TEACHER AS A PERSON IN A SOCIETY

Individual
Person
Family T
Professional E
A
Community Leader C
And Advocate H
Society E
Good Moral R
Character
School
Expert

The Teacher as an Individual Person

“As society become more complex and its values become more pluralistic the areas of responsibility for teachers become
wider.” –Pelletier, 2004

1. Teachers have different talent/skills

 It is always desirable for teachers to possess various skills and tealnt that they can use and share as they
perform in their teaching task
o Very creative
o Resources
o Selects appropriate method and strategies
2. Teachers have different needs
 Teachers have economic needs
 Teachers have security and justice
 Teachers need to be recognized and appreciated to boost their moral and self-esteem
 Teachers need spiritual support
 Teachers need role clarity
 Teachers have social needs
 Teachers need to cope with various challenges and changes
3. Teachers have individual rights
 United Nations Universal Declaration of Human Rights
 Article III, 1987 Philippine Constitution
 Manual Regulation for Private School Teachers
 Magna Carta for Public School Teachers
 Republic Act 232; Republic Act 7836
 Code of Ethics for Professional Teachers
 Article XIII, Section 1-3

The Teacher as a Professional

 By virtue of Republic Act 7836, Amended by the Republic Act 9293, teaching was professionalized and there by
requiring teachers to take the LET/BLEPT
7 R’s of Professional Teachers
1. Remember to perform your duties with high degree of professionalism
2. Respond to the needs of each student
3. Recognize that you must continuously seek professional career advancement (life-long learners)
4. Reawaken your passion and sense of mission to serve all types of learners
5. Renew your commitment to help each learner in order to have a better future
6. Re-evaluate your attitude towards students and your work ethics
7. Relearn, Learn, Unlearn many things to keep you updated with new knowledge

The Teacher as a Community Leader and a Social Advocate

“Teachers play a crucial role in nation building”

TEACHER

PEOPLE COMMUNITY

EDUC 55 – THE TEACHING PROFESSION

The Teacher as a Model of Good Characters
 Exemplars of good characters, attitude and values Christians – Jesus
 Prophet (speak the truth) Chinese – Confucius
 Spiritual leaders Muslims – Prophet of Muhammad
 Great mentors Buddhist – Buddha
 Keepers of values and tradition Greeks – Plato and Aristotle

The Teacher as an Expert

7 Important Domains of Knowledge 7. Knowledge of educational purposes and values
1. Knowledge in content 4 C’s
2. Pedagogical content knowledge 1. Creative
3. Knowledge about learners 2. Critical Thinking
4. General pedagogical knowledge 3. Commitment
5. Knowledge of educational context 4. Character
6. Curriculum knowledge

GENERAL DIMENSIONS OF TEACHING

COMPETENCE
Objectives:
 At the end of the lesson, the learners will be able to:
 Identify domains where teachers should be competent in doing their job;
 Analyze various activities performed by teachers in school;
 Reflect on the importance of developing teachers’ competencies in different domains.

EDUCATIONAL FOUNDATIONS
 Teachers should have solid understanding of educational foundations – subjects and disciplines that have important
contribution to the understanding of education as a field of study and educational purposes.
Area of Educational Foundations
1. Demonstrate understanding of the historical foundations of education, especially on Philippine education, including
contributions and ideas of individuals and groups from diverse backgrounds.
2. Analyze educational philosophies, theories, and researches on education.
3. Understand laws and policies related to education, especially in Philippine context.
4. Identify social, cultural, and economic factors that affect education of learners.
5. Integrate ideas and theories to understand the purposes and nature of education as a discipline.

LEARNING ENVIRONMENT
 In the field of teaching, one of the most important thing to consider is the learning environment which includes the
intellectual environment and emotional environment that teachers and learners experience in school.
Standards of a Positive Learning Environment
1. Understand the types of learning environment that accommodate the learner’s various needs and promote the
development of different type of learners.
2. Understand the roles of various agencies, families, and communities in supporting the development of learners.
3. Design learning opportunities that nurture learner’s talents, critical thinking, and creativity.
4. Create a safe learning environment for all learners.
5. Create environment that promote intercultural exchange among learners.
6. Commit to nurturing a learning environment that promotes respect, equity, and a climate of high expectations.
DIVERSITY OF LEARNERS
 Teachers need to integrate various educational ideas, perspectives, and theories in planning instruction for all
types of students.

EDUC 55 – THE TEACHING PROFESSION

  Each learner is unique in many different ways.
Things to Consider In Learners’ Diversity
1. Cognitive, affective and psychomotor development of learners.
2. Influence of diversity factors on education.
3. Learning styles and thinking preferences of learners.
CURRICULUM & INSTRUCTION
Curriculum – the contents, standards, competencies and topics that students learn.
Instruction – means for implementing the curriculum. It includes instructional approaches, methods, strategies and
techniques.
The success of any curriculum or effectiveness of any instruction can be attributed to the quality of teachers who will
implement it.

Standards to Fulfill the Roles as Curriculum & Instructional Leaders

1. Knowledge of various curriculum models and programs that are developmentally appropriate for learners.
2. Knowledge of the different learning areas and subjects.
3. Pedagogical knowledge
4. Utilization of technology for teaching and learning.
5. Development of instructional materials.
6. Effective classroom management.
ESTABLISHING COMMUNITY LINKAGES
 Teachers are expected to establish community linkages to promote partnership in ensuring quality education for all
learners across different levels.
Standards to Establish Community Linkages
1. Culturally responsive behavior that promote effective communication and collaboration with individuals, families,
social agencies, and other members of the community.
2. Collaboration with individuals and groups to support educational programs in the society.
3. Respect for the culture of the individuals and the communities.
4. Commitment to the educational goals of the society.
PLANNING, ASSESSING, AND REPORTING LEARNER’S PROGRESS
 It is the duty of teachers to measure, assess, and evaluate the learning of the students.

Standards to Measure, Assess, And Evaluate Learner’s Progress

1. Develop and use different assessment tools that are appropriate to measure learners’ progress.
2. Use evaluation results to provide feedback on learners’ progress.
3. Use alternative assessment
4. Exercise fairness and professionalism in reporting learner’s progress.
SCHOOL LEADERSHIP
 Teachers, as leaders in their schools, they act with strong principles, values and philosophy to develop the learners to
be dynamic citizens, professionals, and great leaders in society.
Teachers as Leaders Framework
Crowther, Kaagan. Ferguson and Hann (2002)
Convey convictions about a better world by:
 Articulating a positive future for students
 Showing a genuine interest in students’ lives
 Contributing to an image of teachers as professional who make difference
 Gaining respect and trust in the broader community
 Demonstrating tolerance and reasonableness in difficult situations
Strive for authenticity in their teaching, learning, and assessment practices by:
 Creating learning experiences related to students’ needs
 Connecting teaching, learning, and assessment to students’ futures

EDUC 55 – THE TEACHING PROFESSION

  Seeking deep understanding of tacit teaching and learning processes
 Valuing teaching as a key profession in shaping meaning systems
Facilitate communities of learning through organization-wide process by:
 Encouraging a shared, school wide approach to pedagogy
 Approaching professional learning as consciousness raising about complex issues
 Facilitating understanding across diverse groups while also respecting individual differences
 Synthesizing new ideas out of colleagues’ dialogue and activities
Confront barriers in the school’s culture and structures by:
 Testing the boundaries rather than accepting status quo
 Engaging administrators as potential sources of assistance and advocacy
 Accessing political processes in and out of school
 Standing up for children, especially marginalized or disadvantaged individuals or groups
Translate ideas into sustainable system of action by:
 Organizing complex tasks effectively
 Maintaining focus on issues of importance
 Nurturing networks of support
 Managing issues of time and pressure through priority setting
Nurture a culture of success by:
 Acting on opportunities for others to gain success and recognition
 Adopting a no-blame attitude when things go wrong
 Creating a sense of community identity and pride

CLASSROOM MANAGEMENT
 Classroom management and instruction are interrelated.(Arends, 1998)
 Classroom management is important in developing an efficient and effective system to increase students’
motivation.
Standards to Master Classroom Management
 Establishing clear rules and procedures.
 Making learners responsible and accountable for their actions and behaviors
 Planning lessons and learning activities effectively
 Developing intervention skills for dealing with different classroom problems

PROFESSIONAL DEVELOPMENT
 Teachers need to commit themselves to continuous professional development. This is important so that they can
update themselves with different curricular and instructional innovations.
Standards to Know and Do in Professional Development
 Building professional links with colleagues and other professionals
 Conduct relevant research
 Commitment for lifelong learning
 Attendance in in-service programs and activities for teachers
 Enrolling in graduate and post graduate education courses

PHILIPPINE PROFESSIONAL STANDARDS FOR

TEACHERS (PPST)
National Competency-Based Teacher Standards (NCBTS)
1. Social Regard for Learning
2. Learning Environment
3. Diversity of Learners
4. Curriculum
5. Planning, Assessing, and Reporting
6. Community Linkages
7. Personal Growth and Professional Development

Philippine Professional Standards for Teachers (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
7. Personal Growth and Professional Development

EDUC 55 – THE TEACHING PROFESSION

Domain 1: Content Knowledge and Pedagogy
 Content Knowledge – refers to the teachers’ mastery of the content in the subjects and courses that they are assigned
to teach
 Pedagogical Knowledge – refers to the teachers’ mastery in using effective instructional strategies and methods to
teach their subjects and courses
Strands:
1. Content knowledge and its implication within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2: Learning Environment

 This includes not only the physical environment of the school or classroom but also the emotional environment of the
school and the classroom that creates positive and conducive learning atmosphere for all learners
Strands:
1. Learner safety and security
2. Fair and learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behaviour

Domain 3: Diversity of Learners

 It includes understanding the students’ demographic and socio-demographic background, as well as their different
interests, abilities, talents, and learning styles.
Strands:
1. Learners’ gender, needs, strengths, interests, and experiences
2. Learners’ linguistic, cultural, socioeconomic, and religious backgrounds
3. Learners with disabilities, giftedness, and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4: Curriculum and Planning

 Curriculum – includes the subjects and learning experiences planned for all students. It includes the learning
competencies and instructional activities designed for students.
 Teachers as curriculum leaders need to plan for the implementation of the curriculum
Strands:
1. Planning and management of the teaching learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

Domains 5: Assessment and Reporting

 Assessment – is an important component of teaching and learning. It includes gathering the necessary data to measure
the mastery of the subject and courses of the students
 It measures the achievement of every learning outcome
Strands:
1. Design, collection organization, and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress, and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs

Domain 6: Community Linkages and Professional Engagement

 School and Community partnership is essential in ensuring quality learning: a strong and positive partnership can
guarantee success and excellence in learning among students
 Teachers need to work with families and the wider community to solicit their support and cooperation for school and
class activities that are designed to help students enjoy schooling
Strands:
1. Establishment of learning environments that are responsive to community contexts
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures
EDUC 55 – THE TEACHING PROFESSION
Domain 7: Professional Growth and Personal Development
 Teachers need to grow personally and professionally. This is essential in sustaining their sense of mission and passion
in the teaching profession
 Professional development activities keep teachers updated in their fields of specialization and in the developments in
education. Personal growth helps teachers develop the maturity in the conduct of their teaching duties sustaining their
commitment for personal and academic integrity.
Strands:
1. Philosophy of teaching
2. Dignity of teaching as profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

DIFFERENT CAREER STAGES OF PROFESSIONAL

TEACHERS IN THE PHILIPPINES
“Anchored on the principle of lifelong learning, the professional standards framework that articulates developmental
progression as teachers develop, refine their practice, and respond to the complexities of educational reforms.” DepEd Order
no. 42 s. 2017, 7

Career stage 1: Beginning Teachers

 Gained the qualifications recognized for entry into the teaching profession
 Have a strong understanding of the subjects/areas in which they are trained in terms of content knowledge and
pedagogy
 Possess the requisite knowledge, skills, and values that support the teaching and learning process
 Mange learning programs and have strategies that promote learning bases on the needs of their students
 Seek advice from experienced colleagues to consolidate their teaching practice
Career stage 2: Proficient Teachers
 Professionally independent in the application of skills vital to the teaching and learning process
 Provide focused teaching programs that meet curriculum and assessment requirements
 Display skills in planning, implementing, and managing curriculum programs
 Actively engage in collaborative learning with the professional community and other stakeholders for mutual growth
and advancement
 Reflective practitioners who continually, consolidate knowledge, skills and practice of beginning teachers
Career stage 3: Highly Proficient Teachers
 Consistently display a high level of performance in their teaching practice
 Manifest an in-depth and sophisticated understanding of the teaching and learning process
 Have a high education-focused situation cognition, are more adept in problem-solving and optimize opportunities
gained from experience
 Work collaboratively with colleagues and provide them support and mentoring to enhance their learning and practice
 Continually seek to develop their professional knowledge and practice by reflecting to their own needs and those of
their colleagues and students
Career stage 4: Distinguished Teachers
 Embody the highest standard for teaching grounded in global best practices
 Exhibit exceptional capacity to improve their teaching practice and that of others
 Are recognized as leaders in education, contributors to the profession, and initiators of collaborations and partnerships
 Create lifelong impact in the lives of colleagues, students, and others
 Consistently seek professional advancement and relevance in pursuit of teaching quality and excellence
 Exhibit commitment to inspire the education community and stakeholders for the improvement of education provision
in the Philippines.

CHALLENGES IN TEACHING
Teaching in multicultural and multilingual classrooms
 Multicultural education is an interesting and important topic for the teachers. As its heart is a deep concern about
equity, respect for diversity, cultural literacy and fair treatment for everyone in school.
 Another big issue and challenge in multicultural settings is language. Language plays an important role in the teaching
and learning process.
 This are several instructional strategies that can be used in addressing cultural diversity in classroom. The following
are examples of the things that can promote the cause of multicultural education.

EDUC 55 – THE TEACHING PROFESSION

 1. Content Integration – cultural practices, cultural values, history and respect for cultural diversity can be integrated
in the various contents of subjects taught in basic education.
2. Cultural Immersion – students can be immersed in different cultures.
3. Celebrating cultural diversity- students can experienced and enjoy different cultural dance, folk literature, music,
visual arts and costumes.
4. Culture Response Pedagogy – Teachers use pedagogical approaches and techniques that respect the cultural values,
mindset, and practices of learners.
5. Teaching Local Culture – Teachers will introduce local culture to students through lectures.
6. Using the Local Language as Medium of Instruction – Teachers need to support the Mother Tongue- Based
Multilingual Education program of DepEd.
 Philippines is a home of indigenous groups. The Philippine 1987 Constitution encouraged the state to provide an
education that is relevant to their culture and indigenous practices of these indigenous people.
Several approaches that can be used to integrate indigenous knowledge in the curriculum:
1. Real-life Story Model – Indigenous knowledge is embedded in the daily life of young children as they grow up.
2. Problem-based Approach – By doing problem solving activities, learners are exposed to practical situations that
are important to them and to their community.
3. Inviting Local Folks and Community Leaders as a Resource Person in School – this allows community leaders
to share their knowledge and wisdom to the students.
4. Developing Instructional Materials for Teaching Indigenous Knowledge – it will help introduce local history,
community values to the learners.

Teaching special education classes

 Special education is an area in education that seeks to understand the nature and needs off different learners with
special needs.
 The various classification of children with special needs, according to the type of disability of each learner like
deafness, mental retardation, serious emotional disturbance, speech impairments, blindness and also those learners
diagnosed with medical conditions according to Wolery and Wilbers (1994)
 A special education teacher needs to have deep devotion, commitment and passion to teach special learners. They
need to work closely with parents, and other professionals to understand the nature, behaviour, and needs of these
learners.

Teaching in multigrade class

 Multigrade teaching involves teaching of students from different grade levels in one classroom.
 The teacher in multigrade class should perform multiple tasks for all the grade levels in one classroom, no matter
what subject is being learned.
 Most of the of these public schools operating multigrade classes are located in local communities that are
geographically far. Most of the teachers usually use their own money to buy materials for their students.
 Multiple grade teachers in public schools are also like teacher missionaries in far-flung communities. They are strong
advocates of student’s access to quality education.

Teaching in Multiple Intelligence Classroom

 The idea of learners having multiple intelligence came from the research of renowned Havard University professor,
Howard Gardner.
Gardner’s Theory of Multiple Intelligence
1. Linguistic Intelligence – ability to analyse information and create products involving oral and written language
2. Logical Mathematical Intelligence – ability to develop equations and proofs, make calculations and solve abstract
problems.
3. Spatial Intelligence – ability to recognize and manipulate large scale and fine-grained spatial images.
4. Musical Intelligence – ability to produce, remember and make meaning of different patterns of sound.
5. Naturalist Intelligence – ability to identify and distinguish among different types of animals, and weather
formations that are found in natural world.
6. Bodily Kinesthetic – ability to use one’s body to create products or solve problems.
7. Interpersonal Intelligence – ability to recognize and undertsnad other people’s mood, desires, motivations and
intentions.
8. Intrapersonal Intelligence – ability to recognize and understand his/her moods, desires, motivations and
intentions.
 According to Gardner, an educator convinced of the relevance of MI theory should “individualize” and “pluralize”.

Teaching in a learner-centered and constructivist classroom

 It refers to a kind of education that considers the knowledge, skills, abilities, attitudes, interests, and beliefs that
learners bring into the classroom.
 Constructivism – is a theory of learning that explains that explains that knowledge is constructed based on the prior
knowledge and experiences of the learners. In constructivism, humans viewed as goal directed agents who actively
seek knowledge and information.
 Constructivist Paradigm posits that meaningful learning is constructed by the learners as result of their sensory
experiences with the world.

EDUC 55 – THE TEACHING PROFESSION

Constructivist learning leads to:
1. Active learning
2. Learning in meaningful context
3. Reflective and intuitive problem-solving
4. Doing investigations
5. Providing real life and hands on experience to the learners.

Brain-based education
 Another challenge is to understand and apply the principles of brain based education, which was brought by
research in neuroscience. The begin with “brain-mind learning principles” derived from brain research findings and
apply these principles in the classroom:
1. The brain is a whole system and includes physiology, emotions, imaginations and predisposition. These must be
considered as whole.
2. The brain develops in relation to interactions with the environment and with others.
3. A quality of being human is the search for personal meaning.
4. People create meaning with through perceiving certain patterns of understanding.
5. Emotions are critical to the patterns people perceive.
6. The brain processes information into both parts and wholes at the same time.
7. Learning includes both focused attention and peripheral input.
8. Learning is both unconscious and conscious.
9. Information is organized differently in memory.
10. Learning is developmental.
11. The brain makes optimal number of connections in a supportive and challenging.
12. Every brain is unique in organization.

 It is useful for teachers in organizing curriculum and instruction. It encourages teachers to think and reflect on the
way they teach their subjects to students.
 Renata and Caine (1991) cite studies showing that the brain learns best when it works to solve problems instead of
merely absorbing isolated bits of information.
Interactive teaching elements
 Orchestrated Immersion – learning environments are created that immerses students in learning experience.
 Related Alertness – an effort is made to eliminate fear while maintaining haighly challenging environment
 Active Processing – the learner consolidates and internalizes information by actively processing it. Information
should be connected to prior learning and experiences.

ICT Integration
 The computers entry into schools changed the landscape of education radically. With computers came educational
programs in DVD, VCD, CD and forms. Microsoft, Apple and other companies have developed different kinds of
software that we currently use for education.
 Technology has not only brought immense transformation in the physical campus of higher education Institution but
has also significantly transformed the delivery of education.
Other innovations in higher education are as follows:
 Corporate universities
 School – industry partnership
 Creation of international campuses
 Creation of global center of excellence in various discipline and fields.
 Intensification of research and development
 Creation of multidisciplinary and interdisciplinary courses
 Creation of need-based and market driven courses and academic programs
 Outcomes – based education
 Ensuring quality education through quality assurance system
 Increasing academic collaboration through research, extension, and joint academic degree programs.
 Faculty and student mobilization.

EDUC 55 – THE TEACHING PROFESSION

 EDUCATING THE WORLD
Education system’s response to globalization
 In response to these expectations, each country is investing huge amount of money to improve its education system.
Examples of innovations being implemented in basic
education
 Gifted Education  Contextualization of curriculum and instruction
 Transition Program
 Special education Program Higher education institutions
 Special Interest Programs  Centers of knowledge production
 Science, Technology, Engineering, Agriculture,  Cultural Hubs
and Mathematics (STEAM) programs  Centers of Creativity and Innovations
 Literacy Program  Regional symbols
 ICT integration in teaching and learning  Economic Hubs
 Foreign Language Program  Centers for Human Development
 Alternative Learning Programs

EDUCATIONAL STANDARDS
 Food Security – ending hunger, achieving food security and improved nutrition.
CAUSES of Food Security
o Population Growth
o Changing Taste
o Climate Change
o Water scarcity
o Troubled farmers
 Disaster Risk Management - The shift from monolithic structures of global governance toba wide range of
organizations that can be brought together for specific purpose.
 Peace Education and Development - Promote the knowledge, skill, and attitude, that will help people either to
prevent the occurrence of conflict , resolves problems , peacefully, or concrete social conditions conducive to peace.

Education for Sustainable Development (ESD)

 Empowers people to change the way they think and work towards a sustainable future.
 Aims to improve access to quality education on sustainable development at all levels, and in all social development.
Climate Change
 Encourage changes in one's attitude to help the environment and promote “climate literacy"
Gender and Development
 Recognition of assigned roles, responsibilities and expectations to both men and women.
Equity and Social Justice Achievement, fairness, and opportunity in education.
1. Fairness- factors specific to one’s personal condition should not interfere with the potential academic success.
2. Inclusion- comprehensive standard that applies to everyone in a certain education system.
Human rights education
 Empower people to create skills, and behavior that would promote:
- Dignity
-Equality to society, and all over the world.
Multi- cultural education
 Education that incorporates the histories, texts, values, beliefs, and perspective of people from different cultural
background

EDUCATION AND GLOBALIZATION

Globalization
 Globalization is the system of interaction among the countries of the world in order to develop the global economy.
 It refers to the integration of economics and societies all over the world.
 It involves technological, economic, political and cultural exchanges made possible largely by advances in
communication, transportation and infrastructure.
Globalization and Education
 People around the world are more connected with each other.
 Education in global society has greater responsibility of sharing preferred futures of the students.
 Liberalization and privatization has changed the education scenario of today.
 Exploration of change, identity, and diversity, rights and responsibilities.
 Positive and responsive values towards active participation.
 The quantity and quality of education determine whether and how the country can participate in the process of
globalization.
The Aims of Global Education
 Creating global citizen  Values and Attitudes
 Knowledge and Understanding  Skills and processes
EDUC 55 – THE TEACHING PROFESSION
  Active Participation Practicing active citizenship
 Involvement in community activities and
Teaching With a Global Perspective campaigns
Learning Processes should have…  Identify, investigate and evaluate alternative
 An inclusive classroom courses of actions
 Participation for all  Strategies to overcome barriers to active
 Student-centered learning participation.
 Experiential learning  Reflect and evaluate effectiveness of actions.
 Inquiry-based learning
Skills of 21st Century Educator
Learning Processes should have…  Adaptor
 Interactivity  Communicator
 Cooperative learning  Learner
 Building of self-esteem  Visionary
 Enabling critical literacy  Leader
 Touch of current issues.  Model
 Collaborator
 Risk Taker

COMPETENCIES FOR GLOBAL TEACHERS

 UNESCO defines global education as a goal to become aware of educational conditions or lack of it, in developing
countries worldwide and aim to educate all people to a certain world standard.
 To achieve global education, the UN sets the following goals:
o Expand early childhood care education
o Provide free and compulsory primary education for all.
o Promote learning and life skills for young and adult.
o Increase adult literacy by fifty percent
o Achieve gender parity by 2005, gender equality by 2015, and;
o Improve quality of education
21st century learning goals
 21st century content
 Learning and thinking skills
 ICT literacy
 Life skills
 21st century assessment
Competencies for Global Filipino Teachers
 Understands how this world is interconnected.
 Recognizes that the world has reached variety of ways of life.
 Has a vision of the future and sees the future for himself and the students.
 Must be creative and innovative.
 Must understand, respect and tolerant of the diversity of culture.
 Must believe and take action for the education that will sustain the future.
 Must have depth of knowledge.
 Must possess good communication skills.

LEGAL BASES OF THE TEACHING PROFESSION

Article xiv of the 1987 Philippine Constitution
Section I - The State shall protect and promote the right of all citizens to quality education at all levels, and shall take
appropriate steps to make such education accessible to all.
Section II
 Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the
people and society
 Free education for elementary and high school levels.
 Scholarship grants and students loans.
 Encourage non-formal, informal, and indigenous learning systems
 Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other
skills.
Section III
 All educational institutions shall include the study of the Constitution as part of the curricula.
 They shall inculcate patriotism and nationalism
 religion shall be allowed to be taught to their children or wards in public elementary and high schools within the
regular class hours by instructors designated or approved by the religious authorities of the religion to which the
children or wards belong, without additional cost to the Government Cralaw
EDUC 55 – THE TEACHING PROFESSION
Section IV
 Recognizes the complementary roles of public and private institutions in the educational system and shall exercise
reasonable supervision and regulation of all educational institutions
 Educational institutions, other than those established by religious groups and mission boards, shall be owned solely
by citizens of the Philippines or corporations or associations at least sixty per centum of the capital of which is owned
by such citizens.
 All revenues and assets of non-stock, non-profit educational institutions used actually, directly, and exclusively for
educational purposes shall be exempt from taxes and duties.
 Subject to conditions prescribed by law, all grants, endowments, donations, or contributions used actually, directly,
and exclusively for educational purposes shall be exempt from tax cralaw.
Section V
 The State shall take into account regional and sectoral needs and conditions and shall encourage local planning in the
development of educational policies and programs.
 Academic freedom shall be enjoyed in all institutions of higher learning.
 Every citizen has a right to select a profession or course of study, subject to fair, reasonable, and equitable admission
and academic requirements.cralaw
 The State shall enhance the right of teachers to professional advancement.
 The State shall assign the highest budgetary priority to education and ensure that teaching will attract and retain its
rightful share of the best available talents through adequate remuneration and other means of job satisfaction and
fulfillment.
Section VI-IX
 Focused on the development and promotion of Filipino as the national language as medium of instruction
Section X – XII
 Focused on the importance and promotion of science and technology in the Philippines.
Section XIV – XVII
 Discuss the development and promotion of Filipino culture.
Section XIX
 Provides the framework for promoting and developing sports programs for the well-being of Filipino people.

BATAS PAMBANSA BILANG 232

Section X - Rights of all school personnel
 Free expression of opinion and suggestions
 The right to be provided with free legal service by the appropriate government office
 The right to establish, join and maintain labor organizations and/or professional and self-regulating organizations of
their choice
 The right to be free from involuntary contributions except those imposed by their own organizations
Section XI - Special Rights and privileges of teaching or academic staff
 Free from compulsory assignments not related to their duties
 Right to intellectual property consistent with applicable laws
 Teachers shall be deemed persons in authority when in the discharge of lawful duties and responsibilities
 Teachers shall be accorded the opportunity to choose alternative career lines
Section XVI - Teacher’s obligation
 Perform his duties to the school by discharging his responsibilities in accordance with the philosophy, goals, and
objectives of the school
 Be accountable for the efficient and effective attainment of specified learning objectives in pursuance of national
development goals within the limits of available school resources.
 Render regular reports on the performance of each student and to the latter and the latter’s parent and guardians with
specific suggestions for improvement.
 Assume the responsibility to maintain and sustain his professional growth and advancement and maintain
professionalism in the behavior at all times.
 Refrain from making deductions in students scholastic rating for acts that are clearly not manifestation of poor
scholarship
 Participate as an agent of constructive social, economic, moral, intellectual, cultural and political change in his school
and the community within the context of national policies.

REPUBLIC ACT 7836

Article I
 Statement of policy, objectives and definitions of important terms used in the law.
Article II
 The composition and functions of the board for professional teachers.

Article III
 Explain the examination and registration rules and procedures

EDUC 55 – THE TEACHING PROFESSION

REPUBLIC ACT 9293
Section XV - Qualification Requirements of Applicants
 No applicant shall be admitted to take examination unless, on the date of filing of the application.
Section XXVI - Registration and Exception
 No person shall engage in teaching and/or act as a 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 or
registration and a valid professional license, or a holder of a valid special/temporary permit.
Section XXXI
 Transitory Provision

REPUBLIC ACT 10533

Section XXXI
 Graduates of sciences, mathematics, statistics, engineering, music and other degree courses with shortages in qualified
licensure examination for teacher’s applicants to teach in their specialized subjects in the elementary and secondary
education.
Section XXXI
 Graduates of technical-vocational courses to teach in their specialized subjects shall have certification issued by
TESDA.
 The faculty of HEIs be allowed to teach in their general education or subject specialize in the secondary education:
Provided, that the faculty must be a holder of a relevant Bachelor’s degree, and must have satisfactory served as a
full-time HEI faculty.
 DepEd and private education institution may hire practitioners with expertise in the specialized learning areas as part-
time basis only.

REPUBLIC ACT 4670

Section V
 Stability on employment and security of tenure shall be assured the teachers as provided under existing laws.
Section VI
 Consent for transfer transportation expenses.
Section VII
 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 Teacher. A copy of the code shall be furnished to each teacher.
Section VIII
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.
Section IX
 Administrative charges against a teacher shall be heard initially by a committee composed of the corresponding
School Superintendent of the Division or a duly authorized representative who should at least have the rank of a
division supervisor, where the teacher belongs, as chairman, a representative of the local or, in its absence, any
existing provincial or national teacher's organization and a supervisor of the Division, the last two to be designated
by the Director of Public Schools.
Section X
 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 XI
 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 XII
 Teachers shall enjoy academic freedom in the discharge of their professional duties, particularly with regard to
teaching and classroom methods.
Section XIII
 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
Section XIV
 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.
Section XV
 Teacher's salaries shall correspond to the following criteria:

EDUC 55 – THE TEACHING PROFESSION

  They shall compare favorably with those paid in other occupations requiring equivalent or similar qualifications,
training and abilities;
 They shall be such as to insure teachers a reasonable standard of life for themselves and their families; and
 They shall be properly graded so as to recognize the fact that certain positions require higher qualifications and greater
responsibility than others
Section XVI
 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
Section XVII
 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 XVIII
 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
Section XIX
 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 XXI
 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,
lawful dues and fees owing to the Philippine Public School Teachers Association, and premiums properly due on
insurance policies, shall be considered deductible.
Section XXII
 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.
Section XXIII
 Teachers shall be protected against the consequences of employment injuries in accordance with existing laws.
Section XXIV
 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
Section XXV
 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 XXVI
 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.
Section XXVII
 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 XXVIII
 The rights established in the immediately preceding Section shall be exercised without any interference or coercion.
Section XXIX
 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.
Section XXX
 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 XXXI
 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 XXXII
 A person who shall willfully 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.
Section XXXIII
 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.

EDUC 55 – THE TEACHING PROFESSION

Section XXXIV
 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 XXXV
 This Act shall take effect upon its approval.

THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS IN THE PHILIPPINES

Article I
 Section 1: The Philippine Constitution provides that all educational institution shall offer quality education for all
competent teachers committed of its full realization
 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.
Article II
 Section 1: The schools are the nurseries of the future citizens of the state: each teacher is a trustee of the cultural and
educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate
national morality, promote national pride, cultivate love of country, instill allegiance to the constitution and for all
duly constituted authorities, and promote obedience to the laws of the state.
 Section 2: Every teacher or school official shall actively help carry out the declared policies of the state, and shall
take an oath to this effect.
 Section 3: In the interest of the State and of the Filipino people as much as of his own. Every teacher shall be
physically, mentally and morally fit.
 Section 4: Every teacher shall possess and actualize a full commitment and devotion to duty
 Section 5: A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall
not. Directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from
any person or entity for such purposes.
 Section 6: Every teacher shall vote and shall exercise all other constitutional rights and responsibility.
 Section 7: A teacher shall not use his position or facial authority or influence to coerce any other person to follow
any political course of action.
 Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his
researches and investigations: provided that, if the results are inimical to the declared policies of the State, they shall
be brought to the proper authorities for appropriate remedial action.
Article III
 Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall, therefore, render the
best service by providing an environment conducive to such learning and growth.
 Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for
moral, social, educational, economic and civic betterment.
 Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and
dignity at all times and refrain for such activities as gambling, smoking, drunkenness, and other excesses, much less
illicit relations.
 Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local
customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community.
 Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work
and accomplishments as well as its needs and problems.
 Section 6. Every teacher is intellectual leader in the community, especially in the barangay. and shall welcome the
opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be
involved in matters affecting the welfare of the people.
 Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other
professionals, with government officials, and with the people, individually or collectively.
 Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall not use his positions
and influence to proselyte others.
Article IV
 Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine
enthusiasm and pride in teaching as a noble calling.
 Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best
preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession.
 Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional
Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of
the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally
competitive.
 Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper
misrepresentations through personal advertisements and other questionable means.
 Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a
decent living.

EDUC 55 – THE TEACHING PROFESSION

Article V
 Section 1. 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, teacher shall support one another.
 Section 2. A teacher is not entitled to claim credit or work not of his own. And shall give due credit for the work of
others which he may use.
 Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and
other data as are necessary to carry on the work.
 Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall
not divulge to anyone documents which has not been officially released, or remove records from the files without
permission.
 Section 5. It shall be the responsibility of every teacher to seek correctives for what he may appear to be an
unprofessional and unethical conduct of any associates. However, this may be done only if there is incontrovertible
evidence for such conduct.
 Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in
writing, without violating the right of the individual concerned.
 Section 7. A teacher may apply for a vacant position for which he is qualified: provided that he respects the system
of selection on the basis of merit and competence: provided, further, that all qualified candidates are given the
opportunity to be considered.
Article VI
 Section 1. Every teacher shall make it his duties to make an honest effort to understand and support the legitimate
policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry
them out.
 Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity.
However, if there are valid charges, he should present such under oath to competent authority.
 Section 3. A teacher shall transact all official business through channels except when special conditions warrant a
different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which
case, the teacher shall appeal directly to the appropriate higher authority.
 Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the
administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so. They
shall avoid jeopardizing the interest and the welfare of learners whose right to learn must be respected.
 Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of teachers
are made only on the basis of merit and needed in the interest of the service.
 Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full
knowledge of employment terms and conditions.
Article VII
 Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards
teachers and other personnel, such practices being standards of effective school supervision, dignified administration,
responsible leadership and enlighten directions.
 Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility to
formulate policies or introduce important changes in the system at all levels.
 Section 3. School officials shall encourage and attend the professional growth of all teachers under them such as
recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to
participate in conferences in training programs.
 Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except for
cause.
Article VIII
 Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the
subject or grades he handles, such determination shall be in accordance with generally accepted procedures of
evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions,
of serving due process.
 Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concerns, and
shall deal justifiably and impartially with each of them.
 Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the learner.
 Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange
for requested concessions, especially if undeserved.
 Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized
for such service.
 Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance.
 Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher
shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.
 Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their
scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.
 Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate,
and shall extend needed assistance in preventing or solving learner’s problems and difficulties.

EDUC 55 – THE TEACHING PROFESSION

Article IX
 Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit
their confidence and respect.
 Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner
under him. Exercising utmost candor and tact in pointing out learners deficiencies and in seeking parent’s cooperation
for the proper guidance and improvement of the learners.
 Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair
criticism.
Article X
 Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation: provided that it
does not relate to or adversely affect his work as a teacher.
 Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement
of his debts and loans in arranging satisfactorily his private financial affairs.
 Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in. any commercial
venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise
official influence, except only when his assignment is inherently, related to such purchase and disposal: provided they
shall be in accordance with the existing regulations: provided, further, that members of duly recognized teachers
cooperatives may participate in the distribution and sale of such commodities.
Article XI
 Section 1. A teacher is, above all. a human being endowed with life for which it is the highest obligation to live with
dignity at all times whether in school, in the home, or elsewhere.
 Section 2. A teacher shall place premium upon self-discipline as the primary principles of personal behavior in all
relationships with others and in all situations
 Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of
emulation by learners, peers and all others.
 Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of
men and nations.
Article XII
 Section 1. Any violation of any provisions of this code shall be sufficient ground for the imposition against the erring
teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as a
Professional Teacher, suspension from the practice of teaching profession, reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23. Article HI or R.A. No. 7836. and under Rule 31. Article
VIII. Of the Rules and Regulations Implementing R.A. 7836.
Article XIII
 Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60)
days following its publication in the official Gazette or any newspaper of general circulation, whichever is earlier.

Continuing Professional Development Programs for

Teachers
Continuing Professional Development (CPD) - is a set of activities aimed to develop advanced knowledge, skills and
values of professionals in different fields.

CPD Programs shall strive to;

 Continuously improve the quality of the country's reservoir of registered professionals by updating them on the latest
scientific, technological, ethical and other applicable trends in the local and global practice of professions
 Provide support lifelong learning in the enhancement of competencies of Filipino professionals towards delivery of
quality and ethical services both locally and globally
 Deliver quality continuing professional development activities aligned with the Philippine qualifications framework
for national relevance and global comparability and competitiveness

CPD Credit Unit - refers to the value of an amount of learning that can be transferred to a qualification achieved from formal,
informal or non-formal learning setting, wherein credits can be accumulated to predetermined levels for the award of a
qualification.
What are the CPD programs to earn CPD credit units?
 seminar
 workshop
 technical lecture
 subject matter meetings
 non-degree training lectures and specific
meetings
 modules
 tours and visits

EDUC 55 – THE TEACHING PROFESSION