236873864 Pangasinan State University

Bayambang, Pangasinan

Bayambang Campus

S.Y 2019-2020

Continuing Professional Development:

The lifeblood of Teaching Profession

Submitted by:

Angelie B. Cabansag

Alvin A. Abalos

Nowelyn Valdez

Ana Luisa B. Abad

Juchelle Ponce

Myelanie S. Sarmiento

Submitted to:

Mrs. Agnes Baruela

Introduction

Teaching is the profession that requires continuous learning and development. After
taking the professionals license exam and passed it, it’s a must that you should undergo the
“Continuing Professional Development (CPD)” program. As a professional teacher we must
need to go through series of improving for us to become better in the field of teaching. Even
before the enactment of this CPD Act of 2016, CPD was already alluded to in the 1987
Philippine Constitution. No less than fundamental law of the land Section 5, Paragraph 4
states: “The state shall enhance the right of teachers to professionals’ advancement.

RA 10912 or the continuing professional development act of 2016 authored by Rep.

Maximo Rodrigues Jr. n the house bill 8296. This aims to amend some provisions of CPD to
make it easier for the workers and professionals by the affection to comply the mandatory
requirements of the CPD law. This law is to promote and upgrade our professionals to
acquire the international standards. This law would help them to acquires the international
standard and make them see as an international professional, not just an national professional.
There are 4 ways to earned the CPD credit units. The Professional track, Academic track,
Self-directed track and Productive scholarship. Also the CPD plan is a proof that a
professional teacher has made a CPD.

CPD practices is a high performing in other countries. Singapore is the first country in
this world to adopt the PLC frame work nationwide and been rated with the best education
system. The learning organization is a strong mentorship culture where collaborative and
community-oriented from different professional development tribes. While in Finland, they
are encouraged to work together to share materials. And Japan is a well-known country for
lesson study. New Zealand, the ministry of education gives fund for the teachers.

Based on the professional development practices and experiences of high performing

countries, we can say that a CPD that woks are 1) continuous; 2) collaborative; 3) focused on
a specific teachers need; 4) job embedded; 5) given enough time and 6)funded.

Continuing the professional development for professional teachers sharpens the

professional teachers competitive edge in a highly competitive global work.
Discussion

The Philosophical Basis of CPD

1. “Growth is an evidence of life.”

2. “Man/woman is an “unfinished project.”

3. “No person has “arrived.”

“Growth is an evidence of life” so as a teacher you need to learn and teach because
that’s in the lifeblood of being a professional teacher. “Man/women is an “unfinished
project”. No person, no professional can claim that he/she has already “arrived” at a state of
“perfection”. For a professional teacher he/she is always in the process of developing their
selves to become better and better as a person and as a professional teacher. This implies the
every professional is expected to continue developing.

The Historical and Legal Bases of Continuing Professional development in

the Philippines

There are laws that promotes continuing professional development and these are:

1. Batas Pambasa 232,The Education Act of 1982, Chapter 3. Duties and Obligations,
Section 16, (4) -states as one of teacher's obligations to assume the responsibility to maintain
and sustain his professional growth and advancement…

2. RA 9155, An act Instituting a Framework of Governance for basic Education, Establishing

Authority and Accountability, renaming the Department of Education, Culture and Sports as
the Department of Education, Culture and Sports as the Department of Education, and for
other purposes, was enacted on August 11,2001.

3. R.A. 7836, The Teachers' Professionalism Act, also provided mandatory Continuing
Professional Education(CPE), now referred to as Continuing Professional Development
(CPD).

4. The Board for Professional Teachers (BPT) also passed Resolution No. 435, s. 177 to
adopt the Code of Ethics for Professional Teachers pursuant to the provisions of paragraph
Article 11 of RA. 7836, otherwise known as The Philippine Teachers' Professionalism Act of
1994.
5. Executive Order #266-Institutionalization of the Continuing Professional Education (CPE)
Programs of the Various Professional Regulatory Boards (PRBs) Under the Supervision of
the Professional Regulation Commission (PRC) signed and issued by the Office of the
President Fidel V. Ramos. 6. R.A.10912, Continuing Professional Development Act of 2016-
With the enactment of this law, CPD for all the forty-three (43) professionals regulated by the
PRC including the teaching profession has become mandatory.

The Salient Provision of RA 10912, The Continuing Professional

Development Act of 2016 and Number of CPD required

The Continuing Professional Development Act of 2016 is a way for the Philippine
Professionals to improve their competence to meet the International standards. The purposes
of CPD are stated in RA 10912, Article 1 Declaration of Policy.

Many teachers resist and throw a lot of questions regarding the Implementation of
CPD Act of 2016. Most of them are:

 Extra expenses
 Extra effort
 Extra time

CPD Programs refers to a set of Learning Activities accredited by the CPD Council which
equip those professional teachers with advanced knowledge, skills and values. Seminar and
workshops are examples of CPD Programs.

Seminars and workshops are really an extra expense, effort and time for a professional
teacher. Doing report, lesson plan, listening, studying and understanding everything on your
seminar/workshop causes additional effort and time together with the expenses for food and
such on the place. But by attending seminars and workshops would help a professional to
earn Credit unit. International or national seminars of professional teachers can earn up to 15
credit units. These programs are so much helpful for a professional teacher to fulfil his/her 45
credit unit every three (3) years. These are professional obligations that they should do for
them to acquire the International standards and earn all of their credit units before the renewal
of their Professional Identification Card (PCIs) for all Registered Licensed Professionals.
Ways by Which Professional Teachers Can Earn Credit Units

1. Professional track–this includes trainings provided by CPD providers accredited by

PRC. You can earn more credit if you serve as a resource, speaker, trainer or
demonstration teacher, panellist/reactor, facilitator and much more if you are assigned
by the CPD Council to monitor the conduct of an approved CPD program.
2. Academic track –this is about completion of a Master’s degree, completion of
candidacy to the doctorate program, completion of post-doctoral diploma, and being a
recipient of professorial grant, and/or fellowship grant. Note that the ONLY
COMPLITION of the Master’s degree is given full credit units of 45. The master’s
and doctorate degrees must have been earned five years before the renewal of
professional license.
3. Self-indirect track –this training offered by non-accredited CPD providers such as
online training, local/internationals seminars/non degree courses, institution/company-
sponsored training programs. Even the training is done in non-accredited providers it
still be applicable and they will be awarded CPD units by the respective CPD
Councils.
4. Productive scholarship –the professional teacher has developed or published any
resource material like book, monograph, article, professional magazine, curriculum
guide and training module and even any invention or creative work, then latter entitles
him/her to 45 credit units.

Continuing professional development plan

A proof that a professional teacher has made CPD his/her way of life is his/her formulation of
CPD plan; it is also a proof that a professional teacher is maintaining the CPD to himself or
herself. it is also not enough to do CPD it will be good if we have a simple or doable plan on
it.CPD plan can help the professionals to grow in a systematically process, it is also important
because it can help them develop purposively. And by CPD plan professionals can learn
many more things, because as a professional we need to be open to learn something new, that
is professionalism. CPD plan also helps professionals in monitoring themselves if they are
doing the right things as they plan, if they are doing the things as a good leader, because as a
worthy leader, professionals need to be responsible as in what they are doing because as a
public servant they are also a public figure.
Templates for CPD plan

The first one is for the public schools and the second is another template use by others.

“TABLE OF TEMPLATES BELOW”

Joining professional learning community/communities of practice

Another way to maintain CPD is by professional learning community (PLCs) this is about the
collaborations of the teachers to analyze and improve their classroom practices in a
systematically process.

Learning from the CPD practices of High Performing Countries

 CPD in Singapore

CPD practices in Singapore is performing high to other countries to improve their

professional development. Also to share their knowledge to other people. Learning
organization concepts of schools are supporting the building of a strong mentorship and
every teacher in Singapore are given 100 hours per year for optional training.

Singapore for PD has 2 concepts:

1) Teacher-researcher networks

2) lesson study and other forms of “Learning circles”

Teacher-researcher Network and the other researchers has a higher formal training in
research called “research activists”.

The teacher researcher followed this steps: (Hairon,2006)

1. Identification and definition of a problem;

2. Planning for improvement;
3. Implementation of teaching/learning activities;
4. Observation of result (data collection)
5. Reflection and the outcomes
Four cyclical phases (Tan 2014)

1. Study phase
2. Planning phase
3. Analysis phase
4. Reflection phase

 CPD in Finland
According to 2019 world Best Education System, Finland rank no.1. It is
considered having one of the best education system in the world and its routine
outperforms the united states in reading, science, and mathematics. It has been a top
since Program for International Student Assessment (PISA) triennial international
survey in 2000.
 CPD in Japan
Japan is well known as lesson study. Every teacher periodically prepares a
best possible lesson that demonstrates strategies to achieve specific goal, teachers
themselves decide the theme and frequency of research lesson and some teachers also
give public research lessons. Japanese school were divided into 5 cycles. Nursery
school “Yochien”, Elementary school “Shogakko”, Middle school “Chugakko”, High
school “Koko” and University “Daigaku”.
 CPD in New Zealand
The MOE gives fund for 20% release time for new teachers by no percent
release time for second year teachers. New Zealand educational system focuses on the
both practical and academic achievement. Public educational system focuses on being
open minded and letting the children explore thus allowing them to learn in the best
way. Mentor teachers deliberately spend time to observe and confer with beginning
teacher.

Characteristics of effective CPD

1. Continuous – a professional does not stop developing or else he/she ruts. Stagnant
water becomes putrid.
2. Collaborative – Helen Keller said “Alone we can do so little; together we can do so
much”
 3. Focused on specific teacher need – CPD must be focused and respond to a need and
so is highly relevant to the teacher.
4. Job-embedded – the teacher has not to be removed from the workplace for CPD so
there is no work disruption.
5. Given enough time – CPD demand adequate time for ultimately redounds to improved
teaching for the benefits of learners.
6. Funded – CPD with support funds is definitely better than one without.

Summary
One cannot give what one does not have. A teacher who embraces continuing professional
development will have more to give his/her students and to all others whom she/he serves.
The CPD act of 2016 requires every professional teacher to go through CPD, CPD units
are a requirement for the renewal of professional licenses
Let as learn from CPD from the CPD practices of countries which are known for their
sterling school performance. In Finland and New Zealand, CPD within the teachers teaching
schedule, in New Zealand teachers observe other teachers teaching schedule, attend
professional development activities, courses and work on curriculum, mentor teachers
deliberately and spend time to observe and confer with beginning teachers.
Japan is well-known for its lesson study where a teacher demonstrates a lesson as he/she is
observed by his/her colleagues. The demonstration lesson is open to critiquing by fellow
teachers for professional development.
Singapore has its lesson to study, too, in addition to teacher researcher networks, lesson
study and other forms of “learning circles”
Based on the professional development practices and experiences on high-performing
countries, we can say that a CPD that works is 1) continuous; 2) collaborative; 3) focused on
a specific teacher need; 4) job-embedded; 5) given enough time and 6) funded. The one-shot
workshop that teachers bemoan don’t work.

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