NAME: ___ELDRIN C.

SARIO DATE:____________
COURSE&YR:___CPE – 1A SCORE:___________

ACTIVITY 8

Direction: Using the rubric below answer the following question related to the teaching
profession. Use at least ten to seven sentences; write your answer in the spaces provided below.

1. How can teachers ensure that the CPD activities they engage in are relevant and aligned
with their professional goals?

To ensure that the Continuing Professional Development (CPD) activities they engage in are relevant and
aligned with their professional goals, teachers can follow these steps:
 Identify their professional goals: Teachers should identify their professional goals and determine
what they want to achieve through CPD activities. This can include improving their teaching skills,
learning new teaching strategies, or acquiring new knowledge in their field of expertise.
 Assess their current skills and knowledge: Teachers should assess their current skills and
knowledge to identify areas where they need improvement. This can be done through self-reflection,
feedback from colleagues, or formal evaluations.
 Research CPD opportunities: Teachers should research CPD opportunities that are relevant to their
professional goals and align with their current skills and knowledge. This can include attending
workshops, conferences, or seminars, or taking online courses.
 Evaluate CPD opportunities: Teachers should evaluate CPD opportunities to determine if they are
relevant and aligned with their professional goals. This can include reviewing the course content,
learning objectives, and expected outcomes.
 Develop a CPD plan: Teachers should develop a CPD plan that outlines their professional goals, the
CPD activities they will engage in, and the expected outcomes. The plan should be reviewed regularly
to ensure that it remains relevant and aligned with their professional goals.
 Reflect on CPD activities: Teachers should reflect on their CPD activities to determine if they have
achieved their professional goals and if the activities were relevant and aligned with their needs. This
can include self-reflection, feedback from colleagues, or formal evaluations.

By following these steps, teachers can ensure that the CPD activities they engage in are relevant and aligned
with their professional goals, and that they are able to improve their teaching skills, acquire new knowledge,
and enhance their professional practice.

2. What role do professional organizations and institutions play in supporting teachers with
their CPD obligations?

 Professional organizations and institutions play a crucial role in supporting teachers with their
Continuing Professional Development (CPD) obligations. They provide a range of resources and
opportunities to help teachers improve their skills, knowledge, and practice, and to align their practice
with the Philippine Professional Standards for Teachers (PPST) .
 One way that professional organizations and institutions support teachers with their CPD obligations
is by providing access to professional development programs and activities that are aligned with the
PPST . These programs can provide teachers with opportunities to learn new skills, acquire new
knowledge, and improve their practice. Professional organizations and institutions can also provide
access to resources such as online courses, webinars, and workshops that are designed to help
teachers meet their CPD obligations .
  Professional organizations and institutions can also play a role in teacher evaluation and
development. They can provide feedback to teachers on their performance and identify areas for
improvement . They can also provide guidance and support to teachers who are struggling to meet
their CPD obligations, and help them develop a plan to improve their practice .
 In addition, professional organizations and institutions can advocate for policies and programs that
support teacher CPD. They can work with policymakers to develop policies that promote lifelong
learning and professional development among teachers, and that provide resources and opportunities
to help teachers meet their CPD obligations .
 By working together, professional organizations and institutions can help ensure that teachers have
access to the resources and opportunities they need to meet their CPD obligations, and that they are
able to improve their skills, knowledge, and practice in ways that benefit their students and the wider
community.

3. Can you provide examples of effective CPD activities or programs that have positively
impacted teachers' professional growth?

Some examples of effective CPD activities or programs that have positively impacted teachers’ professional
growth are:

 Adaptive teaching: This is a form of differentiation that involves tailoring instruction to the needs,
interests, and preferences of individual learners. Teachers can learn how to design and implement
adaptive teaching strategies through online courses, such as Adaptive Teaching
(Differentiation) and Adaptive Teaching to Facilitate Inquiry Based Learning, which provide practical
guidance and examples.
 Subject-specific support: This is a type of CPD that focuses on enhancing teachers’ knowledge and
skills in their specific subject areas. Teachers can benefit from attending workshops, seminars, or
conferences led by experts in their fields, or joining subject-based communities of practice, such
as Subject-based Outstanding Learning Communities, which offer peer support and collaboration.
 Mentoring and coaching: This is a form of CPD that involves a more experienced teacher providing
feedback, guidance, and encouragement to a less experienced teacher. Mentoring and coaching can
help teachers improve their classroom practice, reflect on their strengths and areas for development,
and set professional goals. Teachers can participate in mentoring and coaching programs within their
schools or across schools, or seek external mentors or coaches through online platforms, such
as Teachmint, which connects teachers with mentors from across the country.

4. How does the CPD Act address the needs of educators working in different contexts or
specializations?

The CPD Act addresses the needs of educators working in different contexts or specializations by:

 Providing a variety of CPD programs that cater to different fields of study, levels of expertise, modes
of delivery, and learning outcomes. These programs include formal, informal, and non-formal learning
activities, such as seminars, workshops, online courses, self-directed research, professional work
experience, and others.
 Recognizing the diversity and dynamism of the education profession and allowing flexibility and
innovation in the design and implementation of CPD programs. The CPD Councils, in consultation
with the AIPOs/APOs and other stakeholders, are authorized to set the standards and guidelines for
 the CPD programs, including the required credit units, the accreditation process, the monitoring and
evaluation system, and the incentives and sanctions.
 Aligning the CPD programs with the national, regional, and international standards of practice,
especially in light of the ASEAN integration and the ASEAN Qualifications Reference
Framework. The CPD programs aim to enhance the competence, professionalism, and global
competitiveness of the Filipino professionals, as well as to facilitate their mobility and recognition
within the ASEAN region and beyond

5. What resources and opportunities are available to help teachers meet their CPD
requirements and stay updated in their field?

There are several resources and opportunities available to help teachers meet their Continuing Professional
Development (CPD) requirements and stay updated in their field 12345. Here are some of them:
 DepEd Learning Portal: The DepEd Learning Portal is an online platform that provides access to
various resources and materials for teachers, including modules, videos, and other learning materials
that are aligned with the Philippine Professional Standards for Teachers (PPST) .
 PPST Resource Package: The PPST Resource Package is a collection of materials and resources that
can be used to support the implementation of the PPST. It includes guides, handbooks, and other
materials that are designed to help teachers align their practice with the standards .
 Professional Development Programs: Schools and educational institutions can design and
implement professional development programs that are aligned with the PPST. These programs can
provide teachers with opportunities to learn new skills, acquire new knowledge, and improve their
practice .
 Teacher Communities: Teacher communities can provide a platform for teachers to share ideas,
collaborate, and learn from one another. These communities can be organized around specific topics
or areas of interest and can provide teachers with opportunities to align their practice with the PPST .
 Micro-credentials: Micro-credentials are a way for educators to exercise autonomy over their
professional learning priorities and to expand their expertise across a vast array of teaching, learning,
leadership, and community support topics. Micro-credentials can be aligned with the PPST and can
provide teachers with opportunities to improve their practice and align their practice with the
standards .
 Professional Organizations and Institutions: Professional organizations and institutions provide a
range of resources and opportunities to help teachers improve their skills, knowledge, and practice,
and to align their practice with the PPST. They can provide access to professional development
programs and activities, subject-specific support, mentoring and coaching, and advocacy for policies
and programs that support teacher CPD 1234.

By utilizing these resources and opportunities, teachers can meet their CPD requirements and stay updated in
their field, and improve their skills, knowledge, and practice.

RUBRIC FOR BUILDING ARGUMENTS/ESSAY

 CRITERIA HIGHLY EFFECTIVE (3) DEVELOPING (2) INEFFECTIVE (1) SCORE
EFFECTIVE (4)
Response presents a
Response presents a
Response presents a claim that addresses
claim that fully and Response does not
Making a claim claim that effectively answers the prompt,
effectively answers the address prompt.
answers the prompt. but still needs
prompt.
development.
Claim is well defended
Claim is defended with
with at least two Claim is defended but
at least two supports.
Supporting argument supports. Also, the supports need Claim is not supported
Retired terms may not
required terms are used further development.
all be used correctly.
effectively.
Response is effectively Ideas are present,
Response is effectively Organization and ideas
Organization of ideas organized and presents however organization
organized. are not clear or present.
ideas clearly. needs to be improved.
RATING
Source: iRubric: Building Arguments rubric - RX528C6: RCampus