The Teaching Profession module 2 PDF

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MLEVERVI

STUDY GUIDE FOR MODULE NO. 2

The Demands of Society from the Teacher as a Professional and as a Person MODULE LEARNING OBJEC LEARNING CONTENTS (title of the subsection) Lesson I. The Demands of Society from the Teacher as a Professional Introduction Teachers spent 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 expects so 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, consultants rolled into one. Indeed, much s 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. In this lesson, let us focus on this societal primary expectation from teachers – good teaching. Research says that the teacher is the single most important factor in the learner’s learning. The effective teacher makes the good and 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. Consider the following research findings shared by Dallas Public Schools Accountability System: - Learning gains realized by students during a year in the classroom of an effective teacher were sustained over later years and were compounded by additional years with effective teachers. - Conversely, depressed achievement results resisted improvement even after a student was placed with an effective teacher, and the negative impact was discernible statistically for approximately three subsequent years. - The negative effect of a poor-performing teacher on students achievement persist through three years of high-performing teachers.

- The good news is that if students have a high-performing teacher one year, they will enjoy the advantage of that good teaching in future years. - Conversely, if students have a low-performing teacher, they simply will not outgrow the negative effects of lost learning opportunities for years to come. - Having a better teacher not only has a substantial impact on students’ test scores at the end of the school year but also increases their chances of attending college and their earnings as adults.” (Hammond, D, 2000) Clearly, a teacher’s impact on learners lasts. The teacher is the key to student achievement. Then you have to prepare yourselves to become the best and the brightest, the most caring, competent and compassionate teachers. The best and the brightest are those that possess the competencies expected of professional teachers. What are these competencies? 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 after three years on condition that he/she can show a 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 for 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, school officials and parents from the teacher. You will discuss them in detain 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 teachers 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 successive lessons. In addition, we shall present four (4) evaluation models of effective teaching. 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 mentorship for areas of need/interest - mentoring other teachers and sharing ideas and strategies - adhering to school rules and procedures - participating in school activities (Source: www.marzanocenter.com/TeacherEvaluation/#a, accessed 01-31-16) 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 (Source: tpep-wa.org/wp-content/uploads/Danielson-ata-glance.pdf Accessed 02-01-16) C. James Stronge – Teacher Effectiveness Performance Evaluation System TEPES) System: Seven performance standards: 1. Professional Knowledge

2. 3. 4. 5. 6.

Instructional Planning Instructional Delivery Assessment of/for Learning The Learning Environment 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 Effectiveness Performance Evaluation System, Handbook 2012-2013 – www.mcvea.org/extras/StrongeBook.pdf Accessed 02-23-16)

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. (www.edison.k12.nj.us/Page/5052, Accessed 0203-16) Since the main task of the professional teacher is to teach, society demands from him/her teaching competence. Teaching competence is spelled out in the PPST and in the four models of effective teaching given. This means that if he/she has to teach effectively he/she has to: 1) prepare and plan very for instruction; 2) execute or deliver that instruction plan very well because he/she has professional knowledge (mastery of subject matter); 3) create a conducive or favorable learning environment for diverse groups of learners; 4) assess and report learner’s progress; and 5) demonstrate professionalism as he/she deals with superiors, colleagues, students and parents. The first step of competent teaching is instructional preparation. This entails clarifying learning outcomes and choices of appropriate teaching-learning activities and use of assessment tasks aligned to the learning outcomes to check on learner’s progress. The professional teacher possesses pedagogical content knowledge. He/She is fully aware that pedagogical content knowledge (how to teach particular subject matter content)in central to teacher effectiveness. Table 1. Comparison of the 4 Models on Teacher Effectiveness Danielson 1. Planning and Preparation

Stronge Instructional Planning Assessment of/for Learning

McREL Teachers facilitate learning for their students.

Marzano Planning and Preparing

2. Instruction

Professional Knowledge Instructional Delivery Communication

3. The Classroom Environment

The Learning Environment

4. Professional Responsibilities

Professionalism

Teachers know the content they teach Teachers know the content they teach Teachers facilitate learning for their students Teachers establish a respectful environment for a diverse population of students Teachers demonstrate leadership

Classroom strategies and behaviors

Teachers facilitate learning for their students.

Collegiality and Professionalism Teachers reflect on their practices

The Philippine Professional Standards for Teachers (PPST) The PPST, the revised National Competency-Based Teacher Standards (NCBTS), give the teacher professional competencies in seven domains, 37 strands and 148 performance indicators for four career stages. 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. They apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research. They display proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to promote high-quality outcomes. - provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement. They create an environment that is learningfocused and they efficiently manage learner behavior in a physical and virtual space. They utilize a range of resources and provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards the attainment of high standards of learning.

- establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics and experiences as inputs to the planning and design of learning opportunities. They encourage the celebration of diversity in the classroom and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment. - interact with the national and local curriculum requirements. They translate curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning. They apply their professional knowledge to plan and design individually or in collaboration with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to learners’ needs and incorporate a range of teaching and learning resources. They communicate learning goals to support learner participation, understanding and achievement. - apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement. They use assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. They provide learners with the necessary feedback about learning outcomes that inform the reporting cycle and enables teachers to select, organize and use sound assessment processes. - establish school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative process. They identify and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspirations of the wider school community and other key stakeholders. They understand and fulfill their obligations in upholding professional ethics, accountability and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community. - 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. They value personal and professional reflection and learning to improve their practice. They assume responsibility for personal growth and professional development for lifelong learning. 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. The Code of Ethics for Public School Teachers adopted in Section 7 RA 4670 explains professional conduct: It behooves every teacher to assure and maintain professional attitude to his work and in dealing with his associates in the profession. It should be his selfimposed 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 strive to be professionally correct, friendly and sympathetic.

. Lesson II. The Demands of Society from the Teacher as a Person “Modern man listens more willingly to witnesses than to teachers, and if he does listen to teachers, it is because they are witnesses - Pope Paul VI Learning Outcomes 1. explain the demands from the teacher as a person 2. cite personal qualities that a professional teacher should posssess Introduction “I am only a teacher!” Often times this is what we hear when a teacher introduces himself/herself 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). What are the demands of the teaching profession from the teacher as a person? This can be re-stated as “what personal qualities or attributes of teachers are demanded by the teaching profession” or “what personal traits must a teacher possess in order to function well as a professional teacher? Referring to the professional teacher, the Code of Ethics gives big words like “possesses dignity and reputation, with high moral values … adheres to, observes and practices a set of ethical and moral principles, standards and values.” What are these big words in more specific teacher attributes? The Teacher as a Person 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 fifteenyear longitudinal, qualitative study on more than a thousand essays of teacher education students: (Walker, Robert, J. Twelve Characteristics of an Effective Teacher: A Longitudinal , Qualitative, Quasi-Research Study on 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 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 believes in his/her students and so sets high expectations. He/She cares that 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 RA 4670 cites integrity as one essential trait of a professional teacher. This is given below: C. INTEGRITY: Since the teacher’s work is not confined merely to the development of certain f...