MODULE FOR

EDUC 306 FIELD STUDY 1

PREFACE
This module guides students on their activities on EDUC 306 FIELD STUDY 1
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL SCHOOL ENVIRONMENT the
implementation of proper guidelines and policies on deploying Pre-service teachers. Each unit
starts with the introduction followed by objectives, and varied exercises for the students to
analyze and inculcate lessons included. Policies and guidelines were also discussed and
explained to understand the legal basis of deployment for Pre-service teachers. Attributes of
school officials, their authority, and leadership are also included. Different activities on the
cooperating teacher’s classroom management, how they handle student’s differences, and
administration of learning. In addition, are activities on observing learner’s behavior inside the
classroom, how motivated they are too learned despite of their differences. And lastly,
discussions on the qualities of a professional teachers which is one of the aims of the college,
to produce a competitive future educator.
 UNIT II
Cooperating School and Its Components
 Cooperating Teachers - Qualifications and Responsibilities

 Key Person and their Roles in Experiential Learning Course

- School Head, Cooperating Teacher, TEI Supervisor

 Career Stages of Philippine Professional Standards for Teachers - Beginning, Proficient,

Highly Proficient, Distinguished

 Expectations from the Beginning Teacher

-Qualifications Must Possess by the Future Educator
 Suggested Timeline of Activities for the PST Experiential Learning
-Proposed Activities Before, During, After the Deployment

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Lesson 8: Expectations from the Beginning Teacher

Duration: 3 hours

Introduction

This lesson will serve as pointers and basis of the Beginning teachers to meet the
standards of the Department of Education Order No. 42, series 2017, or the National Adoption
and Implementation of the Philippine Professional Standards for Teachers. Previous lessons
discussed the career stages of teachers which also pointed out that those stages are the
expectations for the beginning teachers.

Objectives:

 Understand the expectations as described from Career stage 1 Beginning teachers;

 Develop self-awareness on qualifications stipulated on the Career stages of PPST;
  Exhibit best practices that will assist the teaching and learning process.

Lesson Proper

Based in DepEd Order No. 42, series 2017 or the National Adoption and
Implementation of the Philippine Professional Standards for Teachers, Education Secretary
Leonor Magtolis Briones stated that the new set of standards for teachers is propelled by the
introduction of national and international frameworks, such as the K to 12 program and ASEAN
integration. Experts from the Department of Education designed a module stipulated the career
stages and their expectations to the teachers.
Wherein, expectations from the Beginning Teachers also are specified and discussed. 

A. Activity 

 What is meant by beginning teachers?

 Are you familiar with the domains of the 21st-century teachers? What are those?
 Do you have expectations being a Beginning teacher?

B. Analysis

Department of Education issued a copy of “Supporting Beginning Teachers: A Coaching

and Mentoring Module for DepEd Supervisors of Experiential Learning Students and discussed
expectations from then Beginning Teachers, including the indicators of the PPST. 

What are the expectations from the Beginning Teacher? 

A Beginning Teacher is expected to perform in the expectations of the PPST.

As described in the PPST, Career Stage 1 or Beginning Teachers: 

• have obtained accepted qualifications for acceptance into the teaching

profession;
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 • have a good understanding of the subjects/areas in which they are trained as
regards knowledge of content and pedagogy;
• possess the expertise, skills and values needed to sustain the teaching and
learning process;
• manage learning activities and provide plans that facilitate learning based on
their students' learning needs; and
• seek advice and guidance from knowledgeable colleagues to consolidate their
teaching practice.

These are further elaborated by the Beginning Teacher Indicators (BTIs) of the PPST:
The 7 Domains For The 21 Century Teachers
st

Domain 1 Content Knowledge and Pedagogy, is composed of seven strands:

 
1. Content knowledge and its application within and across curriculum areas 
2. Research-based knowledge and principles of teaching and learning 
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order
thinking skills
6. Mother Tongue, Filipino, and English in teaching and learning 
7. Classroom communication strategies 
 

Domain 2 Learning Environment, consists of six strands:

 
1. Learner safety and security 
2. Fair learning environment 
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior 

Domain 3 Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests, and experiences 

2. Learners’ linguistic, cultural, socio-economic, and religious backgrounds 
3. Learners with disabilities, giftedness, and talents 
4. Learners in difficult circumstances
5. Learners from indigenous groups 
 

Domain 4 Curriculum and Planning, includes five strands:

 
1. Planning and management of teaching and learning process 

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 2. Learning outcomes aligned with learning competencies 
3. Relevance and responsiveness of learning programs 
4. Professional collaboration to enrich teaching practice 
5. Teaching and learning resources, including ICT
 
Domain 5 Assessment and Reporting, is composed of five strands:
 
1. Design, selection, organization, and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement 
3. Feedback to improve learning 
4. Communication of learner needs, progress, and achievement to key stakeholders 
5. Use of assessment data to enhance teaching and learning practices and programs 
 
  Domain 6 Community Linkages and Professional Engagement, consists of four
strands:
 
1. Creating learning environments which are adaptive to group contexts
2. Parents involvement in the learning system and the broader school community 
3. Professional ethics 
4. School policies and procedures 
 
Domain 7 Personal Growth and Professional Development, contains five strands:
 
1. Philosophy of teaching 
2. Dignity of teaching as a profession 
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
 
C. Application

How do the Philippine Professional Standards for Teachers' expectations

congruent or relevant to the seven (7) domains of the 21st-century teachers?

Reflection:

Are those seven (7) domains could help improve or enhance the teaching-
learning to meet the Beginning teachers' expectations?

POST-TEST

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 Answer the question, as a Beginning Teacher, what are your expectations on
your subject Field Study 1 (Observations of Teaching-Learning in Actual School
Environment), especially during this COVID19 pandemic?

Suggested Readings and Websites

 Career Stage and the National  Teacher Quality Agenda by Susanne Owen. University
of South Australia. Accessed from
https://pdfs.semanticscholar.org/8233/156723e102f75a9b24199bcc7ee12b83294c.pdf.
22-Aug-2020
 https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf . 24-Aug-
2020

Glossary

 Beginning teachers
 Career stages
 Domain
 PPST

Answer Key

 Answers may vary depends on the lists of students.

References

 Modules-Pre-School-Teachers. Website
https://depedpines.com/wpcontent/uploads/2020/03/modulesPre-School-Teachers.pdf.
25-Aug-2020
 TEACHERPH: Professional Learning Online Community Of Teachers and For
Teachers. Website https://www.teacherph.com/philippine-professional-standards-for-
teachers/. 24-Aug-2020