Validation and Integration/Consolidation of the NCBTS-Based TOS for LET

ENGLISH AS A MAJOR SUBJECT

Prepared by: Josephine, Ruth, Catherine, Cecille

Legenda International Hotel, Subic, Olongapo City, Zambales

February 9-11, 2009

NCBTSWith reference to PAFTE JOURNAL

Volume IV, 2005(pp.51-55)COMPETENCYPERCENTAGE

Domain 1

SOCIAL REGARD FOR LEARNING5%

1.1 Teachers actions demonstrate value for learning.

1.1.1. Implements school policies and procedures.

English for Specific Purpose

Speech and Stage Arts

Campus Journalism

Designs developmentally appropriate strategies in using the English language in social interaction.

Models the different oral communication skills according to the different scenarios of social interaction.

Uses accurate, meaningful and appropriate English in oral and written discourse in applying the basic concepts and principles of speech and stage arts

1.2. Teacher demonstrates that learning is of different kinds and comes from different sources.

1.2.1. Makes use of various learning experiences and resources.

Domain 2

LEARNING ENVIRONMENTTranslation and Editing of Text

Preparation and Evaluation of Instructional Materials Makes use of indigenous material for translation exercises Uses graphic organizers for oral or written discourse 5%

2.1 Teacher creates an environment that promotes fairness

2.1.1. Maintains a learning environment of courtesy and respect for different learners (e.g. ability, culture, gender)

2.1.2. Provides gender-fair opportunities for learning

2.1.3. Recognizes that every learner has strengths.

2.2. Teacher makes the classroom environment safe and conducive to learning

2.2.3. Uses individual and cooperative learning activities to improve capacities of earners for higher learning.

2.3 Teacher communicates higher expectations to each learner

2.3.1. Encourages learners to ask questions.

2.3.2. Provides learners with a variety of learning experiences.

2.3.3. Provides varied enrichment activities to nurture the desire for further learning.

2.3.4. Communicates and maintains high standards of leaning performance.

2.5. Teacher creates a healthy psychological climate for learning.

2.5.1. Encourages free expression of ideas from students.

2.5.2. Creates a stress-free environment.

2.5.3. Takes measures to minimize anxiety and fear of the teacher and/or subject.

Domain 3

DIVERSITY OF LEARNERSRemedial Instruction in English

English for Specific Purpose

Takes into consideration the individual differences of the students in his/her class in terms of language acquisition.

Strategically handles the multicultural and bilingual students.

Exhibits mastery in the history, politics, theory and practice in bilingual education.10%

3.1. Teacher determines, understands, and accepts the learners diverse knowledge and experience.

3.1.1. Obtains information on the learning styles, multiple intelligences and needs of learners.

3.1.2. Designs or selects learning experiences suited to different kinds of learners.

3.1.3. Establishes goals that define appropriate expectations for all learners.

3.1.4. Paces lessons appropriate to needs and difficulties o learners.

3.1.5. Initiates other learning approaches for learners whose needs have not been met by usual approaches.

3.1.6. Recognizes multi-cultural background of learners when providing learning opportunities.

3.1.7. Adopts strategies to address needs of differently-abled students.

3.1..8. Makes appropriate adjustments for learners of different socio-economic backgrounds.

Domain 4

CURRICULUM 50%

4.1 Teacher demonstrates mastery of the subject.

4.1.1. Delivers accurate and updated content knowledge using appropriate methodologies, approaches, and strategies.

4.1.2. Integrates language, literacy and quantitative skill development and values in the subject area

4.1.3. Explains learning goals, instructional procedures and content clearly and accurately to students.

4.1.4. Links the current content with past and future lessons.

4.1.5. Align with lesson objectives the teaching methods, learning activities, and instructional materials or resources appropriate to learners.

4.1.6. Creates situations that encourage learners to use higher order thinking skills.

4.1.7. Engages and sustains learners interests in the subject by making content meaningful and relevant to them.

4.1.8. Integrates relevant scholarly works and ideas to enrich the lesson as needed.

4.1.9. Integrates content of subject area with other disciplines.

The Teaching of Speaking

The Teaching of Listening andReading

Teaching of LiteratureIntroduction to Linguistics

Introduction to Stylistics

Structure of EnglishLiterary Criticism

Creative WritingMythology and Folklore

Afro-Asian Literature (including Philippine Literature in English)

English and American Literature

Demonstrates understanding of the nature of the four language macro-components (listening, speaking, reading, writing, including grammar), and literature

Applies the skills and strategies gained to language and literature instruction principles and techniques in writing various literary genres Designs developmentally appropriate strategies in using the English language in social interaction. Demonstrates the understanding of grammatical concepts by being able to describe and analyze the form, meaning, and use of various language structures Evaluates the different oral communication skills according to the different scenarios of social interaction that evidence the communication model Evaluates the application of the theories of language, principles of language learning/teaching, and language use in specific contexts for language acquisition. Applies appropriately the different theories to the teaching of language

Uses accurate, meaningful and appropriate English in oral and written discourse. Uses literary concepts in interpreting and analyzing various literary texts. Identifies characteristics, motifs, archetypes, and symbols in different mythologies from various cultures in Europe, Asia, Africa, and the Americas.

4.2. Teacher communicates clear learning goals for the lessons that are appropriate for learners.

4.2.1. Sets appropriate learning goals

4.2.2. Understands the learning goals.

4.3. Teacher makes good use of allotted instructional time.

4.3.1. Establishes routines and procedures to maximize instructional time.

4.3.2. Plans lessons to fit within available instructional time.

4.4. Teacher select teaching methods, learning activities and the instructional materials or resources appropriate to the learners and aligned to objectives of the lesson.

4.4.1. Translates learning competences to instructional objectives.

4.4.2. Select, prepares, and utilizes technology and other instructional materials appropriate to the learners and the learner objectives.

4.4.3. Provides activities ad uses materials which fit the learners learning styles, goals and culture.

4.4.4. Uses a variety of teaching approaches and techniques appropriate to the subject matter and the learners.

4.4.5. Utilizes information derived from assessment to improve teaching and learning.

4.4.6. Provides activities and uses materials which involve students in meaningful learning.

4.5. Teacher recognizes general learning processes as well as unique processes of individual learners.

4.5.1. Designs and utilizes teaching methods that take into account the learning process.

4.6. Teacher promotes purposive study.

4.6.1. Cultivates good study habits through appropriate activities and projects.

4.7. Teacher demonstrates skills in the use of information and Communication Technology to enhance teaching and learning.

4.7.1. Utilizes information and Communication Technology to enhance teaching and learning.

Domain 5

PLANNING, ASSESSING AND REPORTING20%

5.1. Teacher develops and utilizes creative and appropriate instructional plan.

5.1.1. Shows proofs of instructional planning

5.1.2. Implements instructional plan.

5.1.3. Demonstrates ability to cope with varied teaching milieu.Language Research

Remedial Instruction in English

Preparation and Evaluation of Instructional Materials

Language and Literature Assessment

Language Curriculum for Secondary School

Uses written goals and objectives as bases for assessment rubrics, tests/exams.

Uses internationally accepted standards in assessing quantity and quality of knowledge and skills in the English language. Implements basic concepts in language testing Applies concepts and skills gained in analyzing both discrete and integrative tests along the four language skills, including grammar Synthesizes knowledge of principles and concepts in testing literature Applies the principles and processes involved in instructional materials development and evaluation Applies knowledge and skills gained in developing and evaluating various types of instructional materials for language and literature instruction key concepts and processes in language and literature research Applies familiarity with some non-traditional assessment methods. Designs lessons that will show instructional planning and implementation. Uses professional jargons in the field of linguistics and the traditions of literature in pursuing research endeavors.

5.2. Teacher develops and uses a variety o appropriate assessment strategies to monitor ad evaluate learning.

5.2.1. Prepares formative and summative tests in line with the curriculum.

5.2.2. Employs non-traditional assessment techniques (portfolio, journals, rubrics, etc.)

5.2.3. Interprets and uses assessment results to improve teaching and learning.

5.2.4. Identifies teaching - learning difficulties and possible causes and takes appropriate action to address them.

5.2.5. Uses tools for assessing authentic learning.

5.3. Teacher regularly monitors and provides feedback on learners understanding of content.

5.3.1. Provides timely and accurate feedback to learners to encourage them to reflect on and monitor their own learning growth.

5.3.2. Keeps accurate records of grades/performance levels of learners.

5.4. Teacher communicates promptly and clearly to learners, parents, and superiors the learners progress.

5.4.1. Conducts regular meetings with learners and parents to report learners. Progress.

5.4.2. Involves parents to participate in school activities that promote learning.

Domain 6

COMMUNITY LINKAGES5%

6.1. Teacher establishes learning in an environment that responds to the aspirations of the community.

6.1.1. Involves community in sharing accountability for learners achievement.

6.1.2. Uses community resources (human, material) to support learning

6.1.3. Uses community as a laboratory learning

6.1.4. Participates in community activities that promote learning.

6.1.5. Uses community networks to publicize school events and achievements.

6.1.6. Encourages students to apply classroom learning to the community.Campus Journalism

Language Research

Applies principles of correcting and editing written text for: Wordiness, Word choice, Usage, Sentence structure, Misplaced and dangling, Modifiers, Use of preposition, etc. Applies guidelines and the language of editing and proofreading articles / various genres written for campus journalism.

Applies the basic concepts and principles in mass communication, campus journalism, and translation and editing of language and literature texts.

Formulates questions about what works and what doesnt work in language teaching among the adolescents, in-school or out of school.

Domain 7

PERSONAL GROWTH AND PROFESSIONAL

7.1. Teacher takes pride in the nobility of teaching as a profession.

7.1.2. Allocates time for personal and professional development through participation in education seminars and workshops, reading educational materials regularly and engaging in educational research.

7.1.3. Manifests personal qualities like enthusiasm, flexibility, and a caring attitude.

7.1.4. Articulates and demonstrates ones personal philosophy of teaching.

7.2. Teacher builds professional links with colleagues to enrich teaching practice.

7.2.1. Keeps abreast with recent developments in education.

7.2.2. Links with other institutions and organizations for sharing best practices

Language Research

Preparation and Evaluation of Instructional Materials

Creative Writing

Literary CriticismParticipates in collaborative curriculum improvement or development whenever the opportunity arises.

Uses peer coaching for self-improvement.Uses professional jargons in the field of linguistics in the act of sustaining professional interest in the field of language and literature by writing articles that evidence the 5%

7.3. Teacher reflects on the extent of the attainment of professional development goals.

7.3.1. Reflects on the quality of his/her own teaching.

7.3.2. Improves teaching performance based on feedback from the mentor, students, peers, superiors and others.

7.3.3. Accepts personal accountability to learners achievement and performance.

7.3.4. Uses self-evaluation to recognize and enhance ones strength and corrects ones weaknesses.