The Beginning Teacher Indicators

Beginning Teacher Indicator (BTI) coverage .The column for Beginning Teacher Indicators (BTIs) is a new feature in pre-service teacher education syllabi. It
shows which BTIs are addressed and covered by a course. It also shows where BTIs are covered, specifically in the description, course learning outcomes, content
and assessment. Mapping course components to BTIs promotes constructive alignment, that is the intentional alignment of course content, assessment and
feedback to achieve course learning outcomes (Biggs, 2003; Biggs & Tang, 2011). Examining alignment of outcomes, content and assessment supports
constructive alignment in outcomes-based pre-service teacher education.

Domain 1: Content Knowledge and Domain 2: Learning Environment Domain 3: Diversity of Learners
Pedagogy
1.1.1 Demonstrate content knowledge and its application within 2.1.1 Demonstrate knowledge of policies, guidelines and procedures 3.1.1 Demonstrate knowledge and understanding of differentiated
and/or across curriculum teaching areas. that provide safe and secure learning environments. teaching to suit the learners’ gender, needs, strengths, interests
and experiences.
1.2.1 Demonstrate an understanding of research-based knowledge and 2.2.1 Demonstrate understanding of learning environments that 3.2.1 Implement teaching strategies that are responsive to the
principles of teaching and learning. promote fairness, respect and care to encourage learning. learners’ linguistic, cultural, socio-economic and religious
backgrounds.
1.3.1 Show skills in the positive use of ICT to facilitate the teaching 2.3.1 Demonstrate knowledge of managing classroom structure that 3.3.1 Use strategies responsive to learners with disabilities, giftedness
and learning process. engages learners, individually or in groups, in meaningful and talents.
exploration, discovery and hands-on activities within the
available physical
learning environments
1.4.1 Demonstrate knowledge of teaching strategies that promote 2.4.1 Demonstrate understanding of supportive learning environments 3.4.1 Demonstrate understanding of the special educational needs
literacy and numeracy skills. that nurture and inspire learner participation. of learners in difficult circumstances, including: geographic
isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child
abuse and child labor practices.
1.5.1 Apply teaching strategies that develop critical and creative 2.5.1 Demonstrate knowledge of learning environments that motivate 3.5.1 Demonstrate knowledge of teaching strategies that are
thinking, and/or other higher-order thinking skills. learners to work productively by assuming responsibility for their inclusive of learners from indigenous groups.
own learning.
1.6.1 Use Mother Tongue, Filipino and English to facilitate teaching 2.6.1 Demonstrate knowledge of positive and non- violent
and learning. discipline in the management of learner behavior.
1.7.1 Demonstrate an understanding of the range of verbal and non-
verbal classroom communication strategies that support
learner understanding, participation, engagement and
achievement.

Domain 4: Curriculum and Domain 5: Assessment and Domain 6: Community Linkages and Domain 7: Personal Growth and
Planning Reporting Professional Engagement Professional Development

4.1.1 Prepare developmentally sequenced teaching 5.1.1 Demonstrate knowledge of the design, 6.1.1 Demonstrate an understanding of knowledge 7.1.1 Articulate a personal philosophy of teaching
and learning processes to meet curriculum selection, organization and use of diagnostic, of learning environments that are responsive that is learner-centered.
requirements. formative and summative assessment to community contexts.
strategies consistent with curriculum
requirements.

4.2.1 Identify learning outcomes that are aligned 5.2.1 Demonstrate knowledge of monitoring and 6.2.1 Seek advice concerning strategies that build 7.2.1 Demonstrate behaviors that uphold the dignity
with learning competencies. evaluation of learner progress and relationships with parents/guardians and the of teaching as a profession by exhibiting
achievement using learner attainment data. wider community. qualities
such as caring attitude, respect and integrity.

4.3.1 Demonstrate knowledge in the 5.3.1 Demonstrate knowledge of providing 6.3.1 Demonstrate awareness of existing laws and 7.3.1 Seek opportunities to establish professional
implementation of relevant and timely, accurate and constructive feedback regulations that apply to the teaching links with colleagues.
responsive learning programs. to improve learner performance. profession, and become familiar with the
responsibilities specified in the Code of
Ethics for Professional Teachers.
4.4.1 Seek advice concerning strategies that can 5.4.1 Demonstrate familiarity with a range of 6.4.1 Demonstrate knowledge and understanding 7.4.1 Demonstrate an understanding of how
enrich teaching practice. strategies for communicating learner needs, of school policies and procedures to foster professional reflection and learning can be
progress and achievement. harmonious relationships with the wider used to improve practice.
school community.

4.5.1 Show skills in the selection, development and 5.5.1 Demonstrate an understanding of the role 7.5.1 Demonstrate motivation to realize professional
use of a variety of teaching and learning of assessment data as feedback in teaching development goals based on the Philippine
resources, and learning practices and programs. Professional Standards for Teachers.
including ICT, to address learning goals.