The Demands Of The Society From The Teacher As A Professional

THE DEMANDS OF SOCIETY
FROM THE TEACHER AS A
PROFESSIONAL
By: ROMMEL LUIS C. ISRAEL III

TEACHER
Primary demand of of the society: to teach well
According to Research: The single most Important
factor in the learner’s learning.
Effective teacher makes the good and the not so good
learner learn

TEACHER
Ineffective teacher adversely affects the learning of
both good and not so good student.
 Teachers (schools) are expected to work with and for
communities.

TEACHER
The teacher works with and for the state, the
community, the teaching community, school officials,
non-teaching personnel, and learners as groups of
people.
As cited in the Code Of Ethics for Professional
Teachers

TEACHER
Works with different groups and plays different roles:
 As a tutor
 As a nurse
 As a guidance counselor
 Community leader
 Resource speaker
 Consultant

TEACHER
The key to the student’s achievement
Therefore, the teacher have to prepare themselves to
become the best and the brightes, the most caring,
competent, and compassionate teachers.

TEACHER’S IMPACT TO THE LEARNERS
(Research Findings by Dallas Public School Accountability
Sysytem)
Learning gains realized by students during a year in
the classroom of an effective teacher were sustained
over later years and were compunded by additional
years with effective teachers.

Sysytem)
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.

Sysytem)
The negative effects of a poor-performing teacher on
student achievement persist through three years of
high-performing teachers.

Sysytem)
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.

Sysytem)
Conversely, if students have a low-performing teacher,
they simply will not outgrow the negative effects of
lost learning opportunities for years to come.

Sysytem)
Having a better teacher not only has a substantial
impact on student’s 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

THE TEACHER AS A PROFESSIONAL
 Have Preparations to earn a teacher education
degree recognized by the Commission On Higher
Education
Passed the Licensure Examination For Teachers (LET)
administered by the Board for Professional Teachers
with the supervision of the Professional Regulation
Commission (PRC)

THE TEACHER AS PROFESSIONAL
Obtained a license renewable every three years provided that
he/she can show proof of Continuing Professional Development
(CPD)
Expected to abide by the Code of Ethics for Professional
Teachers
 Violation can be a ground for the revocation of license
 Ensures professional practice with technical and ethical and
moral competence

DEFINITION OF A PROFESSIONAL TEACHER
BY THE CODE OF ETHICS OF
PROFESSIONAL TEACHERS
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.

DEMANDS FROM THE TEACHER AS A
PROFESSIONAL
Effective teaching – the professional teacher’s primary
responsibility
4 evaluation models of effective teaching:
1. Danielson
2. Stronge
3. McRel
4. Marzano

ROBERT MANZANO’s CAUSAL
TEACHER EVALUATION MODEL
OF FOUR DOMAINS

1. CLASSROOM STRATEGIES AND
BEHAVIORS
 Involves routine events:
Communicating learning goals and feedbacks
Establishing rules and procedures
o Involves addressing content by helping students
interact with new knowledge, practice and deepen
new knowledge.

Helping students generate and test hypotheses
Involves 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
1. CLASSROOM STRATEGIES AND
BEHAVIORS

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
From: www.marzanocenter.com/Teacher-Evaluation/#a , accessed 02-04-20

CHARLOTTE DANIELSON
FRAMEWORK FOR TEACHING

CHARLES DANIELSON FRAMEWORK FOR
TEACHING
1. Planning and preparation
2. The classroom environment
3. Instruction
4. Professional responsibilities

CHARLES DANIELSON FRAMEWORK FOR
TEACHING
 Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in the professional community
Growing professionally
Showing professionalism
From: tpep-wa.org./wp-content/uploads/Danilson-at-a-glance.pdf Accessed 02-01-16

JAMES STRONGE – TEPES
SYSTEM
Teacher Effectiveness
Performance Evaluation System

TEPES
1. Professional Knowledge
2.Instructional Planning
3.Instructional delivery
4.Assessment of/for learning
5.The learning environment

TEPES
6. Professionalism – maintains a commitment to
professional ethics
- communicates effectively and takes
responsibility for and participates in professional
growth that results in enhanced learning

TEPES
7. Student Progress- the works of the teacher result in
acceptable, measurable, and appropriate
student academic progress

TEACHER EVALUATION
STANDARDS (The McREL Model)
Mid-Continent Research for
Education And Learning

TEACHER EVALUATION STANDARDS
1. Teachers demonstrates leadership
Lead in their classrooms
Demonstrate leadership in the school
Lead the teaching profession
Advocate for schools and students
Demonstrate high ethical standards

TEACHER EVALUATION 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

TEACHERS ARE EXPECTED TO TEACH
EFFECTIVELY
 Prepare and plan very well for instruction
 Execute or deliver that instruction plan very well because he/she has
professional knowledge (mastery of subject matter)
 Create a conducive or favorable learning environment for diverse
groups of learners
 Assess and report learners’ progress
 Demonstrates professionalism as he/she deals with superiors,
colleagues, students, and parents.

The PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS
(PPST)

What is PPST?
The revised National Competency-based Teacher
Standards (NCBTS)
It gives the teacher professional competencies in 7
domains, 37 standa, and 148 performance indicators
for fourcareerstages

CHARACTERISTICS OF QUALITY TEACHERS
(by PPST)
1. Recognize the importance ofmastery of content
knowledge and its interconnectedness within and across
curriculum areas, coupled with a sound and critical
understanding of the application of theories and
principles of teaching and learning.
 They apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current
research.

(by PPST)
They display proficiency in mother tongue, Filipino,
and English to facilitate the teaching and learning
process, as well as exhibit the needed skills in the use
of communication strategies, teaching strategies and
technologies to promote high quality learning
outcomes.

2. Provide learning environments that are safe,
secure, fair, and supportive in order to promote
learner responsibility and achievement.
They create an environment that is learning-focused
They efficiently manage learner behavior in a physical and
virtual space.
(by PPST)

(by PPST)
They utilize a range of resources
They provide intellectually challenging and stimulating
activities to encourage constructive classroom
interactions geared towards the attainment of high
standards of learning

(by PPST)
3. Establish learning environments that are
responsive to learner diversity.
They respect learners’ diverse characteristics and
experiences as inputs to the planning and design of
learning opportunities.

(by PPST)
They encourage the celebration of diversity in the
classroom and the need for teaching practices that are
differentiated to encourage all learners to be
successful citizens in a changing local and global
environment.

(by PPST)
4. Interact with the national and local curriculum
requirements
They translate curriculum content into learning
activities that are relevant to learners and based on
the principles of effective teaching and learning

(by PPST)
They apply their professional knowledge to plan and
design, individually or in collaboration with colleagues,
well structured and sequenced lessons that are
contextually relevant, responsive to learners’ needs
and incorporate a range of teaching and learning
resources.

They communicate learning goals to support learner
participation, understanding and achievement.
(by PPST)

5. Apply a variety of assessment tools and strategies
in monitoring, evaluating, documenting, and
reporting learners’ needs, progress and
achievement
They use assessment data in a variety of ways to inform
and enhance the teaching and learning process and
programs.
(by PPST)

They provide learners with the necessary feedback
about learning outcomes that inform the reporting
cycles and enables the teachers to select, organize, and
use sound assessment processes
(by PPST)

6. Establish school-community partnerships aimed at
enriching the learning environment, as well as the
community’s engagement in the educative
process
 They identify and respond to opportunities that link teaching and
learning in the classroom to the experiences, interests, and
aspirations of the wider school community and other key
stakeholders
(by PPST)

They understand and fulfil their obligations in
upholding professional ethics, accountability and
transparency to promote professional and harmonious
relationships with learners, parents, schools and the
wider community.
(by PPST)

7. Value personal growth and professional
development and exhibit high personal regard for
the profession by maintaining qualities that uphold
the dignity of teaching such as caring attitude,
respect and integrity
(by PPST)

They value personal and professional reflection and
learning to improve their practice.
They assume responsibility for personal growth and
professional development for lifelong learning.
(by PPST)

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-I
posed duty to constantly improve himself professionally
PROFESSIONAL CONDUCT OF A TEACHER
Sec. 7 pf RA 4670

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.
PROFESSIONAL CONDUCT OF A TEACHER
Sec. 7 pf RA 4670

Reference:
Bilbao,p, Purita P., Corpuz, Brenda B., Llagas, Avelina T., & Salandanan, Gloria G. (2018). The Teaching
Profession (4th ed.). Manila: Lori Mar Publishing.

The Demands Of The Society From The Teacher As A Professional

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