MODULE

Participate in professional networks to share knowledge

MODULE 23
and enhance practice

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7.3.2 Participate in
professional networks
to share knowledge and
enhance practice

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7.3.2 Participate in
professional networks
to share knowledge and
enhance practice
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INTRODUCTION TO TEACHERS’ RESOURCE PACKAGE

Hello, dear Teacher!

Welcome to this Resource Package.

I am Teacher Rey!

And I am Teacher Dulce!

We are members of your support group in the Department

of Education (DepED). Together with your Principal, Master
Teachers, and colleagues, we are pleased to be your
mentors and companions as you use this resource package.

Are you ready?

W e begin by letting you know the journey of how we put together this resource
package.

In August of 2017, the Department of Education Secretary Leonor Briones signed

the Philippine Professional Standards for Teachers (PPST) into policy through
DepEd Order No. 42, S. 2017. The policy states, among other things, that the PPST
“shall be used as a basis for all learning and development programs for teachers.”

The Department of Education is committed to supporting your continuing

professional development. This resource package hopes to contribute to this
commitment.

As a teacher, understanding the PPST is crucial in order for you to grow and
flourish in your profession. The PPST identifies what you are expected to know, be
able to do, and value in your profession.

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 Participate in professional networks to shareIntroduction
knowledge

MODULE 23
and Resource
to Teachers’ enhance practice
Package

How can this resource package help you?

This resource package can help you as it:

• serves as your guidebook towards becoming better acquainted with the

PPST;
• provides you with another 12 modules for Proficient Teachers based on
12 indicators 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 the curriculum teaching areas and key stages of learners’ education.

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

Why do you need this resource package?

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 next 12 indicators for Proficient Teachers;
• are 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 with practices using the samples in the resource
package 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
resource package.

If learning is your passion, this resource

package is for you.

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PPST RESOURCE PACKAGE

You will discover that each module discusses a specific indicator

on becoming a Proficient Teacher. There are key concepts that
will be unpacked as you read the next few parts of these modules.
Most importantly, they will show you relevant illustrations of
practices that may help you understand and attain the indicators.

The modules explore the following indicators.

MODULE 13
1.3.2 Ensure the positive use of ICT to
facilitate the teaching and learning process

MODULE 14 MODULE 20
1.6.2. Display proficient use of Mother 5.3.2 Use strategies for providing timely,
tongue, Filipino and English to facilitate accurate and constructive feedback to
teaching and learning improve learner performance

MODULE 21
MODULE 15
5.5.2 Utilize assessment data to inform
2.1.2 Establish safe and secure learning
the modification of teaching and learning
environment to enhance learning through
practices and programs
the consistent implementation of policies,
guidelines and procedures

MODULE 16 MODULE 22
2.4.2. Maintain supportive learning 6.2.2. Build relationships with parents/
environments that nurture and inspire guardians and the wider school
learners to participate, cooperate and community to facilitate involvement in the
collaborate in continued learning educative process

MODULE 17 MODULE 23
3.2.2. Establish a learner-centered culture 7.3.2 Participate in professional networks
by using teaching strategies that respond to share knowledge and enhance practice
to learners’ linguistic, cultural, socio-
economic and religious backgrounds MODULE 24
7.4.2 Develop personal professional
MODULE 18 improvement plan based on reflection of
4.2.2. Set achievable and appropriate one’s practice and ongoing professional
learning outcomes that are aligned with learning
learning competencies

MODULE 19
4.3.2 Adapt and Implement learning
programs that ensure relevance and
responsiveness to the needs of all learners

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Participate in professional networks to shareIntroduction
knowledge

MODULE 23
and Resource
to Teachers’ enhance practice
Package

Each module contains the following parts:

OVERVIEW introduces you to ILLUSTRATIONS OF PRACTICE

the indicator for the Proficient walks you through sample
career stage and why you need illustrations of specific teaching
to achieve it; practices that show how the
standards are put into action;
SELF-REFLECTION allows you
to reflect on your knowledge, PROFESSIONAL DEVELOPMENT
skills and attitude related to the PLAN helps you identify your
indicator; strengths, development needs
and plans for specific action for
KEY CONCEPTS defines
professional development;
operationally the concepts used
pertinent to the indicator;
RESOURCE LIBRARY provides
SUPPORT GROUP allows you to resources with annotations that
consult and collaborate with your can help you further understand
teacher-friends who will provide the indicator.
suggestions on how to improve
your current practice;

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

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

“
We hope that you find the information, materials and resources in this package helpful as you
use the Philippine Professional Standards for Teachers as your guide towards professional
development.

We will be with you every step of the way.

Have a happy journey!

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 MODULE

23
PARTICIPATE IN
PROFESSIONAL NETWORKS
TO SHARE KNOWLEDGE AND
TO ENHANCE PRACTICE

CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

8 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: Participating in various
professional networks
- Illustration of Practice No. 2: Sharing knowledge
through professional networks
- Illustration of Practice No. 3: Enhancing practice
through professional networks
- Other Illustrations of practice

22 PROFESSIONAL DEVELOPMENT PLAN

23 RESOURCE LIBRARY
- Annotated Bibliography

25 ACKNOWLEDGEMENTS

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OVERVIEW

Hello! Welcome to Module 23. I am Teacher Dulce and with me

is Teacher Rey. Together, we will walk you through this module.

You are about to explore various practices in participating with

colleagues and other stakeholders to enrich your teaching-
learning practices.

As Proficient Teachers, you are expected to value personal growth and professional
development and exhibit high personal regard for the profession. You must
actively engage in collaborative learning with the professional community and
other stakeholders for mutual growth and advancement. You also need to assume
responsibility for personal growth and professional development for lifelong learning.

In this module, you will find authentic and instructive illustrations of practice
anchored on the Philippine Standards for Teachers (PPST) intended to help teachers’
current practice.

This module focuses on:

STRAND: Professional links with colleagues

INDICATOR: 7.3.2 Participate in professional networks to share

knowledge and to enhance practice

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KEY CONCEPTS

“
Understanding the following key concepts facilitates
deeper appreciation of the indicator and helps you
effectively participate in professional networks to share
knowledge and to enhance practice.

PARTICIPATION. This refers to teachers’ involvement in a

professional networks that will help them enhance their knowledge
and improve their teaching skills.

PROFESSIONAL NETWORK. This is a connected community of

educators, which may also exist online, e.g., LinkedIn, that provides
teachers with opportunities to develop professional knowledge and/
or practice.

SHARING OF KNOWLEDGE. This refers to an activity through which

information, skills, or expertise is selflessly imparted to colleagues
and other stakeholders to enrich the teaching-learning practice.

ENHANCEMENT OF PRACTICE. This is the enrichment of teachers’

manner or habit in the delivery of instruction. It reflects the teachers’
actions to improve knowledge, skills, values and attitudes as they
perform their duties and responsibilities in teaching.

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SELF-REFLECTION

Let us now reflect on our current practice regarding participating in

professional networks to share knowledge and to enhance practice.

Considering the key concepts, I have written down my own

reflection on this.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
…various professional …participate in professional ...connected to the academic
networks can help me networks that enable me circle that highly values
develop professional to enrich my teaching- professional growth and
knowledge and practice. learning practices. development.

“
Good reflection, Teacher Dulce! 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.

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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SUPPORT GROUP

Welcome to our support group! We always feel great helping

teachers who would like to improve their practices.

Let us see the following illustration of teachers’ current

practice in terms of participating in professional networks:

Teacher Charie makes sure that she always participates in the sessions, meetings,
conferences and training held by the department, school or division.

She documents her participation in professional networks by signing the

attendance sheet, noting important details, and receiving a certificate of
participation as means of verification (MOV).

© Jolito Brecia 2016

During this particular session, Teacher Charie worked collaboratively with her
colleagues by sharing the insights she gained from the session. She did this
by participating in the LAC session with her colleagues. She discussed some
classroom concerns to address and resolve similar problems that she and her co-
teachers experienced in teaching.

One of Teacher Charie’s co-teachers complained about the misbehavior of

her learners. Through the LAC, where they shared knowledge acquired from
the session, Teacher Charie and her co-teachers decided to develop together
interactive activities to engage the learners in the lesson and minimize
misbehavior.

The enhancement of Teacher Charie’s and her colleagues’ teaching practices was
validated by the positive and active response of the learners to their lessons.
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Probing
Looking closely at the given scenario, please try to
answer and reflect on the questions presented below.

1 As a Proficient Teacher, what was the role of teacher Charie in joining the LAC?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

2 What did Teacher Charie get from the LAC so she could use them as means of verification (MoV)?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

3 What specific knowledge did she learn from the LAC session? Do you think this could help
her in enhancing her teaching practice?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

4 If you were the one who participated in the session/meeting, how would you share
knowledge and enhance practice?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

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Suggestions for Improvement

You are doing a wonderful job! Here are our

suggestions for you to further enrich your current
practice.

We are glad that Teacher Charie shared with us how she uses professional networks,
LAC sessions and focus groups, as opportunities to share her knowledge and work
together with her colleagues to enhance practice. For Proficient Teachers to develop
professionally, you may take note of the following suggestions:

Explore other professional networks. Except from the regular sessions, meetings,
conferences and trainings held by the department, school or division, you may also
participate in professional development programs sponsored by professional teacher
organizations and development centers.

Create professional networks among peers. Professional networks may also be formed
among peers such as focus groups, co-planning and collaborative teaching teams.
There are also a number of online communities for educators that can be accessed
anytime and anywhere. You may choose to participate in any of these professional
networks depending on your needs and purpose.

Adhere to norms while sharing knowledge. Observe ground rules and confidentiality
of information to ensure a respectful and smooth group discussion. You may also
share knowledge with your colleagues through co-planning lessons, collaborative
teaching, and using online platforms/tools like planbook.com, Google Drive, Facebook,
etc. Contribute to these networks by combining your own strengths with others’ in
developing instructional innovations.

Set objectives for enhancement of practice. There are a number of professional

networks that you may participate in. However, not all of them specifically target your
needs to improve teaching practice. As a reference, use tools such as the Classroom
Observation Tool (COT-RPMS) to assess which indicators require improvement.
You may set objectives to enhance specific areas of practice by participating in
professional networks that target such areas.

Great suggestions! We hope that these can help you and other teachers, too!

To guide you in your participation in professional networks to share knowledge and to

enhance practice, we have provided several illustrations of practice in the next section.

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ILLUSTRATIONS OF PRACTICE

Teacher Rey and I will now walk you through the

different illustrations of practice that provide multiple
opportunities in sharing knowledge and enhancing
practice through participation in professional networks.

In the following illustrations, you will witness the journey of a Proficient Teacher who
has a passion for learning. She managed to become an effective classroom teacher
because of a supportive, cooperative, and nurturing school community.

ILLUSTRATION OF PRACTICE NO. 1

Participating in various professional networks

Source: techcrunch.com

A professional network is a connected community of educators. As part of curriculum and

planning, Proficient Teachers should participate in collegial discussions that use teacher and
learner feedback to enrich teaching practice.

Let’s see how Teacher Kath, a junior high school teacher, participates in various professional
networks.

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1.1 PARTICIPATING IN LEARNING ACTION CELL (LAC) SESSIONS

As a Proficient Teacher, Teacher Kath knows well all the professional network activities regularly
conducted in her school. Every school year, she actively participates in most, if not all, of the
activities such as Learning Action Cell (LAC) sessions.

Learning Action Cell (LAC) is a group of teachers who engage in collaborative learning sessions
to solve shared challenges encountered in the school facilitated by the school head or a
designated LAC Leader. LACs will become school-based communities of practice that are
positive, caring, and safe spaces (DepEd Order No. 35, s. 2016).

On the day of the LAC session, Teacher Kath came early to prepare herself for the day’s
activities. She signed the attendance sheet then joined her co-teachers as the emcee conducted
the preliminary activities. Highly Proficient Teachers served as resource persons in discussing,
demonstrating, and facilitating workshops about differentiated instruction. Teacher Kath wrote
personal notes and insights from the session, as follows:

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SCHOOL-BASED LEARNING ACTION CELL (LAC) SESSION

Date: September 14, 2018

Topic: Differentiated Instruction
Session Notes/Insights:
1. Today’s classroom is marked by learner diversity.
2. Differentiated instruction (DI) is a teaching philosophy based on the premise
that teachers should adapt instruction to learner differences.
3. Teachers should modify their instruction to meet learners’ varying readiness
levels, learning preferences, and interests.

During the session, Teacher Kath took down notes of the meaning of concepts such as the
‘differentiated instruction’, ‘learner diversity’, ‘readiness level’, ‘learning preferences’, ‘interests, and
others. She found them important to know for her to familiarize these concepts.

Teacher Charie participated also during the discussion by sharing her own teaching experience in
using differentiation strategies. Furthermore, other teachers who also participated in the session
brought up issues and challenges in using the differentiated instruction such as weak motivation of
learners for learning, disparity in individual differences among learners, the density of students per
classroom, not suitable classroom design, unavailability of education equipment and instruments,
mismatch of assessment system to the differentiated instruction strategy, etc. Teachers shared
their strategies to address these challenges. Teacher Kath, as a Proficient Teacher, was so fulfilled
and motivated to differentiate instruction. She learned valuable input from her colleagues as they
also do from her.

Aside from their practical experience, teachers was also provided with readings on theoretical
underpinnings of differentiated instruction. Like Teacher Charie, her colleagues read some
interesting points from literature on the importance of differentiated instruction in the class.

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1.2 PARTICIPATING IN ONLINE TEACHER COMMUNITIES

Teacher Kath also participates in online communities for educators that she can access anytime
and anywhere.

Online teacher communities offer ways for new and veteran educators to keep up with industry
trends. These communities encourage teachers to collaborate and share resources with
colleagues, discuss teaching strategies and connect with experts in the education field. Joining
a teacher community can also help teachers find resources to chart a professional-development
plan (Klindt, 2013).

In particular, Teacher Kath is a member of the LinkedIn online community. LinkedIn is a business
and employment-oriented service that operates via websites and mobile apps. It allows members
(both workers and employers) to create profiles and “connections” to each other in an online
social network which may represent real-world professional relationships.

Here is how Teacher Kath participates in the online professional network:

HOW TO DO IT

Teacher Kath typed the

URL of the network site
in the address bar of the
web browser. LinkedIn
can be accessed through
https://www.linkedin.
com/feed/

There is a need to sign

up in this network site.
Work information must
be completed to gain
a full access of the
network.

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Teacher Kath explored posts

that are relevant to her lesson
about advocacy campaigns. She
selected the post: “Teaching
Techniques: Project -Based
Learning”.

Some posts target practice-

specific content to address
teachers’ needs and purpose.

Professionals may interact with

one another by sharing posts and
comments.

By clicking the post,

Teacher Kath accessed
the free course in the
form of a video. Courses
may also be in the form
of an article or graphical
presentation.

The course includes

the overview, contents,
transcripts, and
notebooks.

The overview section

provides the course
details, learning
objectives, and profile of
the instructor.

By participating in this online professional network, Teacher Kath was able to gain knowledge
about Project-based Learning which she considered using in her lesson about advocacy
campaigns to make her learners’ learning more authentic and relevant.

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Proficient Teachers are expected to participate not only in the professional networks stated above
but also in other sessions, meetings, conferences and training held by the department, school
or division, including professional development programs sponsored by professional teacher
organizations. Other professional networks are described as follows:

• In-service Training for Teachers (INSET) – This is defined as the relevant courses
and activities in which a serving teacher may participate to upgrade his/her
professional knowledge, skills, and competence in the teaching profession.
Therefore, it encompasses all forms of education and training given to a teacher
who is already on the job of teaching and learning (Osamwonyi, 2016).
• Professional Teacher Organizations – They offer knowledge and membership
benefits to students, graduates and teachers. There are professional teacher
organizations for nearly every subject matter and educational specialty, and the
majority offer publications, newsletters and expert information relating to their
association’s specific focus (Campbellsville University Online Programs, 2018).

ILLUSTRATION OF PRACTICE NO. 2

Sharing knowledge through professional networks
Sharing what you know, or asking someone else to share what they know, may not seem like
such a big deal, but peer knowledge sharing can be a powerful tool to help educators teach
more effectively in the blended classroom. This often overlooked strategy is one of the best
ways to uncover problems, discover best practices, and find new or better resources for
teaching.

Different methods of teacher professional development are implemented throughout the

Department of Education (DepEd) to improve teaching-learning process. However, most
of these are top-down processes while there are fewer bottom-up teacher professional
development programs (DepEd Order No. 35, s. 2016).

Top-down teacher development programs are led by Distinguished and Highly Proficient
Teachers who share or transfer expert knowledge to Proficient and Beginning Teachers.
Examples of these are lectures or workshops during cascaded or echoed teacher training and
short-term courses.

Bottom-up teacher development programs are where colleagues study content and pedagogies
together, plan lessons collaboratively, and conduct action research as a group. Examples of
these are school-based learning action cells, teaching circles, communities of practice, and
lesson study.

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Let us now see some illustrations of practice by Teacher Kath in terms of sharing knowledge
through bottom-up method.

2.1 SHARING KNOWLEDGE IN LAC SESSIONS THROUGH FOCUS GROUP DISCUSSION (FGD)

Teacher Kath believes that knowledge is meant to be shared. So, she takes every chance to
learn from Distinguished and Highly Proficient Teachers, as well as from her peers, to share the
knowledge she gained among her colleagues and other stakeholders.

During the LAC session on differentiated instruction, Teacher Kath joined the grade-level
teachers for the breakout session. The teachers conducted a focus group discussion (FGD) which
is basically a small-group discussion guided by a facilitator or leader. It is used to learn about
opinions on a designated topic, and to guide future action.

The focus group of grade 9 English Teachers met to discuss how they address the needs of
learners with varying readiness levels in the classroom. The FGD facilitator gave an introduction
then explained the process highlighting the need to gather information and to meet some general
agreement. Teacher Kath was the first to share the effectiveness of using tiered activities for
struggling, grade-level, and advanced learners. Another teacher talked about using anchor
activities to create groups, while others shared about directing the higher level questions to the
learners who can handle them and adjusting questions accordingly for learners with greater
needs. All the while, the teachers observed smooth and respectful turn-taking during the group
discussion with the guide of the FGD facilitator.

At the end of the FGD session, Teacher Kath was very happy of the knowledge she imparted to
and learned from her colleagues. Here are ways to successfully share knowledge in FGD sessions
just like Teacher Kath:

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HOW TO DO IT
1. Listen attentively and follow carefully the instructions of the FGD facilitator. He
or she may discuss the purpose of the FGD, confidentiality of information, ethical
considerations, process of the group discussion, and ground rules. Clarifications must be
made before the FGD facilitator asks the first question to be discussed.
2. When given the turn to share opinion, make sure to take some time to think before
answering the questions. Try to address all the issues without simply repeating what
was already said.
3. Remain tactful in asserting strong opinions especially as response to others’ ideas which
may be disagreeable to you.
4. Take note of salient points in the discussion as these will be summarized by the FGD
facilitator at the end. There may be a need to make clarifications as to whether the
summary captured the essence of the discussion or not in order to meet some general
agreement.
5. Consider the results of the FGD session to guide your future action especially in the
enhancement of teaching practice.

2.2 SHARING KNOWLEDGE BY CO-PLANNING LESSONS

Lesson planning is sometimes difficult to do by just one teacher. The subject matter may be too
difficult or the teacher is new to the curriculum, standards or grade level. This challenging situation
may be seen as an opportunity to collaborate with colleagues instead.

One effective way of sharing knowledge and experiences with colleagues is through co-planning
lessons. Co-planning is where two teachers who are going to teach together decide how they will
implement instruction to meet the needs of all learners. During the planning process the general
goals of the lesson are developed along with ways to meet the academic and/or behavioral needs
of individual learners.

Teacher Kath teaches English to grade nine learners. She found it difficult to teach the learning
competency “Recognize faulty logic, unsupported facts, and emotional appeal” which she unpacked
into sub-competencies namely, “Identify types of fallacies in arguments” and “Use fallacies in
advocacy campaigns.”

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This particular topic was difficult for the learners, so there was a need for Teacher Kath to
address her learners’ varied interests with the use of ICT resources. Teacher Kath was equipped
with strategies in differentiated instruction but she needed support in ICT. She asked Teacher Cris
to work with her in co-planning the lesson. She shared her knowledge in differentiated instruction
to Teacher Cris and gained knowledge in ICT from him. The result was an exemplar lesson plan
that exhibits both teachers’ strengths.

The following parts or activities of the lesson plan highlight Teacher Kath and Cris’ collaborative
work:

This section of the lesson plan was designed for the learners to find practical
application of concepts and skills in daily living. The topic of faulty logic or fallacies
was related to persuasive techniques in advocacy campaigns.
This was done through the integration of a PowerPoint-based game which exposed
the learners to different media platforms like campaign posters, videos, jingles, etc.

The evaluation section of the lesson plan

highlighted the integration of ICT resources and
differentiated instruction.
Role-Audience-Format-Topic (RAFT) is an
approach based on the learners’ interests.
Learners are free to choose the role that they want
to perform as long as they meet the standards in
the rubric assessment.
The learners are encouraged to use computer or
mobile applications to enhance their presentation.
They will also post their work on social media
for them to experience firsthand the process of
campaigning for a cause.

Teacher Kath also used the knowledge she gained

from the online professional network, LinkedIn.
Through a project-based learning activity, the
learners are encouraged to think more deeply and
explore real-world challenges.

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At the end of the co-planning activity, Teacher Kath became more confident in delivering her lesson
because of the mutual support she got from her colleague. Here are ways to successfully co-plan
lessons just like Teacher Kath and Teacher Cris:

HOW TO DO IT
1. If planning lessons as a team, give each member a clearly-defined set of
responsibilities according to individual strengths. The idea is for each team member
to choose an area where he or she feels knowledgeable and has valuable ideas to
contribute
2. Keep co-planning meeting on track with a planning template and an effective leader.
A planning template may be given by the grade level leader prior to the meeting. Each
member brainstorms a number of effective strategies/activities for teaching each skill
in the coming week or unit, and comes to the meeting with the template completed.
3. Collaborate more effectively with the use of cloud storage data. Your team may use
lesson planning website or application like planbook.com which offers a collaborative
planning option. You can also use the free tool Google Drive where you can create
Google Docs or Google Spreadsheets for your lessons. Colleagues can add comments
or make edits if you allow them to, which means each person can offer input on lesson
plans at a time that is convenient for him or her.
4. Make the best of whatever your co-planners can offer and consider their lessons a
framework for your own. Accept the lesson plans your team members provide and
simply leave out the parts you don’t want to implement, inserting your own ideas
instead.
5. Create your own separate co-planning strategies apart from your grade level team.
Co-planning with just one or two colleagues you respect is also an effective strategy.
Partner up with a colleague whose teaching style is similar to yours and split the work
of fine-tuning the final lesson plans.
6. You can also look for someone outside your school to team up with like another
teacher in your division. Even if you don’t currently know another great local teacher
in your grade or subject area, you can seek them out online through platforms like
Facebook groups for teachers, Twitter chats, Instagram hashtags, etc. that will allow
you to find like-minded teachers and collaborate with tools like Google Drive, Skype,
Facetime, Voxer, and so on.
(Adapted from Watson, 2016)

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ILLUSTRATION OF PRACTICE NO. 3

Enhancing practice through professional networks
As a Proficient Teacher, you participate in professional networks not only to share knowledge
but also to enhance practice. The following illustrations of practice show how Proficient
Teachers effectively enhance practice through professional networks.

3.1 ENHANCING PRACTICE THROUGH COLLABORATIVE TEACHING

One of the ways to enhance practice is through collaborative teaching. Collaborative teaching,
sometimes called cooperative teaching or team teaching, involves educators working in
tandem to lead, instruct and mentor groups of learners. Teachers together set goals for
a subject, prepare individual lesson plans, teach learners, and evaluate the results. They
share insights, argue with one another, and perhaps even challenge learners to decide which
approach is better.

After co-planning their lesson, Teacher Kath and Teacher Cris decided to conduct
collaborative teaching in the delivery of the lesson. They adopted a co-teaching rotation
structure in which they took turns between delivering the lesson and observing student
learning and assisting learners who need support.

While Teacher Kath was teaching her class, Teacher Cris was observing learners’
understanding so that they can better plan future instruction. Sometimes, specific learners
were watched closely so that the teachers can determine new strategies to use with them.
Teacher Cris also moved around the classroom, assisting whoever needs support especially
the struggling learners. After Teacher Kath taught her class, it was her turn to be the
observer and assistant in Teacher Cris’ class.

This collaborative teaching practice helped learners spend more time with the teachers
and get more individual attention. The learners also had the opportunity to learn from two
teachers who have different teaching styles, ideas, perspectives and experience. It is made
easier for teachers to implement differentiated instruction and individualized learning. Here
are effective ways to do collaborative teaching:

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HOW TO DO IT

1. Respect each other. Mutual respect is critical to co-teaching relationship. Share ideas
openly and do much of your work facing learners together. It is fine to disagree with
someone’s ideas, but don’t make the disagreement deals about the person.
2. Clearly define roles and responsibilities. Co-teaching works better when the partners
agree on who does what, when. Clearly defined roles and responsibilities prevent
either partner from feeling the other has overstepped a boundary or avoided
responsibilities.
3. Be flexible. Innovation is difficult. That is why so many teachers find themselves falling
back on comfortable activities and strategies. Co-teaching allows you to gain another
person’s perspective on how instruction might be improved, how learners might be
best addressed, what resources to use, and so much more. Below are other co-
teaching structures described by Friend and Cook (1996, in Peery, 2017):
• Parallel teaching: The class is divided in two groups and the same material
is presented simultaneously by both teachers. The teachers plan the two
groups deliberately to maximize the success of all learners; this is not simply
a “pull-out” or intervention group sitting in the same room.
• Station teaching: Both teachers are actively involved in instruction as
learners are divided into groups and rotate from one station to the next.
There may be stations where learners work independently or with a
paraprofessional in addition to the two stations the co-teachers facilitate.
• Alternative teaching: One teacher takes a small group of learners and
provides them more intensive or specialized instruction that is different than
what the large group receives from the other teacher.
• Team teaching: Both teachers teach the content at the same time in tandem
or “tag team” fashion.
4. Plan together. The co-teaching relationship brings together two people with
wonderfully rich expertise and experiences. Co-teaching teams need ample planning
time to work through how to best utilize their strengths.
5. Learn from your teaching experience. Innovation requires failure. Many times, teachers
feel they have failed somehow during instruction, and in reality, the learners haven’t
even noticed. We are often our own worst critics. Revisiting or correcting something
later in the day (or the next day) doesn’t mean you failed earlier. It means you’ve
learned something since. This is the kind of ongoing learning we want to model for our
learners.
6. Communicate constantly. Planning time is one thing; constant communication is
another. Not only should co-teachers frequently plan for what standards will be
covered, how material will be taught, and how learners will be assessed, they should
also regularly communicate in less formal ways.
7. Seek administrative support. Sometimes, teachers have been scheduled to co-teach
by administrators but didn’t have much advance notice. If you and your partner don’t
have a common planning time when you can frequently collaborate, ask for it. Go to
your principal with a couple of proposals about how this can work without too much
disruption to the rest of the schedule.
(Adapted from Perry, 2017)

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Teacher Kath has just gone through her classroom observation assessment. She had three
observers including a master teacher, department head teacher, and the school principal. A copy
of the inter-observer agreement form was handed to her as MOV.

Based on the COT-RPMS Inter-observer Agreement Form, Teacher Kath’s participation in various
professional networks paid off. She got mostly high ratings especially in the use of differentiated
activities and ICT integration. However, she got a low rating in indicator number 3. She set new
objectives for the enhancement of practice. She aimed to improve the indicator in which she had
the lowest rating: Applies a range of teaching strategies to develop critical thinking and creative
thinking, as well as other higher-order thinking skills.

Aside from participating in relevant school-based LAC sessions, Teacher Kath also took the
initiative to choose from the DepEd advisories regarding training or seminar-workshops to be
conducted that focus on critical and creative thinking applications in the classroom:

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and enhance practice

She first asked permission from the school principal before she was given a travel order upon
approval. Participation of teachers in such seminar shall be subject to the no-disruption-of-
classes policy stipulated in DepEd Order No. 9, s. 2005 entitled Instituting Measures to Increase
Engaged Time-on-Task and Ensuring Compliance Therewith.

After participating in the professional network, Teacher Kath applied what she learned from the
activity in planning her lesson and in teaching her classes.

Teacher Kath’s lesson plan on interpreting

symbolism in poetry, which she unpacked from
the grade nine competency of “Explain the literary
devices used,” included a range of strategies like
visualization, questioning techniques, problem-
based learning, and RAFT to develop critical and
creative thinking, as well as other HOTS among her
learners.

As an evaluation of the lesson, she gave her

learners a differentiated task using RAFT or Role-
Audience-Format-Topic in congruence with the
objective of analyzing symbols used in poetry. She
provided another poem rich in symbolism for the
learners to interpret in different formats like song,
dance, poster, or pantomime. The learners were
given the choice to do the task they like and were
clustered into groups based on their interests.

The presentations were assessed based on the

rubric which vividly exhibited how her learners
developed critical and creative thinking, as well as
other HOTS through the various strategies she
used in her lesson.

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After another classroom observation assessment, Teacher Kath successfully used a range of
teaching strategies to develop critical thinking and creative thinking, as well as other higher-order
thinking skills among the learners.

A comparison of COT-RPMS Assessments shows explicitly the enhancement of practice. Below is

the result of teacher Kath’s new Classroom Observation Assessment:

Teaching is not an individual career; it is impossible to work as a classroom teacher and be entirely
removed from your peers and colleagues. In fact, the strength of teachers often comes from
their connections with other educational professionals. As a Proficient Teacher, it is essential
that you lean on your fellow educators as well as learn from your experience to effectively impart
knowledge and enrich teaching practice.

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Having seen how Indicator 7.3.2 can be achieved, you are now ready to think of strategies to help
you participate in professional networks to share knowledge and to enhance practice effectively.

The following table presents a summary of illustrations of practice that you may also consider in
making your teaching practices aligned with this indicator.

Other Illustrations of Practice

The teacher participates in other professional networks and teacher development
programs such as scholarships, distance learning, group action research, teaching circles,
communities of practice, and lesson study. He or she seeks opportunities to gain knowledge
from diverse networks in order to keep abreast of new educational trends.

For instance, distance or online learning for teachers is a mode of study that allows
teachers to study most or all of a course without attending at a campus-based institution.
Distance can refer to both material and interaction. Distance learning provides access
to learning when the source of information and the learners are separated by time and
distance, or both. During this type of education teacher-students communicate with the
faculty and other students via e-mail, electronic forums, videoconferencing, chat rooms,
bulletin boards, instant messaging and other forms of computer-based interaction.

The teacher shares knowledge gained from participating in professional networks through
other means like group research writing, oral and poster presentations, publications, and
posts in teacher online communities.

As an example, the teacher does not only search for and download materials from online
professional networks. He or she also interacts with other professionals by posting teaching
articles, images, videos and by offering tips, ideas, and solutions to problems. In return, he or
she is exposed to an entirely different world of information and career growth opportunities.

The teacher enhances practice by applying knowledge gained from professional networks
to teaching-learning process. Enhancement of practice based on the indicators is assessed
through the COT-RPMS conducted four times within the school year. The teacher also
assesses the improvement of his or her practice through the monitoring and evaluation of
learner progress and achievement as these inform the teacher about his or her teaching
and help him or her make more informed instructional decisions.

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“
PROFESSIONAL DEVELOPMENT PLAN

After you have explored the different key concepts on participating in

professional networks to share knowledge and to enhance practice,
you now have a better appreciation of the indicator. Based on your
learning in this module, think of what you can do to enhance your
professional development.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

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Happy planning!

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RESOURCE LIBRARY

Bibliography
We also provide you with resources with annotations that can help
you further understand the indicator. We hope that you find them
useful to know the indicator and to improve your teaching practice.

“
Brecia, Jolito. (2016). Learning Action Cell (LAC) Session in Mathematics 2016. Retrieved from
http://www.facebook.com/pg/naganhstiwi/photos/
This social network page contains a news article and documentation of the Learning
Action Cell (LAC) Session in Mathematics held at Naga National High School.

Campbellsville University Online Programs. (2018). Professional Teacher Organizations.

Retrieved from https://online.campbellsville.edu/program-resources/professional-
teacher-organizations/
This article explains how joining a professional teacher organization can be one way to
keep up with the latest breakthroughs, technology and information in education.

Department of Education. (2016). The Learning Action Cell as 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.
The DepEd Order provides guidelines for the development and implementation of
Learning Action Cell Sessions as continuing professional development strategy for the
improvement of teaching and learning.

Department of Education. (2005). Instituting Measures to Increase Engaged Time-on-Task and

Ensuring Compliance Therewith. Department Order No. 9, s. 2005.
The DepEd Order provides specific measures for the increase of engaged time-on-task
in order to meet the required number of school days in every school year and the time
allotment for the different subjects in every school day by lessening activities that take
teachers and/or students away from the classroom.

Klindt, Rob. (2013). The Best Online Communities for Teachers. Retrieved from http://online-
education-degrees.org/2013/09/12/online-communities-teachers/
This article identifies and provides an overview of some of the more popular teacher
communities.

LinkedIn Corporation. (2018). Retrieved from https://www.linkedin.com/feed/

This online community for educators and other professionals allows members to create
profiles and “connections” to each other in an online social network which may represent
real-world professional relationships. 25
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Osamwonyi, Eduwen. (2016). In-Service Education of Teachers: Overview, Problems and the
Way Forward. Retrieved from http://files.eric.ed.gov.fulltext/EJ1115837.pdf
This research article focuses on the overview and problems of in-service education
of teachers. It also provides relevant suggestions to achieve better staff development
program aimed at helping teachers to update their knowledge, expertise, skills, and
competence in the teaching profession.

Peery, Angela. (2017). Co-Teaching: How to Make it Work. Retrieved from https://www.
cultofpedagogy.com/co-teaching-push-in/
This article provides a wealth of co-teaching structures, strategies, and tips culled from
the writer’s expertise and experiences.

Watson, Angela. (2016). 6 Ways to Make Co-Planning Lessons More Efficient. Retrieved from
https://thecornerstoneforteachers.com/truth-for-teachers-podcast/6-ways-make-co-
planning-lessons-efficient/
This post gives suggestive ways in co-planning lessons efficiently as support for
teachers.

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and enhance practice

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

ACKNOWLEDGMENTS
PROJECT TEAM WRITER-COORDINATORS Christopher A. Cantos
Carmina L. Patriarca
Philip Jay N. Alcoberes, Ph.D. Jennifer E. Lopez Ma. Julieta San Jose
Senior Program Manager and Project OIC Director III Nancy D. Landicho
Leader Bureau of Human Resources and Merlinda C. Dominguez
Organizational Development Vilma S. Fernando
Christine Reading, Ph.D. Joyce Karen D. Dulnuan
Senior Research Fellow Maria Concepcion Beltran - Montenegro Isabel U. Bongtiwon
UNE-SiMERR Faculty, Ateneo de Manila University Miltrudes A. Dango
Delia A. Macalalad
Jan Albert G. Suing WRITERS Leonora C. Rubio
Research Officer Alfred James A. Ellar, Ph.D. Imee P. Aldea
PNU-RCTQ Annie Michelle F. Laurzano Ronald C. Dumapias
Arcangel Q. Bañez Jr. Jose Ariel S. Padsoyan
Rejelyn L. Vega Domingo R. Cueto Ronald C. Lontoc
Research Officer Gregorio T. Mueco Merlyn Conchita O. De Guzman
PNU-RCTQ Hermes P. Vargas
John Paul O. Dela Rosa EDITOR
May Grace D. Salazar Leonore L. Mingo, Ph.D.
PNU-RCTQ and UNE-SiMERR National Ma. Regaele A. Olarte
Research Centre Ryan G. Dela Torre GRAPHICS & LAYOUT ARTIST
Shiela Nina L. Rea-Santes Raymond S. Bermudez
Gina O. Gonong, Ph.D. Vilma A. Buhay
Director, PNU-RCTQ
REVIEWERS PNU PRESS
Jennie V. Jocson, Ph.D. Neil Vincent C. Sandoval, Ph.D.
Deputy Director, PNU-RCTQ Allen U. Bautista. Ed.D.
Vivian Buhain, Ed.D. Special Thanks
Allan S. Reyes. Ph.D. Leonardo Munalim, Ph.D.
Senior Program Manager, PNU-RCTQ Amparo M. Muñoz, Ed.D. AUSTRALIAN EMBASSY
Mary Ann P. Malipe
John Pegg, Ph.D. Jacinto S. Bose Francesca Lawe-Davies
Director, UNE-SiMERR Karen Clarissa L. Perez First Secretary-Education
Francis G. Baltazar
Joy Hardy, Ph.D. Marcela B. Lazaro BASIC EDUCATION SECTOR
Deputy Director, UNE-SiMERR Ofelia C. Ribot TRANSFORMATION (BEST)
Mercedes S. Oplas PROGRAM
Ken Vine, Ph.D. Maricel D. Ambid Alison Atwell, Ph.D.
Principal Research Adviser Bobby P. Caoagdan Team Leader
UNE-SiMERR Eliseo P. Buhain
Leah C. Vidal
Support Staff Odessa R. Duping
Silvia Danieli, FCA, MBA, B Bus Estrella B. Bulay Special thanks: All Regional
June Billings Christine Joy T. Beloken
Ambrose McDermott Richard Rizalino S. Salazar Directors, Superintendents and
Pamela L. Lamparas Gemma S. Santiago Principals who supported the
Beverly E. Estocapio Lederma A. De Guzman
Ruby Ann G. Gantalao Marvin R. Victorio Project
Michael Wilson I. Rosero Jobert Rodriguez
Mikkey Mari M. Tuazon Diane Marie B. Lavarias
Sarah Joy T. Alimboyong Aileen I. Carbonell
Rey L. Galido Jennie Joie A. Malangis
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