CPE 101 - The Teaching Profession Module 2 PDF

CPE 101 – The Teaching Profession MODULE 2 INTRODUCTION Are qualified teachers, really quality teachers? Teacher quality matters. Most educators and policy makers agree that one of the most important school-related factors influencing student achie...

CPE 101 – The Teaching Profession MODULE 2 INTRODUCTION Are qualified teachers, really quality teachers? Teacher quality matters. Most educators and policy makers agree that one of the most important school-related factors influencing student achievement and outcomes is teacher quality (Rice, 2003), It has been found out to be the best predictor of students‟ outcomes (Rivkin, Hanushek and Kain, 1998 and Rice, 2003). One of the biggest challenges of ensuring teacher quality is the attractiveness of teaching profession. The teaching profession is not as attractive like the other profession that is why it does not always get the best material. This is a cause of concern in many countries around the world, as exemplified in the Global Teacher Status in 2013. The Philippine Professional Standards for Teachers (the revised National Competency-Based Teacher Standards) includes personal growth and professional development as the seventh domain. With the enactment of RA 10912, the CPD Law of 2016, CPD for all the professions regulated by PRC is now mandatory. Mandating CPD is the only way all professionals including teachers are made to go through CPD. CPD for professional teachers is not an option. It is a necessity. Continuing professional development for professional teachers sharpens the professional teachers‟ competitive edge in a highly competitive global world. We are heirs to a rich philosophical heritage. Passed on to us are a number of philosophies of various thinkers who lived before us. These thinkers reflected on life in this planet. They occupied themselves searching for answers to questions about human existence. Your philosophy of education is your “window” to the world and “compass” in life. Hence, it may be good to put that philosophy of education in writing. Your philosophy of education is reflected in your dealings with students, colleagues, parents and administrators. Your attitude towards problems and life as a whole has an underlying philosophy. Teaching has a lot of demands. That is why only a few answer the call to teach. Even for those who respond to the call, sometimes their response is half-hearted because they find themselves in a situation where there is no other choice. Or if finally, they become professional teachers they introduce themselves as teacher “lang” (meaning teacher only) or leave after three or four years of teaching. Only a few embrace it as their mission while on earth. Yet, it is always been described as the noblest profession. Learning Outcomes: 1. Distinguish between teacher quality and quality teachers 2. Relate the Competency Framework for Teachers in Southeast Asia (CFT SEA) to teacher quality 3. Discuss the Philippine Professional Standards for Teachers (PPST) Career Stage 1- Beginning Teachers Competencies and how it can assure teacher quality in the Philippines 4. Explain why CPD is necessary for professional teachers 5. Discuss pertinent provisions of the CPD Act of 2016 and other related legal documents 6. Commit to continuing professional development 7. Explain at least seven philosophies of education 8. Cite reasons why teaching is said to be the noblest of all professions 9. Commit to the teaching profession, the noblest of all profession  ENSURING TEACHER QUALITY THROUGH COMPETENCY FRAMEWORK AND STANDARDS Quality Teachers and Teacher Quality Defined Quality teachers are characterized by the different skills needed in the 21 st century education. Partnership 21 identified themes that are relevant to the changing times: 1. Global awareness 2. Financial, economic, business and entrepreneurial literacy 3. Civic literacy 4. Health literacy Also included are knowledge and values With these themes in mind, the 21st century skills framework is clustered into: 1. Learning and Innovation Skills Framework – includes Critical Thinking and Problem Solving, Creativity and Innovation and Communication, Collaboration and Technology Skills 2. Information, Media and Technology Skills Framework – includes Information Literacy, Media Literacy, ICT (Information, Communication and Technology Literacy 3. Life and Career Skills Framework Quality teachers are competent teachers. They are teachers with global competence who demonstrate knowledge, skills, values and dispositions as described below: 1. Understand one‟s own cultural identity and its influence on personal dispositions and classroom practices 2. Know and integrate global dimensions in the subject one teaches 3. Engage students in learning 4. Use real-life local and global examples 5. Value the inputs of culturally and linguistically diverse learners 6. Create environment that encourage positive cross-cultural interactions 7. Model social responsibility in local and global context 8. Help learners and appropriate actions to improve local and global conditions The elements of the teacher-quality standards include: 1. Planning and Preparation Including knowledge of content and pedagogy, knowledge of students, coherent instructional plans, and knowledge on how to assess student learning 2. Classroom Environment Including creating a culture for learning and managing student behavior 3. Instruction Including communicating effectively, using appropriate discussion techniques, engaging students, and providing responsive feedback to learners 4. Professional Responsibilities Including reflecting on teaching, communicating with families, contributing to the school and community, and developing professionally Quality teachers are defined by their attributes and characteristics while teacher quality is defined by the standards set for the profession and are validated by the students learning outcomes. The Competency Framework for Teachers in Southeast Asia (CFT SEA) In collaboration with the Thailand‟s Teacher Education Council, SEAMEO Secretariat (SEAMES) and the SEAMEO Regional Center for Educational Innovation and Technology (INNOTECH) initiated the Competency Framework for Teachers in Southeast Asia which was developed in 2017. The purpose was to revitalize teacher education and to promote teaching as a profession of first choice by professionalizing teachers‟ pre-service and in-service development using this Regional Competency Framework as a guide. Teacher competencies make up quality teachers. Competencies are a combination of skills, knowledge, behavior and attributes that enable effective or superior job performance, This Competency Framework for Teachers is a guide to improve teachers‟ performance across the region. There are four (4) essential competencies and 12 general competencies in the framework. There 31 enabling competencies and 136 success indicators. The enabling competencies are a set of performance criteria with success descriptors that describe observable behaviors expected for teachers to perform in a high level. When used, this guide will promote common standards of performance among teachers across Southeast Asia. Four Essential Competencies 1. Knowing and understanding what to teach It is the ability of teachers to deepen and broaden their knowledge on what to teach, understand education trends, policies and curricula and be updated on local, national, regional and global developments. 2. Helping students to learn It is the ability to know students, use the most effective teaching and learning strategies, assess and give feedback on how students learn. 3. Engaging the community It is the ability to partner with parents and caregivers, involve the community to help students learn, and encourage respect and diversity. 4. Becoming a better teacher everyday This is the ability to know oneself and others, practice human goodness and then master the teaching practice. 1. KNOW AND UNDERSTAND WHAT TO TEACH General Competencies Enabling Competencies 1.1 Deepen and broaden my knowledge on 1.1.1 Master my subject content what I teach 1.1.2 Use research-based knowledge 1.2 Understand education trends, policies and 1.2.1 Update myself on educational trends curricula 1.2.2 Study educational policies and how they affect teaching 1.2.3 Understand how to implement the curriculum 1.3 Keep myself updated on local, national, 1.3.1 Check new changes in education regional and global developments environment 2. HELP MY STUDENTS LEARN General Competencies Enabling Competencies 2.1 Know my students 2.1.1 Identify my students‟ needs and strengths to help them learn better 2.1.2 Understand how my students learn 2.1.3 Value what makes my students unique 2.2 Use the most effective teaching and 2.2.1 Select appropriate teaching and learning learning strategy Strategy 2.2.2 Design clear and effective lessons my students can understand 2.2.3 Create a positive and caring learning space 2.3 Assess and give feedback on how my 2.3.1 Design assessment process and tools students learn 2.3.2 Monitor my student‟s progress and provide appropriate support 2.3.3 Use results from assessment to improve instruction 3. ENGAGE THE COMMUNITY General Competencies Enabling Competencies 3.1 Partner with parents and caregivers 3.1.1 Build a support network 3.1.2 Create welcoming space 3.1.3 Sustain the partnership 3.2 Involve the community to help my 3.2.1 Engage parents and caregivers about student learn their children 3.2.2 Design learning activities using community conditions, local wisdom, tradition and knowledge 3.3 Encourage respect and diversity 3.3.1 Accept what makes people different 3.3.2 Practice inclusion and respect in the classroom 4. BECOME A BETTER TEACHER EVERYDAY General Competencies Enabling Competencies 4.1 Know myself and others 4.1.1 Continue to grow by knowing oneself More 4.1.2 Become more aware and responsible for my emotions and health 4.1.3 Nurture my relationships with care and respect 4.2 Practice human goodness in my life and 4.2.1 Be kind and compassionate in my work 4.2.2 Inspire my students and colleagues by setting my best example 4.2.3 Nurture my students‟ confidence on what they can do and become 4.3 Master my teaching practice 4.3.1 Keep alive my passion for teaching 4.3.2 Take responsibility in my own personal and professional growth 4.3.3 Inspire other teachers by setting my best example The Philippine Qualifications Framework (PQF) As part of the ASEAN convergence and in the light of globalization each country in the ASEAN, the Philippines adopts national standards and levels for outcomes in education. The Philippine Qualifications Framework was provided by law (RA 10968, s. 2018). Based on the level of education as PQF Level 6, the PQF describes the career path for baccalaureate degree program including teacher education degrees. All graduates from the baccalaureate degrees are expected to exhibit outcomes. Philippine Qualifications Framework (PQF) 6 Levels of Outcomes and Descriptors PQF 6 Level of Outcomes PQF 6 Descriptor of Outcomes Knowledge, Skills and Values Graduates possess a broad level of coherent knowledge and skills of their field of study for professional work (teaching) and lifelong learning Application of Knowledge, Skills and Values Application of professional work (teaching) in a broad range of discipline and/or for further study Degree of Independence Independence (as a teacher) and/or in teams of related field The PQF is a legal document that adopts national standards and levels for outcomes of education in the country. It assists individuals to move easily between different education and training sectors and the labor market. Further, the PQF aligns the international qualifications for full recognition of the value of Philippine Qualifications. Also, the PQF will be used as the basis for accrediting certificates and licenses recognized by the government. Philippine Professional Standards for Teachers (PPST) Based on the Teacher Education and Development Map in 2006, Philippine Teacher Education is defined as a lifelong journey from entry to basic education in the DepEd to entry to Teacher Education Institutions of the CHED to licensing as professional teachers of the PRC to employment to DepEd with attestation of the Civil Service or private basic education. In both public and private education, a newly recruited teacher undergoes a Teacher Induction Program (TIP) led by the Teacher Education Council (TEC) and the private institutions are assisted by the Private Education Assistance Council (PEAC). While in service the professional teacher continues professional development through trainings by the duly authorized service providers of the PRC or shall continue professional development through advancement in education (Masters‟ or Doctorate) or other activities on their own. The continuing professional development continues until the person retires from employment or continues to practice the profession in another capacity. In the middle of this professional lifelong cycle, are the professional teacher standards, known before as National Competency Based Teacher Standards (NCBTS, 2006) and now known as the Philippine Professional Standards for Teachers (PPST, 2017). Both are frameworks for teacher quality. The PPST, 2017 define teacher quality in a broader perspective attuned to the current demands and changes in the educational local and global landscape to include the reforms of K to 12, the Outcomes-Based Education of Higher Education, the ASEAN integration, the UNESCO‟s SDGs 2030 and the Ambisyon Natin 2040. Being responsible for the pre-service development of teachers, teacher education institutions have a responsibility of graduating students with PQF 6 qualifications and to master the PPST Beginning Teacher Standards as well as the Program Outcomes of the CHED‟s PSG for teacher education (CMO 74-82, s. 2017). The mastery of the beginning teacher competencies is an expectation of the teaching industry in basic education. Seven Domains of PPST: 1. Content Knowledge and Pedagogy 2. Learning Environment 3. Diversity of Learners 4. Curriculum and Planning 5. Assessment and Reporting 6. Community Linkages and Professional Engagement 7. Personal Growth and Professional Development Professional Development Scale: Career Stage 1: Beginning Teachers Career Stage 2: Proficient Teachers Career Stage 3: Highly Proficient Teachers Career Stage 4: Distinguished Teachers Career Stage 1: Beginning Teachers The newly qualified to teach as professional teachers are the beginning teachers. They have acquired an appropriate degree in education or allied fields and have passed the licensure examination for professional teachers. They are assumed to have competencies in terms of content, knowledge and pedagogy, as well as the 21 st century skills and values to support teaching and learning. They can manage learning and have strategies that enable learners to enhance learning through their guidance. However, since they are new to the teaching profession, Beginning Teachers are expected to seek advice and assistance from their peers and experienced colleagues to continuously improve their teaching. Detailed Competencies on the Domains and Strands for the Beginning Teachers: DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY Strands Competency Indicators for Beginning Teachers 1.1 Content Knowledge and its Application 1.1.1 Demonstrate content knowledge and its within and across curriculum areas application within/and or across curriculum teaching areas 1.2 Research-based knowledge and principles 1.2.1 Demonstrate an understanding of of teaching and learning research-based knowledge and principles of teaching and learning 1.3 Positive use of ICT 1.3.1 Show skills in the positive use of ICT to facilitate the teaching and learning process 1.4 Strategies for promoting literacy and 1.4.1 Demonstrate knowledge of teaching numeracy strategies that promote literacy and numeracy skills 1.5 Strategies of developing critical and 1.5.1 Apply teaching strategies that develop creative thinking, as well as other higher critical and creative thinking/and or order thinking skills other higher order thinking skills 1.6 Mother tongue, Filipino and English in 1.6.1 Use of mother tongue, Filipino and teaching and learning English to facilitate teaching and learning 1.7 Classroom communication strategies 1.7.1 Demonstrate an understanding of the range of verbal and non-verbal classroom communication strategies that support learner understanding,  participation, engagement and achievement DOMAIN 2: LEARNING ENVIRONMENT Strands Competency Indicators for Beginning Teachers 2.1 Learner safety and security 2.1.1 Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning environments 2.2 Fair learning environment 2.2.1 Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning 2.3 Management of classroom structure and 2.3.1 Demonstrate knowledge of managing activities classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within the available physical learning environments 2.4 Support for learner participation 2.4.1 Demonstrate understanding of supportive learning environments that nurture and inspire learner participation 2.5 Promotion of purposive learning 2.5.1 Demonstrate knowledge of learning environments that motivates learners to work productivity by assuming responsibility for their own learning 2.6 Management of learner behavior 2.6.1 Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior DOMAIN 3: DIVERSITY OF LEARNERS Strands Competency Indicators for Beginning Teachers 3.1 Learner‟s gender, needs, strengths, 3.1.1 Demonstrate knowledge and interests and experiences understanding of differentiated teaching to suit the learner‟s gender, needs, strengths, interests and experiences 3.2 Learner‟s linguistics, cultural, socio- 3.2.1 Implement teaching strategies that are economic and religious backgrounds responsive to the learner‟s linguistic, cultural, socio-economic and religious backgrounds 3.3 Learners with disabilities, giftedness and 3.3.1 Use strategies responsive to learners talents with disabilities, giftedness and talents 3.4 Learners in difficult circumstances 3.4.1 Demonstrate understanding of the special educational needs of learners in difficult circumstances including geographic isolation, chronic illness; displacement due to armed conflict, urban resettlement or disasters, child abuse and child labor practices 3.5 Learners from indigenous groups 3.5.1 Demonstrate knowledge of teaching strategies that are inclusive of learners  from indigenous groups DOMAIN 4: CURRICULUM AND PLANNING Strands Competency Indicators for Beginning Teachers 4.1 Planning and management of teaching 4.1.1 Prepare developmentally sequenced and learning process teaching and learning process to meet curriculum requirements 4.2 Learning outcomes aligned with learning 4.2.1 Identify learning outcomes that are competencies aligned with learning competencies 4.3 Relevance and responsiveness of learning 4.3.1 Demonstrate knowledge in the progress implementation of relevant and responsive learning programs 4.4 Professional collaboration to enrich 4.4.1 Seek advice concerning strategies that teaching practice can enrich teaching practice 4.5 Teaching and learning resources 4.5.1 Show skills in the selection, including ICT development and use of variety of teaching and learning outcomes, including ICT to address learning goals DOMAIN 5: ASSESSMENT AND REPORTING Strands Competency Indicators for Beginning Teachers 5.1 Design, selection, organization and 5.1.1 Demonstrate knowledge of the design, utilization of assessment strategies selection, organization and use of diagnostic, formative and summative assessment strategies consistent with curriculum requirements 5.2 Monitoring and evaluation of learner 5.2.1 Demonstrate knowledge of monitoring progress and achievement and evaluation of learner progress and achievement using learner attainment data 5.3 Feedback to improve learning 5.3.1 Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner feedback 5.4 Communication of learner needs, 5.4.1 Demonstrate familiarity with a range of progress and achievement to key strategies for communicating learner stakeholders needs, progress and achievement 5.5 Use of assessment data to enhance 5.5.1 Demonstrates an understanding of the teaching and learning practices and role of assessment data as feedback in programs teaching and learning practices and programs DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT Strands Competency Indicators for Beginning Teachers 6.1 Establishment of learning environments 6.1.1 Demonstrate an understanding of that are responsive to community knowledge of learning environments contexts that are responsive to community contexts 6.2 Engagement of parents and the wider 6.2.1 Seek advice concerning strategies that school community in the educative build relationships with  process parents/guardians and the wider community 6.3 Professional ethics 6.3.1 Demonstrate awareness of existing laws and regulations that apply to the teaching profession, and become familiar with responsibilities specified in the Code of Ethics for Professional Teachers 6.4 School policies and procedures 6.4.1 Demonstrate knowledge and understanding school policies and procedures to foster harmonious relationship with the wider school community DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT Strands Competency Indicators for Beginning Teachers 7.1 Philosophy of teaching 7.1.1 Articulate a personal philosophy of teaching that is learner-centered 7.2 Dignity of a teaching as a profession 7.2.1 Demonstrate behaviors that uphold the dignity of teaching profession by exhibiting qualities such as caring attitude, respect and integrity 7.3 Professional links with colleagues 7.3.1 Seek opportunities to establish profession links with colleagues 7.4 Professional reflection and learning to 7.4.1 Demonstrate understanding of how improve practice professional reflection and learning can be used to improve practice 7.5 Professional development goals 7.5.1 Demonstrate motivation to realize professional development goals based on the Philippine Professional Standards for Teachers CONTINUING PROFESSIONAL DEVELOPMENT: THE LIFEBLOOD OF THE TEACHING PROFESSION The professional license for teaching obtained after passing the Licensure Examination for Teachers (LET) simply tells that the Professional teacher possesses the minimum competencies expected of professional teachers. Hence, every professional teacher is expected to continue developing after obtaining his/her professional license. This is one big demand for a professional teacher. The Code of Professional Conduct for Public School Teachers cited in Section 7 of RA 4670 states “Responsibility is something expected of a professional teacher. The work of the teacher in the development and guidance of the young is tremendous responsibility for which he is accountable to God, to his country, and to posterity. It is a trust of which every teacher should strive to be worthy.” In fact, all professional teachers owe it to themselves and to the clientele they serve to go through CPD. When doctors and nurses commit mistake, they bury their mistake. When a lawyer commits a mistake, he/she puts his/her mistake behind bars. When a teacher commits a mistake he/she multiplies that mistake. A professional, therefore, cannot afford to commit a mistake. A professional needs to go through CPD. The Philosophical Basis of CPD “Growth is an evidence of life.” This implies that anything that is alive grows or anything that grows is alive. So a teacher who is alive grows physically, psychologically, mentally, socially, emotionally, spiritually. If he/she doesn‟t grow, it means he/she is no longer alive. “Man/woman is an unfinished project.” For a professional teacher, he/she is always in the process of becoming better and better as a person and as a professional teacher. No person, no professional can claim he/she has already “arrived” at a state of perfection. This means that no professional has arrived at a perfect state. This implies that every professional is expected to continue developing. The Historical and Legal Bases of Continuing Professional Development in the Philippines Even before the enactment of this CPD Act of 2016, CPD was already alluded to in the 1987 Philippine Constitution. No less than the fundamental law of the land, Section 5, Paragraph 4, states: “The State shall enhance the right of teachers to professional development. Other laws also cited continuing professional development: 1. Batas Pambansa 232, the Education Act of 1982, Chapter 3, Duties and Obligations, Section 16, (4) states one of teacher‟s obligations to assume the responsibility to maintain and sustain his professional growth and advancement…” 2. RA 9155, An Act Instituting a Framework of Governance for Basic Education, Establishing Authority and Accountability, renaming the Department of Education, Culture and Sports as the Department of Education, and for other purposes, was enacted on August 11, 2001. In the enumeration of duties and functions of the Secretary of Education, Section 7 A., to wit. In addition to his/her powers under existing laws, the Secretary of Education shall have authority, accountability and responsibility among other things for … (6) Enhancing the employment status, professional competence, welfare and working conditions of all personnel of the Department… Section 7, E states, to wit,” …Consistent with the national educational policies, plans and standards, the school heads shall have authority, accountability and responsibility for… encouraging staff development,” (Underscoring mine). 3. RA 7836, the Teachers‟ Professionalization Act, also provided for mandatory Continuing Professional Education (CPE), now referred to as Continuing Professional Development (CPD), to wit: To encourage continuing professional growth and development and to provide additional basis for merit promotion, in addition to their performance rating, teachers may take an oral and written examination at least once in five (5) years as basis for merit promotion. In taking this examination, no fee shall be required (Sec. 19, Periodic Merit Examination of Teachers). Unfortunately, due to lack of funding, the merit examination has not been implemented up to writing time. The same RA 7836 states: Unjustified or willful failure to attend seminars, workshops, conferences and the like or the continuing education program prescribed by the Board and the Commission (Sec. 23, h. Revocation of the Certificate of Registration, Suspension  from the Practice of the Teaching Profession, and the Cancellation of Temporary or Special Permit). 4. The Board for Professional Teachers (BPT) also passed Resolution No. 435, s. 177 to adopt the Code of Ethics for Professional Teachers pursuant to the provisions of paragraph (e) Article 11 of RA 7836, otherwise known as The Philippine Teachers‟ Professionalization Act of 1994. This Code of Ethics states: Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of his profession, and strengthen his competence, virtues and productivity in order to be nationally and internationally competitive (Sec. 3, Article IV). 5. Executive Order #266, Institutionalizing of the Continuing Professional Education (CPE) Programs of the Various Professional Regulatory Boards (PRBs) Under the Supervision of the Professional Regulation Commission (PRC). This was signed and issued by the Office of then President Fidel V. Ramos on July 25, 1995, to wit: The completion by the professional licensees of the Continuing Professional Education (CPE) programs adopted by all Boards is hereby imposed as a mandatory requirement for the renewal of professional licenses (Sec. 1). This Executive Order was promised on the following: WHEREAS, the various professions play a crucial role in nation-building; WHEREAS, it is imperative to impose upon registered professionals the completion of the Continuing Professional Education (CPE) programs adopted by the concerned Board as a pre-requisite for the renewal of their licenses; WHEREAS, the professionals who undertake the CPE programs are enabled not only to upgrade or improve their technical knowledge and skills but also to keep them abreast with modern trends and technology in their respective professions, thereby assuring the rendition of highly qualitative professional service/s that will be globally competitive under the General Agreement on Trade in Services (GATS) and the same time securing the safety and protection of the public; WHEREAS, the confidence and patronage of the public in a professional depend upon his competence and the quality of service rendered resulting from his acquisition of updated technical knowledge and skill; 6. RA 10912, Continuing Professional Development Act of 2016 – With the enactment of this law, CPD for all the forty-three (43) professions regulated by PRC including the teaching profession has become mandatory. The Salient Provisions of RA 10912, the Continuing Professional Development Act of 2016 A lot of questions have been raised about RA 10912, otherwise known as the Continuing Professional Development Act of 2016. Many a teacher resists CPD. It is claimed to be extra expense, extra effort and extra time when in fact it is every professional‟s obligation. CPD is the only way professionals can sharpen their competitive edge in an international world that has become global village. The need for CPD is heightened by ASEAN integration and internationalization which are now real. To be in, a professional must meet international standards. The way to go is CPD. The purposes of CPD for professionals are stated in RA 10912, Article 1 Declaration of Policy. It is hereby declared the policy of the State to promote and upgrade the practice of professions in the country. Towards this end, the State shall institute  measures that will continuously improve the competence of the professionals in accordance with the international standards of practice, thereby, ensuring their contribution in uplifting the general welfare, economic growth and development of the nation (Underscoring mine). The State policy on promoting and upgrading the practice of professionals in the country and the institution of measures to “continuously improve the competence of the professionals in accordance with international standards” and gives Filipino professionals a competitive edge in the ASEAN region and in the world. Number of CPD Units Required Article III, Section 10 of the same CPD Act states: “The CPD is…made as a mandatory requirement in the renewal of the Professional Identification Cards (PICs) of all registered and licensed professionals… For the professional teachers‟ group, based on Professional Regulatory Board for Professional Teachers Resolution No. 11, series of 2017, the following credit units are required: Period No. of Credit Units Required December 2017 15 Credit units January-December 2018 30 Credit units January 2019 onwards 45 Credit units Ways by Which Professional Teachers Can Earn Credit Units 1. Professional track This includes trainings provided by CPD providers accredited by CPD. You can earn credit units as a participant to a training approved by the CPD Council. You earn more credit units if you serve as a resource speaker, trainer or demonstration teacher. You also earn credit units as panelist/reactor, facilitator/moderator. You earn much more if you are assigned by the CPD council to monitor the conduct of an approved CPD program. 2. Academic track This refers to the completion of a Master‟s degree, completion of candidacy to the doctorate program, completion of the doctorate program, completion of a post-doctoral diploma, and being a recipient of a professorial chair grant, and/or fellowship grant. Take note that only completion of the Master‟s degree is given full credit units of 45. Earning MA units is not given any credit unit by completion of candidacy for the Doctorate degree already entitles one to 45 credit units. The master‟s and doctorate degrees must have been earned five (5) years before renewal of professional license. 3. Self-directed track This includes trainings offered by non-accredited CPD providers. It refers to “learning activities such as online training, local/international seminars/non-degree courses, institution/company-sponsored training programs and the like which did not undergo CPD accreditation but may be applied for and awarded CPD units by the respective CPD Councils. In addition, self-directed track includes serving as accreditor (e.g. ISO, ISA, PACUCOA, PAASCU, AACUP etc.). It also includes study tours and socio-civic activities using the profession. 4. Productive Scholarship This means that the professional teacher has developed program/training module, curriculum guide or any other resource material. Or the professional teacher has written an article in a professional magazine or a technical/research paper and even better if the  technical paper is published in a refereed/peer-reviewed professional journal. Best if the professional teacher writes a book or a monograph or comes up with an invention or creative work, the latter entitles him/her to 45 credit units. Even professional and/or lifetime achievement awards from the division level to regional, national and international level make the professional teacher earn credit units. Continuing Professional Development Plan A proof that a professional teacher has made CPD his/her way of life is his/her formulation of a CPD plan which he/she religiously follows whether monitored or not monitored by his/her superior/s because he/she monitors himself/herself. Developing a personal CPD Plan helps teacher leaders develop purposively. It is not enough to have a good intention to do CPD. It is best that good intention should be made concrete in a simple and doable plan. Every professional who has sincere intent to grow professionally must have an annual personal CPD plan. Professional teachers formulating their respective annual CPD Plans and faithfully observing them lead to the building of a CPD culture among professional teachers. With that CPD culture, the negative attitude towards mandatory CPD hopefully will fade away. We hope to reach a point where professional teachers will oblige themselves to go through CPD not because it is mandatory but because this is something they owe to themselves as professionals and to the public they serve. This is professionalism. Templates for a CPD Plan There are two templates for a CPD Plan. The first one is the template used in the public schools. The second is another template used by others. Comparing the two templates make one conclude that they are basically the same. The different terms used actually refer to the same. Teacher‟s Individual Plan for Professional Development (IPPD) Objectives Methods/ Resources Time Frame Success Indicator Strategies What What What will I When do I What PPST What competence professional do to access expect to have competence learners‟ will I activity will I resources? accomplished? would I have performance enhance? undertake to enhanced? would have achieve my been objective? improved? Personal CPD Plan Training Objectiv Activit Resources Needed Time Expecte Expected Need e y Frame d Output Outcome What do I What What Human Material When am What need to should I activity I results does improve do to should I Whose What supposed this activity my address underg help do material to have have on my teaching? my need? o to I need s or how addresse teaching address to much d my and my my address cash do I need? students‟  need? my need to learning? need? address my need? Preparatio To make Tutorial IT Laptop, May 5 PPs More n of PP PP for at Teacher LCD 2018 interesting least 5 , Expert and more lessons concrete lesson presentatio n and improved students‟ scores Joining Professional Learning Community/Communities of Practice CPD is made possible and alive through professional learning communities (PLCs). These PLCs are powerful collaborations in which teachers work together to analyze and improve their classroom practice in a systematic process. The Department of Education institutionalized the School Learning Action Cells (SLACs) as a mechanism for CPD. In an interview with beginning teachers and administrators on conditions that help them improve their own practice, the answer boils down to this “working in a school with an integrated professional culture.” Learning from the CPD Practices of High Performing Countries CPD in Singapore Singapore is the first country in the world to adopt the PLC framework nationwide (Dimmock and Tan, 2013; Hairon and Dimmock, 2011). It has institutionalized PLC in its schools. Professional development is very much alive. In 2010 the Ministry of Education (MOE) mandated all schools to be a “learning organization”. This “learning organization” concept of schools supports the building of a strong mentorship culture where a collaborative and community-oriented form of professional development thrives. Every teacher is entitled to 100-hour per year of optional training which everyone makes use of. Schools are encouraged to provide at least one hour of curricular time per week for teachers to actively engage in school-based Professional Development (PD) initiatives. These PLCs are led by school leaders who provide teachers with structures and resources to engage in a variety of inquiry-based PD practices. For PD, Singapore has (1) Teacher-Researcher Networks, (2) Lesson study and other forms of “Learning Circles”. In the Teacher-Researcher Networks, faculty researchers from NIE, senior specialists from MOE, and teacher researcher including those with higher formal training in research (who are called “research activists”) serve as mentors to teachers to conduct action research. The overall goal of these learning communities is to provide teachers with resources to engage in action research (Hairon, 2006), which is usually a form of classroom-based investigation where teachers discuss and reflect upon pedagogical problems and find their own solutions to improve teaching and learning. The teacher-researcher network follows these steps: a. Identification and definition of a problem b. Planning for improvement c. Implementation of teaching/learning activities d. Observation of results (data collection) e. Reflection on the outcomes At the completion of the research, participants write a group reflective journal to summarize the procedures, findings, conclusions, and implications of the study. These action research journals are shared with other groups of teachers interested in similar classroom problems. Opportunity like a forum, symposium and publications are given to teachers to share their research findings. Another effective strategy for PD in Singapore is the lesson study (Lewis, Perry and Hurd, 2004) adopted from Japan. The overall goal of lesson study is to foster collaborative inquiry and data-driven pedagogical reflection among teachers. How is this done? This consists of four cyclical phases (Tan, 2014): 1. Study phase Teachers analyze the curriculum to be taught and formulate long-term teaching and learning goals 2. Planning phase Teachers select lessons for research, predict student thinking and difficulties, and plan the implementation of specific lessons for data collection 3. Analysis phase Teachers observe and discuss the classroom evidence collected (e.g., videos, student written work) 4. Reflection phase Teachers discuss student learning and identify new areas for further inquiry Much of the professional development of Singaporean teachers occurs within school settings through the Learning Circles or Learning Teams. With the widely-accepted concept of “schools as learning organizations” and with teachers‟ welcoming attitude to PD, there are a number of work-embedded opportunities for PD. Topics for PD range from curriculum innovation, student-centric teaching practices, new uses of ICT, collaborative lesson planning, to project-based learning (Bautista, Wong and Gopinathan, 2015). CPD in Finland Teachers in Finland meet one afternoon each week to jointly plan and develop curriculum. They are encouraged to work together to share materials. CPD in Japan Lesson Study Approach to Professional Development Japan is well known for lesson study. How does Japan do lesson study as a strategy for professional development? Every teacher periodically prepares a best possible lesson that demonstrates strategies to achieve a specific goal (e.g. students becoming active problem-solvers or students learning more from each other) in collaboration with other colleagues. A group of teachers observe while the lesson is taught and usually record the lesson in a number of ways, including videotapes, audiotapes, and narrative and/or checklist observations that focus on areas of interest to the instructing teacher (e.g., how many student volunteered their own ideas). Afterwards, the group of teachers and sometimes outside educators discusses the lesson’s strengths and weakness, ask questions, and make suggestions to improve the lesson. In some cases the revised lesson is given by another teacher only a few days later, observe and discuss again. Teachers themselves decide the theme and frequency of research lessons. Large study groups often break up into subgroups of 4-6 teachers. The subgroups plan their own lessons but work toward the same goal and teachers from all subgroups share and comment on lessons and try to attend the lesson and follow-up discussion. For a typical lesson study, the 10-15 hours of group meetings are spread over three to four weeks. While schools let out between 2:40 and 3:45 p.m., teachers’ work days don’t end until 5 p.m., which provides additional time for collegial work and planning. Most lesson study meetings occur during the hours after school lets out. The research lessons allow teachers to refine individual lessons, consult with other teachers and get colleagues’ observations about their classroom practice, reflect on their own practice, learn new content and approaches, and build a culture that emphasizes continuous improvement and collaboration. Some teachers also give public research lessons, which expedite the spread of best practices across schools, allows principals, district personnel, and policymakers to see how teachers are grappling with new subject matter and goals, and gives recognition to excellent teachers. CPD in New Zealand In New Zealand, the Ministry of Education funds for 20 percent release time for new teachers and 10 percent release time for second-year teachers. Ministry of Education is to observe other teachers attend professional development activities, courses and work on curriculum. Mentor teachers deliberately spend time to observe and confer with beginning teachers (Darling-Hammond, Wei and Andree, 2010). Characteristics of Effective CPD: 1. Continuous A professional does not stop developing or else he/she ruts. Stagnant water becomes putrid. 2. Collaborative Thus there is a need to be part of a PLC, a professional learning community. It was Helen Keller who said “Alone we can do so little; together we can do so much.” 3. Focused on a specific teacher need It responds to a need and so is highly relevant to the teacher. 4. Job-embedded The teacher has not to be removed from the workplace for CPD so there is no work disruption. What the teacher is trained on is exactly what he/she does. 5. Given enough time Quality CPD demands adequate time. Quality time spent for CPD ultimately redounds to improved teaching for the benefit of learners. 6. Funded CPD with support funds is definitely better than one without. PHILOSOPHIES OF EDUCATION Our Philosophical Heritage: Philosophies of Education An Exercise to Determine Your Educational Philosophy Find out to what philosophy you adhere. To what extent does each statement apply to you? Rate yourself 4 if you agree with the statement always, 3 if you agree but not always, 2 if you agree sometimes, and 1 if you don‟t agree at all. Statement 1 2 3 4 1. There is no substitute for concrete experience in learning. 2. The focus of education should be the ideas that are as relevant today as when they were first conceived. 3. Teachers must not force their students to learn the subject matter if it does not interest them. 4. Schools must develop students‟ capacity to reason by stressing on the humanities. 5. In the classroom, students must be encouraged to interact with one another to develop social virtues such as cooperation and respect. 6. Students should read and analyze the Great Books, the creative works of history‟s finest thinkers and writers. 7. Teachers must help students expand their knowledge by helping them apply their previous experiences in solving new problems. 8. Our course of study should be general, not specialized; liberal, not vocational; humanistic, not technical. 9. There is no universal, inborn human nature. We are born and exist and then we ourselves freely determine our essence. 10. Human beings are shaped by their environment. 11. Schools should stress on the teaching of basic skills. 12. Change of environment can change a person. 13. Curriculum should emphasize on the traditional disciplines such as math, natural science, history, grammar, literature. 14. Teacher cannot impose meaning; students make meaning of what they are taught. 15. Schools should help individuals accept themselves as unique individuals and accept responsibility for their thoughts, feelings and actions. 16. Learners produce knowledge based on their experiences. 17. For the learner to acquire the basic skills, he/she must go through the rigor and discipline of serious study. 18. The teacher and the school head must prescribe what is most important for the students to learn. 19. The truth shines in an atmosphere of genuine dialogue. 20. A learner must be allowed to learn at his/her own pace. 21. The learner is not a blank slate but brings past experiences and cultural factors to the learning situation. 22. The classroom is not a place where teachers pour knowledge into empty minds of students. 23. The learner must be taught how to communicate his ideas and feelings. 24. To understand the message from his/her students, the teacher must listen not only to what his/her students are saying but also to what they are not saying. 25. An individual is what he/she chooses to become not dictated by his/her environment. Interpreting your Scores: If you have 2 answers of 2/4 in numbers: 1,3,5,7 - you are more of a progressivist 2,4,6,8 - you are more of a perennialist 9,15,20,25 - you are more of an existentialist 10,12 - you are more of a behaviorist 11,13,17,18 - you are more of an essentialist 14,16,21,22 - you are more of a constructivist 19,23,24 - you are more of a linguistic philosopher If you have 2 scores of 4 in several of the seven clusters, you have an eclectic philosophy which means you put the philosophies together. If your scores are less than 4, this means that you are not very definite in your philosophy. Or if your scores are less than 3 in most of the items, this means your philosophy is quite vague. Seven Philosophies of Education: 1. Constructivism Why teach Constructivists sees to develop intrinsically motivated and independent learners adequately equipped with learning skills for them to be able to construct knowledge and make meaning of them. What to teach The learners are taught how to learn. They are taught learning processes and skills such as searching, critiquing and evaluating information, relating these pieces of information, reflecting the same, making meaning out of them, drawing insights, posing questions, researching and constructing new knowledge out of these bits of information learned. How to teach In the constructivist classroom, the teacher provides students with data or experiences that allow them to hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine and invent. The constructivist classroom is interactive. It promotes dialogical exchange of ideas among learners and between teacher and leaners. The teacher‟s role is to facilitate this process. Knowledge isn‟t a thing that can be simply deposited by the teacher into the empty minds of the learners. Rather, knowledge is constructed by learners through an active, mental process of development; learners are the builders and creators of meaning and knowledge. Their minds are not empty. Instead, their minds are full of ideas waiting to be “midwifed” by the teacher with his/her skillful facilitating skills. 2, Essentialism Why teach This philosophy contends that teachers teach for learners to acquire basic knowledge, skills and values. Teachers teach “not to radically reshape society but rather to transmit the traditional moral values and intellectual knowledge that students need to become model citizens.” What to teach Essentialist programs are academically rigorous. The emphasis is an academic content for  students to learn the basic skills or the fundamental r‟s – reading, „riting, „rithmetic, right conduct – as these are essential to the acquisition of higher or more complex skills needed in preparation for adult life. The essentialist curriculum includes the “traditional disciplines such as math, natural science, history, foreign language, and literature. Essentialists frown upon vocational courses…” or other courses with watered down academic content… The teachers and administrators decide what is most important for the students to learn and place little emphasis on students interests, particularly when they divert time and attention from the academic curriculum. How to teach Essentialist teachers emphasize mastery of subject matter. They are expected to be intellectual and moral models of their students. They are seen as “fountain” of information and as “paragon of virtue,” if ever there is such a person. To gain mastery of basic skills, teachers have to observe “core requirements, longer school days, a longer academic year…” With mastery of academic content as primary focus, teachers rely heavily on the use of prescribed textbooks, the drill method and other methods that will enable them to cover as much academic content as possible like the lecture method. There is a heavy stress on memorization and discipline. 3. Progressivism Why teach Progressivist teachers teach to develop learners into becoming enlightened and intelligent citizens of a democratic society. This group of teachers teaches learners so they may live fully now not to prepare them for adult life. What to teach The progressivists are identified with need-based and relevant curriculum. This is a curriculum that responds to students‟ needs and that relates to students‟ personal lives and experiences.” Progressivists accept the impermanence of life and the inevitability of change. For the progressivists, everything else changes. Change is the only thing that does not change. Hence, progressivist teachers are more concerned with teaching the learners the skills to cope with change. Instead of occupying themselves with teaching facts or bits of information that are true today but become obsolete tomorrow, they would rather focus their teaching on the skills or processes in gathering and evaluating information and in problem-solving. The subjects that are given emphasis in progressivist schools are the “natural and social sciences.” Teachers expose students to many new scientific, technological, and social developments, reflecting the progressivist notion that progress and change are fundamental… In addition, students solve problems in the classroom similar to those they will encounter outside of the schoolhouse. How to teach Progressivist teachers employ experiential methods. They believe that learns by doing. For John Dewey, the most popular advocate of progressivism, book learning is no substitute for actual experience. One experiential teaching method that progressivist teachers heavily rely on is the problem-solving method. This problem-solving method makes us of the scientific method.  Other “hands-on-minds-on-hearts-on” teaching methodology that progressivist teachers use are field trips during which students interact with nature or society. Teachers also stimulate students through thought-provoking games and puzzles. 4. Perennialism Why teach We are all rational animals. Schools should, therefore, develop the students‟ rational and moral powers. According to Aristotle, if we neglect the students‟ reasoning skills, we deprive them of the ability to use their higher faculties to control their passions and appetites. What to teach The perennialist curriculum is a universal one on the view that all human beings possess the same essential nature. It is heavy on the humanities, on general education. It is not a specialist curriculum but rather a general one. There is less emphasis on the vocational and technical education. Philosopher Mortimer Adler claims that the “Great Books of ancient and medieval as well as modern times are a repository of knowledge and wisdom, a tradition of culture which must initiate each generation.” What the perennialist teachers teach are lifted from the Great Books. How to teach The perennialist classrooms are “centered around teacher.” The teachers do not allow the students interests or experiences to substantially dictate what they teach. They apply whatever creative techniques and other tried and true methods which are believed to be most conducive to disciplining the students‟ minds. Students engaged in Socratic dialogues, or mutual inquiry sessions to develop an understanding of history‟s most timeless concepts.” 5. Existentialism Why teach The main concern of the existentialists is “to help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feeings and actions.” Since „existence precedes essence‟, the existentialist teachers‟ role is to help students define their own essence by exposing them to various paths they take in life and by creating an environment in which they freely choose their own preferred way. Since feeling is not divorced from reason in decision making, the existentialist demands the education of the whole person, “not just the mind.” What to teach “In an existentialist curriculum, students are given a wide variety of options from which to choose.” Students are afforded great latitude in their choice of subject matter. The humanities, however, are given tremendous emphasis to “provide students with vicarious experiences that will help unleash their own creativity and self-expression. For example, rather than emphasizing historical events, existentialists focus upon the actions of historical individuals, each of whom provides possible models for the students‟ own behavior. Moreover, vocational education is regarded more as a means of teaching students about themselves and their potential than of earning a livelihood. In teaching art, existentialist encourages individual creativity and imagination more than copying and imitating  established models.” How to teach “Existentialist methods focus on the individual. Learning is self-paced, self-directed. It includes a great deal of individual contract with the teacher, who relates to each student openly and honestly. To help students know themselves and their place in society, teachers employ values clarification strategy. In the use of such strategy, teachers remain non- judgmental and take care not to impose their values on their students since values are personal.” 6. Behaviorism Why teach Behaviorist schools are concerned with the modification and shaping of students‟ behavior by providing for a favorable environment, since they believe that they are a product of their environment. They are after students who exhibit desirable behavior in society. What to teach Because behaviorists look at “people and other animals… as complex combinations of matter that act only in response to internally or externally generated physical stimuli,” behaviorist teachers teach students to respond favorably to various stimuli in the environment. How to teach Behaviorist teachers “ought to arrange environmental conditions so that students can make the responses to stimuli. Physical variables like light, temperature, arrangement of furniture, size and quantity of visual aids have to be controlled to get the desired responses from the learners. Teachers ought to make the stimuli clear and interesting to capture and hold the learners‟ attention. They ought to provide appropriate incentives to reinforce positive responses and weaken or eliminate negative ones” (Trespeces, 1995). 7. Linguistic philosophy Why teach To develop the communication skills of the learner because the ability to articulate, to voice out the meaning and values of things that one obtains from his/her experience of life and the world is the very essence of man. It is through his/her ability to express himself/herself clearly, to get his/her ideas across, to make known to others the values that he/she has imbibed, the beauty that he/she has been, the ugliness that he/she rejects and the truth that he/she has discovered. Teachers teach to develop in the learner the skill to send messages clearly and receive messages correctly. What to teach Learners should be taught to communicate clearly how to send clear, concise messages and how to receive and correctly understand messages sent. Communication takes place in three (3) ways – verbal, nonverbal, and paraverbal. Verbal component refers to the content of our message, the choice and arrangement of our words. This can be oral or written. Nonverbal component refers to the message we send through our body language while paraverbal component refers to how we say what we say – the tone, pacing and volume of our voice.  There is need to teach learners to use language that is correct, precise, grammatical, coherent, accurate so that they are able to communicate clearly and precisely their thoughts and feelings. There is need to help students expand their vocabularies to enhance their communication skills. There is need to teach the learners how to communicate clearly through non-verbal means and consistently through paraverbal means. There is need to caution the learners of the verbal and non-verbal learners to communicate. Teach them to speak as many languages as you can. The more languages one can speak, the better he/she can communicate with the world. A multilingual has an edge over the monolingual or bilingual. How to teach The most effective way to teach language and communication is the experiential way. Make them experience sending and receiving messages through verbal, non-verbal and para-verbal manner. Teacher should make the classroom a place for the interplay of minds and hearts. The teacher facilitates dialogue among learners and between him/her and his/her students because in the exchange of words there is also an exchange of ideas. Formulating My Philosophy of Education You have been acquainted with various philosophies. With which do you identify yourself? What is your personal philosophy education? As a teacher you have tremendous power. You can make a difference in the life of the young. All in all your philosophy of education must spell out very clearly what you and how you should teach, how you should relate to your students to make a difference. My Philosophy of Education as a Grade School Teacher I believe that every child - has a natural interest in learning and is capable of learning - is an embodied spirit - can be influenced but not totally by his/her environment - is unique, so comparing a child to other children has no basis - does not have an empty mind, rather is full ideas and it is my task to draw out these ideas I believe that there are unchanging values in changing times and these must be passed on to every child by modeling value inculcation and value integration in my lessons. I believe that my task as a teacher is to facilitate the development of every child to the optimum and to the maximum by: - reaching out to all children without bias and prejudice towards the “least” of the children - making every child feel good and confident about himself/herself through his/her experiences of success in the classroom - helping every child master the basic skills of reading, communicating in oral and written from, arithmetic and computer skills - teaching my subject matter with mastery so that every child will use his/her basic skills to continue acquiring knowledge, skills and values for him/her to go beyond basic literacy and basic numeracy - inculcating or integrating the unchanging values of respect, honesty, love and care for others regardless of race, ethnicity, nationality, appearance and economic status in my lessons - consistently practicing these values to serve as model for every child - strengthening the value formation of every child through “hands-on-minds-on-hearts-on” experiences inside and outside the classroom - providing every child activities meant to develop the body, the mind and the spirit - teaching not only what to learn but more important how to learn TEACHING, THE NOBLEST OF ALL PROFESSIONS Convinced of the nobility of the teaching profession, Henry Adams also said, “A teacher affects eternity; no one knows where his influence stops.” John Steinbeck, Nobel and Pulitzer Prize-winning American novelist, claims “Teaching might even be the greatest of the arts since the medium is the human mind and spirit.” While the artist works on canvass, the teacher works on the human mind and heart. The greatest men and women in history were teachers – Socrates, Plato, Aristotle, Confucius, Lao tsu, Siddharta, Gautama, Jesus Christ. Their teachings have transformed the individual and collective lives of their followers and their worlds. Their teachings reverberate up to the present. An old anecdote about teaching and teacher may convince you more that you are preparing for profession which is the noblest of all professions. It is considered the mother of all professions. Teachers have a special place in heaven. Their Special Place in Heaven By: Cynthia Ferrer Gubler At the gates of heaven, Saint Peter stood, respondent, holding the keys to heaven. Before him snaked a very long line of people eager to pass through the portals of heaven, Saint Peter asked the man at the head of the line Saint Peter asked the man at the head of the line a simple question: “Why, dear sir, should I let you enter heaven?” The man replied: “I am a doctor. In my lifetime, I saved lives, cured the sick and gave them and their families a better quality of life.” To which Saint Peter commented: “Remarkable. You may enter through the gates of Paradise and enjoy your rightful place.” Next in line was a woman dressed in a no-nonsense business suit. Saint Peter asked her the same. “Why should I let you enter heaven, dear woman?” And she replied: “I’m an entrepreneur. I gave people decent jobs, paid them well enough for them to feed, clothe, shelter and afford their families the niceties of life.” “Ah,” said Saint Peter. “Indeed, that is remarkable as well. But, of course, you may enter heaven.” A young man in uniform stepped up and faced Saint Peter and to the same question, he responded: “I am a policeman. In my lifetime, I came to the succor of the citizenry, protected against criminals who plagued the streets down on earth.” Saint Peter was impressed, and gave the young man a pass to enter through the gates of heaven. Soon, it was the turn of a dignified elderly man, who did not wait for Saint Peter to pose him the question, and offered his reason: “I am a lawmaker. I crafted laws and policies for the benefit of all the stakeholders of society, prescribing their rights and violations, thereof.” Impressed with the lawmaker’s credentials, Saint Peter let him through, without any hesitation. Fast on the heels of the lawmaker, a young woman, austerely dressed, came up front. “Tell me, young lady, why should I let you in?” Saint Peter asked. She replied, “I am a lawyer, Saint Peter. To the best of my abilities, I defended the rights of victims and, at times, the rights of the accused, just as vigorously.” “Commendable!” roared Saint Peter in delight. Saint Peter now faced a middle-aged man with rimmed glasses. The man had heard the question that St. Peter had posed those ahead of him, and he had a ready answer: “I am a scientist, dear Saint Peter. I helped unlock the secrets of life and the secrets of the fields: research, technology, communications, medicine, transportation, galactic travel, among others. And in doing to, I assure you, I never lost my awe and wonder of the Creator of such majesty and grandeur as the universe.” Saint Peter could not contain his delight and permitted the man to enter heaven. In stark contrast to the scientist who left, a tall, dignified man in a well-cut Italian suit and handmade silk tie stepped up in front of the line. My dear man, Saint Peter said, feeling more loquacious. “You must agree that I did well letting the scientist into heaven. Pray, tell me, why I should let you through the gates of heaven: And to this, the man replied: I am a diplomat. With all my God-given skills very hard to eradicate the scourge of war that has visited peoples time and time again and devastated scores and scores of generations to the human race.” “But of course, a peacemaker,” Saint Peter murmured appreciatively. “Do take your place in heaven as promised to peacemakers.” This line of questioning continued down the line of souls who stood before Saint Peter; eager to disclose to him their rights to enter heaven: farmer, architect, fisherman, engineer; bus driver, household help, actor, comedian; banker, parent, computer analyst, financier; politician, chief executive officer, country president, chef. Finally, the last person in the line stood before Saint Peter. It had been a long day, and he was pleased that he did not have to turn anyone away. He looked at the simple woman before him and asked the same question for the last time that day. “My dear lady, thank you so much for waiting so patiently for your turn. Now, tell me, why should I let you into heaven?” And the elderly woman responded, without rancor or recriminations at being heard last: “Dear Saint Peter… This is why you should let me through the gates into heaven. Those people who entered ahead of me… they became who they were… because of me.” In a mixture of pride and humility she continued: “I am their teacher.” Saint Peter silently nodded, breaking into a smile. His job for the day had ended. He locked the gates of heaven, only after the teacher stepped in for her just deserved award. Indeed a teacher is powerful. You are in a very 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. In the United States of America, the global financial institution ING conducted a survey in 2010 in conjunction with the National Teacher of the Year Award. A significant finding was: eighty-eight percent (88%) of one thousand (1000) – Americans age 18 and older who were surveyed-identified at least one teacher who had a significant positive impact on their life (Saenz, 2012). A teacher has the power to touch lives and make a difference to people‟s lives. “The influence of a good teacher can never be erased,” says one quotable quote. Just remember the moving story of Teddy and Ms. Thompson. May you be a “Ms. Thompson to all your students in the future. If you do that, you prove to the world that teaching, indeed, is a noble profession. Congratulations, you chose the noblest of all professions. May you find fulfillment in your profession! Activities: Directions: Construct a Multiple Choice Test from each topic: 1. Ensuring Teacher Quality Trough Competency Framework and Standards (15 items) 2. Continuing Professional Development: the Lifeblood of the Teaching Profession (10 items) 3. Philosophies of Education (10 items) 4. Teaching, the Noblest of All Professions (5 items) References: 1. Bilbao, Purita P. et al. (2006). The Teaching Profession. Metro Manila: LORIMAR Publishing Incorporated 2. Bilbao, Purita P. et al. (2018). The Teaching Profession. Metro Manila: LORIMAR Publishing Incorporated