CHAPTER 7

Continuing Professional
Development:
The Lifeblood of the Teaching
Profession

Reporter name: Labodlay, Rejiel, O.

Pocaan, Jaron
 Learning Outcomes:
1.Explain why CPD is necessary for
professional teachers.
2.Discuss pertinent provisions of the
CPD Act of 2016 and other related
legal documents.
3. 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 teachers possesses
the minimum competencies expected of
professional teachers. Hence, every
professional is expected to continue
developing after obtaining his/her
professional license. This is one big
demand for 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 of the young is
tremendous responsibility for which he is
accountable to God, to his country, and to
posterity. It is a trust of which every
teacher 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 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 Teachers 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.
CPD is the only way all professionals
including teachers are made to go
through CPD. CPD for professional
teachers is not option. It is a necessity.
Continuing professional development for
professional teachers sharpens the
professional teachers’ 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, and spiritually. If he/she
doesn’t grow, it means he/she is no longer alive.
“ Man/woman is an unfinished project”. For a
professional teacher, he/she is always in the
process of becoming better and better as a
person and as a professional teacher. No
person, no professional can claim he/she has
already “arrived” at a state of perfection. This
means that no professional has arrived at a
The Historical and
Legal Bases of
Continuing
Professional
Development in
the Philippines
 Even before the enactment of this
CPD Act of 2016, CPD was already
alluded to in the 1987 Philippine
Constitution. No less than the
fundamental law of the land, Section 5,
Paragraph 4, states: “The State shall
enhance the right of teachers to
professional advancement.
 Other Laws also cited continuing
professional development as
follows:
Batas Pambansa 232, the Education
1
Act 1982, Chapter 3. Duties and
Obligations, Section 16, (4) states as one
of teacher’s obligation to assume the
responsibility to maintain and sustain his
professional growth and advancement…”
2 RA 9155, an Act instituting a Framework of
Government for Basic Education, Establishing
Authority and Accountability, renaming the
Department of Education, Culture and Sports
as the Department of Education, and for
other purposes, was enacted on August 11,
2001. In the enumeration of duties and
functions of the Secretary of Education,
Section 7A., to wit.
2 In addition to his/her powers under
existing laws, the Secretary of Education
shall have authority, accountability and
responsibility among other things for …(6)
Enhancing the employment status,
Professional Competence, welfare and
working conditions of all personnel of the
Department;… Section 7, E states, to wit.”…
Consistent with the nation educational
policies, plans and standards, the school
heads shall have authority, accountability
 RA 7836, the Teachers’
3 Professionalization Act, also known provided
for mandatory Continuing Professional
Education (CPE), now referred to as
Continuing Professional Development (CPD),
to wit:
To encourage continuing professional
growth and development and to provide
additional basis for merit promotion, in
addition to their performance rating, teachers
may take an oral or written examination at
least once in five (5) years as basis for merit
 Unfortunately, due to lack of funding, the
3 merit examination has not been implemented
up to writing time.

The same RA 7836 states:

Unjustified or willful failure to attend
seminars, workshops, conferences and the
like or the continuing education program
prescribed by the Board and the Commission
(Sec 23, h. Revocation of the Certificate of
Registration, Suspension from the Practice of
the Teaching Profession, and Cancellation of
 The Board for Professional Teachers (BPT) also
passed resolution No. 435, s. 1997 to adopt the
4 Code of Ethics for Professional Teachers pursuant to
the provisions of paragraph (E) Article 11 of RA
7836, otherwise known as the Philippine Teachers’
Professionalization Act of 1994. This Code of Ethics
states:

Every teacher shall participate in the Continuing

Professional Education (CPE) Program of the
Professional Regulation Commission, and shall
pursue such other studies as will improve his
efficiency, enhance the prestige of his profession
and strengthen his competence, virtues, and
 Executive Order # 266, Institutionalization of the
Continuing Professional Education Programs of the
5 Various Professional Regulatory Boards (PRBs) Under
the Supervision of the Professional Regulation
Commission (PRC). This was signed and issued by
the Office of then President Fidel V. Ramos on July
25, 1995, to wit:
The completion by professional licensees of the
Continuing Professional Education (CPE) program
adopted by all Boards is hereby imposed as a
mandatory requirement for the renewal of
professional licenses (Sec. 1).
WHEREAS, the various professions play WHEREAS, it is imperative to impose
a critical role in nation-building; upon registered professionals the
completion of the CPE programs
WHEREAS, the professionals who
adopted by the concerned Board as a
undertake the CPE programs are
pre-requisite for the renewal of their
enabled not only to upgrade or improve
licenses;
their technical knowledge and skills but
WHEREAS, the confidence and
also to keep them abreast with modern
patronage of the public in a
trends and technology in their
professional depend upon his
respective professions, thereby
competence and the quality of service
assuring the rendition of highly
rendered resulting from his acquisition
qualitative professional service/s that
of updated technical knowledge and
will be globally competitive under the
skill
General Agreement on Trade in Services
(GATS) and the same time securing the
safety and protection of the public
6 RA 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 questions have been raised about RA
10912, otherwise known as the Continuing
Professional Development (CPD) Act of 2016.
Many teachers 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 that
professionals can sharpen their competitive
edge in an international world that has become
a global village. The need for CPD is
heightened by the ASEAN integration and
internationalization which are now real. To be
 The purposes of CPD for professionals are
stated in RA 10912 Article 1 Declaration of
Policy.
It is hereby declared the policy of the
State to promote and upgrade the practice
of professions in the country. Towards this
end, the State shall institute measures that
will continuously improve the competence
of the professionals in accordance with the
international standards of practice,
thereby, ensuring their contribution in
 The State policy on promoting and
upgrading the practice of professions
in the country and the institutions of
measures to “continuously improve the
competence of the professionals in
accordance with international
standards” and gives Filipino
professionals a competetive edge in
the ASEAN region and in the world.
 Number of CPD Units Required
Article III, Section 10 of the same CPD Act states:
“The CPD is…made as a mandatory requirement
in the renewal of the Professional Identification Card
(PICs) of all registered and licensed professionals.
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 45 CREDIT UNITS
 Ways By Which Professonal
Teachers Can Earn Credit Units
1. Professional Track
 This includes trainings provided by CPD
providers accredited by PRC. You can earn
credit units by serving as a resource speaker,
trainee, or demonstration teacher. You can
also earn credit units as panelist/reactor,
facilitator/moderator. You can earn much
more if you are assigned by the CPD Council
to monitor the conduct of an approved CPD
 2. Academic Track
 This refers to the completion of
Master’s Degree, completion of
candidacy to the doctorate program,
completion of the Doctorate program,
completion of a Post-doctoral program,
completion of a post-Doctoral diploma,
and being a recipient of a professional
chair grant, or fellowship grant. Earning
MA units is not given any credit unit but
completion of candidacy for the
 3. Self-Directed Track
 This includes trainings offered by
non-accredited CPD providers. It refers
to learning activities such as online
training, local and international
seminars or non-degree courses,
institutions, 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.
 Continuing
Professional
Development
Plan
 A proof that aprofessional teacher has made CPD
his/her way of life is his/her formulation of a CPD
plan which he/she reliously follows whether
monitored or not.

Developing a personal CPD Plan helps teacher

leaders develop purposively. Every professonal who
has sincere intent to grow professionally must have
an annual personal CPD plan

Professional teachers formulating their

respective annual CPD Plans and faithfully
observing them lead to the building of a CPD
culture among professional teachers. With that CPD
Templates for
a Continuing
Professional
Development
Plan
 Teacher’s Individual Plan for Professional
Developent
Objectives Methods/ Resources Time Success
Strategies Frame Indicator

What What What will I When do I What PPST What

competence professional do to access ecpect to competence learner’s
will I activiy will I resources? have would I performanc
enhance? undertake accomplishe have e would
to achieve d? enhanced? have been
my goal? improved?
 Personal CPD Plan
Training Objectiv Activity Resourc Time Expec Expected
Need e e Frame ted Outcome
Needed Outp
ut
what do I What What Human Material When am What results do
need to should I activity I this activity
improve do to should I Whoose What supposed have on my
my address undergo help do I materials or to have teaching and
teaching? my need? to need to how much addresse my students?
address address cashdo I d my
my my need to need?
need? need? address my
need?
Preparati To make Tutorial IT Laptop, LCD May 2018 5 PPs More
on of PP PP for teacher, interesting and
atleast 5 expert more concrete
lessons lesson
presentation
and improved
students’
 Joining Professional
Learning
Community/Communities
CPD is made possible and alive
through
of Practice
professional learning
communities (PLCs). These PLCs
are powerful collaborations in
which teachers work together to
analyze and improve their
classroom practice in a systematic
 Learning
from the
CPD
practices of
High
Performing
 CPD in Singapore
Singapore is the first country in the
world to adopt the PLC Framework
nationwide. (Dimmock & Tan, 2013;
Hairon & Dimmock, 2011) It has
institutionalized PLC in its Schools.
Professional Development is very much
alive. In 2010 the Ministry of Education
(MOE) mandated all schools to be a
“Learning organization”.
This “Learning organization” concept of
 Every teacher is entitled to 100 hour
per year of optional training which
everyone makes use of schools are
encourage to provide at least one hour
of curricular time per week for teachers
to actively engage in school-based
Professional Development (PD)
initiatives. These PLCs are led by School
leaders who provide teachers with
structures and resources to engage in a
variety of inquiry-based PDpractices. For
 In the Teacher-Researcher Networks,
faculty researchers from NIE, senior
specialist from MOE, and teacher
researcher including those with higher
formal training in research (who are
called “researcher activists”) serve as a
mentor to teachers to conduct action
research. The overall goal of these
learning communities is to provide
teachers with resources to engage in
action research (Hairon,2006) which
 The teacher-researcher network follows
these steps:
a. Identification and definition of a problem;
b. Planning for improvement;
c. Implementation of teaching/ learning
activities;
d. Observation of results (data Collection)
e. Reflection on the outcomes
At
the completion of the research, participants
write a group reflective journalto summarize
the procedures, findings, conclusions, and
implications of the study.These action
 Another effective strategy for PD in Si
ngapore 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.
This consist of four cyclical phases
(Tan, 2014):
1. Study Phase
2. Planning Phase
 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
thinkingand difficulties, and plan the
implementation of specific lessons for
datacollection;
3. Analysis Phase-
teachers observe and discuss the
classroom evidence collected(e.g.,
 CPD in Finland
Teachers in Finland meet one
afternoon each week to jointly plan and
development curriculum. They are
encouraged to
CPD in Japan work together to share
materials.
Lesson Study Approach to Professional
Development

Japan is well known for lesson study as

a strategy for professional development.
 Every teacher periodically prepares a best
possible lesson that demonstrate strategies
to achieve a specific goal (e.g. students
becoming active problem-solvers or students
learning more from each other) in
collaboration with other colleagues. A group
of teachers observe while the lesson is
taught and usually record the lesson in a
number of ways, including videotapes,
audiotapes and narrative and/or checklist
observations that focus on areas of interest
to the instructing teacher (e.g. how many
student volunteered their own ideas).
 Teachers themselves decide the theme and
frequency of research lessons. Large study
groups often break up into subgroups of 4-6
teachers. The subgroups plan their own
lesson but work toward the same goal and
teachers from all subgroups share and
comment on lesson and try to attend the
lesson and follow-up discussion. For a typical
lesson study, the 10-15 hours of group
meetings are spread over three to four
weeks. While schools let out between 2:40
and 3:45 p.m. teachers work days don’t end
 The research lessons allow teachers to
refine individual lessons, consult with other
teachers and get colleagues observations
about their classroom practice, reflect on
their own practice, learn new content and
approaches, and build a culture that
emphasizes continuous improvement and
collaboration.
Some teachers also give public research
lessons, which expedites the spread of best
practices across schools, allows principals,
district personnel, and policymakers to see
 CPD 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 Ministry of
Education to observe other teachers,
attend professional development
activities, courses, and work on
curriculum. Mentor teachers deliberately
spend time to observe and confer with
 Characteristi
cs of Effective
CPD
 Based on the professional development
practices and experiences of highperforming
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) give enoughtime and 6) funded.
The one-shot workshops that teachers
beamon don’t work.
CPD must be continuous thus the word
Continuing Professional Development. A
professional does not stop developing or else
he/she ruts. Stagnant water becomesputrid.
 CPD must be focused on a specific teacher
need. It responds to a need and so highly
relevant to the teacher. A CPD that is
prescribed by higher officials does not
necessarily respond to teachers need.
If CPD is job- embedded, it becomes even
more relevant. The teacher has not to be
removed from workplace for CPD so there is
no work disruption. What the teacher is
trained on is exactly what he/she does.
Quality CPD Demands Adequate time. What
is 10 to 20 hours removed from contact time
with learners? Quality time spent for CPD
OAS COMMUNITY COLLEGE

Prof. Ed. 3
THANK YOU
CHAPTER 7: CONTINUING PROFESSIONAL
DEVELOPMENT