Guiding Principle Four
The teacher sharpens his or her professional skills
The document attached captures a peer assessment of my teaching practices and classroom management strategies.
4.1 Rigorously assesses ones’ performance in the teaching and learning process, collaborates with peers to critically examine ones’ teaching and learning performance, creates a personal plan for improvement and shares successful practices with peers.
4.2 Seeks out and pursues opportunities for improving mastery of content and methodology and builds competences in the use of technology in education.
A member of the American Association of Physics Teachers for the year 2025/2026
Certificates of Participation in the School's Professional Development Sessions
Unfortunately, I have no images to support this sub-principle. However, I would like to share that one main core curricular activity I participated in was assessment design and analysis for the different levels I teach.
4.2 Continued
Actively involved in core curricular activities that promoted their professional growth and development
4.2 Continued
Presenting my research titled
"A Phenomenological Exploration of First-Year University Students’ Lived
Experiences Executing Modified Cookbook Physics Laboratory Activities
Intended to Develop Attributes of Independent Learning"
to the members of the physics department (staff and students).
(September 26th 2024)
4.3 Maintains higher order functioning through strengthening abilities to reason, reflect, make fair judgment, evaluate, analyze and interpret.
The lesson on impulse and momentum aims to enhance students' higher-order thinking skills, such as creativity, design, and problem-solving. It began with a clear lesson objective: by the end of the lesson, students should be able to apply their problem-solving skills and demonstrate creativity related to the concepts explored. After each phase of the Five E's lesson, I posed questions to challenge their thinking. Additionally, at the end of each session, students are asked to reflect on what they have learned.
The document attached captures my reflection
after a class on kinematic. the reflection allowed to evaluate whether the approches used were effectives or ineffectives.
Used and evaluated teaching approaches that raised the achievement levels of both boys and girls (where applicable)
Reflection
This guiding principle underscores my commitment to continuously advancing my professional development to effectively meet the needs of my students. By enhancing my skills and knowledge, I can significantly improve my teaching and learning strategies. I take great pride in being part of a larger community where ideas are actively exchanged and innovative practices are shared.
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