Division Roll-Out for Teachers on

the Philippine Professional

Standards for Teachers

May 29 – 30, 2018

Evidence of
Good
Practice
 “Naachieve ko naman ang pagiging
proficient teacher at more than 3 years in
the service na ako, pero di naman ako
napopromote sa dami ng bagong
standards.”
evidence
• something that furnishes proof

• something… to ascertain the truth of

a matter

- Merriam-Webster Dictionary
A “good practice” can be defined
as follows:
“A good practice is not only a practice that is
good, but a practice that has been proven to
work well and produce good results, and is
therefore recommended as a model. It is a
successful experience, which has been tested
and validated, in the broad sense, which has
been repeated and deserves to be shared so
that a greater number of people can adopt it.”

- Food and Agriculture Organization of the

United Nations (FAO-UN)
Career Stages in the Philippine
Professional Standards for
Teachers
Sources of Evidence of Teaching/
Teacher Practice
OECD (2009)
• Classroom observation;
• Objective setting and individual interviews;
• Teacher self-evaluation;
• Teacher portfolio
• Standardized form to record teacher
performance
• Teacher testing
• Student results
• Survey of students and parents
Sources of Evidence of Teaching/
Teacher Practice
• Danielson (2008): Evidence comes from two
principal sources:
• direct observation; and
• examination of artifacts
 Teacher Professional Development
Framework
Career Path

Stage 4
(Distinguish
Stage 3
Stage 2 ed)
Recruitment (Highly
Proficient)
and Hiring Stage 1 (Proficient)
(Beginning)

Teacher
Teacher Entry
Requirement Induction Rewards,
Program Compensation?
12
Teacher Certifcation at Career
Teacher
Education
Stage 2, 3, 4 and Head Teacher
Position

Classroom Observation Tool & Self-assessment Tool

Targeted Professional Development and Teacher
Training
Results-based Performance
Management System (RPMS)
Objective MOV
6. Worked with 1. Minutes of LAC session/s, highlighting
colleagues to share one’s sharing of strategies on
differentiated, differentiated and developmentally-
developmentally appropriate opportunities to address
appropriate learners’ differences
opportunities to 2. Lesson plans/ modified DLLs
address learner highlighting strategies on
differences in differentiated and developmentally-
gender, needs, appropriate opportunities to address
strengths, interests learner differences
and experiences. 3. Corresponding instructional materials
showing differentiated and
developmentally-appropriate
opportunities to address learner
differences
4. Others (Please specify)
Results-based Performance
Management System (RPMS)
Objective MOV
1. Modeled effective 1. Classroom observation feedback about
applications of content effective applications of content knowledge
knowledge within and within and across curriculum teaching
across curriculum areas with COT rating of at least level 7
teaching areas. 2. Lesson plans/modified DLLs used in
demonstration teaching highlighting
integration of content knowledge within
and across subject areas
3. Instructional materials developed
highlighting effective application of content
knowledge within and across subject areas
4. Performance tasks/ Test material/s used in
demonstration teaching highlighting
integration of content knowledge within
and across subject areas
5. Results of assessment used in
demonstration teaching highlighting
mastery of lessons learned
6. Others (Please specify)
Group Activity 1
Instructions
1. Read and reflect on the indicators for teachers under
the assigned Domain. (10-15 minutes)
2. In small groups, brainstorm evidences of good
practices for each indicator under the
assigned Domain. (1 hour)
3. Share your evidences with the whole class. (15-30
minutes)
Indicator Evidence Illustration of Practice
 Domain 3 Illustration of
Practice
Strand
3.2 Learners’
Practice
Indicator Illustration of
3.2.2. Establishes a Adjusting instructional
linguistic, learner-centered strategies according to the
cultural, socio- culture by using learners’ socio- economic
economic and teaching strategies background.
The teacher uses real life
religious  that respond to their narratives and stories that
backgrounds. linguistic, cultural, provide a balanced perspective
socio-economic and of experiences, activities and
religious life patterns of people from
backgrounds. diverse socio-economic
background.
 The teacher integrates
concepts of human dignity and
dignity of labor in lessons and
activities by presenting
characters from various
profession (e.g. white- collar,
blue collar and pink collar jobs)
to instill all kinds of dignified
work.
 The teacher gives projects that
are affordable for all learners
regardless of their socio-
economic background. He or
she also sets high expectations
 Domain 3 Illustration of
Practice
Strand
Practice
3.3 Learners
Indicator
with 3.3.2. Design,
Illustration of
Considering the learners’ needs in
disabilities, adapt and the preparation of inclusive
giftedness and implement teaching learning activities.
talents. strategies The teacher observes the
that are responsive learners’ behavior; attitudes,
 to learners with actions, academic
disabilities, performance and relational
giftedness skills using an observation
and talents. check list and a narrative
report.
 The teacher communicates
his or her observations to the
learners’ patents or guardian.
 The teacher consults with
specialists when designing
learning activities for
learners with disability,
giftedness and talents.
 The teacher makes learning
more accessible to learners
with disability by making sure
that they have access to
hearing aids; reading glasses,
appropriate seating
Group Activity 2
Instructions
1. Discuss among groupmates valid evidences.
2. Brainstorm valid evidences of good practices of
teachers in your assigned indicator.
3. Reflect on illustrations of practice to support
evidences.

Indicator Evidence Illustration of Practice