Scene 1

Module 2:  The demands of society from the teacher as a professional and as a person.

Scene 2

LESSON 1:  The demands of society from the teacher as a professional.

Scene 3

A  Professiona l 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. 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."

Scene 4

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.  The word  “Teacher”  suggests that the main responsibility of the professional teachers is to  teach . Learner- the primary customer of the teacher.

Scene 5

Robert Marzano's  Causal Teacher Evaluation Model of four domains: Classroom strategies and behaviors Planning and Preparing Reflection on Teaching Collegiality and Professionalism

Scene 6

B.  Charlotte Danielson  Framework for Teaching  Planning and Preparation   The Classroom Environment   Instruction  Professional Responsibilities   reflecting on teaching   maintaining accurate records   communicating with families   participating in the professional community   growing professionally   Showing professionalism

Scene 7

C .  James Stronge  — Teacher Effectiveness Performance Evaluation System (TEPES) System: Seven performance standards:  Professional Knowledge  Instructional Planning   Instructional Delivery  Assessment of/for Learning  The Learning Environment Professionalism Student Progress

Scene 8

D.  Teacher Evaluation Standards  — The McREL model (Mid-Continent Research for Education and Learning 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

Scene 9

Teachers establish a respectful environment for a diverse population of students.  Teachers know the content they teach.  Teachers facilitate learning for their students.  Teachers reflect on their practices.

Scene 10

Table 1: Com arison of the 4 Models on Teacher Effectiveness
1. Planning and
Preparation
2. Instruction
3. The Classroom
Environment
Professional
Responsibilities
Instructional
Planning
ssessment of/for
Learning
Professional
Knowledge
Instructional Delivery
Communication
he Learning
Environment
Student Progress
Professionalism
Teachers facilitate
learning for their
students.
Teachers know the
content the teach
Teachers know the
content they teach.
Teachers facilitate
learning for their
students.
Teachers establish a
respectful
environment for a
Planning and
Preparing
Classroom
strategies and
behaviors
eachers facilitate
leaming for their
diverse population of students.
students.
Collegiality and
Professionalism
Teachers demonstrate
leadership.
eachers reflect on
their practices

Scene 11

The Philippine Professional Standards for Teachers (PPST)

According to the PPST, quality teachers in the Philippines need to possess the following characteristics: recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound and critical understanding of the application of theories and principles of teaching and learning. provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement. establish learning environments that are responsive to learner diversity.

Scene 12

interact with the national and local curriculum requirements. apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners' needs, progress and achievement. establish school-community partnerships aimed at enriching the learning environment, as well as the community's engagement in the educative process value personal growth and professional development and exhibit high personal regard for the profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity.

Scene 13

Professionalism: The Hallmark of a professional

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.