PROFESSIONAL REGULATION COMMISSION

LICENSURE OF EXAMINATION FOR TEACHERS

TABLE OF SPECIFICATION

GENERAL EDUCATION
CLUSTER/SUBJECT/COMPETENCY

WEIG
HT

ENGLISH
1. English I Study and Thinking Skills
1.1 Use English Language correctly and
appropriately
1.2 Comprehend written text
2. English 2 Writing in the Discipline
2.1 Use accurate, meaningful and
appropriate language in written discourse
3. English 3 Speech and Oral Communication
3.1 Use accurate, meaningful, and
appropriate language in oral discourse
4. Literature I Philippine Literature
4.1 Apply knowledge gained from local
literary pieces
4.2 Manifest comprehension to extract
elements in major literary genres
4.3 Relate insights to given situations
5. Literature 2 Master Works of the World
5.1 Evaluate master works of the world
FILIPINO
1. Filipino I Komunikasyon sa Akademikong
Filipino

20 %
6%
3%
3%
5%

NO.
OF
ITEMS
*
30
9
5
4
8
8

EASY
ITEMS
K
C

LEVEL OF DIFFICULTY
MODERATE
DIFFICULT ITEMS
ITEMS
A
A
S
E

5
4
8

3%
3%

4
4

4%
1%

6
1

1%

2%
2%
2%
15%
6%

4
4
4
23
9

1
4
4

2.

3.

I.
1.

2.

1.1 Nagagamit nang may lalong mataas

na antas ng kasanayan at kahusayan ng
Filipino sa akademikong larangan
Filipino 2 Pagbasa at Pagsulat tungo sa
Pananaliksik
2.1 Nabababasa nang may wastong pagunawa ang mga tekso sa ibat-ibang
disiplina
Filipino 3 Masining na Pagpapahayag
3.1 Nagagamit nang may husay ang
Filipino sa pagbuo ng isang sulating
pananaliksik
MATHEMATICS
Math I Fundamentals of Math
Use of four fundamentals operations in
problems solving involving:
1.1 operations with whole numbers,
decimals, fractions and integers
1.2 prime, composite, denominate
numbers
1.3 prime factorization
1.4 LCM, GCF
1.5 Divisibilty rules
1.6 Ratio and Proportion
1.7 Percentage, Rate and Base
1.8 Measurement and unit of measure
1.8.1 Perimeter
1.8.2 Area
1.8.3 Volume
1.8.4 Capacity
1.8.5 Weight
1.8.9 Convert units in the metric system
Plane Geometry
2.1 Show mastery of basic terms and concepts
in Plane Geometry

6%

5%

5%

4%
2%

6
6

20 %
7%

30
11

4%

2%

2%

1%
5%

1
8

2.1.1 lines and curves, perpendicular and

parallel lines
2.1.2 angles, angle properties
3.1.3 special triangles and quadrilaterals
2.1.4 polygons
2.2 Solve problems involving basic terms and
concepts in plane geometry
3. Elementary Algebra
3.1 Show mastery of basic terms and
concepts in Elementary Algebra
3.1.1 Algebraic expressions
3.1.2 Polynomials
3.1.3 Linear equalities
3.1.4 Linear inequalities
4. Statistics and Probability
4.1 Show mastery and knowledge of basic
terms and concepts in statistics and
probability
4.1.1 counting techniques
4.1.2 probability
4.1.3 measure of central tendency
4.1.4 measure of variability
4.2 Solve, evaluate, manipulate symbolic and
numerical problems in statistics and probability by
applying fundamental rules, principles and
processes
SCIENCE
Biological Science (General Biology)
Physical Science (Earth Science)
1. Identify scientific traits and attitudes
exhibited in various situations
2. Use scientific inquiry to investigate
materials, events and phenomena in the
natural world (designing experiments,
collecting organizing, analyzing and

3%

2%

5%

3%

2%
3%

4
4

1%

15%

23

2%

20%

30

3%

5%

interpreting, data, making conclusions, and

communicating results
3. Use scientific knowledge to explain natural
phenomena and protect earths resources
4. Analyze advantages and disadvantages of
different solutions to particular problems
5. Analyze the impact of technology on living
and non-living things
SOCIAL SCIENCE
1. Philippine Government New Constitution with
Human Rights
1.1 Demonstrate understanding of the
various forms of government from the
barangay to the present system
1.2 Explain the nature and provisions of the
present Constitution, its advantages and
disadvantages over the others in the past
and its function as fundamental law of the
state
2. Philippine History

2.1 Trace the history of the Philippines from

pre-colonial to contemporary periods
2.2 Draw the implications of the historical
evolution of the Philippines to its present
socio-political condition
3. Economics, Taxation, Land Reform and
Cooperative
3.1 Manifest understanding of the Philippine
economic condition with respect to taxation,
land reform and cooperative as well as to the
growth of its Gross National
3.2 Apply the fundamental economic

5%

4%

3%

20%
3%

30
5

1%

2%

4%

2%

2%

3%

2%

1%

3
3

principles to the current economic condition

of the Philippines
4. Society the Culture with Family Planning
4.1 Apply basic concepts, theories and
perspectives which relate to society, culture
and family planning in life
4.2 Recognize cultural elements that are distinctly
Filipino
5. Rizal and other Heroes
5.1 Analyze how Rizals life and works have
contributed to the countrys development
5.2 Evaluate the contribution of other
Philippine heroes and heroines to the
development of the country
6. Philosophy
6.1 Analyze the nature of the Filipino, the
Filipino society and the emerging Filipino
philosophy
6.2 Manifest a critical and analytical attitude
toward specific issues and problems in daily
life
7. Art Appreciation/Humanities
7.1 Demonstrate understanding of the
totality of human experience by formulating
a human perspective that integrates areas of
knowledge
7.2 Manifest appreciation of arts as a result
of an integrative and holistic view of life
8. Psychology
8.1 Apply the basic concepts and theories of
human behavior
INFORMATION AND COMMUNICATION
TECHNOLOGY
Introduction to Computer
1. Manifest mastery of fundamental concepts,

2%
1%

3
1

1%

2%
1%

3
1

1%

2%
1%

3
1

1%

2%
1%

3
1

1%

2%
2%

3
3

5%

3%

2
8
2
1

principles and operations of information and

communication technology (ICT)
2. Identify varied and appropriate use of
technology
3. Analyze the effect/impact of ICT on the
environment

1%

1%

1
1

PROFESSIONAL EDUCATION
EASY
ITEMS
K
C

CLUSTER/SUBJECT/COMPETENCY

WEIG
HT

1. Teaching Profession, Social Dimensions of

Education,
Field Study, Practice Teaching
1.1 Determine ways and means to ensure
high standards of the teachers personal and
professional development
1.2 Describe the roles and responsibilities of
the teacher in the local and global
community
1.3 Analyze the historical, economic, sociocultural, geographical environment, political
and socio-psychological factors that influence
the school as an agent of change and the
teacher as a facilitator of learning
1.4 Interpret educational problems in the
light of philosophical and legal foundations of
education
1.5 Apply the four pillars of learning
learning to know, learning to do, learning to
live together, learning to be in responding
to the aspirations of the learner and the
community
1.6 Apply ethical principles in the teachers
personal life and in his/her relationship with
other people
1.7 Reflect on the professional teachers
accountability to learners performance and
to the teachers total involvement in the

20%

NO.
OF
ITEMS
*
30

2%

2%

5%

LEVEL OF DIFFICULTY
MODERATE
DIFFICULT ITEMS
ITEMS
A
A
S
E

5%

2%

3%

1%

teaching profession
2. Principles of Teaching, Educational
Technology, Curriculum Development, Field
Study, Practice Teaching
2.1 Employ activities, teaching methods,
instructional materials and technology,
classroom management techniques
appropriate for a chosen subject-area
2.2 Apply appropriate approaches to lesson
planning and curriculum development
2.3 Apply the principles in the preparation
and utilization of the conventional and non
conventional technology as well as traditional
alternative teaching strategies.
2.4 Align curriculum components to
instruction and assessment
2.5 Distinguish the roles of the stakeholders
(student; teachers; employers; parents and
community) in delivery of the curriculum
2.6 Use the activities that enhance critical,
creative and metacognitive reading skills
2.7 Analyze extrinsic and intrinsic factors that
affect reading performance
Facilitating Learning, Child and Adolescent
Development
3.1 Analyze the cognitive and metacognitive,
motivational, socio-cultural factors that affect
learning
3.2 Apply the theories of learning and
development to the teaching-learning process
3.3 Draw educational implication of research
findings related to child and adolescent
learning and development along with the
biological, linguistic, cognitive, social and

35%

52

10%

15

15

6%

5%

5%

1%

5%

3%

20%

30

5%

8%

12

12

5%

8
1

psychological dimensions
3.4 Organize a learning environment that is
2%
responsive to learners needs and that
promotes fairness among learners of various
cultures, family background, and gender.
4. Assessment of Learning, Field Study,
25%
Practice Teaching
4.1 Apply principles in constructing traditional
10%
and alternative/authentic forms of highquality assessment
4.2 Interpret assessment result
7%
4.3 Utilized process data and assessment
3%
result in reporting learners performance to
improve teaching and learning
4.4 Demonstrate skills in the use of the
3%
techniques and tools in assessing affective
learning
4.5 Assign students marks/ratings
2%

39
15

15

11
5

11
15

General Education
Subject Areas
1.
2.
3.
4.
5.
6.

English
Filipino
Mathematics
Science
Social Studies
ICT
Total

Note:

No. of Units
15
9
6
6
24
3
63 units

Percentage
Equivalent based
on the no. of units
24%
14%
10%
10%
37%
5%
100%

% based on the
no. of units and
Emphases
20%
15%
20%
20%
20%
5%
100%

No. of Items
20 items
15 items
20 items
20 items
20 items
5 items
100 items

1. TOS is NCBTS-Based with competencies anchored on specific domains and strands where applicable.
1. The TOS-considered CMO 59, s. 1996 for the Gen Ed as referred to by CMO 30, sec. 9 of the New Teacher Education
Curriculum.
2. The distribution of the weights is based on the number of units, the importance of the courses vis--vis the current thrust in
the Philippine Education which are English, Math and Science.
3. Science Competencies were focused on inquiry and process skills with the content as a context for the development of the
items.

VALIDATION & INTEGRATION/CONSOLIDATION OF THE NCBTS-BASED TOS FOR LET

Legenda International Hotel, Olongapo City
February 9-11, 2009
NCBTS DOMAINS
CHEd Memo 30
COMPETENCIES
Percentage
Professional Education
Weight
Courses
Domain 1 Social Regard
The Teaching Profession
20%
Determine ways and means to ensure the high
for
standards of personal and professional
Learning
Social Dimension of Education
development.
1.1 Teachers actions
(The Global Teacher;
demonstrates value for
Field Study 1
Teaching Competencies)
learning.
Learners Development and
Environment
Determine the roles of the teachers as active
1.2 Teacher demonstrates
members of the community and as global
that learning is of different
Field Study 2
citizens responsible for the outcomes of their
kinds and comes from
Experiencing the Teachingactions and for developing other citizens.
different sources.
Learning Process
(Intercultural communication;
Gender and development;
Domain 6 Community
Field Study 3
Globalization and education)
Linkages
Technology in the Learning
6.1 Teacher establishes
Environment
Analyze historical, economic, socio-cultural,
learning an environment
geographical, environmental, political and
that responds to the
Field Study 4
social-psychological factors that affect the
aspirations of the
Understanding Curriculum
role of the school as an agent of change.
community.
Development
(School as an agent of change)
Domain 7 Personal and
Professional
Growth
7.1 Teacher takes pride in
the nobility of teaching as a
profession.

Field Study 5
Learning Assessment
Strategies
Field Study 6
On Becoming a Teacher
Practice Teaching

7.2 Teacher builds

Interpret educational problems in the light of

philosophical and legal foundations of
education.
(The Teacher as a Person in the Society;
The Professionalization of Teaching)
Apply the four pillars of learning in
responding to the aspirations of the
community: learning to know; learning to do;

professional links with

colleagues to enrich
teaching practice.

learning to live together; learning to be.

(Four Pillars of Learning)

7.3 Teacher reflects on the

extent of the attainment of
professional development
goals.

Domain 2 Learning
Environment
2.1 Maintains a learning
environment of courtesy
and respect for different
learners (e.g. ability,
culture, gender)

Apply ethical principles and situations

involving teachers relationship with various
groups of people.
(Guide for Professional Teachers)

Principles of Teaching 1 and 2

Curriculum Development
Educational Technology 1 and
2

Reflect on professional teachers

accountability to learners performance and
achievement and to the teachers total
involvement in the teaching profession.
(The Teacher as a Person in Society)
Select activities, teaching methods,
instructional materials and technology,
classroom management techniques
appropriate for chosen subject-area.
(Determining Appropriate Instructional
Approaches and Methods, Learning Activities,
Instructional Materials and Tools)

Developmental Reading 1/2

2.2 Teacher makes the
classroom environment
safe and conducive to
learning.
2.3 Teacher communicates
higher learning
expectations to each
learner.
2.4 Teacher establishes
and maintains consistent
standards of learners

Field Study 2
Experiencing the TeachingLearning Process
Field Study 3
Technology in the Learning
Environment
Field Study 4
Understanding Curriculum
Development

Apply appropriate approaches to lesson

planning and curriculum development.
(Lesson Planning)
Choose appropriate principles in the
preparation and utilization of the
conventional and non-conventional technology
tools as well as traditional and alternative
teaching strategies.
(Other Modern Methods of Teaching;
Integrated Teaching; Guidelines on the Selection
and Effective Utilization of educational technology
tools and resources)

35 %

behavior.
2.5 Teacher creates a
healthy psychological
climate for learning.
Domain 4 Curriculum
4.1 Teacher demonstrates
mastery of the subject.

Practice Teaching

Align curriculum components to instruction

and assessment.
(Linking curriculum, instruction and assessment)
Distinguish the roles of stakeholders
(students; teachers; employers; parents; and
community) In the delivery of the curriculum
(Delivering the Curriculum)

4.2 Teacher communicates

clear learning goals for the
lessons that are
appropriate for learners.

Use activities that enhance critical, creative

and metacognitive reading skills.
(Honing of critical, creative and metacognitive
reading skills)

4.3 Teacher makes good

use of allotted instructional
time.

Analyze extrinsic and intrinsic factors that

affect reading performance.
(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.
4.5 Teacher recognizes
general learning processes
as well as unique processes
of individual learners.
4.7 Teacher demonstrates
skills in the use of
information and
communication technology

in teaching and learning

Domain 1 Social Regard
for Learning
1.2 Teacher demonstrates
that learning is of different
kinds and comes from
different sources.
Domain 2 Learning
Environment
2.1 Maintains a learning
environment of courtesy
and respect for different
learners (e.g. ability,
culture, gender)
2.2 Teacher makes the
classroom environment
safe and conducive to
learning.
2.3 Teacher communicates
higher learning
expectations to each
learner.
2.4 Teacher establishes
and maintains consistent
standards of learners
behavior.
2.5 Teacher creates a
healthy psychological
climate for learning.
Domain 3 Diversity of

Child and Adolescent

Development
Facilitating Learning
Field Study 1- Observation of
the Learner and the Learning
Environment
Field Study 2 The TeachingLearning Process
Practice Teaching

Analyze the cognitive, metacognitive,

motivational socio-cultural factors that affect
learning.
(Cognitive, metacognitive, motivational, sociocultural factors that affect learning)
Interpret theories and research findings
related to child and adolescent development
along the biological, linguistic, cognitive,
social and psychological dimensions.
(Biological, linguistic, cognitive, social and
psychological dimensions of development of
children and adolescents)
Organize the learning environment that
promotes fairness regardless of culture,
family background, and gender, responsive to
learners needs and difficulties.
(Individual differences in Learning;
Theories of styles)

20%

Learners
3.1 Teacher determines,
understands and accepts
the learners diverse
knowledge and experience.
Domain 5 Planning,
Assessing, and Reporting
5.2 Teacher develops and
uses a variety of
appropriate assessment
strategies to monitor and
evaluate learning.

Assessment of Learning 1 and

2
Field Study 5
Learning Assessment
Strategies
Practice Teaching

5.3 Teachers regularly

monitors and provides
feedback on learners
understanding of content.
5.4 Teacher communicates
promptly and clearly to
learners, parents and
superiors the learners
progress.

Apply principles in constructing and

interpreting traditional and
alternative/authentic forms of high quality
assessment.
(Roles of Assessment;
Principles of High Quality Assessment;
Process and Product Oriented Performance-Based
Assessment; Portfolio assessment;
Development of classroom assessment tools;
Test Standardization)

Utilize processed data and results in reporting

and interpreting learners performance to
improve teaching and learning.
(Utilization of assessment data;
Utilization and reporting of test results;
Planning and Implementing Parent-Teacher
Conference)
Demonstrate skills in the use of techniques
and tools in assessing affective learning.
(Affective assessment competencies, techniques
and tools)

*Equivalencies for the mandated professional education courses (RA 7836 and RA 9293) are found in Annex A.
Prepared by:

25%

DR. JUNE P. SALANA Capitol University, Cagayan de Oro City

PROF. RODELIZA A. JAMIH Notre Dame University, Cotabato City
DR. ANDRES JULIO V. SANTIAGO, JR. University of Santo Thomas, Manila
DR. NENIE M. GALEDO Supervisor for Teacher Education, CHED RO VI, Iloilo City
DR. NENITA V. QUION University of San Agustin, Iloilo City
DR. MILAGROS L. BORABO Cento Escolar University, Manila City
Consultant:
ROSITA L. NAVARRO, PhD-Chairman, PACUCOA

ANNEX A
Mandated
Professional
Education
Courses
Cluster I
Foundations of
Education
*Philosophical and
Legal Foundations
*Sociological

NCBTS DOMAINS

Domain 1 Social Regard for

Learning
1.1 Teachers actions
demonstrates value for
learning.
1.2 Teacher demonstrates that

CHEd Memo 30 Professional

Education Courses

The Teaching Profession

Social Dimension of Education
Field Study 1
Learners Development and
Environment

COMPETENCIES

Determine ways and means to ensure th

standards of personal and professio
development.
(The Global Teacher;
Teaching Competencies)
Determine the roles of the teachers as

Foundations

learning is of different kinds

and comes from different
sources.
Domain 6 Community
Linkages
6.1 Teacher establishes
learning an environment that
responds to the aspirations of
the community.
Domain 7 Personal and
Professional
Growth
7.1 Teacher takes pride in the
nobility of teaching as a
profession.
7.2 Teacher builds
professional links with
colleagues to enrich teaching
practice.
7.3 Teacher reflects on the
extent of the attainment of
professional development
goals.

Field Study 2
Experiencing the TeachingLearning Process
Field Study 3
Technology in the Learning
Environment
Field Study 4
Understanding Curriculum
Development
Field Study 5
Learning Assessment Strategies
Field Study 6
On Becoming a Teacher
Practice Teaching

members of the community and as global

responsible for the outcomes of their acti
for developing other citizens.
(Intercultural communication;
Gender and development;
Globalization and education)

Analyze historical, economic, socio-cul

geographical, environmental, political an
psychological factors that affect the role
school as an agent of change.
(School as an agent of change)

Interpret educational problems in the li

philosophical and legal foundations of ed
(The Teacher as a Person in the Societ
The Professionalization of Teaching)

Apply the four pillars of learning in respo

the aspirations of the community: learn
know; learning to do; learning to live tog
learning to be.
(Four Pillars of Learning)

Apply ethical principles and situations in

teachers relationship with various gro
people.
(Guide for Professional Teachers)

Reflect on professional teachers accounta

learners performance and achievement an
teachers total involvement in the teac
profession.
(The Teacher as a Person in Society)

Cluster II
Principles and
Strategies of
Teaching

Domain 2 Learning
Environment
2.1 Maintains a learning
environment of courtesy and
respect for different learners
(e.g. ability, culture, gender)

Principles of Teaching 1 and 2

Curriculum Development
Educational Technology 1 and 2

Select activities, teaching methods, instr

materials and technology, classroom man
techniques appropriate for chosen subje
(Determining Appropriate Instructional Appro
Methods, Learning Activities, Instructional Ma
Tools)

Developmental Reading 1/2

2.2 Teacher makes the
classroom environment safe
and conducive to learning.
2.3 Teacher communicates
higher learning expectations to
each learner.
2.4 Teacher establishes and
maintains consistent standards
of learners behavior.
2.5 Teacher creates a healthy
psychological climate for
learning.
Domain 4 Curriculum
4.1 Teacher demonstrates
mastery of the subject.
4.2 Teacher communicates
clear learning goals for the
lessons that are appropriate
for learners.
4.3 Teacher makes good use
of allotted instructional time.
4.4 Teacher selects teaching

Field Study 2
Experiencing the TeachingLearning Process
Field Study 3
Technology in the Learning
Environment
Field Study 4
Understanding Curriculum
Development
Practice Teaching

Apply appropriate approaches to lesson p

and curriculum development.
(Lesson Planning)

Choose appropriate principles in the prep

and utilization of the conventional and
conventional technology tools as well as tr
and alternative teaching strategies
(Other Modern Methods of Teaching;
Integrated Teaching; Guidelines on the Selec
Effective Utilization of educational technology
resources)
Align curriculum components to instruct
assessment.
(Linking curriculum, instruction and assess

Distinguish the roles of stakeholders (st

teachers; employers; parents; and commu
the delivery of the curriculum
(Delivering the Curriculum)

Use activities that enhance critical, creat

metacognitive reading skills.
(Honing of critical, creative and metacognitive
skills)

Analyze extrinsic and intrinsic factors tha

reading performance.

methods, learning activities

and instructional materials or
resources appropriate to the
learners and aligned objectives
of the lesson.

(Extrinsic and intrinsic factors that affect r

performance)

4.5 Teacher recognizes

general learning processes as
well as unique processes of
individual learners.

CLUSTER 3
Human Growth,
Learning and
Development

4.7 Teacher demonstrates

skills in the use of information
and communication technology
in teaching and learning
Domain 1 Social Regard for
Learning
1.2 Teacher demonstrates that
learning is of different kinds
and comes from different
sources.
Domain 2 Learning
Environment
2.1 Maintains a learning
environment of courtesy and
respect for different learners
(e.g. ability, culture, gender)
2.2 Teacher makes the
classroom environment safe
and conducive to learning.
2.3 Teacher communicates
higher learning expectations to
each learner.

Child and Adolescent

Development
Facilitating Learning
Field Study 1- Observation of the
Learner and the Learning
Environment
Field Study 2 The TeachingLearning Process
Practice Teaching

Analyze the cognitive, metacognitive, mot

socio-cultural factors that affect learn
(Cognitive, metacognitive, motivational, socio
factors that affect learning)

Interpret theories and research findings r

child and adolescent development alon
biological, linguistic, cognitive, social
psychological dimensions.
(Biological, linguistic, cognitive, social and psy
dimensions of development of children and ad

Organize the learning environment that p

fairness regardless of culture, family back
and gender, responsive to learners nee
difficulties.
(Individual differences in Learning;
Theories of styles)

2.4 Teacher establishes and

maintains consistent standards
of learners behavior.
2.5 Teacher creates a healthy
psychological climate for
learning.
Domain 3 Diversity of
Learners
3.1 Teacher determines,
understands and accepts the
learners diverse knowledge
and experience.
CLUSTER 4
Measurement and
Evaluation

Domain 5 Planning,
Assessing, and Reporting
5.2 Teacher develops and uses
a variety of appropriate
assessment strategies to
monitor and evaluate learning.
5.3 Teachers regularly
monitors and provides
feedback on learners
understanding of content.
5.4 Teacher communicates
promptly and clearly to
learners, parents and
superiors the learners
progress.

Assessment of Learning 1 and 2

Field Study 5
Learning Assessment Strategies
Practice Teaching

Apply principles in constructing and inte

traditional and alternative/authentic form
quality assessment.
(Roles of Assessment;
Principles of High Quality Assessment
Process and Product Oriented Performance
Assessment; Portfolio assessment;
Development of classroom assessment to
Test Standardization)

Utilize processed data and results in repor

interpreting learners performance to im
teaching and learning.
(Utilization of assessment data;
Utilization and reporting of test result
Planning and Implementing Parent-Teacher Co

Demonstrate skills in the use of techniqu

tools in assessing affective learnin

(Affective assessment competencies, techniq
tools)
SUGGESTIONS FOR CHED MEMO 30
Teaching Profession may be changed to Foundations of Teaching Profession in order to clearly cover the very imfoundations