The document discusses the importance of continuing professional development (CPD) for teachers in the Philippines, highlighting its philosophical, historical, and legal foundations. Under the 2016 CPD law, CPD is mandatory for all professional educators, requiring them to earn a specified number of credit units through various accredited activities. It also emphasizes the need for teachers to create and adhere to individual CPD plans, foster professional learning communities, and learn from best practices in high-performing countries.

1. CONTINUING PROFESSIONAL
DEVELOPMENT: THE LIFEBLOOD OF
THE TEACHING PROFESSION
Prepared by: GROUP 4

2. CONTENTS:
 The philosophical Basis of CPD
 Historical and Legal Basis of CPD in the Philippines
 Number of CPD Units Required
 Ways by which professional Teachers can Earn Credit Units
 CPD Plan
 Joining professional Learning Community
 Learning form the CPD practices of High Performing
Countries

3. LICENSURE EXAMINATION FOR TEACHER (LET)
RA 4670 SECTION 7
THE CODE OF PROFESSIONAL CONDUCT OF PUBLIC SCHOOL TEACHERS
CITED IN RA 4670 SECTION 7
-Responsibility is something expected of a professional Teacher. The work of
the Teacher in the Development and guidance of the young is tremendous
responsibility for which he is accountable to God. To his country , and to
posterity. It is a trust of which every Teacher should strive to be worthy

4. Continuing Professional Development (CPD)
WITH THE ENACTMENTOF RA10912. THE CPD LAW OF 2016
 CPD FOR ALL PROFESSIONALS REGULATED BY
THE PRC IS NOW MANDATORY
• CPD FOR PROFESSIONAL TEACHERS IS NOT AN
OPTION . IT IS A NECESSITY
• CPD FOR PROFESSIONAL TEACHERS SHARPENS
THE PROFESSIONAL TEACHERS COMPETITIVE
EDGE IN A HIGHLY COMPETITIVE GLOBAL WORLD

5. CONTINUING PROFESSIONAL
DEVELOPMENT (CPD)
AN ACT MANDATING AND STRENGTHENING THE
CONTINUING PROFESSIONAL DEVELOPMENT PROGRAM
FOR ALL REGULATED PROFESSIONS, CREATING
CONTINUING PROFESSIONAL DEVELOPMENT COUNCIL,
AND APPROPRIATING FUNDS THEREFOR AND FOR OTHER
RELATED PURPOSES.

6. THE PHILOSOPHICAL BASIS
OF CPD
1. GROWTH IS AN EVIDENCE OF LIFE
2. MAN/WOMAN IS AN UNFINISHED PROJECT
3. NO PERSON HAS ARRIVED

7. 1. GROWTH IS AN EVIDENCE OF LIFE
PHYSICALLY, PHYCHOLOGICALLY, MENTALLY, SOCIALLY, EMOTIONALLY,
SPIRITUALLY
THIS IMPLIES THAT ANYTHING THAT IS ALIVE GROWS ON AND ANYTHING THAT GROWSIS ALIVE. A TEAHER WHO IS ALIVE GROWS PHYSICALLY, PHYSICALLY, PSYCHOLOGICALLY, MENTALLY. SOCIALLY, EMOTIONALLY, ESPIRITUALLY. IF HE DOESN’T GROW IT MEANS HE IS NO LONGER ALIVE
2. MAN/WOMAN IS AN UNFINISHED PROJECT
Always in a process od becoming better and better as a person and as a professional teacher
No person, no professional can claim that he/she has already arrived at a state of perfection
Niether “Perfecta/Perfecto who is perfect by name is not perfect
No Professional has arrived at a perfect state
3. NO PERSON HAS ARRIVED
This means that no professional has arrived at a perfect state
Every professional is expected to continue developing

8. THE HISTORICAL AND LEGAL BASIS OF CONTINUING DEVELOPMENT IN THE PHILIPPINES
THE STATE SHALL ENHANCE THE RIGHT OF TEACHER TO PROFESSIONAL ADVANCEMENT
1. BATAS PAMBANSA 232 THE EDUCATION ACT OF 1982 CHAPTER 3 DUTIES AND OBLIGATIONS SECTION (16)4
STATE AS ONE OF TEACHERS OBLIGATION IS TO ASSUME THE REPONSIBILITYTO MAINTANIN AN SUSTAIN HIS PROFESSIONAL GROWTH AND ADVANCEMENT
2. RA 9155
AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE FOR BASIC EDUATION ESTABLISHING AUTHORITY AND ACCOUNTABILITY RENAMING THE DEPARTMENT OF EDUATION FOR THE OTHER PURPOSES WAS ENACTED ON AUGUST 200. IN THE ENUMERATION OF DUTIES AND FUNCTIONS OF THE SECRETARY OF EDUCATION SECTION 7A TO WIT.
3. RA 7836
THE TECHERS PROFESSIONALIZATION ACT ALSO PROVIDED FOR MANDATORY CONTINUING PROFESSIONAL EDUCATION (CPE) NOW REFFERED TO AS CONTUNUING PROFESSIONAL DEVELOPMENT

9. 4. RESOLUTION 435 SECTION 117
THE BOARD OF PROFESSIONAL TEACHERS (BPT) ALSO PASSED
RESOLUTION 435 SECTION 117 ADOPT THE CODE OF ETHICS FOR
PROFESSIONAL TEACHERS PURSUANT TO THE PROVISION OF
PARAGRAPH ARTICLE II RA 7836 KNOWN AS THE PHILIPPINE TEACHERS
PROFESSIONALIZATION ACT OF 1994
5. EXECUTIVE ORDER No. 266
INSTITIONALIZATION OF THE CONTINUING PROFESSIONAL EDUCATION
(CPE) PROGRAMS OF THE VARIOUS PROFESSIONAL REGULATORY
COMMISION (PRC) PROFESSIONAL REGULATOY BOARD (PRB), UNDER THE
SUPERVISION OF VARIOUS PROFESSIONAL REGULATORY COMMISION
(PRC)
THIS WAS SIGNED AND ISSUED BY THE OFFICE OF THE PRESIDENT FIDEL
V. RAMOS ON JULY 25, 1995
6. RA 10912
CONTINUING PROFESSIONAL DEVELOPMENT ACT OF 2016
WITH THE ENACTMENT WITH THIS LAW CPD FOR ALL THE 43
PROFESSIONAL REGULATED BY THE PRC INCLUDING THE TEACHING
PROFESSION HAS BECOME MANDATORY

10. NUMBER OF CPD UNITS REQUIRED TO TEMPLATES FOR A CPD PLAN
Period No. of Credit Units Required
December 2017 15 Credit units
January – December 2018 30 Credit units
January 2019 onwards 45 Credit units
Number of CPD Units Required
For the professional teacher’s group, based on Professional Regulatory Board for Professional Teachers
Resolution No. 11, series of 2017, the following credit units are required:

11. FOUR WAYS BY WHICH PROFESSIONAL TEACHER CAN EARN CREDIT UNITS
Professional track – This includes trainings provided by CPD providers accredited by PRC. You
can earn credit units as a participant to a training approved by the CPD Council. You can earn more
credit units if you serve as a resource speaker, trainer or demonstration teacher.
Academic track – This refers to the completion of a Master’s degree, completion of candidacy to
the doctorate program, completion of the doctorate program, completion of post – doctoral diploma,
and being a recipient of a professorial chair grant, and/ or fellowship grant. Take note that ONLY
COMPLETION of the Master’s degree is given full credit unit of 4.5. Earning MA units is not given
any credit unit but completion of candidacy for the Doctorate degree already entitles one to 45
credit units. The master’s and doctorate degrees must have been earned five (5) years before
renewal of professional license.
Self – directed track – This includes trainings offered by non-accredited CPD providers. It refers to
“learning activities such as online training, local/international seminars/nondegree courses,
institution/company-sponsored training programs and the like which did not undergo CPD
accreditation but may be applied for and awarded CPD units by the respective CPD Councils.
Productive Scholarship – This means that the professional teacher has developed
program/training module, curriculum guide or any other resource material. Or the professional
teacher has written an article in a professional teacher has written an article in a professional
magazine or a technical/research paper and even better if that technical paper is published in
refereed/peer – reviewed professional journal.

12. Objectives Methods/ Strategies Resources Time Frame Success Indicator
What competence What professional What will I do to When do I expect to What PPST compe What learners
will I enhance? activity will I access resources? have accomplished tence would I have performances
undertake to enhances? would have been
achieve my improved?
objective?
What com- What professional What will I do to When do I expect What PPST What learners
petence will I activity will I access resources? to have competence performances
enhance? undertake to accomplished would I would have been
achieve my have enhanced? improved?
objective?
Classroom Obtain trainings and Ask for training (Based on your own KRA 2 Academic
Management seminars and seminars decision) Learning Performance
environment and
diversity of
learners
Continuing Professional Development Plan
Professional teachers formulating their respective annual CPD Plans and faithfully observing them lead to the building
of a
CPD culture among professional teachers. With that CPD culture, the negative attitude towards mandatory CPD
hopefully will fade away.
Templates for a CPD Plan
Teacher’s Individual Plan for professional Development (IPPD) – template used in the Public Schools.

13. Training
Need
Objective Activity Resources Needed Time Frame Expected
Output
Expected
Outcome
What do I
need to
improve my
teaching?
What should I
do to address
my need?
What activity
should I undergo
to address my
need?
Human
Whose help do I
need to address
my need?
Material
What materials
or how much
cash do I need
to address my
need?
When am I
supposed to
have
addressed my
need?
What results
does this activity
have on my
teaching and my
students
learning?
Preparation
of PP
To make PP
for at least 5
lessons
Tutorial IT teacher,
expert
Laptop
LCD
May
2018
5 PPs More interesting
and more
concrete lesson
presentation and
improved
student’s scores
Personal CPD Plan(template used by others)

14. JOINING PROFESSIONAL
LEARNING COMMUNITY
PROFESSIONAL LEARNING COMMUNITIES (PLCs)
Powerful collaboration which teacher work together to analyze
and improve their classroom practices in a systematic way

15. SCHOOL LEARNING ACTION CELL (SLACs)
MECHANISM FOR CPD

16. LEARNING FROM CPD PRACTICES OF HIGH PERFORMING COUNTRIES
Let us learn from CPD practices of high performing countries like Singapore and Finland.
CPD in Singapore
Singapore is the first country in the world to adopt the PLC framework nationwide.
For PD, Singapore has 1) Teacher – Researcher Networks, 2) Lesson study and other forms of “Learning
Circles”.
The teacher–researcher network follow these steps:
A. Identification and definition of a problem;
B. Planning for improvement;
C. Implementation of teaching/learning activities;
D. Observation of results (data collection); and
E. Reflection on the outcomes.
Another effective strategy for PD in Singapore is the lesson study (Lewis, Perry, & Hurd , 2004) adopted from
Japan. The overall goal of lesson study is to foster collaborative inquiry and data-driven pedagogical reflection
among teachers. This consist of four cyclical phases (Tan, 2014):
1. Study phase – Teachers analyze the curriculum to be taught and formulate long-term teaching and learning
goals;
2. Planning phase – Teachers select lessons for research, predict student difficulties, plan the implementation of
specific lessons for data collection;
3. Analysis phase – Teachers observe and discuss the classroom evidence collected (e.g., videos, student
written work);
4. Reflection phase – Teachers discuss student learning and identify new areas for further inquiry.

17. CPD in Finland
Teachers in Finland meet one afternoon each week to jointly plan
and develop curriculum. They are encourage to work together to
share materials.

18. CPD in Japan
Every teacher periodically prepares a best possible lesson that demonstrates strategies to achieve a specific goal (e.g students becoming active problem-solvers or students learning more
from each other) in collaboration with other colleagues.
A group of teachers observe while the lesson is taught and usually record the lesson in a number of ways, including videotapes, audiotapes, and narrative and/or checklist observations that
focus on areas of interest to the instructing of the teacher. (e.g., how many students volunteered their own ideas).

19. CPD IN NEW ZEALAND
In New Zealand, the Ministry of Education gives funds for 20
percent release time for new teachers and 10 percent release
time for second-year teacher Ministry of Education to observe
other teachers, attend professional development activities,
courses and work curriculum. Mentor teachers deliberately spend
time to observe and confer with beginning teachers.

53. There are many different types of literary
criticism, but we’ll be studying 5 closely:
 Formalist
 Feminist
 Reader Response
 Archetypal
 Marxist
Other types include structuralist, psychoanalytic,
mythological, sociological, etc.

56. Thank you CMCian.