The document discusses the history and development of teaching as a profession in the Philippines. It traces the key milestones from the Spanish period through American rule and independence. The first legal document that professionalized teaching was Presidential Decree 1006 issued in 1976. The Teaching Profession Act of 1994 further promoted the professionalization of teaching. The document outlines the domains and standards of the teaching profession as well as the philosophies that guide teaching practices.
The document provides an overview of Course 5 of the Teacher Induction Program, which introduces teachers to the Department of Education's organizational structures and relevant laws surrounding teachers' roles and responsibilities. The course is divided into two modules: 1) DepEd Organizational Structure and Processes, and 2) Relevant Laws for Teachers. Module 1 discusses the history of public education in the Philippines and the organizational structures of DepEd at the central, regional, division, and school levels. It aims to help teachers understand how DepEd works to support the education system and respond to situations using the proper laws and processes. Module 2 will cover laws related to the teaching profession.
The document provides information about Course 5 of the Teacher Induction Program, which introduces teachers to the Department of Education (DepEd) organizational structure. The course has two modules: Module 1 covers DepEd's organizational structure and processes, while Module 2 discusses relevant laws for teachers. Module 1 includes sessions on the history of the Philippine public education system and DepEd's central, regional, and school offices. It aims to help teachers understand DepEd's roles and responsibilities and respond to scenarios using their knowledge of DepEd's structure and processes.
The Kothari Commission report of 1964-66 laid out guiding principles for educational reconstruction in India, including introducing work experience and social service into education, vocationalization of secondary education, strengthening advanced study centers, special emphasis on teacher training, and prioritizing agricultural education. It established task forces on various levels and aspects of education. The Programme of Action in 1992 aimed to establish a national system providing comparable quality education to all students regardless of attributes. It focused on quality, pacesetting schools, vocationalization, research-driven higher education, and evaluation methods. The Yashpal Committee report reviewed teacher education and recommended reducing academic burden on students through more joyful, experience-based learning and addressing the roots of curriculum issues.
The National Competency-Based Teacher Standards (NCBTS) is an integrated theoretical framework that defines the different dimensions of effective teaching. It has a hierarchical organizational structure with 7 domains, 23 strands, and 80 indicators that describe observable teacher behaviors, actions, and practices that support student learning. The NCBTS is used by teacher education institutions, the Professional Regulation Commission, DepEd, and individual teachers as a guide to reflect on and improve their teaching practices.
N.C.B.T.S.-National Competency-Based Teacher's Standard (2013)Marianne Seras
The document outlines the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. It describes NCBTS as defining effective teaching and providing a single framework for teacher development from school to national levels. It aims to minimize confusion about teaching standards. The NCBTS framework has 7 domains: (1) Social Regard for Learning, (2) The Learning Environment, (3) Diversity of Learners, (4) Curriculum, (5) Planning/Assessing/Reporting, (6) Community Linkages, and (7) Personal Growth. It also discusses the Code of Ethics for teachers established by the Philippine Teachers Professionalization Act.
sample of TRF-FORM-WITH-GUIDE-QUESTIONS.pdfStargaWhite
This document provides examples of responses to prompts for maintaining a learning environment responsive to community context, developing teaching practice in accordance with laws and ethics, demonstrating care, respect and integrity, and participating in professional networks. An example response describes integrating culturally relevant materials, fostering family engagement, using differentiated instruction, and ongoing professional development. Another example response discusses staying informed of legal obligations, ensuring compliance, and aligning practice with the Code of Ethics. A third response outlines showing care through individualized support, respect by listening to students, and integrity by maintaining ethics. The last example describes skills gained from participating in a debate club that enriched instructional strategies.
The document outlines the 7 domains and their strands that define the Philippine Professional Standards for Teachers. These standards describe the expectations for teachers' knowledge, practice, and professional engagement. The 7 domains are: 1) Content Knowledge and Pedagogy, 2) Learning Environment, 3) Diversity of Learners, 4) Curriculum and Planning, 5) Assessment and Reporting, 6) Community Linkages and Professional Engagement, and 7) Personal Growth and Professional Development. The standards aim to improve student learning outcomes and quality education in the Philippines.
The document provides an overview of Course 5 of the Teacher Induction Program, which introduces teachers to the Department of Education's organizational structures and relevant laws surrounding teachers' roles and responsibilities. The course is divided into two modules: 1) DepEd Organizational Structure and Processes, and 2) Relevant Laws for Teachers. Module 1 discusses the history of public education in the Philippines and the organizational structures of DepEd at the central, regional, division, and school levels. It aims to help teachers understand how DepEd works to support the education system and respond to situations using the proper laws and processes. Module 2 will cover laws related to the teaching profession.
The document provides information about Course 5 of the Teacher Induction Program, which introduces teachers to the Department of Education (DepEd) organizational structure. The course has two modules: Module 1 covers DepEd's organizational structure and processes, while Module 2 discusses relevant laws for teachers. Module 1 includes sessions on the history of the Philippine public education system and DepEd's central, regional, and school offices. It aims to help teachers understand DepEd's roles and responsibilities and respond to scenarios using their knowledge of DepEd's structure and processes.
The Kothari Commission report of 1964-66 laid out guiding principles for educational reconstruction in India, including introducing work experience and social service into education, vocationalization of secondary education, strengthening advanced study centers, special emphasis on teacher training, and prioritizing agricultural education. It established task forces on various levels and aspects of education. The Programme of Action in 1992 aimed to establish a national system providing comparable quality education to all students regardless of attributes. It focused on quality, pacesetting schools, vocationalization, research-driven higher education, and evaluation methods. The Yashpal Committee report reviewed teacher education and recommended reducing academic burden on students through more joyful, experience-based learning and addressing the roots of curriculum issues.
The National Competency-Based Teacher Standards (NCBTS) is an integrated theoretical framework that defines the different dimensions of effective teaching. It has a hierarchical organizational structure with 7 domains, 23 strands, and 80 indicators that describe observable teacher behaviors, actions, and practices that support student learning. The NCBTS is used by teacher education institutions, the Professional Regulation Commission, DepEd, and individual teachers as a guide to reflect on and improve their teaching practices.
N.C.B.T.S.-National Competency-Based Teacher's Standard (2013)Marianne Seras
The document outlines the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. It describes NCBTS as defining effective teaching and providing a single framework for teacher development from school to national levels. It aims to minimize confusion about teaching standards. The NCBTS framework has 7 domains: (1) Social Regard for Learning, (2) The Learning Environment, (3) Diversity of Learners, (4) Curriculum, (5) Planning/Assessing/Reporting, (6) Community Linkages, and (7) Personal Growth. It also discusses the Code of Ethics for teachers established by the Philippine Teachers Professionalization Act.
sample of TRF-FORM-WITH-GUIDE-QUESTIONS.pdfStargaWhite
This document provides examples of responses to prompts for maintaining a learning environment responsive to community context, developing teaching practice in accordance with laws and ethics, demonstrating care, respect and integrity, and participating in professional networks. An example response describes integrating culturally relevant materials, fostering family engagement, using differentiated instruction, and ongoing professional development. Another example response discusses staying informed of legal obligations, ensuring compliance, and aligning practice with the Code of Ethics. A third response outlines showing care through individualized support, respect by listening to students, and integrity by maintaining ethics. The last example describes skills gained from participating in a debate club that enriched instructional strategies.
The document outlines the 7 domains and their strands that define the Philippine Professional Standards for Teachers. These standards describe the expectations for teachers' knowledge, practice, and professional engagement. The 7 domains are: 1) Content Knowledge and Pedagogy, 2) Learning Environment, 3) Diversity of Learners, 4) Curriculum and Planning, 5) Assessment and Reporting, 6) Community Linkages and Professional Engagement, and 7) Personal Growth and Professional Development. The standards aim to improve student learning outcomes and quality education in the Philippines.
The document discusses the goals and tasks of the Philippine Education for All (EFA) vision for 2015. It aims for universal basic education coverage, participation and completion rates, and community commitment. Tasks include improving school performance, expanding early childhood programs, and adopting a 12-year basic education curriculum. Enabling tasks involve providing stable funding, creating community groups, and monitoring progress through quality indicators. The document also discusses larger concerns like developing language skills, national identity, social capital, and individual freedom through education.
This document outlines the Philippine Professional Standards for Teachers. It includes 7 domains that define teacher quality, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers with descriptors for beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers. Finally, it provides details on the strands and indicators for each domain at different career stages.
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
The document outlines the Philippine Professional Standards for Teachers, which were developed to define teacher quality in the Philippines. It describes the standards across 7 domains that teachers are required to demonstrate, including: 1) content knowledge and pedagogy, 2) learning environment, 3) diversity of learners, 4) curriculum and planning, 5) assessment and reporting, 6) community linkages and professional engagement, and 7) personal growth and professional development. Collectively, the 7 domains comprise 37 strands that refer to more specific dimensions of teacher practice. The standards were created to complement education reforms and articulate what constitutes teacher quality in the K-12 system.
This document provides an overview of the National Curriculum Framework (NCF) 2005 and the Kerala Curriculum Framework 2007. It discusses the key features and perspectives of the NCF 2005, including focusing on holistic student development, making learning enjoyable, and strengthening national identity. It also covers aspects of the curriculum like language, mathematics, computers, and incorporating work-related education. The document then briefly discusses the higher secondary applications and notes that the existing Kerala syllabus is based on the 2007 Framework, which emphasizes activity-based learning and a student-centric approach.
The document outlines a presentation by 12 teachers on instructional leadership and management. It discusses human growth and development with a focus on a teacher's knowledge, dispositions, and performance skills. The presentation then provides examples of student learning outcomes-based questions at different levels to demonstrate how to assess students in a standards-based curriculum.
The document outlines the education support structures and relationships at various levels, including the national, provincial, district, and school levels. At the national level, policies are developed and resources are allocated. The provincial level facilitates employment of educators and monitors budgets. The district level provides support programs, materials, and training to address learning barriers. At the school level, parental involvement is encouraged and strategies are developed to meet learner needs through support from district personnel. Special schools can serve as resource centers that provide specialized support to other schools through personnel, resources, and training on inclusive practices.
The document provides a detailed history of the Philippine educational system from pre-Spanish times to the present. It covers the aims, agencies, methods, and contributions of different periods of Philippine history, including the pre-Spanish, Spanish, American, Japanese, and post-WWII eras. Key aspects discussed include the shift from informal family-based education to formal schooling systems established by religious groups during Spanish colonization, the influence of American democratic ideals on education reforms, and ongoing curriculum reforms to promote national development and values education.
The Philippine Professional Standards for Teachers (PPST) guide teachers and outline 7 domains of standards: 1) Content Knowledge and Pedagogy, 2) Learning Environment, 3) Diversity of Learners, 4) Curriculum and Planning, 5) Assessment and Reporting, 6) Community Linkages and Professional Engagement, and 7) Personal Growth and Professional Development. The PPST provide expectations for teachers and help ensure quality teaching.
Educ 15 The Teacher and the School Curriculumvanessahilario4
This document discusses the philosophy, vision, mission, goals and core values of DepEd, CHED, and TESDA in the Philippines. It then asks the learner to analyze whether these align with the aims of the Philippine educational system as outlined in the 1987 constitution.
The learner defends that DepEd, CHED and TESDA's philosophies do support the constitutional aims. DepEd aims to help Filipino children reach their full potential and become responsible citizens. CHED promotes quality and accessible higher education. TESDA provides vocational education and training for employment.
The document then provides an example from the K to 12 curriculum, citing the content area, reading strategies, and critical reading components for Grade
This document discusses educational planning and quality teacher training programs in the Philippines. It describes the establishment of the Ateneo Teacher Center (ATC) in 1985 to provide retraining programs for basic education teachers. The ATC conducts seminars, workshops, and programs to help upgrade teachers' skills. It also assists schools in developing instructional materials and reading programs. While focusing on professional development, the ATC could expand to address teachers' personal and organizational development as well. The document emphasizes the importance of quality education and defining what constitutes a quality education system in the Philippines.
This document outlines a Code of Ethics for Professional Teachers. It is divided into 9 articles that describe the responsibilities and proper conduct of teachers. The articles cover topics such as the teacher's relationship with the state, community, profession, colleagues, higher authorities, school officials, learners, and parents. Some key responsibilities highlighted include upholding high educational standards, participating in professional development, maintaining confidentiality, treating all learners fairly and impartially, and establishing cordial relations with parents. The code provides guidance to help teachers act with integrity and serve the best interests of students.
This document summarizes the Philippine Professional Standards for Teachers, which were developed to define teacher quality in the Philippines. It outlines the 7 domains that teachers are required to demonstrate, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning, proficient, highly proficient, and distinguished - and provides descriptors for the knowledge and skills expected at each stage for each of the 37 standards. The purpose is to provide a framework for teacher professional development and quality from pre-service to in-service.
The document summarizes Kenya's curriculum reforms since independence in 1963. It outlines the key reforms and rationales for moving to a competency-based curriculum (CBC) framework. The main points are:
- Kenya has undergone several curriculum reforms since 1963 to transition to different education systems, most recently adopting the 8-4-4 structure in 1985.
- Recent task force reports and evaluations recommended moving to a CBC to align with Vision 2030, address skills gaps, and integrate values from the 2010 Constitution.
- The new CBC framework is being rolled out between 2018-2028 and focuses on competencies, flexible pathways, and formative assessment rather than solely content and summative exams.
- The
Curriculum development in the philippines in new societySharel Mae Ponce
The document discusses curriculum development in the Philippines during the New Society period from 1972 onward. Key points include:
1) Educational decrees aimed to make schools more responsive to national development needs and introduce moral, vocational, and technical education.
2) The 2002 Reformed Basic Education Curriculum emphasized values formation, critical thinking, and making students productive citizens.
3) It integrated subjects, used both Filipino and English as languages of instruction, and encouraged interactive learning over traditional teaching methods.
Teaching Profession power point final ppGalangRoxanne
This document outlines the key learning outcomes and concepts around global and glocal teachers. It aims to help readers gain a deep understanding of what it means to be a global or glocal teacher in the context of 21st century education. Some of the main points discussed include defining global education, describing the qualities and competencies of global and Filipino glocal teachers, reviewing frameworks like the UNESCO education goals and ASEAN standards, and demonstrating understanding of qualifications in the Philippines. The overall document provides context around developing teachers who can address both global and local needs.
Here are some policies I would propose as a policymaker for learners with disabilities, giftedness, and talents:
1. Mandate that all schools be physically accessible and provide appropriate accommodations for students with disabilities. This includes wheelchair accessibility, accessible bathrooms and learning materials in alternate formats.
2. Require all teachers to receive training in differentiated instruction and universal design for learning so they are prepared to meet the diverse needs of all students in an inclusive classroom setting.
3. Establish standards for identifying gifted and talented students early through universal screening, and provide accelerated and enriched programs to nurture their talents.
4. Increase funding for special education programs and services to ensure students with disabilities receive a free and appropriate public education
The document discusses the history and development of teacher education in India. It describes teacher education from ancient times during the Upanishadic and Buddhist periods, through the medieval period under Muslim rule, and in the modern period under British rule. It notes that teachers have historically enjoyed high status and respect in Indian society. It outlines key developments in teacher education such as the establishment of training institutions by European missionaries in the late 18th century, recommendations from the Wood's Despatch of 1854 and the Hunter Commission of 1882 to professionalize teaching through training and certification.
This document provides information about various art-related topics including the different subjects of art (representational, abstract, non-representational), definitions of terms like medium and value, examples of different art mediums (oil painting, acrylics, watercolor, etc.), the elements of art (shape, line, form, etc.), and the types of drawing media (dry media, wet media, digital media). It also discusses classical and ancient art in terms of subject matter and styles, as well as traditional Philippine art forms like Ka-in fabric designs and Musikong Bumbong bamboo bands.
This document discusses bullying and provides information about types of bullying. It defines bullying as intentional aggressive behavior that involves an imbalance of power, causing harm or distress. There are four main types of bullying discussed: verbal, social, physical, and cyber bullying. Examples of each type are given. The document outlines an activity where students will role play different bullying scenarios to help understand the different types. It provides rubrics to evaluate the role plays and discusses next steps which include legal actions for bullying and advance reading on stalking.
The document discusses the goals and tasks of the Philippine Education for All (EFA) vision for 2015. It aims for universal basic education coverage, participation and completion rates, and community commitment. Tasks include improving school performance, expanding early childhood programs, and adopting a 12-year basic education curriculum. Enabling tasks involve providing stable funding, creating community groups, and monitoring progress through quality indicators. The document also discusses larger concerns like developing language skills, national identity, social capital, and individual freedom through education.
This document outlines the Philippine Professional Standards for Teachers. It includes 7 domains that define teacher quality, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers with descriptors for beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers. Finally, it provides details on the strands and indicators for each domain at different career stages.
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
The document outlines the Philippine Professional Standards for Teachers, which were developed to define teacher quality in the Philippines. It describes the standards across 7 domains that teachers are required to demonstrate, including: 1) content knowledge and pedagogy, 2) learning environment, 3) diversity of learners, 4) curriculum and planning, 5) assessment and reporting, 6) community linkages and professional engagement, and 7) personal growth and professional development. Collectively, the 7 domains comprise 37 strands that refer to more specific dimensions of teacher practice. The standards were created to complement education reforms and articulate what constitutes teacher quality in the K-12 system.
This document provides an overview of the National Curriculum Framework (NCF) 2005 and the Kerala Curriculum Framework 2007. It discusses the key features and perspectives of the NCF 2005, including focusing on holistic student development, making learning enjoyable, and strengthening national identity. It also covers aspects of the curriculum like language, mathematics, computers, and incorporating work-related education. The document then briefly discusses the higher secondary applications and notes that the existing Kerala syllabus is based on the 2007 Framework, which emphasizes activity-based learning and a student-centric approach.
The document outlines a presentation by 12 teachers on instructional leadership and management. It discusses human growth and development with a focus on a teacher's knowledge, dispositions, and performance skills. The presentation then provides examples of student learning outcomes-based questions at different levels to demonstrate how to assess students in a standards-based curriculum.
The document outlines the education support structures and relationships at various levels, including the national, provincial, district, and school levels. At the national level, policies are developed and resources are allocated. The provincial level facilitates employment of educators and monitors budgets. The district level provides support programs, materials, and training to address learning barriers. At the school level, parental involvement is encouraged and strategies are developed to meet learner needs through support from district personnel. Special schools can serve as resource centers that provide specialized support to other schools through personnel, resources, and training on inclusive practices.
The document provides a detailed history of the Philippine educational system from pre-Spanish times to the present. It covers the aims, agencies, methods, and contributions of different periods of Philippine history, including the pre-Spanish, Spanish, American, Japanese, and post-WWII eras. Key aspects discussed include the shift from informal family-based education to formal schooling systems established by religious groups during Spanish colonization, the influence of American democratic ideals on education reforms, and ongoing curriculum reforms to promote national development and values education.
The Philippine Professional Standards for Teachers (PPST) guide teachers and outline 7 domains of standards: 1) Content Knowledge and Pedagogy, 2) Learning Environment, 3) Diversity of Learners, 4) Curriculum and Planning, 5) Assessment and Reporting, 6) Community Linkages and Professional Engagement, and 7) Personal Growth and Professional Development. The PPST provide expectations for teachers and help ensure quality teaching.
Educ 15 The Teacher and the School Curriculumvanessahilario4
This document discusses the philosophy, vision, mission, goals and core values of DepEd, CHED, and TESDA in the Philippines. It then asks the learner to analyze whether these align with the aims of the Philippine educational system as outlined in the 1987 constitution.
The learner defends that DepEd, CHED and TESDA's philosophies do support the constitutional aims. DepEd aims to help Filipino children reach their full potential and become responsible citizens. CHED promotes quality and accessible higher education. TESDA provides vocational education and training for employment.
The document then provides an example from the K to 12 curriculum, citing the content area, reading strategies, and critical reading components for Grade
This document discusses educational planning and quality teacher training programs in the Philippines. It describes the establishment of the Ateneo Teacher Center (ATC) in 1985 to provide retraining programs for basic education teachers. The ATC conducts seminars, workshops, and programs to help upgrade teachers' skills. It also assists schools in developing instructional materials and reading programs. While focusing on professional development, the ATC could expand to address teachers' personal and organizational development as well. The document emphasizes the importance of quality education and defining what constitutes a quality education system in the Philippines.
This document outlines a Code of Ethics for Professional Teachers. It is divided into 9 articles that describe the responsibilities and proper conduct of teachers. The articles cover topics such as the teacher's relationship with the state, community, profession, colleagues, higher authorities, school officials, learners, and parents. Some key responsibilities highlighted include upholding high educational standards, participating in professional development, maintaining confidentiality, treating all learners fairly and impartially, and establishing cordial relations with parents. The code provides guidance to help teachers act with integrity and serve the best interests of students.
This document summarizes the Philippine Professional Standards for Teachers, which were developed to define teacher quality in the Philippines. It outlines the 7 domains that teachers are required to demonstrate, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning, proficient, highly proficient, and distinguished - and provides descriptors for the knowledge and skills expected at each stage for each of the 37 standards. The purpose is to provide a framework for teacher professional development and quality from pre-service to in-service.
The document summarizes Kenya's curriculum reforms since independence in 1963. It outlines the key reforms and rationales for moving to a competency-based curriculum (CBC) framework. The main points are:
- Kenya has undergone several curriculum reforms since 1963 to transition to different education systems, most recently adopting the 8-4-4 structure in 1985.
- Recent task force reports and evaluations recommended moving to a CBC to align with Vision 2030, address skills gaps, and integrate values from the 2010 Constitution.
- The new CBC framework is being rolled out between 2018-2028 and focuses on competencies, flexible pathways, and formative assessment rather than solely content and summative exams.
- The
Curriculum development in the philippines in new societySharel Mae Ponce
The document discusses curriculum development in the Philippines during the New Society period from 1972 onward. Key points include:
1) Educational decrees aimed to make schools more responsive to national development needs and introduce moral, vocational, and technical education.
2) The 2002 Reformed Basic Education Curriculum emphasized values formation, critical thinking, and making students productive citizens.
3) It integrated subjects, used both Filipino and English as languages of instruction, and encouraged interactive learning over traditional teaching methods.
Teaching Profession power point final ppGalangRoxanne
This document outlines the key learning outcomes and concepts around global and glocal teachers. It aims to help readers gain a deep understanding of what it means to be a global or glocal teacher in the context of 21st century education. Some of the main points discussed include defining global education, describing the qualities and competencies of global and Filipino glocal teachers, reviewing frameworks like the UNESCO education goals and ASEAN standards, and demonstrating understanding of qualifications in the Philippines. The overall document provides context around developing teachers who can address both global and local needs.
Here are some policies I would propose as a policymaker for learners with disabilities, giftedness, and talents:
1. Mandate that all schools be physically accessible and provide appropriate accommodations for students with disabilities. This includes wheelchair accessibility, accessible bathrooms and learning materials in alternate formats.
2. Require all teachers to receive training in differentiated instruction and universal design for learning so they are prepared to meet the diverse needs of all students in an inclusive classroom setting.
3. Establish standards for identifying gifted and talented students early through universal screening, and provide accelerated and enriched programs to nurture their talents.
4. Increase funding for special education programs and services to ensure students with disabilities receive a free and appropriate public education
The document discusses the history and development of teacher education in India. It describes teacher education from ancient times during the Upanishadic and Buddhist periods, through the medieval period under Muslim rule, and in the modern period under British rule. It notes that teachers have historically enjoyed high status and respect in Indian society. It outlines key developments in teacher education such as the establishment of training institutions by European missionaries in the late 18th century, recommendations from the Wood's Despatch of 1854 and the Hunter Commission of 1882 to professionalize teaching through training and certification.
This document provides information about various art-related topics including the different subjects of art (representational, abstract, non-representational), definitions of terms like medium and value, examples of different art mediums (oil painting, acrylics, watercolor, etc.), the elements of art (shape, line, form, etc.), and the types of drawing media (dry media, wet media, digital media). It also discusses classical and ancient art in terms of subject matter and styles, as well as traditional Philippine art forms like Ka-in fabric designs and Musikong Bumbong bamboo bands.
This document discusses bullying and provides information about types of bullying. It defines bullying as intentional aggressive behavior that involves an imbalance of power, causing harm or distress. There are four main types of bullying discussed: verbal, social, physical, and cyber bullying. Examples of each type are given. The document outlines an activity where students will role play different bullying scenarios to help understand the different types. It provides rubrics to evaluate the role plays and discusses next steps which include legal actions for bullying and advance reading on stalking.
The document discusses different perspectives on the self from philosophy, sociology, anthropology, psychology, and various Eastern and Western traditions. It covers views of the self from ancient Greek philosophers like Plato and Aristotle, medieval thinkers like Augustine and Aquinas, modern philosophers from Descartes to Freud, and contemporary perspectives from fields like sociology and anthropology. The self is examined from cosmological, religious, rationalist, empiricist, psychoanalytic, behaviorist, and culturally embedded viewpoints.
Bandaging plays a critical role in wound management by protecting against infection, contamination, or trauma. There are different types of bandages used in first aid, including sterile gauze pads, adhesive tapes, roller bandages, and triangular bandages. The triangular bandage has three parts - a base, a point, and two ends - and is often used to create arm slings or cravat bandages for the head. When transporting an injured patient is necessary, techniques like one-man, two-man, or three-man carries can be used to minimize risks to both the patient and first aiders.
Inclusive assessment considers student progress in meeting learning objectives, not just evaluation. It should be fair for all learners. Inclusive education means every learner can access school or alternative education. The Philippine government supports inclusive education per the UN Convention on Disabilities and several DepEd orders covering indigenous peoples, religious rights, and disabilities.
This document provides an overview of an ethics course. It begins by defining ethics as the study of morality and discusses the three areas of moral philosophy: metaethics, normative ethics, and applied ethics. It then explains some key concepts in ethics like moral claims, agents, and standards. The document outlines several lessons that will be covered in the course, including defining a moral agent, discussing freedom and morality, and examining principles of justice and fairness. The overall summary is that this document introduces an introductory ethics course that will examine key philosophical concepts and principles related to morality.
Bandaging and dressing wounds is important for first aid to control bleeding, absorb fluids, and prevent infection. There are different types of bandages and techniques used depending on the situation. Sterile gauze pads, adhesive tapes, roller bandages, and triangular bandages are common supplies used to bandage wounds. Proper bandaging involves cleaning the wound, applying pressure to control bleeding, and securely wrapping the bandage around the injured area. Transporting an injured victim carefully is also important when further medical help is needed.
The document discusses Neoclassical and Romantic art periods. It provides information on their characteristics, timeline, and differences. Neoclassicism coincided with the 18th century Age of Enlightenment and portrayed Roman history through formal compositions. Romanticism emphasized emotions and individualism through dramatic compositions and heightened sensations. Some key differences included Neoclassicism valued order while Romanticism valued emotion, and Neoclassicism took inspiration from classical Rome while Romanticism looked to the medieval era and nature.
This document provides an overview of the Neoclassical and Romantic periods in arts. It discusses the objectives and characteristics of Neoclassical and Romantic paintings, sculptures, and architecture. For Neoclassical art, it highlights artists like David and Ingres and their famous works. For Romantic art, it discusses painters like Géricault, Delacroix, and Goya. It also provides examples of Neoclassical and Romantic influences in Philippine art through artists like Hidalgo, Luna, Amorsolo, and Tolentino.
This document discusses courtship, dating, and marriage practices in the Philippines. It begins by defining courtship as the period before engagement and marriage where a couple gets to know each other. It then describes various traditional courtship practices across different regions of the Philippines, such as serenading, love riddles, and completing chores. Dating is defined as assessing a potential partner's suitability through social activities. Engagement is a period of agreement for couples to further get to know each other and their families. Marriage is described as the most significant lifelong relationship that unites a man and woman. The document concludes by listing factors to consider when choosing a lifetime partner such as character, commitment, love, and economic readiness.
The document discusses the concepts of courtship, dating, and marriage in the Philippines. It provides details on:
- Traditional courtship practices in different regions of the Philippines, which typically involve serenading, singing competitions, or household chores.
- The definition and importance of dating, including strengthening relationships and getting to know one's partner better.
- Factors to consider when choosing a lifetime partner, such as good character, maturity, commitment, love, economic readiness, and physical maturity.
- An overview of engagement and marriage, and different types of arranged marriages in the Philippines, including those arranged by parents or involving dowries.
1. This study aims to determine the challenges faced by physical education teachers at the University of Cagayan Valley in teaching physical education subjects during the "new normal" of online learning due to COVID-19.
2. The researchers will survey physical education teachers about the difficulties they encounter with quizzes, recitation, performance tasks, and exams in the online environment, and how these challenges may differ based on teacher characteristics.
3. The goals are to assess the current challenges and make recommendations to better support physical education teachers in virtual instruction.
The document discusses a proposed research study on the challenges encountered by physical education teachers in the University of Cagayan Valley in teaching physical education subjects during the new normal. It outlines the introduction, research gap, conceptual framework, research paradigm, research purpose statement, research questions, hypothesis, related literature, methodology, data gathering procedure, and data analysis plan. The study aims to explore the challenges faced by physical education teachers and identify strategies to improve their teaching during the pandemic.
This document discusses different types of festival dances in the Philippines, including religious and secular festival dances. Religious festival dances are performed to honor patron saints or during religious celebrations, and examples provided originate from various cities and honor figures like Sto. Niño and the Virgin Mary. Secular festival dances are performed during harvest celebrations or to honor local industries, with examples from regions in the Philippines associated with products like milkfish, mangoes, and abaca. The document also covers locomotor and non-locomotor dance movements, basic folk dance steps, and elements of movement in space including rhythm, level, range, floor patterns and direction.
This document discusses courtship, dating, and marriage in the Philippines. It begins by defining courtship as the period before engagement where a couple gets to know each other. It then describes various traditional courtship practices across different regions of the Philippines, such as serenading and love potions. Dating is defined as social activities done by couples to assess compatibility. Engagement is a period for couples and families to get to know each other better before marriage. Marriage is described as a lifelong partnership requiring qualities like commitment, fidelity, and economic readiness. The document ends by discussing factors to consider when choosing a lifetime partner.
This document discusses courtship, dating, and marriage in the Philippines. It provides details on:
- Traditional courtship practices in different regions of the Philippines, which typically involve serenading or poetic exchanges.
- The definition and importance of dating, including strengthening relationships and getting to know one's partner better.
- Engagement as a period of learning about each other's families before marriage.
- Marriage as a lifelong partnership and most significant commitment between a man and a woman, requiring factors like commitment, fidelity, and economic readiness.
- Types of arranged or fixed marriages in the Philippines, decided by family instead of the individuals getting married.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Create a More Engaging and Human Online Learning Experience
THE TEACHING PROFESSION.pptx
1. The Teaching
Profession
If you consider teaching as a
profession then: You must be
willing to go through a long period
of preparation. You must be willing
to go through continuing
education. (continuous
development of potentials). You
have to strive for excellence. You
commit yourself to moral, ethical,
and religious values and dedicate
yourself to service.
2. HISTORICAL DEVELOPMENT OF TEACHING AS A
PROFESSION
The first legal document that
professionalized teaching was
Presidential Decree 1006 issued by
then President Ferdinand E.
Marcos.
1006
It was only in 1976 with PD 1006
known as the Decree
Professionalizing Teaching that
teachers in the Philippines
became professionalized.
1976
3. Historical
Development…….
In 1994, R.A. 7836, otherwise
known as the Philippine
Teachers Professionalization Act
of 1994, was passed to
….”promote quality education by
proper supervision and
regulation of the licensure
examination and
professionalization of the
practice of the teaching
profession.”
4. During the pre-Hispanic
period, there was no
established formal
schooling in the country. So
there was no formal
preparation for teachers.
During the Spanish period
and by virtue of Educational
Decree of 1863 free public
school system was
established.
5. During the American regime,
American soldiers served as the
first teachers. In 1901, the
Philippine Commission enacted
into law Act 74 which created
the Department of Public
Instruction.
This laid the foundations of the
public school system and
offered free primary education
for Filipinos.
6. 1901
Act 74 of 1901 provided for
the establishment of Philippine
Normal School (PNS) in
Manila. The Philippine Normal
School formally opened in
September 1901.
1949
In 1949, the Philippine Normal
School, renamed Philippine
Normal College, offered the
four – year Bachelor of Science
in Elementary Education.
7. • Teaching as a vocation
• Teaching as a mission
• Demands from a teacher
as a person
• Demands from a teacher
as a professional
8. Teacher as a Professional
DOMAIN 1: PLANNING AND PREPARATION
Demonstrating knowledge of content and pedagogy
Demonstrating knowledge of students
Setting instructional outcomes
Demonstrating knowledge of resources
Designing coherent instruction
Designing student assessments
9. DOMAIN 2: CLASSROOM ENVIRONMENT
Creating an environment of respect and rapport
Establishing a culture for learning
Managing classroom procedures
Managing student behavior
Organizing physical space
10. DOMAIN 3: INSTRUCTION
Communicating with students
Using questioning and discussion techniques
Engaging students in learning
Using assessment in instruction
Demonstrating flexibility and responsiveness
11. DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in the professional community
Growing and developing professionally
Demonstrating professionalism
12. Code of
Ethics for
Professional
Teachers
The Code of Ethics for
Professional Teachers
serves as guide for
teachers specifically to
new teachers for them to
exhibit proper behavior to
the learning community at
all times. It is imperative
that you observe and
practice this set of ethical
and moral principles,
standards, and values.
13. Pursuant to the provisions of
paragraph (e). Article 11, of R. A.. No.
7836. otherwise known as the
Philippines Professionalization Act of
1994 and Paragraph (a), section 6. P.D.
No. 223. as amended, the Board for
Professional Teachers hereby adopt the
Code of Ethics for Professional
Teachers.
14. This Code covers all public and
private school teachers in all
educational institutions at the
preschool, primary, elementary.
and secondary levels whether
academic, vocational, special,
technical, or non-formal. The
term “teacher” shall include
industrial arts or vocational
teachers and all other persons
performing supervisory and /or
administrative functions in all
schools at the aforesaid levels,
whether on full time or part-time
basis.
15. Every teacher shall help
the school keep the
people in the community,
and shall, therefore,
study and understand
local customs and
traditions in order to
have a sympathetic
attitude, therefore, refrain
from disparaging the
community.
16. THE
MAGNA
CARTA
FOR
PUBLIC
SCHOOL
TEACHERS
• RA 4670, otherwise
known as The Magna
Carta for Public School
Teachers, details the
rights, privileges and
benefits of teachers.
• This Act shall be known as
the "Magna Carta for
Public School Teachers"
and shall apply to all
public school teachers
except those in the
professorial staff of state
colleges and universities.
17. • Study Leave. In addition to the leave
privileges now enjoyed by teachers in
the public schools, they shall be
entitled to study leave not exceeding
one school year after seven years of
service.
• During the period of such leave, the
teachers shall be entitled to at least
sixty per cent of their monthly salary.
18. • Any teacher engaged in
actual classroom
instruction shall not be
required to render more
than six hours of actual
classroom teaching a
day.
• Where the exigencies of
the service so require,
any teacher may be
required to render more
than six hours but not
exceeding eight hours of
actual classroom
teaching.
19. ON BECOMING A
GLOCAL TEACHER
• Our world has been called a
“global village”.
• Global education paves the way
for borderless education.
• But why a shift in the use of
GLOBAL to GLOCAL?
• Glocalization means it is local
culture which assigns meaning
to global influences, and that the
two are interdependent and
enable each other.
20. • “Think globally but act
locally” or “think local but
act global”. You can be a
global teacher and at the
same time a glocal teacher,
if the local perspectives
based on the culture,
traditions and contexts are
considered.
• Global Teacher Education
*educating all people in
accordance with world
standards
* curriculum that is
international in scope
21. Four
Pillars of
Learning
• Education for All goals set
in 2000 - One of the most
important outcomes of this
meeting was the notion
of lifelong learning, to be
supported by four pillars of
knowledge
• Learning to know - broad
general knowledge
This also means learning to
learn. It aims to provide
individuals with the cognitive
tools required to better
comprehend the world and its
complexities.
22. Glocal Education
Glocal education
is about diversity,
understanding
the differences
and teaching the
different cultural
groups in their
own context to
achieve the goals
of global
education as
presented by the
United Nations.
Glocal education
provides equal
opportunity and
access to
knowledge and
learning tools
which are the
basic rights of
every child in
every community,
locality within the
global
community.
23. THE ASEAN: ONE VISION, ONE IDENTITY, ONE COMMUNITY
The Levels of Schooling
The Teacher
Professionals Across the
ASEAN
The Teaching Profession
Practices in the ASEAN
The Teacher and the
Teaching Profession
Beyond the ASEAN
(benchmarking)
24. Learning to be - to develop
one’s personality. The aim is
to provide individuals with
the self analytical and social
skills to develop to their
fullest potential. Education
must not disregard any
aspect of a person’s
potential, including memory,
reasoning, aesthetic sense,
physical capacities and
communication skills.
25. Learning to do - to acquire
not only occupational
skills but alsothe
competence to deal with
many situations and work
in teams. This pillar aims
to provide individuals with
the skills to effectively
participate in the global
economy and society.
26. Learning to live together - developing an
understanding of other people and an
appreciation of interdependence – carrying
out joint projects and learning to manage
conflicts – with respect for the values of
pluralism, mutual understanding and peace.
It enables individuals and societies to live
harmoniously.
27. • Lifelong learning is central
to these four pillars of
knowledge; they cannot be
anchored solely in one
phase in a person’s life or
in a single place.
• As promoted by UNESCO
and many others, a more
holistic approach to
education is needed to
enable each and every
person to become a
lifelong learner.
28. THE COMPETENCY FRAMEWORK FOR
TEACHERS IN SOUTHEAST ASIA (CFT
SEA)
• https://www.seameo-innotech.org/wp-
content/uploads/2019/04/SEA-
TCF_Nov2017.pdf
• THE PHILIPPINE QUALIFICATIONS
FRAMEWORK - describes the
levels of educational qualifications
and sets the standards for
qualification outcomes.
29. CONTINUING PROFESSIONAL
DEVELOPMENT
• PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS (PPST)
• DepEd Order No. 42, S. 2017 stipulates the
national adoption and implementation of
the Philippine Professional Standards for
Teachers . The Order was signed on August 11,
2017 by DepEd Secretary Leonor Magtolis-
Briones.
30. The changes brought
about by various
national and global
frameworks such as the
K to 12 Reform, ASEAN
Integration,
globalization, and the
changing character of
the 21st century learners
necessitate the
improvements and call
for the rethinking of the
National Competency-
Based Teacher
Standards (NCBTS);
hence, the development
of the PPST.
31. The Philippine Professional Standards for Teachers
includes personal growth and professional
development as the seventh domain. With the
enactment of RA 10912, the CPD Law of 2016, CPD for
all the professions regulated by PRC is now
mandatory.
32. • RA 7836 – The
Teachers’
Professionalization Act,
also provided for
mandatory Continuing
Professional Education
(CPE), now referred to
as Continuing
Professional
Development (CPD),
• The Board for
Professional Teachers
(BPT) also passed
Resolution No. 435, s.
177 to adopt the Code
of Ethics for
Professional Teachers
pursuant to the
provisions of
paragraph 9e0 Article
11 of RA 7836,
33. Executive Order # 266,
Institutionalization of the
Continuing Professional Education
(CPE) Programs of the Various
Professional Regulatory Boards
(PRBs).
RA 10912, Continuing Professional
Development Act of 2016. With
the enactment of this law, CPD for
all the 43 professions regulated by
PRC including the teaching
profession has become
mandatory.
34. The Historical
and legal Bases
of Continuing
Professional
Development
Batas Pambansa 232, the Education
Act of 1982, states as one of the
teacher’s obligations to assume the
responsibility to maintain and sustain
his professional growth and
advancement…”
RA 9155 – The Secretary of Education
shall have authority, accountability and
responsibility among other things
for…”Enhancing the employment
status, professional competence,
welfare and working conditions of all
personnel of the Department….
35. PHILOSOPHIES
1. Constructivism
Constructivism is
‘an approach to
learning that holds
that people
actively construct
or make their own
knowledge and
that reality is
determined by the
experiences of the
learner. (Elliott, et
al., 2000).
36. Philosophies (Cont.)
2. Essentialism - teachers teach
to acquire basic knowledge,
skills and values. Emphasis is on
academic content or mastery of
subject matter. There is a heavy
stress on memorization and
discipline.
37. Philosophies (Cont.)
3. Progressivism - develop learners
into becoming enlightened and
intelligent citizens of a democratic
society that they may live life fully
now NOT to prepare them for adult
life. Everything else changes so
learners should be taught how to
cope with change. One learns by
doing (experiential).
38. Philosophies
(Cont.)
4. Perennialism - develop
students’ rational and moral
powers. Curriculum is heavy on
general education. Teachers teach
from what is lifted from the Great
Books. It is teacher-centered.
Scratic method is used.
39. Philosophies
(Cont.)
5. Existentialism -
help students
understand and
appreciate
themselves as
unique individuals
and define their
own essence. It
demands education
of the whole
person. Learning is
self-directed and
self-paced.
41. Philosophies (Cont.)
7. Linguistic Philosophy -
develop the
communication skills of
the learner, how to send
clear and concise
messages and how to
understand messages
that are sent.