THE TEACHING PROFESSION
NAME: FLORENDA L OPDI
BEED 1A
Enhance activity
The Professional Educational
Teacher in Qualifications
1.)asean 12 years of basic
education and 2 years of
teacher prep to earn a
Diploma in Teaching b.
upper secondary level - 12
years + 4 -5 years of
teacher preparation c.
2.) China all children must complete
nine years of compulsory
education, starting at the
age of six or, at the latest,
seven. Children can be
enrolled in kindergarten at
the age of two or three,
but preschool education is
not compulsory.
3.) Japan 12 years of education:
elementary education 6
years of elementary
school and secondary
education 3 years of lower
secondary school and 3
years of upper secondary
school.
4.) Usa 12 grades of study over 12
calendar years of
primary/elementary and
secondary education
What Grade Levels can
they teach?
aged 9 years old; Grade 5
aged 10 years old, and
Grade 6 aged 11 years old.
Secondary junior high
aged 12-15,Primary aged
6-12, Secondary senior
high aged 15-18, Post
secondary short cycle
aged 18-20, Tertiary
bachelors degree aged 18-
20, teritiary master degree
aged 22-24, Tertiary
doctoral degree aged 24-
27
Aged 6-12 grade 1-6
Aged 12-18 high school,
senior high school
Aged 18-27 universities/
bachelor's taking courses
Kindergarten,months
grade, eleventh grade,
preekindergarten, eight
grade,seventh
How are they recruited?
12 years of basic
education and 2 years of
teacher prep to earn a
Diploma in Teaching b.
upper secondary level - 12
years + 4 -5 years of
teacher preparation c.
There is no standardized
system of teacher
recruitment in China.
Teachers are hired at the
prefectural level, not at
the school level. Teachers'
school assignments
change every three years
or so when they first start
teaching, with fewer
changes later in their
careers.
In usa Teachers are hired
based on their subject
background, specialty
training, and/or grade-
 before graduating and grade,doctorate, level expertise.
earning a diploma that dimploma, preschoolers,
makes them eligible for then grade.
admission to higher
education.

Activity 5.2

Direction: Write down the practices transpired in the learning pedagogy in your school and identify if
which UNESCO’s Pillars of Learning do they belong.

Pillars of learning Practice in school

1.) Learning to know Reflective learning,brain storming, writing to learn

activities, counciling for students,active learning,
concept mapping, school goals.

2.) Learning to do Groupings, team skilss, problem solving, computer

training, apprenticeship managerial training.

3.) Learning to be Low stake learning, good listener, modelling, socio

emotional learning, device learning.

4.) Learning to live together Teachers should share values to students and inter-
personal skills and an appreciation of the diversity of
the World.supportive and caring environment.

5.) Learning to transform one self Optimizing students, opportunities to learn

Group activities, team skills.

Activity 5.3

Direction: Make a Reflection on the given issue. Your answer will be rated using the rubric below.

The Global learning village has changed and will keep on changing. As you prepare to become the
Teacher of the 21st Century, how will you prepare for this rapid change?

The global learning village has changed and will keep on changing. It is true that as the days, months or
years go by, the course of time continues to change and so does the education system. As a student and
wanting to be a teacher in the future I am preparing myself for this rapid change I am learning to use
modern technologies similar kind of a gadget laptop computer that will help me to facilitate my teaching
so that I can keep up with the trend. time and I can also use it to teach it to my students to make it
easier to speed up their learning andmake them smarter with the help of technology many can easily
learn using the gadgets mentioned that they can implement it within the classroom for their learning. I
need to have good relationships with my students because Strong relationships provide a foundation for
my student engagement, belonging, and, ultimately, learning. The more high-quality relationships
students have with their teachers, the better their engagement in school. So students need it and then
they need to Embrace Change The ability to accept change is one of the most important things I have to
do in the 21st century. With the rapid change in technology and the way students learn, so should it. I
accept the changes and adapt to it. technology changes every day, as well as new teaching techniques,
testing techniques, and the way we are able to learn and communicate with others. effective way I will
do is in the 21st century be flexible with anything and everyone as well as embrace I accept it. that is, if
we as a teacher I must take the time to promote these qualities necessary to be an effective educator in
the 21st century, if I have helped and taught my students to have the ability to live and learn. Navigate
in a world that is forever changing. having the ability to embrace technology or anything that may come
to the surface world that will affect a person’s life .the global learning village is changing the more it
makes learning the smarter and the faster the tasks as well as the learning as a preparation as a teacher
I need to accept these changesm I need to improve myself i must read what I know I still need to store
wisdom, i have to study hard that's why I going to college taking these course to help to shape me and
make me more knowledgeable as a teacher and be prepared for what might happen in the future what I
need to know so that I can learn how to be a prepare and good teacher in the 21st century.

INTRODUCTION

Are qualified teachers, really quality teachers? Teacher quality matters. Most educators and
policy makers agree that one of the most important school-related factors influencing student
achievement and outcomes is teacher quality. (Rice 2003) It has been found out to be the best
predictor of student’s outcomes (Rivkin, Hanushek and Kain, 1998 and Rice, 2003).
 One of the biggest challenges of ensuring teacher quality is the attractiveness of teaching
profession. The teaching profession is not as attractive like the other professions that is why it does
not always get the best material. This is a cause of concern in many countries around the world, as
exemplified in the Global Teacher Status in 2013.

A. Quality Teachers and Teacher Quality Defined

What really is a quality teacher? Quality teachers are characterized by the different skills needed
in the 21st century education. Partnership 21 identified themes that are relevant to the changing
times These are (l) Global awareness, (2) Financial, Economic Business and Entrepreneurial Literacy,
(3) Civic Literacy and (4) Health Literacy. Also included are knowledge and values.

With these themes in mind, the 21st century skills framework are clustered into three.

Ø Learning and Innovation Skills Framework include Critical Thinking and Problem Solving, Creativity
and

Ø Innovation and Communication and Collaboration and Technology Skills e Information, Media and
Technology Skills Framework include Information Literacy, Media Literacy, ICT (Information,
Communications & Technology Literacy

Ø Life and Career Skills Framework

 Quality teachers are competent teachers. Teachers with global competence are able to
demonstrate knowledge, skills, values and dispositions as described below:

l. understands one's own cultural identity and its influence on personal

dispositions and classroom practices;

2. know and integrate global dimensions in the subject one teaches;

3. engage students in learning;

4. use real-life local and global examples;

5. value the inputs of culturally and linguistically diverse learners;

6. create environment that encourage positive cross-cultural

interactions;

7. model social responsibility in local and global context; and

8. help learners find appropriate actions to improve local and global

conditions.
 Having the appropriate competencies for the teaching, describe a quality teacher. Can quality
teachers provide teacher quality in our schools?

Teacher quality is a bit difficult to define. For some countries like the US, it has shifted its definition of
teacher quality from the possession of a credential or certification to what students know and are
able to do with what they were taught by their teachers (Teacher Quality, 2013). This is related to the
outcomes-based education. On the other hand, some other countries use standards for teacher
quality. The OECD has proposed in the discussion" table that the core elements of the teacher-quality
standards should include:

o planning and Preparation: including knowledge of content and pedagogy, knowledge of students,
coherent instructional plans, and knowledge on how to assess student learning;

o Classroom environment: including creating a culture for learning and managing student behavior; o
Instruction: including communicating effectively, using appropriate discussion techniques, engaging
students, and providing responsive feedback to learners; and

o Professional responsibilities: including reflecting on teaching, communicating with families,

contributing to the school and community and developing professionally. (Teacher Quality, 2013)
ABSTRACTION:

There are differences in the context of how teacher quality is defined hence, there is no
universal standard of teacher quality. The teaching profession needs to have standards in a way that
other professions have to advance its status. These should be developed and owned by the teachers
themselves like in Finland, Sweden and Denmark. In other countries, teacher standards for teacher
quality are set at the national or state levels but with consideration for local flexibility in the
implementation.

In summary, quality teachers are defined by their attributes and characteristics while teacher
quality is defined by the standards set for the profession and are validated by the students learning
outcomes.

B. The Competency Framework for Teachers in Southeast Asia (CFT SEA)

In collaboration with the Thailand's Teacher Education Council, SEAMEO Secretariat (SEAMES)
and the SEAMEo Regional Center for Educational Innovation and Technology (INNOTECH) initiated the
Competency Framework for Teachers in Southeast Asia which was developed in 2017.
 The purpose was to revitalize teacher education and to Pr0mote teaching as a profession of first
choice by professionalizing teachers' pre-service and in-service development using this Regional
Competency Framework as a guide.

As described earlier, teacher competencies make up quality teachers. Competencies as defined

in the framework are a combination of skills, knowledge, behavior and attributes that enable effective
or superior job performance. This Competency Framework for Teachers is a guide to improve
teachers' performance across the region.

There are four (4) essential competencies and 12 general competencies in the framework. There
are 31 enabling competencies and 136 success descriptors. The enabling competencies are a set of
performance criteria with success descriptors that describe observable behaviors expected for
teachers to perform in a high level. When used, this guide will promote common standards of
performance among teachers across Southeast Asia.

Four Essential Competencies

1. Knowing and understanding what to teach. It is the ability of teachers to deepen and broaden
their knowledge on what to teach, understand education trends, policies and curricula and be
updated on local, national, regional and global developments.
2. Helping students to learn. It is the ability to know students, use the most effective teaching and
learning strategies, assess and give feedback on how students learn.

3. Engaging the community. It is the ability to partner with parents and caregivers, involve the
community to help students learn, and encourage respect and diversity.

4. Becoming a better teacher every day. This is the ability to know oneself and others, practice
human goodness and then master the teaching practice.

KNOW AND UNDERSTAND WHAT I TEACH

General Competencies

Enabling Competencies

1.1 Deepen and broaden my

l. 1.1 Master my subject content.

knowledge on what I teach.

1.1.2 Use research-based knowledge.

1.2 Understand education trends, policies and curricula.

1.2.1 Update myself on educational

trends.

I .2.2 Study educational policies and

how they affect teaching

1.2.3 Understand how to implement

the curriculum

1.3 Keep myself updated on local, national, regional and global developments.

3.1 Check new changes in education

 environment

2.0 HELP MY STUDENTS LEARN

General Competencies

Enabling Competencies

2.1 Know my students.

2.1. I Identify my students' needs

and strengths to help them learn

better.

2.1.2 Understand how my students

learn.

2.1.3 Value what makes my students

unique.
2.2 Use the most effective teaching and learning strategy.

2.2.1 Select appropriate teaching

and learning strategy.

2.2.2 Design clear and effective

lessons my students can

understand.

2.2.3 Create a positive and caring

learning space.

1.3 Assess and give feedback on

how my students learn.

1.3.1 Design Assessment process and tools

1.3.2 Monitor my students progress and provide appropriate support

1.3.3 Use results to improve instruction.

3.0 Engage the community

General Competencies

Enabling Competencies

3.1 Partner with parents caregivers

3.1.1 Build a support Network

3.1.2 Create welcoming space

3.1.3 Sustain the partnership

3.2 Involve the community to help my students learn.

3.2.1 Engage Parents and Caregivers

about their children.

3.2.2 Design Learning activities

using community conditions, local wisdom, tradition and knowledge.

3.3 Encourage respect Diversity

3.3.1 Accept what makes people different

3.3.2 Practice inclusion and respect in the classroom.

4.0 Become a better Teacher Everyday

4.1 Know myself and others

4.1.1 Continue to grow by knowing oneself more.

4.1.2 Become more aware and responsible for my emotions and health.
4.1.3 Nurture my relationships with care and respect.

4.2 Practice human goodness in my life and in my work.

4.2.1 Be kind and compassionate.

42.2 Inspire my students and colleagues by setting my example.

4.2.3 Nurture my students' confidence on what they can and become.

4.3 Master my teaching practice.

4.3. I Keep alive my passion for teaching.

4.3.2 Take responsibility in my own personal and professional growth.

4.3.3 Inspire other teachers by setting my best example.

The framework was agreed upon by the Ministers of Education of the Southeast Asian countries
including the Philippines. It will be used as a guide to determine teacher quality across the region.
 The figure below captures all the elements of the Competency

Framework for Teachers in Southeast Asia.

Overview

On August 11, 2017

 Department of Education, through the Teacher Education

Council issued DO No. 42 entitled National Adoption and

Implementation of the Philippine Professional Standards for Teachers (PPST).

 In order to address the changes brought about by various

national and global frameworks, also, changing character

of the 21st century learners because of these, improvements to National Competency-Based

Teacher Standards (NCBTS)

C. The Philippine Qualifications Framework (PQF)

As part of the ASEAN convergence and in the light of globalization each country in the ASEAN, the
Philippines adopts national standards and levels for outcomes in education. This is called the
Philippine Qualifications Framework (PQF) which is provided by law. (RA 10968, s. 2018). Based on the
level of education as PQF Level 6, the PQF describes the career path for baccalaureate degree
programs including teacher education degrees. All graduates from the baccalaureate degrees are
expected to exhibit outcomes.

What are the purposes of the Philippine Qualifications Framework?

The PQF is a legal document that adopts national standards and levels for outcomes of education
in the country. It assists individuals to move easily between different education and training sectors
and the labor market. Further, the PQF aligns the international qualifications for full recognition of the
value of Philippine Qualifications. Also, the PQF will be used as the basis for accrediting certificates
and licenses recognized by the government.

Philippines Professional Standards for Teachers (PPST)

Based on the Teacher Education and Development Map in 2006, Philippine Teacher Education is
defined as a lifelong journey from entry to basic education in the DepEd to entry to Teacher Education
Institutions of the CHED to licensing as professional teachers of the PRC to employment to DepEd
with attestation of the Civil Service or private basic education.

In both public or private education, a newly recruited teacher undergoes a Teacher Induction
Program TIP) led by the Teacher Education Council (TEC) and the private institutions are assisted by
the Private Education Assistance Council (PEAC). While in service the professional teacher continues
professional development through trainings by the duly authorized service providers of the PRC or
shall continue professional development through advancement in education (Masters' or Doctorate)
or other activities on their own. The continuing professional development continues until the person
retires from employment or continues to practice the profession in another capacity. In the middle of
this professional lifelong cycle, are the professional teacher standards, known before as National
Competency Based Teacher Standards (NCBTS, 2006) and now known the Philippines Professional
Standards for Teachers (PPST, 2017, DepEd Order 42, s. 2017). Both are frameworks for teacher
quality. The PPST, 2017 define teacher quality in a broader perspective attuned to the current
demands and changes in the educational local and global landscape to include the reforms of K to 12,
the Outcomes-Based Education of Higher Education, the ASEAN integration, the UNESCO’s SDGs 2030
and the Ambisyon Natin 2040.

Being responsible for the pre-service development of teachers, teacher education institutions
have a responsibility of graduating students with PQF 6 qualifications and to master the PPST
Beginning Teacher Standards as well as the Program Outcomes of the CHED's PSG for teacher
education (CMO 74-82, s. 2017). The mastery of the beginning teacher competencies is an
expectation of the teaching industry in basic education.

THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER TO MORE SPECIFIC DIMENSIONS
OF TEACHER PRACTICES.

Domain 1. Content Knowledge and Pedagogy, 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

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. Establishment of learning environments that are responsive to community contexts

2. Engagement of parents and the wider school community in the educative process

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