MATRIX OF DOMAINS, COMPETENCIES, AND PERFORMANCE

DOMAIN I:
Preparation for student learning
COMPETITION PERFORMANCE
Competencia 1 1. Demonstrates knowledge and understanding of individual characteristics.
Know and understand the characteristics of socio-cultural and developmental aspects of their students and their needs
all their students and their contexts, the specials.
disciplinary contents that it teaches, 2. Demonstrates updated knowledge and understanding of the concepts
approaches and pedagogical processes, with the fundamentals of the disciplines included in the curricular area that
purpose of promoting high capabilities teach.
level and its integral formation. 3. Demonstrate updated knowledge and understanding of theories and practices
pedagogical and didactic of the areas they teach.
Competence 2 4. Develop the curriculum programming by analyzing the plan with your colleagues.
Plan teaching collaboratively more relevant to the reality of their classroom, articulating coherently the
ensuring consistency between the learning outcomes that are promoted, the characteristics of the students and the
learning objectives they want to achieve in their selected strategies and methods.
students, the pedagogical process, the use 5. Select the teaching contents according to the learning objectives.
of the available resources y the fundamentals that the national curriculum framework, the school, and the community
evaluation, in a curricular programming they seek to develop in the students.
under permanent review. 6. Creatively design pedagogical processes capable of awakening
curiosity, interest and commitment in students, for the achievement of the
anticipated learnings.
7. Contextualizes the design of teaching based on the recognition of
the interests, level of development, learning styles, and cultural identity of
his students.
8. Create, select, and organize various resources for students such as
support for your learning.
9. Design the evaluation in a systematic, ongoing, formative, and
differential in accordance with the expected learning outcomes.
10. Diseña la secuencia y estructura de las sesiones de aprendizaje en
coherence with the expected learning outcomes and distributes
adequately the time.
DOMAIN II:
Teaching for student learning
Competence 3 11. Build assertive and empathetic interpersonal relationships with and
Create a conducive environment for learning, among the students, based on affection, justice, trust, respect
democratic coexistence and experience mutual and collaboration.
of diversity in all its expressions, 12. Direct your practice towards achieving accomplishments in all of your students, and them
with a view to forming critical citizens and communicates high expectations about their learning possibilities.
intercultural. 13. Promote a welcoming environment for diversity, in which it is expressed
and be valued as a strength and opportunity for achieving learning.
14. Generates relationships of respect, cooperation, and support among students with
special educational needs.
15. Resolve conflicts through dialogue with the students based on criteria.
ethical, agreed norms of coexistence, cultural codes and mechanisms
peaceful.
16. Organize the classroom and other spaces in a safe, accessible, and appropriate manner.
for pedagogical work and learning, addressing diversity.
17. Reflect permanently with your students about experiences.
experiences of discrimination and exclusion, and develops attitudes and skills to
face them.
Competence 4 18. Permanently monitor the execution of its programming by observing its
Lead the teaching process with level of impact both on students' interest and on their
mastery of disciplinary contents and the learning, introducing timely changes with openness and flexibility
use of relevant strategies and resources to adapt to unforeseen situations.
so that all students learn 19. Provides opportunities for students to use their knowledge in
in a reflexive and critical manner everything that the solution of real problems with a reflective and critical attitude.
concerning problem solving 20. Verify that all students understand the purposes of the session
related to their experiences, of learning and expectations of performance and progress.
21. Develop, when appropriate, theoretical and disciplinary content of
interests and cultural contexts.
updated, rigorous, and understandable for all students.
22. Develop pedagogical strategies and learning activities that
promote critical and creative thinking in their students and that the
motivated to learn.
23. Use diverse and accessible resources and technologies, and the time required in
function of the purpose of the learning session.
24. Manages various pedagogical strategies to attend to in a way
individualized for students with special educational needs.
Competence 5 25. Use various methods and techniques that allow for evaluation in a
Continuously evaluate learning differentiated the expected learning outcomes according to the style of
of agreement with the objectives student learning.
institutional provisions, to take 26. Develop valid instruments to evaluate progress and achievements in the
feedback y decisions your
a individual and group learning of students.
students and the educational community, 27. Systematizes the results obtained in the evaluations for decision making.
taking into account the differences decisions and timely feedback.
28. Evaluate the learning of all students based on criteria
individuals and the various contexts
previously established, overcoming practices of abuse of power.
cultural.
29. Share the evaluation results with the students in a timely manner,
their families and educational and community authorities, to generate
commitments regarding learning achievements.
DOMAIN III:
Participation in the management of the school connected to the community
Competence 6 30. Interacts with peers, collaboratively and proactively, to
Participate actively with attitude exchange experiences, organize pedagogical work, improve the
democratic, critical and collaborative in the teaching and building a democratic climate sustainably in the
school management, contributing to the school.
construction and continuous improvement of 31. Participa en la gestión del Proyecto Educativo Institucional, del currículo y de
Institutional Educational Project for the plans for continuous improvement, actively participating in teams
generate quality learning. work.
32. Develop, individually and collectively, research and innovation projects.
pedagogical and improvement of the quality of the educational service of the school.
Competence 7 33. Respectfully promote collaborative work with families in the
Establish relations of respect students' learning, recognizing their contributions.
collaboration and co-responsibility with the 34. Critically integrates cultural knowledge into their teaching practices,
families, the community, and other institutions the resources of the community and its environment.
of the State and civil society. Take advantage 35. Share with the families of your students, local authorities and
their knowledge and resources in the processes community, the challenges of their pedagogical work, and reports on their progress and
educational and accounts for the results. results.
DOMAIN IV:
Development of professionalism and teacher identity
Competition 8 36. Reflect on professional communities about their pedagogical practice and
Reflect on your practice and experience institutional and the learning of all its students.
institutional and develops processes of 37. Participate in meaningful professional development experiences in
continuous individual learning and concordance with their needs, those of the students, and those of the school.
collective, to build and affirm your 38. Participate in the generation of educational policies at the local and regional level.
identity and professional responsibility. national, expressing an informed and updated opinion about them, in the
framework of his professional work.
Competence 9 39. Act in accordance with the principles of professional teaching ethics and resolve
He practices his profession from an ethic of practical and normative dilemmas of school life based on them.
respect for fundamental rights of 40. Act and make decisions respecting human rights and the principle of
people, showing honesty, superior welfare of the child and the adolescent.
justice, responsibility, and commitment to
its social function.