TEDP Report, page 1

Lecture 1: Teachers Career Plan

Special Topics A,B,C

Career Planning:

Career planning is an ongoing process that can help you manage your
learning and development.

Career planning is the continuous process of:

thinking about your interests, values, skills and preferences;

exploring the life, work and learning options available to you;
ensuring that your work fits with your personal circumstances; and
continuously fine-tuning your work and learning plans to help you manage
the changes in your life and the world of work.

The career planning process has four steps:

Step 1: knowing yourself

Step 2: finding out
Step 3: making decisions
Step 4: taking action

Step 1: knowing yourself

Begin by thinking about where you are now, where you want to be and how youre
going to get there.

Once you have thought about where you are at now and where you want to be, you
can work on getting to know your skills, interests and values.

Begin by asking yourself the following questions:

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Where am I at now?
Where do I want to be?
What do I want out of a job or career?
What do I like to do?
What are my strengths?
What is important to me?

At the end of this step you will have a clearer idea of your work or learning goal and
your individual preferences. You can use this information about yourself as your
personal wish list against which you can compare all the information you gather in
Step 2: finding out. Your personal preferences are very useful for helping you
choose your best option at this point in time, which you can do in Step 3: making
decisions.

Step 2: finding out

This step is about exploring the occupations and learning areas that interest you.
Once you have some idea of your occupational preferences you can research the
specific skills and qualifications required for those occupations.

Explore occupations that interest you and ask yourself how do my skills and
interests match up with these occupations?
Where are the gaps?
What options do I have to gain these skills or qualify for these occupations?
What skills do I need?
Where is the work?

At the end of this step you will have a list of preferred occupations and/or learning
options.

Step 3: making decisions

This step involves comparing your options, narrowing down your choices and
thinking about what suits you best at this point in time.

Ask yourself:

What are my best work/training options?

How do they match with my skills, interests and values?
How do they fit with the current labour market?
How do they fit with my current situation and responsibilities?
What are the advantages and disadvantages of each option?
What will help and what will hinder me?
What can I do about it?

At the end of this step you will have narrowed down your options and have more of
an idea of what you need to do next to help you achieve your goals.
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Step 4: taking action

Here you plan the steps you need to take to put your plan into action.
Use all you have learnt about your skills, interests and values together with the
information you have gathered about the world of work to create your plan.

Begin by asking yourself:

What actions/steps will help me achieve my work, training and career goals?
Where can I get help?
Who will support me?

At the end of this step you will have:

a plan to help you explore your options further (eg work experience, work
shadowing or more research); or
a plan which sets out the steps to help you achieve your next learning or
work goal.

Decide which step is relevant for you right now and start from there.

Why develop a career plan?

By developing a career plan, you can focus on what you want to do and how
to get there. And when you are ready to develop your resume, you will have a better
understanding of your skills and experiences to discuss with potential employers.

Career Path of a Teacher

The Teacher Education & Development Program (TEDP) is a package of
reforms and policies in teacher development.
The primary focus of the TEDP is improving teaching quality in basic
education, but is also intended to rationalize various teacher development efforts
under a common framework and to provide a focus for project investment
possibilities for both short and long-term interventions in order to foster and
develop teacher education in the Philippines.
Why the need for quality teachers?
(a) The UNESCO-supported program of Education for All (EFA) is directed
towards satisfying the Basic Learning Needs of all members of Philippines
society, and includes learning by children and adults that occurs both inside
and outside schools. The TEDP dovetails closely with EFA;
(b) Basic Education is the only formal schooling that the majority of Filipinos
will receive in their lifetime; for many, this is limited to an incomplete
elementary education;
(c) Non-formal and Informal Education (or what is now called Alternative
Learning Systems), constitute the out-of-school learning that is sometimes
devalued as meaningful learning;
(d) The teacher is still a major factor in the formal basic education process, and
is a key agent in learning quality improvements in the formal education
process;
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(e) The teaching profession has been slow in adapting and responding to
changes in society and to the accompanying changes in curricular and
instructional requirements to foster learning in diverse types of learners and
learning environments;
(f) Teacher Education, has had very limited success in bridging the growing gap
of both new and existing teachers on the one hand, and the needs and
expectations of learners and of the human resource development needs and
expectations of other stakeholders of education in a globalized knowledge
society.
The TEDP was conceived as an attempt to revitalize and at the same time reform
teacher education and to make it more responsive to the demands of a modern
society.

1. THE TEACHER DEVELOPMENT CONTINUUM

Teacher education is a continuum that commences at the recruitment of high
school students into the teacher education institutions (TEIs) and concludes
sometime around retirement, or perhaps even after.

TEACHER DEVELOPMENT MAP

CHED/TEIs
Retirement
Entry to
Preparation
Teacher
Education
DepED/CHED/TEI CHED/TEIs/Schools
s
In-Service Education Pre-Service Teacher
and Professional Education
Development NATIONAL (BEEd/BSEd/PGCEd))
COMPETENCY-
BASED TEACHER
DepED STANDARDS PRC

Teacher Teacher
Induction Licensure
DepED/CSC

Teacher Human Resource

Planning, Recruitment,
Selection, Deployment and
Recognition System

Figure 1. The Teacher Development Map.

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The map also indicates that even the non-continuous phases should be interrelated,
as indicated by the broken lines. Finally, although reform efforts will not be
directed at the retirement phase, this is nevertheless an important component of the
teacher education development map, as there is the option for some truly exemplar
retired teachers to re-enter the development map by joining teacher education
institutions as teacher educators in the preservice education phases.

TEACHER DEVELOPMENT MAP

Entry to Teacher Education More qualified
preservice teachers

PreService Teacher Education More qualified teacher

education graduates
TEDP AND NCBTS
Teacher Licensure More qualified licensed
professional teachers

Teacher HR Planning, Recruit- More qualified teacher

ment, Selection, Deployment applicants and hirees
& Recognition System

Teacher More qualified beginning

Induction teachers

In-Service Education and More qualified teachers

Professional Development in the service

Phases of Teacher Development Outcomes of TEDP/NCBTS

Figure 2. Reform Outcomes of TEDP and NCBTS in Different Phases of Teacher

Development Map

THE NATIONAL COMPETENCY BASED TEACHER STANDARDS (NCBTS)

The core of the TEDP is the common framework for teaching quality, which is
referred to as the National Competency Based Teaching Standards (or NCBTS).
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The Structure of the NCBTS

The competency-based teacher standards are organized hierarchically. At the
highest level, the standards are categorized into seven domains. A domain is
defined as a distinctive sphere of the teaching-learning process, and is also a well-
defined arena for demonstrating positive teacher practices. Each domain is defined
in terms of a principle of ideal teaching associated with enhanced student learning.

At the second level of the hierarchical organization, that is, under each domain,
there are strands. Strands refer to more specific dimensions of positive teacher
practices under the broad conceptual domain.
The Domains

4.5.1 Domain 1: Social Regard for Learning

The domain of Social Regard for Learning focuses on the ideal that teachers serve as
positive and powerful role models of the values of the pursuit of learning and of the
effort to learn, and that the teachers actions, statements, and different types of
social interactions with students exemplify this ideal. There is only one strand
under Domain 1:
Acts as a positive role model for students

4.5.2 Domain 2: Learning Environment

The domain of Learning Environment 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. There are four strands under Domain 2:
Creates an environment that promotes fairness
Makes the physical environment safe and conducive to learning
Communicates higher learning expectations to each learner
Establishes and maintains consistent standards of learners behavior

4.5.3 Domain 3: Diversity of Learners

The domain of Diversity of Learners 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. There are two strands under Domain 3:
Is familiar with learners background knowledge and experiences
Demonstrates concern for holistic development of learners

4.5.4 Domain 4: Curriculum

The domain of Curriculum 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
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teachers knowledge of subject matter, teaching-learning approaches and activities,

instructional materials and learning resources. There are four strands in Domain 4:
Demonstrates mastery of the subject
Communicates clear learning goals that are appropriate for learners
Makes good use of allotted instructional time
Selects teaching methods, learning activities and instructional materials or
resources appropriate to learners and aligned to the objectives of the lesson

4.5.5 Domain 5: Planning, Assessing and Reporting

The domain of Planning, Assessing and 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 and revise
teaching-learning plans, as well as the integration of formative assessment
procedures in the plan and implementation of teaching-learning activities. There
are three strands under Domain 5:
Communicates promptly and clearly to learners, parents, and superiors
about the progress of learners
Develops and uses a variety of appropriate assessment strategies to monitor
and evaluate learning
Monitors regularly and provides feedback on learners understanding of
content

4.5.6 Domain 6: Community Linkages

The domain of Community Linkages 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, particularly as
these links help in the attainment of the curricular objectives. There is only one
strand under Domain 6:
Establishes learning environments that respond to the aspirations of the
community

4.5.7 Domain 7: Personal Growth and Professional Development

The domain of Personal Growth and Professional Development emphasizes the ideal
that teachers value having a high personal regard, concern for professional
development, and continuous improvement as teachers.
There are three strands under Domain 7:
Takes pride in the nobility of teaching as a profession
Builds professional links with colleagues to enrich teaching practice
Reflects on the extent of the attainment of learning goals

4.6 Integrating the Domains

The seven domains are best understood a constituting an integrated whole.
To understand how the seven domains comprise an integrated whole, it would help
to see the seven domains as falling under two broad categories. The middle domains
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2, 3, 4, 5, and 6 represent standards referring to The Teacher as Facilitator of

Learning, whereas the two outer domains 1 and 7 represent standards referring to
The Teacher as Learner. The middle domains can further be divided into two
sub-categories. The innermost domains 3, 4, and 5 represent the specific teacher
practices related to the technical aspects of the teaching-learning processes,
whereas the other domains 2 and 6 represent the specific teacher practices that
embed the learning process in appropriate contexts.

DOMAIN 1: SOCIAL
REGARD FOR LEARNING

DOMAIN 2: THE LEARNING

ENVIRONMENT

DOMAIN 3: THE DIVERSITY

OF LEARNERS

DOMAIN 4: CURRICULUM

DOMAIN 5: PLANNING,
ASSESSING & REPORTING

DOMAIN 6: COMMUNITY
LINKAGES

DOMAIN 7: PERSONAL
GROWTH & PROFESSIONAL
DEVELOPMENT

Figure 3. Schematic representation of the seven integrated domains of the NCBTS.

The integration of the seven domains can thus be summarized in the
schematic representation in Figure 3. The darker portions in the middle of the
figure represent the teaching standards related to the teacher as facilitator of
learning. The darkest innermost domains represent the technical aspects of the
teaching-learning processes. The light shaded portions around the darker middle
portions represent the attempts to embed the teaching-learning processes in
appropriate contexts, and thus provide the larger environment for these processes.
Finally, the unshaded outer portions represent the teacher standards related to
teacher as learner, which provide the personal drive and motivation for
developments in the inner portions.
TEACHER EDUCATION AND DEVELOPMENT PROGRAM (TEDP)
Allan B. I. Bernardo
DepEd BESRA, KRT2 Consultant
October 17, 2006
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The DEP-Eds Teacher Induction Program of Dep-Ed uses different terms to describe
the different stages of the career ladder.

1. Cadet
2. Rookie
3. Young Professional
4. Full-pledged professional
5. Mentor
6. Artist

Cadet:
- College student, about to complete the teaching degree
- student teacher

Rookie
- degree who has passed the LET
- certified teacher by the PRC

Young Professional
- have had 2-3 years of teaching experience
- connected w/ other teachers by being active in the professional organization

Full-pledged Professional
- masters degree holder
- found inspiration and pride in work
- conducts action research to find solutions to some problems encountered by
teacher

Mentor
- have taught at least five years in any education level
- provided evidence of some best practices in the teaching career
- offers professional advice to teachers with lesser experience

Artist
- been in teaching profession for at least 10 years
- earned the highest degree, doctorate degree
- mastered the craft of teaching and has raised it to a level of art