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

The Paradigm (from Transmissional to Transactional) Shift of education in the

HOTS (higher order thinking skills) are:

Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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