Module 4

(ED 12) The Teaching Profession

Prepared by:
MA. MILA J. BELSONDRA, MAEd
Assistant Professor 3
Introduction:

Teachers should not only be locally competitive but also globally

competent. Teachers requires retooling to become globally ready where they
should posses skills, competence and attitude in caring and teaching diverse and
multicultural learners.

Course Learning outcomes:

At the end of the module student are expected to:

1. Explain multicultural skills that teachers should posses.

2. Describe teachers skills in handling multicultural classes.

Lesson 7: Global Teachers: Multiculturally Skilled

Activating/Motivation
 Discussion:

1. Information and Communication Skills

a. Media literacy
b. Information literacy
c. ICT literacy

Information and media literacy. Skills refer to analyzing, accessing, managing,

integrating, evaluating, and creating, information in a variety of forms and media. Media
and digital literacy belong to the literate 21st century learners.

2. Thinking and Problem Solving Skills (Learning and Innovation Skills)

which includes:
a. critical thinking
b. creativity
c. intellectual curiosity

Considering problem solving as a form of thinking and intellectual exercise is a learning

skill in the 21st century. The learners process learning through higher order thinking
skills. The learners are exposed to various idea creation techniques in order to resolve a
problem. Openness and responsiveness to new and diverse perspective address
intellectual curiosity.
 3. Interpersonal and Self-directional skills (Life and Career Skills) which
include:
a. Flexibility and adaptability
b. Initiative and self-direction
c. Social and cross-cultural skills
d. Productivity and accountability
e. Leadership and responsibility

What are the roles of teachers teaching multicultural classes?

1. Multicultural teachers uses multicultural approach in curriculum delivery.

He/ she expands the curriculum in acknowledgement of the experiences of the
diverse groups not only the point of view of the dominant group. The teacher
promotes pluralism by reforming the education program like altering the
curricula to suit the needs of the learners. Teachers take the responsibility in
helping the learners construct knowledge through the individual belief, cultural
and ethnic heritage or life experiences of the learners most especially the
minority group.
2. The Multicultural Teacher promotes good human relationship. The teacher
discourages prejudice by developing positive and caring attitude to people of
different races and ethnicities. The use of collaborative or cooperative learning
creates opportunities for the learners to interact and work with the team. Social
skills of both the dominant and minority groups are enhanced. Teachers
multicultural attitude has a very positive effect of their students.
3. Multicultural teacher promotes social reform and cultural change. He/she
advocates social equalities by modifying teaching styles and approaches with the
intent of facilitating academic achievement for all students. He/she leverages
social and cultural differences and works for creating new ideas and being open-
minded to different ideas and values of his/her learners.
Four Pillar of Learning

All the pillars are interrelated with each other as basic principles. One pillar will not
function if it stands alone. There is a need to connect in order to address the 21 st century
demands for teaching and learning.

1. Learning to Know- learners are thirst for knowledge and acquisition of such
knowledge. Learners tend to acquire more knowledge because it is said that it’s a
continuous process so learning never stop.
2. Learning to do- this refer to the application of skills which a learner should do.
This is a pragmatist view of life. Knowledge acquired is nothing unless applied in
daily life.
3. Learning to be- this implies developing the potentials of each individual .
continuing education must improve self-knowledge and self-esteem.
4. Learning to live together- this refers to the relationship among people. It is
learning in together a community to work harmoniously to live in peace and
prosperity and to show respect and concern for others. It also refers to
interpersonal skills that will enable people to live side by side with others at
home, in school, in the community and the whole world.
 Application

A. Describe an ideal, skilful, and global teacher engaged in multi-cultural education.

Write a summary statement using five powerful words below.
 Humility, respect, social inclusion/ competence, mutual understanding,
diversity.

Assessment
Write ENTER if the skills are requirement for handling multicultural classes and
DELETE if the statement does not display a teacher’s skill in handling multicultural
classes.

A.

_____1. High emotional quotient

_____2. Passion for excellent teaching
_____3. Above-average mental ability
_____4. Creative problem-solving skill
_____5. Flexibility
_____6. Excellent English proficiency
_____7. Ethical skill
_____8. High geography skill
_____9. Research orientation
_____10. Tourism and promotion skill.
_____11. Writing skill
_____12. High interpersonal skill
_____13. Gender sensitivity
_____14. Curriculum expertise
_____15. Social skill

B. Read and choose the correct option for the items that follow.
1. As a future teacher, one should be mindful that the learners in the 21 st
century are characterized by __________.
a. rigidity of thinking b. initiative and self-direction
c. control and single mindedness d. individualism
 2. The new global landscapes of the 21st century shows the following
EXCEPT one. Which one is not?
a. teacher are ICT equipped
b. learners are attuned to rote memorization
c. learning environment can be any place
d. there are multiple ways of teaching.
3. Which of the pillars of learning is being describe by the the phrase”unity
in diversity”?
a. learning to know b. learning to be
c. learning to do d. learning to live together
4. The teacher who spends more that what is earned, thus becoming
vulnerable to loan sharks lacks.
a. ecoliteracy b. financial literacy
c. cyber literacy d. media literacy
5. To be ready to teach in the 21st century, a teacher should develop life and
career skills which should also be nurtured among the learners. Which of
this career skills enables a person t0 quickly respond to the changes in
the modern times?
a. leadership and responsibility b. productivity and accountability
c. flexibility and adaptability d. social and cross-cultural skills

Introduction:

Introduction:
In global economy, the gauge for educational success is no longer improvement
by national standards alone, but performance of school systems internationally.
Majority will agree that the quality of an educational system is relative to the
quality of its teachers which is also relative to how the teachers are trained for successful
career pathways.

Course Learning outcomes:

At the end of the module student are expected to:

 Cite contributions on the significance of exchange programs in honing

teachers competencies through professional reflection and learning to
improve practice.
  Demonstrate techniques applying the content knowledge on personal
educational philosophies and qualities of professional teachers as
active participants in various exchange programs.

Lesson 8: Global Teachers: Active Participants in Various Exchange Programs

Activating/Motivation

Discussion:

Discussion:

Teacher exchange program have gained interest and have increased in number and
participation side by side with global awareness, internalization of education and the
globalization of the economy. Other than opportunity to work abroad .
Benefits of Teacher exchange Program:

a. Acquisition of life changing personal and professional experience

b. Career enhancing opportunities to gain more perspectives
c. Exposing to new teaching methodologies; curricula and teaching expertise
d. Opportunity to develop international friendship and professional relations

Some Teachers Exchange Program

1. Fullbright Teacher Exchange Program- This is the flagship international

exchange program sponsored by the US government which is design to
increase mutual understanding of the people of the United States and
people of other countries. Fullbright teacher exchange program in named
after Senator William Fullbright and sponsored by the US Departments
of States’ Bureau of educational and Cultural Affairs. The programs
hopes that by living and working in the cultures of their host countries,
the exchange teacher gains understanding of the similarities and
differences in national culture and international education system. Some
of the participating countries are Czech Republic, France, Hungary,
India, Mexico, Switzerland, and United Kingdom.
2. This program is funded by Freeman Foundation administered by the
National Committees on United States –China Relations (NCUSCR)
and in China, by the China Education Association for International
Exchange(CEAIE). The US-China program has three target goals:
a. To enrich teacher and student understanding of the other country
and culture
b. To introduce or to strengthen Chinese studies in US schools.
c. To help improve English Language instruction in participating
Chinese middle school.

3. Japan Exchange Teacher Program(JET)- The Japan Exchange and teaching

(JET) program started in 1987 when 848 University graduates from English speaking
countries were invited by the Japanese government. The purpose of the program is to
improve foreign language education and promote international exchange.

4. Alberta’s International Education Exchange Program for Teachers- The

program supports full year and short term exchange programs when participants spend a
year (AUGUST-July ) teaching in United Kingdom or a calendar year of January to
December teaching in Australia.

Application

Explain how the teachers exchange program develops the skills and competencies.

Teacher Exchange Exchange Teacher

Program
2
1

Teacher Education
Globalization Program

4 3
 Assessment
Fill out the cause and effect diagram to show Teacher Exchange program
improves teacher competencies.

Cause

Engaging in Teacher Exchange Program

Effects

Improvements in Teaching Competencies

___________________________________________________________
1._________________________________________________________
___________________________________________________________
___________________________________________________________
2._________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3._________________________________________________________
___________________________________________________________
___________________________________________________________
4._________________________________________________________
___________________________________________________________
___________________________________________________________
5._________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Introduction:

Introduction:
Being a teacher in the 21st century is very challenging. Being faced with learners
who are digital natives spending most of their waking hours in technological gadgets, in
social networks and in digital games, the teachers, therefore must reinvent themselves to
make learning for students interesting and stimulating.

Course Learning outcomes:

At the end of the module student are expected to:

 Relate personal views on the content knowledge, personal educational

philosophies and qualities between traditional and innovative
professional teachers.
 Construct a comparative perception of the qualities of professional
teachers: traditional teacher vs. innovative teacher using tabular diagram.
 Research any form of technology or free tools from the internet in
designing a lesson through positive use of ICT.

Lesson 9: Global Teachers: Technology and Digital Innovative

Activating/Motivation
How does technology work for the K-12 and 21st century
teachers?
How can teacher benefit from technology aided instruction?
 Discussion:

How does Technology Work For the K to 12 and 21st Century Teachers?

K-12 and 21st century teachers are demanded to be multi-skilled, multi-literate

and multi-specialist among other things. The Skills of K to 12 and 21 st century teachers
go beyond teaching contents areas but also in facilitating and organizing groups and
activities. Use of technology like networking encourages collaboration. Providing
students ethical guidelines in the use of the social networking sites can build among them
collaborative learning communities. Multi-literacy means teachers’ know-how in using
various technologies in teaching.

The Technology and Digitized Teachers

Some of the latest and greatest inventions in computers and digital media which
can be of great help to an innovative teacher.

1. Projectors- are used to enable students to see larger version of the

teachers documents presented through power point presentation.
Moreover, this tool can also project teachers’ use of educational website.
Projected document can easily facilitate students note taking.
 2. Interactive white boards- SMART BOARDS and MIMEO BOARDS
are interactive white boards which can be used by teachers and students
in manipulating text, objects and visiting websites for content review.
3. Websites and blog- teachers can now create their own websites and
blogs to post lectures, assignments, additional content or even
communication to parents.
4. Audio and Video- video technology now includes VHS tapes and
DVD’s with digital video via server or web-based options such as
streamed video from youtube.
5. Computers, tablets and mobile devices- access to websites and other
educational programs can be done through computers, tablets and mobile
phones. Teachers use their computers and tablets to make Power Point
presentation, to do Microsoft word and to store important data and
images in their file.
6. Social networks- social networking tools like Facebook, email and
twitter have academic benefits if used for the purposes of assignments
and class projects.
Free Internet Tools For Education

a. Firefox
b. Google reader
c. Gmail
d. Skype
e. I goggle
f. You tube
g. Wordpress
h. Exe
i. Modle
j. Twitter

How can a Teacher benefit from technology aided instruction?

1. Teacher save time and money because of the easy access to course materials-
Teachers can use of course materials on websites very quickly at any time or
location convenient for them.
2. Students are motivated by computer based, screens and digital materials and
technology aided instruction.
 3. Teachers can use technology as an avenue for extended learning. Assignments
can be given online and students can use various online resources.
4. Technology can also cater to personalized and differentiated instruction.
Preparation of learning plan may vary because the teachers can utilize various
and variety of courseware’s and computer programs that are available.
5. Technology allows teachers creativity in organizing and presenting lessons.
Ingenuity teacher is challenged in making multimedia presentations.

Application

A. Write your own perception of a traditional teacher and an innovative teacher.

Assessment
Choose any of the following subject matter and list down instructional
resources that an innovative teacher will use.

a. Digestive System
b. Adjectives
c. Weather/climate

Subject Matter Instruction Materials of an Innovative

Teacher
Introduction:

Ethics and Laws are major concerns that come along with the teachers’ role as
facilitator of learning. These two big words are part of the teachers curricula and
relationship with students that they are legally and morally bound to one another .
teachers on the other hand carry the ethical and legal burden in their discharge of their
duties and responsibilities as teachers.

Course Learning outcomes:

At the end of the module student are expected to:

 Relate content knowledge on the educational problems in the light of

existing laws and regulations that apply to the teaching profession.
 Follow the content knowledge of the existing laws and regulations in the
practice of teaching profession through professional reflection and
learning to improve practice.
 Observe the qualities of professional teachers that conforms to the
existing laws and regulations as mandated in the constitution and other
legal entities.

Lesson 10: The Professional Teachers: Conformers of Legal

and Constitutional Mandates

Activating/Motivation
What document contains the provision that stipulate the proper conduct
of behavior of teacher in the discharge of their duties and
responsibilities?
 Discussion:

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY COVERAGE

Section 1. Declaration of Policy. It is hereby declared to be the policy of this Act

to promote and improve the social and economic status of public school teachers,
their living and working conditions, their terms of employment and career
prospects in order that they may compare favourably with existing opportunities
in other walks of life, attract and retain in the teaching profession more people
with the proper qualifications, it being recognized that advance in education
depends on the qualifications and ability of the teaching staff and that education is
an essential factor in the economic growth of the nation as a productive
investment of vital importance.

Section 2. Title Definition. This Act shall be known as the "Magna Carta for
Public School Teachers" and shall apply to all public school teachers except those
in the professorial staff of state colleges and universities.

As used in this Act, the term "teacher" shall mean all persons engaged in
classroom teaching, in any level of instruction, on full-time basis, including
guidance counselors, school librarians, industrial arts or vocational instructors,
and all other persons performing supervisory and/or administrative functions in all
schools, colleges and universities operated by the Government or its political
subdivisions; but shall not include school nurses, school physicians, school
dentists, and other school employees.

II. RECRUITMENT AND CAREER

Section 3. Recruitment and Qualification. Recruitment policy with respect to the
selection and appointment of teachers shall be clearly defined by the Department
of Education: Provided, however, That effective upon the approval of this Act, the
following shall constitute the minimum educational qualifications for teacher-
applicants:

(a) For teachers in the kindergarten and elementary grades, Bachelor's

degree in Elementary Education (B.S.E.ED.);

(b) For teachers of the secondary schools, Bachelor's degree in Education

or its equivalent with a major and a minor; or a Bachelor's degree in Arts
or Science with at least eighteen professional units in Education.

(c) For teachers of secondary vocational and two years technical courses,
Bachelor's degree in the field of specialization with at least eighteen
professional units in education;

(d) For teachers of courses on the collegiate level, other than vocational,
master's degree with a specific area of specialization;

Provided, further, That in the absence of applicants who possess the minimum
educational qualifications as hereinabove provided, the school superintendent
may appoint, under a temporary status, applicants who do not meet the minimum
qualifications: Provided, further, That should teacher-applicants, whether they
possess the minimum educational qualifications or not, be required to take
competitive examinations, preference in making appointments shall be in the
order of their respective ranks in said competitive examinations: And provided,
finally, That the results of the examinations shall be made public and every
applicant shall be furnished with his score and rank in said examinations.

Section 4. Probationary Period. When recruitment takes place after adequate

training and professional preparation in any school recognized by the
Government, no probationary period preceding regular appointment shall be
imposed if the teacher possesses the appropriate civil service
eligibility: Provided, however, That where, due to the exigencies of the service, it
is necessary to employ as teacher a person who possesses the minimum
educational qualifications herein above set forth but lacks the appropriate civil
service eligibility, such person shall be appointed on a provisional status and shall
undergo a period of probation for not less than one year from and after the date of
his provisional appointment.

Section 5. Tenure of Office. Stability on employment and security of tenure shall

be assured the teachers as provided under existing laws.

Subject to the provisions of Section three hereof, teachers appointed on a

provisional status for lack of necessary civil service eligibility shall be extended
permanent appointment for the position he is holding after having rendered at
least ten years of continuous, efficient and faithful service in such position.

Section 6. Consent for Transfer Transportation Expenses. Except for cause and as

herein otherwise provided, no teacher shall be transferred without his consent
from one station to another.

Where the exigencies of the service require the transfer of a teacher from one
station to another, such transfer may be effected by the school superintendent who
shall previously notify the teacher concerned of the transfer and the reason or
reasons therefor. If the teacher believes there is no justification for the transfer, he
may appeal his case to the Director of Public Schools or the Director of
Vocational Education, as the case may be. Pending his appeal and the decision
thereon, his transfer shall be held in abeyance: Provided, however, That no
transfers whatever shall be made three months before any local or national
election.

Necessary transfer expenses of the teacher and his family shall be paid for by the
Government if his transfer is finally approved.

Section 7. Code of Professional Conduct for Teachers. Within six months from

the approval of this Act, the Secretary of Education shall formulate and prepare a
Code of Professional Conduct for Public School Teachers. A copy of the Code
shall be furnished each teacher: Provided, however, That where this is not
possible by reason of inadequate fiscal resources of the Department of Education,
at least three copies of the same Code shall be deposited with the office of the
school principal or head teacher where they may be accessible for use by the
teachers.

Section 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy

equitable safeguards at each stage of any disciplinary procedure and shall have:
 a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;

c. the right to defend himself and to be defended by a representative of his

choice and/or by his organization, adequate time being given to the teacher
for the preparation of his defense; and

d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a

teacher during the pendency of his case.

Section 9. Administrative Charges. Administrative charges against a teacher shall

be heard initially by a committee composed of the corresponding School
Superintendent of the Division or a duly authorized representative who should at
least have the rank of a division supervisor, where the teacher belongs, as
chairman, a representative of the local or, in its absence, any existing provincial or
national teacher's organization and a supervisor of the Division, the last two to be
designated by the Director of Public Schools. The committee shall submit its
findings and recommendations to the Director of Public Schools within thirty
days from the termination of the hearings: Provided, however, That where the
school superintendent is the complainant or an interested party, all the members
of the committee shall be appointed by the Secretary of Education.

Section 10. No Discrimination. There shall be no discrimination whatsoever in

entrance to the teaching profession, or during its exercise, or in the termination of
services, based on other than professional consideration.

Section 11. Married Teachers. Whenever possible, the proper authorities shall

take all steps to enable married couples, both of whom are public school teachers,
to be employed in the same locality.

Section 12. Academic Freedom. Teachers shall enjoy academic freedom in the

discharge of their professional duties, particularly with regard to teaching and
classroom methods.

III. HOURS OF WORK AND REMUNERATION

Section 13. Teaching Hours. Any teacher engaged in actual classroom instruction
shall not be required to render more than six hours of actual classroom teaching a
day, which shall be so scheduled as to give him time for the preparation and
correction of exercises and other work incidental to his normal teaching
duties: Provided, however, That where the exigencies of the service so require,
any teacher may be required to render more than six hours but not exceeding eight
hours of actual classroom teaching a day upon payment of additional
compensation at the same rate as his regular remuneration plus at least twenty-
five per cent of his basic pay.

Section 14. Additional Compensation. Notwithstanding any provision of existing

law to the contrary, co-curricula and out of school activities and any other
activities outside of what is defined as normal duties of any teacher shall be paid
an additional compensation of at least twenty-five per cent of his regular
remuneration after the teacher has completed at least six hours of actual classroom
teaching a day.

In the case of other teachers or school officials not engaged in actual classroom
instruction, any work performed in excess of eight hours a day shall be paid an
additional compensation of at least twenty-five per cent of their regular
remuneration.

The agencies utilizing the services of teachers shall pay the additional
compensation required under this section.1âшphi1 Education authorities shall
refuse to allow the rendition of services of teachers for other government agencies
without the assurance that the teachers shall be paid the remuneration provided for
under this section.

Section 15. Criteria for Salaries. Teacher's salaries shall correspond to the

following criteria:

(a) they shall compare favorably with those paid in other occupations
requiring equivalent or similar qualifications, training and abilities;

(b) they shall be such as to insure teachers a reasonable standard of life for
themselves and their families; and

(c) they shall be properly graded so as to recognize the fact that certain
positions require higher qualifications and greater responsibility than
 others: Provided, however, That the general salary scale shall be such that
the relation between the lowest and highest salaries paid in the profession
will be of reasonable order. Narrowing of the salary scale shall be
achieved by raising the lower end of the salary scales relative to the upper
end.

Section 16. Salary Scale. Salary scales of teachers shall provide for a gradual

progression from a minimum to a maximum salary by means of regular
increments, granted automatically after three years: Provided, That the efficiency
rating of the teacher concerned is at least satisfactory. The progression from the
minimum to the maximum of the salary scale shall not extend over a period of ten
years.

Section 17. Equality in Salary Scales. The salary scales of teachers whose salaries

are appropriated by a city, municipal, municipal district, or provincial
government, shall not be less than those provided for teachers of the National
Government.

Section 18. Cost of Living Allowance. Teacher's salaries shall, at the very least,

keep pace with the rise in the cost of living by the payment of a cost-of-living
allowance which shall automatically follow changes in a cost-of-living index. The
Secretary of Education shall, in consultation with the proper government entities,
recommend to Congress, at least annually, the appropriation of the necessary
funds for the cost-of-living allowances of teachers employed by the National
Government. The determination of the cost-of-living allowances by the Secretary
of Education shall, upon approval of the President of the Philippines, be binding
on the city, municipal or provincial government, for the purposes of calculating
the cost-of-living allowances of teachers under its employ.

Section 19. Special Hardship Allowances. In areas in which teachers are exposed

to hardship such as difficulty in commuting to the place of work or other hazards
peculiar to the place of employment, as determined by the Secretary of Education,
they shall be compensated special hardship allowances equivalent to at least
twenty-five per cent of their monthly salary.

Section 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid

in legal tender of the Philippines or its equivalent in checks or treasury
warrants. Provided, however, That such checks or treasury warrants shall be
cashable in any national, provincial, city or municipal treasurer's office or any
banking institutions operating under the laws of the Republic of the Philippines.

Section 21. Deductions Prohibited. No person shall make any deduction

whatsoever from the salaries of teachers except under specific authority of law
authorizing such deductions: Provided, however, That upon written authority
executed by the teacher concerned, (1) lawful dues and fees owing to the
Philippine Public School Teachers Association, and (2) premiums properly due on
insurance policies, shall be considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Section 22. Medical Examination and Treatment. Compulsory medical

examination shall be provided free of charge for all teachers before they take up
teaching, and shall be repeated not less than once a year during the teacher's
professional life. Where medical examination show that medical treatment and/or
hospitalization is necessary, same shall be provided free by the government entity
paying the salary of the teachers.

In regions where there is scarcity of medical facilities, teachers may obtain

elsewhere the necessary medical care with the right to be reimbursed for their
traveling expenses by the government entity concerned in the first paragraph of
this Section.

Section 23. Compensation For Injuries. Teachers shall be protected against the

consequences of employment injuries in accordance with existing laws. The
effects of the physical and nervous strain on the teacher's health shall be
recognized as a compensable occupational disease in accordance with existing
laws.

V. LEAVE AND RETIREMENT BENEFITS

Section 24. Study Leave. In addition to the leave privileges now enjoyed by

teachers in the public schools, they shall be entitled to study leave not exceeding
one school year after seven years of service. Such leave shall be granted in
accordance with a schedule set by the Department of Education. During the
period of such leave, the teachers shall be entitled to at least sixty per cent of their
monthly salary: Provided, however, That no teacher shall be allowed to
accumulate more than one year study leave, unless he needs an additional
semester to finish his thesis for a graduate study in education or allied
courses: Provided, further, That no compensation shall be due the teacher after the
first year of such leave. In all cases, the study leave period shall be counted for
seniority and pension purposes.

The compensation allowed for one year study leave as herein provided shall be
subject to the condition that the teacher takes the regular study load and passes at
least seventy-five per cent of his courses. Study leave of more than one year may
be permitted by the Secretary of Education but without compensation.

Section 25. Indefinite Leave. An indefinite sick leave of absence shall be granted

to teachers when the nature of the illness demands a long treatment that will
exceed one year at the least.

Section 26. Salary Increase upon Retirement. Public school teachers having

fulfilled the age and service requirements of the applicable retirement laws shall
be given one range salary raise upon retirement, which shall be the basis of the
computation of the lump sum of the retirement pay and the monthly benefits
thereafter.

VI. TEACHER'S ORGANIZATION

Section 27. Freedom to Organize. Public school teachers shall have the right to

freely and without previous authorization both to establish and to join
organizations of their choosing, whether local or national to further and defend
their interests.

Section 28. Discrimination Against Teachers Prohibited. The rights established in

the immediately preceding Section shall be exercised without any interference or
coercion. It shall be unlawful for any person to commit any acts of discrimination
against teachers which are calculated to (a) make the employment of a teacher
subject to the condition that he shall not join an organization, or shall relinquish
membership in an organization,

(b) to cause the dismissal of or otherwise prejudice a teacher by reason of

his membership in an organization or because of participation in
organization activities outside school hours, or with the consent of the
proper school authorities, within school hours, and (c) to prevent him from
 carrying out the duties laid upon him by his position in the organization, or
to penalize him for an action undertaken in that capacity.

Section 29. National Teacher's Organizations. National teachers' organizations

shall be consulted in the formulation of national educational policies and
professional standards, and in the formulation of national policies governing the
social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Section 30. Rules and Regulations. The Secretary of Education shall formulate

and prepare the necessary rules and regulations to implement the provisions of
this Act. Rules and regulations issued pursuant to this Section shall take effect
thirty days after publication in a newspaper of general circulation and by such
other means as the Secretary of Education deems reasonably sufficient to give
interested parties general notice of such issuance.

Section 31. Budgetary Estimates. The Secretary of Education shall submit to

Congress annually the necessary budgetary estimates to implement the provisions
of the Act concerning the benefits herein granted to public school teachers under
the employ of the National Government.

Section 32. Penal Provision. A person who shall willfully interfere with, restrain
or coerce any teacher in the exercise of his rights guaranteed by this Act or who
shall in any other manner commit any act to defeat any of the provisions of this
Act shall, upon conviction, be punished by a fine of not less than one hundred
pesos nor more than one thousand pesos, or by imprisonment, in the discretion of
the court.

If the offender is a public official, the court shall order his dismissal from the
Government service.

Section 33. Repealing Clause. All Acts or parts of Acts, executive orders and

their implementing rules inconsistent with the provisions of this Act are hereby
repealed, amended or modified accordingly.

Section 34. Separability Clause. If any provision of this Act is declared invalid,

the remainder of this Act or any provisions not affected thereby shall remain in
force and in effect.
Section 35. This Act shall take effect upon its approval.

Application

Answer the given questions:

1. Who is your favorite teacher?

2. Write 10 qualities of your favorite teacher.
3. Read again ang go over the Code of Ethics for Professional Teachers.
4. Identify ethical dimensions in the reasons for your choice of your favorite
teacher.

Assessment

What laws will you apply for the following situations? Cite the
exact provision or article from the law .explain your understanding of the cited
provisions/article.

1. Mr. James Smith, a LET Passer teacher applied in the public school. Mr.
Smith passed the competitive examination and was given his rank. Later
on he was told that he lost the item because he is not a practicing catholic.
(Magna Carta for Public School Teachers.)

2. The teacher jokingly calls his favourite grade 9 student “Honey” and
invites her for a date.(Republic Act No. 7877)

References:

The Teaching Profession by Lourdes S. Lim, Ed.D., Rosalina A. Caubic, Ed.D and Luvimi
L. Casihan, Ph.D.

The Teaching Profession OBE-&PPST-Based by Purita P. Bilbao, Ed.D., Brenda B.

Corpuz, Ph.D and Gloria G. Salandanan, Ph. D.