“The origin of action . . .

is choice, and that of choice is

desire and reasoning with a view to an end. This is why
choice cannot exist either without though and intellect
or without a moral state; for good action and its
opposite cannot exist without a combination of intellect
and character.”

-Aristotle, Nicomachean Ethics, Book VI, #4

MODULE 4
 Module 4
Title: 21st Century Teaching Landscape
Description: This module is crafted to help future teachers obtain a thorough understanding of Competency Frameworks and Standards that aim to ensure teacher quality in the
Philippines. As core content, Module 4 will focus on: (1) describing the need to possess the characteristics of global and glocal teachers; (2) relating the Competency
Framework for Teachers in Southeast Asia (CFT SEA) and UNESCO’s Five Pillars of ESD to teacher quality; and (3) discussing the importance of continuing
professional development and career planning.
Purpose: It has been reiterated by the Philippine Education sector that teaching remains unattractive to most students seeking their professions. This predicament is shared by other
Asian countries as shown in the Global Teacher Status of 2013. Hence, this module aims to strengthen the pre-service teachers’ belief of being on the right career track,
having chosen this profession. There must be an emphasis on the weight of the Philippine Education system’s effort to make teaching as a profession comparable with the
rest of the professions in providing a quality and dignified life.
Key Words and Concepts: Global Teachers, Glocal Teachers, 21st Century Skills, 5 Pillars of Education for Sustainable Development (ESD), Continuing Professional Develop,
Career Planning
Requirements: At the end of Module 4, you are expected to submit the following:
1. Reflective Narrative
2. My 21st-century Skills Checklist and Reflective Narrative
3. Personal Career Development Plan
 After answering the pretest, you may proceed to Lesson 1.

Lesson 1
Learning Outcomes: Describe the need for teachers to possess the characteristics of glocal and global teachers. (CO/PPST 7.3.1; 7.4.1; 7.5.1)

Topics: 1. Global and Glocal Teacher Competencies

Learning Tasks

Activity 1: Brain Teaser. (For a synchronous session) Go to your pre-assigned session room by clicking on the corresponding link: Patience, Humor, Kindness,
Perseverance, and Diligence. Together, answer the Brain Teaser item posted at the room’s chat window. Once you have the answer, go back to the main
room and answer. The fastest group to give the correct answer wins a prize. Example: Give me food, and I will live. Give me water, and I will die. What
am I? The answer is Fire.
(For an offline mode) Answer the 5 Brain Teaser items below and post your answer on Class Facebook Page/Messenger Group Chat.

Analysis: Find out what you discovered from the activity by answering the following questions.

1. Where you able to get the correct answers? ______________________________________________________________________

2. If yes, how did you get the answer? _____________________________________________________________________________
3. If no, why is it that you did not get the correct answer? ______________________________________________________________
 4. What skills do you need to answer brain teasers? __________________________________________________________________
__________________________________________________________________________________________________________
Abstraction: Answering Brain Teasers test one’s perception, attention, memory, and more with cognition as the most crucial of all. In a common routine of dealing with your
cell phones, you are activating the following: perception (hearing the ring tone), decision making (answering or not), motor skill (lifting the gadget), language skills (talking
and understanding language), and social skills (interpreting tone of voice and interacting properly). Teachers do and attend to a lot of cognitive and motor engagements in
their daily grind, more than answering brain teasers and phone calls. The challenge of developing among the students in the 21st century is the most prompting.

Activity 2: Trace the flow of arrows at the illustrated graphics and present your interpretation of it to the definition of a global teacher. For synchronous session, present a
short oral presentation of your ideas. For offline mode, write your ideas in the space provided below.
 Analysis: What ideas did you get from the two (2) illustrations above?
Find out what you discovered from the activity by completing the paragraph below:
A global teacher is __________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________

Abstraction: One of the most important tasks for education in the world today is to help students learn about the rich variety of people in our multicultural world and the
important world problems that face our planet. The following can take to become global teachers and add significant dimensions to classrooms. 1. Rethink the role of
education; 2. Reconsider your role as a teacher; 3. Rethink the classroom atmosphere; 4. Integrate global topics into the content; 5. Experiment with global education
activities; 6. Join a global interest group; 7. Deepen knowledge through professional development (Kip Cates, July 2004) Becoming a global teacher. The Language Teacher
– Issue 28.7. JALT Publications.)
According to NAFA: Association of International Educators (2015) in Bilbao, Corpuz, Llagas, and Salandanan (2018), global competence in teachers is a set of essential
knowledge, critical dispositions, and performances that help foster the development of learners’ global competence. A globally competent teacher has knowledge of the
world, critical global issues, their local impact, and the cultural backgrounds of learners; manifests intercultural sensitivity and acceptance of difference; incorporates this
knowledge and sensitivity into classroom practice; and develops the skills to foster these dispositions, knowledge, and performances in learners. The teacher models socially
responsible action and creates opportunities for learners to engage in socially responsible action.
To meet the various global challenges of the future, the 21 st Century Learning Goals have been established as bases of various curricula worldwide. These learning goals
include:
1.21st century content: emerging content areas such as global awareness; financial, economic, business, and entrepreneurial literacy; civic literacy; health and environmental
awareness.
2. Learning and thinking skills: critical thinking and problem-solving skills, communication, creativity and innovation, collaboration, contextual learning, information, and media
literacy.

Global education is likewise about diversity, understanding the differences of teaching the different cultural groups in their contexts to achieve the goals of global education. It
is preparing future teachers from the remote and rugged rural villages in developing countries, to the slum areas of urbanized countries, to the highly influential and
economically stable societies of the world for their roles in the 21 st-century classrooms. Global teacher education addresses the need of the smallest schools to the largest
classrooms in the world. It responds to borderless education that defies distance and geographic location. This makes education glocal.
Glocal education provides equal opportunity and access to knowledge and learning tools which are the basic rights of every child in every The relation
This Photo by Unknown Author is licensed under CC BY
community and locality within the global community. between global and
local can be
As preservice teachers, therefore, you must be prepared to provide glocal education in your respective future school assignments. You described as
must possess a strong foundation of your cultural rootedness. You must be a true Filipino teacher with a solid value of nationalism and “Glocal”
Filipinism who is capable of addressing the global challenges and needs of educating the children for the future. perspective.
 Qualities of a Glocal Teacher

Facility for digitally-mediated

Vision of the future for himself and learning
Understanding of how the world is
interconnected the students Good communication skills
Recognition that the world has a Creativy and innovation Awareness of international teacher
rich variety of ways of life Respect and tolerance of standards
Educational action for a sustainable cultural diversity Mastery of Beginning Teacher PPST
future
competencies

Additionally, Master Plan for Teacher Education (2017) lists the following characteristics and core values of Filipino teachers:

Cultural and historical rootedness Ability to contextualize teaching and learning

This Photo by
Professional excellence This Responsiveness

This Photo by Unknown

Accountability and integrity Ecological sensitivity

This Photo by Unknown This Photo by

This Photo by Unknown

 Nationalism
Faith in the Divine Providence

This Photo by Unknown

It is expected that you have now a wider and deeper knowledge of the lesson. If you have any questions, feel free to ask.

Application: Now that you have a clear knowledge of the lesson, find out how you can apply it to your future profession.

Share your insights and feelings about the lesson.

I think ____________________________________________________________________________________________
I feel _____________________________________________________________________________________________
Work on these. . .
1. Group Task for 3-5 members. Conduct an online survey using Google Forms with 5 teachers using the following questions and present the data gathered in a
tabulated form:
 a. Under what level do you consider yourself: Beginning, Developing, Proficient, or Highly Proficient?
b. Check the item/items you have given much consideration in your teaching and state why:
�local setting �values �tradition and culture
�global scenario �international development �21st-century skills
�local knowledge �culture �ICT
c. What do you like most in your teaching station: the learners, the learning environment, or your salary?
d. Would you consider yourself a glocal teacher? Please explain.
e. Do you think you need to develop the skills of a glocal teacher? Why?

2. Write a group reflective narrative on the application of the ideas gathered from your interview with the five teacher respondents. Submit the Reflective Narrative
along with the data from the survey conducted.

Your reflective narrative will be rated based on the rubric below. Use this as a guide to obtain a high rating.

Rubric for the Reflective Narrative

Name: _________________________ Program/Year/Section: _______________________ Date of Submission: _____________

Criteria Expert (4) Accomplished (3) Capable (2) Beginner (1)

Depth of  Demonstrates an in-depth  Demonstrates a general reflection  Demonstrates a minimal reflection  Demonstrates a lack of reflection on,
Reflection reflection on, and personalization on, and personalization of, the on, and personalization of, the or personalization ideas presented in
of, the ideas presented in the ideas presented in the interview ideas presented in the interview the interview and current lesson.
interview and current lesson. and current lesson. and current lesson.  Viewpoints and interpretations are
 Viewpoints and interpretations missing, inappropriate, and/or
are insightful and well supported.  Viewpoints and interpretations are  Viewpoints and interpretations are unsupported.
  Clear, detailed examples are supported. unsupported or supported with  Examples, when applicable, are not
provided, as applicable. flawed arguments. provided.
 Appropriate examples are
provided, as applicable.  Examples, when applicable, are
not provided or are irrelevant to
the task.
Quality of Writing  Written in an extraordinary style  Written in an interesting style and  Had little style or voice.  Had style or voice.
and voice. voice.  Gives some new information but  Gives no new information and is
 Very informative and well-  Somewhat informative and is poorly organized. very poorly organized.
organized. organized.

Grammar, Usage,  Virtually no spelling, punctuation,  With few spelling and punctuation  With many spellings, punctuation,  With many spellings, punctuation,
and Mechanics or grammatical errors. errors and minor grammatical and grammatical errors. and grammatical errors that interfere
errors. with meaning.

Remarks: ________________________________________ Raw Score _____ X100/12 = Rating ______ Rated by: _______________
 After submitting the reflective narrative, you may procced to Lesson 2.

Lesson 2
Learning Outcomes: 1. Determine the 21st Century teaching and learning skills one needs to develop.
2. Analyze the application of UNESCO’s Five Pillars of Learning in a school setting.
(CO/PPST: 7.3.1; 7.4.1; 7.5.1)
Topic: 21st Century Teaching and Learning Skills and UNESCO’s Five Pillars of Learning

Learning Tasks:
Activity. “Name the Teacher” If teachers were named Confident, Concern, Responsible, or Reflective, match each of them to the numbered situations given the attributes of their
names.

1. Teacher Z was professional enough to adhere to the newly implemented grading policy. However, Teacher Z aired out at the meeting some
clarifications on one aspect of the policy which has caused some confusion among them in the faculty.
2. Although Teacher K became disappointed at the turn out of interaction with the second-period class, using the strategy which was very well taken by
the first-period students, the hopeful feeling prevailed since it was realized that not all classes would have the same degree of interest and
enthusiasm given the strategy.
3. The Tagisan ng Talento at the Regional Level was a big success because of the training Teacher J has given to the students using his sharpened
skills in music.
4. Many parents admire the way Teacher S deals with the students under her advisors as they are subjected to close monitoring regarding their
problems and difficulties encountered.
5. Coming to class on time, always prepared with the lesson, is the brand of Teacher P’s professional practice. Her students are one in giving this
comment at Teacher P’s Evaluation forms.

Analysis: Think over your answers to the activity “Name the Teacher”. What teacher attributes are described? As a teacher of the 21st-century, what teaching skills do
you need to possess?

1. Describe a confident teacher.

A confident teacher is _______________________________________________________________________________________________________
2. Describe a concerned teacher.
A concern teacher is _______________________________________________________________________________________________________
3. What is a responsible teacher?
A responsible teacher is ____________________________________________________________________________________________________
4. What is a reflective teacher?
A reflective teacher is ______________________________________________________________________________________________________
5. What 21st-century skills do you need to possess?
The 21st-century skills that I need to possess are _________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________

Have you matched the teachers to their corresponding contexts? Well done if you did!
If you missed on any point, read more from the notes below and on the next pages!
 Abstraction: The attributes displayed by the teachers in the different situations are a showcase of both their personal and professional endowments. They keep up with
the new breed of learners in the current age that this reality prompts them to show confidence in the conduct of their profession, the responsibility of all their actions,
reflection of their daily practice to connect them to the subsequent work decisions to make, and unprejudiced concern for students’ welfare at all times.

In 2013, the Varkey GEMS Foundation, a non-profit organization conducted a poll of 21 countries (chosen on their performance in Program for International Student
Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) to constitute the data contained in the Global Teacher Status Index.

The index determined the level of respect afforded the teachers in the specific country. The data included profile of teacher respect; teaching as sought-after profession;
contextualized understanding of teacher status; and views on learner’s respect for teachers.

The Key Questions Asked in the Survey for GTSI were as follows:

1. How are teachers respected compared to other professions?

2. What is the social standing of teachers?
3. Will parents encourage their children to be teachers?
4. Is it perceived that children respect their teachers?
5. Should teachers be paid according to the performance of their pupils?
6. How much are teachers trusted to deliver a good education to children?
7. What is the degree of trust that people have in their education system?

The following were the Significant Findings from GTSI:

� There is higher regard of teachers in the elementary school than in the secondary school against 14 other occupations included.
� 50% of parents in China provide positive encouragement for a child to become a teacher. China is joined by Korea, Turkey, and Egypt while parents in Israel, Portugal, Brazil,
and Japan are least likely to encourage their children to become teachers.

� Most countries judged a fair rate of pay as similar to teachers’ actual pay. In Japan, France, and the USA, the actual pay was judged higher than the fair rate of salary. The
majority of the countries think teachers ought to be rewarded with higher pay than what they are presently getting.

� In all of the 21 countries, more than 59% of people think teachers ought to be paid according to the performance of their pupils. The average across countries was 75%.

� No country gave a rating below 5, suggesting that all countries placed satisfactorily to positive trust in their teachers. Finland and Brazil were at the top of the table displaying
strong trust in their teachers, while Israel, Japan, South Korea, and Egypt are at the bottom of the table, showing limited trust for their teachers.

The lesson provided information about the Global Teacher Status Index Report which consolidated information from 21 countries nationwide. As future teachers, you were
informed of how teachers are respected, trusted, how much they are paid, and how much influence they have on the educational system, and the data that were gathered varied
from country to country.

For teachers to sustain the recognition and trust, they must: (1) adapt to the changes occurring in the global teaching-learning landscape; identify the 21st-century life and career
skills for learners and teachers, and (3) demonstrate an understanding of UNESCO’s five Pillars of Learning.

As mentioned in the Southeast Asian Minister of Education, Innovation and Technology SEAMEO, INNOTECH (2011), Zhou (2006) has identified key categories of the changes
and developments in the 21st-century teaching and learning as follows:
 UNESCO’s Five Pillars of Education for Sustainable Development (ESD)

Learning to know Learning to be Learning to live together Learning to do Learning to transform

oneself and society

Knowledge, values, and Knowledge, values, and Knowledge, values, and skills Knowledge, values, and Knowledge, values, and
skills for respecting and skills for personal and for international, intercultural skills for active engagement skills for transforming
searching for knowledge family well-being and community cooperation in productive employment attitudes and lifestyles
and wisdom and peace and recreation

 Learn to learn.  See oneself as the main  Participate and cooperate  Be an actor as well as  Work toward a gender
 Acquire a taste for actor in defining positive with others in increasingly thinker. neutral,
learning throughout life. outcomes for the future. pluralistic, multi-cultural  Understand and act on nondiscriminatory
 Develop critical thinking.  Encourage discovery and societies. global and local society.
 Acquire tools for experimentation.  Develop an understanding of sustainable development  Develop the ability and
understanding the world.  Acquire universally other people and their issues. will to integrate
 Understand sustainability shared values. histories, traditions, beliefs,  Acquire technical and sustainable lifestyles for
concepts and issues.  Develop one's values, and cultures. professional training. ourselves and others.
personality, self-identity,  Tolerate, respect, welcome,  Apply learned knowledge  Promote behaviors and
The 21st Century Literacies
Complementing the attributes within the graphic above is that of UNESCO International Expert Meeting in 2003 as cited in Bilbao, Corpuz, Llagas, and Salandanan (2018)
redefining literacy as the ability to identify understand, interpret, create, communicate, and compute using printed and written materials associated with varying contexts.
Literacy involves a continuum of learning in enabling individuals to achieve their goals, develop their knowledge and potential, and participate fully in their community and
wider society.

It is expected that you have now a wider and deeper knowledge of the lesson. If you have any questions, feel free to ask.

Application: Now that you have a clear knowledge of the lesson, find out how you can apply it to your future profession.
Share your insights and feelings about the lesson.
I think ____________________________________________________________________________________________
I feel _____________________________________________________________________________________________

Work on two tasks.

1. Individual task. Checklist of some 21st Century Skills. Assess your proficiency level by checking the appropriate column and indicate how you will develop the skills
you are not proficient in yet.
 My 21st-century Skills Checklist
21 Century Skills
st
Proficient Not Proficient Strategy
Short answer in one (1) sentence on how to develop the skill/s you are not proficient yet.
1. Critical thinking / Practice answering puzzles.
2. Creativity /
3. Collaboration and teamwork / Join school organization.
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility and adaptability
9. Leadership
10. Initiative
11. Productivity
12. Social skills
13. Research skills
14. Perseverance
15. Civic, ethical, and social-justice literacy
16. Global awareness and multicultural
literacy
17. Scientific literacy
18. Economic and financial literacy
19. Environmental and conservation
literacy
20. Health and wellness literacy

Your checklist will be rated based on the appropriateness of the strategies you identified.

2. Group task for 3-5 members. Interview two (2) teachers and ask how UNESCO’s Five Pillars of ESD is applied in their school. After which, write a group reflective
narrative based on the ideas gathered from your interviewees.
Your reflective narrative will be rated based on the rubric below. Use this as a guide to obtain a high rating.

Rubric for the Reflective Narrative

Name: _________________________ Program/Year/Section: _______________________ Date of Submission: _____________

Criteria Expert (4) Accomplished (3) Capable (2) Beginner (1)

Depth of  Demonstrates an in-depth  Demonstrates a general reflection  Demonstrates a minimal reflection  Demonstrates a lack of reflection on,
Reflection reflection on, and personalization on, and personalization of, the on, and personalization of, the or personalization ideas presented in
of, the ideas presented in the ideas presented in the interview ideas presented in the interview the interview and current lesson.
interview and current lesson. and current lesson. and current lesson.  Viewpoints and interpretations are
 Viewpoints and interpretations missing, inappropriate, and/or
are insightful and well supported.  Viewpoints and interpretations are  Viewpoints and interpretations are unsupported.
 Clear, detailed examples are supported. unsupported or supported with  Examples, when applicable, are not
provided, as applicable. flawed arguments. provided.
 Appropriate examples are
provided, as applicable.  Examples, when applicable, are
not provided or are irrelevant to
 the task.
Quality of Writing  Written in an extraordinary style  Written in an interesting style and  Had little style or voice.  Had style or voice.
and voice. voice.  Gives some new information but  Gives no new information and is
 Very informative and well-  Somewhat informative and is poorly organized. very poorly organized.
organized. organized.

Grammar, Usage,  Virtually no spelling, punctuation,  With few spelling and punctuation  With many spellings, punctuation,  With many spellings, punctuation,
and Mechanics or grammatical errors. errors and minor grammatical or grammatical errors. and grammatical errors that interfere
errors. with meaning.

Remarks: ________________________________________ Raw Score _____ X100/12 = Rating ______ Rated by: _______________

After submitting the 21st-century skills checklist and reflective narrative, you may procced to Lesson 3.
 Lesson 3
Learning Outcomes: 1. Explain the importance of continuing professional development to personal and professional growth.

2. Produce a personal career development plan that demonstrates the desire to achieve professional development goals as glocal teacher of the 21st-
century. (PPST: 7.3.1; 7.4.1; 7.5.1)
Topic: Continuing Professional Development and Career Planning

Learning Tasks:
Activity. Retrieval practice. As a teacher education student, you are expected to master the PPST competencies of a beginning teacher. Recall the information on PPST which was
discussed in the previous modules and complete the table below by writing the competency indicators for beginning teachers.
DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY
Strands Competency Indicators for Beginning Teachers
1.1 Content knowledge and its application within and across curriculum areas
1.2 Research-based knowledge and principles of teaching and learning
1.3 Positive use of ICT
1.4 Strategies for promoting literacy
1.5 Strategies of developing critical and creative thinking, as well as other higher-
order thinking skills
1.6 Mother tongue, Filipino, and English in teaching and learning
1.7 Classroom communication strategies
DOMAIN 2: LEARNING ENVIRONMENT
Strands Competency Indicators for Beginning Teachers
2.1 Learner safety and security
2.2 Fair learning environment
2.3 Management of classroom structure and activities
2.4 Support for learner participation
2.5 Promotion of purposive learning
2.6 Management of learner environment

DOMAIN 3: DIVERSITY OF LEARNERS

Strands Competency Indicators for Beginning Teachers
3.1 Learner’s gender, needs, strengths, interests, and experiences
3.2 Learner’s linguistics, cultural, socio-economic, and religious backgrounds
3.3 Learners with disabilities, giftedness, and talents.
3.4 Learners difficult circumstances
3.5 Learners form indigenous groups
DOMAIN 4: CURRICULUM AND PLANNING
Strands Competency Indicators for Beginning Teachers
4.1 Planning and management of teaching and learning process
4.2 Learning outcomes aligned with learning competencies
4.3 Relevance and responsiveness of learning programs
4.4 Professional collaboration to enrich teaching practices
4.5 Teaching and learning resources including ICT
DOMAIN 5: ASSESSMENT AND REPORTING
Strands Competency Indicators for Beginning Teachers
5.1 Design, selection, organization, and utilization of assessment strategies
5.2 Monitoring and evaluation of learner progress and achievement
5.3 Feedback to improve learning
5.4 Communication of learner needs, progress, and achievement to key
stakeholders
5.5 Use of assessment data to enhance teaching and learning practices and
progress
 DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT
Strands Competency Indicators for Beginning Teachers
6.1 Establishment of learning environments that are responsive to community
contexts
6.2 Engagement of parents and the wider school community in the educative
process
6.3 Professional ethics
6.4 School policies and procedures
DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
Strands Competency Indicators for Beginning Teachers
7.1 Philosophy of teaching
7.2 Dignity of teaching as a profession
7.3 Professional link with colleagues
7.4 Professional reflections and learning to improve practice
7.5 Professional development goals

Analysis: Look at your completed table and answer the following questions.
1. Have you mastered the competencies for beginning teachers? If not, how would you master the competencies?
I will master the competencies _______________________________________________________________________________________________
________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________

2. Would you stop studying/learning after graduation from college? Explain your answer.
I will __________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
 _______________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________

3. Why is continuing professional development important?

Continuing professional development is important because _________________________________________________________________________
________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________

4. Is it necessary for you to make a Personal Career Development Plan (PCDP)? Explain your answer.
A personal career development plan _________________________________________________________________________________________________
________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________

Abstraction: Passing the LET would qualify you to teach but the demonstration of 21st-century skills, 5 Pillars of ESD, and PPST competencies will make you a
competent teacher. A competent teacher is a quality teacher. The development of quality teachers is a continuous process, lifelong learning. PPST describes the
developmental progression of teachers as they pass the different stages from beginning teacher to distinguished teacher. This implies that as you aged in the teaching
profession, you are expected to refine your teaching practices to respond to the complexities of the educational reforms. You should therefore participate in a continuing
professional development program.

Continuing Professional Development or CPD refers to the inculcation of advanced knowledge, skills, and ethical values in a post-licensure specialization or an inter- or
multidisciplinary field of study, for assimilation into professional practice, self-directed research, and/or lifelong learning. Renewal of the PRC license requires participation
in CPD programs accredited by PRC. CPD Program refers to a set of learning activities accredited by the CPD Council such as seminars, workshops, technical lectures or
subject matter meetings, non-degree training lectures and scientific meetings, modules, tours, and visits, which equip the professionals with advanced knowledge, skills,
and values in specialized or in an inter- or multidisciplinary field of study, self-directed research and/or lifelong learning (R.A. 10912, Art. I, Sec. 3, f, h, & i).

The following are legal bases of CPD:

1. R.A. 4670 (Code of Professional Conduct for Public School Teachers), Section 7- “Responsibility is something expected of a professional teacher. The work of the
teacher in the development and guidance of the youth is a tremendous responsibility for which he is accountable to God, to his country, and posterity. It is a trust of
which every teacher should strive to be worthy.”

2. Batas Pambansa 232 (Education Act of 1982) Chapter 3, Section16, (4) states as one of the teacher’s obligations to “assume the responsibility to maintain and
sustain his professional development and growth . . .”

3. R.A. 9155 (Governance of Basic Education) Section 7 A- “In addition to his/her powers under existing laws, the Secretary of Education shall have the authority,
accountability, and responsibility. (6) Enhancing the employment status, professional competence, welfare and working conditions of al personnel of the Department .
. . Section 7, E, states to wit, “Consistency with the national education policies, plans, and standards, the school heads shall have authority, accountability, and
responsibility for . . .encouraging staff development.”

4. R.A. 7836 (Philippine Professionalization Act) provided for mandatory Continuing Professional Education now referred to as Continuing Professional Development. It
states that “Unjustified or willful failure to attend seminars, workshops, conferences and the like or the continuing education program prescribed by the Board and the
Commission (Section 23, h. Revocation of the Certificate of Registration, Suspension from the practice of the teaching profession, and cancellation of temporary or
special permit).
Resolution No. 435, s. 1917 (an adaptation of the Code of Ethics for Professional Teachers) Article IV, Section 3, states that: Every teacher shall participate in the
Continuing Professional Education (CPE) program of the Professional Regulation Commission and shall pursue such other studies as will improve his efficiency,
enhance the prestige of the profession, and strengthen his competence, virtues, and productivity to be nationally and internationally competitive.

5. R.A. 10912 (CPD Act of 2016) An Act Mandating and Strengthening the Continuing Professional Development Program for All Regulated Professions, Creating
Continuing Professional Development Council, and Appropriating Funds Thereof, and for Other Related Purposes

6. D.O. 42, s. 2017 (National Adoption of the Philippine Professional Standards for Teachers) includes Domain 7-Personal Growth and Professional Development. It
states that “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.”

Do you want to have a successful career? If your answer is yes, you should start with a Personal Career Development Plan (PCDP). A personal career development
plan is a personal action plan you can use to create a roadmap for your career. This is the personalized professional development plan that will help you to identify
specific, achievable career goals and then design and implement strategies to reach your goals. Creating your PCDP now will help focus your efforts to accomplish your
dream or vision.

Here are five (5) suggested steps in creating your PCDP (indeed Career Guide; Lu, Eva, 2015)

1. Identify your goals

What is your dream or vision? Create a “big picture” of what career level do you want to be in 2 years, 5 years, 10 years, and 20 years? What is important to you?
What new skills do you want to learn? Your PCDP should be SMART (Specific, Measurable, Achievable, Relevant, and Time-bounded). Using SMART goals will
make them trackable, which makes it easier to update your PDP when you complete important milestones. You may categorize your goals into:
Short-term-within two years
Mid-term-within three to five years
Long-term-within six years and beyond

List down your goals and prioritize. Which is the most important? The most important goal is your key goal. That is your big goal, your long-term goal, your ultimate
goal. This could be achieved in a lifetime. From your key goal or ultimate goal, formulate smaller goals that are achievable in the short-term or mid-term.

Example: Long-term Goal-20 years from now you want to retire as a DepEd Regional Director. Short-term Goal-Graduate as Magna Cum Laude and/or be a LET
topnocher. Mid-term Goal-be a school principal, education supervisor, and/or schools’ division superintendent.

2. Self-assessment
A self-assessment is an evaluation of your professional interest, knowledge, and skills. Creating self-assessment allows you to examine your current strength and
weakness as it relates to your career goals. When you determine your current skills and interests, you can identify areas in which you would improve to achieve your
goals.

Example: What are the competencies required from a DepEd Regional Director, graduate as Magna Cum Laude, LET topnotcher, school principal, education
supervisor, and/or schools’ division superintendent? Do you have the knowledge, skills, and attitude to be one of those? What is your current knowledge,
skills, and attitude? What are you good at? These are your strength. What is it that you do not have? What do you need to improve? These are your
weaknesses. (Outputs from the different lessons in Modules 1-4 will help you determine your strengths and weaknesses).

3. Strategies
Strategies define how you would achieve your goals. It determines the direction and scope of what you want to achieve. Those are what you will do to achieve your goals. You could
use different approaches to achieve your goals. You could choose your model and emulate their strategies.
 Example: If you want to graduate as Magna Cum Laude, you should: study hard; obtain the competencies 21st-century skills, PPST competencies, and glocal teachers’
competencies; submit quality course requirements; perfect your term examination. If you want to be a LET topnotcher, you should have an extensive review of all your
college courses. If you want to be a school principal, you should: finish graduate degree programs; participate in seminars, workshops, conventions; be a demonstration
teacher and lecturer; conduct and publish research; produce instructional material and innovations; obtain a very good to excellent performance rating; prepare your
career portfolio.

4. Resources
Resources are places and organizations that provide professional growth and development programs. Educational institutions hone competencies. They offer master’s degree and
Doctorate programs that will help enhance your competencies and get promoted. Professional associations or honor societies provide continuing learning programs, linkages and
networking, a research forum, and a platform to exhibit your expertise. You can find different educational institutions and organizations that provide continuing learning programs
through face-to-face seminars or webinars with CPD points.

5. Time frame
These are days, weeks, months, and years, within which you intend to accomplish your goals and strategies. Your PCDP is a work in progress. For now, you design
it as you look at your future career. Over time, this could be changed and improved base on your experience and reflection.

To simplify, your PCDP answers the questions: 1. What do you want to achieve? 2. How you will accomplish it? 3. What material, moral, social support do you need to
obtain it? and 4. When do you want to acquire it?
It is expected that you have now a wider and deeper knowledge of the lesson. If you have any questions, feel free to ask.
Application: Now that you have a clear knowledge of the lesson, find out how you can apply it to your future profession.
Share your insights and feelings about the lesson.
I think ____________________________________________________________________________________________
I feel _____________________________________________________________________________________________

Work on this task.

1. Individual task. Create your Personal Career Development Plan that demonstrates your desire to achieve professional development goals based on a glocal, of
the 21st-century and beyond and site the importance of CPD. Follow the 5 suggested steps in making your PCDP. You could use MSWord or MS Publisher in
designing your PCDP. To get additional insights, interview a highly proficient or distinguished teacher about their career development plan.

You may use one of the designs below or you can make your creative design.
 My Personal Career Development Plan
Name: Program/Year/Section:
Continuing Professional Development is important because
My Goals My Strengths My Strategies My Resources My Time Frame
Short-term
Two years from now

Mid-term
Five years from now

Long-term My Weaknesses
Ten years from now

Twenty years from now

My Personal Career Development Plan

My Photo
My ultimate career dream.
Name: ______________________________
(Include photo or graphics)
Program/Year/Section: ________________

My Strengths
Skills/Competencies

Your PCDP will be rated based on the rubric below. Use this as a guide to obtain a high rating.

Rubric for the Personal Career Development Plan

Name: _________________________ Program/Year/Section: _______________________ Date of Submission: _____________
Categories Very Poor (1) Poor (2) Good (3) Very Good (4) Excellent (5) Score
Content Career Planning No goals and plan of action Limited goals and Defined goals but the plan of SMART goals with a plan of SMART goals with a detailed
Process undefined plan of action action is loosely based on action that is consistent with plan of action that is
70 % goals goals consistent with goals

Organization of Very illogical and vague Illogical and difficult to Coherent and logical Very clear and logical Concise, easy to understand,
Ideas understand and fluid
Integration of No connection provided Provides minimal Provides adequate Provides sufficient Consistently provides strong
Lesson connections/exhibits limited connections/exhibits average connection/exhibits ample connections/exhibits in-depth
knowledge knowledge knowledge knowledge
Required Lacks more than 4 Lacks 3 requirements Lacks 2 requirements Lacks 1 requirement Complete
Component requirements
Conventions Full of typographical errors, Includes many Includes several Includes few typographical No typographical errors,
spelling, grammatical and/or typographical errors, typographical errors, errors, spelling, grammatical spelling, grammatical and/or
structural errors spelling, grammatical spelling, grammatical and/or and/or structural errors structural errors
and/or structural errors structural errors
Visual Visual Elements Violates 10 and more Violates 7-9 visual Violates 4-6 visual principles Violates 1-3 visual principles No violations of visual
principles
30%
Creativity and Not original/plagiarized. Few of the ideas and Some of the ideas and Ideas and designs are mostly Ideas and designs are
Originality designs are original. designs are original. original. original and very artistic.

Content (70%) _____ X 100 = ______ ÷ 25 = _____ X .70 = ______

Visual (30%) _____ X 100 = ______ ÷ 10 = _____ X .30 = ______
Total Score/ Rating = _______
Rated by: ___________________________________ Date: ________________________
After submitting the personal career development plan, review the 3 lessons on this module, and then answer the posttest.