Republic of the Philippines

OAS COMMUNITY COLLEGE

Calzada, Oas, Albay

Prof Ed 12: Participation and Teaching Assistantship

Name: AERA P. LOPEZ Course/Yr./Block: BSED IV-B (SCIENCE) Date: 09/29/2021

IV. Pre-Test Activity:

1. Recall the indicators of quality teachers in 37 strands along seven (7) domains for each career
stages.

Domain 1: Content Knowledge and Pedagogy

CAREER STAGE 1 CAREER STAGE CAREER STAGE 3 CAREER STAGE 3

STRANDS Beginning 2 Highly Proficient Distinguished
Teachers Proficient Teachers Teachers
Teachers
STRANDS 1.1 Demonstrate Apply Model effective Model
CONTENT content knowledge of application of exemplary
KNOWLEDGE AND knowledge and content within content practice to
ITS APPLICATION its application and across knowledge improve the
WITHIN AND within and /or curriculum within and applications of
ACROSS across curriculum teaching areas. across curriculum content
CURRICULUM teaching areas. teaching areas. knowledge
AREAs within and
across curriculum
teaching areas.

STRANDS 1.2 Demonstrate an Use research- Collaborative

RESEARCH-BASED understanding of based with colleagues Lead colleagues
KNOWLEDGE AND research-based knowledge and in the conduct in the
PRINCIPLE OF knowledge and principles of and application advancement of
TEACHING AND principles of teaching and of research to the art and
LEARNING. teaching and learning to enrich science of
learning. enhance knowledge of teaching based
professionals content and on their
practice. pedagogy. comprehensive
knowledge of
research and
pedagogy.

STRAND 1.3 Show skills in the Ensure the

Positive use of ICT positive use of positive use of Promote Mentor
ICT to facilitate ICT to facilitate effective process colleagues in the
the teaching and the teaching strategies in the implementation
learning process. and learning positive use of of policies to
process ICT to facilitate ensure the
the teaching and positive use of
learning ICT within
beyond the
school.

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 Strand 1.4  Demonstrate Use a range of
Strategies for knowledge of teaching Evaluate with   Model a
promoting teaching strategies that colleagues the comprehensive
literacy and strategies that enhance effectiveness of selection of
numeracy promote literacy learner teaching effective
and numeracy achievement in strategies that teaching
skills. literacy and promote learner strategies that
numeracy achievement in promote learner
skills. literacy and achievement in
numeracy. literacy and
numeracy.

Strand 1.5 Apply teaching  Apply a range

of teaching  Develop and   Lead colleagues
Strategies for strategies that
strategies to apply effective in reviewing,
developing develop critical
develop critical teaching modifying and
critical and and creative
and creative strategies to expanding their
creative thinking, thinking, and/or
thinking, as promote critical range of
as well as other other higher-
well as other and creative teaching
higher-order order thinking
higher-order thinking, as well strategies that
thinking skills skills.
thinking skills. as other higher- promote critical
order thinking and creative
skills. thinking, as well
as other higher-
order thinking
skills.

 
 

Display Model and Show exemplary

Strand 1.6 Use Mother
proficient use support skills in and
Mother Tongue, Tongue, Filipino
of Mother colleagues in advocate the
Filipino and and English to
Tongue, the proficient use of Mother
English in facilitate
Filipino and use of Mother Tongue, Filipino
teaching and teaching and
English to Tongue, Filipino and English in
learning learning.
facilitate and English to teaching and
teaching and improve learning to
learning. teaching and facilitate the
learning, as well learners'
as to develop language,
the learners' cognitive and
pride of their academic
language, development
heritage and and to foster
culture. pride of their

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 language,
heritage and
culture.

Strand 1.7 Demonstrate an Use effective Exhibit

Classroom understanding verbal and Display a wide exemplary
communication of the range of non-verbal range of practice in the
strategies verbal and non- classroom effective verbal use of effective
verbal communicatio and non-verbal verbal and non-
classroom n strategies to classroom verbal
communication support communication classroom
strategies that learner strategies to communication
support learner understanding, support learner strategies to
understanding, participation, understanding, support learner
participation, engagement participation, understanding,
engagement and engagement participation,
and achievement. and engagement
achievement. achievement. and
achievement in
different
learning
contexts.

Domain 2: Learning Environment

Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers
 
Strand 2.1 2.1.1 Demonstrate 2.1.2 Establish 2.1.3 Exhibit 2.1.4 Apply
Learner knowledge of policies,
safe and secure effective strategies comprehensive
safety and guidelines and learning that ensure safe and knowledge of and act
security procedures that provide
environments to secure learning as a resource person
safe and secure enhance learning environments to for, policies,
learning environments.
through the enhance learning guidelines and
consistent through the procedures that relate
implementation of consistent to the implementation
policies, implementation of of safe and secure
guidelines and policies, guidelines learning environments
procedures. and procedures. for learners.

Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain 2.2.3 Exhibit 2.2.4 Advocate and
Fair learning understanding of learning effective practices facilitate the use of
environment learning environments that to foster learning effective practices to
environments that promote fairness, environments that foster learning
promote fairness, respect and care to promote fairness, environments that
respect and care encourage respect and care to promote fairness,
to encourage learning. encourage learning. respect and care to
learning. encourage learning.

Strand 2.3 2.3.1 Demonstrate 2.3.2 Manage 2.3.3 Work with 2.3.4 Model
Management knowledge of classroom colleagues to model exemplary practices in
of classroom managing structure to engage and share effective the management of
structure and classroom learners, techniques in the classroom structure
activities structure that individually or in management of and activities, and lead
engages learners, groups, in classroom structure colleagues at the

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 individually or in meaningful to engage learners, whole-school level to
groups, in exploration, individually or in review and evaluate
meaningful discovery and groups, in their practices.
exploration, hands-on activities meaningful
discovery and within a range of exploration,
hands-on physical learning discovery and
activities within environments. hands-on activities
the available within a range of
physical learning physical learning
environments. environments.

Strand 2.4 2.4.1 Demonstrate 2.4.2 Maintain 2.4.3 Work with 2.4.4 Facilitate
Support for understanding of supportive colleagues to share processes to review
learner supportive learning successful strategies the effectiveness of
participation learning environments that that sustain the school's learning
environments that nurture and inspire supportive learning environment to nurture
nurture and learners to environments that and inspire learner
inspire learner participate, nurture and inspire participation.
participation. cooperate and learners to
collaborate in participate,
continued cooperate and
learning. collaborate in
continued learning.

Strand 2.5 2.5.1 Demonstrate 2.5.2 Apply a 2.5.3 Model 2.5.4 Lead and
Promotion of knowledge of range of successful successful strategies empower colleagues in
purposive learning strategies that and support promoting learning
learning environments that maintain learning colleagues in environments that
motivate learners environments that promoting learning effectively motivate
to work motivate learners environments that learners to achieve
productively by to work effectively motivate quality outcomes by
assuming productively by learners to work assuming
responsibility for assuming productively by responsibility for their
their own responsibility for assuming own learning.
learning. their own learning. responsibility for
their own learning.

Strand 2.6 2.6.1 Demonstrate 2.6.2 Manage 2.6.3 Exhibit 2.6.4 Provide
Management knowledge of learner behavior effective and leadership in applying
of learner positive and non- constructively by constructive a wide range of
behavior violent discipline applying positive behavior strategies in the
in the and non-violent management skills implementation of
management of discipline to by applying positive positive and non-
learner behavior. ensure learning- and non-violent violent discipline
focused discipline to ensure policies/procedures to
environments. learning-focused ensure learning-
environments. focused environments.

Domain 3: Diversity of Learners

Distinguish
Beginning Proficient
Strands Highly Proficient Teachers ed
Teachers Teachers
Teachers
 
Strand 3.1 Demonstrat Use Work Lead
e differentiated with colleagues
Learners' knowledge , colleagu to evaluate
gender, and developmenta es to differentiate
needs, understandi lly share d strategies

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strengths, ng of appropriate differen to enrich
interests differentiate learning tiated, teaching
and d teaching experiences develop practices
experiences to suit the to address mentall that address
learners' learners' y learners'
gender, gender, appropri differences
needs, needs, ate in gender,
strengths, strengths, opportu needs,
interests interests and nities to strengths,
and experiences. address  interests and
experiences. learners' experiences.
differen
ces in
gender,
needs,
strength
s,
interests
 and
experie
nces.

Strand 3.2 3.2.1 3.2.2 3.2.3 Exhibit a learner- 3.2.4 Model

Implement Establish a centered culture that  exemplary
Learners' teaching learner- promotes success by using teaching
linguistic, strategies centered  effective teaching strategies practices
cultural, that are culture by  that respond to their that
socio- responsive using  linguistic, cultural,  recognize
economic to the teaching socioeconomic and religious and affirm
and learners' strategies that  backgrounds. diverse
religious linguistic, respond to linguistic,
background cultural, their cultural,
s socio- linguistic, socioecono
economic cultural, mic and
and socio- religious
religious economic and backgrounds
background religious to promote
s. backgrounds. learner
success.

Strand 3.3 3.3.1 Use 3.3.2 Design, 3.3.3 Assist colleagues to 3.3.4 Lead
strategies adapt and  design, adapt and colleagues
Learners responsive implement  implement teaching  in
with to learners teaching strategies that are responsive designing,
disabilities, with strategies that  to learners with disabilities,  adapting
giftedness disabilities, are giftedness and talents. and
and talents giftedness responsive to implementin
and talents. learners with g teaching
disabilities, strategies
giftedness that are
and talents. responsive
to learners
with
disabilities,
giftedness
and talents.

Strand 3.4 3.4.1 3.4.2 Plan 3.4.3 Evaluate with 3.4.4 Model
Learners in Demonstrat and deliver  colleagues teaching  a range of
difficult e teaching strategies that are responsive to the special  high level
circumstan understandi strategies that educational needs of learners in difficult  skills

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ces ng of the are circumstances, including :geographic responsive
special responsive to isolation;  to the
educational the special chronic illness; displacement due to armed special
needs of educational  conflict, urban resettlement or disasters;  educational
learners in needs of child abuse and child labor practices. needs of
difficult learners in learners in
circumstanc difficult difficult
es, circumstance circumstanc
including: s, including: es,
geographic geographic including:
isolation; isolation; geographic
chronic chronic isolation;
illness; illness; chronic
displaceme displacement illness;
nt due to due to armed displacemen
armed conflict, t due to
conflict, urban armed
urban resettlement conflict,
resettlement or disasters; urban
or disasters; child abuse resettlement
child abuse and child or disasters;
and child labor child abuse
labor practices. and child
practices. labor
practices.

Strand 3.5 3.5.1 3.5.2 3.5.3 Develop and apply teaching strategies 3.5.4 Show
Learners Demonstrat Adapt to  comprehensi
from e and use address effectively the needs of learners ve skills in
indigenous knowledge culturall from delivering
groups of teaching y  indigenous groups. culturally
strategies appropri appropriate
that are ate teaching
inclusive of teaching strategies to
learners strategie address
from s to effectively
indigenous address the needs of
groups. the learners
needs of from
learners indigenous
from groups.
indigeno
us
groups.

Domain 4: Curriculum and Planning

4.2.1 Identify 4.2.2 Set 4.2.3 Model to 4.2.4 Exhibit high-
learning outcomes achievable and colleagues the level skills and lead
that are aligned appropriate setting of in setting achievable
Strand 4.2 with learning learning outcomes achievable  and challenging
Learning competencies. that are aligned and challenging learning outcomes
outcomes with learning learning that are aligned with
aligned with competencies. outcomes that are learning
learning aligned competencies
competencies  with learning towards the
competencies to cultivation of a
cultivate a culture of excellence
culture of  for all.

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 excellence for all
learners.

Strand 4.3 4.3.1 Demonstrate 4.3.2 Adapt and 4.3.3 Work 4.3.4 Provide advice
Relevance and knowledge in the implement collaboratively in the design and
responsiveness implementation of learning programs with colleagues implementation of
of learning relevant and that ensure to  relevant and
programs responsive learning relevance and evaluate the responsive learning
programs. responsiveness to design of programs that
the needs of all learning develop the
learners. programs that knowledge and skills
develop the of learners at
knowledge and different ability
skills of learners levels.
at
 different ability
levels.

Strand 4.4 4.4.1 Seek advice 4.4.2 Participate 4.4.3 Review 4.4.4 Lead colleagues
concerning in collegial with colleagues, in professional
Professional strategies that can discussions that teacher and discussions to plan
collaboration to enrich teaching use teacher and learner and implement
enrich teaching practice. learner feedback  feedback to strategies that enrich
practice to enrich teaching plan, facilitate, teaching practice.
practice. and enrich
teaching
 practice.

Strand 4.5 4.5.1 Show skills in 4.5.2 Select, 4.5.3 Advise and 4.5.4 Model
the selection, develop, organize guide colleagues exemplary skills and
Teaching and development and and use in the selection, lead colleagues in the
learning use of a variety of appropriate  organization, development and
resources teaching and teaching and development and evaluation of
including ICT learning resources, learning use of teaching and learning
including ICT, to resources, appropriate resources, including
address learning including ICT, to  teaching and ICT, for use within
goals. address learning learning and beyond the
goals. resources, school.
including ICT, to
 address specific
learning goals.

Domain 5: Assessment and Reporting

Highly
Beginning Proficient Distinguished
Strands Proficient
Teachers Teachers Teachers
Teachers
 
Strand 5.1 5.1.1 5.1.2 Design, 5.1.3 Work 5.1.4 Lead initiatives in
Demonstrate select, organize collaboratively with the evaluation of
Design, knowledge of the and use diagnostic, colleagues to review assessment policies and
selection, design, selection, formative and the design, guidelines that relate to
organization and organization and summative selection, the design, selection,
utilization of use of assessment organization and organization and use of
assessment diagnostic, strategies use of a range of effective diagnostic,
strategies formative and consistent with effective diagnostic, formative and summative
summative curriculum formative and assessment strategies
assessment requirements. summative consistent with
strategies assessment curriculum requirements.

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 consistent with strategies consistent
curriculum with curriculum
requirements. requirements.

Strand 5.2 5.2.1 5.2.2 Monitor and 5.2.3 Interpret 5.2.4 Provide advice
Demonstrate evaluate learner collaboratively on, and mentor
Monitoring and knowledge of progress and monitoring and colleagues in the
evaluation of monitoring and achievement using evaluation strategies effective analysis
learner progress evaluation of learner attainment of attainment data and use of learner
and learner progress data. to support learner attainment data.
achievement and achievement progress and
using learner achievement.
attainment data.

Strand 5.3 5.3.1 5.3.2 Use strategies 5.3.3 Use effective 5.3.4 Exhibit
Demonstrate for providing strategies for exemplary skills and
Feedback to knowledge of timely, accurate providing timely, lead initiatives to
improve providing timely, and constructive accurate and support colleagues
learning accurate and feedback to constructive in applying
constructive improve learner feedback to strategies that
feedback to performance. encourage learners effectively provide
improve learner to reflect on and timely, accurate and
performance. improve their own constructive
learning. feedback to learners
to improve learning
achievement.

Strand 5.4 5.4.1 5.4.2 Communicate 5.4.3 Apply skills in 5.4.4 Share with
Demonstrate promptly and the effective colleagues a wide
Communication familiarity with a clearly the learners' communication of range of strategies
of learner needs, range of needs, progress and learner needs, that ensure effective
progress and strategies for achievement to key progress and communication of
achievement to communicating stakeholders, achievement to key learner needs,
key stakeholders learner needs, including stakeholders, progress and
progress and parents/guardians. including achievement to key
achievement. parents/guardians. stakeholders,
including
parents/guardians.

Strand 5.5 5.5.1 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead

Demonstrate an assessment data to collaboratively with colleagues to
Use of understanding of inform the colleagues to explore, design and
assessment data the role of modification of analyze and utilize implement effective
to enhance assessment data teaching and assessment data to practices and
teaching and as feedback in learning practices modify practices programs using
learning teaching and and programs. and programs to information derived
practices and learning further support from assessment
programs practices and learner progress and data.
programs. achievement.

Domain 6: Community Linkages and Professional Engagement

Beginning Highly Proficient Distinguished

Strands Proficient Teachers
Teachers Teachers Teachers
 
Strand 6.1 6.1.1 Demonstrate 6.1.2 6.1.3 Reflect on 6.1.4 Model
an understanding Maintain and evaluate exemplary
Establishment of knowledge of learning learning practice and

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of learning learning environments environments that empower
environments environments that that are are responsive to colleagues to
that are are responsive to responsive to community establish and
responsive to community contexts. maintain effective
community community contexts. learning
contexts contexts. environments that
are responsive to
community
contexts.

Strand 6.2 6.2.1 Seek advice 6.2.2 Build relationships 6.2.3 Guide 6.2.4 Lead in
concerning with parents/guardians colleagues to consolidating
Engagement strategies that and the wider school strengthen networks that
of parents and build relationships community to facilitate relationships with strengthen
the wider with involvement in the parents/guardians relationships with
school parents/guardians educative process. and the wider parents/guardians
community in and the wider school community and the wider
the educative community. to maximize their school community
process involvement in to maximize their
the educative involvement in
process. the educative
process.

Strand 6.3 6.3.1 Demonstrate 6.3.2 Review regularly 6.3.3 Discuss with 6.3.4 Lead
Professional awareness of personal teaching colleagues colleagues in the
ethics existing laws and practice using existing teaching and regular review of
regulations that laws and regulations that learning practices existing codes,
apply to the apply to the teaching that apply existing laws and
teaching profession and the codes, laws and regulations that
profession, and responsibilities specified regulations that apply to the
become familiar in the Code of Ethics for apply to the teaching
with the Professional Teachers. teaching profession, and
responsibilities profession, and the
specified in the the responsibilities as
Code of Ethics for responsibilities specified in the
Professional specified in the Code of Ethics for
Teachers. Code of Ethics for Professional
Professional Teachers.
Teachers.

Strand 6.4 6.4.1 Demonstrate 6.4.2 Comply with and 6.4.3 Exhibit 6.4.4 Evaluate
knowledge and implement school commitment to existing school
School understanding of policies and procedures and support policies and
policies and school policies consistently to foster teachers in the procedures to
procedures and procedures to harmonious implementation of make them more
foster harmonious relationships with school policies responsive to the
relationship with learners, parents, and and procedures to needs of the
the wider school other stakeholders. foster harmonious learners, parents
community. relationships with and other
learners, parents stakeholders.
and other
stakeholders.

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Domain 7: Personal Growth and Professional Development

Highly
Beginning Proficient
Strands Proficient
Teachers Teachers
Teachers
 
Strand 7.1 7.1.1 Articulate a 7.1.2 Apply a 7.1.3 Manifest a 7.1.4 Model a learner-
personal personal learner-centered centered teaching 
Philosophy of philosophy of philosophy of teaching philosophy through teaching
teaching teaching that is teaching that is philosophy in practices that 
learner centered. learner centered. various aspects stimulate colleagues to
of practice and engage in further
support  professional learning.
colleagues in
enhancing their
own learner-
centered teaching
philosophy.

Strand 7.2 7.2.1 7.2.2 Adopt 7.2.3 Identify and 7.2.4 Act as a role model
Demonstrate practices that utilize personal and advocate for 
Dignity of behaviors that uphold the professional upholding the dignity of
teaching as a uphold the dignity of strengths to teaching as a 
profession dignity of teaching as a uphold the profession to build a
teaching as a profession by dignity of positive teaching and 
profession by exhibiting teaching as a learning culture within and
exhibiting qualities such as profession to beyond the 
qualities such as caring attitude, help build a school.
caring attitude, respect and positive teaching
respect and integrity. and learning
integrity. culture within the
school.

Strand 7.3 7.3.1 Seek 7.3.2 Participate 7.3.3 Contribute 7.3.4 Take a leadership role
opportunities to in professional actively to in supporting
Professional establish networks to professional  colleagues' engagement
links with professional links share networks within with professional
colleagues with colleagues. knowledge and and between  networks within and across
to enhance schools to schools to
practice. improve  advance knowledge and
knowledge and to practice in 
enhance practice. identified areas of need.

Strand 7.4 7.4.1 7.4.2 Develop a 7.4.3 Initiate 7.4.4. Demonstrate

Demonstrate an personal professional leadership within and
Professional understanding of professional reflections and  across school contexts in
reflection and how professional improvement promote learning critically
learning to reflection and plan based on opportunities  evaluating practice and
improve reflection of with colleaguessetting clearly
practice one's to improve
practice.

Strand 7.5 7.5.1 7.5.2 Set 7.5.3 Reflect on 7.5.4 Lead reforms in
Demonstrate professional the Philippine
Professional motivation to development Professional  professional development
development realize goals based on Standards for programs 

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goals professional the Philippine Teachers to plan based on an in-depth
development Professional personal knowledge and 
goals based on Standards for professional  understanding of the
the Philippine Teachers. development Philippine Professional
Professional goals and assist        Standards for Teachers.
Standards for colleagues in
Teachers. planning and
achieving their
own goals.

2. State how the teacher ought to act in and relate to the state community, teaching profession,
higher authorities, school officials and other personnel, learners, parents, and business.

The Teacher and the State

 Teacher is a trustee of the cultural and educational heritage of the nation and is
under obligation to transmit to learners such heritage as well as to elevate
national morality, promote national pride, cultivate love of country, in still
allegiance to the constitution and for all duly constituted authorities, and promote
obedience to the laws of state.
 Teacher shall actively help carry out the declared policies of the state, and shall
take an oath to this effect.
 Every teacher shall be physically, mentally and morally fit.
 Teacher shall possess and actualize a full commitment and devotion to duty.
 Teacher shall not engage in the promotion of any political, religious or other part
is an interest, and shall not, directly or indirectly, solicit, require, collect, or
receive any money or service or other valuable material from any person or
entity for such purposes.
 Teacher shall vote and shall exercise all other constitutional rights and
responsibility.
 Teacher shall not use his position or facial or influence to coerce any other
person to follow any political course of action.
 Teacher shall enjoy academic freedom and shall have privilege of expounding
the product of his researchers and investigations, provided that, if the results are
inimical to the declared policies of the state, they shall be brought to the proper
authorities for appropriate remedial action.
The Teacher and the Community

 Teacher is a facilitator of learning and of the development of the youth; therefore,

render the best service by providing an environment conducive to such learning
and growth.
 Teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic
betterment.
 Teacher shall live for and with community and shall, therefore, study and
understand local customs and traditions in order to have sympathetic attitude,
therefore, refrain from disparaging the community.
 Teacher shall help the school keep the people in the community informed about
the schools work and accomplishments as well as its needs and problems.
 Teacher is intellectual leader in the community.

A Teacher and the Profession

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 Teacher shall actively insure the teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.
 Teacher shall uphold the highest possible standards of quality education, shall
make the best preparations for the career of teaching, and shall be at his best at
all times and in the practice of his profession.
 Teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, shall pursue such other
studies as will improve his efficiency, enhance the prestige of the profession, and
strengthen his competence, virtues and productivity in order to be nationally and
internationally competitive.
 Teacher shall help, if duly authorized, to seek support from the school, but shall
not make improper misrepresentations through personal advertisement and
other questionable means.
 Teacher shall use the teaching profession in a manner that makes it dignified
means for earning for better life.

The Teacher and Higher Authorities in the Profession

 Teacher shall make it his duties to make an honest effort to understand and
support the legitimate policies of the school and the administration regardless of
personal feeling or private opinion and shall faithfully carry them out.
 Teacher shall not make any false accusations or charges against superiors,
especially under anonymity.
 Teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when special conditions are
advocated but are opposed by immediate superiors.
 Teacher individually or as part of a group, has a right to seek redress against
injustice to the administration and to extent possible, shall raise grievances
within acceptable democratic possesses.
 Teacher has the right to invoke the principle that appointments, promotions, and
transfer of teachers are made only on the basis of merit and needed in the
interest of the service.

School Officials Teachers and other Personnel

 Teacher shall consider their cooperative responsibility to formulate policies or
introduce important changes in the system at all levels.
 Teacher shall at all times show professional courtesy, helpfulness and sympathy
towards other personnel.

The Teachers and the Learners

 A teacher has the right to determine the academic marks and the promotion of
learners in the subject or grades they handle.
 A teacher shall recognize that the interest and welfare of learners are of first and
foremost concerns, and shall deal justifiably and impartially with each of them.
 Teacher should not be prejudiced nor discriminated against by the learner.
 A teacher should not accept favors or gifts from learners, their parents or others
in their behalf in exchange for requested concessions, especially if undeserved.
 A teacher should not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.
 A teacher shall base the evaluation of the learner’s work only in merit and quality
of academic performance.
 A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are
clearly not manifestation of poor scholarship.
 A teacher shall ensure that conditions contribute to the maximum development of
learner are adequate, shall extend needed assistance in preventing or solving
learner’s problems and difficulties.

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 The Teachers and Parents
 A teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit their confidence and respect.
 Teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him, exercising utmost candor and tact in pointing
out learners deficiencies and in seeking parent’s cooperation for the proper
guidance and improvement of the learners.
 A teacher shall hear parent’s complaints with sympathy and understanding, and
shall discourage unfair criticism.

The Teacher and the Business

 A teacher has the right to engage, directly or indirectly in legitimate income
generation; provided that it does not relate to or adversely affect his work as a
teacher.
 A teacher shall maintain a good reputation with respect to the financial matters
such as in the settlement of his debts and loans in arranging satisfactorily his
private financial affairs.
 No teachers shall act, directly or indirectly, as agent of, or be financially
interested in, any commercial venture with furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official
influence, except only when his assignment is inherently.

The Teacher as a Person

 A teacher is, above all, a human being endowed with life for which it is the
highest obligation to live with dignity at all times whether in school, in the home,
or elsewhere.
 A teacher shall place premium upon self-discipline as the primary principles of
personal behavior in all relationships with others and in all situations.
 A teacher shall maintain at all times a dignified personality which could serve as
a model worthy of emulation by learners, peers and all others.

V. Analyze every question and Answer in two or three sentences or short paragraph. If the
space is not enough, you can use a separate sheet of Yellow Pad Paper.

Answer the following questions.

1. From the PPST’s, The Southeast Asia Teacher Competency Standards and the TEDx Videos that
you viewed, what competencies does a great teacher possess?

The competencies does a great teacher possess are; Pedagogical competencies,

personal competencies, social competencies and professional competencies. In
this competencies, it will improves the teacher quality and the learning outcomes
towards the education. The teacher will reflects on their practices, aspire personal
growth and engage professional development and will be able to value most to their
profession. Aside from that, it insure that teachers are properly equip and effective in
their teaching profession.

2. Are these competencies limited only to professional competencies?

Yes, because those competencies are specifically valued by the professional

association organization and bodies connected to our future career. These
competencies will help us to perform the task effectively and act professionally and help
drive success.

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3. For a teacher to be great is it enough to possess the professional competencies to plan a
lesson, execute a lesson plan, manage a class, assess learning, compete and report grades.
Explain your answer.

No, I think professional competencies is not enough, personal qualities of a teacher

should also possess in planning a lesson plan, execute a lesson plan, manage a class,
assess learning, compete and report grades not just professional competencies.
Because personal qualities of a teacher can help individuals grow in their careers
beyond their teaching profession and ensure that they are properly equipped and
effective.

4. For a teacher to be great, which is more important personal qualities or professional

competencies?

Personal qualities and professional competencies are both important for a teacher to
be great. For me, I choose professional competencies because when we choose a
profession we must be prepared to engage ongoing professional endeavors and
trainings. If you don’t know what is required and don’t know what you’re doing then you
won’t have the tools necessary to reach your goals. If you want to advance and reach a
goal of higher standard, achieving a level of competence will enhance our ability to offer
a better service. In addition, we will be subject to stipends, promotions, raises and more
responsibility. We have the ability to train, supervise and coordinate activities within our
field or profession.

5. Who are the teachers that we remember most?

For me is, “ A teacher with a good heart and a teacher not to be deep
understanding of content knowledge but deep understanding of students’’
because now a days a teacher is useless if they don’t understand their learners.
Learners want us to understand them and they want us to see their world inside of them
and I think that’s the teacher that we remember most. The teacher that will use his/her
talents to help and understand the learner and help them grow and that is the most
satisfying life that teacher can give to the learner.

VI. Reflect:
1. Which personal traits do I possess? Not possess? Where do I need to improve?
The personal traits do I possess is being adaptability because we must always
motivated to grow and learn. It will help me to showcase my ability to be resourceful and
expand my capacity to handle change no matter how serious it might be and the
personal traits I should not possess is being dishonest it will not help me to grow and it
creates problem wherever I go. Even I have a good intentions for not being honest, the
act of deceit can lead to a decreased sense of trust and I need to improve it in the field
or profession to offer a better service.

2. Which professional competencies do I need to develop more?

I think being an effective leader (leadership), because I need some trainings for now
and sometimes I don’t know what I’m going to do, I don’t know how to become an
effective teacher and I don’t know on how will I’m going to guide my learners and lead

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 them to a place of success and I think I need to develop more for that. The level of
competence will help me to enhance my ability to offer a better service in the field or
profession.

3. In which competencies did I need to develop more?

For me is Professional competencies, because this are the combination of skills,

knowledge and attributes that are specifically valued by the professional associations,
organization and bodies connected to my future career. It will help me what I’m expected
to know, be able to do and value my profession. For example, using of technology since
I’m not good enough of technology so I need to develop more for that.

4. Who are the teachers that we remember most?

For me is, “ A teacher with a good heart and a teacher not to be deep
understanding of content knowledge but deep understanding of students’’
because now a days a teacher is useless if they don’t understand their learners.
Learners want us to understand them and they want us to see their world inside of them
and I think that’s the teacher that we remember most. The teacher that will use his/her
talents to help and understand the learner and help them grow and that is the most
satisfying life that teacher can give.

VII. Post-Test/Application:
1. In assessing my Resource Teacher, I observed that personal traits such as
OBSERVE teaching without empathy, unwilling to help or explain material and ideas
beyond instruction and professional competencies like a good/ effective
leader

2. were least/not displayed and as a result, students were/class

PLAN
REFLECT was disruptive, bored or disengaged.

The lack of these personal traits and professional competencies (mentioned in #1)
may be caused by the low professional standard of teachers.

3. I would like to address this problem (mentioned in #2) by conducting an action research on
October 20, 2021

ACT
4. The main objective of my research is to improve the personal qualities and professional
competency of a teacher needed in their fields or profession.

b. My specific research questions are:

How can a teacher improve their personal qualities and professional competency in their teaching
profession?

c. To answer my specific research questions, I would like to conduct action research to answer my
specific research question.

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APPLICATION:

REFLECTION

As future educator, I support The Implementation of the Philippine

Professional Standards for Teachers because it articulates teacher quality
through well-defined domains, strands and indicators. It can help me to utilize,
find out and develop better and more effective ways of teaching in the various
fields. It guides me on how the teacher ought to act in and relate to the state
community, teaching profession, higher authorities, school officials and other
personnel, learners, parents, and business. Also, from the PPST’s, The
Southeast Asia Teacher Competency Standards and the TEDx videos that I
viewed I learned the different competencies does a great teacher possess, not
possess and needs to improve, we have four competencies; pedagogical
competencies, personal competencies, social competencies and
professional competencies. All of these four competencies are important and
should possess to be a great teacher. From what I have learned in this lesson, I
realized that being a teacher is not easy because it plays a crucial role in
improving the quality of the teaching and learning process towards the
education, from guiding the students in academics or extracurricular activities, for
shaping a child future and making them a better human being without the
guidance of a teacher, they woul d become reluctant to do anything related to
actual learning or education. Aside from that, knowing the personal qualities and
professional competencies guide me to become a better person that I must be
prepared to engage ongoing professional endeavors and trainings to reach my
goals. Because reaching a goal of higher standard, achieving a level of
competence will enhance my ability to offer a better service in the various fields
or profession.

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 Submitted to:
EMMIE R. RELLEVE, PH.D.
Instructor

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