Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE BSED, COURSE NO. Prof Ed 3

PROGRAM BPE , BTTE
SPECIALIZATION All majors COURSE TITLE The Teaching Profession
YEAR LEVEL 4th year TIME FRAME 9 hrs WK 10 - IM NO. 6
NO. 12

I. CHAPTER VI: THE TEACHER IN THE CLASSROOM AND COMMUNITY

II. LESSON TITLE

Lesson 1: The National Competency – Based Teacher Standards (NCBTS)
Lesson 2: The 21st Century Teacher
Lesson 3: School and Community Relations
Lesson 4: Linkages and Networking with organizations

III. LESSON OVERVIEW

The teacher is primarily meant for the classroom to teach. The classroom is his/her first
community, a community of pupils/students. But he/she has other communities to relate with –
the teaching community and the community outside the school. The teaching community
consists of his/her fellow teachers, his/her colleagues and superiors. The community outside the
schools includes the parents of his/her students, local officials, alumni/alumnae and other
members of the community in which the school is located.

To function well in the classroom and in the community, he/she must be equipped with
competencies. Competencies refer to knowledge, skills and attitudes that a teacher ought to
possess for him/her to perform his/her tasks satisfactorily. These competencies are captured
and presented in the National Competency – Based Standards Framework.

IV. DESIRED LEARNING OUTCOMES

At the end of the chapter, you should be able to:

a. explain the competencies, as contained in the NCBTS, that each teacher

must possess in order to function effectively in the classroom and in the
community
b. relate the NCBTS to the Code of Ethics for Professional Teachers
c. examine the responsiveness of the present teacher education curriculum to
the needs of the teacher as she performs her role in the classroom and in the
community
d. deepen your understanding of the various roles of the teacher in the
classroom and in the community.

V. LESSON CONTENT

 Lesson 1: The National Competency – Based Teacher Standards

What are expected of the teacher in the classroom and in the community are spelled out in
the National Competency – Based Teacher Standards (NCBTS) developed by the Department
of Education in relation to the Teacher Education and Development Program (TEDP) that
conceptualizes a teacher’s career path (Experiential learning Courses handbook, 2009). The
NCBTS is a set of competencies (behaviors, attitudes and skills) that each teacher must
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022
possess to function effectively and satisfactorily. These are based upon “the core values of
Filipino teachers and on the principles of effective teaching and learning. The NCBTS
framework is divided into 7 domains that represent the desired features of the teaching and
learning process.

Domain 1: Social Regard for Learning

This domain focuses on the ideal that the teachers serve as positive and powerful role models
of the value of the pursuit of learning of different kinds of the effort to learn. The teacher’s actions,
statements, and different types of social interactions with students exemplify this ideal.
Strands of Desired Teaching Performance Performance Indicators
1.1 Acts as a positive role model for students 1.1.1 Implements school policies and procedures
1.1.2 demonstrates punctuality
1.1.3 maintains appropriate appearance
1.1.4 is careful about the effect of one’s behavior on
students
1.1.5 shows respect for other persons and their ideas

Domain 2: Learning Environment

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

Strands of Desired Teaching performance Performance Indicators

2.1 Creates an environment that promotes 2.1.1 maintains a learning environment of courtesy
fairness and respect for different learners (e.g ability,
culture, gender)
2.1.2 promotes gender – fair opportunities for learning
2.1.3 recognizes that every learner has strengths

2.2 Makes the physical environment safe and 2.2.1 Maintains a safe, clean and orderly classroom
conducive to learning free from distractions
2.2.2 Arranges challenging activities given the
physical environment.

2.3 Communicates higher learning 2.3.1 Uses individual and co – operative learning
expectations to each learner activities to improve capacities of learner for
higher learning.
2.3.2 Encourages learners to ask questions
2.3.3 provides learners with a variety of learning
experiences
2.3.4 Provides varied enrichment activities to nurture
the desire for further learning
2.3.5 communicates and maintains high standards of
learning performance.

2.4 establishes and maintains consistent 2.4.1 handles behavior problems quickly and with due
standards of learners’ behavior respect to children’s right
2.4.2 gives timely feedback to reinforce appropriate to
learners; behavior
2.4.3 guides individual learners requiring
development of appropriate social and learning
behavior
2.4.4 communicates and enforces school policies and
procedures to appropriate learner behavior
2.4.5 encourages free expression of ideas from

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022
students
2.4.6 creates stress – free environment.

Domain 3: Diversity of learners

It emphasizes the idea that the teachers can facilitate the learning process in diverse 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 desired
learning goals.

Strands of Desired Teaching performance Performance Indicators

3.1 is familiar with learner’s background 3.1.1 obtains information on the learning styles,
knowledge and experiences multiple intelligences and needs of learners
3.1.2 designs or selects learning experiences suited
to different kinds of learners
3.1.3 establishes goals that define appropriate
expectations for learners
3.1.4 paces lessons appropriate to make and/or
difficulties of learners
3.1.5 initiates other learning approaches for learners
whose needs have not been met by usual
approaches

3.2 demonstrates concern for holistic 3.2.1 recognizes multi – cultural background of
development of learners learners when providing learning opportunities
3.2.2 adopts strategies to address needs of differently
– abled students
3.2.3 makes appropriate adjustments for learners of
different socio – economic backgrounds.

Domain 4: Curriculum
It refers to all elements of the teaching – learning process that work in convergence to help
students understand the curricular goals and objectives, and to attain high standards of learning
defined in the curriculum. These elements include the teacher’s knowledge of the subject matter and
the learning process, teaching – learning approaches and activities, instructional materials and
learning resources,

Strands of Desired Teaching performance Performance Indicators

4.1 demonstrates mastery of subject matter 4.1.1 delivers accurate and updated content
knowledge using appropriate methodologies,
approaches and strategies
4.1.2 integrates language literacy and quantitative
skills development and values in his/her
subject area.
4.1.3 explains learning goals, instructional procedures
and content clearly and accurately to students.
4.1.4 links the current content with the past and future
lessons
4.1.5 aligns with lesson objectives the teaching
method, learning activities and instructional
materials or resources appropriate to learners.
4.1.6 creates situations that encourage learners to
use higher order thinking skills
4.1.7 engages and sustains learners interest in the
subject by making content meaningful and
relevant to them.
4.1.8 integrates relevant scholarly works and ideas to
enrich the lesson as needed
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022
4.1.9 integrates content of subject area with other
disciplines.

4.2 communicates clear learning goals for 4.2.1 sets appropriate learning goals
lessons that are appropriate for learners 4.2.2 understands the learning goals

4.3 makes good use of allotted instructional 4.3.1 establishes routines and procedures to
time maximize instructional objectives
4.3.2 plans lessons to fit within the available
instructional time

4.4 selects teaching methods, learning 4.4.1 translates learning competencies to instructional
activities and instructional materials or objectives
resources appropriate to learners and 4.4.2 selects, prepares and utilizes instructional
aligned to the objectives of the lesson materials appropriate to the learners and to the
learning objectives.
4.4.3 provides activities and uses materials which fit
the learner’s learning styles, goals and culture.
4.4.4 uses a variety of teaching approaches and
techniques appropriate to the subject matter
and the learners.
4.4.5 utilizes information derived from assessment to
improve teaching and learning
4.4.6 provides activities and uses materials which
involve students in meaningful learning.

4.5 teacher recognizes general learning 4.5.1 design and utilizes teaching methods that take
processes as well as unique processes of into account the learning process.
individual learners.
4.6 teacher promotes purposive study. 4.6.1 cultivates good study habits through appropriate
activities and projects

4.7 Teacher demonstrates skills in the use of 4.7.1 Utilizes Information and Communication
information and communicate technology Technology to enhance teaching and learning
in teaching and learning.
Domain 5: Planning, Assessing and Reporting
It refers to the alignment of assessment and planning activities. In particular, the domain focuses
on the (1) use of assessment data to plan and revise teaching – learning, (2) the integration of
assessment procedures in the plan and implementation of teaching – learning activities, (3) reporting
on learner’s actual achievement and behavior.

Strands of Desired Teaching performance Performance Indicators

5.1 communicates promptly and clearly to 5.1.1 shows proofs of instructional planning
learners parents and superiors about the 5.1.2 implement instruction as plan
progress of learners 5.1.3 demonstrates ability to cope with varied
teaching milieu
5.2 develops and uses a variety of 5.2.1 prepares formative and summative tests in line
appropriate assessment strategies to with the curriculum
monitor and evaluate learning. 5.2.2 employs non – traditional assessment technique
(portfolio, journals, rubrics, etc.)
5.2.3 interprets and uses assessment results to
improve teaching and learning.
5.2.4 identifies teaching – learning difficulties and
possible causes and takes appropriate action to
address them.
5.2.5 uses tools for assessing authentic learning

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

5.3 monitors regularly and provides feedback 5.3.1 Provides timely and accurate feedback to
on learner’s understanding of content learners to encourage them to reflect on and
monitor their own learning growth.
5.3.2 keeps accurate records of grades/performance
levels of learners
5.3.3 conducts regular meetings with learners and
parents to report learner’s progress
5.3.4 involves parents to participate in school
activities that promote learning.

Domain 6: Community Linkages

It focuses on the ideal that classroom activities are meaningfully linked to the experiences and
aspirations of the students in their homes and communities. Thus, the domain focuses on teacher’s
efforts directed at strengthening the links between schools and communities particularly as these links
help in the attainment of curricular goals.
Strands of Desired Teaching performance Performance Indicators
6.1 establishes learning environments that 6.1.1 involves community in sharing accountability for
respond to the aspirations of the learner’s achievement
community 6.1.2 uses community resources (human, material) to
support learning
6.1.3 uses the community as a laboratory for learning
6.1.4 participates in community activities that promote
learning.
6.1.5 uses community networks to publicize school
events and achievements
6.1.6 encourages students to apply classroom
learning to the community

Domain 7: Personal growth and Professional Development

It emphasizes the ideal that teachers value having high personal regard for the teaching
profession, concern for professional development , and continuous improvement as teachers.
Strands of Desired Teaching performance Performance Indicators
7.1 takes pride in the nobility of teaching as a 7.1.1 maintains stature and behavior that upholds the
profession dignity of teaching
7.1.2 allocates time for personal and professional
development through’
- participation to educational seminars and
workshops
- reading educational materials regularly
- engaging in educational research
7.1.3 manifests personal qualities such as
enthusiasm, flexibility and caring.
7.1.4 articulates and demonstrates one’s personal
philosophy of teaching

7.2 builds professional links with colleagues 7.2.1 keeps abreast with recent developments in
to enrich teaching practice education
7.2.2 links with other institutions, organizations for
sharing best practices.

7.3 Reflects on the extent of the attainment of 7.3.1 reflects on the quality of his/her own teaching
professional development goals 7.3.2 improves teaching performance based on
feedback from students, peers and superiors
and cooperating teachers.
7.3.3 accepts personal accountability to learner’s
achievement and performance.
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022
7.3.4 uses self – evaluation to recognize and enhance
one’s strengths and correct one’s weakness

 Lesson 2: The 21st Century Teacher

To remain relevant and interesting, the teacher must posses 21 st Century Skills.
The 21st century skills can be categorized into four (4), namely: 1) communication skills, 2)
learning and innovation skills, 3) information, media and technology skills, and 4) life and
career skills. A teacher must possess them in order to survive in this 21st century and be
able to contribute to the development of 21st century learners.
Under each of these four (4) clusters of 21 st century skills are specific skills.
Effective communication skills include 1) teaming, 2) collaboration, 3) interpersonal skills,
4) local, national and global orientedness; and 5) interactive communication.
The learning and innovation skills are the 3 C’s namely: 1) creativity, 2) curiosity,
3) critical thinking problem solving skills, and 4) risk taking.

Life and Career skills embrace 1) flexibility and adaptability, 2) leadership and
responsibility, 3) social and cross- cultural skills, 4) initiative and self – direction, 5)
productivity and accountability, and 6) ethical, moral and spiritual values.

Information, media and technology skills are 1) visual and information literacies,
2) media literacy, 3) basic, scientific, economic and technological literacies, and 4)
multicultural literacy.

The first three (3) categories of life skills are self – explanatory. The last category
(information, media and technology skills) needs further explanation. They are explained
below:

Visual literacy is the ability to interpret, make meaning from information

presented in the form of an image. It is also the ability to evaluate, apply, or create
conceptual visual representations.

Information literacy is the ability to identify what information is needed, identify

the best sources of information, for a given need, locate those sources, evaluate the
sources critically, and share that information. Information literacy is most essential in the
conduct of research.

Media literacy is the ability to critically analyze the messages that inform,
entertain and sell to us every day. It’s the ability to bring critical thinking skills to bear on all
forms of media asking pertinent questions about what’s there and noticing what’s not
there. It is the ability to question what lies behind media productions – the motives, the
money, the values and the ownership – and to be aware of how these factors influence
content of media productions.

Scientific literacy encompasses written, numerical, and digital literacy as they

pertain to understanding science, its methodology, observations, and theories. Scientific
literacy is the knowledge and understanding of scientific concepts and processes required
for personal decision making, participation in civic and cultural affairs, and economic
productivity.

Economic literacy is the ability to apply basic economic concepts in situations

relevant to one’s life. It is about cultivating a working knowledge of the economic way of
thinking – understanding tradeoffs, recognizing the importance of incentives. It
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022
encompasses a familiarity with fundamental economic concepts such as market forces or
how the monetary system works.

What is technological literacy? The US department of Education (1996) define

technological literacy as “computer skills and the ability to use computers and other technology
to improve learning, productivity, and performance.”

Technological literacy is the ability to responsibly use appropriate technology to:

- Communicate
- Solve problems
- Access, manage, integrate, evaluate, design and create information to
improve learning in all subject areas.
- Acquire lifelong knowledge and skills in the 21st century.

Another way of grouping the 21st century skills is shown below:

- Way of thinking: creativity, critical thinking, problem solving, decision
– making and learning
- Ways of working: communication and collaboration.
- Tools for working: Information and Communications technology
(ICT) and Information literacy.
- Skills for living in the world: Citizenship, life, and career, and
personal and social responsibility.

 Lesson 3: School and Community Relations

“It takes a village to raise a child.” _ African proverb

The school and the community are the mainsprings of effective and powerful
forces that can create a wholesome climate for mutual gains and betterment. They can
forge a kind of partnership where both are willing to share information as well as
responsibilities to the best interest of the children while in school, likewise when dealing
with members of the community. Parents from the community are ready to offer much –
needed assistance in terms of resources while teachers are equally committed to spend
time, effort and expertise in serving the school children. Ensuring strong alliance is
guaranteed to foster sound academic practices in the school, civic – mindedness and
public accountability in the community. A positive affiliation is an overwhelming bond that
all stakeholders are willing to be part of.
In recognition of the tremendous benefits that school and community residents
stand to experience and enjoy, some teaming up will be suggested.

A. The Teacher, The Parents and The Community

Parents are the first teachers in the home. They are responsible for the
development of values, attitudes and habits that will be needed as their children
associate with classmates in school. Such inculcations are likewise beneficial when they
work and play with neighbors and the community at large.
Teachers in the schools continue to enrich the students’ experiences at home,
thus strengthening the valuable, personal traits and characteristics initially developed. In
the end, the contrived attention and efforts of both “custodians” are accorded
acknowledgement and recognition by members of the community. The members of the
community, in addition to the parents, include the local government units, the non –
government agencies, civic organizations and all the residents. They are highly
motivated to participate in the school activities and projects that will likewise redound to
the uplifting of the moral and quality of life in their own locality.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

1. Difficulties
Teachers are endowed with a caring and compassionate attitude that are
expressed in their love and unending sacrifice in guiding the young. Despite
conscious effort, children experience difficulties and problems regarding:
- Ability to accomplish assignments;
- Irregular attendance
- Study habits in school
- Negative attitudes, and
- Problem with self – discipline.
2. Solutions
The best way to thresh out cases and come up with solutions is to
conduct a dialogue wherein parents may be invited to drop by the school or the
teacher may pay a visit to their home.
- A calm and friendly face-to-face exchange of observations could
straighten some disturbing interactions ending with a promise of
undertaking remediation in both quarters.
- Positive attitudes of kindheartedness and patience are developed
through modeling.
- Regularity in attendance and in doing daily assignments need strong
motivation and encouragement from both sides.
- Letters and praises to parents for outstanding performances build
confidence and strengthen determination to continue the good work.
- Interesting lessons never fail to motivate students to be present every
day for an enjoyable participation in them.
- Extremes of behavior need detailed consideration of past experiences
in school and at home.

3. Values developed
Values and strong inclination are instilled starting from the home and are
developed further in the school. Some of the most desirable are:
- Respect for elders and for the rights of others,
- Cooperation,
- Willingness to share,
- Deep sense of responsibility, and
- Persistence.
4. Interests
Special interest and innate talents noticed at a young age such as
heightened propensity for music and drama, athletics and the arts must be
attended to by sensitive mentors and guardians in order to provide them with
continued opportunities to attain full realization of their natural gifts.

B. School and Community

The school is usually located at the center of the town or city. As such, it
is subjected to daily scrutiny by the members of their community. Seeing their
students at play or work, personnel busy with everyday tasks and teachers with
the usual eyeful watch, everyone passing by witnessing such would feel proud of
their school. The community would in turn show their gratitude and appreciation
by keeping their school surroundings clean and comfortable for the children, and
by sharing resources whenever needed.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

1. Collaborative Relationships
a. The school officials actively participate in community projects such as
literacy assistance for out- of-school children and house campaign for
healthful practice.
b. The municipal /city officials are likewise ready to provide not only in
improving the physical facilities of the school but also in paying the
salaries of teachers who, for the moment, do not have teacher items.
There are a number of school board – paid teachers in the country.
c. During historic celebrations in both places, participation by each is
easily elicited. With such positive and civic- consciousness activities
enjoyed by the school and the community; a strong feeling of
togetherness becomes evident.
2. Organized Associations
Schools have organized Parent – teacher Associations (formerly
referred to as Parents Teachers and Community Associations with the
officers coming from both their members. They undertake projects and
activities aimed at promoting a harmonious and enjoyable relationship among
themselves. Regular meetings are conducted to discuss activities that are
indeed to improve/assist conditions prevailing in both. A string spirit of
cooperation is exhibited as well as sharing of expertise and material
resources. Representations during town or school affairs create strong ties
among the members, thus helping hands are volunteered in times of needs.
The Brigada Eskwela is another example of collaboration among
school, parents and community. Brigada eskwela conducted at the beginning
of the school year is now institutionalized at the Department of Education and
has resulted to strong partnership of the school with the community. This is
DepEd’s National Schools Maintenance Week meant to help schools prepare
for the opening of classes with the assistance of education stakeholder by
repairing and cleaning public schools nationwide. It aims to revive the
bayanihan spirit among Filipinos by engaging the participation of education
stakeholders in the community.
With the implementation of School – Based Management (SBM), the
School Governing Council (SGC) per school has been organized. The School
Government Council is more than the PTA in the sense that the SGC shares
in the task of policy making in the school, with the school head leading.

3. Public safety, Beautification and Cleanliness

Peace and order, safety in public conveyances and compliance with
ordinances afford ample protection and disciplinary measures deserved by
all. Beautification of the community through tree planting in every household
and cleanliness through proper waste disposal are voluntarily undertaken by
both, thus creating a disciplined and wholesome community.

4. Values Exhibited
Outstanding school personnel as well as barangay officials are
honored. This serves as a motivation for both parties and their followers to
continue with their commendable practice. Values of nationalism and unity
are developed through the examples demonstrated by the school and
government officials. Respect for authority and self – discipline are modeled
for the young to follow.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
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INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022
5. Instructional Centers and Materials
The community can serve as rich sources of instructional materials.
the clean rivers, town library, factories and other industrial establishments
could be learning centers for field trips. Recreational areas, and concert halls
offer enjoyable entertainment for all. The parks and beaches become
relaxation areas for school children together with their teachers and families.
Professionals and practitioners from the community can be invited as
resource speakers during observance of significant school rites.

Lesson 4: Linkages and Networking with Organizations

“We cannot live for ourselves alone, our lives are connected by a thousand invisible threads, and
along these sympathetic fibers, our actions run as causes and return to us as results.”

The school and its community, in collaboration with public and private institutions
and organizations are indeed inseparable if they are to create an impact on the lives of
the students and members of the community, they are committed to serve. Various
groups from both are very willing to join forces in pursuing mutually beneficial and
productive programs and projects for the good interest of all. All that is needed are well –
defined plans and creative efforts aimed at establishing close affiliations between and
among them. Such interrelationships will be characterized by reciprocity and genuine
sharing of responsibilities, thus ensuring valuable gains and attainment of educational
objectives. Harnessing the tremendous influence and expertise that both groups will be
able to extend is definitely a laudable step towards promoting the desired proficiency of
the teaching force in the school as well as the efficiency in the services of some
associated organizations.

The school can enjoy linkages and networking activities with international,
national and local organizations in the community for mutual benefits and assistance
needed.
The first step is for the school to prepare a list of projects and activities it plans to
undertake including the much – needed assistance in terms of human and material
resources, then determine the institutions and organizations with parallel objectives and
service. A joint scheme could be worked out with higher education institutions offering
degrees along the same line such as teacher education.

DepEd schools serve as laboratories for Field Study courses and practice
teaching, hence the exposure of future teachers to the reality of teaching.

A network system could be designed incorporating the strength and availability of

services and expertise from both or among the group. The schools could also benefit
immensely from agencies whose mission includes corporate social responsibility. With
the help of said organizations the school can fully realize its objective of delivering
quality educational services for the country’s youth. As the willing partners deserve the
community’s commendation and patronage.

Linkages, also termed interconnections, with institutions functioning along the

same mission are intended to serve members of both sides according to their respective
needs, interest and objectives. They create bonds together solicit support and
assistance for purposeful activities which could be facilitated faster and better
considering the doubling of energy and resources.

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 Republic of the Philippines
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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022
Following are some working linkages between schools nationwide and
associations /centers with local offices manned by a complete set of officials and active
members.

A. LINKAGES
1. International Linkages
a. Pi Lambda Theta is an international honor society and professional
association of women in Michigan, Chapters are located in different
universities nationwide. Its main project is ETP (Excellence in Teaching
Project) started in 1997 in coordination with Metrobank Foundation. It also
honors outstanding student teachers from Colleges of Education.

b. INNOTECH is the center for training educational leaders from Southeast

region under the SEAMEO organizations. It conducts training programs to
upgrade the competencies of teachers from the region in all disciplines. One
of its projects is to upgrade teachers’ knowledge and skills in implementing
alternative learning system. It has prepared a comprehensive framework on
peace and multi-cultural diversity.

c. Association for Supervision and Curriculum Development (ASCD) is a

membership organization that develops programs, products, and services
essential to the way educators learn, and lead.
It is a nonprofit , nonpartisan membership association that
provides expert and innovative solutions in professional development,
capacity building, and educational leadership essential to the way educators
learn, teach, and lead. Should you wish to apply, visit www.ascd.org

2. National and Local Linkages

 Linkages could be established between universities and colleges offering
identical degrees. Cross – enrolment for subjects needed for graduation
is allowed.
 Joint researches could be conducted by two or three universities
depending on their respective expertise. The dissemination of findings to
other universities in the area is a big help.

B. NETWORKING
1. Networking with professional Organizations
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. Such network composed of
several institutions are also termed consortium wherein several colleges of different
universities bind themselves for a common goal.
Examples:
a. Consortium among Universities and Colleges
1. Taft Consortium
2. The Mendiola Consortium

b. With Subjects Specialists

1. BIOTA is an organization of Biology teachers from universities nationwide. An
annual convention is a major event where all members gather to discuss the
“latest” in their own areas. The speakers are recognized international and
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local experts. Research findings, biotech practices and interesting
projects/activities are shared among the members.
2. MATHED is the Council of Mathematics Teachers and Educators. Its major
project is to upgrade the competence of Mathematics teachers through
national conferences, workshops and training sessions conducted
nationwide. MTAP takes charges of basic math teachers while MSP and MT
Guild conduct project for college teachers.
3. The Physics Teachers Association, composed of specialist in Physics
Education, implements professional development programs, sponsors
contests and participates actively in international conferences as paper
presenters.
4. The Chemistry Teacher Association is an active group that attends to the
upgrading of chemistry teachers through national conventions and
assemblies.

c. Teacher Education Institutions

1. The Philippine Association for Teachers Education (PAFTE) is an association
composed of deans, professors, and instructors from colleges of education
from both private and government universities and school heads, supervisors
and cooperating teachers of government and private schools.
2. State Universities and Colleges Teacher Education Association (SUCTEA)
includes all state colleges as members.
d. National Organizations
FAAP (Federation of Accrediting Associations of the Philippines) is a group of
agencies whose main function is to conduct accreditation of the educational qualification
and facilities starting from the administration, curriculum, faculty profile and the learning
environment, among others. The Philippine Association of Colleges and Universities
Commission on Accreditation (PACUCOA), Philippine Accrediting Agency for Schools,
Colleges, and Universities (PAASCU) and Associations for Accrediting Colleges and
Universities of the Philippines (AACUP) belong to this organization.

2. Networking with Foundations

a. The Educational Research and Development Assistance (ERDA), Inc. has its flagship
program, education, mostly for out-of-school youth. It supports programs and services in
health, livelihood and continuing education.

b. Metrobank Foundation, Inc. has for its flagship project in education the SEARCH for
OUTSTANDING TEACHERS. It annually recognizes and honors outstanding teachers of the
three educational levels form school nationwide. The foundation, as a part of its corporate
social responsibility, bestows honor upon the teaching profession by “honoring teachers who
devote their lives to the development of the youth with exemplary competence and
education.”

c. Network of Outstanding Teachers and Educators (NOTED) is composed of all the winners
of the annual search. As an honor society, it is committed to nurturing a culture of
excellence and service among educators through professional development, publications,
research and advocacy in active partnership with government and non – government
organizations.

d. Ayala Foundation, Inc. (AFI) is a non-profit organization that serves as the socio – cultural
development arm of the Ayala Group of Companies which works “to fulfill the needs of the
whole person” through holistic response. It likewise works to extend the benefits of recent
technological developments to a greater number of men, women and children. It is
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committed to work for the “cultivation of Filipino ingenuity and talent, as well as the
preservation of our rich culture, history and traditions”.

e. SM Foundation, Inc. launched a yearly project which collects books and educational
materials from the public and donates them to public schools and community libraries,
educational literacy drive aims to collect more book donations from business donors and
distributes them to public schools and community libraries nationwide.

f. Foundation for upgrading Standards in Education (FUSE) supports training programs for
teachers of English, Science and Mathematics. Its continuing Education via Television
(CONSTEL) project which consists of 40 episodes in Physics to assist nonphysics majors, is
offered through government television channels. It has produced several thousand tapes
which are distributed to secondary schools and teacher training institutions nationwide.

g. Philippine Foundation for Science and Technology(PFST), has the Philippine Science
Centrum as its flagship project. It consists of science exhibits which are visited by school
children. It reaches out to towns, cities and provincial capitals through travelling exhibitions
and outreach programs. To date they have more and upgraded interactive exhibits and
better facilities in halls and galleries.

h. Bato Balani Foundation honors teachers through a “Tribute to Teachers” program.

i. Philippine Business for Education (PBEd) is the business community’s response to the
need for consensus and sustained advocacy in education reform. The purposes of PBEd
are: 1) to nurture consensus on key directions in education reform and to initiate and lead
the actions towards those directions; 2) to identify best opportunities for pursuing strategic
actions that can most effectively direct, accelerate, broaden or sustain education; 3) to
inform consideration of such strategic actions with the best available knowledge and
information; and 4) to mobilize commitment in support of consensus on the specific nature of
desired strategic actions.

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Cut - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Name __________________________________ Date of Submission _____________

Year and Section ________________________ Modality of Learning ____________
Module No. 6

VI.LEARNING ACTIVITIES
Reminder: Module 6 (including the accomplishment of the learning activities) will last for
three (3) weeks. Make sure that you answer the different activities INTELLECTUALLY
HONEST and SCHOLARLY. Proper citation is needed whenever you wish to cite
information from sources and other readings other than the modules to support insights or
answers as regards the questions presented in this part of the module.

 Lesson 1

A. Study the following criteria *used by DepEd in evaluating applicants for a teaching
position in the public schools. Then explain if the pre – service education in the
College of Teacher Education is RELEVANT and increases your chance to be hired
as a teacher in the public. Write your comment on the space provided. You may also
consider the NCBTS and PPST

Criteria Points
Education ( Applicant’s Academic Achievement indicated by General 20
Weighted Average)
Teaching Experience 15
LET/PBET Rating 15
Specialized Training and Skills 10
Interview 10
Demonstration Teaching 15
Communication Skills 15
Total 100

Research: How does the NCBTS and PPST relate to the Code of Ethics for Professional
Teachers?

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B. Reflection: Reflect on the teacher as she goes about her task in the classroom and
in the community. In what way is he/she …

A well?

A planter?

A gardener?

A door?

A wake up
call?

A potter?

A mirror?

An
assessor?

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A nurse?

Lesson 2

Is it also important for teachers to possess the 21 st Century Skills needed by students?
What interventions can you suggest for teachers to enhance their 21s Century Skills?

Lesson 3

1. Describe how school and community officials work together in each of the following:

a. Socio – cultural activities

b. Peace and order situation in school and outside the school
c. Projects

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Lesson 4
Cite situations or examples that Linkages and Networking are important in Educational
Institutions.

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VI. ASSIGNMENT

1. Let us have your decisions regarding the following:

a. Will you request a dialogue with a parent? How will you do it?

b. Daily assignments are incomplete, oftentimes not understood. What will you do?

c. A student is observed to be negative or indifferent to the classmate’s

suggestions.

2. How do you “face” or dialogue with

a. Unreceptive parents? Receptive parents?

3. Choose the most desirable value that must be developed among our children in
school and at home,

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VII. REFERENCE
Bilbao, P. et. Al (2018). The Teaching Profession. Fourth Edition. Lorimar Publishing,
Inc. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila

Bilbao, P. et. Al (2015). The Teaching Profession. Third Edition. Lorimar Publishing, Inc.
776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila

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