Week 15 Field Study 1 PDF

WEEK 15 Field Study 1 OUR TEAM Francesca Noelle De Mesa Joennna Marie Datuin 01  ROLE OF TEACHERS Teachers are vital in shaping students' futures with key responsibilities including: Educating and instructing students across vari...

WEEK 15 Field Study 1 OUR TEAM Francesca Noelle De Mesa Joennna Marie Datuin 01  ROLE OF TEACHERS Teachers are vital in shaping students' futures with key responsibilities including: Educating and instructing students across various subjects using diverse methods. Facilitating a supportive learning environment that encourages inquiry and critical thinking. Assessing student progress through tests and feedback to identify improvement areas. Developing life skills like communication, collaboration, and problem-solving. Nurturing a positive, inclusive classroom 02 where students feel safe and valued. Collaborating with parents and the community to support student learning and  BACKGROUND “Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the The transformations nation” (DepED Orderprompted No. 36, by variouss.national 2013). and global frameworks, including the K to 12 Reform, ASEAN integration, globalization, and the evolving nature of 21st-century learners, require 03 enhancements and flexibility in education. This also calls for a re-evaluation of existing  PROFESSIONAL STANDARDS FOR TEACHERS The Philippine Professional Standards The Philippine Government has for Teachers, based on NCBTS, implemented teacher quality supports teacher quality reforms from reforms through initiatives like pre-service to in-service training. It outlines key domains, strands, and the National Competency-Based indicators for measuring professional Teacher Standards (NCBTS), learning and effective teaching. These established by CHED standards clarify the knowledge, skills, Memorandum Order No. 52 and values teachers need to enhance (2007) and DepED Order No. 32 competence and improve student (2009). This framework supports outcomes, promoting quality education. Rooted in learner- the Basic Education Sector centeredness, lifelong learning, and Reform Agenda (BESRA) and inclusivity, the standards serve as a incorporates insights from public accountability statement, aiding programs such as BEAM, STRIVE, teachers in self-reflection and practice and TEEP. assessment. 04  TEACHER QUALITY IN THE PHILIPPINES The Philippine Professional Standards for Teachers outline expectations for teacher quality, emphasizing the The following describes the development of knowledge, breadth of 7 Domains that are practice, and professional required by teachers to be effective in the 21st Century in engagement. These standards the Philippines. Quality teachers support teachers' in the Philippines need to understanding and application possess the following characteristics: of skills across increasingly complex teaching and learning situations. 05  CHARACTERISTIC S 02 Educators should create safe, secure, fair, and supportive learning 01 environments to promote 03 responsibility and Emphasize mastery of content knowledge and its connections achievement. They focus Create inclusive learning across curricula. on managing behavior environments that Understand and apply theories of effectively, utilizing diverse respect diverse learner teaching and learning critically. characteristics and Use developmentally appropriate resources, and providing pedagogy based on content intellectually stimulating experiences. These knowledge and research. activities to foster environments celebrate Demonstrate proficiency in constructive interactions Mother Tongue, Filipino, and diversity and highlight English for effective teaching. and high learning the need for Exhibit skills in communication standards. differentiated teaching strategies, teaching strategies, and technology to enhance practices, enabling all learning outcomes. learners to succeed as active citizens in a changing local and 06 global context.  THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER TO MORE SPECIFIC DIMENSIONS OF TEACHER PRACTICES. 1.Content knowledge and its DOMAIN 1, application within and across curriculum areas 2.Research-based knowledge and CONTENT principles of teaching and learning 3.Positive use of ICT KNOWLEDGE 4.Strategies for promoting literacy and numeracy AND PEDAGOGY, 5.Strategies for developing critical and creative thinking, as well as other higher-order thinking skills IS COMPOSED 6.Mother Tongue, Filipino and English in teaching and learning 7.Classroom communication 07 OF SEVEN strategies  THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER TO MORE SPECIFIC DIMENSIONS OF TEACHER PRACTICES. 1.Learner safety and security 2.Fair learning DOMAIN 2, environment 3.Management of LEARNING classroom structure and activities ENVIRONMENT, 4.Support for learner participation 5.Promotion of purposive CONSISTS OF learning 6.Management of SIX STRANDS: learner behavior 08  THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER TO MORE SPECIFIC DIMENSIONS OF TEACHER PRACTICES. 1.Learners’ gender, DOMAIN 3, needs, strengths, interests, and DIVERSITY OF experiences 2.Learners’ linguistic, LEARNERS, cultural, socio- economic, and religious CONSISTS OF backgrounds 3.Learners with FIVE STRANDS: disabilities, giftedness and talents 07 4.Learners in difficult circumstances 5.Learners from  THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER TO MORE SPECIFIC DIMENSIONS OF TEACHER PRACTICES. 1.Planning and management of teaching and learning DOMAIN 4, process 2.Learning outcomes CURRICULUM aligned with learning competencies AND PLANNING, 3.Relevance and responsiveness of learning programs INCLUDES FIVE 4.Professional collaboration to enrich STRANDS: teaching practice 08 5.Teaching and learning resources including ICT  THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER TO MORE SPECIFIC DIMENSIONS OF TEACHER PRACTICES. 1.Design, selection, DOMAIN 5, organization, and utilization of assessment strategies 2.Monitoring and evaluation of ASSESSMENT learner progress and achievement AND 3.Feedback to improve learning 4.Communication of learner REPORTING, IS needs, progress, and achievement to key stakeholders COMPOSED OF 5.Use of assessment data to enhance teaching and 07 FIVE STRANDS: learning practices and programs  THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER TO MORE SPECIFIC DIMENSIONS OF TEACHER PRACTICES. 1.Establishment of DOMAIN 6, learning environments that are responsive to COMMUNITY community contexts 2.Engagement of parents and the wider LINKAGES AND school community in the educative process PROFESSIONAL 3.Professional ethics 4.School policies and ENGAGEMENT, procedures 08 CONSISTS OF FOUR  THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER TO MORE SPECIFIC DIMENSIONS OF TEACHER PRACTICES. 1.Philosophy of DOMAIN 7, teaching 2.Dignity of teaching PERSONAL as a profession 3.Professional links GROWTH AND with colleagues 4.Professional PROFESSIONAL reflection and DEVELOPMENT, learning to improve practice 5.Professional 07 CONTAINS FIVE development goals  CAREER STAGES 01 03 BEGINNING TEACHERS POSSESS THE HIGHLY PROFICIENT TEACHERS EXCEL NECESSARY QUALIFICATIONS AND A IN THEIR TEACHING, DEMONSTRATING STRONG UNDERSTANDING OF THEIR DEEP UNDERSTANDING AND EFFECTIVE SUBJECTS, SHOWCASING BOTH PROBLEM-SOLVING SKILLS. CAREER CONTENT KNOWLEDGE AND STAGE 3 TEACHERS COLLABORATE PEDAGOGICAL SKILLS. THEY CAN WITH PEERS, OFFERING SUPPORT AND MANAGE LEARNING PROGRAMS AND MENTORING, WHILE CONTINUOUSLY TAILOR STRATEGIES TO MEET SEEKING TO ENHANCE THEIR STUDENTS' NEEDS WHILE SEEKING PROFESSIONAL KNOWLEDGE THROUGH GUIDANCE FROM EXPERIENCED SELF-REFLECTION AND CONSIDERATION COLLEAGUES TO IMPROVE THEIR OF THE NEEDS OF COLLEAGUES AND 02 TEACHING PRACTICE. STUDENTS. 04 PROFICIENT TEACHERS ARE DISTINGUISHED TEACHERS SET HIGH INDEPENDENTLY SKILLED IN TEACHING TEACHING STANDARDS BASED ON GLOBAL AND LEARNING PROCESSES, CREATING BEST PRACTICES. THEY ENHANCE THEIR OWN FOCUSED PROGRAMS THAT MEET AND OTHERS' TEACHING, ARE RECOGNIZED AS CURRICULUM STANDARDS. THEY EXCEL EDUCATION LEADERS, AND FOSTER IN PLANNING, IMPLEMENTING, AND COLLABORATIONS. THEIR INFLUENCE CREATES MANAGING LEARNING INITIATIVES, ENGAGE IN COLLABORATIVE LEARNING LASTING IMPACTS ON COLLEAGUES AND STUDENTS. THEY ACTIVELY PURSUE 09 WITH PEERS AND STAKEHOLDERS, AND PROFESSIONAL GROWTH TO ENSURE ARE REFLECTIVE PRACTITIONERS WHO TEACHING QUALITY AND EXCELLENCE, ENHANCE THEIR KNOWLEDGE AND INSPIRING THE EDUCATION COMMUNITY IN  1. THE TEACHER AS A PERSON Key Qualities of Great Teachers: Empathy and Understanding: Connect personally with students, creating a safe environment. Patience and Adaptability: Adjust teaching strategies to meet diverse learning needs. Integrity and Fairness: Serve as moral guides and ensure fair treatment and grading. Passion for Learning: Inspire students by demonstrating enthusiasm for knowledge. Self-Awareness and Reflection: 10 Reflect on beliefs and practices for personal and professional growth. 2. THE TEACHER AS A PROFESSIONAL Teachers are professionals who: Possess knowledge and expertise in their subject areas, enabling them to simplify complex concepts for students. Master pedagogical skills, including teaching methods, classroom management, and assessment techniques, to enhance student engagement and learning. Commit to continuous learning through workshops and professional development to refine their skills. Adhere to high ethical standards, ensuring confidentiality, respect for diversity, and professional relationships. Collaborate and communicate effectively with educators, parents, and administrators to support student growth. Advocate for students, addressing inequalities and ensuring opportunities for success. Overall, the blend of personal traits and professional skills makes teachers influential figures in shaping students Evaluation 1-3. What are the role of teachers? Give at least 3. 4-10. Give the 7 domains that are requires teachers to be effective in the 21st century. THAN K YOU