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The Global Teacher
Identified competencies of the global Filipino teacher Knowledge of other countries teachers’ competencies and requirements as professional
Clyde Chloe D. Traya
BSE – IV Biological Sciences
well-organized and all supporting documentation are located in sections clearly designated . clear well-organized and most supporting documentation are available and/or in logical and clearly marked locations .Portfolio is complete.A day after the deadline Submission Sub Totals .Analysis questions were answered completely.PERFORMANCE TASKS EXEMPLARY 4 SUPERIOR 3 SATISFACTORY 2 UNSATISFACTORY 1 Observation/ Documentation My Analysis All tasks were done with outstanding quality.On the deadline Nearly all tasks were done with acceptable quality .25 - Rating : (Based on transmutation) Transmutation of score to grade/rating Score 12 -13 11 10 8–9 7 – below Grade 2.Analysis questions were answered completely .Supported by the experiences from the episode .75 3.Vaguely related to the theories . Traya BSE – IV Biological Sciences . or most objectives met with poor quality .clear connections with theories -Grammar and spelling are superior .5 1.Before deadline All or nearly all tasks were done with high quality .Reflection statements are clear but not clearly supported by experiences from the episode .Reflection statements are shallow.Grammar and spelling acceptable . supporting documentation is organized but lacking .Reflections statements are profound and clear .Portfolio is complete. work exceeds expectations .00 2.00 99 96 93 90 87 84 - 81 78 75 72 and below Clyde Chloe D. is unorganized and unclear My Portfolio .Grammar and spelling unsatisfactory My Reflection .25 1.0 1.two days after the deadline Over – all Score Score 20 18 -19 17 16 15 14 Grade 1.5 5.50 2.Reflection statements are unclear and shallow and are not supported by experiences from the episode Portfolio has many lacking components. supported by experiences from the episode Fewer than half of tasks were done.Portfolio is incomplete. answers thoroughly grounded on theories -Exemplary grammar and spelling . clear.Analysis questions were answered completely. .00 3.Analysis questions were not answered .75 2.
Communicates higher learning expectations to each learner. Experienced. Beginning) EXPERIENCED EXPERIENCED EXPERIENCED EXPERIENCED EXPERIENCED EXPERIENCED EXPERIENCED Clyde Chloe D. Teachers actions demonstrate value for learning. Demonstrate that learning is of different kinds. 5. 3. Creates an environment that promotes learning. Establishes and maintains consistent standards. Creates healthy psychological climate for learning.EXPERIENCE Name of the Teacher : ARLENE JUMAMOY School : SAN VICENTE NATIONAL HIGH SCHOOL Grade level/Year Level : IV YEAR NCBTS DOMAINS NCBTS – TSNA DOMAINS Domain 1 – Social Regard for Learning Domain 2 – Learning Environment Domain 3 – Diversity of Learners Domain 4 – Curriculum Domain 5 – Planning Assessing and Reporting Domain 6 – Community Linkages Domain 7 – Personal Growth & Professional Development DESCRIPTION (HIGH or LOW) HIGH HIGH HIGH HIGH HIGH LOW HIGH NCBTS STRANDS STRANDS 1. 6. 2. Developing. Traya BSE – IV Biological Sciences . DESCRIPTION . (Expert. 7. Makes the classroom environment safe and conducive for learning. 4.
Reflects on the extent of the attainment of professionals. 16. Traya BSE – IV Biological Sciences . 22. Recognizes general learning processes and unique processes of individual learners. 12. understands and accepts the learners’ diverse knowledge and experiences. Teacher establishes learning environment that responds to the aspirations of the community. Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning. Takes prides in the nobility of the profession. 13. 11. 21. parents… 19. Demonstrate mastery of the subject. Makes good use of allotted instructional time. Develops and utilizes creative and appropriate instructional plan.8. Builds professional links with colleagues to enrich. 9. 10. DEVELOPING EXPERIENCED EXPERT EXPERT DEVELOPING EXPERIENCED DEVELOPING EXPERIENCED EXPERT EXPERIENCED EXPERIENCED EXPERIENCED EXPERIENCED EXPERIENCED EXPERIENCED Clyde Chloe D. 17. Demonstrates skills in the use of ICT. 20. Promotes purposive study. Determines. Communicates promptly and clearly to learners. Monitors regularly and provides feedback on learners. 14. Communicates clear learning goals for the lessons. 15. 18.
7 Shares the goals of the organization: The individual wants to work toward TFA’s mission of eliminating educational inequities. 4. Teachers are members of learning communities. 5 Motivating: The individual is able to influence and motivate others to action. Traya BSE – IV Biological Sciences . The five propositions provide the philosophical basis for the development and elaboration of standards for specific fields and levels of teaching (such as primary teaching. setting out in general terms what United States teachers think accomplished teachers should know and be able to do. the individual takes full responsibility for achieving a positive outcome. or values. Teachers are committed to students and their learning. 3. 4 Organized: The individual is able to juggle multiple projects and tasks successfully. Teachers think systematically about their practice and learn from experience. Teachers are responsible for managing and monitoring student learning. Teachers know the subjects they teach and how to teach those subjects to students. regardless of the level or specialist field in which they taught. Professional Qualities of Teachers The National Board for Professional Teaching Standards' What Teachers Should Know and Be Able to Do. These are core propositions.Global Teacher from Other Countries UNITED STATES OF AMERICA Personal Qualities of Teachers 1. 6 Respectful: The individual assumes the best about people. 2. 2 Responsible: Instead of blaming others or circumstances. or high school science teaching). as evidenced by effective leadership in extracurricular activities such as student-run organizations or athletic teams. Clyde Chloe D. 5. provides a good example of professional standards as values. The principles include: 1. 3 Critical thinker: The individual reflects about the linkages between cause and effect instead of simply reacting to the effect. developed by teachers in the United States. High-Achieving: The individual has a history of success no matter what the endeavor. especially people in low-income communities.
During your junior year in high school. math. you will need a major in that core area. Colleges like students who have taken challenging classes. if you decide to teach in a different state.UNITED STATES OF AMERICA Requirements to become Professional Teachers 1. Each state has its own process that you must follow to get a teacher's license. you will need at least one major and a minor or two majors. major in two areas. Elementary programs usually focus on grade levels and a major in a core course. but don't let that discourage you. 4. Because of No Child Left Behind mandates. Traya BSE – IV Biological Sciences . you must be highly qualified." This means you must have a Bachelor's degree in education and demonstrate proficiency in a core content area if you are teaching in one of those areas. Admittance is different for all colleges. such as Advanced Placement courses or honor programs. 3. you may have to specialize in either lower. such as learning disabilities or mental handicaps. you will need to fulfill the requirements for that state. Make sure the college is accredited. Include a good liberal arts background in your electives as well. To make yourself more interesting to potential employers. Because every state has different licensing procedures. but most schools will look at your grade point average and the course program of study. such as English/language arts. If you are required to teach a core course. For elementary education. which means at least 45 hours of course work in your major area. a series of assessments used by states to license teachers. Degree from accredited teacher's college Select a teacher's college or college with a teacher's program. middle or upper elementary grades. 2. State license Know the laws of the No Child Left Behind Act that requires teachers to be "highly qualified. Clyde Chloe D. start looking at colleges and their requirements. Special education programs require a focus in a specific area. Proficiency in core content areas Acquire your teacher's license or certification. Your college will guide you through the process. If you choose to major in secondary education. science or geography. You may be required to take a state exam or the PRAXIS. Bachelor's or Master's degree Choose a college program.
being fair-minded. 2011) in order to ensure students’ well-being. 2011). enthusiasm. Clyde Chloe D. evaluate and revise teaching strategies “to improve student learning using knowledge of the physical. Lead teachers should “initiate collaborative relationships to expand professional learning opportunities. social and intellectual development and characteristics of students” in order to meet the needs of students from diverse cultural and economic backgrounds (AITSL. other professionals and community members that they can inspire students and improve their learning. Create and maintain supportive and safe learning environments. develop. These include: being good at explaining things. Assess. having patience and a good sense of humor. parents. being a good time manager. coping well with change. Lead teachers are expected to select. 2011). having a strong knowledge in particular subject areas. Engage professionally with colleagues.” as well as to “monitor and evaluate the implementation of teaching strategies to expand learning opportunities and content knowledge for all students” (AITSL.AUSTRALIA Personal Qualities of Teachers There are many personal qualities and skills that make someone a good teacher. Plan for and implement effective teaching and learning. 2011). being a people person and enjoy working with a wide range of people. parents/carers and the community. Professional Qualities of Teachers Know the students and how they learn. 2011). Engage in professional learning. and provide quality opportunities and placements for pre-service teachers” (AITSL. keeping your cool under pressure. Lead teachers are required to “evaluate school assessment policies and strategies” to diagnose learning needs and to “co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice (AITSL. 2011). ability to work in a team as well as using your own initiative. Traya BSE – IV Biological Sciences .” as well as to “lead and implement behavior management initiatives” (AITSL. provide feedback and report on student learning. Professional and community networks and support[ing] the involvement of colleagues in external learning opportunities” (AITSL. Good teachers know that by listening to and working with colleagues. implement and review the effectiveness of their learning and teaching programs” (AITSL. and enjoying a challenge. Know the content and how to teach it. Qualified lead teachers should “demonstrate exemplary practice and high expectations […] and lead colleagues to plan. Lead teachers are expected to be active in “the development of productive and inclusive learning environments. engage in research. Lead teachers must be able to “lead initiatives […] to evaluate and improve knowledge of content and teaching strategies. 2011).
but they are essentially the same. Become registered with the relevant Teacher Registration Board in your state. Gain the relevant qualifications for teacher registration by obtaining either a four-year bachelor of education (BEd) or a three-year degree. Receive an S (suitability) rating following the interview. you must have two majors or teaching areas to be registered as a teacher. as opposed to six in the United States. four-year degree. When considering courses. In Queensland. 6 Learn the operating rules peculiar to each state system. Once registration is finished and you have an ID card. which will determine how quickly you will be offered a position in the state school system. Traya BSE – IV Biological Sciences . 3. An S3 may need to take whatever school is offered. Note also that in Australia.AUSTRALIA Requirements to become Professional Teachers 1.S. which will enable you to teach in high school. however. and an S2 may have to wait a few weeks. 4. Note that in Australia. which pay higher rates. no matter where. a three-year degree is equivalent to a U. and an S4 really should study some more and try for another interview in a few months. The teacher unions in each state are no longer compulsory. The rules will differ slightly in each state in Australia. but most teachers become members mainly because the unions offer comprehensive legal representation in case of litigation Clyde Chloe D. will still have to contact the College of Teachers to obtain their registration information. such as a bachelor of arts (BA) or bachelor of science (BSc). This is an interview. 5. 2. A rating of S1 will be offered a job almost immediately. during which you are required to answer in writing exactly how you would handle a number of different teaching scenarios. as eight courses are completed each year in Australia. if you obtain a BEd or other primary degree. you are required to go before a panel of Education Department staff for a suitability review. Apply for teaching jobs. you can approach any private school for a position as a teacher. if you wish to teach in the state school districts. You can then enter an education faculty of a university and complete a graduate educational methodology degree. make sure you select two teaching areas. thus demonstrating your teaching abilities. Newly graduated teachers. there is the Queensland College of Teachers. which is automatically notified of all graduates in education from universities around the state. however.
If the NCBTS is the measure of a global teacher. her ratings ranged from developing to expert. all the other domains rated high. Also. Based on your personal interview of the Filipino Teacher on the competencies of the national standards for teachers. 2. Based on the personal interview. can the teacher you interviewed meet the challenges of global education? Why? Why not? I think the teacher I interviewed will be able to meet the challenges of global education because she is able to meet the competencies required in the NCBTS. Although in one domain the teacher rated low.OBSERVATIONS 1. Such competencies in the NCBTS define good teaching in terms of actual competencies associated with features of teaching highlearning classroom activities. where most of her ratings in average is experienced. Traya BSE – IV Biological Sciences . the teacher is able to meet the requirements on the competencies of the national standards for teachers. has the teacher met the requirements? Explain. for the strands. Clyde Chloe D.
There are similarities and difference as well. what we consider good teaching here in Philippines is also considered as good teaching in other countries. Traya BSE – IV Biological Sciences . linking the school to the community is not highlighted or given much focus. Would Filipino teachers be comparable to their fellow teachers in other countries? Explain your answer. the teachers in USA developed 5 principles of professional standards as values. 4.3. The difference I have noticed is that in the USA. As what I have answered in the previous question. these principles and domains correlated with each other. These principles are not totally different with the 7 domains of the NCBTS that we have for our teachers here in Philippines. Based on what I have researched. Clyde Chloe D. As what I observed. If teachers meet the competencies in the NCBTS. Are there similarities or differences among teachers in other countries in terms of the standard requirements of a professional teacher? Explain your answer. And I think. competencies in the NCBTS define good teaching in terms of actual competencies associated with features of teaching high-learning classroom activities. they are really comparable with the other teachers in other countries.
I know I’m not yet fully developed for experience really is the best teacher.REFLECTIONS Indeed. there are more similar expectations of teachers. Clyde Chloe D. the world over. becoming a global teacher requires certain standards. Can you meet the challenges of being a global teacher? Yes. I believe 10 years time is enough to train myself to become one who can compete well with other teachers abroad. I believe I can. ten years from now vis a vis the teachers from all over the world? Ten years from now. I believe I can still improve. As observed. Traya BSE – IV Biological Sciences . With such competencies laid out in NCBTS. I believe I will be able to. I believe I can grow into a professional teacher in equal footing with those foreign mentors. As a pre – service teacher education student. I see myself facing the teachers from all over the world with confidence. how do you see yourself.
As a future teacher. I will prepare myself by giving my best shot in the classes I will be handling.” This says it all. Traya BSE – IV Biological Sciences . Being world-class starts right inside the classroom. Because education has four common grounds.AFFIRMATIONS Affirmed Concept 1: Global teachers are needed for the people live in a global village Affirmed Concept 2: Education is for all and is grounded in four common pillars Affirmed Concept 3: Being a world-class teacher starts in the classroom. “Being world-class teacher does not mean going internationally and showing our best out there. being worldclass is giving our best to teaching. APPLICATION How would you prepare yourself to become a global teacher? Conrado de Quiros said. Becoming a world-class or global teacher starts with doing the right things and the best thing right inside the classroom. Being worldclass is passion and commitment to our profession. Clyde Chloe D. then any classroom will do as a training ground for becoming a global teacher.
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