FS

FIELD
STUDY

On Becoming A Teacher

Episode 5

The Global Teacher

Name of FS Student _________________________________________________________________________
Course_________________________________________________________ Year & Section______________
Resource Teacher 1 ___________________________________Signature _______________Date____________
Resource Teacher 1 ___________________________________Signature _______________Date____________
Resource Teacher 1 ___________________________________Signature _______________Date____________
Cooperating School__________________________________________________________________________

Introduction
Teaching is a responsible profession the world over. The status of teacher has been comparable
in all parts of the globe, hence each year, There is a celebration of the WORLD TEACHERS DAY!
This alone would tell us, the recognition and honor given to the best profession of all:
TEACHING. A teacher is an extra-ordinary person in whose hands lies the future of the world, hence
any teacher regardless of the country of origin should be a GLOBAL TEACHER or a TEACHER of
the WORLD.
Thus you, too, should have qualities, skills, knowledge, views, with wider breadth and deeper
sense because you, too, will be a global teacher.
This experiential learning Episode focuses on the global teacher.

My Target
Identified competencies of the global Filipino teacher.
Knowledge of other countries teachers competencies and requirements as professional.
My Performance (How will be rated)

Field Study 6, Episode 1 The Teacher as a Person

Focused on: The Teacher as a Person; Myself as a Person
Tasks
Observation/
Documentation:

My Analysis

My Reflection

My Portfolio

Submission

Exemplary
4
All the tasks
were done with
outstanding
quality; work
exceeds
expectations
4
Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded on
theories
Exemplary
grammar and
spelling.
4
Reflection
statements are
profound and
clear, supported
by experiences
from the episode.

Superior
3
All or nearly all
tasks were done
with high quality

Satisfactory
2
Nearly all tasks
were done with
acceptable
quality

3
Analysis
questions were
answered
completely

2
Analysis
questions were
not answered
completely.

Clear connection
with theories

Vaguely related
to the theories.

Grammar and
spelling are
superior
3
Reflection
statements are
clear, but not
supported by
experiences from
the episode.

Grammar and
spelling
acceptable
2
Reflection
statements are
shallow;
supported by
experiences from
the episode.

4
Portfolio
complete, clear,
well-organized
and all
supporting
documentation
are located in
sections clearly
designated.

3
Portfolio is
complete, clear,
well-organized
and most
supporting
documentation
are available
and/or in logical
and clearly
marked
locations.
3
On the deadline

2
Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

4
Before deadline

Unsatisfactory
1
Fewer than half
of tasks were
done; or most
objectives met
but with poor
quality
1
Analysis
questions were
not answered.

Grammar and
spelling
unsatisfactory.

1
Reflection
statements are
unclear and
shallow and are
not supported by
experiences from
the episode.
1
Portfolio has
many lacking
components; is
unorganized and
unclear.

2
1
A day after the Two days or
deadline
more after the
deadline
2
1

Subtotals
Rating: (Based on

My Concrete Experience
Activity 1 the Filipino Global Teacher
Let us begin with ourselves, the Filipino teacher. Why are Filipino teachers doing
very well in classrooms and schools outside our country? Many of them are awarded as
exemplar teachers, best teachers, and model teachers. They are honored by the school,
parents, and community as well. Would you like to be a global teacher too someday?
A Filipino teacher should be equipped with personal and professional qualities
and competencies of the Effective Teacher. These competencies are enshrined in the
National Competency-Based Teacher standards (NCBTS) of the Philippines.
Let us see, what competencies our Filipino public school teachers possess in
terms of the domains and strands of the NCBTS-TSNA.
Here are the steps:
1. Request for an interview on any public school teacher (Elem or High School)
2. Ask her/him about his/her Individual Profile on the NCBTS-TSNA tool of the
DepED.
3. Ask for information on the following:
a. In which of the seven domains do you find yourself HIGH?
b. In which of the seven domains you find yourself LOW?
c. In which strand, are you an expert? Experienced? Developing or Beginning?
4. Record the answer on the Matrix below:
Name of the Teacher ______________________________________________
School __________________________________________________________
Grade level/Year level _____________________________________________

NCBTS DOMAINS
NCTBS 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 Linkage

Domain 7. Personal Growth & Professional

Development

NCBTS STRANDS
STRANDS
1. Teachers actions demonstrate value for learning
2. Demonstrates 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

DESCRIPTION, (Expert,
Experienced, Developing, Beginning

7. Creates healthy psychological climate for learning

8. Determines, understands and accepts the learners
diverse knowledge and experiences
9. Demonstrates mastery of the subject
10. Communicates clear learning goals to the learners
11. Makes good use of the 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 pride in the nobility of the profession
21. Builds professional links with colleagues to enrich
22. Reflect on the extent of the attainment of
professionals

Activity 2 - Global Teacher the World Over

Activity 1 describes the competencies that a global Filipino Teacher should
possess. Now, we need to also know, the competencies required of other teacher from
other countries of the world.
Since we cannot travel physically to other countries, we can reach these places
through the use of modern technology like surfing the world wide web, interview and
use of other sources of information.

Choose two countries other than the Philippines. Search for the personal and
professional competencies required of the teachers in that particular country. You may
also interview a Filipino teacher who has taught in this country.
Be guided with the matrix given below
Global Teacher from Other Countries
Name of Country

Personal Qualities
of Teacher

Professional
Qualities of
Teacher

Requirements to
become
Professional
Teachers

United States Of
America

New Zealand

Name of Country

Thailand

Personal Qualities
of Teacher

Professional
Qualities of
Teacher

Requirements to
become
Professional
Teachers

Indonesia

Australia

MY OBSERVATIONS
1. Based on your professional interview of the Filipino Teacher on the competencies of the
national standards for teachers, has the teacher met the requirements? Explain.

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?

3. Are there similarities or differences among teachers in other countries in terms of standard
requirements of a professional teacher? Explain your answer?

4. Would Filipino teachers be comparable to their fellow teachers in other countries? Explain your
answer.

MY 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 other teachers from all over the world?
Can you meet the challenges of being a global teacher?

My Affirmed Concepts
After undergoing this, experiential Learning Episode, what prior learning in the previous
courses have been affirmed?
Identify at least three concepts about the global teacher.
The concepts 1 have learned before and affirmed now include the following:
Concept 1.

Concept 2.

Concept 3.

MY FUTURE APPLICATION
How would you prepare yourself to become a global teacher?

FS
FIELD
STUDY

On Becoming A Teacher

Episode 6

The Teacher as a Professional

Name of FS Student _________________________________________________________________________
Course_________________________________________________________ Year & Section______________
Resource Teacher 1 ___________________________________Signature _______________Date____________
Resource Teacher 1 ___________________________________Signature _______________Date____________

Resource Teacher 1 ___________________________________Signature _______________Date____________

Cooperating School__________________________________________________________________________

Introduction
There are fundamental requirements to meet to become a professional teacher. One has to
graduate a teacher education degree, pass the professional board examination for teachers, officially
called the Licensure Examination for Teacher (LET), join professional organization and abide by the
code of Ethics for Professional Teachers. In addition, teachers must continuously grow in the
profession by undertaking continuing professional development activities.

My Target
Clear description of a professional teacher.
Identified characteristics of a professional teacher.
My Performance (How will be rated)

Field Study 6, Episode 1 The Teacher as a Person

Focused on: The Teacher as a Person; Myself as a Person
Tasks
Observation/
Documentation:

My Analysis

My Reflection

Exemplary
4
All the tasks were
done with
outstanding
quality; work
exceeds
expectations
4
Analysis questions
were answered
completely; in
depth answers;
thoroughly
grounded on
theories
Exemplary
grammar and
spelling.
4

Superior
3
All or nearly all
tasks were done
with high quality

Satisfactory
2
Nearly all tasks
were done with
acceptable quality

Unsatisfactory
1
Fewer than half of
tasks were done;
or most objectives
met but with poor
quality

3
Analysis questions
were answered
completely

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not
answered.

Clear connection
with theories

Vaguely related to
the theories.

Grammar and
spelling are
superior
3

Grammar and
spelling acceptable
2

Reflection
statements are
profound and
clear, supported by
experiences from
the episode.

Reflection
statements are
clear, but not
supported by
experiences from
the episode.

Reflection
statements are
shallow; supported
by experiences
from the episode.
2

4
My Portfolio

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

3
Portfolio is
complete, clear,
well-organized and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.
3

Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

Grammar and
spelling
unsatisfactory.

1
Reflection
statements are
unclear and
shallow and are
not supported by
experiences from
the episode.
1
Portfolio has
many lacking
components; is
unorganized and
unclear.

Submission

Before deadline

On the deadline

2
1
A day after the Two days or more
deadline
after the deadline
1
2

Subtotals

Over-all Score

Rating: (Based on
Transmutation)

My Concrete Experience
Find the professional teacher in your neighborhood or a school. Conduct an interview with the
teacher by asking the following questions;
1. Where did you graduate your degree? When?

2. How did your university prepare you to become a good teacher?

3. When did you pass the Licensure examination for teachers? What was your passing rate?

4. When did you start teaching in the public school?

5. What makes you happy as a teacher?

6. What disappointments you as a teacher?

7. What professional development activities/trainings have you participated in?

8. Are you a member of a professional organization? What is the name of the organization?

9. As a professional teacher, what Code of Conduct do you strictly follow? Can you name the
specific behavior that should be followed to the utmost?

10. What kind of teacher would you dream to become before you retire? Do you have a career
path? Describe what kind of professional teacher you are along the timeline presented below:
describe the point as; beginning Teacher/ Inductee; Developing Teacher/Young Professional;
Mentor Teacher, Expert teacher/ Sterling
1-3 years in service

4-5 years in service

11-15 years in service

15 years and above year in service

My Observations
From the answers given by the teacher you interviewed, is the teacher a professional teacher?
1. Why do you think so?

2. Why dont you think so?

Can you find other teachers who are professional teachers among the teachers whom you
know?

What characteristics or qualities distinguish a professional teacher from a non-professional

teacher?

My Reflections
Considering that you will be a future professional teacher, what standards of behavior should
you uphold based on the Code of Ethics for Professional Teachers?

My Affirmed Concepts
Based on the learning 1 gained in my previous courses on the professional teacher, this
experiential learning episode has affirmed my concepts that:

1. Professional teachers. . . . . . . . . . . . . . .

2. Professional teachers. . . . . . . . . . . . . . .

3. Professional teachers. . . . . . . . . . . . . . .

4. Professional teachers. . . . . . . . . . . . . . .

5. Professional teachers. . . . . . . . . . . . . . .

My Future Application
When I become a professional teacher, I should