Education Quality Conception

Teaching process is often assumed to happen only at the individual level

and only in classroom. That is, individual teachers perform teaching and
individual students receive teacher’s instruction and learn. This
simplistic approach is reflected in the approaches to teacher education
and development but also in most studies on teacher effectiveness which
examine teacher effectiveness mainly at individual level. The narrow
conception of teacher effectiveness is changing owing to the induction
of broader concepts of educational process. School education is usually
planned and implemented at the program level or the whole school level.
Currently school management reforms and effective school movements
emphasize whole school approach to improvement of school
performance and student learning outcomes. Students are often taught
not only by individual teachers but also by groups of teachers or by
whole school teachers. In order to maximize school effectiveness, more
attention should be given to the overall teacher effectiveness at the group
level and school level. Therefore, teacher education and development
should not focus solely on the individual level but also at the group,
program and school levels. Characteristics of Professionalis
Teachers Professionalism
This Code of Professional Practice is important for all teachers including
principals employed by the ACT Department of Education and Training. As
public service employees, teachers hold a special position of trust. In their
respective roles, teachers exercise powers that have a significant impact on the
lives of children and young people and consequently there is a community
expectation that these powers will be properly and prudently used.

AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF

THE PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING
A LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER
PURPOSES. SECTION 1. Short Title. — This Act shall be known as the
"Philippine Teachers Professionalization Act of 1994."  REPUBLIC ACT
7836 (Philippine Teachers Professionalization Act)
1. 1. Philippine Professionalization Act of 1994  This was signed on December 16, 1994
2. 2. In order to ensure a responsible and literate citizenry, this law was enacted to regulate the
licensure examination and professionalization of the teaching profession.
3. 3. ARTICLE 1: This recognizes the vital role that teachers play in developing responsible and
literate citizens.
4. 4. TEACHING  refers to the profession concerned primarily with classroom instruction, at
the elementary and secondary levels in accordance with the curriculum prescribed by the
Department of Education, Culture and Sports, whether on part-time or full-time basis in the
private or public schools.
5. 5. TEACHERS  refers to all persons engaged in teaching at the elementary and secondary
levels, whether on full- time or part-time basis, including industrial arts or vocational teachers
and all other persons performing supervisory and/or administrative functions in all schools in
the aforesaid levels and qualified to practice teaching under this Act.
6. 6. BOARD  refers to the Board for Professional Teachers duly established and constituted
under this Act. COMMISSION  refers to the Professional Regulation Commission.
7. 7. ARTICLE II: BOARD FOR PROFESSIONAL TEACHERS  The creation and composition,
duties and functions, qualifications, a nd condition for removal of the Board are also stated in
this act.
8. 8. Two of the most important duties of the board are: 1.Prescribing a code of ethics and
professional standards for teachers.
9. 9. Standards for the Behavior and Professional Practice of Teachers Code of Ethics A set of
aspirational goals base around the values of: Integrity Respect Responsibility Code of
Conduct A more detailed set of standards for professional and personal conduct and
professional competence based on the values set out in the Code of Ethics. Standards of
Professional Practice A set of standards which apply to all registered teachers that articulate
what all teachers know and be able to do.
10. 10. 2. Look into a state/ condition which affects the teacher’s and the teaching profession so
that when necessary, they will be able to enhance and create higher professional standards
for teachers.
In achieving these high standards teachers need to be committed to their own
professional learning, seeking to deepen their knowledge, expand their teaching skills and adapt
their teaching to developments in research and scholarship. In achieving these high standards
teachers need to be committed to their own professional learning, seeking to deepen their
knowledge, expand their teaching skills and adapt their teaching to developments in research
and scholarship.
THE CODE OF PROFESSIONAL PRACTICE. The Code sets out the five principles of public
service ethics that should guide the work of all teachers in meeting the educational needs of
their students. These principles are: • service to the public • responsiveness to the government
and the needs of the public • accountability • fairness and integrity • efficiency and
effectiveness These principles are not in order of importance as each is fundamental to good
professional practice. These ethical principles help us decide whether our actions are right or
wrong. They tell us what is expected of us, and help us think through difficult situations and
reach proper conclusions. Each principle creates obligations for teachers. The Code expands on
these obligations by stating expectations for professional conduct that apply to teachers
including school principals in ACT Public schools.
USING THE CODE The Code and Guidelines cannot, of course, cover every situation
where teachers are required to make a decision. In practice, deciding on the right course of
action will often involve weighing up competing priorities and responsibilities. In most cases, the
answer will be fairly clear. However, if a teacher is unsure of what to do in a particular situation
the teacher should discuss the matter in confidence with their supervisor and, where necessary,
 seek further advice, for example from an experienced colleague or another appropriate
Departmental officer. In certain circumstances it may be appropriate to discuss the matter with
their union. Finally, before proceeding, teachers should ask themselves these questions: • Are
my actions within the spirit and letter of the law? • Are my actions consistent with the
Department’s goals, the values and principles and the Code of Ethics in the Act and this Code of
Professional Practice and Guidelines? Teachers should also act within the spirit of the law and
the Code. It is not sufficient to think that your behaviour is ethical, it must also be seen to be so.
The appearance of unethical behaviour can be just as damaging to public confidence in the
profession as unethical conduct itself.
Nature of Teaching and Teaching as a Profession
teaching is a process that facilitates learning. Teaching is the specialized application of
knowledge, skills and attributes designed to provide unique service to meet the educational
needs of the individual and of society. Teaching emphasizes the development of values and
guides students in their social relationships. Teachers employ practices that develop positive
self-concept in students. teaching emphasizes the development of values and guides students in
their social relationships. Teachers employ practices that develop positive self-concept in
students.
Teaching as a Profession
Teachers are equipped with such a body of knowledge, having an extensive background in the world and
its culture and a set of teaching methods and strategies. Teachers carry responsibilities weighted with
social purpose. The teaching profession has won its well-deserved place in the social order through
continuous cooperation, that’s why cooperation plays a very important role in the development of
teaching profession. Teachers are required to complete a defined teacher preparation program followed
by a period of internship prior to being granted permanent certification. This includes support for the
formative growth of teachers and judgments about their competence. Teachers have opportunities to
make decisions about important aspects of their work. Teachers apply reasoned judgment and
professional decision making daily in diagnosing educational needs. As professionals, teachers are
governed in their professional relationships with other members, school boards, students and the
general public by rules of conduct set out in the Association’s Code of Professional Conduct.

Teachers as Professionals
 It is important to locate conceptions of teacher professionalism in
relation to changing historical, political and social contexts because
multiple meanings have changed and developed over time and in
contestation between rival stakeholder groups and their
interests.Teachers provide personal, caring service to students by
diagnosing their needs and by planning, selecting and using methods and
evaluation procedures designed to promote learning. The processes of
teaching include understanding and adhering to legal and legislated
frameworks and policies; identifying The concept of professionalism is
used in different senses and somewhat difficult to define. For example,
in daily language, it is generally used to mean an activity for which one
is paid as opposed to doing voluntarily. Professionalism states that
professionalism is related to the improvement in the quality of service
rather than the enhancement of status. Explains the concept as a multi-
dimensional structure consisting of one’s attitudes and behaviors
towards his/her job and it refers to the achievement of high level
standards. “Teacher professionalism” could be interpreted as a
professional work field with its sociological, ideological and educational
dimensions aims at achieving the highest standards in teaching
profession which is based upon the professional formation, knowledge,
skill and values. The dominant discourses in the field of education
indicate that teacher professionalism is associated with improving the
quality and standards of teachers’ works and their public image.
Multiple approaches are common in the sense that teacher
professionalism means meeting certain standards in education and
related to proficiency. The meaning of the term and status of teaching
profession is considered to be highly problematic and polarized in
various spheres. Characteristics of Professionalism
Characteristic of Profession. Professionalism includes a variety of personal qualities and
behaviors that demonstrate commitment to effective performance in a given job. Commitment
and confidence, responsibility and dependability, honesty and ethics, and appearance and
professional presence are central professional characteristics.
Commitment and Confidence

Acting professionally in all interactions with clients, supervisors and co-workers starts with
commitment to the company and job. This commitment evolves out of a desire to build and
maintain a reputation as a professional -- to learn the ropes, to follow advice of a trusted mentor
and to seek training and development for personal growth. Professionals convey confidence in
their organization, role and self. Confidence instills trust and credibility with internal and
external contacts.

Responsibility and Dependability

Acting responsibly and fair in all work activities is critical to professionalism. Responsible
behavior has an impact across all career fields and domains. In a customer-service job, for
example, responsible professionals listen to customer concerns, treat customers as valued
individuals and enact measures to resolve problems. In an office administration role, a
professional is well-organized, keeps an accurate schedule, communicates important dates and
times to managers and workers, and ensures no steps are skipped in processing documents.

Ethics and Honesty

Ethics and professionalism go hand-in-hand. A professional not only looks and acts the part; he
does so with legal, ethical and honest intent. Truth, open disclosure and sincerity are paramount
to ethical professionals. A professional salesperson communicates benefits and makes
recommendations to prospects with their best interest in mind. In contrast, a less honest,
unprofessional seller pushes products on prospects to make money, regardless of the benefits.
Many companies demonstrate a commitment to honesty with ethical codes of conduct.
Professionals can make the same commitment by developing a personal code of conduct.

Appearance and Professional Presence

A number of outward characteristics communicate professionalism to people with whom you

interact in your job. Proper dress, hygiene and grooming are among basic qualities of
professional appearance. Company executives typically exude professionalism with suits and
ties, for instance. Poise, straight posture and a friendly smile help establish professional
presence, as do a number of nonverbal gestures and mannerisms. Professionals make eye contact
when communicating, maintain a relaxed and approachable stance, listen actively and stay calm
under pressure. A leader especially needs to show poise and calm to workers during tough
situations or when making high-pressure decisions.

Professional behavior is a key to career success, meaning they develop their

own image and perception of competence, by watching others, but without
good role models it’s easy to make mistakes that could be detrimental to your
Professionalism at its most basic involves respect. It includes respect for
clients, colleagues, bosses and for the company. Professionals take pride in
doing their work well and according to the standards established by their
industry. Professionalism requires moderating one's behavior to come into line
with the expectations and needs of the role one plays in the workplace. It can
be demanding. In many instances, professionalism can be constraining and
create role conflict and personal discomfort. However, people who display
professionalism will receive respect in return and are often rewarded for the
high expectations they have met.

Boundaries

Although it can be challenging to establish boundaries in personal

relationships, it is essential to establish boundaries in the workplace.
Everyone has a role to play in an organization. Professional behavior helps
separate business from the personal; it keeps relationships limited to the
business context at hand. For example, a judge cannot have personal
conversations with a plaintiff or defendant. Bank tellers represent the
institution as they perform transactions for the customers. No one finds it
offensive when a teller checks a client's math or his accounting of cash. The
role demands it and professional behavior makes it clear that the teller is
simply doing his job.

Duty

A professional works in her employer's or client's interests. She may not

always agree with decisions or enjoy what she's doing but in order to do right
by the person engaging her services, she does her job ably. If a professional
doesn't like her work or agree with her employers, she should probably
consider a new job. However, the idea is to always act ethically by taking
fiduciary duties and loyalties seriously.

Respect

Taking the high road can be a challenge. Those practicing professionalism

always strive to keep their personal feelings in check and show respect, even
to those who are disrespectful or rude. For example, a good customer service
professional doesn't argue with an irate customer. Instead, he listens and
addresses the customer's concerns. Even though an irate customer may
irritate him or demonstrate a lack of respect, a customer service
 representative understands that becoming angry and making the situation
personal will only worsen things and lower his professional standing.

Ownership
People respect someone who takes pride in her work. Whether she's shining
shoes or running a multinational corporation, someone who values
professionalism does the best work she can at all times. Dedication, integrity
and responsibility are elements of professionalism that make a person
successful in her field. By taking ownership of their roles and duties,
professionals make names for themselves and usually find promotion,
opportunities and repeat business come easily to them
What Makes a Great Teacher
 expert communication skills.
 superior listening skills.
 deep knowledge and passion for their subject matter.
 the ability to build caring relationships with students.
 friendliness and approachability.
 excellent preparation and organization skills.
 strong work ethic.
 community-building skills.
The importance of professionalism and exhibiting the dispositions associated with that of a professional
can be conveyed both overtly and covertly. Overtly, the program can explain to the students what the
programmatic expectations are for each person upon admission to the program, and then address how
these expectations will be assessed throughout the curriculum. When considering professionalism in
teacher preparation programs, this author advocates that consideration should be given to The
Framework for Teaching (Danielson, 2013). This set of research-based components of instruction is
aligned to the Interstate Teacher Assessment and Support Consortium (InTASC) standards. Particular
focus should be given for this defining of professionalism in teacher education programs to Domain 4:
Professional Responsibilities. Included in this domain are the subsets of 4a. Reflecting on Teaching;
4b.Maintaining Accurate Records; 4c.Communicating with Families; 4d.Participating in the Professional
Community; 4e.Growing and Developing Professionally; and 4f.Showing Professionalism.

The importance of professionalism and exhibiting the dispositions associated with that of a
professional can be conveyed both overtly and covertly. Overtly, the program can explain to the
students what the programmatic expectations are for each person upon admission to the program,
and then address how these expectations will be assessed throughout the curriculum. When
considering professionalism in teacher preparation programs, this author advocates that
consideration should be given to The Framework for Teaching (Danielson, 2013). This set of
research-based components of instruction is aligned to the Interstate Teacher Assessment and
Support Consortium (InTASC) standards. Particular focus should be given for this defining of
professionalism in teacher education programs to Domain 4: Professional Responsibilities.
Included in this domain are the subsets of 4a. Reflecting on Teaching; 4b.Maintaining Accurate
Records; 4c.Communicating with Families; 4d.Participating in the Professional Community;
4e.Growing and Developing Professionally; and 4f.Showing Professionalism.