List of KSA
List of KSA
List of KSA
Annex C
KSA for Each Competency Area
Job Aid for School Head to determine teachers’ learning needs (KSA) in each PPST Domain
This set of competencies serves as a guide for identifying the learning needs of teachers that must
be developed to improve their proficiency level in the seven domains of the Philippine Professional
Standards for Teachers (PPST). Under each strand, the competencies are grouped into Knowledge
(cognitive), Skills (psychomotor), and Attitudes (affective). The list is not exhaustive but it provides
a good start at pinpointing gaps in teachers’ KSAs leading to the formulation of an “enabling or
learning objective” for the planning and designing subsystems.
Recognizes the importance of teachers’ mastery of content knowledge and its interconnectedness within and across
curriculum areas, coupled with a sound and critical understanding of the application of theories and principles of teaching
and learning. This domain encompasses teachers’ ability to apply developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research. It takes into account teachers’ proficiency in Mother Tongue,
Filipino, and English in the teaching and learning process as well as needed skills in the use of communication strategies,
teaching strategies, and technologies to promote high-quality learning outcomes.
Strand 1.1: Content knowledge and its application within and across curriculum areas
▪ follow content standards set forth in the K-12 curriculum in lesson preparation to ensure learners’
achievement
o analyze content for contextualization to be more responsive to the learners context o relates
content to prior knowledge and experiences of the learners
o include appropriately chosen intra-disciplinary topics and enabling
learning competencies within the curriculum guide of a specific learning area and grade level
o create learners’ tasks and activities which ensure integration of target content with those
content across curriculum areas
1|Page
SUSTAINING EDUCATION REFORM GAINS (SERG)
Teacher values the importance of mastery of content knowledge and its interconnectedness within and
across curriculum areas by being able to:
▪ conform with the content standards set forth in the curriculum in the daily lesson
▪ choose the most appropriate strategies, activities/tasks, questions to ensure learners’ mastery of the
content
▪ consistently modify lesson execution based on learners’ pace to ensure mastery of the content
▪ discuss the learning principles and their implications to teaching o design learning
environments that observe the learning principles
2|Page
SUSTAINING EDUCATION REFORM GAINS (SERG)
Teacher shows value towards the research-based system by being able to:
▪ accept responsibility for updating content and lesson plans based on relevant researches
▪ adhere to the K-12 principles in daily lesson preparation and execution o integrating
knowledge and skills gained towards improving teaching practice: pedagogy, students,
subject matter, and the curriculum
o seeking more effective ways of teaching through action research and participating in learning
groups or Community of Practice (CoP)
▪ accept the responsibility of effecting one’s personal and professional growth through
excellent teaching practice
3|Page
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪ foster positive use of ICT and making sure that the same sense of responsibility is transferred to
learners
o assist learners willingly on the responsible, ethical, and appropriate use of different
gadgets or equipment, acquisition and creation of knowledge using appropriate
applications and online/web-based instructional materials
o show sensitivity to learners’ needs, cultural diversity and context in using different online
or web-based materials
▪ verify the sources and content of online/web-based materials regularly to ascertain truth from fake
information before using these for teaching-learning
▪ discuss the Stages of Conceptualization and the educational implications of each stage o
develop activities along the stages of conceptualization
▪ discuss the Higher-Order Thinking Skills and the 21 st Century Skills o exemplify the Levels of
Comprehension
o create higher-order thinking questions about a picture shown/about a story read
▪ discuss the Nature of the reading process and the Stages of Reading Development o explain
language acquisition and development and the importance of using the
Mother Tongue as a medium of instruction in early language literacy and numeracy
o give examples of developmentally appropriate activities for reading o develop
questions on the Five Dimensions of Reading
▪ craft foundation activities to develop early math skills (Number Sense, Representation,
Spatial Sense, Estimation, Measurement, Patterns, Problem-Solving) o
cite the principles in the development of Early Numeracy Skills
o craft developmentally appropriate activities to develop numeracy skills of learners o prepare
foundation activities to develop early math skills through games, devices, exercises, songs, and
stories
4|Page
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪ demonstrate teaching beginning reading o in the Mother Tongue o in Filipino using the
Marungko Approach
o in English using the Fuller’s Approach
▪ write stories for early language learners using the Mother Tongue/Filipino/English
5|Page
SUSTAINING EDUCATION REFORM GAINS (SERG)
consequences of not developing critical and creative thinking skills of learners o describe
activities for developing the 21st century skills
o discuss the nature of critical and creative thinking o discuss the three basic principles of
creative thinking
o describe the integration of teaching critical thinking skills into the conventional instruction
▪ explain how to develop learners’ creativity and critical thinking skills and other learning and
innovation skills o identify the support and barriers to developing critical and creative
thinking o explain the critical learning strategy through the infusion approach
o discuss the levels of questioning skills and the role questions play in developing critical
thinking and creativity
o explain the place of good questioning technique in the Inquiry-Based Approach o explain
the importance of feedback-giving and receiving in developing creativity and critical thinking
o define reflective thinking and its place in the development of higher-order thinking
skills
▪ select the most appropriate and responsive approach and strategies, activities and questions
that will ensure the development of creativity, critical thinking, and other learning and
innovation skills o compare and contrast problem-based learning from project-based
learning o pick out data needed for making the best decision
o create activities for developing each of the seven critical thinking skills: induction, deduction,
value judging, observation, credibility, assumptions, and meaning
▪ develop lesson exemplars embedding critical thinking skills in the teaching of the set
learning materials which create activities and tasks and formulate questions that will actively
engage the learners to think critically, create, or innovate
▪ follow the identified pedagogical approach or strategy that is most appropriate and
responsive in lesson planning and execution to ensure the development of learners’
creativity, critical thinking, and other learning and innovation skills
▪ lead colleagues in reviewing, modifying, and expanding their range of teaching strategies
that promote critical and creative thinking and other higher-order thinking skills o use the
virtual professional network and online collaboration with co-teachers in school and beyond
to create instructional materials on critical thinking and creativity development
6|Page
SUSTAINING EDUCATION REFORM GAINS (SERG)
influencing learners to think critically through well-honed questions and activities that
develop their creativity
o use virtual platform to advance critical thinking and creativity, honesty and openmindedness
o assist the learners consistently to engage actively in activities and tasks and in answering
questions to develop critical thinking, creativity, or innovation skills
o modify activities, tasks, and questions to be more responsive to the needs and context of
learners to facilitate the development of their critical, creativity, or innovation skills
▪ discuss the importance of critical and creative thinking in the shaping of a responsible and
empowered citizenry o accept the value of exploring different ideas, opinions, research
works, and other sources before arriving at a decision
o embrace the responsibility of discerning and upholding truth/facts from fake/dishonest
posts, articles, and other published materials in all forms of social media
▪ behave consistently with dignity and integrity, revise judgment and change behavior in the
light of a new evidence
▪ lead/organize co-teachers to conduct online and offline activities to refine lesson exemplars
and educational action researches or share new ideas and experiences
Strand 1.6: Mother Tongue, Filipino, and English in teaching and learning
▪ determine the most appropriate use of the learners’ Mother Tongue in teaching-learning activities
o explain how to implement the principles of Mother Tongue-based-Multilingual Education
(MTB-MLE) including the use of Filipino sign language
▪ choose the appropriate language in teaching a subject (e.g English for Science and Math)
7|Page
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪ speak Filipino in a coherent, effortless way o use the medium of instruction clearly,
accurately, and fluently to facilitate the teaching and learning process.
o choose the appropriate words and expressions of a particular language for teaching
to get the message across so that learners could understand the lesson well
o produce grammatically (placement of words in a phrase or a sentence) and lexically
(word forms) correct sentences of a language
▪ revise lesson activities, tasks, and questions based on learners’ needs, learning styles,
context, and pace to facilitate their proficiency in Mother Tongue, Filipino, and English
8|Page
SUSTAINING EDUCATION REFORM GAINS (SERG)
Highlights the role of teachers to provide learning environments that are safe, secure, fair, and supportive in
order to promote learner responsibilities and achievement. This domain centers on creating an environment
that is learning-focused and in which teachers efficiently manage learner behavior in a physical and virtual
space. It highlights the need for teachers to utilize a range of resources and provide intellectually challenging
and stimulating activities to encourage constructive classroom interactions geared towards the attainment of
high standards of learning.
9|Page
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪ implement safety and security measures in the classroom specific to the subject being
learned, e.g., laboratories, workshops, sports/Physical Education, Home Economics, etc.
o implement Safety Guidelines for Laboratories attached to the DepEd Order No. 48, s.
2006, “Observance of Safety Measures in Science Laboratories”
▪ lead students in Emergency and Safety Drills, Disaster Preparedness Drills o prepare
evacuation plans and safety signages
▪ actively engage learners and parents in activities to ensure learners’ safety and security,
child protection, and prevention of bullying and discrimination
▪ lead/organize a team of teachers and parents to conduct hazard mapping in the school and
community and orient the team on disaster preparedness
10 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪ accept accountability for ensuring learners’ safety and security to optimize learning in an
inclusive, safe and secure learning environment o observe consistency in implementing
safety and security practices
o engage leaners and their parents in promoting leaners’ safety and security, child
protection, and prevention of bullying and discrimination
o practice conflict negotiation and resolution within the school and the community ▪
choose life, health, peace, and compassion for self and every living being
▪ create a safe learning space that allows every learner to be heard, respected, and confident
o maintain a learning environment that promotes courtesy and respect for all learners o
carefully and actively listen to each student’s voice and understand their thoughts o
objectively evaluate different opinions from students and at times encourage expression of
opposite opinions
o practice sincerity and patience in answering or solving student’s questions and
problems
Teacher values fairness and building a fair environment by being able to:
▪ articulate the belief that fairness and compassion are basic elements of excellent teaching
and infuse these values in all teaching activities and practices
11 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪ display professional commitment to provide fair learning environment practicing fairness for
active participation of leaners
o observe the rules for teaching behavior: 1) agree to disagree, 2) do not take things
personally, 3) challenge by choice, 4) respect, 5) no attack
o show acceptance of learners’ differences in cultural and socio-economic background
and ability/disability, gender sensitivity, patience, and empathy in creating a fair
learning environment
o show understanding, compassion, and tolerance in managing differently
challenged/abled students
o engage and encourage active participation of girls and boys, learners with disabilities,
and those from Indigenous Peoples’ communities, and other context
o consistently demonstrate to learners in words and actions the values of respect,
listening, fairness, and compassion
Teacher values managing classroom structure and activities by being able to:
▪ maximize the little space of a classroom to give opportunities to learners to work together
and engage them in varied activities
▪ create regularly and manage effectively and efficiently meaningful and varied individual and
group activities
▪ consistently show self-reliance as well as teamwork with co-workers, parents, and other
relevant stakeholders in managing classroom structure and learning activities
12 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪ select the most responsive and developmentally appropriate activities that can ensure
active participation
o identify material, equipment, information and technology, and other instructional
resources as well as human resources that are needed to ensure leaners’ active
participation in different learning activities
▪ modify activities based on the terms of engagement with other teachers, parents and
other education stakeholders in carrying out certain responsive learning activities
13 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪ identify and analyze the roots of behavioral and learning difficulties of learners and
implement strategies that are positive and non-violent to engage them in the
teachinglearning process
▪ select varied ways to create a positive culture and well-managed learning environment
for learning to occur
o explain the nature, developmental characteristics, and expectations of learners
14 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
Domain 3 emphasizes the central role of teachers in establishing learning environments that are responsive
to learners’ diverse characteristics and experiences as inputs to the planning and design of learning
opportunities. It encourages the celebration of diversity in the classrooms and the need for teaching practices
that are differentiated to encourage all learners to be successful citizens in a changing local and global
environment.
15 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪
differentiate techniques and strategies in designing/selecting responsive activities for
varied types of learners
Teacher values learners’ gender, needs, strengths, interests, and experience by being able to:
▪ accept responsibility for promoting inclusive education in daily lesson
▪ obtain information on the learners’ different intelligences, learning styles, needs, interests,
and contexts diligently and willingly
▪ share adapted techniques, strategies, learning modalities, and designed activities, tasks and
questions in responding to learners’ intelligences, learning styles, needs, interests and
contexts
Teacher considers learners’ linguistic, cultural, socio-economic and religious backgrounds by being
able to:
▪ modify instructional materials, activities, tasks, questions, techniques, strategies, and
learning modalities based on the learners’ language, socio-economic status, and religious
backgrounds
▪ create a daily learning experience that respects the learners’ background
▪ consistently provide responsive and appropriate classroom, differentiated curricular and
cocurricular activities, and homework
16 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪
Teacher has knowledge/cognitive skills to:
▪ modify techniques, strategies, activities, instructional materials, and questions to respond
to the different types of disabilities, giftedness, or talents of learners
revise learning , specifically performance tasks, to respond to learners’ disabilities,
giftedness, and talents
Teacher considers learners disabilities, giftedness, and talents by being able to:
▪ assist differently-abled learners willingly in achieving learning standards and developing
their giftedness and talents
▪ provide varied/differentiated learning experiences that ensure accessibility, participation,
and empowerment of learners regardless of their disability, giftedness, and talents
17 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪
▪ explain how learners of different indigenous groups can fully access, feel safe in a positive
and inclusive environment, be supported to fully participate in different learning
opportunities and assisted to achieve learning standards
▪ contextualize lessons and instructional materials based on the learners’ indigenous
knowledge, beliefs and practices
Teacher values helping learners from indigenous groups by being able to:
▪ show sensitivity and respect in using and integrating indigenous people’s knowledge,
beliefs, and practices in contextualizing lessons and instructional materials
▪ accept responsibility in creating a safe, positive, and inclusive class, particularly for children
of different indigenous communities
Domain 4 addresses teachers knowledge of and interaction with the national and local curriculum
requirements. This domain encompasses teachers’ ability to translate curriculum content into learning
activities that are relevant to the learners and are based on the principle of effective teaching and learning. It
expects teachers to apply their professional knowledge to plan and design, individually or in collaboration
with colleagues, well-structured and sequenced lessons. These lesson sequences and associated learning
programs should be contextually relevant and responsive to the earners’ needs and incorporate a range of
teaching and learning resource. This domain expects teachers to communicate learning goals to support
learner participation, understanding, and achievement.
18 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪
Teacher values planning and effective management of teaching and learning process by being able
to:
▪ demonstrate belief in inclusive education and learner-centered principles through the
lesson plans prepared and executed that focus on helping all learners achieve the learning
standards ▪ show that he/she values each learner in the plan prepared and conducted or
delivered
Teacher values aligning learning outcomes with competencies by being able to:
▪ accept responsibility in helping learners achieve learning outcomes as shown in the lesson
plans and conduct of daily lessons
▪ prioritize provision of interventions to facilitate learners’ achievement of learning outcomes
19 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪
▪ respond to the diverse needs and context of the learners by conducting activities, tasks,
and other learning experiences in different settings and using instructional materials
needed for more meaningful program implementation
Teacher values relevant and responsive learning programs by being able to:
▪ accept responsibility in assisting learners access and participate in responsive education
programs o explain the role of systematic and systemic thinking in implementing different
education programs that are responsive to the needs and context of the learners
o prioritize time effectively to meet the requirements of responsive education program
implementation
20 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
Teacher values professional collaboration to enrich teaching practice by being able to:
▪ accept responsibility in improving his/her teaching practice in collaboration with peers and
supervisors
▪ modify teaching practice as a result of utilizing the learnings gained in attending or
participating in identified learning modalities
Teacher values the utilization of teaching and learning resources by being able to:
▪ integrat the daily use of teaching-learning resources, including ICT, to facilitate learners’
achievement of learning standards
▪ display ethical practice consistently in preparing, adopting or adapting, and utilizing printed
or digital/online instructional learning resources
Domain 5 relates to processes associated with a variety of assessment tools and strategies used by teachers
in monitoring, evaluating, documenting, and reporting learners’ needs, progress, and achievement. This
domain concerns the use of assessment data in a variety of ways to inform and enhance the teaching and
learning process and programs. It concerns teachers providing learners with the necessary feedback about
learning outcomes. This feedback informs the reporting cycle and enables teachers to select, organize and
use sound assessment processes.
21 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪ explain the principles and purposes of instructional assessment, including formative and
summative testing o differentiate purpose of assessment for learning or assessment of
learning
o describe assessments used to identify each learner’s strengths, weaknesses,
knowledge, and skills prior to instruction (diagnostic); the parts of the lesson where
learners need improvement (formative); and the learner’s achievement (summative)
▪ select and organize appropriate assessment processes to track, identify learner’s needs,
and measure progress and achievement o explain how to ensure alignment of assessment
to learning objectives o describe approaches or tactical procedures used to reach a goal o
describe strategies the teacher employs to gauge student learning
o describe how to embed assessment as an integral part of the lesson aligned with the
intended instructional goals consistent with the content standards
22 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
Teacher values giving feedback to improve learners’ performance by being able to:
▪ prioritize provision of feedback on learner’s progress and achievement along learning
standards for timely adjustment of instruction
▪ see learners improve on their academic performance by giving them provide a timely,
accurate, and constructive feedback
▪ willingly assist the learners in coordination or collaboration with the parents to facilitate or
improve learning based on assessment results
Strand 5.4: Communication of learner needs, progress, and achievement to key stakeholders
23 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
Teacher values communicating learners needs, progress, and achievement to key stakeholders by
being able to:
▪ adapt communication strategies as a sign of respect and to suit the preferences and needs
of stakeholders and purpose of the communication
o vary communication style to suit the preferences of stakeholders, especially
parents/guardians
o consistently observ coenfidentiality in information to be shared such that it is provided
only to the right person/group of persons to improve education and learning
Strand 5.5: Use of assessment data to enhance teaching and learning practices and programs
24 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
Teacher values the use of assessment data to enhance teaching and learning practices and
programs by being able to:
▪ use meaningful and evidence-based learner assessment data to guide instructional decision
▪ accept responsibility in using assessment data either for enhancement or remediation
▪ assist in revising or creating school-based programs based on assessment results
Domain 6 affirms the role of teachers in establishing school-community partnerships aimed at enriching the
learning environment as well as the community’s engagement in the educative process. This domain expects
teachers to identify and respond to opportunities that link teaching and learning in the classroom to the
experiences, interests, and aspirations of the wider school community and other key stakeholders. It
concerns the importance of teachers’ understanding and fulfilling their obligations in upholding professional
ethics, accountability, and transparency to promote professional and harmonious relationships with learners,
parents, schools, and the wider community.
Strand 6.1: Establishment of learning environments that are responsive to community contexts
25 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪ Beliefs (religions)
▪ Values (thrifty, helpful, respectful) o Governance and stakeholders
▪ Formal and informal leadership and governance (barangay, municipality,
provincial, city, etc.)
▪ Community stakeholders (School Boards, PTCA)
▪ Government support systems
▪ Private Organizations/NGOs
▪ Preferences of people in the community
▪ Local and National Development Plans
o Economy
▪ People in the community (professionals, student, engaged in gainful
employment, OSY)
▪ Livelihoods (farming, fishing, OFW)
▪ Industries (SMEs, manufacturing, services)
o Geographical features
▪ Geographical location (mountain, seaside, rural, urban)
▪ Terrain (mountainous, hilly, plain, coastal)
▪ Natural resources (land, forest, water, minerals) o Weather and climate
o Local attraction and tourism
Strand 6.2: Engagement of parents and the wider school community in the educative process
26 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪ in consultation with the parents and the community, modify their roles and responsibilities
in managing the child’s learning at home or in the community depending on the learning
opportunity or learning delivery mode, learner’s age, needs, gender, ability/disability, and
the circumstances of the family and the community o conduct effective home visits to have
a clear understanding of the learner’s home conditions and to get to know the parents and
their children to foster good relationships
o organize seminars appropriate to the parents’ needs, such as responsible
parenthood, child development, and understanding learners, so they can help their
children
o maximize parent conferences by taking the opportunity to talk to parents about the
achievement and needs of the learners in an honest, direct to the point, and
organized manner
o creating School-Home Projects as alternative ways to reach out to the parents, such
as sending letters to parents informing them of the school programs or giving
printed materials to update them on various school events
Teacher values engagement of parents and the wider school community in the educative process
by being able to:
▪ embrace the responsibility to build trust, collaboration, and good relationships with parents
and other stakeholders to foster a strong spirit of cooperation and to involve them in the
educative process of their children o demonstrate belief that one needs the cooperation
and strong partnership with parents and the community to assist every child in achieving
the learning standards
o assist the parents and the community in identifying and performing their roles as
partners in the learners’ educative process, particularly in implementing different
27 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
28 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪
use the Code of Ethics for personal and professional development
▪ show in words and in deeds adherence to the Code of Ethics in one’s personal and
professional life
Teacher values the setting of policies and procedures by being able to:
▪ conform with school policies and procedures to create a culture of peace and order and
maintain a positive and happy learning environment
▪ assist learners, parents, and the community in following school policies and procedures to
serve their best interest
▪ be open to flexing policy implementation or procedure to respond to unforeseen or
emergency situation
Domain 7 focuses on teachers’ personal growth and professional development. It accentuates teachers’
proper and high personal regard for the profession by maintaining qualities that uphold the dignity of
teaching, such as a caring attitude, respect, and integrity. This domain values personal and professional
29 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪
reflection and learning to improve practice. It recognizes the importance of teachers’ assuming responsibility
for personal growth and professional development for lifelong learning.
30 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪
▪ name and cite examples of each of the core values required of professional teachers
▪ expound on the importance of the teaching profession
▪ identify the required professional competencies and behaviors
▪ describe the teacher that imbibes dignity of teaching as a noble profession, his/her
practices, and behavior
▪ discuss the practices and attitudes that uphold the dignity of the teaching profession
define and differentiate purposeful teaching, ethical, and vocational nature of the teaching
profession
▪ differentiate words, behaviours, or practices that can diminish or enhance sense of self-
worth and respect
▪ describe how a teacher can show dignity in and out of the school
31 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪
▪ discuss the principles of mutual aid and support, understanding, and accepting the
individuality of colleagues o describe the nature and importance of initiating workplace
support to/from colleagues
o discuss the benefits of workplace support to colleagues
▪ explain the importance of virtual professional networks and online collaboration with
younger teachers who are more at ease with technology o identify and classify the types of
support colleagues need
o cite different reasons and ways to establish professional links or collaboration with
colleagues
32 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪
create opportunities to support other teachers in their personal and professional development
o identify co-teachers who may provide or receive internal professional support o seek
opportunities to establish professional links with colleagues
o describe the resources that may be required to provide professional support
33 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪
o explain the nature and importance of reflection in the teaching-learning process o
discuss the place of reflection in the teaching-learning process o describe reflection as a
process of learning through everyday experiences o discuss the educational implication of
reflection as a technique for aiding and reinforcing learning and teaching
describe the most effective strategy for professional reflection and the most appropriate and
responsive learning modalities
Teacher shows value for self-reflection and learning to improve practice by being able to:
▪ accept the value of reflection as a venue for finding the truth about one’s personal and
professional practice and developing courage to be a lifelong learner
▪ practice consistently professional reflection and self-directed learning
▪ participate actively and willingly in different professional development activities to enhance
the teaching practice and learners’ achievement
▪ use reflection to discover obstructions to independent and excellent professional practice and
continuous development
34 | P a g e
SUSTAINING EDUCATION REFORM GAINS (SERG)
▪
▪ classify various activities that contribute to one’s professional growth and development
35 | P a g e