Chapter 7

CHAPTER VII:
Continuing
Professional
Development:
The Lifeblood of the
Teaching Profession
Chapter VII: Continuing Professional Development: The Lifeblood of the Teaching Profession
CHAPTER VII
“Who dares to teach must never cease

to learn”.
-Unknown
pter VII: Continuing Professional Development: The Lifeblood of the Teaching Profession
CHAPTER VII
 The professional license for teaching
obtained after passing the Licensure
Examination for Teachers (LET) simply
tells that the professional teacher
possesses the minimum competencies
expected of professional teachers.
 Every professional teacher is expected

to continue developing after obtaining
his/her professional license.
CHAPTER VII
 The Code of Professional Conduct for
Public School Teachers cited in Section
7 of RA 4670 states:
“Responsibility is something expected of a

professional teacher. The work of the
teacher in the development and guidance
of the young is a tremendous
responsibility for which he is accountable
to God, to his country, and to posterity. It
is a trust of which every teacher should
strive to be worthy.”
Continuing Professional
Development
 The Philippine Professional Standards
for Teachers (the revised National
Competency-Based Teacher Standards)
includes personal growth and
professional development as the
seventh domain.
 With the enactment of RA 10912, the

CPD Law of 2016, CPD for all the
professions regulated by PRC is now
mandatory.
Development
 CPD for professional teachers is not an

option. It is a necessity.
 Continuing professional development

for professional teachers sharpens the
professional teachers’ competitive edge
in a highly competitive global world.
Philosophical Basis of CPD
“Growth is an evidence of life.”
This implies that anything that is alive grows or

anything that grows is alive.
So a teacher who is alive grows physically,

psychologically, mentally, socially, emotionally,
spiritually.
If he/she doesn’t grow, it means he/she is no

longer alive.
Philosophical Basis of CPD
“Man/Woman is an unfinished project.”
For a professional teacher, he/she is

always in the process of becoming a better
and better.
No person, no professional can claim

he/she has already “arrived” at a state of
perfection.
This implies that every professional is

expected to continue developing.
The Historical and Legal Bases
of CPD in the Philippines
 Even before the enactment of this CPD

Act of 2016, CPD was already alluded to
in the 1987 Philippine Constitution.
 No less than the fundamental law of the

land, Section 5, Paragraph 4, states:
“The State shall enhance the right of

teachers to professional advancement.”
Other laws also cited continuing

professional development, as follows:
1. Batas Pambansa 232

The Education Act of 1982, Chapter 3.
Duties and Obligations, Section 16, (4)
states as one of teacher’s obligations to
assume the responsibility to maintain
and sustain his professional growth and
advancement…”
2. RA 9155
An Act Instituting a Framework of
Governance for Basic education,
Establishing Authority and
Accountability, renaming the Department
of Education, Culture and Sports as the
Department of Education, and for
purposes,
Enacted on August 11, 2001.
3. R.A. 7836
The Teachers’ Professionalization Act,
also provided for mandatory Continuing
Professional Education (CPE), now
referred to as Continuing Professional
Development (CPD), to wit:
To encourage continuing professional

growth and development and to provide
additional basis for merit promotion, in
addition to their performance rating,
teachers may take an oral and written
examination at least once in (5) years as
basis for merit promotion. In taking this
examination, no fee shall be required (Sec.
19. Periodic Merit Examination of Teachers).
Unfortunately, due to lack of funding, the

merit examination has not been
implemented up to writing time.
The same RA. 7836 states:

Unjustified or willful failure to attend
seminars, workshops, conferences and the
like or the continuing education program
prescribed by the Board and the
Commission
4. The Board for Professional Teachers

(BPT) also passed Resolution No. 435, s.
177 to adopt the Code of Ethics for
Professional Teachers pursuant to the
provisions of paragraph (e) Article 11 of
RA. 7836, otherwise known as the
Philippine Teachers’ Professionalization
Act of 1994.
This Code of Ethics states:
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 prestige of his profession, and strengthen
his competence, virtues, and productivity in
order to be nationally and internationally
competitive.
5. Executive Order #266
Institutionalization of the Continuing

Professional Education (CPE) Programs
of the Various Professional Regulatory
Boards (PRBs) Under the Supervision of
the Professional Regulation Commission
(PRC).
This was signed and issued by the

Office of the President Fidel V. Ramos on
July 25, 1995, to wit:
The completion by professional licenses

of the CPE programs adopted by all
Boards is hereby imposed as a mandatory
requirement for the renewal of professional
licenses (Sec. 1).
This Executive Order was premised on the

following:
WHEREAS, the various professions play a

critical role in nation-building;
WHEREAS, it is imperative to impose upon

registered professionals the completion of the
CPE programs adopted by the concerned
Board as a pre-requisite for the renewal of
their licenses;
WHEREAS, the professionals who undertake

the CPE programs are enabled not only to
upgrade or improve their technical knowledge
and skills but also to keep them abreast with
modern trends and technology in their
respective professions, thereby assuring the
rendition of highly qualitative professional
service/s that will be globally competitive
under the General Agreement on Trade in
Services (GATS) and the same time securing
the safety and protection of the public;
WHEREAS, the confidence and patronage of

the public in a professional depend upon his
competence and the quality of service
rendered resulting from his acquisition of
updated technical knowledge and skill;
6. R.A. 10912, Continuing Professional

Development Act of 2016
With the enactment of this law, CPD for all

the forty-three (43) professions regulated by
PRC including the teaching profession has
become mandatory.
The Salient Provisions
of RA 10912
 A lot of questions have been raised

about RA. 10912, otherwise known as
the Continuing Professional
Development Act of 2016.
 Many teacher resists CPD. It is claimed

to be extra expense, extra effort and
extra time when in fact it is every
professional’s obligation
of RA 10912
 CPD is the only way professionals can
sharpen their competitive edge in an
international world that has become
global village.
 The need for CPD is heightened by

ASEAN integration and internalization
which are now real.
 To be in, a professional must meet

international standards. The way to go
is CPD.
of RA 10912
 The purposes of CPD for professionals
are stated in RA 10912, Article 1
Declaration of policy.
It is hereby declared the policy of the state to

promote and upgrade the practice of professions in
the country. Towards this end, the State shall
institute measures that will continuously improve
the competence of the professionals in accordance
with the international standards of practice, thereby,
ensuring their contribution in uplifting the general
welfare, economic growth and development of the
nation. (Underscoring mine)
of RA 10912
 The State policy on promoting and
upgrading the practice of professions in
the country and the institution of
measures to “continuously improve the
competence of the professionals in
accordance with international
standards”.
 And it gives Filipino professionals a

competitive edge in the ASEAN region
and in the world.
Number of CPD Units
Required
Article III, Section 10 of the same CPD Act

states:
“The CPD is… made as mandatory

requirement in the renewal of the
Professional Identification Card (PICs) of
all registered and licensed
professionals…”
Number of CPD Units
Required
For the professional teachers’ group,
based on Professional Regulatory Board
for Professional Teachers Resolution No.
11, series of 2017, the following credit
units are required:
PERIOD NO. OF CREDIT
UNITS REQUIRED
December 2017 15 Credit Units
January- December 2018 30 Credit Units
January 2019 onwards 45 Credit Units
Ways to Earn Credit
Units
 CPD credit units can be earned in 4
ways.
1. Professional track-
 This includes trainings provided by CPD
providers accredited by PRC.
 You can earn credit units as a

participant to a training approved by the
CPD Council.
Ways to Earn Credit
Units
 You earn more credit units if you serve
as a resource speaker, trainer or
demonstration teacher.
 You also earn credit units as

panelist/reactor, facilitator/moderator.
 You earn much more if you are

assigned by the CPD Council to monitor
the conduct of an approved CPD
program.
Ways to Earn Credit
Units
2. Academic track-
 This refers to the completion of a
Master’s degree, completion of
candidacy to the doctorate program ,
completion of the doctorate program,
completion of a post-doctoral diploma,
and being a recipient of a professional
chair grant, and/or fellowship grant.
 Take note that ONLY COMPLETION of

the Master’s degree is given full credit
units of 45.
Ways to Earn Credit
Units
 Earning MA units is not given any credit

unit but completion of candidacy for the
Doctorate Degree already entitles one
to 45 credit units.
 The master’s and doctorate degrees

must have been earned five (5) years
before renewal of professional license.
Ways to Earn Credit
Units
3. Self-directed track-
 This includes trainings offered by non-
accredited CPD providers.
 It refers to learning activities such as

online training, local/international
seminars/non-degree courses,
institution/company-sponsored training
programs and the like which did not
undergo CPD accreditation.
Ways to Earn Credit
Units
 In addition, self-directed track includes

serving as accreditor (e.g. ISO, ISA,
PACUCOA, PAASCU, AACUP, etc.)
 It also includes study tours and socio-

civic activities using the profession.
Ways to Earn Credit
Units
4. Productive Scholarship-
 This means that the professional
teacher has developed program/training
module, curriculum guide or any other
resource material.
 the professional teacher has written an

article in a professional magazine or a
technical/research paper and even
better if that technical paper is
published in a refereed/peer-reviewed
professional journal.
Ways to Earn Credit
Units
 Best if the professional teacher writes a
book or a monograph or comes up with
an invention or creative work, that latter
entitles him/her to 45 credit units.
 Even professional and/or lifetime

achievement awards from the division
level to regional, national and
international level make the professional
teacher earn credit units.
Development Plan
 A proof that a professional teacher
has made CPD his/her way of life is
his/her formulation of a CPD plan
which he/she religiously follows
whether monitored or not monitored
by his/her superior/s because he/she
monitors himself/herself.
 Developing a personal CPD Plan

helps teacher leaders develop
purposively.
Development Plan
 It is not enough to have a good
intention to do CPD.
 It is best that good intention should

be made concrete in a simple and
doable plan.
 Every professional who has sincere

intent to grow professionally must
have an annual personal CPD plan.
Development Plan
 Professional teachers formulating
their respective annual CPD Plans
and faithfully observing them lead to
the building of a CPD culture among
professional teachers.
 With that CPD culture, the negative

attitude towards mandatory CPD
hopefully will fade away.
Development Plan
 We hope to reach a point where

professional teachers will oblige
themselves to go through CPD not
because it is mandatory but because
this is something they owe to
themselves as professionals and to
the public they serve.
This is professionalism.
Templates for a
CPD Plan
Teacher’s Individual Plan for Professional
Development (IPPD)
OBJECTIVE METHODS/ RESOURCES TIME SUCCESS INDICATOR
STRATEGIES FRAME
What What What will I do When do I What PPST What

competence professional to access expect to competence learners’
will I activity will I resources? have would I have performance
enhance? undertake to accomplished enhanced? would have
achieve my ? been
objective? improved?
Templates for a
CPD Plan
Personal CPD Plan)
Training Objective Activity Resources Needed Time Expected Expected
Time Frame Output Outcome
What do I What should What activity Human Material When am I What results
need to I do to should I supposed to does this
improve my address my undergo to Whose help What have activity have
teaching? need? address my do I need to materials or addressed my on my
need? address my how much need? teaching and
need? cash do I my students’
need to learning?
address my
need?
Preparation To make PP Tutorial IT Teacher, Laptop LCD May 2018 5 PPs More
of PP for at least 5 expert interesting &
lessons more
concrete
lesson
presentation
& improved
students’
scores
Communities of
Practice
 Joining Professional Learning
Community
 CPD is made possible and alive

through Professional Learning
Communities (PLCs)
 These PLCs are powerful

collaborations in which teachers
work together to analyze and
improve their classroom practice in
a systematic process.
Communities of
Practice
 The Department of Education
institutionalized the School
Learning Action Cells (SLACs) as a
mechanism for CPD
 In an interview with beginning

teachers and administrators on
conditions that help them improve
their own practice, the answer boils
down to this “working in a school
with an integrated professional
culture.”
CPD in
Singapore
CPD in
Singapore
 Singapore is the first country in the
world to adopt the PLC framework
nationwide.
 It has institutionalized PLC in its

schools. Professional development
is very much alive.
 In 2010 the Ministry of Education

(MOE) mandated all schools to be a
“learning organization”.
CPD in
Singapore
 This “learning organization”
concept of schools supports the
building of a strong mentorship
culture where a collaborative and
community-oriented form of
professional development thrives.
 Every teacher is entitled to 100 hour

per year of optional training which
everyone makes use of.
CPD in
Singapore
 Schools are encouraged to provide
at least one hour of curricular time
per week for teachers to actively
engage in school-based
Professional Development (PD)
initiatives.
 These PLCs are led by school

leaders who provide teachers with
structures and resources to engage
in a variety of inquiry-based PD
practices.
CPD in
Singapore
 For Professional Development,
Singapore has;
Teacher-
Researcher
Networks
Lesson study and
other forms of
“Learning Circles”
CPD in
Singapore
 Teacher-Researcher Networks
 Faculty researchers from NIE,

senior specialists from MOE, and
teacher researcher including those
with higher formal training in
research (who are called “research
activists”) serve as mentors to
teachers to conduct action
research.
CPD in
Singapore
 The overall goal of these learning
communities is to provide teachers
with resources to engage in action
research (Hairon, 2006),
 It is usually a form of classroom-

based investigation where teachers
discuss and reflect upon
pedagogical problems and find their
own solutions to improve teaching
and learning.
CPD in
Singapore
 The teacher-researcher network
follow these steps:
Identification and Implementation of Observation of

Planning for Reflection of the
definition of a teaching/ learning results (data
Improvement outcomes
problem activities collection)
CPD in
Singapore
 At the completion of the research,
participants write a group reflective
journal to summarize the
procedures, findings, conclusions,
and implications of the study.
 These action research journals are

shared with other groups of
teachers interested in similar
classroom problems.
CPD in
Singapore
 Opportunity like a forum,
symposium and publications are
given to teachers to share their
research findings.
 Another effective strategy for PD in

Singapore is the lesson study
(Lewis, Perry, & Hurd, 2004)
adopted from Japan.
CPD in
Singapore
 The overall goal of lesson study is

to foster collaborative inquiry and
data-driven pedagogical reflection
among teachers.
 The lesson study consists of CPD in
four cyclical phases (Tan, 2014):
Singapore
• Teachers analyze the curriculum to
Study Phase be taught and formulate long-term
teaching and learning goals;
• Teachers select lessons for research,

predict student thinking and difficulties,
Planning Phase and plan the implementation of specific
lessons for data collection;
• Teachers observe and discuss the

Analysis Phase classroom evidence collected (e.g.,
videos, student written work);
• Teachers discuss student

Reflection Phase learning and identify new areas
for further inquiry.
CPD in
Singapore
 Much of the professional
development of Singaporean
teachers occurs within school
settings through the Learning
Circles or Learning Teams.
 With the widely-accepted concept

of “schools as learning
organizations” and with teachers’
welcoming attitude to PD, there are
a number of work-embedded
opportunities for PD.
CPD in
Singapore
 Topics for PD range from

curriculum innovation, student-
centric teaching practices, new
uses of ICT, collaborative lesson
planning, to project-based learning.
CPD in
Finland
CPD in
Finland
 Teachers in Finland meet one

afternoon each week to jointly plan
and develop curriculum.
 They are encouraged to work

together to share materials.
CPD in
Japan
CPD in
Japan
 Lesson Study Approach to

Professional Development
 Japan is well known for lesson

study.
CPD in
Japan
 Detailed description of how Japan
implements a lesson study:
Every teacher periodically prepares a best
possible lesson that demonstrates strategies to
achieve a specific goal in collaboration with other
colleagues.
A group of teachers observe while the lesson is taught and

usually record the lesson in a number of ways, including
videotapes, audiotapes, and narrative and/or checklist
observations that focus on areas of interest to the instructing
teacher.
CPD in
Japan
 Detailed description of how Japan
implements a lesson study:
Afterwards, the group of teachers, and
sometimes outside educators, discuss the
lesson’s strengths and weakness, ask questions,
and make suggestions to improve the lesson.
In some cases the revised lesson is given by

another teacher only a few days later and
observed and discussed again.
CPD in
Japan
 Teachers themselves decide the theme
and frequency of research lessons.
 Large study groups often break up into

subgroups of 4-6 teachers.
 The subgroups plan their own lessons

but work toward the same goal and
teachers from all subgroups share and
comment on lessons and try to attend
the lesson and follow-up discussion.
CPD in
Japan
 For a typical lesson study, the 10-15
hours of group meetings are spread
over three to four weeks.
 While schools let out between 2:40 and

3:45p.m., teachers’ work days don’t end
until 5p.m., which provides additional
time for collegial work and planning.
CPD in
Japan
 Most lesson study meetings occur
during the hours after school lets out.
 The research lessons allow teachers to

refine individual lessons, consult with
other teachers and get colleagues’
observations about their classroom
practice, reflect on their own practice,
learn new content and approaches, and
build a culture that emphasizes
continuous improvement and
collaboration.
CPD in
Japan
 Some teachers also give public
research lessons, which expedites the
spread of the best practices across
schools, allows principals, district
personnel, and policymakers to see
how teachers are grappling with new
subject matter and goals, and gives
recognition to excellent teachers.
CPD in
New Zealand
CPD in
New Zealand
 In New Zealand, the Ministry of
Education gives funds for 20 percent
release time for new teachers and 10
percent release time for second-year
teachers to observe other teachers,
attend professional development
activities, courses and work on
curriculum.
 Mentor teachers deliberately spend

time to observe and confer with
beginning teachers.
Characteristics of
Effective CPD
 Based on the professional
development practices and
experiences of high performing
countries, we can say that a CPD that
works is;
focused on a
continuous collaborative specific
teacher need
job- given
funded
embedded enough time
Characteristics of
Effective CPD
CPD must be CPD must also be

continuous thus the collaborative, thus the
word Continuing need to be part of a PLC,
Professional a professional learning
Development. A community. It was Helen
professional does not Keller who said “Alone
stop developing or else we can do so little;
he/she ruts. Stagnant together we can do so
water becomes putrid. much.”
Characteristics of
Effective CPD
CPD must be focused If CPD is job-embedded,

on a specific teacher it becomes even more
need. It responds to a relevant. The teacher has
need and so is highly not to be removed from
relevant to the teacher. A the workplace for CPD so
CPD that is prescribed there is no work
by higher officials does disruption. What the
not necessarily respond teacher is trained on is
to teachers’ need. exactly what he/she does.
Characteristics of
Effective CPD
Quality CPD demands

adequate time. What is
10 to 20 hours removed CPD with support
from contact time with funds is definitely
learners? Quality time
spent for CPD ultimately better than one
redounds to improved without.
teaching for the benefit of
learners.
Career Progression for
Professional Teachers
Years of Phases of the Teacher’s Stages in the Teacher’s PQF
Teaching Lifelong Career Development Continuum Level
1-3 Introduction Teacher 1

6
4-8 Self-assessment Teacher 2
9-15 Experimentation Career Master Teacher 1 Department Head

Progress 7
16-24 Self-Reassessment Master Teacher 2 Principal 1
25-32 Frustration Master Teacher 3 Supervisor/Director

Satisfaction
8
33-40 Bitter Serene Master Teacher 4 Superintendent
Disengagement Dis-engagement
41 and more Total Extension of Emeritus Teacher

Disengagement (active retired teacher)
Employment

Chapter 7

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 7

Uploaded by

Copyright:

Available Formats

CHAPTER VII:

“Who dares to teach must never cease

 Every professional teacher is expected

“Responsibility is something expected of a

 With the enactment of RA 10912, the

 CPD for professional teachers is not an

 Continuing professional development

“Growth is an evidence of life.”

This implies that anything that is alive grows or

So a teacher who is alive grows physically,

If he/she doesn’t grow, it means he/she is no

“Man/Woman is an unfinished project.”

For a professional teacher, he/she is

No person, no professional can claim

This implies that every professional is

 Even before the enactment of this CPD

 No less than the fundamental law of the

“The State shall enhance the right of

Other laws also cited continuing

1. Batas Pambansa 232

Enacted on August 11, 2001.

To encourage continuing professional

Unfortunately, due to lack of funding, the

The same RA. 7836 states:

4. The Board for Professional Teachers

Every teacher shall participate in the

5. Executive Order #266

Institutionalization of the Continuing

This was signed and issued by the

The completion by professional licenses

This Executive Order was premised on the

WHEREAS, the various professions play a

WHEREAS, it is imperative to impose upon

WHEREAS, the professionals who undertake

WHEREAS, the confidence and patronage of

6. R.A. 10912, Continuing Professional

With the enactment of this law, CPD for all

 A lot of questions have been raised

 Many teacher resists CPD. It is claimed

 The need for CPD is heightened by

 To be in, a professional must meet

It is hereby declared the policy of the state to

 And it gives Filipino professionals a

Article III, Section 10 of the same CPD Act

“The CPD is… made as mandatory

 You can earn credit units as a

 You also earn credit units as

 You earn much more if you are

 Take note that ONLY COMPLETION of

 Earning MA units is not given any credit

 The master’s and doctorate degrees

 It refers to learning activities such as

 In addition, self-directed track includes

 It also includes study tours and socio-

 the professional teacher has written an

 Even professional and/or lifetime

 Developing a personal CPD Plan

 It is best that good intention should

 Every professional who has sincere

 With that CPD culture, the negative

 We hope to reach a point where

What What What will I do When do I What PPST What