Teacher Education and Development Program

TEDP Report, page 1 Lecture 1:

Teacher’s Career Plan Special Topics A,B,C

Career Planning: Career planning is an ongoing process that can help you manage your learning and development. Career planning is the continuous process of:    

thinking about your interests, values, skills and preferences; exploring the life, work and learning options available to you; ensuring that your work fits with your personal circumstances; and continuously fine-tuning your work and learning plans to help you manage the changes in your life and the world of work.

The career planning process has four steps: Step Step Step Step

1: 2: 3: 4:

knowing yourself finding out making decisions taking action

Step 1: knowing yourself Begin by thinking about where you are now, where you want to be and how you‟re going to get there. Once you have thought about where you are at now and where you want to be, you can work on getting to know your skills, interests and values. Begin by asking yourself the following questions:

TEDP Report, page 2      

Where am I at now? Where do I want to be? What do I want out of a job or career? What do I like to do? What are my strengths? What is important to me?

At the end of this step you will have a clearer idea of your work or learning goal and your individual preferences. You can use this information about yourself as your personal „wish list‟ against which you can compare all the information you gather in Step 2: finding out. Your personal preferences are very useful for helping you choose your best option at this point in time, which you can do in Step 3: making decisions. Step 2: finding out This step is about exploring the occupations and learning areas that interest you. Once you have some idea of your occupational preferences you can research the specific skills and qualifications required for those occupations.     

Explore occupations that interest you and ask yourself how do my skills and interests match up with these occupations? Where are the gaps? What options do I have to gain these skills or qualify for these occupations? What skills do I need? Where is the work?

At the end of this step you will have a list of preferred occupations and/or learning options. Step 3: making decisions This step involves comparing your options, narrowing down your choices and thinking about what suits you best at this point in time. Ask yourself:       

What are my best work/training options? How do they match with my skills, interests and values? How do they fit with the current labour market? How do they fit with my current situation and responsibilities? What are the advantages and disadvantages of each option? What will help and what will hinder me? What can I do about it?

At the end of this step you will have narrowed down your options and have more of an idea of what you need to do next to help you achieve your goals.

TEDP Report, page 3 Step 4: taking action Here you plan the steps you need to take to put your plan into action. Use all you have learnt about your skills, interests and values together with the information you have gathered about the world of work to create your plan. Begin by asking yourself:   

What actions/steps will help me achieve my work, training and career goals? Where can I get help? Who will support me?

At the end of this step you will have:  

a plan to help you explore your options further (eg work experience, work shadowing or more research); or a plan which sets out the steps to help you achieve your next learning or work goal.

Decide which step is relevant for you right now and start from there. Why develop a career plan? By developing a career plan, you can focus on what you want to do and how to get there. And when you are ready to develop your resume, you will have a better understanding of your skills and experiences to discuss with potential employers. Career Path of a Teacher The Teacher Education & Development Program (TEDP) is a package of reforms and policies in teacher development. The primary focus of the TEDP is improving teaching quality in basic education, but is also intended to rationalize various teacher development efforts under a common framework and to provide a focus for project investment possibilities for both short and long-term interventions in order to foster and develop teacher education in the Philippines. Why the need for quality teachers? (a) The UNESCO-supported program of Education for All (EFA) is directed towards satisfying the Basic Learning Needs of all members of Philippines society, and includes learning by children and adults that occurs both inside and outside schools. The TEDP dovetails closely with EFA; (b) Basic Education is the only formal schooling that the majority of Filipinos will receive in their lifetime; for many, this is limited to an incomplete elementary education; (c) Non-formal and Informal Education (or what is now called Alternative Learning Systems), constitute the out-of-school learning that is sometimes devalued as meaningful learning; (d) The teacher is still a major factor in the formal basic education process, and is a key agent in learning quality improvements in the formal education process;

TEDP Report, page 4 (e) The teaching profession has been slow in adapting and responding to changes in society and to the accompanying changes in curricular and instructional requirements to foster learning in diverse types of learners and learning environments; (f) Teacher Education, has had very limited success in bridging the growing gap of both new and existing teachers on the one hand, and the needs and expectations of learners and of the human resource development needs and expectations of other stakeholders of education in a globalized knowledge society. The TEDP was conceived as an attempt to revitalize and at the same time reform teacher education and to make it more responsive to the demands of a modern society. 1.

THE TEACHER DEVELOPMENT CONTINUUM

Teacher education is a continuum that commences at the recruitment of high school students into the teacher education institutions (TEIs) and concludes sometime around retirement, or perhaps even after.

TEACHER DEVELOPMENT MAP CHED/TEIs Retirement Entry to Teacher Education

Preparation

DepED/CHED/TEI s In-Service Education and Professional Development

CHED/TEIs/Schools

NATIONAL

Pre-Service Teacher Education (BEEd/BSEd/PGCEd))

COMPETENCYBASED TEACHER DepED

STANDARDS

Teacher Induction

PRC Teacher Licensure

DepED/CSC Teacher Human Resource Planning, Recruitment, Selection, Deployment and Recognition System

Figure 1. The Teacher Development Map.

TEDP Report, page 5

The map also indicates that even the non-continuous phases should be interrelated, as indicated by the broken lines. Finally, although reform efforts will not be directed at the retirement phase, this is nevertheless an important component of the teacher education development map, as there is the option for some truly exemplar retired teachers to re-enter the development map by joining teacher education institutions as teacher educators in the preservice education phases.

TEACHER DEVELOPMENT MAP More qualified preservice teachers

Entry to Teacher Education

PreService Teacher Education

Teacher HR Planning, Recruitment, Selection, Deployment & Recognition System

Teacher Induction

In-Service Education and Professional Development

Phases of Teacher Development

TEDP AND NCBTS

Teacher Licensure

More qualified teacher education graduates

More qualified licensed professional teachers

More qualified teacher applicants and hirees

More qualified beginning teachers

More qualified teachers in the service

Outcomes of TEDP/NCBTS

Figure 2. Reform Outcomes of TEDP and NCBTS in Different Phases of Teacher Development Map THE NATIONAL COMPETENCY BASED TEACHER STANDARDS (NCBTS) The core of the TEDP is the common framework for teaching quality, which is referred to as the National Competency Based Teaching Standards (or NCBTS).

TEDP Report, page 6 The Structure of the NCBTS The competency-based teacher standards are organized hierarchically. At the highest level, the standards are categorized into seven domains. A domain is defined as a distinctive sphere of the teaching-learning process, and is also a welldefined arena for demonstrating positive teacher practices. Each domain is defined in terms of a principle of ideal teaching associated with enhanced student learning. At the second level of the hierarchical organization, that is, under each domain, there are strands. Strands refer to more specific dimensions of positive teacher practices under the broad conceptual domain. The Domains 4.5.1

Domain 1: Social Regard for Learning

The domain of Social Regard for Learning focuses on the ideal that teachers serve as positive and powerful role models of the values of the pursuit of learning and of the effort to learn, and that the teachers actions, statements, and different types of social interactions with students exemplify this ideal. There is only one strand under Domain 1: 

Acts as a positive role model for students

4.5.2

Domain 2: Learning Environment

The domain of Learning Environment focuses on importance of providing for a social and physical environment within which all students, regardless of their individual differences in learning, can engage the different learning activities and work towards attaining high standards of learning. There are four strands under Domain 2:  Creates an environment that promotes fairness  Makes the physical environment safe and conducive to learning  Communicates higher learning expectations to each learner  Establishes and maintains consistent standards of learners‟ behavior 4.5.3

Domain 3: Diversity of Learners

The domain of Diversity of Learners emphasizes the ideal that teachers can facilitate the learning process in diverse types of learners, by first recognizing and respecting individual differences, then using knowledge about students‟ differences to design diverse sets of learning activities to ensure that all students can attain appropriate learning goals. There are two strands under Domain 3:  Is familiar with learners‟ background knowledge and experiences  Demonstrates concern for holistic development of learners 4.5.4

Domain 4: Curriculum

The domain of Curriculum 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 the

TEDP Report, page 7 teacher‟s knowledge of subject matter, teaching-learning approaches and activities, instructional materials and learning resources. There are four strands in Domain 4:  Demonstrates mastery of the subject  Communicates clear learning goals that are appropriate for learners  Makes good use of allotted instructional time  Selects teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson 4.5.5

Domain 5: Planning, Assessing and Reporting

The domain of Planning, Assessing and Reporting 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. There are three strands under Domain 5:  Communicates promptly and clearly to learners, parents, and superiors about the progress of learners  Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning  Monitors regularly and provides feedback on learners‟ understanding of content 4.5.6

Domain 6: Community Linkages

The domain of Community Linkages focuses on the ideal that school activities are meaningfully linked to the experiences and aspirations of the students in their homes and communities. Thus the domain 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. There is only one strand under Domain 6: 

Establishes learning environments that respond to the aspirations of the community

4.5.7

Domain 7: Personal Growth and Professional Development

The domain of Personal Growth and Professional Development emphasizes the ideal that teachers value having a high personal regard, concern for professional development, and continuous improvement as teachers. There    4.6

are three strands under Domain 7: Takes pride in the nobility of teaching as a profession Builds professional links with colleagues to enrich teaching practice Reflects on the extent of the attainment of learning goals Integrating the Domains

The seven domains are best understood a constituting an integrated whole. To understand how the seven domains comprise an integrated whole, it would help to see the seven domains as falling under two broad categories. The middle domains

TEDP Report, page 8 2, 3, 4, 5, and 6 represent standards referring to “The Teacher as Facilitator of Learning,” whereas the two outer domains 1 and 7 represent standards referring to “The Teacher as Learner.” The middle domains can further be divided into two sub-categories. The innermost domains 3, 4, and 5 represent the specific teacher practices related to the technical aspects of the teaching-learning processes, whereas the other domains 2 and 6 represent the specific teacher practices that embed the learning process in appropriate contexts.

DOMAIN 1: SOCIAL REGARD FOR LEARNING DOMAIN 2: THE LEARNING ENVIRONMENT DOMAIN 3: THE DIVERSITY OF LEARNERS

DOMAIN 4: CURRICULUM

DOMAIN 5: PLANNING, ASSESSING & REPORTING DOMAIN 6: COMMUNITY LINKAGES DOMAIN 7: PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT Figure 3. Schematic representation of the seven integrated domains of the NCBTS. The integration of the seven domains can thus be summarized in the schematic representation in Figure 3. The darker portions in the middle of the figure represent the teaching standards related to the teacher as facilitator of learning. The darkest innermost domains represent the technical aspects of the teaching-learning processes. The light shaded portions around the darker middle portions represent the attempts to embed the teaching-learning processes in appropriate contexts, and thus provide the larger environment for these processes. Finally, the unshaded outer portions represent the teacher standards related to teacher as learner, which provide the personal drive and motivation for developments in the inner portions. TEACHER EDUCATION AND DEVELOPMENT PROGRAM (TEDP) Allan B. I. Bernardo DepEd BESRA, KRT2 Consultant October 17, 2006

TEDP Report, page 9

The DEP-Ed‟s Teacher Induction Program of Dep-Ed uses different terms to describe the different stages of the career ladder. 1. 2. 3. 4. 5. 6.

Cadet Rookie Young Professional Full-pledged professional Mentor Artist

Cadet: - College student, about to complete the teaching degree - student teacher Rookie - degree who has passed the LET - certified teacher by the PRC Young Professional - have had 2-3 years of teaching experience - connected w/ other teachers by being active in the professional organization Full-pledged Professional - master‟s degree holder - found inspiration and pride in work - conducts action research to find solutions to some problems encountered by teacher Mentor - have taught at least five years in any education level - provided evidence of some best practices in the teaching career - offers professional advice to teachers with lesser experience Artist - been in teaching profession for at least 10 years - earned the highest degree, doctorate degree - mastered the craft of teaching and has raised it to a level of art