General Domains of

Teaching Competence
EDUC 5: THE TEACHING PROFESSION

GROUP 2
The objectives of this chapter are the following:

• Reflect on the importance of developing teachers'

competence in different domains
• Identify domains where teachers should be competent
in doing their job.
• Analyze various activities performed by teachers in
school.
Domains of Teaching Competence

 Educational foundations
 Learning Environment
 Diversity of Learners
 Curriculum & Instruction
 Community Linkages
 Assessment and Evaluation
 School Leadership
 Professional Growth
 Classroom Management
A. Educational Foundations

 Teachers should have a solid understanding of educational

foundations- subjects and disciplines that have important
contribution to the understanding of education as a field of
study and educational processes. These subjects and disciplines
are as follows: History of Education, Philosophy, Legal
Foundations of Education, Sociological and Anthropological
Foundations of Education, and Educational Psychology.
The following are some standards that teachers need
to know in the area of educational foundations:

1. Demonstrate understanding of the historical foundations of education,

especially on Philippine Education, including contributions and ideas of
individuals and groups from diverse backgrounds.
2. Analyze educational philosophies, theories and researches on education.
3. Understand laws and policies related to education, especially in Philippine
context.
4. Identify social, cultural, and economic factors that affect the education of
learners.
5. Integrate ideas and theories to understand the purposes and nature of
education as a discipline.
B. Learning Environment

 The learning environment is very important in teaching

and learning. Before a school year starts, all teachers are
busy preparing their classrooms, putting visuals on
classroom walls, changing bulletin board displays, and
arranging chairs and tables.
The following are standards that teachers need to know and
practice to provide a positive learning environment for students
at any level:
1. Understand types of learning environments that accommodate the leaners'
various needs and promote the development of different types of learners.
2. Understand the role of various agencies, families, and communities in
supporting the development of learners.
3. Design learning opportunities that nurture learners' talents, critical
thinking, and creativity.
4. Create a safe learning environment for all learners.
5. Create learning environments that promote intercultural exchange among
learners.
6. Commit to nurturing a learning environment that promotes respect,
equity, and a climate of high expectations.
C. Diversity of Learners

 Teachers need to integrate various educational ideas,

perspectives, and theories in planning instruction for all
types of students.

 Ball (2000) pointed out that the enormous complexities of

today’s world require a new vision for schooling that
responds to the needs of global and multicultural society in
which we live.
The following are the things that all teachers need to
know and practice to understand students in any level:

1. Cognitive, affective, and psychomotor development of

learners.
2. Influence of diversity factors on education.
3. Learning styles and thinking preferences of learners.
D. Curriculum and Institution

 Curriculum is defined as the contents, standards,

competencies, and topics that students learn. It
includes school's philosophy, mission and vision, goals,
subjects, and learning experiences, and assessments
and evaluation tools.
 Instruction is defined as the means for implementing
the curriculum. It includes the instructional
approaches, methods, strategies, and techniques.
The following are the standards that teachers should know
and do to fulfill their roles as curriculum and instructional
leaders in their schools.
1. Knowledge of various curriculum models and programs that
are developmentally appropriate for learners.
2. Knowledge of the different learning areas and subjects.
3. Pedagogical Knowledge
4. Utilization of technology for teaching and learning.
5. Development of instructional materials.
6. Effective classroom management.
E. Planning, Assessing, and Reporting
Learners' Progress
 Measurement is concerned with the statement of performance
usually represented in qualitative terms, but it also includes
descriptive data obtained on students performances.
 Assessment involves the interpretation and representation of
measurement data. It assigns quantitative and qualitative marks
to the collected measurement information.
 Evaluation is the process of making value judgements based on
the assessment interpretations of collected data. It is the
systematic process of collecting and analyzing data to make
decisions.
The following are the standards that teachers should know and
do to measure, assess and evaluate learners progress in school :

1. Development and use different assessment tools that

are appropriate to measure learners' progress.
2. Use evaluation results to provide feedback on learners'
progress.
3. Use alternative forms of assessments.
4. Exercise fairness and professionalism in reporting
learners' progress
F. Establishing Community Linkages

 Teachers are expected to establish community linkages to

promote partnership in ensuring quality education for all
learners across different levels.
 In basic education, teachers need to work with government
and non-governmental organizations to encourage public
support to quality education and protect the welfare of
students.
 The school is an integral part of society because it develops
the minds and character of its future eaders and citizens.
These are some standards that teachers need to know
and do to establish community linkages:

• Culturally responsive behaviors that promote effective

communication and collaboration with individuals,
families, social agencies, and other members of the
community.
• Collaboration with the individuals and groups to
support educational programs in the community.
• Respect for the culture of the individuals and
communities.
• Commitment to the educational goals of the society.
G. School Leadership

 Teachers have potential exercise dynamic

leadership in schools, thereby enhancing the
possibility of school and social reform.
 As leaders in schools, they act with strong
principles, values, and philosophy to develop the
learners to be dynamic citizens, professionals, and
great leaders in society.
Teacher leaders
 Convey convictions about a better world by
- articulating a positive future for students
- Showing a genuine interest in students’ lives
- contributing to an image of teachers as professionals who make a
difference
- Gaining respect and trust in the broader community
- Demonstrating tolerance and reasonableness in difficult situations
 Strive for authenticity in their teaching, learning and assessment practices
- Creating learning experiences related to students needs
- Connecting teaching, learning, and assessment to students’ future
-Seeking deep understanding of tacit teaching and learning processes
- Valuing teaching as a key profession in shaping meaning systems
 Facilitate communities of learning through organization-wide process by
- Encouraging a shared, school wide approach to pedagogy
- Approaching professional learning as consciousness raising about
complex issues
- Facilitating understanding across diverse groups while also respecting
individual differences
- Synthesizing new ideas out of colleagues dialogue and activities
 Confront Barriers in schools culture and structures by
- testing the boundaries rather than accepting the status quo
- Engaging administrators as potential sources of assistance and advocacy
- Accessing political processes in and out of the school
- Standing up for children, especially marginalized or disadvantaged
individuals or groups.
 Translate ideas into sustainable system of action by
- Organizing complex tasks effectively
- Maintaining focus on issues of importance
- Nurturing networks of support
- Managing issues of time and pressure through priority setting
 Nurture a culture of success by
- Acting an opportunities for others to gain success and recognition
- adopting a no-blame attitude when things go wrong
-Creating a sense of community identity and pride
H. Classroom management

 Arends (1998) pointed out that classroom

management and instruction are interrelated.
Classroom management is integrated in everyday
teaching and learning processes. It is a set of
interrelated skills and knowledge carefully
designed to handle students behavior.
The following are the standards that teachers should
know and do to master classroom management:

1. Establishing clear rules and procedures.

2. Making learners responsible and accountable for their
actions and behaviors.
3. Planning lessons and learning activities effectively.
4. Developing intervention skills for dealing with different
classroom problems.
I. Professional development

 Teachers need to commit themselves to continuous

professional development. This is important so that they
can update themselves with different curricular and
instructional innovations. The professional development of
teachers involves attending graduate school to take
advance courses ad degrees; attending conferences and
participating in seminars, workshops, and trainings.
 Professional development also includes teachers’
participation and membership in professional organization.
The following are some of the standards that teachers should
know and do in the area of professional development:

1. Building professional links with colleagues and other

professionals.
2. Conduct relevant research.
3. Commitment to lifelong learning.
4. Attendance in in-service programs and activities for
teachers.
5. Enrolling in graduate and post graduate education
courses.
 REPORTERS:
 Sario, Jessica S.
 Campilan, Diflor
 Omerez, Angel Jie
 Toraja, Sheryl Joy
 Orleans, Trixie Janine