THE DEMANDS OF

SOCIETY FROM THE TEACHER

AS A PROFESSIONAL

“PROFESSIONALISM:
IT’S NOT THE JOB YOU DO,
IT’S HOW YOU DO THE
JOB.”
- ANONYMOUS
OBJECTIVES
 Discuss the meaning of the
teacher as a professional
 Explain what society demands
from the teacher as a professional
 Explain the professional
competencies that a teacher
should possess
 Teachers spend at least 6 hours a day,
5 days a week in 10 months of the school
year with students
Schools are expected to work with and
for communities and so are teachers.

From his/her very title “teacher”, to teac

well is what society demands of teachers.
Research says that the teacher is the
single most important factor in the
learner’s learning.
Research on studies proving that the
teacher is the single most important
factor in the learner’s learning. What
does it say about it?
A teacher’s impact on learners lasts.

The teacher is the key to student

achievement.
THE TEACHER AS A
PROFESSIONAL
A professional is one who went
through long years of preparation to
earn education degree recognized by
CHED, after which he/she hurdled a
LET administered by the Board for
Professional Teachers with the
supervision of the PRC.
 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.”
-Code of Ethics of Professional Teachers
THE DEMANDS FROM THE TEACHER AS
A PROFESSIONAL

“Teacher” suggests that the main

responsibility of the professional
teachers is to teach.
The teacher’s primary customer is the
learner.
 Robert Marzano’s Causal Teacher,
Evaluation Model
 Charlotte Danielson Framework for
Teaching
 James Stronge – Teacher
Effectiveness Performance
Evaluation System (TEPES)
FROM:
Compliance focused, annual reviews that are
inflated and lack specific guidance for
instructional improvement
Misaligned system without specificity in the
common language of instruction
Ambiguity and subjectivity due to the lack of
specificity
Lacks connections to student achievement
gains
TO:
Formative and summative process that is
timely, specific, and honors growth over time
Coherent research-based common language
of instruction with clear and objective
measures and teacher and student evidences
Clarity and consistency, from the newest
teacher to the most veteran practitioners and
supports accuracy for observers
Causal links to raising student achievement
ROBERT MARZANO’S CAUSAL
TEACHER, EVALUATION MODEL
•Classroom Strategies and Behaviors
-involves routine events
-involve addressing content
-helping students generate and test
hypotheses
-involve events enacted on the spot
DOMAIN 1:Classroom Strategies & Behaviors
Lesson Segments/ Reflections
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
 Domain 2: Planning & Preparing (8 Elements)
Lesson and Units (3 Elements)
 Planning and preparing for effective scaffolding
of information within lessons
 Planning and preparing for lessons within a
unit that progress toward a deep
understanding and transfer of credit
 Planning and preparing for appropriate
attention to establish common core content
standards
Use of Materials and Technology (2 Elements)
1.Planning and preparing for the use of
available materials for upcoming units and
lessons
2.Planning and preparing for the use of
available technologies such as interactive
whiteboards, response systems and computers
Special Needs of Students (3 Elements)
1.Planning and preparing for English Language
Learners
2.Planning and Preparing for the needs of
special education students
3.Planning and preparing for the needs of
students who come from home environments
that offer little support for schooling
THANK YOU
AND
HAVE A NICE
DATE!