Teaching Profession

Elements of a Profession
- Initial Professional Education
- Accreditation
- Regulation
- Continuing Professional Development
- Professional Societies
- Professional Code of Ethics

History of the Philippine Educational System

Education During the Pre-Spanish Period

- education is for survival, conformity, and enculturation
- informal education, practical teaching, theoretical
training
- method of education is through: tell me and show me,
observation, and trial and error

Evidences of Early Education/Civilization:

- effective technology on ceramic industry,
- predictive sciences in preserving mummies,
- art and religion Petro glyphs and line drawings in Angono,
- syllabary writing among the Tagbanwas and Mangyans,
- foreign trade with the Chinese during the Tang Dynasty,
- big population centers,
- megalithic structures of the rice terraces,
- government in barangays,
- laws like the Code of Kalantiaw
- warfare in barangays
Education During the Spanish Period - Department of Public Instruction set up a three-level
Instruction of schools
- purpose of education is to propagate Christianity
- Formal Education, Religious Education, Vocational 1 2 3
four-year four-year high two-year junior
courses
primary school college
- education is through dictation - started in Cebu in 1565 three-year four-year
- Augustinian intermediate program
and memorization missionaries
- vernacular was used as the - Subjects other than the
medium of instruction in the Doctrina like simple
arithmetic, music and - The University of the Philippines founded in 1908, was the
parochial schools various arts and trades
first school of University Status
- religious orders introduced the
parochial school concept
Subject Areas for Study
- “colegios” for boys
HS - reading
- “beatrios” for the girls
- writing
- Spanish Friars produced the first grammars and
- arithmetic
dictionaries that led the development of Filipino
- language
languages
- GMRC
- The Royal Decree of 1863
- civic
first attempt of the Spaniards
- hygiene and sanitation
establish an overall public school system
- gardening
provide for the training of teachers through a normal
- domestic science
school
- American history
- Philippine history

Education During the American Period The Monroe Survey Commission

- aim of education, reach democracy as a way of life - created in 1925
- formal education was established - evaluate school system the Americans set-up
- education, socialized recitation
encouraged more students’ participation, disputation Aims of American Education
- Education Act of 1901/Act. No. 74 of the Philippine - American director of Bureau of Education
Commission was promulgated to:
a) Established a department of Public Instruction. training of Filipinos for provision of English as
b) Established a highly centralized system self-government common language
c) Provide for the importation of teachers
d) Create the Philippine Normal School
Education During the Commonwealth Period Commonwealth Act No. 117
- all public school teachers under Civic Service Rules and
1935-1942
Regulations
Fundamental Aims of Education
Commonwealth Act No. 578
- provided by the 1935 Constitution
- “persons in authority” on supervisors, principals, teachers
- help prepare for the coming independence of a NEW
and professions training adults
Filipino nation
develop moral character, Commonwealth Act No. 80
personal discipline, civic teach the duties of
citizenship - legal basis for adult education
conscience, vocational
efficiency - pursuant to the Constitutional provision on citizenship
training adults
- training was done through public schools
- private schools sectarian and non-sectarian Commonwealth Act No. 589 1940
- curricular emphasis character development, citizenship - school ritual in all public and private elementary and
training secondary schools
Education Act of 1940/Commonwealth Act 586 - solemn patriotic ceremonies
- singing of the National Anthem
- complete revision of public elementary schools
- recitation if the Patriotic Pledge
1. shortening of elementary grades to six years
2. adoption of double-single sessions in the primary
grade with one teacher Commonwealth Act No. 1 National Defense Act of Dec. 21, 1935
3. one class assignment of intermediate teachers - provided for preparatory military training
- begin with the young in the elementary grade school at
the age of 10 years
Act No. 4007
- extend through the remainder of his schooling into
- completely abolishes matriculation fees
college or university
Executive Order No. 134 1936
P.D. 1706 of 1980 National Service Law
- designated Tagalog as basis of the national language
- required all citizens to render civic welfare service, law
enforcement service, and military service
Executive Order No. 263 1940
- required the teaching of the national language in the
senior year of all high schools and all years in the normal
schools Education during the Japanese Era
1943-1945
- education aimed to understand the position of the - society is not separated from the individual
Philippines in the Greater East Asia Co-Prosperity Sphere - democracy thrives on change, it is dynamic and flexible
being advocated by Japan - fosters persuasion and consensus and rejects coercion
- emphasized health/vocational education and indoctrination.
Aims
- diffusion of the Japanese language and termination of the Curricular Content
use of the English language in schools - social orientation -> conservation of the Filipino heritage
- inspiring the people with the spirit to love labor - training for occupation
- training was done formally through the schools, - promotion of democratic nation building
emphasis on vocational, technical, agriculture - a new thrust on community development
- reopening of schools
- opening of vocational schools Republic Act No. 139 Board of textbooks Law
- establishment of agricultural schools and colleges June 14, 1947
- curricular content centered on values rooted on love for - created the Board of Textbooks
labor - screen and approved textbooks for use in all public
- emphasizing vocational education schools
- diffusing the use of Nippongo - 6 years from date of their adoption
- teaching physical education and singing Japanese songs
Republic Act No. 896 (Education Act of 1953)
June 20, 1953
Education During the Republic - replaced C.A. 586 and provided the following:
1943-1972 - restoration of grade 7 (never implemented due to lack of
- promotion of equal educational opportunities for all funds)
- formation of Presidential Commission to Survey Philippine - abolition of “double-single” session and return to the
Education (PCSPE) practice of 1 class under 1 teacher in the primary and 3
- restatement of national Development Goals and teachers to 2 classes or 5 teachers to 3 classes in the
Educational Aims (based on the result of the survey or intermediate
PCSPE) - compulsory completion of elementary grades
- education aimed at the full realization of the democratic - compulsory enrollment of children in the public schools
ideals and way of life upon attaining 7 years of age

Democratic Ideals and Way of Life Republic Act No.1079

- democracy is predicated upon the intrinsic worth of the June 15, 1954
individual - made permanent civil service eligibility of teachers
- individuals realize their capacities best in social context
Republic Act No. 1124
June 16, 1954
- created the Board of National Education (BNE) Education During the New Society
- formulating educational policies and directing Philippine 1972-1986
education - aim of education, national defense
- renamed Board of Higher Education (NBE) by P.D. No.1 - made education relevant to the needs of changing world
- abolished by with the creation of the Board of Higher Proclamation 1081 September 21, 1972
Education by Batas Pambansa Blg. 232 - started educational revolution
- the Board’s function now assumed by CHED under R.A.
7722 Adoption of the acronym PLEDGES

Republic Act No. 1265 P peace and order

June 11, 1955
L land reform
- daily flag ceremony shall be compulsory in all schools
E economic development
Republic Act No. 1425
June 12, 1955 D development of moral values
- life, works and writings of Jose Rizal
- “Noli Me Tangere” and “El Filibusterismo.” G government reorganization

E employment and manpower development

Republic Act no. 4670 Magna Carta for Public School Teachers
June 18, 1966 Social services
S
- promote and improve the socio-economic status of
public-school teachers Bilingual Education Policy
- their living and working conditions - use of English and Filipino as media of instruction in
- their employment and career prospects specific learning areas

Republic Act No. 5447, Special Education Fund of 1968 Curricular Changes in Elementary Education
- created the special education fund - focused on the 3Rs
- local school boards primarily to finance and support - integration of values in all learning areas
provincial schools - emphasis on mastery of learning

Republic Act No. 6054 Barrio High School Law Curricular Changes in Secondary Education
- created high schools throughout the country - increased in time allotment
- Dr. Pedro T. Orata - YDT and CAT, new course
- addressed to civic, intellectual and character
Educational Programs Initiated development of the child
- Project IMPACT Instructional Management by Parents, Features of NESC
Community, and Teachers - fewer learning areas; emphasis on mastery learning
- ISOSA In School, Off School Approach - focused on the development of the 3Rs
- CPS Continuous Progression Scheme - emphasis on the development of the intellectual skills
- PRODED Program for a Decentralized Educational which are as important as work skills
Development - multi-disciplinary treatment of curriculum content
- NCEE National College Entrance Examination - student-centered
- NEAT National Elementary Assessment Test for grade VI-
- cognitive-affective manipulative based curriculum
battery of achievement test of multiple choices
- values education offered as separate subject area
- NSAT National Secondary Assessment Test replaces
- emphasis in Science and technology
NCEE
- uses bilingual policy
not a prerequisite to entrance to college
20% of the result is computed to the GPA - critical thinking emphasized

- humanism and filipinism in all learning areas

Education During the Present
Implementation of SEDP
1986-Present
- response to the need to continue pupil development
- aims to improve policy making and increase the internal
DECS Order No. 6, s. 1998
efficiency of the educational system.
- education Secretary Lourdes R. Quisumbing
SEDP Features
- strengthens the teaching of values in the New Elementary
- subjects generally oriented to the development of values
School Curriculum (NESC)
- specific competencies
- launched in SY 1989-90
- concept-based subject areas
- under the Program for Decentralized Educational
- uni-disciplinary treatment of curriculum content
Development (PRODED) and Secondary Development
Program (SEDP)
The Congressional Commission on Education (EDCOM)
report in 1991
- highest allocation of national budget to education
- division of DECS into the
- promotion and improvement of the public school
Department of Basic Education (DBE),
teachers
Technical Education and Skills Development Authority
- aimed to promote national development and values
(TESDA)
education
Commission on Higher Education (CHED)
Implementation of NESC
- establishment of Teacher Education Center of Excellence
- professionalization of teachers R.A. 7836 1994
- Technical-Vocational Education reform - revised P.D. 10006
- created the Professional Board for Teachers
R.A. 7722, the Higher Education Act of 1994 - provided for a LET
- created the Commission on Higher Education (CHED) - administered by the PRC
- headed by a chairman - provided for the formulation and adoption of Code of
- under the Office of the President Ethics for Professional Teachers

R.A. 7796, TESDA Law

- created the Technical Education and Skills Development Future Direction for the Philippines
Authority Education for All
- headed by a Director General - mandated by Presidential 480
- under DOLE - vision -> humanitarianism, equalitarianism
- The Bureau of Technical and Vocational Education of - components
DECS absorbed
EECD UQPE
R.A. 7784 August 4, 1994 Early Childhood Care Universal Quality of
and Development Primary Education
- an act strengthens teacher education in the Philippines
- establishing Centers of Excellence
- establishment of CENTREXEs in each of the regions EOI CE
Eradication of Continuing Education
- maintained for a period of five years
Illiteracy

R.A. 7687 Science and. Technology Scholarship Act of 1994

- created the science and technology scholarship program DECS Own Master Plan for Basic Education
- indigent but deserving youth - beyond the realism of the education system
- under the DOST - strengthening bonds with present and potential partners
- employing more non-traditional means of ensuring that
R.A. 7168 December 26, 1991 children stay school
- converted the Philippine Normal College into Philippine - planning of education and the implementation of its
Normal University programme must take into primary and serious
- under the Board of Regents consideration the system provisions also for guaranteeing
that it has the students to work on
R.A. 7731 1994 - establishing viable alternative learning system
- abolished the NCEE mandated by P.D. 146 encomprising non-form and informal education
- strengthening of the partnership between school, home - advancement of ECCD (Early Childhood Care and
and community and local government – (Expanded the Development)
PTA into parent-teacher-community association (PTCA) - with proper material, child health
as part of self-management under the Third Elementary - care and nutrition
Education Project (TEEP) package of reforms) - expansion of preschool services
- impact of the 8 – week Early Experiences in Grade I
Third Elementary Education Project (TEEP) scheme should be studied
- Department of Education’s response to the Social Reform
- Agenda of the government which aims to Improving the Quality of Primary Education
raise improve the increase - Programme Intervention
participation six-year academic - Differentiated approaches should be allowed for males
of school- completion in achievement and females and for urban rural areas when formulating
aged children the the project intervention to combat the low survival rate and high
in elementary elementary provinces dropout and repetition rates
education schools - Special children that required focused and differentiated
approaches such as distance learning.
upgrading of improving - Multi-level materials assisted instruction
teacher teacher’s - School feeding with parent-teacher partnership and
competencies welfare community.
- Multi-grade – strengthening this MTG teaching as the
norm for difficult-to-react areas and sparsely populated
areas
- Comprehensive teacher education and development
NEAP – National Educators Academy of the Philippines
programme
- established while better in service and pre-service
- Upgrade teaching approaches and techniques through
training were included in TEEP and the Aus Aid
School-based inset by principals and supervisors
(Australian Aid)- assisted
- Teaching approaches which promote active participatory
and experiential learning
Program in Basic Education (PROBE)
- internalizes EFA’s philosophy and goals
- quality goal of EFA is emphasizing creative and critical
thinking Laws of the Professionalization of Teachers
- strengthening the foundation of Education
P.D. 1006: Decree Professionalizing Teachers
Priorities
- PBET Passing score = 70, no rating below 50 in any - for teachers in the elementary grades (BSEED)
subject - for teachers in the secondary grades, a bachelor's degree
- NBT (National Board for Teachers) in education or its equivalent with a major and minor, or
- results within 150 days a bachelor's degree in arts and sciences with at least ten
- Professional Teaching Certificate = Evidence (10) units in professional education
- Registration Reciprocity - for teachers of vocational and two-year technical courses,
a bachelor's degree in the field of specialization or its
- No Certificate – No Practice
equivalent, with at least eighteen (18) units in professional
- Fine (P1,000-P5,000)
education
- Imprisonment of 6 months – 2 years

Sec. 16. Report of the Results of the Examination

R.A. 7836 Philippine Teacher Professionalization Act of 1994
- The Board shall, within one hundred twenty (120) days
- creation of the Board for Professional Teachers
after the examination
- prescription of LET Chairman - report the ratings by each candidate
Qualifications of Board Members Vice Chairman - to the PRC for approval and appropriate action
- citizen and resident of Philippines 3 members
- at least 35 years of age
Sec. 26. Registration and Exception
- good moral character
- holder of certificate of eligibility by CSC and DECS
- has not been convicted of any crime
- registered professional teacher with the NBT (PD 1006)
- graduate of Education Course
- elementary or secondary teacher for 5 years in good
- preferably Master’s/Doctor’s Degree Holder
standing; a holder of Bachelor of Science in Education or
- Valid Professional License and Valid COR
its equivalent
- at least 10 years of Teaching Experience
- elementary or secondary teacher for 3 years in good
- no pecuniary interest for at least 3 years
standing; a holder of a master’s degree in education
- member of APO
- not affiliated with a review center
Sec. 23. Revocation of the Certificate of Registration,
Suspension from the Practice of the Teaching Profession
Examination and Registration
and Cancellation of Temporary or Special Permit
- a citizen of the Philippines or an alien whose country has
- conviction by a court
reciprocity with the Philippine in the practice of the
- immoral, unprofessional or dishonorable conduct
teaching profession
- mentally unsound or insane
- at least eighteen (18) years of age
- malpractice, gross incompetence, gross negligence or
- in good health and of good reputation with high moral
serious ignorance of the practice of the teaching
values
profession
- has not been convicted by final judgment
- for teachers in preschool, (BECED)
- perpetration of any fraud or deceit in obtaining a
certificate of registration, professional license or
special/temporary permit R.A. Magna Carta for Public School Teachers
- chronic inebriety or habitual use of drugs June 18, 1966
- violation of the code of ethical and professional standards - promote and improve social and economic status, living
for professional teachers and working conditions, employment, career prospects
- unjustified or willful failure to attend seminars, - recruitment qualifications for teachers
workshops, conferences or continuing education - Code of Professional Conduct for Teachers
programs prescribed by the board - teaching hours- 6 hours of classroom teaching (maximum
teachers
professors
load)
Periodic Merit Examination supervision of - additional compensation- 25% of the regular remuneration
- Oral and Written examination public/ private - health and injury benefits (thru the GSIS)
- Once in every five (5) years schools, colleges, - one year study leave (sabbatical leave) after seven years of
- No examination fees universities continuous teaching, the teacher should receive 60% of the
monthly salary
Incentives - one range salary increase upon retirement (basis
- Diploma of merit computing the retirement fee)
- Earn merit points for purposes of promotion in salary or - freedom to form organizations
to a higher position or grade level
- Be placed in the priority list for government scholarship National Budget Circular 514, s. 2007
- higher special hardship allowance -> teachers and school
R.A. 9293 Amendment of R.A. 7836 heads
- 15-25% -> 25%
Special Permits:
- difficulty in commuting to the place of work
- Para- teachers
- pure multigrade schools, mobile teachers, and non-
- International Recognition
formal education or ALS coordinators
- 5 years inactive teachers take refresher course
- 18 units of Prof. Ed
Other Laws in Education
Commonwealth Act No. 578 RA 10157 – Kindergarten Education Act
June 8, 1940 RA 10533 – Enhanced Basic Education Act
- persons in authority RA 11713 – Excellence in Teacher Education Act
- penalty of imprisonment RA 8980 – Early Childhood Care Development Act
- 6 mos, 1 day – 6 years RA 7722 – Commission on Higher Education
- fine 500 - 1, 000 RA 7796 – Technical Education Skills Development Authority
- assault upon teaching personnel RA 9155 – Governance of Basic Education Act of 2001
RA 8190 – Localization Law
Teaching as A Vocation and Mission Philippine Professional Standards for Teachers
Domains
VOCATION MISSION
Content Knowledge
Vocare Misio and Pedagogy
to call to send Learning
a calling sent into the world to Environment
accomplish a mission Diversity of Learners
Curriculum and
Planning
5 Pillars of Education
Assessment and
UNESCO’s Education for Sustainable Development Initiative Reporting
2012 Community Linkages
Learning to Know and Professional
- skills and knowledge Engagement
- literacy, numeracy, critical knowledge, general Personal Growth and
knowledge Professional
Development
Learning to Do
- acquisition of applied skills linked to professional success Career Stages
Beginning Teachers
Learning to Live Together Proficient Teachers
- social skills and values Highly Proficient
- respect and concern for others Teachers
- appreciation of cultural diversity Distinguished
Teachers
Learning to Be
- person's mind, body, spirit
- values
- creativity and personal discovery
- reading, internet, activities (sports, arts)

Learning to Transform Oneself and Society

- knowledge, develop skills, new values
- PINAGSAMA NA LAHAT BEH
- tools mindset in creating lasting change
- organization, communities, societies
Philippine Qualifications Framework The Changing Global Landscape for 21st Century
Level 1 Learners
NC I
“If we are to select and prepare
Level 2 New Learning Environment the new generation of teachers
NC II equipped with the knowledge,
- learner-centered
skills and values to help their
- new spaces and culturally different and socially
Level 3
NC III borderless advantaged students to learn,
- enhanced opportunity and to become socially
Level 4 for creativity and responsible citizens, significant
NC IV
changes are needed.”
innovations - Delor’s Report
Level 5 - use of ICT
Diploma (2-year course)

Level 6 Bachelor’s New Learning Contents

- integrated/interdisciplinary
Level 7 - demand-driven
Master’s - emphasis on learning tools on how to retrieve knowledge
- balance of scientific, technological, cultural, global, local
Level 8
Doctoral concepts

New Processes of Learning

21st Century Skills
Face-to-face
- learners and teachers same learning space and same time
- with the teacher facilitating learning.
Distance learning
- teaching learning is mediated by traditional (modules in
print) or modern technology (on-line or off-line)
- without the physical presence of the teacher in a virtual
class
- synchronous or asynchronous
Blended modalities
- teaching and learning is facilitated through face-to face or
distance learning
- teachers and learners to have both physical presence and
physical absence in the teaching-learning process
Experiential and lifelong
- learners are immersed into the real-life situation
- learning becomes more authentic and meaningful Glocal Education
- diversity understanding the difference
New Types of Learners - teaching the different cultural groups in their own
- no age boundaries context
- in an informal, formal or informal setting - achieve the goals of global education
- a confident person who thinks independently and
critically and who communicates effectively Glocal Teachers
- self-directed and who questions, reflects and takes
- competent and armed with enough skills, appropriate
responsibility for his/her own learning
attitude and universal values
- a concerned citizen, informed about the world and local
- teach learners at home or abroad but is equipped with
affairs, has a strong sense of civic responsibilities and
both time tested as well as modern technologies in
participates actively in improving the lives of others
education in any time and any place in the world
- a member of the new generation: pop-culture, different
- someone who thinks and acts both locally and globally
ways of thinking, responding
- worldwide perspectives
- teaching in the communities, localities, towns, provinces
and regions where he or she is situated
Personal Qualities of a Good Teacher
1. Intelligence 7. Drive
2. Compassion 8. Self-confidence
3. Emotional Stability 9. Cooperativeness
4. Innovativeness 10. Buoyancy
5. Professionalism 11. Reliability
6. Drive

Global Education and Global Teacher

a curriculum that is
global education as a goal international in scope which
to develop countries prepares today’s youth
worldwide and is aimed at around the world to function
educating all in one world environment
people in accordance under teachers who are
intellectually, professionally
with world standards
and humanistically prepared