The document outlines several teaching competencies including curriculum and instruction, establishing community linkages, school leadership, classroom management, and professional development. It defines curriculum and instruction, noting teachers should have knowledge of curriculum models, learning areas, pedagogy, technology, and materials. Community linkages are important for partnerships; teachers act as bridges and ambassadors. School leadership discusses teachers exercising dynamic leadership to reform students and schools. Teachers can convey convictions, facilitate learning communities, confront barriers, translate ideas into actions, and nurture success. Classroom management integrates rules, positive behavior, intervention, understanding learners, and psychology. Professional development commits teachers to continuous learning through courses, conferences, research, and in-service programs.

1. Teaching Competencies
PREPARED BY: MARIA MERLLAN E. MIER

2. F. Curriculum and Instruction
Curriculum is simply defined as the contents, standards, competencies and
topics that students learn. It includes the schools philosophy, mission and vision
and goals, the subjects and learning experiences, and the assessment and
evaluation tools.
Instruction is defined as the means for implementing the curriculum. It
includes instructional strategies, methods, approaches and techniques.

3. Standards that teachers should know and do in order to fulfill their roles as
curriculum and instructional leaders in their own schools:
 Knowledge of various curriculum models and programs that are
developmentally appropriate for the learners.
 Knowledge of the different learning areas and subjects.
 Pedagogical knowledge.
 Utilization of technology for teaching and learning.
 Development of instructional materials.
 Effective classroom management.

4. H. Establishing Community Linkages
Teachers are expected to establish community linkages to promote
partnership in ensuring quality education for all learners across different levels.
In the book, It Takes a Village to Raise a Child written by Hillary Clinton, the role
of the community and different social agencies are recognized as important in
educating an individual.
For Clinton, educating a person is a collaborative endeavor between school
and the community. Teachers serve as bridges between schools and the wider
community. They are ambassadors of goodwill representing their students and
their schools to any individual or institution.

5. Standards that teachers need to know and do to establish community
linkages:
 Culturally responsive behaviors that promote effective communication and
collaboration with individuals, families, social agencies, and other members
of the community.
 Collaborate with individuals and groups to support educational programs in
the community.
 Respect for the culture of the individuals and communities.
 Commitment to the educational goals of the society.

6. I. School Leadership
Teachers have the potential to exercise dynamic leadership in schools,
hereby enhancing the possibility of school and social reform. As leaders in their
schools, they act with strong principles, values and philosophy to develop the
learners to be dynamic citizens, professionals and great leaders in the society.
Teacher leadership is an important component of students and school
success. Crowther, Kaagan, Ferguson and Hann (2002) shared framework for
teacher leadership.

7. Table 2. Teachers as Leaders Framework
Teacher Leader
Convey convictions about a better world by:
• Articulating a positive future for students;
• Showing a genuine interest in students’ lives;
• Contributing to an image of teachers as professionals who make a
difference;
• Gaining respect and trust in the broader community;
• Gaining respect and trust in the broader community; and
• Demonstrating tolerance and reasonableness in difficult situations.
Facilitate communities of learning through organization-wide process by:
• Encouraging a shared, school-wide approach to pedagogy;
• Approaching professional learning as consciousness raising about complex
issues;
• Facilitating understanding across diverse groups while also respecting
individual differences; and
• Synthesizing new ideas out of colleagues’ dialog and activities.

8. Teacher Leader
Confront barriers in the school’s culture and structures by:
• Testing the boundaries rather than accepting the status quo;
• Engaging administrators as potential sources of assistance and advocacy;
• Accessing political process in and out of the school; and
• Standing up for children, especially marginalized or disadvantaged
individuals or groups.
Translate ideas into sustainable system of action by:
• Organizing complex tasks effectively;
• Maintaining focus on issues of importance;
• Nurturing networks of support; and
• Managing issues of time and pressure through priority setting.
Nurture a culture of success by:
• Acting on opportunities for others to gain success and recognition;
• Adopting a no-blame attitude when things go wrong; and
• Creating a sense of community identity and pride.

9. Teacher leaders are servant leaders. They contribute and lead in creating
visions for safe and just society. They support community programs and projects
implemented by the local and national government. They share their expertise
and talents in various committee in school and in the community where they
belong. They create a nurturing culture in their schools through their
commitment to develop the skills and talents of the students. They promote
quality education, equity, and positive school reforms that are hoped to
transform the lives of the learners.

10. J. Classroom Management
Richard Arends (1998) pointed out that classroom management and
instruction are interrelated. Classroom management is integrated in the
everyday teaching and learning processes.it is a set of an interrelated skills and
knowledge carefully designed to handle students behavior.
Classroom management is also set of classroom rules developed as a system
of rewarding positive behavior and giving positive intervention on learners
disruptive behavior. To master classroom management, teachers need to know
their learners and they should be well informed in psychology to understand
learners development and behavior.

11. Standards that teachers should know and do to master classroom management:
 Establishing clear rules and procedures.
 Making learners responsible and accountable for their actions and behaviors.
 Planning lessons and learning activities effectively.
 Developing intervention skills for dealing different classroom problems.

12. K. Professional Development
Teachers need to commit themselves to continuous professional
development. This is important to make themselves updated of different
curricular and instructional innovations. Professional development of teachers
involves attending to graduate school to take advance courses and degrees,
attending conferences and participating in seminars, workshops and trainings.
Standards that teachers should know and do in the area of professional
development:
 Building professional links with colleagues and other professionals.
 Conduct relevant research.
 Commitment to lifelong learning.
 Attendance in in-service programs and activities for teachers.
 Enrolling in graduate and post graduate education courses.

13. ASSIGNMENT:
Reflect and write your answers on the following questions.
1) How can we develop the research culture of basic education teachers in the
country?
2) How can we encourage teachers to take professional development seriously to
improve their knowledge and skills?
3) What do you think could be done to improve the quality of in-service
programs and graduate education in the country?