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

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

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

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The teacher as a Professional

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."

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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.

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Models of Effective Teaching

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

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Models of Effective Teaching

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

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Models of Effective Teaching

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

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Models of Effective Teaching

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

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Models of Effective Teaching

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.

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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

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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.

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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.

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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.