Final_MATATAG-WAP-Template-1_For-Teachers-FMP.docx

wap template

1. (Enclosure No. 6 to DepEd Memorandum No. ______ s. 2023)


Republic of the Philippines
Department of Education


National Educators Academy of the Philippines

MATATAG WAP Template 1: For Teachers 1 -3

I. Profile


Name Rosalina Macabudbod

Office and Position Jackfruit Elementary School, Teacher I
Title of PD Programs Training on MATATAG Curriculum for
Teachers
Date of Delivery July 19, 22-26, 2024

PD Program
Provider
National Educators Academy of the Philippines
in collaboration with Curriculum and Teaching
Strand (BCD and BLD)
Name of Immediate
Supervisor
JOHN COVER – JUAN TACLOB Office and Position Barra Elementary School, Head Teacher II

II. Background and Rationale of WAP:

The Department of Education has pursued its education reform, the MATATAG: Bansang Makabata, Batang Makabansa Agenda, which s ets
the new direction of the agency and stakeholders in resolving basic education challenges. In pursuing such reform in the basic education
curriculum, it is imperative to understand the current context and setting. Doing so will allow the Department to recognize the existing and
expected realities and, consequently, adopt appropriate measures to realize its vision, hence making the MATATAG Curriculum, which is
responsive and attuned to the dynamic changes that come into play in the society (General Shaping Paper, MATATAG Curriculum 2023).
The MATATAG Curriculum focuses on foundational skills and embedding peace competencies, building more resilient schools and classrooms,
strengthening inclusive education programs, advocating for teachers’ additional benefits, and providing professional development programs,
among others. The aim is to create a more effective and impactful educational experience for Filipino learners.

2. 2

The Training on MATATAG curriculum is rooted in the fundamental importance of ensuring that teachers and school leaders are fully
equipped with the knowledge, understanding, and skills necessary to effectively implement the curriculum. Teacher quality is vital in raising
learner achievement. However, teachers alone cannot bring about substantive changes without effective leadership.

In addition, DepEd Order No. 24, s. 2022 or the Adoption of the Basic Education Development Plan 2030 (BEDP 2030) outlines the priorities
of the department in addressing the immediate and long-term concerns confronting basic education: access, equity, quality, and resiliency.
Quality is designed to address the quality of education through various strategic means such as but not limited to upskilling and reskilling of
teachers and school leaders.

To articulate the general shape of the MATATAG Curriculum and to ensure its fu ll implementation, all teachers shall develop a Work
Application Plan (WAP) underscoring the intensification of Learning Action Cells (LACs) through Collaborative Expertise (CE).

The PD Program [School-Based Training on MATATAG Curriculum] provides the teachers with an opportunity to:

 address the appropriate indicators domains, strands, and indicators in the Philippine Professional Standards for School Heads (PPSSH)
in the effective and efficient delivery of the MATATAG Curriculum through the intensification of School LACs through the Collaborative
Expertise (CE).

The following professional standards/competencies are being addressed in the Training on MATATAG Curriculum for Teachers:
Professional Standards

PD Program Goals
(Enumerate the specific goals based on the
identified PPST indicators)
Indicators (Subtask) Application Objective
Philippine Professional Standards for Teachers (PPST)
DepEd Order No. 42, s. 2017

Domain 1. Content
Knowledge and
Pedagogy; Strand 1.1
Content Knowledge and
its application within and
across curriculum areas;
1.1.2. Apply knowledge of
content within and across
curriculum teaching area.
Continuously deepen
understanding and mastery of
content within the curriculum
teaching area, staying updated
with new developments,
research, and best practices
Develop strategies to integrate
knowledge from other disciplines
into the curriculum teaching area,
fostering interdisciplinary
connections that enrich pupils
learning experiences
Explore and implement a range
of pedagogical approaches,
methodologies, and technologies
to effectively deliver content and
engage pupils in learning.

3. 3

Domain 1, Content
Knowledge, and
Pedagogy; Strand 1.5.
Strategies for developing
critical and creative
thinking, as well as other
higher-order thinking
skills;
1.5.2 Apply a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Design learning experiences that
encourage learners to ask
questions, explore concepts
independently, and engage in
meaningful inquiry to develop
critical thinking skills.
Implement differentiated
instructional strategies to
accommodate diverse learning
styles and abilities, providing
opportunities for students to engage
in critical and creative thinking at
their own pace and level.
Create a learning environment
where pupils engage in
collaborative discussions, share
perspective and construct new
knowledge through dialogue and
debate.
Domain 3. Diversity of
Learners. 3.1 Learners’
gender, needs strengths,
interests, and
experiences;

3.1.2 Use differentiated
developmentally
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests, and
experiences.
Conduct an assessment and
observation to identify the
diverse characteristics of
students, including gender,
learning needs, strengths,
interests and prior experiences
Provide and implement
differentiated and developmentally
appropriate learning experiences to
address the diverse learning needs.
Develop differentiated learning
activities that allow for multiple
modes of expression and
assessment formats, enabling
students to demonstrate their
understanding and skills in ways
that align with their individual
strength and needs.
Domain 4. Curriculum
and Planning; Strand 4.1.
Planning and
management of teaching
and learning process;
4.1.2 Plan, manage and
implement
developmentally
sequenced teaching and
learning process to meet
curriculum requirements
and varied teaching
contexts.

Domain 4. Curriculum
and Planning; Strand 4.2.
Learning outcomes
aligned with learning
competencies;
4.2.2 Set achievable and
appropriate learning
outcomes that are aligned
with learning
competencies.

Domain 5. Assessment
and Reporting, is
composed of five
strands: Strand 5.1.
5.1.2 Design, select,
organize, and use
diagnostic, formative and
summative assessment

4. 4

Design, selection,
organization, and
utilization of assessment
strategies;
strategies consistent with
curriculum requirements.
Domain 5: Assessment
and Reporting; 5.2.
Monitoring and
evaluation of learner
progress and
achievement;
5.2.2. Monitor and
evaluate learner progress
and achievement using
learner attainment data.

Domain 5. Assessment
and Reporting; Strand
5.5. Use of assessment
data to enhance teaching
and learning practices
and programs;
5.5.2 Utilize assessment
data to inform the
modification of teaching
and learning practices and
programs.

Domain 7. Personal
Growth and Professional
Development; Strand 7.3
Professional links with
colleagues;
7.3.2 Participate in
professional networks to
share knowledge and to
enhance practice.

Domain 7. Personal
Growth and Professional
Development; Strand 7.5
Professional
development goals;

7.5.2 Set professional
development goals based
on the Philippine
Professional Standards for
Teachers.

IV. Implementation Plan [the WAP must be implemented within 6 months after the training]


Application Objective [it must be aligned with the PD Program Goals]
 implement their respective Workplace Application Plan (WAP) articulating their required competencies to be developed and/or
enhanced using school LACs through Collaborative Expertise (CE) aligned with the PPST.

5. 5


Specific Task
[minimum of two (2)]
(Aligned with the application
objective, what are the specific
tasks of a teacher to enhance
teaching competencies
Activities
(Specify activities on the
identified task)
Timeline
(Start-end of each activity)
Expected Outcomes/
MOVs
(It represents what is predicted
or intended to happen as a
result of implementing a specific
task or initiative)

Learning Facilitator
(Immediate Supervisor or
peer assigned to guide the
teacher)
Continuous Professional
Development








Differentiated Instruction
Engage in ongoing
learning opportunities
such as workshops,
seminars, webinars, and
conferences focused on
teaching methodologies,
educational technology,
subject content and
pedagogical practices.

Develop skills in
differentiating instruction
to meet the diverse needs
of students in the
classroom
Year round Professional Growth









Applied differentiated
instruction in the actual
teaching learning process
Supervisor
School Heads
Master Teacher
Teachers


Prepared by (name and position): Signature Date

ROSALINA MACAABUDBOD , T I



*Reviewed by (name and position): Signature Date

JULIANA MONTESA , MT II



**Approved by (name and position): Signature Date

JUAN TACLOB, HT II

6. 6



*for proficient teacher: reviewed by the master teacher or immediate supervisor and **approved by the school head/head teache r/OIC for schools without school
head