I.

COURSE TITLE Education 72 The Teaching Profession

II. NUMBER OF UNITS: 3 units

III. COURSE DESCRIPTION: This course deals with the teacher as a person and as a professional within the context of
national and global teachers’ standards and philosophies. It includes an articulation of the
rootedness of education in the philosophical and historical context. The four pillars of learning,
21st century skills, Professional Ethics, core values, professional rights, privileges and
responsibilities, and the teacher’s role in society as an agent of change. It will make use of the
methods and strategies of teaching that enhance the development of learners’ life and career
skills and higher order thinking skills.
IV. COURSE OUTCOMES: At the end of the semester the students can;

1. Demonstrate awareness of existing laws and regulations that apply to the

teaching profession and become familiar with the responsibilities specified in
the Code of Ethics for Professional Teachers.
2. Articulate a personal philosophy of teaching that is learner- centered.
3. Demonstrate behaviors that uphold the dignity of teaching as a profession by
exhibiting qualities such as caring attitude, respect and integrity.
4. Seek opportunities to establish professional links with colleagues.
5. 5. Demonstrate an understanding of how professional reflection and learning
can be used to improve practice.

V. COURSE OUTLINE:

Module 1 The Teaching Profession

Lesson 1 Teaching as a Profession
Lesson 2 Teaching as a vocation

Module 2The Demands of Society from the Teacher as a Professional and as a Person
Lesson 1 The Demands of Society from the Teacher as a Professional
Lesson 2 The Demands of Society from the Teacher as a Person

Module 3 The Code of Ethics for Professional Teachers

Lesson 1 The Code of Ethics for Professional Teachers: The Preamble and Article I
Lesson 2 The Code of Ethics for Professional Teachers: Relationship with the
Secondary and Tertiary Stakeholders
A. The Teacher and the State
B. The Teacher and the Community
C. The Teacher and the Parents
Lesson 3 The Code of Ethics for Professional Teachers: Relationship with the
Internal Stakeholders
A. The Teacher and the Learners
B. The Teacher and the Teaching Community
C. The Teacher and Higher Authorities
Lesson 4 The Code of Ethics for Professional Teachers: His/Her Person, Profession
and Business
A. The Teacher and the Profession
B. The Teacher as a Person
C. The Teacher and Business

Module 4 The Rights and Privileges of Teachers in the Philippnes

Module 5 On Becoming a Glocal Teacher

Code of Ethics for Professional Teachers

Lesson 1 The Global and Glocal Teacher Professional: Is there a Difference?

Lesson 2 A Closer look at the Teachers and Teaching Profession in the ASEAN
and Beyond
Lesson 3 The changing Global Landscape for the 21st Century Teachers

Module 6 Ensuring Teacher Quality Through Competency Framework and Standards

Module 7 Continuing Professional Development: The Lifeblood of the Teaching

Profession
Module 8 Philosophies of Education
Lesson 1 Our Philosophical Heritage: Philosophies of Education
Lesson 2 Formulating My Philosophy of Education

Module 9 Teaching The Noblest Profession

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X. CRITERIA FOR GRADING: Attendance 10%
Recitation/Portfolio 10%
Quizzes/Portfolio Output 20%
Periodic Examination 60%
TOTAL 100%

XI. OTHER REQUIREMENTS: Reflection Paper

Copies of Group Report Outputs
Power Point Presentation

REFERENCES

 Bilbao Purita P, Corpuz Brenda B. Llagas, Avelina T. Salandanan Gloria G. (2015) The Teaching Profession Lorimar Publishing,
Inc.
 Bilbao Purita Ed. D. Dayagbil Filomena T., Corpuz Brenda B. (2014) Curriculum Development for Teachers Lorimar Publishing,
Inc.
 Corpuz Brenda B and. Salandanan Gloria G. (2011) Principles of Teaching Lorimar Publishing, Inc.
 Lim Lourdes S, Caubic Rosalina a. AND Casihan Luvimi L. The Teaching Profession (2014) Adriana Publishing Co. INC.

CONTENT DISCUSSION

Module 1 The Teaching Profession

“Choose a job you want and you never work a day in your life”
Lesson 1 Teaching as a Profession

Learning Outcomes:
1. Explain the meaning of teaching profession.
2. Trace the historical development of teaching as a profession in the Philippines.

Teaching as a profession
In the words” professional manner”. “gawang professional”, “professional fee for expert services rendered, the word professional
implies one who possess skill and competence”/expertise. “Highly Professional” “unprofessional”... to act that way” imply a code of
ethics by which a professional person abide. On short, a professional is one who conforms to the technical or ethical standards of a
profession. So the two elements of a profession are competence and Code of Ethics.

The other elements of a profession are”

1. Initial Professional Education – Professionals generally begin their professional lives by completing a university program in their
chosen fields – teacher education, engineering, nursing accountancy, this means long and arduous years of preparation.
2. Accreditation – University programs are approved by a regulatory body like the Commission on Higher Education (CHED) in the
Philippines to ensure that graduates from these recognized programs start their professional lives with competence.
3. Licensing – Licensing is mandatory, not voluntary and in administered by a government authority. In the Philippines, this
government authority is the Professional Regulation Commission.(PRC)
4. Professional Development – this is an ongoing professional education that maintains or improves professionals’ knowledge and
skills after they begin professional practice. In the Philippines, this is Continuing Professional Development mandated by RA
10912, otherwise known as the CPD Act of 2016.
5. Professional Societies
Professionals see themselves as part of a community of like-minded individuals who put their professional standards above
the individual self-interest or their employer’s self-interest. These professional societies put dedication to the public interest and
commitment to moral and ethical values. Professional societies define certification criteria, manage criteria programs, establish
accreditation standards and define code of ethics and disciplinary action for violations of that code.
6. Code of Ethics
Each profession has a code of ethics to ensure that the practitioners behave responsibly. The code states what professionals
should do. Professionals can be ejected from their professional societies or lose their licenses to practice for violating the code of
ethics.

The teaching profession is governed by the code of Ethics for Professional Teaches. Violation of the code of Ethics for
Professional Teachers is one of the grounds for revocation of the professional teachers ‘certificate of registration and suspension
from the practice of the teaching Profession. (Section 23, RA 7836)

APPLICATION: Let’s apply what you have learned.

1. By the use of graphic organizer, present the elements of a profession.

2. Why does a profession like teaching require long years of professional education and continuing professional development
after that long arduous initial professional education?
3. By way of an acrostic, explain the elements of a profession.
4. Here is a line front Bernard Shaw’s play: Man and Superman “those who can, do: those who can’t teach.”
People who are able to do something well can do that things for a living, while people who are not able to do anything that
will make a living by teaching. Having learned the elements of a profession, do you agree with Bernard Shaw? Explain your
answer.

PD 1006 PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING THEIR PRACTICE IN THE PHILIPPINES AND
FOR OTHER PURPOSES

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The first legal document that professionalized teaching was Presidential Decree 1006 issued by the then President Ferdinand E. Marcos. It
was only in 1976 with PD 1006 known as decree professionalizing Teaching that teachers in the Philippines became professionalized. The
need to professionalize teaching was felt “to ensure the immediacy and urgency of teacher recruitment, qualitative requirements are not
overlooked…” and “although teaching requires a number of years of collegiate study, it is the only course that is not yet considered A
PROFESSION” (PD 1006). Furthermore… “in recognition of the vital role of teachers, it is imperative that they be considered as
professionals and teaching be recognized as a profession.” (PD 1006)

RA 7836 AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF TEACHING IN THE PHILIPPINES
AND PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES.

In 1994, RA 7836, otherwise known as Philippine Professionalization Act of 1994, was passed to … Promote quality education by proper
supervision and regulation of the licensure examination and professionalization of the practice of the teaching profession”(Section 2).

During the pre-Hispanic period, there was no established formal schooling in the country, so there was no formal preparation for
teachers, too. The mothers and fathers and tribal leaders served as teachers at home and in the community.

THE EDUCATIONAL DECREE OF 1863

The Education Decree of 1863 provided for the establishment of at least two free primary schools, one for boys and another for girls, in
each town under the responsibility of the municipal government. It also commended the creation of a free public normal school to train
men as teachers, supervised by the Jesuits. One of these schools was the Escuela Normal Elemental, which, in 1896 became the Escuela
Normal Superior de Maestros de Manila (The Normal School) for male teachers. The Spanish government also established a School for
midwives in 1879, and a Normal School for female teachers in 1892, the Escuela Normal Superior de Maestras. By the 1890s, free public
secondary schools were opening outside of Manila, including 10 normal schools for women.

At the end of the Spanish rule, schools during the Spanish era were closed for a time by Aguinaldo’s government. So there was no teacher
preparation that took place.

ACT 74

AN ACT ESTABLISHING A DEPARTMENT OF PUBLIC INSTRUCTION IN THE PHILIPPINE ISLANDS AND APPROPRIATING FORTY
THOUSAND DOLLARS FOR THE ORGANIZATION AND MAINTENANCE OF A NORMAL AND A TRADE SCHOOL IN MANILA, AND FIFTEEN
THOUSAND DOLLARS FOR THE ORGANIZATION AND MAINTENANCE OF AN AGRICULTURAL SCHOOL IN THE ISLAND OF NEGROS FOR
THE YEAR NINETEEN HUNDRED AND ONE.

By authority of the President of the United States, be it enacted by the United States Philippine Commission, that:

During the American regime, American soldiers served as the first teachers. In 1901, THE Philippine Commission enacted into law Act. 74
which created the Department of Public Instruction, laid the foundations of the public school system and offered free primary education
for Filipinos.

There was a shortage of teachers. The Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600
teachers from USA. They were the Thomasites. Due to urgent need for teachers, the Americans gave bright young Filipino students
opportunity to take up higher education in American colleges and universities financed by the Phil. Government. They were the
pensionados.

APPLICATION: Let’s apply what you learned

Present the historical development of teacher preparation and professionalization in the Philippines from pre-Hispanic
Philippines to 1996 by way of graphic organizer.

THE
EDUCATIONAL
PD 1006 RA 7836 DECREE OF ACT 74
1863

Interview LET passers now teaching who did not go through the 4-year teacher education course. They are graduates of other
4-year courses but not education.

Ask the following

1. What difficulties are they experiencing in teaching?

2. Do they agree that a 4-year teacher education course is a better preparation for the teaching profession?

Lesson 2 Teaching as a Vocation and Mission

Learning Outcome: Explain Teaching as a vocation and mission

Let’s Discuss:
Teaching: Mission and/or job?
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 If you are doing it only because you are paid for it, it’s a job;
If you are doing it not only for the pay but also for service, it’s a mission,
If you quit because your boss or colleague criticized you, it’s a job; If you keep on teaching out of love, it’s a mission;
If you teach because it does not interfere with your other activities, it’s a job;
If you are committed to teaching even if it means letting go of other activities, it’s a mission.
If you quit because no one praises or thanks you for what you do, it’s a job;
If you remain teaching even though nobody recognizes your efforts, it’s a mission;
It’s had to get excited about a teaching job;
It’s almost impossible not to get excited with a mission
If our concern is success, it’s a job;
If our concern in teaching is success plus faithfulness In our job, teaching is a mission.
An average school is filled by teachers doing their job teaching;
A great school is filled with teachers involved in a mission of teaching.

Adapted from Ministry or Job by Anna Sandberg

Analysis: Let’s Ponder on this.

1. What is meant by vocation? Mission?

2. Are these two(vocation and mission) related?
3. Teaching as a job or mission. What’s the difference?

Teaching as a vocation
Vocation comes from a Latin word “vocare” which means to call. Based on the etymology of the word, vocation means a call. If
there is a call, there must be a caller and someone who is called. There must also be a response. For Christians, the caller is God himself.
For our brother and sister Muslims, Allah. Believer in the Supreme Being will look at this voiceless call to have a vertical dimension. For
non-believers, the call is also experienced but this may be viewed solely along a horizontal dimension. It is like man calling another man,
never a Superior being calling a man.

Most often, when people used the word” vocation” refer to a religious vocation. Vocation includes other big callings like marriage and
single blessedness. It does only refer to a religious vocation. It can also refer to a call to do something like to teach, to heal the sick, etc.
Whatever is our calling or station in life, the call is always to serve.

The fact that you are now in the college of teacher education signifies that you said YES to the call to teach. Perhaps you never
dreamt to become a teacher! But here you are now preparing to become one! Teaching must be your vocation, your calling. May this
YES response remain YES and become even firmer through the years.

Teaching as a MISSION
Teaching is also a mission. The word “mission” comes from the Latin word “mission which means “to send.” The Webster new Collegiate
Dictionary defines mission as “task assigned”. You are sent to accomplish an assigned task.
You were sent to do an assigned task, a mission and so if you faithfully accomplish the assigned task, you proclaim “mission
accomplished”. You responded to the call to be a teacher and so your mission in the world is to teach, the task entrusted to you in this
world. These are how vocation and mission are related.
If it is your assigned task then naturally you’ve got to prepare yourself for it.

What exactly is the mission to teach? It is merely to teach the child the fundamental skills or basic r’s of reading,’riting,
‘rithmetic’ and right conduct? Is it to help the child master the basic skills so he/she can continue acquiring higher-level skills in order to
become a productive member of society? Is it to deposit facts and other information into the empty minds of students to be withdrawn
during quizzes and tests? Or is it to “midwife” the birth of ideas latent in the mind of student? Is it to facilitate the maximum
development of his/her potentials not only for himself/herself but also for others? Is it to help the child become “the man of culture and
of expertise?” Or is it to provide opportunities for the child’s growth and remove ‘hampering influence” as Bertrand Russel put it?

To teach is to do all of these and more! To teach is to influence every child entrusted in your care to become better and happier
because life becomes more meaningful to teach is to help the child becomes more human.

THE “PWEDE NA MENTALITY: ENEMY OF EXCELLENT MISSION PREPARATION AND ACCOMPLISHMENT

For a professional teacher who looks at teaching as his/her mission, he/she will do everything to arm himself/herself for an
excellent accomplishment of that mission. The striving for excellent accomplishment sometimes brings us to our ”pwede na” mentality,
which is inimical to excellence. This mentality is expressed in other ways like “talagang ganyan yan”, “wala na tayong magawa”’ “di na
mahalata”, “di ko nay an sagot”. “dagdag trabaho/ dagdag gastos lang yan” – all indicators of defeatism and resignation to mediocrity. If
we stick on the complacent mentality, excellent mission accomplishment eludes us. In the world of work whether here or abroad, only
the best and the brightest make it.(At this time, you must have heard that with the rigid selection of teacher applicants done by the
DepEd, only few make it). The mortality rate in Licensure Examination for Teachers for these past years is a glaring evidence that
excellence is very much wanting of our education graduates. If we remain true to our calling and mission as a professional teacher, we
have no choice but to take the endless and the “less travelled road” to excellence.

APPLICATION: Let’s apply What We Learned

The Humanizing Mission of Teaching

1. Read this letter given by a private school principal to her teachers on the first day of new school year. It may make your
humanizing mission in teaching crystal clear:
Dear teacher:
I am a survivor of a concentration camp.

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 My eyes saw what no man witness:
- Gas chambers built by learned engineers,
- Children poisoned by educated physicians.
- Infants killed by trained nurses.
- Women and babies shot and burned by high school and college graduates.

- So I am suspicious of education.
- My request is: Help your students become human.
- Your efforts must never produce learned monsters, skilled psycho path, and *Eichmanns.

* Eichmann – An Austrian, who became the Nazi official who administered the concentration camps where millions of Jews were
murdered during World War II(1906 – 1962)
Reading, writing, arithmetic are important only if they serve to make the children more human.

Explain your mission as a professional teacher by helping children become more human.

2. Watch Discovering Your Life’s True Calling – Lou Sabrina Ongkiko at you tube. Based on the video that you just watched, what is
our life’s true calling? How can you apply that in your calling to teach?

Module 2The Demands of Society from the Teacher as a Professional and as a Person

Module 2 is consisting of 2 lessons. Lesson 1 is focused on the demands of society from the teacher as a professional. It
discusses the professional teacher competencies that a teacher ought to demonstrate. Four models of effective teaching are used to
present these professional competencies. It also presents the Philippine Professional Standards for Teachers in the Philippines, which are
again presented in Module 6 in relation to Competency Framework and Standards for Teacher Qualification.
Lesson 2 is a discussion on the demands of society from the teacher as a person. It presents personal qualities expected of a
teacher anchored on professionalism as contained in the code of Ethics for Professional Teachers both past and present.

Lesson 1 The Demands of Society from the Teacher as a Professional

Learning Outcomes
1. Discuss the meaning of the teacher as a professional
2. Explain what society demands from the teacher as a professional
3. Explain the professional competencies that a teacher should possess

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 word “teacher” suggests that the main responsibility of the professional teachers is to teach. The
teacher’s primary customer is the learner; therefore the teacher must concentrate on effective teaching as his/her primary responsibility.

There are a number of models/frameworks of effective teaching. In the country, we have the Philippine Professional Standards
for Teachers (PPST). These PPST are standards of good teaching. Let me present the four evaluation models of effective teaching.

Models of Effective Teaching

A. Robert Manzano’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 student’s interact with new knowledge, practice and deepen new knowledge.
- Helping students generate and tests 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 of 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 interaction’s with colleagues, students and parents
- seeking mentorship for area of needs/interest
- mentoring other teachers and sharing ideas and strategies.
- adhering to school rules and procedures
- participating in school initiatives

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
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 -participating in the professional communities
-growing professionally
-showing professionalism
C. James Strong – Teacher Effectiveness performance Evaluation System(TEPES)
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 classroom
- 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.

Table 1: Comparison of the 4 Models on Teacher Effectiveness

Danielson Stronge McREL Marzano
1. Planning and Preparation Instructional Planning Teaches facilitate learning Planning and Preparing
Assessment of/for Learning for their students.

Teachers know the content

they teach
2. Instruction Professional knowledge Teachers know the content Classroom strategies and
Instructional Delivery they teach behaviors
Communication
Teachers facilitate learning
for their students.
3. The classroom The Learning Environment Teachers establish a Teachers facilitate learning
Environment respectful environment for for their students
Student Progress a diverse population of
students
4. Professional Professionalism Teachers demonstrate Collegiality and
Responsibilities leadership Professionalism
Teachers reflect on their
practices

Since the main task of the professional teacher is to teach, society demands from him/her teaching competence. Teaching
competence is spelled out in the PPST and in the four models of effective teaching given in the preceding paragraphs. This means that if
he/she has to teach effectively he/she has to”1. Prepare and plan very well for instruction; 2. Execute or deliver that instruction very well
because he/she has professional knowledge (mastery of subject matter); 3. Create a conducive or favorable learning environment for
diverse groups of learners; 4. Assess and report learner’s progress; and 5. Demonstrate professionalism as he/she deals with superiors,
colleagues, students and parents.

The first step of competent teaching is instructional preparation. This entails clarifying learning outcomes and choice of
appropriate teaching-learning activities and use of assessment tasks aligned to the learning outcomes to check on learner’s progress. The
professional teacher possesses pedagogical content knowledge. He/She is fully aware that pedagogical content knowledge (how to teach
particular subject matter content) is central to teacher effectiveness.

THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards describe the expectations of
teachers’ increasing levels of knowledge, practice and professional engagement. At the same time, the standards allow for teachers’
growing understanding, applied with increasing sophistication across a broader and more complex range of teaching/learning situations.

The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st Century in the Philippines.
Quality teachers in the Philippines need to possess the following characteristics:

 recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum areas,
coupled with a sound and critical understanding of the application of theories and principles of teaching and learning. They
apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research. They
display proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning process, as well as exhibit the

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 needed skills in the use of communication strategies, teaching strategies and technologies to promote high-quality learning
outcomes.
 provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and
achievement. They create an environment that is learning-focused and they efficiently manage learner behavior in a physical
and virtual space. They utilize a range of resources and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high standards of learning.
 establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics and
experiences as inputs to the planning and design of learning opportunities. They encourage the celebration of diversity in the
classroom and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a
changing local and global environment.
 interact with the national and local curriculum requirements. They translate curriculum content into learning activities that are
relevant to learners and based on the principles of effective teaching and learning. They apply their professional knowledge to
plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons that are contextually
relevant, responsive to learners’ needs and incorporate a range of teaching and learning resources. They communicate learning
goals to support learner participation, understanding and achievement.
 apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’ needs,
progress and achievement. They use assessment data in a variety of ways to inform and enhance the teaching and learning
process and programs. They provide learners with the necessary feedback about learning outcomes that informs the reporting
cycle and enables teachers to select, organize and use sound assessment processes.
 establish school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement
in the educative process. They identify and respond to opportunities that link teaching and learning in the classroom to the
experiences, interests and aspirations of the wider school community and other key stakeholders. They understand and fulfill
their obligations in upholding professional ethics, accountability and transparency to promote professional and harmonious
relationships with learners, parents, schools and the wider community.
 value personal growth and professional development and exhibit high personal regard for the profession by maintaining
qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. They value personal and professional
reflection and learning to improve their practice. They assume responsibility for personal growth and professional development
for lifelong learning.

The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:
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 for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:
1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:
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 practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs

Domain 6, Community Linkages and Professional Engagement, consists of four strands:

1. Establishment of learning environments that are responsive to community contexts
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice

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 5. Professional development goals
Career stages
Teacher professional development happens in a continuum from beginning to exemplary practice. Anchored on the principle of lifelong
learning, the set of professional standards for teachers recognizes the significance of a standards framework that articulates
developmental progression as teachers develop, refine their practice and respond to the complexities of educational reforms.
The following statements, which define the work of teachers at different career stages, make explicit the elements of high-quality
teaching for the 21st century. They comprise descriptors that have been informed by teachers’ understandings of what is required at
each of the four Career Stages. The descriptors represent a continuum of development within the profession by providing a basis for
attracting, preparing, developing and supporting teachers.

Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession. They have a strong
understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy. They possess the requisite
knowledge, skills and values that support the teaching and learning process. They manage learning programs and have strategies that
promote learning based on the learning needs of their students. They seek advice from experienced colleagues to consolidate their
teaching practice.

Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the teaching and learning process.
They provide focused teaching programs that meet curriculum and assessment requirements. They display skills in planning,
implementing, and managing learning programs. They actively engage in collaborative learning with the professional community and
other stakeholders for mutual growth and advancement. They are 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. They manifest an
in-depth and sophisticated understanding of the teaching and learning process. They have high education-focused situation cognition, are
more adept in problem solving and optimize opportunities gained from experience. Career Stage 3 Teachers work collaboratively with
colleagues and provide them support and mentoring to enhance their learning and practice. They continually seek to develop their
professional knowledge and practice by reflecting on their own needs, and those of their colleagues and students.
Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices. They exhibit
exceptional capacity to improve their own teaching practice and that of others. They are recognized as leaders in education, contributors
to the profession and initiators of collaborations and partnerships. They create lifelong impact in the lives of colleagues, students and
others. They consistently seek professional advancement and relevance in pursuit of teaching quality and excellence. They exhibit
commitment to inspire the education community and stakeholders for the improvement of education provision in the Philippines.
Domains/ Strands/ Indicators for Different Career Stages
Domain 1. Content Knowledge and Pedagogy
Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its interconnectedness within and across curriculum
areas, coupled with a sound and critical understanding of the application of theories and principles of teaching and learning. This Domain
encompasses teachers’ ability to apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and
current research. It takes into account teachers’ proficiency in Mother Tongue, Filipino and English in the teaching and learning process,
as well as needed skills in the use of communication strategies, teaching strategies, and technologies to promote high-quality learning
outcomes.

148 PERFORMANCE INDICATORS OF PPST

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 1.1 1.1.1 Demonstrate 1.1.2 Apply 1.1.3 Model effective 1.1.4 Model exemplary
Content content knowledge knowledge of applications of content practice to improve the
knowledge and its and its application content within and knowledge within and applications of content
application within within and/or across across curriculum across curriculum knowledge within and
and across curriculum teaching teaching areas. teaching areas. across curriculum
curriculum areas areas. teaching areas.

Strand 1.2 1.2.1 Demonstrate an 1.2.2 Use research- 1.2.3 Collaborate with 1.2.4 Lead colleagues in
Research-based understanding of based knowledge and colleagues in the the advancement of the
knowledge and research-based principles of teaching conduct and application art and science of
principles of knowledge and and learning to of research to enrich teaching based on their
teaching and principles of teaching enhance professional knowledge of content comprehensive
learning and learning. practice. and pedagogy. knowledge of research
and pedagogy.

Strand 1.3 Positive 1.3.1 Show skills in the 1.3.2 Ensure the 1.3.3 Promote effective 1.3.4 Mentor colleagues
use of ICT positive use of ICT to positive use of ICT to strategies in the in the implementation of
facilitate the teaching facilitate the teaching positive use of ICT to policies to ensure the
and learning process. and learning process. facilitate the teaching positive use of ICT within
and learning process. or beyond the school.

Strand 1.4 1.4.1 Demonstrate 1.4.2 Use a range of 1.4.3 Evaluate with 1.4.4 Model a
Strategies for knowledge of teaching teaching strategies colleagues the comprehensive selection
promoting literacy strategies that that enhance learner effectiveness of of effective teaching
and numeracy promote literacy and achievement in teaching strategies that strategies that promote
numeracy skills. literacy and promote learner learner achievement in
numeracy skills. achievement in literacy literacy and numeracy.
and numeracy.

Strand 1.5 1.5.1 Apply teaching 1.5.2 Apply a range 1.5.3 Develop and 1.5.4 Lead colleagues in

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 Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strategies for strategies that develop of teaching strategies apply effective teaching reviewing, modifying and
developing critical critical and creative to develop critical strategies to promote expanding their range of
and creative thinking, and/or other and creative thinking, critical and creative teaching strategies that
thinking, as well as higher-order thinking as well as other thinking, as well as promote critical and
other higher-order skills. higher-order thinking other higher-order creative thinking, as well
thinking skills skills. thinking skills. as other higher-order
thinking skills.

Strand 1.6 1.6.1 Use Mother 1.6.2 Display 1.6.3 Model and 1.6.4 Show exemplary
Mother Tongue, Tongue, Filipino and proficient use of support colleagues in skills in and advocate the
Filipino and English English to facilitate Mother Tongue, the proficient use of use of Mother Tongue,
in teaching and teaching and learning. Filipino and English Mother Tongue, Filipino Filipino and English in
learning to facilitate teaching and English to improve teaching and learning to
and learning. teaching and learning, facilitate the learners'
as well as to develop language, cognitive and
the learners' pride of academic development
their language, heritage and to foster pride of
and culture. their language, heritage
and culture.

Strand 1.7 1.7.1 Demonstrate an 1.7.2 Use effective 1.7.3 Display a wide 1.7.4 Exhibit exemplary
Classroom understanding of the verbal and non- range of effective practice in the use of
communication range of verbal and verbal classroom verbal and non-verbal effective verbal and non-
strategies non-verbal classroom communication classroom verbal classroom
communication strategies to support communication communication strategies
strategies that support learner strategies to support to support learner
learner understanding, understanding, learner understanding, understanding,
participation, participation, participation, participation,
engagement and engagement and engagement and engagement and
achievement. achievement. achievement. achievement in different
learning contexts.
Domain 2. Learning Environment
Domain 2 highlights the role of teachers to provide learning environments that are safe, secure, fair and supportive in order to promote
learner responsibility and achievement. This Domain centers on creating an environment that is learning-focused and in which teachers
efficiently manage learner behavior in a physical and virtual space. It highlights the need for teachers to utilize a range of resources and
provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards the
attainment of high standards of learning.
Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 2.1 2.1.1 Demonstrate 2.1.2 Establish safe 2.1.3 Exhibit effective 2.1.4 Apply comprehensive
Learner safety knowledge of policies, and secure learning strategies that ensure knowledge of and act as a
and security guidelines and environments to safe and secure learning resource person for,
procedures that enhance learning environments to enhance policies, guidelines and
provide safe and through the consistent learning through the procedures that relate to
secure learning implementation of consistent the implementation of
environments. policies, guidelines and implementation of safe and secure learning
procedures. policies, guidelines and environments for learners.
procedures.

Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain 2.2.3 Exhibit effective 2.2.4 Advocate and
Fair learning understanding of learning environments practices to foster facilitate the use of
environment learning environments that promote fairness, learning environments effective practices to
that promote fairness, respect and care to that promote fairness, foster learning
respect and care to encourage learning. respect and care to environments that
encourage learning. encourage learning. promote fairness, respect
and care to encourage
learning.

Strand 2.3 2.3.1 Demonstrate 2.3.2 Manage 2.3.3 Work with 2.3.4 Model exemplary
Management knowledge of classroom structure to colleagues to model and practices in the
of classroom managing classroom engage learners, share effective techniques management of classroom
structure and structure that engages individually or in in the management of structure and activities,
activities learners, individually groups, in meaningful classroom structure to and lead colleagues at the
or in groups, in exploration, discovery engage learners, whole-school level to
meaningful and hands-on activities individually or in groups, review and evaluate their
exploration, discovery within a range of in meaningful practices.
and hands-on activities physical learning exploration, discovery
within the available environments. and hands-on activities

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physical learning within a range of physical

environments. learning environments.

Strand 2.4 2.4.1 Demonstrate 2.4.2 Maintain 2.4.3 Work with 2.4.4 Facilitate processes
Support for understanding of supportive learning colleagues to share to review the effectiveness
learner supportive learning environments that successful strategies that of the school's learning
participation environments that nurture and inspire sustain supportive environment to nurture
nurture and inspire learners to participate, learning environments and inspire learner
learner participation. cooperate and that nurture and inspire participation.
collaborate in learners to participate,
continued learning. cooperate and
collaborate in continued
learning.

Strand 2.5 2.5.1 Demonstrate 2.5.2 Apply a range of 2.5.3 Model successful 2.5.4 Lead and empower
Promotion of knowledge of learning successful strategies strategies and support colleagues in promoting
purposive environments that that maintain learning colleagues in promoting learning environments
learning motivate learners to environments that learning environments that effectively motivate
work productively by motivate learners to that effectively motivate learners to achieve quality
assuming work productively by learners to work outcomes by assuming
responsibility for their assuming productively by assuming responsibility for their own
own learning. responsibility for their responsibility for their learning.
own learning. own learning.

Strand 2.6 2.6.1 Demonstrate 2.6.2 Manage learner 2.6.3 Exhibit effective and 2.6.4 Provide leadership in
Management knowledge of positive behavior constructive behavior applying a wide range of
of learner and non-violent constructively by management skills by strategies in the
behavior discipline in the applying positive and applying positive and implementation of positive
management of non-violent discipline non-violent discipline to and non-violent discipline
learner behavior. to ensure learning- ensure learning-focused policies/procedures to
focused environments. environments. ensure learning-focused
environments.
Domain 3. Diversity of Learners
Domain 3 emphasizes the central role of teachers in establishing learning environments that are responsive to learner diversity. This
Domain underscores the importance of teachers’ knowledge and understanding of, as well as respect for, learners’ diverse characteristics
and experiences as inputs to the planning and design of learning opportunities. It encourages the celebration of diversity in the
classrooms and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing
local and global environment.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 3.1 3.1.1 Demonstrate 3.1.2 Use differentiated, 3.1.3 Work with 3.1.4 Lead colleagues
knowledge and developmentally colleagues to share to evaluate
Learners' understanding of appropriate learning differentiated, differentiated
gender, needs, differentiated teaching experiences to address developmentally strategies to enrich
strengths, to suit the learners' learners' gender, needs, appropriate teaching practices that
interests and gender, needs, strengths, interests and opportunities to address address learners'
experiences strengths, interests experiences. learners' differences in differences in gender,
and experiences. gender, needs, strengths, needs, strengths,
interests and interests and
experiences. experiences.

Strand 3.2 3.2.1 Implement 3.2.2 Establish a learner- 3.2.3 Exhibit a learner- 3.2.4 Model exemplary
teaching strategies centered culture by using centered culture that teaching practices that
Learners' that are responsive to teaching strategies that promotes success by recognize and affirm
linguistic, the learners' linguistic, respond to their using effective teaching diverse linguistic,
cultural, socio- cultural, socio- linguistic, cultural, socio- strategies that respond to cultural, socioeconomic
economic and economic and economic and religious their linguistic, cultural, and religious
religious religious backgrounds. backgrounds. socioeconomic and backgrounds to
backgrounds religious backgrounds. promote learner
success.

Strand 3.3 3.3.1 Use strategies 3.3.2 Design, adapt and 3.3.3 Assist colleagues to 3.3.4 Lead colleagues in
responsive to learners implement teaching design, adapt and designing, adapting and
Learners with with disabilities, strategies that are implement teaching implementing teaching
disabilities, giftedness and talents. responsive to learners strategies that are strategies that are
giftedness and with disabilities, responsive to learners responsive to learners
talents giftedness and talents. with disabilities, with disabilities,

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 Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

giftedness and talents. giftedness and talents.

Strand 3.4 3.4.1 Demonstrate 3.4.2 Plan and deliver 3.4.3 Evaluate with 3.4.4 Model a range of
Learners in understanding of the teaching strategies that colleagues teaching high level skills
difficult special educational are responsive to the strategies that are responsive to the
circumstances needs of learners in special educational responsive to the special special educational
difficult needs of learners in educational needs of needs of learners in
circumstances, difficult circumstances, learners in difficult difficult circumstances,
including: geographic including: geographic circumstances, including: including: geographic
isolation; chronic isolation; chronic illness; geographic isolation; isolation; chronic
illness; displacement displacement due to chronic illness; illness; displacement
due to armed conflict, armed conflict, urban displacement due to due to armed conflict,
urban resettlement or resettlement or armed conflict, urban urban resettlement or
disasters; child abuse disasters; child abuse and resettlement or disasters; disasters; child abuse
and child labor child labor practices. child abuse and child and child labor
practices. labor practices. practices.

Strand 3.5 3.5.1 Demonstrate 3.5.2 Adapt and use 3.5.3 Develop and apply 3.5.4 Show
Learners from knowledge of teaching culturally appropriate teaching strategies to comprehensive skills in
indigenous strategies that are teaching strategies to address effectively the delivering culturally
groups inclusive of learners address the needs of needs of learners from appropriate teaching
from indigenous learners from indigenous indigenous groups. strategies to address
groups. groups. effectively the needs of
learners from
indigenous groups.
Domain 4. Curriculum and Planning
Domain 4 addresses teachers’ knowledge of and interaction with the national and local curriculum requirements. This Domain
encompasses their ability to translate curriculum content into learning activities that are relevant to learners and based on the principles
of effective teaching and learning. It expects teachers to apply their professional knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and sequenced lessons. These lesson sequences and associated learning programs should
be contextually relevant, responsive to learners’ needs and incorporate a range of teaching and learning resources. The Domain expects
teachers to communicate learning goals to support learner participation, understanding and achievement.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 4.1 4.1.1 Prepare 4.1.2 Plan, manage and 4.1.3 Develop and apply 4.1.4 Model exemplary
developmentally implement effective strategies in the practice and lead
Planning and sequenced teaching developmentally planning and colleagues in enhancing
management of and learning process sequenced teaching management of current practices in the
teaching and to meet curriculum and learning process to developmentally planning and
learning process requirements. meet curriculum sequenced teaching and management of
requirements and learning process to meet developmentally
varied teaching curriculum requirements sequenced teaching and
contexts. and varied teaching learning process.
contexts.

Strand 4.2 4.2.1 Identify learning 4.2.2 Set achievable 4.2.3 Model to 4.2.4 Exhibit high-level
Learning outcomes that are and appropriate colleagues the setting of skills and lead in setting
outcomes aligned with learning learning outcomes that achievable and achievable and
aligned with competencies. are aligned with challenging learning challenging learning
learning learning competencies. outcomes that are outcomes that are
competencies aligned with learning aligned with learning
competencies to competencies towards
cultivate a culture of the cultivation of a
excellence for all culture of excellence for
learners. all.

Strand 4.3 4.3.1 Demonstrate 4.3.2 Adapt and 4.3.3 Work 4.3.4 Provide advice in
Relevance and knowledge in the implement learning collaboratively with the design and
responsiveness implementation of programs that ensure colleagues to evaluate implementation of
of learning relevant and relevance and the design of learning relevant and responsive
programs responsive learning responsiveness to the programs that develop learning programs that
programs. needs of all learners. the knowledge and skills develop the knowledge
of learners at different and skills of learners at
ability levels. different ability levels.

Strand 4.4 4.4.1 Seek advice 4.4.2 Participate in 4.4.3 Review with 4.4.4 Lead colleagues in
concerning strategies collegial discussions colleagues, teacher and professional discussions

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Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Professional that can enrich that use teacher and learner feedback to plan, to plan and implement
collaboration to teaching practice. learner feedback to facilitate, and enrich strategies that enrich
enrich teaching enrich teaching teaching practice. teaching practice.
practice practice.

Strand 4.5 4.5.1 Show skills in the 4.5.2 Select, develop, 4.5.3 Advise and guide 4.5.4 Model exemplary
selection, organize and use colleagues in the skills and lead colleagues
Teaching and development and use appropriate teaching selection, organization, in the development and
learning of a variety of and learning resources, development and use of evaluation of teaching
resources teaching and learning including ICT, to appropriate teaching and and learning resources,
including ICT resources, including address learning goals. learning resources, including ICT, for use
ICT, to address including ICT, to address within and beyond the
learning goals. specific learning goals. school.
Domain 5. Assessment and Reporting
Domain 5 relates to processes associated with a variety of assessment tools and strategies used by teachers in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement. This Domain concerns the use of assessment data in a variety of
ways to inform and enhance the teaching and learning process and programs. It concerns teachers providing learners with the necessary
feedback about learning outcomes. This feedback informs the reporting cycle and enables teachers to select, organize and use sound
assessment processes.

Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers

Strand 5.1 5.1.1 Demonstrate 5.1.2 Design, select, 5.1.3 Work collaboratively 5.1.4 Lead initiatives in the
knowledge of the organize and use with colleagues to review evaluation of assessment
Design, selection, design, selection, diagnostic, formative the design, selection, policies and guidelines that
organization and organization and use and summative organization and use of a relate to the design,
utilization of of diagnostic, assessment strategies range of effective selection, organization and
assessment formative and consistent with diagnostic, formative and use of effective diagnostic,
strategies summative curriculum summative assessment formative and summative
assessment strategies requirements. strategies consistent with assessment strategies
consistent with curriculum requirements. consistent with curriculum
curriculum requirements.
requirements.

Strand 5.2 5.2.1 Demonstrate 5.2.2 Monitor and 5.2.3 Interpret 5.2.4 Provide advice on,
knowledge of evaluate learner collaboratively monitoring and mentor colleagues in
Monitoring and monitoring and progress and and evaluation strategies the effective analysis and
evaluation of evaluation of learner achievement using of attainment data to use of learner attainment
learner progress progress and learner attainment support learner progress data.
and achievement achievement using data. and achievement.
learner attainment
data.

Strand 5.3 5.3.1 Demonstrate 5.3.2 Use strategies for 5.3.3 Use effective 5.3.4 Exhibit exemplary
knowledge of providing timely, strategies for providing skills and lead initiatives to
Feedback to providing timely, accurate and timely, accurate and support colleagues in
improve learning accurate and constructive feedback constructive feedback to applying strategies that
constructive to improve learner encourage learners to effectively provide timely,
feedback to improve performance. reflect on and improve accurate and constructive
learner performance. their own learning. feedback to learners to
improve learning
achievement.

Strand 5.4 5.4.1 Demonstrate 5.4.2 Communicate 5.4.3 Apply skills in the 5.4.4 Share with colleagues
familiarity with a promptly and clearly effective communication a wide range of strategies
Communication range of strategies the learners' needs, of learner needs, progress that ensure effective
of learner needs, for communicating progress and and achievement to key communication of learner
progress and learner needs, achievement to key stakeholders, including needs, progress and
achievement to progress and stakeholders, including parents/guardians. achievement to key
key stakeholders achievement. parents/guardians. stakeholders, including
parents/guardians.

Strand 5.5 5.5.1 Demonstrate an 5.5.2 Utilize 5.5.3 Work collaboratively 5.5.4 Lead colleagues to
understanding of the assessment data to with colleagues to analyze explore, design and
Use of role of assessment inform the and utilize assessment implement effective
assessment data data as feedback in modification of data to modify practices practices and programs
to enhance teaching and learning teaching and learning and programs to further using information derived

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 Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers

teaching and practices and practices and support learner progress from assessment data.
learning practices programs. programs. and achievement.
and programs
Domain 6. Community Linkages and Professional Engagement
Domain 6 affirms the role of teachers in establishing school-community partnerships aimed at enriching the learning environment, as well
as the community’s engagement in the educative process. This Domain expects teachers to identify and respond to opportunities that
link teaching and learning in the classroom to the experiences, interests and aspirations of the wider school community and other key
stakeholders. It concerns the importance of teachers’ understanding and fulfilling their obligations in upholding professional ethics,
accountability and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider
community.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 6.1 6.1.1 Demonstrate an 6.1.2 Maintain learning 6.1.3 Reflect on and 6.1.4 Model exemplary
understanding of environments that are evaluate learning practice and empower
Establishment knowledge of learning responsive to environments that are colleagues to establish
of learning environments that are community contexts. responsive to community and maintain effective
environments responsive to contexts. learning environments
that are community contexts. that are responsive to
responsive to community contexts.
community
contexts

Strand 6.2 6.2.1 Seek advice 6.2.2 Build relationships 6.2.3 Guide colleagues to 6.2.4 Lead in
concerning strategies with parents/guardians strengthen relationships consolidating networks
Engagement of that build relationships and the wider school with parents/guardians that strengthen
parents and the with parents/guardians community to facilitate and the wider school relationships with
wider school and the wider involvement in the community to maximize parents/guardians and
community in community. educative process. their involvement in the the wider school
the educative educative process. community to maximize
process their involvement in the
educative process.

Strand 6.3 6.3.1 Demonstrate 6.3.2 Review regularly 6.3.3 Discuss with 6.3.4 Lead colleagues in
Professional awareness of existing personal teaching colleagues teaching and the regular review of
ethics laws and regulations practice using existing learning practices that existing codes, laws and
that apply to the laws and regulations apply existing codes, laws regulations that apply to
teaching profession, and that apply to the and regulations that the teaching profession,
become familiar with teaching profession and apply to the teaching and the responsibilities
the responsibilities the responsibilities profession, and the as specified in the Code
specified in the Code of specified in the Code of responsibilities specified of Ethics for Professional
Ethics for Professional Ethics for Professional in the Code of Ethics for Teachers.
Teachers. Teachers. Professional Teachers.

Strand 6.4 6.4.1 Demonstrate 6.4.2 Comply with and 6.4.3 Exhibit commitment 6.4.4 Evaluate existing
knowledge and implement school to and support teachers school policies and
School policies understanding of school policies and procedures in the implementation of procedures to make
and procedures policies and procedures consistently to foster school policies and them more responsive
to foster harmonious harmonious procedures to foster to the needs of the
relationship with the relationships with harmonious relationships learners, parents and
wider school learners, parents, and with learners, parents other stakeholders.
community. other stakeholders. and other stakeholders.
Domain 7. Personal Growth and Professional Development
Domain 7 focuses on teachers’ personal growth and professional development. It accentuates teachers’ proper and high personal regard
for the profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. This Domain
values personal and professional reflection and learning to improve practice. It recognizes the importance of teachers’ assuming
responsibility for personal growth and professional development for lifelong learning.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 7.1 7.1.1 Articulate a 7.1.2 Apply a personal 7.1.3 Manifest a learner- 7.1.4 Model a learner-
personal philosophy of philosophy of centered teaching centered teaching
Philosophy of teaching that is learner- teaching that is philosophy in various philosophy through

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Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

teaching centered. learner-centered. aspects of practice and teaching practices that

support colleagues in stimulate colleagues to
enhancing their own engage in further
learner-centered professional learning.
teaching philosophy.

Strand 7.2 7.2.1 Demonstrate 7.2.2 Adopt practices 7.2.3 Identify and utilize 7.2.4 Act as a role model
behaviors that uphold that uphold the personal professional and advocate for
Dignity of the dignity of teaching dignity of teaching as strengths to uphold the upholding the dignity of
teaching as a as a profession by a profession by dignity of teaching as a teaching as a profession
profession exhibiting qualities exhibiting qualities profession to help build to build a positive
such as caring attitude, such as caring a positive teaching and teaching and learning
respect and integrity. attitude, respect and learning culture within culture within and beyond
integrity. the school. the school.

Strand 7.3 7.3.1 Seek 7.3.2 Participate in 7.3.3 Contribute actively 7.3.4 Take a leadership
opportunities to professional networks to professional networks role in supporting
Professional establish professional to share knowledge within and between colleagues' engagement
links with links with colleagues. and to enhance schools to improve with professional
colleagues practice. knowledge and to networks within and
enhance practice. across schools to advance
knowledge and practice in
identified areas of need.

Strand 7.4 7.4.1 Demonstrate an 7.4.2 Develop a 7.4.3 Initiate 7.4.4. Demonstrate
understanding of how personal professional professional reflections leadership within and
Professional professional reflection improvement plan and promote learning across school contexts in
reflection and and based on reflection of opportunities with critically evaluating
learning to one's colleagues to improve practice and setting
improve practice. clearly
practice

Strand 7.5 7.5.1 Demonstrate 7.5.2 Set professional 7.5.3 Reflect on the 7.5.4 Lead reforms in
motivation to realize development goals Philippine Professional enhancing professional
Professional professional based on the Standards for Teachers development programs
development development goals Philippine to plan personal based on an in-depth
goals based on the Philippine Professional professional knowledge and
Professional Standards Standards for development goals and understanding of the
for Teachers. Teachers. assist colleagues in Philippine Professional
planning and achieving Standards for Teachers.
their own goals.
GLOSSARY OF TERMS
Assessment Data Learner data obtained from diagnostic, formative and/or summative assessment practices

Classroom Structure The physical set-up of the learning environment which generally includes the arrangement
of chairs, tables, and other equipment in the classroom designed to maximize learning

Content Knowledge Competencies that teachers are expected to master for them to teach efficiently and
effectively

Culturally-appropriate teaching Teaching strategies that respect cultural differences between and among students and
strategies teachers

Curriculum Areas Different learning/subject areas taught and learned in the basic education curriculum

Creative thinking skills Involve exploring ideas, generating possibilities and looking for many right answers rather
than just one.

Critical thinking skills Refer to the many kinds of intellectual skills that (in its most basic expression) occurs when
students are analyzing, evaluating, interpreting, or synthesizing information and applying
creative thought to form an argument, solve a problem, or reach a conclusion.

Developmentally Appropriate Teaching and learning activities and tasks suited to the needs, abilities, skills, and
Learning Experience developmental level of learners

Diagnostic assessment Assesses what the learner already knows prior to instruction. It also analyzes the nature of
difficulties and misconceptions that the learner might have, which, if undiagnosed, might
affect their learning of newer concepts. Based on DepEd Order No. 8, s. 2015, there are only

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Assessment Data Learner data obtained from diagnostic, formative and/or summative assessment practices

two types of classroom assessment, namely, formative and summative. Formative

assessment already covers diagnostic assessment.

Differentiated Teaching Teaching-learning processes involving a wide variety of texts, tasks, processes and products
suited to the various learning needs of diverse students

Domain Broad conceptual sphere of teaching and learning practices defined by specific strands in
the set of professional standards for teachers

Formative assessment Refers to a wide variety of methods that teachers use to conduct in-process evaluations of
student comprehension, learning needs, and academic progress during a lesson, unit, or
course. Formative assessments help teachers identify concepts that students are struggling
to understand, skills they are having difficulty acquiring, or learning standards they have not
yet achieved so that adjustments can be made to lessons, instructional techniques, and
academic support. (Please also refer to DepED Order No. 8, s. 2015, p. 2 on its 3-paragraph
definition.)

Higher Order Thinking Skills Complex thinking processes which include logical and critical analysis, evaluation and
synthesis thinking that enable individuals to reflect, solve problems and create
products/solutions

Indicators Concrete, observable and measurable teacher behaviors/practices covered in every strand
in the set of professional standards for teachers

Indigenous groups People who have, under claims of ownership since time immemorial, occupied, possessed
and utilized ancestral territories, shared common bonds of language, customs, traditions,
and other unique cultural traits (RA 8371: IPRA)

Learner Attainment Data Evidence of learning, progress or achievement in learner performance reflected in various
assessment results, portfolios, class records and report cards

Learner interests Pertain to student's personal preferences, likes or dislikes, which must be considered in the
teachinglearning process. The first step to differentiate for interests is to find out what
learners care about and like to do.

Learner needs Refer to an observable gap between the learner's present knowledge or competence and
the curriculum standards identified as necessary for the grade level.

Learner strengths Refer to the learner's present knowledge or competence that helps him/her in meeting the
standards identified.

Learning experiences Refer to any interaction, course, program, or other involvement in which learning takes
place, whether it occurs in traditional academic settings (schools, classrooms) or
nontraditional settings (outside-of-school locations, outdoor environments), or whether it
includes traditional educational interactions (students learning from teachers and
professors) or nontraditional interactions (students learning through games and interactive
software applications).

Learning Focused Instructional and assessment strategies that target meaningful learning

Learning goals Reflect long-term objectives to learn new skills, master new tasks, or understand new
things. They refer to specific knowledge, skills, attitudes and values stated as curriculum
competencies that children must develop as a result of the teaching-learning process

Learning Outcomes Products and performance targets through which students demonstrate the knowledge,
skills and attitudes they have learned

Learning Programs Organized and sequenced set of strategies, activities and tasks that effect learning

Learning/Teaching Contexts Teaching/learning situations and all the circumstances in which learners learn from
instruction

Local curriculum Educational curriculum content that is informed by and responsive to the "cultural and
socioeconomic realities" (UNESCO, 2012; 31) of local populations in order to engage
students in the learning process

Mother tongue The native language or the first language the learner learns as a child

National curriculum Subjects or topics taught in schools as prescribed by the Department of Education

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 Assessment Data Learner data obtained from diagnostic, formative and/or summative assessment practices

Non-verbal communication Communication that does not involve the use of words, e.g., facial expressions, gestures,
strategies and tone of voice

Non-violent discipline A form of discipline that avoids the use of punishment such as spanking, verbal abuse and
humiliation (see Positive discipline)

Numeracy and literacy skills Reading, writing, and mathematical skills needed to cope with everyday life

Philosophy of teaching Teachers' views, understandings and conceptualization of teaching and learning

Physical space/physical learning Any area conducive to learning which usually includes a safe classroom with appropriate
environment devices for teaching and learning

Positive discipline Non-violent, respectful and diplomatic means of disciplining a learner or managing learner
behavior through dialogue and counseling instead of punishment (see Non-violent
discipline)

Positive use of ICT Responsible, ethical or appropriate use of ICT to achieve and reinforce learning

Professional collaboration Teachers working together with colleagues and other stakeholders to enrich the teaching-
learning practice

Professional learning Something most teachers and educators do every day, as they reflect on their professional
practice, work together and share ideas, and strive to improve learner outcomes.

Professional network Refers to the connected community of educators, which may also be an online community
like LinkedIn among others. This is a vibrant, ever-changing group of connections to which
teachers go to share and learn. These groups reflect their values, passions, and areas of
expertise.

Professional reflection Refers to the teacher's capacity to reflect in action (while teaching) and on action (after
teaching), which is an important feature of professional development program for teachers.

Professional standards for Public document that defines teacher quality through well-defined domains, strands, and
teachers indicators that provide measures of professional learning, competent practice, and effective
engagement

Purposive learning Knowledge and skills acquisition designed with a clear purpose, goal or objective in mind

Research-based knowledge Information, knowledge or data acquired through systematic investigation and logical study

School/learning/community See learning context

context

Strand More specific dimensions of teacher practice under every domain in the set of professional
standards for teachers

Summative assessment Used to evaluate student learning, skill acquisition, and academic achievement at the
conclusion of a defined instructional period—typically at the end of a project, unit, quarter,
semester, program, or school year. (Please also refer to DepEd Order No. 8, s. 2015, pp. 2-3
for additional description of summative assessment.)

Teaching and learning Teaching aids and other materials that teachers use not only to enhance teaching and
resources learning but also to assist learners to meet the expectations for learning as defined by the
curriculum.

Verbal communication Oral or spoken means of transmitting information and meaning

strategies

Virtual space The online environment like the social media where people can interact

Wider school community Refers to both internal and external stakeholders

Lesson 2The Demands of Society From the Teacher as a Person

Learning Outcomes
1. Explain the demands of society from the teacher as a person.
2. Cite the personal qualities that a professional teacher should possess.

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 The qualities of your favorite teachers may not be very far from one another. Let’s compare them with the twelve(12)
characteristics teacher gathered from fifteen-year longitudinal, qualitative study on more than one thousand essays of teacher education
students.(Walker, Robert, J. Twelve Characteristics of an Effective Teacher: A Longitudinal., Qualitative, Quasi-Research Study of In-
Service and Pre-service Teachers

1. Prepared – come to class each day ready to teach.

2. Positive – have optimistic attitudes about teaching and about students.
3. Hold High Expectations – set no limits on students and believe everyone can be successful.
4. Creative – are resourceful and inventive in how they teach their classes.
5. Fair – handle students and grading fairly.
6. Display a personal touch – approachable.
7. Cultivate a sense of belonging – have a way to make students feel welcome and comfortable in their classroom
8. Compassionate – are concerned about students personal problems and can relate to them and their problems
9. Have a sense of humor – make learning fun and do not take everything seriously.
10. Respect students – do not deliberately embarrass students; teachers who give the highest respect get the highest respect.
11. Forgiving – do not hold grudges
12. Admit mistakes – quick to admit being wrong

These twelve traits of good teachers are the same traits given by the students of these writers every time they asked various classes
to list down traits of effective teachers. The most common word given is caring. A caring teacher is fair. He/She displays a personal touch
and so approachable. He/She makes every learner belong and feel welcome. He/she feels with his/her students and so is compassionate.
He/She is forgiving, does not keep grudges against learners. He/She is humble enough to admit mistakes.

Because he/she cares, goes to class prepared. He/She believes in his/her students and so sets high expectations. He/She cares that
students learn and so makes learning fun by injecting humor. His/ her genuine care for learners is grounded on his/her great respect for
every learner.

Professionalism

Professionalism is something demanded of teachers both as professionals and as persons. Professionalism is succinctly
described in Article XI of the code of Ethics and Professional Teachers, to wit:

ARTICLE XI – THE TEACHER AS A PERSON

Section 1. A teacher is, above all. a human being endowed with life for which it is the highest obligation to live with dignity at all times
whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary principles of personal behavior in all relationships with others
and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers
and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations.

The code of Ethics for public school teachers adopted in Section 7 of RA 4670 cites integrity as one essential trait of a
Professional Teacher. This is given below.

C. INTEGRITY: Since the teacher’s work is not confined merely to the development of certain fundamental skills and abilities
encompassed by the teaching of the 3R’s but also includes the development of desirable habits and attitudes that go into the formation of
character, his manner of living should provide a worthy example for his pupils and students to emulate for his fellow teachers to be proud
of, and for the community to feel as being enriched by it.

The personal traits cited above as attributes expected of teachers as persons are all included in the big words – “live with
dignity,””premium on self-respect and self-discipline, “model, worthy of emulation” found in the code of Ethics of Professional Teachers.
They are not only personal traits, they are also professional traits expected of a teacher. In one word’ these are all manifestations of
professionalism, the hallmark of professional.

APPLICATION: Let’s Apply What you Have Learned

1. Read the Poem” You are a Teacher” then Answer the following questions.

YOU ARE A TEACHER

If I speak interestingly, effectively, and well,
But do not understand my students
I am a noisy gong or a clanging cymbal.
If I know all o the methods and techniques of teaching,
If I have complete faith that they will work,
So that I use them completely,
But think only of materials or techniques
Instead of how they can help my students,
I count for nothing.
If I go the second mile in my teaching,
Give up many activities,
But do it without understanding,

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 It does no good.
Love is very patient, very kind;
Love is not jealous, it does not put on airs;
It is never tyrannic, never;
Yet does insist on truth;
It does not become angry;
It is not resentful.
Love always expects the best of others;
It is gladdened when they live up to these expectations,
Slow to lose faith when they do not,
It will bear anything,
Hope for anything,
Endure anything.
This kind o love will never fail
If there are teaching methods, they will change;
If there are curricula, they will be revised.
For our knowledge is imperfect
And our teaching is imperfect
And we are always looking for the better ways
Which an infinite God has placed ahead of us.
When I began to teach, I fumbled and failed;
Now I have put away some of my childish ways.
At present I am learning bit by bit;
But if I keep on seeking, I shall at last understand
As all along I myself have been understood.
So faith, hope and love endure.
These are the great three
But the greatest of them is love

1. When line of the poem you like most? Why?

2. What mental portrait of the teacher in the classroom and the teacher in the community is painted by the poem,” you are A
Teacher?”

MODULE 3: THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Chapter 3 is thorough and detailed study of the Code of Ethics for Professional Regulations Commission

Lesson 1: Code of Ethics for Professional Teachers: The Preamble and Article I

Learning Outcome: Discuss the Preamble and Article I of the Code of Ethics for Teahers in the Philippines

Pursuant to the provisions of paragraph (e). Article 11, of R. A. No. 7836. otherwise known as the Philippines Professionalization Act of
1994 and Paragraph (a), section 6. P.D. No. 223. as amended, the Board for Professional Teachers hereby adopt the Code of Ethics for
Professional Teachers.

ACTIVITY: LET’S READ THESE

Read the Preamble and Article I sections 1 and 2 and answer the following questions.

PREAMBLE

Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as technical and
professional competence in the practice of their noble profession, they strictly adhere to. observe, and practice this set of ethical and
moral principles, standards, and values.

ARTICLE I – SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all competent
teachers committed of its full realization. The provision of this Code shall apply, therefore, to all teachers in schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary,
elementary. and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher” shall include
industrial arts or vocational teachers and all other persons performing supervisory and /or administrative functions in all school at the
aforesaid levels, whether on full time or part-time basis.

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 ARTICLE II – THE TEACHER AND THE STATE

Section 1. The schools are the nurseries of the future citizens of the state: each teacher is a trustee of the cultural and educational
heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote
national pride, cultivate love of country, instill allegiance to the constitution and for all duly constituted authorities, and promote
obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carryout the declared policies of the state, and shall take an oath to this effect.

LET’S ANALYZE:
Answer the following questions:
1. Are teachers who have no license considered professionals?
2. what do technical and professional competence means?
( You may refer to the Lesson on the THE TEACHER AS PROFESSIONAL).
3. Are private school teachers required of license? what about pre-school teachers, ALS teachers, school heads, Education Supervisors
and School divisions Superintendents?

LET’S ADD TO WHAT YOU KNOW

A review of the Preamble ad Article I tell that teachers who have no license are not included in the group of professional
teachers.
All teachers both public and private in all levels from preschool to secondary whether they are academic, vocational, special,
technical or non-formal – are included in the definition of professional teachers and are therefore required of a professional license and
are subject to the Code of Ethics for Professional Teachers.

LESSON 2: THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS: RELATIONSHIP WITH THE SECONDARY AND TERTIARY
STAKEHOLDERS

Learning Outcome: Explain how professional teachers should relate to the state, community and parents all education
stakeholders.

A. The Teacher and the State

The education of a child is not the sole responsibility of school heads and teachers. In fact, school heads and teachers cannot do
it by themselves. As the African proverb says, “It takes a whole village to raise a child.” The Code of Ethics cites different groups
of external stakeholders with whom schools and teachers have to relate and work for the education of the child. These are the
state (Article II), the Community (Article III) and parents (Article IX). Secondary stakeholders indirectly receive the service. These
are the learners’ parents. Tertiary stakeholders are indirect but crucial participants in the process of children’s education. These
are the future employers, the government or the state and society in general.(Source:DepEd Continuous Improvement).

ARTICLE II – THE TEACHER AND THE STATE

Section 1. The schools are the nurseries of the future citizens of the state: each teacher is a trustee of the cultural and
educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national
morality, promote national pride, cultivate love of country, instill allegiance to the constitution and for all duly constituted
authorities, and promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to
this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own. every teacher shall be physically, mentally
and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not. directly
or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for
such purposes

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.

Section 7. A teacher shall not use his position or facial authority or influence to coerce any other person to follow any political
course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches and
investigations: provided that, if the results are inimical to the declared policies of the State, they shall be brought to the proper
authorities for appropriate remedial action.

LET’S ANALYZE

Answer the following questions:

Article II
1. The schools are the “nurseries of the citizens of the state,” What are nurseries for? Why schools are called the “nurseries
of the citizens of the state?”
2. “Each teacher is a trustee of the cultural and educational heritage of the nation and under obligation to transmit to learn
such heritage.” In what ways can teacher do this?
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 3. In what ways can the professional teacher help elevate national morality, promote national pride and cultivate love of
country?
4. What steps do employers take to ensure that a teacher is physically, mentally and morally fit?
5. Cite actions of a professional teacher that violate section 5, Article 2.
6. How can a professional teacher violate Section 6 and Section 7 of Article II?

B. THE TEACHER AND THE COMMUNITY

INTRODUCTION
The teacher works in, for and with the community. He/she rubs elbows with leaders and members of the community who, like
him/her aspire for the development of the young. He/She works in a community with its own established customs and traditions which
are sometimes different from the practices of the community where he/she belongs.
In this part of Lesson 2, we will look at how you, as a professional teacher, should relate with the community another group of
tertiary stakeholders.

ACTIVITY: LET’S READ THESE

Read Article III of the Code of Ethics then do the activity as directed.

ARTICLE III – THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall, therefore, render the best service by
providing an environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social,
educational, economic and civic betterment.,

Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times
and refrain for such activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local customs and traditions in
order to have sympathetic attitude, therefore, refrain from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work and accomplishments
as well as its needs and problems.

Section 6. Every teacher is intellectual leader in the community, especially in the barangay. and shall welcome the opportunity to provide
such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of
the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government
officials, and with the people, individually or collectively.

Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall not use his positions and influence to
proselyte others

Below are key words which you have to locate in Article III of the Code of Ethics. Find them and read that section that contains
the word/words again. Explain in your own words how a teacher should relate to a tertiary stakeholder, the community, by using the key
words.

facilitator of conducive
learning environment leadership

not use position to harmonious disparaging the

proselyte official community
relations

social recognition Community informed

LET’ADD TO WHAT YOU KNOW

A professional teacher is a facilitator of learning. He/She acts as a leader by initiating and participating in community activities for the
benefit of the community members and the community as a whole. As a community leader he/she deals with other professionals and
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community officials harmoniously and professionally. He/ She does not take advantage of his/her position as a professional teacher to
new comers instead he/she exert efforts to understand them with sympathetic attitude. Above all, to be a credible community leader,
he/she earns the respect of community by behaving with dignity at all times and so will not engage in vices such as gambling, smoking,
drunkenness and other illicit relations.

LET’S ANALYZE

Answer the following questions

1. How can a teacher be a facilitator of learning?
2. Can a professional teacher take the initiative to organize community activity for community development?
3. How can a teacher show respect for community customs and traditions?

C.THE TEACHER AND THE PARENTS

INTRODUCTION
Parents are secondary stakeholders while their children(learners) are primary stakeholders. How should teachers relate with parents in
the concern of this part of Lesson 2.

LET’S DO THESE
Read Article IX of the Code of Ethics

ARTICLE IX – THE TEACHER AND PARENTS

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence
and respect.:

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under him.
exercising utmost candor and tact in pointing out learners deficiencies and in seeking parent’s cooperation for the proper guidance and
improvement of the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism.

2. View How to: A Teacher’s Guide to Parent Teacher Conferences at YouTube

https:www.youtube.come/watch?video
Take down notes: be ready to share them with the class.

LET’S ANALYZE
Do you agree with everything that was shared in the video? If yes, give at least 2. If not, state that or those that you do not agree?

LET’S ADD TO WHAT YOU KNOW

Teacher needs to connect with parents, his/her partners in the education of the learner. For the partnership to flourish, teacher shall
maintain cordial relations with parents. This relationship remains cordial if a teacher is sincere and tactful in reporting child’s progress.

LESSON 3 THE CODE OF ETHIC FOR PROFESSIONAL TEACHERS: RELATIONSHIP WITH EXTERNAL STAKEHOLDERS.

Learning Outcome:
Explain how a professional teacher should relate to the learners, the teaching community and higher authorities.

A. THE TEACHER AND THE LEARNERS

Introduction
The learners are the primary internal stakeholders. They have no choice over the kind of teacher given them. Fortunate are the
learners who are in the classes of professional caring teachers. Unfortunate are those whose teachers are a contrast of the caring and
compassionate teachers.

LET’S DO THESE
How do you want your teacher to be? What are your WISHES for your teacher? Write them down and share with your classmates.

Read the Article VIII , The Teacher and the Learners of the Code of Ethics. Find out if your wishes for your teacher are also those
mentioned in Article VIII

ARTICLE VIII – THE TEACHER AND LEARNERS

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the subject or grades he
handles, such determination shall be in accordance with generally accepted procedures of evaluation and measurement. In case of any
complaint, teachers concerned shall immediately take appropriate actions, of serving due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concerns, and shall deal justifiably
and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested
concessions, especially if undeserved.
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Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise
utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a
punishment for acts which are clearly not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend
needed assistance in preventing or solving learner’s problems and difficulties.

LET’S ANALYZE
1. In the “Wishes for My Teacher” that were read which were most common?
2. Based on Article VIII, The Teacher and Learners of the Code of Ethics, find out if your wishes are those or not those that you read in
Article VIII

B. THE TEACHER AND THE TEACHING COMMUNITY

INTRODUCTION
The professional teacher is not an island. He/She works with other professional teachers, some more or less experienced than he/she
is. Colleagues are teachers, partners and colaborators. How teacher relates t his/her colleagues in the teaching profession determines if
they become one’s greatest allies and supporters or one’s greatest enemies.

LET’S DO THESE
1. Read Article V, The Teacher and the Teaching Community

ARTICLE V – THE TEACHER AND THE TEACHING COMMUNITY

Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self-
sacrifice for the common good, and full cooperation with colleagues. When the best interest of the learners, the school, or the profession
is at stake in any controversy, teacher shall support one another.

Section 2. A teacher is not entitled to claim credit or work not of his own. and shall give due credit for the work of others which he may
use.

Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other data as are
necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone
documents which has not been officially released, or remove records from the files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what he may appear to be an unprofessional and unethical
conduct of any associates. However, this may be done only if there is incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without
violating the right of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified: provided that he respects the system of selection on the
basis of merit and competence: provided, further, that all qualified candidates are given the opportunity to be considered.

LET’S ANALYZE
Answer the following questions:
1. Students reported to you about a teacher who has made it a habit to collect money for quizzes that never were mimeographed
or photocopied, the very reason for money collection. What is ethical for you to do?
2. What is the professional obligation of the one leaving a position?
3. Will filing a justified complaint against a fellow teacher do well for a community of teachers?

C. THE TEACHER AND HIGHER AUTHORITIES

Introduction
In addition to colleagues in the teaching profession, professional teachers also relate to higher authorities who are his/her school
heads, supervisors and division superintendent, etc. How should he/she relate to them professionally is the concern of this third part of
Lesson 3.

LET’S DO THESE
Read Article VI of the Code of Ethics, then answer the pretest.

ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS

Section 1. Every teacher shall make it his duties to make an honest effort to understand and support the legitimate policies of the school
and the administration regardless of personal feeling or private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity. However, if there are
valid charges, he should present such under oath to competent authority.
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Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different procedure,
such as when special conditions are advocated but are opposed by immediate superiors, in which case, the teacher shall appeal directly to
the appropriate higher authority..

Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the administration and to extent
possible, shall raise grievances within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest and the
welfare of learners whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of teachers are made only on the
basis of merit and needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of
employment terms and conditions.

LET’S HAVE A PRE-TEST ON HOW THE TEACHER RELATES TO HIGHER AUTHORITIES IN THE PHILIPPINES. ANSWER YES OR NO.

Is it professional for a teacher:

1. To campaign against legitimate policies of school and administration with whch he/she disagrees?
2. Not to support a legitimate policy with which he/she disagrees?
3. To file charges against superiors under anonymity to protect himself/herself?
4. To transact official business through proper channels, no exception?
5. To go on strike with his group to seek redress against injustice?
6. To be promoted based only in years of service?
7. To complain against transfer of teachers with whom the school head has prejudice?

LESSON 4 THE CODEOF ETHICS FOR PROFESSIONAL TEACHERS: HIS/HER PERON, PROFESSION AND BUSINESS
Learning Outcome:
Explain how a professional teacher should conduct himself/herself as a person, in the teaching profession and in
business.

A. THE TEACHER AND THE PROFESSION

Introduction
After discussing how a professional teacher relates with primary stakeholders (the learners),
with secondary stakeholders(the parents), with externals stakeholders such as the state and the community and other internal
stakeholders such as the teaching community and school officials(higher authorities) let us now see how the professional teacher should
conduct himself/herself as a person in the teaching profession and in business.

LET’S DO THESE
Read Article IV THE TEACHER AND THE PROFESSION of the Code of Ethics.

ARTICLE IV – THE TEACHER AND THE PROFESSION

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in
teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career
of teaching, and shall be at his best at all times and in the practice of his profession.

Section 3. 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 the profession, and strengthen his
competence, virtues, and productivity in order to be nationally and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations
through personal advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a decent living.

LET’S ANALYZE
BELOW ARE THE QUOTES ON THE TEACHING PROFESSION. TO WHICH SECTION OF ARTICLE IV DOES EACH QUOTATION REFER?

1. “Good, better, best let it rest until your good is better and your better best” – Tim Duncan
2. “There are no secrets to success. It is the result of preparation, hard work and learning from failure.” – Colin Powel
3. “Success in where preparation and opportunity meet.”- Bobby Unser
4. ‘Self-respect is the fruit of discipline ; sense of dignity goes with the ability to say no to oneself.”
5. There are two kinds of pride both good and bad. Good pride represents our dignity and respect. Bad pride is the deadly sin of
superiority that reeks of conceit and arrogance.” – John C. Maxwell

B. THE TEACHER AS A PERSON

Introduction
Article XI, the teacher as a person, is the focus of this second part of Lesson 4.

LET’S DO THESE
Read Article XI of the Code of Ethics and answer the following questions.
1. What is the big challenge for a teacher?
Page 23 of 24
 2. Are you ready to face the challenge?

ARTICLE XI – THE TEACHER AS A PERSON

Section 1. A teacher is, above all. a human being endowed with life for which it is the highest obligation to live with dignity at all times
whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary principles of personal behavior in all relationships with others
and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners,
peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations.

LET’S ANALYZE
There are more women than men in the teaching profession. Does this indicate that less men are able to face the challenge of the
teaching profession? What are your insights about this?

C. ARTICLE X – THE TEACHER AND BUSINESS

Introduction
While the salaries of the teachers in the Philippines are still lower compared to ASEAN member states, teachers’ salaries considerably
increased after EDSA 1. But despite these significant salary increases, teachers tend to over borrow or engage in business to survive of
his/her. Income. This part of Lesson 4 is focused on the teacher and his/her involvement in business.

LET’S DO THESE
1. Read Article X THE TEACHER AND BUSINESS of the Code of Ethics and answer the following questions

ARTICLE X – THE TEACHER AND BUSINESS

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation: provided that it does not relate to or
adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts and loans
in arranging satisfactorily his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in. any commercial venture which furnish
textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his
assignment is inherently, related to such purchase and disposal: provided they shall be in accordance with the existing regulations:
provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities

2. Consider the findings of the study on teacher’s borrowing as shared by DepEd Secretary Leonor Briones:
a. The propensity of public school teachers to borrow is 50% higher compared to other employees of the government such as
police and nurses.
b. Aside from the possibility of not receiving any pay once they retire, public school teachers may also suffer sanctions-from
mere reprimand to revocation of licenses to teach due to unpaid loans. There are more than 500 pending cases versus
teachers filed by various lending institutions in the past 3 years. (Source: Merlinda Hernando-Malipot, Why Public School
Teachers Tend to Borrow. Oct. 31, 2017 – https://news.mb.com.ph)
c. Teachers owe PhP 70Billion from legitimate leading institutions.(DepEd Sec Leonor Briones, https:www.sunstar.comph)

LET’S ANALYZE
Answer the following questions
1. With teachers’ borrowing habits, which section of Article X do teachers fail to observe?
2. When do professional teachers violate Section 3 of Article X?
3. On what conditions can a professional teacher engage in business?
4. Why is a teacher prohibited from direct business transactions involving textbooks and school supplies?

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