LESSON 1.3.

THE DEMANDS OF SOCIETY FROM THE TEACHER AS A

PROFESSIONAL AND AS A PERSON

“Professionalism: It’s NOT the job you DO, It’s HOW you Do the job.”
Anonymous
LEARNING OUTCOMES

• Discuss the meaning of the teacher as a professional;

• Explain what society demands from the teacher as a
professional; and
• Explain the professional competencies that a teacher
should possess.
 INTRODUCTION
Parents expect so
much to teachers
• 6 hours a day
• 5days a week in 10 months
• 8 – hour sleeping time at home, teachers spend more
time with the students than parents

“Is that what your teacher taught you?”

• Teaching well is the primary demand of society from
the teachers.
• Teacher is the single most important factor in the
learner’s learning.
• The effective teacher makes the good and the not so
good learner learn.
FINDINGS(DALLAS PUBLIC SCHOOLS’
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.
FINDINGS(DALLAS PUBLIC SCHOOLS’
ACCOUNTABILITY SYSTEM:

• 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.
FINDINGS(DALLAS PUBLIC SCHOOLS’
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.
FINDINGS(DALLAS PUBLIC SCHOOLS’
ACCOUNTABILITY SYSTEM:

• The negative effects of a poor-performing teacher on student

achievement persist through three years of high – performing
teachers.
• The good news is that if students have a high-performing
teacher one year, they will enjoy the advantage of that good
teaching in future years.
FINDINGS(DALLAS PUBLIC SCHOOLS’
ACCOUNTABILITY SYSTEM:

• 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
students’ test scores at the end of the school year but also increases
their chances of attending college and their earnings as adults.
• The teacher is the key to student achievement.
• The teacher must then to prepare to become the best
and the brightest, the most caring, competent and
compassionate teacher.
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TEACHER AS A PROFESSIONAL

• The teacher is a “licensed professional who possesses

dignity and reputation with high moral values as well as
technical and professional competence… he/se adheres
to, observes and practices a set of ethical and moral
principles, standards and values.”
TEACHER AS A PROFESSIONAL
THE DEMANDS FROM THE TEACHER AS A
PROFESSIONAL

• The word “teacher” suggests that the main responsibility of the

professional teachers is to teach. The teacher’s primary
customer is the learner.
• The teacher then concentrate on effective teaching, the
professional teacher’s primary responsibility.
• Philippine Professional Standards for Teachers (PPST) are
standards of good teaching.
MODELS OF EFFECTIVE TEACHING

• A. Robert Marzano’s Casual Teacher Evaluation Model of four

domains:
1. Classroom strategies behaviors
2. Planning and Preparing
3. Reflection on Teaching
4. Collegiality and Professionalism
 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
• Helping students generate and test hypotheses
• Involves 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
PLANNING AND PREPARING

• Planning and preparing for lessons

• For use technology
• For needs of students receiving Special education
• For needs of students who lack for schooling
REFLECTION ON TEACHING

• Evaluating personal performance such as identifying

areas of pedagogical strengths and weaknesses
• Developing, implementing and monitoring a
professional growth plan
COLLEGIALITY AND PROFESSIONALISM

• Promoting positive interactions with colleagues, students and parents

• Seeking mentorship for areas of need/interest
• Mentoring other teachers and sharing ideas and strategies
• Adhering to school rules and procedures
• Participating in school initiatives (Source:
wwwmarzanocenter.com/Teacher/#a, accessed 01-31-16)
• B. Charlotte Danielson Framework for Teaching
1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
• Reflecting on teaching
• Maintaining accurate records
• Communicating with families
• Participating in the professional community
• Growing professionally
• Showing professionalism (Source: tpep-wa.org/wp-content/uploads/Danielson-
at-a-glance.pdf accessed 02-01-16)
• C. James Stronge – Teacher Effectiveness Performance Evaluation System
(TEPES) System:
Seven performance standards:
1. Professional knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. The Learning Environment
6. Professionalism – maintains a commitment to professional ethics,
communicates effectively and takes responsibility for and participates in
professional growth that results in enhanced learning
7. Student Progress – the work of the teacher results in acceptable, measurable
and appropriate student academic progress. (Teacher Effectiveness
Performance Evaluation system, Handbook 2012-2013 –
www.mcvea.org/extras/StrongeBook.pdf Accessed 02-23-16)
 TEACHER EVALUATION STANDARDS

The McREL model (mid-Continent Research for Education and

Learning
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.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.
5. Teachers reflect on their practice. (
www.Edison.k12.nj.us/Page5052, Asseced 12-03-16)
 TABLE 1: COMPARISON OF THE 4 MODELS ON TEACHER
EFFECTIVENESS

Danielson Stronge McREL Marzano

1. Planning and Instructional Teachers facilitate Planning and
Preparation planning learning for their Preparing
students.
Assessment of/for Teacher know the
Learning content they teach
 TABLE 1: COMPARISON OF THE 4 MODELS ON TEACHER
EFFECTIVENESS

Danielson Stronge McREL Marzano

2. Instruction Professional Teachers know the Classroom
Knowledge content they teach. strategies and
behaviors.
Instructional Teachers facilitate
Delivery learning for their
students.
Communication
3. The Classroom The learning Teachers establish Teachers facilitate
Environment Environment a respectful learning for their
environment for a students.
Student Progress diverse population
of students.
4. Professional Professionalism Teachers Collegiality and
Responsibilities demonstrate professionalism
leadership Teachers reflect on
their practices
THE PHILIPPINE PROFESSIONAL STANDARDS
FOR TEACHERS (PPST)

The PPST, the revised National Competency-Based Teacher

Standards (NCBTS), give the teacher professional
competencies in seven domains, 37 strands and 148
performance indicators for four career stages.
According to the PPST, quality teachers in the Philippines
need to possess the following characteristics:
• recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled
with a sound and critical understanding of the application of
theories and principles of teaching and learning. They apply
developmentally appropriate and meaningful pedagogy grounded
on content knowledge and current research. They display
proficiency in Mother Tongue, Filipino and English to facilitate the
teaching and learning process, as well as exhibit the needed skills
in the use of communication strategies, teaching strategies and
technologies to promote high-quality learning outcomes.
• provide learning environments that are safe, secure, fair and supportive
in order to promote learner responsibility and achievement. They create
an environment that is learning-focused and they efficiently manage
learner behavior in a physical and virtual space. They utilize a range of
resources and provide intellectually challenging and stimulating
activities to encourage constructive classroom interactions geared
towards the attainment of high standards of learning.
• establish learning environments that are responsive to learner
diversity. They respect learners’ diverse characteristics and
experiences as inputs to the planning and design of learning
opportunities. They encourage the celebration of diversity in the
classroom and the need for teaching practices that are
differentiated to encourage all learners to be successful citizens
in a changing local and global environment.
• Interact with the national and local curriculum requirements. They
translate curriculum content into learning activities that are relevant to
learners and based on the principles of effective teaching and learning.
They apply their professional knowledge to plan and design, individually or
in collaboration with colleagues, well-structured and sequenced lessons
that are contextually relevant, responsive to learners’ needs and incorporate
a range of teaching and learning resources. They communicate learning
goals to support learner participation, understanding and achievement.
• Apply a variety of assessment tools and strategies on monitoring,
evaluating, documenting and reporting learners’ needs, progress and
achievement. They use assessment data in a variety of ways to inform and
enhance the teaching and learning process and programs. They provide
learners with the necessary feedback about learning outcomes that
inform the reporting cycle and enables teachers to select, organize and
use sound assessment processes.
• Establish school-community partnership aimed at enriching the learning
environment, as well as the community’s engagement in the educative process.
They identify and respond to opportunities that link teaching and learning in the
classroom to the experiences, interests and aspirations of the wider school
community and other key stakeholders. They understand and fulfill their
obligations in upholding professional ethics, accountability and transparency to
promote professional and harmonies relationships with learners, parents,
schools and the wider community.
• Value personal growth and professional development and exhibit
high personal regard for the profession by maintaining qualities that
uphold the dignity of teaching such as caring attitude, respect and
integrity. They value personal and professional reflection and
learning to improve their practice. They assume responsibility for
personal growth and professional development for lifelong learning.
 PROFESSIONALISM: THE HALLMARK OF A
PROFESSIONAL

• No doubt, society excepts 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.