EDUC 2 Complete Learning Modules

SURIGAO STATE COLLEGE OF
LEARNING MODULE TECHNOLOGY
LEARNING MODULE
IN
EDUC 2
(The Teaching Profession)
Prepared by:
LOUELLA S. DEGAMON, MAST

KIER L. ECLE, MAEd
LEONIELYN L. MALICAY, PhD
College of Teacher Education
1st Semester, A.Y. 2021 - 2022
Name of Student : ________________________________________
Course, Year & Section : ________________________________________
EDUC 2 – The Teaching Profession 1

August 2021 Edition
KIER L. ECLE, LPT, MAEd; LOUELLAS S. DEGAMON, MAST &
LEONIELYN G. MALICAY, PhD
PREFACE
This Educ 2 (The Teaching Profession) Learning Module is basically your guide for an
independent learning. This contains a total of 20 lessons under six modules which present the
teacher as a person and as a professional within the context of national and global teachers’
standards and philosophies. It also includes an articulation of the rootedness of education in the
philosophical and historical context, the four pillars of learning, 21st Century skills, Professional
Ethics, core values, professional rights, privileges and responsibilities, and the teacher’s roles in
society as an agent of change. There are performance tasks that you need to accomplish at the
end of every module to enhance your life and career skills and higher-order-thinking skills as
education student.
In accomplishing this learning module, you are hereby encouraged to always practice honesty
and demonstrate 21st century skills with enthusiasm and purpose. Your course instructor will
help and guide you to make your learning endeavor in Educ 2 productive and meaningful.
TABLE OF CONTENTS
PREFACE 2
TABLE OF CONTENTS 2
I – INTRODUCTION TO THE TEACHING PROFESSION 3
1.1 Teaching as a Profession, a Vocation and a Mission
1.2 Historical Development of Teaching as a Profession in the Philippines
1.3 Philosophies of Education
1.4 The Demands of Society from the Teacher as a Professional and as a Person
II – THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS 13
2.1 The Preamble and Article 1
2.2 The Code of Ethics for Professional Teachers: Relationship with the Secondary
and Tertiary Stakeholders
2.3 The Code of Ethics for Professional Teachers: Relationship with the Internal
Stakeholders
III - The Code of Ethics for Professional Teachers: His/Her Person, Profession 18
and Business
3.1 The Teacher and the Profession
3.2 The Teacher as a Person
3.3 The Teacher and Business
IV – The Rights and Privileges of Teachers in the Philippines 22
4.1 The 1987 Philippine Constitution
4.2 Commonwealth Act No. 578
4.3 The Magna Carta for Public School Teachers (RA 4670)
4.4 DECS Service Manual 2000
V - On Becoming a Glocal Teacher 27
5.1 The Global and Glocal Teacher
5.2 The Teacher and the Teaching Profession in the ASEAN and Beyond
5.3 The Changing Global Landscape for the 21st Century Teachers
VI – Ensuring Teacher Quality through Competency Framework and Standards 45
and Continuing Professional Development
6.1 The Quality Teachers and the Competency Framework for Teachers in the
Southeast Asia (CFT SEA)
6.2 The Philippine Qualification Framework (PQF) & The Philippine Professional
Standards for Teachers (PPST)
6.3 Continuing Professional Development: The Lifeblood of the Teaching Profession

August 2021 Edition
MODULE 1
INTRODUCTION TO TEACHING PROFESSION

Topics: 1.1 Teaching as a Profession, a Vocation, and a Mission
1.2 Historical Development of Teaching as a Profession in the Philippines
1.3 Philosophies of Education
1.4 The Demands of Society from the Teacher as a Professional and as a
Person
Time Frame: 9 hours
Objective:
At the end of this module, the students should be able to:
1. examine the teaching profession against the elements of a profession;

2. create a timeline in tracing the historical development of teaching as a profession in the
Philippines;
3. construct a matrix showing the comparison of the various Philosophies of Education
4. write his/her personal leaner-centered philosophy of education; and
5. explain what a teacher must do, must have and must be to cope with society’s high
expectations of a teacher as a person and as a professional.
Introduction:
This module consists of the foundations of teaching profession. It starts with a discussion of the
elements of a profession followed by an analysis of teaching to determine if it has all the
elements of a profession and ends with a presentation of the historical development of teaching
as a profession in the Philippines. It also focuses on teaching as a vocation and a mission. It
describes teaching as a mission not just a job. Hence, it explains teaching as a vocation, a
special calling.
Pre-Test
Online Activity
The students will be tasked to complete the table below by browsing on the internet at least 10
philosophies of education (e.g. essentialism, pragmatism, idealism, etc.). (Format: Arial-11,
Long-sized bond paper, Margin-1 inch, justify text, Encoded in MS Word)
Educational Application to
Role/s of Teacher Focus on Teaching
Philosophy Description Teaching and
and Students and Learning
(cite author/s) Learning
Note: Answers will be posted and discussed in Google classroom.

Learning Activities
A. Content/Discussion
TEACHING AS A PROFESSION, A VOCATION AND A MISSION
Professional

August 2021 Edition
One who possesses skill and competence. A professional is one who confirms to the
technical or ethical standards of a profession.
2 Elements of a profession
1. Competence
2. Code of Ethics
Other Elements of Profession
 Initial Professional Education

It begins in their professional lives by completing a university program in their
chosen fields- teacher education, engineering, nursing, accountancy. This means long
and arduous years of preparation. Take note this is initial, which means only the
beginning because a professional is expected to learn endlessly.
 Accreditation
University programs are approved by a regulatory body like the Commission on
Higher Education (CHED) in the Philippines to ensure that graduates from these
recognized programs start their professional lives with competence.
 Licensing
It is mandatory, not voluntary and is administered by a government authority. In
the Philippines, this government authority is the Professional Regulation Commission
(PRC).
 Professional Development
This is an ongoing professional education that maintains or improves
professional knowledge and skills after they begin professional practice. In the
Philippines, this is Continuing Professional Development mandated by RA 10912,
otherwise known as the CPD Act of 2016.
 Professional Societies
Professionals are themselves as part of the community of like-minded individuals
who put their professional standards above the individual self- interest or their
employee's self interest
Professional societies define certificates, criteria, manage certification programs,

establish accreditation standards and define a code of ethics and disciplinary action for
violation of that code.
 Code of Ethics
Each profession has code of ethics to ensure that its practitioners behave
responsibly. The code states what professionals should do. Professionals can be ejected
from their professional societies or lose their licenses in practice for violating the code of
ethics.
 PRESIDENTIAL DECREE 1006 – The first legal document issued by President Ferdinand
E. Marcos
 PD 1006 - Known as the Decree Professionalizing Teaching
 R.A 7836 – Otherwise known as the Philippine Teachers Professionalization Act of 1994
 During pre-Hispanic period – there was no established formal schooling
 During the Spanish period – by the virtue of Educational Decree of 1863 free public
school system was established
 During the American regime – American soldiers were served as the first teachers
 Mothers and Fathers and Tribal Leaders – served as teachers at honor and in the
community
 Paz Ramos – once Dean of the College of Education of the University of the Philippines
 In 1901, the Philippine Commission enacted into law Act 74 which created the
Department of Public Instruction

August 2021 Edition
 One school for boys and another school in every municipality

 Spanish missionaries served as teachers
 Normal schools for women were not established until 1875
 Spaniards started the training for teachers in normal schools
 Act 74 of 1901 – provided for the establishment of Philippine Normal School (PNS) in
Manila
 September 1901 – The Philippine Normal School formally opened
 1928 – Philippine Normal School became junior college offering a two-year program to
graduates of secondary schools
 1949 – Philippine Normal School renamed Philippine Normal College, offered the four-year
Bachelor of Science in Elementary Education
TEACHING AS A VOCATION
Vocation
o Comes from the Latin word "vocare" which means to call.

o Based on etymology word it means a call.
o Call has this caller, someone who is called and a response.
Christians: For Muslims:
 Caller- God • Caller- Allah

There are two dimensions
 Vertical Dimensions- seen a call by the Supreme Being through this dimension
as believers.
 Horizontal dimension- viewed by the non-believers.
Big callings of a vocation
 Marriage
 Single blessedness
Vocation does not only refer to a;
 religious vocation
because it also refers to;
 Teach
 Heal the sick and etc.
Whatever is our calling or station in life, the call is always to serve.
Bible - full of stories of men and women called by God to do something.
Christians:
Abraham - First one called by God to be the father of a greater nation of God's chesen
people.
Moses - called from Egypt to lead God's chosen people to be free from Egyptians
slavery.
Mary - called to be the mother of the Savior, Jesus Christ. (New Testament)
Islam:
Muhammad - Last of the prophets to be called by Allah to spread his teachings.

All of them responded positively to God's called.
Buddhism:

August 2021 Edition
Buddha- heard the call to abandon his royal life just to seek the answer to the problem
on suffering.
The fact that you are now in the College of Teacher Education that you said YES to the call
to teach. Teaching must be your vocation, your calling. May this YES response remain a YES
and become even firmer through the years.
TEACHING AS A MISSION
Teaching- is also a mission
Mission
 comes from Latin word "mission" means "to send";

 defines as "task assigned" by The Webster's New Collegiate Dictionary;
 soldiers in the activity phase had this phrase as "mission accomplish".
You responded to the call to be a teacher and so your mission in the world is to
teach. Vocation and mission are related. You were called for a purpose to accomplish a
mission which is to teach.
The four years of pre-service preparation will equip you with;
 Knowledge
 Skills
 Attitude to become an effective teacher. "Once a teacher, forever a student."
What exactly is the mission to teach?
To teach the child the fundamental skills or basic R's 'riting, reading,’rithmetic
To help the child become the man of culture and of expertise. (Alfred North
Whike head)
 To provide opportunities for the child's growth and to remove hampering
influences. (Bertrand Russell)
Remember:
 To teach is to do all of these and more.

 To teach is to influence every child entrusted in your care to become better and
happier because life becomes more meaningful.
 To teach is to help the child become more human.
Teaching is indeed your mission:
 If you keep on teaching out of love, it's a mission.

 If you are committed to teaching even if it means letting go of other activities.
 If you remain teaching even though nobody recognizes your efforts.
 If your concern is success plus faithfulness, it's a mission.
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 Intel Excellence in Teaching Award in international competition, said in
speech delivered before a selected group of teachers, superintendents, DepEd officials and
consultant, 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
disappointment, heartaches, and pains. But touching the hearts of people and opening

August 2021 Edition
the minds of children can give you joy and contentment which money could not buy.
These are the moments I live for.
There may be times, when you will feel like giving up (many leave teaching after 3 or 5
years for varied reasons). Remember you have accepted the mission to teach, may you be
found faithful to your vocation and mission till the end.
The “Pwede na” Mentality: Enemy of Excellent Mission Preparation and Accomplishment
The striving excellent accomplishment sometimes brings us to our “Pwede na” mentality,
which is inimical to excellence. This mentality is expressed in other ways like “talagang ganyan
yan” “di ko na ‘yan sagot,” “dagdag trabaho/gastos lang yan”, all indicators of defeatism and
resignations to mediocrity. If we stick to this complacent mentality, excellent mission
accomplishment eludes us. In the world of work, whether here or abroad, only the best and
brightest make it. The mortality rate in Licensure Examination for Teachers for these past years
is a glaring that excellence is very much wanting of our teacher education graduates. If we
remain true to our calling and mission as professional teacher education, we have no choice but
to take the endless and the “less travelled road” to excellence.
THE DEMANDS OF THE SOCIETY FROM THE TEACHER AS A PROFESSIONAL
TEACHERS…
 spend at least 6 hours a day, 5 days a week in 10 months

 spend more time with the students than parents
 have tremendous power to influence students
 works with different groups and plays different roles – tutor, nurse, guidance counselor,
community leader, resource speaker, consultant rolled into one
SCHOOLS…
 are expected to work with and for communities and so are teachers
 The Code of Ethics for Professional Teachers cites the state, the community, the
teaching community, school officials, non-teaching personnel and learners as groups of
people with and for whom a teacher works.
 “Having a better teacher not only has a substantial impact on students’ test scores at the
end of the school year but also increases their chances of attending college and their
earnings as adults.” (Hammond, D., 2000)
 Professional is one who went through long years of preparation to earn a teacher
education degree recognized by the Commission on Higher Education, after which he/she
hurdled a Licensure Examination for Teachers (LET) administered by the Board for
Professional Teachers.
 Teacher is a licensed professional who possesses dignity and reputation with high moral
values as well as technical and professional competence. The word “teacher” suggests that
the main responsibility of professional teachers is to teach.
 There are a number of models/frameworks of effective teaching. Philippine Professional
Standards for Teachers (PPST) are standards of good teaching.

August 2021 Edition
MODELS OF EFFECTIVE TEACHING
A. ROBERT MARZANO’S CAUSAL TEACHER EVALUATION MODEL of four domain:
1. Classroom Strategies and Behaviors, which involve…

 routine events such as communicating learning goals and feedback, establishing
rules and procedures
 addressing content by helping students interact with ne knowledge
 helping students generate and test hypotheses
 events enacted on the spot such as engaging students
2. Planning and Preparation

 planning and preparing for lessons
 for use of technology
 for needs of students receiving Special Education
 for needs of students who lack support for schooling
3. Reflection on Teaching
 evaluating personal performance such as identifying areas of pedagogical
strengths and weaknesses
 developing, implementing and monitoring a professional growth plan
4. Collegiality and Professionalism

 promoting positive interactions with colleagues, students and parents
 seeking mentorship for areas of need/interest
 mentoring other teachers, 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. The Classroom Environment
3. Instruction
4. Professional Responsibilities
 reflecting on teaching
 maintaining accurate records
 communicating with families

August 2021 Edition
 participating in the professional community

 growing professionally
 showing professionalism
C. JAMES STRONGE – TEACHER EFFECTIVENESS PERFORMANCE EVALUATION
SYSTEM (TEPES)
Seven Performance Standards:
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment
5. The Learning Environment
6. Professionalism – maintains a commitment to professional ethics, communication
effectively sand takes responsibility for and participants 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. TEACHER EVALUATION STANDARDS – THE McREL MODEL (Mid-Continent

Research for Education and Learning)
1. Teachers demonstrate leadership.
 lead in their classroom
 demonstrate leadership in the school
 lead the teaching profession
 advocate for schools and students
 demonstrate high ethical standards
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.
Table 1. Comparison of the 4 Models on Teacher Effectiveness
DANIELSON STRONGE McREL MARZANO

1. Planning and Preparation Instructional Planning Teachers facilitate learning Planning and Preparing
Assessment of/for learning. for their students.
Teachers know the content

they teach.
2. Instruction Professional Knowledge Teachers know the content Classroom strategies and
they teach. behaviors
Instructional Delivery
Teachers facilitate learning
for their students.
Communication
3. The Classroom The Learning Environment Teachers establish a Teachers facilitate learning
Environment respectful environment for a for their students.
diverse population of

August 2021 Edition
Student Progress students.

4. Professional Professionalism Teachers demonstrate Collegiality and
Responsibilities leadership. Professionalism Teachers
reflect on their practices.
The main task of the professional teacher is to teach, society demands from his/her
teaching competence. This means that if he/she has to teach effectively he/she has to:
1. prepare and plan very well for instruction

2. execute or deliver that instruction plan very well
3. create a conducive or favourable learning environment for diverse groups of learners
4. demonstrate professionalism as he/she deals with superior, colleagues, students and
parents
The Philippine Professional Standards for Teachers (PPST)
The PPST, the revised National Competency-Based Teacher Standards (NCBTS), give the
teacher professional competencies in seven domains, 37 strands and 148 performance
indicators for four career stages. Quality teachers in the Philippines need to possess the
following characteristics:
 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.
 Provide learning environments that are safe, secure, fair and supportive in order to
promote learner responsibility and achievement.
 Establish learning environments that are responsive to learner diversity.
 Interact with the national and local curriculum requirements.
 Apply a variety of assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement.
 Establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process.
 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.
THE DEMANDS OF THE SOCIETY FROM THE TEACHER AS A PERSON
More than any other professional, teachers are subjected to scrutiny to the minutes
detail by those they associate with. Teachers are judged more strictly than any other
professional, from the dress they wear, words they speak and even on how they hold their

August 2021 Edition
comforts. In short, teachers may have been be little unconsciously by the society but the society
itself demands and expects more from the teacher not just an individual but as general.
12 Characteristics of an Effective Teacher
(Walker Robert J, 12 Characteristics of an Effective Teacher: A Longitudinal, Qualitative, Quasi-

Research Study of an In- Service and Pre-Service Teachers)
1. Prepared- come the class each day and is ready to teach.

2. Positive- have an optimistic attitudes about teaching and about students.
3. Hold-high expectations- set no limits to students and believe everyone can be
successful.
4. Creative- resourceful and inventive in how they teach their class.
5. Fair- handling students and grading fairly.
6. Display a personal touch- must be approachable.
7. Cultivate a sense of belonging- have a way to make students feel welcome and
comfortable in their classrooms.
8. Compassionate- are concerned about students’ personal problems and can relate to
them and their problems.
9. Have a sense of humor- make learning fun and do not take everything seriously.
10. Respect students- do not deliberately embarrass students; teachers who give the
highest respect gets the highest respect.
11. Forgiving- do not hold grudges.
12. Admit mistakes- quick to admit being wrong.
Professionalism- a teacher must and always have a high degree of professionalism. It is
something that is demanded as professionals and as persons. It is briefly described in Article XI
of Code of Ethics for Professional Teachers, to wit:
Section 1: A teacher shall live with dignity at all times

Section 2: A teacher shall place premium upon self-respect self-discipline as the principle of
personal behaviour in al 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 emulations by learners, peers and others
Section 4: A teacher shall always recognize the Almighty God or being as a guide of his
own destiny and of his own destinies of men and nation.
The Code of Ethics for public school teachers adopted in Section 7 of Republic Act 4670 cites
integrity as one essential trait of a professional teacher.
INTEGRITY. Since the teachers’ work is not confined merely to the development of certain
skills and abilities encompassed by the teaching of the 3R;s but also includes the
developments of desirable habits and attitudes that go into the formation character, his
manner of living should provide a worthy example for his pupils and students to emulate for
his fellow teachers to be proud of, and for the community to feel as being enriched by it.
B. Performance Tasks

August 2021 Edition
1. Performance Task # 1: Complete this Metaphorical thinking – Teaching is…

2. Performance Task # 2: Create a timeline to trace the historical development of
teaching as a profession in the Philippines.
3. Performance Task # 3: Construct a matrix showing the comparison of the various
Philosophies of Education with emphasis on why teach? What to teach? How to
teach?
4. Performance Task # 4: Compose an educational essay using this title “My
Philosophy of Education”
5. Performance Task # 5: Craft a comparison matrix showing the models of teacher
effectiveness.
6. Performance Task # 6: Make an acrostic on the word “TEACHER”
7. Performance Task # 7: Create a poem entitled “You are a Teacher”
Format: Arial-11, Long-sized bond paper, Margin-1 inch, justify text, encoded in
MS Word
Note: The Performance tasks will be submitted in Google classroom/ messenger
Self-Evaluation
In this module, I learned that
Review of Concepts
Teaching is a profession. It requires:
1. long years of initial professional education

2. the attainment of a college/ university degree recognized by a regulatory body, CHED
3. a licensure examination called the Licensure Examination for Teachers (LET)
4. Continuing Professional Development and
5. adherence in the code of Ethics for Professional Teachers.
Post Test
Short Quiz: This post-test can be conducted through online or face-to-face.
Reference
 Bilbao, P.P., et.al. (2018).The Teaching Profession.4th ed. Quezon City: Manila.
Lorimar Publishing, Inc.

August 2021 Edition
MODULE 2
THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Topics: 2.1 The Preamble and Article 1
2.2 The Code of Ethics for Professional Teachers: Relationship with the
Secondary and Tertiary Stakeholders
2.3 The Code of Ethics for Professional Teachers: Relationship with the Internal
Stakeholders
Time Frame: 8 hours
Objectives:
1. discuss each article of the Code of Ethics for Professional Teachers;

2. describe the teacher’s ethical response in a given situation;
3. critique cases/ scenarios viewed with reference to the Code of Ethics for Professional
Teachers; and
4. discuss the rights and privileges of teachers in the Philippines.
Introduction:
This module contains a thorough and detailed study of the Code of Ethics of the Professional
Teachers promulgated in 1996 by the Board for Professional Teachers of the Professional
Regulation Commission. It tackles the Preamble and Article 1-9 all aimed at helping would-be
professional teachers internalize the Code of Ethics. Moreover, it also cites different groups of
external stakeholders with whom schools and teachers have to relate and work for the
education of the child.
Pre-Test
Multiple Choice. Select the letter of the correct answer. (Prepare an explanation for your answer
for further discussion).
1. Who is excluded in the definition of professional teacher in the Code of Ethics?

August 2021 Edition
A. The Schools Division Superintendent

B. The Librarian
C. The Principal
D. The Master Teacher
2. Private school teachers are also required of a professional license. Is this statement
True?
A. Yes, it is true.
B. No, it is false.
C. It depends on the kid of private school.
D. It depends on the teachers' years of teaching experience.
3. Which competence are professional teachers expected to demonstrate? - -
Understanding
I. Personal
II. Professional
III. Scientific
IV. Psychological
A. I and IV
B. II and III
C. II and III
D. I and II

August 2021 Edition
4. Which statement on academic freedom is CORRECT?

A. In search for truth, a professional teacher has the privilege to share the product of his
researches whether or not in support of the declared state policies.
B. A teacher’s academic freedom is absolute.
C. A teacher’s academic freedom is limited.
D. Academic freedom belongs only to teachers in th3 tertiary level.
5. How, in the performance of her/his duty, can a professional teacher support the state?
A. Campaign for the political administration candidate.
B. Instill nationalism in learners.
C. Doctor research findings to favor the state.
D. Use his position to influence learners to support his interest.
Note: Answers will be submitted and discussed in Google classroom.

Learning Activities
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 possess 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 its 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.
CODE OF ETHICS FOR PROFESSIONAL TEACHERS: RELATIONSHIP WITH THE

SECONDARY AND TERTIARY STAKEHOLDERS
The Teacher and the State
 The education of a child is not the sole responsibility of school heads and teachers.
 As the African proverb says, “It takes a whole village to raise a child.”
 The Code of Ethics cites different groups of external stakeholders with whom schools
and teachers have to relate and work for the education of the child.
1. State (Article II)
2. Community (Article III)
3. Parents (Article IX)
 Secondary stakeholders indirectly receive the service – the learners’ parents.
 Tertiary stakeholders are indirect but crucial participants in the process of children’s
education – these are the future employers, the government or the state and society in
general.

August 2021 Edition
Article II. The Teacher and the State
Section 1. The schools are the nurseries of the 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 respect
for all duly constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies
of the state, and shall take an oath to this effect.
Section 3. In the interest of the state 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 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, or receive any
money, service, 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
responsibilities.
Section 7. A teacher shall not use his position or official authority of influence to coerce any
other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have the privilege of
sharing the product of his researches and investigation, provided that, if the results are
inimical to the declared policies of the State, they shall be drawn to the proper authorities
for appropriate remedial action.
The Teacher and the Community
 The teacher works in the community.

 The teacher works for the community.
 The teacher works with the community.
 A teacher rubs elbows with the leaders and members of the community who, like
him/her, aspire for the development of the young.
 A teacher works in a community with its own established customs and traditions which
are sometimes different from the practices of the community where he/she belongs.
 In this lesson, we will look at how the professional teacher, should relate with the
community, another group of tertiary stakeholders.
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 services 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 from such activities as
gambling, smoking, drunkenness and other excesses, much less illicit relations.
Section 4. Every teacher shall help the school keep the people in the community, and shall,
therefore, study and understand local customs and traditions in order to have a
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 an 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 possesses freedom to attend church and worship, as appropriate, but
shall not use his position and influence to proselyte others.
The Teacher and the Parents
Introduction

August 2021 Edition
 Parents are secondary stakeholders.

 Children (learners) are primary stakeholders.
Article IX. The Teacher and the Parents
Section 1. A teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities, of the progress or
deficiencies of learners 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 learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and
shall discourage unfair criticism.
CODE OF ETHICS FOR PROFESSIONAL TEACHERS: RELATIONSHIP WITH THE

INTERNAL STAKEHOLDERS
Article VIII. The Teacher and the Learners
Section 1. A teacher has the right and duty to determine the academic marks and the
promotion of learners in the subjects they handle. Such determination shall be in
accordance with generally accepted producers of evaluation and measurement. In case
of any complaint, teachers concerned shall immediately take appropriate action,
observing the process.
Section 2. A teacher shall recognize that the interest and welfare of learners are his first
and foremost concern, and shall handle each learner justly and impartially.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminatory against
any 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 under served.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials
other than what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work on 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 learner nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestations of poor scholarship.
Section 9. A teacher hall insure 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.
The professional teacher has the “interest and welfare of learners” as his/her “first and
foremost concern” and “under no circumstance shall a teacher be prejudiced nor
discriminatory against any learner.”
Article V. The Teacher and the Teaching Community
Section 1. Teachers 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 the colleagues. When the best interest of the learners, the school, or
the profession, is at stake in any controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim for work not of his own, and shall give due credit
for the work of others which he may use.

August 2021 Edition
Section 3. Before leaving his position, a teacher shall organize and leave to his successor
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 have not yet been
officially released, or remove records from the files without official permission.
Section 5. It shall be the responsibility for every teacher to seek correctives for hat may
appear to be an unprofessional and unethical conduct of any associate. 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 any 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 shall all qualified candidates are given the opportunity to be considered.
A professional teacher should work in collaboration with his/her fellow teachers. Gossip
destroys collegial relationships.
At all times, professional teachers shall be loyal to and trust and support one another to
the common good.
B. Performance Task
1. Performance Task # 8: Watch and Critique a video/movie entitled “HICHKI” (to be

given/posted by the teacher via face-to face or Google classroom)
2. Performance Task # 9: Write a five line (cinquain) poem about the relationship of
the teacher to stakeholders.
Format: Arial-11, Long-sized bond paper, Margin-1 inch, justify text, Encoded in MS
Word
Note: The Performance task will be submitted in the Google classroom.
Self-Evaluation
Review of Concepts
Code of Ethics for Professional Teacher consists of the following articles:

Article I: Scope and Limitation
Article II: The Teacher and the State
Article IV: The Teacher and the Profession
Article V: The Teacher and the Teaching Community
Article VI: The Teacher and Higher Authorities in the Profession
Article VII: School Officials, Teachers, and Other Personnel

August 2021 Edition
Article VIII: The Teacher and the Learners

Article IX: The Teacher and the Parents
Article X: The Teacher and Business
Article XI: The Teacher as a Person
Article XII: Disciplinary Actions
Article XIII: Effectivity
Post Test

Reference
 Bilbao, P.P., et.al. (2018).The Teaching Profession.4th ed. Quezon City: Manila.
Lorimar Publishing, Inc.

August 2021 Edition
MODULE 3
THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS: HIS/HER PERSON,

PROFESSION AND BUSINESS
Topics: 3.1 The Teacher and the Profession

3.2 The Teacher as a Person
3.3 The Teacher and Business
Time Frame: 8 hours
Objectives:
1. discuss each article of the Code of Ethics for Professional Teachers;

2. describe the teacher’s ethical response in a given situation;
3. critique cases/ scenarios viewed with reference to the Code of Ethics for Professional
Teachers; and
4. create an infographics/brochure highlighting the DO’s and DON’Ts of being a
professional teacher.
Introduction:
Since the teacher’s work is not confined merely to the development of certain
fundamental skills and abilities encompassed by the teaching of the 3Rs but also includes the
development of desirable habits and attitudes that go into the formation of character, his manner
of living should provide a worthy example for his pupils and students to emulate, for his fellow
teachers to be proud of and for the community to feel as being enriched by it. This module
covers the code of ethics for professional teachers with respect to his/her development as a
person, profession and his/her business.
Pre-Test
Online Activity
The students will be tasked to watch an online video entitled “Because of a Teacher”. Citation:
Spencer, J. (2017). Because of a Teacher (A Tribute to All of Those Making a Difference).
Retrieved from https://www.youtube.com/watch?v=1UtCgZZeUeI
Guide Questions:
 What does the video tell you? Would you also make difference as a teacher?
 What are your reasons why you choose this profession? Explain.
 Describe a professional teacher. How does a professional teacher behave outside the
school premise?
 Would it be ethical for a teacher to sell anything inside the premise? How would he/she
handle his/her own personal business?
Learning Activities
ARTICLE IV – A TEACHER AND THE PROFESSION

August 2021 Edition
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.
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 decent living.
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 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 furnishes textbooks and other school commodities in
the purchase and disposal of which he can exercise official influence.
B. Performance Task
1. Performance Task # 10: Watch and Critique a video/movie entitled “BEYOND THE
BLACKBOARD” (to be given/posted by the teacher via face-to face or google
classroom)
2. Performance Task # 11: Design an info graphics/brochure on the DO’s and
DON’T’s of being a professional teacher.
Format: Arial-11, Long-sized bond paper, Margin-1 inch, justify text, Encoded in MS
Word
Note: The Performance tasks will be submitted in the Google classroom.
Self-Evaluation

August 2021 Edition
Review of Concepts
Code of Ethics for Professional Teacher consists of the following articles:

Article I: Scope and Limitation
Article II: The Teacher and the State
Article IV: The Teacher and the Profession
Article V: The Teacher and the Teaching Community
Article VI: The Teacher and Higher Authorities in the Profession
Article VII: School Officials, Teachers, and Other Personnel
Article VIII: The Teacher and the Learners
Article IX: The Teacher and the Parents
Article X: The Teacher and Business
Article XI: The Teacher as a Person
Article XII: Disciplinary Actions
Article XIII: Effectivity
Post Test
Reference
Bilbao, P.P., et.al. (2018).The Teaching Profession.4th ed. Quezon City: Manila. Lorimar
Publishing, Inc.

August 2021 Edition
MODULE 4
THE RIGHTS AND PRIVILEGES OF TEACHERS IN THE PHILIPPINES
Topics: 4.1 The 1987 Philippine Constitution
4.2 Commonwealth Act No. 578
4.3 The Magna Carta for Public School Teachers (RA 4670)
4.4 DECS Service Manual 2000
Time Frame: 12 hours
Objectives:
5. discuss each article of the laws relating to the rights and privileges of teachers in the
Philippines;
6. elaborate the rights and privileges of teachers in the Philippines; and
7. create a video of a simulation campaign for Education Students by presenting the rights
and privileges of teachers.
Introduction
The welfare of teachers has been given much attention in the past years. The Philippine
Constitution guarantees that the state shall enhance the right of teachers to professional
advancement, 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.
Pre-Test
Direction: Write YES if you agree and NO if you disagree. Refer to the 1987 Philippine
Constitution, Commonwealth Act No. 578 and R.A. 4670, the Magna Carta for Public School
Teachers, and DECS Service Manual 2000 focused in Appendices A, B, C and D, respectively.
STRICTLY NO ERASURE.
_____ 1. enhance the right of teachers to professional advancement.

_____ 2. assign the second highest budgetary priority to education, next to medicine.
_____ 3. 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.
_____ 4. punishment against any person guilty of assault against teaching personnel.

August 2021 Edition
_____ 5. according due respect and protection for teachers who are considered persons in
authority.
_____ 6. academic freedom particularly with regard to teaching methods.
_____ 7. the right to be free from compulsory assignment not related to their duties defined in
their appointment or employment contracts unless given additional compensation.
_____ 8. freedom from involuntary contributions.
_____ 9. compensation for employment injuries in accordance with existing laws.
_____ 10. establishing, joining, maintaining labor organization of their choice to promote their
welfare and defend their interest.
_____ 11. transfer even without their consent from one station to another where there is urgent
need.
_____ 12. employment in the same locality for those who are married whenever possible.
_____ 13. a maximum of 4 hours actual teaching hours per day.
_____ 14. more than 6 hours of teaching but not exceeding 9 hours.
_____ 15. an additional compensation of at least twenty percent of his regular remuneration
after the teacher has completed at least six hours of actual classroom teaching a day.
_____ 16. additional compensation from DepEd when they serve during elections.
_____ 17. equal remuneration, regardless of qualifications.
_____ 18. salary scales of teachers that provide for a gradual progression from a minimum to a
maximum salary by means of regular increments, granted automatically after 3 years, even if
the efficiency rating of the teacher concerned is below satisfactory.
_____ 19. the salary scale appropriated by a city, municipal, municipal district or provincial
government that are not lower than those provided for teachers of the National government.
_____ 20. without exception Special Hardship Allowances.
_____ 21. special hardship allowances equivalent to at least 25 percent of their monthly salary
for those who qualify.
_____ 22. free medical examination even after retirement.
_____ 23. a study leave for not more than 2 school years after ten years of teaching.
_____ 24. enjoy a compensation allowed for one year study leave without any condition.
_____ 25. a study leave of more than one year provided permitted by the Secretary of
Education but without compensation.
_____ 26. an indefinite sick leave of absence when the nature of the illness demands a long
treatment that will exceed one year at the least.
_____ 27. one range salary raise upon retirement for those who have completed the age and
service requirements of the applicable retirement laws which shall be the basis of the
computation of the lump sum of the retirement pay and the monthly benefits thereafter.
_____ 28. hardship allowance for those who teach in multi-grade classes, mobile teachers and
Non-formal Education or Alternative Learning System (ALS) Coordinators are entitled
allowance.
_____ 29. stability of employment and security of tenure under existing laws.
_____ 30. safeguards in disciplinary procedure.
Learning Activities
Filipino teachers ought to be aware and knowledgeable of these well-deserved benefits.

There is no other Constitution in the history of the country that has given importance to
teachers more than the 1987 Phil. Constitution.
The 1987 Philippine Constitution states that the state shall enhance the right of
teachers to professional advancement (paragraph 4). It shall “assign the highest budgetary
priority to education to “ensure that teaching will attract and retain its rightful share of the

August 2021 Edition
best available talents through adequate remuneration and other names of job satisfaction
and fulfillment.”
Commonwealth Act 578 amended the Revised Penal Code to include teachers,
professors, and persons charged with the supervision of public or duly recognized private
schools, colleges, and universities, within the term “persons in authority.”
RA 4670, otherwise known as The Magna Carta for Public School Teachers, details
the rights, privileges and benefits of teachers such as; 1) consent for transfer; 2) safeguards
in disciplinary procedure; 3) no discrimination; 4) married couples to be employed in the
same locality; 5) academic freedom; 6) not more than 6 hours of actual classroom teaching;
7) additional compensation for activities outside normal duties; 8) salaries comparable to
other occupations to ensure teachers a reasonable standard of life for themselves and their
families; 9) salaries appropriated by local governments not to be less than those paid to
teachers of the national government; 10) cost of living allowance; 11) special hardship
allowance; 12) medical examination free of charge once a year during the teachers’
professional life; 13) prohibition of unauthorized deduction of teachers’ salaries; 14) study
leave; 15) indefinite leave; 16) salary increase upon retirement and; 17) freedom to stablish
or join organization of their choice.
An Excerpt of DECS Service Manual 2000 (Chapter 3: Employee Welfare, Benefits,

Incentives, Recognition and Awards) states that every employee is expected to perform
his/her duties and responsibilities with efficiency and effectiveness. The government,
acknowledging the employee’s performance, in return, grants benefits and other welfare
assistance.
These show that the welfare of professional teachers has been given much attention. After
all, there is no truth to what is often said about teachers “overworked and underpaid.”
For further reading, you can refer to Appendices A, B, C, and D found in the
last part of this module.
1. Virtual/Online Discussion. The teacher and the students will virtually meet at
the designated/official virtual classroom of SSCT (Google Classroom/ Google
Meet) to discuss the rights and privileges of teachers in the Philippines.
2. Performance Task # 12. Write an educational essay to elaborate the rights and
privileges of teachers in the Philippines (Min-300 words, Max-500 words).
Format: Arial-11, A4 bond paper, Margin-1 inch, justify text, Encoded in MS
Word
3. Performance Task # 13. Create a video of a simulation campaign for Education
Students by presenting the rights and privileges of teachers. The video shall not
exceed to 10 minutes including entrance and exit credits. Observe the technical
aspects in making video such as the resolution, clarity, subtitle, orientation
(landscape, not portrait) etc.
Self-Evaluation

August 2021 Edition
Review of Concepts
 The 1987 Philippine Constitution states that the state shall enhance the right of teachers
to professional advancement
 Commonwealth Act 578 amended the Revised Penal Code to include teachers,
professors, and persons charged with the supervision of public or duly recognized
private schools, colleges, and universities, within the term “persons in authority.
 RA 4670, otherwise known as The Magna Carta for Public School Teachers, details the
rights, privileges and benefits of teachers
 An Excerpt of DECS Service Manual 2000 (Chapter 3: Employee Welfare, Benefits,
Incentives, Recognition and Awards) states that every employee is expected to perform
his/her duties and responsibilities with efficiency and effectiveness.
Post Test
Direction: Answer TRUE if the statement is correct and FALSE if it is wrong. STRICTLY NO
ERASURE.
_______1. Special hardship allowances of professional teachers are equivalent to at least 10

percent of their monthly salary for those who qualify.
_______2. Teachers enjoy free medical examination even after retirement.
_______3. Teachers are entitled to a study leave for one year a minimum ten years of teaching.
_______4. Teachers may enjoy full compensation allowed for one year study leave on condition
that the teacher takes the regular study load and passes at least seventy-five percent of his
course without any condition.
______ 5. Teachers may be entitled to a study leave of more than two years provided permitted
by the Secretary of Education but without compensation.
_______6. Teachers may enjoy an indefinite sick leave of absence when the nature of the
illness demands a long treatment that will exceed one year at the least.
_______7. A professional teacher is entitled to a one range salary raise upon retirement for
those who have completed the age and service requirements of the applicable retirement laws
which shall be the basis of the computation of the lump sum of the retirement pay and the
monthly benefits thereafter.
______8. Those who teach in multi-grade classes, mobile teachers and Non-formal Education
or Alternative Learning System (ALS) Coordinators are entitled for hardship allowance.
______9. Teachers enjoy stability of employment and security of tenure under existing laws.
______10. Teachers have safeguards in disciplinary procedure.
______11. Teachers enjoy the right to establish, join, maintain labor organization of their choice
to promote their welfare and defend their interest.
______12. Teachers may be transferred even without their consent from one station to another
where there is urgent need.
______13. Employment in the same locality for those who are married whenever possible.
______14. Teachers may have more than 6 hours of teaching but not exceeding 9 hours.
______15. Teachers are entitled to an additional compensation of at least twenty-five percent of
his regular remuneration after the teacher has completed at least six hours of actual classroom
teaching a day.

August 2021 Edition
______16. Teachers are entitled to additional compensation when they serve during elections
paid by DepEd.
______17. Teachers enjoy equal remuneration, regardless of qualifications.
______18. Teachers enjoy salary scales of teachers that provide for a gradual progression from
a minimum to a maximum salary by means of regular increments, granted automatically after
three years, even if the efficiency rating of the teacher concerned is satisfactory.
______19. Teachers enjoy the salary scale appropriated by a city, municipal, municipal district
or provincial government that are not lower than those provided for teachers of the National
government.
______20. Teachers without exception are entitled to Special Hardship Allowances.
______21. enhance the right of teachers to professional advancement.
______22. assign the second highest budgetary priority to education, next to medicine.
______23. 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.
______24. punishment against any person guilty of assault against teaching personnel.
______25. according due respect and protection for teachers who are considered persons in
authority.
______26. academic freedom particularly with regard to teaching methods.
______27. the right to be free from compulsory assignment not related to their duties defined in
their appointment or employment contracts unless given additional compensation.
______28. freedom from involuntary contributions.
______29. compensation for employment injuries in accordance with existing laws.
______30. establishing, joining, maintaining labor organization of their choice to promote their
welfare and defend their interest.
Reference
 Bilbao, P.P., et.al. (2018).The Teaching Profession.4th ed. Quezon City: Manila. Lorimar
Publishing, Inc.

August 2021 Edition
MODULE 5
ON BECOMING A GLOCAL TEACHER
Topics: 5.1 The Global and Glocal Teacher
5.2 The Teacher and the Teaching Profession in the ASEAN and Beyond
5.3 The Changing Global Landscape for the 21st Century Teachers
Time Frame: 7 hours
Objectives:
1. conduct an interview to describe the global and glocal teacher;

2. compare ASEAN teachers and teaching with other countries of the world;
3. discuss the demands of globalization on the professional teacher in the 21st Century;
4. relate the four pillars of learning to teaching and learning and the significance of the 21 st
Century Life and Career Skills; and
5. create a matrix showing the observed practices applying the four pillars of education and
comparison of the global teaching – learning landscape before and in the 21st Century.
Introduction
Global competence in teachers is a set of essential knowledge, critical dispositions, and

performances that help foster development of learners’ global competence. A globally
competent teacher has knowledge of the world, critical global issues, their local impact, and the
cultural backgrounds of learners; manifests intercultural sensitivity into classroom practice; and
develops the skills to foster these dispositions, knowledge, and performances in learners. The
teacher models socially responsible action and creates opportunities for learners to engage in
socially responsible action.

August 2021 Edition
Pre-Test
Direction: Briefly but substantially answer the following:
1. Who is a global teacher? What are the attributes of the global teacher?
Rubric
1pt Answer is incorrect but there
is some correct support.
2 pts Answer is correct but no
support is provided.
3 pts Answer is correct and there is
some support.
4 pts Answer is correct and the
support is developed.
2. If given an opportunity to experience teaching in 5 pts Answer is correct and the
another Rubric
support is fully developed.
country 1pt Answer is incorrect but there listed above, where would you like to
teach? is some correct support. Explain?
2 pts Answer is correct but no
support is provided.
3 pts Answer is correct and there is
some support.
support is developed.
support is fully developed.
3. The global learning village has changed and will keep on changing. As you prepare to
become the “Teacher of 21st Century”, how will you prepare for these rapid changes?
Rubric
1pt Answer is incorrect but there is
some correct support.
2 pts Answer is correct but no support is
provided.
Learning Activities 3 pts Answer is correct and there is
some support.
A. Content/Discussion 4 pts Answer is correct and the support
is developed.
5 pts Answer is correct and the support
Global and Global Teacher Education is fully developed.
Global education has been best described by two definitions:
 UNESCO defines global education as a goal to develop countries worldwide and is

aimed at educating all people in accordance with world standards.
 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, professional and humanistically prepared.
UNESCO’s Education 2030 Incheon Declaration during the World Education Forum
established a vision “Towards inclusive and equitable quality educational lifelong learning for
all.” Sustainable Development Goal (SDG) 4 for Education is one of the seventeen goals of
the United Nation’s SDG’s. The seven of the ten targets are expected outcomes while three
are means of achieving outcomes. These outcome targets ring together all member nations
to expand beyond their geographical territories for global education.
Global education is 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.
By 2030, the seven outcome targets of SDG 4 must have been achieved. These are:

August 2021 Edition
4.1 Universal primary and secondary education. Ensure all girls and boys complete, free,
equitable, and quality primary and secondary education leading to relevant effective learning
outcomes.
4.2 Early childhood development and universal pre-primary education. Ensure that all boys
and girls have access to quality early childhood development care and pre-primary
education so that they are ready for primary education.
4.3 Equal access to technical/vocational and higher education. Ensure equal access for all
women and men to affordable and quality technical vocational and tertiary education
including university.
4.4 Relevant skills for decent work. Substantially increase the number of youth and adults
who have relevant skills including technical and vocational skills, for employment, decent
jobs and entrepreneurs.
4.5 Gender equality and inclusion. Eliminate gender disparities in education and ensure
equal access to all levels of education and vocational trainings for vulnerable, including
persons with disabilities, indigenous peoples and children in vulnerable situations.
4.6 Universal youth literacy. Ensure that all youth and substantial proportion of adults, both
men and women achieve literacy and numeracy.
4.7 Education for sustainable development and global citizenship. Ensure all learners
acquire knowledge and skills needed to promote sustainable development, including among
others through education for sustainable development and sustainable lifestyles, human
rights, gender equality, promote culture of peace and non-violence, global citizenship and
appreciation of cultural diversity and cultures contribution to sustainable development.
One of the means to achieve the target is to increase the supply of qualified
teachers, through international cooperation for teacher training in developing countries,
especially the least developed countries and island developing states.
James Becker (1988) 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.
The 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 incorporates into the curriculum and educational experiences of each
student a knowledge and empathy of cultures of the nation and the world as a whole, learn
various cultures to make them better relate and function effectively within various cultural
groups.
21st Century Learning Goals have been establish as basis of various curricula. These learning
goals include:
1. 21st Century content: emerging content areas such as global awareness, financial,
economic, business, and entrepreneurial literacy; civic literacy; health and environmental
awareness
2. 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, others.
 21st Century assessment: Authentic assessment that measure the areas of
learning

August 2021 Edition
GLOCAL EDUCATION – About diversity, understanding the difference and teaching the
different cultural group in their own context to achieve the goals of global education as
presented by the United Nation.
Global teacher 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.
This makes education glocal.
THE ASEAN: ONE VISION, ONE IDENTITY, ONE COMMUNITY
A. The Levels of Schooling as a Teaching Meliu
 Primary Level – composed Pre-primary(Play-school, Pre-K, Kindergarten) and the

Primary level which composed of Grade 1 aged 6 years old, Grade 2 aged 7years old;
Grade 3 aged 8 years old, Grade 4 aged 9 years old, Grade 5 aged10 years old and
Grade 6 aged 11 years old.
 Secondary Level - composed of Junior High School and Senior High School. The
graduate from senior high school can proceed to college or find a job.
In the Philippines, the Junior High School composed of Grades 7, 8, 9 and 10 while
Grades 11 and 12 belong to the Senior High School
In summary, basic education levels in most ASEAN countries have 12 years of formal schooling
divided into primary , lower secondary, and upper secondary levels. All primary education levels
are compulsory, while in some countries the secondary levels is voluntary except the
Philippines.
 Tertiary Level – is the college level which is beyond the basic education in all the
countries in the ASEAN. It is the ladder of educational system where a student earns
bachelor’s degree.
In the Philippines, Technical Education and Skills Development Authority (TESDA)
provides diploma and training certificates for lifelong learning.
B. The Teacher Professionals Across the ASEAN
1. Academic Preparations of Teacher Professionals in Basic Education
The admission to pre-service teacher education varies from the graduates of Grade 9 or
Grade 12. In remote places of Lao PDR, Indonesia, Myanmar, and Cambodia, pre-
school, pre-primary of kindergarten future teachers can have 9 years of basic education
(Grade 9) and get an advanced training for 3 years to become teachers.
For teachers of lower secondary level, future teachers should have 12 years basic
education and 2 years of teacher preparation to earn a Diploma in Teaching.
For upper secondary level, the requirement is 12 years of basic education plus 4 to 5
years of teacher preparation to earn Bachelor’s degree. However non-education degree
graduates they can take post graduate diploma in Education Teaching.

August 2021 Edition
Almost all teacher education provides a teaching practicum, student teaching or field
experiences. ASEAN countries have comparable academic teacher education
preparations.
2. Components of Teacher Preparation
 General Knowledge and understanding – This cluster of knowledge and

understanding are embedded in the general education or liberal arts education subjects
in college as preparatory to the core content subjects in professional education.
 Pedagogy – This component provides variety of teaching delivery approaches beyond
traditional methods of teaching. The more innovative methods including student-
centered approaches, cooperative learning, project-based learning and many more
based on international values to enhance, peace education, sustainable development,
respect for diversity, inclusive education and global citizenship.
 Teaching Practicum/ Experiential Learning – In this cluster, knowledge, theories,
principles and pedagogies learned are valuable in real life situation as teachers. In all
ASEAN countries, teaching practicum and experiential learning are required as a
component of training or for certification.
 Specialized knowledge/ Major Courses – For those who will teach the content or
discipline in the upper elementary or the secondary levels, major courses are learned.
The Common degree titles include Bachelor of Education (BEd); Bachelor of
Elementary Education (BEED); Bachelor of Secondary Education (BSEd); and
Diploma in Education either Pre-baccalaureate/ Post Graduate (PGDp)
Common Standards that revolve around or anchor on the following domains:
1. Skills in the 21st Century
2. Professionalism and accountability
3. Pedagogical competence
4. Teachers characteristics qualities
5. Knowledge competence
C. The Teaching Profession Practices in the ASEAN
1. Teachers Major Responsibilities
There are three major responsibilities of professional teachers across the different
countries. These are (1) Actual teaching (2) Management of learning and (3) Administrative
work. All these responsibilities have to be carried out in the teaching hours required which is 6-8
hours per day, 40-45 hours per week, 4 weeks per month and 10 months per year.
 Actual teaching – refers to the time of engagement of the teacher with the learners.
This happens within the official teaching hours. The actual teaching hours vary from
country to country and from school to school.

August 2021 Edition
 Management Learning – refers to activities that support the actual learning. This can be
beyond actual time like remediation or enhancement, homework or co-curricular
activities.
 Administrative work - refers to the teachers job that includes writing test items,
checking and recording of test paper results, attending to parents, making reports and
other related activities.
- The salary of the teacher varies across the different countries. In the ASEAN teacher's
salary ranges from as low as USD 120.50 to as high as USD 2,589.00 per month or even
higher. In Singapore the rate is $45,755.00 per year according to the Global Teacher Status
Index Report.
- Salary is based on qualification, teaching experiences and level or grade assigned.

Teaching in public school will also have different salary scale.
- In the primary level, teachers handle more than one specialized subject. In some
countries including Philippines, all the subjects in the grade level is taught by one teacher in a
self-contained classroom. In some cases, team teaching is practiced either vertically which be
taught like by one science teacher from Grade 1 to 6, while horizontal team teaching, science
will be taught by one teacher in one level with different sections or groups.
2. Teacher Licensing and Recruitment
- Most teachers are licensed as professional or are certified to teach by the country's
appropriate agencies, professionals or assistant teacher.
- In the Philippines, it is the Professional Regulation Commission (PRC) while in Singapore it is

the National Institute for Education Council (NTE). In Thailand, it is the Teacher Education
Council (Khunusapha) that gives licensure test for teacher applicants while in Indonesia, Akta IV
teacher license is given by the teacher collegea for an authority to teach.
- Teacher recruitment process and qualifications are guided by the Ministry of Education for the
public schools and the individual private schools under guidance and policies of each country's
ministry.
D. The Teacher and the Teaching Profession Beyond the ASEAN
“Benchmarking is learning the best form the best practices of the worlds’ best
educational systems.”
China, Japan, and the United States of America, are the three examples of countries
beyond theASEAN and is included as samples in the 2013 Global Teacher Status Index.
1. CHINA

August 2021 Edition
 China being the most populous country has over 200 million students attending
public schools taught by over 9 millions teachers in the elmentary, junior and senior
high schools.
 Teachers in China form the largest teaching force in the world.
 The education system is highly centralized such that course syllabi are written by
scientist and professors hired by the National Educational Comission.
 The instructional contents are uniform for all.
 The first six years of school make up the primary grades which are devoted to
development of cognitive skills. This is followed by another six years of high school.
 Education, one of the fundamental Chinese trademark, entered a new era of deep
transformation after 1989.It is also considered as a vital tool for centralization and
unification of the country.
 The new educational system includes:
 six years of primary education.
 three years of junior middle school, three years of senior middle school.
 six years of university
 varieties of technical and vocational schools.
 The political and ideological orientation of teacher education is “to cultivate cultured
persons as teachers with lofty ideals, high morality, strong discipline, a sense of relation
as educators, engineers of the human soul and gardeners of the nation’s flowers.”
(Leung and Illui, 2000).
 Two main categories of teachers in China.
 Gongban (state-paid) teachers who earn salary comparable with other state
employees in state-owned enterprises.
 Minban (community-paid) teachers who are paid by local community
depending on the community income.
 State-paid teachers are categorized into grades according to their years of service and
their standard performance. The five grade systems are as follows:
 Super-grade teachers- highest level which occupy the upper level of 5% of
the teaching force.
 Senior-grade teachers- occupy 6% of the teaching force in 1990 where
most of the primary teachers belong.
 Third-grade teachers
 Second-grade teachers include the majority of the secondary teachers.
 First-grade teachers- sums of the newly hired primary teachers.
China’s Teacher Licensing

August 2021 Edition
 The examination are standardized for the secondary teachers by the central
government, while the examination for the elementary teachers are the responsibility of
each province.
 Primary teachers should have at least graduated from secondary normal schools or
senior secondary schools.
 Junioe secondary teachers should at least have a teaching diploma from junior teacher
colleges.
 Senior secondary teachers shall graduate from a normal university or teacher colleges
and holder of degrees from tertiary institutions.
Chinese Teachers Enjoy Unquestionable Authority
 The general assumption in the Chinese society is that the teachers tells a single and
absolute truth, and the job of the students is to absorb the knowledge conveyed without
question. Students are guided by the following tenets.
 Important knowledge comes from teacher and textbooks
 Learning involves listening, thinking and silent practice.
 Knowledge espoused by the teacher and the teaxtbook is not to be challenging.
 Because of the cultural uniqueness in delivering the lessons by the teachers, China
Ranked 1 in the Global Teacher Status Index, where teaching profession is regarded
equal to the doctor.
2. JAPAN
 The Japanese education system is highly centralized and is administered by the
Mombusho or Ministry of education.
 The school system from kindergarten serves about 24 million students, with about ten
percent (10%) going to the university. About one-third go to the private schools and the
rest are enrolled in the public school system.
 In 2005, a book Japan in the 21st Century: Environment, Economy and Society
states:
“Japan’s educational system produces students who perform far better on

international examinations… Japanese students are indisputably among the best in the
world in solving mathematical equations… Youngsters are well behaved, envied around
as law-abiding; Japan’s low crime rates are well known and widely envied around the
world. But what is even more striking than the lack of crime is the overwhelming civility;
graffiti and vandalism are rare and school sports teams not only bow to each other
before the game but rush over to the opposing team’s stand after the game to pay their
respect.”
 In Japan, education is free and compulsory for children from 6 to 15 years.

 Japanese students spend 243 days a year in school.

August 2021 Edition
 Satandard curriculum includes Japanese language, social studies, math and science
along with art, music, home economics, physical education, with the greatest emphasis
on learning the Japanese language.
 The Japanese educational system is divided into five basic levels:
 Kindergarten
 Elementary school (six years); Grade 1 to Grade 6; Most of the teachers are
females
 Lower secondary school (three years); cover grade seven, eight and nine;
men compose two-thirds of the teachers in this level; 38 average class size and
the periods are 50 minutes long.
 Upper secondary school (three years); offer academic, technical and
vocational program; the first year courses includes Japanese language, English,
Science and Math. Vocational courses includes information processing,
navigations, fish farming, ceramics and business English; ranked based in
placing graduating students into prestigious universities.
 University (usually around four years)
The Teaching Profession in Japan
 Japanese teachersare an essential in the success story of the country.

 Moral responsibilities are entrusted upon the teachers for moral education and character
development and for installing, values, attitudes, and living habits in the students.
 According to the Global Teacher Status Index in 2013, the average annual salary of
teachers in Japanese is equivalent to 43, 775.00 annually, which is second to
Singapore.
 Ninety percent of the new teachers have four-year college degrees with most having
majored in other areas than educators.
 They one-third of the openings in the elementary level, two-thirds at the lower secondary
level, and nearly nine-fourths at the upper secondary level.
Teacher certification in Japan
There are different legal requirements for certification to teach in the pre-school, elementary
school, lower secondary school and upper secondary school
 First class certificate – is issued to teach in the preschool, elementary or secondary

with basic qualification of having learned a bachelor’s degree. To teach is the upper
secondary level, the basic qualifications is the master’s degree
 Second class certificate – has a basic qualifications of 2 years of study (62 credit
units) in a university or other post-secondary institutions. while to teach is the secondary
level, without a master’s degree, the secondary class certificate will be issued
Becoming Employed as a teacher
Prefectures plays an important role in the selection and hiring of teachers. In addition to
completing a degree. The teacher applicant must secure a license to teach from the

August 2021 Edition
prefectural board of education. A licensed awarded by any prefecture is valid in all

prefecture. However applicant is equipped to take prefectural appointment examinations.
A prefectural appointment examination is given in two stages.
 First stage- consist of written test in general education and specialized fields and
skills test for P.E music and arts
 Second stage- Consist of interview
Age is a very important consideration of teacher applicants. More than one half of the
prefectures require applicants to be under the age of 30.
3. UNITED STATES OF AMERICA
The American Educational System has greatly influenced the Philippine Educational System
specifically the making of the Filipino teacher. The coming of the first American teachers are
called the Thomasites and the opening of the normal school indifferent provinces in the country
provided a very strong foundations for teacher educations
Basic Education, The avenue for teaching jobs in USA
The levels of education in the U.S. are similar to those in other countries including the
Philippines
 Pre-Primary Education- types of school providing this education are kindergarten,

Nursery school, Preschool Programmer, Child Day Care Centers, Age level is 4-6 years
old and the duration is 2 years
 Primary Education – Elementary school
There are varied levels of schooling in primary education
 Middle School Educations- Grades 4-5, 5-7or 6-8
 Secondary education- High School- Grades 7-12 or 8-12
 Junior High School, Grades 7-8, 7-9, 0r 8
 Senior High school Grade 9-12 or 10-12
Duration of compulsory education is from entry of 6 years old to exit of 18 years old
Becoming a Professional Teacher in the USA
Pre-service students who preparing to teach in any of the above grade levels have to attend a
college or university for 4 years, major or minor in education and earn a teaching certificate
Earning Teaching Certificates
United states of America has a decentralized educational system and each State Education
Agency (SEA) has its own guidelines and requirements for earning and maintaining a teaching
certificate. A teaching certificate earned in one state may or may not be recognized in another.
There is an increasing practice requiring that perspective teachers demonstrate some minimal
level of competency by passing a competency test before they are allowed to enter the
profession. This examinations is the National Teacher Examination (NTE) or on Praxis I or
Praxis II written test.
Recruitment of Teachers
A superintendent approves the applicant and then forwards recommendations to hire to the
local school board. Once signed, a teacher has a legally hinding contract to work unless guilty of
a crime, Fails to show teaching competency, or demonstrates egregious professionals conduct.

August 2021 Edition
He she is expected to complete teaching during the term of his/her contract. With exception for
pregnancy, medical leaves and unforeseen emergencies
Salaries of Teachers
The Salary range for teachers is determined by education and experience as by locale.
Teachers who have earned “Master plus 30 doctorate units”
Teachers with Masters Degrees receive a higher salary than the bachelor’s degree receives a
higher salary than the bachelor’s Degree Holders.
The Average income of teachers $44.917.00.
What makes a Good American Teacher?
The definitions of a “good” teacher is slightly differs among levels.
Working in Elementary schools seemed more child-focused in their discussions and believe that
the good teacher is a kind person who is “Understanding” and “Sensitive,
Secondary School teachers generally consider themselves as a subject matter specialist
Middle School teachers therefore, as a team should be able to give more personal attentions to
middle school learners
E. The Global Teacher Status Index of 2013
 In 2013, the first Global Status Index was conducted by Varkey GEMS Foundation, a
non-profit organization with the Charity Commission for England and Wales.
 Using 21 countries all the world including Brazil, China, Czech republic, Egypt,
Finland, France, Germany, Greece, Israel, Italy, Japan, Netherlands, New Zealand,
Portugal, Singapore, Turkey, South Korea, Spain, Switzerland, United Kingdom,
and United States of America.
 The Index determined the level of respect afforded the teachers in the specific country.
 China,South Korea, Turkey, Egypt, and Greece respect their teachers more than the
European and Anglo Saxon countries.
 Israel and Brazil featured at the lower end of the Teacher Global Index.
Table 3. Global Teacher Status Index, 2013
Country Index Rating Ran Country Index Rating Rank

k
China 100 1 Spain 30.7 12
Greece 73.7 2 Finland 28.9 13
Turkey 68.0 3 Portugal 26.0 14
South Korea 62.0 4 Switzerland 23.8 15
New Zealand 54.0 5 Germany 23.6 16
Egypt 49.3 6 Japan 16.2 17
Singapore 46.3 7 Italy 13.0 18
Netherlands 40.3 8 Czech Republic 12.1 19
USA 38.4 9 Brazil 2.4 20
UK 36.7 10 Israel 2.0 21
France 32.3 11

August 2021 Edition
1. Teacher Status
 Social Status of Teachers- Contextual understanding of the teachers’ status

was done by ranking teaching along other profession in the country.
 Social Workers- two thirds of the countries judged that social worker is
the most similar to the status of teachers.
 Librarian-second closest status according to countries of USA, Brazil,

France and Turkey.
 Nursing- people in New Zealand think that teaching is most similar to

nursing.
 Doctor- only the country of China thinks of teachers as being closely

compared to doctors
 The results shows the different type of work the teachers do in different
part of the world
 Teaching Sought- After Profession
 50% of parents in China provide positive encouragementfor child to

become a teacher.
 China was joined by South Korea, Turkey, and Egypt.
 While parents in Israel, Portugal, Brazil, and Japan are least likely to
encourage their children to become a teacher.
 Pupil Respect for Teachers
 In China, 75% of respondents believe that students respect their teachers

compared to 27% average per country.
 Turkey, Egypt, and Singapore have high level of belief with an average
of 46%
 Across Europe, there are higher pessimism about students’ respect

than in Asia and Middle East.
2. Perception of Teacher Reward
 Most countries judged a fair rate of pay similar to teacher’s actual pay.
 Japan, France, and USA, the actual pay was judged higher than the fair
rate salary.
 Majority of the countries thinks teachers ought to be rewarded with higher

pay than what they are presently getting.
 Performance- Related Pay
 Most of the countries believed that teachers’ salary should be based on

the achieved student learning outcomes.

August 2021 Edition
 In all 21 countries, more that 59% of people think teachers ought to be

paid according to the performance of their pupils.
3. Teacher Agency and Control
 Trusting Teachers to Deliver Education
 NO country gave a rating below 5.

 All countries placed satisfactory to positive trust in their teachers.
 Finland and Brazil display strong trust in their teachers.
 Israel, Japan, South Korea, and Egypt show limited trust for their
teachers.
 The Varkey GEMS Foundation (VGG) Index will be immensely valuable as a means of
simulating debate on education reforms.
 Peter Dolton, Professor of Economics- one of the writers of the 2013 Global Teacher
Status Index.
 Sunny Varkey- Founder of Varkey GEMS Foundation.
The Changing Global Landscape and the 21st Century Skills for Teachers
We are in an era of borderless “flat’ world. Barriers have been broken by new
information and communication technologies. Globalization has opened doors that led
nations to co-exist and be interdependent. However, the common future will still be more
dependent on the knowledge, skills, and values of its people, thus globalization can be
the response.
As future teachers of the 21 st century, there is an urgent need to understand the new
landscape that is brought about by the changes in leaps and bounds of the century.
Furthermore, the development of the 21 st century skills is a necessary tool for the
teachers. Without these 21st century tools, no teacher can survive.
Zhou, 2006 as mentioned in SEAMEO, INNOTECH 2011, identified some key categories
of the different changes and developments in the 21st century teaching and learning.
1. describe the new learning environment,
2. identify the new learning contents,
3. explain the new processes of learning and how these will be facilitated,
4. describe the new type of learners, and
5. describe the new type of teachers.
The New Learning Environment. It is a place where interactions of the learners among one
another, with the teacher and the surroundings happen. It is characterized by the following:
 learner-centered
 new spaces and borderless,
 enhanced opportunity for creativity and innovations, and
 use of ICT.
The New Learning Contents. With the new learning environment and the explosion of
knowledge, content, subject matter of learning has been modified. From a specific discipline or
subject area, subject matter of learning has the following characteristics:
 integrated/ interdisciplinary
 demand-driven
 emphasis on learning tools on how to retrieve knowledge, and
 balance of scientific, technological, cultural, global, local concepts.

August 2021 Edition
The New Processes of Learning and How These will be facilitated
 Face-to-Face- when learners and teachers are confined in the same learning space at
the same time with the teacher facilitating learning.
 Distance Learning- when teaching-learning is mediated by traditional (modules in print)
or modern technology (on-line or off-line) without the physical presence of the teacher in
a virtual class. It can be synchronous or asynchronous.
 Blended modalities- when teaching and learning is facilitated through face-to-face or
distance learning which enable to the teachers and learners to have both physical
presence or physical absence in the teaching-learning process.
 Experiential and lifelong- when learners are immersed into the real life situation, such
that learning becomes more authentic and meaningful.
The New Types of Learners. The new breed of learners does not have age boundaries.
Learners are in an informal, formal, or informal setting. The new type of learner is:
 a confident person who thinks independently and critically and who communicates
effectively;
 self-directed and who questions, reflects and takes responsibility for his/her own
learning;
 a concerned citizen, informed about the world and local affairs, has a strong sense of
civic responsibilities and participates actively in improving the lives of others;
 a member of the new generation: pop-culture, different ways of thinking, responding.
Furthermore, the new types of learners, are those coming from diverse background, multi-
cultural, and multi-generational as coming from different age groups for lifelong learners. Life
and career skills are enhanced in schools as part of the learning outcomes. Life and career
skills include the following: (www.P21.org.;OECD,2008).
What are the characteristics of learners who have developed life and career skill? How can
teachers enhance these skills in every learner? What are these life and career skills?
Life and Career Skills
 Flexibility and Adaptability
Learners adapt to various roles, responsibilities and schedules. Despite the complex condition,
they are able to do the different task at one time. Recognition of this potential will give a signal
to the teacher to provide all learners the opportunities to develop their individual potential of
being adaptable and flexible. Rigidity runs counter to the development of this skill.
 Initiative and Self-direction
A self-directed learner demonstrates life and career skills. Goals are set and
managed by themselves. There is a commitment to learning as a lifelong
process. Many of the young learners are capable of doing things without being
told. They take initiatives. They do not need to be given detailed instructions.
They plan and work out their plans. Like the learners, the teachers should also
possess the same skills.
 Social and Cross-cultural skills
This life and career skills require learners to respect cultural differences and work
effectively with others, to be open-minded to different ideas in order to innovate
and improve quality of work. If one understands the other’s culture, it will be easy
to respect. Disrespect may spring from ignorance and bias. To be able to
appreciate mores, tradition, history of others, one needs to be open and willing to
accommodate and compromise.
 Productivity and Accountability

August 2021 Edition
Individuals who possess these skills are able to produce results. They respect
teamwork and cooperation. They manage that one has done something is the
product or result. It can be an idea or material product. When one is asked to do
something, that person has an accountability to produce results as evidence of a
job done. Better results are accomplished if done together through collaboration
and cooperation.
 Leadership and Responsibility
Good leaders use interpersonal and problem-solving skills with integrity and
ethical behavior to influence and guide others. Leadership and responsibility are
life skills that should be developed by all learners and teachers. Leadership is not
assigned, it is earned. As the saying goes: “Leaders are born, but they can also
be made.”
The New Type of Teachers. Teachers for the 21st century learners teach within the context of
new environment new content or knowledge and new processes of teaching and learning.
Hence the new type of teachers must possess the following characteristics:
 Clear standards and accountability that their learners should know and be able to do at
the end of their schooling;
 Use broad pedagogies including inquiry-based learning cooperative learning, other
pedagogies;
 Skillful in the integration of ICT in pedagogy;
 Skillful in the use of assessment to guide teaching and learning;
 Great understanding of local and global cultures;
 Skillful in action research to diagnose and solve classroom problems based on evidence;
 Practice the core values of inspiring teachers and;
 Develop life and career skills for the 21st century and beyond. (P21)
UNESCO’s Four Pillars of learning from Delve’s Report: Learning A Treasure from Within
1. LEARNING TO KNOW
o This implies thirst for knowledge and acquisition of such knowledge. More so, it is
learning how so learn throughout one’s life. After completing formal education,
then should be a great desire to gain more understanding of the world and other
people. An individual who is knowledgeable is literate. Being literate is
always related to being knowledgeable. Then the definition of the word literacy
evolved through time.
o How is Literacy defined?
 In 1458, UNESCO defined literate as one who can, with understanding,
both read and write a shot simple statement on his or her everyday life.
 However, in 1970, a functionally literate person is one who can engage
in all the activities to use reading, writing, and calculation for the
community’s development.
 Further in 2000, literacy was defined as the ability to read and write with
understanding a simple statement related to one’s daily life.
 However, the UNESCO international expert meeting in 2003, redefined
literacy as the ability to identify, understand, interpret, create,
communicate and compute using printed and written materials associated
with varying context.
 Literacy involves a continuum of learning in enabling individuals to
achieve their goals, to develop their knowledge and potential, and to
participate fully in their community and wider society.
o But with the changing global landscape, literacy in the 21 st century id not limited to the
definitions given previously. Let us look at the 21st century literacies as presented by
SEAMEO, Innotech in Guro 21 Module, 2011
The 21st Century Literacies
21st Century Literacies Brief Description

August 2021 Edition
THE ARTS AND Creativity and innovation are 21st century skills thus in solving
CREATIVITY problems and creating art works are part of this literacy.
ECOLITERACY Acquisition of knowledge about climate change, pollution
loss of natural habitats and biodiversity. Solutions on how
these environmental problems could be addressed must be
practiced.
CYBERLITEACY/ DIGITAL Being in the rapid changes in the use of technology for
LITERACY (INFORMATION teaching and learning, teachers and learners needs to
AND ICT KNOWLEDGE) develop and enhance the use of digital gadgets whether
online or offline.
FINANCIAL LITERACY Basic knowledge about basics of economics and financial
management. This is necessary for every learner and teacher
to be able to handle income, expenses and investments to be
economically secure.
MEDIA LITERACY Teachers and learners must learn how to discern about any
information which are transmitted via various forms and
media.
SOCIAL/EMOTIONAL Knowledge about social dimensions and social skills that are
LITERACY appropriate in the context o society. Emotional intelligence
must also be developed to be able to effectively manage the
stresses due to the changing environments of 21st century
society.
GLOBALIZATION AND If you respect multicultural diversity, aware of the global
MULTI-CULTURAL trends, acknowledge differences and similarities, respect
LITERACY each other’s dignity, then you are multi-cultural literate
2. Learning to Do
 How can the knowledge and the methods be incorporated and enhanced towards
the development of skills?
o To apply knowledge, one must have 21st century skills. Qualifications now is
equated to skills and not to the knowledge alone.
 Can the knowledge gained be translated to application?
o Learning by doing is a pragmatist’s view of life. Knowledge acquired is nothing
unless applied in daily life.
3. Learning to Be
 One of the most difficult things to do among the pillars is learning to be. It implies
developing the potentials of each individual continuing education must improve self-
knowledge and self-esteem.
 What would you like to be?
o It will require self-analysis, reflection, social skills, creativity and personal
discovery.
4. Learning to Live Together
 This refers to the relationships among people. It bringing in together a community to

work harmoniously, to live in peace and prosperity an to show respect and concern for
others.
 it also refers to interpersonal skills that will enable people to live side by side with others
at home, in school, in the community and the whole world.
All the pillars are interrelated with each other as basic principles. One pillar will not function if it
stands alone. There is a need to connect in order to address the 21 st century demands for
teaching and learning.

August 2021 Edition
Meet) to discuss the demands of globalization on the professional teacher in the
21st century.
2. Performance Task # 14. Conduct an interview to describe the global and glocal
teacher (See Appendix E).
3. Performance Task # 15. Using a graphic organizer (of choice), compare
ASEAN teachers and teaching with other countries of the.
4. Performance Task # 16. Through a narrative poetry, relate the four pillars of
learning to teaching and learning and the significance of the 21 st Century Life
and Career Skills.
5. Performance Task # 17. Create matrix showing the observed practices
applying the four pillars of education and comparison of the global teaching –
learning landscape before and in the 21st Century.
Format: Arial-11, A4 bond paper, Margin-1 inch, justify text, Encoded in MS Word
Self-Evaluation
Review of Concepts
 Global Education is a concept that brings us to understand the connectivity of each

member citizen in the planet without leaving behind the local foundation.
 Global Education requires future teacher the skills for the 21 st Century to that all will be
ready to play a significant rule to provide educational access to all types of learners all
over the world.
 Globalization does not leave localization behind. The blending of both concepts as
advanced by Robertson (19920) underscores the rootedness and sustainability of
education as part of the vision of Education 2030.
 Thus, the teacher who is global is also glocal teacher and a glocal teacher can also be
global.
Post Test
Direction: Encircle the letter of your choice. Use blue or black pen only. NO ERASURE.
1. The concept of globalization came about in the recent years because the world has become
borderless primarily due to:
A. Advances in technology
B. Use of English as a medium of teaching

August 2021 Edition
C. ASEAN integration
D. Teacher exchange programs
2. Which statement is NOT TRUE about the professional teacher of the 21st century?
A. The Filipino teacher abroad should know and understand the culture of the place of
teaching
B. The glocal teacher is one who enhances knowledge and skills to address the global
demands but has a strong affiliation to the local culture and tradition.
C. Blending the knowledge, skills, and values appropriate for the world but preserving
those one’s own country is the essence of globalization
D. Disregard of cultural diversity and focus on the 21 st century skills is the ultimate goal of
globalized education.
3. When Roland Robertson started to use the phrase “think local, act global”, he means that
A. Even if you will be teaching in your hometown, your competence is world class
B. You should limit your lessons only to Local knowledge, values, and aspiration
C. You should use examples in your lesson from foreign countries
D. You believe that the best examples are coming from abroad
4. To which does global village refer?
A. Other countries abroad

B. All the countries abroad including you own
C. Include all countries abroad
D. Our ASEAN neighbor
5. Which set of core values should a Filipino teacher possess to become a glocal teacher?
A. Cultural and historical rootedness and nationalism

B. Economic excellence and materialism
C. Inclusivity and self-preservation
D. Borderless thinking and interconnectivity.
6. In all the ASEAN member countries, which level of schooling is free and compulsory?
A. Primary level C. Middle School level

B. Secondary level D. College level
7. Which of the ASEAN member countries, gives the highest teacher salary?
A. Brunei C. Singapore
B. Philippines D. Malaysia
8. Which country issues a teacher's license through the Professional Regulation Commission?
A. Thailand C. Indonesia
B. Philippines D. Malaysia
9. Which country, according to the Global Teacher Status Index, from what country has the
teachers the greatest respect from students?
A. China C. Indonesia
B. Finland D. Singapore
10. Which country according to the Global Teacher Status Index, gives the highest salary to
teachers?
A. Singapore C. Japan
B. South Korea D. Switzerland

August 2021 Edition
11. As a future teacher, one should be mindful that the learners in the 21 st century are
characterized by_______________.
A. rigidity of thinking C. control and single mindedness

B. initiative and self-direction D. individualism
12. Which of the Pillars of Learning is being described by the phrase “unity in diversity”?
A. learning to know C. learning to live together

B. leaning to do D. learning to be
13. The new global landscape of the 21st century shows the following EXCEPT one. Which one
is not?
A. Teachers are ICT equipped.

B. Learners are attuned to rote memorization.
C. Learning environment can be any place.
D. There are multiple ways of teaching.
14. The teacher who spends more than what is earned, thus becoming vulnerable to loan
sharks lacks____________.
A. eco-literacy C. cyber literacy

B. financial literacy D. media literacy
15. To be ready to teach in the 21st century, a teacher should develop life and career skills
should also be nurtured among the learners. Which of these career skills enables a
person to quickly respond to the changes in the modern times?
A. leadership and responsibility C. flexibility and adaptability

B. productivity and accountability D. social and cross cultured skills
Reference
Publishing, Inc.

August 2021 Edition
MODULE 6
ENSURING TEACHER QUALITY THROUGH COMPETENCY FRAMEWORK AND

STANDARDS AND CONTINUING PROFESSIONAL DEVELOPMENT
Topics: 6.1 The Quality Teachers and the Competency Framework for Teachers in the
Southeast Asia (CFT SEA)
6.2 The Philippine Qualification Framework (PQF) & The Philippine Professional
Standards for Teachers (PPST)
6.3 Continuing Professional Development: The Lifeblood of the Teaching
Profession
Time Frame: 6 hours
Objectives:
1. discuss the competency framework for Teachers in Southeast Asia (CFT – SEA) and
the Philippine Professional Teachers Standards (PPST) Career Stage 1 – Beginning
Teachers to assure teacher quality;
2. discuss the pertinent provisions of the CPD Act of 2016;
3. explain the importance of Continuing Professional Development (CPD) for professional
teachers; and
4. demonstrate genuine desire for continuing professional development by formulating
his/her own CPD plan.
Introduction
One of the biggest challenges of ensuring teacher quality is the attractiveness of teaching
profession. The teaching profession is not attractive like the other professions; that is why it
does not always get the best material. Most educators and policy makers agree that one of the
most important school-related factors influencing student achievement and outcomes is teacher
quality.
Pre-Test
Direction: Briefly but substantially answer the following:
1. When you become a professional teacher in the future, how can you enhance the state
of quality teachers in the Philippines?
Rubric
1pt Answer is incorrect but there is some
correct support.
provided.
3 pts Answer is correct and there is some
support.
4 pts Answer is correct and the support is
developed.
2. Will I, as a professional teacher, go through 5 pts Answer is correct and the support is
fully developed.
CPD even if not mandated by law?
Rubric
1pt Answer is incorrect but there is some
correct support.
provided.
3 pts Answer is correct and there is some
support.
developed.
August 2021 Edition fully developed.
Learning Activities
A. QUALITY TEACHERS AND TEACHER QUALITY DEFINED
What really a quality teacher? Quality teachers are characterized by the different skills needed
in the 21st century education. Partnership identified themes that are relevant to the changing
times. These are (1) Global awareness, (2) Financial, Economic, Business, and Entrepreneurial
Literacy, (3) Civic Literacy and (4) Health Literacy, also included are knowledge and values.
With these themes in mind, the 21st century skills frameworks are clustered into three.
 Learning and Innovation Skill Framework include Critical Thinking and Problem Solving,
Creativity and Innovation and Communication and Collaboration and Technology Skills.
 Information, Media, Technology Skills Framework include Information Literacy, Media
Literacy, and ICT.
 Life and Career Skills Framework which was discusses thoroughly in lesson 3.
Quality teachers are competent teachers. Teachers with global competence are able to
demonstrate knowledge, skills, values and dispositions as described below:
 Understand one’s own cultural identity and its influence on personal disposition and
classroom practices;
 Know and integrate global dimensions in the subject one’s teaches.
 Engage students in learning.
 Use real-life local and global examples;
 Value the inputs of culturally and linguistically diverse learners;
 Create environment that encourage positive cross cultural interaction.
 Model social responsibility in local and global contest and
 Help learners find appropriate actions to improve local and global conditions.
Teacher quality is a bit difficult to define. For some countries like the US, it has shifted its
definition of teacher quality from the possession of a credential or certification to what students
know and are able to do with what they were taught by their teachers (Teachers Quality, 2013).
The OECD has proposed in the discussion table that the core elements of the teacher-quality
standards should include:
Planning and Preparation, including knowledge of content and pedagogy, knowledge of

students, coherent instructional plans, and knowledge on how to assess student
learning;
Classroom environment; including creating a culture for learning and managing student
behavior;
Instruction; including communicating effectively, using appropriate discussion
techniques, engaging students, and providing responsive feedback to learners ; and
Professional responsibility including reflecting on teaching, communicating with families,
contributing to the school and community and developing professionally. (Teacher
Quality, 2003).
 There are differences in the context of how teacher quality is defines hence, there is no
universal standard of teacher quality.
 The teaching profession needs to have standards in a ways that other professions have
to advance its status. These should be developed and owned by the teachers
themselves. In other countries, teacher standard for teacher quality are set at the
national or state levels but with consideration for local flexibility in the implementation.

August 2021 Edition
In summary, quality teachers are define by their attributes and characteristics while teacher
quality is defines by the standards set for the profession and are validated by students learning
outcomes.
B. THE COMPENTENCY FRAMEWORK FOR TEACHER IN SOUTHEAST ASIA (CFT SEA)
In collaboration with the Thailand’s Teacher Education Council, SEAMEO Secretariat

(SEAMES) and the SEAMEO Regional Center for Educational Innovation and Technology
(INNOTECH) initiated the Competency Framework for Teacher in Southeast Asia which was
developed in 2017.
 The purpose was to revitalize teacher education and to promote teaching as a

profession of first choice by professionalizing teachers’ pre-service and in-service
development using this Regional Competency Framework as a guide.
 Competencies as defined in the framework a combination of skills, knowledge, behavior
and attributes that enable effective or superior job performance.
 This Competency Framework for Teacher is a guide to improve teachers’ performance
across the region.
 There are four essential competencies and 12 general competencies in the framework.
 There are 31 enabling competencies and 136 success descriptors.
FOUR ESSENTIAL COMPETENCIES
1. KNOWING AND UNDERSTANDING WHAT TO TEACH. It is the ability of teachers to

deepen and broaden their knowledge on what to teach understand education trends, policies ad
curricula and be updated on local, national, regional and global development.
2. HELPING STUDENTS TO LEARN. It is the ability to know students, use the most effective
teaching and learning strategies, assess and give feedback on how students learn.
3. ENGAGING THE COMMUNITY. It is the ability to partner with parents and caregivers,
involves the community to help students learn, and encourage respect and diversity.
4. BECOMING A BETTER TEACHER EVERYDAY. This is the ability to know oneself and
others, practice human goodness and then master the teaching practice.
Let us look at the details of these Essential Competencies. In the matrix that follow you will find
the four (4) Essential Competencies, 12 General Competencies and the corresponding 31
Enabling Competencies.
1.0 KNOW AND UNDERSTAND WHAT I TEACH

General Competencies Enabling Competencies
1.1 Deepen and broaden my knowledge on 1.1.1 Master my subject content.
what I teach. 1.1.2 Use research- based knowledge.
1.2 Understand education trends, policies 1.2.1 Update myself on educational trends.
and curricula. 1.2.2 Study educational policies and how
they affect teaching.
1.2.3 Understand how to implement the
curriculum.
1.3 Keep myself updated on local, national, 1.3.1 Check new changes in education
regional and global developments. environment.
2.0 HELP MY STUDENTS LEARN
2.1 Know my students. 2.1.1 Identify my students’ needs and
strengths to help learn better.

August 2021 Edition
2.1.2 Understand how my students learn.

2.1.3 Value what makes my students unique.
2.2 Use the most effective teaching and 2.2.1 Select appropriate teaching and
learning strategy. learning strategy.
2.2.2 Design clear and effective lessons my
students can understand.
2.2.3 Create a positive and caring learning
space.
2.3 Assess and give feedback on how my 2.3.1 Design assessment process and tools.
students learn. 2.3.2 Monitor my students’ progress and
provide appropriate support.
2.3.3 Use results from assessment to
improve instruction.
3.0 ENGAGE THE COMMUNITY
3.1 Partner with parents and caregivers. 3.1.1 Build a support network.
3.1.2 Create welcoming space.
3.1.3 Sustain the partnership.
3.2 Involve the community to help my 3.2.1 Engage parents and caregivers about
students learn. their children.
3.2.2 Design learning activities using
community conditions, local wisdom, tradition
and knowledge.
3.3 Encourage respect and diversity. 3.3.1 Accept what makes people different.
3.3.2 Practice inclusion and respect in the
classroom.
4.0 BECOME A BETTER TEACHER EVERYDAY

4.1 Know myself and others 4.1.1 Continue to grow by knowing oneself
more.
4.1.2 Become more aware and responsible for

my emotions and health.
4.1.3 Nature my relationships with care and

respect.
4.2 Practice human goodness in my life and in 4.2.1 Be kind and compassionate.
my work.
4.2.2 Inspire my students and colleagues by
setting my best example.
4.2.3 Nurture my students' confidence on what

they can do and become.
4.3 Master my teaching practice 4.3.1 Keep alive my passion for teaching.
4.3.2 Take responsibility in my own personal

and professional growth.
4.3.3 Inspire other teachers by setting my best

example

August 2021 Edition
 The framework was agreed upon by the Ministers of Education of the Southeast Asian
countries including the Philippines. It will be used as a guide to determine teacher quality
across the region.
The figure below captures all the elements of the Competency Framework for Teachers in
Southeast Asia.
COMPETENCY FRAMEWORK FOR TEACHERS
Southeast Asia
C. The Philippine
Qualifications Framework (PQF)
 As part of the ASEAN convergence and in the light of globalization each country in the
ASEAN, the Philippines adopts national standards and levels for outcomes in education.
 This is called the Philippine Qualifications Framework (PQF) which is provided by law,
(RA 10968, s. 2018). Based on the level of education as PQF Level 6, the PQF
describes the career path for baccalaureate degree programs including teacher
education degrees.
 All graduates from the baccalaureate degrees are expected to exhibit outcomes as
described in Table 4.
Table 4. Philippine Qualifications Framework (PQF) 6 Levels of Outcomes and Descriptors.
PQF 6 Level of Outcomes PQF 6 Descriptor of Outcomes
Knowledge, Skills and Values Graduates possess a broad level of coherent

knowledge and skills in their field of study for
professional work (teaching) and lifelong
learning.
Application (of Knowledge, Skills and Values) Application of professional work (teaching) in
a broad range of discipline and/or for further
study.
Degree of Independence Independent (as a teacher) and/or in terms
of related field.

August 2021 Edition
What are the purposes of the Philippine Qualifications Framework?
 The PQF is a legal document that adopts national standards and levels for outcomes of
education in the country.
 It assists individuals to move easily between different education and training sectors
and the labor market. Further, the PQF aligns the international qualifications for full
recognition of the value of Philippine Qualifications. Also, the PQF will be used
accrediting certificates and licenses recognized by the government.
D. Philippines Professional Standards for Teachers (PPST)
 Based on the Teacher Education and Development Map in 2006, Philippine Teacher
Education is defined as a lifelong journey from entry to basic education in the DepEd to
entry to Teacher Education Institutions of the CHED to licensing as professional
teachers of the PRC to employment to DepEd with attestation of the Civil Service or
private basic education.
 In both public and private education, a newly recruited teacher undergoes a Teacher
Induction Program TIP) led by the Teacher Education Council (TEC) and the private
institutions are assisted by the Private Education Assistance Council (PEAC).
 While in service the professional teacher continues professional development through

trainings by the duly authorized service providers of the PRC or shall continue
professional development through advancement in education (Masters or Doctorate) or
other activities on their own.
 The continuing professional development continues until the person retires from
employment or continues to practice the profession in other capacity.
 In the middle of this professional lifelong cycle l, are the professional teacher standards,
known before as National Competency Based Teacher Standards (NCBTS, 2006)
and now known the Professional Standards for Teachers (PPST, 2027, DepEd Order
42, s. 2017). Both are frameworks for teacher quality.
 The PPST, 2017 define teacher quality in a broader perspective attuned to the current
demands and changes in the educational local and global landscape to include the
reforms of K to 12, the Outcomes-Based Education of Higher Education, the ASEAN
integration, the UNESCO's SDGs 2030 and the Ambisyon Natin 2040.
 Being responsible for the pre-service development of teachers, teacher education

institutions have a responsibility of graduating students with PQF 6 qualifications and to
master the PPST Beginning Teacher Standards as well as the Program Outcomes of
the CHED's PSG for teacher education (CMO 74-82, s. 2017).
 The mastery of the beginning teacher competencies is an expectation of the teaching

industry in basic education.
 The schematic diagram that represents the seven domains of the PPS presented below.

August 2021 Edition
Figure 2. The Philippine Professional Standards for Teachers
Let us focus on the PPST, 2017 particularly on the Beginning Teacher's Competencies for
Career Stage Level 1.
 There are seven (7) Domains in the PPST. The seven domains, collectively comprise 37
strands to refer to more specific dimensions of teacher practice.
 Each strand is calibrated according to the professional development scale or as

described Center Stage 1: Beginning Teachers; Career Stage 2: Proficient Teachers,
Career Stage 3: Highly Proficient Teachers, and Career Stage 4, Distinguished
Teachers.
Career Stage 1: Beginning Teachers.
 Newly qualified to teach as professional teachers are the beginning teachers. They have
acquired an appropriate degree in education or allied fields and have passed the
licensure examination foe professional teachers.
 They are assumed to have competencies in terms of content, knowledge and pedagogy
as well as the 21st century skills for teaching and learning.
 They can manage learning and have strategies that enable learners to enhance learning
through their guidance.
 However, since they are new to the teaching profession, Beginning Teachers are
expected to seek advice and assistance from their peers and experienced colleagues to
continuously improve their teaching.
Let us look at the detailed competencies on the domains and strands for the Beginning
Teachers
DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY
Strands Competency Indicators for Beginning

Teachers

August 2021 Edition
1.1 Content Knowledge and its Application 1.1.1 Demonstrate content knowledge and
within and across curriculum areas. its application within/and or across
curriculum teaching areas.
1.2 Research-based knowledge and principles 1.2.1 Demonstrate an understanding of

of teaching and learning. research-based knowledge and principles of
teaching and learning.
1.3 Positive U se of ICT 13.1 Show skills in the positive use of ICT to
facilitate the teaching and learning process.
1.4 Strategies for promoting literacy and 1.4.1 Demonstrate knowledge of teaching
numeracy. strategies that promote literacy and
numeracy skills.
1.5 Strategies of developing critical and 1.5.1 Apply teaching strategies that develop
creative thinking, as well as other higher order critical and creative thinking and/or other
thinking skills. higher order thinking skills.
1.6 Mother tongue, Filipino and English in 1.6.1 Use of mother tongue, Filipino. And
teaching and learning English to facilitate teaching and learning.
1.7 Classroom communication strategies 1.7.1 Demonstrate an understanding of the

range of verbal and non-verbal classroom
communication strategies that support
learner understanding, participation,
engagement and achievement.
DOMAIN 2: LEARNING ENVIRONMENT

Teachers
2.1 learner safety and security 2.1.1 Demonstrate the knowledge of

policies, guidelines and procedures that
provide safe and secure learning
environments.
2.2 Fair learning environment 2.2.1 Demonstrate understanding of learning

environments that promote fairness, respect
and care to encourage learning.
2.3 Management of classroom structure and 2.3.1 Demonstrate knowledge of managing

activities classroom structure that engages learners,
individually or in groups, in meaningful
exploration, discovery and hands-on
activities within the available physical
learning environments.
2.4 Support for learner participation 2.4.1 Demonstrate understanding of

supportive learning environments that
nurture and inspire learner participation.
2.5 Promotion of purposive learning 2.5.1 Demonstrate knowledge of learning

environments that motivates learners to
work productivity by assuming responsibility
for their own learning.
2.6 Management and learner behavior 2.6.1 Demonstrate knowledge of positive

and non-violent in the management of
learner behavior.

August 2021 Edition
DOMAIN 3: DIVERSITY OF LEARNERS

Teachers
3.1 Learner's gender, needs, strengths, 3.1.1 Demonstrate knowledge and

interests and experiences understanding of differentiated teaching to
suit the learner's gender, needs, strengths,
interests and experiences.
3.2 Learner's linguistics, cultural, socio- 3.2.1 Implement teaching strategies that are
economic and religious backgrounds. responsive to the learner's linguistic,
cultural, socio-economic and religious
backgrounds.
3.3 Learners with disabilities, giftedness and 3.3.1 Use strategies responsive to learners
talents with disabilities, giftedness and talents.
3.4 Learners in difficult circumstances 3.4.1 Demonstrate understanding of the

special educational needs of learners in
difficult circumstances, including geographic
isolation, chronic illness, and displacement
due to armed conflict, urban resettlement or
disasters, child abuse and child labor
practices.
3.5 Learners from indigenous groups 3.5.1 Demonstrate knowledge of teaching

strategies that are inclusive of learners from
indigenous groups.
DOMAIN 4: CURRICULUM AND PLANNING

Teachers
4.1 Planning and management of teaching 4.1.1 Prepare developmentally sequenced

and learning process. teaching and learning process to meet
curriculum requirements.
4.2 Learning outcomes aligned with learning 4.2.1 Identify learning outcomes that are
competencies. aligned with learning competencies.
4.3 Relevance and responsiveness of 4.3.1 Demonstrate knowledge in the

learning progress. implementation of relevant and responsive
learning programs.
4.4 Professional collaboration to enrich 4.4.1 Seek advice concerning strategies that
teaching practice. can enrich teaching practice.
4.5 Teaching and learning resourced 4.5.1 Show skills in the selection,
including ICT. development and use of variety of teaching
and learning outcomes, including ICT to
address learning goals.
DOMAIN 5: ASSESSMENT AND REPORTING

August 2021 Edition
Teachers
5.1 Design, selection, organization and 5.1.1 Demonstrate knowledge of the design,
utilization of assessment strategies. selection, organization and use of diagnostic,
formative and summative assessment
strategies consistent with curriculum
requirements.
5.2 Monitoring and evaluation of learner 5.2.1 Demonstrate knowledge of monitoring

progress and achievement. and evaluation of learner progress and
achievement using learner attainment data.
5.3 Feedback to improve learning. 5.3.1 Demonstrate knowledge of providing

timely, accurate and constructive feedback to
improve learner performance.
5.4 Communication of learner needs, 5.4.1 Demonstrate familiarity with a range of

progress and achievement to key strategies for communicating learner needs,
stakeholders. progress and achievement.
5.5 Use of assessment data to enhance 5.5.1 Demonstrates an understanding of the

teaching and learning practices and role of assessment data as feedback in
programs. teaching and learning practices and
programs.
DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT

Teachers
6.1 Establishment of learning environments 6.1.1 Demonstrate an understanding of

that are responsive to community contexts. knowledge of learning environments that are
responsive to community contexts.
6.2 Engagement of parents and the wider 6.2.1 Seek advice concerning strategies that
school community in the educative process. build relationships with parents/guardians
and the wider community.
6.3 Professional ethics. 6.3.1 Demonstrate awareness of existing

laws and regulations that apply to the
teaching profession, and become familiar
with responsibilities specified in the Code of
Ethics for Professional Teachers.
6.4 School policies and procedures. 6.4.1 Demonstrate knowledge and

understanding of school policies and
procedures to foster harmonious relationship
with the wider school community.
DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Teachers
7.1 Philosophy of Teaching 7.1.1 Articulate a personal philosophy of

teaching that is learner-centered.

August 2021 Edition
7.2 Dignity of teaching as a profession 7.2.1 Demonstrate behaviors that uphold the
dignity of teaching profession by exhibiting
qualities such as caring attitude, respect and
integrity.
7.3 Professional links with colleagues. 7.3.1 Seek opportunities to establish

professional links with colleagues.
7.4 Professional reflection and learning to 7.4.1 Demonstrate an understanding of how

improve practice. professional reflection and learning can be
used to improve practice.
7.5 Professional development goals 7.5.1 Demonstrate motivation to realize

professional development goals based on the
Philippine Professional Standards for
Teachers.
Continuing Professional Development: The Lifeblood of the Teaching
 The professional license for teaching obtained after passing the Licensure Examination
for Teachers (LET).
 It tells that the professional teacher possesses the minimum competencies expected of
professional teachers.
 The code of professional conduct for Public School Teachers cited in Section 7 of RA
4670 states “Responsibility is something expected of a professional teacher. The work of
the teacher in the development and guidance of the young is a tremendous responsibility
for which he is accountable to God, to his country and to posterity. It is a trust of which
ever should teacher should strive to be worthy.”
 All professional teachers owe it to themselves and to the clientele they serve to go
through CPD.
 The professional cannot afford to commit a mistake. A professional needs to go through
CPD.
 THE Philippine Professional Standards for Teachers includes personal growth and
professional development as the seventh domain.
 RA 10912, the CPD law of 2016, CPD for all the professions regulated by PRC is now
mandatory.
 CPD for professional teachers is not an option. It is a necessity.
The Philosophical Basis of CPD

 “Growth is an evidence of life”. A teacher who is alive grows anything that grows
physically, mentally, socially, emotionally, spiritually.
 “Man or woman is an unfinished project”. For a professional teacher, he/she is always in
the process of becoming better and better as a person and as a professional teacher.
The Historical and Legal Bases of Continuing Professional Development in the

Philippines
-Other Laws also cited continuing professional development as follows:
1. Batas Pambansa 232, the Education Act of 1982, chapter 3. Duties and Obligation, section
16, states as one of teacher’s obligations to assume the responsibility to maintain and sustain
his professional growth and advancement.
2. RA 955. An Act Instituting a frameworks of governance for Basic Education, Establishing
Authority and Accountability, renaming the Department of Education, Culture and Sports as the

August 2021 Edition
Department of Education and for other purposes was enacted on August 11, 2001. In the
enumeration of duties and function of the Secretary of Education, Section 7 A, to wit.
3. RA 7836, the Teacher’s Professional Act, also provided for mandatory Continuing
Professional Education (CPE), now referred to as Continuing Professional Development (CPD)
to unit
- To encourage continuing professional growth and development and to provide
additional basis for merit promotion.
4. The Board for Professional Teacher (BPT) also passed Resolution No. 435, s. 177 to adopt
the Code of Ethics for Professional Teachers pursuant to the provisions of paragraph (e) Article
11 of RA 7836, otherwise known as The Philippine Teachers’ Professionalization Act of 1994.
-Every teacher shall participate in the Continuing Professional Education (CPE) program
of the Professional Regulation Commission.
5. Executive order # 266, Institutionalization of the Continuing Professional Education (CPE)
Programs of the Various Professional Regulatory Boards (PRBS) under the Supervision of the
Professional Regulation Commission (PRC). This was signed and issued by the office of the
President Fidel V. Ramos on July 25, 1995.
- The completion by Professional licenses of the Continuing Professional Education
(CPE) programs adopted by all Boards is hereby imposed as a mandatory requirements for the
renewal of professional licenses (sec.1).
6. RA 1092, Continuing Professional Development Act of 2016 with the enactment of this law,
CPD for all the forty-three (43) professions regulated by PRC including the teaching profession
has become mandatory.
The Salient Provisions of RA 10912, The Continuing Professional Development Act of

2016
 CPD is only way Professionals can sharpen their competitive edge in an international
world that has become global village.
 The need for CPD is heightened by ASEAN integration and internationalization which
are now real.
 The state policy on promoting and upgrading the practice of professions in the country
and the institution of measures to “continuously improve the competence of the
professionals in accordance with international standards”.
Number of CPD Units Required

 Article III, Section 10 of the same CPD Arts states, “The CPD is made as a mandatory
requirement in the renewal of the Professional Identification Card (PICs) of all registered
and licensed professionals.
Following credit units are required:
Period No. of Credit Units Required
December 2017 15 Credit Units
January- December 2018 30 Credit Units
January 2019 awards 45 Credit Units
Ways by Which Professional Teachers Can Earn Credit Units

1. Professional Track- This includes trainings provided by CPD providers accredited by PRC.
You can earn credit units as a participant to a training approved by the CPD council.
2. Academic Track- This refers to the completion of a Master’s degree, completion of
candidacy to the doctorate program, completion of a post-doctoral diploma, and being a
recipient of a professional chair grant, and/or fellowship grant.
3. Self-directed track- This includes trainings offered by non-accredited CPD providers. It
refers to “learning activities such as online training programs and the like which did not
undergo CPD accreditation.

August 2021 Edition
- In addition, it includes serving as accreditor (e.g. ISO, ISA, PACUCOA,

PAASCU, AACUP, etc.) It also includes study tours and socio-civic activities using the
profession.
4. Productive Scholarship- This means that the professional teacher has developed
program/training module, curriculum guide or any other resource material.
Continuing Professional Development Plan

 A proof that a professional teacher has made CPD plan which he/she religiously follows
whether monitored.
 Developing a personal CPD plan helps teacher leaders develop purposively. Every
professional CPD plan.
 Professional teachers formulating their respective annual CPD plans and faithfully
observing them lead to the building of a CPD culture among professional teachers.
Two Templates of a CPD Plan

1. Template used the public schools.
2. Template used by others.
 Comparing the two templates make one conclude that they are basically the same.
 The different terms used actually refer to the same.
Teacher’s Individual Plan for Professional Development (IPPD)
Objectives Method/Strategies Resources Time Frame Success Indicator

What What professional What will I When do I What PPST What
competence activity will I do to expect to competence learners’
will I undertake to access have would I performance
enhance? enhance my resources? accomplished have would have
objective? enhanced? been
improved?
Personal CPD Plan
Training Objectiv Activit Resources Time Expecte Expected

Need e y Needed Frame d Output Outcome
What do I What What Human Material When am What
need to should I activity I results
improve do to should I Whose What supposed does this
my address underg help do material to have activity
teaching? my o to I need s or how addresse have on my
need? address to much d my teaching
my addres cash do need? and my
need? s my I need to students
need? address learning?
my
need?
Preparatio To make Tutorial Laptop May 2018 5 PPs More
n of PP PP for at IT LCD interesting
least 5 teacher and more
lessons , expert concrete
lesson
presentatio
n and
improved
students’

August 2021 Edition
scores
Joining Professional Learning Community/Communities of Practice
CDP is made possible and alive through professional learning communities (PLCs). These will
provide a powerful collaboration in which teachers work together to analyze and improve their
classroom practice in a systematic process.
Learning from the CDP practices of High performing countries
Let us learn from the CPD practices of high performing countries like Singapore and Finland.
CDP in Singapore
Singapore is the first country in the world to adopt the PLC framework nationwide. These PLC's
are led by school leaders who provide teachers with structures and resources to engage in a
variety of inquiry-based PD practices. For PD, Singapore has 1.) Teacher Researcher Network,
2.) Lesson study and other forms of Learning Circles.
The teacher-researcher network follow this steps:
a. Identification and definition of a problem;

b. Planning for improvement;
c. Implementation of teaching/learning activities;
d. Observation of results;
e. Reflection in the outcomes.
All the completion of research, participants write a group reflective journal to summarize the
procedures, findings, conclusion and implications of the study. The overall goal of the lesson
study is to foster collaborative inquiry and data-drives pedagogical reflection among teachers.
How is this done? This consist of four cyclical phases ( Tan, 2014)
1. Study Phase- teachers analyze the curriculum to be taught and formulate long-term
teaching and learning goals;
2. Planning Phase- teachers select lessons for research, predict students thinking and
difficulties, and plan the implementation of specific lessons for data collection;
3. Analysis Phase- teachers observe and discuss the classroom evidence collected;
4. Reflection Phase- teachers discuss student learning and new areas for further inquiry.
Topics for PD range from curriculum innovation, student- centric teaching practices, new uses of
ICT, collaborative lesson planning, to project based learning.
CPD in Finland
Teachers in Finland meet one afternoon each week to jointly plan and develop curriculum. They
are encouraged to work together to share materials.
CPD in Japan
Japan is well-known for lesson study. Every teacher periodically prepares a best possible
lesson that demonstrates strategies to achieve a specific goal. Teachers themselves decide the
theme and frequency of the research lessons. They work from large groups to smaller groups
and work for their goals.
CPD in New Zealand

August 2021 Edition
In New Zealand, the ministry of education gives fund for 20% release time for new teachers and
10 percent release time for Second-year teacher ministry of education to observe other
teachers, attend professional development activities, courses and work on curriculum. Mentor
teachers deliberately spend time to observe and confer with beginner teacher.
Characteristics of Effective CPD
Based on the professional development practices and experiences of high performing countries,
we can say that a CPD that works is 1) continuous; 2) collaborative 3) focused on specific
teacher need; 4) job embedded; 5) given enough time and; 6) funded.
The one-shot workshop that teachers bemoan doesn’t work.
 CPD must be continuous thus the word continuing professional development. A

professional does not stop developing or else he/she ruts. Stagnant water become
putrid.
 CPD must also be collaborative, thus the need to be part of a PLC a professional
learning community. It was Helen Keller who said " Alone we can do so little; together
we can do so much"
 CPD must be focused on a specific teacher need. It respond to a need and so is highly
relevant to the teacher. A CPD that is prescribed by higher officials does not necessary
need a response to the teachers need.
 If CPD is job embedded, it becomes even more relevant. The teacher has not to be
removed from the workplace for CPD there is no work disruption. What the teacher is
trained on is exactly what he/she does.
Meet) to discuss the competency framework for Teachers in Southeast Asia
(CFT – SEA), the Philippine Professional Teachers Standards (PPST) Career
Stage 1 – Beginning Teachers to assure teacher quality and the pertinent
provisions of the CPD Act of 2016.
2. Performance Task # 18. Using an outline, explain the importance of Continuing
Professional Development (CPD) for professional teachers (Min-300 words,
Max-500 words). Format: Arial-11, A4 bond paper, Margin-1 inch, justify text,
Encoded in MS Word
3. Performance Task # 19. Demonstrate genuine desire for continuing
professional development by formulating your own CPD plan (See Appendix F).
Self-Evaluation
Review of Concepts

August 2021 Edition
 There was a need to differentiate between the quality teachers and the teacher quality.
 There can never be teacher quality without quality teachers, for quality teachers are
defined by individual knowledge, skills and values.
 On the other hand, teacher quality is defined by the teacher standards set for the
teaching profession.
 For the Southeast Asian countries, the framework is driven by the four essential
competencies and 31 enabling competencies.
 The Philippine Professional Standards for Teachers (PPST) are also in support of the
Philippine Qualifications Framework (PQF) which determines the qualification of any
baccalaureate degree holder.
 The Career Path Stage 1: Beginning Teacher is the focus of this lesson.
 The pre-service teacher education graduate should master the competencies that are
stated in the 32 strands of the seven domains of the Standard for Filipino Teachers.
 There are items that are that are similar between the Southeast Asian Framework and
the Philippine Professional Standards for Teachers.
 If the competencies included in the standards are mastered by any future teacher, then
quality teachers will be produced and teacher quality will be achieved.
Post Test
Direction: Encircle the letter of your choice. Use blue or black pen only. NO ERASURE.
1. A teacher who has learned and practiced the 21 st century skills can be described best as
_____________.
A. Qualified teacher C. local teacher
B. Applicant teacher D. border-less teacher
2. In the Philippines, teacher quality is defined by ________________.

A. NCBTS, 2006 C. PPST, 2017
B. CFT SEA, 2017 D. PQF, 2018
3. The PPST are teacher standards which have to be mastered only by Beginning Teacher.
This statement is _______________.
A. True C. Doubtful
B. False D. none of the options
4. What do the CFT SEA, PQF, and PPST assure the stakeholders of?
A. Teacher Quality C. Quality teacher
B. Teacher disposition D. Teacher decision
5. Which is the ultimate competency that a baccalaureate degree holder including a

teacher education graduate demonstrates?
A. Independence C. Cooperation
B. Knowledge D. Application
6. Why is CPD necessary for professional teachers?

I. To continuously improve their professional and personal competence
II. To be at par with other professionals
III. To abide by the CPD Act of 2016
A. I, II, and III C. I and III
B. II and III D. III only
7. Which statement/s on CPD is/are correct?

I. A professional teacher may earn CPD units through self-directed learning.
II. One mode of CPD is through productive scholarship
III. All credit units earned by a professional shall be accumulated and transferred in
accordance with the pathways of equivalences of the PQF.
A. I and II C. I, II, and III
B. I and III D. II and III

August 2021 Edition
8. Which is proof that a professional teacher demonstrates a genuine desire for CPD?
A. Goes through CPD even if it is not required by law
B. Do CPD for promotion
C. Go for CPD as mandated
D. Do CPD because everybody does it
9. Give the Complete Terms: PPST –
10. Give the Complete Terms: NCBTS –
Reference
Publishing, Inc.
APPENDIX A
1987 PHILIPPINE CONSTITUTION (ARTICLE XIV)

Education, Science and Technology, Arts, Culture and Sports
EDUCATION

August 2021 Edition
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.

August 2021 Edition
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.

August 2021 Edition
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.

August 2021 Edition
(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.

August 2021 Edition
APPENDIX B
COMMONWEALTH ACT NO. 578

An Act to Amend Article One Hundred Fifty-Two of the Revised Penal Code, So as
to Include Teachers, Professors, and Persons Charged with the Supervision of
Public or Duly Recognized Private Schools, Colleges, and Universities, Within the
Term “Persons in Authority”
Be it enacted by the National Assembly of the Philippines:
Section 1. Article one hundred fifty-two of Act Numbered Three thousand eight hundred
and fifteen, known as the Revised Penal Code, is amended to read as follows:
“Art. 152. Persons in authority—Who shall be deemed as such.— In applying the

provisions of the preceeding and other articles of this Code, any persons directly vested
with jurisdiction, whether as in individual or as a member of some court or governmental
corporation, board or commission, shall be deemed a person in authority.
“In applying the provisions of articles one hundred forty-eight and one hundred fifty-one
of this Code, teachers, professors, and persons charged with the supervision of public or
duly recognized private schools, colleges, and universities, shall be deemed persons in
authority.”
Section 2. This Act shall take effect on its approval.

August 2021 Edition
APPENDIX C
REPUBLIC ACT NO. 4670
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;

August 2021 Edition
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:

August 2021 Edition
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.

August 2021 Edition
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-fiv 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

August 2021 Edition
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.

August 2021 Edition
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

August 2021 Edition
APPENDIX D
AN EXCERPT OF DECS SERVICE MANUAL 2000

Chapter 3: Employee Welfare, Benefits, Incentives, Recognition and Awards
APPENDIX E
Use the Interview Tool for a teacher below. Identify two Filipino teachers. One teacher in
the Philippines and the other teacher or has taught outside the country. Request for an
on-line interview with the teacher. Write a report and make a reflection on the
information you have gathered.
Who is a Glocal Teacher?

Interview Protocol for Face to Face or On-line interview
A. Personal Profile: Name ___________________ Age:______No. of years in
teaching: ______
Place of teaching: Philippines ___ Other Countries:____
B. Key Question: You may start with preliminary question to establish rapport before
you ask key question for your interview or informant.
1. How do you consider yourself as a teacher ?Please explain
A. Beginning B. Developing C. Proficient
2. Which of the following gave you given much consideration in your teaching?
Why?

August 2021 Edition
A. Local setting, Values, Tradition and Culture

B. Global Academic, International development, 21st century skills
C. Local Knowledge, values, culture, 21st century skills, International knowledge
3. Where you are teaching, what do you like most? ( Local or Abroad ) Why?
A. The Learner B. The Learning Environment C. The Pay
4. How do you consider yourself as a teacher? Please explain
A. Local B. Global C. Glocal
C. Make a written report and submit to your course facilitator.
APPENDIX F
Follow this sample format below.
Teacher’s Individual Plan for Professional Development (IPPD)
Objectives Method/Strategies Resources Time Frame Success Indicator

What What professional What will I When do I What PPST What
competenc activity will I do to expect to competenc learners’
e will I undertake to access have e would I performanc
enhance? enhance my resources? accomplishe have e would
objective? d enhanced? have been
improved?

August 2021 Edition
Personal CPD Plan
Training Objectiv Activit Resources Time Expecte Expected

Need e y Needed Frame d Output Outcome
What do I What What Human Material When am What
need to should I activity I results
improve do to should Whose What supposed does this
my address I help do material to have activity
teaching? my underg I need s or how addresse have on my
need? o to to much d my teaching
addres addres cash do need? and my
s my s my I need students
need? need? to learning?
address
my
need?
Preparatio To make Tutorial Laptop May 2018 5 PPs More
n of PP PP for at IT LCD interesting
least 5 teacher and more
lessons , expert concrete
lesson
presentatio
n and
improved
students’
scores

August 2021 Edition

EDUC 2 Complete Learning Modules

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

EDUC 2 Complete Learning Modules

Uploaded by

Copyright:

Available Formats

SURIGAO STATE COLLEGE OF

LEARNING MODULE TECHNOLOGY

LOUELLA S. DEGAMON, MAST

Name of Student : ________________________________________

Course, Year & Section : ________________________________________

EDUC 2 – The Teaching Profession 1

EDUC 2 – The Teaching Profession 2

INTRODUCTION TO TEACHING PROFESSION

Time Frame: 9 hours

At the end of this module, the students should be able to:

1. examine the teaching profession against the elements of a profession;

Note: Answers will be posted and discussed in Google classroom.

EDUC 2 – The Teaching Profession 3

Other Elements of Profession

 Initial Professional Education

Professional societies define certificates, criteria, manage certification programs,

EDUC 2 – The Teaching Profession 4

 One school for boys and another school in every municipality

o Comes from the Latin word "vocare" which means to call.

 Caller- God • Caller- Allah

Bible - full of stories of men and women called by God to do something.

Muhammad - Last of the prophets to be called by Allah to spread his teachings.

EDUC 2 – The Teaching Profession 5

Teaching- is also a mission

 comes from Latin word "mission" means "to send";

The four years of pre-service preparation will equip you with;

 To teach is to do all of these and more.

 If you keep on teaching out of love, it's a mission.

Teaching may not be a lucrative position. It cannot guarantee financial security. It

EDUC 2 – The Teaching Profession 6

THE DEMANDS OF THE SOCIETY FROM THE TEACHER AS A PROFESSIONAL

 spend at least 6 hours a day, 5 days a week in 10 months

EDUC 2 – The Teaching Profession 7

MODELS OF EFFECTIVE TEACHING

A. ROBERT MARZANO’S CAUSAL TEACHER EVALUATION MODEL of four domain:

1. Classroom Strategies and Behaviors, which involve…

2. Planning and Preparation

4. Collegiality and Professionalism

B. CHARLOTTE DANIELSON FRAMEWORK FOR TEACHING

1. Planning and Preparation

EDUC 2 – The Teaching Profession 8

 participating in the professional community

D. TEACHER EVALUATION STANDARDS – THE McREL MODEL (Mid-Continent

DANIELSON STRONGE McREL MARZANO

Teachers know the content

EDUC 2 – The Teaching Profession 9

Student Progress students.

1. prepare and plan very well for instruction

The Philippine Professional Standards for Teachers (PPST)

 Recognize the importance of mastery of content knowledge and its

THE DEMANDS OF THE SOCIETY FROM THE TEACHER AS A PERSON

EDUC 2 – The Teaching Profession 10

12 Characteristics of an Effective Teacher

(Walker Robert J, 12 Characteristics of an Effective Teacher: A Longitudinal, Qualitative, Quasi-

1. Prepared- come the class each day and is ready to teach.

Section 1: A teacher shall live with dignity at all times

EDUC 2 – The Teaching Profession 11

1. Performance Task # 1: Complete this Metaphorical thinking – Teaching is…

Note: The Performance tasks will be submitted in Google classroom/ messenger

In this module, I learned that

Teaching is a profession. It requires:

1. long years of initial professional education