The Teaching Profession Module (WVSU 2020)

1 Unit I: The Teaching Profession: An Overview Prof. Mae S. Bagsit Introduction: This chapter includes three lessons which present the overview and perspectives of Teaching as a Profession, as a Vocation, and as a Mission. It...

1 Unit I: The Teaching Profession: An Overview Prof. Mae S. Bagsit Introduction: This chapter includes three lessons which present the overview and perspectives of Teaching as a Profession, as a Vocation, and as a Mission. It wraps up with the discussion of Teaching as the Noblest Profession. This affords the pre-service teachers the opportunity to grasp fully the viewpoints and varying concepts of the teaching profession and internalize their being into teaching as the noblest of all professions. Module for The Teaching Profession WVSU 2020  2 Lesson 1: Teaching as a Profession Learning Outcomes 1. Explained the concept of teaching as a profession; 2. Traced the historical development of the teaching profession in the Philippines; and 3. Shared insights about the teaching profession in the “new normal” context. SPARKING Directions: Study the pictures in each frame carefully. Tell what the pictures suggest. Write your answer on the line provided in each frame. Module for The Teaching Profession WVSU 2020  3 PROBING What does the word “professional” mean as reflected in the activity that you just did? DEEPENING Teaching is universally accepted as a profession. The term profession commonly refers to one’s occupation, job or specialty. It has defined goals and from its performance one derives self-fulfillment. Some views cited by educational experts on profession are—one’s employment or lifework. A teacher considers it as his career or field of lifelong endeavor. Teaching is viewed as a profession if its choice is motivated by any or all of the following: Pursued to achieve a goal, objective, or purpose; Involves direction borne by proper planning; Provides opportunities for self-fulfillment and enhances self-esteem; Allows expression of love, care, and compassion for children; Contributes to one’s growth and advancement; and Provide job security If you consider teaching as a profession then: You must be willing to go through a long period of preparation You must be willing to go through continuing education ( continuous development of potentials) You must strive for excellence (not "pwede na" mentality) You commit yourself to moral, ethical, and religous values & to service. Module for The Teaching Profession WVSU 2020  4 There are two essential elements of being a “professional”: competence and a code of ethics. One needs to possess the necessary skill and expertise to facilitate and ensure the learning of the students. The teacher has to plan systematically, make decisions wisely, and employ developmentally-appropriate methods and strategies to effect learning among her/his students. Moreover, the teacher is as well looked up as a paragon of virtues and thus has to conform to the technical or ethical standards of a profession. The teaching profession is governed by the Code of Ethics for Professional Teachers. A teacher who violates this Code of Ethics can be suspended from the practice of the teaching profession that could also result to a revocation of his/her professional certificate of registration (Sec. 23, RA 7836). The other elements of a profession are: 1. Initial Professional Education Professionals generally begin their professional lives by completing a university program in their chosen fields – teacher education, engineering, nursing, accountancy. This means long and arduous years of preparation. Take note this is just initial, which means only the beginning because a professional is expected to learn endlessly. 2. Accreditation University programs are approved by a regulatory body like the Commission on Higher Education (CHED) in the Philippines to ensure that graduates from these recognized programs start their professional lives with competence. 3. Licensing Licensing is mandatory, not voluntary and is administered by the government authority. In the Philippines, this government authority is the Professional Regulation Commission (PRC). 4. Professional Development This is an ongoing professional education that maintains or improves professionals' knowledge and skills after they begin professional practice. In the Philippines this is Continuing Professional Development mandated by RA 10912, otherwise known as the CPD Act of 2016. Module for The Teaching Profession WVSU 2020  5 5. Professional Societies Professionals see themselves as part of a community of like-minded individuals who put their professional standards above the individual self-interest or their employer's self- interest. These professional societies put dedication to the public interest and commitment to moral and ethical values. Professional societies define certification criteria manage certification programs, establish accreditation standards define a code of ethics and disciplinary action for violation of that code. 6. Code of Ethics Each profession has a code of ethics to ensure that its practitioners behave responsibly. The code states what professionals should do. Professionals can be ejected from their professional societies or lose their licenses to practice for violating the code of ethics. (McConnell, Steve, Source: http://www.alexsbrown.com/profy.html Retrieved 6-3-18) The teaching profession is governed by the Code of Ethics for Professional Teachers. Violation of the Code of Ethics for professional teachers is one of the grounds for the revocation of the professional teacher's Certificate of Registration and suspension from the practice of the teaching profession (Sec. 23., RA. 7836). The Standards of Practice for the Teaching Profession 1. Commitment to Students and Student Learning Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of the society. 2. Professional Knowledge Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice. Module for The Teaching Profession WVSU 2020  6 3. Professional Practice Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection. 4. Leadership in Learning Communities Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities. 5. Ongoing Professional Learning Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self- directed learning are informed by experience, research, collaboration and knowledge. Figure1. The Standards of Practice for the Teaching Profession Adapted from Ontario College of Teachers @https://www.oct.ca/public/professional- standards/standardspractice#:~:text=The%20Purposes%20of%20the%20Standards,actio ns%20of%20the%20teaching%20profession Module for The Teaching Profession WVSU 2020  7 The Historical Development of Teaching as a Profession in the Philippines SPARKING What do you think is the chronological arrangement of these statements? Number them in sequence. _____The establishment of a normal school for male teachers under the supervision of the Jesuits _____Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers, Thomasites, from the U.S.A. _____No established formal schooling in the country; no formal preparation for teachers _____The Spanish missionaries served as teachers _____The PNS-Manila was established as a training institution for teachers. _____An RA was enacted to require a licensure examination for teachers. PROBING What helped you come up with the logical arrangement of events in the historical development of teaching as a profession in our country? Why do you need to know about this? DEEPENING According to Bilbao, et. al (2018), the first legal document that professionalized teaching was Presidential Decree 1006 issued by then President Ferdinand E. Marcos. It was only in 1976 with PD 1006 known as the Decree Professionalizing Teaching that teachers in the Philippines became professionalized. The need to professionalize teaching was felt “to insure that in the immediacy and urgency of teacher recruitment, qualitative requirements are not overlooked...” and “although teaching requires a number of years of collegiate study, it is the only course that is not yet considered a profession" (PD 1006). Furthermore... "in recognition of the vital role of teachers in nation-building and as an incentive to raise the morale of teachers, it is imperative that Module for The Teaching Profession WVSU 2020  8 they be considered as professionals and teaching be recognized as a profession." (P.D.1006) Then in 1994, R.A 7836, otherwise known as the 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.” (Section 2) During the pre-Hispanic period, there was no established formal schooling in the country. So there was no formal preparation for teachers, too. The mothers and fathers and tribal leaders served as teachers at home and in the community. During the Spanish period and 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 same Decree provided for a normal school run by the Jesuits to educate male teachers in Manila. Normal schools for women were not established until 1875. So it was the Spaniards who started training teachers in normal schools. Paz Ramos, once Dean of the College of Education of the University of the Philippines, Diliman, claims: The foundations of teacher education in the Philippines were laid by the Spanish government during the mid-eighteenth century. It is said to have begun on August 4, 1765, when King Charles of Spain issued a Royal Decree requiring each village to have a "maestro.” On November 28, 1772, another Royal Decree specified the qualifications of teachers. However, it was not until, 1863 that there was a specific attempt to systematize and update the education of Filipino teachers. At the end of Spanish rule, schools during the Spanish era were closed for a time by Aguinaldo's government. So there was no teacher preparation that took place. During the 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, laid the foundations of the public school system and offered free primary education for Filipinos. There was a shortage of teachers. The Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from USA. They were the Thomasites. Due to urgent need for teachers, the Americans gave bright young Filipino students opportunity to take up higher education in American colleges and universities financed by the Phil. Government. They were the pensionados. Module for The Teaching Profession WVSU 2020  9 Act 74 of 1901 also provided for the establishment of Philippine Normal School (PNS) in Manila. The Philippine Normal School formally opened in September 1901, as an institution for the training of teachers. For more than two decades, PNS offered a two- year general secondary education program. In 1928, it became a junior college offering a two-year program to graduates of secondary schools. In 1949, the Philippine Normal School, renamed Philippine Normal College, offered the four-year Bachelor of Science in Elementary Education. Other four year teacher education courses followed after. This means that the present four-year preparation for the professional teacher began as a two-year program only. Teacher preparation became four years only in 1949 and thereafter. For additional references, please click and study the following links: https://www.deped.gov.ph/about- deped/history/https://www.slideshare.net/ethanpedlaza/historical-development-of- philippine-educational-system The Teaching Profession in the “New Normal” Context SPARKING Directions: Fill in the mind map below to answer this question: “What kind of teacher I would be under this “new normal” context? Module for The Teaching Profession WVSU 2020  10 PROBING What picture of yourself did you come up to be teaching amidst this COVID 19 pandemic? How do you think could you facilitate your students to learn? DEEPENING The COVID-19 pandemic has changed our everyday life in many ways and, in particular, the education sector. The implications and effects of this pandemic are yet to be known. However, the current situation makes evident and even exacerbates inequalities in access to education but it also entails opportunities to reshape education, teacher education and educational institutions. Plans of modifications in terms of teaching-learning modalities have been made—flexible and/or blended, remote/distance, or a combination of face-to-face and distance learning. A lot of challenges for both the teachers and students are so far identified like the production of modules, creating online classrooms, accessibility to internet, and many others. The learning-from-home mode has abruptly changed the roles of teachers, students and parents. The need for autonomous learning requires that teachers shift to be designers and facilitators of learning instead of the sage on the stage. The teachers’ primary task is now to guide students to independently work on developmentally- appropriate learning materials that address their diverse needs. This new normal will hopefully drive education authorities to design a sustainable framework for a needs- based curriculum and provide a repertoire of learning modules. Multiple types of literacy and modalities required to survive and contribute to the 21st century should be included in this curriculum. Some teaching-learning modalities suggested to be employed are as follows: 1. Modular Approach - is an emerging trend educational thinking that shifts traditional method of instruction to an outcome-based learning paradigm. Modularization is based on the principle of dividing the curriculum into small discrete modules or units that are Module for The Teaching Profession WVSU 2020  11 independent, nonsequential, and typically short in duration. (https://www.tandfonline.com) 2. Blended Learning - Oxford Dictionary defines Blended Learning: a style of education in which students learn via electronic and online media as well as traditional face-to-face teaching. According to Education Elements, which develops hybrid learning technologies, successful blended learning occurs when technology and teaching inform each other: material becomes dynamic when it reaches students of varying learning styles. In other words, hybrid classrooms on the Internet can reach and engage students in a truly customizable way. In this scenario, online education is a game-changer, not just a supplement for the status quo. (https://www.teachthought.com/learning/the- definition-of-blended-learning/) 3. Distance/Remote - is where the student and the educator, or information source, are not physically present in a traditional classroom environment. Information is relayed through technology, such as discussion boards, video conferencing, and online assessments. Remote Learning can occur synchronously with real-time peer-to-peer interaction and collaboration, or asynchronously, with self-paced learning activities that take place independently of the instructor. It also refers to educational activities that have a variety of formats and methods, most of which take place online. There are a number of online options available for communicating with students, collecting assignments, and distributing education material. (https://tophat.com/glossary/r/remote-learning/) The Department of Education and Commission on Higher Education have been formulating plans and the desirable steps to take to combat the current pandemic in relation to sustaining the students’ love for learning. Though different modalities of teaching-learning are to be employed, these students still should be properly guided and nurtured in facilitating their learning under this “new normal” context. The teachers are equipped with more knowledge and skills via webinars, teleconferencing sessions, and the like so to deliver the learning content efficiently to their students and assess their performances appropriately. They have been engaged into module-production and creation or adaptation of online applications such as google classroom, DepEd commons, canvas, zoom, etc. Module for The Teaching Profession WVSU 2020  12 COVID 19 may offer a lot of challenges to the teaching profession, yet we have to continue our roles as catalysts of change and innovation and efficient facilitators of learning. The teaching-learning modalities maybe adjusted to the situation but our commitment and mission to our profession remain. With a renewed understanding of the why, who and what of education, the how is a matter of technicality. As Friedrich Nietzsche said: “If you understand the why, you can endure any how.” For additional readings, view and study the links below. https://www.researchgate.net/publication/341981898_The_COVID- 19_Pandemic_through_the_Lens_of_Education_in_the_Philippines_The_Ne w_Normal https://businessmirror.com.ph/2020/06/19/the-challenge-of-education-in- the-new-normal/ https://opinion.inquirer.net/129286/ph-education-and-the-new-normal APPLYING Do the following activities: 1. Write a 250-word essay of your insights about “Teaching Profession: Then and Now” (submit your answer in a separate file). 2. Fill in the timeline below of the historical development of teacher preparation and professionalization in the Philippines from the pre-Hispanic period to 1996. Module for The Teaching Profession WVSU 2020  13 Lesson 2: Teaching as Vocation & Mission Learning Outcomes 1. Explained the concept of teaching as a vocation & mission. SPARKING Which of the following scenarios convey the idea of a vocation or mission? Write V for vocation; M for mission before each number. _____1. Mam Estrella gives her grade 6 class a problem to brainstorm and arrive at a solution. All the members of the groups really tried their best to get the task done in a time frame set by their teacher. _____2. Although Luisa was persuaded by her Mom to take up Nursing as a course so she can better serve as a front liner in their community, yet, the former still hold on to her calling to enter the congregation of nuns. _____3. No matter how Peter tries to accept and do his present job as a sales manager, but he doesn’t feel good about being one. He feels he should do something else that he’ll surely enjoy. PROBING Are vocation and mission two different concepts or just mean the same? What makes a difference between these two concepts? Is teaching a vocation or a mission? Module for The Teaching Profession WVSU 2020  14 DEEPENING Teaching as a Vocation Vocation comes from the Latin word "vocare” which means to call. Based on the etymology of the word, vocation, therefore, means a call. If there is a call, there must be a caller and someone who is called. There must also be a response. For Christians, the Caller is God Himself. For our brother and sister Muslims, Allah. Believers in the Supreme being will look at this voiceless call to have a vertical dimension. For non-believers, the call is also experienced but this may viewed solely along a horizontal dimension. It is like man calling another man, never a Superior being calling man. Most often, when people use the word "vocation,” they refer to a religious vocation, like the mother in the Activity phase of this Lesson. Vocation includes other big callings like marriage and single blessedness. It does not only refer to a religious vocation. It can also refer to a call to do something like to teach, to heal the sick, etc. Whatever is our calling or station in life, the call is always to serve. The Christians among you realize that the Bible is full of stories of men and women who were called by God to do something not for themselves but for others. We know of Abraham, the first one called by God, to become the father of a great nation, the nation of God's chosen people. We recall Moses who was called while in Egypt to lead God's chosen people out of Egypt in order to free them from slavery. In the New Testament, we know of Mary who was also called by God to become the mother of the Savior, Jesus Christ. In Islam, we are familiar with Muhammad, the last of the prophets to be called by Allah, to spread the teachings of Allah. All of them responded positively to God's call. Buddha must have also heard the call to abandon his royal life in order to seek the answer to the problem on suffering. From the eyes of those who believe, it was God who called you to teach, just as God called Abraham, Moses, and Mary, of the Bible. Among so many, you were called to teach. Like you, these biblical figures did not also understand the events surrounding their call. But in their great faith, they answered YES. Mary said: “Behold the handmaid of the Lord. Be it done to me according to your word”. (Of course, it is difficult explaining your call to teach as God's call for one who, in the first place, denies God's existence, for this is a matter of faith.) The fact that you are now in the College of Teacher Education signifies that you said YES to the call to teach. Perhaps you never dreamt to become a teacher! But here you are now preparing to become one! Teaching Module for The Teaching Profession WVSU 2020  15 must be your vocation, your calling. May this YES response remain a YES and become even firmer through the years. Teaching as a Mission Teaching is also a mission. The word mission comes from the Latin word “mission” which means "to send." The Webster's New Collegiate Dictionary defines mission as “task assigned." You are sent to accomplish an assigned task. The phrase "mission accomplished” from the soldier in the Activity phase of this lesson suggests that you were sent to do an assigned task, a mission and so if you faithfully accomplish the assigned task, you proclaim "mission accomplished." You responded. to the call to be a teacher and so your mission in the world is to teach, the task entrusted to you in this world. These are how Vocation and mission are related. You were called for a purpose, i.e. to accomplish a mission while on earth which is to teach. If it is your assigned task then naturally you've got to prepare yourself for it. From now on you cannot take your studies for granted! Your four years of pre-service preparation will equip you with the knowledge, skills and attitude to become an effective teacher. However, never commit the mistake of culminating your mission preparation at the end of the four-year pre-service education. You have embarked in a mission that calls for a continuing professional development As the saying goes "once a teacher, forever a student.” (More is said of continuing professional development in the Code of Ethics for Professional Teachers in Chapter 5.) Flowing from your uniqueness, you are expected to contribute to the betterment of this world in your own unique way. Your unique and most significant contribution to the humanization of life on earth is in the field for which you are prepared - teaching. What exactly is the mission to teach? Is it merely to teach the child the fundamental skills or basic r's of reading, 'riting, 'rithmetic and right conduct? Is it to help the child master the basic skills so he/she can continue acquiring higher-level skills in order to become a productive member of society? Is it to deposit facts and other information into the “empty minds” of students to be withdrawn during quizzes and tests? Or is it to “midwife” the birth of ideas latent in the minds of students? Is it to facilitate the maximum development of his/her potential not only for himself/herself but also for others? In the words of Alfred North Whitehead, is it to help the child become Module for The Teaching Profession WVSU 2020  16 “the man of culture and of expertise?" Or is it "to provide opportunities for the child's growth and to remove hampering influences” as Bertrand Russell put it? You will be made to answer this question again when you will be made to write down your philosophy of education in a later lesson. To teach is to do all of these and more! To teach is to influence every child entrusted in your care to become better and happier because life becomes more meaningful. To teach is to help the child become more human. Teaching is indeed your mission: If you are doing it not only for the pay but also for service, If you keep on teaching out of love, it's a mission. If you are committed to teaching even if it means letting go of other activities, If you remain teaching even though nobody recognizes your efforts, It makes you get excited If your concern is success plus faithfulness, it's a mission. Teaching and a life of meaning Want to give your life a meaning? Want to live a purpose driven life? Spend it passionately in teaching, the noblest profession. Consider what Dr. Josette T. Biyo, the first Asian teacher to win the Intel Excellence in Teaching Award in an international competition, said in a speech delivered before a selected group of teachers, superintendents, Department of Education officials and consultants, to wit: Teaching may not be a lucrative position. It cannot guarantee financial security. It even means. investing your personal time, energy, and resources. Sometimes it means disappointments, heartaches, and pains. But touching the hearts of people and opening the minds of children can give you joy and contentment which money could not buy. These are the moments I teach for. These are the moments I live for. There may be times, when you will feel like giving up (many leave teaching after 3 or 5 years for varied reasons). Remember you responded to the call to teach and that you have accepted the mission to teach. May you be found faithful to your vocation and mission till the end. Module for The Teaching Profession WVSU 2020  17 The "Pwede na” Mentality: Enemy of Excellent Mission Preparation and Accomplishment For a professional teacher who looks at teaching as his/her mission, he/she will do everything to arm himself/herself for an excellent accomplishment of that mission. 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 For a professional teacher who looks at teaching as his/ her mission, he/she will do everything to arm himself/herself for an excellent accomplishment of that mission. na mahalata," "di ko na 'yan sagot," "dagdag trabaho/gastos lang yan" - all indicators of defeatism and resignation to mediocrity. If we stick to this complacent mentality, excellent mission accomplishment eludes us. In the world of work whether here or abroad, only the best and the brightest make it. (At this time, you must have heard that with the rigid selection of teacher applicants done by DepEd only a few make it!) The mortality rate in the Licensure Examination for Teachers for these past years is a glaring evidence that excellence is very much wanting of our teacher education graduates. If we remain true to our calling and mission as a professional teacher, we have no choice but to take the endless and the “less traveled road' to excellence. (Please click and read the link below for supplementary information.) https://www.academia.edu/34235366/Teaching_as_Your_Vocation_Mission_and_Profess ion APPLYING (Answer in a separate file or paper.) A. Interview a schoolteacher who has at least 3 years of teaching experience from any level—elementary, secondary, or college and ask him/her these questions: 1. What are your “joys and sorrows” in teaching? 2. What made you stay long in your career as a teacher? Module for The Teaching Profession WVSU 2020  18 B. Read and reflect on this excerpt from the True Decalogue of Apolinario Mabini and answer these questions: What mission has God given to teachers? As a would-be teacher, how will you contribute to the progress of humanity? Develop the special talents that God has given you, working and studying according to your capabilities, never straying from the path of good and justice in order to achieve your own perfection, and by this means you will contribute to the progress of humanity: thus you will accomplish the mission that God himself has given you in this life, and achieving this, you will have honor, and having honor, you will be glorifying God. (Source: http://malacanang.gov.ph/8132-the-true-decalogue-by-apolinario- mabini/Retrieved, June 22, 2018) MY REFLECTION __________________________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________________ Module for The Teaching Profession WVSU 2020  19 Lesson 3: Teaching, the Noblest of all Professions Learning Outcomes 1. Cited reasons why teaching is considered the noblest of all professions; and 2. Derived a personal commitment to the teaching profession SPARKING View and reflect on the video clip, “Every Kid Needs a Champion” https://educationandbehavior.com/professional-development-videos-for-teachers/ PROBING How did the teacher make every kid in her class love learning? If you were the teacher, would you also do the same as she did in the video? Why? Why not? DEEPENING Teaching has always been considered a noble profession that requires great passion. Being a teacher in the Philippines is a far more interesting story to tell. The challenges abound and one’s passion can truly be tested, and if one prevails, a diamond in the rough emerges. In times of challenges and struggles, a teacher never gives up. She keeps the passion burning. She always reminds herself of the proverb, “Give a man a fish and he eats for a day; teach a man to fish and he eats for a lifetime.” The following article of “6 Filipino teachers with inspiring stories to tell” reminds and inspires people to never give up in helping those in need and to continue to touch hearts, nurture minds, and transform the lives of the young learners. Module for The Teaching Profession WVSU 2020  20 6 Filipino teachers with inspiring stories to tell There are already a number of Filipino teachers who made a mark both in the country and abroad. Some have even received recognition from remarkable international organizations and their inspiring stories can touch and motivate each of us. 1. Sabrina Ongkiko This Ateneo graduate originally planned to be a doctor or a nun, hence her choice to take up BS Biology as her pre-med course. However, it seems that it was not what she was meant to do when she was invited to be a volunteer teacher. Ongkiko recalled how she broke the news to her parents of no longer pursuing her med school dreams, after she made a deal with God of giving herself fully once called into a mission. When she finally began teaching in a public school in Quezon City, Ongkiko witnessed the daily struggles her students face which pushed her to become a better teacher. She successfully nurtured students under her wing, even those who received failing marks from previous school years. “Teaching is about your student telling you that: ‘Ma’am, ang galing ko na. Natuto na ako,’” Ongkiko said. 2. Elizabeth Miranda While some experience the luxury of heading to work with a decent mode of transportation, Miranda had to travel at least two hours – crossing rivers either by foot or a lifebuoy – just to reach her classroom in a remote barangay in Occidental Mindoro. Her every day travel did not dampen her spirits as she claims that she is the only person available to educate her students. According to Miranda, just seeing her class participating and learning was fulfilling enough to be the reward of her inconvenient commute. 3. Randy Halasan At first, Halasan intended to grab any chance of reassignment he’ll see when he was sent to teach in the mountainous part of Davao del Sur. He thought he could not survive in a place that was cut off from civilization – no electricity nor signal. But after seeing his students’ determination to learn, arriving at school tired and hungry from their morning travel, he stayed. Now, Halasan is the head teacher. He was able to improve what once was a two-room school house became a full-fledged establishment with nine rooms and eight teachers under his management. Aside from that, he also involved Module for The Teaching Profession WVSU 2020  21 himself with the community, teaching tribesmen the proper way of farming. He argued that only doing his part within the four corners of the classroom would not spark a huge change since his students would still live in hunger and fatigue. “No one got rich out of teaching; it’s your legacy that matters,” Halasan shared. 4. Adelfa Amancio English Filipino teacher Amancio had a well-established language school in Cebu that mostly caters to the Japanese community in the area. With the intention of widening her horizons, she posted online advertisements of her school. One time, she sent 10 e-mails to various language schools in Japan, hoping that it would further promote her school. Some replied, expressing their gratitude towards her e-mail, while others did not even acknowledge her message. But there was one response she did not expect to receive – inviting her to work in the foreign country. Not thinking twice, she gladly accepted despite the knowledge of the discrimination Filipinos usually experience in the land of the rising sun. Most of the Japanese institutions only consider those from the western countries to be capable of teaching the English language, but Amancio brushed them off and exhibited her prowess in the subject. Amancio remained professional and strived for an outstanding result term after term, aiming to prove that their view towards Filipinos is highly biased and wrong. Eventually, she succeeded on her goal as she became a well-respected Filipino educator abroad in Japan. 5. Efren Bino Coming from a family who suffered poverty for a long time, Bino pursued education to inspire others that ‘poverty can be overcome and that they can finish school.’ He undertook several positions at an elementary school in Albay – being a teacher, principal, property custodian, and security guard as well. Besides having numerous faces at school, Bino had to endure an exhausting commute which later on prompted him to live in his workplace during weekdays. Bino taught combination classes, developed the facilities, and appealed to the Department of Education (DepEd) for an increase in staff. His being busybody turned out to have a positive feedback as he was able to achieve his dreams and was even awarded with “The Many Faces of a Teacher” by the Bato Balani Foundation Inc. (BBFI) back in 2013. Module for The Teaching Profession WVSU 2020  22 6. Ma. Cristina Medina This devoted teacher was not blind until 2003 when she suffered a generic eye condition called Macular Dystrophy. The damage in her retina cells caused her loss of vision. Regardless of that step back, Medina persevered through her profession and handled Special Education (SpEd) and regular classes. She identifies her students through their voice, and makes use of a Braille seat plan. “I will serve and teach because it is my calling. My impairment gave me an opportunity to become a better teacher. If anything, it has made my vision clearer,” was Medina’s inspiring message. Medina proved how passionate she is on teaching amid the loss in vision. Indeed, a teacher is powerful. You are in a noble profession where you help others become what they want to be. You are in a profession where you can touch lives and so affect eternity and make a difference in people’s lives. Congratulations, you chose the noblest of all professions. May you find joy and fulfillment in it! (https://kami.com.ph/52764-6-touching-tales-filipino-teachers-devoted-profession.html) APPLYING A. Which of the stories above inspired/touched you most? Why? What realizations and/reflections in relation to the stories of the Filipino teachers that you have? Write your answers to these questions in the box provided below. MY REFLECTION _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ___________ Module for The Teaching Profession WVSU 2020  23 B. After viewing the “Heart of a Teacher” retrieved from the link below, do the following: (https://educationandbehavior.com/professional-development-videos-for-teachers/) choose/take a picture of something write three sentences that sum up your commitment to the teaching profession References: Adapted from Ontario College of Teachers @https://www.oct.ca/public/professionalstandards/standardspractice#:~:tex t=The%20Purposes%20of%20the%20Standards 1. __________________________________________________________ ,actions%20of%20the%20teaching%20profession https://www.deped.gov.ph/aboutdeped/history/https://www.slideshare.net/e __ thanpedlaza/historical-development-ofphilippine-educational-system https://www.teachthought.com/learning/the-definition-of-blended-learning/ https://www.teachthought.com/learning/the-definition-of-blended-learning/ 2. __________________________________________________________ https://www.researchgate.net/publication/341981898_The_COVID19_Pande mic_through_the_Lens_of_Education_in_the_Philippines_The_New_Normal __ https://businessmirror.com.ph/2020/06/19/the-challenge-of-education-in- the-newnormal/ 3. __________________________________________________________ https://www.academia.edu/34235366/Teaching_as_Your_Vocation_Mission_ and_Pro fession __ https://educationandbehavior.com/professional-development-videos-for- teachers/ (https://kami.com.ph/52764-6-touching-tales-filipino-teachers- devotedprofession.html (https://educationandbehavior.com/professional- development-videos-for-teachers/ Module for The Teaching Profession WVSU 2020  24 Unit 2: The Teacher and the Society Dr. Eleanor S. Jamero Teaching is not only service, a profession or a job; it is a pillar of the society Introduction: In the 21st century, teachers are facing more challenging roles in the society. They are no longer simple transmitters of knowledge but rather they become key facilitators of learning. In their hands lie the realization of the educational goals set by the state, therefore society expects much from the teachers. As what Lim, Caubic, and Casihan (2014) pointed that teachers are regarded as architects of the future generation, hence, they are expected to perform their roles not only within the walls of the classroom but beyond into the community. They added that teachers must possess state-of-the-art knowledge, skills, values and competences that would make them effective teachers for the 21st century learners. In Unit 2 The Teacher and the Society, you will be presented with the professional as well as personal attributes of teachers which can make them effective facilitators of learning. Before you start, take this challenge first. Module for The Teaching Profession WVSU 2020  25 Lesson 1: The Demands of Society from the Teacher as a Professional Learning Outcomes 1. Discussed the meaning of a teacher as a professional; 2. Explained what society expects from the teacher as a professional; and 3. Explained the professional competencies that a teacher should possess. SPARKING Acrostic. Create an acrostic of the word TEACHERS about what the society expects from them. T eaches with competence E A C H E R S PROBING Answer these questions briefly: 1. What does your list tell about what the society expects from teachers? Module for The Teaching Profession WVSU 2020  26 2. How do you find this? Do you still want to continue your desire of being a teacher? DEEPENING The Teacher as a Professional The Code of Ethics for Professional Teachers define the professional teacher as a “licensed professional who possesses dignity and reputation with high moral values as well as technical and professional competence… he/she adheres to, observes, and practices set of ethical and moral principles, standard, and values.” According to Bilbao, Corpuz, Llagas, & Salandanan (2018), a professional teacher is one who went through long years of preparation to earn a teacher education degree recognized by the Commission on Higher Education (CHED) and successfully passed a Licensure Examination for Teachers (LET) administered by the Board for Professional Teachers with the supervision of the Professional Regulation Commission (PRC). By passing the LET, a teacher obtains a license which he/she is obliged to renew every three years on condition that he/she can show proof of Continuing Professional Development (CPD). It is recognized that the main task of the professional teacher is to teach with competence. Thus, teaching competence is elaborately presented in the different models of effective teaching and the Philippine Professional Standards for Teachers (PPST). The PPST will be briefly discussed in this lesson but more of it will be tackled in the succeeding unit. Now, take a look at the different models of effective teaching. Models of Effective Teaching A. Robert Marzano’s Causal Teacher Evaluation Model - Focuses on developing teachers in the classroom, hence it establishes the direct cause and effect relationship between teaching strategies and student achievement that helps teachers and leaders make the most informed decisions that yield the greatest benefits to students. - Uses a unique granular evaluation approach by offering very specific feedback to teachers on teaching strategies that have been validated by years of data analysis. Module for The Teaching Profession WVSU 2020  27 - Is organized into four domains consisting of 60 elements that build on each other to support growth (Bilbao, Corpuz, Llagas, & Salandanan, 2018). The four domains are: 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, practice and deepen new knowledge helping students generate and test hypothesis 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 planning and preparing for lessons for use of technology for needs of students receiving special education for needs of students who lack support for schooling 3. Reflection on teaching evaluating personal performance such as identifying areas of pedagogical strengths and weaknesses developing, implementing and monitoring a professional growth plan 4. Collegiality and Professionalism promoting positive interactions with colleagues, students and parents seeking mentorship for areas of need/interest mentoring other teachers and sharing ideas and strategies adhering to school rules and procedures participating in school initiatives B. Charlotte Danielson Framework for Teaching Originally developed in 1996, the framework for professional practice identifies aspects of a teacher's responsibilities, which are supported by empirical studies and help to improve student learning. Module for The Teaching Profession WVSU 2020  28 created to capture “good teaching” in all of its complexity and is comprised of four domains: 1. planning and preparation 2. the 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 Each domain includes separate components, which are used to assess the individual’s performance in the domain. C. James Stronge – Teacher Effectiveness Performance Evaluation System (TEPES) developed for collecting and presenting data to document performance based on well- defined job expectations. It provides a balance between structure and flexibility. is prescriptive because it defines common purposes and expectations, thereby guiding effective instructional practice. it provides flexibility, thereby allowing for creativity and individual teacher initiative. The goal is to support the continuous growth and development of each teacher by monitoring, analyzing, and applying pertinent data compiled within a system of meaningful feedback. The distinguishing characteristics of TEPES are: 1. a focus on the relationship between professional performance and improved learner academic achievement 2. sample performance indicators for each of the teacher performance standards 3. a system for documenting teacher performance based on multiple data sources Module for The Teaching Profession WVSU 2020  29 4. a procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increases the involvement of teachers in the evaluation process 5. a support system for providing assistance when needed. The performance standards include the following: 1. Professional Knowledge – The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. 2. Instructional Planning – The teacher plans using the state’s standards, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students. 3. Instructional Delivery – The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. 4. Assessment of/for Learning – The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. 5. Learning Environment – The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. 6. Professionalism – The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. 7. Student progress – The work of the teacher results in acceptable, measurable, and appropriate student academic progress. D. Teacher Evaluation Standards - The McREL Model (Mid-Continent Research for Education and Learning) - McREL, an internationally recognized private, non-profit organization located in Denver, Colorado is dedicated to improving education for all students through applied research, product development, and service. The specific purposes of the McREL Teacher Evaluation System are to: Module for The Teaching Profession WVSU 2020  30 1. Measure the performance of individual teachers. 2. Guide teachers as they reflect upon their effectiveness. 3. Serve as the basis for instructional improvement. 4. Focus the goals and objectives of schools and districts as they support, monitor, and evaluate their teachers. 5. Guide school and district professional development programs for teachers. 6.Provide input for developing coaching and mentoring programs for teachers. The Professional Teaching Standards 1. Standard I: Teachers demonstrate leadership 2. Standard II: Teachers establish a respectful environment for a diverse population of students 3. Standard III: Teachers know the content they teach 4. Standard IV: Teachers facilitate learning for their students 5. Standard V: Teachers reflect on their practice Philippine Professional Standards for Teachers (PPST) The PPST is a public statement of what teachers need to know, value, and be able to do in their practice which is built on the National Competency-based Teacher Standards (NCBTS). It has four career stages: Beginning, Proficient, Highly Proficient, and Distinguished. It comprises of seven domains with 37 strands and 37 indicators for each career stage. According to DO No. 42, s. 2017, the PPST “shall be used as a basis for all learning and development programs for teachers to ensure that teachers are properly equipped to effectively implement the K to 12 Program.” Teacher performance appraisals shall also be aligned to the PPST. Further, the PPST can also be used for the selection and promotion of teachers. It aims to: 1. set out clear expectations of teachers along well-defined career stages of professional development from beginning to distinguished practice; 2. engage teachers to actively embrace a continuing effort in attaining proficiency; and 3. apply a uniform measure to assess teacher performance, identify needs, and provide support for professional development. Module for The Teaching Profession WVSU 2020  31 The PPST tries to elaborate on the different characteristics quality teachers should possess. These include the following: 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. They apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research. They display proficiency in Mother Tongue, Filipino, and English to facilitate the teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to promote high-quality learning outcomes. Provide learning environments that are safe, secure, fair, and supportive in order to promote learner responsibility and achievement. They create an environment that is learning-focused and they efficiently manage learner behavior in a physical and virtual space. They utilize a range of resources and provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards the attainment of high standards of learning. Establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics and experiences as inputs to the planning and design of learning opportunities. They encourage the celebration of diversity in the classroom and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment. Interact with the national and local curriculum requirements. They translate curriculum content into learning activities that are relevant to learners and based on the principle of effective teaching and learning. They apply their professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to learners’ needs and incorporate a range of teaching and learning resources. They communicate learning goals to support learner participation, understanding and achievement. Apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement. They use assessment data in a variety of ways to inform and enhance the teaching and Module for The Teaching Profession WVSU 2020  32 learning process and programs. They provide learners with the necessary feedback about learning outcomes that inform the reporting cycle and enables teachers to select, organize and use sound assessment processes. Establish school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative process. They identify and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspirations of the wider school community and other key stakeholders. They understand and fulfil their obligations in upholding professional ethics, accountability and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community. 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. They value personal and professional reflection and learning to improve their practice. They assume responsibility for personal growth and professional development for lifelong learning. Professionalism: The Hallmark of a Professional Teachers are professionals. They belong to a profession which society regard as the noblest profession. Professionalism is a competence or skill expected of a professional. It is a hallmark of a professional. The Code of Ethics for Professional Teachers explains professional conduct as It behooves every teacher to assume and maintain professional attitude to his work and in dealing with his associates in the profession. It should be his self-imposed duty to constantly improve himself professionally. Criticism, when necessary, should clearly reflect friendly motivation and a sincere desire to uphold the standard and dignity of the profession. In dealing with his pupils or students, the teacher should ever strive to be professionally correct, friendly, and sympathetic. Module for The Teaching Profession WVSU 2020  33 APPLYING 1. Student-Generated Organizer Instructions: Identify the professional qualities a teacher should possess. Show these qualities in a graphic organizer. 2. Sentence Completion Instructions: Complete the sentences to complete the idea. 1. To meet the expectations of the people in the community, as a teacher I must ____________________________________________________________. 2. A teacher is considered a professional, he/she is ______________________________________________________________. References: Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2015). The teaching profession. 3rd Ed. Metro Manila: Lorimar Publishing House, Inc. Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2018). The teaching profession. 4th Ed. Metro Manila: Lorimar Publishing House, Inc. Charlotte Danielson Framework for Teaching. (nd). Retrieved from https://static1.squarespace.com/static/5942abe2bebafb3949a9aa10/t/596e7cb2a5790a ab89b70c8b/1500413108225/CHA-DET Michigan_Educator_Evaluation_Postings_and_Assurances_Teacher_District- Approved_Tool_533453_7AC123AMCth-003.pdf DepEd Order No. 42, s. 2017 James Stronge – Teacher Effectiveness Performance Evaluation Systemchttp://mnprek- 3.wdfiles.com/local--files/teacher-effectiveness/TEPES%20-%20Stronge.pdf Lim, L., Caubic, R., & Casihan, L. (2014). The teaching profession. Manila: Adriana Publishing Co. Inc. McREL’s Teacher Evaluation System (2010). Retrieved from http://schoolbusads.org/wp-content/uploads/2012/08/Teacher-Evaluation-Participant- Manual-20110211-2.pdf Module for The Teaching Profession WVSU 2020  34 Lesson 2: The Demands of Society from the Teacher as a Person Learning Outcomes 1. Identified the personal qualities that a professional teacher should possess; 2. Discussed the responsibilities expected of a professional teacher; and 3. Explained what a teacher must do, must have and must be in order to cope with the demands of the society. SPARKING TEACHER RECALL. Identify five persons in your community that you want to participate in the activity, “Teacher Recall.” You ask them to recall one most memorable teacher who was able to make a great impact in their lives. They have to list down five personal qualities that this teacher possesses. You may consolidate their answers in the matrix below. Name of Teacher Qualities Module for The Teaching Profession WVSU 2020  35 PROBING PROBING POOL THE ANSWERS TOGETHER. Perhaps you would notice that many of the answers given by your participants are similar, so cluster them together like for example committed, dedicated or passionate can be one group. If there are words that are standalone, so be it. Based on the survey you conducted, what are the most cited personal attributes a professional teacher should have? DEEPENING DEEPENING A Professional Teacher What is a professional teacher? Lim, Caubic, and Casihan (2014) use a metaphor of the mountain and the teacher to identify the salient personal qualities of a professional teacher. The mountain is a huge creation that stands towering over all other structures in the land. It stands majestic and impressive providing a soothing effect when viewed from a distance. Its stature is a symbol of strength and stability. Because of its elevated position, the mountain receives the first rays of the sun at dawn. The radiance of the sun’s rays on the summit creates a beautiful panorama to behold. It is a spectacular scene to lay the eyes on. The mountain provides shelter to animals and other creatures living in it. At times when the rain comes, the soil in the mountain is eroded and water flows freely to the land and rivers below. The rainwater from the mountain fertilizes the land at the foot of the mountain. The plants grow and produce abundant harvest for the people living in the area. They wanted to emphasize that the grandeur of the mountain denotes strength and stability. The same is true with the teachers. In order for teachers to perform their duties efficiently and effectively, they must be healthy and fit. When one is mentally and physically healthy, he/she has the vitality and enthusiasm to carry out his responsibilities to the helm. They are always ready and committed to guide the learners in the teaching and learning process. In Unit 1, you have tackled that teaching is a noble profession, thus, it is a privilege to be a great teacher. The privilege carries great responsibilities which the Module for The Teaching Profession WVSU 2020  36 society expects every teacher to perform. Dr. Evelyn A. Mejillano of the University of the Philippines College of Education mentioned that an effective teacher is responsible to his students because of his/her broad range of impact on their lives. Every teacher has six basic responsibilities that need to be carried out. These are: 1. Encourages free pursuit of learning. How? 1.1 knows the content to be learned (content competence) 1.2 uses teaching strategies to foster learning (pedagogical competence) 1.3 knows who and how students learn 1.4 remains current in the content 1.5 presents accurate and balance views from the field 1.6 contributes to student intellectual development and independent thinking 2. Demonstrates respect for students. How? 2.1 recognizes and respects individual differences 2.2 is aware of students’ cultural, physical, religious choices and values 2.3 welcomes and respects active participation 2.4 keeps promised appointments 2.5 comes to class prepared for the lesson 2.6 trusts in the discussion of sensitive issues 3. Respects confidentiality. How? 3.1 respects students’ privacy on issues of self-disclosure 3.2 does not post grades without the permission of students 3.3 does not leave test papers in one corner for students to get them at their convenience 4. Models the best scholarly and ethical standard. How? 4.1 is a thinking person (think before you speak) 4.2 establishes a personal standard of scholarship and living 4.3 differentiates emotion from reason 4.4 models or demonstrates critical discussion with students and colleagues 5. Posters academic conduct and ensure fair evaluation. How? 5.1 gives students fair chance to demonstrate their abilities 5.2 does not allow academic dishonesty 5.3 assesses students’ progress accurately 5.4 treats each student fairly ( no favoritism) 5.5 gives regular feedback on student progress Module for The Teaching Profession WVSU 2020  37 6. Avoids exploitation, harassment or discrimination. How? 6.1 avoids sexual, racial, religious or intellectual harassment 6.2 maintains relationship at professional level 6.3 does not receive special benefits and gifts of money value In order to meet these responsibilities, teachers should possess certain qualities. Bilbao, Corpuz, Llagas, and Salandanan (2018) presented in their book the 12 characteristics of an effective teacher gathered from a longitudinal study on more than one thousand essays of teacher education students conducted by Robert j. walker. The list includes the following: 1. Prepared – comes to class each day ready to teach 2. Positive – have optimistic attitudes about teaching and about students 3. Hold high expectations - set no limits on students and believe everyone can be successful 4. Creative – are resourceful and inventive in how they teach their classes 5. Fair – handle students and grading fairly 6. Display a personal touch - approachable 7. Cultivate a sense of belonging – have a way to make students feel welcome and comfortable in their classrooms 8. Compassionate – are concerned about students’ personal problems and can relate to them and their problems 9. Have a sense of humor – make learning fun and do not take everything seriously 10. Respect students – do not deliberately embarrass students; teachers who give the highest respect get the highest respect 11. Forgiving – do not hold grudges 12. Admit mistakes – quick to admit being wrong Effective teachers who possess these qualities can become great teachers whom every learner would wish to have. How can you be a great teacher? Watch the video, “The One Thing All Great Teachers Do” by Nick Fuhrman | TEDxUGA which can be retrieved at https://www.youtube.com/watch?v=WwTpfVQgkU0 Module for The Teaching Profession WVSU 2020  38 Teachers being professionals should possess professionalism as described in Section 1- 4 of Article XI of the Code of Ethics for Professional Teachers. Section 1: A teacher shall live with dignity 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 personality 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. Likewise, Section 7 of R.A. 4670 cites integrity as an essential trait to be possessed by a professional teacher. It reiterates that since the teacher’s work is not confined merely to the development of certain fundamental skills and abilities encompassed by the teaching of the 3Rs but also includes the development of desirable habits and attitudes that go into the formation of character, his manner of living should provide a worthy example for his pupils and students to emulate for his fellow teachers to be proud of, and for the community to feel as being enriched by it. In the context of the new normal, where teachers are expected to use technology in the delivery of instruction, much is expected from them in upholding professionalism. (To know further about the topic and gain insights about professionalism, please watch the Video on “Online Professionalism for Teachers” to be retrieved from the url https://www.youtube.com/watch?v=Dz333YW9awg ) Reflection: What are your realizations after watching the video? APPLYING 1. Poetry Integration Instructions: Read the poem, “You Are a Teacher” and answer the questions that follow: (Source: Bilbao, et. al (2018). The teaching profession 4th ed.) You are a Teacher If I speak interestingly, effectively, and well, But do not understand my students Module for The Teaching Profession WVSU 2020  39 I am a noisy gong or a clanging cymbal, If I know all of the methods and techniques of teaching, If I have complete faith that they will work, So that I use them completely, But think only of materials or techniques Instead of how they can help my students, I count for nothing If I go the second mile in my teaching, Give up many activities, But do it without understanding, It does no good, Love is very patient, very kind; Love is not jealous, it does not put on airs; It is never tyrannic, never; Yet does insist on truth; It does not become angry; It is not resentful. Love always expects the best of others; It is gladdened when they live up to these expectations, Slow to lose faith when they do not. It will bear anything, Hope for anything, Endure anything. This kind of love will never fail If there are teaching methods, they will change; If there are curricula, they will be revised. For our knowledge is imperfect And our teaching is imperfect, And we are always looking for the better ways Which an infinite God has placed ahead of us. When I began to teach, I fumbled and failed; Now I have put away some of my childish ways. At present I am learning bit by bit; But if I keep on seeking, I shall at last understand As all along I myself have been understood. Module for The Teaching Profession WVSU 2020  40 So faith, hope and love endure. These are the great three But the greater of them is love. Questions: 1. While reading the poem, what mental portrait of the teacher in the classroom and the teacher in the community is painted in your mind? 2. Read through the poem by replacing I with your name. It goes like this: Calleigh, You are a Teacher. If Calleigh speaks interestingly, effectively and well But does not understand her students Calleigh is a noisy gong or a clanging cymbal… (continue until you finish the whole poem with your name on it…) Describe and explain what you felt when you read your name through the lines of the poem. 2. Sentence Completion This is how one describes professionalism: “You have to perform at a consistently higher level than others. That’s the mark of a true professional. Professionalism has nothing to do with getting paid for your services.” From your own perspective, what is professionalism? Cite a concrete example of professionalism. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Module for The Teaching Profession WVSU 2020  41 How Much Have You Learned? Directions: Identify the qualities of a professional teacher. Fill in the tree diagram. The Professional Teacher Personal Qualities Professional Qualities References: Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2015). The Teaching Profession. 3rd Ed. Metro Manila: Lorimar Publishing House, Inc. Bilbao, P., Corpuz, B. Llagas, A., & Salandanan, G. (2018). The Teaching Profession. 4th Ed. Metro Manila: Lorimar Publishing House, Inc. Lim, L., Caubic, R., & Casihan, L. (2014). The Teaching Profession. Manila: Adriana Publishing Co. Inc. Module for The Teaching Profession WVSU 2020  42 Unit 3: On Becoming a Glocal Teacher Prof. Lea C. Tingson “The first step to connect your classroom to the world is to connect yourself first.” -Vicki Davis -Vicki Davis Introduction: Becoming a global teacher is a way of approaching everything you teach and how you teach it. In order to become a global teacher, you should be more equipped with a wider range of knowledge of the various educational systems outside the country; master skills and competencies which can address global demands; and possess attitudes and values that are acceptable to multicultural communities. Module for The Teaching Profession WVSU 2020  43 Lesson 1: The Global and Glocal Teacher: Is there a Difference? Learning Outcomes 1. Described a global and a glocal teacher. 2. Inferred about the demands of globalization in the 21st century on teacher professionals. SPARKING Teaching Learning Activities Pre-test TRUE or FALSE. 1. The concept of globalization came about in recent years because the world has become borderless primarily due to advances in technology. 2. The Filipino teacher abroad should know and understand the culture of the place of teaching. 3. The global teacher is one who enhances knowledge and skills to address the global demands but has a strong affiliation to the local culture and traditions. o Global village refers to other countries abroad. o Respect for cultural diversity and focus on the 21st century skills are the ultimate goal of global education. Group yourselves by five and discuss your answers to these questions: 1. As pre-service teachers, how do you prepare yourselves to be globally competitive? 2. Can one become a global teacher without teaching abroad? Explain. 3. Read the definitions of global education and Sustainable Development Goal (SGD) for Education below and infer how these relate to your preparations as a global and global teacher. Global Education Global education has been best described by two definitions: UNESCO defines global education as a goal to develop countries worldwide and is aimed at educating all people in accordance with world standards. Module for The Teaching Profession WVSU 2020  44 Another definition is that global education is a curriculum that is international in scope which prepare today’s youth around the world to function in one environment under teachers who are intellectually, professionally and humanistically prepared. UNESCO’s Education 2030 Incheon Declaration during the World Education Forum established a vision “Towards inclusive and equitable educational lifelong learning for all.” Sustainable Development Goal (SGD) 4 for Education is one of the seventeen goals of the United Nation’s SGDs. The SDG4 is to “ensure inclusive and quality education for all and promote lifelong learning opportunities for all.” To achieve this, the UN has set seven unique and interconnected targets. These are: 4.1 Universal Primary and Secondary Education By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes. 4.2 early Childhood Development and Universal Pre-primary Education By 2030, ensure that all girls and boys 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 By 2030, ensure equal access for sll women snd men to affordable and quality technical, vocational and tertiary education, including university. 4.4 Relevant Skills for Decent Work By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship. 4.5 Gender Equality and Inclusion By 2030, eleminate gender disparties in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous people and children in vulnerable situations. 4.6 Universal Youth Literacy By 2030, 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 By 2030, ensure that all leraners acquire the knowledge and skills needed to promote sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and culture's contribution to sustainable development. Source: Education 2030 Incheon Declaration and Framework for Action http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for action-implementation-of-sdg4-2016-en_2.pdf Module for The Teaching Profession WVSU 2020  45 One of the means to achieve the target is to increase the supply of qualified teachers, through international cooperation for teacher training in developing countries, especially the least developed countries and island developing states. PROBING What is a global teacher? A glocal teacher? How do you become a glocal teacher? DEEPENING Global Education and Global Teacher James Becker (1998) defined global education as an effort to help individual learners to see the world as a single and global system and to see themselves as a participant in that system. It is a school curriculum that has a worldwide standard of teaching and learning. This curriculum prepares learners in an international marketplace with a world view of international understanding. In his article “Goals of Global Education,” Becker emphasized that global education incorporates into the curriculum and educational experiences of each student a knowledge and empathy of cultures of the nation and the world. Likewise, students are encouraged to see the world as a whole, learn various culture to make them better relate and function effectively within various cultural groups. Thus, to meet the various global challenges of the future, the 21st Century Learning Goals have been established as bases of various curricular worldwide. These learning goals include: 1. 21st Century content: emerging content areas such as global awareness; financial, economic, busines, 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. Module for The Teaching Profession WVSU 2020  46 ICT Literacy: Using technology in the context of learning so students know to learn. Life Skills: Leadership, ethics, accountability, personal responsibility, self-direction, other 21st Century Assessment: Authentic assessment that measure the areas of learning. On the other hand, glocal education is about diversity, understanding the differences and teaching the different cultural groups in their own context to achieve the goals of global education as presented by the United Nations. It is preparing future teachers from the remote and rugged rural villages in developing countries, to the slum areas of urbanized countries, to the highly influential and economically stable societies of the world for their roles in the 21st century classrooms. Global teacher education addresses the need of the smallest schools to the largest classrooms in the world. It responds to borderless education that defies distance and geographical location. This makes educational glocal. Thus, glocal education provides equal opportunity and access to knowledge and learning tools which are the basic rights of every child in every community, locality within the global community. Are our pre-service teachers preparing to provide glocal education in their respective future school assignments? Do they possess a strong foundation of their rootedness in culture so as to blend what is local with what is global? Will you be a glocal teacher who is a true Filipino teacher with a solid value of nationalism and Filipinism but who is capable of addressing the global challenges and needs of educating the children of the future? From Global Teacher to Glocal Teacher Professionals Looking back at the concept of global education, how do we define now a glocal teacher? Is this teacher somebody who teaches abroad? Is this a person teaching anywhere in the world, and is able to teach the 21st century learning goals? These are some of the fundamental questions that are raised regarding global teacher as a new concept of globalization and the recognition of localization in the same concept is fat emerging and recognized. Hence, a glocal is a global teacher who is competent and armed with enough skills appropriate attitude and universal values to teach learners at home or abroad but is equipped with both times tested as well as modern technologies in education in any time any place in the world. A glocal teacher is someone who thinks and acts both locally and globally with worldwide perspectives, but is teaching the communities, localities, towns, provinces and regions where he or she is situated. Module for The Teaching Profession WVSU 2020  47 More specifically, a glocal Filipino is characterized by several qualities and attributes in addition to in-depth knowledge, functioning skills and embedded values. Glocal teachers: understand how this world interconnected; recognize that the world has rich variety of ways of life; have a vision of the future and sees what the future would be for himself/herself and the students; are creative and innovative; understand, respect and tolerant of the diversity of cultures; believe and take action for education that will sustain the future; facilitate digitally-mediated learning; possess good communication skills (for Filipino teachers to be multilingual); aware of international teacher standards and framework; and master the competencies of the Beginning Teacher in the Philippine Professional Standards for Teachers (PPST,2017). Further, glocal teachers in addition to the above qualities must possess the following distinct characteristics and core values of Filipino teachers: (Master Plan for Teacher Education, 2017): cultural and historical rootedness by building on the culture and history of the learners and the place; ability to contextualize teaching-learning by using local and indigenous materials, content and pedagogy whenever appropriate; excellence in personal and professional competence, leadership, research, technology, innovation and creativity; responsiveness through social involvement and service, learner-centeredness, respect and sensitivity for diversity and inclusiveness; accountability and integrity by being a positive role model with strong moral character, committed and conscientious, credible, honest and loyal; ecological sensitivity by being resilient and steward of the environment for the sustainability; nationalism/Filipinism by being a responsible citizen and upholding the Filipino identity amidst globalization (glocalization); and faith in the Devine Providence by being humane, just, peace-loving and respectful of human rights. The need for glocal teachers is on the rise of several countries worldwide. Even developed countries are in dire need of competent teachers who will teach in rural classrooms imbued with the characteristics and attributes of a glocal teacher. Module for The Teaching Profession WVSU 2020  48 APPLYING Make a Venn Diagram to compare and contrast a global and a glocal teacher. Self-check Questions Choose the correct answer from the options given. 1. The global challenges of the future entail the attainment of 21st Century Learning Goals. These goals include: A. Learning & thinking skills, emerging content areas, ICT literacy, life skills and 21st Century assessment B. Information literacy, Life skills, Soft skills, digital literacy, and computational skills. C. Numeracy and literacy skills, Communication skills, interpersonal skills, and leadership skills. D. 21st Century assessment, life skills, computational skills, interpersonal skills, and technology skills 2. Which of the following statements is TRUE about global teachers? A. A teacher has to earn a prestigious award to be called a global teacher. B. Teachers in far flung schools CANNOT be considered global teachers. C. A global teacher has a wider view of what education is all about. D. Global education provides varied standards for quality education worldwide. 3. Which statement is TRUE about glocal education? A. Glocal education provides equal opportunity and access to knowledge and tools. B. Glocal education ensure that both men and women achieve literacy and numeracy. C. Glocal education makes sure men and women have access to quality early childhood care and development. D. Glocal education ensure all learners acquire knowledge and skills needed to promote sustainable development. Module for The Teaching Profession WVSU 2020  49 4. When Roland Robertson started to use the phrase “think local, act global” he meant that ________. A. even if you will be teaching in your hometown, your competencies id world class. B. you should limit your lessons only to local knowledge, values and aspirations. C. you should use examples from foreign countries. D. you believe that the best examples are coming from abroad. 5. Which set of core values should a Filipino teacher possess to become a global teacher? A. Cultural and historical rootedness and nationalism B. Economic excellence and materialism C. Inclusivity and self-preservation D. Borderless thinking and interconnectivity References: Bilbao, P., Corpuz, B, Llagas, A., Salandanan, G. (2018) The teaching profession (4th ed.). Lorimar Publishing, Quezon City. ELECTRONIC REFERENCES: https://www.globaleducation.edu.au/global-education/what-is-global-ed.html https://www.slideshare.net/EduardOrsal/global-education-and-global-teacher http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for- action-implementation-of-sdg4-2016-en_2.pdf https://sites.google.com/a/ncsu.edu/21st-century-teaching-learning/21st-century-goals- objectives Module for The Teaching Profession WVSU 2020  50 Lesson 2: The Teacher and the Teaching Profession in the ASEAN and Beyond Learning Outcomes 1. Drawn a holistic picture of the teachers and the teaching profession in the ASEAN; 2. Appreciated the similar characteristics of the ASEAN teachers and the teaching profession as these respond to global standards. 3. Compared the ASEAN teachers and teaching profession with three other countries of the world – Japan, China and United States of America. 4. Reviewed the Global Teacher Status Index and learned lessons from it. SPARKING Pre-test (TRUE or FALSE) 1. In ASEAN countries, tertiary education is selective and compulsory. 2. According to Global Teacher Status Index, the work of teachers in Germany is comparable to that of the social workers. 3. The standards of the teaching profession in the Philippines is comparable to our neighboring ASEAN countries. 4. All ASEAN countries require teachers to have license to teach. 5. Teachers in China enjoy a high prestige in the society. If you will be given an opportunity to experience teaching in another country, where would you like to teach? Explain. PROBING Interview a teacher who is teaching in another country. Find out from him/her the competencies that are required of them as a teacher in that country. Module for The Teaching Profession WVSU 2020  51 DEEPENING Below is a description of the teaching profession in the ten ASEAN member countries. (Source: The Teaching profession 4th Edition, Bilbao, et. al, 2018) In all the countries in the ASEAN, the levels of formal schooling in the educational system are as follows. 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. In the Philippines, the label primary level refers to elementary level. The Elementary level has two sub-levels, the primary grades which include the kindergarten to Grade 4 and the intermediate grades which include Grade 5 and Grade 6. 2. Secondary level follows the primary level. Generally, across the ASEAN it is composed of Junior High School and the Senior High Shool. The graduate