REPORT 1-8

• National Competency Based Teachers Standards

  Used to test the level of competitiveness of a teacher
• Effective teaching


  Being able to help all types of students learn the different learning goals in the curriculum
• The National Competency Based Teachers Standards provides a single framework that shall define effective teaching in all aspects of a teacher's professional life and in all phases of teacher development
• Seven Domains

  • D1: Social Regard for Learning
  • D2: The Learning Environment
  • D3: Diversity of Learners
  • D4: Curriculum
  • D5: Planning, Assessing, and Reporting
  • D6: Community Linkage
  • D7: Personal Growth & Professional Development
• D1: Social Regard for Learning

  • It focuses on the ideal that teachers serve as positive and powerful models
  • It is about the actions of teachers, statements, and various types of social and student communication
  • It is about teachers with a deep understanding principle to facilitate the learning of students
• D2: The Learning Environment


  • Create an environment that promotes fairness
  • Makes the physical environment safe and conducive for learning
  • Communicates higher learning expectations to each learner
  • Establishes and maintains consistent standards of learners behavior
• D3: Diversity of Learners


  • Demonstrate concern for holistic development of learners
  • Is familiar with learner's background, knowledge and experiences
• D4: Curriculum

  • It assesses the effectiveness of teaching methods in achieving curriculum goals
  • Selecting teaching methods, learning materials, and resources appropriate to learners and aligned to the objectives of the lesson
• D5: Planning, Assessing, and Reporting


  • Use of assessment data to plan and revise teaching-learning plans
  • Integration of assessment procedures in the plan and implementation of teaching-learning activities
  • Reporting on learner's actual achievement and behavior
• D6: Community Linkage


  • The use of school facilities or sharing facilities of other school resources
  • It is an educational process to continuously improve teaching knowledge
• D7: Personal Growth & Professional Development


  • Refers to the professional development toward teacher improvement and sets out time for personal and professional development through participation in seminars for study workshops, regular reading of study materials and focused on educational research to continuous improvement as teachers
• The 21st Century Teachers


  • Embracing Technology in the Classroom
  • Developing 21st-Century Skills in Students
  • Adapting to Diverse Learning Styles and Needs
  • Promoting Student-Centered Learning
  • Encouraging Global Awareness and Cultural Competence
  • Prioritizing Social-Emotional Learning
  • Engaging in Lifelong Professional Development
  • Emphasizing the Role of Educators in the 21st Century
• School and Community Relations

  • Parents
  • Teachers
  • The Community
  • Values and Development
• Parents


  The first teachers in the home and are responsible in shaping their children's values, attitudes, and habits
• Teachers


  The instrument to bring out and develop the child's skills and talent
• The Community


  Community members, including officials, professionals, and residents, actively participate in parent-teacher activities and projects
• Values and Development

  • Cooperation
  • Willingness to share
  • Deep sense of responsibility
  • Persistence
• School and Community

  • Collaborative relationship between school and community officials, demonstrated through joint participation in projects and civic activities
  • Values of nationalism and unity are developed through the examples demonstrated by school and government officials
  • Schools have organized Parent-Teacher and Community Association with the officers coming from both of their members
  • Professionals and practitioners from the community can be invited as resource speakers during observance of significant school rites
  • The communities can achieve discipline and wholesomeness through collaborative efforts focused on public safety, beautification, and cleanliness
• Linkages and Networking with Organizations

  • Linkage
  • Interconnection
  • Networking
• Linkage

  Relationship between partner organizations is quite loose
• International Linkages

  • Pi Lambda Theta, World council and Instruction (WCCI), ASCD
• National and Local Linkages

  • Linkages could be established between universities and colleges offering identical degrees. Cross –enrolment for subjects needed for graduation is allowed
  • Joint researches could be conducted by two or three universities depending on their respective expertise. The dissemination of findings for other universities in the area is a big help
• Interconnection

  Intends to serve members of both sides according to their respective needs, interest, and objectives
• Networking

  Much stronger, usually because the groups and agencies have common objectives and beneficiaries. A network compose of several institution of several colleges of different universities that binds together for a common goal
• Networking with Professional Organization

  • Consortium among colleges and universities
  • With subject specialists
  • The Teacher Educational System
  • National Organization
• Networking with Foundation

  • Department of Science and Technology (DOST)
  • Commission on Higher Education (CHED)
• Global Education

  Not a subject, but a dimension that runs through the curriculum, an extra filter to help students make sense of all the information and opinion the world is throwing at them
• The United Nations Goals

  • Expand early childhood care education
  • Provide free and compulsory primary education for all
  • Promote learning and life skills for young and adult
  • Increase adult literacy by 50%
  • Achieve gender parity by 2015, gender quality by 2015
  • Improve quality of education
• The 21st Century Learning Goals

  • 21st Century Content
  • Learning & Thinking Skills
  • ICT Literacy
  • Life Skills
  • 21st Century Assessment
• Global Teacher

  • Recognizes that the world has rich variety of ways of life
  • Has a vision of the future
  • Must be creative and innovative
  • Must understand, respect and be tolerant of the diversity of cultures
  • Must be able to facilitate digitally-mediated learning
  • Must have depth knowledge
  • Must possess good communication skills
  • Must possess the competencies of a professional teacher
• Educational System of Selected Countries Around the World

  • Australia
  • Brunei Darussalam
  • Canada
  • China
  • England
  • Japan
  • Korea
  • Malaysia
  • New Zealand
  • Philippines
  • Russia
  • Singapore
  • South Africa
  • USA
• Broadening Teaching Perspectives: Teacher Exchange Programs

  • Visiting International Faculty Program (VIF)
  • Fulbright Teacher Exchange Program
  • Inter-African Teacher Exchanges
  • Canadian Educators Exchange
  • Global Teachers Millennium Awards
• Visiting International Faculty Program (VIF)

  Teachers from all over the world go to the U.S. to gain skills, knowledge and experience to bring back to their homeland
• Fulbright Teacher Exchange Program

  Bring educators around the world to the United States for professional growth and learning
• Roles of technology in achieving the goals of learning for understanding

  • Technology provides support to the solution of meaningful problems
  • Technology acts as cognitive support
  • Technology promotes collaboration as well as independent learning
• Technology Programs for Teaching

  • Stand-Alone Programs
  • Programs Available on the Internet
  • Information Databases
• Modified Technology Education Requirements for Prospective Teachers

  • Technology operation and concepts
  • Planning and designing learning environment and experiences supported by technology
  • Teaching learning and the curriculum
  • Assessment and Evaluation
  • Productivity and Professional practice
  • Social, ethical, legal and human issues
• Multicultural Diversity

  It recognizes that individuals have varying lifestyles, worldviews, and traditions and aims to foster an accepting atmosphere where these distinctions are embraced rather than neglected
• Differences

  • Differ in Race
  • Belong to different ethnic or religious group
  • Speak different language
  • Socio-economic background
• Responses of Multicultural Education

  • Inclusion of learners with special needs
  • Environmental adaption of classrooms
  • Team teaching
  • Peer tutoring
  • Cooperative learning