Chapter 4 Teaching Competencies in the 21st Century

Chapter 4 Competencies and Attributes of 21st CenturyFilipino Teachers “The quality of a school system rests on the quality of its teachers.” - McKinsey & Company Introduction Today, many students can become a teacher but the challenge is that only few become effective teachers. To be an effective teacher involves mastering numerous competencies, tasks, and roles. It starts from having a good communication skill, a deep content knowledge and to a sound classroom management that allow organized instructions and providing relevant and fair evaluations. Moreover, an effective teacher is duty bound to create a healthy classroom atmosphere to encourage enthusiasm, motivation and meaningful teacher-student relationship. This chapter presents the three broad domains of teaching, the National Competency Based Teacher Standard (NCBTS), the 21st century teaching competencies, and the attributes of an effective K to 12 of teacher. Intended Learning Outcomes In this chapter, each student will be able to: 1. Demonstrate understanding of the three (3) broad domains of teaching by giving examples of the focus of each domain; 2. Explain fully the seven (7) domains of the NCBTS and give specific strand and indicator to realize each domain; 3. Determine the implications of the 21 st century skills in successfully living and working in the 21st century environment. 4. Cite specific teaching approaches that help students develop their 21st century skills. 5. Apply the seven (7) domains of NCBTS through a Role Play; What are the three (3) broad domains of teaching? Teaching is not a simple undertaking but it is an intricate activity that requires substantial thinking skills and a solid knowledge base. To engage in classroom teaching therefore demands teachers to master technical knowledge to become effective in realizing their calling, task, and commitment. These areas of knowledge are basically categorized into three (3) broad domains. They are: 1) Professional Knowledge – This domain requires knowing one’s students and how they learn. It also includes mastering the subject content and knowing how to teach it. This type of knowledge means a demonstration of the teachers’ understanding of the subject content, curriculum, and the developmental needs of the learners. Without the mastery of professional knowledge, the teachers cannot provide relevant and meaningful learning experiences to their students. According to Cochran, DeRuiter and King (1993), the professional knowledge that is essential to be an effective teacher extends well beyond knowledge of subject matter to encompass the factors identified in the following table: Table I. Knowledge Area and Focus of Professional Knowledge Knowledge Area Subject matter

Focus Content to teach 1

knowledge Pedagogical knowledge Curricular knowledge Learner knowledge Cultural/community knowledge

How to teach What to teach Whom to teach Sensitivity to settings where one teaches

2) Professional Practice – This domain includes planning and implementing effective teaching and learning; creating and maintaining supportive and safe learning environments; and assessing and providing feedback and reporting on student learning. In the practice of teaching, teachers should be able to make learning more engaging and valued by the students. They are able to create and maintain safe, inclusive, and challenging learning environments and implement fair and equitable behavior management plans. 3) Professional Engagement – This domain reflects the teachers’ ability to engage in professional learning as well as engaging professionally with colleagues, parents/careers, and the community. Engaging in the teaching profession calls that teachers must model what it takes to have effective learning. They identify their own learning needs as well asanalyze, evaluate, and expand their professional learning, both collegially and individually. Teachers demonstrate respect and professionalism in all their interactions with students, colleagues, parents, guardians, and the community. They are sensitive to their needs and can communicate effectively with them about their children's learning. They understand the links between school, home, and community in the social and intellectual development of their students. Table II. Summary of Broad Domains of Teaching Domains Standards of Teaching Profession 1. Know students and how they learn al Knowledge 2. Know the content and how to teach it Profession 3. Plan for and implement effective teaching al practice and learning 4. Create and maintain supportive and safe learning environments 5. Assess, provide feedback and report on student learning Profession 6. Engage in professional learning al Engagement 7. Engage professionally with colleagues, parents/carers and the community Teaching Competencies of Filipino Teachers What is competency? Competency is a pattern and combination of knowledge, skills, and attitudes that is needed by teachers to perform their enormous roles. These competencies are usually observable and measurable through defined behaviors. What defines the teaching competencies needed by Filipino Teachers? The National Competency Based Teacher Standards (NCBTS) defines the professional competencies possessed by Filipino teachers. It characterizes the qualities of 2

an effective Filipino teacher which is standardized or the same to all basic education teachers in the country. This professional development guide was made in September, 2006 by the Department of Education through the Teacher Education Council. What are the legal bases of NCBTS? The crafting of NCBTS is anchored on Republic Act No. 9155 or the Basic Education Act and the Basic Education Sector Reform Agenda (BESRA) as well as R.A. 7784,the law creating the Teacher Education Council (TEC). However, the implementation and adoption of NCBTS in all public elementary and secondary schools in the country is legitimized by DepEd Order No 32. s. 2009. What is the NCBTS? The NCBTS is a student centered mode of teaching which is a complete departure from the traditional teacher focused teaching and learning. It is an integrated theoretical framework that defines the different dimensions (i.e., core competencies, principles, and values) of effective teaching. This framework is balanced because it is anchored on the different educational theories that govern what makes an effective teaching. Moreover, NCBTS clearly articulates the strategic and indispensable role of the teacher in the learning process of the students. The assumption is that the quality of students is just as good as the quality of their teachers. This is short to saying, enhance the competencies of the teachers and the learning of the students will also improve. What does standard mean? A standard may mean criterion, benchmark, model, measure, and paradigm. From this meaning, the NCBTS as a standard means setting the criteria, benchmark, model, measure, and paradigm for what it takes to be an effective Filipino Teacher. In short, it identifies the key elements of quality teaching. What Does Competency-Based Mean? The DepEd NCBTS, A Professional Guide for Filipino Teachers (2006), defines competency-based to mean the standards or criteria for characterizing good teaching measured in terms of what the teacher is competent to do. Instead of measuring good teaching practice in terms of teacher’s credentials, LET scores, grades in graduate school, degrees, personality traits, and so on, what is measured is what the teachers can do competently. What is meant by effective teaching under NCBTS? Effective teaching may connote manifold meaning. However, NCBTS defines effective teaching as being able to employ practices that help all types of students learn the different learning goals in the curriculum. It is making teachers become effective facilitators of learning. As facilitators, stress is made on the ability of teachers to support or scaffold the learning needs of diverse students instead of mere transmission of knowledge.Put simply, effective teaching is helping students learn better and teachers are measured on how competent they are in helping students learn. It puts primary emphasis on the quality of assistance extended by teacher who brings optimal learning rather than the quantity of topics taught. Who crafted NCBTS? The NCBTS is a concerted effort of four (4) agencies namely (a) Teacher Education Council (TEC); (b) Department of Education (DepEd);(c) Commission on Higher Education (CHED) and;(d) Professional Regulation Commission (PRC). 3

Why do teachers need NCBTS? Teachers need the NCBTS as a guide in carrying out their teaching practices and professional development needs. These competencies are the shared definition of the principals, supervisors, superintendents, teachers, students and other stakeholders of what makes an effective teacher or what they expect from an effective teacher. Moreover, Filipino teachers need the NCBTS because they often get confused about what it means to be an effective teacher. For example, they may have been taught the characteristics of good teaching by teacher-educators in their pre-service education that seem to be different from what their principals and supervisors expect in their schools. What are the three-fold purposes of NCBTS? As gleaned from the Experiential Learning Courses Handbook (2009), the NCBTS provides a three-fold purpose as follows: 1. It sets a single framework that shall define effective teaching in all aspects of a teacher’s professional life and in all phases of teacher development – In the past, there have been no single framework to determine the effectiveness of teachers in all the tasks and roles they perform. Worst, there was no framework to which they are able to improve from their weaknesses and sustain their strengths. With NCBTS, all the different dimensions of teaching are spelled out as well as the plans on how teachers are able to hone their knowledge and skills to make them become better teachers in whatever stage of their career. It also identifies what teachers know and can do at different stages of their career thereby making the career path of teachers as a continuum. In short, it is NCBTS that defines the measures that teachers can pursue to professionally develop from the time they enter and exit in teaching. This is standardized or made common among all teachers in the entire country. 2. It minimizes confusion about what effective teaching is – In the academe, there have been so many diverging and confusing indicators on the qualities or attributes of effective teachers. Literature review is replete with so many attributes that make a great teacher. But with NCBTS, the competencies required to become ideal teachers are standardized, well defined in one integrated framework, and only the essential competencies, roles and tasks are captured and measured. This is well articulated in the NCBTS domains, strands, and indicators which must be mastered and exhibited by the teachers. 3. It provides a better guide for all teacher development programs and projects from the school-level up to the national level – The NCBTS is a self-assessment tool that leads teachers to their professional development either in short or long range plan using effective professional development strategies to improve their weaknesses and sustain their strengths. Upon determination of the strengths and weaknesses of teachers as well as their short and long range plans, school principals can use these data as basis for conceptualizing in-service trainings in the school or district as levels well as regional and national seminars, conferences, and workshops aimed at addressing these concerns, challenges, problems, and issues of teachers. How should teachers use the NCBTS? 4

According to the NCBTS-TSNA Orientation Manual Guide for Trainers and Implementers and Toolkit, teachers can use the NCBTS in many ways as follows: 1. As a guide to reflect on their current teaching practices – NCBTS allows teachers to be contemplative on their actions and flexible in what they do. This is particularly true in the use of technical knowledge like strategies and activities so as to guarantee best learning outcomes. The focus of teachers is what the students have to learn successfully as well as what they can show from what they have learned. In this framework, the focus of their teaching practices must shift from what to teach and how to teach the subject to what the students are able to demonstrate as knowledge, skills, and attitude. 2. As a framework for creating new teaching practices – NCBTS provides the structure to which teachers are able to generate new ways, approaches, and strategies to facilitate or help students achieve optimal learning. It is NCBTS that cues teachers to continuously think and further improve their teaching so as to become better teachers for the students. 3. As a guidepost for planning professional development goals – NCBTS is the roadmap (through teacher development map) that leads teachers to think on how they will continue to improve from their previous best as they are being charged to become facilitators of students’ learning. It is this integrated framework that sets the professional development goals of teachers from pre-service training, in service training, and continuing professional development program. Significantly, the professional development of teachers under the NCBTS is transformational, contextual, and experiential. It is not informational or merely providing new and updated technical knowledge for teachers. As this is the case, teachers are no longer passive receivers of technical knowledge and professional development. They are rather active and reflective processors and constructors of their own development. 4. As a common language for discussing teaching practices with other teachers – NCBTS allows teachers to have a common vocabulary for discussing their teaching practices. It is just like teachers singing the same song with the same tune in the practice of teaching. In discussing teaching quality with colleagues and supervisors, they can share their best practices as well as their most innovative means and ways to improve their teaching. This is because of the concept that all best practices along quality teaching are aligned with the domains, strands, and indicators set in the NCBTS. Significantly, it is in performing these domains, strands, and indicators that constitutes the ideal Filipino teacher. 5. As guide for thinking critically about whether the teacher’s current practices are helping students attain the learning goals in the curriculum – Considering that NCBTS is the DepEd’s new paradigm for quality teaching and a new common framework for understanding teaching quality, teachers are able to recognize that their knowledge approaches and style are not applicable to varied learners and context. Thus, they are empowered to make educational decisions in the education process and to be held accountable whether or not students are able to attain the learning goals as defined in the curriculum. How are the competency standards organized in the NCBTS? As stipulated in Experiential Learning Courses Handbook (2009), the competency-based teacher standards are organized hierarchically, that is, from simple to complex and in spiral progression. The “basic” level categories of the standards are the seven domains which are already the competencies` 5

What is meant by domain? A domain is a distinctive sphere of the teaching-learning process and is also a well-defined arena for demonstrating positive teacher practices. The domains are the areas to which all teachers must develop professionally. There are seven (7) domains under the NCBTS. Each domain is defined in terms of a principle of ideal teaching associated with enhanced student learning (Teacher Induction Program Implementation Manual,2009). What are the two broad categories of the seven (7) domains? The two broad categories of the seven (7) domains as specified in the Teacher Induction Program Implementation Manual(2010)are: a. Domains that relate to the role of teacher as a facilitator of learning (domains 2 to 6) – The principal role of teacher under the NCBTS is to become facilitator of learning. In performing their role, they have to become experts in two domains namely: domains on the knowledge and skills for facilitating learning or good teaching strategies(domains 3 to 5) and domains called teaching practices that attempt to situate or at least link the teaching-learning process to appropriate contexts(domains 2and 6). Such teaching practices include the immediate physical, psychological and the social context of the classroom, and the larger socio-cultural, economic, political, and historical context of the community. b. Domains that relate to the role of teacher as a learner (domains 1 and 7). Teachers are always considered students all the time. In realizing this concept, they ought to become experts of two domains namely: Domain 1 represents the ideal that the teacher serves as a model of all the positive values associated with learning, and Domain 7 represents the behaviors that demonstrate the teachers’ actual aspirations to continue learning as a professional teacher. What is meant by strand? Under each domain, there are strands. Strands refer to more specific dimensions of positive teacher practices under the broad conceptual domain. There are twenty three (23) strands under the NCBTS. What is meant by indicators? Under each strand, specific indicators are defined. Indicators are concrete, observable, and measurable teacher behaviors, actions, habits, actions, routines, and practices. They are known to create, facilitate, and support enhanced student learning. They are also at the lowest level of the hierarchical organization. There are eighty (80) indicators under the NCBTS. Table III. Number of Strands and Indicators per Domain Domains Strands rs Social regard for learning 2 Learning environment 5 Diversity of learners 1 Curriculum 7 Planning, assessing and reporting 4 6

Indicato 5 17 8 22 12

Community linkages Personal growth and development Total

1 3 23

6 10 80

What are the characteristics of the domains, strands, and indicators? The domains, strands, and indicators may be characterized in terms of the following dimensions (Teacher Induction Program Implementation Manual(2009): a. Nature/quality – This dimension is concerned with the degree or how well the essential qualities or critical features are demonstrated/observed in the positive teacher practices. b. Frequency, consistency and appropriateness – This dimension is focused on the demonstration of the ideals of teaching in terms of its occurrence, regularity and suitability. It simply asks: “Is the ideal teaching practice demonstrated?”, “Is the demonstration appropriate to the particular teacher-learning process?”, and “Is the teacher consistent in demonstrating this ideal?” c. Self-awareness – This dimension looks into the ability of teachers to be conscious and mindful of the premises, rationale, nature, and effects of the demonstrated teacher-learning process. What are the Seven Domains of the NCBTS? The seven domains are as follows: 1) Social regard for learning– This domain focuses on the ideal that teachers serve as positive and powerful role models in promoting the value of pursuing learning and of exerting effort to learn. This ideal is exemplified through the teachers’ actions, statements, and different types of social interactions with students. To measure their competence along this domain, teachers should ask: Can my students appreciate and model the value of learning through my interactions with them? Domain 1 - Social regard for learning Strand Act as a positive role model for student. Teachers should: 1 Indicato

Implement school policies and procedures

Indicato

Be punctual

Indicato

Maintain appropriate appearance

r1 r2 r3 Indicato r4 Indicato

Be careful of the effects that their behaviors can have on their students Respect other people and their ideas

r5 Indicato r6

Demonstrate that learning is of different kinds and can come from different sources. They should make use of various learning experiences and resources.

2) Learning environment– This domain focuses on the importance of providing a social and physical environment within which all students, regardless of individual differences in learning, can engage in different learning activities and work toward attaining high standards of learning. To measure their competence along this domain,

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teachers should ask: Do I create physical and social class environments that allow my students to attain maximum learning?

1 r1

Domain 2 – Learning Environment Strand Create an environment that promotes fairness. Teachers should: Indicato Maintain a learning environment that promotes courtesy and respect for others in terms of ability, culture, and gender Indicato Provide gender-fair opportunities for learning

r2 Indicato

Recognize that every student has his/her own strengths

r3 Strand 2 Indicato r4 Indicato r5 Indicato r6 Strand 3 Indicato

Make the classroom environment safe and conducive to learning. Teachers should: Maintain a safe, clean, and orderly classroom that is free of distractions Conduct challenging activities given their physical environment Use individual and cooperative learning activities to improve their students’ capacity for higher learning. Communicate higher learning expectations to each of their students. Teachers should: Encourage their students to ask questions

r7 Indicato

Provide their students with a variety of learning experiences

r8 Indicato r9 Indicato r 10 Strand 4 Indicato r 11 Indicato r 12 Indicato r 13 Indicato r 14 Strand 5 Indicato

Provide varied enrichment activities to nurture their students’ desire to further learn Communicate and maintain high standards for learning performance. Establish and maintain consistent standards for student behavior. Teachers should: Quickly handle students’ behavior problems, according due respect to children’s rights Provide timely feedback to reinforce appropriate student behavior Guide individual students that need to develop appropriate social and learning behaviors Communicate and enforce school policies and procedures with regard to appropriate student behaviour. Create a healthy psychological climate for learning. Teachers should: Encourage students to freely expand their ideas

r 15 Indicato

Create a stress-free environment

r 16 Indicato r 17

Take appropriate measures to minimize students’ anxiety and fear of teachers and/or subjects

3) Diversity of learners–This domain emphasizes that teachers should facilitate the learning process among diverse types of students. To do this, they have to recognize and respect individual differences and then using their knowledge to design diverse sets of learning activities to ensure that they can all attain the appropriate learning goals. Such domain urges all teachers in the Philippines to determine, understand, and accept students’ diverse background, knowledge, and experiences. To measure their competence along this domain, teachers should ask:Can I help my students learn 8

whatever their capabilities, learning styles, cultural heritage, socio-economic background, and other differences?

1 r1 r2

Domain 3 – Diversity of Learners Strand Determine, understand, and accept students’ diverse background, knowledge, and experiences Indicato Obtain information on the learning styles, multiple intelligences, and needs of their students Indicato Design or select learning experiences suited to different kinds of students Indicato Establish goals that define their students’ expectations

r3 Indicato r4 Indicato r5 Indicato r6 Indicato r7 Indicato r8

Pace lessons in accordance with their students’ needs and/or difficulties Initiate other learning approaches for students whose needs are not met using the usual approaches Recognize the multicultural backgrounds of their students when providing learning opportunities Adopt strategies to address needs of their less-competent students Make appropriate adjustments for students with different socioeconomic backgrounds

4) Curriculum– This domain refers to all elements of the teaching-learning process that work in convergence to help students attain high standards of learning and understanding of the curricular goals and objectives. These elements include their knowledge of their respective subject matters, teaching-learning approaches and activities, as well as instructional materials, learning resources and information and communications technology (ICT). To measure their competence along this domain, teachers should ask:Can my students understand and attain the goals of the curriculum through the various learning resources and activities I prepared?

1 r1 r2 r3

Domain 4 – Curriculum Strand Demonstrate mastery of the subjects they teach. They should: Indicato Deliver accurate and updated content knowledge using appropriate methodologies, approaches, and strategies Indicato Integrate language, literacy, and quantitative skills development and values in their subject areas Indicato Clearly and accurately explain learning goals, instructional procedures, and content to their students Indicato Link current content with past and future lessons

r4 Indicato r5 Indicato r6 Indicato r7 Indicato r8 Indicato r9 Strand 2

Align their teaching methods, learning activities, and instructional materials or resources with their lesson objectives and students’ needs Create situationsthat encourage theirstudentsto use higherorderthinking skills Engage and sustain their students’ interest in the subject they teach by making its content meaningful and relevant Integrate relevant scholarly works and ideas to enrich lessons when needed Integrate the content of their subject areas with other disciplines Communicate clear learning goals for appropriate lessons. They should: 9

Indicato

Set appropriate learning goals

Indicato

Make sure that their students understand the learning goals

Strand

Make good use of the allotted instructional time

r1 r2 3 Indicato r1

Establish routines and procedures to maximize instructional time

Indicato

Plan their lessons to fit the given instructional time.

r2 Strand 4 Indicato

Select teaching methods, learning activities, and instructional materials or resources appropriate to and aligned with the objectives of their lessons. They should: Translate learning competencies to instructional objectives

r1 Indicato r2 Indicato r3 Indicato r4 Indicato r5 Indicato r6 Strand 5 Strand 6

Select, prepare, and utilize appropriate instructional materials to suit their students and learning objectives Provide activities and use materials that fit their students’ learning styles, goals, and culture Use a variety of teaching approaches and techniques in accordance with their subject matters and students’ needs Utilize information derived from assessment to improve the teachinglearning process Provide activities and use materialsthatinvolve theirstudentsin meaningful learning Recognize general learning processes as well as the unique processes of individual students. They should design and utilize teaching methods that take into account their students’ learning processes Promote purposive study. They should cultivate in their students good study habits through appropriate activities and projects

5) Planning, assessing, and reporting– This domain refers to the aligned use of assessment and planning activities to ensure that the teaching-learning activities are maximally appropriate to the students’ current knowledge and learning levels. In particular, the domain focuses on the use of assessment data to plan and revise teaching-learning plans, as well as the integration of formative assessment procedures in the plan and implementation of teaching-learning activities.To measure their competence along this domain, teachers should ask:Do I assess my students’ learning and knowledge using appropriate educational assessment procedures and do I use the information from these assessment procedures in planning their teaching learning activities?

1

Domain 5 – Planning, Assessing and reporting Strand Develop and utilize creative and appropriate instructional plans. They should: Indicato Show proof of instructional planning

r1 Indicato

Implement instruction as planned

Indicato

Cope with varied teaching milieu.

r2 r3 Strand 2 Indicato

Develop and use a variety of appropriate assessment strategies to monitor and evaluate their students’ learning. They should: Prepare formative and summative tests in line with the 10

r4 Indicato r5 Indicato r6 Indicato r7 Indicato

curriculum Employ non-traditional assessment techniques such as using a portfolio, journals, and rubrics Interpret and use assessment results to improve the teachinglearning process Identify teaching-learning difficulties and their possible causes and take the appropriate action to address them Use tools to assess authentic learning.

r8 Strand 3 Indicato r9 Indicato r10 Strand 4 Indicato r 11 Indicato r12

Regularly monitor and provide feedback on their students’ understanding of content. They should: Provide timely and accurate feedback to encourage their students to reflect on and monitor their own learning growth Keep accurate records of students’ grades and performance levels Promptly and clearly communicate to the students and their parents and to their superiors their students’ progress. They should: Conduct regular meetings with their students and their parents to report on their students’ progress Involve their students’ parents in school activities that promote learning

6) Community linkages– This domain focuses on the school activities that are meaningfully linked to the experiences and aspirations of the students in their homes and communities. It also focuses on teachers’ efforts directed at strengthening the links between school and community activities, particularly as these links help in the attainment of the curricular objectives.To measure their competence along this domain, teachers should ask:Are the goals and characteristics of the teachinglearning activities I implement relevant to the experiences, values, and aspirations of their students?

1 r1 r2

Domain 6 – Community Linkages Strand Establish learning environments that respond to the aspirations of the community Indicato Involve the community in sharing the accountability for their students’ achievements Indicato Use community resources (human and material) to support learning Indicato Use the community as a laboratory for learning

r3 Indicato

Participate in community activities that promote learning

Indicato

Use community networks to publicize school events and achievements Encourage their students to apply their classroom learning in the community

r4 r5 Indicato r6

7) Personal growth and development – This domain emphasizes the ideal that teachers should have a high personal regard, concern for professional development, and continuous improvement as teachers.To measure their competence along this domain, teachers should ask:Do my actions and statements indicate a high regard for the teaching profession and for my continuous development as a professional? Domain 7 – Personal Growth and Development Strand Takes pride in the nobility of teaching as a profession 11

1 Indicato r1 Indicato r2 Indicato r3 Indicato r4 Strand 2 Indicato

Maintain a stature and exhibit behaviors that uphold the dignity of teaching Allocate time for personal and professional development by participating in educational seminars and workshops, regularly reading educational materials, and engaging in educational research Manifest personal qualities such as enthusiasm, flexibility, and concern for others Articulate and demonstrate their own personal teaching philosophies. Build professional links with their colleagues to enrich their practice Stay abreast of recent developments in education

r5 Indicato r6 Strand 3 Indicato

Establish links with other institutions and organizations to share best practices. Reflect on the extent of their attainment of professional development goals. Reflect on the quality of their own teaching

r7 Indicato r8 Indicato r9 Indicato r10

Improve their teaching performance based on feedback from their students, peers, superiors, and cooperating teachers Accept personal accountability for their students’ achievements and performance Use self-evaluation to recognize and enhance their strengths and to correct their weaknesses

Can the strengths and weaknesses of teachers be determined using the NCBTS? According to the NCBTS-TSNA Orientation Manual Guide for Trainers and Implementers and Toolkit (2013), the strengths and needs of teachers shall be determined through accomplishments of Teacher Strengths and Needs Assessment (TSNA) was designed in the context of NCBTS. The TSNA is a self-assessment tool. It is anchored on the overarching concept of teacher professional development to promote student learning. Results obtained from the TSNA shall be used as input for making the teacher Individual Plan for Professional Development (IPPD) and ultimately, the IPPD becomes input to the crafting of School Improvement Plan (IPPD). What are the general purposes of TSNA? NCBTS-TSNA Orientation Manual Guide for Trainers and Implementers and Toolkit lays the general purposes of TSNA as follows: 1. To gather data for the continuous training and professional development of teachers; 2. To identify teacher’s professional attributes, knowledge, understanding, skills, and attitudes; and 3. To identify teacher strengths that would complement the learning needs and requirements of the learners. What are the specific purposes of TSNA? The specific purposes of TSNA, according to the NCBTS-TSNA Orientation Manual Guide for Trainers and Implementers and Toolkit,are as follows:

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1. Determine the competency status profile, strengths, and weaknesses of individual teacher vis-a-vis the standards set by NCBTS in the seven (7) seven domains; 2. Determine the Individual Professional Teacher Index from the TSNA results and use the data to develop teacher’s Individual Plan for Professional Development; and 3. Consolidate the TSNA results at the school and division levels as reference to the School Improvement Plan (SIP) and the Annual Improvement Plan (AIP). What are the features of the TSNA? The essential features of the TSNA according to NCBTS-TSNA Guide and Tools (2010) are follows: a. It is self-administering tool; b. It is composed of 270 items in Knowledge, Skills and Attitude; c. The 270 items are clustered in 80 Indicators, 24 strands and 7 domains; d. It requires a teacher to reflect on his/her practices before answering the items; e. It is not a time test, so a teacher can have longer time to reflect in his/her practice. What determines the professional development plan of all teachers? All teachers are required to make their Individual Plan for Professional Development (IPPD). The IPPD is accomplished to enable them to chart their professional goals and plan learning activities to enhance their professional competencies in order for them to work better for the improvement of their school and learners’ performance. The professional development plan may be formulated as short or long term range plans. Developing a structured IPPD allows teachers to practice individual accountability for their professional growth and shared responsibility for the entire organization’s development. The fundamental reason for mandating teachers to craft their own development plan is based on the fact that not all teachers can competently do all the seven (7) domains. Some of them may be strong in one or two domains but weak in the other. Thus, the need to have IPPD is imperative to guarantee that they can competently demonstrate all the domains. (NCBTS-TSNA Orientation Manual Guide,). What is the expected output of the TSNA at various levels? The NCBTS-TSNA Orientation Manual Guide for Trainers and Implementers and Toolkit defines the expected outputs of the TSNA at various levels: 1. At the individual level, an Individual Teacher Scoring Template that contains TSNA results indicating the strengths and training needs in each of the 7 domains, 23 strands, 80 indicators and 270 KSAs. 2. At the school level, School data-based results that reflect the general strengths and learning needs of the teachers in the particular school. 3. At the cluster/division level, Division data-based that shows the results of participating schools teachers in a given cluster/division. The Individual Plan for Professional Development (IPPD) The NCBTS-TSNA Orientation Manual Guide for Trainers and Implementers and Toolkit defines the Individual Plan for Development (IPPD) as follows:

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1. The TSNA results to a teacher individual profile along the seven domains, the strands, and the indicators. 2. From analysis and interpretation based on the TPD Index, the teacher can determine the trainings which are urgently needed. Moreover, the individual profile of the teachers may now be considered by the school head in the School Improvement Plan (SIP) and the Annual Improvement Plan (AIP). Significantly, the collective profile of the teachers may also be utilized in the Division Educational Development Plan. How is the competency of teachers measured under the NCBTS? The Competency-Based Performance Appraisal System for Teachers (CB-PAST) shall be used to appraise the quality of teachers’ accomplishments over a period of time. In the CB-PAST, teachers are measured based on the level by which they demonstrate these competencies or domains, strands, and indicators. This system adheres to standards of competency-based performance as indicated in the NCBTS domains and enriched by the job-embedded requirements. The teachers and raters (e.g., school head) use designated tools for assessment, the results of which will be applied for incentives, awards, and promotions. These performance ratings shallthen be reviewed by the next higher school official in line, for approval by the superintendent. What is the interpretation for the TPD Index? The NCBTS-TSNA Orientation Manual Guide for Trainers and Implementers and Toolkit presents the interpretation for the TPD Index as follows: Com Lab Description petency level el of the Index 3.51 – Expe Teacher has almost all the competencies for 4.00 rt effective teaching at high level. These are the identified strengths, which have to be sustained and enhanced 2.51 – Expe Teacher has majority of the competencies at high 3.50 rienced level for effective teaching. Enhance strengths, training and professional needs to be addressed 1.51 – Dev Teacher has average of all the competencies at 2.50 eloping high level for effective teaching. Enhance strengths, training and professional needs to be addressed with priority. 1.00 – Begi Teacher has very few of the competencies at high 1.50 nning level for effective teaching. Priority and urgency be given to training needs Competencies to be developed by 21st Century Teachers Living successfully in the21st century requires knowing the how to’s of learning. To become a lifelong learner, students have to master 21 st century skills which are sets of competencies essential to prepare them for the challenges they face in life and work environment. In responding to this call, it demands teachers to possess qualities that must develop these needed skills. They, too, must possess 21 st century competencies inasmuch as they teach 21st century students who are living in the 21 st century environment. However, a word of caution has to be made relative to the discussion of this concept. 21 st century skills are not always concerned with the use of information literacy as well as 14

information and communications technology. They are rather concerned with the holistic skills needed by students to become self-managing and become lifelong learners. What are the 21st century skills? One of the most common ways to present 21 st century skills is through the four (4) C’s as follows: 1. Communication – it means sharing of thoughts, questions, ideas, and solutions. Students who have developed good communication skills in the classroom are more able to express their thoughts and feelings effectively as well as give solutions to the problems they soon encounter when they grow as adults and workers in society. 2. Collaboration – it means working together to reach a goal. It also means putting talent, expertise, and smarts to work. Students who have been used to collaborate tend to become effective team players in their future social and professional activities. They show cooperation in all undertakings and offer collective decisions and solutions instead of a very individualistic and uncooperative behavior. 3. Critical thinking – it means looking at problems in a new way and linking learning across subjects and disciplines. Students who show critical thinking are able to identify the root of a problem and apply multiple solutions learned from different perspectives. In effect, they will soon become successful because they are capable of planning and making right choices in life. 4. Creativity – it means trying new approaches to get things done. It is a term that is synonymous with innovation and invention. Students whose creativity is developed in school tend to be more innovative in performing their work and their personal activities in the future. Creative students are able to introduce new ways of doing things in their personal and organizational lives leading to greater performance, productivity, and success. What are the 21st century skills to be possessed by Filipino graduates according to DepEd? According to the DepEd, there are four (4) 21st Century Skills that are to be possessed by graduates in order to live meaningfully in this world namely; (a) Effective Communication Skill – ways of thinking; (b) Learning and Innovation Skill – ways of working; (c) Information, media and technology skill – tools for working; and (d) Life and career skill – ways of living in the world. These are the expected graduate attributes after schooling which becomes essential tools to live healthily and meaningfully in this world. Congruently, these are the competencies to be first developed and demonstrated by the teachers if they so desire to imbue their students with such 21st century skills. 21stCentury Skills to be developed by graduates Effective Communication Skill – In life and in the workplace, individuals need to be good communicators to articulate their thoughts clearly and effectively in written, oral, and in non-verbal means. This skill is becoming more important in public life of individuals because the21 st century environment is more culturally 15

Ways in which teachers can develop the Skill (Ways of working)    

Teaming Collaboration Interpersonal skills Local, national and global orientedness

diverse; there is multiple media and technologies to be used for communication; and there is a wider range of purpose of communication like business communication, research presentation and publication, advertisement communication and like. Learning and Innovation Skill –It is a required skill in the 21st century that individuals develop and nurture their ability to think outside of the proverbial box without fear of failing when going against established rules and ideas.It is indispensable that they have to cultivate their originality, inventiveness, and analytical thinking as there are differing perspectives and endless competition in improving the quality of work as well as products and services in the 21st century. Information, media, and technology skill – Students nowadays are considered “digital natives” inasmuch as they are born in the age of technology and media filled environment. By using relevant information and incorporating numerous communication and social vehicles in teaching, students are able to access, analyze, and evaluate voluminous information and to become updated with the use of rapidly changing technology. When they have this skill, they can effectively use them to become effective 21st century workers and citizens. Life and career skill – The ability to have lifelong learning (i.e., learning how to learn and commitment to learning as an endless process)throughout one’s life is imperative to live in the 21st century. When students are able to develop adequate life and career skills, they grow and flourish in whatever endeavor they take after school, in the workplace or during retirement. This happens because they are able to apply or create something new and sublime from what they know and they are able to hurdle the challenges of complex life and work environment.



Interactive communication

(Ways of thinking)    

Creativity Curiosity Critical thinking solving skills Risk taking

problem

(Tools for working)    

Visual and information literacies Media literacies Basic scientific, economic and technological literacies Multicultural literacy

(Ways of living in the world)      

Flexibility and adaptability Leadership and responsibility Social and cross-cultural skills Initiative and self-direction Productivity and accountability Ethical, moral and spiritual values

How will teachers develop effective communication skill? The following are the “ways of working” that ensures the development of effective communication skill: 

Teaming up– it is an approach in teaching wherein students form a group in order to perform a task. When students are teamed up, there are higher chances for them 16

to express themselves, share their ideas, and learn from one another. Strong team communications can also help students achieve the desired goals and outputs of their team because there is open and positive learning environment. They are also able to work with teams because they become team players. 

Collaboration –it is not just simply working with others rather it is generating ideas and building knowledge because of the discussion and interaction with others. When students are taught how to collaborate, they make personal compromises to accomplish a common goal and to assume shared accountability over their outputs.Moreover, when students are involved, they develop a sense of ownership in what they have done. They also learn to agree even if they disagree.

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Interpersonal skills –It is the way people express their feelings and thoughts in a face to face encounter. Developing interpersonal skills in the students means teaching them how to verbally and non-verbally communicate their thoughts and feeling through acceptable gestures, touch, voice, and facial expressions.

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Local, national, and global orientedness –it is the ability to think that everything and everyone is interrelated and interdependent. Students must be taught to develop a balance of local, national, and global perspectives because everyone lives in one roof called earth. They should not only investigate the details of local and national issues but they must see the big picture of life in all its different dimensions because all of these affect everyone. These include, but not limited to global economy, politics, health, and environment.



Interactive communication –it is the ability of a person to effectively exchange information, ideas, and thoughts under face to face conversation or through the use of media such as conversation in cell phone, telephone, internet chat, video conferencing, and the like in a ‘real time’ basis.

How will teachers develop learning and innovation skill? To effectively develop learning and innovation skill, the following “ways of thinking” must be performed: 

Creativity – Students must be taught to demonstrate originality and inventiveness in their outputs. They have to use their imagination (usually “out of the box” thinking) in order to create novel and worthwhile ideas. Thinking creatively is taught when they are capable of refining and evaluating their ideas to further improve and optimize creative efforts.

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Curiosity – Curiosity is the entry point towards learning and it is the intrinsic motivator towards innovating. It is when the inquisitiveness of the students is cultivated that they connect what they do not know to what they know. In life and in the work environment, there is a need that individuals need to be curious in almost everything as this sparks discovery, inventiveness, and out of the box thinking.

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Critical thinking problem solving skills –This skill entails reasoning effectively and making rational judgments and decisions in solving significant problems in life. Amidst complex life and work environment, individuals must be able to render rational choices and decisions that lead to better solutions of their personal, collective, and professional issues and problems.



Risk taking –It is the ability to accept challenge beyond one’s comfort zone usually for the purpose of achieving progress and gaining new opportunities and 17

experiences. When students are taught how to take risks, they are able to develop and make changes for themselves. Positive risk takers are those who obtain positive gains and those who do not take risks remain the same for a lifetime. How will teachers develop information, media, and technology skill? To develop information, media, and technology skill, the following are the “tools for working” called digital-age literacies that must be cultivated by the teachers: 

Visual and information literacies –This is the ability to interpret, appreciate, evaluate, and use visual materials (video, graphs, maps, movie, dance, powerpoint, and photos) to express one’s ideas, promote noble advocacies or present solution building ideas to various problems and issues of personal and national concerns. This kind of literacy is very important because almost all things are communicated through images and that individuals are easily stimulated through visuals nowadays.

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Media literacies –It is the ability of students to access and read as well as analyze and evaluate media messages either in print, broadcast, music, video, and internet. The purpose of developing media literacy is to allow students to express themselves and to apply critical thinking skills in various issues in local and global context.



Basic scientific, economic and technological literacies –Scientific literacy is the ability to think in an orderly and systematic way. It is also the ability to apply scientific principles, concepts, and processes in rendering personal decisions and in making social, economic, and civic engagement. Economic literacy is the ability to make right choices in the use, distribution, and production of scarce resources in order to improve one’s self and others. Technological literacy is more than just using technology but it is knowing how it works and how it can be used effectively to realize personal and professional goals in life.

 

Multicultural literacy –It is the ability to respect differences brought about by differing culture, beliefs, religion, appearances, lifestyle, language, and the like. Students who have developed multicultural literacy are able to work effectively and meaningfully with people despite their differences. They are tolerant to social diversity by not being discriminating and prejudicial to others who think and behave differently from them.

How will teachers develop life and career skill? To develop life and career skills, the following “ways of living in this world” can be cultivated by the teacher: 

Flexibility and adaptability –Flexibility means incorporating feedback of others in one’s life and balancing divergent views and beliefs in life and work environment. On the other hand, adaptability means adjusting to varied circumstances, roles, people, cultures, job, environment, and schedules to make meaningful and healthy personal and mutual co-existence with others.



Leadership and responsibility –Leadership is the ability to guide and lead others towards the accomplishment of a common goal. It is influencing people to act without coercion because one has the ability to use interpersonal and problemsolving skills to make subordinates realize the goals. Responsibility is taking part in the accomplishment of the common goal and rendering actions that are not only for one’s benefit but for the common interest and common good. 18



Social and cross-cultural skills –Social skill is the ability to interact and make meaningful relationship with people by conducting one’s self in a respectable and professional manner. Cross cultural skill is the ability to work effectively with a wide range of people coming from various social, linguistic, and cultural backgrounds. This is possible by understanding and respecting how different nationalities and cultures act, communicate, and perceive the world.



Initiative and self-direction –Initiative is the ability of people to work without being told to do.This emanates from their inner desire to attain their goals, to utilize their time and manage their workload efficiently. Self-direction is having the inner compass to effectively direct one’s life by expanding his own learning and opportunities. It may also mean planning for one’s personal and professional goals, happiness, and success.



Productivity and accountability –Productivity is the ability to produce high quality outputs as a result of teamwork, time management, planning as well as efficient and effective use of resources. Accountability is making one’s self answerable to the consequences of his decisions. It is recognizing that while everyone is free to make choices, no one can escape from the consequences of one’s decision.

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Ethical, moral and spiritual values –Being ethical means having the ability to conduct oneself in a respectable and professional manner and making right decisions in all endeavors. Being moral is the ability to uncompromisingly stand up for what one believes to be right even if it means persecution and pressure from family members, friends, workers, and the like. Spiritual value is making God or the Supreme Being as the paramount and ultimate concern in life. It is putting God as the center of one’s life because He is the source of all goodness in this world. Attributes of a K to 12 Teacher

Preparing teachers for the K to 12 educational reform requires a change of professional attributes. There is a need to shift the teachers’ perspective from the traditional way of looking at teaching and learning process to a more dynamic and student-centered perspective. The reason for this is clear and simple. The students they teach and the environment to which these students live are far different from the context to which they have been taught and lived. To make education responsive and relevant to the 21st century landscape, teachers need to re-invent themselves. They have to determine the attributes they need to possess in order to become effective teachers responding to the 21st century students, 21st century environment, and 21st century challenges. The following discussions present the attributes required from the K to 12 teachers inasmuch as this educational reform was crafted by the Philippine government to prepare the Filipino youngsters to live healthily and meaningfully in the 21st century. What are the attributes of a K to 12 Teacher? The goal of the K to 12 education reform is to upgrade the country’s education system and align it to the requirements of the 21st century. To realize this goal, it is required that K to 12 teachers have to develop essential knowledge, skills, and attitudes that will enable students to cope with these changes. It is imperative that they know the characteristics critical to 21st century education so that they may be able to integrate them in their teaching.

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According to the K TO 12 Toolkit Resource Guide for Teacher Educators, School Administrators and Teachers (2012), the following are the attributes of the K to 12 Teachers: 

Multi-literate – K to 12 education recognizes that information and communications technologies (ICTs) have penetrated the classrooms at a very rapid pace. Teachers are now faced with the growing challenge to teach the 21 st century learners who are “wired’ and who are becoming more and more “wireless” in the use of technology. Teaching and living in the 21st century therefore requires the development of new types of literacies. Teachers have to be knowledgeable with the use of various technologies and this demands them to have media literacy, digital literacy, information literacy, and technological literacy, among others. Examples of these literacies are creating and editing audio; using social networking sites to connect with colleagues and grow professionally; and compiling a digital e-portfolio for professional development. Others include detecting plagiarized works in students assignment, using digital assessment tools to create quizzes, using blogs and wikis to create online platforms for students, exploiting digital images for classroom use, using video content to engage students, and using infographics to visually stimulate students,

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Multi-specialist – With the central goal of K to 12 education to develop holistic learners, it is a basic attribute of teachers to be multispecialist. They must not only be expert in a single subject area but they have to expand their knowledge in other disciplines so as to make a good integration of all students’ learning and experiences. Holistic development is ensured once students are taught to see the connection of their learning and experiences in science, math, social studies, etc. The K to 12 curriculum requires that after separately teaching students with Math, Science, ESP, Social Studies, and the like, they are capable of synthesizing all what they have learned in one unified and integrated concept. This is to show that life is not composed of bits and pieces of things and neither is it a fragmented learning and experiences. Life is all about putting and weaving together all human experiences and learning into meaningful insight and wisdom through application and synthesis.

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Multi-skilled – Teachers must not just be skilful in teaching. They have to possess more than one skill particularly those which ensure integrating teaching and learning process. Examples of skills that K to 12 teachers have to be competent with are along video conferencing, computer security knowledge, electronic presentation skills, web navigation skills as well as facilitating and organizing groups and activities as well as data base skills and email management skills. All of these skills are needed to teach 21 st century learners who are called digital natives or born with the technology.

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Self-directed – Teachers must be able to direct their own learning by continuing their personal and professional learning needs throughout their lives. They must bring into fulfilment the intended outcomes of education for their students and to the country as a whole.



Lifelong learner – Teaching is twice learning. This necessitates K to 12 teachers to pursue an endless quest for knowledge so as to continuously improve their teaching as well as the students’ learning. They must be updated on the latest trends and developments including current issues and problems in their field. In short, they become lifelong learners when they learn to adapt to the changes required of their profession.

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

Flexible – The K to 12 education, being a learner centered educational reform, compels teachers to adapt to diverse learning styles and needs of the students. A classroom made up of 40 students requires 40 different methods and strategies of addressing their unique learning needs and styles. There is no best strategy or single approach that fits all students. Being a flexible teacher is also important because the classroom is never a static environment. It is rather a dynamic environment that changes depending on the lesson, type of learning activity, interest, and motivation of the students.



Creative problem solver – Achieving quality education requires that K to 12 teachers have to show competence in creative problem solving. It starts from being able to accurately identify the problem to generating ideas and offering solutions to the problems using innovative ideas. A good teacher is one who provides creative solutions to the problems and challenges of his life, profession and society.



Critical thinker - Critical thinking is a fundamental requirement of K to 12 education. It is the ability of teachers to improve the quality of their thinking through reasoned judgement, reflective thoughts, self-corrective, and selfdisciplined manner. This attribute is very important considering that one of the goals of K to 12 education is to develop Higher Order Thinking Skills (HOTS) among students. They must scaffold their students to reach the highest levels of cognition which are evaluating and creating.



Has passion for excellent teaching – K to 12 teachers must have the desire and appetite to teach with excellence and quality. They have to show that there is thrill and pleasure in acquiring knowledge and skills. This passion must contaminate the students to learn and succeed in life. The passion to teach for excellence allows teachers to journey from being merely good to great in their teaching. This passion for excellent teaching cannot be faked because it is something that is seen over a sustained period of time. i.e from entrance to retirement in the profession.



High Emotional Quotient (EQ) – Being a K to 12 teacher does not solely depend on intelligence quotient but it also relies heavily on one’s emotional quotient. There are numerous teachers who are intelligent but they become ineffective because they are incapable of controlling their own feelings and emotions which is imperative to guide them in their thinking and actions inside the classroom. K to 12 teachers who have high emotional quotient have the heart for teaching characterized by empathy, respect, honesty, and tolerance to human differences.

Chapter Highlights 1. To engage in classroom teaching demands teachers to master some areas of knowledge to become effective in realizing their calling, task, and commitment. These areas of knowledge are basically categorized in three (3) domains namely; professional knowledge; professional practice; and professional engagement. 2. The National Competency Based Teacher Standards (NCBTS) defines the professional competencies that must be possessed by Filipino teachers. It characterizes the qualities of an effective Filipino teacher which is standardized or the same to all basic education teachers in the country.

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3. Effective teaching under NCBTS is helping students learn better and teachers are measured on how competent they are in helping students learn. 4. The three-fold purposes of NCBTS are: (a) It sets a single framework that shall define effective teaching in all aspects of a teacher’s professional life and in all phases of teacher development; (2) It minimizes confusion about what effective teaching is; and (3) It provides a better guide for all teacher development programs and projects from the school-level up to the national level. 5. There are seven (7) domains in the NCBTS namely, (1) Social regard for learning; (2) Learning environment; (3) Diversity of learners; (4) Curriculum; (5) Planning, assessing, and reporting; (6) Community linkages; and (7) Personal growth and development. These domains have twenty three (23) strands and eighty (80) indicators. 6. The seven (7) domains can be divided into two broad categories. The first broad category is made up of domains that relate to the role of teacher as a facilitator of learning (domains 2 to 6) – This broad category is classified further into two: domains on the knowledge and skills for facilitating learning or good teaching strategies (domains 3 to 5) and domains called teaching practices that attempt to situate or at least link the teaching-learning process to appropriate contexts (domains 2 and 6). Teaching practices along domains 2 and 6 include improving the immediate physical, psychological and the social context of the classroom, and the larger socio-cultural, economic, political, and historical context of the community. 7. The domains, strands, and indicators of NCBTS have the dimensions of (a) nature/quality; (b) frequency, consistency and appropriateness; and (c) selfawareness. 8. The NCBTS uses the Teacher Strengths and Needs Assessment (TSNA) which is a self-assessment tool that allows teachers to identify their professional strengths and development needs. It was designed within the domains of the NCBTS. Results obtained from the TSNA become inputs for making the teacher Individual Plan for Professional Development (IPPD) and ultimately, the IPPD becomes input to the School Improvement Plan (IPPD). 9. The competency level of teachers under the NCBTS is described as (a) expert; (b) experienced; (c) developing; and (d) beginning. 10. There are four (4) 21st Century Skills that are to be possessed by graduates in order to live meaningfully in this world namely; (a) Effective Communication Skill – ways of thinking; (b) Learning and Innovation Skill – ways of working; (c) Information, media and technology skill – tools for working; and (d) Life and career skill – ways of living in the world. Congruently, these are the competencies to be first developed and demonstrated by the teachers if they so desire to imbue their students with such 21st century skills. 11. To become an effective K to 12 teacher, one must be (a) multi-literate; (b) multispecialist; (c) multi-skilled; (d) self-directed; (e) life-long learner; (f) flexible; (g) creative problem solver; (h) critical thinker; (i) has passion for excellent teaching; and (j) high emotional quotient.

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Activity 4.1. MY IDEAL TEACHING COMPETENCIES Name: _________________________ Year & Section: __________________

Date: ____________ Score: ___________

What are the competencies of a great and effective teacher? Remember that competencies are not values. They are rather a pattern or a combination of knowledge, skills and attitudes. List down five (5) competencies and tell your reasons, enumerate the means to develop them, and identify the subjects that allow a teacher education graduate to cultivate such competencies. N o.

Competenc ies

Reasons why Means to Identify the such competency is develop such basic, major and desired competency professional subjects that develop this competency

1

2

3

4

5

From these competencies, what do you think are you good at? Why? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________

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Which competency are you not able to do yet? Why? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Activity 4.2. WHAT IS MY DOMAIN AND STRAND? Name: _________________________ Year & Section: __________________

Date: ____________ Score: ___________

Determine what is the domain and strand of each of the two (2) sentences inside the column. Just write the letter of the domain as indicated below and put the number of the strand. A - Social Regard for Learning B - Learning Environment C - Diversity of Learners D – Curriculum

E - Planning, Assessing, and Reporting F - Community Linkages G - Personal Growth and Professional

N

Demonstrable Behavior of a Teacher

1

 

o.

Understand school operations Abide by school policies and procedures

 2 Identify my strengths and weaknesses as a person and as a teacher  Manifest determination to become a better person and teacher 3  Understand the objectives, principles and strategies for Gender and Development  Uphold gender sensitivity in my daily dealings with my learners 4  Understand the concept of critical, higher order thinking and the facets of understanding  Engage learners in activities that develop higher order thinking skills 5  Keep track of students-at-risk in my class  Provide appropriate intervention activities for learners-at-risk in my class 6  Know the various community resources available to enhance learning  Use available community resources to support learning 7  Use appropriate non-traditional assessment techniques  Value the use of non-traditional assessment 8  Use assessment results in setting learning objectives for specific learning activities  Appreciate the value of assessment in improving teaching and learning

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W W hat’s hat’s my my domain strand ?

9

1 0

1 1

1 2

1 3

 Know the educational psychology of learners with special strengths and need  Use appropriate teaching-learning strategies for learners with special needs  Know different strategies that enhance learners’ moral and social development  Use varied teaching-learning strategies that encourage development in social interaction  Construct valid and reliable formative and summative tests  Appreciate the value of testing as a tool to improve instruction and learning performance  Engage in self-assessment to develop my personal qualities  Exhibit personal qualities such as enthusiasm, flexibility and a caring attitude among others  Involve the community in the programs, projects and thrusts of the school  Promote shared accountability for the learners achievement Demonstrable Behavior of a Teacher

 1 Possess awareness on the implementation of “time on task” in all 4 responsibilities  Demonstrate punctuality in accomplishing expected tasks and functions  Utilize varied designs of activities for the different types of learners  Show respect and concern for individuals differences in the designated selection of learning experiences 1  Know the art of questioning and different 6 techniques of asking and responding to higher order questions  Ask questions that stimulate critical, creative and higher level thinking among learners 1

5

1 7

1 8

1 9 2 0 2 1

 Maintain appropriate appearance and decorum on all occasions  Value appropriate appearance and decorum expected of teachers  Understand the principles and procedure of maximizing instructional time  Observe strict observance in the use of my time in teaching  Make use of the community as a laboratory for learning  Appreciate the whole community as a learning environment  Know the techniques and benefits derived from theory-guided introspection  Desire to improve the quality of my teaching

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W W hat’s hat’s my my domain strand ?

2 2 2 3 2 4

2 5

2 6

2 7

2 8 2 9

3 0

 Know the current guidelines about grading system  Maintain accurate and updated learners’ records  Understand the dynamics of teaching learners from diverse backgrounds  Show courtesy and respect to everyone at all times  Show appropriate behavior as example to my Students  Consider the influence my behavior has on Students  Understands the effects of socio-economic status of learners on their learning performance  Use techniques to motivate learners of the lower socio-economic status  Possess in-depth understanding of the subject area’s learning goals, instructional procedures and content based on the current curriculum  Explain clearly and accurately the learning goals, concept and process to my learners  Know the social realities in the community to make learning relevant  Show concern about needs of communities by encouraging application of learning  Translate my philosophy of teaching into action  Share my personal philosophy of teaching with my peers  Know the importance of communicating learners’ progress to students, parents, and other stakeholders  Manifest accountability and responsibility in communicating the learners’ progress to intended stakeholders  Move from one part of the lesson to the next according to learners’ needs and difficulties  Show flexibilities in moving from one part of the lesson to the next in order support the needs of the learners

Activity 4.3. LIGHTS, CAMERA, ACTION! Name: _________________________ Year & Section: __________________

Date: ____________ Score: ___________

Divide the class into seven groups. Each group is assigned a domain of teaching. Create a 10 minute script and present a role play showing the different strands and at least five (5) indicators of the domain assigned. The script must highlight at least five (5) indicators which shall be reflected at the first page. Criteria for scoring: Criteria

Points

Script  Story is clear and organized  Story shows the different strands and indicators of the assigned domain Realistic  Story shows actual realities in the

5

5 26

teaching and learning process  Characters portrayed their roles effectively Stage Performance  Performance ended on time  Props were used Teamwork  Cooperation was evident among the members  There was a healthy working relationship among members Total

5

5

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Activity 4.4. DETERMINING 21st CENTURY SKILLS TEACHING AND LEARNING Name: _________________________ Year & Section: __________________

Date: ____________ Score: ___________

Read the following case. Discuss and decide as a group if the teaching-learning process shows examples of 21st century learning. TOPIC: MY SUPER HERO Teacher shows students a table containing a list of Filipino heroes together with their life, works, and significant contributions in the making of Philippine history. Teacher asks students to select from the table one hero that they admire most. Teacher asks students to copy in their notebooks the essential information about their Super Hero from the given table. Teacher instructs students to draw on a piece of bond paper a picture of their Super Hero and the teacher shows students the reference or basis for their drawings. Below the sketched picture, students are asked to write the information they copied about their Super Hero then tells students to frame them. When done, teacher instructed students to post their sketches on a wall in the classroom. In effect, the wall becomes a gallery of heroes. Teacher directed students to share their sketches and read the information about their Super Hero. 27

Make Three Types of Decisions:  Yes, if all the procedures done in the class are good examples of 21st century skills – group stands up and shouts “Hooray”!  If some of the procedures done in the class are examples of 21st century skills and some are not – group stands up and says “Hmmm”! 

No, if all the procedures done in the class are not examples of 21st century skills – group stands up and says “Huh”!

Why do you think the group decided on this? Give three (3) reasons. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________

Chapter Test 4 Name: _________________________ Year & Section: __________________

Date: ____________ Score: ___________

Choose the Best answer for each of the following questions. Encircle the letter of your choice. 1. A teacher is very knowledgeable regarding the use of K to 12 strategies. Which broad domain of teaching is he demonstrating? a. Professional practice c. Professional knowledge b. Professional engagement d. Professional teaching 2. The “learning environment “as well as “planning, assessing and reporting” in the NCBTS are reflective of which broad domain of teaching? a. Professional engagement c. Professional knowledge b. Professional practice d. Professional attitude 3. Which of the following statements does not show the usefulness of NCBTS to all stakeholders in education? a. It defines the competencies required of every Filipino teacher in the basic education b. It standardizes the competencies to be possessed by every Filipino teacher in the basic education c. It is used as a criteria for promotion to a higher teaching position d. It is used as an input for making Individual Plan for Professional Development (IPPD) 28

4. The most competent teacher based on the NCBTS is: a. One who facilitates the students’ learning in order to achieve their optimal learning b. One who determines his strengths and weaknesses c. One who uses varied and effective teaching strategies d. One who has a well-planned Individual Plan for Professional Development 5. All of the following statements are true about NCBTS except one. Which is not? a. The NCBTS is a guide for teachers to reflect on their current teaching practices b. The NCBTS minimizes the confusion about what effective teaching is all about c. The NCBTS captures all phases of teacher development d. The NCBTS proceeds from the most complex to simple standards 6. Domains 1 (Social regard for learning) and domain 7 (personal growth and development) relate to the: a. Role of the student c. Role of the community b. Role of the teacher d. Role of the higher authorities 7. Which of the following domains captures the competency of the teacher to link teaching and learning process to appropriate context? a. Domain 3 to 5 c. Domain 1 and 7 b. Domain 2 and 6 d. Domain 4 and 5 8. Which of the following concepts is more concrete and observable teacher behavior under the NCBTS? a. Domain c. Indicator b. Strand d. Criteria 9. Which characteristic of domain, strand and indicator shows its occurrence and regularity? a. nature c. self-awareness b. quality d. frequency and consistency

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10. Which of the following indicators does not belong to domain 1 – social regard for learning? a. Provide gender-fair opportunities for learning b. Be punctual c. Implement school policies d. Respect other people and their ideas 11. The indicator, “use individual and cooperative learning activities to improve their students’ capacity for higher learning” belongs to which of the following domain? a. Social regard for learning c. diversity of learners b. Learning environment d. planning, assessing and reporting 12. Identifying teaching-learning difficulties and their possible causes and take the appropriate action to address them is an indicator of which domain? a. Social regard for learning c. planning, assessing and reporting b. Curriculum d. diversity of learners 13. A teacher who encourages his students to apply their classroom learning in the community fulfills which domain? a. Social regard for learning c. planning, assessing and reporting b. Curriculum d. community linkages 14. When a teacher stays abreast of recent developments in education, he is fulfilling what domain? a. Curriculum c. personal growth and development b. Planning, assessing and reporting d. community linkages 15. A teacher fulfills which of the following domain if he clearly and accurately explains learning goals, instructional procedures and content to his students? a. Curriculum c. diversity of learners b. Social regard for learning d. planning, assessing and reporting 16. When a teacher reflects on the quality of his own teaching, he is fulfilling what domain? a. community linkages c. social regard for learning b. personal growth and development d. diversity of learners 17. Which of the following does not spell out the use of the Teacher Strengths and Needs Assessment (TSNA) in DepEd? a. It determines the weaknesses of the teachers b. It is used for developing the teacher’s Individual Plan for Professional Development c. It is used as input for the crafting of School Improvement Plan (SIP) d. It is used for promotional purpose. 18. What is the level of the TPD of a teacher if he has obtained “average” rating of all the competencies and that he has to address with priority his training and professional needs? a. Developing c. expert b. beginning d. experienced 19. The lowest competency level of the TPD is: a. expert b. beginning

c. developing d. experienced

20. Which of the following 21st century skill is primarily developed by a teacher if he groups the students to answer their field study? a. Creativity c. leadership and responsibility b. Teaming d. multicultural literacy 21. When a teacher uses the facebook and blog to enhance his teaching and learning, he is developing which of the following 21st century skill? a. Critical thinking and problem solving c. risk taking b. Visual and information literacies d. interpersonal skills 22. What 21st century competency is developed by a teacher when he poses a problem and asks students to solve it or research for its answers? a. Critical thinking and problem solving c. communication b. Collaboration d. creativity 23. Which of the following 21st century competency is developed by a teacher when he raises an issue or topic and students express their ideas with varied media? a. Critical thinking and problem solving c. communication b. Collaboration d. creativity 24. The ____________ 21st century skill is developed by a teacher if he presents a challenge and students design a solution or an innovation for it: a. Critical thinking and problem solving c. communication b. Collaboration d. creativity 25. Which of the following attributes of a K to 12 teacher is reflected when he is able to monitor his own feelings and guided by the cliché’ “anger is one letter away from danger”? a. Has passion for excellent teaching c. high emotional quotient b. Lifelong learners d. multi-specialist 26. A teacher does not show expertise in a single subject area rather he teaches connections, integration and puts all human experiences into a meaningful insight and wisdom through application and synthesis. This teacher is thus equipped with what attribute of a K to 12 teacher? a. Multi-literate c. multi-skilled b. Multi-specialist d. flexible 27. A teacher pursues an endless quest for knowledge so as to continuously improve his teaching. This statement shows that he has an attribute of being a: a. Lifelong learner c. critical thinker b. Self-directed d. has passion for excellent teaching 28. Which of the following statements is false? a. The 21st century skills are tools for students to live meaningfully in this world b. The 21st century skills are ways of living in the world c. The 21st century skills are ways of thinking in this world d. The 21st century skills are ways of living and thinking using technology in everyday life 29. A teacher who is able to competently use video conferencing, web navigation skills, email management skills, facilitating skills, community organizing skills, leadership skills and the like shows what type of a K to 12 attribute? a. Multi-literate c. multi-specialist b. Multi-skilled d. self-directed

Experiential Learning Courses Handbook, a Project of Teacher Education Council (TEC), Department of Education (DepED), and Commission On Education (CHED) Philippine Congressional Commission on Education (1993). EDCOM Report of1992. Quezon City: Philippine Congressional Commission on Education. Philippine Presidential Commission on Educational Reform (2000). PhilippineAgenda for Educational Reform: The PCER Report. Pasig City: PresidentialCommission on Educational Reform (PCER). NCBTS-TSNA Orientation Manual Guide for Trainers and Implementers and Toolkit. Teacher Induction Program Implementation Manual (Experiential Learning Courses Handbook, 2009).

Match the specific function of a teacher from the seven (7) domains of NCBTS Column A Teacher planner

Column B Social regard for learning Learning environment Diversity of learners Curriculum Planning, assessing and reporting Community linkages Personal growth and development

Reason/s

Social Regard for Learning Caring Exhibits listening

Example/s active