Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

San Jose, Pili, Camarines Sur 4418
Website: www.cbsua.edu.ph
Email Address: op@cbsua.edu.ph
Trunkline: (054) 871-5531-33 Local 101

COLLEGE OF DEVELOPMENT EDUCATION

1st Semester School Year 2019-2020

WORKSHEET 1
THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

Name: Jethro G. Orejuela Course, Year, Section: BSE 4E FIL Score: ____

INSTRUCTIONS: Read and analyze the Beginning Teacher Indicators (2nd column) and write down 2 things
that you could do to attain the goals/indicators (3rd column).

STRANDS BEGINNING TEACHERS TO REACH THIS GOAL I NEED TO…

Domain 1. Content Knowledge and Pedagogy
Strand 1.1 1.1.1 Demonstrate content knowledge Recognize the importance of mastery of content
Content knowledge and its application within and/or across knowledge and its interconnectedness within and
and its application curriculum teaching areas. across curriculum areas, coupled with a sound and
within and across critical understanding of the application of theories and
curriculum areas principles of teaching and learning
Strand 1.2 1.2.1 Demonstrate an understanding of Apply developmentally appropriate and meaningful
Research-based research-based knowledge and pedagogy grounded on content knowledge and current
knowledge and principles of teaching and learning. research.
principles of teaching
and learning
Strand 1.3 1.3.1 Show skills in the positive use of To use ICT in teaching and learning processes
Positive use of ICT ICT to facilitate the teaching and (Computers, projectors, etc.)
learning process.
Strand 1.4 1.4.1 Demonstrate knowledge of Use a range of teaching strategies that enhance
Strategies for teaching strategies that promote learner achievement in literacy and numeracy skills.
promoting literacy and literacy and numeracy skills.
numeracy
Strand 1.5 1.5.1 Apply teaching strategies that Develop and apply effective teaching strategies to
Strategies for develop critical and creative thinking, promote critical and creative thinking, as well as other
developing critical and and/or other higher-order thinking higher-order thinking skills.
creative thinking, as skills.
well as other higher-
order thinking skills
Strand 1.6 1.6.1 Use Mother Tongue, Display proficiency in Mother Tongue, Filipino and
Mother Tongue, Filipino and English to facilitate English to facilitate the teaching and learning process,
Filipino and teaching and learning. as well as exhibit the needed skills in the use of
English in teaching communication strategies, teaching strategies and
and learning technologies to promote high-quality learning
outcomes.
Strand 1.7 1.7.1 Demonstrate an understanding of Exhibit exemplary practice in the use of effective verbal
Classroom the range of verbal and non-verbal and non-verbal classroom communication strategies to
communication classroom communication strategies support learner understanding, participation,
strategies that support learner understanding, engagement and achievement in different learning
participation, engagement and contexts.
achievement.
Domain 2. Learning Environment

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Strand 2.1 2.1.1 Demonstrate knowledge of Provide learning environments that are safe, secure,
Learner safety and policies, guidelines and procedures fair and supportive in order to promote learner
security that provide safe and secure learning responsibility and achievement
environments.
Strand 2.2 2.2.1 Demonstrate understanding of To understand well first the learning environment
Fair learning learning environments that promote before I promote fairness, respect and care to
environment fairness, respect and care to encourage learning then after I’ll be the one to facilitate
encourage learning. it in the classroom
Strand 2.3 2.3.1 Demonstrate knowledge of To make sure that there’s a enough space for every
Management of managing classroom structure that activities that will be conducted and create an
classroom engages learners, individually or in environment that is learning-focused and they
structure and activities groups, in meaningful exploration, efficiently manage learner behavior in a physical and
discovery and hands-on activities virtual space
within the available physical learning
environments.
Strand 2.4 2.4.1 Demonstrate understanding of To know first the environment that can be support to
Support for learner supportive learning environments that nurture and inspire learner participation
participation nurture and inspire learner
participation.
Strand 2.5 2.5.1 Demonstrate knowledge of Utilize a range of resources and provide intellectually
Promotion of learning environments that motivate challenging and stimulating activities to encourage
purposive learning learners to work productively by constructive classroom interactions geared towards the
assuming responsibility for their own attainment of high standards of learning.
learning.
Strand 2.6 2.6.1 Demonstrate knowledge of When there’s a problem with a student/s I will give
Management of positive and non-violent discipline in them advices, talk to them, and will not be too
learner behavior the management of learner behavior. aggressive
Domain 3. Diversity of Learners
Strand 3.1 3.1.1 Demonstrate knowledge and Before I conduct a certain activities to the students I
Learners’ gender, understanding of differentiated need to know first their gender, needs, strengths,
needs, strengths, teaching to suit the learners’ gender, interests and experiences so that I can think a possible
interests and needs, strengths, interests and activities for them that can help them grow holistically
experiences experiences.
Strand 3.2 3.2.1 Implement teaching strategies Establish learning environments that are responsive to
Learners’ linguistic, that are responsive to the learners’ learner diversity. Respect learners’ diverse
cultural, socio- linguistic, cultural, socio-economic and characteristics and experiences as inputs to the
economic and religious backgrounds. planning and design of learning opportunities
religious backgrounds
Strand 3.3 3.3.1 Use strategies responsive to First know what are the disabilities, giftedness, and
Learners with learners with disabilities, giftedness talents of my students so I can think what various
disabilities, giftedness and talents. strategies, techniques, and activities can be
and talents responsive to them
Strand 3.4 3.4.1 Demonstrate understanding of Encourage the celebration of diversity in the classroom
Learners in difficult the special educational needs of and the need for teaching practices that are
circumstances learners in difficult circumstances, differentiated to encourage all learners to be successful
including: geographic isolation; chronic citizens in a changing local and global environment
illness; displacement due to armed
conflict, urban resettlement or
disasters; child abuse and child labor
practices.
Strand 3.5 3.5.1 Demonstrate knowledge of Establish learning environments that are responsive to
Learners from teaching strategies that are inclusive of learner diversity
indigenous groups learners from indigenous groups.
Domain 4. Curriculum and Planning
Strand 4.1 4.1.1 Prepare developmentally Translate curriculum content into learning activities that
Planning and sequenced teaching and learning are relevant to learners and based on the principles of
management of process to meet curriculum effective teaching and learning
teaching and learning requirements.
process

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Strand 4.2 4.2.1 Identify learning outcomes that Exhibit high-level skills and lead in setting achievable
Learning outcomes are aligned with learning and challenging learning outcomes that are aligned
aligned with learning competencies. with learning competencies towards the cultivation of a
competencies culture of excellence for all.
Strand 4.3 4.3.1 Demonstrate knowledge in the Communicate learning goals to support learner
Relevance and implementation of relevant and participation, understanding and achievement
responsiveness of responsive learning programs.
learning programs
Strand 4.4 4.4.1 Seek advice concerning Apply professional knowledge to plan and design,
Professional strategies that can enrich teaching individually or in collaboration with colleagues.
collaboration to enrich practice.
teaching practice
Strand 4.5 4.5.1 Show skills in the selection, Apply a variety of assessment tools and strategies in
Teaching and learning development and use of a variety of monitoring, evaluating, documenting and reporting
resources including teaching and learning resources, learners’ needs, progress and achievement
ICT including
ICT, to address learning goals.
Domain 5. Assessment and Reporting
Strand 5.1 5.1.1 Demonstrate knowledge of the Use assessment data in a variety of ways to inform and
Design, selection, design, selection, organization and use enhance the teaching and learning process and
organization and of diagnostic, formative and summative programs.
utilization of assessment strategies consistent with
assessment strategies curriculum requirements.
Strand 5.2 5.2.1 Demonstrate knowledge of Interpret collaboratively monitoring and evaluation
Monitoring and monitoring and evaluation of learner strategies of attainment data to support learner
evaluation of learner progress and achievement using progress and achievement
progress and learner attainment data.
achievement
Strand 5.3 5.3.1 Demonstrate knowledge of Provide learners with the necessary feedback about
Feedback to improve providing timely, accurate and learning outcomes that informs the reporting cycle and
learning constructive feedback to improve enables teachers to select, organize and use sound
learner performance. assessment processes
Strand 5.4 5.4.1 Demonstrate familiarity with a Apply skills in the effective communication of learner
Communication of range of strategies for communicating needs, progress and achievement to key stakeholders,
learner needs, learner needs, progress and including parents/guardians.
progress and achievement.
achievement to key
stakeholders
Strand 5.5 5.5.1 Demonstrate an understanding of Work collaboratively with colleagues to analyze and
Use of assessment the role of assessment data as utilize assessment data to modify practices and
data to enhance feedback in teaching and learning programs to further support learner progress and
teaching and learning practices and programs. achievement.
practices and
programs
Domain 6. Community Linkages and Professional Engagement
Strand 6.1 6.1.1 Demonstrate an understanding of Establish school-community partnerships aimed at
Establishment of knowledge of learning environments enriching the learning environment, as well as the
learning environments that are responsive to community community’s engagement in the educative process
that are responsive to contexts.
community
contexts
Strand 6.2 6.2.1 Seek advice concerning Understand and fulfill their obligations in upholding
Engagement of strategies that build relationships with professional ethics, accountability and transparency to
parents and the wider parents/guardians and the wider promote professional and harmonious relationships
school community in community. with learners, parents, schools and the wider
the educative process community
Strand 6.3 6.3.1 Demonstrate awareness of Review regularly personal teaching practice using
Professional ethics existing laws and regulations that existing laws and regulations that apply to the teaching
apply to the teaching profession, and

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 become familiar with the
responsibilities specified in the Code of
Ethics for Professional Teachers.
Strand 6.4 6.4.1 Demonstrate knowledge and
School policies and understanding of school policies and
procedures procedures to foster harmonious
relationship with the wider school
community.
Domain 7. Personal Growth and Professional Development
Strand 7.1 7.1.1 Articulate a personal philosophy
Philosophy of teaching of teaching that is learner-centered.
Strand 7.2 7.2.1 Demonstrate behaviors that
Dignity of teaching as uphold the dignity of teaching as a
a profession profession by exhibiting qualities such
as caring attitude, respect and
integrity.
Strand 7.3 7.3.1 Seek opportunities to establish
Professional links with professional links with colleagues.
colleagues
Strand 7.4 7.4.1 Demonstrate an understanding of
Professional reflection how professional reflection and
and learning to learning can be used to improve
improve practice practice.
Strand 7.5 7.5.1 Demonstrate motivation to
Professional realize professional development goals
development goals based on the Philippine Professional
Standards for Teachers.
profession and the responsibilities specified in the
Code of Ethics for Professional Teachers
Identify and respond to opportunities that link teaching
and learning in the classroom to the experiences,
interests and aspirations of the wider school community
and other key stakeholders
Assume responsibility for personal growth and
professional development for lifelong learning
Value personal growth and professional development
and exhibit high personal regard for the profession by
maintaining qualities that uphold the dignity of teaching
such as caring attitude, respect and integrity
Apply their professional knowledge to plan and design,
individually or in collaboration with colleagues, well-
structured and sequenced lessons that are contextually
relevant, responsive to learners’ needs and incorporate
a range of teaching and learning resource
Develop a personal professional improvement plan
based on reflection of one’s practice and ongoing
professional learning
Reflect on the Philippine Professional Standards for
Teachers to plan personal professional development
goals and assist colleagues in planning and achieving
their own goals.
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