Learning Episode I

The Teacher I Remember

Career Stages of Teachers ( DepEd Order No.42, s. 2017)
Career Stage 4: Distinguished Teacher
Teachers embody the highest standards for teaching grounded in global best practices. They
exhibit an exceptional capacity to improve their own teaching practice and that of others. They are
recognized as leaders in education, contributors to the teaching 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 a commitment to inspire the education community and stakeholders for
the improvement of education provision in the Philippines.
Career Stage 3: Highly Proficient Teacher
Teachers consistently display a high level of performance in their teaching practice. They
manifest an in-depth and sophisticated understanding of the teaching-learning process. They have
high education- focused situation cognition, are more adept in problem solving and optimize
opportunities gained from experience. They 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 2: Proficient Teacher
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 have reflective practitioners who continually consolidate the
knowledge, skills, and practice of Career Stage I Teachers.
Career Stage I : Beginning Teacher
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-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.

The Code of Ethics for Professional Teachers in the Philuppines states how the teacher ought
to act in and relate to the state, community, teaching profession. Higher authorities, school officials
and other personnel, learners, parents and business. It also states how a professional teacher ought
to act and behave as a person.
ACTIVITY. NOTICE. As you participate and assist your cooperating teacher/FS Resource
Teacher in her daily task, take note of the following:
 Your Resource teacher comments, facial expressions, gestures and actions in
class;
 Learners’ comments, facial expressions, gestures and behaviors in class;
 How your Resource Teacher relates to you;
 The class proceedings;
 The classroom atmosphere- relaxed or threatening?

Analyze.

1. For you, what competencies does a teacher possess?

A teacher should possess a variety of competencies in order to encourage
student success. These competencies should include knowledge of the subject matter
they are teaching, excellent communication and interpersonal skills, an understanding
of different learning styles, the ability to be flexible, problem-solving and critical thinking
skills, and an ability to be creative and innovative in their teaching. Teachers should
also have the ability to create a positive learning environment, where students feel
comfortable and respected. Finally, a teacher should have the enthusiasm and energy
to stay motivated and engaged throughout the school day and to maintain a strong
sense of purpose.
2. For a teacher to be great, is it enough to possess the professional competencies
to plan a lesson, execute a lesson plan, manage a class, assess learning,
compute and report grades? Explain your answer.
No, possessing the professional competencies to plan a lesson, execute a lesson
plan, manage a class, assess learning, compute and report grades is not enough to
make a teacher great. For a teacher to be great, it is also important to possess
interpersonal qualities such as the ability to build relationships with students, create a
positive learning environment, motivate and inspire students, provide timely and
constructive feedback, and serve as a mentor and role model. Great teachers also
demonstrate a deep understanding of their subject matter and an enthusiasm for
teaching.
3. For a teacher to be great, which is more important- personal qualities or
professional competencies?
Both personal qualities and professional competencies are important for a
teacher to be great. Personal qualities such as charisma, enthusiasm, and a passion for
teaching can help create positive relationships with students and inspire them to learn.
Professional competencies including organizational and communication skills, the ability
to deliver differentiated instruction, and staying current on best practices are essential
for maintaining effective teaching practices.
4. For you, who are the teachers most remembered?
 The teachers who are most remembered are those who have inspired their
students to reach their full potential. They are the ones who have shared stories,
communicated their knowledge, and provided guidance and support in all areas of life.
These teachers have made a lasting impression on their students, and have helped
shape their futures.