Description
(Enclosure No. 6 to DepEd Memorandum No. 44, s. 2023)
Republic of the Philippines
Department of Education National Educators Academy of the Philippines
MATATAG WAP Template: For Teachers I-III (Proficient Teachers) I. Profile Name Title of PD Programs
Name of Immediate Supervisor
School and Position RECEL L. PILASPILAS IVY L. GATARIN Training of Teachers (SBTT) on MATATAG Curriculum
ARGIE A. CONCHA
Date of Delivery PD Program Provider School and Position
PINAGTONGULAN INTEGRATED NHS TEACHER I TEACHER II JULY 1 – 5, 2024 National Educators Academy of the Philippines in collaboration with Curriculum and Teaching Strand (BCD and BLD) PINAGTONGULAN INTEGRATED NHS PRINCIPAL I
II. Background and Rationale of WAP: The Department of Education has pursued its education reform, the MATATAG: Bansang Makabata, Batang Makabansa Agenda, which sets the new direction of the agency and stakeholders in resolving basic education challenges. In pursuing such reform in the basic education curriculum, it is imperative to understand the current context and setting. Doing so will allow the Department to recognize the existing and expected realities and, consequently, adopt appropriate measures to realize its vision, hence making the MATATAG Curriculum, which is responsive and attuned to the dynamic changes that come into play in the society (General Shaping Paper, MATATAG Curriculum 2023). The MATATAG Curriculum focuses on foundational skills and embedding peace competencies, building more resilient schools and classrooms, strengthening inclusive education programs, advocating for teachers’ additional benefits, and providing professional development programs, among others. The aim is to create a more effective and impactful educational experience for Filipino learners. The Training on MATATAG curriculum is rooted in the fundamental importance of ensuring that teachers are fully equipped with the
knowledge, understanding, and skills necessary to effectively implement the curriculum. Teacher quality is vital in raising learner achievement. However, teachers alone cannot bring about substantive changes without effective leadership. In addition, DepEd Order No. 24, s. 2022 or the Adoption of the Basic Education Development Plan 2030 (BEDP 2030) outlines the priorities of the Department in addressing the immediate and long-term concerns confronting basic education: access, equity, quality, and resiliency. Quality is designed to address the quality of education through various strategic means such as but not limited to upskilling and reskilling of teachers. To articulate the general shape of the MATATAG Curriculum and to ensure its full implementation, all teachers shall develop a Work Application Plan (WAP) underscoring the intensification of Learning Action Cells (LACs) through Collaborative Expertise (CE). The School-based Training of Teachers (SBTT) on MATATAG Curriculum provides the teachers with an opportunity to:
address the appropriate indicators domains, strands, and indicators in the Philippine Professional Standards for Teachers (PPST) in the effective and efficient delivery of the MATATAG Curriculum through the intensification of School LACs through the Collaborative Expertise (CE).
The following professional standards/competencies are being addressed in the Training of Teachers on MATATAG Curriculum:
Professional Standards
PD Program Goals
Indicators (Subtask)
Application Objective
Philippine Professional Standards for Teachers (PPST) DepEd Order No. 42, s. 2017
Domain 1. Content 1.1.2. Apply knowledge of Knowledge and content within and across Pedagogy; Strand 1.1 curriculum teaching area. Content Knowledge and its application within and across curriculum areas; Domain 1, Content Knowledge, and Pedagogy; Strand 1.5. Strategies for developing
Identify the overall structure and Accomplishing reflection journal Implement Workplace salient features of the general on the salient features and Application Plan (WAP) shaping paper and learning area aspirations for MATATAG articulating their required curriculum guide Curriculum competencies to be developed and/or enhanced using school LACs through Collaborative Expertise (CE) aligned with the PPST. 1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well
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critical and creative as other higher-order thinking, as well as thinking skills. other higher-order Integrate 21st century skills, thinking skills; inclusion principles and brain- Identifying 21st century skills based learning theories in targeted by the learning Domain 3. Diversity of 3.1.2 Use differentiated teaching and learning processes competencies in the curriculum Learners. 3.1 Learners’ developmentally gender, needs strengths, appropriate learning interests, and experiences to address experiences; learners’ gender, needs, strengths, interests, and experiences. Domain 4. Curriculum 4.1.2 Plan, manage and Develop a lesson plan that Developing lesson plan integrating and Planning; Strand implement shows understanding of the the MATATAG instructional design 4.1. Planning and developmentally connections among instructional framework, pedagogies, and management of teaching sequenced teaching and elements (standards, assessment strategies and learning process; learning process to meet instruction, assessment, and curriculum requirements evaluation and feedback) of the and varied teaching MATATAG curriculum Conducting classroom observation contexts. and post conference simulation Domain 4. Curriculum and Planning; Strand 4.2. Learning outcomes aligned with learning competencies; Domain 5. Assessment and Reporting is composed of five strands: Strand 5.1. Design, selection, organization, and utilization of assessment strategies; Domain 5: Assessment and Reporting; 5.2. Monitoring and evaluation of learner progress and achievement;
4.2.2 Set achievable and appropriate learning outcomes that are aligned with learning competencies. 5.1.2 Design, select, organize, and use diagnostic, formative and summative assessment strategies consistent with curriculum requirements.
Demonstrate knowledge and Unpacking and/or merging of Q1 skills on and Q2 learning competencies unpacking/merging/clustering competencies per grade level and learning area.
Design a classroom-based Identifying assessment strategies assessment tool for an identified consistent with curriculum learning competency within the requirements and which will MATATAG Curriculum, ensuring integrate 21st century skills alignment with instructional and diverse 5.2.2. Monitor and objectives evaluate learner progress assessment methods and achievement using learner attainment data.
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Domain 5. Assessment and Reporting; Strand 5.5. Use of assessment data to enhance teaching and learning practices and programs; Domain 7. Personal Growth and Professional Development; Strand 7.3 Professional links with colleagues; Domain 7. Personal Growth and Professional Development; Strand 7.5 Professional development goals;
5.5.2 Utilize assessment data to inform the modification of teaching and learning practices and programs. 7.3.2 Participate in professional networks to share knowledge and to Simulate collaborative learning enhance practice. expertise; 7.5.2 Set professional development goals based on the Philippine Professional Standards for Teachers.
Facilitate and give feedback to a Conducting collaborative expertise teaching-learning session using focused on MATATAG curriculum implementation and becoming the co-developed lesson plan; visible teachers Exhibit positive /inclusive attitude towards the implementation of the MATATAG curriculum
IV. Implementation Plan Application Objective implement Workplace Application Plan (WAP) articulating their required competencies to be developed and/or enhanced using school LACs through Collaborative Expertise (CE) aligned with the PPST. Specific Task [minimum of two (2)] (Aligned with the application objective, what are the specific tasks of a teacher to enhance teaching competencies) Engage in a collaborative expertise session with colleagues on planning and preparing lessons that will lead to
Activities (Specify activities on the identified task)
Timeline (Start-end of each activity)
Collaborative Expertise Session (Planning and Preparation)
Whole year round
Expected Outcomes/ MOVs (It represents what is predicted or intended to happen as a result of implementing a specific task or initiative)
Learning Facilitator (Immediate Supervisor or peer assigned to guide the teacher)
School head LAC/Collaborative Expertise Session Report Developed Lesson Plans/DLLs/LEs Instructional Materials 4
implementing the MATATAG Curriculum. Apply the developed lesson plan through classroom teaching
Classroom Observations
Whole year round
Designing assessment
Reading Interventions
rubrics that correspond to assessments that align with the objectives of the Matatag curriculum.
Whole year round
Conducting Intervention assessments.
Whole year round
the Develop
Prepared by (name and position):
Reading and
Signature
Lesson Plan Classroom Observation Tool Rating Classroom Observation Notes Rubrics Summative Test Quarterly Assessment
School head
Pre-test Post- Test Assessment
Head Teacher Master Teacher School Head
School head
Date
RECEL L. PILASPILAS /TEACHER I JULY 17, 2024 IVY L. GATARIN/TEACHER II
*Reviewed by (name and position):
Signature
Date
ARGIE A. CONCHA / PRINCIPAL I
*for proficient teacher: reviewed by the master teacher or immediate supervisor and **approved by the school head/head teacher/OIC for schools without school head
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