CPE 101 – The Teaching Profession

Module 1

INTRODUCTION

The word “professional” implies one who possesses skill and competence/expertise. A
professional is one who conforms to the technical or ethical standards of a profession. So, the
two elements of a profession are competence and a Code of Ethics.

Society expects much from teachers and schools. Parents expect much of teachers to have the
tremendous power to influence students. Schools are expected to work with and for
communities and so are teachers. A teacher works with different groups and so plays
different roles. Indeed, much is demanded of teachers.

Objectives:

1. Describe teaching as a profession.

2. Identify the elements of a profession.
3. Discuss the historical development of teaching as a profession in the Philippines.
4. Explain teaching as a vocation and mission.
5. Discuss the professional competencies that a teacher ought to demonstrate.
6. Enumerate the personal qualities expected of a teacher.

A. The Elements of a Profession:

1. Initial Professional Education

- The completion of the university/college program in one’s chosen field
2. Accreditation
- The university/college program is approved by a regulatory body like the Commission
on Higher Education in the Philippines
3. Licensing
- Is mandatory, not voluntary which is administered by a government authority
4. Professional Development
- Is an ongoing professional education that maintains/improves the professionals’
knowledge and skills after they begin professional practice
5. Professional Societies
- Are a community of like-minded individuals who put their professional standards
above the individual self-interest or their employer’s self-interest
6. Code of Ethics
- To ensure that the practitioners behave responsibly

B. Historical Development of Teaching as a Profession in the Philippines

1. Presidential Decree 1006 – Decree Professionalizing Teaching

- The first legal document that professionalized teaching issued by then President
Ferdinand E. Marcos in 1976
2. Republic Act 7836 – Philippine Teachers Professionalization Act of 1984
- Was passed to … “promote quality education by proper supervision and regulation of
the licensure examination and professionalization of the practice of the teaching
 profession”
3. Pre-Hispanic Period
- Had no established formal schooling in the country so there was no formal
preparation for teachers, too and so the mothers, fathers and tribal leaders served as
teachers at home and in the community
4. Spanish Period – by virtue of Educational Decree of 1863
- Free public school system was established, there was one school for boys and another
school for girls in every municipality, the Spanish missionaries served as teachers,
the normal school was run by the Jesuits to educate the male teachers in Manila, the
normal schools for women were established in 1875
5. Aguinaldo’s Government
- There was no teacher preparation that took place and the schools during the Spanish
Era were closed
6. American Regime
- American soldiers served as the first teachers, in 1901 the Philippine Commission
enacted into law Act 74 which created the Department of Public Instruction that laid
the foundations of the public school system and offered free primary education for
Filipinos
- There was a shortage of teachers so the Philippine Commission authorized the
Secretary of Public Instruction to bring to the Philippines 600 teachers from USA
who were called the Thomasites
- Due to the urgent need for teachers, the Americans gave the bright young Filipino
students the opportunity to take up higher education in the American colleges and
universities financed by the Philippine government who were called the pensionados
- Act 74 of 1901 also provided for the establishment of Philippine Normal School in
Manila which was formally opened in September 1901 as an institution for the
training of teachers, for more than 2 decades PNS offered a two-year general
secondary education program, it became a junior college offering a two-year
program to graduates of secondary schools in 1928, the Philippine Normal School
was renamed as the Philippine Normal College in 1949 that offered the four-year
Bachelor of Science in Elementary Education and the education courses followed
after

C. Teaching as a Vocation and Mission

1. Teaching as a Vocation
- Vocation comes from the Latin word “vocare” which means to call and vocation
therefore means a call
- God is the Caller for Christians and Allah is the Caller of Muslims
- Abraham was the first one called by God to become the father of a great nation as the
nation of God’s chosen people, Moses was called while in Egypt to lead God’s chosen
people out of Egypt in order to free them from slavery, Mary was called by God to
become the mother of the Savior Jesus Christ, Muhammad was the last of the
prophets to be called by Allah to spread the teachings of Allah, Buddha must have
also heard the call to abandon his royal life in order to seek the answer to the problem
on suffering
 2. Teaching as a Mission
- The word mission comes from the Latin word “misio” which means “to send”, is
defined as “task assigned”, you are sent to accomplish an assigned task

D. The Demands of Society form the Teacher as a Professional and as a Person

1. The Demands of Society form the Teacher as a Professional

- Went through long years of preparation to earn a teacher education degree recognized
by the Commission on Higher Education, after which one hurdled a Licensure
Examination for Teachers administered by the Board for Professional Teachers with
the supervision of the Professional Regulation Commission, By passing the LET one
obtains a license which one is obliged to renew every three years on condition that one
can show proof of Continuing Professional Development

Models of Effective Teaching

- which also serve as bases for evaluation of teaching

a. Robert Marzano’s Causal Teacher Evaluation Model

- of four domains:

1.) Classroom Strategies and Behaviors

- involve routine events such as communicating learning goals and feedback
and establishing rules and procedures; involve addressing content by helping
students interact with new knowledge; helping students generate and test
hypotheses; involve events enacted on the spot such as engaging students,
recognizing adherence to rules and procedures, establishing and maintaining
effective relationships with students and communicating high expectations
for all students
2.) Planning and Preparing
- for lessons, use of technology, needs of students receiving Special education,
and needs of students who lack support for schooling
3.) Reflection on Teaching
- evaluating personal performance such identifying areas of pedagogical
strengths and weaknesses; developing, implementing and monitoring a
professional growth plan
4.) Collegiality and Professionalism
- promoting positive interactions with colleagues, students and parents;
seeking mentorship for areas of need or interest; mentoring other teachers
and sharing ideas and strategies; adhering to school rules and procedures;
participating in school initiatives

b. Charlotte Danielson Framework for Teaching

1.) Planning and Preparation

2.) Classroom Environment
3.) Instruction
4.) Professional Responsibilities
- reflecting on teaching, maintaining accurate records, communicating with
families, participating in the professional community, growing professionally,
showing professionalism
 c. James Stronge’ Teacher Effectiveness Performance Evaluation System
- Seven Performance Standards (TEPES):

1.) Professional Knowledge

2.) Instructional Planning
3.) Instructional Delivery
4.) Assessment of/for Learning
5.) Learning Environment
6.) Professionalism
- maintains a commitment to professional ethics, communicates effectively and
takes responsibility for and participates in professional growth that results in
enhanced learning
7.) Student Progress
- the work of the teacher results in acceptable, measurable and appropriate
student academic progress

d. Mid-continent Research for Education and Learning (McREL) Model for Teacher
Evaluation Standards

1.) Teachers demonstrate leadership

2.) Teachers establish a respectful environment for a diverse population of
students
3.) Teachers know the content they teach
4.) Teachers facilitate learning for their students
5.) Teachers reflect on their practices

The Philippine Professional Standards for Teachers (PPST)

- the revised National Competency-Based Teacher Standards (NCBTS) that give the
teacher professional competencies in 7 domains, 37 strands and 148 performance
indicators for four career stages
- identify the following characteristics quality teachers in the Philippines need to possess:

1.) recognize the importance of mastery of content knowledge and its interconnectedness
within and across curriculum areas, coupled with a sound and critical understanding
of the application of theories and principles of teaching and learning
2.) provide learning environments that are safe, secure, fair and supportive in order to
promote learner responsibilities and achievement
3.) establish learning environments that are responsive to learner diversity
4.) interact with the national and local curriculum requirements
5.) apply a variety of assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement
6.) establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process
7.) value personal growth and professional development and exhibit high personal regard
for the profession by maintaining qualities that uphold the dignity of teaching such as
caring attitude, respect and integrity
 Professionalism: The Hallmark of a Professional
- No doubt, society expects the teacher as a professional to demonstrate professionalism
in all that one does. Professionalism is both a professional and a personal trait

2. The Demands of Society form the Teacher as a Person

- personal qualities or attributes of teachers demanded by the teaching profession
- possesses dignity and reputation, with high moral values, adheres to, observes and
practices a set of ethical and moral principles, standards and values

- Twelve Characteristics of an Effective Teacher:

a. Prepared
- Come to class each day ready to teach
b. Positive
- Have optimistic attitudes about teaching and about students
c. Hold high expectations
- Set no limits on students and believe everyone can be successful
d. Creative
- Are resourceful and inventive in how they teach their classes
e. Fair
- Handle students and grading fairly
f. Display a personal touch
- Approachable
g. Cultivate a sense of belonging
- Have a way to make students feel welcome and comfortable in their classrooms
h. Compassionate
- Are concerned about students’ personal problems and can relate to them and their
problems
i. Have a sense of humor
- Make learning fun and do not take everything seriously
j. Respect students
- Do not deliberately embarrass students
k. Forgiving
- Do not hold grudges
l. Admit mistakes
- Quick to admit when being wrong

Essay Questions:
Directions: Write an essay for each question.

1. Who is a professional teacher?

2. Why is teaching a vocation and a mission?
3. What are the different roles a teacher performs in the society?
4. What are the demands of the teaching profession from the teacher as a person?
Activities:
Construct a 5-item Multiple Choice Test from each topic:

1. The Elements of a Profession

2. Historical Development of Teaching as a Profession in the Philippines
3. Teaching as a Vocation and Mission
4. The Demands of Society form the Teacher as a Professional and as a Person

References:

1. Bilbao, Purita P. et al. (2006). The Teaching Profession. Metro Manila: LORIMAR
Publishing Incorporated
2. Bilbao, Purita P. et al. (2018). The Teaching Profession. Metro Manila: LORIMAR
Publishing Incorporated