® FALCULAN TWINS’ REVIEW CENTER ‘SOCIAL DIMENSION & TEACHING PROFESSION HANDOUT 1. PHILOSOPHICAL FOUNDATION IDEALISM (Plato) Ideas are the only true reality. What exists is in the mind only. Existence of ideas independent from the material world Ideas are innate Values Perfect being (God) and spirits + “dream” and “want” Sample Questions: 1. Teacher Jane is concered more on conceptual matters since reality is mental. She holds this kind of philosophy: a. Empiricism ©. Idealism b. Realism 4. Progressivism 2. Ifa teacher would say that honesty is stil an important Value even if no one values it, the teacher can be regarded then as > a. Realist ©. Idealist b. Empiricist d. Positivist 3. The values education studentifeaches faith, hope andiiove and values which are believed to be permanent values whether they be valued by people or not. Upon whatiphilosophy is this anchored? a. Realism ©. Idealism b. Existentialism _d./Pragmatism REALISM (Aristotle) Reality exists independent on human mind. Realityis not in the mind but in the external world. Ultimate reality is the world of physical objects, Concerned with what is real, what is actual Truth is objective- what can be observed Fulfill and pursue dreams ‘Some supporters: John Amos Comeniis & John Locke Sample Questions» 4, Student Anton pursues a degree in Education to fulfill his dream of becoming a Teacher. This action demonstrates this kind of philosophy? a yessivism c. Realism b. Perennialism d. Reconstructivism 2. Teacher Suzanne believes that “truth exist in objective order and independent of the knower’. She is, considered : a. Idealist c. Pragmatist b. Realist doEssentialist 3. A teacher told a student: "Your sickness is not on your mind for you are really sick; you have a fever and a flu... “This Shows that the teacher adheres what philosophy. a. Pragmatism —_c. Idealism b. Naturalism d. Realism EMPIRICISM (John Lock + Legitimate knowledge arises from what is provided to the mind by the senses. + Experience through the use of senses is the source of knowledge. + Sources of knowledge are sense-based experience and data ‘Sample Questions:rRortsson : ® FALCULAN TWINS’ REVIEW CENTER 1. When a teacher emphasizes that man’s senses should be trusted because this is the only way to acquire knowledge, the teacher can be regarded as A. Naturalist C. Empiricist B. Realist D. Pragmatist 2. Inthe schools, we teach realities that cannot be verified by the senses like an invincible god or Allah. Whose beliefs does this practice negate? A. Empiricist C. Skeptics B. Rationalist D. Stoicists 3. "Don't just believe because your teacher said so. You must be able to prove wit such conclusion is correct” is a thought that comes from alan A. rationalist C. empiricist B. essentialist D. pragmatist data that EXISTENTIALISM (Soreen rd and Jean Paul Reality is subjective, lies within the individual Individual choice and standards are central; responsibility Man's freedom of in the accomplishment of his destiny. Unique individuals + ‘choose’, “decide” + Existence precedes essence ‘Sample Questions: 1. “Subject matter should help students understand and appreciate themselveSias unique individuals who acceptcomplete responsibilty for thelr thoughts, feelings and actions.” from which philosophy is this thought based? A. Perennialism C. Existentialism, B. Essentialism D. Progressivism 2. Teacher Gfis views his)students as a unique, free choosing and responsible individuals. He ‘encourages them to develop their own individualities. What philosophy does Teacher Cris adhere to? A. Humanism C. Reconstructivism B.Existentialism D. Essentialism ESSENTIALISM (William Bagley) Going back to the basics Focus on 3Rs(( reading, writing and arithmetic) ‘Subject matter is the center of the educational process. ‘The teacher is the authority. Specialization and specialized subjects + Essenee precedes existence Sample Questions 1. This is the defining feature of essentialism? A. Existence preceded essence C. Essence is non-existence B. Essence preceded existence D. Existence is non-essence 2. Curriculum's essence is the back to the basic education. A. Existentialism C. Realism B. Humanism D. Essentialism 3. Teacher Emmanue''s philosophy focuses on the acquisition of the 3 R's. His philosophy is rooted in A. Behaviorism C. Progressivism B. Existentialism D. Essentialism PERENNIALISM (Robert Hutchins) 2® FALCULAN TWINS’ REVIEW CENTER PROF ED: SOCIAL OMENSION & TEACHING + maintains that education involves confronting the problems and questions that have challenged people over the centuries. There is a need to study classical tradition of great books. Views education as a recurring process based on eternal truths. Change does not exist; forever is real ‘Study of humanities and generalized subjects Its curriculum is fixed and subject-centered relying heavily on the disciplines of literature, math, languages, and history. Sample Questions: 1. Accurriculum should only include those that have survived the test of the time and combine the symbols of literature, history and mathematics. Thus, curriculum like this contains values that are constant and universal. What philosophy describes this kind of. curriculum? a) Idealism ¢) Humanism b) Perennialism 4) Essentialism 2. Aschool principal emphasizes the importance of the humanities in the curriculum. To which the educational philosophy does he adhere? A. Existentialism C. Perennialism B. Essentialism D. Positivism 3. Specialization is knowing more and moreabout less and less. Hence, it is better to be a generalist. A. Perennialism C. Pragmatism B. Essentialism D. Progressivism UTILITARIANISM (Herbert-Spencer) ‘+ Industrialized society require VOCATIONAL and,PROFESSIONAL EDUCATION based on scientific and practical (utilitarian) objectives rather than on the Very general educational goals associated with humanistic and classical education. * To surviverin a complex society, Spencer favors specialized education over general education, ‘Sample,Questions: 1. Why i Spencer's educational thought described as UTILITARIANISM? fa, He emphasized vocational and professional education based on scientific and practical objectives 'b. He stressed on general educational goals associated with humanistic and classical education c. He stressed abalance of specialized and, general education in the curriculum. do) He eliminated the vocational and professional education component of the curriculum PRAGMATISM (Charles Sanders Pierce) + It believes that the meaning of an idea can be determined by the consequence of its tests: if it works in practice, itis true or good. + Believes in change as the essence of reality. + Experimental method + Practicality and application + Technical subjects ‘Sample Questions: 1. In recent curricular revision, the humanities are gradually replaced by technical courses that, bear practical consequences. This shows that curricular direction is toward A. Pragmatism C. Idealism B. Realism D. Essentialism 2. When a teacher is convinced that itis best to teach students the skill to adapt to change since change is the only thing permanent in this world, he/she subscribes to which philosophy? A. Realism C. Pragmatism B. Existentialism D. Idealism’ 3, Which idea does the pragmatic teacher reject? 3® FALCULAN TWINS’ REVIEW CENTER PROF ED: SOCIAL OMENSION & TEACHING ‘A. What works best is true. B. The world is in constant change. C. Knowledge is produced by a “transaction between man and his environment’. D. Values are objective. PROGRESSIVISM (John Dewey + Directly grew from pragmatic philosophy. Education should focus on the whole child. Learner is a problem solver who makes meanings through experience Alearner learns well if through active interplay with others “Learning by doing principle” Strike while the iron is hot. + Methods: Scientific method and problem solving. ‘Sample Questions: 1. Teacher Marie, unlike other teachers in her school, practices the non-traditional method of discussing the lessons using not only the book presctibed by the school as the main source of information and knowledge. Instead, she went out of her way to devise other means that will help her students to understand better their lessons, To what philosophy does Teacher Marie submit to? a. Progressivism C. Constructivism b. Nationalism D. Humanism 2. Teachers has rich philosophical heritage one which advocates the “Learning by doing” this Philosophy has roots in A. Essentialism ©,Perennialism B. Progressivism D. existentialism 3. “Education is a continuous process of experiencing and of visiting)or reorganizing experiences” according to a Progressivist, What does it mean? a) Education begins and ends in school b) Education takes place anytime and anywhere ©) Education happens formally or informally d) Education goes on throughout life + Abehavior can be best explained in terms of responses to extemal stimuli + SR theory + Education can be achieved by modifying or changing student behaviors in socially acceptable manfier through the arrangements of conditions of learning + Human beings are Shaped entirely by thelr environment (forced). + Rewards,and reinforcement Sample Questions: 1. Giving of rewards and reinforcements are the primary technique of this philosophical point of view. A. Existentialism C. Perennialism B. Behaviorism D. progressivism 2. S-R Theory has deep roots inithis philosophy A. Perennialism C. Existentialism B. Behaviorism D. Progressivism AL RECONSTRUCTIVISM ounts, Harold Rugg, Theodore Brameld + Students are encouraged to become involved in the problems whether political, social, or economical that confront the society and be able to arrive at solutions in order to reconstruct society. + Declares that the chief purpose of all educational efforts is to “reconstruct” society in order to meet the cultural orisis of times. + Social reconstructionists are convinced that education is not a privilege of the few but a right to be enjoyed by allrRortssion : ® FALCULAN TWINS’ REVIEW CENTER + Education is a right that citizens regardless of age, race, and social status must enjoy. Sample Questions: As claims that reality is politically, socially and economically formed. A Progressivist C. Realist B. Pragmatist D. Reconstructionist 2. Inline with the philosophy of Reconstructivism, which of the following should be given emphasis in teaching? a) To seek for a better position in the society b) To compare oneself to the less fortunate c) To become economically self-reliant d) To designate one’s superiority over the others RATIONALISM (Rene Descartes) + Knowledge can be derived from prior truths. + Virtue and happiness can be obtained through the knowledge of God ‘Sample Question: 1. Which of the following should be the guiding principle of a Rationalist Teacher? a) | must teach the students things that have great impact to culture so that he can be assured of great future b) I must teach the students of thingsithat will be néeded to survivelthis challenging world c) I must teach the students of things that will develop his mental power to conceive great ideas d) | must teach the student of things that will make him love himself and attain the fullness‘of life HEDONISI + Pleasure is the‘only good thing + Hedonists will do anything whether it's morally right or wrong in order to attain’ pleasure. EPICUREANISM + Aform, of ancient hedonism + The highest pleasure consists of simple and moderate life; pleasure is attainable only by teason * we should seek pleasure, but that we Should not over indulge in our pleasures, STOICISM. if therevare difficulties and adversities, you have to patiently accept them and endure them. PILLARS OF LEARNING * JACQUES’ DELORS (Learning the Treasure Within) - headed the International Commission on EDUCATION for the 21" Century 5 Pillars of Education Learning to Know = includes the development of the faculties of memory, imagination, reasoning, problem- solving - Learning to learn skills - It is ‘a process of discovery’, which takes time and involves going more deeply into the information/knowledge delivered through subject teaching. - Focuses on specialization required of every individual Learning to Do - This pillar of learning implies in the first place for application of what learners have learned or known into practices; - _ itis closely linked to vocational-technical education and work skills training.rRortsson : ® FALCULAN TWINS’ REVIEW CENTER - Learning to do thus implies a shift from skill to competence, or a mix of higher-order skills, specific to each individual. Learning to Live Together = Vital in building a genuine and lasting culture of peace in the world. - Can be achieved by developing an understanding of others - their history, traditions and spiritual values Specifically it implies the development of such qualities as: appreciation of the diversity of the human race + empathy and cooperative social behavior in caring and sharing; + respect of other people and their cultures and value systems; + capability of encountering others and resolving conflicts through dialogue; Learning to Be = learning to be human, learn more about themselves - Aimed at wholistic development of individuals = personality development in its intellectual, moral, cultural and physical dimensions. - developing personal commitment and responsibility. Learning to Transform - creating lasting change in organizations communities, and sOcieties. Il MORAL FOUNDATION Morality + The quality of human acts by which we call them right or wrong, good Orevil TELEOLOGICAL PRINCIPLES + Anactis "good" or ‘bad” depending onithe results it brings about. * The conseguience of the act is what is judged. The Principles of Double Effect + Religving a terminallyill patient's pain may also Gause an effect one would normally be obliged to avoid (sedation & a slightly shortened life). The'Choice of Lesser Evi ‘+ The principle that when face with selecting from two unpleasant situations, the one which is the least harmful should be chosen. The Principle of Cooperation ALTho Brinciple of Formal Cooperation isa WILLING participation on the part of the cooperative agent in the sinful act of the principal agent. ¥ Informal cooperation in the evil of others, one intends the evil that is done and participates in the evil-doing by advising, counseling, promoting, or condoning it. For examplepif | counsel a young girl to have an abortion, | am formally cooperating in the evil of abortion B. The Principle of Material Cooperation ¥ Material cooperation is a type of cooperation in which one does not intend the evil that others are doing but only permits or tolerates this evil for the sake of avoiding even more serious evils, An example of this would be any form of employment in an abortion clinic. 4 ways of describing good moral character: 1. Being fully human ¥_ You have realized substantially your potential as a human person 2. Being a loving person Y_ you are caring and unselfish ad mature manner with yourself, other people and God 3. Being a virtuous personrRortssion : ® FALCULAN TWINS’ REVIEW CENTER ¥ You have acquired good habits and attitudes and you practice them consistently in your daily life 4. Being a morally mature person ¥ You have reached a level of maturity in the spiritual, emotional, intellectual, and social levels. Different Kinds of Conscience * Right and Erroneous Conscience = Right conscience- judge what is really good as good and evil what is really evil - Erroneous conscience — judges what is bad as good and vice versa. + Pharisaical conscience — this means that a person is “hypocrite”=saying good things, but doing the opposite. ‘* Certain Conscience - subjective assurance of the lawfulness or unlawfulness of certain actions to be done or to be admitted * Doubtful Conscience -Suspends judgment on the lawfulness of an action and therefore (it is possible) the action should be omitted + Scrupulous Conscience - Constantly afraid of committing evil. This conscience is a result of a stubbom character. ‘+ Lax Conscience — Conscience that tends to follow the easy way and to find excuses for mistakes * Guilty Conscience - Disturbed conscience tying to restore gdod relations with God by means of sorrow and repentance * Callous — insensitive, heartless II HISTORICAL FOUNDATION A. Pre-Hispanic Education - Education was informal, functional, and communal. B. Spanish Education - The Royal Decree of 1555 of King Carlos | mandatedithe three goals of Spanish education; ~ indoctrination of Christianity, 2. promotion of the Spahish language, and ~ imposition of Spanish culture. ~f Education of the Filipino was mainly learning the Christian doctrine. It was. simple ‘catechism, not the same as Christian/education in Europe. - The vernacular, not Spanish, was used as the medium of instruction in the parochial schools. ~ The religious ofders introduced the parochiallschoo! concept practiced in Europe during the Dark Ages: - The fise.of parochial schools started in Cebu in 1565 by the Augustinian missionaries. - The Royal Decree of 1863, penned by Minister Jose de la Concha, was the first ATTEMPT of the Spaniards to establish an overall public school system. One primary school for boys and another primary school for girls were established in each municipality. It also provided for the training of,teachers through a normal school attached to “Escuela Pia,” now Ateneo de Manila University C. American Education - The Education Act of 1901, also known as Act. No. 74 of the PI promulgated to establish a Department of Public Instruction. ¥ Sections 1 to 13 were meant to establish a highly centralized system. Y Sections 14 and 15 provided for the importation of teachers (the “Thomasites”) ¥ Section 16 provided for the separation of Church and State. ¥_ Section 17 created the Philippine Normal School. - The Department of Public Instruction set up a three-level instruction of schools, ¥ 1" level: four-year primary and three-year intermediate. ¥ 2" level: four-year high school. ¥ 3 level: two-year junior college and later a four-year program. ippine Commission was® FALCULAN TWINS’ REVIEW CENTER - High School system was under the 1902 Philippine Commission - In 1908, the Philippine Legislature approved Act. No. 1870 which created the University of the Philippines - The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction. D. Japanese Education - Japanese educational policies were embodied in Military Order No. 2 in 1942, - On Oct. 14, 1943, the Japanese sponsored Republic oreated the Ministry of Education = Teaching of Tagalog, Philippine History & Character Education was reserved for Filipinos - Golden Age of Tagalog Language and Literature - Love for work and dignity of labor was emphasized. E. Period of Democracy - In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081 - The Education Act of 1982 created the Ministry of Education Culture and Sports which later became Department of Education Culture and Sports in 1987 by virtue of Executive Order No. 117. - The structure of DECS has remainedeunchanged unfil 1994 when the Commission én Higher Education (CHED) and theyTechnical Education and Skills Development Authority (TESDA) were established to supervise tertiary degree programs and non-degree technica vocational programs, respectively. The Congressional Commission on Education (EDCOM) report provided for Congress to pass RA 7722 and RA 7796 to create|CHED and TESDA, respectively. \calized System of Education A. Department of Education (RA 9155) - Basic education’ - RA9155 renamed DECS to DepEd B. Commission on Higher Education (RA 7722) - Bachelor's, Master's, and)Doctorate degree courses €. Technical Education and Skills Development Authority (RA 7796) - _Mocational and Technical Education IV. LEGAL FOUNDATION LE XIV OFTHE 1987 CONSTITUTI Section). The’State shall protect and promote the right of all citizens to quality education at all levels, and)shalll take appropriate steps to make such education accessible to all Section 2. The State shall (1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society: (2) Establish and maintain. system of free public education in the elementary and high school levels. Without limiting the Matural right of parents to rear their children, elementary education is, compulsory for all children of School age; (3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged; (4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs; and (5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills. Section 3. 8® FALCULAN TWINS’ REVIEW CENTER ROE ED: SOCIAL OMENSION & TEACHING (3) Three conditions to teach religion in public schools: 1. Written consent from parents 2. Within the regular class hours 3. Without additional cost to the Government. Section 4 (2) No educational institution shall be established exclusively for aliens and no group of aliens shall comprise more than one-third of the enrollment in any school except for schools for foreign diplomatic personnel and their dependents. RA 9155 (Governance of Basic Education Act of 2001) Y Created DepEd ‘School — HEART of the formal education process. ‘School head ~ instructional leader and administrative manager. Shared governance (Decentralization) — National, Regional, School District, and School levels Selected Deped Programs S48 ) Is a project of the United Nations Children’s Fund (UNIGEF)and the DepED Need of child friendly schools and desired,outcomes for the children as follows: To be healthy, well nourished, frée from exploitation and violence and from labor To be aware of their rights. To be able to protect themselves. . To be able to participatetin decisions which affect their lives in accordance with their) evolving capacities + To respect diversity) practice equality and resolve differences... Every Child A Reader Program (ECARP) * To develop pupil's reading and communication skills by Grade 3, * Designed to improve the delivery of instruction of reading teachers in Gtades | to II + 8-week curriculum provides Grade | pupils adequate home-to-school transition and readiness experience, Brigada Eskwela * Began in May 2003 Is observed every May of each year * Capitalizing on bayanihan spirit ative Learni m_ (ALS ~__ FREE Education program by DepEd ~~ paraile! leaming system in the Philippines that provides a practical option to the existing formal instruction. ALS (Non-formal and Informal) Formal Education Community Leatning Centers ‘School/Classroom Mobile Teachers Classroom Teachers Modular and Flexible Textbook-based and Structured Has Age Requirement No Age Requirement Programs include: Curriculum-based [Basic Literacy Progranm = Acoreditation and Equivalency Program ‘Who are the target learners of ALS? Elementary and secondary school dropouts Youth and Adults although in school but over-aged for Grade 6 and 4” Year Unemployed/underemployed OSY's and adults industry-based workers, housewives, maids, factory workers, driver Members of cultural minorities/Indigenous People (IPs) Persons With Disabilities (PWDs)/physically Challenged KAN5K68FALCULAN TWINS’ REVIEW CENTER Inmates, rebel/soldier RA 10533 (Enhanced Basic Education Act of 2013) Y Atleast one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education. RA 10157 (Kindergarten Education Act of 2012) ¥ Declaration of policy - it is dectared the policy of the state to provide equal opportu all children to avail of accessible mandatory and compulsory kindergarten education. Y Kindergarten education shall be understood in this Act to,mean one (1) year of preparatory education for children AT LEAST FIVE (5) YEARS OLD@as a prerequisite for Grade | ¥ Inslilutionalization of Kindergarten Education. - (Kindergarten education is hereby institutionalized as part of basic education and for school year 2011-2012 shall be implemented partially. Y Medium of Instruction - The State shall hereby adopt the mother tongue-based multilingual education (MTB-MLE) method. However, exceptions shall be made to the following cases: (a) When the pupils in the kindergarten olassroom have different mother tongues or when some of them speak another mother tongues (b) When the teacher does not speak the mother tongu@ of the leaner; (c) When resources, in line with the use of the mother tongue, are not yetlavailable; and (d) When teachers are not yet trained how to use the MTB-MLE program, RA 10912 (Continuing Professional Development Act of 2016) - 45 units/CPD points to renew license - On February 7PRC issued Resolution No.'2019-1146 that outlined)the new Implementing Regards and/Regulations (IRR) of the CPD Law, From 45 units, it's now'down to 15 units every three years. RA 8525 (Adopt-A-School Act of 1998) - the State shall institute programs to encourage privatelcompanies and enterprises to help in the’ upgrading and modemization of public schools in the country, particularly those in poverty-stricken provinces. RA 6728 (Government Assistance to Students and Teachers in Private Education Act) - _Itprovides assistance to “deserving elementary school graduates" who wish to pursue private schooling, Education Service Contracting (ESC) Scheme - financial assistance (in the form of tuition subsidies) is extended to qualified elementary school graduates who wish to pursue Junior High School (JHS)— Grades 7 to 10 — in private schools. RA 7877 (Anti-Sexual Harassment Act of 1995) RA 10627 (Anti-Bullying Act of 2013) RA 7610 (Special Protection of Children Against Abuse, Exploitation and Discri Act of 1992) ination D.O. No. 7, series of 2015 Registry of Qualified Applicants (RQA) ~ official list who obtained an overall score of 70 points and above POINTING SYSTEM A. EDUCATION (20 POINTS) 10FALCULAN TWINS’ REVIEW CENTER mason oa PROF ED: SOCIAL OMENSION & TEACHING General Weighted Average Equivalent General Weighted Average Equivalent (awa) Points (cwa) Points 10 18.00 20 12.00 1A 17.40 24 11.40 12 16.80 22 10.80 13 1620 3 10.20 14 1860 24 9.60 15 18.00 25 9.00 16 14.40 26 8.40 17 13.80 27 7.80 18 13.20 28 7.20 19 12.60 29-30 660 B, TEACHING EXPERIENCE (15 POINTS) For every month of service,0.15 points/shall be given. C, LET/PBET RATING (15 POINTS) LET Rating Points PBET Rating Points 87 and above 5 82 and above 1 84-86 14 79-81 14 81-83 13 76-78 13 78-80 2 73-75 12 18-77 1" 70-72 "1 D. SPECIALIZED TRAINING AND SKILLS (10 POINTS) Presentation of certificate of at least 10 days of training — 5 points or nothing Demonstration of the skill - 5 points or nothing E, INTERVIEW((10 POINTS) F. DEMONSTRATION TEACHING (15 POINTS G. ENGLISH COMMUNICATION SKILLS (15 POINTS) English Proficiency Test will be administered to the applicants and the total percentage score shall be multiplied by weight of 15 points. R.A. 4670 THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and improve the social and economic status of public-school teachers, their living and working conditions, their terms of employment and career prospects in order that they may compare favorably with existing opportunities in other walks of life... arRortsson : ® FALCULAN TWINS’ REVIEW CENTER Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and shall apply to all public-school teachers except those in the professorial staff of state colleges and universities. Sec. 11. Martied Teachers. Whenever possible, the proper authorities shall take all steps to enable married couples, both of whom are public school teachers, to be employed in the same locality. Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their professional duties, particularly with regard to teaching and classroom methods. Sec. 13. Teaching Hours. Regular school hours: 8 Regular class hours: 6 Any teacher may be required to render more than six hours but not exceeding eight hours of actual classroom teaching a day upon payment of additional compensation at the same rate as his regular remuneration plus at least twenty-five per cent of his basic pay. Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as difficulty in commuting to the place of work or other hazards peculiar to the place of employment, as determined by the Secretary of Education, they shall be compensated special hardship allowances equivalent tovat least twenty-five per cent of their monthly salary, Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free of charge for all teachers\before they take up teaching, and shall be tepeated not less than once a year during the teacher's professional life, Where medical examination shows that medical treatment andlor hospitalization, is necessary, Same)shall be provided free by the government entity paying the salary of the teachers Sec. 23. Compensation For Injuries. Teachers shall be protected against the*consequences of employment injuries in accordance with existing laws. The effects of the physical and nervous strain on the teacher's health shall be recognized as alicompensable occupational disease in accordance with existing laws. See. 24, Study Leave. 4 Tyears of public school service before allowed - Study leave not exceeding one year ~ 60% of the monthly salary - One may extendias approved by DepEd, but without compensation See. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the nature of the illness demands a long treatment that will exceed one year at the least. Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and service requirements of the applicable retirement laws shall be given one range salary raise upon retirement, which shall be the basis of the computation of the lump sum of the retirement pay and the monthly benefits thereafter. Additional Key Points Provisional Teachers. Those who possess the minimum qualifications but lack the appropriate civil service eligibility - Gradual progression of teacher's salary ~ Done EVERY THREE YEARS PD 1006 (DECREE PROFESSIONALIZING TEACHING) Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shalll be given primary concern and attention by the government and shall be of the highest quality Section 3. Definition of Terms ‘© Teaching refers to the profession primarily concerned with the classroom instruction, at the elementary and secondary levels, in accordance with the curriculum presoribed by 2rRortsson : ® FALCULAN TWINS’ REVIEW CENTER National Board of Education, whether on part-time or full-time basis in the public or private schools © Teacher - Elementary teachers - High school teachers - Guidance counselors = School librarians - Industrial arts or vocational teachers School head/principal © Board refers to the National Board for Teachers duly constituted under this Decree. Section 6. Qualification requirements for examination applicants. -Must be a citizen of the Philippines; -That he is of good moral character; -That he is free from any physical and/or mental defedt which will incapacitate him to render efficient service K or Elementary Teachers: BEED Secondary: BSED Arts or Sciences graduate: 18 units in professional education Vocational-Technical courses: 18 units in, professional education\(Bachelor's degree in the field of specialization) Section 8. Scope of the examination. The examination shall consist ofwritten tests, the scope of which shall be determined by the Board, taking into consideration the teaching plan of the schools legally constituted in the Philippines. Section 9, Ratings in the examination. General average of at least 70 per cent in all Subjects, with no ratingbelow 50 per cent in any subject. Section 10.Report of the results of examination)\The examiners shall report the ratings obtained by each candidate to the Board within 150 days.after the last day of the examination, unless extended by the latter. Section 11. Issuance of Certificates. The following shall be considered board)exam passers even without taking the written test: a. Teachers who passed examinations given by CSC and DEC. b. Teachers with permanent positions under RA 4670. Section 15. 3 years after the effectivity of this decree, no person shall engage in teaching andjor ‘act a8 a teacher as defined in this decree, whether in the public or private elementary/secondary school, unless he is holder of a professional teacher certificate or is considered a professional teacher under this decree. Section 16. Penal, Provision. Any person violating any provision of this Decree shall be penalized by a fine of not less than One Thousand Pesos nor more than Five Thousand Pesos with subsidiary imprisonment or to suffer an imprisonment of not less than six months nor more than two years, or both stich fine and imprisonment at the discretion of the Court. SECTION 2. Statement of Policy. The State recognizes the vital role of teachers in nation- building and development through a responsible and literate citizenry. SECTION 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. 13® FALCULAN TWINS’ REVIEW CENTER SECTION 4. Definition of Terms (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" Elementary teachers High school teachers - Industrial arts or vocational teachers = School head/principal (©) "Board" — refers to the Board for Professional Teachers (4) "Commission" — refers to the Professional Regulation’ Commission SECTION 13. Examination, Registration and License Required. - Written examination — Licensure Examination for Teachers (LET) - 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. SECTION 14, Scope of Examination BEEd — General education (40%); Professional Education (60%) BSEd — General education (20%); Professional Education (40%); Specialization (40%) SECTION 15. Qualification Requirements of Applicants. (a) _Acitizen of the Philippines or an alien whose country has reciprocity with the Philippines in the practice of the teaching profession; (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: Preschool BECED K and Elementary: BEED Secondary: BSED Arts and Science graduate: 10 units in professional education Vocational and Technical courses: 18 units inprofessional education (bachelor's degree in the field of specialization) SECTION 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. SECTION 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. SECTION 18. Oath Before Practice. Every registrant shall be required to take his professional oath before practicing as a professional teacher. SECTION 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. SECTION 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 14® FALCULAN TWINS’ REVIEW CENTER 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. SECTION 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 SECTION 22, Integration of the Teaching Profession. Upon registration with the Board, every professional teacher shall be encouraged to become a member of the integrated national organization SECTION 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 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 setious\ignorance of the practice of the teaching profession; (e) The use of or perpetration/Of any fraud or deceit in obtaining a oBrtificate 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) _Uniustified of willful failure to attend seminars, workshops, conferenceSiand the like or the continuing education program prescribed by the Board and the Commission. SECTION26. Registrationjand Exception Upon approval of the application and payment of the prescribed fees, the certificate of registfation and professional license as a professional teacher shall be issued without examination as required in this Act toa qualified applicant, who jat the time of the approval of this Act, is: (2) Anholder of a certificate of eligibility as alteacher issued by CSC and DECS (b)», A registered professional teacher with the National Board for Teachers under DECS SECTION 284 Penal Provisions. A fine of not less than Five thousand pesos (P5,000.00) nor ‘more than Twenty thousand pesos (20,000.00) or imprisonment of nor less than six (6) months nor more than five (5) years, or both, at the discretion of the court REPUBLIC ACT 9293. ¥ Anact amending)certain sections of RA 7836 otherwise known as the “Philippine Teachers Professionalization Act of1994” Section 15. Qualification Requirements of Applicants — Preschool: BECED K and Elementary: BEED Secondary: BSED Arts and Science graduate: 18 units in professional education Vocational and Technical courses: 18 units in professional education (bachelor's degree in the field of specialization) Section 26. Registration and Exception. + No person shall engage in teaching and or act as @ professional teacher as defined in this Act, whether in the preschool, elementary or secondary level, unless a person is duly registered professional teacher, and a holder of valid special or temporary permit. 15® FALCULAN TWINS’ REVIEW CENTER PROF ED: SOCIAL OMENSION & TEACHING + 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 is: (a) A holder of a certificate of eligibility as a teacher issued by the CSC and DECS. (b) A registered professional teacher with the National Board for Teachers under the DECS pursuant to P.D. No. 1006. + Professional teachers who have not practiced their profession for the past 5 years shall take at least units of pedagogy and 6 units of content courses or the equivalent training and number of hours. ‘+ Those who have failed the licensure examination for the professional teachers, with a rating of not lower than five percentage points from the passing/general average rating shall be eligible as para-teachers upon issuance by the Board of a two-year special permit, renewable for a non-extendible period of 2 years. The para-teachers shall be assigned to areas where there is a shortage or absence of a professional teacher, as identified or provided by the Department of Education and the ARMM EDUCATION DEPARTMENT to the Board for Professional Teachers and to the ‘Commission. + Aspecial permit may also be issued by the Board to a person who has excelled and gained international recognition and is a widely acknowledged expert in his or her respective field of specialization. CODE OF ETHICS FOR PROFESSIONAL TEACHERS) Pursuant to the provisions of paragraph (e), Article 11, ofR.A. No. 7836, Otherwise knowin as the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section’6, P.D. No. 223, as amended, the Board)for Professional Teachers hereby adopt the Code of Ethics for Professional Teachers: PREAMBLE “Duly licensed professionals who possess dignity and)reputation with high moral values as well as technical and professional, competence. In the practice of their noble profession, they strictly adhere to observe, and practice this set of ethical and morabprinciples, standard and values.” SCOPE AND LIMITATIONS Code of Ethics covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational special, technical, or non-formal. ‘THE TEACHER AND THE STATE Section 1)Schools are nurseries of the state; each teacher is a trustee of the cultural and educational heritage of the nation. Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect Section 3. Every teachef'shall be physically, mentally and morally fit. Section 4. Every teacher shallpossess and actualize a full commitment and devotion to duty. Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such purposes. Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility. Section 7. A teacher shall not use his position or official authority or influence to coerce any other person to follow any political course of action. 16rRortsson : ® FALCULAN TWINS’ REVIEW CENTER Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be brought to the proper authorities for appropriate remedial action. ‘THE TEACHER AND THE COMMUNITY Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best service by providing an environment conducive to such learning and growth, Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economicand éivie, betterment. Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honour and dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations. Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community. Section 5. Every teacher shall help the school keep the people in the community informed about the school's work and accomplishments as well as itsineeds and problems. Section 6. Every teacher is intellectual leader in the community, especially, in the barangay, and, shall welcome the opportunity to provide such leadership when needed, to extend counselling services, as appropriate, and to actively be involved jin matters affecting the welfare of the people. Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively. Section 8A teacher possesses freedom to attend churehiand worships as appropriate, but shall not use his positions and influence to proselyte others. A TEACHER AND THE PROFESSION Section 1. Every teacher shall actively ensure that teaching is the noblest profession, and shall Manifest genuine enthusiasm and pride in teaching as a noble calling. Settion 2. Every téather shall uphold the highest possible standards of quality education and shall be at his best at all times and in the practice of his profession. Section 3)\Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and other questionable means, Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a decent living. THE TEACHERS AND THE PROFESSION Section 1. When the best interest of the learners, the school, or the profession is at stake in any controversy, teachers shall support one another. Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others which he may use. Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other data as are necessary to carry on the work. 7rRortsson : ® FALCULAN TWINS’ REVIEW CENTER Section 4. A teacher shall hold inviolate all confidential information conceming associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from files without permission. Section 5. Every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. However, this may be done only if there is incontrovertible evidence for such conduct. Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating the right of the individual concemed, Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he respects the system of selection on the basis of merit and competence; provided, further, that all qualified candidates are given the opportunity to be considered. ‘THE TEACHER AND THE HIGHER AUTHORITIES IN THE PROFESSION Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the legitimate policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry them out, Section 2. A teacher shall not make any false accusations)or charges against superiors, especially under anonymity. However, ifithere aréwalid charges, he should present such undef) oath to competent authority. Section 3. A teacher shall transaét all official business through channels except when special conditions warrant a different procedure, such as when special conditions are/advocated but are opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority. Section 4. Every teacher, individually or as patt.of/@ group, has a rightto seek redress against injustice to the administration and to extent possible, shall raise grievances)within acceptable democratic possesses. In, doing so, they shall avoid jeopardizing the interest and the welfare of learners whose right to leam must be respected. Section,5. Every teacher has alright to invoke the principlelthat appointments, promotions, and transfer Of, teachers are made only on the basis of merit and needed in the interest of the service. Section 6. A teacher who accepts 2 position assumes a contractual obligation to live up to his contract, assuming full knowledge of employment terms and conditions. ‘THE TEACHER AND)LEARNERS Section "1, teacher has a right and duty to determine the academic marks and the promotions of leamers in the subject or grades he handles, provided that such determination shall be in accordanee with generally accepted procedures of evaluation and measurement. Section 2. A teather shall recognize that the interest and welfare of leamers are of first and foremost concern, and shall deal justifiably and impartially with each of them. Section 3. Under no cifeumstance shall a teacher be prejudiced or discriminate against a learner. Section 4. A teacher shall not accept favours or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved. Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service. Section 6. A teacher shall base the evaluation of the learner's work only in merit and quality of academic performance. 18® FALCULAN TWINS’ REVIEW CENTER PROF ED: SOCIAL OMENSION & TEACHING Section 7. Ina situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner. Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship. Section 9. A teacher shall ensure that conditions contribute to the maximum development of leamers are adequate, and shall extend needed assistance in preventing or solving learner's problems and difficulties. THEA TEACHER AND PARENTS Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence and respect. Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under him, exercising utmost candour and tact in pointing out the leamer’s deficiencies and in seeking parent's cooperation for the proper guidance and improvement of the leamers. Section 3. A teacher shall hear parent's complaints with sympathy and understanding, and shall discourage unfair criticism. TEACHER AND BUSINESS Section 1. A teacher has»the right to. engage, directly or indirectly, in legitimate’ income generation; provided that.it does not relate'to or adversely affect his work as a teacher. Section 2. A teacher Shall maintain a good reputation with respect tothe financial matters such as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs. Section 3. No‘teacher shall act, directly or indireetly, @s agent of, or be financially interested in, any commefcial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can)exercise official influence, except only when his assignment is inherently, related to such purchase and disposal. JHE TEACHER AS A PERSON Section 1. A teacher is, above all, a human being endowed with life for which it is the highest ‘obligation to live with dignity at all times whether in school, in the home, or elsewhere. Section 2. A teacher, shall place premium upon self-discipline as the primary principle of personal behaviour in ail relationships with others and in all situations. Section 3, Acteacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers and all others. Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations. 19