THE DEMANDS OF

SOCIETY FROM THE

TEACHER AS A
PROFESSIONAL
“PROFESSIONALISM: IT’S NOT THE JOB YOU DO,
IT’S HOW YOU DO THE JOB.”
- ANONYMOUS
OBJECTIVES
Discuss the meaning of the teacher as a
professional
Explain what society demands from the
teacher as a professional
Explain the professional competencies
that a teacher should possess
 Teachers spend at least 6 hours
a day, 5 days a week in 10
months of the school year with
students
Teachers have tremendous
power to influence students.
Schools are expected to work
with and for communities and
so are teachers.
From his/her very title
“teacher”, to teach well is
what society demands of
teachers.
Research says that the
teacher is the single most
important factor in the
learner’s learning.
Research on studies proving that
the teacher is the single most
important factor in the learner’s
learning. What does it say about
it?
A teacher’s impact on learners
lasts.

The teacher is the key to student

achievement.
THE TEACHER AS A PROFESSIONAL
A professional is one who went through
long years of preparation to earn
education degree recognized by CHED,
afterwhich he/she hurdled a LET
administered by the Board for
Professional Teachers with the
supervision of the PRC.
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.”

-Code of Ethics of Professional Teachers

THE DEMANDS FROM THE TEACHER AS
A PROFESSIONAL
“Teacher” suggests that the main
responsibility of the professional
teachers is to teach.

The teacher’s primary customer is the

learner.
 MODELS OF EFFECTIVE TEACHING
Robert Marzano’s Causal Teacher, Evaluation
Model
Charlotte Danielson Framework for Teaching
James Stronge – Teacher Effectiveness
Performance Evaluation System (TEPES)
System
McREL Model (Mid-Continent Research for
Education and Learning
Robert Marzano’s Causal Teacher Evaluation
FROM: TO:
 Compliance focused, annual  Formative and summative
reviews that are inflated and process that is timely, specific,
lack specific guidance for and honors growth over time
 Coherent research-based
instructional improvement
common language of instruction
 Misaligned system without with clear and objective
specificity in the common measures and teacher and
student evidences
language of instruction
 Clarity and consistency, from
 Ambiguity and subjectivity due the newest teacher to the most
veteran practitioners and
to the lack of specificity supports accuracy for observers
 Lacks connections to student  Causal links to raising student
achievement
achievement gains
http://www.featraining.org/documents/teacherevaluation/mar
zano/NJPSA
ROBERT MARZANO’S CAUSAL TEACHER,
EVALUATION MODEL
1. Classroom Strategies and Behaviors

-involves routine events

-involve addressing content
-helping students generate and test hypotheses
-involve events enacted on the spot
DOMAIN 1: Classroom Strategies & Behaviors
Lesson Segments/ Reflections
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
DOMAIN 2
PLANNING &
PREPARING

MATERIALS & LESSON PLANNING SPECIAL NEEDS

TECHNOLOGY Scaffolding ELL
Available Materials Lessons within units AT RISK
SMARTBOARDS,SRS
Common core
Domain 2: Planning and Preparing (8 Elements)
Lesson and Units (3 Elements)
1. Planning and preparing for effective scaffolding of information within
lessons
2. Planning and preparing for lessons within a unit that progress toward a
deep understanding and transfer of credit
3. Planning and preparing for appropriate attention to establish common
core content standards
Use of Materials and Technology (2 Elements)
1. Planning and preparing for the use of available materials for upcoming
units and lessons
2. Planning and preparing for the use of available technologies such as
interactive whiteboards, response systems and computers
Special Needs of Students (3 Elements)
1. Planning and preparing for English Language Learners
2. Planning and Preparing for the needs of special education students
3. Planning and preparing for the needs of students who come from
home environments that offer little support for schooling
3. Reflection on Teaching

-evaluating personal performance

-developing, implementing and
monitoring a professional growth plan
DOMAIN 3
Reflecting on
Teaching

EVALUATING DEVELOPING
PERSONAL AND
PERFORMANCE IMPLEMENTING
Domain 3: Reflecting on Teaching (5 Elements)
Evaluating Personal Performance (3 Elements)

1. Identifying specific areas of pedagogical strength and

weakness of Domain 1
2. Evaluating the effectiveness of individual lessons and units
3. Evaluating the effectiveness of specific pedagogical strategies
and behaviors across different categories of students

Professional Growth Plan (2 Elements)

1. Developing a written growth and development plan

2. Monitoring progress relative to the professional growth and
development 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 to school rules and procedures
DOMAIN 4
COLLEGIALITY &
PROFESSIONALISM

PROMOTE
PROMOTING
EXCHANGE OF PROMOTING A DISTRICT &
IDEAS AND
POSITIVE SCHOOL
STRATEGIES ENVIRONMENT DEVELOPMENT
Domain 4: Collegiality and Professionalism (6 Elements)

Promoting a Positive Environment (2 Elements)

1. Promoting positive interactions about colleagues
2. Promoting positive interactions about students and parents

Promoting Exchange of Ideas (2 Elements)

1. Seeking mentorship for areas of need or interest
2. Mentoring other teachers and sharing ideas and strategies

Promoting District and School Development (2 Elements)

1. Adhering to district and school rules and procedures
2. Participating in district and school initiatives
Purposes of Teacher Evaluation

Formative/Growth Summative/Evaluation
CHARLOTTE DANIELSON FRAMEWORK FOR TEACHING

“I know it seems crazy when everyone else

in the world wants to be a film director, but
for me, teaching is one of the few heroic
jobs left. All the biggest miracles take
place in classrooms. Nothing happens
without teachers.”

Stephen Frears
British film director
 The Wisdom of Practice

If you were to walk into a classroom,

what might you see or hear there (from
the students as well as the teacher) that
would cause you to think that you were
in the presence of an expert?

What would make you think: “Oh, this is

good; if I had a child this age, this is the
class I would hope for.”
 The Domains

Domain 1: Planning and Preparation

Domain 2: The Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

 Domain 1: Domain 2:
What a teacher knows and What a teacher does to
does in preparation for create and maintain a
engaging students in culture for supporting
learning. cognitive engagement.
The Focus
Of Each
Domain
Domain 4: Domain 3:
What a teacher does to What a teacher does to
grow reflective practice & cognitively engage
activity in and out of the students in content and the
classroom ability to learn
 The Framework for Teaching
Second Edition
Domain 1: Planning and Domain 2: The Classroom
Preparation Environment
•Demonstrating Knowledge of •Creating an Environment of
Content and Pedagogy Respect and Rapport
•Demonstrating Knowledge of •Establishing a Culture for
Students Learning
•Setting Instructional Outcomes •Managing Classroom
•Demonstrating Knowledge of Procedures
Resources •Managing Student Behavior
•Designing Coherent Instruction •Organizing Physical Space
•Designing Student Assessments
Domain 3: Instruction
• Communicating With
Students
• Using Questioning and
Discussion Techniques
• Engaging Students in
Learning
• Using Assessment in
Instruction
• Demonstrating Flexibility
and Responsiveness
Domain 4: Professional
Responsibilities
•Reflecting on Teaching
•Maintaining Accurate
Records
•Communicating with
Families
•Participating in a
Professional Community
•Growing and Developing
Professionally
•Showing Professionalism
 Common Themes
 Equity

 Cultural sensitivity

 High expectations

 Developmental appropriateness

 Accommodating individual needs

 Appropriate use of technology

 Student Assumption of responsibility

 A Memorable Teacher

Consider your long life as a student.

Recall an occasion (or a pattern of
occasions) that you still remember. The
memory can be either positive or
negative.

What makes this so memorable?

 A Quote from Maya Angelou

“People will forget what you said. People will

forget what you did. But they will never forget
how you made them feel”

Commencement Address, 2002

 Domain 2:The Classroom Environment
2a: Creating an Environment of Respect and Rapport
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Figure 4.2b COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Elements:
Teacher interaction with students Student interaction with one another

L E V E L O F P E R F O R M A N C E

ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Teacher Teacher interaction with at least
Interaction some students is negative,
with Students demeaning, sarcastic, or
inappropriate to the age or culture favoritism, or disregard for
of the students. Students exhibit
disrespect for the teacher.
Student Student interactions are
Interactions characterized by conflict,
with one sarcasm, or put-downs.
another
Teacher-student interactions are Teacher-student interactions are Teacher’s interactions with
generally appropriate but may friendly and demonstrate general students reflect genuine respect
reflect occasional inconsistencies, caring and respect. Such and caring, for individuals as well
interactions are appropriate to the as groups of students. Students
students’ cultures. Students exhibit age and cultures of the students. appear to trust the teacher with
only minimal respect for the Students exhibit respect for the sensitive information.
teacher. teacher.
Students do not demonstrate Student interactions are generally Students demonstrate genuine
disrespect for one another. polite and respectful. caring for one another and monitor
one another’s treatment of peers,
correcting classmates respectfully
when needed.
 Features of
The Framework for Teaching
 Comprehensive

 Grounded in research

 Public

 Generic

 Coherent in structure

 Independent of any particular teaching

methodology
 Summary of
The Framework for Teaching

A research-based definition of good teaching

A roadmap to, and for navigating through, the

complex territory of teaching

A framework for novice-level practitioners,

through accomplished teaching
 Uses of
The Framework for Teaching

 Teacher preparation

 Supervising student teachers

 Teacher recruitment and hiring

 Mentoring beginning teachers

 Structuring professional development

 Evaluating teacher performance

 Benefits of
Any Framework for Teaching

 Common language

 Development of shared understandings

 Self-assessment and reflection on practice
 Structured professional conversation
JAMES STRONGE-TEACHER EFFECTIVENESS
PERFORMANCE EVALUATION SYSTEM (TEPES)
Seven Performance Standards
1. Professionalism Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. The Learning Environment
6. Professionalism
7. Student Progress
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.
Activity
Compare the 4 models on
teacher effectiveness

Danielson Stronge McREL Marzano

References:
www.msdwt.k12.in.us › HR-LSI-Marzano-Causal-Model-
Presentation

www.arkansased.gov

www.hollandcsd.org › Centricity › Domain › Intro to

Danielson Framework

BILBAO, et al. 2018. The teaching profession. Quezon

City:LORIMAR Publishing