Module 2 - The Demands of the Society from the Teacher as a professional

1. Republic of the Philippines
UNIVERSITY OF EASTERN PHILIPPINES
University Town, Catarman, Northern Samar
COLLEGE OF EDUCATION
Secondary Teacher Education Department
1st
Semester SY: 2022-2023
Module in Educ 2a/Free Elective 5a:
The Teaching Profession
This module is prepared by:
Christine M. Adlawan, LLB, MPA
BSEd Faculty

2. Module 2:
LEARNING PLAN
At the end of the module, the students should be able to:
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.
4. Generate ideas to protect and promote the rights of children and of the
professional teachers; and
5. Make an advertisement on the achievements of the professional teachers
in school or in the community.
OVERVIEW
Teachers spend at least 6 hours a day, 5 days a week in 10 months of the
school year with students. Practically, considering the 8-hour sleeping time at
home, teachers spend more time with the students than parents. That’s why
parents expect so much of teachers.
Teachers have tremendous power to influence students. Society as a
whole, expect much from teachers and schools. Often when the young do not
behave as expected, the question raised by parents “Is that what you are taught
in school?”
Schools are expected to work with and for communities and so are
teachers. The Code of Ethics for Professional Teachers cites the state, the
community, the teaching community, school officials, non-teaching personnel

3. and learners as groups of people with for whim a teacher works. So a teacher
works with different groups and so plays different roles-tutor, nurse, guidance
counselor, community leader, resource speaker, consultant rolled into one.
Indeed, much is demanded of teachers.
From his/her very title “Teacher,” to teach well is what society primarily
demands of teachers. The learning of the learner is the teacher’s main concern.
In this lesson, Let us focus on this societal primary expectation from teachers-
good teaching.
ACTIVITY
What does society expect of teachers as professionals?
TEACHER
Answer the questions by beginning with any of the letters of the word.
T eaches with competence
E
A
C
H
E
R

4. ANALYSIS
1. What does your list tell about society’s expectations from teachers?
2. How do you feel about it? Are you overwhelmed by the litany of
expectations?
3. Are you changing your “YES” to the call to teach? Reason out.
ABSTRACTION
Research says that the teacher is the single most important factor in the
learner’s learning. The effective teacher makes the good and the not so good
learner learn. On the other hand, the ineffective teacher adversely affects the
learning of both good and the not so good student. Consider the following
research findings shared by Dallas Public Schools’ Accountability System:
• Learning is gained realized by students during a year in the classroom of an
effective teacher were sustained over later years and were compounded by
additional years with effective teachers.
• Conversely, depressed achievement result resisted improvement even after
a student was placed with an effective teacher, and the negative impact was
discernible statistically for approximately three subsequent years.
• Learning gains realized by students during a year in the classroom of an
effective teacher were sustained over later years and were compounded by
additional years with effective teachers.
• The negative effects of a poor-performing teacher on student achievement
persist through three years of high- performing teachers.
• The good news is that if students have a high- performing teacher one year,

5. they will enjoy the advantage of that good teaching in future years.
• Conversely, if students have a low- performing teacher, they simply will not
outgrow the negative effects of lost learning opportunities for years to come.
• Having a better teacher not only has a substantial impact on students’ test
scores at the end of the school year but also increases their chances of
attending college and their earnings as adults.” ( Hammond, D., 2000)
Clearly, a teacher’s impact on learners lasts. The teacher is the key to
student achievement. Then you have to prepare yourselves to become the best
and the brightest, the most caring, competent and compassionate teachers. The
best and the brightest are those that possess and competencies? Let us present
the lists of competencies from four (4) authors after this activity.
The Teacher as a Professional
Teaching fulfills the elements of a profession and so a teacher is truly a
professional. A professional is one who went through long years of preparation
to earn a teacher education degree recognized by the Commission On Higher
Education, after which he/she hurdled a licensure Examination for Teachers
(LET) administered by the board for professional Teachers with the Supervision
of the Professional Regulation Commission. By passing the LET, he/she obtains
a license which he/she is obliged to renew every three years on condition that
he/she can show proof of Continuing Professional Development.
As a professional teacher he/she is expected to abide by the Code of
Ethics for Professional Teachers. Violation of the Code of Ethics can be ground
for the revocation of license. These ensure that as a Professional teacher,
he/she practices his/her profession with technical and ethical and moral
competence.
This is exactly how the Code of Ethics of Professional Teachers define the

6. professional Teacher. The Teacher is a “licensed professional who possesses
dignity and reputation with high moral values as well as technical and
professional competence…he/she adheres to, observes and practices a set of
ethical and moral principles, standards and values.”
The Demands from the Teacher as a Professional
The Code of Ethics for Professional Teachers spells out the demands of
the state, community, higher authorities and school officials and parents from
teachers. Code of ethics for Professional Teachers is based on Section 6 of
Presidential Decree 223, the law which established the Professional Regulation
Commission on June 22, 1973 and paragraph (e) of article II of the Republic Act
7836 of 1994.
In this lesson however, we shall focus on society’s demand of good
teaching from the professional teacher. In the first place, the word “teacher”
suggests that the main responsibility of the professional teachers is to teach.
The teacher’s primary customer is the learner. So let us concentrate on effective
teaching, the professional teacher’s 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, which will also be discussed in the
succeeding lessons. In addition, we shall present four (4) evaluation models of
effective teaching here.
Models of Effective Teaching
Let us take a look at models of effective teaching which also serve as
bases for evaluation of teaching.

7. A. Robert Marzano’s Casual Teacher Evaluation Model of four domains:
1. Classroom strategies and behaviors-
• Involve routine events such as communicating learning goals and
feedback and establishing rules and procedures
• Involve addressing content by helping students interact with new
knowledge, practice and deepen new knowledge
• Helping students generate and test hypotheses
• Involve events enacted on the spot such as engaging students,
recognizing adherence to rules and procedures, establishing and
maintaining effective relationships with students and communicating
high expectations for all students
2. Planning and Preparing-
• Planning and preparing for lessons
• For use of technology
• For needs of students receiving Special education
• For needs of students who lack support for schooling
3. Reflection on Teaching
• Evaluating personal performance such as identifying areas of
pedagogical strengths and weaknesses
• Developing, implementing and monitoring a professional growth plan
4. Collegiality and Professionalism
• Promoting positive interactions with colleagues, students and parents
• Seeking mentorship for areas of need/ interest
• Mentoring other teachers and sharing ideas and strategies

8. • Adhering to school rules and procedures
• Participating in school initiatives

9. B. Charlotte Danielson Framework for Teaching
1. Planning and preparation
2. The classroom Environment
3. Instruction
4. Professional Responsibilities
• reflecting on teacher
• maintaining accurate records
• communicating with families
• participating in the professional community
• growing professionally
• showing professionalism

10. C. James Stronge - Teacher effectiveness Performance Evaluation System
(TEPES) System: Seven performance standards:
1. Professional knowledge
2. Instructional planning
3. Instructional Delivery
4. Assessment of/for learning
5. The learning environment
6. Professionalism- maintains a commitment to professional ethics,
communicates effectively and takes responsibility for and participates in
professional growth that results in enhanced learning
7. Student progress- the work of the teacher results in acceptable,
measurable and appropriate student academic progress.

11. D. 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.

12. Comparison of the 4 Models on Teacher Effectiveness
Danielson Stronge McREL Marzano
1. Planning &
Preparation
• Instructional
Planning
• Assessment of/for
Learning
• Teachers
facilitate learning
for their students.
• Teachers know
the content they
teach.
• Planning and
Preparing
2. Instruction
• Professional
Knowledge
• Instructional
Delivery
• Communication
• Teachers know
the content they
teach
• Teachers
facilitate learning
for their students.
• Classroom
strategies and
behaviors
3. The Classroom
Environment
• The Learning
Environment
• Teachers
establish a
respectful
environment for a
diverse
population of
students
• Teachers facilitate
learning for their
students.
4. Professional
Responsibilities
• Professionalism
• Teachers
demonstrate
leadership
• Collegiality and
Professionalism
Teachers reflect
on their practices

13. The Philippine Professional Standards for Teachers
Role of teachers
Teachers play a crucial role in nation building. Through quality teachers,
the Philippines can develop holistic learners who are steeped in values, equipped
with 21st century skills, and able to propel the country to development and
progress. This is in consonance with the Department of Education vision of
producing: “Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute
meaningfully to building the nation” (DepED Order No. 36, s. 2013).
Evidences show unequivocally that good teachers are vital to raising
student achievement, i.e., quality learning is contingent upon quality teaching.
Hence, enhancing teacher quality becomes of utmost importance for long-term
and sustainable nation building.
The changes brought about by various national and global frameworks
such as the K to 12 Reform and the ASEAN integration, globalization, and the
changing character of the 21st century learners necessitate improvement and
adaptability of education, and a call for the rethinking of the current teacher
standards.
Professional standards for teachers
The Philippine Government has consistently pursued teacher quality
reforms through a number of initiatives. As a framework of teacher quality, the
National Competency-Based Teacher Standards (NCBTS) was institutionalized
through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32,
s. 2009. It emerged as part of the implementation of the Basic Education Sector
Reform Agenda (BESRA), and was facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for
Mindanao (BEAM), the Strengthening Implementation of Visayas Education

14. (STRIVE) project and the Third Elementary Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of
teacher quality requirements in the Philippines. The reform process warrants an
equivalent supportive focus on teacher quality – high quality teachers who are
properly equipped and prepared to assume the roles and functions of a K to 12
teacher.
The Philippine Professional Standards for Teachers, which is built on
NCBTS, complements the reform initiatives on teacher quality from pre-service
education to in-service training. It articulates what constitutes teacher quality in
the K to 12 Reform through well-defined domains, strands, and indicators that
provide measures of professional learning, competent practice, and effective
engagement. This set of standards makes explicit what teachers should know,
be able to do and value to achieve competence, improved student learning
outcomes, and eventually quality education. It is founded on teaching
philosophies of learner-centeredness, lifelong learning, and
inclusivity/inclusiveness, among others. The professional standards, therefore,
become a public statement of professional accountability that can help teachers
reflect on and assess their own practices as they aspire for personal growth and
professional development.
Teacher quality in the Philippines
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.

15. 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 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

16. 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.

17. 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

18. 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

19. • 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
5. Professional development goals

20. Child Protection (Republic Act 7610 of 1992)
Child trafficking or child abuse is happening in this modern society
as people continue to move forward towards development. Are the school
children in the different learning institutions safe to study and roam around with
classmates and other students? No one can be sure if the answer to this
question is a yes or a no. It is worthwhile noting then that anyone having the
custody of the children, parents or teachers, must be fully aware of the
provisions of the law. This law is known as the “Special Protection of Children
Against Abuse, Exploitation and Discrimination Act” which provides protection
and rehabilitation of the children who are gravely threatened or endangered by
the circumstances which affect or will affect their survival and normal
development and over which they have no control. Child trafficking or even just
an attempt, obscene publication and indecent shows, acts of neglect, cruelty or
exploitation and other conditions prejudicial to the child’s development are to be
dealt with accordingly by the law enforcers.

21. • Who is considered a child under R.A. No. 7610?
o A child one who is below 18 years of age or one who is over 18
years of age but who cannot take care of himself fully because of a
physical or mental disability or condition.
• What is child abuse?
o It is any act which inflicts physical or psychological injury, cruelty to
or the neglect, sexual abuse of, or which exploits, a child.
• What physical injury is considered as child abuse?
o One that causes severe injury or serious bodily harm to child, such
as lacerations, fractured bones, burns or internal injuries.
• What psychological injury is considered as child abuse?
o One that harms a child's psychological or intellectual functions.
This may be exhibited by severe anxiety, depression, withdrawal
or outward aggressive behavior or a combination of said acts.
• What is child sexual abuse?
o It is the employment, use, persuasion, inducement, enticement or
coercion of child to engage in, or assist another person to engage
in sexual intercourse or lasciviousness conduct or the molestation
or prostitution of, or the commission of incestuous acts, on, a child.
• What is child exploitation?
o It is hiring, employment, persuasion, inducement, or coercion of
child to perform in obscene exhibitions and incident shows,
whether live, on video or film, or to pose or act as a model in
obscene or pornographic materials, or to sell or distribute said
materials.

22. • Who are required by law to report child abuse cases?
The following must report child abuse case:
1. The head of a public or private hospital, medical clinic or similar
institution, as well as the physician and nurse who attended to the
needs of the abused child.
2. Teachers and administrators of public schools
3. Parole and probation officers
4. Government lawyers
5. Law enforcement officers
6. Barangay officials
7. Correction officers such as jail guards
8. Other government officials and employees whose work involves
dealing with children
APPLICATION
A. Read the statement in each item and say “Accept” or “Reject”. Make a
justification of your choice.
1. Teachers can make or unmake a child.
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2. Teachers are evangelizers.
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23. __________________________________________________________
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3. Teachers make other professionals.
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B. Think of a teacher that you had before and connect his/her influence on you
through these quotes.
1. Students don’t care how much you know until they know how much you
care. – Anonymous
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2. If we teach today’s students as we taught yesterday’s, we rob them of
tomorrow. – John Dewey
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24. 3. The mediocre teacher tells. The good teacher explains. The superior
teacher demonstrates. The great teacher inspires. – William A. Ward
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C. Write an open letter to your teacher who has or had a great impact in your
life. Express freely your gratefulness for his/her teachings, and that he/she
was/is instrumental to your success in your studies. Send the letter through
electronic mail or via messenger or any social media account. Screenshot
the letter and attach it in the Google classroom.

25. ASSESSMENT
Read a research related to the teacher as a professional and fill out the
matrix given below.
Problem: Research Methodology:
Findings: Conclusions:
Source: (bibliographical entry format)

26. FEEDBACK
How did you go on so far with this module? Were you able to answer all
the activities? If yes, you now have the basic knowledge on the teaching
profession. You may now proceed to the next topic in this module. For any
question, you may write the same below.
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SUMMARY
To aid you in reviewing the important concepts in this module, here are
the highlights.
• The Filipino Teacher is a professional. This means that he/she
demonstrates technical, ethical and moral competence as a result of
his/her long years of professional education and professional
development guided by the Code of Ethics for Professional Teachers.
• The Filipino Teacher is a professional. This means that he/she
possesses professional competence.

27. Module in “The Teaching Profession Prof. Christine M. Adlawan
27
REFERENCES
• Bilbao, P. et al. (2018). The Teaching Profession, 4th Edition. Lorimar
Publishing Inc.
• Boholano, Helen B., et. Al. The Teaching Profession. Mutya Publishing
House, Inc. 2019.
• www.marzanocenter.com/Teacher-Evaluation/#a, accessed 01- 31-16
• tpep-wa.org/wp-content/uploads/Danielson-at-a-glance.pdf Accessed
02-01-16
• Teacher effectiveness Performance Evaluation System, Handbook
2012-2013- www.mcvea.org/ extras/strongebook.pdf Accessed 02-23-16
• www.edison.k12.nj.us/ Page/5052, Accessed 02-03-16
• https://www.teacherph.com/philippine-professional-standards-for-
teachers/