UNIVERSIDAD DE MANILA

(Formerly City College of Manila)

UDM Annex, Plaza Lacson, Sta. Cruz, Manila
College of Education – Technical-Vocational
Task Sheet #9

You will interview two (2) teachers from private and public school. This will give you an opportunity to
identify some qualities, skills, and knowledge to become a global teacher.
Be guided by the following:
1. Be guided by the following:
2. Read and understand the Learning Essentials.
3. During the observation, request the teacher to answer a short questionnaire on the NCBTS teacher’s
competencies
4. Analyze the information by answering the Checklist for a Global Filipino Teacher.
5. Make a reflective writing by answering the given question.
6. For purposes of reliability, electronic outputs should be encoded using Century Gothic font size 12.
Handwritten outputs should be rendered in print not in script.

Reflection/Insights:
1. If the NCBTS is the measure of a global teacher, can you interview to be able to meet the challenges of
global education? Why? Why not?
No, as a teacher I feel like there can be many more improvements in his teaching and his skills as a teacher is
mediocre.
2. Are there similarities or differences among teachers in other countries in terms of standard requirements for a
professional teacher?
the standards for becoming a teacher higher in developed countries where there is greater capacity to train
and guarantee regular pay for teachers. In developing countries where the government and/or economy are
not established well enough to guarantee that teachers will be paid.
3. Are Filipino teachers comparable to their fellow teachers in other countries? Explain your answer.
I think some but not all, as a student, I’ve experienced different kinds of teachers, not all of them are
competent enough to be compared to other countries. Most of them are doing their job but I think they don’t
have the passion and intelligence for it.

4. How would you prepare to become a global teacher of the 21st century? How do you see yourself?

I don’t see myself as a teacher, I see my self as an individual who gives the new generation the information
I’ve learned. I don’t see my self as a teacher I see my self as a speaker that can influence the new generation.

Learning Essentials:
What Does Global Competence Look Like in a Teacher? We began by gathering exemplary examples of
knowledge, skills, and dispositions that spell out global competence in educators:
1. Understanding one's own cultural identity and its influence on personal dispositions and classroom
practice  
2. Knowing and integrating global dimensions within the disciplines one teaches 
3. Engaging students in learning about the world and in exploring their place in it 
4. Using real-life global examples, materials, and resources when considering local, national, and human
issues 
5. Valuing the input of culturally and linguistically diverse learners, families, and colleagues, and
modeling cultural sensitivity
6. Creating environments that encourage positive cross-cultural interaction
7. Modeling social responsibility in local and global contexts 
8. Helping learners find appropriate actions to improve local and global conditions
9. Assessing learners' global competence and providing growth opportunities based on their levels of
development
10. Advocating for global education and social responsibility

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 UNIVERSIDAD DE MANILA
(Formerly City College of Manila)
UDM Annex, Plaza Lacson, Sta. Cruz, Manila
College of Education – Technical-Vocational

A Filipino teacher should have these qualities and skills too. These competencies are enriched in the
National Competency-Based Teacher Standards (NCBTS) of the Philippines.
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher
practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:
● Content knowledge and its application within and across curriculum areas
● Research-based knowledge and principles of teaching and learning
● Positive use of ICT
● Strategies for promoting literacy and numeracy
● Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
● Mother Tongue, Filipino and English in teaching and learning
● Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:
● Learner safety and security Philippine Professional Standards for Teachers 6
● Fair learning environment
● Management of classroom structure and activities
● Support for learner participation
● Promotion of purposive learning
● Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:
● Learners’ gender, needs, strengths, interests and experiences
● Learners’ linguistic, cultural, socio-economic and religious backgrounds
● Learners with disabilities, giftedness and talents
● Learners in difficult circumstances
● Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:
● Planning and management of teaching and learning process
● Learning outcomes aligned with learning competencies
● Relevance and responsiveness of learning programs
● Professional collaboration to enrich teaching practice
● Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:
● Design, selection, organization, and utilization of assessment strategies
● Monitoring and evaluation of learner progress and achievement
● Feedback to improve learning
● Communication of learner needs, progress and achievement to key stakeholders
● Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of four strands:
● Establishment of learning environments that are responsive to community contexts Philippine
Professional Standards for Teachers 7
● Engagement of parents and the wider school community in the educative process
● Professional ethics
● School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five strands:
● Philosophy of teaching
● Dignity of teaching as a profession
● Professional links with colleagues
● Professional reflection and learning to improve practice
● Professional development goals
NCBTS Teachers Competencies: Teacher 1
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 UNIVERSIDAD DE MANILA
(Formerly City College of Manila)
UDM Annex, Plaza Lacson, Sta. Cruz, Manila
College of Education – Technical-Vocational
Name of the Teacher: Mr. Ramon Alila
School: UNIVERSIDAD DE MANILA
Grade level/year level: SHS GRADE 12

Instruction: Based on your NCBTS_TSNA Individual Profile, please check the Domain, where you rated
yourself HIGH. Please Give your explanation.
NCBTS-TSNA Domain If HIGH Check Give brief explanation why you are rated
HIGH
Domain 1 – Social Regard for Learning

Domain 2 – Learning Environment  ● Fair learning environment

● Management of classroom
structure and activities
● Support for learner
participation

Domain 3 – Diversity of Learners

Domain 4 – Curriculum  ● Planning and management of

teaching and learning process
● Learning outcomes aligned with
learning competencies

Domain 5 – Planning Assessing and  ● Monitoring and evaluation of

Reporting learner progress and achievement
● Feedback to improve
learning

Domain 6 – Community Linkages

Domain 7 – Personal Growth and  ● Dignity of teaching as a

Professional Development profession
Professional development goals

SUBMITTED BY:
SANTOS, KIM FRANZ F.
HRST-42

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