(Col -Tea) Collaboration of Teachers on Utilizing Philippine Professional Standards for Teachers Modules

Abstract

INTRODUCTION

This study addresses among teachers the issues of Department of Education Order 42, s. 2017, a mechanism to gauge teachers' performance in relation to the Result-Based Performance Management System (RPMS). These issues indicate that teachers think this is an additional burden. But part of the institution aims to improve the quality and high standard of education so we need to understand, engage and embrace the process within. And so, teachers must solve the conflict and create ways to function properly and work towards the common good.

METHODS

Collaboration is done every quarter wherein teachers already selected the competency they are going to prepare for the rating day. The application of Modular Collaboration is every after-Classroom Observation making it four times application per teacher. In every after-Classroom Observation rating date, the Classroom Observation Tool Rating Sheet were collected as evidence of performance completing fourteen (14) Classroom Observation Tool Rating Sheet, compiling information of fifty -six (56) COT. The individual result of the fourteen (14) teachers was grouped into 3 categories; developing practicing and mastery. The group of score will be divided to the total number of teachers to get the percentages result. This process continuous from the second up to the last Classroom Observation to be able to identify who is the teacher needed much attention. Using the t -test two sample assuming equal variance determines the effectiveness of Col -Tea as means to solve conflict in PPST.

RESULTS

It is evident that all teachers reached the Mastery Level which isthe target level of the Modular Collaboration of Teachers. From 71% or 10 -Developing, 29% or 4 -Practicing of the first classroom observation to 100% -Mastery the target teacher practicing for fourth classroom observation as the implementation goes on.

DISCUSSIONS

Col -Tea achieved the targeted mastery level for all teachers. Based on the assessment result, after each collaboration of teachers’ improvement in teaching technique took place in them and became part of their everyday teaching. Teachers were driven to practice PPST instruction and able to create their own corrections from mistake because they are already familiar with the common practice for improvement. from 0% out of 14 during the Pre implementation of PPST teachers in the last quarter of school year became 100% Masters