THE TEACHING

PROFESSION

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 COURSE OUTLINE

CORE 112 – The Teaching Profession

DURATION TOPICS / ACTIVITIES

Class Orientation

Chapter I: The teacher as person in the society

1. The teacher as individual person

Week 1-2 2. The teacher as a professional
3. The teacher as a community leader and a social advocate
4. The teacher as a model of good character
5. The teacher as an expert
 Activity 1

Chapter 2: General Domains of teaching competence

1. Educational Foundations
Week 3-4 2. Learning environment
3. Diversity of learners
4. Curriculum and instruction
 Activity 2

Chapter 3: Professional Standards for Teachers in the

Philippines

1. Content knowledge and pedagogy

Week 5-6 2. Curriculum and Planning
3. Assessment and reporting
4. Community linkages and professional engagements
5. Professional growth and professional development
 Activity 3

Chapter V: Educating the world

1. Education and globalization

Week 7-10 2. Education system’s response globalization
3. Competencies for global teachers
 Activity 4

Chapter VI: Legal Bases of the Teaching Profession

Week 11-15
1. Article XIV of the 1987 Phil. Constitution
2. Republic Act 7836

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3. Republic Act 232
4. Republic Act 9293
5. Republic Act 10533
6. Republict Act 4670

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WEEK 1-2 LESSONS

Desired Learning outcome/s:

 Identify several roles performed by teachers in the society.

 Discuss the values of teachers as community leaders.
 Appreciate the role of teachers in the society.

THE TEACHER AS PERSON IN THE SOCIETY

A. The teacher as an Individual Person

Understanding the teaching propfession requires deeper appreciation of the lives of teachers as
individuals in the society. Teachers are given high reghard in society for the multiple roles they
perform aside from teacahing.As society becomes more complex ans its value become more
pluralistic.

Cohen, Manion, and Morisson pointed out that teachiung is mnore than just a simple job. Some
people, especially those who choose it to be their profession, regard teaching as a higher calling and
commitment to make positive change in the societyand in the lives of people.

1. Teacher have different talents and skills

It is always desirable for teachers to possess various skills and talenst that they can use and share as
they perform their teaching task. Some teachers are also good in various types of perform9ing arts.
They organize theatre groups, teach different dance forms and other performing arts.

These special talents and skills that teachers are blessed with are useful in fulfilling their noble task of
molding their minds and character of future generations of leaders, professionals, and responsible
citizens. A creative way to describe the talents and skills of a teacher is a simple written piece about
“The body parts of a teacher.”

a. Brain-to always think critically and creative

b. Eyes-to see the individual needs, strength, and nature of each students.
c. Eras-to listen to students’ ideas and concerns.
d. Hands-to guide students and show the right direction
e. Heart-to love all students regardless of who and what they are
f. Mouth-to speak the truth, discuss knowledge, and speak wisdom to students
g. Feet-to walk with students, explore the surroundings, and discover new knowledge and
information.
h. Nose-to breathes deeply and relaxes when feeling tired or pressured.

2. Teachers have different needs

Teachers have needs to be fulfilled every day. They have emotional, social, spiritual, physical, and
economic needs, but many times, their call to duty make them set aside their individual needs.

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  TEACHGERS HAVE ECONOMIC NEEDS. In television and newspaper, we hear about
teachers join ing rallies to increase their salaries and to fight for their rights. This is because
the slary7 they receive is not tantamount to the enormous tasks they have to do inside and
outside school.
 TEACHERS NEED SECURITY AND JUSTICE. Some teachers suffer from the perils of
injustice. Some are victims of kidnapping by lawless group while some are victims of school
officials, too. Teachers need to be free from the stress of school politics.
 TEACHERS NEED TO RECOGNIZE AND APPRECIATED. This does not mean they want
appreciation for the services they render. It only means that people must be more
understanding of the life and duty of a teacher.
 TACHER NEDS SPIRITUAL SUPPORT. The taskjs of a teacher are heavy to bear
considering all the demands of their job and all the unnecessary stress they experience.
Every day, they are molding they minds of the next generation’s leaders and citizens. In
doing these tasks, teachers need some form of spiritual guidance and inspiration regardless
of their religion.
 TEACHERS NEED ROLE CLARITY. Another recurring need of teachers has been to identify
the various roles he/she has to perform, to explore how clear the expectations for each role
are (role clarity), and to understand possible tensions between different role.
 TEACHERS HAVE SOCIAL NEEDS. They need to socialize in society to know people and
understand the social realities experienced by students every day. As an agent of society,
teachers need to have good relationship with other social agencies and groups. They need to
build good relationship with families, community leaders, and other professionals.
 TEACHER NEED TO COPE WITH VARIOUS CHALLENGES AND CHANGES. The teaching
profession requires teachers to respond to different challenges and changes brought by
information technology, changing social values system, economic challenges, and cultural
diversity. Changes can provide opportunities to innovate and can act as an important catalyst
for a critical reflection of established practices.—

3. Teachers have individual Rights

All human are entitled to enjoy specific rights. These human rights are enshrined in the UNITED
NATIONS UNIVERSAL DECLARATION OF HUMAN RIGHTS and in Article III of the 1987 Philippine
Constitution. As an individual, every teacher is entitled to enjoy all human rights identified by the
state.

The manual of Regulations for private school teachers and the Magna Carta for Public school
teachers also guarantee that all teachers enjoy their rights and ensure justice in the conduct of their
duties as professionals. They are free to organize or join a professional organization that guarantees
their voices and opinion to be heard and respected.

B. The Teacher as A professional

By virt5ue of republic Act 7836, amended by Republic Act 9293, teaching was professionalized
and thereby6 requiring teachers to taker the Licensure Exam for Teachers (LET). As
professionals, teachers are bound to perform specific duties to the society specially to schools
And students guided by a professional code of ethics.

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 The following are the 7 R’s that professional teachers need to do and to learn as professionals.

 Remember – to perform your duties with high degree of professionalism. A teacher should
not allow his or her integrity to be destroyed due to personal greed and bad politics. Teachers
should avoid cheating their students’ grades and practice favouritism in their classes.
 Respond – to the needs of each students with utmost level concern to the welfare and well-
being of each student.
 Recognize – that as a professionals, you must continuously seek professional career
advancements through joining professional associations, attending continuing educational
activities for teachers, and doing graduates studies.
 Reawaken – your passion and sense of mission to serve all types of learners regardless of
their religion, socio-economic status, gender, race, intellectual ability, and learning modalities.
 Renew – your commitment to help each learner to learn in order to have a better future. A
teacher must believe that each learner can have a good future if he/she equips each learner
with the right knowledge and skills that each learner may use in the future.
 Re-evaluate – you attitudes towards students and your work ethics.
 Relearn, learn, and unlearn – many things to keep you updated with new knowledge and
information. A teacher must be always active in the business of life-long learning.

C. The teacher as a community leader and social advocates

Educators play an important role in the development of people and communities. Jan and Ed Philpot
concretized this idea by encouraging a stronger link between home, school, and community through
effective programs developed and implemented by teachers. The life of a teacher is neither confined I
the four corners of the classrooms not limited inside the school campus for a teacher is an active
leader in the community. Teachers always take leadership roles in their communities especially in
activities and projects related to the education and welfare of young children. They also provide
leadership roles in technical and professional assistance in the local communities where they belong.

D. Techer as a model of good character

Since ancient times, teachers are recognized as exemplars of good character, attitudes and
values. They are keepers of value and traditions of different cultures around the world. Many
people consider them as prophets, spiritual leaders, and great mentors. For Christians, Jesus is
the perfect kind of teacher and leader to emulate. For chinese, the teaching values of Confucius
are always put in a very high regard. The prophet Mohammad is also the most influential teacher-
leader for the Muslims. Plato and Aristotle are regarded as great teacher during their time in
Greece.

There are also many teachers who are exemplars of good character who remain doing their
duties with humility and excellence. They many have neither received any award nor recognition
but still have excelled in their fields. They continuously influence the lives of many students who
came to learn under their care and the of different cultures around the world. Many people
consider them as prophets, spiritual leaders, and great mentors. For Christians, Jesus is the
perfect kind of teacher and leader to emulate. For Chinese, the teaching values of Confucius are
always put in a very high regard. The prophet Mohammad is also the most influential teacher-

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 leader for the Muslims. Plato and Aristotle are regarded as great teacher during their time in
Greece.

E. The teacher as an expert

Since ancient times, teacher are recognized as sources of wisdom and information in every society.
Aside from teaching, they serve as guide, counsellors, judges and spiritual leaders.

The need for teachers to be experts in various fields in the academe serves the pupose to prepare
students to respond to myriad of challenges brought by the 21st century. Shulman tried to organize
important domains of knowledge that are for teachers:

1. Knowledge in content – teachers should know the subject matter they teach.
2. Pedagogical content knowledge – it represents a perfect6 blend of content and pedagogy into
s framework for understanding how subjects, topics, and lessons are organized into
instruction. It simply means teachers should master the subject they are teaching and they
should know how to teach it effectively.
3. Knowledge about learners – this is the idea of the different learning styles, thinking styles,
and educational needs of the learners.
4. General Pedagogical knowledge – this includes general theories and principles of teaching.
In addition, these are general pedagogical principles that are applicable to any classroom
situation and in any teaching and learning context.
5. Knowledge of educational contexts – educational context may focus on the cultural,
economic, political, and education context that shape and influence education.
6. Curriculum knowledge – this is about knowledge of innovation, curriculum designs,
curriculum materials, assessment, and the curriculum process.
7. Knowledge of educational ends, purposes, and values – this is the understanding of the
principles, theories, and purposes of education to have deep appreciation of the enduring
values of education.

As expert of different area teachers need to possess the 4 C’s.

 Creativity – a cognitive ability to think outside the box, to develop new ideas, to possess
outstanding talent, and to lead effectively. It is also capacity to innovate.
 Critical thinking - a cognitive ability and capacity to think critically in solving problems,
making decisions, and in processing i9deas.
 Commitment – a passion to make a difference in the lives of each learners.
 Character – an exemplar of positive values.
 Activity 1

Write your answer to the following questions.

1. What are the personal characteristics of an ideal teacher?

2. What talents and skills do you have that can be shared or used when you
become a full-pledge teacher?

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 3. As Future teachers, what do you think is the best way that the government
can do to meet the needs of teachers?

4. Examine Bill of Rights in Article III of the 1987 Philippine Constitution. Do you
think all teachers are enjoying their rights as citizens?

5. Looking at the triumphs and failures of teachers today, do you think that
teaching is still the noblest profession ? Explain your answer.

6. What forms of advocacies should a teacher participate in the community?

7. What are the factors that have contributed to the mediocrity of teaching
profession in the Philippines?

WEEK 3-4 LESSONS

Desired Learning Outcome/s:

 Identify domains where teachers should be competent in doing their job.

 Analyze various activities performed by teachers in school.
 Reflect on the importance of developing teachers competence in different domains.
A. Educational Foundation

Teachers should have solid understanding of educational foundations – subjects and disciplines that
have important contribution to the understanding of education as a field of study and educational
processes. These subjects and disciplines are as follows: History of education, Philosophy, Legal
Foundation of Education, Sociological and Anthropological Foundations of Educational Psychology.
The following are some standards that teachers need to know in the area of educational foundations:

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 1. Demonstrate understanding of the historical foundations of education, especially on
Philippines education, including contributions and ideas of individuals and groups from
diverse background. Teachers need to understand how historical events in country and in the
world helped shape the field of education. Many educational theories and all educational
systems are products of individuals and group who have dedicated their lives in findings ways
on how to change society and develop human beings through education.
2. Analyse educational philosophies, theories, and researches on education. Teachers should
learn how to analyse and interpret different educational philosophies. Educational
philosophies serve as a guide in making any curricular and instructional decisions. They also
influence the beliefs and behaviour of teachers as well as shape their personalities, teaching
styles, and values.
3. Understand laws and policies related to education, especially in Philippine context. Teachers
should seek to understand the different laws and policies concerning Philippine Education.
These laws and policies provide the legal framework that will guide teachers and
administrators in making decisions about the school, p[policies, teachers, and students.
4. Identify social, cultural, and economic factors that affect the education of learners. Teachers
need to understand the influence of culture, society, and the economy in the development of
the field of education.

Understanding the needs and demands of society will help teachers develop curricula and
instructions that are relevant and responsive. Moreover, it is also desirable for teachers to
understand the role of culture in education as one of its functions is to preserve the positive
culture of a particular group of people.
5. Integrate ideas and theories to understand the purposes and nature of education as a
discipline. Teachers need to to develop an appreciation of the different educational ideas and
theories to have a better understanding of the field of education. Education is a very dynamic
field involving a concrete process of understanding how people learn, how an individual think,
and how different people develop knowledge and skills. It is therefore necessary for teachers
to be engaged in understanding and in continuously building educational ideas and theories.

B. Learning Environment

The learning environment is very important in teaching and learning. Vefore a school year starts, all
teachers are busy preparing their classroom, putting visuals on classrooms walls, changing bulletin
board displays, and arranging chairs and tables. They all want their classrooms to be attractive to
learners when they come to school as teachers believe that thye physical environment of the
classroom can influence their students to learn. While this could be true, the learning environment is
more than the physical environment that teachers prepare for the students. It includes the intellectual
environment as well as the emotional environment that teachers and learners experience in school.
They are influential in creating a positive atmosphere of learning and school culture. The following are
standards that teachers need to know and practice to provide a positive learning environment for
students at any level:

1. Understand types of learning environments that accommodate the learners’ various needs
and promote the development of different types of learners. Teachers should understand
different educational environment that influence the learners’ development. As mentioned
previously, these educational environment refer to the physical and psychological
environments provided by the school.

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 2. Understand the role of various agencies, families, and communities in supporting the
development of learners. Teachers should work closely with different stakeholders. They
should develop good relationships and partnerships with parents, community leaders, and
with public and private institutions surrounding their school.
3. Design learning opportunities that nurture learners’ talents, critical thinking, and creativity.
Teachers should do their best to design a learning environment that nurture individual talents,
critical thinking, and creativity.
4. Create a safe learning environment for all learners. Teachers need to create a safe physical
and psychological learning environment for their learners. Brain-based principles tell us that
students learn best when they feel safe and secured.
5. Create learning environments that promote intercultural exchange among learners. Teachers
should teach their students to value individual differences and cultural diversity. They need to
expose their students to different activities and programs that promote interaction among
students.
6. Commit to nurturing a learning environment that promotes respect, equity, and a climate of
high expectations. Teachers should ensure that their classes, activities, programs, and rules
promote respect, equity, and climate og high expectations. Students should be taught to
respect the rights of other people. They should learn how to value the dignity of every human
being, and commit themselves to the pursuit of academic excellence.

DIVERSITY OF LEARNERS

Today's schools are becoming increasingly diverse. Many teachers find that their classrooms
are populated by English language learners, gifted students, students with disabilities, and students
who are culturally diverse. Nearly half of all students in U.S. public schools (42 percent) are students
of color, approximately 20 percent of students speak a language other than English at home, and
approximately 14 percent of students have an identified disability (U.S. Department of Education,
2007a). Approximately half of the students who have an identified disability spend 80 percent of their
school day in general education classrooms (U.S. Department of Education, 2007b). To add to this
diversity, approximately 12 percent of students in public schools are labelled as gifted and talented
(Friend, 2007). Like their peers with disabilities, gifted and talented students also are integrated into
general education classrooms. All of these differences make teaching more interesting and exciting
as well as more complex.

EDUCATIONAL TRENDS THAT AFFECT TEACHING

Standards-Based Reform

Despite a wide range of student differences—or perhaps because of it— there is an

increased emphasis to have all students reach the same academic goals and standards. Some
education experts have referred to this movement as "standards-based reform." Many advocates of

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 standards-based reform have argued that expectations for students have been too low, especially for
students with disabilities and students from minority groups and lower socioeconomic classes. This
perception has led to the idea that whatever standards or educational goals are set should be
uniformly applied to the vast majority of students and particular attention should be given to
historically underperforming groups. This shift in thinking has been a challenge for educators. Despite
the challenges with standard-based reform, this movement holds many promises, such as

 Helping educators focus on critical knowledge and skills.

 Enhancing the coherence and continuity of instruction by eliminating what some educators have
viewed as a chaotic patchwork of curricula that may vary from teacher to teacher or from school to
school.
 Addressing the soft bigotry associated with lower expectations for poor and minority students.
 Serving as a catalyst to promote collaboration between teachers in general education, special
education, ESL, and bilingual education. Standards-based reform also helps educators share
responsibility and accountability for the progress of all students, including students with disabilities
and students from diverse backgrounds.
Inclusion

 Enhancing access to general education curriculum for students with disabilities. Greater
academic gains have been associated with general education placement for students with disabilities
(Waldron & McLeskey, 1998). This enhanced access to a general education curriculum should
include Universal Design for Learning (UDL) principles and materials for students with difficulties
reading and understanding print that meet the National Instructional Materials Accessibility Standard
(NIMAS). This support is particularly important in a standards-based context because most students
with disabilities will be held to the same educational standards as their peers without disabilities.
 Providing greater opportunities for students with disabilities to learn socially appropriate
behaviors through interaction with their peers without disabilities. For example, when
segregated in separate settings, students who have emotional or behavioral disorders are exposed
only to other students who have similar disorders. This practice limits their opportunities to see
appropriate behaviors and diminishes their inclination to conform to these behaviors through the
dynamics of peer pressure.
 Preparing students with and without disabilities for the real world. As adults, students will be
exposed to a wide range of human variance, including individuals with disabilities. By providing
opportunities for all students to have interactions with students with disabilities during their
educational experience, the groundwork will be laid for these students to embrace all individuals with
disabilities throughout their lives.
Cultural and Linguistic Diversity
Of course, disability status reflects only one aspect of human diversity. Factors such as race,
ethnicity, class, gender, and language also contribute to the classroom mosaic and may influence the

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 cultural characteristics that students bring. Given the pervasive manner in which culture influences
thought and behavior, it is not hard to imagine that it plays a significant role in the learning process. In
fact, almost every aspect of the teaching and learning process is culturally influenced, such as
attitudes about what is important to learn and decisions about how learning is best accomplished and
assessed. While student diversity provides a rich educational resource, it also adds to the complexity
of teaching in a standards-based context. Nevertheless, there are many opportunities that cultural
diversity provides, such as
 Providing opportunities for all students to learn from other students who are different. Cultural
diversity gives students a chance to learn about different languages, customs, and worldviews.
 Reducing ignorance that comes from lack of exposure. Oftentimes, when students only interact
with persons who share the same background, they become blind to other ways of seeing and doing
things. This cultural isolation frequently works to their disadvantage.
 Providing opportunities for all students to develop cross-cultural competence. Through
everyday activities in diverse school settings, students are challenged to find ways of interacting
effectively with students who are culturally different. In so doing, they develop important skills in
cross-cultural competence.
 Preparing students for the real world. Similar to inclusion, giving students opportunities to interact
with diverse individuals in their school experiences better prepares them to do so as adults in the
workplace.
Integrating standards-based reform, including students with disabilities, and teaching more students
from culturally and linguistically diverse backgrounds combine to create the perfect educational storm.
How do all of these trends fit together? In some regards, these trends may seem to reflect
incompatible ideas. On one hand, these movements were created to provide the same standards for
all learners; but each reform mandates respect for each student's individual differences. The next
section addresses these tensions.

Figure I.1. Current Movements in Education

Education for
Standards-Based Reform Inclusion Diversity

Overarching  Enhance 
educational Enhance 
educational Enhance educational
Goal outcomes for all students outcomes for all students outcomes for all
students

Basic Tenet  Educational outcomes can  Educational outcomes can  Educational

be enhanced by setting be enhanced by maximizing outcomes can be
rigorous standards, teaching opportunities for students enhanced by
to those standards, and with and without disabilities embracing student

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 assessing progress toward to be educated together diversity
accomplishing those
standards

Associated  Curriculum is aligned with Differentiated instruction  Multicultural

Instructional standards  Universal design education

Practices  Uses large-scale  Sheltered instruction

assessments

The metaphor of all boats rising or sinking together is often used when describing
approaches to standards-based reform, such as the No Child Left Behind Act. For example, in order
for a school to achieve adequate yearly progress (AYP), all student subgroups, including English
language learners, students with disabilities, and students from minority groups, must make adequate
yearly progress. The progress of the group as a whole cannot mask the lack of development of
designated subgroups. To extend the nautical metaphor, we can't ignore a hole in our neighbor's end
of the boat and still expect to have our end remain dry. Special education students and other
historically marginalized groups cannot be sent to the trailer and be forgotten.

INSTRUCTIONAL APPROACHES THAT SUPPORT INCLUSION IN DIVERSE, STANDARDS-

BASED CLASSROOMS

Differentiated Instruction
Without the supporting pedagogy, inclusion in diverse, standards-based classrooms could not
be successful. Differentiated instruction is an example of a supporting instructional approach that
embraces the needs of academically diverse populations of students, in particular students who are
gifted or who have disabilities. Differentiated instruction involves creating multiple paths to learning for
diverse students (Tomlinson, 1999). Instruction can be differentiated in a variety of ways, such as
tailoring content to an individual student's needs, modifying instructional methods to address student
learning characteristics more appropriately, or adjusting learning products or assignments based on a
student's skill and ability levels.

Universal Design for Learning

Universal design is an instructional approach that gives particular attention to students who
have physical, sensory, and cognitive disabilities. Like differentiated instruction, universal design
embraces the idea that instruction should be designed from the beginning with students' diverse

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 needs in mind. Universal design supports the thought that educators should not have to retrofit
lessons for students with exceptional needs after those lessons have already been created.
According to Orkwis (1999), "Universal design implies a design of instructional materials and activities
that allows learning goals to be attainable by individuals with wide differences in their abilities to see,
hear, speak, move, read, write, understand English, attend, organize, engage, and remember" (p. 1).
With universal design, it is important that learning activities provide multiple means of representation
or modes of presentation (i.e., auditory, visual, and varying levels of complexity).

Sheltered Instruction
Like differentiated instruction and universal design, sheltered instruction also embraces the
needs of diverse learners, specifically English language learners. Echevarria, Vogt, and Short (2004)
define sheltered instruction by using the following eight broad elements: (1) preparation, (2) building
background, (3) comprehensible input, (4) strategies, (5) interaction, (6) practice and application, (7)
lesson delivery, and (8) review and assessment.

Multicultural Education
Multicultural education is another approach that is important in today's diverse, standards-based
classrooms. As the name implies, multicultural education addresses the needs of culturally diverse
populations of students. Banks (2001) defined this approach with the following five major dimensions:
(1) content integration, (2) the knowledge construction process, (3) bias reduction, (4) empowering
school culture, and (5) equity pedagogy. Content integration implies that curricula should include
content about diverse populations and present information from diverse points of view. The
knowledge construction process focuses on the extent to which teachers explore the influences of
culture with students. This process includes exploring how knowledge is constructed and how
attitudes are formed in regards to what constitutes valuable or important knowledge.

MMECCA: A Framework for Success

As you read the descriptions of the instructional approaches, you probably noticed that there
was some similarity in the strategies used for each. For example, encouraging teachers to vary how
they present content to students is a common theme for all of the instructional approaches. This
overlap suggests that teachers need not have a separate repertoire of strategies for each aspect of
student diversity. Rather, it may be more helpful to consider implications of student diversity on the
critical elements of instruction. Combining instruction with an awareness of student diversity is the
theme of this book. This MMECCA framework is composed of the following elements:
 Methods of Instruction. This element shows the strategies and techniques that are employed during
instruction. This is the "how" through which instruction is accomplished.

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 Materials of Instruction. This element pertains to the tangible items that are used to support
instruction. This is the "with what" through which instruction is accomplished.
 Environment of Instruction. This element focuses on the physical environment of the classroom,
behavior management, and general classroom ethos. This is the "where" of instruction or the
instructional context in which learning will occur.
 Content of Instruction. This element details what is being taught to students. It addresses curricular
issues related to what students should know and be able to do. This is the "what" of the learning
process or the knowledge, facts, and understandings that are the essence of teaching and learning.
 Collaboration for Instruction. This element pertains to how educators should work together in
delivering instruction to diverse populations. It includes educational practices such as collaborative
problem solving and co-teaching. This element also addresses how educators and parents should
work together. This is the "it takes a village" element of instruction.
 Assessment in Instruction. Finally, this element focuses on the assessment process that begins
and ends the instructional cycle. It includes informal, teacher-made assessments, as well as large-
scale standardized tests. This is the "how do we know what students need and what they know?"
element of the instructional process.

Figure I.2. Elements of Instruction in Inclusive, Standards-Based Classrooms

This framework has been field tested in 50 diverse, standards-based classrooms.

Participating teachers were trained to use the MMECCA framework during a three-month period.
They developed lessons using this framework, taught the lessons, and then evaluated the outcomes.

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Participating teachers reported that using the MMECCA framework enhanced their ability to design
lessons that met the educational needs of their diverse students. For example, one teacher said,
"Learning about the MMECCA framework in-depth has really helped me in working with special needs
students." Student work samples taken from the lessons were evaluated based on how they
mastered the standards targeted in the lesson. These student work samples and the teachers'
reflections supported the teachers' reported growth in the area of teaching in inclusive, standards-
based classrooms (Voltz, 2006).

CURRICULUM AND INSTRUCTION

Curriculum is generally thought to be “a course of study,” or what we teach. It is much more than
this, however. In effective classrooms, teachers also think about how they teach (the
instruction), who they teach (the students, with all their varying needs), and where they teach (the
learning environment). In addition, effective teachers know they need to plan their curricula with the
end in mind:

 What do students need to know? (the learning standards/big ideas/essential questions)

 How will we know they’ve learned it? (the formative and summative assessments)
 How will we help them get there? (the learning activities/learning resources)
 What will we do when they struggle or when they already know something? (differentiated
planning)

The Unit of Study further breaks down the 'what' into three important Stages.

Stage 1 - what do we want students to know and be able to do? Provides an overview of the
goals for the Unit and the expected length of teaching time set aside for this topic. It also identifies for
our colleagues the specific learning standards that will be addressed through our teaching over the
course of this particular Unit of Study. Lastly, Stage 1 identifies Enduring Understandings (the big
ideas of the unit/topic) and includes Essential Questions that will guide student discourse through the
Unit. In

Stage 2 - how will we know they learned it? Tteachers craft both formative and summative
methods of assessing the learning. Educators recognize that the question is not whether something
was taught but rather whether something was learned that is the important question to answer.
Ideally, students are provided with multiples ways to show what they know and have choice in the
way this is demonstrated to their teacher and colleagues.

Stage 3 - how will we plan for when they struggle? when they need to be stretched? This is
where teachers plan the learning experiences that will achieve the expected outcomes. Teachers
share collaborative resources (print and digital) for their instructional planning and create
opportunities for differentiated instruction within the Unit of Study.

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Activity 2

Write your answers to the following questions.

1. What are the significant contributions of the following fields to education?

 Philosophy
 Sociology
 Anthropology
 Psychology

2. What type of learning environment should be provided to promote academic execellence?

3. Examining existing instructional materials such as textbooks and manuals. How do these
instructional materials respond to students with various needs and interest?

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WEEK 5-6 LESSONS

Desired Learning Outcome/s:

 Discuss the professional standards for teachers in the Philippines.

 Reflect in the challenges posted by the new professional standards for all
teachers in the field.
 Appreciate the new roles of teachers specified in the new professional
standards for teachers.

PROFESSIONAL STANDARDS FOR TEACHERS IN THE PHILIPPINES

CONTENT KNOWLEDGE AND PEDAGOGY

The professional learning of teachers is an ongoing process of knowledge

building and skill development in effective teaching practice . In the context of a
diverse society, it is the process through which teachers in high minority schools
master both content and diverse student pedagogy.
In its pursuit of equity in education, the Intercultural Development Research
Association continually provides many professional learning opportunities to
teachers of diverse student populations. These represent an important part of IDRA
efforts to increase teaching quality and equity inside today’s classrooms. IDRA
president Dr. María “Cuca” Robledo Montecel describes this major reform in a
framework for quality education, the Quality Schools Action Framework (2005).

FOCUS ON TEACHER PROFESSIONAL LEARNING IN CONTENT AREAS

Many government-initiated school reform programs in the United States focus
substantially on the professional learning of teachers (see Hassel, 1999; NPEAT,
2003). Content area teaching experts similarly seek the best knowledge on how to
prepare teachers of adolescents to meet the demands unique to their specialization
(Borko, 2004; Shanahan and Shanahan, 2008). The paucity of research on content
teaching in a diverse classroom as a pressing issue in teacher education has
received special focus in the United States as well as in other countries, like the
Netherlands, Britain and Australia.
IMPORTANCE OF PROFESSIONAL LEARNING THROUGH AN EQUITY LENS
If all content teachers are formally trained, why is professional learning still
necessary? Both research and first-hand observations of teaching and learning
dynamics have discovered that what a teacher knows and what he or she does and

15
believes have a major influence on how students learn. Most importantly, we know
that these are dynamic behaviors and dispositions that evolve over time and include
the right types of content-specific skills often referred to as pedagogical content
knowledge, or PCK.

WHAT IS PEDAGOGICAL CONTENT KNOWLEDGE?

The concept of pedagogical content knowledge is not new. The term gained renewed
emphasis with Lee Shulman (1986), a teacher education researcher who was interested in expanding
and improving knowledge on teaching and teacher preparation that, in his view, ignored questions
dealing with the content of the lessons taught. He argued that developing general pedagogical skills
was insufficient for preparing content teachers as was education that stressed only content
knowledge. In his view, the key to distinguishing the knowledge base of teaching rested at the
intersection of content and pedagogy (Shulman, 1986).

Shulman defined pedagogical content knowledge as teachers’ interpretations and

transformations of subject-matter knowledge in the context of facilitating student learning. He further
proposed several key elements of pedagogical content knowledge:

(1) knowledge of representations of subject matter (content knowledge);

(2) understanding of students’ conceptions of the subject and the learning and teaching implications
that were associated with the specific subject matter; and
(3) general pedagogical knowledge (or teaching strategies). To complete what he called the
knowledge base for teaching, he included other elements:
(4) curriculum knowledge;
(5) knowledge of educational contexts; and
(6) knowledge of the purposes of education (Shulman, 1987).

To this conception of pedagogical content knowledge, others have contributed valuable

insights on the importance and relevance of the linguistic and cultural characteristics of a diverse
student population.

HIGHLIGHTS OF KEY FINDINGS AND PRINCIPLES OF PEDAGOGICAL CONTENT

KNOWLEDGE

16
 Definitions

 Pedagogical content knowledge is a special combination of content and pedagogy that is uniquely
constructed by teachers and thus is the “special” form of an educator’s professional knowing and
understanding.
 Pedagogical content knowledge also is known as craft knowledge. It comprises integrated knowledge
representing teachers’ accumulated wisdom with respect to their teaching practice: pedagogy,
students, subject matter, and the curriculum.

 Pedagogical content knowledge must be addressed within the context of a diverse pedagogy.
How PCK is Developed

 Pedagogical content knowledge is deeply rooted in a teacher’s everyday work. However, it is not
opposite to theoretical knowledge. It encompasses both theory learned during teacher preparation as
well as experiences gained from ongoing schooling activities.

 The development of pedagogical content knowledge is influenced by factors related to the teacher’s
personal background and by the context in which he or she works.

 Pedagogical content knowledge is deeply rooted in the experiences and assets of students, their
families and communities.
Impact of PCK

 When teaching subject matter, teachers’ actions will be determined to a large extent by the depth of
their pedagogical content knowledge, making this an essential component of their ongoing learning.

 Pedagogical content knowledge research links knowledge on teaching with knowledge about
learning, a powerful knowledge base on which to build teaching expertise.
Pedagogical Content Knowledge in Core Content Areas
As noted above, PCK illustrates how the subject matter of a particular discipline is transformed for
communication with learners. It includes recognition of what makes specific topics difficult to learn,
the conceptions students bring to the learning of these concepts, and teaching strategies tailored to
this specific teaching situation. To teach all students according to today’s standards, teachers indeed
need to understand subject matter deeply and flexibly so they can help students map their own ideas,
relate one idea to another, and re-direct their thinking to create powerful learning. Teachers also need
to see how ideas connect across fields and to everyday life. These are the building blocks of
pedagogical content knowledge.

 Workshops that review generic reading skills (the main idea is…), demonstrate only the “fun” aspect
of games (great scavenger hunts), or lead teachers to recipe-style learning (following the textbook or
instructional guide).

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 Training on differentiated instruction that addresses developmental level (age and grade) but without
reference to specific disciplines.

 Sessions focusing on content learning left to content experts whose focus and interest is mere
subject matter.

CURRICULUM AND PLANNING

What is curriculum development?

The word curriculum has roots in Latin. It originally meant “racing chariot” and came from the
verb currere, “to run”.

The way we understand and theorize about curriculum nowadays has altered significantly
over the years. Today, the most simple definition of the word “curriculum” is the subjects comprising a
course of study at schools, universities or colleges

Of course differences in course design exist—a math course taken at one university may
cover the same material, but the educator could teach it in a different way—but the core
fundamentals of curriculum development remain the same.

What are the models of curriculum development?

Current curriculum models can be broken down into two broad categories—the product
model and the process model. The product model is results-oriented. Grades are the prime objective,
with the focus lying more on the finished product rather than on the learning process. The process
model, however, is more open-ended, and focuses on how learning develops over a period of time.
These two models need to be taken into account when developing curriculum.

What is curriculum planning?

Curriculum planning involves the implementation of different types of instructional

strategies and organizational methods that are focused on achieving optimal student development
and student learning outcomes. Instructors might structure their curriculum around daily lesson plans,
a specific assignment, a chunk of coursework, certain units within a class, or an entire educational
program.

Educators should employ the curriculum process that best incorporates the six components
of effective teaching. These components are applicable at both the undergraduate and graduate
level:

 To demonstrate knowledge of content;

 To demonstrate the knowledge of students;
 Select suitable instructional strategy goals;
 To demonstrate knowledge of resources;
 To design coherent instruction;
 Assess student learning.

What is curriculum design?

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 Now that we’ve gone over curriculum development and planning, let’s discuss curriculum
design. Curriculum design is the deliberate organization of curriculum within a course or classroom.
When instructors design their curriculums, they identity what will be done, who will do it and when, as
well as what the objective of each course is. Remember that the curriculum contains the knowledge
and skills that a student needs to master in order to move to the next level. By thinking about how
their curriculum is designed, teachers ensure they’ve covered all the necessary requirements. From
there, they can start exploring various approaches and teaching methods that can help them achieve
their goals.

What are the types of curriculum design?

There are three basic types of curriculum design—subject-centered, learner-centered, and

problem-centered design.
Subject-centered curriculum design revolves around a particular subject matter or discipline, such as
mathematics, literature or biology. This type of curriculum design tends to focus on the subject, rather
than the student. It is the most common type of standardized curriculum that can be found in K-12
public schools.

Subject-centered curriculum design is not student-centered, and the model is less concerned with
individual learning styles compared to other forms of curriculum design. This can lead to problems
with student engagement and motivation and may cause students who are not responsive to this
model to fall behind.

Learner-centered curriculum design, by contrast, revolves around student needs, interests and
goals. It acknowledges that students are not uniform but individuals, and therefore should not, in all
cases, be subject to a standardized curriculum. This approach aims to empower learners to shape
their education through choices.

Problem-centered curriculum design teaches students how to look at a problem and formulate a
solution. Considered an authentic form of learning because students are exposed to real-life issues,
this model helps students develop skills that are transferable to the real world. Problem-centered
curriculum design has been shown to increase the relevance of the curriculum and encourages
creativity, innovation and collaboration in the classroom. The drawback to this format is that it does
not always consider individual learning styles.

By considering all three types of curriculum design before they begin planning, instructors can choose
the types that are best suited to both their students and their course

ASSESSMENT AND REPORTING

Assessment and Reporting are integral parts of the teaching and learning program at Blackwood
Primary School and important aspects of the work of teachers and students. Assessment &
Reporting combine to support students to achieve high standards and to provide the basis for guiding
further learning, as well as informing parents about their child’s achievement.

Assessment

Assessment refers to all the ways we gather information about progress in a student’s learning.
Assessment tasks should reflect the objectives and criteria and be meaningful and relevant. They
may include tests, observations, peer discussions, work samples, presentations/performances and
projects.

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Criterion-referenced assessment is the basis of all formal assessment at Blackwood Primary
School.

This means that the assessment criteria are decided when planning the learning and explicitly
communicated to students prior to the assessment task/s. In the PYP, teachers ensure that all
assessments tasks, including prior knowledge assessments connect with the central idea and lines of
inquiry.

Rubrics are developed based on the assessment criteria and are used by teachers and students to
evaluate learning.

School-based assessment will:

 Allow the application of knowledge and skills including higher order thinking skills, as well as
factual recall.
 Involve student reflection and participation.
 Be based upon standards consistent across classes, agreed through collegiate moderation.
In line with the school’s Essential Agreements PYP teachers are required to assess all five
essential elements of the PYP programme. These include knowledge, concepts, skills, action
and attitudes.

Monitoring student progress

The school uses a range of tests to monitor and track student achievement on an annual basis.
This information is entered on a school data base to keep records of student learning over time. A
review committee analyses this information and support is provided if required. Standardised,
diagnostic and school-designed tests include Running Records, PAT-M, Pat-R, Naplan, Crevola Oral
Testing and Monitor Spelling.

When teachers and parents are concerned that students are not making adequate progress in
spite of additional help, students may then be referred to a Dept for Education Guidance Officer or
Speech Pathologist for further testing. Alternatively, parents may be advised to seek other private
specialised testing, such as Auditory, Occupational Therapy etc.

Wider Assessment

As well as school assessments, students are assessed in years three, five and seven for
National Literacy and Numeracy standards and receive reports which compare their achievement
level to their state cohort and against national benchmarks.

Students at Blackwood Primary School are offered the opportunity to participate in a number of
state and national tests such as the University of NSW assessments in English and Maths. Parents
receive detailed reports of student results.

Reporting

Reporting is the process used to communicate knowledge gained from assessing student
learning. The purpose of reporting is to provide relevant information about a student’s progress to

20
students, parents, support staff and other teachers.

At Blackwood Primary School we report to parents and students both formally and informally.
Early in the year a Parent Information evening provides details of assessment in the international
Baccalaureate Primary Years programme (PYP) and the grading system to be used.

Interviews

By the end of Term One a Three-Way-Conference involving the teacher, student and parent is
held to discuss the student’s progress and plan for further learning. At the end of Term 3, Parents are
invited to attend a Student Led Conference.

Parents may request a confidential interview with the teacher at anytime, if they have a concern about
their child’s well-being, curriculum or progress.

Written reports

Students and parents are provided with written Mid-Year and End of Year Summative Reports.
These detail a student’s progress in the areas of study including a level of achievement; attitudes
towards learning; aspects of the Learner Profile demonstrated.

Student work samples

Throughout the year, student progress is reported to parents through the sharing of work
samples. This can include books, portfolios and other pieces of work sent home at least once per
term and/or invitations to parents to view work on display in the classroom/school or to attend
performances and exhibitions

In the PYP students and teachers compile a Student Portfolio. For each unit covered, the
following samples are included:

 A title page outlining the unit including title of unit, central idea, inquiry into and teacher
questions
 A prior knowledge sample of work
 A selection of 2 or 3 work samples (formative assessments)
 A final assessment linked to the Central Idea (summative assessment).

Other pieces of work not outlined above must not be included in the student portfolio but may be
provided to parents through other means.

In Year 6 and 7, as a celebration of the learning through the PYP, students present their work in
an Exhibition to which parents and the wider community are invited.

COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT

For the past decade the 21st Century Community Learning Centers initiative has asked
schools to work in partnership with community- and faith-based organizations to support children’s

21
 learning during the hours after school and during the summertime. Consequently, there has been
tremendous growth across the nation in intentional efforts to forge meaningful partnerships between
schools and afterschool and summer programs.


The Benefits of School-Community Partnerships


When schools and community organizations work together to support learning, everyone
benefits. Partnerships can serve to strengthen, support, and even transform individual partners,
resulting in improved program quality, more efficient use of resources, and better alignment of goals
and curricula (Harvard Family Research Project, 2010).


In addition to supporting student learning directly, partnerships can have additional benefits to
students and their families. They can


 provide continuity of services across the day and year, easing school transitions and promoting
improved attendance in after school programs;

 facilitate access to a range of learning opportunities and developmental supports, providing
opportunities for students and teachers alike to experiment with new approaches to teaching and
learning;

 facilitate information sharing about specific students to best support individual learning; and

 provide family members with alternative entry points into the school day to support their student’s
learning.


Learning partnerships can also greatly benefit schools. They can


 complement the academic curriculum with a wider range of services and activities, particularly
enrichment and arts activities that may not available during the school day;

 support transitions across the school years, particularly the critical middle to high school transition,
which research indicates is a key predictor of high school graduation (Neild, Balfanz, & Herzog,
2007);

 reinforce concepts taught in school without replicating the school day, often exposing classroom
teachers working in the after school program to new pedagogies;

 improve school culture and community image through exhibitions and performances that help “shine
the light” on students whose talents may not be apparent in the classroom; and

 gain access to mentors, afterschool staff, and other resources to support in‐school learning and
improve the teaching and learning in the classroom itself.


Finally, learning partnerships with schools can strengthen and support community partners. They can


 help gain access to and recruit groups of students most in need of support services;

 improve program quality and staff engagement, particularly when there is crossover between school
and community organization staff;

 foster better alignment of programming to support a shared vision for learning, one which aligns
curriculum to support state and local standards; and

 maximize resource use such as facilities, staff, data, and curriculum.

Features of Effective School-Community Partnerships


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 There is emerging consensus on an inter-related set of features that help promote and sustain
healthy school-community partnerships (Harvard Family Research Project, 2010):


 A shared vision for learning and developmental outcomes for students. This vision
acknowledges the critical, complementary roles of schools, community partners, and families. A
shared vision also helps partners avoid working against each other and instead pursue a common
vision of student success. When school leaders embrace a vision for student success that considers
students’ physical, emotional, and social well-being in addition to academic outcomes, the partnership
is more likely to be successful than when competing agendas operate during the expanded learning
day.

 A diverse set of partners with effective communications mechanisms and relationships
among multiple staff at multiple levels. Strong and sustainable partnerships need relationships
that are built at multiple levels (for example, at the district, school, and classroom levels) and among
multiple school staff, including district and nonteaching staff. Working with partners at different levels
helps the afterschool and summer programs become integral to the daily life and culture of the school
at all levels, from the principal to the custodian. In addition, relationships at various levels can help
mitigate the effects of staff turnover at other levels; for example, strong relationships with teachers
can help sustain the partnership in the event of a change in principals.

 Intentionally blended staffing with role clarity to promote understanding of how the work is
relevant to all. For afterschool and summer programs, this means hiring staff who have legitimacy in
the school building and who are skilled at building relationships with school staff. Some programs do
this by hiring licensed teachers, people who “speak the same language” as school-day teachers, can
substitute and consult in classrooms, and can participate in professional development activities.
Hiring licensed teachers who also teach at a host school facilitates information sharing and forges
connections with other teachers who might not otherwise make time for “outside” programs or
services. Blended staffing may also mean a liaison who serves an important bridging function
between the school and the afterschool or summer program.

 Clear data-sharing processes and agreements. One feature of a strong collaboration is the ability
of partners to access information and data from each other, including, if possible, student-level
academic data (e.g., test scores and grades). Afterschool and summer programs can use these data
both to track and strengthen student performance and to demonstrate the impact of their services. In
addition to getting data from schools, some programs provide their own data to schools to promote
reciprocal data sharing.


As efforts to expand learning opportunities and time continue to grow under a variety of approaches
and models—whether afterschool, summer learning, expanded or extended learning day or year, or
out-of-school time—it is important that all these efforts build on the strong base of effective
partnerships already present among schools and afterschool and summer programs, capitalizing in
particular on the rich history of partnerships advanced by 21st Century Community Learning Centers.


PROFESSIONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Professional Development Examples

One of the evaluation criteria listed in the Agreement between SUNY and United University
Professions id “Continuing Growth.” Examples of continuing growth include such things as continuing
education, participation in professional organizations, enrollment in training programs, research,
improved job performance, and increased duties and responsibilities.

23
 The supervisor and employee negotiate the employee’s level of involvement in professional
development. Each employee should have at least one activity listed in his/her performance
program. Professional development may be geared toward improving an area “in need of
improvement” from a previous evaluation or related to an employee’s new responsibilities or future
career goals.

Examples of activities that contribute to professional growth and development:

Continuing Education

 Enrollment in formal degree programs, courses, or workshops

 Pursuing certificates, accreditations or other credentials through educational program

Participation in professional organizations

 Attending local, regional, national, and international meetings, conferences and workshops
sponsored by professional organizations
 Presenting papers at conferences and workshops
 Serving as an officer, board member, or committee member
 Coordinating events sponsored by the organization

Research

 Conducting research
 Presenting findings of research to others

Improve job performance

 Keeping up with technology, systems, processes

 Learning about new developments in your field
 Improving existing skills

Increased duties and responsibilities

 Taking on new challenges in current position, projects, long or short-term assignments

24
 Approaches to professional development:

Skill Based Training

 Effective skill-based training allows participants to learn conceptual information or necessary

behaviors, practice learning the new information or behaviors, and receive feedback on their
performance.
 Making the most of a training program: Have a discussion with supervisor regarding reasons for
attending, what you hope to get out of it; Post-conference – debrief the experience. Discuss what
you have learned at the training session and how you might immediately apply it to your work.
Practice skills that you learned.

Job Assignments

 Learning by doing – by working on real problems and dilemmas

 May be an entirely new job, a responsibility added to an existing job such as a short-term project
 The key element in a developmental assignment is challenge, something that stretches people,
pushes them out of their comfort zones, and requires them to think and act differently

Developmental Relationships

 Learning through interaction with others. Three major roles that a person can play include: (1)
assessment (feedback provider, sounding board, point of comparison, feedback interpreter), (2)
challenge (dialogue partner, assignment broker, role model), (3) support (counselor, cheerleader,
reinforcer, cohort).

3 Critical Components of an Effective Professional Development Plan:

Assessment
There is an established standard of success to describe what an individual who is successful
looks like. There is a means of assessing where the individual is against this standard and continual
assessment of progress that has been made. What are the standards against which you assess
performance and what measures will you use to assess the individual against these standards?

Challenge
It must be something that stretches people, pushes them out of their comfort zones, and requires
them to think and act differently.

Support
We tend to think only of monetary support, but what are the environmental support mechanisms.
Who will provide guidance, feedback, and assistance as the individual tries out new skills, or takes on

25
responsibilities that are beyond the scope of their current skill level? Is there a tolerance for risk
taking and some failure?

Activity 3

Answer the following questions.

1. Many teachers are teaching subjects and courses that are not their
area of expertise. What are the effects of this practice in Philippine
Education?

2. What do you think are the important content knowledge and

pedagogical skills that a teacher should possess to effectively teach
Mother Tongue-Based Multilingual Education?

3. How do teachers observe gender sensitivity in their class?

4. Are there students coming from indigenous communities in the

classroom? How do teachers respond to their needs?

5. How can you use the result of the assessment to motivate students?

26
WEEK 7-10 LESSONS

Desired Learning Outcome/s:

 Discuss the different roles and expectations that every teacher needs to fulfill as a global
teacher.
 Reflect on various issues and challenges that a professional teacher needs to address in a
global context.
 Appreciate the role of teachers in the formation of global citizens in the society.

EDUCATING THE WORLD

EDUCATION AND GLOBALIZATION

Globalization – described as a structural phenomenon of increasing interdependence among various

parts of the world, for which the effects of an action feel at a distance has produced a variety of
economic, cultural, and social changes that have shaped the world over the past 50 years. Without
doubt this process was favoured by development and pervasiveness of digital technologies that make
the communications faster and the information more easily sharable. Globalization has had a relevant
impact also in the educational field: the convergence of models of educational organizations, the
internationalization of key competencies definition and the diffusion of large-scale assessment of
student's performance (PISA-OECD), are only a few of more relevant aspects of this process.

Globalization is an important development that changed deeply the world in modern history. It is seen

that a new era starts and nations face huge changes in their social, economic and cultural ways, and

it is obvious that it comes into our society new concepts and values and they carry new problems and

perspectives for the nations in the process of globalization. In global world, information society is

another important concept, it needs creative individuals, and governments should only train in school

the individuals tomadopt the new values and developing student‟s ability to acquire, and use

knowledge gains importance in the process of globalization.

2.Globalization and Education

Globalization has a close relation with education. As education has an important place in shaping a

society, globalization has to be connected with education and the global activities have a deep impact

on it. Globalization of the world economies is leading to increase emphasis on internationalization of

the subjects included in a course of study in school. It also creates the opportunities for new

partnerships in research and teaching with agencies and institutions across the world. Globalization is

one of most powerful worldwide forces that are transforming the basis of business competition,

27
paradoxically harkening an era in which small, local communities of practice may lead to a prominent

structural form. Communities of practice impeach organizations to build, share and apply deeply of

competence required to compete in a knowledge-based global economy.

They have to implement society’s expectations.

Gordon outlines the importance of higher education in the learning society by attributing the report of

the National Committee of Inquiry into Higher Education as follows:

“Higher education is principal to the social, economic and cultural health of the nation . It will

contribute not only through the intellectual development of students and by preparing them for work,

28
but also by adding to the world’s store of knowledge and understanding,..”

In this quotation, Gordon said that Higher Education is very important in different domains and it

contributes in the promotion of student s‟ knowledge; and helping them to integrate in job fields.

The global education system has many goals in common for every country. The aims and importance

of global education can be sated as follows:

-Let those who participates in educational process obtains skills of new cultures.

-Develop the ability of distinguishing intercultural differences.

-Aiding the people for criticizing events from global perspective.

-Explain how different cultures impact the activities of organizations.

-Help students realize how attitudes are shaped and how they influence the behaviours.

-The language and harmony skills of the managers who will work in different cultures should be

developed .

-Provide the ability of working together with the people coming from different cultures.

-Develop the skill of multi-sided thinking by causing them gain the cultural sensitivity and experience.

-Teach how to behave according to cultural differences. -Teach how to manage multinational groups .

-Develop the way of thinking from individuality to globalized .

3.Information Communication- Technology and Education

Under the effects of globalization, education is driven to important changes. The effects of

Globalization on education bring faster developments in technology and communications are

foreseeing changes within school systems across the world as ideas, values and knowledge,

changing the roles of students and teachers, and producing a shift in society from industrialization

towards an information-based society. It reflects the impact on culture and brings about a new form of

cultural imperialism.

29
It gives quick developments in technology and communications are foreseeing changes the rise of a

global society, driven by technology and communication developments are shaping children, the

future citizens of the world into „global citizens‟, intelligent people with a broad range of skills and

knowledge to apply to a competitive, information based society. These computers maintain libraries of

text, images, computer software, and other forms of information that anyone can access it, anywhere,

at any time. This implementation of technology and communication to be successful and to educate a

society, both the students and teachers need to be technologically literate. Communication

technology is offering new challenges for students of all abilities as they can discuss problems of

concern with their fellow students from around the world. Thus, advanced communication and

interpersonal skills, fostering a mutual understanding across countries and cultures.

COMPETENCIES FOR GLOBAL TEACHERS

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One of the most important tasks for educators in the world today is to help students learn about the
rich variety of people in our multicultural world and the important world problems that face our planet.
English language teachers have a special role to play in this important task. In this article, I'd like to
outline ten steps that classroom instructors can take to become global teachers and to add an
international dimension to their language classrooms.
Step 1: Rethink the Role of English

The first step in becoming a global teacher is to rethink your definition of English. Definitions are
important because they limit what we do. How do you define life, for example? As a party? A
pilgrimage? A to-do list? A vale of tears? Each of these definitions will lead you off in a different
direction. In the same way, how you define English determines what you do in your classroom. What
is "English" then? Traditionally, English has been defined as:

1. a linguistic system of pronunciation, vocabulary and grammar

2. a school subject and a topic on university entrance exams
3. a language of "daily conversation" about family, sports and hobbies
4. the mother tongue of English-speaking countries such as the USA and Britain

These four traditional views have long formed the basis of much English teaching worldwide. A global
education view of English, however, involves two further dimensions. It sees the English classroom
as a place for teaching:

5. English as an international language for communication with people from around the world
6. English as a subject for learning about the world's peoples, countries and problems

A global approach to EFL, therefore, means showing how English can be a language of world
citizenship for learning about our global village, for communicating with people from other cultures
and for working to solve problems facing Planet Earth.
Step 2: Reconsider Your Role as Teacher

How we define ourselves is just as important as how we define our field. A key question teachers can
ask themselves is "Who am I?" How you answer this determines what you do in class. Do you define
yourself as "just an English teacher?" Or do you see yourself as an "educator" in the wider sense? I
prefer to define myself as a global educator who teaches English as a foreign language. This means
that I'm dedicated to good English teaching but that I'm also committed to helping my students
become responsible global citizens who will work for a better world.
This mission we have as global educators is outlined in UNESCO's (1974) Recommendation on
"Education for International Understanding, Cooperation, and Peace." This calls on teachers in
schools around the world to promote:

 an international dimension and a global perspective in education at all levels

 understanding and respect for all peoples, their cultures, values and ways of life
 awareness of the increasing global interdependence between peoples and nations
 abilities to communicate with others
 awareness of the rights and duties of individuals, social groups and nations towards each
other
 understanding of the necessity for international solidarity and co-operation
 readiness on the part of the individual to participate in solving the problems of his/her
community, country and the world at large

How we teach English in our EFL classrooms can either promote or hinder these important goals.

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Step 3: Rethink Your Classroom Atmosphere

A third step in internationalizing your teaching is to rethink your class atmosphere and the impact it
has on students. What do students see when they enter your classroom? Bare concrete walls?
Pictures and photos of the USA? If we really want to teach English as a global language, we need to
think carefully about our classroom atmosphere and what it says to students.
What is a global classroom? A global EFL classroom is a room decorated with global posters, world
maps and international calendars—all in English. It's a dynamic, colorful place which stimulates
international awareness and curiosity about our multicultural world. It features globes, international
displays, and walls decorated with posters of world flags, current events, and Nobel Peace Prize
winners. A global classroom is also an environmentally-friendly classroom where teachers and
students use recycled paper, save energy, and use both sides of the paper for handouts and
homework.
Step 4: Integrate Global Topics Into Your Teaching

Global education doesn't happen through good intentions alone. It must be planned for, prepared and
consciously taught. After all, students can't learn what you don't teach. It doesn't do any good, for
example, to teach English grammar and hope that students somehow become more international as
a result. Rather, a good global language teacher must sit down and write up a "dual syllabus"
comprising: (1) a set of language learning goals and (2) a set of global education goals. Once these
are listed, the teacher's job is to design effective, enjoyable class activities that achieve both sets of
objectives in an integrated, creative way. A sample global education lesson plan might look like this:

Language Learning Goal Global Education Goal

To practice the present

To raise awareness of
perfect
environmental problems
"Have you ever..?"

Activities to Accomplish the Above Goals

1. Show the class pictures of environmental problems and ask present perfect questions:
"Have you ever seen...?"
o a polluted river
o an oil spill
o a dead tree
o litter on the ground
2. Put the class into groups and have them do a group eco-survey about environmental action
by asking each other the following present perfect questions:
"Have you ever...?"
o picked up litter from the ground
o turned off the lights to save energy
o used something that was recycled
o given money to an environmental organization
3. For homework, assign students to do 3 good deeds for the environment over the next week.
Then, make a present perfect class poster entitled: "Things our class has done for the
environment"

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Step 5: Experiment With Global Education Activities

Part of becoming a global teacher involves experimenting in class with global education activities
such as games, role plays, and videos. Games designed around international themes can stimulate
motivation, promote global awareness, and practice language skills. Typical global education games
range from environmental bingo, to human rights quizzes, to world travel board games. Books such
as Worldways (Elder & Carr, 1987), Multicultural Teaching (Tiedt, 2001) and In the Global
Classroom (Pike & Selby, 2000) provide a variety of such activities that can be adapted to the EFL
classroom.
Step 6: Make Use of Your International Experience in Class

Language teachers are an incredibly "global" group of people. Some speak foreign languages such
as French or Korean. Others know Spanish dancing or Chinese cooking. Some have traveled widely
in Asia. Others have lived in Brazil or Germany. Despite their "global" backgrounds, however, many
language teachers leave their international experience at home and spend their class time just being
"ordinary" teachers. In my view, these teachers lose out on a special chance to add an international
dimension to their teaching and to promote good language learning.
Good teaching means using our talents to promote effective learning. If you're good at art, you should
use your skill through blackboard drawings to motivate your class. If you're good at drama, you
should exploit this in your teaching. The same applies with international experience. If you've lived in
the Middle East, use your experience to design exciting English lessons to promote understanding of
Islam and the Arab world. If you've been to Hanoi, prepare an English slide show about your trip to
Vietnam.
As teachers, we bring to the classroom a variety of talents, skills, and experiences. Using these
effectively can enliven our teaching, stimulate motivation, promote global awareness, and encourage
language learning. If you have a global talent, skill, or experience, exploit it. If you don't have any
international experience, then why not try to get some?
Step 7: Organize Extra-Curricular Activities

Extra-curricular activities are another way to combine global awareness with English practice.
Arranging penpal or keypal programs is one way to get your students using English to communicate
with young people around the world. Setting up an English "Global Issues Study Group" is another
idea. Some schools write English letters to foster children from Third World countries. Yet others hold
English charity events to raise money to remove Cambodian landmines, help African AIDS victims,
assist Iraqi children, or build schools in Nepal.
Step 8: Explore Global Education and Related Fields

Another key step in becoming a global teacher is to explore global education and its related fields.
Exploring a new field to help improve our teaching is nothing new. Good teachers have always gone
to other disciplines to learn new ideas, techniques and resources. Teachers who wish to deepen their
knowledge of grammar, for example, turn to the field of linguistics. Teachers interested in student
motivation turn to the field of psychology. In the same way, if we are serious about teaching English
to promote global awareness, international understanding, and action to solve world problems, we
need to turn to those fields which specialize in these areas:

 Global education aims to develop the knowledge, skills, and attitudes needed by
responsible world citizens. Global education can provide language teachers with ideas,
techniques, and resources for designing lessons on world religions, for creating units on Asia,
or Africa, and for teaching about global issues such as AIDS, refugees, and world hunger.
 Peace education deals with the knowledge, skills, and attitudes necessary to build a
peaceful world. Peace education can provide language teachers with ideas, techniques, and

33
 resources for designing lessons on topics such as war, peace, conflict, violence, Gandhi, and
the Nobel Peace Prize.
 Human rights education aims to inspire students with the knowledge and commitment
required to protect human rights. Human rights education can provide language teachers with
ideas, techniques, and resources for teaching about topics such as prejudice, sexism, ethnic
minorities, Martin Luther King, and organizations such as Amnesty International.
 Environmental education aims to develop the knowledge, skills, and commitment needed to
protect our home, Planet Earth. Environmental education can provide language teachers with
ideas, techniques, and resources for teaching about such topics as pollution, endangered
species, solar energy, recycling, Rachel Carson, and organizations like Greenpeace.

Exploring these fields can be done in a number of ways: by reading books, by attending conferences,
by contacting organizations, and by trying out teaching materials. Global education conferences take
place throughout the year. The Peace as a Global Language (PGL) conference in Kyoto this
September is one such event. Global issue groups such as Oxfam, Friends of the Earth,
and Amnesty International can provide teachers with useful information and teaching materials.
Global education videos, CD-Roms, posters, and teaching packs can be obtained through on-line
resource centers such as Social Studies School Service.
English teachers who explore these fields soon discover a new excitement in their classes and a new
mission in their teaching. They are able to approach global issues and world topics more confidently,
and can draw from a wider variety of teaching activities, techniques, and resources for their content-
based classes. The result is usually greater student motivation, increased global awareness, and
enhanced language learning.
Step 9: Join a Global Issue Special Interest Group

A further step in becoming a global teacher is to join one of the many global education special interest
groups (SIGs) in the English teaching profession. These offer a rich variety of ideas, activities, and
resources for language teachers. The oldest of these is JALT's Global Issues in Language
Education Special Interest Group (GILE SIG) which features a quarterly newsletter and active
website. Similar groups include the Global Issues SIG of the International Association of Teachers of
English as a Foreign Language (IATEFL) and the TESOLers for Social Responsibility Caucus (TSR)
of the US-based organization TESOL.
Step 10: Deepen Your Knowledge through Professional Development

A final step in becoming a global teacher is to invest your time and money in professional
development linked to global education. It's now possible to enroll in academic courses in global
education and peace education in Japan and overseas to increase your professional knowledge and
skills in these areas. The Teachers College Columbia University MA-in-TESOL program in Tokyo, for
example, offers graduate courses on global education as well as a Peace Education Certificate for
language teachers wishing to acquire knowledge and qualifications in this field. In the United States,
associations such as TESOL now organize regular seminars on topics such as Classroom
Responses to War and Terrorism (Washington DC, 2003), Teaching for Social Responsibility (Brazil,
2004), and TESOLers as Builders of Peace (New York, 2004).
I hope the ten steps above prove useful for teachers seeking to add a global dimension to their EFL
classrooms. I'd also like to encourage teachers in Japan and overseas to promote international
understanding, social responsibility, and a peaceful future through professional content-based
language education aimed at teaching for a better world.

34
Activity 4

Instruction: Create a framework about education and globalization.

35
WEEK 11-15 LESSONS

Desired Learning Outcome/s:

 Discuss the specific duties of professional teachers based on exixting laws

and regulations.
 Analyze various legal issues and challenges related to the teaching
profession.
 Appreciate teachers and other educators who perform their duties with the
highest level of professionalism.

LEGAL BASES OF THE TEACHING PROFESSION

EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS

EDUCATION

Section 1. The State shall protect and promote the right of all citizens to quality
education at all levels, and shall take appropriate steps to make such education
accessible to all.

Section 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated system of
education relevant to the needs of the people and society;

(2) Establish and maintain a system of free public education in the elementary and
high school levels. Without limiting the natural right of parents to rear their children,
elementary education is compulsory for all children of school age;

(3) Establish and maintain a system of scholarship grants, student loan programs,
subsidies, and other incentives which shall be available to deserving students in
both public and private schools, especially to the underprivileged;

(4) Encourage non-formal, informal, and indigenous learning systems, as well as

self-learning, independent, and out-of-school study programs particularly those that
respond to community needs; and

(5) Provide adult citizens, the disabled, and out-of-school youth with training in
civics, vocational efficiency, and other skills.

Section 3. (1) All educational institutions shall include the study of the Constitution as part of the
curricula.

36
(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development of the country, teach the
rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and
personal discipline, encourage critical and creative thinking, broaden scientific and technological
knowledge, and promote vocational efficiency.

(3) At the option expressed in writing by the parents or guardians, religion shall be allowed to be
taught to their children or wards in public elementary and high schools within the regular class hours
by instructors designated or approved by the religious authorities of the religion to which the children
or wards belong, without additional cost to the Government.

Section 4.(1) The State recognizes the complementary roles of public and private institutions in the
educational system and shall exercise reasonable supervision and regulation of all educational
institutions.

(2) Educational institutions, other than those established by religious groups and mission boards,
shall be owned solely by citizens of the Philippines or corporations or associations at least sixty per
centum of the capital of which is owned by such citizens. The Congress may, however, require
increased Filipino equity participation in all educational institutions.

The control and administration of educational institutions shall be vested in citizens of the Philippines.

No educational institution shall be established exclusively for aliens and no group of aliens shall
comprise more than one-third of the enrollment in any school. The provisions of this subsection shall
not apply to schools established for foreign diplomatic personnel and their dependents and, unless
otherwise provided by law, for other foreign temporary residents.

(3) All revenues and assets of non-stock, non-profit educational institutions used actually, directly,
and exclusively for educational purposes shall be exempt from taxes and duties. Upon the dissolution
or cessation of the corporate existence of such institutions, their assets shall be disposed of in the
manner provided by law.

Proprietary educational institutions, including those cooperatively owned, may likewise be entitled to
such exemptions, subject to the limitations provided by law, including restrictions on dividends and
provisions for reinvestment.

(4) Subject to conditions prescribed by law, all grants, endowments, donations, or contributions used
actually, directly, and exclusively for educational purposes shall be exempt from tax.

Section 5. (1) the State shall take into account regional and sectoral needs and conditions and shall
encourage local planning in the development of educational policies and programs.

(2) Academic freedom shall be enjoyed in all institutions of higher learning.

(3) Every citizen has a right to select a profession or course of study, subject to fair, reasonable, and
equitable admission and academic requirements.

(4) The State shall enhance the right of teachers to professional advancement. Non-teaching
academic and non-academic personnel shall enjoy the protection of the State.

37
(5) The State shall assign the highest budgetary priority to education and ensure that teaching will
attract and retain its rightful share of the best available talents through adequate remuneration and
other means of job satisfaction and fulfillment.

LANGUAGE

Section 6. The national language of the Philippines is Filipino. As it evolves, it shall be further
developed and enriched on the basis of existing Philippine and other languages.

Subject to provisions of law and as the Congress may deem appropriate, the Government shall take
steps to initiate and sustain the use of Filipino as a medium of official communication and as
language of instruction in the educational system.

Section 7. For purposes of communication and instruction, the official languages of the Philippines
are Filipino and, until otherwise provided by law, English.

The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary
media of instruction therein.

Spanish and Arabic shall be promoted on a voluntary and optional basis.

Section 8. This Constitution shall be promulgated in Filipino and English and shall be translated into
major regional languages, Arabic, and Spanish.

Section 9. The Congress shall establish a national language commission composed of

representatives of various regions and disciplines which shall undertake, coordinate, and promote
researches for the development, propagation, and preservation of Filipino and other languages.

SCIENCE AND TECHNOLOGY

Section 10. Science and technology are essential for national development and progress. The State
shall give priority to research and development, invention, innovation, and their utilization; and to
science and technology education, training, and services. It shall support indigenous, appropriate,
and self-reliant scientific and technological capabilities, and their application to the country’s
productive systems and national life.

Section 11. The Congress may provide for incentives, including tax deductions, to encourage private
participation in programs of basic and applied scientific research. Scholarships, grants-in-aid, or other
forms of incentives shall be provided to deserving science students, researchers, scientists,
inventors, technologists, and specially gifted citizens.

Section 12. The State shall regulate the transfer and promote the adaptation of technology from all
sources for the national benefit. It shall encourage the widest participation of private groups, local
governments, and community-based organizations in the generation and utilization of science and
technology.

Section 13. The State shall protect and secure the exclusive rights of scientists, inventors, artists, and
other gifted citizens to their intellectual property and creations, particularly when beneficial to the
people, for such period as may be provided by law.

ARTS AND CULTURE

38
Section 14. The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino
national culture based on the principle of unity in diversity in a climate of free artistic and intellectual
expression.

Section 15. Arts and letters shall enjoy the patronage of the State. The State shall conserve, promote,
and popularize the nation’s historical and cultural heritage and resources, as well as artistic creations.

Section 16. All the country’s artistic and historic wealth constitutes the cultural treasure of the nation
and shall be under the protection of the State which may regulate its disposition.

Section 17. The State shall recognize, respect, and protect the rights of indigenous cultural
communities to preserve and develop their cultures, traditions, and institutions. It shall consider these
rights in the formulation of national plans and policies.

Section 18. (1) The State shall ensure equal access to cultural opportunities through the educational
system, public or private cultural entities, scholarships, grants and other incentives, and community
cultural centers, and other public venues.

(2) The State shall encourage and support researches and studies on the arts and culture.

SPORTS

Section 19. (1) The State shall promote physical education and encourage sports programs, league
competitions, and amateur sports, including training for international competitions, to foster self-
discipline, teamwork, and excellence for the development of a healthy and alert citizenry.

(2) All educational institutions shall undertake regular sports activities throughout the country in
cooperation with athletic clubs and other sectors.

REPUBLIC ACT 7836

AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF

TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR
TEACHERS AND FOR OTHER PURPOSES.

SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers
Professionalization Act of 1994."

Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-building and
development through a responsible and literate citizenry.Towards this end, the State shall ensure and

39
promote quality education by proper supervision and regulation of the licensure examination and
professionalization of the practice of the teaching profession.cralaw

Sec. 3. Objectives. — This Act has the herein objectives:

(a) The promotion, development and professionalization of teachers and the teaching profession;
and
(b) The supervision and regulation of the licensure examination.

Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:

(a) "Teaching" — refers to the profession concerned primarily with classroom instruction, at the
elementary and secondary levels in accordance with the curriculum prescribed by the Department of
Education, Culture and Sports, whether on part-time or full-time basis in the private or public schools.
(b) "Teachers" — refers to all persons engaged in teaching at the elementary and secondary
levels, whether on full-time or part-time basis, including industrial arts or vocational teachers and all
other persons performing supervisory and/or administrative functions in all schools in the aforesaid
levels and qualified to practice teaching under this Act.
(c) "Board" — refers to the Board for Professional Teachers duly established and constituted under
this Act.
(d) "Commission" — refers to the Professional Regulation Commission.

ARTICLE II BOARD FOR PROFESSIONAL TEACHERS

Sec. 5. Creation and Composition of the Board. — There is hereby created under this Act a Board
for Professional Teachers, hereinafter called the Board, a collegial body under the general
supervision and administrative control of the Professional Regulation Commission, hereinafter
referred to as the Commission, composed of five (5) members who shall be appointed by the
President of the Philippines from among the recommendees chosen by the Commission.The
recommendees shall be chosen from the list of nominees selected by the accredited association of
teachers, who duly possess all the qualifications prescribed in Section 8 of this Act.

The chairman and the voice-chairman of the Board shall be appointed from these five (5) members
by the President: Provided, That the members of the first Board appointed under this Act shall be
automatically registered as professional teachers and issued with the certificate of registration and
professional license upon payment of the fees for examination, registration, and other fees prescribed
by the Commission.

Sec. 6. Duties and Function of the Board. — The Board shall have the following duties and
functions:

(a) Promulgate, administer and enforce rules and regulations necessary for carrying out the
provisions of this Act in accordance with the charter of the Professional Regulation Commission;
(b) Determine and fix the frequency, dates, and places of examination, appoint supervisors,
proctors, and other personnel as needed who shall be entitled to a daily allowance to be fixed by the
Board for every examination day actually attended, use buildings and facilities of public or private
schools for examination purposes;
(c) Issue, suspend, or revoke the certificate of registration for the practice of the teaching
profession;
(d) Prescribe and collect examination and other fees as it may deem proper;
(e) Prescribe and/or adopt a code of ethical and professional standards for the practice of the

40
teaching profession.Such ethical standards, rules and regulations to take effect sixty (60) days after
its publication in the Official Gazette or in any newspaper of general circulation;
(f) Administer oaths in connection with the administration of this Act;
(g) Supervise and regulate the registration, licensure and practice of professional teachers in the
Philippines;
(h) Adopt an official seal of the Board;cralaw
(i) Look into the conditions affecting the practice of the teaching profession and whenever
necessary, adopt such measures as may be deemed proper for the enhancement and maintenance
of high professional and ethical standards of the profession;
(j) Ensure that all educational institutions offering elementary and secondary education comply with
the essential requirements for curricula, faculty and facilities for the elementary and secondary levels;
(k) Investigate such violations of this Act, the rules and the code of ethical and professional
standards for professional teachers as it may come to the knowledge of the Board, and for this
purpose, to issue subpoena and subpoena duces tecum to secure the appearance of witnesses and
the production of documents in connection therewith; and
(l) Discharge such other powers, duties and functions as the Board may deem necessary for the
practice of the teaching profession and the upgrading, enhancement, development and growth of
education in the Philippines.

Sec. 7. Term of Office. — The members of the Board shall hold office for a term of three (3) years
from the date they assume office: Provided, That the first appointees to the Board under this Act shall
hold office according to the following terms: one (1) member shall serve for one (1) year; one (1)
member for two (2) years; the chairman, vice-chairman, and one (1) member for three (3) years.
Vacancies shall be served for the unexpired term only. No person who has served for two (2)
consecutive terms shall be eligible for reappointment.Appointment to fill an unexpired term shall be
considered an appointment to a complete term.
The chairman or any member shall take his oath of office prior to the performance of his duties.

Sec. 8. Qualification of Board Members. — Each Board member must at the time of his
appointment:

(a) Be a citizen and resident of the Philippines;

(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of high moral values
in his personal as well as professional conduct and has not been convicted of any offense involving
moral turpitude;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in Education and
preferably a holder of a master's or doctorate degree in education, or their equivalents, from a
university, school, college, academy or institute duly constituted, recognized and/or accredited by the
Philippine government;
(d) Be a professional teacher with a valid certificate of registration and valid professional license,
save those members who shall compose the first Board for Professional Teachers;
(e) Has been a professional teacher in the active practice of the teaching profession for at least ten
(10) years in the elementary and secondary level; and
(f) Not be an official or member of the faculty of, nor have pecuniary interest in any university,
college, school, or institution conferring a bachelor's degree in education or its equivalents for at least
three (3) years prior to his appointment, and neither connected with a review center or with any group
or association where review classes or lectures in preparation for the licensure examination are
offered or conducted.

Provided, however,That, the membership to the Board shall be evenly distributed to cover all levels of
education, including equitable representation of the different fields of specialization.

41
Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and members of the Board
shall receive compensation comparable to the compensation received by existing regulatory boards
under the Professional Regulation Commission, computed on the basis of the number of
examinees/candidates.

Sec. 10. Supervision of the Board and Custodian of its Records. — The Board shall be under the
supervision and control of the Commission. All records, including applications for examination,
examination papers and results, minutes of deliberation, administrative cases and investigative cases
and investigations involving professional teachers shall be kept by the Commission.

Sec. 11. Secretariat and Support Services. — The Professional Regulation Commission, through
its chairman, shall provide the secretariat and other support services to implement effectively the
provisions of this Act.cralaw

Sec. 12. Removal of a Board Member. — The chairman or any member of the Board may be
removed by the President of the Philippines upon recommendation of the Commission for neglect of
duty, incompetence, unprofessional, unethical, immoral or dishonorable conduct, commission or
toleration of irregularities in the examination, after having been given the opportunity to defend
himself in a proper administrative investigation.

In the course of investigation, the President may preventively suspend the respondent.

ARTICLE III EXAMINATION AND REGISTRATION

Sec. 13. Examination, Registration and License Required. — Except as otherwise specifically
allowed under the provisions of this Act, all applicants for registration as professional teachers shall
be required to undergo a written examination which shall be given at least once a year in such places
and dates as the Board may determine upon approval by the Commission. A valid certificate of
registration and a valid professional license from the Commission are required before any person is
allowed to practice as a professional teacher in the Philippines, except as otherwise allowed under
this Act.
Sec. 14. Scope of Examination. — The examinations for the elementary and secondary school
teachers shall be separate. The examination for teachers in the elementary level shall consist of two
(2) parts, namely: professional education and general education. The examination for teachers in the
secondary level shall consist of three (3) parts, namely: professional education, general education,
and field of specialization.

Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the following
requirements:

(a) A citizen of the Philippines or an alien whose country has reciprocity with the Philippines in the
practice of the teaching profession;
(b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
(d) Has not been convicted by final judgment by a court for an offense involving moral turpitude;
(e) A graduate of a school, college or university recognized by the government and possesses the
minimum educational qualifications, as follows:

(1) For teachers in preschool, a bachelor's degree in early childhood education (BECED) or its
equivalent;

42
 (2) For teachers in the elementary grades, a bachelor's degree in elementary education
(BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in education or its equivalent with
a major and minor, or a bachelor's degree in arts and sciences with at least ten (10) units in
professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education.

Sec. 16. Report of the Results of the Examination. — The Board shall, within one hundred twenty
(120) days after the examination, report the ratings obtained by each candidate to the Professional
Regulation Commission for approval and appropriate action.

Sec. 17. Issuance of Certificate of Registration and Professional License. — The registration of
a professional teacher commences from the date his name is enrolled in the roster of professional
teachers.

Every registrant who has satisfactorily met all the requirements specified in this Act shall, upon
payment of the registration fee, be issued a certificate of registration as a professional teacher
bearing the full name of the registrant with serial number and date of issuance signed by the
chairman of the Commission and the chairman, vice-chairman, and members of the Board, stamped
with the official seal, as evidence that the person named therein is entitled to practice the profession
with all the rights and privileges appurtenant thereto. The certificate shall remain in full force and
effect until withdrawn, suspended and/or revoked in accordance with law.cralaw

A professional license signed by the chairman of the Commission and bearing the registration
number and date of issuance thereof and the month of expiry or renewability shall likewise be issued
to every registrant who has paid the annual registration fees for three (3) consecutive years. This
license shall serve as evidence that the licensee can lawfully practice his profession until the
expiration of its validity.

Sec. 18. Oath Before Practice. — Every registrant shall be required to take his professional oath
before practicing as a professional teacher.

Sec. 19. Periodic Merit Examination of Teachers. — 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 for
merit promotion. In taking this examination, no fee shall be required.

Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit examination,
he or she shall be allowed to take the examination for a second time. Should he or she fail to pass the
merit examination for the second time, then he or she shall be required to take a DECS accredited
refresher course or program before being allowed to retake the examination.

Failure of any permanent teacher to pass the merit examination shall not, however, be used as a
ground for his/her dismissal or demotion.

Sec. 21. Incentives. — Teachers who pass the merit examination shall:

43
 (a) Be awarded a diploma of merit by the Board;
(b) Earn merit points for purposes of promotion in salary or to a higher position or grade level;
(c) Be placed in the priority list for government scholarship; and
(d) Enjoy such other benefits as may be promulgated by the Board.

Similar incentives shall be given to teachers who make inventions, develop new methods of teaching,
write a book or books and create works of artistic merit.

Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be integrated
into one national organization which shall be recognized by the Board and the Commission as the
one and only integrated and accredited association of professional teachers. Upon registration with
the Board, every professional teacher shall be encouraged to become a member of the integrated
national organization. Those who have been registered with the Board but are not members of the
said integrated organization shall be allowed to register as members of the said integrated
organization within three (3) years after the effectivity of this Act. Membership in the integrated
organization shall not be a bar to membership in other associations of the teaching profession. The
professional teachers shall receive the benefits and privileges appurtenant to their membership in the
said integrated and accredited organization of professional teachers only upon payment of the
required membership fees and dues.

Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of the
Teaching Profession, and Cancellation of Temporary or Special Permit. — The Board shall have
the power, after due notice and hearing, to suspend or revoke the certificate of registration of any
registrant, to reprimand or to cancel the temporary/special permit of a holder thereof who is exempt
from registration, for any of the following causes:

(a) Conviction for any criminal offense by a court of competent jurisdiction;

(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally unsound or insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the
teaching profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of registration,
professional license or special/temporary permit;
(f) Chronic inebriety or habitual use of drugs;cralaw
(g) Violation of any of the provisions of this Act, the rules and regulations and other policies of the
Board and the Commission, and the code of ethical and professional standards for professional
teachers; and
(h) Unjustified or willful failure to attend seminars, workshops, conferences and the like or the
continuing education program prescribed by the Board and the Commission.

The decision of the Board to revoke or suspend a certificate may be appealed to the regional trial
court of the place where the Board holds office within fifteen (15) days from receipt of the said
decision or of the denial of the motion for reconsideration filed in due time.

Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be admitted to the
examination, or be given a certificate of registration or be entitled to any of the rights and privileges
provided under this Act; unless the country or state of which he is a subject permits Filipino
professional teachers to practice within its territorial limits on the same basis as subjects or citizens of
said country or state: Provided, that the requirements of certification of teachers with said foreign
state or country are substantially the same as those required and contemplated under this Act:
Provided, further, That the laws of such state or country grant the same privilege to Filipino
professional teachers on the same basis as the subject or citizens of such foreign country or state.

44
Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing the
names and addresses of professional teachers, date of registration or issuance of certificate, and
other data which in the opinion of the Board may appear pertinent shall be maintained. Copies of the
roster shall be provided by the Commission to the Board, the Department of Education, Culture and
Sports, and the integrated and accredited organization of professional teachers.

Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act, no person
shall engage in teaching and/or act as a professional teacher as defined in this Act, whether in the
preschool, elementary or secondary level, unless he is a duly registered professional teacher, and a
holder of a valid certificate of registration and a valid professional license or a holder of a valid
special/temporary permit.

Upon approval of the application and payment of the prescribed fees, the certificate of registration
and professional license as a professional teacher shall be issued without examination as required in
this Act to a qualified applicant, who at the time of the approval of this Act, is:

(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and
the Department of Education, Culture and Sports; orcralaw
(b) A registered professional teacher with the National Board for Teachers under the Department of
Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006; or
(c) Not qualified under paragraphs one and two but with any of the following qualifications. to wit:

(1) An elementary or secondary teacher for five (5) years in good standing and a holder of
Bachelor of Science in Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) years in good standing and a holder of a
master's degree in education or its equivalent.

Provided, That they shall be given two (2) years from the organization of the Board for professional
teachers within which to register and be included in the roster of professional teachers: Provided,
further, That those incumbent teachers who are not qualified to register without examination under
this Act or who, albeit qualified, were unable to register within the two-year period shall be issued a
five-year temporary or special permit from the time the Board is organized within which to register
after passing the examination and complying with the requirements provided this Act and be included
in the roster of professional teachers: Provided, furthermore, That those who have failed the licensure
examination for professional teachers shall be eligible as para-teachers and as such, shall be issued
by the Board a special or temporary permit, and shall be assigned by the Department of Education,
Culture and Sports (DECS) to schools as it may determine under the circumstances.

ARTICLE IV PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION

Sec. 27. Inhibition Against the Practice of the Teaching Profession. — Except as otherwise
allowed under this Act, no person shall practice or offer to practice the teaching profession in the
Philippines or be appointed as teacher to any position calling for a teaching position without having
previously obtained a valid certificate of registration and a valid professional license from the
Commission.

Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than Five
thousand pesos (P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or imprisonment of
nor less than six (6) months nor more than five (5) years, or both, at the discretion of the court:cralaw

45
 (a) Any person who practices the teaching profession in the Philippines without being certified in
accordance with the provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of registration that of
another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the Board or any member
thereof in obtaining a certificate of registration as teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
(f) Any person who, in connection with his name, otherwise assumes, uses or advertises any title
or description tending to convey or conveys the impression that he is a teacher without holding a valid
certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of this Act.

The penalty of fine or imprisonment or both, as provided in this section, shall also apply to any school
official who shall cause or be responsible for the commission of any of the above-enumerated acts.

Sec. 29. Appropriations. — Such sums as may be necessary to carry out the provisions of this Act
shall be included in the 1996 General Appropriations Act and thereafter.

Sec. 30. Implementing Guidelines. — The Board shall formulate and adopt the necessary
guidelines for the effective implementation of the provisions of this Act within sixty (60) days of its
approval.cralaw

The Board shall submit to both Committees on Education, Arts, and Culture; and the Committees on
Civil Service and Professional Regulation of the Senate and House of Representatives, copies of the
implementing rules and guidelines within thirty (30) days after its promulgation.

Any violation of this section shall render the official/s concerned liable under Republic Act No. 6713,
otherwise known as the "Code of Conduct and Ethical Standards for Public Officials and Employees"
and other pertinent administrative and/or penal laws.

Sec. 31. Transitory Provision. — All incumbent teachers in both the public and private sector not
otherwise certified as professional teachers by virtue of this Act, shall be given (5) years temporary
certificates from the time the Board for Professional Teachers is organized within which to qualify as
required by this Act and be included in the roster of professionals.

Provided, however, That the Professional Board Examination for Teachers (PBET) shall still be
administered by the Civil Service Commission and the Department of Education, Culture and Sports
for the year 1995.cralaw

Sec. 32. Separability Clause. — If, for any reason, any section or provision of this Act or the
application of such section or provision to any person or circumstance is declared unconstitutional or
invalid, no other section or provision of this Act shall be affected thereby.

Sec. 33. Repealing Clause. — All laws, presidential decrees, executive orders, rules and regulations
or parts thereof inconsistent with the provisions of this Act are hereby repealed or modified
accordingly.

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Sec. 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days following its complete
publication in the Official Gazette or in two (2) newspapers of general circulation.

BATAS PAMBANSA BLG. 232

AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN INTEGRATED

SYSTEM OF EDUCATION

I. GENERAL PROVISIONS

CHAPTER
Preliminary Matters

Section 1. Title - This Act shall be known as the "Education Act of 1982."

Section 2. Coverage - This Act shall apply to and govern both formal and non-formal systems in
public and private schools in all levels of the entire educational system.

CHAPTER
Declaration of Basic State Policy and Objectives

Section 3. Declaration of Basic Policy - It is the policy of the State to established and maintain a
complete, adequate and integrated system of education relevant to the goals of national
development. Toward this end, the government shall ensure, within the context of a free and
democratic system, maximum contribution of the educational system to the attainment of the following
national developmental goals:

1. To achieve and maintain an accelerating rate of economic development and social

progress;

2. To ensure the maximum participation of all the people in the attainment and enjoyment of
the benefits of such growth; and

3. To achieve and strengthen national unity and consciousness and preserve, develop and
promote desirable cultural, moral and spiritual values in a changing world.

The State shall promote the right of every individual to relevant quality education, regardless of sex,
age, creed, socio-economic status, physical and mental conditions, racial or ethnic origin, political or
other affiliation. The State shall therefore promote and maintain equality of access to education as
well as the enjoyment of the benefits of education by all its citizens.

47
The state shall promote the right of the nation's cultural communities in the exercise of their right to
develop themselves within the context of their cultures, customs, traditions, interest and belief, and
recognizes education as an instrument for their maximum participation in national development and in
ensuring their involvement in achieving national unity.

Section 4. Declaration of Objectives - The educational system aim to:

1. Provide for a broad general education that will assist each individuals in the peculiar
ecology of his own society, to

(a) attain his potentials as a human being;

(b) enhance the range and quality of individual and group participation in the basic
functions of society; and

(c) acquire the essential educational foundation of his development into a productive
and versatile citizen;

2. Train the nation's manpower in the middle-level skills for national development;

3. Develop the profession that will provide leadership for the nation in the advancement of
knowledge for improving the quality of human life; and

4. Respond effectively to changing needs and conditions of the nation through a system of
educational planning and evaluation.

Towards the realization of these objectives, and pursuant to the Constitution, all educational
institutions shall aim to inculcate love of country, teach the duties of citizenship, and develop moral
character, personal discipline, and scientific, technological, and vocational efficiency.

Furthermore, the educational system shall reach out to educationally deprived communities, in order
to give meaningful reality to their membership in the national society, to enrich their civic participation
in the community and national life, and to unify all Filipinos into a free and just nation.

II. THE EDUCATIONAL COMMUNITY

CHAPTER 1
Preliminary Provisions

Section 5. Declaration of Policy and Objectives - It is likewise declared government policy to foster,
at all times, a spirit of shared purposes and cooperation among the members and elements of the
educational community, and between the community and other sectors of society, in the realization
that only in such an atmosphere can be true goals and objectives of education be fulfilled.

Moreover, the State shall:

1. Aid and support the natural right and duty of parents in the rearing of the youth through the
educational system.

48
 2. Promote and safeguard the welfare and interest of the students by defining their rights and
obligations, according them privileges, and encouraging the establishment of sound
relationships between them and the other members of the school community.

3. Promote the social economic status of all school personnel, uphold their rights, define their
obligations, and improve their living and working conditions and career prospects.

4. Extend support to promote the viability of those institutions through which parents,
students and school personnel seek to attain their educational goals.

Section 6. Definition and Coverage - "Educational community" refers to those persons or groups of
persons as such or associated in institutions involved in organized teaching and learning systems.

The members and elements of the educational community are:

1. "Parents" or guardians or the head of the institution or foster home which has custody of
the pupil or student.

2. "Students," or those enrolled in and who regularly attend and educational institution of
secondary or higher level of a person engaged in formal study. "Pupils," are those who
regularly attend a school of elementary level under the supervision and tutelage of a teacher.

3 "School personnel," or all persons working for an educational institution, which includes the
following:

a. "Teaching or academic staff," or all persons engaged in actual teaching and/or

research assignments, either on full-time or part-time basis, in all levels of the
educational system.

b. "School administrators," or all persons occupying policy implementing positions

having to do with the functions of the school in all levels.

c. "Academic non-teaching personnel," or those persons holding some academic

qualifications and performing academic functions directly supportive of teaching, such
as registrars, librarians, research assistants, research aides, and similar staff.

d. "Non-academic personnel," or all other school personnel not falling under the
definition and coverage of teaching and academic staff, school administrators and
academic non-teaching personnel.

4. "Schools," or institutions recognized by the State which undertake educational operations.

Section 7. Community Participation. - Every educational institution shall provide for the establishment
of appropriate bodies through which the members of the educational community may discuss relevant
issues, and communicate information and suggestions for assistance and support of the school and
for the promotion of their common interest.

Representatives from each subgroup of the educational community shall sit and participate in these
bodies, the rules and procedures of which must be approved by them and duly published.

49
CHAPTER 2
Rights

Section 8. Rights of Parents - In addition to other rights under existing laws, all parents who have
children enrolled in a school have the following rights:

1. The right to organize by themselves and/or with teachers for the purpose of providing a
forum for the discussion of matters relating to the total school program, and for ensuring the
full cooperation of parents and teachers in the formulation and efficient implementation of
such programs.

2. The right to access to any official record directly relating to the children who are under their
parental responsibility.

Section 9. Right of Students in School - In addition to other rights, and subject to the limitation
prescribed by law and regulations, and student and pupils in all schools shall enjoy the following
rights:

1. The right to receive, primarily through competent instruction, relevant quality education in
line with national goals and conducive to their full development as person with human dignity.

2. The right to freely chose their field of study subject to existing curricula and to continue
their course therein up to graduation, except in cases of academic deficiency, or violation of
disciplinary regulations.

3. The right to school guidance and counseling services for decisions and selecting the
alternatives in fields of work suited to his potentialities.

4. The right of access to his own school records, the confidentiality of which the school shall
maintain and preserve.

5. The right to the issuance of official certificates, diplomas, transcript of records, grades,
transfer credentials and other similar documents within thirty days from request.

6. The right to publish a student newspaper and similar publications, as well as the right to
invite resource persons during assemblies, symposia and other activities of similar nature.

7. The right to free expression of opinions and suggestions, and to effective channels of
communication with appropriate academic channels and administrative bodies of the school
or institution.

8. The right to form, establish, join and participate in organizations and societies recognized
by the school to foster their intellectual, cultural, spiritual and physical growth and
development, or to form, establish, join and maintain organizations and societies for purposes
not contrary to law.

9. The right to be free from involuntary contributions, except those approved by their own he
organizations or societies.

Section 10. Rights of all School Personnel - In addition to other rights provided for by law, the
following rights shall be enjoyed by all school personnel:

50
 1. The right to free expression of opinion and suggestions, and to effective channels of
communication with appropriate academic and administrative bodies of the school or
institution.

2. The right to be provided with free legal service by the appropriate government office in the
case of public school personnel, and through the school authorities concerned in the case of
private school personnel, when charged in an administrative, civil and/or criminal proceedings
by parties other than the school or regulatory authorities concerned for actions committed
directly in the lawful discharge of professional duties and/or in defense of school policies.

3. The right to establish, join and maintain labor organizations and/or professional and self-
regulating organizations of their choice to promote their welfare and defend their interests.

4. The right to be free from involuntary contributions except those imposed by their own
organizations.

Section 11. Special Rights and/or Privileges of Teaching or Academic Staff - Further to the rights
mentioned in the preceding Section, every member of the teaching or academic staff shall enjoy the
following rights and/or privileges:

1. The right to be free from compulsory assignments not related to their duties as defined in
their appointments or employment contracts, unless compensated therefor, conformably to
existing law.

2. The right to intellectual property consistent with applicable laws.

3. Teachers shall be deemed persons in authority when in the discharge of lawful duties and
responsibilities, and shall, therefore, be accorded due respect and protection.

4. Teachers shall be accorded the opportunity to choose alternative career lines either in
school administration, in classroom teaching, or others, for purposes of career advancement.

Section 12. Special Rights of School Administration - School administrators shall, in accordance with
existing laws, regulations and policies of the Ministry of Education, Culture and Sports, be accorded
sufficient administrative discretion necessary for the efficient and effective performance of their
functions.

School administrators shall be deemed persons in authority while in the discharge of lawful duties and
responsibilities, and shall therefore be accorded due respect and protection.

Section 13. Rights of Schools - In addition to other rights provided for by law, schools shall enjoy the
following:

1. The right of their governing boards or lawful authorities to provide for the proper
governance of the school and to adopt and enforce administrative or management systems.

2. The right for institutions of higher learning to determine on academic grounds who shall be
admitted to study, who may teach, and what shall be subjects of the study and research.

CHAPTER 3
Duties and Obligations

51
Section 14. Duties of Parents. - In addition to those provided for under existing laws, all parents shall
have the following duties and obligations:

1. Parents, individually or collectively, through the school systems, shall help carry out the
educational objectives in accordance with national goals.

2. Parents shall be obliged to enable their children to obtain elementary education and shall
strive to enable them to obtain secondary and higher education in the pursuance of the right
formation of the youth.

3. Parents shall cooperate with the school in the implementation of the school program
curricular and co-curricular.

Section 15. Duties and Responsibilities of Students - In addition to those provided for under existing
laws, every student shall:

1. Exert his utmost to develop his potentialities for service, particularly by undergoing an
education suited to his abilities, in order that he may become an asset to his family and to
society.

2. Uphold the academic integrity of the school, endeavor to achieve academic excellence and
abide by the rules and regulations governing his academic responsibilities and moral
integrity.

3. Promote and maintain the peace and tranquility of the school by observing the rules and
discipline, and by exerting efforts to attain harmonious relationships with fellow students, the
teaching and academic staff and other school personnel.

4. Participate actively in civic affairs and in the promotion of the general welfare, particularly
in the social, economic and cultural development of his community and in the attainment of a
just, compassionate and orderly society.

5. Exercise his rights responsibly in the knowledge that he is answerable for any infringement
or violation of the public welfare and of the rights of others.

Section 16. Teacher's Obligations - Every teacher shall:

1. Perform his duties to the school by discharging his responsibilities in accordance with the
philosophy, goals, and objectives of the school.

2. Be accountable for the efficient and effective attainment of specified learning objectives in
pursuance of national development goals within the limits of available school resources.

3. Render regular reports on performance of each student and to the latter and the latter's
parents and guardians with specific suggestions for improvement.

4. Assume the responsibility to maintain and sustain his professional growth and
advancement and maintain professionalism in his behavior at all times.

5. Refrain from making deductions in students' scholastic rating for acts that are clearly not
manifestations of poor scholarship.

52
 6. Participate as an agent of constructive social, economic, moral, intellectual, cultural and
political change in his school and the community within the context of national policies.

Section 17. School Administrators' Obligations - Every school administrator shall:

1. Perform his duties to the school by discharging his responsibilities in accordance with the
philosophy, goals and objectives of the school.

2. Be accountable for the efficient and effective administration and management of the
school.

3. Develop and maintain a healthy school atmosphere conducive to the promotion and
preservation of academic freedom and effective teaching and learning, and to harmonious
and progressive school-personnel relationship.

4. Assume and maintain professional behavior in his work and in dealing with students,
teachers, academic non-teaching personnel, administrative staff, and parents or guardians.

5. Render adequate reports to teachers, academic non-teaching personnel and non-

academic staff on their actual performance in relation to their expected performance and
counsel them on ways of improving the same.

6. Observe due process, fairness, promptness, privacy, constructiveness and consistency in

disciplining his teachers and other personnel.

7. Maintain adequate records and submit required reports to the Ministry of Education,
Culture and Sports.

Section 18. Obligations of Academic Non-Teaching Personnel - Academic non-teaching personnel

shall:

1. Improve himself professionally be keeping abreast of the latest trends and techniques in
his profession.

2. Assume, promote and maintain an atmosphere conducive to service and learning.

3. Promote and maintain an atmosphere conducive to service and learning.

III. THE EDUCATIONAL SYSTEMS

CHAPTER 1
Formal Education

Section 19. Declaration of Policy. - The State recognizes that formal education, or the school system,
in society's primary learning system, and therefore the main instrument for the achievement of the
country's educational goals and objectives.

Section 20. Definition - "Formal Educational" refers to the hierarchically structured and
chronologically graded learning organized and provided by the formal school system and for which
certification is required in order for the learner to progress through the grades or move to higher
levels. Formal education shall correspond to the following levels:

53
 1. Elementary Education. - the first stage of compulsory, formal education primarily
concerned with providing basic education and usually corresponding to six or seven grades,
including pre-school programs.

2. Secondary Education. - the state of formal education following the elementary level
concerned primarily with continuing basic education and expanding it to include the learning
of employable gainful skills, usually corresponding to four years of high school.

3. Tertiary Education. - post secondary schooling is higher education leading to a degree in a

specific profession or discipline.

Section 21. Objectives of Elementary Education - The objectives of elementary education are:

1. To provide the knowledge and develop the skills, attitudes, and values essential to
personal development and necessary for living in and contributing to a developing and
changing social milieu;

2. To provide learning experiences which increase the child's awareness of and

responsiveness to the changes in and just demands of society and to prepare him for
constructive and effective involvement;

3. To promote and intensify the child's knowledge of, identification with, and love for the
nation and the people to which he belongs; and

4. To promote work experiences which develop the child's orientation to the world of work
and creativity and prepare himself to engage in honest and gainful work.

Section 22. Objectives of Secondary Education. - The objectives of secondary education are:

1. To continue to promote the objectives of elementary education; and

2. To discover and enhance the different aptitudes and interests of the students so as to
equip him with skills for productive endeavor and/or prepare him for tertiary schooling.

Section 23. Objective of Tertiary Education. - The objectives of tertiary education are:

1. To provide a general education program that will promote national identity, cultural
consciousness, moral integrity and spiritual vigor;

2. To train the nation's manpower in the skills required for national development;

3. To develop the professions that will provide leadership for the nation; and

4. To advance knowledge through research work and apply new knowledge for improving the
quality of human life and responding effectively to changing societal needs and conditions.

CHAPTER 2
Non-Education and Specialized Educational Services

Section 24. Specialized Educational Service - The State further recognizes its responsibility to
provide, within the context of the formal education system, services to meet special needs of certain

54
clientele. These specific types, which shall be guided by the basic policies of the State embodied in
the General Provisions of this Act, include:

1. "Work Education," or "Practical Arts," as a program of basic education which aims to

develop the right attitudes towards work; and "technical-vocational education," post-
secondary but non-degree programs leading to one, two, or three year certificates in
preparation for a group of middle-level occupations.

2. "Special Education," the education of persons who are physically, mentally, emotionally,
socially, or culturally different from the so-called "normal" individuals that they require
modification of school practices/services to develop them to their maximum capacity; and

3. "Non-formal Education," any organized school-based educational activities undertaken by

the Ministry of Education, Culture and Sports and other agencies aimed at attaining specific
learning objectives for a particular clientele, especially the illiterates and the out-of-school
youth and adults, distinct from and outside the regular offerings of the formal school system.

The objectives of non-formal education are as follows:

a. To eradicate illiteracy and raise the level of functional literacy of the population;

b. To provide unemployed and underemployed youth and adults with appropriate

vocational/technical skills to enable them to become more productive and effective
citizens; and

c. To develop among the clientele of non-formal education proper values and

attitudes necessary for personal, community and national development.

CHAPTER 3
Establishment of Schools

Section 25. Establishment of Schools - All schools shall be established in accordance with law. The
establishment of new national schools and the conversion of existing schools from elementary to
national secondary or tertiary schools shall be by law: Provided, That any private school proposed to
be established must incorporate as an non-stock educational corporation in accordance with the
provisions of the Corporation Code of the Philippines. This requirement to incorporate may be waived
in the case of family-administered pre-school institutions.

Government assistance to such schools for educational programs shall be used exclusively for that
purpose.

Section 26. Definition of Terms - The terms used in this Chapter are defined as follows:

1. "Schools" are duly established institutions of learning or educational institutions.

2. "Public Schools" are educational institutions established and administered by the

government.

3. "Private Schools" are educational institutions maintained and administered by private

individuals or groups.

55
Section 27. Recognition of Schools - The educational operations of schools shall be subject to their
prior authorization of the government, and shall be affected by recognition. In the case of government
operated schools, whether local, regional, or national, recognition of educational programs and/or
operations shall be deemed granted simultaneously with establishment.

In all other case the rules and regulations governing recognition shall be prescribed and enforced by
the Ministry of Education, Culture and Sports defining therein who are qualified to apply, providing for
a permit system, stating the conditions for the grant of recognition and for its cancellation and
withdrawal, and providing for related matters.

Section 28. Effects of Recognition; Punishable Violations - The issuance of a certificate of recognition
to a school shall have the following effects:

1. It transforms the temporary permit to a permanent authority to operate;

2. It entitled the school or college to give the students who have completed the course for
which recognition is granted, a certificate, title or diploma; and

3. It shall entitle the students who have graduated from said recognized course or courses to
all the benefits and privileges enjoyed by graduates in similar courses of studies in all schools
recognized by the government.

Operation of schools and educational programs without authorization, and/or operation thereof in
violation of the terms of recognition, are hereby declared punishable violations subject to the
penalties provided in this Act.

Section 29. Voluntary Accreditation - The Ministry shall encourage programs of voluntary
accreditation for institution which desire to meet standards of quality over and above minimum
required for State recognition.

CHAPTER 4
Internal Organization of Schools

Section 30. Organization of Schools - Each school shall establish such internal organization as will
best enable it to carry out its academic and administrative functions, subject to limitations provided by
law.

Each school establish such arrangements for the peaceful settlement of disputes between or among
the members of the educational community.

Section 31. Governing Board - Every government college or university as a tertiary institution and
every private school shall have a governing board pursuant to its charter or the Corporation Code of
the Philippines, as the case may be.

Section 32. Personnel Transactions - The terms and conditions of employment of personnel in
government schools shall be governed by the Civil Service, budgetary and compensation laws and
rules.

In private schools, dispute arising from employer-employee relations shall fall under the jurisdiction of
the Ministry of Labor and Employment as provided for by law regulations: Provided, That in view of
the special employment status of the teaching and academic non-teaching personnel, and their
special roles in the advancement of knowledge, standards set or promulgated jointly by the Ministry of

56
Education, Culture and Sports and by the Ministry of Labor and Employment shall be applied by the
Ministry of Labor and Employment: Provided, further, That every private school shall establish and
implement an appropriate system within the school for the prompt and orderly settlement of
provisions of Articles 262 and 263 of the Labor Code.

CHAPTER 5
School Finance and Assistance

Section 33. Declaration of Policy - It is hereby declared to be the policy of the State that the national
government shall contribute to the financial support of educational programs pursuant to goals of
education as declared in the Constitution. Towards this end, the government shall:

1. Adopt measures to broaden access to education through financial assistance and other
forms of incentives to schools, teachers, pupils and students; and

2. Encourage and stimulate private support to education through, inter alia, fiscal and other
assistance measures.

A. FUNDING OF REPUBLIC SCHOOLS

Section 34. National Funds - Public school shall continue to be funded from national funds: Provided,
That local governments shall be encouraged to assume operation of local public schools on the basis
of national fund participation and adequate revenue sources which may be assigned by the national
government for the purpose.

Section 35. Financial Aid Assistance to Public Secondary Schools - The national government shall
extend financial aid and assistance to public secondary schools established and maintained by local
governments, including barangay high schools.

Section 36. Share of Local Government - Provinces, cities and municipalities and barangays shall
appropriate funds in their annual budgets for the operation and maintenance of public secondary
schools on the basis of national fund participation.

Section 37. Special Education Fund - The proceeds of the Special Education Fund accruing to local
governments shall be used exclusively for the purposes enumerated in Section 1 of Republic Act No.
5447, and in accordance with rules and regulations issued by the Ministry of Education, Culture and
Sports and the Ministry of the Budget. Said proceeds shall be considered a local fund and shall be
subject to Presidential Decrees No. 477, Presidential Decree No. 1375 and other applicable local
budget laws and regulations.

Section 38. Tuition and other School Fees - Secondary and post-secondary schools may charge
tuition and other school fees, in order to improve facilities or to accommodate more students.

Section 39. Income from other Sources - Government-supported educational institution may receive
grants, legacies, donations and gifts for purposes allowed by existing laws.

Furthermore, income generated from production activities and from auxiliary enterprises may be
retained and used for schools concerned in accordance with rules and regulations jointly issued
consistently with pertinent appropriation and budgetary laws by the Ministry of the Budget, the
Ministry of Education, Culture and Sports and the Commission on Audit.

B. FUNDING OF PRIVATE SCHOOLS

57
Section 40. Funding of Private Schools - Private schools may be funded from their capital investment
or equity contributions, tuition fees and other school charges, grants, loans, subsidies, passive
investment income and income from other sources.

Section 41. Government Assistance - The government, in recognition of their complementary role in
the educational system, may provide aid to the programs of private schools in the form of grants or
scholarships, or loans from government financial institutions: Provided, That such programs meet
certain defined educational requirements and standards and contribute to the attainment of national
development goals.

Section 42. Tuition and Other Fees - Each private school shall determine its rate of tuition and other
school fees or charges. The rates and charges adopted by schools pursuant to this provision shall be
collectible, and their application or use authorized, subject to rules and regulations promulgated by
the Ministry of Education, Culture and Sports.

Section 43. Income from Other Sources - Any private school duly recognized by the government,
may receive any grant and legacy, donation, gift, bequest or devise from any individual, institution,
corporation, foundation, trust of philanthropic organization, or research institution or organization as
may be authorized by law.

Furthermore, private schools are authorized to engage in any auxiliary enterprise to generate income
primarily to finance their educational operations and/or to reduce the need to increase students' fees.

Section 44. Institutional Funds - The proceeds from tuition fees and other school charges, as well as
other income of schools, shall be treated as institutional funds. Schools may pool their institutional
funds, in whole or in part, under joint management for the purpose of generating additional financial
resources.

C. INCENTIVES TO EDUCATION

Section 45. Declaration of Policy - It is the policy of the State in the pursuit of its national education
development goals to provide an incentive program to encourage the participation of the community
in the development of the educational sector.

Section 46. Relating to School Property - Real property, such as lands, buildings and other
improvements thereon used actually, directly and exclusively for educational purposes shall be
subject to the real property tax based on an assessment of fifteen per cent of the market value of
such property: Provided, That all the proceeds from the payment thereof shall accrue to a special
private education fund which shall be managed and disbursed by a local private school board which
shall be constituted in each municipality or chartered city with private educational institutions with the
mayor or his representative as chairman and not more than two representatives of the institutional
taxpayers, and, likewise, not more than two residents of the municipality or chartered city who are
alumni of any of the institutional taxpayers as members: Provided, further, That fifty percent of the
additional one percent tax on real estate property provided for under Republic Act 5447, shall accrue
to the special private education fund: Provided, finally, That in municipalities or chartered cities
wherein the number of private institutions with individual enrollment of pupils and students over five
thousand exceeds fifteen, the members of the private school board shall be increased to not more
than fourteen members determined proportionately by the Minister of Education, Culture and Sports.
The private school board shall adopt its own rules which shall enable it to finance the annual
programs and projects of each institutional taxpayer for the following purposes; student-pupil
scholarships; improvement of instructional, including laboratory, facilities and/or equipment; library
books and periodicals acquisition; and extension service in the community, in that order of priority.

58
Section 47. Relating to Gifts or Donations to Schools - All gifts or donation in favor of any school,
college or university recognized by the Government shall not be subject to tax; Provided, That such
gifts or donations shall be for improvement of classrooms and laboratory of library facilities, and shall
not inure to the benefit of any officer, director, official, or owner or owners of the school, or paid out as
salary, adjustments or allowance of any form or nature whatsoever, except in support of faculty
and/or professorial chairs.

Section 48. Relating to Earnings from Established Scholarship Funds - All earnings from the
investment of any duly established scholarship fund of any school recognized by the government,
constituted from gifts to the school, and/or from contributions or other resources assigned to said fund
by the school, if said earnings are actually used to fund additional scholarship grants to financially
deserving students shall be exempt from tax until the scholarship fund is fully liquidated, when the
outstanding balance thereof shall be subject to tax.

Section 49. School Dispersal Program - All gains realized from the sale, disposition or transfer of
property, real or personal, of any duly established private school, college or university, in pursuance
of a school dispersal program of the government or of the educational institution as approved by the
government, shall be considered exempt from tax if the total proceeds of the sale are reinvested in a
new or existing duly established school, college, or university located in the dispersal site, within one
(1) year from the date of such sale, transfer or disposition; otherwise, all taxes due on the gains
realized from the transaction shall immediately become due and payable.

Section 50. Conversion to Educational Foundations - An educational institution may convert itself into
a non-stock, non-profit educational foundation, in accordance with the implementing rules to be
issued jointly by the Ministry of Education, Culture and Sports and the Ministry of Finance.

In the case of stock corporations, if for any reason its corporate existence as an educational
institution ceases and is not renewed, all its net assets after liquidation of the liabilities and other
obligations may be conveyed and transferred to any non-profit educational institution or successor
non-profit educational institution or to be used in such manner as in the judgment of said court will
best accomplish the general purposes for which the dissolved organization was organized, or to the
State.

D. ASSISTANCE TO STUDENTS

Section 51. Government Assistance to Students - The government shall provide financial assistance
to financially disadvantaged and deserving students. Such assistance may be in the form of State
scholarships, grants-in-aid, assistance from the Educational Loan Fund, or subsidized tuition rates in
State colleges and universities.

All the above and similar assistance programs shall provide for reserve quotas for financially needed
but academically qualified students from the national cultural communities.

Section 52. Grant of Scholarship Pursuant to Existing Laws - Educational institutions shall be
encouraged to grant scholarships to students pursuant to the provisions of existing laws and such
scholarship measures as may hereafter be provided for by law.

Section 53. Assistance from the Private Sector - The private sector, especially educational
institutions, business and industry, shall be encouraged to grant financial assistance to students,
especially those undertaking research in the fields of science and technology or in such projects as
may be necessary within the context of national development.

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 REPUBLIC ACT NO. 9293

AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTY-EIGHT

HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE “PHILIPPINE
TEACHERS PROFESSIONALIZATION ACT OF 1994”

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:

SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows:

“SEC. 15. Qualification Requirements of Applicants. – No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the following
requirements:

“(e) A graduate of a school, college or university recognized by the government and possesses the
minimum educational qualifications, as follows:

(1) For teachers in preschool, a bachelor’s degree in early childhood education (BECED) or its
equivalent;

(2) For teachers in the elementary grades, a bachelor’s degree in elementary education (BSEED) or
its equivalent;

(3) For teachers in the secondary grades, a bachelor’s degree in education or its equivalent with a
major and minor, or a bachelor degree in arts and sciences with at least eighteen (18) units in
professional education; and

(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education.”

SEC 2. Section 26 of the same Act is hereby amended to read as follows:

“SEC. 26. Registration and Exception. – No person shall engage in teaching and/or act as a
professional teacher as defined in this Act, whether in the preschool, elementary or secondary level,
unless the person is a duly registered professional teacher, and a holder of a valid certificate of
registration and a valid professional license or a holder of a valid special/temporary permit.

Upon approval of the application and payment of the prescribed fees, the certificate of registration
and professional license as a professional teacher shall be issued without examination as required in
this Act to a qualified applicant, who is:

(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the
Department of Education, Culture and Sports; or

60
(b) A registered professional teacher with the National Board for Teachers under the Department of
Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006.

Professional teachers who have not practiced their profession for the past five (5) years shall take at
least twelve (12) units of education courses, consisting of at least six (6) units of pedagogy and six (6)
units of content courses, or the equivalent training and number of hours, to be chosen from a list of
courses to be provided by the Board and the Department of Education, before they can be allowed to
practice their profession in the country.

Those who have failed the licensure examination for professional teachers, with a rating of not lower
than five percentage points from the passing general average rating, shall be eligible as para-
teachers upon issuance by the Board of a two-year special permit, renewable for a non-extendible
period of two (2) years. The para-teachers shall be assigned to areas where there is a shortage or
absence of a professional teacher, as identified and provided by the Department of Education and the
Autonomous Region for Muslim Mindanao (ARMM) education department to the Board for
professional teachers and to the Commission. The special permit shall indicate the area of
assignment of the para-teacher.

A special permit may also be issued by the Board to a person who has excelled and gained
international recognition and is a widely acknowledged expert in his or her respective field of
specialization.”

SEC 3. Section 31 of the same Act is hereby amended to read as follows:

“SEC. 31. Transitory Provision. – Special permits, with a validity of three (3) and five (5) years, issued
to para-teachers by the Board for Professional Teachers before the effectivity of this Act shall be
allowed to expire based on the period granted therein: Provided, That only special permits with a
validity of three (3) years may be renewed upon expiration for a non-extendible period of two (2)
years.”

SEC 4. References to the term “Department of Education, Culture and Sports”, in section 4 (a) and
section 25, and the term “DECS” in section 20, of the same Act, are hereby amended to read as
“Department of Education” and “DepEd”, respectively.

SEC 5. Separability Clause. – If, for any reason, any section or provision of this Act or the application
of such section or provision to any person or circumstance is declared unconstitutional or invalid, no
other section or provision of this Act shall be affected thereby.

SEC 6. Repealing Clause. – All laws, decrees, circulars, administrative orders, rules and regulations,
and other issuances which are inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.

SEC 7. Effectivity. – This Act shall take effect upon approval.

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 REPUBLIC ACT NO. 10533

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS

CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:

SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013”.

SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a complete,
adequate, and integrated system of education relevant to the needs of the people, the country and
society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be
an empowered individual who has learned, through a program that is rooted on sound educational
principles and geared towards excellence, the foundations for learning throughout life, the
competence to engage in work and be productive, the ability to coexist in fruitful harmony with local
and global communities, the capability to engage in autonomous, creative, and critical thinking, and
the capacity and willingness to transform others and one’s self.

For this purpose, the State shall create a functional basic education system that will develop
productive and responsible citizens equipped with the essential competencies, skills and values for
both life-long learning and employment. In order to achieve this, the State shall:

(a) Give every student an opportunity to receive quality education that is globally competitive based
on a pedagogically sound curriculum that is at par with international standards;

(b) Broaden the goals of high school education for college preparation, vocational and technical
career opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly
changing and increasingly globalized environment; and

(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the
circumstances and diversity of learners, schools and communities through the appropriate languages
of teaching and learning, including mother tongue as a learning resource.

SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which provides
the foundation on which subsequent learning can be based. It encompasses kindergarten,
elementary and secondary education as well as alternative learning systems for out-of-school
learners and those with special needs.

SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program
encompasses at least one (1) year of kindergarten education, six (6) years of elementary education,
and six (6) years of secondary education, in that sequence. Secondary education includes four (4)
years of junior high school and two (2) years of senior high school education.

Kindergarten education shall mean one (1) year of preparatory education for children at least five (5)
years old as a prerequisite for Grade I.

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Elementary education refers to the second stage of compulsory basic education which is composed
of six (6) years. The entrant age to this level is typically six (6) years old.

Secondary education refers to the third stage of compulsory basic education. It consists of four (4)
years of junior high school education and two (2) years of senior high school education. The entrant
age to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old,
respectively.

Basic education shall be delivered in languages understood by the learners as the language plays a
strategic role in shaping the formative years of learners.

For kindergarten and the first three (3) years of elementary education, instruction, teaching materials
and assessment shall be in the regional or native language of the learners. The Department of
Education (DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so
that Filipino and English shall be gradually introduced as languages of instruction until such time
when these two (2) languages can become the primary languages of instruction at the secondary
level.

For purposes of this Act, mother language or first Language (LI) refers to language or languages first
learned by a child, which he/she identifies with, is identified as a native language user of by others,
which he/she knows best, or uses most. This includes Filipino sign language used by individuals with
pertinent disabilities. The regional or native language refers to the traditional speech variety or variety
of Filipino sign language existing in a region, area or place.

SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the
enhanced basic education curriculum. It shall work with the Commission on Higher Education (CHED)
to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates.
To ensure college readiness and to avoid remedial and duplication of basic education subjects, the
DepED shall coordinate with the CHED and the Technical Education and Skills Development
Authority (TESDA).

To achieve an effective enhanced basic education curriculum, the DepED shall undertake
consultations with other national government agencies and other stakeholders including, but not
limited to, the Department of Labor and Employment (DOLE), the Professional Regulation
Commission (PRC), the private and public schools associations, the national student organizations,
the national teacher organizations, the parents-teachers associations and the chambers of commerce
on matters affecting the concerned stakeholders.

The DepED shall adhere to the following standards and principles in developing the enhanced basic
education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative;

63
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) which starts from where the learners are and from what they already knew
proceeding from the known to the unknown; instructional materials and capable teachers to
implement the MTB-MLE curriculum shall be available;

(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and
skills after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and
enhance the same based on their respective educational and social contexts. The production and
development of locally produced teaching materials shall be encouraged and approval of these
materials shall devolve to the regional and division education units.

SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative

committee chaired by the DepED Secretary or his/her duly authorized representative and with
members composed of, but not limited to, a representative each from the CHED, the TESDA, the
DOLE, the PRC, the Department of Science and Technology (DOST), and a representative from the
business chambers such as the Information Technology – Business Process Outsourcing (IT-BPO)
industry association. The consultative committee shall oversee the review and evaluation on the
implementation of the basic education curriculum and may recommend to the DepED the formulation
of necessary refinements in the curriculum.

SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education program
meets the demand for quality teachers and school leaders, the DepED and the CHED, in
collaboration with relevant partners in government, academe, industry, and nongovernmental
organizations, shall conduct teacher education and training programs, as specified:

(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to
meet the content and performance standards of the new K to 12 curriculum.

The DepED shall ensure that private education institutions shall be given the opportunity to avail of
such training.

(b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall
undergo additional training, upon hiring, to upgrade their skills to the content standards of the new
curriculum. Furthermore, the CHED, in coordination with the DepED and relevant stakeholders, shall
ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs)
will meet necessary quality standards for new teachers. Duly recognized organizations acting as
TEIs, in coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure that
the curriculum of these organizations meet the necessary quality standards for trained teachers.

(c) Training of School Leadership. — Superintendents, principals, subject area coordinators and other
instructional school leaders shall likewise undergo workshops and training to enhance their skills on
their role as academic, administrative and community leaders.

Henceforth, such professional development programs as those stated above shall be initiated and
conducted regularly throughout the school year to ensure constant upgrading of teacher skills.

SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in
Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher
Education Institution Faculty. — Notwithstanding the provisions of Sections 26, 27 and 28 of Republic

64
Act No. 7836, otherwise known as the “Philippine Teachers Professionalization Act of 1994”, the
DepED and private education institutions shall hire, as may be relevant to the particular subject:

(a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with
shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their
specialized subjects in the elementary and secondary education. Qualified LET applicants shall also
include graduates admitted by foundations duly recognized for their expertise in the education sector
and who satisfactorily complete the requirements set by these organizations: Provided, That they
pass the LET within five (5) years after their date of hiring: Provided, further, That if such graduates
are willing to teach on part-time basis, the provisions of LET shall no longer be required;

(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary
education: Provided, That these graduates possess the necessary certification issued by the
TESDA: Provided, further, That they undergo appropriate in-service training to be administered by the
DepED or higher education institutions (HEIs) at the expense of the DepED;

(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the
secondary education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree,
and must have satisfactorily served as a full-time HEI faculty;

(d) The DepED and private education institutions may hire practitioners, with expertise in the
specialized learning areas offered by the Basic Education Curriculum, to teach in the secondary
level; Provided, That they teach on part-time basis only. For this purpose, the DepED, in coordination
with the appropriate government agencies, shall determine the necessary qualification standards in
hiring these experts.

SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing
the career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA
and the CHED, shall regularly conduct career advocacy activities for secondary level students.
Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the
“Guidance and Counselling Act of 2004”, career and employment guidance counsellors, who are not
registered and licensed guidance counsellors, shall be allowed to conduct career advocacy activities
to secondary level students of the school where they are currently employed; Provided, That they
undergo a training program to be developed or accredited by the DepED.

SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No. 8545,
or the “Expanded Government Assistance to Students and Teachers in Private Education Act”, shall
be extended to qualified students enrolled under the enhanced basic education.

The DepED shall engage the services of private education institutions and non-DepED schools
offering senior high school through the programs under Republic Act No. 8545, and other financial
arrangements formulated by the DepED and the Department of Budget and Management (DBM)
based on the principles of public-private partnership.

SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s program
the operationalization of the enhanced basic education program, the initial funding of which shall be
charged against the current appropriations of the DepED. Thereafter, the amount necessary for the
continued implementation of the enhanced basic education program shall be included in the annual
General Appropriations Act.

SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the
appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten (10)

65
years basic education cycle to the enhanced basic education (K to 12) cycle. The strategies may
cover changes in physical infrastructure, manpower, organizational and structural concerns, bridging
models linking grade 10 competencies and the entry requirements of new tertiary curricula, and
partnerships between the government and other entities. Modeling for senior high school may be
implemented in selected schools to simulate the transition process and provide concrete data for the
transition plan.

To manage the initial implementation of the enhanced basic education program and mitigate the
expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs)
starting School Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the
utilization of the latter’s human and physical resources. Moreover, the DepED, the CHED, the
TESDA, the TVIs and the HEIs shall coordinate closely with one another to implement strategies that
ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to
provide educational and training services for graduates of the enhanced basic education program to
ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to teach students of
secondary education under Section 8 hereof, shall be given priority in hiring for the duration of the
transition period. For this purpose, the transition period shall be provided for in the implementing rules
and regulations (IRR).

SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K
to 12 Program). — There is hereby created a Joint Oversight Committee to oversee, monitor and
evaluate the implementation of this Act.

The Oversight Committee shall be composed of five (5) members each from the Senate and from the
House of Representatives, including Chairs of the Committees on Education, Arts and Culture, and
Finance of both Houses. The membership of the Committee for every House shall have at least two
(2) opposition or minority members.

SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED
shall conduct a mandatory review and submit a midterm report to Congress as to the status of
implementation of the K to 12 program in terms of closing the following current shortages: (a)
teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be
addressed.

The DepED shall include among others, in this midterm report, the following key metrics of access to
and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test
results; (d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding
requirements; and (g) other learning facilities including, but not limited to, computer and science
laboratories, libraries and library hubs, and sports, music and arts.

SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the
per capita spending on education towards the immediate attainment of international benchmarks.

SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this
Act, the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate
the rules and regulations needed for the implementation of this Act.

SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional, the
same shall not affect the validity and effectivity of the other provisions hereof.

SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the “Education
Act of 1982”, Republic Act No. 9155 or the “Governance of Basic Education.

66
Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive
orders and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby
repealed or modified accordingly.

SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication in
the Official Gazette or in two (2) newspapers of general circulation.

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY COVERAGE

Section 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and
improve the social and economic status of public school teachers, their living and working conditions,
their terms of employment and career prospects in order that they may compare favorably with
existing opportunities in other walks of life, attract and retain in the teaching profession more people
with the proper qualifications, it being recognized that advance in education depends on the
qualifications and ability of the teaching staff and that education is an essential factor in the economic
growth of the nation as a productive investment of vital importance.

Section 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers"
and shall apply to all public school teachers except those in the professorial staff of state colleges and
universities.

As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any
level of instruction, on full-time basis, including guidance counselors, school librarians, industrial arts
or vocational instructors, and all other persons performing supervisory and/or administrative functions
in all schools, colleges and universities operated by the Government or its political subdivisions; but
shall not include school nurses, school physicians, school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Section 3. Recruitment and Qualification. Recruitment policy with respect to the selection and
appointment of teachers shall be clearly defined by the Department of Education: Provided, however,
That effective upon the approval of this Act, the following shall constitute the minimum educational
qualifications for teacher-applicants:

(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary
Education (B.S.E.ED.);

(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent
with a major and a minor; or a Bachelor's degree in Arts or Science with at least eighteen
professional units in Education.

(c) For teachers of secondary vocational and two years technical courses, Bachelor's degree
in the field of specialization with at least eighteen professional units in education;

(d) For teachers of courses on the collegiate level, other than vocational, master's degree
with a specific area of specialization;

Provided, further, That in the absence of applicants who possess the minimum educational
qualifications as hereinabove provided, the school superintendent may appoint, under a temporary
status, applicants who do not meet the minimum qualifications: Provided, further, That should

67
teacher-applicants, whether they possess the minimum educational qualifications or not, be required
to take competitive examinations, preference in making appointments shall be in the order of their
respective ranks in said competitive examinations: And provided, finally, That the results of the
examinations shall be made public and every applicant shall be furnished with his score and rank in
said examinations.

Section 4. Probationary Period. When recruitment takes place after adequate training and
professional preparation in any school recognized by the Government, no probationary period
preceding regular appointment shall be imposed if the teacher possesses the appropriate civil service
eligibility: Provided, however, That where, due to the exigencies of the service, it is necessary to
employ as teacher a person who possesses the minimum educational qualifications herein above set
forth but lacks the appropriate civil service eligibility, such person shall be appointed on a provisional
status and shall undergo a period of probation for not less than one year from and after the date of his
provisional appointment.

Section 5. Tenure of Office. Stability on employment and security of tenure shall be assured the
teachers as provided under existing laws.

Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack
of necessary civil service eligibility shall be extended permanent appointment for the position he is
holding after having rendered at least ten years of continuous, efficient and faithful service in such
position.

Section 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise
provided, no teacher shall be transferred without his consent from one station to another.

Where the exigencies of the service require the transfer of a teacher from one station to another,
such transfer may be effected by the school superintendent who shall previously notify the teacher
concerned of the transfer and the reason or reasons therefor. If the teacher believes there is no
justification for the transfer, he may appeal his case to the Director of Public Schools or the Director
of Vocational Education, as the case may be. Pending his appeal and the decision thereon, his
transfer shall be held in abeyance: Provided, however, That no transfers whatever shall be made
three months before any local or national election.

Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his
transfer is finally approved.

Section 7. Code of Professional Conduct for Teachers. Within six months from the approval of this
Act, the Secretary of Education shall formulate and prepare a Code of Professional Conduct for
Public School Teachers. A copy of the Code shall be furnished each teacher: Provided, however,
That where this is not possible by reason of inadequate fiscal resources of the Department of
Education, at least three copies of the same Code shall be deposited with the office of the school
principal or head teacher where they may be accessible for use by the teachers.

Section 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at
each stage of any disciplinary procedure and shall have:

a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;

68
 c. the right to defend himself and to be defended by a representative of his choice and/or by
his organization, adequate time being given to the teacher for the preparation of his defense;
and

d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a teacher during the
pendency of his case.

Section 9. Administrative Charges. Administrative charges against a teacher shall be heard initially
by a committee composed of the corresponding School Superintendent of the Division or a duly
authorized representative who should at least have the rank of a division supervisor, where the
teacher belongs, as chairman, a representative of the local or, in its absence, any existing provincial
or national teacher's organization and a supervisor of the Division, the last two to be designated by
the Director of Public Schools. The committee shall submit its findings and recommendations to the
Director of Public Schools within thirty days from the termination of the hearings: Provided, however,
That where the school superintendent is the complainant or an interested party, all the members of
the committee shall be appointed by the Secretary of Education.

Section 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the

teaching profession, or during its exercise, or in the termination of services, based on other than
professional consideration.

Section 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to
enable married couples, both of whom are public school teachers, to be employed in the same
locality.

Section 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their
professional duties, particularly with regard to teaching and classroom methods.

III. HOURS OF WORK AND REMUNERATION

Section 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be
required to render more than six hours of actual classroom teaching a day, which shall be so
scheduled as to give him time for the preparation and correction of exercises and other work
incidental to his normal teaching duties: Provided, however, That where the exigencies of the service
so require, any teacher may be required to render more than six hours but not exceeding eight hours
of actual classroom teaching a day upon payment of additional compensation at the same rate as his
regular remuneration plus at least twenty-five per cent of his basic pay.

Section 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary,
co-curricula and out of school activities and any other activities outside of what is defined as normal
duties of any teacher shall be paid an additional compensation of at least twenty-five per cent of his
regular remuneration after the teacher has completed at least six hours of actual classroom teaching
a day.

In the case of other teachers or school officials not engaged in actual classroom instruction, any work
performed in excess of eight hours a day shall be paid an additional compensation of at least twenty-
five per cent of their regular remuneration.

The agencies utilizing the services of teachers shall pay the additional compensation required under
this section.1âшphi1 Education authorities shall refuse to allow the rendition of services of teachers

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for other government agencies without the assurance that the teachers shall be paid the
remuneration provided for under this section.

Section 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:

(a) they shall compare favorably with those paid in other occupations requiring equivalent or
similar qualifications, training and abilities;

(b) they shall be such as to insure teachers a reasonable standard of life for themselves and
their families; and

(c) they shall be properly graded so as to recognize the fact that certain positions require
higher qualifications and greater responsibility than others: Provided, however, That the
general salary scale shall be such that the relation between the lowest and highest salaries
paid in the profession will be of reasonable order. Narrowing of the salary scale shall be
achieved by raising the lower end of the salary scales relative to the upper end.

Section 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a
minimum to a maximum salary by means of regular increments, granted automatically after three
years: Provided, That the efficiency rating of the teacher concerned is at least satisfactory. The
progression from the minimum to the maximum of the salary scale shall not extend over a period of
ten years.

Section 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated
by a city, municipal, municipal district, or provincial government, shall not be less than those provided
for teachers of the National Government.

Section 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the
rise in the cost of living by the payment of a cost-of-living allowance which shall automatically follow
changes in a cost-of-living index. The Secretary of Education shall, in consultation with the proper
government entities, recommend to Congress, at least annually, the appropriation of the necessary
funds for the cost-of-living allowances of teachers employed by the National Government. The
determination of the cost-of-living allowances by the Secretary of Education shall, upon approval of
the President of the Philippines, be binding on the city, municipal or provincial government, for the
purposes of calculating the cost-of-living allowances of teachers under its employ.

Section 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such
as difficulty in commuting to the place of work or other hazards peculiar to the place of employment,
as determined by the Secretary of Education, they shall be compensated special hardship allowances
equivalent to at least twenty-five per cent of their monthly salary.

Section 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of
the Philippines or its equivalent in checks or treasury warrants. Provided, however, That such checks
or treasury warrants shall be cashable in any national, provincial, city or municipal treasurer's office or
any banking institutions operating under the laws of the Republic of the Philippines.

Section 21. Deductions Prohibited. No person shall make any deduction whatsoever from the
salaries of teachers except under specific authority of law authorizing such
deductions: Provided, however, That upon written authority executed by the teacher concerned, (1)
lawful dues and fees owing to the Philippine Public School Teachers Association, and (2) premiums
properly due on insurance policies, shall be considered deductible.

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IV. HEALTH MEASURES AND INJURY BENEFITS

Section 22. Medical Examination and Treatment. Compulsory medical examination shall be provided
free of charge for all teachers before they take up teaching, and shall be repeated not less than once
a year during the teacher's professional life. Where medical examination show that medical treatment
and/or hospitalization is necessary, same shall be provided free by the government entity paying the
salary of the teachers.

In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary
medical care with the right to be reimbursed for their traveling expenses by the government entity
concerned in the first paragraph of this Section.

Section 23. Compensation For Injuries. Teachers shall be protected against the consequences of
employment injuries in accordance with existing laws. The effects of the physical and nervous strain
on the teacher's health shall be recognized as a compensable occupational disease in accordance
with existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Section 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public
schools, they shall be entitled to study leave not exceeding one school year after seven years of
service. Such leave shall be granted in accordance with a schedule set by the Department of
Education. During the period of such leave, the teachers shall be entitled to at least sixty per cent of
their monthly salary: Provided, however, That no teacher shall be allowed to accumulate more than
one year study leave, unless he needs an additional semester to finish his thesis for a graduate study
in education or allied courses: Provided, further, That no compensation shall be due the teacher after
the first year of such leave. In all cases, the study leave period shall be counted for seniority and
pension purposes.

The compensation allowed for one year study leave as herein provided shall be subject to the
condition that the teacher takes the regular study load and passes at least seventy-five per cent of his
courses. Study leave of more than one year may be permitted by the Secretary of Education but
without compensation.

Section 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when
the nature of the illness demands a long treatment that will exceed one year at the least.

Section 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and
service requirements of the applicable retirement laws shall be given one range salary raise upon
retirement, which shall be the basis of the computation of the lump sum of the retirement pay and the
monthly benefits thereafter.

VI. TEACHER'S ORGANIZATION

Section 27. Freedom to Organize. Public school teachers shall have the right to freely and without
previous authorization both to establish and to join organizations of their choosing, whether local or
national to further and defend their interests.

Section 28. Discrimination Against Teachers Prohibited. The rights established in the immediately
preceding Section shall be exercised without any interference or coercion. It shall be unlawful for any
person to commit any acts of discrimination against teachers which are calculated to (a) make the

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employment of a teacher subject to the condition that he shall not join an organization, or shall
relinquish membership in an organization,

(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in
an organization or because of participation in organization activities outside school hours, or
with the consent of the proper school authorities, within school hours, and (c) to prevent him
from carrying out the duties laid upon him by his position in the organization, or to penalize
him for an action undertaken in that capacity.

Section 29. National Teacher's Organizations. National teachers' organizations shall be consulted in
the formulation of national educational policies and professional standards, and in the formulation of
national policies governing the social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Section 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the
necessary rules and regulations to implement the provisions of this Act. Rules and regulations issued
pursuant to this Section shall take effect thirty days after publication in a newspaper of general
circulation and by such other means as the Secretary of Education deems reasonably sufficient to
give interested parties general notice of such issuance.

Section 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the
necessary budgetary estimates to implement the provisions of the Act concerning the benefits herein
granted to public school teachers under the employ of the National Government.

Section 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher
in the exercise of his rights guaranteed by this Act or who shall in any other manner commit any act to
defeat any of the provisions of this Act shall, upon conviction, be punished by a fine of not less than
one hundred pesos nor more than one thousand pesos, or by imprisonment, in the discretion of the
court.

If the offender is a public official, the court shall order his dismissal from the Government service.

Section 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing
rules inconsistent with the provisions of this Act are hereby repealed, amended or modified
accordingly.

Section 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this
Act or any provisions not affected thereby shall remain in force and in effect.

Section 35. This Act shall take effect upon its approval.

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 REFERENCES

 https://www.theclassroom.com/info-8230963-differences-school-
administration-school-supervision.html
 https://resources.workable.com/school-administrator-job-description
 https://www.rasmussen.edu/degrees/education/blog/types-of-schools/
 https://www.slideshare.net/hobbyko/lesson-3-types-of-schools-and-programs
 https://www.parents.com/toddlers-preschoolers/starting-
preschool/preparing/6-types-of-preschool-programs/
 https://panacheenfants.com/other-philosophies/
 https://www.rajeevelt.com/ecce-objectives-of-early-childhood-care-and-
education-national-ecce-curriculum-framework/rajeev-ranjan/
 https://smallbusiness.chron.com/start-own-preschool-program-12582.html
 https://fedena.com/blog/2019/07/school-finance-management.html
 https://link.springer.com/article/10.1007/2288-6729-5-1-65
 https://www.lawphil.net/statutes/repacts/ra2000/ra_8980_2000.html
 https://www.teacher.org/topic/professional-development-teachers/
 https://learningpolicyinstitute.org/product/effective-teacher-professional-
development-report
 http://writersbureau.net/jede/challenges-facing-early-childhood-education-in-
developing-countries/
 http://resourcesforearlylearning.org/fm/early-childhood-assessment/

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