THE TEACHING PROFESSION COLLEGE OF EDUCATION, UPHSD-LP

_________________________________________________________________________________________________________
The Teaching Profession

Course Outline
Prelim
Chapter One: You, the Teacher as a Person in Society
1. The Philosophical Foundation of Education
1.1 The Major Philosophies of Education
1.2 Inventory of One’s Philosophy
1.3 Formulating One’s Philosophy
2. The Foundational Principles of Morality
 2.1 The Concepts of Morality
2.2 Values Formation and You
2.3 The Code of Ethics for teachers
Midterm
Chapter Two: The Teacher in the Classroom and Community
1. Professionalization of Teaching
     1. 1 The National Competency-Based Teacher Standards (NCBTS)
1.2 The Philippine Professional Standards for Teachers (PPST)
1.3 The Philippine Qualifications Framework (PQF)
1 4 The ASEAN Qualifications Framework
1.5 Schools and Community Relations
Final
Chapter Three: On Becoming a Global Teacher
1. Society and the Teacher
1.1 The 21st Century Teacher
1.2 Classroom Management in the Global Education
1 3 Different Educational  Systems in Selected Countries of the World
         1.3.1 multi-cultural classes
         1.3.2 multi-grade classes
1.3.3 multi-cultural diversity

The National Competency-Based

Teacher Standards
Teacher Education consists of:
Pre-service Education
In –service Education

_____________________________________________________________________________________
//LUJung// // the _teaching_profession//
THE TEACHING PROFESSION COLLEGE OF EDUCATION, UPHSD-LP
_________________________________________________________________________________________________________
Teacher Education and Development Program (TEDP) of DepED (Department of
Education) seeks to:
conceptualize a teacher’s career path as a continuum that starts with entry to a
teacher education program and concludes when a teacher reaches retirement from
formal service.

The NCBTS:
Incorporated in a Teacher Performance and Development framework
One key element in the Teacher Performance and Development Program is the
establishment of a set of National Competency-Based Teacher Standards (NCBTS)
 That teachers, pupils and parents are able to appreciate the complex set of
behaviors, attitudes and skills that each teacher must possess in order to carry
out a satisfactory performance of their roles and responsibilities
 Based upon the core values of Filipino teachers and on the principles of
effective teaching and learning.
 Divided into seven (7) domains that represent the desired features of the
teaching and learning process
 These domains incorporate a series of strands of desired teaching
performance statements
 Performance indicators that are observable of the quality of a teacher’s
performance

Statement of Principle
Teachers in al the Philippine schools are committed and accountable for
providing classroom instruction with results that are manifested in high
performance level in terms of student learning outcomes. Teachers are dedicated
to the well-being of the students and communities they serve, taking into account
their cultural diversity, group aspirations, and what is valued in education.

7 Domains of NCBTS
1. Social Regard for Learning
2. The Learning Environment
3. The Diversity of Learners
4. Curriculum
5. Planning, Assessing and Reporting
6. Community Linkages
7. Personal Growth and Professional Development

Domain 1: Social Regard for Learning

 This domain focuses on the ideal that the prospective teachers must possess
the pursuit of promoting learning. Thus, their actions, statements, and
different types of social interactions with students exemplify this ideal.

 Strands of Desired Teaching Performance

_____________________________________________________________________________________
//LUJung// // the _teaching_profession//
THE TEACHING PROFESSION COLLEGE OF EDUCATION, UPHSD-LP
_________________________________________________________________________________________________________
1.1 Teacher’s actions demonstrate value for learning
1.1.1 Implements school policies and procedures
1.1.2 Demonstrates punctuality
1.1.3 Maintains appropriate appearance
1.1.4 Is careful on the effect of one’s behavior on students

1.2 Demonstrates that learning is of different kinds and from different sources
1.2.1 Makes use of various learning experiences and resources

Domain 2: Learning Environment

 This domain focuses on the importance of providing for a social,
psychological, and physical environment with which all students, regardless of
their individual differences in learning, can engage on the different activities
and work towards attaining high standards of learning. The pre-service
teacher is expected to understand the implications of providing sound
learning environment.

 Strands of Desired Teaching Performance

2.1 Creates an environment that promotes fairness
2.1.1 Maintains a learning environment of courtesy and respect for different
learners (e.g. ability, culture, gender)
2.1.2 Provides gender-fair opportunities for learning
2.1.3 Recognizes that every learner has strengths
2.2 Makes the classroom environment safe and conducive for learning
2.2.1 Maintains a safe, clean and orderly classroom free from distractions
2.2.2 Arranges challenging activities given the physical environment
2.2.3 Uses individual and cooperative learning activities to improve capacities
of learners for higher learning
2.3 Communicates higher learning expectations to each learner
2.3.1 Encourages learners to ask questions
2.3.2 Provides learners with variety of learning experiences
2.3.3 Provides varied enrichment activities to nurture the desire for further
learning
2.3.4 Communicates and maintains high standards of learning performance
2.4 Establishes and maintains consistent standards of learner’s behavior
2.4.1 Handles behavior problems quickly and with due respect to children’s
rights
2.4.2 Gives timely feedback to reinforce appropriately to learner’s behavior
2.5 Creates a healthy psychological climate for learning
2.5.1 Encourages free expression of ideas from students
2.5.2 Creates stress-free environment
2.5.3 Takes measures to minimize anxiety and fear of the teacher and/or
the subject

_____________________________________________________________________________________
//LUJung// // the _teaching_profession//
THE TEACHING PROFESSION COLLEGE OF EDUCATION, UPHSD-LP
_________________________________________________________________________________________________________
Domain 3: Diversity of Learners
 This domain emphasizes the ideals that the teachers can facilitate the learning
process in diverse learners by first recognizing and respecting individual
differences, then by using knowledge about students’ differences to design
diverse sets of learning activities to ensure that all students can attain desired
learning goals. Such should be the focus of the prospective teachers in this
domain.

 Strands of Desired Teaching Performance

3.1 Determines, understands, and accepts the learners’ diverse background
knowledge and experience
3.1.1 Obtains information on the learning styles, multiple intelligences and
needs of learners
3.1.2 Designs or selects learning experiences suited to the different kinds of
Learners
3.1.3 Establishes goals that define appropriate expectations for all learners
3.1.4 Paces lessons appropriate to needs and/or difficulties of learners
3.1.5 Initiates other learning approaches for learners whose needs have not
met by usual approaches
3.1.6 Recognizes multi-cultural background of learners when providing
learning opportunities
3.1.7 Adopts strategies to address needs of differently-abled students
3.1.8 Makes appropriate adjustments for learners of different socio-economic
Backgrounds

Domain 4: Curriculum
 In this domain, the prospective teacher will learn all the elements of the
teaching-learning process that work in convergence to help students
understand the curricular goals and objectives, and to attain high standards of
learning defined in the curriculum. These elements include the teacher’s
knowledge of subject matter and the learning process, teaching-learning
approaches and activities, instructional materials and learning resources.

 Strands of Desired Teaching Performance

4.1 Demonstrates mastery of the subject matter
4.1.1 Delivers accurate and updated content knowledge using appropriate
methodologies, approaches and strategies
1.1.2 Integrates language, literacy and quantitative skill development and
values in his/her subject area
4.1.3 Explains learning goals, instructional procedures and content clearly
and accurately to students
4.1.4 Links the current content with past and future lessons
4.1.5 Aligns with lesson objectives the teaching methods, learning activities
and instructional materials or resources appropriate to learners
4.1.6 Creates situations that encourage learners to use higher order
_____________________________________________________________________________________
//LUJung// // the _teaching_profession//
THE TEACHING PROFESSION COLLEGE OF EDUCATION, UPHSD-LP
_________________________________________________________________________________________________________
thinking skills
4.1.7 Engages and sustains learners’ interest in the subject by making
content meaningful and relevant to them
4.1.8 Integrates relevant scholarly works and ideas to enrich the lesson as
Needed
4.1.9 Integrates content of subject area with other discipline
4.2 Communicates clear learning goals for the lessons that are appropriate for
learners
4.2.1 Sets appropriate learning goals
4.2.2 Learners understand the learning goals
4.3 Makes good use of allotted instructional time
4.3.1 Establishes routines and procedures to maximize instructional
Time
4.3.2 Plans lessons to fit within available instructional time
4.4 Selects teaching methods, learning instructional materials or resources
appropriate to learners and aligned to objectives of the lesson
4.4.1 Translates learning competencies to instructional objectives
4.4.2 Selects, prepares and utilizes technology and other instructional
materials appropriate to the learners and to the learning objectives
4.4.3 Provides activities and uses materials which fit the learners’ learning
styles, goals and culture
4.4.4 Uses a variety of teaching approaches and techniques appropriate to
the subject matter and the learners
4.4.5 Utilizes information derived from assessment to improve teaching and
learning
4.5 Recognizes general learning processes as well as unique process of individual
Learners
4.5.1 Designs and utilizes teaching methods that take into account the
learning process
4.6 Promotes purposive study (from Domain 1)
4.6.1 Cultivates good study habits through appropriate activities and
projects
4.7 Teacher demonstrates skills in the use of Information and Communication
Technology in Teaching and Learning
4.7.1 Utilizes Information and Communication to enhance teaching and
learning

Domain 5: Planning, Assessing, and Reporting

 This domain refers to the alignment of planning and assessment activities. In
particular, the domain focuses on the (1) use of assessment data to plan and
revise teaching- learning plans; (2) the integration of assessment procedures
in the plan and implementation of teaching-learning activities; (3 ) reporting
on learner’s actual achievement and behavior. The pre-service teachers

_____________________________________________________________________________________
//LUJung// // the _teaching_profession//
THE TEACHING PROFESSION COLLEGE OF EDUCATION, UPHSD-LP
_________________________________________________________________________________________________________
should be made aware of the principles involved in planning, assessing, and
reporting and how they are applied.

 Strands of Desired Teaching Performance

5.1 Develops and utilizes creative and appropriate instructional plan
5.1.1 Shows proofs of instructional planning
5.1.2 Implements instruction as planned
5.1.3 Demonstrates ability to cope with varied teaching milieu
5.2 Develops and uses a variety of appropriate assessment strategies to monitor
and evaluate learning
5.2.1 Prepares formative and summative tests in line with the curriculum
5.2.2 Employs non-traditional assessment techniques (portfolio, journals,
rubrics, etc.)
5.2.3 Interprets and uses assessment results to improve teaching and
Learning
5.2.4 Identifies teaching learning difficulties and possible causes and takes
appropriate action to address them
5.2.5 Uses tools for assessing authentic learning
5.3 Monitors regularly and provides feedback on learners’ understanding of
Content
5.3.1 Provides timely and accurate feedback to learners to encourage them
to reflect on and monitor their own learning growth
5.3.2 Keeps accurate records of grades/ performance levels of learners
5.4 Communicates promptly and clearly to learners, parents and superiors about
progress of learners
5.4.1 Conducts regular meetings with learners and parents to report
learners’ progress
5.4.2 Involves parents to participate in school activities that promote
Learning

Domain 6: Community Linkages

 This domain focuses in the ideal that classroom activities are meaningfully
linked to the experiences and aspirations of the students in their homes and
communities. Thus, the domain focuses on teachers’ efforts directed at
strengthening the links between schools and communities, particularly as
these links help in the attainment of curricular goals. In this domain, the
mentee joins the mentor in the different community linkages/activities. In the
process, the pre-service teachers will learn the value of community in the
teaching-learning process. While the Performance Indicators are not
applicable, the pre-service teachers had plenty of opportunity to be involved
in community service.

 Strands of Desired Teaching Performance

_____________________________________________________________________________________
//LUJung// // the _teaching_profession//
THE TEACHING PROFESSION COLLEGE OF EDUCATION, UPHSD-LP
_________________________________________________________________________________________________________
6.1 Establishes learning environment that respond to the aspirations of the
community
6.1.1 Involves community in sharing accountability for the learners’
achievement
6.1.2 Uses community resources (human, material) to support learning
6.1.3 Uses the community as a laboratory for learning
6.1.4 Participates in community activities that promote learning
6.1.5 Uses community networks to publicize school events and
achievements
6.1.6 Encourages students to apply classroom learning to the community

Domain 7: Personal Growth and

Professional Development
 This domain emphasizes the ideal that teachers value having a high personal
regard for the teaching profession, concern for professional development and
continuous improvement as teachers. The pre-service teacher imbibes these
ideals as the mentor models such characteristics.

 Strands of Desired Teaching Performance

7.1Takes pride in the nobility of teaching as a profession
7.1.1 Maintains stature and behavior that upholds the dignity of teaching
7.1.2 Allocates time for personal and professional development through
participation in educational seminars and workshops, reading educational
materials regularly, engaging in educational research
7.1.3 Manifests personal qualities such as enthusiasm, flexibility and caring
7.1.4 Articulates and demonstrates one’s personal philosophy of teaching
7.2 Builds professional links with colleagues to enrich teaching practice
7.2.1 Keeps abreast with recent developments in education
7.2.2 Links with other institutions, organizations for sharing best practices
7.3 Reflects on the extent of the attainment of professional development goals
7.3.1 Reflects on the quality of his/her own teachings
7.3.2 Improves teaching performance based on feedback from the mentors,
students, peers, and superiors and others
7.3.3 Accepts personal accountability to learners’ achievement and
performance
7.3.4 Uses self-evaluation to recognize and enhance one’s strengths and
correct one’s weaknesses.

For your Outputs:

(Please see the Folder for the list of Tasks)

_____________________________________________________________________________________
//LUJung// // the _teaching_profession//