The document outlines the code of ethics and duties that professional teachers in the Philippines must adhere to. It discusses that teachers must be competent, evaluate students fairly based solely on academic performance, and exercise parental authority over students with discipline that does not involve corporal punishment. Violation of the code of ethics can result in revocation of a teacher's license.
The document discusses the definition and purpose of professional ethics codes. It begins by defining ethics as norms, values and rules that guide good human behavior. It then discusses definitions of ethics from several experts and similar terms like morals. The rest of the document discusses the definition of teacher ethics codes, principles within ethics codes, and the purpose of developing ethics codes for professions.
This document is an amendment to the Philippine Teachers Professionalization Act of 1994. It amends sections 15, 26, and 31 of the original law to update qualifications for teachers. Key changes include requiring a bachelor's degree with 18 units in education for secondary teachers, allowing para-teachers who failed the licensure exam by less than 5% to obtain temporary permits, and allowing expired permits for para-teachers to expire as originally granted. The law also updates references to the Department of Education.
The document outlines the code of ethics and duties that professional teachers in the Philippines must adhere to. It discusses that teachers must be competent and efficient educators, must evaluate students fairly based solely on academic performance, and have special parental authority over students that does not allow for corporal punishment. Any violations of the code of ethics could result in the revocation of a teacher's license.
This document outlines the key points of the Philippine Professionalization Act of 1994. The act was passed to regulate teacher licensure exams and professionalize the teaching profession to ensure a responsible and literate citizenry. It establishes a Board for Professional Teachers to set ethics standards and qualifications. Teachers must pass the licensure exam, get enrolled in the professional registry, take an oath, and obtain a license before they can legally practice teaching. The act also includes penal provisions for those practicing without a license, including fines and imprisonment.
Republic Act 9293 amends sections of the Philippine Teachers Professionalization Act of 1994 (RA 7836) relating to teacher qualifications and licensing. It updates the minimum educational requirements for teachers in preschool, elementary, secondary, and vocational/technical fields. It also allows those who fail the teacher licensure exam by less than 5% to obtain special permits to work as para-teachers in areas with teacher shortages. The act was passed by the Senate and House of Representatives in February 2004 and was signed into law by President Gloria Macapagal-Arroyo.
This document outlines key provisions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It establishes an enhanced basic education program in the Philippines consisting of at least one year of kindergarten, six years of elementary education, and six years of secondary education made up of four years of junior high school and two years of senior high school. It aims to develop productive citizens equipped with life-long learning and employment skills through a globally competitive and learner-centered curriculum using research-based approaches including mother tongue instruction in early grades. The act also provides for teacher education and training programs to support the new curriculum as well as hiring specialists and practitioners to address shortage areas.
Educ16 Report (The Professionalization of Teaching)Edelyn Cagas
This document contains excerpts from several Philippine laws and decrees related to the professionalization of teaching. Presidential Decree No. 1006 from 1977 established the National Board for Teachers to regulate the teaching profession through requiring an examination and certification. The 1994 Philippine Teachers Personalization Act strengthened regulation and required teachers to pass a licensure exam and periodic merit exams. Republic Act 9293 amended this law in 2004, increasing the education requirements for secondary teachers from 10 units to 18 units in professional education. The laws aim to improve teacher quality and make the profession more attractive through certification and professional development requirements.
This document establishes the Decree Professionalizing Teaching which creates the National Board for Teachers. The Board will regulate the teaching profession in the Philippines by developing standardized tests, issuing teaching certificates, and enforcing qualifications. Key aspects include developing an exam for elementary and secondary teachers, requiring testing and certificates to legally teach, and establishing penalties for practicing without certification. The goal is to professionalize teaching and improve standards and ethics within the profession.
The document discusses the definition and purpose of professional ethics codes. It begins by defining ethics as norms, values and rules that guide good human behavior. It then discusses definitions of ethics from several experts and similar terms like morals. The rest of the document discusses the definition of teacher ethics codes, principles within ethics codes, and the purpose of developing ethics codes for professions.
This document is an amendment to the Philippine Teachers Professionalization Act of 1994. It amends sections 15, 26, and 31 of the original law to update qualifications for teachers. Key changes include requiring a bachelor's degree with 18 units in education for secondary teachers, allowing para-teachers who failed the licensure exam by less than 5% to obtain temporary permits, and allowing expired permits for para-teachers to expire as originally granted. The law also updates references to the Department of Education.
The document outlines the code of ethics and duties that professional teachers in the Philippines must adhere to. It discusses that teachers must be competent and efficient educators, must evaluate students fairly based solely on academic performance, and have special parental authority over students that does not allow for corporal punishment. Any violations of the code of ethics could result in the revocation of a teacher's license.
This document outlines the key points of the Philippine Professionalization Act of 1994. The act was passed to regulate teacher licensure exams and professionalize the teaching profession to ensure a responsible and literate citizenry. It establishes a Board for Professional Teachers to set ethics standards and qualifications. Teachers must pass the licensure exam, get enrolled in the professional registry, take an oath, and obtain a license before they can legally practice teaching. The act also includes penal provisions for those practicing without a license, including fines and imprisonment.
Republic Act 9293 amends sections of the Philippine Teachers Professionalization Act of 1994 (RA 7836) relating to teacher qualifications and licensing. It updates the minimum educational requirements for teachers in preschool, elementary, secondary, and vocational/technical fields. It also allows those who fail the teacher licensure exam by less than 5% to obtain special permits to work as para-teachers in areas with teacher shortages. The act was passed by the Senate and House of Representatives in February 2004 and was signed into law by President Gloria Macapagal-Arroyo.
This document outlines key provisions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It establishes an enhanced basic education program in the Philippines consisting of at least one year of kindergarten, six years of elementary education, and six years of secondary education made up of four years of junior high school and two years of senior high school. It aims to develop productive citizens equipped with life-long learning and employment skills through a globally competitive and learner-centered curriculum using research-based approaches including mother tongue instruction in early grades. The act also provides for teacher education and training programs to support the new curriculum as well as hiring specialists and practitioners to address shortage areas.
Educ16 Report (The Professionalization of Teaching)Edelyn Cagas
This document contains excerpts from several Philippine laws and decrees related to the professionalization of teaching. Presidential Decree No. 1006 from 1977 established the National Board for Teachers to regulate the teaching profession through requiring an examination and certification. The 1994 Philippine Teachers Personalization Act strengthened regulation and required teachers to pass a licensure exam and periodic merit exams. Republic Act 9293 amended this law in 2004, increasing the education requirements for secondary teachers from 10 units to 18 units in professional education. The laws aim to improve teacher quality and make the profession more attractive through certification and professional development requirements.
This document establishes the Decree Professionalizing Teaching which creates the National Board for Teachers. The Board will regulate the teaching profession in the Philippines by developing standardized tests, issuing teaching certificates, and enforcing qualifications. Key aspects include developing an exam for elementary and secondary teachers, requiring testing and certificates to legally teach, and establishing penalties for practicing without certification. The goal is to professionalize teaching and improve standards and ethics within the profession.
Rights and privileges of all teachers in the prof edsembagot
This document outlines the Magna Carta for Public School Teachers Act which aims to improve the social and economic status of public school teachers in the Philippines. Some key points include:
- Setting minimum educational qualifications for teacher applicants depending on grade level taught.
- Providing protections like tenure, prohibiting transfers without consent, and establishing codes of conduct and safeguards in disciplinary procedures.
- Limiting teaching hours to 6 per day and requiring additional compensation for extra duties.
- Requiring salary scales that compare favorably to other occupations and ensure a reasonable standard of living, with provisions for increments and progression over 10 years.
This document outlines the key duties and responsibilities of professional teachers according to the Code of Ethics for Professional Teachers. It discusses that teachers are held to high moral standards and must behave honorably at all times. Teachers have an obligation to provide quality education and ensure students are evaluated fairly based on academic merit alone. As parents to their students, teachers must properly exercise authority over students with care, respect and without physical punishment. Any violations of these ethical standards can result in license revocation.
Code of ethics for professional teachersKian Zaragoza
This document outlines a Code of Ethics for Professional Teachers in the Philippines. It covers 12 articles that establish ethical standards for teachers' conduct with the state, community, profession, superiors, colleagues, students, parents and business interests. Teachers are expected to uphold high quality education, participate in professional development, and serve as role models both inside and outside the classroom. The code also specifies disciplinary actions for violations of its provisions.
This document outlines the key provisions of the 1982 Education Act of the Philippines. It establishes the national developmental goals of economic development, social progress, and national unity. It declares the right to quality education for all individuals regardless of attributes. The document defines the formal education system, rights of students, parents, and school personnel, and duties of various stakeholders to uphold educational objectives in support of national goals. It provides the objectives for elementary, secondary, and tertiary levels of education to train manpower and develop professions to advance the nation.
Republic Act No. 4670 The Magna Carta for Public School Teachersshesubaru
This document outlines the Magna Carta for Public School Teachers Act which aims to improve the social and economic status of public school teachers in the Philippines. Some key points:
- It declares the policy to promote teachers' living/working conditions, employment prospects, and attract qualified candidates by ensuring their qualifications and salaries compare favorably to other fields.
- It defines teachers as those engaged in classroom teaching or supervisory/administrative functions in public schools.
- It establishes minimum educational qualifications for teacher applicants in different grade levels and sets standards for recruitment, probationary periods, tenure, transfers, and codes of conduct.
- It provides safeguards for teachers in disciplinary procedures and prohibits discrimination in hiring/f
The teacher as a community link.
The teacher participates actively in the life of the community, interprets the school program to the public, brings parents to participate in school activities, and utilizes the resources of the community to develop significant application of subject matter.
This document summarizes Republic Act 7836, which aims to strengthen the regulation and supervision of the teaching profession in the Philippines. Some key points:
- It establishes a Board for Professional Teachers to oversee teacher licensure exams, registration, and professional standards.
- All teachers must pass a licensure exam and hold a certificate of registration and professional license to legally practice.
- The exam consists of professional education, general education, and field of specialization parts.
- Teachers are required to take a merit exam every 5 years for promotion, and incentives are provided for passing or developing new teaching methods.
- Grounds and process for revoking a teacher's license such as immoral conduct or incompet
The Magna Carta for Public School Teacher- R.A 4670titserRex
This PPT is uploaded for the students taking education courses for them to fully understand their obligations and responsibilities of a teacher. Credits to the source of the content.
Formative supervision is a process used by educational administrators to improve instruction in the classroom and student learning. It involves classroom visits, goal setting, follow-up visits, mentoring, coaching, feedback, and professional development opportunities. The primary goal is to continuously improve instruction in each classroom, as this is how administrators can indirectly impact student learning. Effective supervision aims to enhance teachers' instructional skills through behavioral changes.
This document contains multiple choice questions about foundations of education and child and adolescent development. For the foundations of education section, the questions covered various educational philosophies like essentialism, existentialism, progressivism, and reconstructionism. For the child and adolescent development section, the questions defined and distinguished between key concepts like growth, development, learning, and maturation.
This document is the Philippine Teachers Professionalization Act of 1994. The key points are:
1) It establishes a Board for Professional Teachers to regulate and supervise the teaching profession in the Philippines through prescribing a licensure examination.
2) The Board is tasked with establishing ethical standards for teachers and ensuring high professional standards are maintained.
3) It outlines the requirements to take the licensure examination, including educational background and citizenship status. Passing the examination results in a Certificate of Registration and license being issued.
4) Practicing as a teacher without a valid license or certificate can result in fines or imprisonment according to the penal provisions.
EXPANDED CAREER PROGRESSION SYSTEM FOR PUBLIC SCHOOL.pptxJessaManatad1
The executive order establishes an expanded career progression system for public school teachers with two career lines: the classroom teaching career line and the school administration career line. The classroom teaching career line has five levels ranging from Master Teacher I to Master Teacher V. The school administration career line has four levels from School Principal I to School Principal IV. Teachers can choose either career line upon meeting the qualifications for Master Teacher I. The order aims to promote professional development and career advancement for teachers.
Basic laws on the professionalization of teachingYiscah Etrof
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
TOTAL QUALITY MANAGEMENT IN GRADUATE TEACHER EDUCATION by Maria Michelle Lain...Michelle Arevalo
Total Quality Management or TQM has the ability to incorporate the quality viewpoints of both external and internal stakeholders in an integrated manner and thus allow a wide-ranging method to quality management that will guarantee quality as well as create possible change and improvement.
This document outlines a lesson plan for teaching 6th grade English language arts concepts using the ADDIE instructional design model. The lesson focuses on identifying subjects and predicates in sentences. It will be conducted as a blended learning lesson using an online blog and PowerPoint presentation. Students will work independently on computers to learn about sentence structure, complete an exercise identifying subjects and predicates, and submit their work via email to be assessed. The lesson plan walks through each step of the ADDIE model - analyze, design, develop, implement, and evaluate - providing details about standards, objectives, content, assessment, and evaluating the effectiveness of the lesson.
Reflection on my observations at schoolCamila Roldán
During two months of observations at School N° 4, the document reflects on the English teacher, Romina Cheme, and her teaching style. Romina is described as confident, assertive, and able to control her classes. She uses a loud voice without shouting and insists that students make eye contact when being disciplined. Romina also emphasizes appropriate student behavior and puts students in groups for hands-on projects. Both the teacher and students created a welcoming environment for the observers.
This document outlines the code of ethics that teachers in the Philippines must adhere to regarding their conduct, morality, and treatment of students. It states that teachers must behave honorably and refrain from improper behaviors like gambling or drinking. They must place self-respect and self-discipline as priorities in all relationships. Teachers must serve as role models for students and uphold high standards of quality education. The code of ethics also provides guidelines for how teachers should evaluate, promote and treat students in a fair and impartial manner without prejudice or accepting gifts.
This document summarizes amendments made to certain sections of RA 7836 or the Philippine Teachers Professionalization Act of 1994. Specifically, it increases the required number of professional education units for secondary teachers from 10 to 18. It also allows those who failed the licensure exam by less than 5% to get a special 2-year permit to work as para-teachers in areas with teacher shortages. Finally, it changes the period that special permits issued to para-teachers are valid from 3 years renewable to 5 years non-extendable.
La red informática se compone de hardware, software, medios físicos de transmisión como cables trenzados y sistemas operativos. Los periféricos pueden ser directos o indirectos y el sistema operativo administra las comunicaciones y recursos de la red a través de diferentes tipos de redes como LAN, WAN y MAN. La red también incluye diferentes tipos de servidores y clientes para servicios como correo, FTP, DNS, IRC y web.
Rights and privileges of all teachers in the prof edsembagot
This document outlines the Magna Carta for Public School Teachers Act which aims to improve the social and economic status of public school teachers in the Philippines. Some key points include:
- Setting minimum educational qualifications for teacher applicants depending on grade level taught.
- Providing protections like tenure, prohibiting transfers without consent, and establishing codes of conduct and safeguards in disciplinary procedures.
- Limiting teaching hours to 6 per day and requiring additional compensation for extra duties.
- Requiring salary scales that compare favorably to other occupations and ensure a reasonable standard of living, with provisions for increments and progression over 10 years.
This document outlines the key duties and responsibilities of professional teachers according to the Code of Ethics for Professional Teachers. It discusses that teachers are held to high moral standards and must behave honorably at all times. Teachers have an obligation to provide quality education and ensure students are evaluated fairly based on academic merit alone. As parents to their students, teachers must properly exercise authority over students with care, respect and without physical punishment. Any violations of these ethical standards can result in license revocation.
Code of ethics for professional teachersKian Zaragoza
This document outlines a Code of Ethics for Professional Teachers in the Philippines. It covers 12 articles that establish ethical standards for teachers' conduct with the state, community, profession, superiors, colleagues, students, parents and business interests. Teachers are expected to uphold high quality education, participate in professional development, and serve as role models both inside and outside the classroom. The code also specifies disciplinary actions for violations of its provisions.
This document outlines the key provisions of the 1982 Education Act of the Philippines. It establishes the national developmental goals of economic development, social progress, and national unity. It declares the right to quality education for all individuals regardless of attributes. The document defines the formal education system, rights of students, parents, and school personnel, and duties of various stakeholders to uphold educational objectives in support of national goals. It provides the objectives for elementary, secondary, and tertiary levels of education to train manpower and develop professions to advance the nation.
Republic Act No. 4670 The Magna Carta for Public School Teachersshesubaru
This document outlines the Magna Carta for Public School Teachers Act which aims to improve the social and economic status of public school teachers in the Philippines. Some key points:
- It declares the policy to promote teachers' living/working conditions, employment prospects, and attract qualified candidates by ensuring their qualifications and salaries compare favorably to other fields.
- It defines teachers as those engaged in classroom teaching or supervisory/administrative functions in public schools.
- It establishes minimum educational qualifications for teacher applicants in different grade levels and sets standards for recruitment, probationary periods, tenure, transfers, and codes of conduct.
- It provides safeguards for teachers in disciplinary procedures and prohibits discrimination in hiring/f
The teacher as a community link.
The teacher participates actively in the life of the community, interprets the school program to the public, brings parents to participate in school activities, and utilizes the resources of the community to develop significant application of subject matter.
This document summarizes Republic Act 7836, which aims to strengthen the regulation and supervision of the teaching profession in the Philippines. Some key points:
- It establishes a Board for Professional Teachers to oversee teacher licensure exams, registration, and professional standards.
- All teachers must pass a licensure exam and hold a certificate of registration and professional license to legally practice.
- The exam consists of professional education, general education, and field of specialization parts.
- Teachers are required to take a merit exam every 5 years for promotion, and incentives are provided for passing or developing new teaching methods.
- Grounds and process for revoking a teacher's license such as immoral conduct or incompet
The Magna Carta for Public School Teacher- R.A 4670titserRex
This PPT is uploaded for the students taking education courses for them to fully understand their obligations and responsibilities of a teacher. Credits to the source of the content.
Formative supervision is a process used by educational administrators to improve instruction in the classroom and student learning. It involves classroom visits, goal setting, follow-up visits, mentoring, coaching, feedback, and professional development opportunities. The primary goal is to continuously improve instruction in each classroom, as this is how administrators can indirectly impact student learning. Effective supervision aims to enhance teachers' instructional skills through behavioral changes.
This document contains multiple choice questions about foundations of education and child and adolescent development. For the foundations of education section, the questions covered various educational philosophies like essentialism, existentialism, progressivism, and reconstructionism. For the child and adolescent development section, the questions defined and distinguished between key concepts like growth, development, learning, and maturation.
This document is the Philippine Teachers Professionalization Act of 1994. The key points are:
1) It establishes a Board for Professional Teachers to regulate and supervise the teaching profession in the Philippines through prescribing a licensure examination.
2) The Board is tasked with establishing ethical standards for teachers and ensuring high professional standards are maintained.
3) It outlines the requirements to take the licensure examination, including educational background and citizenship status. Passing the examination results in a Certificate of Registration and license being issued.
4) Practicing as a teacher without a valid license or certificate can result in fines or imprisonment according to the penal provisions.
EXPANDED CAREER PROGRESSION SYSTEM FOR PUBLIC SCHOOL.pptxJessaManatad1
The executive order establishes an expanded career progression system for public school teachers with two career lines: the classroom teaching career line and the school administration career line. The classroom teaching career line has five levels ranging from Master Teacher I to Master Teacher V. The school administration career line has four levels from School Principal I to School Principal IV. Teachers can choose either career line upon meeting the qualifications for Master Teacher I. The order aims to promote professional development and career advancement for teachers.
Basic laws on the professionalization of teachingYiscah Etrof
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
TOTAL QUALITY MANAGEMENT IN GRADUATE TEACHER EDUCATION by Maria Michelle Lain...Michelle Arevalo
Total Quality Management or TQM has the ability to incorporate the quality viewpoints of both external and internal stakeholders in an integrated manner and thus allow a wide-ranging method to quality management that will guarantee quality as well as create possible change and improvement.
This document outlines a lesson plan for teaching 6th grade English language arts concepts using the ADDIE instructional design model. The lesson focuses on identifying subjects and predicates in sentences. It will be conducted as a blended learning lesson using an online blog and PowerPoint presentation. Students will work independently on computers to learn about sentence structure, complete an exercise identifying subjects and predicates, and submit their work via email to be assessed. The lesson plan walks through each step of the ADDIE model - analyze, design, develop, implement, and evaluate - providing details about standards, objectives, content, assessment, and evaluating the effectiveness of the lesson.
Reflection on my observations at schoolCamila Roldán
During two months of observations at School N° 4, the document reflects on the English teacher, Romina Cheme, and her teaching style. Romina is described as confident, assertive, and able to control her classes. She uses a loud voice without shouting and insists that students make eye contact when being disciplined. Romina also emphasizes appropriate student behavior and puts students in groups for hands-on projects. Both the teacher and students created a welcoming environment for the observers.
This document outlines the code of ethics that teachers in the Philippines must adhere to regarding their conduct, morality, and treatment of students. It states that teachers must behave honorably and refrain from improper behaviors like gambling or drinking. They must place self-respect and self-discipline as priorities in all relationships. Teachers must serve as role models for students and uphold high standards of quality education. The code of ethics also provides guidelines for how teachers should evaluate, promote and treat students in a fair and impartial manner without prejudice or accepting gifts.
This document summarizes amendments made to certain sections of RA 7836 or the Philippine Teachers Professionalization Act of 1994. Specifically, it increases the required number of professional education units for secondary teachers from 10 to 18. It also allows those who failed the licensure exam by less than 5% to get a special 2-year permit to work as para-teachers in areas with teacher shortages. Finally, it changes the period that special permits issued to para-teachers are valid from 3 years renewable to 5 years non-extendable.
La red informática se compone de hardware, software, medios físicos de transmisión como cables trenzados y sistemas operativos. Los periféricos pueden ser directos o indirectos y el sistema operativo administra las comunicaciones y recursos de la red a través de diferentes tipos de redes como LAN, WAN y MAN. La red también incluye diferentes tipos de servidores y clientes para servicios como correo, FTP, DNS, IRC y web.
Los tenedores son un elemento esencial en la mesa para comer. Se usan para llevar la comida a la boca de forma higiénica y elegante. Los tenedores modernos generalmente tienen cuatro puntas para sostener mejor los alimentos.
Wendelyn Bradley is a clinical informatics leader with over 30 years of experience in healthcare IT, operations, and consulting. She currently serves as an Epic Organizational Readiness Lead at Scripps Health, helping to implement a $0.5 billion integrated IT system. She has a background in nursing, medical informatics, and holds credentials including BSN, MA, MS in Medical Informatics.
Dharmendra Kumar is a project engineer with over 5 years of experience in plastics engineering. He has extensive experience using CATIA V5 for designing plastic components and conducting feasibility studies related to draft analysis, curvature analysis, gap and flush evaluations. Some of the major projects he has worked on involve the rear bumper of a Skoda vehicle, lower grill of a PSA vehicle, and cluster hood and nacelle components of a Tata vehicle. He is proficient in CATIA V5 and has basic knowledge of UG NX and other CAD software.
Este documento presenta una matriz de valoración para evaluar un portafolio interactivo digital y un planificador de proyecto educativo. La matriz incluye criterios como la estructura del portafolio, la integración de evidencias, la formulación del proyecto y sus objetivos, la planificación curricular, las actividades, la metodología y las estrategias de evaluación. El documento también provee recomendaciones para mejorar la organización del contenido.
This document provides an overview and disclaimer for a presentation on General Shopping Brasil. It notes that the presentation contains forward-looking statements subject to many risks and uncertainties. Any opinions expressed in the material are as of the date and General Shopping is not obligated to update the information. Recipients should consult their own advisers and make independent investment decisions. The agenda then outlines sections on the sector overview, company overview, and financial performance.
Management by Missions: how to make the mission a part of managementCarlos Rey
Management by missions is based on the idea of distributing the company’s mission to all levels of the company right down to the particular mission of each individual.
The document summarizes the growth and development of the plastics industry in the Middle East region over the past few decades. It describes how the industry originated in the 1980s by taking advantage of available petrochemical feedstocks from oil production. Since then, several companies have expanded petrochemical production capacity significantly and more expansions are planned. The industry has also diversified downstream into processing and converting polymers into finished plastic products. Major investment has gone into industrial parks to attract foreign investors for processing facilities. While downstream growth has been slower than hoped due to economic factors, the market potential remains strong given infrastructure growth and urbanization in the region. The supply chain supporting the plastics industry is also growing, including compounders, additive suppliers
El documento discute la búsqueda humana por conocer el origen y propósito del universo. Argumenta que una revelación sobre estos grandes misterios probablemente no tendría mucho impacto en nuestras vidas debido a que sería demasiado grande para comprender. También sugiere que civilizaciones antiguas como los lemures y atlantes pudieron haber conocido estas revelaciones.
This document discusses using Angular for embedded web interfaces. It notes that billions of devices have web servers, but that existing embedded web interfaces are often slow, static, insecure, and ugly. Angular is proposed as a solution because it balances client and server-side work, scales well through features like dependency injection and directives, and works well with RESTful JSON services. The document outlines using a thin embedded web server to offload the UI layer to Angular on the client-side, with a RESTful backend for data and WebSockets for real-time updates. It also describes packaging Angular apps into single scripts and CSS files for fast loading and low overhead on embedded devices.
This document is a resume for Justin Alwine seeking employment in computer security and IT. It summarizes his experience in IT support, management, and security research. This includes internships evaluating security of software tools and applications, leading student teams in application development, and supervising IT operations for the Marine Corps.
50 quick report card comments for assessing elementary student work habits sk...Yc Lua
This document provides 50 comments to help teachers assess elementary students' work habits on their report cards. The comments address a variety of work habits including turning work in on time, concentration, work ethic, listening skills, comprehension, organization, independence, eagerness, politeness, problem solving, and dedication. Many comments note areas for improvement as well as positive aspects of students' work.
This curriculum vitae provides personal and professional details of Ryan Hendryanto, including his education history, work experience, organizational experience, special qualifications, and hobbies. Ryan obtained a degree in Economics from Padjadjaran University and has worked in accounting roles for several companies, currently serving as an Accounting Supervisor. He has experience in accounting, finance, marketing, and holds leadership positions in organizations. Ryan is fluent in English and proficient in Microsoft Office and VB.
Teachers have a code of ethics they must follow and responsibilities as both educators and parental figures to students. As educators, they must [1] be competent and efficient, and [2] properly evaluate students' academic performance based solely on merit. As parental figures, they [3] must properly exercise authority over students in their care and ensure students' welfare. Failure to meet these standards can have serious legal consequences for teachers.
This document outlines the code of ethics that governs professional teachers in the Philippines in their dual roles as educators and parents. As educators, teachers have a duty to provide quality education and evaluate students fairly and competently. They must maintain high standards of academic integrity and avoid prejudicing students. As parents, teachers have special parental authority over students and must ensure their welfare, using discipline to correct and motivate rather than punish. Corporal punishment is strictly prohibited. Overall, the code of ethics emphasizes teachers' obligations to uphold educational standards, act with honor, and serve as role models for students both inside and outside the classroom.
This document discusses the code of ethics that professional teachers must follow in their dual roles as educators and parents. It outlines several key responsibilities of teachers, including maintaining high standards of morality and behavior both in and out of the classroom as an example to students. Teachers have an obligation to provide quality education and ensure students are competent to advance to the next level. They must evaluate students fairly based solely on academic performance and promptly provide grades and feedback. Upholding these ethical standards is important to fulfill teachers' constitutional duty to promote students' right to education.
The document is a memorandum that gets progressively more distorted as it is passed down the chain of command in an educational institution regarding plans to observe Halley's Comet. The original memorandum from the Chairman of the Board instructs having students observe the comet in the football field if clear, or watching a film of it in the auditorium if raining. However, by the time it reaches the Academic Coordinators, key details have changed so that the Chairman will appear with the comet in the auditorium, and the comet may be ordered to the football field if raining.
The code of professional ethics for public school teachers ( group 8 report )guevarra_2000
The document outlines the code of ethics that governs teachers as professionals and in their role as parental figures to students. It discusses teachers' duties to ensure quality education through competence, efficient performance, fair evaluation of students, and proper treatment of students. Teachers are expected to serve as role models and are held to high standards of conduct both inside and outside the classroom.
This document provides guidance on ethics for teachers. It emphasizes that teachers have a unique and influential role in society and must honor the high ethical standards of their profession. Teachers are expected to maintain dignity and exemplary conduct both inside and outside the classroom, as they serve as role models for students. The document outlines teachers' responsibilities, including ensuring quality education through competence, efficient performance of duties, fair evaluation of students, and exercise of parental authority over students in their care. Upholding these ethical guidelines is vital for the teaching profession.
This document provides guidance on ethics for teachers. It emphasizes that teachers have a unique and influential role in society and must honor the high ethical standards of their profession. Teachers are expected to maintain dignity and exemplary conduct both inside and outside the classroom, as they serve as role models for students. The document outlines teachers' responsibilities, including ensuring quality education through competence, efficient performance of duties, fair evaluation of students, and exercise of parental authority over students in their care. Upholding these ethical guidelines is important for maintaining the integrity and reputation of the teaching profession.
This document provides guidance on ethics for teachers. It emphasizes that teachers have a unique and influential role in society and must honor the high ethical standards of their profession. Teachers are expected to maintain dignity and exemplary conduct both inside and outside the classroom, as they serve as role models for students. The document outlines teachers' responsibilities, including ensuring quality education through competence, efficient performance of duties, fair evaluation of students, and exercise of parental authority over students in their care. Upholding these ethical guidelines is important for maintaining the integrity and reputation of the teaching profession.
The document discusses current legal issues in education in the Philippines. It covers student matters such as student discipline and the right to quality education versus the obligation to pay tuition. It also discusses school authority to discipline students, the process that must be followed, and types of penalties that can be imposed for offenses. The document also addresses ensuring quality education through evaluating teacher competence and student learning. It discusses a student's right to their scholastic records contingent upon paying tuition and other fees.
This document discusses current legal issues in education in the Philippines, specifically regarding student matters and the right to quality education. It covers the authority of schools to maintain discipline, both on and off campus. Schools can discipline students for acts that affect the student's status or school reputation, even if off campus. Due process must be followed for serious offenses. Punishment must be proportionate to the offense. Schools must also provide quality education accessible to all citizens.
Code of ethics for professional teachers Art 7iteach 2learn
This document outlines a code of ethics for teachers and other school personnel in the Philippines. It covers expectations for professional conduct between teachers and school officials, teachers and students, teachers and parents, and teachers' personal conduct. The code aims to ensure teachers act with courtesy, helpness, impartiality and maintain high ethical standards. Non-compliance with the code could result in disciplinary actions against teachers including revocation of their certification or license.
This document discusses legal issues related to student discipline and a student's right to education. It outlines a school's authority to discipline students, both on and off campus. Schools can discipline for acts that violate policies or affect the school's reputation. Due process must be followed, including written notice of charges and opportunity to respond. Penalties like suspension require prior offenses be defined in rules and the punishment be proportionate to the misconduct. A student's right to education is balanced with their obligation to pay tuition and fees.
The document summarizes the Code of Ethics for Professional Teachers in the Philippines. It was established in 1966 and expanded in 1994 to provide standards for teachers' professional conduct both inside and outside the workplace. The code covers teachers' responsibilities to the state, their profession, students, parents, and as individuals. Violations of the code can result in disciplinary actions like suspension or revocation of a teacher's license and registration.
This document contains the code of ethics for professional teachers in the Philippines. It outlines the responsibilities of teachers to the state, community, profession, colleagues, higher authorities, learners, and others. Key points include prohibitions against using one's position for political purposes, maintaining appropriate relationships with learners, maintaining confidentiality, respecting school policies, and refraining from corporal punishment of students. Violations of the code can result in disciplinary actions including revocation of teaching credentials.
1) The document discusses student disciplinary procedures in private schools and institutions in the Philippine setting. It outlines the sources of authority to discipline students, due process requirements, and types of misconduct and sanctions.
2) Key authorities that can discipline students include school administrators and teachers based on the Private School Law and Civil Code provisions. Disciplinary proceedings must follow due process, including notice of charges and a fair hearing.
3) Common types of student misconduct addressed include cheating, theft, vandalism, and drug use. Sanctions are categorized as dropping, suspension, or expulsion depending on the offense. Decisions can be appealed following established rules.
The document outlines the Code of Ethics for Professional Teachers in the Philippines. It discusses 11 articles that define the responsibilities of teachers. The articles address a teacher's duties to the state, community, profession, teaching community, higher authorities, school officials, learners, parents, and as an individual. Any violations of the code can result in disciplinary actions against the teacher's license and registration. Overall, the code establishes teachers as professionals committed to high ethical standards in their work.
The document discusses the relationship between teachers and learners according to the Code of Ethics for Professional Teachers. It states that learners are the primary internal stakeholders for teachers and teachers have a duty to determine academic marks and promotion of learners fairly and impartially. Teachers should not show prejudice or discrimination against any learner and should base evaluations solely on academic merit and performance. Teachers are also responsible for ensuring a learning environment that supports learners' development and for assisting learners with problems.
1 THE CONSOLIDATED SCHOOL DISTRICT OF AIKEN COUNTY .docxgertrudebellgrove
1
THE CONSOLIDATED SCHOOL DISTRICT OF AIKEN COUNTY
2018-2019
CODE OF STUDENT CONDUCT FOR HIGH SCHOOL GRADES (9 – 12)
IMPORTANT: PARENTS AND STUDENTS SHOULD READ THIS DOCUMENT CAREFULLY AND
PROVIDE THE REQUIRED SIGNATURES ON PAGE 30. PLEASE TEAR OUT PAGE 30 AND RETURN IT
TO THE SCHOOL.
The policies set forth in the following Code, as adopted by the Aiken County Board of Education, apply to all High
School students of The Consolidated School District of Aiken County. (High School Principals have broad
discretion in the application of this Code due to the early developmental nature of many of their students.)
This Code applies to summer school students, students who have an Individual Education Plan (IEP) or 504 Plan.
* * * * * * * * * * *
TABLE OF CONTENTS
Introductory Matters .................................................................................................................................................2
Disciplinary Procedures – Process For Hearing And Appeals ........................................................................... 2-10
Administrative Action (Investigation) In The Discipline Process – Basic Due Process ........................................10
Dress Code Secondary School ................................................................................................................................11
Categories of Offenses and Disciplinary Procedures High School Behavior Consequences ........................... 12-17
Definitions ........................................................................................................................................................ 18-21
High School Attendance Policy ..............................................................................................................................22
Tardiness ................................................................................................................................................................23
School Bus Transportation Discipline Code Secondary ................................................................................... 24-25
Appendix (A) ..........................................................................................................................................................26
Appendix (B) Policy IJNDB Use of Technology Resources ..................................................................................27
Administrative Rule IJNDB-R Use of Technology Resources ........................................................................ 28-29
Appendix (C) Policy JICFAA Harassment, Intimidation or Bullying ............................................................. 30-31
Parent and Student Acknowledgement (Important Notice to Parents and Guardians) ..................................... 32-33
2
INTRODUCTO.
2. Code of Ethics for Professional
Teachers adopted and promulgated
by the Board for Professional
Teachers through Board Resolution
No. 435, series of 1997, pursuant to
the provisions of paragraph (e),
Article II of RA No. 7836, otherwise
known as the “Philippine Teachers
Professionalization Act of 1994”
3. VIOLATION OF CODE OF ETHICS
FOR PROFESSIONAL TEACHERS
Article XII, Section 1--
“Any violation shall
be sufficient ground
for the revocation of
license”
4. TEACHERS AS PROFESSIONALS
Duly licensed professionals who
possess 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,
standard and values.
(Preamble, Code of Ethics for
Professional Teachers)
5. “Every teacher shall merit reasonable
social recognition for which purpose he shall
behave with honor and dignity at all times and
refrain from such activities as gambling,
smoking, drunkenness and other excesses,
much less illicit relations.”
(Code of Ethics, Article III, Section 3)
“A teacher shall place premium upon self-
respect and self-discipline as the principle of
personal behavior in all relationships with
others and in all situations.”
(Code of Ethics, Article XI, Section 2)
6. “A teacher shall maintain at all times a
dignified personality which could serve as
model worthy of emulation by learners,
peers, and others.”
(Code of Ethics, Article XI, Section 3)
7. To strictly honor contractual obligation
with the School
Art. VI, Sec. 6, Code of Ethics:
“A teacher who accepts a
position assumes a contractual
obligation to live up to his contract,
assuming full knowledge of the
employment terms and
conditions.”
TO ACT WITH HONOR:
8. As an EDUCATOR
1987 Constitution states:
“The State shall protect and
promote the right of all citizens to
quality education at all levels and
shall take appropriate steps to
make such education accessible
to all.”
(Article XIV, Section 1)
DUTY OF TEACHERS
(Based on Law)
9. As a PARENT
Article 218 of the Family Code provides—
“The school, its administrators and
teachers, x x x engaged in child care shall
have special parental authority and
responsibility over the minor child while
under their supervision, instruction or
custody.”
Article 219 of the Family Code provides—
“Those given the authority and
responsibility under (Article 218) shall
principally and solidarily liable for
damages caused by acts or omissions of
the unemancipated minor.”
10. What is QUALITY EDUCATION?
Principal Duty or Obligation is To
Ensure “Quality Education”
“making sure that basic education is
really solid, because if it is not solid, it
affects the quality of secondary education.
If secondary education is poor, then the
person goes to college unprepared for
college work. And if he is allowed to
graduate again with a poor quality college
education, he goes to university
professional education even more
unprepared.”
- Rev. Fr. Joaquin Bernas, SJ
11. In short—
“A school, before promoting or
graduating a student, must be sure
that he/she (the student) is
functionally literate to go through
next higher level.”
12. To ensure Quality Education:
1) Must be COMPETENT and EFFICIENT
Code of Ethics for Professional Teachers,
Article IV, Section 2—
“Every teacher shall uphold the
highest possible standards of
quality education, shall make the
best preparation for the career of
teaching, and shall be at his best at
all times in the practice of his
profession.”
13. BP 232 (Education Act of 1982), Section 16 (2)
provides—
“The teacher shall be accountable for
efficient and effective attainment of
specified learning objectives.”
Code of Ethics further mandates that—
“Every teacher shall participate in the
continuing professional education (CPE)
program of the PRC, and shall pursue such
other studies as will improve his efficiency,
enhance the prestige of the profession, and
strengthen his competence, virtue and
productivity in order to be nationally and
internationally competitive.”
(Article IV, Section 3)
14. “A teacher shall ensure
that conditions contributive
to the maximum
development of learners
are adequate and shall
extend assistance in
preventing or solving
learners’ problems and
difficulties.”(Article IV, Section 3)
15. In short—
A teacher is expected to be efficient and
competent in the performance of his academic
duties at all times.
Otherwise,
A teacher who has consistently shows his
inability to efficiently perform his duties and
responsibilities, within a common performance
standards should not be allowed to stay in
school.
The MRPS provides as just cause of
terminating a faculty—
“Gross inefficiency and incompetence in the
performance of his duties ”
(Section 3 (a))
16. Hence,
“schools can set high
standards of efficiency
for its teachers since
quality education is a
mandate of the
Constitution.
Security of tenure
cannot be used to shield
incompetence.”
17. 2) Must EVALUATE LEARNERS
(i) Duty to give grades/evaluation
“Render regular reports on
performance of each student and to the
latter and to the latter’s parents and
guardians with specific suggestions for
improvement.”
Section 16(3) of BP 232, TEACHER
SHALL—
and...
Must promptly render or give
grades. Otherwise, the unjustified or
unreasonable delay in giving grades
constitutes gross neglect of duty.
18. THUS…..
“It is the contractual obligation of the
school (through the teachers) to TIMELY
INFORM AND FURNISH sufficient notice and
information to each and every student as to
whether he/she had already complied with
all the requirements.”
“The negligent act of a teacher who fails
to observe the rules of the school, for
instance, by not promptly submitting a
student’s grade is not only imputable to the
teacher but is an act of the school being
his/her employer.”
19. In evaluating/giving grades the following
rules of conduct must be observed—
Code of Ethics provides—
“A teacher has the duty to determine
the academic marks and the promotion of
learners in the subject they handle. Such
determination shall be in accordance with
generally accepted procedure of
evaluation and measurement on case of
any complaint, teachers concerned shall
immediately take appropriate action,
observing the process.”
(Article VIII, Section 1)
20. “Under no circumstances shall a
teacher be prejudiced nor discriminatory
against any learner.”
(Article VIII, Section 3)
“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.”
(Article VIII, Section 4)
“A teacher shall base the evaluation of
the learner’s work on merit and quality of
academic performance.”
(Article VIII, Section 6)
21. (i) In computing the grades
Section 16 (5) of BP 232 mandates
that a teacher shall—
“Refrain from making deductions or
additions in student’s scholastic ratings for
acts that are clearly not manifestations of
scholarship.”
Hence, Section 79 of the MRPS—
“Basis for Grading. – The grade or rating
in a student should be based SOLELY on his
scholastic performance. Any addition or
diminution to the grade in a subject for co-
curricular activities, attendance, or
misconduct shall NOT be allowed.”
22. Code of Ethics provides—
“A teacher shall not make deductions from
their scholastic ratings as a punishment for acts
which are clearly not manifestations of poor
scholarship.”
(Article VIII, Section 8)
Thus, it is not a matter of discretion on the part
of the teachers in the giving of the students’
grades, but rather it is a clear obligation for the
teachers to determine student academic marks
solely based on scholastic performance. For a
teacher to do otherwise, would be serious
academic malpractice or grave misconduct in
the performance of his/her duties.
23. “The Supreme Court is convinced
that the pressure and influence
exerted by (a teacher) on his
colleague to change a failing grade to
passing one constitute serious
misconduct which is a valid ground
for dismissing an employee.”
24. B. As a PARENT: Principal Duty to Exercise
Parental Authority and Responsibility
Article 218, Family Code provides—
“The school, its administrators
and teachers engaged in child care
shall have special parental authority
and responsibility over the minor
child while under their supervision,
instruction or custody.”
25. “A teacher shall recognize that
the interest and welfare of learners
are his first and foremost concern,
and shall handle each learner justly
and impartially.”
(Article VII, Section 2)
Code of Ethics states—
26. Parental Authority to Discipline
“As parents, the teachers shall use
discipline not to punish but to correct,
not to force, but to motivate; and not to
obey with rigid cadence, but to choose
to follow the right way.
Hence, teachers cannot generally
use methods of punishing or such
degree of penalties that a good mother
or a good father would not likely use on
her/his own children.”
27. Corporal Punishment - Article 233 (2nd par.)
“In no case inflict corporal
punishment upon the child.”
Definition: An act that inflict pain or
harm upon a child’s body as punishment
for wrong doing usually through beating
and spanking
Elements:
a. physical contact
b. inflictpain
28. VIII, 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
manifestations of
poor scholarship.
29. Sale of Tickets; Collection of Contribution/
Donations from Pupils / Parents
BP 232, Sec. 9 (9) - students have right to
be free from (voluntary) involuntary
contributions
Improper or unauthorized
solicitation of contributions from
subordinate employees and by
teachers or school officials from
school children
VIII, 5. A teacher shall not accept,
directly or indirectly, any remuneration
from tutorials other than what is
authorized for such service.
30. “(Department of Education) considers
the act of teachers in xxx contracting
loans from parents of their students xxx
not only serious misconduct but xxx
violation of students’ right to be free
from involuntary contribution.”
- USEC Nachura, 13 Feb.
‘98
31. Parental Responsibility
The student / pupil while in school,
is in the custody and hence, the
responsibility of the school authorities
as long as he is under the control and
influence of the school,
whether the semester
has not yet begun
or has already ended.
32. Even if the student is just relaxing
in the campus in the company of his
classmates, the student is still within
the custody and subject to the
discipline and responsibility of the
teachers.
33. Hence--
A teacher required to exercise
special parental authority but who
fails to observe all the diligence of
a good father of a family in the
custody and care of the pupils and
students, shall be held liable for
gross neglect of duty.
34. IN SUM….
Teaching is indeed a noble, if not the noblest
profession.
Teachers are called not only to teach by
words but by their very life, examples and
being
Teachers as role models of their students
must exemplify and uphold ethical and moral
principles in their lives as persons and as
teachers
35. ‘What the teacher is,
is more important than what he
teaches’.
~Karl Menninger
BE PROUD YOU ARE TEACHERS!
BE PROFESSIONAL TEACHERS!