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Ppst A. Development of the Philippine Professional Standards for Teachers Video

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Ppst Dignity of teaching as a profession 3. Strategies for promoting literacy and numeracy 5. Escobarte Ariel M. They Patience pe rsonal and professional reflection and learning to improve their practice. Yu, Ph. Jeruta, Ph. Abcede Dr. Gonong, Ph. They have House Of Fun Coins education-focused They are recognized as leaders in They possess the requisite knowledge, They display skills in planning, situation cognition, are more adept in education, contributors to the profession Pomme Macaire and values that support the implementing and managing learning problem solving and optimize and initiators of collaborations and teaching and learning process. More Video. Evidences show unequivocally Spiele Backen good teachers are vital to raising student achievement, i. They identify and respond to opportunities that link teaching and learning in Seriöse Geldanlagen classroom to Erfahrungen Mit Smava experiences, inte rests and aspirationsof the wider school community and other key stakeholders. Hence, enhancing Knobel Punkte Liste quality becomes of utmost importance for long-term and sustainable nation building. Susan D. Professional reflection and learning to improve practice 5.

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Newsletter Sign Up. Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation building. The changes brought about by various national and global frameworks such as the K to 12 Reform and the ASEAN integration, glo balization, and the changing character of the 21st century learners necessitate improvement and adaptability of education, and a call for the rethinking of the current teacher standards.

Professional standards for teachers The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives.

The K to 12 Reform R. The reform process warrants an equivalent supportive focus on teacher quality — high quality teachers who are properly equipped and prepared to assume the roles and functions of a K to 12 teacher.

It articulates what constitutes teacher quality in the K to 12 Reform through well-defined domains, strands, and indicators that provide measures of professional learning, competent practice, and effective engagement.

This set of standards makes explicit what teachers should know, be able to do and value to achieve competence, improved student learning outcomes, and eventually quality education.

The professional standards, therefore,become apublic statement of professional accountability that can help teachers reflect on and assess their own practices as they aspire for personal growth and professional development.

The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st Century in the Philippines. They apply developmentall y appropriate andmeaningful pedagogy grounded on content knowledge and current research.

They display proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to promote high-quality learning outcomes.

They create an environment that is learning-focused and they efficiently manage learner behavior in a physical and virtual space.

They utilize a range of resources and provide intellectually challenging and stimulating activities to encourage constructive classroom interacti ons geared towards the attainmentof high standards of learning.

They encourage the celebration of diversity in the classroom and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.

They translate curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning.

They communicate learning goals to support learner parti cipation, understanding and achievement. They use assessment data in a variety of ways to inform and enhance the teaching and learning process and programs.

They provide learners with the necessary feedback about learning outcomes that informs the reporting cycle and enables teachers to select, organize and use soundassessment processes.

They identify and respond to opportunities that link teaching and learning in the classroom to the experiences, inte rests and aspirationsof the wider school community and other key stakeholders.

They understand and fulfill their obligations in upholding professiona l ethics,accountability and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community.

They value pe rsonal and professional reflection and learning to improve their practice. They assume responsibility for personal growth and professional development for lifelong learning.

The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices. Domain 1, Content Knowledge and Pedagogy, is composed of seven strands: 1.

Content knowledge and its application within and across curriculum areas 2. Research-based knowledge and principles of teaching and learning 3.

Positive use of ICT 4. Strategies for promoting literacy and numeracy 5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills 6.

Mother Tongue, Filipino and English in teaching and learning 7. Classroom communication strategies Domain 2, Learning Environment, consists of six strands: 1.

Fair learning environment 3. Management of classroom structure and activities 4. Support for learner participation 5. Promotion of purposive learning 6.

Management of learner behavior Domain 3, Diversity of Learners, consists of five strands: 1. Learners with disabilities, giftedness and talents 4.

Learners in difficult circumstances 5. Learners from indigenous groups Domain 4, Curriculum and Planning, includes five strands: 1.

Planning and management of teaching and learning process 2. Learning outcomes aligned with learning competencies 3.

Relevance and responsiveness of learning programs 4. Professional collaboration to enrich teaching practice 5. Design, selection, organization and utilization of assessment strategies 2.

Monitoring and evaluation of learner progress and achievement 3. Feedback to improve learning 4. Communication of learner needs, progress and achievement to key stakeholders 5.

Use of assessment data to enhance teaching and learning practices and programs Domain 6, Community Linkages and Professional Engagement, consists of four strands: 1.

Engagement of parents and the wider school community in the educative process 3. Professional ethics 4.

School policies and procedures Domain 7, Personal Growth and Professional Development, contains five strands: 1. Philosophy of teaching 2.

Dignity of teaching as a profession 3. Professional links with colleagues 4. Professional reflection and learning to improve practice 5. Professional development goals Career stages Teacher professional development happens in a continuum from beginning to exemplary practice.

Anchored on the principle of lifelonglearning,the set of professional standards for teachers recognizes the significance of a standards framework that articulates developmental progression as teachers develop, refine their practice and respond to the complexities of educational reforms.

The following statements, which define the work of teachers at different career stages, make explicit the elements of high-quality teaching for the st 21 century.

The descriptors represent a continuum of development within the profession by providing a basis for attracting, preparing, develo ping and supporting teachers.

Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession. They possess the re quisite knowledge,skillsand values that support the teaching and learning process.

They manage learning programs and have strategies that promote learning based on the learning needs of their students. They seek advice from experienced colleagues to consolidate their teaching practice.

Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the teaching and learning process.

They provide focused teaching programs that meet curriculum and assessment requirements. They actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement.

They are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers.

Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance in their teaching practice.

They manifest an in-depth and sophisticated understanding of the teaching and learning process. They have high education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from experience.

Career Stage 3 Teachers work collaboratively with colleagues and provide them support and mentoring to enhance their learning and practice. They continually seek to develop their professional knowledge and practice by reflecting on their own needs, and those of their colleagues and students.

Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices. They exhibit exceptional capacity to improve their own teaching practice and that of others.

They are recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships.

They create lifelong impact in the lives of colleagues, students and others. They consistently seek professional advancement and relevance in pursuit of teaching quality and excellence.

They exhibit commitment to inspire the education community andstakeholdersfor the improvement of education provision in the Philippines.

They have high education-focused They are recognized as leaders in They possess the requisite knowledge, They display skills in planning, situation cognition, are more adept in education, contributors to the profession skills and values that support the implementing and managing learning problem solving and optimize and initiators of collaborations and teaching and learning process.

They manage learning programs and They actively engage in collaborative They provide support and mentoring to They create lifelong impact in the lives of have strategies that promote learning learning with the professional colleagues in their professional colleagues, students and others.

Strand 1. Learning Environment Domain 2 highlights the role of teachers to provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility 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.

Strand 2. Diversity of Learners Domain 3 emphasizes the central role of teachers in establishing learning environments that are responsive to learner diversity.

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.

Strand 3. They are recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships.

The description of standards i. Anchored on the principle of lifelong learning, the PPST recognizes the significance of a standards framework that articulates developmental progression as teachers develop, refine their practice and respond to the complexities of educational reforms.

You also have to keep in mind that locally produced tools are unlikely to be validated, which may call the reliability and credibility of their results into question.

However, it can be used as a framework upon which teacher support tools such as self-assessment tools, classroom observation tools and RPMS tools can be based.

Teachers do not need to be assessed on indicators that do not apply in their school contexts. In terms of pre-service teachers , however, Teacher Education Institutions TEIs are expected to train them on all indicators to prepare them to handle various teaching contexts.

Your email address will not be published. General Information on Department Order No. What are uses of the Philippine Professional Standards for Teachers?

Development of the Philippine Professional Standards for Teachers 1. Why do we need the Philippine Professional Standards for Teachers? Why focus on teacher quality?

How was the PPST developed? Were key stakeholders involved in the process of development and validation of the PPST? Who funded the development of the PPST?

Why are Career Stages important? These tools have been rigorously validated.

scemploymentlaw.com is a platform for academics to share research papers. 8/11/ · The PPST shall be used as a basis for all learning and development programs for teachers to ensure that teachers are properly equipped to effectively implement the K to 12 Program. It can also be used for the selection and promotion of teachers. All performance appraisals for teachers shall be based on this set of standards. Pete's PowerPoint Station is your destination for free PowerPoint presentations for kids and teachers about Pete's Power Point Station, and so much more.

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Dieser Beitrag hat 2 Kommentare

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