U3 L2: Dmnds of Scty frm the Tchr as a Prfssnl and Prsn

• "Professionalism: It's NOT the job you do. It's how you do the job."-Anonymous
• Unit 3 consists of 2 lessons. Lesson 1 is focused on the demands of society from the teacher as a professional. Lesson 2 is a discussion on the demands of society from the teacher as a person.
• Teachers spend at least 6 hours a day, 5 days a week in 10 months of the school year with students. Practically, considering the 8-hour sleeping time at home, teachers spend more time with the students than parents.
• Society as a whole expects much from teachers and schools. Often when the young do not behave as expected, the question raised by parents "Is that what you are taught in school?"
• Schools are expected to work with and for communities and so are teachers. The Code of Ethics for Professional Teachers cites the state, the community, the teaching community, school officials, non-teaching personnel, and learners as groups of people with and for whom a teacher works.
• The learning of the learner is the teacher's main concern.
• Research says that 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. On the other hand, the ineffective teacher adversely affects the learning of both good and the not-so-good students.
• 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.
• 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.
• The Code of Ethics for Professional Teachers spells out the demands of the state, community, higher authorities and school officials, and parents from teachers.
• Effective teaching


  The professional teacher's primary responsibility
• Models/frameworks of effective teaching

  • Robert Marzano's Causal Teacher Evaluation Model
  • Charlotte Danielson Framework for Teaching
  • James Stronge Teacher Effectiveness Performance Evaluation System (TEPES) System
  • The McREL model (Mid. Continent Research for Education and Learning)
  • The Philippine Professional Standards for Teachers (PPST)

  
• Robert Marzano's Causal Teacher Evaluation Model

  • - Classroom strategies and behaviors
  • Planning and Preparing
  • Reflection on Teaching
  • Collegiality and Professionalism
• Charlotte Danielson Framework for Teaching

  • - Planning and Preparation
  • The Classroom Environment
  • Instruction
  • Professional Responsibilities
• James Stronge Teacher Effectiveness Performance Evaluation System (TEPES) System

  • - Professional Knowledge
  • Instructional Planning
  • Instructional Delivery
  • Assessment of/for Learning
  • The Learning Environment
  • Professionalism
  • Student Progress

  
• The McREL model (Mid. Continent Research for Education and Learning)

  • - Teachers demonstrate leadership
  • Teachers establish a respectful environment for a diverse population of students
  • Teachers know the content they teach
  • Teachers facilitate learning for their students
  • Teachers reflect on their practices
• The Philippine Professional Standards for Teachers (PPST)


  • Domain 1: Content Knowledge and Pedagogy

  Domain 2: Learning Environment

  Domain 3: Diversity of Learners

  Domain 4: Curriculum and Planning

  Domain 5: Assessment and Reporting

  Domain 6: Community Linkages and Professional Engagement

  Domain 7: Personal Growth and Professional Development

  
• 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.

  
• The PPST, the revised National Competency-Based Teacher Standards (The Philippine Professional Standards for Teachers (NCBTS), give the teacher professional competencies in seven (7) domains, 37 strands, and 148 performance indicators for four (4) career stages.

  
• The Code of Ethics for Public School Teachers adopted in Section 7 of RA 4670 explains professional conduct.
• In dealing with his pupils or students, the teacher should ever strive to be professionally correct, friendly, and sympathetic.