Professional Education PowerPoint presentation

EDU 011
The Teaching
Profession

DAY 2
QUALITIES OF A GOOD
TEACHER
Bilbao P., 2015 On Becoming 21st Century Teacher

QUALITIES OF A GOOD TEACHER
● INTELLIGENCE – ability to make sound decision, analyze, make
judgment, make solutions, possess HOTS, and other types of
intelligence.
● COMPASSION – natural quality to empathize, to feel what
others feel, to be tolerant of others.
● EMOTIONAL STABILITY – ability to be calm under pressure,
cheerful and optimistic, level headed.
● INNOVATIVENESS – natural tendency to create new things,
modify existing ones, imaginative, finds solutions to problems
quickly, makes use of available materials.

PERSONAL QUALITIES OF A GOOD TEACHER
● FAIRNESS – natural attribute to look at both sides of the issue
before making judgment, gives equal chances for both sides to
be heard, removes personal biases.
● SELF-CONFIDENCE – natural tendency to feel “I Can Do It”,
works alone, determined to succeed.
● COOPERATIVENESS – natural action to work together with
others, willing to share.
● BOUYANCY – ability to survive in difficult situation, balances
life, optimistic and cheerful.
● RELIABILITY – attribute demonstrated by dependability,
sincerity and honesty

What is your definition
of BEST TEACHER?

DAY 3
The Teaching as a
Profession
Bilbao et.al., The Teaching Profession

LEGAL BASES OF
TEACHING
PROFESSION

LEGAL BASES OF TEACHING PROFESSION
● 1987 Republic of the Philippine Constitution
● Batas Pambansa 232
● Republic Act 7836 and R.A 9293 (amendment for
7836)
● Republic Act 10533 (will serve as an assignment)
● Republic Act 4670
● The Code of Ethics for Professional Teaching

1987 Republic of the Philippine Constitution
The 1987 Philippine Constitution lays down the foundation of the
Philippine education system and protects the right of all citizens to
quality education at all levels. Article XIV of the 1987 Philippine
Constitution provides the general framework for education
in the country. It shows how the state recognizes the
importance of education, science and technology, cultural
development, and sports and wellness in the life of the state and
of the people. Article XIV embodies the utopian and economic goal
for education in the Philippines.

Section 1 presents the enduring commitment of the Philippines to provide quality
education to all its citizens-a commitment to build a nation with functionally
literate, educated, and productive citizens. It is a statement that shows how the
country values the education and development of its citizens.
Section 2 discusses the commitment of the state to provide access to quality
education to all-levels, from preschool to tertiary. It elucidates the function of the
state to develop an education system that focuses on formal education, non-
formal education, alternative learning system, and indigenous learning
system. To support this provision, Section 2 states that the state will
provide financial assistance and efficient student-support system to
deserving students.
Section 3 provides a framework for enduring values, knowledge, and skills that
need to be emphasized in all the contents of the curriculum.

Section 4 provides guidelines in the establishment and management of
educational institutions in the country. It emphasizes that all educational
institutions, other than those established by religious groups and mission boards,
shall be owned solely by the citizens of the Philippines, or in the case of
corporations and associations, at least a majority of the shares (60%) should be
owned by Filipino citizens.
Section 5 reiterates the need to consider regional and sectoral needs and
conditions in the planning and development of educational policies. It
enshrines the spirit of academic freedom for tertiary education, the right of
citizens to choose their profession or field of study, the right of teachers and
school personnel to professional advancement and putting the highest
budgetary support to education.

Sections 6 to 9 focus on the development and promotion of Filipino as
the national language and as medium of instruction. These sections also
recognize the importance of other local and foreign languages.
Sections 10 to 13 focus on the importance and promotion of science and
technology in the Philippines. It reiterates the importance of developing a culture
of science and innovation among the Filipino people.
Sections 14 to 18 discuss the development and promotion of Filipino
culture, which includes various cultural practices, traditions, beliefs, and
indigenous knowledge of the different cultural groups and regions in the country.
Section 19 provides the framework for promoting and developing sports programs
for the well-being of the Filipino people.

Republic Act 232
Republic Act 232, otherwise known as the Education Act
of 1982, was signed into law by the then President
Ferdinand E. Marcos. Sections 10, 11, and 16 of this law
are helpful in understanding the rights and duties
of teachers.
SEC 2. This Act shall apply to and govern both formal and
non-formal systems in public and private schools in all
levels of the entire educational system.

Republic Act 232 (SECTION 10)
Section 10. Rights of all School Personnel.
In addition to other rights provided for by law, all school personnel shall enjoy the
following rights:
1. The right to free expression of opinion and suggestions, and to
effective channels of communication with appropriate academic and
administrative bodies of the school or institution.
2. The right to be provided with free legal service by the appropriate government
office in the case of public school personnel, and through the school authorities
concerned in the case of private school personnel, when charged in an
administrative, civil and/or criminal proceedings by parties other than the
school or regulatory authorities concerned for actions committed directly in the
lawful discharge of professional duties and/or in defense of school policies.

3. The right to establish, join, and maintain labor organizations and/or professional
and self-regulating organizations of their choice to promote their welfare and
defend their interests.
4. The right to be free from involuntary contributions except those imposed
by their own organizations.

Section 11. Special Rights and/or Privileges of Teaching or Academic Staff.
Further to the rights mentioned in the preceding Section, every member of the
teaching or academic staff shall enjoy the following rights and/or privileges:
1. The right to be free from compulsory assignments not related to their duties as
defined in their appointments or employment contracts, unless compensated
therefore, conformably to existing law.
2. The right to intellectual property consistent with applicable law
3. Teachers shall be deemed persons in authority when in the discharge or lawful
duties and responsibilities, and shall, therefore, be accorded due respect and
protection.
4. Teachers shall be accorded the opportunity to choose alternative career
lines either in school administration, in classroom teaching, or others, for
purposes of career advancement.

Section 16. Teacher's Obligations.
Every teacher shall:
1. Perform his duties to the school by discharging his responsibilities in accordance with the
philosophy, goals, and objectives of the school.
2. Be accountable for the efficient and effective attainment of specified learning objectives in
pursuance of national development goals within the limits of available school resources.
3. Render regular reports on the performance of each student and to the latter and the latter's
parents and guardians, with specific suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional growth and advancement
and maintain professionalism in his behavior at all times.
5. Refrain from making deductions in students scholastic rating for acts that are clearly not
manifestations of poor scholarship.
6. Participate as an agent of constructive social, economic, moral, intellectual, cultural, and
political change in his school and the community within the context of national policies.

Republic Act 7836
The government has long recognized the vital role of teachers in the development of the
nation. However, it was only when then President Ferdinand E. Marcos issued Presidential
Decree 1006 on September 22, 1976 when the National Board for Teachers was formally
organized. This was the first board to supervise the teaching profession in the country. All
teachers back then have to take the Professional Board Exam for Teachers (PBET).
On December 16, 1994, through the enactment of Republic Act 7836, a law entitled "An Act to
Strengthen the Regulation and Supervision of the Practice of Teaching in the
Philippines and Prescribing a Licensure Examination for Teachers and for Other
Purposes, otherwise known as the "Philippine Teachers Professionalization Act of 1994,"
dictated that regulation and licensing of teachers was transferred to the jurisdiction of the
Professional Regulations Commission (PRC). This made the teaching profession or teachers
equal or at par with other professionals such as medical doctors, engineers, lawyers, and
nurses, among others. R.A. 7836 also includes the supervision and regulation of
the Licensure Examination for Teachers (LET). It covers all teachers in all levels of
education, from preschool to secondary, whether part-time or full-time.

Republic Act 7836
Article I provides the statement of policy, objectives, and definitions of important terms used
in the law.
Article II discuss the composition and functions of the board for professional teachers. It also
includes necessary qualifications of the members of the board
Article III explains the examination and registration rules and procedures. It provides
information on the following areas: Scope of Examination, Qualification Requirements of
Applicants, Report of the Results of the Examination, Issuance of Certificate of Registration and
Professional Licensee, Oath Before Practice, Periodic Merit Examination of Teachers, Failure to
Pass the Merit Examination, Incentives for Passing the LET, Integration of the Teaching
Profession, Revocation of the Certificate of Registration, Suspension from the Practice of the
Teaching Profession, and Cancellation of Temporary or Special Permit, Registration Procedures.
This Law recognizes the vital contributions of teachers in nation building and development.
Teachers are responsible for the development of good and literate citizens. It is the role of the
state to ensure quality education among all its citizens by professionalizing the
practice of the teaching profession in the whole country

Republic Act 9223
This Law is an amendment of certain sections of RA 7836 (Philippine Teachers
Professionalization Act of 1994). The Congress enacted this amendment on April 21, 2004. The
following are the amendments done:
Section 15, (e) (3) of Republic Act No. 7836“
SEC. 15. Qualification Requirements of Applicants No applicant shall be admitted to take the examination
unless, on the date of filing of the application, he shall have complied with the following requirements: (e) A
graduate of a school, college, or university recognized by the government and possesses the minimum
educational qualifications, as follows:
1. For teachers in preschool, a bachelor's degree in early childhood education (BECED) or its equivalent.
2. For teachers in the elementary grades, a bachelor's degree in elementary education(BSEED) or
its equivalents
3. For teachers in the secondary grades, a bachelor's degree in education or its equivalent with a major and
minor, or a bachelor’s degree in arts and sciences with at least eighteen (18) units in professional education;
and
4. For teachers of vocational and two-year technical courses, a bachelor's degree in the field of specialization or
its equivalent, with at least eighteen (18) units in professional education."

Republic Act 9223
SEC. 2. Section 26 of the same Act is hereby amended to read as follows:
"SEC. 26. Registration and Exception. -No person shall engage in teaching and/or act as a
professional teacher as defined in this Act, whether in the preschool, elementary, or secondary
level, unless the person is a duly registered professional teacher, and a holder of a
valid certificate of registration and a valid professional license or a holder of a valid
special/temporary permit upon approval of the application and payment of the
prescribed fees, the certificate of registration and professional license as a professional
teacher shall be issued without examination as required in this Act to a qualified applicant, who
is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and
the Department of Education, Culture and Sports; or(b) A registered professional teacher
with the National Board for Teachers under the Department of Education, Culture and
Sports (DECS) pursuant to Presidential Decree No. 1006.

Republic Act 9223
Professional teachers who have not practiced their profession for the past five (5) years shall
take at least twelve (12) units of education courses, consisting of at least six (6) units of
pedagogy and six (6) units of content courses, or the equivalent training and number of hours,
to be chosen from a list of courses to be provided by the Board and the Department of
Education, before they can be allowed to practice their profession in the country. Those who
have failed the licensure examination for professional teachers, with a rating of not lower than
five percentage points from the passing general average rating, shall be eligible as para-
teachers upon issuance by the Board of a Two-year special permit, renewable for a non-
extendible period of two (2) years. The para-teachers shall be assigned to areas where there is
a shortage or absence of a professional teacher, as identified and provided by the Department
of Education and the Autonomous Region for Muslim Mindanao (ARMM) education department
to the Board for professional teachers and to the Commission. The special permit shall indicate
the area of assignment of the para-teacher. A special permit may also be issued by the Board to
a person who has excelled and gained international recognition and is a widely
acknowledged expert in his or her respective field of specialization."

Republic Act 9223
SEC. 3. Section 31 of the same Act is hereby amended to read as follows:
SEC. 31. Transitory Provision. Special permits, with a validity of three (3) and five (5) years,
issued to para-teachers by the Board for Professional Teachers before the effectivity of this Act
shall be allowed to expire based on the period granted therein: Provided, that only special
permits with a validity of three (3) years may be renewed upon expiration for a non-extendible
period of two (2) years.
"SEC. 4, References to the term "Department of Education, Culture and Sports," in section
4(a) and section 25, and the term "DECS in section 20, of the same Act, are hereby amended to
read as“ Department of Education and "DepEd" respectively

Republic Act 10533
Because of the implementation of Republic Act 10533, otherwise known as the "Enhanced Basic
Education Act of 2013," the government recognized the need to hire more professionals from
different fields to serve as teachers, especially in Grades 11 and 12. Notwithstanding the
provisions of Sections 26, 27, and 28 of Republic Act 7836, the Department of Education and all
private schools may hire:
Graduates of science, mathematics, statistics, engineering, music, and other degree
courses with shortages in qualified Licensure Examination for Teachers (LET) applicants to
teach in their specialized subjects in the elementary and secondary education. Qualified LET
applicants shall also include 'graduates admitted by foundations duly recognized for their
expertise in the education sector and who satisfactorily complete the requirements set by
these organizations: Provided, that they pass the LET within five (5) years after their date of
hiring: Provided, further, that it such graduates are willing to teach on part-time basis, the
provisions of LET shall no longer be required.

Republic Act 10533
2. Graduates of technical-vocational courses to teach in their specialized subjects in
the secondary education: Provided, that these graduates possess the necessary certification
issued by the TESDA: Provided, further, that they undergo appropriate in-service training to be
administered by the DepEd or higher education institutions (HEIS) at the expense of the
DepEd.3. Faculty of Hel’s be allowed to teach in their general education or subject specialties in
the secondary education: Provided, that the faculty must be a holder of a relevant bachelor’s
degree and must have satisfactorily served as a full-time HEl faculty.4. The DepEd and private
education institutions may hire practitioners, with expertise in the specialized learning areas
offered by the Basic Education Curriculum, to teach in the secondary level: Provided, that they
teach on a part-time basis only. For this purpose, the DepEd, in coordination with the
appropriate government agencies, shall determine the necessary qualification standards in
hiring these experts.

Republic Act of 4670
Former President Ferdinand E. Marcos signed Republic Act 4670 (The Magna Carta for Public
School Teachers) during the first part of his term as president of the Philippines. This Law is
very important in the history of the teaching profession in the Philippines. As stipulated in
Section 1 of this Law, this Act aims:
To promote and improve the social and economic status of public school teachers, their living
and working conditions, their terms of employment and career prospects in order
that they may compare favorably with existing opportunities in other walks of life, attract and
retain in the teaching profession more people with the proper qualifications, it being
recognized that advance in education depends on the qualifications and ability of the teaching
staff and that education is an essential factor in the economic growth of the nation as a
productive investment of vital importance.

Special provisions in this Act include the following:
Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be
assured the teachers as provided under existing laws. Subject to the
provisions of Section three hereof, teachers appointed on a provisional
status for lack of necessary civil service eligibility shall be extended
permanent appointment for the position he is holding after having rendered at
least ten years of continuous, efficient, and faithful service in such position.
Sec.6. Consent for Transfer Transportation Expenses. Except for cause and
as herein otherwise provided, no teacher shall be transferred without his consent
from one station to another. Where the exigencies of the service require the
transfer of a teacher from one station to another, the school superintendent who
shall previously notify the teacher concerned of the transfer and the reason or
reasons therefor may affect such transfer.

If the teacher believes there is no justification for the transfer, he may appeal his case to
the Director of Public Schools or the Director of Vocational Education, as the case may
be. Pending his appeal and the decision thereon, his transfer shall be held in abeyance:
Provided, however, that no transfers whatever shall be made three months before any local or
national election. The Government shall pay for necessary transfer expenses of the teacher and
his family if his transfer is finally approved.
Sec. 7. Code of Professional Conduct for Teachers. Within six months from the approval of
this Act, the Secretary of Education shall formulate and prepare a Code of Professional Conduct
for Public School Teachers. A copy of the Code shall be furnished each teacher: Provided,
however, that where this is not possible by reason of inadequate fiscal resources of the
department of Education, at least three copies of the same Code shall be deposited with the
office of the school principal or head teacher where they may be accessible for use by the
teachers.

Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable
safeguards at each stage of any disciplinary procedure and shall have
a. The right to be informed, in writing, of the charges.
b. The right to full access to the evidence in the case.
c. The right to defend himself and to be defended by a representative of his choice and/or by
his organization, with adequate time being given to the teacher for the preparation of his
defense; and
d. The right to appeal to clearly designated authorities.
e. No publicity shall be given to any disciplinary action being taken against a teacher during the
pendency of his case

Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard
initially by a committee composed of the corresponding School Superintendent of the Division
or a duly authorized representative who should at least have the rank of a division supervisor,
where the teacher belongs, as chairman, a representative of the local or, in its absence, any
existing provincial or national teacher's organization and a supervisor of the Division, the last
two to be designated by the Director of Public Schools. The committee shall submit its findings
and recommendations to the Director of Public Schools within thirty days from the termination
of the hearings: Provided, however, that where the school superintendent is the complainant
or an interested party, all the members of the committee shall be appointed by the Secretary of
Education.
Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the
teaching profession, or during its exercise, or in the termination of services, based on
other than professional consideration.

Sec. 11 Married Teachers. Whenever possible, the proper authorities shall take all steps to
enable married couples, both of whom are public school teachers, to be employed in the same
locality.
Sec. 12 Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their
professional duties, particularly with regard to teaching and classroom methods.
Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be
required to render more than six hours of actual classroom teaching a day, which shall be so
scheduled as to give him time for the preparation and correction of exercises and other work
incidental to his normal teaching duties: Provided, however, that where the exigencies of the
service so require, any teacher may be required to render more than six hours but
not exceeding eight hours of actual classroom teaching a day upon payment of additional
compensation at the same rate as his regular remuneration plus at least twenty-five percent of
his basic pay

Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the
contrary, co-curricular and out of school activities and any other activities outside of what is
defined as normal duties of any teacher shall be paid an additional compensation of at least
twenty-five percent of his regular remuneration after the teacher has completed at
least six hours of actual classroom teaching a day. In the case of other teachers or
school officials not engaged in actual classroom instruction, any work performed in excess
of eight hours a day shall be paid an additional compensation of at least twenty-five
percent of their regular remuneration. The agencies utilizing the services of teachers shall pay
the additional compensation required under this section. Education authorities shall
refuse to allow the rendition of services of teachers for other government agencies without the
assurance that the teachers shall be paid the remuneration provided for under this section.

Section 15 to Section 19 discuss the criteria for salaries and other benefits or allowances for teachers.
These allowances include Cost of Living Allowance (COLA) to help teachers augment their income and
cope up with the increasing cost of living. Also included is a Special Hardship Allowances for teachers
assigned in areas where they are exposed to hardships such as difficulty in commuting to their place
or work or other hazards peculiar to their place of employment. In Section 22 of this Act, a compulsory
annual medical examination is required, and it shall be provided free of charge for all teachers before
they take up teaching, and once a year during the teacher's professional life. An important provision
was also stipulated in Section 23whereby all teachers are protected against the consequences of
employment injuries which include the effects of physical and nervous strain on the teacher's health.
R.A. 4670 also provides opportunities for teachers to avail and enjoy study leave for those who wish to
pursue graduate studies and special trainings in the country or abroad (Section 24). The Law also
provides indefinite leave for teachers who may be required to take long treatment for some serious
illness (Sec. 25). The law also stipulates that all public school teachers, having fulfilled the age and
service requirements of the applicable retirement laws, shall be given one-range salary raise upon
retirement, which shall be the basis of the computation of the lump sum of their retirement pay and
the monthly benefits thereafter (Section 26).

As professionals, teachers are free either to form an organization or to join any local, national,
or international organizations (Sec. 27). Their choice of organization may vary based on their
interests and specialization. Section 28 protects public school teachers from any form of
discrimination such as the following:
a. Make the employment of a teacher subject to the condition that he/she shall not join an
organization or shall relinquish membership in an organization.
b. Cause the dismissal of or otherwise prejudice a teacher by reason of his/her membership in
an organization or because of participation in organization activities outside school hours, or
with the consent of the proper school authorities, within school hours; and
c. Prevent him/her from carrying out the duties laid upon him/her by his/her position in the
organization, or to penalize him/her for an action undertaken in that capacity

The Code of Ethics for Professional Teachers
In 1997, the Board of Professional Teachers adopted the Code
of Ethics for Professional Teachers in the Philippines. This is to
implement certain provisions of R.A. No. 7836, otherwise known as
the Philippine Teachers Professionalization Act of 1994 and
paragraph (a), section 6, P.D. No. 223 as amended. This Code of
Ethics for Professional Teachers is essential in mentoring new
teachers and in ensuring that all teachers should practice
their profession with utmost dedication and professionalism.

THE TEACHING AS PROFESSION
"all persons engaged in classroom teaching, in
any level of instruction, on full-time basis, including
guidance counselors, school librarians, industrial
arts or vocational instructors, and all other persons
performing supervisory and/or administrative
functions in all schools, colleges and universities
operated by the Government or its political
subdivisions; but shall not include school nurses,
school physicians, school dentists, and other
school employees."
Republic Act No. 4670
“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, standard and
values.”
Code of Ethics for Professional Teachers
"all persons engaged in teaching at the
elementary and secondary levels, whether on
full-time or part-time basis, including industrial
arts or vocational teachers and all other persons
performing supervisory and/or administrative
functions in all schools in the aforesaid levels and
qualified to practice teaching under this Act."
Republic Act No. 7836
"all persons engaged in actual teaching and/or
research assignments, either on full-time or part-
time basis, in all levels of the educational system."
Batas Pambansa Blg. 232

PROFESSION & PROFFESIONAL
Type of job that requires special training and that
brings a high status.
A person who has competent skill and observe high
standards in the job or activity he or she does and
abides by the code of ethics.

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