The document outlines the qualities and competencies of a global teacher, emphasizing the importance of teachers in shaping the future. It details the expectations and evaluation criteria for a field study related to the competencies of Filipino teachers compared to international standards. Additionally, it provides insights into the professional and personal qualities required to be a teacher in various countries, alongside a rubric for performance assessment.

1. THE GLOBAL TEACHER
Name of FS Student _________________________________________________________________________
Course ________________________________________________ Year & Section ______________________
Resource Teacher 1________________________________ Signature _____________ Date ____________
Resource Teacher 2_______________________________ Signature _____________ Date ____________
Resource Teacher 3_______________________________ Signature _____________ Date ____________
Cooperating School ___________________________________________________________
Introduction
Teaching is a respectable profession the world over. The status of teachers has been comparable in
all parts of the globe, hence each year, there is a celebration of the WOLRD TEACHERS’ DAY!
This alone would tell us, the recognition and honor given to the best profession of all: TEACHING. A
teacher is an extraordinary person in whose hands lies the future of the world, hence any teacher
regardless of the country of origin should be a GLOBAL TEACHER or a TEACHER of the WORLD.
Thus, you too, should have qualities, skills, knowledge, views, with wider breadth and deeper sense
because you, too, will be a global teacher.
This Experiential Learning Episode focuses on the global teacher.
My Target
 Identified competencies of the global Filipino teacher.
 Knowledge of other countries teacher’s competencies and requirements as professionals.
My Performance
(How I Will Be Rated?)
Field Study 6, Episode 5 - The Global Teacher
Focused on: Competencies of the global Filipino teacher; knowledge of other countries’
teachers’ competencies and requirements as professionals.
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation
All tasks were
Done with
outstanding quality;
work exceeds
expectation
4
All or nearly all
Tasks were done
with high quality
3
Nearly all tasks were
done with acceptable
quality
2
Fewer than half of
tasks were done; or
most objective met
but with poor
quality
1

2. My Analysis Analysis questions
were answered
completely.
In depth answers.
- Thoroughly
grounded on
theories.
- Exemplary
grammar and
spelling.
4
Analysis questions
were answered
completely.
Grammar and
spelling are superior.
3
Analysis question
were not answered
completely.
Grammar and spelling
acceptable.
2
Analysis question
were not answered.
Grammar and
spelling
unsatisfactory.
1
My Reflection Reflection
Statements are
Thoughtful and
Clear, supported
By experiences
From the episode
4
Reflection
statements are clear,
but not clearly
supported by
experiences from the
episode.
3
Reflection statements
are supported by
experiences from the
episode.
2
No reflection
statements are
provided.
1
My Future
Application
Application is very
clear and highly
consistent with
reflection and
affirmed concepts;
very doable and
feasible.
4
Application is clear
And consistent with
reflection and
affirmed concepts
very doable and
feasible.
3
Application is clear but
not very consistent
with reflection and
affirmed concepts; not
doable.
2
Application is not
clear, not all
consistent with
reflection and
affirmed concepts;
not doable.
1
Submission Before deadline
4
On the deadline
3
A day after the
deadline
2
Two days or more
after the deadline
1
Sub Totals
Over-all Score
Rating:
(Based on
Transmutation)
________________________________ ___________________
Signature of FS Teacher above Printed Name Date
Transmutation of Score to grade/rating
Score Grade Score Grade
20 - 10 - 99 12-13 - 2.50 - 81
8 - 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

4. NCBTS – TSNA DOMAINS
DESCRIPTION
(HIGH or LOW)
Domain 1 – Social Regard for Learning High
Domain 2 – Learning Environment High
Domain 3 – Diversity of Learners High
Domain 4 – Curriculum High
Domain 5 – Planning Assessing
and Reporting
High
Domain 6 – Community Linkages High
Domain 7 – Personal Growth &
Professional Development
High
Name of
Country
Personal Qualities
of Teachers
Professional
Qualities of Teachers
Requirements to become
Professional Teachers
United States of
America
Compassionate,
Positive, Dependable,
Communicative,
Flexible, Patient and
Fun-loving.
Professional
Efficiency,
Knowledgeable,
Creative,
Motivational
State Certified,
Working VISA, and a
Bachelor’s Degree
Diploma
Thailand
Affectionate, Sense
of Humor, Respect
and Equality,
Integrity, Have
Collegial Ethics,
Enthusiasti,
Bachelor’s Degree
Diploma or Higher,
TESL Certification,
Non-Immigrant Business
“B” Visa,
and a Good Picture and a
Good Attitude

5. STRANDS
DESCRIPTION
(Expert, Experienced,
Developing, Beginning)
1. Teacher’s actions demonstrate value for learning. expert
2. Demonstrates that learning is of different kinds. experienced
3. Creates an environment that promotes learning. expert
4. Makes the classroom environment safe and
conducive for learning.
expert
5. Communicates higher learning expectations to each
learner.
experienced
6. Establishes and maintains consistent standards. expert
7. Creates healthy psychological climate for learners. expert
8. Determines, understands and accepts the learners’
diverse knowledge and experiences.
expert
9. Demonstrates mastery of the subject. expert
10. Communicates clear learning goals for the lessons. expert
11. Makes good use of allotted instructional time. experienced
12. Recognizes general learning processes and unique
processes of individual learners.
expert
13. Promotes purposive study. experienced
14. Demonstrates skills in the use of ICT. expert
15. Develops and utilizes creative and appropriate
instructional plan.
expert
16. Develops and uses a variety of appropriate assessment
strategies to monitor and evaluate learning.
expert
17. Monitors regularly and provides feedback on
learners.
experienced
18. Communicates promptly and clearly to learners,
parents and superiors about progress of learners.
expert
19. Teacher establishes learning environment that
responds to the aspirations of the community.
expert
20. Takes pride in the nobility of the profession. expert
21. Builds professional links with colleagues to enrich
teaching practice.
experienced
22. Reflects on the extent of the attainment of
professional developmental goals.
expert