Educ 201 -My Reflection about PPST.docx
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The document discusses the Philippine Professional Standards for Teachers (PPST). The PPST aims to align teacher training curriculum with the K-12 program and serves as the basis for teacher learning, development, and performance appraisal. It defines teacher quality in the Philippines. The PPST outlines seven domains that teachers should abide by related to content knowledge, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages, and personal growth. For the author's teaching vocation, following the PPST helps improve strategies and competencies.
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Kayo ay inaasahang:
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¹ Sinabi rin niya sa mga alagad, “May isang mayaman na may katiwala. Isinusumbong sa kanya na nilulustay nito ang kanyang mga kayamanan.
2 Tinawag niya ito at tinanong, ‘Ano itong narinig ko tungkol sa iyo? Magbigay-sulit ka ng ipinagkatiwala sa iyo, sapagkat hindi ka na maaaring maging katiwala pa.’
3 Sinabi ng katiwala sa sarili, ‘Ano ang gagawin ko ngayong tinanggal na sa akin ang pangangasiwa? Hindi ko kayang magbungkal ng lupa at nahihiya naman akong mamalimos.
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12 At kung hindi kayo naging tapat sa kayamanan ng iba, sino ang magbibigay sa inyo ng sarili ninyong kayamanan?
13 Walang aliping makapaglilingkod sa dalawang panginoon. Sapagkat kapopootan niya ang isa ngunit iibigin ang isa pa. O kaya naman ay magiging tapat siya sa isa ngunit kamumuhian ang isa pa. Hindi kayo maaaring maglingkod sa Diyos at sa salapi.”
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Ipinababatid nito ang iba’t ibang paraan sa pagpapakita ng KAGANDAHANG ASAL.
Tanong #2:
Paano makakatulong ang mga mensaheng nakapaloob sa larawan sa pag-uugali ng isang tao?
Kayo ay inaasahang:
1. Nasusuri ang tiyak na bahagi ng nabasang parabula na naglalahad ng katotohanan, kabutihan at kagandahang asal.
2. Nasusuri ang nilalaman, elemento at kakanyahan ng binasang akda gamit ang ibinigay na tanong.
3. Nabibigyang puna ang estilo ng may akda batay sa mga salita at ekspresyong ginamit sa akda.
TUSO:
♣ mapanlinlang
♣ mapanglamanag
Halimbawa:
Talagang masama itong si Tasyo tuso kung makipagkalakalan sa ibang tao.
¹ Sinabi rin niya sa mga alagad, “May isang mayaman na may katiwala. Isinusumbong sa kanya na nilulustay nito ang kanyang mga kayamanan.
2 Tinawag niya ito at tinanong, ‘Ano itong narinig ko tungkol sa iyo? Magbigay-sulit ka ng ipinagkatiwala sa iyo, sapagkat hindi ka na maaaring maging katiwala pa.’
3 Sinabi ng katiwala sa sarili, ‘Ano ang gagawin ko ngayong tinanggal na sa akin ang pangangasiwa? Hindi ko kayang magbungkal ng lupa at nahihiya naman akong mamalimos.
4 Alam ko na ang gagawin ko! Maalis man ako sa pangangasiwa, may tatanggap naman sa akin sa kanilang tahanan.’
5 Kaya't isa-isa niyang tinawag ang mga may utang sa kanyang panginoon. Sinabi niya sa una, ‘Magkano ang utang mo sa aking panginoon?’
6 At sinabi nito, ‘Sandaang tapayan ng langis.’ Sinabi niya naman dito, ‘Kunin mo ang katibayan ng iyong pagkakautang, maupo ka at isulat mo agad na limampu.’
7 Pagkatapos ay sinabi naman niya sa isa pa, ‘Magkano ang utang mo?’ At sinabi nitong, ‘Sandaang kabang trigo.’ Sinabi niya rito, ‘Kunin mo ang katibayan ng iyong pagkakautang at isulat mo na walumpu.’
8 Pinuri ng panginoon ang madayang katiwala dahil sa katusuhan nito. Sapagkat ang mga anak ng sanlibutang ito ay mas tuso sa pamamahala ng kanilang pamumuhay kaysa mga anak ng liwanag.
9 Sinasabi ko sa inyo, makipagkaibigan kayo gamit ang kayamanan ng sanlibutan upang kung maubos na ito ay tatanggapin kayo sa walang hanggang mga tahanan.
10 Ang tapat sa kaunti ay tapat din sa marami at ang hindi tapat sa kaunti ay hindi rin tapat sa marami.
11 Kaya kung hindi kayo naging tapat sa kayamanan ng sanlibutan, sino ang magtitiwala sa inyo sa tunay na kayamanan?
12 At kung hindi kayo naging tapat sa kayamanan ng iba, sino ang magbibigay sa inyo ng sarili ninyong kayamanan?
13 Walang aliping makapaglilingkod sa dalawang panginoon. Sapagkat kapopootan niya ang isa ngunit iibigin ang isa pa. O kaya naman ay magiging tapat siya sa isa ngunit kamumuhian ang isa pa. Hindi kayo maaaring maglingkod sa Diyos at sa salapi.”
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► ay maikling salaysay na nagtuturo ng kinikilalang pamantayang moral na karaniwang batayan ng gma kuwento ay nasa Banal na Kasulatan. Realistiko ang banghay at ang mga tauhan ay tao. Ang mga parab
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2. The presenter, Jocel P. Algabre, emphasized how PHI-IRI can assess students' reading levels and comprehension. She also discussed the different components of PHI-IRI including the group screening test and individually administered reading passages.
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The Singapore education system aims to provide students with a holistic and broad-based education through developing eight core skills and values. It seeks to nurture each child's potential through a curriculum that imparts literacy, numeracy, bilingualism, sciences, humanities and more. Teaching strategies and assessments are designed to help students achieve learning outcomes and acquire skills like character development, social skills, thinking skills and knowledge application. The goal is to develop students who are morally, intellectually and socially strong contributors to Singapore's growth.
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This document outlines strategies for developing International Standard Schools (SBI) in Indonesia. It discusses the legal basis for SBI based on national laws and regulations. It identifies challenges to developing SBI, such as teacher competencies, curriculum, and resources. The document proposes interventions like improving infrastructure, human resources, and management to bridge gaps between existing schools and SBI. It provides dimensions for SBI standards, including curriculum, facilities, and student and teacher qualifications. Overall, the document provides a framework to enhance education quality and competitiveness in Indonesia by developing SBI.
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Professional standards-for-teachers-in-the-philippines
Philippine Professional Standards for Teachers.The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a framework of teacher quality, the National Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009. It emerged as part of the implementation of the Basic Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas Education (STRIVE) project and the Third Elementary Education Project (TEEP).
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy,
Domain 2, Learning Environment
Domain 3, Diversity of Learners,
Domain 4, Curriculum and Planning
Domain 5, Assessment and Reporting
Domain 6, Community Linkages and Professional Engagement
Domain 7, Personal Growth and Professional Development
Career stages
Career Stage 1 or Beginning Teachers
Career Stage 2 or Proficient Teachers
Career Stage 3 or Highly Proficient Teachers
Career Stage 4 or Distinguished Teachers
To properly reference this document, please use the following format:
Philippine National Research Center for Teacher Quality (2016). Philippine Professional Standards for Teachers; August, 2016. Manila, Philippines.
Courtesy from:
*Nationally-validated Version. Finalized, TEC Workshop, August 4-5 2016 © PNU and UNE
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This document discusses the philosophy, vision, mission, goals and core values of DepEd, CHED, and TESDA in the Philippines. It then asks the learner to analyze whether these align with the aims of the Philippine educational system as outlined in the 1987 constitution.
The learner defends that DepEd, CHED and TESDA's philosophies do support the constitutional aims. DepEd aims to help Filipino children reach their full potential and become responsible citizens. CHED promotes quality and accessible higher education. TESDA provides vocational education and training for employment.
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Education Policy of Tamil Nadu 2009
The document outlines the scope and considerations for developing a common school education curriculum in Tamil Nadu. It discusses expanding the scope to include life skills, academic and vocational skills, self-reliance, independence and ability to assert. The curriculum should cater to current and future needs through knowledge creation and innovative skills development using problem-solving learning contexts. Both language and content subjects need to rely on experiential learning strategies like activity-based and active learning to equip students for life and career success.
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The document discusses Malaysia's National Education Blueprint 2006-2010 which aimed to develop quality human capital. It outlines 6 strategic thrusts: 1) Nation Building 2) Developing Human Capital 3) Strengthening National Schools 4) Bridging Education Gaps 5) Improving the Teaching Profession 6) Accelerating Excellence in Educational Institutions. The document provides details on the approaches, objectives, and implementation strategies for developing human capital with knowledge, skills, and moral values to meet national development needs.
Case study publlic elementary school
The document provides details about Prenza Elementary School in the Philippines, including its historical background, vision and mission, school administration, and strategic planning efforts. Prenza Elementary School was established in 1956 and split into two schools in 1988 due to increasing enrollment. The school's strategic plans aim to improve reading proficiency, reduce dropout rates, enhance computer literacy among teachers, improve infrastructure, and obtain additional resources and funding. Key efforts include implementing an intensive English reading program, improving teaching performance, strengthening school-based management, and providing technology training for educators.
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It then outlines the legal bases for teacher professional development in the Philippines, including DepEd priorities for 2020-2023 focusing on upskilling teachers, the Continuing Professional Development Act of 2016, and the Philippine Professional Standards for Teachers.
Issues with current teacher professional development are discussed, such as opportunities not meeting teacher needs, lack of school support, underutilization of budgets, and difficulties for teachers to attend training due to responsibilities and financial constraints. Related local studies on the impact and attitudes towards professional development are also summarized.
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- 1. Republic of the Philippines CAPIZ STATE UNIVERSITY Fuentes Drive, Roxas City, Capiz, Philippines Tel. No. (036) 6214-578 Fax No. (036) 6214-578 website: www.capsu.edu.ph email address: roxas@capsu.edu.ph Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) Member: Philippine Association of State Universities and Colleges (PASUC) Agricultural Colleges Association of the Philippines (ACAP) RICHELLE O.DORDAS MARIA SHIELA D. SIMON, LPT, EdD MAED STUDENT COURSE FACILITATOR EDUC 201 ( FOUNDATIONS OF EDUCATION ) REFLECTION PAPER What is PPST? Teachers are Professionals who create other professional. They create a crucial and vital role towards nation building. The Philippine can only develop holistic learners equipped with the 21st century skill by having quality teachers. Improving the nation educational standards to produce globally graduate will not happen without the teachers standards. The Ladder is a primary goal for having a different initiative in developing a framework of standards for teachers. The PPST is the new framework that align the curriculum for teachers training to the k-12 program. The Philippine Professional Standards for Teachers PPST, is used as a basis for all learning and development programs for teacher to ensure that teachers are properly equipped and prepared to assume the roles and functions of a K-12 teachers. All performance appraisal for teachers shall be based on this set of standards. The PPST defines teacher quality in the Philippines, they create lifelong impact in the lives of colleagues, students, and others. In accordance with the PPST, there are seven domains that we teachers should abided: (1) Content Knowledge and Pedagogy; (2) Learning Environment; (3) Diversity of Learners;(4) Curriculum and Planning; (5) Assessment and Reporting; (6) Community Linkages and Professional Engagement; and (7) Personal Growth and Professional Development. For my vocation as a teacher, PPST helped me to love it and appreciate its beauty, educating the minds and hearts of young people. I always try to this noble work, diligently and conscientiously, remembering that their will greatly affected what they have learned from me. By choosing the best strategies, practices, improve my competencies in my teaching career.