PEC - The Teaching Profession - July 2024.pdf

EFFECTIVE TEACHERS: PERSONAL ATTRIBUTES Motivating Personality Enthusiasm Warmth Humor Credibility High Expectations for Success Adaptability/Flexibility Image from Helpline PH MOTIVATING PERSONALITY  Teachers with a motivating personal...

EFFECTIVE TEACHERS: PERSONAL ATTRIBUTES Motivating Personality Enthusiasm Warmth Humor Credibility High Expectations for Success Adaptability/Flexibility Image from Helpline PH MOTIVATING PERSONALITY  Teachers with a motivating personality seem to:  enjoy their work  be supportive of students  become believable and easy to trust Image from Westend61 Three particular attributes common among teachers with motivating personalities  Enthusiasm  Warmth  Humor  Credibility Image from natcom.org  ENTHUSIASM  Enthusiastic teachers are confident and enjoy what they are doing  They convey the subject that they teach as valuable and enjoyable  They appear confident and relatable Image from giftenor  WARMTH  Positive  Supportive with students  Friendly  Demonstrates real interest in students as individuals  Open and willing to work things out Image from Baamboozled  On the other hand, you reduce warmth when students perceive you as  Unfair  Overly judgmental  Inflexible  Discourage student-teacher interactions Image from consciouslifenews.com Conveying Warmth  Greet students by name.  Smile frequently.  Be yourself. Convey your personality, likes, dislikes, even opinions. Image from greatergood.berkeley.edu  Use nonthreatening physical proximity to students.  Encourage students to approach you and be open with you.  Draw out students’ opinions, feelings, and ideas, and actively incorporate these into your instruction.  Provide remediation and time for all students to master the material and to be successful. HUMOR  An appropriate sense of humor is one of the characteristics students frequently note in teachers they enjoy.  These teachers make learning fun.  Humor can defuse tension, communicate teacher’s security and confidence, can promote trust, and reduce discipline problems. CREDIBILITY  Effective teachers appear to students to be credible and worthy of trust.  A teacher is credible only when his students believe that he is. HIGH EXPECTATIONS FOR SUCCESS Effective teachers:  hold high expectations of success for their students  believe that all students can master the content  believe that they themselves have the ability to help all students learn It would appear that teachers’ expectations cause differences in learning. Research indicates that when teachers’ expectations of students rise, students learn more. How to Demonstrate Encouragement and Support for Your Students 1. Use positive comments about students’ abilities rather than negative comments about their performance. 2. Be aware of and note improvement, not just perfection. 3. Help students learn to work through their own problems and evaluate their own work. 4. Be optimistic, positive and cheerful. 5. Demonstrate good, active listening when students are speaking. 6. Provide several alternative routes to task completion and allow students some degree of choice. ADAPTABLE/FLEXIBLE  Flexibility and adaptability requires that you be aware of the need for a change and be able to adapt to those changes. EFFECTIVE TEACHERS: PROFESSIONAL SKILLS AND ABILITIES Engaging Students’ Attention Using Instructional Time Efficiently Conducting Interactive Discussions Providing Feedback and Reinforcement Image from Helpline PH ENGAGING STUDENTS’ ATTENTION  Effective teachers are able to get students’ attention at the beginning of a lesson and to hold their attention throughout the lesson.  To accomplish this, teachers must be skilled in helping the students relate with the lesson and in using a variety of approaches. Image from japantimes.co.jp Image from mrvaudrey.com USING INSTRUCTIONAL TIME EFFICIENTLY  Students learn more when they spend more time engaged in learning activities. Optimizing Time. Time on task is consistently related to increased learning. When teachers and students spend more time actively engaged in academic tasks, they learn more.  Maintaining Momentum. Momentum is related to the effective use of time. Momentum refers to the flow of activities and to the pace of teaching and learning maintained in the classroom. Making Smooth Transitions. Transitions are points in the instructional interactions when contexts change. Instructional transitions occur when you change the topic, its focus, or the activity at hand. These must be done carefully and properly so as to avoid confusion among Image from Chaterris Educational Foundation the students. Optimizing Instructional Time 1. Have materials and equipment ready prior to class. 2. Begin on time. 3. Establish and enforce rules. 4. Establish and enforce procedures for routine tasks and transitions. 5. Plan more instructional material than you think you will need. 6. Maintain a relatively brisk instructional pace. 7. If you finish your lesson early, use the remaining time to review the students. Avoid giving students “free time”. CONDUCTING INTERACTIVE INSTRUCTION USING QUESTIONS  The most effective teachers establish and maintain highly interactive classrooms characterized by student-student and teacher-student dialogue rather than simply teacher talk.  Integral part of this type of classroom is the teacher’s ability to use questions effectively. Image from Performance Excellence Network How to Ask Questions:  Be sure to phrase questions clearly  Avoid asking questions which have only one answer  Avoid including the answer within the question  Ask only one question at a time  Use lower- and higher-order questions properly Wait Time In soliciting answers, the teacher should use wait time. This refers to the pauses that teachers use when they solicit and react to students’ responses. Follow-Up After a student has responded to your question, you must respond, or react to the reply. This is called a follow-up. Your follow-up behavior will either encourage or discourage participation in the lessons. Image from thoughtco.com Follow-up Methods:  Probing – asking additional questions of the responding student to help expand or raise the level of response.  Redirecting – is another way of following up an incorrect response. When redirecting, the teacher asks another student to answer the same question.  Rephrasing – simply means restating the question in different terms PROVIDING FEEDBACK AND REINFORCEMENT  Effective teachers provide students with information about their academic performance.  They commonly do this through feedback and reinforcement.  Feedback is intended to inform students about the accuracy of their performance.  Reinforcement is meant to improve students’ motivation through rewards. How to Provide Feedback:  Provide feedback as frequently as possible  Provide feedback as soon after a performance as possible  Make your feedback specific rather than general  Design and use feedback that teaches students how to gauge their own progress. Image Point to Point Education When to Provide Reinforcement:  Reinforcement is most likely to be successful:  When it specifically identifies the behavior or performance being rewarded,  When it is contingent upon desired behavior or performance,  When it is believable.  Before entering a classroom, every educator must arrive at a philosophy that guides his or her role as a teacher. Teachers must examine the construction of knowledge, identify what knowledge they will teach, and determine how they will ultimately teach and assess that knowledge. FUNDAMENTAL PHILOSOPHICAL POSITIONS Six philosophical orientations essentially relevant to educational policy, curriculum and instruction: Essentialism Perennialism Behaviorism Constructivism Progressivism Existentialism TEACHER-CENTERED PHILOSOPHIES Essentialism teacher-centered philosophy stresses the role of the teacher in delivering a basic body of knowledge that every student should know to become a productive member of society by William Bagley, an American educator there are essential concepts that the curriculum must include “back-to-basics,” teaching to the “core curriculum” and the basis of the No Child Left Behind project The emphasis of the curriculum is on the mastery of academic content and the fundamental r’s – reading, ‘riting, ‘rithmetic Perennialism the word perennial means “everlasting” there are eternal universal concepts that can provide future generations of students with a sense of reality, truth, culture and ethics by Mortimer Adler and Robert Maynard Hutchins all students must receive similar education in history, literature, mathematics and science a perennialist curriculum would produce rational, disciplined thinkers well versed in a universal knowledge. The teachers do not allow the students’ interests or experiences to substantially dictate what they teach Students are engaged in Socratic dialogues Behaviorism Concerned with the modification of students’ behavior B.F. Skinner explained how an individual’s past and present environments influence the way he or she responds and learns it becomes the teacher’s responsibility to design and create learning environments where students can learn to their utmost potential teachers must encourage students to respond and behave in a certain way a teacher-centered instruction also utilizes the reward and punishment style of behavior modification STUDENT-CENTERED PHILOSOPHIES Progressivism Progressivist teachers teach to develop learners into becoming enlightened and intelligent citizens of a society. The progressivists are identified with need-based and relevant curriculum. They accept the inevitability of change. John Dewey, long considered a founder of progressivism, essentially believed that students learn by doing – and especially things that are related to their needs and interests. The progressivist teachers employ experiential learning activities. Teachers expose students to many new scientific, technological, and social developments Constructivism Constructivists aim to develop intrinsically motivated and independent learners Learners should be equipped with skills for them to construct knowledge and make meaning out of them The learners are taught how to learn, with skills such as searching, critiquing, and evaluating information Knowledge cannot be simply deposited by the teacher into the empty minds of the learners. Rather, knowledge is constructed by the learners through an active mental process The minds of the students are not empty. They are full of ideas waiting to be “midwifed” by the teacher’s skillful facilitating skills. Existentialism The main concern of the existentialists is “to help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions.” The existentialist teacher’s 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. Students are given a wide variety of options from which to choose. Learning is self-paced and self-directed. It includes individual contact with the teacher who relates to each student openly and honestly. THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS  PREAMBLE Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence. In the practice of their noble profession, they strictly adhere to, observe, and practice this set of ethical and moral principles, standard, and values.  ARTICLE I SCOPE AND LIMITATIONS Section 1. The Philippine Constitution provides that all educational institutions shall offer quality education for all Filipino citizens, a vision that requires professionally competent teachers committed to its full realization. The provisions of this Code shall apply, therefore, to all teachers in all schools in the Philippines.  Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term "teacher" shall industrial art or vocational teachers and all other persons performing supervisory and/or administrative functions in all schools at the aforesaid levels, whether on full-time or part-time basis.  ARTICLE II THE TEACHER AND THE STATE Section 1. The schools are the nurseries of the citizens of the state. Each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the Constitution and respect for all duly constituted authorities, and promote obedience to the laws of the state.  Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect. Section 3. In the interest of the State of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit. Section 4. Every teacher shall possess and actualize full commitment and devotion to duty.  Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly, or indirectly, solicit, require, collect, or receive any money, service, other valuable material from any person or entity for such purposes. Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibilities.  Section 7. A teacher shall not use his position or official authority of influence to coerce any other person to follow any political course of action. Section 8. Every teacher shall enjoy academic freedom and shall have the privilege of sharing the product of his research and investigations, provided that, if the results are inimical to ta declared policies of the State, they shall be drawn to the proper authorities for appropriate remedial action.  ARTICLE III THE TEACHER AND THE COMMUNITY Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best services by providing an environment conducive to such learning and growth. Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment.  Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness and other excesses, much less illicit relations. Section 4. Every teacher shall help the school keep the people in the community, and shall, therefore, study and understand local customs and traditions in order to have a sympathetic attitude, therefore, refrain from disparaging the community.  Section 5. Every teacher shall help the school keep the people in the community informed about the school's work and accomplishments as well as its needs and problems. Section 6. Every teacher is an intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people.  Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively Section 8. A teacher possesses freedom to attend church and worship, as appropriate, but shall not use his position and influence to proselyte others.  ARTICLE IV THE TEACHER AND THE PROFESSION Section 1. Every teacher shall actively help insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparation for the career of teaching, and shall be at his best at all times in the practice of his profession. Section 3. Every teacher shall participate in the continuing professional education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive.  Section 4. Every teacher shall help, if duly authorized, to seek support for the school, but shall not make improper misrepresentations through personal advertisements and other questionable means. Section 5. Every teacher shall use the teaching profession in a manner that makes it a dignified means for earning a decent living.  ARTICLE V THE TEACHER AND THE TEACHING COMMUNITY Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best interest of the learners, the school, or the profession is at stake in any controversy, teachers shall support one another. Section 2. A teacher is not entitled to claim for work not of his own, and shall give due credit for the work of others which he may use.  Section 3. Before leaving his position, a teacher shall organize and leave to his successor such records and other data as are necessary to carry on the work. Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which have not yet been officially released, or remove records from the files without official permission.  Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. This may be done only if there is incontrovertible evidence for such conduct. Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating any right of the individual concerned. Section 7. A teacher may apply for a vacant position for which he is qualified, provided that he respects the system of selection on the basis of merit and competence, provided, further, that all qualified candidates are given the opportunity to be considered.  ARTICLE VI THE TEACHER AND HIGHER AUTHORITIES IN THE PHILIPPINES Section 1. A teacher shall make it his duty to make an honest effort to understand and support the legitimate policies of the school and the administration regardless of professional feeling or private opinion and shall faithfully carry them out. Section 2. A teacher shall not make any false or charges against superiors, especially under anonymity However, if there are valid charges, he should present such under oath to competent authority.  Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different procedure, such as when reforms are advocated but are opposed by the immediate superior, in which case the teachers shall appeal directly to the appropriate higher authority. Section 4. A teacher, individually or as of a group, has a right to seek redress against injustice and discrimination and, to the extent possible, shall raise his grievances within democratic processes. In doing so, he shall avoid jeopardizing the interest and welfare of learners whose right to learn must be respected.  Section 5. A teacher has a right to invoke the principle that appointments, promotions, and transfers of teachers are made only on the basis of merit and need in the interest of the service. Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of the employment terms and conditions.  ARTICLE VII SCHOOL OFFICIALS, TEACHERS AND OTHER PERSONNEL Section 1. School officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers and other personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership and enlightened direction. Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility to formulate policies or introduce important changes in the system at all levels.  Section 3. School officials shall encourage and attend to the professional growth of all teachers under them such as recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to participate in conferences and training programs. Section 4. No school official shall dismiss or recommend for dismissal a teacher or other subordinates except for cause.  Section 5. School authorities concerned shall ensure that public school teachers are employed in accordance with pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of their work, provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws, and, provided, further that they are duly registered and licensed professional teachers.  ARTICLE VIII THE TEACHER AND THE LEARNERS Section 1. A teacher has the right and duty to determine the academic marks and the promotion of learners in the subjects they handle. Such determination shall be in accordance with generally accepted producers of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate action, observing the process. Section 2. A teacher shall recognize that the interest and welfare of learners are his first and foremost concern, and shall handle each learner justly and impartially.  Section 3. Under no circumstance shall a teacher be prejudiced nor discriminatory against any learner. Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if under served.  Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other than what is authorized for such service. Section 6. A teacher shall base the evaluation of the learner's work on merit and quality of academic performance. Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip, and preferential treatment of the learner.  Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestations of poor scholarship Section 9. A teacher shall insure that conditions contributive to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner's problems and difficulties  ARTICLE IX THE TEACHER AND PARENTS Section 1. A teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence and respect. Section 2. A teacher shall inform parents, through proper authorities, of the progress or deficiencies of learners under him, exercising utmost candor and tact in pointing out learners deficiencies and in seeking parent's cooperation for the proper guidance and improvement of learners. Section 3. A teacher shall hear parent's complaints with sympathy and understanding, and shall discourage unfair criticism.  ARTICLE X THE TEACHER AND BUSINESS Section 1. A teacher has a right to engage, directly or indirectly, in legitimate income generation, provided that it does not relate to or adversely affect his work. Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in the settlement of his just debts, loans and other financial affairs.  Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently related to such purchase and disposal, provided that such shall be in accordance with existing regulations.  ARTICLE XI THE TEACHER AS A PERSON Section 1. A teacher shall live with dignity in all places at all times. Section 2. A teacher shall place premium upon self-respect and self-discipline as the principle of personal behavior in all relationships with others and in all situations. Section 3. A teacher shall maintain at all times a dignified 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.  ARTICLE XII DISCIPLINARY ACTION Section 1. Any violation of any provision of his Code shall be sufficient ground for the imposition against the erring teacher of disciplinary action consisting of revocation of his Certificate of Registration and License as Professional Teacher, suspension from the practice of the teaching profession, reprimand, or cancellation of his temporary special permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31. Article VIII, of the Rules and Regulations Implementing RA. No. 7836. 1. Universal primary and secondary education  This is to ensure that all girls and boys receive complete, free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes. Image from UNICEF 2. Early childhood development and universal pre-primary education.  This is to ensure that all boys and girls have access to quality early childhood development care and pre- primary education so that they are ready for primary education. Image from PhilNews 3. Equal access to technical/vocational and higher education.  This is to ensure equal access for all women and men to affordable and quality technical vocational and tertiary education including university. Image from Philippine Star 4. Relevant skills for decent work.  This is to substantially increase the number of youth and adults who have relevant skills including technical and vocational skills, for employment, decent jobs and entrepreneurs. Image from Hong Kong News 5. Gender equality and inclusion.  This is to eliminate gender disparities in education and ensure equal access to all levels of education and vocational trainings for vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations. Image from Iloilo Today 6. Universal youth literacy.  This is to ensure that all youth and substantial proportion of adults, both men and women, achieve literacy and numeracy. Image from USAID 7. Education for sustainable development and global citizenship.  This is to ensure that all learners acquire knowledge and skills needed to promote sustainable development:  sustainable lifestyles  human rights  gender equality  promote a culture of peace and non- violence  global citizenship  appreciation of cultural diversity and Image from EcoMENA contribution to sustainable development. MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS Republic Act No. 4670  PROBATIONARY PERIOD When recruitment takes place after adequate training and professional preparation in any school recognized by the Government, no probationary period preceding regular appointment shall be imposed if the teacher possesses the appropriate civil service eligibility Provided however, That where due to the exigencies of the service, it is necessary to employ as teacher a person who possesses the minimum educational qualifications herein above set forth but lacks the appropriate civil service eligibility, such person shall be appointed on provisional status and shall undergo a period of probation for not less than one year from and after the date of his provisional appointment.  CONSENT FOR TRANSFER Except for cause and as herein otherwise provided, no teacher shall be transferred without his consent from one station to another. Where the exigencies of the service require the transfer of a teacher from one station to another, such transfer may be effected by the school superintendent who shall previously notify the teacher of the transfer and the reason or reasons therefore. If the teacher believes there is no justification for the transfer he may appeal his case Provided, however, That no transfer whatever shall be made three months before any local or national election  SAFEGUARDS IN DISCIPLINARY PROCEDURE Every teacher shall enjoy equitable safeguards at each stage of any disciplinary procedure and shall have a) The right to be informed, in writing of the charges, b) The right to full access to the evidence in the case, c) The right to defend himself and to be defended by a representative of his choice and/ or by his organization, adequate time being given to the teacher for the preparation of his defense, and d) The right to appeal to clearly designated authorities. No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of his case  NO DISCRIMINATION There shall be no discrimination whatsoever in entrance to the teaching profession, or during its exercise, or in the termination of services, based on any ground other than professional consideration  MARRIED TEACHERS Whenever possible, the proper authorities shall take all steps to enable married couples, both of whom are public school teachers, to be employed in the same locality.  ACADEMIC FREEDOM Teachers shall enjoy academic freedom in the discharge of their professional duties, particularly with regard to teaching and classroom methods.  TEACHING HOURS Any teacher engaged in actual classroom instruction shall not be required to render more than six hours of actual classroom teaching a day, preparation and correction of exercises and other work incidental to his normal teaching duties Provided, however That where the exigencies of the service so require, any teacher may be required to render more than six hours but not exceeding eight hours of actual classroom teaching a day upon payment of additional compensation at the same rate as his regular remuneration plus at least twenty-five percent of his basic pay  SPECIAL HARDSHIP ALLOWANCES In areas in which teachers are exposed to hardship such as difficulty in commuting to the place of work or other hazards peculiar to the place of employment, as determined by the Secretary of Education, they shall be compensated by special hardship allowances equivalent to at least twenty-five percent of their monthly salary,  STUDY LEAVE In addition to the leave privileges now enjoyed by teachers in the public schools, they shall be entitled to study leave not exceeding one school year after seven years of service. Such leave shall be granted in accordance with a schedule set by the Department of Education. During the period of such leave, the teachers shall be entitled to at least sixty percent of their monthly salary: Provided however That no teacher shall be allowed to accumulate more than one year study leave, unless he needs an additional semester to finish his thesis for a graduate study in education or allied courses.  INDEFINITE LEAVE An indefinite sick leave of absence shall be granted to teachers when the nature of the illness demands a long treatment that will exceed one year at the least  SALARY INCREASE UPON RETIREMENT Public school teachers having fulfilled the age and service requirements of the applicable retirement laws shall be given one range salary raise upon retirement, which shall be the basis of the computation of the lump sum of the retirement pay and the monthly benefits thereafter. ENSURING TEACHER QUALITY THROUGH COMPETENCY FRAMEWORK AND STANDARDS LEGAL BASES  ACT NO. 74 This law was enacted in 1901 by the Philippine Commission, and provided: establishment of the Department of Public Instruction headed by the General Superintendent the country was divided into school divisions and districts for effective management of the school system. English was made as the medium of instruction in all levels of schooling optional religious instructions in all schools (Section 16) Image from philippinemasonry.com  ACT NO. 2706 “PRIVATE SCHOOL LAW” This was enacted in 1917 by the Philippine Legislature, which made obligatory the recognition and inspection of private schools and colleges by the Secretary of Public Instruction so as to maintain a standard of efficiency in all private schools and colleges in the country.  COMMONWEALTH ACT NO. 589 This law, approved in 1940, established a school ritual in all public and private elementary and secondary schools in the Philippines. The ritual consists of solemn and patriotic ceremonies that include the singing of the National Anthem and Patriotic Pledges. Image from saranganiphotonews.com  REPUBLIC ACT NO. 1425 It was approved on June 12, 1956, it prescribed the inclusion in the curricula of all schools, both public and private, from elementary schools to the universities, the life, works and writings of Jose Rizal especially the Noli Me Tangere and El Filibusterismo. Image from maxey2016 - Wordpress  REPUBLIC ACT NO. 4670 Known as the “Magna Carta for Public School Teachers”. This was approved in 1966 to promote and improve the social and economic status of public school teachers, their living and working conditions, their employment, and career prospects. Image from Manila Bulletin  PRESIDENTIAL DECREE 1006 (PD 1006) “DECREE PROFESSIONALIZING TEACHING” It was in 1976 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 they be considered as professionals and teaching be recognized as a profession  REPUBLIC ACT NO. 6655 Known as the “Free Public Secondary Education Act of 1988”, it was approved in 1988 and provided for: Free public secondary education to all qualified citizens and promote quality education at all level. No tuition or other fees shall be collected Image from wheninmanila.com  REPUBLIC ACT NO. 7836 “PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994” In 1994, R.A. 7836 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)  DEPED ORDER NO. 42, S. 2017 National Adoption and Implementation of the Philippine Professional Standards for Teachers The PPST aims to: set out clear expectations of teachers along well-defined career stages of professional development from beginning to distinguished practice; engage teachers to actively embrace a continuing effort in attaining proficiency; and apply a uniform measure to assess teacher performance, identify needs, and provide support for professional development. Parang di ko Kaya ko ‘to I can do it, yata kaya… pero… I can do it… From educatorfiles.com  DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY Demonstrate content knowledge and its application within/and or across curriculum teaching areas. Demonstrate an understanding of research-based knowledge and principles of teaching and learning. Show skills in the positive use of ICT to facilitate the teaching and learning process  DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY Demonstrate knowledge of teaching strategies that promote literacy and numeracy skills. Apply teaching strategies that develop critical and creative thinking/ and or other higher order thinking skills. Use of mother tongue, Filipino and English to facilitate teaching and Learning. 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 Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning environments Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning. Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within the available physical learning environments.  DOMAIN 2: LEARNING ENVIRONMENT Demonstrate understanding of supportive learning environments that nurture and inspire learner participation, Demonstrate knowledge of learning environments that motivates learners to work productivity by assuming responsibility for their own learning, Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior.  DOMAIN 3: DIVERSITY OF LEARNERS Demonstrate knowledge and understanding of differentiated teaching to suit the learner's gender, needs, strengths, interests and experiences. Implement teaching strategies that are responsive to the learner's linguistic, cultural, socio-economic and religious backgrounds. Use strategies responsive to learners with disabilities, giftedness and talents.  DOMAIN 3: DIVERSITY OF LEARNERS 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. Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups.  DOMAIN 4: CURRICULUM AND PLANNING Prepare developmentally sequenced teaching and learning process to meet curriculum requirements. Identify learning outcomes that are aligned with learning competencies. Demonstrate knowledge in the implementation of relevant and responsive learning programs.  DOMAIN 4: CURRICULUM AND PLANNING Seek advice concerning strategies that can enrich teaching practice. Show skills in the selection, development, and use of variety of teaching and learning outcomes, including ICT to address learning goals.  DOMAIN 5: ASSESSMENT AND REPORTING Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative and summative assessment strategies consistent with curriculum requirements. Demonstrate knowledge of monitoring and evaluation of learner progress and achievement using learner attainment data. Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner performance.  DOMAIN 5: ASSESSMENT AND REPORTING Demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement. Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs.  DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT Demonstrate an understanding of knowledge of learning environments that are responsive to community contexts. Seek advice concerning strategies that build relationships with parents/guardians and the wider community.  DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT 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 Demonstrate knowledge and understanding of school policies and procedures to foster harmonious relationship with the wider school community.  DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT Articulate a personal philosophy of teaching that is learner- centered. Demonstrate behaviors that uphold the dignity of teaching profession by exhibiting qualities such as caring attitude, respect and integrity.  DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT Seek opportunities to establish professional links with colleagues. Demonstrate an understanding of how professional reflection and learning can be used to improve practice. Demonstrate motivation to realize professional development goals based on the Philippine Professional Standards for Teachers.