PARTIDO COLLEGE

GOA, CAMARINES SUR

MISSION

Partido College is a safe, friendly, accessible and affordable educational environment

committed to high quality educational programs and help students and community

member optimize their academic, career and cultural development, prepares graduate to

contribute to a global society that is increasingly focused on change.

VISION

The Partido College is the learning community dedicated to:

P-Provide excellent educational opportunity

A-Act as an agent at change in shaping the world of the future

R- Respond to the needs of the community

T- Technological and Scientific Advancement

I- Innovative and provide quality in teaching research and extension services

D- Develop Leadership through services in a borderline’s world

O- Optimized academic career and cultural development.

CHAPTER 1: The Teaching Profession

Lesson 1. The Teaching Profession

Teaching as a Profession

Reporter: Cathy Arevalo

In the words " Professional manner" "gawang propesyonal" professional fee for expert

service rendered the word professional implies one who possesses skill and competence

expertise. " Highly professional " " unprofessional " to act that way imply a code of ethics

by which a professional person abides; in short professional is one who conforms to the

technical or ethical standard of a Profession.

2 Elements of a Profession

✓ Competence

✓ Code of Ethics

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.

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 a government

authority is the professional regulation commission (PRC)

4. Professional Development - This is on-going 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 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 self-interest. These Professional societies put dedication to the public

interest and commitment to moral and ethical values.

My Learnings on Lesson 1: “The Teaching as a Profession

Teaching is a noble profession in which it needed an expertise on how to handle

situation inside and outside the classroom. Indeed, teaching is a profession of a teacher

who teaches children to influence their values, moral standard and principle. It is not only

teaching as a profession but also as a passion takes you to greater heights. Teaching is a

rewarding and challenging profession that requires a strong commitment to the well-being

and success of students. It also has excellent communication skills, patience, adaptability,

empathy, and a passion for inspiring and empowering their students. We all know what it

is teaching profession. But still, we need to be aware of more significance of the Teaching

Profession and also one can earn a better pay scale. They encourage students to be

dedicated to their studies and passionate about their careers. Teaching is a profession

made to make students have more potential and learn important lessons even about life

like respect, sharing, ethical values, and cultures. Teachers are the ones who teach

students to live life with discipline and high value and also play a crucial role in shaping

the minds and lives of students, helping them acquire knowledge, skills, and values

necessary for personal and intellectual growth.

My learnings on this lesson are that, a person can only be called a professional

teacher only if he/she undergone several steps such as finish the college degree, and

passed the licensure examination for teachers. He/she had acquired professional

knowledge in teaching and be able to use them during the teaching-learning processes. A

professional teacher is the only tool that can enhance successful implementation of the

educational system.
Chapter 2: The Demand of Society from the Teacher as

a Professional and as a Person

Lesson 1: The Demand of Society from the Teacher as a Professional

Reporter: Claudio B. Bombales

Learning Outcomes

 Discuss the meaning of the teacher as a professional

 Explain what society demands from the teacher as a professional

 Explain the professional competencies that a teacher should possess.

INTRODUCTION

Teachers spend at least 6 hours a day, 5 days a week in 10 months of the school

year with students. Practically, considering the 8-hour sleeping time at home, teachers

spend more time with the students than parents. That’s why parents expect so much from

teachers.

Teachers have tremendous power to influence students. Society as a whole

expects much from teachers and schools. Often when the young do not behave as

expected, the question raised by parents “Is that what you are taught in school”?

Schools are expected to work with and for communities and so are teachers.

Teacher plays different roles- tutor, nurse, guidance counselor, community leader,

resource speaker, consultant rolled into one. Indeed, much is demanded for teachers.

From his/her very little “teacher”, to teach well is what society primarily demands for
teachers. The learning of the learner is the teacher’s main concern. In this lesson, let us

focus on this societal primary expectation from teachers – good teaching.

Research says that the teacher is the single most important factor in the learner’s

learning. The effective teacher makes the good and the not so good learner learn. On the

other hand, the ineffective teacher adversely affects the learning of both good and the not

so good student.

The teacher is the key to student achievement. Then you have to prepare to be the

best and the brightest, the most caring, competent and compassionate teachers. The best

and the brightest are those what possess the competencies expected of professional

teachers. What are these competencies? Let us present the list of competencies from four

(4) authors after this activity.

The Teacher as a Professional

Teaching fulfills the elements of a profession and so a teacher is truly a professional.

Teacher – is 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 a set of ethical and moral principles, standards and values.

Professional – is one who went through long years of preparation to earn a teacher

education degree recognized by the Commission on Higher Education, after which he/she

hurdled a Licensure Examination for Teacher (LET) administered by the Board of

Professional Teachers with the supervision of the Professional Regulation Commission.

By passing the LET, he /she obtains a license which he/she oblige to renew every three

years on condition that he or she can show proof of Continuing Professional

Development.
As a professional teacher, he/she is expected to abide by the Code of Ethics for

Professional Teachers. Violation of the Code of Ethics can be ground for the revocation

of license.

The Demands from the Teacher as a Professional

In this lesson, we shall focus on society’s demand of good teaching from the professional

teacher. The word “teacher” suggest that the main responsibility of the professional

teachers is to teach. The main customer is the learner.

Philippine Professional Standards for Teachers (PPST – are standards of good teaching.

Models of Effective Teaching

A. Robert Marzano’s Casual Teacher Evaluation Model of four domains:

1. Classroom strategies and behaviors

- Involve routine events such as communicating learning goals and

feedbacks and establishing rules and procedures

- Involve addressing content by helping students interact with new

knowledge, practice and deepen new knowledge

- Helping students generate and test hypotheses

- 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 to for all students.

2. Planning and Preparing

- Planning and preparing for the lesson

- For use of technology

- For needs of students receiving Special Education

 - For needs of students who lack support of 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 initiatives

B. Charlotte Danielson Framework of Teaching

1. Planning and Preparation

2. The Classroom Environment

3. Instruction

4. Professional Responsibilities

- Reflecting on maintaining accurate records

- Communicating with families

- Participating in the professional community

- Growing professionally

- Showing professionalism

C. James Stronge – Teacher Effectiveness Performance Evaluation System

(TEPES)

Seven performance standards

1. Professional Knowledge
 2. Instructional Planning

3. Instructional Delivery

4. Assessment of/for Learning

5. The Learning Environment

6. Professionalism – maintains a commitment to professional ethics

communicates effectively and takes responsibility for and participates in

professional growth that results in enhanced learning

7. Student Progress – the work of the teacher results in acceptable,

measurable and appropriate student academic progress.

Teacher Evaluation Standards – The McREL model (Mid-Continent Research for

Education and Learning

1. Teachers demonstrate leadership

- Lead in their classrooms

- Demonstrate leadership in the school

- Lead the teaching profession

- Advocate for schools and students

- Demonstrate high ethical standards

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

3. Teachers know the content they teach.

4. Teachers facilitate learning for their students.

5. Teachers reflect on their practices.

Comparison of the four Models on Teacher Effectiveness

Danielson Stronge McREL Marzano

Teachers facilitate
Instructional
learning for their
Planning
1.Planning and students Planning and

preparation preparing
Assessment of/for
Teachers know the
learning
content they teach

Professional
Teachers know the
knowledge
content they teach

Classroom strategies
2. Instruction Instructional
Teachers facilitate and behaviors
delivery
learning for their

students
Communication

Teachers establish
The learning
a respectful Teachers facilitate
3. The Classroom environment
environment for a learning for their
Environment
diverse population students
Student progress
of students

Collegiality and
Teachers
4.Professional professionalism
Professionalism demonstrate
Responsibilities Teachers reflect on
leadership
their practices
To teach effectively, the teacher has to:

1. Prepare and plan very well for instruction.

2. Execute or deliver that instruction plan very well because he/she has professional

knowledge (mastery of the subject matter).

3. Create a conducive or favorable learning environment for diverse groups of

learners.

4. Assess and report learner’s progress.

5. Demonstrate professionalism as he/she deals with superiors, colleagues, students

and parents.

The Philippine Professional Standards for Teachers (PPST)

-the revised National Competency-Based Teacher Standards (NCBTS). According

to PPST, quality teachers in the Philippines need to possess the following characteristics:

* Recognize the importance of mastery of content knowledge and its interconnectedness

within and across curriculum areas

* Provide learning environment that are safe, secure, fair and supportive in order to

promote learner responsibility and achievement.

* Establish learning environments that are responsive to learner diversity.

* Interact with the national and local curriculum requirements.

* Apply a variety of assessment tools and strategies in monitoring, evaluating,

documenting and reporting learner’s needs, progress and achievement.

* Establish school-community partnerships aimed at enriching the learning environment,

as well as the community’s engagement in the educative process.

* 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.

Professionalism: The Hallmark of a Professional

Professionalism is both a professional and a personal trait.

The Code of Ethics for Public School Teachers adopted in Section 7 of RA4670 explains

professional conduct:

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.

My Learnings on Lesson 1: The Demand of Society from the Teacher as

a Professional

Teaching as a profession has become a huge concern in our society.

However, teaching as a profession is the question that remains to be answered

clearly. The academic society needs to spell out a sense of professionalism in

order to ease this concern. Unlike other profession where you make machines

work, this profession allows one to deal with the most complex phenomena on

earth. Ranging from most studious to most mischievous students, the teacher

needs to maintain a balanced attitude and approach in transforming them to

mature individuals.

I learned that the primary demand of society from the teacher as a

professional is to teach well. To be called as an effective teacher is to makes the

good and not so good learner to learn. Teachers expected to work with and the

community where he/she is stationed or assigned. That is why, teachers have to

prepare themselves to become the best and the brightest, the most caring,

competent and compassionate teachers. The teacher has a great impact to the

learners because if the learners have a high performing teacher one year, they will

enjoy the advantage of that good teaching for future years. In contrary, if the

learners have poor performing teacher, they simply will not outgrow the negative

effects of lost learning opportunities for years to come.

Lesson 2: The Demand of Society from the Teacher as a PERSON

Reporter: King N. Villanueva

Recap on Lesson 1: The Demand of Society from the Teacher as a Professional

The words “Teacher” suggests that the main responsibility of a professional

teacher is “To teach”.

The teacher's primary customers are the learners.

In DepEd, Order No. 42 series of 2017 also known as the Philippine

Professional Standard for Teachers (PPST) defines teacher quality in the Philippines.

The standards describe the expectations of teachers’ increasing levels of knowledge,

practice, and professional engagement.

In PPST, 7 Domains are required by Teachers to be effective in the 21 st Century in the

Philippines.

1. Mastery of the Learning Content 5. Apply a Variety of Assessment

tools.

2. Conducive Learning Environment 6. Establish School-Community

Partnerships

3. Responsive to Learner Diversity 7. Personal Growth and Professional

4. National and Local Curriculum Development

Also, the PPST has Career Stage

Stage 1 – Beginning Teachers

Stage 2 – Proficient Teachers

Stage 3 – Highly Proficient Teachers

Stage 4 – Distinguished Teachers

Lesson 2: The Demand of Society from the Teacher as a PERSON

Learning Outcomes

 Explain the demands of society from the teacher as a person.

 Cite the personal qualities that a professional teacher should possess.

INTRODUCTION

“I am only a teacher!”

- Teachers are subjected to scrutiny of the minutest detail by those they

associate with.

 What are the demands of the teaching profession from the teacher as a Person?

“The Professional Teacher is the 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 a set of ethical and moral principles standards

values. “

12 Characteristics of an Effective Teacher

1. Prepared 7. Cultivate a sense of Belonging.

2. Positive 8. Compassionate

3. Hold High Expectations 9. Have a Sense of Humor

4. Creative 10. Respect Students

5. Fair 11. Forgiving

6. Display a Personal touch 12. Admit Mistakes

12 Characteristics of an Caring
Effective Teacher
Professionalism

- In Article XI of the Code of Ethics for professional teachers. There are 4

sections:

1. A teacher shall live with dignity at all times.

2. A teacher shall place a premium upon self-respect and self-discipline as the

principle of personal behavior in all relationships with others and all situations.

3. A teacher shall maintain at all times a dignified personality which could serve as

“model”, worthy of emulation by learners, peers, and others.

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.

In Section 7 of Republic Act 4670

Integrity Professional Teachers

one essential trait of a

In the Code of Ethics of Professional Teachers

- The personal traits as attributes expected of teachers as a PERSONS will be:

o Live with dignity

o Premium on Self-respect and self-discipline

o Model, worthy of emulation

My learnings on Lesson 2: The Demand of Society from Teacher as a Person

Teachers are judged more strictly than other professionals. There are twelve

characteristics of an effective teacher and a personal qualities or attributes of teachers that

are demanded by the teaching profession.

1. Prepared - come 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.

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.

In this lesson I have learned that the role of a teacher in society is both significant

and valuable. Teachers play a very crucial role in shaping the world because of the impact

they live in the lives of their students and also the values they instill in them. In a young
person’s life, one of the biggest role models is a teacher. The students try to follow their

teacher in his manners, costumes, etiquette, style of conversation and even attire. As a

future educator, it is important to know the different characteristics of a good

teacher. It's not enough for a teacher to only know the subject material but must be able to

pass that information onto the students successfully. A successful teacher must also be

sensitive to the needs of students that might affect their learning and to have strategies to

help them succeed.

Chapter 3: The Code of Ethics for Professional Teachers

Lesson 1: The Code of Ethics for Professional Teachers: The Preamble

and Article 1

Reporter: Gilda J. Villareal

"Children don't care what a teacher knows unless they know the teacher cares".

INTRODUCTION

Chapter 3 is a thorough and detailed study of the code of ethics for professional teachers

promulgated in 1996 by the professional teachers of the Professional Regulation

Commission.

PREAMBLE

Teachers are duly licensed professionals who possess dignity and reputations 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 1

SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institutions shall offer

quality education for all Filipino citizens, a vision that requires professionally competent

teachers committed to its full realization. The provision 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 schools at the aforesaid levels, whether on a full-time or

part-time basis.
My Learnings on Lesson 1: The Code of Ethics for Professional

Teachers: The Preamble and Article 1

The word 'preamble' comes from the Latin word 'praeambulus,' meaning 'walking

before' and serves as an introduction that gives the reader an idea of what to expect. This

is normally used in formal documents such as a nation's constitution. The professional

ethics helps to act in right and easy way to determine a problem at work. Explains that

non-professional obtains the experience through firms and professional training programs.

They are trained to specific skill, but not to theory knowledge about the basic function.

In this lesson, I learned that “Ethics is all about the right or wrong behavior in

appropriate circumstances. It depends on certain assumption, such the right behavior of

self-rule and the right behavior to life. Code of ethics is providing a guide of each

profession like public, clients and fellow professionals. It also focuses on delivery,

ethical reflection and decision making. In all professional field first, they ask its legal and

they refer to the law.

Under Section 1 Article XIV of the 1987 Constitution on EDUCATION,

SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS states that “The

State shall protect and promote the right of all citizens to quality education at all levels,

and shall take appropriate steps to make such education accessible to all”. So, it is the

duty of the government in protecting and promoting quality education to all the citizen.
Lesson 2: The Code of Ethics for Professional Teachers: Relationship

with the Secondary and Tertiary Stakeholders

Reporter: Crishelle L. Amat

" It takes a whole village to raise a child" - African proverb.

A. The Teacher and the State

ARTICLE II

THE TEACHER AND THE STATE

Section 1. The school 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 pride, cultivate love of

country, instill allegiance to the Constitution and respect for all duly constituted

authorities, and promote obedience to the laws of 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 this 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.

Section 5. A teacer 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 entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all 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, of the results are

inimical to the declared policies of the State, they shall be drawn to the proper authorities

for appropriate remedial action.

B. The Teacher and the Community

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 morals, social, educational, economic, and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose he

shall behave with honor and divinity at all times and refrain from such activities as

gambling, smoking, drunkenness and other excesses, much less illicit relations.

Section 4. 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

sympathic 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 its needs and problems.

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 personal and official

realtions with other professionals, with government officials, and with the people, and

with the 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.

My Learnings on Lesson 2: The Code of Ethics for Professional

Teachers: Relationship with the Secondary and Tertiary Stakeholders

The education of a child is not the sole responsibility of school heads and

teachers. In fact, school heads and teachers cannot do it by themselves. As the African

proverb says, “It takes a whole village to raise a child.” The code of ethics cites different

groups of external stakeholders with whom schools and teachers have to relate and work

for the education of the child. These are the state (Article 1I), the Community (Article III)

and parents (Article IX). Secondary stakeholders indirectly receive the service. These are

the learners' parents. Tertiary stakeholders are indirect but crucial participants in the

process of children's education. These are the future employers, the government or the

state and society in general.

In this lesson I learned that, there are many provisions that the teachers must obey

and follow. It is important because teachers take on a leadership role and should lead by

example. When teachers abide by a code of ethics and show behavior and advise students

according to those ethics, students get a sense of being in a safe learning environment

with a person they can trust. It is only logical that a qualified, responsible teacher would

have received and/or established for themselves principles of professional ethics to guide

their daily activities and interactions. We, as parents and as lifelong learners, should

demand that teachers for ourselves and our children know, understand and govern

themselves by a reasonable set of ethics. To educate a child is not solely done by the

teacher or the school but with the help of the state and the community.
Lesson 3: The Code of Ethics for Professional Teachers: Relationship

with the Internal Stakeholders

Reporter: Mary Rose Senar

*When little people are overwhelmed by big emotions, it’s our job to share our calm, not

to join their chaos.”

L.R. Knost -Teachers 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.

A. The Teachers and the Learners

INTRODUCTION:

The Learners are our primary internal stakeholders. They have no choice over the kind of

teacher given to them. Fortunate are the learners who are in the classes of professional

caring teachers. Unfortunates are those whose teachers are a contrast of the caring and

compassionate teachers.

ARTICLE VIII

THE TEACHER AND THE LEARNERS

Section 1. A teacher has the right and duty to determine the academic marks and the

promotion of learners in the subjects they handle. Such determination shall be in

accordance with generally accepted producers 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 circumstance shall a teacher be prejudiced nor discriminatory against

any learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents, or others

on their behalf in exchange for requested concessions, especially if under-served.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from

tutorials other than what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learners’ 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 learners.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make

deductions from their scholastic ratings as a punishment for acts which are clearly not

manifestations of poor punishment.

Section 9. A teacher shall insure that conditions contributive to the maximum

development of learners are adequate and shall extend needed assistance in preventing or

solving learners' problems and difficulties.

B. The Teacher and the Teaching Community

INTRODUCTION:

The Professional teacher is not an Island. He /She works with other professional teachers,

some more or less experienced than he/she is colleagues are teachers, partners, and

collaborations. How teachers relate to his/her colleagues in the teaching profession

determines if they become one's greatest allies and supporters or one's greatest enemies.
 ARTICLE V

THE TEACHER AND THE TEACHING COMMUNITY

Section 1. Teachers 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.

Section 2. A teacher is not entitled to claim for work not of his own and shall give due to

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 one necessary to carry 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 unprofessional and unethical conduct of any associate. This may be done

only if there is incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorized any justifiable criticism against

an associate, preferably in writing, without violating any right of the individual

concerned.

Section 7. A teacher may apply for 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.

C. The Teacher and Higher Authorities

INTRODUCTION:
In addition to colleagues in the teaching profession, professional teachers also relate to

higher authorities who are his/her school heads, Supervisors and Schools Division

Superintendent, etc., How should he/she relate to them professionally is the concern of

this third part of lesson3.

ARTICLE VI

THE TEACHER AND HIGHER AUTHORITIES IN THE PHILIPPINES

Section 1. A teacher shall make it his duty to make an honest effort to understand and

support the legitimate policies of the school and the administration regardless of

professional feeling or private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or changes against superiors,

especially under anonymity. However, if there are valid changes, he should present such

under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except when

special conditions warrant a different procedure, such as when reforms are advocated but

are opposed by the immediate superior, in which case the teachers shall appeal directly to

the appropriate higher authority.

Section 4. A teacher individually or as part of a group has a right to seek redress against

injustice and discrimination and to the extent possible, shall raise his grievances within

the democratic process. In doing so, he shall avoid jeopardizing the interest and welfare

of learners who’s right to learn must respected.

Section 5. A teacher has a right to invoke the principle that appointments, promotions,

and transfers of teachers are made only on the basis of merit and need in the interest of

the service.
Section 6. A teacher who accepts a position assures a contractual obligation to live unto

his contract, assuming full knowledge of the employment terms and corrections.
My Learning on Lesson 3: The Code of Ethics for Professional

Teachers: Relationship with the Internal Stakeholders

Anyone who has an interest in the success and welfare of a school is considered a

stakeholder. It might also be a group of people or organizations with a shared interest in

the school on a personal, professional, civic, or financial level. An internal stakeholder is

someone who works or studies in an educational institution. This includes those who

receive remuneration for their contribution. Internal stakeholders focus more on the

organization’s success because their income or education depends on it. Internal

stakeholders include: students, parents, teachers, support staff, school administrators and

the school board.

In this lesson I learned that, AS teachers, our primary goal for our students is to

promote learning, inspire them to bring out their best and help them become productive

members of the community. Some teachers are more popular than others among students.

These teachers become popular by building good relationships with their students, and by

treating them with respect. However, this ideal situation would not be possible without

the help and support of all school stakeholders. Thus, a healthy relationship between the

teachers and stakeholders is important, as this will enable everybody to harmoniously

work together, which will have a positive impact on the students. Parents desire a

successful educational system for their children; while the students themselves want to

receive good education. It’s easy to imagine the influence the education system has on

government officials, like city councilors and district representatives, as voters also base

their decision on the way public officials show their support to the school system.
Lesson 4: THE CODE OF ETHICS FOR PROFESSIONAL

TEACHERS: HIS/HER PERSON, PROFESSION AND BUSINESS

A. THE TEACHER AND THE PROFESSION

INTRODUCTION:

After discussing how a professional teacher relate with primary stakeholders (the

learners), with secondary stakeholders (the parents), with external stakeholders such as

the state and the community and school officials (higher authorities)let us now see how

the professional teacher should conduct himself/herself as a person in the teaching

profession and in business.

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 be at his 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.
Section 4. Every teacher shall help, if duly authorized, to seek support for the school, but

shall not make improper misinterpretations through personal advertisements and other

questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it a

dignified means for earning a decent living.

Here are the quotes on the teaching profession. To Which Section of Article IV does each

quotation refer?

1. I wish I could persuade every teacher to be proud of his occupation – not

conceited or pompous, but proud. People who introduce themselves with the same

remark that they are “just teachers” give despair in my heart. Did you ever hear a

lawyer say deprecatingly that he was only a patent attorney? Did you ever hear a

physician say “I am just a brain surgeon?” I beg of you to stop apologizing for

being a member of the most important profession in the world. Draw yourself up

to your full height; look at anybody squarely in the eye and say “I am a teacher.” –

Will

2. “Good, better, best. Never let it result until your good is better and your better is

best.” – Tim Duncan

3. “There are no secrets to success. It is the result of preparation, hard work and

learning from failure.” – Colin Powell

4. “Success is where preparation and opportunity meet.” – Bobby Unser

5. Self-respect is the fruit of discipline; the sense of dignity goes with the ability to

say no to oneself.” – Abraham Joshua Heschel

 6. There are two kinds of pride both good and bad. Good pride represents our dignity

and self-respect. Bad pride is the deadly sin of superiority that reeks of conceit

and arrogance.” – John C, Maxwell.

B. THE TEACHER AS A PERSON

INTRODUCTION

ARTICLE XI,

THE TEACHER AS A PERSON

You may want to re-read the lesson on “The Demands of Society from Teacher as a

Person in Chapter 2 Lesson 2 How Does the professional teacher carry herself/himself as

a person?”

Read Article XI of the Code of Ethics then answer the following questions:

1.What is the big challenge for a teacher?

2.Are you ready to face the challenge?

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 a 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 a 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.

C. THE TEACHER AND BUSINESS

INTRODUCTION
While the salaries of teachers in the Philippines are still lower compared to other ASEAN

member-states, teachers’ salaries considerably increased after EDSA 1. But despite these

significant salary increases; teachers tend to over borrow or engage in business to eke out

income. This part of Lesson 4 is focused on the teacher and his/her involvement in

business.

ARTICLE X

THE TEACHER AND BUSINESS

Section 1. A teacher has a right to engage, directly or indirectly, illegitimate income

generation, provided that it does not relate to or adversely affect his work.

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 his assignment is inherently related to such purchase and disposal

provided that such shall be in accordance with existing regulations.

My Learnings on Lesson 4: THE CODE OF ETHICS FOR PROFESSIONAL

TEACHERS: HIS/HER PERSON, PROFESSION AND BUSINESS

Normally a teacher is free to engage in another job as long as it does not interfere

with their daytime teaching job performance. In addition, it might be a conflict of interest

if a teacher profits from selling their teaching materials or textbooks to the school district

where they teach. Any secondary occupation is likely a significant challenge for any

teacher considering the countless hours of planning and preparation as well as grading

and contacting parents regarding student progress by phone, internet or in person.

Otherwise, a teacher is usually allowed to create, own, and manage a business. Most

professional teachers are able to engage in business as long as their endeavor doesn’t

impede upon their ability to fulfill their duties as an instructor. Furthermore, their

endeavor typically wouldn’t be permitted if it leverages any aspect of their assigned

curriculum and/or the students they’ve been employed to teach.

As a teacher, he/she must be professional in his/her actions especially during

inside the school premises because they are the role model of the learners. Any of their

actions may be good in the eyes of his/her learners. Any teachers who has a business

matters or transactions inside the school is not bad as long as it is on his/her break time

and does not interfere his/her work. Though teacher has a high salary, it has more

deductions that is why they need to generate income to fulfill their needs in his/her

family. The only thing they should do is ask permission to his/her superior to avoid

problems he/she might encountered.

Chapter 4: The Rights and Privileges of Teachers in the Philippines

Reporter: Elma Sabularce

Introduction

 After having learned the demands that learners, parents, school, officials, the

academic community, the larger community and the state put on teachers, let us

discuss their rights and privileges.

Learning Objectives:

 Discuss the rights and privileges of teachers in the Philippines

There is no other Constitution in the history of the country that has given importance to

teachers more than the 1987 Philippine Constitution.

The 1987 Philippine Constitution States:

 the state shall enhance the right of teachers to professional advancement. It shall

“assign” the highest budgetary priority to education to “ensure that teaching will

attract and retain its rightful share of the best available talents through adequate

remuneration and other means of job satisfaction and fulfillment.”

 Commonwealth Act 578 amended the revised penal code to include teachers,

professors, and person charged with the supervision of public or duly recognized

private schools, colleges, and universities, within the term “persons in authority.”

RA 4670, otherwise known as The Magna Carta for Public School Teachers, details

the rights, privileges and benefits of teachers such as:

1. Consent for transfer

• Section 8 Consent for Transfer Transportation Expenses

 No Teacher shall be transferred without his consent from one station to another
  In the exigencies of service, which requires the teacher to transfer from one station

may be affected by the school superintendent who shall notify the teacher

concerned and the reason/s of transfer.

2. Safeguards in Disciplinary Procedure

3. 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.

4. Married Couples to be Employed in the same Locality

 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.

. Academic Freedom

 Teachers shall enjoy academic freedom in the discharge of their professional

duties, particularly with regards to teaching and classroom method.

6. Not More Than 6 Hours of Actual Classroom Teaching

 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

7. 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 percent of his regular remuneration after the teacher has completed at

least six hours of actual classroom teaching a day.

8. Salaries Comparable to other Occupations to insure teachers a reasonable standard for

themselves and their families.

• 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.

9. Salaries Appropriated by local Governments not to be less than those paid to teacher of

the national government

 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.

10. Cost of Living Allowance

 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

11. 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 percent

of their monthly salary.

12. Medical Examination free of charge once a year during the teacher’s professional life

13. Prohibition of unauthorized deduction from teacher’s salaries

14. Study Leave

 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.

15. 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.

16. 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.

17. Freedom to establish or join organization of their choice

 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 interest.

 My Learnings on Chapter 4: The Rights and Privileges of Teachers in

the Philippines

In this lesson I learned that teachers have many privileges and benefits they can

receive during and after his/her employment, and rights to be exercise and respected.

Right and privilege have differences, right is available to all citizens while privilege is

granted to individuals and groups on the basis of their status, rank, title or membership in

a group. Privileges are conditional and can be withdrawn while rights are inherent and

cannot be withdrawn. Base on the provisions, the government has the responsibility to

protect the teacher and shall support the rights of teachers to professional development

giving them opportunities to attend trainings, conferences, and even to pursue advance

studies. It is also mentioned that the state or government shall appropriate the highest

budget to education and this include salaries and other benefits for teachers to ensure that

teaching profession will gain its share of best talents that will also lead to quality

education for learners.

Moreover, under Republic Act No. 4670, also known as “Magna Carta for Public

School Teachers”, which was approved on June 18, 1966, personal and professional

conditions of teachers were considered its main goal is to promote and improve the social

and economic status

CHAPTER 5: ON BECOMING GLOCAL TEACHER

Lesson 1- The Global and Glocal Teacher Professional: Is there a

difference?

Reporter: Camille S. Tresvalles

Learning Outcomes

° Describe global and glocal teachers.

° Infer the demands of globalization in the 21st century on teacher professional.

INTRODUCTION:

Lesson 1 will introduce the general concept of global or glocal education and define the

global or glocal teacher. This introductory lesson will give you a clear perspective on how

you would become that kind of teacher. After understanding the two concepts, you will be

able to prepare yourself for the succeeding lessons.

A. Global and Glocal Teacher Education

UNESCO defines global education as a goal to develop countries worldwide and is

aimed at educating all people in accordance with world standards.

Global Education is a curriculum that is international in scope which prepares today’s

youth around the world.

Jamess Becker (1988) defines 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 world standard of teaching and learning.

CURRENT INTERNATIONAL COOPERATION FOR TEACHERS

1. INCET – International Cooperation Center for the Teacher Education and Training

(April 2005)

2. ATA’S International Cooperation

Becker also emphasized that in order to meet the various global challenges of the future,

the 21st century learning goals have been established as bases of various curricula

worldwide. This learning tools includes:

1. 21st century content: emerging content areas such as global awareness; financial,

economic, business, 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.

On the other hand, global education is about diversity, understanding the differences and

teaching the different cultural groups in their own concept to achieve the goals of global

education as presented by United Nations

What Glocal Education?

Glocal Education provides equal opportunity and access to knowledge and learning tools

which are basic rights of every child in every community, locality the glocal community.

Looking back to the concept of global education how do we define now a glocal teacher?

Is this teacher somebody who teaches abroad? Is this person teaching anywhere in the

world and this able to teach the 21st century learning goals?

GLOCAL TEACHER 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

and any place in the world.

DISTINCT CHARACTERISTICS AND CORE VALUES OF GLOCAL

TEACHERS:
- Responsiveness

- Accountability and integrity

- Have a vision of the future and sees what the future would be for himself or herself and

the students

- are creative and innovative possess good communication skills (for Filipino teachers to

be multilingual)

-master the competencies of the Beginning Teacher in the Philippine Professional

Standards for Teachers (PPST, 2017).

Lesson 2: A Closer Look At The Teachers And The Teaching Profession

In The ASEAN And Beyond

Reporter: PINES, LERISSA V.

THE ASEAN: ONE VISION, ONE IDENTITY, ONE COMMUNITY Let us now look

closely at the teaching profession and professional of the ten ASEAN,member countries

as a whole.

A. The Levels of Schooling as a Teaching Meliu 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., Grade 5 aged 10 yrs. old, and Grade 6

aged 11 yrs. old.

2. Secondary level follows the primary level. Generally across the ASEAN it is composed

of Junior High School and the Senior High School. 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 Grades 7, 8 and 9 while the Upper Secondary level is composed of Grades 10, 11

and 12.

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.

B. The Teacher Professionals Across the ASEAN

1. Academic Preparations of Teacher Professionals in Basic Education

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,

pre-primary of kindergarten future teachers can have 9 years of basic education (Grade 9)

and get an advanced training for 3 years to become teachers (9 yrs of basic education + 3

years teacher preparation) or 10 years of basic education (Grade 9) and get an advanced

training for 3 years to become teachers (9 yrs of basic education + 3 years teacher

preparation) or 10 years of basic education plus 3 years of teacher preparation.

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 the ASEAN countries, are four important components which are

being addressed in the preparation of teachers:

1. General knowledge and understanding - This includes 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 the person-hood of the

future teacher. (What to Know about Oneself and World.)

2. Pedagogy - This component provides variety of teaching delivery approaches beyond

the traditional methods of teaching. (How to Teach).

3. Teaching Practicum/Experiential Learning - In this cluster, knowledge, theories,

principles pedagogies learned are validated 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.

4. Specialized knowledge/ Major courses - For those who will teach the content or

discipline in the upper clementary 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); and Diploma

in Education either Pre-baccalaureate/ Post Graduate (PGDip). There are variations from

country to country.

Several standards and competencies were developed as a guide for all teachers some of

which will be discussed in detail in the succeeding lesson. But the most common are

standards that revolve around or anchor on the following domains:

1. Skills in the 21" Century

2. Professionalism and accountability

3. Pedagogical competence

4. Teacher's characteristics/ qualities

5. Knowledge competence

C. The Teaching Profession Practices in the ASEAN

1. Teacher's Major Responsibilities

• Three major responsibilities of professional teachers across the different countries. 1.

Actual teaching- refers to the time of engagement of the teacher with the learners. This

happens within the official teaching hours. 2. Management of learning- refers to activities

that support the actual teaching. This can be beyond actual teaching time like remediation

or enhancement homework, or co-curricular activities. 3. 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.

2. Teacher Licensing and Recruitment

Most teachers are licensed as professionals or are certified to teach by the country 's

appropriate agencies. Those who are not certified or licensed become para-professionals

or assistant teacher.

• In the Philippines, it is the Professional Regulation Commission (PRC)

• 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

• In Indonesia, Akta IV teacher license is given by the teacher colleges for an authority to

teach.

D. The Teacher and the Teaching Profession Beyond 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 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.

Two main categories of teachers in China

1. Gongban (state-paid) - teachers who earn salary comparable with other state employees

in state-owned enterprises.

2. Minban (community-paid) - teachers 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-grade teachers 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.

2. JAPAN The Japanese education system is highly centralized and is administered by the

Mombusho or Ministry of Education. The school system from kindergarten through

university serves about 24 million students, with about ten percent (10%) going to the

university.

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.

Teacher Certification in Japan

There are different legal requirements for certification to teach in 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 is a 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.

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 a 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 applicants gain

entry to the teaching profession, they are assured of lifetime employment.

3. United States of America

The American Educational System has greatly influençed 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 country provided a very strong foundation for teacher education.

Basic Education, the Avenue for Teaching Jobs in USA

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

Philippines

• Pre-primary education - Type of school providing this education are kindergarten

nursery schools, preschool programmes, child day care centers. Age level is 4-6 years old

and the duration is 2 years.

• Primary education - elementary school

• 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 7-8, 7-9, or 8-

• Senior high school. Grades 9-12, or 10-12

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.

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.

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.

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.

E. The Global Teacher Status Index of 2013

In 2013, the Varkey GEMS Foundation, a non-profit organization registered with the

Charity Commission for England and Wales conducted the first ever Global Teacher

Status Index. 21 polled countries all over the world are: • Brazil; China: Czech Republic;

Egypt; Finland; France; Germany; Greece; Israel; Italy; Japan; the Netherlands; New

Zealand; Portugal; Turkey; Singapore; South Korea' Spain; Switzerland; United

Kingdom; and United States of America.

1. Teacher Status

Social Status of Teachers.

Contextual understanding of the teachers status was done by ranking teaching along side

other professions in the country.

• Two thirds of the countries judged the status of teachers to be most similar to social

workers (Germany, Italy, Spain, Switzerland and the Netherlands). The second closest

status was to librarians (USA, Brazil, France, Turkey) and in New Zealand, people think

that the job of teaching is most similar to nursing. Only one country (China) think of

teachers as being most closely compared to doctors. The result seems to show the type of

work the teachers do in the different parts of the world.

Teaching: Sought-After Profession. When parents were asked if they could encourage

their children to become teachers, the summarized answers are as follows: 50% of parents

in China provide positive encouragement for child to become teachers, China is joined by

South Korea, Turkey and Egypt while parents in Israel, Portugal, Brazil and Japan are

least likely to encourage their children to become teachers.

Pupil Respect for Teachers. Parents were asked to respond whether they believed that

teachers are respected by their pupils.

Performance-Related Pay. Most countries believed that teachers salary should be based

on the achieved student learning outcomes. The performance- related pay (PRP) should

be used according to performance.

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.

• 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.

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

Teachers

Reporter: REBANCOS, MARIBETH T.

Objective

 Identify the different changes occurring in the global teaching-learning landscape

 Identify the 21st century life and career skills for learners and teachers.

 Demonstrate understanding of the UNESCO’s Four Pillars of Learning as these apply

to 21st century.

Introduction

“Tell me and I forget, teach me and I may remember, involve me and I learn”

Confucius-

Lesson 3 is about the changing global landscape in teaching and learning brought

about by factors such as the learning environment, content and processes of learning in

the 21st century. It will present how these changes will be addressed by the principle

underpinning the UNESCO’s Pillars of Learning; Learning to Know, Learning to Do,

Learning to Be, and Learning to Live Together.

A. The changing Global Landscape and the 21st century skills for Teachers.
 In the 21st century, communication technologies have broken barriers and enabled

globalization. Teachers must understand these technologies to adapt and thrive in a world

that relies on people's knowledge, skills, and values.

SEAMEO-INNOTECH highlights the importance of tools in teaching, highlighting the

need for teachers to develop these skills to survive in the 21st century.

To understand the categories, we will attempt to:

 Describe the new teaching environment,

 Identify the new learning contents,

 Explain the new processes of learning and how these will be facilitated

What is New Learning Environment?

It has a boarded form the confines of the room to places and space that support

learning characterized by;

 Learners-centered,

 New space and borderless,

 Enhanced opportunity for creativity, and innovations, and

 Use of ICT

What is New Learning Contents?

 It is the topic , themes, beliefs, behaviours, concepts and facts, often grouped

within each subject or learning area under knowledge, skills, values and attitudes that are

expected to be learned and form the basis of teaching and learning.

 Integrated/ Interdisciplinary;

 Demand-driven

 Emphasis on learning tools on how to retrieve knowledge; and

 Balance of scientific, technological, cultural, global, local concepts.

The New Processes of Learning and How These will be Facilitated

 In the 21st century, there are other ways to gain knowledge aside from formal setting

which is in school.

 It can be acquired through informal and non-formal means such as online learning.

The idea of multiple ways of learning mediated by the following;

 Face-to-Face

 Distance Learning
 Blended Modalities

 Experiential and lifelong

The New Types of Learners

 Teaching in the 21st century has to evolve and adapt changing needs of our new

generation of learners, who :

 Persons who think confidently and critically and who communicates effectively.

 Self-directed and who questions, reflects and takes responsibilities for his/her

actions.

 Concerned citizen, concerned about local affairs.

 Member of the new generation: pop-culture, different ways of thinking and of

respondingc

 Multi-cultural

Life and Career Skills

 Flexibility& Adaptability

 Initiative & Self-Direction

 Social & Cross-Cultural Skills

 Productivity & Accountability

 Leadership & Responsibility

The New Types of Teachers

 Skillful in the integration of ICT.

 Use broad pedagogies: inquiry based learning, cooperative learning.

 Develop their life and career skills for the 21st century.

 Great understanding of the local acnd global culture.

 Skillful in research to diagnose and solve classroom problem.

B. UNESCO’s four Pillars learning from Delor’ Report: Learning; A Treasure from

Within

 It was commonly referred to as the "Delors Report," that proposes a holistic and

integrated vision of education based on the paradigms of lifelong learning and

the four pillars of learning to be, to know, to do, and to live together.

 According to UNESCO’s 1958, the Literacy was refers to the ability of an

individual to read and write with understanding a simple short statement related

to his/her everyday life.

 In year 2000, the Literacy was defined as the to read and write with

understanding a simple statement related to one’s daily life.

 According to UNESCO’s in 2003, It redefined literacy as the ability to

identify, understand, interpret, create, communicate and compute using printed

and written materials associated with varying content.

 In 21st century literacy has increasingly reflected the ability to use technology

for gathering and communicating information.

Who is the literate person?

A person aged 7 years and above, who can read and write with understanding in

any language.

The 21st century literacies

Learning to KNOW

Implies learning how to learn by developing one’s CONCENTRATION,

MEMORY SKILLS, ABILITY TO THINK and also ACQUIRING THE

INSTRUMENT OF UNDERSTANDING.

As a result of this it help LEARNS become;

 More ENLIGHTENED

 More EMPOWERED

 More ENRICHED

Learning to DO

- It represents the skillful, creative, and discerning application of knowledge.

- Performing a job or work.

Learning to BE

- Holistic/wholistic to one self

- Development of a person individual and as a member of the society.

Learning to LIVE TOGETHER

- Holistic/wholistic not for oneself but with others

 - Vital in building a genuine and lasting culture of peace in thr wold.

- Home-school-community-world

CompaREASON

Bloom’s Taxonomy Four Pillars of Education/Learning

COGNITIVE
Learning to KNOW

PHYCHOMOTOR Learning to DO

AFFECTIVE Learning to BE & Learning to

LIVE TOGETHER

Chapter 7: Continuing Professional Development:

THE LIFEBLOOD OF THE TEACHING

PROFESSION
BRENDA B. CORPUZ, PhD
Reporter: Ronald P. Moreno

“Who dares to teach must never cease to learn.”- Unknown

Learning Outcomes

 Explain why CPD is necessary for professional teachers

 Discuss pertinent provisions of the CPD Act of 2016 and other related legal

documents

 Commit to continuing professional development

INTRODUCTION

The professional license for teaching obtained after passing the Licensure

Examination for Teachers (LET) simply tells that the professional teacher possesses the

minimum competencies expected of professional license. This is one big demand for a

professional teachers.

The code of Professional Conduct of Public School Teachers cited in Section 7 of

RA 4670 states. “Responsibility is something expected of a professional teacher. The

work of the teacher in the development and guidance of the young is a tremendous

responsibility for which he is accountable to God, to his country, and to posterity. It is a

trust of which every teachers should strive to be worthy.”

In fact, all professional teachers owe it to themselves and to the clientele they serve

to go through CPD. When doctors and nurses commit mistake, they bury their mistake.

When a lawyer commits a mistake, he/she outs his/her mistake behind bars. What about
the teacher? When a teacher commits a mistake he/she multiplies that mistake. A

professional, therefore, cannot afford to commit a mistake. A professional needs to go

through CPD.

The Philippine Professional Standards for Teachers (the revised National

Competency-Based Teacher Standards) includes personal growth and professional

development as the seventh domain. With the enactment of RA 10912, the CPD Law of

2016, CPD for all the professions regulated by PRC is now mandatory. Mandating CPD is

the only way all professional including teachers are made to go through CPD, CPD for

professional teachers is not an option. It is a necessity. Continuing professional

development for professional teachers sharpens the professional teacher “competitive

edge in a highly competitive global world.

The Philosophical Basis of CPD

“Growth is an evidence of life.” This implies that anything that is alive grows or

anything that grows is alive. So a teacher who is alive grows physically, psychologically,

mentally, socially, emotionally, spiritually. If he/she doesn’t grow, it means he/she is no

longer alive.

“Man/woman is an unfinished project.” For a professional teachers, he/she is always in

the process of becoming better and better as a person and as a professional teacher.

“No person has “arrived” This implies that no professional has arrived at the perfect

state.
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 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 teachers obligations to assume the

responsibility to maintain and sustain his professional growth and

advancement…”

2. RA 9135, 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

function of the Secretary of Education, Section 7 A., to wit…

3. R.A 7836, the Teacher’s Professionalization Act, also provided for mandatory.

Continuing Professional Education (CPE), now referred to as Continuing

Professional Development (CPD), to wit:

4. The Board 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:

 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:

6. R.A. 10912 Continuing Professional Development Act of 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.

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

of 2016

A lot of question have been raised about R.A. 10912, otherwise known as the Continuing

Professional Development Act of 2016. Many a teacher resist 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 global village. The need for CPD is heightened by

ASEAN integration and internationalization which are now real. To be in, a professional

must meet international standard. The way to go is CPD.

The purpose of CPD for professionals are stated in RA 10912, Article 1 Declaration of

Policy.

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

Ways By Which Professional Teacher Can Earn Credit Units

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

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

by PRC. You can earn credit units as a participant to a training approved by the

CPD Council. You earn more credit units if you serve as a resource speaker,

trainer or demonstration teacher.

2. Academic track – This refers to the completion of a Master’s degree, completion

of candidacy to the doctorate program, completion of the post-doctoral diploma,

and being a recipient of a professional chair grant, and/or fellowship grant.

3. Self-directed track – This includes training 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.

4. Productive Scholarship – This means that the professional teacher has developed

program/training module, curriculum guide or any other resource material.

For specific number of credit units earned by professional teachers per CPD

activity, refer to Professional Regulatory Board for Professional Teacher Resolution No.

11, series of 2017. (Refer to Appendix 3.)

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 his/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 superiors 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 double plan.

Professional teachers formulating their respective annual CPD Plans and faithfully

observing them lead to the building of a CPS culture among professional teachers, With

that CPD culture, the negative attitude towards mandatory CPD hopefully will fade away.
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.

Objectives Methods Resources Time Frame Success

Strategies Indicator

What competence What What will I When do I What PPST What I learners

will I enhance? professional do to access expect to competence performance

activity will I resources? have would I have would have been

undertake to accomplished enhanced? improved?

achieve my

objective?

Which template to use? It is up to you. For those interested to be in DepED, it may be

good to use the IPPD format.

Teacher’s Individual Plan for Professional Development (TPPD)

 Personal CPD Plan

Training Objective Activity Resources Time Expected Expected

Need Needed Frame Output Outcome

What do I What What Human Material When am What results

need to should I activity I does this

improve my do to should I Whose What supposed activity have

teaching? address undergo help do I materials to have on my

my need? to need to or how addressed teaching and

address address much my need? my students

my my need? cash do I learning?

need? need to

address
 my

need?

Preparation of To make Tutorial IT teacher Laptop May 2018 5PPs More

PP PP for at expert LCD interesting

least 5 and more

lessons concrete

lesson

presentation

and improved

students’

scores
CHAPTER 8

PHILOSOPHIES OF EDUCATION

Reporter: AIZA MAE L. BERMEJO

Philosophy (ancient Greek) Philos means love and sophy/sophos means wisdom.

Philosophy means ( Love for Wisdom).

“To Philosophize is so essentially human- and in a sense to philosophize means

living a truly human life.”- J. Pieper

LESSON 1: OUR PHILOSOPHICAL HERITAGE:

PHILOSOPHIES OF EDUCATION

7 PHILOSOPHIES OF EDUCATION

1.CONSTRUCTIVISM

JEAN PIAGET- Father of constructivism

Based on the idea that people actively construct or make their own knowledge, and that

reality is determined by your experiences as a learner.

WHY TEACH:

To develop intrinsically motivated and independent learners adequately equipped with

learning skills.

WHAT TO TEACH:
The Students are taught how to learn.

They are taught learning processes and skills such as searching, critiquing and evaluating

information, relating these pieces of information, reflecting on the same,making meaning

out of them, drawing insights, posing questions, researching and constructing new

knowledge out of these bits of information learned.

HOW TO TEACH:

The teacher provides students with data or experiences that allow them to hypothesize,

predict,manipulate objects, pose questions, research, investigate, imagine, and invent.

The constructivist classroom is interactive.It promotes dialogical exchange of ideas

among learners and between teacher and learners. Teacher's role is to facilitate the

process.

2.ESSENTIALISM

It is a theory that asserts that education properly involves the learning of the basic skills,

arts, and sciencesthat have been useful in the past and are likely to remain useful in the

future.

Refers to BASIC EDUCATION.

WHY TEACH:

For learners to acquire basic knowledge, skills and values.

To hopefully transmit the traditional moral values and intellectual knowledge that

students need to become model citizens.

WHAT TO TEACH:

Basic skills or fundamental R's such as reading, 'riting, ' rithmetic, and right conduct.
Essentialist curriculum includes traditional disciplines (math, natural sciences, history,

foreign language and literature.

Teacher and administrators decide what is most important for the students to learn and

place little emphasis on the student's interest.

HOW TO TEACH:

Emphasis on mastery of subject matter. They are expected to be intellectual and moral

models of their students.

Observance of core requirements and longer school days, a longer academic year.

Teachers rely heavily on the use of the prescribed textbooks, the drill method, lecture, and

other direct method.

There is a heavy stress on memorization and discipline.

3.PROGRESSIVISM

WHY TEACH:

Progressivist teachers teach to develop learners into becoming enlightened and intelligent

citizens of a democratic society.

This group of teacher teaches the learners so they may live life fully NOW not to prepare

them for adult life.

WHAT TO TEACH?

The progressivists are identified with need-based and relevant curriculum. This is a

curriculum

that"corresponds to students' needs and that relates to students' personal lives and

experiences".

Progressivists accept the impermanence of life and the inevitability of change.

Natural and social sciences are given emphasis.

[Teachers expose students to many new scientific,technological,and social

development,reflecting the notion that progress and changes are fundamental.]

HOW TO TEACH?

Experiential method. Learning by doing

"Book is no substitute for actual experience."

-JOHN DEWEY

One experiential teaching method that progressivist teachers heavily rely on is the

problem-solving method

4.PERENNIALISM

Comes from the word Perennial meaning "EVERLASTING".

Believe that the focus of education should be the ideas that have lasted over centuries.

WHY TEACH:

We are all rational animals.

Develop the students rational and moral powers.

"If we neglect the students reasoning skills, we deprive them of the ability to use

their higher faculties to control their passions and appetites."

- ARISTOTLE

WHAT TO TEACH?

Curriculum is universal on the view that all human beings possess the same essential

nature.

It is heavy in humanities,on general education.

Not a specialized curriculum.

Less emphasis on vocational and technical education.

Perennialist teachers teach are lifted from the great books.

HOW TO TEACH?

Teacher-centered

Teachers do not allow the students interest or experiences to substantially dictate what

they teach.

They apply whatever creative techniques and tried and true methods which are believed

to be most conducive to disciplining the students mind.

[SOCRATIC DIALOGUES.]

5.EXISTENTIALISM

WHY TO TEACH?

To help students understand and appreciate themself as unique individuals who accept

complete responsibility for their thoughts,feelings and actions.

To help define their own essence by exposing them to various paths they take in life and

by creating an environment in which they freely choose their own preferred way.

[The existentialists demand the education of the whole person, not just the mind.

WHAT TO TEACH?

Students are given a wide variety of options from which to choose, and vicarious

experiences that will unleash their own creativity and self-expression.

Encourage individual creativity and imagination more than copying and imitating

established models

HOW TO TEACH?

Existentialists methods focus on the individual.

Learning is self-paced, self-directed.

It includes a great deal of individual contact with the teacher.

Teachers employ values clarification strategy.

6.BEHAVIORISM

PROPONENTS: IVAN PAVLOV, JOHN B. WATSON, B.F SKINNER

Focus on the idea that all behaviors are learned through interaction with the environment.

WHY TO TEACH?

To modify and shape students behavior by providing for a favorable environment, since

they believe that they are product of the environment.

They are after students who exhibit desirable behavior in society.

WHAT TO TEACH?

Because they look at "people and other animals....as a complex combination of matter that

act only

in reponse to internally or externally physical stimuli." Behaviorist teachers teach

students to

respond favorably to various stimuli to their environment.

HOW TO TEACH?

Teachers ought to arrange environmental conditions so that students can make the

responses to stimuli.

Behaviorist teachers ought to provide appropriate incentives to reinforce positive

responses and weaken eliminate negative ones.

7.LINGUISTIC PHILOSOPHY

NOAM CHOMSKY- is an American linguist" the father of modern linguistics".

-The belief that language is at the root of all learning, we learn best by using language.

WHY TO TEACH?

To develop communication skills of the learners because of the ability to articulate, to

voice out the meaning and values of things that one obtains from his experience of life

and the world is the very essence of man.

Teacher teach to develop in the learner the skills to send messages clearly and receive

messages correctly.

WHAT TO TEACH?

Learners should be taught to communicate clearly through the three ways of

communication.

 Verbal components- content of message,choice and arrangement of words.(oral

/written)

 Nonverbal components- message through body language.

 Paraverbal components- how we say what we say-the tone , pacing and volume of

our voices.

There is need to teach learners to use 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 nonverbal means

and consistently through paraverbal means.

Teach them to speak as many language as you can. The more languages one speaks,the

better he/she can communicate to the world.

HOW TO TEACH?
Done in experiential way.

Teacher should make the classroom a place for the interplay of minds and hearts.

Teacher should facilitates dialogue exchange of words and ideas between learners.

Chapter 9

Teaching, the Noblest of All Profession

BRENDA B. CORPUZ, PhD

Reporter: Arvin Christopher Rodriguez
INTRODUCTION

Teaching has a lot of demands. That is why only a few answers the call to teach. Even for

those who respond to the call, sometimes their response is half-hearted because they find

themselves in a situation where there is no other choice. Or if finally, they become

professional teachers they introduce themselves as teacher "lang" (meaning teacher only)

or leave after three or four years of teaching. Only a few embraces it as their mission

while on Earth. Yet, it has always been described as the noblest profession.

Summary of the "Three Letters from Teddy":

The story begins with a teacher finding a note on her desk from one of her new students,

Teddy. In his letter, Teddy expresses his longing for a teacher who would truly care about

him, indicating that he feels neglected and unimportant. This initial letter from Teddy

serves as a poignant reminder of the power and responsibility that teachers hold in

shaping the lives of their students.

The teacher is moved by Teddy's letter and starts to investigate his background. She

discovers a second letter, written by Teddy's previous teacher, Mrs. Thompson. In this

letter, Mrs. Thompson reveals that Teddy had a difficult home life, facing neglect and

challenges. Despite this, Mrs. Thompson recounts her efforts to connect with Teddy and

provide the emotional support he needed.

The final letter is a reflection written by Teddy's former teacher, Mrs. Thompson. She

reflects on Teddy's time in her classroom and the profound impact that caring for him had

on both her and Teddy. She acknowledges that Teddy was a special child who needed

love and guidance. Mrs. Thompson's letter underscores the vital role that teachers play in
recognizing and nurturing the potential in every student, especially those who face

challenges and adversity.

In summary, "Three Letters from Teddy" is a heartwarming and thought-provoking story

that emphasizes the importance of caring, understanding, and nurturing students, even

when they face difficult circumstances. It highlights the transformative power of a

teacher's love and support in helping students realize their potential and lead fulfilling

lives.

ABSTRACTION AND GENERALIZATION

The story of Teddy must have touched you a lot. I have seen it and presented it to

audiences of teachers a number of times and it has always touched me. Let us remember

that there are a lot of Teddy's in our classes but there may be just a few Miss Thompson’s

in the classrooms. The like of Miss Thompson as a teacher is said to be an endangered,

disappearing species. Hopefully, the story touched you so much that starting from now

you vowed to be like Miss Thompson to other students in the future and so the like of

Miss Thompson multiplies.

Convinced of the nobility of the teaching profession, Henry Adams also said, “A teacher

affects eternity. No one knows where his influence stops.”

John Steinbeck, Nobel and Pulitzer Prize-winning American novelist, claims “Teaching

might even be the greatest of the arts, since the medium is the human mind and spirit.

While the artist works on the canvas, the teacher works on the human mind and heart.”

The greatest men and women in history where teachers - Socrates, Plato, Aristotle,

Confucius, loud, Lao Tzu, Siddhartha, Gautama, Jesus Christ. Their teachings have
transformed the individual and collective lives of their followers and their worlds. Their

teachings reverberate up to the present.

An old anecdote about teaching and teacher may convince you more and that you are

preparing for a profession which is the noblest of all professions. It is considered the

mother of all professions. Teachers have a special place in heaven. Agree or disagree?

ReadTheir Special Place in Heavenlifted from Teacher: A tribute to Teachers Everywhere

published by the Technological Institute of the Philippines on the occasion of its

50thfoundation anniversary. This is an old story told again and again, but let me share it

with you anyway.

Their Special Place in Heaven By:

Cynthia Ferrer Gubler

At the gates of Heaven, Saint Peter stood resplendent, holding the keys to heaven. Before

him snaked a very long line of people eager to pass through the portals of Heaven. Saint

Peter asked the man at the head of the line a simple question, “Why, dear Sir, should I let

you enter heaven?” The man replied, “I am a doctor in my lifetime. I saved lives, cured

the sick and gave them and their families a better quality of life.”

To which Saint Peter commented: “Remarkable you may enter through the gates of

Paradise and enjoy your rightful place.”

Next in line was a woman dressed in a no nonsense business suit. Saint Peter ask her the

same, “Why should I let you enter heaven, dear woman?” And she replied, “I’m an
entrepreneur. I gave people decent jobs, paid them well enough for them to feed, clothe,

shelter and afford their families the necessities of life.”

“Ah,” said Saint Peter. “Indeed, that is remarkable as well. But of course you may enter

heaven.

” A young man in uniform stepped upon faced Saint Peter and to the same question he

responded, “I am a policeman in my lifetime. I came to the succor of the citizenry,

protected it against criminals, so plagued the streets down on Earth.”

Saint Peter was impressed and gave the young man a pass to enter through the gates of

Heaven.

Soon it was the turn of a dignified elderly man who did not wait for Saint Peter to pose

him the question, and offered his reason: “I am a lawmaker. I crafted laws and policies for

the benefit of all the stakeholders of society, prescribing their rights and violations,

thereof.”

Impressed with the lawmakers credentials. Saint Peter let him through, without any

hesitation.

Fast on the heels of the lawmaker, a young woman, austerely dressed, came up front.

“Tell me young lady, why should I let you in?”, Saint Peter asked. She replied, “I am a

lawyer, Saint Peter. To the best of my abilities, I defended the rights of the victims and at

times the rights of the accused, such as vigorously.”

“Commendable!” roared Saint Peter in delight.

Saint Peter now face a middle aged man with the rimmed glasses. The man had heard the

question that Saint Peter had posed those ahead of him, and he had a ready answer, “I am

a scientist dear Saint Peter. I helped unlock the secrets of life and the secrets of the fields:

Research Technology, Communications Medicine, Transportation, Galactic Travel,

among others. And in doing to, I assure you, I never lost my awe and wonder of the

Creator of such majesty and grandeur as the universe.”

Saint Peter could not contain his delight, and permitted the man to enter heaven.

In stark contrast to the scientists who left, a tall, dignified man in a well-cut Italian suit

and handmade silk tie stepped up in front of the line. My dear man, Saint Peter said,

feeling more loquacious. “You must agree that I did well, letting the scientist into

Heaven. Pray, tell me, why I should let you through the gates of Heaven: And to this the

man replied, I am a diplomat. With all my God-given skills very hard to eradicate the

scourge of war that has visited people time and time again and devastated scores and

scores of generations of the human race.”

“But of course, a peacemaker,” Saint Peter murmured appreciatively. “Do take your place

in heaven as promised to peacemakers.”

This line of questioning continued down the line of souls who stood before Saint Peter,

eager to disclose to him their rights to enter Heaven. Farmer architect, fisherman,

engineer, bus driver, household help, actor, comedian, banker, parent, computer analyst,

financier, politician, chief executive officer, country president, and chef.

Finally, the line of questioning continued down the line of souls who stood before Saint

Peter. It had been a long day, and he was pleased that he did not have to turn away

anymore. He looked at the simple woman before him and asked the same questions for

the last time that day. “My dear lady, thank you so much for waiting so patiently for your

turn. Now tell me, why should I let you into heaven?”

And the elderly woman responded without rancor or recriminations at being heard last;

“Dear Saint Peter…This is why you should let me through the gates of heaven. Those

people who entered ahead of me ...they became who they were, Because of me”
In a mixture of Pride and Humanity, she continued: “I am their teacher.”

Saint Peter silently nodded, breaking into to smile. His job for the day had ended. He

locked the gates of Heavens, only after the teacher steeped in for just deserved reward.

"Teaching, the Noblest of All Profession"

"Teaching, the Noblest of All Profession" is a sentiment that reflects the high regard and

respect that many people hold for educators and the field of education. While the

statement is a matter of personal opinion and may vary from person to person, there are

several reasons why teaching is often considered a noble profession:

1. Shaping the Future: Teachers have a significant impact on the lives of their students.

They play a crucial role in shaping the future of young individuals by imparting

knowledge, values, and life skills. Teachers help prepare students for the challenges and

opportunities they will face in their lives.

2. Empowering Others: Teaching is about empowering others to achieve their potential.

Educators guide and support students in their learning journey, helping them develop the

skills and knowledge they need to succeed in their chosen paths.

3. Fostering Critical Thinking: Teachers encourage critical thinking and problem-solving

skills, which are essential for personal and societal growth. They teach students how to

analyze, question, and evaluate information and ideas.

4. Instilling Values: Teachers not only impart academic knowledge but also help instill

values such as respect, responsibility, and empathy. They contribute to the moral and

ethical development of students.

5. Making a Difference: Educators often witness the transformation and growth of their

students. The satisfaction of knowing that they have made a positive impact on someone's

life is a significant reward in teaching.

6. Promoting Equality: Education is a key instrument for social mobility and equality.

Teachers contribute to leveling the playing field by providing opportunities for all

students, regardless of their background.

7. Lifelong Learning: Teachers are themselves lifelong learners, continually improving

their knowledge and teaching methods. They serve as role models for their students by

demonstrating the value of ongoing education.

8. Nurturing Creativity: Teachers encourage creativity and innovation in their students,

fostering a sense of curiosity and exploration.

9. Building Communities: Schools and educational institutions are the cornerstones of

communities. Teachers play an essential role in building and strengthening these

communities through their interactions with students, parents, and colleagues.

10. Preparing Future Leaders: Many leaders in various fields, including politics, business,

science, and the arts, attribute their success to the guidance and inspiration of their

teachers.
While teaching can be a challenging profession, it is often considered noble due to the

positive impact it has on individuals and society as a whole. Teachers dedicate their time,

energy, and expertise to help others learn and grow, making teaching a profession that

contributes significantly to the betterment of humanity.

Appendix A
RA 7836

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

The term professional has become a global nomenclature for people who excel in their

respective careers and professions. There were IT professionals in India who worked in Silicon

Valley but returned to their home country to share their expertise. We salute the professional

soldier; we commend the professional artist. Business and industry conduct continuing

professional development to ensure that every employee grows in his/her area of expertise and

become multiskilled. They claim that their companies are managed "by professionals who operate

with a great deal of autonomy".

By semantics, profession is a type of job that requires special training and gives status and

prestige to the individual. A professional is one who has competent skills, observes high standards

of the job, and abides by the code of ethics.

Who is the professional teacher? She/He is the "licensed professional who possesses dignity

and reputation, with high moral values as well as technical and professional competence…

she/he adheres to, observes, and practices a set of ethical and moral principles, standard,

and values." (Code of Ethics of Professional Teachers, 1997).

Resolution No. 436

Series of 1997

Pursuant to the provisions of paragraph (e), Article II, of R.A. No. 7836, otherwise known as the

"Philippine Teachers Professionalization Act of 1994" and paragraph (a), section 6, P.D. No. 223,

as amended, the Board for Professional Teachers hereby adopt the Code of Ethics for

Professional Teachers.
Preamble

Teachers are duly licensed professionals who possesse dignity and reputation with high moral

values as well as technical and professional competence in the practice of their noble profession,

and 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 competent teachers. Committed to its full realization, the provision of this Code

shall apply, therefore, to all teachers in 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 arts 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.

Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future 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, instil allegiance to the constitution and 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 this effect.

Section 3. In the interest of the State and 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 a full commitment and devotion to duty.

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 or

service or other valuable material from any person or entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and

responsibility.

Section 7. A teacher shall not use his position or official authority or influence to coerce any other

person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding

the product of his researches and investigations; provided that, if the results are inimical to the

declared policies of the State, they shall be brought to the proper authorities for appropriate

remedial action.

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 service by providing an environment conducive 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 honour and dignity at all times and refrain from such activities as gambling,

smoking, drunkenness, and other excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore, study and

understand local customs and traditions in order to have 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.

Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and

shall welcome the opportunity to provide such leadership when needed, to extend counselling

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 personal and official relations

with other professionals, with government officials, and with the people, individually or

collectively.

Section 8. A teacher possesses freedom to attend church and worships as appropriate, but shall

not use his positions and influence to proselyte others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure 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 preparations for the career of teaching, and shall be at his best at all times and 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.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall

not make improper misrepresentations through personal advertisements and other questionable

means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified

means for earning a decent living.

Article V: The Teachers and the Profession

Section 1. Teachers 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.

Section 2. A teacher is not entitled to claim credit or work not of 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 for whoever assumes the position

such records and other data as are necessary to carry 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 has not been officially released, or

remove records from files without 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. However, this may be done only if

there is incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an

associate, preferably in writing, without violating the right of the individual concerned.

Section 7. 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.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort to understand and support

the legitimate policies of the school and the administration regardless of personal feeling or

private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against superiors, especially

under anonymity. However, if there are valid charges, he should present such under oath to

competent authority.

Section 3. A teacher shall transact all official business through channels except when special

conditions warrant a different procedure, such as when special conditions are advocated but are

opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate

higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek redress against

injustice to the administration and to extent possible, shall raise grievances within acceptable

democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of

learners whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and

transfer of teachers are made only on the basis of merit and needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his

contract, assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy, helpfulness and

sympathy towards teachers and other personnel, such practices being standards of effective school

supervision, dignified administration, responsible leadership and enlightened directions.

Section 2. School officials, teachers, and other school personnel shall consider it their cooperative

responsibility to formulate policies or introduce important changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers

under them such as recommending them for promotion, giving them due recognition for

meritorious performance, and allowing them to participate in conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other

subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are employed in

accordance with pertinent civil service rules, and private school teachers are issued contracts

specifying the terms and conditions of their work; provided that they are given, if qualified,

subsequent permanent tenure, in accordance with existing laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of

learners in the subject or grades he handles, provided that 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 actions, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first and

foremost concern, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.

Section 4. A teacher shall not accept favours or gifts from learners, their parents or others in their

behalf in exchange for requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other

what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in 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 learners nor make

deductions from their scholastic ratings as a punishment for acts which are clearly not

manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum development of

learners are adequate, and shall extend needed assistance in preventing or solving learner’s

problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall

conduct himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and

deficiencies of learner under him, exercising utmost candour and tact in pointing out the learner's

deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the

learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall

discourage unfair criticism.

Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income

generation; provided that it does not relate to or adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as

in the settlement of his debts and loans in arranging satisfactorily his private 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 his assignment is

inherently, related to such purchase and disposal; provided they shall be in accordance with the

existing regulations; provided, further, that members of duly recognized teachers cooperatives

may participate in the distribution and sale of such commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is the highest

obligation to live with dignity at all times whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal

behaviour 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 a

model worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of

the destinies of men and nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for the

imposition against the erring teacher of the disciplinary action consisting of revocation of his

Certification of Registration and License as a Professional Teacher, suspension from the practice

of teaching profession, or reprimand or cancellation of his temporary/special permit under causes

specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules

and Regulations Implementing R.A. 7836.

Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the Professional Regulation Commission

and after sixty (60) days following its publication in the Official Gazette or any newspaper of

general circulation, whichever is earlier.