LESSON 1.

4
Outcomes of Teacher Education

Objectives:
At the end of this lesson, you should be able to:

 set out clear expectations of teaching standards for professional

development from beginning to distinguished career stage of teachers;
 actively embrace a continuing effort to attaining teaching proficiency;
and
 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 21st 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 evidences 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 1: Concept Map of a Professional Teacher

Develop a concept map of a professional teacher as provided for in the

Philippine Professional Standards for Teachers.
 Activity 2: 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 below.

Analysis

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

the following questions.

a. What is/are your basis in creating the concept map?

b. Did you identify certain concept/criteria that you want to change/modify?

c. Do you identify yourself as one of these learning bedrock in terms of personal,

professional, and ethical qualities?
 d. From the activity, what are your thoughts about the recent quality reforms through a
number of initiatives?

Abstraction

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, socio- economic & 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

Y S N Domain of Teaching Standards

Y
Content Knowledge and Pedagogy
Learning Environment
Diversity of Learners
Curriculum and Planning
Assessment and Reporting
Community Linkages & Professional Engagement
Personal Growth and Professional Development

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. From your perspective, how will you progress from a beginner teacher stage to a
distinguished teacher in 10-15 years?

Congratulations learner! 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 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.

Let us continue to deepen your understanding of your future learner by turning to

module 2.
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