TEACHER EVALUATION STANDARDS - THE MCREL MODEL (MID- CONTINENT RESEARCH FOR EDUCATION AND LEARNING

1. Teachers demonstrate leadership. 

• lead in their classrooms

• demonstrate leadership in the school

• lead the teaching profession

• advocate for schools and students demonstrate high ethical standards

2. Teachers establish a respectful environment for a diverse population of students. 

3. Teachers know the content they teach.

4. Teachers facilitate learning for their students.

5. Teachers reflect on their practices.

THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

  The PPST, the revised National Competency-Based Teacher Standards (NCBTS), give the teacher professional competencies in seven domains, 37 strands and 148 performance indicators for four career stages. According to the PPST, quality teachers in the Philippines need to possess the following characteristics:

• recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound and critical understanding of the application of theories and principles of teaching and learning. They apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research. They display proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to promote high-quality learning outcomes.

•  provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement. They create an environment that is learning- focused and they efficiently manage learner behavior in a physical and virtual space. They utilize a range of resources and provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards the attainment of high standards of learning.

•  establish learning environments that are responsive to learner diversity. They respect learners' diverse characteristics and experiences as inputs to the planning and design of learning opportunities. They encourage the celebration of diversity in the classroom and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.

•  interact with the national and local curriculum requirements. They translate curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning. They apply their professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to learners' needs and incorporate a range of teaching and learning resources. They communicate learning goals to support learner participation, understanding and achievement.

• apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners needs, progress and achievement. They use assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. They provide learners with the necessary feedback about learning outcomes that inform the reporting cycle and enables teachers to select, organize and use sound assessment processes.

• establish school-community partnerships aimed at enriching the learning environment, as well as the community's engagement in the educative process. They identify and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspirations of the wider school community and other key stakeholders. They understand and fulfill their obligations in upholding professional ethics, accountability and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community.

•  value personal growth and professional development and exhibit high personal regard for the profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. They value personal and professional reflection and learning to improve their practice. They assume responsibility for personal growth and professional development for lifelong learning.