MODULE-7-Educ-103-Edited-Copy

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Don Mariano Marcos Memorial State

University
La Union
THE TEACHING
PROFESSION (EDUC 103)
ESTELLA A. CAYABYAB,
Ph.D. RINA B.
RONQUILLO, Ph.D.
EDUC 103 – The Teaching -Module
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RODOLFO C. DE VERA,
M.A.
(Module Writers)

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MODULE VII
CONTINUING PROFESSIONAL
DEVELOPMENT: The Lifeblood of the
Teaching Profession
Lesson 1 The Philosophical Basis of CPD
Lesson 2 The Historical and Legal Bases of

Continuing Professional Development
in the Philippines
Lesson 3 The Salient Provisions of RA 10912
Lesson 4 Ways by which Professional Teachers

Can Earn Credit Units
Lesson 5 Continuing Professional Development

Plan
Lesson 6 Learning from the CPD Practices

of High Performing Countries

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CONTINUING PROFESSIONAL
DEVELOPMENT:
The Lifeblood of the Teaching Profession
 INTRODUCTION
“Never stop learning, because life never stops teaching.” —

Unknown
INTRODUCTION
This chapter discusses Continuing Professional Development with its

history of CPD for professional teachers in the Philippines. It also mentions its
philosophical basis with the aim of instilling on the teachers the genuine
desire for CPD.
Learning Outcomes
 Explain why CPD is necessary for professional teachers

 Discuss important provisions of the CPD Act of 2016 and other
legal bases of CPD
 Commit to continuing professional development
INTRODUCTION
Continuing Professional Development refers to the work-related learning

and development that should continue throughout one’s career. Professionals
in some fields must complete mandatory CPD requirements in order to
maintain their registration. CPD is one of the key mechanisms by which high
standards of professional practice and the relevance and currency of
qualifications and experience are maintained.
It also inculcates advanced knowledge, skills and ethical values, a post-
licensure specialization or in an inter-or multidisciplinary field of study aimed
for assimilation into professional practice, self-directed research and/or
lifelong learning.
Today, the world is rapidly changing with increasing complex
disruptions. Societies everywhere are facing unprecedented challenges –
economic, environmental and social – driven by accelerating technological
change and globalization.
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With the aforementioned, one can say that the Philippine Professional
Standards for Teachers (the revised National Competency-Based Standards)
that includes personal growth and professional development as the seventh
domain is on the right track. With the enactment of RA 10912, the CPD Law 0f
2016, CPD for all the professionals regulated by PRC is now mandatory.
Mandating CPD is the only way all professionals including teachers are made
to go through CPD. CPD for professionals teachers is not an option. It is a
necessity. Continuing professional development for professional teachers
sharpens the professional teachers’ competitive edge in a highly competitive
global world.
The professional license for teaching obtained after passing the
Licensure Examination for Teachers (LET) simply means that the professional
teacher possesses the minimum competencies expected of professional
teachers. Hence, every teacher is expected to continue developing after
obtaining his/her professional license. This is one big demand for a
professional teacher. The Code of Professional Conduct for Public School
Teachers cited in Section 7 of RA 4670 states: “Responsibility is something
expected of a professional teacher. The work of the teacher in the
development and guidance of the young is a tremendous responsibility for
which he/she is accountable to God, to his country and to posterity. It is a
trust of which every teacher should strive to be worthy.”

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Lesson 1
THE PHILOSOPHICAL BASES

OF CONTINUING PROFESSIONAL
DEVELOPMENT
“Continuous learning is the minimum requirement for success in any

field.” To excel in one’s profession, the person has to embrace the idea of
lifelong learning of new skills and knowledge and acquiring new experiences
related to his/her own profession. The professional has to conscientiously
involve himself/herself in any endeavour that will enrich his/her profession
which will benefit his/her stakeholders, and in the case of the professional
teacher, his/her students primarily. The rapid change in technology, which is
making the global village smaller but more collaraborative, is already one big
reason for a professional to get involved in continuing professional
development to keep himself/herself abreast with the advancement in
technology benefitting the field of education.
“Growth is an evidence of life.” This implies that anything that is alive

grows or anything that grows is alive. So a teacher who is alive grows
physically, psychologically, mentally, socially emotionally, spiritually. If he/she
doesn’t grow, it means he/she is no longer alive. This goes with what Anthony
J. D'Angelo said, "Develop a passion for learning. If you do, you will never cease
to grow."
“Man/Woman is an unfinished project.” For a professional teacher,

he/she is always in the process of becoming better and better as a person and
as a professional teacher. No person, no professional can claim he/she has
already “arrived” at a state of perfection. This implies that every professional
is expected to continue developing.

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Lesson 2
THE HISTORICAL AND LEGAL BASES

OF CONTINUING PROFESSIONAL
DEVELOPMENT
IN THE PHILIPPINES
Even before the enactment of this CPD Act of 2016, CPD was already
alluded to in the 1987 Philippine Constitution. No less than the fundamental
law of the land, Section 5, Paragraph 4, states: “The state shall enhance the
right of teachers to professional advancement.
Other laws also cited continuing professional development, as follows:

1. Batas Pambansa 232, the Education Act of 1982, Chapter 3. Duties and
obligations, Section 16, (4) states as one of the teachers’ obligations to
assume the responsibility to maintain and sustain his professional growth and
advancement.
2. RA 9155, An Act instituting a Framework of Governance for Basic

Education, Establishing Authority and Accountability, renaming the
Department of Education, Culture and Sports as the Department of Education,
and for other purposes, was enacted on August 11, 2001. In the enumeration
of duties and functions of the Secretary of Education, Section 7 A., to wit:
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
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required.
3. RA 7836, the Teachers’ Professionalization act, also provided for

mandatory Continuing Professional Education (CPE), now referred to as
Continuing Professional Development (CPD), to wit:
Unfortunately, due to lack of funding the merit examination has not
been implemented up to writing time.
The same RA 7836 states:

(a) Unjustified or willful failure to attend seminars, workshops,
conferences and the like or the continuing education program
prescribed by the Board and the Commission (Sec. 23, h.
Revocation of the Certificate of Registration, Suspension from the
Practice of of the Teaching Profession, and cancellation of
Temporary or Special Permit).
4. The Board of Professional Teachers (BPT) also passed Resolution No. 435,
s. 177 to adopt the Code of Ethics for Professional Teachers pursuant to the
provisions of paragraph (e) Article 11 of RA 7836, otherwise known as The
Philippine Teachers’ Professionalization Acts of 1994. This Code of Ethics
states:
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 3,
Resolution No. 435, s 177).
5. Executive Order # 266, Institutionalizations of the Continuing Professional

Education (CPE) Programs of the Various Professional Regulatory Boards
(PRBs) Under the Supervision of the Professional Regulation Commission
(PRC). This was signed and issued by the Office of then President Fidel V.
Ramos on July 25, 1995, to wit:
The completion by professional licensees of the Continuing Professional

Education (CPE) programs adopted by all Boards is hereby imposed as a
mandatory requirement for the renewal of professional licenses (Section 1).
WHEREAS, the various professions play a crucial role in nation-building;
WHEREAS, it is imperative to impose upon registered professionals the

completion of the Continuing Professional Education (CPE) programs adopted
by the concerned Board as a pre-requisite for the renewal of their licenses;
WHEREAS, the professionals who undertake the CPE programs are

enabled not only to upgrade or improve their technical knowledge and skills
but also to keep them abreast with modern trends and technology in their
respective professions, thereby assuring the rendition of highly qualitative
professional service/s that will be globally competitive under the General

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Agreement on Trade in Services (GATS) and at the same time securing the
safety and protection of the public;
WHEREAS, the confidence and patronage of the public in a professional

depend upon his competence and the quality of service rendered resulting
from his acquisition of updated technical knowledge and skill;
6. RA 10912, Continuing Professional Development Act of 2016 –With the

enactment of this law, CPD for all the forty – three (43) professions regulated
by PRC including the teaching professions has become mandatory.
Lesson 3
THE SALIENT PROVISIONS OF RA 10912,

THE CONTINUING PROFESSIONAL DEVELOPMENT
ACT OF 2016
A lot of questions have been raised about RA 10912, otherwise known

as the Continuing Professional Development Act of 2016. Many a teacher
resists CPD. It is claimed to be extra expense, extra effort and extra time
when in fact it is every professional’s obligation. CPD is the only way
professionals can sharpen their competitive edge in an international world
that has become global village. The need for CPD is heightened by ASEAN
integration and internationalization which are now real. To be in, a
professional must meet international standards. The way to go is CPD.
The purposes of CPD for professionals are stated in RA 10912, Article 1,

Section 2, Declaration of Policy.
It is hereby declared the policy of the State to promote and upgrade the
practice of professions in the country. Towards this end, the State shall
institute measures that will continuously improve the competence of the
professionals in accordance with the international standards of practice,
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thereby, ensuring their contribution in uplifting the general welfare, economic

growth and development of the nation.
The state policy on promoting and upgrading the practice of professions

in the country and institution of measures to “continuously improve the
competence of the professionals in accordance with international standards”
and gives Filipino professional competitive edge in ASEAN region and in the
world.
Number of CPD Units Required
Article III, Section 10 of the same CPD Act states: “The CPD is… made as
a mandatory requirement in the renewal of the Professional Identification
Card (PICs) of all registered and licensed professionals… How many credit
units are required for the renewal of PICs? For the professional teachers’
group, based on Professional Regulatory Board for Teachers Resolution No.
11, series of 2017, the following credit units are required”:
Period No. of Credit Units Required

December 2017 15 credit units
January to December 2018 30 credit units
January 2019 onwards 45 credit units
Lesson 4
WAYS BY WHICH PROFESSIONAL TEACHERS

CAN EARN CREDIT UNITS
As shown in the figure below CPD credit units can be earned in 4 ways.
1. Professional track – This includes training provided by CPD providers

accredited by PRC. You can earn credit units a s a participant to a training
approved by the CPD Council. You earn more credit units if you serve as a
resource speaker, trainer or demonstration teacher. You also earn credit units
as panellist/ reactor, facilitator/ moderator. You earn much more if you are
assigned by the CPD Council to monitor the conduct of an approved CD
program.
2. Academic track – This refers t the completion of a Masters’ degree,

completion of candidacy to the doctorate program, completion of the
doctorate program, completion of a post-doctoral diploma, and being a
recipient of a professorial chair grant, and/ or fellowship grant. Take note that
ONLY COMPLETION of the Maters’ degree is given full credit units of 45.
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Earning MA units is not given any credit unit but completions of candidacy for
the Doctorate degree already entitles one to 45 credit units. The Masters’ and
doctorate degrees must have been earned five (5) years before renewal of
professional license.
3. Self-directed track – This includes training offered by non-accredited CPD

providers. It refers to “learning activities such as online training,
local/international seminars/ nondegree courses, institution/ company-
sponsored training programs and the like which did not undergo CPD
accreditation but may be applied for and awarded CPD units by the respective
CPD Councils.
In addition, self-directed track includes serving as accreditor (.g. ISO,

ISA, PACUCOA, PAASCU, AACUP, etc.) It also includes study tours and socio-
civic activities using the profession.
4. Productive Scholarship – This means that the professional teacher has

developed program/ training module, curriculum guide or any other resource
material. Or the professional teacher has written an article in a professional
magazine or a technical/ research paper and even better if that technical
paper is published in a refereed/peer –reviewed professional journal. Best if
the professional teacher writes a book or a monograph or comes up with an
invention or creative work, the latter entitles him/her to 45 credit units.
As a guide for crediting CPD units, below is the Matrix of Activities along
with their corresponding Credit Units and the Supporting Document(s) for
each activity.
Matrix of CPD activities with corresponding credit units and the needed documents
PROGRAM / CREDIT UNITS (CUs) SUPPORTING DOCUMENT

ACTIVITY
1. Professional Track (Training Offered By Accredited CPD Providers, Face To Face /Online)
1.1 APPROVED CREDIT UNITS FOR CERTIFICATE OF ATTENDANCE WITH NUMBER

PARTICIPANT THE PROGRAM OF HOURS, SEMINAR PROGRAM AND LIST OF
PARTICIPANTS
1.2 3 CU PER HOUR PHOTOCOPY OF CERTIFICATE, COPY OF

RESOURCE PAPERS AND PROGRAM INVITATION
SPEAKER
1.3 PANELIST / 2 CU PER HOUR CERTIFICATION FROM SPONSORING

REACTOR ORGANIZATION COPY OF PROGRAM

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1.4 1 CU PER HOUR CERTIFICATION FROM SPONSORING

FACILITATOR / ORGANIZATION COPY OF PROGRAM
MODERATOR
1.5 MONITOR TWICE THE NUMBER OF MONITORING REPORT, CERTIFICATE OF

APPROVED CREDIT UNITS FOR APPEARANCE AND THE AUTHOR ITY TO
THE PROGRAM MONITOR
1.6 IN- MAXIMUM OF 20 CU FOR A 12- CERTIFICATE OF TRAINING & TRAINING

SERVICE MONTH PERIOD OR A DESCRIPTION
TRAINING FRACTION THEREOF UPON
COMPLETION
2. Academic Track
2.1 MASTER'S FULL CREDIT UNITS FOR UNIVERSITY CERTIFICATION / DIPLOMA AND
DEGREE OR COMPLIANCE PERIOD UPON TRANSCRIPT OF RECORDS (authenticated
EQUIVALENT COMPLETION OF DEGREE copy)
2.2 FULL CREDIT UNITS FOR UNIVERSITY CERTIFICATION / DIPLOMA AND

DOCTORATE COMPLIANCE PERIOD UPON TRANSCRIPT OF RECORDS (authenticated
DEGREE OR COMPLETION OF CANDIDACY copy)
EQUIVALENT ADDITIONAL FULL CREDIT
UNITS FOR COMPLIANCE
PERIOD UPON COMPLETION OF
DEGREE
2.3 15 CU PER YEAR CERTIFICATION OF GRANT OR APPOINTMENT

PROFESSORIA PAPER
L CHAIR
2.4 10 CU PER YEAR HOSPITAL CERTIFICATION CERTIFICATE OF

RESIDENCY / COMPLETION
EXTERNSHIP /
SPECIALTY
/SUB-
SPECIALTY
PROGRAM
2.5 FELLOWSHIP GRANT
2.5.1 2 CU PER GRANT CERTIFICATION FROM THE GRANTING

PARTICIPANT INSTITUTION AND/OR CERTIFICATE OF
FELLOWSHIP
2.5.2 4 CU PER GRANT
RESOURCE
SPEAKER
2.5.3 5 CU PER GRANT

RESEARCHER
2.6 POST MAXIMUM OF 30 CU FOR AN DIPLOMA/ CERTIFICATION FROM THE

GRADUATE 18-MONTH PERIOD OR A INSTITUTION
DIPLOMA/CER FRACTION THEREOF UPON
TIFICATE COMPLETION
3. SELF-DIRECTED (TRAINING OFFERED BY NON-ACCREDITED CPD PROVIDERS, Face to Face /

Online)

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3.1 CREDIT UNITS FOR THE CERTIFICATE OF ATTENDANCE WITH NUMBER

PARTICIPANT PROGRAM AS EVALUATED BY OF HOURS, SEMINAR PROGRAM AND LIST OF
THE CPD COUNCIL PARTICIPANTS
3.2 3 CU PER HOUR PHOTOCOPY OF CERTIFICATE, COPY OF

RESOURCE PAPERS AND PROGRAM INVITATION
SPEAKER
3.3 PANELIST / 2 CU PER HOUR CERTIFICATION FROM SPONSORING

REACTOR ORGANIZATION COPY OF PROGRAM
3.4 1 CU PER HOUR CERTIFICATION FROM SPONSORING

FACILITATOR / ORGANIZATION COPY OF PROGRAM
MODERATOR
3.5 IN- MAXIMUM OF 20 CU FOR A 12- CERTIFICATE OF TRAINING & TRAINING

SERVICE MONTH PERIOD OR A DESCRIPTION
TRAINING FRACTION THEREOF UPON
COMPLETION
3.6 10 CU PER MODULE COPY OF MODULE AND EVALUATION

PROGRAM /
TRAINING
MODULE
DEVELOPMEN
T
3.7 5 CU PER TECHNICAL PAPER CERTIFICATION OF COMPLETION AND

TECHNICAL FOR PUBLISHED PAPER, SEE APPROVAL FOR PUBLISHED PAPER, SEE 3.8
PAPER 3.8
3.8 ARTICLE PUBLISHED IN A REFEREED I PEER REVIEWED PROFESSIONAL JOURNAL
3.8.1 LOCAL 10 CU COPY OF PUBLISHED ARTICLE AND TABLE OF

AUTHOR/S CONTENTS
INTERNATIONAL 10 CU
FOR MULTIPLE AUTHORS,

DIVIDE CU EQUALLY AMONG
THEM
3.8.2 PEER 2 CU PER ARTICLE

REVIEWER
3.9 PAMPHLET / BOOK OR MONOGRAPH
3.9.1 20 CU FOR SINGLE AUTHOR COPY OF PUBLISHED BOOK

AUTHOR/S FOR PAMPHLET (LESS THAN
100 PAGES)
40 CU FOR SINGLE AUTHOR

FOR BOOK OR MONOGRAPH
(MORE THAN 100 PAGES)
3.9.2 EDITOR MAXIMUM OF 20 CU
3.10 ARTICLE MAXIMUM OF 5 CU PER PROOF OF PUBLICATION OF ARTICLE

IN ARTICLE FOR MULTIPLE
MAGAZINE / AUTHORS, DIVIDE CU EQUALLY

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NEWSPAPER AMONG THEM.
3.11 FULL CREDIT UNITS FOR CERTIFIED COPY OF PATENT CERTIFICATE

INVENTIONS COMPLIANCE PERIOD
3.12 STUDY 2 CU / DAY (MAXIMUM OF 20 CERTIFICATION FROM SPONSORING

TOURS/VISITS CU /TOUR) INSTITUTION
3.13 1 CU PER HOUR CERTIFICATE OF APPEARANCE AND INVITATION

CONSULTANC
Y (e.g.
Technical
Meetings /
Accreditation
and other
Activities as
per request of
an institution,
etc.)
3.14 SOCIO- 1 CU PER HOUR PROJECT PROPOSAL, REPORT AND PHOTOS

CIVIC
ACTIVITIES
(e.g. Medical
Missions,
Outreach
Programs,
etc.)
3.15 FULL CREDIT UNITS FOR COPY OF CERTIFICATION FROM THE

RECOGNITION COMPLIANCE PERIOD AWARDING BODY (duly notarized)
/ TITLE (e.g.
Fellows, Hall
of Fame
Award ,
Outstanding
Professional,
Lifetime
Achievement
Awardee ,
etc.)
4. SUCH OTHER ACTIVITIES TO BE RECOMMENDED BY THE CPD COUNCIL AND APPROVED BY THE BOARD AND THE
COMMISSION
(Source: https://www.thesummitexpress.com/2017/01/how-to-earn-cpd-units-for-prc-license-renewal-all-
professions.html)
Even professional and/ or lifetime achievements awards from the

division level to regional, national and international levels make the
professional teacher earn credit units.
For specific number of credit units earned by professional teachers per
CD activity, refer to professional Regulatory Board for Professional Teachers
Resolution No. 11, series of 2017.

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Lesson 5
CONTINUING PROFESSIONAL DEVELOPMENT

PLAN
A proof that a professional teacher has made CPD his/ her way of life is
his/ her formulation of a CPD plan which he/she religiously follows whether
monitored or not by his/her superior/s because he/she monitors
himself/herself.
Developing a personal CPD plan helps teacher leaders develop

purposively. It is not enough to have a good intention to do CPD. It is best that
good intention should be made concrete in a simple and doable plan. Every
professional who has sincere intent to grow professionally must have an
annual personal CPD plan.
Professional teachers formulating their respective annual CPD Plans and

faithfully observing them lead to the building of a PD culture among
professional teachers. With that CPD culture, the negative attitude towards
mandatory CPD hopefully will fade away. We hope to reach a point where
professional teachers will oblige themselves to go through CPD not because it
is mandatory but because this is something they owe to themselves as
professionals and to the public they serve. This is professionalism.
Templates of a CPD Plan
Below are two templates for a CPD plan. The first one is the template
used in the public schools. The second is another template used by others.
Comparing the two templates make one conclude that they are basically the
same. The different terms used actually refer to the same questions. They ask
basically the same things.
Which template to use? It is up to you. For those interested to be in

DepEd, it may be good o use the IPPD format.
Teacher’s Individual Plan for Professional Development (IPPD)

Objectives Methods/ Resources Time Frame Success Indicator
Strategies
What What What will I When do I What PPT What
Competen profession do access expect to competence learners’
ce will I al activity resources have would I have performa
enhance will I ? accomplishe enhanced? nce
undertake d? would
to achieve have
my been
objective? improved
?
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Personal CPD Plan

Training Objecti Activity Resourc Material Time Expected Expected
Need ve es Frame Output Outcome
Needed
What do I What What Human When What
need to should activity What am I results
improve my I do to should I Whose materials suppose does his
teaching? addres underg help do I or how d to activity
s my o to need to much address have on
need? address address cash do I my my
my my need to need? teaching
need? need? address and my
my students’
need? learning?
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of PP make teacher, LCD 2018 interesting
PP for expert and more
at least concrete
5 lesson
lessons presentatio
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improved
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scores
Joining Professional Learning Community/ Communities of Practice
CPD is made possible and alive through professional learning

communities (PLCs) These PLCs are powerful collaborations in which teachers
work together to analyze and improve their classroom practice in a
systematic process.
The Department of Education institutionalized the School Learning

Action Cells (SLACs) as a mechanism for CPD….
In an interview with beginning teachers and administrators on

conditions that help them improve their own practice, the answer boils down
to this “working in a school with an integrated professional culture”.

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Lesson 6
LEARNING FROM THE CPD PRACTICES

OF HIGH PERFORMING COUNTRIES
Let us learn from the CPD practices of high performing countries.
CPD in Singapore
Singapore is the first country in the world to adopt the Professional

Learning Communities (PLC) framework nationwide. (Dimmock & Tan, 2013;
Hairon & Dimmock, 20111). It has institutionalized PLC in its schools.
Professional development is very much alive. In 2010, the Ministry of
Education (MOE) mandated all schools to be a “learning organization.” This
“learning organization” concept of schools supports the building of a strong
mentorship culture where a collaborative and community-oriented form of
professional development thrives. Every teacher is entitled to 100 hour per
year of optional training which everyone makes use of. Schools are
encouraged to provide at least one hour of curricular time per week for
teachers to actively engage in school-based Professional Development (PD)
initiatives. These PLCs are led by school leaders who provide teachers with
structures and resources to engage in a variety of inquiry-based PD practices.
For PLC, Singapore has 1) Teacher-Researcher Networks, 2) Lesson

study and other forms of “Learning Circles”.
In the Teacher-Researcher Networks, faculty researchers from NIE,

senior specialist from MOE, and teacher researcher including those with
higher formal training in research (who are called “research activists”) serve
as mentors to teachers to conduct action research. The overall goal of these
learning communities is to provide teachers with resources to engage in
action research (Hairon, 2006), which is usually a form of classroom-based
investigation where teachers discuss and reflect upon pedagogical problems
and find their own solutions to improve teaching and learning. The teacher-
researcher network follow these steps:
a. Identification and definitions of a problem;

b. Planning of improvement;
c. Implementation of teaching/learning activities;
d. Observation of results (data collection)
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e. Reflection on the outcomes.
At the completion of the research, participants write a group reflective

journal or summarize the procedures, findings, conclusions, and implications
of the study. These action research journals are shared with other groups of
teachers interested in similar classroom problems. Opportunity like a forum,
symposium and publications are given to teachers to share their research
findings.
Another effective strategy for PD in Singapore is the lesson study

( Lewis, Perry, & Hurd, 2004) adopted from Japan. The overall goal of lesson
study is to foster collaborative inquiry and data-driven pedagogical reflection
among teachers.
How is this done? This consists of four cyclical phases (Tan, 2014):
1. Study phase – Teachers analyze the curriculum to be taught and

formulate
long-term teaching and learning goals;
2. Planning phase – Teachers select lessons for research, predict
student thinking and difficulties and plan the implementation of
specific lessons for data collection;
3. Analysis phase – Teachers observe and discuss the classroom
evidence collected (e.g., videos, student written work);
4. Reflection phase – Teachers discuss student learning and identify new
eras for further inquiry.
Much of the professional development of Singaporean teachers occurs

within school settings through the Learning Circles or Learning Teams. With
the widely-accepted concept of “schools s learning organizations” and with
teachers’ welcoming attitude to PD, there are a number of work-embedded
opportunities for PD. Topics for PD range from curriculum innovation, student-
centric teaching practices,, new uses of ICT, collaborative lesson planning, to
project-based learning.
Source: Bautista A., Wong, J., & Gopinathan, S. (2015) “Teacher Professional
Development in Singapore. Depicting the Landscape.” Psychology, Society &
Education. 7(3) 311-36 Nov. 2015 Accessed 4-20-2018
CPD in Finland
Finland has been reported as one of the top-performing countries in

teacher education in many international comparisons by OECD conducted in
2003, 2010 and 2014. Asia Society (2018) mentioned that the secret to
Finland’s success is believed to be in its excellent teachers.
Advanced teacher qualifications (Master’s degree) in all education

levels, professional autonomy and full devolution of teacher education system
such as decision making about curriculum, teaching methods, and student
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assessment and high value of teaching profession make Finland among the
best performing countries in teacher professional development.
Teachers in Finland meet one afternoon each week to jointly plan and
develop curriculum. They are encouraged to work together to share materials.
CPD in Japan
Lesson Study Approach to Professional Development
Japan is well known for lesson study. How does Japan do lesson study as
a strategy for professional development. Below is a detailed description of
how Japan implements a lesson study.
Every teacher periodically prepares a best possible lesson that

demonstrates strategies to achieve a specific goal (e.g. students becoming
active problem-solvers or students learning more from each other) in
collaboration with other colleagues. A group of teachers observe while the
lesson is taught and usually record the lesson in a number of ways, including
videotapes, audiotapes, and narrative and/ or checklist observations that
focus on areas of interest to the instructing teacher (e.g., how many student
volunteered their own ideas). Afterwards, the group f teachers, and
sometimes outside educators, discuss the lesson’s strengths and weakness,
ask questions, and make suggestions to improve the lesson. In some cases
the revised lesson is given by another teacher only a few days later and
observed and discussed again.
Teachers themselves decide the theme and frequency of research

lessons. Large study groups often break up into subgroups of 4-6 teachers.
The subgroups plan their own lessons but work toward the same goal and
teachers from all subgroups share and comment on lessons and try to attend
the lesson and follow-up discussion. For a typical lesson study, the 10-15
hours of group meetings are spread over three to four weeks. While schools
let out between 2:40 and 3:45 p.m., teachers’ work days don’t end until 5
p.m., which provides additional time for collegial work and planning. Most
lesson study meetings occur during the hours after school lets out. The
research lessons, consult with other teachers and get colleagues’
observations about their classroom practice, reflect on their own practice,
learn new content and approaches, and build a culture that emphasizes
continuous improvement and collaboration.
Some teachers also give public research lessons, which expedites the
spread of best practices across schools, allows principal, district personnel,
and policymakers to see how teachers are grappling with new subject matter
and goals, and gives recognition to excellent teachers.
CPD in New Zealand
In New Zealand, the Ministry of Education gives funds for 20 percent

release time for new teachers and 10 percent release time for second-year

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teachers Ministry of Education to observe other teachers, attend professional

development activities, courses and work on curriculum. Mentor teachers
deliberately spend time to observe and confer with beginning teachers.
Characteristics of Effective CPD
Based on the professional development practices and experiences of

high performing countries, we can say that a CPD that works is 1) continuous;
2) collaborative; 3) focused on a specific teacher need; 4) job-embedded; 5)
given enough time and 6) funded. The one-shot workshops that teachers
bemoan don’t work.
CPD must be continuous thus the word Continuing Professional
Development. A professional does not stop developing or else he/she ruts.
Stagnant water becomes putrid.
CPD must also be collaborative, thus the need to be part of a PLC, a
professional learning community. It was Helen Keller who said “Alone we can
do so little; together we can do so much.”
CPD must be focused on a specific teacher need. It responds to a need
and so is highly relevant to the teacher. A CPD that is prescribed by higher
officials does not necessarily respond to teachers’ need.
If CPD is job-embedded, it becomes even more relevant. The teacher
has not to be removed from the workplace for CPD so there is no work
disruption. What the teacher is trained on is exactly what he/she does.
Quality CPD demands adequate time. What is 10 to 20 hours removed
from contact time with learners? Quality time pent for CPD ultimately
redounds to improved teaching for the benefit of the learners.
CPD with support funds is definitely better than one without.
A. Explain the following sayings below in relation to the three learning

outcomes mentioned at the beginning of this module (i.e. explain why CPD
is necessary for professional teachers, discuss important provisions of the
CPD Act of 2016 and other legal bases of CPD, commit to continuing
professional development). Thus, in your answer for each saying, you
mention why CPD is necessary for professional teachers, state a law that
supports your answer and how you can commit yourself to CPD as a future
professional teacher.
1. "Live as if you were to die tomorrow. Learn as if you were to live forever."
Mahatma Gandhi
2. “Never stop learning, because life never stops teaching.” — Unknown
B. As a future professional teacher, will you go through CPD even if it is not

mandated by law?

2
 REFERENCES
A. Books
Bilbao, P., Corpuz, B., Llagas, A. & Salandanan, G. (2018) The Teaching
Profession.
OBE & PPST –Based. Lorimar Publishing, Quezon City.
Profession.
Lorimar Publishing, Quezon City.
Profession.
Lorimar Publishing, Quezon City.
Lim, L., Caubic, R.,Casihan, L. (2014) The Teaching Profession. Adriana

Publishing Co., Inc.
OECD/Asia Society (2018). Teaching for Global Competence in a Rapidly
Changing World
B. Internet
Darling-Hammond, Linda, Chung Wei, R, and Andree, A. How High

Achieving Countries Develop Great Teachers: Stanford Center for
Opportunity Policy in Education – Research Brief August, 2010)
Accessed http://edpolicy.standard.edu
DepEd Tambayan (2018). Code of ethics for professional teachers

2
explained. Retrieved on September 30, 2020 from

https://depedtambayan.net/the- code-of-ethics-for-professional-
teachers/.
https://cfo-pso.org.ph/images/pdf/2018/Continuing-Professional-
Development- reduced.pdf.
http://www.mierjs.in/ojs/index.php/mjestp/article/view/264/177
https://www.scribd.com/presentation/439850302/CPD#:~:text=The
%20Philosophical%20Basis%20of%20CPD%20%E2%80%9CGrowth
%20is%20an,is%20alive%20physically%2C%20psychologically%2C
%20mentally%2C%20socially%2C%20emotionally%2C
%20spiritually.
https://www.thesummitexpress.com/2017/01/how-to-earn-cpd-units-for-prc-
license-renewal-all-professions.html.

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1

Don Mariano Marcos Memorial State

EDUC 103 – The Teaching -Module

Lesson 1 The Philosophical Basis of CPD

Lesson 2 The Historical and Legal Bases of

Lesson 3 The Salient Provisions of RA 10912

Lesson 4 Ways by which Professional Teachers

Lesson 5 Continuing Professional Development

Lesson 6 Learning from the CPD Practices

EDUC 103 – The Teaching -Module

“Never stop learning, because life never stops teaching.” —

This chapter discusses Continuing Professional Development with its

 Explain why CPD is necessary for professional teachers

Continuing Professional Development refers to the work-related learning

EDUC 103 – The Teaching -Module

THE PHILOSOPHICAL BASES

“Continuous learning is the minimum requirement for success in any

“Growth is an evidence of life.” This implies that anything that is alive

“Man/Woman is an unfinished project.” For a professional teacher,

EDUC 103 – The Teaching -Module

THE HISTORICAL AND LEGAL BASES

Other laws also cited continuing professional development, as follows:

2. RA 9155, An Act instituting a Framework of Governance for Basic

3. RA 7836, the Teachers’ Professionalization act, also provided for

The same RA 7836 states:

5. Executive Order # 266, Institutionalizations of the Continuing Professional

The completion by professional licensees of the Continuing Professional

WHEREAS, the various professions play a crucial role in nation-building;

WHEREAS, it is imperative to impose upon registered professionals the

WHEREAS, the professionals who undertake the CPE programs are

EDUC 103 – The Teaching -Module

WHEREAS, the confidence and patronage of the public in a professional

6. RA 10912, Continuing Professional Development Act of 2016 –With the

THE SALIENT PROVISIONS OF RA 10912,

A lot of questions have been raised about RA 10912, otherwise known

The purposes of CPD for professionals are stated in RA 10912, Article 1,

thereby, ensuring their contribution in uplifting the general welfare, economic

The state policy on promoting and upgrading the practice of professions

Period No. of Credit Units Required

WAYS BY WHICH PROFESSIONAL TEACHERS

1. Professional track – This includes training provided by CPD providers

2. Academic track – This refers t the completion of a Masters’ degree,

3. Self-directed track – This includes training offered by non-accredited CPD

In addition, self-directed track includes serving as accreditor (.g. ISO,

4. Productive Scholarship – This means that the professional teacher has

PROGRAM / CREDIT UNITS (CUs) SUPPORTING DOCUMENT

1.1 APPROVED CREDIT UNITS FOR CERTIFICATE OF ATTENDANCE WITH NUMBER

1.2 3 CU PER HOUR PHOTOCOPY OF CERTIFICATE, COPY OF

1.3 PANELIST / 2 CU PER HOUR CERTIFICATION FROM SPONSORING

EDUC 103 – The Teaching -Module

1.4 1 CU PER HOUR CERTIFICATION FROM SPONSORING

1.5 MONITOR TWICE THE NUMBER OF MONITORING REPORT, CERTIFICATE OF

1.6 IN- MAXIMUM OF 20 CU FOR A 12- CERTIFICATE OF TRAINING & TRAINING

2.2 FULL CREDIT UNITS FOR UNIVERSITY CERTIFICATION / DIPLOMA AND

2.3 15 CU PER YEAR CERTIFICATION OF GRANT OR APPOINTMENT

2.4 10 CU PER YEAR HOSPITAL CERTIFICATION CERTIFICATE OF

2.5 FELLOWSHIP GRANT

2.5.1 2 CU PER GRANT CERTIFICATION FROM THE GRANTING

2.5.3 5 CU PER GRANT

2.6 POST MAXIMUM OF 30 CU FOR AN DIPLOMA/ CERTIFICATION FROM THE