2. GROUP 2
The Demands of Society from the
teacher as a Professional
(Chapter 2)
3. Learning Outcomes:
• Discuss the meaning of the teacher as a professional
• Explain what society demands from the teacher as a professional
• Explain the professional competencies that a teacher should possess
4. • Teachers spend at least 6 hours a day, a week in 10 months of the school year with students.
• Teachers have tremendous power to influence students.
INTRODUCTION
• Schools are expected to work with and for communities and so are teachers.
• From his/her very title “teacher,” to each well is what society primarily demands of teachers.
• Research says that the teacher is the single most, important factor in the learner’s learning.
5. • Teachers spend at least 6 hours a day, a week in 10 months of the school year with students.
• Teachers have tremendous power to influence students.
INTRODUCTION
• Schools are expected to work with and for communities and so are teachers.
• From his/her very title “teacher,” to each well is what society primarily demands of teachers.
• Research says that the teacher is the single most, important factor in the learner’s learning.
6. The elements of a profession the we examined teaching against these elements.
A professional is one who went through long years of preparation to earn a teacher
degree recognized by the commission on Higher Education.
This is exactly how the Code of Ethics of Professional Teachers define the professional
teacher. The teacher is a "licensed professional who possesses dignity and reputation
with high moral values as well as technical and professional competence.
The teacher as a Professional
7. 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.
There are a number of models/frameworks of effective teaching. In the country, we
have the Philippine Professional Standards for Teachers (PPST).
8. Models of Effective Teaching
A. Robert Marzano's Causal Teacher Evaluation Model of four domains:
1. Classroom strategies and behaviors-
• Involve routine events such as communicating learning goals and feedback and
establishing rules and procedure.
• 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.
9. 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 weakness
• Developing, implementing and monitoring a professional growth plan
10. 4. Collegiality and Professionalism
• Promoting positive interactions with colleagues, students and parents
• Seeking mentorship for areas of need/interest - mentoring other teachers and
sharing ideas and strategies
• Adhering to school rules and procedures
B. Charlotte Danielson Framework for Teaching
1. Planning
2. The Classroom Environment
3. Instruction
11. 4. Professional Responsibilities
• reflecting on teaching
• maintaining accurate records
• communicating with families
• participating in the professional community
• growing professionally
• showing professionalism
12. C. James Stronge - Teacher Effectiveness Performance Evaluation System
(TEPES) System:
Seven performance standard:
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. The Learning Environment
13. 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
14. Teacher Evaluation Standards - The McREL model ( Mid-Continent Research for
Education and Learning
1. Teachers demonstrate leadership.
• Lead in their classrooms
• Demonstrate leadership in the school
• Lead the teaching profession
• Advocate for school and students
• demonstrate high ethical standards
15. 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
16. Danielson Stronge McREL Marzano
1. Planning and Preperation 1. Instructional Planning
Assessment of/for
Learning
1. Teachers facilitate
learning for their students.
Teachers know the content
they teach
1. Planning and Prepa
2. Instruction 2. Professional
Knowledge
Instructional Delivery
Communication
2. Teachers know the
content they teach
Teachers facilitate learning
for their students.
2. Classroom strategies
and behaviors
3. The Classroom
Environment
3. The Learning
Environment
Student Progress
3. Teachers establish a
respectful environment for
a diverse population of
students.
3. Teachers facilitate
learning for their stude
4. Professional
Responsibilities
4. Professionalism 4. Teachers demonstrate
leadership.
4. Collegiality and
Professionalism
Teachers reflect on the
17. 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/she has to teach effectively he/she has
to:
1. Prepare and plan very well for instruction;
2. Execute or deliver that instruction plan 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. Asses and report learners progress, and
5. Demonstrate professionalism as he/she deals with superiors, students, and parents.
The first step of competent teaching is instructional preparation.
18. THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHER
The PPST, the revised National Competency-Based Teacher Standards (NCBTS),
give the teacher professional competencies in seven domains, 37 strands and 138
performance indicators for four career stages
According to PPST, the quality teachers in the Philippines need to possess the
following characteristics.
19. Recognize the importance of mastery of content knowledge and it's
interconnectedness within and across curriculum areas, coupled with a
sound and critical understanding of the application of theories and
principles of teaching and learning.
Provide learning environments that are safe, secure, fair, and supportive in
order to promote learner responsibility and achievements. They create an
environment that is learning focused and they efficiently manage learner
behavior in a physical and virtual space.
Establish learning environments that are responsive to learner diversity.
20. 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.
Apply a variety of assessment tools and strategies in monitoring,
evaluating, documenting and reporting learners needs, progress and
achievement. Establish school-community partnership aimed at enriching
the learners environment as well as the community's engagement in the
educative process.
Value personal growth and professional development and exhibit high
personal regard for profession by maintaining qualities that uphold the
dignity of teaching such as caring attitude respect and integrity.
21. Professionalism: The Hallmark of a Professional
No doubt, society expects the teacher as a professional to demonstrate
professionalism in all that he/she does.
Professionalism will be discussed again the next lesson on The Demands of Society
from the Teacher as a Person.
The Code of Ethics for Public School Teachers adopted in section 7 of RA 4670
explains professional conduct:
It behooves every teacher to assume and maintain professional attitude to his work
and 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 sincere
desire to uphold the standard and dignity of the profession.
