THE DEMANDS OF SOCIETY

FROM THE TEACHER AS A

PROFESSIONAL
MARBEN A. OROGO
Instructor
 TEACHER
The primary demand of society is to teach
well.
The single most important factor in the
learner’s learning.
Effective teacher makes the good and not so
good learners learn
Ineffective teacher adversely affects the
learning of both good and not so good
student.
Teachers are expected to work with and for
communities.
Teachers work with and for the state, the
community, the teaching community, school
officials, non-teaching personnel, and learners
as groups of people.
Works with different groups and plays
different roles:
As a tutor
As a nurse
 As a guidance counselor
 As community leader
 As resource speaker
 As consultant
 The key to the student’s achievement.
 Therefore, the teacher have to prepare
themselves to become the best and the
brightest, the most caring, competent, and
compassionate teachers.
 TEACHERS IMPACT TO THE LEARNERS
(Research findings by Dallas Public School Accountability System)

Learning gains realized by students during a

year in the classroom of an effective teacher
were sustained over later years and were
compounded by additional years with
effective teachers.
Conversely, depressed achievement results
resisted improvement even after a student
was placed with an effective teacher, and the
negative impact was discernible statistically
for approximately three subsequent years.

The negative effects of a poor performing

teacher on student achievement persist
through three years of high performing
teachers.
The good news is that if students have a high
performing teacher one year, they will enjoy
the advantage of that good teaching in future
years.

Conversely, if students have a low-performing

teacher, they simply will not outgrow the
negative effects of lost learning opportunities
for years to come.
Having a better teacher not only has a
substantial impact on students’ test scores at
the end of the school year but also increases
their chances of attending college and their
earnings as adults. (Hammond, D., 2000)
THE TEACHER AS A PROFESSIONAL
Obtained a license renewable every three
years provided that he/she can show proof of
Continuing professional Development (CPD)
Expected to abide by the Code of Ethics for
Professional Teachers
Have preparations to earn a teacher education
degree recognized by CHED.
Passed the Licensure Examination for Teachers
(LET) administered by PRC.
 DEFINITION OF A PROFESSIONAL
TEACHER BY THE CODE OF ETHICS OF
PROFESSIONAL TEACHERS
The teacher is a licensed professional who
possesses dignity and reputation with high
moral values as well as technical and
professional competence… he/she adheres to,
observes and practices a set of ethical and moral
principles, standards and values.
 DEMANDS FROM THE TEACHER AS A
PROFESSIONAL
Effective teaching – the professional teacher’s
primary responsibility
4 evaluation models of effective teaching:
• Danielson
• Stronge
• McRel
• Marzano
CHARLOTTE DANIELSON FRAMEWORK
FOR TEACHING

Charles Danielson Framework for Teaching

1. Planning and preparation
2. The classroom environment
3. Instruction
4. Professional responsibilities
Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in the professional community
Growing professionally
Showing professionalism
 JAMES STRONGE-TEPES SYSTEM
(TEACHER EFFECTIVENESS PERFORMANCE EVALUATION SYSTEM)

TEPES
1. Professional knowledge
2. Instructional planning
3. Instructional delivery
4. Assessment of/for learning
5. The learning environment
6. Professionalism – maintains a commitment to
professional ethics
- communicates effectively and takes
responsibility for and participates in
professional growth that results in enhanced
learning
7. Student progress –the works of the teacher
result in acceptable, measurable, and
appropriate student academic progress.
TEACHER EVALUATION STANDARD
(THE MCREL MODEL)

MID-CONTINENT RESEARCH FOR

EDUCATION AND LEARNING
(McREL)
TEACHER EVALUATION STANDARDS
1. Teacher demonstrate leadership
Lead in their classrooms
Demonstrate leadership in school
Lead the teaching profession
Advocate for schools and students
Demonstrate high ethical standards
2. Teacher establish a respectful environment
for a diverse population of students.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.
5. Teachers reflect on their practices.
 TEACHERS ARE EXPECTED TO TEACH
EFFECTIVELY
 Prepare and plan very well for instruction.
 Execute or deliver that instruction plan very well
because he/she has professional knowledge
(mastery of the subject matter)
 Create a conducive or favorable learning
environment for diverse groups of learners.
 Assess and report learners’ progress.
 Demonstrate professionalism as he/she deals
with superiors, colleagues, students and parents.
 ROBERT MARZANO’S CAUSAL
TEACHER EVALUATION MODEL OF
FOUR DOMAINS
1. Classroom strategies and behaviors
Involves routine events:
• Communicating learning goals and feedbacks
• Establishing rules and procedures
Involves addressing content by helping
students interact with new knowledge,
practice and deepen new knowledge.
Helping students generate and test
hypothesis.
Involves events enacted on the spot, such as
engaging students, recognizing, adherence to
rules and procedures, establishing and
maintaining effective relationships with
students and communicating high
expectations for all students.
2. Planning and preparing.
Planning and preparing for lessons
For use of technology
For needs of students receiving special
education
For needs of students who lacks support to
schooling
3. Reflection on teaching
Evaluating personal performance such as
identifying areas of pedagogical strengths and
weaknesses
Developing, implementing, and monitoring a
personal growth plan.
4. Collegiality and professionalism
Promoting positive interactions with
colleagues, students and parents
Seeking mentorship for areas of
needs/interest
Mentoring other teachers and sharing ideas
and strategies
Adhering to school rules and procedures
Participating in school initiatives
THE PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS
(PPST)
The revised National Competency-Based
Teacher Standards (NCBTS)
It gives the teacher professional competencies
in 7 domains, 37 strands, and 148
performance indicators for four career stages.
 CHARACTERISTICS OF QUALITY
TEACHERS
(BY PPST)

1. 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.
2. Provide learning environment that are safe,
secure, fair, and supportive in order to promote
learner responsibility and achievement

They create an environment that is learning-

focused
They efficiently manage learner behavior in a
physical and virtual space
They utilize a range of resources
They provide intellectually challenging and
stimulating activities to encourage
constructive classroom interactions geared
towards the attainment of high standards of
learning.
3. 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.

4. Interact with 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.
5. Apply a variety of assessment tools and
strategies in monitoring, evaluating,
documenting and reporting learner’s needs,
progress and achievement.
They use assessment data in a variety of ways
to inform and enhance the teaching and
learning process and programs.
They provide learners with the necessary
feedback about learning outcomes that inform
the reporting cycles and enables the teachers
to select, organize, and use sound assessment
processes.
6. Establish school-community partnerships
aimed at enriching the learning environment, as
well as the community’s engagement in the
educative process.
They identify and respond to opportunities
that link teaching and learning in the
classroom to the experiences, interests, and
aspirations of the wider school community
and other key stakeholders.
They understand and fulfill their obligations in
upholding professional ethics, accountability
and transparency to promote professional and
harmonious relationships with learners,
parents, schools and the wider community.
7. Value personal growth and professional
development and exhibit high personal regard
for the profession by maintaining qualities that
uphold the dignity of teaching such as caring
attitude, respect and integrity.
They value personal and professional
reflection and learning to improve their
practice.
They assume responsibility for personal
growth and professional development for
lifelong learning.
 PROFESSIONAL CONDUCT OF A
TEACHER
(Sec.7 p. RA 4670)
 It behooves every teacher to assume and
maintain professional attitude to his work and in
dealing with his associates in the profession. It
should be his self-imposed duty to constantly
improve himself professionally
 Criticism, when necessary, should clearly reflect
friendly motivation and a sincere desire to uphold
the standard and dignity of the profession.
In dealing with his pupils or students, the
teacher should ever strive to be professionally
correct, friendly and sympathetic.
END OF PRESENTATION
 ASSIGNMENT
1. Create a graphic organizer summarizing the
Demands of Society for a Teacher as a Professional
2. Create a multiple choice test about this topic. The
test should be at least 10 items with four choices, A,
B, C, and D.
3. Indicate also the correct answer on a separate
sheet.
Take Note:

You have to submit your answers in MS Word

format. Upload your answer in the VLP on the
indicated deadline….