table of specification

PROFESSIONAL REGULATION COMMISSIONLICENSURE OF EXAMINATION FOR TEACHERS

TABLE OF SPECIFICATION

GENERAL EDUCATION

CLUSTER/SUBJECT/COMPETENCY WEIGHT NO. OF ITEMS *

LEVEL OF DIFFICULTYEASY ITEMS MODERATE ITEMS DIFFICULT ITEMS

K C A A S EENGLISH 20 % 30

1. English I – Study and Thinking Skills 6 % 91.1 Use English Language correctly and appropriately

3% 5 5

1.2 Comprehend written text 3 % 4 42. English 2 – Writing in the Discipline 5 % 8

2.1 Use accurate, meaningful and appropriate language in written discourse

8 8

3. English 3 – Speech and Oral Communication 3 % 43.1 Use accurate, meaningful, and appropriate language in oral discourse

3 % 4 4

4. Literature I – Philippine Literature 4 % 64.1 Apply knowledge gained from local literary pieces

1 % 1 1

4.2 Manifest comprehension to extract elements in major literary genres

1 % 1 1

4.3 Relate insights to given situations 2 % 4 45. Literature 2 – Master Works of the World 2 % 45.1 Evaluate master works of the world 2 % 4 4

FILIPINO 15% 231. Filipino I – Komunikasyon sa Akademikong Filipino 6 % 9

1.1 Nagagamit nang may lalong mataas na antas ng kasanayan at kahusayan ng Filipino sa akademikong larangan

6% 9 9

2. Filipino 2 – Pagbasa at Pagsulat tungo sa Pananaliksik 5% 82.1 Nabababasa nang may wastong pag-unawa ang mga tekso sa ibat-ibang disiplina

5% 8 8

3. Filipino 3 – Masining na Pagpapahayag 4% 63.1 Nagagamit nang may husay ang Filipino sa pagbuo ng isang sulating pananaliksik

2% 6 6

MATHEMATICS 20 % 30I. Math I – Fundamentals of Math 7% 111. Use of four fundamentals operations in problems solving

involving:1.1 operations with whole numbers, decimals, fractions and integers

4% 6 61.2 prime, composite, denominate numbers1.3 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 2% 31.8.1 Perimeter

3 3 1.8.2 Area

2% 1.8.3 Volume 1.8.4 Capacity 1.8.5 Weight

1.8.9 Convert units in the metric system 1% 1 12. Plane Geometry 5% 8

2.1 Show mastery of basic terms and concepts in Plane Geometry

3% 4 42.1.1 lines and curves, perpendicular and parallel lines2.1.2 angles, angle properties3.1.3 special triangles and quadrilaterals2.1.4 polygons

2.2 Solve problems involving basic terms and concepts in plane geometry

2% 4 4

3. Elementary Algebra 5% 8

3.1 Show mastery of basic terms and concepts in Elementary Algebra 3% 4 4

3.1.1 Algebraic expressions3.1.2 Polynomials3.1.3 Linear equalities

2 % 4 43.1.4 Linear inequalities4. Statistics and Probability 3% 4

4.1 Show mastery and knowledge of basic terms and concepts in statistics and probability

1% 1 14.1.1 counting techniques4.1.2 probability4.1.3 measure of central tendency4.1.4 measure of variability 15% 23

4.2 Solve, evaluate, manipulate symbolic and numerical problems in statistics and probability by applying fundamental rules, principles and processes

2% 3 3

SCIENCE 20% 30Biological Science (General Biology)

Physical Science (Earth Science)1. Identify scientific traits and attitudes exhibited in

various situations3% 4 4

2. Use scientific inquiry to investigate materials, events and phenomena in the natural world (designing experiments, collecting organizing, analyzing and interpreting, data, making conclusions, and communicating results

5% 8 8

3. Use scientific knowledge to explain natural phenomena and protect earth’s resources

5% 8 8

4. Analyze advantages and disadvantages of different solutions to particular problems

4% 6 6

5. Analyze the impact of technology on living and non-living things

3% 4 4

SOCIAL SCIENCE 20% 301. Philippine Government New Constitution with Human

Rights3% 5

1.1 Demonstrate understanding of the various forms of government from the barangay to the present system

1% 1 1

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% 4

2. Philippine History 4% 6

2.1 Trace the history of the Philippines from pre-colonial to contemporary periods

2% 3 3

2.2 Draw the implications of the historical evolution of the Philippines to its present socio-political condition

2% 3 3

3. Economics, Taxation, Land Reform and Cooperative 3% 43.1 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

2% 3 3

3.2 Apply the fundamental economic principles to the current economic condition of the Philippines

1% 1 1

4. Society the Culture with Family Planning 2% 34.1 Apply basic concepts, theories and perspectives which relate to society, culture and family planning in life

1% 1 1

4.2 Recognize cultural elements that are distinctly Filipino 1% 2 25. Rizal and other Heroes 2% 3 8

5.1 Analyze how Rizal’s life and works have contributed to the country’s development

1% 1 2

5.2 Evaluate the contribution of other Philippine heroes and heroines to the development of the country

1% 1 1

6. Philosophy 2% 36.1 Analyze the nature of the Filipino, the Filipino society and the emerging Filipino philosophy

1% 1 1

6.2 Manifest a critical and analytical attitude toward specific issues and problems in daily life

1% 1 2

7. Art Appreciation/Humanities 2% 3

7.1 Demonstrate understanding of the totality of human experience by formulating a human perspective that integrates areas of knowledge

1% 1 2

7.2 Manifest appreciation of arts as a result of an integrative and holistic view of life

1% 1 1

8. Psychology 2% 38.1 Apply the basic concepts and theories of human behavior 2% 3 3

INFORMATION AND COMMUNICATION TECHNOLOGY 5% 7Introduction to Computer1. Manifest mastery of fundamental concepts, principles and

operations of information and communication technology (ICT)

3% 5 5

2. Identify varied and appropriate use of technology 1% 1 13. Analyze the effect/impact of ICT on the environment 1% 1 1

PROFESSIONAL EDUCATION

CLUSTER/SUBJECT/COMPETENCY WEIGHT NO. OF ITEMS *

LEVEL OF DIFFICULTYEASY ITEMS MODERATE ITEMS DIFFICULT ITEMS

K C A A S E1. Teaching Profession, Social Dimensions of Education,

Field Study, Practice Teaching20% 30

1.1 Determine ways and means to ensure high standards of the teacher’s personal and professional development

2% 2 3

1.2 Describe the roles and responsibilities of the teacher in the local and global community

2% 2 3

1.3 Analyze the historical, economic, socio-cultural, geographical environment, political and socio-psychological factors that influence the school as an agent of change and the teacher as a facilitator of learning

5% 8 8

1.4 Interpret educational problems in the light of philosophical and legal foundations of education

5% 8 8

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

2% 5 4

1.6 Apply ethical principles in the teacher’s personal life and in his/her relationship with other people

3% 5 5

1.7 Reflect on the professional teacher’s accountability to learner’s performance and to the teacher’s total involvement in the teaching profession

1% 1

2. Principles of Teaching, Educational Technology, Curriculum Development, Field Study, Practice Teaching

35% 52

2.1 Employ activities, teaching methods, instructional materials and technology, classroom management techniques appropriate for a chosen subject-area

10% 15 15

2.2 Apply appropriate approaches to lesson planning and curriculum development

6% 9 9

2.3 Apply the principles in the preparation and utilization of the conventional and non conventional technology as

5% 8 4 8

well as traditional alternative teaching strategies.2.4 Align curriculum components to instruction and assessment

5% 8 8

2.5 Distinguish the roles of the stakeholders (student; teachers; employers; parents and community) in delivery of the curriculum

1% 1 1

2.6 Use the activities that enhance critical, creative and metacognitive reading skills

5% 8 8

2.7 Analyze extrinsic and intrinsic factors that affect reading performance

3% 3

Facilitating Learning, Child and Adolescent Development 20% 303.1 Analyze the cognitive and metacognitive, motivational, socio-cultural factors that affect learning

5% 8 8

3.2 Apply the theories of learning and development to the teaching-learning process

8% 12 12

3.3 Draw educational implication of research findings related to child and adolescent learning and development along with the biological, linguistic, cognitive, social and psychological dimensions

5% 8 8

3.4 Organize a learning environment that is responsive to learner’s needs and that promotes fairness among learners of various cultures, family background, and gender.

2% 4 2

4. Assessment of Learning, Field Study, Practice Teaching 25% 394.1 Apply principles in constructing traditional and alternative/authentic forms of high-quality assessment

10% 15 15

4.2 Interpret assessment result 7% 11 114.3 Utilized process data and assessment result in reporting learner’s performance to improve teaching and learning

3% 5 15

4.4 Demonstrate skills in the use of the techniques and tools in assessing affective learning

3% 5 5

4.5 Assign students’ marks/ratings 2% 3 3

General Education

Subject Areas No. of Units Percentage Equivalent based on the no. of

units

% based on the no. of units and Emphases

No. of Items

1. English 15 24% 20% 20 items2. Filipino 9 14% 15% 15 items3. Mathematics 6 10% 20% 20 items4. Science 6 10% 20% 20 items5. Social Studies 24 37% 20% 20 items6. ICT 3 5% 5% 5 items

Total 63 units 100% 100% 100 items

Note: 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-à-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 LETLegenda International Hotel, Olongapo City

February 9-11, 2009NCBTS DOMAINS CHEd Memo 30

Professional Education Courses

COMPETENCIES Percentage Weight

Domain 1 – Social Regard for Learning1.1 Teacher’s actions demonstrates value for learning.

1.2 Teacher demonstrates that learning is of different kinds and comes from different sources.

Domain 6 – Community Linkages6.1 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.

The Teaching Profession

Social Dimension of Education

Field Study 1Learners’ Development and

Environment

Field Study 2Experiencing the Teaching-

Learning Process

Field Study 3Technology in the Learning

Environment

Field Study 4Understanding Curriculum

Development

Field Study 5Learning Assessment Strategies

Field Study 6On Becoming a Teacher

Practice Teaching

Determine ways and means to ensure the high standards of personal and professional

development.(The Global Teacher;

Teaching Competencies)

Determine the roles of the teachers as active members of the community and as global

citizens responsible for the outcomes of their actions and for developing other citizens.

(Intercultural communication;Gender and development;

Globalization and education)

Analyze historical, economic, socio-cultural, geographical, environmental, political and social-psychological factors that affect the role of the school as an agent of change.

(School as an agent of change)

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; learning to live together; learning to be.

(Four Pillars of Learning)

20%

7.3 Teacher reflects on the extent of the attainment of professional development goals.

Apply ethical principles and situations involving teacher’s relationship with various

groups of people.(Guide for Professional Teachers)

Reflect on professional teacher’s accountability to learners’ performance and

achievement and to the teacher’s total involvement in the teaching profession.

(The Teacher as a Person in Society)Domain 2 – Learning

Environment2.1 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 learner’s behavior.

2.5 Teacher creates a healthy psychological climate for learning.

Domain 4 – Curriculum4.1 Teacher demonstrates mastery of the subject.

4.2 Teacher communicates

Principles of Teaching 1 and 2

Curriculum Development

Educational Technology 1 and 2

Developmental Reading 1/2


Learning Process


Environment


Development

Practice Teaching

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)

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)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)

35 %

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 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

Use activities that enhance critical, creative and metacognitive reading skills.

(Honing of critical, creative and metacognitive reading skills)

Analyze extrinsic and intrinsic factors that affect reading performance.

(Extrinsic and intrinsic factors that affect reading performance)

Domain 1 – Social Regard for Learning


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

Child and Adolescent Development

Facilitating Learning

Field Study 1- Observation of the Learner and the Learning

Environment

Field Study 2 – The Teaching-Learning Process

Practice Teaching

Analyze the cognitive, metacognitive, motivational socio-cultural factors that affect

learning.(Cognitive, metacognitive, motivational, socio-

cultural 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,

20%

classroom environment safe and conducive to learning.




Domain 3 – Diversity of Learners

3.1 Teacher determines, understands and accepts the learners’ diverse knowledge and experience.

family background, and gender, responsive to learners’ needs and difficulties.(Individual differences in Learning;

Theories of styles)

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 learner’s progress.

Assessment of Learning 1 and 2


Practice Teaching

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;

25%

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:

DR. JUNE P. SALANA – Capitol University, Cagayan de Oro CityPROF. RODELIZA A. JAMIH – Notre Dame University, Cotabato CityDR. ANDRES JULIO V. SANTIAGO, JR. – University of Santo Thomas, ManilaDR. NENIE M. GALEDO – Supervisor for Teacher Education, CHED RO VI, Iloilo CityDR. NENITA V. QUIÑON – University of San Agustin, Iloilo CityDR. MILAGROS L. BORABO – Cento Escolar University, Manila City

Consultant:

ROSITA L. NAVARRO, PhD-Chairman, PACUCOA

ANNEX A

Mandated Professional

Education Courses

NCBTS DOMAINS CHEd Memo 30 Professional Education Courses

COMPETENCIES

Cluster IFoundations of

Education

*Philosophical and Legal Foundations*Sociological Foundations

Domain 1 – Social Regard for Learning1.1 Teacher’s actions demonstrates value for learning.


Domain 6 – Community Linkages6.1 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.

The Teaching Profession

Social Dimension of Education

Field Study 1Learners’ Development and

Environment


Learning Process


Environment


Development


Field Study 6On Becoming a Teacher

Practice Teaching

Determine ways and means to ensure the high standards of personal and professional

development.(The Global Teacher;

Teaching Competencies)

Determine the roles of the teachers as active members of the community and as global citizens responsible for the outcomes of their actions and

for developing other citizens.(Intercultural communication;

Gender and development;Globalization and education)

Analyze historical, economic, socio-cultural, geographical, environmental, political and social-

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

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; learning to live together;

learning to be.(Four Pillars of Learning)

Apply ethical principles and situations involving teacher’s relationship with various groups of

people.(Guide for Professional Teachers)

Reflect on professional teacher’s accountability to learners’ performance and achievement and to the

teacher’s total involvement in the teaching profession.

(The Teacher as a Person in Society)Cluster II

Principles and Strategies of

Teaching

Domain 2 – Learning Environment






Domain 4 – Curriculum4.1 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

Principles of Teaching 1 and 2

Curriculum Development

Educational Technology 1 and 2

Developmental Reading 1/2


Learning Process


Environment


Development

Practice Teaching

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)

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)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)

Use activities that enhance critical, creative and metacognitive reading skills.

(Honing of critical, creative and metacognitive reading skills)

Analyze extrinsic and intrinsic factors that affect

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

reading performance.(Extrinsic and intrinsic factors that affect reading

performance)

CLUSTER 3Human Growth,

Learning and Development

Domain 1 – Social Regard for Learning


Domain 2 –Learning Environment





2.5 Teacher creates a healthy

Child and Adolescent Development

Facilitating Learning

Field Study 1- Observation of the Learner and the Learning

Environment

Field Study 2 – The Teaching-Learning Process

Practice Teaching

Analyze the cognitive, metacognitive, motivational socio-cultural factors that affect learning.

(Cognitive, metacognitive, motivational, socio-cultural 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)

psychological climate for learning.

Domain 3 – Diversity of Learners

3.1 Teacher determines, understands and accepts the learners’ diverse knowledge and experience.

CLUSTER 4Measurement 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 learner’s progress.

Assessment of Learning 1 and 2


Practice Teaching

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)

SUGGESTIONS FOR CHED MEMO 30

Teaching Profession may be changed to Foundations of Teaching Profession in order to clearly cover the very imfoundations

table of specification

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