Northern Christian College

“The Institution for Better Life”

Laoag City

In Partial Fulfillment of the Requirements in the Course Educ. 10B

(Student Teaching/Practicum) For the Degree of Bachelor of
Elementary Education Major in General Education.

“BETTER LATE THAN NEVER”

Presented to:

Dr. Cecilia Pacis-Aribuabo

Dean, College of Teacher Education

Presented by:

Sherilyn V. Delmo
BEED IV

February 5, 2021
1ST Semester
A.Y. 2020-2021
 APPROVAL SHEET

This portfolio attached hereto titled, BETTER LATE THAN

NEVER, prepared by Sherilyn V. Delmo during her Practice

Teaching in Northern Christian College Basic Education School,

school year 2020-2021 in partial fulfillment of the requirements

for Bachelor of Elementary Education is hereby recommended for

approval.

Dr.Cecilia Pacis-Aribuabo
Supervising Professor

Approved and accepted in partial fulfillment of the

requirements for Bachelor of Elementary Education.

 TABLE OF CONTENTS

I. PRELIMINARY CONTENTS
 Title page/cover page
 Approval sheet
 Table of content
 Acknowledgement
 Dedication

II. BODY CONTENT

 Introduction
 Philosophy of education
 Teacher’s creed
 Beatitudes for teacher
 Student Teacher’s prayer
 National anthem
 Patriotic Pledge
 Northern Christian College brief history
 Northern Christian College Vision, Mission, Credo

III. NARRATIVE REPORT

 NCBTS Seven Domains
 Documentation (during P.T)
 Lesson plans
  Modules

IV. APENDICES
 Daily time record (DTR)
 Lesson plan
 Instructional materials
 Learner’s output
 Teachers Inspirational Quotes
 Acknowledgement
I would like to extend my sincerest gratitude and grateful

appreciation to all the people who unselfishly shared their

knowledge, support, effort, and professional assistance toward

the success of my Practice Teaching.

To Dr. Cecilia P. Aribuabo, our beloved Dean of College

ofTeacher Education (CTE) for her unending love, support, and

encouragement;

To Ms. Winnie G. Aganon, Asst. Principal of Basic

Education School, Northern Christian College for accepting me to

their prestigious school without hesitation and with open arms.

For allowing and supporting me to have my practice teaching.

Also, for their time to give some advice to us.

To Ms. Areeya Mae C. Factores and Mrs. Richelle G.

Agbayani, my very supportive Cooperating Teachers for their

patience, understanding, time, effort, and good training in

providing, as well as their unending moral support and guidance

during my practice teaching.

 To my family and friends for their unending support,

sacrifices, moral and financial support, guidance, and inspiration

that challenged me to strive and overcome all my fears worries

and problems;

Above all, to Almighty God for His love and countless

blessings, for giving me strength, courage, determination,

patience, confidence, and guidance to overcome and face all the

problems and fears that came in my way during my practice

teaching and being at my side while I am reaching for my dreams.

Thank you very much to all of you…

To God be the Glory.

- Sherilyn Villaverde Delmo

 DEDICATION

This portfolio is wholeheartedly dedicated to my parents,

husband and daughter, who have been my source of inspiration

and gave me strength when I thought of giving up, who

continually provide moral, spiritual, emotional, and financial

support.

To my brothers, sisters, relatives, friends, teachers and

classmates who shared their words of advised and

encouragement to finish my practice teaching.

To the Church of Jesus Christ of Latter-day Saints that has a

program to help member to get a scholarship.

And lastly, I dedicate this portfolio to the Almighty God,

thank you for the guidance, strength, peace of mind, protection

and skills and for giving me a healthy life, all of these, I offer to

you.

Introduction
 “In learning you will teach, and in teaching you will
learn.”
-Phil Collins

Practice teaching occupies a key position in the program of

teacher education. It is a culminating experience in teacher

preparation. It provides opportunity to beginning teachers to

become socialized into the profession (Furlong et.al, 1988).

Performance during practice teaching provides some basis

for predicting the future success of the teacher. Outgoing

popularity and centrality of practice teaching is an important

contributing factor towards the quality of teacher education

program. During practice teaching working with students in

schools provides a high degree of emotional involvement of a

mostly positive nature. Student teachers feel themselves grow

through experience and they begin to link to a culture of

teaching. During practice teaching, they feel engaged, challenged

and even empowered (Trowbridge and Bybee, 1994; sharafuddin,

and Allison, 1969).

 A number of terms such as the practice teaching, student

teaching, teaching practice, field studies, infield experience,

school-based experience or internship are used to refer to this

activity (Taneja, 2000).

The term practice teaching embraces all the learning

experiences of student teachers in schools (Ashraf, 1999).

The term practice teaching has three major connotations:

the practicing of teaching skills and acquisition of the role of a

teacher; the whole range of experiences that students go through

in schools; and the practical aspects of the course as distinct from

theoretical studies (Stones and Morris, 1977).

Practice teaching is the name of the preparation of student

teachers for teaching by practical training. It is the practical use

of teaching methods, teaching strategies, teaching principles,

teaching techniques and practical training and practice / exercise

of different activities of daily school life.

The stage of teaching in the classroom is known as practice

teaching. Student teachers while teaching in the classroom

passes through different steps of his / her teaching (Introduction,

presentation, recapitulation) and concerned teacher / supervisor

assesses / observes his / her lesson.

http://www.eslteachersboard.com/cgibin/articles/index.pl?

read=3490

Philosophy of Education

Teaching is not an easy task. You have to develop patience,

dedication, and genuine love for the students. As a teacher, I see

myself as the one responsible for a student learning and

development. It is my duty to mold them to be better individuals

inside out. I help them shape their future for them and for those
who will follow. Teaching is indeed a noblest and greatest

profession of all.

I believe that creativity and activity as well as books and

lessons are essential to the learning process. As a future educator,

I hope to instill in the children a sense of knowledge and self-worth

that will remain with them throughout their lives.

Education is important not only to maintain daily life, but also

to become someone who contributes to society. Without education

people have no chance to impact the lives of others in their own

community.
 TEACHER’S CREED

As student teachers,

We believe that the learners are the greatest handicrafts of God.

They are gifted with precious minds to be cultivated.

They are the hope of our fatherland.

For this reason, we teach because we believe that there are

children in need of education.

We teach because we believe every child has his own potential

yet to be discovered and be developed.

We teach because we believe that children are improvable;

That while we cannot increase a child’s native intelligence,

We can help him find ways in which he can best use his

capacities.

We teach because we believe that each child should have the

opportunity to experiment with his potential for them to be the

individual they are capable of being-

 according to his own will, talent and courage.

We teach because we believe that teaching is a mission.

It is a calling.

It is a way by which we can help children to find their meaning

And realize their purpose in life.

 BEATITUDES FOR TEACHER
Blessed are you who are called to teach, for you walk in the
footsteps of the Master.

Blessed are you who sow peace and harmony in your school, for
yours will be the joy of the Lord.

Blessed are you when you share your faith with others, for your
name will be written in their hearts.

Blessed are you who plant seeds of hope in youthful hearts, for
your legacy will be the harvest.

Blessed are you who are sensitive to the cries of youth, for you
will become their voice.

Blessed are you who anguish now when your students are
difficult, for your effort will be their light.

Blessed are you when you leaven your teaching with patience and
empathy, for this is to teach as Jesus did.

Blessed are you when you reach out for your students, for you will
find God and rejoice.

Blessed are you who lead your students in the ways of all virtue
and love, for yours is the Kingdom of God.

STUDENT TEACHER’S PRAYER

If I can teach them more of thee
A way to live more reverently
 To serve all men unselfishly
And love thy truth whole heartedly.

If I can fill their young new hearts

With faith to nobly do their parts
If I can train each keen, clear mind
To evaluate their truths, they find.

If I can give them courage strong

Teach them to meet life with a song.
If I can mold one character
Into a pattern fine and pure.

If I can bring them nearer thee,

Then I shall merit truthfully
The task entrusted now to me
And bear my title honorably.

- Marble Jones Gabbot

"Lupang Hinirang"
The National Anthem
Composed by Julian Felipe on June 12, 1898

Bayang magiliw, perlas ng silanganan.

Alab ng puso, sa dibdib mo'y buhay.
 Lupang hinirang, duyan ka ng magiting
Sa manlulupig, di ka pasisiil.

Sa dagat at bundok, sa simoy at

sa langit mong bughaw,
may dilag ang tula at awit
sa paglayang minamahal.

Ang kislap ng watawat mo'y

tagumpay na nagniningning.
Ang bituin at araw niya
kailan pa may di magdidilim.

Lupa ng araw, ng lualhati't pagsinta,

buhay ay langit sa piling mo.
Aming ligaya na pag may mang-aapi,
ang mamatay ng dahil sa iyo

PATRIOTIC PLEDGE
“Panunumpa sa katapatan ng watawat ng pilipinas”
Ako ay Pilipino
Buong katapatang nanunumpa
sa watawat ng Pilipinas
at sa bansang kanyang sinasagisag
na may dangal, katarungan at kalayaan
na pinakikilos ng sambayanang Maka-Diyos
Maka-tao Makakalikasan at Makabansa.
Panatang makabayan, iniibig ko ang Pilipinas, aking lupang
sinilangan,
 tahanan ng aking lahi, kinukupkop ako at tinutulungang
maging malakas, masipag at marangal
Dahil mahal ko ang Pilipinas,
diringgin ko ang payo ng aking magulang,
susundin ko ang tuntunin ng paaralan,
tutuparin ko ang mga tungkulin ng isang mamamayang
makabayan,
naglilingkod, nag-aaral at nagdarasal nang buong katapatan.
Iaalay ko ang aking buhay, pangarap, pagsisikap
sa bansang Pilipinas.

Backgroun
d of the
Cooperatin
g School
 NORTHERN CHRISTIAN COLLEGE: BRIEF HISTORY

For 65 years, an institution of higher learning in Northern

Luzon has been unselfishly dedicating itself to Christ-centered

development not ony among the youths that come under its

wings to learn but also among the hordes od believers hungry of

spiritual nurturing and enlightenment. This is the NORTHERN

CHRISTIAN COLLEGE (NCC) with its unique mission of turning out

professinals steeped in moral and spiritual values and ministers

who are dedicated to and focused on their faith and ministry.

After the liberation of the Philippines in 1945, a group of

evangelical leaders in Ilocos Norte thought of putting up a college

offering both religious and secular courses. The plan, upon

presentation to the Convention of the Churches of Christ of

Northern Luzon in 1946, was met with great enthusiasm and

came into being on March 14, 1946. On july 8, 1946, Northern

Christian College opened its doors to the youths of Northern

Luzon.

On August 19, 1946, the College was incorporated under the

laws of the Philippines as a cooperative through the efforts of Rev.

silvestre morales, Dr. Juan F. santos and Atty. Evaristo Tagatac

with the following members of the Board of Trustees: Bishop

Cecilio Lorenzana as chairman; Rev. Pablo Bringas, vice chairman;

Atty. Evaristo Tagatac, secretary; and Mrs. Manuela Ablan and Mr.

Cesario paguyo, members. The first administratots were: Dr. Juan

F. Santos, prresident; rev. Silvestre Morales, vice president; and

Atty. Alfredo Batuyong, registrar-tresurer.

Offered during its year of operation were the first year

preparatory caurses in Law,Medicine, Nursing, Bussiness and

Commerence, education, engineering, Junior Normal, General

Course and Ministry, all recognized by the government and with

emphasis on Christian character. The graduate course leading to

the degree of Master of Arts in Education was granted

government recognition on July 3, 1967. Master in Public

Administration on March 14, 1997, and Doctor of Education on

August 12, 1994. Through the initiative of Prof. Adela N. Agnir, the

College of Theology started to offer Master in Theologoy in 2004.

Dr. Juan F. Santos was NNC’s fist president and served in this

position for 32 years. For ten years under his leadership, the

College operated as cooperative until 1956 when it became a

non-stock, non-profit corporation and a church-related

educational institution.

Dr. Filemon Lagon was installed as the second president on

july 16, 1978. Under his leadership, the College acquired

accreditation status in the Liberal Arts, commerence and Teacher

Education. An institutional development program was undertaken

with the supportot the Fund for Assistance to Private Education

(FAPE), the Association of Christian Schools and Colleges (ACSC),

the United board for Christian Higher Education in Asia (UBCHAE),

and Evangelisce Zentralstelle fur Entwicklungshilfe (EZE). The

third president, Dr. Rueben Batoon, was installed on September

26, 1987. The College pursued continuing accreditation of its

curricular programs with the objrctives of having all the colleges,

including the laboratory high school and elementary, achieve

accredited status.

The fourth president, Dr. Faustino Quiocho, who was elected

in a special meeting of the Board of Trustees, took over on June 1,

1992. His administration made quality education as its

comerstone.

The NCC’s Board of Trustees invited Dr. Caesar I. agnir, a

retired top-rate corporate manager, to become president, veering

away from its established tradition of getting a professional

educator or a minister to head the institution. He assumed officed

on September 27, 1995 to become the College’s fifth president.

Under its current president, Dr. Caesar I. Agnir, NCC was

transformed into the most financially stable institution of higher

learning today in the northern part of the country, enjoying a

prestigious position in the academe due to excellent performance

of its students in licensure examinations and its aggressive

infastructure development with up-to-date facilities equipment.

NCC VISION
 A just, free, and responsible community made up of people

who are intellectually competent, honest, morally, and ethically

sensitive to the needs and aspirations of the society.

NCC MISSION

The mission of Northern Christian college is the training of

the spiritual, intellectual, social and physical faculties of the youth

of the Philippines with special emphasis upon the development of

Christian character as exemplified by the life and teachings of

Jesus Christ.

NCC CREDO

Northern Christian College seeks a life of faith, learning and

action that will develp a person into becoming intellectualy

competent and honest, morally and ethically sensitive and

creatively aware and responsive to the needs, aspirations and

realization of a just, free and responsible Christian social order.

NCC CORE VALUES

Nurtured in Christ

Centered in Christ

Commissioned in Christ

Seven
Domains
 of
NCBTS
Domain 1:
SOCIAL REGARD FOR LEARNING (SRFL)

The SRFL domain focuses on the ideal that teachers serve as

positive and powerful role models of the value in the pursuit of

different efforts to learn. The teacher’s action, statements, and

different types of social interactions with students exemplify this

ideal.

As a teacher, you represent an important force in the lives of

your pupils. You might well be the adult that they spend the most
time with on a daily basis. As such, you aren’t only in a position to

teach a curriculum, you can also be a strong, positive role model

for pupils as they develop into young adults.

Positive Attitude

We all have bad days, and lesson plans don’t always work

out the way you had hoped. Being able to maintain a positive

outlook when these hurdles do come up is important for being a

positive role model for your pupils. By responding to setbacks in a

positive manner, you encourage your pupils to do the same –

demonstrating that while things don’t always go your way, you

can still make a situation positive.

Honesty

Trust is a hugely important part of personal and professional

relationships, by being trustworthy and reliable with your class,

you will help to impart those values into them. Try to stick to any

agreements you make; if you say going to reward good class

behaviour, make sure to follow through on it. Empty promises can

steer pupils toward being distrustful, whilst keeping to your word

will do exactly the opposite by encouraging honesty and

reliability!

Be Genuine

Letting some of your personal passions show will encourage

pupils to pursue their own interests. Many children can feel very

self-conscious about their interests and this can stifle their

creativity. By letting even a small amount of your own personal

interests show through, you can encourage pupils to embrace

their own individuality and pursue their interests.

Show Respect

If you want kids to be respectful, then you need to show

them that same level of respect. It may be cliché, but treat your

pupils the way that you would want to be treated. If you are

polite, show gratitude and understanding – then you will

encourage the children to behave the same way.

Accept and admit when your wrong

There’s no shame in admitting that you’ve made a mistake.

By seeing that even a teacher can be wrong, and that they’ll

openly admit it pupils will learn to accept their mistakes – and

that if needed, that it’s better to apologize and make amends

than to pretend that the mistake never happened.

Being a positive role model for your students | Tradewind Recruitment post (twrecruitment.com)

Encourage Students to Think Critically, First and foremost,

diversity of thought is crucial to a healthy classroom. Students

should never feel like their ideas will be judged as stupid or

counterproductive. Instead, they should be encouraged to work

through their thought process, present it to the class, and be

challenged by other perspectives. With an open forum, the entire

student body can grow more quickly and challenge their

preconceptions.
 Treat Students with Maturity, Likewise, you should not treat

students with kid gloves. They should be taken seriously as

budding young minds, and teachers shouldn’t be afraid to present

concepts that push the limits of their current knowledge. When

you treat students like they’re strong enough to handle a difficult

subject, they’ll usually rise to the occasion. Doing so can be highly

empowering and sobering at the same time, which is great for

young learners.

Be a Guidepost, Of course, students will judge your behavior

and demeanor in the classroom. If your lessons are reasonably

successful, students will start to model your behavior in a literal

way. Because of this, it’s so important for teachers to dress

appropriately, use proper language, and try to be the best version

of themselves. If you want to command respect, you need to be

respectable.

Offer Empathy and Positive Feedback, Students should be

challenged to strive for more, but they need positive

reinforcement and kindness along the way. The ideal classroom

environment should feel like getting into a chilly pool for swim

team practice. At first, jumping in the water seems painful and

scary, but with the encouragement of a great coach, you start

believing that you can handle it. And once you’ve been in the

water for a few minutes, you’re already acclimated.

Keep Your Promises, Finally, students need to know that they

can rely on you. That means being on time for class every day,

not missing office hours, and delivering your lectures effectively.

If you want to be a teacher role model for students, you need to

be accessible, and you can’t neglect your responsibilities. Your

level of dedication has a huge impact. With so much

responsibility, teaching is more than just a job.

Domain 2:
LEARNING ENVIRONMENT
 This domain focuses on importance of providing a social,

psychological and physical environment within which al l

students, regardless of their individual differences in learning, can

engage in the different learning activities and work towards at

training high standards of learning.

Evaluate Classroom Climate

The teacher is responsible for student perceptions about the

classroom, their fellow students and you. When evaluating your

classroom climate, you want to know first that students are

learning, but also that students feel that you are competent in

your craft and fair to all students.

Consistent

First, ask yourself, what would my students say about me

and their classroom? Am I consistent with punishments and

rewards? Students will trust you if, “the punishment fits the

crime” so to speak. Also, if one student misbehaves, then he or

she must receive the same response that another student would

receive.

Are You Being Unfair?

What might have perceived unfairness do to a student? If a

student feels that you have been unfair, that is in grading, or in

positive or negative reinforcement, he or she will experience an

emotional response, that is, feelings of isolation, anger, and

hostility and will likely be resistant to your requests in the future. I

have seen this in the school system. A teacher favors one or more

students and no matter how hard another student tries, he or she

does not win the teacher’s affection or live up to the teacher’s

expectation. The student becomes hostile and resists the

teacher’s requests and becomes labeled by the teacher. It

happens year after year in the same teacher’s classroom. This

should not be so.

Let’s be honest, teachers are human and some students are

more likable than others. Students that are compliant, smart,

involved, and respectful, tend to get more praise and attention

than those who are not. As a teacher, I must ask myself, do the

students that can do more get more attention than those who can

do less? Or, do I ever embarrass a student by openly asking him

or her a question, knowing that he or she does not know the

answer? All students, no matter the ability level, should receive

the same measure of praise from the teacher, according to his or

her own unique ability and talent.

Creating a positive learning environment will optimize

student learning, help you build a cohesive classroom community

and create a pleasant work environment for both you and your

students.

It is especially critical that you work proactively to create a

positive learning environment when you have students who are

foster children, have suffered abuse or neglect, have transferred

school’s multiple times, come from disadvantaged backgrounds

or have severe academic, social or emotional difficulties.

Promoting Fairness and a Good Classroom Climate: Tips for Teachers - BrightHub Education
 Students thrive in environments where they feel safe,

nurtured and respected. All students, even those who have

learning difficulties and extraordinary personal challenges, can do

well when they are physically comfortable, mentally motivated

and emotionally supported.

Creating a positive learning environment will optimize

student learning, help you build a cohesive classroom community

and create a pleasant work environment for both you and your

students.

It is especially critical that you work proactively to create a

positive learning environment when you have students who are

foster children, have suffered abuse or neglect, have transferred

schools multiple times, come from disadvantaged backgrounds or

have severe academic, social or emotional difficulties.

Domain 2 highlights the role of teachers to provide learning

environments that are safe, secure, fair and supportive in order to

promote learner responsibility and achievement. This Domain

centers on creating an environment that is learning-focused and

in which teachers efficiently manage learner behavior in a

physical and virtual space. It highlights the need for teachers to

utilize 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.

Domain 3:
DIVERSITY OF LEARNERS

The domain of Diversity of Learners emphasizes the ideal

that teachers can facilitate the learning process in diverse types

of learners, by first recognizing and respecting individual

differences, then using knowledge about students’ differences to

design diverse sets of learning activities to ensure that

all students can attain appropriate learning goals.

In order to successfully modify and create differentiated

instruction, the teacher must have an ample understanding of

each student and their backgrounds. In order to obtain a better

understanding of each student’s background, I believe you must

have support from administration and parents.

Having the support of parents/guardians, staff and

administrators allows for the teacher to successfully gain an

understanding of each student's background. In many school

districts the schools hold a Back to School Night. This allows

teachers to present the curriculum and methods to disseminate

the curriculum to the parents/guardians. It is a time for both

teachers and parents/guardians to discuss the expectations

throughout the school year. This is the ideal time to also

introduce differentiated instruction.

In urban school districts, teachers often encounter a difficult

time getting parents to attend “Back to School Night.” Many

parents/ guardians have obligations in which they cannot be

excused from, such as: work, other children that cannot be left

home alone, or the insufficient understanding of the importance

of Back to School Night. To encourage parent/guardian

attendance the date should be planned well in advance. This

allows the parents/guardians time to plan for the night. The

school should offer volunteers to provide childcare programs for

those who need to bring their children. Administrators should find

incentives to get the parents/guardians to attend “Back to School

Night”, such as raffles, community awareness expositions,

barbeques, etc. Having the opportunity to spend time with

parents/guardians will not only encourage parental support but

will also be a way to promote a strong understanding of

differentiated instruction.

In order to promote an efficient learning plan for each

individual at school and at home, the teacher should

communicate regularly via: email, phone calls, and hosting parent

teacher conferences. This will allow for the teacher to discuss

their child’s development. To begin differentiated instruction it is

crucial to have the parents on board. The parents need to

understand that lessons and assignments will be modified for

their own child's needs to reinforce the information taught. The

teacher needs to have sufficient time to answer any questions

and concerns on their vision of differentiated instruction.

As we develop a better understanding of our students'

learning styles, background, and interests, the teacher can create

assessments and instructions accordingly. An example that

provides a reasoning of why we need to have an understanding of

the student’s background is: "girls in Asian cultures tend to be

quiet and reserved." If a teacher is to assess a student based on

their class participation, students from Asian cultures would be

considered as not learning at the same speed as the rest of the

class. This example proves that a teacher must not only have an

understanding of the students' background in school, but also

have an understanding of the students' cultures, traditions, and

interests. This will help the teacher create differentiated

instructions based on the learner and assess each individual

accordingly. In doing so, the teacher will gain a more elaborate

understanding of the students’ learning.

 As a teacher, it is a necessity to collaborate with peers

horizontally and vertically. This means the teacher needs to

communicate with the students' previous and future teachers,

along with any teachers they see throughout the day. The

teacher should obtain background information of each student

from their previous teachers and discuss all their knowledge of

this student with any future teachers. This will allow the teacher

to implement and change the formations of lessons in order for

that student to obtain the most efficient education. Collaborating

with peers horizontally will allow for a professional learning

community to be established, where teachers can gain

experience and ideas from each other.

Understanding the Learners' Background - Approachable Differentiated Instruction (google.com)

Appreciate and accommodate the similarities and

differences among the students' cultures. Effective teachers of

culturally diverse students acknowledge both individual and

cultural differences enthusiastically and identify these differences

in a positive manner. This positive identification creates a basis

for the development of effective communication and instructional

strategies. Social skills such as respect and cross-cultural

understanding can be modeled, taught, prompted, and reinforced

by the teacher.

Build relationships with students. Interviews with African-

American high school students who presented behavior

challenges for staff revealed that they wanted their teachers to

discover what their lives were like outside of school and that they

wanted an opportunity to partake in the school's reward systems.

Developing an understanding of students' lives also enables the

teacher to increase the relevance of lessons and make examples

more meaningful.

Focus on the ways students learn and observe students to

identify their task orientations. Once students' orientations are

known, the teacher can structure tasks to take them into account.

For example, before some students can begin a task, they need

time to prepare or attend to details. In this case, the teacher can

allow time for students to prepare, provide them with advance

organizers, and announce how much time will be given for

preparation and when the task will begin. This is a positive way to

honor their need for preparation, rituals, or customs.

Teach students to match their behaviors to the setting. We

all behave differently in different settings. For example, we

behave more formally at official ceremonies. Teaching students

the differences between their home, school, and community

settings can help them switch to appropriate behavior for each

context. For example, a teacher may talk about the differences

between conversations with friends in the community and

conversations with adults at school and discuss how each

behavior is valued and useful in that setting. While some students

adjust their behavior automatically, others must be taught and

provided ample opportunities to practice. Involving families and

the community can help students learn to adjust their behavior in

each of the settings in which they interact.

Domain 3 emphasizes the central role of teachers in

establishing learning environments that are responsive to learner

diversity. This Domain underscores the importance of teachers’

knowledge and understanding of, as well as respect for, learners’

diverse characteristics and experiences as inputs to the planning

and design of learning opportunities. It encourages the

celebration of diversity in the classrooms and the need for

teaching practices that are differentiated to encourage all

learners to be successful citizens in a changing local and global

environment.

Domain 4:
CURRICULUM

The domain of Curriculum refers to all the elements of the

teaching-learning process that work in the convergence to help

students attain high standards of learning and understanding of

the curricular goals and objectives. These elements include the

teacher’s knowledge of subject matter, teaching-learning

approaches and activities, instructional materials and learning

resources.
 Helping students learn subject matter involves more than

the delivery of facts and information. The goal of teaching is to

assist students in developing intellectual resources to enable

them to participate in, not merely to know about, the major

domains of human thought and inquiry. These include the past

and its relation to the present; the natural world; the ideas,

beliefs, and values of our own and other peoples; the dimensions

of space and quantity; aesthetics and representation; and so on.

Understanding entails being able to use intellectual ideas and

skills as tools to gain control over every day, real-world problems.

Students should see themselves, either alone or in

cooperation with others, as capable of figuring things out--of

using mathematics to define and reason through a problem; of

tracking down the origins of current social policy; of interpreting a

poem or story, of understanding how physical forces operate; of

recreating in writing a feeling, idea, or experience. They should

both be able and inclined to challenge the claims in a politician's

speech, to make sense of and criticize presentations of statistical

information, and to write an effective letter to the editor. A

conceptual mastery of subject matter and the capacity to be

critical of knowledge itself can empower students to be effective

actors in their environment.

It seems obvious that, if you are going to teach a

subject, then you should really know a lot about the subject,

right? Certainly in high schools, where teachers often

specialize into one or two subject areas, there is a real

emphasis on the subject matter knowledge of the teacher -

which is why, the claim goes, that if you want to teach

history, you should first learn a lot about history, and if you

want to teach mathematics, then you should get a degree in

mathematics.

How Important is Subject Matter Knowledge for a Teacher? | Edutopia

Domain 4 addresses teachers’ knowledge of and

interaction with the national and local curriculum requirements.

This Domain encompasses their ability to translate curriculum

content into learning activities that are relevant to learners and

based on the principles of effective teaching and learning. It

expects teachers to apply their professional knowledge to plan

and design, individually or in collaboration with colleagues,

well-structured and sequenced lessons.

These lesson sequences and associated learning programs

should be contextually relevant, responsive to learners’ needs

and incorporate a range of teaching and learning resources.

The Domain expects teachers to communicate learning goals to

support learner participation, understanding and achievement.

Domain 5:
PLANNING, ASSESSING AND REPORTING

The domain of Planning, Assessing and Reporting refers to

the aligned use of assessment and planning activities to ensure

that the teaching-learning activities are maximally appropriate to

the student’s current knowledge and learning levels. In particular,

the domain focuses on the use of assessment data to plan and

revise teaching-learning plans, as well as the integration of

formative assessment procedures in the plan and implementation

of teaching-learning activities.
 The fifth domain of the NCBTS on planning, assessing, and

reporting are not stated as competencies. The framework for the

teacher standard is called a set of competencies but the

dimensions do not specify competencies. The underlying

dimensions are rather areas of education that are practiced by

the teacher. More specifically, planning, assessing, and reporting

are educational activities done by the teacher. Competencies are

capacity of teachers to carry out and perform properly their

knowledge, skills, and behavior (Raven & Stephenson, 2001).

Specific competencies for teachers would be effective

documentation of plans, effective implantation of plans, state

objectives clearly, logically match objectives with assessment

skills, etc. Competencies need to have relatively enduring

characteristics to fulfill and target better performance

(Shippmann et al., 2000).

The concepts of planning, assessing and reporting can be

independent or subsumes each other. It is not logical on certain

occasions to put together the areas of planning, assessing, and

reporting. Educational planning involves stating goals, identifying

activities to implement goals, and most commonly would require

a larger aspect of assessment, which is evaluation.

The concept of reporting is one specific activity of

assessment. Both planning and reporting can be part of

assessment but they were placed and stated in an even level in

the domain. The name of the domain could have been more

descriptive of the assessment standard rather than activities of

assessment placed side by side.

The domain on planning, assessing, and reporting are limited

to procedural knowledge. Knowledge, according to Anderson and

Krathwohl (2000), need to be holistic and not be limited to some

knowledge dimensions. Such competency should also include

factual, conceptual, and metacognitive knowledge integrated with

cognitive skills. The specific strands of this dimension include

communicating promptly, using a variety of assessment, and

regularly monitoring are all procedural knowledge. The strands

could have further included other knowledge dimensions. The

underlying strands of assessment in the NCBTS do not capture

the ideals of assessment literacy.

The assessment literacy was defined by Paterno (2001) as

the “the possession of knowledge about the basic principles of

sound assessment practice, The Assessment Handbook, Vol. 10,

2013 ISSN 2094-1412, PEMEA, July 2013 47 including terminology,

the development and use of assessment methodologies and

techniques, familiarity with standards of quality in

assessment...and familiarity with alternative to traditional

measurements of learning.” Furthermore, Stiggins (1995) involve

teachers knowing the difference between sound and unsound

assessment.

Teachers that are assessment literate are not intimidated by

the daunting technical world of assessment. Stiggins (1991)

established four standards of assessment literacy: (1) Assessment

comes with a clear purpose, (2) focusing on achievement targets,

(3) selecting proper assessment methods, and (4) sampling

student achievement. The stands of the fifth dimension of the

NCBTS on assessment only captured the third standard of

assessment literacy. There should be an effort to include the

other three aspects of assessment literacy into the standard.

Standards for Teacher Competence in Educational

Assessment of Students Other countries have already advanced

on specifying the assessment competencies of teachers. This

includes the United States where the National Council on

Measurement and Evaluation (NCME), American Federation of

Teachers, and the National Education Association (NEA) joined

together to set the “Standards for Teacher Competence in

Educational Assessment of Students.” This set of standards was

developed in order to fully realize the benefits of student

assessment and address the problem of inadequate training of

student assessment. There were seven principles drawn in the

standards

A5AHV10-Magno.pdf

Curriculum based monitoring tests

 The teacher uses standardized tests that include all the

material presented over the duration of the year. All of the

learning material off that year will appear on the test, although

the questions appear in different forms. Students don’t have to

learn for these tests.

These tests are given on a regular basis to measure student

progress. If the grades rise during the course of the year, you

know your teaching methods work and you know that your

students are learning. If not, you’ll have to change your methods

and present learning materials in different ways so students learn

and retain the material better. It’s a good way for student

progress monitoring and your own progress monitoring as well.

This is an overall conclusion, but you can also take a look at

each individual student to see the steps of his or her learning

progress.

Observation and interaction

 Of course, you can just observe your students as well.

Individual interaction between you and your students provides

you some opportunities to evaluate their progress and retention.

Because you’re close to your students and give them some “alone

teacher time”, the student can also evaluate her own progress

and communicate concerns or needs to you, the teacher.

A joint review of the student’s work can pull up an accurate

evaluation of the student’s progress (or lack). It also provides the

teacher valuable suggestions about whether to adapt instruction

to meet the student’s needs or not.

Positive feedback and meaningful also gives the students an

extra motivation and encouragement boost that can change the

student’s perception from negative to positive. It’ll help the

student get better and reach a new high.

Frequent evaluations

Frequent evaluations have two advantages. It can positively

impact how students see themselves as learners. When you only

give one test at the end of the year or semester, and the student
has bad grades, he will be demotivated and think that he just

doesn’t get “it”. When giving more evaluations, students have the

opportunity to grow. One bad test will not have that much of an

impact on motivation when the others are better and when the

student knows he can still catch up.

Frequent evaluations pinpoint the areas in which students

need more help or additional instruction to achieve success. And

as you know, experiencing success, leads to better self-esteem

and motivation. This, again, leads to participation in educational

experiences and progress.

Formative assessment

As its definition says, Formative assessment is used to

monitor student’s learning processes to provide ongoing feedback

that can be used by instructors or teachers to improve their

teaching and by students to improve their learning.

Take a look at this post to learn more about the differences

between formative and summative feedback and its purpose .

How to monitor your students' learning progress: BookWidgets reports - BookWidgets

 Domain 5 relates to processes associated with a variety of

assessment tools and strategies used by teachers in monitoring,

evaluating, documenting and reporting learners’ needs, progress

and achievement. This Domain concerns the use of assessment

data in a variety of ways to inform and enhance the teaching and

learning process and programs. It concerns teachers providing

learners with the necessary feedback about learning outcomes.

This feedback informs the reporting cycle and enables teachers to

select, organize and use sound assessment processes.

Domain 6:
COMMUNITY LINKAGES

The domain of community Linkages focuses on the ideal that

school activities are meaningfully linked to the experiences and

aspirations of the students in their homes and communities. Thus

the domain focuses on teachers’ efforts directed at strengthening

the links between school and community activities, particularly as

these links help in the attainment of the curricular objectives.

Community Linkages focuses on the idea that school

activities should be meaningfully linked to the experiences and

aspirations of the students in their homes and communities. The

domain thus focuses on teacher’s efforts being directed at

strengthening the links between school and community activities,

while still meeting the curricular objectives.

As the old African proverb says, "It takes a village to raise a

child." One could imagine then that it would take a community to

raise a school. We can't rely on local, state, or federal

governments to take ownership of the issues we face locally. We

need to work as a community to nurture our schools for our

particular community needs.

I believe the answer to real education/school transformation

is strong, authentic community connections and actions. When

families, community groups, business and schools band together

to support learning, young people achieve more in school, stay in

school longer, and enjoy the experience more.

Great examples of school/community partnerships are

happening all over the world. We need more of them, and we

need to ensure they are healthy and relevant to the needs of 21st

century learners.

Throughout my journey setting up the Reinventing School

Challenge, I did a significant amount of research to ensure I had a

thorough understanding of what existed already, what worked,

and what was possible.

The more I searched, the themes for successful school

transformation emerged:

 Community/business school partnerships

 Parental collaboration

 Curriculum connected to real world experiences

 Student voice

 Cross generation learning

 Locals designing solutions to local problems

 Whole Community Engagement Is Key

 To lift up and raise our schools to a place that suits all 21st

century learners, help needs to come from many parts of the

community. The leading roles should be alternated according to

the need and focus of the particular aspect of the transformation

project.

If we respect each other and acknowledge our unique

contribution, we can move forward quickly in a positive

environment where we can all be teachers and learners.

I'm approaching this post from an inclusive, design-focused

view, and I put to your ideas that target and engage the four main

players I believe can make all the difference in transforming our

schools and curriculum today: students, parents,

seniors/grandparents and local businesses.

Step 1: Expand Your Vision of School to Include

Community
 Ryan Bretag writes, "Educators shouldn't be the only ones

contributing. The community should be creating questions,

puzzles, quotes, mind benders, trivia, philosophical and ethical

challenges, thought provoking videos, "graffiti walls,"

brainstorming spaces, and play areas."

There are so many opportunities for experiential learning to

happen out in the community surrounding the school. We just

need to find ways to connect core curriculum beyond the

classroom by attracting the right people and asking the right

questions.

Step 2: Reach Out to All Stakeholders

One of the best ways to connect and create an authentic

bond is to go to the people who matter most, and meet them on

their own turf. A series of community walks are a great way to

start.

Get your teachers, some local businesses on board and go

and knock on people's doors, visit local businesses and senior

homes and talk with them. Try the same approach with groups of
students. This time let the students communicate what they hope

and wish for their school and encourage them to ask for

mentoring and support.

Share your dreams for enhanced community-school

partnerships, ask people what matters to them, ask them how

they might help, and show them your passion. Deliver them an

open invitation to reconnect, collaborate and share their

experience, skills and time to make a difference.

Step 3: Create a Community Resource Map

A visual representation of your community and the various

skills people have to offer is a super way to understand what

community resources are available. If you build one, also point

out the materials people can supply at cost or for free, the time

they can invest in projects, and how they can connect to

curriculum, and classroom activities. Include the networks they

can utilize to raise awareness of the needs of local children and

families, and always promote and foster resource-sharing and

collaboration.
 Use libraries to advocate for school-community partnerships

and student learning. Libraries are important hubs and can

provide meaningful connection points outside the school gates.

A community resource map can come in the form of a hand-drawn

map (use a graphic facilitator), Google Map, Mind Map or even

a spreadsheet with some visual outputs.

Step 4: Connect with Curriculum

Much of what we learn as children and adults happens outside the

classroom through real world experiences and from our peers,

mentors or on the job.

How might we connect today's core curriculum with the real

world? That is an important question that is in urgent need of

answers. Kids today are asking far to often for relevance in what

they are learning. "Why am I learning this? I'll never use this!" is a

response far too often heard from the mouths of young people

today.

Let's find ways to work with local businesses and subject

matter experts to connect core curriculum to the outside world

and design engaging learning experiences in and out of the

classroom..

Please consider using project-based learning. Try using a

matching technique to match students with subject matter

experts, businesses and community organizations. Here is a great

book on the subject by Suzie Boss.

Let's not forget the largely untapped wealth of experience

and knowledge that resides with retires, grandparents and

millions of socially isolated senior citizens in aged care facilities.

Step 5: A Design Challenge for the Community

Here is an example of a community challenge to reinvent the

school experience. I created the Reinventing School Challenge

earlier this year to encourage discussion, empower youth,

teachers and communities to design and facilitate change locally.

Reinventing school can mean lots of things such as

redesigning classrooms, creating a community garden, creating

an open and shared learning space, designing a course, changing

the way students participate in decision making, you name it!

5 Steps to Better School/Community Collaboration | Edutopia

Domain 6 affirms the role of teachers in establishing school-

community partnerships aimed at enriching the learning

environment, as well as the community’s engagement in the

educative process.

This Domain expects teachers to 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. It concerns the

importance of teachers’ understanding and fulfilling their

obligations in upholding professional ethics, accountability and

transparency to promote professional and harmonious

relationships with learners, parents, schools and the wider

community.

Domain 7:
 PERSONAL GROWTH AND PROFESSIONAL
DEVELOPMENT

The domain of Personal Growth and Professional

Development emphasizes the ideal that teachers value having a

high personal regard, concern for professional development, and

continuous improvement as teachers.

Teaching has been considered a noble profession by people

for various reasons, with one of the most common being that

teachers help to educate future generations. More generally,

some have described teachers as "agents of the future," because

they help people acquire the skills necessary to take on new

challenges and contribute to the world in meaningful ways.

This has far-reaching implications, as some people claim that

teachers can be a significant force in creating a society that is

healthy, peaceful and informed. Teachers can also instill a passion

for learning that people carry for the rest of their lives, well after
they have graduated from an academic setting. A passion for

learning is an essential element to progress, especially in terms of

innovation.

In this way, teachers have a very important responsibility to

develop student's hunger to acquire knowledge and seek

understanding with others who think differently from them, an

apparatus for peace in society. The idea that teaching is a noble

profession is commonly used and sometimes referenced in

conjunction with arguments that defend teacher salaries, unions

and employment benefits. These arguments assert that since

teaching is such an important and noble profession, teachers

shouldn't be shunned or neglected by the society to which they

serve an important interest.

Is Teaching a Noble Profession? (reference.com)

The domain 7 focuses on teachers’ personal growth and

professional development. It accentuates teachers’ proper and

high personal regard for the profession by maintaining qualities

that uphold the dignity of teaching such as caring attitude,

respect and integrity. This Domain values personal and

professional reflection and learning to improve practice. It

recognizes the importance of teachers’ assuming responsibility

for personal growth and professional development for lifelong

learning.
 THE

DOCUMENTATION
(Practice Teaching)

Orientation
 (1 Shift)
st

2
n

Shift
Final Demonstration
Teaching
 Cooperating Teacher
(with & without mask)

Modules
Detaile
d
Lesson
Plan
Instructional Materials
and Learner’s Output
 Teacher’s Inspirational
Quotes

“Thank God I have a calling to the greatest profession of all! I

must be vigilant every day, lest I hope one fragilen opportunity to
improve tomorrow.”

“The best “They may forget

teachers teach what you said but
they will never
from the heart,
forget how you
not from the made them feel.”
book.”
-Carol Bucher
-
unknow

“Give me a fish and “Good teaching is

I eat for a day. more a giving of
Teach me to fish right questions
and I eat for a than a giving of
lifetime.” right answers.”
-Chinese -Josef Alber
Proverb
“The greatest sign of “Every truth has four
success for a teacher is corners: as a teacher I
to be able to say, “The give you one corner,
children are now and it is for you to find
working as if I did not the other three.”
 -Confusious

“What office is there which involves more

responsibility, which requires more
qualification, and which ought, therefore, to be
more honourable than teaching?
-Harriet Martineau