a-Module-for-The-Teaching-Profession-5-Copy-Copy

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Unit I: The Teaching Profession: An

Overview
Prof. Mae S. Bagsit
Introduction: This chapter includes three lessons which present the overview and
perspectives of Teaching as a Profession, as a Vocation, and as a Mission. It wraps up
with the discussion of Teaching as the Noblest Profession. This affords the pre-service
teachers the opportunity to grasp fully the viewpoints and varying concepts of the
teaching profession and internalize their being into teaching as the noblest of all
professions.
Module for The Teaching Profession WVSU 2020

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Lesson 1: Teaching as a Profession
Learning Outcomes
1. Explained the concept of teaching as a profession;
2. Traced the historical development of the teaching profession in the

Philippines; and
3. Shared insights about the teaching profession in the “new normal” context.
SPARKING
Directions: Study the pictures in each frame carefully. Tell what the pictures suggest.
Write your answer on the line provided in each frame.

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PROBING
• What does the word “professional” mean as reflected in the activity that
you just did?
DEEPENING
Teaching is universally accepted as a profession. The term profession commonly

refers to one’s occupation, job or specialty. It has defined goals and from its
performance one derives self-fulfillment. Some views cited by educational experts on
profession are—one’s employment or lifework. A teacher considers it as his career or
field of lifelong endeavor.
Teaching is viewed as a profession if its choice is motivated by any or all of the

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

• Involves direction borne by proper planning;
• Provides opportunities for self-fulfillment and enhances self-esteem;
• Allows expression of love, care, and compassion for children;
• Contributes to one’s growth and advancement; and
• Provide job security
If you consider teaching as a profession then:
• You must be willing to go through a long period of

preparation
• You must be willing to go through continuing
education ( continuous development of potentials)
• You must strive for excellence (not "pwede na"
mentality)
• You commit yourself to moral, ethical, and religous
values & to service.

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There are two essential elements of being a “professional”: competence and a

code of ethics. One needs to possess the necessary skill and expertise to facilitate and
ensure the learning of the students. The teacher has to plan systematically, make
decisions wisely, and employ developmentally-appropriate methods and strategies to
effect learning among her/his students. Moreover, the teacher is as well looked up as a
paragon of virtues and thus has to conform to the technical or ethical standards of a
profession. The teaching profession is governed by the Code of Ethics for Professional
Teachers. A teacher who violates this Code of Ethics can be suspended from the practice
of the teaching profession that could also result to a revocation of his/her professional
certificate of registration (Sec. 23, RA 7836).
The other elements of a profession are:
1. Initial Professional Education
Professionals generally begin their professional lives by completing a university

program in their chosen fields – teacher education, engineering, nursing, accountancy.
This means long and arduous years of preparation. Take note this is just initial, which
means only the beginning because a professional is expected to learn endlessly.
2. Accreditation
University programs are approved by a regulatory body like the Commission on

Higher Education (CHED) in the Philippines to ensure that graduates from these
recognized programs start their professional lives with competence.
3. Licensing
Licensing is mandatory, not voluntary and is administered by the government

authority. In the Philippines, this government authority is the Professional Regulation
Commission (PRC).
4. Professional Development
This is an ongoing professional education that maintains or improves

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

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5. Professional Societies
Professionals see themselves as part of a community of like-minded individuals

who put their professional standards above the individual self-interest or their
employer's self- interest. These professional societies put dedication to the public
interest and commitment to moral and ethical values.
Professional societies define certification criteria manage certification programs,

establish accreditation standards define a code of ethics and disciplinary action for
violation of that code.
6. Code of Ethics
Each profession has a code of ethics to ensure that its practitioners behave
responsibly. The code states what professionals should do. Professionals can be ejected
from their professional societies or lose their licenses to practice for violating the code of
ethics. (McConnell, Steve, Source: http://www.alexsbrown.com/profy.html
Retrieved 6-3-18)
The teaching profession is governed by the Code of Ethics for Professional

Teachers. Violation of the Code of Ethics for professional teachers is one of the grounds
for the revocation of the professional teacher's Certificate of Registration and suspension
from the practice of the teaching profession (Sec. 23., RA. 7836).
The Standards of Practice for the Teaching Profession
1. Commitment to Students and Student Learning
Members are dedicated in their care and commitment to students. They treat
students equitably and with respect and are sensitive to factors that influence individual
student learning. Members facilitate the development of students as contributing citizens
of the society.
2. Professional Knowledge
Members strive to be current in their professional knowledge and recognize its

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

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3. Professional Practice
Members apply professional knowledge and experience to promote student

learning. They use appropriate pedagogy, assessment and evaluation, resources and
technology in planning for and responding to the needs of individual students and
learning communities. Members refine their professional practice through ongoing
inquiry, dialogue and reflection.
4. Leadership in Learning Communities
Members promote and participate in the creation of collaborative, safe and

supportive learning communities. They recognize their shared responsibilities and their
leadership roles in order to facilitate student success. Members maintain and uphold the
principles of the ethical standards in these learning communities.
5. Ongoing Professional Learning
Members recognize that a commitment to ongoing professional learning is

integral to effective practice and to student learning. Professional practice and self-
directed learning are informed by experience, research, collaboration and knowledge.
Figure1. The Standards of Practice for the Teaching Profession
Adapted from Ontario College of Teachers @https://www.oct.ca/public/professional-

standards/standardspractice#:~:text=The%20Purposes%20of%20the%20Standards,actio
ns%20of%20the%20teaching%20profession

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The Historical Development of Teaching as a Profession in the

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

Number them in sequence.
_____The establishment of a normal school for male teachers under the supervision
of the Jesuits
_____Philippine Commission authorized the Secretary of Public Instruction to bring
to the Philippines 600 teachers, Thomasites, from the U.S.A.
_____No established formal schooling in the country; no formal preparation for
teachers
_____The Spanish missionaries served as teachers
_____The PNS-Manila was established as a training institution for teachers.
_____An RA was enacted to require a licensure examination for teachers.
PROBING
• What helped you come up with the logical arrangement of events in the historical
development of teaching as a profession in our country? Why do you need to know
about this?
DEEPENING
According to Bilbao, et. al (2018), the first legal document that professionalized
teaching was Presidential Decree 1006 issued by then President Ferdinand E. Marcos. It
was only in 1976 with PD 1006 known as the Decree Professionalizing Teaching that
teachers in the Philippines became professionalized. The need to professionalize
teaching was felt “to insure that in the immediacy and urgency of teacher recruitment,
qualitative requirements are not overlooked ...” and “although teaching requires a
number of years of collegiate study, it is the only course that is not yet considered a
profession" (PD 1006). Furthermore ... "in recognition of the vital role of teachers in
nation-building and as an incentive to raise the morale of teachers, it is imperative that

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they be considered as professionals and teaching be recognized as a profession."

(P.D.1006)
Then in 1994, R.A 7836, otherwise known as the Philippine Teachers
Professionalization Act of 1994, was passed to "promote quality education by proper
supervision and regulation of the licensure examination and professionalization of the
practice of the teaching profession.” (Section 2)
During the pre-Hispanic period, there was no established formal schooling in the
country. So there was no formal preparation for teachers, too. The mothers and fathers
and tribal leaders served as teachers at home and in the community.
During the Spanish period and by virtue of Educational Decree of 1863 free
public school system was established. There was one school for boys and another school
for girls in every municipality. The Spanish missionaries served as teachers. The same
Decree provided for a normal school run by the Jesuits to educate male teachers in
Manila. Normal schools for women were not established until 1875. So it was the
Spaniards who started training teachers in normal schools.
Paz Ramos, once Dean of the College of Education of the University of the
Philippines, Diliman, claims:
The foundations of teacher education in the Philippines were laid by the Spanish
government during the mid-eighteenth century. It is said to have begun on August 4,
1765, when King Charles of Spain issued a Royal Decree requiring each village to have a
"maestro.” On November 28, 1772, another Royal Decree specified the qualifications of
teachers. However, it was not until, 1863 that there was a specific attempt to
systematize and update the education of Filipino teachers.
At the end of Spanish rule, schools during the Spanish era were closed for a time
by Aguinaldo's government. So there was no teacher preparation that took place.
During the American regime, American soldiers served as the first teachers. In
1901, the Philippine Commission enacted into law Act 74 which created the Department
of Public Instruction, laid the foundations of the public school system and offered free
primary education for Filipinos.
There was a shortage of teachers. The Philippine Commission authorized the
Secretary of Public Instruction to bring to the Philippines 600 teachers from USA. They
were the Thomasites. Due to urgent need for teachers, the Americans gave bright young
Filipino students opportunity to take up higher education in American colleges and
universities financed by the Phil. Government. They were the pensionados.

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Act 74 of 1901 also provided for the establishment of Philippine Normal School
(PNS) in Manila. The Philippine Normal School formally opened in September 1901, as an
institution for the training of teachers. For more than two decades, PNS offered a two-
year general secondary education program. In 1928, it became a junior college offering
a two-year program to graduates of secondary schools. In 1949, the Philippine Normal
School, renamed Philippine Normal College, offered the four-year Bachelor of Science in
Elementary Education. Other four year teacher education courses followed after. This
means that the present four-year preparation for the professional teacher began as a
two-year program only. Teacher preparation became four years only in 1949 and
thereafter.
For additional references, please click and study the following links:
https://www.deped.gov.ph/about-
deped/history/https://www.slideshare.net/ethanpedlaza/historical-development-of-
philippine-educational-system
The Teaching Profession in the “New Normal” Context
SPARKING
Directions: Fill in the mind map below to answer this question: “What kind of teacher I
would be under this “new normal” context?

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PROBING
• What picture of yourself did you come up to be teaching amidst this

COVID 19 pandemic?
• How do you think could you facilitate your students to learn?
DEEPENING
The COVID-19 pandemic has changed our everyday life in many ways and, in
particular, the education sector. The implications and effects of this pandemic are yet to
be known. However, the current situation makes evident and even exacerbates
inequalities in access to education but it also entails opportunities to reshape education,
teacher education and educational institutions. Plans of modifications in terms of
teaching-learning modalities have been made—flexible and/or blended, remote/distance,
or a combination of face-to-face and distance learning. A lot of challenges for both the
teachers and students are so far identified like the production of modules, creating
online classrooms, accessibility to internet, and many others.
The learning-from-home mode has abruptly changed the roles of teachers,
students and parents. The need for autonomous learning requires that teachers shift to
be designers and facilitators of learning instead of the sage on the stage. The teachers’
primary task is now to guide students to independently work on developmentally-
appropriate learning materials that address their diverse needs. This new normal will
hopefully drive education authorities to design a sustainable framework for a needs-
based curriculum and provide a repertoire of learning modules. Multiple types of literacy
and modalities required to survive and contribute to the 21st century should be included
in this curriculum.
Some teaching-learning modalities suggested to be employed are as follows:
1. Modular Approach - is an emerging trend educational thinking that shifts traditional

method of instruction to an outcome-based learning paradigm. Modularization is based
on the principle of dividing the curriculum into small discrete modules or units that are

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independent, nonsequential, and typically short in duration.

(https://www.tandfonline.com)
2. Blended Learning - Oxford Dictionary defines Blended Learning: a style of

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

are not physically present in a traditional classroom environment. Information is relayed
through technology, such as discussion boards, video conferencing, and online
assessments. Remote Learning can occur synchronously with real-time peer-to-peer
interaction and collaboration, or asynchronously, with self-paced learning activities that
take place independently of the instructor. It also refers to educational activities that
have a variety of formats and methods, most of which take place online. There are a
number of online options available for communicating with students, collecting
assignments, and distributing education material.
(https://tophat.com/glossary/r/remote-learning/)
The Department of Education and Commission on Higher Education have been

formulating plans and the desirable steps to take to combat the current pandemic in
relation to sustaining the students’ love for learning. Though different modalities of
teaching-learning are to be employed, these students still should be properly guided and
nurtured in facilitating their learning under this “new normal” context. The teachers are
equipped with more knowledge and skills via webinars, teleconferencing sessions, and
the like so to deliver the learning content efficiently to their students and assess their
performances appropriately. They have been engaged into module-production and
creation or adaptation of online applications such as google classroom, DepEd commons,
canvas, zoom, etc.

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COVID 19 may offer a lot of challenges to the teaching profession, yet we have
to continue our roles as catalysts of change and innovation and efficient facilitators of
learning. The teaching-learning modalities maybe adjusted to the situation but our
commitment and mission to our profession remain.
With a renewed understanding of the why, who and what of education, the how
is a matter of technicality. As Friedrich Nietzsche said: “If you understand the why,
you can endure any how.”
For additional readings, view and study the links below.
• https://www.researchgate.net/publication/341981898_The_COVID-
19_Pandemic_through_the_Lens_of_Education_in_the_Philippines_The_Ne
w_Normal
• https://businessmirror.com.ph/2020/06/19/the-challenge-of-education-in-
the-new-normal/
https://opinion.inquirer.net/129286/ph-education-and-the-new-normal
APPLYING
Do the following activities:
1. Write a 250-word essay of your insights about “Teaching Profession: Then and Now”
(submit your answer in a separate file).
2. Fill in the timeline below of the historical development of teacher preparation and
professionalization in the Philippines from the pre-Hispanic period to 1996.

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Lesson 2: Teaching as Vocation & Mission
Learning Outcomes
1. Explained the concept of teaching as a vocation & mission.
SPARKING
Which of the following scenarios convey the idea of a vocation or mission?
Write V for vocation; M for mission before each number.
_____1. Mam Estrella gives her grade 6 class a problem to brainstorm and arrive at a
solution. All the members of the groups really tried their best to get the task done in a
time frame set by their teacher.
_____2. Although Luisa was persuaded by her Mom to take up Nursing as a course so
she can better serve as a front liner in their community, yet, the former still hold on to
her calling to enter the congregation of nuns.
_____3. No matter how Peter tries to accept and do his present job as a sales manager,
but he doesn’t feel good about being one. He feels he should do something else that
he’ll surely enjoy.
PROBING
• Are vocation and mission two different concepts or just mean the same?
• What makes a difference between these two concepts?
• Is teaching a vocation or a mission?

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DEEPENING
Teaching as a Vocation
Vocation comes from the Latin word "vocare” which means to call. Based on the
etymology of the word, vocation, therefore, means a call. If there is a call, there must be
a caller and someone who is called. There must also be a response. For Christians, the
Caller is God Himself. For our brother and sister Muslims, Allah. Believers in the Supreme
being will look at this voiceless call to have a vertical dimension. For non-believers, the
call is also experienced but this may viewed solely along a horizontal dimension. It is like
man calling another man, never a Superior being calling man.
Most often, when people use the word "vocation,” they refer to a religious
vocation, like the mother in the Activity phase of this Lesson. Vocation includes other big
callings like marriage and single blessedness. It does not only refer to a religious
vocation. It can also refer to a call to do something like to teach, to heal the sick, etc.
Whatever is our calling or station in life, the call is always to serve.
The Christians among you realize that the Bible is full of stories of men and
women who were called by God to do something not for themselves but for others. We
know of Abraham, the first one called by God, to become the father of a great nation,
the nation of God's chosen people. We recall Moses who was called while in Egypt to
lead God's chosen people out of Egypt in order to free them from slavery. In the New
Testament, we know of Mary who was also called by God to become the mother of the
Savior, Jesus Christ. In Islam, we are familiar with Muhammad, the last of the prophets
to be called by Allah, to spread the teachings of Allah. All of them responded positively
to God's call. Buddha must have also heard the call to abandon his royal life in order to
seek the answer to the problem on suffering.
From the eyes of those who believe, it was God who called you to teach, just as
God called Abraham, Moses, and Mary, of the Bible. Among so many, you were called to
teach. Like you, these biblical figures did not also understand the events surrounding
their call. But in their great faith, they answered YES. Mary said: “Behold the handmaid
of the Lord. Be it done to me according to your word”. (Of course, it is difficult
explaining your call to teach as God's call for one who, in the first place, denies God's
existence, for this is a matter of faith.) The fact that you are now in the College of
Teacher Education signifies that you said YES to the call to teach. Perhaps you never
dreamt to become a teacher! But here you are now preparing to become one! Teaching

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must be your vocation, your calling. May this YES response remain a YES and become
even firmer through the years.
Teaching as a Mission
Teaching is also a mission. The word mission comes from the Latin word
“mission” which means "to send." The Webster's New Collegiate Dictionary defines
mission as “task assigned." You are sent to accomplish an assigned task.
The phrase "mission accomplished” from the soldier in the Activity phase of this
lesson suggests that you were sent to do an assigned task, a mission and so if you
faithfully accomplish the assigned task, you proclaim "mission accomplished." You
responded. to the call to be a teacher and so your mission in the world is to teach, the
task entrusted to you in this world. These are how Vocation and mission are related. You
were called for a purpose, i.e. to accomplish a mission while on earth which is to teach.
If it is your assigned task then naturally you've got to prepare yourself for it.
From now on you cannot take your studies for granted! Your four years of pre-service
preparation will equip you with the knowledge, skills and attitude to become an effective
teacher. However, never commit the mistake of culminating your mission preparation at
the end of the four-year pre-service education. You have embarked in a mission that
calls for a continuing professional development As the saying goes "once a teacher,
forever a student.” (More is said of continuing professional development in the Code of
Ethics for Professional Teachers in Chapter 5.)
Flowing from your uniqueness, you are expected to contribute to the betterment
of this world in your own unique way. Your unique and most significant contribution to
the humanization of life on earth is in the field for which you are prepared - teaching.
What exactly is the mission to teach? Is it merely to teach the child the
fundamental skills or basic r's of reading, 'riting, 'rithmetic and right conduct? Is it to
help the child master the basic skills so he/she can continue acquiring higher-level skills
in order to become a productive member of society? Is it to deposit facts and other
information into the “empty minds” of students to be withdrawn during quizzes and
tests? Or is it to “midwife” the birth of ideas latent in the minds of students? Is it to
facilitate the maximum development of his/her potential not only for himself/herself but
also for others? In the words of Alfred North Whitehead, is it to help the child become

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“the man of culture and of expertise?" Or is it "to provide opportunities for the child's
growth and to remove hampering influences” as Bertrand Russell put it? You will be
made to answer this question again when you will be made to write down your
philosophy of education in a later lesson.
To teach is to do all of these and more! To teach is to influence every child

entrusted in your care to become better and happier because life becomes more
meaningful. To teach is to help the child become more human.
Teaching is indeed your mission:
• If you are doing it not only for the pay but also for service,
• If you keep on teaching out of love, it's a mission.
• If you are committed to teaching even if it means letting go of other
activities,
• If you remain teaching even though nobody recognizes your efforts, It
makes you get excited
• If your concern is success plus faithfulness, it's a mission.
Teaching and a life of meaning
Want to give your life a meaning? Want to live a purpose driven life? Spend it
passionately in teaching, the noblest profession. Consider what Dr. Josette T. Biyo, the
first Asian teacher to win the Intel Excellence in Teaching Award in an international
competition, said in a speech delivered before a selected group of teachers,
superintendents, Department of Education officials and consultants, to wit:
Teaching may not be a lucrative position. It cannot guarantee financial security.

It even means. investing your personal time, energy, and resources. Sometimes it
means disappointments, heartaches, and pains. But touching the hearts of people and
opening the minds of children can give you joy and contentment which money could not
buy. These are the moments I teach for. These are the moments I live for.
There may be times, when you will feel like giving up (many leave teaching after
3 or 5 years for varied reasons). Remember you responded to the call to teach and that
you have accepted the mission to teach. May you be found faithful to your vocation and
mission till the end.

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

Accomplishment
For a professional teacher who looks at teaching as his/her mission, he/she will
do everything to arm himself/herself for an excellent accomplishment of that mission.
The striving for excellent accomplishment sometimes brings us to our “pwede na”
mentality, which is inimical to excellence. This mentality is expressed in other ways like
"talagang ganyan 'yan,” “wala na tayong magawa," "di
For a professional teacher who looks at teaching as his/ her mission, he/she will
do everything to arm himself/herself for an excellent accomplishment of that mission. na
mahalata," "di ko na 'yan sagot," "dagdag trabaho/gastos lang yan" - all indicators of
defeatism and resignation to mediocrity. If we stick to this complacent mentality,
excellent mission accomplishment eludes us. In the world of work whether here or
abroad, only the best and the brightest make it. (At this time, you must have heard that
with the rigid selection of teacher applicants done by DepEd only a few make it!) The
mortality rate in the Licensure Examination for Teachers for these past years is a glaring
evidence that excellence is very much wanting of our teacher education graduates. If we
remain true to our calling and mission as a professional teacher, we have no choice but
to take the endless and the “less traveled road' to excellence.
(Please click and read the link below for supplementary information.)
https://www.academia.edu/34235366/Teaching_as_Your_Vocation_Mission_and_Profess
ion
APPLYING
(Answer in a separate file or paper.)
A. Interview a schoolteacher who has at least 3 years of teaching experience from any
level—elementary, secondary, or college and ask him/her these questions:
1. What are your “joys and sorrows” in teaching?
2. What made you stay long in your career as a teacher?

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B. Read and reflect on this excerpt from the True Decalogue of Apolinario Mabini and
answer these questions: What mission has God given to teachers? As a would-be
teacher, how will you contribute to the progress of humanity?
Develop the special talents that God has given you, working and studying
according to your capabilities, never straying from the path of good and justice in order
to achieve your own perfection, and by this means you will contribute to the progress of
humanity: thus you will accomplish the mission that God himself has given you in this
life, and achieving this, you will have honor, and having honor, you will be glorifying
God. (Source: http://malacanang.gov.ph/8132-the-true-decalogue-by-apolinario-
mabini/Retrieved, June 22, 2018)
MY REFLECTION
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Lesson 3: Teaching, the Noblest of all Professions
Learning Outcomes
1. Cited reasons why teaching is considered the noblest of all professions;

and
2. Derived a personal commitment to the teaching profession
SPARKING
View and reflect on the video clip, “Every Kid Needs a Champion”
https://educationandbehavior.com/professional-development-videos-for-teachers/
PROBING
• How did the teacher make every kid in her class love learning?
• If you were the teacher, would you also do the same as she did in the video?
Why? Why not?
DEEPENING
Teaching has always been considered a noble profession that requires great
passion. Being a teacher in the Philippines is a far more interesting story to tell. The
challenges abound and one’s passion can truly be tested, and if one prevails, a diamond
in the rough emerges.
In times of challenges and struggles, a teacher never gives up. She keeps the
passion burning. She always reminds herself of the proverb, “Give a man a fish and he
eats for a day; teach a man to fish and he eats for a lifetime.”
The following article of “6 Filipino teachers with inspiring stories to tell”

reminds and inspires people to never give up in helping those in need and to continue
to touch hearts, nurture minds, and transform the lives of the young learners.

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6 Filipino teachers with inspiring stories to tell
There are already a number of Filipino teachers who made a mark both in the
country and abroad. Some have even received recognition from remarkable international
organizations and their inspiring stories can touch and motivate each of us.
1. Sabrina Ongkiko
This Ateneo graduate originally planned to be a doctor or a nun, hence her

choice to take up BS Biology as her pre-med course. However, it seems that it was not
what she was meant to do when she was invited to be a volunteer teacher. Ongkiko
recalled how she broke the news to her parents of no longer pursuing her med school
dreams, after she made a deal with God of giving herself fully once called into a mission.
When she finally began teaching in a public school in Quezon City, Ongkiko witnessed
the daily struggles her students face which pushed her to become a better teacher. She
successfully nurtured students under her wing, even those who received failing marks
from previous school years. “Teaching is about your student telling you that: ‘Ma’am,
ang galing ko na. Natuto na ako,’” Ongkiko said.
2. Elizabeth Miranda
While some experience the luxury of heading to work with a decent mode of
transportation, Miranda had to travel at least two hours – crossing rivers either by foot
or a lifebuoy – just to reach her classroom in a remote barangay in Occidental Mindoro.
Her every day travel did not dampen her spirits as she claims that she is the only person
available to educate her students. According to Miranda, just seeing her class
participating and learning was fulfilling enough to be the reward of her inconvenient
commute.
3. Randy Halasan
At first, Halasan intended to grab any chance of reassignment he’ll see when he
was sent to teach in the mountainous part of Davao del Sur. He thought he could not
survive in a place that was cut off from civilization – no electricity nor signal. But after
seeing his students’ determination to learn, arriving at school tired and hungry from their
morning travel, he stayed. Now, Halasan is the head teacher. He was able to improve
what once was a two-room school house became a full-fledged establishment with nine
rooms and eight teachers under his management. Aside from that, he also involved

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himself with the community, teaching tribesmen the proper way of farming. He argued
that only doing his part within the four corners of the classroom would not spark a huge
change since his students would still live in hunger and fatigue. “No one got rich out of
teaching; it’s your legacy that matters,” Halasan shared.
4. Adelfa Amancio
English Filipino teacher Amancio had a well-established language school in Cebu

that mostly caters to the Japanese community in the area. With the intention of
widening her horizons, she posted online advertisements of her school. One time, she
sent 10 e-mails to various language schools in Japan, hoping that it would further
promote her school. Some replied, expressing their gratitude towards her e-mail, while
others did not even acknowledge her message. But there was one response she did not
expect to receive – inviting her to work in the foreign country. Not thinking twice, she
gladly accepted despite the knowledge of the discrimination Filipinos usually experience
in the land of the rising sun. Most of the Japanese institutions only consider those from
the western countries to be capable of teaching the English language, but Amancio
brushed them off and exhibited her prowess in the subject. Amancio remained
professional and strived for an outstanding result term after term, aiming to prove that
their view towards Filipinos is highly biased and wrong. Eventually, she succeeded on
her goal as she became a well-respected Filipino educator abroad in Japan.
5. Efren Bino
Coming from a family who suffered poverty for a long time, Bino pursued
education to inspire others that ‘poverty can be overcome and that they can finish
school.’ He undertook several positions at an elementary school in Albay – being a
teacher, principal, property custodian, and security guard as well. Besides having
numerous faces at school, Bino had to endure an exhausting commute which later on
prompted him to live in his workplace during weekdays. Bino taught combination
classes, developed the facilities, and appealed to the Department of Education (DepEd)
for an increase in staff. His being busybody turned out to have a positive feedback as he
was able to achieve his dreams and was even awarded with “The Many Faces of a
Teacher” by the Bato Balani Foundation Inc. (BBFI) back in 2013.

22
6. Ma. Cristina Medina
This devoted teacher was not blind until 2003 when she suffered a generic eye
condition called Macular Dystrophy. The damage in her retina cells caused her loss of
vision. Regardless of that step back, Medina persevered through her profession and
handled Special Education (SpEd) and regular classes. She identifies her students
through their voice, and makes use of a Braille seat plan. “I will serve and teach because
it is my calling. My impairment gave me an opportunity to become a better teacher. If
anything, it has made my vision clearer,” was Medina’s inspiring message. Medina
proved how passionate she is on teaching amid the loss in vision.
Indeed, a teacher is powerful. You are in a noble profession where you help
others become what they want to be. You are in a profession where you can touch lives
and so affect eternity and make a difference in people’s lives.
Congratulations, you chose the noblest of all professions. May you find joy and
fulfillment in it!
(https://kami.com.ph/52764-6-touching-tales-filipino-teachers-devoted-profession.html)
APPLYING
A. Which of the stories above inspired/touched you most? Why? What realizations
and/reflections in relation to the stories of the Filipino teachers that you have?
Write your answers to these questions in the box provided below.
MY REFLECTION
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________

23
B. After viewing the “Heart of a Teacher” retrieved from the link below, do the following:
(https://educationandbehavior.com/professional-development-videos-for-teachers/)
• choose/take a picture of something

• write three sentences that sum up your commitment to the teaching profession
References:
• Adapted from Ontario College of Teachers

@https://www.oct.ca/public/professionalstandards/standardspractice#:~:tex
t=The%20Purposes%20of%20the%20Standards
1. __________________________________________________________
,actions%20of%20the%20teaching%20profession
https://www.deped.gov.ph/aboutdeped/history/https://www.slideshare.net/e
thanpedlaza/historical-development-ofphilippine-educational-system
__
• https://www.teachthought.com/learning/the-definition-of-blended-learning/
• https://www.teachthought.com/learning/the-definition-of-blended-learning/
2. __________________________________________________________
• https://www.researchgate.net/publication/341981898_The_COVID19_Pande
mic_through_the_Lens_of_Education_in_the_Philippines_The_New_Normal
__
• https://businessmirror.com.ph/2020/06/19/the-challenge-of-education-in-
the-newnormal/
3. __________________________________________________________
https://www.academia.edu/34235366/Teaching_as_Your_Vocation_Mission_
and_Pro fession
• __
https://educationandbehavior.com/professional-development-videos-for-
teachers/ (https://kami.com.ph/52764-6-touching-tales-filipino-teachers-
devotedprofession.html (https://educationandbehavior.com/professional-
development-videos-for-teachers/

24
Unit 2: The Teacher and the Society

Dr. Eleanor S. Jamero
Teaching is not only service, a

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

25
Lesson 1: The Demands of Society from the Teacher

as a Professional
Learning Outcomes
1. Discussed the meaning of a teacher as a professional;
2. Explained what society expects from the teacher as a professional; and
3. Explained the professional competencies that a teacher should possess.
SPARKING
Acrostic. Create an acrostic of the word TEACHERS about what the society expects
from them.
T eaches with competence

E
A
C
H
E
R
S
PROBING
Answer these questions briefly:
1. What does your list tell about what the society expects from teachers?

26
2. How do you find this? Do you still want to continue your desire of being a
teacher?
DEEPENING
The Teacher as a Professional
The Code of Ethics for Professional Teachers define the professional teacher as a
“licensed professional who possesses dignity and reputation with high moral values as
well as technical and professional competence… he/she adheres to, observes, and
practices set of ethical and moral principles, standard, and values.” According to Bilbao,
Corpuz, Llagas, & Salandanan (2018), a professional teacher is one who went through
long years of preparation to earn a teacher education degree recognized by the
Commission on Higher Education (CHED) and successfully passed a Licensure
Examination for Teachers (LET) administered by the Board for Professional Teachers
with the supervision of the Professional Regulation Commission (PRC). By passing the
LET, a teacher obtains a license which he/she is obliged to renew every three years on
condition that he/she can show proof of Continuing Professional Development (CPD).
It is recognized that the main task of the professional teacher is to teach with
competence. Thus, teaching competence is elaborately presented in the different models
of effective teaching and the Philippine Professional Standards for Teachers (PPST). The
PPST will be briefly discussed in this lesson but more of it will be tackled in the
succeeding unit. Now, take a look at the different models of effective teaching.
Models of Effective Teaching
A. Robert Marzano’s Causal Teacher Evaluation Model

- Focuses on developing teachers in the classroom, hence it establishes the
direct cause and effect relationship between teaching strategies and student
achievement that helps teachers and leaders make the most informed
decisions that yield the greatest benefits to students.
- Uses a unique granular evaluation approach by offering very specific feedback
to teachers on teaching strategies that have been validated by years of data
analysis.

27
- Is organized into four domains consisting of 60 elements that build on each

other to support growth (Bilbao, Corpuz, Llagas, & Salandanan, 2018).
The four domains are:
1. Classroom strategies and behaviors

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

• Originally developed in 1996, the framework for professional practice identifies
aspects of a teacher's responsibilities, which are supported by empirical studies
and help to improve student learning.

28
• created to capture “good teaching” in all of its complexity and is comprised of

four domains:
1. planning and preparation
2. the classroom environment
3. instruction
4. professional responsibilities
• reflecting on teaching
• maintaining accurate records
• communicating with families
• participating in the professional community
• growing professionally
• showing professionalism
• Each domain includes separate components, which are used to assess the
individual’s performance in the domain.
C. James Stronge – Teacher Effectiveness Performance Evaluation System

(TEPES)
• developed for collecting and presenting data to document performance
based on well- defined job expectations. It provides a balance between
structure and flexibility.
• is prescriptive because it defines common purposes and expectations,
thereby guiding effective instructional practice.
• it provides flexibility, thereby allowing for creativity and individual teacher
initiative. The goal is to support the continuous growth and development
of each teacher by monitoring, analyzing, and applying pertinent data
compiled within a system of meaningful feedback.
• The distinguishing characteristics of TEPES are:
1. a focus on the relationship between professional performance and
improved learner academic achievement
2. sample performance indicators for each of the teacher performance
standards
3. a system for documenting teacher performance based on multiple data
sources

29
4. a procedure for conducting performance reviews that stresses

accountability, promotes professional improvement, and increases the
involvement of teachers in the evaluation process
5. a support system for providing assistance when needed.
The performance standards include the following:

1. Professional Knowledge – The teacher demonstrates an understanding
of the curriculum, subject content, and the developmental needs of
students by providing relevant learning experiences.
2. Instructional Planning – The teacher plans using the state’s standards,
the school’s curriculum, effective strategies, resources, and data to meet
the needs of all students.
3. Instructional Delivery – The teacher effectively engages students in
learning by using a variety of instructional strategies in order to meet
individual learning needs.
4. Assessment of/for Learning – The teacher systematically gathers,
analyzes, and uses all relevant data to measure student academic
progress, guide instructional content and delivery methods, and provide
timely feedback to both students and parents throughout the school year.
5. Learning Environment – The teacher uses resources, routines, and
procedures to provide a respectful, positive, safe, student-centered
environment that is conducive to learning.
6. Professionalism – The teacher maintains a commitment to professional
ethics, communicates effectively, and takes responsibility for and
participates in professional growth that results in enhanced student
learning.
7. Student progress – The work of the teacher results in acceptable,
measurable, and appropriate student academic progress.
D. Teacher Evaluation Standards - The McREL Model (Mid-Continent

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

30
1. Measure the performance of individual teachers.
2. Guide teachers as they reflect upon their effectiveness.
3. Serve as the basis for instructional improvement.
4. Focus the goals and objectives of schools and districts as they support,
monitor, and evaluate their teachers.
5. Guide school and district professional development programs for teachers.
6.Provide input for developing coaching and mentoring programs for teachers.
The Professional Teaching Standards
1. Standard I: Teachers demonstrate leadership

2. Standard II: Teachers establish a respectful environment for a diverse
population of students
3. Standard III: Teachers know the content they teach
4. Standard IV: Teachers facilitate learning for their students
5. Standard V: Teachers reflect on their practice
Philippine Professional Standards for Teachers (PPST)
The PPST is a public statement of what teachers need to know, value, and be able
to do in their practice which is built on the National Competency-based Teacher
Standards (NCBTS). It has four career stages: Beginning, Proficient, Highly Proficient,
and Distinguished. It comprises of seven domains with 37 strands and 37 indicators for
each career stage. According to DO No. 42, s. 2017, the PPST “shall be used as a basis
for all learning and development programs for teachers to ensure that teachers are
properly equipped to effectively implement the K to 12 Program.” Teacher performance
appraisals shall also be aligned to the PPST. Further, the PPST can also be used for the
selection and promotion of teachers. It aims to:
1. set out clear expectations of teachers along well-defined career stages of
professional development from beginning to distinguished practice;
2. engage teachers to actively embrace a continuing effort in attaining proficiency;
and
3. apply a uniform measure to assess teacher performance, identify needs, and
provide support for professional development.

31
The PPST tries to elaborate on the different characteristics quality teachers

should possess. These include the following:
• Recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and
learning. They apply developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research. They display proficiency in
Mother Tongue, Filipino, and English to facilitate the teaching and learning
process, as well as exhibit the needed skills in the use of communication
strategies, teaching strategies and technologies to promote high-quality learning
outcomes.
• Provide learning environments that are safe, secure, fair, and supportive in order
to promote learner responsibility and achievement. They create an environment
that is learning-focused and they efficiently manage learner behavior in a
physical and virtual space. They utilize a range of resources and provide
intellectually challenging and stimulating activities to encourage constructive
classroom interactions geared towards the attainment of high standards of
learning.
• Establish learning environments that are responsive to learner diversity. They
respect learners’ diverse characteristics and experiences as inputs to the planning
and design of learning opportunities. They encourage the celebration of diversity
in the classroom and the need for teaching practices that are differentiated to
encourage all learners to be successful citizens in a changing local and global
environment.
• Interact with the national and local curriculum requirements. They translate
curriculum content into learning activities that are relevant to learners and based
on the principle of effective teaching and learning. They apply their professional
knowledge to plan and design, individually or in collaboration with colleagues,
well-structured and sequenced lessons that are contextually relevant, responsive
to learners’ needs and incorporate a range of teaching and learning resources.
They communicate learning goals to support learner participation, understanding
and achievement.
• Apply a variety of assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement. They use
assessment data in a variety of ways to inform and enhance the teaching and

32
learning process and programs. They provide learners with the necessary
feedback about learning outcomes that inform the reporting cycle and enables
teachers to select, organize and use sound assessment processes.
• Establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process.
They identify and respond to opportunities that link teaching and learning in the
classroom to the experiences, interests and aspirations of the wider school
community and other key stakeholders. They understand and fulfil their
obligations in upholding professional ethics, accountability and transparency to
promote professional and harmonious relationships with learners, parents,
schools and the wider community.
• Value personal growth and professional development and exhibit high personal
regard for the profession by maintaining qualities that uphold the dignity of
teaching such as caring attitude, respect and integrity. They value personal and
professional reflection and learning to improve their practice. They assume
responsibility for personal growth and professional development for lifelong
learning.
Professionalism: The Hallmark of a Professional
Teachers are professionals. They belong to a profession which society regard as the
noblest profession. Professionalism is a competence or skill expected of a professional. It
is a hallmark of a professional. The Code of Ethics for Professional Teachers explains
professional conduct as
It behooves every teacher to assume and maintain professional attitude to his work
and in dealing with his associates in the profession. It should be his self-imposed duty to
constantly improve himself professionally.
Criticism, when necessary, should clearly reflect friendly motivation and a sincere
desire to uphold the standard and dignity of the profession. In dealing with his pupils or
students, the teacher should ever strive to be professionally correct, friendly, and
sympathetic.

33
APPLYING
1. Student-Generated Organizer
Instructions: Identify the professional qualities a teacher should possess. Show

these qualities in a graphic organizer.
2. Sentence Completion
Instructions: Complete the sentences to complete the idea.
1. To meet the expectations of the people in the community, as a teacher I must

____________________________________________________________.
2. A teacher is considered a professional, he/she is
______________________________________________________________.
References:
• Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2015). The teaching profession.
3rd Ed. Metro Manila: Lorimar Publishing House, Inc.
• Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2018). The teaching profession.
4th Ed. Metro Manila: Lorimar Publishing House, Inc.
• Charlotte Danielson Framework for Teaching. (nd). Retrieved from
https://static1.squarespace.com/static/5942abe2bebafb3949a9aa10/t/596e7cb2a5790a
ab89b70c8b/1500413108225/CHA-DET
Michigan_Educator_Evaluation_Postings_and_Assurances_Teacher_District-
Approved_Tool_533453_7AC123AMCth-003.pdf
• DepEd Order No. 42, s. 2017
• James Stronge – Teacher Effectiveness Performance Evaluation Systemchttp://mnprek-
3.wdfiles.com/local--files/teacher-effectiveness/TEPES%20-%20Stronge.pdf
• Lim, L., Caubic, R., & Casihan, L. (2014). The teaching profession. Manila: Adriana
Publishing Co. Inc.
• McREL’s Teacher Evaluation System (2010). Retrieved from
http://schoolbusads.org/wp-content/uploads/2012/08/Teacher-Evaluation-Participant-
Manual-20110211-2.pdf

34
Lesson 2: The Demands of Society from the Teacher as

a Person
Learning Outcomes
1. Identified the personal qualities that a professional teacher should possess;
2. Discussed the responsibilities expected of a professional teacher; and
3. Explained what a teacher must do, must have and must be in order to cope with
the demands of the society.
SPARKING
TEACHER RECALL. Identify five persons in your community that you want to
participate in the activity, “Teacher Recall.” You ask them to recall one most memorable
teachers who was able to make a great impact in their lives. They have to list down five
personal qualities that this teacher possesses. You may consolidate their answers in the
matrix below.
Name of Teacher Qualities

35
PROBING
PROBING
POOL THE ANSWERS TOGETHER. Perhaps you would notice that many of the
answers given by your participants are similar, so cluster them together like for example
committed, dedicated or passionate can be one group. If there are words that are
standalone, so be it. Based on the survey you conducted, what are the most cited
personal attributes a professional teacher should have?
DEEPENING
DEEPENING
A Professional Teacher
What is a professional teacher? Lim, Caubic, and Casihan (2014) use a metaphor of the
mountain and the teacher to identify the salient personal qualities of a professional
teacher.
The mountain is a huge creation that stands towering over all other structures in the
land. It stands majestic and impressive providing a soothing effect when viewed from a
distance. Its stature is a symbol of strength and stability. Because of its elevated position,
the mountain receives the first rays of the sun at dawn. The radiance of the sun’s rays on
the summit creates a beautiful panorama to behold. It is a spectacular scene to lay the
eyes on. The mountain provides shelter to animals and other creatures living in it. At
times when the rain comes, the soil in the mountain is eroded and water flows freely to
the land and rivers below. The rainwater from the mountain fertilizes the land at the foot
of the mountain. The plants grow and produce abundant harvest for the people living in
the area.
They wanted to emphasize that the grandeur of the mountain denotes strength
and stability. The same is true with the teachers. In order for teachers to perform their
duties efficiently and effectively, they must be healthy and fit. When one is mentally and
physically healthy, he/she has the vitality and enthusiasm to carry out his responsibilities
to the helm. They are always ready and committed to guide the learners in the teaching
and learning process.
In Unit 1, you have tackled that teaching is a noble profession, thus, it is a
privilege to be a great teacher. The privilege carries great responsibilities which the

36
society expects every teacher to perform. Dr. Evelyn A. Mejillano of the University of the
Philippines College of Education mentioned that an effective teacher is responsible to his
students because of his/her broad range of impact on their lives. Every teacher has six
basic responsibilities that need to be carried out. These are:
1. Encourages free pursuit of learning. How?
1.1 knows the content to be learned (content competence)
1.2 uses teaching strategies to foster learning (pedagogical competence)
1.3 knows who and how students learn
1.4 remains current in the content
1.5 presents accurate and balance views from the field
1.6 contributes to student intellectual development and independent thinking
2. Demonstrates respect for students. How?
2.1 recognizes and respects individual differences
2.2 is aware of students’ cultural, physical, religious choices and values
2.3 welcomes and respects active participation
2.4 keeps promised appointments
2.5 comes to class prepared for the lesson
2.6 trusts in the discussion of sensitive issues
3. Respects confidentiality. How?
3.1 respects students’ privacy on issues of self-disclosure
3.2 does not post grades without the permission of students
3.3 does not leave test papers in one corner for students to get them at their
convenience
4. Models the best scholarly and ethical standard. How?
4.1 is a thinking person (think before you speak)
4.2 establishes a personal standard of scholarship and living
4.3 differentiates emotion from reason
4.4 models or demonstrates critical discussion with students and colleagues
5. Posters academic conduct and ensure fair evaluation. How?
5.1 gives students fair chance to demonstrate their abilities
5.2 does not allow academic dishonesty
5.3 assesses students’ progress accurately
5.4 treats each student fairly ( no favoritism)
5.5 gives regular feedback on student progress

37
6. Avoids exploitation, harassment or discrimination. How?

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

2. Positive – have optimistic attitudes about teaching and about students
3. Hold high expectations - set no limits on students and believe everyone can
be successful
4. Creative – are resourceful and inventive in how they teach their classes
5. Fair – handle students and grading fairly
6. Display a personal touch - approachable
7. Cultivate a sense of belonging – have a way to make students feel welcome
and comfortable in their classrooms
8. Compassionate – are concerned about students’ personal problems and can
relate to them and their problems
9. Have a sense of humor – make learning fun and do not take everything
seriously
10. Respect students – do not deliberately embarrass students; teachers who give
the highest respect get the highest respect
11. Forgiving – do not hold grudges
12. Admit mistakes – quick to admit being wrong
Effective teachers who possess these qualities can become great teachers whom
every learner would wish to have. How can you be a great teacher? Watch the video,
“The One Thing All Great Teachers Do” by Nick Fuhrman | TEDxUGA which can be
retrieved at https://www.youtube.com/watch?v=WwTpfVQgkU0

38
Teachers being professionals should possess professionalism as described in Section 1-

4 of Article XI of the Code of Ethics for Professional Teachers.
Section 1: A teacher shall live with dignity at all times.
Section 2: A teacher shall place premium upon self-respect and self-discipline
as the principle of personal behavior in all relationships with others
and in all situations.
Section 3: A teacher shall maintain at all times a dignified personality which
could serve as model worthy of emulation by learners, peers, and
others.
Section 4: A teacher shall always recognize the Almighty God or being as guide
of his own destiny and of the destinies of men and nations.
Likewise, Section 7 of R.A. 4670 cites integrity as an essential trait to be possessed
by a professional teacher. It reiterates that since the teacher’s work is not confined
merely to the development of certain fundamental skills and abilities encompassed by
the teaching of the 3Rs but also includes the development of desirable habits and
attitudes that go into the formation of character, his manner of living should provide a
worthy example for his pupils and students to emulate for his fellow teachers to be
proud of, and for the community to feel as being enriched by it.
In the context of the new normal, where teachers are expected to use technology in
the delivery of instruction, much is expected from them in upholding professionalism.
(To know further about the topic and gain insights about professionalism, please watch
the Video on “Online Professionalism for Teachers” to be retrieved from the
urlhttps://www.youtube.com/watch?v=Dz333YW9awg )
Reflection: What are your realizations after watching the video?
APPLYING
1. Poetry Integration
Instructions: Read the poem, “You Are a Teacher” and answer the questions that
follow: (Source: Bilbao, et. Al (2018).The teaching profession 4th ed.)
You are a Teacher

If I speak interestingly, effectively, and well,
But do not understand my students

39
I am a noisy gong or a clanging cymbal,

If I know all of the methods and techniques of teaching,
If I have complete faith that they will work,
So that I use them completely,
But think only of materials or techniques
Instead of how they can help my students,
I count for nothing
If I go the second mile in my teaching,
Give up many activities,
But do it without understanding,
It does no good,
Love is very patient, very kind;
Love is not jealous, it does not put on airs;
It is never tyrannic, never;
Yet does insist on truth;
It does not become angry;
It is not resentful.
Love always expects the best of others;
It is gladdened when they live up to these expectations,
Slow to lose faith when they do not.
It will bear anything,
Hope for anything,
Endure anything.
This kind of love will never fail
If there are teaching methods, they will change;
If there are curricula, they will be revised.
For our knowledge is imperfect
And our teaching is imperfect,
And we are always looking for the better ways
Which an infinite God has placed ahead of us.
When I began to teach, I fumbled and failed;
Now I have put away some of my childish ways.
At present I am learning bit by bit;
But if I keep on seeking, I shall at last understand
As all along I myself have been understood.

40
So faith, hope and love endure.

These are the great three
But the greater of them is love.
Questions:
1. While reading the poem, what mental portrait of the teacher in the classroom
and the teacher in the community is painted in your mind?
2. Read through the poem by replacing I with your name. It goes like this: Calleigh,
You are a Teacher.
If Calleigh speaks interestingly, effectively and well
But does not understand her students
Calleigh is a noisy gong or a clanging cymbal…
(continue until you finish the whole poem with your name on it…)
• Describe and explain what you felt when you read your name through the
lines of the poem.
2. Sentence Completion
This is how one describes professionalism:
“You have to perform at a consistently higher level than others. That’s the mark
of a true professional. Professionalism has nothing to do with getting paid for
your services.”
From your own perspective, what is professionalism? Cite a concrete example of

professionalism.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

41
How Much Have You Learned?
Directions: Identify the qualities of a professional teacher. Fill in the tree diagram.
The Professional Teacher
Personal Qualities Professional Qualities
References:
• Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2015). The Teaching Profession.
• 3rd Ed. Metro Manila: Lorimar Publishing House, Inc.
• Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2018). The Teaching Profession.
• 4th Ed. Metro Manila: Lorimar Publishing House, Inc.
• Lim, L., Caubic, R., & Casihan, L. (2014). The Teaching Profession. Manila: Adriana
• Publishing Co. Inc.

42
Unit 3: On Becoming a Glocal Teacher

Prof. Lea C. Tingson
“The first step to

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

43
Lesson 1: The Global and Glocal Teacher: Is there a

Difference?
Learning Outcomes
1. Described a global and a glocal teacher.

2. Inferred about the demands of globalization in the 21 st century on teacher
professionals.
SPARKING
Teaching Learning Activities

• Pre-test TRUE or FALSE.
1. The concept of globalization came about in recent years because the world has
become borderless primarily due to advances in technology.
2. The Filipino teacher abroad should know and understand the culture of the place of
teaching.
3. The global teacher is one who enhances knowledge and skills to address the global
demands but has a strong affiliation to the local culture and traditions.
o Global village refers to other countries abroad.
o Respect for cultural diversity and focus on the 21st century skills are the
ultimate goal of global education.
• Group yourselves by five and discuss your answers to these questions:
1. As pre-service teachers, how do you prepare yourselves to be globally
competitive?
2. Can one become a global teacher without teaching abroad? Explain.
3. Read the definitions of global education and Sustainable Development Goal (SGD)
for Education below and infer how these relate to your preparations as a global
and global teacher.
Global Education
Global education has been best described by two definitions:
• UNESCO defines global education as a goal to develop countries worldwide and is aimed
at educating all people in accordance with world standards.

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• Another definition is that global education is a curriculum that is international in scope

which prepare today’s youth around the world to function in one environment under
teachers who are intellectually, professionally and humanistically prepared.
UNESCO’s Education 2030 Incheon Declaration during the World Education Forum
established a vision “Towards inclusive and equitable educational lifelong learning for all.”
Sustainable Development Goal (SGD) 4 for Education is one of the seventeen goals of the United
Nation’s SGDs.
The SDG4 is to “ensure inclusive and quality education for all and promote lifelong
learning opportunities for all.” To achieve this, the UN has set seven unique and interconnected
targets. These are:
4.1 Universal Primary and Secondary Education

By 2030, ensure that all girls and boys complete free, equitable and quality primary and
secondary education leading to relevant and Goal-4 effective learning outcomes.
4.2 early Childhood Development and Universal Pre-primary Education

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

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

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One of the means to achieve the target is to increase the supply of qualified teachers,
through international cooperation for teacher training in developing countries, especially the least
developed countries and island developing states.
PROBING
• What is a global teacher? A glocal teacher?

• How do you become a glocal teacher?
DEEPENING
Global Education and Global Teacher
James Becker (1998) defined global education as an effort to help individual learners to see
the world as a single and global system and to see themselves as a participant in that system . It
is a school curriculum that has a worldwide standard of teaching and learning. This curriculum
prepares learners in an international marketplace with a world view of international
understanding. In his article “Goals of Global Education,” Becker emphasized that global
education incorporates into the curriculum and educational experiences of each student a
knowledge and empathy of cultures of the nation and the world. Likewise, students are
encouraged to see the world as a whole, learn various culture to make them better relate and
function effectively within various cultural groups.
Thus, to meet the various global challenges of the future, the 21st Century Learning Goals
have been established as bases of various curricular worldwide.
These learning goals include:
1. 21st Century content: emerging content areas such as global awareness; financial,
economic, busines, and entrepreneurial literacy; civic literacy; health and environmental
awareness.
2. Learning and thinking skills: critical thinking and problem-solving skills, communication,
creativity and innovation, collaboration, contextual learning, information and media
literacy.

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• ICT Literacy: Using technology in the context of learning so students know to learn.
• Life Skills: Leadership, ethics, accountability, personal responsibility, self-direction, other
• 21st Century Assessment: Authentic assessment that measure the areas of learning.
On the other hand, glocal education is about diversity, understanding the differences and
teaching the different cultural groups in their own context to achieve the goals of global
education as presented by the United Nations . It is preparing future teachers from the remote
and rugged rural villages in developing countries, to the slum areas of urbanized countries, to
the highly influential and economically stable societies of the world for their roles in the 21st
century classrooms. Global teacher education addresses the need of the smallest schools to the
largest classrooms in the world. It responds to borderless education that defies distance and
geographical location. This makes educational glocal.
Thus, glocal education provides equal opportunity and access to knowledge and learning
tools which are the basic rights of every child in every community, locality within the global
community.
Are our pre-service teachers preparing to provide glocal education in their respective future
school assignments? Do they possess a strong foundation of their rootedness in culture so as to
blend what is local with what is global? Will you be a glocal teacher who is a true Filipino teacher
with a solid value of nationalism and Filipinism but who is capable of addressing the global
challenges and needs of educating the children of the future?
From Global Teacher to Glocal Teacher Professionals
Looking back at the concept of global education, how do we define now a glocal teacher?
Is this teacher somebody who teaches abroad? Is this a person teaching anywhere in the world,
and is able to teach the 21st century learning goals? These are some of the fundamental
questions that are raised regarding global teacher as a new concept of globalization and the
recognition of localization in the same concept is fat emerging and recognized.
Hence, a glocal is a global teacher who is competent and armed with enough skills
appropriate attitude and universal values to teach learners at home or abroad but is equipped
with both times tested as well as modern technologies in education in any time any place in the
world. A glocal teacher is someone who thinks and acts both locally and globally with worldwide
perspectives, but is teaching the communities, localities, towns, provinces and regions where he
or she is situated.

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More specifically, a glocal Filipino is characterized by several qualities and attributes in

addition to in-depth knowledge, functioning skills and embedded values. Glocal teachers:
• understand how this world interconnected;
• recognize that the world has rich variety of ways of life;
• have a vision of the future and sees what the future would be for himself/herself and the
students;
• are creative and innovative;
• understand, respect and tolerant of the diversity of cultures;
• believe and take action for education that will sustain the future;
• facilitate digitally-mediated learning;
• possess good communication skills (for Filipino teachers to be multilingual);
• aware of international teacher standards and framework; and
• master the competencies of the Beginning Teacher in the Philippine Professional
Standards for Teachers (PPST,2017).
Further, glocal teachers in addition to the above qualities must possess the following distinct
characteristics and core values of Filipino teachers: (Master Plan for Teacher Education, 2017):
• cultural and historical rootedness by building on the culture and history of the
learners and the place;
• ability to contextualize teaching-learning by using local and indigenous materials,
content and pedagogy whenever appropriate;
• excellence in personal and professional competence, leadership, research, technology,
innovation and creativity;
• responsiveness through social involvement and service, learner-centeredness, respect
and sensitivity for diversity and inclusiveness;
• accountability and integrity by being a positive role model with strong moral
character, committed and conscientious, credible, honest and loyal;
• ecological sensitivity by being resilient and steward of the environment for the
sustainability;
• nationalism/Filipinism by being a responsible citizen and upholding the Filipino
identity amidst globalization (glocalization); and
• faith in the Devine Providence by being humane, just, peace-loving and respectful of
human rights.
The need for glocal teachers is on the rise of several countries worldwide. Even
developed countries are in dire need of competent teachers who will teach in rural
classrooms imbued with the characteristics and attributes of a glocal teacher.

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APPLYING
Make a Venn Diagram to compare and contrast a global and a glocal teacher.
Self-check Questions
Choose the correct answer from the options given.
1. The global challenges of the future entail the attainment of 21 st Century Learning
Goals. These goals include:
A. Learning & thinking skills, emerging content areas, ICT literacy, life skills and
21st Century assessment
B. Information literacy, Life skills, Soft skills, digital literacy, and computational
skills.
C. Numeracy and literacy skills, Communication skills, interpersonal skills, and
leadership skills.
D. 21st Century assessment, life skills, computational skills, interpersonal skills,
and technology skills
2. Which of the following statements is TRUE about global teachers?

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

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

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4. When Roland Robertson started to use the phrase “ think local, act global” he
meant that ________.
A. even if you will be teaching in your hometown, your competencies id world
class.
B. you should limit your lessons only to local knowledge, values and aspirations.
C. you should use examples from foreign countries.
D. you believe that the best examples are coming from abroad.
5. Which set of core values should a Filipino teacher possess to become a global
teacher?
A. Cultural and historical rootedness and nationalism
B. Economic excellence and materialism
C. Inclusivity and self-preservation
D. Borderless thinking and interconnectivity
References:
• Bilbao, P., Corpuz, B, Llagas, A., Salandanan, G. (2018) The teaching profession (4th ed.).
Lorimar Publishing, Quezon City.
ELECTRONIC REFERENCES:
• https://www.globaleducation.edu.au/global-education/what-is-global-ed.html
• https://www.slideshare.net/EduardOrsal/global-education-and-global-teacher
• http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-
action-implementation-of-sdg4-2016-en_2.pdf
• https://sites.google.com/a/ncsu.edu/21st-century-teaching-learning/21st-century-goals-
objectives

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Lesson 2: The Teacher and the Teaching Profession in the

ASEAN and Beyond
Learning Outcomes
1. Drawn a holistic picture of the teachers and the teaching profession in the
ASEAN;
2. Appreciated the similar characteristics of the ASEAN teachers and the
teaching profession as these respond to global standards.
3. Compared the ASEAN teachers and teaching profession with three other
countries of the world – Japan, China and United States of America.
4. Reviewed the Global Teacher Status Index and learned lessons from it.
SPARKING
• Pre-test (TRUE or FALSE)

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

would you like to teach? Explain.
PROBING
• Interview a teacher who is teaching in another country. Find out from him/her the
competencies that are required of them as a teacher in that country.

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DEEPENING
Below is a description of the teaching profession in the ten ASEAN member countries.
(Source: The Teaching profession 4th Edition, Bilbao, et. al, 2018)
In all the countries in the ASEAN, the levels of formal schooling in the educational system
are as follows.
1. Primary level is composed usually of Pre-Primary (Play-School, Pre-K, Kindergarten) and

the Primary Level which is composed of Grade 1 aged 6 yrs. old; Grade 2 aged 7 yrs. old;
Grade 3 aged 8 yrs. old; Grade 4 aged 9 yrs. old; Grade 5 aged 10 yrs. old, and Grade 6
aged 11 yrs. old.
In the Philippines, the label primary level refers to elementary level. The Elementary level has
two sub-levels, the primary grades which include the kindergarten to Grade 4 and the
intermediate grades which include Grade 5 and Grade 6.
2. Secondary level follows the primary level. Generally, across the ASEAN it is composed of
Junior High School and the Senior High Shool. The graduate from the Senior High School can
proceed to college or find a job appropriate to the qualification. However, there are slight
variations in some countries such as Lower Secondary level is three years with Grade 7, 8,
and 9 while the upper secondary level is composed of Grades 10, 11 and 12.
In the Philippines, the Junior High School is composed of Grade 7 ,8, 9, and 10 while Grades
11 and 12 belong to the Senior High school.
Variations in the number of years in basic education level across the ASEAN members
Variations Levels of Schooling and Number of Years
Primary/ Lower Upper Total Countries
Elementary Secondary Secondary number of (as of 2013)
Years
Version 1 5 years 4 years 3 years 12 years Lao PDR
Version 2 5 years 4 years 2 years 11 years Myanmar
Version 3 6 years 3 years 2 years 11 years Malaysia

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Version 4 6 years 3 years 3 years 12 years Brunei, Cambodia,

Indonesia, Thailand,
Vietnam
Version 5 6 years 4 years 2 years 12 years Singapore, Philippines
Source: ASEAN State of Education Report, 2013
In summary, basic levels of education in most ASEAN countries have 12 years of formal
schooling, divided into primary, lower secondary and upper secondary levels. All primary
education levels are compulsory, while in some countries secondary level is voluntary except the
Philippines. In Singapore, the last two-year levels are pre-university levels. For secondary level;
there is a variation of 5, 6, or 7 years which are either labeled as middle school, junior high
school, senior high school or lower or upper secondary level. There is a universal kindergarten
and pre-school education for all. The number of years in the primary is 5 to 6 years.
The basic education levels of Primary/Elementary and Secondary levels will provide the future
jobs of teacher education pre-service graduates.
3. Tertiary Level is the college level which is beyond the basic education in all the countries in
the ASEAN. It is the ladder of educational system where the student earns a bachelor’s
degree in teacher education, which is a requirement to take a licensure examination to
become a professional teacher.
In the Philippines, the Technical Education Skills and Development Authority (TESDA)
provides diploma and training certificates for lifelong learning. The agency also assists in the
implementation of the senior high school technical-vocational tracks.
The pre-service teachers get appropriate qualification degree in the tertiary level in order to
teach in either elementary or secondary levels of education system in either public or private
school in a particular country. In addition to the degree, most countries have specific
requirement policies and guidelines.
A. The Teacher Professionals Across the ASEAN
1. Academic Preparation of Teacher Professionals in the Basic Education
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

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an advanced training for 3 years to become teachers (9years of basic education + 3 years
teacher preparation) or over 10 years of basic education plus 3 years of teacher preparation.
For teachers of lower secondary level, future teachers should have 12 years of basic
education and 2 years of teacher preparation to earn a Diploma in Teaching.
For upper secondary level, the requirement is 12 years basic education plus 4 to 5 years
of teacher preparation to earn a Bachelor’s degree. However, for non-education degree
graduates they can take the post graduate diploma in Education/Teaching. This will mean an
equivalent to 12 years basic education plus 4 to 5 years Baccalaureate Degree plus one year of
Graduate Diploma.
Almost all teacher education provides a teaching practicum, student teaching, or field
experience course. This will provide them the opportunity to apply the theories and concepts in
the content and pedagogy in real class situation.
ASEAN countries have comparable academic teacher preparations, however, there are
those who have gone beyond their borders, while others are still strengthening their program.
Differences are according to the context and needs and the education system of the particular
member country, their history, culture and aspirations.
2. Components of Teacher Preparation
Qualified, professionally trained, motivated and well supported teachers are the key to quality
education. The future teacher academic preparations should be responsive to this call. Common
to all ASEAN countries, are four important components which are being addressed in the
preparation of teachers:
• General knowledge and understanding– This cluster of knowledge and
understanding are embedded in the general education or liberal arts education subjects in
college as preparatory to the core content subjects in the professional education. The
cluster of subjects in the liberal education provides the development of person-hood of
the future teacher. (what to Know about Oneself and World.)
• Pedagogy – this component provides variety of teaching delivery approaches beyond the
traditional methods of teaching. The more innovative methods including student-centered
approaches, cooperative learning, project-based learning and many more based on
international values to enhance peace education, sustainable development, respect for
diversity, inclusive education and global citizenship. (How to Teach)
• Teaching Practicum/Experiential Learning In this cluster, knowledge, theories,
principles, and pedagogies learned are available in real life situation as teachers. In all

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ASEAN countries, teaching practicum and experiential learning are required as a

component of training or for certification to teach. (Immersion to the real world of
teaching/Practicum/Teaching Internship)
• Specialized knowledge/Major courses – For those who will teach the content or
discipline in the upper elementary or the secondary levels, major content courses are
learned. For the early years (pre-school to Grade 3, a more comprehensive knowledge of
child growth and development is given emphasis. (What to teach in specific discipline or
subject area)
The common degree titles include Bachelor of Education (Bed); Bachelor of Elementary
Education (BEEd); Bachelor of Secondary Education (BSEd); Diploma in Education either Pre-
Baccalaureate or Post Graduate (PGDip). There are variations from country to country.
Several standards and competencies were developed as a guide for all teachers. The
most common standards revolve around or anchor on the following domains:
• Skills in the 21st Century
• Professionalism and accountability
• Pedagogical competence
• Teachers characteristics/qualities
• Knowledge competence
B. The Teaching Profession Practices in the ASEAN
1. Teacher’s Major Responsibilities
There are three major responsibilities of professional teachers across the different
countries. These are (1) Actual Teaching. (2) Management of learning and (3) Administrative
work. All of these responsibilities have to be carried out in the teaching hours required which is
6-8 hours per day 40-45, hours per week, 4 weeks per month and 10 months per year. In
between the teaching days, are holidays specific to the country which may either be civil holiday
or religious holidays.
• Actual Teaching – refers to the time of engagement of the teacher with the learners.
This happens within the official teaching hours. The actual teaching hours from country to
country and from school to school. Sometimes actual teaching refers to contact time or
time on task.

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• Administrative work – refers to the teachers’ job that includes writing test items,
checking and recording of test paper results, attending to parents, making reports and
other related activities.
With all the responsibilities that the teacher is required to do, the salary of the teacher varies
across the different countries, in the ASEAN teachers’ salary ranges from as low as USD 120.50
to as high as USD 2, 589.00 per month or even higher as in the case of Singapore which is
around $45, 755.00 per year according to the Global Teacher Status Index Report. Salary is
based on qualification, teaching experiences and level or grade assigned. Teaching in a public
school will also have a different salary scale. In some countries, there are fringe benefits
provided like hardship pay, maternity pay and other bonuses.
In the primary level, teachers handled more than one specialized subject. In fact, in
some countries including the Philippines, all the subjects in the grade level taught by one
teacher in a self-contained classroom. In some cases, team-teaching is practiced either
vertically or horizontally. In the vertical team teaching, for example Elementary Science
will be taught by one science teacher from Grade 1 to Grade 6, while for the horizontal
team teaching, science will be taught by one teacher in one level with different sections
or groups. On the other hand, in the secondary level, the teacher teaches the specific
subject area or major in the same level or in different grade levels, too.
1. Teacher Licensing and Requirement
Most teachers are licensed as professionals or are certified to teach by the country’s
appropriate agencies. Those who are certified or licensed become para-professionals or assistant
teacher. In the Philippines, it is the Professional Regulation Commission (PRC) while in Singapore
it is the National Institute for Education (NIE). In Thailand, it is the Teacher Education Council
(Khurusapha) that gives a licensure test for teacher applicants, while in Indonesia, Akta IV
teacher license is given by the teacher colleges for an authority to teach. In other countries
where is no licensing provided, certification is issued instead. This is done by the Ministry of
Education or the teacher education colleges or universities.
Teacher recruitment process and qualifications are guided by the Ministry of Education for
the public schools and the individual private schools under the guidance and policies of each
country’s ministry.
A. The Teacher and the Teaching Profession Beyond the ASEAN

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China, Japan and the United States of America are non-ASEAN members but these countries
were included as samples in the Global Teacher Status Index. Let us find out how their teaching
profession practices are similar to the ASEAN.
1. China
China being the most populous country has over 200 million students attending public
schools taught by over 9 million teachers in the elementary, junior and senior high schools.
Teachers in China form the largest teaching force in the world. (Wang, 1996; Nanjundiah, 1996)
The education system is highly centralized such the course syllabi are written by scientists and
professors hired by the National Education Commotion. The subject matter and instructional
contents are uniform for all. The first 6 years of school make up the grades which are devoted to
development of cognitive skills. This is followed by another six years of high school. Class size
ranges from 40 to 60 students and the students have to cover all topic in order to pass national
examinations. Students wishing to attend university must pass one the two versions of the
National University Entrance Examination. The quality and reputation of the school will depend
on the number of students passing the examination (Changbin in 1995; Kwang, 2000)
Education, one of the fundamental Chinese traditions, entered a new era of deep
transformation after 1949. Education is used as the vital tool for centralization and unifications of
the country. The new educational system includes:
• six years of primary education.

• three years of junior middle school, three years of senior middle school.
• six years of university
• varieties of technical and vocational schools.
The political and ideological orientation of teacher education is “to cultivate cultures person
as teachers with lofty ideals, high mortality, strong discipline, a sense of mission as educators,
engineers of human soul and the gardeners of the nation’s flowers” (Leung and Hui 2000)
There are two main categories of teachers in China, based on the source and structure of
their salary or pay. The first category is gongban (state-paid) teachers who earns salary
comparable with other state employees in state-owned enterprises. The second category is the
minban (community-paid) teacher who are paid by local community depending on the
community income.

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State-paid teachers are categorized into grades according to their years of service and their
standard performance. The five-grade system are as flows:
• Super-grade teachers – highest level which occupy the upper level of 5% of the teaching
force.
• Senior-grading teacher occupy 6% of the teaching force in 1990 where most of the
primary level teachers belong.
• Third-grade teachers
• Second-grade teachers include the majority of the secondary teachers.
• First-grade teachers – some of the newly hired primary teachers.
China’s Teacher Licensing
The examinations are standardized for the secondary teachers by the central
Government, while examination for the elementary are the responsibility of each province.
Generally, primary teachers should have at least graduate from secondary normal schools or
senior secondary school while the junior secondary teachers shall graduate from a normal
university or teacher colleges and holder of degrees from tertiary institutions.
Chinese Teachers Enjoy Unquestionable Authority
The general assumptions in the Chinese society is that the teacher tells the single
absolute truth, and the job of the students is to absorb the knowledge conveyed by the teacher
without question. While subjects like English or Mathematics provide opportunities to practice,
the structure of the lesson, their pace, and the nature of questioning is determined by the
teachers. It is a common experience of student to complete a 45 minutes class period without
having talked once, or called individually or was able to raise a question. Students are guided by
the following tenets:
• Important knowledge comes from teachers and textbooks.
• Learning involves listening, thinking and silent practice.
• Knowledge are espoused by the teacher and the textbook is not to be
challenged.
Because of the cultural uniqueness in delivering the lessons by the teachers, China
Ranked1 in the Global Teacher Status Index, where teaching profession is regarded equal to the
doctor. This will further the explained in the next section of the lesson.

58
2. Japan
The Japanese education system is highly centralized and is administered by the Mombusho or
Ministry of Education. Thru school; system for some kindergarten through university serves
about 24 million students, with about ten percent (10%) going to the university. About one-third
go to the private schools and the rest are enrolled in thew public school system.
The Japanese educational system is sometimes seen as a model on how to operate schools.
The system gives us a mental picture obedient, quite school children sitting on their desk,
listening to the teacher working hard to pass the various entrance examinations.
In 2005, a book Japan in the 21st century: Environment, Economy and Society states:
“Japan’s educational system produces students who perform far better on international
examinations … Japanese students are indisputably among the best in the world in solving
mathematical equations… Youngsters are well behaved, envied around as law-abiding; Japan’s
low crime rates are well known and widely envied around the world. But what is even more
striking than the lack of crime is the overwhelming civility; graffiti and vandalism are rare and
school sports teams not only bow to each other before the game but rush over to the opposing
team’s stand after the game to pay respect. “(The Japanese Educational System
www.bookiemice.net/darkchilde/japan/jeduc.html)
In Japan, education is free compulsory for children from 6 to 15 years. Classes are large
and teaching methods are usually lectures. Japanese students spend 243 days a year in school.
The school calendar is a year-round with some breaks between sessions.
Standard curriculum includes Japanese language, social studies, math and science along
with art, music, home economics, physical education, with the greatest emphasis on learning the
Japanese language.
The Japanese educational system is divided into five basic levels: kindergarten,
elementary school (six years) lower secondary school (three years) upper secondary school
(three years) and university (usually around four years). Elementary school covers six years of
schooling from Grade 1 to Grade 6. Most of the teachers are females. Lower secondary schools
cover grade seven, eight and nine. Men compose two-thirds of the teachers in this level. Class
size average is 38 and the periods are fifty minutes long.
Upper secondary schools offer academic, technical and vocational programs. The first-
year courses include Japanese language, English, science and Math. Vocational course includes
information processing, navigation, fish farming, ceramics and busines English. The upper
secondary schools are ranked based on their success in placing graduating students into
prestigious universities.

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The Teaching Profession in Japan
Japanese teachers are an essential element in the success story of the country. Major
responsibilities are entrusted upon the teachers for moral education and character development
and for instilling values, attitudes and living habits in students at all levels. Teachers are
expected to infuse cultural values throughout school activities including student’s lives, both in
school or even at home and community.
Ever since teaching has been an attractive profession in terms of status. The appeal of
the teaching career has heightened because of the increase in remuneration. According to the
Global Teacher Status Index in 2013, the average annual salary of teachers in Japanese is
equivalent to $43,775.00 annually, which is second to Singapore.
Teaching is one of few lifetime professional career opportunities readily available to
women in Japan. Ninety percent of the new teachers have four-year college degrees with most
having majored in other areas than education. They fill up one third of the openings in the
elementary level, two thirds at the lower secondary level, and nearly nine- tenths at the upper
secondary level.
Teacher Certification in Japan
There are different legal requirements for certification to teach the pre-school,
elementary school, lower secondary school and upper secondary school.
First class certificate is issued to teach in the preschool, elementary or secondary teachers
with basic qualification of having earned a Bachelor’s Degree. To teach in the upper secondary
level, the basic qualification in Master’s degree.
Second Class Certificate has a basic qualification of 2 years of study (62 credit units) in a
university or other post-secondary institution. While to teach in the secondary level., without a
Master’s degree, the Second-Class Certificate will be issued.
In addition to the length of study and degree qualifications, prospective teachers must earn a
prescribed number of credits in education studies and in the subjects to be taught.
Becoming Employed as a Teacher
Most of the public-school teachers are prefectural employees even if they teach in
municipal schools. Prefectures play an important role in the selection and hiring of teachers. In
addition to completing a degree, the teacher applicant must secure a license to teach from the

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prefectural board of education. A license awarded by any prefecture, is valid in all prefectures,
However, applicant is required to take prefectural appointment examination.
A prefectural appointment examination is given in two stages. First stage, consists of
written tests in general education and specialized fields and skills test for P.E. Music and Art. All
applicants for lower secondary teaching jobs are required to take a test in physical fitness.
Second stage consists of interviews.
Age is very important consideration for teacher applicants. More than one half of the
prefectures require applicants to be under the age of 30. But once the applicant gain entry to the
teaching profession, they are assured of lifetime employment.
3. United States of America
The America education system has greatly influenced the Philippine educational system
specifically the making of the Filipino teacher. The coming of the first American teachers called
the Thomasites and the opening of the normal schools in different provinces of the countries
provided a very strong foundation for teacher education.
Basic Education, the Avenue for Teaching Jobs in the USA
The levels of education in the U.S. are similar to those in other countries including the
Philippines.
• Pre-primary education – type of school providing this education are kindergarten, nursery
schools, preschool programmers, child/day care centers. Age level is 4-6 years old and
the duration is 2 years.
• Primary education – elementary school
• There are varied levels of schooling in primary education.
• Middle school education – Grades 4-6, 5-7 or 6-8.
• Secondary education – high school – Grades 7-12 or 8-12
• Junior high school. Grades 1-8, 7-9, or 8
• Senior high school. Grades 9-12, or 10-12
Duration of the compulsory education is from entry of 6 years old to exit of 18 years old.
Becoming a Professional Teacher in the USA

Pre-service students who are preparing to teach in any of the above grade levels have to
attend a college or a university for four years, major or minor in education and earn a teaching

61
certificate. It is possible to earn a teaching degree after graduation by taking additional courses
post-baccalaureate of by entering a master of Arts in Teaching program.
Earning Teaching Certificates. United States of America has a decentralized
educational system and each State Education Agency (SEA) has its own guidelines and
requirements for earning and maintaining a teaching certificate. A teaching certificate earned in
one state may or may not be recognized in another. There is an increasing practice requiring that
perspective teachers demonstrate some minimal level of competency by passing a competency
test before they are allowed to enter the profession. This examination is the National Teacher
Examination (NTE) or on Praxis I or Praxis II written test. Many states, now require that teachers
also renew their certification by continuing to take “renewal credits.” Permanent certification is
granted if the teacher performs adequately according to the standards established by the state.
Recruitment of Teachers. After following the successful completion of an application

process, a superintendent approves the applicant and then forwards a recommendation to hire to
the local school board. Once signed, a teacher has a legally binding contract to work, unless
guilty of a crime, fails to show teaching competency, or demonstrates egregious professional
conduct. He/She is expected to complete teaching during the term of his/her contract, with
exception for pregnancy, medical leaves and unforeseen emergencies.
Salaries of Teachers. The salary range for teachers is determined by education and
experience as by locale. Teachers who have earned “masters plus 30 doctorate units” earn more
than those with master’s degrees, while teachers with master’s degrees receive a higher salary
than the bachelor’s degree holder. Merit pay has been adopted by some school districts, those
who teach in sub-urban school districts or large town typically earn more than teachers in either
urban or rural districts. Some teachers work at another job during the school year or summer.
The average according to the Global teacher Status report, the average income of teachers
$44,917.00.
What Makes a Good American Teacher? The definition of a “good” teacher slightly
differs among levels. Those working in elementary schools seemed more child-focused in their
discussions and believed that a good teacher is a kind person, one who is understanding “and
“sensitive to the needs of children.” The secondary school teachers generally consider
themselves subject-matter specialists. Good teachers have to know how to teach their subjects.
It is a plus if students like a teacher. Some feel that having a sense and humor and an ability to

62
handle a class increased the likelihood that students would learn, but the teacher’s primary
responsibility is to teach.
Middle school teachers pointed out that many schools are changing from junior high to
middle school model because young adolescents still need the support of family like concerns.
The middle school teachers, therefore, as a team should be able to give more personal attention
to middle school learners.
The Global Teacher Status Index
Varkey Foundation, initially Varkey GEMS Foundation, published a 53-page study on the
public and social status of teachers in 21 countries around the world in 2013. The study polled
21 countries all over the world. These countries were chosen on their performance in PISA and
TIMMSS to represent the major countries of the world. The study collected data regarding what
the general public thinks about the teaching profession and teachers, and the study examined
public attitudes to professional status, trust, pay, and the desirability of teaching as a career.
Some of the key questions asked in the survey were:
• How teachers are respected in relations to other professions?

• What is the social standing of teachers?
• Will parents encourage their children to be teachers?
• It is perceived that the children respect their teachers?
• What people think teachers ought to be paid?
• Should teachers be paid according to the performance of their pupils?
• How much are teachers trusted to deliver a good education to children?
• What is the degree of trust that people have on their education system?
Answers to the above questions were collated and clustered in the three sections which are
Teacher Status, Perception of Teacher Reward and Teacher Agency and Control.
1. Teacher Status
Examine the table below. To what occupation do people in Germany, Italy, Spain,
Switzerland and the Netherlands compare the work of teachers? In what country do people
compare the work of the teachers to that of doctors?

63
Global Teacher Status Index, 2013

Source: https://www.globalteacherprize.org/media/2787/2013globalteacherstatusindex.pdf
This portion of the survey focused on teacher status, and provided indicators that formed the
calculation of the Teacher Status Index. Teacher respect has a multitude of dimensions;
however, four indicators were deemed most beneficial to this study:
• Ranking status for primary teachers, secondary teachers and head teachers against other
key professions
• Analyzing the aspiration of teaching as a ‘sought’ profession
• Creating a contextual understanding of teachers’ social status
• Examining views on pupil respect for teachers.
While there is no clear correlation between the status accorded to teachers through their
Index score and student outcomes in their country, there are however significant variations
between different countries due to a number of potential differences in perception and culture.
Previous work has pointed to correlations between teacher pay and pupil outcomes, so this area
merits serious investigation. The study found that the average respect ranking for a teacher
across the 21 countries was 7th out of 14 professions, indicative of a mid-way respect ranking
for the profession. There is no international consensus on what constitutes a comparative
profession for teaching, but two-thirds of countries judged the social status of teachers to be
most similar to social workers. The second closest status association was to librarians (as ranked

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by US, Brazil, France and Turkey). There are significant contrasts between countries over the
extent to which they would encourage younger generations to become teachers. While 50% of
parents in China provide positive encouragement, only 8% do so in Israel. Parents in China and
South Korea, and in Turkey and Egypt are most likely to give encouragement to children to
become teachers. Similarly, these countries show a higher level of belief that pupils respect their
teachers. Conversely in most of the European countries surveyed, more respondents thought
that pupils disrespect teachers than respect them.
2. Perception of Teacher Reward
Below is the average actual teacher salary in the countries surveyed. The respondents were
asked if the current salary is too little, too much or just enough.

Source: https://www.varkeyfoundation.org/what-we-do/research/global-teacher-status-index-
2018

65

Source:https://www.varkeyfoundation.org/what-we-do/research/global-teacher-status-index-
2018
• Most countries judged a fair rate of pay as a similar to teacher’s actual pay.
• In Japan, France and USA, the actual pay was judged higher than the fair rate of salary.
• Majority of the countries think teachers ought to be rewarded with higher pay than what
they are presently getting.
Performance-Related Pay. Most countries believed that teacher’s salary should be based on
the achieved student learning outcomes. The performance-related pay (PRP) should be used
according to performance.
• In all the 21 countries, more than 59% of people think teachers ought to be paid
according to the performance of their pupils. The average across countries was 75%.
3. Teacher Agency and Control
The status of the teacher is also dependent on the people’s trust to deliver good
education.
Trusting Teachers to Deliver Education. Based on the results of the survey:
• No country gave a rating below 5, suggesting that all countries placed
satisfactory to positive trust in their teachers.

66
• Finland and Brazil at the top of the table displaying strong trust in their teachers,
while Israel, Japan, South Korea and Egypt are at the bottom of the table,
showing limited trust for their teachers.
The Varkey GEMS Foundation (VGF) Index will be immensely valuable as a

means of stimulation debate on education reform-just as the publication of PISA data did
at the turn of the country. For this reason, th VGF index deserves recognition for the big
impact their study has made on future teachers on the Global Teacher Status Index.
Peter Dolton, Professor of the Economics at Sussex University, one of the writers
of the 2013 Global Teacher Status Index said:
“We find that there are major differences across countries in the way teachers
are perceived by the public. This informs who decides to become a teacher in each
country, how they are respected and how they are financially rewarded. Ultimately, this
affects the kind of job they do in teaching children.”
Sunny Varkey, founder and trustee of Varkey GEMS Foundation said: It is my

ambition that teachers are treated with as much respects as doctors. Sadly, in many
countries around the world, teachers no longer retain the elevated status that we used
to take for granted. Overtime, the declining respect for teachers will weaken teaching,
weaken learning, damage learning opportunities for millions and ultimately weaken
societies around the world.
He also said: “It will immense pride that I say, that my parents were teachers. I
recently spoke with my mother about what she believed they had achieved by becoming
teachers. She spoke fondly about goodwill that they enjoyed locally as a result of their
chosen vacation. Those who taught were held in high esteem. Teachers were often the
most educated people in the community, so were turned to as source of advice and
guidance. Most importantly, of course, they sparked the imagination of children who
went on to accomplish great things for themselves and society.”

67
APPLYING
1. Reflection: How does a Filipino teacher compare with a teacher in the ASEAN and
beyond? (Follow the Gibbs Reflective Cycle format.)
Choose the correct answer from the given choices.
1. In all the ASEAN member countries, which level of schooling is free and
compulsory?
A. Primary level C. Middle School level
B. Secondary level D. College level
2. Which of the ASEAN member countries give the highest salary to teachers?
A. Brunei D. Singapore
B. Philippines D. Malaysia

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3. Which country issues a teacher certificate through the Professional Regulation

Commission?
A. Thailand C. Indonesia
B. Philippines D. Singapore
4. According to Global Teacher Status Index, from what country have the teachers
greatest respect from students?
A. China C. Finland
B. Germany D. New Zealand
5. Which country, according to Global Teacher Status Index, gives the highest
salary to teachers?
A. Singapore C. Japan
B. China D. South Korea
References
ELECTRONIC REFERENCES
• https://www.asean.org/storage/images/resources/2014/Oct/ASEAN%20State%20of%20Ed
ucation%20Report%202013.pdf
• https://www.universityworldnews.com/post.php?story=20170215044929891#:~:text=Resp
ect%20for%20the%20teaching%20profession%20will%20help%20improve%20their%20w
ork,and%20across%20the%20ASEAN%20region.
• https://www.globalteacherprize.org/media/2787/2013globalteacherstatusindex.pdf

69
Lesson 3: The Changing Global Landscape for the 21st

Century
Learning Outcomes
1. Identified the different changes occurring in the global teaching-learning

landscape.
2. Identified the 21st century life and career skills for teachers and learners.
3. Demonstrated understanding of the UNESCO’s Four Pillars of Learning as these
apply to the 21st century.
SPARKING
1. Which is an example of a social and cross-cultural skill?
A. Obtaining information using digital technologies

B. Using problem solving technique in influencing and guiding others toward a goal
C. Knowing when it is appropriate to listen and to speak when interacting with others
D. Allowing students to be busy on meaningful tasks
2. Computer skills and the ability to use computers and other technology to improve
learning, productivity, and performance is
A. Computer literacy C. Technological literacy
B. Information literacy D. Media Literacy
Read the instructions to the team game: “The Marshmallow Challenge” below. If you
have the connectivity, watch it on YouTube by clicking the link:
https://www.youtube.com/watch?v=X_oQB0Gw-zQ.

70
Source: Coach Sparrow 2017-18

https://coachsparrow2017-
18.weebly.com/marshmallow-
challenge.html
Building a free-standing structure using uncooked spaghetti pasta and

marshmallows gives students opportunity to experience what it’s like to build together.

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What attributes are being developed in this activity? How do these attributes relate to
21st Century skills?
PROBING
Which of the skills listed below are important for you to become competitive in
the 21st Century? Choose 3 and explain.
Source: aeseducation.com
https://www.pinterest.ph/pin/375769162658222267/
DEEPENING
The Changing Global Landscape and the 21 st Century Skills for Teachers
Preparing learners for work, citizenship and life in the twenty-first century is
daunting. Globalization, new technologies, migration, international competition, changing
markets, and transnational environmental and political challenges all drive the
acquisition of skills and knowledge needed by students to survive and succeed in the 21 st
century. As future teachers of the 21st Century, it is important to understand that modes
of learning have shifted dramatically over the past two decades with changes in the

72
ways people access, exchange and interact with information. Thus, the development of
21st Century skills is a necessary tool for teachers. Without these 21 st Century skills, no
teachers can survive.
Zhou, 2006 as mentioned in SEAMEO, INNOTECH 2011, identified some key
categories of the different changes and developments in the 21st Century teaching and
learning.
A. The New Learning Environment
The 21st Century learning can happen anytime, anywhere, and the spaces where
this learning occurs are incredibly and increasingly diverse. Education systems are
undergoing a paradigm shift in the struggle to meet the needs of learners in a world that
is rapidly changing from a technological, demographic, societal and environmental
perspective. The 21st Century Learning environment is characterized by the
following:
• learner-centered
• new spaces and borderless
• enhanced opportunities for creativity and innovation, and
• use of ICT
B. The New Learning Content
With the new learning environment and the exponential growth of knowledge,
content or subject matter of learning has been modified. From specific discipline or
subject areas, subject matter of learning has the following characteristics:
• integrated/interdisciplinary
• demand-driven
• emphasis on learning tools on how to retrieve knowledge, and
• balance of scientific, technological, cultural, global, and local concepts
C. The New Process of Learning and How These Will be Facilitated

With the advancement of study of the mind and cognition, various processes of
learning evolved with human intervention of teachers and peers as well as non-human
intervention of artificial intelligence (AI) of robots. With these advancements, different

73
processes of learning and the methods to facilitate these have evolved. These include
the idea of multiple ways of learning which can be mediated by the following:
• Face-to-face – when teachers and learners are confined in the same learning
space at the same time with the teacher facilitating learning.
• Distance Learning – when teaching-learning is mediated by traditional
(modules in print) or modern technology (on-line or off-line) without the physical
presence of the teacher in a a virtual class. It can be synchronous or
asynchronous.
• Blended modalities – when teaching and learning is facilitated through face-to-
face or distance learning which enable the teachers and learners to have both
physical presence or physical absence in the teaching-learning process.
• Experiential and lifelong – when learners are immersed into the real-life
situation such that learning becomes more authentic and meaningful.
D. The New Type of Learners
The new breed of learners does not have age boundaries. Learners maybe are in an
informal or formal setting. The new type of learner is:
• a confident person who thinks independently and critically and who
communicates
effectively;
• self-directed and who questions, reflects, and takes responsibility for his/her own
learning;
• a concerned citizen, informed about the world and local affairs, has a strong
sense of civic responsibilities and participates actively in improving the lives of
others;
• a member of new generation: pop-culture, different ways of thinking, responding
Furthermore, the new types of learners, are those coming from diverse
background, multi-cultural, and multi-generational as coming from different age groups
of lifelong learners. In order for every learner to address the challenges of the century,
he/she has to develop life and career skills. Life and career skills are enhanced in schools
as part of learning outcomes. Life and career skills include the following:
LIFE AND CAREER SKILLS

74
Today’s life and work environments require far more than thinking skills and
content knowledge. The ability to navigate the complex life and work environments in
the globally competitive information age requires students to pay rigorous attention to
developing adequate life and career skills.
FLEXIBILITY AND ADAPTABILITY
Adapt to Change
• Adapt to varied roles, jobs responsibilities, schedules and contexts
• Work effectively in a climate of ambiguity and changing priorities
Be Flexible
• Incorporate feedback effectively
• Deal positively with praise, setbacks and criticism
• Understand, negotiate and balance diverse views and beliefs to reach workable
solutions, particularly in multi-cultural environments
INITIATIVE AND SELF-DIRECTION

Manage Goals and Time
• Set goals with tangible and intangible success criteria
• Balance tactical (short-term) and strategic (long-term) goals
• Utilize time and manage workload efficiently
Work Independently
• Monitor, define, prioritize and complete tasks without direct oversight
Be Self-directed Learners
• Go beyond basic mastery of skills and/or curriculum to explore and expand
one’s own learning and opportunities to gain expertise
• Demonstrate initiative to advance skill levels towards a professional level
• Demonstrate commitment to learning as a lifelong process
• Reflect critically on past experiences in order to inform future progress
SOCIAL AND CROSS-CULTURAL SKILLS

75
Interact Effectively with Others

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

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

Manage Projects
• Set and meet goals, even in the face of obstacles and competing pressures
• Prioritize, plan and manage work to achieve the intended result
Produce Results
• Demonstrate additional attributes associated with producing high quality
products including the abilities to:
- Work positively and ethically
- Manage time and projects effectively
- Multi-task
- Participate actively, as well as be reliable and punctual
- Present oneself professionally and with proper etiquette
- Collaborate and cooperate effectively with teams
- Respect and appreciate team diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others

• Use interpersonal and problem-solving skills to influence and guide others
toward a goal
• Leverage strengths of others to accomplish a common goal
• Inspire others to reach their very best via example and selflessness

76
• Demonstrate integrity and ethical behavior in using influence and power

Be Responsible to Others
• Act responsibly with the interests of the larger community in mind
E. The New Type of Teachers
As teachers are preparing students for jobs and technology that don’t even exist
yet, the challenge then is to produce new type of teachers. Teachers for the 21st
Century learners teach within the context of new environment, new content or
knowledge, and new processes of teaching and learning. Hence, new type of
teachers must possess the following characteristics:
• Clear standards and accountability that their learners should know and be
able to do at the of schooling;
• Use broad pedagogies including inquiry-based learning, cooperative
learning, and other pedagogies;
• Skillful in the integration of ICT in pedagogy;
• Skillful in the use of assessment to guide teaching and learning;
• Great understanding of the global and local cultures;
• Skillful in action research to diagnose and solve classroom problems
based on evidence;
• Practice the core values of inspiring teachers; and
• Develop life and career skills for the 21st Century and beyond (P21).
UNESCO’s Four Pillars of Learning from Delors’ Report:

Learning: A Treasure from Within
A desire to learn continuously through one’s lifetime is a mark of 21st Century

learner. The International Commission on Education for the 21 st Century to UNESCO,
headed by Jacques Delors, identified learning throughout life as a key to meet the
challenges of 21st century. The Commission’s report, Learning: The Treasure Within,
highlighted for individuals to “learn how to learn” to cope with the rapid changes and
challenges of the present and the future. The report presented a framework that
organized lifelong learning into four pillars: learning to know, learning to live together,

77
learning to do, and learning to be. These four pillars of learning are seen as fundamental
principles for reshaping the 21st Century education.
The Four Pillars of Learning
Revisiting the Four ‘Pillars of Learning’

In order that the essence of the four ‘pillars of learning’ be appropriately
interpreted, a brief snapshot follows of what each relates to in term of educational
context.
Learning to know
Learning to know’ includes the development of the faculties of memory,
imagination, reasoning, problem-solving, and the ability to think in a coherent and
critical way. It is ‘a process of discovery’, which takes time and involves going more
deeply into the information/knowledge delivered through subject teaching.
‘Learning to know’ presupposes learning to learn’, calling upon the power of
concentration, memory and thought’, so as to benefit from ongoing educational
opportunities continuously arising (formally and non-formally) throughout life. Therefore
‘learning to know’ can be regarded as both a means and an end in learning itself and in
life. As a means, it serves to enable individual learners to understand the very least
enough about the nature, about humankind and its history, about his/her environment,

78
and about society at large. As an end, it enables the learner to experience the pleasure
of knowing, discovering and understanding as a process.
How is Literacy Defined?
In 1958, UNESCO defined literate person as one who can, with understanding,
both read and write a short simple statement on his/her everyday life. However, in 1970,
a functionally literate person is one who can engage in all activities to use reading,
writing and calculation for community’s development. Further on, in 2000 literacy was
defined as the ability to read and write with understanding a simple statement related to
one’s daily life. It involves a continuum of reading and writing skills and often includes
numeracy. However, the UNESCO international expert meeting in 2003, redefined
literacy as the ability to identify, understand, interpret, create, communicate and
compute using printed and written materials associated with varying contexts. Literacy
involves a continuum of learning in enabling individuals to achieve their goals, develop
their knowledge and potential, and to participate fully in their goals, to develop their
knowledge and potential and to participate fully in their community and the wider
society.
But with the changing global landscape, literacy in the 21st century is not limited
to the definitions given previously. Let us look at the 21 st Century literacies as presented
by SEAMEO Innotech Guro 21 Module, 2011.
21st Century Literacies
21st Century Literacies Description

This literacy can be manifested in creative
ways of problem-solving and expressed
through the production of various art
The Arts and Creativity works. Teachers and students need to be
more adept in the arts and manifest
creativity in various activities.
This entails acquiring knowledge about
Ecoliteracy climate change, pollution, loss of natural
habitats and biodiversity as well as the
impacts of environmental problems on

79
human lives. Moreover, solutions on how

these environmental problems could be
addressed must also be practiced.
Teachers and students need to develop
awareness of the environment.
This competency is based on the reality
that societies and workplaces have now
become more information-driven.
Workplaces of the 21st century rely heavily
Cyberliteracy/Digital Literacy (Information on electronic (digital) forms of data
and ICT Knowledge) storage and management as well as in the
area of communications. Teachers and
students need to develop familiarity and
skills in the use of computers, the internet
and other information technologies.
Teachers and students are expected to be
knowledgeable about the basics of
Financial Literacy economics and financial management. This
way, you as a teacher, can extend the skill
into livelihood activities, entrepreneurship,
and wise handling of personal finances.
Teachers and students are expected to be
knowledgeable and skilled in the area of
communications particularly the media.
Media Literacy Teachers and students must learn how to
discern news and information based on the
form and content as to how this
information are transmitted via various
forms of media.
You and your students need to acquire
social skills that are attuned to the norms
Social/Emotional Literacies of your current society. Emotional
intelligence must also be developed to be
able to effectively manage the stresses of

80
a fast-paced 21st century society.

You and your students need to develop a
culture of respect for cultural diversity.
There is value in having a perspective as a
Globalization and Multicultural Literacy global citizen whose local actions can have
an impact on the wider global arena. You
also have to understand how world events
may also affect you and your community at
the local level.
Source: SEAMEO Innotech Guro 21 Module, 2011

http://iflex.innotech.org/GURO21/module1/l1_25.html
Learning to do
This pillar of learning implies in the first place for application of what learners
have learned or known into. It is the ability to communicate effectively with others;
aptitude toward team work; social skills in building meaningful interpersonal relations;
adaptability to change in the world of work and in social life; competency in transforming
knowledge into innovations and job-creation; and a readiness to take risks and resolve
or manage conflicts.
Learning to live together
Learning to live together is the development of such qualities as: knowledge and
understanding of self and others; appreciation of the diversity of the human race and an
awareness of the similarities between, and the interdependence of, all humans; empathy
and cooperative social behavior in caring and sharing; respect of other people and their
cultures and value systems; capability of encountering others and resolving conflicts
through dialogue; and competency in working towards common objectives.
Learning to be
Learning to be’ may be interpreted in one way as learning to be human, through
acquisition of knowledge, skills and values conducive to personality development in its

81
intellectual, moral, cultural and physical dimensions. This implies a curriculum aiming at
cultivating qualities of imagination and creativity; acquiring universally shared human
values; developing aspects of a person’s potential: memory, reasoning, aesthetic sense,
physical capacity and communication/social skills; developing critical thinking and
exercising independent judgment; and developing personal commitment and
responsibility.
APPLYING
Make a comparison of the global teaching-learning landscape before and in the 21st.
Parameters Before 21st Century

1. Learners
2. Teachers
3. Learning Environment
4. Ways of Learning
5. Learning Content
Read and choose the correct option for the items that follow:
1. Which of the following is a characteristic of 21st Century learners?
A. Rigidity of thinking C. control and single mindedness
B. Initiative and self-direction D. individualism
2. Which is NOT a description of 21st century global landscape?

A. Teachers are ICT equipped.
B. Learners are attuned to rote memorization.
C. Learning environment can be any place.
D. There are multiple ways of teaching.
3. Which of the Pillars of Learning is being describes by the phrase” unity in

diversity”?

82
A. Learning to know C. Learning to live together

B. Learning to do D. Learning to be
4. The teacher who spends more than what is being earned, thus becoming
vulnerable to loan sharks lacks __________.
A. ecoliteracy C. digital literacy
B. financial literacy D. media literacy
5. To be ready to teach in the 21st Century, a teacher should develop life and career
skills which should also be nurtured among the learners. Which of these career
skills enable a person to quickly respond to challenges in modern times?
A. Leadership and responsibility C. Flexibility and adaptability
B. Productivity and accountability D. Social and cross cultural skills
References
ELECTRONIC REFERENCES
• https://files.eric.ed.gov/fulltext/ED519462.pdf
• https://pdfs.semanticscholar.org/a501/1ccbe91d98674ab95c635fb098733ea9403b.pdf
• https://sites.google.com/a/ncsu.edu/21st-century-teaching-learning/21st-century-goals-
objectives
• https://www.academia.edu/14336153/Learning_to_Live_Together_Revisiting_the_Humanis
m_of_the_Delors_Report
• http://iflex.innotech.org/GURO21/module1/l1_20.html

83
Unit 4: COMPETENCY FRAMEWORKS AND

STANDARDS AND CONTINUING
PROFESSIONAL EDUCATION (CPD)
Prof. Mae S. Bagsit
STANDARDS
CPD
Introduction: This unit enables you to differentiate between teacher quality and quality
teachers, make you aware of and understand the competency frameworks and
standards that ensure teacher quality, and make you realize the importance of
continuing professional development. There can never be teacher quality without quality
teachers. Try to read on to be able to understand the difference between teacher quality
and quality teachers.

84
Lesson 1: TEACHER QUALITY vs. QUALITY TEACHERS

and COMPETENCY FRAMEWORKS &
STANDARDS & CONTINUING
PROFESSIONAL EDUCATION (CPD)
Learning Outcomes
1. Distinguished between teacher quality & quality teachers

2. Discussed and relate the competency frameworks & standards that
ensure teacher quality;
SPARKING
Look at the pictures below. Which one tells about teacher quality? Quality
teachers?
PROBING
• What helped you delineate the term teacher quality from quality
teachers?

85
• Based on the pictures or your prior knowledge, can you give some words
that are associated with the terms—teacher quality vs. quality teachers?
• What set of competency standards and frameworks should teachers be
aware of and abide with to ensure teacher quality?
DEEPENING
Are qualified teachers, really quality teachers? Teacher quality matters. Most
educators and policy makers agree that one of the most important school-related factors
influencing student achievement and outcomes is teacher quality. (Rice 2003) It has
been found out to be the best predictor of students’ outcomes (Rivkin, Hanushek and
Kain, 1998 and Rice, 2003).
One of the biggest challenges of ensuring teacher quality is the attractiveness of

teaching profession. The teaching profession is not as attractive like the other
professions, thus it does not always get the best material. This is a cause of concern in
many countries around the world, as exemplified in the Global Teacher Status in 2013.
A. Quality Teachers and Teacher Quality Defined
In our previous lesson, we have discussed much about the attributes of teachers
in the 21s century. What really is a teacher? Quality teachers are characterized by the
different skills needed in the 21st century education. Partnership identified themes that
are relevant to the changing times. These are (1) Global awareness, (2) Financial,
Economic, Business and Entrepreneurial Literacy, (3) Civic Literacy (4) Health Literacy.
Also included are knowledge and values.
With these themes in mind, the 21st century frameworks are clustered into three.
Learning and Innovation Skills Framework include Critical Thinking and Problem
Solving, Creativity Innovation and Communication and Collaboration &Technology Skills
Information, Media and Technology Skills Framework include Information

Literacy, Media Literacy, ICT (Information, Communications & Technology Literacy
Life and Career Skills Framework which was discussed thoroughly in Lesson 3.

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Quality teachers are competent teachers. Teachers with global competence are
able to demonstrate knowledge, skills, values and dispositions as described below:
• understand one's own cultural identity and its influence on personal

dispositions and classroom practices;
• know and integrate global dimensions in the subject one teaches;
• engage students in learning;
• use real-life local and global examples;
• value the inputs of culturally and linguistically diverse learners;
• create environment that encourage positive cross cultural interactions;
• model social responsibility in local and global context; and
• help learners find appropriate actions to improve local and global
conditions.
Having the appropriate competencies for teaching describe a quality teacher. Can
quality teachers provide teacher quality in our schools?
Teacher quality is a bit difficult to define. For some countries like the US, it has
shifted its definition of teacher quality from the possession of a credential or certification
to what students know and are able to do with what they were taught by their teachers
(Teacher Quality, 2013). This is related to the outcomes-based education. On the other
hand, some other countries use standards for teacher quality. The OECD has proposed
in the discussion table that the core elements of the teacher-quality standards should
include:
Planning and Preparation: including knowledge of content and pedagogy,

knowledge of students, coherent instructional plans, and knowledge on how to
assess student learning;
Classroom environment: including creating a culture for learning and
managing student behavior;
Instruction: including communicating effectively, using appropriate discussion
techniques, engaging students, and providing responsive feedback to learners;
and

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Professional responsibilities: including reflecting on teaching, communicating

with families, contributing to the school and community and developing
professionally. (Teacher Quality, 2013)
There are differences in the context of how teacher quality is defined hence,
there is no universal standard of teacher quality. The teaching profession needs to have
standards in a way that other professions have to advance its status. These should be
developed and owned by the teachers themselves like in Finland, Sweden and Denmark.
In other countries, teacher standards for teacher quality are set at the national or state
levels but with consideration for local flexibility in the implementation.
In summary, quality teachers are defined by their attributes and characteristics

while teacher quality is defined by the standards set for the profession and are
validated by the students’ learning outcomes.
B. COMPETENCY FRAMEWORKS & STANDARDS
1. The Competency Framework for Teachers in Southeast Asia (CFT SEA)
In collaboration with the Thailand's Teacher Education Council, SEAMEO

Secretariat (SEAMES) and the SEAMEC Regional Center for Educational Innovation and
Technology (INNOTECH) initiated the Competency Framework for Teachers in Southeast
Asia which was developed in 2017. The purpose was to revitalize teacher education and
to promote teaching as a profession of first choice by professionalizing teachers' pre-
service and in-service development using this Regional Competency Framework as a
guide.
As described earlier, teacher competencies make up quality teachers.

Competencies as defined in the framework are a combination of skills, knowledge,
behavior and attributes that enable effective or superior job performance. This
Competency Framework for Teachers is a guide to improve teachers' performance across
the region.
There are four (4) essential competencies and 12 general competencies in the
framework. There are 31 enabling competencies and 136 success descriptors. The
enabling competencies are a set of performance criteria with success descriptors that
describe observable behaviors expected for teachers to perform in a high level. When

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used, this guide will promote common standards of performance among teachers across
Southeast Asia.
Four Essential Competencies
• Knowing and understanding what to teach. It is the ability of

teachers to deepen and broaden their knowledge on what to teach,
understand education trends, policies and curricula and be updated on
local, national, regional and global developments. .
• Helping students to learn. It is the ability to know students, use the
most effective teaching and learning strategies, assess and give feedback
on how students learn.
• Engaging the community. It is the ability to partner parents and
caregivers, involve the community to help students learn, and encourage
respect and diversity.
• Becoming a better teacher everyday. This is the ability to know
oneself and others, practice human goodness o then master the teaching
practice.
The figure below shows the elements of the Competency framework for Teachers
in Southeast Asia. It contains the four essential competencies and their corresponding
general competencies. The Ministries of Education of the Southeast Asian countries,
including Philippines, agreed to utilize this framework to determine teacher quality
across the region.
Figure2. The Southeast Asia Competency Framework

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You are also provided with a matrix below to get to know the enabling competencies
that fall under each general competency. Please study it carefully.
1.0 KNOW AND UNDERSTAND WHAT I TEACH

General Competencies Enabling Competencies
1.1 Deepen and broaden my knowledge on 1.1.1 Master my subject content.
what I teach. 1.1.2 Use research-based knowledge.
1.2.1 Update myself on educational trends.
1.2 Understand education trends, policies 1.2.2 Study educational policies and how
and curricula. they affect teaching.
1.2.3 Understand how to implement the
curriculum.
1.3 Keep myself updated on local, national, 1.3.1 Check new changes in education
regional, and global developments. environment
2.0 HELP MY STUDENTS LEARN
2.1.1 Identify my students’ needs and
2.1 Know my students. strengths to help them learn better.
2.1.2 Understand how my students learn.
2.1.3 Value what makes my students
unique.
2.2.1 Select appropriate teaching and
learning strategy.
2.2 Use the most effective teaching and 2.2.2 Design clear and effective lessons my
learning strategy. students can understand.
2.2.3 Create a positive and caring learning
space.
2.3.1 Design assessment process and
tools.
2.3 Assess and give feedback on how my 2.3.2 Monitor my student’s progress and
students learn. provide appropriate support.
2.3.3 Use results from assessment to
improve instructions.

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3.0 ENGAGE THE COMMUNITY

3.1.1 Build and support network.
3.1 Partner with parents and caregivers. 3.1.2 Create welcoming space.
3.1.3 Sustain the partnership.
3.2.1 Engage parents and caregivers about
3.2 Involve the community to help my their children.
students lean. 3.2.2 Design learning activities using
community conditions, local wisdom,
tradition and knowledge.
3.3.1 Accept what makes people different.
3.3 Encourage respect and diversity. 3.3.2 Practice inclusion and respect in the
classroom.
4.0 BECOME A BETTER TEACHER EVERYDAY
4.1.1 Continue to grow by knowing oneself
more.
4.1.2 Become more aware and responsible
4.1 Know myself and others. for my emotions and health.
4.1.3 Nurture my relationships with care
and respect.
4.2.1 Be kind and compassionate.

4.2.2 Inspire my students and colleagues
4.2 Practice human goodness in my life by setting my best example.
and in my work. 4.2.3 Nurture my students’ confidence on
what they can do and become.
4.3.1 Keep alive my passion for teaching.

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

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2. The Philippine Qualifications Framework (PQF)
What is PQF?
The Philippine Qualifications Framework describes the levels of educational

qualifications and sets the standards for qualification outcomes. It is a quality assured
national system for the development, recognition and award of qualifications based on
standards of knowledge, skills and values acquired in different ways and methods by
learners and workers of the country.
PQF Quick Facts
It is a reference-system of national standards of qualifications earned by individuals

WHAT
educated and trained in the Philippines.
It is governed by the PQF National Coordinating Council (PQF NCC) composed of the
Department of Education (DepEd), Commission on Higher Education (CHED), Technical
WHO
Education and Skills Development Authority (TESDA), Professional Regulations
Commission (PRC) and Department of Labor and Employment (DOLE).
It is for employers, workers, teachers and learners, parents and governments who wish
FOR
to understand Philippine qualifications and compare them with others.
Its objective is to establish national standards and levels of qualifications to assist and
WHY
support academic and worker mobility and to address jobskills mismatch.
It outlines what an individual has learned and can do based on qualification type, levels
HOW
and degrees of competency.
The PQF, as provided by RA 10968, s. 2018, is a legal document that adopts the
national standards and levels for outcomes of education in the country. It describes the
levels of educational qualifications and sets the standards for qualification outcomes. It
is a quality assured national system for the development, recognition and award of
qualifications based on standards of knowledge, skills and values acquired in different
ways and methods by learners and workers of the country.
It has the following objectives:
(a)To adopt national standards and levels of learning outcomes of education;

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

framework thereby enhancing recognition of the value and comparability of Philippine
qualifications and supporting the mobility of Filipino students and workers.
Qualifications refers to the formal certification that a person has successfully achieved
specific learning outcomes relevant to the identified academic, industry or community
requirements. A Qualification confers official recognition of value in the labor market
and in further education and training.
Let me show you the graphic presentation of its qualifications framework. Study
the figure below.
The PQF has eight (8) Levels of qualifications differentiated by descriptors of

expected learning outcomes along three domains: knowledge, skills and values;
application; and degree of independence. It has sub-frameworks corresponding to the
subsystems of the education and training system.

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For example, the Technical Education and Skills Development Authority (TESDA)
subsystem covers National Certificates (NC) I through IV corresponding to the first four
levels while the Commission on Higher Education Subsystem cover Baccalaureate,
Postgraduate Diploma, Masters, and Doctorate that correspond to Levels VI to VIII. The
two Sub-systems interface in the provision of qualifications at level V.
The PQF considers Senior High School (Grade 12) as the foundation of the 8
levels, and provides eligible Senior High School graduates the possibility of obtaining
qualifications up to Level 5 as well as admission to degree programs in Level 6.
To obtain more information about this PQF, please click and study the link:
https://pqf.gov.ph/Home/Details/3
3. The Philippine Professional Standards for Teachers
DepEd Order No. 42, S. 2017, signed by our current DepEd Secretary Leonor
Magtolis-Briones on August 11, 2017, stipulates the national adoption and
implementation of the Philippine Professional Standards for Teachers (PPST).
The Philippine Professional Standards for Teachers defines teacher quality in the
Philippines. The standards describe the expectations of teachers’ increasing levels of
knowledge, practice and professional engagement. At the same time, the standards
allow for teachers’ growing understanding, applied with increasing sophistication across
a broader and more complex range of teaching/learning situations.
The PPST, which is built on NCBTS, complements the reform initiatives on

teacher quality from pre-service education to in-service training. It articulates what
constitutes teacher quality in the K to 12 Reform through well-defined domains, strands,
and indicators that provide measures of professional learning, competent practice, and
effective engagement. This set of standards makes explicit what teachers should know,
be able to do and value to achieve competence, improved student learning outcomes,
and eventually quality education. It is founded on teaching philosophies of learner-
centeredness, lifelong learning, and inclusivity/inclusiveness, among others.
It has four career stages: Beginning, Proficient, Highly Proficient, and

Distinguished. It is built on the National Competency-based Teacher Standards (NCBTS).

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It comprises seven Domains and 37 Strands, and 37 indicators in each career stage
showing developmental progression from beginning to distinguished practice.
Beginning Teachers (Career Stage 1) are those who have gained the qualifications
recognized for entry into the teaching profession. Teachers at this stage are supported
to reach Career Stage 2 within two to three years.
Proficient Teachers (Career Stage 2) are professionally independent in the

application of skills vital to the teaching and learning process. This stage shows the
acceptable standards for all teachers, which should be reached within the first two or
three years of teaching.
Highly Proficient Teachers (Career Stage 3) consistently display a high level of

performance in their teaching practice. They are accomplished practitioners who mentor
and work collegially with other staff. This is the stage that Master Teachers are expected
to be at.
Distinguished Teachers (Career Stage 4) embody the highest standards for

teaching grounded in global best practice. They are recognized as leaders in education,
contributors to the profession and initiators of collaborations and partnerships.
These are the seven Domains of PPST: (1) Content Knowledge and Pedagogy; (2)
Learning Environment; (3) Diversity of Learners; (4) Curriculum and Planning; (5)
Assessment and Reporting; (6) Community Linkages and Professional Engagement; and
(7) Personal Growth and Professional Development.
As articulated in the Domains of PPST, teachers must, among others:
i) know what to teach and how to teach it;
ii) maintain a learning-focused environment;
iii) respond to learner diversity;
iv) plan and design effective instruction;
v) use a variety of assessment tools to inform and enhance the teaching and
learning process;

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vi) establish community relationships and uphold professional ethics; and
vii) engage in professional reflection and assume responsibility for personal
professional learning.
The description of standards (i.e., in PPST, the indicators) at different career

stages provides a “framework for the teacher development continuum.” (OECD, 2005).
Anchored on the principle of lifelong learning, the PPST recognizes the significance of a
standards framework that articulates developmental progression as teachers develop,
refine their practice and respond to the complexities of educational reforms.
To have more detailed information about the domains & strands of beginning
teachers, may I refer you to the following links/references:
• Bilbao, et. al.(2018). The teaching profession, 4th ed.

https://www.teacherph.com/philippine-professional-standards-for-teacherS/
https://depedtambayan.net/philippine-professional-standards-for-teachers-
frequently-asked-questions/
• https://www.slideshare.net/edmond84/03-the-ppst
APPLYING
After reading/viewing the links about the competency frameworks & standards,
make a reading memo that answers the following questions:
• Why are these competency frameworks & standards important to

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

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Lesson 2: The Continuing Professional Education

(CPD)
Learning Outcomes
1. Explained why CPD is necessary for professional teachers;

2. Discussed the pertinent provisions of the CPD Act of 2016 and other legal
documents; and
3. Committed to continuing professional development
SPARKING
How do you interpret the following quotations?
1. “Once a teacher, forever a student.”
2. “Who dares to teach must never cease to learn.”
3. “A much-used plow shines, stagnant waters sink.”
PROBING
• What common element do the aforementioned quotations have?

• Why is there a need for the teacher to continue learning or pursuing
higher degree?
• What is meant by continuing professional development (CPD)?
DEEPENING
To keep abreast with the changing times and the global demands from the 21st
century teacher, one needs to keep progressing in his professional endeavors to stay
ahead of the curve. Continuous learning results in superior growth. The passing of the

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LET and obtaining a professional license are evidences that you only have the minimum
competencies expected of a professional teacher. Hence, you still need to bloom into a
more equipped and competent facilitator of learning as you steer your career to greater
heights—and CPD is the answer.
What is Continuing Professional Development? “Professional development

consists of all natural learning experiences and those conscious and planned activities
which are intended to be of direct or indirect benefit to the individual, group or school,
which constitute, through these, to the quality of education in the classroom” (Day,
(1999) as cited by Zepeda (2016).
In its barest form, CPD is defined by the Canadian Education Association as:
“Professional development in teaching can be defined as teachers’ ongoing

learning to improve the way they teach, and it occurs in both formal and informal
ways.” Good teachers help create good students. Great teachers help create great
teachers.
Professional development that is continuing entails more than just learning from
experts. Rather, it covers a wide range of endeavors where the professional teachers
learn from experience and that learning is ongoing through active engagement in
practice (Zepeda, 2016).
The PPST, in its 7th domain, and the Code of Ethics for Professional Teachers as
cited in Sec. 7 of RA 4670, stress on personal growth and professional development.
With the enactment of RA 10912, the CPD Law of 2016, CPD for all the professions
regulated by the PRC becomes mandatory and not optional. All professionals in their
respective industry, including teachers, need to sharpen and hone their overall skills and
knowledge to discharge more efficiently and effectively their roles and responsibilities
that benefit themselves, their clientele, and the society.
The Historical and Legal Bases of Continuing Professional Development

in the Philippines
Even before the enactment of this CPD Act of 2016, CPD was already alluded to
in the 1987 Philippine Constitution. No less than the fundamental law of the land,
Section 5, Paragraph 4, states: “The State shall enhance the right of teachers to
professional advancement.

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Other laws also cited continuing professional development, as follows:
1. Batas Pambansa 232, the Education Act of 1982, Chapter 3. Duties and
Obligations, Section 16, (4) states as one of teacher's obligations to assume the
responsibility to maintain and sustain his professional growth and advancement..."
2. RA 9155, An Act Instituting a Framework of Governance for Basic Education,

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

shall have authority, accountability and responsibility among other things for ... (6)
Enhancing the employment status, professional competence, welfare and working
conditions of all personnel of the Department, …... Section 7,,E states, to wit. "
...Consistent with the national educational police plans and standards, the school heads
shall have author accountability and responsibility for… encouraging staff development.”
3. RA. 7836, the Teachers' Professionalization Act, also provided for mandatory
Continuing Professional Educate (CPE), now referred to as Continuing Professional
Development (CPD), to wit: To encourage continuing professional growth and
development and to provide additional basis for merit promotion, in addition to their
performance rating, teachers may take an oral and written examination at least once in
five (5) years as basis for merit promotion.
In taking this examination, no fee shall be required (Sec.19.Periodic Merit Examination of

Teachers).
Unfortunately, due to lack of funding, the merit examination has not been implemented
up to writing time.
The same RA. 7836 states:
Unjustified or willful failure to attend seminars, workshops, conferences and the

like or the continuing education program prescribed by the Board and the
Commission (Sec. 23, h. Revocation of the Certificate of Registration, Suspension
from the Practice of the Teaching Profession, and Cancellation of Temporary
or Special Permit).

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4. The Board for Professional Teachers (BPT) also passed Resolution No. 435, s. 177
to adopt the Code of Ethics for Professional Teachers pursuant to the provisions of
paragraph (e) Article 11 of RA.7836, otherwise known as The Philippine Teachers'
Professionalization Act of 1994. This Code of Ethics states:
Every teacher shall participate in the Continuing Professional Education (CPE) program of
the Professional-a Regulation Commission, and shall pursue such other studies as will
improve his efficiency, enhance the prestige of his profession, and strengthen his
competence, virtues, and productivity in order to be nationally and internationally
competitive. (Section 3, Article IV)
5. Executive Order # 266, Institutionalization of the Continuing Professional

Education (CPE) Programs of the Various Professional Regulatory Boards (PRBs) Under
the Supervision of the Professional Regulation Commission (PRC). This was signed and
issued by the Office of then President Fidel V. Ramos on July 2 5, 1995, to wit: The
completion by professional licensees of the Continuing Professional Education (CPE)
program by all Boards is hereby imposed as a mandatory requirement for the renewal of
professional licenses (Sec.1).
This Executive Order was premised on the following:
WHEREAS, the various professions play a crucial role in nation-building;
WHEREAS, it is imperative to impose upon registered professionals the

completion of the Continuing Professional Education (CPE) programs adopted by the
concerned Board as a pre-requisite for the renewal of their licenses;
WHEREAS, the professionals who undertake the CPE programs are enabled not
only to upgrade or improve their technical knowledge and skills but also to keep them
abreast with modern trends and technology in their respective professions, thereby
assuring the rendition of highly qualitative professional service/s that will be globally
competitive under the General Agreement on Trade in Services (GATS) and the same
time securing the safety and protection of the public;
WHEREAS, the confidence and patronage of the public in a professional depend

upon his competence and the quality of service rendered resulting from his acquisition of
updated technical knowledge and skill;

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6. R.A. 10912, Continuing Professional Development Act 2016 – With the enactment of
this law, CPD for all the forty-three (43) professions regulated by PRC including the
teaching profession has become mandatory.
The Salient Provisions of RA 10912: The Continuing Professional

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

1Declaration of Policy.
It is hereby declared the policy of the State to promote and upgrade the practice
of professions in the country. Towards this end, the State shall institute measures that
will continuously improve the competence of the professionals in accordance with the
international standards of practice, thereby, ensuring their contribution in uplifting the
general welfare, economic growth and development of the nation. (Underscoring mine)
The State policy on promoting and upgrading the practice of professions in the
country and the institution of measures to "continuously improve the competence of the
professionals in accordance with international standards” gives the Filipino professionals
a competitive edge in the ASEAN region and in the world.
Number of CPD Units Required
Article III, Section 10 of the same CPD Act states: “The CPD is ...made as
mandatory requirement in the renewal of the Professional Identification Card (PICs) of
all registered and licensed professionals... How many credit units are required for the
renewal of PICs? For the professional teachers' group, based on Professional Regulatory
Board for Professional Teachers Resolution No. 11, series of 2017, the following credit
units are required:

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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 Teachers can earn Credit Units
As shown in the figure below CPD credit units can be earned in 4 ways:
Professional track - This includes trainings provided by CPD providers accredited by

PRC.
Credit units can be earned through the following:
• as a participant to a training approved by the CPD Council;

• if you serve as a resource speaker trainer or demonstration teacher;
as panelist/reactor, facilitator/moderator; and
• if you are assigned by the CPD Council to monitor the conduct of an
approved CPD program.
Academic track - This refers to the completion of a Master’s degree, completion of

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

It refers to “learning activities such as online training, local/international seminars /non-
degree courses, institution/company-sponsored training programs and the like which did
not undergo CPD accreditation but may be applied for and awarded CPD units by the
respective CPD Councils.
In addition, self-directed track includes serving as accreditor (e.g. ISO, ISA,

PACUCOA, PAASCU, AACUP, etc.) It also includes study tours and socio-civic
activities using the profession.

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Productive Scholarship - This means that the professional teacher has developed
program/training module, curriculum guide or any other resource material. Or the
professional teacher has written an article in a professional magazine of a technical
/research paper and even better if that technical paper is published in a refereed/peer -
reviewed professional journal. Best if the professional teacher writes a book monograph
or comes up with an invention or creative work, the latter entitles him/her to 45 credit
units. Even professional and/or lifetime achievement awards from the division level to
regional, national and international level make the professional teacher earn credit
units.
For specific number of credit units earned by professional per CPD activity, refer
to Professional Regulatory Board by Professional Teachers Resolution No. 11. series of
2017.( Appendix J.)
As this Chapter on CPD is being written, discussions in the Senate are going on for
possible amendments on CPD implementation.
Continuing Professional Development Plan
A proof that a professional teacher has made CPD is/her way of life is his/her
formulation of a CPD plan which he/she religiously follows whether monitored or not
monitored by his/her superior/s because he/she monitors himself/herself.
Developing a personal CPD Plan helps teacher leaders develop purposively. It is

not enough to have a good intention to do CPD. it is best that good intention should be
made concrete in a simple and doable plan. Every professional who has sincere intent to
grow professionally must have an annual personal CPD plan.
Professional teachers formulating their respective annual CPD Plans and faithfully
observing them lead to the building of a CPD culture among professional teachers. With
that CPD culture, the negative attitude towards mandatory CPD hopefully will fade away.
We hope to reach a point where professional teachers will oblige themselves to go
through CPD not because it is mandatory but because this is something they owe to
themselves as professionals and to the public they serve. This is professionalism.
Templates for a CPD Plan
Below are two templates for a CPD Plan. The first one is the template used in the
public schools. The second is another template used by others. Comparing the two

103
templates make one conclude that they are basically the same. The different terms used
actually refer to the same. Take note of the sample questions. They ask basically the
same things.
Which template to use? It is up to you. For those interested to be in the

Department of Education, it may be good to use the IPPD format
Teacher's Individual Plan for Professional Development (IPPD)
Methods/St
Objectives Resources Time Frame Success Indicator
rategies
What What What will I do When do I What PPST What
Competence professional to access expect to competence learners’
will I activity will I resources? have would I have performance
enhance? undertake to accomplished enhanced? would have
achieve my been
objective? improved?
Personal CPD Plan
Training Time Expected Expected

Objective Activity Resources Needed
Need Frame Output Outcome
What do I What What Human Material When What
need to should I activity am I results
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address address how address my
my my need? much ed my teaching
need? cash do need? and
I need students’
to learning?
address

104
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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 which teachers work together to analyze and
improve their classroom practice in a systematic process.
The Department of Education institutionalized the School Learning Action Cells

(SLACs) as a mechanism for CPD.....
In an interview with beginning teachers and administrators on conditions that

help them improve their own practice, the answer boils down to this "working in a school
with an integrated professional culture.
Learning from the CPD practices of High Performing Countries
Let us learn from the CPD practices of high performing countries like Singapore
and Finland.
CPD in Singapore
Singapore is the first country in the world to adopt the PLC framework
nationwide. (Dimmock & Tan, 2013; Hairon & Dimmock, 2011) It has institutionalized
PLC in its schools. Professional development is very much alive. In 2010 the Ministry of
Education (MOE) mandated all schools to be a "learning organization”. This "learning
organization” concept of schools supports the building of a strong mentorship culture

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where a collaborative and community-oriented form of professional development thrives.

Every teacher is entitled to 100 hour per year of optional training which everyone makes
use of. Schools are encouraged to provide at least one hour of curricular time per week
for teachers to actively engage in school-based Professional Development (PD)
initiatives. These PLCs are led by school leaders who provide teachers with structures
and resources to engage in a variety of inquiry-based PD practices.
For PD, Singapore has 1) Teacher-Researcher Networks, lesson study and other
forms of “Learning Circles”.
In the Teacher-Researcher Networks, faculty researchers NIE, senior specialists

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

• Planning for improvement;
• Implementation of teaching/learning activities;
• Observation of results (data collection)
• Reflection on the outcomes.
At the completion of the research, participants write a group reflective journal to

summarize the procedures, findings, conclusion and implications of the study. These
action research journals are shared with other groups of teachers interested in similar
classroom problems. Opportunity like a forum, symposium and publications are given to
teachers to share their research findings.
Another effective strategy for PD in Singapore is the lesson study (Lewis, Perry,
& Hurd, 2004) adopted from Japan. The overall goal of lesson study is to foster
collaborative inquiry and data-driven pedagogical reflection among teachers.

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How is this done? This consists of four cyclical phases (Tan, 2014):
Study phase – Teachers analyze the curriculum to be taught and formulate

long-term teaching and learning goals;
Planning phase – Teachers select lessons for research, predict student thinking
and difficulties, and plan the implementation of specific lessons for data
collection;
Analysis phase – Teachers observe and discuss the classroom evidence
collected (e.g., videos, student written work); and
Reflection phase – Teachers discuss student learning and identify new areas
for further inquiry.
Much of the professional development of Singaporean teachers occurs within

school settings through the Learning Circles or Learning Teams. With the widely -
accepted concept of @schools as learning organizations" and with teachers' welcoming
attitude to PD, there are a number of work-embedded opportunities for PD. Topics range
from curriculum innovation, student-centric teaching practices, new uses of ICT,
collaborative lesson planning, to project-based learning.
Source: Bautista A., Wong, J., & Gopinathan, S. (2015) "Teacher Professional
Development in Singapore. Depicting the Landscape”, Psychology, Society & Education.
7(3) 311-36 Nov. 2015 Accessed 4-20-2018
CPD in Finland
Teachers in Finland meet one afternoon each week to jointly plan and develop
curriculum. They are encouraged to work together to share materials.
CPD in Japan
Lesson Study Approach to Professional Development
Japan is well known for lesson study. How does Japan do lesson study as a
strategy for professional development? Below is a detailed description of how Japan
implements a lesson study:
Every teacher periodically prepares a best possible lesson that demonstrates

strategies to achieve a specific goal (e.g. students becoming active problem-solvers or

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students learning more from each other) in collaboration with other colleagues. A group
of teachers observe while the lesson is taught and usually record the lesson in a number
of ways, including videotapes, audiotapes, and narrative and/or checklist observations
that focus on areas of interest to the instructing teacher (e.g., how many student
volunteered their own ideas). Afterwards, the group of teachers and sometimes outside
educators, discuss the lesson's strengths and weakness, ask questions, and make
suggestions to improve the lesson. In some cases the revised lesson is given by another
teacher only a few days later and observed and discussed again.
Teachers themselves decide the theme and frequency of research lessons. Large
study groups often break up into subgroups of 4-6 teachers. The subgroups plan their
own lessons but work toward the same goal and teachers from all subgroups share and
comment on lessons and try to attend the lesson and follow-up discussion. For a typical
lesson study, the 10-15 hours of group meetings are spread over three to four weeks.
While schools let out between 2:40 and 3:45pm., teachers' work days don't end until
5pm., which provides additional time for collegial work and planning. Most lesson
meetings occur during the hours after school lets out. The research lessons allow
teachers to refine individual lessons, consult with other teachers and get colleagues'
observations about their classroom practice, reflect on their own practice, learn new
content approaches, and build a culture that emphasizes continuous improvement and
collaboration.
Some teachers also give public research lesson expedites the spread of best
practices across schools principals, district personnel, and policymakers to see how are
grappling with new subject matter and goals, and gives recognition to excellent
teachers.
CPD in New Zealand
In a model like that found in a number of Asian nations, the New Zealand
Ministry of Education funds 20 percent release time for new teachers and 10 percent
release time for second-year teachers to observe other teachers, attend professional
development activities, work on curriculum, and attend courses. Mentor teachers also
have time to observe and meet with beginning teachers.
(Source: By Linda Darling-Hammond, Ruth Chung Wei, and Alethea Andree How High
Achieving Countries Develop Great Teachers: Stanford Center for Opportunity Policy in
Education - Research Brief August, 2010) Accessed http://edpolicy.standard.edu

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Characteristics of Effective CPD
Based on the professional development practices and experiences of high

performing countries, we can say that a CPD that works is 1) continuous; 2)
collaborative; 3) focused on a specific teacher need; 4) job-embedded; 5) given enough
time and 6) funded. The one-shot workshops that teachers bemoan don't work.
CPD must be continuous thus the word Continuing Professional Development. A

professional does not stop developing or else he/she ruts. Stagnant water becomes
putrid.
CPD must also be collaborative, thus the need to be part of a PLC, a professional
learning community. It was Helen Keller said “Alone we can do so little; together we can
do so much.
CPD must be focused on a specific teacher need. It responds to a need and so is

highly relevant to the teacher. A CPD is prescribed by higher officials does not
necessarily respond teachers' need.
If CPD is job-embedded, it becomes even more relevant teacher has not to be

removed from the workplace for CPD is no work disruption. What the teacher is trained
on is exactly he/she does
Quality CPD demands adequate time. What is 10 to 20 hours removed from

contact time with learners? Quality time spent for CPD ultimately redounds to improved
teaching for the benefit of learners.
CPD with support funds is definitely better than one without.
APPLYING
(Answer in a separate file or paper)
1. Work in triads. Exchange opinions on what you think would make a professional
teacher and how are you going to become one. Make a creative presentation of
your answer—drawing, poster, etc.

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2. Formulate a personal annual CPD plan that include—
• clear & specific need/objective to improve yourself as a person & as a

• professional;
• complete & adequate activities & resources aligned to your objective; and
• simple & doable plan that you can accomplish for a year
Hereunder are the resources/links where you can refer to for a more thorough
understanding of CPD.
References
• Bautista A., Wong, J., & Gopinathan, S. (2015) "Teacher Professional Development in
Singapore. Depicting the Landscape”, Psychology, Society & Education. 7(3) 311-36
Nov. 2015 Accessed 4-20-2018
• Bilbao, et.al (2018). The teaching profession, 4th ed
• Linda Darling-Hammond, Ruth Chung Wei, and Alethea Andree How High Achieving
Countries Develop Great Teachers: Stanford Center for Opportunity Policy in Education
- Research Brief August, 2010) Accessed http://edpolicy.standard.edu
• https://www.lsbf.org.uk/blog/news/education-careers/what-is-the-purpose-of-
continuing-professional-development-(cpd)
• https://kpzepeda.wordpress.com/2016/07/09/continuing-professional-development-in-
education-what-is-it-who-is-it-for-and-who-is-accountable/
• https://www.slideshare.net/MaNestleLyzaSalle/continuing-professional-development-
197361275

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Chapter 5: The Code of Ethics for

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

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Lesson 1: The Code of Ethics for

Professional Teachers: The Preamble and
the Scope and Limitation
Learning Outcomes
1. Discussed the Preamble and Article 1 of the Code of Ethics for Teachers in the
Philippines.
SPARKING
Read the Preamble and the Code of Ethics thoroughly.
PREAMBLE
Teachers are duly licensed professionals who possess dignity and

reputation with high moral values as well as technical and professional
competence. In the practice of their noble profession, they strictly adhere to,
observe, and practice this set of ethical and moral principles, standards,
and values.
ARTICLE I SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational

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

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Section 2. This Code covers all public and private school teachers in all
educational institutions at the preschool, primary, elementary and secondary
levels whether academic, vocational, special, technical or non-formal. The term
“TEACHER” shall include industrial art or vocational teachers and all other
persons performing supervisory and/or administrative functions in all
school at the
aforesaid levels, whether on full time or part-time basis.
PROBING
Read and analyze the following situations.
1. Most often, non-eligible teachers or those who have not acquired their
licenses yet are hired in private schools. Is this in accordance with the
Philippines Teachers Professionalization Act? Explain your answer.
2. Are private school teachers required of a license? What about pre-school

teachers, vocational teachers, ALS teachers, school heads, Education
Supervisors, and Schools Division Superintendent?

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DEEPENING
A review of the Preamble and Article 1 tells that teachers who have no license
are not included in the group of professional teachers.
All teachers both public and private in all levels from preschool to secondary,
whether they are academic, vocational, special, technical or non-formal – are included in
the definitions of professional teachers and are therefore required of a professional
license and are subject to the Code of Ethics for Professional Teachers.
APPLYING
Directions: You will demonstrate a clear understanding of the Preamble of the Code of
Ethics for Professional Teachers by providing visual representations and written
reflections on the meaning of each statement of the Preamble.
Provisions Visual Representation Written Reflection
Teachers are duly licensed

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

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Lesson 2: The Code of Ethics for

Professional Teachers: Relationship with
Secondary and Tertiary Stakeholders
Learning Outcomes
1. Explained how professional teachers should relate to the state, community,

parents and all education stakeholders.
SPARKING
A. The Teacher and the State

What’s your Opinion?
Analyze the practices of the teachers below. Do you think they practice
professional responsibility? Why? Why not?
• Teacher Maris maintains cordial relations with parents and peers.

• Teacher Joselito takes pride being a teacher.
• Miss Paula engages in derogatory talks about a colleague.
• Teacher Caroline supports the objectives of the school.
PROBING
• Are you physically, mentally and morally fit?

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

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DEEPENING
ARTICLE II
THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the citizens of the state. Each
teacher is a trustee of the cultural and educational heritage of the nation and is under
obligation to transmit to learners such heritage as well as to elevate national morality,
promote national pride, cultivate love of country, instill allegiance to the Constitution and
respect for all duly constituted authorities, and promote obedience to the laws of the
state.
Section 2. Every teacher or school official shall actively help carry out the
declared policies of the state, and shall take an oath to its effect.
Section 3. In the interest of the State of the Filipino people as much as of his
own, every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize full commitment and
devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious,
or other partisan interest, and shall not directly, or indirectly, solicit, require, collect, or
receive any money, service, other valuable material from any person or entity for such
purposes.
Section 6. Every teacher shall vote and shall exercise al other constitutional
rights and responsibilities.
Section 7. A teacher shall not use his position or official authority of influence to
coerce any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have the
privilege of sharing the product of his researches and investigations, provided that, if the
results are inimical to the declared policies of the Sate, they shall be drawn to the proper
authorities for appropriate remedial action.
Parents leave their children in school under the care of teachers while they work.
Like nurseries where young plants are cultivated and grown, schools, through teachers is

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

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• leadership
• not use position to proselyte
• harmonious official relations
• disparaging the community
• social recognition
• community informed
PROBING
• Explain in your own words how a teacher should relate to a tertiary

stakeholder, the community.
DEEPENING
ARTICLE III
THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the

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

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needed, to extend counseling services, as appropriate, and to actively be involved in

matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant
relationship with other professionals, with government officials, and with people,
individually or collectively.
Section 8. A teacher possesses freedom to attend church and worship,
as appropriate, but shall not use his position and influence to proselyte others.
As a professional teacher, he/she is a facilitator of learning by ensuring that

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

teachers connecting to parents? Put a check (⸍) mark on the blank provided.
_____1. Teacher A, borrows money from her students’ parents.
_____2. During card giving day, the teacher confers with the parents
regarding their children’s performances in class.
_____3. Since Mrs. Suarez and Charle’s mom are good friends she gives
Charles the priority to join in contests, so he can earn good grades.
_____4. At a PTA meeting Mr. Cruz entertains and listens to the concerns of
parents about their childrens projects and other requirements.

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_____5.Teacher Kim, turns his back from Mrs. Lina, a poor parent of a grade
one pupil who informs him about her son’s absence from school.
PROBING
Why do you think teachers need to establish a harmonious relationship with

parents? What are some advantages?
ARTICLE IX
THE TEACHER AND THE PARENTS
Section 1. A teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities, of the
progress or deficiencies of learners under him, exercising utmost candor and tact in
pointing out learner’s deficiencies and in seeking parent’s cooperation for the proper
guidance and improvement of leaners.
Section 3. A teacher shall hear parent’s complaints with sympathy and
understanding, and shall discourage unfair criticism.
Teacher needs to connect with parents, his/her partners in the education of the
learner. For the partnership to flourish, teacher shall maintain cordial relations with
parents. This relationship remains cordial if a teacher is sincere and tactful in reporting
child’s progress.
The following article can be a very helpful reminders/tips for teachers in conducting
conference with parents.
Conducting Effective Parent-Teacher Conferences
Conducting effective parent-teacher conferences can boost family involvement in

your classroom and help promote positive outcomes for you, your students, and your
school.
A parent-teacher conference is a great opportunity to:

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• share academic progress and growth based on classroom observations, testing

data, assessments, portfolios, and assignments
• learn from parents or guardians so you can be better informed about
students' strengths, needs, behaviors, and learning styles
• discuss enrichment or intervention strategies to support students' learning
• discuss issues that may be interfering with students' learning and growth
The Basics
Parent-teacher conferences are usually once or twice a year at progress

reporting periods. They are brief meetings, lasting about 10-30 minutes.
Conferences are typically scheduled 1 to 2 months in advance. Some middle and
high schools only request parent conferences to discuss problems. Most schools
set aside specific dates and times for conferences, but if school schedules conflict
with family schedules, it's worth the effort to find a mutually convenient time, or
even schedule a phone or video conference. Be mindful of special situations,
such as divorced parents, single parents, or guardianships. Some divorced
parents, for example, may prefer separate conferences.
While the main focus of parent-teacher conferences should be learning,
it's also important to discuss factors that can affect learning, such as students'
behavioral and social development. Other topics might include standardized test
results, individualized education programs (IEPs), 504 education plans, peer
relationships, classroom behavior, motivation and work habits, as well as
students' strengths and challenges.
School staff who support your students' learning may attend the
conference, too. An administrator might attend at your request, or the request of
a parent or guardian. Some teachers like students to attend part of the meeting
to show that parents and educators are both part of the instructional team.
Here are a few tips on getting the most out of your conferences:
Before the Conference
Get informed. Make sure you're familiar with your school's or school district's
protocols on progress reports or report cards, grading policies, and any other

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student assessment tools. As you move through the conference, the report card
or progress report can be a springboard for discussion and help guide you
through the meeting. Also, have any local or state standardized tests results
available to share, if possible. Make sure you know how the standardized testing
data will be used to customize or differentiate instruction for students.
Prepare your materials. Preparing materials well before the conference will
make you feel more at ease when families show up at your classroom door. As
you're teaching during the school year, keep in mind which assessments will be
shared and reported at conferences. Review student data, assignments and
assessments that you'll be sharing with parents, and make notes about what
you'd like to ask parents about their children to support learning.
In addition to progress reports, you may want to set aside separate

conference folders with three to five student documents that support grades and
progress, as well as any test results that are available.
You can also prepare an outline or agenda for conferences and share
them with parents so they know what to expect. Some teachers keep worksheets
with strengths, needs, and social or behavioral notes to guide them through
conferences.
If you'll be discussing any problems, make sure to have documentation,

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

attending conferences at back-to-school night and other parent forums, and let
parents know that they are a critical part of their child's instructional team. When
you send home information about conference dates and times, give parents
several meeting times to choose from. On the invitation, remind parents that
they'll be able to ask questions, because an effective parent-teacher conference
is a two-way conversation about students. You might also want to remind

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parents to be respectful of other parents' time, and be clear that time slots won't
be extended if parents arrive late.
A week or so before the conferences, send home reminders of where and

when the conference will be held, as well as the meeting agenda. If a conflict
arises and an in-person meeting is not an option, try to schedule an alternative
way to meet, via phone or video. If you'll be phone- or video-conferencing, send
home copies of materials ahead of time so parents can have them in hand while
you talk.
During the Conference
Create a welcoming environment. Make your classroom inviting by displaying

students' work, and making space for the conference with an adult-sized table
and chairs. If parents need to bring their child or other siblings, have an area set
aside with puzzles, games, worksheets, or computers to limit distractions. Also
consider offering healthy snacks or beverages to families. Remember to have
paper and pens available so parents can take notes. You also might want to have
a box of tissues available for when you have to deliver bad news.
Open with positives. When you start the conversation, remind parents that the
goal of this meeting is to share information about students' academic progress
and growth and how their child interacts in the school environment. All parents
are proud of their kids and want to hear about their child's strengths as well as
challenges, so be sure to discuss both — but start with the positives.
Discuss progress and growth. Inform parents about their child's ability levels
or grade levels in different content areas, using demonstrative work examples or
testing results. Many parents want to know how their children compare to their
peers, but remind them that you're discussing their child's individual instructional
levels, not their standing in class. You should, however, inform them about
grade-level expectations and how the student is doing in that context.
It's all too easy to let discussions veer off-task during conferences, so try
to limit all talk to learning and how to support the student's instruction.

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Avoid teacher-talk. K-12 education is loaded with jargon and acronyms, but a
parent-teacher conference is not the place to use them. Be sure to explain any
terms, curriculum titles, or even words on progress reports that aren't commonly
used outside the school setting.
Ask questions and listen. Ask parents or guardians for their input about
students' strengths, needs, and learning styles, as well as their hopes and
dreams for their children. Don't forget to ask these simple but important
questions: "Does your child like school?" and "Why?" or "Why not?" That single
line of questioning can give you a lot of information that can be helpful in the
classroom.
Make a plan. Provide suggestions for activities and strategies to support

learning at home. Spend the last few minutes of the meeting on your specific
goals for the student. Note the kinds of strategies you'll use, the length of time
you'll use them, and when you'll communicate to parents next.
Be honest and have a thick skin. It's your responsibility to give parents or
guardians an accurate assessment of students' academic progress. Sometimes
this means delivering bad news. Sugar-coating the facts defeats the purpose of
the conference.
In addition, you may see some of your students differently than their
parents do, and some parents may take your evaluation of their child in a
negative or defensive way. While you should be open to constructive criticism,
remember that you're in charge of the conference, and if the discussion becomes
too heated to be effective, or goes awry in other ways, you should conclude the
meeting and ask to reconvene at another time. If you have reason to expect
such negative interactions before the next conference, ask an administrator to
attend.
If you suspect a student may have a learning disability, however, you

don't need to say that specifically. You can just tell the parents or guardians that
you recommend they have their student get an educational evaluation to
determine his or her learning style.

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After the Conference
Follow up. A little thank-you can go a long way. Many parents have to take time
off work or hire babysitters to attend conferences, so consider taking the time to
thank parents in a letter or email. You can also have students write thank-you
notes to their parents or guardians for attending and supporting their learning. In
the notes, remind parents to contact you if they have any further questions or
concerns.
Be sure to contact parents who did not attend and offer alternative ways
to communicate about their child's progress.
Communicate regularly. Let parents know what's going on with their child in
an ongoing fashion. Keep families informed about class projects, homework and
other assignments, students' accomplishments, and any problems or concerns
that may arise.
Enhance your instruction. Now that you know a little more about your
students, use that information to make instructional decisions that will help your
students achieve and grow in the classroom.
Source: https://kidshealth.org/en/parents/parent-conferences.html
APPLYING
(Make a separate file for your answer)

1. Scenario-building:
Read the scenarios below . Based on Article 2 of the Code of Ethics, what
probable violation/s is/are evident on the situation? Explain.
Scenario 1
Mr. F is a hardworking and talented Science teacher. He is good both in dancing and
singing. Every after class he invites his advisory class to come with him for some music
jamming. He brought them to his chapel and before they start their practice, he
conducted first some sort of prayer meeting and bible sharing. He also distributes
pamphlets containing information about their religion. Sometimes he also invites his
Pastor to talk to his students during Homeroom meetings for spiritual uplifting.

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Scenario 2
Ms. D is a very idealistic and well driven English teacher. She organized the school’s
English Club. To improve the financial status of the organization, she asks financial
support from alumni and some big names in their locality. She also required the
members of the organization to do the same. The money collected was directly given
to Ms. D for safekeeping.
2. Poster-making : Make a poster to illustrate how a professional teacher should

relate with the community.
3. Make a list of five DO’s and DON’Ts on how you should relate to parents for the sake
of the learners.
DO’s DON’Ts
4. The Family Code of the Philippines stipulate that the school, the teachers,
administrators, individual, entity or institution engaged in child care shall have special
parental authority and responsibility over learners. What does special parental authority
imply?

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Lesson 3: Code of Ethics: Relationship with the

Internal Stakeholders
Learning Outcomes
1. Explained how the professional teacher should relate to the learners, teaching
community and higher authorities.
A. The Teacher and the Learners
SPARKING
1. Recall the top five qualities of your teacher that make him/her a great
teacher.
2. Read Article VIII of the Code of Ethics. Find out if the things you have listed
as characteristics of an effective teacher relate to Article VIII.
PROBING
• In the list of qualities of a great teacher you made, which ones are related to
Article VIII? Which are not? Why?
• What did you realize after reading thoroughly reading Article VIII or the Code
of Ethics? Explain.
DEEPENING
ARTICLE VIII
THE TEACHER AND THE LEARNERS
Section 1. A teacher has the right and a duty to determine the academic marks
and promotion of learners in the subject they handle. Such determination shall be in
accordance with generally accepted procedures of evaluation and measurement. In

127
case of any complaint, teachers concerned shall immediately take appropriate action,
observing the process.
Section 2. A teacher shall recognize that the interest and welfare of learners are
his first and foremost concern, and shall handle each learner justly and impartially.
Section 3. Under no circumstances shall a teacher be prejudiced nor
discriminatory against any learner.
Section 4. A teacher shall not accept any favors or gifts from learners, their
parents or others in their behalf in exchange for requested concessions, especially if
underserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration
from tutorials other than what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work on merit and
quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop
between teacher and learner, the teacher shall exercise utmost professional discretion to
avoid scandal, gossip, and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending leaners
nor make deductions from their scholastic ratings as a punishment for acts which are
clearly not manifestations of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to maximum
development of learners are adequate, and shall extend needed assistance in preventing
or solving learners’ problems and difficulties.
Perhaps the traits of a great teacher that you have listed can be summed up as
“caring”, “compassionate”, and “fair”. Article VIII, The Teacher and the Learner of the
Code of Ethics describes the professional teacher to be such. Fair because he/she “bases
the evaluation of the learners’ work on the merit and quality of academic performance,”
shall not make deductions from learners such scholastic ratings, as primary scholastic”
and “determine academic marks… in accordance with generally accepted procedures of
evaluation and measurements” and shall handle each learner justly and impartially.
Should love develop between teacher and student, the professional teacher is
expected to be fair because he/she shall “exercise utmost professional discretion to
avoid… preferential treatment of the learner.” Teacher fairness is assured when a
teacher does not accept gifts from learners or their parents in exchange for requested
concessions.

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The professional teacher is likewise described as “caring and compassionate.”

Article VIII, points out that professional teacher has the “interest and welfare of the
learners” as his/her “first and foremost concern” and “under no circumstances shall a
teacher be prejudiced or discriminatory against any learner.” The professional teacher is
also seen to be caring and compassionate when he/she does not inflict corporal
punishment on offending learners.
B. The Teacher and the Teaching Community
SPARKING
Study the situations below and state how teachers should relate to his/her fellow
teachers.
• Teachers talking about students, families or other staff members in the
school lounge.
• Mr. Perez values the confidentiality of records of his students and colleagues,
• Carla filed a justifiable complaint in writing against a colleague,
• Teacher Nancy keeps her Class Record for herself when she had her
maternity leave.
PROBING
• Which Filipino trait makes it difficult sometimes for professional teachers to

function as a collegial community?
DEEPENING
A professional teacher should work in collaboration with his/her fellow teachers.

Gossip destroys collegial relationships. It has no place in the professional community. A
brotherly or sisterly correction for what may appear to be unprofessional and unethical
conduct of an associate is an act that is becoming of a professional.
Should there be justifiable criticism against a fellow teacher, the right recourse is
to submit to proper authorities any justifiable criticism.

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It is unprofessional for a teacher for a teacher to apply for a position for which he
is not qualified. Professionalism demands that selection is based on merit and
competence. It is likewise unprofessional to divulge confidential information concerning
associates and the school
Give credit to whom credit is due. A professional teacher will not claim credit for
work not of his/her own.
In order not to jeopardize office operation or work, a teacher, before leaving
position, shall organize records for his/her successor. Many a time, a turn over ceremony
is well done but up to ceremony only because records are not organized and so hampers
the continuity of operation.
In short at all times, professional teachers shall be loyal and trust and support
one another for the common good.
ARTICLE V
THE TEACHER AND THE COMMUNITY
Section 1. The teacher shall at all times, be imbued with the spirit of
professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the
common good, and full cooperation with colleagues. When the best interest of the
learners, the school, or the profession is at stake in any controversy, teachers shall
support one another.
Section 2. A teacher is not entitled to claim for work of not his own, and shall
give due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize and leave to his
successor such records and other data as are necessary on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning

associates and the school, and shall not divulge to anyone documents which have not
yet been officially released, or remove records from the files without official permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for

what may appear to be an unprofessional and unethical conduct of any associate. This
may be done only if there is incontrovertible evidence for such conduct.

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Section 7. A teacher may submit to the proper authorities any justifiable

criticism against an associate, preferably in writing, without violating any right of the
individual concerned.
Section 8. A teacher may apply for a vacant position for which he is qualified,
provided that he respects the system of selection on the basis of merit and competence,
provided, further, that all qualified candidates are given the opportunity to be
considered.
APPLYING
1. As a future teacher, what preparations do you make to be able to relate well to

your learners?
2. Compose a song or a poem on how teachers should relate to one another to

form a genuine teaching community. Base the song or poem on
Article V.

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Lesson 4: The Code of Ethics for Professional

Teachers: His/her Person, Profession and Business
Learning Outcomes
1. Explained how a professional teacher should conduct himself/herself as a

person in the teaching profession and in business;
2. Described an ideal teacher as a person; and
3. Internalized the provisions stipulated in the Code of Ethics for Professional
Teachers.
A. The Teacher and the Profession
SPARKING
Try this activity. This is a self-test for you as a future teacher. How often do you think
the following items will be observed when you practice your profession as a teacher?
Check the appropriate column.
Legend:
1 – Never
2 – Seldom
3 – Sometimes
4 – Often
5 – Always
Never Seldom Some- Often Always

times
Commitment towards Profession
(3)
(1) (2) (4) (5)
The teacher …
1. Demonstrates enthusiasm, vigor, involvement,

and interest in lesson presentation.
2. Prepares his/her lessons and instructional

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materials before reporting to class.

3. Enjoys teaching.
4. Considers teaching as his/her first priority work

compared to other job.
5. Values his/her profession as a teacher.
6. Demonstrates knowledge and passion with

subject matter taught.
7. Explains the goals and objectives of the lesson
clearly and accurately.
8. Shows readiness to be evaluated of his/her
teaching performance.
9. Accepts his/her shortcomings and to capitalize
his/her own strengths and weaknesses.
10. Pursues his/her education for personal growth
and professional development.
11. Promotes the welfare of fellow teachers and
elevates the status of the profession.
12. Considers teaching profession as the best
decision he/she ever made.
13. Considers teaching as a career and a vocation.
14. Is an active member of local, regional and

national professional association.
15. Uses technology and variety of learning
activities to attain appropriate learning goals
16. Updates recent developments in the field of
education.
17. Interacts and partners with other teachers for
the improvement of teaching practice.
18. Improves his/her teaching styles and strategies
by the use of new technology, indigenous and
local materials.
Total per column
Grand TOTAL

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PROBING
Interpret your scores:
• Ninety (90) is the perfect score. If you got 45, that means you are midway but
not highly committed to teaching profession. The closer you are to 90, you are
proud of your teaching profession.
• Do you agree with your score? In what items did you score comparatively lower?
What message do you get from those items where you scored low?
• When can you say that a teacher is highly committed to teaching profession?
What are the indicators of a teacher’s level of commitment to teaching
profession?
DEEPENING
Article IV
The Teacher and the Profession
Section 1. Every teacher shall actively help ensure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in teaching as a noble
calling.
Section 2. Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparation for the career of teaching, and shall make
the best at all times in the practice of his profession.
Section 3. Every teacher shall participate in the continuing professional
education (CPE) program of the Professional Regulation Commission, and shall pursue
such other studies as will improve his efficiency, enhance the prestige of the profession,
and strengthen his competence, virtues, and productivity in order to be nationally and
internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support for the
school, but shall not make improper misrepresentations through personal advertisements
and other questionable means.
Section 5. Every teacher shall use the teaching profession is a manner that
makes it a dignified means for earning a decent living.

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B. The Teacher as a Person
SPARKING
A. What have you observed from your teachers as person?
I like teachers who I don’t like teachers who

are/have… because… are/have… because…
B. As a would-be teacher, which of the statements in the checklist will you most
likely to do? Check the appropriate column of your answer:
Teacher as a person… Yes Not No
sure
1. respects all kinds and classes of people.
2. practices transparency at all times.
3. considers personal interest as a priority.
4. sets personal goals and direction in relation
to the institutional goals.
5. Engages in activities conducted by the
barangay/municipality for a fee.
6. agrees with the school policies on important
matters concerning student and teachers.

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7. adheres to the school policies in dealing with

matters concerning students and
stakeholders.
8. respects students’ opinions, principles and
individual differences.
9. improves his/her teaching styles and
strategies by the use of new technology,
indigenous and local materials.
10. practices ethical and professional behavior
and conduct taking into account the impact
of his/her actions and decisions.
Total per column
Grand TOTAL
PROBING
• Which column did you get the highest checks? least checks?
• What do you think is/are the challenge/s that teachers face?
DEEPENING
Article XI
The Teacher as a Person
Section 1. A teacher shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline
as the principle of personal behavior in all relationship with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which
could serve as model worthy of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or Being as guide
of his own destiny and of the destinies of men and nations.

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C. The Teacher and Business
SPARKING
Teachers usually engage in business or resort to loans in order to fulfill the following
needs or wants:
Teacher’s Wants
Teacher’s Needs
PROBING
• What are teacher’s common needs or necessities? What are his/her likes or wants?
If you were a teacher, will you borrow money or involve in business to satisfy those
needs/wants? Why? What other ways you can do to avoid debts. Are teachers
allowed to be engaged in business? If yes, what are possible businesses?
DEEPENING
Article X
The Teacher and Business
Section 1. A teacher has a right to engage, directly or indirectly, in legitimate
income generation, provided that it does not relate to or adversely affect his work.

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Section 2. A teacher shall maintain a good reputation with respect to financial

matters such as in the settlement of his just debts, loans and other financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be
financially interested in, any commercial venture which furnish textbooks and other
school commodities in the purchase and disposal of which he can exercise official
influence, except only when is assignment is inherently related to such purchase and
disposal, provided that such shall be in accordance with existing regulations.
APPLYING
A. Here are some quotes about the teaching profession. What does it mean and to
which Section of Article IV of the Code of Ethics does each quotation refer?
1. Teaching is a very noble profession that shapes the character, caliber, and
future of an individual. If the people remember me as a good teacher, that
will be the biggest honor for me. – Abdul Kalam
2. “Good, better, best. Never let it rest until your good is better and your
better is best.”- Tim Duncan
3. “Teaching might even be the greatest of the arts since the medium is the
human mind and spirit.’ –John Steinbeck
4. “Success is where preparation and opportunity meet.” – Bobby Unser
5. ‘The job of an educator is to teach students to see vitality in themselves .’ –
Joseph Campbell
6. “Self-respect is the fruit of discipline; the sense of dignity goes with the
ability to say no to oneself.”- Abraham Joshua Hesche
B. Make a Haiku to describe or talk about the teacher as a person based on

Article XI of the Code of Ethics
Here is an example:
My Teacher
I love my teacher. (5 syllables)

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

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C. Discuss in 2-3 paragraphs how a teacher relates to his/her students, co-teachers,

parents or community.
D. Nowadays, engaging in online or non-line business to generate income is common to

everyone and even teachers. As a future teacher, cite at least three conditions that will
remind you from violating the code of ethics for professional teachers when you will
engage in business. Present your answer in bullets.
Quiz in Lesson 4. The Teacher and Profession, as a person and business.
Let’s check your understanding: Select the best answer.
1. As a professional teacher, you shall manifest genuine ____ and _____ in

teaching as a ________ calling. - Remembering
A. pride- enthusiasm – new
B. enthusiasm – pride – noble
C. enthusiasm – pride – good
D. genuineness – pride – mission
2. Every teacher shall help, if duly authorized, to seek support for the
_________, but shall not make improper misinterpretations through
__________ advertisements and other questionable ______. - Remembering
A. Community – personal – means
B. School – personal – ways
C. School – personal – means
D. Community – self - ways
3. To be nationally and internationally competitive, in which should teacher

participate according to Article IV of the Code of Ethics? – Remembering
A. Seminars
B. Writing Books
C. Evaluate school courses
D. Continuing Professional Education
4. Professionalism is NOT an end state for an occupation rather it is a continual

process of reaching the forms of: - Understanding
A. Obligation

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B. Prestige
C. Responsibility
D. Accountability
5. Which of the following is demonstrated when the teachers conduct themselves

with respect, maintaining proper ethics and decorum inside and outside the
classroom? - Applying
A. Professionalism
B. Quality teaching efficiency
C. Personal achievement and self-worth
D. Service and commitment
6. A teacher as a person shall always recognize the Almighty ______ or Being as
guide of his own _______ and of the destinies of _________ and nations. -
Remembering
A. Father – destiny – all
B. God – destiny – men
C. God – life – men
D. Father – life – all
7. Mr. Lopez drinks liquor heavily on weekends. He contends that he cannot be

reprimanded because he doesn’t come to school drunk and he performs his
job as a teacher well. Is his argument acceptable? - Analysis
A. Yes, it is his right as an individual
B. Yes, his students don’t see him when he is drunk.
C. No, drinking liquor is not good for the health.
D. No, he should live a commendable level of conduct at all times.
8. Tutoring his own students for a fee is prohibited because: - Application

A. It is conducive to favoritism and impartiality.
B. It hinders good relationship between teacher and students.
C. Teachers also have responsibility to her family.
D. It encourages overtime work on the part of the teachers.

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

Why?- Analysis
A. Section 1
B. Section 2
C. Section 3
D. Sections 1 & 2
10. If salary is not enough, a professional teacher can engage in business but for
this condition; - Understanding
A. Business includes books and school supplies.
B. Income generation is legitimate.
C. Adversely affects his/her work
D. Income generation is related to his/her work.
Kindly check your answer if you got it right.
1. B 6. B
2. C 7. D
3. D 8. A
4. D 9. A
5. A 10. C
References:
• Bilbao, P., Corpus, B., Llagas, A and Salandanan, G. 2018. The Teaching
Profession,
• Fourth Ed., Lorimar Publishing Inc. ISBN 978-621-8035-49-2.2012. The
Teaching Profession, 2nd Ed., Lorimar Publishing Inc. ISBN971-685-745-
0.
• Casihan, L., Caubic, R., and Lim, L. 2014. The Teaching Profession.
Adriana
• Publishing Co. Inc. Cubao, Quezon City, Manila. ISBN 978-971-9656-04-
3.

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Unit 6: Basic and Teacher-Related Laws
Dr. Virgie P. Tan & Mr. Andrew Cabardo
Introduction: This unit introduces you to the basic and teacher-related laws that will
make you aware of your rights, privileges, and benefits as a professional teacher. This
part of the module consists three lessons—The Magna Carta for Public School Teachers
& other Teacher-related laws.
Lesson 1 is about RA 4670 or Magna Carta for Public School Teachers. It aims at
providing professional rights to safeguard the public school teachers in consideration of
the exigency and hazards in the exercise of their profession as well as improving the
social and economic status of public school teachers in basic education, their living and
working conditions, employment, and career prospects. Moreover, the Magna Carta for

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Public School Teachers protects the rights and privileges of teachers --their tenure of
office, academic freedom and other benefits.
Lesson 2 includes the basic teacher-related laws- Presidential Decree 1006 (PD
1006), providing for the professionalization of teachers, regulating their practice in the
Philippines and for other purposes.
Lesson 3 comprises Republic Act 7836 (RA 7836) the Philippine Teachers
Professionalization Act of 1994 and Republic Act 9293 (RA 9293), an act amending
certain sections of Republic Act 7836 (RA. 7836), otherwise known as the ―Philippine
Teachers Professionalization Act Of 1994.
How Much Do You Know?
Do you Agree or Disagree to the following statements? Justify your answer

on the space provided.
1. As teachers are professionals and hired as the right people to the right position, it
follows that in exercising professionalism in teaching, they need to know the standards,
what they need to teach, and how to teach in the most effective ways.
2. These are the following criteria with respective points used in the evaluation and
selection procedure in the hiring of Teacher 1. Education 20%, Teaching Experience
15%, LET/PBET Rating 15%, Specialized Training Skills 10%, Interview 10%,
Demonstration Teaching 15%, and Communication Skills 15%.
3. During disciplinary procedures, teachers are not entitled to due process and must not
be given a written notice, a time to access evidence, to make a defense, a time for
preparation and appeal.

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Lesson 1: Magna Carta for Public School Teachers
Learning Outcomes
1. Identified the rights and privileges of a teacher as stated in the Magna Carta for
public school teachers; and
2. Discussed the provisions stipulated in the Magna Carta for Public School teachers
that apply to the teaching profession.
SPARKING
Direction: Watch the video of this case at https://youtu.be/DDtsnaS78z0,

https://youtu.be/90udrCk8dz4, https://youtu.be/VyDhiRpgyho and answer the following
questions:
PROBING
• What is the video about?

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

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DEEPENING
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
I. DECLARATION OF POLICY COVERAGE
Section 1. Declaration of Policy. It is hereby declared to be the policy of this Act to

promote and improve the social and economic status of public school teachers, their
living and working conditions, their terms of employment and career prospects in order
that they may compare favorably with existing opportunities in other walks of life, attract
and retain in the teaching profession more people with the proper qualifications, it being
recognized that advance in education depends on the qualifications and ability of the
teaching staff and that education is an essential factor in the economic growth of the
nation as a productive investment of vital importance.
Section 2. Title Definition. This Act shall be known as the "Magna Carta for Public
School Teachers" and shall apply to all public school teachers except those in the
professorial staff of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in classroom
teaching, in any level of instruction, on full-time basis, including guidance counselors,
school librarians, industrial arts or vocational instructors, and all other persons
performing supervisory and/or administrative functions in all schools, colleges and
universities operated by the Government or its political subdivisions; but shall not include
school nurses, school physicians, school dentists, and other school employees.
II. RECRUITMENT AND CAREER
Section 3. Recruitment and Qualification. Recruitment policy with respect to the

selection and appointment of teachers shall be clearly defined by the Department of
Education: Provided, however, That effective upon the approval of this Act, the following
shall constitute the minimum educational qualifications for teacher-applicants:
a. for teachers in the kindergarten and elementary grades, Bachelor's degree in

Elementary Education (B.S.E.ED.);
b. for teachers of the secondary schools, Bachelor's degree in Education or its

equivalent with a major and a minor; or a Bachelor's degree in Arts or Science
with at least eighteen professional units in Education.

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c. for teachers of secondary vocational and two years technical courses,

Bachelor's degree in the field of specialization with at least eighteen
professional units in education;
d. for teachers of courses on the collegiate level, other than vocational, master's
degree with a specific area of specialization;
Provided, further, That in the absence of applicants who possess the minimum
educational qualifications as hereinabove provided, the school superintendent may
appoint, under a temporary status, applicants who do not meet the minimum
qualifications: Provided, further, That should teacher-applicants, whether they possess
the minimum educational qualifications or not, be required to take competitive
examinations, preference in making appointments shall be in the order of their
respective ranks in said competitive examinations: And provided, finally, That the results
of the examinations shall be made public and every applicant shall be furnished with his
score and rank in said examinations.
Section 4. Probationary Period. When recruitment takes place after adequate

training and professional preparation in any school recognized by the Government, no
probationary period preceding regular appointment shall be imposed if the teacher
possesses the appropriate civil service eligibility: Provided, however, That where, due to
the exigencies of the service, it is necessary to employ as teacher a person who
possesses the minimum educational qualifications herein above set forth but lacks the
appropriate civil service eligibility, such person shall be appointed on a provisional status
and shall undergo a period of probation for not less than one year from and after the
date of his provisional appointment.
Section 5. Tenure of Office. Stability on employment and security of tenure shall be

assured the teachers as provided under existing laws. Subject to the provisions of
Section three hereof, teachers appointed on a provisional status for lack of necessary
civil service eligibility shall be extended permanent appointment for the position he is
holding after having rendered at least ten years of continuous, efficient and faithful
service in such position.
Section 6. Consent for Transfer Transportation Expenses . Except for cause and
as herein otherwise provided, no teacher shall be transferred without his consent from
one station to another. Where the exigencies of the service require the transfer of a

146
teacher from one station to another, such transfer may be effected by the school
superintendent who shall previously notify the teacher concerned of the transfer and the
reason or reasons therefore. If the teacher believes there is no justification for the
transfer, he may appeal his case to the Director of Public Schools or the Director of
Vocational Education, as the case may be. Pending his appeal and the decision thereon,
his transfer shall be held in abeyance: Provided, however, that no transfers whatever
shall be made three months before any local or national election. Necessary transfer
expenses of the teacher and his family shall be paid for by the Government if his transfer
is finally approved.
Section 7. Code of Professional Conduct for Teachers. Within six months from the
approval of this Act, the Secretary of Education shall formulate and prepare a Code of
Professional Conduct for Public School Teachers. A copy of the Code shall be furnished
each teacher: Provided, however, that where this is not possible by reason of inadequate
fiscal resources of the Department of Education, at least three copies of the same Code
shall be deposited with the office of the school principal or head teacher where they may
be accessible for use by the teachers.
Section 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy

equitable safeguards at each stage of any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his
choice and/or by his organization, adequate time being given to the teacher
for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a

teacher during the pendency of his case.
Section 9. Administrative Charges. Administrative charges against a teacher shall

be heard initially by a committee composed of the corresponding School Superintendent
of the Division or a duly authorized representative who should at least have the rank of a
division supervisor, where the teacher belongs, as chairman, a representative of the

147
local or, in its absence, any existing provincial or national teacher's organization and a
supervisor of the Division, the last two to be designated by the Director of Public
Schools. The committee shall submit its findings and recommendations to the Director of
Public Schools within thirty days from the termination of the hearings: Provided,
however, that where the school superintendent is the complainant or an interested
party, all the members of the committee shall be appointed by the Secretary of
Education.
Section 10. No Discrimination. There shall be no discrimination whatsoever in

entrance to the teaching profession, or during its exercise, or in the termination of
services, based on other than professional consideration.
Section 11. Married Teachers. Whenever possible, the proper authorities shall take
all steps to enable married couples, both of whom are public school teachers, to be
employed in the same locality.
Section 12. Academic Freedom. Teachers shall enjoy academic freedom in the
discharge of their professional duties, particularly with regard to teaching and classroom
methods.
III. HOURS OF WORK AND REMUNERATION
Section 13. Teaching Hours. Any teacher engaged in actual classroom instruction
shall not be required to render more than six hours of actual classroom teaching a day,
which shall be so scheduled as to give him time for the preparation and correction of
exercises and other work incidental to his normal teaching duties: Provided, however,
that where the exigencies of the service so require, any teacher may be required to
render more than six hours but not exceeding eight hours of actual classroom teaching a
day upon payment of additional compensation at the same rate as his regular
remuneration plus at least twenty-five per cent of his basic pay.
Section 14. Additional Compensation. Notwithstanding any provision of existing law

to the contrary, co-curricular and out of school activities and any other activities outside
of what is defined as normal duties of any teacher shall be paid an additional
compensation of at least twenty-five per cent of his regular remuneration after the
teacher has completed at least six hours of actual classroom teaching a day.

148
In the case of other teachers or school officials not engaged in actual classroom
instruction, any work performed in excess of eight hours a day shall be paid an
additional compensation of at least twenty-five per cent of their regular remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation
required under this section. Education authorities shall refuse to allow the rendition of
services of teachers for other government agencies without the assurance that the
teachers shall be paid the remuneration provided for under this section.
Section 15. Criteria for Salaries. Teacher's salaries shall correspond to the following
criteria:
a. they shall compare favorably with those paid in other occupations

requiring equivalent or similar qualifications, training and abilities;
b. they shall be such as to insure teachers a reasonable standard of life for
themselves and their families; and
c. they shall be properly graded so as to recognize the fact that certain
positions require higher qualifications and greater responsibility than
others: Provided, however, That the general salary scale shall be such
that the relation between the lowest and highest salaries paid in the
profession will be of reasonable order. Narrowing of the salary scale shall
be achieved by raising the lower end of the salary scales relative to the
upper end.
Section 16. Salary Scale. Salary scales of teachers shall provide for a gradual
progression from a minimum to a maximum salary by means of regular increments,
granted automatically after three years: Provided, That the efficiency rating of the
teacher concerned is at least satisfactory. The progression from the minimum to the
maximum of the salary scale shall not extend over a period of ten years.
Section 17. Equality in Salary Scales. The salary scales of teachers whose salaries
are appropriated by a city, municipal, municipal district, or provincial government, shall
not be less than those provided for teachers of the National Government.
Section 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep
pace with the rise in the cost of living by the payment of a cost-of-living allowance which
shall automatically follow changes in a cost-of-living index. The Secretary of Education
shall, in consultation with the proper government entities, recommend to Congress, at

149
least annually, the appropriation of the necessary funds for the cost-of-living allowances
of teachers employed by the National Government. The determination of the cost-of-
living allowances by the Secretary of Education shall, upon approval of the President of
the Philippines, be binding on the city, municipal or provincial government, for the
purposes of calculating the cost-of-living allowances of teachers under its employ.
Section 19. Special Hardship Allowances. In areas in which teachers are exposed to
hardship such as difficulty in commuting to the place of work or other hazards peculiar
to the place of employment, as determined by the Secretary of Education, they shall be
compensated special hardship allowances equivalent to at least twenty-five per cent of
their monthly salary.
Section 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid
in legal tender of the Philippines or its equivalent in checks or treasury warrants.
Provided, however, that such checks or treasury warrants shall be cashable in any
national, provincial, city or municipal treasurer's office or any banking institutions
operating under the laws of the Republic of the Philippines.
Section 21. Deductions Prohibited. No person shall make any deduction whatsoever
from the salaries of teachers except under specific authority of law authorizing such
deductions: Provided, however, that upon written authority executed by the teacher
concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers
Association, and (2) premiums properly due on insurance policies, shall be considered
deductible.
IV. HEALTH MEASURES AND INJURY BENEFITS
Section 22. Medical Examination and Treatment. Compulsory medical examination

shall be provided free of charge for all teachers before they take up teaching, and shall
be repeated not less than once a year during the teacher's professional life. Where
medical examination show that medical treatment and/or hospitalization is necessary,
same shall be provided free by the government entity paying the salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere
the necessary medical care with the right to be reimbursed for their traveling expenses
by the government entity concerned in the first paragraph of this Section.
Section 23. Compensation for Injuries. Teachers shall be protected against the
consequences of employment injuries in accordance with existing laws. The effects of

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the physical and nervous strain on the teacher's health shall be recognized as a
compensable occupational disease in accordance with existing laws.
V. LEAVE AND RETIREMENT BENEFITS
Section 24. Study Leave. In addition to the leave privileges now enjoyed by teachers
in the public schools, they shall be entitled to study leave not exceeding one school year
after seven years of service. Such leave shall be granted in accordance with a schedule
set by the Department of Education. During the period of such leave, the teachers shall
be entitled to at least sixty per cent of their monthly salary: Provided, however, That no
teacher shall be allowed to accumulate more than one year study leave, unless he needs
an additional semester to finish his thesis for a graduate study in education or allied
courses: Provided, further, That no compensation shall be due the teacher after the first
year of such leave. In all cases, the study leave period shall be counted for seniority and
pension purposes.
The compensation allowed for one year study leave as herein provided shall be subject
to the condition that the teacher takes the regular study load and passes at least
seventy-five per cent of his courses. Study leave of more than one year may be
permitted by the Secretary of Education but without compensation.
Section 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to
teachers when the nature of the illness demands a long treatment that will exceed one
year at the least.
Section 26. Salary Increase upon Retirement. Public school teachers having
fulfilled the age and service requirements of the applicable retirement laws shall be
given one range salary raise upon retirement, which shall be the basis of the
computation of the lump sum of the retirement pay and the monthly benefits thereafter.
VI. TEACHER'S ORGANIZATION
Section 27. Freedom to Organize. Public school teachers shall have the right to
freely and without previous authorization both to establish and to join organizations of
their choosing, whether local or national to further and defend their interests.
Section 28. Discrimination Against Teachers Prohibited. The rights established in
the immediately preceding Section shall be exercised without any interference or
coercion. It shall be unlawful for any person to commit any acts of discrimination against
teachers which are calculated to;

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(a) make the employment of a teacher subject to the condition that he shall not
join an organization, or shall relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his

membership in an organization or because of participation in organization activities
outside school hours, or with the consent of the proper school authorities, within school
hours, and (c) to prevent him from carrying out the duties laid upon him by his position
in the organization, or to penalize him for an action undertaken in that capacity.
Section 29. National Teacher's Organizations. National teachers' organizations

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

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Section 34. Separability Clause. If any provision of this Act is declared invalid, the
remainder of this Act or any provisions not affected thereby shall remain in force and in
effect.
Section 35. This Act shall take effect upon its approval.
APPLYING
Group Activity
Directions: Pretend that you are a team that campaigns for senior high school
graduates to enroll in teacher education. Prepare a presentation (PPT for online; word
file for offline) presuming to be delivered before the grade 12 students graduating at the
end of the year. Make sure that your presentation gives a highly favourable picture of
the teaching profession that will surely convince the students. The details on your
presentation include the following:
what and why of teaching profession

rights, benefits and privileges of teachers
References
• Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2015). The teaching
profession.
profession.
• Teacher Induction Program. (nd). Retrieved from
http://depeddavnor.ph/resources/TIP/Teacher-Induction-Program_Module-1-
V1.0-1.pdf
• Habla, R.V. (2016. January 28) Situational Cases, Questions and Application
anout the Magna Carta for Teachers. Retrieved from
https://upousite.wordpress.com/2016/01/28/situational-cases-question-and-
answer-about-the-of-magna-carta-for-teachers-2/

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Lesson 2: Presidential Decree 1006
Learning Outcomes
1.Discussed how teaching was professionalized;
2.Cited at least five (5) advantages and disadvantages of having the teacher’s license;
3.Explained why is there a need for a teacher to have a teacher’s license.
How Much Do You Know?
Directions: Answer the questions briefly.
• Can teachers in as early as 1977 teach without a teacher’s license?

• With the PD 1006 on its existence, why was RA 7836 created?
• How did the amendments in RA 9293 support the teaching profession?
SPARKING
Direction: Make a graphic organizer showing the advantages and disadvantages of

having the teacher’s license. You may cite specific examples as the case requires.
Note: Criteria for grading:
Content : 50%
Organization of Ideas : 25%
Creativity : 25%
100%

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PROBING
• Why is it important to have a license in your chosen profession? Cite at least

three (3) reasons/justifications.
DEEPENING
Presidential Decree (PD) 1006 is a policy declared by late Pres. Ferdinand

Marcos, wherein the teacher education shall be given primary concern and attention by
the government and shall be of the highest quality. In this policy the teacher education
shall undergo examination. Together with the Civil Service Commission and the
Department of Education and culture jointly gave examination for teachers. When the
examinees pass the teachers examination they will be qualified for registration as
professional teachers and where given the Professional Teacher Certificate. The PD 1006
made a teachers’ license a requirement for teaching. After three years of effectivity of
this decree a teacher without license shall not engage in teaching, whether in the public
or private elementary or secondary school.
The proclamation of PD 1006 was premised on the following:
1. ‘the institutions of the country have relied upon… teachers whose direct and
continuing interaction with the young people and the children make them
potent forces for the development of proper attitudes among the citizenry;
2. the tremendous growth of the teaching population, comprising in the civil

service sector alone more than 300,000 teachers deployed all over the country;
3. to insure that in the immediacy and urgency of teacher recruitment, qualitative

requirements are not overlooked, it has become necessary to regulate the teaching
profession;
4. teaching requires a number of years of collective study, it is the only course

that it is not yet considered a profession; and

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5. in recognition of the vital role of teachers in nation-building and as an

incentive to raise the morale of teacher, it is imperative that they be considered as
professionals and teaching be recognized as a profession’ (PD 1006 in Bilbao, Corpuz,
Llagas & Salandanan 2012)
PRESIDENTIAL DECREE NO 1006
PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING

THEIR PRACTICE IN THE PHILIPPINES AND FOR OTHER PURPOSES
WHEREAS, the Constitution provides that “All educational institutions shall be

under the supervision of; and subject to regulation by, the State”, and requires that “the
State shall establish and maintain a complete, adequate and integrated system of
education relevant to the goals of national development”;
WHEREAS, in the pursuit on these objectives, the Department of Education and

Culture has adopted ways and means of overseeing all the educational institutions in the
country;
WHEREAS, this supervisory function of the DEC has been primarily beamed
towards insuring that the educational institutions inculcate in the studentry love of the
country, teach the duties of citizenship, and develop moral character, personal discipline,
and scientific, technological and vocational efficiency;
WHEREAS, to implement these objectives, the institutions have relied upon their
teachers whose direct and continuing interaction with the young people and the children
make them potent forces for the development of proper attitudes among the citizenry;
WHEREAS, this accounts for the tremendous growth of the teaching population,
comprising in the civil service sector alone more than 300,000 teachers deployed all over
the country;
WHEREAS, to insure that in the immediacy and urgency of teacher recruitment

qualitative requirements are not overlooked, it has become necessary to regulate the
teaching profession;
WHEREAS, although teaching requires a number of years of collegiate study, it

is the only course that it is not yet considered a profession;

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WHEREAS, in recognition of the vital role of teachers in nation-building and as

an incentive to raise the morale of teachers, it is imperative that they be considered as
professionals and teaching be recognized as a profession.
NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by

virtue of the powers vested in me by the Constitution, do hereby decree and order:
Section 1. Title. This Decree shall be known as the Decree Professionalizing

Teaching.
Section 2. Declaration of Policy. It is hereby declared a policy that teacher

education shall be given primary concern and attention by the government and shall be
of the highest quality, and strongly oriented to Philippine conditions and to the needs
and aspirations of the Filipino people even as it seeks enrichment from adoptable ideas
and practices of other people.
Section 3. Definition of Terms. As used in this Decree, the following shall be

construed as follows:
(a) Teaching refers to the profession primarily concerned with the classroom
instruction, at the elementary and secondary levels, in accordance with the
curriculum prescribed by National Board of Education, whether on part-time or
full-time basis in the public or private schools.
(b) Teachers refers to all persons engaged in teaching at the elementary and
secondary levels, whether on a full-time or part-time basis, including guidance
counsellors, school librarians, industrial arts or vocational teachers and all other persons
performing supervisory and/or administrative functions in all schools in the aforesaid
levels and legally qualified to practice teaching under this Decree.
(c) Board refers to the National Board for Teachers duly constituted under this
Decree.
Section 4. Creation of the National Board for Teachers. There is hereby

created a National Board for Teachers, hereinafter called the Board, to be composed of
the following:

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1) Secretary of Education and Culture

Co-Chairman
2) Chairman, Civil Service Commission
3) Commissioner, Professional Regulations Commission
Member
4) Two members representing the private sector to be
appointed by the President
Section 5. Powers and Duties. The Board shall have the following powers and
duties:
(a) Appoint a set of examiners for every examination who will determine and
prepare the contents of the Board examination for teachers, hereinafter referred to as
examination, in the elementary and secondary levels of instruction, to be held at least
once a year;
(b) Determine and fix the places and dates of examination, appoint supervisors
and room examiners from among the employees of the Government who shall be
entitled to a daily allowance to be fixed by the Board for every examination day actually
attended, use the buildings and facilities of public and private schools for examination
purposes, approve applications to take examination, and approve the release of
examination results;
(c) Look from time to time into the conditions affecting the practice of the
teaching profession, adopt such measures as may be deemed proper for the
enhancement of said profession, and/or maintenance of the professional standards and
ethics;
(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate,

and administer oaths;

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(e) Appoint, subject to the provisions of existing laws, such officials and
employees as are necessary in the effective performance of its functions and
responsibilities, prescribe their duties and fix their compensation;
(f) Prescribe and collect examination and other fees as it may deem proper; and
(g) Promulgate rules and regulations, and exercise such other powers, functions
and duties as may be necessary to carry into effect the purposes of this Decree.
Section 6. Qualification Requirements for Examination Applicants. No

applicant shall be admitted to take the examination unless, on the date of filing of the
application, he shall have complied with the following requirements:
(a) Except those who have been engaged in teaching as herein defined for at
least five years in schools in the Philippines not organized exclusively for nationals of a
foreign country at the time of the effectivity of this Decree, the applicant must be a
citizen of the Philippines;
(b) That he is of good moral character;
(c) That he is free from any physical and/or mental defect which will incapacitate
him to render efficient service; and
(d) That he possesses the following minimum educational qualifications:
1) For teachers in the kindergarten and elementary grades, Bachelor’s

degree in Elementary Education (B.S.E.Ed.) or its equivalent;
2) For teachers of the secondary schools, Bachelor’s degree in Education

or its equivalent with a major and minor, or a Bachelor’s degree in Arts or
Sciences with at least eighteen units in professional education; and
3) For teachers of secondary vocational and two-year technical courses,

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

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All applications shall be filed with an office or offices designated by the Board,
preferably the offices of the Civil Service Commission and the Department of Education
and Culture.
These offices shall screen and approve such applications and issue the
corresponding permits to take the examination to qualify applicants.
Section 7. Appointment of Examiners. The Board shall appoint a set of

examiners for every examination who are recognized authority in teacher education, and
their names shall not be disclosed until after the release of the results of the
examination. They shall each receive as compensation the sum of not less than P5.00 for
each examinee as may be determined by the Board but in no case shall each examiner
receive more than P18,000 per examination. Any examiner who is in the service of the
Government shall receive the compensation herein provided in addition to his salary.
Section 8. Scope of the Examination. The examination shall consist of

written tests, the scope of which shall be determined by the Board, taking into
consideration the teaching plan of the schools legally constituted in the Philippines.
Section 9. Ratings in the Examination. In order that a candidate may be

deemed to have successfully passed the examinations, he must have obtained a general
average of at least 70 per cent in all subjects, with no rating below 50 per cent in any
subject.
Section 10. Report of the results of examination. The examiners shall

report the ratings obtained by each candidate to the Board within 150 days after the last
day of the examination, unless extended by the latter.
Section 11. Issuance of Certificates. Teachers who have passed

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

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This provision shall likewise apply to those teachers who have permanent
appointment under the Magna Carta For Public School Teachers and all others who may
be qualified for registration as professional teachers under this Decree.
Section 12. Registration. The Civil Service Commission shall, as an arm of the
Board, register holders of Professional Teacher Certificate which registration shall
evidence that the registrant is entitled to all the rights and privileges of a Professional
Teacher until and unless the certificate is suspended or cancelled by the Board for just
cause.
Section 13. Reissuance of revoked certificates and replacement of lost

certificates. The Board may, for reason of equity and justice, and upon proper
application therefor, issue another copy, original or duplicate, upon payment of the
required fee, of a certificate which has been revoked. A new certificate to replace a lost,
destroyed or mutilated certificate may be issued subject to the rules of the Board.
Section 14. Registration by reciprocity. The Civil Service Commission shall,
upon approval of the Board, effect the registration, without examination, of a teacher
validly registered under the laws of any foreign state or country; Provided, That the
requirements for registration in said foreign state or country are substantially the same
as those required and contemplated by this Decree, and the laws of such foreign state or
country allow citizens of the Philippines to practice the profession on the same basis and
grant the same privileges as the citizens or subjects of such foreign state or country;
Provided finally, That the applicant shall submit competent and conclusive documentary
evidence, confirmed by the Department of Foreign Affairs, showing that his country’s
existing laws permit citizens of the Philippines to practice teaching profession under the
rules and regulations governing citizens thereof.
Section 15. Prohibition. Three years after the effectivity of this Decree, no
person shall engage in teaching and/or act as a teacher as defined in this Decree,
whether in the public or private elementary or secondary school, unless he is holder of a
Professional Teacher Certificate or is considered a Professional Teacher under this
Decree.
Section 16. Penal Provision. Any person who shall practice the teaching
without a valid Professional Teacher Certificate, or any person presenting as his or her
own the certificate of another, or any person giving any false or forged evidence in order
to obtain a Professional Teacher Certificate or admission to an examination, or any

161
person assuming himself as a registered professional teacher or any person violating any
provision of this Decree shall be penalized by a fine of not less than One Thousand
Pesos nor more than Five Thousand Pesos with subsidiary imprisonment or to suffer an
imprisonment of not less than six months nor more than two years, or both such fine
and imprisonment at the discretion of the Court.
Section 17. Repealing Clause. All Acts, Decrees, Executive Orders,
Administrative Orders, rules and regulations or parts thereof inconsistent with the
provisions of this Decree are hereby repealed or modified accordingly.
Section 18. Separability Clause. In case any provision of this Decree or any
portion thereof is declared unconstitutional by a competent court, other provisions shall
not be affected thereby.
Section 19. Effectivity. This Decree shall take effect January 1, 1977.
APPLYING
For your journal, give your answers to the following questions:
1. Why is there a need for a teacher to have a professional license? Cite at least five (5)
advantages and disadvantages.
References:
profession.
profession.
• Doug Stewart & Paul McCann (1999) Educators and the Law: Implications for
the professional development of school administrators and teachers, Journal of
In-service Education, 25:1, 135-150, DOI: 10.1080/13674589900200074.
Retrieved at https://doi.org/10.1080/13674589900200074

162
Lesson 3. Republic Act 7836 and Republic Act 9293
Learning Outcomes
1. Identified the roles of the Board for Professional Teachers;

2. Cited and explained the qualification requirements for the Licensure Examination
for Teachers and the grounds for the suspension of license; and
3. Created a graphic organizer showing the difference between R.A. 7836 and
R.A. 9293.
SPARKING
Agree or Disagree?
Write A on the blank before each item if you think the statement is true about RA
7836 & 9293; D, if you think it is false.
______1. Republic Act 7836 provides the full description and duties and responsibilities
of the board and the board members.
______2. Republic Act No. 9293 is an act that is entirely different from RA 7836.
______3. RA 7836 is otherwise known as the "Philippine Teachers Professionalization Act

of 1994."
______4. No person who has served for two (2) consecutive terms shall be eligible for
reappointment.
______5. The examinations for the elementary and secondary school teachers shall not
be separated.
PROBING
• As a future professional teacher, why do you need to know the qualifications

and requirements to take the Licensure Examination for Teachers?

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• What are some amendments made by RA 9293 to RA 7836?

• Do you think your professional teacher’s license can be suspended or
revoked? What are some grounds for its revocation or suspension.
DEEPENING
The Republic Act No. 7836 of the Philippine Teachers Professionalization Act of 1994
strengthens the supervision and regulation of the practice of teaching in the Philippines.
All teachers are required to take and pass the Licensure Examination for Teachers (LET).
Republic Act 7836 provides the full description and duties and responsibilities of the
board and the board members. This also tells about the requirements in the registration,
process before taking the examination and after the examinations, and the sanctions
given to those licensed teachers who violate the rules.
Republic Act No. 9293 is an act amending certain sections of the Republic Act
7836. This act modifies some of the sections in the R.A. 7836 including the qualification
requirements of the examinees, registration and exception, transitory provision,
reference to the term, separability clause, repealing clause and the effectivity.
REPUBLIC ACT 7836

An act to strengthen the regulation and supervision of the practice of teaching in
the philippines and prescribing a licensure examination for teachers and for other
purposes.
ARTICLE I
SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers
Professionalization Act of 1994."
Section 2. Statement of Policy. — The State recognizes the vital role of

teachers in nation-building and development through a responsible and literate citizenry.
Towards this end, the State shall ensure and promote quality education by proper
supervision and regulation of the licensure examination and professionalization of the
practice of the teaching profession.

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Section 3. Objectives. — This Act has the herein objectives:
(a) The promotion, development and professionalization of teachers and the

teaching profession; and
(b) The supervision and regulation of the licensure examination.
Section 4. Definition of Terms. — For purposes of this Act, the following terms
shall mean:
(a) "Teaching" — refers to the profession concerned primarily with classroom

instruction, at the elementary and secondary levels in accordance with the
curriculum prescribed by the Department of Education, Culture and
Sports, whether on part-time or full-time basis in the private or public
schools.
(b) "Teachers" — refers to all persons engaged in teaching at the elementary
and secondary levels, whether on full-time or part-time basis, including
industrial arts or vocational teachers and all other persons performing
supervisory and/or administrative functions in all schools in the aforesaid
levels and qualified to practice teaching under this Act.
(c) "Board" — refers to the Board for Professional Teachers duly established
and constituted under this Act.
(d) "Commission" — refers to the Professional Regulation Commission.
ARTICLE II: BOARD FOR PROFESSIONAL TEACHERS
Section 5. Creation and Composition of the Board. — There is hereby created

under this Act a Board for Professional Teachers, hereinafter called the Board, a collegial
body under the general supervision and administrative control of the Professional
Regulation Commission, hereinafter referred to as the Commission, composed of five (5)
members who shall be appointed by the President of the Philippines from among the
recommendees chosen by the Commission. The recommendees shall be chosen from the
list of nominees selected by the accredited association of teachers, who duly possess all
the qualifications prescribed in Section 8 of this Act.
The chairman and the voice-chairman of the Board shall be appointed from these
five (5) members by the President: Provided, That the members of the first Board
appointed under this Act shall be automatically registered as professional teachers and

165
issued with the certificate of registration and professional license upon payment of the
fees for examination, registration, and other fees prescribed by the Commission.
Section 6. Duties and Function of the Board. — The Board shall have the
following duties and functions:
(a) Promulgate, administer and enforce rules and regulations necessary for
carrying out the provisions of this Act in accordance with the charter of
the Professional Regulation Commission;
(b) Determine and fix the frequency, dates, and places of examination,
appoint supervisors, proctors, and other personnel as needed who shall
be entitled to a daily allowance to be fixed by the Board for every
examination day actually attended, use buildings and facilities of public or
private schools for examination purposes;
(c) Issue, suspend, or revoke the certificate of registration for the practice of
the teaching profession;
(d) Prescribe and collect examination and other fees as it may deem proper;
(e) Prescribe and/or adopt a code of ethical and professional standards for
the practice of the teaching profession. Such ethical standards, rules and
regulations to take effect sixty (60) days after its publication in the Official
Gazette or in any newspaper of general circulation;
(f) Administer oaths in connection with the administration of this Act;
(g) Supervise and regulate the registration, licensure and practice of
professional teachers in the Philippines;
(h) Adopt an official seal of the Board;
(i) Look into the conditions affecting the practice of the teaching profession
and whenever necessary, adopt such measures as may be deemed proper
for the enhancement and maintenance of high professional and ethical
standards of the profession;
(j) Ensure that all educational institutions offering elementary and secondary
education comply with the essential requirements for curricula, faculty
and facilities for the elementary and secondary levels;
(k) Investigate such violations of this Act, the rules and the code of ethical
and professional standards for professional teachers as it may come to
the knowledge of the Board, and for this purpose, to issue subpoena and

166
subpoena duces tecum to secure the appearance of witnesses and the

production of documents in connection therewith; and
(l) Discharge such other powers, duties and functions as the Board may
deem necessary for the practice of the teaching profession and the
upgrading, enhancement, development and growth of education in the
Philippines.
Section 7. Term of Office. — The members of the Board shall hold office for a
term of three (3) years from the date they assume office: Provided, That the first
appointees to the Board under this Act shall hold office according to the following terms:
one (1) member shall serve for one (1) year; one (1) member for two (2) years; the
chairman, vice-chairman, and one (1) member for three (3) years. Vacancies shall be
served for the unexpired term only. No person who has served for two (2) consecutive
terms shall be eligible for reappointment. Appointment to fill an unexpired term shall be
considered an appointment to a complete term.
The chairman or any member shall take his oath of office prior to the
performance of his duties.
Section 8. Qualification of Board Members. — Each Board member must at the

time of his appointment:
(a) Be a citizen and resident of the Philippines;

(b) Be at least thirty-five (35) years of age, of proven integrity, and
possessed of high moral values in his personal as well as professional
conduct and has not been convicted of any offense involving moral
turpitude;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in
Education and preferably a holder of a master's or doctorate degree in
education, or their equivalents, from a university, school, college,
academy or institute duly constituted, recognized and/or accredited by
the Philippine government;
(d) Be a professional teacher with a valid certificate of registration and valid
professional license, save those members who shall compose the first
Board for Professional Teachers;

167
(e) Has been a professional teacher in the active practice of the teaching
profession for at least ten (10) years in the elementary and secondary
level; and
(f) Not be an official or member of the faculty of, nor have pecuniary interest
in any university, college, school, or institution conferring a bachelor's
degree in education or its equivalents for at least three (3) years prior to
his appointment, and neither connected with a review center or with any
group or association where review classes or lectures in preparation for
the licensure examination are offered or conducted.
Provided, however, That, the membership to the Board shall be evenly
distributed to cover all levels of education, including equitable representation of the
different fields of specialization.
Section 9. Compensation of the Board. — The chairman, vice-chairman, and

members of the Board shall receive compensation comparable to the compensation
received by existing regulatory boards under the Professional Regulation Commission,
computed on the basis of the number of examinees/candidates.
Section 10. Supervision of the Board and Custodian of its Records . — The Board
shall be under the supervision and control of the Commission. All records, including
applications for examination, examination papers and results, minutes of deliberation,
administrative cases and investigative cases and investigations involving professional
teachers shall be kept by the Commission.
Section 11. Secretariat and Support Services. — The Professional Regulation

Commission, through its chairman, shall provide the secretariat and other support
services to implement effectively the provisions of this Act.
Section 12. Removal of a Board Member. — The chairman or any member of

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

168
In the course of investigation, the President may preventively suspend the

respondent.
ARTICLE III: EXAMINATION AND REGISTRATION
Section 3. Examination, Registration and License Required. — Except as

otherwise specifically allowed under the provisions of this Act, all applicants for
registration as professional teachers shall be required to undergo a written examination
which shall be given at least once a year in such places and dates as the Board may
determine upon approval by the Commission. A valid certificate of registration and a
valid professional license from the Commission are required before any person is allowed
to practice as a professional teacher in the Philippines, except as otherwise allowed
under this Act.
Section 14. Scope of Examination. — The examinations for the elementary and
secondary school teachers shall be separate. The examination for teachers in the
elementary level shall consist of two (2) parts, namely: professional education and
general education. The examination for teachers in the secondary level shall consist of
three (3) parts, namely: professional education, general education, and field of
specialization.
Section 15. Qualification Requirements of Applicants. — No applicant shall be

admitted to take the examination unless, on the date of filing of the application, he shall
have complied with the following requirements:
(a) A citizen of the Philippines or an alien whose country has reciprocity with
the Philippines in the practice of the teaching profession;
(b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
(d) Has not been convicted by final judgment by a court for an offense
involving moral turpitude;

169
(e) A graduate of a school, college or university recognized by the

government and possesses the minimum educational qualifications, as
follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education

(BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor's degree in elementary
education (BEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in education or its
equivalent with a major and minor, or a bachelor's degree in arts and sciences with at
least ten (10) units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in
the field of specialization or its equivalent, with at least eighteen (18) units in
professional education.
Section 16. Report of the Results of the Examination . — The Board shall, within
one hundred twenty (120) days after the examination, report the ratings obtained by
each candidate to the Professional Regulation Commission for approval and appropriate
action.
Section 17. Issuance of Certificate of Registration and Professional License . —

The registration of a professional teacher commences from the date his name is enrolled
in the roster of professional teachers.
Every registrant who has satisfactorily met all the requirements specified in this
Act shall, upon payment of the registration fee, be issued a certificate of registration as a
professional teacher bearing the full name of the registrant with serial number and date
of issuance signed by the chairman of the Commission and the chairman, vice-chairman,
and members of the Board, stamped with the official seal, as evidence that the person
named therein is entitled to practice the profession with all the rights and privileges
appurtenant thereto. The certificate shall remain in full force and effect until withdrawn,
suspended and/or revoked in accordance with law.
A professional license signed by the chairman of the Commission and bearing the
registration number and date of issuance thereof and the month of expiry or
renewability shall likewise be issued to every registrant who has paid the annual
registration fees for three (3) consecutive years. This license shall serve as evidence that
the licensee can lawfully practice his profession until the expiration of its validity.

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Section 18. Oath Before Practice. — Every registrant shall be required to take
his professional oath before practicing as a professional teacher.
Section 19. Periodic Merit Examination of Teachers . — To encourage

continuing professional growth and development and to provide additional basis for
merit promotion, in addition to their performance rating, teachers may take an oral and
written examination at least once in five (5) years as basis for merit promotion. In taking
this examination, no fee shall be required.
Section 20. Failure to Pass the Merit Examination. — If a teacher fails to pass
the merit examination, he or she shall be allowed to take the examination for a second
time. Should he or she fail to pass the merit examination for the second time, then he or
she shall be required to take a DECS accredited refresher course or program before
being allowed to retake the examination.
Failure of any permanent teacher to pass the merit examination shall not,
however, be used as a ground for his/her dismissal or demotion.
Section 21. Incentives. — Teachers who pass the merit examination shall:
(a) Be awarded a diploma of merit by the Board;

(b) Earn merit points for purposes of promotion in salary or to a higher
position or grade level;
(c) Be placed in the priority list for government scholarship; and
(d) Enjoy such other benefits as may be promulgated by the Board.
Similar incentives shall be given to teachers who make inventions, develop new methods
of teaching, write a book or books and create works of artistic merit.
Section 22. Integration of the Teaching Profession. — The teaching profession

shall be integrated into one national organization which shall be recognized by the Board
and the Commission as the one and only integrated and accredited association of
professional teachers. Upon registration with the Board, every professional teacher shall
be encouraged to become a member of the integrated national organization. Those who
have been registered with the Board but are not members of the said integrated
organization shall be allowed to register as members of the said integrated organization
within three (3) years after the effectivity of this Act. Membership in the integrated
organization shall not be a bar to membership in other associations of the teaching
profession. The professional teachers shall receive the benefits and privileges

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appurtenant to their membership in the said integrated and accredited organization of

professional teachers only upon payment of the required membership fees and dues.
Section 23. Revocation of the Certificate of Registration, Suspension from the

Practice of the Teaching Profession, and Cancellation of Temporary or Special Permit. —
The Board shall have the power, after due notice and hearing, to suspend or revoke the
certificate of registration of any registrant, to reprimand or to cancel the
temporary/special permit of a holder thereof who is exempt from registration, for any of
the following causes:
(a) Conviction for any criminal offense by a court of competent jurisdiction;

(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally
unsound or insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of
the practice of the teaching profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate
of registration, professional license or special/temporary permit;
(f) Chronic inebriety or habitual use of drugs;
(g) Violation of any of the provisions of this Act, the rules and regulations and
other policies of the Board and the Commission, and the code of ethical
and professional standards for professional teachers; and
(h) Unjustified or willful failure to attend seminars, workshops, conferences
and the like or the continuing education program prescribed by the Board
and the Commission.
The decision of the Board to revoke or suspend a certificate may be appealed to
the regional trial court of the place where the Board holds office within fifteen (15) days
from receipt of the said decision or of the denial of the motion for reconsideration filed in
due time.
Section 24. Registration by Reciprocity. — No teacher of a foreign nationality

shall be admitted to the examination, or be given a certificate of registration or be
entitled to any of the rights and privileges provided under this Act; unless the country or
state of which he is a subject permits Filipino professional teachers to practice within its
territorial limits on the same basis as subjects or citizens of said country or state:
Provided, that the requirements of certification of teachers with said foreign state or

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country are substantially the same as those required and contemplated under this Act:
Provided, further, That the laws of such state or country grant the same privilege to
Filipino professional teachers on the same basis as the subject or citizens of such foreign
country or state.
Section 25. Roster of Professional Teachers. — A roster of professional

teachers containing the names and addresses of professional teachers, date of
registration or issuance of certificate, and other data which in the opinion of the Board
may appear pertinent shall be maintained. Copies of the roster shall be provided by the
Commission to the Board, the Department of Education, Culture and Sports, and the
integrated and accredited organization of professional teachers.
Section 26. Registration and Exception. — Two (2) years after the effectivity of
this Act, no person shall engage in teaching and/or act as a professional teacher as
defined in this Act, whether in the preschool, elementary or secondary level, unless he is
a duly registered professional teacher, and a holder of a valid certificate of registration
and a valid professional license or a holder of a valid special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant, who at the time of the
approval of this Act, is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service

Commission and the Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under
the Department of Education, Culture and Sports (DECS) pursuant to
Presidential Decree No. 1006; or
(c) Not qualified under paragraphs one and two but with any of the following
qualifications. to wit:
(1) An elementary or secondary teacher for five (5) years in good standing and a
holder of Bachelor of Science in Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) years in good standing and a
holder of a master's degree in education or its equivalent.
Provided, That they shall be given two (2) years from the organization of the Board for
professional teachers within which to register and be included in the roster of

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professional teachers: Provided, further, That those incumbent teachers who are not
qualified to register without examination under this Act or who, albeit qualified, were
unable to register within the two-year period shall be issued a five-year temporary or
special permit from the time the Board is organized within which to register after passing
the examination and complying with the requirements provided this Act and be included
in the roster of professional teachers: Provided, furthermore, That those who have failed
the licensure examination for professional teachers shall be eligible as para-teachers and
as such, shall be issued by the Board a special or temporary permit, and shall be
assigned by the Department of Education, Culture and Sports (DECS) to schools as it
may determine under the circumstances.
ARTICLE IV
PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION
Section 27. Inhibition Against the Practice of the Teaching Profession . —

Except as otherwise allowed under this Act, no person shall practice or offer to practice
the teaching profession in the Philippines or be appointed as teacher to any position
calling for a teaching position without having previously obtained a valid certificate of
registration and a valid professional license from the Commission.
Section 28. Penal Provisions. — The following shall be punishable by a fine of

not less than Five thousand pesos (P5,000.00) nor more than Twenty thousand pesos
(P20,000.00) or imprisonment of nor less than six (6) months nor more than five (5)
years, or both, at the discretion of the court:
(a) Any person who practices the teaching profession in the Philippines
without being certified in accordance with the provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of
registration that of another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the
Board or any member thereof in obtaining a certificate of registration as
teacher;
(d) Any person who impersonates any registrant of the same or different
name;
(e) Any person who uses a revoked or suspended certificate of registration;

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(f) Any person who, in connection with his name, otherwise assumes, uses
or advertises any title or description tending to convey or conveys the
impression that he is a teacher without holding a valid certificate; and
(g) Any person who violates or who abets the violation of any of the
provisions of this Act.
The penalty of fine or imprisonment or both, as provided in this section, shall
also apply to any school official who shall cause or be responsible for the commission of
any of the above-enumerated acts.
Section 29. Appropriations. — Such sums as may be necessary to carry out the
provisions of this Act shall be included in the 1996 General Appropriations Act and
thereafter.
Section 30. Implementing Guidelines. — The Board shall formulate and adopt
the necessary guidelines for the effective implementation of the provisions of this Act
within sixty (60) days of its approval.
The Board shall submit to both Committees on Education, Arts, and Culture; and
the Committees on Civil Service and Professional Regulation of the Senate and House of
Representatives, copies of the implementing rules and guidelines within thirty (30) days
after its promulgation.
Any violation of this section shall render the official/s concerned liable under
Republic Act No. 6713, otherwise known as the "Code of Conduct and Ethical Standards
for Public Officials and Employees" and other pertinent administrative and/or penal laws.
Section 31. Transitory Provision. — All incumbent teachers in both the public
and private sector not otherwise certified as professional teachers by virtue of this Act,
shall be given (5) years temporary certificates from the time the Board for Professional
Teachers is organized within which to qualify as required by this Act and be included in
the roster of professionals.
Provided, however, That the Professional Board Examination for Teachers (PBET)
shall still be administered by the Civil Service Commission and the Department of
Education, Culture and Sports for the year 1995.
Section 32. Separability Clause. — If, for any reason, any section or provision
of this Act or the application of such section or provision to any person or circumstance

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is declared unconstitutional or invalid, no other section or provision of this Act shall be

affected thereby.
Section 33. Repealing Clause. — All laws, presidential decrees, executive

orders, rules and regulations or parts thereof inconsistent with the provisions of this Act
are hereby repealed or modified accordingly.
Section 34. Effectivity Clause. — This Act shall take effect after fifteen (15)
days following its complete publication in the Official Gazette or in two (2) newspapers
of general circulation.
REPUBLIC ACT 9293
AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED

SEVENTY-EIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS
THE “PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994”
Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:
SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as
follows:
“SEC. 15. Qualification Requirements of Applicants. – No applicant shall be

admitted to take the examination unless, on the date of filing of the application, he shall
have complied with the following requirements:
“(e) A graduate of a school, college or university recognized by the government and

possesses the minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor’s degree in early childhood education (BECED)
or its equivalent;
(2) For teachers in the elementary grades, a bachelor’s degree in elementary education
(BEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor’s degree in education or its
equivalent with a major and minor, or a bachelor degree in arts and sciences with at
least eighteen (18) units in professional education; and

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(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the
field of specialization or its equivalent, with at least eighteen (18) units in professional
education.”
Section 2. Section 26 of the same Act is hereby amended to read as follows:
“SEC. 26. Registration and Exception. – No person shall engage in teaching

and/or act as a professional teacher as defined in this Act, whether in the preschool,
elementary or secondary level, unless the person is a duly registered professional
teacher, and a holder of a valid certificate of registration and a valid professional license
or a holder of a valid special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the
certificate of registration and professional license as a professional teacher shall be
issued without examination as required in this Act to a qualified applicant, who is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service

Commission and the Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No.
1006.
Professional teachers who have not practiced their profession for the past five (5)
years shall take at least twelve (12) units of education courses, consisting of at least six
(6) units of pedagogy and six (6) units of content courses, or the equivalent training and
number of hours, to be chosen from a list of courses to be provided by the Board and
the Department of Education, before they can be allowed to practice their profession in
the country.
Those who have failed the licensure examination for professional teachers, with a
rating of not lower than five percentage points from the passing general average rating,
shall be eligible as para-teachers upon issuance by the Board of a two-year special
permit, renewable for a non-extendible period of two (2) years. The para-teachers shall
be assigned to areas where there is a shortage or absence of a professional teacher, as
identified and provided by the Department of Education and the Autonomous Region for
Muslim Mindanao (ARMM) education department to the Board for professional teachers

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and to the Commission. The special permit shall indicate the area of assignment of the
para-teacher.
A special permit may also be issued by the Board to a person who has excelled
and gained international recognition and is a widely acknowledged expert in his or her
respective field of specialization.”
Section 3. Section 31 of the same Act is hereby amended to read as follows:
“SEC. 31. Transitory Provision. – Special permits, with a validity of three (3) and
five (5) years, issued to para-teachers by the Board for Professional Teachers before the
effectivity of this Act shall be allowed to expire based on the period granted therein:
Provided, That only special permits with a validity of three (3) years may be renewed
upon expiration for a non-extendible period of two (2) years.”
SEC 4. References to the term “Department of Education, Culture and Sports”, in

section 4 (a) and section 25, and the term “DECS” in section 20, of the same Act, are
hereby amended to read as “Department of Education” and “DepEd”, respectively.
SEC 5. Separability Clause. – If, for any reason, any section or provision of this
Act or the application of such section or provision to any person or circumstance is
declared unconstitutional or invalid, no other section or provision of this Act shall be
affected thereby.
SEC 6. Repealing Clause. – All laws, decrees, circulars, administrative orders,

rules and regulations, and other issuances which are inconsistent with the provisions of
this Act are hereby repealed or modified accordingly.
SEC 7. Effectivity. – This Act shall take effect upon approval.
APPLYING
Test A: Answer the following based on the teacher-related laws discussed above.
1. Teacher X, a BSED Math graduated as magna cum laude in a prestigious

university and has been rated outstanding in her performance, can she be
exempted from taking the LET? Why? Why not?

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2. Teacher A took the LET exam and had a rating of 74%. Can she be allowed
to teach in a private school? Why? Why not?
Test B:
a. Cite at least 5 qualification requirements to take the Licensure Examination

for Teachers and the grounds for the suspension of license.
b. create a diagram showing the difference between R.A. 7836 and R.A. 9293
Note: Criteria for grading:
Content : 50%
Organization of Ideas : 25%
Creativity : 25%
100%
References:
profession. 3rd Ed. Metro Manila: Lorimar Publishing House, Inc.
profession. 4th Ed. Metro Manila: Lorimar Publishing House, Inc
• Malacañang Records Office. Retrieved from
https://www.officialgazette.gov.ph/

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Unit 7: Philosophies of Education and

Formulating One’s Philosophy of
Education
Dr. Ruthell A. Moreno & Dr. Rene G. Laluma
Introductions: Philosophy begins with wonder -Socrates

“We are heirs to a rich philosophical heritage” (Bilbao, Corpuz, Llagas, &
Salandanan, 2012, p. 3). There is indeed a collection of rich philosophical traditions and
beliefs that have been passed on to us from previous generations. We ask various
existential questions such as “who are we?” and “why are we here?”, and search for
answers to these questions. In school context, we ask questions such as “why do I
teach?”, and “how should I teach?”. Each academic discipline (e.g. education, history,
politics, economics and even sciences) has its own philosophy or general guiding
principles and theoretical frame works. Every education student needs to be familiar with
these philosophies. Educational practices in all parts of the world are influenced by
various philosophies of education. In this unit, we shall attempt to familiarize ourselves
with these philosophies, and try to formulate our own educational philosophy.

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Lesson 1: Philosophical Heritage
Learning Outcomes
1. Identified the different philosophies applicable to the teaching profession;

2. Distinguished the seven educational philosophies; and
3. Formulated their philosophy of education
SPARKING
An Exercise to Determine Your Educational Philosophy
Let’s find out which philosophy you adhere. This questionnaire will help you
recognize and name your own educational philosophy. Respond to the given statements
on a scale from 1, "Strongly Disagree," to 5, "Strongly Agree." Check the number of your
choice/answer along with the question number for scoring.
Statement 1 2 3 4
1. There is no substitute for concrete experience in learning.
2. The focus of education should be the ideas that are as relevant
today as when they were first conceived.
3. Teachers must not force their students to learn the subject
matter if it does not interest them.
4. Schools must develop students’ capacity to reason by stressing
on the humanities.
5. In the classroom, students must be encouraged to interact with
one another to develop social virtues such as cooperation and
respect.
6. Students should read and analyze the Great Books, the creative
works of history’s finest thinkers and writers.
7. Help students expand their knowledge by helping them apply
their previous experiences in solving new problems.
8. Our course of study should be general, not specialized; liberal,
not vocational; humanistic, not technical.

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9. There is no universal, inborn human nature. We are born and

exist and then we ourselves freely determine our essence.
10. Human beings are shaped by their environment.
11. Schools should stress on the teaching of basic skills.
12. Change of environment can change a person.
13. Curriculum should emphasize on the traditional disciplines such
as math, natural science, history, grammar, literature.
14. Teacher cannot impose meaning; students make meaning of
what they are taught.
15. Schools should help individuals accept themselves as unique
individuals and accept responsibility for their thoughts, feelings
and actions.
16. Learners produce knowledge based on their experience.
17. For the learner to acquire the basic skills, s/he must go through
the rigor and discipline of serious study.
18. The teacher and the school head must prescribe what is most
important for the students to learn.
19. The truth shines in an atmosphere of genuine dialogue.
20. A learner must be allowed to learn at his/her own pace.
21. The learner is not a blank slate but brings past experiences and
cultural factors to the learning situation.
22. The classroom is not a place where teachers pour knowledge
into empty minds of students.
23. The learner must be taught how to communicate his ideas and
feelings.
24. To understand the message from his/her students, the teacher
must listen not only to what his/her students are saying but also
to what they are not saying.
25. An individual is what s/he chooses to become, not dictated by
his/her environment.

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Interpreting your Scores: If you have 2 answers of 2/4 in numbers:

1,3,5,7 _______ you are more of progressivist
2,4,6,8 _______ you are more of a perennialist
9,15,20,25 _______ you are more of an existentialist
10,12 _______ you are more of a behavioralist
11,13,17,18 _______ you are more of an essentialist
14,16,21,22 _______ you are more of a constructivist
19,23,24 _______ you are more of a linguistic philosopher
If you have 2 scores of 4 in several of the 7 clusters, you have an eclectic

philosophy which means you put the philosophies together. If your scores are less than
4, this means that you are not very definite in your philosophy. Or if your scores are
less than 3 in most of the items, this means your philosophy is quite vague.
PROBING
• What have you learned about yourself in taking this assessment and thinking
about your educational philosophy?
• What does your philosophical orientation imply on how you will teach? Discuss.
Philosophy helps teachers to reflect on key issues and concepts in education,

usually through such questions as: What is knowledge? What is the nature of learning?
What should be learned? What is teaching? Philosophers think about the meaning of
things and interpretation of that meaning.
DEEPENING
After you have gotten an idea on the different philosophies, let us learn more
about them starting with the definition of philosophy.
What is Philosophy?
Philosophy came from two Greek words, philo, meaning love, and sophos,
meaning wisdom. Etymologically, philosophy means "love of wisdom." It is a set of ideas
formulated to understand the basic truth about the nature of being and thinking. It is a

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system of beliefs about reality, and the systematic and critical study of fundamental
questions that arise both in everyday life and through the practice of other disciplines. In
the general sense, philosophy is the sum of the individual’s fundamental beliefs and
convictions”. We have our beliefs or ideas about physical objects, our fellow human
beings, the meaning of life, death, God, right and wrong, etc. Philosophy is a guide for
living and helps us determine the course we take in life. Hence we can say that all the
aspects of human life are influenced and governed by the philosophical consideration.
Philosophers always ask questions concerning the nature of reality: Is there an external
world? Who are we? What is the meaning of life? Hence, philosophy is the study of
general and fundamental problems concerning matters such as existence, knowledge,
truth, beauty, law, justice, etc.
Educational Philosophy is a system of rationally supported assumptions and beliefs

about education. It is the application of principle of philosophy in the field of education
in order to solve various educational issues or problems.
Sources of One’s Educational Philosophy

1. People – the multitude of people encountered during the process of maturing have a
significant impact upon what ones comes to believe and upon what one becomes.
2. School - Experiences in school are molding forces as well.
3. Environment - The sociocultural environment the individual lives and grows up in is
another source of one’s educational philosophy.
Functions/Importance of Philosophy of Education

1. It provides the teacher with a basis for making his decision concerning his work.
2. It helps the teacher develop a wide range of interests, attitudes, and values
concomitant to his professional life as a teacher.
3. It makes the teacher more aware of his own life and work, and makes him more
dynamic, discriminating, critical and mentally alert.
4. It saves time, money and effort.
5. Provide direction toward which all educational effort should be exerted.
6. Provide theories and hypothesis which may be tested for their effectiveness and
efficiency.
7. Provide norms or standards for evaluation purposes.

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Branches of Philosophy
There are three major branches of philosophy. Each branch focuses on a different aspect
and is central to your teaching. The three branches and their sub-branches are:
Branch Metaphysics: What Epistemology: What is the nature Axiology: What

is the nature of of knowledge? How do we come to values should one
reality? know? It has to do with effective live by? It refers to
It is the systematic approaches to teaching and set values desirable
analysis of the learning. It recognizes the to live by, anytime
question of ultimate importance of education. or place; divided
reality; fundamental into ethics and
existence of reality aesthetic
Educational –Do you think –How would an anthropologist look –Is morality defined
Examples human beings are at this classroom? A political by our actions, or
basically good or scientist? A biologist? by what is in our
evil? –How do we know what a child hearts?
–What are knows? –What values
conservative or should be taught in
liberal beliefs? character
education?
Sub- –Ontology Knowing based on: –Ethics
branches What issues are –Scientific Inquiry What is good and
related to nature, –Senses and Feelings evil, right and
existence, or –From authority or divinity wrong?
being? Is a child –Empiricism (experience) Is it ever right to
inherently evil or –Intuition take something that
good? How might –Reasoning or Logic does not belong to
your view determine What reasoning processes you?
your classroom yield valid conclusions? It focuses –Aesthetics
management? on the formal structure of truth What is beautiful?
–Cosmology and argument. How do we
What is the nature –Deductive: reasoning from recognize a great
and origin of the the general to the particular All piece of music? Art?

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cosmos or children can learn. Bret is a fifth Can there be

universe? Is the grader. He has a learning disability. beauty in
world and universe Can Bret learn? destruction?
orderly or is it –Inductive: reasoning from
marked by chaos? the specific to the general. After
What would one or experimenting with plant growth
the other mean for a under varied conditions, stu-dents
classroom? conclude plants need water and
light
Think about it:

1. Why might the study of philosophy be particularly important to educators?
2. Which branch or branches of philosophy would you want to emphasize in your Do
classroom? Why?
3. you learn better deductively or inductively? Why do you think?
4. Can you think of other school-based examples for each of the branches and sub
branches?
Seven Philosophies of Education

Essentialism
The emphasis of essentialism is on intellectual and moral standards that schools
should teach. According to essentialists, there is a common core of knowledge that
needs to be transmitted to students in a systematic, disciplined way. The core of the
curriculum is essential knowledge and skills, and academic rigor. Unlike perennialists,
essentialists accept the idea that this core curriculum may change. Schooling should be
practical, preparing students to become valuable members of society. Education should
focus on facts or the objective reality out there, and "the basics," training students to
read, write, speak, and compute clearly and logically. Schools should not try to set or
influence policies. Students should be taught hard work, respect for authority, and
discipline. Teachers are to help students keep their non-productive instincts in check,
such as aggression or mindlessness.
Progressivism
In progressivism, there is a belief that education should focus on the whole child,
rather than on the content or the teacher. According to progressivists, learning is active,

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not passive, and is rooted in the questions of learners that arise through experiencing
the world. The learner is a problem solver and thinker who tests ideas by active
experimentation, and makes meaning through his or her individual experience in the
physical and cultural context. Effective teachers provide experiences so that students
can learn by doing. Curriculum content is derived from student interests and questions.
The scientific method is used by progressivist educators so that students can study
matter and events systematically and first hand. The emphasis is on process-how one
comes to know. John Dewey was the foremost proponent of progressivism. Shared
decision making, planning of teachers with students, student-selected topics are all
aspects. Books are tools, rather than authority.
Perennialism
According to Perennialists, the aim of education is to ensure that students gain
understandings about the great ideas of Western civilization. These ideas have the
potential for solving problems. The focus is to teach ideas that are everlasting, to seek
enduring truths which are constant, not changing, as the natural and human worlds at
their most essential level, do not change. Humans are rational beings, and therefore, it
is important to develop their minds. Cultivation of the intellect is the highest priority in a
worthwhile education. The demanding curriculum focuses on attaining cultural literacy,
stressing students' growth in enduring disciplines. The accomplishments of humankind
are emphasized– the great works of literature and art, the laws or principles of science.
Existentialism
Existentialists view the nature of reality as subjective, and lies within the
individual. The physical world has no innate meaning outside of human existence.
Central to this philosophy are the individual choice and individual standards instead of
external standards. Existence comes before any definition of what we are. We,
individuals, define ourselves in relationship to that existence by the choices we make.
We must take responsibility for deciding who we are rather than accepting anyone else's
predetermined philosophical system. The emphasis is given to freedom, the
development of authentic individuals, as we make meaning of our lives. Soren
Kierkegaard (1813-1855), a Danish minister and philosopher, is considered to be the
founder of existentialism.
According to existentialists, the subject matter of classrooms should be a matter
of personal choice. Teachers view the individual as an entity within a social context in

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which the learner must confront others' views to clarify his or her own. Character
development emphasizes individual responsibility for decisions. Real answers come from
within the individual, not from outside authority. Existentialists to focus on creating
opportunities for self-direction and self-actualization. They start with the student, rather
than on curriculum content.
Behaviorism
In behaviorism, there is a belief that behavior is shaped deliberately by forces in
the environment and that the type of person and actions desired can be the product of
design. That is, behavior is determined by others, rather than by our own free will. By
carefully shaping desirable behavior, morality and information is learned. Learners will
acquire and remember responses that lead to satisfying aftereffects. Repetition of a
meaningful connection results in learning. If the student is ready for the connection,
learning is enhanced; if not, learning is inhibited. Motivation to learn is the satisfying
aftereffect, or reinforcement. Behaviorism stresses scientific information and
observation.
Learning occurs as a result of responses to stimuli in the environment that are
reinforced by adults and others, as well as from feedback from actions on objects. The
teacher can help students learn by conditioning them through identifying the desired
behaviors in measurable, observable terms, recording these behaviors and their
frequencies, identifying appropriate reinforcers for each desired behavior, and providing
the reinforcer as soon as the student displays the behavior.
Linguistic Philosophy
Lingustic philosophers teach to develop the communication skills of the learner
because the ability to articulate, to voice out the meaning and values of things that one
obtains from his/ her experience of life and the world is the very essence of man. It is
through his/her ability to express himself/herself clearly, to get his/her ideas across, to
make known to others the values that he/she has imbibed, the beauty that he/she has
seen, the ugliness that he rejects and the truth that he/she has discovered. Teachers
teach to develop in the learner the skill to send messages clearly and receive messages
correctly. Lcamers should be taught to communicate clearly - how to send clear, concise
messages and how to receive and correctly understand messages sent Communication
takes place in three (3) ways verbal, nonverbal, and paraverbal, Verbal component
refers to the content of our message, the choice and arrangement of our words. This

188
can be oral or written. Nonverbal component refers to the message we send through our
body language while paraverbal component refers to how We say what we say the tone,
pacing and volume of our voices. There is need to teach learners to use language that is
correct, precise, grammatical, coherent, accurate so that they are able to communicate
clearly and precisely their thoughts and feelings. There is need to help students expand
their vocabularies to enhance their communication skills. There is need to teach the
learners how to communicate clearly through non-verbal means and consistently though
para-verbal means. There is need to caution the learners of the verbal and non-verbal
barriers t0 communication. Teach them to speak as many languages as you can. The
more languages one speaks, the better he/she can communicate with the world. A
multilingual has an edge over the monolingual or bilingual.
The most effective way to teach language and communication is the experiential way.
Make them experience sending and receiving messages through verbal, non-verbal and
para-verbal manner. Teacher should make the classroom a place for the interplay of
minds and hearts. The teacher facilitates dialogue among learners and between him/her
and his/her students because in the exchange of words there is also an exchange of
ideas.
Constructivism
According to constructivists, the learner actively constructs his or her own
understandings of reality through interaction with objects, events, and people in the
environment, and reflecting on these interactions.
For learning to occur, an event, object, or experience must conflict with what the
learner already knows. Therefore, the learner's previous experiences determine what can
be learned. Motivation to learn is experiencing conflict with what one knows, which
causes an imbalance, which triggers a quest to restore the equilibrium. When something
new is presented, the learner must modify these structures in order to deal with the new
information. This process, called equilibration, is the balancing between what is
assimilated (the new) and accommodation, the change in structure. The child goes
through four distinct stages or levels in his or her understandings of the world.
To better understand the Seven Philosophies of Education, study carefully the
matrix that follows. It presents to you in a nutshell their salient features.

189
7 Philosophies of Why to teach What to teach How to teach

Education
• To develop • Learning • Provide students
intrinsically processes and with data or
motivated and skills such as experiences that
independent searching , allow them to
learners critiquing and hypothesize,
adequately evaluating predict,
equipped with information, manipulate
learning skills relating these objects, pose
pieces of questions,
information, research,
reflecting on the investigate,
1. Constructivism same, making imagine and
meaning out of invent.
them, drawing • The constructivist
insights, posing classroom is
questions, interactive
researching and • Knowledge is
constructing constructed by
knowledge out of learners through
this bits of an active, mental
information process of
learned. development;
• Learner are the
builders and
creators of
meaning and
knowledge
• For learners to • Academically • Emphasize
acquire basic rigorous mastery of subject
knowledge, • Learn basic skills matter
skills, and or fundamental • Teachers are seen

190
values r’s- reading, as the “fountain”

• “Not to ‘rithmetic, right of information and
radically conduct- these as “paragon of
reshape are essential to virtue”
society but the acquisition of • Teachers have to
2. Essentialism rather to higher or more observe “ core
transmit the complex skills requirements,
traditional needed in longer school day,
moral values preparation for and a longer
and intellectual adult life. academic year”
knowledge • Includes the • Use prescribed
that students traditional text books
need to disciplines • Requires a heavy
become • Decide what is stress on
model citizens” the most memorization and
important for discipline
students to learn
• To develop • Need-based and • Teachers employ
learners into relevant experiential
becoming curriculum methods.
enlightened • Responds to • They believe that
and intelligent students’ needs one learns by
citizens of a and that relates doing
democratic to students’ • “hands-on-minds-
society personal lives and on-hearts-on”
• Teaches experiences. teaching
learner so they • Change is the methodology that
3. Progressivism may live life only thing that progressivist
fully NOW not does not change teachers use are
to prepare • Teachers are field trips and
them for adult more concerned experiments
life with teaching the • Stimulate students
learners the skills through thought-
to cope with provoking games

191
change and puzzles

• Develop the • There is less • Perennialist
students’ emphasis on classrooms are “
rational and vocational and centered around
moral powers. technical teachers”
• According to education • Teachers do not
Aristotle , if we • The “Great Books allow students’
neglect the Of Ancient And interest and
students’ Medieval as well experiences to
reasoning sills, as modern times substantially
we deprive are respiratory of dictate what they
them of the knowledge and teach
4. Perennialism ability to use wisdom, a • Apply whatever
their higher tradition of creative
faculties to culture which techniques which
control their must initiate each are believed to be
passions and generation” the most
appetites • What the conducive to
perenialist disciplining
teacher teach are students’ minds.
lifted from the • Students engaged
Great Books in Socratic
dialogues, or
mutual inquiry
sessions to
develop an
understanding of
history’s most
timeless concept
• To help • Students are • Focus on the
students given a wide individual.
understand variety of options Learning is self-
and appreciate from which to paced and self-
themselves as choose directed.

192
unique • Provide students • To help students

individuals with vicarious know themselves
who accept experiences that and their place in
complete will help unleash society
5. Existentialism responsibility their own •
for their creativity and
thoughts, self-expression
feelings, and
actions.
• Help students
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.
• Demands the
education of
the whole
person, “not
just the mind”
• Concerned • Teaches students • Ought to arrange
with the to respond environmental
modification favorable to conditions so that
and shaping of various stimuli in students can
students’ the environment make the
behavior by response to

193
providing for a stimuli

favorable • Teachers ought to
environment. make the stimuli
• They believe clear and
6. Behaviorism that they are a interesting to
product of capture and hold
their the learners’
environment attention
• They are • Ought to provide
before appropriate
students who incentives to
exhibit reinforce positive
desirable responses and
behavior in weaken or
society eliminate negative
ones
7. Linguistic • To develop • Learners should • the most effective
philosophy communication be taught to way to teach
skills of the communicate language and
learner clearly – how to communication is
• Teachers send clear, the experiential
teach to concise messages way.
develop in the and how to • Make them
learner skill to receive and experience
send correctly sending and
messages understand the receiving
clearly and message sent. messages through
receive • Communication verbal, non-verbal
messages takes in three and para-verbal
correctly ways- verbal, manner
non-verbal, para- • Teachers should
verbal. make the
• There is need to classroom a place
teach learners to for interplay of

194
use language that minds and hearts

is correct, • The teachers
precise, facilitates dialogue
grammatical, among learners
coherent, and between her
accurate so that and his/her
they are able to students because
communicate in the exchange of
clearly and words there is an
precise their exchange of ideas
thoughts and
feelings
• Expand their
vocabularies to
enhance their
communication
skills
• teach them to
speak as many
language as you
can
APPLYING
1. Think about your own beliefs. In writing, discuss which of the philosophies are
closest to yours? Why? In what ways?
2. Fill out this table for each of the seven (7) philosophies discussed:
Aims of
Education
Curriculum

195
Methods of
Teaching
Role of
Teachers
Role of School
References:
• Ancient Eastern Philosophy: On the Ancient Wisdom of Buddhism, Hinduism, Taoism
& Confucianism. (n.d.). https://www.spaceandmotion.com/buddhism-hinduism-
taoism-confucianism.htm
• Bilbao, P., Corpuz, B., Llagas, A., & Salandanan, G. (2018). The Teaching Profession.
Quezon City: Lorimar Publishing Co., Inc.
• Bilbao, P., Corpuz, B., Llagas, A., & Salandanan, G. (2015). The Teaching Profession.
Quezon City: Lorimar Publishing Co., Inc.
• Cohen, L. (n.d.). Educational Philosophies Self-Assessment Scoring Guide. OSU -
School of Education. Retrieved August 10, 2020 from
https://oregonstate.edu/instruct/ed416/scoringguide.html
• Cohen, L. (n.d.). Educational Philosophies Self-Assessment. OSU - School of
Education. Retrieved August 10, 2020 from
https://oregonstate.edu/instruct/ed416/selfassessment.html
• Cohen, L. (n.d.). Educational Philosophies. OSU - School of Education. Retrieved
August 10, 2020 from https://oregonstate.edu/instruct/ed416/PP3.html
• Cohen, L. (n.d.). Four General or World Philosophies. OSU - School of Education.
Retrieved August 10, 2020 from https://oregonstate.edu/instruct/ed416/PP2.html
• Cohen, L. (n.d.). Philosophical Perspectives in Education. OSU - School of Education.
Retrieved August 10, 2020 from https://oregonstate.edu/instruct/ed416/PP1.html.
• Cohen, L. (n.d.). Philosophy and Education Continuum Chart. OSU - School of
Education. Retrieved August 10, 2020 from
https://oregonstate.edu/instruct/ed416/chart3.html

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Lesson 2: Formulating One’s Philosophy
Learning Outcomes
1. Formulated their philosophy of education
SPARKING
This activity requires visualizing teaching as having six aspects. Each of these
facets is explored using the questions below.
The Teaching Cube

Direction: The teacher creates a cube called “The Teaching Cube”. Each of the six sides
of the cube will be labeled with the following words: Learn, Act, Difference, Values,
Setting, and Enjoy. The cube will be turn or rolled over, and a student’s name will be
randomly called. Each labeled side has a corresponding question. The student whose
name was called will answer the question associated with the side on top.
The following are the questions:
▪ LEARN: What motivates you to learn about this subject? Why would you motivate
others similarly?
▪ ACT: Why do you value certain characteristics in teachers and then express those
in your own teaching?
▪ DIFFERENCE: Why does what you do in your teaching make a difference in the
lives of others?
▪ VALVES: What values do you impart to your students and why?
▪ SETTING: Why do you develop the learning environment(s) and the relationship
with students?
▪ ENJOY: What are your favorite statements to make about teaching?
[Note: Use of a cube of questions to write reflectively is described by Axelrod & Cooper
(1993).] Source: Adapted from Goodyear, G. E., & Allchin, D. (1998). Statements of
teaching philosophy. In M. Kaplan (Ed.), To Improve the Academy, Vol. 17 (pp. 113)

197
PROBING
• Can teaching be examined using these questions of the cube? What other
questions might be asked to examine the ''why" and ''ways" of teaching? Answers
to these questions, and the "cube" questions, may provide information to be
considered for inclusion in the statement of teaching or educational philosophy.
DEEPENING
We have discussed that philosophy is the sum of the individual’s fundamental

beliefs and convictions. We have our various beliefs or ideas about ourselves, other
people, and the things around us. Philosophy is our guide which helps us determine the
course we take, and the decisions we make. We have been acquainted with the various
philosophies and we may have realized that some of these philosophies were already
practiced or observed in our lives. We can say that our life is influenced and governed by
a philosophy or a set of philosophical ideas. As we prepare ourselves to become effective
teachers, we see the importance of having our own philosophical guide which will serve
as our “compass” and help us navigate our way into the teaching world. Hence, it may
be good to formulate our own educational philosophy and put it into writing. Every
educator benefits from creating a philosophical teaching statement. Teachers and
preservice teachers alike can grow by thinking upon, summarizing, and defining their
personal beliefs in how they best teach. This reflective process of creating a
philosophical statement should be revisited over and over again because people change
and their values evolve. Teachers should remember this statement is always a work in
progress.
Each person is different; the same goes with his/her philosophy. Having a
philosophy statement will remind us of how we should make our decisions and how we
should live our lives. The same is true with having a teaching philosophy statement. It
will guide us in our actions and decisions as we practice our teaching profession.
What is a teaching philosophy statement?

A teaching philosophy statement is a narrative that includes one’s beliefs of
teaching and learning, describing how to teach and justifying why one teaches that way.
A teaching philosophy documents a teacher’s beliefs, values, and approaches, and

198
communicates his/her goals and corresponding actions in the classroom. Writing a

teaching philosophy statement provides an opportunity to demonstrate being reflective
and purposeful about your teaching. “Well-defined teaching philosophy is essential to
creating and maintaining a campus culture supportive of teaching” (Goodyear, & Allchin,
1998). Formulating an individual teaching philosophy provides the basis by which to
“clarify goals, to guide behavior, to seed scholarly dialogue on teaching, and to organize
evaluation” (Goodyear, & Allchin, 1998).
Roles of Statements of Teaching Philosophy

Source: Adapted from Goodyear, G. E., & Allchin, D. (1998). Statements of teaching
philosophy. In M. Kaplan (Ed.), To Improve the Academy, Vol. 17 (pp. 103-122)
A. For Teachers/Professors
A statement of teaching philosophy:
• It helps teachers assess and examine themselves, clarify and document values
and vision, and articulate the goals they wish to achieve in teaching. The process
of formulating and writing the teaching philosophy helps the teacher clarify the
"why" of teaching as a foundation for the "what" and "how." Ideally, a statement
of teaching philosophy describes one's identity as a teacher and provides a focus
or theme for teaching activities (Lang, 1996; O'Neil & Wright, 1997).
• It defines the role of teaching in relation to other professional responsibilities.
The statement can help individuals monitor their commitments and integrate
their professional responsibilities of teaching, research, and service.
• The statement guides behavior by codifying a set of principles by which to act. It
provides a rationale, justification, or benchmark for one's actions.
• When shared with colleagues, the statement can serve as an opportunity for
professional dialogue, growth, and development. A well-defined teaching
philosophy provides stability, continuity, and guidance. It helps teachers remain
focused on their teaching goals while appreciating the personal and professional
rewards of teaching. Moreover, a teacher may also feel more confident about
unexpected curriculum change when they perceive clearly what they teach and
why.
B. For Administrators
The school’s administrators are responsible for guiding the faculty's professional
growth and achievement, and managing a diverse faculty to achieve the university's

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mission and vision. Teachers, on the other hand, help shape the school with their own
ambitions, values, philosophies, attitudes, and ethical beliefs. Administrators may ask
teachers to relate their individual teaching ideologies to the school’s mission statement.
This allows each teacher to define his or her individuality in terms of benefit for the
school community.
Administrators may encourage faculty to write statements of teaching philosophy
as one means of supporting the culture of teaching. Mandating statements of teaching
philosophy can reflect an institution's focus on the importance of good teaching. Once an
institution defines how teachers are to share their teaching philosophies and approaches,
administrators can also better support and reward the efforts of the faculty (Seldin,
1993, as cited in Goodyear, & Allchin, 1998). It is through the statement of teaching
philosophy that the administrator learns about the “changing needs and expectations of
students and faculty” (Seldin, 1993 as cited in Goodyear, & Allchin, 1998, p. 109).
Hence, the content of the philosophy statements can influence an administration as it
pursues its educational mission.
C. For the Students

Ideally, teachers share their philosophies and expectations with their students.
Students, on the other hand, should understand what a professor is doing and why
(Cerbin, 1996; Way, 1993 as cited in Goodyear, & Allchin, 1998). Knowing the teacher’s
philosophy and expectation, students may engage more productively in the learning
environment while also knowing how to learn and succeed in the subject. Most teachers
exhibit implicitly their teaching philosophies and these are evident to students through
syllabi, assignments, approaches to teaching and learning, classroom environment, and
student-teacher relationships (Zubizarreta, 1995 as cited in Goodyear, & Allchin, 1998).
The aim of sharing a teaching philosophy statement is to respect and support students
by being explicit.
What does a teaching philosophy or educational philosophy include? Source:

Adapted from Goodyear, G. E., & Allchin, D. (1998). Statements of teaching philosophy.
In M. Kaplan (Ed.), To Improve the Academy, Vol. 17 (pp. 110)
The important question to be answered in a statement of philosophy is: ''Why do
I teach?" Other series of ''what" questions include the following:
• What motivates me to learn about this subject?

200
• What are the opportunities and constraints under which I learn and others
learn?
• What do I expect to be the outcomes of my teaching?
• What is the student-teacher relationship I strive to achieve?
• How do I know when I have taught successfully?
• What habits, attitudes, or methods mark my most successful teaching
achievements?
• What values do I impart to my students?
• What code of ethics guides me?
• What theme(s) pervade(s) my teaching?
Once the teacher answers these questions, he/she can integrate the content to
answer the ''why" question. Generally, a statement of teaching or educational philosophy
should provide a personal portrait of the teacher's view of teaching.
At the very least, teaching or educational philosophy statements should address

these foundational questions:
• Why do you teach?
• What do you teach?
• How do you teach?
• How do you measure your own effectiveness?
Contents of Statements of Teaching/Educational Philosophy Source: Adapted

from Goodyear, G. E., & Allchin, D. (1998). Statements of teaching philosophy. In M.
Kaplan (Ed.), To Improve the Academy, Vol. 17 (pp. 114-117)
There is no required content for delivery statements of teaching philosophy

because these statements are personal expressions. The following serve as guide into
the contents of a teaching or educational philosophy:
1. Integration of Responsibilities
Ideally, integration of responsibilities and consequent learning benefits are
included in a statement of teaching philosophy. “Students perceive effective teachers as
ones who have knowledge of the subject matter, as well as the ability to communicate
that knowledge clearly and enthusiastically” (Bemoff, 1992 as cited in Goodyear, &

201
Allchin, 1998, p. 115). The statement may describe expertise and modes of teaching and
learning in the context of a discipline or learning institution (Braskamp & Ory, 1994).
2. Relationships
The relationships the teacher develops and maintains are important to successful
teaching. “Student-teacher relationships need to be developed to create the desired
teaching and learning environment” (Goodyear, & Allchin, 1998, p. 115). Showing
concern, interest in, and respect for students are necessary to effective teaching
(Bemoff, 1992). In writing a philosophy statement, the teacher may describe how
he/she creates and maintains positive relationships with students.
3. Learning Environment
When writing a philosophy statement, the teacher may include the manner in
which he/she creates an environment favorable to learning. The teacher may state the
classroom modifications he/she plans to use to the support learning.
4. Values Imparted
Teaching is a value-laden activity and it is important for the teacher to

communicate his or her expectations to students. The teacher delineates expectations of
students congruent with his or her teaching philosophy. These expectations are usually
implicitly stated in the content of the syllabus. A statement of teaching or educational
philosophy is a thoughtful presentation of selected and prioritized values.
5. Methods, Strategies, and Innovation
The teacher may include his or her choice of teaching strategies and techniques in his or
her teaching or educational philosophy statement.
6. Outcome
The teaching or educational philosophy statement may include the teacher’s

goals or aims for himself or herself, and his or her students. These goals may include

202
making a difference in the lives of students; or meeting expectations of growth and

change.
Sample Educational Philosophy Statements

(Sample #1 My Philosophy Statement on Education. Adopted from Cohen, L. (n.d.).
Educational Philosophies Self-Assessment. OSU - School of Education. Retrieved August
10, 2020 from https://oregonstate.edu/instruct/ed416/sample.html)
I believe that each child is a unique individual who needs a secure,

caring, and stimulating atmosphere in which to grow and mature emotionally,
intellectually, physically, and socially. It is my desire as an educator to help
students meet their fullest potential in these areas by providing an environment
that is safe, supports risk-taking, and invites a sharing of ideas. There are three
elements that I believe are conducive to establishing such an environment, (1)
the teacher acting as a guide, (2) allowing the child's natural curiosity to direct
his/her learning, and (3) promoting respect for all things and all people.
When the teacher's role is to guide, providing access to information rather

than acting as the primary source of information, the students' search for
knowledge is met as they learn to find answers to their questions. For students
to construct knowledge, they need the opportunity to discover for themselves
and practice skills in authentic situations. Providing students access to hands-on
activities and allowing adequate time and space to use materials that reinforce
the lesson being studied creates an opportunity for individual discovery and
construction of knowledge to occur.
Equally important to self-discovery is having the opportunity to study
things that are meaningful and relevant to one's life and interests. Developing a
curriculum around student interests fosters intrinsic motivation and stimulates
the passion to learn. One way to take learning in a direction relevant to student
interest is to invite student dialogue about the lessons and units of study. Given
the opportunity for input, students generate ideas and set goals that make for
much richer activities than I could have created or imagined myself. When
students have ownership in the curriculum, they are motivated to work hard and
master the skills necessary to reach their goals.

203
Helping students to develop a deep love and respect for themselves, others, and
their environment occurs through an open sharing of ideas and a judicious
approach to discipline. When the voice of each student is heard, and
environment evolves where students feel free to express themselves. Class
meetings are one way to encourage such dialogue. I believe children have
greater respect for their teachers, their peers, and the lessons presented when
they feel safe and sure of what is expected of them. In setting fair and consistent
rules initially and stating the importance of every activity, students are shown
respect for their presence and time. In turn they learn to respect themselves,
others, and their environment.
For myself, teaching provides an opportunity for continual learning and
growth. One of my hopes as an educator is to instill a love of learning in my
students, as I share my own passion for learning with them. I feel there is a need
for compassionate, strong, and dedicated individuals who are excited about
working with children. In our competitive society it is important for students to
not only receive a solid education, but to work with someone who is aware of
and sensitive to their individual needs. I am such a person and will always strive
to be the best educator that I can be.
Sample 2: (Sample #2 Philosophy Statement

Adopted from Cohen, L. (n.d.). Educational Philosophies Self-Assessment. OSU -
School of Education. Retrieved August 10, 2020 from
https://oregonstate.edu/instruct/ed416/sample.html)
I believe the children are our future...

I believe each and every child has the potential to bring something unique and
special to the world. I will help children to develop their potential by believing in
them as capable individuals. I will assist children in discovering who they are, so
they can express their own opinions and nurture their own ideas. I have a vision
of a world where people learn to respect, accept, and embrace the differences
between us, as the core of what makes life so fascinating.
Teach them well and let them lead the way...

Every classroom presents a unique community of learners that varies not only in
abilities, but also in learning styles. My role as a teacher is to give children the

204
tools with which to cultivate their own gardens of knowledge. To accomplish this
goal, I will teach to the needs of each child so that all learners can feel capable
and successful. I will present curriculum that involves the interests of the children
and makes learning relevant to life. I will incorporate themes, integrated units,
projects, group work, individual work, and hands-on learning in order to make
children active learners. Finally, I will tie learning into the world community to
help children become caring and active members of society.
Show them all the beauty they possess inside. Give them a sense of
pride...
My classroom will be a caring, safe, and equitable environment where each child
can blossom and grow. I will allow children to become responsible members of
our classroom community by using strategies such as class meetings, positive
discipline, and democratic principles. In showing children how to become
responsible for themselves as well as their own learning, I am giving them the
tools to become successful in life, to believe in themselves, and to love
themselves.
Let the children's laughter remind us how we used to be...

Teaching is a lifelong learning process of learning about new philosophies and
new strategies, learning from the parents and community, learning from
colleagues, and especially learning from the children. Children have taught me to
open my mind and my heart to the joys, the innocence, and the diversity of ideas
in the world. Because of this, I will never forget how to smile with the new,
cherish the old, and laugh with the children.
Summary
Statements of teaching or educational philosophy encourage personal reflection

in a process that can create professional growth and achievement, as the teachers
examine whether their actions inside and outside the classroom match their beliefs
about teaching. Reflecting and articulating beliefs or philosophy through writing is a
process that takes time and commitment.

205
APPLYING
Writing a Philosophy Statement

1. Write your teaching or educational philosophy. This is not what others believe,
but your own beliefs so don’t copy the work of others. Submit it to the teacher
and share it to at least one of your classmates.
2. Analyze the teaching or educational philosophy statement of one of your
classmates. Which philosophies discussed in lesson 1 are reflected in the given
philosophy statement? Discuss how these philosophies are reflected in the
statement.
References:
• Bilbao, P., Corpuz, B., Llagas, A., & Salandanan, G. (2018). The Teaching
Profession. Quezon City: Lorimar Publishing Co., Inc.
• Goodyear, G. E., & Allchin, D. (1998). Statements of teaching philosophy. In M.
Kaplan (Ed.), To Improve the Academy, Vol. 17 (pp. 103-122). Stillwater, OK: New
Fonnns Press and the Professional and Organizational Development Network in
Higher Education.
• Philosophy lessons, examples and activities. (n.d.). Retrieved August 10, 2020 from
http://www.livingphilosophy.org.uk/teaching-philosophy/index.htm
• What is a Teaching Philosophy Statement and Why Do I Need it? (n.d.). Teaching
Careers and Professional Development. Retrieved August 10, 2020 from
https://resilienteducator.com/teaching-careers/what-is-a-teaching-philosophy-
statement-and-why-do-i-need-it/

206
Bilbao, P. P., Corpuz, B. B., Llagas, A. T., & Salandanan, G. G. (2018). The Teaching Profession.
Quezon City, Metro Manila: Lorimar Publishing.
depEd.gov. (n.d.). Retrieved August 3, 2020, from www.slideshare.net:

https://www.deped.gov.ph/aboutdeped/history/https://www.slideshare.net/ethanpedl
aza/historical-development-ofphilippine-educational-system
McConnell, S. (2018, March 6). alexsbrown.com. Retrieved August 2, 2020, from

http://www.alexsbrown.com/profy.html: http://www.alexsbrown.com/profy.html
Ontario College of Teachers . (n.d.). Retrieved August 5, 2020, from Ontario College of Teachers
website: @https://www.oct.ca/public/professionalstandards/standardspractice
(https://www.tandfonline.com) . (n.d.). Retrieved August 6, 2020, from

(https://www.tandfonline.com)
Adapted from Ontario College of Teachers

@https://www.oct.ca/public/professionalstandards/standardspractice#:~:text=The%20P
urposes%20of%20the%20Standards ,actions%20of%20the%20teaching%20profession
https://www.deped.gov.ph/aboutdeped/history/https://www.slideshare.net/ethanpedlaz
a/historical-development-ofphilippine-educational-system
https://www.teachthought.com/learning/the-definition-of-blended-learning/
https://www.researchgate.net/publication/341981898_The_COVID19_Pandemic_through
_the_Lens_of_Education_in_the_Philippines_The_New_Normal
https://businessmirror.com.ph/2020/06/19/the-challenge-of-education-in-the-
newnormal/
https://www.academia.edu/34235366/Teaching_as_Your_Vocation_Mission_and_Pro
fession
https://kami.com.ph/52764-6-touching-tales-filipino-teachers-devotedprofession.html

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1

Unit I: The Teaching Profession: An

Module for The Teaching Profession WVSU 2020

Lesson 1: Teaching as a Profession

1. Explained the concept of teaching as a profession;

2. Traced the historical development of the teaching profession in the

Module for The Teaching Profession WVSU 2020

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

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

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

If you consider teaching as a profession then:

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

Module for The Teaching Profession WVSU 2020

There are two essential elements of being a “professional”: competence and a

The other elements of a profession are:

1. Initial Professional Education

Professionals generally begin their professional lives by completing a university

University programs are approved by a regulatory body like the Commission on

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

This is an ongoing professional education that maintains or improves

Module for The Teaching Profession WVSU 2020

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

Professional societies define certification criteria manage certification programs,

The teaching profession is governed by the Code of Ethics for Professional

The Standards of Practice for the Teaching Profession

1. Commitment to Students and Student Learning

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

Module for The Teaching Profession WVSU 2020

Members apply professional knowledge and experience to promote student

4. Leadership in Learning Communities

Members promote and participate in the creation of collaborative, safe and

5. Ongoing Professional Learning

Members recognize that a commitment to ongoing professional learning is

Figure1. The Standards of Practice for the Teaching Profession

Adapted from Ontario College of Teachers @https://www.oct.ca/public/professional-

Module for The Teaching Profession WVSU 2020

The Historical Development of Teaching as a Profession in the

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

Module for The Teaching Profession WVSU 2020

they be considered as professionals and teaching be recognized as a profession."

Module for The Teaching Profession WVSU 2020

The Teaching Profession in the “New Normal” Context

Module for The Teaching Profession WVSU 2020

• What picture of yourself did you come up to be teaching amidst this

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

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

Module for The Teaching Profession WVSU 2020

independent, nonsequential, and typically short in duration.

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

3. Distance/Remote - is where the student and the educator, or information source,

The Department of Education and Commission on Higher Education have been

Module for The Teaching Profession WVSU 2020

For additional readings, view and study the links below.

Do the following activities:

Module for The Teaching Profession WVSU 2020

Lesson 2: Teaching as Vocation & Mission

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

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

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

Module for The Teaching Profession WVSU 2020