Module in The Teaching Profession (ED2)

Module 7

Continuing Professional Development: The Lifeblood

of the Teaching Profession

Introduction:

This module focuses on Continuing Professional Development or CPD for

teachers. The discussion in this module includes the historical and philosophical
bases of CPD, the ways on how to obtain CPD credits and the characteristics of
effective CPD. The topics in this module will motivate learners to inculcate the
genuine desire of obtaining CPD credits and in making their own CPD plan.

Lesson Outcomes:

After studying this module, the learners must have:

1. explained why CPD is necessary for professional teachers..

2. discussed the pertinent provisions of CPD Act of 2016 and other related
legal documents
3. Demonstrate genuine desire for Continuing Professional Development
Teaching Deliver
Home-based learning
Self-paced learning
Synchronous/ Asynchronous
Discussion

Activate:
A. Have you heard of CPD? What is it for?
What do you think it will do for you?

B. Why do you think professional teachers need to

continue developing after obtaining their license?
https://www.google.com/search?q=picture+qiestioning+how%3F&tbm=isch& ved=2ahUKEwj6n6et857rAhUYEKYKHT4rCooQ2-
cCegQIABAA&oq=picture+qiestioning+how%3F&gs_lcp=CgNpb
Acquire:

When teachers obtained their professional license after passing the Licensure
Examination for Teachers (LET), this means they have finished a degree, they have
completed all the practical requirements and that they are qualified to teach. This
means further that they possess the minimum competencies expected of professional
teachers. However, the enactment of RA 10912, the CPD Law of 2016 demands that
CPD for all the professions regulated by PRC is mandatory.

But, what is Continuing Professional

Development or CPD?

CPD stands for Continuing Professional Development

(CPD) and is the term used to describe the learning activities
professionals engage in to develop and enhance their
abilities. It enables learning to become conscious and
proactive, rather than passive and reactive.

CPD combines different methodologies to learning,

such as training workshops, conferences and events, e-learning programs, best practice
techniques and ideas sharing, all focused for an individual to improve and have effective
professional development.

Section 3, Article I of Republic Act (R.A) No. 10912 or the CPD Act of 2016
defines Continuing Professional Development or CPD as the inculcation of advanced
knowledge, skills and ethical values in a post-licensure specialization or in an inter-or
multidisciplinary field of study, for assimilation into professional practice, self-directed
research and/or lifelong learning;

Moreover, Section 3 of Article IV, The Teacher and the Profession, of the Code
of Ethics for Professional Teachers states that:

Every teacher shall participate in the continuing professional education (CPE) program
of the PRC 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.

At its core, it is a personal responsibility of professionals to keep their knowledge

and skills current so that they can deliver the high quality of service that safeguards the
public and meets the expectations and the requirements of their profession. Thus,
teachers need to have CPD
The Importance of Continuing Professional Development

https://wcaty.org/why-is-continuing-professional-development-important-for-teachers/

Continuing Professional Development is a vital element of the career path of teachers

and other professionals. It refers to the process of tracking and documenting the skills,
knowledge and experience that you gain both formally and informally as you work,
beyond any initial training. It’s a record of what you experience, learn and then apply.
The term is generally used to mean a physical folder or portfolio documenting your
development as a professional.

Continuing professional development is important because it ensures you continue to

be competent in your profession. It is an ongoing process and continues throughout a
professional’s career. The ultimate outcome of well-planned continuing professional
development is that it safeguards the public, the employer, the professional and the
professional’s career.

CPD ensures your capabilities keep pace with the current standards of others in the
same field. It likewise ensures that you maintain and enhance the knowledge and skills
you need to deliver a professional service to your customers, clients and the
community.

CPD also ensures that you and your knowledge stay relevant and up to date. You are
more aware of the changing trends and directions in your profession. The pace of
change is probably faster than it’s ever been – and this is a feature of the new normal
that we live and work in. If you stand still you will get left behind, as the currency of your
knowledge and skills becomes outdated.

CPD helps you continue to make a meaningful contribution to your profession. You
become more effective in the workplace. This assists you to advance in your career and
move into new positions where you can lead, manage, influence, coach and mentor
others.
Lastly, depending on the profession – CPD contributes to improved protection and
quality of life, the environment, sustainability, property and the economy. This
particularly applies to high risk areas, or specialized practice areas which often prove
impractical to monitor on a case by case basis. https://continuingprofessionaldevelopment.org/why-is-cpd-
important/

The Historical and Legal Bases of Continuing Professional Education

Before the implementation of CPD Act of 2016, professional development was

already declared in the 1967 and 1987 Philippine Constitution. No less than the
fundamental law of the land, Section 5, paragraph 4 states: “The state shall enhance
the right of teachers to professional advancement.”

The book of Bilbao et al. 2018 enumerated some other laws that reiterate the
implementation of CPD. The said laws are the following.

1. Batas Pambasa 232, the Education Act 1982, Chapter 3. Duties and Obligations,
Section 16, (4) states the teachers’ obligation to assume the responsibility to
maintain and sustain his professional growth advancement.
2. RA 9155, An Act Instituting a Framework of Governance for Basic Education,
Establishing Authority and Accountability, renaming the Department of
Education, Culture and Sports as the Department of Education, and for other
purposes, was enacted on August 11, 2001. In the enumeration of duties and
functions of the Secretary of Education, Section 7A to wit.

In addition to his/her powers under existing laws, the Secretary of

Education shall have authority, accountability and responsibility and
responsibility among other things for…(6) Enhancing the employment
status, professional competence, welfare and working conditions of all
personnel of the Department;… Section 7, E states to wit, “ ….Consistent
with the national educational policies, plans and standards , the school
heads shall have authority, accountability and responsibility for
….encouraging staff development.”

3. RA 7836, The Teachers’ Professionalization Act, also provided for mandatory

Continuing Professional Education (CPE), now referred to as Continuing professional
development to wit:
 To encourage continuing professional growth and development and
to provide additional basis for merit promotion, in addition to their
performance rating, teachers may take oral and written communication at
least once in five (5) years as basis for merit promotion. In taking this
examination, no fee shall be required (Sec. 19) Periodic Merit Examination
for Teachers).

Unfortunately, due to lack of funding the merit examination has not been
implemented up to writing time.

The same RA 7836 states:

Unjustified or willful failure to attend seminars/workshops, conferences

and the like or the continuing education program prescribed by the Board and
the Commission (Sec. 23, h. Revocation of the Certificate of Registration,
Suspension from the Practice of the Teaching Profession, and Cancellation of
Temporary or Special Permit).

4. The Board for Professional Teachers (BPT) also passed resolution No. 435, s. 177 to
adopt the Code of Ethics for Professional Teachers pursuant to the provisions of
paragraph € Article 11 of RA 7836, otherwise known as the Philippine Teachers’
Professionalization Act of 1994. The Code of Ethics states:
Every teacher shall participate in the Continuing Professional Education
(CPE) program of the PRC, and shall pursue such other studies as will improve
his efficiency, enhance the prestige of his profession, and strengthen his
competence, virtues, and productivity in order to be nationally and internationally
competitive. (Sec. 3, Article IV)

5. Executive Order # 266, Institutionalization of the Continuing Professional Education

(CPE) Programs of the various Professional Regulatory Boards (PRBs) Under the
Supervision of the Professional Regulation Commission (PRC). This was signed and
issued by the Office of then Pres. Fidel V. Ramos on July 25, 1995, to wit:

The completion by professional licensees of the Continuing Professional

Education (CPE) programs adopted by all Boards is hereby imposed as
mandatory requirement for the renewal of professional licenses (Sec. 1)

6. RA 10912, Continuing Professional Development act of 2016-With the enactment of

this law, CPD for all the forty-three (43) profession regulated by PRC including the
teaching profession has become mandatory.
Salient Features of Republic Act No. 10912 is all about?

Republic Act No. 10912, otherwise known as the “Continuing Professional

Development (CPD) Act of 2016”, is an act which requires CPD as the mandatory
requirement for the renewal of Professional Identification Card.

The CPD Act lapsed into Law on July 21, 2016 and it took effect on August 16,
2016. 3. After such, R.A. No. 10912 took effect last March 15, 2017, upon the effectivity
of Resolution No. 1032 or The Implementing Rules and Regulations (IRR) of R.A. No.
10912.

Pursuant to Resolution No. 11, s. 2017, of the Professional Regulatory Board of

Professional Teachers, the following is the transitory period for the compliance to CUs
for professional teachers:

YEAR OF RENEWAL REQUIRED NUMBER OF CREDIT UNITS

December 2017 15

January – December 2018 30

January 2019 – onwards 45

WAYS OF LEARNING THAT CAN EARN CONTINUING PROFESSIONAL

DEVELOPMENT (CPD) CREDIT UNITS

Professional Regulation Commission Resolution No. 1240 Series of 2020 states:

WHEREAS, the Professional Regulation Commission (Commission) is mandated

under Republic Act No. 8981 or the "PRC Modernization Act" to perform any and all acts,
enter into contracts, make such rules and regulations and issue such orders and other
administrative issuances as may be necessary in the execution and implementation of its
functions and the improvement of its services;

WHEREAS, CPD Providers cancelled the scheduled offerings of their programs,

including conventions, conferences and other forms of mass gatherings, which are
significant means of CPD compliance by professionals and which may not be available
during the COVID-19 crisis

WHEREAS, the Continuing Professional Development-Program Management

Committee (CPD-PMC) recommends to the Commission the reiteration of favorable ways
of learning that can earn CPD credit units particularly during the State of Public Health
Emergency, and the extension for the acceptance of the Undertaking until December 31,
2021; and

WHEREAS, the Continuing Professional Development (CPD) Councils concur and

have expressed their full support to the foregoing initiative.

NOW THEREFORE, in view of the foregoing, the Commission hereby

RESOLVES, as it hereby RESOLVED, to ADOPT the recommendations of the CPD-PMC
and the CPD Councils, as follows:

1. During the COVID-19 crisis, as professionals are constrained from attending

learning activities that entail mass gatherings, to earn credit units due to the imposition of
social distancing, they may, however, earn CPD credit units through:

a) Informal Learning under Commission Resolution No. 1208 (s.2019)

entitled "Guidelines on the Accreditation of Informal Learning and Professional
Work Experience" which governs the process and procedure for earning CPD
credit units.
Informal Learning refers to learning that occurs in daily life and which can
contribute to a qualification. Examples are: 1) Reading of books, magazine
journals, and the like that will develop leadership, management, and other skills;
2) Learning how to use cross platform Voice Over Internet Protocol (VOIP) and
instant messaging using cloud-based video conferencing tool to meet with co-
workers; and 3) Learning how to prepare gluten free meals and baked products.

b) Professional Work Experience under Commission Resolution No.

1208 (s.2019) entitled "Guidelines on the Accreditation of Informal Learning and
Professional Work Experience" which governs the process and procedure for
earning CPD credit units

Professional Work Experience refers to any participation that a professional

gains while working in a specific field and work place. Examples are: 1)
Reading of books, magazine, journals, and the like on how to improve
knowledge and skills in the field of professional practice; 2) Learning how
to design modules for online teaching; 5) Learning ways of collecting and
disseminating information to faculty and students who are studying by
distance education; and 6) Providing professional consultancy services to
clients.

c) Self-Directed Learning under Commission Resolution No. 1197

(s.2019) entitled "Guidelines on Self-Directed Learning Creditable
 Activities" which governs the process and procedure for earning CPD credit
units.

Self-Directed Learning Activities are the learning activities such as

online training, local/international seminar/non-degree courses, institution /
company-sponsored training programs, and the like, which did not undergo
CPD accreditation but may be awarded CPD units by the respective CPD
Council. These activities are driven by one's need and motivation to learn
either through a professional activity or volunteer engagement.

i. Professional Activity refers to activity which promotes and

facilitates enhancement of knowledge, skills and values as a
professional.
ii. Volunteer Engagement refers to actividone under the ambit of
social responsibility, which may or may not directly involve the
practice of profession, but may help in the development of the
professional in the social milieu

Professionals shall apply the said activities for accreditation in order

to earn CPD credit units. Their applications shall be subjected to evaluation
by the concerned CPD Council within fifteen (15) working days from receipt
thereof.
The Council may request for additional supporting documents from
the applicant if deemed warranted.
d) Online Learning Activities refer to structured or unstructured
learning initiatives, which make use of the internet and other web-based
Information and Communication Technology solutions. (Section 3(p), Article
I of the CPD Act of 2016).

2. CPD providers are encouraged to convert their training programs which entail
mass gatherings to online trainings to comply with the social distancing requirement
during this COVID-19 crisis, in accordance with Commission Resolution No. 1207 (s.
2019) on the guidelines for the accreditation of online training programs.

3. The acceptance of the Undertaking is extended to December 31, 2021 to enable

professionals who face difficulties or cannot meet the required CPD credit units to apply
for the renewal of their PICs. https://www.prc.gov.ph/sites/default/files/2020-
1240ReteratingWays.pdf

In addition, Bilbao et al. (2018) enumerated three (3) more important ways of
earning continuing professional development credit units which are practically
considered COVID 19 was not yet in, These include:
e. Professional Track- This can be earned by attending trainings as participant provided
by CPD providers accredited by PRC. More credits can be earned by serving as
resource speaker, trainer or demonstrator, panelist/reactor and facilitator or moderator.
Academic track- This can be obtained upon completion of master’s
degree, completion of doctorate degree program, completion of post-doctoral
diploma, and being recipient of professorial chair grant, and or fellowship grant.
Productive Scholarship-CPD credit unit is granted to professional
who has developed programs /training modules, curriculum guides or any other
resource materials. A professional teacher can likewise earn units if he has
written articles in a professional magazine or technical/research paper and
even better especially if that technical paper is published in a refereed/peer-
reviewed professional journal (PRC Resolution No. 1240 s. 2020.)

Learning from the CPD practices of High Performing Countries

Let us continue our discussion sot that we can learn further from the CPD
practices of high performing countries like Singapore and Japan.
CPD in Singapore
Singapore is considered of be one of the world’s top performing countries in education.
Its schools are ranked high on the list of the world’s best-performing school systems
and one of the factors that can be attributed to this thought is the offering of the wide
variety of Professional Development opportunities for teachers of all grade levels and
content areas, from early childhood to higher education (Dimmock & Tan, 2013; Hairon
and Dimmock, 2011 in Wong et al., 2015 ).
Professional Development in Singapore is characterized as subject matter specific and
connected to classroom practice. It is intensive and ongoing. It also provides teachers
with opportunities for active learning and it promotes collective participation among
teachers both across and within schools. It is coherent with teachers’ needs and
interests and aligned with school and national priorities
Since PD has been considered a cornerstone to the improvement of teachers’
capacity to teach to a higher standard, the MOE launched such “Teach Less Learn
More” or the current professional development model called: “Teacher Growth Model”.
These two emphasize the key role that teacher Professional Development plays in the
improvement of education. In here teachers can undertake up to 100 hours of voluntary
PD activities per year.
PD in Singapore aims at providing teachers with learning opportunities targeted to meet
their needs and responsive to their personnel motivations and goals. To achieve such
aims, the Teacher Growth Model (MOE), 2012) conceptualized PD as a continuum that
begins with initial preparation and induction, continual development and growth and
milestone program for lifelong careers.
One of the most widespread practices within Professional Learning
Competencies in Singapore is action research which aims to foster collaborative inquiry
and data driven pedagogical reflection among teachers. Singapore teachers generally
adopt standard models consisting of four cyclical and recursive phases:
Study phase- Teachers analyze the curriculum to be taught and formulate long-
term teaching and learning goals;
Planning Phase-Teachers select lessons for research, predict student thinking
and difficulties, and plan the implementation of specific lessons for data collection;
Analysis Phase- Teachers observe and discuss the classroom evidence
collected (e.g., videos, student written work);
Reflection phase-Teachers discuss student learning and identify new areas for
further inquiry.

Because of Singaporean teachers’ welcoming attitude to PD, findings from 2013

Teaching and Learning International Survey showed that participation rates in different
types of PD activities are much higher in Singapore than in other countries hence,
Singapore has achieved its world-beating levels of performance in the field of
education(Wong, 2015).

CPD in Japan

Kounaikenshuu is the word used to describe the continuous process of school-

based professional development that Japanese teachers engage in once they begin
their teaching careers. Participation in school-based professional development is
considered an essential part of the teacher’s job in Japan. Kounaikenshuu consists of a
diverse set of activities that together constitute a comprehensive process of school
improvement. Jugyou kenkyuu or “lesson study” is one of the most common
components of kounaikenshuu.

Japan’s Lesson Study Approach to Professional Development

In Japan kenkyuu jugyou (research lessons) are a key part of the learning culture.
Every teacher periodically prepares a best possible lesson that demonstrates strategies
to achieve a specific goal (e.g. students becoming active problem-solvers or students
learning more from each other) in collaboration with other colleagues. A group of teachers
observe while the lesson is taught and usually record the lesson in a number of ways,
including videotapes, audiotapes, and narrative and/or checklist observations that focus
on areas of interest to the instructing teacher (e.g., how many student volunteered their
own ideas). Afterwards, the group of teachers, and sometimes outside educators, discuss
the lesson’s strengths and weakness, ask questions, and make suggestions to improve
the lesson. In some cases the revised lesson is given by another teacher only a few days
later and observed and discussed again. Teachers themselves decide the theme and
frequency of research lessons. Large study groups often break up into subgroups of 4-6
teachers. The subgroups plan their own lessons but work toward the same goal and
teachers from all subgroups share and comment on lessons and try to attend the lesson
and follow-up discussion. For a typical lesson study, the 10-15 hours of group meetings
are spread over three to four weeks. While schools let out between 2:40 and 3:45 p.m.,
teachers’ work days don’t end until 5 p.m., which provides additional time for collegial
work and planning. Most lesson study meetings occur during the hours after school lets
out. The research lessons allow teachers to refine individual lessons, consult with other
teachers and get colleagues’ observations about their classroom practice, reflect on their
own practice, learn new content and approaches, and build a culture that emphasizes
continuous improvement and collaboration.

Some teachers also give public research lessons, which expedites the spread of
best practices across schools, allows principals, district personnel, and policymakers to
see how teachers are grappling with new subject matter and goals, and gives recognition
to excellent teachers. https://montrose42.wordpress.com/2012/11/01/japans-approach-to-teachers-
professional-development/

Characteristics of Effective CPD

Bilbao et al. (2015) in his book, The Teaching Profession, discussed the different
characteristics of effective CPD and below are here concepts…
Based on the professional development practices and experience s of high
performing countries, we can say that CPD that works is 1) continuous; 2) collaborative;
3) focused on a specific teacher need; 40 job-embedded; 50 given enough time and 60
funded. The one –shot workshops that teachers bemoan don’t work.
CPD must be continuous thus the word Continuing Professional Development. A
professional does not stop developing or else he/she ruts. Stagnant water becomes
putrid.
CPD must also be collaborative, thus the need to be part of PLC .a professional
learning community.
CPD must be focused on specific teacher need. It responds to a need and so is
highly relevant to the teacher. A CPD that is prescribed by higher officials does not
necessarily respond to teachers’ need.
If CPD is job embedded, it becomes even more relevant. The teacher has not to
be removed from the workplace for CPD so there is no work disruption. What the
teacher is trained on is exactly what he/she does.
Quality CPD demands adequate time. What is 10 to 20 hours removed from
contact time with learners? Quality time spent for CPD ultimately redounds to improved
teaching for the benefit of learners.
Apply

https://innolectinc.com/home/our-services/growing-leaders/coaching/leadership-
development-with-bar-graph-showing-growth/

A. Answer the following questions comprehensively.

Write your answer in a one whole sheet long-sized bond paper.

1. Relative to our lesson in CPD, what can you say about the picture above? What does
it imply?

2. As future teacher, what does this picture suggest to you?

3. Explain why CDP is important for teachers?

4. How can a teacher obtain CPD credits?

B. Do the following tasks by following the given format below.

1. Make your Personal Development Plan which is doable in two years. (2021-2023)

2. Make a CPD plan which is doable in 2023 to 2025

 CPD Plan/ Personal Development Plan

Name: Course:
Covering the To:
Period From

Planned Outcomes:

Where do I want to be by the end of this period?

This matrix is just for your reference, you may make your using any other format.

What do I want/ What will I do to What resources What will my success Target date
need to learn and achieve or support do I criteria be? How will I for review
why? this/these? need? implement my plan? and
What will be the completion.
possible impact to
my profession?

https://studylib.net/doc/15214630/cpd-plan-personal-development-plan-name--membership-numbe...

Assess

Reflection:

After internalizing the lesson on CPD, I realized that, as future

professional teacher I…….
References

Bautista, A., Wong, J. & Gopinathan S. (2015). “Teacher Professional Development in Singapore:
Depicting the Landscape.” Psychology, Society & Education. Nov. 2015. https://www
.researchgate.net/publication/301225638_Teacher_Professional_Development_in_Singapore_
Depicting_the_LandscapeRetrieved 8/17/2020

Bilbao, A., Corpuz, B., Llagas, A., Salandanan, G. (2018) The Teaching Profession. Lorimar
Publishing Inc. Quezon City.

cpd-191125093733%20(1)%20CPD%20Legal%20bases.pdf. date retrieved 8/13/2020

How to write your philosophy of education statement | Career ...www.colorado.edu › career ›

2018/02/28 › how-write-your...date retrieve

https://career-advice.jobs.ac.uk/career-development/what-is-continuing-professional-
development-cpd/

Exercises to determine educational philosophy https://www.academia.edu

/34986583/An_ Exercise_to_ Determine_Your_Educational retrived 8/16/2020

https://continuingprofessionaldevelopment.org/why-is-cpd-important/ret. 8/17/2020

Japan’s Approach to Teachers Professional Development. Importance of CPD, Japan’s

Approach to Teachers’ Continuous Professional Development. International, Research.
November 1,2012 montrose42 https://montrose42.wordpress.com/2012/11/01/japans-
approach-to-teachers-professional-development/ Retrieved 8-15-2020.

PRC Resolution No. 1240 s. 2020 https://www.prc.gov.ph/sites/default/files/2020-

1240ReteratingWays.pdf