Reflection and Self-development

Mentoring
In-service workshop and graduate studies
Participation in professional organizations
Communication with other teachers
Summer and off-teaching work experiences

Reflect on their teaching
Maintain accurate records
Communicate with families
Contribute to the school
Grow as professionals
Show professionalism
The teacher as a reflective
practitioner has become one of the most
consistent themes of teacher development.
For Dewey (1933) and Schn (1987),
reflective thinking is not just post-active in
nature but proactive and interactive as well.
When reflection is done, teachers can
appreciate that the nature of their work
engages them in a recursive cycle of
reflective thinking that involves planning,
acting and reflecting (Lasley II, Matczynski,
and Rowley 2002.)

Likewise, Lasley II et al. advocate
peer coaching a professional development
model representative of the observation and
assessment category of professional
development. Virtually, this is a relationship
between two or more teachers committed to
providing technical and psychological help
for the improvement of instruction and the
development of student learning.
Planning- the focus of the observation,
selecting the observation methodology, and
negotiating the role of the participants.

Acting- observing the teaching and learning
episodes and making the record of evidence.

Reflecting- interpreting the observation
record, making meaning, planning for new
action, and identifying new focus.

Content Knowledge- knowledge of the
particular subject to be taught, such as
Filipino, Math, English and History

Pedagogical content knowledge- that is, the
special amalgam of content and pedagogy
that is uniquely the province of teachers-their
own special form of professional
understanding

Knowledge of learners and their characteristic

General pedagogical knowledge- with special
preference to the broad principles and
strategies of classroom management and
organization that appear to transcend subject
matter

Knowledge of educational context- ranging
from the workings of the group or classroom
to the governance of financing of school
districts to the character of communities and
cultures

Curriculum knowledge- with a particular
grasp of the materials and programs that
serve as the tails of the trade for teachers

Knowledge of educational ends, purpose, and
values and their philosophical and historical
grounds

Clear teachers are the product of
professional development. They teach for
instructional clarity, which refers to the
teachers ability to promote instruction that
helps students come to a clear
understanding of the lesson. Clarity is
something students achieve and not
something the teacher does. The magic
focus of clarity is not helping student
understand what teachers have taught.
The lesson is planned and implemented in an
organized manner.

Students are informed of the lesson
objectives in advance.

The lesson is conducted step by step.

The teacher draws the students
attention to new or important points by
writing these points on the board, repeating
them at appropriate points in the lesson, and
incorporating deliberate pauses, thereby
allowing time for processing and reflection.

The teacher presents and works on
examples that explains and support the
concept or ideas being taught.

The teacher explains unfamiliar words
before using them in the lesson and points
out similarities and differences between
ideas.

The teacher asks the students lot of
questions and gives application exercises to
find out if they were able to understand the
lesson.

The teacher carefully monitors the students
work to gauge comprehension

The teacher encourages and allows time for
the students to ask questions.

When the students do not understand the
lesson, the teacher repeats main points,
presents additional examples or
explanations, or elaborates until the students
achieve clarity of the lesson.