NOTE: Hello, educators!

This TRF file will be more successful if you

change the answer and include some personal scenarios from your
teaching career, such as impact and challenges. You must prepare for
this as it will be the factor that distinguishes your TRF. LABAN!!!

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government.
Page | 1
 TEACHER REFLECTION FORM (TRF)

NAME OF TEACHER APPLICANT: DATE:

Directions: Share how you were able to exhibit the objectives by writing specific situations from your experience/s as a teacher, as a practicum student, or in
any other related instances. Be guided by the questions/prompts provided. Limit your response to a maximum of 10 sentences.

Non-classroom
observable Narrative and Reflection
objective
How do you maintain a learning environment that is responsive to your community's context? Describe the context in
your area and share teacher practices that contribute to further improvement of your community.

ANSWER A:

OBJECTIVE 6 I can uphold a learning environment that is sensitive to the community by being a promoter of different activities of the school,
the parents and the barangay. I have been able to respond to the learners' needs bv having a good relationship with the parents and the
community. In addition to this, I always communicate with the parents about the learners' achievements, needs and progresses in
school. With this, I was able to help the parents in helping their children in becoming a better versions of themselves. Moreover, I
participate and support the activities of the parent-teacher association and the barangay. I also immerse the learners in co-curricular
and extra-curricular activities to ensure the continuity of learning even outside the school. I believe that teachers should connect the
different education stakeholders and help one another to make learning more meaningful and easier. We are the promoters of change
and we open the minds of our young learners in the coloufful life of our community. At the end of the day, the children's welfare is
taken good care of by assuring the commitment of our parents and the local community towards better education.

Maintain learning ANSWER B:

To create a responsive learning environment, it is important to understand the context in which the community operates. This includes understanding the
community's culture, socioeconomic status, language, and other relevant factors that may impact learning. This understanding can inform teaching practices that
are culturally relevant and responsive to the needs of the community.

One way to improve the community is through community involvement in the classroom. Teachers can collaborate with community members to identify
strengths and challenges within the community and incorporate them into the curriculum. This could involve inviting guest speakers to share their experiences or
teaching topics that are relevant to the community.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government.
Page | 2
 Another important aspect of creating a responsive learning environment is to incorporate differentiated instruction into teaching practices. Teachers can
differentiate instruction by providing multiple ways for students to access and engage with the curriculum. For example, teachers can offer different modes of
instruction, such as visual aids or hands-on activities, to accommodate different learning styles.

In addition, teachers can provide opportunities for student-led learning experiences that allow students to connect their learning to their own experiences and
interests. For example, teachers can facilitate student-led projects that focus on issues relevant to the community, such as environmental sustainability or social
justice.

Finally, teachers can continuously seek feedback from the community and students to inform their teaching practices. This feedback can be used to improve
instruction and ensure that the learning environment remains responsive to the needs of the community. By staying connected to the community, teachers can
ensure that their teaching practices contribute to the further improvement of the community.

ANSWER C:

First and foremost, it's crucial to comprehend the particular requirements and difficulties of the community you are serving. To better understand the viewpoints
and experiences of families, community leaders, and other stakeholders, this may entail developing relationships with them.

Developing culturally sensitive curricula that reflect the diversity and experiences of your students is one method to strengthen your community. This can entail
including pertinent cultural allusions, inviting guest lecturers, and forming alliances with nearby organizations that can aid with student learning.

Making a safe, inclusive learning atmosphere where kids feel valued and respected is another crucial technique. This may entail putting restorative justice
procedures into practice, encouraging good peer relationships, and giving students a voice and opportunity for leadership. Families and community members
should be involved in the educational process as well. Hosting community activities, providing frequent updates on student progress, and providing opportunities
for parents and other caregivers to volunteer and offer feedback on the educational program are a few examples of how to do this.

Lastly, continuing professional development and learning can assist instructors in keeping abreast of the finest techniques and strategies for addressing the needs
of their community. Attending conferences, taking part in online learning communities, and working together with other instructors to exchange resources and
techniques are some ways to achieve this.
environments that
are responsive to
community contexts.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government.
Page | 3
Comments from the Evaluator:

Rating: Exemplary (5pts) Fully Acceptable (3pts) Not Fully Acceptable (1pt)

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government.
Page | 4
 Non-classroom
observable Narrative and Reflection
objective
How do you develop your teaching practice in accordance with the existing laws that apply to teaching and the
responsibilities specified in the Code of Ethics for Professional Teachers? How do you develop your teaching practice in
accordance with existing regulations?

ANSWER A:
OBJECTIVE 7
As a teacher, I regularly study the relevant laws and the Code of Ethics forteachers. I always make sure that I know and I am
aware of the roles and responsibilities of a teacher. I have not been involved in anv conflict regarding mv role as a teacher. At the end
of mv day, I self-reflect in all of the things I've done inside the classroom and to the learners. I am fully aware of mv flaws and be able
to improve myself evervdav bv listening to mv mentors. I seek their help everytime and take their advices. I listen to their constructive
criticisms and learn from them. I reflect on it too so that I will be able to do better next time. I believe that by self-reflecting and
listening to the good advices of my peers and mentors, I meet what a teacher should be expected of.

Review regularly ANSWER B:

Firstly, teachers need to be familiar with the laws and regulations that apply to their teaching practice. This includes understanding the legal requirements related
to curriculum, assessment, student welfare, and reporting. Teachers can access these regulations through their school or district policies, as well as through
government education websites.

In addition to understanding the laws and regulations, teachers need to adhere to the Code of Ethics for Professional Teachers. This code outlines the professional
standards that teachers are expected to uphold, including maintaining confidentiality, promoting equal opportunities for all students, and continuously developing
their professional knowledge and skills.

To develop their teaching practice in accordance with these laws and regulations, teachers can engage in ongoing professional development opportunities, such as
attending conferences, workshops, and training sessions. They can also seek out mentorship and coaching from more experienced colleagues, and collaborate
with their peers to share best practices and strategies.

Another important aspect of developing teaching practice in accordance with existing regulations is to regularly reflect on one's own practice and seek feedback
from students, colleagues, and administrators. This can help teachers identify areas for improvement and ensure that they are meeting the legal requirements and
ethical standards set out for the profession.

Finally, it's important for teachers to stay up-to-date with changes in laws and regulations, and to adapt their practice accordingly. This can involve regularly
reviewing policies and guidelines, attending training sessions on legal updates, and seeking guidance from school administrators or professional organizations.
personal teaching
practice using
existing laws and
regulations that
apply to the
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government.
Page | 5
 teaching profession
and the
responsibilities
specified in the
Code of Ethics for
Professional
Teachers.

Comments from the Evaluator:

Rating: Exemplary (5pts) Fully Acceptable (3pts) Not Fully Acceptable (1pt)

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government.
Page | 6
 Non-classroom
observable Narrative and Reflection
objective
In which practices do you show care, respect, and integrity to learners, colleagues, parents, and other education
stakeholders? How do these practices uphold the dignity of the teaching profession?

ANSWER A:
I abide by the saying, "Treat others the way you want to be treated." As a teacher, it doesn't matter how high or low vou are in
the social ladder. I always teach mv learners to be respectful and to do good to themselves and to other people. I always remind them
also to pav respect to all kinds of people and not just to their parents, teachers and school heads. I give mv respect to other people as
OBJECTIVE 8 well, especially mv colleagues, bv treating them kindly but in a professional way. I also lend a helping hand to all sorts of people: the
learners, the parents, mv colleagues and the community. I show integrity bv doing what needs to be done even if no one is watching
me. I continue doing what is expected of a teacher in a caring and respectful way. I do the initiative of taking good care of my learners
when thev are in school. We should always do our duties whole-heartedly and with integrity because that is what a teacher is all about.

Adopt practices that

uphold the dignity of ANSWER B:
To show care to learners, teachers can create a positive and supportive classroom environment that promotes student well-being and fosters positive
relationships. This can involve using positive reinforcement, providing individualized support, and creating opportunities for student voice and leadership.

To show respect to colleagues, teachers can engage in professional communication and collaboration that promotes mutual respect and understanding. This can
involve actively listening to others, valuing diverse perspectives, and being open to feedback and constructive criticism.

To show integrity to parents and other education stakeholders, teachers can be transparent in their communication and decision-making. This can involve
communicating clearly and honestly about student progress, involving parents and stakeholders in decision-making processes, and upholding ethical standards
and principles.

These practices uphold the dignity of the teaching profession by promoting professionalism, trust, and respect. When teachers demonstrate care, respect, and
integrity in their interactions with others, they create a positive reputation for the teaching profession and inspire trust and confidence in their abilities as
educators. Additionally, these practices help to create a culture of collaboration and support, which can lead to improved student outcomes and overall
educational excellence.
teaching as a
profession by
exhibiting qualities
such as caring
attitude, respect and

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government.
Page | 7
 integrity.

Comments from the Evaluator:

Rating: Exemplary (5pts) Fully Acceptable (3pts) Not Fully Acceptable (1pt))

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government.
Page | 8
 Non-classroom
observable Narrative and Reflection
objective
What co-curricular and/or extra-curricular organizations and/or activities did you participate in, that enabled you to share your knowledge and
enhance your teaching practice? How did your membership in this organization/ participation in this activity contribute to your professional
development?
socially.
I engaged myself in a lot of trainings and seminars that will expose me socially.
I was a part of the Student Government and I learned to serve people whole-heartedly.
I also learned a lot by attending different trainings and seminars on CPD. Moreover, I recently attended a seminar
regarding effective teaching by meaningful learning experiences. I learned that the learners should be more involved in
the learning process to abide by the 2nd pillar of education: learning to do. I learned different learner-centered strategies
and more examples about differentiated instruction. An example of this is the learning trips the learners can experience in
Science lessons and using learner-centered lesson plans such as the 5E's and 7E's lesson plans.
I was able to share it with my peers who are teacher-applicants as well to provide an updated approach in delivering a
lesson to the learners.
These trainings helped me a lot by exposing myself to more opportunities
in understanding the diversity of our learners.

OBJECTIVE 9
Participate in
professional
networks to share
knowledge and to
enhance practice.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government.
Page | 9
Comments from the Evaluator:

Rating: Exemplary (5pts) Fully Acceptable (3pts) Not Fully Acceptable (1pt)

Applicant’s Signature over Printed Name

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government.
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10
Objective 10

(Option 1)

The task given to the students is to research the roles of the given workers in the community by asking their parents or anyone with knowledge of the
roles. It is divided into 2 sets. The Set A used the terms which are familiar to the modern community, while the Set B used terms that are familiar in the older or
indigenous community.

For my classroom with a presence of Indigenous students, this type of assessment promotes culture- sensitivity, fairness, inclusivity, contextualization
and is very much, with respect to how IP students must be assessed, appropriate.

This kind of assessment is very appropriate to my classroom which has Indigenous students because it acknowledges the culture of these learners.
According to an article, Ways of teaching & engaging Aboriginal students in an effective classroom with IP students must be culturally relevant and responsive.
The assessment test reflects the teacher’s knowledge and sensitivity to the culture of the IPs by including their own culture and vocabulary in the assessment test.
Further, the assessment also did not ask the learners to use technology to find out the roles of these people in the community  but instead, the teacher asked them
to utilize the community itself and elders to provide the answers. This hits two birds; one, the teacher acknowledges that not all students, specially IPs have
computers or gadgets to search for the answers, this is very much appropriate in teaching students from Indigenous Groups, second, it involves community
members which is a very strong strategy for teaching Indigenous students (Korff, 2021). This kind of assessment also, respective of the culture and the stronger
presence of contextualization in our curriculum shows that the teacher did not limit the IP learners to their own culture and vocabulary but also introduced the
culture and vocabulary of non-IP community and the same goes for the non-IP students in the class.

The type of assessment given also develops students' HOTs or Higher Order Thinking Skills in my class. According to various articles, in order for
the students in the Indigenous Group to thrive a teacher must set a high standard for them and expect them to succeed. The assessment shows that the teacher
expects everyone to explain the roles they will gather and that is developing the reasoning ability and critical thinking of not only the IP students but all of the
students in class.

As a teacher, we sometimes forget that there are IP students who are in the mainstream class who need a unique approach of teaching and
assessment. This shows in many research studies that tell us that the needs of these children are not being addressed. However, there are revolutionary movements
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government.
Page |
11
for Indigenous People especially in the Basic Education. Our curriculum advocates inclusivity, fairness, and culture-sensitivity  to all students and to the groups
they belong (DO 32, S. 2015, DO 72, s. 2009, DO 101, S. 2010).

The Assessment given as an example in this reflection form is one way of showing us how to provide a proper and valid assessment test to all our
students irrespective of their community groups. It also shows how different the IP students may look at things and concepts learned in school. For the IPs, the
elders and community are very fundamental to their existence and therefore, for the teaching instruction and assessment to be successful for this type of learners,
the tasks of the learners must allow them to function in society and enable them to utilize their own culture and environment.

To retrospect, we should always remember that assessment strategy must be in consonance with the teaching strategy in order to really assess if the
objectives based on the competencies prescribed by our curriculum are being carried out in our lesson. In order to address the learning needs of our students in
Indigenous Groups we must make all the parts of our lesson culture-sensitive, inclusive and conducive for them bearing in mind that these students are the future
of our country.  

(Option 2)
Globally, it is acknowledged that everyone has the right to an education, regardless of their socioeconomic condition, race, or even innate culture.
This includes those who are affluent, poor, black, or white.
In the situation given above, the appropriateness of making an assessment should be considering the cultures of these five (5) young minds who
has their individual practiced culture. When referring to Education, the term Indigenous generally pertains to the first or original inhabitants of a later
colonized group or by a group of powerful people who imposed their own culture and language on the original inhabitants. These group of people includes
the datu (chieftain), community elders and the healers.
Knowing that 5 of the kids didn't grow up in the same environment as the other 25 students, I should always take their culture into account while
planning my teaching tactics. When making an assessment and responding to the need for equitable access to varied cultural possibilities, I should
constantly be innovative in my approach. I should respect the information, worldvi ews, and identities of these kids' communities. I think that in this
assessment, all students were treated equally, and the instructor was considerate of the pupils they worked with.
The Department of Education (DepEd) also emphasized community links, which will allow teachers and community members to share a healthy
relationship between the datu and community elders. Each of these contributes significantly to the creation of a suitable learning environment. This can
help us understand the student’s preferences, strengths and weaknesses when communicating and how these can help or hinder us when communicating
across cultures.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government.
Page |
12
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government.
Page |
13