PILLAR 3: SURVEY ON TEACHERS’ CAPACITY-BUILDING ACTIVITIES ATTENDED (CY 2020, CY 2021, & CY 2022)

NAME:
POSITION:
DEPARTMENT:
YEARS IN SERVICE:
IPCRF RATING: SY. 2019-2020 & 2020-21

TITLE OF CAPACITY-BUILDING ACTIVITIES ATTENDED (DEPT. LAC, SLAC, SEMINAR, & WEBINAR)

TYPE OF CAPACITY-BUILDING ACTIVITY (SCHOOL BASED, DISTRICT, DIVISION, NATIONAL, INTERNATIONAL)

YEAR (2020, 2021, & 2022)

CLASSIFICATION OF CAPACITY-BUILDING ACTIVITY BASED ON PPST STRANDS AND INDICATORS (Note: Choose 1 domain and strand
only that best corresponds to the seminar attended)
 (Domain 1. Content Knowledge and Pedagogy)

1.1.2 Applying 1.2.2 Using 1.3.2 Ensuring 1.4.2 Using a 1.5.2 Applying a 1.6.2 Displaying 1.7.2 Using
research-based range of teaching effective verbal
knowledge of the positive use range of teaching proficient use of
knowledge and
content within of ICT to facilitate strategies that strategies to Mother Tongue, and non-verbal
principles of
the teaching and enhance learner develop critical Filipino and classroom
and across teaching and
learning to enhance learning process. achievement in and creative English to communication
curriculum
professional literacy and thinking, as well facilitate teaching strategies to
teaching areas. practice. numeracy skills. as other higher- and learning. support learner
order thinking understanding,
skills participation,
engagement and
achievement.

Domain 2. Learning Environment

2.1.2 Establishing 2.2.2 Maintaining 2.3.2 Managing 2.4.2 Maintaining 2.5.2 Applying a 2.6.2 Managing
safe and secure learning classroom supportive range of learner behavior
learning environments structure to learning successful constructively by
environments to that promote engage learners, environments strategies that applying positive
enhance learning fairness, respect individually or in that nurture and maintain learning and non-violent
through the and care to groups, in inspire learners environments discipline to
consistent encourage meaningful to participate, that motivate ensure
implementation learning. exploration, cooperate and learners to work learningfocused
of policies, discovery and collaborate in productively by environments.
guidelines and hands-on continued assuming
procedures. activities within a learning. responsibility for
range of physical their own
 Domain 3. Diversity of Learners

3.1.2 Using 3.2.2 Establishing 3.3.2 Designing, 3.4.2 Planning 3.5.2 Adapting
differentiated, a learner- adapting and and deliver and using
developmentally centered culture implementing teaching culturally
appropriate by using teaching teaching strategies that appropriate
learning strategies that strategies that are responsive to teaching
experiences to respond to their are responsive to the special strategies to
address learners’ linguistic, learners with educational address the
gender, needs, cultural, socio- disabilities, needs of learners needs of learners
strengths, economic and giftedness and in difficult from indigenous
interests and religious Domain 4. Curriculum andtalents.
Planning circumstances, groups.
experiences backgrounds. including:
geographic
isolation; chronic
illness;
displacement due
4.1.2 Planning, 4.2.2 Setting 4.3.2 Adapting to armed conflict,
4.4.2 4.5.2 Selecting,
managing and achievable and and urban
Participating in developing,
implementing appropriate implementing resettlement or
collegial organizing and
developmentally learning learning disasters;
discussionschild
that using appropriate
sequenced outcomes that programs that abuse
use and child
teacher and teaching and
teaching and are aligned with ensure relevance labor practices.
learner feedback learning
learning process learning and to enrich resources,
to meet competencies. responsiveness to teaching practice. including ICT, to
curriculum the needs of all address learning
requirements and learners. goals.
varied teaching
contexts.
 Domain 5. Assessment and Reporting

5.1.2 Designing, 5.2.2 Monitoring 5.3.2 Using 5.4.2 5.5.2 Utilizing

selecting, and evaluating strategies for Communicating assessment data
organizing and learner progress providing timely, promptly and to inform the
using diagnostic, and achievement accurate and clearly the modification of
formative and using learner constructive learners’ needs, teaching and
summative attainment data. feedback to progress and learning practices
assessment improve learner achievement to and programs.
strategies performance. key stakeholders,
consistent with including
curriculum parents/guardian
requirements. s.

Domain 6. Community Linkages and Professional Engagement

6.1.2 Maintaining 6.2.2 Building 6.3.2 Reviewing 6.4.2 Complying

learning relationships with regularly with and
environments parents/guardian personal teaching implementing
that are s and the wider practice using school policies
responsive to school existing laws and and procedures
community community to regulations that consistently to
contexts. facilitate apply to the foster
involvement in teaching harmonious
the educative profession and relationships with
process. the learners, parents,
 Domain 7. Personal Growth and Professional Development

7.1.2 Applying a 7.2.2 Adopting 7.3.2 7.4.2 Developing 7.5.2 Setting

personal practices that Participating in a personal professional
philosophy of uphold the professional professional development
teaching that is dignity of networks to improvement goals based on
learner-centered. teaching as a share knowledge plan based on the Philippine
profession by and to enhance reflection of Professional
exhibiting practice. one’s practice Standards for
qualities such as and ongoing Teachers.
caring attitude, professional
respect and learning.
integrity.