Republic of the Philippines
UNIVERSITY OF SOUTHERN MINDANAO- KIDAPAWAN CITY CAMPUS
Sudapin, Kidapawan City, North Cotabato
Prof Ed 121: The Teaching Profession
CHAPTER 7 - Continuing Professional Development: The Lifeblood of the Teaching Profession
OBJECTIVES:
a. Explain why CPD is necessary for professional teachers.
The Historical and Legal Bases of Continuing Professional Development in the Philippines
Before the enactment of this CPD Act of 2016, CPD was already allude to in the 1987 Philippine Constitution. No less
than the fundamental law of the land, Section 5, Paragraph 4, states: “The State shall enhance the right of teachers to
professional advancement.”
Other laws also cited continuing professional development, as follows:
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 for all personnel of the Department..
Section 7, E states, to wit, “.. Consistent with the national educational policies plans and standards, the school heads
shall have authority, accountability and responsibility for… encouraging staff development.” (Underscoring mine)
3. R.A. 7836, the Teachers’ Professionalization Act, also provided for mandatory Continuing Professional Education
(CPE), now referred to as Continuing Professional Development (CPD), to wit:
To encourage continuing professional growth and development and to provide additional basis for merit promotion,
in addition to their performance rating, teachers may take an oral and written examination at least once in five (5)
years as basis merit promotion. In taking this examination, no fee shall required. (Sec. 19. Periodic Merit
Examination of Teachers)
Unfortunately, due to lack of funding, the merit examination has not been implemented up to the writing time.
The same RA. 7836 states:
Unjustified or wilful 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).
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 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 Education (CPE) Programs of the Various Professional Regulation Commission (PRC). This was signed
and issued by the Office of then President Fidel V. Ramos on July 25,1995, to wit:
The completion by the professional licensees of the Continuing Professional Education (CPE) programs adopted
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 professional who undertake the CPE programs are enabled not only to upgrade or improve their
technical knowledge 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;
Reference: Bilbao, P et al. 2018. The Teaching Profession: 4 th Edition. Lorimar Publishing Inc. Quezon City, Philippines.
6. R.A. 10912, Continuing Professional Development Act of 2016 – With the enactment of this law, CPD for all the forty
– three (43) profession regulated by PRC including the teaching profession has become mandatory.
The Salient Provisions of RA 10912, The Continuing Professional Development Act 2016
The purposes of CPD for professionals are stated in RA 10912, Article 1 Declaration of Policy.
It is hereby declared the policy of the state to promote and upgrade the practice of professions in the country.
Towards this end, the State shall institute measures that will continuously improve the competence of the
professionals in accordance with the international standards of practice, thereby ensuring their contribution in uplifting
the general welfare, economic growth and development of the nation.
Number of CPD Units Required
For the professional teacher’s group, based on Professional Regulatory Board for Professional Teachers Resolution
No. 11, series of 2017, the following credit units are required:
Period No. of Credit Units Required
December 2017 15 Credit units
January – December 2018 30 Credit units
January 2019 onwards 45 Credit units
Four Ways By Which Professional Teacher Can Earn Credit Units
1) Professional track – This includes trainings provided by CPD providers accredited by PRC. You can earn credit units
as a participant to a training approved by the CPD Council. You can earn more credit units if you serve as a resource
speaker, trainer or demonstration teacher.
2) Academic track – This refers to the completion of a Master’s degree, completion of candidacy to the doctorate
program, completion of the doctorate program, completion of post – doctoral diploma, and being a recipient of a
professorial chair grant, and/ or fellowship grant. Take note that ONLY COMPLETION of the Master’s degree is given
full credit unit of 4.5. 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.
3) Self – directed track – This includes trainings offered by non-accredited CPD providers. It refers to “learning
activities such as online training, local/international seminars/nondegree courses, institution/company-sponsored
training programs and the like which did not undergo CPD accreditation but may be applied for and awarded CPD
units by the respective CPD Councils.
4) Productive Scholarship – This means that the professional teacher has developed program/training module,
curriculum guide or any other resource material. Or the professional teacher has written an article in a professional
teacher has written an article in a professional magazine or a technical/research paper and even better if that
technical paper is published in refereed/peer – reviewed professional journal.
Continuing Professional Development 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.
Templates for a CPD Plan
Teacher’s Individual Plan for professional Development (IPPD) – template used in the Public Schools.
Objectives Methods/ Strategies Resources Time Frame Success Indicator
What competence What professional What will I do to When do I expect to What PPST compe What learners
will I enhance? activity will I access resources? have accomplished tence would I have performances
undertake to enhances? would have been
achieve my improved?
objective?
What com- What professional What will I do to When do I expect What PPST What learners
petence will I activity will I access resources? to have competence performances
enhance? undertake to accomplished would I would have been
achieve my have enhanced? improved?
objective?
Classroom Obtain trainings and Ask for training (Based on your own KRA 2 Academic
Management seminars and seminars decision) Learning Performance
environment and
diversity of
learners
Characteristic of Effective CPD
Continuous; Collaborative; Focused on a specific teacher need; Job-embedded; Given enough time; and Funded
Reference: Bilbao, P et al. 2018. The Teaching Profession: 4 th Edition. Lorimar Publishing Inc. Quezon City, Philippines.
Personal CPD Plan(template used by others)
Training Objective Activity Resources Needed Time Frame Expected Expected
Need Output Outcome
What do I What should What activity Human Material When am I What results
need to I do to should I supposed to does this activity
improve my address my undergo to Whose help do What have have on my
teaching? need? address my I need to materials or addressed my teaching and my
need? address my how much need? students
need? cash do I need learning?
to address my
need?
Preparation To make PP Tutorial IT teacher, Laptop May 5 PPs More interesting
of PP for at least 5 expert LCD 2018 and more
lessons concrete lesson
presentation
and improved
student’s scores
Learning from CPD practices of High Performing Countries
Let us learn from 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.
For PD, Singapore has 1) Teacher – Researcher Networks, 2) Lesson study and other forms of “Learning Circles”.
The teacher–researcher network follow these steps:
a. Identification and definition of a problem;
b. Planning for improvement;
c. Implementation of teaching/learning activities;
d. Observation of results (data collection); and
e. Reflection on the outcomes.
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.
This consist of four cyclical phases (Tan, 2014):
1. Study phase – Teachers analyse the curriculum to be taught and formulate long-term teaching and learning goals;
2. Planning phase – Teachers select lessons for research, predict student difficulties, plan the implementation of
specific lessons for data collection;
3. Analysis phase – Teachers observe and discuss the classroom evidence collected (e.g., videos, student written
work);
4. Reflection phase – Teachers discuss student learning and identify new areas for further inquiry.
CPD in Finland
Teachers in Finland meet one afternoon each week to jointly plan and develop curriculum. They are encourage to
work together to share materials.
CPD in Japan
Every teacher periodically prepares a best possible lesson that demonstrates strategies to achieve a specific goal
(e.g students becoming active problem-solvers or students learning more from each other) in collaboration with other
colleagues.
A group of teachers observe while the lesson is taught and usually record the lesson in a number of ways, including
videotapes, audiotapes, and narrative and/or checklist observations that focus on areas of interest to the instructing of
the teacher. (e.g., how many students 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 given by another teacher only a few days later and observed and discussed again.
CPD in New Zealand
In New Zealand, the Ministry of Education gives funds for 20 percent release time for new teachers and 10 percent
release time for second-year teacher Ministry of Education to observe other teachers, attend professional development
activities, courses and work curriculum. Mentor teachers deliberately spend time to observe and confer with beginning
teachers.
Prepared by: Ms. Shara Joy P. Constantinopla
Reference: Bilbao, P et al. 2018. The Teaching Profession: 4 th Edition. Lorimar Publishing Inc. Quezon City, Philippines.
