Career Stages, Adult Learning, Supervision

1. CAREER STAGES, ADULT LEARNING,
AND SEPERVISION
MA. RIEZA R. FATALLA
Marinduque State College
School of Graduate Education
MAEd-Educational Management
Supervision of Instruction-EDM 215
Republic of the Philippines
MARINDUQUE STATE COLLEGE
Main Campus: Boac / Branches: Santa Cruz • Torrijos • Gasan
Panfilo P. Manguera Sr. Rd., Tanza, Boac, Marinduque 4900
Tel. No.: (042) 332-2028 Email Address: sucpresident.msc@gmail.com
Website: www.marinduquestatecollege.edu.ph
MSC VISION: Marinduque State College is a research-driven higher education institution pursuing excellence and innovation by 2025.
MSC MISSION: Marinduque State College is committed to pursue progressive and innovative lifelong education founded on humanistic, professional and technology
advanced programs across cultures and communities by establishing centers for excellence and development and research-driven outreach programs.
SERVING BEYOND EXCELLENCE!

2. INTRODUCTION
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A primary intent of supervision is to promote
teachers’ growth and development.
The nexus between school climate and adult
learning is underscored by Cohen and Brown (2013)
who indicate that “the school’s climate supports or
undermines educators’ capacity to be adult learner
which in turn has an important impact of their
capacity to promote student learning and
achievement” .

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Learning from the work of teaching is central
to student learning, and teachers who engage in
learning “are more likely to remain vital, dynamic,
and contributing members of the school community
Supervisors face the challenge of considering
and meeting the various learning needs of all the
adults in a school community.

4. LEARNING OBJECTIVES:
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At the end of the report, students are expected to:
1. explain the 4 career stages of the Philippine Professional Standards for
Teachers (PPST)
2. define adult learning
3. identify the principles of Adult Learning
4. determine the supervisions that embraces the Adult Learners across
career stages

5. STATEMENT OF CONCERNS:
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1. What are the 4 career stages of the Philippine
Professional Standards for Teachers (PPST)?
2. What is adult learning and its Principles?
3. What are supervisions that embraces the Adult
Learners across career stages?

6. 6
Discussion of each
concerns

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What are the four Career Stages of the
Philippine Professional Standards for
Teachers (PPST)?

8. 8

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The PPST Career Stages
• teacher professional development happens in a continuum
from beginning to exemplary practice.
• career stages make explicit the elements of high quality
teaching for the 21st century.
• they comprise the scriptures that have been informed by
teachers understanding of what is required at each of the
four career stages. The descriptors represent a continuum
of development within the profession by providing a basis
for attracting preparing developing and supporting
teachers.

10. Beginning Teachers (Career
Stage 1)
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• beginning teachers have gained the
qualifications recognized for entry into the
teaching profession.
• They have a strong understanding of the
subjects’ areas in which they are trained in
terms of content knowledge and pedagogy.

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• 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

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Proficient Teachers (Career Stage 2)
• are professionally independent in the application
of skills vital to the teaching and learning process.
This stage shows the acceptable standards for all
teachers, which should be reached within the first
two or three years of teaching.
• they provide focus teaching programs that need
curriculum and assessment requirements

13. Highly Proficient Teachers (Career Stage 3)
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• consistently display a high level of performance in
their teaching practice. They are accomplished
practitioners who mentor and work collegially with
other staff. This is the stage that Master Teachers
are expected to be at.
• they manifest an in-depth and sophisticated
understanding of the teaching and learning
process

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• they have high education focus situation
cognition are more adept in problem solving and
optimized opportunities gained from
experiences.
• career stage 3 teachers work collaboratively with
colleagues and provided them support and
mentoring to enhance their learning and practice

15. Distinguished Teachers (Career Stage 4)
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• embody the highest standards for teaching grounded in
global best practice. They are recognized as leaders in
education, contributors to the profession and initiators of
collaborations and partnerships.
• they exhibit exceptional capacity to improve their own
teaching practice and that of others.
• they are recognized as leaders in education and contributors
to the profession initiator of collaborations and partnership

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• 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 and stakeholders for the improvement
of education provision in the Philippines

17. What is adult learning and its Principles?
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• Malcolm Knowles was the first to theorize how adults learn.
He described adult learning as a process of self-directed
inquiry.
• Adult learning is the entire range of formal and informal
learning activities undertaken by adults and out of school
youth which result in the acquisition of new knowledge, skill
and attitude.
• Adult learner is a term used to describe any person socially
accepted as an adult who is in a learning process.

18. Principles of Adult learning
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1. Make Learning Authentic for the Adult Learner
2. Know What Motivates the Adult Learner
3. Empower Transformational Learning
4. Support Active Construction of Knowledge
5. Establish a Climate Conducive to Adult Learning
6. Create an Organizational Structure for
Participative Planning

19. What are supervisions that embraces the
Adult Learners across career stages?
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• The sequence of learning activities must
enable adults to build on prior experiences.
Adults need time to practice new skills and to
receive friendly feedback from supportive
colleagues.

20. Supervision for Beginning Teachers
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One of the most critical problems facing the profession
is how to improve the development of beginning or novice
teachers.
With limited experience and professional expertise,
beginning teachers often solve their problems in a fragmented
style, not knowing or understanding exactly what issues they
are addressing and, more importantly, even why.

21. Beginning teachers need supervisory
experiences that:
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• Introduce them to the supervisory process
employed by the building and district;
• Engage them in overall goal setting;
• Include supervisory processes such as pre-
observation conferences, observations, and post-
observation conferences that begin early and
continue throughout the year

22. Supervision for Experienced Teachers
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• Experienced teachers prefer collaborative supervision that
enables them to direct their own learning.
• Brundage (1996) reports that veteran teachers in her study
wanted the opportunity to talk about professional issues
with other teachers who had just as much or even more
experience.
• Experienced teachers also desired supportive and
developmental supervision.

23. Glickman, Gordon, and Ross-Gordon (2014,) state that,
regardless of the career stage of teachers, effective
supervision.
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• responds to the principles of adult learning.
• responds to and fosters teachers’ stage development.
• recognizes and supports different phases within teachers’
life cycles.
• helps teachers to understand, navigate, and learn from life
transition events.
• recognizes and accommodates teachers’ various roles.
foster teacher motivation.

24. SUMMARY
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The literature on career stages and adult learning shows that
adults have unique learning needs; no one model can be applied across
all adult populations. The only constant is that professional development
and growth must be ongoing and sustained. An understanding of adult
learning constructs and career stage theories can help supervisors and
teachers develop a long-term program of growth aligned with current
and future developmental learning needs.
For adult learning to thrive, the supervisor must consider the
needs of the learners who make up the community and engage adult
learners in activities that are career stage–specific and steeped in the
principles of adult learning.

25. CONCLUSION
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Teachers have always been at the core of education and their
career development has always been the primary issue of education
system. It is important to note that in order to make differences in students’
achievement, teachers should constantly develop their field knowledge and
teaching skills.
As teachers, let us try to seek new skills and get updated with the
new technology required for growth of our career, it may not bring change to
a career at that moment, but it plays a crucial role for a career change. .
I believe all of these will be achieved through effective instructional
supervision.

26. REFERENCES
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• Barth, R. S. (2004). Learning by heart. San Francisco: Jossey-Bass.
• Beavers, A. (2009). Teachers as learners: Implications of adult education for professional development.
Journal of College Teaching & Learning, 6 (7), 25–30.
• Brundage, S. (1996). What kind of supervision do veteran teachers need? Journal of Curriculum
andSupervision, 12 (1), 90–94. Retrieved from http://web.ebscohost.com/
• Burden, P. (1982, February). Developmental supervision: Reducing teacher stress at different career
stages. Paper presented at the Association of Teacher Educators National Conference, Phoenix, AZ.
• Burke, P. J., Christensen, J. C., & Fessler, R. (1984). Teacher career stages: Implications for staff
development. Bloomington, IN: Phi Delta Kappa Educational Foundation Whole No. 214.
• Cohen, J., & Brown, P. (2013). School climate and adult learning. In T. Dary, & T. Pickeral (Eds.), School
climate: Practices for implementation and sustainability (pp. 1–5). A School Climate Practice Brief,
Number 1. New York, NY: National School Climate Center.
• Retrieved from https://www.teacherph.com/philippine-professional-standards-for-teachers/

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THANK YOU FOR LISTENING
AND LEARNING!

28. REPORTER
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MA. RIEZA R. FATALLA
MAEd – Educational Management