COMMISSION ON HIGHER EDUCATION

ASBURY COLLEGE INC.

Poblacion, Anda, Pangasinan

The Teaching Profession RENAN B. CELESTE, EdD

Instructor
Lecture Series #1
Lesson 1

Teachers… are the most responsible and important member of society because their professional efforts affect
the fate of the earth.-Helen Caldicott
Teacher Qualities Teacher Roles
The Twelve Characteristics of an Effective 1. The teacher as a community link.
Teacher- Dr. Robert Walker 2. The teacher as a counselor.
1. Always prepared. 3. The teacher as a decision-maker.
2. Exudes positivity. 4.The teacher as a director of
3. Holds high expectations. learning.
4. Demonstrate creativity. 5. The teacher as an information processor.
5. Exercises fairness. 6. The teacher as a judge of achievement.
6. Displays personal touch. 7. The teacher as a knower.
7. Cultivates a sense of belongingness. 8. The teacher as a mediator of culture.
8. Shows compassion. 9. The teacher as a model for the youth.
9. Possesses sense of humor. 10. The teacher as a moralist.
10. Respects students. 11. The teacher as a person of culture.
11. Models forgiveness. 12. The teacher as a pioneer in the
12. Admits mistake. world of ideas.

Lesson 2
Teaching as a Profession
• professional manner • highly professional
• gawang propesyonal • unprofessional…to act that way
• professional fee for expert services rendered

“professional” imply a code of ethics by which a professional person

implies one who possesses skill and competence/ abide.
expertise

Other Elements of a Profession

1. Initial Professional Education
Professionals generally begin 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 just initial, which means only the beginning because a professional is expected to
learn endlessly.

2. 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.

3. Licensing
Licensing is mandatory, not voluntary and is administered by a government authority. In the
Philippines, this government authority is the Professional Regulation Commission (PRC).

4. Professional Development
This is an on-going professional education that maintains or improves professional practice. In the
Philippines this is Continuing Professional Development mandated by RA 10912, otherwise known as the CPD
Act of 2016.

5. Professional Societies
Professionals see themselves as part of a community of like-minded individuals who put their
professional standards above the individual self-interest or their employer’s self-interest. These professional
societies put dedication to the public interest and commitment to moral and ethical values.
Professional societies define certification criteria, manage certification programs, establish
accreditation standards and define a code of ethics and disciplinary action for violations of that code.

6. Code of Ethics
Each profession has a 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 to practice for violating the code of ethics.
The teaching profession is governed by the Code of Ethics for Professional Teachers. Violation of
the Code of Ethics for professional teachers is one of the grounds for the revocation of the professional
teacher’s Certificate of Registration and suspension from the practice of the teaching profession. (Sec. 23.,
RA 7836)
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 Licensure Examination for Teachers (LET)
4. continuing Professional Development
5. adherence to the Code of Ethics for Professional Teachers

The Historical Development of Teaching as a Profession in the Philippines

Presidential Decree 1006-the first legal document that professionalized teaching

President Ferdinand E. Marcos-issued the decree
It was only 1976 with PD 1006 known as the Decree Professionalizing Teaching that teachers in the
Philippines became professionalized.
 The need to professionalize teaching was felt. WHY?
“to insure that in the immediacy and urgency of teacher recruitment, qualitative requirements
are not overlooked…”
“although teaching requires a number of years collegiate study, it is the only course that is not
yet
considered a profession”.
“…in recognition of the vital role of teachers in nation-building and as an incentive to raise the
morale of teachers, it is imperative that they be considered as professionals and teaching be
recognized as a profession.”

Republic Act No. 7836- the other legal document that professionalized teaching passed in 1994
-“Philippine Teachers Professionalization Act of 1994
What is the purpose of RA 7836?
“promote quality education by proper supervision and regulation of the licensure
examination and professionalization of the practice of the teaching profession.” (Section 2)

 How was teaching during pre-Hispanic period?

There was no established formal schooling in the country. No formal preparation for teachers,
too.
The mothers and fathers and tribal leaders served as teachers at home and in
the community.
 How was teaching during Spanish period?
During the Spanish period and by virtue Educational Decree of 1863 free public
school system was established. There was one school for boys and another school for
girls in every municipality.

The Spanish missionaries served as teachers. The same Decree provided for normal school run by
the Jesuits to educate male teachers in Manila. Normal schools for women were not established until 1875.
It was Spaniards who started training teachers in normal schools.

According to Paz Ramos, former Dean of College of Teacher Education of UP-Diliman

The foundations of teacher education in the Philippines were laid by the Spanish government during the mid
eighteen century. It is said to have begun on August 4, 1765, when King Charles of Spain issued a Royal Decree
requiring each village to have a “maestro.” On November 28, 1772, another Royal Decree specified the
qualifications of teachers. However, it was until 1863 that there was a specific attempt to systematize and
update the education of Filipino teachers.
 At the end of Spanish rule, schools during Spanish era were closed for a time by Aguinaldo’s
government. So there was no teacher preparation taken place.

 How was teaching during the American regime?

During the American regime, American soldiers served as the first teachers. In 1901, the Philippine
Commission enacted into law. Act 74 which created the Department of Public Instruction, laid the foundations
of public school system and offered free primary education for Filipinos.

There was a shortage of teachers. The Philippine Commission authorized the Secretary of Public
Instruction to bring to the Philippines 600 teachers from USA. They were the Thomasites. Due to urgent need for
teachers, the Americans gave bright young Filipino students opportunity to take up higher education in American
colleges and universities financed by the Philippine Government. They were the pensionados.

Act 74 of 1901 also provided for the establishment of the Philippine Normal School (PNS) in Manila. The
PNS formally opened in September 1901, as an institution for the training of teachers. For more than two
decades, PNS offered a two-year general secondary education program.
In 1928, it became a junior college offering a two-year program to graduates of secondary schools. In
1949, the Philippine Normal School, renamed Philippine Normal College, offered the four-year Bachelor of
Science in Elementary Education. Other four year teacher education courses followed after. This means that
the present four-year preparation for the professional teacher began as a two-year program only. Teacher
preparation became four years only in 1949 and thereafter.
 COMMISSION ON HIGHER EDUCATION
ASBURY COLLEGE INC.
Poblacion, Anda, Pangasinan

Milbert R. Carido RENANB. CELESTE,EdD

2ND BEED Class 2 Instructor

DISCUSSION PAPER
The Teaching Profession

CHAPTER 2- Lesson 1
The Demands of Society from the Teacher as a Professional
Title of the Lesson

______________________________________________________________________
I. Learning Outcomes
______________________________________________________________________
1.Discuss the meaning of the teacher as a professional
2.Explain what society demands from the teacher as a professional
3.Explain the professional competencies that a teacher should possess
______________________________________________________________________
II. Introduction
______________________________________________________________________

Teachers spend at least 6 hours a day, 5 days a week in 10 months of the school year with
the students. Practically, considering the 8-hour sleeping time at home, teachers spend more
time with the students than parents. That's why parents expect so much of teachers.
A teacher works with different groups and so plays different roles- tutor, nurse, guidance
counselor, community leader, resource speaker, consultant rolled into one. Indeed, much is
demanded of teachers. From his/her very title "teacher," to teach well is what society primarily
demands of teachers. The learning of the learner is the teacher's main concern. In this lesson,
let us focus on this societal primary expectation from teachers - good teaching. The effective
teacher makes the good and the not so good learner learn. On the other hand, the ineffective
teacher adversely affects the learning of both good and the not so good student.
this lesson, we shall focus on society's demand of good teaching from the professional
teacher.
______________________________________________________________________
III. Discussion
______________________________________________________________________
Consider the following research findings shared by Dallas Public Schools'
Accountability System:
• Learning gains realized by students during a year in the classroom of an effective teacher
were sustained over later years and were compounded by additional years with effective
teachers.
•Conversely, depressed achievement results resisted improvement even after a student was
placed with an effective teacher, and the negative impact was discernible statistically for
approximately three subsequent years.
•Learning gains realized by students during a year in the classroom of an effective teacher
were sustained over later years and were compounded by additional years with effective
teachers.
•The negative effects of a poor-performing teacher on student achievement persist through
three years of high-performing teachers.
• The good news is that if students have a high-performing teacher one year, they will enjoy the
advantage of that good teaching in future years.
•Conversely, if students have a low-performing teacher, they simply will not outgrow the
negative effects of lost learning opportunities for years to come.
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).

The Demands from the Teacher as a Professional

 This is exactly how the Code of Ethics of Professional Teachers define the professional
teacher. The teacher is a "licensed professional who possesses dignity and reputation with
high moral values as well as technical and professional competence ...he/ she adheres to,
observes and practices a set of ethical and moral principles, standards and values."
The Code of Ethics for Professional Teachers spells out the demands of the state,
community, higher authorities and school officials and parents from teachers.
In this lesson, we shall focus on society's demand of good teaching from the
professional teacher. In the first place, the word "teacher" suggests that the main
responsibility of the professional teachers is to teach. The teacher's primary customer is the
learner. So let us concentrate on effective teaching, the professional teacher's primary
responsibility. There are a number of models/frameworks of effective teaching. In the country,
we have the Philippine Professional Standards for Teachers (PPST). These PPST are standards
of good teaching, which will also be discussed in the succeeding lessons. In addition, we shall
present four (4) evaluation models of effective teaching here.
Models of Effective Teaching
A. Robert Marzano's Causal Teacher Evaluation Model of four domains:
1. Classroom strategies and behaviors
- involve routine events such as communicating learning goals and feedback and establishing
rules and procedures
-involve addressing content by helping students
-interact with new knowledge, practice and deepen new knowledge
-helping students generate and test hypotheses
-involve events enacted on the spot such as engaging students, recognizing adherence to
rules and procedures, establishing and maintaining effective relationships with students and
communicating high expectations for all students
2. Planning and Preparing
- 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 and sharing ideas and strategies
-adhering to school rules and procedures
- participating in school initiatives

B. Charlotte Danielson Framework for Teaching

1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
-reflecting on teaching
- accurate records
-communicating with families
-participating in the professional community
-growing professionally
-showing professionalism

C. James Stronge - Teacher Effectiveness Performance Evaluation System (TEPES) System:

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

Teacher Evaluation Standards - The McREL model (Mid- Continent Research for Education and
Learning
1. Teachers demonstrate leadership.
-lead in their classrooms
-demonstrate leadership in the school
-lead the teaching profession
-advocate for schools and students
-demonstrate high ethical standards
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.

Comparison of the 4 Models on Teacher Effectiveness

Danielson Stronge McREL Marzano
1. Planning and Instructional Teachers Planning and
Preparation Planning facilitate learning preparing
for their
Assessment of/for students.
Learning Teachers know
the content they
teach
2. Instruction Professional Teachers know Classroom
Knowledge the content they strategies and
teach. behaviors
Instructional Delivery Teachers
Communication facilitate learning
for their
students.
3. The The Learning Teachers Teachers facilitate
Classroom Environment establish a learning for the
Environment respectful students
Student Progress environment for
a diverse
population of
students.
4. Professional Professionalism Teachers Collegiality and
Responsibilities demonstrate Professionalism
leadership. Teachers reflect
on their practices

Since the main task of the professional teacher is to teach, society demands from him/her
teaching competence. Teaching competence is spelled out in the PPST and in the four models
of effective teaching.
Competence is spelled out in the PPST and in the four models of effective teaching given in
the preceding paragraphs. 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 because he/she has professional
knowledge (mastery of subject matter),
3. create a conducive or favorable learning environment for diverse groups of learners;
4. assess and report learners' p progress; and
5. demonstrate professionalism as he/she deals with superiors, 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. According to the PPST, 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.
• 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. They respect
learners' diverse characteristics and experiences as inputs to the planning and design of
learning opportunities.
•interact with the national and local curriculum requirements. They translate curriculum
content into learning activities that are relevant to learners and based on the principles
of effective teaching and learning.
•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.

Society expects the teacher as a professional to demonstrate professionalism

Professionalism is both a professional and a personal trait._
The Code of Ethics for Public School Teachers adopted in Section 7 of RA 4670 explains
professional conduct:
It behooves every teacher to assume and maintain professional attitude to his work and in
dealing with his associates in the profession. It should be his self-imposed duty to constantly improve
himself professionally Criticism, when necessary, should clearly reflect friendly_ motivation and a
sincere desire to uphold the standard and dignity of the profession. In dialing with his pupils or
students, the teacher should ever strive to be professionally correct, friendly, and sympathetic.
______________________________________________________________________
IV. Conclusion
______________________________________________________________________
In this lesson I have learned that the role of a teacher in society is both significant and
valuable. Teachers play a very crucial role in shaping the world because of the impact they live
in the lives of their students and also the values they instill in them. In a young person’s life,
one of the biggest role model is a teacher. The teacher is a licensed professional who
possesses dignity and reputation with high moral values as well as technical and professional
competence. He/she adheres to, observes and practices a set of ethical and moral principles,
standards an values.
The word "teacher” suggests that the main responsibility of the professional is to teach. The
teacher's primary customer is the learner.It's not enough for a teacher to only know the subject
material but must be able to pass that information onto the students successfully. A successful
teacher must also be sensitive to the needs of students that might affect their learning and to
have strategies to help them succeed.
The teacher is the key to student achievement. Then you have to prepare yourselves to
become the best and the brightest, the most caring, competent and compassionate teachers.
The best and the brightest are those that possess the competencies expected of professional
teachers.
______________________________________________________________________
V. References
______________________________________________________________________
✓Bilbao, Purita P. et al., "The Teaching Profession 4th Edition,
Lorimar Publishing Inc., 2018 -Lesson 1 and 2
✓ Bilbao, Purita P. et al., “The Teaching Profession 3rd Edition,
Lorimar Publishing Inc., 2015 Lesson 3 and 4
 COMMISSION ON HIGHER EDUCATION
ASBURY COLLEGE INC.
Poblacion, Anda, Pangasinan

JONATHAN P. ABUZO RENAN B. CELESTE, EdD

2ND BEED Class 1 Instructor

DISCUSSION PAPER
The Teaching Profession

CHAPTER 2 - Lesson 2

The Demands of Society from the Teacher as a Person

__________________________________________________________________________
I. Learning Outcomes
_____________________________________________________________________________
1. Explain the demands of society from the teacher as a person.
2. Cite the personal qualities that a professional teacher should possess.
__________________________________________________________________________________
II. Introduction
I am only a teacher!" Often times this is what we hear when a teacher introduces herself himself amidst
a group of professionals like doctors, lawyers, nurses, accountants, engineers etc. And yet, admittedly, so much
is expected or demanded of a teacher. More than any other professional, teachers are subjected to scrutiny to
the minutest detail by those they associate with. Teachers are judged more strictly than other professionals.
When a teacher fails to meet expectations of the public, like when she wears an ultra mini skirt or fails to pay
debt on time, the remark from the scrutinizing eye of the public is "teacher pa man din," (to think that he/she is a
teacher).
What are the demands of the teaching profession from the teacher as a person? This can be re-stated
as "what personal qualities or attributes of teachers are demanded by the teaching profession" or "what
personal traits must a teacher possess in order to function well as a professional teacher?
Referring to the professional teacher, the Code of Ethics gives big words like "possesses dignity and reputation,
with high moral values... adheres to, observes and practices a set of ethical and moral principles, standards and
values." What are these big words in more specific teacher attributes? Let's find out in this Lesson.

________________________________________________________________________________
III. Discussion
_____________________________________________________________________________
Twelve Characteristics of an Effective Teacher (Walker, Robert, J.)
1. Prepared - come to class each day ready to teach.
2. Positive - have optimistic attitudes about teaching and about students.
3. Hold high expectations - set no limits on students and believe everyone can be successful.
4. Creative - are resourceful and inventive in how they teach their classes.
5. Fair - handle students and grading fairly.
6. Display a personal touch - 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 get the
highest respect
11. Forgiving - do not hold grudges
12. Admit mistakes - quick to admit being wrong
 A caring teacher is fair. He/She displays a personal touch and so is approachable. He/she makes every
learner belong and feel welcome. He/she feels with his/her students and so is compassionate. He/she is
forgiving, does not keep grudges against learners. He/she is humble enough to admit mistakes.
Professionalism
Professionalism is something demanded of teachers both as professionals and as persons. Professionalism is
succinctly described in Article XI of the 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 and self-discipline as the principle 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 model worthy of emulation by
learners, peers, and others.

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

Code of Ethics
Section 7 of Republic Act 4670
The Code of Ethics for public school teachers adopted Section 7 of Republic Act 4670 cites integrity as one
essential trait of a professional teacher.
C INTEGRITY: Since the teacher's work is not confined merely to the development of certain fundamental skills
and abilities encompassed by the teaching of the 3R's 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.
Professionalism is the hallmark of a professional.
The personal traits cited above as attributes expected of teachers as persons are all included in the big words -
"live with dignity," "premium on self-respect and self-discipline," "model, worthy of emulation" found in the Code
of Ethics of Professional Teachers. They are not only personal traits, they are also professional traits expected
of a teacher. In one word, these are all manifestations of professionalism, the hallmark of a professional.
__________________________________________________________________________________
IV. Conclusion
__________________________________________________________________________________

The role of a teacher in society is both significant and valuable. Teachers play a very important role in
shaping the world because of the impact they live in the lives of their students and also the values they instill in
them. In a young person’s life, one of the biggest role models is a teacher. The students try to follow their
teacher in his manners, costumes, etiquette, style of conversation and even attire.

As a future educator, it is important to know the different characteristics of a good teacher. It's not enough for a
teacher to only know the subject material but must be able to pass that information onto the students
successfully. A successful teacher must also be sensitive to the needs of students that might affect their
learning and to have strategies to help them succeed.
____________________________________________________________________________

V. References
Bilbao, Purita P. et al., "The Teaching Profession 4th Edition, Lorimar Publishing Inc., 2018
__________________________________________________________________________________
 COMMISSION ON HIGHER EDUCATION
ASBURY COLLEGE INC.
Poblacion, Anda, Pangasinan

ALPHABELLE JULIANA O. VILLANUEVA RENAN B. CELESTE, EdD

2nd BEED Class 2 Instructor
DISCUSSION PAPER
The Teaching Profession
CHAPTER 2 - Lesson 3
School and Community Relations
I. Learning Outcomes
At the end of the lesson, the students should be able to:
1. Explain why school and community has a big role in raising a child;
2. Appreciate the unending efforts and sacrifices of the teacher and the members of the
community in guiding the young learners;
3. Apply the moral values we acquired at home to uplift good relationship in our community
II. Introduction
The school and the community have a role in raising and developing a child. It is like a partnership
where one shares information and others are making an action to create the best interest for children. Parents
from the community are willing to spend and support any activities and projects that can benefit their child while
teachers are also willing to spend their time and effort to facilitate and guide them. Through the support and
effort of both custodians, they can build a strong foundation where children can learn and integrate values at
best.
III. Discussion
1. The Teachers, The Parents, and The Community
Parents are the first teacher in the home. They are responsible for the development of values, attitude
and habits. Teachers in the school continue to enrich the students’ experiences at home, they are strengthening
the valuable, personal traits, and characteristics. The members of the community, in addition to the parents, are
highly motivated to participate in the school activities and projects that will also add to the uplifting of the moral
and quality of life in their own locality.
Difficulties
Teachers are endowed with a caring and compassionate attitude that are expressed in their love and
unending sacrifice in guiding the young. Despite conscious effort, children experience difficulties and problems.
 Ability to accomplish assignments
 Irregular attendance
 Study habits in school
 Negative attitudes
 Problem with self-discipline
Solution
The best way to thresh out causes and come up with good solutions is to conduct a dialogue wherein
parents may be invited to drop by school or the teacher may pay a visit to their home.
 A calm and friendly face to face exchange of observations could straighten some disturbing interactions
ending with a promise of undertaking remediation in both quarters.
 Positive attitudes of kindheartedness and patience are developed through modeling.
 Regularity in attendance and doing daily assignments need strong motivation and encouragement from
both sides.
 Letters and praises to parents for outstanding performance build confidence and strengthen
determination to continue the good work.
 Interesting lessons never fail to motivate students to be present every day for an enjoyable participation
in them.
 Extremes of behavior need detailed consideration of past experiences in school and at home.
Values Developed
Values and strong inclinations are instilled starting from the home and further developed in the school.
 Respect for elders and for the rights of others
 Cooperation
 Willingness to share
 Deep sense of responsibility
 Persistence
Interests
 Special interest and innate talents noticed at a young age. As a mentor and guardian, you need to
embrace and provide them with continued opportunities to attain full realizations of their natural gifts.
2. School and Community
The school is usually located at the center of the town or city. The members of the community will easily
engage with it and seeing the students at play or work with everyday task and the teachers with the usual eyeful
watch, everyone passing by witnessing such would feel proud of their school. Therefore, the community would
in turn show their gratitude and appreciation by keeping their school surroundings clean and comfortable for the
children, and by sharing resources whenever needed.
Collaborative Relationships
a. The school officials actively participate in community projects such as literacy assistance project for out
of school children and house campaign for healthful practice.
b. The municipality/city officials are likewise ready to provide help in improving the physical facilities of the
school.
c. During historic celebrations in both places, participation by each is easily elicited with such positive and
civic consciousness activities enjoyed by the school and community, a strong feeling of togetherness
become evident.

Organized Associations
 Schools have organized Parent-Teacher Associations with the officers coming from both their members.
 A strong spirit of cooperation is exhibited as well as sharing of expertise and material resources.
 Representations during town or school affairs create strong ties among members, thus, helping hands
are volunteered in times of needs.

Public Safety, Beautification and Cleanliness

 Peace and order, safety in public conveyances and compliance with ordinances afford ample protection
and disciplinary measures developed by all.
 Beautification of the community through tree planting in every household and cleanliness through proper
waste disposal are voluntarily undertaken by both, thus creating a disciplined and wholesome
community.

Values Exhibited
 Outstanding school personnel as well as barangay officials are honored.
 This serves as a motivation for both parties and their followers to continue their commendable practice.
 Values of nationalism and unity are developed through the examples demonstrated by the school and
government officials.
 Respect for authority and self-discipline are modeled for the young to follow.

Instructional Centers and Materials

 The community can serve as rich sources of instructional materials.
 Professionals and practitioners form the community can be invited as resource speakers during
observance of significant school rites.
IV. Conclusion
It is indeed true that it takes a village to raise a child. I realized that being passionate on something can
make your own view upside down. Teaching might be difficult sometimes but if you have the means and
passion to do it, you can integrate learning. The school and community are really the best collaboration we can
have, they are not just saying what to learn but rather how to learn in life. It is not just all about the knowledge
but also the skills, values and attitude.
V. References
Bilbao, Purita P. et al., “The Teaching Profession 3rd Edition, Lorimar Publishing Inc., 2015
 Asbury College Inc.
Anda, Pangasinan

BEED II Class 2
John Marc De Leon

Instructor:
Mr. Renan Celeste

Lesson 4: Linkages and Networking with Organizations

Introduction
The school and its community, in collaboration with public and private institutions and organizations are
indeed inseparable if they are to create an impact on the lives of the students, and members of the communities
they are committed to serve. Various groups from both are very willing to join forces in pursuing mutually
beneficial and productive programs and projects for the good interest of all. All that is needed are well-defined
plans and creative efforts aimed at establishing close affiliations between and among them. Such
interrelationships will be characterized by reciprocity and attainment of educational objectives. Harnessing the
tremendous influence and expertise of both groups will be able to extend is definitely a laudable step towards
promoting the desired proficiency of the teaching force in the school as well as the efficiency in the services of
some associated organizations.

Discussion
The school can enjoy linkages and networking activities with international, national and local organizations in
the community for mutual benefit and assistance needed.
The first step is for the school to prepare a list of projects and activities it plans to undertake including the
much-needed assistance in terms of human and material resources, then determine the institutions and
organizations with parallel objectives and service. A joint scheme could be worked out with higher education
institutions offering degrees along the same line such as teacher education.
DepEd schools and laboratories for field study courses and practice teaching, hence the exposure of future
teachers to the reality of teaching.
A network system could be designed incorporating the strength and availability of services and expertise from
both or among the group. The schools could also benefit immensely from agencies whose mission includes
corporate social responsibility. With the help of such organizations, the school could fully realize its objective of
delivering quality educational services for the country’s youth. As the networking plan progresses, the enormous
contributions of all the willing partners deserve the community’s commendation and patronage.
Linkages, also termed interconnections, with institutions functioning along the same mission are intended to
serve members of both sides according to their respective needs, interest and objectives. They create bonds
together to solicit support and assistance for purposeful activities which could be facilitated faster and better
considering the doubling of energy and resources.
Following are some working linkages between schools nationwide and associations/centers with local offices
manned by a complete set of officials and active members.

Linkages
1. International Linkages
 a. Phi Lambda Theta
 - Pi Lambda Theta is an international honor society and professional association of women educators. Based in
its main office in Michigan, chapters are located in different universities nationwide. The only chapter outside
the United States is the Philippine are chapter. Established in the country more than three decades ago, its main
project is the ETP (Excellence in Teaching Program) started in 1997 in coordination with Metrobank
Foundation. It supports 15 third year BSE/BEE students until they graduate. It also honors outstanding student
teachers from Colleges of Education. The president and some members of the association attend a biennium
hosted by chapters abroad during their term. The 3-day convention tackles current issues, advances and trends in
teacher education which are discussed among the local members upon their return. The local chapter hosted
twice (1997, 1999) a study tour and an initiation-rites held with members from abroad in attendance.
 b. INNOTECH
- is the center for training educational leaders from the Southeast Asian Region under the SEAMEO
organization. It conducts training programs to upgrade competencies of teacher from the region in all disciplines.
One of its projects is to upgrade teachers’ knowledge and skills in implementing alternative learning systems. It
has prepared a comprehensive framework on peace and multicultural diversity.
 c. Word Council for Curriculum and Instruction (WCCI)
- has a local chapter with recently hosted a 3-day international congress with the international president,
officials and members from different countries in attendance. The council holds conferences in different
countries annually which is participate by members of the local chapter.
 d. Association for Supervision and Curriculum Development (ASCD)
- is a membership organization that develops programs, products and services essential to the way educators
learn, teach and lead. Founded in 1943, ASCD is an educational leadership organization dedicated to advancing
best practices and policies for the success of each learner. It has 150,000 members in more than 145 countries
who are professional educators from all levels and subject areas – superintendents, supervisors, principals,
teachers, professors of education, and school board members. It is a nonprofit, nonpartisan membership
organization that provides expert and innovative solutions in professional development, capacity building, and
educational leadership essential to the way educators learn, teach and lead.

2. National and Local

 a. Linkages could be established between universities and colleges offering identical degrees. Cross-
enrolment for subjects needed for graduation is allowed.
 b. Joint researches could be conducted by two or three universities depending on their respective expertise.
The dissemination of findings to other universities in the area is a big help.

Networking
1. Networking with Professional Organizations
A network is a grid/web whose members actively demonstrate how they can work together to attain common
objectives, undertake innovative practices and update members regarding breakthrough in different disciplines.
Such network composed of several institutions are also termed as consortium wherein several colleges of
different universities bind themselves for a common goal.
a. Consortium among Universities and Colleges
 i. Taft Consortium – The universities that make up the consortium are St. Paul University (Manila), St.
Scholastica’s College, Philippine Normal University, Philippine Christian University and De La Salle University.
The science teachers from each college meet regularly or discussions on “best practices”. At one time they wrote
a book which was used by their respective students. The registrars may undergo training sessions together. The
interest clubs convene members or a presentation where the participants are rom the five institutions. Each
university serves as a host during important celebrations wherein the faculty and students enjoy academic as well
as re-creational activities.
 ii. The Mendiola Consortium – It is composed of San Beda College, Centro Escolar University, San
Sebastian College and Holy Spirit College.
b. Consortium with Subject Specialists
 i. BIOTA is an organization of biology teachers from universities worldwide. An annual convention is a
major event where all members gather to discuss the “latest” in their own areas. The speakers are recognized
international and local experts. Research findings, biotech practices and interesting projects/activities are shared
among members.
 ii. MATHED is the Council of Mathematics Teachers and Educators. Its major project is to upgrade the
competence of mathematics teachers through national conferences, workshops and training sessions conducted
nationwide. MTAP takes charge of basic math teachers while MSP and MT Guild conduct projects for college
teachers. The council likewise holds international conferences in mathematics education.
 iii. The Physics Teachers Association, composed of specialists in physics education, implements
development programs, sponsors contests, and participates actively in international conferences as paper
presenters.
 iv. The Chemistry Teachers Association is an active group that attends to the upgrading of chemistry
teachers through national conventions and assemblies.
c. Teacher Education Institutions
 i. The Philippine Association for Teacher Education (PAFTE) is an association composed of deans,
professors, and instructors from colleges of education from both private and government universities and school
heads, supervisors and cooperating teachers of government and private schools. In addition to the annual midyear
and national conventions and assemblies for mutual collaboration and sharing of expertise, a worthwhile activity
is an educational tour to Asian, American and European universities. Such a visit offers and great opportunity for
members (as well as non-members) to observe some modern learning facilities, listen to progressive educators,
and more important, to promote a friendly alliance with them. An opportunity to tour the historic and educational
sites of other countries affords the teacher educators a good way of enriching their intellectual, cultural and
social pursuits.
 ii. State Universities and Colleges Teacher Educators’ Association (SUCTEA) includes all state colleges
of education as members. An annual convention is usually held in the different regions bringing deans and
teacher education professors together for an exchange of approaches and modes of delivering quality teacher
education for the youth. Faculty exchange program was tried wherein an expert in assessment and evaluation of
learning was requested by a university. Specialist in foundation courses can likewise be “borrowed” in exchange
for a major subject they specialized in. An international congress on teacher education is another project worth
undertaking to “widen academic reach” of the nation’s teachers.
d. National Organization
FAAP (Federation of Accrediting Associations of the Philippines) is a group of agencies whose main function
is to conduct accreditation of educational qualification and facilities starting from the administration, curriculum,
faculty profile and the learning environment, among others. The Philippine Association of Colleges and
Universities Commission on Accreditation (PACUCOA), Philippine Accrediting Agency for Schools, Colleges
and Universities (PAASCU) and the Accrediting Agency of Chartered Colleges and Universities in the
Philippines belong to this organization (AACCUP).
2. Networking with Foundations
 a. The Educational Research and Development Assistance (ERDA) Foundation, Inc. has for its flagship
program, education, mostly of the out-of-school-youth. It supports programs and services in health, livelihood
and continuing education. The foundation has organized 128 children associations nationwide and the federation
is known as National Federation of Children’s Associations of the Philippines. It is a dynamic human
development organization committed to create and sustain services for economically and socially disadvantaged
children, youth, women, families and communities.
 b. Metrobank Foundation, Inc. has for its flagship project in education the SEARCH FOR OUSTANDING
TEACHERS. It annually recognizes and honors outstanding teachers of the three educational levels from schools
nationwide. The foundation, as part of its corporate social responsibility, bestows honor upon the teaching
profession by “honoring teachers who devote their lives to the development of the youth with exemplary
competence and dedication.” To date, it has 356 teacher awardees from 1985 to 2006. The foundation likewise
implements various programs in visual arts and healthcare, math challenge and other college scholarship
program. The foundation also supports third (15) and fourth (15) teacher education students enrolled in schools
that are identified as Centers of Excellence in Teacher Education in coordination with Pi Lambda Theta.
 c. Network of Outstanding Teachers and Educators (NOTED) is composed of all the winners of the
annual search. As an honor society it is committed to nurturing a culture of excellence and service among
educators through professional development, publications, research and advocacy in active partnership with
government and non-government organizations.
 d. Ayala Foundation, Inc. (AFI) is a nonprofit organization that serves as the sociocultural development arm
of the Ayala Group of Companies which works to “fulfill the needs of the whole person” through a holistic
response. It likewise works to extend the benefits of recent technological developments to a greater number of
men, women, and children. It is committed to work for the “cultivation of Filipino ingenuity and talent, as well
as the preservation of our rich culture, history and traditions.”
 e. GMA Foundation has for its mission “to give hope and a future to the Filipino family by safeguarding
human rights and upgrading standards of education”, among others. Its programs that promote literacy and
education are Donate a Book and Merit Scholarships.
 f. SM Foundation, Inc. launches a yearly project which collects books and educational materials from the
public and donates them to public schools and community libraries. Education literacy drive aims to collect more
book donations from business donors and distributes them to public schools and community libraries nationwide.
 g. Foundation for Upgrading Standards in Education (FUSE) supports training programs for teachers of
English, Science and Mathematics. Its Continuing Education via Television (CONSTEL) project which consists
of 40 episodes in Physics to assist non-physics majors, is offered through government television channels. It has
produced several thousand tapes which are distributed to secondary schools and teacher training institutions
nationwide. Other branches are in chemistry, elementary science and English. It grants full scholarships for
teachers to pursue doctorate degree in the sciences and math. It conducts a monthly assembly of teachers and
university officials for a lecture series, research dissemination and a discussion of current educational issues and
teaching concerns.
 h. Philippine Foundation for Science and Technology (PFST) has the Philippine Science Centrum as its
flagship project. It consists of science exhibits which are visited by school children. It reaches out to towns, cities
and provincial capitals through travelling exhibitions and outreach programs. To date they have more and
upgraded interactive exhibits and better facilities in halls and galleries. About 300 thousand visitors have been
accommodated by the Centrum.
 i. Books for the Barrio and Asia Foundation donate books and other printed materials to public and private
elementary and secondary schools.
 j. Bato Balani Foundation honors teachers through a “Tribute to Teachers” program.
 k. Philippine Business for Education (PBEd) is the business community’s response to the need for consensus
and sustained advocacy in education reform. The purposes of PBEd are: 1) to nurture consensus on key direction
in education reform and to initiate and lead the actions towards those directions; 2) to identify best opportunities
for pursuing strategic actions that can most effectively direct, accelerate, broaden or sustain education; 3) to
inform consideration of such strategic actions with the best available knowledge and information; and 4) to
mobilize commitment in support of consensus on the specific nature of desired actions.

3. Networking with Government Offices

 a. Literacy Coordinating Council (LCC) under the DepEd trains trainors who handle literacy training courses
among the youth.
 b. The Department of Science and Technology (DOST) supports undergraduate and graduate scholarship
programs in science and math in the Regional Science Teaching Centers which were selected Centers of
Excellence by the Technical Paned for Teacher Education.
 c. The Commission on Higher Education organizes technical panels for all professions, selects institutions as
Centers of Excellence in their chosen fields and regularly benchmarks the curricula for all degrees with
international standards.
 d. The Teacher Education Council of the DepEd focuses its programs on teacher education policies and
standards. This is the link between DepEd and CHED.

4. Networking with Media

 a. Broadcast stations such as the ABS-CBN and GMA Foundation provide assistance to school children and
teachers through its educational broadcasts, donations of instructional materials and school buildings and
conducting interviews of achievers in various professions.
 b. Government and private channels, likewise include award-winning entries to national competitions in the
fields of education, sports and healthcare.
 c. Historic and cultural events and celebrations brought to all homes promote the spirit of nationalism and
pride. Technical know-how and methodical procedures serve as welcomed guides in daily activities.
 d. Publications and prints such as the daily newspapers, magazines and other reading materials are rich
sources of information for educational purposes. Important events, international, national and local are recorded
and filed for future references. Outstanding speeches, papers read in conferences and literary pieces are prints
that provide valuable insights and enlightenment.
 e. Projected materials such as education films and projected documentaries widen children’s knowledge and
outlook for growth and development. Videotapes on the overview of the K to 12 Curriculum are likewise
available.

Reflection
It is important to the all of us especially for teachers to be aware of the linkages and networking organizations
to helps educators expand their influence beyond the classroom, share curricula, and acquire new teaching
strategies. Parents are also part of the linkage where engaged parents improve children's educational outcomes.
Standard parent involvement practices such as monitoring children's homework, reading to them, and
volunteering in schools are linked to students' positive academic and behavior. Schools alone can't stand. By the
help of institutions and networking organizations has a huge impact in the development of the school. Producing
quality students requires quality facilities. These facilities are almost given free for the betterment of both.
 COMMISSION ON HIGHER EDUCATION
ASBURY COLLEGE INC.
Poblacion, Anda, Pangasinan

JENIELYN L. CANAR RENAN B. CELESTE, EdD

ND
2 BEED Class 2 Instructor

DISCUSSION PAPER
The Teaching Profession

CHAPTER 3 - Lesson 2

The Code of Ethics for Professional Teacher: Relationship with the Secondary and Tertiary
Stakeholders

__________________________________________________________________________________

I. Learning Outcomes
__________________________________________________________________________________

1. Explain how professional teachers should relate to the state, community and
parents and all education stakeholders.
2. Determine how state, community and parents work together.
3. Apply what they learned in the actual practice.
__________________________________________________________________________________

II. Introduction
A. The Teacher and the State
The education of the child is not the sole responsibility of the school heads and teachers. In fact, school
heads and teachers cannot do it by themselves. 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. These are the State (Article II), the Community (Article
III), and Parents (Article IX). Secondary stakeholders indirectly receive the service. These are 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.
__________________________________________________________________________________

III. Discussion
__________________________________________________________________________________
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 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, collect, 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 investigations, provided that, if
the results are inimical to the declared polices of the State, they will be drawn to the
proper authorities for appropriate remedial action.
_________________________________________________________________________________

IV. Conclusion
__________________________________________________________________________________
The Cambridge English Dictionary defines a “nursery” as a “place where
babies and young children are cared for while their parents re somewhere else.”
In horticulture, a nursery is a place where young plants and trees are cultivated
and grown.
Both definitions may apply to the statement in the Code of Ethics: “schools are
the nurseries of the citizens of the state.” Indeed, parents leave their children in
schools under the care of teachers while they work. Like nurseries where young
plants are cultivated and grown, schools through teachers are entrusted with the
noble task of instilling pride in learners’ one’s cultural and educational heritage,
love of country and in sowing the seeds of national morality.
These are many things in our Filipino culture that we can be proud of and are
therefore worth preserving and passing on to maintain Filipino identity, promote
national pride and cultivate love of country.
The professional teacher shall enjoy academic freedom so he/she can
share the product of his/her researches and investigations in support of the
endless search for truth. However, this academic freedom is not absolute. It has
limits. If the research findings are damaging to the state, the research results
shall be submitted to the proper authorities for appropriate action.
__________________________________________________________________________________

V. References
https://www.studocu.com/ph/document/president-ramon-magsaysay-state-university/bachelor-of-
secondary-education/module-6-the-code-of-ethics-for-professional-teachers-relationship-with-the-secondary-
and-tertiary-stakeholders/27839380
__________________________________________________________________________________

Font Type- Arial

Font Size- 11
Line and Paragraph Spacing- 1.15
Margin- Left- 1”
Right, Top, Bottom- .5”
Paper Size: 8.5 x 13
 COMMISSION ON HIGHER EDUCATION
ASBURY COLLEGE INC.
Poblacion, Anda, Pangasinan
IVERSON C.CACHO RENAN CCELESTE, EdD
2nd BEED Class 2 Instructor

DISCUSSION PAPER
The Teaching Profession
CHAPTER 3 Lesson 2
Title of the lesson
The Teacher and The Community
I.Learning Outcomes
1.identify several roles performed by teachers in the society;
2. discuss the values of teachers as community leaders; and
3. appreciate the role of teachers in the society.
II.Introduction
The life of a teacher is neither confined in the four corners of the classroom nor limited inside the school
campus for a teacher is an active leader in the community. Teachers always take leadership roles in their
communities especially in activities and projects related to the education and welfare of young children. They
also provide leadership roles in various cultural development programs in their communities. Finally, teachers
provide technical and professional assistance in the local communities where they belong.
III.Discussion
Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall,
therefore, render the best service by providing an environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honour 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 live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have sympathetic attitude, therefore,
refrain from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community informed
about the school’s work and accomplishments as well as its needs and problems.

Section 6. Every teacher is intellectual leader in the community, especially in the barangay,
and shall welcome the opportunity to provide such leadership when needed, to extend
counselling 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 worships as appropriate, but shall not use his
position and influence to proselyte others.
IV.Conclusion
As a professional teacher, he/she provides is a facilitator of learning by ensuring that he/she provides a
favourable environment for learning. He/she acts as a leader by initiating and participating in community
activities for the benefit of community members and the community as a whole. As a community leader he/she
deals with other professionals and community officials harmoniously and professionally. Because he/she wants
to work with the community, he/she keeps people informed of developments in school. He/she does not take
advantage of his/her position as a professional teacher to proselyte. Neither does he/she criticize community
customs and traditions. Instead, he/she exerts effort to understand them with a sympathetic attitude. Above all,
to be a credible community leader, he/she earns the respect of community by behaving with dignity at all times
and so will not engage in vices such as gambling, smoking, drunkenness, and illicit relations.
V.References
https://youtu.be/q8yceqHcng4

COMMISSION ON HIGHER EDUCATION

 ASBURY COLLEGE INC
Poblacion, Anda, Pangasinan
JEROME C. DELOS SANTOS RENAN B. CELESTE,
2 BEED Class2 Instructor
DISCUSSION PAPER
The Teaching Profession
CHAPTER 3 Lesson 2
The Code of Ethics for Professional Teachers Relationship with the
Secondary and Tertiary Stakeholders
I. Learning Outcomes
1. In this lesson, we will know what is all about The Code of Ethics for Professional Teachers Relationship
with the Secondary and Tertiary Stakeholders(The Teacher and the Parents)
2. To know what is the Article IX about and to know what is all about the sections
3. To know further what is all about (The Teacher and the Parents)
II. Introduction
Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit
their confidence and respect. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him, exercising utmost candour and tact in pointing out the learner’s deficiencies
and in seeking parent’s cooperation for the proper guidance and improvement of the learners. The teachers
may talk to every parents on what happening to their child for improving and guiding their students at all.
III. Discussion
ARTICLE IX THE TEACHER AND 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 painting 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 shall discourage unfair criticism.
Do’s and Don’ts
Do start with a positive about their child.
It Comforts parents, shows you care and lets them know you notice their child. Plus, it will make it easier when
you need to give constructive feedback about their child if they have received positive feedback first.
Do communicate with parents early and often
It is important to always take the first. Opportunity to engage with parents of new. Pupils and introduce them to
the school. Gaining their immediate support will help to facilitate a long-lasting partnership A consistent
approach ensures parents remain up to date with school events and their child’s education.
Do share an example of a student’s reflection during the conference.
Whether written or recorded, it brings the child’s voice into the conference and allows them to take ownership of
their learning and Behavior.
Do emphasize the important role parents have in their child’s education
Parents want to feel valued and they want what’s best for their child. By using home- school communications to
emphasize how important parents are to their child’s education, you can quickly secure their backing.
Create a School Communication Policy
Defining the parameters of your school communication with parents helps to maintain high standards. To do
this, you should write and implement a school communication policy. The policy will cover more than just
communication with parents, it should also govern style, tone, grammar, and preferred channels.
Don’ts
Don’t arrive unprepared.
Parents will most likely ask How is my child doing? Have specific examples ready to share that will show where
their child is excelling and in what areas they need more practice or support.
Don’t Take an Authoritative Approach- Be Warm and Human
While school communications should be written in a formal style, there is a balance to be struck. A crucial aim
of school-parent communication is working together and forming a strong relationship. An impersonal approach
to these communications can prove to be divisive and will only alienate parents.
Don’t Limit Communications to Negative Situations-Accentuate the Positive
Waiting for bad news before getting in contact with parents is not a successful approach to school
communications. It immediately makes parents fear receiving communications and also makes your school
appear negative.
Don’t talk about other students.
Try to keep the focus on how their child is doing, not comparing him her to anyone else or discussing a social
conflict that happened in school.
Don’t forget that it’s a team effort
Though you may know their child well as a student, the parents have known them their whole life. You need
their support just as much as they need yours.
How is professionalism manifested when a parent complains to a teacher for her son’s failing grade?
Objectively show how the failing grade came about and assures the parent that the son is given all the
academic help he needs.
How should a professional teacher respond to unfair criticism raised by parents?
Listen to the criticism but discourages it
IV. Conclusion
Teachers need to connect with parents, his/her partners in the education of the learner. For the partnership to
flourish, teacher shall maintain cordial relations with parents. This relationship remains cordial if a teacher is
sincere and tactful in reporting child’s progress.
V. References
https://etico.iiep.unesco.org/sites/default/files/2019-02/philippines_code_of_ethics_fo_professional_teachers.pdf
https://www.turnitin.com
https://www.studocu.com

COMMISSION ON HIGHER EDUCATION

ASBURY COLLEGE INC.
Poblacion, Anda, Pangasinan

CHIALE C. CAIGA RENAN B. CELESTE, EdP

2nd BEED Class 2. Instructor

DISCUSSION PAPER
The Teaching Profession

CHAPTER 3- Lesson 3
The Code of Ethics for Professional Teachers: Relationship with the Internal Stakeholders

I. Learning Outcomes
1. Explain how the professional teacher should relate to the learners.
2. Applying the principles in the actual practice.
3. Understand how the internal stakeholders work together.
II. Introduction
The learners are our primary internal stakeholders. They have no choice over the kind of teacher given them.
Fortunate are the learners who are in the classes of professional caring teachers. Unfortunate are those whose
teachers are a contrast of the caring and compassionate teachers. Behaving in a way that embodies the ideal
teacher-learner relationship creates a culture of mutual respect, minimizes the likelihood of student
mistreatment and optimizes the educational experience. The teacher should give each student the support they
need, encourage and challenge students to develop their own learning and knowledge.
III. Discussion
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,
observing the process.
Section 2. A teacher shall recognize that the interest and welfare of the 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 learners nor make deductions from their
scholastic ratings as a punishment for acts which are clearly not manifestations of poor scholarship.
Section 9. A teacher shall insure that conditions contributive to the maximum development of learners are
adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.
IV. Conclusion
We already know that the learners are the primary internal stakeholders of education. The school was
created for the learning of students and to spread education. The teacher imparts knowledge and learning and
the students acquire knowledge and learning. When we say internal stakeholders, they work within the school
or directly involved in school like the students, teachers. Each stakeholders plays an important role that works
together to achieve the aim for academic success.
V. References
https://www.studocu.com/ph/document/president-ramon-magsaysay-state-university/bachelor-of-
secondary-education/module-7-the-code-of-ethics-for-professional-teachers-relationship-with-the-
internal-stakeholders/27839401

Ryan Jay

Code of Ethics for Professional Teachers

ARTI LE IV

THE TEACHER AND THE PROFESSION

Every teacher shall actively help insure that teaching is the noblest propession, and shall manifest genuine eathusiam
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 preparation for the
career of teaching, and shall be at his best at all times in the practice of his profession.

SECTION 3

Every teacher shall participate in the continuing professional education ( CPE) program of the professional Regulation
Commission, and shall pursue such other studies as will improve his efficiency, enhance the pregtige of the profession,
and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive.

SECTION 4

Every teacher shall help, if duty authorized to seek support for 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 a dignified means for earning a decent living.

COMMISION ON HIGHER EDUCATION

ASBURY COLLEGE INC.
Poblacion, Anda, Pangasinan
NICOLE G. ARENIEGO RENAN B. CELESTE, EdD
2nd BEED Class 2 Instructor
 DISCUSSION PAPER
The Teaching Profession
CHAPTER 3 – Lesson 4
The Code of Ethics for Professional Teachers: His/Her
Person, Professional and Business
I. Learning Outcomes
1. In this lesson, we will know what is all about The Code of Ethics for Professional Teachers: His /Her Person,
Professional and Business
2. To know what is the Article XI about and to know what is all about the sections.
3. To know further what is all about (The Teacher as a Person).
II. Introduction
Article XI, the teacher as a person, is the focus of this second part of Lesson 4. A teacher is a person who helps
others to acquire knowledge, competences or values. Teacher is a designation for the office, position, and profession
for someone who devotes himself in the field of education through patterned educational interaction, formal and
systematic. "The teacher is a professional education with the primary task of educating, teaching, guiding, directing,
train, assess and evaluate learners in formal education, in primary education and secondary education". The teacher
is a figure of the greatest role in determining the quality of learning in an educational institution called school.
III. Discussion
THE TEACHER AS A PERSON
Section 1. A teacher shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as the principle 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 model worthy of emulation by
learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or Being as guide of his own destiny and of the destinies of men and
nations.
IV. Conclusion
Teacher should always be a person with a good moral character. I just had this realization that teachers should
have a self-assessment, in a way that they will try to know the things that they have to improve morally. Morality
is not just to know what is right from wrong but it is also trying to make things right if it is wrong. A person should
have a good moral character, especially teachers even they are from the past, present, and in the near future.
Teachers should know the importance and essence of their existence inside and outside the classroom.
V. Reference
https://www.scribd.com/presentation/433705145/Lesson-4

COMMISSION ON HIGHER EDUCATION

ASBURY COLLEGE INC.
Poblacion, Anda, Pangasinan

RONALYN C. BALANAG RENAN B. CELESTE, EdD

2nd BEED Class 2 Instructor
DISCUSSION PAPER
The Teaching Profession
CHAPTER 3 – Lesson 4
The Code of Ethics for Professional Teachers: His/Her Person, Professional, and Business (The Teacher
and Business )

I. Learning Outcomes
1. To know further what is all about The Teachers and Business.
2. To know what is Article X, and to have a knowledge about it.
3. To know what is the main point of the 3 sections.

II. Introduction
In this Article we well known if teacher can hold a business or a part time job. Teaching provides a
unique skill set and the ability to work with children of various ages and abilities. Educators wanting
to earn more income or expand their capabilities outside of the classroom could consider starting a
teacher alongside as a way to use their free time. If you're a teacher considering different income
streams, deciding on a small business idea is a valuable way to improve your earnings.
III. Discussion
ARTICLE X

THE TEACHER AND BUSINESS

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

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

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

IV. Conclusion
A teacher is someone who teaches students to learn about things. Their purpose is to make you a
better person and helps you get ready for your future. Teachers deserve higher salaries because
teachers are not only physically stressed but also mentally and emotionally. I believe that Success
Comes To Those Who Work.This is truly the number one lesson that I have learned as a teen
entrepreneur. Every single time that I put in work, I get a proportional amount of results and
successes from that work. The more work that I put in, the more success that occurs in my life, the
more happy coincidences occur, and the more I realize that I achieve.
V. Reference
https://depedtambayan.net/the-code-of-ethics-for-professional-teachers/