TEACHER’S ROLE IN THE SOCIETY AS TRANSFORMATIVE AGENT OF CHANGE

When can we say a teacher is effective?

• Masters numerous competencies, tasks, and roles
• Good communication skill
• Deep content knowledge
• A sound classroom management
• Creates a healthy classroom atmosphere

Lesson:
• NCBTS
• Characteristics of a 21st Century Teacher

What is NCBTS?
• According to DO 32, s. 2009, The National Competency-Based Teacher Standards (NCBTS)
defines the desired practice of effective teaching. The NCBTS sets performance indicators
classified in appropriate domains and strands that guide teacher professional development.
• DepEd Order No. 42, s. 2017 was passed directing the national adoption and implementation
of the Philippine Professional Standards for Teachers (PPST).
• PPST is an enhanced version of the professional Competency standards for Filipino teachers
as it is anchored on a continuum of teaching practice defined in terms of distinct career stages.
What makes PPST different to NCBTS?

 PPST articulates what constitutes teacher quality In the K to 12 reform through well
defined domains, strands, and indicators that provide measures of professional learning,
competent practice, and effective engagement.

PPST is composed of 7 Domains:

 Content Knowledge and Pedagogy

 Learning Environment
 Diversity of Learners
 Curriculum and Planning
 Assessment and Reporting
 Community Linkages and Professional Engagement
 Professional Growth and Professional Development
Content Knowledge and Pedagogy

 This domain recognizes the importance of teachers’ mastery of content knowledge and
its interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and
learning.

Domain 1- Content Knowledge and Pedagogy

Strand 1 Content knowledge and its application within

and across curriculum areas
Strand 2 Research-based knowledge and principles of
teaching and learning
Strand 3 Positive use of ICT
Strand 4 Strategies for promoting literacy and
numeracy
Strand 5 Strategies for developing critical and creative
thinking, as well as other higher-order
thinking skills
Strand 6 Mother Tongue, Filipino, and English in
teaching and learning
Strand 7 Classroom communication strategies

Learning Environment

 It highlights the role of teachers in providing learning environments that are safe, secure,
fair and supportive in order to promote learner responsibility and achievement.

Domain 2- Learning Environment

Strand 1 Learner and security

Strand 2 Fair learning environment
Strand 3 Management of classroom structure and
activities
Strand 4 Support for learner participation
Strand 5 Promotion of purposive learning
Strand 6 Management of learner behavior

Diversity of Learners
  This domain underscores the importance of teacher’s knowledge and understanding of,
as well as respect for, learner’s diverse characteristics and experiences as inputs to the
planning and design of learning opportunities.

Domain 3- Diversity of Learners

Strand 1 Learner’s gender, needs, strengths, interests,

and experiences
Strand 2 Learner’s linguistic, cultural, socio-economic,
and religious backgrounds
Strand 3 Learners with disabilities, giftedness, and
talents
Strand 4 Learners in difficult circumstances
Strand 5 Learners from indigenous groups

Curriculum and Planning

 This domain expects teachers to apply their professional knowledge to plan and design,
individually or in collaboration with colleagues, well-structured and sequenced lessons.

Domain 4- Curriculum and Planning

Strand 1 Planning and management of teaching and

learning process
Strand 2 Learner’s linguistic, cultural, socio-economic,
and religious backgrounds
Strand 3 Learners with disabilities, giftedness, and
talents
Strand 4 Learners in difficult circumstances
Strand 5 Learners from indigenous groups

Assessment and Reporting

 Domain 5 relates to processes associated with a variety of assessment tools and

strategies used by teachers in monitoring, evaluating, documenting and reporting
learner’s needs, progress and achievement.

Domain 5- Assessment and Reporting

Strand 1 Design, selection, organization, and

utilization of assessment strategies
Strand 2 Monitoring and evaluation of learner progress
and achievement
Strand 3 Feedback to improve learning
Strand 4 Communication of learner needs, progress,
 and achievement to key stakeholders
Strand 5 Use of assessment data to enhance teaching
and learning practices and programs

Community Linkages and Professional Engagement

 Domain 6 affirms the role of teachers in establishing school-community partnerships

aimed at enriching the learning environment, as well as the community’s engagement in
the educative process.

Domain 6- Community Linkages and Professional Engagement

Strand 1 Design, selection, organization, and

utilization of assessment strategies
Strand 2 Monitoring and evaluation of learner progress
and achievement
Strand 3 Feedback to improve learning
Strand 4 Communication of learner needs, progress,
and achievement to key stakeholders
Strand 5 Use of assessment data to enhance teaching
and learning practices and programs

Domain 7- Personal Growth and Professional Development

 Domain 7 focuses on teacher’s personal growth and professional development. It

accentuates teacher’s proper and high personal regard for the profession by maintaining
qualities that uphold the dignity of teaching such as caring attitude, respect and integrity.

Domain 7- Personal Growth and Professional Development

Strand 1 Philosophy of teaching

Strand 2 Dignity of teaching as a profession
Strand 3 Professional links with colleagues
Strand 4 Professional reflection and learning to
improve practice
Strand 5 Professional development goals

 The new Professional Standards for Teachers in the Philippines was developed to
strengthen the former National Competency-Based Teacher Standards (NCBTS).

MOST COMMON 21ST CENTURY SKILLS

Communication
  It means sharing of thoughts, questions, ideas, and solutions. It is the ability to
effectively talk to others and convey one’s opinions, feelings, and thinking.

Collaboration

 It means working and learning together to solve a problem and reach a goal. It also
means putting together everyone’s talent, expertise, and smarts to work.
Critical Thinking

 It means looking at problems in a new way and linking learning across subjects and
disciplines. Learners who show critical thinking are able to identify the root of a problem
and apply multiple solutions learned from different perspectives.
Creativity

 It means having unique ideas and trying new approaches to get things done. It is a term
that is synonymous with innovation and invention.

21ST CENTURY SKILLS BY DepEd

Effective Communication Skill

 In life and in the workplace, individuals need to be good communicators to articulate

their thoughts clearly and effectively in written, oral, and in non-verbal means.
 Teaming, Collaboration, Interpersonal Skills, Interactive communication
Learning and Innovation Skill

 It is a required skill in the 21st century that individuals develop and nurture their ability to
think outside of the proverbial box without fear of failing when going against established
rules and ideas.
 Creativity, Curiosity, Critical thinking/problem-solving skills
Information, Media, and Technology Skill

 Teachers will use relevant information and incorporate numerous communication and
social vehicles in teaching, learners are able to access, analyze and evaluate
voluminous information and to become updated with the use of rapidly changing
technology.
Life and Career Skill

 The ability to have lifelong learning (i.e., learning how to learn and commitment to
learning (i.e., learning how to learn and commitment to learning as an endless process)
throughout one’s life is imperative to live in the 21st century.
 SCHOOL AND COMMUNITY RELATIONS
A. The Teachers, Parents and the Community

 The parents are the first teachers in the home.

 Teachers in the schools continue to enrich the student’s experiences at home.
 The members of the community participate in the parent teacher activities and projects.
Difficulties:
Children experience difficulties and problems regarding:

 ability to accomplish assignments,

 irregular attendance,
 study habits in school
 negative attitudes, and
 problem with self-discipline
Solutions:

 A calm and friendly face to face exchange of observations.

 Positive attitudes of kindheartedness and patience
 Strong motivation and encouragement from both sides.
 Letter and praises to parents for outstanding performances
 Interesting lesson
Values Developed:
a. Respect for elders and for the right of others.
b. Cooperation
c. willingness to share
d. deep sense of responsibility
e. persistence

Interests

 Special interest and innate talents noticed at young age must be attended to by the
sensitive mentors and guardians in order to provide them with continued opportunities to
attain the full realization of their natural gifts.
School and Community
  The community would in turn show their gratitude and appreciation by keeping their
school’s surroundings clean and comfortable for their children, and by sharing resources
whenever needed.

1. Collaborative Relationship

 The school officials actively participate in community projects such as literacy assistance
project for out-of-school children and house campaign for healthful practice.
 The municipality/city officials are likewise ready to provide help in improving the physical
facilities of the school.

2. Organized Associations

 Schools have organized Parent-Teacher and Community Associations with the officers
coming from both their members. Representations during town or school affairs create
strong affairs create strong ties among member, thus, helping hands are volunteered in
times of needs.

3. Public Safety, Beatification and Cleanliness

 Peace and order, safety in public conveyances and compliance with ordinances afford
ample protection and disciplinary measures developed by all.

4. Values Exhibited

 Outstanding school personnel

 Values of nationalism and unity
 Respect for authority and self-discipline

Instructional Centers and Materials

 The community can serve as rich sources of instructional materials.

 Professionals and practitioners form the community can be invited as resource speakers
during observance of significant school rites.
 Professional Linkages and Networking Organizations of Teachers
Network
A network is a grid/web whose members actively demonstrate how they can work together to
attain common objectives, undertake innovative practices, and update members regarding
breakthrough in different disciplines.

Professional networking
Is the membership of teachers to professional organizations that allows them to obtain updates,
best practices, recent trends, issues and problems in their profession.

Networking Entered by Teachers and Their Institutions

Networking can come in different forms:

 Networking with professional organizations (e.g., consortium with universities/colleges),

 Networking with government offices (e.g., Department of Science and Technology,
Teacher Education Council and Commission on Higher Education)
 Networking with media (ABS-CBN and GMA, Government and Private Channels, and
Historic and Cultural Events).

Importance of Networking and Linkaging in Teaching

 Networking and linkaging with professional organizations are vital in the personal and
professional development of teachers. Few of the benefits derived from this undertaking
are as follows:
 Transfer, sharing and dissemination of technology, finances, and other resources can be
hastened between and among members and partners;
 Best practices and breakthroughs in different disciplines are shared, discussed, and
replicated;
 Members allow teachers to grow personally and professionally through domestic and
international site visits, faculty and learner exchange, and the like; and
 Intellectual exchanges through conferences, annual gatherings and professional
publications like research journals, compendiums, and newsletters are provided to all
members.
 ETHICS
Introduction

 Teaching is always regarded as a moral endeavor because teachers make ethical

decisions in the course of their routine work.
 Teachers need to have a comprehensive understanding of the moral and ethical value of
what they do and see the moral contribution of their profession in building the character
of learners.
Moral

 concerned with the principles of right and wrong behavior and the goodness or badness
of human character.
 is narrower than ethics because it is just concerned with one’s own principles of right
and wrong.
EXAMPLES:
• It is bad to steal candy.
• Helping a friend is a good thing to do.
• It is bad to skip a workout.
• Working late at night is a good thing to do.

Ethics

 The branch of knowledge that deals with moral principles.

 Ethics is broader and objective because it is a set of moral principles or values externally
prescribed or accepted by a group say, professional teachers, doctors or engineers.

ETHICS MORALS
Guiding principles of conduct of an individual Principles on which one’s judgements of right
or group and wrong are based
Influenced by profession, Influenced by society, culture and religion
field, organization, etc.
Related to professional work Not related to professional work
Uniform compared to morals Vary according to different cultures and
religions

Conflict between Ethics and Morals

• Teacher John enforces a classroom policy that whoever among the learners makes noise or
misbehaves will sit in the so-called “hot seat” chair located near the blackboard. A learner
misbehaves and the rule was enforced causing the learner to look and feel foolish in front of
his/her classmates. Is this case considered corporal punishment? Why?

Morality of Teaching

 Refers to the teacher’s personal values or general principles of right and wrong.
 It is a subjective personal behavior based on personal belief, conviction or religious
perspective.
Ethics of Teaching

 Refers to the application of principles of right and wrong in the professional practice.
This is usually based on a code of conduct like Code of Ethics for Professional Teachers
which lays the shared principles of right and wrong in the practice of the teaching
profession.
Virtue

 Is a socially desired quality of a person like cleanliness, frugality, patience, bravery, and
loyalty. It is society or space specific as it is generally accepted behavior of people in a
given society.
Moral

 Is much more serious than virtue because it has ethical bearing and it is morally “prized”.
Failure to follow morals leads to a heavier punishment to include permanent exclusion
from the group.
Value

 Is the perceived worth of something that one holds important. For example, when one
perceives money to be worthy, he/she makes personal sacrifices in amassing it because
it is something he/she values.
Character

 Is something that an individual possesses, which is developed out of his/her virtue,

morals, and values. It is something distinct to an individual even when no one is
watching him/her. Significantly, the end goal of teaching is to educate for character.

Knowledge Freedom Voluntariness

Facts, information, and skills The power or right to act, Carrying out deliberately or
acquired by a person through speak, or think as one wants purposely one’s choice based
experience or education without hindrance or restraint. on his/her judgement.
• Is a power of the will or of
motivation to get us to act as
willed.
Moral Dimensions of Teaching

 Teachers as moral agents- The word “agent” means someone who makes thing
happen thus, a travel agent arranges travel destinations for clients. In teaching, teachers
make the character development.
 Teachers have moral purpose- “Purpose” means goal, reason, and intention. In other
words, teaching as an activity is full of moral significance.
 Teachers have the moral authority of practice- Why do learners follow their teachers?
Where do the teachers’ authority, power, and influence come from? Teachers have the
moral authority of practice by virtue of their being professional teachers and by being
subject or knowledge experts.

Essential Values in Teaching

Care

 Is an encompassing value needed in the teaching profession. This value includes

compassion and acceptance for the uniqueness of the learners and developing their
potentials based on their differences.
Trust

 Trust is showing confidence which removes apprehension and fear of something or

someone. Fundamentally, teaching profession is founded on trust.
Respect

 Respect is intrinsic to the teaching profession. It means showing high regard and value
for the worth of someone or something.
Integrity

 Integrity means consistency of teacher’s character in and out of school and in their
personal and public life. It is doing the right thing with or without anyone present.
Fairness

 means the absence of bias, prejudices, and discrimination. In the teaching profession,
teachers deal with diverse learners. These learners bring in school their own religious
beliefs, sociocultural orientations, economic status, and the like.
Responsibility

 Being responsible is taking accountability for one’s actions and making possible the
fulfillment of one’s duties. 
 

Varieties of Assessment Instruments

Introduction
In educational research, assessment tools help instructors evaluate student’s knowledge and
make informed decisions that improve their learning experience. An assessment tool is a lens
for understanding learning, identifying invisible barriers, and helping instructors to improve their
approach to evaluation.

Objective Examination

 Is a test consisting of factual questions requiring extremely short answers that can be
quickly and unambiguously scored by anyone with an answer key, thus minimizing
subjective judgments by both the person taking the test and person taking it.
 Example: Multiple choice questions, true/false, matching type, simple recall
Essay Examination

 An essay exam is an examination in which respondents answer exam questions with

essays. It allows for student individuality and expression although it may not cover an
entire range of knowledge.
 Types: Narrative Essays, Descriptive Essays, Expository Essays, and Persuasive
Essays
Written work

 Is a work that is recorded on paper, work given in writing. This type allows learning in the
process as well as in the completion of the process. The disadvantage is that plagiarism
may occur and written work is difficult to quantify.
 Example: (reports, papers, research project, reviews, etc.)
Portfolio Assessment

 A portfolio is a collection of evidence that is gathered together to show a person’s

learning journey over time and to demonstrate their abilities. Portfolios may either be
longitudinal portfolio which contains reports, documents and professional activities over
a period of time.
 Example: Showcase or Presentation Portfolio, Process or Learning Portfolio/A Work in
Progress, Assessment Portfolio

Assessment Rubrics
 A rubric is an authentic assessment tool which measure’s student’s work. It is a scoring
guide that seeks to evaluate a student’s performance based on a full range of criteria rather
than a single numerical score.

Authentic Assessment
Allows students to perform real-world tasks which are either replicas or simulations of
the kind of situation encountered by adult citizen, consumers or professionals. Rubrics are used
to assess non-objective test performance like psychomotor tests and written reports.

Rubrics have three (3) common characteristics:

• emphasis is on a stated objective
• performance is rated on a range
• Include specific performance characteristics arranged in levels or degrees in which a
standard has been met.
Rubrics are of two major types: holistic and dimensional/ analytical:
 Holistic
 Dimensional/Analytical

Holistic Rubrics that Makes Use of Criterion-based Standards

Holistic rubric covers the instrument as a whole; students receive an over-all score based on a
pre-determined scheme.
Holistic rubric uses criterion-based standards by providing descriptions of the different levels of
performance like: Most Acceptable, Very Acceptable, Acceptable, Barely Acceptable and
Unacceptable
SCORING PROTOCOL
o Most Acceptable: 20 and above

o Very Acceptable: 15-19

o Acceptable: 10-14

o Barely Acceptable: 5-9

o Unacceptable: Below 5

Dimensional/Analytical Rubric
Dimensional/analytical rubric yields sub-scores for each dimension, as well as a cumulative
score which is the sum, either weighted or unweighted. A dimensional rubric utilizes multiple
indicators of quality for academic tasks that involve more than one level of skill or ability.
SCORING PROTOCOL
o Most Acceptable: 7 and above

o Partially Acceptable: 4-6

o Unacceptable: Below 4

Competency/Skills Assessment

 Competencies/skills Assessment from Beginner to Proficiency Level.

 Skill acquisition undergoes phases from beginner to proficiency level. This may be
illustrated in assessing cognitive and psychomotor skills.