TEACHING PROFESSION CHAPTER SUMMARY

CHAPTER 1: You, the Teacher as a Person in Society – Brenda B. Corpuz, Ph.D. “Teachers… are the most
responsible and important member of society because their professional efforts affect the fate of the
earth.” – Helen Caldicot

Our thoughts, values and actions are somehow shaped by events and by the people with whom we
come in contact. We, in turn, help shape society – its events, its people, and its destiny.

Lesson 1: Your Philosophical Heritage

“To philosophize is so essentially human – and a sense to philosophize means living a truly human life.” -
J. Pieper

We are heirs to a rich philosophical heritage. Passed on to us are number of philosophies of various
thinkers who lived before us. These thinkers reflected on life in this planet. They occupied themselves
searching for answer to questions about human existence. Here are the philosophies discussed in this
book: essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy and
constructivism. These seven philosophies differ in their concepts of the learner and values, in why we
teach (objectives), what should be taught (curriculum) and how should the curriculum be taught
(teaching strategies). However, there exist also some similarities among the philosophies.

Lesson 2: Formulating Your Philosophy of Education “Philosophy is vital only the questions are mine and
so is the struggle towards answers.” W. Luijpen

Philosophy is in everything that we do, dealing with parents and others. How we learn things and apply
them into our life. Attitude in life reflects our philosophy. Our life reflects our philosophy. Philosophy
equals you as well as philosophy equals self. Philosophy in education includes this concept human
person, true and good that to be taught, teaching process, and true and good that to must be taught.
Lesson 3: The foundational Principles of Morality and You “When you carry out acts of kindness, you get
a wonderful feeling inside. It is a s through something inside your body respond and says, yes, this is how
I ought to feel” - Unknown Philosophers interested in theories of knowledge have another option for
justifying beliefs – coherencies. To picture this theory at work, think of a web. A belief sits at each node
in the web, and is connected to other beliefs through strands of logic. Each belief is justified by its
relationship to other beliefs, themselves justified in terms of connection to other beliefs, which
(eventually) which are all tied together. There are no foundational beliefs – no self-justified propositions
that serve as a "foundation" for all others. Everything is justified by the quality of its connections to
everything else. Some beliefs are very well connected. Others are connected only by thin threads. What
is morality? As defined by one textbook author, morality refers to the quality of human acts by which we
call them right or wrong, good or evil. Our act is moral when it is in accordance with our human nature.
Our act is immoral when it is contrary to our human nature. You are a person of good moral character
when you are human, loving, virtuous and mature. On other hand, the word principle comes from the
latin word princeps which means a beginning, a source. It is that on which something is based, founded,
originated and initiated. A foundational moral principle is, therefore, the universal norm upon which all
other principles on the rightness or wrongness of an action are based which is the source of morality.

Lesson 4: Values Formation and You

“Education in values means the cultivation of affectivity, leading the educand through exposure to an
experience of value and of the valuable.” – R. Aquino

In this lesson, our discussion on values formation is based on the premise that there are transcendent
values. Most Filipinos, if not all, believe in a transcendental being that we call by different names
Bathala, Apo Dios, Kabunian, Allah and the like. For Idealist group there are unchanging and universal
values. Values are beyond changing times, beyond space and people and accepted everywhere. The
values of love, care and concern for our fellow men are values for all people regardless of time and space
is called transcendent value. While for relativists group, there are no universal and unchanging values.
Values are dependent on time and place and the values of our ancestors may not necessarily be the right
values for us. Values are taught and caught; its formation includes formation in the cognitive, affective
and behavioral aspects. Cognitive means we must understand the value we want to acquire. Affective
which is means they have an effective dimension; it is not enough to know what a certain value is. An
individual must feel why they prefer a certain value versus doing the opposite, which may be morally
incorrect. Behavioral means living by the value is the true test if an individual really considers it as a
value. You have to grow in knowledge and wisdom, and you must actually experience the importance of
values in your life. It is a training of the intellect and will. Intellect distinguishes between a right and
wrong while Will encourages us to act on the right value and avoid the wrong values presented by your
intellect. It is necessary to develop your formation of ideas, judgments and reasoning. A virtuous life
strengthens you to live by the right values and live a life of abundance and joy, while a vicious life leads
you to misery. A virtue is no other than a good habit. The lowest according to Max Sheler’s hierarachy of
values are those that have something to do with pleasure, while the highest are those that are pertain to
the God (for those who believe in God). You live well if you do not distort the hierarchy of values.

Lesson 5: Teaching as Your Vocation, Mission and Profession

“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our
human feelings….” – Carl Jung

Some teachers are teachers by choice, chance, force and accident. Teaching profession can be regarded
in three ways: teaching as a profession, teaching as a mission and teaching as a vocation.

Teaching as a Profession

“Teaching is a noble profession”. The word “profession” is synonymous to: Occupation, job, career, work,
and line of work. The word “professional” means long & arduous years of preparation, a striving for
excellence, a dedication to public interest and commitment to moral & ethical values.

If you consider teaching as a profession then: You must be willing to go through a long period of
preparation. You must be willing to go through continuing education (continuous development of
potentials).You must strive for excellence ( not “pwede na” mentality )And lastly you must commit
yourself to moral, ethical and religious values & dedicate yourself to service.

Teaching as a mission

“Once a teacher, forever a student”. The word mission is derived from the Latin word “misio” which
means “to send”. The Webster’s Dictionary defines “mission” as “task assigned”.

If teaching is your mission then it means: It is the “task” entrusted to you in this world. It is your assigned
task thus you’ve got to prepare for it! It calls for a continuing professional education.
Teaching as a vocation

“Teaching may not guarantee financial security but love of teaching has served as a motivating factor to
many teachers through the years”. Teaching has remained inspiring & fulfilling. The word “vocation”
comes from the Latin word “vocare” which means “to call” thus vocation is a “call”.

If teaching is your vocation then it means: You said YES to your call to teach! You commit yourself in the
total transformation of the learner. You consider teaching as a lifetime commitment thus aim through
the years towards quality teaching.

CHAPTER 2: You, the Teacher as a Person in Society – Brenda B. Corpuz, Ph.D. “The teacher is a diplomat
and ambassador of tact and sensitivity, as he/she facilitates productive, positive interactions among the
multiplicity of personalities, cultures, beliefs and ideals.” – Unknown Lesson 1: The National
Competency-Based Teacher Standards (NCBTS) The National Competency Based Teacher Standards
(NCBTS) is one of the key elements of the TEDP (Teacher Education Development Program). A unified
framework for teacher development

An integrated theoretical framework that defines the different dimensions of effective teaching Effective
teaching means being able to help all types of students learn the different learning goals in the
curriculum. It is based on the seven domains, each one representing the desired features of the teaching
and learning process. The seven domains of NCBTS are Social regard for learning, the learning
environment, diversity of Learners, curriculum, planning, assessing and reporting, community linkages,
and personal growth and professional development. What is TEDP?

The Teacher Education Development Plan is the master plan to bridge the growing gap between the
needs and expectations of learners and the knowledge and skill levels of both new and existing teachers
Agencies working hand in hand for the good of the teaching profession are DepED, CHED, PRC, CSC and
TEIs TEDP conceptualizes a teacher’s career path as a continuum that starts with the entry to a teacher
education program and concludes when a teacher reaches retirement from formal service Who should
use NCBTS?

DepED shall use the NCBTS to formulate its hiring, promotion, supervision and other policies related to
the teaching profession. The NCBTS shall also be used in designing its INSET programs for teachers Most
of all, Individual teachers in all public elementary and high schools shall use it for their professional
development activities Why do we need NCBTS?

The NCBTS provides a single framework that shall define what effective teaching is in all aspects of a
teacher’s professional life and in all phases of teacher development The NCBTS is an integrated
theoretical framework that defines the different dimensions of effective teaching, where effective
teaching means being able to help all types of students learn the different learning goals in the
curriculum. It provides a beter guide for all teacher development programs and projects from school
level up to the national level. Various stakeholders and institutions use the NCBTS in their roles to
maintain quality education through effecting teaching and learning.

Lesson 2: 21st Century Teacher

“If we teach today as we taight yesterday we rob our children of tommorow” – Jhon Dewey

They are the one who is adequately equipped with communication skills, learning and innovations,
information, media and technology skills and life and career skills. He/she collaborates and interrelates
with others from all walks of life. He/she is innovative and embarks on lifelong learning. He/she uses
technology to the maximum and to the optimum to improve his/her learning and productivity. He/she
critically analyzes and eveluates information derived from various sources and is able to read message
from media whether direct given or given in subtle manner. The 21st century teacher is highly
colaborative, a lifelong learner, is accountable for results and is information, media and technology
literate.

Lesson 3: School and Community Relations

“It takes avillage to raise a child”

– African proverb

The primary objectives of the School-Community Relations Program are to inform the public; particularly
parents, about the school; to build parental and public support; to build public confidence in the school,
to establish trust, on-going communication, and cooperation between the school, parents, students, and
the public; to establish and sustain the relationship between the school and its “publics”; to prevent and
correct misunderstandings and rumors and to humanize (put a face on) the school. Techniques for
Involving Parents
Provide a purpose for getting involved

Ask for help with specific task(s)

Plan with parents, not for them

Focus on real issues and concerns

Recognize parents’ knowledge, skills, concerns

Provide flexible opportunities and times for parent involvement Arrange for child care at school
functions

Reasons Why Parents Don’t or Won’t Get Involved

Purposes not clear

Insecurities/school anxiety/bad personal experiences

Poor communication

Distrust of teachers & school officials

Excessive other demands on time

Lack of resources (time, transportation, etc.) to participate Satisfaction with status quo

The Complex Community

Informal Community Forces

Neighborhood Influence Systems

Community Groups

Pressure Groups

Formal Community Forces

The Local Board of Education

State Education Agencies

Federal Influences on Education

Strategies for School Community Relations

Marketing

Public Relation

Communication

Lesson 4: Linkages and Networking with Organizations

“We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads, and along
these sympathetic fibers, our action run as causes and returns to us as results”

The school and its community, in collaboration with public and private institutions and organizations are
indeed inseparable if they are to create on impact on the lives of the students and members of the
community they are commited to serve. The school can enjoy linkages and networking activities with
international, national, and local organizations in the community for mutual benefits and assistance
needed. Networking and linkages are important for the following reasons:

The program outreach and visibility can be greatly increased. Technology transfer, share and
dissemination can be facilitated between networked organization and among the respective partners
Sharing of knowledge, skill, expertise and experiences helps in improving the effectiveness and efficiency
Co-financing links can be forged

Replication of funding can be avoided and the grants can be used in a beter managed and meaningful
fashion

The first step is for the school to prepare a list of projects and activities it plans to undertake including
the much-needed assistance in terms of human and material resources, then determine the institutions
and organizations with parallel objectives and service.

Linkages, also termed interconnections, with institutions functioning along the same mission are
interned to serve members of both sides according to their respective needs, interest, and objectives.
The create bonds together to solicit support and assistance for purposeful activities which could be
facilitated faster and beter considering the doubling of energy and resources. Following are some
working linkages between schools nationwide and associations centers with local officers manned by a
complete set of officials and active members.

A. Linkages

1. International Linkages

a. With Pi Lambda Theta

An international honor society and professional association in education. Based in its main office in
Michigan, chapters are located in different universities nationwide. The only chapter outside the United
States is the Philippine Area chapter. Its main project is ETP (Excellence in Teaching Project. Its supports
15 third year BSE/BEE students until they graduate. It also honors outstanding student teachers from
College of Education.

b. INNOTECH

Is the center for training educational leaders from Southeast region under the SEAMEO organization. It
conducts training programs to upgrade the competencies of teachers from the region in all disciplines.
One of its projects is to update teachers’ knowledge and skills in implementing alternative learning
systems. It has prepared a comprehensive framework on peace and multi-cultural diversity.

c. World Council for Curriculum and Instruction (WCCI) has a local chapter which recently hosted a 3-day
international congress with the international President, officials and members from the main office
together with the members from different countries in atendance.

2. National and local linkages

Linkages could be established between universities and colleges offering identical degrees. Cross-
enrolment for subjects needed for graduation is allowed.

Joint researches could be conducted by 2 or 2 universities depending on their respective expertise.

B. Networking

1. Networking with Professional Organizations

A network is a grid/web whose members actively demonstrate how they can work together to atain
common objectives, undertake innovative practices and update members regarding breakthrough in
different disciplines. Some examples could serve as models.

a. Consortium among Universities and Colleges

1. Taft Consortium

It is composed of St. Paul University (Manila), St. Scholasticas College. Philippine Normal University,
Philippine Christian University, and De La Salle University. The Science teachers from each college met
regularly for discussions on “best practices”. The registrars may undergo training sessions together.

2. The Mendiola Consortium

It is composed of San Beda College, Centro Escolar University, San Sebastian College, and Holy Spirit
College.

b. With Subjects Specialists

1. BIOTA

Is an organization of Biology teachers from universities nationwide. An annual convention is a major

event where all members gather to discuss the “latest” in their own areas. Research findings, biotech
practices and interesting projects/activities are shared among the members.

2. MATHED
Is the Council of Mathematics Teachers and Educators.

Its major project is to upgrade the competence of Mathematics teachers through national conferences,
workshops, and training sessions conducted nationwide. MTAP takes charges of basic math teachers
while MSP and MT Guild conduct projects for college teachers.

c. Teacher Education Institutions

1. SUCTEA (State Universities and Colleges Teacher of government universities Education Associations)
An annual convention of Deans and Teacher Education Professors for an exchange of approaches and
modes of delivering quality teacher education.

CHAPTER 3: On Becoming a Global Teacher – Purita P. Bilbao, Ph.D. Being world class does not mean
going internationally and showing our best out there. Being world-class is a passion and commitment to
our profession; being world-class is giving our best to teaching. Being world-class starts right inside the
classroom. – Conrado de Quiros

Lesson 1: global education and

the global teacher

Benchmarking is learning the best from the best practices of the world’s best educational systems.

Global education is a concept that brings us to understand the connectivity of each member of citizen in
the planet. The advancement of technology shrank the world size that everyone can be reached.
Because development, we have to learn the diversity or differences in culture in order to address the
global standards for education set by the United Nations. Global education requires future teachers the
skills for the 21st century so that all will be ready to play a significant role to provide educational access
to all types of learners all over the world. This teacher is a global teacher, and there are millions of global
teachers needed now and in the future. To become a global teacher you should be equipped with a
wider range of knowledge of the various educational systems outside the country. He or she must be a
competent teacher who is armed with enough skills, appropriate attitude and universal values to teach
students with both time tested as well as modern technologies in education in any place in the world.
Someone who thinks and acts both locally and globally with world-wide perspectives, right in the
communities where he or she in situated.
Lesson 2: a closer look on the education system of selected countries Benchmarking is learning the best
from the best practices of the world’s best educational systems. Lesson 2 gave us the information that
education is universal. From the different educational systems presented, we can say that the basic
education is compulsory to all these countries. This is also true to the Philippines. This is a positive
response to global education as presented by United Nations. However, the number of years in every
level, primary or secondary, for some countries varies. Kindergarten or pre-school, now made
compulsory by the virtue of Republic Act 10157, institutionalize universal kindergarten. For every exit
level (Grade 6, 10, 12) in the educational structure in basic education, a student is certified through a
diploma or a certificate of completion. The certificate of diploma is one of the requirements for entrance
to higher or tertiary education which is available in almost all countries. With the implementation of the
K to 12 in the Philippines, the number of years in basic education is now equal to those of other
countries in the world.

Lesson 3: multicultural diversity:

A challenge to global teachers

All men are prety much alike. It is only by culture that they are set apart – Confucius

Diversity of learners has now become a local and global concern among teachers. Even in our
classrooms, diversity has been recognized as an element that needs atention. It is a fact that interest in
individual differences and multiple intelligences added to the impetus of knowing about multi-cultural
education. With regional, national and international boundaries opened to education, a greater demand
of understanding diversity of learners has come to the fore. Differences in race, ethnic, and religious
groups, languages, economic status, and family background are some of the factors that require multiple
approaches in teaching. This reality is a great challenge to all teachers, hence, there is a need for you to
know and address this diversity. The book mentioned multicultural education which enables teachers
and educators to give value to the differences in prior knowledge experiences of learners from diverse
background and familiarity with student’s histories of divert cultures. By looking into his or her own
conscious and subconscious biases about the people who different from themselves in race, ethnicity
culture, gender or socioeconomic status the teacher should teach and students should learn about the
values shared by virtually all cultural groups like justice, equality, freedom, peace, compassion and
charity among others.

Lesson 4: broadening teaching perspectives:

Teacher exchange programs

We cannot hold a torch to light another’s path without brightening our own. – Ben Sweetland
To become a global teacher, you need to broaden your teaching perspective. Expanding your experiences
beyond the confines of your classroom to the wider learning environment of the world is one of the
many avenues in order to achieve a level of global competitiveness. Introduction

The Global Teacher Exchange Program commits to improving the quality of Education in South Africa,
Ghana, Uganda, and the UK and to promote partnership between the North and South African countries.
The program aims to: a. change the lives of UK educators, personally, and professionally by encouraging
them to fulfill their aspiration and use their talents in innovative ways; b. ensure benefits for staff and
pupils of UK schools and their local communities through the dissemination of innovative development
education. c. support the aims and activities of Link’s educational programs in South Africa, Ghana, and
Uganda. d. set a standard and develop a model for other similar scheme.

It is the intent of the program to achieve learning outcomes among the target partners of the UK in
terms of: a. increased knowledge of people and life in developing countries. b. beter understanding of
how UK is linked with other countries. c. more positive attitudes towards people and life in developing
countries-challenging stereotypes and beliefs in shared humanity. d. more positive towards multicellular
nature of UK society-challenging of stereotypes and embracing of diversity.

A Global Teacher in this program is described as someone who: a. thinks and act both locally and
globally; b. embraces the world’s rich variety of ways of life’ c. understand how world is interconnected.
d. is commited to making the world a more equitable place; e. believes in education for sustainable
development f. has professional and personal skills to share and to learn; g. brings the world into their
classroom, school and community; h. encourages dialogue and partnership between the North and the
South i . can inspire others to act as Global teachers.

The various activities of the Global Teacher Exchange Program have provided learning experiences to the
participating teachers in the development of their personal and professional lives. The main changes
which resulted from the program are summarized by the following statements of the teacher
participants: “ As a result of the participating in the scheme, I have developed my ability to mentor
students and staff and have developed a more consultative leadership style in my school” “ the best
thing I have ever done. I have come back a different person-more understanding, more sensitive to the
needs of the others. The impact of this Award will stay with me forever.”
It is interesting to note that these programs give teachers the opportunity to live their personal and
professional lives in another context, in another setting, in another country, thus strengthening their
skills in understanding diversity and multiculturalism.

Lesson 5: bringing the world into the classroom through educational technology “Digitally-mediated
learning encompasses more than knowledge of new technology tools. Education must be prepared to
mediate learning through ever-evolving digital tools. Media is rapidly taking over teaching as students
learn from gaming, open source knowledge, virtual scenarios, avatars and second life. Educators must
prepare for facilitative roles that can harness these opportunities to best student advantage.” – Jaine
Bailey Technology can bring the real world into the classroom, which means that as teachers we can
beter prepare kids for the exciting adventures that they will face in their future.Embracing technology to
empower young people and the adults that they connect with. Through new technology and the
changing global landscape of education there is a whole new set of possibilities, we must be relentless in
the pursuit to unleash the greatness in the quality of teaching and learning that is happening inside and
outside the classroom. This has been so easy to applied technology in innovative ways, really it isn’t
rocket science, it is all about empowerment and encouraging the children and staff to take risks. All we
have to do is support them to use technology to make a fantastic contribution to the quality of their
learning by doing things differently. One huge challenge for the country will be the conditions that they
need to create over the next few years with the advancement in technology. The potential power of this
technology means that there is a great responsibility for the government and the community to educate
the students, teachers and parents how to use technology responsibly and effectively. In the next few
years there will be changes educationally and socially in the way that people live and learn both inside
and outside the classroom. It will be an exciting time. Best opportunity for innovation in education

Technology/ICT has been advancing at a phenomenal rate – kids are extremely lucky in some ways to
have such potential – if only they are allowed to use it. ICT is not just a tool for learning, but a whole new
way of learning. Kids can learn anytime, anyplace and anywhere! Technology does help to create lifelong
learners, encourages, engages the disaffected, extends and challenges the more able learner, and can
support the most vulnerable. It is engaging kids in a way that it has never before, to put it quite simply,
the learning possibilities are limitless. Advice for a new teacher or to anyone wanting to make a
difference in education Have the confidence to take risks inside and outside the classroom, but at all
times in everything that you do, make sure in taking these risks you always safeguard the children that
you work with and yourself. Be true to your own core values and strive to make an incredible difference
to the lives of young people.

Additional Research

The Use and Abuse of Technology in the Classroom

This article was also posted on the kinderchat blog.

More and more primary teachers now have access to technology in their classroom. Whether it is an
iPad or an iPod touch, a desktop or a laptop, a growing number of teachers are either being given access
to this technology by their school boards or bringing their own devices to class to help students to learn.
Because of the multitude of choices and opportunities that technology enables, this is a positive
development. I have been concerned, though, by some of the ways that I see technology being used.
Technology should not just allow us to do things in a more engaging way; it should allow us to do new
things that we thought were not possible. It is those new things that are the real value technology
provides. It is not enough to USE technology. You must use it well. Having access to books does not
mean that the students in my classroom will learn to read. I need to make careful pedagogical choices
and use those books in a way that will gently and purposefully help those children to become
independent readers. Very few children can make this leap themselves. Most need a thoughtful teacher
to guide them. In the same way, having technology in my classroom does not mean that my students will
discover how to use it as a learning tool. I have to carefully select and structure what it is used for so that
it becomes truly educational. As with reading books, should not our goal be to develop independent
learners? Here are my personal abuse and use lists for the handling of devices in the classroom.
Technology Abuses

Technology should not be used as simply a digital worksheet. There are many apps and Internet sites
available that are simply a technological version of a paper task, forcing students to practice over and
over a skill that they may already have mastered. Don’t get me wrong. Skills do need to be practiced. I
just happen to think that students should spend most of their time using technology for more creative
purposes. Technology should not be used as a way to keep students occupied. A small number of
computers or devices in a classroom can be an inviting center, whether it is an assigned or a self-chosen
one. If you use technology in this way, choose wisely when you decide what the students will do with
the technology. There are many, many creative options available. It should not be just to keep students
busy while you work with small groups of children. (They’re working on mouse skills? Really?)
Technology should not be used to do what can be done without it. Drawing a picture on an app or a
computer program and labeling it is a worthwhile activity, but why bother if that activity is an end in
itself? It may as well have been done on paper. Technology should allow you to do something new with
that picture, such as sharing/publishing it in some way. The good news is that there are other, beter
options for using technology. My heart does a happy dance when I see these. Technology Uses

Technology should be for accessing what was inaccessible. In the past, my teaching materials were
limited to what was in my classroom and in the school’s library. Now there are a plethora of materials
available online to fill any teaching need I have, limited only by my online search skills. From classroom-
ready videos such as those of Mercer Mayer and Dr. Jean to sharing and learning with other teachers on
Pinterest or Twiter to accessing the creative commons photos of thousands of photographers—well,
let’s just say there is no longer an excuse for not having appropriate resources.

Technology should be for doing good things in beter ways. For example, hearing books being read aloud
is an important part of primary literacy. Long ago, listening to books on a cassete tape became listening
to books on a CD. Now, there are online books and apps that do a much beter job of this, highlighting
the words as they are read aloud. Technology should be for sharing with the world. The environment
that our students are growing up in is wired for sharing. The hardware and the software that is available
make it easier every day for children to share what they are learning with the world. Even young children
can share their learning using drawings, images, blogs, video and digital portfolios. By sharing their
artifacts digitally, students invite the involvement and support of their parents, grandparents and anyone
who sees their work. Technology should be for connecting. Before the advent of the Internet, classrooms
were forced to be isolated learning hives. Now, those hives can all be interconnected as classrooms can
easily link with other classrooms and experts to ask questions, compare experiences and learn together.
Tools such as Skype, Twiter and blogs make connecting and collaborating with classrooms from
anywhere a possibility. Technology should give choices. We are blessed to have a lot of technology in my
classroom and my favourite part of that is the choice it gives my students in both their learning style and
in sharing what they have learned. When allowed to choose, some students prefer to read on iPads or
computers. Others choose paper books. I think choice is important as we accommodate the variety of
needs our learners have. Technology should not just allow us to do traditional in a different way; it
should allow us to do things that we thought were not possible

CHAPTER 4: The Professionalization of Teaching – Avelina Teston-Llagas, Ed.d. The policy goals should be
ensure that all children have access to skillful teachers to make the teaching profession more atractive
to talented young adults, and to produce humane and intellectually lively learning communities for both
students and teachers. – Linda Darling-Hammond

Lesson 1: BASIC LAWS ON THE PROFESSIONALIZATION OF TEACHING PRESIDENTIAL DECREE NO 1006

Providing for the professionalization of teachers, regulating their practice in the Philippines and for other
purposes. With this presidential proclamation, teaching became professionalized in the Philippines.
REPUBLIC ACT NO. 7836

Republic Act No. 7836 is an act strengthening the regulation and supervision of the practice of teaching
in the Philippines and prescribing a licensure examination for teachers and for other purposes. It is also
known as the "Philippine Teachers Professionalization Act of 1994." Teachers and for other purposes.
This in recognation of the state to the vital role of teachers in nation building and development through
a responsible and literate citizenry. REPUBLIC ACT NO. 9293

An act amending certain section of R.A. No. 7836. In this act, no person shall engage in teachingg and/or
act as a professional teacher as defined in this Act, whether in the preschool, elementary or secondary
level, unless the person is a duly registered professional teacher and a holder of a valid certificate of
registration and a valid professional license or a holder of a valid special / temporary permit. A special
permit may also be issued by the board to person who has excelled and gained international recognation
and is a widely acknowledged expert in his her respective field of specialization.

CHAPTER 5: Becoming A Professional Teacher – Avelina Teston-Llagas, Ed.D.

There is no more noble profession than teaching. A great teacher is a great artist, but his medium is not a
canvas, but the human soul – Anonymous

Lesson 1: THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS. Profession is a type of job that requires
special training and gives status and prestige to the individual. A professional is one who has competent
skills, observes high standards of the job and abides by the code of ethics. Who is the professional
teacher? She/ He is the “licensed professional who possess dignity and reputation, with high moral
values as well as technical and professional competence… she/he adheres to, observe, and practices a
set of ethical and moral principles, standard and values.”(Code of Ethics of Professional Teachers, 1997).
Every teacher shall enjoy academic freedom and shall have the privilege of sharing the product of his
researches and investigations, provided that, if the results are inimical to the declared policies of the
State, they shall be drawn to the proper authorities for appropriate remedial action. 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. They shall recognize that the interest and welfare of learners are his
first and foremost concern, and shall handle each learner justly and impartially and place premium upon
self-respect and self-discipline of personal behavior in all relationships with others and in all situations.

CHAPTER 5: Other Education and Teacher-Related Laws – Avelina Teston-Llagas, Ed.D.

Lesson 1: THE 1987 constitution Article xiv – education, science and technology, arts, culture and sports
The state shall protect and promote the right of all citizens to quality education at all levels and shall take
appropriate steps to make education accessible to all. The State shall enhance the right of teachers to
professional advancement. The State shall establish, maintain and support complete, adequate, and
integrated system of education relevant to the needs of the people and society. Science and Technology
are essential for national development and progress.

Lesson 2: REPUBLIC ACT NO. 4670

The Magna Carta for public school teachers

The education is an essential factor in the economic growth of the nation as a productive investment of
vital importance. Stability of employment and security of tenure shall be assured the teachers as
provided under existing laws.

Teachers shall enjoy academic freedom in the discharge of their professional duties, particularly with
regard to teaching and classroom methods. Their salaries shall, at the very least, keep pace with the rise
in the cost of living by payment of a cost-of-living index. Compulsory medical examination shall be
provided free of charge for all teachers before they take up teaching, and shall be repeated not less than
once a year during the teacher’s professional life.

Public school teachers shall have the right to freely and without previous authorization both to establish
and to join organizations of their choosing, whether local or national to further and defend their interest.

Lesson 3: BATAS PAMBANSA Blg. 232 – an act providing for the establishment and maintenance of an
integrated system of education.

It is the policy of the State to establish and maintain a complete, adequate and integrated system of
education relevant to the goals of national development. The educational system aims to develop the
professions that will provide leadership for the nation in the advancement of knowledge for improving
the quality of human life.

Students have the right to receive, primarily through competent instructions, relevant quality education
in line with national goals and conductive to their full development as persons with human dignity.
Teachers shall be deemed persons in authority when in the discharge of lawful duties and shall,
therefore, be accorded due respect and protection. One of the duties of teachers is to participate as an
agent of constructive social economic, moral, intellectual, cultural and political change in his school and
the community within the context of national policies.

FORMAL EDUCATION

The State recognizes that formal education or the school system is society’s primary learning system, and
therefore the main instrument for the achievement of the country’s educational goals and objectives.

NON-FORMAL EDUCATION

One of the objectives of non-formal education (ALS) is to eradicate illiteracy and raise the level of
functional literacy of the population.

In private schools, disputes arising from employer-employee relation shall under the jurisdiction of
Ministry of Labor and Employment for by law and regulation.

SCHOOL FINANCE AND ASSISTANCE

The government In recognition of their complementary role in the educational system may provide aid
to the programs of private schools in the form of grants or scholarships, or loans from government
financial institutions.

The government shall provide financial assistance to financially disadvantaged and deserving students.
Such assistance may be in the form of State scholarship grants –in-aid, assistance from the Educational
Loan Fund, or subsidized tuition rates in State colleges and universities.
Lesson 4: REPUBLIC ACT no. 9155 – AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE FOR BASIC
EDUCATION, ESTABLSHING AUTHORITY AND ACCOUNTABILITY, RENAMING THE DEPARTMENT OF
EDUCATION, CULTURE AND SPORTS AS THE DEPARTMENT OF EDUCATION AND FOR OTHER PURPOSES.

The school shall be the heart of the formal education system. It is where children learn. Schools shall
have a single aim of providing the best possible basic education for all learners.

The classroom teacher is also called Learning Facilitator – is the key-learning support person who is
responsible for supervising/facilitating the learning process and activities of the learner.

Shared governance is a principle which recognizes that every unit in education bureaucracy has a
particular role, task and responsibility inherent in the office and for which it is principally accountable for
outcomes.

The schools division superintendents are accountable and responsible in ensuring compliance of quality
standards for basic education programs and for this purpose strengthening the role of division
supervisors as subject area specialists.

The school head shall form a team with the school teachers/learning facilitators for delivery of quality
educational programs, projects and services.

Lesson 5: organizational structure of the department of education field offices.

Lesson 6: excerpts from the family code of the Philippines

Pursuant to the natural right and duty of parents over the person and property of their un- emancipated
children, parental authority and responsibility shall include the caring for and rearing of such children for
civic consciousness and efficiency and the development of their moral, mental and physical character
and well-being.
The school, its administrators and teachers, or the individual, entity or institution engaged in child care
shall have special parental authority and responsibility over the minor child while under their
supervision, instruction or custody.

Authority and responsibility shall apply to all authorized activities whether inside or outside the
premises of the school, entity or institution.

In no case shall the school administrator, teacher or individual engaged in child care and exercising
special parental authority, inflict corporal punishment upon the child.

Lesson 7: excerpts from republic act no. 7610 – special protection of children against child abuse,
exploitation and discrimination act.

Any person who shall commit any other acts of child abuse, cruelty or exploitation or be responsible for
other condition prejudicial to the child’s development shall suffer the penalty of prison mayor in its
minimum period.

Lesson 8: republic act no.7877- an act declaring sexual harassment unlawful in the employment,
education or training environment, and for other purposes

The shall value the dignity of every individual, enhance the development of its human resources,
guarantee full respect for human rights, and uphold the dignity of workers, employees, applicants for
employment, students or those undergoing training, instructions or education.

Lesson 9: excerpts from republic act no. 8990 – an act promulgating a comprehensive policy and a
national system for early childhood care and development (eccd), providing funds therefor and for other
purposes

It is hereby declared the policy of the state to promote the rights of children to survival, development
and special protection with full recognition of the nature of childhood and its special needs; and to
support parents in their role as primary caregivers and as their children’s first teachers.
Lesson 10: republic act no. 10157 an act institutionalizing the kinder garten education into the basic
education system and appropriating funds therefor This law made kindergarten an integral part of the
basic education system in the Philippines. The law states, thus: * Kindergarten education is hereby
institutionalized as part of basic education and for school year 2011-2012 shall be
implemented partially, and thereafter, it shall be made mandatory and compulsory for entrance to Grade
1. * Medium of Instruction. - The State shall hereby adopt the mother tongue-based multilingual
education (MTB-MLE) method. The mother tongue of the learner shall be the primary medium of
instruction for teaching and learning in the kindergarten level. However, exceptions shall be made to the
following cases: (a) When the pupils in the kindergarten classroom have different mother
tongues or when some of them speak another mother tongue; (b) When the teacher
does not speak the mother tongue of the learners; (c) When resources, in line with the use of the
mother tongue, are not yet available; and (d) When teachers are not yet trained how to use the MTB-
MLE program. In such exceptional cases, the primary medium of instruction shall be
determined by the DepEd aligned with the framework being used in the elementary level including
teacher training and production of local resources and materials under DepEd Order No. 74, series of
2009. The DepEd, in coordination with the Commission on Filipino Language and in close
collaboration with academic and research institutions concerned with education, shall formulate a
mother tongue-based multilingual framework for teaching and learning: Provided, That the DepEd will
include teaching strategies as defined in Section 7(c) which aims to introduce and eventually strengthen
the child’s understanding of English, which is the official language. In short, Kindergarten is now a
mandatory requirement before a child can enroll in grade school. The medium for instruction shall
depend on the language the child is mostly exposed to while growing up prior to enrolling in
Kindergarten. The mother tongue refers to the different regional languages including Filipino, Cebuano,
Ilocano, etc. which will the medium of instruction in the place where the Kindergarten is located.
htp://jenadones.wordpress.com/2012/06/13/republic-act-no-10157-kindergarten-education-act

Lesson 11: unisco

Putting quality education at the heart of development

Since its creation in 1945, United Nations Educational, Scientific and Cultural Organization UNESCO’s
mission has been to contribute to the building of peace, poverty eradication, lasting development and
intercultural dialogue, with education as one of its principal activities to achieve this aim. The
Organization is commited to a holistic and humanistic vision of quality education worldwide, the
realization of everyone’s right to education, and the belief that education plays a fundamental role in
human, social and economic development. UNESCO’s educational objectives are to support the
achievement of Education for All (EFA); to provide global and regional leadership in education; to
strengthen education systems worldwide from early childhood to the adult years; to respond to
contemporary global challenges through education. As the only United Nations agency with a mandate
to cover all aspects of education, UNESCO’s work encompasses educational development from pre-
school through to higher education, including technical and vocational education and training, non-
formal education and literacy. The Organization focuses on increasing equity and access, improving
quality, and ensuring that education develops knowledge and skills in areas such as sustainable
development, HIV and AIDS, human rights and gender equality. UNESCO works with governments and a
wide range of partners to make education systems more effective through policy change. It coordinates
the Education for All movement, tracks education trends and raises the profile of educational needs on
global development agendas. htps://en.unesco.org/themes/education-21st-century

Lesson 12: first call for children

Preamble

The preamble recalls the basic principles of the United Nations and specific provisions of certain
relevant human rights treaties and proclamations. It reaffirms the fact that children, because of their
vulnerability, need special care and protection, and it places special emphasis on the primary caring and
protective responsibility of the family. It also reaffirms the need for legal and other protection of the
child before and after birth, the importance of respect for cultural values of the child's community, and
the vital role of international cooperation in securing children's rights.

Article 1 - Definition of a Child

A child is recognized as a person under 18, unless national laws recognize the age of majority earlier.

Article 2 - Non-discrimination

All rights apply to all children without exception. It is the State's obligation to protect children from any
form of discrimination and to take positive action to promote their rights. Article 3 - Best interests of the
child

All actions concerning the child shall take full account of his or her best interests. The State shall provide
the child with adequate care when parents, or others charged with that responsibility, fall to do so.
Article 4 - Implementation of rights

The State must do all it can to implement the rights contained in the Convention. Article 5 - Parental
guidance an the child's evolving capacities The State must respect the rights and responsibilities of
parents and the extended family to provide guidance for the child which is appropriate to her or his
evolving capacities. Article 6 - Survival and development

Every child has the inherent right to life, and the State has an obligation to ensure the child's survival and
development. Article 7 - Name and nationality

The child has the right to a name at birth. The child also has the right to acquire a nationality and, as far
as possible, to know his or her parents and be cared for by them. Article 8 - Preservation of identity

The State has an obligation to protect, and if necessary, re-establish basic aspects of the child's identity.
This includes name, nationality, and family ties. Article 9 - Separation from parents

The child has a right to live with his or her parents unless this is deemed incompatible with the child's
best interests. The child also has the right to maintain contact with both parents if separated from one or
both. Article 10 - Family reunification

Children and their parents have the right to leave any country and to enter their own for purposes of
reunion or the maintenance of the child-parent relationship. Article 11 - Illicit transfer and non-return

The State has an obligation to prevent and remedy the kidnapping or retention of children abroad by a
parent or third party. Article 12 - The child's opinion

The child has the right to express his or her opinion freely and to have that opinion taken into account in
any mater or procedure affecting the child. Article 13 - Freedom of expression

The child has the right to express his or her views, obtain information, and make ideas or information
known, regardless of frontiers. Article 14 - Freedom of thought, conscience and religion

The State shall respect the child's right to freedom of thought, conscience, and religion, subject to
appropriate parental guidance. Article 15 - Freedom of association

Children have a right to meet with others, and to join or form associations. Article 16 - Protection of
privacy

Children have the right to protection from interference with privacy, family, home, and correspondence,
and from libel or slander. Article 17 - Access to appropriate information
 The State shall ensure the accessibility to children of information and material from a diversity of
sources, and it shall encourage the mass media to disseminate information which is of social and cultural
benefit to the child, and take steps to protect him or her from harmful materials. Article 18 - Parental
responsibilities

Parents have joint primary responsibility for raising the child, and the State shall support them in this.
The State shall provide appropriate assistance to parents in child-raising. Article 19 - Protection from
abuse and neglect

The State shall protect the child from all forms of maltreatment by parents or other responsible for the
care of the child and establish appropriate social programmes for the prevention of abuse and the
treatment of victims. Article 20 - Protection of a child without family

The State is obliged to provide special protection for a child deprived of the family environment and to
ensure that appropriate alternative family care or institutional placement is available in such cases.
Efforts to meet this obligation shall pay due regard to the child's cultural background. Article 21 -
Adoption

In countries where adoption in recognized and/or allowed, it shall only be carried out in the best
interests of the child, and then only with the authorization of competent authorities, and safeguards for
the child. Article 22 - Refugee children

Special protection shall be granted to a refugee child or to a child seeking refugee status. It is the State's
obligation to co-operate with competent organizations which provide such protection and assistance.
Article 23 - Disabled Children

A disabled child has the right to special care, education, and training to help him or her enjoy a full and
decent life in dignity and achieve the greatest degree of self-reliance and social integration possible.
Article 24 - Health and health services

The child has a right to the highest standard of health and medical care atainable. States shall place
special emphasis on the provision of primary and preventive health care, public health education, and
the reduction of infant morality. They shall encourage international cooperation in this regard and strive
to see that no child is deprived of access to effective health services. Article 25 - Periodic review of
placement

A child who is placed by the State for reasons of care, protection, or treatment is entitled to have that
placement evaluated regularly. Article 26 - Social security

The child has the right to benefit from social security including social insurance. Article 27 - Standard of
living

Every child has the right to a standard of living adequate for his or her physical, mental, spiritual, moral,
and social development. Parents have the primary responsibility to ensure that the child has an
adequate standard of living. The State's duty is to ensure that this responsibility can be fulfilled, and is.
State responsibility can include material assistance to parents and their children. Article 28 - Education

The child has a right to education, and the State's duty is to ensure that primary education is free and
compulsory, to encourage different forms of secondary education accessible to every child, and to make
higher education available to all on the basis of capacity. School discipline shall be consistent with the
child's rights and dignity. The State shall be consistent with the child's rights and dignity. The State shall
engage in international cooperation to implement this right. Article 29 - Aims of education

Education shall aim at developing the child's personality, talents and mental and physical abilities to the
fullest extent. Education shall prepare the child for an active adult life in a free society and foster respect
for the child's parents, his or her own cultural identity, language and values, and for the cultural
background and values of others. Article 30 - Children of minorities or indigenous populations Children
of minority communities and indigenous populations have the right to enjoy their own culture and to
practise their own religion and language. Article 31 - Leisure, recreation, and cultural activities

The child has the right to leisure, play, and participation in cultural and artistic activities. Article 32 - Child
labour

The child has the right to be protected from work that threatens his or her health, education, or
development. The State shall set minimum ages for employment and regulate working conditions.
Article 33 - Drug abuse

Children have the right to protection from the use of narcotic and psychotropic drugs, and from being
involved in their production or distribution. Article 34 - Sexual exploitation
The State shall protect children from sexual exploitation and abuse, including prostitution and
involvement in pornography. Article 35 - Sale, trafficking and abduction

It is the State's obligation to make every effort to prevent the sale, trafficking, and abduction of children.
Article 36 - Other forms of exploitation

The child has the right to protection from all forms of exploitation prejudicial to any aspects of the
child's welfare not covered in articles 32, 33, 34 and 35. Article 37 - Torture and deprivation of liberty

No child shall be subjected to torture, cruel treatment or punishment, unlawful arrest, or deprivation of
liberty. Both capital punishment and life imprisonment without the possibility for release are prohibited
for offenses commited by persons below 18 years. Any child deprived of liberty shall be separated from
adults unless it is considered in the child's best interest not to do so. A child who is detained shall have
legal and other assistance as well as contact with the family. Article 38 - Armed conflicts

States Parties shall take all feasible measures to ensure that children under 15 years of age have no
direct part in hostilities. No child below 15 shall be recruited into the armed forces. States shall also
ensure the protection and care of children who are affected by armed conflict as described in relevant
international law. Article 39 - Rehabilitative care

The State has an obligation to ensure that child victims of armed conflicts, torture, maltreatment, or
exploitation receive appropriate treatment for their recovery and social reintegration. Article 40 -
Administration of juvenile justice

A child in conflict with the law has the right to treatment which promotes the child's sense of dignity
and worth, takes the child's age into account, and aims at his or her defense. Judicial proceedings and
institutional placements shall be avoided wherever possible. Article 41 - Respect for higher standards

Wherever standards set in applicable national and international law relevant to the rights of the child
are higher than those in this Convention, the higher standards shall always apply. Article 42 -
Implementation and entry into force

The provision of articles 42-54 notably foresee: (i) the State's obligation to make the rights contained in
this Convention widely known to both adults and children. (ii) the setting up of a Commitee on the
Rights of the Child composed of ten experts, which will consider reports that States Parties to the
Convention are to submit two years after ratification and every five years thereafter. The Convention
enters into force - and the Commitee would therefore be set up - once 20 countries have ratified it. (iii)
States Parties are to make their reports widely available to the general public. (iv) The Commitee may
propose that special studies be undertaken on specific issues relating to the rights of the child, and may
make its evaluation known to each State Party concerned as well as to the UN General Assembly. (v) In
order to "foster the effective implementation of the Convention and to encourage international co-
operation", the specialized agencies in the UN - such as the International Labour Organisation (ILO),
World Health Organization (WHO) and United Nations Educational, Scientific, and Cultural Organization
(UNESCO) - and UNICEF would be able to atend the meetings of the Commitee. Together with any
other body recognized as 'competent', including non-governmental organizations (NGOs) in consultative
status with the UN and UN organs such as the United Nations High Commissioner for Refugees (UNHCR),
they can submit pertinent information to the Commitee and be asked to advise on the optimal
implementation of the Convention. Source: UNICEF and International Catholic Child Bureau (ICCB).
htp://raphael-jarana.blogspot.com/2010/10/first-call-for-children.html

Chapter 7: historical perspective of the Philippine educational system -Avelina t. llagas,ed.d.

“That man do not learn very much from the lesson of history is the most important of all the lesson that
history has to teach” – Aldous Huxley

Lesson 1: historical development of the Philippine educational system

Education in the Philippines has undergone several stages of development from the pre-Spanish times to
the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the
leadership at certain periods/epochs in our national struggle as a race. As early as in pre-Magellanic
times, education was informal, unstructured, and devoid of methods. Children were provided more
vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors. The pre-
Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors
were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite,
especially in the early years of Spanish colonization. Access to education by the Filipinos was later
liberalized through the enactment of the Educational Decree of 1863 which provided for the
establishment of at least one primary school for boys and girls in each town under the responsibility of
the municipal government; and the establishment of a normal school for male teachers under the
supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory.
Education during that period was inadequate, suppressed, and controlled. The defeat of Spain by
American forces paved the way for Aguinaldo's Republic under a Revolutionary Government. The schools
maintained by Spain for more than three centuries were closed for the time being but were reopened on
August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of
Malolos, and the Literary University of the Philippines were established. A system of free and
compulsory elementary education was established by the Malolos Constitution. An adequate secularized
and free public school system during the first decade of American rule was established upon the
recommendation of the Schurman Commission. Free primary instruction that trained the people for the
duties of citizenship and avocation was enforced by the Taft Commission per instructions of President
McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the medium
of instruction. A highly centralized public school system was installed in 1901 by the Philippine
Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of teachers
so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines
600 teachers from the U.S.A. They were the Thomasites. Year

Official Name of Department

Official Titular Head

Legal Bases

1863

Superior Commission of Primary Instruction

Chairman

Educational Decree of 1863

1901-1916

Department of Public Instruction

General Superintendent

Act. No. 74 of the Philippine Commission, Jan. 21, 1901

1916-1942

Department of Public Instruction

Secretary

Organic Act Law of 1916 (Jones Law)

1942-1944

Department of Education, Health and Public Welfare

Commissioner

Renamed by the Japanese Executive Commission, June 11, 1942

1944

Department of Education, Health and Public Welfare

Minister

Renamed by Japanese Sponsored Philippine Republic

1944

Department of Public Instruction

Secretary

Renamed by Japanese Sponsored Philippine Republic

1945-1946

Department of Public Instruction and Information

Secretary

Renamed by the Commonwealth Government

1946-1947

Department of Instruction

Secretary

Renamed by the Commonwealth Government

1947-1975

Department of Education

Secretary

E.O. No. 94 October 1947 (Reorganization Act of 1947)

1975-1978

Department of Education and Culture

Secretary
Proc. No. 1081, September 24, 1972

1978-1984

Ministry of Education and Culture

Minister

P.D. No. 1397, June 2, 1978

1984-1986

Ministry of Education, Culture and Sports

Minister

Education Act of 1982

1987-1994

Department of Education, Culture and Sports

Secretary

E.O. No. 117. January 30, 1987

1994-2001

Department of Education, Culture and Sports

Secretary

RA 7722 and RA 7796, 1994 Trifocalization of Education Management 2001 - present

Department of Education

Secretary

RA 9155, August 2001 (Governance of Basic Education Act)

The high school system supported by provincial governments, special educational institutions, school of
arts and trades, an agricultural school, and commerce and marine institutes were established in 1902 by
the Philippine Commission. In 1908, the Philippine Legislature approved Act No. 1870 which created the
University of the Philippines. The Reorganization Act of 1916 provided the Filipinization of all
department secretaries except the Secretary of Public Instruction. Japanese educational policies were
embodied in Military Order No. 2 in 1942. The Philippine Executive Commission established the
Commission of Education, Health and Public Welfare and schools were reopened in June 1942. On
October 14, 1943, the Japanese - sponsored Republic created the Ministry of Education. Under the
Japanese regime, the teaching of Tagalog, Philippine History, and Character Education was reserved for
Filipinos. Love for work and dignity of labor was emphasized. On February 27, 1945, the Department of
Instruction was made part of the Department of Public Instruction. In 1947, by virtue of Executive Order
No. 94, the Department of Instruction was changed to Department of Education. During this period, the
regulation and supervision of public and private schools belonged to the Bureau of Public and Private
Schools. In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081
and the Ministry of Education and Culture in 1978 y virtue of P.D. No. 1397. Thirteen regional offices
were created and major organizational changes were implemented in the educational system. The
Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the
Department of Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure
of DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the
Commission on Higher Education (CHED), and 1995 when the Technical Education and Skills
Development Authority (TESDA) were established to supervise tertiary degree programs and non-degree
technical-vocational programs, respectively. The Congressional Commission on Education (EDCOM)
report provided the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission
on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA),
respectively. The trifocal education system refocused DECS’ mandate to basic education which covers
elementary, secondary and nonformal education, including culture and sports. TESDA now administers
the post-secondary, middle-level manpower training and development while CHED is responsible for
higher education. In August 2001, Republic Act 9155, otherwise called the Governance of Basic
Education Act, was passed transforming the name of the Department of Education, Culture and Sports
(DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices,
division offices, district offices and schools). RA 9155 provides the overall framework for (i) school head
empowerment by strengthening their leadership roles and (ii) school-based management within the
context of transparency and local accountability. The goal of basic education is to provide the school age
population and young adults with skills, knowledge, and values to become caring, self-reliant, productive
and patriotic citizens. DepEd Management Structure

To carry out its mandates and objectives, the Department is organized into two major structural
components. The Central Office maintains the overall administration of basic education at the national
level. The Field Offices are responsible for the regional and local coordination and administration of the
Department’s mandate. RA 9155 provides that the Department should have no more than four
Undersecretaries and four Assistant Secretaries with at least one Undersecretary and one Assistant
Secretary who are career service officers chosen among the staff of the Department. (See DepEd
Organizational Chart.) At present, the Department operates with four Undersecretaries in the areas of:
(1) Programs and Projects; (2) Regional Operations; (3) Finance and Administration; and (4) Legal Affairs;
four Assistant Secretaries in the areas of: (1) Programs and Projects; (2) Planning and Development; (3)
Budget and Financial Affairs; and (4) Legal Affairs. Backstopping the Office of the Secretary at the Central
Office are the different services, bureaus and centers. The five services are the Administrative Service,
Financial and Management Service, Human Resource Development Service, Planning Service, and
Technical Service. Three staff bureaus provide assistance in formulating policies, standards, and
programs related to curriculum and staff development. These are the Bureau of Elementary Education
(BEE), Bureau of Secondary Education (BSE), and the Bureau of Nonformal Education (BNFE). By virtue of
Executive Order No. 81 series of 1999, the functions of a fourth bureau, the Bureau of Physical Education
and School Sports (BPESS), were absorbed by the Philippine Sports Commission (PSC) last August 25,
1999. Six centers or units atached to the Department similarly provide technical and administrative
support towards the realization of the Department’s vision. These are the National Education Testing and
Research Center (NETRC), Health and Nutrition Center (HNC), National Educators Academy of the
Philippines (NEAP), Educational Development Projects Implementing Task Force (EDPITAF), National
Science Teaching Instrumentation Center (NSTIC), and Instructional Materials Council Secretariat (IMCS).
There are four special offices under OSEC: the Adopt-a-School Program Secretariat, Center for Students
and Co-curricular Affairs, Educational Technology Unit, and the Task Force Engineering Assessment and
Monitoring. Other atached and support agencies to the Department are the Teacher Education Council
(TEC), Philippine High School for the Arts, Literacy Coordinating Council (LCC), and the Instructional
Materials Council (IMC). At the sub-national level, the Field Offices consist of the following: 1. Sixteen
(16) Regional Offices, including the Autonomous Region in Muslim Mindanao (ARMM*), each headed by
a Regional Director (a Regional Secretary in the case of ARMM); 2. One hundred fifty-seven (157)
Provincial and City Schools Divisions, each headed by a Schools Division Superintendent. Assisting the
Schools Division Offices are 2,227 School Districts, each headed by a District Supervisor; 3. Under the
supervision of the Schools Division Offices are forty-eight thousand, four hundred forty-six (48, 446)
schools, broken down as follows: 1. 40,763 elementary schools (36,234 public and 4,529 private) 2. 7,683
secondary

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..."All professions have an identifiable knowledge base. Teaching has no such knowledge base, therefore,
it is not a profession" Discuss this statement. There are different characteristics of what a profession
entails of. Some characteristics, such as full graduate training are based on the more known professional
modes such as law, medicine and...

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Teaching as a Profession

...Running Head: Teaching as a Profession Teaching as a Profession Benneta Troter Grand Canyon
University Edu 215 August 15, 2010 Teaching as a Profession I believe that teaching is one of the most
demanding careers one might choose from. Teaching is a one of a kind profession; this career choice can
be frustrating, exciting, and ...

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The Teaching Profession

...State University Cavite City ANNEX A document report in the subject: The Teaching Profession Chapter
I: Social Institution “The Society and You” Date submited: July 2, 2011 Submited by: Mr. Dandy T.
Palaganas Submited to: Ms. Thea Dinglasan The Teaching Profession What is profession? Profession...

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Is teaching a profession?

...Beginning the essay it may be mentioned that a profession is always considered as an occupation that
needs wide-ranging training and the study and mastery and excellence of specialized knowledge, and
usually has a professional association, ethical code and process of certification or licensing. Quoting the
examples it may be mentioned that examp...

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Topics In This Paper

EDUCATION TEACHER SCHOOL HIGHER EDUCATION FURTHER EDUCATION LEARNING EDUCATIONAL

PSYCHOLOGY HISTORY OF EDUCATION

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