Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga Del Norte

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PED 19
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K 2 Semester, AY 2021
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PERLA E. VELASCO Ed.D.
This is a gender sensitive instructional material
THE TEACHING PROFESSION –
PED 19 P
UNIT 3 THE TEACHER AND THE TEACHING COMMUNITY

INTRODUCTION

The professional teacher is not an island. He/she works with other professional teachers, some
more or less experienced than he/she is. Colleagues are teachers, partners and collaborators. How teacher
relates to his/her colleagues in the teaching profession determines if they become one‟s greatest allies and
supporters or one‟s greatest enemies.

Read Article V, The Teacher and the Teaching Community.

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
from the files without official permission.
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.

ABSTRACTION: Let‟s Add to What You Know

A Professional Teacher should work in collaboration with his/her fellow teacher. Gossip destroys
collegial relationships. It has no place in a professional community. A brotherly/sisterly correction for
what may appear to be unprofessional and unethical conduct of an associate is an act that is becoming of a
professional.

Should there be justifiable criticism against a fellow teacher, the right recourse is to submit to
proper authorities any justifiable criticism.
It is unprofessional for a teacher to apply for a position for which he is not qualified.
Professionalism demands that selection is based on merit and competence.

CHECK FOR UNDERSTANDING

Select the correct answer.

1. Students reported to you about a teacher who has made it a habit to collect money for quizzes that
never were mimeographed or photocopied, the very reason for money collection. What is ethical for you
to do? – Application
a. File a written complaint against the teacher with the students‟ oral report as evidence.
b. Talk to the teacher concerned and correct his unethical conduct.
c. Bring the students and parents to the teacher concerned.
d. Advise the students to file a written complaint against the teacher.
THE TEACHING PROFESSION –
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e.

2. The school was preparing for a national choral competition. What should be the response of the
teaching community? – Application
a. Let the Music teachers do the work since it is music-related.
b. All teachers should cooperate with and support the Music teachers in whatever way.
c. Teachers complained against by students should not be involved in the preparation activities.
d. Give passing grades to all students involved in the oral competition.

SYNAPSE STRENGTHENERS

1. Will filing a justified complaint against teacher do well for a community of professional teachers? If
you were the one intending to file a complaint, would you do so?

2. Which Filipino trait makes it difficult sometimes for professional teachers to function as a collegial
community?

Thank you for accomplishing the outputs. (Please refer to rubrics –Appendices)

Doing well guys, congratz and keep on!

C. The Teacher and Higher Authorities

ACTIVITY: Let‟s Do These

1. Read Article VI of the Code of Ethics, then answer the pretest.

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 accusation 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 teacher shall appeal directly to the appropriate higher authority.
Section 4. A teacher, individually or as part of a group, has a right to seek redress against
THE TEACHING PROFESSION –
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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 involve 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.

2. Let‟s have a pretest on how the teacher relates to higher authorities in the
Philippines. Answer with YES or NO.
Is it Professional for a Teacher:
1. to campaign against legitimate policies of the school and administration with which
he/she disagree?
2. not to support a legitimate policy with which he/she disagrees?
3. to file charges against superiors under anonymity to protect himself/herself?
4. to transact official business through proper channels, no exception.
5. to go on strike with his group to seek redress against injustice?

CHECK FO FOR UNDERSTANDING

Select your answer.

1. Appointments, promotions and transfer of professional teachers are done only on the basis of and
in the . – Understanding
a. merit-need-interest of the service.
b. qualifications-years of service-interest of learners
c. seniority-academic degrees-interest of teachers
d. technical-professional competence-interest of the profession

2. Is it professional to support a school‟s policy even if you do not personally agree? – Analysis
a. No.
b. Yes.
c. Yes, if it is a policy for teachers.
d. Yes, it depends on the kind of policy.

The Code of Ethics for Professional Teachers: His/her Person, Profession and Business

“One book, one pen, one child and one teacher can change the world.”

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
THE TEACHING PROFESSION –
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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.

Here are quotes on the teaching profession.

To which Section of Article IV does each quotation refer? (Answer in your notebook.)

1. I wish I could persuade every teacher, to be proud of his occupation – not conceited or pompous,
but proud. People who introduce themselves with the shame remark that they are “just teachers” gives
despair in my heart. Did you ever hear a lawyer say depreciatingly that he was only a patent attorney?
Did you ever hear a physician say “I am just a brain surgeon?” I beg of you to stop apologizing for being
a member of the most important profession in the anybody squarely in the eye and say, “I am a
Teacher.”
– will
2. “Good, better, best. Never let it rest until your good is better and your better is best.” – Tim Duncan

3. “There are no secrets to success. It is the result of preparation, hard work and learning from failure.”
– Colin Powell

4. “ Success is where preparation and opportunity meet.” – Bobby Unser

5. “Self-respect is the fruit of discipline; the sense of dignity goes with the ability to say no to oneself.”
– Abraham Joshua Heschel

6. there are two kinds of pride both and bad. Good pride represents our dignity and self-respect.
Bad pride is the deadly sin of superiority that reeks of conceit and arrogance/” – John c. Maxwell.

Thank you for accomplishing the outputs. (Please refer to rubrics -Appendices.)

GOOD JOB! If you have difficulty in accomplishing the

activity please send me a message to our google class
or email for clarification or send a text message/phone calls using the
contact number included in your course guide

ANALYSIS:Let’s Analyze

What does each quotation mean? (Please refer to quotations 1-6 above) To which section of
Article IV of the Code of Ethics does each quote relate? Do this in your notebook

APPLICATION: Let‟s Apply What You Learned

Develop a 15-minute PowerPoint presentation to convince viewers that teaching is the noblest
profession and being so deserves the best preparation and the best candidates.

CHECK FOR UNDERSTANDING

THE TEACHING PROFESSION –
PED 19 P
Select your answer.

1. As a Professional Teacher, you shall manifest genuine and in teaching as a

calling. – Remembering
a. pride – enthusiasm – new
b. enthusiasm – pride – noble
c. enthusiasm – pride – good
d. genuineness – pride – mission
2. To be nationally and internationally competitive, in which should teacher participate according
to Article IV of the Code of Ethics? – Remembering
a. Continuing Professional Education
b. Seminars
c. Evaluate school courses
d. Writing books

SYNAPSE STRENGTHENERS

Research on how students regard the teaching profession. Do they see it as a noble calling or a
profession for those who cannot make it in the other professions? Take note of your findings and share in
class.

B. The Teacher as a Person

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.
Sections 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.

APPLICATION: Let‟s Apply What You Learned

Describe the teacher as a person based on Article XI of the Code of Ethics by way of a five-line
poem composed of:

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.

ANALYSIS: Let‟s Analyze

Answer the following questions:

1. With teachers‟ borrowing habits, which Section of Article X do teachers fail to observe?

2. When do professional teachers violate Section 3 of Article X?

CHECK FOR UNDERSTANDING

Select the correct answer.

1. On what condition can a professional teacher engage in business? – Analysis

a. Income generation is legitimate
b. Income generation is related to her/his work.
c. Business includes books and school supplies
d. Adversely affects his/her work

2. Why is a teacher prohibited from direct business transactions involving textbooks and school supplies?
– Analysis
a. Possibility of exerting influence for his/her own business interest
b. Her/his main task is to teach not to engage in business
c. To avoid competition
d. The Code of Ethics says no

Thank you for accomplishing the outputs. (Please refer to rubrics -Appendices.)

Fantastic! If you have difficulty in accomplishing the activity

please send me a message to our google class
or email for clarification or send a text message/phone calls using the
contact number included in your course guide
 The Rights and Privileges of Teachers in the Philippines
Brenda b. Corpuz, PhD
Avelina T. Llagas, EdD

“To deny people their human rights is to deny their very humanity.”

Learning Outcomes

● Discuss the rights and privileges of teachers in the Philippines

ACTIVITY: Let‟s Read These

Pretest
Write YES if you agree and NO if you disagree. Refer to the 1987 Philippine Constitution,
Commonwealth Act No. 578 and RA 4670, the Magna Carta for Public School Teachers found in
Appendices C, D, and E, respectively.

The 1987 Phil Constitution States that the State shall:

1. Enhance the right of teachers to professional advancement.

2. Assign the second highest budgetary priority to education, next to medicine.
3. Ensure that teaching will attract and retain its rightful share of the best available talents
through adequate remuneration and other means of job satisfaction and fulfillment.

Commonwealth Act No. 578 protects teacher by providing a provision on:

4. Punishment against any person guilty of assault against teaching personnel.

5. According due respect and protection for teachers who are considered persons in authority.

Republic Act No. 4670 or the Magna Carta for Public School Teachers states the following
rights and privileges of teacher:

6. Academic freedom particularly with regard to teaching methods.

7. The right to be free from compulsory assignment not related to their duties defined in
their appointment or employment contracts unless given additional compensation.
8. Freedom from involuntary contributions.
9. Compensation for employment injuries in accordance with existing laws.
10. Establishing, joining, maintaining labor organization of their choice to promote their
welfare and defend their interest.

APPLICATION: Let‟s Apply What You Learned

Pretend that you belong to a team that campaigns for Senior High School graduates to enroll in
teacher education. Prepare a PowerPoint Presentation to be delivered before the class whom you consider
to be Grade 12 students graduating at the end of the year. Your PP should be very convincing because you
give a highly favorable picture of the teaching profession as learned in this lesson. Cite all teacher‟s
privileges and benefits.
SUMMARY

The welfare of teachers has been given much attention in the past years. The Philippines
Constitution guarantees that the State shall “enhance the right of teachers to professional advancement;”
“assign the highest budgetary priority to education;” and “ensure that teaching will attract and retain its
rightful share of the best available talents through adequate remuneration and other means of job
satisfaction and fulfillment.”
Other laws, especially RA 4670, the Magna Carta for Public School Teachers, give in detail
teachers‟ rights, privileges and benefits.

CHECK FOR UNDERSTANDING

A. Let‟s have a Post test. Answer TRUE if the statement is correct and FALSE if it is not.

1. Special hardship allowances of professional teachers is equivalent to at least ten percent of

their monthly salary for those who qualify.
2. Teachers enjoy free medical examination even after retirement.
3. Teachers are entitled to a study leave for one year after a minimum ten years of teaching.
4. Teachers may enjoy full compensation allowed for one year study leave on condition that
the teacher takes the regular study load and passes at least seventy-five per cent of his courses without
any condition.
5. Teachers may be entitled to a study leave of more than two years provided permitted by
the Secretary of Education but without compensation.
6. Teachers may enjoy an indefinite sick leave or absence when the nature of the illness demands
a long.
7. A professional teacher is entitled to a one range salary raise upon retirement for those who
have fulfilled the age and service requirements of the applicable retirement laws which shall be the basis
of the computation of the lump sum of the retirement pay and the monthly benefits thereafter.
8. Those who teach in multi-grade classes, mobile teachers and Non-formal Education
or Alternative Learning System (ALS) Coordinators are entitled to hardship allowance.
9. Teachers enjoy stability of employment and security of tenure under existing laws.
10. Teachers enjoy the right to establish, join, maintain labor organization of their choice
to promote their welfare and defend their interest.

B. Choose the correct answer.

Write the letter of the correct answer.

1. What is the maximum number of teaching hours for teachers? – Remembering

a. 4 c. 6
b. 5 d. 7

2. Can a teacher go on a study leave for two years? – Analysis

a. Yes, provided given permit by the secretary
b. No, for one year only
c. yes, with salary
d. it depends on the ranking of the teacher.
UNIT 4 THE GLOBAL AND GLOCAL TEACHER PROFESSIONAL: IS THERE A
DIFFERENCE?
● Purita P. Bilbao, EdD
“The 21st Century Philippine Education master plan is framed by cultural-historical rootedness,
experiential and field-based learning, community development and transformation and regional and
international context and linkages thus providing a strong foundation for developing glocal Filipino
professional teachers,”

Learning Outcomes

● Describe global and glocal teachers.

● Infer the demands of globalization in the 21st century on teacher professionals.

A. Global and Glocal Teacher Education

Global education has been best described by two definitions:

● UNESCO defines global education as a goal to develop countries worldwide and is aimed at
educating all people in accordance with world standards.
● Another definition is that global education is a curriculum that is international in scope which
prepares today‟s youth around the world to function in one world environment under teachers
who are intellectually, professionally and humanistically prepared.

UNESCO‟s Education2030 Incheon Declaration during the World Education Forum Established a
vision “towards inclusive and equitable educational lifelong learning for all.” Sustainable
Development Goal (SDG) 4 for Education is one of the seventeen goals of the United Nation‟s
SDgs. The seven of the ten targets are expected outcomes while three are means of achieving the
outcomes. These outcomes targets bring together all member nations to expand beyond their
geographical territories for global education.
By 2030, the seven outcome targets of SDG 4 must have been achieved. These are:

4.1 Universal primary and secondary education. Ensure all girls and boys complete, free, equitable
and quality primary and secondary education leading to relevant and effective learning outcomes.

4.2 Early childhood development and universal pre-primary education. 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.

4.3 Equal access to technical/vocational and higher education, ensure equal access for all women and
men to affordable and quality technical vocational tertiary education including university.

4.4 Relevant skills for decent work. Substantially increase the number of youth and adults who have
relevant skills including technical and vocational skills, for employment decent jobs and
entrepreneurs.
4.5 Gender equality and inclusion. 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.

4.6 Universal youth literacy. Ensure that all youth and substantial proportion of adults, both men and
women achieve literacy and numeracy.

4.7 Education for sustainable development and global citizenship. Ensure all learners acquire
knowledge and skills needed to promote sustainable development, including among others through
education for sustainable development and sustainable lifestyle, human rights, gender equality,
promote culture of peace and non-violence, global citizenship and appreciation of cultural diversity
and cultures contribution to sustainable development

One of the means to achieve the target is to increase the supply of qualified teachers, through
international cooperation for teacher training in developing countries, especially the least
developed countries and island developing states.

James Becker (1998) defined global education as an effort to help individual learners to see the
world as a single and global system and to see themselves as a participant in that system. It is a
school curriculum that has a worldwide standard of teaching and learning. This curriculum prepares
learners in an international marketplace with a world view of international understanding. In his
article “goals of Global Education,” Becker emphasized that global education incorporates into the
curriculum and educational experiences of each student a knowledge and empathy of cultures of the
nation and the world. Likewise students are encourage to see the world as a whole, learn various
cultures to make them better relate and function effectively within various cultural groups.

Thus, to meet the various global challenges of the future, the 21 st Century learning Goals have
been established as bases of various curricula worldwide. These learning goals include:

1. 21st century content: emerging content areas such as global awareness; financial, economic,
business, and entrepreneurial literacy; civic literacy; health and environmental awareness.

2. Learning and thinking skills: critical thinking and problem solving skills, communication,
creativity and innovation, collaboration, contextual learning, information and media literacy.
● ICT literacy: using technology in the context of learning so students know how to learn.
● Life skills: leadership, ethics, accountability, personal responsibility, self-direction, others
● 21st century assessments: Authentic assessments that measure the areas of learning

On the other hand, glocal education is about diversity, understanding the differences and teaching
the different cultural groups in their own context to achieve the goals of global education as
presented by the United Nations. It is preparing future teachers from the remote and rugged rural
villages in developing countries, to the slum areas of urbanized countries, to the highly influential
and economically stable societies of the world for their roles in the 21 st century classrooms.
Global teacher education addresses the need of the smallest schools to the largest classrooms in
the world. It responds to borderless education that defies distance and geographic location. This
makes education glocal.

Thus, glocal education provides equal opportunity and access to knowledge and learning
tools which are the basic rights of every child in every community, locality within the global
community.
 Are our pre-service teachers preparing to provide glocal education in their respective
future school assignments? Do they possesses a strong foundation of their rootedness in culture
so as to blend what is local with what is global? Will you be a glocal teacher who is a true
Filipino teacher with a solid value of nationalism and filipinism but who is capable of addressing
the global challenges and needs of educating the children for the future?

B. From Global Teacher to Glocal Teacher Professionals

Looking back at the concept of global education, how do we define now a glocal teacher?
Is this teacher somebody who teaches abroad? Is this a person teaching anywhere in the world,
and is able to teach the 21 st century learning goals? These are some of the fundamental questions
that are raised regarding global teacher as new concept of globalization and the recognition of
localization in the same concept is fast emerging and recognized.

More specifically, a glocal Filipino is characterized by several qualities and attributes in

addition to in-depth knowledge, functioning skills and embedded values. Glocal teachers:
● Understand how this world is interconnected;
● Recognized that the world has rich variety of ways of life;
● Have a vision of the future and sees what the future would be for himself/herself and the
students;
● Are creative and innovative;
● Understand, respect and tolerant of the diversity of cultures;
● Believe and take action for education that will sustain the future;
● Facilitate digitally-mediated learning;
● Possess good communication skills (for Filipino teachers to be multilingual);
● Aware of international teacher standards and framework; and
● Master the competencies of the Beginning Teacher on the Philippine Professional
Standards for Teachers (PPST, 2017)

Furthermore, glocal teachers in addition to the above qualities must possess the following distinct
characteristics and core values of Filipino teachers: (Master Plan for Teacher Education, 2017):
● Cultural and historical rootedness by building on the culture and the history of the
learners and the place;
● Ability to contextualized teaching-learning by using local and indigenous materials,
content and pedagogy whenever appropriate;
● Excellence in personal and professional competence, leadership, research, technology,
innovation and creativity;
● Responsiveness through social involvement and service, learner-centeredness, respect
and sensitivity for diversity and inclusiveness;
● Accountability and integrity by being a positive role model with strong moral
character, committed and conscientious, credible, honest and loyal;
● Ecological sensitivity by being resilient and a steward of the environment for
sustainability;
● Nationalism/Filipinism by being a responsible citizen and upholding the Filipino
identity amidst globalization (glocalization); and
● Faith in the Divine Providence by being humane, just, peace-loving and respectful of
human rights.
 The need for glocal teachers is on the rise in several countries worldwide. Even developed
countries are in dire need of competent teachers who will teach in rural and urban classrooms imbued
with the characteristics and attributes of a glocal teacher.

Self-check Questions

Instruction: Choose the correct answer from the options given.

1. The concept of globalization came about in recent years because the world has become borderless
primarily due to: - Understanding
a. advances in technology
b. use of English as a medium of teaching
c. ASEAN integration
d. teacher exchange programs

2. Which statement is NOT TRUE about professional teacher of the 21st century? – Analysis
a. The Filipino teacher abroad should know and understand the culture of the place of teaching.
b. The glocal teacher is one who enhances knowledge and skills to address the global demands
but has a strong affiliation to the local culture and traditions.
c. Blending the knowledge, skills and values appropriate for the world but preserving those of
one‟s own country is the essence of glocalization.
d. Disregard of cultural diversity and a focus on the 21 st century skills is the ultimate goal of
globalized education.

3. When Roland Robertson started to use the phrase “think local, act global” he meant that –
Understanding
a. even if you will be teaching in your hometown, your competence is world class.
b. you should limit your lessons only to local knowledge, values and aspiration
c. you should use examples in your lessons from foreign countries.
d. you believe that the best examples are coming from abroad.

4. To which does global village refer? – Understanding

a. other countries abroad
b. all the countries abroad including your own
c. include all the countries abroad
d. our ASEAN neighbor

5. Which set of core values should a Filipino teacher possess to become a glocal teacher? – Analysis
a. cultural and historical rootedness and nationalism
b. economic excellence and materialism
c. inclusivity and self-preservation
d. borderless thinking and interconnectivity
 A closer look at the Teachers and the Teaching Profession in the ASEAN and beyond
- Purita P. Bilbao, EdD
Referencing is looking into each country’s educational practices in order to harmonize a sthe
ASEAN converge with One Vision, One Identity into One Community.

Learning outcomes
● Draw a holistic picture of the teachers and the teaching profession in the ASEAN.
● Appreciate the similarities of the characteristics of the ASEAN teachers and teaching
profession as these respond to global standards.
● Compare the ASEAN teachers and teaching profession with three other countries of the
world-Japan, china and the United States of America.
● Review the Global Teacher Status Index and learn lesson it.

THE ASEAN: ONE VISION, ONE IDENTITY, ONE COMMUNITY

Let us now look closely at the teaching profession and professional of the ten ASEAN member
countries as a whole.

follows.

A. the Levels of Schooling as a Teaching Meliu

In all the countries, in the ASEAN, the levels of formal schooling in the educational system are as

1. 1.Primary level is composed usually of Pre-primary (Play-school, Pre-k, Kindergarten) and the
Primary
level which is composed of Grade 1 aged 6 yrs. Old; Grade 2 aged 7 yrs. Old; Grade 3, aged
8 yrs. Old; Grade 4, aged 9 yrs. Old., Grade 5 age 10 yrs. Old, and Grade 6 aged 11 yrs. Old.
In the Philippines, the label primary level refers to elementary level. The
elementary level has two sublevels, the primary grades which include Kindergarten to Grade 4
and the intermediate grades which include Grade 5 and Grade 6.

2.Secondary level follows the primary level. Generally across the ASEAN it is
composed of Junior High School and the Senior High School. The graduate from the senior
high school can proceed to college or find a job appropriate to the qualification. However,
there are slight variations in some countries such as Lower Secondary level is there years with
Grades 7, 8 and 9 while the Upper Secondary level is composed of Grades 10, 11 and 12.
In the Philippines, the Junior High School is composed of Grades 7, 8, 9, 10
while Grades 11 and 12 belong to the Senior High school.

3.Tertiary level is the college level which is beyond the basic education in all the
countries in the ASEAN. It is the ladder of educational system where the student earns a
bachelor‟s degree in teacher education, which is a requirement to take a licensure
examination to become a professional teacher.
In the Philippines, the Technical Education and Skills Development Authority
(TESDA) provides diploma and training certificates for lifelong learning. The agency also assists
in the implementation of the senior high school technical-vocational tracks.
 The pre-service teacher gets appropriate qualification degree in the tertiary
level in order to teach in their elementary or secondary levels of the education system in either
the public or private school in a particular country. In addition to the degree, most countries
have specific recruitment policies and guidelines.

B. The Teacher Professional Across the ASEAN

1.Academic Preparation of Teacher Professionals in Basic Education

The admission to pre-service teacher education varies from the graduates of Grade 9 or
Grade 12. In remote places of Lao PDR, Indonesia, Myanmar and Cambodia, pre-school, pre-
primary of kindergarten future teachers can have 9 years of basic education (Grade 9) and get
an advanced training for 3 years to become teachers (9 yrs. of basic education + 3 years
teacher preparation)
For teachers of lower secondary level, future teachers should have 12 years of basic
education and 2 years of teacher preparation to earn a Diploma in Teaching.

For upper secondary level, the requirement is 12 years of basic education plus 4 to 5
years of teacher preparation to earn a Bachelor‟s degree. However for non-education degree
graduates they can take the post graduate diploma in Education/Teaching. This will mean an
equivalent to 12 years of basic education plus 4 to 5 years of Baccalaureate Degree plus one
year of Graduate Diploma.

2.Components of Teacher Preparation

Qualified professionally trained, motivated and well supported teachers are the key to
quality education. The future teacher academic preparations should be responsive to this call.
Common to all the ASEAN countries, are four important components which are being
addressed in the preparation of teachers!:

Discuss based on your own understanding each of the component

1.General Knowledge and understanding

2. Pedagogy

3. Teaching Practicum/Experiential Learning

 4. Specialized knowledge/ major courses

Thank you for accomplishing the outputs. (Please refer to rubrics -Appendices.)

Well done! If you have difficulty in accomplishing the activity please send me a message to our google class
or email for clarification or send a text message/phone calls using the contact number included in your course
guide

C. The Teaching Profession Practices in

the ASEAN Teachers Major

Responsibilities

There are three major responsibilities of professional teachers across the different
countries. These are (1) Actual teaching, (2) Management of learning and (3) Administrative
work. All these responsibilities have to be carried out in the teaching hours required which is 6-
8 hours per day, 40-45 hours per week, 4 weeks per month and 10 months per year. In
between the teaching days, are holidays specific to the country which may either be civic
holiday or religious holidays.

Discuss based on your own understanding each of the component

1. Actual Teaching

2. Management of Learning

3. Administrative Work

THE TEACHER AND THE TEACHING PROFESSION BEYOND THE ASEAN

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

There are three examples of countries beyond the ASEAN. These are China, Japan
and the United States of America. These countries were included as samples in the 2013
Global Teacher Status Index. Let us find out how their teaching profession practices are
similar to the ASEAN.

Activity 1. Research on how the teaching profession practices of China, Japan and United
 States similar to the ASEAN
Activity 2. Attached details for the documentation using 1 short folder for each country.
Examples: pictures, handbook, etc.
Table 3: Global Teacher Status Index, 2013
Country Inde Ra Country Inde Ran
x n x k
Rati k Rati
ng ng
China 100 1 Spain 30.7 12
Greece 73.7 2 Finland 28.9 13
Turkey 68.0 3 Portugal 26.0 14
South 62.0 4 Switzerland 23.8 15
Korea
New 5 Germany 21.6 16
Zealand
Egypt 6 Japan 16.2 17
Singapore 7 Italy 13.0 18
Netherlan 8 Czech 12.1 19
ds Republic
 U.S.A 9 Brazil 2.4 20
UK 10 Israel 2.0 21
France 11 Nothing
follows

Some of the key questions asked in the survey were:

1. How teachers are respected in relations to other professions?

2. What is the social standing of teachers?
3. Will parents encourage their children to be teachers?
4. Is it perceived that children respect their teachers?
5. What people think teachers ought to be paid?
6. Should teachers be paid according to the performance of their pupils?
7. How much are teachers trusted to deliver a good education to children?
8. What is the degree of trust that people have on their education system?

Thank you for accomplishing the outputs. (Please refer to rubrics enclosed in Appendices.)

Congratz! If you have difficulty in accomplishing the activity

please send me a message to our google class
or email for clarification or send a text message/phone calls using the contact number
included in your course guide.

Chapter 7 CONTINUING PROFESSIONAL DEVELOPMENT: THE

LIFEBLOOD OF THE TEACHING PROFESSION

BRENDA B. CORPUZ, PhD

“Who dares to teach must never cease to learn” – Unknown

Learning Outcomes

● Explain why CPD is necessary for professional teachers

● Discuss pertinent provisions of the CPD Act of 2016 and other related legal documents
● Commit to continuing professional development
 ACTIVITY: Let’s Discuss

Explain the meaning of each of the following quotations:

1. “Growth is an evidence of life.”

2. “Man/woman is an “unfinished project.”

3. “No person has arrived.”

Thank you for accomplishing the outputs. (Please refer to rubrics enclosed in Appendices.)

BRAVO! If you have difficulty in accomplishing the activity

please send me a message to our google class
or email for clarification or send a text message/phone calls using the contact number
included in your course guide.

ABSTRACTION: Let’s Add to What You Know

The historical and Legal Bases of Continuing Professional Development in the Philippines

Even before the enactment of this CPD Act of 2016, CPD was already alluded to in
1987 Philippine Constitution. No less than the fundamental law of the land, Section 5,
Paragraph 4, states: “The State shall enhance the right of teachers to professional
advancement.”

Other laws also cited continuing professional development, as follows:

1. Batas Pambansa 232, the Education Act of 1982, Chapter 3. Duties and Obligations,
Section 16, (4) states as one of teacher‟s obligations to assume the responsibility to maintain
and sustain his professional growth and advancement…”
2. RA 9155, An Act Instituting a Framework of Government for Basic Education, Establishing
Authority and Accountability, remaining the Department of Education, and for other purposes,
was enacted on August 11, 2001. In the enumeration of duties and functions of the Secretary
of Education, Section 7 A., to wit.

In addition to his/her powers under existing laws, the Secretary of Education

shall have authority, accountability and responsibility among other things for… (6)
Enhancing the employment status, Professional competence, welfare and working
conditions of all personnel of the Department . Section 7, E states, to wit,” …
consistent with the national educational policies, plans and standards, the school
heads shall have authority, accountability and responsibility for… encouraging staff
development.” (Underscoring mine)

3. R.A. 7836, the Teachers‟ Professionalization Act, also provided for mandatory Continuing
Professional Education (CPE), now referred to as Continuing Professional Development
(CPD), to wit:

Development (CPD), to wit:

To encourage continuing professional growth and development and to provide

additional basis for merit promotion, in addition to their performance rating, teachers
may take an oral and written examination at least once in five (5) years as basis for
merit promotion. In taking this examination, no fee shall be required (Sec. 19. Periodic
Merit Examination of Teachers).

Unfortunately, due to lack of funding, the merit examination has not been

implemented up to writing time. The same RA. 7836 states:

Unjustified or willful failure to attend seminars, workshops, conference and the

like or the continuing education program prescribed by the Board and the Commission
(Sec. w=23, h. Revocation of the Certificate of Registration, Suspension from the
Practice of the Teaching Profession, and Cancellation of Temporary or Special Permit).

4. The Board for Professional Teachers (BPT) also passed Resolution No. 435, s. 177 to adopt the
Code of Ethics for Professional Teachers pursuant to the provisions of paragraph € Article 11 of RA.
7836, otherwise known as The Philippine Teachers‟ Professionalization Act of 1994. This Code of
Ethics states:

Every teacher shall participate in the Continuing Professional Education (CPE)

program of the Professional a Regulation Commission, and shall pursue such other
studies as will improve his efficiency, enhance the prestige of his profession, and
strengthen his competence, virtues and productivity in order to be nationally and
internationally competitive. (Section 3, Article IV)

5. Executive Order # 266, Institutionalization of the Continuing Professional Education (CPE)

Program of the various Professional Regulatory Boards (PRBs) Under the Supervision of the
Professional regulation Commission (PRC). This was signed and issued by the Office of then
President Fidel V. Ramos on July 25, 1995, to wit:

The completion by professional licensees of the Continuing Professional

Education (CPE) programs adapted by all Boards is hereby imposed as a
mandatory requirement for the renewal of professional licenses (Sec. 1).

This Executive Order was premised on the following:

 WHEREAS, it is imperative to impose upon registered professionals the
completion of the Continuing Professional Education (CPE) programs adapted by the
concerned Board as a pre-requisite for the renewal of their licenses;

WHEREAS, the professionals who undertake the CPE programs are enabled
not only to upgrade or improve their technical knowledge and skills but also to keep
them abreast with modern trends and technology in their respective professions,
thereby assuring the rendition of highly qualitative professional service/s that will be
globally competitive under the General Agreement on Trade in Services (GATS) and
the same time securing the safety and protection of the public;

WHEREAS, the confidence and patronage of the public in a professional depend

upon his competence and the quality of service rendered resulting from his acquisition
of updated technical knowledge and skills;

6. R.A. 10912, Continuing Professional Development Act of 2016 – With the enactment of
this law, CPD for all the forty- three (43) professions regulated by PRC including the
teaching profession has become mandatory.

The Salient Provisions of RA 10912, The Continuing Professional Development Act of 2016

A lot of acquisitions have been raised about RA. 10912, otherwise known as the
Continuing Professional Development Act of 2016. Many a teacher resists CPD. It is claimed to
be extra expense, extra effort and extra time when in fact it is very professional‟s obligation.
CPD is the only way professionals can sharpen their competitive edge in an international world
that has become global village. The need for CPD is heightened by ASEAN integration and
internationalization standards. The way to go is CPD.

The purposes of CPD for professionals are stated in RA 10912, Article 1 Declaration of Policy.

It is hereby declared the policy of the State to promote and upgrade the
practice of professions in the country. Towards this end, the State shall institute
measures that will continuously improve the competence of the professionals in
accordance with the international standards of practice, thereby, ensuring their
contribution in uplifting the general welfare, economic growth and development of the
nation. (Underscoring mine)

The State policy on promoting and upgrading the practice of professional Identification
Card (PICs) of all registered and licensed professionals… How many credits units are required
for the renewal of PICs? For the professional teachers‟ group, based on Professional
Regulatory Board for Professional Teachers Resolution No. 11, series of 2017, the following
credit units are required:

Period No. of Credit Units Required

December 2017 15 Credit units

January – December 2018 30 Credit units

January 2019 onwards 45 Credit units

Ways By Which Professional Teachers Can Earn Credit
Units

As shown in the figure below CPD credit units can be earned in 4 ways.

1. Professional track – this includes trainings provided by CPD providers accredited by

PRC. You can earn credit units as a participant to a training approved by the CPD council.
You earn more credit units if you serve as a resource speaker, trainer or demonstration
teacher. You also earns units as panelist/reactor, facilitator/moderator. You earn much more
if you are assigned by the CPD Council to monitor the conduct of an approved CPD
program.

2. Academic track – This refers to the completion of a Master‟s degree, completion of

candidacy to the doctorate program, completion of the doctorate program, completion of a
post-doctoral diploma, and being a recipient of a professional chair grant, and/or fellowship
grant. Take note that ONLY COMPLETION of the Master‟s degree is given full credit units of
45.earning MA units is not given any credit unit but completion of candidacy for the Doctorate
degree already entitles one to 45 credit units. The master‟s and doctorate degrees must have
been earned five (5) years before renewal of professional license

3. Self-directed track – This includes trainings offered by non – accredited CPD

providers.it refers to “learning activities such as online training, local/international
seminars/nondegree courses, institution/company-sponsored trainings programs and the
like which did not undergo CPD units by the respective CPD Councils.

In addition, self-directed track includes serving as accreditor (e.g. ISO, ISA, PACUCOA,
PAASCU, AACUP, etc.) it also includes study tours and socio-civic activities using the
profession.

4. Productive Scholarship – This means that the professional teacher has developed
program/training moduke, curriculum guide or any other resource material. Or the
professional teacher has written an article in a professional magazine or a technical/research
paper and even better if that technical paper is published in a referred/peer – reviewed
professional journal. Best if the professional teacher writes a book or a monograph or comes
up with an invention or creative work, the latter entitles him/her to 45 credit units.

Even professional and/or lifetime achievement awards from the division level to
regional, national and international level make the professional teacher earn credit units.

For specific number of credit units earned by professional teachers per CPD activity,
refer to Professional Regulatory Board for Professional Teachers Resolution No. 11, series of
2017. (refer to Appendix J.)

As this Chapter on CPD is being written, discussions in the Senate are going on for
possible amendments on CPD implementation.

Continuing Professional Development Plan

 A proof that a professional teacher has made CPD his/her way of life is his/her
formulation of a CPD plan which he/she religiously follows whether monitored or not monitored
by his/her superior/s because he/she monitors himself/herself.

Developing a personal CPD Plan helps teacher leaders develop purposively. It is not
enough to have a good intention to do CPD. It is best that good intention should be made
concrete in a simple and doable plan. Every professional who has sincere intent to grow
professionally must have an annual personal CPD plan.
 Professional teachers formulating their respective annual CPD plans and faithfully
observing them lead to the building of a CPD culture among professional teachers. With the
CPD culture, the negative attitude towards mandatory CPD hopefully will fade away.

ACTIVITY 1.
Teacher‟s Individual Plan for Professional Development (IPPD)

Objectives Methods/Strat Resources Time Success Indicator

egies Frame
What What What will I When do I What PPST What
professional do to learner‟s
competenc activity will I access expect to competenc performanc
e will have e e
I enhance? undertake to resources? accomplish would I would have
ed have
achieve my enhanced? been
objective? improved?

ACTIVITY 2

Personal CPD Plan

Training Objective Activity Resources Needed Time Expected Expecte

s Frame
Need output d
outcome
What What What Human Materia When What
do I should activity l am I results
need I do to should I suppos does
to addres undergo ed to this
Whose
improv s my to What have activity
help do
e my need? address materi addres have
I need
teachin my als or sed my on my
to
g? need? how need? teachin
addres
much g and
s my
cash my
need?
do I student
need s‟
to learnin
addre g?
ss my
need?
Thank you for accomplishing the outputs. (Please refer to rubrics enclosed in Appendices.)

EXCELLENT! If you have difficulty in accomplishing the activity

please send me a message to our google class
or email for clarification or send a text message/phone calls using the contact number
included in your course guide.

Summary

One cannot give what does not have. A teacher who embraces Continuing Professional
Development will have more to give to his/her students and to all others whom he/she serves.

The CPD Act of 2016 requires every professional teacher to go through CPD. CPD
units are a requirement for the renewal of professional licenses. Let us learn from the CPD
practices of countries which are known for their sterling school performance. Finland and New
Zealand have institutionalized CPD and so set time for CPD within the teachers, teaching
schedule. In New Zealand, teachers observe other teachers, attend professional development
activities, courses and work on curriculum, mentor teachers deliberately and spend time to
observe and confer with beginning teachers.

Japan is well-known for its lesson study where a teacher demonstrates a lesson as
he/she is observed by his/her colleagues. The demonstration lesson is open to critiquing by
fellow teachers for professional development.

Singapore has its lesson study, too, in addition to teacher researcher Networks, Lesson
Study and other forms of “Learning Circles.”
RESEARCH CON CONNECTION

Interview teachers (virtual or phone calls) who have been teaching for 3 years, 5 years
and more than 5 years. Ask each of them how they go through Continuing Professional
Development. Write your findings in the matrix given below.

Probl Research
em Methodology

Source: bibliographical bases

Findi Conclu
ngs sions
 UNIT 5 OUR PHILOSOPHICAL HERITAGE:
PHILOSOPHIES OF EDUCATION
We are heirs to a rich philosophical heritage. Passed on to us are a number of philosophies of
various thinkers who lived before us. These thinkers reflected on life in this planet. They
occupied themselves searching for answers to questions about human existence, Theses
existential questions come in different versions- “what is life?” “who am I?” why am I here?” or
what am I living for?” what is reality?” “Is the universe real?” “What is good to do?” “How
should I live life meaningfully?” and the like. p

ACTIVITY: Let’s Do These

An Exercise to Determine Your Educational Philosophy

Find out to which philosophy you adhere. To what extent does each statement apply to
you? Rate yourself 4 if you agree with the statement always, 3 if you agree but not always, 2 if
you agree sometimes, and 1 I you don‟t agree at all.

Statement 1 2 3 4

1 There is no
substitute for
concrete
experience in
learning.
2 The focus of
education should be
the ideas that are as
relevant today as when
they
were first conceived.

3 Teachers must not

force their students to
learn the subject
matter if it does not
interest them.
4 Schools must develop
students‟ capacity to
reason by stressing on
the humanities.
5 In the classroom,
 students must be
encourage to interact
with one another to
develop social virtues
such as cooperation
and respect.

Thank you for accomplishing the outputs. (Please refer to rubrics enclosed in Appendices.)

FANTASTIC! If you have difficulty in accomplishing the activity

please send me a message to our google class
or email for clarification or send a text message/phone calls using the contact number
included in your course guide.

ABSTRACTION: Let‟s Add to What You Know

Seven Philosophies of Education:

● Constructivism
Why teach. Constructivist sees to develop intrinsically motivated and independent
learners adequately equipped with learning skills for them to be able to construct
knowledge and make meaning of them.
What to teach. The learners are taught how to learn. They are taught learning
processes and skills such as researching, critiquing and evaluating information, relating
theses= pieces of information, reflecting on the same, making meaning out of them,
drawing insights, posing questions, researching and constructing new knowledge out
of these bits of information learned.
How to teach. in the constructivist classroom, the teacher provides students with data
or experiences that allow them to hypothesize, predict, manipulate objects, pose
questions, research, investigate, imagine, and invent.

● Essentialism
Why teach. This philosophy contends that teachers teach for learners to acquire
basic knowledge, skills and values. Teachers teach “not to radically reshape society
but rather to transmit the traditional moral values and intellectual knowledge that
students need to become model citizens.”
What to teach. Essentialism programs are academically rigorous. The emphasis is on
academic content for students to learn the basic skills or the fundamental r‟s – reading,
„riting, „rithmetic., right conduct – as these are essential to the acquisition of higher or
more complex skills needed in preparation for adult life.
How to teach. Essentialist teachers emphasize mastery of subject matter. They
are expected to be intellectual and moral models of their students.
● Progressivism
Why teach. Progressivist teachers teach to develop learners into becoming enlightened
and intelligent citizens of a democratic society.
What to teach. The progressivists are identified with need-based and relevant
curriculum. This is a curriculum that “responds to students‟ needs and that relates to
students‟ personal lives and experiences.” How to teach. Progressivists teachers
employ experiential methods. They believe that one learns by doing.

● Perrenialism
Why teach. we are all rational animals. Schools should, therefore, develop the
students‟ rational and moral powers.
What to teach. The perennialist curriculum is a universal one on the view that all
human beings possess the same essential nature.
How to teach. The perennialist classrooms are “centered around teachers.”

● Existentialism
Why to teach. The main concern of the existentialists is “to help students understand
and appreciate themselves as unique individuals who accept complete responsibility
for their thoughts, feelings and actions.”
What to teach. “In an existentialist curriculum, students are given a wide variety of
options from which to choose.” Students are afforded great latitude in their choice of
subject matter.
How to teach. “Existentialist methods focus on the individual. Learning is self-paced, self-directed.

● Behaviorism
Why teach. Behaviorist schools are concerned with the modification and shaping of
students‟ behavior by providing for a favorable environment, since they believe that
they are a product of their environment.
What to teach. Because behaviorists look at “people and other animals… as complex
combinations of matter that act only in response to internally or externally generated
physical stimuli.”
How to teach. Behaviorist teachers “ought to arrange environmental conditions so that
students can make the responses to stimuli.

● Linguistic Philosophy
Why teach. to develop the communication skills of the learner because the ability
articulate, to voice out the meaning and values of things that one obtains from his/her
experience of life and the world is the very essence of man.

What to teach. Learners should be taught to communicate clearly how to send clear,
concise messages and how to receive and correctly understand messages sent.
How to teach. The most effective way to teach language and communication is the experiential
way.
CHECK FOR UNDERSTANDING

Answer each with a YES or No. If your answer is NO, explain your answer in a sentence.

● Essentialism

1. Do essentialists aim to teach students to reconstruct society?

2. Is the model citizen of the essentialist the citizen who contributes to the re-building of society?

● Progressivism

3. Do the progressivist teachers look at education as a preparation for adult life?

4. Are the students‟ interests and needs considered in a progressivist curriculum?

● Perennialism

5. Are the perennialism teachers concerned with the students‟ mastery of the fundamental skills?

6. Do the perennialist teachers see the wisdom of ancient, medieval and modern times?

● Existentialism

7. Is the existentialist teacher after students becoming specialists in order to contribute to society?

8. Is the existentialism concerned with the education of the whole person?

● Behaviorism

9. Are behaviors concerned with the modification of students‟ behavior?

10. Do behaviorist teachers spend their time teaching their students on how to
repond favorably to various environmental stimuli?

● Linguistic Philosophy

11. Do linguistic philosophers promote the study of language?

12. Is the communication that linguistic philosophers encourage limited to verbal language only?

● Consructivism

13. Does the constructivist agree to a teaching methodology of “telling?”

14. Do constructivists believe that students can construct knowledge?

TEACHING THE NOBLEST OF ALL PROFESSIONS

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

Teaching has a lot of demands. That is why only a few answer the call to teach. Even for those
who respond to the call, sometimes their response is half-hearted because they find
themselves in a situation where there is no other choice. Or it finally, they become professional
teachers they introduce themselves as teacher “lang” (meaning teacher only) or leave after
three or four years of teaching. Only a few embrace it as their mission while on earth. Yet, it
has always been described as the noblest profession.

ACTIVITY: Let‟s View and Discuss

View the moving story of Teddy and Ms. Thompson at YouTube title “Three Letters from Teddy.”

ANALYSIS: Let‟s Analyze

1. What do you like most in the story? Why?

2. Do you know of a student who is similarly situated as “Teddy?”

3. Did you ever have a “Ms. Thompson” in your life?

4. Any lesson learned?

APPLICATION: Let’s Apply What You Learned

Complete the statement:

I am convinced that I have chosen the noblest profession because

And so I commit, therefore

Thank you for accomplishing the outputs. (Please refer to rubrics enclosed in Appendices.)

GREAT! If you have difficulty in accomplishing the activity please

send me a message to our google class
or email for clarification or send a text message/phone calls using the contact number
included in your course guide.

Teaching is the noblest of all professions because in teaching we help develop people.
We work with human minds and hearts to help persons become more human. Teaching is
touching lives. In that way, teachers help shape the future.
APPENDIX A

The Code of Ethics for Professional Teachers

APPENDIX B

Republic Act No. 9293

APPENDIX C

Republic Act No. 4670 -The Magna Carta for Public School Teachers

APPENDIX D

Commonwealth Act No. 578

APPENDIX E

The 1987 Constitution

APPENDIX F

Journey towards Basic Education Curricular Reforms: 1946-2011

APPENDIX G

Republic Act No. 10533

APPENDIX H

Republic Act No. 8980

APPENDIX I

Batas Pambansa Bilang 232 “Education Act of 1982” An Act Providing For The Establishment and
maintenance of an Integrated system of Education

APPENDIX J

Professional Regulatory Board for Professional Teachers Resolution No. 11 series of 2017 APPENDIX K

An excerpts of DECS Service Manual 2000

APPENDIX L

DepEd Order No. 42 s. 2017

Name Date

Instructor Years/Course
 Evaluation Rubric for Video Production

Levels of Performance

Activity 1 p.4

1 Point 2 Points 3 Points 4 Points Poi

Beginning Developing Proficient Exemplary nt
s
Doesn’t Explains Shows the Persuasivel
explain only a details of y written;
the general the addresses
The Pitch project plan for project, all
focus or the video including necessary
represent project. all component
the final requested s in detail.
outcome. component
s.
Does not Sketches Includes Demonstr
represent are in a sketches of at es
the logical each video detailed
sequence sequence, scene and planning
of shots in but do not includes on the
the video. give some video shot
PREPARATI Storyboard adequate planned sequence,
ON Storyboar description description description scene
d s are vague s of the s descriptio
or video , audio ns
incomplete scenes, notes, , audio
. audio effects and
backgroun notes, effects
d and notes,
, or dialog and
dialogu for every dialog for
e notes. scene. every
scene.
Includes Includes 5 - Includes 1 Grammar,
more 10 –4 spelling,
than 10 grammatic grammatic punctuatio
grammatic a l errors, a l errors, n,
Script a l errors, misspellin misspellin capitalizati
misspellin g s, g s, o n are
g s, punctuatio punctuatio correct. No
punctuatio n errors, n errors, errors in
n errors, etc. etc. the text.
etc.
 Very General Thorough Includes
minimal comment listing of descriptiv
comments s on daily e detail
Work Log about few daily activities, and
activities activities but no reflection
on the . reflection s on daily
work log. s. activities

Message is
Strong
Message vaguely
Message is message.
is unclear. communicat
clearly Covers topic
Includes e
Overa communicat completely
little d.
ll e and in
essential Includes
Conte d. Includes depth.
information some
nt essential Includes
and one or essential
informatio complete
two facts. informati
n. information.
on with
few facts.
Digital Any digital Digital
Little or no
enhancement enhancemen enhancement
enhancement
s accompany t s that are s are planned
s add interest
video, but used and
Technical: to the video,
there is little combine purposeful,
or excessive
Digital sign of smoothly adding
use of
PRODUCT reinforcemen and impact to the
Enhancem random
en ts or t effectively story line or
enhancement
Effects . Some with the focus.
s detracts
tendency video.
from the
toward
video.
randomness
with
effects.
Digital Any digital Digital
Little or no
enhancemen enhancemen enhancement
enhancemen
ts t s that are s are planned
t s add
accompany used and
Technical: interest to
video, but combine purposeful,
the video, or
Digital there is little smoothly adding
excessive
Enhancem sign of and impact to the
use of
en ts or reinforceme effectively story line or
random
Effects nt with the focus.
enhancemen
. Some video.
t s detracts
tendency
from the
toward
video.
randomnes
s with
effects.
 Works well Works well
Cannot Works with
with others. with others.
work with others, but
Takes part Assumes a
others. Cann has difficulty
Cooperati in most clear role
ot share sharing
ve Group decisions and related
decisions or decisions
Work and responsibiliti
responsibiliti and
contributes e
e s. responsibiliti
fair share to s.
e s.
group. Motivates
others.
There are no Citations are Citations are Citations
citations or given, but given, give
are no some sources of proper
references to multimedia multimedia credit. Every
copyright sources are are photo,
information not identified, graphic or
Copyright sound file is
for photos, identified but
graphics, with permission either
and music references, to reproduce original or
created by and is missing. permission
others. permission for its use by
to reproduce the owner is
is missing. documented.
 About the Compiler

The compiler of this FLP is currently a full time faculty member

of the College of Education Department, Jose Rizal Memorial State

University, Dipolog City Campus and the chairperson of Field Study

Program.

She received her Degree Doctor of Education, Ed.D at

Medina College, Ozamiz City. Also, finished her Master of Arts in Administration and Supervision at

Saint Vincent”s College, Dipolog City.

Further, gained her undergraduate course Bachelor in Elementary Education with specialization

in English at Andres Bonifacio College, Dipolog City. Prior to her mentorship at present in Jose Rizal

Memorial State University, she had spent twenty one (21) years in DepEd, Dipolog City Schools

Division, Dipolog City starting from a classroom teacher to a school Principal up to Division Subject

Area Coordin