Vil. ASSESSMENT RESULTS ‘The following are the findings of the LDNA conducted to twelve (12) teachers of Angela A. Celis Memorial School who hold Teacher | and ll postions of whom 5 are Teacher and 7 are Teacher i The? were grouped according to key stages and supervised and monitored by the school head. A coral ofiewo {groups went through the entire process ofthe assessment fe. sey ‘A. School - Wide Learning Needs Functional Competency Needs of Teachers ’ “The retuks of the LAD needs assessment showed that across Key stages, the top 3 common functional ‘mn Domain 1: Content Knowledge and Pedagogy covering the competency needs of teachers were all following strands with che identified specific gaps in knowledge skils and acicude: jeracy. a) Strand 1.4 — S ~ 5.3: Strategies for promoting literacy and num i hing strategies that promote learner ‘Skil: Model a comprehensive selection of effective tead achievement in literacy and numeracy; b) Strand 1.1-K-23: Content knowledge and its application within and across curriculum areas disciplinary topics and enabling learning Knowledge: Include appropriately chosen intra - competencies within the curriculum guide ofa specific learning area and grade level: ©) Strand 1.5-K-3.2: Srategies for developing critical and creative thinking Knowledge: Explain the critical earning strategy through the infusion approach: and 4) Serand 1.1-A.3: Teacher values the importance of mastery of content knowledge and ies interconnectedness within and across curriculum areas by being able to: consistently modify lesson execution based on learners’ pace to ensure mastery of the content. Top 3 Functional Competency Needs of Angela A. Celis Memorial School ‘Competency Gomd 4 SSE] Sead T4KI3 | Send 1SKIR [Sand TTA Soateges for promoting | Content knowledge | Sates for | Teacher vahies the Inerscy and numeracy. | ands application | developing crea! | imporance of Suis Mode! 1 within and. across | and create | mastery. of concent comprchensive selection | curricubm areas | thinking Knowledge ands fof elective aching | Knowiedge: Include | Knowledge: Explain | incerconneccedness strategies that promote | appropriately the crcl leaning | wthin and across Iearperachevement. in| chosen intra -| strategy trough the | currcutsm areas by Ieeracy and numeracy | disciplinary topis | infsion approach | being able to: and embling Aciude: Fearing consistently modify competencies within lesson execution the curriculum guide based on. learners ofa spect learning pace to ensure area and grade evel, mastery ofthe Table 21 Teal ‘Key Sage ad 7 Trwedie 2 = 5 7 7 7 3H oe Tec col nord competency needs of AACMS as a school is 50 (refer to Table 2 of Annex | page 38 fr Fanesoal Competency Needs of AACMS). Of these 50 needs, primary group has 30 while the Inarrednte has 2, The primary group tas more neade comgared ta ntarmadies group with & difference of . In Domain 1, 2, 3 and 4, the school has least needed in domain 1 strand 1.3, 1.7, domain 2 strand |— a 2.3, domain 3 strand 3.1 and domain 4, strand 4.5 with only 1 ~ 2 frequency count. While the most needed competencies are in the domain 1 only. Among the 7 domains and strands, the school has no needs in Domain and strand in 5, 6 and 7. Table 2 further shows that Domain 4, Strands 1.2 and 1.4 are more needed by the primary group with a total frequency count of 12 compared to just 7 frequency count listed for intermediate group. The primary group has no need in Strands 1.3 and 3.1, while the intermediate group has no need in strands 47,23 and 45. vve needs in the Domain 1- Content knowledge and its application within TAK3A, 14-55, 13+5-5.3, 145-5, 1.5-K-23, 3.1-K-2 No domains were the primary group. ‘Only primary teachers’ group ha and across curriculum areas strands identified as needs of intermediate group that were unlikely needed by With reference to the above Table 2.1, the top most need of AACMS teachers is Serand 1.4 -S - 5.3: Strategies for promoting literacy and numeracy specifically on skills which is on “model a comprehensive ‘election of effective teaching strategies that promote learner achievement in literacy and numeracy”. 5 teachers from Primary Group and 4 teachers from Intermediate Group listed this as their need. Second in the list is Strand 1.1-K-3.3: Content knowledge and its application within and across curriculum areas under knowledge domain which is on “include appropriately chosen intra - disciplinary ‘topics and enabling learning competencies within the curriculum guide of a specific learning area and grade level”. Tied in Rank 3.5 are the Strands 1.5-K-3.2: Strategies for developing critical and creative thinking under knowledge domain on “explain ‘he critical learning strategy through the infusion approach”, and Strand 4.4-A-3; Teacher values the importance of mastery of content knowledge and its interconnectedness within and across curriculum areas by being able to under Attitude domain on “consistently modify lesson execution based on learners’ pace to ensure mastery of the content”, Both strands got a sum of 7 from both groups.a ANNEX B Table B41 Primary Grades Individual Learning Development Needs For Functional Competency CODE FREQUENCY FUNCTIONAL COMPETENCY COUNT = include appropriately chosen intra-disciplinary topics and 11K-3.3 5 enabling learning competencies within the curriculum guide of a specific learning area and grade level. = choose the most appropriate strategies, activities/tasks, 1.1-A3 4 questions to ensure learners’ mastery of the content ~ design a learning activity for a specific content that 1.2- K-44 1 considers the five standards of effective pedagogy conduct demonstration teaching to. showcase 1.2S-2 1 conceptualization and indigenization collaborate with co-teachers and other practitioners in 125-4 1 developing new and more effective teaching pedagogies. seeking more effective ways of teaching through action 1.2.-A- 3.2 1 research and participating in learning groups or Community of Practice (CoP) = acquire a range of teaching strategies to enhance the 1 learner achievement in literacy and numeracy skills = explain language acquisitions and development in the 1 importance of using the Mother Tongue as a medium of instruction in early language literacy and numeracy. model a comprehensive selection of effective teaching] — 1.4S-5.3 5 strategies that promote learner achievement in literacy and numeracy ‘show creativity and persistence in designing and making] 1.4A-3.1 1 learning devices/materials for learners. ‘explain the critical learning strategy through the infusion approach, Ns Srategy throug 1.5K-3.2 5 give examples of diferent classroom communication strategies 1 arrange classroom in a way that will suit meaningful activities to encourage active participation among learners. 1 ™ use appropriate text and non-text instructional materials, 2 including ICT, in conducting daily lessons to facilitate learners’ achievement of learning standards.Table B2 Intermediate Grades Individual Learning Development Needs For Functional Competency FUNCTIO! CODE FREQUENCY INAL COMPETENCY COUNT "analyze content for contextualization to be more| — 1.1-K-3.) 7 responsive to the learners context * include appropriately chosen intra-disciplinary topics and | |.1-K-3.3 3 ‘enabling learning competencies within che curriculum guide of a specific learning area and grade level. make meaningful connections and include appropriate VSS 1 interdisciplinary topics and learning competencies cited in the curriculum guide of other learning areas in any grade level + choose the most appropriate strategies, activities/tasks, | 1.-A3 3 questions to ensure learners’ mastery of the content * design a learning activity for a specific content that| — 1.2-K-4.4 2 considers the five standards of effective pedagogy * online pamphlets and brochures backed-up by the) 135-53 1 utilization of a digital camera, Facebook, Instagram to produce online materials. use appropriate literacy and numeracy teaching strategies | _1.4-5-5.1 1 that consider learner's multiple intelligences and learning styles model a comprehensive selection of effective teaching 4 strategies that promote learner achievement in literacy and numeracy ‘describe activities for developing the 21* century skills 15K23 1 . eet critical learning strategy through the infusion | | 5 3 9 54 * explain how inclusive education- as a core principle of [4 > i basic education- can be applied in the classroom