Teaching as a Profession

• Professional: implies one who possesses skill and competence/expertise.

• Highly Professional/Unprofessional: imply a code of ethics by which a

professional person abide.

• Professional: one who conforms to the technical or ethical standards of profession.

• Two Elements of Profession: competence and A Code of Ethics.

• Other Elements of Profession:

o Initial Professional Education: Professionals generally begin their
professional lives by completing a university program in their chosen fields.
o Accreditation: University programs are approved by a regulatory body like
the Commission on Higher Education (CHEd) in the Philippines.
o Licensing: a mandatory, not voluntary and is administered by a government
authority (Professional Regulation Commission in the Philippines).
o Professional Development: an ongoing professional education that
maintains or improves professionals’ knowledge and skills after they begin
professional practice.
o Professional Societies: put dedication to the public interest and
commitment to moral and ethical values.
o Code of Ethics: Each profession has a code of ethics to ensure that its
practitioners behave responsibly.

ponsibly.

o Historical Development in the Philippines:

▪ Presidential Decree 1006: Decree Professionalizing Teaching issued by
President Ferdinand E. Marcos in 1976.
▪ R.A. 7836: Philippine Teachers Professionalization Act of 1994, which
promoted quality education by proper supervision and regulation of the
licensure examination.

The Teacher Roles: "Different hats for different occasions"

▪ The Teacher as a community link: participates actively in the life of the

community; interprets the school program to the public; brings parents to
participate in school activities.
 ▪ The teacher as a counselor: establishes effective relationship with the individual
student; guides students in understanding himself; assists students in finding
solutions to their own problems.
▪ The teacher as a decision-maker: decides on objectives, type of instructional
program, body of information to be conveyed, and effective methods.
▪ The teacher as a director of learning: plans and organizes learning activities; leads
students through learning episodes; appraises effectiveness.
▪ The teacher as an information processor: analyzes information and events and
makes it learnable; facilitates its comprehension.
▪ The teacher as a judge of achievement: defines ability levels of students;
evaluates levels of achievement; determines who will be promoted.
▪ The teacher as a knower: masters the subject matter; provides accurate
information; readily answers students’ questions.
▪ The teacher as a mediator of culture: articulates social, political, and economical
traditions; develops cultural values; transmits culture.
▪ The teacher as a model for the youth: exemplifies scholarship and ideals valued
by society; demonstrates acceptable sets of values.
▪ The teacher as moralist: develops a functional moral and ethical code; creates
acceptable moral atmosphere.
▪ The teacher as a person of culture: possesses a broad general cultural education;
demonstrates adequate skills in language; appreciates arts and literature.
▪ The teacher as a pioneer in the world of ideas: carries students to new insights;
leads children to wide ranging and unlimited inquiry.

The Teacher as a Person and as a Professional

▪ Twelve (12) Characteristics of an Effective Teacher (Dr. Robert Walker, 2008):

1. Always prepared: comes to class prepared; no time is wasted.
2. Exudes positivity: shows optimism on teaching and the students.
3. Holds high expectations: believes in students’ capacity to succeed; gives
challenging tasks.
4. Demonstrates creativity: never runs out of novel ideas.
5. Exercises fairness: treats everybody in class fairly and justly.
6. Displays personal touch: connects with the students personally.
7. Cultivates a sense of belonging: makes students feel welcome and
comfortable.
8. Shows compassion: shows concern on student’s personal problems.
9. Possesses sense of humor: makes learning fun and enjoyable.
10. Respects students: a teacher who respects the students receives the same
in return.
11. Models forgiveness: does not harbor ill feelings; forgives shortcomings.
12. Admits mistakes: admits when they are wrong.

The Demands of Society from the Teacher as a Professional

 • “Teachers have tremendous power to influence students.”
• 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.
• 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.
• The ineffective teacher adversely affects the learning of both good and the not
so good student.
• 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 word ‘teacher’ suggests that the main responsibility of the professional
teachers is to teach. The teacher’s primary costumer is the learner.”

Robert Marzano’s Casual Teacher Evaluation Model of Four Domains

• 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.
• 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.
• Reflection on Teaching - evaluating personal performance such as identifying
area of pedagogical strengths and weaknesses; developing, implementing and
monitoring a professional growth plan.
• Collegiality and Professionalism - promoting positive interactions with
colleagues, students, and parents; seeking mentorship areas of need/interest;
mentoring other teachers and sharing ideas and strategies; adhering to school
rules and procedures, and participating in school initiatives.

Charlotte Danielson Framework for Teaching

• Planning and Preparation

• The Class Environment
• Instruction
• Professional Responsibilities - reflecting on teaching, maintaining accurate
records, communicating with families, participating in the professional
community, growing professionally, showing professionalism.
James Stronge’s Teacher Effectiveness Performance Evaluation System (TEPES) Seven
Performance Standards

• Professional Knowledge
• Instructional Planning
• Instructional Delivery
• Assessment of/for Learning
• The Learning Environment
• Professionalism - maintains a commitment to professional ethics,
communicates effectively and takes responsibility for and participates in
professional growth that results in enhanced learning.
• Student Progress - the work of the teacher results in acceptable, measurable
and appropriate student academic progress.

Teacher Evaluation Standards - The McREL Model

• 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.
• Teachers establish a respectful environment for a diverse population of
students.
• Teachers know the content they teach.
• Teachers facilitate learning for their students.
• Teachers reflect on their practices.

The Philippine Professional Standards for Teachers (PPST)

• The PPST, the revised National Competency-Based Teacher Standards (NCBTS),

give the teacher professional competencies in seven (7) domains, 37 strands
and 148 performance indicators for four career stages.
• Quality teachers in the Philippines need to 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 linked teaching and learning in
the classroom to the experiences, interests and aspirations of the wider school
community and other key stakeholders.
• They stand 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.