teaching profession

1. THE DEMANDS
OF THE SOCIETY
FROM THE
TEACHER AS A
PROFESSIONAL
WEEK 3
THE
TEACHING
PROFESSION

2. REFRESHMENT
T RY
E NJOY
A SPIRE
C HOOSE
H OPE Finding the f(x) of your
life!

3. REFRESHMENT
Finding the f(x) of your
life!

4. INTRODUCTION
Teacher's
time
outside
school
Students
time
outside
school
Teachers
and
students
time
together

5. THE
CODE
OF
EETHICS
FOR
PROFESSIONAL
TEACHERS The state, the community, the
teaching community, schools'
officials, non-teaching personnel
and learners as group of people
with and for whom a teacher works

6. SO, A TEACHER WORKS WITH DIFFERENT
GROUPS AND SO PLAY DIFFERENT ROLES
TUTOR
NURSE
CONSULTANT
COMMUNITY
LEADER
GUIDANCE
COUNSELOR
RESOURCE
SPEAKER

7. TEACHER IS THE SINGLE MOST
IMPORTANT FACTOR IN THE LEARNER'S
LEARNING

8. THE TEACHER AS A PRPOFESSIONAL
SOCIETY'S DEMAND OF GOOD TEACHING FROM THE TEACHER
TEACHER "TO TEACH"
utmost, primary role

9. THE TEACHER AS A PRPOFESSIONAL
STANDARDS OF GOOD TEACHING
WHAT IS AN EFFECTIVE TEACHING?

10. THE TEACHER AS A PRPOFESSIONAL
STANDARDS OF GOOD TEACHING
WHAT IS AN EFFECTIVE TEACHING?
Effective teaching requires criteria for effectiveness.
These criteria refer to the objectives of education in
general and of teaching in particular.
"A teacher is effective if he/she can accomplish the
planned goals and assigned tasks in accordance with
school goals"
James Ko
Oxford University Department of Education

11. THE TEACHER AS A PRPOFESSIONAL
MODELS OF EFFECTIVE TEACHING
Robert Manzano's Casual Teacher Evaluation Model of four domains
Classroom Strategies and
Behaviors
- involves routine events such as
communicating learning goals
and feedback and establishing
rules and procedures
-involve addressing content by
helping students interact with
new knowledge, practice and
deepen new knowledge
Planning and Preparing
- planning and preparing
lessons
-for use of technology
-for needs of students
receiving Special Education
-for needs of students who
lack support for schooling
Reflection on Teaching
- evaluating personal
performance such as
identifying areas of
pedagogical strengths and
weaknesses
-developing, implementing
and monitoring a professional
growth plan

12. THE TEACHER AS A PRPOFESSIONAL
MODELS OF EFFECTIVE TEACHING
Robert Manzano's Casual Teacher Evaluation Model of four domains
Collegiality and
Professionalism
- promoting positive interactions
with colleagues, students and
parents
-seeking mentorship for areas of
need/interest
-mentoring other teachers and
sharing ideas and strategies
-adhering to school rules and
procedures
-participating in school activities

13. THE TEACHER AS A PRPOFESSIONAL
MODELS OF EFFECTIVE TEACHING
Charlotte Danielson Framework of Teaching
Planning and Preparation
The Class Environment
Instruction
Professional Responsibilities
-reflecting on teaching
-maintaining accurate records
-communicating with families
-participating in the
professional community
-growing professionally
-showing professionalism

14. THE TEACHER AS A PRPOFESSIONAL
MODELS OF EFFECTIVE TEACHING
Teacher Effectiveness Performance Evaluation System (TEPES) System
James Stronge
Professional Knowledge
Instructional Planning
Instructional Delivery
Assessment of/for Learning
The Learning Environment

15. THE TEACHER AS A PRPOFESSIONAL
MODELS OF EFFECTIVE TEACHING
Teacher Effectiveness Performance Evaluation System (TEPES) System
James Stronge
Professionalism
-maintains a commitment to professional
ethics, communicates effectively and takes
responsibility for and participates in
professional growth that results in enhanced
learning
Students Progress
-the work of the teacher results in
acceptable, measurable and appropriate
student academic progress.

16. THE TEACHER AS A PRPOFESSIONAL
MODELS OF EFFECTIVE TEACHING
Teacher Evaluation Standards- The McREL model (Mid-Continent Research for
Eduaction and Learning
Teachers demonstrate
leadership
Teachers establish a respectful
environment for a diverse
population of students
Teachers know the
content they teach
Teachers facilitate
learning for their
students
Teachers reflect on their
practices

17. THE TEACHER AS A PRPOFESSIONAL
MODELS OF EFFECTIVE TEACHING
Comparison of the Models on Teacher Effectiveness

18. PREPARE AND PLAN
EXECUTE OR DELIVER
Prepare and plan everything very well
for instruction
Execute or deliver the instruction plan
very well for instruction

19. CONDUCIVE OR FAVORABLE
LEARNING
ASSESS
Create a conducive or favorable
learning environment for diverse group
of learners
Assess and report learner's progress

20. PROFESSIONALISM
Demonstrate professionalism as he/she
deals with superiors, colleagues,
students and parents

21. THE TEACHER AS A PRPOFESSIONAL
THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
WHAT IS PPST?
The PPST, the revised National Competency-Based
Teacher Standards (NCBTS), give the teacher
professional competencies in seven domains, 37
strand and 148 performance indicators for four
career stages. According to PPST, quality teachers in
the Philippines need to possess the following
characteristics:

22. THE
PHILIPPINE
PROFESSIONAL
STANDARDS
FOR
TEACHER
Mastery of Content knowledge
Conducive Learning Environment
Responsive to Learner Diversity

23. THE
PHILIPPINE
PROFESSIONAL
STANDARDS
FOR
TEACHER
National and Local Curriculum
Apply of Variety of Assessment Tools
Establish School-Community Partnerships
Personal Growth and Professional
Development

24. THE
DEMANDS
OF
THE
SOCIETY
FROM
THE
TEACHER
AS
A
PROFESSIONAL
I behooves every teacher to assume and maintain
professional attitude to his work in dealing with
his associates in the profession. It should be his
self-imposed duty to constantly improve himself
professionally.
Criticism, when necessary, should clearly reflect
friendly motivation and a sincere desire to
uphold the standard and dignity of the
profession.
In dealing with his pupils or students, the teacher
shoukd ever strive to be professionally correct,
friendly and sympathetic.

25. OUR
CLASS
TIME
2 OUT OF 3
classes will be discussion-based
Presentations are communication tools that can be used as
demonstrations, lectures, speeches, reports, and more.

26. HOW TO
ANALYZE
HISTORY
What we'll be doing in class
THE MAIN EVENT