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Log In Sign Up. Philippine Professional Standards for Teachers. Edgar Allan. Download Free PDF. Free PDF. Download PDF Package.
Premium PDF Package. This paper. A short summary of this paper. Nationally-validated Version. Department of Education - Teacher Education Council.
Through quality teachers, the Philippines can develop holistic learners who are steeped in values, equipped with 21st century skills, and able to propel the country to development and progress.
Evidences show unequivocally that good teachers are vital to raising student achievement, i. Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation building.
The changes brought about by various national and global frameworks such as the K to 12 Reform and the ASEAN integration, glo balization, and the changing character of the 21st century learners necessitate improvement and adaptability of education, and a call for the rethinking of the current teacher standards.
Professional standards for teachers The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives.
The K to 12 Reform R. The reform process warrants an equivalent supportive focus on teacher quality — high quality teachers who are properly equipped and prepared to assume the roles and functions of a K to 12 teacher.
It articulates what constitutes teacher quality in the K to 12 Reform through well-defined domains, strands, and indicators that provide measures of professional learning, competent practice, and effective engagement.
This set of standards makes explicit what teachers should know, be able to do and value to achieve competence, improved student learning outcomes, and eventually quality education.
The professional standards, therefore,become apublic statement of professional accountability that can help teachers reflect on and assess their own practices as they aspire for personal growth and professional development.
The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st Century in the Philippines. They apply developmentall y appropriate andmeaningful pedagogy grounded on content knowledge and current research.
They display proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to promote high-quality learning outcomes.
They create an environment that is learning-focused and they efficiently manage learner behavior in a physical and virtual space. They utilize a range of resources and provide intellectually challenging and stimulating activities to encourage constructive classroom interacti ons geared towards the attainmentof high standards of learning.
They encourage the celebration of diversity in the classroom and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.
They translate curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning.
They communicate learning goals to support learner parti cipation, understanding and achievement. They use assessment data in a variety of ways to inform and enhance the teaching and learning process and programs.
They provide learners with the necessary feedback about learning outcomes that informs the reporting cycle and enables teachers to select, organize and use soundassessment processes.
They identify and respond to opportunities that link teaching and learning in the classroom to the experiences, inte rests and aspirationsof the wider school community and other key stakeholders.
They understand and fulfill their obligations in upholding professiona l ethics,accountability and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community.
They value pe rsonal and professional reflection and learning to improve their practice. They assume responsibility for personal growth and professional development for lifelong learning.
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices. Domain 1, Content Knowledge and Pedagogy, is composed of seven strands: 1.
Content knowledge and its application within and across curriculum areas 2. Research-based knowledge and principles of teaching and learning 3.
Positive use of ICT 4. Strategies for promoting literacy and numeracy 5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills 6.
Mother Tongue, Filipino and English in teaching and learning 7. Classroom communication strategies Domain 2, Learning Environment, consists of six strands: 1.
Fair learning environment 3. Management of classroom structure and activities 4. Support for learner participation 5.
Promotion of purposive learning 6. Management of learner behavior Domain 3, Diversity of Learners, consists of five strands: 1.
Learners with disabilities, giftedness and talents 4. Learners in difficult circumstances 5. Learners from indigenous groups Domain 4, Curriculum and Planning, includes five strands: 1.
Planning and management of teaching and learning process 2. Learning outcomes aligned with learning competencies 3. Relevance and responsiveness of learning programs 4.
Professional collaboration to enrich teaching practice 5. Design, selection, organization and utilization of assessment strategies 2.
Monitoring and evaluation of learner progress and achievement 3. Feedback to improve learning 4. Communication of learner needs, progress and achievement to key stakeholders 5.
Use of assessment data to enhance teaching and learning practices and programs Domain 6, Community Linkages and Professional Engagement, consists of four strands: 1.
Engagement of parents and the wider school community in the educative process 3. Professional ethics 4.
School policies and procedures Domain 7, Personal Growth and Professional Development, contains five strands: 1. Philosophy of teaching 2.
Dignity of teaching as a profession 3. Professional links with colleagues 4. Professional reflection and learning to improve practice 5. Professional development goals Career stages Teacher professional development happens in a continuum from beginning to exemplary practice.
Anchored on the principle of lifelonglearning,the set of professional standards for teachers recognizes the significance of a standards framework that articulates developmental progression as teachers develop, refine their practice and respond to the complexities of educational reforms.
The following statements, which define the work of teachers at different career stages, make explicit the elements of high-quality teaching for the st 21 century.
The descriptors represent a continuum of development within the profession by providing a basis for attracting, preparing, develo ping and supporting teachers.
Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession. They possess the re quisite knowledge,skillsand values that support the teaching and learning process.
They manage learning programs and have strategies that promote learning based on the learning needs of their students. They seek advice from experienced colleagues to consolidate their teaching practice.
Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the teaching and learning process.
They provide focused teaching programs that meet curriculum and assessment requirements. They actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement.
They are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers.
Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance in their teaching practice. They manifest an in-depth and sophisticated understanding of the teaching and learning process.
They have high education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from experience. Career Stage 3 Teachers work collaboratively with colleagues and provide them support and mentoring to enhance their learning and practice.
They continually seek to develop their professional knowledge and practice by reflecting on their own needs, and those of their colleagues and students.
Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices.
They exhibit exceptional capacity to improve their own teaching practice and that of others. They are recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships.
There are 37 indicators in each career stage showing developmental progression from beginning to distinguished practice. As articulated in the Domains of PPST, teachers must, among others: i know what to teach and how to teach it; ii maintain a learning-focused environment; iii respond to learner diversity; iv plan and design effective instruction; v use a variety of assessment tools to inform and enhance the teaching and learning process; vi establish community relationships and uphold professional ethics; and vii engage in professional reflection and assume responsibility for personal professional learning.
Beginning Teachers Career Stage 1 are those who have gained the qualifications recognized for entry into the teaching profession.
Teachers at this stage are supported to reach Career Stage 2 within two to three years. Proficient Teachers Career Stage 2 are professionally independent in the application of skills vital to the teaching and learning process.
This stage shows the acceptable standards for all teachers, which should be reached within the first two or three years of teaching.
Highly Proficient Teachers Career Stage 3 consistently display a high level of performance in their teaching practice.
They are accomplished practitioners who mentor and work collegially with other staff. This is the stage that Master Teachers are expected to be at.
Distinguished Teachers Career Stage 4 embody the highest standards for teaching grounded in global best practice.
They are recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships. The description of standards i.
Anchored on the principle of lifelong learning, the PPST recognizes the significance of a standards framework that articulates developmental progression as teachers develop, refine their practice and respond to the complexities of educational reforms.
You also have to keep in mind that locally produced tools are unlikely to be validated, which may call the reliability and credibility of their results into question.
However, it can be used as a framework upon which teacher support tools such as self-assessment tools, classroom observation tools and RPMS tools can be based.
Teachers do not need to be assessed on indicators that do not apply in their school contexts. In terms of pre-service teachers , however, Teacher Education Institutions TEIs are expected to train them on all indicators to prepare them to handle various teaching contexts.
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