Unit 3: DEMANDS OF SOCIETY FROM THE TEACHER AS A PROFESSIONAL

AND AS A PERSON

Lesson 2: The Demands of Society from the Teacher as a Professional

"Professionalism: It's NOT the job you do. It's how you do the job."-Anonymous

Introduction

Unit 3 consists of 2 lessons. Lesson 1 is focused on the demands of society from the teacher as a
professional. It discusses the professional competencies that a teacher ought to demonstrate.
Four models of effective teaching are used to present these professional competencies. It also
presents the Philippine Professional Standards for Teachers in the Philippines, which will be
discussed in detail in the succeeding chapter.

Lesson 2 is a discussion on the demands of society from the teacher as a person. It presents
personal qualities expected of a teacher anchored on professionalism as contained in the Code
of Ethics for Professional Teachers both past and present.

Intended Learning Outcomes

At the end of this unit, you should be able to:

o explain what society demands from the teachers as a professional and as a

person;
o relate the professional competencies of a teacher to society's expectation;
o differentiate models of effective teaching through thematic clustering of their
domains and features; and,
o reflect on the personal qualities that a professional teacher should possess.

Content Presentation
The Demands from the Teacher as a Professional
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 expects 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, and learners as groups of people with and for
whom 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.

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 students. Consider the following research findings shared by Dallas Public Schools'
Accountability System:

▪ 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.
▪ Conversely, depressed achievement results 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 an effective teacher.
▪ 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, 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
the competencies expected of professional teachers. What are these competencies? Let us
try to discuss the competencies of effective teachers from four (4) authors.
The Code of Ethics for Professional Teachers spells out the demands of the state,
community, higher authorities and school officials, and parents from teachers. We will
discuss them in detail in the chapter solely devoted to the Code of Ethics. In this lesson, we
shall focus on society's demand for good teaching from the professional teacher. In the first
place, the word "teacher" suggests that the main responsibility of 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 specifications are
standards of good teaching, which will also be discussed in the succeeding lessons.
Specifically, we discuss here four (4) evaluation models of effective teaching.

Let us take a look at models of effective teaching which also serve as bases for the
evaluation of 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 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

Teachers should be effective 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,

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 participating in school initiatives (Source:
www. marzanocenter.com/Teacher-Evaluation/#a, accessed 01-31-16)
B. Charlotte Danielson Framework for Teaching

1. Planning and Preparation

2. The Classroom Environment

3. Instruction
4 Professional Responsibilities

▪ reflecting on teaching
▪ maintaining accurate records
▪ communicating with families
▪ participating in the professional community
▪ growing professionally
▪ showing professionalism (Source: tpep-
wa.org/wp- content/uploads/Danielson-at-a-glance.pdf
Accessed 02-01-16)

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.(Teacher Effectiveness Performance Evaluation
System, Handbook 2012-2013 - www.mcvea.org/extras/ StrongeBook.pdf Accessed 02-23-
16)

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 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.
(www.edison.kl2.nj.us Page/5052, Accessed 02-03-16)

The Philippine Professional Standards for Teachers (PPST)

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
he/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) assess and report learners' progress; and 5)
demonstrate professionalism as he/she deals with superiors, colleagues, students, and
parents.

The first step of competent teaching is instructional preparation. This entails clarifying
learning outcomes and choice of appropriate teaching-learning activities and use of
assessment tasks aligned to the learning outcomes to check on learners’ progress. The
professional teacher possesses pedagogical content knowledge. He She is fully aware that
pedagogical content knowledge (how to teach particular subject matter content) is central
to teacher effectiveness.
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 (PPST, p.4).

The PPST, the revised National Competency-Based Teacher Standards (The Philippine
Professional Standards for Teachers (NCBTS), give the teacher professional competencies in
seven (7) domains, 37 strands, and 148 performance indicators for four (4) career stages.

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:

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
▪ 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

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

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 is both a professional and a personal trait. Professionalism will
be discussed again in 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 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.”
Extended Activity 3: THEMATIC ANALYSIS

Compare and contrast the features of the four Models on Teacher Effectiveness and PPST. By
comparing and contrasting means you have to thematically group related ideas to identify
common themes across the models and the PPST. Use the table below as your template. The
first row is done for your basis.

Danielson Stronge McREL Marzano PPST Domains

Planning and >Instructional >Teachers Planning and >Domain 1:
Preparation Planning facilitate learning Preparing Content
for their students. Knowledge and
>Assessment Pedagogy
of/for Learning >Teachers know
the content they >Domain 4:
teach. Curriculum and
Planning