GOROBAO, MARIA P.

BSED-3A

TASK 2
ENSURING QUALITY THROUGH COMPETENCY FRAMEWORK AND STANDARDS

1. the quality of teachers shows a stronger relationship [than school facilities

and curricula] to pupil achievement. Furthermore, it is progressively greater
at higher grades, indicating a cumulative impact of the qualities
of teachers in a school on the pupil's achievements
2. Quality teachers
-are defined by their attributes and characteristics.
-characterized by different skills needed in the 21st century education.
- competent teacher
QUALITY TEACHER MUST POSSESS THE FOLLOWING;
 Understand ones own cultural identity
 Know and integrate global dimension
 Engage students in learning
 Use real life local and global examples
 Create environment that encourage poisitive crosscultural interaction
 Model social responsibility
 Help learners find appropriate action to improve local and global condition.

3. CORE ELEMENTS OF THE TEACHER QUALITY STANDARDS

 PLANNING AND PREPARATION
 Knowledge of content and pedagogy
 Knowledge of students
 Coherent instructional plan
 Knowledge how to assess student learning
 CLASSROOM ENVIRONMENT
 Creating a culture for learning
 Managing student behavior
 INSTRUCTIONS
 Communicating effectively
 Using appropriate discussion
 Engaging student
 Providing responsive feedback
 PROFESSIONAL RESPONSIBILITIES
 Reflecting on teaching
 Communicating with families
 Contributing to the school and community
 Developing professionally

4. the difference between quality teacher and teacher quality is that quality teacher
are defined by their attributes and characteristic while teacher quality is defined by
the standards set for the profession and are validated by the students learning
outcomes.
5. 4 ESSENTIAL COMPETENCIES
 KNOWING AND UNDERSTANDING WHAT TO TEACH
 HELPING STUDENTS TO LEARN
 ENGAGING THE COMMUNITY
 BECOMING A BETTER TEACHER EVERYDAY
6.Enabling competencies reflect the personal attributes of a CPA. These are
the essential skills that are pervasive to a CPA's work environment and allow
a CPA to function as a competent professional in an increasingly complex and
demanding environment: professional and ethical behaviour.

DEVELOPED UNDEVELOPED
DEVELOPING

 Partner with parents and  Deepen and broaden my  Keep my self updated on
caregivers. knowledge on what i local, national, regional
 Involve the community to teach. and global development.
help my students learn.  Understand education
trends, policies and
curricula.
 Encourage respect and  Know my students
diverstity.  Use the most effective
 Practice human goodness teaching and learning
in my life and in my work. strategy.
 Assess and give feedback
on how my students learn.
 Know myself and others.  Master my teaching
practrice.

7. A baccalaureate degree holder in education are expected to possess a broad level of

coherent knowledge and skills in their field of study. They must be well discipline and
independent in terms of related field.
8. Philippine Professional Standards for Teachers are also in support of the Philippine
Qualifications Framework which determines of any baccalaureate degree holder. The
Career Path stage 1 Beginning teacher is the focus of this lesson because, the pre-
service teacher education graduate should master the competencies that are stated in
the 32 strands of the seven domains of the standard for Filipino teachers.
9. Career Stage 1 or Beginning Teachers have gained the qualifications recognized
for entry into the teaching profession. They have a strong understanding of the
subjects/areas in which they are trained in terms of content knowledge and pedagogy.
They possess the requisite knowledge, skills and values that support the teaching and
learning process. They manage learning programs and have strategies that promote
learning based on the learning needs of their students. They seek advice from
experienced colleagues to consolidate their teaching practice.
Career Stage 2 or Proficient Teachers are professionally independent in the
application of skills vital to the teaching and learning process. They provide focused
teaching programs that meet curriculum and assessment requirements. They display
skills in planning, implementing, and managing learning programs. They actively
engage in collaborative learning with the professional community and other
stakeholders for mutual growth and advancement. They are reflective practitioners
who continually consolidate the knowledge, skills and practices of Career Stage 1
teachers.
Career Stage 3 or Highly Proficient Teachers consistently display a high level of
performance in their teaching practice. They manifest an in-depth and sophisticated
understanding of the teaching and learning process. They have high education-
focused situation cognition, are more adept in problem solving and optimize
opportunities gained from experience. Career Stage 3 Teachers work collaboratively
with colleagues and provide them support and mentoring to enhance their learning
and practice. They continually seek to develop their professional knowledge and
practice by reflecting on their own needs, and those of their colleagues and students.
Career Stage 4 or Distinguished Teachers embody the highest standard for teaching
grounded in global best practices. They exhibit exceptional capacity to improve their
own teaching practice and that of others. They are recognized as leaders in education,
contributors to the profession and initiators of collaborations and partnerships. They
create lifelong impact in the lives of colleagues, students and others. They
consistently seek professional advancement and relevance in pursuit of teaching
quality and excellence. They exhibit commitment to inspire the education community
and stakeholders for the improvement of education provision in the Philippines.

10.
GENERAL CFT for SEA Enabling
COMPETENCY DOMAIN Competency Indicators PPST Competency
Indicators for Beginning
Teachers

Update myself on 1.2.1Demonstrate an

Knowledge,skills and educational trends. understanding of research
values. based knoiwledge and
principles of teaching and
learning
Learning Environment (2 2.2.3 create a positive and 2.2.1 demonstrate
examples) caring learning space. understanding of learning
Design learning activities environment that promotes
using community fairness,respect and care to
condition,local encourage learning.
wisdom,tradition and 2.3.1Demonstrate
knowledge. knowledge of managing
classroom structure that
engages learners
individually or in groups, in
meaningful exploration,
discovery and hands on
activities within the
available physical learning
environment.
Diversity of Learners (2 3.3.2 practice inclusion and
3.5.1 demonstrate
examples) respect in the classroom. knowledge of teaching
strategies that are inclusive
of learners from indigenous
groups

Curriculum and 1.2.3 understand how to 4.3.1 demonstrate

Planning (2 examples) implement the curriculum knowledge in the
Identify my students needs implementation of relevant
and strength to help them and responsive learning
learn better. programs.
4.4.2 Shows skills in the
selection, development and
use of variety of teaching
and learning outcomes
including ICT to address
learning goals.
Professional 4.3.2 take responsibility in 7.5.1 demonstrate
Development (2 examples my own personal and motivation to realize
professional growth. professional development
goals based on the
philippine professional
standards for teachers.