Evaluating 21st Century skills

4.0 Intended Learning Outcomes

By the end of this unit, the students should be able to:

 Critique with appreciation the 21st-Century Literacies in the K to

12 programs of Various Countries
 Formulate a comparative analysis of the new literacies across
the K to 12 programs of various countries.
 Present the values of different literacies in the K to 12 programs
in various countries.

4.1 Introduction

Basic Education is defined as the whole range of educational activities that

are taking place in either informal or non-formal setting with the goal of meeting the
learners’ basic learning needs. It is a fact that no country will achieve rapid economic
growth without investing in education. Basic education in developing countries is
essential to build stable training partners with developed countries especially that
quality education is afforded to learners to become knowledgeable, skillful, and
competent ready for global economy. In coming years, the establishment of ASEAN
Economic Community composed of 10 member states will commence for the free
flow of goods and services including education services. This will change the
educational landscape as a result of the changing world, transformed by advances in
technology, knowledge revolution and global perspectives.

3.2 Topics / Discussion (with Assessment/ Activities)

New Literacies across the K to 12 programs

3.2.1
of various countries

Teacher Education Degree Programs

3.2.2
in the Philippines

THE PRESENT BASIC EDUCATION SCENARIO IN THE PHILIPPINES

 Several educational reforms have been initiated because of the Department of
Education’s commitment to enhance the quality of basic education. The mandate of
ensuring that no learner shall be left behind and that every Filipino child will have
access to quality education gave way to the enactment of Kindergarten Education
Act in 2012 and the Republic Act 10533 known as Enhanced Basic Education Act of
2013. Having Kindergarten as part of the basic education curricula and having it
mandatory, improves the students’ access to education. The Philippine Government
believes that compulsory kindergarten better prepares learners who have active
minds to the next level of schooling.
Enhanced Basic Education is popularly known as K to 12 started as a flagship
reform strategy initiated also by the Department of Education Secretary with the
objective of producing more productive and responsible citizens fully equipped with
the essential competencies, skills for both lifelong learning and employment.
There were various proposals, studies and consultations made before coming
up with an enhanced model that is suitable to the Philippine context. The model
Kindergarten, 6 years of elementary education, 4 years of junior high school, and 2
years of senior high school. The 2 years of senior high school is a preparation either
for college career or employment by consolidating the students acquired academic
skills and competence.
What are the reasons for coming up the K to 12?
1. The additional two years hopes to address the deteriorating quality of
Philippine education system as revealed by the low achievement score of the
Filipino students in the National Achievement Test (Nat) – This was discussed
in the prepared discussion paper on “Enhanced K to 12 Education Program”
by DepEd in the last quarter of 2010. The Philippines also had low
performance in the Trends in International Mathematics and Science Study
(TIMSS) as revealed in the 2003 and 2008 TIMMS.
Philippine Average TIMMS SCORES
(Trends in International Mathematics and Science Study)
PHILIPPINE AVERAGE TIMMS SCORES
Score International Rank Participating
Average Countries
2003 Results
Grade IV
Science 332 489 23 25
Mathematics 358 495 23 25
2008 Result
Advance
Mathematics 355 500 10 10
Source: TIMMS, 2003 and 2008
 2. Another reason is the unpreparedness for employment, entrepreneurship or
higher education of the Filipino High School graduates because of the
congested ten year curriculum. The years in school are not enough for
students to absorb the necessary knowledge and skills to pursue higher
education. Moreover, those who cannot go to college still lack the basic
competencies and emotional maturity for employment. The additional two
years in the senior high school will the prepare students for either higher
education or the world of work.
3. Since the educational ladder of almost all countries is 12 years, the additional
two years make the Philippine education system comparable and recognized
in meeting international standards. The Philippines is the only remaining
country with a 10+year basic education program. Graduates of the 12
education cycle has potential to be globally competitive.
What is K to 12 Education Program?
K to 12 is a term for the sum of primary and secondary education. It is used in
countries like United States, Canada, Turkey, Australia and now in the Philippines.
The expression is a shortening of Kindergarten (K) for 4-6 year old learners, through
twelfth grade (12) for learners who are 17-19 years old.
How do K to 12 Programs of Various Countries Differ?
A. Philippines
In the Philippines, K to 12 Program
covers the Kindergarten plus the 12 years
of basic education (6 years of primary
education), 4 years of Junior High School
and 2 years of Senior High School. The
additional two years in Senior High School
aims to provide sufficient time for
Source:
mastery of concepts and skills, to
https://en.wikipedia.org/wiki/Flag_
develop lifelong learning skills and to
of_the_Philippines
prepare graduates for tertiary education,
for mid-level skills and development, for employment and for
entrepreneurship.
Salient Features of K to 12 Program
1. Universal Kindergarten or the mandated Kindergarten for 5 year old
learners.
2. Contextualization and enhancement by making the curriculum relevant to
learners.
3. Mastery of knowledge and skills is done by introducing simple concepts in
spiral progression in subject areas like Mathematics and Science.
4. The two years of the Senior High School is a specialization based on the
learners’ aptitude and interest.
 5. Completing the enhanced Basic Education from Kindergarten, elementary,
Junior High School curriculum and the specialized Senior High School
Program, a Filipino K-12 graduate is ready to take his/her choice path:
further education, employment or entrepreneurship. The focus skills are
the 21st century skills namely: Information, media, and technology skills,
learning and innovation skills, effective communication skills and life and
career skills.
B. Brunei Darussalam
Brunei Darussalam starts with one
year primary education and the 6 years of
elementary education. Students take and
should pass the end-of-cycle public
examination before they progress to
diversified secondary level. Secondary
level has 2 categories – General
Secondary Education Program (2-3 years) Source:
and another 2-3 years of Upper Secondary https://www.britannica.com/topic
Education where students grouped /flag-of-Brunei
according to their academic abilities,
talents, and interests.
In the General Education Program of Brunei Darussalam, the students
take four core subjects and three complementary subjects and at least two
elective subjects with Science as on required elective. In Brunei, students who
excel academically can take secondary education in two years. Differentiated
and specialized education responding to the different capabilities and
interests of the learners are the required secondary curriculum. Preschool in
Brunei is a playschool which aims to impart socio-emotional and personality
development for young learners in an informal preschool program.
C. Canada
They follow the K to 12 educational
curriculum with secondary schooling or
high school structure that varies within a
province in terms of inclusion of middle
school or junior high school. By law,
Canadians must be in school starting ages
5 or 6 and remain in school until ages
Source:
between 16 and 18 depending on the
https://en.wikipedia.org/wiki/Flag
province or territory. All provinces and
_of_Canada
territory provide universal, free and until
secondary schooling of 12 years with the exemption of Quebec where it offers
education until 11 years.
Elementary school includes Grades 1-6 in regions where there are
 2 years of middle school or junior high school, but those without middle or
junior high school have elementary until Grade 8. In Quebec, grade school is
6 years and their students proceed immediately to High School.
Secondary High School with middle school or junior high school,
begins in Grade 7 to Grade 12 and those without begin Secondary High
School in Grade 9.
Post-secondary education includes career college or vocational school,
community college or university.
D. Korea
Their school system follows the 6-3-
3-4 education ladder which is 6 years of
elementary, 3 years of middle school and 3
years of high school and 4 years of either
junior college or university to complete
higher education.
High School are in two categories: Source:
(1) General High School and (2) https://premierskillsenglish.britishc
Vocational High School although there ouncil.org/fans/country-profile-
are limited numbers of schools, which south-korea
offer both general and vocational training
which is known as “Comprehensive High School”. Korean Kindergarten
provides nurturing learning environment through various pleasant activities
and diverse teaching pedagogy. The Kindergarten or Early Childhood
curriculum includes physical, social, expression language and inquiry life
areas.
Elementary education in Korea is geared towards the acquisition of
fundamentals necessary for a productive civic life through nine principal
subjects: Moral Education, Korean Language, Social Studies, Arithmetic,
Natural Science, Physical Education, Music, Fine Arts and Practical Arts.
The Middle School curricula are a combination of 11 basic or required
subjects, elective subjects and extra- curricular activities. Blending of
education and readiness for occupation is reflected in the technical and
vocational courses which are elective subjects. Korean students may combine
to High School and admission to High School depends upon the results of
High School entrance examination.
E. Malaysia
Malaysian education begins with
Preschool where the medium of instruction
is both Malaysian and English. Preschools
that use Tamil or Chinese as medium of
instruction also conduct teaching-learning
process using Bahasa Malaysia and
Source:
https://en.wikipedia.org/wiki/Flag_
of_Malaysia
 English. They offer a 2 year optional preschool for learners ages 4-5.
Standards-based preschool curriculum for personality development of young
learners is being followed in Malaysia.
Elementary education is 6 years with a requirement of passing the
public examination as determining factor of the students’ readiness to
secondary or high school level.
Malaysia has 2 level category for Secondary or High School: Lower
Secondary (level 2) and Upper Secondary (level 3). Lower secondary
program offers general and undifferentiated curriculum for 2-3 years. In the
upper secondary 2 years, students take subjects according to their
appropriate streams (Arts, Science, Technical and Religious).
F. Singapore
Their educations begins with
Kindergarten or Preschool at the age of 4-6
years old. In Kindergarten, although not
compulsory, a 3-4 hour provision of
language development, literary skills, basic
number concepts, social skills, creative
skills and appreciation of music and
movement is being provided to the young
learners. Mother tongue is also part of the
Source:
kinder curriculum. Mother tongue language
https://commons.wikimedia.org/w
includes Chinese, Malay, Tamil and Indian.
iki/File:Flag_of_Singapore_(border
Preschool is followed by 6 years of ed).svg
Primary Education, English
Language, Mathematics, Mother Tongue Language are the significant
subjects in the primary education curriculum. Primary school has two stages:
Foundation and Orientation Stages. During foundation stage (Primary 1-4)
students are provided with strong foundation in English, Mother Tongue and
Mathematics. Orientation stage (Primary 5-6) is the stage where the students
are taught Mathematics and Science appropriate to their level.
At the end of Primary 6, all students are assessed on their academic
abilities through the Primary School Leaving Examination (PSLE). The results
of the PSLE will place the students in secondary school courses that suit their
academic learning pace and aptitude. At the secondary level, students may
either go to Special (Secondary 1-4 years). Express (Secondary 1-4 years),
Normal (Academic- Secondary 1-5 years) courses depending on the
measured academic ability of the PSLE scores. These four streamed courses
offer highly differentiated curriculum. Special and Express are four year
courses which lead to Singapore-Cambridge General Certificate of (GCE ‘O’)
Education (Ordinary Level) examination.
 Students in the Normal (Academic) course take academically based subjects
while those in the GCE ‘O’ level examination at the end of 4 or 5 years of
secondary education can qualify for Junior College (2 years), a Polytechnic(3
or 4 years) or a Pre-university center (3 years). Only those who qualify after
passing GCE ‘A’ level examination at the end of Junior College 2, Pre-
University 3 or Polytechnic Year ¾ can enroll in local university or to the
National University of Singapore.
G. United States
The age of entry to compulsory
education in the US varies according to the
state, between 5-7 years old with 6 years
old being the most common as an entry
age for Kindergarten. Kindergarten
Certificate is awarded to allow learners’
entry to Elementary School/ Primary
Education. Source:
https://en.wikipedia.org/wiki/Flag_
The length of Primary education
of_the_United_States
varies from 4 to 7 years depending on
the States or local practice. Certificate or diploma may also vary by States/
Districts for transition to Secondary School. Based on its length, elementary
education may be followed or not by a number of years of middle school
education which is generally three years (Grades 4-6, 5-7, 6-8).
High School (Grades 7-12 or Grades 8-12) length program is 6 years
depending upon the laws and policies of states and local districts. There are
also mandatory subjects in almost all US High Schools which include Science
(Biology, Chemistry, Physics) Mathematics (Algebra, Geometry,
Trigonometry, Calculus, and Statistics), English (Literature, Humanities,
Composition, Oral Language), Social Sciences (History, Government,
Economics) and Physical
Education.
High school students, usually during their Grade 11 take one or more
standardized tests depending on their education preferences and also as
requirements for admission to most Colleges. Most common standardized
tests taken by US student are Scholastic Assessment Test (SAT) and
American
College Testing (ACT). High School Diploma is awarded upon completion of
Grade 12 and the diploma covers a variety of awards for different curricula
and standards like general basic track, vocational and academic/ college
preparatory.
 The Teacher Education and Development Program:
Pre Teacher Performance and Development Framework
Introduction
The making of a teacher is a developmental process. This NCBTS will assist
the pre-service teachers as they undergo the practice teaching. Some of the items
do not apply considering the situation they are in. however, as this is a
developmental device, the pre-service teacher should know the areas where further
growth could be applied. This is recommended as a pre and post diagnosis for
formative and summative assessment.
The teaching profession has been struggling to keep pace with the changes in
society and the accompanying challenges of the technological world. With the notion
that the teacher education which consists of the Pre-service Education of Teachers
(PET) and the In-Service Education of Teachers (INSET), has been unable to bridge
the growing gap between the needs and expectations of learners, and the
knowledge and skill levels of both new and existing teachers, the TEDP was
conceived. It has been initiated to advocate a greater formal partnership between
CHED, TEIs, PRC, the DepEd, and the Civil Service Commission (CSC) for the
improvement of both pre-service and in-service.
The department of Education is committed to providing a quality system of
education in the public and private sectors. It provides schools with teachers who are
able to help students develop their abilities, attitudes and skills for them to function
effectively in an environment that is changing rapidly in many different ways.
The DepEd has commenced the implementation of a Teacher and
Development Program (TEDP) that is seeking to conceptualize a teacher’s career
path as a continuum that starts with entry to a teacher education program and
concludes when a teacher reaches retirement from formal service. The TEDP will
address each stage of this continuum as an integrated will address each stage of
this continuum as an integrated part that is linked closely to preceding and ensuing
elements. One key element in the Program is the establishment of a set of National
Competency-Based Teacher Standard (NCBTS) so that teachers, pupils and parents
are able to appreciate the complex set of behaviors, attitudes and skills that ech
teacher must possess, in order to carry out a satisfactory performance of their roles
and responsibilities.
The set of competencies is incorporated in a Teacher Performance and
Development Framework that is based upon the core values of Filipino teachers and
on the principles of effective teaching and learning. The framework is divided in to
seven (7) domains that represent the desired features of the teaching and learning
process. These domains incorporate a series of strands of desired teaching
performance statements which can be identified as performance indicators that are
observable indicators of the quality of a teacher’s performance.

The seven domains are:

1. Social Regard for Learning
2. The Learning Environment
3. The Diversity of Learners
4. Curriculum
5. Planning, Assessing and Reporting
6. Community Linkages
7. Personal Growth and Professional Development
 Each of these domains will be expanded below as part of a set of Competency-
Based Teacher Standards that will lead to a National Teacher Performance and
Development Framework. This framework will allow teachers to self-assess their
own performance against the Competency Standards in order to identify areas of
strength as well as areas that need to be developed further in order for them to
function more effectively as facilitators of learning.
Quality pre-service teacher training is a key factor in quality Basic Education in
the Philippines. As such it is of utmost importance that the highest standards are
achieved by the pre-service teachers. These standards are reflected in the seven (7)
domains that represent the desired features of the teaching-learning process as
stipulated in CMO 30 s. 2004.
The student teachers shall tick the indicators corresponding to their performance.
They may indicated N/A if the performance indicator does not apply yet.

Statement of Principle
Teachers in all Philippine schools are committed and accountable for providing
classroom instruction with results that are manifested in high performance levels in
terms of student learning outcomes. Teachers are dedicated to the well-being of the
students and communities they serve, taking into account their cultural diversity,
group aspirations and what is valued in education.

Domain 1. Social Regard for Learning

This domain of Social regard for Learning focuses on the ideal that the
prospective teachers must possess in the pursuit of promoting learning. Thus,
their actions, statements, and different types of social interactions with students
exemplify this ideal.
Strands of Desired Performance Indicators Tick
Teaching Performance (/)
1.1 Teacher’s action 1.1.1 Implements school policies and
demonstrate for learning procedures
1.2 .2 Demonstrates punctuality
1.3.3 Maintains appropriate
appearance
1.4.4 Is careful about the effect on
one’s behavior on students
1.2 Demonstrates that 1.2.1 Makes use of various learning
learning is of different kinds experiences and resources
and from different sources.
Performance Rating

Domain 2. Learning Environment

The domain fo Learning Environment focuses on importance of providing for a
social, psychological and physical environmental 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. The pre-
service teacher is expected to understand the implication of providing
should learning environment.
Strands of Desired Performance Indicators Tick
Teaching (/)
2.1 Creates an 2.1.1 Maintains a learning environment
environment that promotes of courtesy and respect for different
fairness learners (e.g. ability, culture, gender)
2.1.2 Provides gender-fair
opportunities for learning
2.1.3 Recognizes that every learner
has strengths

2.2 Makes the 2.2.1 Maintains a safe, clean and

classroom environment orderly classroom free from distractions
safe and conducive to 2.2.2 Arranges challenging activities
learning given the physical environment
2.2.3 Uses individual and co-operative
learning activities to improve capacities
of learner’s for higher learning
2.3 Communicates 2.3.1 Encourages learners to ask
higher learning questions
expectations to each 2.3.2 Provides learners with a variety
learner of learning experiences
2.3.3 Provides varied enrichment
activities to nurture the desire for further
learning
2.3.1 Communicates and maintains
high standards of learning performance
2.4 Establishes and 2.4.1 Handles behavior problems
maintain consistent quickly and with due respect to
standards of learners’ children’s rights
behavior 2.4.2 Gives timely feedback to
reinforce appropriate to learners’
behavior
2.4.3 Guides individual learners
requiring development of appropriate
social and learning behavior
2.4.4 Communicates and enforces
school policies and procedures for
appropriate learner behavior
2.5 Creates a healthy 2.5.1 Encourages free expression of
psychological climate for ideas
learning 2.5.2 Creates stress-free environment
2.5.3 Takes measures to minimize
anxiety and fear of the teacher and/or
subject
Performance Rating
Domain 3. Diversity of Learners
This domain of Diversity of Learners emphasizes the ideal that the teachers can
facilitate the learning process in diverse learners by first recognizing and
respecting individual differences, then using knowledge about students’
differences to design divers sets of learning activities to ensure that all student
can attain desired learning goals. Such should be the focus of the prospective
teachers in this domain.
Strands of Desired Performance Indicators Tick
Teaching Performance (/)
3.1 Determines, 3.1.1 Obtains information on the
understands, and accepts learning styles, multiple intelligences
the learners’ divers and needs of learners
background knowledge and 3.1.2 Designs or selects learning
experience experiences suited to different kinds of
learners
3.1.3 Establishes goals that define
appropriate expectation for all learners
3.1.4 Paces Lessons appropriate to
needs and/or difficulties of learners
3.1.5 Initiates other learning
approaches for learners whose needs
have not been met by usual approaches
3.1.6 Recognizes multicultural
background of learners when providing
learning opportunities
3.1.7 Adopts strategies to address
needs of differently-abled students
3.1.8 Makes appropriate adjustments
for learners of different socio-economic
backgrounds
Performance Rating

Domain 4. Curriculum
In this domain of the Curriculum, the prospective teacher will learn all the
elements of the teaching-learning process that work in convergence to help
student understand the curricular goals and objectives, and to attain high
standards of learning defined in the curriculum. These elements include the
teacher’s knowledge of subject matter and the learning process, teaching-
learning approaches and activities, instructional materials and learning resources
Strands of Desired Performance Indicators Tick
Teaching Performance (/)
4.1 Demonstrates 4.1.1 Delivers accurate and updated
mastery of the subject content knowledge using appropriate
methodologies, approaches and
strategies
4.1.2 Integrates language, literacy and
quantitative skill development and
values in his/her subject area
4.1.3 Explains learning goals,
instructional procedures and content
clearly and accurately to students
4.1.4 Links the current content with
past and future lessons
4.1.5 Aligns with lesson objectives the
teaching methods, learning activities
and instructional materials or resources
appropriate to learners
4.1.6 Creates situations that encourage
learners to use high order thinking skills
4.1.7 Engages and sustains learners’
interest in the subject by making content
meaningful and relevant to them
4.1.8 Integrates relevant scholarly
works and ideas to enrich the lesson as
needed
4.1.9 Integrates content of subject area
with other disciplines
4.2 Communicates clear 4.2.1 Sets appropriate learning goals
learning goals for lessons 4.2.2 Learners understand the learning
that are appropriate for goals
learners
4.3 Makes good use of 4.3.1 Establishes routines and
allotted instructional time procedures to maximize instruction time
4.3.2 Plans lessons to fit within
available instructional time
4.4 Selects teaching 4.4.1 Translates learning competencies
methods, learning activities to instructional objectives
and instructional materials 4.4.2 Selects, prepares and utilize s
or resources appropriate to technology and other instructional
learners and aligned to materials appropriate to the learners
objectives of the lesson and to the learning objectives
4.4.3 Provides activities and uses
materials which fit the learners’ learning
styles, goals and culture
4.4.4 Uses a variety of teaching
approaches and techniques appropriate
to the subject matter and the learners
4.4.5 Utilizes information derived from
assessment to improve teaching and
learning
 4.4.6 Provides activities and uses
materials which involve students in
meaningful learning
4.4.7 Uses a variety of teaching
approaches and techniques appropriate
to the subject matter
4.4.8 Utilizes information derived from
assessment to improve teaching and
learning
4.4.9 Provides activities and uses
materials which involve students in
meaningful learning
4.5 Recognizes general 4.5.1 Designs and utilizes teaching
learning processes as well methods that take into account the
as unique process of learning process
individual learners
4.6 Promotes purposive 4.6.1 Cultivates good study habits
study (from Domain1) through appropriate activities and
projects
4.7 Teacher 4.7.1 Utilizes Information and
demonstrates skills in the Communication to enhance teaching
use of information and and learning
Communication Technology
in Teaching and Learning
Performance Rating

Domain 5. Planning, Assessing & Reporting

The domain of Planning, Assessing and Reporting refers to the alignment of
assessment and planning activities. In particular, the domain focuses on the (1)
use of assessment data to plan and revise teaching-learning plans, (2) the
integration of assessment procedures in the plan and implementation of teaching-
learning activities, and (3) reporting on learner’s actual achievement and
behavior. The pre-service teacher should be made aware of the principles
involved in planning, assessing and reporting and how they are applied.
Strands of Desired Performance Indicators Tick
Teaching Performance (/)
5.1 Develops and 5.1.1 Shows proofs of instructional
utilizes creating and planning
appropriate instructional 5.1.2 Implements instruction as plan
plan 5.1.3 Demonstrate ability to cope with
varied teaching milieu
5.2 Develops and uses a 5.2.1 Prepares formative and summative
variety of appropriate tests in line with the curriculum
assessment strategies to 5.2.2 Employs non-traditional
monitor and evaluate assessment techniques (portfolio,
learning journals, rubrics, etc.)
5.2.3 Interprets and uses assessment
results to improve teaching and learning
 5.2.4 Identifies teaching-learning
difficulties and possible causes and
takes appropriate action to address
them
5.2.5 Uses tools for assessing
authentic learning
5.3 Monitors regularly 5.3.1 Provides timely and accurate
and provides feedback on feedback to learners to encourage them
learners’ understanding of to reflect on and monitor their own
content learning growth
5.3.2 Keeps accurate records of
grades/performance levels of learners
5.4 Communicates 5.4.1 Conducts regular meetings with
promptly and clearly to learners and parents to report learns’
learners, parents and progress
superiors about progress of 5.4.2 Involves parents to participate in
learners school activities that promote learning
Performance Rating

Domain 6. Community Linkages

The domain of Community Linkages focuses on the ideal that classroom activities
are meaningfully linked to the experiences and aspirations of the students in their
home and communities. Thus the domain focuses on teachers’ efforts directed at
strengthening the links between schools and communities, particularly as these
links help in the attainment of the curricular goals. In this domain, the mentee
joins the mentor in the different community linkages/ activities. In the
process, the pre-service teacher will learn the value of community in the
teaching-learning process. While the Performance indicators are no
applicable, the pre-service teacher had plenty of opportunity to be involved
in community activities.
Strands of Desired Performance Indicators Tick
Teaching Performance (/)
6.1 Establishes learning 6.1.1 Involves community in sharing
environments that respond accountability for the learners’
to the aspirations of the achievement
community 6.1.2 Uses community resources
(human, material) to support learning
6.1.3 Uses the community as a
laboratory for learning
6.1.4 Participates in community
activities that promote learning
6.1.5 Uses community networks to
publicize school events and
achievements
6.1.6 Encourages students to apply
classroom learning to the community.
Performance Rating
 Domain 7. Personal Growth & Professional Development
The domain of Personal Growth and Professional Development emphasizes the
idal that teachers value having a high personal regard for the teaching profession,
concern for professional development, and continuous improvement as teachers.
The pre-service teacher imbibes these ideals as the mentor models such
characteristics.
Strands of Desired Performance Indicators Tick
Teaching Performance (/)
7.1 Takes pride in the 7.1.1 Maintains stature and behavior
nobility of teaching as a that upholds the dignity of teaching
profession 7.1.2 Advocates time for personal and
professional development through:
 Participation in educational
seminars and workshops
 Reading educational
materials regularly
 Engaging in educational
research
7.1.3 Manifests personal qualities such
as enthusiasm, flexibility and caring
7.1.4 Articulates and demonstrates
one’s personal philosophy of teaching
7.2 Builds professional 7.2.1 Keeps abreast with recent
links with colleagues to developments in education
enrich teaching practice 7.2.2 Links with other institutions,
organizations for sharing best practices
7.3 Reflects on the 7.3.1 Reflects on the quality of his/her
extent of the attainment of own teaching
professional development 7.3.2 Improves teaching performance
goals based on feedback from the mentor
students, peers and superiors and others
7.3.3 Accepts personal accountability to
learners’ achievement and performance
7.3.4 Uses self-evaluation to recognize
and enhance one’s strengths and correct
one’s weaknesses
Performance Rating
Legend:
4- Very Good Satisfies all of the performance indicators
3- Good Satisfies 75% of the performance indicators
2- Fair Satisfies 50% of the performance indicators
1- Few Satisfies below 50% of performance indicators

Percentage is used because the number of performance indicators varies in the

different domains/strands.

Basic References for ELC

 The Experiential Learning Courses (ELC) are valuable components of the
Teacher Education program. Under the new Teacher Education curriculum,
Experiential Learning Courses consist of six (6) units of Field Study courses and six
(6) units of Practice Teaching. The early exposure of the pre-service teachers in the
actual learning environment will ensure better preparation and appreciation by them.
This Handbook is designed to establish the parameters for the conduct of
Experiential Learning in Basic Education Schools (BES). It includes the guidelines in
the assignment of pre-service teachers in the Field Study and Practice Teaching;
prototype syllabi for the six Field Study courses and Practice Teaching; prototype
Memorandum of Agreement between the Teacher Education Institutions (TEIs) and
the Cooperating Schools; a sample performance-based assessment tool for ELCs;
and pertinent documents for reference in the Appendices.
The pre-service teachers will be provided with hands-on experiential learning
that will contribute to their personal and professional growth as teachers. The TEIs
and BES will work hand in hand to prepare them to be more highly competent and
competitive in the teaching profession. This Handbook will guide them in the
implementation of the said courses.
Two very important documents that help-redefine and give direction to the
Teacher Education are the Teacher Education and Development Program as
illustrated in the Teacher Development Map (Figure1) and the National Competency-
Based Teacher Standards (NCBTS) (Figure2).
The Teacher Education and Development Program (TEDP) serves as the
road map where different government agencies such as the Department of
Education (DepEd), the Commission on Higher Education (CHED) with the Teacher
Education Institutions (TEIs), and the Professional Regulation Commission (PRC)
join hands in order to enhance the education and training of the future teachers. The
TEDP was conceived to halt the continuing decline of the quality of education in the
country. We all agree that at the center of education is the TEACHER who needs to
continually improve in order to cope with the changes in society. The TEDP seeks to
conceptualize a teacher’s career path as a continuum that starts with the pre-service
until retirement from service.
At the heart of the various stages of the TEDP is the National Competency-
Based Teacher Standards (NCBTS) that serves as a mold for both the pre-service
and in-service education and training. It is the touchstone that ensures the continuing
response to the changing needs o the teaching learning process. While the pre-
service teachers are being formed using this mold, it is hoped that the in-service
teachers will use the same mold to continue and deepen their personal and
professional development.
May the hope of the government to achieve quality basic in the country be
realized through the symbiotic relationship between the TEIs and BES as expressed
in this Handbook.

National Competency-Based Teacher Standards

 Domain 1
Social Regard for Learning
 Acts as a positive role model for students.

Domain 2
Domain 7 The Learning
Personal Growth and Environment
Professional Statement of Principle • Creates an environment
Development that promotes fairness
• Takes pride in the • Makes the physical
nobility of teaching as a Teachers in all Philippine environment safe and
profession schools are committed and conducive to learning
• Builds professional links accountable for providing • Communicates higher
with colleagues to enrich classroom instruction with learning expectations to
teaching practice each learner
• Reflects on the extent of results that are manifested • Establishes and
the attainment of learning in high performance levels maintains consistent
goals in terms of student learning standards of learners’
outcomes. Teachers are behavior
dedicated to the well-being
of the students and
communities they serve,
taking into account their
Domain 3
cultural diversity, group Diversity of Learners
Domain 6 aspirations and what is • Is familiar with learners’
Community Linkages valued in education. background knowledge
• Establish learning and experiences
environments that • Demonstrates concern
respond to the aspirations for holistic development
of the community learners

Domain 5
Domain 4
Planning, Assessing and Reporting
Curriculum
• Communicates promptly and clearly to learners,
• Demonstrates mastery of the subject
parents and superiors about the progress of
• Communicates clear learning goals for the lessons
learners
that are appropriate for learners
• Development and uses a variety of appropriate
• Makes good use of allotted instructional time
assessment strategies to monitor and evaluate
• Selects teaching methods, learning activities, and
learning
instructional materials or resources appropriate to
• Monitors regularly and provides feedback on
learners and aligned to the objectives of the lesson
learners’ understanding of content

Figure 2
Schematic Representation of the Integrated Domains of the
National Competency-Based Teacher Standards
 Retirement DepEd
Preparation
Entry to
Teacher
Education
CHED/TEIs/Schools

Deped/CHED/TEIs
Pre-Service
In-Service Training
Training and (BEEd/BSEd/PGCEd)
Professional National
Development Competency-
Based Teacher
Standards

PRC

DepEd Teacher
Licensure
DepEd*/Civil Service
Induction
Training
Teacher Human Resource
Planning, Recruitment,
Selection, Deployment and
Recognition System

Figure 1
TEACHER EDUCATION and DEVELOPMENT MAP

3.3 Reference
 Lourdes S. Lim, Ed.D., Rosalina A. Caubic. Ed.D., Luvimi L. Casihan,
Ph. D., The Teaching Profession pp. 70-78

3.4 Acknowledgement
 The images, tables, figures and information contained in this
module were taken from the references cited above.
 Write your answers on a separate sheet of paper and send it back to
EXPLORE your instructor through your LGU coordinator.

Name:______________________________________________Date:__________________
The K to 12 Curriculum Program of the Philippines is the country’s response
to address the Filipino graduates’ unpreparedness for work, readiness for college
and competitiveness in the global market relative to ASIAN 2015.
Given samples of the educational landscapes of other countries and the newly
enacted Philippine Enhanced Basic Education Program, do the following activities:
A. Think, Pair and Share
1. Review the Philippine Enhanced Basic Education and compare with
any of your chosen country. Establish your comparison of similarities
and differences on curriculum structure, content, framework or design.
Use either Venn diagram or Description Cluster.

Country of Choice

Philippines Similarities
B. Description Cluster
Philippine K to 12 Program Country of Choice
_____________________ ________________________
_____________________ ________________________
_____________________ ________________________
_____________________ Similarities
________________________
_____________________ ________________________
_____________________ ________________________
_____________________ ________________________

_____________________ ________________________
_____________________ ________________________
_____________________ ________________________
_____________________ Differences ________________________
_____________________ ________________________
_____________________ ________________________
_____________________ ________________________

2. Pair with any one of your classmates

3. Share data with your classmate

 Write your answers on a separate sheet of paper and send it back to your
APPLY instructor through your LGU coordinator.

Description Cluster
Name:______________________________________________Date:__________________
Tabulate your significant finding on the K to 12 Curriculum of Various Countries.
Country Educational Ladder Important Features
Example 1 (Kinder) 6 (Elementary) - Mandatory
Philippines 4 (Junior High School) kindergarten
2 (Senior High School - Spiral approach in
teaching Science and
Math
- Mother Tongue based
in Elementary
Education
- Academic and
Technology Track in
Senior High School
Brunei

Canada

Korea

Malaysia

Singapore

United States