Ep5 the Global Teacher

Episode 5 The Global Teacher

TARGET



Identified competencies of the global Filipino teacher



Knowledge of other countries teachers’ competencies and requirements as professional

Clyde Chloe D. Traya

BSE – IV Biological Sciences

PERFORMANCE

TASKS

Observation/ Documentation

My Analysis

My Reflection

My Portfolio

Submission

EXEMPLARY 4

All tasks were done with outstanding quality; work exceeds expectations - Analysis questions were answered completely; answers thoroughly grounded on theories -Exemplary grammar and spelling

SUPERIOR 3

SATISFACTORY 2

UNSATISFACTORY 1

All or nearly all tasks were done with high quality

Nearly all tasks were done with acceptable quality

Fewer than half of tasks were done; or most objectives met with poor quality

- Analysis questions were answered completely; - clear connections with theories -Grammar and spelling are superior

- Analysis questions were answered completely - Vaguely related to the theories - Grammar and spelling acceptable

- Analysis questions were not answered - Grammar and spelling unsatisfactory

- Reflections statements are profound and clear - Supported by the experiences from the episode

- Reflection statements are clear but not clearly supported by experiences from the episode

- Reflection statements are shallow, supported by experiences from the episode

- Reflection statements are unclear and shallow and are not supported by experiences from the episode

- Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated

- Portfolio is complete, clear well-organized and most supporting documentation are available and/or in logical and clearly marked locations

- Portfolio is incomplete; supporting documentation is organized but lacking

Portfolio has many lacking components; is unorganized and unclear

- Before deadline

- On the deadline

- A day after the deadline

- two days after the deadline

Sub Totals

Over – all Score

Rating : (Based on transmutation) Transmutation of score to grade/rating

Score 20 18 -19 17 16 15 14

Grade 1.0 1.25 1.5 1.75 2.00 2.25 -

99 96 93 90 87 84


Score 12 -13 11 10 8 – 9 7 – below

Grade 2.50 2.75 3.00 3.5 5.00

-

81 78 75 72 and below


EXPERIENCE

Name of the Teacher : ARLENE JUMAMOY School : SAN VICENTE NATIONAL HIGH SCHOOL Grade level/Year Level : IV YEAR

NCBTS DOMAINS NCBTS – TSNA DOMAINS

DESCRIPTION (HIGH or LOW)

Domain 1 – Social Regard for Learning Domain 2 – Learning Environment Domain 3 – Diversity of Learners Domain 4 – Curriculum Domain 5 – Planning Assessing and Reporting Domain 6 – Community Linkages Domain 7 – Personal Growth & Professional Development

HIGH HIGH HIGH HIGH HIGH LOW HIGH

NCBTS STRANDS STRANDS 1. Teachers actions demonstrate value for learning. 2. Demonstrate that learning is of different kinds. 3. Creates an environment that promotes learning. 4. Makes the classroom environment safe and conducive for learning. 5. Communicates higher learning expectations to each learner. 6. Establishes and maintains consistent standards. 7. Creates healthy psychological climate for learning.


DESCRIPTION , (Expert, Experienced, Developing, Beginning) EXPERIENCED EXPERIENCED EXPERIENCED EXPERIENCED EXPERIENCED EXPERIENCED EXPERIENCED


8. Determines, understands and accepts the learners’ diverse knowledge and experiences. 9. Demonstrate mastery of the subject. 10. Communicates clear learning goals for the lessons. 11. Makes good use of allotted instructional time. 12. Recognizes general learning processes and unique processes of individual learners. 13. Promotes purposive study. 14. Demonstrates skills in the use of ICT. 15. Develops and utilizes creative and appropriate instructional plan. 16. Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning. 17. Monitors regularly and provides feedback on learners. 18. Communicates promptly and clearly to learners, parents… 19. Teacher establishes learning environment that responds to the aspirations of the community. 20. Takes prides in the nobility of the profession. 21. Builds professional links with colleagues to enrich. 22. Reflects on the extent of the attainment of professionals.


DEVELOPING EXPERIENCED EXPERT EXPERT DEVELOPING EXPERIENCED EXPERI ENCED DEVELOPING EXPERIENCED EXPERT EXPERIENCED EXPERIENCED EXPERIENCED EXPERIENCED EXPERIENCED EXPERIENCED


Global Teacher from Other Countries UNITED STATES OF AMERICA Personal Qualities of Teachers

Professional Qualities of Teachers

1. High-Achieving: The individual has a history of success no matter what the endeavor. 2 Responsible: Instead of blaming others or circumstances, the individual takes full responsibility for achieving a positive outcome. 3 Critical thinker: The individual reflects about the linkages between cause and effect instead of simply reacting to the effect. 4 Organized: The individual is able to juggle multiple projects and tasks successfully. 5 Motivating: The individual is able to influence and motivate others to action, as evidenced by effective leadership in extracurricular activities such as student-run organizations or athletic teams. 6 Respectful: The individual assumes the best about people, especially people in low-income communities. 7 Shares the goals of the organization: The individual wants to work toward TFA’s mission of eliminating educational inequities.

The National Board for Professional Teaching Standards' What Teachers Should Know and Be Able to Do, developed by teachers in the United States, provides a good example of professional standards as values. The principles include:

1. Teachers are committed to students and their learning. 2. Teachers know the subjects they teach and how to teach those subjects to students. 3. Teachers are responsible for managing and monitoring student learning. 4. Teachers think systematically about their practice and learn from experience. 5. Teachers are members of learning communities. These are core propositions, or values, setting out in general terms what United States teachers think accomplished teachers should know and be able to do, regardless of the level or specialist field in which they taught. The five propositions provide the philosophical basis for the development and elaboration of standards for specific fields and levels of teaching (such as primary teaching, or high school science teaching).



UNITED STATES OF AMERICA Requirements to become Professional Teachers


1. Degree from accredited teacher's college Select a teacher's college or college with a t eacher's program. Make sure the college is accredited. Admittance is different for all colleges, but most schools will look at your grade point average and the course program of study. Colleges like students who have taken challenging classes, such as Advanced Placement courses or honor programs, but don't let that discourage you. During your junior year in high school, start looking at colleges and their requirements. 2. Bachelor's or Master's degree Choose a college program. If you choose to major in secondary education, you will need at least one major and a minor or two majors. To make yourself more interesting to potential employers, major in two areas. Because of No Child Left Behind mandates, you must be highly qualified, which means at least 45 hours of course work in your major area. For elementary education, you may have to specialize in either lower, middle or upper elementary grades. If you are required to teach a core course, you will need a major in that core area. Elementary programs usually focus on grade levels and a major in a core course, such as English/language arts, math, science or geography. Special education programs require a focus in a specific area, such as learning disabilities or mental handicaps. Include a good liberal arts background in your electives as well. 3. Proficiency in core content areas Acquire your teacher's license or certification. Each state has its own process that you must follow to get a teacher's license. You may be required to take a state exam or the PRAXIS, a series of assessments used by states to license teachers. Your college will guide you through the process. Because every state has different licensing procedures, if you decide to teach in a different state, you will need to fulfill the requirements requirements for that state. 4. State license Know the laws of the No Child Left Behind Act that requires teachers to be "highly qualified." This means you must have a Bachelor's degree in education and demonstrate proficiency in a core content area if you are teaching in one of those areas.


AUSTRALIA Personal Qualities of Teachers

Professional Qualities of Teachers

There are many personal qualities and skills that make someone a good teacher. These include: being good at explaining things;  being a people person and enjoy working with a wide range of people;   enthusiasm; having a strong knowledge in particular subject areas;  being a good time manager;  ability to work in a team as well as using your own initiative;  keeping your cool under pressure;  having patience and a good sense of humor;  being fair-minded;  coping well with change; and  enjoying a challenge.  Good teachers know that by listening to and working with colleagues, parents, other professionals and community members that they can inspire students and improve their learning.

Know the students and how they learn. Lead teachers are expected to select, develop, evaluate and revise teaching strategies “to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students” in order to meet the needs of students from diverse cultural and economic backgrounds (AITSL, 2011). Know the content and how to teach it. Lead teachers m ust be able to “lead initiatives […] to evaluate and improve knowledge of content and teaching strategies,” as well as to “monitor and evaluate the implementation of teaching strategies to expand learning opportunities and content knowledge for all student s” (AITSL, 2011). Plan for and implement effective t eaching and learning. Qualified lead teachers should “demonstrate exemplary practice and high expectations […] and lead colleagues to plan, implement and review the effectiveness of their learning and te aching programs” (AITSL, 2011). Create and maintain supportive and safe learning environments. Lead teachers are expected to be active in “the development of productive and inclusive learning environments,” as well as to “lead and implement behavior manage ment initiatives” (AITSL, 2011) in order to ensure students’ well-being. Assess, provide feedback and report on student learning. Lead teachers are required to “evaluate school assessment policies and strategies” to diagnose learning needs and to “co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice (AITSL, 2011). Engage in professional learning. Lead teachers should “initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers” (AITSL, 2011). Engage professionally with colleagues, parents/carers parents/carers and the community. Professional and community networks and support[ing] the involvement of colleagues in external learning opportunities” (AITSL, 2011).



AUSTRALIA Requirements to become Professional Teachers


1. Gain the relevant qualifications qualifications for t eacher registration by obtaining either a four-year bachelor of education (BEd) or a three-year degree, such as a bachelor of arts (BA) or bachelor of science (BSc). You can then enter an education faculty of a university and complete a graduate educational methodology degree, which will enable you to teach in high school. 2. Note that in Australia, if you obtain a BEd or other primary degree, you must have two majors or teaching areas to be registered as a teacher. When considering considering courses, make sure you select two teaching areas. Note also that in Australia, a three-year degree is equivalent to a U.S. four-year degree, as eight courses are completed each year in Australia, as opposed to six in the United States. 3. Become registered with the relevant Teacher Registration Board in your state. In Queensland, Queensland, there is the Queensland College of Teachers, which is automatically notified of all graduates in education from universities around the state. Newly graduated teachers, however, will still have to contact the College of Teachers to obtain their registration information. 4. Apply for teaching jobs. Once registration is finished and you have an ID card, you can approach any private school for a position as a teacher; however, if you wish to teach in the state school districts, which pay higher rates, you are required to go before a panel of Education Department staff for a suitability review. This is an interview, during which you are required to answer in writing exactly how you would handle a number of different teaching scenarios, thus demonstrating your teaching abilities. 5. Receive an S (suitability) rating following the interview, which will determine how quickly you will be offered a position in the state school system. A rating of S1 will be offered a job almost immediately, and an S2 may have to wait a few weeks. An S3 may need to take whatever school is offered, no matter where, and an S4 really should study some more and try for another interview in a few months. 6 Learn the operating rules peculiar to each state system. The rules will differ slightly in each state in Australia, but they are essentially the same. The teacher unions in each state are no longer compulsory, compulsory, but most teachers become members mainly because the unions offer comprehensive comprehensive legal representation representation in case of litigation


OBSERVATIONS

1. Based on your personal interview of the Filipino Teacher on the competencies of the national standards for teachers, has the teacher met the requirements? Explain. Based on the personal interview, the teacher is able to meet the requirements on the competencies of the national standards for teachers. Although in one domain the teacher rated low, all the other domains rated high. Also, for the strands, her ratings ranged from developing to expert, where most of her ratings in average is experienced.

2. If the NCBTS is the measure of a global teacher, can the teacher you interviewed meet the challenges of global education? Why? Why not? I think the teacher I interviewed will be able to meet the challenges of global education because she is able to meet the competencies required in the NCBTS. Such competencies in the

NCBTS

define

good

teaching

in

terms

of

actual

competencies associated with features of teaching highlearning classroom activities.



3. Are there similarities or differences among teachers in other countries in terms of the standard requirements of a professional teacher? Explain your answer. There are similarities and difference as well. Based on what I have researched, the teachers in USA developed 5 principles of professional standards as values. These principles are not totally different with the 7 domains of the NCBTS that we have for our teachers here in Philippines. As what I observed, these principles and domains correlated with each other. The difference I have noticed is that in the USA, linking the school to the community is not highlighted or given much focus.

4. Would Filipino teachers be comparable to their fellow teachers in other countries? Explain your answer. If teachers meet the competencies in the NCBTS, they are really comparable with the other teachers in other countries. As what I have answered in the previous question, competencies in the NCBTS define good teaching in terms of actual

competencies associated with features of teaching

high-learning classroom activities.

And I think, what we

consider good teaching here in Philippines is also considered as good teaching in other countries.



REFLECTIONS

Indeed, becoming a global teacher requires certain standards. As observed, there are more similar expectations of teachers, the world over.

As a pre – service teacher education student, how do you see yourself, ten years from now vis a vis the teachers from all over the world?

Ten years from now, I see myself facing the teachers from all over the world with w ith confidence. I believe 10 years time is enough to train myself to become one who can compete well with other teachers abroad. With such competencies laid out in NCBTS, I believe I can grow into a professional teacher in equal footing with those foreign mentors. I know I’m not yet fully deve loped for

experience really is the best teacher, I believe I can still improve. Can you meet the challenges of being a global teacher?

Yes, I believe I can. I believe I will be able to.



AFFIRMATIONS

Affirmed Concept 1: Global teachers are needed for the people live in a global village Affirmed Concept 2: Education is for all and is grounded in four common pillars Affirmed Concept 3: Being a world-class teacher starts in the classroom.

APPLICATION

How would you prepare yourself to become a global teacher? Conrado de Quiros said, “Being world -class teacher does not mean going internationally and showing our best out there. Being worldclass is passion and commitment to our profession; being worldclass is giving our best to teaching. Being world-class starts right inside the classroom.” This says it all. Becoming a world-class or global teacher starts with doing the right things and the best thing right inside the classroom. As a future teacher, I will prepare myself by giving my best shot in the classes I will be handling. Because education has four common grounds, then any classroom will do as a training ground for becoming a global teacher.



Ep5 the Global Teacher

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