Teaching Profession & Society: EDUC 55 & EDUC 60 PDF

EDUC 55 (THE TEACHING PROFESSION) PROFESSIONAL SOCIETIES- Professionals are a part of a community of like-minded individuals who THE TEACHING PROFESSION...

EDUC 55 (THE TEACHING PROFESSION) PROFESSIONAL SOCIETIES- Professionals are a part of a community of like-minded individuals who THE TEACHING PROFESSION put their professional standards above individual self-interest. PROFESSIONAL - an individual possessing skills, competencies or expertise, and conforms to a technical and ethical standards of a profession (Corpuz, 2018) TEACHER - 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 (Udtohan, 2014) THE TEACHING PROFESSION - Teaching is about inspiring and motivating students to realize and exceed their potentials. The greatest teachers of all time have devoted their life in inspiring and empowering students to achieve great things and be a good human being (Verma, 2020) ELEMENTS OF TEACHING PROFESSION INITIAL PROFESSIONAL EDUCATION- completing an academic program; this is only the beginning CODE OF ETHICS- states what professionals should do; professionals can be ejected from their because a professional is expected to learn endlessly professional societies or lose their licenses to practice for violating the code of ethics ACCREDITATION- academic programs are approved by regulatory bodies to ensure quality and the competence of graduates HISTORICAL DEVELOPMENT OF TEACHING AS A PROFESSION LICENSING- mandatory, not voluntary; administered by a government authority PROFESSIONAL DEVELOPMENT- ongoing professional education that maintains or improves professionals’ knowledge and skills after they begin professional practice *RA 10912: Continuing Professional Development Act of 2016  “PWEDE NA” MENTALITY: PRE COLONIAL PERIOD- no established formal schooling in the country, thus, no formal preparation for ENEMY OF EXCELLENT MISSION PREPARATION AND ACCOMPLISHMENT teachers too; parents and tribal leaders served as teachers at home and in the community DEMANDS OF SOCIETY FROM THE TEACHER AS A PROFESSIONAL AIM OF EDUCATION From his/her very title “teacher”, to teach well is what society primarily demands of teachers. The learning ​ teach life skills of the learner is the teacher’s main concern.The effective teacher makes the good and not so good ​ Security and survival- tools & instrument making learner learn. On the other hand, the ineffective teacher adversely affects the learning of both good and ​ Conformity- adherence to the moral code of the group not so good student. The Teacher as a Professional A professional is one who went through long years of ​ Preservation and transmission of traditions- language (alibata) preparation to earn a teacher education degree recognized by the Commission on Higher Education, after SPANISH PERIOD- Educational Decree of 1863 established the free public school system; a normal which he/she hurdled a Licensure Examination for Teachers (LET) administered by the Board for school run by Jesuits was established to educate male teachers Professional Teachers with the supervision of the Professional Regulation Commission.The teacher is a ​ 1765: “maestro” for each village licensed professional who possesses dignity and reputation with high moral values as well as technical ​ 1772: specific qualifications for maestros and professional competence… he/she adheres to, observe and practices a set of ethical and moral AIM OF EDUCATION principles and standards and values. The Demand from the Teacher as a Professional the word teacher ​ teach religion suggests that the responsibility of the professional teachers is to teach. The teacher’s primary customer is THE SPANIARDS START TRAINING TEACHERS the learner. ​ 1863- Normal school that trains male teachers MODELS OF EFFECTIVE TEACHING ​ 1875- starts training female teachers A.​ ROBERT MARZANO’S CAUSAL TEACHER EVALUATION MODEL OF FOUR DOMAINS: AMERICAN REGIME- American soldiers served as the first teachers; a shortage of teachers was 1.Classroom Strategies and Behaviors experienced so 600 teachers from USA were brought to the Philippines (Thomasites) and Filipinos were A. Involve routine events such as communicating learning goals and feedback and establishing given scholarships in the US (scholars = pensionados) rules and procedures ​ Act 74- Department of Public Instruction B. Involve addressing content by helping students interact with new knowledge, practice and deepen new knowledge ​ Philippine Normal School- trained teachers for 2 years C. Helping students generate and test hypotheses Involve events enacted on the spot ​ 1949- teachers' preparation became 4 years and renamed Philippine Normal School to Philippine 2.Planning and Preparing Normal College (PNU) A. Planning and preparing for lessons 4TH REPUBLIC OF THE PHILIPPINES- PRESIDENTIAL DECREE 1006: Providing for the B. For use of technology Professionalization of Teachers, Regulating their Practice in the Philippines, otherwise known as the C. For needs of students receiving special education Decree Professionalizing Teaching professionalized teachers and recognized teaching as a “profession” D. For needs of students who lack support for schooling (1976) Board examinations for teachers were given by the Civil Service Commission and the Department 3.Reflection on Teaching of Education and Culture; passers receive a Professional Teachers Certificate A. Evaluating personal performance EDUCATION COMMISSION OF THE PHILIPPINES (EDCOM)- Congressional commission to review and B. Developing, implementing and monitoring a professional growth plan assess Philippine education found out that the quality of education in the Philippines declined and 4.Collegiality and Professionalism teachers are the heart of the problem A. Promoting positive interactions with colleagues, students and parents. 1.​ Teachers are poorly trained B. Seeking mentorship for area of need/interest 2.​ There are low quality of students enrolled C. Mentoring other teachers and sharing ideas and strategies 3.​ Teaching is perceived as poorly esteemed profession D. Adhering to school rules and procedures 5TH REPUBLIC OF THE PHILIPPINES- REPUBLIC ACT 7836: An Act to Strengthen the Regulation and E. Participating in school initiatives B. CHARLOTTE DANIELSON FRAMEWORK FOR TEACHING Supervision of the Practice of teaching in the Philippines and Prescribing a Licensure Examination for 1. Planning and Preparation teachers and for other Purposes, otherwise known as the Philippine Teachers Professionalization Act of 2. The Classroom Environment 1994 promoted quality education by proper supervision and regulation of the licensure examination and 3. Instruction professionalization of the practice of the teaching profession 4. Professional Responsibilities A. Reflecting on teaching TEACHING: A VOCATION & A MISSION B. Maintaining accurate records Communicating with families VOCATION vocare = to call C. Participating in the professional community - You have been called for this D. Growing professionally MISSION vocare = to send E. Showing professionalism - You have been sent to do this TEACHER EVALUATION STANDARDS – THE MCREL MODEL TEACHING AS A VOCATION- Vocation refers to a call to do something (like to teach) 1. Teachers demonstrate leadership Whatever is your calling… the call is always to serve. A. Lead in their classrooms TEACHING AS A MISSION- You responded to the call to be a teacher and so your mission in the world is B. Demonstrate leadership in the school to teach – the task entrusted to you in this world C. Lead the teaching profession TEACHING AND A LIFE OF MEANING D. Advocate for schools and students E. Demonstrate high ethical standards Teaching may not be a lucrative position. It cannot guarantee financial security. It even means investing 2.Teachers establish a respectful environment for a diverse population of students. your personal time, energy, and resources. Sometimes it means disappointments, heartaches, and pains. 3.Teachers know that content they teach. But touching the hearts of people and opening the minds of children can give you joy and contentment 4.Teachers facilitate learning for their students. which money could not buy. These are the moments I teach for. These are the moments I live for. 5.Teachers reflect on their practices. -Dr. Josette T. Biyo  4. Professional reflection and learning to improve practice 5. Professional development goals Since the main task of the professional teacher is to teach, society demands from him/her teaching CAREER STAGES competence. Teaching competence is spelled out in the PPST and in the four models of effecting teaching. - Teacher professional development happens in a continuum from beginning to exemplary practice. 1. prepare and plan very well for instruction Anchored on the principle of lifelong learning, the set of professional standards for teachers recognizes the 2. execute or deliver that instruction very well because he/she has professional knowledge significance of a standards framework that articulates developmental progression as teachers develop, 3. create a conducive or favorable learning environment for diverse groups of learners refine their practice and respond to the complexities of educational reforms. 4. assess and report learners’ progress - The following statements, which define the work of teachers at different career stages, make 5. demonstrate professionalism as he/she deals with superiors, colleagues, students and parents. explicit the elements of high-quality teaching for the 21st century. They comprise descriptors that have THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST) been informed by teachers’ understandings of what is required at each of the four Career Stages. - The PPST, the revised National Competency-Based Teacher Standards (NCBTS), give the teacher The descriptors represent a continuum of development within the profession by providing a basis for professional competencies in seven domains, 37 strands and 148 performance indicators for four career attracting, preparing, developing and supporting teachers. stages. CAREER STAGE 1 OR BEGINNING TEACHERS have gained the qualifications recognized for entry into the Society expects the teacher as professional to demonstrate professionalism in all that he/she does. teaching profession. They have a strong understanding of the subjects/areas in which they are trained in terms Professionalism is both a professional and a personal trait. The 7 Domains collectively comprise 37 strands that of content knowledge and pedagogy. They possess the prerequisite knowledge, skills and values that support refer to more specific dimensions of teacher practices. the teaching and learning process. They manage learning programs and have strategies that promote DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY, IS COMPOSED OF SEVEN STRANDS: learning based on the learning needs of their students. They seek advice from experienced colleagues to 1. Content knowledge and its application within and across curriculum areas consolidate their teaching practice. 2. Research-based knowledge and principles of teaching and learning CAREER STAGE 2 OR PROFICIENT TEACHERS are professionally independent in the application of skills vital 3. Positive use of ICT to the teaching and learning process. They provide focused teaching programs that meet curriculum and 4. Strategies for promoting literacy and numeracy assessment requirements. They display skills in planning, implementing, and managing learning Philippine 5. Strategies for developing critical and creative thinking, as well as other higher-order thinking Professional Standards for Teachers 8 programs. They actively engage in collaborative learning with the skills professional community and other stakeholders for mutual growth and advancement. They are reflective 6. Mother Tongue, Filipino and English in teaching and learning practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers. 7. Classroom communication strategies CAREER STAGE 3 OR HIGHLY PROFICIENT TEACHERS consistently display a high level of performance in DOMAIN 2: LEARNING ENVIRONMENT, CONSISTS OF SIX STRANDS: their teaching practice. They manifest an in-depth and sophisticated understanding of the teaching and learning 1. Learner safety and security process. They have high education-focused situation cognition, are more adept in problem solving and 2. Fair learning environment optimize opportunities gained from experience. Career Stage 3 Teachers work collaboratively with 3. Management of classroom structure and activities colleagues and provide them support and mentoring to enhance their learning and practice. They 4. Support for learner participation continually seek to develop their professional knowledge and practice by reflecting on their own needs, 5. Promotion of purposive learning and those of their colleagues and students. 6. Management of learner behavior CAREER STAGE 4 OR DISTINGUISHED TEACHERS embody the highest standard for teaching grounded in DOMAIN 3: DIVERSITY OF LEARNERS, CONSISTS OF FIVE STRANDS: global best practices. They exhibit exceptional capacity to improve their own teaching practice and that of others. 1. Learner’s gender, needs, strengths, interests and experiences They are recognized as leaders in education, contributors to the profession and initiators of collaborations 2. Learner’s linguistic, cultural, socio-economic and religious backgrounds and partnerships. They create lifelong impact in the lives of colleagues, students and others. They 3. Learners with disabilities, giftedness and talents consistently seek professional advancement and relevance in pursuit of teaching quality and excellence. 4. Learners in difficult circumstances They exhibit commitment to inspire the education community and stakeholders for the improvement of 5. Learners from indigenous groups education provision in the Philippines. DOMAIN 4: CURRICULUM AND PLANNING, INCLUDES FIVE STRANDS: THE DEMANS OF SOCIETY FROM THE TEACHER AS A PERSON 1. Planning and management of teaching and learning process Modern man listens more willingly to witnesses than to teachers, and if he does listen to teachers, it is 2. Learning outcomes aligned with learning competencies because they are witnesses. - Pope Paul VI 3. Relevance and responsiveness of learning programs 12 CHARACTERISTICS OF AN EFFECTIVE TEACHER 4. Professional collaboration to enrich teaching practice 1. Prepared- come to class each day ready to teach. 5. Teaching and learning resources including ICT 2. Positive- have optimistic attitude about teaching And about students. DOMAIN 5: ASSESSMENT AND REPORTING, IS COMPOSED OF FIVE STRANDS: 3. Hold high expectations – set no limits on students and believe everyone can be successful. 1. Design, selection, organization and utilization of assessment strategies 4. Creative – are resourceful and inventive om how they teach their classes 2. Monitoring and evaluation of learner progress and achievement 5. Fair – handle students and grading fairly 3. Feedback to improve learning 6. Display a personal touch – approachable 4. Communication of learner needs, progress and achievement to key stakeholders 7. Cultivate a sense of belonging – have a way to make students feel welcome and comfortable in 5. Use of assessment data to enhance teaching and learning practices and programs their classrooms. DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT, CONSISTS OF 8. Compassionate – are concerned about students’ personal problems and can relate to them and FOUR STRANDS: their problems 1. Establishment of learning environments that are responsive to community context 9. Have a sense of humor – make learning fun and do not take everything seriously. 2. Engagement of parents and the wider school community in the educative process 10. Respect students – do not deliberately embarrass students - teachers who give the highest 3. Professional ethics respect get the highest respect 4. School policies and procedures 11. Forgiving – do not hold grudges DOMAIN 7, PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT, CONTAINS FIVE STRANDS: 12. Admit mistakes – quick to admit being wrong 1. Philosophy of teaching 2. Dignity of teaching as a profession 3. Professional links with colleagues THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS ARTICLE 4: THE TEACHER AND THE PROFESSION - Resolution No. 435 Series of 1997Pursuant to the provisions of Paragraph (e), Article II, of R.A. No.7836, Section 1. Every teacher shall actively help ensure that teaching is the noblest profession, shall manifest otherwise known as the” Philippines Teachers Professionalization Act of 1994” and Paragraph (a)Section 6, genuine enthusiasm and pride in teaching as a noble calling. P.D. No.223 as amended, the Board for Professional Teachers hereby adopts and promulgate the following Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the “CODE OF ETHICS FOR PROFESSIONAL TEACHERS” best preparation for the career of teaching, and shall be at his best at all times in the practice of his PREAMBLE profession. - Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well Section 3. Every teacher shall participate in the continuing professional education (CPE) program of the as technical and professional competence. In the practice of their noble profession, they strictly adhere to, Professional Regulation Commission, and shall pursue such other studies as will improve his effectively, observe, and practice this set of ethical and moral principles, standard, and values. enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order ARTICLE 1: SCOPE AND LIMITATIONS to be nationally and internationally competitive. Section 1. The Philippine Constitution provides that all educational institutions shall offer quality Section 4. Every teacher shall help, if duly authorized, to seek support for the school, but shall not make education for all Filipino citizens, a vision that requires professionally competent teachers committed to is improper misrepresentation through personal advertisements and other questionable means. full realization. The provisions of this Code shall apply, therefore to all teachers in all schools in the Section 5. Every teacher shall use the teaching profession in a manner that makes it a dignified means for Philippines. earning a decent living Section 2. This Code covers all public and private school teachers in all educational institutions at the ARTICLE 5: THE TEACHER AND THE TEACHING COMMUNITY preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, non- formal. The term “TEACHER” shall include industrial art or vocational teachers and all other persons and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. When performing supervisory and/or administrative functions in all school at the aforesaid levels, whether on the best interest of the learners, the school, or the profession is at stake in any controversy, teachers shall full- time basis. support one another. ARTICLE 2: THE TEACHER AND THE STATE Section 2. A teacher is not entitled to claim for work not of his own, and shall give due credit for the work Section 1. The school are the nurseries of the citizens of the state. Each teacher is trustee of the cultural of others with he may use. and educational heritage of the nation and is under obligation to transmit to learners such heritage as well Section 3. Before leaving his position, a teacher shall organize and leave to his successor such records and as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the other data as are necessary to carry on the work. Constitution and respect Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and and shall not divulge to anyone documents which have not yet been officially released, or remove records shall take an oath to this effect. from files without official permission. Section 3. In the interest of the State of the Filipino people as much as of his own, every teacher shall be Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an physically, mentally, and morally fit. unprofessional and unethical conduct of any associate. This may be done only if there is incontrovertible Section 4. Every teacher shall possess and actualize full commitment and devotion to duty. evidence for such conduct. Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, and shall not, directly, or indirectly, solicit, require, collect, or receive any money, service, other valuable preferably in writing, without violating any right of the individual concerned. material from any person or entity for such purposes. Section 7. A teacher may apply for a vacant position for which he is qualified, provided that he respects the Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibilities. system of selection on the basis of merit and competence, provided, further, that all qualified candidates Section 7. A teacher shall not use his position or official authority of influence to coerce any other person are given the opportunity to be considered. to follow any political course of action. ARTICLE 6: THE TEACHER AND THE HIGHER AUTHORITIES IN THE PHILIPPINES Section 8. Every teacher shall enjoy academic freedom and shall have the privilege of sharing the product Section 1. A teacher shall make it his duty to make an honest effort to understand and support the of his researches and investigations, provided that, if the results are inimical to the declared policies of the legitimate policies of the school and the administration regardless or professional feeling or private State, they shall be drawn to the proper authorities for appropriate remedial action. opinion and shall faithfully carry them out. ARTICLE 3: THE TEACHER AND THE COMMUNITY Section 2. A teacher shall not make any false accusation or charges against superiors, especially under Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, anonymity. However, if there are valid charges, he should present such under oath to competent render the best services by providing an environment conducive to such learning and growth. authority. Section 2. Every teacher shall provide leadership and initiative to actively participate in community Section 3. A teacher shall transact all official business through channels except when special conditions movements for moral, social, educational, economic, and civic betterment. warrant a different procedure, such as when reforms are advocates but are opposed by the immediate Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with superior, in which case the teachers shall appeal directly to the appropriate higher quality. honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and Section 4. A teacher, individually or as part of a group, has a right to seek redress against injustice and other excesses, much less illicit relation. discrimination and, to the extent possible, shall raise his grievances within democratic processes. In doing Section 4. Every teacher shall help the school keep the people in the community, and shall, therefore, so, he shall avoid jeopardizing the interest and welfare of learners who’s right to learn must be respected. study and understand local customs and traditions in order to have a sympathetic attitude, therefore, Section 5. A teacher has a right to involve the principle that appointments, promotions, and transfer of refrain from disparaging the community. teachers are made only on the basis of merit and need in the interest of the services. Section 6. A teacher Section 5. Every teacher shall help the school keep the people in the community informed about the who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge school’s work and accomplishments as well as its needs and problems. of the employment terms and conditions. Section 6. Every teacher is an intellectual leader in the community, especially in the barangay, and shall ARTICLE 7: SCHOOL OFFICIALS, TEACHERS AND OTHER PERSONNEL welcome the opportunity to provide such leadership when needed, to extend counseling services, as Section 1. School officials shall at all times show professional courtesy, helpfulness and sympathy towards appropriate, and to actively be involved in matters affecting the welfare of the people. teachers and other personnel, such practices being standards of effective school supervision, dignified Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other administration, responsible leadership and enlightened direction. professionals, with government officials, and with the people, individually or collectively. Section 8. Every Section 2. School officials, teachers and other personnel, shall consider it their cooperative responsibility to teacher possesses freedom to attend church and worship, as appropriate, but shall not use his position and formulate policies or introduce important changes in the system at all levels. influence to proselyte others. Section 3. School officials shall encourage and attend to the professional growth of all teachers under them such as recommending them for promotion, giving them due 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 teacher or other subordinates except Continuing Professional Development for cause. Section 5. School authorities concerned shall ensure that public school teachers are employed in The lifeblood of the teaching profession accordance with pertinent civil service rules, and private school teachers are issued contracts specifying “A vision without action is a daydream and action without vision is a nightmare” the terms and conditions of their work provided that they are given if qualified, subsequent permanent -Unknown tenure ARTICLE 8: THE TEACHER AND LEARNERS HISTORICAL AND LEGAL BASIS OF CONTINUING PROFESSIONAL Section 1. A teacher has the right and duly to determine the academic marks and the promotion of DEVELOPMENT (CPD) learners in the subjects they handle. Such determination shall be in accordance with generally accepted BATAS PAMBANSA 232 THE EDUCATION ACT OF 1982 producers of evaluation and measurements. In case of any complaint, teachers concerned shall immediately CHAPTER 3 DUTIES AND OBLIGATIONS, SECTION 16 , (4) Section 2. A teacher shall recognize that the interest and welfare of learners are his first and foremost “to assume the responsibility to maintain and sustain his professional growth and concern, and shall handle each learner justly and impartially. advancement” Section 3. Under no circumstance shall a teacher be prejudiced nor discriminatory against any learners. Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in RA 9155 exchange for requested concessions, especially if undeserved. ​ An act instituting a framework of Governance for basic education Section 5. A teacher shall not accept, directly or indirectly; any remuneration from tutorials other than ​ Framework of Governance for basic education what is authorized for such service. Section 6. A teacher shall base the evaluation of the learner’s work on merit and qualify of academic ​ Establishing authority and accountability performance. ​ Renaming the Department of Education, Culture and sports as the Department Section 7. In a situation where mutual attraction and subsequent love develop between of Education and for other purposes. teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip, and preferential treatment of the ​ Enacted on August 11, 2001 Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from SECTION 7A. their scholastic ratings as a punishment for acts which are clearly not manifestations of poor scholarship. “In addition to his/her powers under existing laws, the Secretary of Education shall 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. have authority and responsibility among other things for ARTICLE 9: THE TEACHER AND PARENTS ​ Employment status Section 1. A teacher shall establish and maintain cordial relations with parents, and shall conduct himself ​ Professional competence to merit their confidence and respect. Section 2. A teacher shall inform parents, through proper authorities, of the progress or deficiencies of ​ Welfare learners under him, exercising utmost candor and tact in pointing out learner’s deficiencies and in seeking ​ Working condition parent’s SECTION 7E Section 3. A teacher shall hear parent’s complaints with sympathy and understanding and shall discourage unfair criticism. Consistent with the national education policies and plans and standards the school ARTICLE 10: THE TEACHER AND BUSINESS Heads shall have Section 1. A teacher has a right to engage, directly or indirectly, in legitimate income generation, provided ​ Authority 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 such as in the ​ Accountability settlement of his just debts, loans and other financial affairs. ​ Responsibility Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any ​ Encouraging staff development 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 RA 7836 The Teacher’s Professionalization Act purchase ​ Encourage professional growth and development ARTICLE 11: THE TEACHER AS A PERSON ​ To provide additional basis for merit promotion 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 ​ Oral and written examination at least once in 5 years behavior in all relationships with others and in all situations. ​ Unjustified or willful failure to attend Seminars, Workshops, Conferences and Section 3. A teacher shall maintain at all times a dignified personality which could serve as model worthy of Continuing Education Program prescribed by the Board and the Commission 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 - Revocation of the certificate of Registration - Suspension from the practice of Teaching Profession - Cancellation of Temporary or Special Permit RESOLUTION NO.435, s.177 To adopt the Code of Ethics for Professionalism Teachers ​ “Every teacher shall participate in the Continuing Professional Education (CPE) program of the PRC ​ Shall pursue such other studies as will improve his efficiency, enhance the prestige of his profession, and strengthen his competence virtues and productivity ​ To be nationally and internationally competitive (section 3, article IV) EXECUTIVE ORDER NO. 266 ​ Institutionalization of the Continuing Professional Education (CPE) Program of the Professional Regulatory Board (PRB) Under the supervision of Professional Regulatory Commission (PRC) -signed and issued by the office of the former President Fidel V. Ramos on July 25, 1995. ​ The various professions play a crucial role in nation building; ​ It is imperative to impose upon registered professionals the completion of the Continuing Professional Education (CPE) programs adopted by the concerned Board as prerequisite for the renewal of their licenses; ​ upgrade or improve their technical knowledge and skills ​ to keep them abreast with modern trends and technology in their respective professions ​ assuring the rendition of highly qualitative professional service/s ​ be globally competitive under the General Agreement on Trades in Services (GATS) WAYS BY WHICH PROFESSIONAL TEACHERS CAN EARN CREDIT UNITS ​ securing the safety and protection of the public. ​ PROFESSIONAL TRACK ​ the confidence and patronage of the public in a professional depend upon his -trainings provided by CPD providers accredited by PRC competence and the quality of service rendered resulting from his acquisition of -participate to a training by CPD council updated technical knowledge and skills; -serve as a resource speaker, trainer or demonstration teacher RA 10912, Continuing the Professional Development Act of 2016 -panelist/ reactor ,facilitator,/moderator ​ With the enactment of this law, CPD for all the forty-three (43) professions -assigned by CPD council to monitor the conduct of an approved CPD regulated by the PRC including the teacher profession has become mandatory. program THE SALIENTPROVISION OF RA 10912 THE CONTINUING THE ​ ACADEMIC TRACK PROFESSIONAL DEVELOPMENT ACT OF 2016 -COMPLETION of Master’s Degree RA 10912, Article 1 Declaration of Policy -completion of candidacy to the doctorate program the State shall institute measures that will continuously improve the competence -completion of the doctorate program of the professionals... -completion of a post-doctoral diploma  Ensure their contribution in uplifting the general welfare, economic growth and A recipient of a professiorial chair grant, and/or fellowship grant development of the nation. ​ SELF-DIRECTED TRACK NUMBER OF CPD UNITS REQUIRED -trainings offered by non-accredited CPD providers ARTICLE III, SECTION 10 -serving as accreditor (e.g ISO, ISA PACUCOA, PAASCU, AACCUP, etc) “The CPD is...made as a mandatory requirement in the renewal of the Professional -study tours and socio-civic activities using the profession Identification Card (PICs) of all registered and licensed professionals… ​ PRODUCTIVE SCHOLARSHIP -has developed program/training module curriculum guide or any resource material -has written an article in a professional magazine or a technical/research paper. -writes a book or monograph or comes up with an invention or creative work.  -Professional and/or lifetime achievement awards ​ Schools are encouraged to provide teachers at least 1hr/week to engage in PD initiatives. CONTINUING THE PROFESSIONAL DEVELOPMENT PLAN ​ Developing a personal CPD plan helps teacher leaders develop purposively. For PD, Singapore has: ​ A CPD plan should be made concrete in a simple and doable plan. 1.Teacher – Researcher Networks 2. Lesson Study and other forms of “Learning Circles” Teacher – Researcher Networks Learning communities serves as mentors to conduct an action research Overall goal is to provide teachers with resources to engage in action research STEPS: 1. Identification and definition of a problem 2. Planning for improvement 3. Implementation of teaching/learning activities 4. Observation of results (data collection) 5. Reflection of outcomes LESSON STUDY Overall goal is to foster collaborative inquiry and data-driven pedalogical reflection 4 CYCLICAL PHASES  Study phase  Planning phase  Analysis phase  Reflection phase CPD in FINLAND ​ Plan and develop curriculum CPD in JAPAN ​ “lesson study” ​ Teachers and lessons are being observed ​ Theme and frequency of research lessons ​ Refine, consult, reflect, learn, and build ​ Public research lessons CPD in NEW ZEALAND ​ Funds for teachers ​ Observe and confer CHARACTERISTICS OF EFFECTIVE CPD 1.​ Continuous JOINING PROFESSIONAL LEARNING COMMUNITY/COMMUNITIES OF 2.​ Collaborative PRACTICE 3.​ Focused on specific teacher need ​ Professional Learning Communities (PLCs) 4.​ Job embedded ​ School Learning Action Cells (SLACs) 5.​ Given enough time LEARNING FROM THE CPD PRACTICES OF HIGH PEFORMING COUNTRIES 6.​ Funded CPD in SINGAPORE ​ First to institutionalized PLC ​ “School as Learning Organization" ​ Every teachers is entitled to 100 hrs/yr of optional training EDUC 60 (The Teacher and The Community , School Culture and Organizational Leadership) JOHN LOCKE: THE EMPIRICIST EDUCATOR UNIT 1: SOCIETY AND EDUCATION DEFINITION OF BASIC CONCEPTS SOCIETY A. An organized group of persons associated together for religious, benevolent, cultural, scientific, patriotic, or other purposes; B. A body of individuals living as members of a community; C. The body of human beings generally, associated or viewed as members of a community; D. A highly structured system of human organization for large scale community living that normally furnishes protection, continuity, security and a national identity for its members; E. Such a system characterized by its dominant economic class or form. COMMUNITY A. a social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage. B. a locality inhabited by such a group. C. a social, religious, occupational, or other group sharing common characteristics or interests and perceived or perceiving itself as distinct in some respect from the larger society within which it exists: SOCIAL INTERACTION A. This involves the careful assessment of the practices of everyday communicating between people in various (usually) real-life contexts, such as doctor-patient visits, organizations, and human-computer communication. B. The process by which we act and react to those around us C. It has been defined as ‘any event by which one party tangibly influences the overt actions or the state of mind of the other’ (Sorokin, 1928). It is a reciprocal and interdependent activity. HERBERT SPENCER: THE UTILITARIAN EDUCATION D. Defining social interaction, Gillin and Gillin (1948) wrote: ‘By social interaction we mean the mutual or ​ "Survival of the fittest" means that human development had gone through an evolutionary series of reciprocal influence, resulting in the modification of behaviour, exerted through social contact and stages from the simple to the complex and from the uniform to the more specialized kind of activity. communication which, in turn, are established by interstimulation and response.’ ​ Social development had taken place according to an evolutionary process by which simple SOCIAL CULTURE homogeneous societies had evolved to more complex societal systems characterized with A. This generally refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten rules humanistic and classical education. that shape and influence every aspect of how a school functions, but the term also encompasses more ​ Industrialized society require vocational and professional education based on scientific and practical concrete issues such as the physical and emotional safety of students, the orderliness of classrooms and (utilitarian) objectives rather than on the very general educational goals associated with humanistic public spaces, or the degree to which a school embraces and celebrates racial, ethnic, linguistic, or and classical education. cultural diversity. ​ Curriculum should emphasize the practical, utilitarian and scientific subjects that helped human kind B. According to Fullan (2007) school culture can be defined as the guiding beliefs and values evident in master the environment. Was not inclined to rote learning: schooling must be related to life and to the way a school operates. School culture can be used to encompass all the attitudes, expected the activities needed to earn a living. behaviors and values that impact how the school operates. ​ Curriculum must be arranged according to their contribution to human survival and progress. PHILOSOPHICAL THOUGHTS ON EDUCATION ​ Science and other subjects that sustained human life and prosperity should have curricular priority JOHN LOCKE: THE EMPIRICIST EDUCATOR since it aids in the performance of life activities. Individual competition leads to social progress. He ​ Acquire knowledge about the world through senses- learning by doing and by interacting with the who is fittest survives. (Ornstein, 1984) environment SPECIALIZED EDUCATION OF SPENCER VS. GENERAL EDUCATION ​ Simple ideas become more complex through comparison, reflection and generalization- inductive ​ To survive in a complex society, Spencer favors specialized education over that of general method education. We are in need of social engineers who can combine harmoniously the findings of ​ Questioned the long traditional view that knowledge came exclusively from literary sources, specialized knowledge. This is particularly true in the field of medicine. particularly the Greek and Latin classics ​ The expert who concentrates on a limited field is useful, but if he loses sight of the interdependence ​ Opposed the "divine right of kings" theory which held that the monarch had the right to be of things he becomes a man who knows more and more about less and less. We must be warned unquestioned and absolute ruler over his objects. of the deadly peril of over specialism. Of course we do not prefer the other extreme, the superficial ​ Political order should based upon a contract between the people and the government person who knows less and less about more and more. ​ Aristocrats are not destined by birth to be rulers. People were to establish their own government SPENCER'S SURVIVAL OF THE FITTEST and select their own political leaders from among themselves; civic education is necessary ​ He who is fittest survives. Individual competition leads to social progress. The competition in class ​ People should be educated to govern themselves intelligently and responsible (Omstein, 1984) is what advocates of whole-child approach and Socio-emotional Learning (SEL) atmosphere negate. The whole child approach a powerful tool for SELF-focused schools has as tenets - "each  student learns in an environment that is physically and emotionally safe for students and adults" ​ By allying themselves with groups that want to change society, schools should cope with social and "each student has access to personalized learning and is supported by qualified and caring change that arises from technology. adults..." (Frey, N. 2019) ​ There is a cultural lag between material progress and social institutions and ethical values. The highlighted words point to no competition for competition works against an emotionally safe ​ Instruction should incorporate a content of a socially useful nature and a problem-solving environment. methodology. Students are encouraged to work on problems that have social significance. JOHN DEWEY: LEARNING THROUGH EXPERIENCE ​ Schools become instrument for social improvement rather than an agency for preserving the status ​ Education is a social process and so school is intimately related to the society that it serves. quo. ​ Children are socially active human beings who want to explore their environment and gain control ​ Teachers should lead society rather than follow it. Teachers are agents of change. over it. ​ Teachers are called on to make important choices in the controversial areas of economics, politics ​ Education is a social process by which the immature members of the group, especially the children, and morality because they failed to do so, others would make the decisions for them. are brought to participate in the society. ​ Schools ought to provide an education that afford equal learning opportunities to all students. ​ The school is a special environment established by members of society, for the purpose of (Ornstein, A. 1984) simplifying, purifying and integrating the social experience of the group so that it can be understood, examined and used by its children. ​ The sole purpose of education is to contribute to the personal and social growth of individuals ​ The steps of the scientific or reflective method which are extremely important in Dewey's educational theory are as follow: ​ The learner has a "genuine situation of experience" involvement in an activity in which he/she is interested. ​ Within this experience the learner has a "genuine problem" that stimulates thinking. ​ The learner possesses the information or does research to acquire the information needed to solve the problem. ​ The learner develops possible and tentative solutions that may solve the problem. ​ The learner tests the solutions by applying them to the problem. In this one way one discovers their validity for oneself. ​ The fund of knowledge of the human race-past ideas, discoveries and inventions was to be used as the material for dealing with problems. This accumulated wisdom of cultural heritage has to be tested. If it served human purposes, it becomes part of a reconstructed experience. ​ The school is social, scientific and democratic. The school introduces children to society and their heritage. The school as a miniature society is a means of bringing children into social participation. ​ The school is scientific in the sense that it is a social laboratory in which children and youth could test their ideas and values. In here, the learner acquires the disposition and procedures associated with scientific or reflective thinking and acting. ​ The school is democratic because the learner is free to test all ideas, beliefs and values. Cultural THEODORE BRAMELD: SOCIAL RECONSTRUCTIONISM heritage, customs and institutions are all subject to critical inquiry, investigation and reconstruction. ​ As the name implies, social reconstructionism is a philosophy that emphasizes the reformation of ​ School should be used by all, it being a democratic institution. No barrier of custom or prejudice society. The social reconstructionists contend that: segregate people. People ought to work together to solve common problems....humankind has moved from an agricultural and rural society to an urban and technological ​ The authoritarian or coercive style of administration and teaching is out of place because they block society... there is a serious lag in cultural adaptation to the realities of a technological society. genuine inquiry and dialogue. Education is a social activity and the school is a social agency that Humankind has yet to reconstruct its values in order to catch up with the changes in the helps shape human character and behavior. technological order, and organized education has a major role to play in reducing the gap ​ Values are relative but sharing, cooperation, and democracy are significant human values that between the values of the culture and technology. (Ornstein, 1984) should be encouraged by schools. (Ornstein, A. 1984) ​ So the social reconstructionist asserts that schools should: critically examine present culture and THE FUND OF KNOWLEDGE OF THE HUMAN RACE resolve inconsistencies, controversies and conflicts to build a new society not just change society... ​ Dewey does not disregard the accumulated wisdom of the past. These past ideas, discoveries and do more than reform the social and educational status quo. It should seek to create a new society... inventions, our cultural heritage, will be used as the material for dealing with problems and so will Humankind is in a state of profound cultural crisis. If schools reflect the dominant social values... be tested. If they are of help, they become part of a reconstructed experience. If they are not totally then organized education will merely transmit the social ills that are symptoms of the pervasive accurate, they will still be part of a reconstructed experience. This means that the ideal learner for legitimate goal of a truly human education is to create a world problems and afflictions that beset Dewey is not just one who can learn by doing, e.g., conduct an experiment but one who can humankind... The only order in which people are in control of their own destiny. In an era of nuclear connect accumulated wisdom of the past to the present. weapons, the social reconstructionists see an urgent need for society to reconstruct itself before it SCHOOLS ARE FOR THE PEOPLE AND BY THE PEOPLE destroys itself. (Ornstein, A. 1984) ​ Schools are democratic institutions where everyone regardless of age, ethnicity, social status is ​ Technological era is an era of interdependence and so education must be international in scope for welcome and is encouraged to participate in the democratic process of decision-making. Learners global citizenship. and stakeholders practice and experience democracy in schools. ​ For the social reconstructionists, education is designed "to awaken students' consciousness about GEORGE COUNTS: BUILDING A NEW SOCIAL ORDER social problems and to engage them actively in problem solving". (Ornstein, 1984) ​ Education is not based on eternal truths but is relative to a particular society living at a given time ​ Social reconstructionists are firmly committed to equality or equity in both society and education. and place. Barriers of socio-economic class and racial discrimination should be eradicated. ​ They also emphasize the idea of an interdependent world. The quality of life needs to be considered genuine dialogue is characterized by respect of the parties involved toward one and enhanced on a global basis. (Ornstein, A. 1984) another. We develop a tolerant sensibility during the dialogue process, and it is only when we come to tolerate the points of view and ways of being of others that we might be able to learn from them and about ourselves in the process. THEODORE BRAMELD: SOCIAL RECONSTRUCTIONISM -Dialogue means the presence of equality, mutual recognition, affirmation of people, a sense of solidarity with people, and remaining open to questions. ​ Dialogue is the basis for critical and problem-posing pedagogy, as opposed to banking education, where there is no discussion, o PAULO FREIRE: CRITICAL PEDAGOGY AND DIALOGUE Critical Pedagogy and Dialogue vs. the Banking Model of Education ​ Paulo Freire, a critical theorist, like social reconstructionists, believed that systems must be changed to overcome oppression and improve human conditions. HISTORICAL FOUNDATIONS OF EDUCATION ​ Education and literacy are the vehicle for social change. In his view, humans must learn History of the Philippine Educational System to resist oppression and not become its victims, nor oppress others. To do so requires EDUCATIONAL/SCHOOL: dialogue and critical consciousness, the development of awareness to overcome ​ Institution created by the society- to assure survival, stability and convenience ​ "School introduces and train each child of society with the spirit of service and effective domination and oppression. self-direction" -Dewey ​ Rather than "teaching as banking," in which the educator deposits information into ​ "..have deepest and best guarantee of a larger society which is worthy, harmonious and lovely" students' heads, Freire saw teaching and learning as a process of inquiry in which the -Dewey Brinkerhoff, 1989 child must invent and reinvent the world. ​ Socialization Process- learning roles, statuses and values necessary for participation in social ​ Teachers must not see themselves as the sole possessors of knowledge and their institutions students as empty receptacles. He calls this pedagogical approach the "banking ​ Anticipatory Socialization- role learning that prepare us for future roles. SCHOOL method" of education. ​ Important agent of socialization ​ A democratic relationship between the teacher and the student is necessary in order ​ Task is to impart specific knowledge and skills necessary for functioning in the society for the conscientization process to take place. ​ Another task is to transmit society's cultural values ​ Freire's critical pedagogy is problem-posing education. ​ A central element of Freire's pedagogy is dialogue. It is love and respect that allow us KEY PERIODS IN EDUCATIONAL HISTORY to engage people in dialogue and to discover ourselves in the process and learn from ​ to survive ​ taught life skills one another... By its nature, dialogue is not something that can be imposed. Instead, ​ Security and survival- tool and instrument making ​ Conformity- adherence to moral code of the group ​ Executive Order No. 217 otherwise known as the Quezon Code of Ethics was taught in schools. ​ Preservation and transmission of traditions- language ​ Executive Order No. 263 in (1940) required the teaching of the Filipino, national language in the SOCIALIZATION- internalizing the norms and values of society and social and cultural continuity are senior year of all high schools and in all years in the normal schools. attained. Informal education in action. HISTORY OF PHILIPPINE EDUCATION ​ The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August 7, ​ Education is a function of society and as such what are taught in schools arise from the nature and 1940, which provided for the following: character of society itself. -Reduction of the 7 year elementary course to 6 years ​ what society considers important is what schools teach -Fixing the school entrance age at 7 PRE COLONIAL PERIOD -National support for elementary education ​ Education was informal and unstructured, decentralized. Fathers taught their sons how to look for -Compulsory attendance of primary children enrolled in Grade 1 food and other means of livelihood. Mothers taught their girls to do the household chores. This -Adoption of double-single sessions in the primary grade with one teacher one education basically prepared their children to become good husband and wives. Children class assignment of intermediate teachers. were provided more Vocational training but lesser academics. Teachers were tribal tutors JAPANESE OCCUPATION (Babaylan or Katalonan). ​ Make the people understand the position of the Philippines as a member of the East Asia SPANISH PERIOD Co-Prosperity Sphere ​ Education was formal and organized. It was authoritarian in nature. Tribal tutors of the pre-Spanish ​ Eradication of the idea of reliance upon Western States particularly the US and Great Britain period were replaced by Spanish missionaries. Pupils attended formal schooling in the parochial ​ Fostering a new Filipino culture based on the consciousness of the people as Orientals school. Instruction was Religion-oriented. Christian doctrines, sacred songs and music and ​ Elevating the moral of the people giving up over-emphasis on materialism prayers were taught because they were required for confession and communion. There was a ​ Diffusion of elementary education and promotion of vocation separate school for boys and girls. Wealthy Filipinos or the ilustrados were accommodated in the ​ Striving for the diffusion of the Japanese language in the Philippines and the schools. termination of the use of English in schools EDUCATIONAL DECREE OF 1863 ​ Developing in people the love of labor ​ This law gave Filipinos a complete system of education from elementary to the collegiate level. The law provided for the establishment of the elementary schools in all municipalities in the country. POST COLONIAL Although religion was the core of the curriculum, the curriculum included subjects reading, ​ Education aimed at the full of realization of the democratic ideals and way of life. writing, arithmetic, history, Christian doctrine, Spanish language, vocal music, agriculture for the ​ The Civil Service Eligibility of teachers was made permanent pursuant to R.A. 1079 in June 15, boys and needlework for the girls. Attendance in school was compulsory between the ages of seven 1954. and twelve. ​ A daily flag ceremony was made compulsory in all schools including the singing of the National AMERICAN REGIME Anthem pursuant to R.A. 1265 approved on June 11, 1955. ​ The Americans promoted democratic ideals and the democratic way of life. The schools maintained ​ Curricular offerings in all schools, the life, the works and writings of Jose Rizal especially by the Spaniards for more than three centuries were closed but were reopened on August 29, the Noli Me Tangere and El Filibusterismo shall be included in all levels. 1898 by the Secretary of the Interior. A system of free and compulsory elementary education was ​ Elementary education was nationalized and matriculation fees were abolished. established by the Malolos Constitution (Political Constitution of 1899). In May 1898, the first ​ Magna Carta for Teachers was passed into law by virtue of R.A. 4670 American school was established in Corregidor, and shortly after the capture of Manila in 1899, - The fundamental aims of education in the 1973 Constitution are. - foster love of country - teach the seven schools were opened in the city. duties of citizenship - develop moral -character, self-discipline and scientific, technological and vocational ​ Training was done through the both public and secular manned by Chaplains and Military Officers of efficiency the US Army. Thomasites arrived in the Philippines on August 23, 1901- The university of the Philippines was founded in 1908. UP was the first state school of university status. The Department OTHER DEVELOPMENTS of Public Instruction set up a three level school system. The first level considered a four-year ​ NCEE- National College Entrance Examination introduced- Executive Order No.117- President primary and three-year intermediate or seven-year elementary curriculum. The second level was a Corazon C. Aquino renamed Ministry of Education, Culture and Sports (DECS) in 1987 four-year junior college and later a four year program ​ Creation of the Board for Professional Teachers composed of 5 under PRC COMMONWEALTH PERIOD ​ Replacement of PBET (Professional Board Examination for Teachers) by LET ​ Free education in public schools was provided all over the country, in accordance with the 1935 (Licensure Examination for Teachers Constitution. ​ Transfer of authority of administering the LET from CSC and DECS to the Board of Professional ​ Vocational education and some household activities like sewing, cooking, and farming Teachers under PRC were also given importance. ​ Trifocalization of Education System ​ Education also emphasized nationalism so the students were taught about the life of the Filipino ​ The trifocal education system refocused DECS' mandate to basic education which covers heroes. elementary, secondary and nonformal education, including culture and sports. TESDA now ​ Vocational education and some household activities were also given importance. Good manners administers the post-secondary, middle-level manpower training and development R.A. 7796- and discipline were also taught to the students. Technical Education and Skills Development Act of 1994 ​ The institute of private education was established in order to observe private schools. ​ CHED is responsible for higher education. R.A. 7722- Higher Education Act of 1994 ​ Formal adult education was also given ​ In August 2001, Republic Act 9155, otherwise called the Governance of Basic ​ Executive Order No. 134 was signed by Pres. Manuel L. Quezon designating Tagalog as our Education Act, was passed transforming the name Department of Education, Culture National Language. and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field  offices (regional offices, division offices, district offices and schools). RA 9155 provides the overall framework for (i) school head empowerment by strengthening their leadership roles and (ii) Arabic To cultivate Reading, writing, Mosques, court Arabic numerals and school-based management within the context of transparency and local accountability. The goal of 700 AD- 1350 religious mathematics, schools computation, re-entry of basic education is to provide the school age population and young adults with skills, knowledge, AD commitment to religious classical materials on and values to become caring, self-reliant, productive and patriotic citizens. Islamic beliefs; to literature; science and medicine ​ Governance of Basic Education Act (R.A. 9155); was passed renaming the DECS to DepEd and develop expertise scientific studies redefining the role of field offices which include the regional offices, division offices, district offices in mathematics, and schools medicine and ​ Values Education is offered as a separate subject in NSEC and integrated in all subject areas in science both curricula Implementation of New Secondary Education Curriculum (NSEC) ​ R.A. 10157, Jan 20, 2012 -- Kindergarten Act, an act institutionalizing the Medieval To develop Reading, writing, Parish, chantry Establishing the kindergarten education into the basic education system 500 AD- 1400 religious arithmetic, liberal and cathedral structure, content, and ​ K to 12 Program (R.A 10533), May 15, 2013 - The K to 12 Program covers Kindergarten and 12 AD commitment arts; philosophy, schools; organization of the years of basic education €six years of primary education, four years of Junior High School, and two knowledge and theology; crafts; universities; university as a major years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, ritual; to military tactics apprenticeship; institution of higher develop lifelong learners, and prepare graduates for tertiary education, middle-level skills re-establish social and chivalry knighthood education; the development, employment, and entrepreneurship. order; to prepare institutionalization and persons for preservation of KEY PERIODS IN EDUCATIONAL HISTORY, 1000 BC TO AD 1600 appropriate role knowledge Historical Influences on Western Group or Educational Goals Curriculum Agents Renaissance To cultivate a Latin, Greek, Classical humanist An emphasis on literary Tradition Period 1350 AD- humanist who was classical educators and knowledge, excellence, 1500 AD expert in the literature, poetry, schools such as and style as expressed Primitive To teach group Practical skills of Parents, tribal Emphasis on the role of classics- Greek art lycee, gymnasium, in classical literature; a Societies survival skills; to hunting, fishing, leaders and priests informal education and and Latin; to latin grammar two track system of 7000 cultivate group food gathering transmission of skills and prepare courtiers school school BC-5000 BC cohesiveness stories, myths, values for service to songs, poems, dynastic leaders dances Reformation To cultivate sense Reading, writing, Vernacular A commitment to the Greek - To cultivate civic - Athenian: - Athens: private - Athens: The concept of 1500 AD- of commitment for arithmetic, elementary universal education to 1600 BC-300 responsibility and reading, writing, teacher and well rounded, liberally 1600 AD particular religious catechism, schools for the provide literacy to the BC identity with city arithmetic, schools; Sophists; educated person denomination; religious masses; classical masses; the origins of state; drama, music, philosophers - Sparta: The concept of To cultivate general concepts and schools for the school systems with - Athenian: to physical - Sparta: military military state literacy ritual; Latin and upper classes supervision to ensure develop education, teachers, drill Greek; theology doctrinal conformity well-rounded literature, poetry sergeants person - Spartan: drills, - Spartan: to military songs SOCIAL SCIENCE THEORIES AND THEIR IMPLICATIONS TO EDUCATION develop soldiers and tactics FUNCTIONALISM (STRUCTURAL- FUNCTIONAL THEORY) and military leaders - For stability and a state of equilibrium in society - Change is necessary only when things are unstable - Sees society as a structure with interrelated parts Roman To develop sense Reading, writing, Private schools Emphasis on ability to - The parts have to work together to attain stability and balance 750 BC- 450 of civic arithmetic, laws and teachers; use education for - Herbert Spencer is the proponent of structural-functional AD responsibility for of twelve tables, teachers of practical administrative HERBERT SPENCER republic and the law, philosophy rhetoric skills; relating education - He compared society to a human body with different interrelated parts performing different functions empire; to develop to civic responsibility - Society also has different but interrelated parts with different functions (church, family, school, state, administrative and media, economics). If one does not function well, the entire society will never function well. military skills - Focuses on how education serves the need of society through the development of skills that would encourage social order and unity. FUNCTIONALISM does not encourage people to take an active role in changing their social enviroment, it does not ask you to change the society but to contribute in attaining stability. EDUCATION(FUNCTIONALISM) - Prepare students for participation in the institutions of the society - Transmission of core values for social control elevate national morality, promote national pride, cultivate love of country, instill allegiance to the constitution and - Bring together people from different backgrounds for all duly constituted authorities, and promote obedience to the laws of the state. 4 PURPOSES OF SCHOOLS Section 2. Every teacher or school official shall actively help carryout the declared policies of the state, and shall 1.​ Intellectual- acquisition of cognitive skills, inquiry skills take an oath to this effect. 2.​ Political- educate future citizens; promote patriotism; public civility and conformity to laws Section 3. In the interest of the State and of the Filipino people as much as of his own. Every teacher shall be 3.​ Economic- prepare students for later work roles; select and train the labor forces physically, mentally and morally fit. needed by the society Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty. 4. Social- promote sense of social and moral responsibility (family, church..) 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 or service or other valuable material CONFLICT THEORY - There are always two opposing sides from any person or entity for such purposes - Welcomes conflicts between any groups where inequality exists; racial, gender, religious, political, Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility. economic Section 7. A teacher shall not use his position or facial authority or influence to coerce any other person to follow Conflict Theorists believed that.. any political course of action. - Functionalism is a powerful means of maintaining powerful structures and creating docile work force for Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his capitalism researches and investigations: provided that, if the results are inimical to the declared policies of the State, they - This is what conflict theorist called "Hidden Curruculum" shall be brought to the proper authorities for appropriate remedial action. - Education intentionally socializes young people into obedience and conformity for them to be developed Question: How, in the performance of his/her duty, can a professional teacher support the state? as docile workers a. Campaign for the political administration candidate CONFLICT THEORY Conflicts pave the way to change and to the establishment of a new society b. Instill nationalism in learners SYMBOLIC-INTERACTIONIST THEORY c. Doctor research findings to favor the state - Introduced by American philosopher, George Herbert Mead to American sociology in the 1920s d. Use his position to influence learners to support his interest - Analyzes society by addresing the subjective meanings that people impose on objects, events, and ARTICLE III: THE TEACHER AND THE COMMUNITY behaviors.