The Demands of Society from

the Teacher as a Professional

Learning Outcomes:
 Discuss the meaning of the teacher as a professional.
 Explain what society demands from the teacher as a
professional.
 Explain the professional competencies that a teacher
should possess.
 Teachers have
tremendous power to
influence students.
From his/ her very title “teacher”, to teach well is what
society primarily demands of teachers. The learning of the
learner is the teacher’s main concern.
The effective teacher makes the good and not the so good learner
learn. On the other hand, the ineffective teacher adversely affects
the learning of both good and the not so good student.
 Research findings shared by
Dallas Public School’s Accountability System
Learning gains realized by students during a year in
the classroom of an effective teacher were sustained
over later years and were compounded by additional
years with effective teachers.
Conversely, depressed achievement results resisted
improvement even after a student was placed with an
effective teacher, and the negative impact was
discernible statistically for approximately three
subsequent years.
The negative effects of a poor-performing teacher on
student achievement persist through three years of
high-performing teachers.
Conversely, if students have a low-performing teacher,
they simply will not outgrow the negative effects of lost
learning opportunities for years to come.
Having a better teacher not only has a substantial
impact on student’s test scores at the end of the school
year but also increases their chances of attending
college and their earnings as adults. (Hammond, D.,
2000)
Conclusion:
 A teacher’s impact on learners lasts.
 The teacher is the key to student achievement.
ActIvIty!
What does society expect of teachers as
professionals?
ANALYS I S !
1. What does your list tell about society’s expectations from
teachers?
2. How do you feel? Are you overwhelmed by the litany of
expectations?
3. Are you changing your “YES” to the call to teach? Share
your answers with the group.
The Teacher as a Professional
Teachers are duly licensed professionals who possesses
dignity and reputation with high moral values as well as
technical and professional competence in the practice of their
noble profession, they strictly adhere to, observe, and practice
this set of ethical and moral principles, standards, and values.

Code of Ethics of Professional Teachers: Preamble

…the word “teacher” suggests that the main responsibility of
the professional teachers is to teach. The teacher’s primary
customer is the learner.
Models of
Effective
Teaching
Robert Marzano’s Causal Charlotte Danielson
Teacher Evaluation Model Framework for Teaching

James Stronge – Teacher

Effectiveness
The McREL Model
Performance Evaluation
System (TEPES) System

Philippine Professional
Standards for Teachers
(PPST)
Marzano's Causal Teacher Evaluation Model
Robert Marzano
1. Classroom strategies and behaviors
2. Planning and Preparing
3. Reflection on Teaching
4. Collegiality and Professionalism
1. Classroom strategies and behaviors

 Involve routine events such as communicating learning goals and feedback

and establishing rules and procedures
 Involve addressing content by helping students interact with new
knowledge; practice, and deepen new knowledge; and generate and test
hypotheses
 Involve events enacted on the spot such as engaging students; recognizing
adherence to rules and procedures; establishing and maintaining effective
relationships with students; and communicating high expectations for all
students
2. Planning and Preparing

 for Lessons and Units

 for Use of Resources and Technology
 for the Needs of English Language Learners
 for the Needs of Students Receiving Special Education
 for the Needs of Students Who Lack Support for Schooling
3. Reflection on Teaching

 Evaluating personal performance

 Developing, implementing, and monitoring a professional
growth plan
4. Collegiality and Professionalism

 Promoting a Positive Environment

 Promoting Exchange of Ideas and Strategies
 Promoting District and School Development
Framework for Teaching
Charlotte Danielson
1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
1. Planning and Preparation

a. Demonstrating Knowledge of Content and Pedagogy

b. Demonstrating Knowledge of Students
c. Setting Instructional Outcomes
d. Demonstrating Knowledge of Resources
e. Designing Coherent Instruction
f. Designing Student Assessments
2. The Classroom Environment

a. Creating an Environment of Respect and Rapport

b. Establishing a Culture for Learning
c. Managing Classroom Procedures
d. Managing Student Behavior
e. Organizing Physical Space
3. Instruction

a. Communicating With Students

b. Using Questioning and Discussion Techniques
c. Engaging Students in Learning
d. Using Assessment in Instruction
e. Demonstrating Flexibility and Responsiveness
4. Professional Responsibilities

a. Reflecting on Teaching
b. Maintaining Accurate Records
c. Communicating with Families
d. Participating in a Professional Community
e. Growing and Developing Professionally
f. Showing Professionalism
Teacher Effectiveness Performance Evaluation System (TEPES)
James Stronge

1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. The Learning Environment
6. Professionalism
7. Student Progress
1. Professional Knowledge

 The teacher demonstrates an understanding of the curriculum,

subject content, and the developmental needs of students by
providing relevant learning experiences.
2. Instructional Planning

 The teacher plans using the state’s standards, the school’s

curriculum, effective strategies, resources, and data to meet the
needs of all students.
3. Instructional Delivery

 The teacher effectively engages students in learning by using a

variety of instructional strategies in order to meet individual
learning needs.
4. Assessment of/for Learning

 The teacher systematically gathers, analyzes, and uses all

relevant data to measure student academic progress, guide
instructional content and delivery methods, and provide timely
feedback to both students and parents throughout the school
year.
5. The Learning Environment

 The teacher uses resources, routines, and procedures to provide a

respectful, positive, safe, student-centered environment that is
conducive to learning.
6. Professionalism

 The teacher maintains a commitment to professional ethics,

communicates effectively, and takes responsibility for and
participates in professional growth that results in enhanced
student learning.
7. Student Progress

 The work of the teacher results in acceptable, measurable, and

appropriate student academic progress.
McREL’s Teacher Evaluation System
(Mid-continent Research for Education and Learning)

1. Teachers demonstrate leadership.

2. Teachers establish a respectful environment for a diverse
population of students.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students
5. Teachers reflect on their practice.
1. Teachers demonstrate leadership.

 Lead in their classrooms

 Demonstrate leadership in the school
 Lead the teaching profession
 Advocate for schools and students
 Demonstrate high ethical standards
2. Teachers establish a respectful environment for
a diverse population of students.
 Provide and environment in which each child has a positive,
nurturing relationship with caring adults
 Embrace diversity in the school community and in the world
 Treat students as individuals
 Adapt their teaching for the benefit of students with special needs
 Work collaboratively with the families and significant adults in
the lives of their students
3. Teachers know the content they teach.

 Align their instruction with the state standards and their district’s
curriculum
 Know the content appropriate to their teaching specialty
 Recognize the interconnectedness of content areas/disciplines
 Make instruction relevant to students
4. Teachers facilitate learning for their students

 Know the ways in which learning takes place, and they know the
appropriate levels of intellectual, physical, social, and emotional
development of their students
 Plan instruction appropriate for their students
 Use a variety of instructional methods
 Integrate and utilize technology in their instruction
4. Teachers facilitate learning for their students

 Help students develop critical thinking and problem-solving

skills
 Help students work in teams and develop leadership qualities
 Communicate effectively
 Use a variety of methods to assess what each student has learned
5. Teachers reflect on their practice.

 Analyze student learning

 Link professional growth to their professional goals
 Function effectively in a complex, dynamic environment
Since the main task of the professional teacher is to teach, society
demands from his/her teaching competence.

Teaching competence is spelled out in the PPST and in the four models
of effective teaching.
To teach effectively…

1) Prepare and plan very well for instruction;

2) Execute or deliver that instruction plan very well because he/she has
professional knowledge (mastery of subject matter);
3) Create a conducive or favorable learning environment for diverse groups of
learners;
4) Assess and report learner’ progress; and
5) Demonstrate professionalism as he/she deals with superiors, colleagues,
students, and parents.
 The first step of competent teaching is instructional preparation.
 Pedagogical content knowledge (how to teach subject matter
content) is central to teacher effectiveness.
 The Philippine Professional Standards for Teachers (PPST)

 DO 42 s. 2017
 The revised National Competency-Based Teacher Standards
(NCBTS)
 7 Domains, 37 strands, 148 performance indicators
Professionalism: The Hallmark of a Professional
…society expects the teacher as a professional to
demonstrate professionalism in all that he/she does.
Professionalism is both a professional and a personal trait.
The Code of Ethics for Public School Teachers adopted in Section
7 of RA 4670 explains professional conduct:

It behooves every teacher to assume and maintain professional attitude to

his work and in dealing with his associates in the profession. It should be his
self-imposed duty to constantly improve himself professionally.
Criticism, when necessary, should clearly reflect friendly motivation, and a
sincere desire to uphold the standard and dignity of the profession.
In dealing with his pupils or students, the teacher should ever strive to be
professionally correct, friendly, and sympathetic.