THE GLOBAL TEACHER

Name of FS Student _Deliman, Jundel L._________________________________________

Course _Bachelor of Secondary Education_______________________ Year & Section _III_
Resource Teacher _Mary Juliet A. Doo________ Signature ___________ Date _03-06-17_
Cooperating School _JH Cerilles State College Dumingag Campus H.S. Dept. ___________
Performance (How I Will Be Rated)

Field Study 6, Episode 5 - The Global Teacher

Focused on: Competencies of a global Filipino teacher; knowledge of other countries
teachers competencies and requirements as professional.
Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
Observation/Documentation 4 3 2 1

My Analysis 4 3 2 1

My Reflection 4 3 2 1

My Portfolio 4 3 2 1

Submission 4 3 2 1

Sub Totals
{

Rating: (Based on
Over-all Score transmutation)

MARJOREY C. CABIGAS _______________________

Signature of FS Teacher Date
above Printed Name

Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84
My Concrete Experience

Activity 1- The Filipino Global Teacher

Name of teacher : _Proculo J. Deliman___________

School : _Mahayahay Elementary School_
Year Level : _6_________________________

NCBTS Domain

Description
NCBTS-TSNA Domains
(High or low)
Domain 1 Social regard for learning Low
Domain 2 Learning Environment Low
Domain 3 Diversity of Learners Low
Domain 4 Curriculum Low
Domain 5 Planning Assessing and Reporting Low
Domain 6 Community Linkages High
Domain 7 Personal Growth and Professional
High
Development
 NCBTS Strands

Strands Description (Expert,

Experienced, Developing,
Beginning)
1. Teachers actions demonstrate value for learning. Developing
2. Demonstrates that learning is of different kinds. Developing
3. Creates an environment that promotes learning. Experienced
4. Make the classroom environment safe and
Developing
conducive for learning.
5. Communicates higher learning expectations to each
Developing
learner.
6. Establishes and maintains consistent standardized. Developing
7. Creates healthy psychological climate learning. Experienced
8. Determines, understand and accepts the learners
Developing
diverse knowledge and experiences.
9. demonstrate mastery of the subject Developing
10. Communicates clear learning goals for the lesson. Developing
11. Makes good use of allotted instructional time. Developing
12. Recognizes general learning processes and unique
Developing
process of individual learners.
13. Promotes purposive learners. Developing
14. Demonstrates skills in the use of ICT. Beginning
15. Develops and utilizes creative and appropriate
Experienced
instructional plan.
16. Develops and uses variety of appropriate
assessment strategies to monitor and evaluate Developing
learning.
17. Monitors regularly and provides feedback on
Developing
learners.
18. Communicates promptly and clearly to learners. Developing
19. Teachers establishes learning environment that
Experienced
responds to the aspirations of the community.
20. Takes prides in the nobility of the profession. Experienced
21. Builds professional links with colleagues to enrich
Experienced
teaching practice.
22. Reflects on the extent of the attainment of
Experienced
profession developmental goals.
 Activity 2- Global Teachers The World Over
The Global Teachers from the other countries
Name of Personal Qualities of
country Teachers
Teachers in the USA
should be compassionate,
good in communication
skills, flexible, creative,
patient, and should always
be fair and just in grading
United States students in all aspects of
America education.
The qualities of teachers
that New Zealand demands
are teachers who are kind
towards students and
school staffs, passion in
teaching, love towards
other people, interest
towards the subject and
New Zealand also the work ethics desired
in teaching field.
Professional Qualities Requirements to
of Teachers become
Professional
Teachers
The teacher must A professional
obtain a bachelors teacher must be a
degree and he/she LET passer, he/she
should complete the must have good
preparation program moral values
which includes either following the
undergraduate, masters teachers code of
or alternative. ethics and some
certificates gained
from recognized
seminars and
workshops related to
their field of
teaching.
Teachers should To become a
complete an professional teacher,
undergraduate New Zealand
education program or a requires solid
post-graduate academic records
certificate program and should have
following receipt of an interest in teaching.
undergraduate degree. Teachers also should
meet the national
recognized
graduating standards
before the licensure
and have success to a
number of support
system that they
have been through
during their job.
My Observations

1. Based on your personal interview of the teachers on the competencies of the national

standards for teachers, has the teacher met the requirements? Explain.

For me, he has fairly met the requirements for the national standards for

teachers. Most of his ratings are fair. To be considered highly competent, a teacher

have at least satisfactory or even high rating.

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?

For me, no, because most of his description/rate in the NCBTS domains are

fair which is almost equivalent to low (scale: low, fair, satisfactory and high). In

order to compete globally, a teacher must have at least a rate of satisfactory or it

would be better if he/she had high rating.

3. Are the similarities or differences among teachers in other countries in terms of the

standards requirements of a professional teacher? Explain.

Yes, there is. One of course is passing standardized test or licensure

examinations which is the main requirement for the teaching profession. Another is

having a certificate in the graduated degree.

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

Explain your answer.

For todays teacher status, yes they are comparable. The government had

tried their best to improve the educational system of the Philippines. First step is to

improve teachers skills. Maybe in the future, Filipino teachers will be even more

competent as compared to other teachers around the world.

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?

If I will evaluate myself, well I can proudly say that I can meet the challenges of being

a global teacher. First, I already mastered the computer and the internet which is very useful

in the ICT instruction. Second, if we talk on classroom instruction, I can say that I am not

behind because I have good communication skills as well as good decision-making and

problem solving skills. These are but just few of my skills which are needed globally.
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 I have learned before and are affirmed now include the following:

Concept 1:

A global teacher has a global intellect and global skills

Concept 2:

A global teacher always consider change. Therefore, he/she must always be

ready and he/she is flexible in varied situations in the school.

Concept 3:

A global teacher must have general knowledge and he should have the 21 st

century skills to compete globally.

My Future Application

How would you prepare yourself to become a global teacher?

Becoming a global teacher is not easy. To become one, I need to:

Master the basics in education

Develop wide thinking

Practice ICT integration in my practice teaching

Develop and possess the 21st century skills

And more importantly, start acting and thinking globally