CPE-101-Module-1.pdf

CPE 101 – The Teaching Profession Module 1 INTRODUCTION The word “professional” implies one who possesses skill and competence/expertise. A professional is one who conforms to the technical or ethical standards of a professi...

CPE 101 – The Teaching Profession Module 1 INTRODUCTION The word “professional” implies one who possesses skill and competence/expertise. A professional is one who conforms to the technical or ethical standards of a profession. So, the two elements of a profession are competence and a Code of Ethics. Society expects much from teachers and schools. Parents expect much of teachers to have the tremendous power to influence students. Schools are expected to work with and for communities and so are teachers. A teacher works with different groups and so plays different roles. Indeed, much is demanded of teachers. The Code of Ethics for Professional Teachers was promulgated in 1996 by the Board for Professional Teachers of the Professional Regulation Commission. It consists of a Preamble and 13 Articles. The learners, parents, school officials, the academic community, the larger community and the state put demands on teachers. Moreover, teachers have also their rights and privileges. Our world has been called a “global village.” Satellite communications make possible television, telephone and documents transmitted through fax and electronic mails across thousands of miles in thousandths of a second. Our students can view global warfare in the Middle East, famine in Africa, industrial pollution in Europe or industrial breakthrough in South Korea or Japan through a worldwide web (www) of the information highway. Global education poses a variety of goals ranging from increased knowledge about the peoples of the world to resolutions of global problems, from increased fluency in foreign languages to the development of more tolerant attitudes towards other cultures and peoples. Global education embraces today’s challenges as national borders are opened. It paves the way for borderless education to respond to the needs of educating children of the world they are entering. It offers new curricular dimensions and possibilities, current scientific amd technological breakthroughs for completely new frontiers in education. Roland Robertson (1992) a sociologist, in his article “Glocalization: Time-Space and Homogeneity-Heterogeneity,” suggests replacing the concept of globalization to glocalization with the view in mind to blur the boundaries between global and local. Robertson offers to see the local as one aspect of globalization. It may mean, a global outlook adapted to the local condition or a local outlook adapted to the global condition. Further, he said that the term glocalization means it is local culture which assigns meaning to global influences, and that the two are interdependent and enable each other. Glocalization defines the word glocal and the process noun glocalization as a blending of global and local conditions a global outlook adapted to local condition and the local condition to global perspectives (Oxford Dictionary of New Words, 1991: 134). Learning Outcomes: 1. Explain the meaning of teaching as a profession. 2. Trace the historical development of teaching as a profession in the Philippines. 3. Explain teaching as a vocation and mission. 4. Discuss the meaning of the teacher as a professional. 5. Explain what society demands from the teacher as a professional. 6. Explain the professional competencies that a teacher should possess. 7. Explain the demands of society from the teacher as a person. 8. Cite the personal qualities that a professional teacher should possess. 9. Discuss the Preamble and Articles I to XIII of the Code of Ethics for Teachers in the Philippines. 10. Discuss the rights and privileges of teachers in the Philippines. 11. Describe the global and glocal teachers. 12. Infer the demands of globalization in the 21st century on teacher professionals. 13. Draw a holistic picture of the teachers and the teaching profession in the ASEAN. 14. Appreciate the similarities of the characteristics of the ASEAN teachers and teaching profession as these respond to global standards. 15. Compare the ASEAN teachers and teaching profession with three other countries of the world – Japan, China and the United States of America. 16. Review the Global Teacher Status Index and learn lessons from it. 17. Identify the different changes occurring in the global teaching-learning landscape. 18. Identify the 21st century life and career skills for learners and teachers. 19. Demonstrate understanding of the UNESCO’s Four Pillars of Learning as these apply to the 21st century. THE TEACHING PROFESSION A. Teaching as a Profession Two Elements of a Profession: 1. Competence - Technical standards 2. Code of Ethics - Ethical standards The Other Elements of a Profession: 1. Initial Professional Education - The completion of the university/college program in one’s chosen field 2. Accreditation - The university/college program is approved by a regulatory body like the Commission on Higher Education (CHED) in the Philippines 3. Licensing - Is mandatory, not voluntary which is administered by a government authority Professional Regulation Commission (PRC) 4. Professional Development - Is an ongoing professional education that maintains/improves the professionals’ knowledge and skills after they begin professional practice Continuing Professional Development mandated by RA 10912, otherwise known as the  CPD Act of 2016 5. Professional Societies - Are a community of like-minded individuals who put their professional standards above the individual self-interest or their employer’s self-interest 6. Code of Ethics - To ensure that the practitioners behave responsibly B. Historical Development of Teaching as a Profession in the Philippines 1. Presidential Decree 1006 – Decree Professionalizing Teaching - The first legal document that professionalized teaching issued by then President Ferdinand E. Marcos in 1976 2. Republic Act 7836 – Philippine Teachers Professionalization Act of 1994 - Was passed to … “promote quality education by proper supervision and regulation of the licensure examination and professionalization of the practice of the teaching profession” 3. Pre-Hispanic Period - Had no established formal schooling in the country so there was no formal preparation for teachers, too and so the mothers, fathers and tribal leaders served as teachers at home and in the community 4. Spanish Period – by virtue of Educational Decree of 1863 - Free public school system was established, there was one school for boys and another school for girls in every municipality, the Spanish missionaries served as teachers, the normal school was run by the Jesuits to educate the male teachers in Manila, the normal schools for women were established in 1875 5. Aguinaldo’s Government - There was no teacher preparation that took place and the schools during the Spanish Era were closed 6. American Regime - American soldiers served as the first teachers, in 1901 the Philippine Commission enacted into law Act 74 which created the Department of Public Instruction that laid the foundations of the public school system and offered free primary education for Filipinos - There was a shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from USA who were called the Thomasites - Due to the urgent need for teachers, the Americans gave the bright young Filipino students the opportunity to take up higher education in the American colleges and universities financed by the Philippine government who were called the pensionados - Act 74 of 1901 also provided for the establishment of Philippine Normal School in Manila which was formally opened in September 1901 as an institution for the training of teachers, for more than 2 decades PNS offered a two-year general secondary education program, it became a junior college offering a two-year program to graduates of secondary schools in 1928, the Philippine Normal School was renamed as the Philippine Normal College in 1949 that offered the four-year Bachelor of Science in Elementary Education and the education courses followed After C. Teaching as a Vocation and Mission 1. Teaching as a Vocation - Vocation comes from the Latin word “vocare” which means to call and vocation therefore means a call - God is the Caller for Christians and Allah is the Caller of Muslims - Abraham was the first one called by God to become the father of a great nation as the nation of God’s chosen people, Moses was called while in Egypt to lead God’s chosen people out of Egypt in order to free them from slavery, Mary was called by God to become the mother of the Savior Jesus Christ, Muhammad was the last of the prophets to be called by Allah to spread the teachings of Allah, Buddha must have also heard the call to abandon his royal life in order to seek the answer to the problem on suffering 2. Teaching as a Mission - The word mission comes from the Latin word “misio” which means “to send”, is defined as “task assigned”, you are sent to accomplish an assigned task 3. Teaching and a life of meaning - Dr. Josette T. Biyo, the first Asian teacher to win the Intel Excellence in Teaching Award in an international competition - Teaching is touching the hearts of people and opening the minds of children 4. The “Pwede na” Mentality: Enemy of Excellent Mission Preparation and Accomplishment - The striving for excellent accomplishment sometimes brings us to our “pwede na” mentality, which is inimical to excellence. This mentality is expressed in other ways like “talagang ganyan yan,” “wala na tayong magawa,” “di na mahalata,” “di ko nay an sagot,” “dagdag trabaho/gastos lang yan”- all indicators of defeatism and resignation to mediocrity. THE DEMANDS OF SOCIETY FROM THE TEACHER AS A PROFESSIONAL AND AS A PERSON 1. The Demands of Society from the Teacher as a Professional - Went through long years of preparation to earn a teacher education degree recognized by the Commission on Higher Education, after which one hurdled a Licensure Examination for Teachers administered by the Board for Professional Teachers with the supervision of the Professional Regulation Commission, By passing the LET one obtains a license which one is obliged to renew every three years on condition that one can show proof of Continuing Professional Development - Philippine Professional Standards for Teachers (PPST) are standards of good teaching Models of Effective Teaching - which also serve as bases for evaluation of teaching a. Robert Marzano’s Causal 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; 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 students 2.) Planning and Preparing - for lessons, use of technology, needs of students receiving Special education, and needs of students who lack support for schooling 3.) Reflection on Teaching - evaluating personal performance such 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 or interest; mentoring other teachers and sharing ideas and strategies; adhering to school rules and procedures; participating in school initiatives b. Charlotte Danielson Framework for Teaching 1.) Planning and Preparation 2.) Classroom Environment 3.) Instruction 4.) Professional Responsibilities - reflecting on teaching, maintaining accurate records, communicating with families, participating in the professional community, growing professionally, showing professionalism c. James Stronge’ Teacher Effectiveness Performance Evaluation System (TEPES) - Seven Performance Standards: 1.) Professional Knowledge 2.) Instructional Planning 3.) Instructional Delivery 4.) Assessment of/for Learning 5.) 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. Mid-continent Research for Education and Learning (McREL) Model for Teacher Evaluation Standards 1.) Teachers demonstrate leadership  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 If the teacher has to teach effectively, he/she has to: 1) prepare and plan very well for instruction 2) execute or deliver that instruction plan very well because he/she has professional knowledge (mastery of subject matter) 3) create a conducive or favorable learning environment for diverse groups of leaners 4) assess and report learners’ progress 5) demonstrate professionalism as he/she deals with superiors, colleagues, students and parents The Philippine Professional Standards for Teachers (PPST) - the revised National Competency-Based Teacher Standards (NCBTS) that give the teacher professional competencies in 7 domains, 37 strands and 148 performance indicators for four career stages - identify the following characteristics quality teachers in the Philippines need to possess: 1.) recognize the importance of mastery 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 2.) provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibilities and achievement 3.) establish learning environments that are responsive to learner diversity 4.) interact with the national and local curriculum requirements 5.) apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement 6.) establish school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative process 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 Professionalism: The Hallmark of a Professional - No doubt, society expects the teacher as a professional to demonstrate professionalism in all that one does. Professionalism is both a professional and a personal trait 2. The Demands of Society from the Teacher as a Person - personal qualities or attributes of teachers demanded by the teaching profession - possesses dignity and reputation, with high moral values, adheres to, observes and practices a set of ethical and moral principles, standards and values - Twelve Characteristics of an Effective Teacher: a. Prepared - Come to class each day ready to teach b. Positive  - Have optimistic attitudes about teaching and about students c. Hold high expectations - Set no limits on students and believe everyone can be successful d. Creative - Are resourceful and inventive in how they teach their classes e. Fair - Handle students and grading fairly f. Display a personal touch - Approachable g. Cultivate a sense of belonging - Have a way to make students feel welcome and comfortable in their classrooms h. Compassionate - Are concerned about students’ personal problems and can relate to them and their problems i. Have a sense of humor - Make learning fun and do not take everything seriously j. Respect students - Do not deliberately embarrass students k. Forgiving - Do not hold grudges l. Admit mistakes - Quick to admit when being wrong Professionalism - Is something demanded of teachers both as professionals and as persons. THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS PREAMBLE Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence. In the practice of their noble profession, they strictly adhere to, observe, and practice this set of ethical and moral principles, standard, and values. ARTICLE I SCOPE AND LIMITATIONS Section 1. The Philippine Constitution provides that all educational institutions shall offer quality education for all Filipino citizens, a vision that requires professionally competent teachers committed to its full realization. The provisions of this Code shall apply, therefore, to all teachers in all schools in the Philippines. Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher” shall include industrial art or vocational teachers and all other persons performing supervisory and/or administrative functions in all schools at the aforesaid levels, whether on full-time or part-time basis.  ARTICLE II THE TEACHER AND THE STATE Section 1. The schools are the nurseries of the citizens of the state. Each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the Constitution and respect for all duly constituted authorities, and promote obedience to the laws of the state. Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect. Section 3. In the interest of the State of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit. Section 4. Every teacher shall possess and actualize full commitment and devotion to duty. Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly, or indirectly, solicit, require, collect, or receive any money, service, other valuable material from any person or entity for such purposes. Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibilities. Section 7. A teacher shall not use his position or official authority of influence to coerce any other person to follow any political course of action. Section 8. Every teacher shall enjoy academic freedom and shall have the privilege of sharing the product of his researches and investigations, provided that, if the results are inimical to the declared policies of the State, they shall be drawn to the proper authorities for appropriate remedial action. ARTICLE III THE TEACHER AND THE COMMUNITY Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best services by providing an environment conducive to such learning and growth. Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment. Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness and other excesses, much less illicit relations. Section 4. Every teacher shall help the school keep the people in the community, and shall, therefore, study and understand local customs and traditions in order to have a sympathetic attitude, therefore, refrain from disparaging the community. Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work and accomplishments as well as its needs and problems. Section 6. Every teacher is an intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people. Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively.  Section 8. A teacher possesses freedom to attend church and worship, as appropriate, but shall not use his position and position to proselyte others. ARTICLE IV THE TEACHER AND THE PROFESSION Section 1. Every teacher shall actively help insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparation for the career of teaching, and shall be at his best at all times in the practice of his profession. Section 3. 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, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive. Section 4. Every teacher shall help, if duly authorized, to seek support for the school, but shall not make improper misrepresentations through personal advertisements and other questionable means. Section 5. Every teacher shall use the teaching profession in a manner that makes it a dignified means for earning a decent living. ARTICLE V THE TEACHER AND THE TEACHING COMMUNITY Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best interest of the learners, the school, or the profession is at stake in any controversy, teachers shall support one another. Section 2. A teacher is not entitled to claim for work not of his own, and shall give due credit for the work of others which he may use. Section 3. Before leaving his position, a teacher shall organize and leave to his successor such records and other data as are necessary to carry on the work. Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which have not yet been officially released, or remove records from the files without official permission. Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. This may be done only if there is incontrovertible evidence for such conduct. Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating any right of the individual concerned. Section 7. A teacher may apply for a vacant position for which he is qualified, provided that he respects the system of selection on the basis of merit and competence, provide, further, that all qualified candidates are given the opportunity to be considered.  ARTICLE VI THE TEACHER AND HIGHER AUTHORITIES IN THE PHILIPPINES Section 1. A teacher shall make it his duty to make an honest effort to understand and support the legitimate policies of the school and the administration regardless of professional feeling or private opinion and shall faithfully carry them out. Section 2. A teacher shall not make any false accusation or charges against superiors, especially under anonymity. However, if there valid charges, he should present such under oath to competent authority. Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different procedure, such as when reforms are advocated but are opposed by the immediate superior, in which case the teachers shall appeal directly to the appropriate higher authority. Section 4. A teacher, individually or as part of a group, has a right to seek redress against injustice and discrimination and, to the extent possible, shall raise his grievances within democratic processes. In doing so, he shall avoid jeopardizing the interest and welfare of learners whose right to learn must be respected. Section 5. A teacher has a right to invoke the principle that appointments, promotions, and transfers of teachers are made only on the basis of merit and need in the interest of the service. Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of the employment terms and conditions. ARTICLE VII SCHOOL OFFICIALS, TEACHERS AND OTHER PERSONNEL Section 1. School officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers and other personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership and enlightened direction. Section 2. School official, teachers, and other school personnel shall consider it their cooperative responsibility to formulate policies or introduce important changes in the system at all levels. Section 3. School official shall encourage and attend to the professional growth of all teachers under them such as recommending them for promotion, giving them the recognition for meritorious performance, and allowing them to participate in conferences and training programs. Section 4. No school official shall dismiss or recommend for dismissal a teacher or other subordinates except for cause. Section 5. School authorities concerned shall ensure that public school teachers are employed in accordance with pertinent civil rules, and private school teachers are issued contracts specifying the terms and conditions of their work, provided that they are given, if qualified, subsequent pertinent tenure, in accordance with existing laws, and, provided, further that they are duly registered and licensed professional teachers. ARTICLE VIII THE TEACHER AND THE LEARNERS Section 1. A teacher has the right and duty to determine the academic marks and the promotion of learners in the subjects they handle. Such determination shall be in accordance with generally accepted producers of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate action, observing the process. Section 2. A teacher shall recognize that the interest and welfare of learners are his first and foremost concern, and shall handle each learner justly and impartially. Section 3. Under no circumstance shall a teacher be prejudiced nor discriminatory against any learner. Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if under served. Section 5. A teacher shall not accept directly or indirectly, any remuneration from tutorials other than what authorized for such service. Section 6. A teacher shall have the evaluation of the learner’s work in merit and quality of academic performance. Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner. Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestations of poor scholarship. Section 9. A teacher shall ensure that conditions contributive to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties. ARTICLE IX THE TEACHER AND PARENTS Section 1. A teacher shall establish and maintain cordial with parents, and shall conduct himself to merit their confidence and respect. Section 2. A teacher shall inform parents, through proper authorities, of the progress or deficiencies of learners under him, exercising utmost candor and tact in pointing out learners’ deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of learners. Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism. ARTICLE X THE TEACHER AND BUSINESS Section 1. A teacher has a right to engage, directly or indirectly, in legitimate income generation, provided that it does not relate to or adversely affect his work. Section 2. A teacher shall maintain a good reputation with respect to financial matters and as in the settlement of his just debts, loans and other financial affairs. Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently related to such purchase and disposal, provided that such shall be in accordance with existing regulations.  ARTICLE XI THE TEACHER AS A PERSON Section 1. A teacher shall live with dignity in all places at all times. Section 2. A teacher shall place premium upon self-respect and self-discipline as the principle of personal behavior in all relationships with others and in all situations. Section 3. A teacher shall maintain at all times a dignified personally which could serve as model worthy of emulation by learners, peers, and others. Section 4. A teacher shall always recognize the Almighty God or Being as guide of his own destiny and of the destinies of men and nations. ARTICLE XII DISCIPLINARY ACTION Section 1. Any violation of any provision of this Code shall be sufficient ground for the imposition against the erring teacher of disciplinary action consisting of revocation of his Certificate of Registration and License as Professional Teacher, suspension from the practice of the teaching profession, reprimand, or cancellation of his temporary/special permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. No. 7836. ARTICLE XIII EFFECTIVITY Section 1. The Code shall be approved by the Professional Regulation Commission and shall take effect sixty (60) days following its publication in the official Gazette or any newspaper of general circulation, whichever is earlier. External stakeholders – state, community and parents Primary stakeholders – or primary internal stakeholders, learners Secondary stakeholders – leaners’ parents Tertiary stakeholders – future employers, government or state Other internal stakeholders – teaching community, school officials (higher authorities) THE RIGHTS AND PRIVILEGES OF TEACHERS IN THE PHILIPPINES REPUBLIC ACT NO. 4670 The Magna Carta for Public School Teachers Be it enacted by the Senate and House of Representatives of the Philippines in Congress Assembled: I. DECLARATION OF POLICY – COVERAGE Section 1. Declaration of Policy. – It is hereby declared to be the policy of this Act to promote and improve the social and economic status of public school teachers, their living and working conditions, their 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 qualification, it being recognized that advance in education depends on the qualification 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. Section 2. Title – Definition. – This Act shall be known as the “Magna Carta for Public School Teachers” and shall apply to all public school teachers except those in the professorial staff of state colleges and universities. As used in this Act, the term “teacher” shall mean 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. II. RECRUITMENT AND CAREER Section 3. Recruitment and Qualification. – Recruitment policy with respect to the selection and appointment of teachers shall be clearly defined by the Department of Education: Provided, however, That effective upon the approval of this Act, the following shall constitute the maximum educational qualifications for teacher applicants: (a) For teachers in the kindergarten and elementary grades, Bachelor’s degree in Elementary Education (B.S.E. ED.) (b) For teachers of the secondary schools, Bachelor’s degree in Education or its equivalent with a major and minor; or a Bachelor’s degree in Arts or Science with at least eighteen professional units in Education. (c) For teachers of secondary vocational and two years technical courses, Bachelor’s degree in the field or specialization with at least eighteen professional units in Education. (d) ) For teachers of courses on the collegiate level, other than vocational teacher’s degree with a special area of specialization: Provided further, That in the absence of applicants who possess the minimum educational qualifications as herein above provided, the school superintendent may appoint, under a temporary status, applicants who do not meet the minimum qualifications: Provided, further, That should teacher-applicants, whether they possess the minimum educational qualifications or not, be required to take competitive examinations: And provided, finally, That the results of the examinations shall be made public and every applicant shall be furnished with his score and rank in said competitions. Section 4. Probationary Period. – When recruitment takes place after adequate training and professional preparation in any school recognized by the Government, no probationary period preceding regular appointment shall be imposed if the possesses the appropriate civil service eligibility. Provided, however, That where, due to the exigencies of the service, it is necessary to employ as teacher a person who possesses the minimum educational qualifications herein above set forth but lacks the appropriate civil service eligibility, such person shall be appointed on a provisional status and shall undergo a period of probation for not less than one year from and after the date of his provisional appointment. Section 5. Tenure of Office. – Stability of 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.  Section 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, such transfer may be effected by the school superintendent who shall previously notify the teacher concerned of the transfer and the reason or reasons therefor. 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 decisions thereon, his transfer shall be held in abeyance: Provided, however, That no transfer whatever shall be made three months before any local or national election. Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his transfer is finally approved. Section 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 there 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. Section 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, adequate time being given to the teacher for the preparation of his defense; and d) The right to appeal to clearly designated authorities. No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of his case. Section 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 teachers’ organization and supervisor of the Division, the last two to be designated by the Director of Public Schools. The committee shal submit its findings and recommendations to the Director of Public Schools within thirty (30) 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. Section 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 any ground other than professional consideration. Section 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. Section 12. Academic Freedom. – Teachers shall enjoy academic freedom in the discharge of their professional duties, particularly with regard to teaching and classroom methods. III. HOURS OF WORK AND REMUNERATION Section 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, preparation and correction of exercises and other work incidental to his normal duties: Provided, however, That where 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 per cent of his basic pay. Section 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 per cent 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 per cent of their regular remuneration. The agencies utilizing the service 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. Criteria for Salaries. – Teachers’ salaries shall correspond to the following criteria: (a) They shall compare favorably with those paid in other occupations requiring equivalent or similar qualifications, training and abilities; (b) They shall be such as to insure teachers a reasonable standard of life for themselves and their families; and (c) They shall be properly graded so as to recognize the fact that certain positions require higher qualifications and greater responsibility than others, Provided, however, That the general salary scale shall be such that Section 16. Salary Scale. – Salary scales of teachers shall provide for a gradual progression from a minimum to a maximum salary by means of regular increments, granted automatically after three years: Provided, That the efficiency rating of the teacher concerned is at least satisfactory. The progression from the minimum to the maximum salary scale shall not extend over a period of ten years. Section 17. Equality in Salary Scale. – The salary of teachers whose salaries are appropriated by a city, municipal, municipal district, or provincial government, shall not be less than those provided for teachers of the National Government. Section 18. Cost of Living Allowance. – Teacher’s salaries shall, at the very least, keep pace with the rise in the cost of living by payment of a cost-living index. The Secretary of Education shall recommend to Congress, at least annually, the appropriation of the necessary funds for the cost-of-living-allowances by the Secretary of Education shall, upon approval of the President of the Philippines, be binding on the city, municipal or provincial government, for the purposes of calculating the cost-of-living allowances of teachers under its employ. Section 19. Special Hardship Allowances. – In areas in which teachers are exposed to hardship such as difficulty in commuting to the place of work or other hazards peculiar to the place of employment, as determined by the Secretary of Education, they shall be compensated by special hardship allowances equivalent to at least twenty-five per cent of their monthly salary.  Section 20. Salaries to be Paid in Legal Tender. – Salaries of teachers shall be paid in legal tender of the Philippines or its equivalent in checks or treasury warrants. Provided, however, That such checks or treasury warrants shall be cashable in any national, provincial, city or municipal treasurer’s office or any banking institutions operating under the laws of the Republic of the Philippines. Section 21. Deductions Prohibited. – No person shall make any deduction whatsoever from the salaries of teachers except under specific authority of law authorizing such deductions: Provided, however, That upon written authority executed by the teacher concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers Association, (2) premiums properly due on insurance policies shall be considered deductible. IV. HEALTH MEASURES AND INJURY BENEFITS Section 22. Medical Examination and Treatment. – Compulsory medical examination shall be provided free of charge for all teachers before they take up teaching, and shall be repeated not less than once a year during the teacher’s professional life. Where medical examination shows that medical treatment and/or hospitalization is necessary, same shall be provided free by the government entity paying the salary of the teachers. In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary medical care with the right to be reimbursed for their traveling expenses by the government entity concerned in the first paragraph of this Section. Section 23. Compensation for Injuries. Teachers shall be protected against the consequences of employment injuries in accordance with existing laws. The effects of the physical and nervous strain on the teacher’s health shall be recognized as a compensable occupation disease in accordance with existing laws. V. LEAVE AND RETIREMENT BENEFITS Section 24. Study Leave. – In addition to the leave privileges now enjoyed by teachers in the public schools, they shall be entitled to study leave not exceeding one school year after seven years of service. Such leave shall be granted in accordance with a schedule set by the Department of their monthly salary: Provided, however, That no teacher shall be allowed to accumulate more than one year study leave, unless he needs an additional semester to finish his thesis for a graduate study in education or allied courses: Provided, further, That no compensation shall be due the teacher after the first year of such leave. In all cases, the study leave period shall be counted for seniority and pension purposes. Section 25. Indefinite Leave. – An indefinite sick leave of absence shall be granted to teachers when the nature of the illness demands a long treatment that will exceed one year at the least. Section 26. Salary Increase upon Retirement. - 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 the retirement pay and the monthly benefits thereafter. VI. TEACHERS ORGANIZATION Section 27. Freedom to Organize. - Public school teachers shall the right to freely and without previous authorization both to establish and to join organizations of their choosing, whether local or national to further and defend their interests.  Section 28. Discrimination Against Teachers Prohibited. - The rights established in the immediately preceding Section shall be exercised without any interference or coercion. It shall be unlawful for any person to commit any acts of discrimination against teachers which are calculated to (a) make the employment of a teacher subjects to the condition that he 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 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 from carrying out the duties laid upon him by His position in the organization, or to personalize him for an action undertaken in that capacity. Section 29. National Teacher’s Organizations. - National teachers’ organizations shall be consulted in the formulation of national educational policies and professional standards, and in the formulation of national policies governing the social security of teachers. VII. ADMINISTRATION AND ENFORCEMENT Section 30. Rules and Regulations. - The Secretary of Education shall formulate and prepare the necessary rules and regulations to implement the provisions of the Act. Rules and regulations issued pursuant to this Section shall take effect thirty days after publication in a newspaper of general circulation and by such other means as the Secretary of Education deems reasonably sufficient to give interested parties general notice of such issuance. Section 31. Budgetary Estimates. – The Secretary of Education shall submit to Congress annually the necessary budgetary estimates to implement the provisions of the Act concerning the benefits herein granted to public school teachers under the employ of the National Government. Section 32. Penal Provisions. – Any person who shall willfully interfere with, restrain or coerce any teacher in the exercise of his rights guaranteed by his Act or who shall in any manner commit any act to defeat any of the provisions of this Act, shall upon conviction, be punished by a fine of not less than one hundred pesos nor more than one thousand pesos, or by imprisonment, in the discretion of the court. If the offender is a public official, the court shall order his dismissal from the Government service. Section 33. Repealing Clause. – All Acts or parts of Acts, executive orders and their implementing rules inconsistent with the provisions of this Act are hereby repealed, amended or modified accordingly. Section 34. Separability Clause. – If any provision of this Act is declared invalid, the remainder of this Act or any provisions not affected thereby shall remain in force and effect. Section 35. - This Act shall take effect upon its approval. Approved: (Sgd.) ARTURO M. TOLENTINO President This Act, which originated in the Senate, was finally passed by the same on May 19, 1966. (Sgd.) CORNELIO T. VILLAREAL Speaker of the House of Representatives Finally passed by the House of Representatives on May 19, 1966  (Sgd.) REGINO S. EUSTAQUIO Secretary of the Senate (Sgd.) INOCENCIO S. PAREJA Secretary of the House of Representatives Approved: (Sgd.) FERDINAND E. MARCOS President of the Philippines, June 18, 1966 ON BECOMING A GLOCAL TEACHER The Global and Glocal Teacher Professional: Is There A Difference? Global and Glocal Teacher Education Global education: - Is a goal to develop countries worldwide and is aimed at educating all people in accordance with world standards (UNESCO) - Is a curriculum that is international in scope which prepares today’s youth around the world to function in one world environment under teachers who are intellectually, professionally and humanistically prepared Seven Outcome Targets of Sustainable Development Goal (SDG) 4: - to be achieved by 2030 4.1 Universal primary and secondary education Ensure all girls and boys complete, free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes 4.2 Early childhood development and universal pre-primary education Ensure that all boys and girls have access to quality early childhood development care and pre-primary education so that they are ready for primary education 4.3 Equal access to technical/vocational and higher education Ensure equal access for all women and men to affordable and quality technical/vocational and tertiary education including university 4.4 Relevant skills for decent work Substantially increase the number of youth and adults who have relevant skills including technical and vocational skills, for employment, decent jobs and entrepreneurs 4.5 Gender equality and inclusion Eliminate gender disparities in education and ensure equal access to all levels of education and vocational trainings for vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations 4.6 Universal youth literacy Ensure that all youth and substantial proportion of adults, both men and women achieve literacy and numeracy 4.7 Education for sustainable development and global citizenship Ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promote culture of peace and non-  violence, global citizenship and appreciation of cultural diversity and cultures contribution to sustainable development The 21st Century Learning Goals established as bases of various curricula worldwide; 1. 21st century content: emerging content areas such as global awareness; financial; economic; business; and entrepreneurial literacy; civic literacy; health and environmental awareness. 2. Learning and thinking skills: critical thinking and problem solving skills, communication, creativity and innovation, collaboration, contextual learning, information and media literacy. - ICT literacy: using technology in the context of learning so students know how to learn. - Life skills: leadership, ethics, accountability, personal responsibility, self-directions, others - 21st century assessment: Authentic assessments that measure the areas of learning From Global Teacher to Glocal Teachers Professionals A glocal teacher – is competent and armed with enough skills, appropriate attitude and universal values to teach learners at home or abroad but is equipped with both time tested as well as modern technologies in education in any time and any place in the world. A glocal teacher – is someone who thinks and acts both locally and globally with worldwide perspective, but is teaching in the communities, localities, towns, provinces and regions where he or she is situated. Glocal teachers: 1. Understand how this world is interconnected 2. Recognize that the world has rich variety of ways of life 3. Have a vision of the future and sees what the future would be for himself/herself and the students 4. Are creative and innovative 5. Understand, respect, and tolerant of the diversity of cultures 6. Believe and take action for education that will sustain the future 7. Facilitate digitally-mediated learning 8. Possess good communication skills (for Filipino teachers to be multilingual) 9. Aware of international teacher standards and framework and 10. Master the competence of the Beginning Teacher in the Philippine Professional Standards for Teachers (PPST, 2017). Distinct characteristics and core values of Filipino teachers as glocal teachers (Master Plan for Teacher Education, 2017): 1. Cultural and historical rootedness by building on the culture and history of learners and the Place 2. Ability to contextualize teaching-learning by using local and indigenous materials, content and pedagogy whenever appropriate 3. Excellence in personal and professional competence, leadership, research, technology, innovation and creativity 4. Responsiveness through social involvement and service, learner-centeredness, respect and sensitivity for diversity and inclusiveness 5. Accountability and integrity by being a positive role model with strong moral character, committed and conscientious, credible, honest and loyal 6. Ecological sensitivity by being a resilient and a steward of the environment for  sustainability 7. Nationalism/Filipinism by being a responsible citizen and upholding the Filipino identity amidst the globalization (glocalization) and 8. Faith in the Divine Providence by being humane, just, peace-loving and respectful of human rights. A Closer Look at the Teachers and the Teaching Profession in the ASEAN and Beyond 10 member states of the ASEAN: 1. Brunei 6. Myanmar 2. Cambodia 7. Philippines 3. Indonesia 8. Thailand 4. Lao PDR 9. Singapore 5. Malaysia 10. Vietnam The ASEAN: One Vision, One Identity, One Community The Levels of Schooling as a Teaching Milieu 1. Primary level – is composed usually of Pre- primary (Play-school, Pre-K, Kindergarten) and the Primary Level which is composed of Grade 1 aged 6 yrs. old; Grade 2 aged 7 yrs. old; Grade 3 aged 8 yrs. old; Grade 4 aged 9 yrs, old; Grade 5 aged 10 yrs. old, and Grade 6 aged 11 yrs. old. 2. Secondary level – follows primary level. Generally across the ASEAN it is composed of Junior High School and the Senior High School. 3. Tertiary level – is the college level which is beyond the basic education in all the countries in the ASEAN. The Teacher Professionals Across ASEAN 1. Academic Preparations of Teacher Professionals in Basic Education Almost all teacher education provides a teaching practicum, student teaching or field experiences course. This will provide them the opportunity to apply the theories and concepts in the content and pedagogy courses in real class situation. ASEAN countries have comparable academic teacher education preparations, however there are those who have gone beyond their border, while others are still strengthening their programs. Differences are according to the context and needs and the education system of the particular member country, their history culture and aspirations. Here are some commonalities in the teacher preparation. 2. Components of Teacher Preparation a. General knowledge and understanding – This cluster of knowledge and understanding are embedded in the general education. b. Pedagogy – This component provides variety of teaching delivery approaches beyond traditional methods of teaching. c. Teaching Practicum/ Experiential Learning – In this cluster of, knowledge, theories, principles and pedagogies learned are validated in real life situation as teachers. d. Specialized knowledge/Major courses – For those who will teach the content or discipline in the upper elementary or the secondary levels, major content courses are learned. Domains: i. Skills in the 21st Century ii. Professionalism and accountability iii. Pedagogical competence  iv. Teacher’s characteristics/ qualities v. Knowledge competence The Teaching Profession Practices in the ASEAN 1. Teacher’s Major Responsibilities a. Actual teaching – refers to the time engagement of the teacher with the learners b. Management of learning – refers to activities that support the actual teaching c. Administrative work – refers to the teachers’ job that includes writing test items, checking and recording of test paper results, attending to parents, making reports and other related activities. 2. Teacher Licensing and Recruitment Most teachers are licensed as professionals or as satisfied to teach by the country’s appropriate agencies. The Teacher and the Teaching Profession Beyond the ASEAN 1. China Being the most populous country has over 200 million students attending public schools taught by over 9 million teachers in the elementary, junior and senior high schools The education system is highly centralized such that course syllabi are written by scientists and professors hired by the national educational commission Class size ranges from 40 to 60 students and the students have to cover all topics in order to pass national examinations Education was used as a vital tool for centralization and unification of the country. The new educational system includes; -6 years of primary education -3 years of junior middle school, 3 years of senior middle school -6 years of university -varieties of technical and vocational schools Two main categories of teachers -First category – is the gongban (state-paid) teachers who earn salary comparable with other state employees in state-owned enterprises. -Second category – is the minban (community-paid) teachers who are paid by local community depending on the community income Chinese teachers enjoy unquestionable authority -Important knowledge comes from teachers and textbooks. -Learning involves listening, thinking and silent practice. -Knowledge espoused by the teacher and the textbook is not to be challenged. 2. Japan The Japanese education system is highly centralized and is administered by the Mombusho or Ministry of Education The school system from kindergarten through university Serves about 24 million students, with about ten percent (10%) going to the university, about one-third go to the private schools and the rest is enrolled in the public school system The Japanese education system is sometimes seen us a model on how to operate schools  The system gives us a mental picture of obedient, quiet school children sitting on their desks, listening to the teacher and working hard to pass the various entrance examinations Education is free and compulsory for children from 6 to 15 yrs. Classes are large and teaching methods are usually lectures Japanese students spend 243 days a year in school Standard curriculum includes Japanese language, social studies, math and science along with art, music, home economics, physical education, with the greatest emphasis on learning the Japanese language Japanese teachers are an essential element in the success story of the country Teacher Certification in Japan - First class certificate - Second class certificate 3. United States of America The American Educational System has greatly influenced the Philippine Educational System specifically the making of the Filipino teaching Thomasites – first American teachers in the Philippines Opened the normal schools in the different provinces of the country which provided a very strong foundation for teaching education Basic education, the avenue for teaching jobs -Pre- primary education - Primary education - Middle school education - Secondary education - Junior high school - Senior high school Becoming a professional teacher - Earning teaching certificates SEA – State Education Agency NTE – National Teacher Examination or on Praxis I or Praxis II written test - Recruitment of teachers A superintendent approves the applicant and then forwards a recommendation to hire to the local school board. - Salaries of teacher The salary range for teachers is determined by education and experience as by locale. - What makes a good American teacher? Seemed more child-focused in their discussions and believed that a good teacher is a kind person, one who is “understanding” and “sensitive to the needs of children.” Generally consider themselves subject-matter specialists. Have to know how to teach their subjects The Global Teacher Status Index of 2013 Country Index Rank Country Index Rank Rating Rating China 100 1 Spain 30.7 12 Greece 73.7 2 Finland 28.9 13 Turkey 68.0 3 Portugal 26.0 14 South Korea 62.0 4 Switzerland 23.8 15 New Zealand 54.0 5 Germany 21.6 16 Egypt 49.3 6 Japan 16.2 17 Singapore 46.3 7 Italy 13.0 18 Netherlands 40.3 8 Czech Republic 12.1 19 USA 38.4 9 Brazil 2.4 20 UK 36.7 10 Israel 2.0 21 France 32.3 11 Teacher Status Social Status of Teachers Two thirds of the countries judged the status of teachers to be most similar to social workers The second closest status was to librarians There is a higher regard of teachers in the primary/elementary school teachers than in the secondary school teachers Teaching: Sought-After Profession 50% of parents in China provide positive encouragement for children to become teachers Pupil Respect for Teachers In China, 75% of the respondents believed that students respects their teachers, compared to only 27% average per country Turkey, Egypt and Singapore have a high level of belief that pupils respect teachers with an average of 46% Across Europe, students respect their teachers lesser than in Asia and the Middle East Perception of Teacher Reward Participating Actual Average Participating Actual Average Country Salary per Year Country Salary per Year in USD $ in USD $ China $17,730.00 Spain $29,475.00 Greece $23,341.00 Finland $28,780.00 Turkey $25,378.00 Portugal $23,614.00 South Korea $43,874.00 Switzerland $39,326.00 New Zealand $28,438.00 Germany $42,254.00 Egypt $10,604.00 Japan $43,775.00 Singapore $45,755.00 Italy $28,603.00 Netherlands $37,218.00 Czech Republic $19,953.00 U.S.A $44,917.00 Brazil $18,550.00 UK $33,377.00 Israel $32,447.00 France $28,828.00 Performance-Related Pay (PRP) Most countries believed that teachers’ salary should be based on the achieved student learning outcomes Teacher Agency and Control Trusting Teachers to Deliver Education All countries placed satisfactory to positive trust in their teachers VGF Index – Varkey Gems Foundation Index PISA – Programme for International Student Assessment The Changing Global Landscape for the 21st Century Teachers The Changing Global Landscape and the 21st Century Skills for Teachers The New Learning Environment Characteristics: 1. learner-centered 2. new spaces and borderless 3. enhanced opportunity for creativity and innovations 4. use of ICT The New Learning Contents Characteristics: 1. integrated/interdisciplinary 2. demand-driven 3. emphasis on learning tools on how to retrieve knowledge 4. balance of scientific, technological, cultural, global, local concepts The New Processes of Learning and How These Will be Facilitated 1. Face-to-Face 2. Distance learning 3. Blended modalities 4. Experiential and lifelong The New Types of Learners 1. a confident person who thinks independently and critically and who communicates effectively 2. self-directed and who questions, reflects and takes responsibility for his/her own learning 3. a concerned citizen, informed about the world and local affairs, has a strong sense of civic responsibilities and participates actively in improving the lives of others 4. a member of the new generation: pop-culture, different ways of thinking, responding Life and Career Skills 1. Flexibility and Adaptability 2. Initiative and Self-direction 3. Social and Cross-cultural skills 4. Productivity and Accountability 5. Leadership and Responsibility The New Type of Teachers Characteristics: 1. Clear standards and accountability that their learners should know and be able to do at the end of their schooling 2. Use broad pedagogies including inquiry-based learning, cooperative learning, other Pedagogies 3. Skillful in the integration of ICT in pedagogy 4. Skillful in the use of assessment to guide teaching and learning 5. Greater understanding of local and global cultures 6. Skillful in action research to diagnose and solve classroom problems based on evidence 7. Practice the core values of inspiring teachers 8. Develop life and career skills for the 21st century and beyond UNESCO’s Four Pillars of Learning from Delor’s Report: Learning: A Treasure from Within When Jaques Delor wrote a report for the UNESCO entitled: Learning: A Treasure from Within, it was because he believes that “within each child lies a treasure”(Delors, 1996). Learning to Know This implies thirst for knowledge and acquisition of such knowledge. More so, it is learning how to learn throughout one’s life. How Is Literacy Defined? In 1958, UNESCO defined literate as one who can, with understanding, both read and write a short simple statement on his or her everyday life. However, in 1970, a functionally literate person is one who can engage in all the activities to use reading, writing and calculation for the community’s development. Further on, in 2000, literacy was defined as the ability to read and write with understanding a simple statement related to one’s daily life. It involves a continuum of reading and writing skills and often includes numeracy. However, the UNESCO international expert meeting in 2003, redefined literacy as the ability to identify, understand, interpret, create, communicate and compute using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society. The 21st Century Literacies 21st Century Literacies Brief Descriptions The Arts and Creativity Creativity and innovation are 21 st century skills, thus in solving problems and creating art works are part of this literacy Ecoliteracy Acquisition of knowledge about climate change, pollution, loss of natural habitats and biodiversity. Solutions on how these environmental could be addressed must be practiced Cyberliteracy/Digital Being in the rapid changes in the use of technology for Literacy (Information and teaching and learning, teachers and learners need to develop ICT Knowledge) and enhance the use of digital gadgets whether on-line or off- line Financial Literacy Basic knowledge about the basics of economics and financial management. This is necessary for every learner and teacher to be able to handle income expenses and investments to be economically secure Media Literacy Teachers and learners must learn how to discern about any information which are transmitted via various forms and media Social/Emotional Literacy Knowledge about social dimensions and social skills that are appropriate in the context of society. Emotional intelligence must also be developed to be able to effectively manage the stresses due to the changing environments of the 21st century society Globalization and Multi- If you respect multi-cultural diversity, aware of the global cultural Literacy trends, acknowledge differences and similarities, respect each other’s dignity, then you are multi-cultural literate Learning to Do To apply knowledge, one must have 21 st century skills. Qualifications now are equated now to skills and not to knowledge alone. Learning by doing is a pragmatist’s view of life. Knowledge acquired is nothing unless applied Learning to Be It implies developing the potentials of each individual. Continuing education must improve self-knowledge and self-esteem. Learning to Live Together This refers to the relationships among people. It is bringing in together a community to work harmoniously, to live in peace and prosperity and to show respect and concern for others. It also refers to interpersonal skills that will enable people to live side by side with others at home, in school, in the community and the whole world. All the pillars are interrelated with each other as basic principles. One pillar will not function if it stands alone. There is a need to connect in order to address the 21sr century demands for teaching and learning. Activities: Construct a 25-item Multiple Choice Test from each topic: 1. The Teaching Profession 2. The Demands of Society form the Teacher as a Professional and as a Person 3. The Code of Ethics for Professional Teachers 4. The Rights and Privileges of Teachers in the Philippines 5. On Becoming a Glocal Teacher References: 1. Bilbao, Purita P. et al. (2006). The Teaching Profession. Metro Manila: LORIMAR Publishing Incorporated 2. Bilbao, Purita P. et al. (2018). The Teaching Profession. Metro Manila: LORIMAR Publishing Incorporated