This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
R.A. 7836 The Philippine Teachers Professionalization Act of 1994 is an act that mandates the conduct of the Licensure Examination for Teachers of LET. Enacted in recognition for the "role of teachers in nation-building and development through a responsible and literate citizenry."
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
R.A. 7836 The Philippine Teachers Professionalization Act of 1994 is an act that mandates the conduct of the Licensure Examination for Teachers of LET. Enacted in recognition for the "role of teachers in nation-building and development through a responsible and literate citizenry."
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
The Philippine Teachers Profesionalization Act RA 7836.pdfMaryJaneAlmonicido1
it is a short power point presentation based on the research through the internet by the reporter for the class discussion purposes regarding the given topic or task to the reporter. The reporter gives credits to the respectful and lawful owner of this topic and claimed no rights regarding the researched information that has been included or state in the power point report submitted in this link. Only the power point slide made by the reporter is her owned but the information enclose and stated in the slides are not owned by the reporter.
The Philippine Teachers Profesionalization Act RA 7836.pdfMaryJaneAlmonicido1
PowerPoint-type report based on the site/link indicated in the reporter references page as the source of the information, giving credits to the lawful owner. It has been used during the class discussion facilitated by the reporter in her Ph.D. class.
AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTY-EIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE “PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994”
This Power Point that was created to walk people through the steps of becoming a teacher in the state of Pennsylvania. Not only could this be informational for a new teacher, but also for those who are looking to move from their Level I certification to their Level II Certification.
Describes what you need to do to become a teacher in the state of Pennsylvania. Could be used for new teachers as well as those who are taking classes to earn their Level II Certificate.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Overview on Edible Vaccine: Pros & Cons with Mechanism
PD1006 VS RA7836
1. Item PD 1006 RA 7836 Observation
1. Definition
of Teacher
Teachers refers to all persons engaged in teaching at the
elementary and secondary levels, whether on a full-time or
part-time basis, including guidance counselors, school
librarians, industrial arts or vocational teachers and all other
persons performing supervisory and/or administrative
functions in all schools in the aforesaid levels and legally
qualified to practice teaching under this Decree.
"Teachers" — refers to all persons engaged in teaching at the
elementary and secondary levels, whether on full-time or
part-time basis, including industrial arts or vocational
teachers and all other persons performing supervisory
and/or administrative functions in all schools in the aforesaid
levels and qualified to practice teaching under this Act.
They have almost the same definition of teacher. RA
7836, made the definition of teachers brief.
2. Teacher’s
Examination
a. Scope of
Examination
The examination shall consist of written tests, the scope of
which shall be determined by the Board, taking into
consideration the teaching plan of the schools legally
constituted in the Philippines.
The examinations for the elementary and secondary school
teachers shall be separate. The examination for teachers in
the elementary level shall consist of two (2) parts, namely:
professional education and general education. The
examination for teachers in the secondary level shall consist
of three (3) parts, namely: professional education, general
education, and field of specialization.
In PD 1006, examinations for both elementary and
secondary teachers were composed of written tests
and the scope was not clearly stated while in RA
7836,the examination for teachers in the
elementary level shall consist of two (2) parts,
namely: professional education and general
education and the examination for teachers in the
secondary level shall consist of three (3) parts,
namely: professional education, general education,
and field of specialization.
b. Qualification
Requirements
for Examinees
No applicant shall be admitted to take the examination unless,
on the date of filing of the application, he shall have complied
with the following requirements:
(a) Except those who have been engaged in teaching as herein
defined for at least five years in schools in the Philippines not
organized exclusively for nationals of a foreign country at the
time of the effectivity of this Decree, the applicant must be a
citizen of the Philippines;
(b) That he is of good moral character;
(c) That he is free from any physical and/or mental defect
which will incapacitate him to render efficient service; and
(d) That he possesses the following minimum educational
qualifications:
1) For teachers in the kindergarten and elementary grades,
Bachelor's degree in Elementary Education (B.S.E.Ed.) or its
equivalent;
2) For teachers of the secondary schools, Bachelor's degree in
Education or its equivalent with a major and minor, or a
Bachelor's degree in Arts or Sciences with at least eighteen
units in professional education; and
3) For teachers of secondary vocational and two-year technical
courses, Bachelor's degree in the field of specialization with at
least eighteen units in professional education.
No applicant shall be admitted to take the examination
unless, on the date of filing of the application, he shall have
complied with the following requirements:
(a) A citizen of the Philippines or an alien whose country
has reciprocity with the Philippines in the practice of the
teaching profession;
(b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral
values;
(d) Has not been convicted by final judgment by a court for
an offense involving moral turpitude;
(e) A graduate of a school, college or university recognized
by the government and possesses the minimum educational
qualifications, as follows:
(1) For teachers in preschool, a bachelor's degree in early
childhood education (BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor's
degree in elementary education (BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor's
degree in education or its equivalent with a major and minor,
or a bachelor's degree in arts and sciences with at least ten
(10) units in professional education; and
(4) For teachers of vocational and two-year technical
The qualification requirements for examinees in the
PD 1006 and RA 7836 are almost the same.
However, there was a revision on the qualification
of teachers in Elementary and Secondary Education.
In PD 1006 Elementary Education, a teacher who
holds a Bachelor's degree in Elementary Education
(B.S.E.Ed.) or its equivalent can teach kindergarten
and elementary grades but in RA 7836, teachers in
preschool must be a graduate of bachelor's degree
in early childhood education (BECED) or its
equivalent and for teachers in the elementary
grades, a holder of a bachelor's degree in
elementary education (BSEED) or its equivalent. On
the other hand in PD 1006, a holder of Bachelor's
degree in in Education or its equivalent with a
major and minor, or a Bachelor's degree in Arts or
Sciences can teach in the secondary schools with at
least eighteen units in professional education but in
RA 7836, at least 10 units in professional education
is required
LESTER E. ORPILLA BSE-BIOSCI III EDUC 116-THE TEACHING PROFESSION COURSE PROFESSOR: DR ROSITA P. ABUBO
2. courses, a bachelor's degree in the field of specialization or its
equivalent, with at least eighteen (18) units in professional
education.
c. Rating Obtained a general average of at least 70 per cent in all
subjects, with no rating below 50 per cent in any subject.
The rating was not inscribed in this act. In PD 1006, in order that a candidate may be
deemed to have successfully passed the
examinations, he must have obtained a general
average of at least 70 per cent in all subjects, with
no rating below 50 per cent in any subject. But in RA
7836, the rating was not inscribed in the act.
d. Report of
Results
150 days after the last day of the examination 120 days after the examination The report of results in PD 1006 is 150 days after
the last day of exam while in RA 7826, it takes only
120 days to reveal the result.
3. Board for
Teachers
National Board for Teachers (NBT) was directly under the
supervision of the Civil Service Commission. The NBT was the
first board to exercise regulatory exercise over the teaching
profession.
The regulation and licensing of teachers was transferred to
the PRC through the enactment of Republic Act No. 7836.The
Board for Professional Teachers is a collegial body under the
general supervision and administrative control of the
Professional Regulation Commission.
The promulgation of Presidential Decree No. 1006
on September 22, 1976 formally organized the
National Board for Teachers (NBT). Directly under
the supervision of the Civil Service Commission, the
NBT was the first board to exercise regulatory
exercise over the teaching profession. On December
16, 1994 the regulation and licensing of teachers
was transferred to the PRC through the enactment
of Republic Act No. 7836, otherwise known as “The
Philippine Teachers Professionalization Act of
1994.” The law provided for the professionalization
of teaching under the aegis of the PRC.
4. Causes of
revocation of
certificate/lic
ense
Causes of revocation of certificate/license were not included in
this degree.
(a) Conviction for any criminal offense by a court of
competent jurisdiction;
(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for
being mentally unsound or insane;
(d) Malpractice, gross incompetence, gross negligence or
serious ignorance of the practice of the teaching profession;
(e) The use of or perpetration of any fraud or deceit in
obtaining a certificate of registration, professional license or
special/temporary permit;
(f) Chronic inebriety or habitual use of drugs; cralaw
(g) Violation of any of the provisions of this Act, the rules
and regulations and other policies of the Board and the
Commission, and the code of ethical and professional
standards for professional teachers; and
(h) Unjustified or willful failure to attend seminars,
workshops, conferences and the like or the continuing
education program prescribed by the Board and the
Commission.
In PD 1006, causes of revocation of
certificate/license were not included. On the other
hand, causes of revocation of certificate/license
were included in RA 7836.