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Teaching Profession (Quiz) Flashcards

1
Q

focuses on the ideal that teachers serve as positive & powerful
role models of the values of the pursuit of learning & of the effort to learn, & that the teachers actions,
statements, & different types of social interactions with students exemplify this ideal.

A

domain of Social Regard for Learning

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2
Q

focuses on importance of providing for a social and physical
environment within which all students, regardless of their individual differences in learning, can engage the
different learning activities and work towards attaining high standards of learning.

A

domain of Learning Environment

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3
Q

emphasizes the ideal that teachers can facilitate the learning process
in diverse types of learners, by first recognizing and respecting individual differences, then using knowledge
about students’ differences to design diverse sets of learning activities to ensure that all students can attain
appropriate learning goals.

A

domain of Diversity of Learners

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4
Q

refers to all elements of the teaching-learning process that work in convergence
to help students attain high standards of learning and understanding of the curricular goals and objectives.
These elements include the teacher’s knowledge of subject matter, teaching-learning approaches and
activities, instructional materials and learning resources including ICT.

A

domain of Curriculum

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5
Q

Assessing & Reporting refers to the aligned use of assessment and planning
activities to ensure that the teaching-learning activities are maximally appropriate to the students’ current
knowledge and learning levels. In particular, the domain focuses on the use of assessment data to plan &
revise teaching-learning plans, as well as the integration of formative assessment procedures in the plan
and implementation of teaching-learning activities.

A

domain of Planning

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6
Q

focuses on the ideal that school activities are meaningfully linked to
the experiences and aspirations of the students in their homes and communities. Thus, the domain focuses
on teachers’ efforts directed at strengthening the links between school and community activities as these
help in the attainment of the curricular objectives.

A

domain of Community Linkages

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7
Q

emphasizes the ideal that teachers value
having a high personal regard, concern for professional development, and continuous improvement as
teachers.

A

domain of Personal Growth and Professional Development

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8
Q

defines effective teaching as being able to help all types of students learn the different learning
goals in the curriculum.

A

NCBTS

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9
Q

was implemented by ched and deped, 2007
and 2009

A

NCBTS or National Competency-Based teacher Standards

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10
Q

When NCBTS or National Competency-Based teacher Standards is implemented by Ched and Deped

A

2007 and 2009

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11
Q

NCBTS

A

National Competency-Based teacher Standards

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12
Q

This was prior to the implementation because of ?

A

K-12 in 2013

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13
Q

provides a single framework
that defines teaching in all aspects of a teacher’s professional life and in all phases of teacher development.

A

NCBTS

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14
Q

It includes the integration of assessment procedures in the planning and implementation of teaching learning activities, and reporting on learner’s actual achievement and behavior.

A

NCBTS

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15
Q

Seven Domains of NCBTS or National Competency-Based teacher Standards

A

Domain 1: Social Regard for Learning
Domain 2: Learning Environment
Domain 3: Diversity of Learners
Domain 4: Curriculum
Domain 5: Planning, Assessingand Reporting
Domain 6: Community Linkages
Domain 7: Personal Growth and Professional Development

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16
Q

Philippine Professional Standards for Teachers (PPST) were released to the field through …?

A

DepEd
Order 42, s2017

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17
Q

PPST

A

Philippine Professional Standards for Teachers

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18
Q

was developed to
strengthen the former National Competency-Based Teacher Standards (NCBTS).

A

Philippine Professional Standards for Teachers

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19
Q

It enunciates what
comprises teacher quality in the implementation of the K-12 education system. It includes seven (7) well-defined domains and 37 strands that provide measures of professional learning, competent practice and
effective engagement for everyone who wish to be a part of the teaching profession.

A

Philippine Professional Standards for Teachers

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20
Q

that defines teacher quality in the Philippines

A

PPST

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21
Q

The ______ become a
public statement of professional accountability that can help teachers on and assess their own practices as
they aspire for personal growth and professional development.

A

professional standards

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22
Q

Legal Bases of PPST

A

CHED Memorandum No. 52, s2007
DepEd Order No. 32 s.2009
DepEd Order No. 42, s. 2017

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23
Q

(7) Domains in the PPST

A
  1. Domain 1: Content Knowledge and Pedagogy
  2. Domain 2 - Learning Environment
  3. Domain 3 – Diversity of Learners
  4. Domain 4 – Curriculum and Planning
  5. Domain 5 – Assessment and Reporting
  6. Domain 6 – Community Linkages and Professional Engagement
  7. Domain 7 - Personal Growth and Professional Development
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24
Q

The PPST give four (4) career stages for teachers, namely:

A

Career Stage 1:
Beginning Teachers
Career Stage 2:
Proficient Teachers
Career Stage 3:
Highly Proficient Teachers

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25
This refers to the teachers’ mastery if the content in the subjects and courses that they are assigned to each. It encompasses teachers’ ability to apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research.
1. Domain 1: Content Knowledge and Pedagogy
26
Domain 1: Content Knowledge and Pedagogy strands
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
27
includes not only the physical environment of the school or classroom but also the emotional environment of the school and the classroom that creates positive and conducive learning atmosphere for all learners.
Domain 2 - Learning Environment
28
Strand Domain 2
Strand 1 : Learner safety 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
29
emphasizes the central role of teachers in establishing learning environments that are responsive to learner diversity. It also includes understanding the different interests, abilities, talents and learning styles of the students.
Domain 3 – Diversity of Learners
30
Five strands domain 3
Strand 1 : Learners’ gender, needs, strength, interests and experiences Strand 2 :Learners’ linguistic, cultural, socioeconomic, and religious backgrounds Strand 3 : Learners’ with disabilities, giftedness and talents Strand 4 : Learners’ in difficult circumstances Strand 5 : Learners from indigenous group
31
This addresses teachers’ knowledge of and interaction with the national and local curriculum requirements.
Domain 4 – Curriculum and Planning
32
This includes the subjects and learning experiences planned for all students. It includes the learning competencies and instructional activities designed for the students. Teachers as curriculum and instructional leaders need to plan for the implementation of the curriculum.
Strand 1 : Planning and management of the teaching and learning process Strand 2 : Planning and management of the teaching and learning process Strand 3 : Relevance and responsiveness of learning programs Strand 4 : Professional collaboration to enrich teaching practice Strand 5 : Teaching and learning resources including ICT
33
This relates to processes associated with a variety of assessment tools and strategies used by teachers in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement.
Domain 5 – Assessment and Reporting
34
5 strands of Domain 5
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
35
School and community partnership is essential in ensuring quality learning; a strong and positive partnership can guarantee success and excellence in learning among students. This 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
36
Strand of Domain 6:
Strand 1 Establishment of learning environments that are responsive to community context Strand 2 Engagement of parents and the wider school community in the educative process Strand 3 Professional ethics Strand 4 School policies and procedures
37
This domain focuses on teachers’ personal growth and professional development. It accentuates teachers’ proper and high personal regard for the profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. This domain values personal and professional reflection and learning to improve practice
Domain 7 - Personal Growth and Professional Development
38
5 Strand of Domain 7:
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
39
PPST state that professional teachers must have
mastery of subject matter and teaching methodology.
40
is a common reference framework that enables comparisons of education qualifications across participating ASEAN Member States (AMS).
ASEAN Qualifications Reference Framework (AQRF)
41
2 Domains of the AQRF;
1. Knowledge and Skills 2. Application and Responsibility
42
Philippine Qualifications Framework (PQF) was established through an ___________ and it was passed into a law through the Republic Act No. 10968 entitled “An Act Institutionalizing the Philippine Qualifications Framework (PQF), Establishing the PQF-National Coordinating Council (NCC) and Appropriating Funds Therefor.”
Executive Order No. 83 in 2012
43
entitled “An Act Institutionalizing the Philippine Qualifications Framework (PQF), Establishing the PQF-National Coordinating Council (NCC) and Appropriating Funds Therefor.”
Republic Act No. 10968
44
Reasons why the NCBTS was changed to PPST
1. The K to 12 Education Reform Program (RA No. 10533) in the Philippines has shifted teacher quality requirements, necessitating alignment with professional standards for Filipino teachers. 2. The country's ASEAN integration aims to promote regional growth and cooperation, requiring curriculum attunement with the ASEAN Qualifications Reference Framework (AQRF). This raises professional standards for Filipino teachers in the PPST, the K to 12 Program, internationalization of curricula, and synchronization of ASEAN schools' academic calendars. 3.The PPST provides a global framework for teachers to prepare their learners for individual needs and national development, preparing them to conquer the world and be responsive to its needs. 4.The PPST also addresses the diverse nature of 21st-century learners through a learner-centered approach, focusing on differentiated instruction, contextualization, localization, and indigenousization to make teachers more responsive to their diverse needs
45
is based on the principle of lifelong learning of teachers which is part of their continuing professional development and advancement. It outlines the required skills and competencies of quality teachers, enabling them to cope with the emerging global frameworks
PPST
46
The PPST basically aims to:
1. Set the clear expectations of teachers along well-defined career stages of professional development from beginning to distinguished practice 2. Engage teachers to actively embrace a continuing effort in attaining proficiency 3. Apply a uniform measure to assess teacher performance, identify needs, and provide support for professional development Sec. Briones pointed out that the PPST will be the basis for all learning and development programs for teachers to ensure that they are properly equipped to effectively implement the K to 12.
47
She pointed out that the PPST will be the basis for all learning and development programs for teachers to ensure that they are properly equipped to effectively implement the K to 12.
Sec. Briones
48
The PPST is a framework of teacher quality and it shall be used in the following purposes:
1. It shall be the basis for all learning and development programs for teachers to ensure that teachers are properly equipped to effectively implement the K to 12 program; 2. It can also be used for the selection and promotion of teachers; 3. It shall be used as basis for evaluating performance of teachers
49
Gained the qualifications recognized for entry into the teaching profession
Career Stage 1: Beginning Teachers
50
Have a strong understanding of the subject/areas in which they are trained in terms of content knowledge and pedagogy
Career Stage 1: Beginning Teachers
51
Possess the requisite knowledge, skills and values that support the teaching and learning process
Career Stage 1: Beginning Teachers
52
Manage learning programs and have strategies that promote learning based on the learning needs of their students
Career Stage 1: Beginning Teachers
53
Seek advised from experienced colleagues to consolidate their teaching practice
Career Stage 1: Beginning Teachers
54
Are professionally independent in the application of skills vital to the teaching and learning process
Career Stage 2: Proficient Teachers
55
Provide focused teaching programs that meet curriculum and assessment requirements
Career Stage 2: Proficient Teachers
56
Display skills in planning, implementing and managing learning programs
Career Stage 2: Proficient Teachers
57
Actively engage
Career Stage 2: Proficient Teachers
58
Collaborative learning with the professional community and other stakeholders for mutual growth and advancement
Career Stage 2: Proficient Teachers
59
Are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers
Career Stage 2: Proficient Teachers
60
Consistently display a high level of performance in their teaching practice
Career Stage 3: Highly Proficient Teachers
61
Manifest an in-depth and sophisticated understanding of the teaching and learning process
Career Stage 3: Highly Proficient Teachers
62
The framework was agreed upon by the Minister of Education of the Southeast Asian countries including the Philippines. It will be used as a guide to determine teacher quality across the region.
COMPETENCY FRAMEWORK FOR TEACHERS
63
It has sub-frameworks in separate subsystems of the education and training system. For example, the Technical Education and Skills Development Authority (TESDA) subsystem covers National Certificates (NC) I through IV corresponding to the first four levels while the Commission on Higher Education Subsystem covers Baccalaureate, Postgraduate Diploma, Masters, and Doctorate that correspond to Levels 6 to 8. The two Sub-systems interface in the provision of diploma programs at level 5.
Additional
64
The PQF has eight Levels of qualifications differentiated by descriptors of expected learning outcomes along the three domains:
knowledge, skills and values; application; and degree of independence.
65
Graduates possess a broad level of coherent knowledge and skills in their field of study for professional work (teaching) and lifelong learning
Knowledge, Skills and Values
66
Application of professional work (teaching) in a broad range of discipline and/or for further study
Application (of Knowledge, Skills and Values)
67
Independent (as a teacher) and/ or in teams of related field.
Degree of Independence)
68
is a legal document that adopts national standards and levels for outcomes of education in the country.
PQF
69
It assists individuals to move easily between different education and training sectors and the labor market. Further, the ____ aligns the international qualifications for full recognition of the value of Philippine Qualifications. Also, the _____ will be used as the basis for accrediting certificates and licenses recognized by the government
PQF
70
will be used as the basis for accrediting certificates and licenses recognized by the government
PQF

Midterm (8 decks)

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