Chap 2

• Teacher as a professional

  Demonstrates technical, ethical and moral competence as a result of long years of initial professional education and passing licensure exams, goes through continuing professional development, and abides by the Code of Ethics for Professional Teachers
• Professional competence of the teacher


  • Demonstrated in professionalism, professional knowledge, creating a favorable learning environment, excellent instructional planning, instructional delivery and assessment practices, and mastery of subject matter
• Demands of society from the teacher as a professional

  • Mastery of content knowledge and its interconnectedness
  • Applying developmentally appropriate and meaningful pedagogy
  • Displaying proficiency in Mother Tongue, Filipino and English
  • Exhibiting needed skills in communication strategies, teaching strategies and technologies
  • Providing safe, secure, fair and supportive learning environments
  • Efficiently managing learner behavior
  • Utilizing a range of resources and providing intellectually challenging and stimulating activities
  • Establishing learning environments responsive to learner diversity
  • Interacting with national and local curriculum requirements
  • Applying a variety of assessment tools and strategies
  • Establishing school-community partnerships
  • Upholding professional ethics, accountability and transparency
  • Valuing personal growth and professional development
• Models of effective teaching

  • Marzano's Causal Teacher Evaluation Model
  • Danielson Framework for Teaching
  • Stronge's Teacher Effectiveness Performance Evaluation System
  • McREL model
• The teacher is the single most important factor in the learner's learning
• The effective teacher makes the good and the not so good learner learn
• The ineffective teacher adversely affects the learning of both good and the not so good student
• 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
• 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
• If students have a high-performing teacher one year, they will enjoy the advantage of that good teaching in future years
• 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
• The teacher is the key to student achievement
• Professionalism


  Both a professional and a personal trait
• The Code of Ethics for Public School Teachers adopted in Section 7 of RA 4670 explains professional conduct