SEMI-MIDTERM

EDUC405
THE TEACHING PROFESSION

Session 2
JOCELYN C. RICO
Professor
 The Teacher
as a Professional
 A professional is a one
who went through long
years of preparation to earn
a teacher education degree
recognized by the
Commission on Higher
Education
 after which he/she hurdled a
Licensure Examination for
Teachers (LET) administered by
the Board for Professional
Teachers with the supervision
of the Professional Regulation
Commission
 By passing the LET,
he/she 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.
 As a professional teacher
he/she is expected to abide by
the Code of Ethics for
Professional Teachers. Violation
of the Code of Ethics can be a
ground for the revocation of
license.
 These ensure that as a
professional teacher, he/she
practices his/her profession
with technical and ethical
and moral competence.
 This is exactly how the
Code of Ethics of Professional
Teachers define the
professional teacher. The
teacher is a "licensed
professional who possesses
dignity
and reputation with high moral
values as well as technical and
professional competence ...he/
she adheres to, observes and
practices a set of ethical and
moral principles, standards and
values."
 The Demands from
the Teacher as a
Professional
The Code of Ethics for
Professional Teachers spells
out the demands of the state,
community, higher authorities
and school officials and
parents from teachers. The
Code of Ethics for
In the first place, the word
"teacher" suggests that the
main responsibility of the
professional teachers is to
teach. The teacher's primary
customer is the learner.
There are a number of
models/frameworks of
effective teaching. In the
country, we have the Philippine
Professional Standards for
Teachers (PPST).
Models of Effective
Teaching
 A. Robert
Marzano's Causal
Teacher Evaluation
Model of four
domains:
 1. Classroom

strategies and
behaviors
-involve routine events
such as communicating
learning goals and
feedback and establishing
rules and procedures
 involve addressing
content by helping students
interact with new knowledge,
practice and deepen new
knowledge helping students
generate and test hypotheses
 involve events enacted
on the spot such as engaging
students, recognizing
adherence to rules and
procedures,
- establishing and
maintaining effective
relationships with students
and communicating high
expectations for all students
2. Planning and
Preparing planning
and preparing for
lessons
-for use of technology for
needs of students receiving
Special education for needs
of students who lack support
for schooling
 3. Reflection
on
Teaching
evaluating personal performance
such as identifying areas of
pedagogical strengths and
weaknesses developing,
implementing and monitoring a
professional growth plan
4. Collegiality and
Professionalism
-promoting positive interactions with
colleagues, students and parents
-seeking mentorship for areas of
need/interest
-mentoring other teachers and sharing
ideas and strategies
-adhering to school rules and
procedures
B. Charlotte Danielson
Framework
for Teaching
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
C. James Stronge Teacher
Effectiveness Performance
Evaluation System (TEPES) System
Seven performance standards:
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. The Learning Environment
6. Professionalism — maintains a
commitment to professional ethics,
communicates effectively and
takes responsibility for and
participates in professional growth
that results in enhanced learning.
7. Student Progress — the work of
the teacher results in acceptable,
measurable and appropriate
student academic progress.
Teacher Evaluation Standards
The McREL model (Mid-
Continent Research for
Education and
Learning
1. Teachers demonstrate leadership.
lead in their classrooms demonstrate
leadership in the school lead the
teaching profession advocate for
schools and students demonstrate
high ethical standards
2. Teachers establish a respectful
environment for a diverse

population of students.
3. Teachers know the content
they teach.
4. Teachers facilitate learning for
their students.
5. Teachers reflect on their
practices.
Comparison of the 4
Models on Teacher
Effectiveness
Since the main task of the
professional teacher is to teach,
society demands from him/her
teaching competence.

This means if he/she has to teach

effectively he/she has to:
l) prepare and plan very well for instruction;
2) execute or deliver that instruction very well
because he/she has professional knowledge
(mastery subject matter);
3) create a conducive or favorable learning
environment for diverse groups of learners;
4) assess and report iearners' progress; and
5) demonstrate professionalism as he/she with
superiors, colleagues, students and parents.
 The first step of competent
teaching is instructional
preparation. entails clarifying
learning outcomes and choice of
appropriate teaching-learning
activities and use of assessment
tasks aligned.
PPST
The Philippine Professional
Standards for Teachers
The PPST, the revised National
Competency-Based Teacher
Standards (NCBTS), give the
teacher professional
Competencies in seven domains,
37 strands and 148 performance
indicators for four career stages.
According to the PPST, quality
teachers in the Philippines need
to possess the following
characteristics:

p.30, 31
Teachers' Obligations enumerated
in Section 16 of Batas Pambansa
Blg. 232 known as the Education
Act of 1982.
Every teacher shall:
1 . Perform his duties to the
school by discharging his
responsibilities in accordance
with the philosophy, goals and
objectives of the school.
2. Be accountable for the
efficient and effective
attainment of specified learning
objectives in pursuance of
national development goals,
within the limits of available
school resources.
3. Render regular reports on
performance of each student to
the latter's parents or guardians
with specific suggestions for
improvement.
4. Assume the responsibility to
maintain and sustain his
professional growth and
advancement and maintain
professionalism in his behavior at
all times.
5. Refrain from making
deductions in students' scholastic
ratings for acts that are clearly
not manifestations of poor
scholarship.
6. Participate as an agent of
constructive, social, economic,
moral, intellectual, cultural and
political change in his school and
the community within the
context of national policies.
1. For the millennial learners:
Is the professional teacher
aptly described as PETMALU
LODI and WERPA?
Explain your answer.
2. With the qualities of a
professional in mind, cite
some Filipino traits that work
against the making of a true
Filipino professional teacher.