ADDRERSSING TEACHERS’ COMPETENCY GAPS

MICAH PEARL B. MANALANG

aaaaa,t is presumed that educators never stop learning 7eaching is vieZed as a career Zhere learning happens outside of the intimidating classroom 7his means that teachers as professional educators must continually reinvent improve and retool themselves in order to stay abreast of the neZest concerns innovations and trends in the field of education $s a result they develop the necessary NnoZledge sNills fle[ibility and responsiveness to the demands of the current educational environment acting in the best interests of the students and the educational system /earning gaps among pupils and students are Zidespread as an aftereffect of the tZo pandemic school years 6chools all over the Zorld have been stopped and school disruptions have been shoZn to have both immediate and long-lasting detrimental impacts on pupil performance in school and tenacity 6chool interruptions have been shoZn through research to have an unfavorable effect on students academic sNills and perseverance 0eyers 7homasson 0 and these impacts may differ depending on their socioeconomic bacNground 6everal approaches have been used to investigate the conseTuences of school disruptions on student performance +ence teachers should be Zell aZare of hoZ to address this pressing issue +ence addressing teachers¶ competency gaps Zill aid in addressing the learning gaps ,n the Philippine conte[t there are a lot of insights that may be gathered regarding professional groZth and development activities $ccording to *ines 0 the Philippines version of professionali]ation includes licensing certification evaluation accreditation and ongoing professional development activities ,n the Philippine setting there are numerous aspects of professional development that impact one s groZth and development and tend to present issues and challenges for teachers 5ecogni]ing the reTuired competencies that educators must have in all areas presented in the standards enables them to communicate their pedagogical methods both theoretical and practical and evaluate their performance at ZorN (ach area of e[pertise is critical interconnected and dependent on the others 7eachers can develop a professional development plan based on their self-evaluation and looN for both formal and informal opportunities to enrich and improve their sNills Perspective on one s oZn e[ercise and results is an essential step in professional development (ducators must be able to adapt to neZ situations and changes Professional standards assist teachers in their processes of reflection and adaptation Professional standards assist teachers in their processes of reflective thinNing and adaptation %eing a teacher at any level according to =eiger 0 reTuires a significant amount of e[pertise and NnoZledge Putting an emphasis on core educational areas of e[pertise ensures that almost all instructors and other educators are capable of maNing school a great e[perience for pupils as Zell as their families %ecoming an educator at any stage reTuires an enormous Tuantity of e[pertise and understanding &oncentrating on fundamental abilities for educators assists in ensuring that all teachers and other educators have the sNills to maNe education an enMoyable endeavor for students and their loved ones ([cellent educators go beyond Zhat is reTuired of them in their classrooms ,n order to achieve this he or she must deepen their academic achievement 7here are conferences ZorNshops and professional development opportunities available to teachers Zho Zant to help their pupils Zith innovation 7eachers can participate in both online and on-site trainings and classes

-o2o7he author is 7eacher-,, at 6an 5oTue (lem 6chool )loridablanca (ast 'istrict