The document outlines the professional responsibilities and competencies demanded of teachers by society, emphasizing the importance of ethics, effective teaching models, and the necessity of a conducive learning environment. It details frameworks for teacher evaluation, including Marzano's and Danielson's models, and highlights the significance of planning, assessment, and professional growth. Additionally, it underscores the need for teachers in the Philippines to maintain high standards of professionalism and a commitment to continuous improvement.

1. DEMANDS OF THE
SOCIETY FROM A
TEACHER AS A
PROFESSIONAL
Alcomendras, Nicole Jane S.
Sumandag, Cheszy Kate S.
Villarta, Dennise Jean G.

2. 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.

3. WHAT IS A TEACHER?

4. • Teachers spend at least 6
hours a day, 5 days a week
in 10 months of the school
year with students.
• Teachers have tremendous
power to influence students.
• 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.

5. • A professional is one who went through long years of preparation to
earn a teacher education degree by the Commission in Higher Education,
after which he/she hurdles a Licensure Examination for Teachers (LET)
administered by the Board for Professional Teachers with the supervision
of the Professional Regulation Commission.
• He/she is expected to abide by the Code of Ethics for Professional
Teachers.
THE TEACHER AS A PROFESSIONAL

6. 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 ...he/she
adheres to, observes and practices a
set of ethical and moral principles,
standards and values."

7. 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.

8. MODELS OF EFFECTIVE TEACHING
Robert Marzano's Causal
Teacher Evaluation Model
James Stronge - Teacher
Effectiveness Performance
Evaluation System
(TEPES) System
Charlotte Danielson
Framework for Teaching

9. Marzano's Causal Teacher Evaluation Model
Robert Marzano
1. Classroom strategies and
behaviors
2. Planning and Preparing
3. Reflection on Teaching
4. Collegiality and
Professionalism

10. 1. Classroom strategies and behavior
-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; and
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.

11. 2. Planning and Preparing
• for Lessons and Units
• for Use of Resources and
Technology
• for the Needs of English
Language Learners
• for the Needs of Students
Receiving Special Education
• for the Needs of Students Who
Lack Support for Schooling

12. 3. Reflection on Teaching
• Evaluating personal performance
• Developing, implementing, and monitoring a professional growth
plan
4. Collegiality and Professionalism
• Promoting a Positive Environment
• Promoting Exchange of Ideas and Strategies
• Promoting District and School Development

13. James Stronge - Teacher Effectiveness Performance
Evaluation System (TEPES) System
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. The Learning Environment
6. Professionalism
7. Student Progress

14. 1. Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject
content, and the developmental needs of students by providing relevant learning
experiences.
2. Instructional Planning
The teacher plans using the state's standards, the school's curriculum,
effective strategies, resources, and data to meet the needs of all students.
3. Instructional Delivery
The teacher effectively engages students in learning by using a variety of
instructional strategies in order to meet individual learning needs.
4. Assessment of/for Learning
The teacher systematically gathers, analyzes, and uses all relevant data to
measure student academic progress, guide instructional content and delivery
methods, and provide timely feedback to both students and parents throughout the
school year.

15. 5. The Learning Environment
The teacher uses resources, routines, and procedures to
provide a respectful, positive, safe, student-centered environment that
is conducive to learning.
6. Professionalism
The teacher maintains a commitment to professional ethics,
communicates effectively, and takes responsibility for and participates
in professional growth that results in enhanced student learning.
7. Student Progress
The work of the teacher results in acceptable, measurable,
and appropriate student academic progress.

16. Charlotte Danielson
Framework for Teaching
1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities

17. 1. Planning and Preparation
a. Demonstrating Knowledge of Content and
Pedagogy
b. Demonstrating Knowledge of Students
c. Setting Instructional Outcomes
d. Demonstrating Knowledge of Resources
e. Designing Coherent Instruction
f. Designing Student Assessments

18. 2. The Classroom Environment
a. Creating an Environment of Respect and
Rapport
b. Establishing a Culture for Learning
c. Managing Classroom Procedures
d. Managing Student Behavior
e. Organizing Physical Space

19. 3. Instruction
a. Communicating With Students
b. Using Questioning and Discussion
Techniques
c. Engaging Students in Learning
d. Using Assessment in Instruction
e. Demonstrating Flexibility and Responsiveness

20. 4. Professional Responsibilities
a. Reflecting on Teaching
b. Maintaining Accurate Records
c. Communicating with Families
d. Participating in a Professional
e. Community Growing and Developing
Professionally
f. Showing Professionalism

21. THE MAIN TASK OF
A PROFESSIONAL
TEACHER IS TO
TEACH

22. 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.) ASSESS AND
REPORT
LEARNER'
PROGRESS;
AND
5.) DEMONSTRATE
PROFESSIONALISM
AS HE/SHE DEALS
WITH SUPERIORS,
COLLEAGUES,
STUDENTS, AND
PARENTS.
TEACH EFFECTIVELY

23. THE PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS (PPST)
According to the PPST, 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.
• Provide learning environments that are safe, secure, fair and D order to promote
learner responsibility and supportive in achievement.
• Establish learning environments that are responsive to learner diversity.

24. • Interact with the national and local curriculum requirements.
• Applying a variety of assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners' needs, progress and achievement.
• Establish school-community partnership learning environment. aimed at
enriching the D
• Value personal growth and professional development and exhibit high personal
regard for the profession by maintaining qualities that uphold the dignity of
teaching.

25. 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 a sincere desire to uphold the standard and dignity of
the profession. In dealing with his pupils or students, the teacher should
ever strive to be professionally correct, friendly, and sympathetic.

26. REFERENCES
● https://youtu.be/W2u_d0CMiNo?si=eTerxC8KyLmJyHsC
● https://www.scribd.com/presentation/472999205/The-Demands-of-Society-
from-the-Teacher-as-a-Professional

27. CREDITS: This presentation template was
created by Slidesgo, and includes icons by
Flaticon, and infographics & images by Freepik
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