A 6-DAY ORIENTATION AND WEBINAR FOR

LICENSED AND NON-LICENSED TEACHERS UNDER RA10612

Theme: The Teaching Profession: Its Context, Foundations and Quality Requirements

TOPIC 7-8 ACTIVITY SHEET

Upholding the Ideals of a Professional Teacher: Relevant Laws and Statutes for Teachers
The Filipino Teacher in a Globalized Context: Issues and Trends

Plan of Action in the Identified SDG 4 Target.

This activity is a synthesis of Topic 7 – Upholding the Ideals of a Professional Teacher: Relevant Laws
and Statutes for Teachers and Topic 8 – The Filipino Teacher in a Globalized Context: Issues and
Trends. You are expected to demonstrate a critical understanding of the content discussed through a
two-part learning activity. However, you will be assessed using a separate scoring rubrics for topic 7
and 8.

Work collaboratively with your group using online tools for remote learning (like Google Meet, FB
messenger chat or Rooms, Zoom, or others). Submit the Worksheet in our ePNU classroom.

Group Name: ______________________________________________________________________

Group Members: ___________________________________________________________________
Date Accomplished: ________________________________________________________________

Part 1: SDG 4 Target – School & Community Response Matrix

Choose 5 among the SDG 4 Targets and Indicators most relevant to your context. Reflect on how
Philippine schools and community respond to at least 5 identified SDG 4 targets and indicators
especially in the present context, note it in the column provided. Based on your reflections, Rate the
targets from 1 to 5, 1 weakest in terms of response and 5 as the strongest.

SDG 4 TARGET and SCHOOL & COMMUNITY RESPONSE MATRIX

School-
Response
SDG 4 Targets Indicators Community
Rating
Response
4.1.1 Proportion of children and young people (a) in Grade
2 or 3 ;(b) at the end of primary education; and (c) at the
4.1 Free Primary &
end of lower secondary education achieving at least a
Secondary Education
minimum proficiency level in (i) reading and (ii)
mathematics, by sex

4.2.1 Proportion of children under 5 years of age who are

4.2 Equal access to
quality Pre- Primary
Education
4.3 Equal Access to
Affordable Technical,
Vocational & Higher
Education
developmentally on track in health, learning and
psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year
before the official primary entry age), by sex
4.3.1 Participation rate of youth and adults in formal and
non-formal education and training in the previous 12
months, by sex

4.4 Increase the 4.4.1 Proportion of youth/adults with information and

number of people communications technology (ICT) skills, by type of skill

The National Training Program for Newly- Hired Teachers

under the Junior Level Science Scholarship (JLSS) Program of Republic Act No. 10612 | Batch 2
 with relevant skills for
financial success
4.5.1 Parity indices (female/male, rural/urban, bottom/top
wealth quintiles and others, such as disability status,
4.5 Eliminate all
indigenous peoples and conflict-affected, as data become
discrimination in
available) for all education indicators on this list that can be
education
disaggregated

4.6.1 Proportion of a population in a given age group

4.6 Universal literacy achieving at least a fixed level of proficiency in functional (a)
and numeracy literacy and (b) numeracy skills, by sex

4.7.1 Extent to which (i) global citizenship education and (ii)

4.7 Education for education for sustainable development, including gender
sustainable equality and human rights, are mainstreamed at all levels
development and in: (a) national education policies; (b) curricula; (c) teacher
global citizenship education; and (d) student assessment

4.a.1 Proportion of schools with access to: (a) electricity; (b)

the Internet for pedagogical purposes; (c) computers for
pedagogical purposes; (d) adapted infrastructure and
4.A Build and
materials for students with disabilities; (e) basic drinking
Upgrade Inclusive
water; (f) single-sex basic sanitation facilities; and (g) basic
and Safe Schools
handwashing facilities (as per the WASH indicator
definitions)

4.B Expand Higher 4.b.1 Volume of official development assistance flows for
Education scholarships by sector and type of study
Scholarships for
Developing Countries
4.c.1 Proportion of teachers in: (a) pre-primary education;
(b) primary education; (c) lower secondary education; and
4.C Increase the
(d) upper secondary education who have received at least
Supply of Qualified
the minimum organized teacher training (e.g. pedagogical
Teachers in
training) pre- service or in-service required for teaching at
Developing Countries
the relevant level in a given country, by sex

The National Training Program for Newly- Hired Teachers

under the Junior Level Science Scholarship (JLSS) Program of Republic Act No. 10612 | Batch 2
Part 2. Dream, Design and Deliver (3D) – Plan of Action (PoA)

After accomplishing the SDG 4 Target- School & Community Response Matrix, you should have
identified what SDG 4 target and indicator Philippine school and community is weakest to respond to.
Your task now is to create a Plan of Action on the identified SDG 4 target using the 3D format:

Dream Conceptualize what you want (or need to achieve) to address the target.
Outline a strategy solution plan based on the identified SDG 4 Target. Relate the
Design solutions to the 2 themes discussed in Topic 7: laws pertaining to teachers and
students
Deliver Handle the reality details how to make your plan work.

ASSESSMENT

Scoring Rubric for Topic 7

The Plan of Action shall be evaluated using the Grading Rubric developed by Jerick C. Ferrer (2020) of
the Faculty of Education Sciences, College of Teacher Development, Philippine Normal University –
Manila.

Criteria Beginning Developing Accomplished Exemplar

Identified 1 law Identified 2 to 3 laws Identified more than
Identified 2 to 3 laws
related to one of the related to one of the 3 laws related to
related to both the
categories/ themes categories/ themes both the categories/
Relevance categories/ themes
that is relevant to that is relevant to themes relevant to
relevant to the action
the action plan the action plan the action plan
plan made.
made. made. made.
The strategies
contained in the
The strategies The strategies The strategies
action plan flows
contained in the contained in the contained in the
from the laws itself.
action plan have no action plan gave a action have specific
Connections Specific provisions
connection to the general connection connection to the
of the law/s were
provisions of the to the provisions of provisions of the
identified relevant to
law/s identified. the law/s identified. law/s identified.
the strategies of the
action plan.
The action plan
The action plan The action plan
The action plan reflects the
reflects the reflects the
reflects the participants’ in-
participants’ participants’
participants’ general depth understanding
Reflection knowledge of the understanding of the
knowledge of the of the practical
specific provisions practical application
relevant laws application of the
of the relevant laws of the relevant laws
discussed. relevant laws
discussed. discussed.
discussed.
(Ferrer, 2020)

Scoring Rubric for Topic 8

The National Training Program for Newly- Hired Teachers

under the Junior Level Science Scholarship (JLSS) Program of Republic Act No. 10612 | Batch 2
The Plan of Action shall be evaluated using this Action Plan Grading Rubric of the University of
Wisconsin Stevens Point LEAF, https://bit.ly/2vMNnlK

Criteria Beginning Developing Accomplished Exemplar

Does not describe
the issue. Does not
Issue description
explain the
and importance
importance of the
issue.
Does not list current Lists current actions
Current action and action being taken
organizations or organizations
taking action. does not elaborate.
Lists action but does
Action proposal Does not list action.
Thoroughly
Describes issue and describes the issue.
Briefly describes
explains the Thoroughly
issue and its
importance of the describes the
importance.
issue. importance of the
issue.
Thoroughly
Lists and describes
describes current
current actions being
being taken and action and
taken and
organizations, but organizations taking
organizations taking
action at a variety of
action.
levels.
Clearly explains
Explains action
action proposal and
proposal and outlines
details steps to
steps to achieve it.
not explain it or its achieve it.
Explains the
importance. Thoroughly explains
importance of the
importance of the
action.
action.

The National Training Program for Newly- Hired Teachers

under the Junior Level Science Scholarship (JLSS) Program of Republic Act No. 10612 | Batch 2