2021 Mid-Year In-Service Training
February 8-13, 2021
Philippine Professional Standards for Teachers
DOMAIN 4: CURRICULUM
AND PLANNING
&
DOMAIN 5: ASESSMENT
AND REPORTING
Madonna Y. Reyes
Teacher III
DOMAIN 4
CURRICULUM
AND PLANNING
Curriculum and Planning
Is the process whereby the advance
arrangement of learning opportunities for
a particular population of learners is
created
Needs and Importance of Curriculum Planning
The need for exactness and particularity in making
decisions about ends and means demands scientific
curriculum planning.
Curriculum planning develop well-coordinated, quality
teaching, learning and assessment programs, which build
student’s knowledge, skills and behaviors in the
disciplines, as well as their interdisciplinary and/or
physical, personal and social capacities.
The full range of learning needs of students are addressed.
The Bases of Curriculum Planning
History
Philosophy
Social Forces
Psychology
Religion
Contemporary Issues
Who Plans the Curriculum
1. National or State and Local Curriculum
Control
2. Relationship of laymen, academic scholars,
and elementary school and secondary
school and collegiate educators in
curriculum planning, parents, etc.
“LEARNERS” as the Center of the Curriculum
The learners are the very reason a
curriculum is developed. They are the
ones who are directly influenced by it.
Learners in all levels make or unmake
the curriculum by their active and
indirect involvement.
“TEACHERS” as Curriculum Developers and
Implementers
Planning and writing the curriculum are the
primary roles of the teacher.
A teacher is a curriculum maker. He/she writes a
curriculum daily through a lesson plan or
syllabus.
The teacher addresses the goals, needs, and
interests of the learners by creating experiences
from where the students can learn.
“TEACHERS” as Curriculum Developers and
Implementers
The teacher designs, enriches and modifies the
curriculum to suit the learner’s characteristics.
As a curriculum developer, teachers are part of
textbooks committees, faculty selection boards,
school evaluation committee or textbook writers
themselves.
“TEACHERS” as Curriculum Developers and
Implementers
At this point, teachers' role shift from a
developer to an implementer.
Which of the plans will be put into action and
how it should be done are decisions which the
teachers should make.
Curriculum implementation is now giving life to
the written material.
No curriculum will succeed without the learners.
Some Considerations Teachers should have in
Curricular Implementation
Choice of the activities
Methods to be utilized
Materials to be used
Curriculum and Planning includes 5
Strands:
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 4 addresses teachers’ knowledge of and interaction with
the national and local curriculum requirements. This Domain
encompasses their ability to translate curriculum content into
learning activities that are relevant to learners and based on the
principles of effective teaching and learning. It expects teachers to
apply their professional knowledge to plan and design, individually
or in collaboration with colleagues, well-structured and sequenced
lessons. These lesson sequences and associated learning programs
should be contextually relevant, responsive to learners’ needs and
incorporate a range of teaching and learning resources. The
Domain expects teachers to communicate learning goals to support
learner participation, understanding and achievement.
Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
Strand 4.1 4.1.1 Prepare 4.1.2 Plan, manage 4.1.3 Develop and 4.1.4 Model
developmentally and implement apply effective exemplary practice
Planning and sequenced teaching developmentally strategies in the and lead colleagues
management of and learning sequenced teaching planning and in enhancing
teaching and process to meet and learning management of current practices in
learning process curriculum process to meet developmentally the planning and
requirements. curriculum sequenced teaching management of
requirements and and learning developmentally
varied teaching process to meet sequenced teaching
contexts. curriculum and learning
requirements and process.
varied teaching
contexts.
Developmentally Appropriate Learning
Experience
Teaching and learning activities and
tasks suited to the needs, abilities, skills,
and developmental level of learners.
National Curriculum
Subjects or topics taught in
schools as prescribed by the
Department of Education
Local Curriculum
Educational curriculum content that is
informed by and responsive to the "cultural
and socioeconomic realities" (UNESCO,
2012; 31) of local populations in order to
engage students in the learning process
Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
Strand 4.2 4.2.1 Identify 4.2.2 Set 4.2.3 Model to 4.2.4 Exhibit
learning outcomes achievable and colleagues the high-level skills
Learning that are aligned appropriate setting of and lead in setting
outcomes aligned with learning learning outcomes achievable and achievable and
with learning competencies. that are aligned challenging challenging
competencies with learning learning outcomes learning outcomes
competencies. that are aligned that are aligned
with learning with learning
competencies to competencies
cultivate a culture towards the
of excellence for cultivation of a
all learners. culture of
excellence for all.
Learning Outcomes
Products and performance targets
through which students demonstrate
the knowledge, skills and attitudes
they have learned.
Teaching and Learning Resources
Teaching aids and other materials that
teachers use not only to enhance teaching
and learning but also to assist learners to
meet the expectations for learning as
defined by the curriculum.
Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
Strand 4.3 4.3.1 4.3.2 Adapt and 4.3.3 Work 4.3.4 Provide
Demonstrate implement collaboratively advice in the
Relevance and knowledge in learning with colleagues design and
responsiveness the programs that to evaluate the implementation
of learning implementation ensure relevance design of of relevant and
programs of relevant and and learning responsive
responsive responsiveness programs that learning
learning to the needs of develop the programs that
programs. all learners. knowledge and develop the
skills of learners knowledge and
at different skills of learners
ability levels. at different
ability levels.
Differentiated Teaching
Teaching-learning processes involving a
wide variety of texts, tasks, processes and
products suited to the various learning
needs of diverse students.
Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
Strand 4.4 4.4.1 Seek 4.4.2 4.4.3 Review 4.4.4 Lead
advice Participate in with colleagues in
Professional concerning collegial colleagues, professional
collaboration to strategies that discussions that teacher and discussions to
enrich teaching can enrich use teacher and learner plan and
practice teaching learner feedback to implement
practice. feedback to plan, facilitate, strategies that
enrich teaching and enrich enrich teaching
practice. teaching practice.
practice.
Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
Strand 4.5 4.5.1 Show skills 4.5.2 Select, 4.5.3 Advise and 4.5.4 Model
in the selection, develop, organize guide colleagues exemplary skills
Teaching and development and and use in the selection, and lead
learning resources use of a variety appropriate organization, colleagues in the
including ICT of teaching and teaching and development and development and
learning learning resources, use of appropriate evaluation of
resources, including ICT, to teaching and teaching and
including ICT, to address learning learning resources, learning resources,
address learning goals. including ICT, to including ICT, for
goals. address specific use within and
learning goals. beyond the school.
Positive use of ICT
Responsible, ethical or appropriate
use of ICT to achieve and reinforce
learning
Virtual Space
The online environment like the
social media where people can
interact
Learning Goals
Reflect long-term objectives to learn new
skills, master new tasks, or understand new
things. They refer to specific knowledge, skills,
attitudes and values stated as curriculum
competencies that children must develop as a
result of the teaching-learning process
Selecting Appropriate Teaching and Learning Resources
These TLRs set the foundation for developing deeper engagement of learners that will facilitate the
completion of knowledge and skills. (Bunga, [Link]., 2016)
TYPES OF
SAMPLE
RESOURCES
Print Workbooks, dictionaries, encyclopedias, newspapers,
magazines, handouts, wordless books, fliers, reference
books, maps, laboratory manuals, syllabi, brochures,
pamphlets, show-me board
Charts, Posters, Flash Charts, posters, flash cards, diorama boxes, finger
Cards, Manipulatives puppets, movie roll boxes, TV roll boxes, origami
dioramas, gardening tools, models
Non-print Materials CD-ROM, VCD, DVD, slide deck presentation,
transparencies, TV, digital interactive
DOMAIN 5
ASSESSMENT AND
REPORTING
WHAT IS ASSESSMENT?
Various definitions of assessment and the role it plays in teaching and learning:
Assessment involves the use of empirical data on student learning to refine programs
and improve student learning. (Assessing Academic Programs in Higher Education
by Allen 2004)
Assessment is the process of gathering and discussing information from multiple and
diverse sources in order to develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of their educational
experiences; the process culminates when assessment results are used to improve
subsequent learning. (Learner-Centered Assessment on College Campuses: shifting
the focus from teaching to learning by Huba and Freed 2000)
WHAT IS ASSESSMENT?
Various definitions of assessment and the role it plays in teaching and learning:
Assessment is the systematic basis for making inferences about the learning and
development of students. It is the process of defining, selecting, designing, collecting,
analyzing, interpreting, and using information to increase students' learning and
development. (Assessing Student Learning and Development: A Guide to the
Principles, Goals, and Methods of Determining College Outcomes by Erwin 1991)
Assessment is the systematic collection, review, and use of information about
educational programs undertaken for the purpose of improving student learning and
development. (Assessment Essentials: planning, implementing, and improving
assessment in higher education by Palomba and Banta 1999)
Domain 5 relates to processes associated with a variety
of assessment tools and strategies used by teachers in
monitoring, evaluating, documenting and reporting
learners’ needs, progress and achievement. This
Domain concerns the use of assessment data in a
variety of ways to inform and enhance the teaching and
learning process and programs. It concerns teachers
providing learners with the necessary feedback about
learning outcomes. This feedback informs the reporting
cycle and enables teachers to select, organize and use
sound assessment processes.
LEARNING FOCUSED
Instructional and assessment
strategies that target meaningful
learning.
Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
Strand 5.1 5.1.1 Demonstrate 5.1.2 Design, select, 5.1.3 Work 5.1.4 Lead initiatives
knowledge of the organize and use collaboratively with in the evaluation of
Design, selection, design, selection, diagnostic, formative colleagues to review assessment policies
organization and organization and and summative the design, selection, and guidelines that
utilization of use of diagnostic, assessment strategies organization and use relate to the design,
assessment formative and consistent with of a range of selection,
strategies. summative curriculum effective diagnostic, organization and use
assessment requirements. formative and of effective
strategies summative diagnostic, formative
consistent with assessment strategies and summative
curriculum consistent with assessment strategies
requirements. curriculum consistent with
requirements. curriculum
requirements.
TYPES OF ASSESSMENT
Diagnostic Assessment
Assesses what the learner already knows prior to instruction. It
also analyzes the nature of difficulties and misconceptions that
the learner might have, which, if undiagnosed, might affect
their learning of newer concepts. Based on DepEd Order No. 8,
s. 2015, there are only two types of classroom assessment,
namely, formative and summative. Formative assessment
already covers diagnostic assessment.
TYPES OF ASSESSMENT
Formative Assessment
Refers to a wide variety of methods that teachers use to conduct in-
process evaluations of student comprehension, learning needs, and
academic progress during a lesson, unit, or course. Formative
assessments help teachers identify concepts that students are
struggling to understand, skills they are having difficulty acquiring, or
learning standards they have not yet achieved so that adjustments can
be made to lessons, instructional techniques, and academic support.
(Please also refer to DepED Order No. 8, s. 2015, p. 2 on its 3-
paragraph definition.)
TYPES OF ASSESSMENT
Summative Assessment
Used to evaluate student learning, skill acquisition, and
academic achievement at the conclusion of a defined
instructional periodtypically at the end of a project, unit,
quarter, semester, program, or school year. (Please also
refer to DepEd Order No. 8, s. 2015, pp. 2-3 for additional
description of summative assessment.)
Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
Strand 5.2 5.2.1 5.2.2 Monitor 5.2.3 Interpret 5.2.4 Provide
Demonstrate and evaluate collaboratively advice on, and
Monitoring and knowledge of learner progress monitoring and mentor
evaluation of monitoring and and achievement evaluation colleagues in the
learner progress evaluation of using learner strategies of effective analysis
and achievement. learner progress attainment data. attainment data and use of
and to support learner
achievement learner progress attainment data.
using learner and achievement.
attainment data.
LEARNER ATTAINMENT
DATA
Evidence of learning, progress or
achievement in learner performance reflected
in various assessment results, portfolios,
class records and report cards.
Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
Strand 5.3 5.3.1 5.3.2 Use 5.3.3 Use effective 5.3.4 Exhibit
Demonstrate strategies for strategies for exemplary skills
Feedback to knowledge of providing timely, providing timely, and lead initiatives
improve learning providing timely, accurate and accurate and to support
accurate and constructive constructive colleagues in
constructive feedback to feedback to applying strategies
feedback to improve learner encourage learners that effectively
improve learner performance. to reflect on and provide timely,
performance. improve their own accurate and
learning. constructive
feedback to
learners to
improve learning
achievement.
Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
Strand 5.4 5.4.1 5.4.2 5.4.3 Apply skills 5.4.4 Share with
Demonstrate Communicate in the effective colleagues a wide
Communication of familiarity with a promptly and communication of range of strategies
learner needs, range of clearly the learner needs, that ensure
progress and strategies for learners' needs, progress and effective
achievement to key communicating progress and achievement to communication of
stakeholders learner needs, achievement to key stakeholders, learner needs,
progress and key stakeholders, including progress and
achievement. including parents/guardians. achievement to
parents/guardians. key stakeholders,
including
parents/guardians.
Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
Strand 5.5 5.5.1 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead
Demonstrate an assessment data collaboratively colleagues to
Use of understanding to inform the with colleagues explore, design
assessment data of the role of modification of to analyze and and implement
to enhance assessment data teaching and utilize effective
teaching and as feedback in learning assessment data practices and
learning teaching and practices and to modify programs using
practices and learning programs. practices and information
programs practices and programs to derived from
programs. further support assessment data.
learner progress
and achievement.
RPMS OBJECTIVE BASED ON THE PPST PRIORITY
INDICATOR (DO No. 11, s. 2020)
Domain 4: Strand 4.2: Learning outcomes aligned with learning competencies
Objective #8 MOV
One (1) Lesson Plan (DLP, DLL, WHLP, WLP,
Set achievable and Lesson Exemplars, etc.) or one lesson from a self-
appropriate learning learning module prepared by the ratee with
achievable and appropriate learning outcomes that
outcomes that are are aligned with the learning competencies as shown
in any of the following:
aligned with learning o Lecture/discussion
o Activity/activity sheet
competencies. o Performance Task
o Rubric for assessing performance using criteria
that appropriately describe the target output
RPMS OBJECTIVE BASED ON THE PPST PRIORITY
INDICATOR (DO No. 11, s. 2020)
Domain 4: Strand 4.5: Teaching and learning resources including ICT
Objective #7 MOV
COT rating sheet / inter-observer agreement
Selected, developed, organized form
and used appropriate teaching 1) An online observation of online
synchronous teaching
and learning resources,
2) If option 1 is not possible, an observation of
including ICT, to address a video lesson that is SLM-based or
MELC-aligned
learning goals.
3) If options 1 and 2 are not possible, an
#3 Indicator in COT observation of a demonstration teaching
via LAC
RPMS OBJECTIVE BASED ON THE PPST PRIORITY
INDICATOR (DO No. 11, s. 2020)
Domain 5: Strand 5.3: Feedback to improve learning
Objective #6 MOV
Evidence that highlights providing
Used strategies for accurate and constructive feedback to
providing timely, accurate improve learner performance and that
shows timeliness of feedback given to
and constructive feedback any of the following:
to improve learner Activity sheet
Performance task
performance. Quiz or test
Self-learning module
