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    Esat Summarymt1

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    John Paul P Cachapero
    The document is a self-assessment survey completed by a teacher. It contains their responses to questions about their capabilities and priorities in 5 areas: content knowledge and pedagogy, learning environment and diversity, curriculum and planning, assessment and reporting, and additional contributions. For each question, the teacher rated their capability as high or very high and their priority as moderate or high.

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    Esat Summarymt1

    Uploaded by

    John Paul P Cachapero
    11 views1 page
    The document is a self-assessment survey completed by a teacher. It contains their responses to questions about their capabilities and priorities in 5 areas: content knowledge and pedagogy, learning environment and diversity, curriculum and planning, assessment and reporting, and additional contributions. For each question, the teacher rated their capability as high or very high and their priority as moderate or high.

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    The document is a self-assessment survey completed by a teacher. It contains their responses to questions about their capabilities and priorities in 5 areas: content knowledge and pedagogy, learning environment and diversity, curriculum and planning, assessment and reporting, and additional contributions. For each question, the teacher rated their capability as high or very high and their priority as moderate or high.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    11 views1 page

    Esat Summarymt1

    Uploaded by

    John Paul P Cachapero
    The document is a self-assessment survey completed by a teacher. It contains their responses to questions about their capabilities and priorities in 5 areas: content knowledge and pedagogy, learning environment and diversity, curriculum and planning, assessment and reporting, and additional contributions. For each question, the teacher rated their capability as high or very high and their priority as moderate or high.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    Self Assessment for Master Teachers - Frequency Distribution of Responses by Objective Total number of responses: 2

    Level of Capability Level of Priority


    Objectives
    Low Moderate High Very High Low Moderate High Very High
    1. Content Knowledge and Pedagogy

    1.1 Modeled effective applications of content knowledge


    1.1 Modeled effective applications of content knowledge within and
    0 0 0 2 2 0 0 0 within and across curriculum teaching areas.
    across curriculum teaching
    3
    2 2

    1.2 Collaborated with colleagues in the conduct and application of


    0 0 1 1 1 0 1 0 2
    research to enrich knowledge of content and pedagogy.
    2 2

    Number of Responses
    1.3 Developed and applied effective teaching strategies to promote 2 Level of Capability
    critical and creative thinking, as well as other higher-order thinking 0 0 0 2 2 0 0 0
    skills.
    2 2
    Level of Priority
    2. Learning Environment and Diversity of Learners 1
    2.1 Worked with colleagues to model and share effective
    techniques in the management of classroom structure to engage
    learners, individually or in groups, in meaningful exploration, 0 0 0 2 2 0 0 0 1
    discovery and hands-on activities within a range of physical
    learning environments. 2 2

    2.2 Exhibited effective and constructive behavior management 0


    skills by applying positive and non-violent discipline to ensure 0 0 1 1 1 0 1 0 Low Moderate High Very High
    learning-focused environments.
    2 2
    2.3 Worked with colleagues to share differentiated,
    developmentally appropriate opportunities to address learners’
    0 0 0 2 2 0 0 0
    differences in gender, needs, strengths, interests and
    experiences. 2 2
    3. Curriculum and Planning
    3.1 Developed and applied effective strategies in the planning and
    management of developmentally sequenced teaching and learning
    0 0 1 1 1 1 0 0
    processes to meet curriculum requirements and varied teaching
    contexts. 2 2

    3.2 Reviewed with colleagues, teacher and learner feedback to


    0 0 0 2 2 0 0 0
    plan, facilitate, and enrich teaching practice.
    2 2

    3.3 Advised and guided colleagues in the selection, organization,


    development and use of appropriate teaching and learning 0 1 0 1 1 0 1 0
    resources, including ICT, to address specific learning goals.
    2 2
    4. Assessment and Reporting
    4.1 Worked collaboratively with colleagues to review the design,
    selection, organization and use of a range of effective diagnostic,
    0 0 0 2 2 0 0 0
    formative and summative assessment strategies consistent with
    curriculum requirements. 2 2

    4.2 Interpreted collaboratively monitoring and evaluation strategies


    0 0 1 1 1 0 1 0
    of attainment data to support learner progress and achievement.
    2 2

    4.3 Applied skills in the effective communication of learner needs,


    progress and achievement to key stakeholders, including 0 0 1 1 1 0 1 0
    parents/guardians.
    2 2
    5. Plus Factor

    5.1 Performed various related works/activities that contribute to the


    0 0 0 2 2 0 0 0
    teaching-learning process.
    2 2

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