ZAMORA MEMORIAL COLLEGE

TEACHING EDUCATION

STO. NIÑO STREET LIBOD, BACACAY ALBAY

Detailed Lesson Plan

Prof-Ed-5

BTLED ll-B

I.OBJECTIVES

 Discuss the meaning of CPD

 Explain why CPD is necessary for professional teachers

II.CONTENT

Chapter 7. Continuing Professional Development: The Lifeblood of the

Teaching Profession

Other Resources/Reference:
https://www.studocu.com/ph/document/immaculate-conception-college/
reading-in-philippine-history/chapter-7-continuing-professional-development-
compress/28867976

Values: To be a great teacher

1
III.LESSON PROPER

Teacher Activity Students Activity

Good Evening Class Good Evening Maam/Sir!!!

Opening Prayer One student will lead the prayer

Please stand and Lets us pray who wants to lead "Classmate let us pray"
the prayer?

Checking of attendance The assigned student will check

"assign a student to check the attendance" the attendance

A. ACTIVITY

Instruction: Make 2 groups and in your own One of the group members will
words explain to the class your thoughts about explain the answer
the following quotation below.

G1: “Growth is an evidence of life.”

G2: “Man/woman is an “unfinished project.”

B. ANALYSIS

How do these statements relate to Continuing

Professional Development?

2
C. ABSTRACTION

Okay let's proceed to our discussion

The Historical and Legal Bases of Continuing

Professional Development in the Philippines

Before the enactment of this CPD Act of 2016,

CPD was already allude to in the 1987 Philippine
Constitution. No less than the fundamental law
of the land, Section 5, Paragraph 4, states: “The
State shall enhance the right of teachers to
professional advancement.”

Other laws also cited continuing professional

development, as follows:

1. Batas Pambansa 232, the Education Act of

1982, Chapter 3. Duties and Obligations, Section
16, states as one of teacher’s obligations to
assume the responsibility to maintain and sustain
his professional growth and advancement.

2. RA 9155, An Act Instituting a Framework of

Governance for Basic Education, Establishing
Authority and Accountability, renaming the
Department of Education, Culture and Sports as
the Department of Education and for other
purposes, was enacted on August 11, 2001. In
the enumeration of duties and functions of the
Secretary of Education, Section 7 A.

In addition to his/her powers under existing laws,

the Secretary of Education shall have authority,

3
accountability and responsibility among other
things for Enhancing the employment status,
professional competence, welfare and working
conditions for all personnel of the Department..

Section 7, “Consistent with the national

educational policies plans and standards, the
school heads shall have authority, accountability
and responsibility for encouraging staff
development.”

3. R.A. 7836, the Teachers’ Professionalization

Act, also provided for mandatory Continuing
Professional Education (CPE), now referred to as
Continuing Professional Development (CPD), To
encourage continuing professional growth and
development and to provide additional basis for
merit promotion, in addition to their
performance rating, teachers may take an oral
and written examination at least once in five (5)
years as basis merit promotion. In taking this
examination, no fee shall required. (Sec. 19.
Periodic Merit Examination of Teachers)
Unfortunately, due to lack of funding, the merit
examination has not been implemented up to
the writing time.

The same RA. 7836 states:

Unjustified or willful failure to attend seminars

workshops, conferences and the like or the
continuing education program prescribed by the

4
Board and the commission:

(Sec. 23, h. Revocation of the Certificate of

Registration, Suspension from the Practice of the
Teaching Profession, and Cancellation of
Temporary or Special Permit).

4. The Board for Professional Teachers (BPT) also

passed Resolution No. 435, s. 177 to adopt the
Code of Ethics for Professional Teachers pursuant
to the provisions of paragraph Article 11 of RA.
7836, otherwise known as The

Philippine Teachers’ Professionalization Act of

1994. This Code of Ethics states:

Every teacher shall participate in Continuing

Professional Education (CPE) program of the
Professional a Regulation Commission, and shall
pursue such other studies as will improve his
efficiency, enhance the prestige of his profession,
and strengthen his competence, virtues, and
productivity in order to be nationally and
internationally competitive. (Section 3, Article IV)

5. Executive Order # 266, Institutionalization of

the Continuing Professional Education (CPE)
Programs of the Various Professional Education
(CPE) Programs of the Various Professional
Regulation Commission (PRC). This was signed
and issued by the Office of then President Fidel
V. Ramos on July 25,1995, The completion by the
professional licensees of the Continuing

5
Professional Education (CPE) programs adopted
by all Boards is hereby imposed as a mandatory
requirement for the renewal of professional
licenses (Sec.1).

This Executive Order was premised on the

following:

WHEREAS, the various professions play a crucial

role in nation-building;

WHEREAS, it is imperative to impose upon

registered professionals the completion of the
continuing Professional Education (CPE)
programs adopted by the concerned Board as a
pre-requisite for the renewal of their licenses.

WHEREAS, the professional who undertake the

CPE programs are enabled not only to upgrade or
improve their technical knowledge but also to
keep them abreast with modern trends and
technology in their respective professions,
thereby assuring the rendition of highly
qualitative professional service/s that will be
globally competitive under the General
Agreement on Trade in Services (GATS) and the
same time securing the safety and protection of
the public;

6. R.A. 10912, Continuing Professional

Development Act of 2016 – With the enactment
of this law, CPD for all the forty three (43)
profession regulated by PRC including the

6
teaching profession has become mandatory.

The Salient Provisions of RA 10912, The

Continuing Professional Development Act 2016

The purposes of CPD for professionals are stated

in RA 10912, Article 1 Declaration of Policy.

It is hereby declared the policy of the state to

promote and upgrade the practice of professions
in the country.

Towards this end, the State shall institute

measures that will continuously improve the
competence of the professionals in accordance
with the international standards of practice,
thereby ensuring their contribution in uplifting
the general welfare, economic growth and
development of the nation.

Four Ways By Which Professional Teacher Can

Earn Credit Units

1) Professional track – This includes trainings

provided by CPD providers accredited by PRC.
You can earn credit units as a participant to a
training approved by the CPD Council. You can
earn more credit units if you serve as a resource
speaker, trainer or demonstration teacher.

2) Academic track – This refers to the completion

of a Master’s degree, completion of candidacy to
the doctorate program, completion of the
doctorate program, completion of post –

7
doctoral diploma, and being a recipient of a
professorial chair grant, and/ or fellowship grant.
Take note that ONLY COMPLETION of the
Master’s degree is given full credit unit of 4.5.
Earning MA units is not given any credit unit but
completion of candidacy for the Doctorate
degree already entitles one to 45 credit units.
The master’s and doctorate degrees must have
been earned five (5) years before renewal of
professional license.

3) Self – directed track – This includes trainings

offered by non-accredited CPD providers. It
refers to “learning activities such as online
training, local/international seminars/nondegree
courses, institution/company-sponsored training
programs and the like which did not undergo CPD
accreditation but may be applied for and
awarded CPD units by the respective CPD
Councils.

4) Productive Scholarship – This means that the

professional teacher has developed
program/training module, curriculum guide or
any other resource material. Or the professional
teacher has written an article in a professional
teacher has written an article in a professional
magazine or a technical/research paper and even
better if that technical paper is published in
refereed/peer – reviewed professional journal.

Continuing Professional Development Plan

8
Professional teachers formulating their
respective annual CPD Plans and faithfully
observing them lead to the building of a CPD
culture among professional teachers. With that
CPD culture, the negative attitude towards
mandatory CPD hopefully will fade away.

Learning from CPD practices of High Performing

Countries

Let us learn from CPD practices of high

performing countries like Singapore and Finland.

CPD in Singapore

 Singapore is the first country in the world to

adopt the PLC framework nationwide.
 For PD, Singapore has 1) Teacher –
Researcher Networks, 2) Lesson study and
other forms of “Learning Circles”.

The teacher–researcher network follow these

steps:

a. Identification and definition of a problem

b. Planning for improvement

c. Implementation of teaching/learning activities

d. Observation of results (data collection) and

e. Reflection on the outcomes.

Another effective strategy for PD in Singapore is

the lesson study (Lewis, Perry, & Hurd , 2004)

9
adopted from Japan.

The overall goal of lesson study is to foster

collaborative inquiry and data-driven pedagogical
reflection among teachers.

This consist of four cyclical phases (Tan, 2014):

1. Study phase – Teachers analyze the curriculum

to be taught and formulate long-term teaching
and learning goals.

2. Planning phase – Teachers select lessons for

research, predict student difficulties, plan the
implementation of specific lessons for data
collection.

3. Analysis phase – Teachers observe and discuss

the classroom evidence collected (e.g., videos,
student written work).

4. Reflection phase – Teachers discuss student

learning and identify new areas for further
inquiry.

CPD in Finland

Teachers in Finland meet one afternoon each

week to jointly plan and develop curriculum.
They are encourage to work together to share
materials.

CPD in Japan

Every teacher periodically prepares a best

10
possible lesson that demonstrates strategies to
achieve a specific goal (e.g., students becoming
active problem-solvers or students learning more
from each other) in collaboration with other
colleagues.

A group of teachers observe while the lesson is

taught and usually record the lesson in a number
of ways, including videotapes, audiotapes, and
narrative and/or checklist observations that
focus on areas of interest to the instructing of
the teacher. (e.g., how many students
volunteered their own ideas).

Afterwards, the group of teachers, and

sometimes outside educators discuss the lesson’s
strengths and weakness, ask questions, and
make suggestions to improve the lesson.

In some cases the revised lesson given by

another teacher only a few days later and
observed and discussed again.

CPD in New Zealand

In New Zealand, the Ministry of Education gives

funds for 20 percent release time for new
teachers and 10 percent release time for second-
year teacher Ministry of Education to observe
other teachers, attend professional development
activities, courses and work curriculum. Mentor
teachers deliberately spend time to observe and
11
confer with beginning teachers.

D. APPLICATION

In a half sheet of paper give the following

1-4. Four Ways By Which Professional Teacher

Can Earn Credit Units

5-8. Four Cyclical Phases

9-10. Give at least two CPD high performing

countries

IV. EVALUATION

One cannot give what one does not have. A

teacher who embraces Continuing Professional
Development will have more to give to his/her
students and to all others whom he/she serves.
The CPD Act of 2016 requires every professional
teacher to go through CPD. CPD units are a
requirement for the renewal of professional
licenses. Let us learn from the CPD practices of
countries which are known for their sterling
school performance. Finland and New Zealand
have institutionalized CPD and so set time for
CPD within the teachers’ teaching schedule. In
New Zealand, teachers observe other teachers,
attend professional development activities,
courses and work on curriculum, mentor
teachers deliberately and spend time to observe
and confer with beginning teachers.
Japan is well-known for its lesson study where a
12
teacher demonstrates a lesson as he/she is
observed by his/her colleagues. The
demonstration lesson is open to critiquing by
fellow teachers for professional development.
Singapore has its lesson study, too, in addition to
Teacher-Researcher Networks, Lesson Study and
other forms of “Learning Circles.” Based on the
professional development practices and
experiences of high-performing countries, we can
say that a CPD that works is 1) continuous; 2)
collaborative; 3) focused on a specific teacher
need; 4) job-embedded; 5) given enough time
and 6) funded. The one-shot workshops that
teachers bemoan don’t work.

V. ASSIGNMENT

In 1 whole sheet of paper make an essay about

our lesson for today

Class dismisses!!!

Goodbye Everyone. 

Prepared by: Noted by:

Princes Joy Bandola MRS. AMALIA T. BERMUNDO

BTLED II- B INSTRUCTOR

13