21st Century Teacher Skills

Abstract:
21 Century Teacher
st
Education in the 21st century highlights globalization and internationalization. Pre-service teachers in the
21st century are technology savvy. To effectively engage and teach generation Z students, pre-service teachers will help
the educational system meet this requirement.
The educational system must be outfitted with a prerequisite of ICT resources both hardware and
software, and curricula must be designed to promote a collaborative learner-centered environment to which students
will relate and respond.
Pre-service teachers use computers in very advanced ways, but educators must remember that they still
need guidance to use technology safely and effectively.
Through social media the pre-service teachers can use a multitude of applications for their projects. Smart
social networking requires critical thinking skills and the ability to integrate and evaluate real-worlds scenarios and
authentic learning skills for validation.
21 Century Teacher
st
Adopted and prepared by:

Dr. Herminia Ngujo Leyson
Education Program Supervisor
RO-VII, Division of Lapu-Lapu City
The capacity to learn is a gift;
The ability to learn is a skill;
The willingness to learn is a

choice
Any one who stops learning is
old, an investment in knowledge
pays the best interest.
“The only person who is
educated is the one who has
learned how to learn and
change.”
What makes
a 21st
Century
Teacher?
With everybody in education
supporting the Government’s
aspiration of building a 21 st
century schools system with

excellent teaching, the role of
ICT in teaching and learning is
very important.
“Today’s digital kids think
of ICT as something akin
to oxygen; they expect it,
it’s what they breathe
and it’s how they live.”
John Seely Brown
ABOUT YOU…
Consider what you do
towards developing
your range of
professional teaching
skills with technology
CHECKLIST…
•Regularly
•Sometimes
•Not at all
ABOUT YOU…
1. Do you use ICT
to support your
planning?
ABOUT YOU…
2. Do you embed ICT
across the curriculum
to enhance and
extend learning?
ABOUT YOU…
3. Do you use ICT
to explore complex
ideas and
information?
ABOUT YOU…
4. Do you use ICT
to assess pupils
and track their
progress?
ABOUT YOU…
5. Do you use ICT to
store and analyze pupil
data for formative and
summative
assessment?
ABOUT YOU…
6. Do you review your
own ICT skills and
effective use of ICT in
learning, teaching and
management?
ABOUT YOU…
7. Do you include
clear personal targets
for ICT in your
performance review?
ABOUT YOU…
8. Do you protect your
personal information
and professional status
online?
ABOUT YOU…
If you answered regularly…
Have you thought about
sharing your practice with
colleagues in your
school?
ABOUT YOU…
If you answered sometimes…
Are there colleagues in your
school who you could work
with to develop your
practice using technology?
ABOUT YOU…
If you answered sometimes…
Are there any actions that
you feel you should be
undertaking more routinely
in your practice?
ABOUT YOU…
If you answered not at all…
Are there any actions which
you feel you could tackle
with some support from a
colleague?
21st century teachers
ensure teaching is
enhanced through the
informed used of
technology developing
learners’ ICT capability
21 st century teachers use ICT to:
1. Deliver greater
flexibility and choice
of lessons and
teaching techniques.
21st century teachers use ICT to:
2. Communicate
information and
concepts clearly with
high quality lessons
and resources.
3. Make learning
exciting and
engaging for all
learners.
4. Provide adaptive
solutions for
learners with
special needs
5. Create a learning
environment
where learners feel
safe and secure.
21st century teachers use ICT to:
6. Extend learning
and work in
partnership with
parents, families and
the community.
Case Studies…
1. Using animations and comic
strip presentations enabled
children to describe their
investigations in a more
visual way, improving pupil
understanding.
( Pete Hoskins)
Case Studies…
2. As part of the children’s
research into poetry, he
develop a blog for sharing,
planning, questionnaires,
information and findings.
( Dan Lea)
Tony Wagner in his book…
st
As 21 century
educators, the global
achievement gap
stresses the seven
survival skills…
7 Survival Skills
1. Effective Oral
Communication
7 Survival Skills
2. Accessing
and analyzing
information
7 Survival Skills
3. Curiosity and
Imagination
7 Survival Skills
4. Critical
thinking and
problem solving
7 Survival Skills
5. Collaboration
across networks
and learning by
influence
7 Survival Skills
6. Agility and
adaptability
7 Survival Skills
7. Initiative and
entrepreneurialism
21st Century Skills of Teacher…
1. The model
2. The leader
3. The visionary
4. The learner
5. The
communicator
6. The Adaptor
7. The risk taker

8. The
collaborator
What does
st
being a 21 -
century teacher
really mean?
15 Characteristics of a 21st –Century Teacher…
1. Learner-Centered
Classroom and
Personalized
Instructions.
-No need to “spoon”-feed

the knowledge or teach
“one-size fits all” content.
Students have different
personalities, goals and
needs.
2. Students as Producers.
Students can produce beautiful
and creative blogs, movies, or
digital stories that they feel
proud of and share with others.
3. Learn New Technologies.

Technology keeps
developing, learning a tool
once and for all is not an
option.
4. Go Global.
Today’s tools make it
possible to learn about
other countries and
people first hand.
4. Go Global.
There is nothing like learning
languages, cultures, and
communication skills from
actually talking to people from
other parts of the world.
5. Be Smart and use Smart Phones.

There is no need to waste
time and explain something
that perhaps only one or two
students would benefit
from;
5. Be Smart and use Smart Phones.

; teach
students how to be
independent and know
how to find answers they
need.
6. Blog.
Students could see the value
of writing for real audience
and establishing their digital
presence.
7. Go Digital.
Another important
attribute is to go
paperless.
8. Collaborate.
Collaboration should go beyond
sharing documents via e-mail or
creating ppt. Collaboration
globally can change our entire
experience.
9. Use Twitter Chat.

Participating in twitter chat is
the cheapest and most efficient
way to organize one’s own PD,
stay current with issues and
updates in the field.
10.Connect.
Connect with like minded
individuals. Connect anyone,
anywhere, anytime. Simply
connect via social media,
follow, join, ask or tell.
11. Project-Based Learning.

Teaching with textbooks is very
20th century. Today’s students
should develop their own driving
questions, conduct research, and
create their final project to share
using devices at hand.
12. Build Your Positive Digital

Foot print.
Maintaining professional
behaviour both in class and
online will help build positive
digital footprint and model
appropriate actions for students.
13. Code.
Today’s teacher must be able to
operate with today’s pen and
pencil,i.e., computers. The feeling of
writing a page with HTML is
amazing.
( hypertext markup language)
14. Innovate.
Expand your teaching toolbox and
try new ways you have not tried
before such as teaching with social
media; not for the sake of tools but
for the sake of your students .
Ex. FB, Messenger, Twitter, Videos
15. Keep Learning.

As new ways and new technology
keep emerging, learning and
adapting is essential. It’s fun, and
even 20 minute a day will take you a
long way.
Be humble,
be teachable
and always
keep learning!
Happy 21st
Century
Teaching!
Million
Thanks!
God Bless
Everyone!!!
References..
1. Teaching Skills: What 21st Century Educators
Need to learn to Survive, Retrieved from
http://www.masternewsmedia.org/teaching.
skills
2. 21st Century Skills for Teachers: retrieved
from http://networkedteacher.wetpaint.com
3. Chrome sites
Dep Ed Order
No. 42, s. 2017
What kind of
books you usually
read?
What’s the
difference between
a DepEd
Memorandum and
a DepEd Order?
Dep Ed Order No. 42, s. 2017
National Adoption and

Implementation of the
Philippine Professional
Standards for Teachers
1. In line with the new
professional standards for
teachers, the Department
of Education, through the
Teacher Education Council
(TEC),
issues this DepEd Order
entitled National Adoption
and Implementation of
the Philippine Professional
Standards for Teachers
(PPST)
2. The DepEd recognizes the
importance of professional
standards in the continuing
professional development
and advancement of
teachers based on the
principle of lifelong learning.
2. It is committed to supporting
teachers, and taking cognizance
of unequivocal evidence that
good teachers are vital to raising
student achievement. Quality
learning is contingent upon
quality teaching.
2. Hence, enhancing
teacher quality becomes
of utmost importance for
long term and sustainable
nation building.
3. The changes brought
about by various national
and global frameworks
such as the K to 12
Reform, ASEAN
Integration, globalization,
Con’t.3. and the
changing character of
the 21st century
learners necessitate
the improvements
and call for the
Con’t.3.
rethinking of the National

Competency-Based
Teacher Standards
(NCBTS), hence, the
development of the PPST.
4. PPST aims to:
a.Set out clear expectations
from teachers along well-
defined career stages of
professional development
from beginning to
distinguishing practice;
4. PPST aims to:
b. Engage teachers to
actively embrace a
continuing effort in
attaining proficiency;
and
4. PPST aims to:
c. Apply a uniform measure
to assess teacher
performance, identify
needs, and provide support
for professional
development.
5. The PPST shall be used as
basis for all learning an
development programs for
teachers to ensure that teachers
are properly equipped to
effectively implement the K to
12 Program.
5.It can also be used for the
selection and promotion of
teachers. All performance
appraisals for teachers shall
be based on this set of
standards,
6. The regional offices shall
be supported by their
training and development
personnel to organize and
orient all the schools
divisions within their
jurisdiction for the PPST.
6. In addition, it shall
take charge of the
monitoring and
evaluation at the
division level
implementation.
6. The schools division
office shall have the same
functions and
responsibilities in the
school districts and
secondary schools.
7. Reporting of the
orientation and related
activities shall be done by
the regional office to the
office of the Secretary
through the Teacher
Education Council.
8. Immediate
dissemination of and
strict compliance with
this order is directed.
LEONOR MAGTOLIS BRIONES

Secretary
ROLE OF TEACHERS
Teachers play a
crucial role in
nation building.
ROLE OF TEACHERS
Through quality teachers, the
Philippines can develop holistic
learners who are steeped in
values, equipped with 21 st
century skills, and able to propel

the country to development and
progress.
ROLE OF TEACHERS
This is in consonance
with the Department
of Education vision of
producing:
ROLE OF TEACHERS
”Filipinos who passionately love
their country and whose values
and competencies enable them
to realize their full potential and
contribute meaningfully to
building the nation.”
(DepEd Order No. 36, s. 2013).
ROLE OF TEACHERS
Evidence show
unequivocally that
good teachers are vital
to raising student
achievement, i.e.,
ROLE OF TEACHERS
Quality learning is
contingent upon
quality teaching.
ROLE OF TEACHERS
Hence, enhancing teacher
quality becomes of utmost
importance for long-term
and sustainable nation
building.
ROLE OF TEACHERS
The changes brought about
by various national and
global frameworks such as
the K to 12 reform and the
ASEAN integration,
globalization,
ROLE OF TEACHERS
and the changing character of
st
the 21 century learners
necessitate improvement and
adaptability of education, and a
call for the rethinking of the
current teacher standards.
Professional Standards for Teachers
The Philippine Government

has consistently pursued
teacher quality reforms
through a number of
initiatives.
As a framework of teacher quality,
the National Competency- Based
Teacher Standards (NCBTS) was
institutionalized through CHED
Memorandum Order No. 52, s.
2007 and DepEd Order No. 32, s.
2009.
It emerged as part of the Basic

Education Sector Reform
Agenda (BESRA) and was
facilitated by drawing on the
learning considerations of
programs, such as:
:the Basic Education Assistance for

Mindanao (BEAM), the
Strengthening Implementation of
Visayas Education (STRIVE) project
and the Third Elementary
Education Project (TEEP).
PPST- The Philippine Professional

Standards for Teachers, which is
built on NCBTS, complements the
reform initiatives on teacher
quality from pre- service
education, to in-service training.
It articulates what constitutes
teacher quality in the K to 12
Reform through well-defined
domains, strands, and indicators
that provide measures of
professional learning, competent
practice, and effective
engagement.
This set of standards makes

explicit what teachers should
know, be able to do and value to
achieve competence, improved
student learning outcomes, and
eventually quality education.
The professional standards, therefore,
become a public statement of
professional accountability that can
help teachers reflect on and assess
their own practices as they aspire for
personal growth and professional
development.
Teacher Quality in the Philippines
Quality teachers in the

Philippines need to
possess the following
characteristics:
1. Recognize the importance

of mastery of content
knowledge and its
interconnectedness within
and across curriculum areas,
coupled with a sound

Con’t. 1.
and critical understanding of

the application of theories
and principles of teaching
and learning.
They apply
Con’t. 1.
developmentally appropriate
and meaningful pedagogy
grounded on content
knowledge and current
research.
They display
Con’t. 1.
proficiency in Mother
Tongue, Filipino and English
to facilitate the teaching and
learning process,
Con’t. 1. As
well as exhibit the
needed skills in the use of
communication strategies,
teaching strategies,
technologies to promote high-
quality learning outcomes.
2. Provide learning
environments that are safe,
secure, fair and supportive
in order to promote learner
responsibility and
achievement.
Con’t.2. They create an
environment that is
learning-focused and they
efficiently manage learner
behaviour in a physical and
virtual space.
Con’t.2. Theyutilize a range of
resources and provide
intellectually challenging and
stimulating activities to encourage
constructive classroom interactions
geared towards the attainment of
high standards of learning.
3.Establish learning environment

that are responsive to learner
diversity. They respect learner’s
diverse characteristics and
experiences as inputs to the
planning and design of learning
opportunities.
Con’t.3. They encourage the
celebration of diversity in the
classroom and the need for teaching
practices that are differentiated to
encourage all learners to be successful
citizens in a changing local and global
environment.
4. Interact with the national and

local curriculum requirements.
They translate curriculum content
into learning activities that are
relevant to learners and based on
the principles of effective teaching
and learning.
Con’t.4. They apply their
professional knowledge to plan
and design, individually or in
collaboration with colleagues,
well-structured and sequence
lessons that are contextually
relevant,
Con’t.4. responsive to learners’

needs and incorporate a range of
teaching and learning resources.
They communicate learning goals
to support learner participation,
understanding and achievement.
5. Apply a variety of assessment

tools and strategies in
monitoring, evaluating,
documenting and reporting
learners’ needs, progress and
achievement.
Con’t.5. They use
assessment data in a variety
of ways to inform and
enhance the teaching and
learning process and
programs.
Con’t.5.. They provide learners

with the necessary feedback about
learning outcomes that informs the
reporting cycle and enables
teachers to select, organize and
use sound assessment process.
6. Establish school-community
partnership aimed at enriching
the learning environment, as
well as the community’s
engagement in the educative
process.
Con’t.6.. They 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.
Con’t.6.. They understand and fulfill
their obligations in upholding
professional ethics, accountability
and transparency to promote
professional and harmonious
relationships with learners, parents,
schools and the wider community.
7. Value personal growth

and professional
development and exhibit
high personal regard for
the profession
Con’t.7. by maintaining
qualities that uphold the
dignity of teaching such
as caring attitude, respect
and integrity.
Con’t. 7. They value

personal and
professional reflection
and learning to improve
their practice.
They assume
Con’t. 7.
responsibility for personal
growth and professional
development for lifelong
learning.
7 Domains of PPST
37 Strands
Domain 1: Content
Knowledge and
Pedagogy
Composed of 7 strands
7 Domains of PPST
37 Strands
Domain 2: Learning
Environment
Consists of 6 strands
7 Domains of PPST
37 Strands
Domain 3: Diversity
of Learners
Consists of 5 strands
7 Domains of PPST
37 Strands
Domain 4:
Curriculum and
Planning
Includes 5 strands
7 Domains of PPST
37 Strands
Domain 5: Assessment
and Reporting
Is composed of 5
strands
7 Domains of PPST
37 Strands
Domain 6: Community
Linkages and Professional
Engagement
consists of 4 strands
7 Domains of PPST
37 Strands
Domain 7: Personal
Growth and Professional
Development
contains 5 strands
Career Stages
The different career
stages, make explicit the
elements of high-quality
teaching for the 21st
century.
Career Stages
Career Stage 1. Beginning Teachers.
Have gained the
qualifications recognized
for entry into the
teaching profession.
Career Stages
Career Stage 1. Beginning Teachers.
They have a strong
understanding of the subjects/
areas in which they are trained
in terms of content knowledge
and pedagogy.
Career Stages
Career Stage 1. Beginning

Teachers.
They possess the requisite
knowledge, skills and values
that support the teaching and
learning process..
Career Stages

Teachers.
They manage learning
programs and have strategies that
promote learning based on the
learning needs of their students.
Career Stages

Teachers.
They seek advice from
experienced colleagues to
consolidate their teaching
practice.
Career Stages
Career Stage 2. Proficient

Teachers.
They are professionally
independent in the application
of skills vital to the teaching and
learning process.
Career Stages
Career Stage 2. Proficient Teachers.
They provide focused teaching
programs that meet curriculum
and assessment requirements.
They display skills in planning ,
implementing, and managing
learning programs.
Career Stages

. They actively engage in
collaborative learning with the
professional community and other
stakeholders for mutual growth
and advancement
Career Stages

.. They are reflective
practitioners who continually
consolidate the knowledge, skills
and practices of Career Stage 1
teachers.
Career Stages
Career Stage 3. Highly

Proficient Teachers.
They consistently display
a high level of performance
in their teaching practice.
Career Stages
Career Stage 3. Highly Proficient

Teachers.
They manifests in- depth
and sophisticated
understanding of the teaching
and learning process.
Career Stages
Teachers.
They have high education-
focused situation cognition, are
more adept in problem solving and
optimize opportunities gained
from experience.
Career Stages

Teachers.
They work collaboratively with
colleagues and provide them
support and mentoring to
enhance their learning and
practice.
Career Stages
Teachers.
They continually seek to develop
their professional knowledge and
practice by reflecting on their own
needs, and those of their colleagues
and students.
Career Stages
Career Stage 4.
Distinguished Teachers.
They embody the highest
standard for teaching
grounded in global best
practices.
Career Stages
Career Stage 4. Distinguished

Teachers.
. They exhibit exceptional
capacity to improve their own
teaching practice and that of
others
Career Stages

Teachers.
They are recognize as leaders
in education, contributors to the
profession and initiators of
collaborations and partnerships.
Career Stages
Career Stage 4.
Distinguished Teachers.
They create lifelong
impact in the lives of
colleagues, students and
others.
Career Stages

Teachers.
They consistently seek
professional advancement and
relevance in pursuit of teaching
quality and excellence.
Career Stages
Teachers.
They exhibit commitment to
inspire the education community
and stakeholders for the
improvement of education
provision in the Philippines.
Domains, Strands, -Indicators
for a Highly Proficient Teachers
Domain 1:Content Knowledge and Pedagogy
1.1: Content knowledge and its application
within and across curriculum areas
______________________________________
Model effective applications of
content knowledge within and
across curriculum teaching areas.
Domain 1: Content Knowledge and Pedagogy
1.2: Research-based knowledge and principles
of teaching and learning.
______________________________________
 Collaborate with colleagues in the
conduct and application of research
to enrich knowledge of content and
pedagogy.
1.3: Positive use of ICT.
______________________________________
 Promote effective strategies in
the positive use of ICT to facilitate
the teaching and learning
process.
1.4: Strategies for promoting literacy and
numeracy.
______________________________________
 Evaluate with colleagues the
effectiveness of teaching strategies
that promote learner achievement in
literacy and numeracy.
1.5: Strategies for developing critical and creative
thinking as well as other higher- order thinking
skills.
______________________________________
Develop and apply effective teaching
strategies to promote critical and
creative thinking, as well as other
higher-order thinking skills.
1.6:Mother Tongue, Filipino and English in
teaching and learning.
______________________________________
 Model and support colleagues in the
proficient use of Mother Tongue, Filipino and
English to improve teaching and learning as
well as to develop the learner’s pride of their
language, heritage and culture.
1.7: Classroom Communication Strategies.
______________________________________
Display a wide range of effective verbal and
non-verbal classroom communication
strategies to support learner understanding,
participation, engagement and achievement.
Domain 2: Learning Environment
2.1: Learner Safety and Security.
______________________________________
Exhibit effective strategies that ensure safe
and secure learning environments to enhance
learning through the consistent
implementation of policies, guidelines and
procedures.
2.2: Fair Learning Environment.
______________________________________
Exhibit effective practices to foster learning
environments that promote fairness, respect
and care to encourage learning.
2.3: Management of Classroom Structure and
Activities.
______________________________________
 Work with colleagues to model and share
effective techniques in the management of
classroom structure to engage learners,
individually or in groups, in meaningful
exploration, discovery and hands-on activities
within a range of physical learning environment
2.4: Support for Learner Participation.
______________________________________
 Work with colleagues to share successful
strategies that sustain supportive learning
environments that nurture and inspire
learners to participate, cooperate in continued
learning.
2.5: Promotion of Purposive Learning.
______________________________________
 Model successful strategies and support
colleagues in promoting learning
environments that effectively motivate
learners to work productively by assuming
responsibility for their own learning.
2.6: Management of Learner Behavior.
______________________________________
 Exhibit effective and constructive behavior
,management skills by applying positive and
non- violent discipline to ensure learning-
focused environments.
Domain 3: Diversity of Learners
3.1. Learners’ gender, needs, strengths,
interests, and experiences
______________________________________
Work with colleagues to share differentiated,
developmentally appropriate opportunities to
address learners’ differences.
3.2. Learners’ linguistic, cultural, socio-economic
and religious backgrounds
______________________________________
Exhibit a learner-centered culture that
promotes success by using effective teaching
strategies that respond to their linguistic,
cultural,, socio-economic and religious
backgrounds.
3.3. Learners with disabilities, giftedness and
talents
______________________________________
Assist colleagues to design, adapt and
implement teaching strategies that are
responsive to learners with disabilities,
giftedness and talents.
3.4. Learners in difficult circumstances
______________________________________
Evaluate with colleagues teaching strategies
that are responsive o the special educational
needs of learners in difficult circumstances.
3.5. Learners from indigenous groups
______________________________________
 Develop and apply teaching strategies to
address effectively the needs of learners from
indigenous groups.
Domain 4: Curriculum and Planning
4.1. Planning and management of teaching and
learning process
______________________________________
 Develop and apply effective strategies in the
planning and management of
developmentally sequenced teaching and
learning process to meet curriculum
requirements and varied teaching contexts.
4.2. Learning outcomes align with learning
competencies
______________________________________
 Model to colleagues the setting of achievable
and challenging learning outcomes that are
aligned with learning competencies to
cultivate a culture of excellence for all
learners.
4.3. Relevance and responsiveness of learning
programs
______________________________________
 Work collaboratively with colleagues to
evaluate the design of learning programs that
develop the knowledge and skills of learners
at different ability levels.
4.4. Professional collaboration to enrich
teaching practice
______________________________________
 Review with colleagues, teacher and learner
feedback to plan, facilitate and enrich
teaching practice.
4.5. Teaching and Learning resources including
ICT
_____________________________________
 Advise and guide colleagues in the selection,
organization, development and use of
appropriate teaching and learning resources,
including ICT, to address specific learning
goals.
Domain 5: Assessment and Reporting
5.1. Design, selection, organization & utilization
of assessment strategies
_____________________________________
Work collaboratively with colleagues to review
the design, selection, organization, and use of
a range of effective D,F,S assessment
strategies consistent with curriculum
requirements.
5.2. Monitoring and evaluation of learner
progress and achievement
_____________________________________
Interpret collaboratively monitoring and
evaluation strategies of attainment data to
support learner progress and achievement.
5.3. Feedback to improve learning
_____________________________________
 Use effective strategies for providing timely ,
accurate and constructive feedback to
encourage learners to reflect on and improve
their own learning.
5.4. Communication of learner needs, progress
and achievement to key stakeholders
_____________________________________
Apply skills in the effective communication of
learner needs, progress and achievement to
key stakeholders, including parents/guardians.
5.5. Use of assessment data to enhance teaching
and learning practices and programs
_____________________________________
Work collaboratively with colleagues to
analyze & utilize assessment data to modify
practices and programs to further support
learner progress and achievement.
Domain 6: Community Linkages & Professional
Engagement
6.1. Establishment of learning environments
that are responsive to community contexts
_____________________________________
 Reflect on and evaluate learning
environments that are responsive to
community contexts.
Engagement
6.2. Engagement of parents & the wider school
community in the educative process
_____________________________________
Guide colleagues to strengthen relationships
with parents/guardians & the wider school
community to maximize their involvement in
the educative process.
Engagement
6.3. Professional Ethics
_____________________________________
 Discuss with colleagues teaching & learning
practices that apply existing codes, laws and
regulations that apply to the teaching
profession, & the responsibilities specified in
the Code of Ethics for Professional Teachers.
Engagement
6.4. School Policies & Procedures
_____________________________________
 Exhibit commitment to & support teachers in
the implementation of school policies and
procedures to foster harmonious relationships
with learners, parents & other stakeholders.
Domain 7: Personal Growth & Professional
Development
7.1. Philosophy of Teaching
____________________________________
 Manifest a learner- centered teaching
philosophy in various aspects of practice and
support colleagues in enhancing their own
learner-centered teaching philosophy.
Development
7.2. Dignity of Teaching as a Profession
____________________________________
 Identify and utilize personal, professional
strengths to uphold the dignity of teaching as
a profession to help build a positive teaching
and learning culture within the school.
Development
7.3.Professional Links with Colleagues
____________________________________
 Contribute actively to professional networks
within and between schools to improve
knowledge and to enhance practice.
Development
7.4.Professional Reflection & Learning to
Improve Practice
____________________________________
 Initiate professional reflections & promote
learning opportunities with colleagues to
improve practice.
Development
7.5.Professional Development Goals
____________________________________
 Reflect on the Philippine Professional
Standards for Teachers to plan personal
professional development goals and assist
colleagues in planning and achieving their
own goals.
Long live
“Highly Proficient
Teachers”
Thank You!
God Bless Everyone!

21st Century Teacher Skills

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21st Century Teacher Skills

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Abstract:

Adopted and prepared by:

The ability to learn is a skill;

The willingness to learn is a

century schools system with

7. The risk taker

-No need to “spoon”-feed

3. Learn New Technologies.

5. Be Smart and use Smart Phones.

5. Be Smart and use Smart Phones.

9. Use Twitter Chat.

11. Project-Based Learning.

12. Build Your Positive Digital

15. Keep Learning.

National Adoption and

rethinking of the National

LEONOR MAGTOLIS BRIONES

century skills, and able to propel

The Philippine Government

It emerged as part of the Basic

:the Basic Education Assistance for

PPST- The Philippine Professional

This set of standards makes

Quality teachers in the

1. Recognize the importance

coupled with a sound

and critical understanding of

3.Establish learning environment

4. Interact with the national and

Con’t.4. responsive to learners’

5. Apply a variety of assessment

Con’t.5.. They provide learners

Con’t.6.. They identify and respond

7. Value personal growth

Con’t. 7. They value

Career Stage 1. Beginning

Career Stage 1. Beginning

Career Stage 1. Beginning

Career Stage 2. Proficient

Career Stage 2. Proficient Teachers.

Career Stage 2. Proficient Teachers.

Career Stage 3. Highly

Career Stage 3. Highly Proficient

Career Stage 3. Highly Proficient

Career Stage 4. Distinguished

Career Stage 4. Distinguished

Career Stage 4. Distinguished

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