Module No.

and Title 1 FACILITATING LEARNER CENTERED TEACHING

Lesson No. and Title 1.4 Outcomes of Teacher Education

Learning Outcomes: 1. Set out clear expectations of teaching standards for professional
development from beginning to distinguished career stage of teachers;
2. Actively embrace a continuing effort to attaining teaching
proficiency; and
3. Apply uniform measure to assess teacher performance, identify
needs, and provide support for professional development

INTRODUCTION

In desiring to become a teacher someday, you will in fact play a crucial role in nation
building. Put in mind that through quality teachers, the Philippines can develop holistic
learners who are steeped in values, equipped with 21 st century skills, and able to propel the
country to development and progress. Once you graduate and become a licensed professional
teacher, you will now be an official member of the community of educators in the country.
Under the Department of Education’s VISION of producing: “Filipinos who
passionately love their country and whose values and competencies enable them to realize
their full potential and contribute meaningfully to building the nation” (DepED Order No. 36,
s. 2013).
Keep in mind, dear future teacher, that so much research evidence unequivocally
show that good teachers are vital to raising student achievement, i.e., quality learning of your
students is will be dependent upon learner-centered teaching. Hence, enhancing yourself in
terms of in
the 7 domains of teaching practice reflected in the Philippine Professional Standards for
Teachers should become of utmost importance to you.

ACTIVITY

A. Concept Map of a Professional Teacher

Develop a concept map of a professional teacher as provided for in the Philippine
Professional Standards for Teachers.

B. WEB ORGANIZER
The teachers are not simply the
implementers of the strategies in
teaching. They are the creators of the
conditions of learning bedrock on their
personal, professional, and ethical
qualities. Identify the qualities of
professional teacher. Fill in the concept
organizer shown on the right side.
ANALYSIS

Let us now reflect on your answers on the activities. Do so by responding to the

following questions.
1. What kind of stimuli for children’s and adult behavior did you observe?
2. What kinds of behaviors on the part of children elicit reinforcement and
punishment consequences from the adult?
3. What kind of behaviors of adults are reinforced or punished by the children?
4. What kinds of reinforcement and punishments seem to be most “successful”?
5. Given this experience, what are your thoughts about operant conditioning? Do you
think children reinforce and punish adults reinforce and punish them? How might
the two be interdependent?

ABSTRACTION

Philippine Professional Standards for Teachers

The Philippine Government has consistently pursued teacher quality reforms through
a number of initiatives. As a framework of teacher quality, the National Competency-Based
Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No.
52, s. 2007 and DepED Order No. 32, s. 2009. It emerged as part of the implementation of the
Basic Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the
learning considerations of programs, such as the Basic Education Assistance for Mindanao
(BEAM), the Strengthening Implementation of Visayas Education (STRIVE) project and the
Third Elementary Education Project (TEEP).

The K to 12 Reform (R.A. 10533) in 2013

has changed the landscape of teacher quality
requirements in the Philippines. The reform
process warrants an equivalent supportive focus on
teacher quality – high quality teachers who are
properly equipped and prepared to assume the
roles and functions of a K to 12 teacher.

The Philippine Professional Standards for

Teachers, which is built on NCBTS, complements
the reform initiatives on teacher quality from pre-
service education to in-service training. It
articulates what constitutes teacher quality in the K
to 12 Reform through well-defined domains,
strands, and indicators that provide measures of
professional learning, competent practice, and
effective engagement. This set of standards makes explicit what teachers should know, be
able to do and value to achieve competence, improved student learning outcomes, and
eventually quality education. It is founded on teaching philosophies of learner-centeredness,
lifelong learning, and inclusivity/inclusiveness, among others. The professional standards,
therefore, become a public statement of professional accountability that can help teachers
reflect on and assess their own practices as they aspire for personal growth and professional
development.
 Teacher Quality in the Philippines

The Philippine Professional Standards for Teachers defines teacher quality in the
Philippines. The standards describe the expectations of teachers’ increasing levels of
knowledge, practice and professional engagement. At the same time, the standards allow for
teachers’ growing understanding, applied with increasing sophistication across a broader and
more complex
range of teaching/learning situations.

The following describes the breadth of 7 Domains that are required by teachers to be
effective in the 21st Century in the Philippines. Quality teachers in the Philippines need to
possess the following characteristics:

• Recognize the importance of mastery of content knowledge and its interconnectedness

within and across curriculum areas, coupled with a sound and critical understanding
of the application of theories and principles of teaching and learning. They apply
developmentally appropriate and meaningful pedagogy grounded on content
knowledge and current research. They display proficiency in Mother Tongue, Filipino
and English to facilitate the teaching and learning process, as well as exhibit the
needed skills in the use of communication strategies, teaching strategies and
technologies to promote high-quality learning outcomes.

• Provide learning environments that are safe, secure, fair and supportive in order to
promote learner responsibility and achievement. They create an environment that is
learning-focused and they efficiently manage learner behavior in a physical and
virtual space. They utilize a range of resources and provide intellectually challenging
and stimulating activities to encourage constructive classroom interactions geared
towards the attainment of high standards of learning.

• Establish learning environments that are responsive to learner diversity. They respect
learners’ diverse characteristics and experiences as inputs to the planning and design
of learning opportunities. They encourage the celebration of diversity in the classroom
and the need for teaching practices that are differentiated to encourage all learners to
be successful citizens in a changing local and global environment.

• Interact with the national and local curriculum requirements. They translate
curriculum content into learning activities that are relevant to learners and based on
the principles of effective teaching and learning. They apply their professional
knowledge to plan and design, individually or in collaboration with colleagues, well-
structured and sequenced lessons that are contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning resources. They
communicate learning goals to support learner participation, understanding and
achievement.

• Apply a variety of assessment tools and strategies in monitoring, evaluating,

documenting and reporting learners’ needs, progress and achievement. They use
assessment data in a variety of ways to inform and enhance the teaching and learning
process and programs. They provide learners with the necessary feedback about
learning outcomes that informs the reporting cycle and enables teachers to select,
organize and use sound assessment processes.
 • Establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process. They
identify and respond to opportunities that link teaching and learning in the classroom
to the experiences, interests and aspirations of the wider school community and other
key stakeholders. They understand and fulfill their obligations in upholding
professional ethics, accountability and transparency to promote professional and
harmonious relationships with learners, parents, schools and the wider community.

• Value personal growth and professional development and exhibit high personal regard
for the profession by maintaining qualities that uphold the dignity of teaching such as
caring attitude, respect and integrity. They value personal and professional reflection
and learning to improve their practice. They assume responsibility for personal
growth and professional development for lifelong learning.

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

The 7 Domains of teacher practice comprise of 37 strands that refer to more specific
dimensions of teacher practice.

Domain 1
Content Knowledge &Pedagogy (7 strands)
1. Content knowledge and its application
within and across curriculum areas
2. Research-based knowledge and principles
of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and
numeracy
5. Strategies for developing critical and
creative thinking, as well as other higher-
order thinking skills
6. Mother Tongue, Filipino and English in
teaching and learning
7. Classroom communication strategies

Domain 2
Environment (6 stands)
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3
Diversity of Learners (5 strands)
1. Learners’ gender, needs, strengths,
interests and experiences
2. Learners’ linguistic, cultural,
socioeconomic & religious
backgrounds
3. Learners with disabilities, giftedness
and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4
Curriculum and Planning (5 strands)
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

Domain 5
Assessment and Reporting (5 strands)
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs

Domain 6
Community Linkages and Professional Engagement (4 strands)
1. Establishment of learning environments that is responsive to community contexts
Philippine Professional Standards for Teachers 7
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures

Domain 7
Personal Growth and Professional Development (5 strands)
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
Career Stages of Filipino Professional Teachers

Teacher professional development

happens in a continuum from beginning to
exemplary practice. Anchored on the principle
of lifelong learning, the set of professional
standards for teachers recognizes the
significance of a standards framework that
articulates developmental progression as
teachers develop, refine their practice and
respond to the complexities of educational
reforms.
The following statements, which define
the work of teachers at different career stages,
make explicit the elements of high-quality
teaching for the 21st century. They comprise
descriptors that have been informed by teachers’
understandings of what is required at each of the
four Career Stages. The descriptors represent a continuum of development within the
profession by providing a basis for attracting, preparing, developing and supporting teachers.

Career Stage 1 or Beginning Teachers

have gained the qualifications recognized for entry into the teaching profession.
have a strong understanding of the subjects/areas in which they are trained in terms of
content knowledge and pedagogy.
possess the requisite knowledge, skills and values that support the teaching and
learning process.
manage learning programs and have strategies that promote learning based on the
learning needs of their students.
seek advice from experienced colleagues to consolidate their teaching practice.

Career Stage 2 or Proficient Teachers

professionally independent in the application of skills vital to the teaching and
learning process.
provide focused teaching programs that meet curriculum and assessment
requirements.
display skills in planning, implementing, and managing learning
actively engage in collaborative learning with the professional community and other
stakeholders for mutual growth and advancement.
reflective practitioners who continually consolidate the knowledge, skills and
practices of Career Stage 1 teachers.

Career Stage 3 or Highly Proficient Teachers

consistently display a high level of performance in their teaching practice.
manifest an in-depth and sophisticated understanding of the teaching and learning
process.
 have high education-focused situation cognition, are more adept in problem solving
and optimize opportunities gained from experience.
work collaboratively with colleagues and provide them support and mentoring to
enhance their learning and practice.
continually seek to develop their professional knowledge and practice by reflecting on
their own needs, and those of their colleagues and students.

Career Stage 4 or Distinguished Teachers

embody the highest standard for teaching grounded in global best practices.
exhibit exceptional capacity to improve their own teaching practice and that of others.
recognized as leaders in education, contributors to the profession and initiators of
collaborations and partnerships.
create lifelong impact in the lives of colleagues, students and others.
consistently seek professional advancement and relevance in pursuit of teaching
quality and excellence.
exhibit commitment to inspire the education community and stakeholders for the
improvement of education provision in the Philippine.

APPLICATION

At this point, after knowing the 7 domains of teaching considered as standards of the
professional practice of teachers, as well as the career stages we go through over time, you
may now check yourself in terms of how far you have developed already at this time. Use the
checklist below to find out.

Self-Assessment Checklist

Domains for Teaching Practice

Y = Yes, I believe I already have developed the competencies in this domain
S = Somewhat, I believe I already have developed some competencies in this domain
NY= Not Yet, I believe I have not yet developed any competency in this Domain

Reflection Question:
1. For domains in which you answered SOMEWHAT or NOT YET, what will you do in
order to develop the teaching competencies under those domains?
2. yourself progress from a beginner teacher stage to a distinguished teacher in 10-15 years?
CLOSURE

Congratulations! You already completed 4 lessons in Module 1. You have also come
to find out about the outcomes of your learning journey in the college of teacher education,
the main reason why you are being trained as teacher through your enrolment in a BSED or
BEED program. Always remember that this course in facilitating learner-centered teaching is
intended to help you acquire the competencies listed as strands in at least 5 domains of the
PPST which are: content knowledge & pedagogy, learning environment, diversity of learners,
curriculum and planning, and assessment and reporting.