TEACHING PROFESSION

TEACHING AS A VOCATION
THE CONCEPT OF TEACHING AND THE TEACHING - comes from a Latin word "vocare" means "call"
PROFESSION
- there must be a caller, there must be a response
MODULE I-TEACHING AND THE TEACHING
PROFESSION
TEACHING TEACHING AS A MISSION
- means giving instruction through tutoring and - means to send
training.
- sent to accomplish an assigned task
- referred as sometimes chosen, calling, vocation or
profession.
- an aggregate of organized instructional
methodologies aimed at achieving a desired learning COMPONENTS OF TEACHING
objective
a. Teacher
b. Students
OBJECTIVES
c. Subject Matter
a. acquisition of knowledge and information
(teaching that)
b. development of skills (teaching how) TEACHING AS A PROFESSION
c. cultivation of values and attitudes (teaching to be) a. pursued to achieve a goal, objective or purpose.
b. Involves direction borne by proper planning

THE CONCEPT OF TEACHING c. Provides opportunities for self-fulfillment and

enhances self-esteem.
a life long mission
d. Allows expression of love, care and compassion
for children.
a dynamic activity
a time based career e. Contributes to one's growth and self-
advancement
f. Provide job security
TEACHING IS AN ART
- creative expression of ones intellectual and PROFESSIONALISM
emotional qualities
- the way the teacher express her emotions and - the skill, good judgment and polite behavior that is
communicate her feelings through her teaching expected from a person who is trained to do job well
chores

PROFESSIONAL
TEACHING AS A SCIENCE
- implies one who possesses skill competence /
expertise
- directed towards the development of an inquiring
mind and as analytic mode of accepting the truth in
what we think and does
- consist of systematic procedure and strategies ELEMENTS OF PROFESSION
- conducted carefully sequences methodology Acc. to PRC Chairman Hermogenes P. Pobre.
a. long and arduous years of preparation - the Spaniards who started training trainers in
normal schools
b. striving for excellence
c. dedication to public interest
Normal School - usually 2 year school for training
d. committed to moral and ethical values chiefly elementary teachers.
Origin-French- Ecole Novinale - from the fact that
the first French school so named after the war
Acc. to Bilbao et. al. (2015) intends to serve as a model

a. Initial Professional Education

b. Accreditation AMERICAN PERIOD
c. Lisencing - American soldiers served as the first teachers.
d. Professional Development 1901
e. Professional Societies - the Philippine Commission enacted into Law Act
No. 74 which created the Department of Institution.
f. Code of Ethics
- laid the foundations of the public school system
violation of the Code of Ethics for Professional and offered free primary education for Filipinos.
Teachers is one of the grounds for revocation of the
professional teachers Certificate of Registration and - There was a shortage of teachers
suspension from the practice of the teaching
profession (Sec. 23 R.A. 7836) THOMASITES 600 teacher from USA
PENSIONADOS bright young Filipinos students were
given opportunity to take up higher education in
HISTORICAL DEVELOPMENT OF TEACHING AS A American colleges and universities financed by the
PROFESSION IN THE PHILIPPINES Philippine government

PRE-SPANISH TIME Act of 74 of 1901 or the so-called Education Act of

1901
- no established formal schooling in the country
- Provided for the establishment of Philippine
- no formal preparation for teachers Normal School (PNS) in Manila

- mothers, fathers and tribal leaders served as - opened in September 1901-an institution for the
teacher at home and in the community training of teachers
in 1928, it became a junior college offering a two-
year program to graduates of secondary school
SPANISH PERIOD - in 1949, PNS was renamed Philippine Normal
College - Bachelor of Science in Elementary
Educational Decree of 1863-MAURA LAW Education teacher preparations became 4 years
only in 1949.
- free public school system was established
- one school for boys and another school for girls in
every municipality
LEGAL BASES
- the missionaries served as teachers
PRESIDENTIAL DECREE 1006
➤ This decree provided for a normal school run by
Jesuits to educate male teachers in Manila Title: Decree Professionalizing Teaching

➤ Normal schools for women were not established Effectivity: January 1, 1977 Pres. Ferdinand E.
until 1875 Marcos
PBET - Profession Board Examination for Teachers
Passing Rate: 70% The State shall establish maintain a system of free
public education in the elementary and high school
Guro Certificate levels. Without limiting the natural rights of parents
to rear their children, elementary education is
compulsory for all children of school age. (Article XIV
Section 2 (2))
REPUBLIC ACT NO. 7836 Establish and maintain a system of scholarship
grants, student loan programs subsidies, and other
Title: Philippine Teachers Professionalzation Act of incentives which shall be available to deserving
1994 students in both public and private schools,
especially to the under-privileged. (Article XIV,
Effectivity: December 16, 1994 Pres. Fidel V. Ramos Section 3).
LET - Licensure Examination for Teachers Encourage non-formal, informal and indigenous
learning systems, as well as self-learning,
Passing Rate: 75% independent and out-of-school programs particularly
those that respond to community needs. (Article XIV,
Certificate and Professional License Section 4).
Provide adult citizens, the disabled, and out-of-
school youth with training in civics, vocational
REPUBLIC ACT NO. 9293 efficiency and other skills. (Article XIV, Section 5).

ammending certain section of R.A. 7836 At the option expressed in writing by the parents or
guardians, religion shall be allowed to be taught to
Effectivity: February 6, 2004 their children or wards in public elementary and high
schools within the regular class hours by instructors
designated or approved by the religious authorities
of the religion to which the children or wards belong,
without additional cost to the Government. (Article
OTHER LAWS RELATED TO TEACHING XIV)
1987 Constitution Article XIV - Education, Science, The State recognizes the complementary roles of
Technology, Arts, Culture and Sports. public and private instructions in the educational
system and shall exercise reasonable supervision and
Republic Act No. 4670 - Magna Carta for Public regulation of all educational institutions. (Article XIV,
School Teacher Section 4 (1))

Batas Pambansa Blg. 232 - An Act Providing for the Educational institutions, other than those
Establishment and Maintenance of an Integrated established by religious groups and mission boards,
System of Education. shall be owned solely by the citizens of the
Philippines or corporations or associations at least
Education Act of 1982 sixty per centum of the capital of which is owned by
such citizens. The Congress may, however, require
Republic Act No. 9155 - An Act Instituting a increased Filipino equity participation in all
Framework of Governance for Basic Education educational institutions. (Article XIV, Section 4 (2)).
Establishing Authority and Accountability
All revenues and assets of non-stock, non-profit
Renaming the DECS as DepEd Governance of Basic educational institutions used actually, directly and
Education Act of 2001 exclusively for educational purposes shall be exempt
from taxes and duties. Upon the dissolution or
cessation of the corporate existence of such
institutions, their assets shall be disposed of in the
manner provided by law. (Article XIV, Section 4 (3))
1987 CONSTITUTION - February 11, 1987
Subject to conditions prescribed by law, all grants,
Article XIV - Education, Science and Technology, Arts endowments, donations, or contribution used
and Sports actually, directly, and exclusively for educational
purposes shall be exempt from tax. (Article XIV,
The State shall protect and promote the right of all Section 4)
citizens to quality education at all levels and shall
take appropriate steps to make such education The State shall take into account regional and
accessible to all. (Article XIV, Section 1) sectoral needs and conditions and shall encourage
local planning in the development of educational
It is the duty of the State to establish, maintain and policies and programs. (Article XIV, Section 5 (1)).
support a complete, adequate, and integrated
system of education relevant to the needs of the Academic freedom shall be enjoyed in all institutions
people and society. (Article XIV, Section 2) of higher learning. (Article XIV, Section 5 (2))
Every citizen has a right to select a profession or line with national goals and conductive to their full
course of study, subject to fair, reasonable and development as persons with human dignity.
equitable admission and academic requirements.
(Article XIV, Section (3)) Teachers shall be deemed persons in authority when
in the discharge of lawful duties and responsibilities,
The State shall enhance the right of the teachers to and shall, therefore, be accorded due respect and
professional advancement. Non-teaching academic protection.
and non-academic personnel shall enjoy the
protection of the State. (Article XIV, Section 5 (4)) One of the duties of teachers is to participate as an
agent of constructive social, economic, moral,
The State shall assign the highest budgetary priority intellectual, cultural and political change in his
to education and ensure that teaching will attract school and the community within the context of
and retain its rightful share of the best available national policies.
talents through adequate renumeration and other
means of job satisfaction and fulfillment (Article XIV, The State recognizes that formal education, or the
Section 5 (5)) school system, is society's primary learning system,
and therefore the main instrument for the
achievement of the country's educational goals and
objectives.
BATAS PAMBANSA 232 OR THE EDUCATION ACT OF
1982 One of the objectives of non-formal education (now
called alternative learning systems) is to eradicate
An act providing for the establishment and illiteracy and raise the level of functional literacy of
maintenance of an Integrated System of Education. the population.
In accordance with Section 2, this act shall apply to
and govern both formal and non-formal system in The Ministry of Education, Culture, and Sports shall
public and private schools in all levels of the entire encourage programs of voluntary accreditation for
educational system. institutions which desire to meet standards of
quality over and above the minimum required for
NATIONAL DEVELOPMENT GOALS State recognition.

1. To achieve and maintain an accelerating rate of In private schools, disputes arising from employer-
economic development and social progress. employee relation shall fall under the jurisdiction of
the Ministry of Labor and Employment as provided
by law and regulations.
2. To assure the maximum participation of all the
people in the attainment and enjoyment of the
benefits such as growth; The government, in recognition of their
complementary role in the educational system, may
provide aid to the programs of private schools in the
3. To achieve and strengthen national unity and form of grants or scholarships, or loans from
consciousness and preserve, develop and promote government financial institutions.
desirable cultural, moral and spiritual values in
changing world.
The government shall provide financial assistance to
financially disadvantaged and deserving students.
Such assistance may be in the form of State
scholarships, grants-in-aid, assistance from the
SALIENT FEATURES OF BATAS PAMBANSA BLG. 232 Educational Loan Fund, or subsidized tuition rates in
- EDUCATION ACT OF 1982 State colleges and universities.
It is the policy of the State to establish and maintain SALIENT FEATURES OF REPUBLIC ACT NO. 9155 -
a complete, adequate and integrated system of GOVERNMENT OF BASIC EDUCATION ACT OF 2001
education relevant to the goals of national
development. The school shall be the heart of the formal education
system. It is where children learn. Schools shall have
The educational system aims to develop the a single aim of providing the best possible basic
professions that will provide leadership for the education for all learners.
nation in the advancement of knowledge for
improving the quality of human life.
"Educational Community" refers to those persons or The purpose and objective of this act is to make
group of persons as such, or associated in schools and learning centers the most important
institutions involved in organized teaching and vehicle for the teaching and learning of national
learning systems. The members and elements of the values and for developing in the Filipino learners
educational community are parents, students. school love of country and pride in its heritage.
personnel, and schools.
Students have the right to receive, primarily through The classroom teacher is also called Learning
competent instruction, relevant quality education in Facilitator is the key-learning support person who is
responsible for supervising/facilitating the learning
process and activities of the learner.
Shared Governance is a principle which recognizes - must complete 4-5 year curriculum in BEEd, BSEd,
that every unit in the education bureaucracy has a BTLEd, BCAEd, BPEd
particular role, task, and responsibility inherent in
the office and for which it is principally accountable - for those teach tertiary, masters or doctoral degree
for outcomes. is required
The schools division superintendents are 2. PROFESSIONAL LICENSE
accountable and responsible in ensuring compliance
of quality standards for basic education programs - pass the LET
and for this purpose strengthening the role of
division supervisors as subject area specialists. - first degree holder, must take additional 18 units to
take LET
The school head shall form a team with the school
teachers learning facilitator's for delivery of quality - LET is administered every September and March
educational programs, projects and services.
- those who qualify receive Certificate of
Registration and Professional License, that renewed
after 3 years in birth month
PROFESSIONAL AND PERSONAL ATTRIBUTES OF A
TEACHER
TEACHER Society expect teacher GOOD TEACHING
- most important variable in the learner's
educational environment
DESIRABLE CHARACTERISTICS OF A TEACHER MODELS OF GOOD TEACHING

1. emotional stability and mental health A. Robert Marzano's Causal Teacher Evaluation
Model of four domains:
2. physical health and dynamic personality
1.Classroom strategies and behaviors
3. above average intelligence
2. Planning and Preparing
4. creativity, imagination and resourcefulness
3. Reflection on teaching
5. good grooming, poise and refinement in will and
action 4. Collegiality and Professionalism

6. courtesy, kindness and tact

7. patience and perseverance B. Charlotte Danielson Framework for Teaching
8. sincerity and honesty 1. Planning and Preparation
9. firmness 2. The Classroom Environment
10. promptness, efficacy and ability to organize 3. Instruction
11. positive outlook and encouraging attitude 4. Professional Responsibilities
12. democratic leadership
13. systematic C. James Stronge -Teacher Effectivenness
Performance Evaluation System (TEPES)
14. friendly sociable
1. Professional Knowledge
15. values, academic upgrading and professional
development 2. Instructional Planning
3. Instructional Delivery
REQUIREMENTS TO BA A PROFESSIONAL TEACHER 4. Assessment of /for Learning
1. EDUCATIONAL QUALIFICATIONS 5. The Learning Environment
6. Professionalism
7. Student Progress 7. Classroom communication strategies.
Domain 2, Learning Environment

D. The McREL model - Teacher Evaluation Standards 1. Learner safety and security

1. Teachers demonstrate leadership 2. Fair learning environment

2. Teachers establish a respectable environment for 3. Management of classroom structure and activities
a diverse population of students.
4. Support for learner participation
3. Teachers know the content they teach.
5. Promotion of purposive learning
4. Teachers facilitate learning for students.
6. Management of learner behavior
5. Teachers reflect on their practices.
Domain 3, Diversity of Learners
1. Learners' gender, needs, strengths, interests and
experiences 2. Learners' linguistic, cultural, socio-
TEACHING STANDARDS ON THE PHILIPPINES economic and religious backgrounds
August 11, 2017 3. Learners with disabilities, giftedness and talents
DO NO. 42, s. 2017 - NATIONAL ADOPTION OF THE 4. Learners in difficult circumstances
PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS (PPST) 5. Learners from indigenous groups
CHED MEMORANDUM NO. 52, s. 2007 & DepEd Domain 4, Curriculum and Planning
Order No. 32, s. 2009 - NATIONAL COMPETENCY -
BASED TEACHER STANDARDS (NCBTS)
1. Planning and management of teaching and
learning process
2. Learning outcomes aligned with learning
PPST aims to: competencies
1. Set out clear expectations of teachers along well 3. Relevance and responsiveness of learning
defined career stages of professional development programs
from beginning to distinguished practice.
4. Professional collaboration to enrich teaching
2. Engage teachers to actively embrace a continuing practice
effort in attaining proficiency; and,
5. Teaching and learning resources including ICT
3. Apply a uniform measure to assess teacher
performance, identify needs, and provide support Domain 5, Assessment and Reporting
for professional development.
1. Design, selection, organization and utilization of
assessment strategies

The 7 Domains 2. Monitoring and evaluation of learner progress and

achievement
Domain 1, Content Knowledge and Pedagogy
3. Feedback to improve learning
1. Content knowledge and its application within and
across curriculum areas 4. Communication of learner needs, progress and
achievement to key stakeholders
2.Research-based knowledge and principles of
teaching and learning 5. Use of assessment data to enhance teaching and
learning practices and programs.
3. Positive use of ICT
Domain 6, Community Linkages and Professional
4. Strategies for promoting literacy and numeracy Engagement

5. Strategies for developing critical and creative 1. Establishment of learning environments that are
thinking, as well as other higher-order thinking skills responsive to community contexts

6. Mother Tongue, Filipino and English in teaching 2. Engagement of parents and the wider school
and learning community in the educative process
3. Professional ethics - work collaboratively with colleagues and provide
them support and mentoring to enhance their
4. School policies and procedures learning and practice

Domain 7, Personal Growth and Professional - continually seek to develop their professional
Development knowledge and practice by reflecting on their own
needs, and those of their colleagues and students
1. Philosophy of teaching
2. Dignity of teaching as a profession
Career Stage 4 or Distinguished Teachers
3. Professional links with colleagues
- embody the highest standard for teaching
4. Professional reflection and learning to improve grounded in global best practices
practice
- exhibit exceptional capacity to improve their own
5. Professional development goals teaching practice and that of others
- recognized as leaders in education, contributors to
the profession and initiators of collaborations and
CAREER STAGES partnership

Career Stage 1 or Beginning Teachers - create lifelong impact in the lives of colleagues,
students and others
- have a strong understanding of the subjects/areas
in which they are trained in terms of content - consistently seek professional advancement and
knowledge and pedagogy relevance in pursuit of teaching quality and
excellence
- possess the requisite knowledge, skills and values
that support the teaching and learning process - exhibit commitment to inspire the education
community and stakeholders for the improvement
- manage learning programs and have strategies that of education provision in the Philippines
promote learning based on the learning needs of
their students
- seek advice from experienced colleagues to
consolidate their teaching practice.
Career Stage 2 or Proficient Teachers
- professionally independent in the application of
skills vital to the teaching and learning process
- provide focused teaching programs that meet
curriculum and assessment requirements
- display skills in planning, implementing, and
managing learning programs
- actively engage in collaborative learning with the
professional community and other stakeholders for
mutual growth.and advancement
- reflective practitioners who continually consolidate
the knowledge, skills and practices of Career Stage 1
teachers.
Career Stage 3 or Highly Proficient Teachers
- consistently display a high level of performance in
their teaching practice
- manifest an in-depth and sophisticated
understanding of the teaching and learning process
- have high education-focused situation cognition,
are more adept in problem solving and optimize
opportunities gained from experience