Ed102 m2-3

• Teacher


  Primarily meant for the classroom to teach
• Communities the teacher relates with

  • Classroom community of learners
  • Teaching community (fellow teachers, colleagues, superiors)
  • Community outside the school (parents, local officials, alumni, community members)
• All the communities the teacher relates with have interrelated functions
• Module learning outcomes


  • To explain the competencies a teacher must possess as stipulated in the Philippine Professional Standards for Teachers (PPST) to function effectively in the classroom and in the community
  • To enumerate the knowledge, skills, and attitude of a 21st-century teacher
  • To deepen one's understanding of the various roles of the teacher in the classroom and in the community
  • To examine the responsiveness of the present teacher education curriculum to the needs of the teacher as she performs her role in the classroom and in the community
• Competencies


  Knowledge, skills, and attitudes that a teacher ought to possess to perform tasks satisfactorily
• The competencies are captured in the Philippine Professional Standards for Teachers (PPST)
• Role of teachers


  • They play a crucial role in nation-building
  • 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
• Evidence shows unequivocally that good teachers are vital to raising student achievement, i.e., quality learning is contingent upon quality teaching
• Enhancing teacher quality becomes of utmost importance for long-term and sustainable nation-building
• The changes brought about by various national and global frameworks such as the K to 12 Reform and the ASEAN integration, globalization, and the changing character of the 21st-century learners necessitate improvement and adaptability of education and a call for the rethinking of the current teacher standards
• National Competency-Based Teacher Standards (NCBTS)

  A framework of teacher quality institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009
• The NCBTS 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 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
• Philippine Professional Standards for Teachers


  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
• The professional standards 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
• 7 Domains of the Philippine Professional Standards for Teachers

  • Content Knowledge and Pedagogy
  • Learning Environment
  • Diversity of Learners
  • Curriculum and Planning
  • Assessment and Reporting
  • Community Linkages and Professional Engagement
  • Personal Growth and Professional Development
• The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices
• Domains of the Philippine Professional Standards for Teachers

  • Content Knowledge and Pedagogy
  • Learning Environment
  • Diversity of Learners
  • Curriculum and Planning
  • Assessment and Reporting
  • Community Linkages and Professional Engagement
  • Personal Growth and Professional Development
• To remain relevant and interesting, the teacher must possess 21st Century Skills
• Categories of 21st Century Skills


  • Communication Skills
  • Learning and Innovation Skills
  • Information, Media, and Technology Skills
  • Life and Career Skills
• Communication Skills


  • Teaming
  • Collaboration
  • Interpersonal skills
  • Local, national, and global orientedness
  • Interactive communication
• Learning and Innovation Skills

  • Creativity
  • Curiosity
  • Critical thinking
  • Problem-solving skills
  • Risk taking
• Life and Career Skills

  • Embrace flexibility and adaptability
  • Leadership and responsibility
  • Social and cross-cultural skills
  • Initiative and self-direction
  • Productivity and accountability
  • Ethical, moral and spiritual values
• Information, Media, and Technology Skills

  • Visual literacy
  • Information literacy
  • Media literacy
  • Scientific literacy
  • Economic literacy
  • Technological literacy
• Visual Literacy


  The ability to interpret, and make meaning from information presented in the form of an image. It is also the ability to evaluate, apply, or create conceptual visual representations
• Information Literacy


  The ability to identify what information is needed, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share the information
• Media Literacy


  The ability to critically analyze the messages that inform, entertain, and sell to us every day. It is the ability to bring critical thinking skills to bear on all forms of media asking pertinent questions about what's there and noticing what's not there. It is the ability to question what lies behind media productions and to be aware of how these factors influence content of media productions
• Scientific Literacy


  The knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity
• Economic Literacy


  The ability to apply basic economic concepts in situations relevant to one's life. It is about cultivating a working knowledge of the economic way of thinking – understanding tradeoffs, and recognizing the importance of incentives
• Technological Literacy


  The ability to responsibly use appropriate technology to communicate; solve problems; access, manage, integrate, evaluate, design, and create information to improve learning in all subject areas; and acquire lifelong knowledge and skills in the 21st century
• Ways of Thinking (21st Century Skills)


  • Creativity
  • Critical thinking
  • Problem-solving
  • Decision-making
  • Learning
• Ways of Working (21st Century Skills)


  • Communication
  • Collaboration
• Tools for Working (21st Century Skills)

  • Information and communications technology (ICT)
  • Information literacy
• Skills for Living in the World (21st Century Skills)

  • Citizenship
  • Life and career
  • Personal and social responsibility
• Critical Thinking


  The ability to differentiate facts from opinions and not only just learn a set of facts or figures but also discover these for the sake of knowing what ought to be
• Creativity


  Thinking out of the box and taking pride in what is uniquely theirs. Looking at a problem from multiple perspectives proposing multiple possibilities and alternatives to address a problem and taking calculated risks
• Communication


  Expressing ideas in the clearest and most organized manner through varied modes - face-to-face, technologically mediated, or a blended medium
• Collaboration


  Working well with others to accomplish a given task or solve a problem at hand. Tapping into the capabilities of each member of the team and collaboratively achieving the goal
• In addition to the 4C's, there are Citizenship and Character. Citizenship is known as netizenship in the virtual world