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Chapter 7 Continuing Professional Development...

1. Continuing professional development (CPD) is necessary for professional teachers to continuously improve their competence according to international standards and contribute to national development. 2. The CPD Act of 2016 mandates CPD for renewal of professional licenses, requiring 15 credit units in 2017, 30 in 2018, and 45 units onwards. Credit can be earned through professional training, academic degrees, self-directed study, professional scholarship and awards. 3. High performing countries like Singapore, Finland, Japan and New Zealand emphasize collaborative and school-based CPD including professional learning communities, lesson study, and mentorship to improve teaching practices.

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Jenny C. Galono
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830 views3 pages

Chapter 7 Continuing Professional Development...

1. Continuing professional development (CPD) is necessary for professional teachers to continuously improve their competence according to international standards and contribute to national development. 2. The CPD Act of 2016 mandates CPD for renewal of professional licenses, requiring 15 credit units in 2017, 30 in 2018, and 45 units onwards. Credit can be earned through professional training, academic degrees, self-directed study, professional scholarship and awards. 3. High performing countries like Singapore, Finland, Japan and New Zealand emphasize collaborative and school-based CPD including professional learning communities, lesson study, and mentorship to improve teaching practices.

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Jenny C. Galono
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CHAPTER 7 – CONTINUING PROFESSIONAL DEVELOPMENT

THE LIFEBLOOD OF THE TEACHING PROFESSION

Learning Outcomes:
 Explain why CPD is necessary for professional teachers.
 Discuss pertinent provisions of the CPD Act of 2016 and other related documents
 Commit to continuing professional development
The Philosophical Basis of CPD
“Growth is evidence of life.” This implies that anything that is alive grows or anything that grows
is alive. So a teacher who is alive grows physically psychologically, mentally, socially, and spiritually. If
he/she doesn’t grow it means he/she doesn’t grow, it means he/she is no longer alive.
“ Man/Woman is an unfinished project.” We are in the process of becoming better and better as
a person and so are professional teachers.No professional teacher can claim that he/she has already
reached the state of perfection. This implies that every professional is expected to continue developing.
The Historical and Legal Basis of CPD in the Philippines
1. The 1987 Philippine Constitution, Art. XIV, Sec. 5, par.4
2. Batas Pambansa 232. The Education Act of 1982, Chap. 3. Sec. 16, pr. 4
3. R.A. 9155, An Act Instituting a Framework of Governance for Basic Education, enacted on
August 11, 2001, Sec. 7A and Sec. 7E
4. R.A> 7836, The Teachers Professionalization Act of 1994, Sec. 19, Sec. 23
5. The Board for Professional Teachers, Resolution No. 435, s. 177 to adopt the Code of Ethics
for Professional teachers pursuant to the provisions of par. € Art. 11 of R.A> 7836 Article IV, Sec. 3.
6. Executive Order no. 266, Institutionalization of CPE Programs of Various Professional
Regulatory Boards under the PRC. This was signed by Pres. Fidel V. Ramos on July 25, 1995.
7. R.A. 10912, The CPD Act of 2016 makes CPD mandatory for all the 43 professions regulated by
PRC.
The Salient Provisions of R.A> 10912 of 2016
1. Art. 1, Declaration of Policy: The purpose of CPD is to promote and upgrade the practice of
professions in the country. Toward this end, the State shall institute measures that will continuously
improve the competence of the professionals in accordance with the international standards of practice
thereby ensuring their contribution to uplifting the general welfare, economic growth, and development
of the nation
Number of CPD Units Required
Art. III, Sec. 10 of the CPD Act states: The CPD is…made a mandatory requirement I the renewal
of the Professional Identification Card of all registered and licensed professionals. For professional
teachers, the following credits units are required:
Period No. of Credit Units Required
December 2017 15 Credit units
January – December 2018 30 Credit units
January 2019 onwards 45 Credit units

Ways By Which Professional Teachers Can Earn Credit Units


 Professional track – This includes pieces of training provided by CPD providers accredited by
PRC. You can earn credit units either as a participant in these pieces of training or as a resource
speaker, trainer or demonstration teacher, panelist/reactor, facilitator/moderator. You can earn
much more units if you are assigned by the CPD Council to monitor the conduct of an approved
CPD program.
 Academic track – This refers to the completion of a Master’s degree, completion of candidacy to
already entitles on to 45 credit units.the doctorate program, completion of a doctoral program,
and being a recipient of a professional grant, and/or fellowship grant. Take note that only the
COMPLETION OF THE MASTER’S DEGREE is given full credit of 45 units. COMPLETION OF
CANDIDACY FOR THE DOCTORATE DEGREE already entitles on to 5 credit units. The master’s and
doctorate degrees must have been earned five (5) years before the renewal of the professional
license.
 Self-directed track – This includes training offered by non-accredited CPD providers – online
training, local/international seminars/non-degree courses, institutional/company-sponsored
training programs, and like which did not undergo CPD accreditation but may be applied for and
awarded CPD units by the respective CPD Councils. In addition, the self-directed track includes
serving as an accreditor (e.g. ISO, ISA, PACUCOA, PAASCU, AACUP). It also includes study tours
and socio-civic activities using the profession.
 Professional Scholarship – Development of program/training module, curriculum guide or any
other resource material, writing an article /technical research paper and publishing the same in
a professional magazine or even better if the technical research paper is published in a
refereed/peer-reviewed professional journal. Best if a professional teacher writes a book or a
monograph or comes up with an invention or creative work, the latter entitles him/her to 45
credit units. Even professional and/or lifetime achievement awards from the division level to
regional, national, and international level make the professional teacher earn credit units.

Learning from CPD Practices in High Performing Countries


 Singapore is the first country in the world to adopt the PLC (Professional Learning Communities
framework nationwide. In 2010 the MOE mandated all schools to be a “learning organization.”
This “learning organization concept of schools supports the building of a strong mentorship
culture where a collaborative and community-oriented form of professional development
thrives. Every teacher is entitled to 100 hours per year of optional training. Schools are
encouraged to provide at least one hour of curricular time per week for teachers to actively
engage in school-based professional development initiatives.
Singapore has Teacher-Researcher Networks, Lesson study, and other forms of
“Learning Circles.” In the Teacher-Research Networks, faculty researchers including those with
higher formal training in research serve as mentors to teachers to conduct action research
which is usually classroom-based where teachers discuss and reflect upon pedagogical problems
and find their own solutions to improve teaching and learning.
Much of the professional development of Singaporean teachers occurs within school
settings through the “Learning Circles or Learning Teams.” Topics for discussion are work-
related-e.g. student-centered teaching practices, new uses of ICT, collaborative lesson-planning,
multiculturalism, etc.
 CD in Finland. Teachers in Finland meet one afternoon each week to plan and develop the
curriculum. They are encouraged to work together to share materials.
 CPD in Japan. Lesson Study Approach to Professional Development. Every teacher prepares a
best possible lesson that demonstrates strategies to enhance a specific goal (example: students
becoming active problem-solvers). A group of teachers observes while the lesson is taught and
usually record the lesson in a number of ways including videotapes/audiotapes, narratives
and/or observation checklist that focus on areas of interest to the instructing teacher.
Afterwards, the group of teachers and sometimes outside observers discuss the lesson’s
strengths and weaknesses, ask questions and make suggestions to improve the lesson. In some
cases the revised lesson is given by another teacher a few days after and observed and
discussed again. Improvement and collaboration were emphasized.
 CPD in New Zealand. New teachers are given 20 percent release time and second years teachers,
10 percent to observe other teachers, attend professional development activities, and courses,
and work on curriculum. Mentor teachers deliberately spend time observing and conferring with
beginning teachers.
Characteristics of Effective CPD. 1) CPD must be continuous, 2) collaborative, 3) focused on a specific
teacher need, 4) job-embedded, 5) given enough time and, 6) funded.

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