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The Teaching Profession

CHAPTER ONE: YOU, THE TEACHER, AS A PERSON IN SOCIETY

LESSON 1 YOUR PHILOSOPHICAL HERITAGE

Lesson Outcomes/Objectives:

Summarize at least seven(7) philosophies of education and draw their implications to

teaching-learning.
Formulate your own philosophy of education
Discuss and internalize the foundational principles of morality
Accept continuing values formation as an integral part of your personal and professional
life:
Clarify if you truly value teaching
Explain teaching as a vocation, mission, and profession
https://www.academia.edu/37093787/The_Teaching_Profession_CHAPTER_I
CHAPTER I

YOU, the TEACHER, as a PERSON in SOCIETY

“Teachers are the most responsible and notable members of society because their professional efforts affect the fate of
the earth.”- Helen Caldicott

Introduction

We don’t live in a vacuum. We live in a society. We are part of the society. Our society influences us to the extent that
we allow ourselves to be influenced by it. Our thoughts, values and actions are somehow shaped by events and by
people with whom we come in contact. We, in turn, help shape society- its events, its people and its destiny.

John Donne said it in his song “No man is an island”. No man stands alone. We need one another. In the context of your
life as a teacher, we would say: No teacher is an island. No teacher stands alone. Think of the many people who are
helping you now become a teacher soon. In fact, soon you will be called “teacher” in relation to a student, in the same
manner that your student will be called “student” in relation to you as teacher.

In this chapter, you will be made to realize the significant role that you will play in society. This is perhaps one reason
why many a time the teacher is blamed for the many ills in society. You will also come to realize the demands it will
exact from you for much is expected of you, the teacher. It is, therefore, no joke to become one.

While teaching has many demands it also has its share of rewards. Great teachers recite a litany of these rewards most
of which are invisible to the eyes but are the most essential.

Your influence on your students and on other people with whom you work and live depends on a great deal on your
philosophy as a person and as a teacher. Your philosophy of life and your philosophy of education serve as your
“window “to the world and your “compass” in the sea of life. Embedded in your personal philosophy are your principles
and values that will determine how you regard people, how you look at life. They govern and direct your lifestyle, your
thoughts, decisions, actions and your relationships with people and things.

In this chapter, you are expected to

A. Summarize at least seven philosophies of education and draw their implications to teaching-learning
B. Formulate your own philosophy of education
C. Discuss and internalize the foundational principles of morality
D. Accept continuing values of education as an integral part of your personal and professional life
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E. Clarify if you really value teaching

F. Explain teaching as a vocation, mission and profession
G. Embrace teaching as a vocation, mission and profession

Lesson I
Your Philosophical Heritage
“To philosophize is so essentially human-and in a sense to philosophize means living a truly human life.” J. Pieper
The Existential Question
We are heirs to a rich philosophical heritage. Passed on to us are several philosophies of various thinkers who lived
before us. These thinkers reflected on life in this planet. They occupied themselves searching for answers to questions
about human existence. These essential questions come in different versions. “What is life?” Who am I? “Why am I
here? “or “What am I living for?” What is reality? “Is the universe real? “What is good to do?” How should I live life
meaningfully?” and the like. In the school context, these essential questions are: “Why do I teach?” How should I teach?
What is the nature of the learners?” How do we learn?”
An Exercise to Determine Your Educational Philosophy
Find out to which philosophy you adhere. To what extent does each statement apply to you? Rate yourself 4 if you agree
with the statement always,3 if you agree but not always,2 if you agree sometimes and 1 if you don’t agree at all.

Statements 1 2 3 4

1. There is no substitute for concrete experience in learning.

2. The focus of education should be the ideas that are relevant today as when they
were first conceived.
3. Teachers must not force their students to learn the subject matter if it does not
interest them.
4. Schools must develop students’ capacity to reason by stressing on the humanities.

5. In the classroom, students must be encouraged to interact with one another to

develop social virtues such as cooperation and respect.
6. Students should read and analyze the Great Books, the creative works of history’s
finest thinkers and writers.
7. Help students expand their knowledge by helping them apply their previous
experiences in solving recent problems.
8. Our course of study should be general, not specialized, liberal, not vocational,
humanistic, not technical.
9. There is no universal, inborn human nature. We are born and exist and then we
ourselves freely determine our essence.
10. Human beings are shaped by their environment.

11. Schools should stress on the teaching of basic skills.

12. Change of environment can change a person.

13. Curriculum should emphasize on the traditional disciplines such as Math, Natural
Science, History, Grammar and Literature.
14. Teacher cannot impose meaning, students make meaning of what they are taught.

15. Schools should help individuals accept themselves as unique individuals and accept
responsibility for their thoughts, feelings and actions.
16. Learners produce knowledge based on their experience.

17. For the leaner to acquire the basic skills, he must go through the rigor and discipline
of serious study.

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18. The teacher and the school head must prescribe what is most important for the
students to learn.
19. The truth shines in an atmosphere of genuine dialogue.

20. A learner must be allowed to learn at his own pace.

21. The learner is not a blank slate but brings past experiences and cultural factors to
learning situation.
22. The classroom is not a place where teachers pour knowledge into empty minds of
students.
23. The learner must be taught how to communicate his ideas and feelings.

24. To understand the message from his students, the teacher must listen not only to
what his students are saying but also to what they are not saying.
25. An individual is what he chooses to become not dictated by his environment.

Interpreting your Scores

If you have 2 answers of 2/4 in numbers

1,3,5,7- you are more of a progressivist

2,4,6,8- you are more of a perennialist

9,15,20,25- you are more of an existentialist

10,12- you are more of a behaviorist

11,13,17,18- you are more of an essentialist

14, 16,21,22- you are more of a constructivist

19,23,24 – you are more of a linguistic philosopher

If you have 2 scores of 4 in several of the 7 clusters, you have an eclectic philosophy which means you put the
philosophies together. If your scores are less than 4, this means that you are not very definite in your philosophy. Or if
your scores are less than 3 in most of the items, this means your philosophy is quite vague.

After you have gotten an idea on the philosophy, let us know more about them.

SEVEN PHILOSOPHIES OF EDUCATION

ESSENTIALISM
Why Teach?
This philosophy contends that teachers teach for learners to acquire basic knowledge, skills and values. Teachers
teach “not to radically reshape society” but rather” to transmit the traditional moral values and intellectual knowledge
that students need to become model citizens.”
What to Teach?
Essentialist programs are academically rigorous. The emphasis is on academic content for students to learn the
basic skills or the fundamental R’s-reading, writing, arithmetic, right conduct- as these are essential to the acquisition of
higher or more complex skills needed in preparation for adult life. The essentialist curriculum includes the “traditional
disciplines such as Math, Natural Science, History, Foreign Language and Literature. Essentialists frown upon vocational
courses or other courses with watered down academic content. The teachers and administrators decide what is most
important for the students to learn and place little emphasis on student interests, particularly when they divert time and
attention from the academic curriculum
How to Teach
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Essentialist teachers emphasize mastery of subject matter. They were expected to be intellectual and moral
models of their students. They are “fountain” of information and as paragon of virtue, if ever there is such a person. To
gain mastery of basic skills, teachers must observe “core requirements, longer school day, a longer academic year. With
mastery of academic content as primary focus, teachers rely on the use of prescribed textbooks, and drill method and
other methods that will enable them to cover as much academic content as possible like the lecture method. There is a
heavy stress on memorization and discipline.
PROGRESSIVISM
Why Teach
Progressivist teachers teach to develop learners into becoming enlightened and intelligent citizens of a
democratic society. This group of teachers teaches learners, so they may live life fully now not to prepare them for adult
life.
What to Teach
The progressivists are identified with need based and relevant curriculum. This is a curriculum that responds to
students’ needs and that relates to students’ personal lives and experiences.
Progressivists accept the impermanence of life and the inevitability of change. For the progressivists, everything
else changes. Change is the only thing that does not change. Hence, progressivist teachers are more concerned with
teaching the learners the skills to cope with change. Instead of occupying themselves with teaching facts or bits of
information that are true today but become obsolete tomorrow, they would rather focus their teaching on the teaching
of skills or processes in gathering and evaluating information and in problem-solving. The subjects that are given
emphasis in progressivist schools are the Natural and Social Sciences. Teachers expose students to many new scientific,
technological and social developments, reflecting the progressivist notion that progress and change are fundamental. In
addition, students solve problems in the classroom like those they will encounter outside of the schoolhouse.
How to Teach
Progressivist teachers employ experiential methods. They believe that one learns by doing. For John Dewey, the
most popular advocate of progressivism, book learning is no substitute for actual experience. One experiential teaching
method that progressivist teachers heavily rely on is the problem-solving method. This makes use of the scientific
method. Other hands-on-minds-on-hearts-on teaching methods used are field trips during which students interact with
nature or society. Teachers also stimulate students through thought-provoking games and puzzles.

PERENNIALISM
Why Teach –We are all rational animals. Schools should therefore, develop the students’ rational and moral powers.
According to Aristotle, if we neglect the students’ reasoning skills, we deprive them of the ability to use their higher
faculties to control their passions and appetites.
What to Teach- The perennialist curriculum is a universal one on the view that all human beings possess the same
essential nature. It is heavy on the humanities, on general education. It is not a specialist curriculum but rather a general
one. There is less emphasis on vocational and technical education. Philosopher Mortimer Adler claims that the Great
Books of ancient and medieval as well as modern times are repository of knowledge and wisdom, a tradition of culture
which must initiate each generation”. What the perrenialist teachers teach are lifted from the Great Books.
How to Teach- The perennialist classrooms are “centered around teachers”. The teachers do not allow the students’
interests or experience to substantially dictate what they teach. They apply whatever creative techniques and others
tried and true methods which are believed to be most conducive to disciplining the students’ minds. Students engaged
in Socratic dialogues or mutual inquiry sessions to develop an understanding of history’s most timeless concepts.”

EXISTENTIALISM
Why Teach- The main concern of the existentialists is “to help students understand and appreciate themselves as unique
individuals who accept complete responsibility for their thoughts, feelings and actions”. Since “existence precedes
essence”, the existentialist teacher’s role is to help students define their own essence by exposing them to various paths
they take in life and by creating an environment in which they freely choose their own preferred way. Since feeling is not
divorced from reason in decision making, the existentialist demands the education of the whole person, not just the
mind.
What to teach- In an existentialist curriculum, students are given a wide variety of options from which to choose.
Students are afforded great latitude in their choice of subject matter. The humanities, however, are given tremendous
emphases to provide students with vicarious experiences that will help unleash their own creativity and self expression.
For example, rather than emphasizing historical events, existentialists focus upon the actions of historical individuals,
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each of whom provides possible models for the students’ own behavior. Moreover, vocational education is regarded
more as a means of teaching students about themselves and their potential than of earning a livelihood. In teaching art,
existentialism encourages individual creativity and imagination more than copying and imitating established models.
How to Teach- Existentialist methods focus on the individual. Learning is self-paced, self directed. It includes a great deal
of individual contact with the teacher, who relates to each student openly and honestly. To help students know
themselves and their place in society, teachers employ values clarification strategy. In the use of such strategy, teachers
remain non-judgmental and take care not to impose their values on their students since values are personal.
BEHAVIORISM
Why Teach – Behaviorist schools are concerned with the modification and shaping of students’ behavior by providing for
a favorable environment, since they believe that they are a product of their environment. They are after students who
exhibit desirable behavior in society.
What to Teach- Because behaviorists look at “people and other animals as complex combinations of matter that act only
in response to internally or externally generated physical stimuli, behaviorist teachers teach students to respond
favorably to various stimuli in the environment.
How to Teach- Behaviorist teachers ought to arrange environmental conditions so that students can make the responses
to stimuli. Physical variables like light, temperature, arrangement of furniture, size and quantity of visual aids have
controlled to get the desired responses from learners. Teachers ought to make the stimuli clear and interesting to
capture and hold the learners’ attentions. They ought to provide appropriate incentives to reinforce positive responses
and weaken or eliminate negative ones.

LINGUISTIC PHILOSOPHY

Why Teach – To develop the communication skills of the learner because the ability to articulate, to voice out the
meanings and values of things that one obtains from his experience of life and the world is the very essence of man. It is
through his ability to express himself clearly, to get his ideas across, to make known to others the values that he has
imbibed, the beauty that he has seen, the ugliness that he rejects and the truth that she has discovered. Teachers teach
to develop in the learner the skill to send messages clearly and receive messages correctly.

What to Teach- Learners should be taught to communicate clearly-how to send clear, concise messages and how to
receive and correctly understand messages sent. Communication takes place in three ways- verbal, non-verbal and Para
verbal. Verbal component refers to the content of our message, the choice and arrangement of our word. This can be
oral or written. Non-verbal component refers to the message we send through our body language while paraverbal
component refers to how we say what we say-the tone, pacing and volume of our voices.

There is a need to teach learners to use language that is correct, precise, grammatical, coherent, and accurate so that
they can communicate clearly and precisely their thoughts and feelings. There is need to help students expand their
vocabularies to enhance their communication skills. There is need to teach the learners how to communicate clearly
through non-verbal means and consistently through para- verbal means.

There is need to caution the learners of the verbal and non-verbal barriers to communication. Teach them to speak as
many languages as you can. The more languages one speaks, the better he can communicate with the world. A
multilingual has an edge over the monolingual or bilingual.

How to Teach- The most effective way to teach language and communication is the experiential way. Make them
experience sending and receiving messages through verbal, nonverbal and para verbal manner. Teacher should make
the classroom a place for the interplay of minds and hearts. The teacher facilitates dialogue among learners and
between him students because in the exchange of words, there is also an exchange of ideas.

CONSTRUCTIVISM

Why Teach- To develop intrinsically motivated and independent learners adequately equipped with learning skills for
them to be able to construct knowledge and make meaning of them.

https://onlineelearn.com/2018/03/12/let-reviewer-prof-ed-foundation-of-education-part-1-with-answers/

https://www.prcboard.com/2016/07/LET-Reviewer-ProfEd-Professional-Education-Part-2.html

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What to Teach- The learners are taught how to learn. They are taught learning processes and skills such as searching,
critiquing and evaluating information, relating these pieces of information, reflecting on the same, making meaning out
of them, drawing insights, posing questions, researching and constructing new knowledge out of these bits of
information learned.

How to Teach – In the constructivist classroom, the teacher provides students with data or experiences that allow them
to hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine and invent. The constructivist
classroom is interactive. It promotes dialogical exchange of ideas among learners and between teacher and learners. The
teacher’s role is to facilitate this process. Knowledge isn’t a thing that can be simply deposited by the teacher into the
empty minds of the learners. Rather, knowledge is constructed by learners through an active, mental process of
development; learners are the builders and creators of meaning and knowledge. Their minds are not empty. Instead,
their minds are full of ideas waiting to be “midwife” by the teacher with his skillful facilitating skills.

Summary
We have a very rich philosophical heritage. But only seven philosophies were discussed here:
essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy and constructivism. The
rest are assigned to you as research work. The seven philosophies differ in their concepts of the learner and values, in
why do we teach (objectives), what should be taught (curriculum) and how should the curriculum be taught (teaching
strategies). However, there exist also some similarities among the philosophies. These you will see more as you
proceed to the activities.
Notes: Philosophy is your attitude, viewpoint, thinking, way of life, values or beliefs. Linguistics is the study of language
and how language works. Heritage is something that you inherit.

Test Your Understanding of the Philosophies

Test I. Directions: Answer each with a YES or NO. If your answer is NO, explain your answer in a sentence.

● Essentialism
_____1. Do essentialists aim to teach students to reconstruct society?
_____2. Is the model citizen of the essentialist the citizen who contributes to the re-building of society?
_____3. Do the essentialist teachers give up teaching the basics if the students are not interested?
_____4. Do the essentialist teachers frown on long academic calendar and core requirements?
● Progressivism
_____1. Do the progressivist teachers look at education as a preparation for adult life?
_____2. Are the students’ interests and needs considered in a progressivist curriculum?
_____3. Does the progressivist curriculum focus mainly on facts and concepts?
_____4. Do the progressivist teachers strive to simulate in the classroom life in the outside world?
●Perennialism
_____1. Are the perennialist teachers concerned with the students’ mastery of the fundamental skills?
_____2. Do the perennialist teachers see the wisdom of ancient, medieval and modern times?
_____3. Is the perennialist curriculum geared towards specialization?
_____4. Do the perennialist teachers sacrifice subject matter for the students’ interests?
●Existentialism
_____1. Is the existentialist teacher after students becoming specialist to contribute to society?
_____2. Is the existentialist concerned with the education of the whole person?
_____3. Is the course of study imposed on students in the existentialist classroom?
_____4. Does the existentialist teacher make heavy use of the individualized approach?
● Behaviorism
_____1. Are behaviorists concerned with the modification of students’ behavior?
_____2. Do behaviorist teachers spend their time teaching their students on how to respond favorably to various
environmental stimuli?
_____3. Do behaviorist teachers believe that they have control over some variables that affect learning?
_____4. Do behaviorist teachers believe that students are a product of their environment?
● Linguistic Philosophy
_____1. Do linguistic philosophers promote the study of language?
_____2. Is the communication that linguistic philosophers encourage limited to verbal language only?
_____3. Do linguistic philosophers prefer the teacher who dominates discussion to save time to a teacher who
encourages dialogue?
_____4. Is the curriculum of the linguistic philosopher open to learning of as many languages like Mother Tongue as
possible?
● Constructivism
_____1. Does the constructivist agree to a teaching methodology of “telling”?
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_____2. Do constructivists believe that students can construct knowledge?

_____3. Do constructivists approve of teaching learners skill to learn?
_____4. Do constructivists believe that meaning can be imposed?
Test II. A. Directions: Test your mastery. You may need to research further to gain mastery. The first exercise in this
lesson may help. (an exercise to determine your philosophy in life)
To which PHILOSOPHY does each theory of man belong?
A person:
__________1. Is a product of his environment?
__________2. Has no universal nature.
__________3. Has rational and moral powers.
__________4. Has no choice; he is determined by his environment.
__________5. Can choose what he can become.
__________6. Is a complex combination of matter that responds to physical stimuli?
__________7. Has no free will.
__________8. Has the same essential nature with others.
__________9. Is a rational animal.
__________10. First exists then defines himself.
__________11. Is a social animal who learns well through an active interplay with others?
__________12. Is a communicating being.
__________13. Is a maker of meaning?
__________14. Is a constructor of knowledge?

Test III. Synapse Strengtheners

A. We are interested in what is true. Our teaching methodologies are based on our quest for truth. Likewise, our
teaching learning goals are based on what we value or what we cherish as good. Identify what each philosophy
considers as good, valuable and true. Complete the table given below. The first one is done for you.
Philosophy Theory of truth Methodology to Theory of what is Goal of teaching
arrive at the truth valuable and good -learning
progressivism The universe is real We must relate to Values differ from To help develop
and is in constant the universe and place to place from students who can
change interact with others time to time from adjust to a
intelligently, person to person changing world and
scientifically and what is considered live with others in
experientially. The good for one may harmony
curriculum stresses not be good for
on science and another
experiential learning
such as hands-on-
minds on-hearts on
learning
Linguistic
Philosophy
Constructivism
Essentialism
Existentialism
Perennialism
Behaviorism
Test II. B Directions: With which philosophy do you associate the following quotations?
1. Education is life not a preparation for life – Dewey
2. Man is nothing else but what he makes of himself. – Sartre
3. Gripping and enduring interests frequently grow out of initial learning efforts that are not appealing or
attractive.
4. Give me a dozen healthy infants well informed and my own specified world to bring them up in and I will
guarantee to take anyone at random and train him to become any type of specialist I might select-doctor,
lawyer, artist, merchant, chief, and yes even beggar –man and thief regardless of his talents, penchants,
tendencies, abilities, vocations and race of his ancestors. – Watson
5. Existence precedes essence. – Sartre
6. Life is what you make it. – William Thackeray
7. Listening in dialogue is listening more to meaning than to words. In true listening, we reach behind the
words, see through them, to find the person who is being revealed. Listening is a search to find the treasure
of the true person as revealed verbally and non-verbally. – John Powell
8. When a relationship is working, the act of communicating seems to flow relatively effortlessly… Chip Rose
Test II. C. Upon which philosophy is each program / practice anchored?
1. Back to the basics movement
2. Conduct of National Achievement Test to test acquisition of elementary/ secondary learning competencies
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3. Use of Great Books

4. Use of rewards and incentives
5. Use of simulation and problem-solving method
6. Learners learning at their own pace
7. Mastery of the 3r’s –reading, writing and arithmetic
8. The traditional approach to education
9. Subject matter – centered teaching
10. Student centered teaching
11. Authoritarian approach to teaching
12. Non-authoritarian approach to teaching
13. Making meaning of what is taught
14. Understanding message through verbal, non-verbal and Para verbal means
15. Asking learners to draw meaning from hat they are taught

Lesson II
Formulating your Philosophy of Education

“Philosophy is vital only when the questions are mine and so is the struggle towards answers.”

“W. Lipan”

You have been acquainted with various philosophies. With which do you identify yourself? What is your personal
philosophy of education? You are expected to formulate it in this second lesson.

Your philosophy of education is your “window” to the world and “compass” in life. Hence, it may be good to put that
philosophy of education in writing. You surely have one just as everybody has only that sometimes it is not well
articulated. Your philosophy of education is reflected in your dealings with students, colleagues, parents and
administrators. Your attitude towards problems and life has an underlying philosophy. In this lesson, you will articulate
your thoughts on how you perceive the learner on what are the right values, on what and on how you must therefore
teach. If you articulate your philosophy of education, you will find yourself more consistent in your dealings with other
people, in your actions and decisions.

What does a philosophy of education contain or include? It includes your concept about

-the human person, the learner and the educated person

-what is true and good and therefore must be taught

-how a learner must be taught to come close to the truth

Here is an example:

My Philosophy of education as a Grade School Teacher

I believe that every child

-has a natural interest in learning and is capable of learning

- is an embodied spirit

- can be influenced but not totally by his environment

- is unique and so comparing a child to other children has no basis

- does not have an empty mind, rather is full of ideas and it is my task to draw out these ideas

I believe that there are unchanging values in changing times and these must be passed on to every child by my modeling,
value inculcation and value integration in my lessons.

I believe that my task as a teacher is to facilitate the development of every child to the optimum and to the maximum by

- Reaching out to all children without bias and prejudice towards the “least” of the children
- Making every child feel good and confident about him thru his experiences of success in the classroom

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- Helping every child master the basic skills of reading, communicating in oral and written form, arithmetic and
computer skills
- Teaching my subject matter with mastery so that every child will use his basic skills to continue acquiring
knowledge, skills and values for him to go beyond basic literacy and basic numeracy
- Inculcating or integrating the unchanging values of respect, honesty, love and care for others regardless of race,
ethnicity, nationality, appearance and economic status in my lessons
- Consistently practicing these values to serve as model for every child
- Strengthening the value formation of every child thru “hands-on-minds on-hearts-on” experiences inside and
outside the classroom
- Providing every child activity meant to develop the body, the mind and the spirit
-
Summary

It is important that you make explicit your philosophy of education. Your philosophy of education is your
“window” to the world and “compass” in life. Your philosophy is your own thought and formulation, never
formulated for you by another that is why you were advised to begin stating it with the phrase “I believe”. It is
best to state it in the concrete not in the abstract like a theory because this is your blue print to daily life.

Activity 1
Analyze the given example in your small group, then answer the following questions
1. Which of the philosophies studied in Lesson 1 are reflected in the given philosophy?
________________________________________________________________________________________
________________________________________________________________________________________
_________
2. What are the teacher’s concepts of the learner?
________________________________________________________________________________________
________________________________________________________________________________________
_________
3. Who, according to the Grade School Teacher’s philosophy is the good and educated person?
________________________________________________________________________________________
________________________________________________________________________________________
_________
4. What is the teacher’s concept on values?
________________________________________________________________________________________
________________________________________________________________________________________
_________
5. What does the teacher believe to be her primary task?
________________________________________________________________________________________
________________________________________________________________________________________
_________
6. Do her concepts of the learner and the educated person match with how he will go about his task of
facilitating every child’s full development?
________________________________________________________________________________________
________________________________________________________________________________________
________
7. You notice that the teacher’s thought on the learner, values and method of teaching begin with the phrase”
I believe. Will it make a difference if the grade school teacher wrote his philosophy of education in
paragraph form using the third person pronoun?
________________________________________________________________________________________
________________________________________________________________________________________
__________
8. Why is one’s philosophy of education said to be one’s “window” to the world or “compass” in life?

Activity 2
Formulate your own personal philosophy of education. Do it well for this will form part of your teaching
portfolio which you will bring along with you when you apply for a teaching job. Write it down here. Share it
with the class after writing.
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Activity 3
A. Reflect on your own philosophy using the following questions as guide
1. with that educational philosophy:
-how will you treat your student?
-what will you teach?
-how will you teach?
2. From which philosophies that you have studied and researched did you draw inspiration as you
formulated your own philosophy of education?
3. Does this education philosophy of yours make a difference in your life?
4. What if you do not have a formulated philosophy of education at all?
5. Is your educational philosophy more of an abstract theory than a blueprint to daily living?
6. Do you think your philosophy will change as you grow in knowledge?

B. Print your philosophy of education and include it in your teaching portfolio.

Lesson III

The Foundational Principles of Morality and YOU

“When you carry out acts of kindness, you get a wonderful feeling inside. It is as though something inside your body
responds and says, yes, this is how I ought to feel. - unknown

Someone once wrote of teachers: Even on your worst day on the job, you are still some children’s best hope.” Indeed,
society expects much from you, the teacher. Henry Brooks Adams said it succinctly: A teacher affects eternity; he can
never tell where his influence stops.”

For you to be able to cope with these expectations you should be anchored on a bedrock foundation of moral and
ethical principles. Let us begin this lesson by defining what morality is.

What is morality?

As defined by one textbook author, morality refers to “the quality of human acts by which we call them right or wrong,
good or evil.” (Panizo, 1964) Your human action is right when it conforms with the norm, rule or law of morality.
Otherwise it is said to be wrong. For instance, when Juan gets the pencil of Pedro without the latter’s permission, Juan’s
action is wrong because it is contrary to the norm,” stealing is wrong”. A man’s action, habit or character is good when it
is not lacking what is natural to man, i.e., when it is in accordance with man’s nature. For instance, it is not natural for

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man to behave like a beast. He is man and unlike the beast, he has the intellect and the free will. That intellect makes
him capable thinking, judging and reasoning. His free will gives him the ability to choose. Unlike the beast, he is not
bound by instincts. It is natural occurrence for beasts when a male dog meets a female dog on the street and mate right
there and then as they are not free but bound by their instinct, like sexual instinct. But it is contrary to man’s nature
when a man and a woman do as the dogs do. To do so is to go down to the level of the beast.

Meaning of foundational moral principle

What is meant by foundational moral principle? The word principle comes from the Latin word princeps which means a
beginning, a source. A principle is that on which something is based, founded, originated, and initiated. It is likened to
the foundation of a building upon which all other parts stand. If we speak of light, the principle is the sun because the
sun is the body from which the light of this world originates. A foundational moral principle is therefore the universal
norm upon which all other principles on the rightness or wrongness of an action are based. It is the source of morality.

Where is this foundational moral principle? It is contained in the natural law. Many moralists, authors and philosophers
may have referred to this fundamental moral principle in different terms. But it may be acceptable to all believers and
non-believers alike to refer to it as natural law.

What is the natural law? It is the law “written in the hearts of men”, (Romans 2:15). For theists, it is man’s share in the
Eternal Law of God. (Panizo, 1964) St. Thomas defines it as the “light of natural reason, whereby we discern what is good
and what is evil, an imprint on us of the divine light. (Panizo 1964). It is the law that says: Do good and avoid evil.” THIS
IS THE FUNDAMENTAL OR FOUNDATIONAL MORAL PRINCIPLE.

All men and women, regardless of race and belief, have a sense of this foundational moral principle. It is ingrained in a
man’s nature. It is built into the design of human nature and woven into the fabric of the normal human mind. “We are
inclined to do what we recognize as good and avoid that which we recognize as evil.

Panizo says: Writings, customs and monuments of past and present generations point out to this conclusion: that all
peoples on earth, no matter how savage and illiterate, have recognized a supreme law of divine origin commanding
good and forbidding evil. (Panizo 1964). The same thing was said by the Chinese philosopher, Mencius, long ago:

All men have a mind which cannot bear (to see the suffering of others. If now men suddenly see a child about to
fall into a well, they will without exception experience a feeling of alarm and distress. From this case we may perceive
that he who lacks the feeling of commiseration is not a man, that he who lacks a feeling of shame and dislike is not a
man, he who lacks a feeling of modesty and yielding is not a man and that he who lacks a sense of right and wrong is not
a man. Man has these four beginnings. (FungYulan 1948,69-70)
The natural law that says “Do good and avoid evil” comes in different versions. Kung-fu-tsu said the same when
he taught: Do not do unto others what you do not like others do unto you.” This is also the Golden Rule of Christianity
only that is written in the positive form: “Do to others what you like others do to you”. Immanuel Kant’s version is Act in
such a way that your maxim can be the maxim for all.” For Christians, this Golden Rule is made more explicit through the
Ten Commandments and the Eight Beatitudes. These are summed up in the two great commandments, “love God with
all your heart, with your entire mind, with all your strength” and “love your neighbor as you love yourself.” The
Buddhists state this through the eightfold path. For the Buddhists, they go do good when they “(1) strive to know the
truth; (2) resolve to resist evil; (3) say nothing to hurt others; (4) respect life, morality, and property; (5) engage in a job
that does not injure others; (6) strive to free their mind of evil; (7) control their feelings and thoughts, and (8) practice
proper forms of concentration.” (World Book Encyclopedia, 1998) Buddha thought that hatred does not cease by hatred;
hatred ceases only by love.” The Islamic Koran “forbids lying, stealing, adultery, and murder” It also teaches “honor for
parents, kindness to slaves, protection for the orphaned and the widowed, and charity to the poor. It teaches the virtues
of faith in God, patience, kindness, honesty, industry, honor, courage and generosity. It condemns mistrust, impatience
and cruelty.” (World Book Encyclopedia,1998). Furthermore, the Muslims abide by The Five Pillars of Islam: 1. prayer 2.
self-purification by fasting 3. Fasting 4. almsgiving 5. Pilgrimage to Mecca for those who can afford (www.
Islam101/dawal/pillars.html
Teacher as a person of good moral character
As a laid down in the preamble of our Code of Ethics of Professional teachers, “teachers are duly licensed
professionals who posse’s dignity and reputation with high moral values as well as technical and professional
competence. In the practice of their profession, they strictly adhere to observe and practice this set of ethical and moral
principles, standard and values.”
From the above preamble, the words moral values are mentioned twice, to accentuate on the good moral
character expected of you, the teacher. When are you of good moral character? One Christian author describes four

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ways of describing good moral character: 1) being fully human – you have realize substantially your potential as a
human person, 2) being a loving person- you are caring in an unselfish and mature manner with yourself, other people
and God 3) Being a virtuous person- you have acquired good habits and attitudes and you practice them consistently in
your daily life and 4) being a morally mature person- you have reached a level of development emotionally, socially,
mentally, spiritually appropriate to your developmental stage. (Cosgrave, William, rev. ed.2004, 78-79). In short, you are
on the right track when you strive to develop your potential, you love and care for yourself and make this love flow to
others, you lead a virtuous life, and as you advance in age you also advance in your emotional, social, intellectual and
spiritual life.
The foundational moral principle is “Do good; avoid evil”. This is contained in the natural law. The natural law is
engraved in the heart of every man and woman. We have in us the sense to do the good that we ought to do and to
avoid the evil that we ought to avoid. This foundational moral principle of doing good and avoiding evil is expressed in
many other ways by different people. The famous Chinese philosopher, Kung-fu-tzu taught the same principle when he
said: Do not do unto others what you do not like others do to you.” Immanuel Kant taught the same: Act in such a way
that same moral principle in their Eightfold Path. The Muslims have this foundational moral principle laid down in their
Koran and the Five Pillars. For the Christians, the Bible shows the way to the good life- the Ten Commandments and the
Eight Beatitudes. The Ten Commandments and the Eight Beatitudes are summarized in the two great commandments of
love for God and love for neighbor.
Our act is moral when it is in accordance with our human nature. Our act is immoral when it is contrary to our
human nature. Our intellect and free will make us different from and above the beast.
As a teacher, you are expected to be a person of good moral character. You are a person of good moral
character when you are 1. Human 2. Loving 3. Virtuous 4. Mature.

Test your understanding

A. Directions: Answer the following with a Yes or No. If your answer is No, explain your answer.

_____1. Is morality for persons and animals?

_____2. Is the natural law known only by the learned?
_____3. Did the primitive people have a sense of the natural law?
_____4. Is an animalistic act of man moral?
_____5. Is it right to judge a dog to be immoral if it defecates right there in your garden?
_____6. Is the foundational moral principle sensed only by believers?
_____7. Is the foundational moral principle very specific?
_____8. Is the foundational moral the basis of more specific moral principles?
_____9. Is the foundational moral principle so called because it is the basic of all moral principle?
_____10. Are the Ten Commandments for Christians more specific moral principles of the foundational moral
principle?
_____11. Is the natural law literarily engraved in every human heart?
_____12. Are the Five Pillars of Islam reflective of the natural law?
_____13. Is the Buddhist’s Eightfold Path in accordance with the natural law?
_____14. Is the Golden rule for Christians basically the same with Kung-fu-tsu’s Reciprocity rule?

B. Directions: Answer the following in a sentence or two.

1. To be moral is to be human. What does this mean?
2. Why is morality only for persons?
3. What do the following tell you about the natural law?
Ancient philosophers and dramatists had already mentioned the natural law. Sophocles, for instance, in
the drama Antigone, spoke of the “unwritten statutes of heaven which are not of today or yesterday but
from all time and no man knows when they were first put forth.”
Cicero wrote: “True law is right reason in agreement with nature; it is of universal application,
unchanging and everlasting.”
“Lawless license or promiscuity is not common among primitive peoples. According to Fr. Vanoverberg,
a Belgian anthropologist of the CICM congregation, the Negritos of Northern Luzon have excellent moral
standards especially about honesty and sexual matters although their power of abstraction is so low that
they can hardly count beyond 5. (Panizo, 1964)
C. Journal Entry

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1.“Do good; avoid evil” is the foundational moral principle. List at least 5 good things that you must do as a
teacher and 5 evil things you must avoid doing.
2. The Golden Rule for Christians is: Do to others what you would like others do to you.” Give a concrete
application of the Golden Rule as you relate to a learner, to a fellow teacher, to a parent or any member of
the community and to your superiors, members of the community and to your superiors.
e.g. Speak well of your fellow teacher just as you want your fellow teacher to speak well of you.”

LESSON4
Values Formation and YOU

Education in values means the cultivation of affectivity, leading the educed through the exposure to an experience of
value and of the valuable. – R. Aquino

Introduction

As mentioned in Lesson 3, to be moral is to be human. Living by the right values humanizes. The question that may raise
at this point is: Is there such a thing as right, unchanging and universal value? Is a right value for me also a right value for
you? Are the values that we, Filipinos, consider as right also considered by the Japanese, the Americans or the Spaniards
as right values? Or are values dependent on time, place and culture?
There are two varied answers to this question, depending on the camp where you belong. If you belong to the idealist
group, there are unchanging and universal values. The values of love, care and concern for our fellowmen are values for
all people regardless of time and space. They remain unchanged amidst changing times. There are called transcendent
values, transcendent because they are beyond changing times, beyond space and people. They remain to be a value
even if no one values them. They are accepted as value everywhere. On the other hand, the relativists claim that there
are no universal and unchanging values. They assert that values are dependent on time and place. The values that our
forefathers believed in are not necessarily the right values for the present. What the British consider as values are not
necessarily considered values by Filipinos.
In this lesson, our discussion on values formation is based on the premise that there are transcendent values. Most
Filipinos if not all believe in a transcendental being whom we call by different names, Bathala, Apo Dios, Kabunian, Allah,
and the like.

Values are taught not caught

Another essential question we have to tackle is: “Are values caught or taught? Our position is that values are
both taught and caught. If they are not taught because they are merely caught, then there is even no point in
proceeding to write and discuss your values formation as a teacher here. Values are also caught. We may not be able to
hear our father’s advice “Do not smoke” because what he does (he himself smokes) speaks louder that what he says.
The living examples of good men and women at home, school and society have far greater influence on our value
formation than those well-prepared lectures on values excellently delivered by experts who may sound like” empty
gongs and clanging cymbals.”
Values have cognitive, affective and behavioral dimensions
Values have a cognitive dimension. We must understand the value that we want to acquire. We need to know
why we must value such. This is the heart of conversion and values formation. We need to know how to live by that
value. These are the concepts that ought to be taught. Values are in the affective domain of objectives. In themselves
they have an affective dimension. For instance, it is not enough to know what honesty is or why one should be honest.
One must feel something towards honesty, be moved towards honesty as preferable to dishonesty. (Aquino 1990)
Values also have a behavioral dimension. In fact, living by value is the true acid test if we really value a value like
honesty.

Value formation includes formation in the cognitive, affective and behavioral aspects
Your value formation as teacher will necessarily include the three dimensions. You have to grow in knowledge
and in wisdom and in your “sensitivity and openness to the variety of value experiences in life. (Aquino 1990) you must
be open to and attentive in your value lessons in Ethics and Religious Education. Take active part in value sessions like
fellowships, recollections organized by your church group or associations. Since values are also caught, help yourself by
reading the biographies of heroes, great teachers and saints (for the Catholics) and other inspirational books. (it is
observed that less and less teachers read printed materials other than their textbooks). Your lessons in history, religion
and literature are replete with opportunities for inspiring ideals. Associate with model teachers. If possible, avoid the
“yeast” of those who will not exert a very good influence. Take the sound advice from Desiderata: Avoid loud and
aggressive persons; they are vexations to the spirit.” Join community immersions where you can be exposed to people

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from various walks of life. These will broaden your horizon, increase your tolerant level and sensitize you to life values.
These will help you to “fly high” and “see far” to borrow the words of Richard Bach in his book, Jonathan Livingston
Seagull.
Value formation is a training of the intellect and will
Your value formation is a training of your intellect and will, your cognitive and rational appetitive powers,
respectively. Your intellect discerns a value and presents it to the will as a right or wrong value. Your will wills to act on
the right values and wills to avoid the wrong value presented by your intellect. As described St. Thomas Aquinas, “The
intellect proposes, and the will disposes.”
It is clear that “nothing is willed unless it is first known. Thought must precede the deliberation of the will. An
object is willed as it is known by the intellect and proposed to the will as desirable and good. Hence the formal and
adequate object of the will is good as apprehended by the intellect. (William Kelly, 1965) These statements underscore
the importance of the training of your intellect. Your
intellect must clearly present a positive value to be a truly a positive value to the will not as one that is apparently
positive but in the final analysis is a negative value. In short, your intellect must be enlightened by what is true.
It is therefore, necessary that you develop your intellect in its three functions, namely:” formation of ideas,
judgment and reasoning”. (William Kelly, 1965) it is also equally necessary that you develop your will, so you will be
strong enough to act on the good and avoid the bad that your intellect presents.
How can your will be trained to desire strongly desirable and act on it? William Kelly explains it very simply:
Training of the will must be essentially self training. The habit of yielding to impulse results in the enfeeblement
of self-control. The power of inhibiting urgent desire, of concentrating attention on more remote good, of reinforcing
the higher but less urgent motives undergoes a kind of atrophy through disuse. Habitually yielding to any vice, while it
does not lessen man’s responsibility, does diminish his ability or resist temptation. Likewise, the more frequently man
restrains impulse, checks inclination, persists against temptation and steadily aims at virtuous living, the more does he
increase his self control and therefore his freedom, to have a strong will means to have control of the will, to be able to
direct it despite all contrary impulses.
Virtuous versus vicious life and their effect on the will
In short, a virtuous life strengthens you to live by the right values and life a life of abundance and joy while a
vicious life leads you to perdition and misery. Warning! Then never to give way to a vice! Instead develop worthwhile
hobbies. Cultivate good habits. If you recall, in the fourth chapter, we said a moral person is one who leads a virtuous
life. Panizo claims “virtue involves a habit, a constant effort to do things well despite obstacles and difficulties. “A virtue
is no other than a good habit. You get used to doing good that you will be stronger to resist evil. So, start and continue
doing and being good!

Max Scheler’s hierarchy of values

Max Scheler outlined a hierarchy(ladder) of values. Our hierarchy of values is shown in our preferences and
decisions. For instance, you may prefer to absent from class because you want to attend the annual barrio fiesta where
you are the “star” because of your ability to sing and dance. Another one may prefer just the opposite by missing the
fiesta (anyway, she can have all the fiestas after studies) and attends class. Aquino 1990 presents Scheler’s hierarchy of
values arranged from the lowest to the highest as shown below.
Pleasure values- the pleasure against the unpleasant
-the agreeable against the disagreeable
-sensual feelings
-experiences of pleasure or pain

Vital values – values pertaining to the well being either of the individual or of the community
-health, vitality, values of vital feeling, capability, excellence

Spiritual values- values independent of the whole sphere of the body and of the environment
-grasped in spiritual acts of preferring loving and hate
-aesthetic values: beauty against ugliness
-values of right and wrong
-values of pure knowledge

Values of the Holy-appear only regarding objects intentionally given as absolute objects
-belief, adoration, bliss

Based on Scheler’s hierarchy of values, the highest values are those that directly pertain to the Supreme Being
while the lowest values are those that pertain to the sensual pleasures. We act and live well if we stick to
Scheler’s hierarchy of values, i.e. give greater preference to the higher values. We will live miserably if we distort
Scheler’s hierarchy of values, like for instance when we subordinate spiritual values to pleasure values. We act
well when we give up the pleasure of drinking excessive alcohol for the sake of our health. But while we take
care of our health, Christians will say, we bear in mind that we do not live by bread alone, but also by the word
that comes from the mouth of God. (Luke 4:4) life is more than food and the body more that clothing.” LUKE
12:23 Our concerns must go beyond the caring of our bodily health. As we learned in Lesson 1, man is an
embodied spirit and so we also need to be concerned with matters of the spirit like appreciation of what is right
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and what is beautiful. The saints have been raised to the pedestal and are worthy of the veneration of the
faithful because they gave up their life for the faith in the Holy One. San Lorenzo Ruiz the first Filipino saint
spurned offers of liberty and life for his faith in God. Having done so, he affirmed the absolute superiority of the
Holy. We also know of Albert Schweitzer, the much-honored physician, missionary and musician who because of
his deep reverence for life spent many years extending humanitarian assistance by treating thousands and
thousands of sick people during his medical mission in Africa. He also built the hospital and leper colony for the
less unfortunate in Africa. We cannot ignore Blessed Mother Teresa of Calcutta, India who chose to leave a
more comfortable life in the convent to devote her life bathing, consoling and picking up the dying outcasts in
the streets of Calcutta out of genuine love and compassion.

Outside the Catholic Church, we, too can cite several whose lives were focused on matters of the spirit more
than the body. At this point, we cite Mahatma Gandhi the great political and spiritual leader of India, who
passionately fought discrimination with his principles of truth, non-violence and courage. His non-violent
resistance to the British rule in India led to the independence of India in 1947. We do not forget Helen Keller
who, despite her being blind, traveled to developing and war-ravaged countries to improve the condition of the
blind like her for them to live a meaningful life. Of course, we do not forget

Dr. Jose Rizal, our national hero and Benigno Aquino Jr. and all other heroes of our nation who gave up their
lives for the freedom that we now enjoy and many more for you to talk about at the end of this chapter.

Values Clarification
After introducing transcendent values, let me introduce you to the process of value clarification. In a pluralistic
society, we can’t help but face the value confusion and value contradictions of our times. When we do not know
what we really value or when we are not clear on what we really value, we end up lukewarm or uncommitted to
a value. The advocates of value clarification assert that we must clarify what we really value. The term value is
reserved for those “individual beliefs, attitudes and activities that satisfy the following criteria:1. freely chosen 2.
Chosen from among alternatives 3. Chosen after due reflection 4. Prized and cherished 5. Publicly affirmed 6.
Incorporated into actual behavior 7 acted upon repeatedly in one’s life.
This means that if you value honesty you have chosen it freely from among alternatives and after considering its
consequences. You prize it and you are proud of it and so you are not ashamed for others to know that you
value it. You practice and live by honesty and have made it your habit to act and live honestly.

Test your Understanding:

1. Do we have such a thing as unchanging values in these changing times?

2. What do we mean when we say transcendent values are independent of time, space, and people?
3. Should values be taught? Why?
4. What are the three dimensions of value and value formation? Explain each.
5. Value formation is training of the intellect and the will. What does the training consist of?
6. What is the effect of good habit (virtue) and bad habit (vice) on thee will?
7. Which is the lowest value in Scheler’s value hierarchy? Highest?
8. Based on Scheler’s hierarchy of values, what is a life well lived?
9. According to advocates of value clarification, how can you test if a value is really your value?

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Lesson 5
Teaching as Your Vocation, Mission and Profession
“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human
feelings.” Carl Jung
Etymology of the word “VOCATION”
Vocation comes from the Latin word “vocare” which means a call. Based on the etymology of the word,
vocation, therefore, means a call. If there is a call, there must be a caller and someone who is called. There must also be
a response. For Christians, the Caller is God Himself. For our brother and sister Muslims, Allah. Believers in the Supreme
Being will look at this voiceless call to have a vertical dimension. For non- believers, the call is also experienced but this
may be viewed solely along a horizontal dimension. It is like a man calling another man, never a Superior being calling
man.

The Christians among you realize that the Bible is full of stories of men and women who called by God to do
something not for themselves but for other. We know of Abraham, the first one called by God, to become the father of
great nation, the nation of God’s chosen people. We recall Moses who was called while in Egypt to lead God’s chosen
people out of Egypt to free them from slavery. In the New Testament, we know of Mary who was also called by God to
become the mother of the Savior, Jesus Christ in Islam, we are familiar with Muhammad, the last of the prophets to be
called by Allah, to spread the teaching Allah. All of them responded positively to god’s call. Buddha must have also heard
the call to abandon his royal life to sick the answer to the problem on suffering.

Teaching as your vocation

Perhaps you never dreamt to become a teacher! But here you are now preparing to become one! How did it
happen? From the eyes of those who believed, it was God who called you here for you to teach, just as God called
Abraham, Moses, and Mary, of the Bible. Like you, these biblical figures did not also understand the events surrounding
their call. But in their great faith, they answered YES. Mary said: “Behold the handmaid of the Lord. Be it done to me
according to your word”. (Of course, it is difficult explaining your call to teach as God’s call for one who, in the first place,
denies God’s existence, for this is a matter of faith.) The fact that you are now in the Collage of Teacher Education
signifies that you positively responded to the call to teach. Right? May this YES response remain a YES and become even
firmer through the years. Can you believe it? Better believe it!

Etymology of the word “mission”

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Teaching is also a mission. The word mission comes from the Latin word “mission” which means
to send. You are called to be a teacher and you are sent into the world to accomplish a mission, to teach. The Webster’s
New Collegiate Dictionary defines mission as a task assigned. You are sent to accomplish an assigned task.

Teaching as your mission

Teaching is your mission means it is the task entrusted to you in this world. If it is your assigned task, then
you’ve got to prepare yourself for it. From now on, you cannot take your studies for granted. Your four years of pre-
service preparation will equip you with the knowledge, skills and attitude to become an effective teacher. However,
never commit the mistake of culminating your mission preparation at the end of the four-year pre-service education.
You have embarked in a mission that calls for a continuing professional education. As the saying goes,” once a teacher,
forever a student.” More is said of continuing professional education in the Code of Ethics for Professional Teachers in
Chapter 5)
Flowing from your uniqueness, you are expected to contribute to the betterment of this world in your own
unique way. Your unique and most significant contribution to the humanization of life on earth is in the field where you
are prepared for- teaching.
What exactly is the mission to teach? Is it merely to teach the child the fundamental skills or basic R’s of reading,
writing, arithmetic and right conduct? Is it to help the child master the basic skills so he can continue acquiring higher
level skills to become a productive member of the society? Is it to deposit facts and other information into the “empty
minds” of students to be withdrawn during quizzes and tests? Or is it to “midwife” the birth of ideas latent in the minds
of students? Is it to facilitate the maximum development of his /her potential not only for himself but also for others?
In the words of Alfred North Whitehead, is it to help the child become “the man of culture and of expertise? Or is it to
provide opportunities for a child’s growth and to remove hampering influences” as Bertrand Russel put it?
Recall the various philosophies in Lesson 1 and you can add more to those enumerated. To teach is to do all of
these and more! To teach is to influence every child entrusted in your care to become better and happier because life
becomes more meaningful. To teach is to help the child become more human.
A letter given by a private school principal to her teachers on the first day of a new school year may make crystal
clear for you your humanizing mission in teaching.
Dear Teacher:
I am a survivor of a concentration camp.
My eyes saw what no man should witness:
-Gas chamber built by learned engineers
- children poisoned by educated physicians
-infants killed by trained nurses
- woman and babies shot and burned by high school and college graduates
So, I am suspicious of education. My request is: Help your students become human. Your efforts must
never produce learned monsters, skilled psychopaths and Eichmann’s.
Reading, writing, arithmetic is important only if they serve to make our children more human.

Mission accomplished! This is what a soldier tells his superior after he has accomplished his assigned mission.
Can we say the same when we meet our Superior face to face?
Some teachers regard teaching as just a job. Others see it as their mission. What’s the difference? Read
teaching: Mission and or a Job?

Teaching: Mission and/or a Job?

If you are doing it only because you are paid for it, it’s a job
If you are doing it not only for the pay but also for service, it’s a mission
If you quit because your boss or colleague criticized you, it’s a job
If you keep on teaching out of love, it’s a mission
If you teach because it does not interfere with your other activities, it’s a job
If you are committed to teaching even if it means letting go of other activities, it’s a mission
If you quit because no one praises or thanks you for what you do, it’s a job
If you remain teaching even though nobody recognized your efforts, it’s a mission
It’s hard to get excited about a teaching job
It’s almost impossible not to get excited about a mission
If our concern is success, it is a job
If our concern is success plus faithfulness, it’s a mission
An average school is filled by teachers doing their teaching job

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A great school is filled with teachers involved in a mission of teaching

ADAPTED FROM MINISTRY OR JOB BY ANNA SANDBERY

THE ELEMENTS OF A PROFESSION

Teaching like engineering, nursing, accounting and the like is a profession. A teacher is like an engineer,
a nurse and accountant are a professional. What the distinguishing marks of a professional teacher? Former
Chairperson of the Professional Regulation Commission, Hon. Hermogeners P. Pobre in his pithy address in a national
convention of educators remarked: the term professional is one of the most exalted in the English language, denoting
as it does, long and arduous years of preparation, a striving for excellence, a dedication to the public interest and
commitment to moral and ethical values.
Teaching as your profession
Why does a profession require” long and arduous years of preparation and a striving for excellence? Because the
end goal of a profession is service and as we have heard many times we cannot give what we do not have.” We can give
more if we have more. His Holiness Pope Paul VI affirmed this thought when he said:” Do more, have more to be more,
continuing professional education is a must. For us teachers, continuing professional education is explicit in our
professionalization law and our Code of professional ethics.
Our service to the public as a professional turn out to be dedicated and committed only when our moral,
ethical and religious values serve as our bedrock foundation. The same moral, ethical and religious convictions inspire
us to embrace continuing professional education.
If you take teaching as your profession, this means that you must be willing to go through an extended period
of preparation and a continuing professional development. You must strive for excellence, commit yourself to moral,
ethical and religious values and dedicate yourself to public service.

The PWEDE NA mentality versus excellence

The “striving for excellence” as another element of a profession brings us to our PWEDE NA mentality which is
inimical to excellence. This mentality is expressed in other ways like “TALAGANG GANYAN YAN, WALA na tayong
magawa.” all indicators of defeatism and resignation to mediocrity. If we stick to this complacent mentality excellence
eludes us. In the world of work, whether here or abroad, only the best and the brightest make it all. At this time, you
must have heard that with the rigid selection of teacher applicants done by DEPEd, only few make it. The mortality rate
in the Licensure Examination for Teachers for the past ten years is glaring evidence that excellence is very much
wanting of our teacher graduates. If we remain true to our calling and mission as a professional teacher, we may have
no choice but to take the endless and the less travelled road to excellence.
Teaching and a life of meaning
Want to give your life a meaning? Want to live a purpose – driven life? Spend it passionately in teaching, the
noblest profession. Consider what Dr. Josette T. Biyo, the first Asian teacher to win the Intel Excellence in Teaching
Award in an international competition, said in a speech delivered before a selected group of teachers, superintendents,
DepEd officials and consultants to wit:
Teaching may not be a lucrative position. It cannot guarantee financial security. It even means investing your
personal time, energy and resources. Sometimes it means disappointments, heartaches and pains. But touching the
hearts of people and opening the minds of children can give you joy and contentment which money could not buy.
These are the moments I teach for. These are the moments I live for.

You Are A Teacher

If I speak interestingly, effectively and well

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But do not understand my students

I am a\ noisy gong or a clanging cymbal
If I know all the methods and techniques of teaching
If I have complete faith that they will work
So that I use them completely
But think only of the materials or techniques
Instead of how they can help my students
I count for nothing
If I go the second mile in my teaching
Give up many activities
But do it without understanding
It does no good
Love is patient, very kind
Love is not jealous; it does not put on airs
It is never tyrannic, never
Yet does insist on truth
It does not become angry
It is not resentful
Love always expect the best of others
It is gladdened when they live up to these expectations
Slow to lose faith when they do not
It will bear anything
Hope for anything
Endure anything
This kind of love will never fail
It there are teaching methods, they will change
If there are curricula they will be revised
For our knowledge is imperfect
And our teaching is imperfect
And we are always looking for better ways
Which an infinite God has placed ahead of us
When I began to teach, I fumbled and failed
Now I have put away some of my childish ways
At present I am learning bit by bit
But if I keep on seeking, I shall at last understand
As all along I have been understood
So, faith, hope and love endure
These are the great three
But the greatest of them is love

Chapter II
Lesson 2
The 21st Century Teacher
-Brenda B. Corpuz PhD
-Gloria G. Salandanan, PhD
“If we teach today as we taught yesterday we rob our children of tomorrow”- John Dewey
The 21st Century Skills
To remain relevant and interesting, the teacher must possess 21 st century skills. The 21st century skills can be
categorized into four (4) namely: 1) communication skills 2) learning and innovation skills 3) information, media and
technology skills and 4) life and career skills. A teacher must possess them to survive in this 21 st century and be able to
contribute to the development of the 21 st century learners.
Under each of these four clusters of the 21 st century skills are specific skills. Effective communication skills
include 1) teaming 2) collaboration 3) interpersonal skills 4) local, national and global orienteers and 5) interactive
communication.
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The learning and innovation skills are the 3C’s namely 1) creativity 2) curiosity 3) critical thinking problem solving
skills and 4) risk taking.
Life and career skills embrace 1) flexibility and adaptability 2) leadership and responsibility 3) social and cross-
cultural skills 4) initiative and self direction 5) productivity and accountability and 6) ethical, moral and spiritual values.
Information, media and technology skills are 1) visual and information literacies 2) media literacy 3) basic,
scientific, economic and technological literacies and 4) multicultural literacy.
The first three (3) categories of life skills are self explanatory. The last category (information, media and
technology skills) needs further explanation. They are explained below.
Visual literacy is the ability to interpret, make meaning from information presented in the form of an image. It is
also the ability to evaluate, apply or create conceptual visual representation.
Information literacy is the ability to identify what information is needed, identify the best sources of information
for a given need, locate those sources, evaluate the sources critically and share that information. Information literacy is
most essential in the conduct of research.
Media literacy is the ability to critically analyze the messages that inform, entertain and sell to us every day. It’s
the ability to bring critical thinking skills to bear on all forms of media asking pertinent questions about what’s there
and noticing what’s not there. It is the ability to question what lies behind media productions-the motives, the money,
the values and the ownership and to be aware of how these factors influence content of media production.
Scientific literacy encompasses written, numerical and digital literacy as they pertain to understanding science,
its methodology, observations and theories. Scientific literacy is the knowledge and understanding of scientific
concepts and processes required for personal decision making, participation in civic and cultural affairs and economic
productivity.
Economic literacy is the ability to apply basic economic concepts in situations relevant to one’s life. It is about
cultivating a working knowledge of the economic way of thinking-understanding tradeoffs, recognizing the importance
of incentives. It encompasses a familiarity with fundamental economic concepts such as market forces or how the
monetary system works.
What is technological literacy? The US Department of Education (1996) defined technology literacy as
“computer skills” and the ability to use computer and other technology to improve learning, productivity and
performance”.

Technological literacy is the ability to responsibly use appropriate technology to

- Communicate
- Solve problems
- Access, manage, integrate, evaluate, design and create information to improve learning in all subject areas
- Acquire life -long knowledge and skills in the 21 st century

Another way of grouping the 21st century skills is shown below

-Ways of thinking. Creativity, critical thinking, problem solving, decision making and learning

- Ways of working. Communication and collaboration

- Tools for working. Information and communications technology (ICT) and information literacy

- Skills for living in the world. Citizenship, life and career and personal and social responsibility

Relate these 21st century skills to the characteristics of the 21 st century educator presented in the graphic
organizer below

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Effective Communication Learning and Innovation

Skills Skills

21st century
skills

Info, Media and Technology Life and Career Skills

Skills

Are all 21st century skills reflected by the characteristics of the 21 st century teacher? If not, feel free to add to the
graphic organizer

Lesson 3

School and Community Relations

It takes a village to raise a child – African proverb

The school and the community are the mainsprings of effective and powerful forces that can create a
wholesome climate for mutual gains and betterment. They can forge a kind of partnership where both are
willing to share information as well as responsibilities to the best interest of the children while in school.
Likewise, when dealing with members of the community. Parents from the community are ready to offer much-
needed assistance in terms of resources while teachers are equally committed to spend time, effort and
expertise in serving the school children. Ensuring strong alliance is guaranteed to foster sound academic
practices in the school, civic mindedness and public accountability in the community. A positive affiliation is an
overwhelming bond that all stakeholders are willing to be part of.

In recognition of the tremendous benefits that school and community residents stand to experience and
enjoy some teaming up will be suggested.

A. The Teachers, Parents and the Community

Parents are the first teachers in the home. They are responsible for the development of values,
attitudes and habits that will be needed as their children associate with the classmates in school.
Such inculcations are likewise beneficial when they work and play with neighbors and the
community at large.
Teachers in the schools continue to enrich the students’ experiences at home, thus
strengthening the valuable, personal traits and characteristics initially developed. In the end, the
contrived attention and efforts of both “custodians “are accorded acknowledgement and
recognition by members of the community.
The members of the community, in addition to the parents, include the local government units,
the non-government agencies, civic organizations and all the residents. They are highly motivated to
participate in the school activities and projects that will likewise redound to the uplifting of the
moral and quality of life in their own locality.
1. Difficulties
Teachers are endowed with a caring and compassionate attitude that are expressed in their love
and unending sacrifice in guiding the young. Despite conscious effort, children experience
difficulties and problems regarding:
a. Ability to accomplish assignments
b. Irregular attendance
c. Study habits in school
d. Negative attitudes
e. Problem with self discipline
2. Solutions
The best way to thresh out causes and come up with solutions is to conduct a dialogue wherein
parents may be invited to drop by the school or the teacher may pay a visit to their home.

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a. A calm and friendly face-to-face exchange of observations could straighten some disturbing
interactions ending with a promise of undertaking remediation in both quarters.
b. Positive attitudes of kindheartedness and patience are developed through modeling
c. Regularity in attendance and doing daily assignments need strong motivation and
encouragement from both sides.
d. Letters and praises to parents for outstanding performances build confidence and
strengthen determination to continue the decent work.
e. Interesting lessons never fail to motivate students to be present everyday for an enjoyable
participation in them
f. Extremes of behavior need detailed consideration of past experiences in school and at home
3. Values developed
Values and strong inclinations are instilled starting from the home and are developed further in
the school. Some of the most desirable are
a. Respect for elders and for the rights of others
b. Cooperation
c. Willingness to share
d. Deep sense of responsibility and
e. Persistence
Students exhibiting exemplary traits must be given due recognition. Awards conferred upon
responsible and well-behaved students set examples that are emulated
4. Interests
Special interest and innate talents noticed at an early age such as heightened prosperity for
music and drama, athletics and the arts must be attended to by sensitive mentors and guardians
to provide them with continued opportunities to attain full realization of their natural gifts.
B. School and Community
The school is usually located at the center of the town or city. As such, it is subjected to daily
scrutiny by the members of their community. Seeing their students at play or work, personnel busy
with everyday tasks and teachers with the usual eyeful watch, everyone passing by witnessing such
would feel proud of their school. The community would in turn show their gratitude and
appreciation by keeping their school’s surroundings clean and comfortable for their children and by
sharing resources whenever needed.
1. Collaborative relationships
a. The school officials actively participate in community projects such as literacy assistance
project for out-of-school children and house campaign for healthful practice.
b. The municipal/city officials are likewise ready to provide help not only in improving the
physical facilities of the school but also paying the salaries of teachers who for the moment
do not have teacher items. There are several school-board-paid teachers in the country.
During historic celebrations in both places, participation by each is easily elicited with such
positive and civic consciousness activities enjoyed by the school and the community, a
strong feeling of togetherness becomes evident.
2. Organized associations
Schools have organized Parent- Teacher Associations (formerly referred to as Parents Teachers
and Community Associations) with the officers coming from both their members. They
undertake projects and activities aimed at promoting a harmonious and enjoyable relationship
among themselves. Regular meetings are conducted to discuss activities that are intended to
improve /assist conditions prevailing in both. A strong spirit of cooperation is exhibited as well
as sharing of expertise and material resources. Representations during town or school affairs
create strong ties among the members, thus helping hands are volunteered in times of needs.
The Brigade Eskwela is another example of collaboration among school, parents and
community. Brigada Eskwela conducted at the beginning of the school year is now
institutionalized at the Department of Education and has resulted to strong partnership of the
school with the community. This is DepEd’s National School’s Maintenance Week meant to help
schools prepare for the opening of classes with the assistance of education stakeholder by
repairing and cleaning public schools nationwide. Brigada Eskwela aims to revive the bayanihan
spirit among Filipinos by engaging the participation of education stakeholders in the community.
With the implementation of School-Based Management (SBM) the School Governing Council
(SGC) per school has been organized. The School Governing Council (SGC) is more than the PTA
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in the sense that the SGC shares in the task of policy making in the school with the school head
leading.
3. Public Safety, Beautification and Cleanliness
Peace and order, safety in public conveyances and compliance with ordinances afford ample
protection and disciplinary measures deserved by all. Beautification of the community through
tree planting in every household and cleanliness through proper waste disposal are voluntarily
undertaken by both, thus creating a disciplined and wholesome community.
4. Values exhibited
Outstanding school personnel as well as barangay officials are honored. This serves as a
motivation for both parties and their followers to continue with their commendable practice.
Values of nationalism and unity are developed through the examples demonstrated by the
school and government officials. Respect for authority and self- discipline are modeled for the
young to follow.
5. Instructional Centers and Materials
The community can serve as rich sources of instructional materials. The clean rivers, town
library, factories and other industrial establishment could be learning centers for field trips.
Recreational areas and concert halls offer enjoyable entertainment for all. The parks and
beaches become relaxation areas for school children together with the teachers and families.
Professionals and practitioners from the community can be invited as resource speakers during
the observance of significant school rites.

Lesson 4

Linkages and Networking with Organizations

“We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads, and along these
sympathetic threads and along these sympathetic fibers, our actions run as causes and return to us as results.”

Introduction

The school and its community, in collaboration with public and private institutions and organizations are
indeed inseparable if they are to create an impact on the lives of the students and members of the community
they are committed to serve. Various groups from both are very willing to join forces in pursuing mutually
beneficial and productive programs and projects for the good interest of all. All that is needed are well-defined
plans and creative efforts aimed at establishing close affiliations between and among them. Such
interrelationships will be characterized by reciprocity and genuine sharing of responsibilities, thus ensuring
valuable gains and attainment of educational objectives. Harnessing the tremendous influence and expertise
both of groups will be able to extend is a laudable step towards promoting the desired proficiency of the
teaching force in the school as well as the efficiency in the services of some associated organizations.
The school can enjoy linkages and networking activities with international, national and local organizations in
the community for mutual benefits and assistance needed.
The first step is for the school to prepare a list of projects and activities it plans to undertake including the much
-needed assistance in terms of human and material resources then determine the institutions and organizations
with parallel objectives and services. A joint scheme could be worked out with higher education institutions
offering degrees along the same line such as teacher education.
DepEd schools and laboratories for Field Study courses and practice teaching hence the exposure of future
teachers to the reality of teaching.
A network system could be designed incorporating the strength and availability of services and expertise
from both or among the group. The schools could also benefit immensely from agencies whose mission includes
corporate social responsibility. With the help of said organizations, the school can fully realize its objective of
delivering quality educational services for the country’s youth. As the networking plan progresses, the enormous
contribution of all the willing partners deserve the community’s commendation and patronage. Linkages also
termed interconnections with institution functioning along the same mission are intended to serve members of
both sides according to their respective needs, interest and objectives. They create bonds together to solicit
support and assistance for purposeful activities which could be facilitated faster and better considering the
doubling of energy and resources. Following are some working linkages between schools nationwide and
associations/centers with local offices manned by a complete set of officials and active members.
A. LINKAGES
1. International Linkages
a. Pi Lambda Theta
Pi Lambda Theta is an international honor society ad professional association of women educators. Based in its head
office in Michigan, chapters are in different universities nationwide. The only chapter outside the US is the Philippine

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Area chapter. Established in the country more than 3 decades ago, its main project is ETP (Excellence in Teaching
Project) started in 1997 in coordination with Metrobank Foundation. It supports 15 third year BSE/BEE students until
they graduate. It also honors outstanding student teachers from Colleges of Education. The president and some
members of the association attend a biennium hosted by chapters abroad during their term. Page 35

The 3-day convention tackles current issues, advances and trends in teacher education which are
discussed among the local members upon their return. The local chapter hosted twice (1997 and
1999) a study tour and an initiation rite with members from abroad in attendance.
b. INNOTECH is the center for training educational leaders from Southeast region under the SEAMEO
organization. It conducts training programs to upgrade the competencies of teachers from the
region in all disciplines. One of its projects is to update teachers’ knowledge and skills in
implementing alternative learning systems. It has prepared a comprehensive framework on peace
and multi-cultural diversity.
c. World Council for Curriculum and Instruction (WCCI) has a local chapter which recently hosted a 3 –
day international congress with the international President, officials and members from the head
office together with the members from different countries in attendance. The council holds
conferences in different member countries annually which is participated in by members of the local
chapter.
d. Association for Supervision and Curriculum Development (ASCD) is a membership organization that
develops programs, products and services essential to the way educators learn, teach and lead.
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an
educational leadership organization dedicated to advancing best practices and policies for the
success of each learner. It has 150,000 members in more than 145 countries who are professional
educators from all levels and subject areas-superintendents, supervisors, principals, teachers,
professors of education and school board members. It is a nonprofit, non-partisan membership
organization that provides expert and innovative solutions in professional development, capacity
building and educational leadership essential to the way educators learn, teach and lead. Should you
wish to apply for membership, visit www.ascd.org
2. National and Local Linkages
a. Linkages could be established between universities and colleges offering identical degrees. Cross –
enrolment for subjects needed for graduation is allowed.
b. Joint researches could be conducted by two or three universities depending on their respective
expertise. The dissemination of findings for other universities in the area is an immense help.
B. Networking
1. Networking with Professional Organizations
A network is a grid/web whose members actively demonstrate how they can work together to attain
common objectives, undertake innovative practices and update members regarding breakthrough in
different disciplines. Such network composed of several colleges of different universities bind
themselves for a common goal.
Some examples could serve as models
a. Consortium among Universities and Colleges
1. Taft Consortium- The universities that make up the consortium are St. Paul
University(Manila) St. Scholastica College, Philippine Normal University, Philippine Christian
University and De La Salle University. The Science teachers from each college met regularly
for discussions on “best practices”. At one time, they wrote a book which was used by their
respective students. The registrars may undergo training sessions together. The interest
clubs convene members for a presentation where the participants are from the five
institutions. Each university serves as a host during important celebrations wherein the
faculty and students enjoy academic as well as recreational activities.
2. The Mediola Consortium -It is composed of San Beda College, Centro Escolar University, San
Sebastian College and Holy Spirit College.

Chapter III
On Becoming A Global Teacher
-Purita P. Bilbao, Ed. D

Being world-class does not mean going internationally and showing our best out there. Being world –class is a passion
and commitment to our profession; being world class is giving our best to teaching. Being world class starts right inside
the classroom. --- Condrado de Quiros5

Introduction
Our world has been called a “global village”. Satellite communications make possible television, telephone and
documents transmitted through fax and electronic mails across thousands of miles in thousands of seconds. Our
students can view global warfare in the Middle East, famine in Africa, industrial pollution in Europe or industrial
breakthrough in Korea or Japan through a world wide web of the information highway.
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Global education poses variety of goals ranging from increased knowledge about the peoples of the world to
resolutions of global problems, from increased fluency in foreign languages to the development of more tolerant
attitudes towards other cultures and peoples. Global education embraces today’s challenges as national borders are
opened. It paves the way for borderless education to respond to the needs of educating children of the world they are
entering. It offers new curricular dimensions and possibilities, current scientific and technological breakthroughs for
completely new frontiers in education.
Contemporary curricula respond to the concept of this global village. The increased use of technology in the
classroom, the incorporation of the changing realities of our world’s society and the ease of mobility of peoples of the
world have become a challenge to your preparation as prospective teachers.
Hence, future teachers like you should prepare to respond to these multiple challenges. To become global
teacher, you should be equipped with a wider range of knowledge of the various educational systems outside the
country; master skills and competencies which can address global demands and possess attitudes and values that are
acceptable to multicultural communities. When you can satisfy these benchmark requirements then you can safely say
you have prepared well to be a great teacher of the world.
As future teachers, think globally, but act locally. You can be a global teacher by being the best teacher in your
school.
Objectives of the Chapter:
1. Gain clear understanding of what a global teacher is in context of global education
2. Enrich your insights on global education by analyzing and comparing the education of selected countries of
the world
3. Describe multicultural diversity as an element of global education and the role of the teacher in addressing
diversity among learners
4. Identify opportunities in teacher exchange programs for the development of world class teachers
5. Describe global application of technology in the classroom

Lesson 1
Global Education and the Global Teacher
“Benchmarking is learning the best from the best practices of the world’s best educational
systems.”
Lesson 1 will introduce the general concept of global education and define the global teacher.
This introductory lesson will give you a clear perspective of how you would become that global teacher.
After understanding the two concepts, you will be able to prepare yourself for the succeeding lessons.
How do you prepare yourself as teachers for a challenging task of making learners of today live
meaningful lives tomorrow? As you prepare your children for their future, teachers need to explore
what the future holds. Teachers must envision creative, innovative ways to prepare diverse learners in
their own cultural context without forgetting that they live in a global village.
To compete globally would mean to prepare teachers who can change lifelong education needs.
How do you prepare for these needs? What are the emerging technologies that will shape the future?
How can we use our technologies for best learning advantage? What will be the jobs of the future and
how should curricula be shaped to prepare students for their future?
You will be teaching in the “Flat World” or One Planet Schoolhouse”. These two terms imply
global education because of shrinking world due to access in technology. The internet globalizes
communication by allowing users from around the world to connect to one another.
Global Education
Global education has been best described by two definitions:
UNESCO defines global education as a goal to become aware of the educational conditions or lack of it,
in developing countries worldwide and aim to educate all peoples to a certain world standard.
Another definition is that global education is a curriculum that is international in scope which
prepares today’s youth around the world to function in one world environment under teachers who are
intellectually, professionally and humanistic ally prepared.
The United Nations entered into an agreement to pursue six (6) goals to achieve some standards
of education in place by 2015 worldwide. To achieve global education, the UN sets the following goals
1. Expand early childhood care education
2. Provide free and compulsory primary education for all
3. Promote learning and life skills for young and adult
4. Increase adult literacy by 50%
5. Achieve gender parity by 2005, gender equality by 2015 and
6. Improve quality of education
In 2000, the Philippines committed itself to the above EFA 2015 Goals at the World Education Forum in
Dakar
James Becker (1982) defined global education as an effort to help individual learners to see the world as
a single and global system and to see themselves as a participant in that system. It is a school curriculum
that has a worldwide standard of teaching and learning. This curriculum prepares learners in an
international marketplace with a world view of international understanding. In his article “Goals of
Global Education”, Becker emphasized that global education incorporated into the curriculum and
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educational experiences of each student a knowledge and empathy of cultures of the nation of the
world.
Likewise, students are encouraged to see the world, learn various cultures to make them better relate
and function effectively within various cultural groups.

Thus, to meet the various global challenges of the future, the 21 st Century Learning Goals have been
established as bases of various curricula worldwide. These learning goals include:
●21st century content emerging content areas such as global awareness financial, economic, business
and entrepreneurship literacy, civic literacy, health and awareness
●learning and thinking skills, critical thinking and problem-solving skills, communication, creativity and
innovation, collaboration, contextual learning, information and media literacy
●ICT literacy, using technology in the context of learning so students know how to learn
●life skills, leadership, ethics, accountability, personal responsibility, self-direction and others
●21st century assessment, authentic assessment that measure the areas of learning
Global education is all about diversity, understanding the differences and teaching the diverse cultural
groups to achieve the goals of global education as presented by the United Nations. It is educating all
peoples in the world from the remote and rugged rural villages in developing countries to the slum areas
of urbanized countries to the highly influential and economically stable societies of the world. Global
education addresses the need of the smallest schools to the largest classrooms in the world. It responds
to borderless education that defies distance and geographical location.
Thus, global education provides equal opportunity and access to knowledge and learning tools which are
the basic rights of every child in the global community
Are our pre-service teachers prepared to provide global education in their respective future school
assignments? Are you preparing yourselves to become a global teacher?
Global teacher
Looking back at the concept of global education how do we define now a global teacher? Is this teacher
somebody who teaches abroad? Is this person teaching anywhere in the world and can teach the 21 st
century learning goals? These are some of the fundamental questions which should be answered to
understand who a global teacher is.
A global teacher is a competent teacher who is armed with enough skills, appropriate attitude and
universal values to teach students with both time tested as well as modern technologies in education in
any place in the world. He or she is someone who thinks and acts both locally and globally with
worldwide perspectives right in the communities where he or she is situated.
More specifically, a global Filipino teacher should have the following qualities and characteristics in
addition to knowledge, skills and values
●understands how this world is interconnected
●recognizes that the world has rich variety of ways of life
●has a vision of the future sees what the future would be for him and the students
●must be creative and innovative
●must understand, respect and be tolerant of the diversity of cultures
●must believe and act for education that will sustain the future
●must be able to facilitate digitally –mediated learning
●must have depth of knowledge
●must possess effective communication (for Filipino teachers to be multi lingual)
And lastly but most importantly
●must possess the competencies of a professional teacher as embodied in the National Competency
-Based Standards for Teachers (NCBTS)

The need for global teachers is on the rise in several countries worldwide. Even developed countries are
in dire need of competent teachers who will man the countries rural and urban classrooms. This is true
with our neighboring countries like Singapore, Cambodia and Thailand. The regional data of the United
Nations show the numbers of teaching posts needed by 2015.
The table shows the teaching posts needed by 2015, which you may avail of, if you are qualified

Regions of the World Number of New Teaching Positions needed by

2015 by the thousands
Arab States 243
Central and Eastern Europe

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 NATIONAL COMPETENCY- BASED TEACHER STANDARDS

Department of Education 3

CHAPTER 2 THE TEACHER IN THE CLASSROOM AND COMMUNITY

LEARNING OUTCOMES/OBJECTIVES:

 Explain the competencies, as contained in the NCBTS, that each

teacher must possess in order to function effectively in the
classroom and in the community.
 relate the NCBTS to the Code of Ethics for Professional Teachers.
 examine the responsiveness of the present teacher education
curriculum to the needs of the teacher as she performs her role
in the classroom and in the community and
 deepen one’s understanding of the various roles of the teacher in
the classroom and in the community.
 NATIONAL COMPETENCY- BASED TEACHER STANDARDS

Department of Education 3

NATIONAL
COMPETENCY-BASED
TEACHER STANDARDS
(NCBTS)

A PROFESSIONAL DEVELOPMENT GUIDE

FOR FILIPINO TEACHERS

September 2006
 NATIONAL COMPETENCY- BASED TEACHER STANDARDS

Department of Education 3

CONTENTS

General Introduction to the NCBTS 3

• What is the NCBTS? 3

• Why do we need the NCBTS? 3

• Who should use the NCBTS? 4

• How should teachers use the NCBTS? 5

• Is the NCBTS New? 6

• What does competency-based mean? 7

• How were these competencies chosen? 7

• Is the NCBTS just a list of competencies? 8

• Does the NCBTS make teaching more difficult? 11

• What if the teacher cannot do this type of teaching? 11

• How can the NCBTS help teaching improve their teaching? 12

• How does the NCBTS define good teaching? 13

• What are the seven domains of good teaching? 14

Domain 1: Social Regard for Learning 17

Domain 2: Learning Environment 19

Domain 3: Diversity of Learners 24

Domain 4: Curriculum 27

Domain 5: Planning, Assessing and Reporting 32

Domain 6: Community Linkages 36

Domain 7: Personal Growth and Professional Development 38

GENERAL INTRODUCTION TO THE NCBTS

What is the NCBTS?
 NATIONAL COMPETENCY- BASED TEACHER STANDARDS

Department of Education 3

The NCBTS is an integrated theoretical framework that defines the different dimensions of effective
teaching, where effective teaching means being able to help all types of students learn the different
learning goals in the curriculum.

Why Do We Need the NCBTS?

Filipino teachers often get mixed signals about what it means to be an effective teacher. For example,
they may have been taught definitions of good teaching by teacher educators in their pre-service
education that seem to be different from what their principals and supervisors expect in their schools.
Or teachers are taught new teaching approaches that seem inconsistent with the Performance Appraisal
System. What is worse is when teachers who have the reputation of being ineffective teachers are
promoted to higher ranks.

The NCBTS provides a single framework that shall define

effective teaching in all aspects of a teacher’s professional life
and in all phases of teacher development. The use of a single
framework should minimize confusion about what effective
teaching is. The single framework should also provide a
better guide for all teacher development programs and
projects from the school-level up to the national level.

Who Should Use the NCBTS?

Anyone who is interested in improving teaching practices should refer to the NCBTS. Thus, teacher
education institutions shall use the NCBTS to design and implement effective pre-service teacher
education curricula. The PRC shall refer the NCBTS in designing the Licensure Exam for Teachers.
Organizations and agencies that implement in-service education for teachers (INSET) shall refer to the
NCBTS in developing their interventions. Award-giving bodies shall refer to the NCBTS in defining their
criteria for outstanding teachers.

The DepED shall use the NCBTS in formulating its hiring, promotion, supervision, and other policies
related to the teaching profession. It shall also use the NCBTS to guide its INSET programs for teachers.

Most important, individual teachers in all the public elementary and

high schools all over the country shall use the NCBTS for their
professional development activities.
 NATIONAL COMPETENCY- BASED TEACHER STANDARDS

Department of Education 3

How Should Teachers Use the NCBTS?

Teachers can use the NCBTS in many ways:

• As a guide to reflect on their current teaching practices

• As a framework for creating new teaching practices
• As a guidepost for planning for professional development goals • As a common language for
discussing teaching practices with other
teachers

The best way to begin using the NCBTS is to use the

competency-based framework as the guide for thinking
critically about whether the teacher’s current practices are
helping students attain the learning goals in the curriculum.

A teacher can use the various elements of the NCBTS to determine whether their different actions and
strategies as teachers are effective in helping their students learn the desired curriculum objectives.
Thus, the NCBTS can be used as a self-assessment tool.
 NATIONAL COMPETENCY- BASED TEACHER STANDARDS

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It is most likely that in using the NCBTS, a

teacher will see herself as demonstrating some dimensions of effective teaching, but not others. As all
teachers aim to be more effective facilitators of student learning, the NCBTS can then serve as a
framework for revising current practices or for developing new teaching practices that would make
teaching more effective. In other words, the NCBTS can cue the teacher about what she should be
doing, in case she finds her current practice less than ideal.

This self-assessment can help teachers plan for their professional develop in the short-term and in the
long-term. For example, using the NCBTS the teacher can be aware of her strengths as a teacher and
ensure that she becomes more consistent in demonstrating her strengths. At the same time, she can
plan on professional development strategies so that she can improve on her weaknesses.

Thus, the NCBTS can help each Filipino teacher become a better teacher, and assist each teacher to
continuously think about improving professional to become even better and better as facilitators of
student learning.

With the NCBTS all Filipino teachers also share a common vocabulary for discussing their teaching
practice, for defining their ideals as teachers, for negotiating and creating strategies to improve their
practice, and for addressing their various stakeholders regarding the improvement of the teaching
profession.

Is the NCBTS New? How Similar or Different is it?

Many of the specific items under the NCBTS are not new. This is because many ideas about good
teaching have been practiced for some time now. But what is
“new” about the NCBTS is that these ideas have

been integrated into a singular integrated

framework.
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In addition, there are actually relatively “new” ideas that the NCBTS is emphasizing. For example, the
idea of “competency-based” standards is a relatively new idea in teacher development in the
Philippines, which is being emphasized in the NCBTS.

What Does Competency-Based Mean?

Basically, competency-based means that the standards or criteria for characterizing good teaching are
defined in terms of what the teacher is competent to do. So instead of defining good teaching practice
in terms of the teacher’s credentials, LET scores, grades in graduate school, degrees, personality traits,
and so on, we look at what the teacher can do competently. In the NCBTS, good teaching is being
defined in terms of those practices that help students learn better. So the NCBTS is concerned with
whether teachers are competent in helping students learn.

How Were These Competencies Chosen? How Was the NCBTS

Decided?
The competencies in the NCBTS were derived from (a) educational theories and empirical research on
characteristics learning environment and teaching practices that lead to effective student learning, and
(b) documented successful practices and programs of schools, divisions, regions, and educational reform
projects in different parts of the country. A technical working group was set up to study what types of
classroom learning experiences were associated with high levels of student learning in the Philippines.
Then the teaching practices associated with these learning experiences were defined. These practices
were then organized and then presented in a series of national, zonal, and sectoral consultations for
validation and finalization.

The bulk of the participants in the consultation were teachers and master teachers, so we can be sure
that actual classroom teachers validated these competencies. But there were also school heads,
principals, supervisors, superintendents and other division officials, regional directors and other regional
officials, representatives from academe, teacher education institutions, NGOs and other government
agencies like the CHED, PRC, CSC, and NEDA, among others.

Is the NCBTS Just A List of Competencies? Or is

there A Theory or Framework That Integrates All
These
Competencies?
The NCBTS does not adhere to a single educational theory. Indeed, it is a balanced framework that
adopts assumptions of different educational theories. But underlying this framework is a core set of
assumptions about teaching that is significantly different from the traditional conceptions of teaching.

For example, the NCBTS articulates a view of ideal teaching that is closely linked to new paradigms
about effective learning. So the qualities of the good teacher are not defined in an abstract technical
sense, because teaching is not viewed as a technical process. Instead, the NCBTS defines a new
paradigm of teaching where the teacher is viewed as a knowledge professional who is responsible for
facilitating learning in variety of learners and learning environments.
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This view also emphasizes the technical knowledge of teacher, but more important, it emphasizes the
essential link between teachers’ knowledge and students’ learning. Therefore, teachers’ knowledge and
skills are meaningful, useful, and effective only if they help students learn within their learning
environment.

This makes the process of teaching essentially complex and problematic in that it has to be suited to
varieties of learners and learning environments. So teaching is not a one-strategy-fits all undertaking.
Instead, it means choosing among a variety of strategies and maybe even creating new strategies, all
with the goal of helping learners learn.

Therefore, good teaching requires the teacher’s active involvement in designing, redesigning, and
evaluation of the learning experiences of students. Thus, the image of the good teacher is one who is
constantly reflecting about how best to help different types of learners learn. The teacher is not a mere
implementer of pre-defined or prescribed sets of actions. Instead, the teacher is an active agent
engaged in higher level thinking about how to help the students learn.

This high level thinking processes involved in teaching necessarily refer to factors in the learning context.
So the definition of good teaching needs to be closely linked to the contexts in which they will be agents
of learning in students. Teaching processes never occur in a vacuum; that teachers will always aim to be
effective within their actual contexts; and the contexts can provide constraints as well as opportunities
for effective student learning.

We can say express the theme of this new paradigm of teaching as follows:
“Teaching involves the reflective acquisition and application of
complex and problematic technical knowledge to facilitating
student learning in actual contexts.”
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We can summarize this new paradigm by comparing it to the

traditional views, as shown in the following table:

Table 1. Contrasting the Paradigms of Teaching

The Traditional View The NCBTS View

Teaching is a technical process, and the
good qualities of this technical process
are well defined.
Teaching is facilitating learning, and
the qualities of good teaching are
defined in terms of whether students
learn or not.

Teacher knowledge is essentially

Teacher knowledge is technical
knowledge applicable to all learners and
contexts.
complex and problematic;
applicability varies across learners and
contexts.

Teaching involves reflective and flexible

Teaching involves consistent application application of technical
of technical knowledge. knowledge in ways that best bring about
student learning.

Effective application of teacher Effective teaching is determined

knowledge dependent on within the limits and
prerequisite inputs in teaching opportunities found in the
environment. learning environment.

Does the NCBTS Make Teaching More Difficult?

Actually, NO. Teachers have always been expected to help all their students learn given the constraints
in the learning environment. So there’s nothing new here. The NCBTS has simply articulated this
expectation so that it is clear to all concerned.

What If the Teachers Cannot Do This Type of Teaching?

The NCBTS is not just a standard against which teachers will be evaluated. More important, the NCBTS
is a guide for helping teachers become more effective teachers or more effective facilitators of student
learning. In other words, the NCBTS takes a developmental perspective about teaching standards. The
framework provides concrete guideposts to help teachers become better and better.
 NATIONAL COMPETENCY- BASED TEACHER STANDARDS

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Actually, the NCBTS assumes that teachers

themselves are interested in improving their
practice. It disagrees with the stereotype that
Filipino teachers are not interested or
motivated to change and improve their
teaching.

How Can the NCBTS Help Teachers Improve Their Teaching?

First, the NCBTS makes certain assumptions about improving teaching. In particular, the NCBTS assumes
that:

• Individual teachers have various types and levels of motivation to improve their teaching in
ways that better enhance student learning.
• Individual teachers have different capabilities to constantly improve their teaching for better
student learning.
• Individual teachers have diverse ranges of opportunities to pursue their motivations and raise
their capabilities to teach better, in whatever situations they are.
• The process of improving teacher is an individual process, but this is sustained and enhanced
when the efforts are collaborative and synergistic among communities of teachers.
• Individual teachers may develop improved teaching practice for enhanced student learning, but
the full impact on student learning is best achieved by integrated and cumulative improved
efforts of many teachers.
• The qualities of good teaching for enhanced student learning are found in individual teachers,
but such qualities are strengthened and valued more when it is supported by communities of
teachers and educators.

These assumptions point to the understanding that teachers themselves are the most important agents
in the improvement of their teaching. But their personal efforts are enhanced when groups of teachers
work together to improve their teaching and when the immediate and larger work environment
supports the efforts of the teachers.

Therefore, the NCBTS shall ensure that all the stakeholders in the teachers’ work environment (i.e., the
principal/school head, supervisors, superintendents, community, parents, etc.) would marshal all their
efforts to support the improvement of the teachers’ practices to be in better alignment with the NCBTS.

How Does the NCBTS Define Good Teaching?

The competency-based teacher standards are organized hierarchically. The “basic” level categories of
the standards are seven domains. A domain is defined as a distinctive sphere of the teaching-learning
process, and is also a well-defined arena for demonstrating positive teacher practices. Each domain is
defined in terms of a principle of ideal teaching associated with enhanced student learning.
 NATIONAL COMPETENCY- BASED TEACHER STANDARDS

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Under each domain, there are strands. Strands refer to more specific dimensions of positive teacher
practices under the broad conceptual domain.

At the lowest level of the hierarchical organization, under the strands, specific indicators are defined.
These indicators are concrete, observable, and measurable teacher behaviors, actions, habits, actions,
routines, and practices known to create, facilitate, and support enhanced student learning.

The domains, strands, and indicators may be characterized in terms of the following dimensions:

• Nature/quality: This dimension refers to question, “How well are the essential qualities or
critical features demonstrated/observed in the positive teacher practices?”
• Frequency, consistency and appropriateness: This dimension refers to the questions, “How often
is the ideal teaching practice demonstrated?”, “Is the demonstration appropriate to the
particular teacher-learning process?”, and “Is the teacher consistent in demonstrating this
ideal?”
• Self-awareness: This dimension refers to the question, “Is the teacher aware or mindful of the
premises, rationale, nature, and effects of the demonstrated teacher-learning process?”

What Are These Seven Domains?

The seven domains are:

(1) social regard for learning

(2) learning environment
(3) diversity of learners
(4) curriculum
(5) planning, assessing, and reporting
(6) community linkages
(7) personal growth and development

Each domain will be defined in greater detail in the later parts of this guide. But it is important to know
that the seven domains are closely connected to each other in very meaningful ways, and that the seven
domains is best understood a constituting an integrated whole as shown in the figure below.

To understand how the seven domains comprise an integrated whole, it would help to see the seven
domains as falling under two broad categories. The middle domains 2, 3, 4, 5, and 6 [the shaded areas]
represent standards referring to “The Teacher as Facilitator of Learning,” whereas the two outer
domains 1 and 7 [the unshaded areas] represent standards referring to “The Teacher as Learner.”

The middle domains can further be divided into two sub-categories. The innermost domains 3, 4, and 5
[the darker shaded areas] represent the specific teacher practices related to the technical aspects of the
teaching-learning processes, whereas the other domains 2 and 6 [the lighter shaded areas] represent
the specific teacher practices that embed the learning process in appropriate contexts.
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DOMAIN 1: SOCIAL REGARD FOR

LEARNING

DOMAIN 2: THE LEARNING

ENVIRONMENT

DOMAIN 3: THE DIVERSITY OF

LEARNERS

DOMAIN 4: CURRICULUM

DOMAIN 5: PLANNING, ASSESSING

& REPORTING

DOMAIN 6: COMMUNITY LINKAGES

DOMAIN 7: PERSONAL GROWTH &

PROFESSIONAL DEVELOPMENT

We can discuss the integration of the seven domains from the inside going out. At the center of the
series of domains [the dark shaded areas] are the technical aspects of the teaching-learning process. The
domains of The Diversity of Learners (3), Curriculum (4), and Planning, Assessing, and Reporting (5) refer
to what may be called good teaching strategies, and are very closely related to each other. These
domains express the new paradigm on teaching shown in Table 1.

Table 1 also explains the links between the next to outer domains [the light shaded areas]: The Learning
Environment (2) and Community Linkages (6). The two domains refer to the teaching practices that
attempt to situate or at least link the teaching-learning process to appropriate contexts: the immediate
physical, psychological and the social context of the classroom, and the larger socio-cultural, economic,
political, and historical context of the community. In other words, Domains 2 and 6 provide the context
for Domains 3, 4, and 5. Domains 2 and 6 can either constrain or expand the options for Domains 3, 4,
and 5.
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Together, Domains 2, 3, 4, 5, and 6 represent the full range of teacher practices that relate to effectively
facilitating learning.

On the other hand, the two outermost domains [the unshaded areas] represent the important teacher
practices that relate to the teacher as learner. Domain 1 represents the ideal that the teacher serves as
a model of all the positive values associated with learning, and Domain 7 represents the behaviors that
demonstrate the teachers’ actual aspirations to continue learning as a professional teacher. These two
domains are not distinct and separate from those five domains related to facilitating
learning. Instead, the teachers’ personal demonstration of the values and activities of learning make the
teachers more credible and effective facilitators of learning
in students. Indeed, Domains 1 and 7 can be the domains
that fuel and drive teacher development in the other five
domains.
IN THE NEXT SECTIONS, THE SEVEN
DOMAINS AND THEIR UNDERLYING
STRANDS ARE PRESENTED AS A GUIDE
FOR TEACHERS PERSONAL REFLECTION
AND PROFESSIONAL DEVELOPMENT
PLANNING.
 Domain 1:

Social Regard for Learning

Strand 1.1: Acts as a positive role model for students


Key Question for the
Teacher:
value of pursuing learning by looking at my
“Can my students appreciate and
model the value of learning
through my interactions with
them?”
Specific Questions for the
Teacher:
“Can my students see and appreciate the
various actions and statements in the
classroom?”
“Can my students see and appreciate the
value of exerting effort to learning by
looking at my various actions and
statements in the classroom?”

“Do I demonstrate and exemplify the values

of learning and efforts in the various actions
and statements I make in front of my
students?”

My studentsalwayssee my actions
and statements that show the
Developmental Continuum of importance of learning and exerting
Practice: effort to learn.

My studentssometimessee my actions and

statements that show the value of learning
and exerting effort to learn.

My students see actions & statements from

me that indicate that learning & exerting
effort to learn are
not important.

Domain 2:

Learning Environment
Strand 2.1: Creates an environment that promotes fairness

Key Question for the
Teacher:
“Do I create a social environment
in my class where my students feel
that they are treated fairly?”
Specific Questions for the Teacher:
“Do all my students feel respected in my class,
regardless of their gender, ability, religion,
socio-economic background, ethnicity, and
other physical and social characteristics?”
“Do I make all my students feel that their
individual strengths and resources are
recognized and appreciated in class?”

“Do all my students feel like they have as good

a chance to learn and to achieve in my class as
their other classmates?”

“Do I create a social climate and organization

in the classroom where all my students can
effectively engage the learning activities,
regardless of their diverse capacities and
resources as individual learners?

All my students alwaysfeel

respected and appreciated in class,
and that theyall have an equal
Developmental Continuum of
opportunit
y to learn and to achieve.
Practice:

Someof my students feel respected and

appreciated in class;
somefeel they have
good opportunities to learn and to achieve.

My studentsneverfeel respected and

appreciated in class;
mostfeel they are
not
given equal chances to learn and to achieve.

Strand 2.2: Makes the physical environment safe and conducive to

learning
 Key Question for the Specific Questions for the

Teacher: Teacher:
“Is the physical environment in my
“Do I create a physical
classroom safe under the general conditions
environment in my class where my
of our school?”
students feel that they are safe
and able to learn?”

“Is the physical environment in my

classroom conducive to learning under the
general conditions of our school?”

“Are there ways of improving the physical

environment in my classroom that are
within my means as a teacher?”

All my students always find my

Developmental Continuum of classroom safe and conducive for
the different learning activities we
Practice: have in class.

A few my students often find my classroom

safe and conducive for the different
learning activities we have in class.

Most of my studentsnever find my classroom

safe or conducive for the different learning
activities we have in class.

Strand 2.3: Communicates higher learning expectations to each learner


Key Question for the
Teacher:
“Do I create a classroom
atmosphere that encourages
students to attain high levels of
learning and achievement?”
Specific Questions for the
Teacher:
“Do my students feel and understand that I
want them all to attain high levels of
learning?”
“Do I encourage the students in my class to
pursue their own learning goals and
aspirations?”

“Do I provide diverse opportunities for the

different students in my class to nurture
their desire and aspirations for high levels
of learning?”

All my students are

always
motivated and given the chance to
aspire and work high
for levels of
Developmental Continuum of
learnin
g in class.
Practice:

A fewof my students often

are motivated
and given the chance to aspire and work for
highlevels of learning in class.

Mostmy students arenevermotivated or

given the chance to aspire and work for even
moderatelevels of learning in class.

Strand 2.4: Establishes and maintains consistent standards of

learners’ behavior
 Specific Questions for the
Key Question for the Teacher:
Teacher:
“Do I respond to learning and behavior
“Do I create a consistent and problems quickly, appropriately,
orderly social climate and respectfully, and consistently?”
organization in the classroom for
my students?”
“Do I provide all my students with timely,
appropriate, and consistent feedback on
their learning behaviors?”

“Do I clearly communicate and consistently

observe school and classroom policies on
appropriate classroom behaviors?”

My students see my how highly

consistentI am in responding to
Developmental Continuum of their appropriate and inappropriate
behaviors in class.
Practice:

My students see my how I’msomewhat

inconsistentI am in responding to their
appropriate and inappropriate behaviors in

My students see my how very inconsistentI

am in responding to their appropriate and
inappropriate behaviors in class.

Domain 3:

Diversity of Learners
Strand 3.1: Is familiar with learners’ background knowledge
and experiences

Key Question for the
Teacher:
“Can I help my students learn
whatever their capabilities,
learning styles, cultural heritage,
socio-economic backgrounds, and
other differences are?”
Specific Questions for the
Teacher:
“Can my students see that I recognize,
accept, and respect the differences in their
backgrounds and capabilities?”
“Am I familiar with the different backgrounds,
experiences, and capacities of my students?”

“Do I consider the differences in

backgrounds, experiences, and capacities of
my students in designing different learning
activities for them?”

“Do I set diverse, appropriate, and

challenging learning goals for different
students, in consideration of their
differences in backgrounds and
capabilities?”

Developmental Continuum of I create different learning activities to allow

Practice: students with different capabilities and
backgrounds to attain the learning standards.

I recognize & respectthe differences in my students’

backgrounds & capabilities, butdo not createdifferent
learning activities for them.

I do not pay attention to differences in my students’

backgrounds & capabilities, & give them all the same learning
activities.

Strand 3.2: Demonstrates concern for holistic development of

learners

Key Question for the
Teacher:
“Do my students feel that I am
trying to help them learn, whatever
their capabilities, learning styles,
cultural heritage, socio-economic
backgrounds, and other
differences are?”
Specific Questions for the
Teacher:
“Do I set clear, challenging, but achievable
learning goals for all students in my class,
regardless of their individual differences?”
“Do I create diverse types of learning
activities that would help all my students
develop in all aspects of the curriculum?”

“Am I sensitive to how individual students

respond differently to the different learning
activities in my class?”

I create different learning activities to allow

all my diverse students to grow and devel
op
in many different aspects.

Developmental Continuum of
Practice:
I create different learning activities to allow
some
of my diverse students to grow and develop in many
different aspects.

I do not create different learning activities that would

allow my diverse students to grow and develop in many
different aspects.

Domain 4:

Curriculum
Strand 4.1: Demonstrates mastery of the subject

Key Question for the
Teacher:
“Do my students see how well I
understand the subject matter I
am teaching, enough that they
understand and appreciate the
importance of the lessons?”
aligned with the important objectives of the
Specific Questions for the
Teacher:
“Can I clearly and accurately explain the
goals, procedures, and content involved in
the lessons?”
“Can I clearly and meaningfully show the
relationships between the different lessons
in the subject?”
“Can I design learning activities and
assessment procedures that are truly
lessons?”

“Can I present the subject matter in

meaningful and relevant ways that engage
the students’ interest and motivation to
learn?”

“Can I encourage my students to engage in

higher order thinking in my class and interact
with them appropriately?”

Developmental Continuum of
My subject matter knowledge isdeep enough to
Practice: allow me to design lessons that motivate my
students and engage them inhigher order
thinking.

My subject matter knowledge isadequate to allow me to

design some lessons thatsometimesmotivate my
students to learn.

My subject matter knowledge is

so that I amunable to
design lessons that motivate my students to learn.

Communicates clear learning goals for the lessons

Strand 4.2:
that are appropriate for learners
 Key Question for the Specific Questions for the
Teacher: Teacher:
“Am I clear about what my learning goals
“Can my students see and are for my different students?”
appreciate the value of the
curricular goals and objectives I
have set for the different lessons “Do my students understand the learning
in m y class?” goals that I have set for them?”

“Do the students adopt the learning goals I

have set for the lesson as their own goals in
my class?”

My studentsalways understand the learni ng

Developmental Continuum of goals I have set for them for
all lessons we
have.
Practice:

My studentssometimesunderstand the learning

goals I have set for them for
most lessons we have.

My studentsnever understand the learning goals I

have set for them forany lessons we have.

Strand 4.3: Makes good use of allotted instructional time

 Specific Questions for the
Key Question for the Teacher:
Teacher: “Do I design lessons that would allow
various learning objectives to be addressed
“Am I able to help my students in an efficient and meaningful fashion?”
attain all the curricular goals
within the time provided in the
school calendar? ”
“Do I establish routines and procedures to
allow my students to engage the different
learning activities efficiently?”

“Do I plan lessons in ways that consider the

amount of time students need to effectively
attain the learning goals of the lessons?”

I always plan for efficient learning

Developmental Continuum of activities that allow my students need to
Practice: attain high learning goals.

I sometimeplan for learning activities that do

not give my students enough time to attainhigh
learning goals.

I am unable to plan and control the time of the

learning activities, so my students
never attain
the learning goals.

Strand 4.4: Selects teaching methods, learning activities and

instructional materials or resources appropriate to learners and
aligned to the objectives of the lesson
 Specific Questions for the
Key Question for the
Teacher:
Teacher:
“Do I plan for and implement a variety of
“Do I use teaching-learning activities
appropriate teaching-learning activities to
and learning resources efficiently to help my diverse students attain the
challenge my students to meet high curricular goals?”
levels of mastery and understanding
of cu rri cula r object ives?” “Do I plan for and use varied instructional
materials and learning resources to help my
diverse students attain the objectives of the
lessons?”

“Am I able to align the activities and

available learning resources with my
students learning styles, goals, and other
differences?”

Developmental Continuum of I am always able to align the learning

activities with learning objectives and the
Practice: learning styles ofall my students.

I am sometimesable to align the learning activities

with learning objectives and the learning styles of
most my students.

I am never able to align the learning activities with

learning objectives and the learning styles any
of my
students.

Domain 5:

Planning, Assessing and Reporting

The domain of Planning, Assessing
and Reporting refers to the aligned
use of assessment and planning
activities to
ensure that the teaching-learning

activities are maximally appropriate to the

students’ current knowledge and learning

levels. In particular, the domain

focuses on the use of assessment
data to plan and revise teaching-
learning plans, as well as the
integration of formative
assessment procedures in the plan and
implementation of teaching-learning
activities.

Strand 5.1: Communicates promptly and clearly to

learners, parents, and superiors about the progress of
learners.
 Specific Questions for the
Key Question for the Teacher:
Teacher: “Do my students know about their own
progress and attainment of the learning
“Do I provide my stakeholders goals in my class?”
(learners, parents and superiors)
timely and accurate information “Do the parents of my students get regular
about my students’ learning and accurate feedback on their children’s
progress in my class?”
progress?”
“Do my superiors in school know about the
general progress of the students in my class
in relation to the curriculum goals?”

I provideregular and accurate feedback

Developmental Continuum of to all my students about their learning
attainment in class.
Practice:

I provide occasional and accurate feedback for

most of my students about their learning
attainment in class.

I provideminimal feedback for my students

about their learning attainment in class.

Strand 5.2: Develops and uses a variety of appropriate assessment

strategies to monitor and evaluate learning.
 Key Question for the
Teacher:
“Do I assess my students’ learning and
knowledge using appropriate
educational assessment procedures,
and use the information from these
assessment procedures in planning my
teaching-learning activities for the
students?”
Specific Questions for the
Teacher:
“Do I use effective and appropriate
educational assessment procedures to
determine whether my students are learning
during the different parts of the teaching-
learning activities?”
“Do I use a variety of educational
assessment procedures to determine
whether my students are learning?”

“Do I use the results of the various

educational assessment procedures to guide
how I plan, implement, and revise the
teaching-learning activities I prepare for my
students?”

I always use results ofvaried assessment

Developmental Continuum of procedures in planning and implementing
Practice: teaching-learning activities for my students.

I sometimesuse results ofsome assessment

procedures in planning and implementing teaching-
learning activities for my students.

I never use assessment results in planning and

implementing teaching-learning activities for my
students.

Strand 5.3: Monitors regularly and provides feedback on

learners’

understanding of content
 Specific Questions for the
Key Question for the Teacher:
Teacher:
“Do I have regular assessment procedures to
“Do I provide regular feedback to track each student’s level of learning?”
each student about their level of
learning?”
“Do I keep accurate records of each
student’s progress and level of learning?”

“Do I provide appropriate and timely

feedback for students to help them monitor
their own learning?

I provide regular and appropriate

feedback to help all my students monitor
Developmental Continuum of their own learning progress.

Practice:

I provide occasional but appropriate feedback

to help some of my students monitor their own
learning progress.

I never provide appropriate feedback that

would help my students monitor their own
learning progress.

Domain 6:

Community Linkages
Strand 6.1: Establishes learning environments that respond to
the

aspirations of the community

 Specific Questions for the
Key Question for the Teacher:
Teacher:
“Can my students see how the goals and
“Are the goals and characteristics activities in school relate to the values and
of the teaching-learning activities I aspirations in their homes and communities?”
implement relevant to the
experiences, values and aspirations
in my students’ communities?”
“Do I draw from resources, ideas, and activities
from my students’ communities in my teaching-
learning activities?”

“Do I try to involve members of the community

in supporting the learning goals of my classes?”

All my students perceive thatall of the class activities

Developmental Continuum of are relevant to their activities & aspirations at home &
Practice: in the community.

Some of my students perceive that most of the class

activities are relevant to their activities & aspirations at
home & in the community.

All my students perceive that the class activities are

irrelevantto their activities & aspirations at home & in
the communit y.

Domain 7:

Personal Growth and Professional

Development
Strand 7.1: Takes pride in the nobility of teaching as a profession.

Key Question for the
Teacher:
“Do my actions and statements
indicate a high regard for the
teaching profession and for my
continuous development as a
professional teacher?”
Specific Questions for the
Teacher:
“Can my colleagues see in my actions and
statements how I value my profession as a
teacher?”
“Do I take systematic steps to ensure that I
continuously improve myself as a
professional teacher?”

“Am I enthusiastic about my responsibilities

as a teacher?”

I regularlyallocate time for activities to helpem

improve my knowledge and skills as a teacher.
Developmental Continuum of
Practice:

I sometimesallocate time for activities to help me

improve my knowledge and skills as a teacher.

I never allocate time for activities to help me improve

my knowledge and skills as a teacher.

Strand 7.2: Builds professional links with colleagues to enrich

teaching practice
 Specific Questions for the

Key Question for the Teacher:

Teacher: “Do I engage other teachers in my school in

discussions to improve our teaching
“Do I try to learn from other practices?”
colleagues in the teaching
profession to improve my teaching
practice?” “Do I participate in some professional
teacher organizations that aim to improve
teaching practice?”

“Can I say that I am well-informed about

recent developments in education?

Developmental Continuum of I regularly interact with my fellow

teachers to discuss ways to keep
Practice: improving our teaching practice.

I sometimesinteract with my fellow

teachers to discuss ways to keep
improving our teaching practice.

I never interact with my fellow teachers

to discuss ways to keep improving our
teaching practice.

Strand 7.3: Reflects on the extent of the attainment of

learning goals

Key Question for the
Teacher:
“Am I aware of the extent to which
my practices as a teacher
influence my students’ attainment
of the learning goals?”
Specific Questions for the
Teacher:
“Do I recognize the strong and weak aspects
of my teaching that may or may not help my
students learning?”
“Do I feel responsible for the level of
learning and achievement of my students?”

“Do I try to improve my teaching so that my

students can learn more?”

I always feel responsible for the

Developmental Continuum of effects of my teaching practice on
Practice: my students’ level of learning.

I sometimes feel responsible for the

effects of my teaching practice on my
students’ level of learning.

I never feel responsible for my students’

level of learning; their learning is
not
affected by my teaching practices.

- THE END-
NCBTS DOMAIN 1. SOCIAL REGARD FOR LEARNING

STRAND 1.1 TEACHER'S ACTIONS DEMONSTRATE VALUE FOR LEARNING

INDICATOR 1.1.1. Implements school policies and procedures.
At what level do I…
1 know school policies and procedures?
2 understand school operations?
3 implement policies and procedures?
4 communicate policies and procedures to students, parents and other concerned persons?
5 abide by the school policies and procedures?
INDICATOR 1.1.2. Demonstrates punctuality.
At what level do I…
6 possess awareness on the implementation of "time on task" in all responsibilities ?
7 demonstrate punctuality in accomplishing expected tasks and functions?
8 model the value of punctuality?
INDICATOR 1.1.3. Maintains appropriate appearance.
At what level do I…
9 know decorum, i.e. dress code, behavior of teachers?
10 practice decorum on all occasions?
11 value decorum expected of teachers?
INDICATOR 1.1.4. Is careful about the effect of one's behavior on students.
At what level do I…
12 understand the theoretical concepts and principles of social learning?
13 show appropriate behavior even during unguarded moments?
14 apply knowledge on social learning in dealing with students?
15 consider the influence my behavior has on students?

STRAND 1.2 DEMONSTRATES THAT LEARNING IS OF DIFFERENT KINDS AND FROM DIFFERENT
SOURCES
INDICATOR 1.2.1 Makes use of various learning experiences and resources.
At what level do I…
16 know a range of sources through which social learning may be experienced?
17 use information from a variety of sources for learning (e.g. family, church, other sectors of the
community)?
18 appreciate that students learn through a range of different social experiences?
NCBTS DOMAIN 2. LEARNING ENVIRONMENT

STRAND 2.1 CREATES AN ENVIRONMENT THAT PROMOTES FAIRNESS

INDICATOR 2.1.1 Maintains a learning environment of courtesy and respect for different learners(e.g.
ability, culture, gender)

At what level do I…
19 understand the dynamics of teaching learners from diverse backgrounds (e.g. ability,
culture, family background & gender)?
20 maintain a learning environment that promotes courtesy and respect for all learners?
21 show courtesy and respect to everyone at all times?
INDICATOR 2.1.2 Provides gender-fair opportunities for learning.
At what level do I…
22 understand the objectives, principles and strategies for Gender and Development (GAD)?
23 provide gender-fair learning opportunities?
24 uphold gender sensitivity in my daily dealings with learners and others?
INDICAT R 2.1.3 Recognizes that every learner has strengths.
O
At t level do I…
wha
25 understand the psychological foundations of learners' growth and development?
26 know about potentialities and uniqueness of individual learners?
27 provide learning activities that allow all learners to reach their full potential?
28 recognize learners' individual potentials and strengths?

STRAND 2.2 MAKES THE CLASSROOM ENVIRONMENT SAFE AND CONDUCIVE TO LEARNING

INDICAT R 2.2.1 Maintains a safe and orderly classroom free from distractions
O
At t level do I…
wha
29 know the principles of classroom management, room structuring, and safety measures?
30 maintain a safe, clean and orderly classroom free from distractions?
31 show concern for a safe and conducive learning environment?
INDICAT R 2.2.2 Arranges challenging activities in a given physical environment.
O
At t level do I…
wha
32 know various challenging activities that can be adapted in any given physical
environment?
33 conduct challenging learning activities despite physical environment constraints?
34 show enthusiasm to conduct learning activities at any given situation?
INDICAT
O R 2.2.3 Uses individual and cooperative learning activities to improve capacities of
learners for higher learning.

At t level do I…
wha
35 understand the importance and dynamics of both individual and cooperative learning
36 know varied strategies for individual and cooperative learning?
37 balance the use of individual and cooperative learning activities?
38 see the value in creating individual and cooperative learning activities?

STRAND
2.3 COMMUNICATES HIGHER LEARNING EXPECTATIONS TO EACH LEARNER

INDICAT R 2.3.1 Encourages learners to ask questions.

O
At t level do I…
wha
39 know the art of questioning and different techniques of asking higher order questions?
40 provide opportunities for learners to ask questions?
41 ask questions that stimulate critical and creative thinking among learners?
42 show an accepting response/gesture in dealing with questions of learners?
INDICAT R 2.3.2 Provides learners with a variety of learning experiences
O
At t level do I…
wha
43 know various strategies that elevate students' level of learning?
44 provide learners with variety of experiences that enhance learning?
 45 willingly provide learners with a variety of challenging learning activities?

INDICATOR 2.3.3 Provides varied enrichment activities to nurture the desire for further learning.

At what level do I…
46 understand how enrichment activities enhance the learners' desire to learn?
47 know ways of motivating the learners to learn further and more effectively?
48 facilitate varied enrichment activities that are interesting for further learning?
49 show diligence in making enrichment materials?

INDICATOR 2.3.4 Communicates and maintains high standards of learning performance.

At what level do I…
50 know the implications of achieving high standards of learning for total human
development?
51 help learners maintain high standards of learning?
52 inspire learners to set high performance targets for themselves?

STRAND 2.4 ESTABLISHES AND MAINTAINS CONSISTENT STANDARDS OF LEARNERS' BEHAVIOR

INDICATOR 2.4.1 Handles behavior problems quickly and with due respect to children's rights.

At what level do I…
53 understand the rights and responsibilities of the child as embodied in different laws, e.g.
RA 7610,PD 603?
54 know behavior management techniques for learners with behavioral problems?
55 identify learners with behavioral problems?
56 employ appropriate procedures and actions consistently when dealing with learners with
behavioral problems?
57 show a compassion and caring attitude in managing behavior problems?

INDICATOR 2.4.2 Gives timely feedback to reinforce appropriate learners' behavior.

At what level do I…
58 know the concept, importance, and techniques of social reinforcement?
59 provide timely and appropriate reinforcement on learners' behavior?
60 believe that positive reinforcement leads to improved learner behavior?
INDICATOR 2.4.3 Guides individual learners requiring development of appropriate social and learning
behavior.

At what level do I…
61 understand the learners' social developmental stages?
62 know different strategies that enhance learners' social development ?
63 use varied teaching-learning strategies that encourage social interaction?
64 show patience in managing different social and learning activities?

INDICATOR 2.4.4 Communicates and enforces school policies and procedures for appropriate learner behavior.

At what level do I…
65 know DepED / school policies and procedures on student discipline?
66 communicate and enforce policies and procedures related to students behavior?
67 commit to enforcing school policies and procedures?

STRAND 2.5 CREATES A HEALTHY PSYCHOLOGICAL CLIMATE FOR LEARNING

INDICATOR 2.5.1 Encourages free expression of ideas from students.
At what level do I…
68 know the concepts and principles of democratic expression of ideas?
69 provide activities that will encourage respect and free expression of ideas?
70 encourage learners to express their ideas freely and responsibly?
INDICATOR 2.5.2 Creates stress-free environment

At what level do I…
71 know the elements and importance of establishing a stress-free learning environment?
72 manage conflicts and other stress-related situations?
initiate and create programs (e.g. child-friendly school system) and activities that promote
73
stress-free environment?
74 get involved in advocacy activities that create a stress-free environment?
INDICATOR 2.5.3 Takes measure to minimize anxiety and fear of the teacher and/or subject.

At what level do I…
75 know about child-friendly teaching strategies?
76 encourage learners to develop a positive attitude towards their subject and teacher?
77 let my students feel they are accepted?
NCBTS DOMAIN 3. DIVERSITY OF LEARNERS
STRAND 3.1 DETERMINES, UNDERSTANDS AND ACCEPTS THE LEARNERS' DIVERSE
BACKGROUND KNOWLEDGE AND
EXPERIENCE
INDICATOR 3.1.1 Obtains information on the learning styles, multiple intelligences and needs of learners

At what level do I…
78 understand the theories and concepts of multiple intelligences and learning styles?
79 identify learning styles and multiple intelligences of learners?
80 show diligence in obtaining information on different learning needs?

INDICATOR 3.1.2 Designs or selects learning experiences suited to different kinds of learners

At what level do I…
81 know techniques and strategies in designing/selecting activities for varied types of
learners?
82 utilize varied activities for various types of learners?
83 show respect and concern for individual differences of students?

INDICATOR 3.1.3 Establishes goals that define appropriate expectations for all learners

At what level do I…
84 understand the requirements in setting goals for differentiated learning?
85 utilize differentiated activities to meet expected learning goals of learners?
86 assist learners in setting learning goals for themselves?
87 appreciate the need to consider the differences in experiences and capabilities of
learners?

INDICATOR 3.1.4 Paces lessons appropriate to needs and difficulties of learners

At what level do I…
88 know teaching principles and strategies for addressing learners' needs and difficulties?
89 pace lessons according to learners' needs and difficulties?
90 show flexibility in pacing lessons to support the needs of the learners?
INDICATOR 3.1.5 Initiates other learning approaches for learners whose needs have not been met by usual
approaches

At what level do I…
91 have the knowledge on teaching principles and strategies for students -at -risk ?
92 keep track of students-at-risk ?
93 provide appropriate intervention programs for learners- at- risk ?
 94 appreciate the need to help students-at-risk?
INDICATOR 3.1.6 Recognizes multi-cultural background of learners when providing learning opportunities

At what level do I…
95 know the cultural background of my students and its implications to my teaching?
96 provide appropriate learning activities to students with different cultural background?
97 show appreciation for cultural diversities?
INDICATOR 3.1.7 Adopts strategies to address needs of differently-abled students
At what level do I…
98 know the educational psychology of learners with special needs?
99 use appropriate strategies for learners with special needs?
100 show sensitivity to learners with special needs?

INDICATOR 3.1.8 Makes appropriate adjustments for learners of different socio-economic backgrounds

At what level do I…
101 understand the effects of socio-economic status on learning performance?
102 determine the different socio-economic background of learners?
103 use techniques to motivate learners of the lower socio-economic status?
104 show fairness to all learners regardless of their socio-economic status?
NCBTS DOMAIN 4. CURRICULUM

STRAND 4.1 DEMONSTRATES MASTERY OF THE SUBJECT

INDICATOR 4.1.1 Delivers accurate and updated content knowledge using appropriate methodologies,
approaches and strategies

At what level do I…
105 have updated knowledge in content and teaching strategies in my subject area?
106 apply the updated content and appropriate strategies in my teaching?
107 commit to deliver accurate and updated content knowledge?
INDICATOR 4.1.2. Integrates language, literacy and quantitative skill development and values in his/her subject
area

At what level do I…
108 have knowledge about multi-disciplinary integrative modes and techniques of teaching?
109 use multi-disciplinary integrative modes and techniques of teaching the subject area?
110 support the integration of language, literacy, skill development and values in the learning
activities?
INDICATOR 4.1.3. Explains learning goals, instructional procedures and content clearly and accurately to
students

At what level do I…
possess in-depth understanding of the subject area's learning goals, instructional
111
procedures and content based on curriculum ?
112 explains learning goals, concept and process, clearly and accurately to learners?
113 give sufficient time to explain the lessons for clear understanding of the learners?
INDICATOR 4.1.4. Links the current content with past and future lessons

At what level do I…
114 understand interrelation of topics/content within the subject area taught?
115 link the present subject matter content with the past and future lessons?
116 value the need to relate prior knowledge of learners with the present and future
lessons?
INDICATOR 4.1.5. Aligns with lesson objectives the teaching methods, learning activities and instructional
materials or resources appropriate to learners
At what level do I…
have the knowledge in designing lessons with congruent objectives, teaching methods,
117
learning activities and materials?
118 teach lessons that have congruency of objectives, procedure, materials and evaluation?
 119 appreciate the value of aligning objectives with all the parts of a lesson?
INDICATOR 4.1.6. Creates situations that encourage learners to use high order thinking skills

At what level do I…
120 understand the concept of critical thinking and the facets of understanding?
121 engage learners in activities that develop higher order thinking skills?
122 patiently motivate learners to develop higher order thinking skills?
INDICATOR4.1.7 Engages and sustains learners' interests in the subject by making content meaningful and
relevant to them

At what level do I…
123 know strategies and materials that promote authentic learning?
124 apply various appropriate strategies and /or technology to motivate and sustain learning?
125 believe in relating classroom learning to real world experiences?
INDICATOR 4.1.8. Integrates relevant scholarly works and ideas to enrich the lesson as needed

At what level do I…
126 update myself with relevant scholarly works and ideas related to my subject area?
127 integrate scholarly works and ideas to enrich the lesson for the learners?
128 show enthusiasm and openness to new learning?
INDICATOR 4.1.9. Integrates content of subject area with other disciplines

At what level do I…
129 know about other disciplines related to the subject I am teaching?
130 integrate content of subject area with other disciplines?
131 appreciate integrative mode of teaching?

STRAND 4.2 COMMUNICATES CLEAR LEARNING GOALS FOR THE LESSONS THAT ARE
APPROPRIATE FOR LEARNERS

INDICATOR 4.2.1 Sets appropriate learning goals

At what level do I…
132 know the learning goals vis-à-vis specific subject content of the level I am teaching?
133 set doable and appropriate daily learning goals for the learners?
134 reflectively choose appropriate learning goals?
INDICATOR 4.2.2 Understands the learning goals

At what level do I…
135 understand the connection of the short-term goals to the long-term goals of learning?
136 practice relating short-term goals to long term goals for learning?
137 value the learning goals set in the curriculum?

STRAND 4.3 MAKE GOOD USE OF ALLOTTED INSTRUCTIONAL TIME

INDICATOR 4.3.1. Establishes routines and procedures to maximize instructional time

At what level do I…
138 understand the principles and procedure of maximizing instructional time?
139 apply techniques of "time on task" in planning and delivering lessons?
140 observe discipline on time management?
INDICATOR 4.3.2. Plans lessons to fit within available instructional time

At what level do I…
141 know the principles and techniques of lesson planning considering the allotted
instructional time ?
142 design parts of the lesson within available instructional time?
143 show efficiency in the use of time to effectively attain learning goals?
STRAND 4.4 SELECTS TEACHING METHODS, LEARNING ACTIVITIES AND THE INSTRUCTIONAL
MATERIALS OR RESOURCES APPROPRIATE TO THE LEARNERS AND ALIGNED TO OBJECTIVES OF
THE LESSON

INDICATOR 4.4.1 Translate learning competencies to instructional objectives.

At what level do I…
know the learning competencies in my learning areas in order to formulate appropriate
144
instructional objectives?
145 translate learning competencies into instructional objectives?
146 show a reflective attitude in translating learning competencies to instructional objectives?

INDICATOR 4.4.2 Selects, prepares, and utilizes technology and other instructional materials appropriate to the
learners and the learning objectives.

At what level do I…
147 know various technology and instructional materials appropriate for my learning area?
148 select and utilize updated and appropriate technology/instructional materials?
149 use appropriate technology resources to achieve curriculum standards and objectives?
150 prepare adequate and appropriate instructional materials for the learners and the learning
objectives?
151 manifest resourcefulness in preparing instructional materials?

INDICATOR 4.4.3 Provides activities and uses materials which fit the learners' learning styles, goals and culture.

At what level do I…
152 know the principles of instructional material preparation for different types of learners?
153 use relevant activities and materials suited to the learning styles, goals and culture of the
learners?
154 believe in the need to provide activities and use materials appropriate to the learners?
INDICATOR 4.4.4 Uses a variety of teaching approaches and techniques appropriate to the subject matter and the
learners .

At what level do I…
155 understand the theories, approaches and strategies in teaching the subject area?
156 use variety of teaching strategies and techniques appropriate to the learners and subject
matter?
157 show enthusiasm in using innovative and appropriate teaching techniques?
INDICATOR 4.4.5 Utilizes information derived from assessment to improve teaching and learning.

At what level do I…
158 understand the proper utilization of assessment results to improve teaching and learning?
159 use assessment results in setting learning objectives and learning activities ?
160 appreciate the value of assessment in improving teaching and learning?

INDICATOR 4.4.6 Provides activities and uses materials which involve students in meaningful learning.

At what level do I…
161 know various educational theories (e.g. constructivism) and their implications to
meaningful leaning?
162 apply relevant teaching approaches to achieve meaningful learning?
163 use improvised and indigenous materials for meaningful learning?
164 appreciate teaching approaches to meaningful learning (e.g., constructivism)?
STRAND 4.5 RECOGNIZES GENERAL LEARNING PROCESSES AS WELL AS UNIQUE PROCESSES OF
INDIVIDUAL
LEARNERS

INDICATOR 4.5.1 Designs and utilizes teaching methods that take into account the learning process.

At what level do I…
165 know different teaching approaches and strategies suitable to various learners?
166 have knowledge on general and specific learning processes?
167 apply teaching-learning methodologies that respond to general and specific learning
processes?
168 recognize the need to design teaching methods appropriate to the learning process?

STRAND 4.6 PROMOTES PURPOSIVE STUDY

INDICATOR 4.6.1 Cultivates good study habits through appropriate activities and projects.

At what level do I…
169 know the techniques in forming good study habits?
170 determine the current study habits of my students?
171 provide appropriate learning tasks and projects that support development of good study
habits?
172 take extra time to help students from good habits?

STRAND 4.7 Demonstrates skills in the use of ICT in teaching and learning
INDICATOR 4.7.1 Utilizes ICT to enhance teaching and learning.

At what level do I…
173 Know the nature and operations of technology systems as they apply to teaching and
learning?

174 understand how ICT-based instructional materials/learning resources support teaching

and learning?
175 understand the process in planning and managing ICT-assisted instruction?
176 design/develop new or modify existing digital and/or non-digital learning resources?
177 use ICT resources for planning and designing teaching-learning activities?
178 use ICT tools to process assessment and evaluation data and report results?
179 demonstrate proficiency in the use of computer to support teaching and learning?
180 use ICT tools and resources to improve efficiency and professional practice?
181 value and practice social responsibility, ethical and legal use of ICT tools and resources?
182 show positive attitude towards the use of ICT in keeping records of learners?
NCBTS DOMAIN 5. PLANNING, ASSESSING AND REPORTING
STRAND 5.1 DEVELOPS AND UTILIZES CREATIVE AND APPROPRIATE INSTRUCTIONAL PLAN.

INDICATOR 5.1.1 Shows proofs of instructional planning.

At what level do I…
183 know the elements and process of developing an instructional plan (e.g. daily, weekly,
quarterly, yearly)?
184 arrange sequentially the learning units with reasonable time allotment?
185 identify appropriate learning objectives, strategies, and accompanying materials in the
plan?
186 identify appropriate and varied assessment procedures?
show enthusiasm in sourcing materials (e.g. lesson plan packages) as guides for
187
instructional planning?
INDICATOR 5.1.2 Implements instructional plan.

At what level do I…
188 know the factors for successful implementation of the instructional plan?
189 adjust the instructional plan to ensure attainment of objectives?
190 appreciate the value of instructional planning?

INDICATOR 5.1.3 Demonstrates ability to cope with varied teaching milieu.

At what level do I…
191 know the different teaching-learning situations that could affect the implementation of the
instructional plans?
192 cope with varied teaching milieu/setting?
193 manifest openness to make necessary adjustments to improve the instructional plan?
STRAND 5.2 DEVELOPS AND USES A VARIETY OF APPROPRIATE ASSESSMENT STRATEGIES TO
MONITOR AND EVALUATE LEARNING.

INDICATOR 5.2.1 Prepares formative and summative tests in line with the curriculum.

At what level do I…
know the principles and purposes of instructional assessment including formative and
194
summative testing?
195 construct valid and reliable formative and summative tests?
196 appreciate the value of testing as a tool to improve instruction and learning performance?
INDICATOR 5.2.2 Employs non-traditional assessment techniques (portfolio, journals, rubrics, etc).

At what level do I…
197 know the concepts, principles and strategies of non-traditional assessment?
198 use appropriate non-traditional assessment techniques?
199 value the use of non-traditional assessment?

INDICATOR 5.2.3 Interprets and uses assessment results to improve teaching and learning.
At what level do I…
200 know concepts, principles on interpretation and utilization of assessment results?
201 interpret and use test results to improve teaching and learning?
202 manifest fairness in the interpretation of test results?
INDICATOR 5.2.4 Identifies teaching -learning difficulties and possible causes and takes appropriate action to
address them.

At what level do I…
203 know the concept and principles of diagnostic testing?
204 know the types of remedial lessons for slow learners?
205 identify teaching-learning difficulties and possible causes?
206 manage remediation programs?
207 manifest willingness and patience in conducting remediation programs?
INDICATOR 5.2.5 Uses tools for assessing authentic learning.

At what level do I…
208 know the concepts and principles of authentic learning assessment?
209 utilize appropriate tools for assessing authentic learning?
210 enthusiastically develop and use tools for assessing authentic learning?
STRAND 5.3 MONITORS REGULARLY AND PROVIDES FEEDBACK ON LEARNERS' UNDERSTANDING
OF CONTENT.

INDICATOR 5.3.1 Provides timely and accurate feedback to learners to encourage them to reflect on and monitor
their own learning growth.

At what level do I…
211 know the principles of giving and receiving feedback on learners' progress?
212 use strategies for giving feedback/reporting progress of individual learner?
213 motivate learners' to reflect and monitor their learning growth?
214 consistently provide timely and accurate feedback?
INDICATOR 5.3.2 Keeps accurate records of grades/performance levels of learners.
At what level do I…
215 know the current guidelines about the grading system?
216 maintain accurate and updated learners' records
STRAND 5.4 COMMUNICATES PROMPTLY AND CLEARLY TO LEARNERS, PARENTS AND SUPERIORS
ABOUT LEARNERS PROGRESS.
INDICATOR 5.4.1 Conducts regular meetings with learners and parents to report learners' progress
At what level do I…
217 know the dynamics of communicating learners' progress to students, parents and other
stakeholders?
218 plan and implement a comprehensive program to report learners' progress to students and
parents?
219 manifest accountability and responsibility in communicating the learners' progress to
intended stakeholders?
INDICATOR 5.4.2 Involves parents to participate in school activities that promote learning.

At what level do I…
understand the role and responsibilities of parents in supporting school programs to
220
enhance children's learning progress?
221 involve parents to participate in school activities that promote their children's learning
progress?
222 establish rapport and a cooperative working relationship with parents?
NCBTS DOMAIN 6. COMMUNITY LINKAGES

STRAND 6.1 ESTABLISHES LEARNING ENVIRONMENT THAT RESPOND TO THE ASPIRATION OF

THE COMMUNITY.
INDICATOR 6.1.1 Involves community in sharing accountability for learners' achievement.

At what level do I…
223 know the programs, projects, and thrusts of DepED on school-community partnership?
224 involve the community in the programs, projects and thrusts of the school?
225 promote shared accountability for the learners' achievement?
INDI
TOR 6.1.2 Uses community resources (human, material) to support learning.
CA
At at level do I…
wh
226 know the various community resources available to enhance learning?
227 use available community resources (human, material) to support learning?
228 recognize community resources to support learning?
INDI TOR 6.1.3 Uses the community as a laboratory for learning.
CA
At at level do I…
wh
229 know strategies for experiential learning outside the classroom?
230 make use of the community as a laboratory for learning?
231 appreciate the world as a learning environment?
INDI TOR 6.1.4 Participates in community activities that promote learning.
CA
At at level do I…
wh
232 know the teacher's social responsibility?
233 link with sectors for involvement in community work?
234 show enthusiasm in joining community activities?
INDI TOR 6.1.5 Uses community networks to publicize school events and achievements.
CA
At at level do I…
wh
235 know the dynamics of community networking and information dissemination?
236 communicate the school events/achievements through community networks?
237 share information on school events/achievements to the community?
INDI TOR 6.1.6 Encourages students to apply classroom learning to the community.
CA
At at level do I…
wh
238 know the social realities outside the classroom to make learning relevant?
239 provide learning activities ensuring their application to the community?
240 show sensitivity to the needs of the community?
NCB DOMAIN 7. PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
TS

STR
AN D 7.1 TAKES PRIDE IN THE NOBILITY OF TEACHING AS A PROFESSION.

INDI
OR 7.1.1 Maintains stature and behavior that upholds the dignity of teaching.
CAT

At at level do I…
wh
know the set of ethical and moral principles, standards and values embodied in the Code
241
of Ethics for Professional Teachers?
242 practice the Code of Ethics for Professional Teachers?
243 manifest the values that uphold the dignity of teaching?

INDICATOR 7.1.2 Allocates time for personal and professional development through participation in
educational seminars and workshops, reading educational materials regularly and engaging in educational
research.
At what level do I…
244 know the requirements/expectations for personal and professional development of
teachers?
245 prepare and implement an individual personal and professional development plan
(IPPD)?
246 manifest zeal in undertaking educational research?
INDICATOR 7.1.3 Manifests personal qualities like enthusiasm, flexibility & caring attitude.
At what level do I…
247 know the value concepts of enthusiasm, flexibility and caring attitude and strategies to
enhance them?
248 engage in self-assessment to enhance my personal qualities?
249 exhibit personal qualities such as enthusiasm, flexibility and caring attitude?
INDICATOR 7.1.4 Articulates and demonstrates one's personal philosophy of teaching.
At what level do I…
250 understand the value of having a personal philosophy of teaching?
251 translate my philosophy of teaching into action?
252 share my personal philosophy of teaching with others?
STRAND 7.2 BUILDS PROFESSIONAL LINKS WITH COLLEAGUES TO ENRICH TEACHING PRACTICE.
INDICATOR 7.2.1 Keeps abreast with recent developments in education.
At what level do I…
253 update myself with recent developments in education?
254 apply updated knowledge to enrich teaching practice?
255 manifest openness to recent developments in education?
INDICATOR 7.2.2 Links with other institutions and organizations for sharing best practices.
At what level do I…
256 know of institutions and organizations with a goal to improve teaching practice?
257 link with other institutions and organizations that are helpful to the teaching profession?
258 get involved in professional organizations and other agencies that can improve my
 teaching practice?
STRAND 7.3 REFLECTS ON THE LEVEL OF THE ATTAINMENT OF PROFESSIONAL DEVELOPMENT
GOALS.
INDICATOR 7.3.1 Reflects on the quality of his/her own teaching.
At what level do I…
259 know the techniques and benefits derived from theory-guided introspection ?
260 make a self assessment of my teaching competencies?
261 desire to improve the quality of my teaching?
INDICATOR 7.3.2 Improves teaching performance based on feedback from the mentor, students, peers, superiors
and others.
At what level do I…
262 know the purposes and approaches in establishing an effective feedback system?
263 actively seek feedback from a range of people to improve my teaching performance?
264 manifest positive attitude towards comments/recommendations?
INDICATOR 7.3.3 Accepts personal accountability to learners' achievement and performance.
At what level do I…
265 know my accountability and responsibilities toward students' learning performance?
266 examine myself vis-a-vis my accountability for the learners and to the teaching
profession?
267 accept my personal accountability to the learners?
INDICATOR 7.3.4 Uses self-evaluation to recognize and enhance one's strength and correct one's weaknesses.

At what level do I…
268 know the concept and strategies for self-evaluation?
269 identify my strengths and weaknesses as a person and as a teacher?
270 manifest determination to become a better person and teacher?

Activity: In this activity prove that the NCBTS Framework and Code of
Ethics for Professional Teachers reinforce each other. Show that the
Articles in the Code of Professional Teachers also state basically the
same things that are found in the NCBTS Framework by accomplishing
the Table given below.

Note : to accomplished this activity copy the strands for every Domain
1-7

NCBTS Domain#1/Strand Code of Ethics for Professional

Teachers (Which Article and
Sections in the Code of Ethics for
Professional Teachers state
basically the same thing as stated
in the NCBTS?

Domain 1-Social Regard for Article XI-The teacher as a Person

Learning
Strand 1. Acts as a positive role
model for students
NCBTS Domain#2/Strand
NCBTS Domain#3/Strand
Section 1. A teacher shall live with
dignity in all places at all times.
Section 3.A teacher shall maintain
at all times a dignified personality
which could serve as a model
worthy of emulation by learners,
peers and others.
Code of Ethics for Professional
Teachers (Which Article and
Sections in the Code of Ethics for
Professional Teachers state
basically the same thing as stated
in the NCBTS?
Code of Ethics for Professional
Teachers (Which Article and
Sections in the Code of Ethics for
Professional Teachers state
basically the same thing as stated
in the NCBTS?
NCBTS Domain#4/Strand Code of Ethics for Professional
Teachers (Which Article and
Sections in the Code of Ethics for
Professional Teachers state
basically the same thing as stated
in the NCBTS?

NCBTS Domain#5/Strand Code of Ethics for Professional

Teachers (Which Article and
Sections in the Code of Ethics for
Professional Teachers state
basically the same thing as stated
in the NCBTS?
NCBTS Domain#6/Strand Code of Ethics for Professional
Teachers (Which Article and
Sections in the Code of Ethics for
Professional Teachers state
basically the same thing as stated
in the NCBTS?

NCBTS Domain#7/Strand Code of Ethics for Professional

Teachers (Which Article and
Sections in the Code of Ethics for
Professional Teachers state
basically the same thing as stated
in the NCBTS?

Activity 2: Your Teacher Education curriculum consists of three (3)

parts, namely: General Education, Professional Education and
Specialization, Examine if the teacher education curriculum you are
presently undergoing adequately prepares you for competencies
contained in the NCBTS. Pay specific attention to the Professional
Education component of the curriculum. To do this, a Table like the one
below can be of help. An example is given for you.

Note: To accomplished this activity copy the strand of every Domain

NCBTS Domain# Subjects in the Teacher Education Curriculum

1/Strand
Domain 1. Gen. Ed Prof Ed Specialization
Social Regard
for Learning
1.Acts as a 1.Teaching
positive role Profession
model for
students
2.

NCBTS Domain# Subjects in the Teacher Education Curriculum

1/Strand
Domain 1. Gen. Ed Prof Ed Specialization
Social Regard
for Learning
1.Teaching
STRAND Profession

2.

Activity 3: Tell something about the teacher in the classroom and in the
community by completing the acronym.

T-

E-

A-

C-

H-
E-

R-

Activity 4: Reflect on the teacher as she goes about her task in the
classroom and in the community. In what way is he/she

1. a piece of iron?
2. a well?
3. a planter?
4. a gardener?
5. a door?
6. A wake up call?
7. A potter?
8. A mirror?
9. An assessor?

10.A nurse?

Activity 5: Read this poem “ You are a Teacher” then answer the
following questions.
https://yourcaringprofessionalteacher.wordpress.com/2013/10/18/
of-teachers-and-their-love/

YOU ARE A TEACHER

If I speak interestingly, effectively, and well,

But do not understand my students

I am a noisy gong or a clanging cymbal.

If I know all of the methods and techniques of teaching,

If I have complete faith that they will work,

So that I use them completely,

But think only of materials or techniques

instead of how they can help my students,

I count for nothing.

If I go the second mile in my teaching,

Give up many activities,

But do it without understanding,

It does no good.

Love is very patient, very kind;

Love is not jealous, it does not put airs;

It is never tyrannic, never;

Yet does insist on truth;

It does not become angry;

It is not resentful.

Love always expects the best of others;

It is gladdened when they live up to these expectations,

Slow to lose faith when they do not.

It will bear anything,

Hope for anything,

Endure anything.

This kind of love will never fail

If there are teaching methods, they will change;

If there are curricula, they will be revised.

For our knowledge is imperfect

and our teaching is imperfect,

and we are always looking for the better ways

Which an infinite God has placed ahead of us.

When I began to teach, I fumbled and failed;

Now I have put away some of my childish ways.

At present I am learning bit by bitl

But if I keep on seeking, I shall at last understand

As all along I myself have been understood.

So faith, hope and love endure.

These are the great three

But the greatest of them is love.

|| Be the best teacher you can be.:)

Guided Questions:

1.Which line of the poem do you like most? Why?

2.What mental portrait of the teacher in the classrooms and the

teacher in the community is painted by the poem, “You Are a
Teacher?
LESSON 2: SCHOOL AND COMMUNITY RELATIONS

A. THE TEACHERS, PARENTS AND THE COMMUNITY

Parents are the first teachers in the home. They are responsible for the development of values,
attitudes and habits that will be needed as their children associate classmates in school. Such
inculcations are likewise beneficiaries when they work and play with neighbors and the
community at large. Teachers in the schools continue to enrich the students experiences at
home, thus strengthening the valuable, personal traits and characteristics initially developed. In
the end, the contrived attention and efforts of both “ custodians” are accorded
acknowledgement and recognition by members of the community.

The members of the community, in addition to the parents, include the local government units,
the non-government agencies, civic organizations and all the residents. They are highly
motivated to participate in the school activities and projects that will likewise redound to the
uplifting of the moral quality of life in their own locality.

1. Difficulties

Teachers are endowed with a caring and compassionate attitude that are expressed in their
love and unending sacrifice in guiding the young. Despite conscious effort, children experience
difficulties and problem regarding:

Ability to accomplish assignments

Irregular attendance,
Study habits in school
Negative attitudes, and
Problem with self-discipline.

2.Solutions

The best way to thresh out causes and come up with solutions is to conduct a dialogue wherein
parents may be invited to drop by the school or the teacher may pay a visit to their home.

 A calm and friendly face to face exchange of observations could straighten some
disturbing interactions ending with a promise of undertaking remediation in both
quarters.
 Positive attitudes of kindheartedness and patience are developed through modeling
 Regularity in attendance and doing daily assignments need strong motivation and
encouragement from both sides.
 Letters and praises to parents for outstanding performances build confidence and
strengthen determination to continue the good work.
 Interesting lessons never fail to motivate students to be present everyday for an
enjoyable participation in them.
 Extremes of behavior need detailed consideration of past experiences in school and at
home.

3.Values Developed

Values and strong inclinations are instilled starting from the home and are developed further in
the school . Some of the most desirable are:

Respect for elders and for the rights of others,

Cooperation
 Willingness to share
Deep sense of responsibility, and
Persistence

Students exhibiting exemplary traits must be given due recognition. Awards conferred upon
responsible and well behaved students set examples that are emulated.

Apply what you have learned

1.Let us have your decision regarding the following:

a. Will you request a dialogue with the parent’s ? How will you do it?

b. Daily assignments are incomplete, oftentimes not understood. What will you do?

c. A student is observed to be negative or indifference to his classmate’s suggestions.

d. A student is always involved in cases of misbehavior.

2.How do you “face” or dialogue with:

a. unreceptive parents?

b. receptive parents?

3. Choose the most desirable value that must be developed among our children in school and
at home.

4.How should well-behaved students be given due recognition.

4.Interest Special interest and innate talents noticed at a young age such as heightened
propensity for music and drama. Athletics and the arts must be attended to by sensitive
mentors and guardian s in order to provide them with continued opportunities to attain full
realizing of their natural gifts.

2.Organized Associations

Parents-Teachers Association (PTA) is a mechanism for effecting the role of parents

(who would otherwise be viewed as outsiders) as an indispensable element of
educational communities. Rather than being totally independent of or removed from
schools, a parent-teacher association is more aptly considered an adjunct of an
educational community having a particular school as its locus. It is an “arm” of the
school. Given this view, the importance of regulation vis-a-vis investiture of official
status becomes manifest. According a parent-teacher association official status not only
enables it to avail itself of benefits and privileges but also establishes upon it its solemn
duty as a pillar of the educational system. – G.R. No. 188720, February 23, 2016 –
QUEZON CITY PTCA FEDERATION, INC., Petitioner, v. DEPARTMENT OF EDUCATION,
REPRESENTED BY SECRETARY JESLI A. LAPUS, Respondent.

Legal Bases of Parents-Teachers Association (PTA)

The Department of Education (DepEd) through its subordinate rule-making power issued DepEd
Order No. 54 s of 2009 as amended by DepEd Order No. 83, s of 2010, or the “Revised
Guidelines Governing Parents-Teachers Associations (PTAs) at the School Level.

Brigada Eskwela or the National Schools Maintenance Week is a nationwide initiative by

the Department of Education (DepEd) that mobilizes thousands of parents, alumni, civic
 groups, local businesses, non-government organizations, teachers, students, and
individuals who volunteer their time and skills to do repairs, maintenance work, and
clean-up of public elementary and secondary schools. This nationwide caravan is held
simultaneously across the country’s 16 regions.

Activity
1.Name some problems originating from the community that are experienced by
teachers in the school, regarding:
Traffic and transportation
Availability of water and lighting system
Security measures for children

In what way can the community help?

2.Describe how school and community officials work together in each of the following events:

Socio-cultural activities
Peace and order situation
-in school
-outside the school
Projects

3.What are some learning resources existing in the community that school children and
personnel can visit for mutual assistance and enjoyment.

Please check.

___________parks
__________museums
___________library
___________concert halls
____________movie house
___________art gallery
___________factories
__________industries
__________shopping mall
___________conference mall
__________sports and recreation hall

How is the community assisted by the school in return? Please check

As resource persons in town celebrations

Participants in town celebrations
Modeling desirable values
Helping in community projects
The 21st Century Teacher

The term “21st-century skills” is generally used to refer to certain core competencies such as
collaboration, digital literacy, critical thinking, and problem-solving that advocates believe
schools need to teach to help students thrive in today’s world. In a broader sense, however, the
idea of what learning in the 21st century should look like is open to interpretation—and
controversy.

15 CHARACTERISTICS OF A 21ST-CENTURY TEACHER

1. Learner-centered classroom and personalized instruction: As students have access to any

information possible, there certainly is no need to spoon-feed them knowledge or teach one-
size-fits-all content. Students have different personalities, goals, and needs, and offering
personalized instruction is not just possible but desirable. When students are allowed to make
their own choices, they own their learning, increase intrinsic motivation, and put in more effort
—an ideal recipe for better learning outcomes.

2. Students as producers: Today’s students have the latest and greatest tools, yet the usage in
many cases barely goes beyond communicating with family and friends via chat, text, or calls.
Even though students are now viewed as digital natives, many are far from producing any
digital content. They own expensive devices with capabilities to produce blogs, infographics,
books, how-to videos, and tutorials, just to name a few, but in many classes they are still asked
to turn those devices off and work with handouts and worksheets.

Sadly, often these papers are simply thrown away once graded. Many students don’t even want
to do them, let alone keep or return to them later. When given a chance, students can produce
beautiful and creative blogs, movies, or digital stories that they feel proud of and share with
others.

3. Learn new technologies: In order to be able to offer students choices, having one’s own
hands-on experience and expertise will be useful. Since technology keeps developing, learning a
tool once and for all is not an option. The good news is that new technologies are new for the
novice and and experienced teachers alike, so everyone can jump in at any time. I’ve used a
short-term subscription to Lynda.com, which has many resources for learning new
technologies.

4. Go global: Today’s tools make it possible to learn about other countries and people firsthand.
Of course, textbooks are still sufficient, yet there’s nothing like learning languages, cultures, and
communication skills by actually talking to people from other parts of the world.

It’s a shame that with all the tools available, we still learn about other cultures, people, and
events from the media. Teaching students how to use the tools in their hands to visit—at least
virtually—any corner of this planet will hopefully make us more knowledgable and sympathetic.
5. Be smart and use smartphones: Once again—when students are encouraged to view their
devices as valuable tools that support knowledge (rather than as distractions), they start using
them as such. I remember my first years of teaching when I would not allow cell phones in class
and I’d try to explain every new vocabulary word or answer every question myself—something I
wouldn’t even think of doing today.

I’ve learned that different students have different needs when it comes to help with new
vocabulary or questions, so there’s no need to waste time and explain something that perhaps
only one or two students will benefit from. Instead, teaching students to be independent and
know how to find the answers they need makes the class a different environment.

I’ve seen positive changes ever since I started viewing students’ devices as useful aids. In fact,
sometimes I even respond by saying, “I don’t know—use Google and tell us all.” What a
difference in their reactions and outcomes!

6. Blog: I have written on the importance of both student and teacher blogging. Even my
beginners of English could see the value of writing for real audience and establishing their
digital presence. To blog or not to blog should not be a question any more.

7. Go digital: Another important attribute is to go paperless—organizing teaching resources and

activities on one’s own website and integrating technology can bring students’ learning
experience to a different level. Sharing links and offering digital discussions as opposed to a
constant paper flow allows students to access and share class resources in a more organized
fashion.

8. Collaborate: Technology allows collaboration between teachers and students. Creating digital
resources, presentations, and projects together with other educators and students will make
classroom activities resemble the real world. Collaboration should go beyond sharing
documents via email or creating PowerPoint presentations. Many great ideas never go beyond
a conversation or paper copy, which is a great loss. Collaboration globally can change our entire
experience.

9. Use Twitter chats: Participating in Twitter chats is the cheapest and most efficient way to
organize one’s PD, share research and ideas, and stay current with issues and updates in the
field. We can grow professionally and expand our knowledge as there are great conversations
happening every day, and going to conferences is no longer the only way to meet others and
build professional learning networks.

10. Connect: Connect with like-minded individuals. Again, today’s tools allow us to connect with
anyone, anywhere, anytime. Have a question for an expert or colleague? Simply connect via
social media: follow, join, ask, or tell.
11. Project-based learning: As today’s students have access to authentic resources on the web,
experts anywhere in the world, and peers learning the same subject somewhere else, teaching
with textbooks is very 20th-century. Today’s students should develop their own driving
questions, conduct their research, contact experts, and create final projects to share, all using
devices already in their hands. All they need from their teacher is guidance.

12. Build your positive digital footprint: It might sound obvious, but it is for today’s teachers to
model how to appropriately use social media, how to produce and publish valuable content,
and how to create sharable resources. Even though it’s true that teachers are people, and they
want to use social media and post their pictures and thoughts, we cannot ask our students not
to do inappropriate things online if we ourselves do them. Maintaining professional behavior
both in class and online will help build positive digital footprint and model appropriate actions
for students.

13. Code: While this one might sound complicated, coding is nothing but today’s literacy. As
pencils and pens were the tools of the 20th century, today’s teacher must be able to operate
with today’s pen and pencil—computers. Coding is very interesting to learn—the feeling of
writing a page with HTML is amazing. Even though I have a ways to go, just like in every other
field, a step at a time can go a long way. Again, Lynda.com is a great resource to start with.

14. Innovate: I invite you to expand your teaching toolbox and try new ways you have not tried
before, such as teaching with social media or replacing textbooks with web resources. Not for
the sake of tools but for the sake of students.

Ever since I started using TED talks and my own activities based on those videos, my students
have been giving very different feedback. They love it! They love using Facebook for class
discussions and announcements. They appreciate novelty—not the new tools, but the new,
more productive and more interesting ways of using them.

15. Keep learning: As new tools and new technology keep emerging, learning and adapting is
essential. The good news is: It’s fun, and even 20 minutes a day will take you a long way.

The twelve 21st Century skills are: 

1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10.Initiative
11.Productivity
12.Social skills
Activity

1.By means of graphic organizer, describe the 21st century teacher by completely presenting the
21st century skills.

2.Develop a questionnaire that makes use of a Likert scale to determine the extent to which a
teacher possesses the 21st century skills. The first is done for you.

Direction: To what extent do you do the each of the following? Check the column that
corresponds to your answer.

Legend: 1-Never

2-rarely

3-sometimes

4-often

5-always

21st Century 1 23 3 4 5
Skill
1.Use the
computer
with ease
when I
lecture

3. Use the questionnaire for you to determine the extent o which you possess the 21 st century
skill.
 CHAPTER 5

Becoming A Professional Teacher

LESSON 1: The Code of Ethics for Professional Teachers

Code of Ethics for Professional Teachers

Pursuant to the provisions of paragraph (e). Article 11, of R. A.. No. 7836. otherwise known as
the Philippines Professionalization Act of 1994 and Paragraph (a), section 6. P.D. No. 223. as
amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional
Teachers.

PREAMBLE

Teachers are duly licensed professionals who possesses dignity and reputation with high moral
values as well as technical and professional competence in the practice of their noble profession,
they strictly adhere to. observe, and practice this set of ethical and moral principles, standards,
and values.

ARTICLE I – SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institution shall offer quality
education for all competent teachers committed of it’s full realization The provision of this Code
shall apply, therefore, to all teachers in schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational institutions
at the preschool, primary, elementary. and secondary levels whether academic, vocational,
special, technical, or non-formal. The term “teacher” shall include industrial arts or vocational
teachers and all other persons performing supervisory and /or administrative functions in all
school at the aforesaid levels, whether on full time or part-time basis.

ARTICLE II – THE TEACHER AND THE STATE

Section 1. The schools are the nurseries of the future citizens of the state: each teacher is a
trustee of the cultural and educational heritage of the nation and is under obligation to transmit to
learners such heritage as well as to elevate national morality, promote national pride, cultivate
love of country, instill allegiance to the constitution and for all duly constituted authorities, and
promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carryout the declared policies of the
state, and shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own. every
teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or other
partisan interest, and shall not. directly or indirectly, solicit, require, collect, or receive any
money or service or other valuable material from any person or entity for such purposes

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.

Section 7. A teacher shall not use his position or facial authority or influence to coerce any other
person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding
the product of his researches and investigations: provided that, if the results are inimical to the
declared policies of the State, they shall be brought to the proper authorities for appropriate
remedial action.

ARTICLE III – THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall,
therefore, render the best service by providing an environment conducive to such learning and
growth.

Section 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honor and dignity at all times and refrain for such activities as gambling, smoking,
drunkenness, and other excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have sympathetic attitude, therefore, refrain
from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community informed about
the school’s work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay. and
shall welcome the opportunity to provide such leadership when needed, to extend counseling
services, as appropriate, and to actively be involved in matters affecting the welfare of the
people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations
with other professionals, with government officials, and with the people, individually or
collectively.

Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not
use his positions and influence to proselyte others.

ARTICLE IV – A TEACHER AND THE PROFESSION

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education, shall
make the best preparations for the career of teaching, and shall be at his best at all times and in
the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other studies as will
improve his efficiency, enhance the prestige of the profession, and strengthen his competence,
virtues, and productivity in order to be nationally and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall
not make improper misrepresentations through personal advertisements and other questionable
means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified
means for earning a descent living.

ARTICLE V – THE TEACHERS AND THE PROFESSION

Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self sacrifice for the common good, and full cooperation
with colleagues. When the best interest of the learners, the school, or the profession is at stake in
any controversy, teacher shall support one another.

Section 2. A teacher is not entitled to claim credit or work not of his own. and shall give due
credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position
such records and other data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and
the school, and shall not divulge to anyone documents which has not been officially released, or
remove records from the files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what he may
appear to be an unprofessional and unethical conduct of any associates. However, this may be
done only if there is incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an
associate, preferably in writing, without violating the right of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified: provided that he
respects the system of selection on the basis of merit and competence: provided, further, that all
qualified candidates are given the opportunity to be considered.

ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS

Section 1. Every teacher shall make it his duties to make an honest effort to understand and
support the legitimate policies of the school and the administration regardless of personal feeling
or private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against superiors, especially
under anonymity. However, if there are valid charges, he should present such under oath to
competent authority.

Section 3. A teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when special conditions are advocated but are
opposed by immediate superiors, in which case, the teacher shall appeal directly to the
appropriate higher authority..

Section 4. Every teacher, individually or as part of a group, has a right to seek redress against
injustice to the administration and to extent possible, shall raise grievances within acceptable
democratic possesses. In doing so. they shall avoid jeopardizing the interest and the welfare of
learners whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and
transfer of teachers are made only on the basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his
contract, assuming full knowledge of employment terms and conditions.

ARTICLE VII – SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL

Section 1. All school officials shall at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel, such practices being standards of effective
school supervision, dignified administration, responsible leadership and enlighten directions.

Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the system at
all levels.

Section 3. School officials shall encourage and attend the professional growth of all teachers
under them such as recommending them for promotion, giving them due recognition for
meritorious performance, and allowing them to participate in conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are employed in
accordance with pertinent civil service rules, and private school teachers are issued contracts
specifying the terms and conditions of their work: provided that they are given, if qualified,
subsequent permanent tenure, in accordance with existing laws.

ARTICLE VIII – THE TEACHERS AND LEARNERS

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of
learners in the subject or grades he handles, such determination shall be in accordance with
generally accepted procedures of evaluation and measurement. In case of any complaint, teachers
concerned shall immediately take appropriate actions, of serving due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first and
foremost concerns, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the
learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their
behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other
what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of
academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop between teacher
and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and
preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum development of
learners are adequate, and shall extend needed assistance in preventing or solving learner’s
problems and difficulties.

ARTICLE IX – THE TEACHERS AND PARENTS

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him. exercising utmost candor and tact in pointing out learners
deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the
learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
discourage unfair criticism.

ARTICLE X – THE TEACHER AND BUSINESS

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation: provided that it does not relate to or adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as
in the settlement of his debts and loans in arranging satisfactorily his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in.
any commercial venture which furnish textbooks and other school commodities in the purchase
and disposal of which he can exercise official influence, except only when his assignment is
inherently, related to such purchase and disposal: provided they shall be in accordance with the
existing regulations: provided, further, that members of duly recognized teachers cooperatives
may participate in the distribution and sale of such commodities.

ARTICLE XI – THE TEACHER AS A PERSON

Section 1. A teacher is, above all. a human being endowed with life for which it is the highest
obligation to live with dignity at all times whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary principles of
personal behavior in all relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve as a
model worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of
the destinies of men and nations.

ARTICLE XII – DISCIPLINARY ACTIONS

Section 1. Any violation of any provisions of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of his
Certification of Registration and License as a Professional Teacher, suspension from the practice
of teaching profession, reprimand or cancellation of his temporary/special permit under causes
specified in Sec. 23. Article HI or R.A. No. 7836. and under Rule 31. Article VIII. of the Rules
and Regulations Implementing R.A. 7836.

ARTICLE XIII – EFFECTIVITY

Section 1. This Code shall take effect upon approval by the Professional Regulation Commission
and after sixty (60) days following it’s publication in the official Gazette or any newspaper of
general circulation, whichever is earlier.

ACTIVITY CORNER (CODE OF ETHICS FOR PROFESSIONAL TEACHERS)

Activity 1.

After reading the key concepts, work on the following:

Self-Reflection

I realized that …

Teacher as role model

Teacher’s personality

Teacher’s social adjustment

Teacher’s professional growth and development

Teacher’s accountability

Activity 2.

Study the following cases. Guided by your understanding of the Code of Ethics for Professional
Teachers, identify the article and the provision that can guide the teacher to come up with his
best action. Write your answers on the space provided in each number.

Case 1

Mr. Antonio B. Baguio received a complaint from the guardian of one of his students regarding
the grade of his daughter in English. Mr. Baguio listened to the complaint of the guardian with
sympathy and referred it to the teacher concerned for clarification.

Is Mr. Baguio right in his action

Article in the Code of Ethics Provision statement
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

Case 2

During barangay fiesta, Mr. Ben Y. Maya, a public school teacher, was designated as the fiesta
directorate chairman. Because of his talent, he accepted the task willingly even without any
honorarium. He facilitated the culture-based activities that resulted to a very organized
celebration of their barrio fiesta. Is it alright for Mr. Maya not to receive payment for the services
he rendered during the barrio fiesta?

Is Mr. Baguio right in his action

Article in the Code of Ethics Provision statement
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

Case 3

Mrs. Jenny San Jose is a new teacher in Malaban National High School. The school is scheduled
to hold its Reading Camp on a Saturday. Relative to this activity, Mrs. Josie Rivera, the school
principal, advised the faculty to attend and help the organizers to facilitate the event.

Mrs. San Jose who is enrolled in a master’s degree program informed the principal that she could
not make it for she needs to attend her Saturday class.

Is it correct not to render service on a Saturday because of her studies?

Is Mr. Baguio right in his action

Article in the Code of Ethics Provision statement
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

Case 4

Mrs. Anna Lee A. Amores does not want her student named Joel to be the highest honor awardee
but she prefers Leonard, another student to get the recognition. In order to ensure that Leonard
will get the highest honor award, she gave Joel low grades in recitation and in performance tasks.
Is it right to give Joel low grades just to make Leonard the awardee?
 Is Mr. Baguio right in his action
Article in the Code of Ethics Provision statement
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

Case 5

Mr. Mario B. Reyes has been teaching for the last 15 years. Every time his principal would ask
him to attend training, he would always decline and would ask another teacher to attend the said
training. Is this proper?

Is Mr. Baguio right in his action

Article in the Code of Ethics Provision statement
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

ACTIVITY 3.

How will these learnings be of help to you as a

What are my significant learnings?
teacher?

- -

Other information relative to Code of Ethics that I want to How will these learnings be of help to you as a
know teacher?
Now that you are done reading and analyzing the different provisions and articles specified in the
Code of Ethics for Professional Teachers, you are requested to share your insights focusing on
the learning that you gained from this session and at the same time, other information that you
think are necessary to understand about the Code of Ethics.

https://depedtambayan.net/the-code-of-ethics-for-professional-teachers/
CHAPTER 6 THE PROFESSIONALIZATION OF TEACHING

Objectives:

1.Compare PD 1006 and RA 7836,laws that professionalized teaching

2.Explain how the amendments in RA 9293 supports the teaching profession.

3.Have developed a deeper appreciation for the professionalization of teaching and for the
teaching profession itself.

4.Have felt the impact of the professionalization of teaching on your future life as full-pledged
professional teacher.

LESSON 1 BASIC LAWS ON PROFESSIONALIZATION OF TEACHING

PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING THEIR

PRACTICE IN THE PHILIPPINES AND FOR OTHER PURPOSES.

The proclamation of PD 1006 was premised on the following:

1. The institutions of the country have relied upon teachers whose direct and continuing
interaction with the young people and the children make them potent forces for the
development for proper attitudes among the citizenry.
2. The tremendous growth of the teaching population, comprising in the civil service sector
alone more than 300,000 teachers deployed all over the country.
3. To insure that in the immediacy and urgency of teacher recruitment, qualitative
requirements are not overlooked, it has become necessary to regulate the teaching
profession;
4. Teaching requires a number of years of collegiate study, it is the only course that is not
yet considered a profession and;
5. In recognition of the vital role of the teachers in nation-building and as an incentive to
raise the morale of the teachers, it is imperative that they be considered as professionals
and teaching be recognized as a profession”( PD 1006)

Despite the professionalization of Teaching in 1977 by virtue of PD 1006, the quality of

education in the country appeared not to be improved. The Congressional Commission to
Review and Assets Philippine Education (EDCOM) finding that

Teachers are poorly trained

There is low quality of students enrolled in teacher training and;
Teaching is perceived as a poorly esteemed profession.

WHEREAS, the Constitution provides that “All educational institutions shall be under the
supervision of; and subject to regulation by, the State”, and requires that “the State shall establish
and maintain a complete, adequate and integrated system of education relevant to the goals of
national development”;

WHEREAS, in the pursuit on these objectives, the Department of Education and Culture has
adopted ways and means of overseeing all the educational institutions in the country;
WHEREAS, this supervisory function of the DEC has been primarily beamed towards insuring
that the educational institutions inculcate in the studentry love of the country, teach the duties of
citizenship, and develop moral character, personal discipline, and scientific, technological and
vocational efficiency;

WHEREAS, to implement these objectives, the institutions have relied upon their teachers whose
direct and continuing interaction with the young people and the children make them potent forces
for the development of proper attitudes among the citizenry;

WHEREAS, this accounts for the tremendous growth of the teaching population, comprising in
the civil service sector alone more than 300,000 teachers deployed all over the country;

WHEREAS, to insure that in the immediacy and urgency of teacher recruitment qualitative
requirements are not overlooked, it has become necessary to regulate the teaching profession;

WHEREAS, although teaching requires a number of years of collegiate study, it is the only
course that it is not yet considered a profession;

WHEREAS, in recognition of the vital role of teachers in nation-building and as an incentive to

raise the morale of teachers, it is imperative that they be considered as professionals and teaching
be recognized as a profession.

NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of

the powers vested in me by the Constitution, do hereby decree and order:

Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching.

Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall be
given primary concern and attention by the government and shall be of the highest quality, and
strongly oriented to Philippine conditions and to the needs and aspirations of the Filipino people
even as it seeks enrichment from adoptable ideas and practices of other people.

Section 3. Definition of Terms. As used in this Decree, the following shall be construed as
follows:

(a) Teaching refers to the profession primarily concerned with the classroom instruction, at the
elementary and secondary levels, in accordance with the curriculum prescribed by National
Board of Education, whether on part-time or full-time basis in the public or private schools.
(b) Teachers refers to all persons engaged in teaching at the elementary and secondary levels,
whether on a full-time or part-time basis, including guidance counselors, school librarians,
industrial arts or vocational teachers and all other persons performing supervisory and/or
administrative functions in all schools in the aforesaid levels and legally qualified to practice
teaching under this Decree.

(c) Board refers to the National Board for Teachers duly constituted under this Decree.

Section 4. Creation of the National Board for Teachers. There is hereby created a National Board
for Teachers, hereinafter called the Board, to be composed of the following:

1) Secretary of Education and Culture Co-Chairman

2) Chairman, Civil Service Commission

3) Commissioner, Professional Regulations Commission Member

4) Two members representing the private sector to be appointed by the President

Section 5. Powers and Duties. The Board shall have the following powers and duties:

(a) Appoint a set of examiners for every examination who will determine and prepare the
contents of the Board examination for teachers, hereinafter referred to as examination, in the
elementary and secondary levels of instruction, to be held at least once a year;

(b) Determine and fix the places and dates of examination, appoint supervisors and room
examiners from among the employees of the Government who shall be entitled to a daily
allowance to be fixed by the Board for every examination day actually attended, use the
buildings and facilities of public and private schools for examination purposes, approve
applications to take examination, and approve the release of examination results;

(c) Look from time to time into the conditions affecting the practice of the teaching profession,
adopt such measures as may be deemed proper for the enhancement of said profession, and/or
maintenance of the professional standards and ethics;

(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate, and administer
oaths;

(e) Appoint, subject to the provisions of existing laws, such officials and employees as are
necessary in the effective performance of its functions and responsibilities, prescribe their duties
and fix their compensation;

(f) Prescribe and collect examination and other fees as it may deem proper; and
(g) Promulgate rules and regulations, and exercise such other powers, functions and duties as
may be necessary to carry into effect the purposes of this Decree.

Section 6. Qualification requirements for examination 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) Except those who have been engaged in teaching as herein defined for at least five years in
schools in the Philippines not organized exclusively for nationals of a foreign country at the time
of the effectivity of this Decree, the applicant must be a citizen of the Philippines;

(b) That he is of good moral character;

(c) That he is free from any physical and/or mental defect which will incapacitate him to render
efficient service; and

(d) That he possesses the following minimum educational qualifications:

1) For teachers in the kindergarten and elementary grades, Bachelor’s degree in Elementary
Education (B.S.E.Ed.) or its equivalent;

2) For teachers of the secondary schools, Bachelor’s degree in Education or its equivalent with a
major and minor, or a Bachelor’s degree in Arts or Sciences with at least eighteen units in
professional education; and

3) For teachers of secondary vocational and two-year technical courses, Bachelor’s degree in the
field of specialization with at least eighteen units in professional education.

All applications shall be filed with an office or offices designated by the Board, preferably the
offices of the Civil Service Commission and the Department of Education and Culture.

These offices shall screen and approve such applications and issue the corresponding permits to
take the examination to qualify applicants.

Section 7. Appointment of examiners. The Board shall appoint a set of examiners for every
examination who are recognized authority in teacher education, and their names shall not be
disclosed until after the release of the results of the examination. They shall each receive as
compensation the sum of not less than P5.00 for each examinee as may be determined by the
Board but in no case shall each examiner receive more than P18,000 per examination. Any
examiner who is in the service of the Government shall receive the compensation herein
provided in addition to his salary.

Section 8. Scope of the examination. The examination shall consist of written tests, the scope of
which shall be determined by the Board, taking into consideration the teaching plan of the
schools legally constituted in the Philippines.

Section 9. Ratings in the examination. In order that a candidate may be deemed to have
successfully passed the examinations, he must have obtained a general average of at least 70 per
cent in all subjects, with no rating below 50 per cent in any subject.

Section 10. Report of the results of examination. The examiners shall report the ratings obtained
by each candidate to the Board within 150 days after the last day of the examination, unless
extended by the latter.

Section 11. Issuance of Certificates. Teachers who have passed examinations given by the Civil
Service Commission or jointly by the Civil Service Commission and the Department of
Education and Culture shall be considered as having passed the board examinations for teachers.
The Board may consider their certificates of rating as certificates of eligibility or issue an
entirely new certificate upon registration of the teacher and payment of the corresponding fees.

This provision shall likewise apply to those teachers who have permanent appointment under the
Magna Carta For Public School Teachers and all others who may be qualified for registration as
professional teachers under this Decree.

Section 12. Registration. The Civil Service Commission shall, as an arm of the Board, register
holders of Professional Teacher Certificate which registration shall evidence that the registrant is
entitled to all the rights and privileges of a Professional Teacher until and unless the certificate is
suspended or canceled by the Board for just cause.

Section 13. Reissuance of revoked certificates and replacement of lost certificates. The Board
may, for reason of equity and justice, and upon proper application therefor, issue another copy,
original or duplicate, upon payment of the required fee, of a certificate which has been revoked.
A new certificate to replace a lost, destroyed or mutilated certificate may be issued subject to the
rules of the Board.

Section 14. Registration by reciprocity. The Civil Service Commission shall, upon approval of
the Board, effect the registration, without examination, of a teacher validly registered under the
laws of any foreign state or country; Provided, That the requirements for registration in said
foreign state or country are substantially the same as those required and contemplated by this
Decree, and the laws of such foreign state or country allow citizens of the Philippines to practice
the profession on the same basis and grant the same privileges as the citizens or subjects of such
foreign state or country; Provided finally, That the applicant shall submit competent and
conclusive documentary evidence, confirmed by the Department of Foreign Affairs, showing
that his country’s existing laws permit citizens of the Philippines to practice teaching profession
under the rules and regulations governing citizens thereof.

Section 15. Prohibition. Three years after the effectivity of this Decree, no person shall engage in
teaching and/or act as a teacher as defined in this Decree, whether in the public or private
elementary or secondary school, unless he is holder of a Professional Teacher Certificate or is
considered a Professional Teacher under this Decree.

Section 16. Penal Provision. Any person who shall practice the teaching without a valid
Professional Teacher Certificate, or any person presenting as his or her own the certificate of
another, or any person giving any false or forged evidence in order to obtain a Professional
Teacher Certificate or admission to an examination, or any person assuming himself as a
registered professional teacher or any person violating any provision of this Decree shall be
penalized by a fine of not less than One Thousand Pesos nor more than Five Thousand Pesos
with subsidiary imprisonment or to suffer an imprisonment of not less than six months nor more
than two years, or both such fine and imprisonment at the discretion of the Court.

Section 17. Repealing Clause. All Acts, Decrees, Executive Orders, Administrative Orders, rules
and regulations or parts thereof inconsistent with the provisions of this Decree are hereby
repealed or modified accordingly.

Section 18. Separability Clause. In case any provision of this Decree or any portion thereof is
declared unconstitutional by a competent court, other provisions shall not be affected thereby.

Section 19. Effectivity. This Decree shall take effect January 1, 1977.

https://www.officialgazette.gov.ph/1976/09/22/presidential-decree-no-1006-s-1976/

Activity:

1.Is teaching your first choice as a career? Why?

2.What do you profess when you become a teacher?

3.What are expected of a teacher as a profession?

For Research:

1.Research on the operational definition of:

Profession
Professional
Professionalism

Republic Act 7836: Philippine Teachers Professionalization Act of 1994

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 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.

https://pcw.gov.ph/republic-act-7836-philippine-teachers-professionalization-act-of-1994/

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
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.

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;

(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:

(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.

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

(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.

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.

https://pcw.gov.ph/republic-act-7836-philippine-teachers-professionalization-act-of-1994/

Activity :

1.Compare PD 1006 and RA 7836 along the following items then give your own observations.

Item Pd 1006 RA 7836 Observation

1.Definition of
Teacher

2.Teacher’s
Examination

a.)Scope of
Examination

b.)Qualification
Requirements for
Examinees

c.)Rating

d.)Report of Result

e.)National Board for

Teachers
 f.)The Board for
Professional Teachers

g.)Causes of
revocation of
license /certificate

[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

(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.

Approved,

(Sgd.) JOSE DE VENECIA JR.

Speaker of the House

of Representatives

(Sgd.) FRANKLIN M. DRILON

President of the Senate

This Act, which is a consolidation of Senate Bill No. 2698 and House Bill No. 5411 was finally
passed by the Senate and the House of Representatives on February 6, 2004 and February 7,
2004, respectively.

Activity:

1.What amendments to RA 7836 were made by RA 9293 on the following:

Number of units in professional education required of non-education graduates

Registration of those engaged in teaching without examination
Required rating for para-teachers

2.Other than para-teachers who else are entitled to a special permit?

3.What is required of teachers covered by Sec. 26 of RA 9293 who have not practiced their
profession for the past five years?

4.Who can be issued a license without examination?

JOURNAL ENTRY:

Do PD 1006, ra 7836 and RA 9293 help you to become a professional teacher? Write your
reflections here?
 CHAPTER 7

OTHER EDUCATION AND TEACHER-RELATED LAWS

LESSON OBJECTIVES:

Internalized the basic laws on education and their implementation

Been clarified on your rights duties and obligations as a professional
Understood policies on recruitment and deployment
Clarified disciplinary procedures applied to teachers as they exercise the special parental
authority and responsibility over the learners inside or outside the premises of the school;
Internalized the rights, duties and obligations of the academic community( learners, teachers,
parents, non-academic staff); and
Identified UN programs and projects affecting education and see their relevance to the teaching
profession.

LESSON 1
ARTICLE XIV
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.

(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.

(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

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.

https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the-republic-of-the-
philippines/the-1987-constitution-of-the-republic-of-the-philippines-article-xiv/

Activity:

1.Based on your observations as a would-be teacher, what are the educational institutions doing to
prepare teachers who will help attain the goals, stated in Section 3?

2.Read and comment on Section 5(4) and (5)

3.Is the use of the Mother Tongue as a medium of instruction from K to Grade 3 in the K to 12
Curriculum in accordance with Section 7?

4.What educational practices and programs are aligned to Sec. 10, Sec. 14, Sec. 17. Sec. 18 and Sec. 19?

LESSON 2

REPUBLIC ACT No. 4670 June 18, 1966

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 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;

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 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.

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
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.

Approved: June 18, 1966

Activity:

1.Who are referred to as “teachers” in R.A.4670? Who are not included although they are school
personnel/employees?

2.Discuss the safeguards in the disciplinary procedures in resolving cases of teachers.

3.Actual classroom teaching a day should not exceed six hours. What can be some reasons behind this
limit on teaching hours?

4.What can be some reasons behind Section 11 of RA 4670