TEACHING PROFESSION
Subjects other
PHILOSOPHIES OF EDUCATION
• ESSENTIALISM-Arthur Bestor, basic,
intellectual discipline, standardized test
• PERRENIALISM-Socratic teaching, great
works, eternal truths
• EXISTENTIALISM-Student find teachers,
follows interest, student choice
• PROGRESSIVISM-Democratic classroom,
learning by doing, collaboration
• RECONSTRUCTIONISM-Better society,
students as change agents
• BEHAVIORISM-Teacher present stimulus
and waits for response
• CONSTRUCTIVISM-Experiential learning
• RATIONALISM-Deductive thinking,
homogenous grouping; labelling
• EMPIRICISM-Blank slate, our knowledge of
the world develop through our experiences
• UTILITARIANISM-Best action is the one that
maximizes utility, greatest happiness for
greater number of people
ELEMENTS OF A PROFESSION
• Initial Professional Education
• Accreditation
• Regulation (PRC)
• Continuing Professional Development
(RA 10912)
• Professional Societies (PAFTE- The
Philippine Association for Teacher
Education)
• Professional Code of Ethics
HISTORICAL DEVELOPMENT OF EDUCATION IN
THE PHILIPPINES
❖ PRE-SPANISH
- Education is for Survival, Conformity,
and Enculturation
- Informal Educational, Practical Training,
Theoretical Training
- Method of education is through: tell me
and show me, observation, and trial and
error
❖ SPANISH PERIOD
- The purpose of education is to
propagate Christianity
- The religious orders introduced the
parochial school concept. Parochial
schools started in Cebu in 1565 by the
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Augustinian missionaries.
than the Doctrina like simple arithmetic,
music and various arts and trades were
offered.
- Academic education higher than
parochial schools that were established
are the “colegios” for boys and the
“beatrios” for the girls which are
equivalent to the present high schools
❖ AMERICAN PERIOD
- The aim of education is to reach
democracy as a way of life
- Formal Education was established
- Education is through socialized
recitation, encouraged more students’
participation and disputation
- The education act of 1901, also known
as Act. No. 74 of the Philippine
Commission was promulgated to:
- Established a department of Public
Instruction.
- Created the Philippine Normal School
- Reading, witting, arithmetic, language,
GMRC, civics, hygiene and sanitation,
gardening, domestic science, American
History, and Philippine history were the
subject areas for study
- English as common language
- Four-year primary and three-year
intermediate; four-year high school;
four-year college
- University of the Philippines established
❖ COMMONWEALTH
- Reading, witting, arithmetic, language,
GMRC, civics, hygiene and sanitation,
gardening, domestic science, American
History, and Philippine history were the
subject areas for study
- Education aimed to continue the
Commonwealth was to help prepare for
the coming independence of a new
Filipino nation.
- Education Act of 19401otherwise known
as Commonwealth Act 586 provided for
the complete revision of the public
elementary school system by:
- Shortening of elementary grades to six
years
- Adoption of double-single sessions in
the primary grade with one teacher
- One class assignment of intermediate
teachers.
 -Act No. 4007 completely abolished
matriculation fees
- Executive Order No. 134 in 1936
designated Tagalog as the basis of the
national language.
❖ JAPANESE
- Education aimed at making people
understand the position of the
Philippines in the Greater East Asia Co-
Prosperity Sphere being advocated by
Japan. It aimed at:
- Striving for the diffusion of the Japanese
language in the Philippines and the
termination of the use of the English
language in schools
- Inspiring the people with the spirit to
love labor
- Training was done formally through the
schools, which gave more emphasis on
vocational, technical, agriculture
- Reopening of schools
- Opening of vocational schools
❖ THE REPUBLIC
- Curricular content stressed:
- Social orientation as manifested by the
conservation of the Filipino heritage
- Training for occupation
- Promotion of democratic nation
building
- A new thrust on community
development
- RA 1079- permanent civil service
eligibility for teachers
- RA 1124 created Board of National
Education
- RA 1265 compulsory daily flag ceremony
- RA 1425- Rizal Law
- RA 4670 Magna Carta for Public School
Teacher
- RA 5447 Special Education Fund- to fund
provincial schools
- RA 6054 Barrio High School Law by Dr.
Pedro T. Orata
❖ THE NEW SOCIETY
- The aim of education is for national
development
- Made education relevant to the needs
of the changing world
- Proclamation 1081 on September 21,
1972 started educational revolution
- Adoption of the acronym PLEDGES –
Peace and order; Land reform;
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Economic development; Development
of moral values; Government
reorganization; Employment and
manpower development; Social services
- Bilingual Education Policy
- Curriculum focused on 3Rs; integration
of values; mastery learning
Initiated:
-Project IMPACT- Instructional
management by Parents, Community,
and teachers
- ISOSA – In School, Off School Approach
- CPS – Continuous Progression Scheme
- PRODED – Program for a Decentralized
Educational Development
- NCEE – National College Entrance
Examination
- NEAT – National Elementary
Assessment Test for grade VI- battery of
achievement test of multiple choices.
- NSAT – National Secondary Assessment
Test replaces NCEE; not a prerequisite
to entrance to college, 20% of the result
is computed to the GPA.
❖ THE PRESENT
- DECS Order No. 6, s. 1998, issued by
Education Secretary Lourdes R.
Quisumbing, strengthens the teaching
of values in the New Elementary School
Curriculum (NESC) launched in SY 1989-
90 under the Program for Decentralized
Educational Development (PRODED)
and Secondary Development Program
(SEDP) respectively.
- National budget appropriates the
highest allocation
- Implementation of NESC – addressed to
civic, intellectual and character
development of the child. Its features
are:
- Fewer learning areas; emphasis on
mastery learning
- Focused on the development of the 3Rs
- Emphasis on the development of the
intellectual skills which are as important
as work
- skills
- Multi-disciplinary treatment of
curriculum content
 - Student-centered; cognitive-affective; QUALIFICATIONS FOR LET TAKERS
emphasis on Science and Technology;
1. A citizen of the Philippines or an alien
critical thinking emphasized
whose country has reciprocity with the
- RA 7722- CHED
Philippines in the practice of the teaching
- RA 7796- TESDA
profession
RA 7784 CENTREXES
2. At least eighteen (18) years of age
- RA 7687 S&T scholarships under DOST
3. In good health and of good reputation with
- RA 7168 Philippine Normal College to
high moral values
Philippine Normal University
4. Has not been convicted by final judgment
- RA 7731 abolished NCEE (National
5. For teachers in preschool, (BECED)
College Entrance Examination)
6. For teachers in the elementary grades
- RA 7836 LET administered by PRC
(BSEED)
P.D. 1006 DECREE PROFESSIONALIZING TEACHING 7. For teachers in the secondary grades, a
bachelor's degree in education or its
- PBET Passing score = 70, no rating
equivalent with a major and minor, or a
below 50 in any subject
bachelor's degree in arts and sciences with
- NBT (National Board for Teachers)
at least ten (10) units in professional
- Results within 150 days
education
- Professional Teaching Certificate =
8. For teachers of vocational and two-year
Evidence
technical courses, a bachelor's degree in the
- Registration Reciprocity
field of specialization or its equivalent, with
- No Certificate – No Practice
at least eighteen (18) units in professional
- Fine (P1,000-P5,000) or (Imprisonment
education.
of 6 months – 2 years)
RA 7836 REVOCATION OF CERTIFICATE OF
R.A. 7836 PHILIPPINE TEACHERS
REGISTRATION (SEC. 23)!!!
PROFESSIONALIZATION ACT OF 1994
✓ Conviction by a court
- Regulation of the Teaching Profession
✓ Immoral, unprofessional or dishonorable
- LET
conduct
BPT (Board for Professional Teachers) ✓ Mentally unsound or insane
✓ Malpractice, gross incompetence, gross
5 Members (Chairman, Vice-Chairman, 3 Members)
negligence or serious ignorance of the
- shall be appointed by the President
practice of the teaching profession
QUALIFICATIONS OF BOARD MEMBERS ✓ Perpetration of any fraud or deceit in
obtaining a certificate of registration,
1. Citizen and resident of Philippines
professional license or special/temporary
2. At least 35 years of age
permit
3. Good moral character
✓ Chronic inebriety or habitual use of drugs
4. Has not been convicted of any crime
✓ Violation of the code of ethical and
5. Graduate of Education Course
professional standards for professional
6. Preferably Master’s/Doctor’s Degree Holder
teachers.
7. Valid Professional License and Valid COR
✓ Unjustified or willful failure to attend
8. At least 10 years of Teaching Experience
seminars, workshops, conferences or
9. No pecuniary interest for at least 3 years
continuing education programs prescribed
10. Member of APO
by the board.
11. Not affiliated with a review center
RA 7836 REGISTRATION AND EXCEPTION (SEC.
RA 7836 SECTION 18!!!
26)!!!
Every registrant shall be required to take his
✓ A holder of certificate of eligibility by CSC
professional oath before practicing as a
and DECS
professional teacher.

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 ✓ A registered professional teacher with the
NBT (PD 1006)
✓ An elementary or secondary teacher for 5
years in good standing and a holder of
Bachelor of Science in Education or its
equivalent (para-teachers)
✓ A elementary or secondary teacher for 3
years in good standing and a holder of a
master’s degree in education (para-
teachers)
PERIODIC MERIT EXAMINATION
✓ Oral and Written examination
✓ Once in every five (5) years
✓ No examination fee
Incentives
✓ Diploma of merit
✓ Earn merit points for purposes of
promotion in salary or to a higher position
or grade level
✓ Be placed in the priority list for government
scholarship
R.A. 9293 AMENDMENT TO R.A. 7836
Special Permits:
- Para- teachers
- International Recognition (Lea Salonga,
Manny Pacquiao, Paeng Nepomuceno)
- 5 years inactive teachers take refresher
course
- 12 units of education courses (6 units
pedagogy; 6 units context courses)
TEACHING AS YOUR VOCATION, MISSION AND
PROFESSION
A. TEACHING AS A VOCATION
Teaching as a vocation is a calling that a teacher
has to listen to and responds for:
• You said YES to your call to teach.
• You commit yourself in the total
transformation of the learner
• You consider teaching as a lifetime
commitment thus aim through the years
towards quality teaching
B. TEACHING AS A MISSION
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Teacher has its own purpose or objective to be
accomplished
• It is a “task” entrusted to you in this world
• It is you assigned task, thus, you have to
prepare for it
• It calls for a continuing professional
education
C. TEACHING AS A PROFESSION
Teaching is a noble profession.
• You must be willing to go through a
difficult period of preparation (arduous)
and a continuing professional development
• You must strive for excellence
• Commit yourself to moral, and ethical and
religious values and dedicate yourself to
public service
MODELS OF EFFECTIVE TEACHING
1. Robert Marzano- Marzano believes that
teachers need to choose areas of improvement
throughout the year and administrators should be
responsible for providing opportunities to observe
effective strategies of other teachers.
2. Charlotte Danielson- Danielson divides the
complex activity of teaching into twenty-two
components clustered into four domains of
teaching responsibility: (1) planning and
preparation, (2) the classroom environment, (3)
instruction, and (4) professional responsibilities.
3. James Stronge- Stronge identifies six qualities of
effective teaching: professional knowledge,
instructional planning, instructional delivery,
assessment, learning environment, and
professionalism.
4. McREL- The intended purpose of McREL's
Teacher Evaluation System is to assess the
teacher's performance in relation to the
Professional Teaching Standards and to guide the
creation of a plan for professional growth.
PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS
• The PPST is a public statement of what
teachers need to know, value, and be able
to do in their practice.
DepEd Order No. 42, s. 2017- National Adoption
and Implementation of the PPST
• The PPST shall be used as a basis for all
learning and development programs for
teachers to ensure that the teachers are
properly equipped to effectively implement
K to 12 Program. It can also be used for the
selection and promotion of teachers. All
performance appraisals for teachers shall
be based on this set of standards.
AIMS:
1. Set out clear expectations of teachers along
well-defined career stages of professional
development from beginning to
distinguished practice.
2. Engage teachers to actively embrace a
continuing effort in attaining proficiency
3. Apply a uniform measure to assess teacher
performance, identify needs, and provide
support for professional development
(7 DOMAINS AND 37 STRANDS)
7 DOMAINS OF PPST
1. Content Knowledge and Pedagogy (art of
teaching)
2. Learning Environment
3. Diversity of Learners
4. Curriculum and Planning
5. Assessment and Reporting
6. Community Linkages and Professional
Engagement
7. Personal Growth and Professional
Development
DOMAIN 1: Content Knowledge and Pedagogy
1. Content knowledge and its application
within and across curriculum areas
2. Research-based knowledge and principles
of teaching and learning
3. Positive use of ICT
4. Strategies and promoting literacy and
numeracy
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5. Strategies for developing critical and
creative thinking, as well as higher other
higher order-thinking skills
6. Mother Tongue, Filipino and English in
teaching and learning
7. Classroom communication strategies
DOMAIN 2: Learning Environment
(Classroom Management)
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure
activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
DOMAIN 3: Diversity of Learners
1. Learners’ gender, needs, strengths,
interests and experiences
2. Learners’ linguistic, cultural, socio-economic
and religious background
3. Learners with disabilities, giftedness and
talents
4. Learners in difficult circumstances
5. Learners from indigenous group
DOMAIN 4: Curriculum and Planning
1. Planning and management of teaching and
learning process
2. Learning outcomes aligned with learning
competencies
3. Relevance and responsiveness of learning
programs
4. Professional collaboration to enrich
teaching practices
5. Teaching and learning resources including
ICT
DOMAIN 5: Assessment and Reporting
1. Design, selection, organization and
utilization of assessment strategies
2. Monitoring and evaluation of learner
progress and achievement
 3. Feedback to improve learning professional community and other
stakeholders for mutual growth and
4. Communication of learner needs, progress
advancement. They are reflective
and achievement to key stakeholders
practitioners who continually consolidate
5. Use of assessment data to enhance the knowledge, skills and practices of
teaching and learning practices and Career Stage 1 teachers.
programs
Career Stage 3: Highly Proficient Teachers
DOMAIN 6: Community Linkages and Professional
• Consistently display a high level of
Engagement
performance in their teaching practice.
1. Establishment of learning environments They manifest an in-depth and
that are responsive to community contexts sophisticated understanding of the teaching
and learning process. They have high
2. Engagement of parents and the wider
education-focused situation cognition, are
school community in the educative process
more adept in problem solving and optimize
3. Professional ethics opportunities gained from experience.
Career Stage 3 Teachers work
4. School policies and procedures
collaboratively with colleagues and provide
DOMAIN 7: Personal Growth and Professional them support and mentoring to enhance
Development their leaning and practice. They continually
seek to develop their professional
1. Establishment of learning environments
knowledge and practice by reflecting on
that are responsive to community contexts
their own needs, and those of their
2. Engagement of parents and the wider colleagues and students.
school community in the educative process
Career Stage 4: Distinguished Teachers
3. Professional ethics
• Embody the highest standard for teaching
4. School policies and procedures grounded in global best practices. They
exhibit exceptional capacity to improve
CAREER STAGES
their own teaching practice and that of
Career Stage 1: Beginning Teachers others. They are recognized as leaders in
education, contributors to the profession
• Have gained the qualifications recognized
and initiators of collaborations and
for entry into the teaching profession. They
partnerships. They create lifelong impact in
have a strong understanding of the
the lives of colleagues, students and others.
subjects/ areas in which they are trained in
They consistently seek professional
terms of content knowledge and pedagogy.
advancement and relevance in pursuit of
They possess the requisite knowledge, skills
teaching quality and excellence. They
and values that support the teaching and
exhibit commitment to inspire the
learning process. The seek advice from
education community and stakeholders for
experienced colleagues to consolidate their
the improvement of education provision in
teaching practice.
the Philippines.
Career Stage 2: Proficient Teachers
PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF)
• Are professionally independent in the
LEVEL 1 – NC I
application of skills vital to the teaching and
LEVEL 2 – NC II
learning process. They provide focuses
LEVEL 3 – NC III
teaching programs that meet curriculum
LEVEL 4 – NC IV
and assessment requirements. They display
LEVEL 5 – DIPLOMA (2 year course)
skills in planning, implementing, and
LEVEL 6 – BACHELOR’S
managing learning programs. They actively
LEVEL 7 – MASTER’S
engage in collaborative learning with the
LEVEL 8 – DOCTORAL
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PERSONAL QUALITIES OF A GOOD TEACHER
1. Intelligence- ability to make sound
decisions, analyze, make judgment, make
solutions, possess higher order thinking
skills, and other type of intelligence.
2. Compassion- natural quality to empathize,
to feel what others feel, to be tolerant of
others.
EMPATHY- putting yourself in someone’s
shoes
SYMPATHY- feelings of pity and sorrow for
someone else's misfortune.
3. Emotional Stability- ability to be calm under
pressure, cheerful and optimistic, level
headed.
4. Innovativeness- natural tendency to create
new things, modify existing ones,
imaginative, find solutions to problems
quickly, and makes use of available
materials.
5. Fairness- natural attribute to look at both
sides of the issue before making judgment,
gives equal chances to both side to be
heard, removes personal biases
6. Professionalism- the competence or skill
expected of a professional.
7. Drive- determined urge to attain a goal or
satisfy a need/ motivation
8. Self-confidence- natural tendency to feel “I
can do it.”, works alone, determined to
succeed
9. Cooperativeness- natural action to work
together with others, willing to share.
10. Buoyancy- ability to survive in difficult
situation, balances life, optimistic and
cheerful.
11. Reliability- attribute demonstrated by
dependability, sincerity and honesty.
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Scope and Limitations:
- Shall apply to all teachers in schools in the
Philippines
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- It covers all public and private school
teachers in all educational institutions at
the preschool, primary, elementary,
secondary levels whether academic,
vocational, special, technical or non-formal
- Implicitly mentioned- tertiary teachers
TEACHER AND THE STATE
- No political promotion
- Right to suffrage
- Refrain from using his position to influence
others
- Academic freedom
TEACHER AND THE COMMUNITY
- Provides environment conducive to the
development of youth
TEACHER AND THE PROFESSION
- Ensure that teaching is the noblest
profession
- Participates in CPD
TEACHERS AND HIGHER AUTHORITIES
- Make an honest effort to understand and
support the legitimate policies of the school
and administration
- Shall not make false accusations against any
superior, especially under anonymity
- Transact all official business through
channels
THE SCHOOL OFFICIALS, TEACHERS AND OTHER
PERSONNEL
- Section 1. All school officials shall at all
times show professional courtesy,
helpfulness and sympathy towards teachers
and other personnel, such practices being
standards of effective school supervision,
dignified administration, responsible
leadership and enlighten directions.
- Section 2. School officials, teachers, and
other school personnel shall consider it
their cooperative responsibility to
formulate policies or introduce important
changes in the system at all levels.
THE TEACHERS AND THE LEARNERS
- Deal justifiably and impartially with each of
the learners.
 - Shall never be prejudiced nor discriminated ❖ Tenure of Office
against by the learner.
-stability on employment and security of tenure
- Shall not accept favors or gifts from
shall be assured to teachers with permanent
learners, their parents or others in their
appointment
behalf in exchange for requested
concessions, especially if undeserved. ❖ Consent for Transfer Transportation
- Shall not accept any remuneration from Expenses
tutorials
- No teacher shall be transferred from one
- Evaluation of the learner’s work only in
station to another WITHOUT his/her consent
merit and quality of academic performance.
- Mutual attraction and subsequent love No transfers whatever shall be made THREE
between teacher and learner MONTHS before any local or national election
- Shall not inflict corporal punishment on
❖ Safeguards in Disciplinary Procedure
offending learners
- Shall not make deductions from their -the right to be informed, in writing, of the
scholastic ratings as a punishment for acts charges;
which are clearly not manifestation of poor
-the right to full access to the evidence in the
scholarship.
case
TEACHER AND THE TEACHING COMMUNITY
-the right to defend himself and to be defended
- professional loyalty, confidence, faith in one by a representative if his choice
another, full cooperation with colleagues
- The right to appeal to designated authorities
TEACHER AND THE PARENTS
❖ No Discrimination Section- no
- establish and maintain cordial relations with discrimination whatsoever in entrance to
parents; inform parents of progress of their the teaching profession, or during its
children exercise, or in the termination of service
- hear parents’ complaints with sympathy
❖ Married Teachers- proper authorities shall
and understanding
take all steps to enable married couples,
THE TEACHERS AND THE BUSINESS both of whom are public school teachers,
be employed in the same locality
- Right to engage, directly or indirectly, in
legitimate income generation: provided ❖ Academic Freedom- teachers shall enjoy
that it does not relate to or adversely affect academic freedom particularly with regard
his work as a teacher. to teaching and classroom methods
- Maintain a good reputation with respect to
❖ Teaching Hours- allowing teachers to allot
the financial matters such as in the
six hours for actual classroom teaching a
settlement of his debts and loans in
day, with the remaining two hours to be
arranging satisfactorily his private financial
spent in teaching related activities. Thus,
affairs.
teachers are required to render a total
TEACHER AS A PERSON of eight hours for the day.
- live with dignity at all times; serve as model ❖ Additional Compensation- at least 25% of
worthy of emulation the teachers’ regular remuneration must be
paid to teachers rendering outside of the
R.A. 4670- MAGNA CARTA FOR PUBLIC SCHOOL
teachers’ six hours of actual classroom
TEACHERS
teaching
R.A. 4670- Magna Carta for Public School
❖ Salary Scale-gradual progression from a
Teachers
minimum to a maximum salary by means of
❖ Recruitment and Selection regular increments, granted automatically
❖ Probationary Period
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 after three years with at least an efficiency and the Primary Level which is composed of
rating of satisfactory Grade 1 aged 6 yrs. Old; Grade 2 aged 7 yrs.
Old, Grade 3, aged 8 yrs. Old; Grade 4, aged
❖ Cost of Living Allowance- given to teachers
9 yrs. Old, Grade 5 aged 10 yrs. Old and
to keep pace with the rise in the cost of
Grade 6 aged 11 yrs. Old.
living and shall automatically follow
changes in a cost-of-living-index 2. Secondary level – follows the primary level.
Generally, across the ASEAN, it is composed
❖ Special Hardship Allowances- at least 25%
of Junior High School and the Senior High
of teacher’s monthly salary shall be given to
School. The graduate from the Senior High
teachers assigned in areas where teachers
School can proceed to college or find a job
are exposed to hardship
appropriate to the qualification.
❖ Compulsory Medical Examination-shall be
However, there are slight variations in some
provided free of charge for all teachers
countries such as Lower Secondary Level is
❖ Study Leave-teachers are entitled to a study three years with Grade 7,8, and 9 while the
leave not exceeding one year after seven Upper Secondary Level is composed of
years of service. They shall be entitled to at Grades 10,11 and 12.
least 60% of their monthly salary. No
TEACHER AND THE TEACHING PROFESSION
teachers shall be allowed to accumulate
BEYOND THE ASEAN
more than 1 year of study leave, unless he
needs an additional semester to finish his CHINA
thesis WITHOUT COMPENSATION.
- Important knowledge comes from teachers
❖ Indefinite Leave- absence shall be granted and textbooks.
to teachers when the nature of illness - Learning involves listening, thinking and
demands a long treatment that will exceed silent practice.
one year at the least. - Knowledge espoused by the teacher and
the textbook is not to be challenged.
❖ Salary Increase upon Retirement- public
school teachers having fulfilled the age and TWO MAIN CATEGORIES OF TEACHERS IN CHINA:
service requirements of the applicable
1. Gongban (state-paid)
retirement laws shall be given one range
2. Minban (community-paid)
salary raise upon retirement, which shall be
the basis of the computation of the lump FIVE-GRADE SYSTEM FOR STATE-PAID TEACHERS:
sum of the retirement pay and the monthly
1. Super-grade teachers – upper 5% of the
benefits thereafter
teaching force
GLOBAL EDUCATION 2. Senior-grade teachers – occupy 6% of the
teaching force in 1990 where most of the
A goal to develop countries worldwide and is
primary level teachers belong.
aimed at educating all people in accordance with
3. Third-grade teachers
world standards. – UNESCO
4. Second-grade teachers – include majority of
GLOCAL TEACHER the secondary teachers
5. First-grade teachers – some of the newly
A global teacher who is competent and armed with
hired primary teachers
enough skills, appropriate attitude and universal
values to teach learners at home or abroad but is JAPAN
equipped with both time tested as well as modern
Infuse cultural values throughout school activities
technologies in education in any time and any
including students’ lives, both in school or even at
place in the world.
home and community.
LEVELS OF SCHOOLING IN THE ASEAN
1. Primary level – composed usually of Pre-
primary (Play-school. Pre-K, Kindergarten)
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Teacher Certification
1. First Class certificate – issued to teach in the
preschool, elementary or secondary with
basic qualifications of having earned a
Bachelor’s Degree. To teach in the upper
secondary level, the basic qualification is a
Master’s Degree.
2. Second Class certificate – has a basic
qualification of 2 years of study (62 credit
units) in a university or other post-
secondary institution.
UNITED STATES OF AMERICA
Basic Education in the USA
1. Pre-primary education
2. Primary Education
3. Middle school education
4. Secondary Education
5. Junior High School
6. Senior High School
SOCIAL STATUS OF TEACHERS
2/3 of the countries judged the status of teachers
to be most similar to social workers. The second
closest status was to librarians and in New Zealand,
people think that the job of teaching is most similar
to nursing. Only one country (China) think of
teachers as being most closely compared to
doctors.
TEACHING: SOUGHT-AFTER PROFESSION
50% of parents in China provide positive
encouragement for child to become teachers.
China is joined by South Korea, Turkey, Egypt while
parents in Israel, Portugal, Brazil and Japan are
least likely to encourage their children to become
teachers.
PUPIL RESPECT FOR TEACHERS
- China – 75% of the respondents believe that
students respect their teachers, compared
to only 27% average per country.
- Turkey, Egypt, and Singapore have a high
level of belief that pupils respect teachers
with an average of 46%
- In most European countries, respondents
thought that the pupils disrespect teachers
than respect them.
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THE NEW PROCESSES OF LEARNING
- Face-to-face
- Distance learning-when teaching learning is
mediated by traditional (modules in print)
or modern technology (on-line or off-line)
without the physical presence of the
teacher in a virtual class. It can be
synchronous or asynchronous.
- Blended modalities. When teaching
and learning is facilitated through face-to
face or distance learning which enable to
the teachers and learners to have both
physical presence and physical absence in
the teaching-learning process
- Experiential and lifelong-when learners are
immersed into the real-life situation, such
that learning becomes more authentic
and meaningful.
THE 21ST CENTURY LITERACIES
1. The Arts and Creativity
2. Ecoliteracy
3. Cyberliteracy/Digital Literacy
4. Financial Literacy
5. Media Literacy
6. Social/Emotional Literacy
7. Globalization and Multi-cultural Literacy
5 PILLARS OF EDUCATION- JACQUES DELORS; a
report to UNESCO
1. Learning to Know – the development of
skills and knowledge needed to function in
this world e.g. formal acquisition of literacy,
numeracy, critical thinking and general
knowledge.
2. Learning to DO – the acquisition of applied
skills linked to professional success.
3. Learning to Live Together – the
development of social skills and values such
as respect and concern for others, and the
appreciation of cultural diversity.
4. Learning to BE – the learning that
contributes to a person’s mind, body, and
spirit. Skills include creativity and personal
discovery, acquired through reading, the
Internet, and activities such as sports and
arts.
 5. Learning to Transform Oneself and Society – - Teachers in Finland meet one afternoon
when individuals and groups gain each week to jointly plan and develop
knowledge, develop skills, and acquire new curriculum. They are encouraged to work
values as a result of learning, they are together to share materials.
equipped with tools and mindsets for
Japan:
creating lasting change in organizations,
communities, and societies. - Lesson Study approach to Professional
Development
QUALITY TEACHER VS TEACHER QUALITY
New Zealand:
Quality teachers are defined by their attributes
and characteristics while teacher quality (CFT, SEA, - The Ministry of Education gives funds for
PQF, and PPST) is defined by the standards set for 20% release time for new teachers and 10%
the profession and are validated by the students release time for second-year teachers.
learning outcomes.
- Mentor teachers deliberately spend time to
RA 10912; CPD: THE LIFEBLOOD OF THE TEACHING observe and confer with beginning
PROFESSION teachers.
- December 2017= 15 credit units CHARACTERISTICS OF EFFECTIVE CPD
- January- December 2018= 30 credit units
Based on the professional development practices
- January 2019 onwards= 45 credit units
and experiences of high performing countries, we
WAYS BY WHICH PROFESSIONAL TEACHERS CAN can say that a CPD that works is
EARN CREDIT UNITS
1. Continuous
1. Professional Track
2. Collaborative
2. Academic Track
3. Self-directed track 3. Focused on a specific teacher need
4. Productive Scholarship
4. Job-embedded
CONTINUING PROFESSIONAL DEVELOPMENT
5. Given enough time
PLAN- A proof that a professional teacher has
made CPD his/her way of life is his/her formulation 6. Funded
of CPD plan which he/she religiously follows
RA 10157
whether monitored or not by his/her superiors
because he/she monitors himself/herself. - Kindergarten Education Act
- Mandatory Kindergarten
CPD PRACTICES OF HIGH PERFORMING
- MTB-MLE
COUNTRIES
R.A. 10533
Singapore:
- ENHANCED BASIC EDUCATION ACT OF
- The first country to adopt the PLC
2013/ K-12
framework nationwide.
- Enhanced Basic Education Act of 2013
- In 2010, the Ministry of Education
- Enhanced Basic Education
mandated all schools to be a “learning
- Teacher Qualifications
organization”.
- Alternative Delivery Mode
- Every teacher is entitled to 100 hour/year
of optional training Section 3
- Schools are encouraged to provide at least
Basic Education
one hour of curricular time per week for
teachers to actively engage in school-based ▪ Kindergarten
professional development initiatives.
▪ Elementary
Finland:
▪ Secondary education

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 ▪ Alternative learning systems FUNDS THEREFOR AND FOR OTHER
PURPOSES
▪ SPEd
RA 7796
▪ 1 year Kindergarten = at least 5 years old
- AN ACT CREATING THE TECHNICAL
▪ 6 years Elementary Education = 6 years old
EDUCATION AND SKILLS DEVELOPMENT
▪ 6 years Secondary Education = 12 and 16 AUTHORITY, PROVIDING FOR ITS POWERS,
years old STRUCTURE AND FOR OTHER PURPOSES

▪ TOTAL OF 13 YEARS!!! RA 9155

R.A. 9155 - AN ACT INSTITUTING A FRAMEWORK OF

GOVERNANCE FOR BASIC EDUCATION,
- Governance of Basic Education Act of
ESTABLISHING AUTHORITY AND
2001
ACCOUNTABILITY, RENAMING THE
- Transfer of Cultural Agencies
DEPARTMENT OF EDUCATION, CULTURE
- Abolition of the BPESS (Bureau of
AND SPORTS AS THE DEPARTMENT OF
Physical Education and School Sports)=
EDUCATION, AND FOR OTHER PURPOSES
PHILIPPINE SPORTS COMMISSION
- Culture- National Commission for RA 8190
Culture and the Arts
- Localization Law
RA 11713 - “An Act Granting Priority to Residents of the
Barangay, Municipality, or City Where the
- AN ACT FURTHER STRENGTHENING
School is Located, in the Appointment or
TEACHER EDUCATION IN THE PHILIPPINES
Assignment of Classroom Public School
BY ENHANCING THE TEACHER EDUCATION
Teachers”
COUNCIL, ESTABLISHING A SCHOLARSHIP
PROGRAM FOR STUDENTS IN THE TEACHER --------------------------------------------------------------------
EDUCATION PROGRAM,
End.
INSTITUTIONALIZING THE NATIONAL
EDUCATORS ACADEMY OF THE PHILIPPINES,
AND APPROPRIATING FUNDS THEREFOR,
AMENDING FOR THE PURPOSE REPUBLIC “Self-belief and hard work
ACT NO. 7784, ENTITLED “AN ACT TO
STRENGTHEN TEACHER EDUCATION IN THE
will always earn you
PHILIPPINES BY ESTABLISHING CENTERS OF success.”
EXCELLENCE, CREATING A TEACHER
EDUCATION COUNCIL FOR THE PURPOSE, --Virat Kohli--
APPROPRIATING FUNDS THEREFOR, AND
FOR OTHER PURPOSES” NON DESISTAS, NON EXIERES

RA 8980
- AN ACT PROMULGATING A
COMPREHENSIVE POLICY AND A NATIONAL
SYSTEM FOR EARLY CHILDHOOD CARE AND
DEVELOPMENT (ECCD), PROVIDING FUNDS
THEREFOR AND FOR OTHER PURPOSES
RA 7722
- AN ACT CREATING THE COMMISSION ON
HIGHER EDUCATION, APPROPRIATING

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