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LOUIS REVIEW CENTER What is your

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LICENSURE EXAMINATION for TEACHERS
license!!!
-PUTASTAR

By: DEEJAE B. QUILALA,RN,LPT,CSE,MAEd

ESSENTIALISM (T) Go back to the basic, 3 R’s ( Reading, Writing, Arithmetic )

(Bagley & Bestor)
EXISTENTIALISM (S) Man’s freewill, freedom, autonomy, Choice (Sartre, Kierkegaard)
CONSTRUCTIVISM (S) Individual who construct reality based on his experience (prior
knowledge) (FACILITATOR)
BEHAVIORISM (T) Human beings are shaped entirely by the environment
(Pavlov,Watson,Thorndike,Skinner, Locke)
SOCIAL (S) Social development, social reform, societal changes
RECONSTRUCTIONISM (Brameld & Counts)
PROGRESSIVISM (S) Change and growth, student’s needs and interests
Learning by doing, hands on (Dewey & Parker)
PRAGMATISM (S) What is useful / PRACTICAL is true (Dewey, Pierce & James)
Dealing with specific situations instead of on ideas & theories
IDEALISM (T) What is in the mind is the only reality (Ideal)
Possible to live according to very high standards of behavior & honesty
(Socrates, Plato, Descartes)
REALISM (T) What is real is actual, must be demonstrated ( ARISTOTLE)
The truth is independent of the knower
NATURALISM (S) Prepare to adapt to the changing time and needs
Nature is better than civilization (Rousseau ,Pestalozzi, Spencer)
HUMANISM (S) Live life to the fullest (More on goodness)
A doctrine, attitude or a way of life centered on human interests or
values
PERENNIALISM (T) Eternal, ageless , traditional (unchanging) (HUTCHINS)
EMPIRICISM Sense- based experience (5senses) (LOCKE)
RATIONALISM Source of knowledge is the mind (REASONS)
HEDONISM Pleasure is the only good
EPICURIANISM
UTILITARIANISM Morally action is one that helps the greatest number of people

9155 Basic education act

9262 Violence against women & child
7796 Tesda
7836 Teachers Professionalization Act (Code of Ethics)
9293 Act amending some portions of RA7836
7784 Center of excellence & teachers education
7877 Anti sexual harassment of 1995
7722 CHEd
7610 Anti -child abuse
1425 Teaching life of Rizal
7277 Magna Carta for Disabled person
7160 Local government code
6728 Gov’t assistance to students & teachers in private
6713 Code of conduct of Gov’t & Employees
6655 Free secondary highschool
6014 Student’s Loan Fund
4670 Magna Carta for Public Teachers
8190 Act granting priority to residents of barangay/ municipality (during ranking)
1265 Compulsory daily flag ceremony
10533 K-12 (Enhanced Basic Education)
10354 Responsible Parenthood and Reproductive Health Act
10157 Kindergarten Education Act
10627 Anti Bullying Act
10931 Universal Access to Quality Tertiary Education
10912 CPD Continuing Professional Development 45 units for LPTs

Have courage and be kind. - Cinderella

1
 PROPONENTS CONTRIBUTION
BRUNER Spiral Curriculum, Theory of Instruction, Discovery Learning,
Constructivism (ATE)
WUNDT Father of modern Psychology
VYGOTSKY Scaffolding, ZPD, Social Constructivism, Socio-Historic
AUSUBEL Advance organizer, Meaningful Learning,Rote learning
TOLMAN Sign theory, use of organizer, cognitive map, mnemonics (Rat)
COMENIUS Father of modern education (Use of Visual Aids)
FREIRE Pedagogy of the Oppressed/
Critique the banking concept of education
MASLOW Hierarchy of Needs (Physiological is the most important)
HERBART Education towards the development of virtue & morality
FREUD Psychosexual theory (OAPhaLaGe) (Fixation) (5 stages)
Father of Psychoanalysis
ERIKSON Psychosocial theory (Conflict/ Crisis) 8 stages
PIAGET Cognitive development theory (4 stages) Constructivism
PESTALOZZI Harmonious, symmetrical & Natural
Learning by Head, Heart and Hands
PLATO Author: the republic (Introspection- Mind Contemplating)
ROUSSEAU Education must be in accordance in the child’s own nature (naturally born
good) Father of Naturalism
ERASMUS Education, accordance to the needs of society (skeptism, political thought)
father of skeptism
SOCRATES To know thyself is the beginning of wisdom
(Socratic Method- Q & A) Idealism
LOCKE Tabula rasa, Empty sheet, vessel (pure senses)
FROEBEL Father of kindergarten ( Natural setting)
ARISTOTLE Father of modern sciences, Father of Realism
ST. JOHN BAPTIST DE LA Patron saint of Teachers
SALLE
CICERO Author of oratore
HARROW Psychomotor domain (6 levels)
SIMPSON Psychomotor domain (7 levels)
PAVLOV Classical conditioning (Generalization and Discrimination)
Fear and Involuntary Response (Dog)
GARDNER Multiple intelligences (9 Intelligences)
KRATHWOHL Affective domain (ReReVOC)
KOHLBERG Morality development ( 3 levels with 6 stages)
MONTESSORI Child center education in prepared environment
Absorbent mind theory
BLOOM Cognitive domain (KCAASE)
ANDERSON & Revised Cognitive Domain
KRATHWOHL (RUAAEC)
SKINNER Operant conditioning (REINFORCEMENT)
Reward and Punishment (Rat)
WERTHEIMER, KOHLER, Gestalt Psychology ( the whole is better than its parts)
KOFFKA Form & Shape (Pattern of Insights)
BANDURA Social learning theory, Learning by modeling (ARMM)
Learning by AMOI- Albert, Modelling, Observation and Imitation (Bobo doll)
SCHELER Hierarchy of Values, values of the holy (highest)
FOWLER Stages of Faith
KUBLER ROSS Stages of Grief (Death and Dying) ( DABDA)
TERMAN Modern IQ Test
ALFRED BINET First IQ Test
KOLHER Problem Solving, use of Insights ( Apes and Banana)
GAGNE Cumulative Learning, Sequence Instructions and Instructional Levels
ROBERT HAVIGHURST Developmental Task Theory( 6 stages)
ATKINSON/ SHIFFRIN IPT- Information Processing Theory (ESR)
GOLEMAN EQ- Emotional Quotient
FLAVEL Metacognition
CHOMSKY Language Acquisition Theory
JUNG Psychological theory , Introvert / Extrovert
BRONFENBRENNER Ecological System Theory

PILLARS OF LEARNING- UNESCO COMMISSION ON EDUCATION

LEARNING TO BE Personal Development (Affective)
LEARNING TO DO Competence & Skills (Psychomotor)
LEARNING TO KNOW Acquiring of information (Cognitive)
LEARNING TO LIVE TOGETHER “ BASTA MABAIT KA” (AFFECTIVE)

Have courage and be kind. - Cinderella

2
CONTRIVED EXPERIENCES
Model- a representation of something bigger or smaller e.g globe & atom
Mock- up – a type of model that can be manipulated or detachable e.g launching of spaceship
Replica- an actual size & attributes e.g. paintings, crown
Realia- the real object or example e.g. gumamela, onion skin
Simulation- replicating an actual scenario

MAJOR CLASSIFICATION OF METHOD

DEDUCTIVE INDUCTIVE
DIRECT APPROACH INDIRECT
EXPOSITORY EXPLORATORY / EXPERIENTIAL
TEACHER CENTERED LEARNER CENTERED
GENERAL TO SPECIFIC SPECIFIC TO GENERAL
RULES TO EXAMPLES EXAMPLES TO RULES
RULES, LAWS AND ACTIONS CONCEPTS, PATTERNS & ABSTRACTION
LACK OF TIME, RESOURCES & REFERENCES AMPLE TIME, AVAILABLE RESOURCES & REFERENCES
DIRECTIVE, LECTURE, DEMONSTRATIVE REFLECTIVE, CONTRUCTIVISM,PROBLEM SOLVING
DIDACTIC TEACHING LABORATORY, INQUIRY & METACOGNITION

SOME ABBREVIATIONS
HTML- HYPER TXT MARKUP LANGUAGE
PDF- PORTABLE DOCUMENT FORMAT
MPEG- MOVING PICTURE EXPERTS GROUP
JPEG- JOINT PHOTOGRAPHIC EXPERTS GROUP
SD CARD- SECURED DIGITAL CARD
GPS- GLOBAL POSITIONING SYSTEM
HDMI- HIGH DEFINITION MULTIMEDIA INTERFACE
HTTP- HYPERTEXT TRANSFER PROTOCOL
URL- UNIFORM RESOURCE LOCATOR
LTE- LONG TERM EVOLUTION
NCBTS- NATIONAL COMPETENCY-BASED TEACHER STANDARDS
UNESCO- UNITED NATIONS EDUCATIONAL SCIENTIFIC AND CULTURAL ORGANIZATION
PPST- PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
SQ3R- SURVEY QUESTION READ RECITE REVIEW

MANAGING SURFACE BEHAVIOR

 Planned ignoring- Huwag mong pansinin
 Signal interference- clear your throat, silence
 Proximity control- lapitan mo during your discussion
 Interest boosting- encourage mo lalo na un mga shy type
 Support through humor- magjoke ka
 Direct appeal to values- kung anu ang ginagawa niya sawayin mo siyang diretsahan
 Support from routine- guide them during activities
 Restructuring the classroom program- kapag inaantok na magpa energizer ka
 Removing seductive objects- remove cp or any gadgets na nandun ang focus nila at wala sayo
 Supportive Removal- explain mo whymo tinangal
 Antiseptic bouncing- ilayo moa ng bata sa stressful environment, utusan mo muna sa labas.

TEACHER’S BEHAVIOR
 Withitness- eyes at the back of your head
 Desist- effort to stop a misbehavior
 Overlapping- 2 or more activities at the same time
 Satiation- same lesson for so long that students grow tired of the topic

MOVEMENT MANAGEMENT
 Jerkiness- lack of lesson smoothness and momentum
 Stimulus Bound- when a teacher and the students engaged in a lesson and something else
attracts the teacher’s attention
 Thrust- sudden “bursting in” on students activity with an question, order and statement without
being sensitive to the group readiness to receive the message
 Dangle- teacher interrupts activity of student and return to it again.
 Truncation- teacher does not return to current act after being interrupted.

Have courage and be kind. - Cinderella

3
  Overdwelling- dwells on corrective behavior and lesson longer than required for most students
understanding & interest level
 Flip-Flop- teacher changes its activity from current activity to new one and vice versa
 Whenever he/she changes his/her mind.
 Fragmentation- chunks of lesson for students to understand his/her lesson effectively or
breakibg down of act. To cause too much time.
MORAL ATTITUDE

 Pharisaical- strict observance of religion, rituals or conduct without regard to spirit;

 self-righteous;hypocritical (todo simba,novena,dasal, kumpisal)
 Lax- not strict or severe; careless or negligent;loose or not rigid/firm in imposing
rules(nagtuturo ng mabuti pero di naman niya ginagawa)
 Callous- insensitive, indifferent & unsympathetic towards other people( utak criminal)

PUTASTAR

 KCAASE- old bloom’s taxonomy (Benjamin Bloom)

 RUAAEC- revised bloom’s taxonomy (Krathwohl & Anderson)
 ReReVOC – 5 Levels of Affective Domain (Krathwohl)
 OAPhaLAGe- 5 Stages of Psychosexual (Freud)
 ARMM- 4 Components of successful modeling (Attention, Retention, Motor Reproduction, Motivation
 ATE- theory of Instruction Acquisition, Transformation, Evaluation (Brunner)
 5S in Disciplining the child- Stare, Silence, Separate, See him personally, Seek other’s advice

PROGRAMS IN EDUCATION

 BRIGADA ESKWELA
 MOBILE TEACHER
 ADOPT A SCHOOL PROGRAM
 EDUCATIONAL SERVICE CONTRACTING SCHEME
 STUDY NOW PAY LATER
 ALS- ALTERNATIVE LEARNING SYSTEM
 INCLUSIVE EDUCATION (MAINSTREAMING)
 VOLUNTARY ACCREDITION-Higher Education Institutions
 EDUCATION FOR ALL (EFA)
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

COMMON QUESTIONS UNDER RA 7836, RA 9293, RA 4670 and Code of Ethics

QUESTION REFERENCE ANSWER
What is the title of RA7836? RA 7836 Philippine Teachers Professionalization Act of 1994
Section 1
Are teachers in the tertiary level RA 7836 No, refers to all persons teaching in elementary and
included in the definition of teachers Section 4 B secondary level full-time or part-time, Voctech and
in RA 7836? industrial teachers
What body regulates the RA 7836 The Board For Professional Teacher
registration, , conduct oath and Section 6
revoke license?
How to become a member of the RA 7836 Filipino Citizen, 35 years above,BEED/BSED, LPT, 10
Board? Article II years in the Elementary and Secondary ,& atleast 3 years
Section 8 not connected in any schools or review centers
Can a foreign student graduated in RA 7836 Yes, provided an alien whose country has reciprocity with
the Philippines allowed to take the Article III the Philippines in the practice of the teaching profession.
LET? Section 15
Can you take the LET if you are not RA 9293 Yes, provided with 18 units of Professional Education
Education Graduate? Section I
Can Professional Teachers who RA 9293 Yes, provided he shall take 12 units of education courses
have not practiced their profession Section 2 6 units of pedagogy & 6 units of content courses.
for the past 5 years still allowed to
teach?
Can you teach in public school if RA 9293 Yes, under para-teachers provided your rating is 70-74
you failed the LET? Section 2 only and willing to be assigned in areas where there are
shortage or absence of LPTs most especially in ARMM
Can Manny Pacquiao teach sports RA 9293 Yes, a special permit may also be issued by the Board to a
in special schools? Section 2 person who has excelled and gained international
recognition and is a widely acknowledged expert
Are all passers required to take their RA 7836 Yes, every registrant shall be required to take his
oath before practicing their Section 18 professional oath before practicing as a professional
profession? teacher.
Have courage and be kind. - Cinderella
4
How to take merit exam?
What are the grounds for the
revocation of certification or
License?
What body made the Code of Ethics
for Professional teachers?
Can a teacher promote any political
or religious group?
Can you tutor your current students
with a minimum fee outside the
school?
Can you have intimate relationship
with your current students in
DepEd?
Can you put your own business?
Can a teacher in DepEd be an
atheist?
ASSESSMENT FOR
Occurs when teachers use
inferences about student
progress to inform their teaching
(formative)
REJECT
REVISE
RETAIN
ATTRIBUTES OF LEARNING ENVIRONMENT
ACTIVE
COLLABORATIVE
CONSTRUCTIVE
AUTHENTIC
GOAL DIRECTED
Have courage and be kind. - Cinderella
RA 7836 Teachers may take oral and written exam atleast once in 5
Section 19 years as basis for merit promotion. It is 100% Free
RA 7836 Criminal offense, immoral, unprofessional conduct,mentally
Section 23 unsound, insane,malpractice,ignorance,any fraud in
obtaining a certificate, chronic inebriety, use of
drugs,violation of code of ethics & unjustified/ failure to
attend seminars, workshops conferences and the like
RA 4670 The Secretary of education shall formulate & prepare a
Section 7 code of conduct for Public school teachers. The Board can
also prescribe but in this case they just adopted.
Code of Ethics No, a teacher shall not engage in the promotion of any
Art II Sec 5 groups.
Code of Ethics No, a teacher shall not accept any remuneration from
Art VIII Sec 5 tutorials
Code of Ethics No, since they are Minor- in a situation where mutual
Art VIII Sec 7 attraction and love develop between teacher & learner, the
teachers shall exercise utmost professional discretion to
avoid scandal, gossip & preferential treatment of the pupil
Code of Ethics Yes, a teacher has the right to engage directly or indirectly;
Art X Sec 1 in legitimate income generation; provided it does relate or
affect his work as a teacher.
Code of Ethics No, a teacher shall always recognize the Almighty God as
Art XI Sec 4 guide of his own destiny and of the destinies of men and
nations.
3 KINDS OF ASSESSMENT
ASSESSMENT AS ASSESSMENT OF
Occurs when students reflect on Occurs when teachers use
& monitor their progress to evidence of student learning to
inform their future learning goals make judgments on student
achievement against goals &
(formative) standards
(summative)
DIFFICULTY INDEX DISCRIMINATION INDEX
VE/E VD/D NEGATIVE
.8- 1 & .1-.2
AVE /MOD NEGATIVE
.40 to .60
AVE/ MOD POSITIVE
.40 to .60
TECHNOLOGY INTEGRATION
LEVELS OF TECHNOLOGY INTEGRATION
Students are actively engaged in using technology as a tool
rather than passively receiving info. from the technology
Students use technology tools to collaborate with others
rather than working individually at all times
Students use tech. tool to connect new info. to their prior
knowledge rather than to passively receive information
Students use tech. tool to link learning activities to the world
beyond the instructional setting rather than working on
decontextualized assignments
Students use tech. tool to set goals, plan activities, monitor
progress & evaluate results rather than simply completing
assignments
5
 LEVELS OF TECHNOLOGY INTEGRATION (LOTI)

1. ENTRY- Teacher is in control of the technology in the classroom. The teacher uses technology to deliver
curriculum content to students. Activities may include listening to or watching content delivered through
technology or working on activities designed to build fluency with basic facts or skills, such as drills and
practice exercises. The students may not have direct access to the tech. Decision about how and when to
use tech. tools as well as which tools to use are made by the teacher.

2. ADOPTION- Teachers make decisions of the technology tools, but the students are involved with the
technology at a basic level. Technology tools are used in conventional ways. The teacher makes decisions
about which technology tool to use and when and how to use it. Students exposure to individual tech. tools
may be limited to single types of tasks that involve a procedural understanding.

3. ADAPTATION. The teacher still facilitates the technology used, but students are able to use the tools
independently. Students also begin to explore different ways to use the tech. that they know how to
use.The teacher incorporates tech. tools as an integral part of the lesson. While the teacher makes most
decisions about tech. use. The teacher guides the students in the independent use of technology tools.
Students have greater familiarity with the use of tech tools & have a more conceptual understanding of the
tools than at the Adoption level. They are able to work without direct procedural instruction from the teacher
& begin to explore diff. ways of using tech. tools.

4. INFUSION- A wide variety of technology tools are available for students use. The students is focused on
the content rather than learning a new tech tool. Students are able to make decision on their own about
which tools to use. A range of diff. technology tools are integrated flexibly & seamlessly into the classroom.
Technology is available in sufficient quantities to meet the needs of all students. Students are able to make
informed decision about when & how to use diff. tools. The instructional focus is on student learning & not
on the tech. tools themselves. For this reason, infusion level work typically occurs after teachers & students
have experience with a particular tech. tool. The teacher guides students to make decisions about when &
how to us.

5. TRANSFORMATION- The teacher serves as a guide, mentor & model in the use of technology.
Technology tools are often used to facilitate higher order learning activities that would not otherwise have
been possible or would have been difficult to accomplish without the use of technology. Students use
technology tools flexibly to achieve specific learning outcomes. The students have a conceptual
understanding of the tools coupled with extensive practical knowledge about their use. Students apply that
understanding & knowledge & students may extend the use of tech tools. They are encouraged to use tech
tools in unconventional ways & & are self -directed in combining the use of various tools.

QUILALA STRATEGIES- QS- will only be used in the absence of rational thinking. It must be the last resort in
answering the questions.

1. THE LONGER THE BETTER! Note: if you don’t know the answer
2. SAME IDEA ELIMINATE- Don’t choose between 2 the same statements
3. OPPOSITE IDEA REMAINS- Correct answer is between the 2 opposite statements
4. FIND SIMILAR WORDS IN THE QUESTIONS & IN THE OPTIONS- most of the time it is correct
5. AVOID ANSWERS WITH WORDS LIKE REPORT & REFER TO OTHER PEOPLE- remember your 5 S in
Discipling a child.
6. BEST ATTITUDE BY THE TEACHER- you will remember to put yourself into the shoes of youyr student
7. THEORY & PROPONENT: use keywords, their contributions( memorize at least 30 names)
8. This is a GIFT! Thanks Bro
Look for these words at the options, most of the time it is the best answer!

(VERGIN PACO)
 VARIETY / VARIED
 ENCOURAGEMENT
 ROLE MODEL
 GOOD STUDENT- TEACHER RELATIONSHIP
 INDIVIDUAL DIFFERENCES
 NORMS OF THE SOCIETY
 PROFESSIONALISM
 ACCEPT YOUR STUDENTS AS THEY ARE (INCLUSIVE EDUCATION)
 CONSTRUCTIVIST APPROAH
 OBJECTIVES

Have courage and be kind. - Cinderella

6
 Republic Act 7836
AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF
TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR
TEACHERS AND FOR OTHER PURPOSES.

SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers Professionalization Act of 1994."

Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-building and development
through a responsible and literate citizenry. Towards this end, the State shall ensure and promote quality education
by proper supervision and regulation of the licensure examination and professionalization of the practice of the
teaching profession.

Sec. 3. Objectives. — This Act has the herein objectives:

(a) The promotion, development and professionalization of teachers and the teaching profession; and
(b) The supervision and regulation of the licensure examination.

Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:

(a) "Teaching" — refers to the profession concerned primarily with classroom instruction, at the elementary and
secondary levels in accordance with the curriculum prescribed by the Department of Education, Culture and Sports,
whether on part-time or full-time basis in the private or public schools.
(b) "Teachers" — refers to all persons engaged in teaching at the elementary and secondary levels, whether on
full-time or part-time basis, including industrial arts or vocational teachers and all other persons performing
supervisory and/or administrative functions in all schools in the aforesaid levels and qualified to practice teaching
under this Act.
(c) "Board" — refers to the Board for Professional Teachers duly established and constituted under this Act.
(d) "Commission" — refers to the Professional Regulation Commission.

ARTICLE II BOARD FOR PROFESSIONAL TEACHERS

Sec. 5. Creation and Composition of the Board. — There is hereby created under this Act a Board for Professional
Teachers, hereinafter called the Board, a collegial body under the general supervision and administrative control of
the Professional Regulation Commission, hereinafter referred to as the Commission, composed of five (5) members
who shall be appointed by the President of the Philippines from among the recommendees chosen by the
Commission. The recommendees shall be chosen from the list of nominees selected by the accredited association
of teachers, who duly possess all the qualifications prescribed in Section 8 of this Act.

The chairman and the voice-chairman of the Board shall be appointed from these five (5) members by the
President: Provided, That the members of the first Board appointed under this Act shall be automatically registered
as professional teachers and issued with the certificate of registration and professional license upon payment of the
fees for examination, registration, and other fees prescribed by the Commission.

Sec. 6. Duties and Function of the Board. — The Board shall have the following duties and functions:

(a) Promulgate, administer and enforce rules and regulations necessary for carrying out the provisions of this Act
in accordance with the charter of the Professional Regulation Commission;
(b) Determine and fix the frequency, dates, and places of examination, appoint supervisors, proctors, and other
personnel as needed who shall be entitled to a daily allowance to be fixed by the Board for every examination day
actually attended, use buildings and facilities of public or private schools for examination purposes;
(c) Issue, suspend, or revoke the certificate of registration for the practice of the teaching profession;
(d) Prescribe and collect examination and other fees as it may deem proper;
(e) Prescribe and/or adopt a code of ethical and professional standards for the practice of the teaching
profession. Such ethical standards, rules and regulations to take effect sixty (60) days after its publication in the
Official Gazette or in any newspaper of general circulation;
(f) Administer oaths in connection with the administration of this Act;
(g) Supervise and regulate the registration, licensure and practice of professional teachers in the Philippines;
(h) Adopt an official seal of the Board;
(i) Look into the conditions affecting the practice of the teaching profession and whenever necessary, adopt such
measures as may be deemed proper for the enhancement and maintenance of high professional and ethical
standards of the profession;
(j) Ensure that all educational institutions offering elementary and secondary education comply with the essential
requirements for curricula, faculty and facilities for the elementary and secondary levels;
(k) Investigate such violations of this Act, the rules and the code of ethical and professional standards for
professional teachers as it may come to the knowledge of the Board, and for this purpose, to issue subpoena and
subpoena duces tecum to secure the appearance of witnesses and the production of documents in connection
therewith; and

Have courage and be kind. - Cinderella

7
 (l) Discharge such other powers, duties and functions as the Board may deem necessary for the practice of the
teaching profession and the upgrading, enhancement, development and growth of education in the Philippines.

Sec. 7. Term of Office. — The members of the Board shall hold office for a term of three (3) years from the date
they assume office: Provided, That the first appointees to the Board under this Act shall hold office according to the
following terms: one (1) member shall serve for one (1) year; one (1) member for two (2) years; the chairman, vice-
chairman, and one (1) member for three (3) years. Vacancies shall be served for the unexpired term only. No
person who has served for two (2) consecutive terms shall be eligible for reappointment.Appointment to fill an
unexpired term shall be considered an appointment to a complete term.
The chairman or any member shall take his oath of office prior to the performance of his duties.

Sec. 8. Qualification of Board Members. — Each Board member must at the time of his appointment:

(a) Be a citizen and resident of the Philippines;

(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of high moral values in his
personal as well as professional conduct and has not been convicted of any offense involving moral turpitude;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in Education and preferably a holder of a
master's or doctorate degree in education, or their equivalents, from a university, school, college, academy or
institute duly constituted, recognized and/or accredited by the Philippine government;
(d) Be a professional teacher with a valid certificate of registration and valid professional license, save those
members who shall compose the first Board for Professional Teachers;
(e) Has been a professional teacher in the active practice of the teaching profession for at least ten (10) years in
the elementary and secondary level; and
(f) Not be an official or member of the faculty of, nor have pecuniary interest in any university, college, school, or
institution conferring a bachelor's degree in education or its equivalents for at least three (3) years prior to his
appointment, and neither connected with a review center or with any group or association where review classes or
lectures in preparation for the licensure examination are offered or conducted.

Provided, however, That, the membership to the Board shall be evenly distributed to cover all levels of education,
including equitable representation of the different fields of specialization.

Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and members of the Board shall receive
compensation comparable to the compensation received by existing regulatory boards under the Professional
Regulation Commission, computed on the basis of the number of examinees/candidates.

Sec. 10. Supervision of the Board and Custodian of its Records. — The Board shall be under the supervision and
control of the Commission. All records, including applications for examination, examination papers and results,
minutes of deliberation, administrative cases and investigative cases and investigations involving professional
teachers shall be kept by the Commission.

Sec. 11. Secretariat and Support Services. — The Professional Regulation Commission, through its chairman, shall
provide the secretariat and other support services to implement effectively the provisions of this Act.

Sec. 12. Removal of a Board Member. — The chairman or any member of the Board may be removed by the
President of the Philippines upon recommendation of the Commission for neglect of duty, incompetence,
unprofessional, unethical, immoral or dishonorable conduct, commission or toleration of irregularities in the
examination, after having been given the opportunity to defend himself in a proper administrative investigation.

In the course of investigation, the President may preventively suspend the respondent.

ARTICLE III EXAMINATION AND REGISTRATION

Sec. 13. Examination, Registration and License Required. — Except as otherwise specifically allowed under the
provisions of this Act, all applicants for registration as professional teachers shall be required to undergo a written
examination which shall be given at least once a year in such places and dates as the Board may determine upon
approval by the Commission. A valid certificate of registration and a valid professional license from the Commission
are required before any person is allowed to practice as a professional teacher in the Philippines, except as
otherwise allowed under this Act.

Sec. 14. Scope of Examination. — The examinations for the elementary and secondary school teachers shall be
separate. The examination for teachers in the elementary level shall consist of two (2) parts, namely: professional
education and general education. The examination for teachers in the secondary level shall consist of three (3)
parts, namely: professional education, general education, and field of specialization.

Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to take the examination
unless, on the date of filing of the application, he shall have complied with the following requirements:

(a) A citizen of the Philippines or an alien whose country has reciprocity with the Philippines in the practice of the
teaching profession;

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 (b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
(d) Has not been convicted by final judgment by a court for an offense involving moral turpitude;
(e) A graduate of a school, college or university recognized by the government and possesses the minimum
educational qualifications, as follows:

(1) For teachers in preschool, a bachelor's degree in early childhood education (BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor's degree in elementary education (BSEED) or its
equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in education or its equivalent with a major and
minor, or a bachelor's degree in arts and sciences with at least ten (10) units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in the field of specialization
or its equivalent, with at least eighteen (18) units in professional education.

Sec. 16. Report of the Results of the Examination. — The Board shall, within one hundred twenty (120) days after
the examination, report the ratings obtained by each candidate to the Professional Regulation Commission for
approval and appropriate action.

Sec. 17. Issuance of Certificate of Registration and Professional License. — The registration of a professional
teacher commences from the date his name is enrolled in the roster of professional teachers.

Every registrant who has satisfactorily met all the requirements specified in this Act shall, upon payment of the
registration fee, be issued a certificate of registration as a professional teacher bearing the full name of the
registrant with serial number and date of issuance signed by the chairman of the Commission and the chairman,
vice-chairman, and members of the Board, stamped with the official seal, as evidence that the person named
therein is entitled to practice the profession with all the rights and privileges appurtenant thereto. The certificate
shall remain in full force and effect until withdrawn, suspended and/or revoked in accordance with law.

A professional license signed by the chairman of the Commission and bearing the registration number and date of
issuance thereof and the month of expiry or renewability shall likewise be issued to every registrant who has paid
the annual registration fees for three (3) consecutive years. This license shall serve as evidence that the licensee
can lawfully practice his profession until the expiration of its validity.

Sec. 18. Oath Before Practice. — Every registrant shall be required to take his professional oath before practicing
as a professional teacher.

Sec. 19. Periodic Merit Examination of Teachers. — 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. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit examination, he or she shall
be allowed to take the examination for a second time. Should he or she fail to pass the merit examination for the
second time, then he or she shall be required to take a DECS accredited refresher course or program before being
allowed to retake the examination.

Failure of any permanent teacher to pass the merit examination shall not, however, be used as a ground for his/her
dismissal or demotion.

Sec. 21. Incentives. — Teachers who pass the merit examination shall:

(a) Be awarded a diploma of merit by the Board;

(b) Earn merit points for purposes of promotion in salary or to a higher position or grade level;
(c) Be placed in the priority list for government scholarship; and
(d) Enjoy such other benefits as may be promulgated by the Board.

Similar incentives shall be given to teachers who make inventions, develop new methods of teaching, write a book
or books and create works of artistic merit.

Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be integrated into one national
organization which shall be recognized by the Board and the Commission as the one and only integrated and
accredited association of professional teachers. Upon registration with the Board, every professional teacher shall
be encouraged to become a member of the integrated national organization. Those who have been registered with
the Board but are not members of the said integrated organization shall be allowed to register as members of the
said integrated organization within three (3) years after the effectivity of this Act. Membership in the integrated
organization shall not be a bar to membership in other associations of the teaching profession. The professional
teachers shall receive the benefits and privileges appurtenant to their membership in the said integrated and
accredited organization of professional teachers only upon payment of the required membership fees and dues.

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Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching Profession,
and Cancellation of Temporary or Special Permit. — The Board shall have the power, after due notice and hearing,
to suspend or revoke the certificate of registration of any registrant, to reprimand or to cancel the temporary/special
permit of a holder thereof who is exempt from registration, for any of the following causes:

(a) Conviction for any criminal offense by a court of competent jurisdiction;

(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally unsound or insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the teaching
profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of registration, professional license
or special/temporary permit;
(f) Chronic inebriety or habitual use of drugs;
(g) Violation of any of the provisions of this Act, the rules and regulations and other policies of the Board and the
Commission, and the code of ethical and professional standards for professional teachers; and
(h) Unjustified or willful failure to attend seminars, workshops, conferences and the like or the continuing
education program prescribed by the Board and the Commission.

The decision of the Board to revoke or suspend a certificate may be appealed to the regional trial court of the place
where the Board holds office within fifteen (15) days from receipt of the said decision or of the denial of the motion
for reconsideration filed in due time.

Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be admitted to the examination, or
be given a certificate of registration or be entitled to any of the rights and privileges provided under this Act; unless
the country or state of which he is a subject permits Filipino professional teachers to practice within its territorial
limits on the same basis as subjects or citizens of said country or state: Provided, that the requirements of
certification of teachers with said foreign state or country are substantially the same as those required and
contemplated under this Act: Provided, further, That the laws of such state or country grant the same privilege to
Filipino professional teachers on the same basis as the subject or citizens of such foreign country or state.

Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing the names and addresses
of professional teachers, date of registration or issuance of certificate, and other data which in the opinion of the
Board may appear pertinent shall be maintained. Copies of the roster shall be provided by the Commission to the
Board, the Department of Education, Culture and Sports, and the integrated and accredited organization of
professional teachers.

Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act, no person shall engage in
teaching and/or act as a professional teacher as defined in this Act, whether in the preschool, elementary or
secondary level, unless he is a duly registered professional teacher, and a holder of a valid certificate of registration
and a valid professional license or a holder of a valid special/temporary permit.

Upon approval of the application and payment of the prescribed fees, the certificate of registration and professional
license as a professional teacher shall be issued without examination as required in this Act to a qualified applicant,
who at the time of the approval of this Act, is:

(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the Department
of Education, Culture and Sports;
(b) A registered professional teacher with the National Board for Teachers under the Department of Education,
Culture and Sports (DECS) pursuant to Presidential Decree No. 1006; or
(c) Not qualified under paragraphs one and two but with any of the following qualifications. to wit:

(1) An elementary or secondary teacher for five (5) years in good standing and a holder of Bachelor of Science
in Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) years in good standing and a holder of a master's degree
in education or its equivalent.

Provided, That they shall be given two (2) years from the organization of the Board for professional teachers within
which to register and be included in the roster of professional teachers: Provided, further, That those incumbent
teachers who are not qualified to register without examination under this Act or who, albeit qualified, were unable to
register within the two-year period shall be issued a five-year temporary or special permit from the time the Board is
organized within which to register after passing the examination and complying with the requirements provided this
Act and be included in the roster of professional teachers: Provided, furthermore, That those who have failed the
licensure examination for professional teachers shall be eligible as para-teachers and as such, shall be issued by
the Board a special or temporary permit, and shall be assigned by the Department of Education, Culture and Sports
(DECS) to schools as it may determine under the circumstances.

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ARTICLE IV PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION

Sec. 27. Inhibition Against the Practice of the Teaching Profession. — Except as otherwise allowed under this Act,
no person shall practice or offer to practice the teaching profession in the Philippines or be appointed as teacher to
any position calling for a teaching position without having previously obtained a valid certificate of registration and a
valid professional license from the Commission.

Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than Five thousand pesos
(P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or imprisonment of nor less than six (6) months
nor more than five (5) years, or both, at the discretion of the court:

(a) Any person who practices the teaching profession in the Philippines without being certified in accordance with
the provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of registration that of another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the Board or any member thereof in
obtaining a certificate of registration as teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
(f) Any person who, in connection with his name, otherwise assumes, uses or advertises any title or description
tending to convey or conveys the impression that he is a teacher without holding a valid certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of this Act.

THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER TO MORE SPECIFIC

DIMENSIONS OF TEACHER PRACTICES.

DOMAIN 1, CONTENT KNOWLEDGE AND PEDAGOGY

1.
Content knowledge and its application within and across curriculum areas
2.
Research-based knowledge and principles of teaching and learning
3.
Positive use of ICT
4.
Strategies for promoting literacy and numeracy
5.
Strategies for developing critical and creative thinking, as well as other higher-order thinking
skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
DOMAIN 2, LEARNING ENVIRONMENT
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
DOMAIN 3, DIVERSITY OF LEARNERS
1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
DOMAIN 4, CURRICULUM AND PLANNING
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
DOMAIN 5, ASSESSMENT AND REPORTING
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs

DOMAIN 6, COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT

1. Establishment of learning environments that are responsive to community contexts
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures
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DOMAIN 7, PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

CAREER STAGES OF A TEACHER

1. Career Stage 1 or Beginning Teachers have gained the qualifications recognized for
entry into the teaching profession. They have a strong understanding of the
subjects/areas in which they are trained in terms of content knowledge and pedagogy.
They possess the requisite knowledge, skills and values that support the teachin g and
learning process. They manage learning programs and have strategies that promote
learning based on the learning needs of their students. They seek advice from
experienced colleagues to consolidate their teaching practice.
2. Career Stage 2 or Proficient Teachers are professionally independent in the
application of skills vital to the teaching and learning process. They provide focused
teaching programs that meet curriculum and assessment requirements. They display
skills in planning, implementing, and managing learning programs. They actively
engage in collaborative learning with the professional community and other
stakeholders for mutual growth and advancement. They are reflective practitioners who
continually consolidate the knowledge, skills and pract ices of Career Stage 1 teachers.
3. Career Stage 3 or Highly Proficient Teachers consistently display a high level of
performance in their teaching practice. They manifest an in-depth and sophisticated
understanding of the teaching and learning process. They have high education-focused
situation cognition, are more adept in problem solving and optimize opportunities
gained from experience. Career Stage 3 Teachers work collaboratively with colleagues
and provide them support and mentoring to enhance their learning and practice. They
continually seek to develop their professional knowledge and practice by reflecting on
their own needs, and those of their colleagues and students.
4. Career Stage 4 or Distinguished Teachers embody the highest standard for teaching
grounded in global best practices. They exhibit exceptional capacity to improve their
own teaching practice and that of others. They are recognized as leaders in education,
contributors to the profession and initiators of collaborations and partnerships. They
create lifelong impact in the lives of colleagues, students and others. They consistently
seek professional advancement and relevance in pursuit of teaching quality and
excellence. They exhibit commitment to inspire the education community and
stakeholders for the improvement of education provision in the Philippines.

National Lecturer in NLE & LET Review

Part –time College Instructor( CCT/CPE, Biology)
Part- time Professor BU Grad School
Registered Nurse
Licensed Teacher
Biology major
Civil Service Passer- Professional level
Master of Arts in Nursing Major in Clinical Teaching
Master of Arts in Education Major in Biology
Doctor of Education- ongoing
Email: djquilala@yahoo.com.ph
Facebook: Deejae Quilala
Twitter: profdjquilala
Instagram: queendeejae
Contact #: 0930-2313323

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