Republic of the Philippines

BATANGAS STATE
UNIVERSITY
ARASOF Nasugbu
Nasugbu, Batangas

College of Teacher Education

Bachelor of Secondary Education

MODULE
in

Ed 102
THE TEACHING PROFESSION

TABLE OF CONTENTS Overview

Learning Outcomes
Study Skills
Assessment Task

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 Materials
Chapter 1. The Philippine Educational System
Philippine Educational System through a graphic organizer or a
concept map.
Organization and structure of the Philippine educational system.
Basic laws on the Philippine Educational system.
Chapter 2. The Professionalization of Teaching
Basic laws on the professionalization of the teaching profession.
Professional and legal dimensions of teaching and teacher.
Legal rights, duties, and responsibilities of a professional teacher.
Principles, Theory and Practices
Chapter 3. Becoming a Professional Teacher
Legal basis on becoming a professional teacher
Code of Ethics for Professional Teachers
Professional attributes of a teacher
Chapter 4. Other Laws Governing the Teaching Profession
Legal Basis of Philippine Educational System
Laws Governing the Teaching Profession
Chapter 5. The Teacher as a Special Person in the Society
Major philosophies of education on one’s future practice of the
teaching profession.
Role of professional Teacher as a special person in the
society. Philosophy, values and motivation for pursuing the
teaching profession
Chapter 6. The Teacher in the Classroom and Community
Role of a professional teacher in the classroom and the community.
Professional development plan for teaching competency
Chapter 7. On Becoming a Global Teacher
Become a global teacher
Global education and global teacher
The education systems of the selected countries of the world
Multicultural diversity: a challenge to global teacher
Broadening teaching perspectives: teacher exchange programs
Bringing the world into the classroom through educational technology
Introduction
This course deals with the teacher as a person and as a professional within the
context of national and global teachers’ standards and educational philosophies.
It will include professional ethics, core values, and awareness of professional
rights, privileges and responsibilities as well as the teachers’ roles in the society
as a transformative agent of change.

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 The course will prepare students to become professional teachers who
manifest global competitiveness, in-depth knowledge of multiculturalism, and
profound understanding of the significant laws that are consequential to the
ethical practice of the teaching profession. The students will learn about the
teaching profession, the professional teacher, and the learner. The roles and
responsibilities of the educator and the educational system

Intended Learning Outcomes

ILO 1 Demonstrate an understanding of the historical and legal

foundations of the Philippine educational system;
ILO 2 Demonstrate an understanding of the major philosophies of
education and draw their implications on one’s future practice of
the teaching profession;
ILO 3 Apply and analyze the legal aspects of teaching including the
rights of learners and parents/families, as well as the legal rights
and responsibilities of the teacher and analyze their implication;
ILO 4 Examine current and historical roles, expectations, stereotypes, and
characterizations that define teaching as a profession;
ILO 5 Evaluate one’s own educational experiences and articulate one’s
own rationale and values about teaching and learning.

Duration: 3 hours/week (MW 7:00 – 8:30 & 3:00 – 4:30)

CHAPTER I THE PHILIPPINES EDUCATIONAL SYSTEM

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Instructional Objectives
1.1. Summarize the history of the Philippine Educational System
through a graphic organizer or a concept map.
1.2. Demonstrate understanding of the Philippine Educational System
1.3. Analyze the organization and structure of the Philippine
educational system.
1.4. Apply and analyze the basic laws on the Philippine
Educational system.

The Philippine Educational System:

According to Ornstein and Hunkins (1988), aims are orientations that suggest
endpoints. They are intention or aspirations; what you hope to achieve. They
are not specific quantifiable outcomes and written in broad terms. Educational
aims must address the cognitive, psychomotor and affective domain.

The 1987 Philippine Consitution, Article XIV, Sec. 3 (2) spells out the aims of
education:
1. inculcate patriotism and nationalism
2. foster love and humanity
3. respect for human rights
4. appreciation of the role of national heroes in the historical development of
the country.
5. teach the rights and duties of citizenship
6. strengthen ethical and spiritual values
7. develop moral character and personal discipline
8. encourage critical and creative thinking
9. broaden scientific and technological knowledge
10. promote vocational efficiency

HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM

Education in the Philippines has undergone several stages of development from

the pre-Spanish times to the present. In meeting the needs of the society,
education serves as focus of emphases/priorities of the leadership at certain
periods/epochs in our national struggle as a race.

As early as in pre-Magellanic times, education was informal, unstructured, and

devoid of methods. Children were provided more vocational training and less
academics (3 Rs) by their parents and in the houses of tribal tutors.

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The pre-Spanish system of education underwent major changes during the
Spanish colonization. The tribal tutors were replaced by the Spanish
Missionaries. Education was religion-oriented. It was for the elite, especially in
the early years of Spanish colonization. Access to education by the Filipinos
was later liberalized through the enactment of the Educational Decree of 1863
which provided for the establishment of at least one primary school for boys and
girls in each town under the responsibility of the municipal government; and the
establishment of a normal school for male teachers under the supervision of the
Jesuits. Primary instruction was free and the teaching of Spanish was
compulsory. Education during that period was inadequate, suppressed, and
controlled.

The defeat of Spain by American forces paved the way for Aguinaldo’s
Republic under a Revolutionary Government. The schools maintained by Spain
for more than three centuries were closed for the time being but were reopened
on August 29, 1898 by the Secretary of Interior. The Burgos Institute in
Malolos, the Military Academy of Malolos, and the Literary University of the
Philippines were established. A system of free and compulsory elementary
education was established by the Malolos Constitution.

An adequate secularized and free public school system during the first decade of
American rule was established upon the recommendation of the Schurman
Commission. Free primary instruction that trained the people for the duties of
citizenship and avocation was enforced by the Taft Commission per instructions
of President McKinley. Chaplains and non-commissioned officers were
assigned to teach using English as the medium of instruction.

A highly centralized public school system was installed in 1901 by the

Philippine Commission by virtue of Act No. 74. The implementation of this Act
created a heavy shortage of teachers so the Philippine Commission authorized
the Secretary of Public Instruction to bring to the Philippines 600 teachers from
the U.S.A. They were the Thomasites.

Year Official Name Official Titular Legal Bases

of Department Head
1863 Superior Commission Chairman Educational Decree of 1863
of Primary Instruction
1901- Department of Public General Act. No. 74 of the Philippine
1916 Instruction Superintendent Commission, Jan. 21, 1901
1916- Department of Public Secretary Organic Act Law of 1916

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 1942 Instruction (Jones Law)
1942- Department of Commissioner Renamed by the Japanese
1944 Education, Health and Executive Commission,
Public Welfare June 11, 1942
1944 Department of Minister Renamed by Japanese
Education, Health and Sponsored Philippine
Public Welfare Republic
1944 Department of Public Secretary Renamed by Japanese
Instruction Sponsored Philippine
Republic
1945- Department of Pu blic Secretary Renamed by the
1946 Instruction and Commonwealth
Information Government
1946- Department of Secretary Renamed by the
1947 Instruction Commonwealth
Government
1947- Department of Secretary E.O. No. 94 October 1947
1975 Education (Reorganization Act of
1947)
1975- Department of Secretary Proc. No. 1081, September
1978 Education andure 24, 1972
Cult
1978- Ministry of Education Minister P.D. No. 1397, June 2, 1978
1984 and Culture
1984- Ministry of Education, Minister Education Act of 1982
1986 Culture and Sports

Jones Law - 416, also known as the Jones Act, the Philippine Autonomy Act,
and the Act of Congress of August 29, 1916) was an Organic Act passed by the
United States Congress. The law replaced the Philippine Organic Act of 1902
and acted as a constitution of the Philippines from its enactment until 1934,
when the Tydings– McDuffie Act

Jones Act, formally known as Philippine Autonomy Act of 1916, statute

announcing the intention of the United States government to “withdraw their
sovereignty over the Philippine Islands as soon as a stable government can be
established therein.” The U.S. had acquired the Philippines in 1898 as a result of
the Spanish–America.

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Education became a very important issue for the United States colonial
government, since it allowed it to spread their cultural values, particularly the
English language, to the Filipino people. [5] Instruction in English language, and
American history, lead to forming of a national identity and Filipino
nationalism.[6]

Every child from age 7 was required to register in schools located in their own
town or province. The students were given free school materials.

There were three levels of education during the American period. The
"elementary" level consisted of four primary years and 3 intermediate years.
The "secondary" or high school level consisted of four years; and the third was
the "college" or tertiary level. Religion was not part of the curriculum of the
schools as it had been during the Spanish period.

In some case those students who excelled academically were sent to the U.S. to
continue their studies and to become experts in their desired fields or
professions. They were called "scholars" and "pensionados" because the
government covered all their expenses.[7] In return, they were to teach or work in
government offices after they finished their studies.

Some examples of these successful Filipino scholars were Judge José Abad
Santos, Francisco Benitez, Dr. Honoria Acosta-Sison and Francisco Delgado.

Many elementary and secondary schools from the Spanish era were recycled
and new ones were opened in cities and provinces, among which there were
normal, vocational, agricultural, and business schools. Among the most
important colleges during American rule were:
1. Philippine Normal School in 1901 (now Philippine Normal University)
2. Colegio Filipino (1900, now National University),
3. Silliman Institute (1901, now Silliman University,
4. Iloilo Normal School (1902, now West Visayas State University),
5. Cebu Normal School (1902, now Cebu Normal University,
6. Negros Oriental High School (1902),
7. Capiz Home School (1904, now Filamer Christian University,
8. Echague Farm School (1918, now the Isabela State University)
9. St. Paul College of Dumaguete (1904, now St. Paul University
Dumaguete),
10. Zamboanga Normal School in 1904 (now Western Mindanao State
University),
11. Jaro Industrial School (1905, now Central Philippine University),

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12. Instituto de Manila (1913, now University of Manila),
13. Philippine Women's College (1919, now Philippine Women's University),
and
14. Institute of Accountancy (1928, now Far Eastern University.

Examples of vocational schools are:

1. Philippine Nautical School, Manila Trade School (1901, now Technological

University of the Philippines) and
2. Central Luzon Agriculture School.
3. The University of the Philippines was also founded in 1908.
Schools were also built in remote areas like Sulu, Mindanao, and the Mountain
Provinces, where attention was given to vocational and health practice.

Volunteer American soldiers became the first teachers of the Filipinos. Part of
their mission was to build classrooms in every place where they were assigned.
The American soldiers stopped teaching only when a group of teachers from the
U.S.
came to the Philippines in June 1901. They came aboard the ship "Sheridan."

In August 1901, 600 teachers called Thomasites arrived. Their name derived
from the ship they traveled on, the USS Thomas.

The Monroe Commission on Philippine Education was created in 1925 with the
aim of reporting on the effectiveness of the education in the Philippines during
the period of U.S. annexation. It was headed by Paul Monroe, who at the time
was the Director of the International Institute of Teachers College, Columbia
University, and it was composed by a total of 23 education professionals,
mostly from the U.S. and some from the Philippines.

Findings:
1. The Commission declared that although Filipino students were on the
same level as their American counterparts in subjects like Math or Science, they
lagged far behind in English-language related subjects.

2. The report also informed that teacher training was inadequate and that 82
per cent of the pupils did not go beyond grade 4. Many of the problems
identified were attributed to the attempt to impose an English-based education
system in just one generation, concluding that "Upon leaving school, more than
99% of Filipinos will not speak English in their homes.

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3. Other recommendations of the Commission asking for a "curtailment of
the type of industrial work found on schools" and the elimination of the General
Sales Department that had been set up to distribute the sale of items made in
schools, pushed the implementation of several changes in the educational
system to try to prioritize on the instruction of the pupils to be taught over the
teaching of "industrial" education that until then had been focusing on the
production of handicrafts such as basketry for boys and embroidery for girls,
farming techniques, and other skills deemed favorable for the future of the
pupils.

Organization and structure of the Philippine educational system.

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To carry out its mandates and objectives, the Department is organized into two
major structural components.

The Central Office maintains the overall administration of basic education at

the national level.

The Field Offices are responsible for the regional and local coordination and
administration of the Department’s mandate. RA 9155 provides that the
Department should have no more than four (4) Undersecretaries and four (4)
Assistant Secretaries with at least one Undersecretary and one Assistant
Secretary who are career service officers chosen among the staff of the
Department.

In 2015, the Department underwent a restructuring of its office functions and

staffing. The result of which was the Rationalization Plan for the new
organizational structure. Details of the new structure are further explained in DO
Series 2015 No. 52, also known as the New Organizational Structures of the
Central, Regional, and Schools Division Offices of the Department of Education.

At present, the Department operates with four (4) Undersecretaries in the following
areas:
• Curriculum and Instruction
• Finance and Administration
• Governance and Operations
• Legal and Legislative Affairs

Four (4) Assistant Secretaries are assigned in the following areas:

• Curriculum and Instruction
• Finance and Administration
• Governance and Operations
• Legal and Legislative Affairs

Supporting the Office of the Secretary (OSEC) at the Central Office are the
different strands, services, bureaus, and divisions.
There are five (5) strands under OSEC:
 Curriculum and Instruction
• Finance and Administration
• Governance and Operations

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 • Legal and Legislative Affairs
• Strategic Management

Five (5) attached agencies:

• Early Childhood Care and Development (ECCD) Council  National

Book Development Board (NBDB)  National Council for Children’s
Television (NCCT)
• National Museum
• Philippine High School for the Arts

Three (3) coordinating councils:

• Adopt-a-School Program (ASP) Coordinating Council

• Literacy Coordinating Council (LCC)
• Teacher Education Council (TEC)

At the sub-national level, the Field Offices consist of the following:

• Seventeen (17) Regional Offices, and the Autonomous Region in Muslim

Mindanao (ARMM*), each headed by a Regional Director (a Regional
Secretary in the case of ARMM).

• Two hundred twenty-one (221) Provincial and City Schools Divisions, each
headed by a Schools Division Superintendent. Assisting the Schools
Division Offices are 2,602 School Districts, each headed by a District
Supervisor.

Under the supervision of the Schools Division Offices are 62,605 schools, broken
down as follows:

• 49,209 elementary schools (38,648 public and 10,561 private) 

13,396 secondary schools (7,976 public and 5,420 private)

*ARMM is included in the budget of the Department on the following:

Creation of teaching and non-teaching positions;

Funding for newly-legislated high schools;

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Regular School Building Program; and
Certain foreign-assisted and locally-funded programs and projects.

Basic laws on the Philippine Educational system

Sources of major legal bases:

The Philippine Constitutions

1. 1935 CONST. Article XIV Section 5

1935 CONSTITUTION: ARTICLE XIV SECTION 5 All schools shall aim to

develop moral character, personal discipline, civic conscience, and vocational
efficiency, and to teach the duties of citizenship. ... All educational institutions
shall be under the supervision of and subject to regulation by the State.

Section 5. All educational institutions shall be under the supervision of and subject
to regulation by the State. The Government shall establish and maintain a complete
and adequate system of public education, and shall provide at least free public
primary instruction, and citizenship training to adult citizens.

2. 1973 CONST. Article XV Section 8 (1-8)

SEC. 8. (1) All educational institutions shall be under the supervision of, and
subject to regulation by, the State. The State shall establish and maintain a
complete, adequate, and integrated system of education relevant to the goals of
national development.
(2) All institutions of higher learning shall enjoy academic freedom.
(3) The study of the Constitution shall be part of the curricula in all schools.
(4) All educational institutions shall aim to inculcate love of country, teach the
duties of citizenship, and develop moral character, personal discipline, and
scientific, technological, and vocational efficiency.
(5) The State shall maintain a system of free public, elementary education and, in
areas where finances permit, establish and maintain a system of free public
education at least up to the secondary level.
(6) The State shall provide citizenship and vocational training to adult citizens and
out-of-school youth, and create and maintain scholarships for poor and
deserving students.

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(7) Educational institutions, other than those established by religious orders,
mission boards, and charitable organizations, shall be owned solely by citizens
of the Philippines, or corporations or association sixty per centum of the capital
of which is owned by such citizens. The control and administration of
educational institutions shall be vested in citizens of the Philippines. No
educational institution shall be established exclusively for aliens, and no group
of aliens shall comprise more than one-third of the enrolment in any school.
The provisions of this sub-section shall not apply to schools established for
foreign diplomatic personnel and their dependents and, unless otherwise
provided by law, for other foreign temporary residents.
(8) At the option expressed in writing by the parents or guardians, and without cost
to them and the Government, religion shall be taught to their children or wards
in public elementary and high schools as may be provided by law.
SEC. 9. (1) The State shall promote scientific research and invention. The
advancement of science and technology shall have priority in the national
development.
(2) Filipino culture shall be preserved and developed for national identity. Arts
and letters shall be under the patronage of the State.
(3) The exclusive right to inventions, writings and artistic creations shall be
secured to inventors authors, and artists for a limited period. Scholarships, grants-
in-aid, or other forms of incentives shall be provided for specially gifted citizens.

3. 1987 CONST. Article XIV Sections 1-5(5)

ARTICLE XIV EDUCATION, SCIENCE AND TECHNOLOGY, ARTS,

CULTURE AND SPORTS
EDUCATION
Section 1. The State shall protect and promote the right of all citizens to quality
education at all levels, and shall take appropriate steps to make such education
accessible to all.

Section 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated system
of education relevant to the needs of the people and society;
(2) Establish and maintain a system of free public education in the elementary
and high school levels. Without limiting the natural right of parents to rear their
children, elementary education is compulsory for all children of school age;

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(3) Establish and maintain a system of scholarship grants, student loan
programs, subsidies, and other incentives which shall be available to deserving
students in both public and private schools, especially to the underprivileged;
(4) Encourage non-formal, informal, and indigenous learning systems, as well
as self-learning, independent, and out-of-school study programs particularly those
that respond to community needs; and
(5) Provide adult citizens, the disabled, and out-of-school youth with training in
civics, vocational efficiency, and other skills.
Section 3. (1) All educational institutions shall include the study of the Constitution
as part of the curricula.
(2) They shall inculcate patriotism and nationalism, foster love of humanity,
respect for human rights, appreciation of the role of national heroes in the
historical development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge, and promote vocational efficiency.
(3) At the option expressed in writing by the parents or guardians, religion shall
be allowed to be taught to their children or wards in public elementary and high
schools within the regular class hours by instructors designated or approved by the
religious authorities of the religion to which the children or wards belong, without
additional cost to the Government.
Section 4.(1) The State recognizes the complementary roles of public and private
institutions in the educational system and shall exercise reasonable supervision and
regulation of all educational institutions.
(2) Educational institutions, other than those established by religious groups and
mission boards, shall be owned solely by citizens of the Philippines or corporations
or associations at least sixty per centum of the capital of which is owned by such
citizens. The Congress may, however, require increased Filipino equity
participation in all educational institutions.
The control and administration of educational institutions shall be vested in citizens
of the Philippines.
No educational institution shall be established exclusively for aliens and no group
of aliens shall comprise more than one-third of the enrollment in any school. The
provisions of this subsection shall not apply to schools established for foreign
diplomatic personnel and their dependents and, unless otherwise provided by law,
for other foreign temporary residents.
(3) All revenues and assets of non-stock, non-profit educational institutions used
actually, directly, and exclusively for educational purposes shall be exempt from

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taxes and duties. Upon the dissolution or cessation of the corporate existence of
such institutions, their assets shall be disposed of in the manner provided by law.
Proprietary educational institutions, including those cooperatively owned, may
likewise be entitled to such exemptions, subject to the limitations provided by law,
including restrictions on dividends and provisions for reinvestment.
(4) Subject to conditions prescribed by law, all grants, endowments, donations,
or contributions used actually, directly, and exclusively for educational purposes
shall be exempt from tax.

Section 5. (1) the State shall take into account regional and sectoral needs and
conditions and shall encourage local planning in the development of educational
policies and programs.
(2) Academic freedom shall be enjoyed in all institutions of higher learning.
(3) Every citizen has a right to select a profession or course of study, subject to
fair, reasonable, and equitable admission and academic requirements.
(4) The State shall enhance the right of teachers to professional advancement.
Nonteaching academic and non-academic personnel shall enjoy the protection
of the State.
(5) The State shall assign the highest budgetary priority to education and ensure
that teaching will attract and retain its rightful share of the best available talents
through adequate remuneration and other means of job satisfaction and
fulfillment.

LANGUAGE

Section 6. The national language of the Philippines is Filipino. As it evolves, it

shall be further developed and enriched on the basis of existing Philippine and
other languages.
Subject to provisions of law and as the Congress may deem appropriate, the
Government shall take steps to initiate and sustain the use of Filipino as a medium
of official communication and as language of instruction in the educational system.

Section 7. For purposes of communication and instruction, the official languages of

the Philippines are Filipino and, until otherwise provided by law, English.
The regional languages are the auxiliary official languages in the regions and shall
serve as auxiliary media of instruction therein.
Spanish and Arabic shall be promoted on a voluntary and optional basis.

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Section 8. This Constitution shall be promulgated in Filipino and English and shall
be translated into major regional languages, Arabic, and Spanish.

Section 9. The Congress shall establish a national language commission composed

of representatives of various regions and disciplines which shall undertake,
coordinate, and promote researches for the development, propagation, and
preservation of Filipino and other languages.

SCIENCE AND TECHNOLOGY

Section 10. Science and technology are essential for national development and
progress. The State shall give priority to research and development, invention,
innovation, and their utilization; and to science and technology education, training,
and services. It shall support indigenous, appropriate, and self-reliant scientific and
technological capabilities, and their application to the country’s productive systems
and national life.

Section 11. The Congress may provide for incentives, including tax deductions, to
encourage private participation in programs of basic and applied scientific
research. Scholarships, grants-in-aid, or other forms of incentives shall be provided
to deserving science students, researchers, scientists, inventors, technologists, and
specially gifted citizens.

Section 12. The State shall regulate the transfer and promote the adaptation of
technology from all sources for the national benefit. It shall encourage the widest
participation of private groups, local governments, and community-based
organizations in the generation and utilization of science and technology.

Section 13. The State shall protect and secure the exclusive rights of scientists,
inventors, artists, and other gifted citizens to their intellectual property and
creations, particularly when beneficial to the people, for such period as may be
provided by law.

ARTS AND CULTURE

Section 14. The State shall foster the preservation, enrichment, and dynamic
evolution of a Filipino national culture based on the principle of unity in diversity
in a climate of free artistic and intellectual expression.

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Section 15. Arts and letters shall enjoy the patronage of the State. The State shall
conserve, promote, and popularize the nation’s historical and cultural heritage and
resources, as well as artistic creations.

Section 16. All the country’s artistic and historic wealth constitutes the cultural
treasure of the nation and shall be under the protection of the State which may
regulate its disposition.

Section 17. The State shall recognize, respect, and protect the rights of indigenous
cultural communities to preserve and develop their cultures, traditions, and
institutions. It shall consider these rights in the formulation of national plans and
policies.

Section 18. (1) The State shall ensure equal access to cultural opportunities through
the educational system, public or private cultural entities, scholarships, grants and
other incentives, and community cultural centers, and other public venues.
(2) The State shall encourage and support researches and studies on the arts and
culture.
SPORTS

Section 19. (1) The State shall promote physical education and encourage sports
programs, league competitions, and amateur sports, including training for
international competitions, to foster self-discipline, teamwork, and excellence for
the development of a healthy and alert citizenry.
(2) All educational institutions shall undertake regular sports activities throughout
the country in cooperation with athletic clubs and other sectors.

K to 12 CURRICULUM

By law, education is compulsory for thirteen years (kindergarten and grades 1–12)
and is grouped into three levels: elementary school (kindergarten–grade 6), junior
high school (grades 7–10), and senior high school (grades 11–12).

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Education law - the fundamental function of education law is to regulate the rights
and obligations of the interested parties in order to make the school conducive for
teaching and learning.

Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic
Education System by Strengthening Its Curriculum and Increasing the Number of
Years for Basic Education, Appropriating Funds Therefore and for Other
Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013.”

The Enhanced Basic Education Act of 2013 – it is the policy of the State that
every graduate of basic education shall be an empowered individual.

The change from a 10-year program to a 12 – year basic education program.

The educational system of the Philippines has been highly influenced by the
country's colonial history. That history has included periods of Spanish, American
and Japanese rule and occupation. The most important and lasting contributions
came during America's occupation of the country, which began in 1898.

A highly centralized public school system was installed in 1901 by the Philippine
Commission by virtue of Act No. 74.

The Decree of Education in 1863 established the first ever educational system in
the Philippines. It required the government to provide school institutions for boys

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and girls in every town. The Normal Schools offered a three-year teacherlead
education at the primary level.

Activity: Answer the following

1. Discuss the history of Philippines educational system.

2. In the 1987 Philippine Constitution, Article XIV, Sec. 3 (2) enumerate the aims
of education:
3. What are the findings of the Monroe Commission?
4. Discuss Republic Act No. 10533.
5. Discuss the K to 12 Curriculum.

CHAPTER II THE PROFESSIONALIZATION OF TEACHING

Instructional Objectives

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 1. Apply and analyze the basic laws on the professionalization of the
teaching profession.
2. Review professional and legal dimensions of teaching and teacher.
3. Show initiative towards becoming a professional teacher.
4. Describe and analyze implications of the rights of learners and
parents/families, as well as the legal rights, duties, and responsibilities of
a professional teacher.

Basic laws on the professionalization of the teaching profession.

Professionalization is a process whereby occupations have become, or seek

to become, publicly recognized as professions according to the degree to
which they meet the alleged criteria. It can be seen as having two strands.
One strand is concerned with the improvement of status.

Basic Laws on the Professionalization of Teaching in recognition of the

vital role of a teachers in nation building and as an incentives to raise the
morale of the teachers, it is imperative that they be considered as
professionals and teaching be recognized as a profession.

Republic Act 7836: Philippine Teachers Professionalization Act of 1994.

AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION
OF THE PRACTICE OF TEACHING IN THE PHILIPPINES AND
PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND
FOR OTHER PURPOSES.

PD 1006: made a teachers' license a requirement for teaching. After three

years of effectivity of this decree a teacher without license shall not engage
in teaching, whether in the public or private elementary or secondary school
Aims, goals, instructional objectives and learning outcomes are necessary in
planning for assessment of student learning.

Professional and legal dimensions of teaching and teacher:

The 5D™ instructional framework provides a common language of

instruction that defines teaching and learning along five dimensions:
1. purpose,

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 2. student engagement,
3. curriculum and pedagogy,
4. assessment for student learning, and
5. classroom environment and culture.

https://www.k-12leadership.org/content/tool/5-dimensions-teaching-and learning %E2%84% A 2

Charles Fadel's four dimensions of education;

1. knowledge – what to know and understand

2. skills – how to use that knowledge
3. character - how to engage and behave in the world
4. metacognition – how to reflect on and adapt by continuing to learn and
grow.

Fadel speaks about the need for young people to become both specialists and
generalists, learning a field of study in depth and yet also appreciating and
understanding how their specialty connects to other disciplines.

Legal rights, duties and responsibilities of a professional teacher.

Teacher and School Staff Constitutional Rights.

1. Denial or Revocation of Teaching Certificate
2. Teacher Tenure
3. Teacher Dismissal
4. Due Process Rights of Teachers and School Staff
5. Teacher Contracts
6. Ratification of Contracts by School Districts
7. Teacher's Handbook as A Contract
8. Breach of Teacher Contract
9. Remedies for Breach of Contract
10. Teacher Freedom from Discrimination
11. Teacher Academic Freedom
12. Teacher Freedom of Expression
13. Teacher Freedom of Association
14. Teacher Freedom of Religion
15. Teacher Privacy Rights
16. Teacher Age

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17. Teacher Pregnancy

Important Daily Teaching Tasks

• Planning, Developing, and Organizing Instruction. Lesson planning is a

critical aspect of teaching that often happens days before a lesson is
taught. ...
• Implementing Assessment. ...
• Researching the Newest Teaching Methods. ...
• Classroom Management. ...
• Other Professional Obligations. ...
• Paperwork.

Duties and Responsibilities of a Professional Teacher

1. Knowledge of the Subject

• To have expert knowledge of the subject area
• To pursue relevant opportunities to grow professionally and keep up-todate
about the current knowledge and research in the subject area

2. Teaching
• To plan and prepare appropriately the assigned courses and lectures
• To conduct assigned classes at the scheduled times
• To demonstrate competence in classroom instruction
• To implement the designated curriculum completely and in due time
• To plan and implement effective classroom management practices
• To design and implement effective strategies to develop
selfresponsible/independent learners
• To promote students’ intrinsic motivation by providing meaningful and
progressively challenging learning experiences which include, but are not
limited to: self-exploration, questioning, making choices, setting goals,
planning and organizing, implementing, self-evaluating and demonstrating
initiative in tasks and projects
• To engage students in active, hands-on, creative problem-based learning
• To provide opportunities for students to access and use current technology,
resources and information to solve problems

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

To provides opportunities for students to apply and practice what is

learned
• To engage students in creative thinking and integrated or
interdisciplinary learning experiences
• To build students’ ability to work collaboratively with others  To
adapt instruction/support to students’ differences in development,
learning styles, strengths and needs
• To vary instructional roles (e.g. instructor, coach, facilitator, co-learner,
audience) in relation to content and purpose of instruction and students’
needs
• To maintain a safe, orderly environment conducive to learning
• To comply with requirements for the safety and supervision of students
inside and outside the classroom

3. Assessment
• To define and communicate learning expectations to students
• To apply appropriate multiple assessment tools and strategies to
evaluate and promote the continuous intellectual development of the
students
• To assign reasonable assignments and homework to students as per
university rules
• To evaluate students’ performances in an objective, fair and timely
manner
• To record and report timely the results of quizzes, assignments, mid-
and final semester exams
• To use student assessment data to guide changes in instruction and
practice, and to improve student learning

4. Professionalism
• To be punctual and be available in the university during official
working hours
• To comply with policies, standards, rules, regulations and procedures
of the university
• To prepare and maintain course files
• To take precautions to protect university records, equipment, materials,
and facilities
• To participate responsibly in university improvement initiatives

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 

• To attend and participate in faculty meetings and other assigned

meetings and activities according to university policy
• To demonstrate timeliness and attendance for assigned responsibilities
• To work collaboratively with other professionals and staff
To participate in partnerships with other members of the university’s
community to support student learning and university-related activities
• To demonstrate the ability to perform teaching or other responsibilities,
including good work habits, reliability, punctuality and follow-through
on commitments
• To provide and accept evaluative feedback in a professional manner
• To create and maintain a positive and safe learning environment
• To carry out any other related duties assigned by the department
chairman

5. Good Behaviour
• To model honesty, fairness and ethical conduct
• To model a caring attitude and promote positive inter-personal
relationships
• To model correct use of language, oral and written
• To foster student self-control, self-discipline and responsibility to
others
• To model and promote empathy, compassion and respect for the
gender, ethnic, religious, cultural and learning diversity of students
• To demonstrate skill when managing student behaviour, intervening
and resolving discipline problems
• To model good social skills, leadership and civic responsibility

6. Specific Deadlines

Duties and Responsibilities of a Teacher

• To plan and prepare appropriately the assigned courses and lectures.
• To conduct assigned classes at the scheduled times.
• To demonstrate competence in classroom instruction.
• To implement the designated curriculum completely and in due time. 
To plan and implement effective classroom management
practices.

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 

PRINCIPLES, THEORIES and PRACTICES

The Seven Principles of Teaching:

• Encourage contact between students and faculty.
• Develop reciprocity and cooperation among students.
• Encourage active learning.
• Give prompt feedback.
• Emphasize time on task.
• Communicate high expectations.
Respect diverse talents and ways of learning.

THEORIES OF TEACHING PROFESSION DEVELOPMENT:

A theory of teaching answers three questions:

1. how do teachers behave
2. why do they behave as they perform and
3. with what effect.

A teaching theory is a proposed explanation of how we absorb, process and

retain knowledge. There are many theories about how we learn, and teachers
can use these to assist with their planning and modify their approaches to
teaching. Here are some of the most popular teaching theories:

Teaching theories may be broadly classified into three categories:

(1) Formal theory (philosophical theory) of teaching - based upon certain

logic, certain metaphysical, epistemological assumptions and propositions

(2) Descriptive theory of teaching - based upon empirical evidence and

observation. The purpose of this theory is to predict the relationship and
effectiveness of variables of teaching.

(3) Normative theory of teaching – based on hypotheses or other

statements about what is right and wrong, desirable or undesirable, just or
unjust in society. The majority of sociologists consider it illegitimate to move
from explanation to evaluation.

SOME TEACHING THEORIES:

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 

• Multiple Intelligences
• Bloom's Taxonomy
• Zone of Proximal Development (ZPD) and Scaffolding
• Schema and Constructivism
• Behaviorism
• Spiral Curriculum

Formal Theory
Educational philosophical approaches are currently used in classrooms the
world over.

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 1. Perennialism - to teach students to think rationally and develop
minds that can think critically.
2. Essentialism - to instill students with the “essentials” of academic
knowledge, patriotism, and character development through traditional (or
back-to-basic) approaches thus modern essentialists favour going “back
to the basics” of the traditional curriculum.
3. Progressivism - an educational movement started by John Dewey
that says that students learn through their own experiences.
4. Reconstructionism - The reconstructionist classroom contains a
teacher who involves the students in discussions of moral dilemmas to
understand the implications of one's actions. Students individually select
their objectives and social priorities and then, with guidance from the
teacher, create a plan of action to make the change happen.

Descriptive Theory
1. Curriculum theory - Descriptive theories of curriculum explain how
curricula "benefit or harm all publics it touches".

2.Instructional theory - Instructional theories focuses on the methods of

instruction for teaching curricula.

3. The nature of the learner and of learning - Philosophical

anthropology is the philosophical study of human nature. In terms of
learning, examples of descriptive theories of the learner are: a mind,
soul, and spirit capable of emulating the Absolute Mind (Idealism); an
orderly, sensing, and rational being capable of understanding the world
of things (Realism), a rational being with a soul modeled after God and
who comes to know God through reason and revelation (Neo-
Thomism), an evolving and active being capable of interacting with the
environment (Pragmatism), a fundamentally free and individual being
who is capable of being authentic through the making of and taking
responsibility for choices (Existentialism).

4. Educational psychology - an empirical science that provides

descriptive theories of how people learn. Examples of theories of
education in psychology are: constructivism, behaviorism, cognitivism,
and motivational theory

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 5.Sociology of education - is the study of how public institutions and
individual experiences affect education and its outcomes. It is most
concerned with the public schooling systems of modern industrial
societies, including the expansion of higher, further, adult, and
continuing education.

6. Educational anthropology - the focus of educational anthropology is

obviously on education, the cultural aspects of education, including
informal as well as formal education. It focuses on ethnic identity and
ethnic change.

Normative theory of teaching

1. The Cognitive Theory of Teaching
2. Theory of Teacher-Behavior
3. Psychological Theory of Teaching
4. The General Theory of Teaching

4 Theories of learning are:

1. Classical Conditioning
2. Operant Conditioning
3. Cognitive Theory
4. Social Learning Theory

1. Learning from their own practice and beliefs

2. Learning by actively reflecting
3. Role of theory
4. Learning through observation /constructive feedback
5. Building knowledge through action research/teacher inquiry
6. Learning through collaboration
7. Learning through technology

Other Legal Basis

Republic Act 7610: Special Protection of Children Against Abuse,

Exploitation and Discrimination Act. AN ACT PROVIDING FOR

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STRONGER DETERRENCE AND SPECIAL PROTECTION AGAINST
CHILD ABUSE, EXPLOITATION AND DISCRIMINATION,
PROVIDING PENALTIES FOR ITS VIOLATION AND FOR OTHER
PURPOSES.

Republic Act (RA) 9155, also known as the Governance of Basic Education
Act of 2001, provides the overall framework for principal empowerment by
strengthening principal and leadership goals, and local school-based
management within the context of transparency and local accountability.

Republic Act 6655: This Act shall be known as the “Free Public Secondary
Education Act of 1988.” Sec. ... — It is the policy of the State to provide for a
free public secondary education to all qualified citizens and to promote
quality education at all levels.

The Act amends the Education Act to impose a duty on school boards to
remove from the classroom a teacher who has been charged with, or
convicted of an offence under the Criminal Code of Canada involving sexual
conduct and minors or other criminal offences that may put pupils at risk.

Activity: Answer the following.

1. Enumerate at least 2 basic laws on the professionalization of the teaching

profession.
2. Enumerate some professional and legal dimensions of teaching and teacher.
3. Discuss what it takes to becoming a professional teacher.
4. Discuss and analyze implications of the rights of learners and parents/families, as
well as the legal rights, duties, and responsibilities of a professional teacher.

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 CHAPTER III BECOMING A PROFESSIONAL TEACHER

Instructional Objectives:
Demonstrate understanding of the following legal basis on becoming a professional
teacher;
1. Republic Act 4670 - Magna Carta for Public School Teacher
2. Presidential Decree No. 1006 - Decree Professionalization Teaching
3. Republic Act 7836 (Philippine Teachers Professionalization Act of 1994)
4. Republic Act 9293 (An Act Amending Certain Sections of R. A. No.
7836)
5. Code of Ethics for Professional Teachers

Becoming a Professional Teacher

1. One has to graduate a teacher education degree
2. pass the professional board examination for teachers, officially called the
Licensure Examination for Teachers (LET)
3. join professional organizations and
4. abide by the Code of Ethics for Professional Teachers

On the most basic level, the definition of “professional teacher” refers to the status
of a person who is paid to teach. It can also, on a higher level, refer to teachers who
represent the best in the profession and set the highest standard for best practice. ...
They know the standards of practice of their profession.

Legal basis on becoming a professional teacher

PD 1006: made a teachers' license a requirement for teaching. After three

years of effectivity of this decree a teacher without license shall not engage
in teaching, whether in the public or private elementary or secondary school
Aims, goals, instructional objectives and learning outcomes are necessary in
planning for assessment of student learning.

Republic Act 7836: Philippine Teachers Professionalization Act of 1994.

AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION
OF THE PRACTICE OF TEACHING IN THE PHILIPPINES AND
PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND
FOR OTHER PURPOSES.

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Code of Ethics for Professional Teachers – refer to attachment

Professional attributes of a teacher

A professional teacher perceives himself/herself as someone who can effect change

or learning, (sense of efficacy) because s/he is an expert in what s/he teaches
(subject matter knowledge), and in how s/he teaches (pedagogical knowledge).
A professional teacher possesses the following attributes:
• Control if the knowledge base of teaching and learning and use of this
knowledge to guide the science and art of his/her teaching practice
• Repertoire of best teaching practice and can use these to instruct children in
classrooms and to work with adults in the school setting
• Dispositions and skills to approach all aspects of his work in a reflective,
collegial, and problem-solving manner
• View of learning to teach as a lifelong process and dispositions and skills for
working towards improving his/her own teaching as well as improving
schools (Arends, 1994)

Professional attributes of a teacher

1. Enthusiastic
2. Positive Attitude
3. A Good Group Leader
4. Ethical
5. Passionate
Personal attributes of a teacher

a. Passion
b. Humor
c. Values and Attitudes – open-mindedness, fairness and impartiality, sincerity and
honesty and professionalism
d. Patience
e. Enthusiasm

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 CHAPTER IV Other Laws Governing the Teaching Profession

Instructional Objectives:
1. Apply and analyze other laws Governing the Teaching Profession.
2. Identify implications for future practice.

Legal Basis of Philippine Educational System

THE 1987 CONSTITUTIONS

Article XIV Sections 1-5(5)

BATAS PAMBANSA BLG. 232 (THE EDUCATION ACT OF 1982)

This was an act providing for the establishment and maintenance of an integrated
system of education. In accordance with Section 2, this act shall apply to and
govern both formal and non- formal system in public and private schools in all
levels of the entire educational system.

As provided by this Act, the national development goals are as follows:

1. To achieve and maintain an accelerating rate of economic development and
social progress.
2. To assure the maximum participation of all the people in the attainment and
enjoyment of the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve,
develop and promote desirable cultural, moral and spiritual values in
changing world.

It is also stated in Section 3 that:

The State shall promote the right of every individual to relevant quality education,
regardless of sex, age, creed socio- economic status, physical and mental
conditions, racial or ethnic origin, political or other affiliation. The State shall
therefore promote and maintain equality of access to education as well as the
benefits of education by all its citizens.

RIGHTS OF STUDENTS IN SCHOOL (Section 9)

1. The right to receive competent instruction, relevant quality education.

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 2. The right to freely choose their field of study subject to the existing curricula
and continue their course up to graduation, except in cases of academic
deficiency or violations of disciplinary regulations.
3. The right to school guidance and counseling services.
4. The right to access to his owns school records and the confidentiality of it.
5. The right to issuance of official certificates, diplomas, transcript of records,
grades, transfer credentials and similar document within thirty days from
request.
6. The right to publish a student newspaper and invite resource persons during
symposia, assemblies and other activities.
7. The right to free expression of opinions and suggestions and to effective
channels of communication with appropriate academic and administrative
bodies of the school or institutions.
8. The right to form or establish, join and participate in organizations and
societies recognized by the school…, or to form, join and maintain
organizations and societies for purposes not contrary to law.
9. The right to be free from involuntary contributions except those approved by
their organizations and societies.

RIGHT OF ALL SCHOOL PERSONNEL (Section 10)

1. Free expression of opinions and suggestions.
2. To be provided with free legal service by the appropriate government office
in case of public school personnel and the school authorities concerned in
case of private school personnel, when charged in administrative, civil and/or
criminal proceedings, by parties other than the school authorities concerned,
for actions committed directly in the lawful discharged of professional duties
and/or in defense of school policies.
3. Establish join, maintain labor organization of their choice to promote their
welfare and defend their interest.
4. To be free from involuntary contributions except those imposed by their own
organizations.

SPECIAL RIGHTS and/or PRIVILEGES OF TEACHING OR ACADEMIC

STAFF (Section 11)
1. Right to be free compulsory assignment not related to their duties defined in
their appointment or employment contracts unless compensated thereof.
(additional compensation Sec. 14 R.A. 4670- at least 25% his regular
remuneration)

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 2. Right to intellectual property………
3. Teachers are persons in authority when in lawful discharge of duties and
responsibilities… shall therefore be accorded due respect and protection
(Commonwealth Act No. 578)
4. Teachers shall be given opportunity to choose career alternatives for
advancements.

RIGHTS OF ADMINISTRATORS (Section 12)

1. School administrators shall be deemed persons in authority while in the
lawful discharge of their duties and responsibilities…. Shall be accorded due
respect and protection (Commonwealth Act No. 578)

RIGHTS OF SCHOOLS (Section 13)

1. The right of their governing boards…….to adopt and enforce administrative
or management systems.
2. The right of institutions of higher learning to determine on academic grounds
who shall be admitted to study, who may teach, and who shall be the subjects
of the study and research.

MAINTENANCE OF QUALITY EDUCATION

1. Voluntary Accreditation (Section 29)
2. Teachers and Administrators obligations and qualification (Sections 176 and
17)
3. Government Financial Assistance to Private Schools (Section 41)

OTHER LEGAL BASES

1. Act No. 74
This law was enacted on January 21, 1901 by the Philippine Commission, and
provided:
a. establishment of the Department of Public Instruction headed by the General
superintendent
b. the archipelago was divided into school divisions and districts for effective
management of the school system.
c. English was made as medium of instruction in all levels of schooling
d. optional religious instructions in all schools (Section
16)

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e. establishment of a Trade school in Manila (Philippine College of Arts and
Trade- PCAT now known as Technological University of the Philippines), a
school of Agriculture in Negros, a Normal school in Manila (Philippine
Normal School)
(Section 18)
• Philippine Normal School, however, was renamed Philippine Normal College
(PNC) by virtue of Republic Act No. 416 on June 18, 1949. And on December 26,
1991, the PNC was converted to Philippine Normal University as provided by
Republic Act No. 7168.

2. Act No. 2706

This was known as the “Private School Law”, enacted on March 10, 1917 by the
Philippine Legislature, which made obligatory the recognition and inspection of
private schools and colleges by the Secretary of Public Instruction so as to
maintain a standard of efficiency in all private schools and colleges in the country.
This law was amended by Commonwealth Act No. 180 passed on November 13,
1936 which provided that:
The Secretary of Public Instruction was vested with power to “supervise, inspect
and regulate said schools and colleges in order to determine the efficiency of
instruction given in the same.”
And all private schools come under the supervision and regulation of the Secretary
of DPI, thus eliminating “diploma mills” and substandard schools.

3. Commonwealth Act No. 1 (Amended by R.A. 9163) Known as the “National

Defense Act” passed by the Philippine Assembly on December 21, 1935, which
provided in Section 81 that:
“Preparatory Military training shall be given with the youth in the elementary
grade school at the age of ten years and shall extend through the remainder of his
schooling into college or post-secondary education.
By virtue of Presidential Decree 1706, issued by the late President Marcos on
August 8, 1980, otherwise known as the “National Service Law”, Commonwealth
Act No. 1 was amended, and required all citizens to render, civic welfare service,
law enforcement service and military service.

4. Commonwealth Act No. 80

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This law created the Office of Adult Education on October 26, 1936, so as to
eliminate illiteracy and to give vocational and citizenship training to adult citizens
of the country.

5. Commonwealth Act No. 578

Enacted on June 8, 1940, conferred the status of “persons in authority” upon the
teachers, professors, and persons charged with the supervision of public or duly
recognized private schools, colleges and universities.
This Act also provided a penalty of imprisonment ranging from six months and one
day to six years and a fine ranging from 500 to 1, 000 pesos upon any person found
guilty of assault upon those teaching personnel.

6. Commonwealth Act No. 586 (Repealed by R.A. 896)

This is known as Education Act of 1940. It was approved on August 7, 1940 by the
Philippine Assembly.

The law provided for the following:

a. reduction of seven- year elementary course to six- year elementary
course.
b. fixing the school entrance age to seven.
c. national support of elementary education.
d. compulsory attendance in the primary grades for all children who enroll
in Grade
I.
e. introduction of double- single session- one class in the morning and
another in the afternoon under one teacher to accommodate more
children.

7. Commonwealth Act No. 589

This law, approved on August 19, 1940, established a school ritual in all public and
private elementary and secondary schools in the Philippines.
The ritual consists of solemn and patriotic ceremonies that include the singing of
the National Anthem and Patriotic Pledges.

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8. Republic Act No. 139 (Repealed by R. A. 8047)
Enacted on June 14, 1947, and the Board of Textbooks. This law provided that all
public schools must only use books that are approved by the Board for a period of
six years from the date of their adoption. The private schools may use
books of their choice, provided the Board of Textbooks has no objections with
those books.

9. Republic Act No. 896

Enacted on June 20, 1953 and known as the Elementary Education Act of 1953, it
repealed Commonwealth Act 586 and provided for the following:
a. restoration of Grade VII (but never implemented due to lack of funds)
b. abolition of the double- single session and return to the former practice of only
one
c. class under one teacher in the primary and three teachers to two classes or five
teachers to three classes in the intermediate level d. compulsory completion of
the elementary grades
e. compulsory enrollment of children in the public schools upon attaining seven
years of age.

10. Republic Act No. 1124 (Repealed by R. A. 7722)

Approved on June 16, 1954, this law created the Board of National Education
charged with the duty of formulating general educational policies and directing the
educational interests of the nation.
However, this Board which was later renamed National Board of Education (P.D.
No. 1), was abolished by virtue of the Creation of the board of Higher Education as
stipulated in Batas Pambansa Blg. 232. The Board’s function is now assumed by
the commission on Higher Education or CHED by virtue of Republic Act No. 7722.

11. Republic Act No. 1265 (amended by R. A. 8491)

This law was approved on June 11, 1955, and provided that a daily flag ceremony
shall be compulsory in all educational institutions. This includes the singing of the
Philippine National Anthem.

12. Republic Act No. 1425

It was approved on June 12, 1956, it prescribed the inclusion in the curricula of all
schools, both public and private, from elementary schools to the universities, the
life, works and writings of Jose Rizal especially the Noli Me Tangere and El
Filibusterismo.

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13. Republic Act No. 4670
Known as the “Magna Carta for Public School Teachers”. This was approved on
June 18, 1966 to promote and improve the social and economic status of public
school teachers, their living and working conditions, their employment and career
prospects.

It also provided the following:

1. Recruitment qualifications for teachers
2. Code of Professional Conduct for Teachers
3. Teaching hours- 6 hours of classroom teaching (maximum load)
4. Additional compensation- 25% of the regular remuneration
5. Health and injury benefits (thru the GSIS)
6. One year study leave (sabbatical leave) after seven years of continuous
teaching, the teacher should receive 60% of the monthly salary.
7. One range salary increased upon retirement (basis computing the retirement
fee).
8. Freedom to form organizations.

14. Republic Act No. 1079

Approved on June 15, 1959, it provided that Civil Service eligibility shall be
permanent and shall have no time limit.

15. Republic Act No. 6655

Known as the “Free Public Secondary Education Act of 1988”, it was approved
on May 26, 1988 and provided for:

a. Free public secondary education to all qualified citizens and promote

quality education at all level.
b. No tuition or other fees shall be collected except fees related to
membership in the school community such I.D., student organization and
publication. c. Non- payment of these shall not hinder a student from
enrollment or graduation.
d. Nationalization of all public secondary schools ( Section 7)
e. A student who fails in majority of his academic subjects for two
consecutive years could no longer avail of their program.

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Laws Governing the Teaching Profession

1. Republic Act 7836 – Teachers Professionalization Act of 1994

2. Republic Act No. 4670 – Freedom to Organize/Magna Carta for Public School
Teachers
3. Republic Act No. 9710 – Magna Carta of Women
4. Republic Act No. 9155 – Accountability and Responsibility of School Heads
5. Republic Act No. 7877 – Anti-Sexual Harassment Act

Activity: Answer the following.

1. Discuss other laws Governing the Teaching Profession.

2. Identify the different implications for future practice of the teaching profession.

MIDTERM EXAMINATION

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 CHAPTER V The Teacher as a Special Person in the Society

Instructional Objectives:
1. Evaluate the implications of the major philosophies of education on
one’s future practice of the teaching profession.
2. Be aware of the role of professional Teacher as a special person in the
society.
3. Identify one’s personal philosophy, values and motivation for pursuing
the teaching profession

Major philosophies of education on one’s future practice of the teaching

profession.

The major philosophies of education can be broken down into three main types:

1. Teacher-centered philosophies
a. Essentialism - is the teaching of basic skills that have been proven
over time to be needed in society
b. Perennialism - focuses on the teaching of great works

2. Student-centered philosophies
a. Progressivism - focuses on developing the student’s moral compass.
b. Humanism - is about fostering each student to his or her fullest
potential
c. Constructivism - focuses on using education to shape a student’s
world view.

3. Society-centered philosophies
a. Social Reconstructionism - is the perspective that education is the
means to solve social problems.
b. Behaviorism - focuses on cultivating behaviors that are beneficial to
society.
c. Existentialism - focus heavily on the present, and on understanding
life.
d. Conservatism - is a political and social philosophy promoting
traditional social institutions. Conservatives seek to preserve a

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 range of institutions such as organized religion, parliamentary
government, and property rights.

How is an educator’s educational philosophy determined?

It is important to identify your own philosophy of education in order to understand

your own system of values and beliefs. It is vital to address several key
components:

How do I think? What is the purpose of education? What is the role of the teacher?
How should the teacher teach? What is the role of the student? What should be
taught? Additionally, make sure that you be yourself and are clear and concise.
Remember that education is about the students and also remember to focus on your
discipline. Think of the great teachers you have had in your life. Remember to get
feedback.

https://www.theedadvocate.org/5-things-that-educators-should-know-about-the-philosophy-of-education/

Role of professional Teacher as a special person in the society.

Teachers are one of the most significant members of a society. They are also one of
the most influential professionals in the community. Before a teacher becomes a
professional facilitator, motivator, initiator, and motivator, teachers are essential
learner of their own nature.

Teachers truly are the backbone of society. They are role models to children, offer
guidance and dedication and give young people the power of education. Because of
teachers, countries are able to further develop socially and economically.

As a member of society, teachers should be a responsible individual to impart

his/her philosophies, morality, and values with the students and even with the
members of the community.

1. A teacher can have many philosophies but there is always a dominant

philosophy for them. Even if the philosophies are different from each other, it still
has similarities.

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2. Formulating our own philosophy of education does not require us to use
solely our minds, but is not limiting us to use our hearts in teaching.

3. The identity of a teacher includes the moral character and the way that they
behave with their principles. It is not enough that one has the professional license,
because a true educator is educated and a true learner is a learned.
4. Affective domain is not enough to know the value because it includes the
conscience of the person if he/she didn’t have the right values. The evidence of
valuing a value is living with it, and that is a behavioral dimension.

5. Whether a teacher considers teaching as vocation, profession, or mission, the

most important thing is the goal in teaching.

Teaching is a VOCATION that is a calling from god.

Teachers are professionals that make it PROFESSION.

Teaching is a MISSION and not just a job.

Philosophy, values and motivation for pursuing the teaching profession

A good teacher cannot begin or continue to inspire learning without being a learner.
The good teacher must constantly learn what is new in the discipline. In fact, the
good teacher often helps to create new knowledge. To live this belief, a teacher
must continuously examine his teaching methods and find new ones.

1) The teacher's role is to act as a guide.

(2) Students must have access to hands-on activities.
(3) Students should be able to have choices and let their curiosity direct their
learning.
(4) Students need the opportunity to practice skills in a safe environment.

Activity: Answer the following.

1. Choose one major philosophy of education and describe how you can apply it in
your future career as a teacher.

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2. What is your philosophy as a future teacher:

3. Discuss the implications of the major philosophies of education on one’s future

practice of the teaching profession.
4. What is the major role of professional Teacher as a special person in the society.
5. Identify one’s personal philosophy, values and motivation for pursuing the
teaching profession

CHAPETR VI The Teacher in the Classroom and Community

Instructional Objectives:
1. Examine the challenging role of a competent professional teacher in
the classroom and the community.
2. Design a personal professional development plan for teaching
competency in the classroom.

The Paradigm (from Transmissional to Transactional) Shift of education in the

Philippines is the transfer of teaching concepts from the Traditional “bookish and
direct learning approach” Teaching into a 21st Century Teaching focused on
developing the learners HOTS (higher order thinking skills).
These HOTS is the demonstration of the learners critical thinking ability, and to go
beyond the four walls of the classroom by applying their learning into the 7
domains Identified by the Department of Education (DepEd).

The latest trend is to Empower the teachers, the front-liners in education, the
deliverers of knowledge, and facilitators of learning in the process of developing a
curriculum, that would reflect the Competencies, teachers and students alike
should possess and reflective of the Social Dimension of education. That learning
should not be limited to Fraction or Poem writing but rather adopting it to the real
life applications and experiences that the learner may or has experienced.

The NCBTS Framework is divided in 7 Domains:

1. Social Regard for Learning (SRFL)
2. Learning Environment (LE)
3. Diversity of Learners (DOL)
4. Curriculum (Curr.)
5. Planning, Assessing Reporting (PAR)
6. Community Linkages (CL)

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 7. Personal Growth & Professional Development (PGPD)

According to the Framework “This will allow teachers to self-assess their own
performance against the Competency Standards in order to identify areas of
strength as well as areas that need to be developed further in order for them to
function more effectively as facilitators of learning.”

Domain 1. Social Regard for Learning (SRFL)

The SRFL domain focuses on the ideal that teachers serve as positive and powerful
role models of the value in the pursuit of different efforts to learn. The teacher’s
action, statements, and different types of social interactions with students exemplify
this ideal.

Domain 2. Learning Environment (LE)

This domain focuses on importance of providing a social, psychological and

physical environment within which all students, regardless of their individual
differences in learning, can engage in the different learning activities and work
towards attaining high standards of learning.

Domain 3. Diversity of Learners (DOL)

The DOL domain emphasizes the ideal that teachers can facilitate the learning
process even with diverse learners, by recognizing and respecting individual
differences and by using knowledge about their differences to design diverse sets
of learning activities to ensure that all learners can attain the desired learning goals.

Domain 4. Curriculum (Curr.)

The curriculum domain refers to all elements of the teaching-learning process that
work in convergence to help students understand the curricular goals and
objectives, and to attain high standards of learning defined in the curriculum. These
elements include the teacher’s knowledge of subject matter and the learning
process, teachinglearning approaches and activities, instructional materials and
learning resources.

Domain 5. Planning, Assessing & Reporting (PAR)

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This domain refers to the alignment of assessment and planning activities. In
particular, the PAR focuses on the (1) use of assessment data to plan and revise
teaching-learning plans;
(2) integration of assessment procedures in the plan and implementation of
teachinglearning activities, and (3) reporting of the learners’ actual achievement
and behavior.

Domain 6. Community Linkages (CL)

The LC domain refers to the ideal that classroom activities are meaningfully linked
to the experiences and aspirations of the learners in their homes and communities.
Thus, this domain focuses on teachers’ efforts directed at strengthening the links
between schools and communities to help in the attainment of the curricular goals.

Domain 7. Personal Growth & Professional Development (PGPD)

The PGPD domain emphasizes the ideal that teachers value having a high personal
regard for the teaching profession, concern for professional development, and
continuous improvement as teachers.

Role of a professional teacher in the classroom and the community

Teachers are best known for the role of educating the students that are placed in
their care. Beyond that, teachers serve many other roles in the classroom. Teachers
set the tone of their classrooms, build a warm environment, mentor and nurture
students, become role models, and listen and look for signs of trouble.

Teachers truly are the backbone of society. They are role models to children, offer
guidance and dedication and give young people the power of education. Because of
teachers, countries are able to further develop socially and economically.

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THE 7 ROLES OF A TEACHER IN THE 21ST CENTURY

The 7 Roles of a Teacher in the 21st Century:

Think about the type of lesson you normally teach:
• In which roles are you often involved?
• Are there any roles in which you have less experience?  Are
there any new roles you might try in the future?

In the 21st century classroom, teachers are facilitators of student learning and
creators of productive classroom environments, in which students can develop the
skills they might need at present or in future.

Harmer, Jeremy. states that ‘it makes more sense to describe different teacher
roles and say what they are useful for, rather than make value judgments about
their effectiveness.’

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Teacher Roles:

Most teachers take on a variety of roles within the classroom, which role do you
think most defines your role in the ESL classroom?

1. The Controller: The teacher is in complete charge of the class, what students
do, what they say and how they say it. The teacher assumes this role when a new
language is being introduced and accurate reproduction and drilling techniques are
needed.
In this classroom, the teacher is mostly the center of focus, the teacher may have the
gift of instruction, and can inspire through their own knowledge and expertise, but,
does this role really allow for enough student talk time? Is it really enjoyable for the
learners? There is also a perception that this role could have a lack of variety in its
activities.

2. The Prompter: The teacher encourages students to participate and makes

suggestions about how students may proceed in an activity. The teacher should be
helping students only when necessary.
When learners are literally ‘lost for words’, the prompter can encourage by
discreetly nudging students. Students can sometimes lose the thread or become
unsure how to proceed; the prompter in this regard can prompt but always in a
supportive way.

3. The Resource: The teacher is a kind of walking resource center ready to

offer help if needed, or provide learners with whatever language they lack when

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performing communicative activities. The teacher must make her/himself available
so that learners can consult her/him when (and only when) it is absolutely
necessary. As a resource the teacher can guide learners to use available resources
such as the internet, for themselves, it certainly isn’t necessary to spoon-feed
learners, as this might have the downside of making learners reliant on the teacher.

4. The Assessor: The teacher assumes this role to see how well students are
performing or how well they performed. Feedback and correction are organized and
carried out.
The role of an assessor gives teachers an opportunity to correct learners. However,
if it is not communicated with sensitivity and support it could prove
counterproductive to a student’s self-esteem and confidence in learning the target
language.

5. The Organizer: The success of many activities depends on good

organization and on the students knowing exactly what they are to do next. Giving
instructions is vital in this role as well as setting up activities.

The organizer can also serve as a demonstrator, this role also allows a teacher to
get involved and engaged with learners. The teacher also serves to open and neatly
close activities and also give content feedback.

6. The Participant: This role improves the atmosphere in the class when the
teacher takes part in an activity. However, the teacher takes a risk of dominating the
activity when performing it.

Here the teacher can enliven a class; if a teacher is able to stand back and not
become the center of attention, it can be a great way to interact with learners
without being too overpowering.
7. The Tutor: The teacher acts as a coach when students are involved in project
work or self-study. The teacher provides advice and guidance and helps students
clarify ideas and limit tasks.

This role can be a great way to pay individual attention to a student. It can also
allow a teacher to tailor make a course to fit specific student needs. However, it can
also lead to a student becoming too dependent or even too comfortable with one
teacher and one method or style of teaching.

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Professional development plan for teaching competency:

What is a Professional Development Plan?

A professional development plan is a documented record of an individual’s career

aspirations and progressions. It may be referred to as a PDP or CPD, with the latter
an abbreviation of continuing professional development. Within your plan, you
should outline what you wish to achieve and what you are going to do to develop
your workplace skills and therefore reach your goals.
All teachers should be actively working on their professional development. Making
time for your own development may be a challenge, but your employer should
encourage and support you to professionally develop yourself.

Here are 9 Steps to Completing a PDP:

1. Assess where you are now.
2. Identify your specific career goals.
3. Gather information.
4. Identify what professional skills you already have and which you need to
work on.
5. Choose how you will accomplish your goals.
6. Develop a timeline for accomplishing your specific targets and goals.
7. Write it all down.
8. Evaluate your plan.
9. Measure your progress.

In the education sector, the plans are often referred to as continuing professional
development for teachers. As a teacher, professional development goals are likely
to vary in comparison to your colleagues depending on how you personally want to
progress. Your goals may relate to the job level or role you want to pursue. Or, you
may instead want to specifically focus on developing your teaching style or
capabilities.

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 Below, we have listed some potential professional development goals which you
may want to consider.

• To become a head of year.  To become a subject head.

• To become a child behavior specialist.
• To develop my own ICT skills so I can confidentially share this knowledge
with students and make the most of technology use in the classroom.

• To learn how to provide support to special educational needs pupils and

confidently give teacher support.
• To address the individual learning styles of students and expand my teaching
methods accordingly.

Always feel as though you can ask your employer for opportunities to develop
yourself professionally; your capabilities will benefit the school just as much as it
will benefit you as an individual.

How to Achieve your Development Goals

While you are likely to have professional development goals that differ to those
listed above, the methods of improving your capabilities and achieving your goals
is likely to be through similar means. Your development can take place through
various forms. The most popular options are listed below, but other methods may
be available to you at your school.

Qualification courses

You can gain professional qualifications having completed either online or face-
toface training. Courses provide the practical information you need to then take
action and develop yourself in the areas you have addressed. They will vary greatly
in length and content, so it’s essential that you find the one that is best for you.

Mentoring and peer observation

You are guaranteed to learn something by shadowing your colleagues, whether they
are of a higher level or not. You may witness teaching methods that successfully
engage pupils with a difficult topic, or be able to take note of a particular strategy
for managing disruptive pupils.

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Both the observer and the teacher being shadowed are likely to benefit from peer
observation. Therefore, being observed by a colleague and given constructive
feedback you could also develop yourself.

Observation visits to other schools

Visiting other schools will have a similar effect to shadowing your own colleagues,
but is likely to also have additional learning benefits. For example, a different
school may encourage different teaching strategies and behaviours. You can then
take this knowledge back to your own school and trial new ways of teaching.

Workshops

Workshops on a subject matter, methods or other education-related topics are a

useful platform for teachers to discuss their own experiences as well as learn. They
may be led by an external specialist, or hosted by one of the teachers. Such
discussions also provide teachers with an opportunity for internal reflection and you
may get a lot more out of this type of development than you’d expect.

Education conferences and seminars

This type of learning will allow you to develop in a particular area that you
personally recognize as challenging. They also provide you with an opportunity to
meet and discuss teaching methods and your own development with other teaching
professionals.

Research

Your professional development is primarily your own responsibility. You may find
that carrying out your own research, in the form of reading online materials such as
reports, helps you to develop. You can also carry out research with your colleagues
as a project. Or, you may find online communities of teachers, such as on blogs, a
useful means of developing yourself professionally.

Your professional development as a teacher is something you should be

continuously working on. You may find that you develop best when seeing things

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in practice, such as by shadowing other colleagues and learning this way.
Whatever form your development takes, it is important that is effective for you and
you can apply what you’ve learnt in the classroom.

The role of a teacher has many dimensions, and oftentimes it’s easy to get
overwhelmed and stressed out. Setting professional development goals can help
alleviate some of those negative feelings and make you feel better about yourself
and your career.

1. Avoid Teacher Burnout - to avoid that dreaded teacher burnout is by taking

some time for yourself. For many teachers, this goal is the hardest because teachers
are natural born “givers,” and the idea of taking time for yourself seems unrealistic
or senseless. However, it is the best way to de-stress, and in order to be a good
teacher, you need to take care of yourself first. You can start small and do
something easy like go shopping, take a nap or a walk, or get together with friends.
Any time that you take for yourself will lead you to a happier you.

2. Give Students Some Reign - giving your students some control of how they
learn can be very beneficial. It gives students a sense of confidence and pride in
their work. It also gives them a sense of purpose and motivation. Ease into this goal
by giving students a few options to choose from.

3. Integrate Tech Tools - The more your students are exposed to technology,
the better they will get at using it for their future.

4. Involve Parents More - invite parents to actively participate in their child’s

education. Encourage parents to come in and volunteer. Assign a family project or
invite parents to come to classroom events. There are a lot of ways to involve
parents more; you just have to make it a priority.

5. Create an Online Presence - creating your own teacher blog, or creating a

website with your students means that you are actively involved in the tech world
and people know you. This is a great goal for teachers who have a hard time
integrating educational technology into their daily routine. With technology
transforming the way we lived, it is important to utilize it.
6. Cultivate Relationships with Colleagues - cultivating a relationship with
your colleagues can have a major impact on your teaching career. These individuals
can be your mentors, your friends, or your go-to people when you are in need. Take

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time to nurture these relationships because these people may turn out to be like
family.

7. Incorporate Mindfulness - There has been a growing amount of research

about the benefits and effects of being mindful. Take time to be in the moment.
You can also try being mindful of your breathing. Listen to every inhale and exhale
for a few minutes. You will notice your stress level go down.

8. Encourage More Play - If you have learning centers that students go to

every day, make sure that one center is strictly for play. If you don’t, carve out at
least 30 minutes for students to play.

9. Make Learning Fun - Make it your mission to make learning fun each and
every day. If you think the lesson is boring, imagine if you were the student who
had to do it. Put yourself in your students’ position and think about how you could
make it fun.

10. Reflect - Start a journal and reflect upon each lesson and your day. Then find
a way to implement positive changes into your lessons. You will find a deeper
understanding of not only yourself but also your teaching. This information can
only benefit you in your life and career.

Activity: Answer the following questions.

1. Discuss the different challenging role of a competent professional teacher in
the classroom and the community.

2. Design a personal professional development plan for teaching competency in

the classroom.

CHAPTER VII On Becoming a Global Teacher

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Instructional Objectives
1. Evaluate how one can become a global teacher.
2. Formulate a plan of becoming a global teacher.
3. Compare and contrast the educational systems of few selected countries in
the world.
4. Demonstrate open-mindedness regarding future professional development
and pursuing relevant opportunities.

Become a global teacher

Global competence in teachers is a set of essential knowledge, critical dispositions,

and performances that help foster development of learners’ global competence.

A globally competent teacher has knowledge of the world, critical global issues,
their local impact, and the cultural backgrounds of learners; manifests intercultural
sensitivity and acceptance of difference; incorporates this knowledge and sensitivity
into classroom practice; and, develops the skills to foster these dispositions,
knowledge, and performances in learners.

The teacher models socially responsible action and creates opportunities for
learners to engage in socially responsible action.” © NAFSA: Association of
International Educators, 2015.

Global education and global teacher

It is a way of approaching everything we teach and how we teach it. It broadens

horizon and encourages exploration of all subjects from a global perspective. It
contributes to the whole curriculum and enhances our understanding of whole
world. It studies different cultures and countries and issues that face them. In order
to become a global teacher we should be more equipped with knowledge of various
educational system outside the country.

A global teacher is a competent teacher who has enough skills, appropriate attitudes
and universal values to teach students with time tested. A global teacher must
understand that our world is interconnected, that they should also recognize that the

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world has a variety rich of life, that he/she must understand and respect the
diversity of learners and he/she must be creative and innovative in teaching.

The education systems of the selected countries of the world

This lesson gave us information that the education is universal. From the different
educational system that are presented in those countries including Philippine it says
that basic education is compulsory.

Those countries are all in the K12 curriculum which is designed to provide a
holistic education for all. It will give students ample time to master basic academic
skills as well as to participate in co-curricular and community activities.

Multicultural diversity: a challenge to global teacher

In school teachers encountered different students coming from diverse cultural,

social class, racial and ethnic groups. Based on the multicultural education they
receive an equal opportunity to learn in school.

Teachers and educators must value the differences in prior knowledge and
experiences of learners, teachers should also need to be familiar to background,
histories and culture of the learners in order for us to have a better understanding
about them. In able for us to achieve the goals of multicultural education it is very
important for teachers to be knowledgeable about differences in cultures, religion,
ethnicity and even the language spoken by the students.

Broadening teaching perspectives: teacher exchange programs

A teacher exchange program provides opportunities for teaching professionals with

a qualifying degree to teach in partner accredited educational institutions abroad.
Once they return to their home countries, teachers put what they've learned to work
in their own classrooms and schools

Exchange programs create chances for participants to learn, to grow, and to work
with other educators abroad. Teacher Exchange program trained future teachers

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who instinctively appreciate the essence of international collaboration, empathy,
and global competitiveness. ... Incorporate global topics into your teaching.

Broadening teachers’ teaching perspective will help teachers to become a global

teacher. By expanding the experience of a teacher beyond the confines of their
classroom to the wider learning environment of the world will help a teacher to
achieve the level of global competitiveness.

There are some programs that will help a teacher to broaden their teaching
perspective. The teacher exchange program offered educators to the opportunity to
exchange teaching positions with a teacher from another country. By this program
teachers will improve their understanding and appreciation of another culture and
education system. With this enhanced awareness, participants expanded the global
perspective of students and colleagues in their home and host communities and
positively impacted the quality of classroom instruction.

Bringing the world into the classroom through educational technology

“Technology can bring the real world into the classroom, which means that
as teachers we can better prepare kids for exciting adventures that they face
in their future” – Dan Robert-Seychelles

Technology nowadays are most used tools of teachers in teaching and in

connecting to his\her students. Technology can provide support to teaching in
the resolutions of meaningful problems. Students will be interested in the
multimedia format in the form of sound and moving images. Through the use
of technology with just one click we can show to our student different places,
outside and inside the country, different images, sounds in relation to the
lesson they are discussing.

Technology can help the learners visualize processes and relationships that are
invisible or difficult to understand.

Technology provides avenues for discussion and communication among

learners. Just like in our other subject teachers used technology as a tool for
communication.

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Teachers created a group where all students and professors are members of that
group.

Teachers can post all the necessary things that are needed in that particular subject,
like assignments, projects, and seat works. It is an access for the student and
teachers but not in all because some cannot comply with this because they don’t
have computers or internet at home, some others are in the areas where it is hard for
the students to access technology

On becoming a global teacher and how to address diversity, acquire new

ideas on how to be innovative in teaching. Diversity of learners has now
become a local and global concern among teachers.

In addressing the diversity of learners, teacher should need instructional

modification, eliminating educational policies that can be discriminatory to
them and applying different teaching style that is appropriate with the
learners.

Avoid stereotyping and learn as much about and become sensitive to and
aware about their backgrounds. As a future teacher, improve skills,
knowledge and values that a global teacher must have.

Examples of knowledge, skills, and dispositions that spell out global competence in
educators:

1. Understanding one’s own cultural identity and its influence on personal

dispositions and classroom practice
2. Knowing and integrating global dimensions within the disciplines one
teaches
3. Engaging students in learning about the world and in exploring their place in
it
4. Using real-life global examples, materials, and resources when considering
local, national, and human issues.
5. Valuing the input of culturally and linguistically diverse learners, families,
and colleagues, and modeling cultural sensitivity.
6. Creating environments that encourage positive cross-cultural interaction.
7. Modeling social responsibility in local and global contexts
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8. Helping learners find appropriate actions to improve local and global
conditions.
9. Assessing learners’ global competence and providing growth opportunities
based on their levels of development.
10.Advocating for global education and social responsibility

Activity: Answer the following questions.

1. Discuss how one can become a global teacher.

2. Formulate a plan of becoming a global teacher.
3. Compare and contrast the educational systems of few selected countries in the
world.
4. Demonstrate open-mindedness regarding future professional development and
pursuing relevant opportunities.

Teachers nominated and awarded the Global Teacher Prize

Windel Alvarez, a mobile teacher for Alternative Learning System (ALS) at

the Sitio Lipata Community Learning Center in Gogon, Caramoan,
Camarines Sur, was cited by the award-giving body for his passion to teach
out-of-school youth and adult learners in underprivileged, marginalized and
hard-to-reach areas of his country.

Mr. Jesus Insilada, English teacher and principal at Caninguan National

High School in Lambunao, Iloilo, has been named a top 10 finalist for the
Global Teacher Prize 2018.

A proud member of the indigenous people’s Panay Bukidnon community,

Insilada pioneered culture-based education to encourage students to become
engaged in their education, learning through traditional dances, songs, epics,
local games and crafts that give context to their studies. He has received
many national and international awards for teaching, writing and the
promotion and support for indigenous culture.

The Global Teacher Prize, now on its 4 th edition, is a US $1 million award

presented annually to an exceptional teacher who has made an outstanding
contribution in their profession. The Global Teacher Prize is awarded by the

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Varkey Foundation under the patronage of His Highness Sheikh Mohammed
bin Rashid Al Maktoum, Vice President and Prime Minister of the United
Arab Emirates and Ruler of Dubai.

Indian schoolteacher Ranjitsinh Disale has been awarded this year's Global
Teacher Prize. Mr. Disale won the award as a result of his work with girls in
western India.

Peter Tabichi, the 2019 Winner of the Global Teacher Prize, is a

Franciscan Brother who works as a science teacher at Keriko Mixed Day
Secondary School, a public school in Pwani Village, a remote part of Kenya's
Rift Valley.

Tabatha Rosproy Is the First Early Childhood Educator to Be National

Teacher of the Year. Tabatha Rosproy, a preschool teacher in Winfield,
Kansas., has been named the 2020 National Teacher of the Year. Rosproy is
the first early childhood educator to receive the national honor in the
program's 68-year history.

Vice President Dr Mahamudu Bawumia on Saturday presented the 2019

Most Outstanding Teacher Prize Award to Ms Sabina Dosu of St. Dominic's
R/C Junior High School in the Denkyembour District of the Eastern Region.

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References:

https://www.alliance-exchange.org/about/the-role-of-exchanges/

https://www.globalteacherprize.org/

Read more: https://newsinfo.inquirer.net/1328524/caramoan-

mobileeducator-is-global-teacher-2020-finalist#ixzz6v6mkByk5

Follow us: @inquirerdotnet on Twitter | inquirerdotnet on Facebook

https://files.eric.ed.gov/fulltext/EJ1057820.pdf

https://www.slideshare.net/ethanpedlaza/historical-development-
ofphilippine-educational-system

https://lincs.ed.gov/professional-development/resource-collections/profile809

https://www.sau90.org/UserFiles/Servers/Server_210790/Image/Professiona
lDevelopmentPlan17-22.pdf

http://docshare01.docshare.tips/files/24144/241443225.pdf

https://www.teacherph.com/legal-bases-of-philippine-educational-system/

https://www.chanrobles.com/republicactno7836.htm#.YMhZsfkzY2w

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https://www.coursehero.com/file/45167796/7-The-Teaching-Professiondoc/

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