`I.

COURSE NUMBER AND DESCRIPTIVE TITLE: ED2 The Teaching Profession

II. SEMESTER OFFERED, ACADEMIC YEAR: 1st Semester, AY: 2023 - 2024
III. TOPIC ASSIGNED: UNIT 7 : Continuing Professional Development: The
Lifeblood Of the Teaching Profession

IV. LIST OF REPORTERS: a

NAME OF REPORTER TOPIC ASSIGNMENT RATIN
GS

Cheska Lurrane Balinas Introduction,The Philosophical

Basis of CPD and Historical and
Legal basis of Continuing
Professional Development in
the Philippines.

Queenie Marie Estilloro The Sallent Provisions of RA

10912 The Continuing
Professional Development Act
of 2016 , Ways By Which
Professional Teachers Can Earn
Credit Units and Continuing
Professional Development Plan

Julie Ann Larawan Templates for a CPD Plan ,

Joining Professional Learning
Community/Communities of
Practice and Learning from the
CPD practices of High
Performing Countries

Shyne Nuñez CPD in Finland, CPD in Japan,

CPD in New Zealand,
Characteristics of Effective
CPD
V. SUMMARY OF REPORT:
"Growth is an evidence of life. Anything that is alive grows or
anything that grows is alive."
-anonymous

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 teachers.Hence,every professional teacher is expected
to continue developing after obtaining his/her professional license. This
is one big demand for a professional teacher. The Code of Professional
Conduct for 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 is a trust of which every teacher should strive
to be worthy."
The Philosophical Basis of CPD
"Growth is an evidence of Iife. "This implies that anything that is alive
grows or anything that grows is alive. So a teacher who is alive grows
physicaly,psychologicaly,mentally,socialy,emotionally,spiritually.Ifhe/
she doesn't grow, it means he/she is no longer alive.
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 1987Phillppine Constitution. No less than the
fundamental law of the land, Section 5,Páragraph 4,state:'The State
shall enhance the right of teachers to professional advancement"
Other laws also cited continuing professional development, as follows:
1.Batas Pambansa 232,the Education Act of 1982,Chapter 3.Duties and
obligations, Sections 16,(4)states as one of teacher's obligations to
assume the responsibility to maintain and sustain his professional
growth and advancement...
2.RA 9155,An Act Instituting a Framework of Governance for Basic
Education, Establishing Authority and Accountabiity,Renaming the
Department of Education, Culture and Sports as the Department
ofEducation,and for other purposes, was enacted on August 11,2001.In
the enumeration of duties and functions of the Secretary of Education,
Section 7A.,to wit.
3.R.A.7836,The Teacher'sProfessionalizaton Act, also provided for
mandatory Continuing Professional Education(CPE),now referred to as
Continuing Professional Development (CPD).
4.The Board for Professional Teachers (BPT) also passed Resolution
NO.435, s. 177 to adopt the Code of Ethics for Professional Teachers
pursuant to the provisions of paragraph € Article 11 of RA 7836,other-
wise known as The Philippine Teacher’s 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 July25,1995.
This Executive Order was premised on the following:
WHEREAS, the various professions play a crucial role in nation-building:
WHEREAS,I is imperative to impose upon registered professional the
completion of the Continuing Professional Education(CPE)programs
adopted by the concerned Board as a pre-requisite for the renewal of
their licenses;
WHEREAS, the professional who undertake CPE programs are enabled
not only group grade or improve their technical knowledge and skills
but also to keep them abreast with modem trends and technology in
their respective professions, thereby assuring the rendition of highty
qualitative professional service/s that will be globally competitive
under the General Agreement on Trade in Services(GATS) and the
same time securing the safety and protection of the public;
WHEREAS, the confidence and patronage of the public in a professional
depend upon his competence and the quality of service rendered
resulting from his acquisition of updated technical knowledge and skills
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 inducing the teaching profession has to come
mandatory.
The Sallent Provisions of RA 10912,The Continuing
Professional Development Act of 2016
A lot of questions have been raised about R.A 10912.otherwise known
as the Continuing Professional Development Act of 2016.Many teachers
resist CPD. It is claimed to be extra expense,extraeffort and extra time
when in fact it is every professionals obligation.
Number of CPD Units Required
Period No. Of Credit
Units
Requirement
s
December 15 credit units
2017
January - 30 credit units
December
2018
January 2019- 45 credit units
February 2019
March 2019 15 credit units
onwards
(transition
period)

Ways By Which Professional Teachers Can Earn Credit Units

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.
2. Academic track – this refers to the completion of a Master’s degree,
completion of candidacy to the doctorate program, completion of the
doctorate program, completion of a post – doctoral diploma, and being
a recipient of a professorial chair grant, and/or fellowship grant.
3. Self – directed track – . 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.
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 superior/s because
he/she monitors himself/herself.
Templates for a CPD Plan
Teachers Individual Plan for Professional Development (IPPD)
Objectiv Methods Resour Time Success
es / ces Frame Indicatio
Strategi n
es
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competen professio will I do except to PPST learners
ce will nal to have competen performan
enhance? activity access accomplish ce would ce would
will I resourc ed? I have have
undertak es enhance? been
e to improved?
achieve
my
objective
?

Personal CPD Plan

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g need tive ity rces frame put d
neede Outcom
d e
What do What What Human Materi
When What
I need should activi al am I results
to do to ty Whose suppos does this
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my s my dI I need materi have have on
teachin need? under to als or addres my
g? go to addres how sed my teaching
addre s my much need? and my
ss my need? cash students
need? do I learning
 need ?
to
addre
ss my
need?
Prepara To Tutori IT Lapto Decem 5 More
tion of make al teache p ber PPs interesti
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at expert more
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d
students
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Joining Professional Learning Community/Communities of

Practice
CPD is made possible and alive through professional learning
communities (PLCs). These PLCs are powerful collaborations in which
teachers work together to analyze and improve their classroom
practice in a systematic process.
Learning from the CPD practices of High Performing Countries
Let us learn from the CPD practices of high performing countries like
Singapore and Finland. CPD in Singapore Singapore is the first
country in the world to adopt the PLC framework nationwide.
(Dimmock & Tan, 2013; Hairon & Dimmock, 2011) It has
institutionalized PLC in its schools. Professional development is very
much alive. In 2010, the Ministry of Education (MOE) mandated all
schools to be a “learning organization”. T.
Another effective strategy for PD in Singapore is the lesson study
(Lewis, Perry & Hurd, 2004) adopted from Japan. The overall goal of
lesson study is to foster collaborative inquiry and data-driven
pedagogical reflection among teachers. How is this done? This
consists of four cyclical phases (Tan, 2014):
1. Study phase – Teachers analyze the curriculum to be taught
and formulate long-term teaching and learning goals;
2. Planning phase – Teachers select lessons for research, predict
student thinking and difficulties, and plan the implementation of
specific lessons for data collection;
3. Analysis phase – Teachers observe and discuss the classroom
evidence collected (e.g., videos, student written work);
4. Reflection phase – Teachers discuss student learning and
identify new areas for further inquiry.
CPD in Finland
Teachers in Finland meet one afternoon each week to jointly plan and
develop curriculum. They are encouraged to work together to share
materials.
CPD in Japan
 Lesson Study Approach to Professional Development Japan is well
known for lesson study. How does Japan do lesson study as a strategy
for professional development? Below is a detailed description of how
Japan implements a lesson study:
CPD in New Zealand
In New Zealand, the Ministry of Education gives funds for 20 percent
release time for new teachers and 10 percent release time for
second-year teachers to observe other teachers attend
professional development activities, courses and work on curriculum.
Characteristics of Effective CPD
Based on the professional development practices and experiences of
high performing countries, we can say that a CPD that works is 1)
continuous; 2) collaborative; 3) focused on a specific teacher need; 4)
job –embedded; 5) given enough time and 6) funded. The one-shot
workshops that teachers bemoan don’t work.