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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.
They create lifelong impact in the lives of colleagues, students and others. They consistently seek professional advancement and relevance in pursuit of teaching quality and excellence.
They exhibit commitment to inspire the education community andstakeholdersfor the improvement of education provision in the Philippines.
They have high education-focused They are recognized as leaders in They possess the requisite knowledge, They display skills in planning, situation cognition, are more adept in education, contributors to the profession skills and values that support the implementing and managing learning problem solving and optimize and initiators of collaborations and teaching and learning process.
They manage learning programs and They actively engage in collaborative They provide support and mentoring to They create lifelong impact in the lives of have strategies that promote learning learning with the professional colleagues in their professional colleagues, students and others.
Strand 1. Learning Environment 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.
Strand 2. Diversity of Learners Domain 3 emphasizes the central role of teachers in establishing learning environments that are responsive to learner diversity.
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.
Strand 3. This Domain encompasses their ability to translate curriculum content into learning activities that are relevant to learners and based on the pri nciples 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.
The Domain expects teachers to communicate learning goals to support learner participation, understanding and achievement.
Strand 4. 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.
Strand 5. 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.
Strand 6. Professional Teachers. Code of Ethics for Professional Professional Teachers. This Domain values personal and professional reflection and learning to improve practice.
Strand 7. Critical thinking skills Refer to the many kinds of intellectual skills that in its most basic expression occurs when students are analyzing, evaluating, interpreting, or synthesizing information and applying creative thought to form an argument, solve a problem, or reach a conclusion.
Developmentally Appropriate Learning Teaching and learning activities and tasks suited to the needs, abilities, skills, and developmental level of Experience learners Diagnostic assessment Assesses what the learner already knows prior to instruction.
It also analyzes the nature of difficulties and misconceptions that the learner might have, which, if undiagnosed, might affect their learning of newer concepts.
Based on DepEd Order No. Formative assessment already covers diagnostic assessment. Differentiated Teaching Teaching-learning processes involving a wide variety of texts, tasks, processes and products suited to the various learning needs of diverse students Domain Broad conceptual sphere of teaching and learning practices defined by specific strands in the set of professional standards for teachers Formative assessment Refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course.
Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adj ustments can be made to lessons, instructional techniques, and academic support.
The first step to differentiate for interests is to find out what learners care about and like to do. Learner needs Refer to an observable gap between the learner's present knowledge or competence and the curriculum standards identified as necessary for the grade level.
Learning experiences Refer to any interaction, course, program, or other involvement in which learning takes place, whether it occurs in traditional academic settings schools, classrooms or nontraditional settings outside -of-school locations, outdoor environments , or whether it includes traditional educational interactions students learning from teachers and professors or nontraditional interactions students learning throughgamesand interactive software applications.
Learning Focused Instructional and assessment strategies that target meaningful learning Learning goals Reflect long-term objectives to learn new skills, master new tasks, or understand new things.
Professional network Refers to the connected community of educators, which may also be an online community like LinkedIn among others.
This is a vibrant, ever-changing group of connections to which teachers go to share and learn. These groups reflect their values, passions, and areas of expertise.
Please also refer to DepEd Order No. Teaching and learning resources Teaching aids and other materials that teachers use not only to enhance teaching and learning but also to assist learners to meet the expectations for learning as defined by the curriculum.
Bautista, Ed. Hazel D. Tolentino Amelia A. Biglete, Ph. Paiton Gina O. Gonong, Ph. Jocson, Ph. Donna Marie B.
Pantino Ma. Concepcion B. Montenegro Purita B. Bilbao, Ed. Senior Education Program Marilyn U. Balagtas, Ph.
Favian L. Rosero Education Teresita T. Rungduin, Ph. Malvin R. Tabajen Azucena P. Esleta Senior Program Manager represented by Ms. Paz Maria Lourdes D.
Richard Jay J. Arias Chito B. Salazar, Ph. Director Ranie B. Catimbang Fe A. Hidalgo, Ph. President, Philippine Business Zhanina U.
Ezra B. Erfe Education Ethel Agnes P. Valenzuela, Ed. 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.
Your email address will not be published. General Information on Department Order No. What are uses of the Philippine Professional Standards for Teachers?
Development of the Philippine Professional Standards for Teachers 1. Why do we need the Philippine Professional Standards for Teachers?
Why focus on teacher quality? How was the PPST developed? Were key stakeholders involved in the process of development and validation of the PPST?
Who funded the development of the PPST? Why are Career Stages important? These tools have been rigorously validated. Can we craft our own PPST-based tools?
Will teachers be assessed on all indicators? What if a school, for example, has no learners from indigenous groups? Are there specific means of verification MOV for each indicator?
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By Lolita C. Baldor, AP.Over 10, pre- and in-service teachers, principals, supervisors, DepEd Regional Directors and other educators across all regions in the country were involved in the development and validation of the PPST over three years. A makeshift memorial was fashioned for the legendary singer-songwriter, who This stage shows the acceptable standards for all teachers, which should Azn Spinning Chair 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 Saalespark.