THE TEACHING PROFESSION

SESSION 8
QUALITY TEACHER AND TEACHER QUALITY

Quality Teacher – are competent teachers. Teachers with global competence are able to
demonstrate knowledge, skills, values and dispositions as described below:
1. Understand one’s own cultural identity and its influence on personal dispositions and
classroom practices;
2. Know and integrate global dimensions in the subject one teaches;
3. Engage students in learning;
4. Use real-life local and global examples;
5. Value the inputs of culturally and linguistically diverse learners;
6. Create environment that encourage positive cross-cultural interactions;
7. Model social responsibility in local and global context; and
8. Help learners fin appropriate actions to improve local and global conditions.

TEACHER QUALITY
Core elements of teacher-quality standards should include:
• Planning and Preparation: includes knowledge of content and pedagogy, knowledge of
students, coherent instructional plans, and knowledge on how to assess student
learning;
• Classroom environment: includes creating a culture for learning and managing student
behavior;
• Instruction: includes communicating effectively using appropriate discussion
techniques, engaging students, and providing responsive feedback to learners; and
• Professional responsibilities: includes reflecting on teaching, communicating with
families, contributing to the school and community and developing professionally.

✓ Quality teachers are defined by their attributes and characteristics while teacher quality
is defined by the standards set for the profession and are validated by the students
learning outcomes.

PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF)

As part of the ASEAN convergence and in the light of globalization of each country in
the ASEAN, the Philippines adopts national standards and levels for outcomesin education.
This is called the Philippine Qualifications Framework (PQF) which is provided by law (RA
10968, s. 2018).

What is the purpose?

✓ A legal document that adopts national standards and levels for outcomes of education
in the country.
✓ Assists individuals to move easily between different education and training sectors and
the labor market.
✓ Aligns the international qualifications for full recognition of the value of Philippine
qualifications.
✓ Used as basis for accrediting certificates and licenses recognized by the government.

Based on the level of education as PQF Level 6, the PQF describes the career path for
baccalaureate degree programs including teacher education degrees. All graduates from the
baccalaureate degrees are expected to exhibit outcomes as described in Table 1.

Table 1: Philippine Qualifications Framework (PQF) 6 Levels of Outcomes and

Descriptors

Being responsible for the pre-service development of teachers, teacher education

institutions have a responsibility of graduating students with PQF 6 qualifications and to
master
the PPST.

Four Career Stages of a Teacher

o The descriptors represent a continuum of development within the profession by
providing a basis for attracting, preparing, developing and supporting teachers.

CAREER STAGE 1 or Beginning Teachers

✓ Have gained the qualifications recognized for entry into the teaching profession.
✓ They have a strong understanding of the subjects/areas in which they are trained in
terms of content knowledge and pedagogy
✓ They possess the requisite knowledge, skills and values that support the teaching
and learning process.
✓ They manage learning programs and have strategies that promote learning based on
the learning needs of their students.
✓ They seek advice from experienced colleagues to consolidate their teaching practice.
CAREER STAGE 2 or Proficient Teachers
✓ Are professionally independent in the application of skills vital to the teaching and
learning process.
✓ They provide focused teaching programs that meet curriculum and assessment
requirements.
✓ They display skills in planning, implementing, and managing learning programs.
✓ They actively engage in collaborative learning with the professional community and
other stakeholders for mutual growth and advancement.
✓ They are reflective practitioners who continually consolidate the knowledge, skills and
practices of Career Stage 1 teachers.

CAREER STAGE 3 or Highly Proficient Teachers

✓ Consistently display a high level of performance in their teaching practice.
✓ They manifest an in-depth and sophisticated understanding of the teaching and
learning process
✓ They have high education-focused situation cognition, are more adept in problem
solving and optimize opportunities gained from experience.
✓ Teachers work collaboratively with colleagues and provide them support and mentoring
to enhance their learning and practice.
✓ They continually seek to develop their professional knowledge and practice by reflecting
on their own needs, and those of their colleagues and students.

CAREER STAGE 4 or Distinguished Teachers

✓ Embody the highest standard for teaching grounded in global best practices.
✓ Exhibit exceptional capacity to improve their own teaching practice and that of others.
✓ Recognized as leaders in education, contributors to the profession and initiators of
collaborations and partnerships.
✓ Create lifelong impact in the lives of colleagues, students and others.
✓ Consistently seek professional advancement and relevance in pursuit of teaching quality
and excellence.
✓ Exhibit commitment to inspire the education community and stakeholders for the
improvement of education provision in the Philippines.

Continuing Professional Development (CPD)

The PPST (Revised NCBTS) includes personal growth and professional development as
the seventh domain. With the enactment of RA 10912, the CPD Law of 2016, CPD for all
the professions regulated by PRC is now mandatory.
Mandating CPD is the only way all professional including teachers are made to go
through CPD. CPD for teachers is not an option. It is a necessity. Continuing professional
development for professional teachers sharpens the professional teachers’ competitive edge
in a highly competitive global world.

SESSION 8
Historical and Legal Foundations of CPD in the Philippines
1. 1987 Philippine Constitution
Section 5, Paragraph 4
“The state shall enhance the right of teachers to professional advancement.”
2. Batas Pambansa 232: The Education Act of 1982
Chapter 3, Section 16
“One of the teacher’s obligations to assume the responsibility to maintain and sustain
his professional growth and advancement…”
3. RA 9155: Department of Education
Section 7A: Duties and Responsibilities of DepEd Secretary.
“Enhancing the employment status, professional competence, welfare and working
conditions of all personnel of the Department…”

Section 7E:
“Consistent with the national educational policies, plans and standards, the school
heads shall have authority, accountability and responsibility for…encouraging staff
development.”

4. RA 7836: Teachers’ Professionalization Act

“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 for merit
promotion.”

“Unjustified or willful failure to attend seminars, workshops, conferences and the like
or the continuing education program prescribed by the Board and the Commission (Sec.
23, “Revocation of the Certificate of Registration, Suspension from the Practice of the
Teaching Profession, and Cancellation of Temporary or Special Permit).

5. Board for Professional Teachers (BPT) 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.

The Code of Ethics states:

“Every teacher shall participate in the Continuing Professional Education (CPE) program
of the Professional Regulation Commission, and shall pursue such other studies as will
improve his efficiency, his competence, virtues, and productivity in order to be
nationally and internationally competitive.

6. Executive Order No. 266: Institutionalization of the Continuing Education (CPE)

Signed and issued by the Office of then President Fidel V. Ramos on July 25, 1995
“The completion by professional licenses of the CPE programs adopted by all Boards is
hereby imposed as a mandatory requirement for the renewal of professional licenses.”

RA 10912 (Continuing Professional Development Act of 2016)

- 45 units/CPD points to renew license
- On February 7, PRC issued Resolution No. 2016-1146 that outlined the new
Implementing Regards and Regulations (IRR) of the CPD Law. From 45 units, it’s
now 15 units every three years.

PHILOSOPHIES OF EDUCATION
1. Constructivism
- Sees to develop intrinsically motivated and independent learners adequately
equipped with learning skills for them to be able to construct knowledge and make
meaning of them.
- Learners are taught how to learn. They are taught with learning processes and
skills such as searching and constructing new knowledge out of bits of information.
- Teacher provides students with data or experiences that allow them to
hypothesize, predict, manipulate research, imagine and invent.
2. Essentialism
- Teachers teach for learners to acquire basic knowledge, skills and values.
- Emphasis is on academic content for students to learn the basic skills of the
fundamental r’s – reading, ‘riting, ‘rithmetic, right conduct – as these are
essential to the acquisition of higher adult life.
- Teachers emphasize mastery of subject matter. They are expected to be
intellectual and moral models of their students.

3. Progressivism
- Teachers teach to develop learners into becoming enlightened and intelligent
citizens of a democratic society.
- A curriculum that “responds to students’ needs and that relates to students’
personal lives and experiences”
- Teachers employ experiential methods. They believe that one learns by doing.

4. Perrenialism
- Develops the students’ rational and moral powers.
- Curriculum is universal on the view that all human begins possess the same
essential nature. There is need to study classical tradition of great books.
- Study of humanities and generalized subjects.
- Classrooms are “centered around teachers”.

5. Existentialism
- To help students understand and appreciate themselves as unique individuals
who accept complete responsibility for their thoughts, feelings and actions.
- “Existence precedes essence”
- Man’s freedom of in the accomplishment of his destiny. Individual choice and
standards are central; responsibility.
- Learning is self-paced, self-directed.

6. Behaviorism
- Schools are concerned with the modification and shaping of students’ behavior
by providing for a favorable environment, since they believe that they are a
product of their environment.
- Teachers teach students to respond favorably to various stimuli in the
environment.
- Rewards and reinforcement.

7. Linguistic Philosophy
- To develop the communication skills of the learner because the ability to
articulate, to voice out the meaning and values of things that one obtains from
his/her experience of life and the world is the very essence of man.
- Experiential way of teaching through verbal, non-verbal communication.

MORAL FOUNDATION
Morality
○ The quality of human acts by which we call them right or wrong, good or evil.

1. The Principles of Double Effect

○ Relieving a terminally ill patient’s pain may also cause an effect one would normally be
obliged to avoid (sedation & a slightly shortened life).
2. The Choice of Lesser Evil
○ The principle that when face with selecting from two unpleasant situations, the one
which is the least harmful should be chosen.

3. The Principle of Cooperation

A. The Principle of Formal Cooperation
✓ Is a WILLING participation on the part of the cooperative agent in the sinful act
of the principal agent.
✓ In formal cooperation in the evil of others, one intends the evil that is done and
participates in the evil-doing by advising, counseling, promoting, or condoning
it.

B. The Principle of Material Cooperation

✓ Material cooperation is a type of cooperation in which one does not intend the
evil that others are doing but only permits or tolerates this evil for the sake of
avoiding even more serious evils.

4 WAYS of describing good moral character:

1. Being fully human
✓ Realized substantially your potential as a human person
2. Being a loving person
✓ Caring and unselfish and mature manner with yourself, other people and God
3. Being a virtuous person
✓ Acquired good habits and attitudes and you practice them consistently in your
daily life
4. Being a morally mature person
✓ Reached a level of maturity in the spiritual, emotional, intellectual, physical, and
social levels.
 QUIZ 8-9

Instruction: On a 1/4 sheet of paper, select the letter corresponding to the

correct answer.

1. In the Philippines, which is the highest career stage for teachers?

A. Highly proficient teacher C. Proficient teacher
B. Distinguished teacher D. Professional teacher

2. In the Philippines, which is the lowest career stage for teachers?

A. Beginning teacher C. Proficient teacher
B. Distinguished teacher D. Professional teacher

3. RA 10968 s. 2018 refers to which reference system of national standards that specifies
what an individual had learned in and out of schooling?
A. ASEAN Reference Framework
B. Philippine Qualifications Framework
C. Philippine Professional Standard for Teachers
D. Philippine Quality Assurance

4. The Philippine Elementary School Curriculum gives greater emphasis on the

development of basic skills like reading, writing, and arithmetic. What is the
philosophical basis for this?
A. Pragmatism C. Perennialism
B. Essentialism D. Existentialism

5. In his class, Teacher M always presents principles and values so as to encourage his
students to examine them and decide for themselves whether to accept
them or not. What kind of philosophy does he practice?
A. Pragmatism
B. Essentialism
C. Perennialism
D. Existentialism

6. A curriculum should only include those that have survived the test of time and
combine the symbols of literature, history, and mathematics. Thus, curriculum like
this contains values that are constant and universal. What philosophy describes this
kind of curriculum?
A. Pragmatism
B. Essentialism
C. Perennialism
D. Existentialism

7. Teacher A, a Values Education teacher emphasizes ethics in almost all her

lessons. Which of the following emphasizes the same?
A. Liberal Education
B. Moral Education
C. Religious Training
D. Social Education
8. Which refers to the quality of human acts by which we call them right or wrong, good
or evil?
A. Morality C. Virtue
B. Conscience D. Attributes

9. What term describes actively participating in an action that is wrong, with full
knowledge and intent to contribute to its outcome?
A. Formal cooperation
B. Material cooperation
C. Lesser evil
D. Double effect

10. What moral principle applies to removal of life sustaining machines from comatose
patients whom doctors believes can no longer medically save?
A. Principle of Formal cooperation
B. Principle of Material cooperation
C. Principle of Lesser evil
D. Principle of Double effect