DIAGNOSTIC RESULT OF TEACHERS’ INSTRUCTIONAL COMPETENCE for MASTER TEACHERS

I-IV

Total
SCOT Competencies 4 5 6 7 8
1 Applies knowledge of content within and across curriculum teaching areas 2 6 12 12 32
2 Applies a range of teaching strategies to develop critical and creative thinking, 1 6 16 8 32
as well as other higher-order thinking skills
3 Manages classroom structure to engage learners, individually or in groups, in 1 6 14 11 32
meaningful exploration, discovery and hands-on activities within a range of
physical learning environments
4 Manages learner behavior constructively by applying positive and non-violent 1 6 15 10 32
discipline to ensure learning-focused environments
5 Plans, manages and implements developmentally sequenced teaching and 3 5 9 15 32
learning processes to meet curriculum requirements and varied teaching
contexts
Total 0 9 29 66 56 160
Average 0 1.8 5.8 13.2 11.2

Findings: Out of 32 teachers, an average of 13.2 got a rating of 7. Results showed that Indicator 2
has the highest number of teachers who received the rating of 7, which means that they gave
their students opportunities to assess their own output based on the objectives of the lessons
and developed higher order thinking skills. However, an average of 1.8 received a rating of 5
which means…
 Summary of Results
18

16

14

12

10

0
4 5 6 7 8

Ind.1 Ind.2 Ind.3 Ind.4 Ind.5

DIAGNOSTIC RESULT OF TEACHERS’ INSTRUCTIONAL COMPETENCE FOR T-I to III

Total Remarks
SCOT Competencies 3 4 5 6 7
1 Applies knowledge of content within and across curriculum teaching areas

2 Uses a range of teaching strategies that enhance learner achievement in literacy

and numeracy skills
3 Applies a range of teaching strategies to develop critical and creative thinking,
as well as other higher-order thinking skills
4 Manages classroom structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of
physical learning environments
5 Manages learner behavior constructively by applying positive and non-violent
discipline to ensure learning-focused environments
6 Uses differentiated, developmentally appropriate learning experiences to
address learners' gender, needs, strengths, interests and experiences
7 Plans, manages and implements developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching
contexts
8 Selects, develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals
9 Designs, selects, organizes, and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements
Total
Average