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THE GLOBAL TEACHER
Name of FS Student _Deliman, Jundel L._________________________________________
Course _Bachelor of Secondary Education_______________________ Year & Section _III_
Resource Teacher _Mary Juliet A. Doño________ Signature ___________ Date _03-06-17_
Cooperating School _JH Cerilles State College Dumingag Campus H.S. Dep’t. ___________
Performance (How I Will Be Rated)
Field Study 6, Episode 5 - The Global Teacher
Focused on: Competencies of a global Filipino teacher; knowledge of other countries’
teachers’ competencies and requirements as professional.
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/Documentation 4 3 2 1
My Analysis 4 3 2 1
My Reflection 4 3 2 1
My Portfolio 4 3 2 1
Submission 4 3 2 1
Sub Totals
{
Over-all Score
Rating: (Based on
transmutation)
MARJOREY C. CABIGAS
Signature of FS Teacher
above Printed Name
_______________________
Date
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84
My Concrete Experience
Activity 1- The Filipino Global Teacher
Name of teacher : _Proculo J. Deliman___________
School : _Mahayahay Elementary School_
Year Level : _6_________________________
NCBTS Domain
NCBTS-TSNA Domains
Description
(High or low)
Domain 1 – Social regard for learning Low
Domain 2 – Learning Environment Low
Domain 3 – Diversity of Learners Low
Domain 4 – Curriculum Low
Domain 5 – Planning Assessing and Reporting Low
Domain 6 – Community Linkages High
Domain 7 – Personal Growth and Professional
Development
High
NCBTS Strands
Strands Description (Expert,
Experienced, Developing,
Beginning)
1. Teacher’s actions demonstrate value for learning. Developing
2. Demonstrates that learning is of different kinds. Developing
3. Creates an environment that promotes learning. Experienced
4. Make the classroom environment safe and
conducive for learning.
Developing
5. Communicates higher learning expectations to each
learner.
Developing
6. Establishes and maintains consistent standardized. Developing
7. Creates healthy psychological climate learning. Experienced
8. Determines, understand and accepts the learners
diverse knowledge and experiences.
Developing
9. demonstrate mastery of the subject Developing
10. Communicates clear learning goals for the lesson. Developing
11. Makes good use of allotted instructional time. Developing
12. Recognizes general learning processes and unique
process of individual learners.
Developing
13. Promotes purposive learners. Developing
14. Demonstrates skills in the use of ICT. Beginning
15. Develops and utilizes creative and appropriate
instructional plan.
Experienced
16. Develops and uses variety of appropriate
assessment strategies to monitor and evaluate
learning.
Developing
17. Monitors regularly and provides feedback on
learners.
Developing
18. Communicates promptly and clearly to learners. Developing
19. Teachers establishes learning environment that
responds to the aspirations of the community.
Experienced
20. Takes prides in the nobility of the profession. Experienced
21. Builds professional links with colleagues to enrich
teaching practice.
Experienced
22. Reflects on the extent of the attainment of
profession developmental goals.
Experienced
Activity 2- Global Teachers The World Over
The Global Teachers from the other countries
Name of
country
Personal Qualities of
Teachers
Professional Qualities
of Teachers
Requirements to
become
Professional
Teachers
United States
America
Teachers in the USA
should be compassionate,
good in communication
skills, flexible, creative,
patient, and should always
be fair and just in grading
students in all aspects of
education.
The teacher must
obtain a bachelor’s
degree and he/she
should complete the
preparation program
which includes either
undergraduate, masters
or alternative.
A professional
teacher must be a
LET passer, he/she
must have good
moral values
following the
teachers’ code of
ethics and some
certificates gained
from recognized
seminars and
workshops related to
their field of
teaching.
New Zealand
The qualities of teachers
that New Zealand demands
are teachers who are kind
towards students and
school staffs, passion in
teaching, love towards
other people, interest
towards the subject and
also the work ethics desired
in teaching field.
Teachers should
complete an
undergraduate
education program or a
post-graduate
certificate program
following receipt of an
undergraduate degree.
To become a
professional teacher,
New Zealand
requires solid
academic records
and should have
interest in teaching.
Teachers also should
meet the national
recognized
graduating standards
before the licensure
and have success to a
number of support
system that they
have been through
during their job.
My Observations
1. Based on your personal interview of the teachers on the competencies of the national
standards for teachers, has the teacher met the requirements? Explain.
For me, he has fairly met the requirements for the national standards for
teachers. Most of his ratings are fair. To be considered highly competent, a teacher
have at least satisfactory or even high rating.
2. If the NCBTS is the measure of a global teacher, can the teacher you interviewed
meet the challenges of global education? Why? Why not?
For me, no, because most of his description/rate in the NCBTS domains are
fair which is almost equivalent to low (scale: low, fair, satisfactory and high). In
order to compete globally, a teacher must have at least a rate of satisfactory or it
would be better if he/she had high rating.
3. Are the similarities or differences among teachers in other countries in terms of the
standards requirements of a professional teacher? Explain.
Yes, there is. One of course is passing standardized test or licensure
examinations which is the main requirement for the teaching profession. Another is
having a certificate in the graduated degree.
4. Would Filipino teachers be comparable to their fellow teachers in other countries?
Explain your answer.
For today’s teacher status, yes they are comparable. The government had
tried their best to improve the educational system of the Philippines. First step is to
improve teachers’ skills. Maybe in the future, Filipino teachers will be even more
competent as compared to other teachers around the world.
My Reflections
Indeed, becoming a global teacher requires certain standards. As observed, there are
more similar expectations of teachers, the world over.
As a pre-service teacher education student, how do you see yourself, ten years from
now vis a vis the other teachers from all over the world?
Can you meet the challenges of being a global teacher?
If I will evaluate myself, well I can proudly say that I can meet the challenges of being
a global teacher. First, I already mastered the computer and the internet which is very useful
in the ICT instruction. Second, if we talk on classroom instruction, I can say that I am not
behind because I have good communication skills as well as good decision-making and
problem solving skills. These are but just few of my skills which are needed globally.
My Affirmed Concepts
After undergoing this Experiential Learning Episode, what prior learning in the
previous courses have been affirmed?
Identify at least three concepts about the global teacher.
The concepts I have learned before and are affirmed now include the following:
Concept 1:
A global teacher has a global intellect and global skills
.
Concept 2:
A global teacher always consider change. Therefore, he/she must always be
ready and he/she is flexible in varied situations in the school.
Concept 3:
A global teacher must have general knowledge and he should have the 21st
century skills to compete globally.
My Future Application
How would you prepare yourself to become a global teacher?
Becoming a global teacher is not easy. To become one, I need to:
 Master the basics in education
 Develop wide thinking
 Practice ICT integration in my practice teaching
 Develop and possess the 21st century skills
 And more importantly, start acting and thinking globally

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Field Study 6 Episode 5

  • 1. THE GLOBAL TEACHER Name of FS Student _Deliman, Jundel L._________________________________________ Course _Bachelor of Secondary Education_______________________ Year & Section _III_ Resource Teacher _Mary Juliet A. Doño________ Signature ___________ Date _03-06-17_ Cooperating School _JH Cerilles State College Dumingag Campus H.S. Dep’t. ___________ Performance (How I Will Be Rated) Field Study 6, Episode 5 - The Global Teacher Focused on: Competencies of a global Filipino teacher; knowledge of other countries’ teachers’ competencies and requirements as professional. Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/Documentation 4 3 2 1 My Analysis 4 3 2 1 My Reflection 4 3 2 1 My Portfolio 4 3 2 1 Submission 4 3 2 1 Sub Totals { Over-all Score Rating: (Based on transmutation) MARJOREY C. CABIGAS Signature of FS Teacher above Printed Name _______________________ Date Transmutation of score to grade/rating Score Grade Score Grade 20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7-below - 5.00 - below 14 - 2.25 - 84
  • 2. My Concrete Experience Activity 1- The Filipino Global Teacher Name of teacher : _Proculo J. Deliman___________ School : _Mahayahay Elementary School_ Year Level : _6_________________________ NCBTS Domain NCBTS-TSNA Domains Description (High or low) Domain 1 – Social regard for learning Low Domain 2 – Learning Environment Low Domain 3 – Diversity of Learners Low Domain 4 – Curriculum Low Domain 5 – Planning Assessing and Reporting Low Domain 6 – Community Linkages High Domain 7 – Personal Growth and Professional Development High
  • 3. NCBTS Strands Strands Description (Expert, Experienced, Developing, Beginning) 1. Teacher’s actions demonstrate value for learning. Developing 2. Demonstrates that learning is of different kinds. Developing 3. Creates an environment that promotes learning. Experienced 4. Make the classroom environment safe and conducive for learning. Developing 5. Communicates higher learning expectations to each learner. Developing 6. Establishes and maintains consistent standardized. Developing 7. Creates healthy psychological climate learning. Experienced 8. Determines, understand and accepts the learners diverse knowledge and experiences. Developing 9. demonstrate mastery of the subject Developing 10. Communicates clear learning goals for the lesson. Developing 11. Makes good use of allotted instructional time. Developing 12. Recognizes general learning processes and unique process of individual learners. Developing 13. Promotes purposive learners. Developing 14. Demonstrates skills in the use of ICT. Beginning 15. Develops and utilizes creative and appropriate instructional plan. Experienced 16. Develops and uses variety of appropriate assessment strategies to monitor and evaluate learning. Developing 17. Monitors regularly and provides feedback on learners. Developing 18. Communicates promptly and clearly to learners. Developing 19. Teachers establishes learning environment that responds to the aspirations of the community. Experienced 20. Takes prides in the nobility of the profession. Experienced 21. Builds professional links with colleagues to enrich teaching practice. Experienced 22. Reflects on the extent of the attainment of profession developmental goals. Experienced
  • 4. Activity 2- Global Teachers The World Over The Global Teachers from the other countries Name of country Personal Qualities of Teachers Professional Qualities of Teachers Requirements to become Professional Teachers United States America Teachers in the USA should be compassionate, good in communication skills, flexible, creative, patient, and should always be fair and just in grading students in all aspects of education. The teacher must obtain a bachelor’s degree and he/she should complete the preparation program which includes either undergraduate, masters or alternative. A professional teacher must be a LET passer, he/she must have good moral values following the teachers’ code of ethics and some certificates gained from recognized seminars and workshops related to their field of teaching. New Zealand The qualities of teachers that New Zealand demands are teachers who are kind towards students and school staffs, passion in teaching, love towards other people, interest towards the subject and also the work ethics desired in teaching field. Teachers should complete an undergraduate education program or a post-graduate certificate program following receipt of an undergraduate degree. To become a professional teacher, New Zealand requires solid academic records and should have interest in teaching. Teachers also should meet the national recognized graduating standards before the licensure and have success to a number of support system that they have been through during their job.
  • 5. My Observations 1. Based on your personal interview of the teachers on the competencies of the national standards for teachers, has the teacher met the requirements? Explain. For me, he has fairly met the requirements for the national standards for teachers. Most of his ratings are fair. To be considered highly competent, a teacher have at least satisfactory or even high rating. 2. If the NCBTS is the measure of a global teacher, can the teacher you interviewed meet the challenges of global education? Why? Why not? For me, no, because most of his description/rate in the NCBTS domains are fair which is almost equivalent to low (scale: low, fair, satisfactory and high). In order to compete globally, a teacher must have at least a rate of satisfactory or it would be better if he/she had high rating. 3. Are the similarities or differences among teachers in other countries in terms of the standards requirements of a professional teacher? Explain. Yes, there is. One of course is passing standardized test or licensure examinations which is the main requirement for the teaching profession. Another is having a certificate in the graduated degree. 4. Would Filipino teachers be comparable to their fellow teachers in other countries? Explain your answer. For today’s teacher status, yes they are comparable. The government had tried their best to improve the educational system of the Philippines. First step is to improve teachers’ skills. Maybe in the future, Filipino teachers will be even more competent as compared to other teachers around the world.
  • 6. My Reflections Indeed, becoming a global teacher requires certain standards. As observed, there are more similar expectations of teachers, the world over. As a pre-service teacher education student, how do you see yourself, ten years from now vis a vis the other teachers from all over the world? Can you meet the challenges of being a global teacher? If I will evaluate myself, well I can proudly say that I can meet the challenges of being a global teacher. First, I already mastered the computer and the internet which is very useful in the ICT instruction. Second, if we talk on classroom instruction, I can say that I am not behind because I have good communication skills as well as good decision-making and problem solving skills. These are but just few of my skills which are needed globally.
  • 7. My Affirmed Concepts After undergoing this Experiential Learning Episode, what prior learning in the previous courses have been affirmed? Identify at least three concepts about the global teacher. The concepts I have learned before and are affirmed now include the following: Concept 1: A global teacher has a global intellect and global skills . Concept 2: A global teacher always consider change. Therefore, he/she must always be ready and he/she is flexible in varied situations in the school. Concept 3: A global teacher must have general knowledge and he should have the 21st century skills to compete globally.
  • 8. My Future Application How would you prepare yourself to become a global teacher? Becoming a global teacher is not easy. To become one, I need to:  Master the basics in education  Develop wide thinking  Practice ICT integration in my practice teaching  Develop and possess the 21st century skills  And more importantly, start acting and thinking globally