PHINMA Education Syllabus EDU 011 The Teaching Profession A. Subject Description

PHINMA Education
Syllabus
PEN Code: EDU 011 Prerequisite: None

PEN Subject Title: The Teaching Profession Credits: 3 units
A. Subject Description:
The course provides forthcoming teachers with a clear understanding of the learners, the
teaching environment, and deals with the teacher as an individual, classroom teacher, community
teacher and as a global teacher. The course will emphasize the structure, organization, and governance
of the Philippine educational school system and current issues related to the teaching profession. The
legal, ethical, philosophical and multicultural foundations of teaching will also be discussed.
B. Objectives:
At the end of the course, you should be able to:
1. elucidated the elements of teaching as a profession;

2. discussed the demands of the teaching profession;
3. exhibited familiarization of the Code of Ethics for Professional Teachers;
4. explicated the rights and privileges of professional teachers in the Philippines;
5. described the global and glocal teacher vis-a-vis the 21st century teaching;
6. articulated the teacher competency frameworks and professional standards; and
7. created his/her own philosophy, vision, and mission.
C. Subject Outline and Time Allotment:
Lesson Topics/Activities Schedule

Orientation Day 1
Lesson 1 The Teaching Profession Day 2
Lesson 2 The Teaching as a Profession Day 3
The Demands of Society from the Teacher as a Day 4

Lesson 3
Professional
The Demands of the Society from the Teacher as a Day 5
Lesson 4
Person
Lesson 5 The Teacher and the Learners Day 6
Lesson 6 Historical Development of the Teaching Profession Day 7-8
P1 FIRST PERIODIC EXAM Day 9-10

Lesson 7 The Teacher and the Parents Day 11
Lesson 8 The Teacher and the Community Day 12
Lesson 9 The Teacher and Higher Authorities Day 13
1
The Teacher and the Profession
Lesson 10 Day 14
The Teacher and Business
Lesson 11 Teaching as a Vocation and Mission Day 15
Lesson 12 Rights and Privileges of Teachers in the Philippines Day 16
P2 SECOND PERIODIC EXAM Day 17-18
Ensuring Teacher Quality Through Competency

Lesson 13 Day 19-20
Framework and Standards
The Global and Glocal Teacher
Lesson 14 The Changing Global Landscape for the 21st Century Day 21-22
Teachers
Lesson 15 Philosophies of Education Day 23
Lesson 16 My Philosophy of Education Day 24
P3 THIRD PERIODIC EXAM Day 25-26
D. Grading System:
The Final Grade is computed as follows:
The Prelim (PG), Mid-term (MG), and Tentative Final grades (TG) will be computed using
the formula below:
CS (Class Standing)2+ PE (Periodic Exam)

3
The Final Grade for this course will be computed by using the following formula:
Final Grade: 0.17PG + 0.17MG + 0.16TG + 0.50Final Exam
The Final Exam refers to the PEN-wide final examination. The Passing Score in the Periodic Exam is
60%.
E. Contact Information
Teacher: Facilitator:
Contact Contact
Information: Information:
______________________
Dean’s Name and Signature
2
EDU 011: The Teaching Profession
Module #1 Student Activity Sheet
Name: ___________________________________________________________ Class number: _______

Section: ____________ Schedule: ____________________________________ Date: _______________
Lesson Title: Orientation on Flex Learning System Materials:

Learning Targets: Student Activity Sheet
At the end of the lesson, I should be able to: References:
1. demonstrate understanding of the house rules and the teaching- PHINMA Guidelines on the
learning environment of the “new normal”. Implementation of the
FlexLearning@PINMAEd
A. LESSON PREVIEW/REVIEW
Introduction
Hello there! Welcome back to school! Today is a new day, and we will start the day with the discussion
of the new normal learning environment that we’re going to have for this semester. Allow me to share
with you some of the things that you need to understand about the Flexible Learning System that we
have right now. The learning system is flexible to support your learning needs amidst the situation that
we have right now caused by the pandemic. We will follow the 4-10 scheme, where there are days that
we will have a face-to-face instruction and days that you will continue learning in the safety of your homes.
Physical distancing will still be observed, of course, and in those times that you will work at home, you
will be monitored and be checked by (teacher) and your leaders. That being said, let us choose who shall
be the class mayor/leader? The leader is requested to create our GC or Gmail account where we can
update, share information and submit your requirements. Likewise, there will be scheduled phone
calls/virtual calls/virtual chats with individual students or small groups of students to monitor your work.
It will also be used to provide guidance, answer questions, and check your understanding relevant to the
lessons that we’ll have. Please accomplish the information below for this purpose.
NAME:
TELEPHONE #:
ADDRESS:
NAME OF GUARDIAN:
TELEPHONE #:
NAME OF YOUR LEADER:
TELEPHONE #:
The Teacher will discuss the parameters for the course requirement/s, grading system, and Flexi Learning
arrangement i.e. means of communication etc.
This document is the property of PHINMA EDUCATION

Name: ____________________________________________________________ Class number: _______

Section: ____________ Schedule:______________________________________ Date: _______________
Lesson Title: The Teaching Profession Materials:

At the end of the lesson, I should be able to:
1. demonstrate understanding of the demands of the course, The References:
Teaching Profession; and On Becoming the 21st Century
2. manifest skills in communication and higher order thinking skills. Teacher by Bilbao, Purita D.
1.
Introduction
Hey there! Today is a new day! Welcome to a new beginning, a “new normal life”, and a new course that
will set you ablaze to know more about the beauty of becoming a teacher. I’m pretty sure you are all
excited to discover what the subject is all about. This course will provide you with a clear understanding
of the learners, the teaching environment, and deals with the teacher as an individual, classroom teacher,
community teacher as well as a global teacher. The course will emphasize the structure, organization,
and governance of the Philippine educational school system and current issues related to the teaching
profession. It includes an articulation of the rootedness of education in the philosophical and historical
context, professional ethics, rights, privileges, and responsibilities of teachers as agent of change. The
legal, ethical, philosophical and multicultural foundations of teaching will also be discussed. Similarly, you
will be given an opportunity to apply in various multimedia platforms your ideas and creative solutions
pertinent to the different topics of the course.
B. MAIN LESSON
Content and Skill-Building
Topic # 1
Oh, that turned out very well. I know you could do it. Now, you will discover some personal qualities of a
good teacher. Take a look at the following terms below. These terms will be handy in understanding the
next lessons. Don’t rush.


INTELLIGENCE RELIABILITY
INNOVATIVENESS QUALITIES OF A GOOD EMOTIONAL

TEACHER STABILITY
FAIRNESS BOUYANCY
INTELLIGENCE – ability to make sound decision, analyze, make judgment, make

solutions, possess HOTS, and other types of intelligence.
COMPASSION – natural quality to empathize, to feel what others feel, to be tolerant of
others.
EMOTIONAL STABILITY – ability to be calm under pressure, cheerful and optimistic,
level headed.
INNOVATIVENESS – natural tendency to create new things, modify existing ones,
imaginative, finds solutions to problems quickly, makes use of available materials.
FAIRNESS – natural attribute to look at both sides of the issue before making judgment,
gives equal chances for both sides to be heard, removes personal biases.
SELF-CONFIDENCE – natural tendency to feel “I Can Do It”, works alone, determined to
succeed.
COOPERATIVENESS – natural action to work together with others, willing to share.
BOUYANCY – ability to survive in difficult situation, balances life, optimistic and cheerful.
1) RELIABILITY – attribute demonstrated by dependability, sincerity and honesty
2) Bilbao P., 2015
On Becoming 21st Century Teacher


Skill-Building
After digesting some of the qualities of a good teacher, our next activity will give you an opportunity to
reflect on who you are as a person. It will attempt to assess whether you have the personal qualities that
will make you become a better teacher someday. Scared? Nah! Excited? Of course, yes! Right? I know
you are all excited to discover more about yourself relevant to your desire to be a good teacher. Are you
ready to discover more about you? Let’s start!
Below are some of the qualities or attributes of a person and these are indicators of personal qualities
that may describe YOU. Look into yourself very well and answer each item honestly.
AM I THIS PERSON?
(Bilbao P., 2015)
Exercise #1:
Place a ✓ mark in Box B if the indicator fits you most of the time or an X mark if the description does
not fit you most of the time. Identify your quality by choosing the appropriate label in Box C. You may
use the letter more than once for your answer and just leave the item you marked X.
Box A Box B Box C

Personal Attribute Indicator Place ✓ if it fits Personal Quality Label
you most of the (Choose from the items
time or X if not. written below)
1. I am mentally alert.
2. I am very imaginative to create new ideas.
3. I like to try out new things.
4. I appreciate other people.
5. I am tolerant of other person.
6. I adjust to different situations.
7. I look at the other side of life.
8. I don’t consider myself as better than others.
9. I share privileges.
10. I give personal time for the group.
11. I make it a point to do the job well.
12. I make quick solutions to problems.
13. I volunteer to do task for others.
14. I work for the group even without affirmation in
return.
15. I am calm in the midst of chaos.
16. I am dependable on a given task.


17. I give equal chance for others to be heard.

18. I am sure of what I do.
19. I hold my anger even when provoked.
20. I am punctual in attendance.
Personal Quality Label

A. INTELLIGENCE/INTELLIGENT E. COOPERATIVENESS/COOPERATE
B. BOUYANCY/BOUYANT F. FAIRNESS/FAIR
C. SELF-CONFIDENCE/ SELF CONFIDENT G. EMOTIONAL STABILITY/ EMOTIONALLY STABLE
D. COMPASSION/COMPASSIONATE H. INNOVATIVENESS/INNOVATIVE
I. RELIABILITY/RELIABLE
Exercise #2:
You Have the Final Say and Think-Pair-Share
Congratulations! You are on the right track now. After discovering your personal qualities, listed below are some
questions for reflections. This activity which we call as You Have the Final Say expects you to ponder on the
following given questions. You are given 5 minutes to answer the questions, then find a partner to share your
insights. Ready? Start!
My Reflections/ Insights:
1. How do I use my personal qualities to become a good teacher? Cite at least 5 To Do List that I should work
on as an Education student to harness and or develop these attributes.
2. What other areas should I improve/develop to make me become a good or a great teacher (please refer to
your answer which you marked X)? Is it really necessary for me to change who I am just to become worthy of
the title - - - LPT?


If you are through in answering the question, find your buddy and you may start sharing your insights. Remember,
you need to listen, discuss, affirm and support one another. This think-pair-share activity is good for 10 minutes
only. Is that clear? Great! Now, you can start!
The teacher may elaborate by adding examples. Then, you may call someone (a group representative) to share
their input.
Check for Understanding
Directions: Match the terms written inside the box with the description below. Write the letter of your answer on
the space provided before each number.
A. Reliability
B. Bouyancy
C. Cooperativeness
D. Innovativeness
E. Fairness
________1. Natural tendency to create new things, modify existing ones, imaginative, finds solutions to
problems quickly, makes use of available materials. Innovativeness
________2. Attribute demonstrated by dependability, sincerity and honesty Reliability
________3. Natural attribute to look at both sides of the issue before making judgment, gives equal
chances for both sides to be heard, removes personal biases.
________4. Natural action to work together with others, willing to share.
________5. Ability to survive in difficult situation, balances life, optimistic and cheerful.
C. LESSON WRAP-UP
Summary / Frequently Asked Questions
1. What is LPT?
~ Licensed Professional Teacher
2. What are the qualifications to take the LET?

REPUBLIC ACT NO. 7836
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.


Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to take the examination
unless, on the date of filing of the application, he shall have complied with the following requirements:
• A citizen of the Philippines or an alien whose country has reciprocity with the Philippines in the practice
of the teaching profession;
• At least eighteen (18) years of age;
• In good health and of good reputation with high moral values;
• Has not been convicted by final judgment by a court for an offense involving moral turpitude;
• A graduate of a school, college or university recognized by the government and possesses the
minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education (BECED) or its
equivalent;
(2) For teachers in the elementary grades, a bachelor's degree in elementary education (BSEED) or its
equivalent;
Think about your Learning
Congratulations for a job well done! Here is an activity for you, this is simple and I believe you can do
this! Take your time in answering the following questions. Write at least three sentences to summarize
what you’ve learned. You will be given 4 minutes to do it. You will be graded based on the given rubric
on the last page.


KEY TO CORRECTIONS
Activity #5
Answers: 1. D , 2. A , 3. E . 4. C , 5. B
RUBRICS FOR SHORT ESSAY
SCALE ORGANIZATION MECHANICS CONTENT LENGTH

Logical progression of
ideas with a clear Answer is appropriate
Punctuation, spelling,
structure that enhances to the question. Essay is clear in 4-5
4 capitalization are
the essay. Transitions Content is factually sentences in length
correct. No errors.
are mature and correct.
graceful.
Logical progression of Punctuation, spelling, Answer is appropriate
ideas. Transitions are capitalization are to the question. Essay is clear in 3 or 6
3
present equally generally correct, with Content may have one sentences in length
throughout essay. few errors. (1-2) or two factual errors.
Content relates
A few errors in peripherally to the
Organization is clear. Essay is in 2 or 7
2 punctuation, spelling, question; contains
Transitions are present. sentences in length
capitalization. (3-4) significant factual
errors.
No discernable Distracting errors in Essay is either in 1,2, 8
Content unrelated to
1 organization. Transitio punctuation, spelling, or more sentences in
question.
ns are not present. capitalization. length
TOTAL

Module #3 Student Activity

Lesson title: The Teaching as a Profession Materials:

1. explicate the elements of teaching as a profession; and Bilbao et.al., The Teaching
2. elucidate the meaning of teaching as a profession. Profession
1) Introduction
How is your day going? Today is another action-filled day. But first, let us check your armor of knowledge
for us to be ready in the battlefield of learning. Last time, we talked about some of the qualities of a good
teacher. Now, try to answer this for 2 minutes to check if you still remember the things we discussed last
meeting. Hurry up or else, we will not accomplish our goals for today!
1. According to Dr. Bilbao, what are the qualities of a good teacher?
2. From the list, what are the qualities/attributes that you already have? In what ways can you
develop the other attributes that you may not yet have to prepare you become a “good teacher”?
B. MAIN LESSON
TOPic # 1
You did it! Alright! luk at tu! I know you are excited with our lesson for today. Ready to discover what it is?
Para tu! Today, we will have a very interesting lesson. We will discover the difference between a licensed
teacher and a licensed professional teacher. Interesting, right? But first, let me share with you some of the
meaning of the term, teacher. The definition found below will help you determine the difference when you


hear someone say “she is but a licensed teacher and do not show any professionalism.” I bet that made you
think now, hmm? Let’s not keep you waiting. Let’s begin!
"all persons engaged in classroom teaching, in

any level of instruction, on full-time basis, including "all persons engaged in teaching at the
guidance counselors, school librarians, industrial elementary and secondary levels, whether on
arts or vocational instructors, and all other persons full-time or part-time basis, including industrial
performing supervisory and/or administrative arts or vocational teachers and all other persons
functions in all schools, colleges and universities performing supervisory and/or administrative
operated by the Government or its political functions in all schools in the aforesaid levels and
subdivisions; but shall not include school nurses, qualified to practice teaching under this Act."
school physicians, school dentists, and other Republic Act No. 7836
school employees."
Republic Act No. 4670
TEACHER
“licensed professional who possesses dignity and

reputation with high moral values as well as "all persons engaged in actual teaching and/or
technical and professional competence… he/she research assignments, either on full-time or part-
adheres to, observes and practices a set of time basis, in all levels of the educational system."
ethical, and moral principles, standard and
values.” Batas Pambansa Blg. 232
Code of Ethics for Professional Teachers
Initial
Professional
Education
Accredited
Licensing Elements Program
of a
Profession
Code of
CPD
Ethics


PROFESSION – type of job that requires special training and that brings a high status.
PROFESSIONAL - a person who has competent skill and observe high standards in
the job or activity he or she does and abides by the code of ethics.
Skill-building Activities
1. Challenge- Chew-Chat-Check.
That was fast! After looking at the definition of the term teacher from various legal codes, and discovering
the elements of a profession, we will have an activity which we will call as Challenge- Chew-Chat-Check.
Excited to find out what it is all about? This is what you are going to do, I will Challenge you by giving
you a small handful of targeted questions or tasks to guide you to delve deeper into the content/topic.
Then, you will engage your mind to process the information – Chew, and share your insights in a form of
a news report. Some of you will be called to share your insights to the class when you return and Chat
with us. Clear? If yes, let’s start!
I Challenge everyone to deliberate and Chew on the following:
(1). When the teaching profession was professionalized with the passage of R.A. 7836 does it mean all
teachers are professionals? Agree or disagree? Why or why not? Expound.
(2). Is earning a license synonymous to professionalism? Yes, or no? Why yes or why not? Explicate.
You will only be given 5 minutes to write your opinion, then, you may chat your buddy (for the think-pair
strategy) and share your insights. Deliberate on the given questions for 10 minutes and be ready to come-
up with a sound judgement on the issue citing (your) evidences to support you statement. I will assess,
probe and engage you in both spontaneous and structured dialogues so, be ready, okay? If you do not
have any question or clarification, c’mon let’s start!
My Reflections/ Insights:
1. When the teaching profession was professionalized with the passage of R.A. 7836 does it mean all teachers
are professionals? Agree or disagree? Why or why not? Expound.


2. Is earning a license synonymous to professionalism? Yes, or no? Why yes or why not? Explicate.
Encircle the letter of the correct answer then, check your answers against the Key to Corrections found
at the end of this SAS. Write your score on your paper
1. Can a boxer be considered a professional?

A. No
B. Yes, because of the existence of the term professional boxer.
C. Yes, if the boxer is competent and skilled.
D. both B and C
2. Which is not an element of a profession?
A. Continuing Professional Development
B. Accredited Program and diploma from TESDA
C. Adherence to the Code of Ethics for Professional Teachers
D. passing the LET


C. LESSON WRAP-UP
FAQs
What is Initial Professional Education?
- IPE is the completion of a university program i.e. engineering, education, accountancy, nursing. It means
long and arduous years of preparation and is expected to learn unceasingly.
-
What is the meaning of “accreditation” as part of the elements of a profession?
- It means that the university programs are approved by a regulatory body like CHED to ensure the
graduates that they start their professional lives with competence.
Awesome! Congratulations for a job well done! The battle is about to end, but keep going! You’re working
well and I know you can now determine the difference between a licensed teacher from a Licensed
Professional Teacher. C’mon! Let’s check your understanding! Let us see how well you understood our
lesson by having this activity called, I Learn. You need to explain in 2-3 sentences new things that you
have learned from the discussion. Ready? Lezz go!


KEY TO CORRECTIONS
Checking for Understanding
Answers: 1. A 2. B

correct. No errors.
graceful.
3
Content relates
errors.
question.
TOTAL


Lesson Title: The Demands of Society from the Teacher as a Materials:

Professional Student Activity Sheet
Learning Targets: References:
At the end of the lesson, you should be able to: Bilbao et.al., The Teaching
1. discuss what the society demands from a professional teacher; Profession
and DepED Order No. 36, s. 2013
2. explicate the professional competencies a teacher should www.deped.gov.ph
possess.
1) Introduction/Review
Mabuhay! Kumusta? How’s your day? Well, it seems that you are pretty much excited to know more
about being and becoming a professional teacher, aren’t you? But before we proceed to our next topic,
let us have first a check on your understanding about our previous lesson by having this activity which
we will call, “Dear Classmate/Friend”. You will write your classmate/buddy/friend about the significant
insights you’ve learned in our previous lesson. Specifically, you need to emphasize to your
classmate/friend how the lesson made an impact and changed your views about teaching and being a
teacher. Clear? If yes, you may start writing to your friend and do this in 2 minutes.


B. MAIN LESSON
I know it is hard, but you are almost there and I know you can do it! Say it to yourself - - yes, I can!
Today, we will have another interesting lesson. You will be acquainted with the professional competencies
that a teacher should possess as well as recognize the societal demands of teachers as professionals.
Fascinating, right? Ready to discover what it is? Let’s begin!
At this point, please read the content notes and underscore the important concepts that will guide you to
better understand the lesson. You are given 10 minutes for this.
Role of teachers
Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop holistic
learners who are steeped in values, equipped with 21st century skills, and able to propel the country to
development and progress. This is in consonance with the Department of Education vision of producing:
“Filipinos who passionately love their country and whose values and competencies enable them to realize
their full potential and contribute meaningfully to building the nation”.
(DepED Order No. 36, s. 2013)
Teacher quality in the Philippines
The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards
describe the expectations of teachers’ increasing levels of knowledge, practice and professional
engagement. At the same time, the standards allow for teachers’ growing understanding, applied with
increasing sophistication across a broader and more complex range of teaching/learning situations.
The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st
Century in the Philippines. Quality teachers in the Philippines need to possess the following characteristics:
• recognize the importance of mastery of content knowledge and its interconnectedness within and
across curriculum areas, coupled with a sound and critical understanding of the application of theories
and principles of teaching and learning. They apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current research. They display proficiency in Mother
Tongue, Filipino and English to facilitate the teaching and learning process, as well as exhibit the
needed skills in the use of communication strategies, teaching strategies and technologies to promote
high-quality learning outcomes.


• provide learning environments that are safe, secure, fair and supportive in order to promote learner
responsibility and achievement. They create an environment that is learning-focused and they
efficiently manage learner behavior in a physical and virtual space. They utilize a range of resources
and provide intellectually challenging and stimulating activities to encourage constructive classroom
interactions geared towards the attainment of high standards of learning.
• establish learning environments that are responsive to learner diversity. They respect learners’
diverse characteristics and experiences as inputs to the planning and design of learning opportunities.
They encourage the celebration of diversity in the classroom and the need for teaching practices that
are differentiated to encourage all learners to be successful citizens in a changing local and global
environment.
Philippine Professional Standards for Teachers 5
• interact with the national and local curriculum requirements. They translate curriculum content into
learning activities that are relevant to learners and based on the principles of effective teaching and
learning. They apply their professional knowledge to plan and design, individually or in collaboration
with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning resources. They communicate
learning goals to support learner participation, understanding and achievement.
• apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and
reporting learners’ needs, progress and achievement. They use assessment data in a variety of ways
to inform and enhance the teaching and learning process and programs. They provide learners with
the necessary feedback about learning outcomes that informs the reporting cycle and enables
teachers to select, organize and use sound assessment processes.
• establish school-community partnerships aimed at enriching the learning environment, as well as the
community’s engagement in the educativeprocess. They identify and respond to opportunities that
link teaching and learning in the classroom to the experiences, interests and aspirations of
the wider school community and other key stakeholders. They understand and fulfill their
obligations in upholding professional ethics, accountability and transparency to promote
professional and harmonious relationships with learners, parents, schools and the wider
community.
• value personal growth and professional development and exhibit high personal regard for the
profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect
and integrity. They value personal and professional reflection and learning to improve theirpractice.
They assume responsibility for personal growth and professional development for lifelong learning.


BATAS PAMBANSA BLG. 232

CHAPTER 3: Duties and Obligations
Section 16. Teacher's Obligations - Every teacher shall:
1. Perform his duties to the school by discharging his responsibilities in accordance with the
philosophy, goals, and objectives of the school.
2. Be accountable for the efficient and effective attainment of specified learning objectives in
pursuance of national development goals within the limits of available school resources.
3. Render regular reports on performance of each student and to the latter and the latter's
parents and guardians with specific suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional growth and advancement
and maintain professionalism in his behavior at all times.
5. Refrain from making deductions in students' scholastic rating for acts that are clearly not
manifestations of poor scholarship.
6. Participate as an agent of constructive social, economic, moral, intellectual, cultural and political
change in his school and the community within the context of national policies.
A. Read Me!
After reading the content notes, there are news articles that I would like you to read showcasing some of
the outstanding teachers in the Philippines. Read the articles and be enlightened as well as be inspired
with the passion and commitment they put to their profession. Please take note that you need to analyze
the common characteristics of the outstanding Filipino teachers and determine the personal qualities as
well as the professional competencies they exemplified. Get it? Happy learning!


Dr. Josette Biyo's Iloilo: An inspiring story that's written in the stars
MANILA, Philippines - Dr. Josette Talamera-Biyo is the recipient of the 2002 Intel Excellence in Teaching
Award, and has been honored by having a minor planet between Mars and Jupiter named after her by
the Massachusetts Institute of Technology, Lincoln Laboratory, USA. Although she holds a doctorate
degree in biology and is a recipient of national and international awards as an educator, she continues to
teach in the rural campus of the Philippine Science High School in Iloilo. Here, she shows us why, despite
all the opportunities to make it big abroad, she has chosen to stay in her hometown. This is her Iloilo.
This is her SM. Yes, teaching may not be a lucrative profession. It cannot guarantee financial security. It
even means investing your personal time, money, and other resources.
During the panel interview for the Intel Awards, one judged asked, “You have a PhD in Biology, why do
you teach in high school and not even in the capital city?” I simply said, “And who will teach these kids?
I did not get my PhD to check papers. I got it to teach children.” Sometimes teaching means heartaches,
disappointment, and pain. But opening the minds of children and touching their hearts, give me joy and
contentment which money could not buy. These are moments I teach for. These are moments I live for.
Part of the recognition for winning the Intel Excellence in Teaching Award was the naming of a minor
planet in my honor by the Massachusetts Institute of Technology Lincoln Laboratory in Lexington USA. It
was in October 2002 that I received a letter from Dr. Grant Stokes, Associate Head of the Lincoln
Laboratory Aerospace Division informing me that Planet 13241 had been named Planet Biyo. He said
that the tribute was given for facing the challenge of motivating students to engage in scientific pursuits
and for my contribution as an educator. I kept Planet Biyo to myself until Jan. 31, 2003, when I printed a
copy for our Earth Science students to see.
DR. JOSETTE BIYO
https://www.philstar.com/lifestyle/sunday-life/2010/01/24/542878/dr-josette-biyos-iloilo-inspiring-story-thats-written-stars


Metrobank honors 10 outstanding teachers

By: Nathaniel R. Melican - @inquirerdotnetPhilippine Daily Inquirer / 05:14 AM September 11, 2013
MANILA, Philippines—The Department of Education and Metrobank Foundation on Tuesday recognized 10 teachers
for the passion they put into their craft.
The first awardee, Fely Batiloy, who teaches at the Special Education Integrated School for Exceptional Children in
Iloilo City, was recognized for her contributions to the preservation and teaching of Ilonggo folk songs.
Mitchel Rodriguez, a teacher at the Odiongan Central School in Gingoog City, was honored for her passion in
developing a reading program which helped improve reading habits in her school.
Cherry Vinluan of Guagua Elementary School in Pampanga was cited for her creative teaching methods, for pooling
resources to build a reading center in her school and for her research on how to improve reading comprehension for
slow readers.
Rodel Sampang of the Pedro Guevarra Elementary School in Manila was feted for his excellence in teaching
Heograpiya, Kasaysayan at Sibika, and tying lessons to real-life situations.
Dominique Maquiran of the University of the Philippines High School in Iloilo City was honored for empowering students
to reach out to the community and relate social studies lessons to real-life issues.
Marcelo Otinguey of the Ampusongan National High School in Bakun, Benguet, was awarded for his contribution to
preserving the Bakun Kankanaey indigenous people’s cultural heritage.
Maria Teresa Bautista of the Bacnotan National High School in Bacnotan, La Union, was recognized for her reading
intervention programs, which help poor readers develop better reading habits.
Maria Lorna Garnace of the Eastern Visayas campus of the Philippine Science High School in Palo, Leyte, was feted
for her wide array of classroom activities aimed at making learning a fun experience.
Alfredo Robles Jr. of the De La Salle University in Manila was awarded for his unrelenting efforts to train young
professionals, especially teachers, on how to learn.
Finally, Emilyn Espiritu of the Ateneo de Manila University in Quezon City, was awarded for her research as an
environmental scientist, particularly in the fields of environmental management, toxicology and solid waste
management, and for sharing her expertise with her students and society at large.
A Metrobank Foundation Outstanding Filipino award is conferred for being an exemplary public servant—but more
importantly, an Outstanding Filipino is worthy of such recognition because he/she is an active agent of positive change
and influence in their communities. An Outstanding Filipino is a model of excellence in his/her profession, thriving
amidst challenges with dignity and confidence. He/she must have made a long-lasting positive impact, as well as
concrete contributions to the onward development of communities. He/she must also display patriotism, integrity,
courage, and social responsibility – the universal values that Filipinos are defined by.
Being conferred the award gives the awardees the opportunity to bask in the limelight—and quite rightfully so, as their
exemplary integrity, dedication to their chosen professions, and service to their communities are worth noting,
emulating, and celebrating.
(http://www.mbfoundation.org.ph/outstanding-filipinos/about-the-program/)


What are the common characteristics of the outstanding Filipino teachers? Cite at least three (3)
similarities in their personal qualities and competencies. Use the space below to write your answer.
B. Awesome Possibilities
Realizing the personal and professional obligation of Filipino teachers, our next activity will challenge you
to think beyond who you are today. Quite interesting? Yes, indeed! This activity is called Awesome
Possibilities. It challenges you to create as many (awesome) possibilities how you see yourself as a
future teacher. In doing the activity, you need to remember the demands of the society to a professional
teacher. That is why I asked you a while ago to underscore the salient concepts in your content notes.
Go slowly, and think. I want you to imagine your future self in this activity, how do you see yourself as a
future teacher? Do you see yourself doing the great things the outstanding teachers did to their learners,
and community? How similar or different your future self will be?
You can use the space below to write about your awesome future self. Lezz go! You can do it!


I know that was hard for you, but you stayed calm and I know you loved thinking about the many
possibilities of what might become of your future self, right? With that I want you to think further and
reflect in what ways can you acquire these professional competencies? Is it possible that your current
choices may help you develop these competencies? Use as your guidepost the PPST, DepEd Vision and
Teacher obligation as stipulated in BP 232. Cite at least three (3) competencies with as many possibilities
you can attain/develop it. Shown below is an example on how to go about it. Clear? Start!


Ex. Department of Education vision - make excellence as a tradition.

of producing: “Filipinos who passionately love their - strive to be morally and ethically upright
country and whose values and competencies enable person
them to realize their full potential and contribute - be a role model/good influencer
meaningfully to building the nation” - strive to learn more to give more to my future
students
Teacher is expected to provide the appropriate scaffolding for better understanding of the lesson.
1. From the following, which is/are manifestation of a professional teacher?

1. permissive
2. technically competent
3. honor student
4. highly ethical and moral
A. 1, 4 B. 1,3,4 C. 2, 4 D. 2,3,4
2. Which is not true of the society’s demand from the professional teacher?
A. showed competence in teaching.
B. provide learning environments that are exclusive, safe, secure, fair and supportive.
C. promote multiculturalism and responsive to learners’ diversity.
D. educational and community leaders.


C. LESSON WRAP-UP
FAQs
1. Primarily, what are the competencies expected from a professional teacher?
1. he/she demonstrates technical, ethical and moral competence.

2. pass the licensure exam.
3. goes through CPD
4. abide by the Code of Ethics for Professional Teachers
5. excellent in instructional planning and delivery, and assessment practices
6. create a favorable learning environment
2. Is it the same competencies expected among South East Asian Teachers?


1. One Minute Paper
Kudos! You did a great job! Let’s see if you can translate into words the things that you’ve learned from
the lesson. Use the box below to write your answer.
KEY TO CORRECTIONS
Activity #5
Answers: 1. C; 2. B

correct. No errors.
graceful.
3
Content relates
errors.
question.
TOTAL


Lesson Title: The Demands of the Society from the Teacher as a Materials:
Student Activity Sheet
Person
Learning Targets:
1. discuss what the society demands from the teacher as a Bilbao et.al., The Teaching
person; and Profession
www.deped.gov.ph
2. describe the personal qualities that a professional teacher
should possess.
Introduction/Review
Hello! Today, you will continue your exploration to understand your future world of work. Last time, you
were successful in your battle to enrich your knowledge in understanding the society’s demands from
the teacher as a professional. This time, you will be venturing on a meaningful journey with Riley. Who
among you are familiar with Riley? Are you excited? But wait, before we start our adventures, let us
recount first the learning treasures we had last meeting. Share what you have learned from our previous
topics by answering the queries below. Ready? C’mon, let’s begin!
What are the competencies expected from a professional teacher?


MAIN LESSON
Read and analyze your content notes because this will help you in your journey to know more about the
subject matter. Use the 10 minutes for this. Happy reading!
https://www.researchgate.net/figure/The-characteristics-of-the-ideal-teacher-George-1997_fig1_251713799


Article XI: The Teacher as a Person

Code of Ethics for Professional Teachers
Section 1. A teacher is, above all, a human being endowed with life for which it is the highest
obligation to live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle of
personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as
a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny
and of the destinies of men and nations.
Manifestation of Professionalism (Hallmark of a Professional)

Live with dignity, a model worthy of emulation by his/her peers,
learners and the community, put premium on self-respect and
discipline. Consistently performing excellently in his/her job.
Teacher is expected to elucidate further the topics to his/her students.
I am thinking of what could be the personal qualities a teacher should possess to be worthy of respect
and emulation? Likewise, I’ve been musing with the idea of what could be the most ideal attributes a
teacher must have to be worthy of the title teacher? Can you enlighten me on this?
How will you explain in the simplest form to me the hallmark of a professional? Are you ready for the
job? If yes, please enlighten me and explain to her the following:
1. Out of the many attributes of an effective teacher, what do you consider to be the top 5 qualities
that a teacher must have? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________


2. Cite situations where a teacher can exemplify the hallmark of a professional. Below is a chart
where you will write 3 examples of how a professional teacher is expected to live in accordance to
Article XI of the Code of Ethics for Professional Teachers.
1.
2.
Section 1 3.
1.
2.
Section 2 3.
1.
2.
Section 3 3.
1.
Section 4 2.
3.
3. What do you think are the important qualities of a professional teacher as an individual and as a
professional? Fill in the concept organizer below.


Write your answer for item #1 and encircle the letter of the correct answer in item #2 then, check your
answers against the Key to Corrections found at the end of this SAS. Write your score on your paper
1. Professionalism is
_____________________________________________________________
2. Which is not true of a professional teacher?

A. Teacher live with dignity most of the time.
B. Model of good virtues.
C. Put premium to self-respect and self-discipline.
D. Excellently performing his/her duties.
C. LESSON WRAP-UP
FAQs
1. What is the primary principle a teacher should consider in his/her relationship with others?
- as stipulated in Article XI, teachers shall “place premium upon self-discipline as the primary principle of
personal behaviour in all relationships with others and in all situations.”
One Minute Paper
In 2-3 sentences, describe in which part of our activities did you feel the emotions of Joy, Sadness,
Disgust, and Anger. Write your answer on the space provided below. Once you are done, you may
bring home….. J O Y! Congratulations!
Joy: __________________________________________________________________________
______________________________________________________________________________
Sadness:_______________________________________________________________________
______________________________________________________________________________


Disgust: ________________________________________________________________________
_______________________________________________________________________________
Anger:___________________________________________________________________________
________________________________________________________________________________
KEY TO CORRECTIONS
Activity #5
Answers:
1. Professionalism is the hallmark of the profession. It is something that is being demanded from a teacher as
a professional and as a person. Being professional is to abide by the Code of Ethics for Professional Teachers
2. A
Punctuation, Answer is
ideas with a
spelling, appropriate to the Essay is clear in
clear structure that
4 Capitalization question. Content 4-5 sentences in
enhances the
are correct. No is factually length
essay. Transitions are
errors. correct.
mature and graceful.
Logical progression of Punctuation, Answer is Essay is clear in 3

3 ideas. spelling, appropriate to the or 6 sentences in
Transitions are capitalization are question. Content length


present equally generally correct, may have one or

throughout essay. with few errors. two factual errors.
(1-2)
Content relates
A few errors in
Organization is peripherally to the
punctuation, Essay is in 2 or 7
2 clear. Transitions question; contains
spelling, sentences in length
are present. significant factual
capitalization. (3-4)
errors.
No discernable Distracting errors in

Essay is either in
organization. punctuation, Content unrelated
1 1,2, 8 or more
Transitions are not spelling, to question.
sentences in length
present. capitalization.
TOTAL

Module # 6 Student Activity Sheet

Lesson Title: The Teacher and the Learners Materials:

At the end of the lesson, I should be able to: Bilbao et.al., The Teaching
1. explain how the professional teacher should relate to the learners. Profession
Code of Ethics for Professional
Teachers
1) Introduction/Review (2 mins)
Hello there! Happy learning! Are you ready to explore and learn new things today? Let’s begin with
these questions.
What is the hallmark of a professional? What are the demands of the Profession to a teacher as an
individual and as a person? What professional standards would we expect from a professional teacher?


B. MAIN LESSON
Splendid! I’m glad that you remembered the lessons we discussed last meeting. With that, hold on tight
GenZs as we go on board on another journey. Ready? Let’s begin!
At this point, please read the content notes and underscore the important concepts that will guide you to
better understand the lesson. You are given 10 minutes for this.
CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Article VIII: The Teachers and Learners
Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners
in the subject or grades he handles, provided that such determination shall be in accordance with generally
accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost
concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.
Section 4. A teacher shall not accept favours or gifts from learners, their parents or others in their behalf in
exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is
authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic
performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner,
the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment
of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from
their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are
adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.


A. Think-Pair-Share
Ready now? Good! So, let’s start with our first activity. We will have a film viewing today and you are
expected to identify and share with your buddy how the teachers in the film relate to their learners to
make a difference. Get it? Let’s start!
View Our Return on Investment: Sabrina Ongkiko at TEDxADMU

https://www.youtube.com/watch?v=FgOi4ZR57fA
Based from the video, share how a teacher should relate to his/her learners to make a difference.
Identify 5 significant insights you glean from the video.
B. Analytical Webbing
Excellent! Keep going and let us continue to know more about your future responsibilities as a teacher
to your learners. Below is a chart where you will write some of the issues, concerns and challenges that
you witness being in violation of Article VIII of the Code of Ethics for Professional Teachers.
Sections (Article VIII) Issues. Concerns, Challenges What I will do…

Ex. Having a relationship with his/her I will not court or even get
Section 7 students. involve with my students. If
my intention is true, I’ll wait
until he/she is no longer
under my tutelage.


1. Henry Adams said: “A teacher affects eternity; no one knows where his influence stops”. What does
this question imply?
A. A teacher has power to influence generations.
B. A teacher lives long because he enjoys influencing students.
C. Teaching is eternity; there is no end to it for as long as there are children.
D. A teacher is so powerful that he cannot help but influence learners.
2. Teacher Ana claims she cares for students? Which is/are a manifestation of genuine care?
I. Knows students
II. Creates a favorable learning atmosphere
III. Maintains professional distance with students
A. I, II and III
B. II and III
C. I and III
D. I and II


C. LESSON WRAP-UP
FAQs
1. Does the Code of Ethics for professional Teachers prohibits a teacher to fall in love with his/her
students?
- No, but the teacher need to observe utmost professional discretion to avoid scandal and preferential
treatment.
2. What kind of punishment is considered in violation of the student’s rights?
- corporal punishment, verbal, and emotional abuse, deduction in his/her grades which is not a
manifestation of poor performance.
1. Description of the Strategy

Awesome! You did a great job! Let’s find out your level of understanding through an activity called,
Description of the Strategy. In this activity you are being challenged to summarize the lesson by
making an acronym of the concepts learned for the day. Use the box below to write your answer.
KEY TO CORRECTIONS
Activity #5
Answers: 1. A; 2. D

Module #7-8 Student Activity Sheet

Lesson Title: Historical Development of the Teaching Profession Materials:

Learning Targets:
1. trace the historical development of the teaching profession in the Bilbao et.al., The Teaching
Philippines; and Profession
2. analyze the policies on recruitment, disciplinary actions and PD 1006, R.A 7836, R.A 9293
deployment of professional Teachers. https://www.deped.gov.ph/
Introduction/Review
Mabuhay! Happy learning! I am delighted to continue this course and be part of another learning adventure with
you. Are you ready to explore and learn new things today? Hold on tight because today will be another day of
learning to equip yourself as a future professional teacher. How’s that? Exciting, isn’t it? But before we begin let
me see if you’ve learned anything from our previous topics. Read and substantially answer the questions below.
1. Is teaching a profession? How do we make that judgement? What are the demands of the
Profession to a teacher as an individual and as a person? What professional standards would we
expect from a professional teacher?
2. Cite at least 3 obligations of a professional teacher as stipulated in Article XI of the Code of

Ethics for Professional Teachers.


B. MAIN LESSON
This module will bring you to a closer encounter with the history of the teaching profession. Let us not keep
you waiting. Read and analyze your content notes to guide you in your learning journey. Happy learning!
Article XIV, 1987 Philippine Constitution (Education, Science & Technology, Arts, Culture &
Sports) - This is the very fundamental legal basis of education in the Philippines. It stipulates the
following:
• The right of all citizens to quality education at all levels
■ Provision for complete, adequate and integrated system of education
• Free public education in the elementary and secondary levels
• Availability of scholarship grants, loan programs, subsidies and other incentives for deserving
students in the public and private schools
■ Provision for non-formal, informal and indigenous teaming systems
- Inclusion of the study of Constitution in the curriculum
• Education to put emphasis on the inculcation of nationalism & patriotism
as wet as other values deemed important in developing better person and
responsible citizen
• Supervision and regulation of all educational institutions by the state
• Sole ownership of educational institutions by at least 60% of the capital
from Filipino citizen
■ Tax exemptions for. non-stock and non-profit educational Institutions
• Enjoyment of academic freedom (teachers, students, Institutions) in all
institutions of higher learning
• State's protection for academic, non-academic and non-teaching personnel
• Highest budgetary allocation for education
• Filipino as the national language; Filipino and English as official languages
for use In communication and instruction
• Creation of National Language Commission
• Promotion of science and technology
• Preservation and enrichment of Filipino culture.
• Promotion of physical education and other related programs


Presidential Decree No. 1006, s. 1976

Signed on September 22, 1976
MALACAÑANG
MANILA
PRESIDENTIAL DECREE NO 1006
PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING THEIR PRACTICE IN THE

PHILIPPINES AND FOR OTHER PURPOSES.
WHEREAS, the Constitution provides that “All educational institutions shall be under the supervision of; and subject to
regulation by, the State”, and requires that “the State shall establish and maintain a complete, adequate and integrated
system of education relevant to the goals of national development”;
WHEREAS, in the pursuit on these objectives, the Department of Education and Culture has adopted ways and means
of overseeing all the educational institutions in the country;
WHEREAS, this supervisory function of the DEC has been primarily beamed towards insuring that the educational
institutions inculcate in the studentry love of the country, teach the duties of citizenship, and develop moral character,
personal discipline, and scientific, technological and vocational efficiency;
WHEREAS, to implement these objectives, the institutions have relied upon their teachers whose direct and continuing
interaction with the young people and the children make them potent forces for the development of proper attitudes
among the citizenry;
WHEREAS, this accounts for the tremendous growth of the teaching population, comprising in the civil service sector
alone more than 300,000 teachers deployed all over the country;
WHEREAS, to insure that in the immediacy and urgency of teacher recruitment qualitative requirements are not
overlooked, it has become necessary to regulate the teaching profession;
WHEREAS, although teaching requires a number of years of collegiate study, it is the only course that it is not yet
considered a profession;
WHEREAS, in recognition of the vital role of teachers in nation-building and as an incentive to raise the morale of
teachers, it is imperative that they be considered as professionals and teaching be recognized as a profession.
NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of the powers vested in me
by the Constitution, do hereby decree and order:
Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching.
Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall be given primary concern
and attention by the government and shall be of the highest quality, and strongly oriented to Philippine conditions and
to the needs and aspirations of the Filipino people even as it seeks enrichment from adoptable ideas and practices of
other people.
Section 3. Definition of Terms. As used in this Decree, the following shall be construed as follows:


(a) Teaching refers to the profession primarily concerned with the classroom instruction, at the elementary and
secondary levels, in accordance with the curriculum prescribed by National Board of Education, whether on part-time
or full-time basis in the public or private schools.
(b) Teachers refers to all persons engaged in teaching at the elementary and secondary levels, whether on a full-time
or part-time basis, including guidance counselors, school librarians, industrial arts or vocational teachers and all other
persons performing supervisory and/or administrative functions in all schools in the aforesaid levels and legally qualified
to practice teaching under this Decree.
Section 6. Qualification requirements for examination applicants. No applicant shall be admitted to take the examination
unless, on the date of filing of the application, he shall have complied with the following requirements:
(a) Except those who have been engaged in teaching as herein defined for at least five years in schools in the Philippines
not organized exclusively for nationals of a foreign country at the time of the effectivity of this Decree, the applicant must
be a citizen of the Philippines;
(b) That he is of good moral character;
(c) That he is free from any physical and/or mental defect which will incapacitate him to render efficient service; and
(d) That he possesses the following minimum educational qualifications:
1) For teachers in the kindergarten and elementary grades, Bachelor’s degree in Elementary Education (B.S.E.Ed.) or
its equivalent;
2) For teachers of the secondary schools, Bachelor’s degree in Education or its equivalent with a major and minor, or a
Bachelor’s degree in Arts or Sciences with at least eighteen units in professional education; and
3) For teachers of secondary vocational and two-year technical courses, Bachelor’s degree in the field of specialization
with at least eighteen units in professional education.
All applications shall be filed with an office or offices designated by the Board, preferably the offices of the Civil Service
Commission and the Department of Education and Culture.
These offices shall screen and approve such applications and issue the corresponding permits to take the examination
to qualify applicants.
Section 7. Appointment of examiners. The Board shall appoint a set of examiners for every examination who are
recognized authority in teacher education, and their names shall not be disclosed until after the release of the results
of the examination. They shall each receive as compensation the sum of not less than P5.00 for each examinee as may
be determined by the Board but in no case shall each examiner receive more than P18,000 per examination. Any
examiner who is in the service of the Government shall receive the compensation herein provided in addition to his
salary.
Section 8. Scope of the examination. The examination shall consist of written tests, the scope of which shall be
determined by the Board, taking into consideration the teaching plan of the schools legally constituted in the Philippines.
Section 9. Ratings in the examination. In order that a candidate may be deemed to have successfully passed the
examinations, he must have obtained a general average of at least 70 per cent in all subjects, with no rating below 50
per cent in any subject.


Section 10. Report of the results of examination. The examiners shall report the ratings obtained by each candidate to
the Board within 150 days after the last day of the examination, unless extended by the latter.
Section 11. Issuance of Certificates. Teachers who have passed examinations given by the Civil Service Commission
or jointly by the Civil Service Commission and the Department of Education and Culture shall be considered as having
passed the board examinations for teachers. The Board may consider their certificates of rating as certificates of
eligibility or issue an entirely new certificate upon registration of the teacher and payment of the corresponding fees.
This provision shall likewise apply to those teachers who have permanent appointment under the Magna Carta For
Public School Teachers and all others who may be qualified for registration as professional teachers under this Decree.
Section 12. Registration. The Civil Service Commission shall, as an arm of the Board, register holders of Professional
Teacher Certificate which registration shall evidence that the registrant is entitled to all the rights and privileges of a
Professional Teacher until and unless the certificate is suspended or canceled by the Board for just cause.
Section 13. Reissuance of revoked certificates and replacement of lost certificates. The Board may, for reason of equity
and justice, and upon proper application therefor, issue another copy, original or duplicate, upon payment of the required
fee, of a certificate which has been revoked. A new certificate to replace a lost, destroyed or mutilated certificate may
be issued subject to the rules of the Board.
Section 14. Registration by reciprocity. The Civil Service Commission shall, upon approval of the Board, effect the
registration, without examination, of a teacher validly registered under the laws of any foreign state or country; Provided,
That the requirements for registration in said foreign state or country are substantially the same as those required and
contemplated by this Decree, and the laws of such foreign state or country allow citizens of the Philippines to practice
the profession on the same basis and grant the same privileges as the citizens or subjects of such foreign state or
country; Provided finally, That the applicant shall submit competent and conclusive documentary evidence, confirmed
by the Department of Foreign Affairs, showing that his country’s existing laws permit citizens of the Philippines to
practice teaching profession under the rules and regulations governing citizens thereof.
Section 15. Prohibition. Three years after the effectivity of this Decree, no person shall engage in teaching and/or act
as a teacher as defined in this Decree, whether in the public or private elementary or secondary school, unless he is
holder of a Professional Teacher Certificate or is considered a Professional Teacher under this Decree.
Section 16. Penal Provision. Any person who shall practice the teaching without a valid Professional Teacher Certificate,
or any person presenting as his or her own the certificate of another, or any person giving any false or forged evidence
in order to obtain a Professional Teacher Certificate or admission to an examination, or any person assuming himself
as a registered professional teacher or any person violating any provision of this Decree shall be penalized by a fine of
not less than One Thousand Pesos nor more than Five Thousand Pesos with subsidiary imprisonment or to suffer an
imprisonment of not less than six months nor more than two years, or both such fine and imprisonment at the discretion
of the Court.
Section 17. Repealing Clause. All Acts, Decrees, Executive Orders, Administrative Orders, rules and regulations or
parts thereof inconsistent with the provisions of this Decree are hereby repealed or modified accordingly.
Section 18. Separability Clause. In case any provision of this Decree or any portion thereof is declared unconstitutional
by a competent court, other provisions shall not be affected thereby.
Section 19. Effectivity. This Decree shall take effect January 1, 1977.


DONE in the City of Manila, this 22nd day of September, in the year of Our Lord, nineteen hundred and seventy-six.
(Sgd.) FERDINAND E. MARCOS

President of the Philippines

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.
ARTICLE I
TITLE
SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers Professionalization Act of 1994."
Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-building and development
through a responsible and literate citizenry. Towards this end, the State shall ensure and promote quality education by
proper supervision and regulation of the licensure examination and
professionalization of the practice of the teaching profession.
Sec. 3. Objectives. — This Act has the herein objectives:
(a) The promotion, development and professionalization of teachers and the teaching profession; and
(b) The supervision and regulation of the licensure examination.
Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:
(a) "Teaching" — refers to the profession concerned primarily with classroom instruction, at the elementary and
secondary levels in accordance with the curriculum prescribed by the Department of Education, Culture and Sports,
whether on part-time or full-time basis in the private or public schools.
(b) "Teachers" — refers to all persons engaged in teaching at the elementary and secondary levels, whether on full-
time or part-time basis, including industrial arts or vocational teachers and all other persons performing supervisory
and/or administrative functions in all schools in the aforesaid levels and qualified to
practice teaching under this Act.
(c) "Board" — refers to the Board for Professional Teachers duly established and constituted under this Act.
(d) "Commission" — refers to the Professional Regulation Commission.
ARTICLE III EXAMINATION AND REGISTRATION
Sec. 13. Examination, Registration and License Required. — Except as otherwise specifically allowed under the
provisions of this Act, all applicants for registration as professional teachers shall be required to undergo a written
examination which shall be given at least once a year in such places and dates as the Board may determine upon
approval by the Commission. A valid certificate of registration and a valid professional license from the Commission are
required before any person is allowed to practice as a professional teacher in the Philippines, except as otherwise
allowed under this Act.
Sec. 14. Scope of Examination. — The examinations for the elementary and secondary school teachers shall be
separate. The examination for teachers in the elementary level shall consist of two (2) parts, namely: professional


education and general education. The examination for teachers in the secondary level shall consist of three (3) parts,
namely: professional education, general education, and field of specialization.
Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to take the examination unless, on
the date of filing of the application, he shall have complied with the following requirements: (a) A citizen of the Philippines
or an alien whose country has reciprocity with the Philippines in the practice of the teaching profession; (b) At least
eighteen (18) years of age; (c) In good health and of good reputation with high moral values; (d) Has not been convicted
by final judgment by a court for an offense involving moral turpitude; (e) A graduate of a school, college or university
recognized by the government and possesses the minimum educational qualifications, as follows: (1) For teachers in
preschool, a bachelor's degree in early childhood education (BECED) or its equivalent; (2) For teachers in the
elementary grades, a bachelor's degree in elementary education (BSEED) or its equivalent; (3) For teachers in the
secondary grades, a bachelor's degree in education or its equivalent with a major and minor, or a bachelor's degree in
arts and sciences with at least ten (10) units in professional education; and (4) For teachers of vocational and two-year
technical courses, a bachelor's degree in the field of specialization or its equivalent, with at least eighteen (18) units in
professional education.
Sec. 16. Report of the Results of the Examination. — The Board shall, within one hundred twenty (120) days after the
examination, report the ratings obtained by each candidate to the Professional Regulation Commission for approval
and appropriate action.
Sec. 17. Issuance of Certificate of Registration and Professional License. — The registration of a professional teacher
commences from the date his name is enrolled in the roster of professional teachers. Every registrant who has
satisfactorily met all the requirements specified in this Act shall, upon payment of the registration fee, be issued a
certificate of registration as a professional teacher bearing the full name of the registrant with serial number and date
of issuance signed by the chairman of the Commission and the chairman, vice-chairman, and members of the Board,
stamped with the official seal, as evidence that the person named therein is entitled to practice the profession with all
the rights and privileges appurtenant thereto. The certificate shall remain in full force and effect until withdrawn,
suspended and/or revoked in accordance with law. A professional license signed by the chairman of the Commission
and bearing the registration number and date of issuance thereof and the month of expiry or renewability shall likewise
be issued to every registrant who has paid the annual registration fees for three (3) consecutive years. This license
shall serve as evidence that the licensee can lawfully practice his profession until the expiration of its validity.
Sec. 18. Oath Before Practice. — Every registrant shall be required to take his professional oath before practicing as a
professional teacher.
Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing professional growth and development
and to provide additional basis for merit promotion, in addition to their performance rating, teachers may take an oral
and written examination at least once in five (5) years as basis for merit promotion. In taking this examination, no fee
shall be required.
Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit examination, he or she shall be
allowed to take the examination for a second time. Should he or she fail to pass the merit examination for the second
time, then he or she shall be required to take a DECS accredited refresher course or program before being allowed to
retake the examination. Failure of any permanent teacher to pass the merit examination shall not, however, be used as
a ground for his/her dismissal or demotion.
Sec. 21. Incentives. — Teachers who pass the merit examination shall: (a) Be awarded a diploma of merit by the Board;
(b) Earn merit points for purposes of promotion in salary or to a higher position or grade level; (c) Be placed in the
priority list for government scholarship; and (d) Enjoy such other benefits as may be promulgated by the Board. Similar


incentives shall be given to teachers who make inventions, develop new methods of teaching, write a book or books
and create works of artistic merit.
Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be integrated into one national
organization which shall be recognized by the Board and the Commission as the one and only integrated and accredited
association of professional teachers. Upon registration with the Board, every professional teacher shall be encouraged
to become a member of the integrated national organization. Those who have been registered with the Board but are
not members of the said integrated organization shall be allowed to register as members of the said integrated
organization within three (3) years after the effectivity of this Act. Membership in the integrated organization shall not
be a bar to membership in other associations of the teaching profession. The professional teachers shall receive the
benefits and privileges appurtenant to their membership in the said integrated and accredited organization of
professional teachers only upon payment of the required membership fees and dues.
Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching Profession, and
Cancellation of Temporary or Special Permit. — The Board shall have the power, after due notice and hearing, to
suspend or revoke the certificate of registration of any registrant, to reprimand or to cancel the temporary/special permit
of a holder thereof who is exempt from registration, for any of the following causes: (a) Conviction for any criminal
offense by a court of competent jurisdiction; (b) Immoral, unprofessional or dishonorable conduct; (c) Declaration by a
court of competent jurisdiction for being mentally unsound or insane; (d) Malpractice, gross incompetence, gross
negligence or serious ignorance of the practice of the teaching profession; (e) The use of or perpetration of any fraud
or deceit in obtaining a certificate of registration, professional license or special/temporary permit; (f) Chronic inebriety
or habitual use of drugs; (g) Violation of any of the provisions of this Act, the rules and regulations and other policies of
the Board and the Commission, and the code of ethical and professional standards for professional teachers; and (h)
Unjustified or willful failure to attend seminars, workshops, conferences and the like or the continuing education program
prescribed by the Board and the Commission. The decision of the Board to revoke or suspend a certificate may be
appealed to the regional trial court of the place where the Board holds office within fifteen (15) days from receipt of the
said decision or of the denial of the motion for reconsideration filed in due time.
Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be admitted to the examination, or be
given a certificate of registration or be entitled to any of the rights and privileges provided under this Act; unless the
country or state of which he is a subject permits Filipino professional teachers to practice within its territorial limits on
the same basis as subjects or citizens of said country or state: Provided, that the requirements of certification of teachers
with said foreign state or country are substantially the same as those required and contemplated under this Act:
Provided, further, That the laws of such state or country grant the same privilege to Filipino professional teachers on
the same basis as the subject or citizens of such foreign country or state.
Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing the names and addresses of
professional teachers, date of registration or issuance of certificate, and other data which in the opinion of the Board
may appear pertinent shall be maintained. Copies of the roster shall be provided by the Commission to the Board, the
Department of Education, Culture and Sports, and the integrated and accredited organization of professional teachers.
Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act, no person shall engage in teaching
and/or act as a professional teacher as defined in this Act, whether in the preschool, elementary or secondary level,
unless he is a duly registered professional teacher, and a holder of a valid certificate of registration and a valid
professional license or a holder of a valid special/temporary permit. Upon approval of the application and payment of
the prescribed fees, the certificate of registration and professional license as a professional teacher shall be issued
without examination as required in this Act to a qualified applicant, who at the time of the approval of this Act, is: (a) A
holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the Department of Education,
Culture and Sports; or (b) A registered professional teacher with the National Board for Teachers under the Department


of Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006; or (c) Not qualified under
paragraphs one and two but with any of the following qualifications. to wit: (1) An elementary or secondary teacher for
five (5) years in good standing and a holder of Bachelor of Science in Education or its equivalent; or (2) An elementary
or secondary teacher for three (3) years in good standing and a holder of a master's degree in education or its
equivalent. Provided, That they shall be given two (2) years from the organization of the Board for professional teachers
within which to register and be included in the roster of professional teachers: Provided, further, That those incumbent
teachers who are not qualified to register without examination under this Act or who, albeit qualified, were unable to
register within the two-year period shall be issued a five-year temporary or special permit from the time the Board is
organized within which to register after passing the examination and complying with the requirements provided this Act
and be included in the roster of professional teachers: Provided, furthermore, That those who have failed the licensure
examination for professional teachers shall be eligible as para-teachers and as such, shall be issued by the Board a
special or temporary permit, and shall be assigned by the Department of Education, Culture and Sports (DECS) to
schools as it may determine under the circumstances.
ARTICLE IV PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION
Sec. 27. Inhibition Against the Practice of the Teaching Profession. — Except as otherwise allowed under this Act, no
person shall practice or offer to practice the teaching profession in the Philippines or be appointed as teacher to any
position calling for a teaching position without having previously obtained a valid certificate of registration and a valid
professional license from the Commission.
Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than Five thousand pesos
(P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or imprisonment of nor less than six (6) months nor
more than five (5) years, or both, at the discretion of the court: (a) Any person who practices the teaching profession in
the Philippines without being certified in accordance with the provisions of this Act; (b) Any person who represents or
attempts to use as his own certificate of registration that of another; (c) Any person who gives any false, or fraudulent
evidence of any kind to the Board or any member thereof in obtaining a certificate of registration as teacher; (d) Any
person who impersonates any registrant of the same or different name; (e) Any person who uses a revoked or
suspended certificate of registration; (f) Any person who, in connection with his name, otherwise assumes, uses or
advertises any title or description tending to convey or conveys the impression that he is a teacher without holding a
valid certificate; and (g) Any person who violates or who abets the violation of any of the provisions of this Act. The
penalty of fine or imprisonment or both, as provided in this section, shall also apply to any school official who shall cause
or be responsible for the commission of any of the above-enumerated acts.
Sec. 29. Appropriations. — Such sums as may be necessary to carry out the provisions of this Act shall be included in
the 1996 General Appropriations Act and thereafter.
Sec. 30. Implementing Guidelines. — The Board shall formulate and adopt the necessary guidelines for the effective
implementation of the provisions of this Act within sixty (60) days of its approval. The Board shall submit to both
Committees on Education, Arts, and Culture; and the Committees on Civil Service and Professional Regulation of the
Senate and House of Representatives, copies of the implementing rules and guidelines within thirty (30) days after its
promulgation. Any violation of this section shall render the official/s concerned liable under Republic Act No. 6713,
otherwise known as the "Code of Conduct and Ethical Standards for Public Officials and Employees" and other pertinent
administrative and/or penal laws.
Sec. 31. Transitory Provision. — All incumbent teachers in both the public and private sector not otherwise certified as
professional teachers by virtue of this Act, shall be given (5) years temporary certificates from the time the Board for
Professional Teachers is organized within which to qualify as required by this Act and be included in the roster of


professionals. Provided, however, That the Professional Board Examination for Teachers (PBET) shall still be
administered by the Civil Service Commission and the Department of Education, Culture and Sports for the year 1995.
Sec. 32. Separability Clause. — If, for any reason, any section or provision of this Act or the application of such section
or provision to any person or circumstance is declared unconstitutional or invalid, no other section or provision of this
Act shall be affected thereby.
Sec. 33. Repealing Clause. — All laws, presidential decrees, executive orders, rules and regulations or parts thereof
inconsistent with the provisions of this Act are hereby repealed or modified accordingly.
Sec. 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days following its complete publication in the
Official Gazette or in two (2) newspapers of general circulation. Approved: December 16, 1994
Republic Act No. 9293

[REPUBLIC ACT NO. 9293] AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED
SEVENTYEIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE “PHILIPPINE
TEACHERS PROFESSIONALIZATION ACT OF 1994”
SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows: “SEC. 15. Qualification
Requirements of Applicants. – No applicant shall be admitted to take the examination unless, on the date of filing of the
application, he shall have complied with the following requirements: “(e) A graduate of a school, college or university
recognized by the government and possesses the minimum educational qualifications, as follows: (
1) For teachers in preschool, a bachelor’s degree in early childhood education (BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor’s degree in elementary education (BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor’s degree in education or its equivalent with a major and minor, or
a bachelor degree in arts and sciences with at least eighteen (18) units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the field of specialization or its
equivalent, with at least eighteen (18) units in professional education.”
SEC 2. Section 26 of the same Act is hereby amended to read as follows: “SEC. 26. Registration and Exception. – No
person shall engage in teaching and/or act as a professional teacher as defined in this Act, whether in the preschool,
elementary or secondary level, unless the person is a duly registered professional teacher, and a holder of a valid
certificate of registration and a valid professional license or a holder of a valid special/temporary permit. Upon approval
of the application and payment of the prescribed fees, the certificate of registration and professional license as a
professional teacher shall be issued without examination as required in this Act to a qualified applicant, who is: (a) A
holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the Department of Education,
Culture and Sports; or (b) A registered professional teacher with the National Board for Teachers under the Department
of Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006. Professional teachers who have
not practiced their profession for the past five (5) years shall take at least twelve (12) units of education courses,
consisting of at least six (6) units of pedagogy and six (6) units of content courses, or the equivalent training and number
of hours, to be chosen from a list of courses to be provided by the Board and the Department of Education, before they
can be allowed to practice their profession in the country. Those who have failed the licensure examination for
professional teachers, with a rating of not lower than five percentage points from the passing general average rating,
shall be eligible as para-teachers upon issuance by the Board of a two-year special permit, renewable for a
nonextendible period of two (2) years. The para-teachers shall be assigned to areas where there is a shortage or
absence of a professional teacher, as identified and provided by the Department of Education and the Autonomous
Region for Muslim Mindanao (ARMM) education department to the Board for professional teachers and to the
Commission. The special permit shall indicate the area of assignment of the para-teacher. A special permit may also


be issued by the Board to a person who has excelled and gained international recognition and is a widely acknowledged
expert in his or her respective field of specialization.”
SEC 3. Section 31 of the same Act is hereby amended to read as follows: “SEC. 31. Transitory Provision. – Special
permits, with a validity of three (3) and five (5) years, issued to para-teachers by the Board for Professional Teachers
before the effectivity of this Act shall be allowed to expire based on the period granted therein: Provided, That only
special permits with a validity of three (3) years may be renewed upon expiration for a non-extendible period of two (2)
years.”
SEC 4. References to the term “Department of Education, Culture and Sports”, in section 4 (a) and section 25, and the
term “DECS” in section 20, of the same Act, are hereby amended to read as “Department of Education” and “DepEd”,
respectively.
SEC 5. Separability Clause. – If, for any reason, any section or provision of this Act or the application of such section
or provision to any person or circumstance is declared unconstitutional or invalid, no other section or provision of this
Act shall be affected thereby.
SEC 6. Repealing Clause. – All laws, decrees, circulars, administrative orders, rules and regulations, and other
issuances which are inconsistent with the provisions of this Act are hereby repealed or modified accordingly. SEC 7.
Effectivity. – This Act shall take effect upon approval.
Approved, (Sgd.) JOSE DE VENECIA JR. Speaker of the House of Representatives (Sgd.) FRANKLIN M. DRILON
President of the Senate This Act, which is a consolidation of Senate Bill No. 2698 and House Bill No. 5411 was finally
passed by the Senate and the House of Representatives on February 6, 2004 and February 7, 2004, respectively.
(Sgd.) ROBERTO P. NAZARENO Secretary General House of Representatives (Sgd.) OSCAR G. YABES Secretary
of the Senate Approved: APR 21 2004 (Sgd.) GLORIA MACAPAGAL-ARROYO President of the Philippines
TOPIC #2
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.
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.
The high school system supported by provincial governments, special educational institutions, school of arts and trades, an
agricultural school, and commerce and marine institutes were established in 1902 by the Philippine Commission. In 1908,
the Philippine Legislature approved Act No. 1870 which created the University of the Philippines.
The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public
Instruction.
Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine Executive Commission
established the Commission of Education, Health and Public Welfare and schools were reopened in June 1942. On October
14, 1943, the Japanese – sponsored Republic created the Ministry of Education. Under the Japanese regime, the teaching
of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity of labor was
emphasized. On February 27, 1945, the Department of Instruction was made part of the Department of Public Instruction.
In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of
Education. During this period, the regulation and supervision of public and private schools belonged to the Bureau
of Public and Private Schools.
In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081 and the Ministry of Education
and Culture in 1978 y virtue of P.D. No. 1397. Thirteen regional offices were created and major organizational changes
were implemented in the educational system.
The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the Department of
Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure of DECS as embodied in EO No.
117 has practically remained unchanged until 1994 when the Commission on Higher Education (CHED), and 1995 when
the Technical Education and Skills Development Authority (TESDA) were established to supervise tertiary degree programs
and non-degree technical-vocational programs, respectively.
The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA 7722 and
RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and Skills
Development Authority (TESDA), respectively.


The trifocal education system refocused DECS’ mandate to basic education which covers elementary, secondary and
nonformal education, including culture and sports. TESDA now administers the post-secondary, middle-level manpower
training and development while CHED is responsible for higher education.
In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the
name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining
the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provides the overall framework
for (i) school head empowerment by strengthening their leadership roles and (ii) school-based management within the
context of transparency and local accountability. The goal of basic education is to provide the school age population and
young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens.
(www.deped.gov.ph)
1. BOTH SIDES NOW
After reading the content notes, it’s time to familiarize yourself with the historical development of the teaching
profession. You will trace the historical development of the professionalization of the teaching profession in the
country by identifying the period and the development of the educational system, teacher preparation and
professionalization by way of a graphic organizer. An example is provided to serve as your guide. Use the
space below to write your answer. Good luck!
.
Period Historical Development
Pre-Spanish No formal preparation for teachers. The father trained his sons to be
warriors, hunters, fishermen, miners, and ship builders. The mother
on her part trained her daughters in cooking, gardening, serving and
other household arts.
Informal, unstructured, focus on vocational training. Parents and
tribal tutors served as teaches.
Great job! After knowing the historical development of the teaching profession, the next activity will arm you
with the necessary weapons to understand more the teaching profession. Below is the compare and contrast
matrix where you will analyze and fill in the necessary information about the similarities and differences on
policies of recruitment, deployment and disciplinary actions for professional teachers


2. COMPARE AND CONTRAST
P.D. 1006 R.A. 7836 R.A 9293 Observation/Analysis
Definition
of Teacher
Teachers'
Examination
Scope of
Examination
Qualification
Requirements for
Examinees
Rating


Report of Results
National Board for

Teachers
The Board for

Professional
Teachers
Causes of
Revocation of
Certificate∕
License


C. Analytical Web. Complete the venn diagram below to underscore the similarities and differences between
mobile, and para teachers.
Answer the following questions. You are only given 2 minutes for this then, check your answers against
the Key to Corrections found at the end of this SAS. Write your score on your paper. Let’s begin!


TRUE or FALSE. Write TRUE if the statement is correct and FALSE if it is wrong.
_________1. R.A. 7836 is the first legal document that professionalized teaching in the Philippines.
________2. Teacher preparation in the Philippines begin with 4 years.
________3. There was no formal teaching until the American occupation.
________4. The Spanish period through the Educational Decree of 1863 provided a normal school to
educate male teachers in Manila.
________5. The para teachers are “specialized” teachers who live among the people in remote
barangays of the country conduct the BLP for illiterate out-of-school youth and provide ALS to adult out-
of-school youth.
B. LESSON WRAP-UP
FAQs
1. Who started training teachers in normal schools?

- Spaniards. Normal school was established in 1863.
2. Public school system was established during which period?
- Spanish period. The Educational Decree of 1863 established free public school system. There was
one school for boys and another school for girls in every municipality.
Thinking about Learning
Atta boy/girl! To end our lesson, explain in 2-3 sentences new things that you have learned from the
discussion.
1. One Minute Paper
KEY TO CORRECTIONS
Activity #5
Answers:
1. False 2. False 3. False 4. True 5. False


Lesson Title: The Teacher and the Parents Materials:

1. explain how professional teachers should relate to parents; and Bilbao et.al., The Teaching
2. discuss the duties and obligations of teachers to parents. Profession
chanroblespublishingcompany
Teachers;BP 232
Hello everyone, hope you’re having a great day! Likewise, I hope that you have a good rest after the
exam for a remarkable journey is waiting for you.
For this particular lesson, you will be enlightened with the acceptable behavior teachers should have in
their relationship with the parents of the learners. But wait, before we continue, let’s check if you still can
recall the difference between mobile, and para teacher. Indicate your answer below.
MOBILE TEACHER PARA TEACHER
B. MAIN LESSON
Great job! That was easy, right? Now, read the content notes and prepare for our next activity!
Happy learning!


As a PARENT
Article 218 of the Family Code provides—“The school, its administrators and teachers, or the individual,
entity or institution engaged in child care shall have special parental authority and responsibility over the
minor child while under their supervision, instruction or custody.”
Article 219 of the Family Code provides—“Those given the authority and responsibility under (Article 218)
shall principally and solidarily liable for damages caused by acts or omissions of the unemancipated minor.

Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct
himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies
of learner under him, exercising utmost candour and tact in pointing out the learner's deficiencies and in
seeking parent’s cooperation for the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
discourage unfair criticism.
BATAS PAMBANSA BLG. 232

CHAPTER 2: Rights
SECTION 8. Rights of Parents. — In addition to other rights under existing laws, all parents who have
children enrolled in a school have the following rights:
1. The right to organize by themselves and/or with teachers for the purpose of providing a forum for the
discussion of matters relating to the total school program, and for ensuring the full cooperation of parents
and teachers in the formulation and efficient implementation of such programs.
2. The right to access to any official record directly relating to the children who are under their parental
responsibility.
CHAPTER 3: Duties and Obligations

SECTION 14. Duties of Parents. — In addition to those provided for under existing laws, all parents shall
have the following duties and obligations:
1. Parents, individually or collectively, through the school systems, shall help carry out the educational
objectives in accordance with national goals.
2. Parents shall be obliged to enable their children to obtain elementary education and shall strive to
enable them to obtain secondary and higher education in the pursuance of
the right formation of the youth.
3. Parents shall cooperate with the school in the implementation of the school program curricular and co-
curricular.


1. MIND MAP
After reading the content notes, what you will do now is to make a mind map. Are you familiar with mind map?
You see, mind map is a “graphical way to represent ideas and concepts. It is a visual thinking tool that helps
structuring information, helping you to better analyze, comprehend, synthesize, recall and generate new ideas
(https://www.google.com/search?q=mind+mapping)”. You will create a mind map illustrating how professional
teachers should relate to the parents. You need to be creative and you must be able to contextualize the
concepts. Is it clear? An example is shown below to serve as your guide. You may begin!


B, Dyad Activity
Great job! After illustrating the obligations of professional teachers to parents as partners in educating their
children, below is an article on how teachers and parents provide a vital support system to help students
flourish. Read and be guided by the questions below. You are expected to work and discuss with your buddy
partner and be ready to share your insights in our scheduled virtual call/chat. Ready? You may start now.


Guide Questions:
1. Do you agree with everything that was shared in the article? If yes, give at least 2
important insights you’ve learned why you agree and if not, state that or those that you
do not agree with and explain why you do not agree?
2. Identify salient reasons why teachers need to establish good relationships with
Parents?
Teachers need to build strong relationships with school stakeholders
By
Business Mirror
July 19, 2018
AS teachers, our primary goal for our students is to promote learning, inspire them to bring out their best
and help them become productive members of the community.
Some teachers are more popular than others among students. These teachers become popular by building
good relationships with their students, and by treating them with respect. However, this ideal situation would
not be possible without the help and support of all school stakeholders.
Stakeholders are individuals or groups who have an interest or concern for the school. They include parents,
school administrators, board members, local government officials, alumni and socio-civic groups who
contribute to the development of the school community.
Thus, a healthy relationship between the teachers and stakeholders is important, as this will enable
everybody to harmoniously work together, which will have a positive impact on the students.
Parents desire a successful educational system for their children; while the students themselves want to
receive good education. It’s easy to imagine the influence the education system has on government officials,
like city councilors and district representatives, as voters also base their decision on the way public officials
This document is the toproperty
show their support the schoolof PHINMA EDUCATION
system.

Individuals at this age are pulling away from adults. Being accepted by their peers is the key to develop
their self-esteem. When children feel good about themselves, it’s much easier to motivate them to become
academically proficient.
For example, a stakeholder’s input and relationship with other stakeholders are important in the planning,
implementation and evaluation of, say, health promotion and education programs in schools. Their
personal perceptions and understanding can help motivate children in the school environment. Parents, on
the other hand, can support and influence the adoption and implementation of a solid school curriculum. In
addition, the parents can help monitor and evaluate the implementation of the curriculum by keeping
abreast with the performance of their children, particularly by monitoring their homework activities.
Furthermore, the parents can help teachers by monitoring the behavior and social development of their
children at home, especially for children with special education needs.
As teachers, we know we are dealing with fragile beings. Adolescence, for example, brings insecurities.
Individuals at this age are pulling away from adults. Being accepted by their peers is the key to develop
their self-esteem. When children feel good about themselves, it’s much easier to motivate them to become
academically proficient.
Check To
forfulfill our goals of developing successful students, teachers must work together with school stakeholders
Understanding
in planning
Encircle the and building
letter a school
of the community
correct wherecheck
answer then, children thrive
your as theyagainst
answers enhance their
the Key learning
to Corrections found
at the end of this SAS. Write your score on your paper. Let’s begin!
capabilities.
1. Which of the situations shows that there is a balance between responsibility and accountability? Ms.
X attends meeting because she:
The author is Principal II at the Afusing National High School in Alcala, Cagayan.
a. will be recognized as an efficient teacher
b. gets additional points in her performance rating
c. wants to socialize with parents and teachers
d. wants to meet with parents and discuss with them the performance of their children
2. Teacher A is a neophyte teacher. One time a mother of one of her students confronted and maligned
her in front of her colleagues. How should Teacher A react on this kind of situation?
a. Walk away and ignore the mother
b. Answer back the mother and malign her too
c. Allow the mother to keep on maligning her until it's her turn to do the same
d. Wait until the emotion of the mother subsides and invite her to discuss the concern with the
principal or guidance counselors.


C. LESSON WRAP-UP
FAQs
1. Who started training teachers in normal schools?

- Spaniards. Normal school was established in 1863.
2. Public school system was established during which period?
- Spanish period. The Educational Decree of 1863 established free public school system. There was
one school for boys and another school for girls in every municipality.
You did it! Let’s find out how you feel about the lesson. Using the strategy Emotions! check which
emoji reflects how you feel doing the activities and in learning the lesson then, explain why.
KEY TO CORRECTIONS
Activity #5
Answers:
1. D 2. D


Lesson Title: The Teacher and the Community Materials:

1. explain how professional teachers should relate to the internal Profession
stakeholders; and chanroblespublishingcompany
2. discuss the duties and obligations of teachers to the Community. Code of Ethics for Professional
Teachers
1) Introduction/Review
Kumusta? How is your day? I know you are excited to learn but before we start, let’s have this quick
two-minute recap first. Without referring to your concept notes, answer the query below. C’mon! You
can do this!
Question: What are the obligations of teachers in his/her relationship with parents?


B. MAIN LESSON
Content and Skill Building
Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render
the best service by providing an environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in community
movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with
honour and dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and other
excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand
local customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the
community.
Section 5. Every teacher shall help the school keep the people in the community informed about the school’s
work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall
welcome the opportunity to provide such leadership when needed, to extend counselling services, as
appropriate, and to actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other
professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher possesses freedom to attend church and worships as appropriate, but shall not use his
positions and influence to proselyte others.
1. MIND MAP
Well, I am pretty sure you enjoyed discovering things about your future roles and duties as professional teachers
particularly in dealing with internal stakeholders, aren’t you? After reading the content notes, we will check your
understanding by training your mind to think how to think and in compartmentalizing your learnings through a
mind map. You did this last time and I know it will be easy for you the second time, right? So, you will create a
mind map illustrating the duties, roles and obligations of teachers to internal stakeholders. Get it?
Continue to be creative and don’t forget to contextualize the concepts. Is it clear? An example is shown below
to serve as your guide. Enjoy! You may begin!


2. Documentary Film Viewing
View 2014 Ramon Magsaysay Awardee, Randy Halasan and Kara David’s documentary film, “Walang
Maiiwan”. Share and discuss your insights with your buddy/partner and be guided by these questions:
1. Did you learn anything from watching the docu films? If you did, what was it?
2. What is the message of the 2 docu films? Do you agree or disagree with it?
3. What were you thinking as you finished watching the film?
4. What part of the story told by the docu film was the most powerful? Why?
5. Did you come to respect any of the characters in this movie?
Who was it and why did you come to respect that character?
6. What realization do you have now as regards to your future role and obligations
to the internal stakeholders?
https://www.youtube.com/watch?v=txHf3964bgg Randy Halasan - 2014 Ramon Magsaysay Awardee (5 mins)

https://www.youtube.com/watch?v=2EeczOVgadM 2014 Ramon Magsaysay Awardee RANDY HALASAN
Response (5 mins)
https://www.youtube.com/watch?v=TZ73dKG_REo i-Witness: ‘Walang Maiiwan’, dokumentaryo ni Kara David
(full episode, 26 mins)


Note: Be ready to share your insights in our scheduled virtual call/chat. Happy learning!
3. My Reflections
After watching the documentary films, how do you see yourself as a future teacher? What are your hopes and
desires for yourself? Did it change your perspectives about teaching and being a teacher? What are your
wishes for yourself?
4. Let’s Analyze!
By means of a graphic organizer, illustrate the reported acceptable and unacceptable behavior/conduct
professional teachers are doing to the internal stakeholders. Which particular section/s in the Code of Ethics
for Professional Teachers, do you think they are violating? Illustrate five for each
ACCEPTABLE UNACCEPTABLE SECTION /S


1. Mrs. Cruz’s child is a valedictorian candidate. However, the competition for the said rank is too tight
that’s why, to secure her child’s position on the said rank, Mrs. Cruz gave her child’s teachers a
personalized gift in exchange for higher grades and the teachers gladly accepted the gifts. Is there a
violation made by the teachers?
a. No, it’s not stated in any laws that accepting gift is prohibited.
b. No, it’s a human act to accept what has been given by other people.
c. Yes, no teachers accept indirectly or directly any gifts in exchange for requested concessions.
d. Yes, because she did not include the principal of the school.
2. In discussing the performance of the students with parents, which virtue should never be overlooked
by any teacher?
a. frankness b. tact and candor
c. religiousity d. fairness and justice
If you are done with Activity 4, you may proceed with Activity 5.
C. LESSON WRAP-UP
FAQs
1. Can a teacher used the academic time for bible study?
No. Article III Section 8 of the Code of Ethics for Professional Teachers clearly stipulates that “A teacher
possesses freedom to attend church and worships as appropriate, but shall not use his positions and
influence to proselyte others.”
2. Is it okay to go to casino and clubs every Friday?

Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with
honour and dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and
other excesses, much less illicit relations.
You did it! Let’s find out how you feel about the lesson. Using the strategy Emotions! check which
emoji reflects how you feel doing the activities and in learning the lesson then, explain why.


KEY TO CORRECTIONS
Activity #5
Answers:
1. C 2. B

correct. No errors.
graceful.
3
Content relates
errors.
question.
TOTAL


Lesson Title: The Teacher and Higher Authorities Materials:

1. explain how professional teachers should relate to Higher Profession
Authorities. chanroblespublishingcompany
Teachers
Introduction/Review
Hello! Kumusta? Today you will have an opportunity to know more about your future roles and obligations as
professional teachers. But wait, before we start take out your pens, let us recount first the concepts we discussed
last meeting. Ready? Accomplish your work for 2 minutes.
What are the obligations of teachers in his/her relationship with the community?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
B. MAIN LESSON
That was easy, right? Now, read the content notes and prepare for our next activity!


Article VI: The Teacher and Higher Authorities in the Profession
Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the legitimate
policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry
them out.
Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity.
However, if there are valid charges, he should present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when special conditions warrant a
different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which
case, the teacher shall appeal directly to the appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the
administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so,
they shall avoid jeopardizing the interest and the welfare of learners whose right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of teachers
are made only on the basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full
knowledge of employment terms and conditions.
Article VII: School Officials, Teachers, and Other Personnel
Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards
teachers and other personnel, such practices being standards of effective school supervision, dignified administration,
responsible leadership and enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility to
formulate policies or introduce important changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers under them such as
recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to
participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except for
cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with
pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of
their work; provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws.



THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
SECTION 8. Safeguards in Disciplinary Procedure. — Every teacher shall enjoy equitable safeguards
at each stage of any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice and/or by his
organization,
adequate time being given to the teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of
his case.
SECTION 9. Administrative Charges. — Administrative charges against a teacher shall be heard initially
by a committee composed of the corresponding School Superintendent of the Division or a duly authorized
representative who should at least have the rank of a division supervisor, where the teacher belongs, as
chairman, a representative of the local or, in its absence, any existing provincial or national teacher’s
organization and a supervisor of the Division, the last two to be designated by the Director of Public
Schools. The committee shall submit its findings and recommendations to the Director of Public Schools
within thirty days from the termination of the hearings: Provided, however, that where the school
superintendent is the complainant or an interested party, all the members of the committee shall be
appointed by the Secretary of Education.
December 1, 2006
DepEd Order No. 49, s. 2006
REVISED RULES OF PROCEDURE OF THE DEPARTMENT OF EDUCATION IN ADMINISTRATIVE
CASES
Section 1. Disciplining Authority – The disciplining authorities in the Department of Education shall be the
Secretary and the Regional Directors in their respective regions. The Superintendents of Schools shall
also be the disciplining authorities for administrative actions against non-teaching personnel in their
respective school divisions, For disciplinary actions or administrative cases against officers and employees
of the Department of Education at its Central Office and against Presidential appointees, namely: Assistant
Superintendents, Superintendents, Assistant Regional Directors, Regional Directors, Assistant Secretaries
and Undersecretaries of Education, the Secretary shall have original and exclusive jurisdiction. Decisions
of the Secretary of Education over administrative cases against said Presidential appointees shall be
subject to confirmation, disapproval or modification by the President of the Philippines.


Section 2. Grounds for Disciplinary Action – An administrative complaint may be filed for any of the
following grounds for disciplinary action:
a. Dishonesty
b. Oppression
c. Neglect of duty
d. Misconduct
e. Disgraceful and immoral conduct
f. Being notoriously undesirable
g. Discourtesy in the course of official duties
h. Inefficiency and incompetence in the performance of official duties
i. Receiving for personal use of a fee, gift or other valuable thing in the course of official duties
or in connection therewith when such fee, gift or other valuable thing is given by any person in
the hope or expectation of receiving a favor or better treatment than that accorded other
persons or committing acts punishable under the anti-graft laws
j. Conviction of a crime involving moral turpitude
k. Improper or unauthorized solicitation of contributions from subordinate employees and by
teachers or school officials from school children
l. Violation of existing Civil Service Law and Rules or reasonable office ( regulations
m. Falsification of official documents
n. Frequent unauthorized absences or tardiness in reporting for duty, loafing or frequent
unauthorized absences from duty during regular office hours
o. Habitual drunkenness
p. Gambling prohibited by law
q. Refusal to perform official duty or render overtime service
r. Disgraceful, immoral or dishonest conduct prior to entering the service
s. Physical or mental incapacity or disability due to immoral vicious habits
t. Borrowing money by superior officers from subordinates or lending by subordinates to
superior officers
u. Lending money at usurious rates of interest
v. Willful failure to pay just debts or willful failure to pay taxes due the government
w. Contracting loans of money or other property from persons with whom the office of the
employees concerned has business relations
x. Pursuit of private-business, vocation or profession without the permission required by the
Civil Service rules and regulations
y. Insubordination
z. Engaging directly or indirectly in partisan political activities by one holding a non political
office.
aa. conduct prejudicial to the best interest of the service
bb. lobbying for personal interest or gain in legislative halls or offices without authority.
cc. Promoting the sale of tickets in behalf of private enterprises that are not intended for
charitable or public welfare purposes and even in the fatter cases if there is no prior authority
dd. Nepotism as defined in Section 59, Chapter 8, Subtitle A, Title I, Book V of E.O. No. 292
ee. Sexual Harassment as defined and penalized under CSC Resolution No. 01-0940.


A Grievance Committee is not allowed to hear and decide administrative disciplinary cases. If a
complainant charges the respondent with the commission of administrative offenses, the same shall be
disposed of accordingly by the Disciplining Authority.
Section 3. Procedure in Commencing Administrative Cases – Administrative proceedings may be
commenced motu proprio by the Secretary of Education, the Regional Director, in case of DepED
Officials and teaching and non-teaching personnel, and the Schools Division Superintendents in case of
non-teaching personnel within their jurisdiction. Said proceedings may also be commenced upon sworn
written complaint of any other persons.
Section 4. Form of Complaint – A complaint shall be under oath and shall be written in a clear, simple,
and concise language so as to inform the person complained of, about the nature and cause of
accusation against him to enable him to intelligently prepare his defense or answer.
Section 5. Content of Complaint – A complaint shall contain the following;

a. Full name and address of the complainant
b. Full name and address of the person complained as well as his position and office in the Department
of Education
c. A narration of the relevant and material facts which should show the acts or omissions as allegedly
committed by the person
d. Certified true copies of documentary evidence and affidavits of his witnesses if any; and ^
e. Certification or statement on non-forum shopping
Section 6. When and Where to File a Complaint – Sworn written administrative complaints may be filed
at any time with the School Superintendents concerned for cases against non-teaching personnel in
their respective divisions or with the Regional Directors concerned for cases against teachers and
against their personnel at their respective regional offices or at the Legal Division of the Central Office
for cases against Presidential Appointees and employees at the Central Office. The Secretary of
Education can take cognizance of any complaint or administrative case filed before any office of the
Department of Education.
Section 7. Withdrawal of the Complaint – The withdrawal of the complaint does not result in its outright
dismissal nor in the discharge of the person complained of from any administrative liability. Where there
is obvious truth or merit to the allegations in the complaint or where there is documentary evidence that
would tend to prove the guilt of the person complained of, the same should be given due course.
Section 8. Actions on the Complaint

a. The disciplining authority concerned shall dismiss outright a complaint if on its face, there is obviously
no truth or merit to the allegations therein.
b. The Disciplining Authority shall also dismiss the complaint if the same is not in accordance with the
required form and /or if it does not comply with the required content of a complaint,
c. If the complaint is sufficient in form and substance, the disciplining authority shall give due course to
the complaint by appointing within ten (10) days from receipt of the complaint an investigator(s) who
shall conduct fact-finding investigation or preliminary investigation.
d. No action shall be taken on an anonymous complaint, unless the Disciplining Authority decides to
adopt the same and file it motu proprio.
Section 9. Fact-Finding Investigation or Preliminary Investigation


d. After the termination of the hearing(s) for clarificatory questions, the investigator(s) shall make an ex
parte examination of records and documents submitted by the complainant and by the person complained
of as well as the documents readily available from other government offices.
e. A fact-finding investigation or preliminary investigation shall commence not later than five (5) days from
receipt by the investigator(s) of the Order of the disciplining authority appointing him/them as
investigator(s) and shall be terminated within thirty (30) days thereafter.
f. Investigation Report – Within five (5) days from the termination of the preliminary investigation or fact-
finding investigation, the investigator(s) shall submit the complete records of the case to the Disciplining
Authority together with his/their investigation report which should contain his/their findings and
recommendations,
g. If a prima facie case is established during the investigation, a formal charge shall be issued by the
Disciplining Authority. A prima facie case shall mean that there is reasonable ground to believe that the
respondent is probably guilty of the charge/s against him, and should be investigated accordingly.
Section 10. Formal Charge – The Formal Charge shall contain a specification of charge(s), a brief
statement of material or relevant facts accompanied by certified true copies of documentary evidence, if
any, sworn statements covering the testimony of witnesses, if any, a directive to answer under oath the
charge(s) in writing in not less than seventy-two (72) hours from receipt thereof, an advice for the
respondent’to indicate in his answer whether or not he elects a formal investigation of the charge (s) and
a notice that he is entitled to be assisted by a counsel of his choice.
Section 11. Submission of Additional Evidence – If the respondent had already submitted his Comment
under oath or Counter-Affidavit during the Fact Finding Investigation or Preliminary Investigation, he shall
be given the opportunity to submit additional evidence.
Section 12. Prohibited Pleadings -The Disciplining Authority shall not entertain dilatory requests for
clarification, bills of particulars, or motions to suspend proceedings on account of a pending court case in
the absence of a temporary restraining order or injunctive writ. If any of these pleadings are interposed by
respondent, the same shall be considered as an answer and shall be evaluated as such.
Section 13. Answer – The Answer, which shall be in writing and under oath, shall be specific and shall
contain material facts and applicable laws, if any, including documentary evidence, sworn statements
covering testimonies of witnesses, if there be any, in support of his defense(s). It shall also include a
statement indicating whether or not he elects a formal investigation.
Section 14. Failure to File an Answer – If the respondent fails or refuse to file his Answer to the Formal
Charge within five (5) days from receipt thereof, he shall be considered to have waived his right thereto
and the Formal Investigation may commence.
Section 15. Preventive Suspension – Upon motion of the complainant or Motu Proprio, the proper
Disciplining Authority may issue an Order of Preventive Suspension upon issuance of the Formal Charge
immediately thereafter to any subordinate officer or employee under his authority pending an
investigation, if the charges involve:


a.Dishonesty
b. Oppression
c. Grave Misconduct
d. Neglect in the Performance of Duty; or
e. If there are reasons to believe that the respondent is guilty of charges which would warrant his
removal from the service.
Section 16. Reason for Preventive Suspension – An Order of Preventive Suspension may also be
issued by the Disciplining Authority to temporarily remove the respondent from the scene of his
misfeasance or malfeasance and to preclude the possibility of exerting undue influence or pressure on
the witnesses against him or tampering of documentary evidence on file with his Office.
Section 17. Substitute for Preventive Suspension – In lieu of Preventive Suspension, for the same
purpose, the proper disciplining authority or head of office, may reassign respondent to other units of the
agency during the formal hearings.
Section 18. Duration of Preventive Suspension – When the administrative case against an officer or
employee under Preventive Suspension is not finally decided by the disciplining authority within the
period of ninety (90) days after the date of the Preventive Suspension, unless otherwise provided by
special law, he shall be automatically reinstated in the service, provided that when the delay in the
disposition of the case is due to the fault, negligence or petition of respondent, the period of delay
should not be included in the counting of the ninety (90) calendar day period of Preventive Suspension.
Provided further that should the respondent be on Matemity/Paternity Leave, said Preventive
Suspension shall be deferred or interrupted until such time that said leave has been fully enjoyed.
Section 19. Remedies from the Order of Preventive Suspension – The respondent may file a Motion for
Reconsideration with the disciplining authority or may elevate the same to the Civil Service Commission
by way of an Appeal within fifteen (15) days from receipt thereof,
Section 20. Formal Investigation – Although the respondent does not request a Formal Investigation,
one shall nevertheless be conducted when the allegations of the complaint and the Answer of the
respondent, including the supporting documents of both parties, the merits of the case cannot be
decided judiciously without conducting such investigation.
1. Do Now
How was it reading and discovering the rights and obligations of professional teachers? Were you
overwhelmed? But I am pretty sure you enjoyed discovering things about your future roles and duties as
professional teachers, aren’t you?
After reading the content notes, using graphic organizers, provide what is being asked in the following items.
Good luck!


1. Use the Semantic webbing to illustrate the duties and obligations of teachers with the Higher
Authorities.
2. Using the Sequence Chart, identify the steps that teachers need to undertake to seek redress
against discrimination and injustice.



1. School personnel can avail of free legal service under certain circumstances. Principal X was
accused of maligning his neighbor. Is Principal X entitled to the said service?
A. Yes, she should defend herself.
B. No, if funds are not available.
C. No, it might bring some disarrangement in school.
D. No, the case is not related to his professional duties.
2. Teacher X does NOT formally agree with the school policy. What is her professional responsibility?
A. Remain connected with the school and but defy the policy that her conscience can’t agree with.
B. Lead a campaign on boycotting and abolishing of the same
C. Be indifferent and just continue to do his responsibilities
D. Make an honest effort to understand and carry out the policy even if she does not agree personally.
C. LESSON WRAP-UP
FAQs
1. Is it okay to file a complaint or charges under cover of anonymity?
~No. Any valid charges or complaint against superiors must be signed by the complainant.
2. Is it wrong or unprofessional for a teacher to fight against the legitimate policies instituted in school
because the teacher disagrees?
~ Yes. It is the obligation of the teacher to support legitimate policies even if the teacher is against it.
A. Think about your Learning

Congratulations, you did it! Let’s find out how you feel about the lesson.
1. Working on the activities, I realized that
2. To my astonishment, I disovered that


KEY TO CORRECTIONS
Activity #5
Answers:
1. D 2. D

correct. No errors.
graceful.
3
Content relates
errors.
question.
TOTAL


Lesson Title: The Teacher and the Profession Materials:

The Teacher and Business Student Activity Sheet

1. explain the obligation of professional teachers to his/her Profession
profession. chanroblespublishingcompany
. Code of Ethics for Professional
Teachers
Introduction/Review
Mabuhay! How’s your day? I know that you are pretty much excited to digest the new lesson that will empower
you more as future teachers, aren’t you? But before we proceed to our next topic, let us have a brief recap of
what we discussed last meeting. Answer the questions below after which, share your work with your partner. Do
this in 10 minutes.
What will I do if I was

violated and an
injustice was done to
me by my superior?


B. MAIN LESSON
That was easy, right? Gear up! Read the content notes and prepare for our next activity!

Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine
enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best
preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other studies as will improve his
efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in
order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make
improper misrepresentations through personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for
earning a decent living.
Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and
faith in one another, self-sacrifice for the common good; and full cooperation with colleagues. When the best
interest of the learners, the school, or the profession is at stake in any controversy, teachers shall support one
another.
Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work
of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the
position such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and
shall not divulge to anyone documents which has not been officially released, or remove records from files
without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may
appear to be an unprofessional and unethical conduct of any associate. However, this may be done only if there
is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate,
preferably in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he respects the
system of selection on the basis of merit and competence; provided, further, that all qualified candidates are
given the opportunity to be considered.


Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such
as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in,
any commercial venture which furnish textbooks and other school commodities in the purchase
and disposal of which he can exercise official influence, except only when his assignment is
inherently, related to such purchase and disposal; provided they shall be in accordance with the
existing regulations; provided, further, that members of duly recognized teachers cooperatives
may participate in the distribution and sale of such commodities.
1. Do Now
How was it reading and discovering the rights and obligations of professional teachers? Were you
overwhelmed? But I am pretty sure you enjoyed discovering things about your future roles and duties as
professional teachers, aren’t you?
After reading the content notes, using T-Chart, and Concept Map graphic organizers, provide what is being
asked in the following items. Good luck!
A. What are the Do’s and Don’ts for teacher-cum-entrepreneur? Explain.
Do’s Don’ts Analysis


B. Illustrate how professional teachers should regard the teaching profession.
1. Which of these activities indicates that teachers value their status as role models?
a. accomplishing learners’ report card
b. holding on to their job despite the difficulties
c. being popular in order to get a promotion
d. upholding the Code of Ethics
2. What maybe the effect to a teacher violating any of the provision of the Code of Ethics for
Professional Teachers?
a. revocation of license to teach
b. force retirement
c. reduced monthly salary
d. immediate demotion
C. LESSON WRAP-UP


FAQs
1. Is it okay to file a complaint or charges under cover of anonymity?
~No. Any valid charges or complaint against superiors must be signed by the complainant.
2. Is it wrong or unprofessional for a teacher to fight against the legitimate policies instituted in school because
the teacher disagrees?
~ Yes. It is the obligation of the teacher to support legitimate policies even if the teacher is against it.

Awesome! This time, in five to seven sentences, recapitulate what we had discussed and write your synthesis of
the lesson below.
KEY TO CORRECTIONS
Activity #5
Answers:
1. D 2. A


Logical progression
of ideas with a
clear structure that Essay is clear in 4-
spelling, appropriate to the
4 enhances the 5 sentences in
capitalization are question. Content
essay. Transitions length
correct. No errors. is factually correct.
are mature and
graceful.
Punctuation,
Logical progression Answer is
spelling,
of appropriate to the Essay is clear in 3
capitalization are
3 ideas. Transitions question. Content or 6 sentences in
generally correct,
are present equally may have one or length
with few errors. (1-
throughout essay. two factual errors.
2)
Content relates
A few errors in
errors.

Essay is either in
organization. Tran punctuation, Content unrelated
1 1,2, 8 or more
sitions are not spelling, to question.
sentences in length
TOTAL

Module #15: Student Activity Sheet

Lesson Title: Teaching as a Vocation and Mission Materials:

1. explain teaching as a vocation and mission. Bilbao et.al., The Teaching
Profession
Introduction/Review
How’s your day? I am excited to share with you our lesson for today. I know that you will enjoy what we will do
today as it will give you an opportunity to discover and rediscover the purpose of your being. Excited? Of course,
you are! Right? But before we proceed to our exciting activity, let us have first a check on your understanding
about our previous lesson by answering the question written below. After which, share your work with your buddy.
Cite 3 significant things to remember if you want to engage in business while at the same time
practice your profession.
B. MAIN LESSON
That was easy, right? Gear up! Read the content notes and prepare for our next activity!


TEACHING AS A VOCATION
Etymology of the word “vocation”
• Vocation comes from latin word “vocare” which means to call. Based on the etymology of the
word, vocation, therefore means a call. If there is a call, there must be a caller and someone who
is called. There must also be a respond.
• A teacher who practices teaching as his vocation responds to the strong feeling, or calling for
service, just like the historic biblical figures, with utmost dedication.
• There is PERSONAL COMMITMENT, assume a teaching role out of SERVICE, SELF-LESS
Choice
TEACHING AS A MISSION
• Comes from the Latin word “misio” which means to send. https://www.merriam-webster.com
• Task or Job that someone is given to do. https://www.merriam-webster.com/dictionary/task
• a body of persons sent to perform a service http://www.thefreedictionary.com/mission
TEACHING AS A MISSION:
3 Elements
The MISSION
The TEACHER The LEARNER

1.) To Impart Knowledge to our students
The DOER of the Mission 2.) To teach the child the fundamental
concepts and help him master basic The OBJECT of the
skills so he can continue acquiring Mission
higher level skills in order to become a
productive member of society
The outcome of the
3.) To influence every child entrusted in
our care to become better and happier learners determines
because life becomes more meaningful, the achievement of
thereby making a lasting impact. the mission
4.) To help the child become more
human.
“ To Inform and Transform”
• Knowledge and Skill
• Character
• Passion


Teaching as a Profession
• A paid occupation, especially one that involves prolonged training and a formal qualification
(https://search.yahoo.com/search?ei=utf8&fr=tightropetb&p=Profession&type=64891_051717)
• A calling requiring specialized knowledge and often long and intensive academic preparation
(Merriam Webster)
~ the term PROFESSIONAL is one of the most exalted in the English language, denoting as it
does, long and arduous years of preparation. A striving of excellence, a dedication to the public
interest, and commitment to moral and ethical values.
~ Hon. Hermogenes P. Pobre

Chairperson, PRC
1. Say It! Reflect on the statements given by Mr. de Quiros. Write a journal and state what are your
realizations now that you embrace teaching as your future profession? Is it enough to regard teaching as a
profession?


2. Who Am I? Reflect and rediscover your BEING and BECOMING. Write your insights/realizations in the box
ME as a PERSON My PURPOSE
ME
As a
FUTURE TEACHER
My MISSION My COMMITMENT


1. If teaching is considered your mission

1. You are teaching not only for the pay but also for service.
2. You continuously strive for excellence even if no one is watching.
3. Your concern is to succeed.
4. You quit because no one praises, appreciate or thank you for what you do.
A. 1,3,4 B. 1,2,4
B. 1,4 D. 2,3
2. What is meant by vocation?

A. refers to a call to do something.
B. task assigned
C. you contribute for the betterment of the world.
D. all of the choices
C. LESSON WRAP-UP
FAQs
1. What makes teaching a vocation mission and profession?
Vocation is a strong feeling of suitability for a particular career or occupation. Unlike any other profession,
teaching requires dedication and service in order for an individual to be considered as a real teacher. TEACHING
AS YOUR MISSION. It comes from the Latin word “misio” which means “to send”.
2. What is the greatest mission of a teacher?
Mission Statement My mission as a teacher is to instill the belief in my students that they can achieve
anything. I will show them compassion and fairness. I will treat students as individuals and try to meet their
intellectual and emotional needs.
Awesome! This time, using the PMI Matrix, write what is best in the topic, quite difficult and what
struck you most.


PLUS MINUS INTERESTING

WHAT IS BEST IN THE WHAT IS QUITE WHAT STRUCK YOU
TOPIC? DIFFICULT? MOST?
KEY TO CORRECTIONS
Activity #5
Answers:
1. B 2. A

correct. No errors.
graceful.
3
Content relates
errors.
question.
TOTAL


Lesson Title: Rights and Privileges of Teachers in the Philippines Materials:

1. discuss the rights and privileges of teachers in the Philippines. Profession
www.chanrobles.com
www.deped.gov.ph
Hello! It’s a great day! Do you have any idea for today’s activity? After having learned the demands that
internal stakeholders and the state put on teachers, let us discuss today their rights and privileges. Excited? Of
course, you are! Right? But before we proceed to our empowering lesson, let us have first a check on your
understanding about our previous lesson by answering the question written below. Do this in two minutes.
Does it make any difference if teaching is simply regarded

as a profession and not a mission and a vocation?


B. MAIN LESSON
ARTICLE IV, Philippine Constitution

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;
(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 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. Non-teaching 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.

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.
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.



THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
DECS RULES OF PROCEDURE
I. DECLARATION OF POLICY — COVERAGE

SECTION 1. Declaration of Policy. — It is hereby declared to be the policy of this Act to promote and
improve the social and economic status of public school teachers, their living and working conditions,
their terms of employment and career prospects in order that they may compare favorably with existing
opportunities in other walks of life, attract and retain in the teaching profession more people with the
proper qualifications, it being recognized that advance in education depends on the qualifications and
ability of the teaching staff and that education is an essential factor in the economic growth of the
nation as a productive investment of vital importance.
SECTION 2. Title — Definition. — This Act shall be known as the “Magna Carta for Public School
Teachers” and shall apply to all public school teachers except those in the professorial staff of state
colleges and universities.
As used in this Act, the term “teacher” shall mean all persons engaged in classroom teaching, in any
level of instruction, on fulltime basis, including guidance counselors, school librarians, industrial arts or
vocational instructors, and all other persons performing supervisory and/or administrative functions in
all schools, colleges and universities operated by the Government or its political subdivisions; but shall
not include school nurses, school physicians, school dentists, and other school employees.
II. RECRUITMENT AND CAREER

SECTION 3. Recruitment and Qualification. — Recruitment policy with respect to the selection and
appointment of teachers shall be clearly defined by the Department of Education: Provided,
however, That effective upon the approval of this Act, the following shall constitute the minimum
educational qualifications for teacher applicants:
(a) For teachers in the kindergarten and elementary grades, Bachelor’s degree in Elementary
Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor’s degree in Education or its equivalent with a
major and a minor; or a Bachelor’s degree in Arts or Science with at least eighteen professional units
in Education;
(c) For teachers of secondary vocational and two-years technical courses, Bachelor’s degree in the
field of specialization with at least eighteen professional units in education;
(d) For teachers of courses on the collegiate level, other than vocational, master’s degree with a
specific area of specialization; Provided, further, That, in the absence of applicants who possess the
minimum educational qualifications as hereinabove provided, the school superintendent may appoint,
under a temporary status, applicants who do not meet the minimum qualifications: Provided,
further, That, should teacher-applicants, whether they possess the minimum educational qualifications
or not, be required to take competitive examinations, preference in making appointments shall be in
the order of their respective ranks in said competitive examinations: And provided, finally, That the
results of the examinations shall be made public and every applicant shall be furnished with his score
and rank in said examinations.


SECTION 4. Probationary Period. — When recruitment takes place after adequate training and professional
preparation in any school recognized by the Government, no probationary period
preceding regular appointment shall be imposed if the teacher possesses the appropriate civil service eligibility:
Provided, however, that where, due to the exigencies of the service, it is necessary to employ as teacher a person
who possesses the minimum educational qualifications herein above set forth but lacks the appropriate civil service
eligibility, such person shall be appointed on a provisional status and shall undergo a period of probation for not less
than one year from and after the date of his provisional appointment.
SECTION 5. Tenure of Office. — Stability on employment and security of tenure shall be assured the teachers as
provided under existing laws. Subject to the provisions of Section three hereof, teachers appointed on a provisional
status for lack of necessary civil service eligibility shall be extended permanent appointment for the position he is
holding after having rendered at least ten years of continuous, efficient, and faithful service in such position.
SECTION 6. Consent for Transfer — Transportation Expenses. — Except for cause and as herein otherwise provided,
no teacher shall be transferred without his consent from one station to another. Where the exigencies of the service
require the transfer of a teacher from one station to another, such transfer may be effected by the school
superintendent who shall previously notify the teacher concerned of the transfer and the reason or reasons therefor.
If the teacher believes there is no justification for the transfer, he may appeal his case to the Director of Public Schools
or the Director of Vocational Education, as the case may be. Pending his appeal and the decision thereon, his transfer
shall be held in abeyance: Provided, however, That, no transfers whatever shall be made three months before any
local or national election. Necessary transfer expenses of the teacher and his family shall be
paid for by the Government if his transfer is finally approved.
SECTION 7. Code of Professional Conduct for Teachers. — Within six months from the approval of this Act, the
Secretary of Education shall formulate and prepare a Code of Professional Conduct for Public School Teachers. A
copy of the Code shall be furnished each teacher: Provided, however, That, where this is not possible by reason of
inadequate fiscal resources of the Department of Education, at least three copies of the same Code shall be deposited
with the office of the school principal or head teacher where they may be accessible for use by the teachers.
SECTION 8. Safeguards in Disciplinary Procedure. — Every teacher shall enjoy equitable safeguards at each stage
of any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice and/or by his organization,
adequate time being given to the teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of his case.
SECTION 9. Administrative Charges. — Administrative charges against a teacher shall be heard initially by a
committee composed of the corresponding School Superintendent of the Division or a duly authorized representative
who should at least have the rank of a division supervisor, where the teacher belongs, as chairman, a representative
of the local or, in its absence, any existing provincial or national teacher’s organization and a supervisor of the Division,
the last two to be designated by the Director of Public Schools. The committee shall submit its findings and
recommendations to the Director of Public Schools within thirty days from the termination of the hearings: Provided,
however, That where the school


superintendent is the complainant or an interested party, all the members of the committee shall be appointed by
the Secretary of Education.
SECTION 10. No Discrimination. — There shall be no discrimination whatsoever in entrance to the teaching
profession, or during its exercise, or in the termination of services, based on other than professional consideration.
SECTION 11. Married Teachers. — Whenever possible, the proper authorities shall take all steps to enable
married couples, both of whom are public school teachers, to be employed in the same locality. SECTION 12.
Academic Freedom. — Teachers shall enjoy academic freedom in the discharge of their professional duties,
particularly with regard to teaching and classroom methods.
III. HOURS OF WORK AND REMUNERATION
SECTION 13. Teaching Hours. — Any teacher engaged in actual classroom instruction shall not be required to
render more than six hours of actual classroom teaching a day, which shall be so scheduled as to give him time
for the preparation and correction of exercises and other work incidental to his normal teaching duties: Provided,
however, That where the exigencies of the service so require, any teacher may be required to render more than
six hours but not exceeding eight hours of actual classroom teaching a day upon payment of additional
compensation at the same rate as his regular remuneration plus at least twenty-five per cent of his basic pay.
SECTION 14. Additional Compensation. — Notwithstanding any provision of existing law to the contrary, co-
curricula and out of school activities and any other activities outside of what is defined as normal duties of any
teacher shall be paid an additional compensation of at least twenty-five per cent of his regular remuneration after
the teacher has completed at least six hours of actual classroom teaching a day. In the case of other teachers or
school officials not engaged in actual classroom instruction, any work performed in excess of eight hours a day
shall be paid an additional compensation of at least twenty-five
per cent of their regular remuneration. The agencies utilizing the services of teachers shall pay the additional
compensation required under this section. Education authorities shall refuse to allow the rendition of services of
teachers for other government agencies without the assurance that the teachers shall be paid the remuneration
provided for under this section.
SECTION 15. Criteria for Salaries. — Teacher’s salaries shall correspond to the following criteria:
(a) they shall compare favorably with those paid in other occupations requiring equivalent or similar qualifications,
training and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for themselves and their families; and
(c) they shall be properly graded so as to recognize the fact that certain positions require higher qualifications and
greater responsibility than others: Provided, however, That the general salary scale shall be such that the relation
between the lowest and highest salaries paid in the profession will
be of reasonable order. Narrowing of the salary scale shall be achieved by raising the lower end of the salary
scales relative to the upper end.


SECTION 16. Salary Scale. — Salary scales of teachers shall provide for a gradual progression from a minimum to a
maximum salary by means of regular increments, granted automatically after three years: Provided, That the efficiency
rating of the teacher concerned is at least satisfactory. The progression from the minimum to the maximum of the salary
scale shall not extend over a period of ten years.
SECTION 17. Equality in Salary Scales. — The salary scales of teachers whose salaries are appropriated by a city,
municipal, municipal district, or provincial government, shall not be less thanthose provided for teachers of the National
Government.
SECTION 18. Cost of Living Allowance. — Teacher’s salaries shall, at the very least, keep pace with the rise in the
cost of living by the payment of a cost-of-living allowance which shall automatically follow changes in a cost-of-living
index. The Secretary of Education shall, in consultation with the proper government entities, recommend to Congress, at
least annually, the appropriation of the necessary funds for the cost-of-living allowances of teachers employed by the
National Government. The determination of the cost-of-living allowances by the Secretary of Education shall, upon
approval of the President of the Philippines, be binding on the city, municipal or provincial government, for the purposes
of calculating the cost-of-living allowances of teachers under its employ.
SECTION 19. Special Hardship Allowances. — In areas in which teachers are exposed to hardship such as difficulty
in commuting to the place of work or other hazards peculiar to the place of employment, as determined by the Secretary
of Education, they shall be compensated special hardship allowances equivalent to at least twenty-five per cent of their
monthly salary.
SECTION 20. Salaries to be Paid in Legal Tender. — Salaries of teachers shall be paid in legal tender of the Philippines
or its equivalent in checks or treasury warrants. Provided, however, that such checks or treasury warrants shall be
cashable in any national, provincial, city or municipal treasurer’s office or any banking institutions operating under the
laws of the Republic of the Philippines.
SECTION 21. Deductions Prohibited. — No person shall make any deduction whatsoever from the salaries of teachers
except under specific authority of law authorizing such deductions: Provided, however, that upon written authority
executed by the teacher concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers Association,
and (2) premiums properly due on insurance policies, shall be considered deductible.
IV. HEALTH MEASURES AND INJURY BENEFITS

SECTION 22. Medical Examination and Treatment. — Compulsory medical examination shall be provided free of
charge for all teachers before they take up teaching, and shall be repeated not less than once a year during the teacher’s
professional life. Where medical examination show that medical treatment and/or hospitalization is necessary, same shall
be provided free by the government entity paying the salary of the teachers. In regions where there is scarcity of medical
facilities, teachers may obtain elsewhere the necessary medical care with the right to be reimbursed for their traveling
expenses by the government entity concerned in the first paragraph of this Section.


SECTION 23. Compensation for Injuries. — Teachers shall be protected against the consequences of employment
injuries in accordance with existing laws. The effects of the physical and nervous strain on the teacher’s health shall
be recognized as a compensable occupational disease in accordance with existing laws.
V. LEAVE AND RETIREMENT BENEFITS

SECTION 24. Study Leave. — In addition to the leave privileges now enjoyed by teachers in the public schools, they
shall be entitled to study leave not exceeding one school year after seven years of service.
Such leave shall be granted in accordance with a schedule set by the Department of Education. During the period of
such leave, the teachers shall be entitled to at least sixty per cent of their monthly salary: Provided, however, that no
teacher shall be allowed to accumulate more than one-year study leave, unless he needs an additional semester to
finish his thesis for a graduate study in education or allied courses: Provided, further, that no compensation shall be
due the teacher after the first year of such leave. In all cases, the study leave period shall be counted for seniority
and pension purposes. The compensation allowed for one-year study leave as herein provided shall be subject to
the condition that the teacher takes the regular study load and passes at least seventy-five per cent of his courses.
Study leave of more than one year may be permitted by the Secretary of Education but without compensation.
SECTION 25. Indefinite Leave. — An indefinite sick leave of absence shall be granted to teachers when the nature
of the illness demands a long treatment that will exceed one year at the least.
SECTION 26. Salary Increase upon Retirement. — Public school teachers having fulfilled the age and service
requirements of the applicable retirement laws shall be given one range salary raise upon
retirement, which shall be the basis of the computation of the lump sum of the retirement pay and the monthly benefits
thereafter.
VI. TEACHER’S ORGANIZATION

SECTION 27. Freedom to Organize. — Public school teachers shall have the right to freely and without previous
authorization both to establish and to join organizations of their choosing, whether local or national to further and
defend their interests.
SECTION 28. Discrimination Against Teachers Prohibited. — The rights established in the immediately preceding
Section shall be exercised without any interference or coercion. It shall be unlawful for any person to commit any
acts of discrimination against teachers which are calculated to (a) make the employment of a teacher subject to the
condition that he shall not join an organization, or shall relinquish membership in an organization, (b) to cause the
dismissal of or otherwise prejudice a teacher by reason of his membership in an organization or because of
participation in organization activities outside school hours, or with the consent of the proper school authorities, within
school hours, and (c) to prevent him from carrying out the duties laid upon him by his position in the organization, or
to penalize him for an action undertaken in that capacity.
SECTION 29. National Teacher’s Organizations. — National teachers’ organizations shall be consulted in the
formulation of national educational policies and professional standards, and in the formulation of national policies
governing the social security of the teachers.


After reading the content notes, it is time for a mind battle! Gear up, and be ready for our next activity!
1. Collaborative Activity. In this activity, you will have to collaborate with your team buddy to research on the
rights and privileges of teachers. You may use the example given below or may come-up with your own
presentation regarding the topic. Use the content notes as your reference as well as research on various DepEd
Memoranda.
Expect virtual calls/virtual chats/text messages (to your group) to monitor your work, check your understanding,
and provide appropriate guidance for this activity. Clear? C’mon, start!
Rights and Legal Code/ DepEd Provision/s

Privileges Memorandum
Ex. Transfers of APRIL 17, 2013 DO While efforts shall be exhausted to secure the consent of a
teachers from one 22, S. 2013 – teacher to be transferred, there are certain conditions which
station to another REVISED can validly be considered as “in the exigency of the service”
GUIDELINES ON and transfers may be made even without the consent of the
THE TRANSFER OF teacher. These include the following:
TEACHERS FROM 1. When the pupil/student-teacher ratio of the school is below
ONE STATION TO 35:1 for elementary and 27:1 for secondary level, except
ANOTHER when the school is implementing multigrade classes;
2. When there is a considerable decrease in enrolment in
certain schools arising from evacuation due to armed conflict,
national disasters, resettlement of families, closure of large
private firms in the area, and other similar circumstances; or
3. When the teacher is declared excess by the
principal/school head (SH) and his/her expertise/area of
specialization is needed in another school/district/division.
As such, in the event that teachers are transferred in the

exigency of the service, the following may serve as a guide in
the decision on whom to transfer:
1. Teachers who were last to be hired (Last in, First out);
2. Non-residents of the barangay or municipality where the
school is located;
3. Residents of the barangay or municipality of the proposed
recipient school; or
4. Secondary school teachers teaching subjects other than
their areas of specialization.
Should teachers identified in Paragraph Nos. 3 and 4 desire

not to transfer, they shall be given additional assignments
such as remedial and summer classes, work related to
Alternative Delivery Modes (ADMs), tasks concerning


Alternative Learning Systems (ALS) and other assignments

that their respective SHs may deem proper.
On the other hand, the following situations should be given
priority when teachers are seeking transfer to another station
which is in need of additional teachers:
1. When the teacher is declared excess by the SH and/or
his/her expertise/area of specialization is needed in another
school / district / division;
2. The teacher has served for more than five years outside
his/her home barangay/municipality;
3. The teacher is a bonafide resident of the barangay,
municipality, city, or province where the school is located (RA
No. 8190, Localization Law), as evidenced by the teacher’s
Voter’s ID;
The teacher is joining his/her husband/wife in the same
school (RA No. 4670);
4. She is a nursing mother (PD No. 603, Child and Youth
Welfare Code);
5. The teacher’s life is in danger due to armed conflict,
hostilities, or other similar circumstances in the area where
the school is located; or
6. He/She is in poor health condition, as evidenced by
pertinent medical records to that effect.
Except for cause and as herein otherwise provided, no

teacher shall be transferred without his consent from one
SECTION 6, R.A. station to another. Where the exigencies of the service
4670 require the transfer of a teacher from one station to another,
such transfer may be effected by the school superintendent
who shall previously notify the teacher concerned of the
transfer and the reason or reasons therefor. If the teacher
believes there is no justification for the transfer, he may
appeal his case to the Director of Public Schools or the
Director of Vocational Education, as the case may be.
Pending his appeal and the decision thereon, his transfer
shall be held in abeyance: Provided, however, that no
transfers whatever shall be made three months before any
local or national election. Necessary transfer expenses of the
teacher and his family shall be paid for by the Government if
his transfer is finally approved.



1. In Philippine Education, R.A. No. 4670 is also known as:

A. The Licensure Exams for Teachers
B. The Educational Development Act
C. The Code of Ethics for Professional Teachers
D. The Magna Carta for Public School Teachers
2. Public school teachers are expected to teach in not more than ___ per day unless paid but only of
maximum of 8 hours.
A. 4 hours B. 6 hours
C. 5 hours D. 7 hours
C. LESSON WRAP-UP
FAQ’s
1. According to the Constitution the teaching of religion in the public schools can be done when:
~ parents have a written permit for their children to attend
2. When can a teacher be forced to work in assignments not related to their duties?
~ when compensated in accordance with existing laws

Awesome! This time, using the PMI Matrix, write what is best in the topic, quite difficult and what
struck you most.
PLUS MINUS INTERESTING

WHAT IS BEST IN THE WHAT IS QUITE WHAT STRUCK YOU
TOPIC? DIFFICULT? MOST?
KEY TO CORRECTIONS
Activity #5
Answers:
1. D 2. B

Module 19-20: Student Activity Sheet

Lesson Title: Ensuring Teacher Quality Through Competency Materials:

Framework and Standards Student Activity Sheet
1. compare and contrast the CFT SEA and PPST; Profession
2. distinguish between teacher quality and quality teachers; and www.deped.gov.ph
3. discuss the PPST competencies for Beginning Teachers and how
it can assure teacher quality in the country.
Introduction/Review
Hello! How are you today? After taking the periodic exam, today, you will be in full speed as you learn
whether qualified teachers are really “quality teachers”. That is why, one of the best marksman will be
with you to help you unlock the difficulties of our lesson. But wait, before we start, let us recount first the
learning gems we had last meeting. Share what you have learned from our previous topics by
answering the query below. Ready? C’mon, let’s begin!
What are the conditions that teacher may transfer or be transferred to another school?
B. MAIN LESSON
Alright! It’s time to arm yourself with the right strategy and ammunitions to learn more about the lesson. So,
let’s start!
Read and analyze your content notes because this will be handy in the conduct of our activity. Use the 10
minutes for this. Happy reading!


Revitalizing teacher education is one of the priority agenda of the eleven Southeast Asian Countries led by SEAMEO
from 2015 to 2035. Officials from the eleven Ministries of Education realize that schools today operate in a complex and
constantly changing world of knowledge and information. Teachers have the responsibility to prepare students and equip
them with the essential skills required for the future. Thus, teachers need to continuously develop themselves professionally
to improve their performance. Hence, eleven Ministries of Education in Southeast Asia commit to promote teaching as a
profession of first choice by professionalizing teachers’ pre and in-service development using a regional competency
framework as a guide. In February 2017, the Teachers’ Council of Thailand (TCT), in partnership with the SEAMEO
Secretariat (SEAMES) and the SEAMEO Regional Center for Educational Innovation and Technology (SEAMEO
INNOTECH), initiated the development of the Southeast Asia Teacher Competency Framework (SEA-TCF). Based on the
agreement, a High Officials Meeting of key personnel from eleven Ministries of Education was held in April 2017 in Bangkok,
Thailand. At the Meeting, the teacher’s standards of various countries, including a publication of SEAMEO INNOTECH, the
Teacher Competency Standards in Southeast Asian Countries: Eleven Country Audit, were reviewed and discussed.
Speakers and experts from leading teacher education institutes and organizations such as Teachers College Columbia
University, USA; and UNESCO were also invited to share their knowledge on Teacher Competency
The SEA-TCF consists of four essential competencies and twelve general competencies that high performing teachers
in the region must possess. It is a unique and culturally- sensitive reference document to complement the existing teacher
standards in the eleven Southeast Asian countries. This is similar to the strategy adopted by the European Commission in
rallying its member states to reform their teacher education using a competency guide for teachers’ pre-service education,
recruitment and selection, in-service training, and continuing professional development. Finally, the SEA-TCF was endorsed


by the SEAMEO High Officials Meeting in November 2017 and later adopted by the Council of Ministers of Education from
11 Southeast Asian countries in July 2018. As a teacher, you may find it useful in keeping yourself informed of the
competencies that you need to successfully perform your role. Likewise, MOE officials and school heads may find the
framework an important reference for developing high-performing Southeast Asian school heads.
WHAT ARE COMPETENCIES AND WHY ARE THEY IMPORTANT?

Competencies refer to a combination of skills, knowledge, behavior, and attributes that enable effective or better job
performance. With teaching as a complex job, a teacher uses a combination of competencies to deal with the changing
education context. With regional integration, the challenge becomes more complex to make sure that the 5 million teachers
in Southeast Asia possess the essential competencies necessary for optimal performance. The Southeast Asia Teachers
Competency Framework is envisioned to be a helpful guide in improving the performance of teachers across the region. As
a frame of reference, the SEA-TCF is a development tool to address the evolving demands of teaching profession. The
competencies listed in the framework should be interpreted based on local context and specific needs.
ESSENTIAL COMPETENCIES
1. Knowing and understanding what to teach is the ability of teachers to deepen and broaden their knowledge on
what to teach, understand education trends, policies, and curricula and be updated on local, national, regional, and global
developments.
2. Helping students learn is the ability to know their students, use the most effective teaching and learning strategy
and assess and give feedback on how students learn.
3. Engaging the community is the ability to partner with parents and caregivers, involve the community to help
students learn, and encourage respect and diversity.
4. Becoming a better teacher every day is the ability to know oneself and others, practice human goodness and
then master the teaching practice.
The 4 essential competencies consist of 12 general competencies, 31 enabling competencies, and 136 success descriptors.
The enabling competencies are a set of performance criteria while success descriptors explain the observable behaviors
expected of a high performing teacher. All these are helpful in promoting common standards of performance among
teachers across Southeast Asia.
Retrieved from: http://www.criced.tsukuba.ac.jp/math/seameo/2019/pdf/SEA-TCF%20BOOK.pdf
NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR

TEACHERS
August 11, 2017
DO 42, s. 2017
National Adoption and Implementation of the Philippine Professional Standards for Teachers
To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors


Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
1. In line with the new professional standards for teachers, the Department of Education (DepEd), through the
Teacher Education Council (TEC), issues this DepEd Order entitled National Adoption and Implementation of the Philippine
Professional Standards for Teachers (PPST).
2. The DepEd recognizes the importance of professional standards in the continuing professional development and
advancement of teachers based on the principle of lifelong learning. It is committed to supporting teachers, and taking
cognizance of unequivocal evidence that good teachers are vital to raising student achievement. Quality learning is
contingent upon quality teaching. Hence, enhancing teacher quality becomes of utmost importance for long term and
sustainable nation building.
3. The changes brought about by various national and global frameworks such as the K to 12 Reform, ASEAN
Integration, globalization, and the changing character of the 21st century learners necessitate the improvements and call
for the rethinking of the National Competency-Based Teacher Standards (NCBTS); hence, the development of the PPST.
4. The PPST aims to:

✓ set out clear expectations of teachers along well-defined career stages of professional development from beginning
to distinguished practice;
✓ engage teachers to actively embrace a continuing effort in attaining proficiency; and
✓ apply a uniform measure to assess teacher performance, identify needs, and provide support for professional
development.
5. The PPST shall be used as a basis for all learning and development programs for teachers to ensure that teachers
are properly equipped to effectively implement the K to 12 Program. It can also be used for the selection and promotion of
teachers. All performance appraisals for teachers shall be based on this set of standards.
6. The regional offices shall be supported by their training and development personnel to organize and orient all the
schools divisions within their jurisdiction for the PPST. In addition, it shall take charge of the monitoring and evaluation at
the division level implementation. The schools division office shall have the same functions and responsibilities in the school
districts and secondary schools.
7. Reporting of the orientation and related activities shall be done by the regional office to the Office of the Secretary
through the Teacher Education Council.
8. Immediate dissemination of and strict compliance with this Order is directed.
(Sgd)LEONOR MAGTOLIS BRIONES

Secretary
References: N o n e
Retreived from: www.deped.gov.ph


After reading the content notes, it is time for a mind battle! Gear up, and be ready for our next activity! May the
powers of the legend in the Land of Dawn be with you as you accomplish the task.
1. Collaborative Activity. In this activity, you will have to collaborate with your team buddy to read and
analyze about the PPST (https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf) and
/SEA-TCF (http://www.criced.tsukuba.ac.jp/math/seameo/2019/pdf/SEA-TCF%20BOOK.pdf). After reading the
materials, do the activity below. Identify at least 7 competencies that are found in both standards. Make a
matrix along the identified domains. Use the example as your guide.
Expect virtual calls/virtual chats/text messages (to your group) to monitor your work, check your understanding,
and provide appropriate guidance for this activity. Clear? C’mon, start!
GENERAL COMPETENCY CFT FOR SEA ENABLING PPST INDICATORS FOR

COMPETENCY INDICATORS BEGINNING TEACHERS
Example: Master my subject matter. Update Demonstrate content knowledge
Knowledge, Skills and Values myself on educational trends. and its application within and/ or
across curriculum teaching areas.
Demonstrate an understanding of
research based knowledge and
principles of teaching and learning





Encircle the letter of the correct answer.
1. What do the CFT SEA, PQF and PPST assure the stakeholders?
A. quality teachers
B. teacher quality
C. teacher standard
D. teacher competency
2. In the Philippines, teacher quality is defined by _____

A. PPST
B. NCBTS
C. PQF
D. R.A. 1033
C. LESSON WRAP-UP
FAQ’s
1. What is the difference between quality teachers and teacher quality?
~ quality teachers are defined by their attributes and characteristics, teacher quality is defined by the
standards set for the profession and are validated by the students learning outcomes.
2. What are the core elements of teacher quality standards?

• Planning and Preparation – including knowledge of content and pedagogy, knowledge of students,
coherent instructional plans, and knowledge on how to assess student learning.
• Classroom Environment – including creating a culture for learning and managing student behavior.
• Instruction – including communicating effectively, using appropriate discussion techniques, engaging
students, and providing responsive feedback to learners.
• Professional responsibilities – including reflecting on teaching, communicating with families,
contributing to the school and community and developing professionally
(Teacher Quality, 2013)
A. Think about your Learning

1. One Minute Paper
In 2-3 sentences, write the insights you learned from the lesson. Write your answer in the box.
Once you are done, you may bring home…..! Congratulations!


KEY TO CORRECTIONS
Activity #5
Answers:
1. B
2. A


Lesson Title: The Global and Glocal Teacher Materials:

The Changing Global Landscape for the 21st Century Teachers Student Activity Sheet
Learning Targets:
At the end of the lesson, you should be able to:
1.describe the demands of the 21st century to global teacher professional; References:
and Bilbao et.al., The Teaching Profession
2.analyze the implications of UNESCO’s Four Pillars of Learning in the 21st www.unesco.org
century teaching-learning landscape;
1.
Introduction
Hello guys! Kumusta? Today, is another fun-filled day for you to discover the demands of the new landscape for
the 21st century teachers. Exciting, right? The graceful huntress will be with you to be your ally to help you finish
the battle of unlocking the difficulties you might encounter in the lesson. But wait, before we start, let us recount first
the diamonds you earned last meeting. Share what you have learned from our previous topics by answering the
query below. Ready? C’mon, let’s begin!
What are the four essential competencies for teaching in South East Asia?
B. MAIN LESSON
Alright! Gear up and carry the Royal Cloak to win the battle and may you bring home the Elixir! So, let’s start! Read
and analyze your content notes because this will be handy in the conduct of our activity. Use the 10 minutes for this.
Happy learning!


Source: Key skills for the 21st century: An evidence-based review Esther Doecke, Quentin Thomas Maire
Published 2017
WHAT IS 21ST CENTURY LITERACY?
21st Century Literacy is more than just reading and writing. It is knowing how to learn and know. Utilizing scientific research
on cognition and meta-cognition, students need to understand how the brain creates and uses subjective knowledge, and
the different processes that create objective knowledge. Students need to know how concepts work to define and categorize
knowledge, and how concepts can be organized into conceptual frameworks that interconnect facts into larger fields of
knowledge (Barber, 2012). Students need to be able to understand concepts as tools, which can be used to solve real-
world problems (Fish, 2011, p. 15, 29). Most importantly, students need to recognize threshold concepts (Land, Meyer, &
Smith, 2008), which enable new ways to see and know the world. Two of the most important threshold concepts involve
learning to see writing as two separate tools: It is both a tool for thinking and knowing, and it is a tool for communicating
knowledge and persuading people to see the truth. Students need to understand the theoretical purposes and the concrete
practices of research, thinking, and writing. Psychologists call this holistic understanding “meta-cognition,” which means
"thinking-about-thinking" and "thinking-about-doing." Such higher order thinking enables us to better understand ourselves
( both our strengths and limitations), which then enables us to know better and perform better (Dunn, Saville, Baker, &
Marek, 2013). Students need to be able to do, not just know (Wenger, 1999).
Retrieved from: http://21centurylit.org/introduction


Defining literacy: UNESCO
Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and
written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to
achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society
(UNESCO, 2004; 2017).
21st Century Description

Literacies
This literacy can be manifested in creative ways of problem-solving and

The Arts and expressed through the production of various art works. Teachers and students
Creativity need to be more adept in the arts and manifest creativity in various activities.
Ecoliteracy This entails acquiring knowledge about climate change, pollution, loss of
natural habitats and biodiversity as well as the impacts of environmental
problems on human lives. Moreover, solutions on how these environmental
problems could be addressed must also be practiced. Teachers and students
need to develop awareness of the environment.
Cyberliteracy/Digital This competency is based on the reality that societies and workplaces have
Literacy now become more information-driven. Workplaces of the 21st century rely
(Information and heavily on electronic (digital) forms of data storage and management as well
ICT Knowledge) as in the area of communications. Teachers and students need to develop
familiarity and skills in the use of computers, the internet and other information
technologies.


21st Century Description

Literacies
Financial Teachers and students are expected to be knowledgeable about the basics of
Literacy economics and financial management. This way, you as a teacher, can extend
the skill into livelihood activities, entrepreneurship, and wise handling
of personal finances.
Social/Emotional You and your students need to acquire social skills that are attuned to the norms
Literacies of your current society. Emotional intelligence must also be developed to be able to
effectively manage the stresses of a fast-paced 21st century
society.
Media Literacy Teachers and students are expected to be knowledgeable and skilled in the area of
communications particularly the media. Teachers and students must learn how to
discern news and information based on the form and content as
to how these information are transmitted via various forms of media.
Globalization and You and your students need to develop a culture of respect for cultural diversity.
Multicultural There is value in having a perspective as a global citizen whose local actions can
Literacy have an impact on the wider global arena. You also have to understand how world
events may also affect you and your community at the
local level.
Critical Attributes of the 21st Century


1.Integrated and Interdisciplinary
Nowadays, knowledge is no longer distinctly divided into clear-cut learning chunks or separate subjects. Education in the
21st century is characterized by linkages among various subject areas in an integrated manner. The new approach
promotes the utilization of learning from various disciplines. This critical attribute implies that teachers need to review the
school curriculum and identify strategies or ways on how different subjects can be effectively linked to enhance the learning
experiences of students.
For example, music and algebra can be linked together in the discussion of fractions. The time signature of music uses
fractions; as such, you, as a good teacher, can certainly apply this to both your music or math classes.
2.Technologies and Multimedia
Education in the 21st century makes full use of available Information and Communication Technology, or ICT (e.g.,
computers and the internet) as well as multimedia (e.g., using audio- and video-based instruction) to improve teaching and
learning activities. The ability to find, evaluate, utilize, and create information using technologies and multimedia, or digital
technology in general, is referred to as digital literacy. As a teacher, some of your day-to-day activities – writing reports,
creating multimedia presentations, and communicating or exchanging information with your colleagues and students online
– require different levels of digital literacy. As such, it is important for you to develop your digital literacy skills so that you
can in turn pass these on to your learners.
This critical attribute implies that your school will need to acquire and use computers and various multimedia equipment to
enhance learning to the best extent possible. Training is also needed for teacher-users as part of a bigger “technology plan.”
3.Global Classrooms
Education in the 21st century aims to produce global citizens by exposing students to the concerns of the region and other
countries. They are encouraged to react and respond to issues as part of their roles as global citizens. This critical attribute
implies that teachers need to include current global issues/concerns, such as peace and respect for cultural diversity, climate
change, and global warming, in classroom discussions.
4.Creating/Adapting to Constant Personal and Social Change, and Lifelong Learning
Education in the 21st century subscribes to the belief that learning does not only happen inside the school and during one’s
schooling years. Learning can take place anywhere, anytime, regardless of one’s age. This means that teachers should
facilitate students’ acquisition of KSAVs that go beyond academics. Learning should take place not only for the purpose of
passing exams, but also for transferring knowledge to real life situations. The curriculum should be planned in such a way
that the students will continue to learn even outside the school’s portals.
5.Student-Centered
Education in the 21st century is focused on students as learners. It is tailor-fit to address the individual learning needs of
each student. Differentiated instruction is common in 21st century classrooms, where diverse student factors are taken into
account when planning and delivering instruction. You, as a teacher, can structure learning environments that address the
variety of learning styles, interests, needs, and abilities found in your classroom.
This critical attribute implies that teachers should act as facilitators of learning — not as “sages on the stage” but as “guides
on the side.” Learners should be given opportunities to discover new knowledge, learn with one another, and create their


own learnings.
6.21st Century Skills
Education in the 21st century promotes the skills needed to be productive members of today’s society. It is not enough for
students to learn the basic skills of reading, writing, and numeracy, but should develop in themselves skills that would help
them cope with life and work in 21st century communities. These skills include, among others, critical and creative thinking
skills, problem solving and decision making, and ICT literacy and skills. As a teacher, you are expected to possess these
21st century skills before you can help your students develop these skills.
7.Project-Based and Research-Driven
Among the critical attributes of 21st century education is the emphasis on data, information, and evidence-based decision
making. It relies heavily on student-driven activities to encourage active learning. This implies that teachers of the 21st
century need to be knowledgeable about research to guide their students’ learning through self-directed activities, such as
learning projects within and outside their classrooms. Investigatory projects showcased in many science fairs across
Southeast Asia and in the world are examples of research-based activities of students.
8.Relevant, Rigorous and Real-world
Education in the 21st century is meaningful because it is rooted in real life day-to-day activities of learners. It can be applied
to the realities of the present and includes what students need to develop to enable them to become productive members
of the 21st century.
This critical attribute implies that topics are taught using current and relevant information and linked to real-life situations
and context. As a 21st century teacher, you need to be updated on the current trends, developments, and issues in your
school, community, and in the world, so that your teaching will be relevant to the lives of your students. Newspapers, TV
and radio news, and the internet are good sources of relevant and up-to-date information that you can access.
Source: 21st Century Schools (2011)
New Types of Learners

Teaching in the 21st century has to evolve and adapt to the changing needs of our new generation of learners, who:
have different sets of values, languages, and pop-cultures, and different ways of thinking, reacting, responding, and getting
motivated;
are techno-savvy - their internet and digital technology skills and competencies, as well as their use of ICT as powerful
learning tools,
come from more diverse backgrounds and cultural identities (age, ethnicity,
have new traits of independence, creativity, open-mindedness, and enterprising minds.
New Spaces/Dimensions of Learning

Changes in the learning environment are observed to be of three types:
Horizontally: from schools to work-places, communities, mass media, and other social learning environments. For example,
learning, whether formal, nonformal, or informal, can now happen in any place - in community centers, in offices, at home,
or in parks, and through various media such as radio or television lessons, and the like.
Longitudinally: from early childhood through adulthood to postretirement years (lifelong). Opportunities to learn are not
limited to the school-going population, and one’s age should not be a hindrance for anyone to continue learning.


Vertically: from real to digital and virtual learning environments. Learning in the 21st century cuts across various media -
from lessons done in real life, to computer-based, or online learning via the internet.
The New Learning Environment

It is characterized by the following:
learner-centered
new spaces and borderless
enhanced opportunity for creativity and innovations, and
use of ICT
The New Processes of Learning and How These will be Facilitated

•Traditional Face-to-Face Learning
This refers to a learning delivery modality where the students and the teacher are both physically present in the classroom,
and there are opportunities for active engagement, immediate feedback, and socio-emotional development of learners.
•Distance Learning
This refers to a learning delivery modality where learning takes place between the teacher and the learners who are
geographically remote from each other during instruction. This modality has three types: Modular Distance Learning (MDL),
Online Distance Learning (ODL), and TV/Radio-Based Instruction.
•Blended Learning
This refers to a learning delivery that combines face-to-face with any or a mix of online distance learning, modular distance
learning, and TV/Radio-based Instruction.
•Experiential and Lifelong
When learners are immersed into the real life situations, learning is more authentic and meaningful.
The Four Pillars of Learning in the 21st Century
A desire to learn continuously through one’s lifetime is a mark of a 21st century learner. The International Commission on
Education for the Twenty-first Century to UNESCO, headed by Jacques Delors, identified learning throughout life as a key
to meet the challenges of the 21st century. The Commission’s 1996 report, Learning: The Treasure Within, highlighted the
need for individuals to"learn how to learn” to cope with the rapid changes and challenges of the present and the future. It
describes a holistic approach to learning that encompasses more than what occurs in the classroom. This is referred to as
lifelong learning - a philosophy that involves the development of knowledge, skills, attitudes, and values throughout one’s
life—from early childhood through adulthood. Learning is seen not just as an intellectual process, but one that encompasses
all aspects of an individual’s life, including their role in the community, performance in the workplace, personal development,
and physical well-being.
Learning to Know
Learning to Know involves the acquisition and development of knowledge and skills that are needed to function in the world.
Examples of skills under this pillar of learning include literacy, numeracy, and critical thinking.
Learning to Live Together
Learning to Live Together involves the development of social skills and values such as respect and concern for others,
social and inter-personal skills and an appreciation of the diversity among people. These skills would enable individuals and
societies to live in peace and harmony.
Learning to Do
Learning to Do involves the acquisition of skills that would enable individuals to effectively participate in the global economy


and society. These skills are often linked to occupational success, such as vocational and technical skills, apprenticeships,
and leadership and management competencies.
Learning to Be
Learning to Be involves activities that promote holistic personal development (body, mind and spirit), for an all-round
‘complete person.’ These include cultivating one’s self analytical and socials skills, creativity, personal discovery and an
appreciation of the inherent value provided by these pursuits. An example under this pillar is a teacher who participates in
training workshops that will enhance his/her knowledge and skills in the teaching learning process.
Source. www.unesco.org
A GLOBAL TEACHER is a competent teacher who is armed with enough skills, appropriate attitude and universal values
to teach students with both time tested as well as modern technologies in education in any place in the world. He or she is
someone who thinks and acts both locally and globally with worldwide perspectives, right in the communities where he or
she is situated.
Global Filipino teacher should have the following qualities and characteristics in addition to knowledge, skills and values:
Understands how this world is interconnected;

Recognizes that the world has rich variety of ways if life;
Has a vision of the future and sees what the future would be for himself/herself and the students;
Must be creative and innovative;
Must understand, respect and be tolerant of the diversity of cultures;
Must believe and take action for education that well sustain the future;
Must be able to facilitate digitally-mediated learning;
Must have depth knowledge; and
Must possess good communication skills (for Filipino teachers to be multilingual).




After reading the content notes, lezz go for the mind battle and bring home the elixir!
A.Let’s do this!
Zhou ( 2006) provided an answer to the question on the relevance of 4 Pillars of Learning stressing the importance of
developing an all-rounded human beings through the acquisition of fundamental skills, competencies, adaptabilities, and
values needed for the 21st century.
Below are Zhou’s descriptions for each of the four pillars. The list shows some of the competencies and skills associated
with the four pillars. In the last column, place a check mark (√) against the elements that you think you are already good at.
This is not a test, so try to be as honest as you can in concluding this checklist. Begin!
Four Pillars of Learning I think I am good at this YES NO

Pillars Involves...
Learning to Know
mastering the skills and strategies of knowing and understanding
learning to learn and discover
understanding about one’s environment
thinking in a coherent and critical way
acquiring a knowledge of the scientific method and instruments
developing a scientific spirit and an inquiring mind
acquiring independence of judgement
Learning to live together
knowing oneself
discovering others
appreciating the diversity of the human race
being receptive to others and open to others’ ideas during dialogues and debates
caring and sharing
working toward common objectives in cooperative undertaking
managing and resolving conflicts
Learning to do
shifting from skill and ‘practical knowhow’ to competence
applying in practice what has been learned
developing the ability to transform knowledge into innovations and job-creation
developing competence, a mix of higher skills, of social behaviour, of an aptitude for team work, and
initiative/readiness to take risks
acquiring new types of skills, more behavioral than intellectual
learning that is no longer limited to work but responds to participation in development
communicating, working with others, and managing and resolving conflicts


Learning to be
developing the mind and body, intelligence, sensitivity, aesthetic sense, personal responsibility, and spiritual
values
nurturing imagination and creativity

being complete in oneself, in all the richness of one’s personality
developing one’s full potentials and tapping the hidden treasure within oneself
After finishing the checklist, list down the competencies and skills that you place a check mark then, underscore how you
can further develop these competencies. Write a minimum of 8 and maximum of 15 competencies.
Competencies and Skills I think I can further hone this by…
After identifying your competencies and skills, this time, list down the areas you believe that you do not have yet and reflect
how you can equip yourself to prepare for the demands of this century. List down a minimum of 8 and maximum of 15
competencies and skills.


I do not have yet this competencies and skills I can develop this through…
B.Below are the literacies you encountered in the content notes. Place a check mark on the appropriate column that reflects
your perception of your current state corresponding to the literacy. As this is a self- evaluation exercise, there is no right or
wrong answer. Be honest as you complete the task. Go!
I do not have this I have some literacy I already have this

21st Century Literacies in this area but still
literacy yet need improvement literacy.
Globalization and Multicultural

Literacy
Social/Emotional Literacy
Media Literacy
Financial Literacy
Cyberliteracy
Ecoliteracy


The Arts and Creativity
After knowing your current state in terms of 21st century literacies, this time, list down the areas you believe that you do
not have yet and reflect how you can develop these in yourself. Remember, this activity is meant to help you achieve your
goal of equipping yourself with these literacies so that you can, in turn, teach these literacies to your future students and
help them become ready for this century and beyond. If you checked that you have all the literacies, congratulations!
Literacy/ies I do not have yet or I still need to improve I can develop this through…
1.Except one, which is not a characteristic of the new learning content.

1.balance of scientific, technological, cultural, global, and local concepts.
2.demand-driven
3.integrated/interdisciplinary
4.learning tools on what to know
A. 1 B. 3
C. 4 D. 2
2.Global education is a curriculum that is international in scope which prepares the youth around the world to function in
one world environment under teachers who are intellectually, professionally and humanistically prepared.
A. True B. False


C. LESSON WRAP-UP
FAQ’s
1.What is Alternative Delivery Modes (ADM)?
Alternative Delivery Modes (ADM) are tried and tested alternative modalities of education delivery within the confines of the
formal system that allow schools to deliver quality education to marginalized students and those at risk of dropping out in
order to help them overcome personal, social and economic constraints in their schooling. (DepEd)
2.What is Modular Distance Learning?

Learning is in the form of individualized instruction that allows learners to use self-learning modules (SLMs) in print or digital
format/electronic copy, whichever is applicable in the context of the learner and other le arning resources like Learner’s
Materials, textbooks, activity sheets, study guides and other study materials. (DepEd)
3.What is cyber literacy?

Cyberliteracy or digital literacy refers to the ability to locate, organize, understand, evaluate, and analyze information using
digital (electronic) technology. This type of literacy involves knowledge of technology (computers, mobile phones, and other
electronic/digital devices) and how it can be used in one’s daily life and work. Cyberliteracy can be expanded to include
information literacy, forming what is known as information and communication technology (ICT) literacy.
Congratulations for a job well done! Here is an activity for you, this is simple and I believe you can do this! Take
your time in answering the following questions. Write at least three sentences to summarize what you’ve learned.
You will be given 4 minutes to do it. You will be graded based on the given rubric on the last page.


KEY TO CORRECTIONS
Activity #5 Answers:
1.C
2.A

correct. No errors.
graceful.
3
Content relates
errors.
question.
TOTAL

Module #23-24:Student Activity Sheet

Lesson Title: Philosophies of Education Materials:

Formulating My Philosophy of Education Student Activity Sheet
1. explain the different philosophies in education, and Profession
2. formulate personal philosophy of education.
Introduction/Review
Hi, Guys! Happy learning! Today, we will discover how education and philosophy are interrelated. You
will have a chance to examine how these schools of thought can help you define your personal
educational philosophy. Likewise, you will develop your own educational philosophy that will guide you
and serve a key part of your journey to becoming a professional teacher. Exciting, isn’t it? Let’s get ready,
c’mon, let’s begin!
B. MAIN LESSON
Alright! So, let’s start to read and analyze your content notes. Use the 10 minutes for this. Happy learning!
Idealism. The philosophy contends that Reality is spirit and Values are eternal. Teachers to be role models of
intellectual/moral/aesthetic and vocational excellence
Essentialism. This philosophy contends that teachers teach learners to acquire the basic knowledge, skills
(3R’s- Reading, ‘riting, ‘rithmetic), and values. Essentialists are academically rigorous.
Progressivism. Progressivist teachers teach to develop learners into becoming enlightened and intelligent
citizens of a democratic society. Progressivists accept the impermanence in life and the inevitability of change.
Thus, there is no forever since everything else changes.
Perrenialism. The perrenialist curriculum is universal one on the view that all human beings possess the same
essential nature. It is heavy on the humanities, on general education. Perrenialists believe that there is such
thing as forever, like using of great books of ancient times as our references.


Existentialism. The main concern of existentialism is to help the students understand and appreciate
themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions.
They believe that existence precedes essence. Students have the freedom to choose and learn on their own
preferred way.
Behaviorism. Behaviorist schools are concerned with the modification and shaping of students’ behavior by
providing a favorable learning environment. Thus, you are the product of your environment.
Constructivism. Constructivists see to develop intrinsically motivated and independent learners adequately
equipped with the learning skills for them to be able to construct knowledge at their own pace and make
meaning to them.
A. Let’s Do This!
After reading the content notes, let’s find out which philosophy you adhere to. To what extent does each
statement apply to you? Rate yourself 4 if you agree with the statement always, 3 if you agree but not always,
2 if you agree sometimes, and 1 if you don’t agree at all.
1 2 3 4
Statement
1. There is no substitute for concrete experience in learning
2. The focus of education should always be the ideas that are relevant today as when they
were first conceived.
3. Teachers must not force their students to learn the subject matter if it does not interest
them.
4. Schools must develop student’s capacity to reason by stressing on the humanities.
5. In the classroom, students must be encouraged to interact with one another to develop
social virtues such as cooperation and respect.
6. Students should read and analyze the Great Books, the creative works of history’s finest
thinkers.
7. Teachers cannot impose meaning; students make meaning of what they are taught.


8. Schools should stress on basic teaching of skills.
9. Humans are being shaped by their environment.
10 There is no universal, inborn human. We are born and exist, then we ourselves freely
. determine essence.
11 Learners produce knowledge based on their experiences.

.
12 An individual is what he/she chooses to become not dictated by his/her environment.

.
13 The classroom is not a place where teachers pour knowledge into empty minds of
. students.
14 The curriculum should emphasize on the traditional disciplines such as math, natural
. science, history, grammar, literature.
15 Teachers must help students expand their knowledge by helping them apply their
. previous experiences in solving new problems.
Interpretations:
Items no. 1, 3,5,15------------------------you are more of a progressivist
Item no. 8, 14 -----------------------------you are more of an essentialist

Items no. 2,4,6 ----------------------------you are more of a perrenialist
Items no. 7, 11, 13 -------------------------you are more of a constructivist

Item no. 9 -----------------------------------you are more of a behaviorist
Items no. 10,12 ------------------------------ you are more of an existentialist

B. Let’s keep goin’! This time in order to test your mastery, what you need to do is to identify what philosophy
ofIfeducation
you have 2isscores
beingofdescribed byofeach
4 in several the 6item below.
clusters, youComplete this one
have an eclectic by placing
philosophy your
which answers
means on the
you put the space
provided below.
philosophies together. If your scores are less than 4, this means that you are not very definite in your philosophy or if your
scores are less than 3 in most of the items, this means your philosophy is quite vague.


___________1. Writing, return to the essentials of reading, writing, arithmetic, history and English.
___________2. Rigorously develop students’ intellectual powers first, and moral qualities.
___________3. Refers to traditional or back-to-the basics approach to education.
___________4. Student can be condition to learn or perform anything taught to them. This can be done by using
rewards for an appropriate response.
___________5. Asserts learning by doing. Learning facts wasn’t the only way to educate and that not every
student could learn by the same approach.
___________6. Use of the Great Books.
___________7. Asking learners to draw meaning from what they are taught.
___________8. Learners learning at their own pace.
___________9. Back to basics movement.
___________10. Learners learning at their own pace.
C. My Reflections.
Now you have been acquainted with the different educational philosophies, with which do you identify your
beliefs? What is your personal philosophy of education? How do you see yourself as a future professional
teacher? Why Teach? What is the essence and purpose of your being and your becoming a teacher?
For this activity, you are expected to formulate your own philosophy of education. Use the space below to write
your answer.



Encircle the letter of the correct answer.
1. Scaffolding is integral on what theory of learning?

A. Essentialist
B. Constructivist
C. Existentialist
D. Behaviorist
2. Which philosophy is the basis for the development of essential skills like reading, writing, and
arithmetic?
A. Progressivism
B. Existentialism
C. Idealism
D. Essentialism
C. LESSON WRAP-UP
FAQ’s
1. What is Progressivism?
~ is a student centered philosophy that believes that ideas should be tested by experimentation, and learning
comes from finding answers from questions. This philosophy values the scientific method of teaching, allows
individuals to have their own beliefs, and promotes the interaction of students as valuable to the learning
process.
2. Realism as a philosophy –
✔ Knowledge is derived from sense experience.
✔ Advocates that education should be concerned with realities of life and prepare a person for his/her
duties in life.
✔ Standards of value are determined by reason.
✔ Teaching and Learning Process: lessons related to true-to-life experiences.
3. Reconstructionism: Modification of Pragmatism

✔ is another student centered philosophy that promotes world social progress, focuses on world events,
controversial issues, and developing a vision for a new better world.
✔ This philosophy is associated with pragmatism.
4. Humanism as a philosophy is
✔ a student centered philosophy that focuses on enhancing one’s innate goodness, rejects the idea of
group-oriented education, and upholds the idea of enhancing individual development.
✔ This philosophy also believes that students should be actively involved with their education on all
levels, and students should be able to make choices about what they will be learning.


1. One Minute Paper
Yes, you did it! Congratulations! Now, write 4 significant things you learned from the lesson and place it in the
thought bubbles.
KEY TO CORRECTIONS
Activity #5
Answer Key:
1. essentialism 6. Perennialism
2. perennialism 7. Constructivism
3. Essentialism 8. Progressivism
4. Behaviorism 9. Essentialism
5. Progressivism 10. Progressivism
Answers:
1. B
2. D



SCAL
ORGANIZATION MECHANICS CONTENT LENGTH
E
Logical progression
of ideas with a
clear structure that Essay is clear in 4-
spelling, appropriate to the
4 enhances the 5 sentences in
capitalization are question. Content
essay. Transitions length
correct. No errors. is factually correct.
are mature and
graceful.
Punctuation,
Logical progression Answer is
spelling,
of appropriate to the Essay is clear in 3
capitalization are
3 ideas. Transitions question. Content or 6 sentences in
generally correct,
are present equally may have one or length
with few errors. (1-
throughout essay. two factual errors.
2)
Content relates
A few errors in
errors.

Essay is either in
organization. Tran punctuation, Content unrelated
1 1,2, 8 or more
sitions are not spelling, to question.
sentences in length
TOTA
L

PHINMA Education Syllabus EDU 011 The Teaching Profession A. Subject Description

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PHINMA Education

PEN Code: EDU 011 Prerequisite: None

1. elucidated the elements of teaching as a profession;

C. Subject Outline and Time Allotment:

Lesson Topics/Activities Schedule

Lesson 1 The Teaching Profession Day 2

Lesson 2 The Teaching as a Profession Day 3

The Demands of Society from the Teacher as a Day 4

Lesson 6 Historical Development of the Teaching Profession Day 7-8

P1 FIRST PERIODIC EXAM Day 9-10

Lesson 8 The Teacher and the Community Day 12

Lesson 9 The Teacher and Higher Authorities Day 13

Lesson 11 Teaching as a Vocation and Mission Day 15

Lesson 12 Rights and Privileges of Teachers in the Philippines Day 16

P2 SECOND PERIODIC EXAM Day 17-18

Ensuring Teacher Quality Through Competency

The Global and Glocal Teacher

Lesson 15 Philosophies of Education Day 23

Lesson 16 My Philosophy of Education Day 24

P3 THIRD PERIODIC EXAM Day 25-26

CS (Class Standing)2+ PE (Periodic Exam)

Name: ___________________________________________________________ Class number: _______

Lesson Title: Orientation on Flex Learning System Materials:

This document is the property of PHINMA EDUCATION

Name: ____________________________________________________________ Class number: _______

Lesson Title: The Teaching Profession Materials:

Content and Skill-Building

This document is the property of PHINMA EDUCATION

Name: ____________________________________________________________ Class number: _______

INNOVATIVENESS QUALITIES OF A GOOD EMOTIONAL

INTELLIGENCE – ability to make sound decision, analyze, make judgment, make

This document is the property of PHINMA EDUCATION

Name: ____________________________________________________________ Class number: _______

Box A Box B Box C

This document is the property of PHINMA EDUCATION

Name: ____________________________________________________________ Class number: _______

17. I give equal chance for others to be heard.

Personal Quality Label

This document is the property of PHINMA EDUCATION

Name: ____________________________________________________________ Class number: _______

Check for Understanding

Summary / Frequently Asked Questions

2. What are the qualifications to take the LET?

This document is the property of PHINMA EDUCATION

Name: ____________________________________________________________ Class number: _______

Think about your Learning

This document is the property of PHINMA EDUCATION

Name: ____________________________________________________________ Class number: _______

RUBRICS FOR SHORT ESSAY

SCALE ORGANIZATION MECHANICS CONTENT LENGTH

This document is the property of PHINMA EDUCATION

Name: ____________________________________________________________ Class number: _______

Lesson title: The Teaching as a Profession Materials:

1. According to Dr. Bilbao, what are the qualities of a good teacher?

Content and Skill-Building

This document is the property of PHINMA EDUCATION

Name: ____________________________________________________________ Class number: _______

"all persons engaged in classroom teaching, in

“licensed professional who possesses dignity and

Name: _____________________________________________________ Class number: _

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