Teacher Empowerment Program:

The Teacher Empowerment Program is based on the fundamental understanding

that empowered educators are the foundation of effective and transformative
education. The primary goal of this program is to provide teachers with the tools,
resources, and unwavering support they need to excel in their profession. This, in
turn, increases their ability to positively influence student learning outcomes and
raise overall educational quality.

The principles that guide this program are (1) enhancing teaching effectiveness, (2)
encouraging continuous improvement, (3) boosting teacher confidence, (4)
inspiring teaching innovations, (5) and aligning with global goals.

The Teacher Empowerment Program is, at its core, a strategic investment in the
improvement of education. The program fosters individual growth while also
contributing to the creation of a dynamic, effective, and responsive educational
ecosystem by providing educators with the necessary tools and unwavering
support to thrive in their roles. This, in turn, generates benefits that spread throughout
society, benefiting students, teachers, and the larger community. As a result of the
program, the Educator Skill Building Bundle (ESBB) developed into a
comprehensive resource designed to empower and enrich educators in their
professional journey.

Educator Skill Building Bundle (ESBB)

The "Educator Skill Building Bundle" is a comprehensive material designed to support

educators in enhancing their teaching skills and effectiveness. This is structured
around a two-stage framework that prioritizes building a strong foundation of
awareness before progressing to continuous improvement through feedback and
reflection.

Stage 1: Foundation and Awareness

At the foundation stage, educators are encouraged to engage in self-

assessment to identify their strengths and areas for growth within a specific skill
area. This could involve self-reflection questionnaires, surveys, and guided
introspection.
The goal is to help educators gain awareness of their existing competencies and
the skills they want to develop.
 With self-assessment as the starting point, educators are exposed to sample
materials aims to broaden educators' understanding and perspectives related to
the skill.

The foundation stage also involves workshops or training sessions in the

identified skill area. These interactive sessions provide educators with self-assessment
and research and study on the foundational knowledge, theoretical frameworks,
and practical strategies. This hands-on approach helps educators build a strong
base of understanding and familiarity with the skill.

Stage 2: Practice, Feedback, and Continuous Improvement

This stage encouraged teachers to put their newly acquired skills to use. This
may entail incorporating new strategies, techniques, or approaches into their
lessons. Educators gain first-hand experience and insights into the skill's impact by
experimenting with it in their classrooms.

Furthermore, soliciting feedback on the strategies that have been

implemented provides educators with valuable insights into the effectiveness of
their skill development efforts. Peer observation will facilitate the exchange of
constructive insights and improvement suggestions.
 Educator Skill Building Bundle 2

Focus: Philippine Professional Standard for Teachers Domain 1,

Strand 1.2: Research-based knowledge and principles of teaching
and learning

Stage 1: Foundation and Awareness

Begin by reflecting on your current proficiency in the specific area of

teaching. Identify your strengths and areas that need improvement. This self-
assessment will help you set clear goals for your skill development.

1.1 Research and study:

Deepening understanding of the specific area with relevant literature, attending

workshops, and exploring best practices. Gain insights into effective strategies and
techniques that can enhance teaching practice.

Philippine Professional Standard for Teachers Domain 1, Strand 1.2: Research-based

knowledge and principles of teaching and learning

Table 1: PPST Indicator Domain 1, Strand 1.2 with proficiency level and evidence
of practice.

Proficiency Evidence of Practice

Level of
Teacher
Beginner 1.2.1 Demonstrate an understanding of research-
based knowledge and principles of teaching and
learning.
Proficient 1.2.2 Use research-based knowledge and principles of teaching
and learning to enhance professional practice.
Highly 1.2.3 Collaborate with colleagues in the conduct and
Proficient application of research to enrich knowledge of content and
pedagogy.
Distinguished 1.2.4 Lead colleagues in the advancement of the art and
science of teaching based on their comprehensive knowledge
of research and pedagogy.
Research-based knowledge and principles in teaching and learning.

Research-based knowledge and principles of teaching and learning are derived

from scientific studies and educational research that aim to understand how people
learn and how to facilitate effective learning experiences. These principles guide
educators and instructional designers in creating more effective and engaging
educational environments.

Furthermore, these principles serve as a foundation for effective teaching and

learning, helping educators create engaging, student-centered, and evidence-
based educational experiences that promote understanding, critical thinking, and
retention of knowledge. It's important for educators to stay updated on the latest
research and adapt their teaching practices accordingly to best serve their
students' needs.

Table 2: Suggested strategies and their description.

Strategies Description
1.Active Research suggests that active learning, where students are
Learning: actively engaged in the learning process, is more effective than
passive learning. Activities such as discussions, problem-solving,
and hands-on experiences promote deeper understanding and
retention of information.
2. Prior Effective teaching considers students' prior knowledge and
Knowledge: experiences. Building upon what students already know can
help them connect new information to existing mental
frameworks.

3. The constructivist theory of learning emphasizes that students

Constructivism actively construct their own understanding of the world.
Teachers should provide opportunities for exploration, discovery,
and problem-solving, allowing students to build their knowledge.

4. Recognizing that students have different learning styles,

Differentiated abilities, and needs, teachers should adapt their instructional
Instruction methods to meet the diverse requirements of their students.

5. Feedback Timely and constructive feedback is essential for learning.

and Assessment should be used not only for grading but also to
Assessment: inform teaching and help students understand their progress
and areas for improvement.
6. Encouraging metacognition, or thinking about one's own
Metacognition: thinking, can help students become more effective learners.
Teaching strategies that promote self-awareness, reflection,
and goal-setting can be valuable.

7. Motivation: Research highlights the importance of motivation in learning.

Intrinsic motivation, where students are driven by interest and a
sense of autonomy, tends to lead to more enduring and
meaningful learning outcomes.

8. Social and Collaboration and interaction with peers can enhance learning.
Collaborative Group projects, discussions, and cooperative activities can foster
Learning: social engagement and shared understanding.

9. Technology Research-based teaching and learning principles increasingly

Integration: include the effective use of technology. Digital tools and online
resources can support active learning, accessibility, and
personalized instruction.

10. Formative Frequent, low-stakes assessments, such as quizzes and class

Assessment: discussions, can help both teachers and students gauge
progress and adjust as needed.

11. Teaching methods and strategies should be based on empirical

Evidence- evidence rather than tradition or intuition. Researchers and
Based educators collaborate to identify best practices through
Practices: controlled studies and practical experience.

12. Culturally Acknowledging the cultural diversity of students and

Responsive incorporating inclusive teaching practices can create a more
Teaching: equitable and effective learning environment.
1.1 Self-Assessment: Begin by reflecting on your current proficiency in the
specific area of teaching. Identify your strengths and areas that need
improvement. This self-assessment will help you set clear goals for your skill
development.

Self-Assessment: Teacher’s level of proficiency and their strengths and

weaknesses in the provision of research-based knowledge and principles of
teaching and learning.

Directions: Place a check in the box as personal assessment in the level of

proficiency in terms of “provision of research-based knowledge and principles of
teaching and learning” and enumerate your strengths and need improvement.

Table 3: Self-Assessment on the teacher’s level of proficiency and their strengths

and weaknesses in the provision of research-based knowledge and principles of
teaching and learning.
Beginner Proficient Highly Distinguished
Proficient
Strengths Need Improvement
Self-assessment on the practice of research-based knowledge and principles in
the teaching and learning:

Directions: Identify your practices in utilizing research-based knowledge and

principles in teaching and learning by checking the column evident or
not evident with the suggested strategies. Write sample strategy from
your developed lesson plans.

Table 4: Evidence of Practice in Utilizing Research-based Knowledge and

Principles in Teaching & Learning
Suggested Strategy for Evident Not Sample Strategy Used in
Utilizing Research-based Evident the Developed Lesson
Knowledge and Principles Plan/s
in Teaching & Learning
1 Active Learning Ex. Small group discussion
on the impact of
pandemic to livelihood.
2 Prior Knowledge
3 Constructivism
4 Differentiated Instruction
5 Cognitive Load Theory
6 Feedback and Assessment
7 Metacognition
8 Motivation
9 Social and Collaborative
Learning
10 Technology Integration
11 Formative Assessment
12 Evidence-Based Practices
13 Culturally Responsive
Teaching
14 Lifelong Learning
Strengths: Needs Improvement:
Stage 2: Practice, Feedback, and Continuous Improvement

2.1Practice: Use research-based knowledge and principles of teaching

and learning to enhance professional practice.

Following the example, it is time to practice developing lesson plans that

utilize research-based knowledge in teaching and learning.

Directions: Write an example activity aligned with the suggested strategies

for research-based knowledge in teaching and learning using a particular
Most Essential Learning Competency (MELC). An example is provided for
you.

Table 5: Sample teaching and learning activity for PPST Domain 1, Strand 1.2.

Suggested MELC Sample Activity

Strategies
1 Prior Investigate Ex. Based on previous experiences, complete
properties of
Knowledge unsaturated or the table of observation on the possible effect
saturated of different concentration of orange juice drink.
solutions and
express
Concentration What What What Reason for Effect
concentrations
of solution do do do observation. to
of solutions
you you you the
quantitatively
see? taste? smell? body.
by preparing
different
concentrations
of mixtures
according to Saturated
uses and orange juice
availability of
materials.
(Science, Unsaturated
Grade 7, Q1) orange juice

2 Differentiated
Instructions
3 Constructivism
4 Metacognition
5 Technology
integration
6 Social and
collaborative
learning.
7 Feedback
Frequent utilization of these strategies makes you proficient in this practice.
Moreover, teacher practice of these strategies consistently across quarter in the
school year must be highly evident.

2.2Practice: Collaborate with colleagues in the conduct and application

of research to enrich knowledge of content and pedagogy.

It is important that teachers progress from one career stage to another.

As you are now in the proficient career stage, you are ready to progress to
highly proficient by “collaborating with colleagues in the conduct and
application of
research to enrich knowledge of content and pedagogy”.

Engage with a colleague and conduct peer observation of the practice of

using research-based knowledge and principles in teaching and learning.

Directions: Collaborate with colleague/s and conduct quarterly monitoring in the

utilization of research-based knowledge and principles in teaching and learning by
examining the prepared lesson plans in a quarter. Complete the table to generate
a quarter report.

Table 6: Quarter Report of Utilization of Research-based Knowledge and Principles in

Teaching and Learning.

Strategy Frequency Lesson Feedback

Plan
Number
1.Active Learning:

2. Prior Knowledge:
3. Constructivism
4.
Differentiated
Instruction
5. Feedback and
Assessment:
6. Metacognition:
7. Motivation:
8. Social and
Collaborative Learning:
9. Technology
Integration:
10. Formative Assessment:
 11. Evidence-Based
Practices:
12. Culturally Responsive
Teaching:

Prepared by:

Date conducted: Date conducted:

Teacher 1 Teacher 2

2.3Practice: Lead colleagues in the advancement of the art and science of

teaching based on their comprehensive knowledge of research and
pedagogy.

Practicing Your Leadership:

In practicing leadership in teaching, it is essential to focus on continuous

improvement, creating a positive learning environment and fostering a sense
of community and shared responsibility for the educational process. Setting a
clear vision, modelling best practices, and promoting collaboration, you can
make a significant impact in your teaching practice and the teaching
community.

Here are the recommended actions:

 Development of a research study,

 Presentation of best practices in the teaching and learning practices,
 Establishing Professional Learning Community,
 Offering mentoring and coaching sessions,
 Engaging in a collaborating with projects (learning material
development, teacher professional practice, others),
 Recommending new policies and procedures for professional
development opportunities,
 Development of school manual and procedures for professional development.
Directions: Choose one or two from the recommended action and develop your
action plan. Use the template below.

Table 7: Action plan for PPST Domain 1, Strand 1.2.4

Project Activity Timeline Resources Person/s Expected

involved Output
Ex. Stage 1 1st month of  Internet School Research
Development Development the school connection head proposal
of research of Research year  Computer Research duly
study Title and  Bond Coordinator submitted
Statement of paper Academic and
the Problem coordinator approved
 Data
Stage II 2nd month - Research
collection
Writing 5th month of manuscript
materials
Chapter 1-3 the school chapter 1-
year 3
Stage 3 6th month Research Research
Data Collection respondents manuscript
Stage 4 7th month chapter 4
Statistical
treatment
Stage 5 8th month Research
Writing chapter manuscript
4-5 chapter 5

Submit your developed action plan to your immediate supervisor or school head for
approval.

2.4 Soliciting feedback and continuous improvement.

This peer interaction is intended to facilitate the exchange of constructive

insights and improvement ideas.

Direction: Request a colleague to conduct assessment of utilization of research-

based knowledge and principle in teaching and learning by completing the table
below.

Table 8 : Assessment of Teacher in the Utilization of Research-based Knowledge and

Principle in Teaching and Learning.

Strategies in the Utilization of Evident Not Findings:

Research-based Knowledge Evident
and Principles of Teaching
and
Learning
1 Active Learning: Number of
2 Prior Knowledge: strategies utilized:
3 Constructivism
4 Differentiated Instruction Strategies not evident:
5 Feedback and Assessment:
6 Metacognition: Strategies evident:
7 Motivation:
8 Social and Collaborative
Learning:
9 Technology Integration:
10 Formative Assessment:
11 Evidence-Based Practices:
12 Culturally Responsive Teaching:
13 Development of a
research study,
14 Presentation of best practices in
the teaching and learning
practices,
15 Establishing Professional Learning Recommendation for
Community, continuous
16 Offering mentoring and improvement/s:
coaching sessions,
17 Engaging in a collaborating with
projects (learning material
development, teacher
professional practice, others),
18 Recommending new policies
and procedures for professional
development opportunities,
19 Development of school
manual and procedures for
professional development
20 Other strategy. Write the
strategy used: --------

End of Module 1
 Congratulations on successfully completing the module of our seminar
workshop! Your hard work and dedication have brought you one step closer to
achieving your goals as an educator. We appreciate your active participation and
commitment to your professional development.

As we move forward, we kindly request that you submit your module

output and provide an evaluation of the module. Your valuable feedback will help
us improve our future sessions and better tailor our content to meet your needs.

Output submission checklist:

Directions: Check the last column, which represents the completion and submission
of the module's required output.

Output Title Check

number
1 Table 3: Self-Assessment on the teacher’s level of proficiency and their
strengths and weaknesses in the provision of research-based
knowledge and principles of teaching and learning.
2 Table 4: Evidence of Practice in Utilizing Research-based Knowledge
and Principles in Teaching & Learning
3 Table 5: Sample teaching and learning activity for PPST Domain 1,
Strand 1.2.
4 Table 6: Quarter Report of Utilization of Research-based Knowledge
and Principles in Teaching and Learning.
5 Table 7: Action plan for PPST Domain 1, Strand 1.2.4
6 Table 8: Assessment of Teacher in the Utilization of Research-based
Knowledge and Principle in Teaching and Learning.
7 Table 9: ESBB2 Evaluation

Please take a moment to reflect on your experiences and share your

insights. Your input is important to us. You can submit your module output and
evaluation through the provided evaluation link. (per module/link )

Thank you once again for your enthusiasm and effort. We look forward to
receiving your feedback and watching you continue to thrive in your teaching
journey.
 ESBB2 Evaluation

Direction: We would appreciate your feedback on this seminar workshop by

answering the following questions.

1. Was the workshop content relevant and easy to follow?

2. Enumerate your key learnings and takeaways.

3. Discuss the strengths and weaknesses of the module.

4. Would you recommend this workshop to other teachers?

Disclaimer:

The module provided serves as a valuable guide for teachers on their

journey from novice to expert level of proficiency. While we aim to offer
comprehensive guidance, it is essential to understand that the effectiveness of
this guidance is contingent upon the active and diligent participation of the
workshop participants within their respective school environments.

The successful implementation of the strategies and techniques outlined in

this module relies on each participant's full documentation of the actual activities
conducted in their school stations. This documentation should be carried out in
accordance with established protocols and should be fully signed, approved by
immediate superiors, and corroborated by colleagues within the educational
institution.

We emphasize that this module is a tool to facilitate your professional

growth, but its ultimate impact is shaped by your active engagement,
adaptability, and the unique circumstances in your teaching environment. Your
ability to apply and adapt the strategies to your specific context, obtain the
necessary approvals, and garner support from colleagues will play a crucial role
in your development as an educator.

This module is designed to empower and guide you, but it is your

dedication, collaboration, and the practical application of the concepts within
your school setting that will truly transform you into an expert educator. We wish
you the utmost
success in your educational journey and encourage you to make the most of the
resources provided while considering your individual context and requirements.