Chapter 2: Lesson 2 – The Demands of Society from the Teacher as a Professional and as a Professional
Reference/s: Bilbao, P. P., Corpuz, B. B., Lagua, A. T., & Salandanan, G. G. (2018). The teaching profession (4th ed.). Lorimar Publishing, Inc.
CHAPTER 2
The Demands of Society from the
Teacher as a Professional and as a Person
BRENDA B. CORPUZ, PhD
AVELINA T. LLAGAS, EdD
GLORIA G. SALANDANAN, PhD
"Professionalism: It's NOT the job you DO, It's HOW you DO the job. – Anonymous
INTRODUCTION
Chapter 2 consists of 2 lessons. Lesson 1 is focused on the demands of society
from the teacher as a professional. It discusses the professional competencies that a
teacher ought to demonstrate. Four models of effective teaching are used to present
these professional competencies. It also presents the Philippine Professional Standards
for Teachers in the Philippines, which are again presented in Chapter 6 in relation to
Competency Framework and Standards for Teachers Qualification.
Lesson 2 is a discussion on the demands of society from the teacher as a person.
It presents personal qualities expected of a teacher anchored on professionalism as
contained in the Code of Ethics for Professional Teachers both past and present.
THE DEMANDS OF SOCIETY FROM THE TEACHER AS A PROFESSIONAL
BRENDA B. CORPUZ, PhD
AVELINA T. LLAGAS, EdD
LEARNING OUTCOMES
• Discuss the meaning of the teacher as a professional
• Explain what society demands from the teacher as a
professional
• Explain the professional competencies that a teacher
should possess
INTRODUCTION
Teachers spend at least 6 hours a day, 5 days a week in Teachers 10 months of the school
year with students. Practically, considering the 8-hour sleeping time at home, teachers spend
more time with the students than parents. That's why parents expect so much of teachers.
Teachers have tremendous power to influence students. Society as a whole expect much from
teachers and schools. Often when the young do not behave as expected, the question raised by
parents "Is that what you are taught in school?"
Schools are expected to work with and for communities and so are teachers. The Code of
Ethics for Professional Teachers cites the state, the community, the teaching community, school
officials, non-teaching personnel and learners as groups of people with and for whom a teacher
works. So, a teacher works with different groups and so plays different roles- tutor, nurse,
guidance counselor, community leader, resource speaker, consultant rolled into one. Indeed,
much is demanded of teachers.
From his/her very title "teacher," to teach well is what society primarily demands of
teachers. The learning of the learner is the teacher's main concern. In this lesson, let us focus on
this societal primary expectation from teachers - good teaching.
Research says that the teacher is the single most important factor in the learner's learning.
The effective teacher makes the good and the not so good learner learn. On the other hand, the
ineffective teacher adversely affects the learning of both good and the not so good student.
Consider the following research findings shared by Dallas Public Schools' Accountability System:
ROSMAR B. PINAGA, LPT, PHD (CAR)
ASSISTANT PROFESSOR I
Chapter 2: Lesson 2 – The Demands of Society from the Teacher as a Professional and as a Professional
Reference/s: Bilbao, P. P., Corpuz, B. B., Lagua, A. T., & Salandanan, G. G. (2018). The teaching profession (4th ed.). Lorimar Publishing, Inc.
• Learning gains realized by students during a year in the classroom of an effective teacher
were sustained over later years and were compounded by additional years with effective
teachers.
• Conversely, depressed achievement results resisted improvement even after a student
was placed with an effective teacher, and the negative impact was discernible statistically
for approximately three subsequent years.
• Learning gains realized by students during a year in the classroom of an effective teacher
were sustained over later years and were compounded by additional years with effective
teachers.
• The negative effects of a poor-performing teacher on student achievement persist through
three years of high-performing teachers.
• The good news is that if students have a high-performing teacher one year, they will enjoy
the advantage of that good teaching in future years.
• Conversely, if students have a low-performing teacher, they simply will not outgrow the
negative effects of lost learning opportunities for years to come.
• Having a better teacher not only has a substantial impact on students' test scores at the
end of the school year but also increases their chances of attending college and their
earnings as adults." (Hammond, D., 2000)
Clearly, a teacher's impact on learners lasts. The teacher is the key to student achievement.
Then you have to prepare yourselves to become the best and the brightest, the most caring,
competent and compassionate teachers. The best and the brightest are those that possess the
competencies expected of professional teachers. What are these competencies? Let us present
the lists of competencies from four (4) authors after this activity.
ABSTRACTION: LET'S ADD TO WHAT YOU KNOW
The Teacher as a Professional
In Lesson 2, we discussed the elements of a profession then we examined teaching
against these elements. Teaching fulfills the elements of a profession and so a teacher is truly a
professional. A professional is one who went through long years of preparation to earn a teacher
education degree recognized by the Commission on Higher Education, after which he/she hurdled
a Licensure Examination for Teachers (LET) administered by the Board for Professional Teachers
with the supervision of the Professional Regulation Commission. By passing the LET, he/she
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. As a professional teacher he/she is
expected to abide by the Code of Ethics for Professional Teachers. Violation of the Code of Ethics
can be a ground for the revocation of license. These ensure that as a professional teacher, he/she
practices his/her profession with technical and ethical and moral competence.
This is exactly how the Code of Ethics of Professional Teachers define the professional
teacher. The teacher is a "licensed professional who possesses dignity and reputation with high
moral values as well as technical and professional competence ...he/ she adheres to, observes
and practices a set of ethical and moral principles, standards and values."
THE DEMANDS FROM THE TEACHER AS A PROFESSIONAL
The Code of Ethics for Professional Teachers spells out the demands of the state,
community, higher authorities and school officials and parents from teachers. You will discuss
them in detail in the Chapter solely devoted to the Code of Ethics. In this lesson, we shall focus
on society's demand of good teaching from the professional teacher. In the first place, the word
"teacher" suggests that the main responsibility of the professional teachers is to teach. The
teacher's primary customer is the learner. So let us concentrate on effective teaching, the
professional teacher's primary responsibility.
There are a number of models/frameworks of effective teaching. In the country, we have
the Philippine Professional Standards for Teachers (PPST). These PPST are standards of good
teaching, which will also be discussed in the succeeding lessons. In addition, we shall present
four (4) evaluation models of effective teaching here.
ROSMAR B. PINAGA, LPT, PHD (CAR)
ASSISTANT PROFESSOR I
Chapter 2: Lesson 2 – The Demands of Society from the Teacher as a Professional and as a Professional
Reference/s: Bilbao, P. P., Corpuz, B. B., Lagua, A. T., & Salandanan, G. G. (2018). The teaching profession (4th ed.). Lorimar Publishing, Inc.
Models of Effective Teaching
Let us take a look at models of effective teaching which also serve as bases for
evaluation of teaching.
A. Robert Marzano's Causal Teacher Evaluation Model of four domains:
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 hypotheses
- involve events enacted on the spot such as
engaging students, recognizing adherence to rules
and procedures, establishing and maintaining
effective relationships with students and
communicating high expectations 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 (Source:
www. [Link]/Teacher-Evaluation/#a,
accessed 01-31-16)
B. Charlotte Danielson Framework for Teaching
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 (Source: [Link]/wp- content/uploads/Danielson-at-a-
[Link] Accessed 02-01-16)
C. James Stronge Teacher Effectiveness Performance Evaluation System (TEPES) System:
Seven performance standards:
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. The Learning Environment
ROSMAR B. PINAGA, LPT, PHD (CAR)
ASSISTANT PROFESSOR I
Chapter 2: Lesson 2 – The Demands of Society from the Teacher as a Professional and as a Professional
Reference/s: Bilbao, P. P., Corpuz, B. B., Lagua, A. T., & Salandanan, G. G. (2018). The teaching profession (4th ed.). Lorimar Publishing, Inc.
6. Professionalism maintains a commitment to professional ethics, communicates effectively
and takes responsibility for and participates in professional growth that results in enhanced
learning
7. Student Progress the work of the teacher results in acceptable, measurable and
appropriate student academic progress. (Teacher Effectiveness Performance Evaluation
System, Handbook 2012-2013 [Link]/extras/ [Link] Accessed 02-
23-16)
Teacher Evaluation Standards – The McREL model (Mid- Continent Research for Education
and Learning
1. Teachers demonstrate leadership.
- lead in their classrooms
- demonstrate leadership in the school
- lead the teaching profession
- advocate for schools and students
- demonstrate high ethical standards
2. Teachers establish a respectful environment for a diverse population of students.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.
5. Teachers reflect on their practices. ([Link]/ Page/5052, Accessed 02-03-
16)
Table 1: Comparison of the 4 Models on Teacher Effectiveness
Danielson Stronge McREL Marzano
1. Planning and Instructional Planning Teachers facilitate Planning and Preparing
Preparation learning for their
Assessment of/for
students
Learning
Teachers know the
content they teach
2. Instruction Professional Teachers know the Classroom strategies
Knowledge content they teach and behaviors
Instructional Delivery Teachers facilitate
Communication learning for their
students
3. The classroom The Learning Teachers establish a Teachers facilitate
Environment Environment respectful environment learning for their
for a diverse population students
Student Progress of students.
4. Professional Professionalism Teachers demonstrate Collegiality and
Responsibilities leadership Professionalism
Teachers reflect on
their practices
For comparison and details, visit [Link]
Since the main task of the professional teacher is to teach, society demands from him/her
teaching competence. Teaching competence is spelled out in the PPST and in the four models of
effective teaching given in the preceding paragraphs. This means that if he/she has to teach
effectively he/she has to: 1) prepare and plan very well for instruction; 2) execute or deliver that
instruction plan very well because he/she has professional knowledge (mastery of subject matter);
3) create a conducive or favorable learning environment for diverse groups of learners; 4) assess
and report learners' progress; and 5) demonstrate professionalism as he/she deals with superiors,
colleagues, students and parents.
The first step of competent teaching is instructional preparation. This entails clarifying
learning outcomes and choice of appropriate teaching-learning activities and use of assessment
tasks aligned to the learning outcomes to check on learners' progress. The professional teacher
possesses pedagogical content knowledge. He/ She is fully aware that pedagogical content
knowledge (how to teach particular subject matter content) is central to teacher effectiveness.
ROSMAR B. PINAGA, LPT, PHD (CAR)
ASSISTANT PROFESSOR I
Chapter 2: Lesson 2 – The Demands of Society from the Teacher as a Professional and as a Professional
Reference/s: Bilbao, P. P., Corpuz, B. B., Lagua, A. T., & Salandanan, G. G. (2018). The teaching profession (4th ed.). Lorimar Publishing, Inc.
THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)
The PPST, the revised National Competency-Based Teacher Standards (NCBTS), give
the teacher professional competencies in seven domains, 37 strands and 148 performance
indicators for four career stages. According to the PPST, quality teachers in the Philippines need
to possess the following characteristics:
• recognize the importance of mastery of content knowledge and its interconnectedness within and
across curriculum areas, 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 principles 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 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 fulfill 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.
For the 7 domains, 37 strands and 148 performance indicators of the PPST, refer to Appendix L.
Professionalism: The Hallmark of a Professional
No doubt, society expects the teacher as a professional to demonstrate professionalism
in all that he/she does. Professionalism is both a professional and a personal trait.
Professionalism will be discussed again the next lesson on The Demands of Society from
The Teacher as a Person.
The Code of Ethics for Public School Teachers adopted in Section 7 of RA 4670 explains
professional conduct:
It behooves every teacher to assume and maintain professional
attitude to his work and in dealing with his associates in the
profession. It should be his self-imposed duty to constantly improve
himself professionally.
ROSMAR B. PINAGA, LPT, PHD (CAR)
ASSISTANT PROFESSOR I
Chapter 2: Lesson 2 – The Demands of Society from the Teacher as a Professional and as a Professional
Reference/s: Bilbao, P. P., Corpuz, B. B., Lagua, A. T., & Salandanan, G. G. (2018). The teaching profession (4th ed.). Lorimar Publishing, Inc.
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.
SUMMARY
The Filipino teacher is a professional. This means that he/she demonstrates
technical, ethical and moral competence as a result of his/her long years of initial
professional education which led him/her to the earning of a college /university degree
and passing the licensure examinations. He/she goes through continuing professional
development and abides by the Code of Ethics for Professional Teachers.
The Filipino teacher is a professional. This means that he/she possesses
professional competence. This professional competence is demonstrated in his/ her
professionalism, professional knowledge, in creating a favorable learning
environment, in excellent instructional planning, instructional delivery and assessment
practices. It goes without saying that as a professional he/she has mastery of subject
matter.
ROSMAR B. PINAGA, LPT, PHD (CAR)
ASSISTANT PROFESSOR I