CPE 101 – The Teaching Profession

MODULE 2

INTRODUCTION

Are qualified teachers, really quality teachers? Teacher quality matters. Most
educators and policy makers agree that one of the most important school-related factors
influencing student achievement and outcomes is teacher quality (Rice, 2003), It has been
found out to be the best predictor of students‟ outcomes (Rivkin, Hanushek and Kain, 1998
and Rice, 2003).
One of the biggest challenges of ensuring teacher quality is the attractiveness of
teaching profession. The teaching profession is not as attractive like the other profession that
is why it does not always get the best material. This is a cause of concern in many countries
around the world, as exemplified in the Global Teacher Status in 2013.
The Philippine Professional Standards for Teachers (the revised National
Competency-Based Teacher Standards) includes personal growth and professional
development as the seventh domain. With the enactment of RA 10912, the CPD Law of 2016,
CPD for all the professions regulated by PRC is now mandatory. Mandating CPD is the only
way all professionals including teachers are made to go through CPD. CPD for professional
teachers is not an option. It is a necessity. Continuing professional development for
professional teachers sharpens the professional teachers‟ competitive edge in a highly
competitive global world.
We are heirs to a rich philosophical heritage. Passed on to us are a number of
philosophies of various thinkers who lived before us. These thinkers reflected on life in this
planet. They occupied themselves searching for answers to questions about human existence.
Your philosophy of education is your “window” to the world and “compass” in life.
Hence, it may be good to put that philosophy of education in writing. Your philosophy of
education is reflected in your dealings with students, colleagues, parents and administrators.
Your attitude towards problems and life as a whole has an underlying philosophy.
Teaching has a lot of demands. That is why only a few answer the call to teach. Even
for those who respond to the call, sometimes their response is half-hearted because they find
themselves in a situation where there is no other choice. Or if finally, they become
professional teachers they introduce themselves as teacher “lang” (meaning teacher only) or
leave after three or four years of teaching. Only a few embrace it as their mission while on
earth. Yet, it is always been described as the noblest profession.

Learning Outcomes:

1. Distinguish between teacher quality and quality teachers

2. Relate the Competency Framework for Teachers in Southeast Asia (CFT SEA) to teacher
quality
3. Discuss the Philippine Professional Standards for Teachers (PPST) Career Stage 1-
Beginning Teachers Competencies and how it can assure teacher quality in the Philippines
4. Explain why CPD is necessary for professional teachers
5. Discuss pertinent provisions of the CPD Act of 2016 and other related legal documents
6. Commit to continuing professional development
7. Explain at least seven philosophies of education
8. Cite reasons why teaching is said to be the noblest of all professions
9. Commit to the teaching profession, the noblest of all profession
 ENSURING TEACHER QUALITY THROUGH COMPETENCY FRAMEWORK
AND STANDARDS

Quality Teachers and Teacher Quality Defined

Quality teachers are characterized by the different skills needed in the 21 st century education.

Partnership 21 identified themes that are relevant to the changing times:

1. Global awareness
2. Financial, economic, business and entrepreneurial literacy
3. Civic literacy
4. Health literacy
Also included are knowledge and values

With these themes in mind, the 21st century skills framework is clustered into:
1. Learning and Innovation Skills Framework – includes Critical Thinking and Problem
Solving, Creativity and Innovation and Communication, Collaboration and Technology
Skills
2. Information, Media and Technology Skills Framework – includes Information Literacy,
Media Literacy, ICT (Information, Communication and Technology Literacy
3. Life and Career Skills Framework

Quality teachers are competent teachers. They are teachers with global competence who
demonstrate knowledge, skills, values and dispositions as described below:
1. Understand one‟s own cultural identity and its influence on personal dispositions and
classroom practices
2. Know and integrate global dimensions in the subject one teaches
3. Engage students in learning
4. Use real-life local and global examples
5. Value the inputs of culturally and linguistically diverse learners
6. Create environment that encourage positive cross-cultural interactions
7. Model social responsibility in local and global context
8. Help learners and appropriate actions to improve local and global conditions

The elements of the teacher-quality standards include:

1. Planning and Preparation
Including knowledge of content and pedagogy, knowledge of students, coherent
instructional plans, and knowledge on how to assess student learning
2. Classroom Environment
Including creating a culture for learning and managing student behavior
3. Instruction
Including communicating effectively, using appropriate discussion techniques, engaging
students, and providing responsive feedback to learners
4. Professional Responsibilities
Including reflecting on teaching, communicating with families, contributing to the school
and community, and developing professionally

Quality teachers are defined by their attributes and characteristics while teacher
quality is defined by the standards set for the profession and are validated by the students
learning outcomes.
The Competency Framework for Teachers in Southeast Asia (CFT SEA)

In collaboration with the Thailand‟s Teacher Education Council, SEAMEO

Secretariat (SEAMES) and the SEAMEO Regional Center for Educational Innovation and
Technology (INNOTECH) initiated the Competency Framework for Teachers in Southeast
Asia which was developed in 2017. The purpose was to revitalize teacher education and to
promote teaching as a profession of first choice by professionalizing teachers‟ pre-service and
in-service development using this Regional Competency Framework as a guide.
Teacher competencies make up quality teachers. Competencies are a combination of
skills, knowledge, behavior and attributes that enable effective or superior job performance,
This Competency Framework for Teachers is a guide to improve teachers‟ performance
across the region.
There are four (4) essential competencies and 12 general competencies in the
framework. There 31 enabling competencies and 136 success indicators. The enabling
competencies are a set of performance criteria with success descriptors that describe
observable behaviors expected for teachers to perform in a high level. When used, this guide
will promote common standards of performance among teachers across Southeast Asia.

Four Essential Competencies

1. Knowing and understanding what to teach
It is the ability of teachers to deepen and broaden their knowledge on what to teach,
understand education trends, policies and curricula and be updated on local, national,
regional and global developments.
2. Helping students to learn
It is the ability to know students, use the most effective teaching and learning strategies,
assess and give feedback on how students learn.
3. Engaging the community
It is the ability to partner with parents and caregivers, involve the community to help
students learn, and encourage respect and diversity.
4. Becoming a better teacher everyday
This is the ability to know oneself and others, practice human goodness and then master
the teaching practice.

1. KNOW AND UNDERSTAND WHAT TO TEACH

General Competencies Enabling Competencies
1.1 Deepen and broaden my knowledge on 1.1.1 Master my subject content
what I teach 1.1.2 Use research-based knowledge
1.2 Understand education trends, policies and 1.2.1 Update myself on educational trends
curricula 1.2.2 Study educational policies and how
they affect teaching
1.2.3 Understand how to implement the
curriculum
1.3 Keep myself updated on local, national, 1.3.1 Check new changes in education
regional and global developments environment
2. HELP MY STUDENTS LEARN
General Competencies Enabling Competencies
2.1 Know my students 2.1.1 Identify my students‟ needs and
strengths to help them learn better
2.1.2 Understand how my students learn
2.1.3 Value what makes my students unique
2.2 Use the most effective teaching and
learning strategy
2.3 Assess and give feedback on how my
students learn
3. ENGAGE THE COMMUNITY
General Competencies
3.1 Partner with parents and caregivers
3.2 Involve the community to help my
student learn
3.3 Encourage respect and diversity
4. BECOME A BETTER TEACHER EVERYDAY
General Competencies
4.1 Know myself and others
4.2 Practice human goodness in my life and 4.2.1 Be kind and compassionate
in my work
4.3 Master my teaching practice
2.2.1 Select appropriate teaching and learning
Strategy
2.2.2 Design clear and effective lessons my
students can understand
2.2.3 Create a positive and caring learning
space
2.3.1 Design assessment process and tools
2.3.2 Monitor my student‟s progress and
provide appropriate support
2.3.3 Use results from assessment to improve
instruction
Enabling Competencies
3.1.1 Build a support network
3.1.2 Create welcoming space
3.1.3 Sustain the partnership
3.2.1 Engage parents and caregivers about
their children
3.2.2 Design learning activities using
community conditions, local wisdom,
tradition and knowledge
3.3.1 Accept what makes people different
3.3.2 Practice inclusion and respect in the
classroom
Enabling Competencies
4.1.1 Continue to grow by knowing oneself
More
4.1.2 Become more aware and responsible
for my emotions and health
4.1.3 Nurture my relationships with care and
respect
4.2.2 Inspire my students and colleagues by
setting my best example
4.2.3 Nurture my students‟ confidence on
what they can do and become
4.3.1 Keep alive my passion for teaching
4.3.2 Take responsibility in my own personal
and professional growth
4.3.3 Inspire other teachers by setting my
best example

The Philippine Qualifications Framework (PQF)

As part of the ASEAN convergence and in the light of globalization each country in
the ASEAN, the Philippines adopts national standards and levels for outcomes in education.
The Philippine Qualifications Framework was provided by law (RA 10968, s. 2018). Based
on the level of education as PQF Level 6, the PQF describes the career path for baccalaureate
degree program including teacher education degrees. All graduates from the baccalaureate
degrees are expected to exhibit outcomes.

Philippine Qualifications Framework (PQF) 6 Levels of Outcomes and Descriptors

PQF 6 Level of Outcomes
Knowledge, Skills and Values
Application of Knowledge, Skills and Values Application of professional work (teaching)
Degree of Independence
PQF 6 Descriptor of Outcomes
Graduates possess a broad level of coherent
knowledge and skills of their field of study
for professional work (teaching) and lifelong
learning
in a broad range of discipline and/or for
further study
Independence (as a teacher) and/or in teams
of related field

The PQF is a legal document that adopts national standards and levels for outcomes of
education in the country. It assists individuals to move easily between different education and
training sectors and the labor market. Further, the PQF aligns the international qualifications
for full recognition of the value of Philippine Qualifications. Also, the PQF will be used as
the basis for accrediting certificates and licenses recognized by the government.

Philippine Professional Standards for Teachers (PPST)

Based on the Teacher Education and Development Map in 2006, Philippine Teacher
Education is defined as a lifelong journey from entry to basic education in the DepEd to entry
to Teacher Education Institutions of the CHED to licensing as professional teachers of the
PRC to employment to DepEd with attestation of the Civil Service or private basic education.
In both public and private education, a newly recruited teacher undergoes a Teacher
Induction Program (TIP) led by the Teacher Education Council (TEC) and the private
institutions are assisted by the Private Education Assistance Council (PEAC). While in
service the professional teacher continues professional development through trainings by the
duly authorized service providers of the PRC or shall continue professional development
through advancement in education (Masters‟ or Doctorate) or other activities on their own.
The continuing professional development continues until the person retires from employment
or continues to practice the profession in another capacity. In the middle of this professional
lifelong cycle, are the professional teacher standards, known before as National Competency
Based Teacher Standards (NCBTS, 2006) and now known as the Philippine Professional
Standards for Teachers (PPST, 2017). Both are frameworks for teacher quality. The PPST,
2017 define teacher quality in a broader perspective attuned to the current demands and
changes in the educational local and global landscape to include the reforms of K to 12, the
Outcomes-Based Education of Higher Education, the ASEAN integration, the UNESCO‟s
SDGs 2030 and the Ambisyon Natin 2040.
Being responsible for the pre-service development of teachers, teacher education
institutions have a responsibility of graduating students with PQF 6 qualifications and to
master the PPST Beginning Teacher Standards as well as the Program Outcomes of the
CHED‟s PSG for teacher education (CMO 74-82, s. 2017). The mastery of the beginning
teacher competencies is an expectation of the teaching industry in basic education.

Seven Domains of PPST:

1. Content Knowledge and Pedagogy
2. Learning Environment
3. Diversity of Learners
4. Curriculum and Planning
5. Assessment and Reporting
6. Community Linkages and Professional Engagement
7. Personal Growth and Professional Development

Professional Development Scale:

Career Stage 1: Beginning Teachers
Career Stage 2: Proficient Teachers
Career Stage 3: Highly Proficient Teachers
Career Stage 4: Distinguished Teachers

Career Stage 1: Beginning Teachers

The newly qualified to teach as professional teachers are the beginning teachers. They
have acquired an appropriate degree in education or allied fields and have passed the
licensure examination for professional teachers. They are assumed to have competencies in
terms of content, knowledge and pedagogy, as well as the 21 st century skills and values to
support teaching and learning. They can manage learning and have strategies that enable
learners to enhance learning through their guidance.
However, since they are new to the teaching profession, Beginning Teachers are
expected to seek advice and assistance from their peers and experienced colleagues to
continuously improve their teaching.

Detailed Competencies on the Domains and Strands for the Beginning Teachers:
DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY
Strands
1.1 Content Knowledge and its Application
within and across curriculum areas
1.2 Research-based knowledge and principles 1.2.1 Demonstrate an understanding of
of teaching and learning
1.3 Positive use of ICT
1.4 Strategies for promoting literacy and
numeracy
1.5 Strategies of developing critical and
creative thinking, as well as other higher
order thinking skills
1.6 Mother tongue, Filipino and English in
teaching and learning
1.7 Classroom communication strategies
Competency Indicators for Beginning
Teachers
1.1.1 Demonstrate content knowledge and its
application within/and or across
curriculum teaching areas
research-based knowledge and
principles of teaching and learning
1.3.1 Show skills in the positive use of ICT
to facilitate the teaching and learning
process
1.4.1 Demonstrate knowledge of teaching
strategies that promote literacy and
numeracy skills
1.5.1 Apply teaching strategies that develop
critical and creative thinking/and or
other higher order thinking skills
1.6.1 Use of mother tongue, Filipino and
English to facilitate teaching and
learning
1.7.1 Demonstrate an understanding of the
range of verbal and non-verbal
classroom communication strategies
that support learner understanding,

DOMAIN 2: LEARNING ENVIRONMENT
Strands
2.1 Learner safety and security
2.2 Fair learning environment
2.3 Management of classroom structure and
activities
2.4 Support for learner participation
2.5 Promotion of purposive learning
2.6 Management of learner behavior
DOMAIN 3: DIVERSITY OF LEARNERS
Strands
3.1 Learner‟s gender, needs, strengths,
interests and experiences
3.2 Learner‟s linguistics, cultural, socio-
economic and religious backgrounds
3.3 Learners with disabilities, giftedness and
talents
3.4 Learners in difficult circumstances
3.5 Learners from indigenous groups
participation, engagement and
achievement
Competency Indicators for Beginning
Teachers
2.1.1 Demonstrate knowledge of policies,
guidelines and procedures that provide
safe and secure learning environments
2.2.1 Demonstrate understanding of learning
environments that promote fairness,
respect and care to encourage learning
2.3.1 Demonstrate knowledge of managing
classroom structure that engages
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within the available
physical learning environments
2.4.1 Demonstrate understanding of
supportive learning environments that
nurture and inspire learner participation
2.5.1 Demonstrate knowledge of learning
environments that motivates learners to
work productivity by assuming
responsibility for their own learning
2.6.1 Demonstrate knowledge of positive and
non-violent discipline in the
management of learner behavior
Competency Indicators for Beginning
Teachers
3.1.1 Demonstrate knowledge and
understanding of differentiated teaching
to suit the learner‟s gender, needs,
strengths, interests and experiences
3.2.1 Implement teaching strategies that are
responsive to the learner‟s linguistic,
cultural, socio-economic and religious
backgrounds
3.3.1 Use strategies responsive to learners
with disabilities, giftedness and talents
3.4.1 Demonstrate understanding of the
special educational needs of learners in
difficult circumstances including
geographic isolation, chronic illness;
displacement due to armed conflict,
urban resettlement or disasters, child
abuse and child labor practices
3.5.1 Demonstrate knowledge of teaching
strategies that are inclusive of learners

DOMAIN 4: CURRICULUM AND PLANNING
Strands
4.1 Planning and management of teaching
and learning process
4.2 Learning outcomes aligned with learning 4.2.1 Identify learning outcomes that are
competencies
4.3 Relevance and responsiveness of learning 4.3.1 Demonstrate knowledge in the
progress
4.4 Professional collaboration to enrich
teaching practice
4.5 Teaching and learning resources
including ICT
DOMAIN 5: ASSESSMENT AND REPORTING
Strands
5.1 Design, selection, organization and
utilization of assessment strategies
5.2 Monitoring and evaluation of learner
progress and achievement
5.3 Feedback to improve learning
5.4 Communication of learner needs,
progress and achievement to key
stakeholders
5.5 Use of assessment data to enhance
teaching and learning practices and
programs
DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT
Strands
6.1 Establishment of learning environments
that are responsive to community
contexts
6.2 Engagement of parents and the wider
school community in the educative
from indigenous groups
Competency Indicators for Beginning
Teachers
4.1.1 Prepare developmentally sequenced
teaching and learning process to meet
curriculum requirements
aligned with learning competencies
implementation of relevant and
responsive learning programs
4.4.1 Seek advice concerning strategies that
can enrich teaching practice
4.5.1 Show skills in the selection,
development and use of variety of
teaching and learning outcomes,
including ICT to address learning goals
Competency Indicators for Beginning
Teachers
5.1.1 Demonstrate knowledge of the design,
selection, organization and use of
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements
5.2.1 Demonstrate knowledge of monitoring
and evaluation of learner progress and
achievement using learner attainment
data
5.3.1 Demonstrate knowledge of providing
timely, accurate and constructive
feedback to improve learner feedback
5.4.1 Demonstrate familiarity with a range of
strategies for communicating learner
needs, progress and achievement
5.5.1 Demonstrates an understanding of the
role of assessment data as feedback in
teaching and learning practices and
programs
Competency Indicators for Beginning
Teachers
6.1.1 Demonstrate an understanding of
knowledge of learning environments
that are responsive to community
contexts
6.2.1 Seek advice concerning strategies that
build relationships with
 process
6.3 Professional ethics
6.4 School policies and procedures
DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
Strands
7.1 Philosophy of teaching
7.2 Dignity of a teaching as a profession
7.3 Professional links with colleagues
7.4 Professional reflection and learning to 7.4.1 Demonstrate understanding of how
improve practice
7.5 Professional development goals
parents/guardians and the wider
community
6.3.1 Demonstrate awareness of existing laws
and regulations that apply to the
teaching profession, and become
familiar with responsibilities specified
in the Code of Ethics for Professional
Teachers
6.4.1 Demonstrate knowledge and
understanding school policies and
procedures to foster harmonious
relationship with the wider school
community
Competency Indicators for Beginning
Teachers
7.1.1 Articulate a personal philosophy of
teaching that is learner-centered
7.2.1 Demonstrate behaviors that uphold the
dignity of teaching profession by
exhibiting qualities such as caring
attitude, respect and integrity
7.3.1 Seek opportunities to establish
profession links with colleagues
professional reflection and learning can
be used to improve practice
7.5.1 Demonstrate motivation to realize
professional development goals based
on the Philippine Professional
Standards for Teachers

CONTINUING PROFESSIONAL DEVELOPMENT: THE LIFEBLOOD OF THE

TEACHING PROFESSION

The professional license for teaching obtained after passing the Licensure
Examination for Teachers (LET) simply tells that the Professional teacher possesses the
minimum competencies expected of professional teachers. Hence, every professional teacher
is expected to continue developing after obtaining his/her professional license. This is one big
demand for a professional teacher. The Code of Professional Conduct for Public School
Teachers cited in Section 7 of RA 4670 states “Responsibility is something expected of a
professional teacher. The work of the teacher in the development and guidance of the young
is tremendous responsibility for which he is accountable to God, to his country, and to
posterity. It is a trust of which every teacher should strive to be worthy.”
In fact, all professional teachers owe it to themselves and to the clientele they serve to
go through CPD. When doctors and nurses commit mistake, they bury their mistake. When a
lawyer commits a mistake, he/she puts his/her mistake behind bars. When a teacher commits
a mistake he/she multiplies that mistake. A professional, therefore, cannot afford to commit a
mistake. A professional needs to go through CPD.
The Philosophical Basis of CPD

“Growth is an evidence of life.” This implies that anything that is alive grows or
anything that grows is alive. So a teacher who is alive grows physically, psychologically,
mentally, socially, emotionally, spiritually. If he/she doesn‟t grow, it means he/she is no
longer alive.
“Man/woman is an unfinished project.” For a professional teacher, he/she is always in
the process of becoming better and better as a person and as a professional teacher. No
person, no professional can claim he/she has already “arrived” at a state of perfection. This
means that no professional has arrived at a perfect state. This implies that every professional
is expected to continue developing.

The Historical and Legal Bases of Continuing Professional Development in the

Philippines

Even before the enactment of this CPD Act of 2016, CPD was already alluded to in
the 1987 Philippine Constitution. No less than the fundamental law of the land, Section 5,
Paragraph 4, states: “The State shall enhance the right of teachers to professional
development.
Other laws also cited continuing professional development:
1. Batas Pambansa 232, the Education Act of 1982, Chapter 3, Duties and Obligations,
Section 16, (4) states one of teacher‟s obligations to assume the responsibility to maintain
and sustain his professional growth and advancement…”
2. RA 9155, An Act Instituting a Framework of Governance for Basic Education,
Establishing Authority and Accountability, renaming the Department of Education,
Culture and Sports as the Department of Education, and for other purposes, was enacted
on August 11, 2001. In the enumeration of duties and functions of the Secretary of
Education, Section 7 A., to wit.
In addition to his/her powers under existing laws, the Secretary of Education
shall have authority, accountability and responsibility among other things for … (6)
Enhancing the employment status, professional competence, welfare and working
conditions of all personnel of the Department… Section 7, E states, to wit,”
…Consistent with the national educational policies, plans and standards, the school
heads shall have authority, accountability and responsibility for… encouraging staff
development,” (Underscoring mine).
3. RA 7836, the Teachers‟ Professionalization Act, also provided for mandatory Continuing
Professional Education (CPE), now referred to as Continuing Professional Development
(CPD), to wit:
To encourage continuing professional growth and development and to provide
additional basis for merit promotion, in addition to their performance rating, teachers
may take an oral and written examination at least once in five (5) years as basis for
merit promotion. In taking this examination, no fee shall be required (Sec. 19,
Periodic Merit Examination of Teachers).
Unfortunately, due to lack of funding, the merit examination has not been implemented up
to writing time.
The same RA 7836 states:
Unjustified or willful failure to attend seminars, workshops, conferences and
the like or the continuing education program prescribed by the Board and the
Commission (Sec. 23, h. Revocation of the Certificate of Registration, Suspension
 from the Practice of the Teaching Profession, and the Cancellation of Temporary or
Special Permit).
4. The Board for Professional Teachers (BPT) also passed Resolution No. 435, s. 177 to
adopt the Code of Ethics for Professional Teachers pursuant to the provisions of paragraph
(e) Article 11 of RA 7836, otherwise known as The Philippine Teachers‟
Professionalization Act of 1994. This Code of Ethics states:
Every teacher shall participate in the Continuing Professional Education
(CPE) program of the Professional Regulation Commission, and shall pursue such
other studies as will improve his efficiency, enhance the prestige of his profession,
and strengthen his competence, virtues and productivity in order to be nationally and
internationally competitive (Sec. 3, Article IV).
5. Executive Order #266, Institutionalizing of the Continuing Professional Education (CPE)
Programs of the Various Professional Regulatory Boards (PRBs) Under the Supervision of
the Professional Regulation Commission (PRC). This was signed and issued by the Office
of then President Fidel V. Ramos on July 25, 1995, to wit:
The completion by the professional licensees of the Continuing Professional
Education (CPE) programs adopted by all Boards is hereby imposed as a mandatory
requirement for the renewal of professional licenses (Sec. 1).
This Executive Order was promised on the following:
WHEREAS, the various professions play a crucial role in nation-building;
WHEREAS, it is imperative to impose upon registered professionals the
completion of the Continuing Professional Education (CPE) programs adopted by the
concerned Board as a pre-requisite for the renewal of their licenses;
WHEREAS, the professionals who undertake the CPE programs are enabled
not only to upgrade or improve their technical knowledge and skills but also to keep
them abreast with modern trends and technology in their respective professions,
thereby assuring the rendition of highly qualitative professional service/s that will be
globally competitive under the General Agreement on Trade in Services (GATS) and
the same time securing the safety and protection of the public;
WHEREAS, the confidence and patronage of the public in a professional
depend upon his competence and the quality of service rendered resulting from his
acquisition of updated technical knowledge and skill;
6. RA 10912, Continuing Professional Development Act of 2016 – With the enactment of this
law, CPD for all the forty-three (43) professions regulated by PRC including the teaching
profession has become mandatory.

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

2016

A lot of questions have been raised about RA 10912, otherwise known as the
Continuing Professional Development Act of 2016. Many a teacher resists CPD. It is claimed
to be extra expense, extra effort and extra time when in fact it is every professional‟s
obligation. CPD is the only way professionals can sharpen their competitive edge in an
international world that has become global village. The need for CPD is heightened by
ASEAN integration and internationalization which are now real. To be in, a professional
must meet international standards. The way to go is CPD.
The purposes of CPD for professionals are stated in RA 10912, Article 1 Declaration
of Policy.
It is hereby declared the policy of the State to promote and upgrade the
practice of professions in the country. Towards this end, the State shall institute
 measures that will continuously improve the competence of the professionals in
accordance with the international standards of practice, thereby, ensuring their
contribution in uplifting the general welfare, economic growth and development of the
nation (Underscoring mine).
The State policy on promoting and upgrading the practice of professionals in the
country and the institution of measures to “continuously improve the competence of the
professionals in accordance with international standards” and gives Filipino professionals a
competitive edge in the ASEAN region and in the world.

Number of CPD Units Required

Article III, Section 10 of the same CPD Act states: “The CPD is…made as a
mandatory requirement in the renewal of the Professional Identification Cards (PICs) of all
registered and licensed professionals… For the professional teachers‟ group, based on
Professional Regulatory Board for Professional Teachers Resolution No. 11, series of 2017,
the following credit units are required:
Period No. of Credit Units Required
December 2017 15 Credit units
January-December 2018 30 Credit units
January 2019 onwards 45 Credit units

Ways by Which Professional Teachers Can Earn Credit Units

1. Professional track
This includes trainings provided by CPD providers accredited by CPD. You can earn credit
units as a participant to a training approved by the CPD Council. You earn more credit
units if you serve as a resource speaker, trainer or demonstration teacher. You also earn
credit units as panelist/reactor, facilitator/moderator. You earn much more if you are
assigned by the CPD council to monitor the conduct of an approved CPD program.
2. Academic track
This refers to the completion of a Master‟s degree, completion of candidacy to the
doctorate program, completion of the doctorate program, completion of a post-doctoral
diploma, and being a recipient of a professorial chair grant, and/or fellowship grant. Take
note that only completion of the Master‟s degree is given full credit units of 45. Earning
MA units is not given any credit unit by completion of candidacy for the Doctorate degree
already entitles one to 45 credit units. The master‟s and doctorate degrees must have been
earned five (5) years before renewal of professional license.
3. Self-directed track
This includes trainings offered by non-accredited CPD providers. It refers to “learning
activities such as online training, local/international seminars/non-degree courses,
institution/company-sponsored training programs and the like which did not undergo CPD
accreditation but may be applied for and awarded CPD units by the respective CPD
Councils.
In addition, self-directed track includes serving as accreditor (e.g. ISO, ISA, PACUCOA,
PAASCU, AACUP etc.). It also includes study tours and socio-civic activities using the
profession.
4. Productive Scholarship
This means that the professional teacher has developed program/training module,
curriculum guide or any other resource material. Or the professional teacher has written an
article in a professional magazine or a technical/research paper and even better if the
 technical paper is published in a refereed/peer-reviewed professional journal. Best if the
professional teacher writes a book or a monograph or comes up with an invention or
creative work, the latter entitles him/her to 45 credit units.
Even professional and/or lifetime achievement awards from the division level to regional,
national and international level make the professional teacher earn credit units.

Continuing Professional Development Plan

A proof that a professional teacher has made CPD his/her way of life is his/her
formulation of a CPD plan which he/she religiously follows whether monitored or not
monitored by his/her superior/s because he/she monitors himself/herself.
Developing a personal CPD Plan helps teacher leaders develop purposively. It is not
enough to have a good intention to do CPD. It is best that good intention should be made
concrete in a simple and doable plan. Every professional who has sincere intent to grow
professionally must have an annual personal CPD plan.
Professional teachers formulating their respective annual CPD Plans and faithfully
observing them lead to the building of a CPD culture among professional teachers. With that
CPD culture, the negative attitude towards mandatory CPD hopefully will fade away. We
hope to reach a point where professional teachers will oblige themselves to go through CPD
not because it is mandatory but because this is something they owe to themselves as
professionals and to the public they serve. This is professionalism.

Templates for a CPD Plan

There are two templates for a CPD Plan. The first one is the template used in the
public schools. The second is another template used by others. Comparing the two templates
make one conclude that they are basically the same. The different terms used actually refer to
the same

Teacher‟s Individual Plan for Professional Development (IPPD)

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Joining Professional Learning Community/Communities of Practice

CPD is made possible and alive through professional learning communities (PLCs).
These PLCs are powerful collaborations in which teachers work together to analyze and
improve their classroom practice in a systematic process.
The Department of Education institutionalized the School Learning Action Cells
(SLACs) as a mechanism for CPD.
In an interview with beginning teachers and administrators on conditions that help
them improve their own practice, the answer boils down to this “working in a school with an
integrated professional culture.”

Learning from the CPD Practices of High Performing Countries

CPD in Singapore

Singapore is the first country in the world to adopt the PLC framework nationwide
(Dimmock and Tan, 2013; Hairon and Dimmock, 2011). It has institutionalized PLC in its
schools. Professional development is very much alive. In 2010 the Ministry of Education
(MOE) mandated all schools to be a “learning organization”. This “learning organization”
concept of schools supports the building of a strong mentorship culture where a collaborative
and community-oriented form of professional development thrives. Every teacher is entitled
to 100-hour per year of optional training which everyone makes use of. Schools are
encouraged to provide at least one hour of curricular time per week for teachers to actively
engage in school-based Professional Development (PD) initiatives. These PLCs are led by
school leaders who provide teachers with structures and resources to engage in a variety of
inquiry-based PD practices.
For PD, Singapore has (1) Teacher-Researcher Networks, (2) Lesson study and other
forms of “Learning Circles”.
In the Teacher-Researcher Networks, faculty researchers from NIE, senior specialists
from MOE, and teacher researcher including those with higher formal training in research
(who are called “research activists”) serve as mentors to teachers to conduct action research.
The overall goal of these learning communities is to provide teachers with resources to
engage in action research (Hairon, 2006), which is usually a form of classroom-based
investigation where teachers discuss and reflect upon pedagogical problems and find their
own solutions to improve teaching and learning. The teacher-researcher network follows
these steps:
a. Identification and definition of a problem
b. Planning for improvement
c. Implementation of teaching/learning activities
d. Observation of results (data collection)
e. Reflection on the outcomes
At the completion of the research, participants write a group reflective journal to
summarize the procedures, findings, conclusions, and implications of the study. These action
research journals are shared with other groups of teachers interested in similar classroom
problems. Opportunity like a forum, symposium and publications are given to teachers to
share their research findings.
Another effective strategy for PD in Singapore is the lesson study (Lewis, Perry and
Hurd, 2004) adopted from Japan. The overall goal of lesson study is to foster collaborative
inquiry and data-driven pedagogical reflection among teachers.
How is this done? This consists of four cyclical phases (Tan, 2014):
1. Study phase
Teachers analyze the curriculum to be taught and formulate long-term teaching and
learning goals
2. Planning phase
Teachers select lessons for research, predict student thinking and difficulties, and
plan the implementation of specific lessons for data collection
3. Analysis phase
Teachers observe and discuss the classroom evidence collected (e.g., videos,
student written work)
4. Reflection phase
Teachers discuss student learning and identify new areas for further inquiry
Much of the professional development of Singaporean teachers occurs within school
settings through the Learning Circles or Learning Teams. With the widely-accepted concept
of “schools as learning organizations” and with teachers‟ welcoming attitude to PD, there are
a number of work-embedded opportunities for PD. Topics for PD range from curriculum
innovation, student-centric teaching practices, new uses of ICT, collaborative lesson
planning, to project-based learning (Bautista, Wong and Gopinathan, 2015).

CPD in Finland

Teachers in Finland meet one afternoon each week to jointly plan and develop
curriculum. They are encouraged to work together to share materials.

CPD in Japan

Lesson Study Approach to Professional Development

Japan is well known for lesson study. How does Japan do lesson study as a strategy
for professional development?
Every teacher periodically prepares a best possible lesson that demonstrates
strategies to achieve a specific goal (e.g. students becoming active problem-solvers or
students learning more from each other) in collaboration with other colleagues. A group of
teachers observe while the lesson is taught and usually record the lesson in a number of
ways, including videotapes, audiotapes, and narrative and/or checklist observations that
focus on areas of interest to the instructing teacher (e.g., how many student volunteered their
own ideas). Afterwards, the group of teachers and sometimes outside educators discusses the
lesson’s strengths and weakness, ask questions, and make suggestions to improve the lesson.
In some cases the revised lesson is given by another teacher only a few days later, observe
and discuss again.
Teachers themselves decide the theme and frequency of research lessons. Large study
groups often break up into subgroups of 4-6 teachers. The subgroups plan their own lessons
but work toward the same goal and teachers from all subgroups share and comment on
lessons and try to attend the lesson and follow-up discussion. For a typical lesson study, the
10-15 hours of group meetings are spread over three to four weeks. While schools let out
between 2:40 and 3:45 p.m., teachers’ work days don’t end until 5 p.m., which provides
additional time for collegial work and planning. Most lesson study meetings occur during the
hours after school lets out. The research lessons allow teachers to refine individual lessons,
consult with other teachers and get colleagues’ observations about their classroom practice,
reflect on their own practice, learn new content and approaches, and build a culture that
emphasizes continuous improvement and collaboration.
Some teachers also give public research lessons, which expedite the spread of best
practices across schools, allows principals, district personnel, and policymakers to see how
teachers are grappling with new subject matter and goals, and gives recognition to excellent
teachers.

CPD in New Zealand

In New Zealand, the Ministry of Education funds for 20 percent release time for new
teachers and 10 percent release time for second-year teachers. Ministry of Education is to
observe other teachers attend professional development activities, courses and work on
curriculum. Mentor teachers deliberately spend time to observe and confer with beginning
teachers (Darling-Hammond, Wei and Andree, 2010).

Characteristics of Effective CPD:

1. Continuous
A professional does not stop developing or else he/she ruts. Stagnant water becomes
putrid.
2. Collaborative
Thus there is a need to be part of a PLC, a professional learning community. It was Helen
Keller who said “Alone we can do so little; together we can do so much.”
3. Focused on a specific teacher need
It responds to a need and so is highly relevant to the teacher.
4. Job-embedded
The teacher has not to be removed from the workplace for CPD so there is no work
disruption. What the teacher is trained on is exactly what he/she does.
5. Given enough time
Quality CPD demands adequate time. Quality time spent for CPD ultimately redounds to
improved teaching for the benefit of learners.
6. Funded
CPD with support funds is definitely better than one without.

PHILOSOPHIES OF EDUCATION

Our Philosophical Heritage: Philosophies of Education

An Exercise to Determine Your Educational Philosophy
Find out to what philosophy you adhere. To what extent does each statement apply to
you? Rate yourself 4 if you agree with the statement always, 3 if you agree but not always, 2
if you agree sometimes, and 1 if you don‟t agree at all.
Statement 1 2 3 4
1. There is no substitute for concrete experience in learning.
2. The focus of education should be the ideas that are as relevant today as
when they were first conceived.
3. Teachers must not force their students to learn the subject matter if it
does not interest them.
4. Schools must develop students‟ capacity to reason by stressing on the
humanities.
5. In the classroom, students must be encouraged to interact with one
another to develop social virtues such as cooperation and respect.
6. Students should read and analyze the Great Books, the creative works
of history‟s finest thinkers and writers.
7. Teachers must help students expand their knowledge by helping them
apply their previous experiences in solving new problems.
8. Our course of study should be general, not specialized; liberal, not
vocational; humanistic, not technical.
9. There is no universal, inborn human nature. We are born and exist and
then we ourselves freely determine our essence.
10. Human beings are shaped by their environment.
11. Schools should stress on the teaching of basic skills.
12. Change of environment can change a person.
13. Curriculum should emphasize on the traditional disciplines such as
math, natural science, history, grammar, literature.
14. Teacher cannot impose meaning; students make meaning of what they
are taught.
15. Schools should help individuals accept themselves as unique
individuals and accept responsibility for their thoughts, feelings and
actions.
16. Learners produce knowledge based on their experiences.
17. For the learner to acquire the basic skills, he/she must go through the
rigor and discipline of serious study.
18. The teacher and the school head must prescribe what is most important
for the students to learn.
19. The truth shines in an atmosphere of genuine dialogue.
20. A learner must be allowed to learn at his/her own pace.
21. The learner is not a blank slate but brings past experiences and cultural
factors to the learning situation.
22. The classroom is not a place where teachers pour knowledge into
empty minds of students.
23. The learner must be taught how to communicate his ideas and feelings.
24. To understand the message from his/her students, the teacher must
listen not only to what his/her students are saying but also to what they
are not saying.
25. An individual is what he/she chooses to become not dictated by his/her
environment.
Interpreting your Scores: If you have 2 answers of 2/4 in numbers:
1,3,5,7 - you are more of a progressivist
2,4,6,8 - you are more of a perennialist
9,15,20,25 - you are more of an existentialist
10,12 - you are more of a behaviorist
11,13,17,18 - you are more of an essentialist
14,16,21,22 - you are more of a constructivist
19,23,24 - you are more of a linguistic philosopher

If you have 2 scores of 4 in several of the seven clusters, you have an eclectic
philosophy which means you put the philosophies together. If your scores are less than 4, this
means that you are not very definite in your philosophy. Or if your scores are less than 3 in
most of the items, this means your philosophy is quite vague.

Seven Philosophies of Education:

1. Constructivism

Why teach
Constructivists sees to develop intrinsically motivated and independent learners adequately
equipped with learning skills for them to be able to construct knowledge and make
meaning of them.

What to teach
The learners are taught how to learn. They are taught learning processes and skills such as
searching, critiquing and evaluating information, relating these pieces of information,
reflecting the same, making meaning out of them, drawing insights, posing questions,
researching and constructing new knowledge out of these bits of information learned.

How to teach
In the constructivist classroom, the teacher provides students with data or experiences that
allow them to hypothesize, predict, manipulate objects, pose questions, research,
investigate, imagine and invent. The constructivist classroom is interactive. It promotes
dialogical exchange of ideas among learners and between teacher and leaners. The
teacher‟s role is to facilitate this process.
Knowledge isn‟t a thing that can be simply deposited by the teacher into the empty minds
of the learners. Rather, knowledge is constructed by learners through an active, mental
process of development; learners are the builders and creators of meaning and knowledge.
Their minds are not empty. Instead, their minds are full of ideas waiting to be “midwifed”
by the teacher with his/her skillful facilitating skills.

2, Essentialism

Why teach
This philosophy contends that teachers teach for learners to acquire basic knowledge, skills
and values. Teachers teach “not to radically reshape society but rather to transmit the
traditional moral values and intellectual knowledge that students need to become model
citizens.”

What to teach
Essentialist programs are academically rigorous. The emphasis is an academic content for
 students to learn the basic skills or the fundamental r‟s – reading, „riting, „rithmetic, right
conduct – as these are essential to the acquisition of higher or more complex skills needed
in preparation for adult life. The essentialist curriculum includes the “traditional disciplines
such as math, natural science, history, foreign language, and literature. Essentialists frown
upon vocational courses…” or other courses with watered down academic content… The
teachers and administrators decide what is most important for the students to learn and
place little emphasis on students interests, particularly when they divert time and attention
from the academic curriculum.

How to teach
Essentialist teachers emphasize mastery of subject matter. They are expected to be
intellectual and moral models of their students. They are seen as “fountain” of information
and as “paragon of virtue,” if ever there is such a person. To gain mastery of basic skills,
teachers have to observe “core requirements, longer school days, a longer academic
year…”
With mastery of academic content as primary focus, teachers rely heavily on the use of
prescribed textbooks, the drill method and other methods that will enable them to cover as
much academic content as possible like the lecture method. There is a heavy stress on
memorization and discipline.

3. Progressivism

Why teach
Progressivist teachers teach to develop learners into becoming enlightened and intelligent
citizens of a democratic society. This group of teachers teaches learners so they may live
fully now not to prepare them for adult life.

What to teach
The progressivists are identified with need-based and relevant curriculum. This is a
curriculum that responds to students‟ needs and that relates to students‟ personal lives and
experiences.”
Progressivists accept the impermanence of life and the inevitability of change. For the
progressivists, everything else changes. Change is the only thing that does not change.
Hence, progressivist teachers are more concerned with teaching the learners the skills to
cope with change. Instead of occupying themselves with teaching facts or bits of
information that are true today but become obsolete tomorrow, they would rather focus
their teaching on the skills or processes in gathering and evaluating information and in
problem-solving.
The subjects that are given emphasis in progressivist schools are the “natural and social
sciences.” Teachers expose students to many new scientific, technological, and social
developments, reflecting the progressivist notion that progress and change are
fundamental… In addition, students solve problems in the classroom similar to those they
will encounter outside of the schoolhouse.

How to teach
Progressivist teachers employ experiential methods. They believe that learns by doing. For
John Dewey, the most popular advocate of progressivism, book learning is no substitute
for actual experience. One experiential teaching method that progressivist teachers heavily
rely on is the problem-solving method. This problem-solving method makes us of the
scientific method.
 Other “hands-on-minds-on-hearts-on” teaching methodology that progressivist teachers
use are field trips during which students interact with nature or society. Teachers also
stimulate students through thought-provoking games and puzzles.

4. Perennialism

Why teach
We are all rational animals. Schools should, therefore, develop the students‟ rational and
moral powers. According to Aristotle, if we neglect the students‟ reasoning skills, we
deprive them of the ability to use their higher faculties to control their passions and
appetites.

What to teach
The perennialist curriculum is a universal one on the view that all human beings possess
the same essential nature. It is heavy on the humanities, on general education. It is not a
specialist curriculum but rather a general one. There is less emphasis on the vocational and
technical education. Philosopher Mortimer Adler claims that the “Great Books of ancient
and medieval as well as modern times are a repository of knowledge and wisdom, a
tradition of culture which must initiate each generation.” What the perennialist teachers
teach are lifted from the Great Books.

How to teach
The perennialist classrooms are “centered around teacher.” The teachers do not allow the
students interests or experiences to substantially dictate what they teach. They apply
whatever creative techniques and other tried and true methods which are believed to be
most conducive to disciplining the students‟ minds. Students engaged in Socratic
dialogues, or mutual inquiry sessions to develop an understanding of history‟s most
timeless concepts.”

5. Existentialism

Why teach
The main concern of the existentialists is “to help students understand and appreciate
themselves as unique individuals who accept complete responsibility for their thoughts,
feeings and actions.” Since „existence precedes essence‟, the existentialist teachers‟ role is
to help students define their own essence by exposing them to various paths they take in
life and by creating an environment in which they freely choose their own preferred way.
Since feeling is not divorced from reason in decision making, the existentialist demands
the education of the whole person, “not just the mind.”

What to teach
“In an existentialist curriculum, students are given a wide variety of options from which to
choose.” Students are afforded great latitude in their choice of subject matter. The
humanities, however, are given tremendous emphasis to “provide students with vicarious
experiences that will help unleash their own creativity and self-expression. For example,
rather than emphasizing historical events, existentialists focus upon the actions of historical
individuals, each of whom provides possible models for the students‟ own behavior.
Moreover, vocational education is regarded more as a means of teaching students about
themselves and their potential than of earning a livelihood. In teaching art, existentialist
encourages individual creativity and imagination more than copying and imitating
 established models.”

How to teach
“Existentialist methods focus on the individual. Learning is self-paced, self-directed. It
includes a great deal of individual contract with the teacher, who relates to each student
openly and honestly. To help students know themselves and their place in society, teachers
employ values clarification strategy. In the use of such strategy, teachers remain non-
judgmental and take care not to impose their values on their students since values are
personal.”

6. Behaviorism

Why teach
Behaviorist schools are concerned with the modification and shaping of students‟ behavior
by providing for a favorable environment, since they believe that they are a product of their
environment. They are after students who exhibit desirable behavior in society.

What to teach
Because behaviorists look at “people and other animals… as complex combinations of
matter that act only in response to internally or externally generated physical stimuli,”
behaviorist teachers teach students to respond favorably to various stimuli in the
environment.

How to teach
Behaviorist teachers “ought to arrange environmental conditions so that students can make
the responses to stimuli. Physical variables like light, temperature, arrangement of
furniture, size and quantity of visual aids have to be controlled to get the desired responses
from the learners. Teachers ought to make the stimuli clear and interesting to capture and
hold the learners‟ attention. They ought to provide appropriate incentives to reinforce
positive responses and weaken or eliminate negative ones” (Trespeces, 1995).

7. Linguistic philosophy

Why teach
To develop the communication skills of the learner because the ability to articulate, to
voice out the meaning and values of things that one obtains from his/her experience of life
and the world is the very essence of man. It is through his/her ability to express
himself/herself clearly, to get his/her ideas across, to make known to others the values that
he/she has imbibed, the beauty that he/she has been, the ugliness that he/she rejects and the
truth that he/she has discovered. Teachers teach to develop in the learner the skill to send
messages clearly and receive messages correctly.

What to teach
Learners should be taught to communicate clearly how to send clear, concise messages and
how to receive and correctly understand messages sent. Communication takes place in
three (3) ways – verbal, nonverbal, and paraverbal. Verbal component refers to the content
of our message, the choice and arrangement of our words. This can be oral or written.
Nonverbal component refers to the message we send through our body language while
paraverbal component refers to how we say what we say – the tone, pacing and volume of
our voice.
 There is need to teach learners to use language that is correct, precise, grammatical,
coherent, accurate so that they are able to communicate clearly and precisely their thoughts
and feelings. There is need to help students expand their vocabularies to enhance their
communication skills. There is need to teach the learners how to communicate clearly
through non-verbal means and consistently through paraverbal means.
There is need to caution the learners of the verbal and non-verbal learners to communicate.
Teach them to speak as many languages as you can. The more languages one can speak,
the better he/she can communicate with the world. A multilingual has an edge over the
monolingual or bilingual.

How to teach
The most effective way to teach language and communication is the experiential way.
Make them experience sending and receiving messages through verbal, non-verbal and
para-verbal manner. Teacher should make the classroom a place for the interplay of minds
and hearts. The teacher facilitates dialogue among learners and between him/her and
his/her students because in the exchange of words there is also an exchange of ideas.

Formulating My Philosophy of Education

You have been acquainted with various philosophies. With which do you identify
yourself? What is your personal philosophy education?
As a teacher you have tremendous power. You can make a difference in the life of the
young.
All in all your philosophy of education must spell out very clearly what you and how
you should teach, how you should relate to your students to make a difference.

My Philosophy of Education as a Grade School Teacher

I believe that every child

- has a natural interest in learning and is capable of learning
- is an embodied spirit
- can be influenced but not totally by his/her environment
- is unique, so comparing a child to other children has no basis
- does not have an empty mind, rather is full ideas and it is my task to draw out these ideas

I believe that there are unchanging values in changing times and these must be passed on to
every child by modeling value inculcation and value integration in my lessons.

I believe that my task as a teacher is to facilitate the development of every child to the
optimum and to the maximum by:
- reaching out to all children without bias and prejudice towards the “least” of the children
- making every child feel good and confident about himself/herself through his/her
experiences of success in the classroom
- helping every child master the basic skills of reading, communicating in oral and written
from, arithmetic and computer skills
- teaching my subject matter with mastery so that every child will use his/her basic skills to
continue acquiring knowledge, skills and values for him/her to go beyond basic literacy and
basic numeracy
- inculcating or integrating the unchanging values of respect, honesty, love and care for others
regardless of race, ethnicity, nationality, appearance and economic status in my lessons
- consistently practicing these values to serve as model for every child
- strengthening the value formation of every child through “hands-on-minds-on-hearts-on”
experiences inside and outside the classroom
- providing every child activities meant to develop the body, the mind and the spirit
- teaching not only what to learn but more important how to learn

TEACHING, THE NOBLEST OF ALL PROFESSIONS

Convinced of the nobility of the teaching profession, Henry Adams also said, “A
teacher affects eternity; no one knows where his influence stops.”
John Steinbeck, Nobel and Pulitzer Prize-winning American novelist, claims
“Teaching might even be the greatest of the arts since the medium is the human mind and
spirit.” While the artist works on canvass, the teacher works on the human mind and heart.
The greatest men and women in history were teachers – Socrates, Plato, Aristotle,
Confucius, Lao tsu, Siddharta, Gautama, Jesus Christ. Their teachings have transformed the
individual and collective lives of their followers and their worlds. Their teachings reverberate
up to the present.
An old anecdote about teaching and teacher may convince you more that you are
preparing for profession which is the noblest of all professions. It is considered the mother of
all professions. Teachers have a special place in heaven.
Indeed a teacher is powerful. You are in a very noble profession where you help
others become what they want to be. You are in a profession where you can touch lives and
so affect eternity. In the United States of America, the global financial institution ING
conducted a survey in 2010 in conjunction with the National Teacher of the Year Award. A
significant finding was: eighty-eight percent (88%) of one thousand (1000) – Americans age
18 and older who were surveyed-identified at least one teacher who had a significant positive
impact on their life (Saenz, 2012).
A teacher has the power to touch lives and make a difference to people‟s lives. “The
influence of a good teacher can never be erased,” says one quotable quote. Just remember the
moving story of Teddy and Ms. Thompson. May you be a “Ms. Thompson to all your
students in the future. If you do that, you prove to the world that teaching, indeed, is a noble
profession.
Congratulations, you chose the noblest of all professions. May you find fulfillment in
your profession!

Essay Questions:

Directions: Write an essay for each question.

1. When you become a professional teacher in the future, how can you enhance the state of
quality teachers in the Philippines?
2. As a professional teacher, why do you go through CPD even if not mandated by law?
3. What is the importance of studying the philosophies of education?
4. Why is teaching, the noblest of all professions?

Activities:

Directions: Construct a Multiple Choice Test from each topic:

1. Ensuring Teacher Quality Trough Competency Framework and Standards (15 items)
2. Continuing Professional Development: the Lifeblood of the Teaching Profession (10 items)
3. Philosophies of Education (10 items)
4. Teaching, the Noblest of All Professions (5 items)

References:

1. Bilbao, Purita P. et al. (2006). The Teaching Profession. Metro Manila: LORIMAR
Publishing Incorporated
2. Bilbao, Purita P. et al. (2018). The Teaching Profession. Metro Manila: LORIMAR
Publishing Incorporated