Republic of the Philippines

Department of Education
MODULE
TEACHER EDUCATION COUNCIL

4.4.2 PARTICIPATE IN
COLLEGIAL DISC USSIONS
THAT USE TEACHER AND
LEARNER FEEDBACK TO
ENRICH TEACHING PRACTIC E

ralian RESEARCH CENTER

FOR TEACHER QUALITY
RESEARCH CENTER FOR
TEACHER QUALITY
INTRODUCTION TO TEACHER RESOURCE PACKAGE

Hello, dear Teacher!

Welcome to this Resource Package.

I am Teacher Jen!

And I am Teacher Mike!

We are members of your support group. Together with

your principal, master teacher, and co-teachers, we are
pleased to be your guides and companions as you walk
through the modules.

These modules Are you ready?

are standalone
sections that We begin by letting you know how the journey started for
you can select us in putting together this resource package.
based on your
needs and In August 2017, Department of Education Secretary
interests. This Leonor Briones signed the Philippine Professional Standards
means that for Teachers (PPST) into policy through DepEd Order No.
you can choose 42, S. 2017. The policy states, among others, that the PPST
and read any “shall be used as a basis for all learning and development
module that is programs for teachers.”
most relevant
to you. You can The Department of Education is committed to supporting
take your time your continuing professional development. This resource
in familiarizing package hopes to contribute to this commitment.
yourself
with any one As a teacher, understanding the PPST is crucial in order
module with for you to grow and flourish in your profession. The PPST
no pressure to identifies what you are expected to know, be able to do, and
finish reading value in your profession.
all 12.
 PPST RESOURCE PACKAGE Participate in collegial discussions
Introduction to Teacherthat use teacher
Resource Package
and learner feedback to enrich teaching practice M
O
ED
UL

This resource package: 8

• serves as your guidebook towards becoming better acquainted with the PPST;
• comprises 12 modules corresponding to the 12 indicators that are aligned with
the Results-based Performance Management System (RPMS); and
• contains illustrative and instructive information that you will find realistic,
sensible and workable and can help you achieve the target indicators across
curriculum teaching areas and key stages of learners’ education.

We are happy to say that this resource package has been created and compiled by
teachers in support of other teachers.

You will find the materials here useful if you:

• reflect on your own classroom practices, and ensure that your teaching
practices are aligned with the indicators;
• want to mentor beginning teachers so they become better in their practice;
• are a part of a group of teachers who need materials for your school-
based Learning Action Cell (LAC) sessions in order to (i) learn more about
the PPST and (ii) innovate on practices using the samples in the resource
material as guide; and
• want to develop or expand the current work by (i) providing more examples
of practices or (ii) working on other career stages or indicators other than
the 12 presented in this package.

If learning is your passion,

this resource package is for you.

ii iii
 What can you expect to find in each module?

The modules explore the following indicators:

MODULE 1
1.1.2 Apply knowledge of content within and
across curriculum teaching areas. MODULE 7
4.1.2 Plan, manage and implement
MODULE 2 developmentally sequenced teaching and
1.4.2 Use a range of teaching strategies learning processes to meet curriculum
that enhance learner achievement in requirements through various teaching
literacy and numeracy skills. contexts.

MODULE 3 MODULE 8
4.4.2 Participate in collegial discussions
1.5.2 Apply a range of teaching strategies
that use teacher and learner feedback to
to develop critical and creative thinking, as
enrich teaching practice.
well as other higher-order thinking skills.

MODULE 9
MODULE 4 4.5.2 Select, develop, organize and
2.3.2 Manage classroom structure to use appropriate teaching and learning
engage learners, individually or in groups, resources, including ICT, to address
in meaningful exploration, discovery and learning goals.
hands-on activities within a range of
physical learning environments. MODULE 10
5.1.2 Design, select, organize and use
MODULE 5 diagnostic, formative and summative
2.6.2 Manage learner behavior assessment strategies consistent with
constructively by applying positive and curriculum requirements.
non-violent discipline to ensure learning-
focused environments. MODULE 11
5.2.2 Monitor and evaluate learner
MODULE 6 progress and achievement using learner
3.1.2 Use differentiated, developmentally attainment data.
appropriate learning experiences
to address learners’ gender, needs, MODULE 12
strengths, interests and experiences. 5.4.2 Communicate promptly and
clearly the learners’ needs, progress
and achievement to key stakeholders,
 PPST RESOURCE
including PACKAGE
parents/guardians.

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and learner feedback to enrich teaching practice M
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PARTS OF THE MODULES

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The module contains the following parts:

OVERVIEW introduces you to the

indicator and why you need to
achieve the indicator;

SELF-REFLECTION allows you

to reflect on your knowledge,
skills and attitude related to the PROFESSIONAL DEVELOPMENT
indicator; PLAN helps you identify your
strengths and development
KEY CONCEPTS defines key needs and plans for specific
concepts pertinent to the action for professional
indicator; development; and

SUPPORT GROUP allows you to RESOURCE LIBRARY provides

consult and collaborate with our you with resources (which may
teacher-friends who will provide include bibliography, forms,
suggestions on how to improve templates, appendices and
your current practice; links) that can help you further
understand the indicator.

Each module takes you through a journey of exploration and discovery, while you learn more
about the indicator and you apply it in your teaching context.

We encourage you to actively engage with the text as you read through the module.

We hope you find the information, materials and resources in this package helpful as you engage
with the Philippine Professional Standards for Teachers towards your professional development.
 PPST RESOURCE PACKAGE

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 MODULE
PARTICIPATE IN COLLEGIAL
DISCUSSIONS THAT USE
TEACHER AND LEARNER
FEEDBACK TO ENRICH TEACHING
CONTENTS

OVERVIEW

KEY CONCEPTS

SUPPORT GROUP

Suggestions for Improvement

8 ILLUSTRATIONS OF PRACTICE
Illustration of Practice No. 1: COLLEGIAL
DISCUSSION BETWEEN PEERS
Illustration of Practice No. 2: PROFESSIONAL
LEARNING COMMUNITIES
Illustration of Practice No. 3: COACHING SESSION
Illustration of Practice No. 4: LEARNING WALK

PROFESSIONAL DEVELOPMENT PLAN

RESOURCE LIBRARY

26 ACKNOWLEDGEMENTS

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We know that you had experienced difficulty in your

teaching. From whom do you usually seek advice? It’s good
practice that you’re collaborating with your colleagues.

Our profession demands collaboration so we can continuously improve our

teaching-learning processes. As members of our school communities, we need to
participate in various activities that highlight collaboration with our colleagues.

To help you build strong collaboration among your colleagues and school leaders,
we will provide you with several illustrations of practice of collegial discussions which
you can adopt. These are important in collectively thinking, reflecting and acting to
enrich your current teaching practices.

STRAND: Professional collaboration to enrich teaching practice

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MODULE 8
KEY CONCEPTS

“
PROFESSIONAL COLLABORATION. This refers to teachers working
together with colleagues and other stakeholders to enrich the teaching-
learning process.

COLLEGIAL DISCUSSION. This refers to mutually respectful

professional conversation with colleague/s, which can be formal or
informal, that promotes shared responsibility in enhancing the current
practice.

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Let us first reflect on our current practice regarding

professional collaboration in our school. As Proficient
Teachers, we have knowledge, skills and attitudes regarding
professional collaboration.

By looking at the indicator, I have written down my

own reflections on this. How about you?

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…

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“ KNOWLEDGE
Good reflection, Mike! Now, it is your turn to reflect on your
knowledge, skills and attitudes in relation to the indicator. You
may write it in the boxes below.

As a Proficient Teacher,
I do… I feel…
ATTITUDES

. . .

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and learner feedback to enrich teaching practice

MODULE 8
SUPPORT GROUP

“ Take time to read the transcript and find out how a group
of teachers utilized the focus group discussion (FGD), one of the
mechanisms for professional collaboration, to address the
challenge in teaching by drawing various feedback from teachers.

I think that’s not the case in my classroom.

Really? I assume that it might have been observed in your class. When I
came to pass by your room one time, I noticed that your learners at the
back were just playing. How about you, Ma’am?

I think we need to figure out the reasons why such observations were
noted.

Obviously, your activities might be too dull and boring. You should have
prepared exciting tasks for your learners. You should have established
rules. You should have performed better during class observations. I
think if you do these things, then you’ll engage your learners.

Yes, Ma’am.

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“ We’ll give you time to think about this and we’ll surely get
back to you.
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Based on the FGD presented earlier, try to

answer and reflect on the following questions.

What specific challenge to the teaching practice was discussed in the focus
group discussion?

Did the Master Teacher engage the teachers to address the challenge? Why? Why not?

If you were the Master Teacher, what questions would you have asked to draw feedback
from your colleagues?

Did the discussion reflect teacher collegiality? Why? Why not?

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MODULE 8
What roles do teachers play in collegial discussions?

Suggestions for Improvement

Have you finished answering the questions

posed earlier? We’re providing you here the
possible responses.

In the presented FGD, the Master Teacher (MT) initiated the discussion. However, the MT
failed to engage the teachers in the discussion tackling the reasons behind the learners’ low
level of engagement in the class.

Generally, the discussion lacked collegiality because the MT dominated the entire
conversation. It also turned to be a fault-finding session. Since the discussion became person-
directed, the MT was not able to establish shared inquiry into the practice.

For deep probing into the teaching difficulty, instead of imposing the rules, the MT should
have asked questions like “What do you think were the reasons? How could we address this?
What could be done?”

Collegial discussion is built on mutual respect and trust. For it to become a meaningful
professional conversation, the teachers should be actively listening and providing honest
feedback. These will provide a common ground for collaboratively reflecting and directing efforts
to the enhancement of the teaching practice.

“
How are your answers? We hope that you’re
starting to appreciate the importance of this indicator.

Now, we’ll be showing you different practices that

highlight collegial discussions which you can adopt in
your schools.
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ILLUSTRATIONS OF PRACTICE
As a Proficient Teacher, you are expected to demonstrate professional collaboration. In this
module, together let us discover the different illustrations of practice aligned with the Philippine
Professional Standards for Teachers that show specific ways on how you can participate in
collegial discussions.

The Focus Group Discussion (FGD) is just one of the

various modes that engage teachers in collegial discussion. You
need to remember that collegial discussions can include a range
of professional conversations, which can either be formal or
informal.

For your better understanding, we will present you various

practices for participation in collegial discussions using
teachers’ and learners’ feedback to enrich teaching practice:

ILLUSTRATION OF PRACTICE NO. 1:

Collegial Discussion between Peers
In a school, a 2nd grade teacher finds teaching reading challenging. She knows that her
colleague has a broad knowledge of different reading strategies. She talks to her and requests for
a peer observation. On the agreed date, the peer teacher models the reading technique that she
finds effective for her class. After, they engage in a discussion clarifying how the new teacher can
apply the technique to her own class.

Teacher Jennifer Macatangay shares her knowledge on strategies to her

colleague, Teacher Vicky Rebay (Photo credit: Monaliza Cabahug, 2018).

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MODULE 8
Take time to read the transcript of their collegial discussion after the peer observation.

Teacher A: I’d like to thank you, Ma`am, for accepting my In this conversation, we can observe
request for peer observation. that there is more freedom of exchange
of views regarding practices. Here, the
teacher’s feedback is channeled through
Teacher B: You’re very much welcome. So how did you
find the strategy that I used? a less threatening and more friendly
conversation. Likewise, the decision to
enrich one’s practice is already built
Teacher A: I thought that my kids would really enjoy the
lesson, too. through effective modelling.

“
When you showed the video, the children
really enjoyed rapping. The chant on words
with initial /p/ sound really caught their
attention and they even sang it, too.

Teacher B: What else do you think would work for your

own

Teacher A: I particularly liked the guessing game that

you did. Kids were really excited to guess the
object inside the box.

Teacher B: That’s nice. I hope I have helped you.

You have noted that peer observation involves teachers observing each other’s practice and
learning from each other. Here, teachers have the opportunity to give and receive feedback about
teaching practice and develop awareness about their own teaching (Australian Institute for Teaching
and School Leadership).

?
HOW TO DO IT?
In its three stages: pre-observation, during observation and post-observation, you can consider
these roles depending whether you will be the observer or the host-teacher (americanenglish.state.gov,
n.d.):
1. For the pre-observation meeting, the observer meets with the teacher before the class to
learn about the lesson’s focus and objectives. The teacher should define a focus area and make
sure you are both in agreement about how the observation will be conducted (duration, seating,
etc.).

2. During the observation stage, the observed teacher should inform learners about the
observation before the lesson. The observer should arrive a few minutes early and be as discreet
as possible: sit in the back of the room; focus solely on the observation and observe the entire
lesson and make detailed descriptive records for the post-observation meeting.

3. In the post-observation meeting, both the teacher and the observer should reflect and
discuss what happened in the classroom. Teachers should treat each other with respect and
offer opinions in a kind and constructive way. Participants should set action plans/goals based
on what they learn.
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Fellow Teacher, you need to remember that peer observation

is generally a friendly classroom observation.

It should NOT be a surprise classroom observation. This

should be well-communicated. To do this, you may engage in a
pre-conference with your colleague to identify your role, as well
as the specific areas in the instructional practice for the focus of
peer observation.

ILLUSTRATION OF PRACTICE NO. 2:

Professional Learning Communities (PLCs)
In an elementary school, the teachers, with the Master Teacher as the LAC leader, conduct
school-based professional learning sessions that focus on the different instructional approaches
for K to 12. Teacher-experts lead the discussion and the demonstration teaching.

The LAC leader then evaluates the teachers’ application of learnings from the LAC through
classroom observation.

Teachers of Rosario Elementary School engage in a collaborative learning

session that discusses the different strategies in learning areas in K to 12

“
As you observed, the teachers in the sample illustration of
practice participated in the school-based Learning Action Cell
(LAC). Teachers like you can improve your practice through
its collaborative learning sessions. Your active participation in
LAC will equip you with the content knowledge and pedagogical
skills which you can utilize to enrich your instructional practices.
Likewise, you can also share your best classroom practices in
the LAC for your colleagues to reflect on and apply.

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MODULE 8
Remember, that professional learning communities like LAC sessions can be maximized to
improve learner performance, with teachers discussing a range of topics to support teaching
and learning. They are also vital in addressing their professional development needs, sharing
challenges in teaching, strategies and best practices, and even sharing new skills and knowledge
learned in other trainings.

For successful LAC implementation, our department highlights its stages and the underlying
processes. The first stage generally aims to build trust and clarifies purpose by setting the norms
for the LAC session. The next stage emphasizes working together and planning to identify the focus
and direction of the LAC. The final stage describes how the LAC team will track their progress.

?
HOW TO DO IT?
As a member of your school’s professional learning community, you have significant roles
to make it succeed (As stated in the DepEd Order No. 35 s. 2016):
1. Serve as LAC facilitator or documenter or resource person for certain topics
when assigned such roles;
2. Develop plans to apply what has been learned and implement agreed action
plan in one’s classroom;
3. Monitor one’s progress in relation to the LAC Plan;
4. Prepare and submit documents or materials as needed and bring materials
relevant to the topic;
5. Reflect on the implementation;
6. Share learnings with colleagues in informal settings;
7. Prepare to share in each LAC session; and
8. Allow LAC leader to observe how the learning was applied.

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Aside from LAC, you can also enrich your practice by

engaging in instructional coaching. Find time to read the
illustration of this practice below.

ILLUSTRATION OF PRACTICE NO. 3:

Coaching Session

Teacher Lina Pasicolan encourages Teacher Karen Vergado to self-

reflect on her teaching practice in an instructional coaching session
(Photo credit: Monaliza Cabahug, 2018).

Master Teacher: I’d like to commend you for trying your best in teaching.

Teacher: Thank you, Ma’am.

Master Teacher: How’s your teaching? Which part of the lesson did you enjoy the most?

Teacher: I found it truly enjoying particularly when I presented the lesson.

Master Teacher: Why did you say it?

Teacher: My pupils were all active and they particularly enjoyed the game.
Master Teacher: What did you realize after?

Teacher: I thought that using games really helped. My learners were really engaged.

Master Teacher: Well, that’s good. How about the part of the lesson you found difficult or was
challenging for your learners?
Teacher: I found that my learners struggled in discussing the concepts. They were not
able to say it in their own words.

Master Teacher: What do you think was the reason for such?

Teacher: Probably they don’t know the right words for their answers. I thought that
I should have presented vocabulary words that were related to volume of
cylinder.
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MODULE 8
Master Teacher: So what will be your plans after this?

Teacher: Ma’am, I’m going to reteach this lesson. I’ll reinforce the understanding of key
concepts like volume by using different exercises and activities.

Master Teacher: How will you do it?

Teacher: I’ll try a different strategy, Ma’am. Today, I just used a word problem. I’ll let
them work on real problems tomorrow probably. I’m thinking of letting them
work on a problem that they need to measure volume using concrete objects
like beaker and measuring cups.

Master Teacher: Very well said, Ma’am.

As you have observed, the collegial discussion is established

by building rapport and trust. Here, the Master Teacher starts
the conversation by acknowledging the teacher’s effort.

Through probing, the MT then enables the teacher to reflect

on the specific strong instructional points. This draws the teacher
to be more open for feedback since the discussion is centered on
the practice.

As the conversation progresses, the MT guides the teacher

to self-reflect on areas that need improvement.

As closure, the MT allows the teacher to think and build on

their conversation to improve the instruction without necessarily
imposing the strategy to be used.

“
After reading the transcript, have you realized the importance
of instructional coaching to enrich your practice? Have you had a
similar experience of being involved in a post-conference with your
principal or your mentor?

Through the instructional coaching session, you are enabled to

explain and reflect on your practices while opening also yourself for
constructive feedback.

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Based on this practice, instructional coaching can become a meaningful and powerful tool
to engage teachers in professional learning. It comprises a collaborative partnership supporting
teachers’ goal-setting, using research-informed teaching practices. The coach focuses on supporting
the professional growth of individual teachers through modelling practice, classroom observation
and reflection, joint problem-solving, and conversations about teaching practice (AITSL, n.d.)

?
HOW TO DO IT?
You’ll definitely get the most from every instructional coaching session if you:
1. Provide honest evaluation of your personal teaching practices.
2. Seek and be open to suggestions.
3. Reflect on your practices, build on them and modify them if necessary.

Fellow Teacher, I know that you are quite hesitant to engage

in instructional coaching. But you should not be. Bear in mind
that it is NOT a session for finding faults in the teachers’
practice. Rather, it will guide you to enhance your practices
through self-directed reflection.

“
ILLUSTRATION OF PRACTICE NO. 4:
Learning Walk
The teachers participate in a classroom visit to
learn from the classroom management styles of the
host-teacher. Prior to the visit, they communicate
the idea to the host-teacher who positively agrees
and prepares for it. On the scheduled date, the
teacher-walkers visit her classroom while she
teaches. They are able to collect evidence of her
effective techniques. After the visit, they engage in
a professional dialogue that highlights sharing of
the host-teacher’s effective practices like pair work
and differentiating learning activities. Grade six teachers of Rosario Elementary School engage in a
professional conversation after a collegial visit to Teacher Jean
14 Hernaez’s classroom (Photo credit: Edna Pangilinan, 2018).
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Participate in collegial discussions that use teacher
and learner feedback to enrich teaching practice

MODULE 8
Take time to read the transcription of their professional dialogue:

Teacher-Walker A: I’d like to thank you, Ma’am, for accommodating us

in your class.

Host Teacher: You’re welcome, Ma’am.

The transcription
Teacher-Walker B: We have observed that pair work really works in
presented highlights
your class. How did you do it, Ma’am?
professional conversation
after a learning walk.
Host Teacher: Well at first I tried to do it with their seatmate,
Here, the host-teacher
but it didn’t turn out that well. There are times that
and the teacher-walkers
they don’t actually work together. But the idea
discuss a specific area in
really is that I want them to have a buddy while
the instructional practice
studying so that they would find the challenging
that impacted learners’
tasks quite manageable. So, I asked my learners
performance. They
to choose somebody, maybe a friend in the class
collaboratively probe the
whom they want to study with.
reasons for such practice
and the way they implement
Teacher-Walker B: So how did your learners find pair work?
the practice in class.

Host Teacher: They really enjoyed it because they’re studying

together. When I employed it in Math, I allowed
them to solve challenging problems together.
Aside from they completed the tasks accurately
and fast, they also developed friendship.

The practice described illustrates Learning Walk which consists of a group of teachers, and
perhaps school leaders (usually called walkers), visiting and observing the practices of the teacher
(host) in the classroom. Here, the group identifies a relevant teaching and learning focus, and gathers
evidence related to this focus from across the school. Observers, then, build a whole school picture of
practice in the identified focus area while also developing insights into their own professional practice
(Australian Institute for Teaching and School Leadership).

?
HOW TO DO IT?
If you take the role of the host, you may consider these:
1. Provide authentic evidences for the agreed area of focus of the
learning walk.
2. Provide your colleagues/walkers with sample evidence of your best
practices.
3. Seek for clarifications in your practices.
4. Reflect on the discussion and apply relevant learning.

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It is not evaluative nor is it designed for individual feedback

(Williamson and Blackburn, 2013).

“ HOW TO DO IT?

the class rules they both set.

2. A teacher in an informal dialogue airs his or her concerns about the
frequent absences of his or her learner to a teacher-friend. In their
exchange, the teacher agrees with the friends advice to conduct a home
visit and to talk to the learner’s parents.
3. A teacher engages in an informal discussion in a social media platform
when he or she seeks advice about her problem in finalizing his or her
class list in the Learners’ Information System.

Fellow Teacher, you also have to consider that your

professional collaboration is not exclusive with your colleagues
in your school because you may also collaborate and engage in
collegial discussions that are beyond your immediate school
environment, as illustrated in the practices shown on the
following page:

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MODULE 8
?
HOW TO DO IT?
1. After attending a seminar, a teacher engages in a conversation with
the speaker/resource person/trainer on the topic. The teacher asks the
speaker possible ways of how the learnings from the seminar could be
applied to his or her practice.
2. As part of the Leader School team, a teacher shares her practices with
the teachers of the Partner School in a capability-building session. The
receiving teachers also seek her assistance in the development and
evaluation of their localized materials (Based on DepEd Order 44, s.
2016 School to School Partnership).
3. In a regional training of learner-writers, the school paper advisers and
trainers from different divisions collaborate and implement an intensive
writing workshop based on individual learner’s needs.

Collegialdiscussionsaregenerallybuiltonfeedback, whether

“ For your participation in collegial discussions, you need

to develop trust and respect for your colleagues because
they can provide you with significant feedback which you can
utilize to enrich your teaching practices.

Likewise, your commitment to apply whatever learnings

you have gained from these professional collaborations will
contribute immensely to the enrichment of your teaching
practices.

Happy collaborating!
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For your better appreciation of this indicator, here are other illustrations of practices.

KEY CONCEPTS ILLUSTRATIONS OF PRACTICE

Professional To address the cases of struggling readers, a group of reading teachers

collaboration collaborate in planning and implementing a reading program. After, they
evaluate the impact of their intervention program.

In their LAC session, teachers work together to develop a module to help

learners who have difficulty in solving math problems.

Collegial discussion Teachers seek the feedback of their colleagues in the periodic tests
(collegial discussion they developed in a learning area.
among teachers of the
same level)

(collegial discussion A teacher talks to her principal to seek technical assistance to improve
between the school her teaching techniques for struggling learners. The principal advises
head and the teacher) the teacher to utilize game-based techniques.

(collegial discussion In a meeting, the principal asks the teachers possible mechanisms to
between teachers and recognize learners with exemplary conduct. The teachers cite and
the school head) explain various strategies. With the principal-led discussion, the teachers
unanimously agree to conduct an Appreciation Day.

(collegial discussion A senior high school teacher engages in a professional dialogue with the
between a teacher school’s guidance counselor. This concerns the report about his learners’
and the guidance misconduct during the flag-raising ceremony.
counselor)

(collegial discussion A senior high school teacher engages in an informal talk. She seeks her
between a teacher and teacher-friend’s advice about dealing with the learners’ unruly behavior.
a teacher-friend)

(collegial discussion A teacher engages in a professional discussion with a colleague to reflect

between teachers on the outcomes of his instructional plan. He refers to his lesson for
teaching the same teaching two-step word problems involving improper fractions. He
subject) emphasizes the importance of partner and small group learning,
connecting new learning to previous learning and learner evaluation. Both
teachers draw on their expertise in working with learners of different ages
to evaluate effective strategies for achieving successful learning outcomes.

With learner discipline being a challenge, an English teacher seeks

(informal collegial
advice from the teachers of other department.
discussion between
teachers of different
disciplines)
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MODULE 8
KEY CONCEPTS ILLUSTRATIONS OF PRACTICE

(informal collegial A teacher in an informal dialogue airs her concerns about the frequent
discussion among absences of her learner to a teacher-friend. In their exchange, the
teachers) teacher agrees with the friend’s advice to talk to the learner.

(informal collegial A teacher engages in an informal discussion with co-teachers in a group

discussion using social chat. He or she seeks advice on how he or she can deal cases of
media) absenteeism among his or her learners.

Teacher feedback After the class observation, the Master Teacher (MT) of an elementary
(collegial discussion school conducts a post-conference with the teacher. As an instructional
based on MT/mentor’s coach, the Master Teacher guides the teacher to reflect on her
feedback) instructional technique. They both agree on the schedule of another
classroom observation so the MT can determine the teacher’s extent of
application of the learnings from their coaching.

Learner feedback A physics teacher in a junior high school conducts a simple survey among
(collegial discussion his learners. His teacher-made questionnaire focuses on questions
among teachers using that seek the learners’ feedback on their preferred teaching style. The
learner feedback to teacher discovers that majority of the learners like the use of video clips
enrich current practice) in instruction rather than the conventional lecture. The teacher, in turn,
modifies his techniques and adopts the video clips. He later observes
that his learners are more engaged in the teaching-learning process. In
one of his conversations with his colleague, he shares his insights from
this experience.

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PROFESSIONAL DEVELOPMENT PLAN

“ STRENGTHS
Fill in the personal action plan below.

DEVELOPMENT NEEDS
What are the skills you
ACTION PLAN TIMELINE RESOURCE NEEDED

need to improve?

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MODULE 8
RESOURCE LIBRARY

Annotated Bibliography
American English. (n.d.). Teachers helping teachers: Peer observations. Retrieved from
https://americanenglish.state.gov/files/ae/resource_files/peer_observation_handout.pdf
This material stresses the significance of peer observation as a method for teacher
collaboration. It also discusses its stages and the roles of both the observer and the observed
teacher.

Australian Institute for Teaching and School Leadership (n.d.). The essential guide to
professional learning: Collaboration. Retrieved from https://www.aitsl.edu.au/docs/default-
source/default-document-library/the-essential-guide-to-professional-learning---collaborationc
e4a8891b1e86477b58fff00006709da.pdf?sfvrsn=86a2ec3c_0
This online material provides insights and practical strategies to help teachers and school
leaders engage in effective professional collaboration. It explores the importance of
collaborative professional learning, as well as the role of the school leader/mentor in supporting
a collaborative learning culture.

Cueto, D. R. (2017). Minutes of a focus group discussion. Rosario Elementary School.

This reports the collaborative probing of teacher practice through a focus group discussion. It
also describes the priority areas for improvement by drawing the participants’ feedback.

Department of Education (2017). National Adoption and Implementation of the Philippine Professional
Standards for Teachers. Department Order No. 42, s. 2017.
This set of standards defines teacher quality in the country and describes the roles of
teachers, the professional standards for teachers, the teacher quality in the Philippines, the
seven domains which collectively comprise 37 strands, and the career stages. Further, the
definitions of some key concepts in this module are taken from the PPST glossary of terms.

Department of Education. (2016). The Learning Action Cell as a K to 12 Basic Education Program
School-Based Continuing Professional Development Strategy for the Improvement of Teaching
and Learning. Department Order No. 35 s. 2016.
This provides the guidelines that support continuing professional development of teachers
through the school-based Learning Action Cell (LAC) which primarily functions as a
professional learning community to help them improve practice and learner achievement.

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Department of Education. (2016). Guidelines on the School-to-School Partnerships for Fiscal Year
2016. Department Order No. 44, s. 2016.
This document presents the department guidelines that strengthen collaboration among
schools. It highlights school-to-school partnerships where high performing schools are tapped
as valuable resource as coaches, mentors and role models for schools that need technical
support in instruction.

Marzano, R., Simms J., Roy, T., Heflebower, T., & Warrick, P. (2012). Coaching classroom
instruction. Marzano Research.
The authors discuss the various mechanisms for instructional coaching that teachers, school
leaders and mentors can utilize to enrich their current practice.

Panaligan, Mary Joy. (2017). Peer observation notes. Rosario Elementary School.
This document describes the practice of a teacher during a peer observation. It also identifies
the instructional techniques used and their impact on learning from the perspective of a
colleague.

Peer observation. (n.d.). The University of Newcastle Australia. Retrieved from

https://www.newcastle.edu.au/ data/assets/pdf_file/0020/211853/Guide-to-Peer-
Observation.pdf
This material presents the significance of peer observation as a mode for professional
develpment among teachers. It suggests processes and steps teachers may follow in
conducting peer observation.

Professional learning communities. (n.d.). Retrieved from from https://www.aitsl.edu.au/docs/default-

source/feedback/aitsl-professional-learning-communities-strategy.pdf?sfvrsn=c42dec3c_2
This material highlights the significance of professional learning communities in improving
teacher practices by suggesting techniques for their implementation.

Williamson, R. & Blackburn, B. (2013). Five collaborative professional learning activities.

Retrieved from https://www.naesp.org/communicator-october-2013/five-collaborative-
professional-learning-activities
The authors suggest strategies and offer new ways for teachers to work collaboratively and
gain the knowledge and skills necessary to positively impact learner learning.

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 Participate in collegial discussions that use teacher
and learner feedback to enrich teaching practice

MODULE 8
Appendices
Appendix 1: Minutes: Focus group discussion on classroom observation findings

MINUTES
FOCUS GROUP DISCUSSION (FGD) ON CLASSROOM OBSERVATION FINDINGS

Date and Time: July 21, 2017 4:30 p.m

Attendees:
Name Position
Marissa Barrera Master Teacher II
Domingo R. Cueto Master Teacher I
Jennifer Macatangay Teacher III
Ricardo Abeledo Teacher III
Ludivina Brosas Teacher III
Elizalde Dura Teacher III
Vicelinda Mallari Teacher III
Edna Pangilinan Teacher III
Gina B. Baluyot Teacher II
Monaliza Cabahug Teacher I
Bryan Dave Brito Teacher I
Karen Vengado Teacher I

A. The FGD was conducted to discuss the findings of the recent classroom observation and propose
possible intervention.
B. Among the classroom observation findings were:

1. Good points
a. Teachers displayed mastery of the subject matter. They knew their content well.
b. Instructional materials were provided. Majority used charts and textbooks. Some utilized slide
presentations.
c. Positive classroom discipline was highly-evident.

2. Areas for Enhancement

a. Feedback Mechanism for Pupils
Learners’ responses, particularly the correct ones, were provided verbal feedback such
as “Good, Very Good’. However, feedback should also be provided to the learners as they
perform individual activities. The teachers reported that they need to understand deeply the

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varied types of feedback mechanism for the pupils so they can apply them appropriately.

b. Time Management
Some class exceeded the time allotment. The group decided that instructional planning
should consider the allotted time. They told that they need to be acquainted with various
teaching techniques in classroom management particularly maximizing contact time in
the classroom.

C. To address the areas for improvement, the group agreed to conduct Learning Action Cell on:
1. Utilization of Learner Feedback
2. Techniques for Time Management in the Class

D. The Master Teachers will serve as the LAC Facilitators on July 28, 2017 at 4:00 p.m in the RES
Library.

Prepared by:

DOMINGO R. CUETO
Master Teacher

24
 Participate in collegial discussions that use teacher
and learner feedback to enrich teaching practice

MODULE 8
Appendix 2: Peer observation notes

January 13, 2018

PEER OBSERVATION NOTES

Since I found teaching beginning reading challenging, I asked my teacher-friend and

Grade II English teacher, Ms. Rocell Bautista, for a peer observation.

On the agreed date, she modeled explicit teaching on the beginning /p/ sound. She
prepared various teaching-learning materials. When she showed the video, the children
really enjoyed rapping. Similarly, the chant on words with initial /p/ sound really
caught their attention and they even sang it too. I particularly found the guessing game
to be effective for the kids. They were really excited to guess the object inside the box.

In guided practice, she allowed the learners to work in small groups to help the
learners overcome their anxiety in reading words with /p/ sound. In her evaluation,
she used worksheets where kids can draw objects with the initial /p/ sound.

After, we had a collegial discussion. She told me that instruction should consider the
interests of the learners. Activities which integrated games, songs and drawings are
generally engaging to the kids.

MARY JOY L. PANALIGAN

Peer Observer

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 PPST RESOURCE PACKAGE
TEACHER EDUCATION COUNCIL
Leonor Magtolis Briones Evelyn G. Chavez, Ph.D. Lorina Y. Calingasan, Ph.D.
Secretary Mindanao Zonal Representative Social Studies Subject Representative
Department of Education
Lourdes R. Baetiong, Ph.D. SECRETARIAT
Allan B. De Guzman, Ph.D. Language Subject Representative Runvi V. Manguerra, Ph.D.
Luzon Zonal Representative Executive Director II
Myrna B. Libutaque, Ph.D.
Rita May P. Tagalog, Ph.D. Mathematics Subject Jayson A. Peñafiel
Visayas Zonal Representative Representative Education Program Supervisor

ACKNOWLEDGEMENTS
Glinore Morales Sandra A. Garcia
PROJECT TEAM Beverly Estocapio Eduard O. Gonong
Ruby Gantalao Ryan H. Homan
Gina O. Gonong, Ph.D. Luis Angelo Abergas Glen P. Honrado
Joint Project Team Leader and Director Lyndon Morales Neri D. Mangalindan
PNU-RCTQ Guillen Nabong Amparo M. Muñoz
Ezra de Jesus Natividad V. Nacino
John Pegg, Ph.D. Aufric Alma N. Navarro
Joint Project Team Leader and Director WRITER-COORDINATORS Carlo Donato E. Olivan
UNE-SiMERR Jose Ariel S. Padsoyan
Jennifer E. Lopez Jennifer M. Rojo
Christine Reading, Ph.D. Education Program Supervisor Gemma A. Realo
Senior Research Fellow Region IV-A Neil Vincent C. Sandoval
UNE-SiMERR
Maria Concepcion Beltran - Montenegro EDITOR
Michael Wilson I. Rosero Faculty, Ateneo de Manila University Myrna L. Macalinao, Ph.D.
Senior Research Officer

PNU-RCTQ 26 WRITERS
Adelyn R. Bartolome Domingo R. Cueto
Mikkey Mari M. Tuazon Alfred James A. Ellar Mark Anthony P.
Research Officer Idang Gerlie C. Lopez
PNU-RCTQ Francis Victor A. Medrano May Grace D.
Salazar Shiela Niña Rea-Santes Ryan G. dela
PNU-RCTQ and UNE-SiMERR National Torre
Research Centre John Paul dela Rosa Grace Urbien-Salvatus
Karina Angela C. Celestial Arlene M.
Jennie V. Jocson, Ph.D. Hernandez
Deputy Director, PNU-RCTQ Christian Mespher A. Hernandez

Allan S. Reyes. Ph.D.

Senior Program Manager, PNU-RCTQ REVIEWERS
Shirley N. Cerbo Jerome A. Chavez, Ed.D.
Joy Hardy, Ph.D. Mary Leigh Ann C. Perez Vivian I. Buhain,
Deputy Director, UNE-SiMERR Ed.D.
Philip Jay N. Alcoberes, Ph.D. Allen U. Bautista,
Ken Vine, Ph.D. Ed.D. Maricel D. Ambid
Principal Research Adviser Manuel R. Apuli Florpina B. Galay
UNE-SiMERR

Support Staff
Silvia Danieli
June Billings
Ambrose McDermott
 GRAPHICS &
LAYOUT ARTIST
Raymond S.
Bermudez

AUSTRALIAN
EMBASSY

Francesca Lawe-
Davies
First Secretary-
Education

BASIC EDUCATION
SECTOR
TRANSFORMATION
(BEST) PROGRAM

Kaye Cox
Team Leader

Alison
Atwell,
Ph.D.
Componen
t Lead
Teaching
and
Learning

Soledad L. Lecaroz
Teacher
Development
Specialist

Special thanks: All

Regional Directors,
Superintendents and
Principals who
supported the project

27
Participate in collegial discussions that use teacher
and learner feedback to enrich teaching practice M
O
D
EUL

27
e Department of Education - Teacher Education Council

The PPST Resource Package was developed through the Philippine National
Research Center for Teacher Quality (RCTO) with support from the Australian
Government through the Basic Education Sector Transformation (BEST) Program.

Australian
Aid