Republic of the Philippines

COTABATO STATE UNIVERSITY

Sinsuat Avenue, Cotabato City
College of Teacher Education

CHAPTER 2-
The Demands of Society from the “Teacher as a Professional” and
“Teacher as a Person”

LESSON 1- Chapter 2
The Demands of Society from the Teacher as a Professional

INTRODUCTION
Teachers spend at least 6 hours a day, 5 days a week in 10 months of the school year with
students. Practically, considering the 8-hour sleeping time at home, teachers spend more time
with the students than parents. That's why parents expect so much of teachers.
Teachers have tremendous power to influence students. Society as a whole expect much
from teachers and schools. Often when the young do not behave as expected, the question raised
by parents "Is that what you are taught in school?"
Schools are expected to work with and for communities and so are teachers. The Code of
Ethics for Professional Teachers cites the state, the community, the teaching community, school
officials, non-teaching personnel and learners as groups of people with and for whom a teacher
works. So a teacher works with different groups and so plays different roles- tutor, nurse,
guidance counselor, community leader, resource speaker, consultant rolled into one. Indeed,
much is demanded of teachers.
From his/her very title "teacher," to teach well is what society primarily demands of
teachers. The learning of the learner is the teacher's main concern. Research says that the teacher
is the single most important factor in the learner's learning. The effective teacher makes the good
and the not so good learner learn. On the other hand, the ineffective teacher adversely affects the
learning of both good and the not so good student.

The Teacher as a Professional

Teaching fulfills the elements of a profession and so a teacher is truly a professional. A
professional is one who went through long years of preparation to earn a teacher education
degree recognized by the Commission on Higher Education, after which he/she hurdled a.
Licensure Examination for Teachers (LET) administered by the Board for Professional Teachers
with the supervision of the Professional Regulation Commission.
By passing the LET, he/she obtains a license which he/she is obliged to renew every three
years on condition that he/she can show proof of Continuing Professional Development. As a
professional teacher he/she is expected to abide by the Code of Ethics for Professional Teachers.
Violation of the Code of Ethics can be a ground for the revocation of license. These ensure that
as a professional teacher, he/she practices his/her profession with technical and ethical and moral
competence.
This is exactly how the Code of Ethics of Professional Teachers define the professional
teacher. The teacher is a "licensed professional who possesses dignity and reputation with high
moral values as well as technical and professional competence ...he/ she adheres to, observes and
practices a set of ethical and moral principles, standards and values."

The Demands from the Teacher as a Professional

The Code of Ethics for Professional Teachers spells out the demands of the state,
community, higher authorities and school officials and parents from teachers. You will discuss
them in detail in the Chapter solely devoted to the Code of Ethics. In this lesson, we shall focus
on society's demand of good teaching from the professional teacher. In the first place, the word
"teacher' suggests that the main responsibility of the professional teacher is to teach. The
teacher's primary customer is the learner. So let us concentrate on effective teaching, the
professional teacher's primary responsibility.
There are a number of models/frameworks of effective teaching. In the country, we have the
Philippine Professional Standards for Teachers (PPST). These PPST are standards of good
teaching, which will also be discussed in the succeeding lessons. Ir addition, we shall present
four (4) evaluation models of effective teaching here.

Models of Effective Teaching

Let us take a look at models of effective teaching which also serve as bases for evaluation of
teaching.
A. Robert Marzano's Causal Teacher Evaluation Model of four domains:
1. Classroom strategies and behaviors
-involve routine events such as communicating learning goals and feedback and
establishing rules and procedures.
-involve addressing content by helping students interact with new knowledge, practice
and deepen new knowledge.
-helping students generate and test hypotheses.
-involve events enacted on the spot such as engaging students, recognizing adherence to
rules and procedures, establishing and maintaining effective relationships with students
and communicating high expectations for all students.
2. Planning and Preparing
- planning and preparing
-for lessons for use of technology
-for needs of students receiving Special education
-for needs of students who lack support for schooling
3. Reflection on Teaching
-evaluating personal performance such as identifying areas of pedagogical strengths and
weaknesses
-developing, implementing and monitoring a professional growth plan
4. Collegiality and Professionalism
- promoting positive interactions with colleagues, students and parents
-seeking mentor ship for areas of need/interest
-mentoring other teachers and sharing ideas and strategies
 -adhering to school rules and procedures participating in school initiatives

B. Charlotte Danielson Framework for Teaching

1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
-reflecting on teaching
-maintaining accurate records
-communicating with families
-participating in the professional community
-growing professionally showing professionalism

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

Seven performance standards:
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. The Learning Environment
6. Professionalism maintains a commitment to professional ethics, communicates
effectively and takes responsibility for and participates in professional growth that
results in enhanced learning
7. Student Progress the work of the teacher results in acceptable, measurable and
appropriate student academic progress.

Teacher Evaluation Standards The McREL model (Mid- Continent Research for
Education and Learning
1. Teachers demonstrate leadership.
- lead in their classrooms
-demonstrate leadership in the school
-lead the teaching profession
-advocate for schools and students
-demonstrate high ethical standards
2. Teachers establish a respectful environment for a diverse population of students.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.
5. Teachers reflect on their practices.

For the 7 domains, 37 strands and 148 performance indicators of the PPST, refer to Appendix L.
Professionalism: The Hallmark of a Professional
 No doubt, society expects the teacher as a professional to demonstrate professionalism in all
that he/she does. Professionalism is both a professional and a personal trait.
Professionalism will be discussed again the next lesson on The Demands of Society from
The Teacher as a Person.
The Code of Ethics for Public School Teachers adopted in Section 7 of RA 4670 explains
professional conduct:
It behooves every teacher to assume and maintain professional attitude to his work and
in dealing with his associates in the profession. It should be his self-imposed duty to
constantly improve himself professionally.
Criticism, when necessary, should clearly reflect friendly motivation and a sincere
desire to uphold the standard and dignity of the profession.
In dealing with his pupils or students, the teacher should ever strive to be professionally
correct, friendly, and sympathetic.

LESSON 2 - Chapter 2
The Demands of Society from the Teacher as a Person

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

The qualities of your favorite teachers may not be very far from one another. Let's compare
them with the twelve (12) characteristics of an effective teacher gathered from a fifteen-year
longitudinal, qualitative study on more than one thousand essays of teacher education students.
(Walker, Robert, J. Twelve Characteristics of an Effective Teacher: A Longitudinal,
Qualitative, Quasi-Research Study of In-Service and Pre-Service Teachers":
1. Prepared come to class each day ready to teach.
2. Positive have optimistic attitudes about teaching and about students.
3. Hold high expectations set no limits on students and believe everyone can be
successful.
4. Creative are resourceful and inventive in how they teach their classes.
5. Fair-handle students and grading fairly.
6. Display a personal touch approachable.
7. Cultivate a sense of belonging have a way to make students feel welcome and
comfortable in their classrooms.
8. Compassionate are concerned 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.
These twelve traits of good teachers are the same traits given by the students of these writers
every time they asked various classes to list down traits of effective teachers. The most common
word given 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.
Because he/she cares, goes to class prepared. He/she believe in his/her students and so sets
high expectations. He/she cares the students learn and so makes learning fun by injecting humor.
His/her genuine care for learners is grounded on his/her great respect for every learner.

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

INTEGRITY: Since the teacher's work is not confined merely to the

development of certain fundamental skills and abilities encompassed
by the teaching of the 3R's but also includes the development of
desirable habits and attitudes that go into the formation of character,
his manner of living should provide a worthy example for his pupils
and students to emulate for his fellow teachers to be proud of, and
for the community to fee! as being enriched by it.

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