EDUC 3- THE TEACHING PROFESSION

MODULE 2: TEACHING COMPETENCIES

This chapter explores significant kinds of literature and theories that will help pre-service teachers in
understanding the different domains of teaching competence. Much of what is written in this chapter is the
result of the author's research about teacher education and his observation of different teachers at various
levels in the country. This chapter also includes activities that will encourage pre-service teachers to examine
and reflect on the activities done by teachers in the classroom, in the school, and the society. The objectives of
this chapter are the following:
 Identify domains where teachers should be competent in doing their job;
 Analyze various activities done by teachers in the school; and
 Reflect on the importance of developing teachers’ competence in different domains.

The teaching profession is a dynamic field that requires teachers to excel in different domains. As
professionals, teachers should demonstrate competence and knowledge in the different disciplines that
influence education as a field of study. These are what we call educational foundations. Teachers need to
have an understanding of various learning environment that promotes academic excellence and safety. They
should have a strong commitment to respecting the diversity of learners whom they teach, and they should
have knowledge and expertise in the areas of curriculum and instruction especially in promoting culturally
relevant and responsive curriculum and pedagogy for Filipino learners.
As public servants, teachers need to establish a good partnership with all stakeholders and develop
linkages with institutions and individuals. Teachers are also expected to design and implement assessment
and evaluation tools that measure students' success and learning progress. They are also regarded as leaders
in various activities, committees, and programs. Finely, teachers should plan for their professional growth and
development.
A. National Competency-Based Teacher Standards (NCBTS)
The content of the National Competency-Based Teacher Standards (NCBTS 2007) being a national
program of the DepEd, CHED, and the Teacher Education Council (TEC), identified necessary competencies
that all teachers should possess. These competencies are considered in developing curriculum standards for
pre-service and in-service teacher education in the country.

Table 1: CHED-TEC-Dep. Ed. National Competency-Based Teacher Standards

Domains Strands
1. Social Regard for  Acts as a positive role model for students

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 Learning
2. Learning  Creates an environment that promotes fairness
Environment  Makes the physical environment safe and conducive to learning
 Communicates higher learning expectations to each learner
 Establishes and maintains consistent standards of learners’
behavior
3. Diversity of Learners  Is familiar with learners’ background knowledge and experiences
 Demonstrates concern for holistic development of learners
4. Curriculum  Demonstrates mastery of the subject matter
 Communicates clear learning goals that are appropriate for
learners
 Make good use of allotted instructional time
 Selects teaching methods, learning activities, and instructional
materials or resources appropriate to learners and aligned to the
objectives of the lesson
5. Planning,  Communicates promptly and clearly to the learners, parents, and
Assessing, and superiors about the progress of the learners
Reporting  Develops and uses a variety of appropriate assessment
strategies to monitor and evaluate learning
 Regularly monitors and provides feedback on learners’
understanding of content
6. Community  Establishes learning environment that responds to the aspirations
Linkages of the community
7. Personal Growth  Takes pride in the nobility of teaching as a profession
and Professional  Builds professional links with colleagues to enrich teaching
Development practice
 Reflects on the extent of the attainment of learning goals

Table 1 shows the seven domains and the performance standards for teacher education. The domains
are organized hierarchically from the highest level. Domains 1 and 7 represent standards referring to the
teacher as a learner while domains 2 to 6 represent standards referring to the teacher as a facilitator of
learning.
B. Competencies for Global Teachers
A research was conducted by SEAMEO INNOTECH (2010) to identify important competencies for
teachers required by ASEAN countries. The result of this research identified the following general areas of
competencies of teachers for the 21st century identified as part of the Teaching Competency Framework.
1. Facilitating the development of learner’s life and career skills
2. Creating a conducive learning environment
3. Facilitating learning
4. Preparing appropriate lesson plans in line with the school vision and mission
5. Developing higher-order thinking skills (HOTS)
6. Developing and utilizing teaching and learning resources
7. Enhancing ethical and moral values
8. Assessing and evaluating learner performance
9. Engaging in professional development
10. Networking with stakeholders especially with parents
11. Managing student welfare and other tasks
These competencies are also parallel with the NCBTS. This could mean that there is a consensus
among ASEAN countries on the quality of teachers that they need. Teachers in a global classroom must
possess a high degree of expertise in content and pedagogy. They are good models of good character and
behavior. They are lifelong learners and they act with the utmost professionalism when dealing with others. A

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global teacher always puts the welfare of the students above all things and serves as an ambassador of
goodwill to all people across different cultures.
In 2010, SIREP (SEAMEO INNITECH Regional Education Program) conducted a survey of the
pedagogical skills of teachers in all the Southeast Asian countries. The results are the following ASEAN
Teaching Competency Standards of a competent teacher.
1. Selects or states long-term measurable objectives based on a prescribed national and/or school
curriculum
2. Uses creative and innovative instructional strategies that are appropriate to a lesson's objectives and
students' abilities, interests, and learning styles
3. Selects and uses appropriate resources and available technologies when teaching to suit students’
abilities, interests, and learning styles
4. Provides guided practice as necessary and reviews at appropriate time intervals
5. Uses up-to-date lessons
6. Sets learning objectives and outcomes that match the students’ real-life situations
7. Sequentially and attractively teaches lessons while taking account of students’ learning
8. Provides students with learning opportunities during and outside school hours
9. Uses the appropriate medium of instruction
10. Encourages self-study
11. Demonstrates understanding of the educational context of the classroom and the school community
12. Assesses students’ learning outcomes
These identified pedagogical skills of teachers serve as a guide for the development, formation, and
selection of teachers in the ASEAN region. It means that teachers are expected to be experts in pedagogy and
content to engage all types of students in meaningful teaching and learning process.
Diversity is also one of the major factors that need to be considered by teachers in the ASIAN region.
The richness of culture in this part of the world necessitates all teachers to possess a high level of cultural
literacy and a deep appreciation of the history and culture of the region. Teachers assigned in any of the
ASEAN countries do not only teach English language and technology to students but they help students
understand the interconnectedness of life among ASEAN people in terms of economy, culture, history, and
politics.
2.1 - Critical Questions. Reflect and write your answers to the following questions:
1. Interview teachers and school principals. How is NCBTS used in the development and
promotion of teachers?

2. Considering the ASEAN Integration initiatives, how do we mentor and prepare teachers
for global classrooms?

3. Using the NCBTS and the results of SEAMEO studies, what reforms can be introduced
in the pre-service teacher education program in the country?

C. Educational Foundations
Teachers should have a solid understanding of educational foundations. These educational
foundations are subjects and disciplines that have an important contribution to the understanding of education
as a field of study and educational processes. These subjects and disciplines are History of Education,
Philosophy, Legal Foundations of Education, Sociological and Anthropological Foundations of Education, and
Educational Psychology. Over the tears, these disciplines and fields have contributed several theories, ideas,
laws, and principles to enrich education as a field of study. The following are some standards that teachers
need to know in the area of Educational Foundations:

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 Demonstrate understanding of the historical foundations of education especially on Philippine
education, including contributions and ideas of individuals and groups from diverse
backgrounds. Teachers need to understand how historical events in the country and the world help
shape the field of education. Many educational theories and all educational systems are products of
their own time by individuals and groups who have dedicated their lives in findings ways on how to
change society and develop human beings through education.
Literature on the history of education would tell us that the Greeks, the Romans, the Egyptians, and
even the ancient civilizations in Mesopotamia, Persia, China, and other areas of the world have
contributed a lot to the development of educational ideas. In the Philippines, the educational system of
the pre-Spanish Filipinos, the Roman Catholic Church during the Spanish period, and the Protestant
Churches during the American Commonwealth have contributed a lot to the development of Philippine
Education. The Americans also established the public school system in the country. Many other events
in history shaped our education system up to now. Teachers need to learn, reflect, and unlearn from
history. Teachers should develop critical minds and historical literacy to make education more relevant
and responsive to the needs of the people and communities.
 Analyze educational philosophies, theories, and researches on education. Teachers should learn
how to analyze and interpret different educational philosophies. Educational philosophies serve as a
guide in making any curricular and instructional decisions. Philosophy also influences teachers'
behavior and beliefs. It shapes their personalities and teaching styles, and it influences teachers'
values.
Teachers also need to understand the different educational theories and they should be able to apply
and interpret these educational researches in teaching. These theories guide teachers in engaging the
students in meaningful learning. It provides alternative solutions and explanations to educational issues
and concerns. In the same manner, teachers need to be updated with the latest researches in the field
of education and from allied areas like psychology, neurology, sociology, and other areas that influence
the field of education. These researches will be help teachers in understanding the learning process
and in responding to the needs of learners.
 Understand laws and policies related to education especially in the Philippines contexts.
Teachers should seek to understand the different laws and policies concerning Philippine education.
These laws and policies provide a legal framework that will guide teachers and administrators in
making decisions about the school, policies, teachers, and students.
 Identify social, cultural, and economic factors that affect the education of learners. Teachers
need to understand the influence of culture, society, and the economy in the development of the field of
education. Understanding the needs and demands of society will help teachers develop curriculum and
instruction that are relevant and responsive. It is also desirable for teachers to understand the role of
culture in education. One of the functions of education is to preserve the positive culture of a particular
group of people in societies.

Education is said to be one of the pillars of economic progress. This is because education contributes
to the economic growth of any country through the development of human resources, ideas, and
technology. In the Philippines, education is seen as an important tool for alleviating poverty and
pushing for economic progress and human resources development.

At the level of the learners, teachers need to know that the economic condition of each learner is one
of the determinants of school success or failure. In many areas in the Philippines, poverty remains to
be one of the reasons for students' failure to get an education.

 Integrate ideas and theories to understand the purpose and nature of education as a
discipline. The teacher needs to develop an understanding and appreciation of the different
educational ideas and theories to have a between understanding of the field of education.
Education is a very dynamic field involving a concrete process of understanding how people

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 develop knowledge and skills. It is, therefore, necessary for the teacher to be engaged in
understanding and in continuously building educational ideas and theories.

2.2 - Critical Question: Reflect and write your answer to the following question:

1. How does history shape the educational system of a country?

2. What are the significant contributions of the following fields to education:
 Philosophy

 Sociology

 Anthropology

 Psychology

3. Do you think the information you learned from your professional education
courses is enough to develop your knowledge and appreciation of education as a
field of study? Explain your answer

D. Learning Environment

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The learning environment is very important in teaching and learning. Before the school year starts, all teachers
are busy preparing their classroom, putting visuals on classroom walls, arranging chairs and tables, preparing
visual aids, and changing bulletin board displays. They all want their classroom to be attractive to the learners
when they come to school. Teachers believe that the physical environment of the classroom could influence
their students to learn. While this could be true, the learning environment is more than the physical
environment that teachers prepare for the student. The learning environment includes the physical
environment, the intellectual environment, and the emotional environment that teachers experience in school.
It is influential in creating a positive atmosphere of learning in school and it is the main source of school and it
is the main of school culture. The following are standards that teachers need to know and practice to provide a
positive learning environment for students on any level:
 Understand various types of learning environments that accommodate various needs and
promote the development of different types of learners. Teachers should understand the different
educational environments that influence the learners' development. This educational refers to the
physical and psychological environment provided by the school. The student needs to study in a safe
environment and conducive classroom equipped with instructional materials needed for each subject.
The psychological environment of the school should promote a climate of high expectations,
appreciation of diversity, and respect for learners' dignity. It is important for teachers to promote a
learning environment that values individual ideas, develops individual talent, and provides a venue for
intellectual discussion and activities.
 Understand the role of various agencies, families, and communities in supporting the
development of learners. Teachers should work closely with different stakeholders. They should
develop good relationships and partnerships with the parent, community leaders, and with several
public and private institutions surrounding their school. Teachers should develop programs and
projects that promote quality education and positive development of learners where they can work with
individuals and institutions.
 Design learning opportunities that nurture learners' talent, critical, thinking, and creativity.
Teachers should do their best to design a learning environment that nurtures individual talent, critical
thinking, and creativity. This means providing effective and efficient student support programs and
instructional support programs that nurture the potential of the student in meaningful learning and
provide opportunities for the student to share ideas and develop new forms of knowledge.
 Create a safe learning environment for all learners. Teachers need to create a safe physical and
psychological learning environment for their learners. Brain-based principles tell us that learners learn
best when they feel safe and secure.
 Create a learning environment that promotes intercultural exchange among learners. Teachers
should teach their students to value individual differences and cultural diversity. They need to expose
their student to value individual differences activities and promote interaction among students. The
student needs to develop a high level of cultural literacy. Brodin (2010) observed that the need for
educating all citizens, and providing them with information about others cultures and countries has
become imperative. The thrust of the preservice teacher's education curriculum should be focused on
the development of teachers who could serve as facilitators for understanding various cultures and
ideas among different countries. (Pawilen et al. 2009)
 Commit to promoting a learning environment that promotes respect, equality, and a climate of
high expectations. Teachers should ensure that classes, activities, programs, and rules promote
respect, equity, and acclimate to high expectations. The student should be taught to respect the rights
of other people. They should learn how to value the dignity of every human being, and they should
commit themselves to the pursuit of academic excellence.

Since many children come from various cultural backgrounds and socio-economic statuses teachers
should be fair and just in dealing with children. Teachers should avoid culturally biased statements and
practices that may lead to the negative experience of schooling for young children. Favoritism should
be avoided and children should be treated equally with respect.

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2.3 - Critical Question. Respect and write your answer to the following question:

1. What are the characteristics of an ideal learning environment for the student?
 E. Diversity of Learners

Teachers need to integrate various educational ideas, perspectives, and theories in planning
instruction for all types of students. The problems encountered when teaching and the different issues faced
regarding learners' behavior show that there is a need for teachers to understand the different learners. Each
learner is unique in many different ways.

Ball (2000) pointed out that the enormous complexities of today's world require a new vision for
schooling that responds to the needs of the global and multicultural society in which we live. There is a need to
prepare teachers who possess a high level of knowledge and skills that include a high level of cultural literacy
that allows them to understand the nature and needs of every learner. The classrooms are becoming more
complex and diverse (Shim 2011). Teachers, therefore play a significant role in helping the students become
cosmopolitan members of society.

Understanding the nature of the learners empowers every teacher to respond to the needs, learning
styles, interests, and personalities of the learners. The quality of information about the learners helps plan
effective instruction and in implementing learning activities. Understanding the learners is the first thing that
teachers should do before planning and implementing instruction. The following are the things that all teachers
need to know and practice to understand students I any level:

 Cognitive, affective, and psychomotor development of learners- Psychology provides us with

studies, theories, and principles about the development and nature of every learner. Each teacher
should know these development tasks and characteristics to understand each learner's needs,
motivation, and interests. This task is also helpful for teachers in handling students' behaviors and in
managing classroom tasks.
 Influence of diversity factors on education- Schools are responding to culturally diverse individuals.
Students are becoming diverse in terms of language, culture, socio-economic conditions, learner
styles, talents, family background, religion, and abilities. They have different interests and issues too.
Teachers, therefore need to understand all these diverse factors to teach effectively to students. It is
also important for teachers to instill a global perspective among students exposing them to the
histories, languages, religious traditions, and cultures of countries and other places.
 Learning styles and thinking preferences of learners- Howard Gardner's Multiple Intelligence
Theory (1981) remains to be one of the most influential and famous theories that discuss the idea of
every learner having different learning styles and thinking preferences. According to Gardner, each
individual possesses one or more intelligence: verbal-linguistic, musical, bodily-kinesthetic, naturalistic,
logical-mathematical, interpersonal, intrapersonal, visual and spatial, and existentialist intelligence.
Understanding the different learning styles and thinking preferences of the learners is essential in
designing appropriate learning experiences, selecting learner-centered strategies, designing effective

2.4 - Critical Questions. Reflect and write your answers to the following questions:
 assessment tools, and responding to individual learners' learning needs. There is a need for teachers
to match their teaching styles to the learning styles and thinking preferences of the learners.

F. Curriculum and Instruction

The curriculum is simply defined as the contents, standards, competencies, and topics that students
learn. It includes the school's philosophy, mission and vision, and goals, subjects and learning experiences,
and the assessment and evaluation tools. On the other hand, instruction is defined as the means for
implementing the curriculum. It includes instructional strategies, methods, approaches, and techniques.

As mentioned earlier in this book, teachers need to know the curriculum and how to implement it. They
are considered curriculum leaders who are engaged in planning, designing, developing, implementing, and
evaluating curriculum. The role of teachers in curriculum and instruction is so vital that the success of any
curriculum or the effectiveness of any instruction can be attributed to the quality of teachers who will
implement it. Great instructions of learning around the world were developed because of great teachers
working in them. In the same manner that outstanding curriculum and instruction are recognized here and
abroad because of the quality, creativity, and commitment of teachers who are working on it.

The following are the standards that teachers should know and do to fulfill their roles as curriculum and
instructional leaders in their schools:

 Knowledge of various curriculum models and programs that are developmentally appropriate
for the learners. Teachers need to know different curriculum models and programs that are relevant
and responsive to the needs, developmental tasks, and interests of their learners. They need to know
how to plan and implement these curriculum models and programs and adapt them to their school
context.

With the implementation of the K-12 Curriculum in the Philippines, teachers need to understand how to
plan and implement a learner-centered and standards-based curriculum. They also need to know how to
implement all the curricular innovations that are part of the K-12 program such as the senior high school
curriculum tracts, the Mother Tongue-based Multilingual Education, the new Kindergarten curriculum, and
other forms of innovations in the content of the curriculum.

Teachers also need to understand the design of the current K-12 Curriculum to implement it effectively.
Some examples of these are standards-based curriculum framework, spiral curriculum design, curriculum
integration, and multi-cultural curriculum.

 Knowledge of the different learning areas and subjects. As implementers of curriculum, teachers
need to develop a high level of content knowledge of the subjects and learning areas that they are
assigned to teach. They need to demonstrate a high level of mastery of the contents of the subjects
they teach. They need to commit themselves to continuous professional development to update the
level of their content knowledge. For example, for a science teacher to be effective, he or she should
know the content and processes of the science subject. For Kindergarten, all teachers should
understand the content of each learning area prescribed in the official curriculum. Teachers should not
stop reading and learning. There are also times when they need to unlearn and re-learn many things
that they knew in the past. The habit of lifelong learning must be developed among teachers.

 Pedagogical knowledge. Pedagogy is simply defined as the science and art of teaching young
learners. It includes a large repertoire of teaching methods, instructional strategies, teaching
approaches, and teaching techniques. Teachers are instructional leaders. They plan for the
implementation of a curriculum. It is therefore important that they know how to teach different subjects.
Possessing a high level of pedagogical knowledge can bring the spark of the magic of learning inside
the classroom. Teachers should know different instructional planning models that consider the unique
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 characteristics and needs of young children from various cultures and socio-economic backgrounds.
They need to select teaching methods, learning activities, and instructional materials or resources
appropriate to learners and aligned to the objectives of the lesson.

With the implementation of the K-12 Curriculum, teachers need to know how to utilize the desired
pedagogical approaches for the implementation of the new curriculum. Some of these pedagogical
approaches are the constructivist teaching approaches, ICT integration, integrative teaching and learning,
learner-centered strategies, and standards-based teaching and learning approaches.

 Utilization of technology for teaching and learning. Technology is shaping many things in society
even people's values. In the field of education, technology is making all information accessible for
teachers and learners. Technology is an important tool for teaching and learning. It is important that
teachers should be technologically literate and can integrate technology into their teaching and
learning.

 Development of instructional materials. A lot of people share the common sentiment that all
teachers, especially those who are in local communities, should be creative and be problem-solvers.
They should know how to improvise or develop local materials for instruction since many schools do
not have enough facilities and instructional materials.
 Effective classroom management. Teachers should know how to manage their classrooms. This
means that they should be able to understand learners' behavior and how to manage it. Classroom
management is now one of the major concerns of public and private school teachers. The teachers
need to plan how to handle learners' behavior and characteristics. Classroom rules should be
established and a system for rewarding positive behavior should be developed and implemented.
Since teachers are not supposed to use corporal punishment in disciplining learners, an efficient way of
handling learners' unwanted behavior inside the class should be developed.

It is also important for teachers to develop a "caring attitude" in dealing with the learners especially with
young children. Hence, teachers must possess a loving attitude toward all types of learners. There is a need
for teachers to develop positive attitudes in handling young children. They do not just teach the content, but
they help young children develop positive self-esteem and self-concept.

2.5 - Critical Questions. Reflect and write your answers to the following questions:
1. What curriculum models can be developed and implemented in a multi-cultural country
like the Philippines?

2. What strategies and programs can you suggest for the successful implementation of the
curriculum?

3. What pedagogical approaches can be utilized to maximize students’ learning?

4. What are your thoughts about the practice in the Philippines of adapting curriculum
models and programs from countries especially the US?

G. Measurement, Assessment, and Evaluation

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 Measurement is concerned with the statement of performance usually represented in quantitative terms.
It includes descriptive data obtained about students' performance. Assessment involves the interpretation and
representation of measurement data. It assigns quantitative and qualitative marks to the collected
measurement information. Evaluation is the process of making value judgments based on the assessment
interpretations of collected data. It is the systematic process of collecting and analyzing data to make
decisions.

Teachers must measure, assess, and evaluate the learning of students. The results of these processes
are used to improve instruction and to effectively ensure that the students learn from all the subjects in the
curriculum. The following are the standards that teachers should know and be able to do to measure, assess,
and evaluate learners' progress in school:

 Develop and use different assessment tools that are appropriate to measure learners’ progress.
Teachers must know how to develop, select, and use assessment tools that can truly measure
learners' progress. Appropriate assessment can be designed based on the prescribed curriculum
standards and competencies. Examples of these assessment tools are traditional assessment,
authentic assessment, or a form interdisciplinary assessment. Teachers should be good at constructing
good test items. In the case of authentic assessment, they should know how to develop rubrics that will
truly measure students' outputs. A good teacher knows how to select appropriate assessment tools for
his or her students.

 Utilize evaluation results to provide feedback on learners’ progress. Reporting learners' progress
through individual progress report cards or developmental checklists in the case of Kindergarten
children is an essential duty of the teacher. The reports should reflect a fair appraisal and evaluation of
each learner. Teachers should refrain from any biases or unfair grading practices. The grades serve as
the basis for selecting honor students and for identifying those that are ready to be promoted to the
next grade level. In the case of gifted students, their grades will serve as the basis for acceleration and
in developing individual programs for them. At the end of each academic year, the grades of the
students are submitted to the Division Office of the Department of Education.

 Utilize alternative forms of assessment. Alternative assessments are examples of learners' outputs
that could be graded using rubrics. Not all learning can be measured by quizzes and tests. Some
competencies and standards are best measured by looking at the individual outputs and actual
performance of the students. These learners' outputs are compiled in individual learners' portfolios that
are collected at the end of each grading period.

 Exercise fairness and professionalism in reporting learners' progress. Teachers should show
professionalism in reporting learners' progress to their parents. When reporting to parents, they should
always show their concern for the development of their learners. They should include positive
comments about each learner and they should identify areas to improve their performance. Teachers
should be very professional in responding to parents' questions when it seems they are not satisfied
with the grades of their children.

In the case of national examinations, a professional teacher must prepare the students. This can be
done by teaching the minimum required standards and competencies. Teachers must protect the integrity of
these national examinations. They should avoid cheating the results like giving leakages about the test
questions or asking slow learners to be absent during the examination day.

2.6 - Critical Questions. Reflect and write your answer to the following question:

1. What are the essential features of the assessment framework of the Department of
Education in the Philippines?

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2. What should be included in an individual learning portfolio?
 H. Establishing Community Linkages

Teachers are expected to establish community linkages to promote partnership in ensuring quality
education for all learners across different levels. In the book, It Takes a Village to Raise a Child written by
Hillary Clinton, the role of the community and different social agencies are recognized as important in
educating an individual. For Clinton, educating a person is a collaborative endeavor between the school and
the community. Teachers serve as bridges between schools and the wider community. They are ambassadors
of goodwill representing their students and their schools to any individual or institution.

In basic education, teachers need to work with NGOs and governments organizations to encourage
public support for quality education and to protect the welfare of the students. Individuals and organizations
may support projects and programs of the schools to provide professional services needed by the school,
teachers, and students. They can donate equipment and other instructional materials needed by the school or
give financial support for scholarship programs for poor and deserving students. There are also some cases
where institutions and individuals provide or sponsor scholarships for graduate students and continuing
education of teachers.

The school is an integral part of society. It develops the minds and character of future leaders and
citizens of society. It contributes significantly to the economic development of society by developing
professionals and functionally literate citizens. Having said this, teachers need to be faithful and trusted
partners in the development of students. These are some standards that teachers need to know and do to
establish community linkages:

 Culturally responsive behaviors promote effective communication and collaboration with

individuals, families, social agencies, and other members of the community. Teachers establish a
learning environment that responds to the aspiration of the community. They respond to the needs and
concerns of individuals and families with professionalism and dignity.

 Collaborate with individuals and groups to support educational programs in the community.
Teachers work with different groups and individuals to rally support on various educational programs in
the different communities. Examples of programs are feeding programs for young children, scholarship
programs, literacy programs, health and nutrition, and nutrition programs, and creating a children's
protection desk in different barangay.

 Respect for the culture of the individual and communities. Teachers always deal with different
people every day. These people belong to different families, cultures, religious groups, and socio-
economic statuses. Teachers patiently work with these people and groups. Teachers are advocates in
respecting cultural diversity.

 Commitment to the educational goals of the society. The teachers are committed to upholding and
implementing the educational goals of society. They are leaders, implementers, and advocates of
educational programs in society.

2.7 - Critical Questions. Reflect and write your answer to the following questions:

1. What forms of community services do teachers provide in their communities?

2. How can teachers strengthen their linkages?

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 I. School Leadership
Teachers have the potential to exercise dynamic leadership in school, thereby enhancing the possibility of
school and social reform. As leaders in their schools, they act with strong principles, values, and philosophy to
develop the learners to be dynamic citizens, professionals, and great leaders in society. They shape the minds
and values of future generations of society. They are confident in providing leadership in instituting and in
implementing school reforms especially with the implementation of the K-12 Education Program of the
Philippines. Teacher leadership is an important component of students and school success. Crowther,
Kaagan, Ferguson, and Hann (2002) shared this framework for teacher leadership:
Table 2. Teachers as Leaders Framework
Teacher Leaders
Convey convictions about a better world by:
 Articulating a positive future for students;
 Showing a genuine interest in students’ lives;
 Contributing to an image of teachers as professionals who make a difference;
 Gaining respect and trust in the broader community; and
 Demonstrating tolerance and reasonable in a difficult situation.
Strive for authenticity in their teaching, learning, and assessment practice by;
 Creating learning experiences related to students' needs;
 Connecting teaching, learning, and assessment to students futures;
 Seeking deep understanding of tacit teaching and learning process; and
 Valuing teaching as a key profession in shaping meaning systems.
Facilitate communities of learning through the organization-wide process by:
 Encourage a shared, school-wide approach to pedagogy;
 Approaching professional learning as consciousness-raising about complex issues;
 Facilitating understanding across diverse groups while also respecting individual differences; and
 Synthesizing new ideas out of colleagues’ dialog and activities.
Confront barriers in the school’s culture and structure by:
 Testing the boundaries rather than accepting the status quo;
 Engaging administrators as potential sources of assistance and advocacy;
 Accessing political processes in and out of the school; and
 Standing up for children, especially marginalized or disadvantaged individuals or groups.
Translate ideas into a sustainable system of action by:
 Organizing complex tasks effectively;
 Maintaining focus on the issue of importance;
 Nurturing networks of support; and
 Managing issues of time and pressure through priority setting.
Nurture a culture of success by:
 Acting on opportunities for others to gain success and recognition;
 Adopting a no-blame attitude when things go wrong; and
 Creating a sense of community identity and pride.

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 Teacher leaders are servant leaders. They contribute and lead in creating visions for a safe and just
society. They support community programs and projects implemented by the local and national governments.
They share their expertise and talents in various committees in school and in the community where they
belong. They create a nurturing culture in their schools through their commitment to developing the skills and
talents of the students. They promote quality education, equity, and positive school reforms that are hoped to
transform the lives of learners.

Many teacher leaders do not stop learning and are committed to continuous professional development
to develop their knowledge and skills and to keep them informed of the developments in education and in the
subjects they teach. They promote a culture of academic excellence and a climate of high expectations among
teachers, staff, and students. They gave their life, time, and resources for the welfare of their students.

2.8 - Critical Questions. Reflect and Write your answers to the following questions:

1. Identify a teacher whom you know to be a teacher leader. How does a teacher leader
influence society?

2. How can we encourage teachers to exercise leadership in their schools?

J. Classroom management
When teachers talk about the most difficult problems they experienced in their teaching, they always
mention classroom management and students' discipline. Although there are a lot of seminars and training
given to teachers on classroom management over the past years, many teachers still have anxieties about
managing their classrooms. Perhaps the changing family values and society culture, and the changing nature
of learners are contributory to the classroom management problems encountered by teachers.
Richard Arends (1998) pointed out that classroom management and instruction are interrelated.
Classroom management is interrelated in the everyday teaching and learning process. It is a set of interrelated
skills and knowledge carefully designed to handle students' behavior. Classroom management is also a set of
classroom rules developed as a system of rewarding positive behavior and giving positive intervention on
learners' disruptive behavior. To master classroom management, teachers need to know their learners and
they should be well informed in psychology to understand learners' development and behavior.
Classroom management is also important in developing an efficient and effective system to increase
learners' motivation to learn. Students need to participate actively in-class activities and discussions. They are
expected to diligently do their duties and responsibilities in their classes. Nowadays, it can be observed that
many students are unmotivated to learn. They are more interested in their gadgets rather than doing their
assignments and projects. This means that there is a need to empower and equip teachers to be good
classroom managers. The following are the standards that teachers should know and do not master classroom
management.
 Establishing clear rules and procedures. Teachers should know how to establish a system that will
help them handle learners' behavior. This means that classroom rules and procedures are established.
The students should also be made aware of these rules and procedures.
 Making learners responsible and accountable for their actions and behaviors. Learners must be
developed to be responsible and accountable for their academic work and classroom behaviors.
Students need to realize that every act they do in the classroom should edify the whole class.
 Planning lessons and learning activities effectively. Classroom management is always interrelated
with instruction. Effective teaching requires all students to be engaged in the learning process.
Planning effective instruction requires teachers to understand their learner’s behavior and interest.
 Developing intervention skills for dealing with different classroom problems. Teachers need to
develop techniques and approaches for dealing with different classroom problems. Great teachers
know how to use rewards and punishment effectively. They also work with parents to understand the
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 environment of the students and seek help from other professionals to understand learners' issues and
problems.

2.9 - Critical Questions. Reflect and write your answer to the following questions:

1. What type of problems do teachers encounter in their classes? How do they manage
these problems?

2. How can we empower teachers to become effective classroom managers?

3. How can teachers work effectively with families and professionals to understand
learners’ issues and problems?

K. Professional Development
Teachers need to commit themselves to continuous professional development. This is important to make
themselves updated on different curricular and instructional innovations. Professional development of teachers
involves attending graduate school to take advanced courses and degrees, attending the conference, and
participating in seminars, workshops, and training. These professional development activities are commonly
known as continuing education programs or in-service training. In these programs and activities, teachers will
have the opportunity to discuss educational issues, understand new challenges in the teaching and learning
process, appreciate new information related to the subjects they teach, learn new instructional methods and
strategies, and improve their classroom management skills.
These professional development programs are important in molding the minds and character of teachers.
Everything in education cannot be learned in the pre-service teacher education curriculum. The world of
knowledge is so dynamic that it is continuing to evolve as time goes by. New knowledge, skills, and
information across different fields and disciplines are developed and disseminated regularly through journals,
books, online sources, and conference and in-service programs. Most of these professional development
activities are conducted during semester vacations or the during summer vacations.
Professional development also includes teachers' participation and membership in professional
organizations. Through these professional organizations, teachers become part of an academic community
where they can be involved in various professional activities and socialize with other professionals provide
venues for holding academic activities and sharing common advocacies.
The following are some of the standards that teachers should know and do in the area of professional
development:
 Building professional links with colleagues and other professionals. Teachers need to establish a
good working relationship with their colleagues and other professionals. These can be done through
membership in academic societies and professional organizations here in the Philippines or abroad. It
is through these academic links that they got to know more and share best practices in education.
 Conduct relevant research. Teachers need to conduct basic research or action research to fully
understand some educational issues and problems and to test the applicability and strength of a
particular curriculum or pedagogy model. In the Philippines, most teachers do not do research. If they
do, it is because it is a requirement for promotions. Research is important in the academe. It is through
research that we got to know more about certain issues and areas of interest in the academe.
Research enables us to validate theories and also to see the applicability of these educational theories
in our school context.
 Commitment to lifelong learning. Teachers need to develop the habit or culture of lifelong learning.
We see teachers as fountains of knowledge. Hence, they should serve as models of knowledge

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 seekers and knowledge producers. Teachers should never stop learning. Their position in society
requires them to be always knowledgeable in their work and different areas.
 Attendance in in-service programs and activities for teachers. Attending in-service programs for
teachers is useful for all teachers. It is through these activities that their pedagogical skills and content
knowledge are developed and enhanced.
 Enrolling in graduate and post-graduate education courses. Teachers should enroll in graduate
and post-graduate courses, not for promotional purposes but to improve their knowledge and skills.
Currently, several graduate schools in the country are diploma mills. This means they do not offer
quality graduate and post-graduate education. Teachers should be encouraged to take graduate
courses in the recognized center of excellence. Their thesis and diploma should determine their
expertise and specialization in their chosen fields.

2.10 - Critical Questions: Reflect and write your answers to the following questions:

1. How can we develop the research culture of basic education teachers in the country?

2. How can we encourage teachers to take professional development seriously to

improve their knowledge and skills?

3. What do you think could be done to improve the quality of in-service programs and
graduate education in the country?

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