(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 2: For Master Teachers

I. Profile

Name APRIL M. LLAGAS Office and Position PALO I DISTRICT, MT-I

Title of PD Programs Training on MATATAG Curriculum for Date of Delivery JULY 1 – 5, 2024
Teachers
PD Program National Educators Academy of the Philippines
Provider in collaboration with Curriculum and Teaching
Strand (BCD and BLD)
Name of Immediate MELFE GRACE A. SANCHEZ Office and Position PALO I – SAN ISIDRO ES
Supervisor
 II. Background and Rationale of WAP:

The Department of Education has pursued its education reform, the MATATAG: Bansang Makabata, Batang Makabansa Agenda, which sets
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.
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 full implementation, all Master Teachers shall develop a
Work Application Plan (WAP) underscoring the intensification of Learning Action Cells (LACs) through Collaborative Expertise.

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 Indicators (Subtask) Application Objective

Philippine Professional Standards for Teachers (PPST) DepEd
Order No. 42, s. 2017

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Domain 1. Content
Knowledge and Pedagogy;
Strand 1.1. Content
Knowledge and its application
within and across curriculum
areas
Domain 1. Content
Knowledge and Pedagogy;
Strand 1.5 Strategies for
developing critical and
creative thinking, as well as
other higher-order thinking
skills
Domain 3. Diversity of
Learners. Strand 3.1.
Learners’ gender, needs
strengths, interests and
experiences
Domain 4. Curriculum and
Planning; Strand 4.1.
Planning and management of management of developmentally
teaching and learning process sequenced teaching and learning
Domain 5. Assessment and
Reporting; 5.2. Monitoring
and evaluation of learner
progress and achievement
Domain 5. Assessment and
Reporting; Strand 5.5. Use of
assessment data to enhance
teaching and learning
practices and programs
1.1.3 Model effective applications
of content knowledge within and
across curriculum teaching areas.
1.5.3 Develop and apply effective
teaching strategies to promote
critical and creative thinking, as
well as other higher-order thinking
skills.
3.1.3. Work with colleagues to
share differentiated
developmentally appropriate
opportunities to address learners’
differences in gender, needs,
strengths, interests and
experiences.
4.1.3 Develop and apply effective
strategies in the planning and
process to meet curriculum
requirements and varied teaching
contexts.)
5.2.3. Interpret collaboratively
monitoring and evaluation
strategies of attainment data to
support learner progress and
achievement
5.5.3 Work collaboratively with
colleagues to analyze and utilize
assessment data to modify
practices and programs to further
support learner progress and
achievement.
Observe teaching demonstration
lessons reflecting on the teaching
learning activities.
Assist colleagues in understanding Conduct a LAC session on the
the significant concepts of teaching performance of the SOLO frameworks.
strategies and how to facilitate
deeper application in the delivery of
the lesson that respond to creative,
critical as well as higher order
thinking skills.
Assist colleagues to implement
differentiated teaching strategies
that are responsive to learner
diversity.
Provide technical assistance to
teacher on teacher standards and
pedagogies within and across
learning areas to improve their
teaching practice.
Works with colleagues to create
learning-focused environment that
promote learner responsibility and
achievement.
Leads colleagues to design,
evaluate, interpret and utilize on the
different types of assessment tools
for the improvement of their
teaching-learning process.
Observe teaching learning process Teacher’s demonstration lesson.
focusing on the development of the
MATATAG Curriculum.
Application on the SOLO
frameworks.
Helps colleagues apply learnercentered, Preparation on Teacher Made
differentiated teaching methods that Instructional Materials.
consider their different needs.
Help colleagues choose, arrange and LAC Session on the conduct of
create relevant ICT-based teaching and different teaching strategies.
learning materials to meet certain
learning objectives.
Technical assistance on the different Preparation on the different school
school forms to be accomplished by the forms.
teacher in every quarter.
Application on the Performance
Monitoring & Coaching Form.
Technical assistance on how to create, Preparation on Teacher made
asses, interpret in the use of various instructional materials.
assessments tools to enhance their
LAC session on the conduct of
learning process.
different teaching strategies.
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Domain 7. Personal Growth 7.5.3 Reflect on the Philippine
and Professional Professional Standards for
Development; Strand 7.5 Teachers to plan personal
Professional development professional development goals
goals; and assist colleagues in planning
and achieving their own goals.
Assist colleagues in setting and
achieving their personal and
professional development goals
based on the Philippine Professional
Standard for Teachers.
Encourage colleagues tom grow
personally and professionally by
participating in various seminars,
workshops and self-improvement
activities.
Conduct professional growth
development seminar, training and
workshops.

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 embedding more deeply school LACs through Collaborative Expertise (CE) aligned with the PPST.

Specific Task Activities Timeline Expected Outcomes/ Learning Facilitator

[minimum of two (2)]
(Aligned with the application
objective, what are the specific
tasks of a teacher to improve
learning outcomes.
(Specify activities on the
identified task)
(Start-end of each activity)
MOVs (Immediate Supervisor or
(It represents what is predicted
peer assigned to guide
or intended to happen as a
the teacher)
result of implementing a specific
task or initiative)

1. Focus on Instructional Creating clear and

Design engaging lesson plans
that cater to the
curriculum and the
specific needs of their
learners. Daily Lesson Plan

Incorporating diverse Whole year round Master Teacher

Different Instructional
teaching methods to Materials.
cater to different learning
styles, using a mix of
lectures, discussions,
group activities and
hands-on projects.
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2. Know how to Differentiate the given
differentiate instruction to meet the Remedial lesson
individual needs.
Library hour
Providing additional Whole Year Round Master Teacher
support for struggling Peer group learning
learners or offering
enrichment activities for Collaborative learning
advanced learners.

Prepared by (name and position): Signature Date

May 25, 2024
APRIL M. LLAGAS
Master Teacher I

*Reviewed by (name and position): Signature Date

VIVELYN A. LUMANIOG
Principal III

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

MELFE GRACE A. SANCHEZ

District In-charge

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

*for master teacher: reviewed and **approved by the school head or immediate supervisor