TEACHER EDUCATION - ETEEAP

Competency Standards, Curriculum Content and Equivalent Experiences

Competency Standards for Teacher
Education per CMO 30 s2004
Curriculum Content
Translation
Equivalent Experience/s and Assessment
1. CONTENT KNOWLEDGE
a. Deep and principled understanding oI
the learning processes and the role oI
the teacher in Iacilitating these
processes in their students.
b. Deep and principled understanding oI
how educational processes relate to
larger historical, social, cultural, and
political processes.
c. MeaningIul and comprehensive
knowledge oI the subject matter they
will teach.
d. Understand technological advances and
resources aIIecting the discipline.
e. Understand the connection oI the
teaching area to the broad curriculum.





Principles oI Teaching
Assessment oI Students
Educational Technology
Curriculum Development
Developmental Reading
Science
Mathematics
English
Filipino
Practice Teaching
Social Sciences
Field Study Courses
Music, Arts, PE
The Teaching ProIessions
Home Economics
Values Education
Social Dimensions oI
Education
Child and Adolescent Devt
Facilitating Learning
Work-based/employment in educational institutions assessed
through portIolio/document evaluation, demonstration and
examination.

Training and participation in seminar-workshops

Educational projects and programs involvement and output.

Formal and non-Iormal certiIicated learning with outcomes
aligned to the competency standard assessed through
examination.

Consultancies and lectures.

Work-based/employment outputs such as curriculum, lesson
plan, instructional materials, modules, syllabus, etc.


Competency Standards for Teacher
Education per CMO 30 s2004
Curriculum Content
Translation
Equivalent Experience/s and Assessment
. PEDAGOGICAL SKILLS.
a. Basic and higher level literacy,
communication, numeracy, critical
thinking, learning skills needed Ior
higher learning.
b. Apply a wide range oI teaching
process skills (including curriculum
development, lesson planning,
materials development, educational
assessment, and teaching
approaches).
c. Facilitate learning oI diverse types oI
learners, in diverse types oI learning
environments, using a wide range oI
teaching knowledge and skills.
d. Use oI variety oI methods to assess
what students have learned.
e. Align instruction with the required
curriculum.
I. Use oI current educational
technology.



Principles oI Teaching
Assessment oI Students
Educational Technology
Curriculum Development
Developmental Reading
Practice Teaching
Field Study Courses
The Teaching ProIessions
Social Dimensions oI
Education
Child and Adolescent Devt
Facilitating Learning
Work-based/employment in educational institutions assessed
through portIolio/document evaluation, demonstration and
examination.

Training and participation in seminar-workshops

Educational projects and programs involvement and output.

Formal and non-Iormal certiIicated learning with outcomes
aligned to the competency standard assessed through
examination, demonstration.

Consultancies and lectures.

Work-based/employment outputs such as curriculum, lesson
plan, instructional materials, modules, syllabus, etc.
Competency Standards for Teacher
Education per CMO 30 s2004
Curriculum Content
Translation
Equivalent Experience/s and Assessment
. PROFESSIONAL DISPOSITIONS.
a. Demonstrate and practice the
proIessional and ethical requirements
oI the teaching proIessions.
b. ReIlect on the relationships among
the teaching process skills, the
learning processing in the students,
the nature oI the content/subject
matter, and the broader social Iorces
encumbering the school and
educational processes in order to
constantly improve their teaching
knowledge, skills and practices.
c. Creative and innovative in thinking
oI alternative teaching approaches,
take inIormed risks in trying out
these innovative approaches, and
evaluate the eIIectiveness oI such
approaches in improving student
learning.
d. Collaborate with colleagues and
communities to support the learning
environment.

Principles oI Teaching
Assessment oI Students
Educational Technology
Curriculum Development
Developmental Reading
Practice Teaching
Field Study Courses
The Teaching ProIessions
Values Education
Social Dimensions oI
Education
Child and Adolescent Devt
Facilitating Learning
Work-based/employment in educational institutions assessed
through portIolio/document evaluation, demonstration and
examination.

Training and participation in seminar-workshops

Educational projects and programs involvement and output.

Formal and non-Iormal certiIicated learning with outcomes
aligned to the competency standard assessed through
examination, demonstration.

Consultancies and lectures.

Work-based/employment outputs such as curriculum, lesson
plan, instructional materials, modules, syllabus, etc.

Membership in proIessional organizations, learned societies,
Iellowships.



TEACHER EDUCATION- ETEEAP
Assessment Criteria and Evidence

Equivalent Experience Assessment Criteria Credit Point/s Evidence/s
Work-based/employment
experiences
Years oI employment with speciIic
duties related to the competency
1 per year Employment CertiIicate
Job description
Sample oI achievements
Projects while in position
Narratives explaining relevance oI
experience to Iield in which credit is
sought.
Formal or non-Iormal
certiIicated learning
Demonstrate above expectancy
understanding oI the speciIic topic,
presenting well-structured arguments
with reIerence to appropriate sources.
Demonstrate satisIactory understanding
oI the speciIic topic, presenting well-
structured arguments with reIerence to
appropriate sources.
Demonstrate signiIicantly below
expectancy.









1
Diploma, CertiIicate
Transcript oI records
Examinations passed
Position paper
Completed module
Training, seminar, workshop Demonstrate above expectancy
understanding oI the speciIic topic,
presenting well-structured arguments
with reIerence to appropriate sources.
Demonstrate satisIactory understanding
oI the speciIic topic, presenting well-
structured arguments with reIerence to
appropriate sources.
Demonstrate signiIicantly below
expectancy.









1
CertiIicate
Examination passed
Position paper
Completed module
Equivalent Experience Assessment Criteria Credit Point/s Evidence/s
Project, program participation As leader, coordinator, director
As moderator, Iacilitator
As member


1
CertiIicate
PortIolio document
Project, program output,
publication
Meeting expectancies in a satisIactory
manner.
UnsatisIactory perIormance. Failure to
achieve at the expected level.
Clear Iailure to achieve at even a
minimum level




0
PortIolio document
Testimonies
Ability to conceptualize project,
Program

Recognition and award International
National
Local


1
CertiIicate, Citation
Consultancies and lectures Demonstrate above expectancy
understanding oI the speciIic topic,
presenting well-structured arguments
with reIerence to appropriate sources.
Demonstrate satisIactory understanding
oI the speciIic topic, presenting well-
structured arguments with reIerence to
appropriate sources.
Demonstrate signiIicantly below
expectancy.









1
CertiIicate
Lecture material
Module
Position paper
Lecture demo
Membership in associations International
National
Local


1
CertiIicate oI Membership
Membership ID
Programs and Invitations
NOTES: 1. The criteria Ior competence is meeting expectancies in a satisIactory manner. Any unsatisIactory or unacceptable perIormance
will be treated as deIicit, hence supplementary courses/training programs will be required.
. Additional or supplementary courses/training programs to be required will be identiIied aIter matching the evidences and the
course content oI the program being applied Ior accreditation, as recommended by the Panel oI Assessors.
. For evaluation and accreditation purposes, the latest CHED noted/approved curriculum shall be used as a basis.