Rubert Walker (2000) in his research on "twelve 2. The teacher as a counselor.

The tracher establishes

Characteristics of an Effective Teacher highlighted the effective relationship with the individual student, collects
characteristics identified by him in-service and pre- pertinent information about each student, guides student
service teacher respondents in understanding himself, gives advice, and assists
1.Always prepared. The tracher comes to class students in finding solutions to their own problems.
prepared. As a result, no time is wasted 3. The teacher as a decision-maker. The teacher
2. Exudes positivity. The teacher shows optimism on decides on the objectives that should be established, the
teaching and the students. type of instructional program that could best achieve the
objectiνες, the body of information that should be
3. Holds high expectations. The teacher believes in the conveyed, the most effective methods.
students' capacity in succeed and communicates sach
belief by continuously giving them challenging tasks. 4. The teacher as a director of learning. The teacher
plans and organizes learning activities, wach students
4.Demonstrates creativity. The teacher never runs out of
through the learning episodes, controls the whole
novel ideas in teaching the dass
learning utuations, and appraises the effectiveness of
5. Exercises fairness. The teacher treats everybody in the learning situation
class fairly and justly, may it be in grades, opportunities,
and privileges 5. The teacher as an information processor. The sher
anal events and makes a learnsater, facditates es
6.Displays personal touch. The teacher connects with comprehension, interprets them to Jeamers, and
the students personally, in his troching, the teacher communicates them in a manner that students can
shows interest in his students and shares his "self" to comprehend
them.
6. The teacher as a judge of achievement. The teacher
Cultivates a sense of belonging. The teacher makes
defines the ability levels of as a judge students,
students feel welcome and comfortable in the
classrooms. As emphasized by Murray & Planta (2007), evaluates students levels of achievement based on
"students double their efforts once they like their standards, and determines who will he promoted or
teachers and perceive them to be caring." retained

Shows compassion. The teacher shows concern on 7. The teacher as a knower, The teacher knows much
students" personal problems and Semitivity in relating to about the general fields of knowledge, thoroughly
them and their problems. masters the subject matter of his held of specialization,
brings leamers to the world of ideas, provides accurate
9.Possesses sense of humor. The teacher makes
information to students, and readily answers the
learning fun and enjoyable. Students will never
students questions
experience a dull moment in class.
10. Respects students. The teacher who respects the The teacher as a mediator of culture. The teacher
students receives the same in return. He is careful not to articulates social, political, and economic traditions,
embarrass students when it comes to their grades or devetops cultural values, transmits culture, and enriches
condues cultural growth of students

11. Models forgiveness. The teacher does not harbor ill The teacher as a model for the youth. The teacher
feelings toward his students. He Forgives their exemplifies the scholarship and ideais valuest by society
shortcomings, mistakes and even, inappropriate and demonstrates acceptable sets of values
behavior. The teacher believes in giving his erring
students a second chance 10. The teacher as a moralist. The teacher swartops a
functional moral and ethical code creates acceptabile
12. Admits mistakes. The teacher sees nothing wrong in moral atmosphere, and establishes norms for behavior
admitting that he has wronged a student. He is willing to within and outside the classroom.
apologize and correct the wrongdoing he has committed.
11. The teacher as a person of culture. The teacher
TEACHERS ROLE
possesses a broad general cultural education,
1. The teacher as a community link. The tracher demonstrates adequate skills in the use of language, is
participates actively in the life of the summunity, well-informed of current developments in various fields of
interprets the school program to the public, brings science, and appreciates arts and literature.
porents to participate in school activities, and utilizes the
resources of the community to develop significant
application of subject matter.
12. The teacher as a pioneer in the world of ideas. The Schools try to make education responsive to human and
teacher carries students to new insights and knowledge, social needs.
leads children to wide ranging and unlimited inquiry, and
develops new ideas and practices to meet the needs and UNIT II: PPST
demands of the time.
Professional standards are important in the continuing
professional development and advancement of teachers
TEACHING PHILOSOPHY as articulated in DepEd Order 42, s. 2017. Titled,
"National Adoption and Implementation of the
Vanderbilt University for one said that, "teaching
Philippine Professional Standards for Teachers (PPST),"
(philosophy) statement is a purposeful and reflective
it shall serve as framework for teacher quality and
essay about the author's teaching beliefs and practices.
teacher development. PPST was developed as a result of
It is also an individual narrative that includes not only
the changes brought about by the K to 12 reform,
one's beliefs about the teaching and learning prucess,
ASEAN integration, globalization, 21st century learners
but also concrete examples of the ways in which he or
and the call for the rethinking of the National
she enacts these bellets in the classroom
Competency-Based Teacher Standards (NCBTS).
Similarly, University of Minnesota, in its website, states
Domain 1, Content Knowledge and Pedagogy
that the teaching philosophy statement is a self-
emphasizes the importance of mastery of content
reflective statement of one's beliefs about teaching and
knowledge and its interconnectedness within and
learning, While Cornell University Graduate School
across curriculum areas, coupled with a sound and
considers teaching philosophy statement as a narrative
critical understanding of the application of theories and
that includes ane's conception of teaching and learning,
principles of teaching and learning.
a description of how one teaches, and justification for
why one teaches that way. Domain 2, Learning Environment - refers to learning
environments that are safe, secure, fair and supportive
1. Idealism implies that the school's function is to
in order to promote learner responsibility and
sharpen intellectual processes. Also, it exists to develop
achievement.
the student's character and cultivate his aesthetic taste.
The teacher is expected to be a model, friend, and guide Domain 3, Diversity of Learners highlights the
to the learners. establishment of learning environments that are
responsive to learner diversity. Teachers respect
2. Realism-suggests that the teacher must be
learners' diverse characteristics and experiences as
knowledgeable and should relate the lesson to the
inputs to the planning and design of learning
pupil's experiences. Methods of teaching include
opportunities
problem-solving, inquiry, and discovery.
Domain4, Curriculum and Planning -focuses on the
3. Pragmatism implies that teachers act as facilitators.
interaction with the national and local curriculum
They motivate learners, offer suggestions, help in
requirements. Teachers translate curriculum content
planning, among others. The school gives children the
into learning activities that are relevant to learners and
opportunity to experience democratic living.
based on the principles of effective teaching and
4. Existentialism - suggests inclusion of subjects that learning.
recognize individual differences and complete freedom
Domain 5, Assessment and Reporting - deals with the
to work (arts for aesthetic expression). Teachers give
application of a variety of assessment tools and
assistance to students in their personal learning
strategies in monitoring,evaluating, documenting and
journeys. Schools, on the other hand, create an
reporting learners' needs, progress and achievement.
atmosphere for active interaction.
Domain 6, Community Linkages and Professional
5. Social Reconstructionism-emphasizes the teacher's
Engagement-focuses on the establishment of school-
role as agents of change and reform. Teachers are
community partnerships aimed at enriching the learning
encouraged to initiate community-based projects.
environment, as well as the community's engagement
in the educative process.
Domain 7, Personal Growth and
ProfessionalDevelopment emphasizes teacher's
personal growth, professional development and high
personal regard for the profession by maintaining
qualities that uphold the dignity of teaching such as
caring attitude, respect, and integrity

Moreover, PPST offers four career stages.

Career Stage 1 or Beginning Teachers are those who

have gained the qualifications recognized for entry into
the teaching profession. Teachers at this stage are
supported to reach Career Stage 2 within two to three
years.

Career Stage 2 or Proficient Teachers are professionally

independent in the application of skills vital to the
teaching and learning process. This stage shows the
acceptable standards for all teachers, which should be
reached within the first two or three years of teaching

Career Stage 3 or Highly Proficient Teachers

consistently display a high level of performance in their
teaching practice. They are accomplished practitioners
who mentor and work collegially with other staff. This is
the stage that Master Teachers are expected to be at.

Career Stage 4 or Distinguished Teachers embody the

highest standards for teaching grounded in global best
practice. They are recognized as leaders in education,
contributors to the profession and initiators of
collaborations and partnerships.

UNIT III PROFESSIONALIZATION OF TEACHING IN THE

PHILIPPINES