Chapter 4 Teaching Competencies in the 21st Century

7/23/2019 Chapter 4 Teaching Competencies in the 21st Century

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Chapter 4

Competencies and Attributes of 21stCenturyFilipino Teachers

The quality of a school system rests on the qualityof its teachers. - McKinsey & Company

Introduction

Today, many students can become a teacher but the challenge is that only few

become effective teachers. To be an effective teacher involves mastering numerouscompetencies, tasks, and roles. It starts from having a good communication skill, a deep

content knowledge and to a sound classroom management that allow organized

instructions and providing relevant and fair evaluations. Moreover, an effective teacher is

duty bound to create a healthy classroom atmosphere to encourage enthusiasm,motivation and meaningful teacherstudent relationship.

This chapter presents the three broad domains of teaching, the !ational

Competency "ased Teacher #tandard $!C"T#%, the &'

st

century teaching competencies,and the attributes of an effective ( to '& of teacher.

Intended Learning Outcomes

In this chapter, each student will be able to)

'. *emonstrate understanding of the three $+% broad domains of teaching by giving

eamples of the focus of each domain-

&. plain fully the seven $/% domains of the !C"T# and give specific strand andindicator to realize each domain-

+. *etermine the implications of the &'

st

century skills in successfully living andworking in the &'stcentury environment.4. Cite specific teaching approaches that help students develop their &'st century

skills.

0. 1pply the seven $/% domains of !C"T# through a 2ole 3lay-

What are the three (! broad domains of teaching"

Teaching is not a simple undertaking but it is an intricate activity that reuires

substantial thinking skills and a solid knowledge base. To engage in classroom teaching

therefore demands teachers to master technical knowledge to become effective inrealizing their calling, task, and commitment. These areas of knowledge are basically

categorized into three $+% broad domains. They are)

'% Professional Knowledge5 This domain reuires knowing one6s students and how

they learn. It also includes mastering the sub7ect content and knowing how to

teach it. This type of knowledge means a demonstration of the teachers6

understanding of the sub7ect content, curriculum, and the developmental needs ofthe learners. 8ithout the mastery of professional knowledge, the teachers cannot

provide relevant and meaningful learning eperiences to their students.

1ccording to Cochran, *e2uiter and (ing $'99+%, the professional knowledge

that is essential to be an effective teacher etends well beyond knowledge of

sub7ect matter to encompass the factors identified in the following table)

Table I. (nowledge 1rea and :ocus of 3rofessional (nowledge

#no$ledge Area Focus

#ub7ect matter Content to teach

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knowledge

3edagogical knowledge ;ow to teach

Curricular knowledge 8hat to teach

s learning. They

understand the links between school, home, and community in the social and

intellectual development of their students.

Table II% &ummary of 'road omains of Teaching

omains

of Teaching

&tandards

3rofession

al (nowledge

'. (now students and how they learn

&. (now the content and how to teach it

3rofession

al practice

+. 3lan for and implement effective teaching

and learning

4. Create and maintain supportive and safe

learning environments

0. 1ssess, provide feedback and report on

student learning3rofession

al ngagement

?. ngage in professional learning

/. ngage professionally with colleagues,parents=carers and the community

Teaching Competencies of Filipino Teachers

What is competency"

Competency is a pattern and combination of knowledge, skills, and attitudes that

is needed by teachers to perform their enormous roles. These competencies are usuallyobservable and measurable through defined behaviors.

What defines the teaching competencies needed by Filipino Teachers"

The !ational Competency "ased Teacher #tandards $!C"T#% defines the

professional competencies possessed by :ilipino teachers. It characterizes the ualities of

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an effective :ilipino teacher which is standardized or the same to all basic education

teachers in the country. This professional development guide was made in #eptember,

&@@? by the *epartment of ducation through the Teacher ducation Council.

What are the legal bases of )C'T&"

The crafting of !C"T# is anchored on 2epublic 1ct !o. 9'00 or the "asic

ducation 1ct and the "asic ducation #ector 2eform 1genda $"#21% as well as 2.1.

//A4,the law creating the Teacher ducation Council $TC%. ;owever, theimplementation and adoption of !C"T# in all public elementary and secondary schools

in the country is legitimized by!epd "rder #o $%. s. %'.

What is the )C'T&"

The !C"T# is a student centered mode of teaching which is a complete departure

from the traditional teacher focused teaching and learning. It is an integrated theoretical

framework that defines the different dimensions $i.e., core competencies, principles, andvalues% of effective teaching. This framework is balanced because it is anchored on the

different educational theories that govern what makes an effective teaching. Moreover,!C"T# clearly articulates the strategic and indispensable role of the teacher in the

learning process of the students. The assumption is that the uality of students is 7ust as

good as the uality of their teachers. This is short to saying, enhance the competencies ofthe teachers and the learning of the students will also improve.

What does standard mean"

1 standard may mean criterion, benchmark, model, measure, and paradigm. :rom

this meaning, the !C"T# as a standard means setting the criteria, benchmark, model,measure, and paradigm for what it takes to be an effective :ilipino Teacher. In short, it

identifies the key elements of uality teaching.

What oes Competency*'ased +ean"

The *epd !C"T#, 1 3rofessional Buide for :ilipino Teachers $&@@?%, definescompetencybased to mean the standards or criteria for characterizing good teaching

measured in terms of what the teacher is competent to do. Instead of measuring good

teaching practice in terms of teacher6s credentials,


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Why do teachers need )C'T&"

Teachers need the !C"T# as a guide in carrying out their teaching practices and

professional development needs. These competencies are the shared definition of the

principals, supervisors, superintendents, teachers, students and other stakeholders of whatmakes an effective teacher or what they epect from an effective teacher.

Moreover, :ilipino teachers need the !C"T# because they often get confused

about what it means to be an effective teacher. :or eample, they may have been taughtthe characteristics of good teaching by teachereducators in their preservice education

that seem to be different from what their principals and supervisors epect in their

schools.

What are the three*fold purposes of )C'T&"

1s gleaned from the periential


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1ccording to the !C"T#T#!1 Drientation Manual Buide for Trainers and

Implementers and Toolkit, teachers can use the !C"T# in many ways as follows)

'. /s a guide to reflect on their current teaching practices5 !C"T# allows teachers

to be contemplative on their actions and fleible in what they do. This isparticularly true in the use of technical knowledge like strategies and activities so

as to guarantee best learning outcomes. The focus of teachers is what the students

have to learn successfully as well as what they can show from what they havelearned. In this framework, the focus of their teaching practices must shift from

what to teach and how to teach the sub7ect to what the students are able to

demonstrate as knowledge, skills, and attitude.

&. /s a framewor) for creating new teaching practices 5 !C"T# provides the

structure to which teachers are able to generate new ways, approaches, and

strategies to facilitate or help students achieve optimal learning. It is !C"T# that

cues teachers to continuously think and further improve their teaching so as tobecome better teachers for the students.

+. /s a guidepost for planning professional de*elopment goals 5 !C"T# is the

roadmap $through teacher development map% that leads teachers to think on how

they will continue to improve from their previous best as they are being chargedto become facilitators of students6 learning. It is this integrated framework that

sets the professional development goals of teachers from preservice training, in

service training, and continuing professional development program. #ignificantly,

the professional development of teachers under the !C"T# is transformational,contetual, and eperiential. It is not informational or merely providing new and

updated technical knowledge for teachers. 1s this is the case, teachers are no

longer passive receivers of technical knowledge and professional development.They are rather active and reflective processors and constructors of their own

development.

4. /s a common language for discussing teaching practices with other teachers 5

!C"T# allows teachers to have a common vocabulary for discussing their

teaching practices. It is 7ust like teachers singing the same song with the same

tune in the practice of teaching. In discussing teaching uality with colleagues andsupervisors, they can share their best practices as well as their most innovative

means and ways to improve their teaching. This is because of the concept that all

best practices along uality teaching are aligned with the domains, strands, andindicators set in the !C"T#. #ignificantly, it is in performing these domains,

strands, and indicators that constitutes the ideal :ilipino teacher.

0. /s guide for thin)ing critically aout whether the teacher+s current practices are

helping students attain the learning goals in the curriculum5 Considering that

!C"T# is the *epd6s new paradigm for uality teaching and a new common

framework for understanding teaching uality, teachers are able to recognize thattheir knowledge approaches and style are not applicable to varied learners and

contet. Thus, they are empowered to make educational decisions in the education

process and to be held accountable whether or not students are able to attain thelearning goals as defined in the curriculum.

-o$ are the competency standards organi.ed in the )C'T&"

1s stipulated in periential


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What is meant by domain"

1 domain is a distinctive sphere of the teachinglearning process and is also a

welldefined arena for demonstrating positive teacher practices. The domains are the

areas to which all teachers must develop professionally. There are seven $/% domainsunder the !C"T#. ach domain is defined in terms of a principle of ideal teaching

associated with enhanced student learning $Teacher Induction 3rogram Implementation

Manual,&@@9%.

What are the t$o broad categories of the se,en (/! domains"

The two broad categories of the seven $/% domains as specified in the Teacher

Induction 3rogram Implementation Manual$&@'@%are)

a. !omains that relate to the role of teacher as a facilitator of learning$domains &to ?% 5 The principal role of teacher under the !C"T# is to become facilitator of

learning. In performing their role, they have to become eperts in two domains

namely) domains on the )nowledge and s)ills for facilitating learning or good

teaching strategies$domains + to 0% and domains called teaching practices thatattempt to situate or at least lin) the teaching-learning process to appropriate

conte0ts$domains &and ?%. #uch teaching practices include the immediate

physical, psychological and the social contet of the classroom, and the largersociocultural, economic, political, and historical contet of the community.

b. !omains that relate to the role of teacher as a learner $domains ' and /%.Teachers are always considered students all the time. In realizing this concept,

they ought to become eperts of two domains namely) *omain ' represents the

ideal that the teacher serves as a model of all the positive values associated withlearning, and *omain / represents the behaviors that demonstrate the teachers6

actual aspirations to continue learning as a professional teacher.

What is meant by strand"

nder each domain, there are strands. #trands refer to more specific dimensions

of positive teacher practices under the broad conceptual domain. There are twenty three$&+% strands under the !C"T#.

What is meant by indicators"

nder each strand, specific indicators are defined. Indicators are concrete,

observable, and measurable teacher behaviors, actions, habits, actions, routines, and

practices. They are known to create, facilitate, and support enhanced student learning.They are also at the lowest level of the hierarchical organization. There are eighty $A@%

indicators under the !C"T#.

Table III. !umber of #trands and Indicators per *omain

omains &trands Indicato

rs

#ocial regard for learning & 0


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Community linkages ' ?

3ersonal growth and development + '@

Total 2 0

What are the characteristics of the domains strands and indicators"

The domains, strands, and indicators may be characterized in terms of the

following dimensions $Teacher Induction 3rogram Implementation Manual$&@@9%)

a. #ature1quality5 This dimension is concerned with the degree or how well the

essential ualities or critical features are demonstrated=observed in the positive

teacher practices.

b. 2requency3 consistency and appropriateness5 This dimension is focused on the

demonstration of the ideals of teaching in terms of its occurrence, regularity andsuitability. It simply asks) EIs the ideal teaching practice demonstratedHF, EIs the

demonstration appropriate to the particular teacherlearning processHF, and EIs theteacher consistent in demonstrating this idealHF

c. 4elf-awareness5 This dimension looks into the ability of teachers to be conscious

and mindful of the premises, rationale, nature, and effects of the demonstrated

teacherlearning process.

What are the &e,en omains of the )C'T&"

The seven domains are as follows)

'% 4ocial regard for learning5 This domain focuses on the ideal that teachers serve aspositive and powerful role models in promoting the value of pursuing learning and of

eerting effort to learn. This ideal is eemplified through the teachers6 actions,

statements, and different types of social interactions with students. To measure theircompetence along this domain, teachers should ask) Can my students appreciate andmodel the *alue of learning through my interactions with them5

omain 1 * &ocial regard for learning

&trand

1

1ct as a positive role model for student. Teachers should)

(ndicato

r 6

(mplement school policies and procedures

(ndicato

r %

7e punctual

(ndicato

r$

Maintain appropriate appearance

(ndicato

r 8

7e careful of the effects that their eha*iors can ha*e on their

students

(ndicato

r 9

:espect other people and their ideas

(ndicato

r ;

!emonstrate that learning is of different )inds and can come

from different sources. They should ma)e use of *arious learning

e0periences and resources.

&%


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teachers should ask)!o ( create physical and social class en*ironments that allow my

students to attain ma0imum learning5

omain 2 3 Learning 4n,ironment

&trand

1

Create an en,ironment that promotes fairness% Teachers

should5(ndicato

r 6

Maintain a learning en*ironment that promotes courtesy and

respect for others in terms of aility3 culture3 and gender

(ndicator %

Pro*ide gender-fair opportunities for learning

(ndicator$

:ecogni,e that e*ery student has his1her own strengths

&trand

2

+a6e the classroom en,ironment safe and conduci,e to

learning% Teachers should5

(ndicator 8

Maintain a safe3 clean3 and orderly classroom that is free ofdistractions

(ndicator 9

Conduct challenging acti*ities gi*en their physicalen*ironment

(ndicato

r ;

=se indi*idual and cooperati*e learning acti*ities to impro*e

their students+ capacity for higher learning.

&trand

Communicate higher learning e7pectations to each of their

students% Teachers should5

(ndicato

r >

ncourage their students to as) questions

(ndicato

r?

Pro*ide their students with a *ariety of learning e0periences

(ndicato

r'

Pro*ide *aried enrichment acti*ities to nurture their students+

desire to further learnIndicato

r '@

Communicate and maintain high standards for learning

performance.

&trand

8

4stablish and maintain consistent standards for student

beha,ior% Teachers should5

(ndicato

r 66

@uic)ly handle students+ eha*ior prolems3 according due

respect to children+s rights

(ndicator 6%

Pro*ide timely feedac) to reinforce appropriate studenteha*ior

(ndicator 6$

Auide indi*idual students that need to de*elop appropriatesocial and learning eha*iors

(ndicator 68

Communicate and enforce school policies and procedures withregard to appropriate student eha*iour.

&trand

9

Create a healthy psychological climate for learning%

Teachers should5

(ndicato

r 69

ncourage students to freely e0pand their ideas

(ndicato

r 6;

Create a stress-free en*ironment

(ndicato

r 6>

Ta)e appropriate measures to minimi,e students+ an0iety and

fear of teachers and1or suects

+% !i*ersity of learners5This domain emphasizes that teachers should facilitate thelearning process among diverse types of students. To do this, they have to recognize

and respect individual differences and then using their knowledge to design diverse

sets of learning activities to ensure that they can all attain the appropriate learning

goals. #uch domain urges all teachers in the 3hilippines to determine, understand, andaccept students6 diverse background, knowledge, and eperiences. To measure their

competence along this domain, teachers should ask)Can ( help my students learn

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whate*er their capailities3 learning styles3 cultural heritage3 socio-economic

ac)ground3 and other differencesH

omain 3 i,ersity of Learners

&trand

1

etermine understand and accept students: di,erse

bac6ground 6no$ledge and e7periences(ndicato

r 6

Dbtain information on the learning styles, multiple

intelligences, and needs of their students

(ndicator %

*esign or select learning eperiences suited to different kinds

of students

(ndicator $

stablish goals that define their students6 epectations

(ndicator 8

3ace lessons in accordance with their students6 needs and=ordifficulties

(ndicator 9

Initiate other learning approaches for students whose needs arenot met using the usual approaches

(ndicator ;

2ecognize the multicultural backgrounds of their students whenproviding learning opportunities

(ndicato

r>

1dopt strategies to address needs of their lesscompetent

students

(ndicato

r?

Make appropriate ad7ustments for students with different

socioeconomic backgrounds

4% Curriculum5 This domain refers to all elements of the teachinglearning process thatwork in convergence to help students attain high standards of learning and

understanding of the curricular goals and ob7ectives. These elements include their

knowledge of their respective sub7ect matters, teachinglearning approaches and

activities, as well as instructional materials, learning resources and information andcommunications technology $ICT%. To measure their competence along this domain,

teachers should ask)Can my students understand and attain the goals of the

curriculum through the *arious learning resources and acti*ities ( prepared5

omain 8 3 Curriculum

&trand

1

emonstrate mastery of the sub;ects they teach% They

should5

(ndicato

r 6

*eliver accurate and updated content knowledge using

appropriate methodologies, approaches, and strategies

(ndicato

r %

Integrate language, literacy, and uantitative skills development

and values in their sub7ect areas(ndicato

r $

Clearly and accurately eplain learning goals, instructional

procedures, and content to their students

(ndicato

r 8

ngage and sustain their students6 interest in the sub7ect they

teach by making its content meaningful and relevant(ndicato

r ?

Integrate relevant scholarly works and ideas to enrich lessons

when needed

(ndicato

r '

Integrate the content of their sub7ect areas with other

disciplines

&trand

2

Communicate clear learning goals for appropriate lessons%

They should5

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(ndicato

r 6

#et appropriate learning goals

(ndicato

r %

Make sure that their students understand the learning goals

&trand

Make good use of the allotted instructional time

(ndicato

r 6

stablish routines and procedures to maimize instructional

time

(ndicato

r %

3lan their lessons to fit the given instructional time.

&trand

8

#elect teaching methods, learning activities, and instructional

materials or resources appropriate to and aligned with the ob7ectives of

their lessons. They should)

(ndicato

r 6

Translate learning competencies to instructional ob7ectives

(ndicato

r %

#elect, prepare, and utilize appropriate instructional materials

to suit their students and learning ob7ectives(ndicato

r $

3rovide activities and use materials that fit their students6

learning styles, goals, and culture

(ndicato

r 8

se a variety of teaching approaches and techniues in

accordance with their sub7ect matters and students6 needs

(ndicato

r 9

tilize information derived from assessment to improve the

teachinglearning process

(ndicato

r ;

3rovide activities and use materialsthatinvolve theirstudentsin

meaningful learning

&trand

9

2ecognize general learning processes as well as the uniue

processes of individual students. They should design and utilize

teaching methods that take into account their students6 learningprocesses

&trand

Identify teachinglearning difficulties and their possible causesand take the appropriate action to address them

(ndicator?

se tools to assess authentic learning.

&trand

2egularly monitor and provide feedback on their students6understanding of content. They should)

(ndicator '

3rovide timely and accurate feedback to encourage theirstudents to reflect on and monitor their own learning growth

(ndicator6

(eep accurate records of students6 grades and performancelevels

&trand

8

=romptly and clearly communicate to the students and

their parents and to their superiors their students: progress% Theyshould5

(ndicator 66

Conduct regular meetings with their students and their parentsto report on their students6 progress

(ndicator6%

Involve their students6 parents in school activities that promotelearning

?% Community lin)ages5 This domain focuses on the school activities that are

meaningfully linked to the eperiences and aspirations of the students in their homes

and communities. It also focuses on teachers6 efforts directed at strengthening thelinks between school and community activities, particularly as these links help in the

attainment of the curricular ob7ectives.To measure their competence along thisdomain, teachers should ask)/re the goals and characteristics of the teaching-

learning acti*ities ( implement rele*ant to the e0periences3 *alues3 and aspirations oftheir students5

omain < 3 Community Lin6ages

&trand

1

Establish learning environments that respond tothe aspirations of the community

(ndicator 6

(n*ol*e the community in sharing the accountaility for theirstudents+ achie*ements

(ndicato

r %

=se community resources Bhuman and material to support

learning(ndicato

r $

=se the community as a laoratory for learning

(ndicato

r 8

Participate in community acti*ities that promote learning

(ndicato

r 9

=se community networ)s to pulici,e school e*ents and

achie*ements

(ndicato

r;

ncourage their students to apply their classroom learning in

the community

/% Personal growth and de*elopment5 This domain emphasizes the ideal that teachers

should have a high personal regard, concern for professional development, andcontinuous improvement as teachers.To measure their competence along this domain,

teachers should ask)!o my actions and statements indicate a high regard for the

teaching profession and for my continuous de*elopment as a professional5

omain / 3 =ersonal >ro$th and e,elopment

&trand Ta6es pride in the nobility of teaching as a profession

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1

(ndicato

r 6

Maintain a stature and e0hiit eha*iors that uphold the

dignity of teaching

(ndicato

r %

/llocate time for personal and professional de*elopment y

participating in educational seminars and wor)shops3 regularly

reading educational materials3 and engaging in educational research(ndicato

r $

Manifest personal qualities such as enthusiasm3 fle0iility3 and

concern for others

(ndicato

r 8

/rticulate and demonstrate their own personal teaching

philosophies.

&trand

2

'uild professional lin6s $ith their colleagues to enrich their

practice

(ndicato

r 9

4tay areast of recent de*elopments in education

(ndicato

r;

stalish lin)s with other institutions and organi,ations to

share est practices.

&trand

?eflect on the e7tent of their attainment of professionalde,elopment goals%

(ndicator >

:eflect on the quality of their own teaching

(ndicator?

(mpro*e their teaching performance ased on feedac) fromtheir students3 peers3 superiors3 and cooperating teachers

(ndicator '

/ccept personal accountaility for their students+ achie*ementsand performance

(ndicato

r6

=se self-e*aluation to recogni,e and enhance their strengths

and to correct their wea)nesses

Can the strengths and $ea6nesses of teachers be determined using the )C'T&"

1ccording to the !C"T#T#!1 Drientation Manual Buide for Trainers and

Implementers and Toolkit $&@'+%, the strengths and needs of teachers shall be determinedthrough accomplishments of Teacher #trengths and !eeds 1ssessment $T#!1% was

designed in the contet of !C"T#. The T#!1 is a selfassessment tool. It is anchored on

the overarching concept of teacher professional development to promote student learning.2esults obtained from the T#!1 shall be used as input for making the teacher Individual

3lan for 3rofessional *evelopment $I33*% and ultimately, the I33* becomes input to the

crafting of #chool Improvement 3lan $I33*%.

What are the general purposes of T&)A"

!C"T#T#!1 Drientation Manual Buide for Trainers and Implementers andToolkit lays the general purposes of T#!1 as follows)

'. To gather data for the continuous training and professional development ofteachers-

&. To identify teacher6s professional attributes, knowledge, understanding, skills, and

attitudes- and+. To identify teacher strengths that would complement the learning needs and

reuirements of the learners.

What are the specific purposes of T&)A"

The specific purposes of T#!1, according to the !C"T#T#!1 Drientation

Manual Buide for Trainers and Implementers and Toolkit,are as follows)

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'. *etermine the competency status profile, strengths, and weaknesses of individual

teacher visavis the standards set by !C"T# in the seven $/% seven domains-

&. *etermine the Individual 3rofessional Teacher Inde from the T#!1 results and

use the data to develop teacher6s Individual 3lan for 3rofessional *evelopment-

and

+. Consolidate the T#!1 results at the school and division levels as reference to the

#chool Improvement 3lan $#I3% and the 1nnual Improvement 3lan $1I3%.

What are the features of the T&)A"

The essential features of the T#!1 according to !C"T#T#!1 Buide and Tools

$&@'@% are follows)

a. It is selfadministering tool-b. It is composed of &/@ items in (nowledge, #kills and 1ttitude-

c. The &/@ items are clustered in A@ Indicators, &4 strands and / domains-

d. It reuires a teacher to reflect on his=her practices before answering the items-e. It is not a time test, so a teacher can have longer time to reflect in his=her practice.

What determines the professional de,elopment plan of all teachers"

1ll teachers are reuired to make their Individual 3lan for 3rofessional

*evelopment $I33*%. The I33* is accomplished to enable them to chart their

professional goals and plan learning activities to enhance their professional competenciesin order for them to work better for the improvement of their school and learners6

performance. The professional development plan may be formulated as short or long term

range plans. *eveloping a structured I33* allows teachers to practice individualaccountability for their professional growth and shared responsibility for the entire

organization6s development. The fundamental reason for mandating teachers to craft their

own development plan is based on the fact that not all teachers can competently do all theseven $/% domains. #ome of them may be strong in one or two domains but weak in the

other. Thus, the need to have I33* is imperative to guarantee that they can competently

demonstrate all the domains. $!C"T#T#!1 Drientation Manual Buide,%.

What is the e7pected output of the T&)A at ,arious le,els"

The !C"T#T#!1 Drientation Manual Buide for Trainers and Implementers andToolkit defines the epected outputs of the T#!1 at various levels)

'. 1t the individual level, an Individual Teacher #coring Template that containsT#!1 results indicating the strengths and training needs in each of the / domains,

&+ strands, A@ indicators and &/@ (#1s.

&. 1t the school level, #chool databased results that reflect the general strengths and

learning needs of the teachers in the particular school.

+. 1t the cluster=division level, *ivision databased that shows the results ofparticipating schools teachers in a given cluster=division.

The Indi,idual =lan for =rofessional e,elopment (I==!

The !C"T#T#!1 Drientation Manual Buide for Trainers and Implementers andToolkit defines the Individual 3lan for *evelopment $I33*% as follows)

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'. The T#!1 results to a teacher individual profile along the seven domains, the

strands, and the indicators.

&. :rom analysis and interpretation based on the T3* Inde, the teacher can

determine the trainings which are urgently needed.

Moreover, the individual profile of the teachers may now be considered by the

school head in the #chool Improvement 3lan $#I3% and the 1nnual Improvement 3lan

$1I3%. #ignificantly, the collective profile of the teachers may also be utilized in the*ivision ducational *evelopment 3lan.

-o$ is the competency of teachers measured under the )C'T&"

The Competency"ased 3erformance 1ppraisal #ystem for Teachers $C"31#T%

shall be used to appraise the uality of teachers6 accomplishments over a period of time.

In the C"31#T, teachers are measured based on the level by which they demonstrate

these competencies or domains, strands, and indicators. This system adheres to standardsof competencybased performance as indicated in the !C"T# domains and enriched by

the 7obembedded reuirements. The teachers and raters $e.g., school head% usedesignated tools for assessment, the results of which will be applied for incentives,

awards, and promotions. These performance ratings shallthen be reviewed by the net

higher school official in line, for approval by the superintendent.

What is the interpretation for the T= Inde7"

The !C"T#T#!1 Drientation Manual Buide for Trainers and Implementers andToolkit presents the interpretation for the T3* Inde as follows)

Com

petency le,el

Lab

el of the

Inde7

escription

+.0' 5

4.@@

pe

rt

Teacher has almost all the competencies for

effective teaching at high level. These are the identified

strengths, which have to be sustained and enhanced

&.0' 5

+.0@

pe

rienced

Teacher has ma7ority of the competencies at high

level for effective teaching. nhance strengths, trainingand professional needs to be addressed

'.0' 5

&.0@

*ev

eloping

Teacher has average of all the competencies at

high level for effective teaching. nhance strengths,training and professional needs to be addressed with

priority.

'.@@ 5

'.0@

"egi

nning

Teacher has very few of the competencies at high

level for effective teaching. 3riority and urgency be given

to training needs

Competencies to be de,eloped by 21stCentury Teachers


15/33

information and communications technology. They are rather concerned with the holistic

skills needed by students to become selfmanaging and become lifelong learners.

What are the 21stcentury s6ills"

Dne of the most common ways to present &'st

century skills is through the four $4%C6s as follows)

'. Communication5 it means sharing of thoughts, uestions, ideas, and solutions.#tudents who have developed good communication skills in the classroom are

more able to epress their thoughts and feelings effectively as well as give

solutions to the problems they soon encounter when they grow as adults and

workers in society.

&. Collaoration5 it means working together to reach a goal. It also means putting

talent, epertise, and smarts to work. #tudents who have been used to collaborate

tend to become effective team players in their future social and professionalactivities. They show cooperation in all undertakings and offer collective

decisions and solutions instead of a very individualistic and uncooperativebehavior.

+. Critical thin)ing5 it means looking at problems in a new way and linkinglearning across sub7ects and disciplines. #tudents who show critical thinking are

able to identify the root of a problem and apply multiple solutions learned from

different perspectives. In effect, they will soon become successful because they

are capable of planning and making right choices in life.

4. Creati*ity5 it means trying new approaches to get things done. It is a term that is

synonymous with innovation and invention. #tudents whose creativity isdeveloped in school tend to be more innovative in performing their work and

their personal activities in the future. Creative students are able to introduce new

ways of doing things in their personal and organizational lives leading to greaterperformance, productivity, and success.

What are the 21stcentury s6ills to be possessed by Filipino graduates according to

ep4d"

1ccording to the *epd, there are four $4% &' stCentury #kills that are to be

possessed by graduates in order to live meaningfully in this world namely- $a% ffectiveCommunication #kill 5 ways of thin)ing- $b%


16/33

diverse* there is m$lti!le media andte"hnologies to be $sed for"omm$ni"ation* and there is a wider rangeof !$r!ose of "omm$ni"ation lie b$siness"omm$ni"ation# resear"h !resentation and

!$bli"ation# advertisement "omm$ni"ationand lie(

Interactive communication

Learning and Innovation SkillIt is are+$ired sill in the 21st "ent$r% thatindivid$als develo! and n$rt$re theirabilit% to thin o$tside of the !roverbialbo, witho$t fear of failing when goingagainst established r$les and ideas(It isindis!ensable that the% have to "$ltivatetheir originalit%# inventiveness# andanal%ti"al thining as there are di&ering

!ers!e"tives and endless "om!etition inim!roving the +$alit% of wor as well as!rod$"ts and servi"es in the 21st"ent$r%(

$8ays of thinking%

Creativity

Curiosity

Critical thinking problem

solving skills

2isk taking

Inormation, media, and technologyskill -t$dents nowada%s are "onsidered.digital natives/ inasm$"h as the% areborn in the age of te"hnolog% and medialled environment( % $sing relevantinformation and in"or!orating n$mero$s"omm$ni"ation and so"ial vehi"les intea"hing# st$dents are able to a""ess#

anal%e# and eval$ate vol$mino$sinformation and to be"ome $!dated withthe $se of ra!idl% "hanging te"hnolog%(hen the% have this sill# the% "ane&e"tivel% $se them to be"ome e&e"tive21st"ent$r% worers and "itiens(

$Tools for working%

isual and information

literacies

Media literacies

"asic scientific, economic and

technological literacies

Multicultural literacy

Lie and career skill )he abilit% tohave lifelong learning i(e(# learning how tolearn and "ommitment to learning as anendless !ro"essthro$gho$t ones life isim!erative to live in the 21st"ent$r%( hen

st$dents are able to develo! ade+$ate lifeand "areer sills# the% grow and o$rish inwhatever endeavor the% tae after s"hool#in the wor!la"e or d$ring retirement( )hisha!!ens be"a$se the% are able to a!!l% or"reate something new and s$blime fromwhat the% now and the% are able toh$rdle the "hallenges of "om!le, life andwor environment(

$8ays of living in the world%

:leibility and adaptability


17/33

to epress themselves, share their ideas, and learn from one another. #trong team

communications can also help students achieve the desired goals and outputs of

their team because there is open and positive learning environment. They are alsoable to work with teams because they become team players.

Collaoration5it is not 7ust simply working with others rather it is generatingideas and building knowledge because of the discussion and interaction with

others. 8hen students are taught how to collaborate, they make personal

compromises to accomplish a common goal and to assume shared accountabilityover their outputs.Moreover, when students are involved, they develop a sense of

ownership in what they have done. They also learn to agree even if they disagree.

(nterpersonal s)ills5It is the way people epress their feelings and thoughts in a

face to face encounter. *eveloping interpersonal skills in the students means

teaching them how to verbally and nonverbally communicate their thoughts and

feeling through acceptable gestures, touch, voice, and facial epressions.


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eperiences. 8hen students are taught how to take risks, they are able to develop

and make changes for themselves. 3ositive risk takers are those who obtain

positive gains and those who do not take risks remain the same for a lifetime.

-o$ $ill teachers de,elop information media and technology s6ill"

To develop information, media, and technology skill, the following are the Etools

for workingF called digitalage literacies that must be cultivated by the teachers)

Disual and information literacies 5This is the ability to interpret, appreciate,

evaluate, and use visual materials $video, graphs, maps, movie, dance,

powerpoint, and photos% to epress one6s ideas, promote noble advocacies or

present solution building ideas to various problems and issues of personal andnational concerns. This kind of literacy is very important because almost all things

are communicated through images and that individuals are easily stimulated

through visuals nowadays.

Media literacies5It is the ability of students to access and read as well as analyze

and evaluate media messages either in print, broadcast, music, video, and internet.

The purpose of developing media literacy is to allow students to epressthemselves and to apply critical thinking skills in various issues in local and

global contet.

7asic scientific3 economic and technological literacies54cientific literacyis the

ability to think in an orderly and systematic way. It is also the ability to apply

scientific principles, concepts, and processes in rendering personal decisions and

in making social, economic, and civic engagement. conomic literacy is the

ability to make right choices in the use, distribution, and production of scarceresources in order to improve one6s self and others. Technological literacyis more

than 7ust using technology but it is knowing how it works and how it can be usedeffectively to realize personal and professional goals in life.

Multicultural literacy5It is the ability to respect differences brought about by

differing culture, beliefs, religion, appearances, lifestyle, language, and the like.#tudents who have developed multicultural literacy are able to work effectively

and meaningfully with people despite their differences. They are tolerant to social

diversity by not being discriminating and pre7udicial to others who think andbehave differently from them.

-o$ $ill teachers de,elop life and career s6ill"

To develop life and career skills, the following Eways of living in this worldF can be

cultivated by the teacher)

2le0iility and adaptaility52le0iilitymeans incorporating feedback of others in

one6s life and balancing divergent views and beliefs in life and work environment.

Dn the other hand, adaptailitymeans ad7usting to varied circumstances, roles,

people, cultures, 7ob, environment, and schedules to make meaningful and healthypersonal and mutual coeistence with others.


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4ocial and cross-cultural s)ills 54ocial s)ill is the ability to interact and make

meaningful relationship with people by conducting one6s self in a respectable and

professional manner. Cross cultural s)illis the ability to work effectively with awide range of people coming from various social, linguistic, and cultural

backgrounds. This is possible by understanding and respecting how different

nationalities and cultures act, communicate, and perceive the world.

(nitiati*e and self-direction 5(nitiati*e is the ability of people to work without

being told to do.This emanates from their inner desire to attain their goals, to

utilize their time and manage their workload efficiently. 4elf-directionis havingthe inner compass to effectively direct one6s life by epanding his own learning

and opportunities. It may also mean planning for one6s personal and professional

goals, happiness, and success.

Producti*ity and accountaility 5Producti*ity is the ability to produce high

uality outputs as a result of teamwork, time management, planning as well as

efficient and effective use of resources. /ccountaility is making one6s selfanswerable to the conseuences of his decisions. It is recognizing that while

everyone is free to make choices, no one can escape from the conseuences of

one6s decision.

thical3 moral and spiritual *alues 5"eing ethical means having the ability to

conduct oneself in a respectable and professional manner and making right

decisions in all endeavors. "eing moralis the ability to uncompromisingly standup for what one believes to be right even if it means persecution and pressure

from family members, friends, workers, and the like. 4piritual *alue is making

Bod or the #upreme "eing as the paramount and ultimate concern in life. It is

putting Bod as the center of one6s life because ;e is the source of all goodness inthis world.

Attributes of a # to 12 Teacher

3reparing teachers for the ( to '& educational reform reuires a change of

professional attributes. There is a need to shift the teachers6 perspective from thetraditional way of looking at teaching and learning process to a more dynamic and

studentcentered perspective. The reason for this is clear and simple. The students they

teach and the environment to which these students live are far different from the contetto which they have been taught and lived. To make education responsive and relevant to

the &'stcentury landscape, teachers need to reinvent themselves. They have to determinethe attributes they need to possess in order to become effective teachers responding to the

&'stcentury students, &'stcentury environment, and &'stcentury challenges.

The following discussions present the attributes reuired from the ( to '&

teachers inasmuch as this educational reform was crafted by the 3hilippine government toprepare the :ilipino youngsters to live healthily and meaningfully in the &'stcentury.

What are the attributes of a # to 12 Teacher"

The goal of the ( to '& education reform is to upgrade the country6s education

system and align it to the reuirements of the &'st century. To realize this goal, it isreuired that ( to '& teachers have to develop essential knowledge, skills, and attitudesthat will enable students to cope with these changes. It is imperative that they know the

characteristics critical to &'st century education so that they may be able to integrate

them in their teaching.

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1ccording to the ( TD '& Toolkit 2esource Buide for Teacher ducators, #chool

1dministrators and Teachers $&@'&%, the following are the attributes of the ( to '&

Teachers)

Multi-literate 5 ( to '& education recognizes that information and

communications technologies $ICTs% have penetrated the classrooms at a veryrapid pace. Teachers are now faced with the growing challenge to teach the &' st

century learners who are Ewired6 and who are becoming more and more

EwirelessF in the use of technology. Teaching and living in the &'st centurytherefore reuires the development of new types of literacies. Teachers have to be

knowledgeable with the use of various technologies and this demands them to

have media literacy, digital literacy, information literacy, and technological

literacy, among others. amples of these literacies are creating and editing audio-using social networking sites to connect with colleagues and grow professionally-

and compiling a digital eportfolio for professional development. Dthers include

detecting plagiarized works in students assignment, using digital assessment tools

to create uizzes, using blogs and wikis to create online platforms for students,eploiting digital images for classroom use, using video content to engage

students, and using infographics to visually stimulate students,

Multi-specialist5 8ith the central goal of ( to '& education to develop holistic

learners, it is a basic attribute of teachers to be multispecialist. They must not only

be epert in a single sub7ect area but they have to epand their knowledge in otherdisciplines so as to make a good integration of all students6 learning and

eperiences. ;olistic development is ensured once students are taught to see the

connection of their learning and eperiences in science, math, social studies, etc.

The ( to '& curriculum reuires that after separately teaching students with Math,

#cience, #3, #ocial #tudies, and the like, they are capable of synthesizing allwhat they have learned in one unified and integrated concept. This is to show that

life is not composed of bits and pieces of things and neither is it a fragmentedlearning and eperiences.


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2le0ile5 The ( to '& education, being a learner centered educational reform,

compels teachers to adapt to diverse learning styles and needs of the students. 1

classroom made up of 4@ students reuires 4@ different methods and strategies ofaddressing their uniue learning needs and styles. There is no best strategy or

single approach that fits all students. "eing a fleible teacher is also important

because the classroom is never a static environment. It is rather a dynamicenvironment that changes depending on the lesson, type of learning activity,

interest, and motivation of the students.

Creati*e prolem sol*er 5 1chieving uality education reuires that ( to '&

teachers have to show competence in creative problem solving. It starts from

being able to accurately identify the problem to generating ideas and offering

solutions to the problems using innovative ideas. 1 good teacher is one whoprovides creative solutions to the problems and challenges of his life, profession

and society.

Critical thin)er Critical thinking is a fundamental reuirement of ( to '&education. It is the ability of teachers to improve the uality of their thinking

through reasoned 7udgement, reflective thoughts, selfcorrective, and self

disciplined manner. This attribute is very important considering that one of thegoals of ( to '& education is to develop ;igher Drder Thinking #kills $;DT#%

among students. They must scaffold their students to reach the highest levels of

cognition which are evaluating and creating.

Eas passion for e0cellent teaching5 ( to '& teachers must have the desire and

appetite to teach with ecellence and uality. They have to show that there is thrill

and pleasure in acuiring knowledge and skills. This passion must contaminate

the students to learn and succeed in life. The passion to teach for ecellenceallows teachers to 7ourney from being merely good to great in their teaching. This

passion for ecellent teaching cannot be faked because it is something that is seen

over a sustained period of time. i.e from entrance to retirement in the profession.

Eigh motional @uotient B@5 "eing a ( to '& teacher does not solely depend

on intelligence uotient but it also relies heavily on one6s emotional uotient.There are numerous teachers who are intelligent but they become ineffective

because they are incapable of controlling their own feelings and emotions which

is imperative to guide them in their thinking and actions inside the classroom. (to '& teachers who have high emotional uotient have the heart for teaching

characterized by empathy, respect, honesty, and tolerance to human differences.

Chapter -ighlights

'. To engage in classroom teaching demands teachers to master some areas of

knowledge to become effective in realizing their calling, task, and commitment.These areas of knowledge are basically categorized in three $+% domains namely-

professional knowledge- professional practice- and professional engagement.

&. The !ational Competency "ased Teacher #tandards $!C"T#% defines theprofessional competencies that must be possessed by :ilipino teachers. It

characterizes the ualities of an effective :ilipino teacher which is standardized or

the same to all basic education teachers in the country.

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22/33

+. ffective teaching under !C"T# is helping students learn better and teachers are

measured on how competent they are in helping students learn.

4. The threefold purposes of !C"T# are) $a% It sets a single framework that shall

define effective teaching in all aspects of a teacher6s professional life and in all

phases of teacher development- $&% It minimizes confusion about what effectiveteaching is- and $+% It provides a better guide for all teacher development

programs and pro7ects from the schoollevel up to the national level.

0. There are seven $/% domains in the !C"T# namely, $'% #ocial regard for learning-

$&%


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Acti,ity 8%1% +@ I4AL T4AC-I)> CO+=4T4)CI4&

!ame) KKKKKKKKKKKKKKKKKKKKKKKKK *ate) KKKKKKKKKKKKLear #ection) KKKKKKKKKKKKKKKKKK #core) KKKKKKKKKKK

8hat are the competencies of a great and effective teacherH 2emember that competencies

are not values. They are rather a pattern or a combination of knowledge, skills andattitudes.


24/33

8hich competency are you not able to do yetH 8hyH

KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK

KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK



Acti,ity 8%2% W-AT I& +@ O+AI) A) &T?A)"

!ame) KKKKKKKKKKKKKKKKKKKKKKKKK *ate) KKKKKKKKKKKK

Lear #ection) KKKKKKKKKKKKKKKKKK #core) KKKKKKKKKKK

*etermine what is the domain and strand of each of the two $&% sentences inside thecolumn. Nust write the letter of the domain as indicated below and put the number of the

strand.

1 #ocial 2egard for


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9 (now the educational psychology of learners with

special strengths and need

se appropriate teachinglearning strategies for

learners with special needs

'

@

(now different strategies that enhance learners6

moral and social development se varied teachinglearning strategies that

encourage development in social interaction

''

Construct valid and reliable formative and

summative tests

1ppreciate the value of testing as a tool to

improve instruction and learning performance

'&

ngage in selfassessment to develop my personal

ualities

hibit personal ualities such as enthusiasm,

fleibility and a caring attitude among others

'+

Involve the community in the programs, pro7ectsand thrusts of the school

3romote shared accountability for the learners

achievement

emonstrable 'eha,ior of a Teacher W

hat:s

my

domain

W

hat:s

my

strand

"

'4 3ossess awareness on the implementation of Etime on taskF in all

responsibilities

*emonstrate punctuality in accomplishing epected tasks and

functions

'

0 tilize varied designs of activities for the different

types of learners

#how respect and concern for individuals

differences in the designated selection of learning eperiences

'

? (now the art of uestioning and different

techniues of asking and responding to higher order uestions

1sk uestions that stimulate critical, creative and

higher level thinking among learners

'

/ Maintain appropriate appearance and decorum on

all occasions

alue appropriate appearance and decorum

epected of teachers

'

A nderstand the principles and procedure of

maimizing instructional time

Dbserve strict observance in the use of my time in

teaching

'

9 Make use of the community as a laboratory for

learning

&@

1ppreciate the whole community as a learningenvironment

&

' (now the techniues and benefits derived from

theoryguided introspection

*esire to improve the uality of my teaching

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&

& (now the current guidelines about grading system

Maintain accurate and updated learners6 records

&+

nderstand the dynamics of teaching learners

from diverse backgrounds

#how courtesy and respect to everyone at all times

&4

#how appropriate behavior as eample to my#tudents

Consider the influence my behavior has on

#tudents

&

0 nderstands the effects of socioeconomic status

of learners on their learning performance

se techniues to motivate learners of the lower

socioeconomic status

&

? 3ossess indepth understanding of the sub7ect

area6s learning goals, instructional procedures and content based

on the current curriculum

plain clearly and accurately the learning goals,

concept and process to my learners

&/

(now the social realities in the community to

make learning relevant

#how concern about needs of communities by

encouraging application of learning

&A

Translate my philosophy of teaching into action

#hare my personal philosophy of teaching with my

peers

&

9

(now the importance of communicating learners6

progress to students, parents, and other stakeholders Manifest accountability and responsibility in

communicating the learners6 progress to intended stakeholders

+

@ Move from one part of the lesson to the net

according to learners6 needs and difficulties

#how fleibilities in moving from one part of the

lesson to the net in order support the needs of the learners

Acti,ity 8%% LI>-T& CA+4?A ACTIO)

!ame) KKKKKKKKKKKKKKKKKKKKKKKKK *ate) KKKKKKKKKKKKLear #ection) KKKKKKKKKKKKKKKKKK #core) KKKKKKKKKKK

*ivide the class into seven groups. ach group is assigned a domain of teaching. Create a

'@ minute script and present a role play showing the different strands and at least five $0%

indicators of the domain assigned. The script must highlight at least five $0% indicatorswhich shall be reflected at the first page.

Criteria for scoring)

Criteria =oints

#cript #tory is clear and organized

#tory shows the different strands

and indicators of the assigneddomain

5

2ealistic

#tory shows actual realities in the 5

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teaching and learning process

Characters portrayed their roles

effectively

#tage 3erformance

3erformance ended on time

3rops were used

5

Teamwork

Cooperation was evident among

the members

There was a healthy working

relationship among members

5

Total &@

Acti,ity 8%8% 4T4?+I)I)> 21stC4)TB?@ ILL&

T4AC-I)> A) L4A?)I)>



2ead the following case. *iscuss and decide as a group if the teachinglearning processshows eamples of &'stcentury learning.

TO=IC5 +@ &B=4? -4?O

Teacher shows students a table containing a list of :ilipino heroes together with their life,

works, and significant contributions in the making of 3hilippine history. Teacher asksstudents to select from the table one hero that they admire most.

Teacher asks students to copy in their notebooks the essential information about their#uper ;ero from the given table.

Teacher instructs students to draw on a piece of bond paper a picture of their #uper ;ero

and the teacher shows students the reference or basis for their drawings.

"elow the sketched picture, students are asked to write the information they copied about

their #uper ;ero then tells students to frame them.

8hen done, teacher instructed students to post their sketches on a wall in the classroom.

In effect, the wall becomes a gallery of heroes. Teacher directed students to share theirsketches and read the information about their #uper ;ero.

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+a6e Three Types of ecisions5

Les, if all the procedures done in the class are good eamples of &'st century

skills 5 group stands up and shouts -oorayD

If some of the procedures done in the class are eamples of &'st century skills and

some are not 5 group stands up and says -mmmD

!o, if all the procedures done in the class are not eamples of &'st century skills 5

group stands up and says -uhD

8hy do you think the group decided on thisH Bive three $+% reasons.



KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK




KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK

Chapter Test 4



Choose the "est answer for each of the following uestions. ncircle the letter of your

choice.

'. 1 teacher is very knowledgeable regarding the use of ( to '& strategies. 8hich broaddomain of teaching is he demonstratingHa. 3rofessional practice

b. 3rofessional engagement

c. 3rofessional knowledge

d. 3rofessional teaching

&. The Elearning environment Eas well as Eplanning, assessing and reportingF in the!C"T# are reflective of which broad domain of teachingH

a. 3rofessional engagement c. 3rofessional knowledge

b. 3rofessional practice d. 3rofessional attitude

+. 8hich of the following statements does not show the usefulness of !C"T# to all

stakeholders in educationHa. It defines the competencies reuired of every :ilipino teacher in the basic education

b. It standardizes the competencies to be possessed by every :ilipino teacher in the

basic educationc. It is used as a criteria for promotion to a higher teaching position

d. It is used as an input for making Individual 3lan for 3rofessional *evelopment

$I33*%

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4. The most competent teacher based on the !C"T# is)

a. Dne who facilitates the students6 learning in order to achieve their optimal learning

b. Dne who determines his strengths and weaknessesc. Dne who uses varied and effective teaching strategies

d. Dne who has a wellplanned Individual 3lan for 3rofessional *evelopment

0. 1ll of the following statements are true about !C"T# ecept one. 8hich is notH

a. The !C"T# is a guide for teachers to reflect on their current teaching practices

b. The !C"T# minimizes the confusion about what effective teaching is all aboutc. The !C"T# captures all phases of teacher development

d. The !C"T# proceeds from the most comple to simple standards

?. *omains ' $#ocial regard for learning% and domain / $personal growth anddevelopment% relate to the)

a. 2ole of the student

b. 2ole of the teacher

c. 2ole of the community

d. 2ole of the higher authorities

/. 8hich of the following domains captures the competency of the teacher to link

teaching and learning process to appropriate contetHa. *omain + to 0

b. *omain & and ?

c. *omain ' and /

d. *omain 4 and 0

A. 8hich of the following concepts is more concrete and observable teacher behavior

under the !C"T#H

a. *omain

b. #trand

c. Indicator

d. Criteria

9. 8hich characteristic of domain, strand and indicator shows its occurrence and

regularityHa. nature

b. uality

c. selfawareness

d. freuency and consistency

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'@. 8hich of the following indicators does not belong to domain ' 5 social regard for

learningHa. 3rovide genderfair opportunities for learning

b. "e punctual

c. Implement school policiesd. 2espect other people and their ideas

''. The indicator, Euse individual and cooperative learning activities to improve theirstudents6 capacity for higher learningF belongs to which of the following domainH

a. #ocial regard for learning c. diversity of learners

b.


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&@. 8hich of the following &'st century skill is primarily developed by a teacher if he

groups the students to answer their field studyH

a. Creativity c. leadership and responsibilityb. Teaming d. multicultural literacy

&'. 8hen a teacher uses the facebook and blog to enhance his teaching and learning, heis developing which of the following &'st century skillH

a. Critical thinking and problem solving c. risk taking

b. isual and information literacies d. interpersonal skills

&&. 8hat &'st century competency is developed by a teacher when he poses a problem

and asks students to solve it or research for its answersH

a. Critical thinking and problem solving c. communicationb. Collaboration d. creativity

&+. 8hich of the following &'st century competency is developed by a teacher when he

raises an issue or topic and students epress their ideas with varied mediaHa. Critical thinking and problem solving c. communication

b. Collaboration d. creativity

&4. The KKKKKKKKKKKK &'st century skill is developed by a teacher if he presents a

challenge and students design a solution or an innovation for it)a. Critical thinking and problem solving c. communication

b. Collaboration d. creativity

&0. 8hich of the following attributes of a ( to '& teacher is reflected when he is able tomonitor his own feelings and guided by the clichO6 Eanger is one letter away from

dangerFH

a. ;as passion for ecellent teaching c. high emotional uotientb.


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periential


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#ocial 2egard for

Chapter 4 Teaching Competencies in the 21st Century

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