I.

Objectives: Discuss the major schools of thoughts in Philosophy, the theories and
their implications to the teaching and learning process as well as the four pillars of
education and the nine pillars of greatness

Date: ( meetings) ____________________________

Topic: The Philosophy of Education
Philosophical Roots of Education/the Schools of Thoughts in Philosophy
Philosophy - originated with the ancient Greek word Philo which means love and Sophie which
means wisdom (Philosophy is therefore the love of wisdom.)

- can be defined as a set of ideas that answer questions about the nature of reality and about the
meaning of life.

3 Branches of Philosophy:
1. Metaphysics - addresses reality, has 2 categories:
Ontology – examines issues related to nature, existence or being
Cosmology – is related with the nature and origin of the universe (the cosmos)
2. Epistemology- is concerned with the nature of knowledge, how we come to know about things,
or how we acquire knowledge
- we acquire knowledge through our senses, intuition, observation and logic, and
use of scientific method
3. Axiology- relates to value
Ethics relates to issues in morality and conduct.
Aesthetics is concerned with beauty.
Philosophy of Education
- is a set of related beliefs that influence what and how students are taught
- Teachers’ philosophy of education guides their behavior or performance in the classroom.
- The philosophy statement reflects their personality and values
Philosophical Roots of Education:

Philosophical Description Teachers believe that…

Root
Idealism -reality lies in our consciousness or >the schools are the repositories of eternal truth
our intellect which have organized the hierarchical curriculum in
education
-envisions schools that are intellectual >on top of this hierarchy are the most important
centers of teaching and learning subjects that cultivate abstract thinking – Philosophy,
Theology, and Mathematics
>the use of Socratic method – asking probing
questions stimulate consciousness of students in
discovering knowledge
>thinking and learning are the processes of bringing
latent ideas to consciousness and logic is encouraged
in organizing their lessons
>should exemplary lives and be models for students
to imitate
>that the internet can make the great book accessible
to all, but they insist that technology should be the
means rather than the end in transmitting knowledge
Realism -advocates that reality is outside of our >teachers should be equipped with a wide repertoire
minds of methods in teaching to achieve their goals
>teachers’ primary responsibility is to bring students’’
-realists believe that the objects we ideas about the world into reality
perceive exist independently of the >the deductive and inductive logic, and the scientific
mind method are reliable means to discover knowledge
>the inclusion of non-academic activities interfere
-knowledge is a reliable guide to our with the school’s primary purpose as a center of
behavior disciplined academic inquiry
>in the use of technology as an aid in learning; they
recommend computer program to be as “realistic”
and effective as possible
Pragmatism >evaluates the truth and meaning of >education is an experimental process – a method of
ideas according to their physical solving problems that challenges people as they
 consequences and practical value interact with the world
>children should learn how to make difficult decisions
>for pragmatists, if something works, by considering the consequences of their actions on
it is true John Dewey, a pragmatist, others
related education as preparation for >education should focus in real-life problems to be
life prepared to live fully and effectively in society
>students should learn the process of problem-solving
>students should be encouraged to do rather than by being passive learners as knowledge is
researches and apply them to the being transmitted to them
solution of a problem >students share their interests and problems in
collaborative learning
>interdisciplinary education is better than
departmentalized curriculum in education
>taking risk in education to achieve their goal
>in values-clarification rather than blindly accepting
inherited values
>communication technologies such as e-mail and
internet provide opportunities to share ideas, insights,
and experiences
Perennialism >the primary purpose of education is >teachers are the intellectual mentors and models for
to bring students in contact with the their students
truth by cultivating their intellect and >fundamental skills such as reading, writing,
sense of rationality or reasoning computation and research be developed starting the
power elementary grades to prepare them for lifelong
learning
>the primary purpose of the school is >subjects with human concern like history,
to develop the students intellectually Literature, drama, and art should be included in the
secondary school curriculum
>teachers’ role is to sharpen students’ intellectual
powers and enhance their moral qualities
>electronic version of great books and other classics
maybe viewed by larger audience but this could not
be a substitute for reading the classics
*Teachers apply whatever creative techniques and
other tried and true methods which are believed to
be the most conducive to disciplining the students’
minds.
Essentialism >is a teacher-centered philosophy that >have authority to discipline students
adheres to the belief that the basic >teachers should have mastery of the knowledge and
skills of literacy (reading and writing) skills they teach, “Teachers believe in the use of
and numeracy (arithmetic) as well as deductive method of teaching.
subject matter knowledge should be >students should learn the “essentials”
developed in schools. >only when the students have mastered the required
>Essentialist teachers do not favor competencies can they be promoted to the higher
innovative or process (teacher – level
directed instruction) >test scores are the basis for evaluating students’
>Teachers are seen as the fountain of progress
information and as paragon of virtue. >programs are academically rigorous (emphasis is on
academic content)
Progressivism >Progressivists belong to a reform >teachers should possess a repertoire of learning
movement that opposed the activities to be used in the teaching-learning process
traditional education: like problem-solving, field trips, creative artistic
1) authoritarian teachers expression and projects
2)book-based instruction >the child should be free to develop naturally
3)rote memorization >interest motivated by direct experience stimulates
4)authoritarian classroom learning
management >the teacher is a facilitator of learning
>there should be close cooperation between the
home and the school
>students’ needs, interest, and readiness should be
considered in constructing the curriculum
>Change is the only thing that does not change (teach
how to cope with change)
* teach through field trips, thought-provoking games,
 and puzzles
Constructivis >sees to develop intrinsically >learners are taught how to learn
m motivated and independent learners
adequately equipped with learning
skills for them to be able to construct
knowledge and make meaning of
them
Existentialism >emphasizes the subjectivity of human >the purpose of education is to awaken our
experience consciousness about our freedom to choose and to
>the purpose of education is to help create our own self-awareness that contributes to our
students find meaning and directions identity
in their lives >students should be trained to philosophize, to
*Existentialist author Jean-Paul Sartre question, and to participate in dialogues about the
often quoted the phrase: Ëxistence meaning of life
precedes essence.” (Meaning: we owe >self-expression, creativity, self-awareness, and self-
our existence to nature but we define responsibility should be developed in the students
ourselves through our action) >open classrooms maximize freedom of choice
>Existentialists maintain that we *Existentialists believe in self-directed instruction.
create our own definition and make >students should decide what they want to learn and
our own essence by making personal when to learn it
choices in our lives >Teachers employ values clarification strategy.
>Teachers take care not to impose their values on
their students since values are personal.

*with Oral Exercises for Class Participation

Guide Questions:
1) Which of the philosophical roots of education do you consider the most relevant to you as a
student teacher?
2) Which of the philosophical roots of education is responsive to the K to 12 Basic Education
Curriculum?
3) Which of the philosophical roots of education will you adopt as a student teacher?
*with a Quiz
Date: ( meetings) ____________________________

Topic: The Four Pillars of Education

>The International Commission on Education for the 21st Century advocates four pillars of education.

Education throughout life is based on four pillars: learning to know, learning to do, learning to
live together and learning to be.
 These pillars are crucial to peace and mutual understanding. They emphasize the value
of education as a manifestation of the spirit of unity. This stems from the will to live
together as active members of a global village and contribute to attainment of a culture of
peace.
• Learning to know 
>implies thirst for knowledge and acquisition of such knowledge
>is more on the mastery of learning tools (numeracy, literacy, life skills) than with the acquisition
of structured knowledge
>This also means learning to learn, so as to benefit from the opportunities education provides
throughout life.
>Components of learning to learn: concentration, memory skill, thinking
>an individual who is knowledgeable is literate

The 21st Century Literacies:

Literacy Brief Description
The Arts & Creativity Creativity and innovation are 21st century skills, thus in solving
problems and creating art works are part of this literacy.
Ecoliteracy Acquisition of knowledge about climate change, pollution, loss
of natural habitats and biodiversity. Solutions on how these
environmental problems could be addressed must be practiced.
Cyberliteracy/Digital Literacy Being in the rapid changes in the use of technology for teaching
(Information and ICT and learning, teachers and learners need to develop and
Knowledge) enhance the use of digital gadgets whether on-line or off-line.
Financial Literacy Basic knowledge about the basics of economics and financial
management. This is necessary for every learner and teacher
to be able to handle income expenses and investments to be
economically secure.
Media Literacy Teachers and learners must learn how to discern about any
information which are transmitted via various forms and media.
Social/Emotional Literacy Knowledge about social dimensions and social skills that are
appropriate in the context of society. Emotional intelligence
must also be developed to be able to effectively manage the
stresses due to the changing environments of the 21st century
society.
Globalization and Multi- If you respect multi-cultural diversity, aware of the global
Cultural Literacy trends, acknowledge differences and similarities, respect each
other’s dignity, then you are multi-cultural literate.

 If, as a teacher, you have been helping students to develop their skills that would make
them independent learners, you are doing well on the first pillar of education because you
have prepared them for life in the knowledge society in which we all now live.
 A truly educated person nowadays needs a broad general education and the opportunity
to study a small number of subjects in depth.
• Learning to do 
>represents the skillful, creative and discerning application of knowledge. One must learn how to
think creatively, critically and holistically, and how to deeply understand the information that is
presented.
>in order to acquire not only an occupational skill but also, more broadly, the competence to deal
with many situations and work in teams
>It also means learning to do in the context of young peoples' various social and work
experiences which may be informal, as a result of the local or national context, or formal,
involving courses, alternating study and work.
>In the classroom: use of multiple intelligences and learning styles
(key ingredients: creative and innovative activities)
• Learning to live together
>Learning to live together in peace and harmony requires that quality of relationship at all levels
is committed to peace, human rights, democracy and social justice in an ecology sustainable
environment.
>teach students about human diversity
>instill in them an awareness of the similarities and interdependence of people
>spirit of empathy is encouraged in schools
>schools should promote social awareness, acceptance, and respect
>by developing an understanding of other people and an appreciation of interdependence -
carrying out joint projects and learning to manage conflicts

• Learning to be
>refers to the role of education in developing all the dimensions of the complete person: the
physical intellectual, emotional, and ethical integration of the individual into a complete man.
>The aim of development is the complete fulfilment of man, in all the richness of his personality
>education must not disregard any aspect of a person's potential: memory, reasoning, aesthetic
sense, physical capacities and communication skills
• Formal education systems tend to emphasize the acquisition of knowledge to the detriment of
other types of learning; but it is vital now to conceive education in a more encompassing fashion.
Such a vision should inform and guide future educational reforms and policy, in relation both to
contents and to methods.

Question:
>Cite concrete illustrations or applications of how the four pillars of education
contribute to lifelong learning.

Activity: Choose a song and change the lyrics on achieving peace and harmony –
Song/Jingle Adaptation (incorporate CHMSC’s VMGO).
Date: ( meeting) ____________________________
Topic: The Nine Pillars of Greatness
1. A shared vision, values, culture and ethos, based on the highest expectations of all members of
the school community
 The vision and aspirations of the school are optimistic and based on a growth mindset philosophy.
 The school’s culture and ethos result from the application of its vision and values and manifest
themselves in customs, rituals, symbols, stories, and language.
2. Inspirational Leadership at all levels throughout the school
 A characteristic of great schools is that they grow and develop great leaders as well as great teachers,
through coaching, mentoring, role modelling and providing a range of leadership opportunities.
3. Exceptional learning, teaching, assessment and feedback to support the highest levels of
attainment and achievement
 In great schools, the promotion of high quality learning is at the heart of the school’s endeavors. There is
an agreed school policy about the practice of teaching and learning which is subject to continuous review.
4. A relentless focus on engaging and involving pupils
 In great schools, the students are engaged in leading, managing and planning their educational
experience at all levels. Everyone is considered a learner and it is emphasized that all embers of the
school community have a responsibility to support and motivate each other in their learning.
5. Personalized and highly effective continuous professional development within a learning
community
 Continuing learning for everyone is central to the notion of a great school. There are some powerful
manifestations of this, such as establishing learning communities within the school, setting up a dedicated
resource area for professional development, having a comprehensive system for electronically recording
staff feedback on courses, conferences or visits to other schools, together with the use of teaching blogs
and twitter to exchange ideas. Great schools have regular publications of practitioner case studies of the
best practice in learning and teaching, based on action research, with an expectation that all staff will wish
to contribute.
6. A stimulating and inclusive environment and climate for learning
 Great schools have consistently high expectations of the behavior of children, young people and adults
and the relationships between them, based on mutual respect, honor, trust, and kindness. Students are
taught about healthy lifestyles, how to avoid risky behaviors, build successful relationships, manage
emotions and act responsibly as mature citizens.
7. A rich and creative curriculum, within and beyond the classroom, fully meeting the needs
of individuals and groups of pupils
 Great schools have a carefully considered curriculum, based on the vision, values and norms of the
institution, where all subjects and stages interlink meaningfully and coherently the curriculum will be
concerned with the acquisition of knowledge and understanding the development of learning skills and the
fostering of positive character traits.
8. High quality partnerships, with parents and carers, the community, other schools and
networks, locally, nationally and internationally
 We do not believe that a school can truly be called great unless it is also a system player and change
agent, contributing to and sustain knowledge and understanding of education and school systems locally,
nationally and internationally.
 A great school seeks to build positive interactions with all parents and carers.
9. Robust and rigorous self-evaluation, data analysis and collection review
 Self-evaluation is grounded on sophisticated, accurate and open analysis and is used to compare
performance against the most demanding of benchmarks. The school regularly seeks feedback and
takes full account of the views of students, staff, governors, parents, and the community as a whole.

Question:
Which of the nine pillars of greatness do you consider as the most important for our
institution? Why?

I. Objectives:

1. Define teaching as a vocation, as a mission and as a profession; and identify the qualities of
the 21st Century Teacher
2. Identify the responsibilities of a teacher as facilitator of learning:
-Organizational Planning
-Scheduling
-Record Keeping
-Discipline
-Establishing Routine
3. Demonstrate awareness of existing laws and regulations that apply to the teaching profession
 4. Familiarize with the provisions specified in the Code of Ethics for professional teachers and
describe how the Code of Ethics can help or guide a teacher in the day to day performance/task
of his/her work, hence resulting to a good teacher
5. Demonstrate understanding on the seven domains of the Philippine Professional Standards for
Teacher

Date: (2 meetings) ____________________________

Topic: The Teacher and the School

In the words “ professional manner”, “gawang propesyonal”, “professional fee for expert services rendered” the
word professional implies one who possesses skill and competence/expertise. Highly professional,
unprofessional… to act that way imply a code of ethics by which a professional person abide. In short, a
professional is one who conforms to the technical or ethical standards of a profession.

Teaching as a Profession
Teaching is a profession. It requires:
1. Long years of initial professional education
2. The attainment of a college/university degree recognized by a regulatory body, CHED
3. A licensure examination called the Licensure Examination for Teachers (LET)
4. Continuing Professional Development and
5. Adherence to the Code of Ethics for Professional Teachers

Teaching as a Vocation
Vocation comes from the Latin word “vocare” which means to call. If there is a call, there must be a caller and
someone who is called. Among so any, you were called to teach. Teaching must be your vocation, your calling.
May this YES response remain a YES and become even firmer through the years.

Teaching as a Mission
Teaching is also a mission. The word mission comes from the Latin word “mission” which means to “send”.
The Webster’s New Collegiate Dictionary defines mission as “task assigned”. You are sent to accomplish an
assigned task. You have to prepare well for this mission. You are expected to contribute to the betterment of this
world in your own unique way.

To teach is to influence every child entrusted in your care to become better and happier because life becomes
more meaningful. To teach is to help the child become more human

The Teacher as a Person

>More than any other professional, teachers are subjected to scrutiny to the minutest detail by those they
associate with. Teachers are judged more strictly than other professionals.
The most common personal trait given to describe the effective teacher is caring. A caring teacher is fair.
He/She displays a personal touch and so is approachable. He/She makes every learner belong and feel
welcome. He/She feels with his/her students and so is compassionate. He/She is forgiving, does not keep
grudges against learners. He/She is humble enough to admit mistakes.

Date: (2 meetings) ____________________________

Topic: The Characteristics of the 21st Century Teacher

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 about 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
11. Forgiving – do not hold grudges
12. Admit mistakes – quick to admit being wrong
13. The Characteristics of the 21st Century Teacher

Question:
Which of these characteristics of the 21st Century Teacher is the most important to you? Why?
 Date: (2 meetings) ____________________________

Topic: The Responsibilities of a Teacher

What are your responsibilities as a teacher?
As a teacher, a primary responsibility is to ensure that learners are enrolled onto the correct course, in terms
of meeting their needs, abilities and aspirations. Further to this, you need to ensure that your learner is on the
appropriate course in terms of meeting their award and organizational requirements. In order to do this you will
probably have responsibility for the following:
 promoting a safe and supportive learning environment;
 promoting equality and diversity;
 adhering to key legislation, regulatory requirements and codes of practice;
 modelling professional behavior at all times to inspire your learners;
 ensuring your own professional development;
 contributing to a team of professionals in order to improve the experience and achievement of your
learners;
 designing or contributing to the design of the course curriculum
 negotiating appropriate learning targets f ○ or the group and individuals as appropriate to their needs and
aspirations as well as the course aims;
 planning learning activities based on the needs of your group and specific individual needs within the
group;
 designing or amending learning resources that are varied, appropriate to the award aims, and
intellectually challenging for your learners;
 keeping accurate records to contribute to your organization’s quality improvement strategy. This will
include keeping accurate records of recruitment, retention, achievement and progression of your group,
as well as evaluation of how these can be improved;
 keeping accurate records of individual learners’ progress and future needs. This is often recorded in the
form of an individual learning plan;
 providing learners with appropriate points of referral as required

In terms of this last point, during the course your primary aim is to enable each learner  to achieve to the best
of their ability through working in a safe and supportive environment. It is therefore your responsibility to know
who your learners should contact if they need any additional support or specialist information, such as:
 finance;
 health;
 study skills;
 counselling.

Date: (4 meetings) ____________________________

Topic: Laws that Affect the Teacher and His/ Her Profession
Law – is a written rule that members of the community must follow.
The law is a system or practice of rules recognized as binding by a community
especially resulted from decrees by the governing authority

>Professionalism is something demanded of teachers both as professionals 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 in all situations.

Section 3:
A teacher shall maintain at all times a dignified 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 of men and nations.
Date: (3 meetings) ____________________________

Topic: THE RIGHTS AND PRIVILEGES OF TEACHERS IN THE PHILIPPINES

FILIPINO TEACHERS OUGHT TO BE AWARE AND KNOWLEDGEABLE OF THESE WELL-
DESERVED BENEFITS.
THERE IS NOT OTHER CONSTITUTION IN THE HISTORY OF THE COUNTRY THAT HAS GIVEN
IMPORTANCE TO TEACHERS MORE THAN THE 1987 PHIL. CONSTITUTION.
THE 1987 PHIL. CONSTITUTION STATES: THE STATE SHALL ENHANCE THE RIGHT OF
TEACHERS TO PROFESSIONAL ADVANCEMENT. IT SHALL ASSIGN THE HIGHEST BUDGETARY
PRIORITY TO EDUCATION TO ENSURE THAT TEACHING WILL ATTRACT AND RETAIN ITS
RIGHTFUL SHARE OF THE BEST AVAILABLE TALENTS THROUGH ADEQUATE REMUNERATION
AND OTHER MEANS OF JOB SATISFACTION AND FULFILLMENT.
COMMONWEALTH ACT 578:

-AMENDED THE REVISED PENAL CODE TO INCLUDE TEACHERS, PROFESSORS, AND

PERSONS CHARGED WITH THE SUPERVISION OF PUBLIC OR DULY RECOGNIZED PRIVATE
SCHOOLS, COLLEGES, AND UNIVERSITIES, WITHIN THE TERM PERSONS IN AUTHORITY.

RA 4670: (THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS)

-DETAILS THE RIGHTS, PRIVILEGES, AND BENEFITS OF TEACHERS SUCH AS:
1. CONSENT FOR TRANSFER
2. SAFEGUARDS IN DISCIPINARY PROCEDURE
3. NO DISCRIMINATION
4. MARRIED COUPLES TO BE EMPLOYED IN THE SAME LOCALITY
5. ACADEMIC FREEDOM
6. NOT MORE THAN 6 HOURS OF ACTUAL CLASSROOM TEACHING
7. ADDITIONAL COMPENSATION FOR ACTIVITIES OUTSIDE NORMAL DUTIES
8. SALARIES COMPARABLE TO OTHER OCCUPATIONS TO INSURE TEACHERS A
REASONABLE STANDARD OF LIFE FOR THEMSELVES AND THEIR FAMILIES
9. SALARIES APPROPRIATED BY LOCAL GOVERNMENTS NOT TO BE LESS THAN
THOSE PAID TO TEACHERS OF THE NATIONAL GOVERNMENT
10. COST OF LIVING ALLOWANCE
11. SPECIAL HARDSHIP ALLOWANCES
12. MEDICAL EXAMINATION FREE OF CHARGE ONCE A YEAR DURING THE
TEACHER’S SALARIES
13. PROHIBITION OF UNAUTHORIZED DEDUCTION FROM TEACHERS’ SALARIES
14. STUDY LEAVE
15. INDEFINITE LEAVE
16. SALARY INCREASE UPON RETIREMENT
17. FREEDOM TO ESTABLISH OR JOIN ORGANIZATION OF THEIR CHOICE
>THESE SHOW THAT THE WELFARE OF PROFESSIONAL TEACHERS HAS BEEN GIVEN
MUCH ATTENTION. AFTER ALL, THERE IS NO TRUTH TO WHAT IS OFTEN SAID ABOUT
TEACHERS OVERWORKED AND UNDERPAID.

REPUBLIC ACT NO. 4670 June 18, 1966

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY COVERAGE

Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and improve the social
and economic status of public school teachers, their living and working conditions, their terms of employment and
career prospects in order that they may compare favorably with existing opportunities in other walks of life, attract
and retain in the teaching profession more people with the proper qualifications, it being recognized that advance
in education depends on the qualifications and ability of the teaching staff and that education is an essential factor
in the economic growth of the nation as a productive investment of vital importance.

Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and shall
apply to all public school teachers except those in the professorial staff of state colleges and universities.

As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level of
instruction, on full-time basis, including guidance counselors, school librarians, industrial arts or vocational
instructors, and all other persons performing supervisory and/or administrative functions in all schools, colleges
and universities operated by the Government or its political subdivisions; but shall not include school nurses,
school physicians, school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and appointment of
teachers shall be clearly defined by the Department of Education: Provided, however, That effective upon the
approval of this Act, the following shall constitute the minimum educational qualifications for teacher-applicants:

(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary Education
(B.S.E.ED.);

(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a major and a
minor; or a Bachelor's degree in Arts or Science with at least eighteen professional units in Education .

(c) For teachers of secondary vocational and two years technical courses, Bachelor's degree in the field of
specialization with at least eighteen professional units in education;

(d) For teachers of courses on the collegiate level, other than vocational, master's degree with a specific area of
specialization;

Provided, further, That in the absence of applicants who possess the minimum educational qualifications as
hereinabove provided, the school superintendent may appoint, under a temporary status, applicants who do not
meet the minimum qualifications: Provided, further, That should teacher-applicants, whether they possess the
minimum educational qualifications or not, be required to take competitive examinations, preference in making
appointments shall be in the order of their respective ranks in said competitive examinations: And provided,
finally, That the results of the examinations shall be made public and every applicant shall be furnished with his
score and rank in said examinations.

Sec. 4. Probationary Period. When recruitment takes place after adequate training and professional preparation in
any school recognized by the Government, no probationary period preceding regular appointment shall be
imposed if the teacher possesses the appropriate civil service eligibility: Provided, however, That where, due to
the exigencies of the service, it is necessary to employ as teacher a person who possesses the minimum
educational qualifications herein above set forth but lacks the appropriate civil service eligibility, such person shall
be appointed on a provisional status and shall undergo a period of probation for not less than one year from and
after the date of his provisional appointment.

Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be assured the teachers as provided
under existing laws.

Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack of necessary
civil service eligibility shall be extended permanent appointment for the position he is holding after having
rendered at least ten years of continuous, efficient and faithful service in such position.

Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise provided, no
teacher shall be transferred without his consent from one station to another.

Where the exigencies of the service require the transfer of a teacher from one station to another, such transfer
may be effected by the school superintendent who shall previously notify the teacher concerned of the transfer
and the reason or reasons therefor. If the teacher believes there is no justification for the transfer, he may appeal
his case to the Director of Public Schools or the Director of Vocational Education, as the case may be. Pending
his appeal and the decision thereon, his transfer shall be held in abeyance: Provided, however, That no transfers
whatever shall be made three months before any local or national election.

Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his transfer is
finally approved.

Sec. 7. Code of Professional Conduct for Teachers. Within six months from the approval of this Act, the Secretary
of Education shall formulate and prepare a Code of Professional Conduct for Public School Teachers. A copy of
the Code shall be furnished each teacher: Provided, however, That where this is not possible by reason of
inadequate fiscal resources of the Department of Education, at least three copies of the same Code shall be
deposited with the office of the school principal or head teacher where they may be accessible for use by the
teachers.

Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at each stage of any
disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;

c. the right to defend himself and to be defended by a representative of his choice and/or by his
organization, adequate time being given to the teacher for the preparation of his defense; and

d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of his
case.

Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard initially by a committee
composed of the corresponding School Superintendent of the Division or a duly authorized representative who
should at least have the rank of a division supervisor, where the teacher belongs, as chairman, a representative of
the local or, in its absence, any existing provincial or national teacher's organization and a supervisor of the
Division, the last two to be designated by the Director of Public Schools. The committee shall submit its findings
and recommendations to the Director of Public Schools within thirty days from the termination of the
hearings: Provided, however, That where the school superintendent is the complainant or an interested party, all
the members of the committee shall be appointed by the Secretary of Education.

Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching profession,
or during its exercise, or in the termination of services, based on other than professional consideration.

Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable married
couples, both of whom are public school teachers, to be employed in the same locality.

Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their professional duties,
particularly with regard to teaching and classroom methods.

III. HOURS OF WORK AND REMUNERATION

Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to render
more than six hours of actual classroom teaching a day, which shall be so scheduled as to give him time for the
preparation and correction of exercises and other work incidental to his normal teaching
duties: Provided, however, That where the exigencies of the service so require, any teacher may be required to
render more than six hours but not exceeding eight hours of actual classroom teaching a day upon payment of
additional compensation at the same rate as his regular remuneration plus at least twenty-five per cent of his
basic pay.

Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, co-curricula and
out of school activities and any other activities outside of what is defined as normal duties of any teacher shall be
paid an additional compensation of at least twenty-five per cent of his regular remuneration after the teacher has
completed at least six hours of actual classroom teaching a day.

In the case of other teachers or school officials not engaged in actual classroom instruction, any work performed
in excess of eight hours a day shall be paid an additional compensation of at least twenty-five per cent of their
regular remuneration.

The agencies utilizing the services of teachers shall pay the additional compensation required under this section.
Education authorities shall refuse to allow the rendition of services of teachers for other government agencies
without the assurance that the teachers shall be paid the remuneration provided for under this section.

Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:

(a) they shall compare favorably with those paid in other occupations requiring equivalent or similar qualifications,
training and abilities;

(b) they shall be such as to insure teachers a reasonable standard of life for themselves and their families; and

(c) they shall be properly graded so as to recognize the fact that certain positions require higher qualifications and
greater responsibility than others: Provided, however, That the general salary scale shall be such that the relation
between the lowest and highest salaries paid in the profession will be of reasonable order. Narrowing of the salary
scale shall be achieved by raising the lower end of the salary scales relative to the upper end.

Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a minimum to a
maximum salary by means of regular increments, granted automatically after three years: Provided, That the
efficiency rating of the teacher concerned is at least satisfactory. The progression from the minimum to the
maximum of the salary scale shall not extend over a period of ten years.
Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by a city,
municipal, municipal district, or provincial government, shall not be less than those provided for teachers of the
National Government.

Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise in the cost of
living by the payment of a cost-of-living allowance which shall automatically follow changes in a cost-of-living
index. The Secretary of Education shall, in consultation with the proper government entities, recommend to
Congress, at least annually, the appropriation of the necessary funds for the cost-of-living allowances of teachers
employed by the National Government. The determination of the cost-of-living allowances by the Secretary of
Education shall, upon approval of the President of the Philippines, be binding on the city, municipal or provincial
government, for the purposes of calculating the cost-of-living allowances of teachers under its employ.

Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as difficulty in
commuting to the place of work or other hazards peculiar to the place of employment, as determined by the
Secretary of Education, they shall be compensated special hardship allowances equivalent to at least twenty-five
per cent of their monthly salary.

Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of the Philippines
or its equivalent in checks or treasury warrants. Provided, however, That such checks or treasury warrants shall
be cashable in any national, provincial, city or municipal treasurer's office or any banking institutions operating
under the laws of the Republic of the Philippines.

Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of teachers
except under specific authority of law authorizing such deductions: Provided, however, That upon written authority
executed by the teacher concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers
Association, and (2) premiums properly due on insurance policies, shall be considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free of charge
for all teachers before they take up teaching, and shall be repeated not less than once a year during the teacher's
professional life. Where medical examination show that medical treatment and/or hospitalization is necessary,
same shall be provided free by the government entity paying the salary of the teachers.

In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary medical care
with the right to be reimbursed for their traveling expenses by the government entity concerned in the first
paragraph of this Section.

Sec. 23. Compensation For Injuries. Teachers shall be protected against the consequences of employment
injuries in accordance with existing laws. The effects of the physical and nervous strain on the teacher's health
shall be recognized as a compensable occupational disease in accordance with existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public schools, they
shall be entitled to study leave not exceeding one school year after seven years of service. Such leave shall be
granted in accordance with a schedule set by the Department of Education. During the period of such leave, the
teachers shall be entitled to at least sixty per cent of their monthly salary: Provided, however, That no teacher
shall be allowed to accumulate more than one year study leave, unless he needs an additional semester to finish
his thesis for a graduate study in education or allied courses: Provided, further, That no compensation shall be
due the teacher after the first year of such leave. In all cases, the study leave period shall be counted for seniority
and pension purposes.

The compensation allowed for one year study leave as herein provided shall be subject to the condition that the
teacher takes the regular study load and passes at least seventy-five per cent of his courses. Study leave of more
than one year may be permitted by the Secretary of Education but without compensation.

Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the nature of the
illness demands a long treatment that will exceed one year at the least.

Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and service
requirements of the applicable retirement laws shall be given one range salary raise upon retirement, which shall
be the basis of the computation of the lump sum of the retirement pay and the monthly benefits thereafter.

VI. TEACHER'S ORGANIZATION

Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and without previous
authorization both to establish and to join organizations of their choosing, whether local or national to further and
defend their interests.
Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the immediately preceding Section
shall be exercised without any interference or coercion. It shall be unlawful for any person to commit any acts of
discrimination against teachers which are calculated to (a) make the employment of a teacher subject to the
condition that he shall not join an organization, or shall relinquish membership in an organization,

(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an organization or
because of participation in organization activities outside school hours, or with the consent of the proper school
authorities, within school hours, and (c) to prevent him from carrying out the duties laid upon him by his position in
the organization, or to penalize him for an action undertaken in that capacity.

Sec. 29. National Teacher's Organizations. National teachers' organizations shall be consulted in the formulation
of national educational policies and professional standards, and in the formulation of national policies governing
the social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the necessary rules and
regulations to implement the provisions of this Act. Rules and regulations issued pursuant to this Section shall
take effect thirty days after publication in a newspaper of general circulation and by such other means as the
Secretary of Education deems reasonably sufficient to give interested parties general notice of such issuance.

Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the
necessary budgetary estimates to implement the provisions of the Act concerning the benefits herein
granted to public school teachers under the employ of the National Government.

Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher in
the exercise of his rights guaranteed by this Act or who shall in any other manner commit any act to
defeat any of the provisions of this Act shall, upon conviction, be punished by a fine of not less than one
hundred pesos nor more than one thousand pesos, or by imprisonment, in the discretion of the court.

If the offender is a public official, the court shall order his dismissal from the Government service.

Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules
inconsistent with the provisions of this Act are hereby repealed, amended or modified accordingly.

Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act or
any provisions not affected thereby shall remain in force and in effect.

Sec. 35. This Act shall take effect upon its approval.

Approved: June 18, 1966

AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF

TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR
TEACHERS AND FOR OTHER PURPOSES.

ARTICLE I 
TITLE
SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers
Professionalization Act of 1994."
Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-
building and development through a responsible and literate citizenry .Towards this
end, the State shall ensure and promote quality education by proper supervision and
regulation of the licensure examination and professionalization of the practice of the
teaching profession.
Sec. 3. Objectives. — This Act has the herein objectives:
(a) The promotion, development and professionalization of teachers and the teaching
profession; and n robles virtual law library
(b) The supervision and regulation of the licensure examination.
Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:
(a) "Teaching" — refers to the profession concerned primarily with classroom
instruction, at the elementary and secondary levels in accordance with the curriculum
prescribed by the Department of Education, Culture and Sports, whether on part-time
or full-time basis in the private or public schools.
(b) "Teachers" — refers to all persons engaged in teaching at the elementary and
secondary levels, whether on full-time or part-time basis, including industrial arts or
vocational teachers and all other persons performing supervisory and/or
administrative functions in all schools in the aforesaid levels and qualified to practice
teaching under this Act.
(c) "Board" — refers to the Board for Professional Teachers duly established and
constituted under this Act.
(d) "Commission" — refers to the Professional Regulation Commission.
ARTICLE II 
BOARD FOR PROFESSIONAL TEACHERS
Sec. 5. Creation and Composition of the Board. — There is hereby created under this
Act a Board for Professional Teachers, hereinafter called the Board, a collegial body
under the general supervision and administrative control of the Professional
Regulation Commission, hereinafter referred to as the Commission, composed of five
(5) members who shall be appointed by the President of the Philippines from among the
recommendees chosen by the Commission. The recommendees shall be chosen from
the list of nominees selected by the accredited association of teachers, who duly
possess all the qualifications prescribed in Section 8 of this Act.
The chairman and the voice-chairman of the Board shall be appointed from these five
(5) members by the President: Provided, That the members of the first Board appointed
under this Act shall be automatically registered as professional teachers and issued
with the certificate of registration and professional license upon payment of the fees
for examination, registration, and other fees prescribed by the Commission.
Sec. 6. Duties and Function of the Board. — The Board shall have the following duties
and functions:
(a) Promulgate, administer and enforce rules and regulations necessary for carrying out
the provisions of this Act in accordance with the charter of the Professional Regulation
Commission; robles virtual law library
(b) Determine and fix the frequency, dates, and places of examination, appoint
supervisors, proctors, and other personnel as needed who shall be entitled to a daily
allowance to be fixed by the Board for every examination day actually attended, use
buildings and facilities of public or private schools for examination purposes;
(c) Issue, suspend, or revoke the certificate of registration for the practice of the
teaching profession;
(d) Prescribe and collect examination and other fees as it may deem proper;
(e) Prescribe and/or adopt a code of ethical and professional standards for the practice
of the teaching profession. Such ethical standards, rules and regulations to take effect
sixty (60) days after its publication in the Official Gazette or in any newspaper of
general circulation;
(f) Administer oaths in connection with the administration of this Act;
(g) Supervise and regulate the registration, licensure and practice of professional
teachers in the Philippines;
(h) Adopt an official seal of the Board;
(i) Look into the conditions affecting the practice of the teaching profession and
whenever necessary, adopt such measures as may be deemed proper for the
enhancement and maintenance of high professional and ethical standards of the
profession;
(j) Ensure that all educational institutions offering elementary and secondary
education comply with the essential requirements for curricula, faculty and facilities
for the elementary and secondary levels;
(k) Investigate such violations of this Act, the rules and the code of ethical and
professional standards for professional teachers as it may come to the knowledge of
the Board, and for this purpose, to issue subpoena and subpoena duces tecum to secure
the appearance of witnesses and the production of documents in connection therewith;
and
(l) Discharge such other powers, duties and functions as the Board may deem necessary
for the practice of the teaching profession and the upgrading, enhancement,
development and growth of education in the Philippines.

Sec. 7. Term of Office. — The members of the Board shall hold office for a term of
three (3) years from the date they assume office: Provided, That the first appointees to
the Board under this Act shall hold office according to the following terms: one (1)
member shall serve for one (1) year; one (1) member for two (2) years; the chairman,
vice-chairman, and one (1) member for three (3) years. Vacancies shall be served for the
unexpired term only. No person who has served for two (2) consecutive terms shall be
eligible for reappointment. Appointment to fill an unexpired term shall be considered
an appointment to a complete term.
The chairman or any member shall take his oath of office prior to the performance of
his duties.

Sec. 8. Qualification of Board Members. — Each Board member must at the time of his
appointment:
(a) Be a citizen and resident of the Philippines; virtual law library
(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of high
moral values in his personal as well as professional conduct and has not been
convicted of any offense involving moral turpitude;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in Education
and preferably a holder of a master's or doctorate degree in education, or their
equivalents, from a university, school, college, academy or institute duly constituted,
recognized and/or accredited by the Philippine government;
(d) Be a professional teacher with a valid certificate of registration and valid
professional license, save those members who shall compose the first Board for
Professional Teachers;
(e) Has been a professional teacher in the active practice of the teaching profession for
at least ten (10) years in the elementary and secondary level; and
(f) Not be an official or member of the faculty of, nor have pecuniary interest in any
university, college, school, or institution conferring a bachelor's degree in education or
its equivalents for at least three (3) years prior to his appointment, and neither
connected with a review center or with any group or association where review classes
or lectures in preparation for the licensure examination are offered or conducted.
Provided, however, That, the membership to the Board shall be evenly distributed to
cover all levels of education, including equitable representation of the different fields
of specialization.
Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and members of
the Board shall receive compensation comparable to the compensation received by
existing regulatory boards under the Professional Regulation Commission, computed
on the basis of the number of examinees/candidates.
Sec. 10. Supervision of the Board and Custodian of its Records. — The Board shall be
under the supervision and control of the Commission. All records, including
applications for examination, examination papers and results, minutes of deliberation,
administrative cases and investigative cases and investigations involving professional
teachers shall be kept by the Commission.
Sec. 11. Secretariat and Support Services. — The Professional Regulation Commission,
through its chairman, shall provide the secretariat and other support services to
implement effectively the provisions of this Act.
Sec. 12. Removal of a Board Member. — The chairman or any member of the Board
may be removed by the President of the Philippines upon recommendation of the
Commission for neglect of duty, incompetence, unprofessional, unethical, immoral or
dishonorable conduct, commission or toleration of irregularities in the examination,
after having been given the opportunity to defend himself in a proper administrative
investigation.
In the course of investigation, the President may preventively suspend the respondent.

ARTICLE III 
EXAMINATION AND REGISTRATION
Sec. 13. Examination, Registration and License Required. — Except as otherwise
specifically allowed under the provisions of this Act, all applicants for registration as
professional teachers shall be required to undergo a written examination which shall be
given at least once a year in such places and dates as the Board may determine upon
approval by the Commission. A valid certificate of registration and a valid professional
license from the Commission are required before any person is allowed to practice as a
professional teacher in the Philippines, except as otherwise allowed under this Act.
Sec. 14. Scope of Examination. — The examinations for the elementary and secondary
school teachers shall be separate. The examination for teachers in the elementary level
shall consist of two (2) parts, namely: professional education and general
education. The examination for teachers in the secondary level shall consist of three
(3) parts, namely: professional education, general education, and field of specialization.
Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to
take the examination unless, on the date of filing of the application, he shall have
complied with the following requirements:
(a) A citizen of the Philippines or an alien whose country has reciprocity with the
Philippines in the practice of the teaching profession;
(b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
(d) Has not been convicted by final judgment by a court for an offense involving moral
turpitude;
(e) A graduate of a school, college or university recognized by the government and
possesses the minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education (BECED)
or its equivalent;
(2) For teachers in the elementary grades, a bachelor's degree in elementary education
(BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in education or its
equivalent with a major and minor, or a bachelor's degree in arts and sciences with at
least ten (10) units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in the
field of specialization or its equivalent, with at least eighteen (18) units in professional
education.
Sec. 16. Report of the Results of the Examination. — The Board shall, within one
hundred twenty (120) days after the examination, report the ratings obtained by each
candidate to the Professional Regulation Commission for approval and appropriate
action.
Sec. 17. Issuance of Certificate of Registration and Professional License. — The
registration of a professional teacher commences from the date his name is enrolled in
the roster of professional teachers.
Every registrant who has satisfactorily met all the requirements specified in this Act
shall, upon payment of the registration fee, be issued a certificate of registration as a
professional teacher bearing the full name of the registrant with serial number and
date of issuance signed by the chairman of the Commission and the chairman, vice-
chairman, and members of the Board, stamped with the official seal, as evidence that
the person named therein is entitled to practice the profession with all the rights and
privileges appurtenant thereto. The certificate shall remain in full force and effect
until withdrawn, suspended and/or revoked in accordance with law.
A professional license signed by the chairman of the Commission and bearing the
registration number and date of issuance thereof and the month of expiry or
renewability shall likewise be issued to every registrant who has paid the annual
registration fees for three (3) consecutive years. This license shall serve as evidence
that the licensee can lawfully practice his profession until the expiration of its
validity.
Sec. 18. Oath Before Practice. — Every registrant shall be required to take his
professional oath before practicing as a professional teacher.
Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing
professional growth and development and to provide additional basis for merit
promotion, in addition to their performance rating, teachers may take an oral and
written examination at least once in five (5) years as basis for merit promotion. In
taking this examination, no fee shall be required.
Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit
examination, he or she shall be allowed to take the examination for a second
time. Should he or she fail to pass the merit examination for the second time, then he
or she shall be required to take a DECS accredited refresher course or program before
being allowed to retake the examination.
Failure of any permanent teacher to pass the merit examination shall not, however, be
used as a ground for his/her dismissal or demotion.
Sec. 21. Incentives. — Teachers who pass the merit examination shall:
(a) Be awarded a diploma of merit by the Board;
c(b) Earn merit points for purposes of promotion in salary or to a higher position or
grade level;
(c) Be placed in the priority list for government scholarship; and
(d) Enjoy such other benefits as may be promulgated by the Board.
Similar incentives shall be given to teachers who make inventions, develop new
methods of teaching, write a book or books and create works of artistic merit.
Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be
integrated into one national organization which shall be recognized by the Board and
the Commission as the one and only integrated and accredited association of
professional teachers. Upon registration with the Board, every professional teacher
shall be encouraged to become a member of the integrated national
organization. Those who have been registered with the Board but are not members of
the said integrated organization shall be allowed to register as members of the said
integrated organization within three (3) years after the effectivity of this Act.
Membership in the integrated organization shall not be a bar to membership in other
associations of the teaching profession. The professional teachers shall receive the
benefits and privileges appurtenant to their membership in the said integrated and
accredited organization of professional teachers only upon payment of the required
membership fees and dues.
Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of
the Teaching Profession, and Cancellation of Temporary or Special Permit. — The
Board shall have the power, after due notice and hearing, to suspend or revoke the
certificate of registration of any registrant, to reprimand or to cancel the
temporary/special permit of a holder thereof who is exempt from registration, for any
of the following causes:
(a) Conviction for any criminal offense by a court of competent jurisdiction;
(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally unsound or
insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the
practice of the teaching profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of
registration, professional license or special/temporary permit;
(f) Chronic inebriety or habitual use of drugs;
(g) Violation of any of the provisions of this Act, the rules and regulations and other
policies of the Board and the Commission, and the code of ethical and professional
standards for professional teachers; and
(h) Unjustified or willful failure to attend seminars, workshops, conferences and the
like or the continuing education program prescribed by the Board and the Commission.
The decision of the Board to revoke or suspend a certificate may be appealed to the
regional trial court of the place where the Board holds office within fifteen (15) days
from receipt of the said decision or of the denial of the motion for reconsideration filed
in due time.
Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be
admitted to the examination, or be given a certificate of registration or be entitled to
any of the rights and privileges provided under this Act; unless the country or state of
which he is a subject permits Filipino professional teachers to practice within its
territorial limits on the same basis as subjects or citizens of said country or
state: Provided, that the requirements of certification of teachers with said foreign
state or country are substantially the same as those required and contemplated under
this Act: Provided, further, That the laws of such state or country grant the same
privilege to Filipino professional teachers on the same basis as the subject or citizens
of such foreign country or state.
Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing
the names and addresses of professional teachers, date of registration or issuance of
certificate, and other data which in the opinion of the Board may appear pertinent
shall be maintained. Copies of the roster shall be provided by the Commission to the
Board, the Department of Education, Culture and Sports, and the integrated and
accredited organization of professional teachers.
Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act,
no person shall engage in teaching and/or act as a professional teacher as defined in
this Act, whether in the preschool, elementary or secondary level, unless he is a duly
registered professional teacher, and a holder of a valid certificate of registration and a
valid professional license or a holder of a valid special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant, who at the time of the
approval of this Act, is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service
Commission and the Department of Education, Culture and Sports; orchan ro
(b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree
No. 1006; or
(c) Not qualified under paragraphs one and two but with any of the following
qualifications. to wit:
(1) An elementary or secondary teacher for five (5) years in good standing and a holder
of Bachelor of Science in Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) years in good standing and a
holder of a master's degree in education or its equivalent.
Provided, That they shall be given two (2) years from the organization of the Board for
professional teachers within which to register and be included in the roster of
professional teachers: Provided, further, That those incumbent teachers who are not
qualified to register without examination under this Act or who, albeit qualified, were
unable to register within the two-year period shall be issued a five-year temporary or
special permit from the time the Board is organized within which to register after
passing the examination and complying with the requirements provided this Act and
be included in the roster of professional teachers: Provided, furthermore, That those
who have failed the licensure examination for professional teachers shall be eligible as
para-teachers and as such, shall be issued by the Board a special or temporary permit,
and shall be assigned by the Department of Education, Culture and Sports (DECS) to
schools as it may determine under the circumstances.

ARTICLE IV 
PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION
Sec. 27. Inhibition against the Practice of the Teaching Profession. — Except as
otherwise allowed under this Act, no person shall practice or offer to practice the
teaching profession in the Philippines or be appointed as teacher to any position
calling for a teaching position without having previously obtained a valid certificate of
registration and a valid professional license from the Commission.
Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than
Five thousand pesos (P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or
imprisonment of nor less than six (6) months nor more than five (5) years, or both, at
the discretion of the court:
(a) Any person who practices the teaching profession in the Philippines without being
certified in accordance with the provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of registration
that of another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the Board or
any member thereof in obtaining a certificate of registration as teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
(f) Any person who, in connection with his name, otherwise assumes, uses or advertises
any title or description tending to convey or conveys the impression that he is a
teacher without holding a valid certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of this
Act.
The penalty of fine or imprisonment or both, as provided in this section, shall also
apply to any school official who shall cause or be responsible for the commission of any
of the above-enumerated acts.
Sec. 29. Appropriations. — Such sums as may be necessary to carry out the provisions
of this Act shall be included in the 1996 General Appropriations Act and thereafter.
Sec. 30. Implementing Guidelines. — The Board shall formulate and adopt the
necessary guidelines for the effective implementation of the provisions of this Act
within sixty (60) days of its approval.
The Board shall submit to both Committees on Education, Arts, and Culture; and the
Committees on Civil Service and Professional Regulation of the Senate and House of
Representatives, copies of the implementing rules and guidelines within thirty (30)
days after its promulgation.
Any violation of this section shall render the official/s concerned liable under Republic
Act No. 6713, otherwise known as the "Code of Conduct and Ethical Standards for
Public Officials and Employees" and other pertinent administrative and/or penal laws.
Sec. 31. Transitory Provision. — All incumbent teachers in both the public and private
sector not otherwise certified as professional teachers by virtue of this Act, shall be
given (5) years temporary certificates from the time the Board for Professional
Teachers is organized within which to qualify as required by this Act and be included
in the roster of professionals.
Provided, however, That the Professional Board Examination for Teachers (PBET) shall
still be administered by the Civil Service Commission and the Department of
Education, Culture and Sports for the year 1995.
Sec. 32. Separability Clause. — If, for any reason, any section or provision of this Act
or the application of such section or provision to any person or circumstance is
declared unconstitutional or invalid, no other section or provision of this Act shall be
affected thereby.
Sec. 33. Repealing Clause. — All laws, presidential decrees, executive orders, rules and
regulations or parts thereof inconsistent with the provisions of this Act are hereby
repealed or modified accordingly.
Sec. 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days following
its complete publication in the Official Gazette or in two (2) newspapers of general
circulation. 
  
 
Approved: December 16, 1994

[REPUBLIC ACT NO. 9293]

AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTY-EIGHT
HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE “PHILIPPINE
TEACHERS PROFESSIONALIZATION ACT OF 1994”
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows:
“SEC. 15. Qualification Requirements of Applicants. – No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the following
requirements:
“(e) A graduate of a school, college or university recognized by the government and possesses the
minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor’s degree in early childhood education (BECED) or its
equivalent;
(2) For teachers in the elementary grades, a bachelor’s degree in elementary education (BSEED) or its
equivalent;
(3) For teachers in the secondary grades, a bachelor’s degree in education or its equivalent with a
major and minor, or a bachelor degree in arts and sciences with at least eighteen (18) units in
professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education.”
SEC 2. Section 26 of the same Act is hereby amended to read as follows:
“SEC. 26. Registration and Exception. – No person shall engage in teaching and/or act as a
professional teacher as defined in this Act, whether in the preschool, elementary or secondary level,
unless the person is a duly registered professional teacher, and a holder of a valid certificate of
registration and a valid professional license or a holder of a valid special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate of registration and
professional license as a professional teacher shall be issued without examination as required in this
Act to a qualified applicant, who is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the
Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under the Department of
Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006.
Professional teachers who have not practiced their profession for the past five (5) years shall take at
least twelve (12) units of education courses, consisting of at least six (6) units of pedagogy and six (6)
units of content courses, or the equivalent training and number of hours, to be chosen from a list of
courses to be provided by the Board and the Department of Education, before they can be allowed to
practice their profession in the country.
Those who have failed the licensure examination for professional teachers, with a rating of not lower
than five percentage points from the passing general average rating, shall be eligible as para-teachers
upon issuance by the Board of a two-year special permit, renewable for a non-extendible period of two
(2) years. The para-teachers shall be assigned to areas where there is a shortage or absence of a
professional teacher, as identified and provided by the Department of Education and the Autonomous
Region for Muslim Mindanao (ARMM) education department to the Board for professional teachers and
to the Commission. The special permit shall indicate the area of assignment of the para-teacher.
A special permit may also be issued by the Board to a person who has excelled and gained
international recognition and is a widely acknowledged expert in his or her respective field of
specialization.”
SEC 3. Section 31 of the same Act is hereby amended to read as follows:
“SEC. 31. Transitory Provision. – Special permits, with a validity of three (3) and five (5) years, issued
to para-teachers by the Board for Professional Teachers before the effectivity of this Act shall be
allowed to expire based on the period granted therein: Provided, That only special permits with a
validity of three (3) years may be renewed upon expiration for a non-extendible period of two (2) years.”
SEC 4. References to the term “Department of Education, Culture and Sports”, in section 4 (a) and
section 25, and the term “DECS” in section 20, of the same Act, are hereby amended to read as
“Department of Education” and “DepEd”, respectively.
SEC 5. Separability Clause. – If, for any reason, any section or provision of this Act or the application of
such section or provision to any person or circumstance is declared unconstitutional or invalid, no other
section or provision of this Act shall be affected thereby.
SEC 6. Repealing Clause. – All laws, decrees, circulars, administrative orders, rules and regulations,
and other issuances which are inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.
SEC 7. Effectivity. – This Act shall take effect upon approval.

Presidential Decree No. 1006, s. 1976

Signed on September 22, 1976

MALACAÑANG 
MANILA
PRESIDENTIAL DECREE NO 1006
PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING THEIR PRACTICE IN
THE PHILIPPINES AND FOR OTHER PURPOSES.
WHEREAS, the Constitution provides that “All educational institutions shall be under the supervision of; and
subject to regulation by, the State”, and requires that “the State shall establish and maintain a complete, adequate
and integrated system of education relevant to the goals of national development”;
WHEREAS, in the pursuit on these objectives, the Department of Education and Culture has adopted ways and
means of overseeing all the educational institutions in the country;
WHEREAS, this supervisory function of the DEC has been primarily beamed towards insuring that the
educational institutions inculcate in the studentry love of the country, teach the duties of citizenship, and develop
moral character, personal discipline, and scientific, technological and vocational efficiency;
WHEREAS, to implement these objectives, the institutions have relied upon their teachers whose direct and
continuing interaction with the young people and the children make them potent forces for the development of
proper attitudes among the citizenry;
WHEREAS, this accounts for the tremendous growth of the teaching population, comprising in the civil service
sector alone more than 300,000 teachers deployed all over the country;
WHEREAS, to insure that in the immediacy and urgency of teacher recruitment qualitative requirements are not
overlooked, it has become necessary to regulate the teaching profession;
WHEREAS, although teaching requires a number of years of collegiate study, it is the only course that it is not
yet considered a profession;
WHEREAS, in recognition of the vital role of teachers in nation-building and as an incentive to raise the morale
of teachers, it is imperative that they be considered as professionals and teaching be recognized as a profession.
NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of the powers vested
in me by the Constitution, do hereby decree and order:
Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching.
Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall be given primary
concern and attention by the government and shall be of the highest quality, and strongly oriented to Philippine
conditions and to the needs and aspirations of the Filipino people even as it seeks enrichment from adoptable
ideas and practices of other people.
Section 3. Definition of Terms. As used in this Decree, the following shall be construed as follows:
(a) Teaching refers to the profession primarily concerned with the classroom instruction, at the elementary and
secondary levels, in accordance with the curriculum prescribed by National Board of Education, whether on part-
time or full-time basis in the public or private schools.
(b) Teachers refers to all persons engaged in teaching at the elementary and secondary levels, whether on a full-
time or part-time basis, including guidance counselors, school librarians, industrial arts or vocational teachers and
all other persons performing supervisory and/or administrative functions in all schools in the aforesaid levels and
legally qualified to practice teaching under this Decree.
(c) Board refers to the National Board for Teachers duly constituted under this Decree.

Section 4. Creation of the National Board for Teachers. There is hereby created a National Board for Teachers,
hereinafter called the Board, to be composed of the following:
1) Secretary of Education and Culture
Co-Chairman
2) Chairman, Civil Service Commission
3) Commissioner, Professional Regulations
Commission
Member
4) Two members representing the private sector
to be appointed by the President
Section 5. Powers and Duties. The Board shall have the following powers and duties:
(a) Appoint a set of examiners for every examination who will determine and prepare the contents of the Board
examination for teachers, hereinafter referred to as examination, in the elementary and secondary levels of
instruction, to be held at least once a year;
(b) Determine and fix the places and dates of examination, appoint supervisors and room examiners from among
the employees of the Government who shall be entitled to a daily allowance to be fixed by the Board for every
examination day actually attended, use the buildings and facilities of public and private schools for examination
purposes, approve applications to take examination, and approve the release of examination results;
(c) Look from time to time into the conditions affecting the practice of the teaching profession, adopt such
measures as may be deemed proper for the enhancement of said profession, and/or maintenance of the
professional standards and ethics;
(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate, and administer oaths;
(e) Appoint, subject to the provisions of existing laws, such officials and employees as are necessary in the
effective performance of its functions and responsibilities, prescribe their duties and fix their compensation;
(f) Prescribe and collect examination and other fees as it may deem proper; and
(g) Promulgate rules and regulations, and exercise such other powers, functions and duties as may be necessary to
carry into effect the purposes of this Decree.
Section 6. Qualification requirements for examination applicants. No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the following
requirements:
(a) Except those who have been engaged in teaching as herein defined for at least five years in schools in the
Philippines not organized exclusively for nationals of a foreign country at the time of the effectivity of this
Decree, the applicant must be a citizen of the Philippines;
(b) That he is of good moral character;
(c) That he is free from any physical and/or mental defect which will incapacitate him to render efficient
service; and
(d) That he possesses the following minimum educational qualifications:
1) For teachers in the kindergarten and elementary grades, Bachelor’s degree in Elementary Education
(B.S.E.Ed.) or its equivalent;
2) For teachers of the secondary schools, Bachelor’s degree in Education or its equivalent with a major
and minor, or a Bachelor’s degree in Arts or Sciences with at least eighteen units in professional
education; and
3) For teachers of secondary vocational and two-year technical courses, Bachelor’s degree in the field of
specialization with at least eighteen units in professional education.
All applications shall be filed with an office or offices designated by the Board, preferably the offices of
the Civil Service Commission and the Department of Education and Culture.
These offices shall screen and approve such applications and issue the corresponding permits to take the
examination to qualify applicants.
Section 7. Appointment of examiners. The Board shall appoint a set of examiners for every examination
who are recognized authority in teacher education, and their names shall not be disclosed until after the
release of the results of the examination. They shall each receive as compensation the sum of not less
than P5.00 for each examinee as may be determined by the Board but in no case shall each examiner
receive more than P18,000 per examination. Any examiner who is in the service of the Government
shall receive the compensation herein provided in addition to his salary.
Section 8. Scope of the examination. The examination shall consist of written tests, the scope of which
shall be determined by the Board, taking into consideration the teaching plan of the schools legally
constituted in the Philippines.
Section 9. Ratings in the examination. In order that a candidate may be deemed to have successfully
passed the examinations, he must have obtained a general average of at least 70 per cent in all subjects,
with no rating below 50 per cent in any subject.
Section 10. Report of the results of examination. The examiners shall report the ratings obtained by each
candidate to the Board within 150 days after the last day of the examination, unless extended by the
latter.
Section 11. Issuance of Certificates. Teachers who have passed examinations given by the Civil Service
Commission or jointly by the Civil Service Commission and the Department of Education and Culture
shall be considered as having passed the board examinations for teachers. The Board may consider their
certificates of rating as certificates of eligibility or issue an entirely new certificate upon registration of
the teacher and payment of the corresponding fees.
This provision shall likewise apply to those teachers who have permanent appointment under the Magna
Carta For Public School Teachers and all others who may be qualified for registration as professional
teachers under this Decree.
Section 12. Registration. The Civil Service Commission shall, as an arm of the Board, register holders of
Professional Teacher Certificate which registration shall evidence that the registrant is entitled to all the rights and
privileges of a Professional Teacher until and unless the certificate is suspended or canceled by the Board for just
cause.
Section 13. Reissuance of revoked certificates and replacement of lost certificates. The Board may, for reason of
equity and justice, and upon proper application therefor, issue another copy, original or duplicate, upon payment
of the required fee, of a certificate which has been revoked. A new certificate to replace a lost, destroyed or
mutilated certificate may be issued subject to the rules of the Board.
Section 14. Registration by reciprocity. The Civil Service Commission shall, upon approval of the Board, effect
the registration, without examination, of a teacher validly registered under the laws of any foreign state or
country; Provided, That the requirements for registration in said foreign state or country are substantially the same
as those required and contemplated by this Decree, and the laws of such foreign state or country allow citizens of
the Philippines to practice the profession on the same basis and grant the same privileges as the citizens or
subjects of such foreign state or country; Provided finally, That the applicant shall submit competent and
conclusive documentary evidence, confirmed by the Department of Foreign Affairs, showing that his country’s
existing laws permit citizens of the Philippines to practice teaching profession under the rules and regulations
governing citizens thereof.
Section 15. Prohibition. Three years after the effectivity of this Decree, no person shall engage in teaching and/or
act as a teacher as defined in this Decree, whether in the public or private elementary or secondary school, unless
he is holder of a Professional Teacher Certificate or is considered a Professional Teacher under this Decree.
Section 16. Penal Provision. Any person who shall practice the teaching without a valid Professional Teacher
Certificate, or any person presenting as his or her own the certificate of another, or any person giving any false or
forged evidence in order to obtain a Professional Teacher Certificate or admission to an examination, or any
person assuming himself as a registered professional teacher or any person violating any provision of this Decree
shall be penalized by a fine of not less than One Thousand Pesos nor more than Five Thousand Pesos with
subsidiary imprisonment or to suffer an imprisonment of not less than six months nor more than two years, or
both such fine and imprisonment at the discretion of the Court.
Section 17. Repealing Clause. All Acts, Decrees, Executive Orders, Administrative Orders, rules and regulations
or parts thereof inconsistent with the provisions of this Decree are hereby repealed or modified accordingly.
Section 18. Separability Clause. In case any provision of this Decree or any portion thereof is declared
unconstitutional by a competent court, other provisions shall not be affected thereby.
Section 19. Effectivity. This Decree shall take effect January 1, 1977.
DONE in the City of Manila, this 22nd day of September, in the year of Our Lord, nineteen hundred and seventy-
six.
(Sgd.) FERDINAND E. MARCOS
President of the Philippines

Date: (3 meetings) ____________________________

Topic: ETHICS, RULES, REGULATIONS IN THE PRACTICE

ETHICS – refers to system or code of morality embraced by a particular person or group.
It is a moral principle which determines the rightness or wrongness of particular acts
or activities.

THE TEACHER AND THE PROFESSION

(ARTIVLE IV, SECTIONS 1-5 OF THE CODE OF ETHICS FOR PROFESSIONAL TEACHER – RA 7836)

SECTION 1:
EVERY TEACHER SHALL ACTIVELY HELP INSURE THAT TEACHING IS THE NOBLEST PROFESSION, AND
SHALL MANIFEST GENUINE ENTHUSIASM AND PRIDE IN TEACHING AS A NOBLE CALLING.
SECTION 2:
EVERY TEACHER SHALL UPHOLD THE HIGHEST POSSIBLE STANDARDS OF QUALITY EDUCATION, SHALL
MAKE THE BEST PREPARATION FOR THE CAREER OF TEACHING, AND SHALL BE AT HIS BEST AT ALL
TIMES IN THE PRACTICE OF HIS PROFESSION.
SECTION 3:
EVERY TEACHER SHALL PARTICIPATE IN THE CONTINUING PROFESSIONAL EDUCATION (CPE) PROGRAM
OF THE PROFESSIONAL REGULATION COMMISSION, AND SHALL PURSUE SUCH OTHER STUDIES AS WILL
IMPROVE HIS EFFICIENCY, ENHANCE THE PRESTIGE OF THE PROFESSION, AND STRENGTHEN HIS
COMPETENCE, VIRTUES, AND PRODUCTIVITY IN ORDER TO BE NATIONALLY AND INTERNATIONALLY
COMPETITIVE.
SECTION 4:
EVERY TEACHER SHALL HELP, IF DULY AUTHORIZED, TO SEEK SUPPORT FOR THE SCHOOL, BUT SHALL
NOT MAKE IMPROPER MISREPRESENTATIONS THROUGH PERSONAL ADVERTISEMENTS AND OTHER
QUESTIONABLE MEANS.
SECTION 5:
EVERY TEACHER SHALL USE THE TEACHING PROFESSION IN A MANNER THAT MAKES IT A DIGNIFIED
MEANS FOR EARNING A DECENT LIVING.
THE TEACHER AND THE LEARNERS
(ARTIVLE VIII, SECTIONS 1 – 9 OF THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS)
SECTION 1:
A TEACHER HAS THE RIGHT AND DUTY TO DETERMINE THE ACADEMIC MARKS AND THE PROMOTION
OF LEARNERS IN THE SUBJECTS THEY HANDLE. SUCH DETERMINATION SHALL BE IN ACCORDANCE
WITH GENERALLY ACCEPTED PRODUCERS OF EVALUATION AND MEASUREMENT. IN CASE OF ANY
COMPLAINT, TEACHERS CONCERNED SHALL IMMEDIATELY TAKE APPROPRIATE ACTION, OBSERVING
THE PROCESS.
SECTION 2:
A TEACHER SHALL RECOGNIZE THAT THE INTEREST AND WELFARE OF LEARNERS ARE HIS/HER AND
FOREMOST CONCERN, AND SHALL HANDLE EACHER LEARNER JUSTLY AND IMPARTIALLY.
SECTION 3:
UNDER NO CIRCUMSTANCE SHALL A TEACHER BE PREJUDICED OR DISCRIMINATORY AGAINST ANY
LEARNER.

SECTION 4:
A TEACHER SHALL NOT ACCEPT FAVORS OR GIFTS FROM LEARNERS, THEIR PARENTS OR OTHERS IN
THEIR BEHALF IN EXCHANGE FOR REQUESTED CONCESSIONS, ESPECIALLY IF UNDER SERVED.
SECTION 5:
A TEACHER SHALL NOT ACCEPT, DIRECTLY OR INDIRECTLY, ANY REMUNERATION FROM TUTORIALS
OTHER THAN WHAT IS AUTHORIZED FOR SUCH SERVICE.
SECTION 6:
A TEACHER SHALL BASE THE EVALUATION OF THE LEARNER’S WORK ON MERIT AND QUALITY OF
ACADEMIC PERFORMANCE.
SECTION 7:
IN A SITUATION WHERE MUTUAL ATTRACTION AND SUBSEQUENT LOVE DEVELOP BETWEEN TEACHER
AND LEARNER, THE TEACHER SHALL EXERCISE UTMOST PROFESSIONAL DISCRETION TO AVOID
SCANDAL, GOSSIP, AND PREFERENTIAL TREATMENT OF THE LEARNER.
SECTION 8:
A TEACHER SHALL NOT INFLICT CORPORAL PUNISHMENT ON OFFENDING LEARNERS NOR MAKE
DEDUCTIONS FROM THEIR SCHOLASTIC RATINGS AS A PUNISHMENT FOR ACTS WHICH ARE CLEARLY
NOT MANIFESTATIONS OF POOR SCHOLARSHIP.
SECTION 9:
A TEACHER SHALL INSURE THAT CONDITIONS CONTRIBUTIVE TO THE MAXIMUM DEVELOPMENT OF
LEARNERS ARE ADEQUATE, AND SHALL EXTEND NEEDED ASSISTANCE IN PREVENTING OR SOLVING
LEARNER’S PROBLEMS AND DIFFICULTIES.
Date: (3 meetings) ____________________________

Topic: The Philippine Professional Standards for Teachers (PPST)

 In line with the new professional standards for teachers, the Department of Education (DepEd),
through the Teacher Education Council (TEC), issues this DepEd Order entitled National
Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST)

The DepEd recognizes the importance of professional standards in the continuing professional
development and advancement of teachers based on the principle of lifelong learning. It is
committed to supporting teachers, and taking cognizance of unequivocal evidence that good
teachers are vital to raising student achievement. Quality learning is contingent upon quality
teaching. Hence, enhancing teacher quality becomes of utmost importance for long term and
sustainable nation building.
Teachers play a crucial role in nation building. Through quality teachers, the Philippines can
develop holistic learners who are steeped in values, equipped with 21st century skills, and able
to propel the country to development and progress. This is in consonance with the Department
of Education vision of producing: “Filipinos who passionately love their country and whose
values and competencies enable them to realize their full potential and contribute meaningfully
to building the nation” (DepED Order No. 36, s. 2013).

Evidences show unequivocally that good teachers are vital to raising student achievement, i.e.,
quality learning is contingent upon quality teaching. Hence, enhancing teacher quality becomes
of utmost importance for long-term and sustainable nation building.

The changes brought about by various national and global frameworks such as the K to 12
Reform and the ASEAN integration, globalization, and the changing character of the 21st
century learners necessitate improvement and adaptability of education, and a call for the
rethinking of the current teacher standards

The PPST shall be used as a basis for all learning and development programs for teachers to
ensure that teachers are properly equipped to effectively implement the K to 12 Program. It can
also be used for the selection and promotion of teachers. All performance appraisals for
teachers shall be based on this set of standards.
a. set out clear expectations of teachers along well-defined career stages of professional
development from beginning to distinguished practice;
b. engage teachers to actively embrace a continuing effort in attaining proficiency;
c. apply a uniform measure to assess teacher performance, identify needs, and provide
support for professional development

THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER

TO MORE SPECIFIC DIMENSIONS OF TEACHER PRACTICES.
DOMAIN 1, CONTENT KNOWLEDGE AND PEDAGOGY, IS COMPOSED
OF SEVEN STRANDS:
 1.Content knowledge and its application within and across curriculum areas
2.Research-based knowledge and principles of teaching and learning
3.Positive use of ICT
4.Strategies for promoting literacy and numeracy
5.Strategies for developing critical and creative thinking, as well as other higher-order
thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
DOMAIN 2, LEARNING ENVIRONMENT, CONSISTS OF SIX STRANDS:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
DOMAIN 3, DIVERSITY OF LEARNERS, CONSISTS OF FIVE STRANDS:
1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
DOMAIN 4, CURRICULUM AND PLANNING, INCLUDES FIVE STRANDS:
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
DOMAIN 5, ASSESSMENT AND REPORTING, IS COMPOSED OF FIVE
STRANDS:
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
DOMAIN 6, COMMUNITY LINKAGES AND PROFESSIONAL
ENGAGEMENT, CONSISTS OF FOUR STRANDS:
1. Establishment of learning environments that are responsive to community contexts
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures
DOMAIN 7, PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT,
CONTAINS FIVE STRANDS:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goal

II.Objective:
Discuss the important roles of the teacher in building partnership with the wider
community

Date: (4 meetings) ____________________________

Topic: The Teacher and the Community (Article III, Sections 1-8 of the Code
of Ethics for Professional Teachers)
Section 1:
A teacher is a facilitator of learning and of the development of the youth; he/she shall, therefore, render the best
service by providing an environment conducive to such learning and growth.

Section 2:
Every teacher shall provide leadership and initiative to actively participate in community movements for moral,
social, educational, economic and civic betterment.
Section 3:
Every teacher shall merit reasonable social recognition for which purpose he/she shall behave with honor and
dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and other excesses, much
less illicit relations.

Section 4:
Every teacher shall live for and with the community and shall, therefore, study and understand local customs and
traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community.

Section 5:
Every teacher shall help the school keep the people in the community informed about the school’s work and
accomplishments as well as its needs and problems.

Section 6:
Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the
opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to
actively be involved in matters affecting the welfare of the people.
Section 7:
Every teacher shall maintain harmonious and pleasant personal and official relations with other
professionals, with government officials, and with the people, individually or collectively.
Section 8:
A teacher possesses freedom to attend church and worship as appropriate, but shall not use his/her positions and
influence to proselyte others.

Question:
What practices manifest honorable and dignified behavior?

Date: (4 meetings) ____________________________

Topic: The Teacher and the Teaching Community ( Article V, Sections 1-7 of
the Code of Ethics for
Professional Teachers)
Section 1:
Teachers shall, at all times, be imbued by the spirit of professional loyalty, mutual confidence, and faith in one
another, self-sacrifice for the common good, and full cooperation with colleagues. When the best interest of the
learners, the school, or the profession is at stake in any controversy, teachers shall support one another.

Section 2:
A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of
others which he/she may use.

Section 3:
Before leaving his/her position, a teacher shall organize for whoever assumes the position such records and other
data as are necessary to carry on the work.

Section 4:
A teacher hold inviolate all confidential information concerning associates and the school, and shall not divulge to
anyone documents which has not been officially released, or remove records from files without permission.

Section 5:
It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and
unethical conduct of any associate. However, this may be done only if there is incontrovertible evidence for such
conduct.
Section 6:
A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing,
without violating the right of the individual concerned.

Section 7:
A teacher may apply for a vacant position for which he/she is qualified; provided that he/she respects the system
of selection on the basis of merit and competence; provided, further, that all qualified candidates are given the
opportunity to be considered.

Question:
What is your responsibility regarding confidential information?

Date: (2 meetings) ____________________________

Topic: The Teacher and Parents ( Article IX, Sections 1-3 of the Code
of Ethics for Professional Teachers)

Section1:
Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself/herself to merit
their confidence and respect.

Section 2:
Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learners under
him/her, exercising utmost candor and tact in pointing out the learners’ deficiencies and in seeking parent’s
cooperation for the proper guidance and improvement of learners.

Section 3:
A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair
criticism.

Inserted Topic:
Topic: The Teacher and Business ( Article X, Sections 1-3 of the
Code of Ethics for Professional Teachers)
Section 1:
A teacher has the right to engage, directly or indirectly, in legitimate income generation; provided that it does not
relate to or adversely affect his/her work as a teacher.
Section 2:
A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his/her
debts and loans in arranging satisfactorily his/her private financial affairs.
Section 3:
No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture
which furnish textbooks and other school commodities in the purchase and disposal of which he/she can exercise
official influence, except only when his/her assignment is inherently, related to such purchase and disposal;
provided that they shall be in accordance with the existing regulations; provided, further, that the members of duly
recognized teachers’ cooperatives may participate in the distribution and sale of such commodities.

Questions:
1. Name some legitimate income generating activities you could engage in to augment your
income?
2. How are you going to deal with it?

III.Objectives:
1.Define culture, its nature, characteristics, forms, and components

2.Discuss the concepts of Culture within the school and the community

3.Identify and explain concepts of multiculturalism and multi-cultural education

4.Discuss the culturally-responsive teaching in the transformation of the so

Date: (5 meetings) ____________________________

Topic: The School Culture (Its Meaning, Nature, Characteristics, Forms and Components)
(Concepts of Culture)
School Culture
- Generally refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten rules
that shape and influence every aspect of how a school functions
- Involves creating an environment where students feel safe and free to be involved
- It’s a space where everyone should feel accepted and included in everything.
- Students should be comfortable with sharing how they feel, and teachers should be willing to take
it in to help improve learning.
- A School culture results from both conscious and unconscious perspectives, values, interactions,
and practices, and it is heavily shaped by a school’s particular institutional history.
Forms of Culture:
School cultures can be divided into 2 basic forms:
1. Positive Cultures
2. Negative Cultures
Characteristics of Culture
1. Culture is learned.
-A child born in the Philippines but was brought to the United States after birth may not develop traits
characteristic of Filipinos.
2. Culture is shared by a group of people.
-for a thought or action to be considered cultural, it must be commonly shared by some population or
group of individuals. For example, the idea that marriage involves only one man and one woman is
cultural in our society.
3. Culture is cumulative.
-Knowledge is stored and passed on from one generation to the next, and new knowledge is being added
to what is existing. The jeepneys and tricycles in the Philippines are good examples of the cumulative
quality of culture. Their invention involved the use of materials which were invented in different places of
the world.
4. Cultures change.
-All cultural knowledge does not perpetually accumulate. At the same time that new cultural traits are
added, some old ones are lost because they are no longer useful. For example, most city dwellers today
do not have or need the skills required for survival in the wilderness. What is more important in modern
urban life are such things as the ability to drive a car, use a computer, and understand how to obtain food
in a supermarket or restaurant.
5. Culture is dynamic.
-This stems from cumulative quality. No culture is ever in a permanent state. It is constantly changing
because new ideas and new techniques are added and old ways are constantly modified and discarded.
It also grows by the spread of traits from the individual and from one group to another which is termed as
diffusion. One form of diffusion is the growth of language. Filipino vocabulary has grown because of
borrowed words from other languages like Spanish, Chinese, and English.
6. Culture is ideational.
-Culture is an ideal pattern of behavior which the members are expected to follow. Man assigns meanings
to his environment and experiences by symbolizing them.
7. Culture is diverse.
-The sum total of human culture consists of a great many separate cultures, each of them different.
Culture as a whole, is a system with many mutually interdependent parts. For example, the choice of a
marriage partner involves many different parts of culture as religion, economic class, education, etc.
8. Culture gives us a range of permissible behavior patterns.
 -Every culture allows a range of ways in which men can be men and women can be women. For instance,
culture tells us how we should dress based on our gender, but it allows us to dress in different ways in
different situations in order to communicate varied messages and statuses. The clothing patterns of
women in this society can be rich and complex. Their clothing can be intentionally business-like,
recreational, as well as sexually attractive, ambiguous, neutral, or even repulsive.

>Positive school cultures are conducive to professional satisfaction, morale, and effectiveness, as well as to
student learning, fulfilment, and well-being.

Characterisctics of a Positive School Culture:

*The individual successes of teachers and students are recognized and celebrated.
*Relationships and interactions are characterized by openness, trust, respect, and appreciation.
*Staff relationships are collegial, collaborative, and productive, and all staff members are held to high professional
standards.
*Students and staff members feel emotionally and physical safe, and the school’s policies and facilities promote
student safety.
*School leaders, teachers, and staff members model positive, healthy behaviors for students.
*Mistakes not punished as failures, but they are seen as opportunities to learn and grow for both students and
educators.
*Students are consistently held to high academic expectations, and a majority of students meet or exceed those
expectations.
*Important leadership decisions are made collaboratively with input from staff members, students, and parents.
School culture and teacher leadership are vital in determining school’s excellence.
School is one of the social systems that have adopted the practice and values.

Components of School Culture

1. Philosophy
2. Ideology
3. Beliefs
4. Feelings
5. Assumptions
6. Expectations
7. Behavior and Shared Values that Determine How a School Works

8 Ways to Build an Awesome School Culture

1. Live Your Vision Mission
-Every school community should have a unique mission statement that speaks to the beliefs, values, and aims
of the learning community. A school’s mission should be regularly revisited and reflected upon to ensure the
school and its members are genuinely living the mission. When the vision and mission are authentically
embedded in a school’s practice, and when students, staff, and community members stay true to the shared
mission, a school remains bound together by a common drive and is united in its success.

2. Embrace Social-Emotional Learning for Teachers and Students

-School is no longer solely about the three R’s. The classroom has become a place that serves to support a
student’s holistic growth – mind, body, and heart. When schools embed social-emotional learning (SEL) into their
classrooms and curriculum, students and staff learn to be mindful of emotions, challenges, stresses, and traumas
and are room for academic learning.
3. Foster a Culture of Resilience
-Resilience is often described as a personal quality that predisposes individuals to bounce back in the face of
loss. Resilient leaders, however, do more than bounce back-they bounce forward. With speed and elegance,
resilient leaders take action that responds to new and ever-changing realities, even as they maintain the essential
operations of the organizations they lead. It’s easy for negativity to breed when things get rough. A resilient
leader can spread a can-do attitude that permeates the larger school culture.
4. Communicate Well – and Often
-When a school leader ensures, staff, and parents are not only informed but have an active voice in their school
community, they build a culture of inclusivity, eliminating feelings of distrust, uncertainty, and hostility. When
school leaders communicate effectively, students learn, parents and community members understand and
support what the school is doing, and the process of teaching and learning moves forward.
5. Recognize the Awesome in Your Staff
-A school leader who routinely recognizes that a staff member’s success is a feather in everyone’s cap
promotes the interconnectedness of the work. Celebrating people’s contributions, efforts, and victories also make
people feel appreciated and seen.
6. Recognize the Awesome in Your Students: Positive Behavior Interventions & Supports
-Positive Behavior Interventions & Supports, or PBIS, is a way for schools to encourage good behavior with a
focus on prevention rather than punishment. PBIS practices can make schools less hostile to students, asking not
“What are you doing wrong?” but “What are you doing right?”
7. Make Your School’s Brand + Community Members Visible
-When people walk into your school, they should immediately see and feel the school’s culture. Create the
sense that a family lives and works in the space by making hallway and classroom spaces visibly branded, warm,
and engaging.
8. Remember that Every Positive Word and Action Matters
 -Students look to school leaders and teachers to model empathy, kindness, and maturity. Every hallway smile
and hello that staff and students receive sinks in and builds up their self-efficacy and sense of belonging .

Importance of Having a Positive Classroom Culture:

-Having a classroom that is welcoming and safe is the foundation for better learning
-a positive classroom culture empowers students to be a part of their own learning experience and to take
responsibility

Positive Classroom Culture Strategies:

 Set Rules Together – A positive classroom where children are free to be themselves does not mean that
there aren’t any ground rules in place. Students should feel safe and respected, and a framework around
that will help them do so. Encourage them to think for themselves, ask the children what kind of rules
there should be. This includes setting up rules surrounding communication.
 Turn Problems Into Teachable Moments – Too many times we see problems as a setback of some
sort. Instead, we should be viewing these as teachable moments as something to build upon. Try to take
a positive spin and get students interested in taking the steps to solve it. This not only develops problem-
solving skills but also team working skills that are so vital in the classroom.
 Change the Setup – The way the classroom is arranged will have a massive impact on the way students
work. There is no real rule on how your classroom should be set up, as this will vary depending on the
age group, subject, space available and type of project being worked on. However, students should not
feel segregated and should be able to work with others easily.

Try changing this up halfway through the year for something different. Promote diversity and
multiculturalism within your classroom décor too. *The novelty stimulation and freedom of movement
students enjoy in a flexible seating classroom setting positively impacts behavior.

 Chat With Each Student Individually – find the time to have a casual chat with your students
individually to see how they are doing. If you find they are struggling with something in particular, whether
it be a certain subject or personal strains with other students, then work out together how the problem can
be solved. Also, use this opportunity to get some feedback from the student about being at school. What
do they like most? What do they not like, and how does it make them feel?
 Give Out “Jobs” – Giving students responsibilities in the classroom not only makes them part of the day
– to – day running of the classroom, but it generally helps boost self-esteem knowing they have been
trusted with a specific task. This can be handling out papers, being the door holder, watering the
classroom plants, etc. Change it up every week to give every student the opportunity to try every task.
 Celebrate Personal Achievement and Good Behavior – Complimenting kids helps them to feel that
they are cared for individually.
 Engage Students in Ways that Benefit Them – One way to engage students and develop this type of
skill, is through social - emotional learning (SEL). Throughout the day, encourage them to involve in
activities that develop qualities such as: empathy, reliability, respect, concern, and sense of humor.
 Encourage Innovation in the Classroom – Innovation in the classroom starts with you. Encourage
teachers to try new methods of teaching. You can even set up regular meetings to discuss new
researches on teaching methods or new teaching tech, and how these can be implemented in your
school.
 Keep Tabs on Your School’s Culture, and Make Adjustments When Necessary- Creating a positive
school culture isn’t just a matter of following a checklist. As a school leader, you need to stay informed of
what’s going on in your school, and understand the attitudes and atmosphere that permeate the hallways
and classrooms.

BUILDING A POSITIVE SCHOOL CULTURE WILL TAKE TIME AND EFFORT, BUT IT’S
WORTH IT!

Note:

Students will prepare in advance their researches on the various cultures in the
world. They will have powerpoint presentations on this. (by groups)
Date: (2 meetings) ____________________________

Topic: Multiculturalism

Multiculturalism – is a policy that emphasizes the unique characteristics of different cultures, especially as they
relate to one another in receiving nations
 The term is often used to describe societies (especially nations) which may have many distinct cultural
groups, usually as a result of immigration.
 Multiculturalism is a systematic and comprehensive response to cultural and ethnic diversity, with
educational, linguistic, economic and social components and specific institutional mechanisms.

3 Interrelated, but nevertheless distinctive, referents of multiculturalism and its related adjective multi-
cultural are:
1. The demographic-descriptive usage occurs where the word multicultural refers to the existence of
linguistically, culturally and ethnically diverse segments in the population of a society or state.
-associated with forms of structural differentiation
2. Ideological-normative usage of multiculturalism generates the greatest level of debate since it
constitutes a slogan and basis for political action.
-it is one where the limited implementation of explicit multicultural programs and policies means that there
is a limited range of empirical evidence available on their operation and outcome
-constitutes a specific focus towards the management and organization of governmental responses to
ethnic diversity
3. Programmatic-political usage of multiculturalism refers to the specific policies developed to respond and
manage ethnic diversity

Date: (2 meetings) ___________________________

Topic: Multicultural Education

Multicultural Education
- is an emerging discipline whose aim is to create equal educational opportunities from diverse
racial, ethnic, social class and cultural groups
- is a progressive approach for transforming education that holistically critiques and addresses
current shortcomings, failings and discriminatory practices in education
- a field of study designed to increase educational equity for all students that incorporates, for this
purpose, content, concepts, principles, theories, and paradigms from history, the social and
behavioral sciences, and particularly from ethnic studies and women studies
 It is grounded in the ideals of social justice, educations equity, and a dedication to facilitating educational
experiences in which all students reach their full potentials as learners and as socially aware and active
beings, locally, nationally, and globally.
 It is a shift from curriculum, perhaps as simple as adding new and diverse materials and perspectives to
be more inclusive of traditionally underrepresented groups.
 It is a concern affecting every phase and aspect of teaching enabling teachers to scrutinize their options
and choices to clarify what social information they are conveying overtly and covertly to their students.
 It is also a means of challenging and expanding the goals and values that underlie a curriculum, its
materials, and its activities.
5 Dimensions of Multicultural Education According to Banks:
1. Content Integration
-It deals with the extent to which teachers use examples and content from a variety of cultures and groups
to illustrate key concepts, generalizations, and issues within their subject area or disciplines.
2. Knowledge Construction Process
-It describes how teachers help students to understand, investigate, and determine how the biases,
frames of reference, and perspectives within a discipline influence the ways in which knowledge is
constructed within it. Students also learn how to build knowledge themselves in this dimension.
3. Prejudice Reduction
-It describes lessons and activities used by teachers to help students to develop positive attitudes toward
different racial, ethnic, and cultural groups.
4. Equity Pedagogy
-It exists when teachers modify their teaching in ways that will facilitate the academic achievement of
students from diverse racial, cultural, and social class groups.
-Cooperative learning activities also help all students, including middle-class students, to develop more
positive racial attitudes.
5. Empowering School Culture And Social Structure
-This dimension is created when the culture and organization of the school are transformed in ways that
enable students from diverse racial, ethnic, and gender groups to experience equality and equal status.

To implement multicultural education effectively, teachers and administrators must attend to

each of the five dimensions of multicultural education described above.

Inserted Topic: Subculture

Subculture refers to cultural patterns that set apart some segment of a society’s population. It can be based on
age, ethnicity, residence, sexual preference, occupation, and many other factors.
 Every individual participates in numerous sub-cultural groups. The norms and sometimes the values that
apply in one group may be different to the norms that apply in another. The norms that apply when you
are at home with your family may be very different from those that apply when you are out with your
friends.
 The idea that an individual’s place in society can be looked at on 2 basic levels:
>In terms of a general sense of culture – What it means to people, for example, to be English, French,
American, and so forth.
>In terms of a specific sense of subcultures – That is, the various groups we belong to involve particular
sets of norms that apply only when we participate in these groups.

Functions of Subcultures:
1. Permitting specialized activity
-because subcultures (particularly occupational subcultures) carry the knowledge necessary to perform
specialized tasks, they are essential to the division of labor which is essential in any society which is
becoming larger and more complex.
2. Identity in mass society
-subcultures also provide a source of identity in mass society, thus preventing feelings of isolation and
anomie. People want to distinguish themselves from the crowd in order to feel that “I am somebody.”
Subcultures permit this by enabling people with a common interest, situation, or set of experiences to
stand out from the crowd.
3. Cultural adaptation and change
-another important function of subcultures is to serve as a source of adaptation to society
-This group develops a subculture in response to the new conditions. Eventually, a process of cultural
diffusion occurs within the society, and the values of this subculture spread to the larger society. For
example, the idea of equal role for men and women, which was not at once accepted by everybody.
However, gradually, women became accepted in the work place which before belonged to men only.

Date: (3 meetings) ____________________________

Topic: Culturally-Responsive Teaching

Culturally-Responsive Instruction covers areas related to:
 Inclusive content in the curriculum that reflects the diversity of society. In effect, students from
diverse backgrounds see themselves and their experiences in the curriculum.
 Students’ prior knowledge, including their culture and language.
 The idea that culture is central to student learning because there is strong evidence that cultural
practices thinking process.
Culturally Responsive Teaching encompass elements such as:
 Communication of high expectations
 Active teaching methods that promote student engagement
 Teacher as facilitator
  Positive perspectives on parents and families of culturally and linguistically diverse students
 Cultural sensitivity
 Reshaping the curriculum so that it is culturally responsive to the background of students
 Culturally mediated instruction that is characterized by the use of culturally mediated cognition,
culturally appropriate social situations for learning, and culturally valued knowledge in
curriculum content.
 Small group instruction and academically – related discourse

>Culture is central to learning. It plays a role not only in communicating and receiving, but also in
shaping the thinking process of groups and individuals.

Culturally Responsive Teaching acknowledges cultural diversity in classrooms and accommodates this
diversity in instruction. It does this in 3 important ways:
1. By recognizing and accepting student diversity, it communicates that all students are welcome
and valued as human beings.
2. By building on students’ cultural backgrounds, culturally responsive teaching communicates
positive images about the students’ home cultures.
3. By being responsive to different student learning styles, culturally responsive teaching builds on
students’ strengths and uses these to help students learn.

>Effective teachers accept and value their students as human beings. This is true for all students, but it
is particularly important for cultural and ethnic minorities who may feel some form of alienation from
school. This is amplified when teachers communicate that all students can learn and are expected to
do so.
>If the teacher understands about the students’ cultures she may use them to develop students’ personal pride of
their own cultures. She could develop and create a learning environment that meets the emotional needs of
different cultural groups.
>Teachers who recognize that students come from homes where behavioral and interaction patterns differ from
those expected in school are in a better position to adapt their instruction than those who have a narrower view of
acceptable classroom behavior.

Question:
How can teachers meet the diverse needs of an increasingly multicultural student population?

Activity: Prepare a cultural presentation depicting a particular region to which you belong.

Components of Culture
1. Communication Component
 Language – defines what it means to be human, forms the core of all culture
 Symbols – along with language and non-verbal signals, symbols form the backbone of symbolic
interaction
-a symbol is anything that carries a particular meaning recognized by people who share culture
-Mickey Mouse is a cultural symbol
2. Cognitive Component
 Ideas/Knowledge/Beliefs – are mental representations (concepts, categories, metaphors)
-they are the basic units out of which knowledge is
constructed and a world emerges
-knowledge is a storehouse where we accumulate
representations, information, facts, assumptions, etc.

 Values – are defined as culturally defined standards of desirability, goodness, and

beauty, which serve as broad guidelines for social living
-the values people hold vary to some degree by age, sex, race, ethnicity,religion,
and social class
-values change overtime
 Accounts – are how people use the common language to explain, justify, rationalize,
excuse, or legitimize our behaviour to themselves and others
-motives are another type of account (culturally they are linguistic devices
created after a behaviour happens)
3. Behavioral Component
 Norms – are rules and expectations by which a society guides the behaviour of its
Members
 -are standards that define the obligatory and expected behaviors of people in
various situations
-norms are reinforced through sanctions, which take the form of either rewards
or punishments
Types of Norms:
Mores – are customary behaviour patterns or folkways which have taken a moralistic
Value
-this includes respect for authority, marriage and sex behaviour patterns, religious
rituals, and other basic codes of human behaviour
-the group demands that they be followed without question and people who
violate mores are considered unfit for society and may be ostracized and
punished as a warning to others that such behaviour will not be tolerated
Laws –are formalized norms, enacted by people who are vested with government power
and enforced by political and legal authorities designated by the government
-constitute the most formal and important norms
-nonmembers of society/visitors are required to obey
 Folkways – are behaviour patterns of society which are organized and repetitive
-there is no strong feeling of right or wrong attached to them
-are commonly known as customs, the way the people usually do things
-involves the way we eat, how we dress and other patterns that we follow
 Rituals – are highly scripted ceremonies or strips of interaction that follow a specific
sequence of actions
-occur at predetermined times or triggered by specific cues
-reinforce the solidarity of culture

Examples of Rituals:
-Ceremonies: graduation, baptism, funerals, weddings, birthdays
-Holidays: Thanksgiving, Christmas
-Everyday public rituals: handshake, hi, how are you greetings, kissing, answering the
telephone with hello, walking on the right side of the sidewalk, birthday and cards
-Bonding rituals: exchanging business cards, holding hands, parties, gift giving
-Signal Rituals: choosing the menu in the restaurant when you want to order, eye
contact
4. Material Component – refers to physical objects of culture such as machines,
equipment, tools, books, clothing
-artifacts or materialobjects that society creates,express the
values of a culture
 Tools, Medicines
 Books
 Transportation
 Technologies

How is Culture Transmitted?

1. Enculturation –it is the process of learning culture of one’s own group
Ex. Learning the folkways, mores, social traditions, values and beliefs of one’s own
group
2. Acculturation – It is the process of learning some new traits from another culture
Ex. when students from the rural areas migrate to the urban areas or city and gradually
learn some urban customs, they become acculturated
The interaction of Filipinos with Americans in the Philippines may be considered an
example of acculturation.
3. Assimilation – It is the term used for a process in which an individual entirely loses any
awareness of his/her previous group identity and takes on the culture and
attitudes of another group

Ex. If an Ilocano moves to a point where he/she speaks only Visayan and assumes the
folkways of the local group, we can say that he/she has become assimilated

Cultural Relativism
 Is in essence an approach to the question of the nature and role of values in culture
 Is a key methodological concept which is universally accepted within the discipline
 Posits that all cultures are of equal value and need to be studied in a neutral point of view
 Illustration of Cultural Relativism:
 Practices considered immoral or taboo to a certain group of people but are accepted by other
groups with a different cultural orientation.

IV.Objectives:

1.Define organizational leadership

2.Discuss the purpose and key principles of organizationa leadership
3.Discuss how do teachers contribute to organizational leadership.
4. Discuss the functions of the Principal as an instructional leader and as a school
manager.

Date: (3 meetings) ____________________________

Topic: The Organizational Leadership in a Changing Landscape

Educational Leadership: is a collaborate process that unites the talents and forces of teachers,
students and parents.

Purpose of Educational Leadership: is to improve the quality of education and the education
system itself, ensure academic success through process, material and training improvements. This is
mainly accomplished through collaboration with different individuals, such as educators, parents,
students, public policy makers and the public.

Key Principles of Educational Leadership:

1.Educational leadership creates a vision of academic success for all students. This is important
because there has always been a historical gap between students on different socio-economical levels
and high and low achieving students.
2.Educational leadership strives to maintain a safe and receptive learning environment. That is, a
healthy school environment is key to providing comfortable, orderly and structured classrooms.
3.Educational leadership delegates responsibility to others. This means that teachers, parents and
even students are empowered to take responsibility and accept accountability.
4.Instructional methods and curriculum content must be continually improved.
5.The field of education must borrow and adapt modern management tools, processes, and techniques.

Definition of Organizational Leadership

Organizational leadership is a dual focused management approach that works towards what is best
for individuals and what is best for a group as a whole simultaneously. It is also an attitude and a work
ethic that empowers an individual in any role to lead from the top, middle, or bottom of
an organization.

Strengths
Successful leadership requires capitalizing on strengths and managing around weaknesses.
Strength can be defined as consistent, near perfect performance in an activity. An individual
should perform an activity at around a 95% success rate in order to consider their performance
of that activity a strength. Strength is not necessarily the same as ability:  an ability is a
strength only if you can fathom yourself doing it repeatedly, happily, and successfully. The
building blocks of strengths are:
 Talents – naturally recurring patterns of thought, feeling, or behavior
 Knowledge – facts and lessons learned
 Skills – the steps of an activity

Developing strength in any activity requires certain natural talents. Although it is occasionally
possible to build a strength without acquiring the relevant knowledge or skills, it is never
possible to possess a strength without the requisite talent . The key to building a bona fide
strength is to identify your dominant talents and then refine them with knowledge and skills. 
One need not have strength in every aspect of a role in order to excel in that role. That
excellent performers must be well rounded is a pervasive myth. Excellent performers are rarely
well rounded; on the contrary, they are sharp. One will excel only by maximizing one’s
strengths, never by fixing one’s weaknesses. Excellent performers find ways to manage
around their weaknesses, freeing them to hone their strengths to a sharper point. Excellent
performers do not ignore their weaknesses; they work on them just enough so that they do not
undermine strengths.
Ethics
Organizational leadership requires ethics. Ethics aids leaders in balancing truth and loyalty,
individuals and communities, short-term and long-term, and justice vs. mercy. Ethics is not an
inoculation or a compromise. It is a process and a lens by which leaders approach a problem
situation. Ethics call on us to be impartial, yet engaged. Effective leaders utilize ethics to look
for the “hidden alternative” in ethically questionable situations. It is the compass by which
leaders navigate not only right vs. wrong, but also right vs. right.
Communication
Communication is a tool for individuals to interface with one another, with groups, and with the
rest of the world. It is not a text, email, phone call, or personal visit: these are
methods/mediums of communication.  Effective communication requires an understanding of
the VABEs (Values, Assumptions, Beliefs, Expectations) of those whom with we communicate.
Understanding someone’s worldview and VABEs enables leaders to acknowledge but look
past differences, focus on areas of agreement, and to effectively listen for and hear the
messages of others. Leaders are able to move beyond communication barriers (appearance,
vocabulary, stutter, lisp, accent, etc) and focus on the message of the speaker.
Leadership
It is often the case that people don’t want to be leaders for fear of rejection. Leaders are able
to rise above this natural fear and lead by the example of adding value to an organization.
Managers and leaders are not the same. Leaders possess strategic thinking and not only an
understanding of the vision of an organization, but also the ability to effectively carry out and
communicate that vision. Anyone, anywhere, at any level can be a leader. The cornerstones of
leadership are:

 Truth telling
 Promise keeping
 Fairness
 Respect for the individual

These four cornerstones combined will determine how the individual leader is perceived by
others, and in the case of organizational leadership, perception is reality for all effective
purposes. A manager may have been delegated responsibility over many individuals, but in
failing to exhibit the cornerstones of leadership or not possessing the requisite strength, ethics,
communication, or grasp of worldviews, that manager is not a leader. In fact that manager may
very well manage a leader who does possess leadership traits.
A simple test of leadership is to “look behind yourself, do you see anyone following you?” If
you do not, you are not a leader! 
While there are many theories of leadership, Douglas McGregor, a social psychologist and
Management Professor at MIT, identified two prominent management approaches/theories
which he coined as “Theory X” and “Theory Y”:
 Theory X – “Hell or high water, we’re going to get it done!” Assumes that workers are largely
motivated by the lower order needs of Maslow’s hierarchy (physiological and safety needs)
and that effective management requires strict and often punitive micromanagement.
 Theory Y – “I need your help…how are we going to do this?” Assumes that workers are largely
motivated by higher order needs of Maslow’s hierarchy (belonging, esteem and self-
actualization) and that effective management requires creating the right conditions and
organizational culture which motivates workers to pursue those needs by adding value to the
organization.

Effective leaders identify the appropriate leadership theory for a given situation. In some
instance a leader may use a combination of Theories X and Y. This determination is context
sensitive. Consider the following levels of James G. Clawson's “Level Three Leadership” and
associated tactics:

 One – visible behavior: Orders, commands, threats, intimidation, incentives, bonuses. This
level is purely theory X.
 Two – conscious thought: Arguments, rationale, data, citations, references, evidence,
manipulation. This level can be a combination of theories X and Y.
 Three – VABEs: Visioning, purpose definition, honesty, openness, emotional storytelling,
anecdotes, tender emotions. This level is purely level Y.

Leaders may employ various methods of leadership. Some of the more important methods are:

 Model the way (set the example)

 Share your vision (enlist others)
 Challenge the process (look for ways to grow)
 Enable others to act (empowerment)
 Set goals/build trust (direction)
 Encourage the heart (positive reinforcement)

Key takeaways
Successful organizational leadership includes:

 Working to understand the worldviews of others

 Recognizing and develop your own strengths
 Looking for the “hidden alternative”
 Focusing on the message, not the messenger
 Appealing to the VABEs of others
 Applying the appropriate theories and methods of leadership to a given situation

DATE: (2 meetings) ______________________

The Principal As An Instructional Leader
The Principal as Instructional Leader. The instructional leadership of the principal is a critical
factor in the success of a school's improvement initiatives and the overall effectiveness of the school.
The primary responsibility of the principal is to promote the learning and success of all students.
Four skills have been identified as essential for effective instructional leadership in principals.

1. Effective use of resources

It isn’t sufficient for principals to just know their faculty’s strengths and weaknesses. If specific
resources can benefit the staff, the principal should be ready and prepared to provide them.
They should also clearly recognize that teachers thrive on being appreciated and
acknowledged for good performance.

2. Communication skills
Of course, instructional principals should be excellent communicators. Interpersonal or people
skills are crucial to the success of a principal. They must be able to communicate their beliefs
pertaining to education, including the conviction that every student is capable of learning.
These skills inspire trust, spark motivation and empower teachers and students.

3. Serving as an instructional resource

Teachers rely on principals and other administration officials to be sources of information
related to effective instructional practices and current trends in education. Instructional leaders
should be tuned in to all of the pertinent issues and current events related to curriculum,
effective assessment, and pedagogical strategies.

4. Being visible and accessible

Lastly, good principals should be a positive, vibrant and visible presence in the school.
Modeling behaviors of learning, focusing on learning objectives, and leading by example are
crucial to the success of an instructional principal.

In addition to these four qualities, a successful instructional principal should also have
excellent planning and observation skills as well as proficiency in research and evaluation of
both staff and student performance.

Date: (2 meetings) _______________________

The Principal As A School Manager
The Principal as School Manager offers advice on expectations and survival techniques to ensure the principal's
longevity in the district. Like the previous editions, this book is an essential guide to practice and procedure. Its
chapter on school legal issues will be especially useful for principals dealing with improper Internet usage, drug
testing, and off-campus searches. Other chapters will explain the role of the assistant principal, the importance of
maintaining safe schools in a climate of violence, and the relationship between the principal and the
superintendent. 

Developing School Budgets

It is the principal's responsibility to prepare the school budget, a record of projected revenue and expenditure.. Every school
has a unique way of making and administering its budget. The budget is vital, because it helps to ensure that the school
achieves its goals, establishes a control system and motivates employees to work harder. The budget should also define time
periods within objectives should be met.

Fundraising
Fundraising is a method that communities use to support the growth of their schools, and the principal is often
responsible for his school’s fundraising activities. It is also his duty is to ensure that the school uses the funds for
the right purpose. Before conducting a fundraising effort, a principal has to discuss the purpose with staff and
students’ parents. When a school decides to conduct a fundraising, the principal should consider the guidelines of
public education, if applicable, and comply with them.

Final Output: Characterization (Student Teacher/Administrator)

Final Requirement: Compilation of activities, graded outputs, pictures,

learnings/insights