1

Educ 10. Chapter 2 The Demands of Society form the Teacher as a Professional and as a Person

Professionalism: It is NOT the job you DO; it is HOW you DO the job. Anonymous

INTRODUCTION:

Lesson 1 is focused on the demands of society from the teacher as a professional. It discusses the
professional competencies that a teacher ought to demonstrate. Four models of effective teaching are
used to present these professional competencies. It also presents the Philippine Professional Standards
for Teachers in the Philippines, which are again presented in Chapter 6 in relation to Competency
Framework and Standards for Teachers Qualification.

Lesson 2 is a discussion on the demands of society from the teacher as a person. It presents personal
qualities expected of a teacher anchored on professionalism as contained in the Code of Ethics for
Professional Teachers both past and present.

Lesson 1: The Demands of Society form the Teacher as a Professional

Learning Outcomes

 Discuss the meaning of the teacher as a professional

 Explain what society demands from the teacher as a professional
 Explain the professional competencies that a teacher should possess

INTRODUCTION

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 with their children. That is why parents expect so much from teachers.

Teachers have tremendous power to influence students. Society as a whole expect 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. A teacher
works with different groups and so plays different roles – tutor, nurse, guidance counselor, community
leader, resource speaker, consultant rolled into one. Indeed, much is demanded of teachers.

From his/her very title “teacher,” to teach well is what society primarily demands of teachers. The
learning of the learner is the teacher’s main concern. In this lesson, let us focus on this societal primary
expectation from teachers – good teaching.

Research says that a teacher is a 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 o both good and the not so good students. Consider the following
research findings shared by Dallas Public Schools’ Accountability Systems:

1
 2

 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 for a 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)

Clearly, a teacher’s impact on learners lasts. The teacher is the key to student achievement. Then you m

ust prepare yourselves to become the best and the brightest, the most caring, competent, and
compassionate teachers. The best and the brightest are those that possess the competencies expected
of professional teachers. What are these competencies? Let us present the lists of competencies from
four (4) authors.

The Teacher as a ProfessionalTeaching fulfills the elements of a profession and so a teacher is truly a
professional. A professional is one who went through long years of preparation to earn a teacher
education degree recognized by the Commission on Higher Education, after which he/she hurdled a
Licensure Examination for Teachers (LET) administered by the Board for Professional Teachers with the
supervision of the Professional Regulation Commission. By passing the LET, he/she obtains a license
which he/she is obliged to renew every three years on condition that he/she can show proof of
Continuing Professional Development. As a professional teacher he/she is expected to abide by the code
of Ethics for Professional Teachers. Violation of the Code of Ethics can be a ground for the cancelation of
license. These ensure that a professional teacher, he/she practices his/her profession with technical and
ethical and moral competence.

This is exactly how the Code of Ethics of Professional Teachers define the professional teacher. 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.”

The Demands from the Teacher as a Professional

The Code of Ethics for Professional Teachers spells out the demands of the state, community, higher
authorities and school officials and parents from teachers. In the first place, the word “teacher” suggests
that the main responsibility of the professional teachers is to teach. The teacher’s primary customer is
the learner. Let us concentrate on effective teaching, the professional teacher’s primary responibility.

2
 3

There are several models or frameworks of effective teaching. In the country, we have the Philippine
Professional Standards for Teachers (PPST). These PPST are standards of good teaching. Meanwhile, we
present herein four (4) evaluation models of effective teacher:

Models of Effective Teaching

A. Robert Marzano’s Causal Teacher Evaluation Model of Four Domains:

1. Classroom Strategies and Behaviors
 involve routine events such as communicating learning goal and feedback and
establishing rules and procedures
 involve addressing content by helping students interact with new knowledge,
practice, and deepen new knowledge
 helping students generate and test hypotheses
 involve 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 lack support for schooling
3. Reflection on Teaching
 evaluating personal performance such as identifying areas of pedagogical strengths
and weaknesses
 developing, implementing, and monitoring a professional growth plan
4. Collegiality and Professionalism
 promoting positive interactions with colleagues, students, and parents
 seeking mentorship for areas of need and interest
 mentoring other teachers and sharing ideas and strategies
 adhering to school rules and procedures
 participating in school initiatives

(source: www.marzanocenter.com/Teacher-Evaluation/#a, accessed 01-31-16)

B. Charlotte Danielson Framework for Teacher

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

(source: tpep-wa.org/wp-content/uploads/Danielson-at-a-glance.pdf, accessed 02-01-16)

3
 4

C. James Stronge – Teacher Effectiveness Performance Evaluation System (TEPES):

Seven performance standards:
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 work of the teacher results in acceptable, measurable and appropriate
student academic progress.

(Source: Teacher Effectiveness Performance Evaluation System, Handbook 2012-2013 –

www.mcvea.org/extras/StrongeBook.pdf, accesses 02-23-16)

D. Teacher Evaluation Standards – The McREL Model (MID-Continent Research for Education and
Learning
1. Teachers demonstrate Leadership.
 lead in their classroom
 demonstrate leadership in the school
 lead the teaching profession
 advocate for schools and students
 demonstrate high ethical standards
2. Teachers 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.

(source: www.edison.k12.nj.us/Page/5052, accessed 02-03-16)

Table 1: Comparison of the 4 Models of Teacher Effectiveness

Danielson Stronge McRel Marzano

1. Planning and Instructional Planning Teachers facilitate Planning and
Preparation learning for their Preparation
Assessment of/for
students
Learning
Teachers know the
content they teach
2. Instruction Professional Knowledge Classroom strategies
and behaviors
Instructional Delivery
Communication
3. The Classroom The Learning Teachers facilitate
Environment Environment learning for their
students
Student Progress

4
 5

Professional Professionalism Collegiality and

Responsibilities Professionalism
Teachers reflect on
their practices
For comparison of details, visit
http://www.rowan.edu/colleges/education/ofe/documents/DanielsonCrosswalk.pdf

Since the main task of the professional teacher is to teach, society demands from him/her teaching
competence. Teaching competence is spell out in the PPST and in the four models of effective teaching.
This means that if he/she must teach effectively he/she has to:

1. prepare and plan very well for instruction;

2. execute or deliver that instruction plan very well because he/she has professional knowledge
(mastery of subject matter);
3. create a conducive or favorable learning environment for diverse groups of learners;
4. assess and report learners’ progress;
5. demonstrate professionalism as he/she deals with superiors, colleagues, students, and parents.

The first step of competent teaching is instructional preparation. This entails clarifying learning outcomes
and choice of appropriate teaching-learning activities and use of assessment tasks aligned to the
learning outcomes to check on learners’ progress. He/She is fully aware that pedagogical content
knowledge (how to teach subject matter content) is central to teacher effectiveness.

The Philippine Professional Standards for Teachers (PPST)

The PPST, the revised National Competency-Based Teacher Standard (NSBTS), give the teacher
professional competencies in seven domain, 37 strands and 148 performance indicators for four career
states. According to the PPST, quality teachers in the Philippines need to possess the following
characteristics:

 recognize the importance of mastery of content knowledge and its interconnectedness within the
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 an
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.
 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 and
they efficiently manage learner behavior in a physical and virtual space. Thet utilize a range of
resources and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high standards of
learning.
 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

5
 6

teaching practices that are differentiated to encourage all learners to be successful citizens in a
changing local and global environment.
 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’ need and incorporate a range of teaching and learning
resources. They communicate learning goals to support learner participation, understanding and
achievement.
 apply a variety of assessment tools and strategies in monitoring, evaluating, documenting, and
reporting learners’ 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 cycle
and enables teachers to select organize and use sound assessment processes.
 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.
 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.

Professionalism: The Hallmark of a Professional

No doubt, society expects the teacher as a professional to demonstrate professionalism in all that he/she
does. Professionalism is 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:

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.

6
 7

Summary

The Filipino teacher if a professional. This means that he/she demonstrates technical, ethical and moral
competence as a result of his/her long years of initial professional education which led him/her to the
earning of a college/university degree and passing the licensure examinations. He/she goes through
continuing professional development and abides by the Code of Ethics for Professional Teachers.

The Filipino teacher is a professional. This means that he/she possesses professional competence. His
professional competence is demonstrated in his/her professionalism, professional knowledge, in creating
a favorable learning environment, in excellent instructional planning, instructional delivery and
assessment practices. It goes without saying that as a professional he/she has mastery of subject matter.

7
 8

Lesson 2: The Demands of Society from the Teacher as a Person

Modern man listens more willingly to witnesses than to teachers, and if he does listen to teachers, it is
because they are witnesses. Pope Paul VI.

Learning Outcomes:

 Explain the demands of society from the teacher as a person; and

 Cite the personal qualities that a professional teacher should possess.

INTRODUCTION

“I am only a teacher!” Often this is what we hear when a teacher introduces herself/ himself amidst a
group of professional like doctors, lawyers, nurses, accountants, engineers etc. And yet admittedly, so
much is expected or demanded of a teacher. More than any other professional, teachers are subjected
to scrutiny to the minutest detail by those they associate with. Teachers are judged more strictly that
other professionals. When a teacher fails to meet expectations of the public, like when she wears an
ultra mini skirt or fails to pay debt on time, the remark from the scrutinizing eye of the public is “teacher
pa man din,” (to think that he/she is a teacher).

What are the demands of the teaching profession from the teacher as a person? this can be re-stated as
“what personal qualities or attributes of teachers are demanded by the teaching profession” or “what
traits must a teacher possess to function well as a professional teacher?

Referring to the professional teacher, the Code of Ethics gives big words like “possesses dignity and
reputation, with high moral values … adheres to, observes and practices a set of ethical and moral
principles, and practices a set of ethical and moral principles, standards and values.”

The Demands of Society from the Teacher as a Person

The qualities of your favorite teacher may not be very far from one another. Let’s compare them with
the twelve (12) characteristics of an effective teacher gathered from a fifteen-year longitudinal,
qualitative study on more than one thousand essays of teacher education students. (Walker, Robert, J.
Twelve Characteristics of an Effective Teacher: a Longitudinal, Qualitative, Quasi-Research Study of In-
Service and Pre-Service Teachers’:

1. Prepared – come to class each day ready to teach

2. Positive – have optimistic attitudes about teaching and about students
3. Hold high expectations – set no limits on students and believe everyone can be successful
4. Creative – are resourceful and inventive in how they teach their classes
5. Fair – handle students and grading fairly
6. Display a personal touch – approachable
7. Cultivate a sense of belonging – have a way to make students feel welcome and comfortable in
their classrooms
8. Compassionate – are concerned abut students’ personal problems and can relate to them and
their problems
9. Have a sense of humor – make learning fun and do not take everything seriously
10. Respect students – do not deliberately embarrass students; teachers who give the highest
respect get the highest respect

8
 9

11. Forgiving – do not hold grudges

12. Admit mistakes – quick to admit being wrong

These twelve traits of good teacher are the same traits given by the students of these writers every
time they ask the various classes to list down traits of effective teachers. The most common word given
is caring. A caring teacher is fair. He/she makes every learner belong and feel welcome. He/she feels with
his/her students and so is compassionate. He/she forgiving does not keep grudges against learners.
He/she is humble enough to admit mistakes. Because he/she cares, goes to the class prepared. He/she
believes in his/her students and so set high expectations. He/she cares that students learn and so make
learning fun by injecting humor. His/her genuine care for learners is grounded on his/her great respect
for every learner.

Professionalism

Professionalism is something demanded of teachers both as professional and as persons.

Professionalism is succinctly described in Article XI of the Code of Ethics for Professional Teachers, to wit:

Section 1. a teacher shall live with dignity at all times.

Section 2. A teacher shall place premium upon self-respect and self-discipline as the principle
of personal behavior in all relationships with others and all situations.

Section 3. A teacher shall maintain at all times a dignifies personality which could serve as
model worthy of emulation by learners, peers, and others.

Section 4. a teacher shall always recognize the Almighty God or being as guide of his own
destiny and of the destinies.

The Code of Ethics for public school teachers adopted in Section 7 of Republic Act 4670 cites integrity as
one essential trait of a professional teacher. This is given below:

C. INTEGRITY: Since the teacher’s work is not confined merely to the development of certain fundamental
skills and abilities encompassed by the teaching of the 3R’s but also includes the development of
desirable habits and attitudes that go into the formation of character, his manner of living should provide
a worthy example for his pupils and students to emulate for his fellow teachers to e proud of, and for the
community to feel as being enriched by it.

The personal traits cited above as attributes expected of teachers as persons are all included in the big
words – “live with dignity,” “premium on self-respect and self-discipline,” “model, worthy of emulation”
found in the Code of Ethics of Professional Teachers. They are not only personal traits; they are also
professional traits expected of a teacher. In one word, these are all manifestations of professionalism,
the hallmark of a professional.

Summary

To be effective in the teaching profession, teachers must possess personal traits such as caring, forgiving,
fair and compassionate, and so display a personal touch for all students. Caring teachers make everyone
feels he/she belongs. They are humble enough to admit mistakes. All these personal’s traits emanate
from teachers’ genuine respect for others. The trait professionalism catches all the personal qualities
expected of teachers.