VISION

CNSC as a Premier Higher Education Institution in the Bicol Region.

Republic of the Philippines MISSION

CAMARINES NORTE STATE COLLEGE The Camarines Norte State College shall provide higher and
advanced studies in the fields of education, arts and sciences,
COLLEGE OF EDUCATION economics, health, engineering, management, finance, accounting,
Daet, Camarines Norte business and public administration fisheries, agriculture, natural
resources development and management and ladderized courses. It
shall also respond to research, extension and production services
adherent to progressive leadership towards sustainable
development.

EPISODE 4: THE GLOBAL TEACHER

4.1 EXPOSURE
Entering the Learning Zones
Learning Zone 1: Interview two newly appointed teachers, preferably one from
a public and another from a private school, on qualities required for the entering the
teaching profession. Record your data below.
INTERVIEW SHEET
Qualities Required for Entering the Teaching Profession
Public School Teacher Private School Teacher
(Marie Joy Pasacay – Pandan (Christine Gail D. Gaza – Chung Hua)
Elementary School)
1. Enthusiastic 1. Have the passion to teach
2. Creative 2.Willing to learn
3. Responsible 3.Role Model
4. Adaptable 4.Positive-minded
5. Technology Literate 5.Creative
6. Passionate 6.Flexible
7. Has effective communication skills 7.Enthusiastic
8. Critical thinker 8.Learn to whole-heartedly love
teaching
9. Use multiple teaching methods 9.Lifelong learner
10. Innovative 10.Approachable

BALOLOY, XENA ANGELA D.

BSED-4A
 Learning Zone 2: Conduct an online research and record the principal
qualities required for entering the teaching profession in selected countries. Feel free
to surf online sites and sources. You may also explore the following links.
• Central on International Benchmarking:
http://www.ncee.org/programs-affiliates/center-on-international-education-
benchmarking/
• Educational Quality Monitoring Global Needs for 2015:
http://www.uis.unesco.org/Library/Pages/default.aspx
Qualities Required for Entering the Teaching Profession
Country of Interest Principal Qualities
Singapore • trained at the National Institute of
Education (NIE)
• commit to three full years on the
job.
• mastery of the subject one is
going to teach at a high level
• a year of challenging instruction
in the craft of teaching
• Professional Practice
• Leadership Management
• Personal Effectiveness
• respond to real-world scenarios
• incorporates coursework,
fieldwork, mentoring, and visits to
leaders of other industries and
other countries
China • undergo practical training
• must take four examinations in
the areas of pedagogy,
psychology, teaching methods,
and teaching ability
• demonstrate teaching abilities
such as classroom management
• undergo mentoring process which
involves all aspects of teaching
including teaching materials,
lesson observation and critique,
teaching methods, and
development and marking of
exams
• leading the lesson development
process, demonstrating effective
lessons and bringing along
teachers who are not as
advanced as they are
• create strong teaching cultures
and support teaching and

BALOLOY, XENA ANGELA D.

BSED-4A
 research groups to encourage
teacher development
• modeling practices and speaking
South Korea • Teacher professional
development
• training for specific qualifications,
as well as in-service training and
special training opportunities that
can include research sabbaticals
or study abroad
• experience, performance, and
training
• develop specific training plans
• have content knowledge and
content-specific pedagogy
Thailand • availability
• have teaching experience
• have a Teaching English as a
Foreign Language (TEFL)
Certification
• possessing a Non Immigrant
Business “B” Visa
• have A Good Picture and a Good
Attitude
Canada • share information and
experiences, as well as to
establish on-line mentorship
relationships with one another
• develop professional
development plans for the year
• engage in a collaborative project
with other peers, which may be
investigating their own teaching
practices or engaging in another
form of research in education
• develop protocols, organize their
own projects, direct research into
their practices, and design
professional learning for their
peers
• must have at least five years of
teaching experience, certification
in three of four age divisions
(these are classified as primary,
junior, intermediate and senior),
two Specialist qualifications or a
master’s degree and have
completed the Principal’s
Qualification Program (PQP)

BALOLOY, XENA ANGELA D.

BSED-4A
United States • Create a classroom environment
to meet the needs of students
• Address students as a group and
as individuals
• Organize and execute lesson
plans
• Create, administer and grade
tests/quizzes, homework and
assignments
• Evaluate student performance,
assess a student’s potential, and
prepare report cards
• Maintain classroom safety and
address discipline issues
• Provide additional assistance and
guidance when students need
help
• Pursue Experiences Related to
the Teaching Field
• Increase Job-Seeking Efforts in
the Summertime
• Join a Professional Organization
• Further Education
• Additional Teaching Credentials
England • School experience
• Medical fitness
• Declaration of criminal
convictions
• Disclosure and Barring Service
(DBS) in England and Wales
• pass the professional skills
tests in numeracy and literacy
before you begin your teacher
training
Australia • able to teach the new curriculum
and work with the new
assessment system
• consistency and excellence in
teacher quality
• undergo development of new
professional development
opportunities for teachers,
including leadership training

4.2 PARTICIPATION
Engaging in Peer to Peer Learning

BALOLOY, XENA ANGELA D.

BSED-4A
 Let us expand your inventory of principal qualities required in entering the
teaching profession. From a group of five classmates and together engage in a multi-
loop learning for data sharing. From the information gathered from interview and online
surfing, develop a consolidated inventory of global requirements for entering the
teaching profession.
GLOBAL TEACHERS’ REQUIREMENTS INVENTORY GRID
Global Requirements for Entering the Teaching Profession
Knowledge Requirements Skills and Competencies requirements
Knowledge of the Subject Matter Strong Communication Skills
Professional Education Interpersonal Skills
Practical Experience Creativity
Visual and Information Literacies Critical thinking and Problem Solving Skills
Media Literacy Flexibility and Adaptability
Scientific Literacy Leadership and Responsibility
Multicultural Literacy Social and Cross-Cultural Skills
Field expertise Initiative and Self-Direction
Economic Literacy Productivity and Accountability
Technology Literacy Ethical, moral, and spiritual values

4.3 IDENTIFICATION
Understanding One’s Own Capabilities and Boundaries
Using the information gathered from your interviews and researches, develop
of an inventory of at least five specific knowledge, competencies and skills under each
attribute of a global 21st century teacher.
Attributes of a 21st Century Global Teacher
MULTI-LITERATE (specific knowledge, skills, competencies)
• Visual and Information Literacies
• Media Literacy
• Scientific Literacy
• Multicultural Literacy
• Economic Literacy
• Technology Literacy
• Multilingual Literacy
MULTI-SPECIALIST (specific knowledge)
• Language specialist
• Science specialist
• ICT Integration
• Math Specialist
• Computer Security Knowledge
MULTI-SKILLED (specific skills)
• Creativity
• Strong Communication Skills
• Interpersonal Skills
• Critical Thinking and Problem Solving Skills

BALOLOY, XENA ANGELA D.

BSED-4A
 • Social and Cross-Cultural Skills
SELF-DIRECTED (specific skills and competencies)
• Initiative and Self-Direction
• Trainable
• Leadership and Responsibility
• Productivity and Accountability
• Ethical, moral, and spiritual values
LIFELONG LEARNER (specific knowledge and competencies)
• Innovative
• Ability to engage
• Ability to attend post-graduate school
• Ability to participate in seminar-workshops
• Understanding of technology
FLEXIBLE (specific skills)
• Adaptability
• Organizational skill
• Ability to frame questions
• Ability to use appropriate teaching strategies
• Ability to facilitate learning activities
CREATIVE PROBLEM SOLVER (specific knowledge, skills and competencies)
• Able to deal with conflict
• Critical Thinking Skills
• Imagination
• Ability to manage students’ behavior
• Ability to make disciplinary actions
CRITICAL THINKER (specific knowledge, skills and competencies)
• Reasonableness
• Rationality
• Problem Solving Skills
• Ability to think logically
• Master the art of questioning
PASSIONATE FOR EXCELLENT TEACHING (specific knowledge, skills and
competencies)
• Commitment
• Collaborative
• Time management
• Ability to create a positive learning environment
• Enthusiastic
EMOTIONALLY INTELLIGENT (specific skills and competencies)
• Ability to build rapport
• Love, care and compassion for learners
• Patient
• Provide Student Support Services
• Respectful

BALOLOY, XENA ANGELA D.

BSED-4A
4.4 INTERNALIZATION
Navigating Challenges and Opportunities
Plot your perspective of a 21st century global Filipino teacher by identifying the
challenges and corresponding opportunities using a graphic organizer.
MY PERSPECTIVE GRAPHIC ORGANIZER OF A
21ST CENTURY GLOBAL FILIPINO TEACHER
CHALLENGES (NEEDS) OPPORTUNITIES

The daily tasks are too Teaching is a

time consuming, especially profession with
the preparations for the
high moral and
learning activities and ther
school routine standards.

Teaching is a means to continue learning,

Teachers have to deal with multi-
thus gain more knowledge and grow in
personalities.
the profession.

Teachers have to adapt Teaching makes one grow

the teaching strategies to intellectually, socially, and
the capabilities of the emotionally.
learners.

Teachers have to be creative in making

instructional materials and be
enthusiastic to motivate the students. Teaching aims at molding the
children’s minds and hearts.

Teachers need to have effective Teaching is self-fulfilling. Seeing

communication skills to make the your students learn brings
teaching and learning process enormous joy and satisfaction.
interactive and collaborative.

BALOLOY, XENA ANGELA D.

BSED-4A
4.5 DISSEMINATION
Personal Disclosures of Future Actions
To be able to program your readiness on becoming a Filipino teacher of the
world, conduct your own self needs assessment and program your action.
MY NEEDS-BASED PLAN OF ACTION
MY NEEDS MY ACTION PLANS MY TIME FRAMES
Be able to be multi- Continue reading and learning August 2018
literate, and multi- onwards
specialist
Be creative Make instructional materials January 2019
onwards
Develop communication Participate in seminar- April 2019
skills workshops regarding effective
communication
Enhance interpersonal Interact with others and share August 2018
skills own insights and experiences onwards
Enrich critical thinking and Solve logical questions August 2018
problem solving skills onwards
Develop social and cross- Interact with other people with August 2018
cultural skills different cultures onwards
Show initiative and self- Initiate school activities June 2019
direction
Demonstrate leadership Be responsible in school August 2018
and responsibility organizations onwards
Show productivity and Achieve learning outputs and January 2019
accountability outcomes
Be innovative Create authentic assessments January 2019
Be a lifelong learner Attend post-graduate school January 2020
Undergo professional Participate in seminar- April 2019
development workshops
Be adaptable Facilitate learning activities January 2019
which are suitable to students
Enhance teaching Use multiple methods in January 2019
proficiency teaching
Be effective in classroom Discipline students January 2019
management
Master the art of Study how to frame questions August 2018
questioning onwards
Develop time Make the lesson plan time- January 2019
management bounded
Be enthusiastic Show positive energy in January 2019
teaching
Create a positive learning Make the teaching and January 2019
environment learning process learner-
centered

BALOLOY, XENA ANGELA D.

BSED-4A
 RUBRIC FOR SUMMATIVE ASSESSMENT OF FIELD STUDY 6.4
The Global Teacher
4 3 2 1
Criteria Exemplar Good Satisfactory Needs Scor
y Improvemen e
t
1 All Most Some Most data
Data Collection required required required are missing
Skills: field data field data field data are and
• Observatio are are collected, unrecorded.
n collected, collected, recorded but
• Interview recorded recorded poorly
• Survey and and organized.
• Documents organized. organized.

2 All field Some Very few No evident

Description and experienc field details of details of the
Analysis of Field es are experienc field field
Experiences. clearly es are experiences experiences.
described clearly are
and described described
analysed. and but not
analysed. analysed.
3 Shows Shows Shows Shows
Reflection of great depth of knowledge limited
Personal depth of knowledg of personal knowledge
Learning knowledg e of thoughts of personal
e of personal and feelings thoughts
personal thoughts gained from and feelings
thoughts and field gained from
and feelings experience. field
feelings gained experience.
gained from field
from field experienc
experienc e.
e.
4 Attends Attends Unable to Unable to
Level of all field most field attend to attend to
Participation study study some field almost all
activities activities study field study
and and activities activities.
requireme requireme and
nts. nts. requirement
5 All the Missed 1 Missed 2 of Missed 3 of
Learning Outputs requireme of the the given the given
nts are given requirement requirement
well requireme s. s.
achieved. nts.

BALOLOY, XENA ANGELA D.

BSED-4A
 6 Personal Personal Personal Personal
Evidence of and and and and
Values professio professio professional professional
nal values nal values values are values are
are are sometimes rarely or not
extensivel frequently evident in evident in
y evident evident in the action the action
in the the action plan. plan.
action plan.
plan.
Evaluated by: Other Comments and Total Score:
Observation:
Rating =
__________

Total Score
____ x 100 =
24

Final Rating Grade Point Percentage

100 1.00 99
95-99 1.25 96
92-94 1.50 93
89-91 1.75 90
86-88 2.00 87
83-85 2.25 84
80-82 2.50 81
77-79 2.75 78
74-76 3.00 75
71-73 4.00 72
70 and below 5.00 70

BALOLOY, XENA ANGELA D.

BSED-4A