RAPID COMPETENCY ASSESSMENT CHECKLIST

For use in identifying learning priorities of beginning teachers for the field try-out of the
Teacher Induction Program

Name of Beginning Teacher: _________________________________________________

School: ___________________________Division: __________________Region: ________

Instructions: The list in the first column contains the topics of the learning sessions provided
in the Teacher Induction Program Resource Package. The next two columns are the codes of
the Philippine Professional Standards for Teachers (PPST) particularly the Beginning Teacher
Indicators (BTs) and the Proficient Teacher Indicators (PTIs) that serve as learning outcomes
of each of the sessions.

On the last column, write the appropriate mark for each session to indicate your priority
learning need, whether this is a High Priority (H), Moderate Priority (M), or Not a Priority (N).

PPST Learning Priorities

H - High Priority
MODULE/SESSION BTIs PTIs M - Moderate Priority
N - Not a Priority
Module 1: THE DEPARTMENT OF EDUCATION
Mandate 7.1.1 7.1.2
Vision, Mission, Goals, and Core Values 7.1.1 7.1.2

Strategic Directions 7.1.1 7.1.2

DepEd Organizational Structure and Processes 6.4.1 6.4.2
Career Paths within the Department of Education
Magna Carta for Public School Teachers 6.3.1 6.3.2
Code of Ethics for Professional Teachers of the 6.3.1 6.3.2
Philippines
The Governance of Basic Education Act of 6.3.1 6.3.2
2001(RA 9155)
Philippine Professional Standards for Teachers 7.5.1 7.5.2
(PPST)
Results-based Performance Management System 7.4.1 7.4.2
(RPMS)
Salaries, Wages, and Benefits 6.3.1 6.3.2
Module 2: THE FILIPINO TEACHER
Self-awareness and Self-mastery 7.4.1 7.4.2
Personal and Professional Development 7.4.1 7.4.2
Financial Literacy 7.4.1 7.4.2
Health and Wellness Program 7.4.1 7.4.2
Gender and Development 3.1.1 3.1.2
Module 3: THE K TO 12 CURRICULUM
Goals of the K to 12 Basic Education Program 4.2.1 4.2.2
Inclusive Education 3.1.1 3.1.2
3.2.1 3.2.2
 The Basic Education Program in Schools 1.1.1 1.1.2
Key Stages in the basic education program 1.1.1 1.1.2
Special Interest Programs 3.1.1 3.1.2
4.3.1 4.3.2
Student Inclusion Programs 3.4.1 3.4.2
Indigenous Peoples’ Education Program 3.5.1 3.5.2
Muslim Education Program 3.2.1 3.2.2
Special Education 3.3.1 3.3.2
The Alternative Learning System (ALS) 3.4.1 3.4.2
Flexible Learning Options (FLO) 2.3.1 2.3.2
Module 4: THE TEACHING PROCESS
Pedagogies for Inclusive Education 1.2.1 1.2.2
Differentiated Instruction 1.2.1 1.2.2
Adult Learning (4As Approach) 1.2.1 1.2.2
Explicit Teaching 1.2.1 1.2.2
The 21st-century Teaching 1.5.1 1.5.2
Daily Lesson Logs (DLL)/Detailed Lesson Plan 4.1.1 4.1.2
(DLP)
Learning Resource Management Development 4.5.1 4.5.2
System (LRMDS)
Contextualization, Localization, and 3.2.1 3.2.2
Indigenization of Resource Materials 4.5.1 4.5.2
Preparation and Utilization of Interactive, 1.3.1/4.5.1 1.3.2/4.5.2
Digitized, and Disaster-resilient Instructional
Materials
Utilization of LR Portal 4.5.1/1.3.1 4.5.2/1.3.2
School Forms and Learner Information System 1.3.1 1.3.2
(LIS)
Classroom Management and Discipline 2.6.1 2.6.2
The Child Protection and Anti-Bullying Policies 2.1.1 2.1.2
4.4.1 4.4.2
Module 5: THE LEARNING PROCESS
The 21st-century Learners 4.1.1 4.1.2
4.2.1 4.2.2
Understanding the Diversity of the Learners 3.1.1 3.1.2
Learner-centered Learning 2.4.1 2.4.2
Assessment and Evaluation of Learning 5.1.1/5.2.1/ 5.2.1/5.2.2/
5.5.1 5.5.2
Diverse learning environments 2.1.1/2.2.1 2.1.2/2.2.2
2.3.1/2.4.1 2.3.2/2.4.2
2.5.1/2.6.1 2.5.2/2.6.2
Module 6: THE SCHOOL & COMMUNITY LINKAGES
Community as a Resource in the Teaching- 6.1.1 6.1.2
Learning Process 6.2.1 6.2.2
6.4.1 6.4.2
The School and Community Relationships 6.2.1 6.2.2
Building Partnerships and Establishing Linkages 6.4.1 6.4.2
THANK YOU