Course Title: The Teaching Profession
Course Number: Educ 22
Course Description:
This course deals with the teacher as a person and as a professional within the context of national
and global teachers’ standards and philosophies. It includes an articulation of the rootedness of
education in the philosophical and historical context, the four pillars of learning, 21 st Century skills,
Professional Ethics, core values, professional rights, privileges and responsibilities, and the teacher’s
role in society as an agent of change. It will make use of methods and strategies of teaching that
enhance the development of learners’ life and career skills and higher-order-thinking skills.
At the end of the modules, the students should be able to:
1. demonstrate awareness of existing laws and regulations that apply to the teaching
profession, and become familiar with the responsibilities specified in the Code of
Ethics for Professional Teachers.
2. articulate a personal philosophy of teaching that is learner-centered.
3. demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting
qualities such as a caring attitude, respect and integrity.
4. seek opportunities to establish professional links with colleagues.
5. demonstrate an understanding of how professional reflection and learning can be used to
improve practice.
6. demonstrate motivation to realize professional development goals based on the Philippine
Professional Standards for Teachers.
Module I - Teaching as a Profession
“Without hard work and discipline it is difficult to be a top professional”
A professional is one who conforms to the technical or ethical standards of a profession. So, two elements
of a profession are competence and a Code of Ethics.
The other elements of a profession are:
1. Initial Professional Education- Professionals generally begin their professional lives by
completing a university program in their chosen fields- teacher education, engineering, nursing,
accountancy. This means long and arduous years of preparation. Take note this is just initial,
which means only the beginning because a professional is expected to learn endlessly.
2. Accreditation- University programs are approved by a regulatory body like the Commission on
Higher Education (CHED) in the Philippines to ensure that graduates from these recognized
programs start their professional lives with competence.
5
3. Licensing- Licensing is mandatory, not voluntary and is administered by a government authority
is the Professional Regulation Commission (PRC).
4. Professional development
This is an on-going professional education that maintains or improves professionals’
knowledge and skills after they begin professional practice. In the Philippines this is Continuing
Professional Development mandated by RA 10912, otherwise known as the CPD Act of 2016.
5. Professional Societies
Professionals see themselves as part of a community of like- minded individuals who put
their professional standards above the individual self- interest or their employer’s self- interest.
These professional societies put dedication to the public interest and commitment to moral and
ethical values.
Professional societies define certification criteria manage certification program, establish
accreditation standards and define a code of ethics and disciplinary action for violation of that
code.
6. Code of ethics
Each profession has a code of ethics to ensure that its practitioners behave responsibly. The code
states what professionals should do. Professionals can be ejected from their professional societies
or lose their licenses to practice for violating the code of ethics. (McConnell, Steve, source:
[Link] Alexs brown. com/[Link], retrieved 6-3-18)
The teaching profession is governed by the Code of Ethics for Professional Teachers. Violation of the
Code of Ethics for professional teachers is one of the grounds for the revocation of the professional
teacher’s Certificate of Registration and suspension from the practice of the teaching profession (Sec.23.,
RA.7836).
ACTIVITY: Let’s read these
Teaching as a Profession
Read the following instances when the word “professional” is used. ADD SOME MORE INSTANCES,
IF YOU CAN. As a group, explain what the word “professional” means in each case.
1. One night, cellphones were stolen right there from your home while you were asleep. There was no
indication of forced entry, so you claimed that the manner by which your cellphone was stolen was
highly professional.
2. Father tells floor tile setter home he asked to work on a newly constructed bathroom “ Gusto ko yong
gawang propesyonal, malinis at maganda.”
3. She is highly professional in her ways. She deals with everyone including her daughter- employee
professionally.
4. “How unprofessional of her to act that way. Teacher pa naman din.”
5. Medical doctors, lawyers, education consultants are entitled to professional fees (PF) for expert
services rendered.
6. After his oath taking as a professional teacher, he was congratulated and was told “ nowyou are truly
a professional.”
Historical development of teacher preparation and professionalization in the Philippines
Teaching became a profession in 1976 with PD. [Link] requirement of a licensure examination for
teachers that puts teaching at par with the other professions was enacted only in 1994 with the passing of RA.
7836, otherwise known as The Teachers’ Professionalization Act.
There was no formal preparation for teachers during the pre-Hispanic times. The formal training of teachers
began during the Spanish period when men were trained as maestros by The Jesuits. A few years’ later “maestros”
were also trained. In 1901, a two-year preparation for teachers was given by Philippine Normal School. Then the
two years became four years since the two-year academic preparation was seen inadequate. To ensure quality
teachers and to make teaching at par with other professions, in addition to a four-year teacher education course,
passing a licensure examination was made mandatory by RA. 7836.
TEACHING AS A VOCATION AND MISSSION
Teaching: Mission and/or Job?
If you are doing it only because you are paid for it, it’s a job
6
If you are doing it not only for the pay but also for service, it’s a mission.
If you quit because your boss or colleague criticized you, it’s a job;
If you keep on teaching out of love, it’s a mission.
If you teach because it does not interfere with your other activities, it’s a job;
If you are committed to teaching even if it means letting go of other activities, it’s a mission.
If you quit because no one praises or thanks you for what you do, it’s a job;
If you remain teaching even though nobody recognizes your efforts, it’s a mission.
It’s hard to get excited about a teaching job;
It’s almost impossible not to get excited about a mission.
If our concern is success, it’s a job;
If our concern in teaching is success plus faithfulness in our job, teaching is a mission.
An average school is filled by teachers doing their teaching job;
A great school is filled with teachers involved in a mission of teaching.
*Adapted from Ministry or Job by Anna Sandberg
TEACHING AS A VOCATION
Vocation comes from the Latin word “vocare’ which means to call. Based on the etymology of the word,
vocation, therefore, means a call. If there is a call, there must be a response. For Christians, the Caller is God
Himself. For our brother and sister Muslims, Allah. Believers in the Supreme Being will look at this voiceless call
to have a vertical dimension. For non-believers, the call is also experienced but this may viewed solely along a
horizontal dimension. It is like man calling another man, never a Superior being calling man.
Most often, when people use the word “vocation,” they refer to a religious vocation, like the mother in the
Activity phase of this lesson. Vocation includes other big callings like marriage and single blessedness. It does not
only refer to a religious vocation. It can also refer to a call to do something like to teach, to heal the sick, etc.
Whatever is our calling or station in life, the call is always to serve.
The Christians among you realize that the Bible is full of stories of men and women who were called by
God to do something not for themselves but for others. We know of Abraham, the first one called by God, to
become the father of great nation, the nation of God’s chosen people. We recall Moses who was called while in
Egypt to lead God’s chosen people out of Egypt in order to free them from slavery. In the New Testament, we
know of Mary who was also called by God to become the mother of the Savior, Jesus Christ. In Islam,we are
familiar with Muhammad, the last of the prophets to be called by Allah, to spread the teachings of Allah. All of
them responded positively to God’s call. Buddha must have also heard the call to abandon his royal life in order to
seek the answer to the problem on suffering.
From the eyes of those who believe, it was God who called you to teach, just as God called Abraham,
Moses, and Mary, of the Bible. Among so many, you were called to teach. Like you, these biblical figures did not
also understand the events surrounding their call. But in their great faith, they answered YES. Mary said: “Behold
the handmaid of the lord. Be it done to me according to your word”. (Of course, it is difficult explaining your call
to teach as God’s call for one who, in the first place, denies God’s existence, for this is a matter of faith.) The fact
that you are now in the College of Teacher Education signifies that you said YES to the call to teach. Perhaps you
never dreamt to become one! Teaching must be your vocation, your calling. May this YES response remain a
YES and become even firmer through the years.
TEACHING AS A MISSION
Teaching is also a mission. The word mission comes from the Latin word “mission” which means
“to send.”The Webster’s New Collegiate Dictionary Defines mission as “Task assigned.” You are sent
to accomplish an assigned task.
The phrase “ mission accomplished” from the soldier in the Activity phase of this lesson suggests
that you were sent to do an assigned task, a mission and so if you faithfully accomplish the assigned
task, you proclaim “mission accomplished’.” You responded to the call to be a teacher and so your
mission in the world is to teach, the task entrusted to you in this world. These are how vocation and mission
are related. You were called for a purpose, i.e. to accomplish a mission while on earth which is to teach.
If it is your assigned task then naturally you’ve got to prepare yourself for it. From now on you
cannot take your studies for granted! Your four years of pre-service preparation will equip you with the
knowledge, skills and attitude to become an effective teacher. However, never commit the mistake of
7
culminating your mission preparation at the end of the four year pre-service education. You have
embarked in a mission that calls for a continuing professional development As the saying goes “once a
teacher, forever a student.”( More is said of continuing professional development in the Code of Ethics
for Professional Teachers in chapter 3.)
Flowing from your uniqueness, you are expected to contribute to the betterment of this world in your
own unique way. Your Unique and most significant contribution to the humanization of life on earth in
the field for which you are prepaid- teaching.
What exactly is the mission to teach? It is merely to teach the child fundamental skills or basic r’s of
reading, ‘riting, ‘rithmetic and right conduct? Is it to help the child master the basic skills so he/she can
continue acquiring higher-level skills in order to become a productive member of society? Is it to deposit
facts and other information into the “empty minds” of students to be withdrawn during quizzes and test?
Or is it to “midwife” the birth of ideas latent in the minds of student? Is it to facilitate the maximum
development of his/her potential not only for himself/herself but also for others? In the words of Alfred
North Whitehead, is it to help the child become “the man of culture and of expertise? Or is it “to provide
opportunities for the child’s growth and remove hampering influences” as Bertrand Russell put it? you
will be made to answer this question again when you will be made to write down your philosophy of
education in a later lesson.
To teach is to do all of these and more! To teach is to influence every child entrusted in your care to
become better and happier because life becomes more meaningful. To teach is to help the child become
more human.
Teaching is indeed your mission:
- If you are doing it not only for the pay but also for service,
- If you keep on teaching out of love, it’s a mission.
- If you are committed to teaching even if it means letting go of other activities,
- If you remain teaching even though nobody recognizes your efforts,
It makes you get excited
If your concern is success plus faithfulness, it’s a mission.
Teaching and life of meaning
Want to give your life a meaning? Want to live a purpose-driven life? Spend it passionately in
teaching, the most noble profession. Consider what Dr. Josette T. Biyo, the first Asian teacher to win the
Intel Excellence in Teaching Award in an international competition, said in a speech delivered before a
selected group of teachers, superintendents, DepEd officials and consultants, to wit:
Teaching may not be a lucrative position. It cannot guarantee financial security. It even means
investing your personal time, energy, and resources. Sometimes it means disappointments, heartaches,
and pains. But touching the hearts of people and opening the minds of children can give you joy and
contentment which money could not buy. These are the moments I teach for. These are the moments I
live for.
There may be times, when you feel like giving up (many leave teaching after 3or 5 years for varied
reasons). Remember you responded to the call to teach and that you have accepted the mission to teach.
May you be found faithful to your vacation and mission till the end.
Module 2
THE DEMANDS OF SOCIETY FROM THE TEACHER AS A PROFESSIONAL
INTRODUCTION:
Teachers spend at least 6 hours a day, 5 days a week in 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 for whim 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.
8
Course Title: The Teaching Profession
Course Number: Educ 22
Course Description:
This course deals with the teacher as a person and as a professional within the context of national
and global teachers’ standards and philosophies. It includes an articulation of the rootedness of
education in the philosophical and historical context, the four pillars of learning, 21 st Century skills,
Professional Ethics, core values, professional rights, privileges and responsibilities, and the teacher’s
role in society as an agent of change. It will make use of methods and strategies of teaching that
enhance the development of learners’ life and career skills and higher-order-thinking skills.
At the end of the modules, the students should be able to:
1. demonstrate awareness of existing laws and regulations that apply to the teaching
profession, and become familiar with the responsibilities specified in the Code of
Ethics for Professional Teachers.
2. articulate a personal philosophy of teaching that is learner-centered.
3. demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting
qualities such as a caring attitude, respect and integrity.
4. seek opportunities to establish professional links with colleagues.
5. demonstrate an understanding of how professional reflection and learning can be used to
improve practice.
6. demonstrate motivation to realize professional development goals based on the Philippine
Professional Standards for Teachers.
Module I - Teaching as a Profession
“Without hard work and discipline it is difficult to be a top professional”
A professional is one who conforms to the technical or ethical standards of a profession. So, two elements
of a profession are competence and a Code of Ethics.
The other elements of a profession are:
1. Initial Professional Education- Professionals generally begin their professional lives by
completing a university program in their chosen fields- teacher education, engineering, nursing,
accountancy. This means long and arduous years of preparation. Take note this is just initial,
which means only the beginning because a professional is expected to learn endlessly.
2. Accreditation- University programs are approved by a regulatory body like the Commission on
Higher Education (CHED) in the Philippines to ensure that graduates from these recognized
programs start their professional lives with competence.
5
3. Licensing- Licensing is mandatory, not voluntary and is administered by a government authority
is the Professional Regulation Commission (PRC).
4. Professional development
This is an on-going professional education that maintains or improves professionals’
knowledge and skills after they begin professional practice. In the Philippines this is Continuing
Professional Development mandated by RA 10912, otherwise known as the CPD Act of 2016.
5. Professional Societies
Professionals see themselves as part of a community of like- minded individuals who put
their professional standards above the individual self- interest or their employer’s self- interest.
These professional societies put dedication to the public interest and commitment to moral and
ethical values.
Professional societies define certification criteria manage certification program, establish
accreditation standards and define a code of ethics and disciplinary action for violation of that
code.
6. Code of ethics
Each profession has a code of ethics to ensure that its practitioners behave responsibly. The code
states what professionals should do. Professionals can be ejected from their professional societies
or lose their licenses to practice for violating the code of ethics. (McConnell, Steve, source:
[Link] Alexs brown. com/[Link], retrieved 6-3-18)
The teaching profession is governed by the Code of Ethics for Professional Teachers. Violation of the
Code of Ethics for professional teachers is one of the grounds for the revocation of the professional
teacher’s Certificate of Registration and suspension from the practice of the teaching profession (Sec.23.,
RA.7836).
ACTIVITY: Let’s read these
Teaching as a Profession
Read the following instances when the word “professional” is used. ADD SOME MORE INSTANCES,
IF YOU CAN. As a group, explain what the word “professional” means in each case.
1. One night, cellphones were stolen right there from your home while you were asleep. There was no
indication of forced entry, so you claimed that the manner by which your cellphone was stolen was
highly professional.
2. Father tells floor tile setter home he asked to work on a newly constructed bathroom “ Gusto ko yong
gawang propesyonal, malinis at maganda.”
3. She is highly professional in her ways. She deals with everyone including her daughter- employee
professionally.
4. “How unprofessional of her to act that way. Teacher pa naman din.”
5. Medical doctors, lawyers, education consultants are entitled to professional fees (PF) for expert
services rendered.
6. After his oath taking as a professional teacher, he was congratulated and was told “ nowyou are truly
a professional.”
Historical development of teacher preparation and professionalization in the Philippines
Teaching became a profession in 1976 with PD. [Link] requirement of a licensure examination for
teachers that puts teaching at par with the other professions was enacted only in 1994 with the passing of RA.
7836, otherwise known as The Teachers’ Professionalization Act.
There was no formal preparation for teachers during the pre-Hispanic times. The formal training of teachers
began during the Spanish period when men were trained as maestros by The Jesuits. A few years’ later “maestros”
were also trained. In 1901, a two-year preparation for teachers was given by Philippine Normal School. Then the
two years became four years since the two-year academic preparation was seen inadequate. To ensure quality
teachers and to make teaching at par with other professions, in addition to a four-year teacher education course,
passing a licensure examination was made mandatory by RA. 7836.
TEACHING AS A VOCATION AND MISSSION
Teaching: Mission and/or Job?
If you are doing it only because you are paid for it, it’s a job
6
If you are doing it not only for the pay but also for service, it’s a mission.
If you quit because your boss or colleague criticized you, it’s a job;
If you keep on teaching out of love, it’s a mission.
If you teach because it does not interfere with your other activities, it’s a job;
If you are committed to teaching even if it means letting go of other activities, it’s a mission.
If you quit because no one praises or thanks you for what you do, it’s a job;
If you remain teaching even though nobody recognizes your efforts, it’s a mission.
It’s hard to get excited about a teaching job;
It’s almost impossible not to get excited about a mission.
If our concern is success, it’s a job;
If our concern in teaching is success plus faithfulness in our job, teaching is a mission.
An average school is filled by teachers doing their teaching job;
A great school is filled with teachers involved in a mission of teaching.
*Adapted from Ministry or Job by Anna Sandberg
TEACHING AS A VOCATION
Vocation comes from the Latin word “vocare’ which means to call. Based on the etymology of the word,
vocation, therefore, means a call. If there is a call, there must be a response. For Christians, the Caller is God
Himself. For our brother and sister Muslims, Allah. Believers in the Supreme Being will look at this voiceless call
to have a vertical dimension. For non-believers, the call is also experienced but this may viewed solely along a
horizontal dimension. It is like man calling another man, never a Superior being calling man.
Most often, when people use the word “vocation,” they refer to a religious vocation, like the mother in the
Activity phase of this lesson. Vocation includes other big callings like marriage and single blessedness. It does not
only refer to a religious vocation. It can also refer to a call to do something like to teach, to heal the sick, etc.
Whatever is our calling or station in life, the call is always to serve.
The Christians among you realize that the Bible is full of stories of men and women who were called by
God to do something not for themselves but for others. We know of Abraham, the first one called by God, to
become the father of great nation, the nation of God’s chosen people. We recall Moses who was called while in
Egypt to lead God’s chosen people out of Egypt in order to free them from slavery. In the New Testament, we
know of Mary who was also called by God to become the mother of the Savior, Jesus Christ. In Islam,we are
familiar with Muhammad, the last of the prophets to be called by Allah, to spread the teachings of Allah. All of
them responded positively to God’s call. Buddha must have also heard the call to abandon his royal life in order to
seek the answer to the problem on suffering.
From the eyes of those who believe, it was God who called you to teach, just as God called Abraham,
Moses, and Mary, of the Bible. Among so many, you were called to teach. Like you, these biblical figures did not
also understand the events surrounding their call. But in their great faith, they answered YES. Mary said: “Behold
the handmaid of the lord. Be it done to me according to your word”. (Of course, it is difficult explaining your call
to teach as God’s call for one who, in the first place, denies God’s existence, for this is a matter of faith.) The fact
that you are now in the College of Teacher Education signifies that you said YES to the call to teach. Perhaps you
never dreamt to become one! Teaching must be your vocation, your calling. May this YES response remain a
YES and become even firmer through the years.
TEACHING AS A MISSION
Teaching is also a mission. The word mission comes from the Latin word “mission” which means
“to send.”The Webster’s New Collegiate Dictionary Defines mission as “Task assigned.” You are sent
to accomplish an assigned task.
The phrase “ mission accomplished” from the soldier in the Activity phase of this lesson suggests
that you were sent to do an assigned task, a mission and so if you faithfully accomplish the assigned
task, you proclaim “mission accomplished’.” You responded to the call to be a teacher and so your
mission in the world is to teach, the task entrusted to you in this world. These are how vocation and mission
are related. You were called for a purpose, i.e. to accomplish a mission while on earth which is to teach.
If it is your assigned task then naturally you’ve got to prepare yourself for it. From now on you
cannot take your studies for granted! Your four years of pre-service preparation will equip you with the
knowledge, skills and attitude to become an effective teacher. However, never commit the mistake of
7
culminating your mission preparation at the end of the four year pre-service education. You have
embarked in a mission that calls for a continuing professional development As the saying goes “once a
teacher, forever a student.”( More is said of continuing professional development in the Code of Ethics
for Professional Teachers in chapter 3.)
Flowing from your uniqueness, you are expected to contribute to the betterment of this world in your
own unique way. Your Unique and most significant contribution to the humanization of life on earth in
the field for which you are prepaid- teaching.
What exactly is the mission to teach? It is merely to teach the child fundamental skills or basic r’s of
reading, ‘riting, ‘rithmetic and right conduct? Is it to help the child master the basic skills so he/she can
continue acquiring higher-level skills in order to become a productive member of society? Is it to deposit
facts and other information into the “empty minds” of students to be withdrawn during quizzes and test?
Or is it to “midwife” the birth of ideas latent in the minds of student? Is it to facilitate the maximum
development of his/her potential not only for himself/herself but also for others? In the words of Alfred
North Whitehead, is it to help the child become “the man of culture and of expertise? Or is it “to provide
opportunities for the child’s growth and remove hampering influences” as Bertrand Russell put it? you
will be made to answer this question again when you will be made to write down your philosophy of
education in a later lesson.
To teach is to do all of these and more! To teach is to influence every child entrusted in your care to
become better and happier because life becomes more meaningful. To teach is to help the child become
more human.
Teaching is indeed your mission:
- If you are doing it not only for the pay but also for service,
- If you keep on teaching out of love, it’s a mission.
- If you are committed to teaching even if it means letting go of other activities,
- If you remain teaching even though nobody recognizes your efforts,
It makes you get excited
If your concern is success plus faithfulness, it’s a mission.
Teaching and life of meaning
Want to give your life a meaning? Want to live a purpose-driven life? Spend it passionately in
teaching, the most noble profession. Consider what Dr. Josette T. Biyo, the first Asian teacher to win the
Intel Excellence in Teaching Award in an international competition, said in a speech delivered before a
selected group of teachers, superintendents, DepEd officials and consultants, to wit:
Teaching may not be a lucrative position. It cannot guarantee financial security. It even means
investing your personal time, energy, and resources. Sometimes it means disappointments, heartaches,
and pains. But touching the hearts of people and opening the minds of children can give you joy and
contentment which money could not buy. These are the moments I teach for. These are the moments I
live for.
There may be times, when you feel like giving up (many leave teaching after 3or 5 years for varied
reasons). Remember you responded to the call to teach and that you have accepted the mission to teach.
May you be found faithful to your vacation and mission till the end.
Module 2
THE DEMANDS OF SOCIETY FROM THE TEACHER AS A PROFESSIONAL
INTRODUCTION:
Teachers spend at least 6 hours a day, 5 days a week in 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 for whim 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.
8
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:
Learning is gained 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 result 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 and competencies? Let us
present the lists of competencies from four (4) authors after this activity.
The Teacher as a Professional
In lesson 2, we discussed the elements of a profession then we examined teaching against these elements.
Teaching fulfils 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 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.
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 Casual Teacher Evaluation Model of four domains:
1. Classroom strategies and behaviours-
- Involve routine events such as communicating learning goals and feedback and establishing rules and
procedures
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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:
Learning is gained 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 result 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 and competencies? Let us
present the lists of competencies from four (4) authors after this activity.
The Teacher as a Professional
In lesson 2, we discussed the elements of a profession then we examined teaching against these elements.
Teaching fulfils 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 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.
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 Casual Teacher Evaluation Model of four domains:
1. Classroom strategies and behaviours-
- Involve routine events such as communicating learning goals and feedback and establishing rules and
procedures
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- 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:[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 teacher
-maintaining accurate records
-communicating with families
-participating in the professional community
-growing professionally
-showing professionalism (Source: [Link]/wp-content/uploads/[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
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)
D. Teacher evaluation Standards- the McREL model (Mid-continent Research for Education and Learning
1. Teachers demonstrate leadership
- Lead in their classroom
- Demonstrate leadership in the school
- Lead the teaching profession
- Advocate for schools and students
- Demonstrate high ethical standards
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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 [Link] of the 4 Models on Teacher Effectiveness
Danielson Stronge McREL Marzano
[Link] and Instructional Planning Teachers facilitate learning for Planning and preparing
Preparation their students.
Assessment of/for Learning Teachers know the content they
teach
[Link] Professional Knowledge Teachers know the content they Classroom strategies and
teach behavior
Instructional Delivery
Teachers facilitate learning for
Communication their students
[Link] Classroom The Learning Teachers establish a respectful Teachers facilitate
Environment Environment environment for a diverse learning for their
Student Progress population of students students.
[Link] Professionalism Teachers demonstrate leadership. Collegiality and
Responsibilities Professionalism
Teachers reflect on their
practices
Module 3
THE DEMANDS OF SOCIETY FROM THE TEACHER AS A PERSON
Introduction
I am only a teacher!” Often times this is what we hear when a teacher herself/himself amidst a
group of professionals like doctors, lawyers, nurses, accountants, engineers etc. And yet, admittedly, so
much is expected or demanded of a teacher. More than any other professional, teachers are subjected to
scrutiny to the minutest detail by those they associate with. Teachers are judged more strictly than other
professionals. When a teacher fails to meet expectations of the public, like when she wears an ultra mini
skirt or fails to pay debt on time, the remark from the scrutinizing eye of the public is “teacher pa man
din,” ( To think that he/she is a teacher).
What are the demands of the teaching profession from the teacher as a person? This can be re-
stated as “ what personal qualities or attributes of teachers are demanded by the teaching profession” or”
what personal traits must a teacher possess in order to function well as a professional teacher? Referring
to the professional teacher, the Code of Ethics gives big words like “possesses dignity and reputation,
with high moral values....adheres to, observes and practices a set of ethical and moral principles,
standards and values.” What are these big words in more specific teacher attributes? Let’s find out in
this lesson.
The qualities of your favourite teachers may not be very far from one another. Let’s compare them
with the twelve (12) characteristics of an effective teacher gathered from a fifteen- year longitudinal
qualitative study on more than one thousand essays of teacher education students. (Walker, Robert, J.
Twelve Characteristics of an Effective Teacher: A longitudinal, Qualitative, Quasi-Research Study of
In-Service and Pre-Service Teachers’:
1. Prepared- come to class each day ready to teach
2. Positive- have optimistic attitudes about teaching and about students
3. Hold high expectations- set no limits on students and believe everyone can be successful
4. Creative- are resourceful and inventive in how they teach their classes
5. Fair- handle students and grading fairly
6. Display a personal touch- approachable
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7. Cultivate a sense of belonging- have a way to make students feel welcome and comfortable in their
classrooms
8. Compassionate- are concerned about student’s personal problems and can relate to them and their
problems
9. Have a sense of humor - make learning fun and do not take everything seriously
10. Respect students- do not deliberately embarrass students; teachers who give the highest respect get the
highest respect
11. Forgiving- do not hold grudges
12. Admit mistake- quick to admit being wrong
These twelve traits of good teachers are the same traits given by the students of these writers every time they
asked various classes to list down traits of effective teachers. The most common word given is caring. A caring
teacher is fair. He/she displays a personal touch and so is approachable. He/ She makes every learner belong and
feel welcome. He/ She feels with his/her students and so is compassionate. He/ She is forgiving, does not keep
grudges against learners. He/ She is humble enough to admit mistakes. Because he/she cares, goes to class
prepared. He/ She believes in his/ her students and so sets high expectations. He/ She cares that students learn and
so makes learning fun by injecting humor. His/ Her genuine care for learners is grounded on his/ her great respect
for every learner.
Professionalism
Professionalism is something demanded of teachers both as professionals and as persons. Professionalism
is succinctly described in Article XI of the Code of Ethics for Professional Teachers, to wit.
Section 1.A teacher shall live with dignity at all times.
Section 2.A teacher shall place premium upon self- respect and self-discipline as the principle as the
principle of personal behavior in all relationships with others and in all situations.
Section 3.A teacher shall maintain at all times a dignified personality which could serve as model worthy
of emulation by learners, peers, and others.
Section 4.A teacher shall always recognize the almighty God of being as guide of his own destiny and of
the destinies of men and nations.
The Code of Ethics for public school teachers adopted in Section 7 of Republic Act 4670 cites integrity as
one essential trait of a professional teacher. This is given below:
C. INTEGRITY: Since the teacher’s work is not confined merely to the development of certain fundamental skills
and abilities encompassed by the teaching of the 3R’ s but also includes the development of desirable habits and
attitudes that go into the formation of character, his manner of living should provide a worthy example for his
pupils and students to emulate for his fellow teachers to be proud of, and for the community to feel as being
enriched by it.
The personal traits cited above as attributes expected of teachers as persons are all included in the big
words- “ live with dignity,” “ premium on self-respect and self-discipline,” “model, worthy of emulation” found
in the Code Of Ethics of Professional Teachers. They are not only personal traits, they are also professional traits
expected of teacher. In one word, these are all manifestations of professionalism, the hallmark of a professional.
APPLICATION: LET’S APPLY WHAT YOU LEARNED
1. Read this poem “ You are a Teacher” then answer the following questions on page 42:
YOU ARE A TEACHER
If I speak interestingly, effectively, and well,
But do not understand my students
I am a noisy gong or a clanging cymbal.
If I know all of the methods and techniques of teaching,
If I have complete faith that they will work,
So that I use them completely,
But think only of materials or techniques
Instead of how they can help my students,
I count for nothing.
If I go the second mile in my teaching,
Give up many activities,
But do it without understanding,
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