LORI

MAR
POBUSHING

ESSENTIALS
Of
Teacher
Leadership

AVELINAT.
LLAGAS, EdD
BRENDAB.
CORPUZ, PhD
 PROLOGUE

Essentials of Teacher Leadership

Teacher leaders are those whose dreams of making a difference have either
been kept alive or have been reawakened by engaging with colleagues and
working within a professiomal culture.
- L. Lambert

ducational reforms established features that focused on

Dteachers and teaching as a profession. Professional
literatures assert that "teacher leadership was a crucial element of
school improvement" and professionalization of the teacher work Teacher
force. Weise and Murphy (1995) emphasized that "the idea of teacher leadership refers
to that set of skills
leadership as a means of reform dates back at least to the early 1900s"
demonstrated by
The term teacher leadership refers to that set of skills teachers who
demonstrated by teachers who continue to teach students but also continue to teach
have an influence that extends beyond their own classrooms to students but also
others within their own school and elsewhere. It entails mobilizing and have an influence
that extends
energizing others with the goal of improving the schools performance
beyond their own
of its crtical responsibilties related to teaching and leaming. Mobilizing
classrooms to
and energizing does not occur because of the role of the leader as boss others within their
(as might be the case with a principal), but rather because the individual Own school.
is informed and persuasive. Therefore, an important characteristic of
ateacher leader is expertise and skill in engaging others in complex
work. It also entails an unwavering passion or the core mission of the
school and the courage to confront obstacles to achieving that mission.
(Danielson C. 2006).
Opportunities for teacher leadership came in the "form of career
ladder and mentor teacher programs." The appointment of master
teacher wasS seen as an instrument of school improvement and student
academic learning. Teacher leaders would breakdown "an educational
bureaucracy that impeded reform and restricted teachers' ability to work
according to their notions of best practices." (Lichtenstein, et al, 1992)
Teacher leaders have spoken, to wit:
Thank you for sharing with us- the essentials of educational
 Teacher Leadership? HHow Praioge
How about do
the 21" Century.
e a c s h p in
leadership in
the 21 century
while tting imme
getting immersed
we devekp teacher
teachers?"
n the 21 century skils of
for the last ten years. I am he
7ve been a Master Teacher il
for Prin
being School Culture
submit the necessary papers
by the Principal to ncipal Communicatiens and
want to remain a teacher. What
aher encouraged
because I is
postton which I decined Community Relations Scheahwide
Teaching and Polides and
etais my future Papil /Stadet
antng Progams
mobukzng expressed in the open forum after Learning
These remarks were a Prujec
Educateal
nd energzng session and sharing Iestrerte a

ohers with Continuing Professional Development the leuderski Supervisim

/ Lam and

essentials of educational leadership

heade
conducted with school Su
and curniculum coordinators and supervisors
mpovng master teachers
schools write Essentials of Teacher
These comments inspired us to
performance a 21s Century Educational Leader
Leadership as a sequel to Becoming Widdn one's ownepartment or tem
are clarion calls for
the need to clarify the Career
(October, 2016). They
Path of Teachers, especially teachers who opt to remain teachers and

are not aspiring to become school heads.

What is the Teacher's Career Path? The Department of Education Across the school
sets the qualification standards for Master Teachers I, Il, l and IV
When do they become Master ll? Master IV? ls there a need to amend

Republic Act 4760 on the Magna Carta for Public School Teachers to
clarify the teacher's career path and institutionalize teacher leadership? Beyond the srhool
*******n-muoono-a*
Republic Act No. 7836 known as the Philippine Teachers
Professionalization Act of 1994 "promotes quality education by Figure 1
Source: Danielson C. (2006) Teacher Leadership that strengthens professional practices.
proper supervision and regulation of the licensure examination and
professionalization of the practice of the teaching profession." would nurture teacher leadership as
Hopefully, the policy
On August 11, 2017, the DepEd issued DepEd Order No. 42, s. envisioned. A framework for teacher leadership is embedded in the
2017 entitled National Adoption and Implementation of the Philippine school culture in which such leadership is exercised. A vision of high
Professional Standards for Teachers. The Order aims to: expectations for learners is an important context encompassing "school
culture and others." The pervasive influence of organizational culture
a. set out clear expectations of teachers along well-
about school leadership and teacher leaders are critical in
defined career stages of professional development from brought by
the institutional culture.
beginning to distinguished practice
and
The essentials of teacher leadership entails "mobilizing
b. engage teachers to activity embrace a continuing effort t
energizing others with the goal of improving schools performance...
in attaining proficiency; and the core mission of the school as
also entails unwavering passion for
C. apply a uniform measure to assess teachers reflected in its culture." (Refer to Figure 1).
performance, identify needs, and provide support tor School culture, overall, sets the tone for
professional development what
teacher leadership. It influences not so much
 Leadershp
Esentais of Tevcher

do, but
how they think
administrators
teachers and context within
broader
do the CHAPTER
about what they The implications
work.
their
they regard When
which

inherent in school culture

a
are profound:
or make
1
with their colleagues
A school's leaders work
culture of
teacher
to a parent group, they
do so with an
Historical Perspectives of Teacher
a presentation leaders
When teacher
professiona
inquiry
underlying tone
of respect.
to one of the
school's policies Leadership
estabishes the propose a change
students, the proposal is situated
ethos withn or programs for
leaming and hard work The historical sense involves a perception
which teacher within a vision of high-level
a small matter not only of the pastmess of the past, but of its presence
leaders can School culture is not
by students. - T.S. Eliot
emerge and attention to it from both teachers
and systematic
initate efforts condition for
and administrators is a necessary
regarding nature of culture the laws in the Philippines that
the school's meaningful improvement.
Given the This Chapter highlights
with which cultures promote the social and economic status as well as the
program. and the notoriously slow pace
But it is the not a short-term effort; it requires employment and career prospects of teachers, and recognize
change, this is
period. It is this teaching as a profession. It is noted, however, that the term "teacher
other aspects commitment over an extended Teacher
of culture, much as any other, that reinforces
leadership" has not been focused on while in the United States leadership
consideration, as
including an
the essential role of teacher leaders in promoting professional literatures assert that "teacher leadership is not the is not the
environment product of recent educational reform." product of
of respect,
both school improvement and the professionalization
recent
It is noted that teacher leaders were trainors in the foreign-
a vision of of teaching. educational
leaming, and funded projects in basic education specifically PRODED, SEDIP, reform."
A school's culture of professional inquiry
a cuture of SEDP and TEEP. Division and Regional Leader Schools were set up
hard work and
establishes the ethos within which teacher leaders for the mass training of teachers in SEDP and the trainors were sent
opportunity, can emerge and initiate efforts regarding the on scholarship under a joint project of Australia and the Philippines;
that help school's program. But it is the other aspects of | Weise and
Centers of Excellence in the country trained the trainors in various
the projects culture, including an environment of respect, a Murphy (1995)
subject areas. remind us
undertaken vision of learning, and a culture of hard work and
by teacher that the idea
opportunity, that help the projects undertaken by of teacher
leaders to Perspectives for Educational Reforms
teacher leaders to actually improve that leadership as
actually
For example, a teacher's initiative to
program Educational reforms in the Philippines and in other countries a means of
improve that implement reform dates
program. a punitive grading policy, while established features that focused on teachers and teaching as a
representing a profession. In the United States professional literatures assert that
back at least
manifestation of teacher leadership, would not to the early
"teacher leadership is not the product of recent educational reform."
represent an improvement. Hence, we see the 1900s to
importance of school culture in ensuring the The literature has iong recognized teachers' informal leadership progressive
of the initiatives undertaken quality in schools and classroorms (Smylie, 1997). For years, teachers have educators
by teacher leaders. calls to
(Danielson, C. 2006). also assumed various formal leadership roles in union activity, as
reshape
department chairs, and as members of advisory committees. Weise schools as
and Murphy (1995) remind us that the idea of teacher leadership as a democratic
means of reform dates back at least to the early 1900s to progressive communities.
 Leodershp Chapter i Historica Perspectwes f feccher oderss
Essentiols of Teacher

democratic communitie
schools as
to reshape
educators'calls began to appear
in the s c h . reforms: PRODED, and SEDIP through the Learning Action Celis
1980's, arguments loadershiny (LACs) in the elementary level and the mass training of secondary
n the mid asserting
literatures
that teacher
rship was school teachers in Regional and Division Leader Schools.
and professionel improvement
and the developm
ment and (LIagas
element of school Corpuz & Bilbao, 2016).
a crucial teacher work force. To some observe
of the The institutionalization process further involves the orchestration
professionalization"

to improve
schools, attract and retain talenented and efficient utilization of all human and material resource inputs
t would be impossible demands upon
school
administrat
rators
sensible
teachers, or make that the SEDP has already set in place. Forming the resource pool
Teacher teacher leadership
1988; Wasle
(e.g., Little,
without promoting w are the Regional Leader Schools (RLSs) all over the country and a nstitutionalizetion
for teacher leadershin
leadership creating opportunities host of specialists, a great number of whom were recipients of SEDP
process further
was seen as 1991). To others, teachers their professional due and invoves the
an investment a moral imperative, to give education they deserve (a
training grants. They included thefollowing
orchestration and
the quality of 9 o

of school provide all children with a. The trainors for each subject area trained in the efficient utilizabon
improvement and Barth, 2001, Maerof, 1988. Centers of Excellence (CENTREXes): Philippine Normal of al human
improvement of to develop teacher leadership fadert University. University of the Philippines, Miriam College
In the United States efforts
and materia
student academic
of community control initiatives of the 1960s and and the Technological University of the Philippines, resource ingputs
leaming... teacher in the shadow
and trainings coordinated by the Bureau of Secondary that the SEDP
in the mid-1980s in response to the
leadership 1970s, but they were renewed Education in 1989-1995: has aireacy set
initiatives were bureaucratic reforms of the late 1970s and early 1980s in place. Formning
regulatory [Link] SEDPfellows of the technical assistance program
every American state had
considered
(Murphy, 1990). By the late 1980s, nearly The trainors who underwent training under the
the resource poo
important means
adopted or was studying some form of teacher leadership program are he Regiona
of "empowering" Philippines-Australia Science and Mathematics Education Leader Schoois
orpolicy (Smylie, 1997)... Opportunities for teacher leadership came Project (PASMEP) and GTZ (German government) (RLSs) alfl over
individual teachers, teacher programs, the
in the form of career ladder ahd mentor d The teacher education fellows from the Teacher the country and a
professionalizing" and policies to decentralize
the teacher work appointment of master arnd lead teachers, Education Institutions (TEls); and host of speciaists
force and and involve teachers in school-and district-level decision making Course members of the RELC. RECSAM, INNOTECH a great numder

improving teacher and other intenational scholarships. of aom were

Teacher leadership was seen "as an investment of schoo
performance. recipients of SEDP
improvement and improvement of student academic learning The trainors, specifically inMathematics and Science were
raiing graeES
teacher leadership initiatives were considered important means of sent on a one-year training under the Philippine Australian Science
"empowering" individual teachers, professionalizing" the teacher and Mathematics Education Program (PASMEP) who became
teacher leaders / trainors in the regionai and division leader schooks
work force and improving teacher performance (Lichtenstein, 1992) The National Institute of Science and Mathematics Education
In general, they followed a logic that variation and expansion
of teachers' work, including increased leadership responsibilities
(NISMED) in the University of the Philippines institutionalized the
with commensurate recognition and compensation, would increase training of teacher leaders in science and mathematics. Centers of
Excellence were identified: Philippine Normal University for language
teachers' motivation, job commitment, satisfaction, and performance and Values Education, College of Human Kinetics for MAPEH
New leadership roles would provide more effective incentives to
atract and retain the best teachers in the
College of Home Economics, University of the Philippines for Home
profession. Moreover, Economics majors; and the Technical University of the Philippines
these new roles wouid benefit not
only the individual teachers wno for Technology and Livelihood Education (TLE). Many trainorS were
perfomed them, but also others in the school as teacner
community, promoted to Master Teacher I positions Pursuant to Executive Order
leaders applied their expertise to No.500 dated March 21, 1978. Qualified Master Teachers i and #
making, and the professional development ofdevelopment, deCiSIo
program
their colleagues. were recommended for reciassification to Master Teacher lil and IV
In the
Philippines teacher leadership emerged in basic
educato
 in c Chopteri Hrstorncad Persper trvers of Tegter Leaer

orena kx master
teacher
promotions
are d i s c u s s e d
Chapter 9
e
the following:
1. Professionalize teachers and teaching
The Philippine Setting
2 Create well-defined career service paths, for promotion
known as the Magna car and career planning for teachers and administrators.
4670, otherwise
Repubic Act No. enacted on
June 18, 1966 3. Strengthen presenvice teacher education.
School Teachers
was The 4.
for Public Improve and expand training programs for both public and
follows:
Deciaration of Policy, private school teachers.
plicy of this Act to promote
declared to be
the and 5. Improve the teacher's welfare and benefits.
i s hereby of public school teach May Section 19
economic status 6. Encourage teacher organizations. They will look after
social and
improve the employment and care of RA 7836 be
conditions, their areer teacher welfare and conditions of employment, and will
their living and working the springboard
compare favorably
with exist
prospects in order
that they may
and retain in the
sting
teachi
encourage professional growth. for a serious

opportunities in other
walks attract
of life, ching On December 15, 1994 Congress passed Republic Act No. consideration of
qualification, t being recognize. 7836, "an Act to Strengthen the Regulation and Supervision of
the career path
profession more people with proper
depends on the qualification and abilih. the Practice of Teaching in the Philippines and Prescribing a
toward teacher
that advance in education leadership?
staff and that education is an
essential factor in
he t Licensure Examination for Teachers and for Other Purposes." The This is a
of the teaching
a productive investment of vital Act created the Board for Professional Teachers under the general perspective that
economic of the nation
growth
as
Supervision and administrative control of the Professional Regulation the Department
importance Commission. Section 19 of RA 7836 is entited Merit Examination of of Education
Career does not clarify the
Section 3. On recruitment and Teachers, to wit: and the Board
to note, however, that the law
teacher's career path. It is interesting for Professional
To encourage continuing professional growth and development Teachers
recognizes teaching as a profession (1966).
and to provide additional basis for merit promotion in addition to may consider
Decree No. 1006 entitled
On September 22, 1976, Presidential their performance ratings, teachers may take an oral and written in the 21
The Decree
Providing for the Professionalization of Teachers. Regulating Their examination at least once in five years as basis for merit promotion. Century and in
ecognized the Practice in the Philippines and for Other Purposes," was promulgated conjunction with
In taking this examination, no fee shall be required.
va role of the Continuing
sechers in nebon and took effect on January 1, 1977. Section 21 provides the incentives for teachers who pass the Professional
buiding and "es The Decree recognized the vital role of teachers in nation merit examination, as follows: Development
an nceneveto (CPD)
building and "as an incentive to raise the morale of teachers, it is a) Be awarded a diploma of merit by the Board; mandated by
rase he morale
ofleachers imperative that they be considered as professionals and teaching b) Eam merit points for purposes of promotion in salary or to RA 10912
be recognized as a profession.." The Decree created the National a higher position of grade level;
Smperate
that they be Board for Teachers with the Secretary of Education and Culture c) Be placed in the priority list for government scholarship; and
Considered a8s and the Chairman of the Civil Service Commission as Co-Chirs. d) Enjoy such other benefits as may be promulgated by the
professionais Members were the Commissioner of the Professional Regulation Board.
and teaching be
Commission and two members representing the private sector.
recognized as a Similar incentives shall be given to teachers who make
profession. In 1991 the Congressional Oversight Committee on Education inventions, develop new methods of teaching, write a book or books
(EDCOM) underscored the problems of basic and higher education. and create works of artistic merit.
The Agenda identified the teachers "at the heart of the problem In the year 2000, the Board for Professional Teachers confemed
for teaching: that teaching is "perceived as a poorly
esteeme then, DepEd Secretary Andrew Gonzales for the implementation
profession, doesn't attract or hold the best." EDCOM recommendeo of Section 19 but the availability of funds to administer the
 Essertois ot leache Lexdershp

10 Chapter1- Historical Perspectives of feacher Leadership

xamination was a problem for DepEd.
the springboard for a so

May Section 19 of RA 7836 be rious 11

toward teacher leadership? T
consideration of the career path
of Education and the Ro
This
is a perspective that the Department oard
for Professional Teachers may
consider in the 21st Cent entury and n
conjunction with the
Professional Development
Continuing (oPD EFLECTIONS
mandated by RA 10912.
1. As a future teacher
you undergo Field Study programs in
basic education
schools. The resource teachers are considered teacher leaders. How do
you
characterize them?
12 CHAPTER
2
and tear
REFLECTIONS cont'd
their
colleagues
acher Developmental Patterns of Teacher
teacherleaders
role models of
ZWhyare
you? Leadership
education studentslike be leaders..
Great leaders dont set out to
Ahep set to make a diference.
t's never about the role-avaps about the goal.
Author Unknown

teacher
his Chapter, presents a conceptual framework of
culture that values teacher
leadership within a school The patterns
This is aptly described by former of teacher
knowledge, skills and expertise.
wit: leadership
Secretary Gonzales, to involving
life to his class, teaching students,
no longer
The teacher brings teacher
society, which all
subjects. He teaches person's family, community, research,
for his classes, for his conversations, distributive
became his reference points
even for his quiet moments. leadership and
for his reflections, for his dealings, and
rare and priceless... self-
Then he becomes a pearl in the academic seas,
managed
(DepEd Secretary Andrew Gonzales, 1998). teams have

The patterns of teacher leadership involving teacher research, significant

individual teachers, professionalizes teacher distributive leadership and self-managed teams have significantimpl
implications
3 Teacher leadership empowers shift from individual to school
improves teacher performance. Reflect onthis. implications to school leadership, a "substantial
work force and to collective leadership."
leadership, a

"substantial
Article XIV of the 1987 Philippine Constitution on Education shift from
mandates, to wit:
Science and Technology, Arts, Culture, and Sports
individual
to collective
the right of all
Section 1. The State shall protect and promote leadership
citizens to quality education at all levels
and shall take appropriate
make such education accessible to all.
steps to
5
The Constitution mandates, further in Section (nos.
4 and 5)
of teachers to
(4) The State shall enhance the right
academic and
professional advancement. Non-teaching
the protection of the
non-academic personnel shall enjoy

state
priority to
(5) The State shall assign the highest budgetary
attract and retain its
education and ensure that teaching will 13
 ater [Link]
ES
talent through
4 best
available
Chapter2 Developmental Patterns of Teacher Leodershp
-

nghthul
r e m u n
share

e r a t i o
of the
n
and
other
means
of
sfaction and
job satisfac
5
New Approaches to Teacher Leadership
fulfilment.
budgetary priorit,
the "highest New initiatives toward collaborative and task-oriented
While it is a
fact that to education, the
bulkh approaches
The ieaiershio amount is alloted Act goesand resources - c l acoun
Appropiationsfacilities
to physical ssh to teacher leadership are significant to the
development of the
roie is
exeased o
annual General
and washing
facilities. Lately theclassrooms 21st century skills of teachers. While individual
empowerment is
encouraged, organizational conditions necessary for teacher
ony in the desks, tables,
health
typhoons, floods,
earthau
techer's experienced
various
calamities:
basic educat
in
uakes
cation, specifi
leadership have to be considered. There is a need to review the
school or increase in enrollment qualification standards for principalship, the leadership roles of school As a social
conflicts, and
dlepartment but construction school buildings and of morethe heads that should be considered in consonance with the
principle of
influence process
which needed the Grades 11 and 12 o implement
to i shared governance and accountability. The career leadership
goes across
classrooms.
facilities for
Physical
paths of the school permeates
and beyond the head and teacher leaders should be defined to prevent confilict and
become priorities. organizations
school. curmiculum tracks disillusionment.
to be filled as rather than
of teacher positions have SY
Thousands
It is note The developmental patterns and residing in
53,831 (Briones, 2017). approaches to teacher
2017-2018. DepEd needed leadership are anchored on the definition of leadership "as a social particular people
has trained thousands of trainors or formal positions
however, that the DepEd lead to the developmen
influence process aimed at achieving some collective or
organizational of authority.
12 which could mental
teachers for Grades 11 and end (Bass, 1990; Yuki, 1998). As a social influence
process,
patterns of teacher leadership. leadership permeates organizations rather than residing in particular
Century calls for in sch transformation people or formal positions of authority.
Education in the 21
leadership. The approval of the Den Figure 2 is a conceptual framework of the developmental
leadership and instructional
Plan led to the new organizational structures in tha patterns for teacher leadership. The patterns may be modified as the
Education in Rationalization
offices. Department Order No. 52, . leadership approaches fit in the school community.
the 21 Century central, regional and division
calls for 2015 clarifies that:
transformation structures (Appendix K) School Culture
in school The approved organizational are
consistent with the provisions of R.A. 9155 in applying the principles
leadership and Teacher Research
instructional of decentralization and shared governance to ensure accountability
leadership. and relevance to the context and development needs of the learners Teacher
and stakeholders of the various organizational levels. The hierarchical Distributive Leadership Self
Leadership Managed
and bureaucratic structure is expected to pave the way for effective Teams
school leadership "nurturing" teacher leadership.
Professional Developmept
Within one's own department or
team
Across the school

Beyond the school

 Eserdi of lerter LGery

16 re6sponsibit
t is important
that teacher
leaders assume
ibility
t
17
above standards and that
performance is contributions to school improvemert and outcomes for students,
their teaching Teacher leadershio
teachers Teacher leadership has "added value" to adrministrative lesdership in
respectedas "exemplary the crediblity and expetis d
depending on schools Depending on how one conceptualizes i, that "added valiue Distributrve
on one area
focused exercised not only ie
leadership role Is the may ba equal to or greater than the sum of the parts. ieadership
the teacher leader. The
but t goes across and beyond paltems descrits
teacher's school or department the Teacher leadership as a social infuence process is a "given'
and continuing professional develoom
that
school. The school culture
of teacher leaders.
oprnert in schools. Whether or not they occupy leadership roles, whether
or not they perform particular leadership functions, teachers can
teachers can
nurture/sustain the role and do leadership
the most leadership is the teacher's initia ve exert infiuence by simply being part of the "webs' or relationships tasks inside and
One pattern of teacher that define school organizations. We are reminded that inftuence in
effective avenue
research. He/She is the best person to idenk Outside positions
for professional to conduct action schools is exercised in all directions and among ali participants. We of authonty, by
to effective teaching. According to Cochran-Smih
developmet problems pertinent are also reminded that relationships among leaders and folilowers are virtue of their
teacher research carries with it an
s cooperative and Lytle (1999) "the concept of krnowledge and
teacher's role -as decision maker, consultant mutually influential and co-dependent. Even as "folowers, teachers skilis different
study by enlarged view ofthe shape at the same time that
they shaped by other sources of
are
personnel
teachers school leader." Teachers who
curriculum developer, analyst, activist,
themselves into are involved in research may become more reflective, critical, and
leadership in their schools. Because leadership exists and functions might perform
in the relationships between leaders and followers, teachers as leadership tasks.
problems and
issues arising analytical not just of their own teaching but of practices around them. followers are by definition a constituting part of school leadership.
from their A study of Harris and Drake (1997) revealed that "teacher Teachers are also key actors who shape the situations in which
attempts to make research teams developed teachers as change agents and promoted leadership relationships develop and are exercised.
their practice
a more collaborative, reflective faculty culture. They believed that the In the 21t century there is an emphasis on self-managed
consistent with
research experience enhanced their ability to promote change at the teams for promoting teacher collaboration, improving teaching and
their educational
values. school level and a source for their own professional development learning process in line with the 21 Century Skils of teachers.
Teams are small task groups in which members have a common
Teacher leadership thrives best in a supportive organizational,
purpose, interdependent roles and complementary skills (Yuki, 1998).
structural and socio-cutural contexts. A study conducted in Chicago The group is referred to as self-rmanaged teams which in Philippine
elementary schools (2001) indicates that the "performance of setting can be a subject department. In at least two ways, self
leadership tasks is distributed among multiple leaders incluing
managed teams can be considered sources of teacher leadership.
principals, teachers,assistant principals, counselors, and curicuium
coordinators. The model is termed distributive leadership and has
First, it is possible that these social units and the products of their
work may promote improvement at the school level. Second, well-
several impilications to teacher substantial social
leadership and to "principal leadershp composed and well-functioning teams can exert
because he/she cannot do it all." The and normative influence over their members, shaping their thinking,
logic of distribution "indicales
that school leadership overall is
ultimately enhanced by the difteren beliefs, and behaviors (Hackman, 1990; Yuki, 1998). Through their
knowledge and skills brought by a variety of relationships and the work they perform together, teacher members
commitments that all developed people and Dy
among those who perform leadersny can influence and lead one another. Group processes and the
tasks together." influence teachers may exert over one another in teams
which
can provide some substitute for external administrative leadership,
Distributive leadership pattems
do describe that teachers can and reducing the need for administrative initiative, guidance, and
control
leadership tasks inside and outside Kerr & Jermier, 1978; see also Pitner, 1988).
virtue of their knowledge and positions of authorny (Bass, 199p0;
skills different
leadership tasks. Teacher personnel might P Teamed teachers were more likely than non-teamed
teachers

and, with leadership from leadership may make both indepe to integrate their instructional practices
across subject areas.
other sources,
additive or multupuo
 Leadership Chapter 2 -Develcpmerto Pattams e r e r exers
Essentials of Teacher

18 19
that in comparison with
demonstrated
Other studies have
teachers
rience
tend to experieeater The BASRC Cycle of Inquiry
teamed
teamed teachers, and professine
sense of
professionalism, sionai The inquiry Cycle begins with (1) refiect, followed by (2) collaborate
work satisfaction, also tend to have me
Teamed teachers (3) implement, and (4) evaluate. Case studies provided evidences that
eficacy (Pounder, 1999). Webb, 1986) and pro
Inquiry reflects work (Ashton &
another's
the Inquiry Cycle has helped to promote teacher leadership and school Case studies of
basic belief in knowledge of one
and support to
one another. Final. improverment. 10 Leadership
assistance
teacher abiity more intellectual
opportunities for direct a Schools show
considerably more
to formulate teaming provides making, including greate. REPLECT 2 cOLLASOE that the Oycle
teachers in decision
valid questions indirect involvement of
REFLEC of Inquiny
about their own
practice and to
pursue objective
answers to those
questions. ..the
access to information

One of the systematic

development was done by the
(BASRC) (Center for
(Kruse & Louis, 1997).

Research in the

"provided
studies of teacher

Bay Area School

Context of
search
Reform

grants to 86 Leadershin
leadershi
for
Collaborati
Teaching, 2000
The
incqulry
CoL ABOR established a
process that
enabled teachers
to assuma
leadership
most effective Copland, 2001). BASRC
Cycle
VALUATE
roies typicaly
school-based Cycle of Inquiry for schoo
avenue for
professiona
Schools to implement a
4 EVALUATE
MPLEMEN performed by
improvement." 3 administrators
development (Center for
is cooperative Sparks and Harsley (1989) wrote underiying assumptions on
Research on
study by teechers inquiry, to wit: the Context
themselves into| Figure 3 shows the BASRC Cycle of Inquiry.
refilects basic belief in teacher ability to formulate valid
Inquiry
of Teaching.
problems and Source. Sparks and Harsley (1989) 2000) Across
issues arising questions about their own practice and to pursue objective answers these casss.
from their to those questions. ..the most effective avenue for professional teachers worked
teachers themselves into According to the principal survey data, teacher leadership had
attempts to make development is cooperative study by on teams to
their practice problems and issues arising from their attempts to make their practce developed in 90% of the Leadership Schools (Copland. 2001). Case
deveiop goais
consistent with consistent with their educational values." (Hagvarson, 1987) studies of 10 Leadership Schools show that the Cycie of inquiry for scroof wide
their educational established a process that enabled teachers to assume leadership
values."
mprovene
roles typically performed by administrators (Center for Research ad to deegate
(Hagvarson, on the Context of Teaching.
2000). Across these cases, teachers probiem soving
1987). worked on teams to to other groUps
develop goals for school wide improvement and
to withen the
delegate problem soving to other groups within the schooi. They school
shared best practices with fellow teachers and, in some
schoois
lead searches for new administrators. A number of these schoois
developed new leadership structures to support improvement activity,
including a rotating system of lead teachers to replace the principai,
the appointment of teachers to serve as
co-principais, and new
interschool partnerships that supported shared leadership. These and
other examples of teacher leadership brought new
expectations for
principals to work more as professional coiieagues of teachers than
as their administrative superiors.

School leadership is crucial in developing teacher leadership.

The Principal should be "leading" not "bossing. Holmes (1993)
 Essentais of leucher LedershD
20
Chopter 2 -

Developmental Patterns of Teacher Leadership

commented on school leadership:
21
of course very positive
The best of school leaders are
people
even when weighed d
They make light of problems in public, down
to praise, to
thank andsd to
by them. They constantly seek
EFLECTIONS
reasons

reinforce. They interpret the world in an essentially optimistic man.

Teachers are and they show a constant commitment to what the school is th. anner 1. Reflect on the patterns of teacher leadership and how they can help
more likely here
for." Teacher leadership thrives best in "positive" school leadershin become teacher leaders. you
to remain in
teaching when a. Teacher research
their working
Published OECD working papers (2002) Suggest that the
following policies might increase the "professionalism" of teaching
conditions
indicate to them Placing teachers in key decision making roles in their
that they are
performing a role
schools;
that is valued
Inservice training
by society
that they have Peer instruction and evaluation;
support from Rewards for teachers who ean additional credentials and
colleagues and| who
school leaders,|
are more productive.
and that there Teachers are more likely to remainin teaching when their
are opportunities working conditions indicate to them that they are performing a role
for career growth b. Distributive leadership
that is valued by society, that they have support from
(Allen 2002). colleagues
and
school leaders, and that there are opportunities for career growth
(Allen 2002).

C. Self-managed teams
I ii i.
 of leocher Leoders
Chopter 3 Developing Career Path
25

school that is
environment
within the
leaders. Ralis (1990) posed the challenge of school leadership
an
.Creating to find "super"
conducive to teaching and leaning generally, and teacher leadership in particular, is not
the conditions that allow the
.Encouraging staff development leaders but to discover and to promote
head is "leading not leadership to flourish."
In performing these
tasks the school process of and Sports (1997 DECS)
describes the feature
of a healthy school The Department of Education, Culture
.the chalienge of
bossing" Holmes (1993) attention on the morale further Implementation of the school leadership
school leader's issued DECS Order No. 57 entitled
Culture which demands the approaches to for Master Teachers. This is pursuant to generally, and
teachers. He suggests practical
Career Progression System teacher leadership
and motivation of that qualified Master
Executive Order No. 500 dated March 21, 1978, in particular, is
creating a healthy culture: to Master Teacher ll and IV on
to status Teachers Iand lI may be reclassified not to find 'super
School leaders should not automatically
defer of Education and Culture
contributions on their the basis of the criteria given in the Ministry leaders but to
and discussions. Value
in meetings (MEC) Order No. 10, s. 1979. discover and
merits, not on the status of the speaker to promote the
Involve junior staf in high-status tasks such
as policy Criteria for Master Teachers I, II, IlI and IV follow conditions that

reviews and evaluation exercises. 1997)

allow the process
Criteria for Master Teachers (DepEd Order 57,
s.
titles for middle managers or of leadership to
Avoid wordy or pompous
cross-curricular 1. Master Teacher fourish."
team leaders. 'Assistant coordinator of
to Permanent Teacher
assessment and monitoring' may mean something should be
Bachelor's degree for teachers or equivalent
whoever thought of it as a title but as a signature on a
Carta for Teachers.
provided Magna
in
memo it merely invites derision. rating for the last two
Very Satisfactory performance
"Motivation generates reward for recognizing the contribution years (at least 35 pts.)
or has
of individual teachers. The presence or absence of recognition, A t least 25 points in leadership and potential
reward and trust is a more powerful factor in the professional lives of been a demonstration teacher in the district level plus
19 points in leadership and potential.
teachers." Effective school leaders create climates in which change
is manageable, individual teachers are involved and feel "reasonably 2. Master Teacher II
.Master Teacher I for at least one year.
comfortable with change. Hoimes (1989) elucidates further the right
Master
Schooi leadership climate for change, to wit .Very Satisfactory Rating (at least 33 pts.) as

Teacher I.
s &detemining As a leader, you are always going to be closer to the sources of
kactor in Bachelor's degree for teachers or equivalent asS
change than your teachers are. The powertul reasons why something
developing must happen are much more powerftul for you, because you are
provided in Magna Cata for Teachers, plus completion
teacher leaders of academic requirements for Master of Arts (M.A.).
closer to the accountabilities, than they are for those who are a long points in leadership, potential and
way from those accountabilities. You do not create a healthy climate
At least 30
achievement, or demonstration teacher on the division
for educational change by reminding teachers that level plus 20 points in leadership and potential provided
you the leader
are accountable for such and such outcome to the activities or accomplishments listed for this purpose
such and such body!
ideally you want all the teachers in a school to feel accountable for had not been credited or used for earlier promotions.
the outcomes of change.
Perhaps your first responsibility as leader 3. Master Teacher ll
then is in DePree's (1989) terms to 'define .Master Teacher I.
feel that change, particularly where it is
reality. Teachers need to
M.A. in Education or equivalent
affecting the detail of their
Own practice, is part of a wider plan, purpose The following are considered M.A. equivalent
ad hoc addition.
or
reality and not an a. Bachelor's degree for teachers or equivalent plus
School leadership is a determining factor in 20 years experience and at least 20 units in M.A.
developing teacher
 Essentiais of Teacher Leadership Chapter 3 - Developing Career Path of feacher Leaders

26 27
b. Bachelor's degree for teacher or equivalent plus
at least 20 graduate units and at least 18 credit NON-TEACHING GROUP
allowances. CRITERIA Level 1 Level 2
c. Very satisfactory performance rating (at least 35 Performance 35 30
Master Teacher Il Experience 10
points) as
Outstanding Accomplishments 20
4. Master Teacher IV
(Meritorious Accomplishments)
.Master Teacher ll Education 10 15
At least M.A. in Education, MAT, or [Link]. Training 10 0
Potential 15 5
Outstanding performance as Master Teacher l.
.At least 60 points in leadership. potential and Psycho-social attributes 20 10
achievement provided the accomplishments and TOTAL 100 100
achievements cited for this purpose had not been
credited for in earlier promotion. A. Performance Rating
Considering that the criteria for Master Teacher positions were The performance rating of the candidate for the last three (3) rating
issued in 1997, we propose a reviewirevision of the criteria in line periods prior to screening should be at least Very Satisfactory.
B. Experience
with the quality standards of the 21 century teacher's skills and
Experience must be relevant to the duties and functions of the
competencies position to be filled.
On September 17, 2007 the Department of Education issued C. Outstanding Accomplishments
DepEd Order No. 66, s. 2007 entitled Revised Guidelines on the a. Outstanding Employee Award
Awardee in the school
Appointment and Promotion of other Teaching, Related Teaching and Nomination in the division/awardee in the district
Non-Teaching Positions. For Teaching and Related Teaching Group the Nomination in the regionlawardee in the division
computation of joints follows: Nomination in the Departmen/awardee in the region
National awardee
Innovations
TEACHING AND RELATEDTEACHING GROUP Innovative work plan properly documented, approved by immediate
CRITERIA POINTS chief and attested by authorized regional/division official
Performance 35 Conceptualized
Experience Started the implementation
Outstanding Accomplishments Fully implemented in the school
20 Adopted in the district
(Meritorious Accomplishments)
Education Adopted in the division
Training 25 C. Research and Development Projects
Action research conducted in the school level
Psycho-social atributes Action research conducted in the district level
Potential
Action research conducted in the division level
TOTAL
100 d. Publication/Authorship
Articles published in a journal/newspaper/magazine of
wide circulation
Co-authorship of a book
(Shall be divided by the number of authors)
Sole authorship of a book
e. Consultant/Resource Speaker in Trainings/Seminars/Workshops/
Symposia
 Chapter 3-Developing Career Path of Teocher Leoders

District level 29
Division level 3. Alertness
Regional level
Manifests presence of mind and awareness of the
National level
environment.
Intemational level 4. Judgment
Considering the
D. Education and Training Demonstrates sound judgment. role expectations
a. Education 5. Leadership Ability of teacher
Complete Academic Requirements for Master's Degree Influences others to do the tasks for him. leeders, their
Master's Degree F. Psychosocial Attributes and Personality Traits psychosocial
Complete Academic Requirements for Doctoral Degree attributes and
This factor includes human relations, stress tolerance and
Doctoral Degree personality traits,
decisiveness, which would indicate the capability of the candidate to
b. Training human relations,
be assets to the entire service system and utilize his/her talents and
Participant in a specialized training decisiveness and
expertise to the maximum.
eg. Scholarship Programs, Short Courses, Study Grants stress tolerance
a. Human Relations
indicate teacher
1. Adjust to the variety of personalties, ranks and informal
Participant in three (3) or more training activities in each level leaders to be
groups present in the organization
conducted for at least three (3) days not credited during the last "assets to the
2. Internalizes work changes with ease and vigor entire service
promotions:
District Level
Accepts constructive criticisms objectively whether from system when
his subordinates, peers or superiors their talents and
Division Level
Observes proper decorum in relating with superiors and expertise are
Regional Level
peers. utilized to the
Paricipant in one (1) training conducted for at least three (3) days 5. Takes the initiative to organize work groups, adopt maximum.
not credited during the last promotions:
procedures and standards in his own level
National Level
International Level b. Decisiveness
Chair/Co-chair in a technical/planning committee 1. Thinks logically and acts accordingy
2. Considers altematives and recommends solutions when
District Level
Division Level faced with problem situations
Regional Level 3. Gives convincing recommendations and suggestions
National Level 4. Acts quickly and makes the best decision possible
Intenational Level 5. Exercises flexibility
C. Stress Tolerance
E. Potential 1. Exercises high degree of tolerance for tension resulting
This refers to the from increasing volume of work, organizational change.
capacity and ability of a candidate to environmental conflicts, etc.
assume the duties of the position to be
filled up and those of higher Uses coping mechanisms to handle creatively tensions
level.
The Personnel Selection resulting from one's work.
Board Committee (PSB/C) shall Controls negative manifestations of emotions.
determine the potentials of the candidate based on each of the 4. Performs satisfactorily his duties and functions in a
following components: tension-laden situation.
1. Communication Skills
5. Channels negative emotions to positive and constructive
Speaks and writes effectively in endeavors.
2. Ability to Present ldeas Filipino and English.
Presents their
well-organized and precise ideas with marked Considering the role expectations of teacher leaders,
command of the
language used. traits, human relations,
psychosocial attributes and personality
 Chaipter 3 -Devoloping oreer Path of leKer Leaders
Ledership
fssentias of lexcter
31
leaders to be
tolerance "indicate teacher teacher and expert teacher.
decisiveness and stress
their talents and expertise
service system when
"assets to the entire
with fellow Howey and Strom assert that "there are human
maximum." They share best practices
are utilized to the traits and psychological characteristics that are predictive
The Center for Research on the
teachers and in some schools. of successful teaching and that these can be measured in
ve stages o
Context of Teaching (2000)
studied cases on "rotating system
multiple waysover time. They argue that good teachers,
skil development
of lead teachers to serve as co-principals and new inter school as good persons, should possess the qualities of being
in the process of They argue tha
shared leadership. Other examples
cquiring exper- partnerships that supported adaptable, questioning9, critical, inventive, sef-reviewing and good teachers,
"new expectations for principals to
tse in pedegogy. of teacher leadership brought oriented to moral principles... such persons would evidence as good person
of teachers than as their
His five work more as professional colleagues such qualities by considering different and conflicting should possess
stages include administrative superiors." We propose that the DepEd consider perspectives in thinking and decision making: organizing
the qualities of
positions as a starting point for nurturing, sustaining
novioe, advanced being adaptables
master teacher
beginner and institutionalizing teacher leadership in the system.
and using ideas in a creative manner in problem solving; questioning
competent understanding and using their perspectives in communication; critical, inventiv
teecher, proficient Kingdom (2010-2015), a new 'Master Teacher self-reviewing
teacher and
In the United
seeking a beliefs-practice congruity; understanding and and oriented to
was introduced by aan
expert teacher
Standard' to recognize outstanding teachers accommodating the needs of diverse groups; and evaluating
independent review commissioned by the Government. (Quijano, moral principles
the impact of their actions on other people. They ilustrate SUch persons
2017). The Master Teacher Standard described below is a clear
ways that these patterns of behavior can be measured would evidence
set of characteristics for high-performing teachers. Implicit in these in ongoing educative activities. (American Association of such qualities
characteristics are the leadership skills that master teachers should by considering
Colleges for Teacher Education, 2000)
be able to demonstrate: different and

Deep and extensive knowledge of their specialization, going conflicting

perspectives
beyond the set programmes they teach. in thinking and
Command of the classroom, skilfully leading, encouraging decision makir
and extending pupils. They will have the respect of both pupils
and parents.
Excellent planning and organization to ensure pupils are well
prepared for all forms of assessment.
Their classes demonstrate a stimulating culture of
scholarship
alongside a sense of mutual respect and good manners.
They are highly regarded by colleagues, who want to learn
from them. They play a role in the
development of school
policies and they engage with professional networks
the school beyond
Berliver (1988) has posited "a
based on his studies of
taxonomy of learning
expert and novice teachers. He
identified five stages of skill
acquiring expertise in [Link] in the process o
His five
novice, advanced stages include:
beginner, competent teacher,
proficient
 Essentbos of lexher Leadershp Chapter 3 Developing Career Path of Teacher Leaders

33

EFLECTIONS
Reflect on this statement:
REFLECTIONS cont'd

1. The career path of teachers leadsto "professional restlessness reaching out 3 Reflect and comment on the career stages of teachers in the Philippine
beyond this classics". Professional Standards for Teachers.

2. What roles do school heads perform to develop and sustain the career path
of teacher leaders?
 Essenticls of leacher Leadership

34

CHAPTER
REFLECTIONS cont'd 4
Professional Supervision for Teacher
4 Reflect on your own career path to becoming ateacher leader. Which way
Would you choose? Leadership
Goan Yash, in her contribrution to professional supervision. facused upon refectiom
om practic and
emagement nwith the workersthoughtsandfelings. help them build
tofourish.
berter relariomships and
- Collander-Brown 2005

This Chapter highlights aspects of transactional vis-à-

vis transformational supervision that impinge on the
I
development of teacher leadership. Focus is on acceptance that
teacher leadership is not in competition with the idea of school .teacher
leadership; they are complementary concepts that would lead to leadership is not
in competition
professional relationship of school heads and teacher leaders
with the idea of
which eventually result to the high expectations of the leamers and
schoolleadership
effective school culture. They are
De Grauwe and Carron (1996-2004) conducted extensive Complementary
research and training program on "Reforming school supervision concepts that
would lead ta
and support for quality improvement." Both are program specialists
in IEP. The research discussed four models in school supervision, professional
relationship of
namely: (1) classical supervision model (2) central control model (3) sehool heads and
the close-to-school support model and (4) school-site supervision teacher leaders
model. which eventually
result to the high
Brief discussion of each model follows: expectations of
1. The dlassical model "retains the role to control and provide the leamers and
support in pedagogical and administrative areas: each effective school
school and teacher could be submitted to supervision. Culture
Supervision is conducted by inspectors from the central,
regional, district and school levels."
2. The central control model inspects each school from time
to time and the inspectors publishes a report. The report
examines all aspects of the school's functioning and could
be considered an "audit.

3. The close-to-school support model considers that the "core

35
 Essentios of Teacher Leadership Chapter 4 -

Professional SupervisSIon for leadher Leadership

weakest schools 37
service is to assist the
role of supervision May we consider Senior teachers in the framework as
how to improve;
advice and guidance on
by offering them to get along on teacher leaders? Is the term "Inspectors"
effective schools are to a large
extent left acceptable in educational
Relying on
concentrate on the neediest leadership? With the Principal at the center of the framework how
eachers their own, while supervisors
may be/she discover potential teacher leaders? These are questions
professiona schools."
that need answers to professionalize supervision. Differentiated
accountability model relies on a combination
makes sense 4. The school-site supervision held The DepEd has issued Instructional Supervision: Standards, models
when there is
accountability. Teachers are
of professional and public of instructional
Procedures and Tools (2010) in teacher education for both
tust in thei accountable towards their colleagues, with all participating in supervision
teachers "professional
preservice and inservice. Chapter 7 in Becoming a 21 Century is extensively
professionaism a self-evaluation process. Relying on
Educational Leader (2016) discusses "concepts, principles and discussed as
and when effots when there is trust in their
accountability makes sense practices that relate to supervision for organizational management directive
are mede to
and when efforts are made to develop
professionalism and for instruction. Emphasis is given in the professional learning supervision,
develop teaching attractive career." In a sense this model may collaborative
teaching into an
community of supervisors and teachers bound together by the
into an atractive
supervision, and
career." In a sense be called professional supervision. common principles of teacher support, mutual trust and accountability
non-directive
this model may be
Below is a holistic framework
for school-site supervision. in support for developing teacher leadership. supervision or self-
calied professional
Differentiated models of Instructional Supervision is extensively directive
Supervision. Supervision. "As
discussed as: (1) directive supervision (2) collaborative supervision,
a democratic
and non-directive supervision or self-directive supervision in
Fomal enterprise
procedures Becoming a 21st Century Educational Leader (2016). "As a instructional
democratic enterprise instructional supervision models permit for supervision
varying degrees of guidance and ownership which hopefully would models permit for

Inspectors
lead to the development of teacher leadership. varying degrees
of guidance
The development of professional supervision is credited and ownership
Advisers
Schooi management commitees to Muriel Joan Tash who made a "lasting contribution" to the which hopeftully
understanding of the process of youth work and informal education would lead to the
Senior teachers Resource
Parentheacher
assocation
canters
in the United Kingdom" (Becoming a 21s Century Educational Leader, development of
Pedagogical 2016 pp. 19-20). teacher leadership.
Administrative Princlpal matlers
maters

Pupis Teachers David Collander Brown (2005-106) describes his experience

of Joan Tash as a student:
I never heard her give a lecture, preferring to teach through
small groups. She would introduce snippets of theory and then get
Parents
the group to explore the ideas, often letting the discussion run on
before introducing a question that moved the focus on. Because she
would always insist of your own leaming, as distinct from dispensing
words of teacherly wisdom, one began to discover the golden secret,
Informal processes
of taking responsibility for one's own learning. Allowing the secret
to penetrate she helped move the learner from dependency on the
Figure 4 is a holistic framework for school-site supervision. teacher to responsibility for the use of the teacher. The group almost
embed
Source: Reforming School Supervision, De Gauwe and Carron
always came away from sessions wrestling to connect and
(1996) these ideas and examples.
 Leadership Chapter4-Proressiondi Supervision for leacher Leadershp
Essentiais of Teocher

39
38
effective teaching,
Encouraging explore ideas on
teachers to effectiveness. Coaching helps professionalize teaching. Teachers feel
principle in professional
not dictated/suggested by
supervisors is a
in control and
Competency-Based Standards in experience a renewed sense of efficacy
supervision. Chapter 6
on
a 21st Century Educational
Instructional Leadership (Becoming Model of Teacher Status
Staff development
discusses comprehensively the principles
s a component Leader, 2016-pp. 66-80) The National Commission on Teaching and America's Future
in the development of teacher leadership.
of professional of professional supervision (Youngs, 2002) advocates that schools be reorganized in ways that
Supervision when References also include the DepEd Handbooks namely: NCBTS Tool
support teachers' success. The report states "that teachers are more
teachers choose
Kit-Teacher Strengths and Needs Assessment (TSNA); Individual
objectives and likely to remain in teaching when their working conditions indicate to
Plan for Professional Development (IPPD) Competency-Based
activities for and TSNA them that they are performing a role that is valued by society, that
Performance Appraisal System for Teachers (CB-PAST); they have support from colleges and school leaders, that their work
themselves
teachers partici- Tool Kit. load is manageable, that there are opportunities for career growth,
pate as helpers
Staff development is a component of professional supervision (Allen, 2002). The development of career paths that piace greater
to each other
when teachers choose objectives and activities for themselves; value on teachers' classroom work and provide greater incentives
and planners with
school leaders teachers participate as helpers to each other and planners with for all teachers to develop high levels of efficacy is also an area of
is emphasis on
of inservice school leaders of inservice activities; when there premise.
activities; when
demonstration, "supervised trials, and feedback; there is ongoing Teacher Councils in Australia and New Zealand reported that
there is emphasis assistance and support available on request. the Councils play major roles in securing the professional status of
on demonstration, teaching and building morale in the profession. The report inciudes
Professional supervision encourages inquiry approach to staff
'supervised trials, initiatives that address aspects of teacher status that would enhance
and feedback; development. Supervisors should acknowledge that:
teacher leadership. Figure 2 shows a model of teacher status
there is ongoing Teachers are intelligent, inquiring individuals with legitimate
assistance and
expertise and experience.
Support available mitment and Support.
on request.
Teachers are inclined to search for data to answer pressing
questions and to reflect on the data to formulate solutions.
s y s t e m iC
c o

and Alignmen.
Disseminaton
Teachers willdevelop new understandings as they formulate of research esearch

their own questions and collect their own data to answer on teachsng
Professional
Supervision them.
encourages Teacher Inituai teacrer
capabrhty ard educabon
inquiry approach
to staff
Inguarson (1987) has this assumption on staff development for performance Teacher
teacher leaders: Status
development
..the most effective venue for professional
development is cooperative study by teachers
teacher
themselves into problems and issues arising from Professiona induetion
teamwng
their attempts to make their practice consistent with environments

their educational values...

Williamson and Russell (1990) recommended

peer -

coaching
as a follow-up to
training. They encourage coaching as par Figure 5. Model of Teacher Status
of professional
supervision which helps breakdown Source New Zealand Teachers C20unci
between dlassrooms and barriers
provides teachers with affirmation of theu
 leacner LeOuET Si iL
ESsentkaIS or

40 41
commitment
"The modelillustrates the importance ofsystemic Hanessing these potentials would elevate teacher status and enhance
of the teaching
and support to improve public understanding the professional learning environment.
investment in initial teacher
profession along with significant A pre-observation conference with the teacher would encourage
Strengthening education, beginningand new teacher induction, the professional class observation rather than a negative attitude toward class visit. The
teacher education, and performance".
teacher induction,
teaching environment, teacher capability old practice of "surrendering" the teachers lesson plan to the observer
(New Zealand Teachers Council, 2003). belongs to the past.
teachercapabilty Accountability
needs support and Accountability and quality are concerns in professional
and performance Teaching is a developmentat process that and quality
and the professional hence the role of teacher leaders and Supervision and considered pressures of school leadership in a
mentoring of other colleagues, are concens
learming school leaders. Dirham (2002) notes that efforts to foster teacher complex environment. As a school leader you need to be clear about in professional
environment professionalism are more likely to improve status. Strengthening teacher fundamental aspects of boundaries and expectations of the internal and Supervision
including education, teacher induction, teacher capability and performance and external stakeholders expecting quality in your school. Concerns on and considered
Supervision, in pressures of
the professional learning environment including supervision, in which the nature of supervision should be discussed with teacher leaders and
which teachers work school leadership
have potentials to| teachers work have potentials to enhance teacher status to foster "significant others" on the staff. The following aspects are considered: in a complex
enhance teacher teacher leadership. 1. As a school policy, how is supervision conducted/differentiated environment. As a
status to foster We are introducing the term "professional supervision" among the teacher leaders, experienced teachers and school leader you
teacher leadership. beginning teachers? need to be clear
characterized by:
enhancing teacher leadership in collaboration with school 2. A school head "cannot do it all." To whom should proper about fundamenta
delegation to supervise be assigned? aspects of
leadership boundaries and
recognizing the initiative of teachers who are eager to share 3. You want to ensure that you are not defending an
expectations
innovative teaching strategies/practices. "outdated status quo'; you fimly state your position on your
|of the internal
building teachers capability to do action research for the accountability to achieve quality. If a dilemma on supervisory and external
improvement of the teaching-learning process activities occur, what decisions should be made by the school stakeholders
monitoring and evaluating performance in consultation leader with the staff? expecting quality
conference with teachers. The notion of quality is a useful and relevant flter for the school |in your school.
An interview with principals revealed incidents of teacher
leader coming to terms with his/her accountabilities.. you may wish
leadership potentials. to avoid the technical rhetoric of total quality management in your
Narrations were as follows:
leadership of the school but some of its building blocks will enable you
."Ma'am l'm trying to teach poetry with appreciation that may to view some of your leadership concerns in a sharper focus... (Homes,
lead to
writing poetic lines eventually. May you observe my
class and comment, 1993) like conducting professional supervision in nurturing teacher
please? leaders who can be your partners in school leadership.
My physics lesson tomorrow is on thermodynamics. May ask
help from Mr. Cruz, the electricity teacher? He
I Leithwood and Jantzi (2000) adopted a similar perspective to
may be more study the effects of principal and teacher leadership, separately and
knowledgeable on the topic.
together, on school organizational conditions and student engagement
The school leader was with school. They examined the effects of leadership on (a) the clarity
inspired to observe the class, too and
that started team teaching in that school. and awareness of school mission and goals; (b) collaborative school
A mathematics teacher approached her culture; (c) the perceived effectiveness of school planning processes;
requested: May I invite the two new mathdepartment head and
teachers to observe (d) the school's instructional program; (e) structure and organization that
my class? They felt that support school mission and goals; (f) information collection and decision
teaching fractions is rather
Professional supervision of school challenging. student
heads would making; and (g) policies and procedures that support instruction,
the motivation and initiative of teachers who certainly lead to learning, and teacher professional growth. They examined the effects
have leadership potentials.
 Essentials of Teocher Leadership

2 Chopter 4- Professional Supervision for Teacher Leadersnip

of leadership on student engagement, taking into consideration as 43

mediating factors these organizational conditions and "family educational
culture" (i.e., assumptions, norms, values, and beliefs held by the family
about intellectual work in general, school work, in particular, and the
conditions hat foster both.) Leithwood and Jantzi found that principal
infuence and teacher inftuence were both separately and positively EFLECTIOWS
related to school organizational conditions. Principal and teacher
1. Reflect on the models of
influence had an indirect relationship to student engagement through supervision.
school organizational conditions.
Professional supervision anchors on the principles of Model Characteristics
professionalism guided by transformational leadership resulting to a a. classical
new culture, new identity, new role and a working style not over acting b. central control
inspection of teachers and schools. How can all these transformations C. close-to-school
be done considering the hierarchical and bureaucratic set up in schools d. school-site
and field offices? The DepEd plays the major role in issuing policies on
professionalizing supervision of teachers and schools. Which model is best for the development of teacher leaders?
44

CHAPTER
REFLECTIONS cont'd 5
Teacher Leaders for Induction
[Link] on the model you chose, discuss the role of the school head in Program
conducting instructional leadership.
Snduction programs were conducted for teachers with 0-3
and transferees from private to pears experience
public schools to systematize, structure and
organize teacher support to prevent curve of disenchantment.
(TIP Manual of Implementation)

his
Chapter highlights
T conducted by the
the Teacher Induction Program (TIP)
DepEd through the Teacher Education
Council (TEC) in collaboration with the teacher education institutions
from 2006 to 2012. The TEC was mandated
by RA 7784 to "design
collaboration programs and projects that would enhance
preservice
and inservice teacher training, orientation and teacher
development."
3 Reflect on the meaning of professional supervision. Give comments Pursuant to this function, the TEC conducted a systematized teacher
induction program for newly hired teachers nationwide (Tormo,
Suggestions on how teacher leaders can initiate supervisory activities with 2007).
theschool leaders. The pilot implementation of the TIP was issued in DepEd
Memoranda Nos. 36 and 66 s. 2006. The 15 pilot school/city
divisions were the following: Region lI-Bulacan, Pampanga, Nueva
Ecija; Region IV-A- Cavite, Laguna, Rizal; Region VIl-Bohol, Cebu,
Negros Oriental; Region Xli Cotabato, General Santos, Sultan
Kudarat; NCR Caloocan City, Pasig City/San Juan, Quezon City
Parallel try-outs were conducted by the Basic Education
Assistance in Mindanao (BEAM) and in selected private schools
in lloilo City, Cagayan de Oro City, and Manila. The
try-out was
supervised by TECin collaboration with West Visayas State
4. Why is teacher status University, lloilo City: Liceo de Cagayan, Cagayan de Oro City
important in understanding the teaching profession
and investment in teacher education? Centro Escolar University and University of Santo Tomas, Manila.

Program Overview
The TIP Modules are:
Module 1- Educational Laws and Surveys, Programs and
Projects of the DepEd.
Module 2- The Philippine Basic Education Cuiculum
2.1 Multigrade Teaching
45
5ap pxheY i eGJersh
Chapter 5 Teacher Leaders for Induction Program
-

22 Alternative Leaming Systems 4

2.3 Grading for Performance insights into the need of a structured induction
of program expressed
Module 3- Roles, Responsibility and Accountability
a
spontaneously during the FGDs and in the module evaluation, as
Filipino Teacher follows:
Professionalism and Personal Welfare Induction helps new teachers build their self-confidence and
Module 4
Module 5 School and Community Partnership
-

self-esteem. Induction helps

new teachers
Module 6- Curriculum and Intstruction It decreases
unproductive stress in the learning environment build their self-
6.1 The Teaching of English work place.
confidence and
6.2-Ang Pagtuturo ng Filipino The mentors found the modules
very helpful
work; in their self-esteem.
6.3- The Teaching of Mathematics they learned and relearned concepts/practices of their It decreases
6.4 The Teaching of Science responsibility and accountability. unproductive
The mentoring component led stress in
6.5-Ang Pagtuturo ng Makabayan to
productive professional the leaming
6.6-Ang Pagtuturo ng Araling Panlipunan relationships as trust developed through regular meetings environment
6.7 Ang Pagtuturo ng Edukasyon sa and the sharing of expertise.
work place.
Pagpapahalaga at Strong leadership at the division and school level is a key to
successful implementation of the TIP
Edukasyong Pagpapakatao
The inductees and their mentors viewed themselves as
6.8- The Teaching of MAPEH
6.9 The Teaching of TLE continuous learners and acknowledged that time allocation
for the modules, providing support and
Source: DepEd Teacher Induction Program, (2007) on-going feedback
Teacher Education Council
were important components of TIP
(Reprinted from the PTM, Vol. I, No. 1, 2007)

Monitoring and Evaluation

Monitoring and evaluation were integral to the TIP pilot
Teacher Induction Program (TIP)
implementation. The TEC conducted Focus Group Discussions
(FGDs) as part of the monitoring and evaluation of the pilot Republic Act No. 10533 known as the "Enhanced Basic
implementation in the 15 pilot school divisions and in the parallel Education Act of 2013 mandates and institutionalizes the training of
try out schools. The activities aimed to: (1) validate comments and new teachers and school leadership to wit:

recommendations on the module evaluation as bases for the revision Section 7. Teacher Education and Training. To ensure -

and finalization of the modules, and (2) gather that the enhanced basic education program meets the demand for
in-depth feedback on
the pilot implementation. quality teachers and school leaders, the DepEd and the CHED
in collaboration with relevant partners in
Feedback from the FGDs, the module evaluation and interview government, academe,
industry, and nongovemmental organizations, shall conduct teecher
with the TIP managers, coordinators, mentors, and inductees
were education and training programs, as specified:
the bases of the revision and finalization
by
the writers.
It was
(a) In-service Training on Content and Pedagogy Curent
gratifying to note in the monitoring and evaluation process, that the
DepEd teachers shall be retrained to meet the content and
participants were unanimous that the TIP should be institutionalized
performance standards of the new K to 12 curriculum.
by DepEd. They envisioned a more structured and
teacher induction systematic The DepEd shall ensure that private education institutions
program with the availability of modules in every
school. shall be given the opportunity to avail of such training.

Feedback from inductees and (b) Training of New Teachers. - New graduates of the curent
mentors provided invaluable
 Essentkais of leacher Leadership
Chapter 5 Teacher Leaders for Induction Program
48
Teacher Education curriculum shall undergo additional 49
skills to the content and mentors for 17
training, upon hiring, to upgrade their Saturdays with joint funding from the schools
of the inductees and the local
curriculum. Furthermore, the CHED, in
standards of the new government unit. The overview and
coordination with the DepEd and relevant stakeholders, shall objectives of the modules were discussed; the inductees brought
in these home the modules and worked on their own
The School ensure that the Teacher Education curriculum offered pace. Assistance of
Teachers Education Institutes (TEls) will meet necessary mentors was available when needed,
Leaming Action including class
observations.
Cell (SLAC) quality standards for new teachers. Duly recognized Collegiality among the school heads and mentors who were mostly
sessions and organizations acting as TEls, in coordination with the DepEd, division supervisors and the inductees was developed and better
mentoning of
the CHED, and other relevant stakeholders, shal ensue that teaching performance of inductees was observed.
master teachers
the curriculum of these organizations meet the necessary Another school division recorded the
were cited preassessment and
as integral quality standards for trained teachers. postassessment results of the inductees for each module they
worked on. Significant improvement was
induction (c) Training of School Leadership. - Superintendents, reported. The inductees felt
programs.
confident that they had their mentors to approach when they needed
coordinators and other instructional
principals, subject area
school leaders shall likewise undergo workshops and
support
The teachers expressed that the modules were not only for
training to enhance their skills on their role as academic,
beginning teachers but also for experienced teachers for their
administrative and community leaders.
continuing professional development. There was a unanimous
Henceforth, such professional development programs as endorsement for the TiIP Mass Implementation.
those stated above shall be initiated and conducted regulartly The photos and accompanying feedback are reprinted from the TIP
throughout the school year to ensure constant upgrading of
Implementation Manual, Teacher Education Council, Department of
teacher skils. Education.
The institution-based Teacher Induction Program (TIP) was
conducted from 2006 to 2012 resulting to a total of 22,660 teachers
We taught in the private schools for
trained before the phased implementation of the K to 12 Basic
sometime. The modules familiarized us
Education Curriculum. on the future of the public school system
School heads initiated activities to assist and support beginning and our responsibility and accountability
as teachers.
teachers by conducting orientation seminars, professional meetings
The Inductees
and workshops before the opening of classes. The School
Learning Division of Caloocan City
Action Cell (SLAC) sessions and mentoring of master teachers were
cited as integral induction programs. The TIP modules
developed
by experts commissioned by TEC provided the needed "lifeline and
support' for the thousands of teachers hired at the beginning of the
school year.
The spirit of collegiality is very much
Feedback from inductees and mentors alive among the inductees, mentors,
provided invaluable
insights into the need of a structured induction program coordinators and the TIP Work Team.
expressed
spontaneously during the focus group di'scussions (FGDs) and in the They eventually inspiring.
module evaluation. The Inductees
Best Division of Quezon City
practices were shared and observed during the monitoring
and evaluation of the TIP. A
school division
gathered the inductees
50

The Modules are

complete and
appropriate in content; provided us
with current teaching strategies and
arevery good review materials for LET
Our problem as time allocation on the
modules in addition to our teaching loads
Private School Inductees
Venue: West Visayas State University
Iloilo

The Modules (revised) need to be made

available to schools, to the school heads,
mentors and inductees. School MO0OE
could contribute to the reproduction.
Delivery of the program could be
considered during the summer vacation.

Basic Education Assistance for Mindanao

A
Induction is important to help teachers
build their self-confidence and self-esteem,
hence decreasing unproductive stress. Newly
appointed teachers, reappointed teachers who
have left teaching and returning, transferees
Photo shows the participanls to the seminar-workshop on the funalization of the TIP Implementation Mantual and
from the private sector and from other schools,
plansfor MassInplementation. (TIP Implementation Manual, 2007) districts, division and regions need to undergo
the TIP.
ducation.
Manuel S. Enverga University Foundation Technical Working GroupP
mpowerment. Lucena City, Philippines Division of Davao del Norte
xcellence. Granted Autonomous Status
CHED CEB Res. 076-2009
EGE OF EDUCATION: Cener of Training r lkacher Fduc atiue: PAC40Aleed lit First
Re-uoredted

elcome! We express deep gratitude for the BEAM

Gurests aond Pastieipats to the project in funding our involvement in the

TIP. Pilot lmplementation and the ongoing
support to the Technical Working Group

acherEpction
The College of Education
for the new leachers in
May 24-1
of Manucl
Region T-A,
S.
m
EUF
Enverga University Foundation
conducted series of
Technical Working Group
Division of Davao Oriental

partnership wilh basic education schools and

a
induction progra
higher educution
 Chapter 5 Techer eers tr irdrton
Progm

TIP
Our co-seachers borrowed the
AModules from us so they could
also learn. At the beginning the inductees were
we
nervous and less confident. As they
Our principal was very understanding,
more time to work worked on the Modules we noted their
were deloaded to give
on the modules. transformation to teachers with self-
confidence and improved teaching
The Inductees pertormance.
Division of Sultan Kudarat The Coordinators/School Heads
Division of Laguna

Commitment and proper attitude to

We would like to involve all new teachers
implement the TIP, not resources, are what
matters. We have the needed manpower in the division. We need the modules to
institutionalize TIP. May the satisfactory
even for mass implementation.
completion of the modules be a basis for a
The TIP Managers permanent teaching position?
Division of Cotabato
The Mentors
Division of Cebu City

Our experience as TIP Coordinators was

fulfiling and satisfying but demanding We pledge to support the inductees by
with respect to time management. May we
have the Modules in CDs? developing the mentoring component to
the TIP. Mentors need to be trained.

The Coordinators The Mentors

Division of General Santos Division of Bohol

The Modules are a great help not only to Our experiences as coordinators
novice teachers but also to experienced contribute to our professional
studied the
mentors. 1f used in the private schools the development. We read and
linkage and networking of the private with TIP Modules ourselves which served
as a

refresher course. The Modules should

not
the public schools would be enhanced and
not compartmentalized. only be for new teachers but for everybody
Private School Inductees including school heads/supervisors
Venue Liceo de Cagayan
University The Coordinators
Cagayan de Oro City
Division of Negros Oriental
 Essentials of Teacher Leadership
Chapter 5 Teacher Leaders for induction Program
55
Lifelines in TIP
With the institutionalization of the TIP as
mandated in the
Enhanced Basic Education Act of 2013, it is
We observed that the inductees
became imperative that TIP
confident as they modalities be viewed as "lifeline" support to
more cooperative and beginning teachers
did Modules 1-5 and one learning area The demands of the 21t Century Skills, the
in Curriculum and Instruction. They challenge of the basic
welcomed class observation and post
education reforms, and the rekindling of the desire for professional
conferences with department heads and excellence are clarion calls for continuing support to teachers.
school heads. Stransbury and Zimmerman (2005) recommended "a continuum
With the
te Mentors starting with personal and emotional support, expanding to include
Division of Nueva Ecija institutionalization
specific task, or problem-related support and, in the ideal expanding of the TIP as
farther to help the new comer develop a capacity for critical self- mandated in
the Enhanced
reflection on teaching practice.
Basic Education
Mentoring was exciting, challenging, Stransbury and Zimmerman underscored that the first years of Act of 2013, it is
rewarding and enjoyable experience. teaching are stressful for beginning teachers as they adapt to the imperative that
For the inductees coming from far-tiung TIP modalities
schools we kept in touch through text workplace and new colleagues and finding "kindred spirits." They be viewed as
messaging. The inductees' interest in considered fatigue that new teachers experience, as wel as "inherent ifeline" support
reading the modules improved over time. isolation' as they are "sequestered' in their individual classroom as to beginning
The Mentors teachers. The
Division of Cavite City stressful demands of the
The Alliance for Excellent Education strongly recommended that 21 Century
schools and districts provide well-designed induction programs for Skills, the
all new teachers... these programs can help schoois hire, keep, and challenge of the
basic education
professionally develop qualified new teachers..." The Alliance cited
reforms, and
The TIP Task Force held regular sessions numerous benefits to successful teacher induction programs including the rekinding
to ensure that everything would be carried the following: of the desire
out as planned. The modules are
very for professional
helpful in enhancing and upgrading the New and veteran educators stay longer in their teaching
excellence are
competencies of new teachers. The TIP positions, saving money in tumover costs. clarion calls
should be institutionalized.
.New teachers are more effective in the classrooms. for continuing
The TIP Task Force
Veteran teachers become happier in their jobs; they help create support to
Division of Rizal
a positive and supportive school culture for new educators. teachers

Mentoring teachers become leadership roles.

The Aliance underscored that "well-planned and effectively

administered new-teacher induction programs...provide a crucial key
to students' ability to achieve educational success."
In the findings and recommendations of the EDCOM report
in 1991, the Philippine Education Sector Study by the World Bank
 Criopter 5 - leacher LeGders tor lndtctior Progom

Commission 57
Philippine
Development Bank
in 1998; the
and Asian EFA 2015 2. Professional sessions on self-reflection with the support
(PCER) in 2000; the Philippine
Educational Reform 10533 of 2013
for
Republic Act of the school heads/mentors who model self-reflection.
National Action
Plan in 2006 and
teachers in the
holistic development of Questions ike how will you know that your pupils/students
underscored the role of Stuoy groups on
could be extensively and have learned what are you trying to teach? What types of
the cited reports specific topics
learners. A review of assessment do they need assistance?
professional education courses may be organized
discussed in the pre-servicee
deeply 3. The within the school.
for induction programs. Department of Education programmed the training Demonstration
A review of and as backgrounder
of the teachers of each grade level during the summer
studies and teaching by
researches
vacations in the phased implementation of the Kto12 experienced
Research-Based Induction Programs teachers/mentors
conducted by Basic Education Curriculum.
Left Behind Act of 2001 (NCLB) especially those
the Alliance In America the No Child Considering that new teachers are hired after
research that who attended the
for Excellent on teacher quality supported by
Education
gave a strong focus the opening of classes, there is a need to review the teacher training
that contribute to students' academic
showed "that of all the factors on the Kto12 BEC
underscored guidelines for hiring so that those who wil be hired can
teachers is the most important."
the types of achievement, the quality of their attend the training usually held in May. during the summer
support to the conducted by the Alliance would promote
A review of studies and researches
New-Teacher
This set-up has implications on school/class early collegiality and
for Excellent Education underscored the types of support to the programming for the assignment of experienced and collaboration.
Induction which
New-Teacher Induction which must be linked to the "vision of good Trainers irom
must be linked newly hired teachers. Partnership for support and
teacher learning, and other districts
to the 'vision of teaching, guided by an understanding of collaboration starts even before the opening of classes. within the school
good teaching, professional culture that favors collaboration and
guided by an
supported by a A question is in order: May there be "induction" division could
understanding of inquiry" in teaching internship such that student interns enhance the
teacher learming, Suggested elements for the TIP include the following: are "inducted" before they get deployed in basic professional
and supported education schools? This arrangement may be part of learning
by a professional 1. Classroom management community.
the in-campus experience and integrated in the Field
culture 2. Student discipline
that favors Study courses.
3. Professional ethics
collaboration A. Study groups on specific topics may be organized within
4. Instructional techniques
and inquiry."
5. Reality-check on the transition from being students in the school. Demonstration teaching by experienced
college and teaching interns to effective teachers in the teachers/mentors especially those who attended the
classroom. teacher training on the Kto12 BEC during the summer
6. Observation and getting feedback from would promote collegiality and collaboration. Trainers
colleagues/ from other districts within the school division could
mentors and teachers.
enhance the "professional learning community."
Induction Programs include the following feedback from the The role of school heads as instructional leaders
teachers on elements/activities they need.
beginning (R.A. 9155) is important in this type of support. They
1. should consider that new teachers may have more
Supports are conducted before the
Selected modules opening of classes. current content knowledge; they may know more new
developed by the Teacher Education techniques than those teaching for 10 to 15 years,
Council may be downioaded as
professional readings anu instructional approaches, and use of ICT and blended
references.
 Chapter 5 - leacher Leaders ior Induction Progre
58 collaboration profits everyone underth
the
leaning hence, 59
school heads.
leadership of the Integral to the purposes
(of TIP) is the "personal development
Work
plan" of the beginning
teacher and with the help of the mentor
integrai to
Induction Programs That who gives regular feedback of
the purposes Assessment Program (BTSA his/her progress and professional
Teacher Support and development. In Ohio's Formative Induction, mentors provide
(of TIP) is The Beginning
described as a "national exemplar
which has been assistance in lesson planning, classroom management and teaching
the persana in California
development of TIP and assessment
shares ten purposes strategies. Principals say that induction-trained The content of the
plan of the effective transition into the teaching career for
1. Provide an teachers are much
more prepared to teach. induction program
begunning
first-year andsecond-year teachers. would vary from
teacher and of students throuaoh The Asia-Pacific Economic Cooperation
with the heip of 2 Improve the educational performance
(Australia's Northen school to school,
information, and assistance for new Territory, Japan, and New Zealand) recommended lighter teaching district to district
the mentor who improved training, loads for beginning teachers to participate in induction activities. New
gives regular and schools divi-
feedback of his/
teachers teachers are given time "to be observed or to observe other teachers' sion depending on
effective in teachina
3. Enable beginning teachers to be the needs of the
her progress
students who are culturally, linguistically, and academicall classes and time for consultations with their mentors."
and professional beginning teach-
development. diverse.
These programs need sustained investment of intensive ers. Some begin-
support. "The potential pay-offs lower teacher attrition, higher teacher ners may need
Ensure the professional success and retention of new
4 morale (for both mentees and mentors) and most importantly,
personal and
teachers improved teaching and learning make the effort wothwhile." Various
emotional support,
5. Ensure that a mentor- teacher provides intensive problem-related
evaluation studies consistenty document the following outcomes for Support and may
individualized support and assistance to each beginning
program participants, to wit: be expanded to
teacher developing a ca-
6. Improve the rigor and consistency of individual teacher increased sense of professional efficacy pacity for critical
performance assessments that are based on California's greater job satisfaction and confidence self-reflection.
standards for teaching. increased likelihood to engage in collaborative
7. Establish an effective, coherent system of performance relationships
improved problem-solving skills around issues of
assessments that are based on California's standards for
pedagogy and student achievement, and
teaching. increased ikelihood to assume leadership roles
8. Examine alternative ways in which the general public and the
educational profession may be assured that new teachers
who remain in teaching have attained The content of the induction program would vary from school
levels of
acceptable to school, district to district and schools division depending on
professional competence. the needs of the beginning teachers. Some beginners may need
9. Ensure that an "Individual Induction Plan" for
teacher is based on an
each beginning personal and emotional support, problem-related support and may be
ongoing assessment of the beginning expanded to developing a capacity for critical self-reflection.
teacher's development.
10. Ensure The first years of teaching (0-3 years) are especially stressful
continuous program
improvement through ongoing for beginning teachers. This writer has interviewed teachers who
research, development, and evaluation. taught in the private schools from 6 to 8 years and it was not
surprising to hear comments that "they got the shock of their lives"
when they transferred to the public schools due to factors like
 Essentiais of Teacher Leadership Chapter 5- Teacher Leaders for Induction Progroam
60 61
and classroom environment. The
large classes, student discipline
department heads/coordinators
leadership of the school heads,
division and regional offices would trulv
Given all
the support
and support of the schools
provide lifelines to induction programs. (Llagas, 2014) EFLECTIONS
and needed 1. Have you attended induction programs? Who conducted the lectures and
Sustainable
support, cooperation
Sustainable investments include financial
demonstration lessons? What did you learm?
investments
would certainly of experienced teachers as mentors and peer coaches, time
"rekindle the to work together. Key
management for the mentees and mentors
dedication and
elements of peer-coaching include (1) providing released time for
commitment" of
the teacher leaders and project teachers who will be coached; (2)
teacher leaders
as they support intrinsic motivation (3) continuity of project peer-coaching (4) open
the beginning climate of trust and support (Wiliamson, L. and Dorothy Russell
teachers ina
(1999).Given all the support and needed sustainable investments
professional would certainly "rekindle the dedication and commitment" of teacher
learning
community leaders as they support the beginning teachers in a professional
and a school learning community and a school culture of professional
culture of
excellence in the 21st Century.
professional 2. Who are the mentors? the peer-coaches? What is your opinion n monitonin9
excellence and coachingin developing teacher leadership?
in the 21
Century.
 CHAPTER
REFLECTIONS cont
Teacher 6
3 Relect gn how a beginning teacherfeels or acts without an inductia Leadership in Preservice
ROgram. Education and the Philippine
Professional Standards for Teachers
Before pou are a leader, sucess is all about groving pourselt
GWhen pou become a leader, sucess is all about growing others.
- Sterret,. W.

his Chapter intends to convince the reader that while

T preservice education is concerned with the basics of teacher
preparation, preservice education can already lay the foundation of
teacher leadership. This can be done first by introducing to preservice .ensurning that
teachers the competencies and qualities they are expected to possess in the preservice
teachers acquire
order to perform their roles as teacher leaders and model standards for
mastery of content
4 Do you look forward to becoming a teacher leader for a teacher induction teacher leaders. and the methods,
program? Write your thoughts. Preservice education, as the name implies, is concemed with the strategies and
techniques of
educational preparation of teachers before they become ful-fledged
facilitating leaning
teachers in basic schools. If it is primarily concerned with the basic is already laying
preparation of teachers for the elementary and secondary schools, the foundation
have time for education for teacher
you may doubt if we can talk about and even
leadership.
for teacher leadership in preservice education.
But if can't have the time to prepare preservice education
we

students for teacher leadership since we get occupied with the

fundamentals of teacher preparation, can we at least sow the seeds
is a
of teacher leadership? I believe we can and so my answer
resounding YES! In fact, ensuring that the preservice teachers acquire
and techniques
mastery of content and the methods, strategies
of facilitating learningis already laying the foundation for teacher
teachers to become teacher leaders,
leadership. But for preservice
As early as
much more than the basics are expected of them.
bar of expectations of teachers must already
preservice education, the
be raised.
preservice
To sow the seeds of teacher leadership among
63
 Essentiols of Teacher Leadership
Chapter 6 - Teacher Leadership in Preservice Educotion and the Phitippine Professionat Standards for Teachers
64
teachers know What 65
teachers, it is necessary
that preservice hat i
of teacher leaders, what
competencies and qualities th curriculum areas, coupled with a sound and critical
expected
these, but let
on
they
should possess. The earlier Chapters belabored
understanding of the application of theories and principles
me
To sow the contained in the Philionie
share your standards of teacher
leaders of teaching and leamin
seeds of teacher
the field through Dene
pine
leadership ProfessionalStandards for Teachers issued to Ed .They apply developmentally appropriate and meaningful
about standards fo knowledge and current
among preservice Order 42, s. 2017 and what other authors say pedagogy grounded on content
teachers, it teacher leaders. It is on these professional standards that teacha. research.
e know. be able
is necessary
that preservice leadership in preservice education will be
discussed. They display proficiency in Mother Tongue, Filipino and to do and value
to achieve
teachers know English to facilitate the teaching and learning process, as
what is expected well as exhibit the needed skills in the use of communication competence
The Philippine Professional Standards for Teachers (PPST) improved
of teacher strategies, teaching strategies and technologies to promote
student learning
leaders, what
The Philippine Professional Standards for Teachers (PPST) were high-quality learning outcomes. outcomes.
competencies
and qualities they released to the field through DepEd Order 42, s. 2017. These buit
should possess on the National Competency-Based Teacher Standards (Addendum Domain 2- Leaming Environment
to CMO 30, s. 2004) that served as a framework for the .Teachers provide learning environments that are safe,
teacher
education and development plan in the Philippines from 2004 up to secure, fair and supportive in order to promote learner
the time the new Philippine Professional Standards for Teachers responsibility and achievement.
were
officially released in 2017, a few months before this book was written. They create an environment that is learning-focused and
Like the NCBTS, PPST makes explicit what teachers should they eficiently manage leamer behavior in a physical and
virtual space.
"know, be able to do and value to achieve competence, improved .They utilize a range of resources and provide intellectually
student learning outcomes....
They are professional standards and challenging and stimulating activities to encourage
so are a "public statement of
professional accountability that can help constructive classroom interactions geared towards the
teachers reflect on and assess their own
practices as they aspire for attainment of high standards of learning.
personal growth and professional development.".
s. 2017). (DepEd Order 42.
Domain 3- Diversity of Leamers
The PPST describe "the
els of knowledge,
expectations of teachers' increasing9 .Teachers establish learning environments that are
practice and professional responsive to learmer diversity
same time, the standards
allow for teachers' engagement. At the learners' diverse characteristics and
growing understanding. They respect
applied with increasing sophistication experiences as inputs to the planning and design of leaming
across a broader and more
complex range of
The 7
teachingleaning situations. opportunities.
Domains the whole
on .They encourage the celebration ofdiversity in the classroom
to more consists of 37 strands that reter
specific dimensions of teacher and the need for teaching practices that are differentiated
description of the 7 Domains: practices. Below is a genera to encourage all learners to be successíul citizens in a

Domain 1-Content changing local and global environment

Knowledge
.Teachers recognize and Pedagogy
the
knowledge and its importance of mastery of conte
interconnectedness within and acros
 tssentials of Teacher Leaderstip
Chapter & lencher Ledorshp in Preer ce tducgton ared the Prulipgpe rotessod Stgrcdor ds tox
leacher
56
67
Domain 4- Curriculum and Planning
Teachers interact with the national
and local Curriculum
Domain 7 Personal Growth and Professional Development
requirements.
content into learning activities They value personal growth and professional development
.Theytranslate curriculum and exhibit
that are relevant to learners and based on the principles of high personal regard for the profession by
effective teaching and learning. maintaining qualities that uphold the dignity of teaching such
as caring attitude, respect and integrity
They apply their professional knowledge to plan and .They value personal and professional reflection and learning
design, individually or in collaboration with colleagues, well- to
structured and sequenced lessons that are contextually
improve their practice To develop Filipino
They assume responsibility for personal growth and teacher leaders,
relevant, responsive to learners' needs and incorporate a preservice
professional development for lifelong learning. (See education must
range of teaching and learning resources.
Appendix M for the complete ist of strands and descriptions) deveiop woukd-be
.Theycommunicate learning goals to support learner To develop Filipino teacher leaders, preservice education must teachers along
participation, understanding and achievement. these Philippine
develop would-be teachers along these Philippine professional
professional
Domain 5-Assessment and Reporting. standards. Those involved in pre-service education must see to it that standards Those
Teachers apply a variety of assessment tools and strategies preservice education is focused on the would-be teachers' acquisition invoved in pre
in of these professional standards. service education
monitoring, evaluating, documenting and reporting must see to
leaners' needs, progress and achievement. In capsule, the PPST state that professional teachers must have that preservice
.They use assessment data in a variety of ways to inform and mastery of subject matter and teaching methodology For teaching education is
enhance the teaching and learning process and learning to the maximum and optimum, professional teachers must focused on the
programs. would-be teachers
.Theyprovide learners with the necessary feedback about be able to create a safe, secure and conducive learning environment
acquisition of
learning outcomes that informs the reporting cycle and where diversity of leamers is welcomed and respected. Professional these professional
enables teachers to select, organize and use sound teachers plan, design and implement relevant and contextualized standards.
assessment processes. curriculum in collaboration with colleagues. With a variety of
assessment tools they assess realization of curriculum and learning
Domain 6- Community Linkages and Professional Engagement, goals, interpret and report assessment data and utlize the same for
establish school-community partnerships aimed at continuing improvement. Professional teachers establish professional
the learning environment, as well as
enriching
the community's and harmonious relationships with leamers, parents, schools and the
engagement in the educative process. wider community. Professional teachers embrace continuing personal
.They identify and respond to opportunities that link and professional growth and so are lifelong learners. They are truly
and learning in the classroom to
teaching professional in their words and deeds as they relate to all people at
the experiences, interests
and aspirations of the wider all places at all times.
school community and other
key
stakeholders
They understand and fulfll their Career Stages
professional ethics, accountabilityobligations
in upholding
The PPST framework explains that teacher professional
and transparency to
promote professionaland harmonious development happens in a continuum. The teacher starts as a
learners, parents, schools and the relationships witn
beginning teacher (the inexperienced teacher) and is expected to
wider community.
 ssertais of leocher Leadership
Chapter 6- Teacher Leddership in Preservice Education and the Phiippine Professional Standardsfor Teachers

69
teacher, the teacher leader. Anchored
develop into the distinguished are refiective practitioners who continually consolidate the
on the principle of lifelong learning
and continuing professional
standards for teachers knowledge, skills, and practices of Career Stage 1 teachers
development the "set of professional
standards framework that articulates
The teacher recognizes the significance of a Career Stage 3 or Highly Proficient Teachers
teachers develop, refine their practice
starts as a developmental progression as in their
educational reforms. .consistently display a high level of performance
beginning and respond to the complexities of
teacher (the teaching practice
nexperenced
The PPST gives four (4) career stages for teachers, namely: 1) manifest arn in-depth and sophisticated understanding of the
teacher) and career stage 1 or beginning teacher, 2) career stage 2 or proficient
teaching and learning process
is expected to teacher, 3) career stage 3 or highly proficient teacher and 4) career have high education-focused situation cognition, are more
deveop into the
distinguished stage 4 or distinguished teacher. Below is a description of each career adept at problem-solving and optimize opportunities gained
teacher, the stage lifted from DepEd Order 42, s. 2017 from experience
teacher leader .work collaboratively with colleagues and provide them
support and mentorning to enhance their learming and practice
Career Stage 1 or Beginning Teachers
.have gained the qulifications recognized for entry into the continualy seek to develop their professional knowiedge and
teaching profession practice by reflecting on their own needs, and those of their
colleagues and students
.have a strong understanding of the subjects/areas in
which they are trained in terms of content knowledge and
Career Stage 4 or Distinguished Teachers
pedagogy
possess the requisite knowledge, skils and values that .embody the highest standard for teaching grounded in global
support the teaching and learning process. best practices
.exhibit exceptional capacity to improve their own teaching
manage leaming programs and have strategies that promote
leaning based on the learning needs of their students practice and that of others
contributors to the
.seek advice from experienced .are recognized as leaders in education,
colleagues
to consolidate their
profession and initiators of collaborations and partnerships
teaching practice
.create lifelong impact in the lives of colleagues, students and
others
Career Stage 2 or Proficient Teachers
.consistently seek professional advancement and relevance
are professionally independent in the application of skills vital in pursuit of teaching quality and excellence
to the
teaching and leaming process exhibit commitment to inspire the education community and
provide focused teaching programs that meet curiculum and stakeholders for the improvement of education provision in
assessment requirements the Philippines
display skills in planning, implementing, and
learning programs managing the teacher leader is the
Among the four career stages, obviously,
four (4) career stages.
actively engage distinguished teacher, the highest among
the
blossoms into a proficient
collaborative learning with the The teacher education graduate gradually
stakeholders for mutual professional teacher
community and to a distinguished
teacher, then into a highly proficient
one
other
growth and advancement
 .aNs eoxher Leoðers/ip

Chopter 6 -

Teacher Leadership in Preservice Education and the Philippie Professional Standards for Teachers
As a beginning teacher, he/she may not be a teacher leader yet but a
71
teacher leader in the making as he/she goes through years of teaching
experience and continuing professional development. Philippine Professional Standards for Teachers (PPST) of 2017, the
Ucaion gravaBe revised version of the National
grtuady beossams The concen of preservice education is to develop the beginning Competency-Based Teacher Standards
(NCBTS) of 2004. Below are the seven domains of teacher leader
nto &proficient teacher as characterized by the PPST. What competencies do
model standards for teacher leaders of the United States
teacher, then
begining teachers (Career Stage 1) possess according to the PPST? published in
into a highily the ASCD Educational Leadership Magazine and the PPST issued
They have earned the qualifications for entry into the by
proficient one to beginning the Department of Education in August 2017.
a distinguished profession. This means that beginning teachers have passed the
teecher. As a Licensure Examination for Teachers. They can teach because
beginning teacher, they Teacher-Leader Model Standards
demonstrate "strong understanding of the
he'she may not subjects/areas in terms of
content and pedagogy. They Domain I- Fostering a Collaborative Culture to
be a teacher promote learning for all learners with
can
Support Educator
their classroom
leader yet but a management style. Inexperienced as they are, they Development and Student Learning
teacher leader in are willing to seek advice from experienced colleagues. The teacher leader understands the principles of adult learning
the making as hel
Another concern of preservice education is to and knows how to develop a collaborative culture of collective
she goes through sow in the
years of teaching preservice teacher the genuine desire to keep responsibility in the school. The teacher leader uses this knowledge to
the idea that as a future
on developing and
expenence professional it is his/her duty to embark on a
promote an environment of collegiality, trust, and respect that focuses
and continuing journey of ifelong learning with others in the continuous improvement in instruction and student learning.
professional profession. As Danielson on
Theteacher leader
(2006) asserts, the concern of preservice education is to understands the
development. instill in
would-be teachers the concept that "leadership in schools need DomainlI-Accessing and Using Research to Improve Practice and evolving nalure of
be hierarchical; communication not
need not be a teaching and leam
one-way proposition." Student Learning ing, established
(Danielson, 2006) Leadership is not only promotion to
The concen to 'any higher principalship or
administrative position. t is sharing one's The teacher leader understands how research creates new and emerging
of preservice technologies, and
improved learning. expertise for knowledge, informs policies and practices and improves teaching
the school commu-
education is
to develop the and learning. The teacher leader models and facilitates the use nity. The teacher
An
equally important concern for those in
beginning teacher is todevelop would be teachers to become leaders
-
preservice education of systematic inquiry as a critical component of teachers' ongoing leader uses this
as characterized who can easily leaning and development. knowledge to
by the PPST. recognize the need of others, be they students, promote, design,
colleagues or
willing to do something to address or parents
What and out of concern are and faciitate
Domain ll Promoting Professional Learning for Continuous
competencies do to that need. In short,
preservice education respond job-embedded pro-
must strive to Improvement fessional leaming
beginning servant-leaders among would-be teachers. develop aligned with school
teachers (Career The teacher leader understands the evolving nature of teaching
Stage 1) possess improvement
and learning, established and emerging technologies, and the school
accoFoing to the goals
Teacher Leader Model community. The teacher leader uses this knowledge to promote,
PPST? They Standards
have earned the The release of the
list of teacher design, and faciliate job-embedded professional learning aligned wth
qualifications the United States is leader model standards in school improvement goals.
for entry into considered to "be a critical
the beginning preparing and supporting teachers in step towards better
profession. promote student leaming." (U.S. assuming leadership roles that Domain IV - Facilitating Improvements in Instruction and Student

These teacher leader

Secretary of Education, Arne Duncan) Learning
standards should be The teacher leader helps advance the professional skills of
compared to the
 Essentials of Teacher Leadership
Chapter 6- Teacher Leadership in Preservice Education and the Philippine Professional Standards for Teachers
73
based
reflective practice
on student results
colleagues by modeling The Teacher Leader Model Standards and the PPST Compared
with colleagues to ensure
The teacher leader works collaboratively
a shared vision, mission, and Below is the list of American Teacher Leader Standard 2012 and
instructional practices are aligned to
the PPST, 2017. The arrangement does not speak of a one-to-one
goals.
correspondence.
Data for Schoo
Domain V- Promoting the Use of Assessments and Teacher Leader Standards
PPST (Philippines)
and District Improvement (United States)
The teacher leader selects appropriate formative and summative Domain Domain
1. Content Knowledge and
assessment methods. The teacher leader shares and uses schook -Fostering a Collaborative Culture
based assessment data to make informed decisions to improve to Support Educator Development Pedagogy
and Student Learning
The teacher leaming for all students and to inform school and district improvement 2. Learning Environment
I1-Accessing and Using Research
leader works with strategies. to Improve Practice and Student
colleagues to
Learning
promote ongoing Domain VI- Improving Outreach and Collaboration with Families and I1-Promoting Professional Learning 3. Diversity of Leamers
systematic
for Continuous Improvement
collaboration Community 4. Curriculum and Planning
IV-Facilitating Improvements in
with familles, The teacher leader works with colleagues to promote ongoing Instruction and Student Learning
community
systematic collaboration with families, community members, business the Use of 5. Assessment and Reporting
members, V-Promoting
business and and community leaders, and other stakeholders to improve the Assessments and Data for School
and District Improvement
community
leaders, and other
educational system and expand opportunities for student
leaming VI-Improving Outreach and 6. Community Linkages and
stakeholders Collaboration with Families and Professional Engagement
to improve the
Domain Vil-Advocating for Student Learning and the Profession
Community
educational The teacher leader understands how educational policy is made 7. Personal Growth and
VIl-Advocating for Student Learning
system and at the local, state, and national level as well as the roles of Professional
school and the Profession
expand leaders, boards of education, legislators, and other stakeholders in Development
opportunities for
formulating those policies. The teacher leader uses knowledge of local and
student leaming. Both Teacher Leader Model standards of the United States
and national educational
policy and roles of various stakeholders in the Philippine Professional Standards for Teachers have improved
policy formulation to advocate for student needs and for practices
that of learners as ultimate goal. This means that all development
leaming
support efective teaching. He /she serves as an individual of influence learners' learning.
for teachers should redound to improvement in the
and respect within the must redound to the
school, community, and profession. Whatever is taught in preservice education
realization of student learning outcomes.
the teacher
Based the domain titles and phraseology of
on
shown above, it appears
leader model standards and the PPST
standards are more explicitly directed
that the teacher leader model
however, that the PPST are not
to learning. This does not mean,
indicators of the 7 domains prove
directed to learning. A review of the
to learning.
that the PPST are also directed
 Essentas of leocher Leadershp
Chapter 6- leacher Leadership in Preservice Education and the Philippine Professional Standards tor Teachers
74
from the Teacher
Leader Moddel 75
There are two domains
correspondence with
a one-on-one
Standards which do not have

the PPST,
a Collaborative
namely: 1) Fostering
Culture to Suppo Questions for Discussion
and 2) Accessing. and
Educator Development and Student Learning 1. Does each teacher leader standard correspond to one
Research to Improve Practice and Student Learning. However or more PPST of Career Stage 4? Or are there teacher
Using
in the PPST, research is mentioned as one strand (Strand 1.2) of leader standards that do not have PPST Career Stage
DomainI Content Knowledge and Pedagogy, "Research-based 4 counterparts? Explain your answer.
knowledge principles of teaching and learning. The collaborative
and
culture of the Teacher-Leader Model Standards may be subsumed in
the PPST domain, Learning Environment, described as "safe, secure
fair and supportive". In other words, the PPST as a whole may be
comparable to the Teacher Leader Model Standards.

The Teacher Leader Model Standards are meant for teacher

leaders and so is best to compare them to the indicators for
Distinguished Teachers of the PPST, the highest, the summit,of
the career stages of teachers as presented in the PPST. It
may be
good to see the indicators of the Distinguished Teachers vis-à-vis the
Teacher Leader Model Standards.

ACTIVITY
1. Match the Teacher Leader Standards of the United
States
with those of Career
Stage 4 (Distinguished Teacher) of the
Philippine Professional Standards for Teachers
(PPST).
Teacher Leader Standards
Career Stage 4
(USA) (Distinguished
Teacher)-PPST
 E59enteas leather leadership

77

ERLEEFLECTIOWS
1. Do you have the desire to become a teacher leader someday? What sho REFLECTIONS contd
hou,
you do in your preservice educationin order to realize that dream? 3. Does your preservice education
inspire you to become a teacher leader? VWhy
or why not?

2 As you areengaged in preservice education, who is your modelfor teacher

leadership? How can you emulate him/her?

4. Which experiences in your preservice education instill in you the desire to

become a teacher-leader? Which ones do not?
 CHAPTER
REFLECTIONS contd 7
5 tf preserviceeducation has to sow the seeds for teacher leadership wha The Roles of Teacher Leader and the
a
should peopleinvolved in preservice education do?
Teacher Education Curriculum

Leadership is the
challenge to be somerhing more than average.
- Jim Rohn

his Chapter dwells on the varied roles of a

teacher leader
and attempts to examine if the teacher
education curriculum
is an enabler in the sense that it
prepares the teacher education
graduate to develop as a teacher leader.

The Varied Roles of a Teacher Leader

Cindy Harrison, education consultant and author of Taking the
Lead: New Roles for Teachers and School-Based
Coaches, enumerates
and explains the following roles of a teacher leader for which
preservice
teachers may also be initially prepared.
1. Resource Provider- Teacher leaders help their
colleagues by
sharing instructional resources such as Web sites, instructional
materials, books, lesson or unit plans and assessment tools.
2. Instructional Specialist Teacher leaders help colleagues
explore and implement effective, research-based teaching
strategies
3. Curriculum Specialist Teacher leaders model innovative
instructional strategies for other teachers. They shc w to
colleagues alignment of curriculum standards, content and
assessment to colleagues and lead them to agree on agree on
standards, follow the adopted curriculum, use common pacing
charts, and develop shared assessments.
4. Classroom Supporter Teacher leaders work with teachers
to try new ideas by demonstrating a lesson, coteaching, or
observing and giving feedback. Blase and Blase (2006)

79
 Essentials of leacher Leadersip

Chapter7- The Varied Roles of a Teacher Leader and the Teacher

80 Education Curmicuturm
work inside classrooms help teachers
to
Classroom supporters 81
a lesson
ideas, often by demonstrating discussion of teacher
implement new
feedback. (Blase and Blasa
leadership
the direction to which teachers
as
or observing and giving who continuously grow in the
coteaching, teaching profession go. A clear
2006) understanding of the "what", the "why' and the "how" of teacher
Teacher
5. Learning Facilitator Teacher
leaders create
opportunities leadership can inspire preservice teachers to chart their career A clear
leadership understanding
is a many- for professional learning opportunities
where teachers learm path and set their minds and hearts on that career path. This can
of the 'what
be discussed in the
splendored with and from one another to improve teaching-learning. This professional subjects
such as The Teaching the why' and
thing. The Profession.
problem of teacher isolation in schools.
the "how"
addresses the
teacher leader of teacher
6. Mentor - They lead in professional learning communities In the same course, The
plays varied Teaching Profession, the standards of leadership
roles. mentor for novice teachers, teacher leaders teacher leadership given in Chapter VI may be mapped against the can inspire
by serving as a
advise new teachers about instruction, curriculum, procedure Philippine Professional Standards for Teachers (PPST) to convince preservice
preservice teachers that teacher leadership begins with the full teachers to
practices and serve as role models. They help significantly in chart their
understanding and implementation of the PPST.
the making of greenhorn professionals. career path and
7. Leader - Teacher leaders serve as servant leaders in school set their minds
Teacher Leadership and the New Teacher Education Curriculum and hearts on
improvement teams to support school initiatives.
that career
By all means, the teacher education curriculum must bring path. This can
8. Data Coach- Teacher leaders access data and lead their peers
about the formation of graduates who possess mastery of content be discussed in
in analyzing data and use these analyzed data for improving
and methodology, people and collaborative skills, technology skills, the professional
instruction. subjects
leadership, management skills and reflective skills
9. Catalyst for Change - Teacher leaders always look for better such as The
As of writing time, the release of the revised teacher education
ways of doing things and lead fellow teachers in continuous Teaching
curriculum (after teacher education curiculum issued in CMO 30, s. Profession.
quality improvement. 2004), that is meant to respond to the changes brought about by the
10. Learner- Teacher leaders subscribe to the statement "Once K to 12 reform and ASEAN integration is being awaited. A scrutiny of
The teacher
teacher, forever a learner." They demonstrate lifelong learning the latest teacher education program outcomes (which are expected education
and use what they learn to improve leaning. to be implemented starting 2018) reveals that the latest education cumiculum must
program is geared towards the formation of teacher leaders among bring about
Teacher leadership is a many-splendored thing. The teacher the formation
teacher education students with potentials to perform the varied roles
leader plays varied roles. For the teacher leader be able to fulfil of graduates
of teacher leaders. The folowing are the program outcomes of the
who possess
his/her roles, he/she must be capable of the following: 1) helps 2018 teacher education program which way surpass the Philippine mastery of
colleagues to express their confidence and shared values and content and
Professional Standards for Teachers at the beginning level. They are
to form independent learning communities; methodology
2)
facilitates
effective anchored on the demands of the K to 12 Curriculum, The Philippine
people and
dialogue among members of the school community in order to build Qualifications Framework, ASEAN Qualifications Framework and 21s collaborative
relationships and focus the dialogue on teaching and learning, 3) Century Skills. skills,
promotes collaborative decision making to meet diverse individua The graduates (teacher education graduates) in the Philippines technology
and group needs of the school skills,
community: 4) provides for ano are expected to be able to: leadership,
creates opportunities to in the
engage others in visionary thinking anu a. articulate and discuss the latest developments management
planning based on shared core values. field of practice, i.e. teaching (PQF level 6 skills and

The teacher (Lambert, 2003). specific refilective skills.

education curriculum needs to include a thoroug
 Chapter7 The Varied Roles of a Teacher Leader and the Teacher Educotion Curricuu
ulum
descriptor)
communicate in Engilish
and ilipino, both orally
Filpino, both.
83
b. effectively ensures teachers to become
and in wrting with a substantial do. when the teacher leader has potential teacher leaders. It is only
and collaboratively acquired and can
C. work effectively
multi-disciplinary and
multi-cultural competencies to the point of mastery that he/she demonstrate these
ofindependence
in
descriptor)
teams. source of the authority of a
can lead. The real
teacher leader is his /her Mastery of these
(POF level 6 authoritative teacher leader is one who knows competence. An competencies
of professional, social, and eth:.
thica what he/she is teaching
d. act in recognition and what he/she is ensures

responsibility
doing. No other teacher, or parent or learner teachers to
hen may believe a teacher
preserve and promote
Flipino histoncal and cultural
age (leader) who does not know what he/she is become potential
e talking about. Teaching and leading with teacher leaders
(based on RA 7722)
In addition, at the end of the teacher education pronegram Performance of the many-sided roles ofauthority requires mastery. It is only when
teacher leaders require the teacher
education graduate is expected to demonstra
competence. The teacher education curriculum must be focused
(graduation) the teacher 1strate ensuring that preservice teachers attain the above
on leader has
acquired and
these additional program outcomes: program outcomes.
can demonstrate
a. Articulate the rootedness of education in philosophical, SOCio
and political contexts
Critical
Components of an Effective Teacher Education these
cultural, historical, psychological, competencies
Program
b. Demonstrate mastery of subject matter/discipline
to the point of

C. Facilitate learning using a wide range of teachino To create mastery that he/
stronger, effective teacher education programs
more
she can lead
methodologies and delivery modes appropriate to specife that contribute to the formation of teacher
leaders, famed The real source
learners and their environments Hammond's research asserts three critical Darling- of the authority
teacher education programs. These are:
components of effective
of a teacher
d. Develop innovative curicula, instructional plans, teaching 1) tight coherence and leader is his /her
approaches, and resources for diverse learners integration among courses and between work and clinical
course
work in schools, 2) extensive and competence.
Apply skills in the development and utilization of ICT intensely supervised clinical work
promote quality, relevant, and sustainable educational integrated with course work using pedagogies that link theory and
practices practice, and 3) closer, proactive relationships with schools that serve
f. Demonstrate a variety of thinking skills in planning,
diverse learnerseffectively and develop and model good
Let
teaching
monitoring, assessing, and reporting learning processes and examine the teacher education curriculum to
us
determine if
outcomes. it possesses the three critical
components of an effective education
9. Practice professional and ethical teaching standards program cited by Darling-Hammond, namely: 1) integration courses,
of
ensitive to the local, national, and global realities 2) linking theoryand practice and 3) good
relationship with schools
h. Pursue lifelong where clinical work like practice teaching takes
leaming for personal and professional growh place.
through varied experiential and field-based The teacher education curriculum consists of General Education
opportunities
courses, Professional Education courses and Specialization courses.
Realization of Program Outcomes Is The General Education courses fulfll the need for a
strong liberal
Teacher Leaders Development of Potential education. The Professional Education courses are meant to hone the
Ademonstration
preservice students' teaching skills while the Specialization courses
of the
program outcomes cited in the ground the preservice teacher students in subject matter mastery.
paragraphs means teachers' mastery of these foregu There is integration within each of the three components of the teacher
(knowledge, skills and
values). Mastery competenu ncies education curriculum and also among the three components.
of these
compete
 Chopter7-The VariedRoles of o Teocher Leader and the Teocher Education Curricuium
of Teacher Leadership
Essentials
85
84 exemplified bu.
among
courses is highly the
The integration the teaching of the Personal Appreciation ofthe human condition.
approach to new
"General education... a
interdisciplinary
integrative and and Civic
(CMO 20, S, 2012). lays Responsibilities
Capacity to personally interpret the human
General Education. competaa. experience.
of a professionally ent
the development
the groundwork for the Filipino for the demana. Ability to view the contemporary world from
human and moral person.
It also prepares ands both Philippine and global perspectives.
General abilties to anticipate and adapt
life and the requisite | . Self-assuredness in knowing and being
educatio...
of 21st century
innovatively and
create solutions h
lays the situation, to think
swiftly changing
enables the Filipino to find and local Filipino.
groundwork General education
for the problems.
world, take part in and hopeful .Capacity to reflect critically on shared
development of her/himself in the community and the concens and think of innovative, creative
of community and nationhood ami
Experiential
a professionally assert her/his identity and sense solutions guided by ethical standards.
Learning
(Tabora, 2013) Ability to reflect on moral norms/imperatives courses consist
Competent,
and
human and
the forces of globalization."
to the General
Education courses, Tabora asserts as they affect individuals and society. of guided
moral person. Still referring observation
General Education will help students to engage
lite, as
encouragina Ability to appreciate and contribute to artistic of actual
life is. It will contribute to the formation of a reflective beauty. classroom
or frustrating as
who is sensitive to actual human life and
.Understanding and respectfor human rights. proceedings
human being in oursociety
contribute to its realization. It wil Ability to contribute personally and by preservice
its ethical demands and equipped to teachers
educated and moral leaders of
meaningfully to the country's development.
of
thereby contribute to the formation themselves
the future:" (Tabora, 2013) which gradually
This tight coherence and integration among courses and leads to student
Here is the list of competencies which are expected to be
teaching or
developed in preservice teachers as a result of a strong and integrati between course work and clinical work is also observed in the
internship.
general education. professional education component of the preservice curriculum.
Experiential Learning courses consist of guided observation of
actual classroom proceedings by preservice teachers themselves
Category |Competencies which gradually leads to student teaching or internship. These are
the extensive and intensely supervised clinical work integrated with
Intellectual | Higher levels of comprehension (textual,
Competencies visual, etc.) course work using pedagogies that link theory and practice cited by

Proficient and effective communication (wril- Darling-Hammond. This intensely supervised clinical work is made
possible only with close relationships with schools that serve diverse
ing, speaking, and use of new technologies)
learners effectively and develop and model good teaching, the third
Understanding of basic concepts across the
domains of knowledge element of effective preservice education.

.Critical, analytical and creative thinking In fact, to ensure the best internship program, the Department
Application of diferent analyical of Education issued DO 3, s. 2007, Guidelines in the Deployment
modes
(quantitative and qualitative, artistic of Pre-Service Teachers on Experiential Learning: Field Study and
and
scientific, textual and visual, experimental, Practice Teaching. To ensure the effectiveness of the experiential
observation, etc.) in tackling
methodically problems learning courses, this Department Order specified the qualifications of
schools and mentors involved in the experiential learning courses and
 Chapter Ihe Vaned Roles of a Teacher Lecder and
N DepEd Order 3, s. 200 the Tegcher Erducgtion n c i
heir roies and
functions. (See Appendix
87
be said that teacher educatinn others
Based on the foregoing. it can
extensive and intensive
to equip the
quite Last but not least,
in the Philippines is teachers need to reflect their
graduates
knowledge, skills and
with the essential in order to learn from
on
practices
teacher education their experience.
them to become teacher leaders who cancan
values enough to propel

confidently meet the curiculum challenges of 21s Century eduoation The above conclusions need
to be given serious consideration
in the design and implementation of the
teacher education curriculum
Here are the conclusions of OECD's comparative review if indeed, as early as
preservice education the seeds of teacher
(2012) of innovative leaming environments made possible by teacher leadership must already be sown.
leaders Then by all means, the teacher
education curriculum must bring
Teachers need to be well-versed in the subjects they teach about the formation of graduates who
possess mastery of content and
in order to be adept at using different methods and, if teaching methodology, people skills, collaborative skills,
technology
necessary, changing their approaches to optimize learning. skills, leadership and management skills and reflective skills
This includes content-specific strategies and methods to
teach specific content.
They need rich repertoire of teaching strategies, the ability
to combine approaches, and the knowiedge of how and when
to use certain methods and strategies.
The strategies used should include direct, whole-group
teaching. guided discovery. group work, and the facilitation of
self-study and individual discovery. They should also include
personalized feedback.
Teachers need to have a deep understanding of
how learning
happens, in general, and of individual students'
motivations,
emotions and lives outside the classroom, in
particular.
Teachers need to be able to work in
highly collaborative
ways, working with other teachers, professionals and
para-
professionals within the same organization, or with individuals
in other
organizations, networks of professional communities
and diferent
partnership arrangements, which may include
mentoring teachers.
Teachers need to acquire
strong skills in technology and
the use of
technology as an effective
optimize the use of digital resources in teaching tool,
to both
teaching their and use
information-management
Teachers systems to track student
learning
need to develop the capacity to help design, lead,
manage and plan
learning environments in collaboration
wil
 Essentva's of Teacher Leadersh1p Chapter 7 The Varied Roles of a Teacher
Leoder and the Teacher Education urriculum
88
89

EFLECTIONS REFLECTIONS Contd

1. Go over the 10 varied roles of a teacherleader. Reflect on your experienco
CEN
3. Are you overwhelmed by the varied roles of teacher leaders? Among the ten
asan Education [Link] academicsubjects or curriculum experince roles of teacher leaders, for which are you most prepared? least prepared?
prepared you for the many-sided roles of a teacher-leader?
What do yOu plan to do to cope with these roles?

4. Did your experiences in your a) Field Stuudy courses and b) Practice

Teaching prepare you to become a teacher leader someday? Why or why
not?
2. Any suggestions on the teacher education curriculum to make it
more
responsive to teacher leadership?
 CHAPTER
TEACHER LEADERSHIP AND 8
REFLECTIONS contd
went througin your
studia
ies STUDENT TEACHERS' REFLECTIONS
Did you meet a
model teacher
leader as you
OF PRACTICE TEACHING
describe her/his ways.
If
futureteacher? yes,

he more reflective pou the

are, more stfective pou are
- Hall and Simeral

This Chapter presents a collation of student teachers'

Three critical
I reflections on their practice teaching experiences along Components of
the following aspects: 1) working with children; 2.) working with effective teacher
education
the Cooperating Teacher, 3.) working with school officials and other
programs are:
teachers; 4.) working with parents and community; 5.) doing community
1) tight
outreach; 6.) doing other activities like acting as librarians, attending coherence and
trainings, and 7.) participating in co-curricular activities. Student integration
among courses
Teachers' reflections on their Cooperating Teachers' and students and between
teacher-leader in your evaluation of their performance as student teachers are also included. COurse work
6. On the other hand, did you meet a contrast of the Added to these, are feedback gathered from student teachers and clinical
college life? Howdid he/sheact? Anylessonslearned? work in schools
who participated in Student Teachers Congress organized by the 2) extensive
Teacher Education Council (TEC) in collaboration with the regional and intensely
supervisedd
chapters of the Philippine Association for Teachers and Educators. clinical work
Darling, Hammond, (2006) famous researcher, asserts three crtical integrated
components of effective teacher education programs. These are: "1) with course

and between course work using

tight coherence and integration among courses
pedagogies that
work and clinical work in schools, 2) extensive and intensely supervised link theory and
clinical work integrated with course work using pedagogies that link practice, and
schools 3) closer,
theory and practice, and 3) closer, proactive relationships with proactive
that serve diverse learners effectively and develop and model good relationships
with schools
teaching. that serve
education courses of the Philippine teacher
The professional diverse learnern
education
education, which is just one component of the teacher effectively and
develop and
curriculum consists of: a) foundation courses/theories and concept
model good
and c) experiential
b) pedagogical content knowledge
courses,
courses, teaching.
courses begin with
learning courses. The experiential learning
91
 cu

of lauctr
ledersng) LEGder ship and Student Teachers' Refleclions of Practkce ledchng
Essenthds

preservice studentsobserving a Cooperating eacher teach. Then

ing the
92 en the 93
student assistin the teachers were
preservice absent or whenever the teacher assistants
leads to
process
gradually functions
until the presen
til the preseri needed help while classes
O0serving were in session.
Teacher in
teaching-related

and supervision
of thes On the first I thought that
Cooperating
the guidance day of my off-campus teaching, I came to
teaching with three (3)compon I could not
For those invoved student starts that the class while the teacher
was
these experiential
courses
discussing in front. She introduced handle a class
n preservice by Darling-Hamm me to the class
education of
Clearly, it is in
teacher
education program glven nond and asked the students to
Afterwards, the teacher continued give my sign name of children
with special
of an effective
teachers who
and observed. the students the whole
discussing while I watched needs because
be implemented
should be inspired can
reflections
written by who proceeding. BSEd, SPED
-

it would be
to become teacher Below are critical
schools in the
Philippines. These wa 2. Ithought that I could not handle a class of
Nere difficult to
leaders these underwent internship
in the two Chief, Elementa children with special
student reflecdions
collated by Dr. Ofelia 0. Flojo, former
Assistant
ntary needs because it would be
dificult to adjust to their behavior.
adjust to their
behavior. Much
are in
message in of Education.
Much to my surprise, I found
message Education Division, in the Department no difficulty in dealing with them. to my surprise,
themselves. These education of teachers who Since I started
For those involved
in preservice building friendship with them, they treated me as I found no
leaders these studentreflectia
student refections
also have a lot of should be inspired to
become teacher cione a real teacher
feeling my presence in their midst. As I continued difficulty in
student reflections also hauNe a my training, lfound out that l dealing with
implications for
are messages in
themselves. These enjoyed working
with my students.
them.
teacher leaders who can influence Cooperatin learned to love them and
for teacher leaders
lot of implications they touched my heart when they
who can infiuence hugged me and kissed me making me feel their respect
as teacher
leaders. although
Cooperating Teachers to bloom
was not yet a professional teacher.- BEEd, SPED
Teachers to
bloom as teacher Experience 3. Many things had happened which made me feel that my pupils
Reflections on the Student Teaching
leaders
students of the one teache accepted and appreciated me as their teacher. A pupil with Down
The reflections written by the
in designated schok Syndrome invited me to his birthday in which other teachers Every single day
education institution who underwent intenship of my student
were not invited. I
in two partners School Divisions present acoOunts of real happening regreted the fact that I was not able to come teaching was
due to my hectic
relating to their student teaching experiences.
These student teachinm schedule full of surprises.
experiences cOver the varioUs aspects of the program that include the was even invited to These surprises
play basketball with them. It was a bonding motivated
following: (1) Working with Learners; (2) Working with the Cooperatino experience with my pupils that I found interesting because it me to exert
Teacher, (3) Working with the dollege stat; (4) Relationship with Parents was actually the first time ! played basketball. I even made a more effort
and/or Community Outreach; (4) Relationship with Parents and /ar promise to play with them again next time. BEEd, SPED - in teachingg

4. and helping
Community Outreach: (5) Other Activities Undertaken During Student Every single day of my student teaching was ful of surprises.
my pupils
Teaching: (6) Lesson Planning: (7) Observation and Evaluation: (8) These surprises motivated me to exert more effort in
teaching to become
Personal Educational Philosophy and helping my pupils to become productive
productive and functional
leamers. One such surprise that would not forget was when one and functional
Significant portions of the diferent reflections are given below leamers.
of my pupils shared something about this
These were copied verbatim from the student teachers family. I noticed the
reflections sadness in his face when he told me that his
stepfather abused
him physically whenever his mother was out of the house. That
Working with Children was the reason why he often left the house and returned only
1. I was after a day or two. I was really shocked and ladvised him to te.
assigned to handle second year students who were
hearing impaired. Ialso experienced his mother about it so that she could take the
necessary action
and teaching both elementary to resolve the problem. He cried piteously and I fell downhearted
other high school classes of the hearing impaired whene
 eectOns or PracUce leocnin

10. I realized that 95

towards him,
-

BEEd teaching special children was hard. But

adjust to the situation by being more I had to
5. What bothered me was the discipline ofmy students. Some. patient and understanding
lesson as they only chatted wit
of their needs. I tried to find
them did not listen during the out what their abilities
were as well
Unmindtul of my presen as their difficulties. By
their classmates and became noisy, becoming aware of all these I believe
that these children could
their teacher. I tried to handle
the situation in a diploma. possibly learn as well as the Being a "rea
One of the
as
times I lost my patience despite the f pupils and so as their teacher I have to help build theirregular teacher is not
way but to no avail. At confidence and trust. In teaching, Iprovided them with
self-
problems that I tried to understand them by adjusting and coping wih just beinga
activities teacher asS
encountered and experiences to make them
theirbehavior. BSEd enjoy learming.-BEEd, SPED others think of it.
was the
11. Being a"real" teacher is not just
diversity of| 6. One of the problems l encountered was the diversity of leanen being a teacher as others
leamers in think of it. Being a "real" teacher is
in the class. Students come from dilferent backgrounds whic being a mother, a father
the class. to students, being their friend and
Students come
manifested in differences of behaviors and preferences in companion when they are
alone, being a sister or brother when they are in trouble,
from different leaning. I had to apply teaching strategies best suited t being They were
a counselor, an inspiration, and the most fulflling being always very sweet
backgrounds the needs of these kinds of learners. I also realized that t
which there when they need her or him most particularly in making and they easily
overcome the challenge, i had to create leaming experiences appreciated the
manifested in their dreams come true. - BSEd
differences of wherein every student could express himselfand make leaming effort I showed
12. They were very sweet and they easily appreciated the effort
behaviors and discoveries - BEEd
themwheni
preferences showed them when I was teaching. That was why when they was teaching.
in learning. I|
7 Everyday is a learning experi nce for me. nagine one of my
learned that I was going to transfer to another class and that That was why
had to apply hearing impaired students requesting me to be his teacher and when they
was my last day with them, they secretly contributed some learned that
teaching Iloved it. Iloved teaching the diferently abled students. There
amount and bought a bilao of palabok for me. Of course I was I was going
strategies werechallenges along the way but the positive reaction of the because I didn t expect that they would to transfer to
best suited to surprised and I cried
the needs of parents and the community was very encouraging.-BEEd do such generous act for me. -BSEd another class
SPED and that was
these kinds of
my last day
learners. 8. in my almost three-month
stay at the Science High School Working with the Cooperating Teacher with them,
became more dignified, they secrely
persevering, and determined to actually 1 A SPED teacher at the elementary school, was my cooperating
contributed
pursue my teaching career. I realized that these students teacher. Indeed, she helped me a lot to learn
more about
some amount
didn't really need teachers who she gave
were very strict. What the) handling children with special needs. The advice and bought a
needed were teachers who would shared contributed much to bilao of palabok
be willing to teach them me and the experiences she
teacher. She gave me the for me. Of
wholeheartedly and who could understand them and get along make myself compelent
SPED
course I was
with them in order to children with inappropriate behavior.
establish a harmonious relationship tna responsibility of handling Surprised and
would the teaching and teaching potentials by applying cried because
learning process. -BSE Her guidance sharpened my
9. and techniques to enhance I didn't expect
thought that teaching the appropriate teaching strategies
hearing-impaired pupils woula
boring because their environment studentlearning.-BEEd, SPED
that they
would do such
was full of
I found out that I
was
tranquility, But tne needs guidance to make adjustments in generous act for
totally wrong. They were all 2. A beginning teacher viewed as the primary
jolly, playful, and friendly. energ cooperating
teacher is
me.

moments, laughter out They shared lots of stories and ru teaching. The with his or her
who is in touch
student teacher
SPED
loud, and made others smile.- BE Supervisor of the
ssentkis of lecacher Leadership Chapter8- Teacher Leadership
and Student Teadhers Retlections of PractiCe
Teaching
97
and professional growth
durng practice teaching
concems sign language. She had a
positive impact
BSEd on me as a future
teacher. I would like to thank her for her
teacher shared with ma
support and guidance
The first lesson that my cooperating ne until my final demonstration lesson. (PRA)
3 -

was how to love my students

no matter who they were or how
7. As I have earlier mentioned, there
six of us student
were
outside the classroom. She gave
silly they acted inside or
teachers. We actually had a problem in
much as there as
what worked, what
soundadvice about classroom practices- was only one
cooperating teacher in SPED. To remedy the
didn't work, and why. She also gave advice in dealing with other
situation, we were divided into two groups, hence, one group
areas such as planning and preparation of instruction, as well
was assigned to handle the
hearing impaired, while the other
as doing ones professional responsibilities. Even if at times
group where I belonged was made to work with the class of
she sounded annoying because she repeatedly told of things
differently-abled children-those with autism, down syndrome,
unrelated to teaching, yet l tried to listen and stayed with her and other learning disabilities.
as a sign of respect. -- BSEd
On my first day at the school, I was at once made to teach the
4. Observing my cooperating teacher at work was my first task class of pupils with learning disabilties. It was dificult. The
I saw how she managed her class while teaching without pupils could not read. They could not pronounce a word unless
encountering any problem. She followed an organized process the teacher, said it first as they were asked to repeat it. For me,
from the beginning of the lesson up to the giving of it was a shocking experience. - (BEEd, SPED)
assignments
was encouraged to do as
well as
she did especiallyin using 8 The first week of my student teaching was really embarrassing.
appropriate strategies and techniques for effective learning. leasily got sick and I was shocked because I was not prepared
BEEd
for the experience. Perhaps Ifl were made to observe classes
5. I had two
cooperating teachers during my student teaching at first before doing the actual teaching, I would have been more
elementary school. My frst Cooperating Teacher shared with me prepared for the experience of handling children with learning
some techniques in
handling children with learning disabilities. disabilities. -BSEd
She guided me in lesson
planning and gave me suggestions 9. I was very lucky to have my cooperating
teacher. Aside from
on how to execute a lesson. Even if
at frst she me some the fact that she was my former high school teacher, I knew that
negative comments, her objective was not to gave she had the eagemess to share her expertise and discuss the
to help me. She put me down but
encouraged me to exert effort in entire procedure that I should do in the classroom setting.
While
lesson and to continue
my good work.
presenting she comments and
observing me do my actual teaching, gave
My other cooperating teacher recommendations to help
me become an effective teacher. Her
who were guided me in handling studens served as my driving force
hearing impaired. My first powerful words of encouragement
was snobbish
and strict. impression of her was SnE to strive harder and prove
that I could do it."
However, when Ilexecuted a lesson - BSEd
her class,she gave me
positive comments and
improve my teaching.
(BC)
- suggestions 10. My cooperating teacher,
allowed me to explore and discover
6. I could say that as a future teacher. It
out how far I could go
my
cooperating teacher and I had a my skills to find I was weak and
relationship. We cultivated 90 was so nice to
hear his comments
on where
good
life to me
besides teaching me friendship. She shared n
remember his suggestions
would always
where I was strong. I BSEd
beter the next time.
strategies in some effective
-

and
handling deaf learners. She techniques and try to make my
performance

guided me in lear ng
 leacher Leaoei'sl i
Essentials or
Chapter 8- Teacher Leadersrip
and Student Teachers' Reflections of Practice
98
leaching
Center were kind enough to extend
11. Teachers at
the SPED
was able to feel
itheir 99
and assistance. I
at

fullest cooperation home mathematics we decided to teach them

the subject. Iwas assigned
and as days went by I
them so nice,
found
accommodati
accommoda to teach chifldren
ages 4-7. At first I found it hard to teach them
and approachable. I
with severa
had the chance of working with se because of their behavior, but when I
of experience
got to know them better
school but a great part my
teachers in wass
spent really enjoyed teaching them. It was a rewarding
experience
for
with my cooperating teacher From tin
who was very helpful.
time
me. - BSEd

on how to improve my teachin

3. Through community immersion, I got a
to time, she gave me advice ching sense of responsibility
She actually gave m towards the common folks. My co-interms and I did an enhancing
skills as well as to use sign language. me activity to develop literary skills outside the classroom through the
full support for my final demonstration teaching. She checka Summer Lit Encounter. I took part in facilitating activities that would
mylesson plan and arranged my devices BEEd, SPED promote both fun and leaning of the students.
12 ihad great learning from my cooperating teacher. She boosted m
4. One of the most memorable places I reached was the Sisters
self-confidence and taught me how to be a real teacher. - BSEd of the
Poor where we conducted our community immersion. I am not a
Roman Catholic that is why l didn'tknow much about this insttution.
But it was not a reason for me to enjoy the experience. Except for
Working with School Officials and Other Teachers the bonding moments with my classmates, we visited some of the
My cooperating 1. It is said that the relationship between the teachers and
teacher was houses where we took lunch and had some rest after teaching the
not just an ideal dministrator should be a partnership characterized by mutual students. There I encountered students of different personalities
administrator cooperation and sharing imbued with frankness, honesty and status in Iife. There were also students who had different abiity
but she was loyalty, and professionalism. I believed that the teachers levels and interests. That made me realize the indhvidual diferences
also a true
and administrator of the Schools Division had all these ofstudents.- BSEd
image of a
mother who characteristics. My cooperating teacher was not just an ideal
would look after administrator but she was also a true image of a mother who Other Activities Undertaken During Student Teaching
the interest of would look after the interest of others before her. She was a
others before 1. Other than perfoming as a teacher, I also did auxiliary service as
considerate person. When she checked my lesson
her. plan for any assistant libranian. I saw to it that the librany rules and regulations
final demo, she gave advice on how to
improve
it. I observed were observed. Moreover, books were to be tended well and
that she had her own
style of managing the school. Although the place should be well-ventilated for library users in order to
she was a woman, she was firm in
her decisions and a good enjoy reading and doing other assignments.
teacher as well as a good leader.
2. I was very thankful that my Cooperating School let me get
as the Division
involved in diferent school activities such
Working with Parents and
Community and Fair and Quiz Bee,
Outreach Doing Community Science and Quiz Bee, the Regional Science
I was also chosen as one of the
held at the SM Events Center.
1. tis true that the the celebration
teacher serves as a contributory factor to the Lakan at Lakambini Competition in
judges in the
development of the students and in some other of Buwan ng Wika and the Groovy
Dance Robot of the Science
involvement in such activities of ways teachers the Science Moth celebration.- BSEd
the community outside e Department during
school, drives the is why
community
to become more The K-12 Curriculum
is now being impienmented that

2. The
progressiv
- BSEd
3
trainings of teachers
have been continuously held to orient

community immersion was In line with this, a three day Student

participated in by some students inheld for sevenn days. t was them on the said program.
that area. Since our
majo
 LEOOership and Student Teachers
100 Reflections of Practce feochng
Teachers'Enhancement Program (STEP) was held at a Nationa
al 101
High School which focused on the K-12 Cumiculum. The schon three hours still extended
into hours
head oriented us on its implementation. We were given copies checked by my as Irevised it after it was
cooperating
and realized that it was
teacher. I laughed at that
instance
of the modules to be used in the diferent subjects which were not really easy
eventually it would be easier for mepreparing
but for the lesson
of great help to us. -BSEd
when I got into
teaching. BEEd actua
4. Under the leadership of the Principal in the National High
School, a lot of trainings were conducted for both the teachers 5. Iconsidered my lesson plan
best lesson
for my final demonstration as the
and student teachers. He used to meet us at 3:00 o'clock in plan. I had objectives that include the domains which
are cognitive,
the aftemoon to discuss certain topics such as UbD and other affective, and psychomotor. I knew my students
school issues conceming us, future teachers. - BSEd embodied the objectives because
Dont ever they were able to do all the
skills required in the lesson.
90 to your They all passed the evaluation. considered
And Ipassed my final
class without demonstration. BSEd -

my lesson plan
a lesson plan." On Lesson Planning for my final
It is the very demonstration as
1. Dont evergo to your class without a lesson plan." This is
ine that most Observation and Evaluation the best lesson
often a reminder. A lesson plan provides a precise path of the
teachers utter 1. Comments and suggestions coming from my plan.
discussion, and every teacher should be responsible enough cooperating
teacher as well as from the other teachers helped me a lot in
to have a lesson before going to class and the mastery of the
subject matter to be taught. - BEEd
improving my teaching skil.
At first, I thought I knew enough in four years of studying, but
2. As student teacher found it hard to make a
a
very good lesson application of what I have learned was a different task. But Itook
plan because the lesson plan they are doing at the Rizal Science it
humbly and positively for it was the purpose of my training.
High School was somewhat different in format from what we To know my strengths so that I could continue doing it and my
used to practice in our education subjects. However, because weaknesses might be improved. [sic]
I saw myself of thepatient guidance of my cooperating teacher,
transformed learned to make a good one.
leventually In fact, it was not about the grade that l would receive but the
from a student
3. As I drated my last lesson
learning and the experience that I would gain throughout the
teacher who did plan yesterday, I recalled my past training. BSEd
not know much experiences. Many things happened in two months. Isaw
about teaching transformed from myself 2. Ievaluated myself based on my everyday teaching. It made
student teacher who did not know much
a
to one who me realize that I could have done better. As the day of local
about teaching to one who knew
knew how to go how to go about it. I could not demonstration was approaching, I became ready for it. I did not
even write a decent lesson
about it. could plan without a sample then, but now forget the sequence of the lesson plan
and I gained confidence
not even wnte even in a few minutes I
could draft one. At first l could execute the lesson well and lead the class
a decent lesson teacher told me what lesson my cooperating in myselfthat
to be attainment of the lesson objectives.
plan without a was almost done taught for the day. Since to a lively discussion and the
with my student
sample then,
but now even in
lesson to prepare next. I teaching. I could decide what - BSEd

also realized how form given by my Cooperating Teacher,

a few minutes a teacher
was and how great the work o 3. Through the evaluation
great the and weaknesses as a teacher. I
could draft one. was. BSEd accompanying responsibill learned about my strengths nurtured and maintained
learned that my strengths should be
4. It took me the time attending
three hours class fifteen minutes before
planning a single lesson and thoso such as coming to
 Leadersho Ueter
Essentos of Teocher -leatrer Leadership ond Student xhers Refectons of Proctce Teocrung

102 103
English fuently: be
my cless regulary,
communicating in
being the student 's life. A teacher
sociable with my co-teachers
and students. I also realized h is held responsible for molding the
character and facilitating leaming
of the students.
and try to improve on them
I should focus on my weaknesses
As a future mentor, if I were
consider the time allotment for even going to give my time, money, and
In this case, I should
effort in teaching, why should I not
provide enrichment activities practice,
activity,
for and maintan give my best? No matter what
Iwented a jod the result would be. whelther I failed or succeeded in
orderliness in the room before and afterthe class. BEEd achieving
that would be my goal l would stil give my best effort so that in the end i would
interectve, 4. 7 will miss you, Ma'am, I hope you will not forget us
Ma'am." still feel being a winner. - BSEd Because this
chalenging., and Ma'am, we re so thankful that you became part of our schoo is my passion
exciting. I also and admire my
life. "Ma'am, don't change. "These were the messages / receive
knew I wanted Feedback from Student Teachers, Congresses teachers in the
a job that would from my students. Such messages touched my heart because Below are also sample feedback from preservice teachers who elementary and
be important ad they were evidences that I had a good relationship with my participated in Student Teachers' Congresses organized by the Teacher high school, I
would somehow be like them,
students.I admit that I was not realy a friendly personbut Education Council in the Philippines. (The Teacher Education Council
contnibute to humble but great
the workd ina was thankful that God didn't allow me to show that during my was created by law, R.A. 7784, to strengthen teacher education in the joyful teachers
significant way practiceteaching. BSEd Philippines ..) They are worth reading. They are preservice students
reflections on the teaching career during and after practice teaching and
enumeration of problems met duing practice teaching. All of them serve as

Personal Educational Philosophy necessary feedback for teacher educators involved in preservice education
I have always and for teacher leaders who help other teachers grow.
looked up to 1. Becoming a teacher was notsomething I knew I wanted. As
my teachers I grew older, I started considering what I would like to do for I chose teaching as a career because
especialy the a career. I did not want to work in an office behind a desk al 1. Icame from a family of educators; no other, choice.
ones I had in
the elementary
day. I wanted a job that would be interactive,
challenging, and 2. It's the only course my parents can aford.
school. I even exciting. Ialso knew I wanted a job that would be important ad 3. Because this is my passion and admire my teachers in the
played schoo would somehow contribute to the world in a elementary and high school, I'll be like them, humble but great
with my friends
significant way
thought being a teacher particularly in the
primary level would joyful teachers
and pretended
be an ideal choice for a career. I like to impart knowledge to the learner.
Ihad my own
5. I want to share my knowledge to other people.
classroom.I I have always looked up to my teachers
loved being I had in the
especialy the ones
6 lt's easy to find a job when one is a teacher.
in charge. elementary school. I even
played school with my I
This is the course chosen by my parents. don't
like teaching.
friends and pretended had
And so I have I my own classroom. I loved being n . Teaching is only my second choice but my parents insisted. This
decided to take charge. And so I have decided to take is the they can afford.
up teaching and become course
up teaching an affective teacher better person and 1do believe
and become having a positive influence on the lives o 9 I want to develop myself to be a

my students. achieve my desire.

an affective teaching is the career to
to be good itizens.
teacher having During this 11. I can help the young generation
off-campus training, I was given calling, a mission to inspire others.
a positive
infiuence on
work with a
group of special students.
the
opportunity
This was one of the
11. Teaching is a job
not just but a

Palawenos especially those who are in

wonderful experiences mos 12. Iwant to help my fellow
the lives of my I have ever
been through. BEEO isolated places/islands.
students. 2. I believe that there is no
teacher. A teacher is the good student if there is no g
most influential
person who can a e c
 Chapter 8- legther
Leodershp and Student Teachers Refilections of Practice
104 leacnirng
UNEDITED cOMMENTS 105
BSE Some Thoughts on the Student Teachers' Reflections
In the lowest section, they do not go participate on the clas
1 Based on their
reflections, can be said that all student teachers
it
noisy and they do not study the lesson.
discussion, very cherished their
practice teaching experiences.
2.
I can say that all my experiences during my off campus and final
except one was grateful pupils/students,
Every student teacher . Student
teachers
demonstration are opposite. The only thing that is negative is
School Head. Cooperating Teachers, and
cherished
that was assigned to Taytay National High School, but i want to their practice
Most worked with children with
special needs. The
children with special needs are dificult to handle was impression
spend my student teaching at Talim Point National High School that teaching
I cried in front of my students because they did not respectme refuted when they experiences
3. found the children with special needs 'warm,
4 When the principal got angry to us because we did not invite "caring", "sweet", "loving".
Their Cooperating Teachers
him for our final demonstration proved themselves to be teacher
leaders. They taught the student teachers to "love their
students no
5. Sometimes my cooperating teacher is strict, sometimes are not matter who they were", "how to handle children with
6. My cooperating teacher, the staff and the principal are treated disabilities"
"manage.. class without encountering any problem", "use sign
me as a real teacher.
language'.
7. Working with the learners as teacher is a hard task. At first, I An administrator (school head) who also served as
found it difficult because the students were noisy and they don't cooperating
teacher was described as a "mother who would look after the interest
listen to me. Their
of others before her.. 'good teacher, as well as a
8. The teachers rally because of the transfer of teachers at
[Link] good Cooperating9
first in her decisions. Teachers
we did not know what to do. proved
BEE
Having worked with parents and community and doing community themselves
outreach, the student teachers realized that "teachers' involvement in to be teacher
1. There are lots of positive experiences which will
I reasure most. community activities drive the community to become more progressive" leaders.
The whole experienced was
great and fun problems are part of community outreach was a "rewarding experience' and "students have They taught
it but it will helped us to become a the student
better teacher in the future. differences in status in life, ability and personalities". Doing community
2. I feel that
the principal on my teachers to
assigned school is obviously have outreach developed in them "a sense of responsibility towards the "love their
favoritism with the intern. common folks." students no
3. I gain more
knowledge about the field of workI have chosen The student teachers were also thankful for their involvement in matter who they
because of the people there were"
4. Im so tired of
especialy to my CT. activities other than teaching as assistant librarian, judge in the Lakan
taking care of the students who and Lakambini Competition, Buwan ng Wika, etc., "participants i the
"Kabscout we are treated like a Yaya and we joinedmuch the
training of teachers for the K to 12 Curiculum, UbD and other topics."
money for the spend
transportation and registration but its okay. On lesson planning, the student teachers likewise had several
realizations "Don't ever go to class without a lesson plan"; there are
different lesson plan formats; after witing lesson plans in two months 1
saw myself transformed. I could not even write a lesson plan without a
sample then, but now even in a few minutes Icould draft one." was
"it

not really easy preparing a lesson plan"; "I considered my lesson plan
for my final demonstration as the best lesson plan."
The student teachers' reflections on their Cooperating Teachers
they learned lot "It not
Observation and Evaluation show that
a was
 Tencher Lesiersyo
tssentals o Chapter 8 Teacher Lecder shp ard Student Teachers' Reflections of Proctice
-

Teong
106 107
experience that I wOLil
but the leaning and the
about the grade.. things that I coil
realize the Implications of Student Teachers' Reflections to Preservice Education
the training": "It made me
gain throughout weaknesses as a teacher
should focus on my including
have done better.": 1
allotment for everyday activity, provide enrichmer All these reflections prove how indispensable student teaching is in What Immanuel
In this case, the time Kant once sad
maintain orderiliness in
the room before and
activities for practice, and
the teacher education curriculum. There is no perfect student teaching s true: "theory
after class. But despite its imperfections, there will aliways be lessons leamed. There without practice
evaluation, a student teacher will always be something good that can be drawn from the experience. IS empty, practice
From the pupils' and students'
without theory
admitted that "she was not really a friendly person but
grateful towas As said again and again, experience is the best teacher. All the theories
s blind" and
show that during practice teaching. She was so and principles learned in the classroom become alive as Cooperating
God that "she did not expenence
students' candid remarks "I will miss you", "I hope you Teachers apply them in the teaching-learning process while student without theory Is
touched her
by
teachers observe them. They become crystal clear as student teachers blind, but theory
will not forget us", "we're so thankful that you became part of our school
without experience
life", Ma'am, don't change". apply these theories and principles themselves. What Immanuel Kant is mere intellectual
once said is true: "theory without practice is empty. practice without
As to their personal education philosophy, the following thoughts play"
theory is blind" and "experience without theory is blind, but theory
were shared: "I believe there is no good student if there is no good
without experience is mere intellectual play"
teacher. "A teacher is the most influential person who can affect the
student's life"... "No matter what the result would be, whether I failed or Based on the student teachers' reflections, it can be said that
It is good to get
succeeded in achieving my goal I would stil give my best effort so that practice teaching should not be left to chance. For student teachers
students into the
to get the most from student teaching, teacher education institutions
in the end would still feel being a winner" "I wanted a job that would habit of linking
need to prepare student teachers long before student teaching begins. and constructing
be interactive, challenging and exciting. I thought being a teacher
particularly in the primary level would be an ideal choice for a career." This preparation for student teaching calls for the organized partnership meaning
between teacher education institutions and cooperating
schools and from their
School Heads and experiences
among College Supervisors for Student Teaching. Such work
Feedback from Student Teachers' Congresses Cooperating Teachers the Cooperating
of Schools.
requires
reflections reñection.
The practice of requiring students to write their
From the student teachers, on
feedback, it was clear that not all those
who meaningful. It is good
pursued teacher education as a course really chose teaching9 organized themes make student teaching more

f ever they went to teacher students into the habit of linking and constructing meaning from
education, it is because of their parents to get
choice. reflection.
their experiences. Such work requires
enhance their
Student teaching for those who participated in Student Reflecting on student teaching experiences
was a mixture of favorable and not so Congresses draw insights or arrive at realizations.
favorable experiences. Some meaning as student teachers
unfavorable comments are "| cried in front of teachers link their student teaching
Reflection also makes student
did not my class because they learned in the classroom thus arriving
at a
respect me", "In the lowest section, experiences to theories
the discussion, very they do not participate in these theories. Reflecting also means student
noisy and do not study the lesson" clearer understanding of
classroom.
my principal... obviously have and I feel that learned to contexts beyond the
teachers applying what they
favoritism Some favorable teachers' reflection teacher
are "My
cooperating teacher, the staff and the comments With all the benefits that
resuits from student
on these required
real teacher; "I
gained more principal treated me as a education institutions must
retain and improve further

Teacher:"The whole knowledge... because of my Cooperating of student teaching

reflections.
experience was great and portfolio
of it but it will
help us become a better teacher
fun, problems are pai
in the future."
 E s e s of iexher Lewers

CHAPTER
EFLECTIONS
9
1 To which of the student teachers reflection can you relate most? Explain Continuing Professional Development:
why? Lifeblood of Teacher Leadership
Ghe road to sucess is
alvays under construction.
Amold Palmer

Introduction
In their bid to become teacher
leaders, teachers must undergo
continuing professional development. In fact, all professional teachers
owe it to themselves and to the clientele
they serve to go through "The State
CPD. With the enactment of RA 10912, the CPD Law of
2016, CPD shall enhance
for all the professions regulated by PRC is now
mandatory. That's the right of
2. As
the only way all professionals including teachers are made to teachers to
student teacher, you, too,
a were asked to make a portfolio of reflections. go
through CPD. professional
Did you find this useful? What good thing did you get from the making of a advancement.
portfolio?
The Historical and Legal Bases of Continuing Professional
Development in the Philippines
But even before the enactment of this CPD Act of 2016, CPD
was already alluded to in the 1987 Philippine Constitution... No
less than the fundamental law of the land, Section 5, Paragraph 4,
states "The State shall enhance the nght of teachers to professional
advancement.. Other laws and decree also cited continuing
professional development, as follows
1. RA 9155. an Act Instituting a Framework of Governance for

Basic Education, Establishing Authority and Accountability

Culture and Sports
renaming the Department of Education,
and for other purposes, was
as the Department of Education,
In the enumeration of duties and
enacted on August 11, 2001.
Education, Section 7 A., to wit, In
functions of the Secrelary of
under existing laws, the Secretary of
addition to his/her powers
109
 Essentials of leacher LeodershipP
Chapter9-ContirungProfessioncl Development Lfeplood of Tegcher Leadership
110
and responsibility 111
Education shall have authority, accountability studies as will
Enhancing the employment improve his efficiency, enhance the
among other
(6)
things for of hisprofession, and strengthen his competence, prestige
. . .

welfare and working

professional competence, and productivity in order to be virtues,
status,
Department,.. School heads nationally and internationally
conditions of all personnel of the competitive. (Section 3, Article IV)
the school "...Consistent with the national
heads shall Section 7, E states, to wit, 4. Executive Order # 266, Institutionalization of the
standards, the school heads
have authonty, educational policies, plans and Continuing
accountability and responsibility for Professional Education (CPE) Programs of the Various
shall have authority, accountability
and respon "

(Underscoring mine) Professional Regulatory Boards (PRBs) Under the

sibility for . encouraging staf development. of the Professional
Supervision
Act, also provided Regulation Commission (PRC). This
encouraging 2. R.A. 7836, the Teachers' Professionalization was signed and issued
staff deve Education (CPE), now by the Office of then President
for mandatory Continuing Professional Fidel V. Ramos July 25, 1995, to wit: The completion
on
lopment. (CPD), to
referred to as Continuing Professional Development by professional licensees of the Continuing Professional it is
Wit: Education (CPE) programs adopted by all Boards is hereby imperative to
impose upon
To encourage continuing professional growth and imposed as a mandatory requirement for the renewal of
for merit registered
development and to provide additional basis professional licenses (Sec. 1). This Executive Order was professionals
Every promotion, in addition to their performance rating, teachers premised on the following the completion
teacher shall
of the
participate in may take an oral and written examination at least once in .. the various professions play a cruciai role in nation-building
the Continuing five (5) years as basis for merit promotion. In taking this Continuing
. t is imperative to impose upon registered professionals the Professional
Professional examination, no fee shall be required (Sec. 19. Periodic Merit Education
completion of the Continuing Professional Education (CPE) programs
Education Examination of Teachers) (CPE) programs
(CPE) adopted by the concerned Board as a pre-requisite for the renewal
adopted by
program of the Unjustified or wilful failure to attend seminars, workshops, of their licenses; the concerned
Professional conferences and the like or the continuing education program Board as a pre-
a Regulation the professionals who undertake the CPE programs are
prescribed by the Board and the Commission (Sec. 23, h. requisite for the
Commission... enabled not only to upgrade or improve their technicai knowledge renewal of their
Revocation of the Certificate of Registration, Suspension from and skills but also to keep them abreast with modern trends licenses;
the Practice of the Teaching Profession, and
Cancellation of and technology in their respective professions, thereby assuring
Temporary or Special Permit). the rendition of highly qualitative professional service/s that will
Unfortunately, due to lack of
funding, the merit be globally competitive under the General Agreement on Trade
examination has not been implemented up to writing time. in Services (GATS) and the same time securing the safety and
3 The Board for Professional Teachers (BPT) also protection of the public
Resolution No. passed public in professional
435, s. 177 to adopt the Code of the confidence and patronage of the a
Ethics for . .

Professional Teachers pursuant to the depend upon his competence and the quality
of service rendered
(e) Article 11 of RA. provisions of paragrapn technical knowledge and
7836, otherwise known
The Philippine
as resulting from his acquisition of updated
Teachers Professionalization Act of 1994. This Code of Ethics
skill.
states
Every teachershall
participate
Professional Education (CPE) in the
Continuing
a
Regulation Commission, program of the
Professionai
and shall
pursue such otn
 112 Professional
113
Salient Provisions of RA 10912, The Continuing orofessional license. This is
2016 implemented, however, or a staggargard
For professional teachers,
Development Act of basis. the following
have been raised
about RA. 10912, othenwisa July November, 2017 apply:
A lot of questions
-

0 CPD units
Act of 2016. Many
known as the Continuing
Professional Development December, 2017- 15 CPD units
extra effort 2018 30 CPD units
claimed to be an extra expense,
a teacher resists CPD. It is
fact it is every professional obligation. CPD 2019 and beyond - 45 CPD units
and extra time when in
their competitive edge in an
is the only way professionals
can sharpen
intermational world that has become global
a village. The need for CPD How to Earn CPD Units
which and internationalization which
is heightened by ASEAN integration These CPD units can be earned
must meet international standards by way of the
are now real. To be in, a professional following tracks: 1) professional track, 2) academic
track, 3)
The way to go is CPD. self-directed learning and 4) productive
scholarship.
stated in RA 10912, As
The purposes of CPD for professionals
are a professional, you can attend CPD seminars
Article 1 Declaration of Policy. given by PRC-accredited providers or you can serve as
resource speaker, facilitator, moderator or
It is
to
hereby declared the policy of the State promote
panelist in a
and upgrade the practice of professions in the country.
CPD-accredited seminar. You can write modules, articles
or books.
Towards this end, the State shall institute measures
Through the academic track, you can earn CPD units
continuously improve the competence of the
that will
as a Doctorate student. If you finish you MA and Doctorate
professionals in accordance with the international
you are entitled to 45 CPD units each. If you have earned
standards of practice, thereby, ensuring their
candidacy to the doctorate program (earned the academic
contribution in uplifting the general welfare, economic units for the doctorate program) this also entitles you to
growth and development of the nation. (Underscoring another 45 CPD units. Completion of academic units in
All professional mine) MA, however, does not etitle you to full 45 credit units.
teachers are You have to complete your MA to have the 45 CPD units
The State policy on promoting and upgrading the practice
required to
of professions in the country and the institution of measures to equivalent. This should, therefore, encourage you to
show proof
"continuously improve the competence of the professionals in complete the MA degree. You are more confident as a
ofCPD asa
teacher leader with a hard-earned MA degree. Professional
requirement for accordance with international standards" is very much in keeping with
the renewal of chairs
the making of teacher leaders
among professional teachers.
the self-directed learning track, you
can
icense Through
CPD is the only way by which local/
Filipino professionals can compete earn CPD credit units through on-line learning or
with other professionals in ASEAN institution/
region and in the world. international seminars/non-degree courses,
programs which did not undergo CPD
company-sponsored
CPD
accreditation be applied for and awarded
but may
Number of CPD Units Required CPD Councis.
All
units by the respective
professional teachers are required to show Productive scholarship,
the fourth way to earn CPD
requirement for the renewal of license proof of CPD as
written
and articles you have
a
books
RA 10912 mandates at units, includes modules, introduced. It also includes
least 45 CPD units have
and innovative devices you
for the renewal o
conducted, presented
and published. This
researchers
 Chapter9- Contruing Professional
Essentols of leocher Leadership
Development Lfebkood of Teacher Leodership

114 115
school, divisinn
awards received in the sion, CPDNeed Objective
likewise includes
international level.
Training Need
Activity Time Resources Needed Expected
or
regional, national les Frame Output
Human Material
Units Preparation To make Tutorial
When to Earn the CPD 1 hr
daily IT Laptop, 5 5 PPs in 5
must have at
least 10 CPD units even fPP PowerPoint for- May teacher, lesson s essons
ldeally, professionals presentation for 9-16, tutor
as the name implies. Thev
CPD is really continuing at least 5 lessons
year so that the units earned three years
2017
sum. Only CPD in accordance
are not earned in lump
with standards
before renewal are accepted. of an effective
PowerPoint
CPD Providers
In-service Trainings Given by Non- accredited presentation
non-accredited CPD providers be
Can in-service training given by
given credit units? How?

Yes. Any licensed professional apply for the CPD

teacher can

accreditation of all given

seminars attended not by CPD-acredited

providers three years before renewal. The professional teacher, however,

of participation and so submit documents required
must show proof/s
and pay one thousand pesos (P1,000.00) as application fee. (See
Appendix J for more details).

Practices Directed to Continuing Professional Development of

Designing Continuing Professional Development Plan
Teacher Leaders
Developing a personal CPD Plan helps teacher leaders develop
and subject
purposively. It is not enough to have a good intention to do CPD. It As requirements for teaching continually evolve
best teacher education
is best that that matter continually updated, even the
good intention should be made concrete in a simple and challenges
programs cannot prepare teachers for
all the changes
and doable plan. Every professional who has sincere intent to grow a part of
they will meet throughout their teaching
career. Becoming
professionally must have an annual personal CPD plan. Here is an
communities of practice keeps
example. professional learning communities or
like themselves.
teachers connected to and learn from practitioners

Professional Development?
What Do Teachers Do for Continuing
Action Cells (SLACs)
In the Philippines the School Learning
school-based in-service training
arein place. Teachers go through in-service
break
to the semestral
egularly. This is in addition
trainings every year. countries do for continuing
What do teachersin high-performing
make them
teacher leaders?
professional development to
 Cropter 9-Cortrurg Protessendi Deveiccment ifeciosd of Teocher LegderT¢
Essentials of Teacher Leodershp

116 . 17
the very beginning the of
teaching is broad range
The first year of professional development
an an of measures not
only examination results.
In Also
professional
teacher's continuing
participates in a supervised considered in the
performance appraisal of teachers are contributon
teacher
very beginning to the academic and character
Ontario, teedback (Stewart, 20 development of students, their
In Ontario,
induction program that
includes support and 2 collaboration with parents and community groups. professional
every beginning In Singapore,
in scho0l-based, teacher-le
led development undertaken, their pedagogical initiatives and their
teacher In Alberta, teachers participate CPD is schook
paricipates in enhancing student engagement an contribution to their colleagues and school as a whole. based led by
study initiatives focused
on
a supervised a staff whose
improving student performance Every Singaporean teacher likewise sets a
induction
lesson study, a practics
professional job is to know
program that In Japan, all teachers participate in development plan for every school year and this serves as a basis where there
and determine how for the midyear and end-of-the-year reviews.
includes support
in which teachers review their lesson plans t are problems
and feedback of student errors.(Stewad in the school
improve them, in part through analysis or to introduce
2012) new practices
In Alberta, such as project.
With this practice of school-by-school
lesson study, Japanese
teachers ACTIVITY based learming.
participate in teachers have learned through their lesson study groups how to
school-based, introduce a mathematical concept, use skillful questioning to elict
teacher-led Design your personal CPD Plan
a discussion of mathematical ideas, including incorrect ones, and
study initiatives
focused on review the key concept again at the end. CPD Held Objective Actvityles Time Resources Needed Expected
enhancing Training Need Frame Output
student Lesson study is indeed a mechanism for teacher self-reflection Human Material
engagement as well as a tool for continuous improvement (Stevenson and Stigler
and improving
student 2006).
performance In China (Stewart, 2012), there are
weekly-subject-based
teacher study groups that focus on curriculum, lesson
planning and
classroom improvement led by senior teachers. There is an
on-going
organized, nationwide (but decentralized) system of professiona
In Japan, development in place to upgrade the quality of teaching
all teachers
In Singapore (Stewart,
participale in 2012) CPD is school-based led by a
lesson study staf whose job is to know where there
a practice in are problems in the school or
to introduce new
which teachers practices such as project-based
review thei networks and learning circles learning. Teacher
encour page
Academy of Singapore Teachers peer-to-peer
lesson plans and a new learning
and determine opened 2010. The
in
goal is to have the teaching
how to improve
them, in part continuous improvement of
profession
take more
responsibility
practice. Master teachers in
through analysis
of student
subject areas and different schools
will develop
difere
best practices across courses to oread
errors. schools. (Stewart, spred
Also in 2012)
Singapore, (Stewart, 2012) all is
appraised annually by
several fellow teachers' performance
professionals within the school
118
Continuing Profes
ies. elopment in Action
119

Bangar, La Union

Tuguegarao C

Puerto Princesa City

Bangar, La Union
Bangar, La Unio
120 Continuing Profes velopment in Action
21
Baguio City

Batac City

Batac City

Baguio City

Vigan City
Baguio City
 Essentiais of Teacher Leodership
Chapter 9-Continuing
122 Professional Development: Lifeblood off Teoche Leodership
123

LECTIONS REFLECTIONS contd

3 CPD is expected of all professionals
1. Why was CPD made mandatory for professional teachers(hese include including those of professional teachers.
In the history of CPD for the Philippines,
teacher leaders)? this is not the only time that CPD isS
required of all professionals? Why s0?

2. If CPD was not made mandatory, would you go

through Continuing
Professional Development? Will all professional teachers go through CPD
124

CHAPTER
REFLECTIONS contd
10
How wilyOu eam your CPD unite
4 here are many ways to eam CPOunits. The Teacher Leader and the 16 Habits of Mind

GWe are nhat ne repeatedly do. Excellence then is not an act but a habit.
W. Durant

Nhapter X presents the 16 Habits of Mind as skills

necessary for teaçher leadership. It concretizes each
habit of mind by citing behaviors that flow from each habit. t gives
the reader an opportunity to determine how much he/she possesses
the 16 habits. It also gives the reader an opportunity to rate a teacher
leader's possession of the 16 Habits of Mind.
Teacher leadership demands clarity of direction and the ability
to influence others to think and work with others toward that direction.
As early as preservice preparation for teacher
education and in

5. Which of the collaborative CPD leadership, it may be beneficial to help preservice Education students
practioes of other countries do you like most
to develop Arthur L. Costa's 16 Habits of Mind. (2000).
and why?
The Habits of Mind are an identfied set of 16 problem solving
life-related skills necessary for teacher leadership. Understanding
and applying these 16 Habits of Mind provide the teacher leader with
skills to respond to life problems.

Table 1. The 16 Habits of Mind

Habits of Mind Specific Behaviors

- Sticking to task at hand
1. Persisting
Following through to completion
-Remaining focused
2. Managing Impulsivity -Taking time to consider options
- Thinking before speaking or acting
-

Remaining calm when

stressed or chalenged
considerate of others
-

Being
Proceeding carefully
125
 sePAis f lecher Lecxershp Chapter 10 -

The Teacher Leoder and

the l6 Habts of Mind
M
126
127

- Paying attention to another person 10. Gathering Data

3. Listening with
through All Senses
-Stopping to observe what I see
- Not dismissing another person's thoughts, feeling
Understanding and -Listening to what Ihear
Empathy
and ideas -Taking note of what I smell
- Seeking to put oneself in the other person's shoes
-Tasting what Iam eating
Tellingothers when I can relate to what they are Feeling what I am touching
expressing 11. Creating, Imagining. Thinking about how something might be done
Holding thoughts at a distance in order to respect Innovating differently from the "norm"
another person's point of view and feelings Proposing new ideas
4. Thinking Flexibly Changing perspective Striving for originality
- Considering the input of others Considering novel suggestions others might
- Generating alternatives make
- Weighing options 12. Responding with -

Intrigued by the world's beauty,nature's power

Wonderment and Awe and vastness of the universe
5. Thinking about Thinking Being aware of own thoughts, feelings,|
intentions and actions
-

Having regard for what is awe-inspiring and can

(Metacognition) touch my heart
Knowing that what I do and say affect others
- Remaining open to the little and big surprises in
Willing to consider the impact of choices on|
life
myself and others [Link] Responsible Risks-Wiling to try something new and different
6. Striving for Accuracy -

Checking for errors - Considering doing things that are safe and sane
-

Measuring at least twice even though new to me

-

Nurturing a desire for exactness, fidelity and - Facing fear of making mistakes or of coming up

craftsmanship short and not letting this stop me

7. Questioning and Posing-Ask myself, "How do Iknow? [Link] Humor - Willing to laugh appropriately
- Looking for the whimsical, absurd, ironic and
Problems Develop a questioning attitude
Considering what information is needed unexpected in life
Choosing strategies to get that information Laughing at myself when Ican
Considering the obstacles needed to resolve [Link] Interdependently Willing to work with others
8. Applying Past - Welcoming their input and perspective
Knowledge-Using what is learned
work group makes
to New Situations -

Considering prior knowledge and experience -

Abiding by decisions the

somewhat
even if I disagree
-

Applying knowledge beyond the situation in others in reciprocal

which it was learned Willing to learn from
situations
experiences to learn from
9. Thinking and
Striving to be clear and accurate when Being open to new
16. Remaining Open to
-
-

to admit when
Communicating with and writing
speakin9 -

Being proud and

humble enough
Continuous Learning I don't know
Clarity and Precision
Avoiding generalizations, distortions new information in all subjects
Welcoming
minimizations and deletions when
and writing speaking,
 Essentials of Teacher
Leadership Chapter 10 The Teacher Leader and
the l6 Habits of Mind
128 129
23.1 ask myself, "How do Iknow?
ACTIVITY 1 24.I apply knowledge learned in new situations
the 16 Habite
Find out the extent to which you possess 25.I avoid generalization when speaking.
of Mind. Rate yourself by answering the questions honestly and 26.I feel what I am touching.

sincerely. 27.I strive for originality.

Some 28.I have regard for whatis awe-inspiring.
Habits of Mind Never times Orten|Aways 29.I am willing to try something new and
4

1.I stick to task at hand. different.

30. I look for and laugh at the ironic inlife
2.I think before
speaking. 31.I abide by the decisions of the group even if
3. seekto put myselfinotherperson's shoes. disagree somewhat.
|4.I am willing to try something new and different.
32. I just don't stickto the old. ! love new ideas.
5.I am aware
of my own thoughts. Interpretation:
Add your
6.I strive for
accuracy. scores. Be guided by the tabie beiow. The highest
possible score is 128. The midpoint is 64. The cioser you are to 128 the
|7.I have a questioning attitude.
more you possess the 16 habits of mind and the more equipped you are
8. I apply knowledge
beyond the situation in for the 21M century.
which it was learned.
Find out in which habit you scored highest and lowest. Add your
9.I strive to be
clear and accurate when scores per habit. Share your findings with your classmates. Refect on
speaking and writing.
your findings. Write down your reflections on the next page.
10.I take note of
whatI smell.
11.I propose new
ideas. Persistence items 1 and 17
12.I remain open to the little
and big surprises in
te Managing impulsivity Items 2 and 18
Items 3 and 19
13.I consider
doing things that are safe. Listening with Understanding and Empathy
items4 and 20
14. I laugh at
myself when I can. Thinking Flexibly
tems 5 and 21
15. 1am
wiling to work with others. Thinkingabout Thinking (Metacogniton)
Striving for Accuracy- Checking for errors tems 6 and 22
16.1 am open
to learn from new items 7 an 23
17.I remain focused. experiences Questioning and Posing Problems
and 24
Applying Past Knowiedge to New Situations itens 8
18.I proceed carefully.
9 and Communicating with Ctarity and ttems 9 and 25
19.I hold Thinking
thoughts at a distance in order to Precision
respect another persons ltems 10 and 26
feelings. point of view and 10. Gathering Data through AllSensesS
ltems 11 and 27
20. 1consider the input of Creating, Imagining. Innovating
21.1 know that what I others.
tems 12 and 28
2 Responding with Wonderment and Awe
say affects others. 13. ltems 13 and 29
22.I take time to Taking Responsible Risks
taste and feel to observe what I see, tens 14 and 30
ensure hear, smell, Finding Humor Items 15 and 31
accuracy. 5 Thinking Interdependently ame th and 32
 131

ACTIVITY 2
CULTIVATING HABITS OF MIND IN THE CLASSROOM:
FLECTIONSs Your Assessment of a Teacher Leader of your Choice
Think your of favorite
teacher leader. How much does this
aacher of your choice contribute to the development of the Habits
this Questionnaire.
of Mind? Accomplish

Habits of Mind Never Some

times Often| Always

MY TEACHER

1. advises me to stick to task at hand.

2. tells me to think before speaking.
3. teaches me to put myself in other person's

shoes
| 4. sees to it that I am wiling to tell something
new and different.
5. makes me aware of my own thoughts.
6. tells me to strive for accuracy.
7. teaches me to have a questioning attitude.
8. makes me apply knowledge beyond the
situation in which it was learned.
9. teaches me to strive to be clear and accurate
when speaking and writing
10. tells me to take note of what I smell.

11. me to propose new ideas.

encourages
12. advises me to remain open to the litte and
big surprises in life.
that are safe
.tells me to consider doing things
when I can.
14. advises me to laugh at myself with
to work
15. encourages me to be willing
others new
from
T6. tells me to be open to learn
experiences.
| 17. tells me to remain focusea.

8. advises me to proceed caretuly

 Chopter 10 The Teaxher
Lecxder ord the 16 Hats od Ms
Some
Never tkmes ten
Habits of Mind Ahraya 133
Add your scores. The
MY TEACHER eA
highest possible
The closer you are to 128 score is 128. The
ughts at a
distance the more your teacher
midpoint is
19. reminds me to hold my t the 16 habits of mind. helps you
in order to respect another person's point of acquire
Find out in which habit
you scored
view andfeelings. Add your scores per habit. (Refer to your teacher highest and lowest.
20 reminds me to consider the input of others. the classification
of items
21. expiains to me that what I say affects others
Share your findings with your
classmates. above).
22 tells me to take time to observe what I see,
hear, smel, taste and feel to ensure accuracy.
Teacher Leader Characteristics
23. encourages me to ask myself How do If a teacher leader
possesses most if not all; of the 16
know?"
of Mind, she/he will be able to Habits
exhibit the following behavior
with
24. tells me to apply knowledge I leamed in new ease: 1) help colleagues express
confidence and shared values and
situations. form
25. reminds me to avoid generalization to be
to interdependent learning communities; 2) facilitate effective
dialogue among members of the school
specific. community in order to build
[Link] me to feel what I am touching. relationship and focus the dialogue on teaching and
learning:
27. encourages me to strive for originality. promote collaborative decision making to meet the diverse individual3)
and group needs of the school
28. inspires me to have regard for what is awe community, and 4) provide for and
create opportunities to engage others in
inspiring visionary thinking and
29. encourages me to try planning based on shared core values (Lambert, 2003).
something new and
different.
30. advises me to look for and
in life.
laugh at the ironic
31. tells me to abide by the decisions of the
group
EFLECTIONS
even if Idisagree somewhat.
32. advises me not to
just stick to the oid and 1 What's the total score of your teacher leader? In which habit did s/he score
iove new ideas
lowest/highest?
 ESsentiais of Teacher Leadersnip
134

135

EFLECTIONS REFLECTIONS cont'd

2 der? How?
Which habits of mindcan you emulatefrom your teacher leader How? WrWrte lifetime of
down your reflections? listening. Let the wise listen and add to their
discerning get guidance Proverbs 1:5 leaming and let the

[Link] Flexibly
If you never change your mind, why have one? Edward
deBono
-

5. Thinking About our Thinking

(Metacognition)
When the mind is thinking it is
talking to itself -

Plato

6. Striving For Accuracy and Precision

A man who has committed a mistake and doesn't correct it is
another mistake. - Confucius
committing

7. Questioning and Posing Problems

The formulation of
a problem is often more essential
than its solution, which
may be merely a matter of mathematical or experimental skill. To raise
newquestions, new possibilities,to regard old probiems from a new angle
3. Here are quotations for each of the requirescreative imaginationand marks realadvances.AlbertEinstein_
16 Habits of Mind. Reflect on at least3
of the quotations. [Link] Past Knowiedge to New Situations
1. Persisting lve never made amistake. lve onlyleamed from experience.
Persistence is the twin sister of -Thomas A. Edison
excellence. One is a matter of 9. Thinking and Communicating with Clarity and Precision
other, a matter of time. Marabel
-
quality, tne
Morgan, The Electric Woman d o not so easily being hard at work having
think in words... atter

2. Managing Impulsivity arived at results that perfectly clear...have to translate my

are
Francis
thoughts in a language that does not run evenly with them.
"..goal directed self-imposed delay of
emotional self-regulation: the ability to gratification is perhaps the essence Galton,Geneticist.
whether it be building a deny impulse in the
the Stanley cup. business, solving an algebraic service of a goa [Link] Datathrough Al Senses
equation, or pursu Observe perpetually.-Heny James
- Daniel Goleman
Emotional Intelligence (1995) p
3.
Listening To 11. Creating, Imagining, and Innovating we are creating.
place we are goingto but one
Listening is Others-With
the beginningUnderstanding and Empathy The future is not some
found and the activity of making
but made,
of Thepaths are not to be
understanding.. .Wisdom is the reward for
 Essetixs of reocher Leadershp

EPILOGUE

REFLECTIONS contd
destination."
Teacher Leadership: Authentic Evidence
them changes both the maker and the of Professionalism
John Schaar, PoliticalScientist,
Professionalism is knonving ho to do it.
[Link] with Wonderment and Awe when to do it amd doing it.
The most beautiful experience in the world is the experience of the
- Frank Tyger
mysterious." - Albert Einstein.

[Link] Responsible Risks

There has been a calculated risk in_every stage of American rofessionalism and professionalization are not synonymous. The profes-
development-the pioneers who were not afraid of the wilderness,
businessmen who were not afraid of failure, dreamers who were not P Two laws professionalized teaching in the Philippines sionalization
of teaching, by
afraid of action. -Brooks Atkinson Presidential Decree 1006 in 1976 and R. A. 7836 in 1994. The virtue of these
Theonly way to succeed is to be brave enough to risk failure." Briggs professionalization of teaching, by virtue of these laws, does not laws, does not
necessarily mean that all teachers have become highly professional. necessanily
mean that all
14. Finding Humor Professionalization is an external act, an effect of a law or laws. It
teachers have
Where do bees wait? At the buzz stop. -Andrew, Age six can be legislated. Professionalism, however, cannot be legislated.
become highly
It is an act of the wilI. We may have all the laws to professionalize professional.

teaching but teachers may be far from being true professionals. This
Professional
[Link] Interdependently ization is an
Take care of each ofher Share your energies with the group. No one must means that the professionalization of teaching is no guarantee
that
external act, an
feel alone. cut off. for that is when you do not make it all teachers think and act professionally. The professionalization laws, effect of a law
- Willie Unsoeld Renowned Mountain Climber however, may have an effect on helping teachers to behave as true or laws. It can
be legislated.
professionals but teachers may still choose to be otherwise.
16. Learning Continuously It is
Professional-
insanity is continuing to do the same Teacher leadership is one road to professionalism. ism, however,
thing over and over and expecting lead not because
different results. -

Albert Einstein professionalism made incarnate. Teacher leaders cannot be

them but because they legislated. It is
Or a position given or an authority vested on
an act of the
to that need and so respond
recognize a need, can't close their eyes will.
informal. Teacher
wholeheartedly. Teacher leadership is completely
an assigned role. They get
eaders don't gain their authority through
neir authority from their outstanding work
with students, colleagues,
Outstanding in their personal
n o o l head, and other stakeholders.
leaders are highly able to give
and professional competence, teacher colleagues
recognized need of learners
umely fitting response to a minds even
and
of their hearts
a parents from the abundance of
extra mile out
wInout an added compensation.
They go the and
informal
Because of its 137
nmitment to the students they serve.
 Essentiais of Teacher L e a d e r s h i p - Eplogue
Epilogue- ledcher
Leadership. Authentic Evdence of
138
Professiondlism
139
voluntary nature, leadership represents the highest level
teacher of
PST the beginning teachers understandably are not yet the
professionalism. (Danielson, 2006) l e a d e r s . However,wit intrinsic motivation for teacher
teacher leadership
Teacher leadership is the empowerment of classroom teachers jeveloped in them in their
For teacher preservice education, these
leaders to to use their talents and resources to positively influence students achers are the teacher leaders in the beginning However,
be able to learning and to transform schools. Teacher leaders are high.
making. The seeds for with intrinsic
eacher leadership must be sown, therefore, as
empower performing teachers bringing out the best in their peers, colleagues,
as early preservice motivation
others, they aducation period. Preservice education and the teacher education for teacher
and students. must go beyond the basics of leadership
must first be curriculum teaching and learning developed in
empowered For teacher leaders to be able to empower others, they must Going beyond the basics of teaching and
learning (mastery of them in their
themselves. first be empowered themselves. This power emanates from their
This power content and methodology ) means, among others, developing the 16 preservice
emanates from personal and professional competence. Personal competence Habits of Mind popularized by Arthur L. Costa. Preservice education education,
means moral, and socio-emotional competence. Teacher leaders may these beginning
their personal
and the teacher education curriculum must consider purposively teachers are the
and professional not be paragons of virtue (for there is really not one in this imperfect teaching the 16 Habits of Mind and integrating them in the content teacher leaders in
competence.
world) but ae shining examples for others in their personal life and the making. The
and teaching of the various courses especially in the Experiential
in their relationship with students, colleagues, higher authorities and seeds for teacher
Learning Courses. Those teaching in teacher education institutions
parents. Professional competence means possession of knowledge, leadership
Professiona must model the 16 Habits of Mind as they teach their content so that must be sown,
competence skills, values and attitudes expected of professionals. In the case therefore,
the medium becomes itself the message.
means of Filipino teachers, this means possession and demonstration as early as
possession of As these preservice students become beginning teachers then
of the Philippine Professional Standards for Teachers (PPST) for preservice
knowledge, advancing to becoming proficient, highly proficient on to distinguished education period.
skills, values Distinguished Teachers, Career Stage 4 in the PPST. In big terms Preservice
this means that teacher leaders: (teacher leaders), the 16 Habits of Mind have become enfileshed.
and attitudes As a consequence, as the teacher leaders teach and lead and
education and the
expected of| teacher education
embody the highest standard for teaching grounded in global engage themselves in various activities such as modeling, coaching.
professionals best practices
Cumiculum must
In the case of
ariculation, reflection, exploration, the habits of mind
Scaffolding, go beyond
Filipino teachers, exhibit exceptional capacity to The Table below presents the details: the basics of
this means
improve their own teaching automatically comes into play. teaching and
practice and that of others
possession and learning.
demonstration
of the Philippine
are recognized as leaders in education, contributors to the
Parallels Between Teaching Habits of Mind and Leading
profession and initiators of collaborations and
partnerships
Professiona Activity Teaching Leading
Standards for create lifelong impact in the lives of colleagues, students and Modeling of leadership
Modeling Modeling of what we want behaviors. If we
Teachers (PPST) others students to do. If we want
for Distinguished want others to be
consistently seek professional advancement and relevance students to be thoughtful, we
Teachers, Career leaders, we need to
in pursuit of need to demonstrate what
Stage 4 in the teaching quality and excellence demonstrate what
PPST | thoughtulness looks like. leadership looks like.
exhibit commitment to
inspire the education community and
stakeholders for the improvement
the Philippines. of education provision
(DepEd Order 42, s. 2017)
The concerm of
preservice education and the teacher education
Curriculum is the formation of
beginning teachers. As described in tne
 Essenbois of leocher Leodershp -Epiogue Epilogue Teacher Leadership: Authentic
Evdence of Professioncism
140
141
Coaching Helping students to think through Helping students to themselves.
Verily, professional, no matter how
no

what they are trying to do. The thank through what claim he/she has "arrived" at the perfect state of outstanding, can
teacher raises questions rather they are trying to ecause all protessionais and all professionalism
persons for that matter are
than telling students what to do. do. Teachers raise
questions with each
the process of becoming more
professional,
always
thus
the acronym
other rather than telling cPD which means Continuing Professional
others whatto do. for orofessionals is now mandated in the Development. (CPD
Philippines by virtue of Teacher leaders
Scaffolding9 Providing the content bridges Providing the content Republic Act 10912, otherwise known as the Continuing Professional function well in
Development Act of 2016). a culture built
necessary for the task, raising bridges necessary on respect and
the necessary questions, and for the task, raising
This CPD need not be individualistic in trust where
giving students the opportunities the necessary approach. By joining principal allows
to explore and perform the task questions, and giving orofessional learning communities (PLCs), teacher leaders learn
a high degree
others, particularly from teachers and from other teacher leaders. PLCs are an antidote of participation
new teachers, the to teachers' isolation and teachers' disconnectedness while of teachers,
opportunities to explore
working
on their own continuing professional development parents and
and perform the task
by themselves.
students who
The CPD trend of high performing schools in
Articulation Explaining whatthe teacher is Explaining what the foreign countries are competent

thinking about so that thiking is teacher is thinking ishighly collaborative. Their CPD pathways encourage collaboration. themselves.
These collaborative pathways (Stewart, 2012) are described Teacher leaders
visible to the student. about so that thinking below |work best in
is visible to colleagues In Ontario, the first year of teaching is the very beginning of the school with a
and parents. professional teacher's continuing professional development. Every | high leadership
Reflection Being reflective and thoughtful Being reflective and capacity
beginning teacher participates in a supervised induction program
about the work. Raising thoughtful about
evaluation questions: What that includes support and feedback. In Alberta, teachers participate
the work. Raising
went well today? Why? If l did in school-based, teacher-led study initiatives focused on enhancing
evaluation questions:
this again, how would I do it What went well today? student engagement and improving student performance. In Japan,
diferently? Why? If I did this again, all teachers participate in lesson study. a practice in which teachers
howwouldIdo it review their lesson plans and determine how to improve them, in part
diferently? throughm analysisof student errors. With this practice of school-
Exploration Modeling risk taking so students Modeling risk taking so Dy- school lesson study, Japanese teachers have learned through
understand that uncertainty is others understand that neir lesson study groups how to introduce a mathematical concept,
involved in al new learning. uncertainty is involved mathematical ideas,
SKillful to elicit a discussion of
questioning
in all new
learning SE at the
(Adapted from Costa cluding incorrect ones, and review the key concept again
and Kallick
(2000) and Lambert et al. (2002) no. Lesson study is indeed a mechanism for teacher
self-reflection
As requirements for
matter
teaching continually evolve and subject Cs improvement. In China,
well as a tool for continuous
there are

continually updated, the best teacher

even that focus on curriculum,
programs cannot prepare teachers for al educatio Eekly-subject-based teacher study groups
led by seniorteachers
the changes and esson planning and classroom improvement
they will meet throughout their challenge nationwide (but decentralized)
of teaching career.
professional learning communities a Becoming pa Is
r e an on-going, organized,
to upgrade the quality
keeps teachers connected
or communities of practio system of professssional development in place
to and learn from like is school-based led by a staff whose
practitioners dching. In Singapore CPD
 ESsentials of leacher Leadership - Epiogue
Epitogue leocher Leodersho Authentsc. Evidence of
142 Pofessioncis
job is to know where there problems in the school or to
are introduce Teacher aders work best in school with 143

leadership capacity has high

a
new practices such as project-based learning. Teacher networks Aschool wit
with high leadership capacity
the following
and learning circles encourage peer-to-peer learning
and a new
1) orincipals, teachers, parents and students elements
Academy Singapore
of Teachers opened in 2010. The goal is to
shared vision resufting in program coherence:as skiliful leaders:
have the teaching profession take more responsibility for continuous
USe of data to inform decisions and
3) inquiry-based
practice: 4) broad involvement
improvement of practice. Master teachers in different subject areas collaboration, and colective
and different schools will develop courses to spread best practices responsibility reflected
in roles and
Actions; 5) reflective practice that leads
across schools. Also in Singapore, all teachers' performance
and 6) high or steadily improving student
consistenty to
innovation
is appraised annually by several fellow professionals within the achievement (Lambert
2003)
school on broad range of measures not only examination results
The performance appraisal of teachers are contribution to the
academic and character development of students, their collaboration
with parents and community groups, professional development
undertaken, their pedagogical initiatives and their contribution to
colleagues and school as a whole are also considered Every
their
Singaporean teacher likewise sets a professional development plan
In the for every school year and this serves as a basis for the midyear and
Philippinesthe end-of-the-year reviews.
School Learning
Action Cells In the Philippines the School Learning Action Celis
(SLACs) are in
(SLACs
are in
place. Through the SLACs public school teachers go through
place. Through
the SLACs
school-based in-service training regularly. This is in addition to the
public school semestral break and summer break in-service trainings
organized
teachers go by the Department of Education every year
through school-| The private schools also do their share
based in-service by conducting in-service
training regularly training for their teachers
The creation of items such as
Master Teachers, Department
Heads, Subject Learning Area Coordinator formalizes teacher
leadership. May designated school heads maximize the
"professionalizing" presence of teacher leaders. May they not De
seen as threats but rather
as positive 'vinus"
and that mobilize, energze
inspire colleagues to give their best in
leaders do the profession. Teacher
not replace school
heads. They and help
heads support sCho
Teacher leaders function
well in a
and trust
where principal allows a high culture built on respe
teachers, parents and degree of participatio
students who are
competent themseve es
 Essentials of Teacher Leadership
144
REFERENCES 145

REFERENCES
Glossary of Terms
C. (2002)
Adams Transforming teacher status: the future
Mindanao
BEAM Basic Education Assistance for Retreved from http of the
teaching
//[Link] [Link]/newsioppr. asp. profession
BEC Basic Education Curriculum ASCD httpiiwww ascd
Educator Support and Training 10/30/2008 722 AMorg/portaiisite/ascd/ternplate MAXIMIZE/menuitem 458 2 of5
BEST Beginning
CENTREX- Center of Excellence Assessing Schoo-based management in the Philipoines
CPD Continuing Professional Development Barth Roland S (1990) improving Schocis trom Within. San
DLS Division Leader School Gy Area Schooi Reform Colaborative Locai Collaborative Francisco Jossey-Bass
Education coach survey Spring 2004
EDCOM-Oversight Congressional Committee
on Center for Research on the Context of Teaching Staniord
Artus
University Standiors CA
EEEP Experimental Elementary Education Program Blumberg. (199, Schooi administraton as a craft. Boston
Alleya and Bacon
IPPD Individual Plan for Professional Development Cement. M (2000) Makang brme for teacher induction. a iesson from the
model The
New Zealand
Clearing House Washingtor
LAC Learning Action Cel Clement, M. (2000) Mlaarg tme for teacrer's indtucton
NCBTS National Competency-Based Teacher Standards a lesson fom the Nevw Zeaand
mode The Cieaning HOLse Ay/August
NCTAF National Commission on Teaching and America's Future Ktion and
ashington
NESC New Elementary School Curriculum Coaches by Hariscn (2008), Oxford CH:
Natonai Stat Deveiooment
Counck
NISMED National Institute for Science and Mathematics Education Deveiopment
Technical [Link] Group (2012) what is a
[Link] 'master teacter? Washington
NSEC Nevw Secondary Education Curriculum DC USA
NZCER New Zealand Council for Educational Research
Cona A. & Kailick, 8 Eds) (2000) Hacits ofmindt a developmental series Aiexandria
PASMEP Phlipine-Australian Science and Mathematics Educaton Progect VA Asscciaton for [Link] and Curmculum Develcpment
PCER Philippine Commission on Educational Reforms Daneison, Charkote 2006) eacter ieantersip That Strengthens Professiorai Practce
PPST Philippine Professional Standards for Teachers Aliesandtra virgia USA ASCD
PROCEED- Progran for Comprehensive Elementary Education aringMammondL 999; A cense to leach rausing standards for teaciwng San
PRODED Program for Decentralized Education Developrment Francainco Jossey 8Basa
RECSAM Regional Education Centerfor Science and Math CarlingHammond & Bail. D (1998), Teactung for nigh standards. what poilicy makars
RELC Regional English Learning Center ot kruov and De a0te bo do. Natoral Comi8s1on on leacnng ad Amerca's
RLS Regional Leader School Future
Pkirnmond Lcta i t987). The p i o leasn a Ditue prt or CreaDng sCHOOS
SEAMEO INNOTECH Southeast Asian Ministers of Education & Organizabon fo
WOrk San Francsco Jossay-Bas
Innovation and Technology
Ce Pree, M (1989) Leadersup is aan art New York. Det (Deubietay
SEDIP Secondary Education Development Impraovement and schcui leadershp
Program f o r Educaton United Kingdom. (2011), Teachng
SEDP Secondary Education Development Program from npps./wwu gov uki
[Link]

SOUTELE- Survey of Outcomes in Elementary Education Rotieved

for edcation
TEC Teacher Education Councit
TEEP Third Elementary Education
Project
TSNA Teacher's Strengths and Needs Assessment
150 Essentials of Teacher Leadership
Appendix A-Code of Ethics of Professional
Teachers 151

APPENDIX A

GULATION

OF THE P
Republic of the Philippines
PROFESSIONAL REGULATION COMMISSION
Manila

PROFESSIONAL REGULATORY BOARD FOR PROFESSIONAL TEACHERS

APPENDICES CODE OF ETHICS
OF

PROFESSIONAL TEACHERS

Resolution No. 435

Series of 1997
Article ll, of R.A. No. 7836, otherwise
Pursuant to the provisions of Paragraph (e),
Professionalization Act of 1994" and Paragraph (a)
OWn as the "Philippines Teachers Teachers hereby adopts and
Section 6, P.D. No.223, as amended, the Board for Professional
promulgates the following "Code of Ethics for
Professional Teachers

PREAMBLE
and reputatton with high moral values as well
possess
who dignity
eachers are duly licensed professionals noble profession, they strictly
adhere to, observe
the practice of their
competence. In
i c a l and professional moral principles,
standard, and values.
r a c d c e this set of ethical and

ARTICLE T|
S C O P E A N D LIMITATIONS

shall ofer quality education

institutions
educational
that all
Constitution provides committed to its full realization. The
ction 1. The Philippine compelent
teachers
professionally
requires in the Philippines.
0r all Filipino citizens, a vision that
therefore to all teachers in all schools

PrOVIsions of this Code shall apply, u institutions at the

all in educational
and private school teachers
vocational, special,
nical,
technica or non-formal.
covers all public academic,
2. This Code levels
whether perfoming supervisony
Presch on and secondary teachers
and ai oner
persons

elementary, vocational
ful-time or part-time basis.
The term ary, industrial art
or
whether on
eacher shall include aforesaid
levels,
the
andd/or a school at
strative
functions in all