The Demands of Society

from the Teacher as a

Professional
 The Demands of Society from the Teacher as a
Professional
➢From his/her very title “teacher”, to teach well is what
society primarily demands of teachers. The learning of the
learner is the teacher’s main concern. The effective
teacher makes the good and not so good learner learn.
On the other hand, the ineffective teacher adversely
affects the learning of both good and not so good student.
The Teacher as a Professional
➢A professional is one who went through long years of
preparation to earn a teacher education degree
recognized by the Commission on Higher Education, after
which he/she hurdled a Licensure Examination for
Teachers (LET) administered by the Board for Professional
Teachers with the supervision of the Professional
Regulation Commission.
The Teacher as a Professional
➢The teacher is a licensed professional who possesses
dignity and reputation with high moral values as well as
technical and professional competence… he/she adheres
to, observe and practices a set of ethical and moral
principles and standards and values
The Demand from the Teacher as a Professional

➢The word teacher suggests that the responsibility of the

professional teachers is to teach. The teacher’s primary
customer is the learner
 Models of Effective Teaching
A. Robert Marzano’s Causal Teacher Evaluation Model of
Four Domains:
1. Classroom Strategies and Behaviors
➢ Involve routine events such as communicating learning
goals and feedback and establishing rules and
procedures
 Models of Effective Teaching
A. Robert Marzano’s Causal Teacher Evaluation Model of
Four Domains:
1. Classroom Strategies and Behaviors
➢ Involve addressing content by helping students interact
with new knowledge, practice and deepen new
knowledge
 Models of Effective Teaching
A. Robert Marzano’s Causal Teacher Evaluation Model of
Four Domains:
1. Classroom Strategies and Behaviors
➢ Helping students generate and test hypotheses

➢ Involve events enacted on the spot

 Models of Effective Teaching
A. Robert Marzano’s Causal Teacher Evaluation Model of
Four Domains:
2. Planning and Preparing
➢ Planning and preparing for lessons
➢ For use of technology
➢ For needs of students receiving special education
➢ For needs of students who lack support for schooling
 Models of Effective Teaching
A. Robert Marzano’s Causal Teacher Evaluation Model of
Four Domains:
3. Reflection on Teaching
➢ Evaluating personal performance
➢ Developing, implementing and monitoring a
professional growth plan
 Models of Effective Teaching
A. Robert Marzano’s Causal Teacher Evaluation Model of
Four Domains:
4. Collegiality and Professionalism
➢ Promoting positive interactions with colleagues, students
and parents.
➢ Seeking mentorship for area of need/interest
 Models of Effective Teaching
A. Robert Marzano’s Causal Teacher Evaluation Model of
Four Domains:
4. Collegiality and Professionalism
➢ Mentoring other teachers and sharing ideas and
strategies
➢ Adhering to school rules and procedures
➢ Participating in school initiatives
 Models of Effective Teaching
B. Charlotte Danielson Framework for Teaching
1. Planning and Preparation

2. The Classroom Environment

3. Instruction
 Models of Effective Teaching
B. Charlotte Danielson Framework for Teaching
4. Professional Responsibilities
➢ Reflecting on teaching
➢ Maintaining accurate records
➢ Communicating with families
➢ Participating in the professional community
➢ Growing professionally and Showing professionalism
 Teacher Evaluation Standards – The McREL
model
1. Teachers demonstrate leadership
➢Lead in their classrooms
➢Demonstrate leadership in the school
➢Lead the teaching profession
➢Advocate for schools and students
➢Demonstrate high ethical standards
 Teacher Evaluation Standards – The McREL
model
2. Teachers establish a respectful environment for a diverse
population of students
3. Teachers know that content they teach.
4. Teachers facilitate learning for their students.
5. Teachers reflect on their practices.
Since the main task of the professional teacher is to
teach, society demands from him/her teaching
competence. Teaching competence is spelled out in the
PPST and in the four models of effecting teaching.
1. Prepare and plan very well for instruction

2. Execute or deliver that instruction very well because

he/she has professional knowledge
3. Create a conducive or favorable learning environment
for diverse groups of learners

4. Assess and report learners’ progress

5. Demonstrate professionalism as he/she deals with

superiors, colleagues, students and parents.
The Philippine Professional Standards for Teachers
(PPST)
➢ The PPST, the revised National Competency-Based
Teacher Standards (NCBTS), give the teacher professional
competencies in seven domains, 37 strands and 148
performance indicators for four career stages.
The Philippine Professional Standards for Teachers
(PPST)

➢ Society expects the teacher as professional to demonstrate

professionalism in all that he/she does. Professionalism is both a
professional and a personal trait.
The Demands Of Society
From The Teacher As A
Person
 The Demands of Society from the Teacher as a
Person
➢SO MUCH is expected or demanded of a teacher. More than
any other professional, teachers are subjected to scrutiny to the
smallest detail by those they associate with. Teachers are judged
more strictly by people more than by any other professionals.
When a teacher fails to meet the expectations of the public, the
remark from the scrutinizing eye of the public is ‘teacher pa man
din,’ (to think that she/he is a teacher).
 The Demands of Society from the Teacher as a
Person
➢What are the demands of the teaching position from the
teacher as a person? This can be stated as ‘what personal
qualities or attributes must a teacher possess in order to function
well as a professional teacher?
 The Demands of Society from the Teacher as a
Person
➢ Referring to the professional teacher, the Code of Ethics gives
big words like ‘possesses dignity and reputation, with high moral
values . adheres to, observes and practices a set of ethical and
moral principles, standards and values.’
➢ What are these big words in more specific teacher attributes ?
Let us find out in this lesson.
The 12 Characteristics of an Effective Teacher
The following are 12 characteristics of an effective
teacher gathered from a 15-year longitudinal, qualitative
study on more than one thousand essays of teacher
education students (Walker, Robert, J. Twelve
Characteristics of an Effective Teacher: A Longitudinal,
Qualitative, Quasi-Research Study of In-Service and
Pre-Service Teachers)
The 12 Characteristics of an Effective Teacher
1. Prepared. Come to class each day ready to teach

2. Positive. Have optimistic attitudes about teaching and

students
3. Hold high expectations. Set no limits on students and
believe everyone can be successful
The 12 Characteristics of an Effective Teacher
4. Creative. Are resourceful and inventive in how they
teach their classes
5. Fair. Handle students and grading fairly
6. Display of personal touch. Approachable
The 12 Characteristics of an Effective Teacher
7. Cultivate a sense of belonging. Have a way to make
students feel welcome and comfortable in their
classrooms
8. Compassionate. Are concerned about students’ personal
problems and can relate to them in their problems
9. Have a sense of humor. Make learning fun an d do not
take everything seriously
The 12 Characteristics of an Effective Teacher
10. Respect students. Do not deliberately embarrass
students

11. Forgiving. Do not hold grudges

12. Admit mistakes. Quick to admit being wrong

 These 12 traits of good teachers are the same traits
given by the students of these writers (Teacher Education
students) every time they ask various classes to list down
traits of effective teachers. The most common word given is
caring. A caring teacher is fair. He/she displays a personal touch
and is so approachable. He/she makes every learner belong and
feel welcome. He/she feels with his/her students and so is
compassionate. He/she is forgiving, does not hold grudges
against learners. He/she is hamble enough to admit mistakes.
 Because he/she cares, goes to class prepared. He/she
believes in his/her students and so sets high expectations.
He/she cares that students learn and so makes learning fun by
injecting humor. His/her genuine care for learners is grounded on
his/her great respect for every learner.
 PROFESSIONALISM
Professionalism is something demanded of teachers both as
professionals and as persons. Professionalism is
succinctly described in Article XI of the Code of Ethics
for Professional Teachers, to wit:

Section 1.
A teacher shall live with dignity at all times.
 PROFESSIONALISM
Professionalism is something demanded of teachers both as
professionals and as persons. Professionalism is
succinctly described in Article XI of the Code of Ethics
for Professional Teachers, to wit:
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.
 PROFESSIONALISM
Professionalism is something demanded of teachers both as
professionals and as persons. Professionalism is
succinctly described in Article XI of the Code of Ethics
for Professional Teachers, to wit:
Section 3.
A teacher shall maintain at all times a dignified
personality which could serve as model worthy of
emulation by learners, peers, and others.
 PROFESSIONALISM
Professionalism is something demanded of teachers both as
professionals and as persons. Professionalism is
succinctly described in Article XI of the Code of Ethics
for Professional Teachers, to wit:
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.
The Code of Ethics for public school teachers adopted in Section
7 of Republic Act 4670 cites integrity as one essential trait of a
professional teacher. This is given below:
➢ INTEGRITY. Since the teacher’s work is not confined merely to the
development of certain fundamental skills and abilities
encompassed by the teaching of the 3 Rs but also includes the
development of desirable habits and attitudes that go into the
formation of character, his manner of living should provide a
worthy example for his pupils and students to emulate for his
fellow teachers to be proud of, and for the community to feel as being
enriched by it.
The personal traits mentioned above as attributes expected of
teachers as persons are all included in the big words – “live
with dignity,” “premium on self-respect and self-discipline’,
“model, worthy of emulation” found in the Code of Ethics of
Professional Teachers. They are not only personal traits; they
are also professional traits expected of a teacher. In one word, these
are all manifestations of professionalism, the hallmark of a
professional.
 Any
Questions?
THANK YOU !!