The Teaching Profession Chapters 1 and 2

The Teaching Profession. This is a three-unit course of the new teacher education curriculum which attempts to give the prospective professional teacher a comprehensive view of his/her multifarious task to enable him/her make an informed decision on whether or not he/she pursues teaching as a profession or give it up for a more lucrative one. The course provides prospective teachers with a beginning foundation for understanding learners, enhancing student achievement, and understanding the teaching environment. The course will emphasize the structure, organization, management, and governance of the Philippine school system and current issues related to the teaching profession. The legal, ethical, and multicultural foundations of teaching will be discussed.

Bilbao, P. P., Corpus, B. B., Llagas, A. T., Salandanan, G. G. (2018), The Teaching Profession 4th edition, lorimar publishing, page 1 - 37

1. THE TEACHING PROFESSION MS. OMOUCALTHOM S. MALAMBUT, LPT

2. Teaching as a profession, vocation and mission

3. “PROFESSIONAL”

4. PROFESSIONAL One night, cellphones where stolen right there from your home while you were asleep. There was no indication of forced entry, s you claimed that the manner by which your cellphone was stolen was highly professional . Father tells floor tile setter whom he asked to work on a newly constructed bathroom “Gusto ko yong gawang propesyonal , malinis at maganda ” She is highly professional in her ways. She deals with everyone including her daughter – employee professionally. “How unprofessional of her to act that way. Teacher pa naman din”. Medical doctors, lawyers, education consultants are entitled to professional fees (PF) for expert service rendered. After his oath taking as a professional teacher, he was congratulated and was told “now you are truly a professional”.

5. A professional is one who conforms to the technical or ethical standards of a profession. “Professional manner” “ gawang propesyonal ” “professional fee for expert services rendered” One who possesses skills and competence/expertise “Highly professional” “unprofessional … to act that way” Code of ethics by which a professional should abide

6. Teaching as a Profession Elements of a Profession Initial Professional Education Accreditation Licensing Professional Development Professional Societies Code of ethics

7. Teaching became a profession in 1976 with PD. 1006. The requirement of a licensure examination for teachers that puts teaching at par with the other professions was enacted only in 1994 with the passing of R. A. 7836, otherwise known as The Teachers’ Professionalization Act. The formal training of teachers began during the Spanish period when men were trained as maestros by the Jesuits. A few years later maestras were also trained. In 1901, a two year preparation for teachers was given by Philippine Normal School. Then, two years became four years. Passing a licensure examination was made mandatory by RA. 7836. Teaching as a Profession

8. Vocation comes from the Latin word “ vocare ” which means “to call”. A vocation is an occupation either professional or voluntary that is carried out more for its altruistic benefit than income. Teaching as a Vocation and Mission Mission is derived from the L atin word “ missio ” which means to send The W ebster’s N ew Dictionary dfines mission as “task assigned”. “mission accomplished”

9. Teaching may not be a lucrative position. It cannot guarantee financial security. It even means investing your personal time, energy, and resources. Sometimes it means disappointments, heartaches, and pains. But touching the hearts of people and opening the minds of children can give you joy and contentment which money could not buy. These are the moments I teach for. These are the moments I live for. Dr. Josette T. Biyo (the first Asian teacher to win Intel Excellence in Teaching). Teaching and a life of meaning

10. The “ Puwede na ” Mentality: Enemy of Excellent Mission Preparation and Accomplishment this mentality is expressed in other ways like “ talagang ganyan yan ”, “ wala na tayong magawa ”, “di na mahalata ”, “di ko na yan sagot ”, “ dagdag trabaho / gastos lang yan ” - all indicators of defeatism and resignation to mediocrity. The mortality rate in the Licensure Examination for Teachers for these past years is glaring evidence that excellence is very much wanting of our teacher education graduates. If we remain true to our calling and mission as a professional teacher, we have no choice but to take the endless and the “less traveled road” to excellence.

11. The Demands of Society from the Teacher as a Professional and as a Person

12. 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.

13. 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 discernable statistically for approximately three subsequent years. 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 the effective teachers. 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.

14. Dallas Public School’s Accountability System: Conversely, if the 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 as 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.” ( Hammond, D., 2000 ) Teachers’ impact on learners lasts. The teacher is the key to student’s achievement. The best and the brightest are those that possess the competencies expected of professional teachers.

15. The Demands from the Teacher as a Professional Models of Effective Teaching Robert Marzano’s Causal Teacher Evaluation Model Charlotte Danielson Framework for Teaching James Stronge – Teacher Effectiveness Performance Evaluation System (TEPES) Teacher Evaluation Standards – The McREL Model

16. The Demands from the Teacher as a Professional Robert Marzano’s Causal Teacher Evaluation Model

17. The Demands from the Teacher as a Professional Charlotte Danielson Framework for Teaching

18. The Demands from the Teacher as a Professional James Stronge – Teacher Effectiveness Performance Evaluation System (TEPES) System:

19. The Demands from the Teacher as a Professional Teacher Evaluation Standards – The McREL Model (Mid-Continent Research for Education and Learning Teachers demonstrate leadership. Teachers establish a respectful environment for diverse population of students. Teachers know the content they teach. Teachers facilitate learning for their students. Teachers reflect on their practices.

20. Danielson Stronge McREL Marzano 1. Planning and Preparation Instructional Planning Assessment of/for Learning Teachers facilitate learning for their students. Teachers know the content they teach. Planning and Preparing 2. Instruction Professional Knowledge Instructional Delivery Communication Teachers know the content they teach. Teachers facilitate learning for their students. Classroom strategies and behaviors 3. The Classroom Environment The Learning Environment Teachers establish a respectful environment for a diverse population of students Teachers facilitate learning for their students 4. Professional Responsibilities Professionalism Teachers demonstrate leadership Collegially and Professionalism Teachers reflect on their practices.

21. If the teacher has to teach effectively he/she has to: Prepare and plan very well for instruction Execute or deliver that instruction plan very well because he/she has professional knowledge (mastery of subject matter) Create a conducive or favorable learning environment for diverse groups of learners Assess and report learner’s progress Demonstrate professionalism as e/she deals with superior, colleagues, students and parents.

22. The Philippine Professional Standards for Teachers (PPST)

23. PPST: r ecognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum areas. p rovide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement. e stablish learning environments that are responsive to learner diversity. i nteract with the national and local curriculum requirements. Quality teachers in the Philippines need to posses the following characteristics:

24. PPST: a pply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’ needs. e stablish school–community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative process. v alue personal growth and professional development and exhibit high personal regard for the profession by maintaining qualities that uphold the dignity of teaching . Quality teachers in the Philippines need to posses the following characteristics: