1

Unit 2: The Teacher and the Society

Dr. Eleanor S. Jamero

Teaching is not only service, a

profession or a job; it is a
pillar of the society

Introduction:

In the 21st century, teachers are facing more challenging roles in the society.
They are no longer simple transmitters of knowledge but rather they become key
facilitators of learning. In their hands lie the realization of the educational goals set by
the state, therefore society expects much from the teachers. As what Lim, Caubic, and
Casihan (2014) pointed that teachers are regarded as architects of the future
generation, hence, they are expected to perform their roles not only within the walls of
the classroom but beyond into the community. They added that teachers must possess
state-of-the-art knowledge, skills, values and competences that would make them
effective teachers for the 21st century learners. In Unit 2 The Teacher and the Society,
you will be presented with the professional as well as personal attributes of teachers
which can make them effective facilitators of learning. Before you start, take this
challenge first.

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Lesson 1: The Demands of Society from the Teacher

as a Professional

Learning Outcomes

1. Discussed the meaning of a teacher as a professional;

2. Explained what society expects from the teacher as a professional; and

3. Explained the professional competencies that a teacher should possess.

SPARKING

Acrostic. Create an acrostic of the word TEACHERS about what the society expects
from them.

T Teaches with competence

E
A
C
H
E
R
S

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PROBING

Answer these questions briefly:

1. What does your list tell about what the society expects from teachers?
2. How do you find this? Do you still want to continue your desire of being a
teacher?

DEEPENING

The Teacher as a Professional

The Code of Ethics for Professional Teachers define the professional teacher as 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 set of ethical and moral principles, standard, and values.” According to Bilbao,
Corpuz, Llagas, & Salandanan (2018), a professional teacher is one who went through
long years of preparation to earn a teacher education degree recognized by the
Commission on Higher Education (CHED) and successfully passed a Licensure
Examination for Teachers (LET) administered by the Board for Professional Teachers
with the supervision of the Professional Regulation Commission (PRC). By passing the
LET, a teacher obtains a license which he/she is obliged to renew every three years on
condition that he/she can show proof of Continuing Professional Development (CPD).

It is recognized that the main task of the professional teacher is to teach with
competence. Thus, teaching competence is elaborately presented in the different models
of effective teaching and the Philippine Professional Standards for Teachers (PPST). The
PPST will be briefly discussed in this lesson but more of it will be tackled in the
succeeding unit. Now, take a look at the different models of effective teaching.

Models of Effective Teaching

A. Robert Marzano’s Causal Teacher Evaluation Model

- Focuses on developing teachers in the classroom, hence it establishes the

direct cause and effect relationship between teaching strategies and student

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achievement that helps teachers and leaders make the most informed
decisions that yield the greatest benefits to students.
- Uses a unique granular evaluation approach by offering very specific feedback
to teachers on teaching strategies that have been validated by years of data
analysis.
- Is organized into four domains consisting of 60 elements that build on each
other to support growth (Bilbao, Corpuz, Llagas, & Salandanan, 2018).

The four domains are:

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 hypothesis
 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

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B. Charlotte Danielson Framework for Teaching

 Originally developed in 1996, the framework for professional practice identifies
aspects of a teacher's responsibilities, which are supported by empirical studies
and help to improve student learning.
 created to capture “good teaching” in all of its complexity and is comprised of
four domains:
1. planning and preparation
2. the classroom environment
3. instruction
4. professional responsibilities
 reflecting on teaching
 maintaining accurate records
 communicating with families
 participating in the professional community
 growing professionally
 showing professionalism
 Each domain includes separate components, which are used to assess the
individual’s performance in the domain.

C. James Stronge – Teacher Effectiveness Performance Evaluation System

(TEPES)
 developed for collecting and presenting data to document performance
based on well- defined job expectations. It provides a balance between
structure and flexibility.
 is prescriptive because it defines common purposes and expectations,
thereby guiding effective instructional practice.
 it provides flexibility, thereby allowing for creativity and individual teacher
initiative. The goal is to support the continuous growth and development
of each teacher by monitoring, analyzing, and applying pertinent data
compiled within a system of meaningful feedback.
 The distinguishing characteristics of TEPES are:
1. a focus on the relationship between professional performance and
improved learner academic achievement
2. sample performance indicators for each of the teacher performance
standards

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3. a system for documenting teacher performance based on multiple data

sources
4. a procedure for conducting performance reviews that stresses
accountability, promotes professional improvement, and increases the
involvement of teachers in the evaluation process
5. a support system for providing assistance when needed.

The performance standards include the following:

1. Professional Knowledge – The teacher demonstrates an understanding
of the curriculum, subject content, and the developmental needs of
students by providing relevant learning experiences.
2. Instructional Planning – The teacher plans using the state’s standards,
the school’s curriculum, effective strategies, resources, and data to meet
the needs of all students.
3. Instructional Delivery – The teacher effectively engages students in
learning by using a variety of instructional strategies in order to meet
individual learning needs.
4. Assessment of/for Learning – The teacher systematically gathers,
analyzes, and uses all relevant data to measure student academic
progress, guide instructional content and delivery methods, and provide
timely feedback to both students and parents throughout the school year.
5. Learning Environment – The teacher uses resources, routines, and
procedures to provide a respectful, positive, safe, student-centered
environment that is conducive to learning.
6. Professionalism – The teacher maintains a commitment to professional
ethics, communicates effectively, and takes responsibility for and
participates in professional growth that results in enhanced student
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)
- McREL, an internationally recognized private, non-profit organization located in
Denver, Colorado is dedicated to improving education for all students through

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applied research, product development, and service.

The specific purposes of the McREL Teacher Evaluation System are to:
1. Measure the performance of individual teachers.

2. Guide teachers as they reflect upon their effectiveness.

3. Serve as the basis for instructional improvement.

4. Focus the goals and objectives of schools and districts as they support,
monitor, and evaluate their teachers.

5. Guide school and district professional development programs for teachers.

6.Provide input for developing coaching and mentoring programs for teachers.

The Professional Teaching Standards

1. Standard I: Teachers demonstrate leadership

2. Standard II: Teachers establish a respectful environment for a diverse
population of students
3. Standard III: Teachers know the content they teach
4. Standard IV: Teachers facilitate learning for their students
5. Standard V: Teachers reflect on their practice

Philippine Professional Standards for Teachers (PPST)

The PPST is a public statement of what teachers need to know, value, and be able to do
in their practice which is built on the National Competency-based Teacher Standards
(NCBTS). It has four career stages: Beginning, Proficient, Highly Proficient, and
Distinguished. It comprises of seven domains with 37 strands and 37 indicators for each
career stage. According to DO No. 42, s. 2017, the PPST “shall be used as a basis for all
learning and development programs for teachers to ensure that teachers are properly
equipped to effectively implement the K to 12 Program.” Teacher performance appraisals
shall also be aligned to the PPST. Further, the PPST can also be used for the selection
and promotion of teachers. It aims to:
1. set out clear expectations of teachers along well-defined career stages of
professional development from beginning to distinguished practice;

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2. engage teachers to actively embrace a continuing effort in attaining proficiency;

and
3. apply a uniform measure to assess teacher performance, identify needs, and
provide support for professional development.
The PPST tries to elaborate on the different characteristics quality teachers
should possess. These include the following:
 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. They apply developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research. They display proficiency in
Mother Tongue, Filipino, and English to facilitate the teaching and learning
process, as well as exhibit the needed skills in the use of communication
strategies, teaching strategies and technologies to promote high-quality learning
outcomes.
 Provide learning environments that are safe, secure, fair, and supportive in order
to promote learner responsibility and achievement. They create an environment
that is learning-focused and they efficiently manage learner behavior in a
physical and virtual space. They utilize a range of resources and provide
intellectually challenging and stimulating activities to encourage constructive
classroom interactions geared towards the attainment of high standards of
learning.
 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. They encourage the celebration of diversity
in the classroom and the need for teaching practices that are differentiated to
encourage all learners to be successful citizens in a changing local and global
environment.
 Interact with the national and local curriculum requirements. They translate
curriculum content into learning activities that are relevant to learners and based
on the principle of effective teaching and learning. They apply their professional
knowledge to plan and design, individually or in collaboration with colleagues,
well-structured and sequenced lessons that are contextually relevant, responsive
to learners’ needs and incorporate a range of teaching and learning resources.

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They communicate learning goals to support learner participation, understanding

and achievement.
 Apply a variety of assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement. They use
assessment data in a variety of ways to inform and enhance the teaching and
learning process and programs. They provide learners with the necessary
feedback about learning outcomes that inform the reporting cycle and enables
teachers to select, organize and use sound assessment processes.
 Establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process.
They identify and respond to opportunities that link teaching and learning in the
classroom to the experiences, interests and aspirations of the wider school
community and other key stakeholders. They understand and fulfil their
obligations in upholding professional ethics, accountability and transparency to
promote professional and harmonious relationships with learners, parents,
schools and the wider community.
 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. They value personal and
professional reflection and learning to improve their practice. They assume
responsibility for personal growth and professional development for lifelong
learning.

Professionalism: The Hallmark of a Professional

Teachers are professionals. They belong to a profession which society regard as the
noblest profession. Professionalism is a competence or skill expected of a professional. It
is a hallmark of a professional. The Code of Ethics for Professional Teachers explains
professional conduct as

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 dealing with his pupils or

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students, the teacher should ever strive to be professionally correct, friendly, and
sympathetic.

APPLYING

1. Student-Generated Organizer
Instructions: Identify the professional qualities a teacher should possess. Show
these qualities in a graphic organizer.
2. Sentence Completion
Instructions: Complete the sentences to complete the idea.
1. To meet the expectations of the people in the community, as a teacher I must
____________________________________________________________.
2. A teacher is considered a professional, he/she is
______________________________________________________________.

References:
 Bilbao, P., Corpuz, B. Llagas, A., &Salandanan, G. (2015). The teaching profession.
3rd Ed. Metro Manila: Lorimar Publishing House, Inc.
 Bilbao, P., Corpuz, B. Llagas, A., &Salandanan, G. (2018). The teaching profession.
4th Ed. Metro Manila: Lorimar Publishing House, Inc.
 Charlotte Danielson Framework for Teaching. (nd). Retrieved from
https://static1.squarespace.com/static/5942abe2bebafb3949a9aa10/t/596e7cb2a5790aa
b89b70c8b/1500413108225/CHA-DET
Michigan_Educator_Evaluation_Postings_and_Assurances_Teacher_District-
Approved_Tool_533453_7AC123AMCth-003.pdf
 DepEd Order No. 42, s. 2017
 James Stronge – Teacher Effectiveness Performance Evaluation Systemchttp://mnprek-
3.wdfiles.com/local--files/teacher-effectiveness/TEPES%20-%20Stronge.pdf
 Lim, L., Caubic, R., &Casihan, L. (2014). The teaching profession. Manila: Adriana
Publishing Co. Inc.
 McREL’s Teacher Evaluation System (2010). Retrieved from http://schoolbusads.org/wp-
content/uploads/2012/08/Teacher-Evaluation-Participant-Manual-20110211-2.pdf

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Lesson 2: The Demands of Society from the Teacher as

a Person

Learning Outcomes

1. Identified the personal qualities that a professional teacher should possess;

2. Discussed the responsibilities expected of a professional teacher; and

3. Explained what a teacher must do, must have and must be in order to cope with
the demands of the society.

SPARKING

TEACHER RECALL. Identify five persons in your community that you want to
participate in the activity, “Teacher Recall.” You ask them to recall one most memorable
teachers who was able to make a great impact in their lives. They have to list down five
personal qualities that this teacher possesses. You may consolidate their answers in the
matrix below.

Name of Teacher Qualities

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PROBING
PROBING

POOL THE ANSWERS TOGETHER. Perhaps you would notice that many of the
answers given by your participants are similar, so cluster them together like for example
committed, dedicated or passionate can be one group. If there are words that are
standalone, so be it. Based on the survey you conducted, what are the most cited
personal attributes a professional teacher should have?

DEEPENING
DEEPENING

A Professional Teacher
What is a professional teacher? Lim, Caubic, and Casihan (2014) use a metaphor of the
mountain and the teacher to identify the salient personal qualities of a professional
teacher.

The mountain is a huge creation that stands towering over all other structures in the
land. It stands majestic and impressive providing a soothing effect when viewed from a
distance. Its stature is a symbol of strength and stability. Because of its elevated position,
the mountain receives the first rays of the sun at dawn. The radiance of the sun’s rays on
the summit creates a beautiful panorama to behold. It is a spectacular scene to lay the
eyes on. The mountain provides shelter to animals and other creatures living in it. At
times when the rain comes, the soil in the mountain is eroded and water flows freely to
the land and rivers below. The rainwater from the mountain fertilizes the land at the foot
of the mountain. The plants grow and produce abundant harvest for the people living in
the area.

They wanted to emphasize that the grandeur of the mountain denotes strength
and stability. The same is true with the teachers. In order for teachers to perform their
duties efficiently and effectively, they must be healthy and fit. When one is mentally and
physically healthy, he/she has the vitality and enthusiasm to carry out his responsibilities
to the helm. They are always ready and committed to guide the learners in the teaching
and learning process.
In Unit 1, you have tackled that teaching is a noble profession, thus, it is a
privilege to be a great teacher. The privilege carries great responsibilities which the

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society expects every teacher to perform. Dr. Evelyn A. Mejillano of the University of the
Philippines College of Education mentioned that an effective teacher is responsible to his
students because of his/her broad range of impact on their lives. Every teacher has six
basic responsibilities that need to be carried out. These are:
1. Encourages free pursuit of learning. How?
1.1 knows the content to be learned (content competence)
1.2 uses teaching strategies to foster learning (pedagogical competence)
1.3 knows who and how students learn
1.4 remains current in the content
1.5 presents accurate and balance views from the field
1.6 contributes to student intellectual development and independent thinking
2. Demonstrates respect for students. How?
2.1 recognizes and respects individual differences
2.2 is aware of students’ cultural, physical, religious choices and values
2.3 welcomes and respects active participation
2.4 keeps promised appointments
2.5 comes to class prepared for the lesson
2.6 trusts in the discussion of sensitive issues
3. Respects confidentiality. How?
3.1 respects students’ privacy on issues of self-disclosure
3.2 does not post grades without the permission of students
3.3 does not leave test papers in one corner for students to get them at their
convenience
4. Models the best scholarly and ethical standard. How?
4.1 is a thinking person (think before you speak)
4.2 establishes a personal standard of scholarship and living
4.3 differentiates emotion from reason
4.4 models or demonstrates critical discussion with students and colleagues
5. Posters academic conduct and ensure fair evaluation. How?
5.1 gives students fair chance to demonstrate their abilities
5.2 does not allow academic dishonesty
5.3 assesses students’ progress accurately
5.4 treats each student fairly ( no favoritism)
5.5 gives regular feedback on student progress

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6. Avoids exploitation, harassment or discrimination. How?

6.1 avoids sexual, racial, religious or intellectual harassment
6.2 maintains relationship at professional level
6.3 does not receive special benefits and gifts of money value
In order to meet these responsibilities,teachers should possess certain qualities.
Bilbao, Corpuz, Llagas, and Salandanan (2018) presented in their book the 12
characteristics of an effective teacher gathered from a longitudinal study on more than
one thousand essays of teacher education students conducted by Robert j. walker. The
list includes the following:

1. Prepared – comes 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

Effective teachers who possess these qualities can become great teachers whom
every learner would wish to have. How can you be a great teacher? Watch the video,
“The One Thing All Great Teachers Do” by Nick Fuhrman | TEDxUGA which can be
retrieved at https://www.youtube.com/watch?v=WwTpfVQgkU0

Teachers being professionals should possess professionalism as described in Section 1-

4 of Article XI of the Code of Ethics for Professional Teachers.
Section 1: A teacher shall live with dignity at all times.

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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.
Likewise, Section 7 of R.A. 4670 cites integrity as an essential trait to be possessed
by a professional teacher. It reiterates that 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.
In the context of the new normal, where teachers are expected to use technology in the
delivery of instruction, much is expected from them in upholding professionalism.
(To know further about the topic and gain insights about professionalism, please watch
the Video on “Online Professionalism for Teachers” to be retrieved from the
urlhttps://www.youtube.com/watch?v=Dz333YW9awg )

Reflection: What are your realizations after watching the video?

APPLYING

1. Poetry Integration
Instructions: Read the poem, “You Are a Teacher” and answer the questions that
follow: (Source: Bilbao, et. Al (2018).The teaching profession 4th ed.)

You are a Teacher

If I speak interestingly, effectively, and well,
But do not understand my students
I am a noisy gong or a clanging cymbal,
If I know all of the methods and techniques of teaching,
If I have complete faith that they will work,

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So that I use them completely,

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

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Questions:
1. While reading the poem, what mental portrait of the teacher in the classroom
and the teacher in the community is painted in your mind?
2. Read through the poem by replacing I with your name. It goes like this: Calleigh,
You are a Teacher.

If Calleigh speaks interestingly, effectively and well

But does not understand her students

Calleigh is a noisy gong or a clanging cymbal…

(continue until you finish the whole poem with your name on it…)

 Describe and explain what you felt when you read your name through the
lines of the poem.
2. Sentence Completion

This is how one describes professionalism:

“You have to perform at a consistently higher level than others. That’s the mark
of a true professional. Professionalism has nothing to do with getting paid for
your services.”

From your own perspective, what is professionalism? Cite a concrete example of

professionalism.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________

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How
HowMuch
Much Have YouLearned
have You Learned?

Directions: Identify the qualities of a professional teacher. Fill in the tree diagram.

The Professional Teacher

Personal Qualities Professional Qualities

References:

 Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2015). The Teaching Profession.
 3rd Ed. Metro Manila: Lorimar Publishing House, Inc.
 Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2018). The Teaching Profession.
 4th Ed. Metro Manila: Lorimar Publishing House, Inc.
 Lim, L., Caubic, R., & Casihan, L. (2014). The Teaching Profession. Manila: Adriana
 Publishing Co. Inc.

“The first step to

connect your
classroom
Module for to the
The Teaching Profession WVSU 2021[Type text] Page 18

world is to