Lesson 10:
Career Path of a Teacher
TEACHER PROFESSIONAL DEVELOPMENT
FRAMEWORK
Career Stage 1 or Beginning
Teachers
Career Stage 1 or Beginning Teachers have gained the
qualifications recognized for entry into the teaching profession. They
have a strong understanding of the subjects/areas in which they are
trained in terms of content knowledge and pedagogy. They possess
the requisite knowledge, skills and values that support the teaching
and learning process. They manage learning programs and have
strategies that promote learning based on the learning needs of
their students. They seek advice from experienced colleagues to
consolidate their teaching practice.
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Career Stage 2 or Proficient
Teachers
Career Stage 2 or Proficient Teachers are professionally
independent in the application of skills vital to the teaching and
learning process. They provide focused teaching programs that
meet curriculum and assessment requirements. They display skills
in planning, implementing, and managing learning programs. They
actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and
advancement. They are reflective practitioners who continually
consolidate the knowledge, skills and practices of Career Stage 1
teachers
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Career Stage 3 or Highly Proficient
Teachers
Career Stage 3 or Highly Proficient Teachers consistently display a high level of
performance in their teaching practice. They manifest an in-depth and
sophisticated understanding of the teaching and learning process. They have
high education-focused situation cognition, are more adept in problem solving
and optimize opportunities gained from experience.
Career Stage 3 Teachers work collaboratively with colleagues and provide them
support and mentoring to enhance their learning and practice. They continually
seek to develop their professional knowledge and practice by reflecting on their
own needs, and those of their colleagues and students.
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Career Stage 4 or Distinguished
Teachers
• Career Stage 4 or Distinguished Teachers embody the highest standard for
teaching grounded in global best practices.
• They exhibit exceptional capacity to improve their own teaching practice and
that of others.
• They are recognized as leaders in education, contributors to the profession
and initiators of collaborations and partnerships.
• They create lifelong impact in the lives of colleagues, students and others.
• They consistently seek professional advancement and relevance in pursuit
of teaching quality and excellence.
• They exhibit commitment to inspire the education community and
stakeholders for the improvement of education provision in the Philippines
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From Teacher 1 in the entry level, a potential professional teacher can
rise up to the ranks of Teacher 2 (T2), Teacher 3 (T3), and Master
Teacher (MT) or can become a Principal of school or a Supervisor or a
Superintendent and finally a Secretary of Education. Advancement in
ranks needs advance studies in Masters and Doctoral degrees. The
needed career advancement entails advance studies with extra
expenses and time constraints. Hence, a teacher should learn how to
do budget and use time management in their career development.
There is a need for life-long and life-broad types of learning
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Lesson 11:
Teaching and Learning
Continuity Amidst and
Beyond the Pandemic
▪ The COVID-19 pandemic has created unprecedented challenges
economically, socially, and politically across the globe. More than
just a health crisis, it has resulted in an educational crisis. During
lockdowns and quarantines, 87% of the world’s student
population was affected and 1.52 billion learners were out of
school and related educational institutions (UNESCO Learning
Portal, 2020). The suddenness, uncertainty, and volatility of
COVID-19 left the education system in a rush of addressing the
changing learning landscape.
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The usual problems encountered in a survey done in one
university in the Philippines were:
▪ One emerging reality as a result of the world health crisis is the
migration to online learning modalities to mitigate the risk of
face-to-face interaction. Universities are forced to migrate from
face-to-face delivery to online modality as a result of the
pandemic.
▪ Considering the limitation on connectivity, the concept of flexible
learning emerged as an option for online learning especially in
higher institutions in the Philippines. Flexible learning focuses on
giving students choice in the pace, place, and mode of students’
learning which can be promoted through appropriate pedagogical
practice (Gordon, 2014).
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The usual problems encountered in a survey done in one
university in the Philippines were:
▪ Most of the students claimed that the learning activities were not flexible
enough to be done either offline or online as they could not comply with the
requirements within the expected schedule.
▪ Students, majority of them were unable to accomplish the tasks assigned by
the teachers due to their inability to access the internet or use suitable
gadgets to finish the tasks.
▪ Several students still reported that alternative tasks are not sufficient to
enable them to acquire the remaining competencies required of them at the
end of the semester.
▪ A comparable response from students claimed they received and did not
receive immediate feedback as to whether what they submitted to the
professors is okay or what aspect they still need to improve more
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The usual problems encountered in a survey done in one
university in the Philippines were:
▪ Most of the students claimed that the learning activities were not flexible
enough to be done either offline or online as they could not comply with the
requirements within the expected schedule.
▪ Students, majority of them were unable to accomplish the tasks assigned by
the teachers due to their inability to access the internet or use suitable
gadgets to finish the tasks.
▪ Several students still reported that alternative tasks are not sufficient to
enable them to acquire the remaining competencies required of them at the
end of the semester.
▪ A comparable response from students claimed they received and did not
receive immediate feedback as to whether what they submitted to the
professors is okay or what aspect they still need to improve more
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The Role of Technology in Learning Continuity Technology
▪ provides innovative and resilient solutions in times of crisis to combat
disruption and helps people to communicate and even work virtually without
the need for face-to-face interaction. This leads to many system changes in
organizations as they adopt new technology for interacting and working (Mark
and Semaan, 2008).
▪ However, technological challenges like internet connectivity especially for
places without signals can be the greatest obstacle in teaching and learning
continuity especially for academic institutions who have opted for online
learning as a teaching modality. Thus, the alternative models of learning
during the pandemic should be supported by a welldesigned technical and
logistical implementation plan (Edizon, 2020).
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Lesson 12:
Online Teaching and
Learning Process
Online learning
▪ Online learning is education that takes place over the
Internet. It is often referred to as “elearning” among
other terms. However, online learning is just one type of
“distance learning” - the umbrella term for any learning
that takes place across distance and not in a traditional
classroom. Distance learning has a long history and
there are several types available today, including:
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Online learning
The online teaching and learning process involves a variety of strategies and best
practices, including:
Technology
Online teachers rely on technology to deliver lectures, share documents, and
communicate with students. It's important to get comfortable with the platform
and technologies you'll be using, even if they aren't the most cutting edge.
Communication
Students and teachers should stay in touch consistently, and provide feedback to
the teacher about the course materials and lectures.
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Online learning
Virtual classrooms
Online teachers can create engaging virtual classrooms by using webcams to be visible and
interact with students in real time.
Discussion
Online discussion is a common learning activity that allows students to exchange ideas and
viewpoints.
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Online learning
Inquiry-based learning
In this model, teachers facilitate learning rather than being the authoritative figure. This
encourages students to discover what they want to learn about.
Gamification
Gamification uses e-learning activities and modules to encourage students to learn and
improve in a subject area. For example, students might need to complete a module to
unlock the next level.
Flipped classroom
In this model, students learn course material outside of class, typically through online
lectures and readings. Then, class time is used for discussions and interactive activities.
Establishing a virtual presence
Online teachers should establish a virtual presence from the beginning of the course to
maintain an effective learning community
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Republic Act 10650 (Open Distance Learning
Law)
▪ Republic Act 10650 (Open Distance Learning Law) has tasked
UPOU to assist relevant national agencies, higher education
institutions, and technical and vocational institutions in
developing their distance education programs through training,
technical assistance, research and other academic programs. As
defined by the law, “Distance education refers to a mode of
learning in which students and teachers are physically separated
from each other. It is student-centered, guided independent
study, making use of well-studied teaching and learning
pedagogies to deliver well-designed learning materials in various
media
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Republic Act 10650 (Open Distance Learning
Law)
▪ Republic Act 10650 (Open Distance Learning Law) has tasked
UPOU to assist relevant national agencies, higher education
institutions, and technical and vocational institutions in
developing their distance education programs through training,
technical assistance, research and other academic programs. As
defined by the law, “Distance education refers to a mode of
learning in which students and teachers are physically separated
from each other. It is student-centered, guided independent
study, making use of well-studied teaching and learning
pedagogies to deliver well-designed learning materials in various
media
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Lesson 13:
The Soft and Hard Skills of
a
Teacher
SOFT SKILL AND HARD SKILLS
▪ Soft skill is an ability that’s ▪ Hard skills typically focus on
difficult to assess. They are specific tasks needed to
interpersonal skills, the ability complete a job, like the use of
to work with different people specific software, tools or other
and these are harder to equipment. They can be gained
evaluate. from experience or learned
▪ They are not very through training, schooling,
straightforward and differs apprenticeships, online courses
significantly from hard or and certification programs.
technical skills since the latter
can be easily estimated by
administering a test. It is also
not easy to teach soft skills in
school. 24
SOFT SKILLS
Communication Collaboration
Time
Leadership (Interpersonal (Working in a
Management
Skills) Team)
Flexibility and
Negotiation Emotional Problem Solving Having the
Skills Intelligence Skills Ability to
Change
Professionalism
and Attitude
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HARD SKILLS
Computer
Graphic Project
software Data analysis.
design. management.
knowledge.
Computer Foreign
Marketing. Copywriting.
programming. languages.
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Lesson 14:
Teaching Tools of a teacher
Teaching aids are an integral
component in any classroom.
The benefits of teaching aids
include helping learners
improve reading
comprehension skills,
illustrating or reinforcing a
skill or concept, differentiating
instruction and relieving
anxiety or boredom by
presenting information in a
new and exciting way.
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For example are digital learning tools that every 21st
Century teacher should be able to use :
Cloud-
Based Word Dropbox (or
RSS or Social Google+
YouTube Processors other file-
Readers (e.g., Communitie iTunes Evernote Zotero
Channels (e.g., sharing
Flipboard) s
Google platforms)
Drive)
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The Examples of modern Teaching/Learning Materials are:
Story e-Books (Story e-books make great teaching-learning materials.)
Videos
Virtual Games
e-Field Trips (For impossible places to go to, e.g. Mars and planets, under the
sea, etc.
Computer Software and various applications.
The technology tools to keep your students engaged in the class activities are:
Online quizzes and contests
Educational podcasts
Video-conferencing classroom technologies
Online educational games
Electronic whiteboards
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How can teachers maintain a focus on teaching and learning?
Guidelines include having the teacher decide
what to teach, use key strategies, focus on
high-level thinking and develop quality
summative (end of unit) and formative
(informal) assessments.
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Lesson 15:
Ideal Global Teacher
“Being world-class does not only mean
going internationally and showing our best
out there. Being world-class is passion and
commitment to our profession; being
world-class is giving our best to teach.
Being world-class starts right inside the
classroom.”
Conrado De Quiros
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“We live in a global village, hence there
is a need for global teachers.”
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Globalization, as a phenomenon, makes the world smaller
every day but not physically or literally.
Technologies make this happen to like modern and fast
modes of transportation that can transport goods and
people in a shorter time, efficient and effective Information
and Communication Technologies like T.V. and computers
that make communication affordable and within seconds
only.
Online Distance E-learning (ODeL) goes beyond space
and time in providing education more likely nowadays
because of the pandemic.
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Global education poses a variety of new
goals ranging from increased knowledge
about peoples of the world to resolutions of
global problems from increased fluency in
foreign languages to the development of
more tolerant attitudes towards other
cultures (Bilbao, 2015).
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The goals of global education are to meet the various global challenges of the future. The 21st-
century learning goals have been established as bases of various curricula worldwide. These
learning goals are:
1. 21st-century content: emerging content areas such as global awareness,
financial, economic, business and entrepreneurial literacy, civic literacy, health
and sanitation awareness
2. Learning and thinking skills: critical thinking and problem-solving skills,
communication, creativity and innovation, collaboration, contextual learning,
information, and media literacy
3. ICT literacy: using technology in the context of learning so that students know
how to learn
4. Life skills: leadership, ethics, accountability, personal responsibility, self-
direction
5. 21st-century assessments: authentic assessments that measure the areas
of learning
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More specifically, a global Filipino teacher should have the following qualities and
characteristics in addition to knowledge, skills, and values:
Has a vision of the
Recognizes that the future and sees what
Understands how this Must be creative and
world has a rich variety the future would be for
world is interconnected innovative
of ways of life himself/herself and the
students
Must understand, Must believe and take
Must be able to
respect, and be tolerant action for education Must have a depth of
facilitate digitally-
of the diversity of that will sustain the knowledge
mediated learning
cultures future
Must possess the
Must possess good
competencies of a
communication skills
qualified professional
(for Filipino teachers to
teacher as embodied in
be multilingual), and
the National standards.
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Scott Noon’s Four Tier Model
1.Preliterate (cannot use a computer),
2.Technocrat (bought a computer, but he/she cannot
use it efficiently and effectively),
3.Techno traditionalist (Traditionally uses a computer),
and
4.Techno-constructivist (Uses well a computer in the
teaching and learning processes utilizing the
internet).
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