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Unit I: The Teaching Profession: An

Overview
Prof. Mae S. Bagsit

Introduction: This chapter includes three lessons which present the overview and
perspectives of Teaching as a Profession, as a Vocation, and as a Mission. It wraps up with
the discussion of Teaching as the Noblest Profession. This affords the pre-service teachers the
opportunity to grasp fully the viewpoints and varying concepts of the teaching profession and
internalize their being into teaching as the noblest of all professions.

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Lesson 1: Teaching as a Profession

Learning Outcomes

1. Explained the concept of teaching as a profession;

2. Traced the historical development of the teaching profession in the Philippines; and

3. Shared insights about the teaching profession in the ―new normal‖ context.

SPA RKING

Directions: Study the pictures in each frame carefully. Tell what the pictures suggest.
Write your answer on the line provided in each frame.

PROBING

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What does the word ―professional‖ mean as reflected in the activity that you just did?

DEEPENING

Teaching is universally accepted as a profession. The term profession commonly refers

to one‘s occupation, job or specialty. It has defined goals and from its performance one
derives self-fulfillment. Some views cited by educational experts on profession are—one‘s
employment or lifework. A teacher considers it as his career or field of lifelong endeavor.

Teaching is viewed as a profession if its choice is motivated by any or all of the following:

• Pursued to achieve a goal, objective, or purpose;

• Involves direction borne by proper planning;
• Provides opportunities for self-fulfillment and enhances self-esteem;
• Allows expression of love, care, and compassion for children;
• Contributes to one‘s growth and advancement; and
• Provide job security

If you consider teaching as a profession then:

• You must be willing to go through a long period of

preparation

• You must be willing to go through continuing

education ( continuous development of potentials)

• You must strive for excellence (not "pwede na"

mentality)
• You commit yourself to moral, ethical, and religous
values & to service.

There are two essential elements of being a ―professional‖: competence and a

code of ethics. One needs to possess the necessary skill and expertise to facilitate and
ensure the learning of the students. The teacher has to plan systematically, make decisions
wisely, and employ developmentally-appropriate methods and strategies to effect learning
among her/his students. Moreover, the teacher is as well looked up as a paragon of virtues

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and thus has to conform to the technical or ethical standards of a profession. The teaching
profession is governed by the Code of Ethics for Professional Teachers. A teacher who violates
this Code of Ethics can be suspended from the practice of the teaching profession that could
also result to a revocation of his/her professional certificate of registration (Sec. 23, RA 7836).
The other elements of a profession are:

1. Initial Professional Education

Professionals generally begin their professional lives by completing a university

program in their chosen fields – teacher education, engineering, nursing, accountancy. This
means long and arduous years of preparation. Take note this is just initial, which means only
the beginning because a professional is expected to learn endlessly.

2. Accreditation

University programs are approved by a regulatory body like the Commission on Higher
Education (CHED) in the Philippines to ensure that graduates from these recognized programs
start their professional lives with competence.

3. Licensing

Licensing is mandatory, not voluntary and is administered by the government

authority. In the Philippines, this government authority is the Professional Regulation
Commission (PRC).

4. Professional Development

This is an ongoing professional education that maintains or improves professionals'

knowledge and skills after they begin professional practice. In the Philippines this is
Continuing Professional Development mandated by RA 10912, otherwise known as the CPD
Act of 2016.

5. Professional Societies

Professionals see themselves as part of a community of like-minded individuals who

put their professional standards above the individual self-interest or their employer's self-
interest. These professional societies put dedication to the public interest and commitment
to moral and ethical values.

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Professional societies define certification criteria manage certification programs,

establish accreditation standards define a code of ethics and disciplinary action for violation of
that code.

6. Code of Ethics

Each profession has a code of ethics to ensure that its practitioners behave
responsibly. The code states what professionals should do. Professionals can be ejected from
their professional societies or lose their licenses to practice for violating the code of ethics.
(McConnell, Steve, Source: http://www.alexsbrown.com/profy.html

Retrieved 6-3-18)

The teaching profession is governed by the Code of Ethics for Professional Teachers.
Violation of the Code of Ethics for professional teachers is one of the grounds for the
revocation of the professional teacher's Certificate of Registration and suspension from the
practice of the teaching profession (Sec. 23., RA. 7836).

The Standards of Practice for the Teaching Profession

1. Commitment to Students and Student Learning

Members are dedicated in their care and commitment to students. They treat students
equitably and with respect and are sensitive to factors that influence individual student
learning. Members facilitate the development of students as contributing citizens of the
society.

2. Professional Knowledge

Members strive to be current in their professional knowledge and recognize its

relationship to practice. They understand and reflect on student development, learning theory,
pedagogy, curriculum, ethics, educational research and related policies and legislation to
inform professional judgment in practice.
3. Professional Practice

Members apply professional knowledge and experience to promote student learning.

They use appropriate pedagogy, assessment and evaluation, resources and technology in
planning for and responding to the needs of individual students and learning communities.
Members refine their professional practice through ongoing inquiry, dialogue and reflection.

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4. Leadership in Learning Communities

Members promote and participate in the creation of collaborative, safe and supportive
learning communities. They recognize their shared responsibilities and their leadership roles in
order to facilitate student success. Members maintain and uphold the principles of the ethical
standards in these learning communities.

5. Ongoing Professional Learning

Members recognize that a commitment to ongoing professional learning is integral to

effective practice and to student learning. Professional practice and selfdirected learning are
informed by experience, research, collaboration and knowledge.

Figure1. The Standards of Practice for the Teaching Profession

Adapted from Ontario College of Teachers

https://www.oct.ca/public/professional
@ -
standards/standardspractice#:~:text=The%20Purposes%20of%20the%20Standard
s,actio
ns%20of%20the%20teaching%20profession

The Historical Development of Teaching as a Profession in the Philippines

SPARKING

What do you think is the chronological arrangement of these statements?

Number them in sequence.

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_____The establishment of a normal school for male teachers under the supervision of
the Jesuits
_____Philippine Commission authorized the Secretary of Public Instruction to bring to
the Philippines 600 teachers, Thomasites, from the U.S.A.
_____No established formal schooling in the country; no formal preparation for teachers
_____The Spanish missionaries served as teachers
_____The PNS-Manila was established as a training institution for teachers.
_____An RA was enacted to require a licensure examination for teachers.

PROBING

What helped you come up with the logical arrangement of events in the historical
development of teaching as a profession in our country? Why do you need to know
about this?

DEEPENING

According to Bilbao, et. al (2018), the first legal document that professionalized
teaching was Presidential Decree 1006 issued by then President Ferdinand E. Marcos. It
was only in 1976 with PD 1006 known as the Decree Professionalizing Teaching that
teachers in the Philippines became professionalized. The need to professionalize teaching
was felt ―to insure that in the immediacy and urgency of teacher recruitment,
qualitative requirements are not overlooked ...‖ and ―although teaching requires a
number of years of collegiate study, it is the only course that is not yet considered a
profession" (PD 1006). Furthermore ... "in recognition of the vital role of teachers in
nation-building and as an incentive to raise the morale of teachers, it is imperative that
they be considered as professionals and teaching be recognized as a profession."
(P.D.1006)
Then in 1994, R.A 7836, otherwise known as the Philippine Teachers
Professionalization Act of 1994, was passed to "promote quality education by proper
supervision and regulation of the licensure examination and professionalization of the practice
of the teaching profession.‖ (Section 2)
During the pre-Hispanic period, there was no established formal schooling in the
country. So there was no formal preparation for teachers, too. The mothers and fathers and
tribal leaders served as teachers at home and in the community.

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During the Spanish period and by virtue of Educational Decree of 1863 free public
school system was established. There was one school for boys and another school for girls in
every municipality. The Spanish missionaries served as teachers. The same Decree provided
for a normal school run by the Jesuits to educate male teachers in Manila. Normal schools for
women were not established until 1875. So it was the Spaniards who started training teachers
in normal schools.
Paz Ramos, once Dean of the College of Education of the University of the Philippines,
Diliman, claims:
The foundations of teacher education in the Philippines were laid by the Spanish
government during the mid-eighteenth century. It is said to have begun on August 4,
1765, when King Charles of Spain issued a Royal Decree requiring each village to have a
"maestro.‖ On November 28, 1772, another Royal Decree specified the qualifications of
teachers. However, it was not until, 1863 that there was a specific attempt to systematize
and update the education of Filipino teachers.
At the end of Spanish rule, schools during the Spanish era were closed for a time by
Aguinaldo's government. So there was no teacher preparation that took place.
During the American regime, American soldiers served as the first teachers. In 1901,
the Philippine Commission enacted into law Act 74 which created the Department of Public
Instruction, laid the foundations of the public school system and offered free primary
education for Filipinos.
There was a shortage of teachers. The Philippine Commission authorized the Secretary
of Public Instruction to bring to the Philippines 600 teachers from USA. They were the
Thomasites. Due to urgent need for teachers, the Americans gave bright young Filipino
students opportunity to take up higher education in American colleges and universities
financed by the Phil. Government. They were the pensionados.
Act 74 of 1901 also provided for the establishment of Philippine Normal School (PNS)
in Manila. The Philippine Normal School formally opened in September 1901, as an institution
for the training of teachers. For more than two decades, PNS offered a twoyear general
secondary education program. In 1928, it became a junior college offering a two-year
program to graduates of secondary schools. In 1949, the Philippine Normal School, renamed
Philippine Normal College, offered the four-year Bachelor of Science in Elementary Education.
Other four year teacher education courses followed after. This means that the present four-
year preparation for the professional teacher began as a two-year program only. Teacher
preparation became four years only in 1949 and thereafter.

For additional references, please click and study the following links:

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https://www.deped.gov.ph/about-
deped/history/https://www.slideshare.net/ethanpedlaza/historical-development-ofphilippine-
educational-system

The Teaching Profession in the “New Normal” Context

SPARKING

Directions: Fill in the mind map below to answer this question: ―What kind of teacher I
would be under this ―new normal‖ context?

PROBING

1. What picture of yourself did you come up to be teaching amidst this COVID 19 pandemic?

2. How do you think could you facilitate your students to learn?

DEEPENING

The COVID-19 pandemic has changed our everyday life in many ways and, in
particular, the education sector. The implications and effects of this pandemic are yet to be
known. However, the current situation makes evident and even exacerbates inequalities in
access to education but it also entails opportunities to reshape education, teacher education
and educational institutions. Plans of modifications in terms of teaching-learning modalities

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have been made—flexible and/or blended, remote/distance, or a combination of face-to-face

and distance learning. A lot of challenges for both the teachers and students are so far
identified like the production of modules, creating online classrooms, accessibility to internet,
and many others.
The learning-from-home mode has abruptly changed the roles of teachers, students
and parents. The need for autonomous learning requires that teachers shift to be designers
and facilitators of learning instead of the sage on the stage. The teachers‘ primary task is now
to guide students to independently work on developmentallyappropriate learning materials
that address their diverse needs. This new normal will hopefully drive education authorities to
design a sustainable framework for a needsbased curriculum and provide a repertoire of
learning modules. Multiple types of literacy and modalities required to survive and contribute
to the 21st century should be included in this curriculum.

Some teaching-learning modalities suggested to be employed are as follows:

1. Modular Approach - is an emerging trend educational thinking that shifts traditional

method of instruction to an outcome-based learning paradigm. Modularization is based on the
principle of dividing the curriculum into small discrete modules or units that are independent,
nonsequential, and typically short in duration.

(https://www.tandfonline.com)

2. Blended Learning - Oxford Dictionary defines Blended Learning: a style of education

in which students learn via electronic and online media as well as traditional face-to-face
teaching. According to Education Elements, which develops hybrid learning technologies,
successful blended learning occurs when technology and teaching inform each other: material
becomes dynamic when it reaches students of varying learning styles. In other words, hybrid
classrooms on the Internet can reach and engage students in a truly customizable way. In this
scenario, online education is a game-changer, not just a supplement for the status quo.
(https://www.teachthought.com/learning/the definition-of-blended-learning/)

3 Distance/Remote - is where the student and the educator, or information source, are not
physically present in a traditional classroom environment. Information is relayed through
technology, such as discussion boards, video conferencing, and online assessments. Remote
Learning can occur synchronously with real-time peer-to-peer interaction and collaboration, or
asynchronously, with self-paced learning activities that take place independently of the
instructor. It also refers to educational activities that have a variety of formats and methods,

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most of which take place online. There are a number of online options available for
communicating with students, collecting . assignments, and distributing education material.

(https://tophat.com/glossary/r/remote -learning/)

The Department of Education and Commission on Higher Education have been

formulating plans and the desirable steps to take to combat the current pandemic in relation
to sustaining the students‘ love for learning. Though different modalities of teaching-learning
are to be employed, these students still should be properly guided and nurtured in facilitating
their learning under this ―new normal‖ context. The teachers are equipped with more
knowledge and skills via webinars, teleconferencing sessions, and the like so to deliver the
learning content efficiently to their students and assess their performances appropriately. They
have been engaged into module-production and creation or adaptation of online applications
such as google classroom, DepEd commons, canvas, zoom, etc.
COVID 19 may offer a lot of challenges to the teaching profession, yet we have to
continue our roles as catalysts of change and innovation and efficient facilitators of learning.
The teaching-learning modalities maybe adjusted to the situation but our commitment and
mission to our profession remain.
With a renewed understanding of the why, who and what of education, the how is a
matter of technicality. As Friedrich Nietzsche said : “If you understand the why,
you can endure any how.”

For additional readings, view and study the links below.

APPLYING

Do the following activities:

1. Write a 250-word essay of your insights about ―Teaching Profession: Then and Now‖
(submit your answer in a separate file).

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2. Fill in the timeline below of the historical development of teacher preparation and
professionalization in the Philippines from the pre-Hispanic period to 1996.

Lesson 2: Teaching as Vocation & Mission

Learning Outcomes

1. Explained the concept of teaching as a vocation & mission.

SPA RKING

Which of the following scenarios convey the idea of a vocation or mission?

Write V for vocation; M for mission before each number.

_____1. Mam Estrella gives her grade 6 class a problem to brainstorm and arrive at a solution.
All the members of the groups really tried their best to get the task done in a time frame set
by their teacher.

_____2. Although Luisa was persuaded by her Mom to take up Nursing as a course so she can
better serve as a front liner in their community, yet, the former still hold on to her calling to
enter the congregation of nuns.

_____3. No matter how Peter tries to accept and do his present job as a sales manager, but
he doesn‘t feel good about being one. He feels he should do something else that he‘ll surely
enjoy.

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PROBING

• Are vocation and mission two different concepts or just mean the same?
• What makes a difference between these two concepts?
• Is teaching a vocation or a mission?

DEEPENING

Teaching as a Vocation

Vocation comes from the Latin word "vocare‖ which means to call. Based on the
etymology of the word, vocation, therefore, means a call. If there is a call, there must be a
caller and someone who is called. There must also be a response. For Christians, the Caller is
God Himself. For our brother and sister Muslims, Allah. Believers in the Supreme being will
look at this voiceless call to have a vertical dimension. For non-believers, the call is also
experienced but this may viewed solely along a horizontal dimension. It is like man calling
another man, never a Superior being calling man.
Most often, when people use the word "vocation,‖ they refer to a religious vocation,
like the mother in the Activity phase of this Lesson. Vocation includes other big callings like
marriage and single blessedness. It does not only refer to a religious vocation. It can also
refer to a call to do something like to teach, to heal the sick, etc. Whatever is our calling or
station in life, the call is always to serve.
The Christians among you realize that the Bible is full of stories of men and women
who were called by God to do something not for themselves but for others. We know of
Abraham, the first one called by God, to become the father of a great nation, the nation of
God's chosen people. We recall Moses who was called while in Egypt to lead God's chosen
people out of Egypt in order to free them from slavery. In the New Testament, we know of
Mary who was also called by God to become the mother of the Savior, Jesus Christ. In Islam,
we are familiar with Muhammad, the last of the prophets to be called by Allah, to spread the
teachings of Allah. All of them responded positively to God's call. Buddha must have also
heard the call to abandon his royal life in order to seek the answer to the problem on
suffering.

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From the eyes of those who believe, it was God who called you to teach, just as God
called Abraham, Moses, and Mary, of the Bible. Among so many, you were called to teach.
Like you, these biblical figures did not also understand the events surrounding their call. But in
their great faith, they answered YES. Mary said: ―Behold the handmaid of the Lord. Be it
done to me according to your word‖. (Of course, it is difficult explaining your call to teach as
God's call for one who, in the first place, denies God's existence, for this is a matter of faith.)
The fact that you are now in the College of Teacher Education signifies that you said YES to
the call to teach. Perhaps you never dreamt to become a teacher! But here you are now
preparing to become one! Teaching must be your vocation, your calling. May this YES
response remain a YES and become even firmer through the years.

Teaching as a Mission

Teaching is also a mission. The word mission comes from the Latin word ―mission‖
which means "to send." The Webster's New Collegiate Dictionary defines mission as ―task
assigned." You are sent to accomplish an assigned task.

The phrase "mission accomplished‖ from the soldier in the Activity phase of this lesson
suggests that you were sent to do an assigned task, a mission and so if you faithfully
accomplish the assigned task, you proclaim "mission accomplished." You responded. to the
call to be a teacher and so your mission in the world is to teach, the task entrusted to you in
this world. These are how Vocation and mission are related. You were called for a purpose,
i.e. to accomplish a mission while on earth which is to teach.

If it is your assigned task then naturally you've got to prepare yourself for it. From now
on you cannot take your studies for granted! Your four years of pre-service preparation will
equip you with the knowledge, skills and attitude to become an effective teacher. However,
never commit the mistake of culminating your mission preparation at the end of the four-year
pre-service education. You have embarked in a mission that calls for a continuing professional
development As the saying goes "once a teacher, forever a student .‖ (More is said of
continuing professional development in the Code of
Ethics for Professional Teachers in Chapter 5.)

Flowing from your uniqueness, you are expected to contribute to the betterment of
this world in your own unique way. Your unique and most significant contribution to the
humanization of life on earth is in the field for which you are prepared - teaching.

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What exactly is the mission to teach? Is it merely to teach the child the fundamental
skills or basic r's of reading, 'riting, 'rithmetic and right conduct? Is it to help the child master
the basic skills so he/she can continue acquiring higher-level skills in order to become a
productive member of society? Is it to deposit facts and other information into the ―empty
minds‖ of students to be withdrawn during quizzes and tests? Or is it to ―midwife‖ the birth
of ideas latent in the minds of students? Is it to facilitate the maximum development of his/her
potential not only for himself/herself but also for others? In the words of Alfred North
Whitehead, is it to help the child become ―the man of culture and of expertise?" Or is it "to
provide opportunities for the child's growth and to remove hampering influences‖ as Bertrand
Russell put it? You will be made to answer this question again when you will be made to write
down your philosophy of education in a later lesson.

To teach is to do all of these and more! To teach is to influence every child entrusted
in your care to become better and happier because life becomes more meaningful. To teach is
to help the child become more human.

Teaching is indeed your mission:

• If you are doing it not only for the pay but also for service,  If you keep on
teaching out of love, it's a mission.
• If you are committed to teaching even if it means letting go of other activities,
• If you remain teaching even though nobody recognizes your efforts, It makes
you get excited
• If your concern is success plus faithfulness, it's a mission.

Teaching and a life of meaning

Want to give your life a meaning? Want to live a purpose driven life? Spend it
passionately in teaching, the noblest profession. Consider what Dr. Josette T. Biyo, the first
Asian teacher to win the Intel Excellence in Teaching Award in an international competition,
said in a speech delivered before a selected group of teachers, superintendents, Department
of Education officials and consultants, to wit:

Teaching may not be a lucrative position. It cannot guarantee financial security. It

even means. investing your personal time, energy, and resources. Sometimes it means
disappointments, heartaches, and pains. But touching the hearts of people and opening
the minds of children can give you joy and contentment which money could not buy.
These are the moments I teach for. These are the moments I live for.

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There may be times, when you will feel like giving up (many leave teaching after 3 or 5
years for varied reasons). Remember you responded to the call to teach and that you have
accepted the mission to teach. May you be found faithful to your vocation and mission till the
end.

The "Pwede na” Mentality: Enemy of Excellent Mission Preparation and

Accomplishment

For a professional teacher who looks at teaching as his/her mission, he/she will do
everything to arm himself/herself for an excellent accomplishment of that mission. The striving
for excellent accomplishment sometimes brings us to our ―pwede na‖ mentality, which is
inimical to excellence. This mentality is expressed in other ways like "talagang ganyan 'yan,‖
―wala na tayong magawa," "di

For a professional teacher who looks at teaching as his/ her mission, he/she will do
everything to arm himself/herself for an excellent accomplishment of that mission. na
mahalata," "di ko na 'yan sagot," "dagdag trabaho/gastos lang yan" - all indicators of
defeatism and resignation to mediocrity. If we stick to this complacent mentality, excellent
mission accomplishment eludes us. In the world of work whether here or abroad, only the
best and the brightest make it. (At this time, you must have heard that with the rigid selection
of teacher applicants done by DepEd only a few make it!) The mortality rate in the Licensure
Examination for Teachers for these past years is a glaring evidence that excellence is very
much wanting of our teacher education graduates. If we remain true to our calling and
mission as a professional teacher, we have no choice but to take the endless and the ―less
traveled road' to excellence. (Please click and read the link below for supplementary
information.)

https://www.academia.edu/34235366/Teaching_as_Your_Vocation_Mission_and_Profess ion

APPL YING

(Answer in a separate file or paper.)

A. Interview a schoolteacher who has at least 3 years of teaching experience from any level—
elementary, secondary, or college and ask him/her these questions:

1. What are your ―joys and sorrows‖ in teaching?

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2. What made you stay long in your career as a teacher?

B. Read and reflect on this excerpt from the True Decalogue of Apolinario Mabini and answer
these questions: What mission has God given to teachers? As a would-be
teacher, how will you contribute to the progress of humanity?

Develop the special talents that God has given you, working and studying
according to your capabilities, never straying from the path of good and justice in order
to achieve your own perfection, and by this means you will contribute to the progress
of humanity: thus you will accomplish the mission that God himself has given you in
this life, and achieving this, you will have honor, and having honor, you will be
glorifying God. (Source: http://malacanang.gov.ph/8132-the-true-decalogue-by-
apolinariomabini/Retrieved, June 22, 2018)

MY REFLECTION

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Lesson 3: Teaching, the Noblest of all Professions

Learning Outcomes

1. Cited reasons why teaching is considered the noblest of all professions; and
2. Derived a personal commitment to the teaching profession

SPARKING

View and reflect on the video clip, “Every Kid Needs a Champion”

https://educationandbehavior.com/professional-development-videos-for-teachers/

PROBING

• How did the teacher make every kid in her class love learning?
• If you were the teacher, would you also do the same as she did in the video?
Why? Why not?

DEEPENING

Teaching has always been considered a noble profession that requires great passion.
Being a teacher in the Philippines is a far more interesting story to tell. The challenges
abound and one‘s passion can truly be tested, and if one prevails, a diamond in the rough
emerges.

In times of challenges and struggles, a teacher never gives up. She keeps the passion
burning. She always reminds herself of the proverb, ―Give a man a fish and he
eats for a day; teach a man to fish and he eats for a lifetime.‖

The following article of ― 6 Filipino teachers with inspiring stories to tell” reminds
and inspires people to never give up in helping those in need and to continue to touch hearts,
nurture minds, and transform the lives of the young learners.

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6 Filipino teachers with inspiring stories to tell

There are already a number of Filipino teachers who made a mark both in the country
and abroad. Some have even received recognition from remarkable international organizations
and their inspiring stories can touch and motivate each of us.

1. Sabrina Ongkiko

This Ateneo graduate originally planned to be a doctor or a nun, hence her choice to
take up BS Biology as her pre-med course. However, it seems that it was not what she was
meant to do when she was invited to be a volunteer teacher. Ongkiko recalled how she broke
the news to her parents of no longer pursuing her med school dreams, after she made a deal
with God of giving herself fully once called into a mission. When she finally began teaching in
a public school in Quezon City, Ongkiko witnessed the daily struggles her students face which
pushed her to become a better teacher. She successfully nurtured students under her wing,
even those who received failing marks from previous school years. ―Teaching is about your
student telling you that: ‗Ma‘am, ang galing ko na. Natuto na ako,‘‖ Ongkiko said.

2. Elizabeth Miranda

While some experience the luxury of heading to work with a decent mode of
transportation, Miranda had to travel at least two hours – crossing rivers either by foot or a
lifebuoy – just to reach her classroom in a remote barangay in Occidental Mindoro. Her every
day travel did not dampen her spirits as she claims that she is the only person available to
educate her students. According to Miranda, just seeing her class participating and learning
was fulfilling enough to be the reward of her inconvenient commute.

3. Randy Halasan

At first, Halasan intended to grab any chance of reassignment he‘ll see when he was
sent to teach in the mountainous part of Davao del Sur. He thought he could not survive in a
place that was cut off from civilization – no electricity nor signal. But after seeing his students‘
determination to learn, arriving at school tired and hungry from their morning travel, he
stayed. Now, Halasan is the head teacher. He was able to improve what once was a two-room
school house became a full-fledged establishment with nine rooms and eight teachers under
his management. Aside from that, he also involved himself with the community, teaching
tribesmen the proper way of farming. He argued that only doing his part within the four
corners of the classroom would not spark a huge change since his students would still live in

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hunger and fatigue. ―No one got rich out of teaching; it‘s your legacy that matters,‖ Halasan
shared.

4. Adelfa Amancio

English Filipino teacher Amancio had a well-established language school in Cebu that
mostly caters to the Japanese community in the area. With the intention of widening her
horizons, she posted online advertisements of her school. One time, she sent 10 e-mails to
various language schools in Japan, hoping that it would further promote her school. Some
replied, expressing their gratitude towards her e-mail, while others did not even acknowledge
her message. But there was one response she did not expect to receive – inviting her to work
in the foreign country. Not thinking twice, she gladly accepted despite the knowledge of the
discrimination Filipinos usually experience in the land of the rising sun. Most of the Japanese
institutions only consider those from the western countries to be capable of teaching the
English language, but Amancio brushed them off and exhibited her prowess in the subject.
Amancio remained professional and strived for an outstanding result term after term, aiming
to prove that their view towards Filipinos is highly biased and wrong. Eventually, she
succeeded on her goal as she became a well-respected Filipino educator abroad in Japan.

5. Efren Bino

Coming from a family who suffered poverty for a long time, Bino pursued education to
inspire others that ‗poverty can be overcome and that they can finish school.‘ He undertook
several positions at an elementary school in Albay – being a teacher, principal, property
custodian, and security guard as well. Besides having numerous faces at school, Bino had to
endure an exhausting commute which later on prompted him to live in his workplace during
weekdays. Bino taught combination classes, developed the facilities, and appealed to the
Department of Education (DepEd) for an increase in staff. His being busybody turned out to
have a positive feedback as he was able to achieve his dreams and was even awarded with
―The Many Faces of a Teacher‖ by the Bato Balani Foundation Inc. (BBFI) back in 2013.

6. Ma. Cristina Medina

This devoted teacher was not blind until 2003 when she suffered a generic eye
condition called Macular Dystrophy. The damage in her retina cells caused her loss of vision.
Regardless of that step back, Medina persevered through her profession and handled Special
Education (SpEd) and regular classes. She identifies her students through their voice, and

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makes use of a Braille seat plan. ―I will serve and teach because it is my calling. My
impairment gave me an opportunity to become a better teacher. If anything, it has made my
vision clearer,‖ was Medina‘s inspiring message. Medina proved how passionate she is on
teaching amid the loss in vision.

Indeed, a teacher is powerful. You are in a noble profession where you help others
become what they want to be. You are in a profession where you can touch lives and so affect
eternity and make a difference in people‘s lives.

Congratulations, you chose the noblest of all professions. May you find joy and
fulfillment in it!

(https://kami.com.ph/52764-6-touching-tales-filipino-teachers-devoted-profession.html)

APPL YING

A. Which of the stories above inspired/touched you most? Why? What realizations
and/reflections in relation to the stories of the Filipino teachers that you have?
Write your answers to these questions in the box provided below.

MY REFLECTION

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________
___________

B. After viewing the ―Heart of a Teacher‖ retrieved from the link below, do the following:
(https://educationandbehavior.com/professional-development-videos-for-teachers/)

• choose/take a picture of something

• write three sentences that sum up your commitment to the teaching profession

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Unit 2: The Teacher a nd the Society

Dr. Eleanor S. Jamero

Teaching is not only service,

a profession or a job; it is
a pillar of the
society

Introduction: In the 21st century, teachers are facing more challenging roles in the society.
They are no longer simple transmitters of knowledge but rather they become key facilitators
of learning. In their hands lie the realization of the educational goals set by the state,
therefore society expects much from the teachers. As what Lim, Caubic, and Casihan (2014)
pointed that teachers are regarded as architects of the future generation, hence, they are
expected to perform their roles not only within the walls of the classroom but beyond into the
community. They added that teachers must possess state-of-the-art knowledge, skills, values
and competences that would make them effective teachers for the 21 st century learners. In
Unit 2 The Teacher and the Society, you will be presented with the professional as well as
personal attributes of teachers which can make them effective facilitators of learning. Before
you start, take this challenge first.

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Lesson 1: The Demands of Society from the Teacher as a

Professional

Learning Outcomes

1. Discussed the meaning of a teacher as a professional;

2. Explained what society expects from the teacher as a professional; and
3. Explained the professional competencies that a teacher should possess.

SPARKING

Acrostic. Create an acrostic of the word TEACHERS about what the society expects from
them.
T eaches with competence
E
A
C
H
E
R
S

PROBING

Answer these questions briefly:

• What does your list tell about what the society expects from teachers?
• How do you find this? Do you still want to continue your desire of being a teacher?

DEEPENING

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The Teacher as a Professional

The Code of Ethics for Professional Teachers define the professional teacher as a ―licensed
professional who possesses dignity and reputation with high moral values as well as technical
and professional competence… he/she adheres to, observes, and practices set of ethical and
moral principles, standard, and values.‖ According to Bilbao, Corpuz, Llagas, & Salandanan
(2018), a professional teacher is one who went through long years of preparation to earn a
teacher education degree recognized by the Commission on Higher Education (CHED) and
successfully passed a Licensure Examination for Teachers (LET) administered by the Board for
Professional Teachers with the supervision of the Professional Regulation Commission (PRC).
By passing the LET, a teacher obtains a license which he/she is obliged to renew every three
years on condition that he/she can show proof of Continuing Professional Development (CPD).

It is recognized that the main task of the professional teacher is to teach with
competence. Thus, teaching competence is elaborately presented in the different models of
effective teaching and the Philippine Professional Standards for Teachers (PPST). The PPST
will be briefly discussed in this lesson but more of it will be tackled in the succeeding unit.
Now, take a look at the different models of effective teaching.

Models of Effective Teaching

A. Robert Marzano‟s Causal Teacher Evaluation Model

- Focuses on developing teachers in the classroom, hence it establishes the direct

cause and effect relationship between teaching strategies and student achievement
that helps teachers and leaders make the most informed decisions that yield the
greatest benefits to students.
- Uses a unique granular evaluation approach by offering very specific feedback to
teachers on teaching strategies that have been validated by years of data analysis.
- Is organized into four domains consisting of 60 elements that build on each other to
support growth (Bilbao, Corpuz, Llagas, & Salandanan, 2018).

The four domains are:

1. Classroom strategies and behaviors
• involve routine events such as communicating learning goals and feedback
and establishing rules and procedures.

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• involve addressing content by helping students interact with new

knowledge, practice and deepen new knowledge
• helping students generate and test hypothesis
• involve events enacted on the spot such as engaging students, recognizing
adherence to rules and procedures, establishing and maintaining effective
relationships with students and communicating high expectations for all
students
2. Planning and preparing
• planning and preparing for lessons
• for use of technology
• for needs of students receiving special education
• for needs of students who lack support for schooling
3. Reflection on teaching
• evaluating personal performance such as identifying areas of pedagogical
strengths and weaknesses
• developing, implementing and monitoring a professional growth plan
4. Collegiality and Professionalism
• promoting positive interactions with colleagues, students and parents
• seeking mentorship for areas of need/interest
• mentoring other teachers and sharing ideas and strategies
• adhering to school rules and procedures  participating in school initiatives

B. Charlotte Danielson Framework for Teaching

• Originally developed in 1996, the framework for professional practice

identifies aspects of a teacher's responsibilities, which are supported by
empirical studies and help to improve student learning.
• created to capture ―good teaching‖ in all of its complexity and is comprised
of four domains:
1. planning and preparation
2. the classroom environment
3. instruction
4. professional responsibilities
• reflecting on teaching

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• maintaining accurate records

• communicating with families
• participating in the professional community
• growing professionally
• showing professionalism
• Each domain includes separate components, which are used to assess the
individual‘s performance in the domain.

C. James Stronge – Teacher Effectiveness Performance Evaluation System (TEPES)

• developed for collecting and presenting data to document performance based on
well- defined job expectations. It provides a balance between structure and
flexibility.
• is prescriptive because it defines common purposes and expectations, thereby
guiding effective instructional practice.
• it provides flexibility, thereby allowing for creativity and individual teacher
initiative. The goal is to support the continuous growth and development of each
teacher by monitoring, analyzing, and applying pertinent data compiled within a
system of meaningful feedback.
• The distinguishing characteristics of TEPES are:
1. a focus on the relationship between professional performance and improved
learner academic achievement
2. sample performance indicators for each of the teacher performance standards
3. a system for documenting teacher performance based on multiple data sources
4. a procedure for conducting performance reviews that stresses accountability,
promotes professional improvement, and increases the involvement of teachers
in the evaluation process
5. a support system for providing assistance when needed.

The performance standards include the following:

1. Professional Knowledge – The teacher demonstrates an understanding of the
curriculum, subject content, and the developmental needs of students by
providing relevant learning experiences.
2. Instructional Planning – The teacher plans using the state‘s standards, the
school‘s curriculum, effective strategies, resources, and data to meet the needs of
all students.

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3. Instructional Delivery – The teacher effectively engages students in learning

by using a variety of instructional strategies in order to meet individual learning
needs.
4. Assessment of/for Learning – The teacher systematically gathers, analyzes,
and uses all relevant data to measure student academic progress, guide
instructional content and delivery methods, and provide timely feedback to both
students and parents throughout the school year.
5. Learning Environment – The teacher uses resources, routines, and procedures
to provide a respectful, positive, safe, student-centered environment that is
conducive to learning.
6. Professionalism – The teacher maintains a commitment to professional ethics,
communicates effectively, and takes responsibility for and participates in
professional growth that results in enhanced student learning.
7. Student progress – The work of the teacher results in acceptable, measurable,
and appropriate student academic progress.

D. Teacher Evaluation Standards - The McREL Model (Mid-Continent Research for

Education and Learning)
- McREL, an internationally recognized private, non-profit organization located in
Denver, Colorado is dedicated to improving education for all students through
applied research, product development, and service.
The specific purposes of the McREL Teacher Evaluation System are to:
1. Measure the performance of individual teachers.

2. Guide teachers as they reflect upon their effectiveness.

3. Serve as the basis for instructional improvement.

4. Focus the goals and objectives of schools and districts as they support, monitor, and
evaluate their teachers.

5. Guide school and district professional development programs for teachers.

6.Provide input for developing coaching and mentoring programs for teachers.

The Professional Teaching Standards

1. Standard I: Teachers demonstrate leadership

2. Standard II: Teachers establish a respectful environment for a diverse population
of students

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3. Standard III: Teachers know the content they teach

4. Standard IV: Teachers facilitate learning for their students
5. Standard V: Teachers reflect on their practice

Philippine Professional Standards for Teachers (PPST)

The PPST is a public statement of what teachers need to know, value, and be able to do
in their practice which is built on the National Competency-based Teacher Standards (NCBTS).
It has four career stages: Beginning, Proficient, Highly Proficient, and Distinguished. It
comprises of seven domains with 37 strands and 37 indicators for each career stage.
According to DO No. 42, s. 2017, the PPST ―shall be used as a basis for all learning and
development programs for teachers to ensure that teachers are properly equipped to
effectively implement the K to 12 Program.‖ Teacher performance appraisals shall also be
aligned to the PPST. Further, the PPST can also be used for the selection and promotion of
teachers. It aims to:
1. set out clear expectations of teachers along well-defined career stages of professional
development from beginning to distinguished practice;
2. engage teachers to actively embrace a continuing effort in attaining proficiency; and
3. apply a uniform measure to assess teacher performance, identify needs, and provide
support for professional development.
The PPST tries to elaborate on the different characteristics quality teachers should
possess. These include the following:
• Recognize the importance of mastery of content knowledge and its interconnectedness
within and across curriculum areas, coupled with a sound and critical understanding of the
application of theories and principles of teaching and learning. They apply developmentally
appropriate and meaningful pedagogy grounded on content knowledge and current
research. They display proficiency in Mother Tongue, Filipino, and English to facilitate the
teaching and learning process, as well as exhibit the needed skills in the use of
communication strategies, teaching strategies and technologies to promote high-quality
learning outcomes.
• Provide learning environments that are safe, secure, fair, and supportive in order to
promote learner responsibility and achievement. They create an environment that is
learning-focused and they efficiently manage learner behavior in a physical and virtual
space. They utilize a range of resources and provide intellectually challenging and
stimulating activities to encourage constructive classroom interactions geared towards the
attainment of high standards of learning.

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• Establish learning environments that are responsive to learner diversity. They respect
learners‘ diverse characteristics and experiences as inputs to the planning and design of
learning opportunities. They encourage the celebration of diversity in the classroom and
the need for teaching practices that are differentiated to encourage all learners to be
successful citizens in a changing local and global environment.
• Interact with the national and local curriculum requirements. They translate curriculum
content into learning activities that are relevant to learners and based on the principle of
effective teaching and learning. They apply their professional knowledge to plan and
design, individually or in collaboration with colleagues, well-structured and sequenced
lessons that are contextually relevant, responsive to learners‘ needs and incorporate a
range of teaching and learning resources. They communicate learning goals to support
learner participation, understanding and achievement.
• Apply a variety of assessment tools and strategies in monitoring, evaluating, documenting
and reporting learners‘ needs, progress and achievement. They use assessment data in a
variety of ways to inform and enhance the teaching and learning process and programs.
They provide learners with the necessary feedback about learning outcomes that inform
the reporting cycle and enables teachers to select, organize and use sound assessment
processes.
• Establish school-community partnerships aimed at enriching the learning environment, as
well as the community‘s engagement in the educative process.
They identify and respond to opportunities that link teaching and learning in the
classroom to the experiences, interests and aspirations of the wider school community
and other key stakeholders. They understand and fulfil their obligations in upholding
professional ethics, accountability and transparency to promote professional and
harmonious relationships with learners, parents, schools and the wider community.
• Value personal growth and professional development and exhibit high personal regard for
the profession by maintaining qualities that uphold the dignity of teaching such as caring
attitude, respect and integrity. They value personal and professional reflection and
learning to improve their practice. They assume responsibility for personal growth and
professional development for lifelong learning.

Professionalism: The Hallmark of a Professional

Teachers are professionals. They belong to a profession which society regard as the
noblest profession. Professionalism is a competence or skill expected of a professional. It is a

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hallmark of a professional. The Code of Ethics for Professional Teachers explains professional
conduct as

It behooves every teacher to assume and maintain professional attitude to his work and in
dealing with his associates in the profession. It should be his self-imposed duty to constantly
improve himself professionally.

Criticism, when necessary, should clearly reflect friendly motivation and a sincere desire to
uphold the standard and dignity of the profession. In dealing with his pupils or students, the
teacher should ever strive to be professionally correct, friendly, and sympathetic.

APPL YING

1. Student-Generated Organizer

Instructions: Identify the professional qualities a teacher should possess. Show these
qualities in a graphic organizer.
2. Sentence Completion

Instructions: Complete the sentences to complete the idea.

1. To meet the expectations of the people in the community, as a teacher I must

____________________________________________________________.

2. A teacher is considered a professional, he/she is

______________________________________________________________.

References:
• Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2015). The teaching profession.
3rd Ed. Metro Manila: Lorimar Publishing House, Inc.

• Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2018). The teaching profession.
4th Ed. Metro Manila: Lorimar Publishing House, Inc.

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• Charlotte Danielson Framework for Teaching. (nd). Retrieved from

https://static1.squarespace.com/static/5942abe2bebafb3949a9aa10/t/596e7cb2a5790a
ab89b70c8b/1500413108225/CHA-DET
Michigan_Educator_Evaluation_Postings_and_Assurances_Teacher_District Approved_To
ol_533453_7AC123AMCth-003.pdf
• DepEd Order No. 42, s. 2017
• James Stronge – Teacher Effectiveness Performance Evaluation Systemchttp://mnprek-
3.wdfiles.com/local--files/teacher-effectiveness/TEPES%20-%20Stronge.pdf

• Lim, L., Caubic, R., & Casihan, L. (2014). The teaching profession. Manila: Adriana
Publishing Co. Inc.
• McREL‘s Teacher Evaluation System (2010). Retrieved from
http://schoolbusads.org/wp-content/uploads/2012/08/Teacher-Evaluation-
ParticipantManual-20110211-2.pdf

Lesson 2: The Demands of Society from the Teacher as a

Person

Learning Outcomes

1. Identified the personal qualities that a professional teacher should possess;

2. Discussed the responsibilities expected of a professional teacher; and
3. Explained what a teacher must do, must have and must be in order to cope with the
demands of the society.

SPARKING

TEACHER RECALL. Identify five persons in your community that you want to participate in
the activity, ―Teacher Recall.‖ You ask them to recall one most memorable teachers who
was able to make a great impact in their lives. They have to list down five personal qualities
that this teacher possesses. You may consolidate their answers in the matrix below.

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Name of Teacher Qualities

PROBINGPROBING

POOL THE ANSWERS TOGETHER. Perhaps you would notice that many of the answers
given by your participants are similar, so cluster them together like for example
committed, dedicated or passionate can be one group. If there are words that are
standalone, so be it. Based on the survey you conducted, what are the most cited personal
attributes a professional teacher should have?

DEEPENING
DEEPENING

A Professional Teacher
What is a professional teacher? Lim, Caubic, and Casihan (2014) use a metaphor of the
mountain and the teacher to identify the salient personal qualities of a professional
teacher.

The mountain is a huge creation that stands towering over all other structures in the

land. It stands majestic and impressive providing a soothing effect when viewed from a

distance. Its stature is a symbol of strength and stability. Because of its elevated position,

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the mountain receives the first rays of the sun at dawn. The radiance of the sun‘s rays on

the summit creates a beautiful panorama to behold. It is a spectacular scene to lay the

eyes on. The mountain provides shelter to animals and other creatures living in it. At

times when the rain comes, the soil in the mountain is eroded and water flows freely to

the land and rivers below. The rainwater from the mountain fertilizes the land at the foot

of the mountain. The plants grow and produce abundant harvest for the people living in

the area.

They wanted to emphasize that the grandeur of the mountain denotes strength and
stability. The same is true with the teachers. In order for teachers to perform their duties
efficiently and effectively, they must be healthy and fit. When one is mentally and
physically healthy, he/she has the vitality and enthusiasm to carry out his responsibilities
to the helm. They are always ready and committed to guide the learners in the teaching
and learning process.
In Unit 1, you have tackled that teaching is a noble profession, thus, it is a privilege to
be a great teacher. The privilege carries great responsibilities which the society expects every
teacher to perform. Dr. Evelyn A. Mejillano of the University of the Philippines College of
Education mentioned that an effective teacher is responsible to his students because of his/her
broad range of impact on their lives. Every teacher has six basic responsibilities that need to be
carried out. These are:
1. Encourages free pursuit of learning. How?
1.1 knows the content to be learned (content competence)
1.2 uses teaching strategies to foster learning (pedagogical competence)
1.3 knows who and how students learn
1.4 remains current in the content
1.5 presents accurate and balance views from the field
1.6 contributes to student intellectual development and independent thinking
2. Demonstrates respect for students. How?
2.1 recognizes and respects individual differences
2.2 is aware of students‘ cultural, physical, religious choices and values
2.3 welcomes and respects active participation
2.4 keeps promised appointments

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2.5 comes to class prepared for the lesson 2.6 trusts in the discussion of sensitive issues
3. Respects confidentiality. How?
3.1 respects students‘ privacy on issues of self-disclosure
3.2 does not post grades without the permission of students
3.3 does not leave test papers in one corner for students to get them at their convenience
4. Models the best scholarly and ethical standard. How?
4.1 is a thinking person (think before you speak)
4.2 establishes a personal standard of scholarship and living
4.3 differentiates emotion from reason
4.4 models or demonstrates critical discussion with students and colleagues
5. Posters academic conduct and ensure fair evaluation. How?
5.1 gives students fair chance to demonstrate their abilities
5.2 does not allow academic dishonesty
5.3 assesses students‘ progress accurately
5.4 treats each student fairly ( no favoritism)
5.5 gives regular feedback on student progress

6. Avoids exploitation, harassment or discrimination. How?

6.1 avoids sexual, racial, religious or intellectual harassment
6.2 maintains relationship at professional level
6.3 does not receive special benefits and gifts of money value
In order to meet these responsibilities, teachers should possess certain qualities. Bilbao,
Corpuz, Llagas, and Salandanan (2018) presented in their book the 12 characteristics of an
effective teacher gathered from a longitudinal study on more than one thousand essays of
teacher education students conducted by Robert j. walker. The list includes the following:

1. Prepared – comes to class each day ready to teach

2. Positive – have optimistic attitudes about teaching and about students
3. Hold high expectations - set no limits on students and believe everyone can
be successful
4. Creative – are resourceful and inventive in how they teach their classes
5. Fair – handle students and grading fairly
6. Display a personal touch - approachable
7. Cultivate a sense of belonging – have a way to make students feel welcome and
comfortable in their classrooms

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8. Compassionate – are concerned about students‘ personal problems and can relate to
them and their problems
9. Have a sense of humor – make learning fun and do not take everything seriously
10. Respect students – do not deliberately embarrass students; teachers who give the
highest respect get the highest respect
11. Forgiving – do not hold grudges
12. Admit mistakes – quick to admit being wrong

Effective teachers who possess these qualities can become great teachers whom every
learner would wish to have. How can you be a great teacher? Watch the video, ―The One
Thing All Great Teachers Do‖ by Nick Fuhrman | TEDxUGA which can be retrieved at
https://www.youtube.com/watch?v=WwTpfVQgkU0

Teachers being professionals should possess professionalism as described in Section 14 of

Article XI of the Code of Ethics for Professional Teachers.
Section 1: A teacher shall live with dignity at all times.
Section 2: A teacher shall place premium upon self-respect and self-discipline
as the principle of personal behavior in all relationships with others and in
all situations.
Section 3: A teacher shall maintain at all times a dignified personality which
could serve as model worthy of emulation by learners, peers, and others.
Section 4: A teacher shall always recognize the Almighty God or being as guide
of his own destiny and of the destinies of men and nations.
Likewise, Section 7 of R.A. 4670 cites integrity as an essential trait to be possessed by a
professional teacher. It reiterates that since the teacher‘s work is not confined merely to the
development of certain fundamental skills and abilities encompassed by the teaching of the
3Rs but also includes the development of desirable habits and attitudes that go into the
formation of character, his manner of living should provide a worthy example for his pupils
and students to emulate for his fellow teachers to be proud of, and for the community to feel
as being enriched by it.
In the context of the new normal, where teachers are expected to use technology in the
delivery of instruction, much is expected from them in upholding professionalism. (To know
further about the topic and gain insights about professionalism, please watch the Video on
―Online Professionalism for Teachers‖ to be retrieved from the
urlhttps://www.youtube.com/watch?v=Dz333YW9awg )

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Reflection: What are your realizations after watching the video?

APPL YING

1. Poetry Integration
Instructions: Read the poem, ―You Are a Teacher‖ and answer the questions that follow:
(Source: Bilbao, et. Al (2018).The teaching profession 4th ed.)

You are a Teacher

If I speak interestingly, effectively, and well,
But do not understand my students
I am a noisy gong or a clanging cymbal,
If I know all of the methods and techniques of teaching,
If I have complete faith that they will work,
So that I use them completely,
But think only of materials or techniques
Instead of how they can help my students,
I count for nothing
If I go the second mile in my teaching,
Give up many activities,
But do it without understanding,
It does no good,
Love is very patient, very kind;
Love is not jealous, it does not put on airs;
It is never tyrannic, never; Yet does insist on truth; It does not
become angry; It is not resentful.
Love always expects the best of others;
It is gladdened when they live up to these expectations, Slow to lose faith when they do not.
It will bear anything,
Hope for anything, Endure anything.
This kind of love will never fail
If there are teaching methods, they will change; If there are curricula, they will be
revised.
For our knowledge is imperfect
And our teaching is imperfect,

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And we are always looking for the better ways Which an infinite God has placed ahead of
us.
When I began to teach, I fumbled and failed;
Now I have put away some of my childish ways.
At present I am learning bit by bit;
But if I keep on seeking, I shall at last understand As all along I myself have been
understood.
So faith, hope and love endure.
These are the great three
But the greater of them is love.
Questions:
1. While reading the poem, what mental portrait of the teacher in the classroom and the
teacher in the community is painted in your mind?
2. Read through the poem by replacing I with your name. It goes like this: Calleigh, You
are a Teacher.

If Calleigh speaks interestingly, effectively and well

But does not understand her students

Calleigh is a noisy gong or a clanging cymbal…

(continue until you finish the whole poem with your name on it…)

 Describe and explain what you felt when you read your name through the lines
of the poem.

2. Sentence Completion

This is how one describes professionalism:

―You have to perform at a consistently higher level than others. That‘s the mark of a
true professional. Professionalism has nothing to do with getting paid for your
services.‖

From your own perspective, what is professionalism? Cite a concrete example of

professionalism.

_______________________________________________________________________

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_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

_______________________________________________________________________

How Much Have You Learned?

Directions: Identify the qualities of a professional teacher. Fill in the tree diagram.

The Professional Teacher

Personal Qualities Professional Qualities

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References :

 Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2015). The Teaching Profession.
rd
 3 Ed. Metro Manila: Lorimar Publishing House, Inc.
 Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2018). The Teaching Profession.
th
 4 Ed. Metro Manila: Lorimar Publishing House, Inc.
 Lim, L., Caubic, R., & Casihan, L. ( 2014) . The Teaching Profession. Manila: Adriana
 Publishing Co. Inc.

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Unit 3: On Becoming a Glocal Teacher

Prof. Lea C. Tingson

“The first step to

connect your
classroom to the
world is to
connect yourself
first.” - Vicki Dav is

Introduction: Becoming a global teacher is a way of approaching everything you teach and how you teach
it. In order to become a global teacher, you should be more equipped with a wider range of knowledge of
the various educational systems outside the country; master skills and competencies which can address
global demands; and possess attitudes and values that are acceptable to multicultural communities.

Lesson 1: The Global and Glocal Teacher: Is there a Difference?

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Learning Outcomes

1. Described a global and a glocal teacher.

2. Inferred about the demands of globalization in the 21 st century on teacher professionals.

SPARKING

Teaching Learning Activities

• Pre-test TRUE or FALSE.
1. The concept of globalization came about in recent years because the world has become
borderless primarily due to advances in technology.
2. The Filipino teacher abroad should know and understand the culture of the place of
teaching.
3. The global teacher is one who enhances knowledge and skills to address the global demands
but has a strong affiliation to the local culture and traditions.
o Global village refers to other countries abroad.

o Respect for cultural diversity and focus on the 21 st century skills are the ultimate
goal of global education.
• Group yourselves by five and discuss your answers to these questions:
1. As pre-service teachers, how do you prepare yourselves to be globally competitive?
2. Can one become a global teacher without teaching abroad? Explain.
3. Read the definitions of global education and Sustainable Development Goal (SGD) for
Education below and infer how these relate to your preparations as a global and global
teacher.

Global Education
Global education has been best described by two definitions:
• UNESCO defines global education as a goal to develop countries worldwide and is aimed at
educating all people in accordance with world standards.
• Another definition is that global education is a curriculum that is international in scope which
prepare today‘s youth around the world to function in one environment under teachers who are
intellectually, professionally and humanistically prepared.

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UNESCO‘s Education 2030 Incheon Declaration during the World Education Forum established a
vision ―Towards inclusive and equitable educational lifelong learning for all.‖ Sustainable
Development Goal (SGD) 4 for Education is one of the seventeen goals of the United Nation‘s SGDs.
The SDG4 is to ―ensure inclusive and quality education for all and promote lifelong
learning opportunities for all.‖ To achieve this, the UN has set seven unique and interconnected
targets. These are:

4.1Universal Primary and Secondary Education

By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary
education leading to relevant and Goal-4 effective learning outcomes.

4.2early Childhood Development and Universal Pre-primary Education

By 2030, ensure that all girls and boys have access to quality early childhood development, care and
pre-primary education so that they are ready for primary education.
4.3Equal Access to Technical/Vocational and Higher Education
By 2030, ensure equal access for sll women snd men to affordable and quality technical, vocational
and tertiary education, including university.
4.4 Relevant Skills for Decent Work
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical
and vocational skills, for employment, decent jobs and entrepreneurship.
4.5Gender Equality and Inclusion
By 2030, eleminate gender disparties in education and ensure equal access to all
levels of education and vocational training for the vulnerable, including persons with
disabilities, indigenous people and children in vulnerable situations.

4.6 Universal Youth Literacy

By 2030, ensure that all youth and substantial proportion of adults, both men and women, achieve literacy
and numeracy

4.7Education for Sustainable Development and Global Citizenship

By 2030, ensure that all leraners acquire the knowledge and skills needed to promote
sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a
culture of peace and non-violence, global citizenship and appreciation of cultural diversity and
culture's contribution to sustainable development. Source: Education 2030 Incheon Declaration
and Framework for Action http://uis.unesco.org/sites/default/files/documents/education -
2030-incheon-framework-for action-implementation-of-sdg4-2016-en_2.pdf

One of the means to achieve the target is to increase the supply of qualified teachers, through
international cooperation for teacher training in developing countries, especially the least developed countries
and island developing states.

PROBING

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• What is a global teacher? A glocal teacher?

• How do you become a glocal teacher?

DEEPENING

Global Education and Global Teacher

James Becker (1998) defined global education as an effort to help individual learners to see the world
as a single and global system and to see themselves as a participant in that system . It is a school
curriculum that has a worldwide standard of teaching and learning. This curriculum prepares learners in an
international marketplace with a world view of international understanding. In his article ―Goals of Global
Education,‖ Becker emphasized that global education incorporates into the curriculum and educational
experiences of each student a knowledge and empathy of cultures of the nation and the world. Likewise,
students are encouraged to see the world as a whole, learn various culture to make them better relate and
function effectively within various cultural groups.
Thus, to meet the various global challenges of the future, the 21 st Century Learning Goals have been
established as bases of various curricular worldwide.

These learning goals include:

1. 21st Century content: emerging content areas such as global awareness; financial, economic, busines,
and entrepreneurial literacy; civic literacy; health and environmental awareness.
2. Learning and thinking skills: critical thinking and problem-solving skills, communication, creativity and
innovation, collaboration, contextual learning, information and media literacy.
 ICT Literacy: Using technology in the context of learning so students know to learn.  Life Skills:
Leadership, ethics, accountability, personal responsibility, self-direction, other  21st Century
Assessment: Authentic assessment that measure the areas of learning.

On the other hand, glocal education is about diversity, understanding the differences and teaching the
different cultural groups in their own context to achieve the goals of global education as presented by
the United Nations. It is preparing future teachers from the remote and rugged rural villages in developing
countries, to the slum areas of urbanized countries, to the highly influential and economically stable societies
of the world for their roles in the 21st century classrooms. Global teacher education addresses the need of the

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smallest schools to the largest classrooms in the world. It responds to borderless education that defies
distance and geographical location. This makes educational glocal.
Thus, glocal education provides equal opportunity and access to knowledge and learning tools which are
the basic rights of every child in every community, locality within the global community.
Are our pre-service teachers preparing to provide glocal education in their respective future school
assignments? Do they possess a strong foundation of their rootedness in culture so as to blend what is local
with what is global? Will you be a glocal teacher who is a true Filipino teacher with a solid value of
nationalism and Filipinism but who is capable of addressing the global challenges and needs of educating the
children of the future?

From Global Teacher to Glocal Teacher Professionals

Looking back at the concept of global education, how do we define now a glocal teacher? Is this
teacher somebody who teaches abroad? Is this a person teaching anywhere in the world, and is able to teach
the 21st century learning goals? These are some of the fundamental questions that are raised regarding
global teacher as a new concept of globalization and the recognition of localization in the same concept is fat
emerging and recognized.
Hence, a glocal is a global teacher who is competent and armed with enough skills appropriate
attitude and universal values to teach learners at home or abroad but is equipped with both times tested as
well as modern technologies in education in any time any place in the world. A glocal teacher is someone
who thinks and acts both locally and globally with worldwide perspectives, but is teaching the communities,
localities, towns, provinces and regions where he or she is situated.
More specifically, a glocal Filipino is characterized by several qualities and attributes in addition to in-
depth knowledge, functioning skills and embedded values. Glocal teachers:
• understand how this world interconnected;
• recognize that the world has rich variety of ways of life;
• have a vision of the future and sees what the future would be for himself/herself and the students;
• are creative and innovative;
• understand, respect and tolerant of the diversity of cultures;
• believe and take action for education that will sustain the future;
• facilitate digitally-mediated learning;
• possess good communication skills (for Filipino teachers to be multilingual);
• aware of international teacher standards and framework; and
• master the competencies of the Beginning Teacher in the Philippine Professional Standards for
Teachers (PPST,2017).

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Further, glocal teachers in addition to the above qualities must possess the following distinct
characteristics and core values of Filipino teachers: (Master Plan for Teacher Education, 2017):
• cultural and historical rootedness by building on the culture and history of the learners and the
place;
• ability to contextualize teaching-learning by using local and indigenous materials, content and
pedagogy whenever appropriate;
• excellence in personal and professional competence, leadership, research, technology, innovation
and creativity;
• responsiveness through social involvement and service, learner-centeredness, respect and
sensitivity for diversity and inclusiveness;
• accountability and integrity by being a positive role model with strong moral character, committed
and conscientious, credible, honest and loyal;
• ecological sensitivity by being resilient and steward of the environment for the sustainability;
• nationalism/Filipinism by being a responsible citizen and upholding the Filipino identity amidst
globalization (glocalization); and
• faith in the Devine Providence by being humane, just, peace-loving and respectful of human
rights.
The need for glocal teachers is on the rise of several countries worldwide. Even developed
countries are in dire need of competent teachers who will teach in rural classrooms imbued with the
characteristics and attributes of a glocal teacher.

APPL YING

Make a Venn Diagram to compare and contrast a global and a glocal teacher.

Self-check Questions
Choose the correct answer from the options given.

1. The global challenges of the future entail the attainment of 21 st Century Learning Goals. These goals
include:
A. Learning & thinking skills, emerging content areas, ICT literacy, life skills and 21 st Century
assessment

B. Information literacy, Life skills, Soft skills, digital literacy, and computational skills.
C. Numeracy and literacy skills, Communication skills, interpersonal skills, and leadership skills.

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D. 21st Century assessment, life skills, computational skills, interpersonal skills, and technology skills

2. Which of the following statements is TRUE about global teachers?

A. A teacher has to earn a prestigious award to be called a global teacher.
B. Teachers in far flung schools CANNOT be considered global teachers.
C. A global teacher has a wider view of what education is all about.
D. Global education provides varied standards for quality education worldwide.

3. Which statement is TRUE about glocal education?

A. Glocal education provides equal opportunity and access to knowledge and tools.
B. Glocal education ensure that both men and women achieve literacy and numeracy.
C. Glocal education makes sure men and women have access to quality early childhood care and
development.
D. Glocal education ensure all learners acquire knowledge and skills needed to promote sustainable
development.

4. When Roland Robertson started to use the phrase ―think local, act global‖ he meant that ________.
A. even if you will be teaching in your hometown, your competencies id world class.
B. you should limit your lessons only to local knowledge, values and aspirations.
C. you should use examples from foreign countries.
D. you believe that the best examples are coming from abroad.

5. Which set of core values should a Filipino teacher possess to become a global teacher?
A. Cultural and historical rootedness and nationalism
B. Economic excellence and materialism
C. Inclusivity and self-preservation
D. Borderless thinking and interconnectivity

References:
th
 Bilbao, P., Corpuz, B, Llagas, A., Salandanan, G. (2018) The teaching profession (4 ed.).
Lorimar Publishing, Quezon City.

ELECTRONIC REFERENCES:
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48

Lesson 2: The Teacher and the Teaching Profession in the ASEAN

and Beyond

Learning Outcomes

1. Drawn a holistic picture of the teachers and the teaching profession in the ASEAN;

2. Appreciated the similar characteristics of the ASEAN teachers and the teaching profession as these
respond to global standards.

3. Compared the ASEAN teachers and teaching profession with three other countries of the world –
Japan, China and United States of America.

4. Reviewed the Global Teacher Status Index and learned lessons from it.

Introduction: Lesson 2 will give you a glimpse about the status of teacher professionals in the ASEAN and
beyond. The lesson will focus on the current situation of teachers in the 10-member states of ASEAN: Brunei,
Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Thailand, Singapore, and Vietnam. This
lesson will also include the Global Teacher Status Index 2018 of the Varkey Foundation which will give you
ideas on issues ranging from what is a fair salary for teachers to whether pupils respect teachers to how
highly people rank their own education system.

SPARKING

 Pre-test (TRUE or FALSE)

1. In ASEAN countries, tertiary education is selective and compulsory.
2. According to Global Teacher Status Index, the work of teachers in Germany is comparable to that
of the social workers.
3. The standards of the teaching profession in the Philippines is comparable to our neighboring
ASEAN countries.
4. All ASEAN countries require teachers to have license to teach.
5. Teachers in China enjoy a high prestige in the society.

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 If you will be given an opportunity to experience teaching in another country, where would you like to
teach? Explain.

PROBING

Interview a teacher who is teaching in another country. Find out from him/her the competencies
that are required of them as a teacher in that country.

DEEPENING

Below is a description of the teaching profession in the ten ASEAN member countries. ( Source: The
Teaching profession 4th Edition, Bilbao, et. al, 2018)

In all the countries in the ASEAN, the levels of formal schooling in the educational system are as
follows.

1. Primary level is composed usually of Pre-Primary (Play-School, Pre-K, Kindergarten) and the Primary
Level which is composed of Grade 1 aged 6 yrs. old; Grade 2 aged 7 yrs. old; Grade 3 aged 8 yrs. old;
Grade 4 aged 9 yrs. old; Grade 5 aged 10 yrs. old, and Grade 6 aged 11 yrs. old.

In the Philippines, the label primary level refers to elementary level. The Elementary level has two sub-
levels, the primary grades which include the kindergarten to Grade 4 and the intermediate grades which
include Grade 5 and Grade 6.

2. Secondary level follows the primary level. Generally, across the ASEAN it is composed of Junior High
School and the Senior High Shool. The graduate from the Senior High School can proceed to college or
find a job appropriate to the qualification. However, there are slight variations in some countries such as
Lower Secondary level is three years with Grade 7, 8, and 9 while the upper secondary level is composed
of Grades 10, 11 and 12.

In the Philippines, the Junior High School is composed of Grade 7 ,8, 9, and 10 while Grades 11 and 12
belong to the Senior High school.
Variations in the number of years in basic education level across the ASEAN members
Variations Levels of Schooling and Number of Years

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Primary/ Lower Upper Total Countries

number of
Elementary Secondary Secondary (as of 2013)
Years

Version 1 5 years 4 years 3 years 12 years Lao PDR

Version 2 5 years 4 years 2 years 11 years Myanmar
Version 3 6 years 3 years 2 years 11 years Malaysia
Version 4 6 years 3 years 3 years 12 years Brunei, Cambodia,
Indonesia, Thailand,
Vietnam
Version 5 6 years 4 years 2 years 12 years Singapore, Philippines
Source: ASEAN State of Education Report, 2013

In summary, basic levels of education in most ASEAN countries have 12 years of formal schooling, divided
into primary, lower secondary and upper secondary levels. All primary education levels are compulsory, while
in some countries secondary level is voluntary except the Philippines. In Singapore, the last two-year levels
are pre-university levels. For secondary level; there is a variation of 5, 6, or 7 years which are either labeled
as middle school, junior high school, senior high school or lower or upper secondary level. There is a
universal kindergarten and pre-school education for all. The number of years in the primary is 5 to 6 years.
The basic education levels of Primary/Elementary and Secondary levels will provide the future jobs of
teacher education pre-service graduates.

3. Tertiary Level is the college level which is beyond the basic education in all the countries in the ASEAN. It
is the ladder of educational system where the student earns a bachelor‘s degree in teacher education,
which is a requirement to take a licensure examination to become a professional teacher.
In the Philippines, the Technical Education Skills and Development Authority (TESDA) provides diploma
and training certificates for lifelong learning. The agency also assists in the implementation of the senior high
school technical-vocational tracks.
The pre-service teachers get appropriate qualification degree in the tertiary level in order to teach in either
elementary or secondary levels of education system in either public or private school in a particular country.
In addition to the degree, most countries have specific requirement policies and guidelines.
A. The Teacher Professionals Across the ASEAN

1. Academic Preparation of Teacher Professionals in the Basic Education

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The admission to pre-service teacher education varies from the graduates of Grade 9 or Grade 12.
In remote places of Lao PDR, Indonesia, Myanmar and Cambodia, pre-school, preprimary of kindergarten
future teachers can have 9 years of basic education (Grade 9) and get an advanced training for 3 years to
become teachers (9years of basic education + 3 years teacher preparation) or over 10 years of basic
education plus 3 years of teacher preparation.
For teachers of lower secondary level, future teachers should have 12 years of basic education and
2 years of teacher preparation to earn a Diploma in Teaching.
For upper secondary level, the requirement is 12 years basic education plus 4 to 5 years of teacher
preparation to earn a Bachelor‘s degree. However, for non-education degree graduates they can take the
post graduate diploma in Education/Teaching. This will mean an equivalent to 12 years basic education
plus 4 to 5 years Baccalaureate Degree plus one year of Graduate Diploma.
Almost all teacher education provides a teaching practicum, student teaching, or field experience
course. This will provide them the opportunity to apply the theories and concepts in the content and
pedagogy in real class situation.
ASEAN countries have comparable academic teacher preparations, however, there are those who
have gone beyond their borders, while others are still strengthening their program. Differences are
according to the context and needs and the education system of the particular member country, their
history, culture and aspirations.

2. Components of Teacher Preparation

Qualified, professionally trained, motivated and well supported teachers are the key to quality
education. The future teacher academic preparations should be responsive to this call. Common to all
ASEAN countries, are four important components which are being addressed in the preparation of
teachers:
• General knowledge and understanding– This cluster of knowledge and understanding are
embedded in the general education or liberal arts education subjects in college as preparatory to the
core content subjects in the professional education. The cluster of subjects in the liberal education
provides the development of person-hood of the future teacher. (what to Know about Oneself and
World.)
• Pedagogy – this component provides variety of teaching delivery approaches beyond the traditional
methods of teaching. The more innovative methods including student-centered approaches,
cooperative learning, project-based learning and many more based on international values to enhance
peace education, sustainable development, respect for diversity, inclusive education and global
citizenship. (How to Teach)

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• Teaching Practicum/Experiential Learning In this cluster, knowledge, theories, principles, and

pedagogies learned are available in real life situation as teachers. In all ASEAN countries, teaching
practicum and experiential learning are required as a component of training or for certification to
teach. (Immersion to the real world of teaching/Practicum/Teaching Internship)
• Specialized knowledge/Major courses – For those who will teach the content or discipline in the
upper elementary or the secondary levels, major content courses are learned. For the early years
(pre-school to Grade 3, a more comprehensive knowledge of child growth and development is given
emphasis. (What to teach in specific discipline or subject area)
The common degree titles include Bachelor of Education (Bed); Bachelor of Elementary Education
(BEEd); Bachelor of Secondary Education (BSEd); Diploma in Education either PreBaccalaureate or Post
Graduate (PGDip). There are variations from country to country.
Several standards and competencies were developed as a guide for all teachers. The most common
standards revolve around or anchor on the following domains:
• Skills in the 21st Century
• Professionalism and accountability
• Pedagogical competence
• Teachers characteristics/qualities
• Knowledge competence

B. The Teaching Profession Practices in the ASEAN

1. Teacher‟s Major Responsibilities

There are three major responsibilities of professional teachers across the different countries. These
are (1) Actual Teaching. (2) Management of learning and (3) Administrative work. All of these responsibilities
have to be carried out in the teaching hours required which is
6-8 hours per day 40-45, hours per week, 4 weeks per month and 10 months per year. In between the
teaching days, are holidays specific to the country which may either be civil holiday or religious holidays.
• Actual Teaching – refers to the time of engagement of the teacher with the learners. This happens
within the official teaching hours. The actual teaching hours from country to country and from school
to school. Sometimes actual teaching refers to contact time or time on task.
• Administrative work – refers to the teachers‘ job that includes writing test items, checking and
recording of test paper results, attending to parents, making reports and other related activities.
With all the responsibilities that the teacher is required to do, the salary of the teacher varies across the
different countries, in the ASEAN teachers‘ salary ranges from as low as USD 120.50 to as high as USD 2,

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589.00 per month or even higher as in the case of Singapore which is around $45, 755.00 per year according
to the Global Teacher Status Index Report. Salary is based on qualification, teaching experiences and level or
grade assigned. Teaching in a public school will also have a different salary scale. In some countries, there
are fringe benefits provided like hardship pay, maternity pay and other bonuses.
In the primary level, teachers handled more than one specialized subject. In fact, in some
countries including the Philippines, all the subjects in the grade level taught by one teacher in a self-
contained classroom. In some cases, team-teaching is practiced either vertically or horizontally. In
the vertical team teaching, for example Elementary Science will be taught by one science teacher
from Grade 1 to Grade 6, while for the horizontal team teaching, science will be taught by one
teacher in one level with different sections or groups. On the other hand, in the secondary level, the
teacher teaches the specific subject area or major in the same level or in different grade levels, too.

1. Teacher Licensing and Requirement

Most teachers are licensed as professionals or are certified to teach by the country‘s appropriate agencies.
Those who are certified or licensed become para-professionals or assistant teacher. In the Philippines, it is
the Professional Regulation Commission (PRC) while in Singapore it is the National Institute for Education
(NIE). In Thailand, it is the Teacher Education Council (Khurusapha) that gives a licensure test for teacher
applicants, while in Indonesia, Akta IV teacher license is given by the teacher colleges for an authority to
teach. In other countries where is no licensing provided, certification is issued instead. This is done by the
Ministry of Education or the teacher education colleges or universities.
Teacher recruitment process and qualifications are guided by the Ministry of Education for the public
schools and the individual private schools under the guidance and policies of each country‘s ministry.

A. The Teacher and the Teaching Profession Beyond the ASEAN

China, Japan and the United States of America are non-ASEAN members but these countries were included
as samples in the Global Teacher Status Index. Let us find out how their teaching profession practices are
similar to the ASEAN.

1. China

China being the most populous country has over 200 million students attending public schools taught by
over 9 million teachers in the elementary, junior and senior high schools. Teachers in China form the largest
teaching force in the world. (Wang, 1996; Nanjundiah, 1996) The education system is highly centralized such

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the course syllabi are written by scientists and professors hired by the National Education Commotion. The
subject matter and instructional contents are uniform for all. The first 6 years of school make up the grades
which are devoted to development of cognitive skills. This is followed by another six years of high school.
Class size ranges from 40 to 60 students and the students have to cover all topic in order to pass national
examinations. Students wishing to attend university must pass one the two versions of the National University
Entrance Examination. The quality and reputation of the school will depend on the number of students
passing the examination (Changbin in 1995; Kwang, 2000)

Education, one of the fundamental Chinese traditions, entered a new era of deep transformation after
1949. Education is used as the vital tool for centralization and unifications of the country. The new
educational system includes:

• six years of primary education.

• three years of junior middle school, three years of senior middle school.
• six years of university
• varieties of technical and vocational schools.

The political and ideological orientation of teacher education is ―to cultivate cultures person as
teachers with lofty ideals, high mortality, strong discipline, a sense of mission as educators, engineers of
human soul and the gardeners of the nation‘s flowers‖ (Leung and Hui 2000)
There are two main categories of teachers in China, based on the source and structure of their salary or
pay. The first category is gongban (state-paid) teachers who earns salary comparable with other state
employees in state-owned enterprises. The second category is the minban (community-paid) teacher who
are paid by local community depending on the community income.
State-paid teachers are categorized into grades according to their years of service and their standard
performance. The five-grade system are as flows:
• Super-grade teachers – highest level which occupy the upper level of 5% of the teaching force.
• Senior-grading teacher occupy 6% of the teaching force in 1990 where most of the primary level
teachers belong.
• Third-grade teachers
• Second-grade teachers include the majority of the secondary teachers.
• First-grade teachers – some of the newly hired primary teachers.

China‟s Teacher Licensing

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The examinations are standardized for the secondary teachers by the central Government, while
examination for the elementary are the responsibility of each province. Generally, primary teachers should
have at least graduate from secondary normal schools or senior secondary school while the junior secondary
teachers shall graduate from a normal university or teacher colleges and holder of degrees from tertiary
institutions.

Chinese Teachers Enjoy Unquestionable Authority

The general assumptions in the Chinese society is that the teacher tells the single absolute truth, and
the job of the students is to absorb the knowledge conveyed by the teacher without question. While subjects
like English or Mathematics provide opportunities to practice, the structure of the lesson, their pace, and the
nature of questioning is determined by the teachers. It is a common experience of student to complete a 45
minutes class period without having talked once, or called individually or was able to raise a question.
Students are guided by the following tenets:
• Important knowledge comes from teachers and textbooks.
• Learning involves listening, thinking and silent practice.
• Knowledge are espoused by the teacher and the textbook is not to be challenged.
Because of the cultural uniqueness in delivering the lessons by the teachers, China Ranked1 in the
Global Teacher Status Index, where teaching profession is regarded equal to the doctor. This will further the
explained in the next section of the lesson.

2. Japan

The Japanese education system is highly centralized and is administered by the Mombusho or Ministry
of Education. Thru school; system for some kindergarten through university serves about 24 million
students, with about ten percent (10%) going to the university. About one-third go to the private schools
and the rest are enrolled in thew public school system.
The Japanese educational system is sometimes seen as a model on how to operate schools. The system
gives us a mental picture obedient, quite school children sitting on their desk, listening to the teacher
working hard to pass the various entrance examinations.
In 2005, a book Japan in the 21st century: Environment, Economy and Society states: ―Japan‘s
educational system produces students who perform far better on international examinations …
Japanese students are indisputably among the best in the world in solving mathematical equations…
Youngsters are well behaved, envied around as law-abiding; Japan‘s low crime rates are well known
and widely envied around the world. But what is even more striking than the lack of crime is the

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overwhelming civility; graffiti and vandalism are rare and school sports teams not only bow to each
other before the game but rush over to the opposing team‘s stand after the game to pay respect.
―(The Japanese Educational System www.bookiemice.net/darkchilde/japan/jeduc.html)
In Japan, education is free compulsory for children from 6 to 15 years. Classes are large and
teaching methods are usually lectures. Japanese students spend 243 days a year in school. The school
calendar is a year-round with some breaks between sessions.
Standard curriculum includes Japanese language, social studies, math and science along with art,
music, home economics, physical education, with the greatest emphasis on learning the Japanese
language.
The Japanese educational system is divided into five basic levels: kindergarten, elementary school
(six years) lower secondary school (three years) upper secondary school (three years) and university
(usually around four years). Elementary school covers six years of schooling from Grade 1 to Grade 6. Most
of the teachers are females. Lower secondary schools cover grade seven, eight and nine. Men compose
two-thirds of the teachers in this level. Class size average is 38 and the periods are fifty minutes long.
Upper secondary schools offer academic, technical and vocational programs. The firstyear courses
include Japanese language, English, science and Math. Vocational course includes information processing,
navigation, fish farming, ceramics and busines English. The upper secondary schools are ranked based on
their success in placing graduating students into prestigious universities.

The Teaching Profession in Japan

Japanese teachers are an essential element in the success story of the country. Major responsibilities
are entrusted upon the teachers for moral education and character development and for instilling values,
attitudes and living habits in students at all levels. Teachers are expected to infuse cultural values throughout
school activities including student‘s lives, both in school or even at home and community.
Ever since teaching has been an attractive profession in terms of status. The appeal of the teaching
career has heightened because of the increase in remuneration. According to the Global Teacher Status Index
in 2013, the average annual salary of teachers in Japanese is equivalent to $43,775.00 annually, which is
second to Singapore.
Teaching is one of few lifetime professional career opportunities readily available to women in Japan.
Ninety percent of the new teachers have four-year college degrees with most having majored in other areas
than education. They fill up one third of the openings in the elementary level, two thirds at the lower
secondary level, and nearly nine- tenths at the upper secondary level.

Teacher Certification in Japan

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There are different legal requirements for certification to teach the pre-school, elementary school,
lower secondary school and upper secondary school.
First class certificate is issued to teach in the preschool, elementary or secondary teachers with basic
qualification of having earned a Bachelor‘s Degree. To teach in the upper secondary level, the basic
qualification in Master‘s degree.
Second Class Certificate has a basic qualification of 2 years of study (62 credit units) in a university or
other post-secondary institution. While to teach in the secondary level., without a Master‘s degree, the
Second-Class Certificate will be issued.
In addition to the length of study and degree qualifications, prospective teachers must earn a prescribed
number of credits in education studies and in the subjects to be taught.

Becoming Employed as a Teacher

Most of the public-school teachers are prefectural employees even if they teach in municipal schools.
Prefectures play an important role in the selection and hiring of teachers. In addition to completing a degree,
the teacher applicant must secure a license to teach from the prefectural board of education. A license
awarded by any prefecture, is valid in all prefectures, However, applicant is required to take prefectural
appointment examination.
A prefectural appointment examination is given in two stages. First stage, consists of written tests in
general education and specialized fields and skills test for P.E. Music and Art. All applicants for lower
secondary teaching jobs are required to take a test in physical fitness. Second stage consists of interviews.
Age is very important consideration for teacher applicants. More than one half of the prefectures
require applicants to be under the age of 30. But once the applicant gain entry to the teaching profession,
they are assured of lifetime employment.

3. United States of America

The America education system has greatly influenced the Philippine educational system specifically the
making of the Filipino teacher. The coming of the first American teachers called the Thomasites and the
opening of the normal schools in different provinces of the countries provided a very strong foundation for
teacher education.

Basic Education, the Avenue for Teaching Jobs in the USA

The levels of education in the U.S. are similar to those in other countries including the Philippines.

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• Pre-primary education – type of school providing this education are kindergarten, nursery schools,
preschool programmers, child/day care centers. Age level is 4-6 years old and the duration is 2 years.
• Primary education – elementary school
• There are varied levels of schooling in primary education.  Middle school education – Grades 4-6, 5-
7 or 6-8.
• Secondary education – high school – Grades 7-12 or 8-12
• Junior high school. Grades 1-8, 7-9, or 8
• Senior high school. Grades 9-12, or 10-12
Duration of the compulsory education is from entry of 6 years old to exit of 18 years old.

Becoming a Professional Teacher in the USA

Pre-service students who are preparing to teach in any of the above grade levels have to attend a
college or a university for four years, major or minor in education and earn a teaching certificate. It is
possible to earn a teaching degree after graduation by taking additional courses post-baccalaureate of by
entering a master of Arts in Teaching program.
Earning Teaching Certificates. United States of America has a decentralized educational system
and each State Education Agency (SEA) has its own guidelines and requirements for earning and maintaining
a teaching certificate. A teaching certificate earned in one state may or may not be recognized in another.
There is an increasing practice requiring that perspective teachers demonstrate some minimal level of
competency by passing a competency test before they are allowed to enter the profession. This examination
is the National Teacher Examination (NTE) or on Praxis I or Praxis II written test. Many states, now require
that teachers also renew their certification by continuing to take ―renewal credits.‖ Permanent certification is
granted if the teacher performs adequately according to the standards established by the state.

Recruitment of Teachers. After following the successful completion of an application process, a

superintendent approves the applicant and then forwards a recommendation to hire to the local school board.
Once signed, a teacher has a legally binding contract to work, unless guilty of a crime, fails to show teaching
competency, or demonstrates egregious professional conduct. He/She is expected to complete teaching
during the term of his/her contract, with exception for pregnancy, medical leaves and unforeseen
emergencies.

Salaries of Teachers. The salary range for teachers is determined by education and experience as
by locale. Teachers who have earned ―masters plus 30 doctorate units‖ earn more than those with master‘s
degrees, while teachers with master‘s degrees receive a higher salary than the bachelor‘s degree holder.
Merit pay has been adopted by some school districts, those who teach in sub-urban school districts or large
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town typically earn more than teachers in either urban or rural districts. Some teachers work at another job
during the school year or summer. The average according to the Global teacher Status report, the average
income of teachers $44,917.00.

What Makes a Good American Teacher? The definition of a ―good‖ teacher slightly differs
among levels. Those working in elementary schools seemed more child-focused in their discussions and
believed that a good teacher is a kind person, one who is understanding ―and ―sensitive to the needs of
children.‖ The secondary school teachers generally consider themselves subject-matter specialists. Good
teachers have to know how to teach their subjects. It is a plus if students like a teacher. Some feel that
having a sense and humor and an ability to handle a class increased the likelihood that students would learn,
but the teacher‘s primary responsibility is to teach.
Middle school teachers pointed out that many schools are changing from junior high to middle school
model because young adolescents still need the support of family like concerns. The middle school teachers,
therefore, as a team should be able to give more personal attention to middle school learners.

The Global Teacher Status Index

Varkey Foundation, initially Varkey GEMS Foundation, published a 53-page study on the public and
social status of teachers in 21 countries around the world in 2013. The study polled 21 countries all over the
world. These countries were chosen on their performance in PISA and TIMMSS to represent the major
countries of the world. The study collected data regarding what the general public thinks about the teaching
profession and teachers, and the study examined public attitudes to professional status, trust, pay, and the
desirability of teaching as a career.

Some of the key questions asked in the survey were:

• How teachers are respected in relations to other professions?

• What is the social standing of teachers?
• Will parents encourage their children to be teachers?
• It is perceived that the children respect their teachers?
• What people think teachers ought to be paid?
• Should teachers be paid according to the performance of their pupils?
• How much are teachers trusted to deliver a good education to children?
• What is the degree of trust that people have on their education system?

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Answers to the above questions were collated and clustered in the three sections which are Teacher
Status, Perception of Teacher Reward and Teacher Agency and Control.

1. Teacher Status
Examine the table below. To what occupation do people in Germany, Italy, Spain, Switzerland and the
Netherlands compare the work of teachers? In what country do people compare the work of the teachers to
that of doctors?

Global Teacher Status Index, 2013

Source: https://www.globalteacherprize.org/media/2787/2013globalteacherstatusindex.pdf

This portion of the survey focused on teacher status, and provided indicators that formed the calculation
of the Teacher Status Index. Teacher respect has a multitude of dimensions; however, four indicators were
deemed most beneficial to this study:
• Ranking status for primary teachers, secondary teachers and head teachers against other key
professions
• Analyzing the aspiration of teaching as a ‗sought‘ profession
• Creating a contextual understanding of teachers‘ social status  Examining views on pupil respect for
teachers.
While there is no clear correlation between the status accorded to teachers through their Index score and
student outcomes in their country, there are however significant variations between different countries due to

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a number of potential differences in perception and culture. Previous work has pointed to correlations
between teacher pay and pupil outcomes, so this area merits serious investigation. The study found that the
average respect ranking for a teacher across the 21 countries was 7th out of 14 professions, indicative of a
mid-way respect ranking for the profession. There is no international consensus on what constitutes a
comparative profession for teaching, but two-thirds of countries judged the social status of teachers to be
most similar to social workers. The second closest status association was to librarians (as ranked by US,
Brazil, France and Turkey). There are significant contrasts between countries over the extent to which they
would encourage younger generations to become teachers. While 50% of parents in China provide positive
encouragement, only 8% do so in Israel. Parents in China and South Korea, and in Turkey and Egypt are
most likely to give encouragement to children to become teachers. Similarly, these countries show a higher
level of belief that pupils respect their teachers. Conversely in most of the European countries surveyed, more
respondents thought that pupils disrespect teachers than respect them.

2. Perception of Teacher Reward

Below is the average actual teacher salary in the countries surveyed. The respondents were asked if the
current salary is too little, too much or just enough.

Global Teacher Status Index, 2018

Source:

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Global Teacher Status Index, 2018

Source:https://www.varkeyfoundation.org/what-we-do/research/global-teacher-status-index2018

• Most countries judged a fair rate of pay as a similar to teacher‘s actual pay.
• In Japan, France and USA, the actual pay was judged higher than the fair rate of salary.
• Majority of the countries think teachers ought to be rewarded with higher pay than what they are
presently getting.

Performance-Related Pay. Most countries believed that teacher‘s salary should be based on the achieved
student learning outcomes. The performance-related pay (PRP) should be used according to performance.
• In all the 21 countries, more than 59% of people think teachers ought to be paid according to the
performance of their pupils. The average across countries was 75%.

3. Teacher Agency and Control

The status of the teacher is also dependent on the people‘s trust to deliver good education.
Trusting Teachers to Deliver Education. Based on the results of the survey:
• No country gave a rating below 5, suggesting that all countries placed satisfactory to positive trust in
their teachers.

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• Finland and Brazil at the top of the table displaying strong trust in their teachers, while Israel, Japan,
South Korea and Egypt are at the bottom of the table, showing limited trust for their teachers.

The Varkey GEMS Foundation (VGF) Index will be immensely valuable as a means of stimulation debate on
education reform-just as the publication of PISA data did at the turn of the country. For this reason, th VGF
index deserves recognition for the big impact their study has made on future teachers on the Global Teacher
Status Index.

Peter Dolton, Professor of the Economics at Sussex University, one of the writers of the 2013 Global Teacher
Status Index said:

―We find that there are major differences across countries in the way teachers are perceived by the
public. This informs who decides to become a teacher in each country, how they are respected and how
they are financially rewarded. Ultimately, this affects the kind of job they do in teaching children.‖

Sunny Varkey, founder and trustee of Varkey GEMS Foundation said: It is my ambition that teachers
are treated with as much respects as doctors. Sadly, in many countries around the world, teachers no
longer retain the elevated status that we used to take for granted. Overtime, the declining respect for
teachers will weaken teaching, weaken learning, damage learning opportunities for millions and
ultimately weaken societies around the world.

He also said: ―It will immense pride that I say, that my parents were teachers. I recently spoke with
my mother about what she believed they had achieved by becoming teachers. She spoke fondly about
goodwill that they enjoyed locally as a result of their chosen vacation. Those who taught were held in
high esteem. Teachers were often the most educated people in the community, so were turned to as
source of advice and guidance. Most importantly, of course, they sparked the imagination of children
who went on to accomplish great things for themselves and society.‖

APPL YING

1. Reflection: How does a Filipino teacher compare with a teacher in the ASEAN and beyond? (Follow the
Gibbs Reflective Cycle format.)

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Self-check Questions

Choose the correct answer from the given choices.

1. In all the ASEAN member countries, which level of schooling is free and compulsory?
A. Primary level C. Middle School level
B. Secondary level D. College level

2. Which of the ASEAN member countries give the highest salary to teachers?
A. Brunei D. Singapore
B. Philippines D. Malaysia

3. Which country issues a teacher certificate through the Professional Regulation Commission?
A. Thailand C. Indonesia
B. Philippines D. Singapore
4. According to Global Teacher Status Index, from what country have the teachers greatest respect from
students?

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A. China C. Finland
B. Germany D. New Zealand

5. Which country, according to Global Teacher Status Index, gives the highest salary to teachers?
A. Singapore C. Japan
B. China D. South Korea

References

th
 Bilbao, P., Corpuz, B, Llagas, A., Salandanan, G. (2018) (4 ed.).
The teaching profession
Lorimar Publishing, Quezon City.

ELECTRONIC REFERENCES

Lesson 3: The Changing Global Landscape for the 21 st Century

Learning Outcomes

1. Identified the different changes occurring in the global teaching-learning landscape.

2. Identified the 21st century life and career skills for teachers and learners.
3. Demonstrated understanding of the UNESCO‘s Four Pillars of Learning as these apply to the 21 st
century.

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Introduction: Our country experienced many changes as it approached 21 st Century. These changes have
encompassed life in the country – from political to economic, technology, society, and the environment.
Comparable changes have occurred in other ASEAN countries and the world. All these will definitely have a
significant impact on you as a teacher and you future students as you face life in the 21 st Century. It is
important that you understand these changes so that you will be better equipped to adapt to them. In turn
you will also be better at helping your students adapt to these changes as well.

SPARKING

1. Which is an example of a social and cross-cultural skill?

A. Obtaining information using digital technologies
B. Using problem solving technique in influencing and guiding others toward a goal
C. Knowing when it is appropriate to listen and to speak when interacting with others D. Allowing
students to be busy on meaningful tasks

2. Computer skills and the ability to use computers and other technology to improve learning,
productivity, and performance is
A. Computer literacy C. Technological literacy
B. Information literacy D. Media Literacy

Read the instructions to the team game: ―The Marshmallow Challenge‖ below. If you have the
connectivity, watch it on YouTube by clicking the link: https://www.youtube.com/watch?v=X_oQB0Gw-zQ.

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Source: Coach Sparrow 2017 -18

Building a free-standing structure using uncooked spaghetti pasta and marshmallows gives students
opportunity to experience what it‘s like to build together. What attributes are being developed in this activity?
How do these attributes relate to 21st Century skills?

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PROBING

Which of the skills listed below are important for you to become competitive in the 21 st Century? Choose 3
and explain.

Source: aeseducation.com

DEEPENING

The Changing Global Landscape and the 21st Century Skills for Teachers

Preparing learners for work, citizenship and life in the twenty-first century is daunting. Globalization, new
technologies, migration, international competition, changing markets, and transnational environmental and
political challenges all drive the acquisition of skills and knowledge needed by students to survive and
succeed in the 21st century. As future teachers of the 21 st Century, it is important to understand that modes
of learning have shifted dramatically over the past two decades with changes in the ways people access,
exchange and interact with information. Thus, the development of 21 st Century skills is a necessary tool for
teachers. Without these 21st Century skills, no teachers can survive.
Zhou, 2006 as mentioned in SEAMEO, INNOTECH 2011, identified some key categories of the different
changes and developments in the 21st Century teaching and learning.
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A. The New Learning Environment

The 21st Century learning can happen anytime, anywhere, and the spaces where this learning occurs
are incredibly and increasingly diverse. Education systems are undergoing a paradigm shift in the struggle to
meet the needs of learners in a world that is rapidly changing from a technological, demographic, societal
and environmental perspective. The 21st Century Learning environment is characterized by the
following:
• learner-centered
• new spaces and borderless
• enhanced opportunities for creativity and innovation, and  use of ICT

B. The New Learning Content

With the new learning environment and the exponential growth of knowledge, content or practice of
learning has been modified. From specific discipline or subject areas, subject matter of learning has the
following characteristics:
• integrated/interdisciplinary
• demand-driven
• emphasis on learning tools on how to retrieve knowledge, and
• balance of scientific, technological, cultural, global, and local concepts

C. The New Process of Learning and How These Will be Facilitated

With the advancement of study of the mind and cognition, various processes of learning evolved with human
intervention of teachers and peers as well as non-human intervention of artificial intelligence (AI) of robots.
With these advancements, different processes of learning and the methods to facilitate these have evolved.
These include the idea of multiple ways of learning which can be mediated by the following:
• Face-to-face – when teachers and learners are confined in the same learning space at the same
time with the teacher facilitating learning.
• Distance Learning – when teaching-learning is mediated by traditional (modules in print) or modern
technology (on-line or off-line) without the physical presence of the teacher in a a virtual class. It can
be synchronous or asynchronous.
• Blended modalities – when teaching and learning is facilitated through face-toface or distance
learning which enable the teachers and learners to have both physical presence or physical absence in
the teaching-learning process.
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• Experiential and lifelong – when learners are immersed into the real-life situation such that
learning becomes more authentic and meaningful.

D. The New Type of Learners

The new breed of learners does not have age boundaries. Learners maybe are in an informal or formal
setting. The new type of learner is:
• a confident person who thinks independently and critically and who
communicates
effectively;
• self-directed and who questions, reflects, and takes responsibility for his/her own learning;
• a concerned citizen, informed about the world and local affairs, has a strong sense of civic
responsibilities and participates actively in improving the lives of others;
• a member of new generation: pop-culture, different ways of thinking, responding

Furthermore, the new types of learners, are those coming from diverse background, multi-cultural, and
multi-generational as coming from different age groups of lifelong learners. In order for every learner to
address the challenges of the century, he/she has to develop life and career skills. Life and career skills are
enhanced in schools as part of learning outcomes. Life and career skills include the following:

LIFE AND CAREER SKILLS

Today‘s life and work environments require far more than thinking skills and content knowledge. The ability
to navigate the complex life and work environments in the globally competitive information age requires
students to pay rigorous attention to developing adequate life and career skills.

FLEXIBILITY AND ADAPTABILITY

Adapt to Change
• Adapt to varied roles, jobs responsibilities, schedules and contexts
• Work effectively in a climate of ambiguity and changing priorities
Be Flexible
• Incorporate feedback effectively
• Deal positively with praise, setbacks and criticism

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• Understand, negotiate and balance diverse views and beliefs to reach workable solutions,
particularly in multi-cultural environments

INITIATIVE AND SELF-DIRECTION Manage Goals and Time

• Set goals with tangible and intangible success criteria
• Balance tactical (short-term) and strategic (long-term) goals
• Utilize time and manage workload efficiently

Work Independently
• Monitor, define, prioritize and complete tasks without direct oversight

Be Self-directed Learners
• Go beyond basic mastery of skills and/or curriculum to explore and expand one‘s own learning and
opportunities to gain expertise
• Demonstrate initiative to advance skill levels towards a professional level
• Demonstrate commitment to learning as a lifelong process
• Reflect critically on past experiences in order to inform future progress

SOCIAL AND CROSS-CULTURAL SKILLS

Interact Effectively with Others

• Know when it is appropriate to listen and when to speak
• Conduct themselves in a respectable, professional manner

Work Effectively in Diverse Teams

• Respect cultural differences and work effectively with people from a range of social and cultural
backgrounds
• Respond open-mindedly to different ideas and values
• Leverage social and cultural differences to create new ideas and increase both innovation and
quality of work

PRODUCTIVITY AND ACCOUNTABILITY Manage Projects

• Set and meet goals, even in the face of obstacles and competing pressures
• Prioritize, plan and manage work to achieve the intended result

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Produce Results
• Demonstrate additional attributes associated with producing high quality products including the
abilities to:
- Work positively and ethically
- Manage time and projects effectively
- Multi-task
- Participate actively, as well as be reliable and punctual
- Present oneself professionally and with proper etiquette
- Collaborate and cooperate effectively with teams
- Respect and appreciate team diversity
- Be accountable for results

LEADERSHIP AND RESPONSIBILITY

Guide and Lead Others

• Use interpersonal and problem-solving skills to influence and guide others toward a goal
• Leverage strengths of others to accomplish a common goal
• Inspire others to reach their very best via example and selflessness
• Demonstrate integrity and ethical behavior in using influence and power
Be Responsible to Others
• Act responsibly with the interests of the larger community in mind

E. The New Type of Teachers

As teachers are preparing students for jobs and technology that don‘t even exist yet, the challenge
then is to produce new type of teachers. Teachers for the 21 st Century learners teach within the
context of new environment, new content or knowledge, and new processes of teaching and learning.
Hence, new type of teachers must possess the following characteristics:
• Clear standards and accountability that their learners should know and be able to do at the of
schooling;
• Use broad pedagogies including inquiry-based learning, cooperative learning, and other
pedagogies;
• Skillful in the integration of ICT in pedagogy;
• Skillful in the use of assessment to guide teaching and learning;
• Great understanding of the global and local cultures;

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• Skillful in action research to diagnose and solve classroom problems based on evidence;
• Practice the core values of inspiring teachers; and
• Develop life and career skills for the 21 st Century and beyond (P21).

UNESCO‟s Four Pillars of Learning from Delors‟ Report:

Learning: A Treasure from Within

A desire to learn continuously through one‘s lifetime is a mark of 21 st Century learner. The International
Commission on Education for the 21 st Century to UNESCO, headed by Jacques Delors, identified learning
throughout life as a key to meet the challenges of 21 st century. The Commission‘s report, Learning: The
Treasure Within, highlighted for individuals to ―learn how to learn‖ to cope with the rapid changes and
challenges of the present and the future. The report presented a framework that organized lifelong learning
into four pillars: learning to know, learning to live together, learning to do, and learning to be. These four
pillars of learning are seen as fundamental principles for reshaping the 21 st Century education.

The Four Pillars of Learning

Revisiting the Four „Pillars of Learning‟

In order that the essence of the four ‗pillars of learning‘ be appropriately interpreted, a brief snapshot
follows of what each relates to in term of educational context.

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Learning to know
Learning to know‘ includes the development of the faculties of memory, imagination, reasoning, problem-
solving, and the ability to think in a coherent and critical way. It is ‗a process of discovery‘, which takes time
and involves going more deeply into the information/knowledge delivered through subject teaching.
‗Learning to know‘ presupposes learning to learn‘, calling upon the power of concentration, memory and
thought‘, so as to benefit from ongoing educational opportunities continuously arising (formally and non-
formally) throughout life. Therefore ‗learning to know‘ can be regarded as both a means and an end in
learning itself and in life. As a means, it serves to enable individual learners to understand the very least
enough about the nature, about humankind and its history, about his/her environment, and about society at
large. As an end, it enables the learner to experience the pleasure of knowing, discovering and understanding
as a process.

How is Literacy Defined?

In 1958, UNESCO defined literate person as one who can, with understanding, both read and write a short
simple statement on his/her everyday life. However, in 1970, a functionally literate person is one who can
engage in all activities to use reading, writing and calculation for community‘s development. Further on, in
2000 literacy was defined as the ability to read and write with understanding a simple statement related to
one‘s daily life. It involves a continuum of reading and writing skills and often includes numeracy. However,
the UNESCO international expert meeting in 2003, redefined literacy as the ability to identify, understand,
interpret, create, communicate and compute using printed and written materials associated with varying
contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, develop
their knowledge and potential, and to participate fully in their goals, to develop their knowledge and potential
and to participate fully in their community and the wider society.
But with the changing global landscape, literacy in the 21 st century is not limited to the definitions given
previously. Let us look at the 21 st Century literacies as presented by SEAMEO Innotech Guro 21 Module,
2011.

21st Century Literacies

21st Century Literacies Description

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This literacy can be manifested in creative

ways of problem-solving and expressed
through the production of various art
works. Teachers and students need to be
The Arts and Creativity more adept in the arts and manifest
creativity in various activities.

This entails acquiring knowledge about

Ecoliteracy climate change, pollution, loss of natural
habitats and biodiversity as well as the
impacts of environmental problems on

human lives. Moreover, solutions on how

these environmental problems could be
addressed must also be practiced.
Teachers and students need to develop
awareness of the environment.

This competency is based on the reality

that societies and workplaces have now
become more information-driven.
Workplaces of the 21st century rely heavily
on electronic (digital) forms of data storage
and management as well as in the area of
Cyberliteracy/Digital Literacy (Information communications. Teachers and students
and ICT Knowledge) need to develop familiarity and skills in the
use of computers, the internet and other
information technologies.

Teachers and students are expected to be

knowledgeable about the basics of
economics and financial management. This
Financial Literacy way, you as a teacher, can extend the skill
into livelihood activities, entrepreneurship,
and wise handling of personal finances.

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Teachers and students are expected to be

knowledgeable and skilled in the area of
communications particularly the media.
Teachers and students must learn how to
Media Literacy discern news and information based on the
form and content as to how this
information are transmitted via various
forms of media.

You and your students need to acquire

social skills that are attuned to the norms
of your current society. Emotional
Social/Emotional Literacies intelligence must also be developed to be
able to effectively manage the stresses of

a fast-paced 21st century society.

You and your students need to develop a

culture of respect for cultural diversity.
There is value in having a perspective as a
global citizen whose local actions can have
Globalization and Multicultural Literacy an impact on the wider global arena. You
also have to understand how world events
may also affect you and your community at
the local level.

Source: SEAMEO Innotech Guro 21 Module, 2011 http://iflex.innotech.org/GURO21/module1/l1_25.html

Learning to do

This pillar of learning implies in the first place for application of what learners have learned or known into. It
is the ability to communicate effectively with others; aptitude toward team work; social skills in building
meaningful interpersonal relations; adaptability to change in the world of work and in social life; competency
in transforming knowledge into innovations and job-creation; and a readiness to take risks and resolve or
manage conflicts.

Learning to live together

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Learning to live together is the development of such qualities as: knowledge and understanding of self and
others; appreciation of the diversity of the human race and an awareness of the similarities between, and the
interdependence of, all humans; empathy and cooperative social behavior in caring and sharing; respect of
other people and their cultures and value systems; capability of encountering others and resolving conflicts
through dialogue; and competency in working towards common objectives.

Learning to be
Learning to be‘ may be interpreted in one way as learning to be human, through acquisition of knowledge,
skills and values conducive to personality development in its intellectual, moral, cultural and physical
dimensions. This implies a curriculum aiming at cultivating qualities of imagination and creativity; acquiring
universally shared human values; developing aspects of a person‘s potential: memory, reasoning, aesthetic
sense, physical capacity and communication/social skills; developing critical thinking and exercising
independent judgment; and developing personal commitment and responsibility.

APPL YING

Make a comparison of the global teaching-learning landscape before and in the 21 st.
Parameters Before 21st Century
1. Learners
2. Teachers
3. Learning Environment
4. Ways of Learning
5. Learning Content

Self-check Questions

Read and choose the correct option for the items that follow:
1. Which of the following is a characteristic of 21st Century learners?

A. Rigidity of thinking C. control and single mindedness

B. Initiative and self-direction D. individualism

2. Which is NOT a description of 21st century global landscape? A. Teachers are ICT equipped.
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B. Learners are attuned to rote memorization.

C. Learning environment can be any place.
D. There are multiple ways of teaching.

3. Which of the Pillars of Learning is being describes by the phrase‖ unity in diversity‖?
A. Learning to know C. Learning to live together
B. Learning to do D. Learning to be

4. The teacher who spends more than what is being earned, thus becoming vulnerable to loan sharks
lacks __________.
A. ecoliteracy C. digital literacy
B. financial literacy D. media literacy

5. To be ready to teach in the 21 st Century, a teacher should develop life and career skills which should
also be nurtured among the learners. Which of these career skills enable a person to quickly respond
to challenges in modern times?
A. Leadership and responsibility C. Flexibility and adaptability
B. Productivity and accountability D. Social and cross cultural skills

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References

th
 Bilbao, P., Corpuz, B, Llagas, A., Salandanan, G. (2018) (4 ed.).
The teaching profession
Lorimar Publishing, Quezon City.
ELECTRONIC REFERENCES



Unit 4: COMPETENCY FRAMEWORKS AND

STANDARDS AND CONTINUING
PROFESSIONAL EDUCATION (CPD)

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Prof. Mae S. Bagsit

STANDARDS
CPD

Introduction: This unit enables you to differentiate between teacher quality and quality teachers, make you
aware of and understand the competency frameworks and standards that ensure teacher quality, and make
you realize the importance of continuing professional development. There can never be teacher quality
without quality teachers. Try to read on to be able to understand the difference between teacher quality and
quality teachers.

Lesson 1: TEACHER QUALITY vs. QUALITY TEACHERS and

COMPETENCY FRAMEWORKS & STANDARDS & CONTINUING
PROFESSIONAL EDUCATION (CPD)

Learning Outcomes

1. Distinguished between teacher quality & quality teachers

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2. Discussed and relate the competency frameworks & standards that ensure teacher quality;

SPARKING

Look at the pictures below. Which one tells about teacher quality? Quality teachers?

PROBING

• What helped you delineate the term teacher quality from quality teachers?
• Based on the pictures or your prior knowledge, can you give some words that are associated
with the terms—teacher quality vs. quality teachers?
• What set of competency standards and frameworks should teachers be aware of and abide
with to ensure teacher quality?

DEEPENING

Are qualified teachers, really quality teachers? Teacher quality matters. Most educators and policy
makers agree that one of the most important school-related factors influencing student achievement and
outcomes is teacher quality. (Rice 2003) It has been found out to be the best predictor of students‘ outcomes
(Rivkin, Hanushek and Kain, 1998 and Rice, 2003).

One of the biggest challenges of ensuring teacher quality is the attractiveness of teaching profession.
The teaching profession is not as attractive like the other professions, thus it does not always get the best

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material. This is a cause of concern in many countries around the world, as exemplified in the Global Teacher
Status in 2013.

A. Quality Teachers and Teacher Quality Defined

In our previous lesson, we have discussed much about the attributes of teachers in the 21s century.
What really is a teacher? Quality teachers are characterized by the different skills needed in the 21st century
education. Partnership identified themes that are relevant to the changing times. These are (1) Global
awareness, (2) Financial, Economic, Business and Entrepreneurial Literacy, (3) Civic Literacy (4) Health
Literacy.
Also included are knowledge and values.

With these themes in mind, the 21st century frameworks are clustered into three.

Learning and Innovation Skills Framework include Critical Thinking and Problem Solving, Creativity
Innovation and Communication and Collaboration &Technology Skills

Information, Media and Technology Skills Framework include Information

Literacy, Media Literacy, ICT (Information, Communications & Technology Literacy

Life and Career Skills Framework which was discussed thoroughly in Lesson 3.

Quality teachers are competent teachers. Teachers with global competence are able to demonstrate
knowledge, skills, values and dispositions as described below:

• understand one's own cultural identity and its influence on personal dispositions and classroom
practices;
• know and integrate global dimensions in the subject one teaches;
• engage students in learning;
• use real-life local and global examples;
• value the inputs of culturally and linguistically diverse learners;
• create environment that encourage positive cross cultural interactions;
• model social responsibility in local and global context; and
• help learners find appropriate actions to improve local and global conditions.

Having the appropriate competencies for teaching describe a quality teacher. Can quality teachers
provide teacher quality in our schools?

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Teacher quality is a bit difficult to define. For some countries like the US, it has shifted its definition of
teacher quality from the possession of a credential or certification to what students know and are able to do
with what they were taught by their teachers (Teacher Quality, 2013). This is related to the outcomes-based
education. On the other hand, some other countries use standards for teacher quality. The OECD has
proposed in the discussion table that the core elements of the teacher-quality standards should include:

Planning and Preparation: including knowledge of content and pedagogy, knowledge of students,
coherent instructional plans, and knowledge on how to assess student learning;
Classroom environment: including creating a culture for learning and managing student behavior;
Instruction: including communicating effectively, using appropriate discussion techniques, engaging
students, and providing responsive feedback to learners; and
Professional responsibilities: including reflecting on teaching, communicating with families,
contributing to the school and community and developing professionally. (Teacher Quality, 2013)

There are differences in the context of how teacher quality is defined hence, there is no universal
standard of teacher quality. The teaching profession needs to have standards in a way that other professions
have to advance its status. These should be developed and owned by the teachers themselves like in
Finland, Sweden and Denmark. In other countries, teacher standards for teacher quality are set at the
national or state levels but with consideration for local flexibility in the implementation.

In summary, quality teachers are defined by their attributes and characteristics while teacher
quality is defined by the standards set for the profession and are
validated by the students‘ learning outcomes.

B. COMPETENCY FRAMEWORKS & STANDARDS

1. The Competency Framework for Teachers in Southeast Asia (CFT SEA)

In collaboration with the Thailand's Teacher Education Council, SEAMEO Secretariat (SEAMES) and the
SEAMEC Regional Center for Educational Innovation and Technology (INNOTECH) initiated the Competency
Framework for Teachers in Southeast Asia which was developed in 2017. The purpose was to revitalize
teacher education and to promote teaching as a profession of first choice by professionalizing teachers'
preservice and in-service development using this Regional Competency Framework as a guide.

As described earlier, teacher competencies make up quality teachers. Competencies as defined in the
framework are a combination of skills, knowledge, behavior and attributes that enable effective or superior
job performance. This Competency Framework for Teachers is a guide to improve teachers' performance
across the region.

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There are four (4) essential competencies and 12 general competencies in the framework. There are
31 enabling competencies and 136 success descriptors. The enabling competencies are a set of performance
criteria with success descriptors that describe observable behaviors expected for teachers to perform in a
high level. When used, this guide will promote common standards of performance among teachers across
Southeast Asia.

Four Essential Competencies

• Knowing and understanding what to teach. It is the ability of teachers to deepen and
broaden their knowledge on what to teach, understand education trends, policies and curricula
and be updated on local, national, regional and global developments. .
• Helping students to learn. It is the ability to know students, use the most effective
teaching and learning strategies, assess and give feedback on how students learn.
• Engaging the community. It is the ability to partner parents and caregivers, involve the
community to help students learn, and encourage respect and diversity.
• Becoming a better teacher everyday. This is the ability to know oneself and others,
practice human goodness o then master the teaching practice.

The figure below shows the elements of the Competency framework for Teachers in Southeast Asia. It
contains the four essential competencies and their corresponding general competencies. The Ministries of
Education of the Southeast Asian countries, including Philippines, agreed to utilize this framework to
determine teacher quality across the region.

Figure2. The Southeast Asia Competency Framework

You are also provided with a matrix below to get to know the enabling competencies that fall under each
general competency. Please study it carefully.

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1.0 KNOW AND UNDERSTAND WHAT I TEACH

General Competencies Enabling Competencies
1.1 Deepen and broaden my knowledge on 1.1.1 Master my subject content.
what I teach. 1.1.2 Use research-based knowledge.
1.2.1 Update myself on educational trends.
1.2 Understand education trends, policies 1.2.2 Study educational policies and how
and curricula. they affect teaching.
1.2.3 Understand how to implement the
curriculum.

1.3 Keep myself updated on local, national, 1.3.1 Check new changes in education
regional, and global developments. environment

2.0 HELP MY STUDENTS LEARN

General Competencies Enabling Competencies
2.1.1 Identify my students‘ needs and
strengths to help them learn better.
2.1 Know my students.
2.1.2 Understand how my students learn.
2.1.3 Value what makes my students
unique.

2.2.1 Select appropriate teaching and

learning strategy.
2.2.2 Design clear and effective lessons my
2.2 Use the most effective teaching and students can understand.
learning strategy. 2.2.3 Create a positive and caring learning
space.

2.3.1 Design assessment process and tools.

2.3.2 Monitor my student‘s progress and
provide appropriate support.
2.3 Assess and give feedback on how my 2.3.3 Use results from assessment to
students learn. improve instructions.

3.0 ENGAGE THE COMMUNITY

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General Competencies Enabling Competencies

3.1.1 Build and support network.
3.1 Partner with parents and caregivers. 3.1.2 Create welcoming space.
3.1.3 Sustain the partnership.
3.2.1 Engage parents and caregivers about
their children.
3.2 Involve the community to help my
3.2.2 Design learning activities using
students lean.
community conditions, local wisdom,
tradition and knowledge.

3.3.1 Accept what makes people different.

3.3 Encourage respect and diversity. 3.3.2 Practice inclusion and respect in the
classroom.

4.0 BECOME A BETTER TEACHER EVERYDAY

General Competencies Enabling Competencies
4.1.1 Continue to grow by knowing oneself
more.
4.1.2 Become more aware and responsible
for my emotions and health.
4.1.3 Nurture my relationships with care
4.1 Know myself and others.
and respect.

4.2.1 Be kind and compassionate.

4.2.2 Inspire my students and colleagues
by setting my best example.
4.2 Practice human goodness in my life and
4.2.3 Nurture my students‘ confidence on
in my work.
what they can do and become.

4.3.1 Keep alive my passion for teaching.

4.3.2 Take responsibility in my own
personal and professional growth.
4.3.3 Inspire other teachers by setting my
4.3 Master my teaching practice. best example.

2. The Philippine Qualifications Framework (PQF) What is PQF?

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The Philippine Qualifications Framework describes the levels of educational qualifications and sets the
standards for qualification outcomes. It is a quality assured national system for the development, recognition
and award of qualifications based on standards of knowledge, skills and values acquired in different ways and
methods by learners and workers of the country.

PQF Quick Facts

WHAT It is a reference-system of national standards of qualifications earned by individuals
educated and trained in the Philippines.

WHO It is governed by the PQF National Coordinating Council (PQF NCC) composed of the
Department of Education (DepEd), Commission on Higher Education (CHED), Technical
Education and Skills Development Authority (TESDA), Professional Regulations
Commission (PRC) and Department of Labor and Employment (DOLE).

FOR It is for employers, workers, teachers and learners, parents and governments who wish
to understand Philippine qualifications and compare them with others.

WHY Its objective is to establish national standards and levels of qualifications to assist and
support academic and worker mobility and to address jobskills mismatch.

HOW It outlines what an individual has learned and can do based on qualification type, levels
and degrees of competency.

The PQF, as provided by RA 10968, s. 2018, is a legal document that adopts the national standards
and levels for outcomes of education in the country. It describes the levels of educational qualifications and
sets the standards for qualification outcomes. It is a quality assured national system for the development,
recognition and award of qualifications based on standards of knowledge, skills and values acquired in
different ways and methods by learners and workers of the country.

It has the following objectives:

(a)To adopt national standards and levels of learning outcomes of education;

(b) To support the development and maintenance of pathways and equivalencies that enable access to
qualifications and to assist individuals to move easily and readily between the different education and training
sectors and between these sectors and the labor market; and

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(c) To align domestic qualification standards with the international qualifications framework thereby
enhancing recognition of the value and comparability of Philippine qualifications and supporting the mobility
of Filipino students and workers.

Qualifications refers to the formal certification that a person has successfully achieved specific learning
outcomes relevant to the identified academic, industry or community requirements. A Qualification confers
official recognition of value in the labor market and in further education and training.

Let me show you the graphic presentation of its qualifications framework. Study the figure below.

The PQF has eight (8) Levels of qualifications differentiated by descriptors of expected learning
outcomes along three domains: knowledge, skills and values; application; and degree of independence. It has
sub-frameworks corresponding to the subsystems of the education and training system.
For example, the Technical Education and Skills Development Authority (TESDA) subsystem covers
National Certificates (NC) I through IV corresponding to the first four levels while the Commission on Higher
Education Subsystem cover Baccalaureate, Postgraduate Diploma, Masters, and Doctorate that correspond to
Levels VI to VIII. The two Sub-systems interface in the provision of qualifications at level V.

The PQF considers Senior High School (Grade 12) as the foundation of the 8 levels, and provides
eligible Senior High School graduates the possibility of obtaining qualifications up to Level 5 as well as
admission to degree programs in Level 6.

To obtain more information about this PQF, please click and study the link:

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https://pqf.gov.ph/Home/Details/3

3. The Philippine Professional Standards for Teachers

DepEd Order No. 42, S. 2017, signed by our current DepEd Secretary Leonor Magtolis-Briones on
August 11, 2017, stipulates the national adoption and implementation of the Philippine Professional
Standards for Teachers (PPST).

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The
standards describe the expectations of teachers‘ increasing levels of knowledge, practice and professional
engagement. At the same time, the standards allow for teachers‘ growing understanding, applied with
increasing sophistication across a broader and more complex range of teaching/learning situations.

The PPST, which is built on NCBTS, complements the reform initiatives on teacher quality from pre-
service education to in-service training. It articulates what constitutes teacher quality in the K to 12 Reform
through well-defined domains, strands, and indicators that provide measures of professional learning,
competent practice, and effective engagement. This set of standards makes explicit what teachers should
know, be able to do and value to achieve competence, improved student learning outcomes, and eventually
quality education. It is founded on teaching philosophies of learnercenteredness, lifelong learning, and
inclusivity/inclusiveness, among others.

It has four career stages: Beginning, Proficient, Highly Proficient, and

Distinguished. It is built on the National Competency-based Teacher Standards (NCBTS).
It comprises seven Domains and 37 Strands, and 37 indicators in each career stage showing developmental
progression from beginning to distinguished practice.

Beginning Teachers (Career Stage 1) are those who have gained the qualifications recognized for entry
into the teaching profession. Teachers at this stage are supported to reach Career Stage 2 within two to
three years.

Proficient Teachers (Career Stage 2) are professionally independent in the application of skills vital to
the teaching and learning process. This stage shows the acceptable standards for all teachers, which should
be reached within the first two or three years of teaching.

Highly Proficient Teachers (Career Stage 3 ) consistently display a high level of performance in their
teaching practice. They are accomplished practitioners who mentor and work collegially with other staff. This
is the stage that Master Teachers are expected to be at.

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Distinguished Teachers (Career Stage 4) embody the highest standards for teaching grounded in
global best practice. They are recognized as leaders in education, contributors to the profession and initiators
of collaborations and partnerships.

These are the seven Domains of PPST: (1) Content Knowledge and Pedagogy; (2)
Learning Environment; (3) Diversity of Learners; (4) Curriculum and Planning; (5) Assessment and Reporting;
(6) Community Linkages and Professional Engagement; and
(7) Personal Growth and Professional Development.

As articulated in the Domains of PPST, teachers must, among others:

i) know what to teach and how to teach it;

ii) maintain a learning-focused environment;

iii) respond to learner diversity;

iv) plan and design effective instruction;

v) use a variety of assessment tools to inform and enhance the teaching and

learning process;
vi) establish community relationships and uphold professional ethics; and

vii) engage in professional reflection and assume responsibility for personal

professional learning.

The description of standards (i.e., in PPST, the indicators) at different career stages provides a
―framework for the teacher development continuum.‖ (OECD, 2005). Anchored on the principle of lifelong
learning, the PPST recognizes the significance of a standards framework that articulates developmental
progression as teachers develop, refine their practice and respond to the complexities of educational
reforms.

To have more detailed information about the domains & strands of beginning teachers, may I refer
you to the following links/references:

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th
 Bilbao, et. al.(2018). The teaching profession, 4 ed.

APPL YING

After reading/viewing the links about the competency frameworks & standards, make a reading
memo that answers the following questions:

• Why are these competency frameworks & standards important to teachers?

• What are the common general competency domains stressed in the CFTSEA and PPST?
• Which domain in the PPST do you find easy to master? difficult to master?

Lesson 2: The Continuing Professional Education (CPD)

Learning Outcomes

1. Explained why CPD is necessary for professional teachers;

2. Discussed the pertinent provisions of the CPD Act of 2016 and other legal documents; and
3. Committed to continuing professional development

SPARKING

How do you interpret the following quotations?

1. ―Once a teacher, forever a student.‖

2. ―Who dares to teach must never cease to learn.‖

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3. ―A much-used plow shines, stagnant waters sink.‖

PROBING

• What common element do the aforementioned quotations have?

• Why is there a need for the teacher to continue learning or pursuing higher degree?
• What is meant by continuing professional development (CPD)?

DEEPENING

To keep abreast with the changing times and the global demands from the 21 st century teacher, one needs
to keep progressing in his professional endeavors to stay ahead of the curve. Continuous learning results in
superior growth. The passing of the LET and obtaining a professional license are evidences that you only
have the minimum competencies expected of a professional teacher. Hence, you still need to bloom into a
more equipped and competent facilitator of learning as you steer your career to greater heights—and CPD is
the answer.

What is Continuing Professional Development? ―Professional development consists of all natural

learning experiences and those conscious and planned activities which are intended to be of direct or
indirect benefit to the individual, group or school, which constitute, through these, to the quality of
education in the classroom‖ (Day, (1999) as cited by Zepeda (2016).

In its barest form, CPD is defined by the Canadian Education Association as:

―Professional development in teaching can be defined as teachers‘ ongoing learning to improve

the way they teach, and it occurs in both formal and informal ways .‖ Good teachers help create good
students. Great teachers help create great teachers.

Professional development that is continuing entails more than just learning from experts. Rather, it
covers a wide range of endeavors where the professional teachers learn from experience and that learning is
ongoing through active engagement in practice (Zepeda, 2016).

The PPST, in its 7th domain, and the Code of Ethics for Professional Teachers as cited in Sec. 7 of RA
4670, stress on personal growth and professional development. With the enactment of RA 10912, the CPD
Law of 2016, CPD for all the professions regulated by the PRC becomes mandatory and not optional. All
professionals in their respective industry, including teachers, need to sharpen and hone their overall skills
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and knowledge to discharge more efficiently and effectively their roles and responsibilities that benefit
themselves, their clientele, and the society.

The Historical and Legal Bases of Continuing Professional Development in the

Philippines

Even before the enactment of this CPD Act of 2016, CPD was already alluded to in the 1987
Philippine Constitution. No less than the fundamental law of the land, Section 5, Paragraph 4, states: ―The
State shall enhance the right of teachers to professional advancement.
Other laws also cited continuing professional development, as follows:

1. Batas Pambansa 232, the Education Act of 1982, Chapter 3. Duties and Obligations, Section 16, (4)
states as one of teacher's obligations to assume the responsibility to maintain and sustain his professional
growth and advancement..."

2. RA 9155, An Act Instituting a Framework of Governance for Basic Education,

Establishing Authority and Accountability, renaming the Department of Education, Culture and Sports as
the Department of Education, and for other purposes, was enacted on August 11, 2001. In the
enumeration of duties and functions of the Secretary of Education, Section 7 A., to wit:

In addition to his/her powers under existing laws, the Secretary of Education shall have authority,
accountability and responsibility among other things for ... (6) Enhancing the employment status,
professional competence, welfare and working conditions of all personnel of the Department, …... Section
7,,E states, to wit. " ...Consistent with the national educational police plans and standards, the school heads
shall have author accountability and responsibility for… encouraging staff development.‖

3. RA. 7836, the Teachers' Professionalization Act, also provided for mandatory Continuing Professional
Educate (CPE), now referred to as Continuing Professional Development (CPD), to wit: To encourage
continuing professional growth and development and to provide additional basis for merit promotion,
in addition to their performance rating, teachers may take an oral and written examination at least
once in five (5) years as basis for merit promotion.

In taking this examination, no fee shall be required (Sec.19.Periodic Merit Examination of Teachers).

Unfortunately, due to lack of funding, the merit examination has not been implemented up to writing time.

The same RA. 7836 states:

Unjustified or willful failure to attend seminars, workshops, conferences and the like or the
continuing education program prescribed by the Board and the Commission (Sec. 23, h.

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Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching Profession,
and Cancellation of Temporary or Special Permit).
4. The Board for Professional Teachers (BPT) also passed Resolution No. 435, s. 177 to adopt the Code
of Ethics for Professional Teachers pursuant to the provisions of paragraph (e) Article 11 of RA.7836,
otherwise known as The Philippine Teachers' Professionalization Act of 1994. This Code of Ethics states:

Every teacher shall participate in the Continuing Professional Education (CPE) program of the
Professional-a Regulation Commission, and shall pursue such other studies as will improve his
efficiency, enhance the prestige of his profession, and strengthen his competence, virtues, and
productivity in order to be nationally and internationally competitive. (Section 3, Article IV)

5. Executive Order # 266, Institutionalization of the Continuing Professional Education (CPE) Programs
of the Various Professional Regulatory Boards (PRBs) Under the Supervision of the Professional
Regulation Commission (PRC). This was signed and issued by the Office of then President Fidel V. Ramos
on July 25, 1995, to wit: The completion by professional licensees of the Continuing Professional
Education (CPE) program by all Boards is hereby imposed as a mandatory requirement for the
renewal of professional licenses (Sec.1).

This Executive Order was premised on the following:

WHEREAS, the various professions play a crucial role in nation-building;

WHEREAS, it is imperative to impose upon registered professionals the completion of the

Continuing Professional Education (CPE) programs adopted by the concerned Board as a pre-requisite
for the renewal of their licenses;

WHEREAS, the professionals who undertake the CPE programs are enabled not only to
upgrade or improve their technical knowledge and skills but also to keep them abreast with modern
trends and technology in their respective professions, thereby assuring the rendition of highly
qualitative professional service/s that will be globally competitive under the General Agreement on
Trade in Services (GATS) and the same time securing the safety and protection of the public;

WHEREAS, the confidence and patronage of the public in a professional depend upon his
competence and the quality of service rendered resulting from his acquisition of updated technical
knowledge and skill;
6. R.A. 10912, Continuing Professional Development Act 2016 – With the enactment of this law, CPD for all
the forty-three (43) professions regulated by PRC including the teaching profession has become mandatory.

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The Salient Provisions of RA 10912: The Continuing Professional Development Act of

2016

A lot of questions have been raised about RA.10912, otherwise known as the Continuing Professional
Development Act of 2016. Many a teacher resists CPD. It is claimed to be extra expense, extra effort and
extra time when in fact it is every professional‘s obligation. CPD is the only way professionals can sharpen
their competitive edge in an international world that has become village. The need for CPD is heightened by
ASEAN integration and internationalization which are now real. To be in, a professional must meet the
international standards. The way to go is CPD: 912,
otherwise lent Act of 2016.

The purposes of CPD for professionals are stated in RA 10912, Article

1Declaration of Policy.

It is hereby declared the policy of the State to promote and upgrade the practice of professions in
the country. Towards this end, the State shall institute measures that will continuously improve the
competence of the professionals in accordance with the international standards of practice, thereby,
ensuring their contribution in uplifting the general welfare, economic growth and development of the
nation. (Underscoring mine)

The State policy on promoting and upgrading the practice of professions in the country and the
institution of measures to "continuously improve the competence of the professionals in accordance with
international standards‖ gives the Filipino professionals a competitive edge in the ASEAN region and in the
world.

Number of CPD Units Required

Article III, Section 10 of the same CPD Act states: ―The CPD is ...made as mandatory requirement
in the renewal of the Professional Identification Card (PICs) of all registered and licensed professionals... How
many credit units are required for the renewal of PICs? For the professional teachers' group, based on
Professional Regulatory Board for Professional Teachers Resolution No. 11, series of 2017, the following
credit units are required:

Period No. of Credit Units Required

December 2017 15 credit units
January-December 2018 30 credit units
January 2019 onwards 45 credit units

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Ways by which Professional Teachers can earn Credit Units

As shown in the figure below CPD credit units can be earned in 4 ways:

Professional track - This includes trainings provided by CPD providers accredited by PRC.

Credit units can be earned through the following:

• as a participant to a training approved by the CPD Council;

• if you serve as a resource speaker trainer or demonstration teacher; as panelist/reactor,
facilitator/moderator; and
• if you are assigned by the CPD Council to monitor the conduct of an approved CPD program.

Academic track - This refers to the completion of a Master‘s degree, completion of candidacy to the
doctorate program, completion of the doctorate program, completion of post-doctoral diploma, and being a
recipient of a professional chair grant, and/or fellowship grant. Take note that ONLY COMPLETION of the
Master's degree is given full units of 45. Earning MA units is not given any credit unit but completion of
candidacy for the Doctorate degree already entitles one to 45 credit units. The master's and doctorate
degrees must have been earned five (5) years before renewal of professional license.

Self-directed track – This includes trainings offered by non-accredited CPD providers. It refers to
―learning activities such as online training, local/international seminars /nondegree courses,
institution/company-sponsored training programs and the like which did not undergo CPD accreditation but
may be applied for and awarded CPD units by the respective CPD Councils.

In addition, self-directed track includes serving as accreditor (e.g. ISO, ISA, PACUCOA, PAASCU,
AACUP, etc.) It also includes study tours and socio-civic activities using the profession.
Productive Scholarship - This means that the professional teacher has developed program/training
module, curriculum guide or any other resource material. Or the professional teacher has written an article in
a professional magazine of a technical /research paper and even better if that technical paper is published in
a refereed/peer reviewed professional journal. Best if the professional teacher writes a book monograph or
comes up with an invention or creative work, the latter entitles him/her to 45 credit units. Even professional
and/or lifetime achievement awards from the division level to regional, national and international level make
the professional teacher earn credit units.

For specific number of credit units earned by professional per CPD activity, refer to Professional
Regulatory Board by Professional Teachers Resolution No. 11. series of
2017.( Appendix J.)

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As this Chapter on CPD is being written, discussions in the Senate are going on for possible amendments
on CPD implementation.

Continuing Professional Development Plan

A proof that a professional teacher has made CPD is/her way of life is his/her formulation of a CPD
plan which he/she religiously follows whether monitored or not monitored by his/her superior/s because
he/she monitors himself/herself.

Developing a personal CPD Plan helps teacher leaders develop purposively. It is not enough to have a
good intention to do CPD. it is best that good intention should be made concrete in a simple and doable plan.
Every professional who has sincere intent to grow professionally must have an annual personal CPD plan.

Professional teachers formulating their respective annual CPD Plans and faithfully observing them lead
to the building of a CPD culture among professional teachers. With that CPD culture, the negative attitude
towards mandatory CPD hopefully will fade away. We hope to reach a point where professional teachers will
oblige themselves to go through CPD not because it is mandatory but because this is something they owe to
themselves as professionals and to the public they serve. This is professionalism.

Templates for a CPD Plan

Below are two templates for a CPD Plan. The first one is the template used in the public schools. The
second is another template used by others. Comparing the two templates make one conclude that they are
basically the same. The different terms used actually refer to the same. Take note of the sample questions.
They ask basically the same things.

Which template to use? It is up to you. For those interested to be in the

Department of Education, it may be good to use the IPPD format

Teacher's Individual Plan for Professional Development (IPPD)

Objectives Methods/St Resources Time Frame Success Indicator

rategies

What I What What will I do When do I What PPST What

to access expect to
Competence professional competence learners‘
resources? have
activity will I would I have performance
will accomplished
undertake to enhanced? would
enhance?
achieve have
my been
objective? improved?

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Personal CPD Plan

Training Time Expected Expected
Objective Activity Resources Needed
Need Frame Output Outcome
What do I What What Human Material When What
need to activity results
should I do am I
improve my should I does this
teaching? to Whose What suppose
under- activity
materia
address my go to help [ do I d to
ls have on
need? address need to
have
my address my my
or how
need? need? address
much teaching
cash do ed and
I need students‘
to my learning?
address need?

my
need?

Preparatio To make Tutorial IT Teacher/ Laptop, May 5 PPs More

n of the PP expert
PP for at LCD 2018 interesting
least 5 and more
lessons concrete
lesson
presentati
on and
improved
students‘
scores

Joining Professional Learning Community/ Communities of Practice

CPD is made possible and alive through professional learning communities (PLCs) These PLCs are
powerful collaborations which teachers work together to analyze and improve their classroom practice in a
systematic process.

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The Department of Education institutionalized the School Learning Action Cells (SLACs) as a
mechanism for CPD.....

In an interview with beginning teachers and administrators on conditions that help them improve their
own practice, the answer boils down to this "working in a school with an integrated professional culture.

Learning from the CPD practices of High Performing Countries

Let us learn from the CPD practices of high performing countries like Singapore and Finland.

CPD in Singapore

Singapore is the first country in the world to adopt the PLC framework nationwide. (Dimmock & Tan,
2013; Hairon & Dimmock, 2011) It has institutionalized PLC in its schools. Professional development is very
much alive. In 2010 the Ministry of Education (MOE) mandated all schools to be a "learning organization‖.
This "learning organization‖ concept of schools supports the building of a strong mentorship culture where a
collaborative and community-oriented form of professional development thrives. Every teacher is entitled to
100 hour per year of optional training which everyone makes use of. Schools are encouraged to provide at
least one hour of curricular time per week for teachers to actively engage in school-based Professional
Development (PD) initiatives. These PLCs are led by school leaders who provide teachers with structures and
resources to engage in a variety of inquiry-based PD practices.

For PD, Singapore has 1) Teacher-Researcher Networks, lesson study and other forms of ―Learning
Circles‖.

In the Teacher-Researcher Networks, faculty researchers NIE, senior specialists from MOE, and
teacher researcher including those with higher formal training in research (who are called "research
activists") serve as mentors to teachers to conduct action research. The overall goal of these learning
communities provide teachers with resources to engage in action research (Hairon, 2006), which is usually a
form of classroom-based investigation where teachers discuss and reflect upon pedagogical problems find
their own solutions to improve teaching and learning teacherresearcher network follow these steps:

• Identification and definition of a problem;

• Planning for improvement;
• Implementation of teaching/learning activities;
• Observation of results (data collection)  Reflection on the outcomes.

At the completion of the research, participants write a group reflective journal to summarize the
procedures, findings, conclusion and implications of the study. These action research journals are shared with

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other groups of teachers interested in similar classroom problems. Opportunity like a forum, symposium and
publications are given to teachers to share their research findings.

Another effective strategy for PD in Singapore is the lesson study (Lewis, Perry, & Hurd, 2004)
adopted from Japan. The overall goal of lesson study is to foster collaborative inquiry and data-driven
pedagogical reflection among teachers.

How is this done? This consists of four cyclical phases (Tan, 2014):

Study phase – Teachers analyze the curriculum to be taught and formulate long-term teaching and
learning goals;
Planning phase – Teachers select lessons for research, predict student thinking and difficulties, and
plan the implementation of specific lessons for data collection;
Analysis phase – Teachers observe and discuss the classroom evidence collected (e.g., videos,
student written work); and
Reflection phase – Teachers discuss student learning and identify new areas for further inquiry.

Much of the professional development of Singaporean teachers occurs within school settings through
the Learning Circles or Learning Teams. With the widely - accepted concept of @schools as learning
organizations" and with teachers' welcoming attitude to PD, there are a number of work-embedded
opportunities for PD. Topics range from curriculum innovation, student-centric teaching practices, new uses
of ICT, collaborative lesson planning, to project-based learning.

Source: Bautista A., Wong, J., & Gopinathan, S. (2015) "Teacher Professional
Development in Singapore. Depicting the Landscape‖, Psycholog y, Society & Education.
7(3) 311-36 Nov. 2015 Accessed 4-20-2018

CPD in Finland

Teachers in Finland meet one afternoon each week to jointly plan and develop curriculum. They are
encouraged to work together to share materials.

CPD in Japan

Lesson Study Approach to Professional Development

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Japan is well known for lesson study. How does Japan do lesson study as a strategy for professional
development? Below is a detailed description of how Japan implements a lesson study:

Every teacher periodically prepares a best possible lesson that demonstrates strategies to achieve
a specific goal (e.g. students becoming active problem-solvers or students learning more from each
other) in collaboration with other colleagues. A group of teachers observe while the lesson is taught and
usually record the lesson in a number of ways, including videotapes, audiotapes, and narrative and/or
checklist observations that focus on areas of interest to the instructing teacher (e.g., how many student
volunteered their own ideas). Afterwards, the group of teachers and sometimes outside educators,
discuss the lesson's strengths and weakness, ask questions, and make suggestions to improve the
lesson. In some cases the revised lesson is given by another teacher only a few days later and observed
and discussed again.

Teachers themselves decide the theme and frequency of research lessons. Large study groups
often break up into subgroups of 4-6 teachers. The subgroups plan their own lessons but work toward
the same goal and teachers from all subgroups share and comment on lessons and try to attend the
lesson and follow-up discussion. For a typical lesson study, the 10-15 hours of group meetings are
spread over three to four weeks.
While schools let out between 2:40 and 3:45pm., teachers' work days don't end until 5pm., which
provides additional time for collegial work and planning. Most lesson meetings occur during the hours
after school lets out. The research lessons allow teachers to refine individual lessons, consult with other
teachers and get colleagues' observations about their classroom practice, reflect on their own practice,
learn new content approaches, and build a culture that emphasizes continuous improvement and
collaboration.

Some teachers also give public research lesson expedites the spread of best practices across schools
principals, district personnel, and policymakers to see how are grappling with new subject matter and
goals, and gives recognition to excellent teachers.

CPD in New Zealand

In a model like that found in a number of Asian nations, the New Zealand Ministry of Education
funds 20 percent release time for new teachers and 10 percent release time for second-year teachers to
observe other teachers, attend professional development activities, work on curriculum, and attend courses.
Mentor teachers also have time to observe and meet with beginning teachers.

(Source: By Linda Darling -Hammond, Ruth Chung Wei, and Alethea Andree How High
Achieving Countries Develop Great Teachers: Stanford Center for Opportunity Policy in

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Education - Research Brief August, 2010) Accessed http://edpolicy.standard.edu Characteristics of

Effective CPD

Based on the professional development practices and experiences of high performing countries, we
can say that a CPD that works is 1) continuous; 2) collaborative; 3) focused on a specific teacher need; 4)
job-embedded; 5) given enough time and 6) funded. The one-shot workshops that teachers bemoan don't
work.

CPD must be continuous thus the word Continuing Professional Development. A professional does
not stop developing or else he/she ruts. Stagnant water becomes putrid.

CPD must also be collaborative , thus the need to be part of a PLC, a professional learning
community. It was Helen Keller said ―Alone we can do so little; together we can do so much.

CPD must be focused on a specific teacher need. It responds to a need and so is highly relevant to
the teacher. A CPD is prescribed by higher officials does not necessarily respond teachers' need.

If CPD is job-embedded, it becomes even more relevant teacher has not to be removed from the
workplace for CPD is no work disruption. What the teacher is trained on is exactly he/she does

Quality CPD demands adequate time. What is 10 to 20 hours removed from contact time with
learners? Quality time spent for CPD ultimately redounds to improved teaching for the benefit of learners.

CPD with support funds is definitely better than one without.

APPL YING

(Answer in a separate file or paper)

1. Work in triads. Exchange opinions on what you think would make a professional teacher and how are

you going to become one. Make a creative presentation of your answer—drawing, poster, etc.

2. Formulate a personal annual CPD plan that include—

• clear & specific need/objective to improve yourself as a person & as a

• professional;
• complete & adequate activities & resources aligned to your objective; and

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• simple & doable plan that you can accomplish for a year Hereunder are the

resources/links where you can refer to for a more thorough understanding of CPD.

References

 Bautista A., Wong, J., & Gopinathan, S. (2015) "Teacher Professional Development in
Singapore. Depicting the Landscape‖, Psychology, Society
Education.
& 7(3) 311
-36
Nov. 2015Accessed -20-2018
4

 Bilbao, et.al (2018).

The teaching profession, 4th ed
 Linda Darling
-Hammond, Ruth Chung Wei, and Alethea Andree How High Achieving
Countries Develop Great Teachers: Stanford Center for Opportunity Policy in Education
- Research Briefugust,
A 2010) Accessed http://edpolicy.standard.edu

Chapter 5: The Code of Ethics for Professional

Teachers
Dr. Leny A. Quintilla & Prof. Andrew P. Cabardo

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ETHICAL
LEGAL

RIGHT WRONG

Introduction: Chapter 5 is a thorough and detailed study of the Code of Ethics for Professional Teachers
promulgated in 1996 by the Board of Professional Regulation Commission. A professional code of ethics for
teachers outlines the teachers‘ responsibilities to primary stakeholder (students) and their relationship with
the secondary stakeholders (parents) with external stakeholders (the state and the community) and the
internal stakeholders ( the teaching community and school officials). Moreover this chapter discusses also
how the teacher fulfills his/her responsibilities to the aforementioned stakeholders in the practice of his/her
career.
It consists of four lessons that discuss the Preamble and Articles I to XI all aimed at helping would-be
professional teachers internalize the Code of Ethics.

Lesson 1: The Code of Ethics for Professional

Teachers: The Preamble and the Scope and
Limitation

Learning Outcomes

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1. Discussed the Preamble and Article 1 of the Code of Ethics for Teachers in the Philippines.

SPARKING

Read the Preamble and the Code of Ethics thoroughly.

PREAMBLE

Teachers are duly licensed professionals who possess dignity and reputation with high
moral values as well as technical and professional competence. In the practice of their
noble profession, they strictly adhere to, observe, and practice this set of ethical and
moral principles, standards, and values.

ARTICLE I SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institution shall offer
quality education for all Filipino citizens, a vision that requires professionally competent teachers
committed to its full realization. The provisions of this Code shall apply, therefore, to all
teachers in all schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational institutions at
the preschool, primary, elementary and secondary levels whether academic, vocational,
special, technical or non-formal. The term ―TEACHER‖ shall include industrial art or vocational
teachers and all other persons performing supervisory and/or administrative functions in all
school at the aforesaid levels, whether on full time or part-time basis.

PROBING

Read and analyze the following situations.

1. Most often, non-eligible teachers or those who have not acquired their licenses yet are hired in
private schools. Is this in accordance with the Philippines Teachers Professionalization Act?
Explain your answer.

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2. Are private school teachers required of a license? What about pre-school teachers, vocational
teachers, ALS teachers, school heads, Education Supervisors, and Schools Division
Superintendent?

DEEPENING

A review of the Preamble and Article 1 tells that teachers who have no license are not included in the
group of professional teachers.
All teachers both public and private in all levels from preschool to secondary, whether they are
academic, vocational, special, technical or non-formal – are included in the definitions of professional
teachers and are therefore required of a professional license and are subject to the Code of Ethics for
Professional Teachers.

APPL YING

Directions: You will demonstrate a clear understanding of the Preamble of the Code of Ethics for
Professional Teachers by providing visual representations and written reflections on the meaning of each
statement of the Preamble.

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Provisions Visual Representation Written Reflection

Teachers are duly licensed

professional who possess
dignity and reputation with
high moral values as well
as technical and
professional
competence
In the practice of their
noble profession, they
strictly adhere to, observe
and practice this set of
ethical and moral
principles, standards and
values

Lesson The Code of Ethics for Professional

2:
Teachers: Relationship with Secondary and Tertiary
Stakeholders

Learning Outcomes

1. Explained how professional teachers should relate to the state, community, parents and all education
stakeholders.

SPARKING

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A. The Teacher and the State

What‟s your Opinion?

Analyze the practices of the teachers below. Do you think they practice professional responsibility?
Why? Why not?

• Teacher Maris maintains cordial relations with parents and peers.

• Teacher Joselito takes pride being a teacher.
• Miss Paula engages in derogatory talks about a colleague.
• Teacher Caroline supports the objectives of the school.

PROBING

Are you physically, mentally and morally fit?

What preparations do you do to ensure that you are fit to become a teacher?

DEEPENING

ARTICLE II
THE TEACHER AND THE STATE

Section 1. The schools are the nurseries of the citizens of the state. Each teacher is a trustee of the
cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as
well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the
Constitution and respect for all duly constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the
state, and shall take an oath to its effect.
Section 3. In the interest of the State of the Filipino people as much as of his own, every teacher
shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize full commitment and devotion to duty.

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Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan
interest, and shall not directly, or indirectly, solicit, require, collect, or receive any money, service, other
valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise al other constitutional rights and
responsibilities.
Section 7. A teacher shall not use his position or official authority of influence to coerce any other
person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have the privilege of sharing the
product of his researches and investigations, provided that, if the results are inimical to the declared policies
of the Sate, they shall be drawn to the proper authorities for appropriate remedial action.

Parents leave their children in school under the care of teachers while they work. Like nurseries where
young plants are cultivated and grown, schools, through teachers is entrusted with the noble task of instilling
pride in learners one‘s cultural and educational heritage, love of country and in sowing the seeds of national
morality.
These are many things in our Filipino culture that we can be proud of and therefore worth-
preserving and passing to maintain Filipino identity, promote national pride and cultivate love of
country.
Every teacher is expected to be fit or else cannot perform his/her function> Pursuant to
Section 22 (Medical Examination and Treatment) of RA 4670 otherwise known as the Magna Carta for
Public School Teachers, teachers shall undergo annual physical examination free of charge not less
than once a year, during the teacher‘s professional life.
As a professional, the teacher is expected not to take advantage of his/her position or power
to promote his/her own interest whether political or religious, nor to solicit, require or collect money,
service or material from any person.
A professional teacher violates Section 6 of Article II if he/she fails to vote for no justifiable
reason. Voting is a teacher‘s participation in the affairs of the State.
He/She also violates Section 7 of Article II if he/she engages in partisan politics. Teachers have
to preserve the dignity of the education sector by not engaging directly or indirectly in electioneering,
except to vote. Engaging in partisan politics is teacher‘s abuse of authority.
The professional teacher shall enjoy academic freedoms o he/she can share the product of
his/her researches and investigations in support of the endless search for truth. However, this
academic freedom is not absolute. It has limits. If the research findings are damaging to the state, the
research results shall be submitted to the proper authorities for appropriate action

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B. The Teacher and the Community

SPARKING

Formulate statements using the keywords below about the teacher and the community.
• facilitator of learning
• conducive environment
• leadership
• not use position to proselyte
• harmonious official relations
• disparaging the community
• social recognition
• community informed

PROBING

Explain in your own words how a teacher should relate to a tertiary stakeholder, the community.

DEEPENING

ARTICLE III
THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall,
therefore, render the best services by providing an environment conductive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in community
movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave
with honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness and
other excesses, much less elicit relations.
Section4. Every teacher shall help the school keep the people in the community, and shall therefore,
study and understand local customs and traditions in order to have a sympathetic attitude, therefore, refrain
from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed about the
school‘s work and accomplishments as well as its needs and problems.

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Section 6. Every teacher is an intellectual leader in the community especially in the barangay, and
shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as
appropriate, and to actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant relationship with other
professionals, with government officials, and with people, individually or collectively.
Section 8. A teacher possesses freedom to attend church and worship, as appropriate, but shall not
use his position and influence to proselyte others.

As a professional teacher, he/she is a facilitator of learning by ensuring that he/she provides a

favorable environment for learning. He/She acts as a leader by initiating and participating in community
activities for the benefit of community members and the community as a whole. As a community leader,
he/she deals with other professionals and community professionals harmoniously and professionally. Because
he/she wants to work with the community, he/she keeps people informed of developments in school. He/she
does not take advantage of his or her position as a professional teacher to proselyte. Neither does he/she
criticize community customs and traditions. Instead, he/she exerts effort to understand them with
sympathetic attitude. Above all, to be a credible community leader, he/she earns the respect of the
community by behaving with dignity at all times and so will not engage in vices such as gambling, smoking,
drunkenness, and elicit relations.

C. The Teacher and the Parents

SPARKING

Which of the following situations or sentences below show a desirable way of teachers connecting to
parents? Put a check (⸍) mark on the blank provided.
_____1. Teacher A, borrows money from her students‘ parents.
_____2. During card giving day, the teacher confers with the parents regarding their children‘s
performances in class.
_____3. Since Mrs. Suarez and Charle‘s mom are good friends she gives Charles the priority to join
in contests, so he can earn good grades.
_____4. At a PTA meeting Mr. Cruz entertains and listens to the concerns of parents about their
childrens projects and other requirements.
_____5.Teacher Kim, turns his back from Mrs. Lina, a poor parent of a grade one pupil who
informs him about her son‘s absence from school.

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PROBING

Why do you think teachers need to establish a harmonious relationship with parents? What are
some advantages?

ARTICLE IX
THE TEACHER AND THE PARENTS

Section 1. A teacher shall establish and maintain cordial relations with parents, and shall conduct
himself to merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities, of the progress or deficiencies
of learners under him, exercising utmost candor and tact in pointing out learner‘s deficiencies and in seeking
parent‘s cooperation for the proper guidance and improvement of leaners.
Section 3. A teacher shall hear parent‘s complaints with sympathy and understanding, and shall
discourage unfair criticism.
Teacher needs to connect with parents, his/her partners in the education of the learner. For the
partnership to flourish, teacher shall maintain cordial relations with parents. This relationship remains cordial
if a teacher is sincere and tactful in reporting child‘s progress.

The following article can be a very helpful reminders/tips for teachers in conducting conference with parents.

Conducting Effective Parent-Teacher Conferences

Conducting effective parent-teacher conferences can boost family involvement in your classroom and
help promote positive outcomes for you, your students, and your school.

A parent-teacher conference is a great opportunity to:

• share academic progress and growth based on classroom observations, testing data, assessments,
portfolios, and assignments
• learn from parents or guardians so you can be better informed about students' strengths, needs,
behaviors, and learning styles
• discuss enrichment or intervention strategies to support students' learning
• discuss issues that may be interfering with students' learning and growth

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The Basics

Parent-teacher conferences are usually once or twice a year at progress reporting periods. They are
brief meetings, lasting about 10-30 minutes. Conferences are typically scheduled 1 to 2 months in advance.
Some middle and high schools only request parent conferences to discuss problems. Most schools set aside
specific dates and times for conferences, but if school schedules conflict with family schedules, it's worth the
effort to find a mutually convenient time, or even schedule a phone or video conference. Be mindful of
special situations, such as divorced parents, single parents, or guardianships. Some divorced parents, for
example, may prefer separate conferences.

While the main focus of parent-teacher conferences should be learning, it's also important to discuss
factors that can affect learning, such as students' behavioral and social development. Other topics might
include standardized test results, individualized education programs (IEPs), 504 education plans, peer
relationships, classroom behavior, motivation and work habits, as well as students' strengths and challenges.

School staff who support your students' learning may attend the conference, too. An administrator
might attend at your request, or the request of a parent or guardian. Some teachers like students to attend
part of the meeting to show that parents and educators are both part of the instructional team.

Here are a few tips on getting the most out of your conferences:

Before the Conference

Get informed. Make sure you're familiar with your school's or school district's protocols on progress reports
or report cards, grading policies, and any other student assessment tools. As you move through the
conference, the report card or progress report can be a springboard for discussion and help guide you
through the meeting. Also, have any local or state standardized tests results available to share, if possible.
Make sure you know how the standardized testing data will be used to customize or differentiate instruction
for students.

Prepare your materials. Preparing materials well before the conference will make you feel more at ease
when families show up at your classroom door. As you're teaching during the school year, keep in mind
which assessments will be shared and reported at conferences. Review student data, assignments and
assessments that you'll be sharing with parents, and make notes about what you'd like to ask parents about
their children to support learning.

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In addition to progress reports, you may want to set aside separate conference folders with three to
five student documents that support grades and progress, as well as any test results that are available.

You can also prepare an outline or agenda for conferences and share them with parents so they know
what to expect. Some teachers keep worksheets with strengths, needs, and social or behavioral notes to
guide them through conferences.

If you'll be discussing any problems, make sure to have documentation, such as examples of
misbehavior or missed assignments. Also, make sure to inform parents about any problems before the
conference. If a parent knows about a concern before the conference, chances are you'll both be better
equipped to discuss possible solutions during the conference.

Send informative invitations. Be sure to communicate the importance of attending conferences at back-
to-school night and other parent forums, and let parents know that they are a critical part of their child's
instructional team. When you send home information about conference dates and times, give parents several
meeting times to choose from. On the invitation, remind parents that they'll be able to ask questions,
because an effective parent-teacher conference is a two-way conversation about students. You might also
want to remind parents to be respectful of other parents' time, and be clear that time slots won't be
extended if parents arrive late.

A week or so before the conferences, send home reminders of where and when the conference will be
held, as well as the meeting agenda. If a conflict arises and an in-person meeting is not an option, try to
schedule an alternative way to meet, via phone or video. If you'll be phone- or video-conferencing, send
home copies of materials ahead of time so parents can have them in hand while you talk.

During the Conference

Create a welcoming environment. Make your classroom inviting by displaying students' work, and
making space for the conference with an adult-sized table and chairs. If parents need to bring their child or
other siblings, have an area set aside with puzzles, games, worksheets, or computers to limit distractions.
Also consider offering healthy snacks or beverages to families. Remember to have paper and pens available
so parents can take notes. You also might want to have a box of tissues available for when you have to
deliver bad news.

Open with positives. When you start the conversation, remind parents that the goal of this meeting is to
share information about students' academic progress and growth and how their child interacts in the school

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environment. All parents are proud of their kids and want to hear about their child's strengths as well as
challenges, so be sure to discuss both — but start with the positives.

Discuss progress and growth. Inform parents about their child's ability levels or grade levels in different
content areas, using demonstrative work examples or testing results. Many parents want to know how their
children compare to their peers, but remind them that you're discussing their child's individual instructional
levels, not their standing in class. You should, however, inform them about grade-level expectations and how
the student is doing in that context.

It's all too easy to let discussions veer off-task during conferences, so try to limit all talk to learning
and how to support the student's instruction.
Avoid teacher-talk. K-12 education is loaded with jargon and acronyms, but a parent-teacher conference is
not the place to use them. Be sure to explain any terms, curriculum titles, or even words on progress reports
that aren't commonly used outside the school setting.

Ask questions and listen. Ask parents or guardians for their input about students' strengths, needs, and
learning styles, as well as their hopes and dreams for their children. Don't forget to ask these simple but
important questions: "Does your child like school?" and "Why?" or "Why not?" That single line of questioning
can give you a lot of information that can be helpful in the classroom.

Make a plan. Provide suggestions for activities and strategies to support learning at home. Spend the last
few minutes of the meeting on your specific goals for the student. Note the kinds of strategies you'll use, the
length of time you'll use them, and when you'll communicate to parents next.
Be honest and have a thick skin. It's your responsibility to give parents or guardians an accurate
assessment of students' academic progress. Sometimes this means delivering bad news. Sugar-coating the
facts defeats the purpose of the conference.

In addition, you may see some of your students differently than their parents do, and some parents
may take your evaluation of their child in a negative or defensive way. While you should be open to
constructive criticism, remember that you're in charge of the conference, and if the discussion becomes too
heated to be effective, or goes awry in other ways, you should conclude the meeting and ask to reconvene at
another time. If you have reason to expect such negative interactions before the next conference, ask an
administrator to attend.

If you suspect a student may have a learning disability, however, you don't need to say that
specifically. You can just tell the parents or guardians that you recommend they have their student get an
educational evaluation to determine his or her learning style.
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After the Conference

Follow up. A little thank-you can go a long way. Many parents have to take time off work or hire
babysitters to attend conferences, so consider taking the time to thank parents in a letter or email.
You can also have students write thank-you notes to their parents or guardians for attending and
supporting their learning. In the notes, remind parents to contact you if they have any further
questions or concerns.

Be sure to contact parents who did not attend and offer alternative ways to communicate
about their child's progress.

Communicate regularly. Let parents know what's going on with their child in an ongoing
fashion. Keep families informed about class projects, homework and other assignments, students'
accomplishments, and any problems or concerns that may arise.

Enhance your instruction. Now that you know a little more about your students, use that
information to make instructional decisions that will help your students achieve and grow in the
classroom.
Source: https://kidshealth.org/en/parents/parent-conferences.html

APPL YING

(Make a separate file for your answer)

1. Scenario-building:
Read the scenarios below . Based on Article 2 of the Code of Ethics, what probable violation/s is/are
evident on the situation? Explain.

Scenario 1

Mr. F is a hardworking and talented Science teacher. He is good both in dancing and singing. Every
after class he invites his advisory class to come with him for some music jamming. He brought them
to his chapel and before they start their practice, he conducted first some sort of prayer meeting
and bible sharing. He also distributes
pamphlets containing information about their religion. Sometimes he also invites his Pastor to talk to his
students during Homeroom meetings for spiritual uplifting.

Scenario 2

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Ms. D is a very idealistic and well driven English teacher. She organized the school‘s English Club.
To improve the financial status of the organization, she asks financial

support from alumni and some big names in their locality. She also required the members of the
organization to do the same. The money collected was directly given to Ms. D for safekeeping.

2. Poster-making : Make a poster to illustrate how a professional teacher should relate with the
community.

3. Make a list of five DO‘s and DON‘Ts on how you should relate to parents for the sake of the learners.

DO‟s DON‟Ts

4. The Family Code of the Philippines stipulate that the school, the teachers, administrators, individual,
entity or institution engaged in child care shall have special parental authority and responsibility over
learners. What does special parental authority imply?

Lesson 3: Code of Ethics: Relationship with the Internal

Stakeholders

Learning Outcomes

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1. Explained how the professional teacher should relate to the learners, teaching community and higher
authorities.

A. The Teacher and the Learners

SPARKING

1. Recall the top five qualities of your teacher that make him/her a great teacher.
2. Read Article VIII of the Code of Ethics. Find out if the things you have listed as characteristics of
an effective teacher relate to Article VIII.

PROBING

• In the list of qualities of a great teacher you made, which ones are related to Article VIII? Which
are not? Why?
• What did you realize after reading thoroughly reading Article VIII or the Code of Ethics? Explain.

DEEPENING

ARTICLE VIII
THE TEACHER AND THE LEARNERS
Section 1. A teacher has the right and a duty to determine the academic marks and promotion of
learners in the subject they handle. Such determination shall be in accordance with generally accepted
procedures of evaluation and measurement. In case of any complaint, teachers concerned shall immediately
take appropriate action, observing the process.
Section 2. A teacher shall recognize that the interest and welfare of learners are his first and
foremost concern, and shall handle each learner justly and impartially.
Section 3. Under no circumstances shall a teacher be prejudiced nor discriminatory against any
learner.
Section 4. A teacher shall not accept any favors or gifts from learners, their parents or others in their
behalf in exchange for requested concessions, especially if underserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other
than what is authorized for such service.

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Section 6. A teacher shall base the evaluation of the learner‘s work on merit and quality of academic
performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and
learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip, and preferential
treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending leaners nor make deductions
from their scholastic ratings as a punishment for acts which are clearly not manifestations of poor
scholarship.
Section 9. A teacher shall ensure that conditions contribute to maximum development of learners are
adequate, and shall extend needed assistance in preventing or solving learners‘ problems and difficulties.

Perhaps the traits of a great teacher that you have listed can be summed up as ―caring‖,
―compassionate‖, and ―fair‖. Article VIII, The Teacher and the Learner of the Code of Ethics describes the
professional teacher to be such. Fair because he/she ―bases the evaluation of the learners‘ work on the
merit and quality of academic performance,‖ shall not make deductions from learners such scholastic ratings,
as primary scholastic‖ and ―determine academic marks… in accordance with generally accepted procedures
of evaluation and measurements‖ and shall handle each learner justly and impartially.
Should love develop between teacher and student, the professional teacher is expected to be fair
because he/she shall ―exercise utmost professional discretion to avoid… preferential treatment of the
learner.‖ Teacher fairness is assured when a teacher does not accept gifts from learners or their parents in
exchange for requested concessions.
The professional teacher is likewise described as ―caring and compassionate.‖ Article VIII, points out
that professional teacher has the ―interest and welfare of the learners‖ as his/her ―first and foremost
concern‖ and ―under no circumstances shall a teacher be prejudiced or discriminatory against any learner.‖
The professional teacher is also seen to be caring and compassionate when he/she does not inflict corporal
punishment on offending learners.

B. The Teacher and the Teaching Community

SPARKING

Study the situations below and state how teachers should relate to his/her fellow teachers.
• Teachers talking about students, families or other staff members in the school lounge.
• Mr. Perez values the confidentiality of records of his students and colleagues,
• Carla filed a justifiable complaint in writing against a colleague,
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• Teacher Nancy keeps her Class Record for herself when she had her maternity leave.

PROBING

Which Filipino trait makes it difficult sometimes for professional teachers to function as a collegial
community?

DEEPENING

A professional teacher should work in collaboration with his/her fellow teachers. Gossip destroys
collegial relationships. It has no place in the professional community. A brotherly or sisterly correction for
what may appear to be unprofessional and unethical conduct of an associate is an act that is becoming of a
professional.
Should there be justifiable criticism against a fellow teacher, the right recourse is to submit to proper
authorities any justifiable criticism.
It is unprofessional for a teacher for a teacher to apply for a position for which he is not qualified.
Professionalism demands that selection is based on merit and competence. It is likewise unprofessional to
divulge confidential information concerning associates and the school
Give credit to whom credit is due. A professional teacher will not claim credit for work not of his/her
own.
In order not to jeopardize office operation or work, a teacher, before leaving position, shall organize
records for his/her successor. Many a time, a turn over ceremony is well done but up to ceremony only
because records are not organized and so hampers the continuity of operation.
In short at all times, professional teachers shall be loyal and trust and support one another for the
common good.

ARTICLE V
THE TEACHER AND THE COMMUNITY

Section 1. The teacher shall at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with
colleagues. When the best interest of the learners, the school, or the profession is at stake in any
controversy, teachers shall support one another.

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Section 2. A teacher is not entitled to claim for work of not his own, and shall give due credit for the
work of others which he may use.

Section 3. Before leaving his position, a teacher shall organize and leave to his successor such
records and other data as are necessary on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and the
school, and shall not divulge to anyone documents which have not yet been officially released, or remove
records from the files without official permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to
be an unprofessional and unethical conduct of any associate. This may be done only if there is
incontrovertible evidence for such conduct.

Section 7. A teacher may submit to the proper authorities any justifiable criticism against an
associate, preferably in writing, without violating any right of the individual concerned.

Section 8. A teacher may apply for a vacant position for which he is qualified, provided that he
respects the system of selection on the basis of merit and competence, provided, further, that all qualified
candidates are given the opportunity to be considered.

APPL YING

1. As a future teacher, what preparations do you make to be able to relate well to your learners?

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2. Compose a song or a poem on how teachers should relate to one another to form a genuine teaching
community. Base the song or poem on Article V.

Lesson 4: The Code of Ethics for Professional Teachers: His/her

Person, Profession and Business

Learning Outcomes

1. Explained how a professional teacher should conduct himself/herself as a person in the teaching
profession and in business;
2. Described an ideal teacher as a person; and
3. Internalized the provisions stipulated in the Code of Ethics for Professional Teachers.

A. The Teacher and the Profession

SPARKING

Try this activity. This is a self-test for you as a future teacher. How often do you think the following items
will be observed when you practice your profession as a teacher? Check the appropriate column.

Legend:

1 – Never
2 – Seldom
3 – Sometimes
4 – Often
5 – Always
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Never Seldom Some- Often Always

times
Commitment towards Profession
(1) (2) (3) (4) (5)

The teacher …

1. Demonstrates enthusiasm, vigor, involvement,

and interest in lesson presentation.

2. Prepares his/her lessons and instructional

materials before reporting to class.

3. Enjoys teaching.

4. Considers teaching as his/her first priority work

compared to other job.

5. Values his/her profession as a teacher.

6. Demonstrates knowledge and passion with

subject matter taught.

7. Explains the goals and objectives of the lesson

clearly and accurately.

8. Shows readiness to be evaluated of his/her

teaching performance.

9. Accepts his/her shortcomings and to capitalize

his/her own strengths and weaknesses.

10. Pursues his/her education for personal growth

and professional development.

11. Promotes the welfare of fellow teachers and

elevates the status of the profession.

12. Considers teaching profession as the best

decision he/she ever made.

13. Considers teaching as a career and a vocation.

14. Is an active member of local, regional and

national professional association.

15. Uses technology and variety of learning activities to

attain appropriate learning goals

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16. Updates recent developments in the field of

education.

17. Interacts and partners with other teachers for

the improvement of teaching practice.

18. Improves his/her teaching styles and strategies

by the use of new technology, indigenous and
local materials.

Total per column

Grand TOTAL

PROBING

Interpret your scores:

• Ninety (90) is the perfect score. If you got 45, that means you are midway but not highly committed
to teaching profession. The closer you are to 90, you are proud of your teaching profession.
• Do you agree with your score? In what items did you score comparatively lower?
What message do you get from those items where you scored low?
• When can you say that a teacher is highly committed to teaching profession? What are the indicators
of a teacher‘s level of commitment to teaching profession?

DEEPENING

Article IV The Teacher and the Profession

Section 1. Every teacher shall actively help ensure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make
the best preparation for the career of teaching, and shall make the best at all times in the practice of his
profession.
Section 3. Every teacher shall participate in the continuing professional education (CPE) program of
the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency,
enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to
be nationally and internationally competitive.

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Section 4. Every teacher shall help, if duly authorized, to seek support for the school, but shall not
make improper misrepresentations through personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession is a manner that makes it a dignified
means for earning a decent living.

B. The Teacher as a Person

SPARKING

A. What have you observed from your teachers as person?

I like teachers who I don‟t like teachers who

are/have… because… are/have… because…

B. As a would-be teacher, which of the statements in the checklist will you most likely to do? Check the
appropriate column of your answer:

The teacher as a person… Yes Not No

sure

1. respects all kinds and classes of people.

2. Practices transparency at all times.
3. considers personal interest as a priority.
4. sets personal goals and direction in relation to
the institutional goals.

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5. Engages in activities conducted by the

barangay/municipality for a fee.

6. adheres to the school policies in dealing with

matters concerning students and

stakeholders.

7. maintains good social relationship with

coteachers.

8. respects students‘ opinions, principles and

individual differences.

9. improves his/her teaching styles and

strategies by the use of new technology,
indigenous and local materials.

10. practices ethical and professional behaviour

and conduct taking into account the impact
of his/her actions and decisions.

Total per column

Grand TOTAL

PROBING

• Which column did you get the highest checks? least checks?
• What do you think is/are the challenge/s that teachers face?

DEEPENING

Article XI The Teacher as a Person

Section 1. A teacher shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as the principle of
personal behavior in all relationship with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as model
worthy of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or Being as guide of his own destiny
and of the destinies of men and nations.

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C. The Teacher and Business

SPARKING

Teachers usually engage in business or resort to loans in order to fulfill the following needs or wants:

Teacher’s Wants

Teacher’s Needs

PROBING

What are teacher‘s common needs or necessities? What are his/her likes or wants? If you were a
teacher, you will borrow money or involve in business to satisfy those needs/wants? Why? What other ways
you can do to avoid debts. Are teachers allowed to be engaged in business? If yes, what are possible
businesses?

DEEPENING

Article X
The Teacher and Business
Section 1. A teacher has a right to engage, directly or indirectly, in legitimate income generation,
provided that it does not relate to or adversely affect his work.

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Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in
the settlement of his just debts, loans and other financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in,
any commercial venture which furnish textbooks and other school commodities in the purchase and
disposal of which he can exercise official influence, except only when is assignment is inherently related to
such purchase and disposal, provided that such shall be in accordance with existing regulations.

APPL YING

Directions: Provide a separate file for your answers to the following questions.

A. Here are some quotes about the teaching profession. What does it mean and to which Section of
Article IV of the Code of Ethics does each quotation refer?

1. Teaching is a very noble profession that shapes the character, caliber, and future of an
individual. If the people remember me as a good teacher, that will be the biggest honor for
me. – Abdul Kalam
2. ―Good, better, best. Never let it rest until your good is better and your better is best. ‖- Tim
Duncan
3. ―Teaching might even be the greatest of the arts since the medium is the human mind and
spirit.‘ –John Steinbeck
4. ―Success is where preparation and opportunity meet.‖ – Bobby Unser
5. ‗The job of an educator is to teach students to see vitality in themselves .‘ – Joseph Campbell
6. ―Self-respect is the fruit of discipline; the sense of dignity goes with the ability to say no to
oneself.‖- Abraham Joshua Hesche
B. Make a Haiku to describe or talk about the teacher as a person based on Article XI of the Code of
Ethics Here is an example:

My Teacher

I love my teacher. (5 syllables)

She is smart and too pretty. (7 syllables)
I learn much from her. (5 syllables)

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C. Discuss in 2-3 paragraphs how a teacher relates to his/her students, co-teachers, parents or
community.
D. Nowadays, engaging in online or non-line business to generate income is common to everyone and
even teachers. As a future teacher, cite at least three conditions that will remind you from violating
the code of ethics for professional teachers when you will engage in business. Present your answer in
bullets.

Quiz in Lesson 4. The Teacher and Profession, as a person and business.

Let‘s check your understanding: Select the best answer.

1. As a professional teacher, you shall manifest genuine ____ and _____ in teaching as a ________
calling. - Remembering
A. pride- enthusiasm – new
B. enthusiasm – pride – noble
C. enthusiasm – pride – good
D. genuineness – pride – mission

2. Every teacher shall help, if duly authorized, to seek support for the _________, but shall not make
improper misinterpretations through
__________ advertisements and other questionable ______. - Remembering
A. Community – personal – means
B. School – personal – ways
C. School – personal – means
D. Community – self - ways

3. To be nationally and internationally competitive, in which should teacher participate according to

Article IV of the Code of Ethics? – Remembering
A. Seminars
B. Writing Books
C. Evaluate school courses
D. Continuing Professional Education

4. Professionalism is NOT an end state for an occupation rather it is a continual process of reaching
the forms of: - Understanding

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A. Obligation
B. Prestige
C. Responsibility
D. Accountability

5. Which of the following is demonstrated when the teachers conduct themselves with respect,
maintaining proper ethics and decorum inside and outside the classroom? - Applying
A. Professionalism
B. Quality teaching efficiency
C. Personal achievement and self-worth
D. Service and commitment
6. A teacher as a person shall always recognize the Almighty ______ or Being as guide of his own
_______ and of the destinies of _________ and nations. -
Remembering
A. Father – destiny – all
B. God – destiny – men
C. God – life – men
D. Father – life – all

7. Mr. Lopez drinks liquor heavily on weekends. He contends that he cannot be reprimanded because
he doesn‘t come to school drunk and he performs his job as a teacher well. Is his argument
acceptable? - Analysis
A. Yes, it is his right as an individual
B. Yes, his students don‘t see him when he is drunk.
C. No, drinking liquor is not good for the health.
D. No, he should live a commendable level of conduct at all times.

8. Tutoring his own students for a fee is prohibited because: - Application A. It is conducive to
favoritism and impartiality.
B. It hinders good relationship between teacher and students.
C. Teachers also have responsibility to her family.
D. It encourages overtime work on the part of the teachers.

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9. What section of Article X will be violated by teacher in situation no. 1 above?

Why?- Analysis
A. Section 1
B. Section 2
C. Section 3
D. Sections 1 & 2
10. If salary is not enough, a professional teacher can engage in business but for this condition; -
Understanding
A. Business includes books and school supplies.
B. Income generation is legitimate.
C. Adversely affects his/her work
D. Income generation is related to his/her work.

Kindly check your answer if you got it right.

1. B 6. B
2. C 7. D
3. D 8. A
4. D 9. A
5. A 10. C

References:

 Bilbao, P., Corpus, B., Llagas, A and Salandanan, G. 2018. The Teaching
Profession,

 Fourth Ed., Lorimar Publishing Inc. ISBN-621

978-8035-49-2.2012. The
nd
Teaching Profession, 2Ed., Lorimar Publishing Inc. ISBN971
-685-745-
0.

 Casihan, L., Caubic, R., and Lim, L. 2014. The Teaching Profession.
Adriana

 Publishing Co. Inc. Cubao, Quezon City, Manila. ISBN

-971
978
-9656-04-
3.

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Unit 6: Basic and Teacher-Related Laws

Dr. Virgie P. Tan & Mr. Andrew Cabardo

Introduction: This unit introduces you to the basic and teacher-related laws that will make you aware of
your rights, privileges, and benefits as a professional teacher. This part of the module consists three lessons
—The Magna Carta for Public School Teachers & other Teacher-related laws.

Lesson 1 is about RA 4670 or Magna Carta for Public School Teachers. It aims at providing
professional rights to safeguard the public school teachers in consideration of the exigency and hazards in
the exercise of their profession as well as improving the social and economic status of public school teachers
in basic education, their living and working conditions, employment, and career prospects. Moreover, the
Magna Carta for Public School Teachers protects the rights and privileges of teachers --their tenure of office,
academic freedom and other benefits.

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Lesson 2 includes the basic teacher-related laws- Presidential Decree 1006 (PD 1006), providing for
the professionalization of teachers, regulating their practice in the Philippines and for other purposes. Lesson
3 comprises Republic Act 7836 (RA 7836) the Philippine Teachers Professionalization Act of 1994 and
Republic Act 9293 (RA 9293), an act amending certain sections of Republic Act 7836 (RA. 7836), otherwise
known as the ―Philippine Teachers Professionalization Act Of 1994‖

How Much Do You Know?

Do you Agree or Disagree to the following statements? Justify your answer on the space
provided.

1. As teachers are professionals and hired as the right people to the right position, it follows that in
exercising professionalism in teaching, they need to know the standards, what they need to teach, and how
to teach in the most effective ways.

_________________

2. These are the following criteria with respective points used in the evaluation and selection procedure
in the hiring of Teacher 1. Education 20%, Teaching Experience 15%, LET/PBET Rating 15%, Specialized
Training Skills 10%, Interview 10%, Demonstration Teaching 15%, and Communication Skills 15%.

3. During disciplinary procedures, teachers are not entitled to due process and must not be given a
written notice, a time to access evidence, to make a defense, a time for preparation and appeal.

Lesson 1: Magna Carta for Public School Teachers

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Learning Outcomes

1. Identified the rights and privileges of a teacher as stated in the Magna Carta for public school
teachers; and
2. Discussed the provisions stipulated in the Magna Carta for Public School teachers that apply to the
teaching profession.

SPARKING

Direction: Watch the video of this case at https://youtu.be/DDtsnaS78z0,

https://youtu.be/90udrCk8dz4, https://youtu.be/VyDhiRpgyho and answer the following questions:

PROBING

• What is the video about?

• What do you think are the rights of the teacher being violated in the situation?
• If you were in the case of the teacher, what will you do?
• What teacher-related law can protect the teacher in this case?

DEEPENING

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

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I. DECLARATION OF POLICY COVERAGE

Section 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and
improve the social and economic status of public school teachers, their living and working conditions, their
terms of employment and career prospects in order that they may compare favorably with existing
opportunities in other walks of life, attract and retain in the teaching profession more people with the proper
qualifications, it being recognized that advance in education depends on the qualifications and ability of the
teaching staff and that education is an essential factor in the economic growth of the nation as a productive
investment of vital importance.

Section 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and
shall apply to all public school teachers except those in the professorial staff of state colleges and
universities.

As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level of
instruction, on full-time basis, including guidance counselors, school librarians, industrial arts or vocational
instructors, and all other persons performing supervisory and/or administrative functions in all schools,
colleges and universities operated by the Government or its political subdivisions; but shall not include school
nurses, school physicians, school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Section 3. Recruitment and Qualification. Recruitment policy with respect to the selection and
appointment of teachers shall be clearly defined by the Department of Education: Provided, however, That
effective upon the approval of this Act, the following shall constitute the minimum educational qualifications
for teacher-applicants:

a. for teachers in the kindergarten and elementary grades, Bachelor's degree in

Elementary Education (B.S.E.ED.);

b. for teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a
major and a minor; or a Bachelor's degree in Arts or Science with at least eighteen professional
units in Education.
c. for teachers of secondary vocational and two years technical courses, Bachelor's degree in the field
of specialization with at least eighteen professional units in education;

d. for teachers of courses on the collegiate level, other than vocational, master's degree with a
specific area of specialization;

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Provided, further, That in the absence of applicants who possess the minimum educational
qualifications as hereinabove provided, the school superintendent may appoint, under a temporary status,
applicants who do not meet the minimum qualifications: Provided, further, That should teacher-applicants,
whether they possess the minimum educational qualifications or not, be required to take competitive
examinations, preference in making appointments shall be in the order of their respective ranks in said
competitive examinations: And provided, finally, That the results of the examinations shall be made public
and every applicant shall be furnished with his score and rank in said examinations.

Section 4. Probationary Period. When recruitment takes place after adequate training and professional
preparation in any school recognized by the Government, no probationary period preceding regular
appointment shall be imposed if the teacher possesses the appropriate civil service eligibility: Provided,
however, That where, due to the exigencies of the service, it is necessary to employ as teacher a person
who possesses the minimum educational qualifications herein above set forth but lacks the appropriate civil
service eligibility, such person shall be appointed on a provisional status and shall undergo a period of
probation for not less than one year from and after the date of his provisional appointment.

Section 5. Tenure of Office. Stability on employment and security of tenure shall be assured the teachers
as provided under existing laws. Subject to the provisions of Section three hereof, teachers appointed on a
provisional status for lack of necessary civil service eligibility shall be extended permanent appointment for
the position he is holding after having rendered at least ten years of continuous, efficient and faithful service
in such position.

Section 6. Consent for Transfer Transportation Expenses . Except for cause and as herein otherwise
provided, no teacher shall be transferred without his consent from one station to another. Where the
exigencies of the service require the transfer of a teacher from one station to another, such transfer may be
effected by the school superintendent who shall previously notify the teacher concerned of the transfer and
the reason or reasons therefore. If the teacher believes there is no justification for the transfer, he may
appeal his case to the Director of Public Schools or the Director of Vocational Education, as the case may be.
Pending his appeal and the decision thereon, his transfer shall be held in abeyance: Provided, however, that
no transfers whatever shall be made three months before any local or national election. Necessary transfer
expenses of the teacher and his family shall be paid for by the Government if his transfer is finally approved.

Section 7. Code of Professional Conduct for Teachers. Within six months from the approval of this
Act, the Secretary of Education shall formulate and prepare a Code of Professional Conduct for Public School
Teachers. A copy of the Code shall be furnished each teacher: Provided, however, that where this is not
possible by reason of inadequate fiscal resources of the Department of Education, at least three copies of the

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same Code shall be deposited with the office of the school principal or head teacher where they may be
accessible for use by the teachers.

Section 8. Safeguards in Disciplinary Procedure . Every teacher shall enjoy equitable safeguards at
each stage of any disciplinary procedure and shall have:

a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;

c. the right to defend himself and to be defended by a representative of his

choice and/or by his organization, adequate time being given to the teacher for the preparation of
his defense; and

d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a teacher during the
pendency of his case.

Section 9. Administrative Charges. Administrative charges against a teacher shall be heard initially by
a committee composed of the corresponding School Superintendent of the Division or a duly authorized
representative who should at least have the rank of a division supervisor, where the teacher belongs, as
chairman, a representative of the local or, in its absence, any existing provincial or national teacher's
organization and a supervisor of the Division, the last two to be designated by the Director of Public Schools.
The committee shall submit its findings and recommendations to the Director of Public Schools within thirty
days from the termination of the hearings: Provided, however, that where the school superintendent is the
complainant or an interested party, all the members of the committee shall be appointed by the Secretary of
Education.

Section 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching
profession, or during its exercise, or in the termination of services, based on other than professional
consideration.

Section 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable
married couples, both of whom are public school teachers, to be employed in the same locality.

Section 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their
professional duties, particularly with regard to teaching and classroom methods.

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III. HOURS OF WORK AND REMUNERATION

Section 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to
render more than six hours of actual classroom teaching a day, which shall be so scheduled as to give him
time for the preparation and correction of exercises and other work incidental to his normal teaching duties:
Provided, however, that where the exigencies of the service so require, any teacher may be required to
render more than six hours but not exceeding eight hours of actual classroom teaching a day upon payment
of additional compensation at the same rate as his regular remuneration plus at least twenty-five per cent of
his basic pay.

Section 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, co-
curricular and out of school activities and any other activities outside of what is defined as normal duties of
any teacher shall be paid an additional compensation of at least twenty-five per cent of his regular
remuneration after the teacher has completed at least six hours of actual classroom teaching a day.
In the case of other teachers or school officials not engaged in actual classroom instruction, any work
performed in excess of eight hours a day shall be paid an additional compensation of at least twenty-five per
cent of their regular remuneration.

The agencies utilizing the services of teachers shall pay the additional compensation required under this
section. Education authorities shall refuse to allow the rendition of services of teachers for other government
agencies without the assurance that the teachers shall be paid the remuneration provided for under this
section.

Section 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:

a. they shall compare favorably with those paid in other occupations requiring equivalent or
similar qualifications, training and abilities;
b. they shall be such as to insure teachers a reasonable standard of life for themselves and their
families; and
c. they shall be properly graded so as to recognize the fact that certain positions require higher
qualifications and greater responsibility than others: Provided, however, That the general
salary scale shall be such that the relation between the lowest and highest salaries paid in the
profession will be of reasonable order. Narrowing of the salary scale shall be achieved by
raising the lower end of the salary scales relative to the upper end.

Section 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a
minimum to a maximum salary by means of regular increments, granted automatically after three years:

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Provided, That the efficiency rating of the teacher concerned is at least satisfactory. The progression from
the minimum to the maximum of the salary scale shall not extend over a period of ten years.

Section 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by
a city, municipal, municipal district, or provincial government, shall not be less than those provided for
teachers of the National Government.

Section 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise
in the cost of living by the payment of a cost-of-living allowance which shall automatically follow changes in a
cost-of-living index. The Secretary of Education shall, in consultation with the proper government entities,
recommend to Congress, at least annually, the appropriation of the necessary funds for the cost-of-living
allowances of teachers employed by the National Government. The determination of the cost-ofliving
allowances by the Secretary of Education shall, upon approval of the President of the Philippines, be binding
on the city, municipal or provincial government, for the purposes of calculating the cost-of-living allowances
of teachers under its employ.

Section 19. Special Hardship Allowances . In areas in which teachers are exposed to hardship such as
difficulty in commuting to the place of work or other hazards peculiar to the place of employment, as
determined by the Secretary of Education, they shall be compensated special hardship allowances equivalent
to at least twenty-five per cent of their monthly salary.
Section 20. Salaries to be Paid in Legal Tender . Salaries of teachers shall be paid in legal tender of
the Philippines or its equivalent in checks or treasury warrants. Provided, however, that such checks or
treasury warrants shall be cashable in any national, provincial, city or municipal treasurer's office or any
banking institutions operating under the laws of the Republic of the Philippines.

Section 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of
teachers except under specific authority of law authorizing such deductions: Provided, however, that upon
written authority executed by the teacher concerned, (1) lawful dues and fees owing to the Philippine Public
School Teachers Association, and (2) premiums properly due on insurance policies, shall be considered
deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Section 22. Medical Examination and Treatment. Compulsory medical examination shall be provided
free of charge for all teachers before they take up teaching, and shall be repeated not less than once a year
during the teacher's professional life. Where medical examination show that medical treatment and/or
hospitalization is necessary, same shall be provided free by the government entity paying the salary of the
teachers.

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In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary medical
care with the right to be reimbursed for their traveling expenses by the government entity concerned in the
first paragraph of this Section.
Section 23. Compensation for Injuries. Teachers shall be protected against the consequences of
employment injuries in accordance with existing laws. The effects of the physical and nervous strain on the
teacher's health shall be recognized as a compensable occupational disease in accordance with existing laws.
V. LEAVE AND RETIREMENT BENEFITS

Section 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public
schools, they shall be entitled to study leave not exceeding one school year after seven years of service. Such
leave shall be granted in accordance with a schedule set by the Department of Education. During the period
of such leave, the teachers shall be entitled to at least sixty per cent of their monthly salary: Provided,
however, That no teacher shall be allowed to accumulate more than one year study leave, unless he needs
an additional semester to finish his thesis for a graduate study in education or allied courses: Provided,
further, That no compensation shall be due the teacher after the first year of such leave. In all cases, the
study leave period shall be counted for seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be subject to the condition that
the teacher takes the regular study load and passes at least seventy-five per cent of his courses. Study leave
of more than one year may be permitted by the Secretary of Education but without compensation.
Section 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the
nature of the illness demands a long treatment that will exceed one year at the least.
Section 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and
service requirements of the applicable retirement laws shall be given one range salary raise upon retirement,
which shall be the basis of the computation of the lump sum of the retirement pay and the monthly benefits
thereafter.

VI. TEACHER'S ORGANIZATION

Section 27. Freedom to Organize. Public school teachers shall have the right to freely and without
previous authorization both to establish and to join organizations of their choosing, whether local or national
to further and defend their interests.
Section 28. Discrimination Against Teachers Prohibited . The rights established in the immediately
preceding Section shall be exercised without any interference or coercion. It shall be unlawful for any person
to commit any acts of discrimination against teachers which are calculated to;
(a) make the employment of a teacher subject to the condition that he shall not join an
organization, or shall relinquish membership in an organization,
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(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an
organization or because of participation in organization activities outside school hours, or with the consent of
the proper school authorities, within school hours, and (c) to prevent him from carrying out the duties laid
upon him by his position in the organization, or to penalize him for an action undertaken in that capacity.
Section 29. National Teacher's Organizations . National teachers' organizations shall be consulted in
the formulation of national educational policies and professional standards, and in the formulation of national
policies governing the social security of the teachers.
VII. ADMINISTRATION AND ENFORCEMENT

Section 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the
necessary rules and regulations to implement the provisions of this Act. Rules and regulations issued
pursuant to this Section shall take effect thirty days after publication in a newspaper of general circulation
and by such other means as the Secretary of Education deems reasonably sufficient to give interested parties
general notice of such issuance.
Section 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the
necessary budgetary estimates to implement the provisions of the Act concerning the benefits herein granted
to public school teachers under the employ of the National Government.
Section 32. Penal Provision. A person who shall wilfully interfere with, restrain or coerce any teacher in
the exercise of his rights guaranteed by this Act or who shall in any other manner commit any act to defeat
any of the provisions of this Act shall, upon conviction, be punished by a fine of not less than one hundred
pesos nor more than one thousand pesos, or by imprisonment, in the discretion of the court.
If the offender is a public official, the court shall order his dismissal from the Government service.
Section 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules
inconsistent with the provisions of this Act are hereby repealed, amended or modified accordingly.
Section 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act
or any provisions not affected thereby shall remain in force and in effect.
Section 35. This Act shall take effect upon its approval.

APPL Y ING

Group Activity

Directions: Pretend that you are a team that campaigns for senior high school graduates to enroll in teacher
education. Prepare a presentation (PPT for online; word file for offline) presuming to be delivered before the
grade 12 students graduating at the end of the year. Make sure that your presentation gives a highly
favorable picture of the teaching profession that will surely convince the students. The details on your
presentation include the following:
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 what and why of teaching profession

 rights,benefitsand privilegesof teachers

References

 Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2015).

The teaching
.
profession
rd
 3 Ed. Metro Manila: Lorimar Publishing House, Inc.
 Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2018).
The teaching
.
profession
th
 4 Ed. Metro Manila: Lorimar Publishing House, Inc.
 Teacher Induction Program. (nd). Retrieved from

 Habla, R.V. (2016. January 28) Situational Cases, Questions and Application
anout the Magna Carta for Teachers. Retrieved from

Lesson 2: Presidential Decree 1006

Learning Outcomes

1 .Discussed how teaching was professionalized;

2. Cited at least five (5) advantages and disadvantages of having the teacher‘s license;

3. Explained why is there a need for a teacher to have a teacher‘s license.

How Much Do You Know?

Directions: Answer the questions briefly.

• Can teachers in as early as 1977 teach without a teacher‘s license?

• With the PD 1006 on its existence, why was RA 7836 created?
• How did the amendments in RA 9293 support the teaching profession?

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SPARKING

Direction: Make a graphic organizer showing the advantages and disadvantages of having the teacher‘s
license. You may cite specific examples as the case requires.

Note: Criteria for grading:

Content : 50%

Organization of Ideas : 25%

Creativity : 25%
100%

PROBING

• Why is it important to have a license in your chosen profession?

• Cite at least three (3) reasons/justifications.

DEEPENING

Presidential Decree (PD) 1006 is a policy declared by late Pres. Ferdinand Marcos, wherein the
teacher education shall be given primary concern and attention by the government and shall be of the
highest quality. In this policy the teacher education shall undergo examination. Together with the Civil
Service Commission and the Department of Education and culture jointly gave examination for teachers.
When the examinees pass the teachers examination they will be qualified for registration as professional
teachers and where given the Professional Teacher Certificate. The PD 1006 made a teachers‘ license a
requirement for teaching. After three years of effectivity of this decree a teacher without license shall not
engage in teaching, whether in the public or private elementary or secondary school.

The proclamation of PD 1006 was premised on the following:

1. ‗the institutions of the country have relied upon… teachers whose direct and continuing
interaction with the young people and the children make them potent forces for the development of
proper attitudes among the citizenry;

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2. the tremendous growth of the teaching population, comprising in the civil service sector alone
more than 300,000 teachers deployed all over the country;

3. to insure that in the immediacy and urgency of teacher recruitment, qualitative requirements are
not overlooked, it has become necessary to regulate the teaching profession;

4. teaching requires a number of years of collective study, it is the only course that it is not yet
considered a profession; and

5. in recognition of the vital role of teachers in nation-building and as an incentive to raise the
morale of teacher, it is imperative that they be considered as professionals and teaching be recognized
as a profession‘ (PD 1006 in Bilbao, Corpuz, Llagas & Salandanan 2012)

PRESIDENTIAL DECREE NO 1006

PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING

THEIR PRACTICE IN THE PHILIPPINES AND FOR OTHER PURPOSES

WHEREAS, the Constitution provides that ―All educational institutions shall be under the supervision
of; and subject to regulation by, the State‖, and requires that ―the State shall establish and maintain a
complete, adequate and integrated system of education relevant to the goals of national development‖;

WHEREAS, in the pursuit on these objectives, the Department of Education and Culture has adopted
ways and means of overseeing all the educational institutions in the country;

WHEREAS, this supervisory function of the DEC has been primarily beamed towards insuring that the
educational institutions inculcate in the studentry love of the country, teach the duties of citizenship, and
develop moral character, personal discipline, and scientific, technological and vocational efficiency;

WHEREAS, to implement these objectives, the institutions have relied upon their teachers whose
direct and continuing interaction with the young people and the children make them potent forces for the
development of proper attitudes among the citizenry;

WHEREAS, this accounts for the tremendous growth of the teaching population, comprising in the
civil service sector alone more than 300,000 teachers deployed all over the country;

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WHEREAS, to insure that in the immediacy and urgency of teacher recruitment qualitative
requirements are not overlooked, it has become necessary to regulate the teaching profession;

WHEREAS, although teaching requires a number of years of collegiate study, it is the only course
that it is not yet considered a profession;

WHEREAS, in recognition of the vital role of teachers in nation-building and as an incentive to raise
the morale of teachers, it is imperative that they be considered as professionals and teaching be recognized
as a profession.
NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of the powers
vested in me by the Constitution, do hereby decree and order:

Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching.

Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall be
given primary concern and attention by the government and shall be of the highest quality, and strongly
oriented to Philippine conditions and to the needs and aspirations of the Filipino people even as it seeks
enrichment from adoptable ideas and practices of other people.

Section 3. Definition of Terms. As used in this Decree, the following shall be construed as
follows:

(a) Teaching refers to the profession primarily concerned with the classroom instruction, at the
elementary and secondary levels, in accordance with the curriculum prescribed by National Board of
Education, whether on part-time or full-time basis in the public or private schools.

(b) Teachers refers to all persons engaged in teaching at the elementary and secondary levels,
whether on a full-time or part-time basis, including guidance counsellors, school librarians, industrial arts or
vocational teachers and all other persons performing supervisory and/or administrative functions in all
schools in the aforesaid levels and legally qualified to practice teaching under this Decree.

(c) Board refers to the National Board for Teachers duly constituted under this Decree.

Section 4. Creation of the National Board for Teachers. There is hereby created a National
Board for Teachers, hereinafter called the Board, to be composed of the following:

1) Secretary of Education and Culture Co-Chairman

2) Chairman, Civil Service Commission

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3) Commissioner, Professional Regulations Commission Member

4) Two members representing the private sector to be

appointed by the President

Section 5. Powers and Duties. The Board shall have the following powers and duties:

(a) Appoint a set of examiners for every examination who will determine and prepare the contents
of the Board examination for teachers, hereinafter referred to as examination, in the elementary and
secondary levels of instruction, to be held at least once a year;

(b) Determine and fix the places and dates of examination, appoint supervisors and room
examiners from among the employees of the Government who shall be entitled to a daily allowance to be
fixed by the Board for every examination day actually attended, use the buildings and facilities of public and
private schools for examination purposes, approve applications to take examination, and approve the release
of examination results;

(c) Look from time to time into the conditions affecting the practice of the teaching profession,
adopt such measures as may be deemed proper for the enhancement of said profession, and/or maintenance
of the professional standards and ethics;

(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate, and administer
oaths;

(e) Appoint, subject to the provisions of existing laws, such officials and employees as are
necessary in the effective performance of its functions and responsibilities, prescribe their duties and fix their
compensation;

(f) Prescribe and collect examination and other fees as it may deem proper; and

(g) Promulgate rules and regulations, and exercise such other powers, functions and duties as
may be necessary to carry into effect the purposes of this Decree.

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Section 6. Qualification Requirements for Examination Applicants. No applicant shall be

admitted to take the examination unless, on the date of filing of the application, he shall have complied with
the following requirements:

(a) Except those who have been engaged in teaching as herein defined for at least five years in
schools in the Philippines not organized exclusively for nationals of a foreign country at the time of the
effectivity of this Decree, the applicant must be a citizen of the Philippines;

(b) That he is of good moral character;

(c) That he is free from any physical and/or mental defect which will incapacitate him to render
efficient service; and

(d) That he possesses the following minimum educational qualifications:

1) For teachers in the kindergarten and elementary grades, Bachelor‘s degree in

Elementary Education (B.S.E.Ed.) or its equivalent;

2) For teachers of the secondary schools, Bachelor‘s degree in Education or its equivalent
with a major and minor, or a Bachelor‘s degree in Arts or Sciences with at least eighteen units
in professional education; and

3) For teachers of secondary vocational and two-year technical courses, Bachelor‘s

degree in the field of specialization with at least eighteen units in professional education.

All applications shall be filed with an office or offices designated by the Board, preferably the offices of
the Civil Service Commission and the Department of Education and Culture.

These offices shall screen and approve such applications and issue the corresponding permits to take
the examination to qualify applicants.
Section 7. Appointment of Examiners. The Board shall appoint a set of examiners for every
examination who are recognized authority in teacher education, and their names shall not be disclosed until
after the release of the results of the examination. They shall each receive as compensation the sum of not
less than P5.00 for each examinee as may be determined by the Board but in no case shall each examiner
receive more than P18,000 per examination. Any examiner who is in the service of the Government shall
receive the compensation herein provided in addition to his salary.

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Section 8. Scope of the Examination. The examination shall consist of written tests, the scope of
which shall be determined by the Board, taking into consideration the teaching plan of the schools legally
constituted in the Philippines.

Section 9. Ratings in the Examination. In order that a candidate may be deemed to have
successfully passed the examinations, he must have obtained a general average of at least 70 per cent in all
subjects, with no rating below 50 per cent in any subject.

Section 10. Report of the results of examination. The examiners shall report the ratings
obtained by each candidate to the Board within 150 days after the last day of the examination, unless
extended by the latter.

Section 11. Issuance of Certificates. Teachers who have passed examinations given by the Civil
Service Commission or jointly by the Civil Service Commission and the Department of Education and Culture
shall be considered as having passed the board examinations for teachers. The Board may consider their
certificates of rating as certificates of eligibility or issue an entirely new certificate upon registration of the
teacher and payment of the corresponding fees.

This provision shall likewise apply to those teachers who have permanent appointment under the
Magna Carta For Public School Teachers and all others who may be qualified for registration as professional
teachers under this Decree.

Section 12. Registration. The Civil Service Commission shall, as an arm of the Board, register
holders of Professional Teacher Certificate which registration shall evidence that the registrant is entitled to
all the rights and privileges of a Professional Teacher until and unless the certificate is suspended or cancelled
by the Board for just cause.
Section 13. Reissuance of revoked certificates and replacement of lost certificates. The
Board may, for reason of equity and justice, and upon proper application therefor, issue another copy,
original or duplicate, upon payment of the required fee, of a certificate which has been revoked. A new
certificate to replace a lost, destroyed or mutilated certificate may be issued subject to the rules of the Board.

Section 14. Registration by reciprocity. The Civil Service Commission shall, upon approval of
the Board, effect the registration, without examination, of a teacher validly registered under the laws of any
foreign state or country; Provided, That the requirements for registration in said foreign state or country are
substantially the same as those required and contemplated by this Decree, and the laws of such foreign state
or country allow citizens of the Philippines to practice the profession on the same basis and grant the same
privileges as the citizens or subjects of such foreign state or country; Provided finally, That the applicant shall

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submit competent and conclusive documentary evidence, confirmed by the Department of Foreign Affairs,
showing that his country‘s existing laws permit citizens of the Philippines to practice teaching profession
under the rules and regulations governing citizens thereof.

Section 15. Prohibition. Three years after the effectivity of this Decree, no person shall engage in
teaching and/or act as a teacher as defined in this Decree, whether in the public or private elementary or
secondary school, unless he is holder of a Professional Teacher Certificate or is considered a Professional
Teacher under this Decree.

Section 16. Penal Provision. Any person who shall practice the teaching without a valid
Professional Teacher Certificate, or any person presenting as his or her own the certificate of another, or any
person giving any false or forged evidence in order to obtain a Professional Teacher Certificate or admission
to an examination, or any person assuming himself as a registered professional teacher or any person
violating any provision of this Decree shall be penalized by a fine of not less than One Thousand Pesos nor
more than Five Thousand Pesos with subsidiary imprisonment or to suffer an imprisonment of not less than
six months nor more than two years, or both such fine and imprisonment at the discretion of the Court.
Section 17. Repealing Clause. All Acts, Decrees, Executive Orders, Administrative Orders, rules
and regulations or parts thereof inconsistent with the provisions of this Decree are hereby repealed or
modified accordingly.

Section 18. Separability Clause. In case any provision of this Decree or any portion thereof is
declared unconstitutional by a competent court, other provisions shall not be affected thereby.

Section 19. Effectivity. This Decree shall take effect January 1, 1977.

APPL YING

For your journal, give your answers to the following questions:

1. Why is there a need for a teacher to have a professional license? Cite at least five
(5) advantages and disadvantages.
2. What are some amendments in RA 7836 that are included in RA 9293?

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References:

 Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2012).

The teaching
.
profession
rd
 2 Ed. Metro Manila: Lorimar Publishing House, Inc.
 Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2018).
The teaching
.
profession
th
 4 Ed. Metro Manila: Lor
imar Publishing House, Inc.
 Doug Stewart & Paul McCann (1999) Educators and the Law: Implications for
the professional development of school administrators and teachers, Journal of
In-service Education, 25:1, 135
-150, DOI: 10.1080/13674589900200074.
Retrieved at

Lesson 3. Republic Act 7836 and Republic Act 9293

Learning Outcomes

1. Identified the roles of the Board for Professional Teachers;

2. Cited and explained the qualification requirements for the Licensure Examination for Teachers and the
grounds for the suspension of license; and
3. Created a graphic organizer showing the difference between R.A. 7836 and R.A. 9293.

SPARKING

Agree or Disagree?

Write A on the blank before each item if you think the statement is true about RA 7836 & 9293; D, if you
think it is false.

______1. Republic Act 7836 provides the full description and duties and responsibilities of the board and the
board members.

______2. Republic Act No. 9293 is an act that is entirely different from RA 7836.

______3. RA 7836 is otherwise known as the " Philippine Teachers Professionalization Act of 1994."

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______4. No person who has served for two (2) consecutive terms shall be eligible for reappointment.

______5. The examinations for the elementary and secondary school teachers shall not be separated.

PROBING

1. As a future professional teacher, why do you need to know the qualifications and requirements to
take the Licensure Examination for Teachers?
2. What are some amendments made by RA 9293 to RA 7836?
3. Do you think your professional teacher‘s license can be suspended or revoked?
What are some grounds for its revocation or suspension.

DEEPENING

The Republic Act No. 7836 of the Philippine Teachers Professionalization Act of 1994 strengthens the
supervision and regulation of the practice of teaching in the Philippines. All teachers are required to take and
pass the Licensure Examination for Teachers (LET). Republic Act 7836 provides the full description and
duties and responsibilities of the board and the board members. This also tells about the requirements in the
registration, process before taking the examination and after the examinations, and the sanctions given to
those licensed teachers who violate the rules.

Republic Act No. 9293 is an act amending certain sections of the Republic Act 7836. This act modifies some
of the sections in the R.A. 7836 including the qualification requirements of the examinees, registration and
exception, transitory provision, reference to the term, separability clause, repealing clause and the
effectivity.

REPUBLIC ACT 7836

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.

ARTICLE I

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SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers
Professionalization Act of 1994."

Section 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-building
and development through a responsible and literate citizenry. Towards this end, the State shall ensure and
promote quality education by proper supervision and regulation of the licensure examination and
professionalization of the practice of the teaching profession.

Section 3. Objectives. — This Act has the herein objectives:

(a) The promotion, development and professionalization of teachers and the teaching profession;
and

(b) The supervision and regulation of the licensure examination.

Section 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:

(a) "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.

(b) "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.

(c) "Board" — refers to the Board for Professional Teachers duly established and constituted
under this Act.

(d) "Commission" — refers to the Professional Regulation Commission.

ARTICLE II: BOARD FOR PROFESSIONAL TEACHERS

Section 5. Creation and Composition of the Board . — There is hereby created under this Act a
Board for Professional Teachers, hereinafter called the Board, a collegial body under the general supervision
and administrative control of the Professional Regulation Commission, hereinafter referred to as the
Commission, composed of five (5) members who shall be appointed by the President of the Philippines from
among the recommendees chosen by the Commission. The recommendees shall be chosen from the list of
nominees selected by the accredited association of teachers, who duly possess all the qualifications
prescribed in Section 8 of this Act.

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The chairman and the voice-chairman of the Board shall be appointed from these five (5) members by
the President: Provided, That the members of the first Board appointed under this Act shall be automatically
registered as professional teachers and issued with the certificate of registration and professional license
upon payment of the fees for examination, registration, and other fees prescribed by the Commission.

Section 6. Duties and Function of the Board . — The Board shall have the following duties and
functions:

(a) Promulgate, administer and enforce rules and regulations necessary for carrying out the
provisions of this Act in accordance with the charter of the Professional Regulation
Commission;

(b) Determine and fix the frequency, dates, and places of examination, appoint supervisors,
proctors, and other personnel as needed who shall be entitled to a daily allowance to be fixed
by the Board for every examination day actually attended, use buildings and facilities of public
or private schools for examination purposes;

(c) Issue, suspend, or revoke the certificate of registration for the practice of the teaching
profession;

(d) Prescribe and collect examination and other fees as it may deem proper;

(e) Prescribe and/or adopt a code of ethical and professional standards for the practice of the
teaching profession. Such ethical standards, rules and regulations to take effect sixty (60) days
after its publication in the Official
Gazette or in any newspaper of general circulation;

(f) Administer oaths in connection with the administration of this Act;

(g) Supervise and regulate the registration, licensure and practice of

professional teachers in the Philippines;

(h) Adopt an official seal of the Board;

(i) Look into the conditions affecting the practice of the teaching profession and whenever
necessary, adopt such measures as may be deemed proper for the enhancement and
maintenance of high professional and ethical standards of the profession;

(j) Ensure that all educational institutions offering elementary and secondary education comply
with the essential requirements for curricula, faculty and facilities for the elementary and
secondary levels;
(k) Investigate such violations of this Act, the rules and the code of ethical and professional
standards for professional teachers as it may come to the knowledge of the Board, and for this

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purpose, to issue subpoena and subpoena duces tecum to secure the appearance of witnesses
and the production of documents in connection therewith; and

(l) Discharge such other powers, duties and functions as the Board may deem necessary for the
practice of the teaching profession and the upgrading, enhancement, development and growth
of education in the Philippines.

Section 7. Term of Office. — The members of the Board shall hold office for a term of three (3)
years from the date they assume office: Provided, That the first appointees to the Board under this Act shall
hold office according to the following terms: one (1) member shall serve for one (1) year; one (1) member
for two (2) years; the chairman, vice-chairman, and one (1) member for three (3) years. Vacancies shall be
served for the unexpired term only. No person who has served for two (2) consecutive terms shall be eligible
for reappointment. Appointment to fill an unexpired term shall be considered an appointment to a complete
term.

The chairman or any member shall take his oath of office prior to the performance of his duties.

Section 8. Qualification of Board Members. — Each Board member must at the time of his
appointment:

(a) Be a citizen and resident of the Philippines;

(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of high moral
values in his personal as well as professional conduct and has not been convicted of any
offense involving moral turpitude;

(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in Education and
preferably a holder of a master's or doctorate degree in education, or their equivalents, from a
university, school, college, academy or institute duly constituted, recognized and/or accredited
by the Philippine government;
(d) Be a professional teacher with a valid certificate of registration and valid professional license,
save those members who shall compose the first Board for Professional Teachers;

(e) Has been a professional teacher in the active practice of the teaching profession for at least
ten (10) years in the elementary and secondary level; and

(f) Not be an official or member of the faculty of, nor have pecuniary interest in any university,
college, school, or institution conferring a bachelor's degree in education or its equivalents for
at least three (3) years prior to his appointment, and neither connected with a review center
or with any group or association where review classes or lectures in preparation for the
licensure examination are offered or conducted.

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Provided, however, That, the membership to the Board shall be evenly distributed to cover all levels
of education, including equitable representation of the different fields of specialization.

Section 9. Compensation of the Board. — The chairman, vice-chairman, and members of the Board shall
receive compensation comparable to the compensation received by existing regulatory boards under the
Professional Regulation Commission, computed on the basis of the number of examinees/candidates.

Section 10. Supervision of the Board and Custodian of its Records . — The Board shall be under the
supervision and control of the Commission. All records, including applications for examination, examination
papers and results, minutes of deliberation, administrative cases and investigative cases and investigations
involving professional teachers shall be kept by the Commission.

Section 11. Secretariat and Support Services. — The Professional Regulation Commission, through
its chairman, shall provide the secretariat and other support services to implement effectively the provisions
of this Act.

Section 12. Removal of a Board Member. — The chairman or any member of the Board may be
removed by the President of the Philippines upon recommendation of the Commission for neglect of duty,
incompetence, unprofessional, unethical, immoral or dishonorable conduct, commission or toleration of
irregularities in the examination, after having been given the opportunity to defend himself in a proper
administrative investigation.

In the course of investigation, the President may preventively suspend the respondent.

ARTICLE III: EXAMINATION AND REGISTRATION

Section 3. Examination, Registration and License Required . — Except as otherwise specifically

allowed under the provisions of this Act, all applicants for registration as professional teachers shall be
required to undergo a written examination which shall be given at least once a year in such places and dates
as the Board may determine upon approval by the Commission. A valid certificate of registration and a valid
professional license from the Commission are required before any person is allowed to practice as a
professional teacher in the Philippines, except as otherwise allowed under this Act.

Section 14. Scope of Examination. — The examinations for the elementary and secondary school
teachers shall be separate. The examination for teachers in the elementary level shall consist of two (2)
parts, namely: professional education and general education. The examination for teachers in the secondary

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level shall consist of three (3) parts, namely: professional education, general education, and field of
specialization.

Section 15. Qualification Requirements of Applicants . — No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the following
requirements:

(a) A citizen of the Philippines or an alien whose country has reciprocity with the Philippines in the
practice of the teaching profession;

(b) At least eighteen (18) years of age;

(c) In good health and of good reputation with high moral values;

(d) Has not been convicted by final judgment by a court for an offense involving moral turpitude;
(e) A graduate of a school, college or university recognized by the government and possesses the
minimum educational qualifications, as follows:

(1) For teachers in preschool, a bachelor's degree in early childhood education

(BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor's degree in elementary education (BEED) or its
equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in education or its equivalent with a
major and minor, or a bachelor's degree in arts and sciences with at least ten (10) units in professional
education; and
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education.
Section 16. Report of the Results of the Examination. — The Board shall, within one hundred
twenty (120) days after the examination, report the ratings obtained by each candidate to the Professional
Regulation Commission for approval and appropriate action.

Section 17. Issuance of Certificate of Registration and Professional License . — The registration of
a professional teacher commences from the date his name is enrolled in the roster of professional teachers.

Every registrant who has satisfactorily met all the requirements specified in this Act shall, upon
payment of the registration fee, be issued a certificate of registration as a professional teacher bearing the
full name of the registrant with serial number and date of issuance signed by the chairman of the
Commission and the chairman, vice-chairman, and members of the Board, stamped with the official seal, as

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evidence that the person named therein is entitled to practice the profession with all the rights and privileges
appurtenant thereto. The certificate shall remain in full force and effect until withdrawn, suspended and/or
revoked in accordance with law.

A professional license signed by the chairman of the Commission and bearing the registration number
and date of issuance thereof and the month of expiry or renewability shall likewise be issued to every
registrant who has paid the annual registration fees for three (3) consecutive years. This license shall serve
as evidence that the licensee can lawfully practice his profession until the expiration of its validity.
Section 18. Oath Before Practice. — Every registrant shall be required to take his professional oath
before practicing as a professional teacher.

Section 19. Periodic Merit Examination of Teachers . — To encourage continuing professional

growth and development and to provide additional basis for merit promotion, in addition to their performance
rating, teachers may take an oral and written examination at least once in five (5) years as basis for merit
promotion. In taking this examination, no fee shall be required.

Section 20. Failure to Pass the Merit Examination . — If a teacher fails to pass the merit
examination, he or she shall be allowed to take the examination for a second time. Should he or she fail to
pass the merit examination for the second time, then he or she shall be required to take a DECS accredited
refresher course or program before being allowed to retake the examination.

Failure of any permanent teacher to pass the merit examination shall not, however, be used as a
ground for his/her dismissal or demotion.

Section 21. Incentives. — Teachers who pass the merit examination shall:

(a) Be awarded a diploma of merit by the Board;

(b) Earn merit points for purposes of promotion in salary or to a higher position or grade level;

(c) Be placed in the priority list for government scholarship; and

(d) Enjoy such other benefits as may be promulgated by the Board. Similar incentives shall be
given to teachers who make inventions, develop new methods of teaching, write a book or
books and create works of artistic merit.

Section 22. Integration of the Teaching Profession . — The teaching profession shall be integrated into
one national organization which shall be recognized by the Board and the Commission as the one and only
integrated and accredited association of professional teachers. Upon registration with the Board, every
professional teacher shall be encouraged to become a member of the integrated national organization. Those
who have been registered with the Board but are not members of the said integrated organization shall be

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allowed to register as members of the said integrated organization within three (3) years after the effectivity
of this Act. Membership in the integrated organization shall not be a bar to membership in other associations
of the teaching profession. The professional teachers shall receive the benefits and privileges appurtenant to
their membership in the said integrated and accredited organization of professional teachers only upon
payment of the required membership fees and dues.

Section 23. Revocation of the Certificate of Registration, Suspension from the

Practice of the Teaching Profession, and Cancellation of Temporary or Special Permit. — The Board shall
have the power, after due notice and hearing, to suspend or revoke the certificate of registration of any
registrant, to reprimand or to cancel the temporary/special permit of a holder thereof who is exempt from
registration, for any of the following causes:

(a) Conviction for any criminal offense by a court of competent jurisdiction;

(b) Immoral, unprofessional or dishonorable conduct;

(c) Declaration by a court of competent jurisdiction for being mentally unsound or insane;

(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the
teaching profession;

(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of registration,
professional license or special/temporary permit;

(f) Chronic inebriety or habitual use of drugs;

(g) Violation of any of the provisions of this Act, the rules and regulations and other policies of the
Board and the Commission, and the code of ethical and professional standards for professional
teachers; and

(h) Unjustified or willful failure to attend seminars, workshops, conferences and the like or the
continuing education program prescribed by the Board and the Commission.
The decision of the Board to revoke or suspend a certificate may be appealed to the regional trial
court of the place where the Board holds office within fifteen (15) days from receipt of the said decision or of
the denial of the motion for reconsideration filed in due time.

Section 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be admitted to the
examination, or be given a certificate of registration or be entitled to any of the rights and privileges provided
under this Act; unless the country or state of which he is a subject permits Filipino professional teachers to
practice within its territorial limits on the same basis as subjects or citizens of said country or state:
Provided, that the requirements of certification of teachers with said foreign state or country are substantially
the same as those required and contemplated under this Act: Provided, further, That the laws of such state

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or country grant the same privilege to Filipino professional teachers on the same basis as the subject or
citizens of such foreign country or state.

Section 25. Roster of Professional Teachers. — A roster of professional teachers containing the
names and addresses of professional teachers, date of registration or issuance of certificate, and other data
which in the opinion of the Board may appear pertinent shall be maintained. Copies of the roster shall be
provided by the Commission to the Board, the Department of Education, Culture and Sports, and the
integrated and accredited organization of professional teachers.

Section 26. Registration and Exception. — Two (2) years after the effectivity of this Act, no person
shall engage in teaching and/or act as a professional teacher as defined in this Act, whether in the
preschool, elementary or secondary level, unless he is a duly registered professional teacher, and a holder of
a valid certificate of registration and a valid professional license or a holder of a valid special/temporary
permit.

Upon approval of the application and payment of the prescribed fees, the certificate of registration and
professional license as a professional teacher shall be issued without examination as required in this Act to a
qualified applicant, who at the time of the approval of this Act, is:

(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the
Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under the Department of
Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006; or
(c) Not qualified under paragraphs one and two but with any of the following qualifications. to wit:

(1) An elementary or secondary teacher for five (5) years in good standing and a holder of Bachelor
of Science in Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) years in good standing and a holder of a
master's degree in education or its equivalent.
Provided, That they shall be given two (2) years from the organization of the Board for professional
teachers within which to register and be included in the roster of professional teachers: Provided,
further, That those incumbent teachers who are not qualified to register without examination under this
Act or who, albeit qualified, were unable to register within the two-year period shall be issued a five-year
temporary or special permit from the time the Board is organized within which to register after passing
the examination and complying with the requirements provided this Act and be included in the roster of
professional teachers: Provided, furthermore, That those who have failed the licensure examination for
professional teachers shall be eligible as para-teachers and as such, shall be issued by the Board a

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special or temporary permit, and shall be assigned by the Department of Education, Culture and Sports
(DECS) to schools as it may determine under the circumstances.

ARTICLE IV
PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION

Section 27. Inhibition Against the Practice of the Teaching Profession . — Except as otherwise
allowed under this Act, no person shall practice or offer to practice the teaching profession in the Philippines
or be appointed as teacher to any position calling for a teaching position without having previously obtained a
valid certificate of registration and a valid professional license from the Commission.

Section 28. Penal Provisions. — The following shall be punishable by a fine of not less than Five
thousand pesos (P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or imprisonment of nor
less than six (6) months nor more than five (5) years, or both, at the discretion of the court:

(a) Any person who practices the teaching profession in the Philippines without being certified in
accordance with the provisions of this Act;

(b) Any person who represents or attempts to use as his own certificate of registration that of
another;

(c) Any person who gives any false, or fraudulent evidence of any kind to the Board or any
member thereof in obtaining a certificate of registration as teacher;

(d) Any person who impersonates any registrant of the same or different name;

(e) Any person who uses a revoked or suspended certificate of registration;

(f) Any person who, in connection with his name, otherwise assumes, uses or advertises any title
or description tending to convey or conveys the impression that he is a teacher without
holding a valid certificate; and

(g) Any person who violates or who abets the violation of any of the provisions of this Act.
The penalty of fine or imprisonment or both, as provided in this section, shall also apply to any
school official who shall cause or be responsible for the commission of any of the above-enumerated acts.

Section 29. Appropriations. — Such sums as may be necessary to carry out the provisions of this Act
shall be included in the 1996 General Appropriations Act and thereafter.

Section 30. Implementing Guidelines. — The Board shall formulate and adopt the necessary
guidelines for the effective implementation of the provisions of this Act within sixty (60) days of its approval.

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The Board shall submit to both Committees on Education, Arts, and Culture; and the Committees on
Civil Service and Professional Regulation of the Senate and House of Representatives, copies of the
implementing rules and guidelines within thirty (30) days after its promulgation.

Any violation of this section shall render the official/s concerned liable under Republic Act No. 6713,
otherwise known as the "Code of Conduct and Ethical Standards for Public Officials and Employees" and
other pertinent administrative and/or penal laws.

Section 31. Transitory Provision. — All incumbent teachers in both the public and private sector
not otherwise certified as professional teachers by virtue of this Act, shall be given (5) years temporary
certificates from the time the Board for Professional Teachers is organized within which to qualify as
required by this Act and be included in the roster of professionals.

Provided, however, That the Professional Board Examination for Teachers (PBET) shall still be
administered by the Civil Service Commission and the Department of Education, Culture and Sports for the
year 1995.

Section 32. Separability Clause. — If, for any reason, any section or provision of this Act or the
application of such section or provision to any person or circumstance is declared unconstitutional or invalid,
no other section or provision of this Act shall be affected thereby.

Section 33. Repealing Clause. — All laws, presidential decrees, executive orders, rules and
regulations or parts thereof inconsistent with the provisions of this Act are hereby repealed or modified
accordingly.

Section 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days following its
complete publication in the Official Gazette or in two (2) newspapers of general circulation.

REPUBLIC ACT 9293

AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED

SEVENTY-EIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS
THE ―PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994‖

Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:

SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows:

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―SEC. 15. Qualification Requirements of Applicants . – No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the following
requirements:

―(e) A graduate of a school, college or university recognized by the government and possesses the minimum
educational qualifications, as follows:

(1) For teachers in preschool, a bachelor‘s degree in early childhood education (BECED) or its equivalent;

(2) For teachers in the elementary grades, a bachelor‘s degree in elementary education (BEED) or its
equivalent;

(3) For teachers in the secondary grades, a bachelor‘s degree in education or its equivalent with a major
and minor, or a bachelor degree in arts and sciences with at least eighteen (18) units in professional
education; and
(4) For teachers of vocational and two-year technical courses, a bachelor‘s degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education.‖

Section 2. Section 26 of the same Act is hereby amended to read as follows:

―SEC. 26. Registration and Exception. – No person shall engage in teaching and/or act as a
professional teacher as defined in this Act, whether in the preschool, elementary or secondary level, unless
the person is a duly registered professional teacher, and a holder of a valid certificate of registration and a
valid professional license or a holder of a valid special/temporary permit.

Upon approval of the application and payment of the prescribed fees, the certificate of registration
and professional license as a professional teacher shall be issued without examination as required in this Act
to a qualified applicant, who is:

(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the
Department of Education, Culture and Sports; or

(b) A registered professional teacher with the National Board for Teachers under the Department of
Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006.

Professional teachers who have not practiced their profession for the past five (5) years shall take at
least twelve (12) units of education courses, consisting of at least six (6) units of pedagogy and six (6) units
of content courses, or the equivalent training and number of hours, to be chosen from a list of courses to be

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provided by the Board and the Department of Education, before they can be allowed to practice their
profession in the country.

Those who have failed the licensure examination for professional teachers, with a rating of not lower
than five percentage points from the passing general average rating, shall be eligible as para-teachers upon
issuance by the Board of a two-year special permit, renewable for a non-extendible period of two (2) years.
The para-teachers shall be assigned to areas where there is a shortage or absence of a professional teacher,
as identified and provided by the Department of Education and the Autonomous Region for
Muslim Mindanao (ARMM) education department to the Board for professional teachers and to the
Commission. The special permit shall indicate the area of assignment of the para-teacher.

A special permit may also be issued by the Board to a person who has excelled and gained
international recognition and is a widely acknowledged expert in his or her respective field of specialization.‖

Section 3. Section 31 of the same Act is hereby amended to read as follows:

“SEC. 31. Transitory Provision. – Special permits, with a validity of three (3) and five (5) years,
issued to para-teachers by the Board for Professional Teachers before the effectivity of this Act shall be
allowed to expire based on the period granted therein: Provided, That only special permits with a validity of
three (3) years may be renewed upon expiration for a non-extendible period of two (2) years.‖

SEC 4. References to the term “Department of Education, Culture and Sports”, in section 4
(a) and section 25, and the term ―DECS‖ in section 20, of the same Act, are hereby amended to read as
―Department of Education‖ and ―DepEd‖, respectively.

SEC 5. Separability Clause. – If, for any reason, any section or provision of this Act or the
application of such section or provision to any person or circumstance is declared unconstitutional or invalid,
no other section or provision of this Act shall be affected thereby.

SEC 6. Repealing Clause. – All laws, decrees, circulars, administrative orders, rules and
regulations, and other issuances which are inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.

SEC 7. Effectivity. – This Act shall take effect upon approval.

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APPL YING

Test A: Answer the following based on the teacher-related laws discussed above.

1. Teacher X, a BSED Math graduated as magna cum laude in a prestigious university and has been
rated outstanding in her performance, can she be exempted from taking the LET? Why? Why not?
2. Teacher A took the LET exam and had a rating of 74%. Can she be allowed to teach in a private
school? Why? Why not?

Test B:

a. Cite at least 5 qualification requirements to take the Licensure Examination for Teachers and the
grounds for the suspension of license.
b. create a diagram showing the difference between R.A. 7836 and R.A. 9293

Note: Criteria for grading:

Content : 50%

Organization of Ideas : 25%

Creativity : 25%
100%

References:

 Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2015). The teaching
rd
profession. 3 Ed. Metro Manila: Lorimar Publishing House, Inc.

 Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2018). The teaching
th
profession. 4 Ed. Metro Manila : Lorimar Publishing House, Inc

 Malacañang Records Office. Retrieved fro m

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Unit 7: Philosophies of Education and

Formulating One‟s Philosophy of
Education
Dr. Ruthell A. Moreno & Dr. Rene G. Laluma

Introduction: Philosophy begins with wonder -Socrates

―We are heirs to a rich philosophical heritage‖ (Bilbao, Corpuz, Llagas, & Salandanan, 2012, p. 3).
There is indeed a collection of rich philosophical traditions and beliefs that have been passed on to us from
previous generations. We ask various existential questions such as ―who are we?‖ and ―why are we here?
‖, and search for answers to these questions. In school context, we ask questions such as ―why do I teach?
‖, and ―how should I teach?‖. Each academic discipline (e.g. education, history, politics, economics and even
sciences) has its own philosophy or general guiding principles and theoretical frame works. Every education
student needs to be familiar with these philosophies. Educational practices in all parts of the world are
influenced by various philosophies of education. In this unit, we shall attempt to familiarize ourselves with
these philosophies, and try to formulate our own educational philosophy.

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Lesson 1: Philosophical Heritage

Learning Outcomes

1. Identified the different philosophies applicable to the teaching profession;

2. Distinguished the seven educational philosophies; and
3. Formulated their philosophy of education

SPARKING

An Exercise to Determine Your Educational Philosophy

Let‘s find out which philosophy you adhere. This questionnaire will help you recognize and name your
own educational philosophy. Respond to the given statements on a scale from 1, "Strongly Disagree," to 5,
"Strongly Agree." Check the number of your choice/answer along with the question number for scoring.

Statement 1 2 3 4
1. There is no substitute for concrete experience in learning.
2. The focus of education should be the ideas that are as relevant
today as when they were first conceived.

3. Teachers must not force their students to learn the subject matter
if it does not interest them.

4. Schools must develop students‘ capacity to reason by stressing on

the humanities.

5. In the classroom, students must be encouraged to interact with

one another to develop social virtues such as cooperation and
respect.

6. Students should read and analyze the Great Books, the creative
works of history‘s finest thinkers and writers.

7. Help students expand their knowledge by helping them apply

their previous experiences in solving new problems.

8. Our course of study should be general, not specialized; liberal,

not vocational; humanistic, not technical.

9. There is no universal, inborn human nature. We are born and

exist and then we ourselves freely determine our essence.

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10. Human beings are shaped by their environment.

11. Schools should stress on the teaching of basic skills.
12. Change of environment can change a person.
13. Curriculum should emphasize on the traditional disciplines such
as math, natural science, history, grammar, literature.

14. Teacher cannot impose meaning; students make meaning of

what they are taught.

15. Schools should help individuals accept themselves as unique

individuals and accept responsibility for their thoughts, feelings
and actions.

16. Learners produce knowledge based on their experience.

17. For the learner to acquire the basic skills, s/he must go through
the rigor and discipline of serious study.

18. The teacher and the school head must prescribe what is most
important for the students to learn.

19. The truth shines in an atmosphere of genuine dialogue.

20. A learner must be allowed to learn at his/her own pace.
21. The learner is not a blank slate but brings past experiences and
cultural factors to the learning situation.

22. The classroom is not a place where teachers pour knowledge

into empty minds of students.

23. The learner must be taught how to communicate his ideas and
feelings.

24. To understand the message from his/her students, the teacher

must listen not only to what his/her students are saying but also
to what they are not saying.

25. An individual is what s/he chooses to become, not dictated by

his/her environment.

Interpreting your Scores: If you have 2 answers of 2/4 in numbers:

1,3,5,7 _______ you are more of progressivist
2,4,6,8 _______ you are more of a perennialist

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9,15,20,25 _______ you are more of an existentialist

10,12 _______ you are more of a behavioralist
11,13,17,18 _______ you are more of an essentialist
14,16,21,22 _______ you are more of a constructivist
19,23,24 _______ you are more of a linguistic philosopher
If you have 2 scores of 4 in several of the 7 clusters, you have an eclectic philosophy which means you put
the philosophies together. If your scores are less than 4, this means that you are not very definite in your
philosophy. Or if your scores are less than 3 in most of the items, this means your philosophy is quite vague.

PROBING

• What have you learned about yourself in taking this assessment and thinking about your educational
philosophy?
• What does your philosophical orientation imply on how you will teach? Discuss.

Philosophy helps teachers to reflect on key issues and concepts in education, usually through such
questions as: What is knowledge? What is the nature of learning? What should be learned? What is teaching?
Philosophers think about the meaning of things and interpretation of that meaning.

DEEPENING

After you have gotten an idea on the different philosophies, let us learn more about them starting
with the definition of philosophy.

What is Philosophy?

Philosophy came from two Greek words, philo, meaning love, and sophos, meaning wisdom.
Etymologically, philosophy means "love of wisdom." It is a set of ideas formulated to understand the basic
truth about the nature of being and thinking. It is a system of beliefs about reality, and the systematic and
critical study of fundamental questions that arise both in everyday life and through the practice of other
disciplines. In the general sense, philosophy is the sum of the individual‘s fundamental beliefs and
convictions‖. We have our beliefs or ideas about physical objects, our fellow human beings, the meaning of
life, death, God, right and wrong, etc. Philosophy is a guide for living and helps us determine the course we
take in life. Hence we can say that all the aspects of human life are influenced and governed by the
philosophical consideration. Philosophers always ask questions concerning the nature of reality: Is there an

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external world? Who are we? What is the meaning of life? Hence, philosophy is the study of general and
fundamental problems concerning matters such as existence, knowledge, truth, beauty, law, justice, etc.

Educational Philosophy is a system of rationally supported assumptions and beliefs about education. It is
the application of principle of philosophy in the field of education in order to solve various educational issues
or problems.

Sources of One‟s Educational Philosophy

1. People – the multitude of people encountered during the process of maturing have a significant impact
upon what ones comes to believe and upon what one becomes.
2. School - Experiences in school are molding forces as well.
3. Environment - The sociocultural environment the individual lives and grows up in is another source of
one‘s educational philosophy.

Functions/Importance of Philosophy of Education

1. It provides the teacher with a basis for making his decision concerning his work.
2. It helps the teacher develop a wide range of interests, attitudes, and values concomitant to his
professional life as a teacher.
3. It makes the teacher more aware of his own life and work, and makes him more dynamic, discriminating,
critical and mentally alert.
4. It saves time, money and effort.
5. Provide direction toward which all educational effort should be exerted.
6. Provide theories and hypothesis which may be tested for their effectiveness and efficiency.
7. Provide norms or standards for evaluation purposes.

Branches of Philosophy
There are three major branches of philosophy. Each branch focuses on a different aspect and is central to
your teaching. The three branches and their sub-branches are:

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Branch Metaphysics: Epistemology: What is the nature Axiology: What

What is the nature of knowledge? How do we come to values should one
of reality? know? It has to do with effective live by? It refers to
It is the systematic approaches to teaching and set values desirable
analysis of the learning. It recognizes the to live by, anytime
question of ultimate importance of education. or place; divided
reality; fundamental into ethics and
existence of reality aesthetic

Educational –Do you think –How would an anthropologist –Is morality defined
Examples human beings are look at this classroom? A political by our actions, or
scientist? A biologist? –
basically good or by what is in our
How do we know what a child
evil? knows? hearts?
–What are –What values
conservative or should be taught in
liberal beliefs? character
education?

Subbranche –Ontology Knowing based on: –Ethics

s What issues are –Scientific What is good and
Inquiry
related to nature, evil, right and
existence, or –Senses and Feelings wrong?
being? Is a child –From authority or divinity Is it ever right to
inherently evil or –Empiricism (experience) take something that
good? How might –Intuition does not belong to
your view determine –Reasoning or Logic you?
your classroom What reasoning processes –Aesthetics
management? yield valid conclusions? It focuses What is beautiful?
–Cosmology What on the formal structure of truth How do we
is the nature and recognize a great
origin of the and argument. piece of music?
–Deductive: reasoning from Art?
the general to the particular All

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cosmos or children can learn. Bret is a fifth Can there be

universe? Is the grader. He has a learning beauty in
world and universe destruction?
disability.
orderly or is it
Can Bret learn?
marked by chaos?
What would one or –Inductive: reasoning from
the other mean for the specific to the general. After
a classroom? experimenting with plant growth
under varied conditions, stu-dents
conclude plants need water and
light

Think about it:

1. Why might the study of philosophy be particularly important to educators?
2. Which branch or branches of philosophy would you want to emphasize in your Do classroom?
Why?
3. you learn better deductively or inductively? Why do you think?
4. Can you think of other school-based examples for each of the branches and sub branches?

Seven Philosophies of Education

Essentialism
The emphasis of essentialism is on intellectual and moral standards that schools should teach.
According to essentialists, there is a common core of knowledge that needs to be transmitted to students in a
systematic, disciplined way. The core of the curriculum is essential knowledge and skills, and academic rigor.
Unlike perennialists, essentialists accept the idea that this core curriculum may change. Schooling should be
practical, preparing students to become valuable members of society. Education should focus on facts or the
objective reality out there, and "the basics," training students to read, write, speak, and compute clearly and
logically. Schools should not try to set or influence policies. Students should be taught hard work, respect for
authority, and discipline. Teachers are to help students keep their non-productive instincts in check, such as
aggression or mindlessness.

Progressivism
In progressivism, there is a belief that education should focus on the whole child, rather than on the
content or the teacher. According to progressivists, learning is active, not passive, and is rooted in the
questions of learners that arise through experiencing the world. The learner is a problem solver and thinker
who tests ideas by active experimentation, and makes meaning through his or her individual experience in
the physical and cultural context. Effective teachers provide experiences so that students can learn by doing.

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Curriculum content is derived from student interests and questions. The scientific method is used by
progressivist educators so that students can study matter and events systematically and first hand. The
emphasis is on process-how one comes to know. John Dewey was the foremost proponent of progressivism.
Shared decision making, planning of teachers with students, student-selected topics are all aspects. Books
are tools, rather than authority.

Perennialism
According to Perennialists, the aim of education is to ensure that students gain understandings about
the great ideas of Western civilization. These ideas have the potential for solving problems. The focus is to
teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural
and human worlds at their most essential level, do not change. Humans are rational beings, and therefore, it
is important to develop their minds. Cultivation of the intellect is the highest priority in a worthwhile
education. The demanding curriculum focuses on attaining cultural literacy, stressing students' growth in
enduring disciplines. The accomplishments of humankind are emphasized– the great works of literature and
art, the laws or principles of science.

Existentialism
Existentialists view the nature of reality as subjective, and lies within the individual. The physical
world has no innate meaning outside of human existence. Central to this philosophy are the individual choice
and individual standards instead of external standards. Existence comes before any definition of what we are.
We, individuals, define ourselves in relationship to that existence by the choices we make. We must take
responsibility for deciding who we are rather than accepting anyone else's predetermined philosophical
system. The emphasis is given to freedom, the development of authentic individuals, as we make meaning of
our lives. Soren Kierkegaard (1813-1855), a Danish minister and philosopher, is considered to be the founder
of existentialism.
According to existentialists, the subject matter of classrooms should be a matter of personal choice.
Teachers view the individual as an entity within a social context in which the learner must confront others'
views to clarify his or her own. Character development emphasizes individual responsibility for decisions. Real
answers come from within the individual, not from outside authority. Existentialists to focus on creating
opportunities for self-direction and self-actualization. They start with the student, rather than on curriculum
content.

Behaviorism
In behaviorism, there is a belief that behavior is shaped deliberately by forces in the environment and
that the type of person and actions desired can be the product of design. That is, behavior is determined by
others, rather than by our own free will. By carefully shaping desirable behavior, morality and information is
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learned. Learners will acquire and remember responses that lead to satisfying aftereffects. Repetition of a
meaningful connection results in learning. If the student is ready for the connection, learning is enhanced; if
not, learning is inhibited. Motivation to learn is the satisfying aftereffect, or reinforcement. Behaviorism
stresses scientific information and observation.
Learning occurs as a result of responses to stimuli in the environment that are reinforced by adults
and others, as well as from feedback from actions on objects. The teacher can help students learn by
conditioning them through identifying the desired behaviors in measurable, observable terms, recording these
behaviors and their frequencies, identifying appropriate reinforcers for each desired behavior, and providing
the reinforcer as soon as the student displays the behavior.

Linguistic Philosophy
Lingustic philosophers teach to develop the communication skills of the learner because the ability to
articulate, to voice out the meaning and values of things that one obtains from his/ her experience of life and
the world is the very essence of man. It is through his/her ability to express himself/herself clearly, to get
his/her ideas across, to make known to others the values that he/she has imbibed, the beauty that he/she
has seen, the ugliness that he rejects and the truth that he/she has discovered. Teachers teach to develop in
the learner the skill to send messages clearly and receive messages correctly. Lcamers should be taught to
communicate clearly - how to send clear, concise messages and how to receive and correctly understand
messages sent Communication takes place in three (3) ways verbal, nonverbal, and paraverbal, Verbal
component refers to the content of our message, the choice and arrangement of our words. This can be oral
or written. Nonverbal component refers to the message we send through our body language while paraverbal
component refers to how We say what we say the tone, pacing and volume of our voices. There is need to
teach learners to use language that is correct, precise, grammatical, coherent, accurate so that they are able
to communicate clearly and precisely their thoughts and feelings. There is need to help students expand their
vocabularies to enhance their communication skills. There is need to teach the learners how to communicate
clearly through non-verbal means and consistently though para-verbal means. There is need to caution the
learners of the verbal and non-verbal barriers t0 communication. Teach them to speak as many languages as
you can. The more languages one speaks, the better he/she can communicate with the world. A multilingual
has an edge over the monolingual or bilingual.
The most effective way to teach language and communication is the experiential way. Make them experience
sending and receiving messages through verbal, non-verbal and para-verbal manner. Teacher should make
the classroom a place for the interplay of minds and hearts. The teacher facilitates dialogue among learners
and between him/her and his/her students because in the exchange of words there is also an exchange of
ideas.

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Constructivism
According to constructivists, the learner actively constructs his or her own understandings of reality
through interaction with objects, events, and people in the environment, and reflecting on these interactions.
For learning to occur, an event, object, or experience must conflict with what the learner already
knows. Therefore, the learner's previous experiences determine what can be learned. Motivation to learn is
experiencing conflict with what one knows, which causes an imbalance, which triggers a quest to restore the
equilibrium. When something new is presented, the learner must modify these structures in order to deal
with the new information. This process, called equilibration, is the balancing between what is assimilated (the
new) and accommodation, the change in structure. The child goes through four distinct stages or levels in his
or her understandings of the world.
To better understand the Seven Philosophies of Education, study carefully the matrix that follows. It
presents to you in a nutshell their salient features.

7 Philosophies of Why to teach What to teach How to teach

Education

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 To develop  Learning processes • Provide

and skills such as students with
intrinsically
searching , data or
motivated and critiquing and experiences
independent that allow
evaluating
learners them to
information,
adequately hypothesize,
relating these
equipped with predict,
pieces of manipulate
learning skills information, objects, pose
reflecting on the questions,
same, making research,
meaning out of investigate,
them, drawing imagine and
insights, posing invent.
questions, • The
1. Constructivism researching and constructivist
constructing classroom is
knowledge out of interactive
this bits of • Knowledge is
information constructed by
learned. learners
through an
active, mental
process of
development;
• Learners are
the builders
and creators
of meaning
and
knowledge

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 For learners  Academically  Emphasizes

to acquire
rigorous mastery of
basic
knowledge,  Learn basic skills or subject matter
skills, and
fundamental R‘s-  Teachers are
values
―Not to reading, seen as the
radically ‗rithmetic, right ―fountain‖ of
reshape conduct- these are
 society but information and
essential to the
rather to acquisition of as ―paragon of
transmit the higher or more
traditional virtue‖
complex skills
moral needed in Teachers have
2. Essentialism
values and preparation for to observe ―
intellectual adult life.  core
knowledge Includes the requirements,
that students
traditional longer school
need to
become day, and a
disciplines longer
model
citizens‖ Decide what is the academic year‖

most important for Use prescribed
students to learn text books
Requires a
heavy stress on
 memorization
 and discipline

 To develop  Need-based and  Teachers

learners into relevant curriculum employ
experiential
becoming  Responds to methods. They
enlightened students‘ needs believe that
one learns by
and intelligent and that relates to  doing ―hands-
citizens of a students‘ personal onminds-on-
democratic lives and
society experiences.

 Teaches Change is the only


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learner so  thing that does not hearts-on‖

they may live change teaching
3. Progressivism life fully NOW methodology that
Teachers are more
not to prepare concerned with Progressivist
them for adult teaching the teachers use are
life learners the skills field trips and
to cope with experiments
change

 Stimulate
students through
thoughtprovoking
games and
puzzles

 Develop the  There is less  Perennialist

students‘ classrooms are
emphasis on
rational and ―teacher-
moral powers. vocational and centered‖
According to Teachers do not
technical education
Aristotle , if allow students‘
 we neglect  The ―Great Books  interest and
the students‘ Of Ancient And experiences to
reasoning Medieval as well substantially
sills, we as modern times dictate what
deprive them are respiratory of they teach Apply
of the ability knowledge and whatever
to use their wisdom, a creative
higher tradition of culture techniques
faculties to which must initiate which are
control their each generation‖ believed to be
4. Perennialism passions and What the the most
appetites perennialist 
teacher teach are
lifted from the


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Great Books conducive to

disciplining
students‘
minds.

 Students
engaged in
Socratic
dialogues, or
mutual inquiry
sessions to
develop an
understanding
of history‘s
most timeless
concept

 To help  Students are given  Focus on the

students a wide variety of individual.
understand options from which
and to choose Provide Learning is
appreciate students with self-paced and
themselves as vicarious
 self-directed.
unique experiences that
individuals will help unleash  To help
who accept their own creativity students know
complete and self-expression
themselves and
responsibility
for their their place in
thoughts, society
5. Existentialism
feelings, and
actions. Help 
students
define their
own essence
by exposing

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them to
various paths
they take in
life and by
creating an
environment
in which they
freely choose
their own
preferred way.

 Demands the
education of
the whole
person, ―not
just the mind‖

 Concerned  Teaches students  Ought to

with the to respond arrange
modification favorable to
and shaping various stimuli in environmental
of students‘ the environment conditions so
behavior by
that students
providing for a
favorable can make the
environment. response to
They believe
stimuli
that they are
a product of  Teachers ought
their to make the
 environment stimuli clear
6. Behaviorism They are and interesting
before to capture and
students who hold the
exhibit learners‘
attention
Ought to


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desirable provide
behavior in appropriate
society incentives to
reinforce
positive
responses and
weaken or
eliminate
negative ones

7. Linguistic  To develop  Learners should be  the most

philosophy taught to
communicatio effective way to
communicate
n skills of the clearly – how to teach language
learner send clear, concise and
messages and how
 Teachers to receive and communication
teach to correctly is the
understand the experiential
develop in the message sent. way. Make
learner skill to Communication them
takes in three experience
send ways- verbal,  sending and
messages nonverbal, receiving
paraverbal. messages
clearly and There is need to
 through verbal,
receive
teach learners to non-verbal and
messages
para-verbal
correctly use language that manner
is correct, precise, Teachers
should make
grammatical,
the classroom
 coherent, accurate a place for
interplay of
so that they are
minds and
able to hearts

communicate The teachers

clearly and precise

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 their thoughts facilitates

and feelings dialogue among
Expand their learners and
vocabularies to between her
enhance their and his/her
communication students
skills because in the
 teach them to exchange of
words there is
speak as many
an exchange of
language as you ideas
can

APPL YING

1. Think about your own beliefs. In writing, discuss which of the philosophies are closest to yours? Why?
In what ways?
2. Fill out this table for each of the seven (7) philosophies discussed:
Aims of
Education
Curriculum

Methods of
Teaching
Role of
Teachers

Role of School

References:
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• Ancient Eastern Philosophy: On the Ancient Wisdom of Buddhism, Hinduism, Taoism

& Confucianism. (n.d.). https://www.spaceandmotion.com/buddhism -hinduism-

taoism-confucianism.htm

• Bilbao, P., Corpuz, B., Llagas, A., & Salandanan, G. (2018). The Teaching Profession.
Quezon City: Lorimar Publishing Co., Inc.

• Bilbao, P., Corpuz, B., Llagas, A., & Salandanan, G. (2015). The Teaching Profession.
Quezon City: Lorimar Publishing Co., Inc.
• Cohen, L. (n.d.). Educational Philosophies Self-Assessment Scoring Guide. OSU -

School of Education. Retrieved August 10, 2020 from

https://oregonstate.edu/instruct/ed416/scoringguide.html
• Cohen, L. (n.d.). Educational Philosophies Self-Assessment. OSU - School of

Education. Retrieved August 10, 2020 from

https://oregonstate.edu/instruct/ed416/selfassessment.html

• Cohen, L. (n.d.). Educational Philosophies. OSU - School of Education. Retrieved

August 10, 2020 from https://oregonstate.edu/instruct/ed416/PP3.html

• Cohen, L. (n.d.). Four General or World Philosophies. OSU - School of Education.

Retrieved August 10, 2020 from https://oregonstate.edu/instruct/ed416/PP2.html

• Cohen, L. (n.d.). Philosophical Perspectives in Education. OSU - School of Education.

Retrieved August 10, 2020 from https://oregonstate.edu/instruct/ed416/PP1.html.
• Cohen, L. (n.d.). Philosophy and Education Continuum Chart. OSU - School of

Education. Retrieved August 10, 2020 from https://oregonstate.edu/instruct/ed416/chart3.html

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Lesson 2: Formulating One‟s Philosophy

Learning Outcomes

1. Formulated their philosophy of education

Introductions: We have discussed that philosophy is the sum of the individual‘s fundamental beliefs and
convictions. We have our various beliefs or ideas about ourselves, other people, and the things around us.
Philosophy is our guide which helps us determine the course we take, and the decisions we make. We have
been acquainted with the various philosophies and we may have realized that some of these philosophies
were already practiced or observed in our lives. We can say that our life is influenced and governed by a
philosophy or a set of philosophical ideas. As we prepare ourselves to become effective teachers, we see the
importance of having our own philosophical guide which will serve as our ―compass‖ and help us navigate
our way into the teaching world. Hence, it may be good to formulate our own educational philosophy and
put it into writing. Every educator benefits from creating a philosophical teaching statement. Teachers and
preservice teachers alike can grow by thinking upon, summarizing, and defining their personal beliefs in how
they best teach. This reflective process of creating a philosophical statement should be revisited over and
over again because people change and their values evolve. Teachers should remember this statement is
always a work in progress.

SPARKING

This activity requires visualizing teaching as having six aspects. Each of these facets is explored using
the questions below.

The Teaching Cube

Direction: The teacher creates a cube called ―The Teaching Cube‖. Each of the six sides of the cube will be
labeled with the following words: Learn, Act, Difference, Values,
Setting, and Enjoy. The cube will be turn or rolled over, and a student‘s name will be randomly called. Each
labeled side has a corresponding question. The student whose name was called will answer the question
associated with the side on top.
The following are the questions:

 LEARN: What motivates you to learn about this subject? Why would you motivate others similarly?

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 ACT: Why do you value certain characteristics in teachers and then express those in your own
teaching?
 DIFFERENCE: Why does what you do in your teaching make a difference in the lives of others?
 VALVES: What values do you impart to your students and why?
 SETTING: Why do you develop the learning environment(s) and the relationship with students?
 ENJOY: What are your favorite statements to make about teaching?

[Note: Use of a cube of questions to write reflectively is described by Axelrod & Cooper (1993).] Source:
Adapted from Goodyear, G. E., & Allchin, D. (1998). Statements of teaching philosophy. In M. Kaplan (Ed.),
To Improve the Academy, Vol. 17 (pp. 113)

PROBING

Can teaching be examined using these questions of the cube? What other questions might be asked to
examine the ''why" and ''ways" of teaching? Answers to these questions, and the "cube" questions, may
provide information to be considered for inclusion in the statement of teaching or educational philosophy.

DEEPENING

Each person is different; the same goes with his/her philosophy. Having a philosophy statement will remind
us of how we should make our decisions and how we should live our lives. The same is true with having a
teaching philosophy statement. It will guide us in our actions and decisions as we practice our teaching
profession.

What is a teaching philosophy statement?

A teaching philosophy statement is a narrative that includes one‘s beliefs of teaching and learning,
describing how to teach and justifying why one teaches that way. A teaching philosophy documents a
teacher‘s beliefs, values, and approaches, and communicates his/her goals and corresponding actions in the
classroom. Writing a teaching philosophy statement provides an opportunity to demonstrate being reflective
and purposeful about your teaching. ―Well-defined teaching philosophy is essential to creating and
maintaining a campus culture supportive of teaching‖ (Goodyear, & Allchin,
1998). Formulating an individual teaching philosophy provides the basis by which to ―clarify goals, to guide
behavior, to seed scholarly dialogue on teaching, and to organize evaluation‖ (Goodyear, & Allchin, 1998).

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Roles of Statements of Teaching Philosophy

Source: Adapted from Goodyear, G. E., & Allchin, D. (1998). Statements of teaching philosophy. In M. Kaplan
(Ed.), To Improve the Academy, Vol. 17 (pp. 103-122)

A. For Teachers/Professors
A statement of teaching philosophy:
• It helps teachers assess and examine themselves, clarify and document values and vision, and
articulate the goals they wish to achieve in teaching. The process of formulating and writing the
teaching philosophy helps the teacher clarify the "why" of teaching as a foundation for the "what"
and "how." Ideally, a statement of teaching philosophy describes one's identity as a teacher and
provides a focus or theme for teaching activities (Lang, 1996; O'Neil & Wright, 1997).
• It defines the role of teaching in relation to other professional responsibilities. The statement can help
individuals monitor their commitments and integrate their professional responsibilities of teaching,
research, and service.
• The statement guides behavior by codifying a set of principles by which to act. It provides a rationale,
justification, or benchmark for one's actions.
• When shared with colleagues, the statement can serve as an opportunity for professional dialogue,
growth, and development. A well-defined teaching philosophy provides stability, continuity, and
guidance. It helps teachers remain focused on their teaching goals while appreciating the personal
and professional rewards of teaching. Moreover, a teacher may also feel more confident about
unexpected curriculum change when they perceive clearly what they teach and why.

B. For Administrators
The school‘s administrators are responsible for guiding the faculty's professional growth and
achievement, and managing a diverse faculty to achieve the university's mission and vision. Teachers, on the
other hand, help shape the school with their own ambitions, values, philosophies, attitudes, and ethical
beliefs. Administrators may ask teachers to relate their individual teaching ideologies to the school‘s mission
statement. This allows each teacher to define his or her individuality in terms of benefit for the school
community.
Administrators may encourage faculty to write statements of teaching philosophy as one means of
supporting the culture of teaching. Mandating statements of teaching philosophy can reflect an institution's
focus on the importance of good teaching. Once an institution defines how teachers are to share their
teaching philosophies and approaches, administrators can also better support and reward the efforts of the
faculty (Seldin, 1993, as cited in Goodyear, & Allchin, 1998). It is through the statement of teaching
philosophy that the administrator learns about the ―changing needs and expectations of students and

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faculty‖ (Seldin, 1993 as cited in Goodyear, & Allchin, 1998, p. 109). Hence, the content of the philosophy
statements can influence an administration as it pursues its educational mission.

C. For the Students

Ideally, teachers share their philosophies and expectations with their students. Students, on the other
hand, should understand what a professor is doing and why (Cerbin, 1996; Way, 1993 as cited in Goodyear,
& Allchin, 1998). Knowing the teacher‘s philosophy and expectation, students may engage more productively
in the learning environment while also knowing how to learn and succeed in the subject. Most teachers
exhibit implicitly their teaching philosophies and these are evident to students through syllabi, assignments,
approaches to teaching and learning, classroom environment, and student-teacher relationships (Zubizarreta,
1995 as cited in Goodyear, & Allchin, 1998). The aim of sharing a teaching philosophy statement is to respect
and support students by being explicit.

What does a teaching philosophy or educational philosophy include? Source: Adapted from
Goodyear, G. E., & Allchin, D. (1998). Statements of teaching philosophy.
In M. Kaplan (Ed.), To Improve the Academy, Vol. 17 (pp. 110)
The important question to be answered in a statement of philosophy is: ''Why do I teach?" Other
series of ''what" questions include the following:
• What motivates me to learn about this subject?
• What are the opportunities and constraints under which I learn and others learn?
• What do I expect to be the outcomes of my teaching?
• What is the student-teacher relationship I strive to achieve?
• How do I know when I have taught successfully?
• What habits, attitudes, or methods mark my most successful teaching achievements?
• What values do I impart to my students?
• What code of ethics guides me?
• What theme(s) pervade(s) my teaching?

Once the teacher answers these questions, he/she can integrate the content to answer the ''why"
question. Generally, a statement of teaching or educational philosophy should provide a personal portrait of
the teacher's view of teaching.

At the very least, teaching or educational philosophy statements should address these foundational
questions:
• Why do you teach?
• What do you teach?
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• How do you teach?

• How do you measure your own effectiveness?

Contents of Statements of Teaching/Educational Philosophy Source: Adapted from Goodyear, G. E.,

& Allchin, D. (1998). Statements of teaching philosophy. In M. Kaplan (Ed.), To Improve the Academy, Vol.
17 (pp. 114-117)

There is no required content for delivery statements of teaching philosophy because these statements
are personal expressions. The following serve as guide into the contents of a teaching or educational
philosophy:

1. Integration of Responsibilities
Ideally, integration of responsibilities and consequent learning benefits are included in a statement of
teaching philosophy. ―Students perceive effective teachers as ones who have knowledge of the subject
matter, as well as the ability to communicate that knowledge clearly and enthusiastically‖ (Bemoff, 1992 as
cited in Goodyear, & Allchin, 1998, p. 115). The statement may describe expertise and modes of teaching
and learning in the context of a discipline or learning institution (Braskamp & Ory, 1994).

2. Relationships

The relationships the teacher develops and maintains are important to successful teaching. ―Student-
teacher relationships need to be developed to create the desired teaching and learning environment‖
(Goodyear, & Allchin, 1998, p. 115). Showing concern, interest in, and respect for students are necessary to
effective teaching (Bemoff, 1992). In writing a philosophy statement, the teacher may describe how he/she
creates and maintains positive relationships with students.

3. Learning Environment

When writing a philosophy statement, the teacher may include the manner in which he/she creates an
environment favorable to learning. The teacher may state the classroom modifications he/she plans to use to
the support learning.

4. Values Imparted

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Teaching is a value-laden activity and it is important for the teacher to communicate his or her
expectations to students. The teacher delineates expectations of students congruent with his or her teaching
philosophy. These expectations are usually implicitly stated in the content of the syllabus. A statement of
teaching or educational philosophy is a thoughtful presentation of selected and prioritized values.

5. Methods, Strategies, and Innovation

The teacher may include his or her choice of teaching strategies and techniques in his or her teaching or
educational philosophy statement.

6. Outcome

The teaching or educational philosophy statement may include the teacher‘s goals or aims for himself
or herself, and his or her students. These goals may include making a difference in the lives of students; or
meeting expectations of growth and change.

Sample Educational Philosophy Statements

(Sample #1 My Philosophy Statement on Education. Adopted from Cohen, L. (n.d.).
Educational Philosophies Self-Assessment. OSU - School of Education. Retrieved August 10, 2020 from
https://oregonstate.edu/instruct/ed416/sample.html )

I believe that each child is a unique individual who needs a secure, caring, and stimulating
atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my
desire as an educator to help students meet their fullest potential in these areas by providing an
environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three
elements that I believe are conducive to establishing such an environment, (1) the teacher acting as a
guide, (2) allowing the child's natural curiosity to direct his/her learning, and (3) promoting respect for
all things and all people.

When the teacher's role is to guide, providing access to information rather than acting as the
primary source of information, the students' search for knowledge is met as they learn to find answers
to their questions. For students to construct knowledge, they need the opportunity to discover for
themselves and practice skills in authentic situations. Providing students access to hands-on activities
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and allowing adequate time and space to use materials that reinforce the lesson being studied creates
an opportunity for individual discovery and construction of knowledge to occur.
Equally important to self-discovery is having the opportunity to study things that are
meaningful and relevant to one's life and interests. Developing a curriculum around student interests
fosters intrinsic motivation and stimulates the passion to learn. One way to take learning in a direction
relevant to student interest is to invite student dialogue about the lessons and units of study. Given
the opportunity for input, students generate ideas and set goals that make for much richer activities
than I could have created or imagined myself. When students have ownership in the curriculum, they
are motivated to work hard and master the skills necessary to reach their goals.
Helping students to develop a deep love and respect for themselves, others, and their environment
occurs through an open sharing of ideas and a judicious approach to discipline. When the voice of
each student is heard, and environment evolves where students feel free to express themselves. Class
meetings are one way to encourage such dialogue. I believe children have greater respect for their
teachers, their peers, and the lessons presented when they feel safe and sure of what is expected of
them. In setting fair and consistent rules initially and stating the importance of every activity, students
are shown respect for their presence and time. In turn they learn to respect themselves, others, and
their environment.
For myself, teaching provides an opportunity for continual learning and growth. One of my
hopes as an educator is to instill a love of learning in my students, as I share my own passion for
learning with them. I feel there is a need for compassionate, strong, and dedicated individuals who
are excited about working with children. In our competitive society it is important for students to not
only receive a solid education, but to work with someone who is aware of and sensitive to their
individual needs. I am such a person and will always strive to be the best educator that I can be.

Sample 2: (Sample #2 Philosophy Statement

Adopted from Cohen, L. (n.d.). Educational Philosophies Self-Assessment. OSU - School of Education.
Retrieved August 10, 2020 from https://oregonstate.edu/instruct/ed416/sample.html )

I believe the children are our future...

I believe each and every child has the potential to bring something unique and special to the world. I will help
children to develop their potential by believing in them as capable individuals. I will assist children in
discovering who they are, so they can express their own opinions and nurture their own ideas. I have a vision
of a world where people learn to respect, accept, and embrace the differences between us, as the core of
what makes life so fascinating.

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Teach them well and let them lead the way...

Every classroom presents a unique community of learners that varies not only in abilities, but also in learning
styles. My role as a teacher is to give children the tools with which to cultivate their own gardens of
knowledge. To accomplish this goal, I will teach to the needs of each child so that all learners can feel capable
and successful. I will present curriculum that involves the interests of the children and makes learning
relevant to life. I will incorporate themes, integrated units, projects, group work, individual work, and hands-
on learning in order to make children active learners. Finally, I will tie learning into the world community to
help children become caring and active members of society.

Show them all the beauty they possess inside. Give them a sense of pride...
My classroom will be a caring, safe, and equitable environment where each child can blossom and grow. I will
allow children to become responsible members of our classroom community by using strategies such as class
meetings, positive discipline, and democratic principles. In showing children how to become responsible for
themselves as well as their own learning, I am giving them the tools to become successful in life, to believe
in themselves, and to love themselves.

Let the children's laughter remind us how we used to be...

Teaching is a lifelong learning process of learning about new philosophies and new strategies, learning from
the parents and community, learning from colleagues, and especially learning from the children. Children
have taught me to open my mind and my heart to the joys, the innocence, and the diversity of ideas in the
world. Because of this, I will never forget how to smile with the new, cherish the old, and laugh with the
children.

Summary

Statements of teaching or educational philosophy encourage personal reflection in a process that

can create professional growth and achievement, as the teachers examine whether their actions inside
and outside the classroom match their beliefs about teaching. Reflecting and articulating beliefs or
philosophy through writing is a process that takes time and commitment.

APPL YING

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Writing a Philosophy Statement

1. Write your teaching or educational philosophy. This is not what others believe, but your own
beliefs so don‘t copy the work of others. Submit it to the teacher and share it to at least one of
your classmates.
2. Analyze the teaching or educational philosophy statement of one of your classmates. Which
philosophies discussed in lesson 1 are reflected in the given philosophy statement? Discuss how
these philosophies are reflected in the statement.
References:
• Bilbao, P., Corpuz, B., Llagas, A., & Salandanan, G. (2018). The Teaching Profession. Quezon City:
Lorimar Publishing Co., Inc.
• Goodyear, G. E., & Allchin, D. (1998). Statements of teaching philosophy. In M.
Kaplan (Ed.), To Improve the Academy, Vol. 17 (pp. 103-122). Stillwater, OK: New
Fonnns Press and the Professional and Organizational Development Network in Higher Education.
• Philosophy lessons, examples and activities. (n.d.). Retrieved August 10, 2020 from
http://www.livingphilosophy.org.uk/teaching-philosophy/index.htm
• What is a Teaching Philosophy Statement and Why Do I Need it? (n.d.). Teaching Careers and
Professional Development. Retrieved August 10, 2020 from https://resilienteducator.com/teaching -
careers/what-is-a-teaching-philosophystatement-and-why-do-i-need-it/

Module for The Teaching Profession WVSU 2020