TEACHING PROFESSION

Rio Caldit

Discussant: Chrislene Jewel De Vela

Demands of the Society from the Teacher as a Professional

Teacher as a Professional
- A professional is one who went through long years of preparation to earn a
teacher education degree recognized by Commission on Higher Education,
after which he/she hurdled a Licensure Examination for Teachers (LET)
administered by the Board for Professional Teachers with the Supervision of
the Professional Regulation Commission.
- By passing the LET, he/she obtains a license which he/she is obliged to renew
every three years on condition that he/she can show proof of Continuing
Professional Development.
- Lastly, professional teacher expected to abide by the Code of Ethics for
Professional Teacher
- Teachers have tremendous power to influence students. Society as a whole,
expect much from teachers and school.
- Schools are expected to work for communities and so are the teachers,
according to the Code of Ethics for Professional Teachers.
- Teacher works with different groups and so plays different roles such as tutor,
nurse, guidance counselor, community leader, resource speaker and
consultant

Demands of the Society from the Teacher as a Professional

- The word “teacher” suggest that the main responsibility of the professional
teachers is to TEACH, and the primary customer is the LEARNER

MODELS OF EFFECTIVE TEACHING

- Teacher Evaluation Standards- the McREL Model (Mid-continent Research for
Educationand Learning)
- Charlotte Danielson Framework for Teaching
- James Stronge- Teacher Effectiveness Performance Evaluation System
- Robert Marzano’s Casual Teacher Evaluation Model of Four Domains
A. Teacher evaluation Standards the McREL model (Mid-continer
Research for Education and Learning
I. Teachers demonstrate leadership
- Lead in their classroom
- Demonstrate leadership in the school
- Lead the teaching profession
- Advocate for schools and students
- Demonstrate high ethical standards
II. Teachers establish a respectful environment for a diverse
population of students.
III. Teachers know the content they teach.
IV. Teachers facilitate learning for their students
V. Teachers reflect on their practices.

B. Charlotte Danielson Framework for Teaching

- Planning & Preparation
- The Classroom Environment
- Instruction
- Professional Responsibilities

I. Planning & Preparation

- Demonstrating Knowledge of Content and Pedagogy
- Demonstrating Knowledge of Students
- Setting Instructional Outcomes
- Demonstrating Knowledge of Resources
- Designing Coherent Instruction
- Designing Student Assessments

II. The Classroom Environment

- Creating an Environment of Respect and Rapport
- Establishing a Culture for Learning
- Managing Classroom Procedures
- Managing Student Behavior
- Organizing Physical Space

III. Instruction
- Communicating with Students
- Using Questioning and Discussion Techniques
- Engaging Students in Learning
- Using Assessment in Instruction
- Demonstrating Flexibility and Responsiveness

IV. Professional Responsibilities

- Reflecting on Teaching
- Maintaining Accurate Records
- Communicating with Families
- Participating in the Professional Community
 - Growing and Developing Professionally
- Showing Professionalism

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.

D. Robert Marzano’s Casual 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 student
2. PLANNING AND PREPARING
- Planning and preparing for lessons
- For use of technology
- For needs of students receiving Special education
- For needs of students who lack support for schooling.

3. REFLECTION ON TEACHING
- Evaluating personal performance such as identifying areas of
pedagogical strengths and weaknesses.
- Developing, implementing and monitoring a professional growth
plan
-
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.

Discussant: Arvin Blasco

DEMANDS OF THE SOCIETY FROM THE TEACHER AS A PROFESSIONAL

- A demand is a strong need or request of someone to someone
for something.
- A society's demand refers to the collective needs or
expectations that a community or group of people have
regarding certain services, behaviors, or actions.
DEMAND of the society from a teacher
- The demand of society on a teacher as a professional refers to
the expectations and needs that the community has for
teachers, such as providing quality education, guiding students
effectively, and contributing to their overall development in
general term.
- Primarily, the society demands a teacher to teach effectively.
-
Models of Effective teaching:
Teacher Evaluation Standards- the McREL Model (Mid-continent Research for
Education and Learning)
1. Teachers demonstrate leadership
- Lead in their classroom
- Demonstrate leadership in the school
- 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.

- “Schools are expected to work with for communities and so are teachers.”
- the society demands a teacher to extend their service.
- In conclusion, society expects teachers to be more than just educators. They
are called upon to be mentors, ethical role models, and community partners
who provide quality education, promote values, and adapt to the evolving
needs of students.
- Teachers must also engage in lifelong learning and foster inclusivity, meeting
the diverse demands of their profession with dedication and integrity.

Discussant: Edgelyn Encinas

The Philippine Professional Standards for Teachers

Role of Teachers
 - Teachers play a crucial role in nation building. Through quality teachers, the
Philippines can develop holistic learners who are steeped in values, equipped
with 21st century skills, and able to propel the country to development and
progress. This is in consonance with the Department of Education vision of
producing: "Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation" (DepED Order No. 36, s. 2013).
- Evidence show that good teachers are vital to raising student achievement,
i.e., quality learning is contingent upon quality teaching. Hence, enhancing
teacher quality becomes of utmost importance for long-term and sustainable
nation building.

The following describes the breadth of 7 Domains that are required

teachers to be effective in the 21st Century in the Philippines. Quality
teachers in the Philippines need to possess the following characteristics:

1. Teachers emphasize mastery of content and its

connections across subjects. They apply teaching theories
and research, using age-appropriate methods and
proficiency in multiple languages to ensure effective
learning.
2. Teachers create safe, supportive, and fair learning
environments that encourage responsibility and
achievement. They manage behavior effectively and use
diverse resources to foster high learning standards.
3. Teachers respect and respond to learner diversity. They
design lessons that celebrate differences and use varied
teaching practices to help all students succeed in a
changing world.
4. Teachers align their teaching with curriculum
requirements, creating relevant and well-structured
lessons. They collaborate with others to plan and
communicate learning goals effectively.
5. Teachers use various assessment tools to monitor and
support student progress. They provide feedback that
enhances the teaching process and informs assessment
practices.
6. Teachers build school-community partnerships to enrich
learning and engage the community. They uphold
professional ethics and foster positive relationships with
all stakeholders.
7. Teachers prioritize personal and professional growth,
maintaining a high standard of integrity and respect. They
reflect on their practices and take responsibility for
continuous learning.
The 7 Domains collectively comprise 37 strands that refer to more specific
dimensions of teacher practices:

 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

 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