This year’s Teacher’s Day celebration theme is Teachers: Developing Knowledge, Perfecting Morals

May 16 of every year was chosen to celebrate Teacher’s Day in Malaysia because on the same date

in 1956, the Law Council of the Federation of Malaya (Federal Legislative Council) accepted the

recommendations from Report Of The Education Committee as our national education policy. The

document known as the Razak Report, has been the basis of our National Education Policy ever

since.

A teacher’s role is not limited to presenting the syllabus in classrooms, as teachers need to be

creative and innovative in developing knowledge. A teacher’s role is also to nurture holistic

individuals who are knowledgeable and hold strong morals.

http://www.brighthubeducation.com/teaching-methods-tips/128527-why-every-teacher-should-have-a-personal-development-plan/

2. They increase your chances of accomplishing your goals. Research shows that writing down your

goals makes you significantly more likely to accomplish them. In fact, best-selling author and leadership expert

Michael Hyatt says that writing down your goals will, in part, clarify what you want, motivate you to take action,

and help you overcome obstacles.

3. They help you make your goals a priority. Humans are inherently bad at accomplishing goals when

they’re not tracked and measured. Among lesson plans, grading, and other work and life commitments, it’s easy to let

your goals slide if you’re not actively monitoring them.

How to Create Your Plan

Once you’ve decided you need a personal development plan, here are seven tips to help you develop one and stick

to it:

1. Reflect on the past. Start by reflecting on your personal and professional practices, strengths, and

weaknesses. What do you do on a regular basis? What seems to be working? What are your go-to teaching practices

that always work for your students? What areas of your teaching do you feel, if strengthened, would support your

students’ growth? Think about times when you grew in your teaching practice, and reflect on how you learn best. Is it

working side-by-side with a colleague? Reading a case study? Listening to a webinar and trying those techniques out

on your own?

2. Study the facts. Use recent qualitative and quantitative data to see if the facts back up your beliefs. Discard

any belief that’s not backed up by concrete data.

3. Focus on core ideas. Instead of trying to tackle everything at once, focus on two or three ideas that you think

will help you improve based on your data. How can you leverage your strengths to help you work on your

weaknesses? Your selection might be based on what you think is achievable. Larger goals will require significant

effort throughout the year. One or two smaller goals can be more easily accomplished and provide a motivation boost

to help you tackle your grander goals.

A second approach examines how teaching goals can support one another. Consider clustering goals like maximizing

instructional time through clear transitions, delivering clear instructions, and empowering student ownership of

routines — all of which complement one another. When achieved, these clustered goals have a significant impact on

the classroom climate.

4. Set and measure your goals. For each idea, write down a single goal that begins with an action word, and

include a deadline. Determine how you can make your goals SMART: specific, measurable, attainable, relevant, and

time-bound.

It’s also critical that you know how you’ll measure your progress. How can you analyze students’ behaviors and

progress to indicate that you’ve achieved your instructional goals? If your goal is to build small group discussions into

more daily lessons, then how will you measure that specific goal? If you outline and define the necessary data before

you begin collecting it, you’re more likely to monitor and evaluate your progress along the way.

5. Decide what you want to gain. Do you want to read more about a specific topic or develop a new skill?

How will you implement what you’ve learned? Set achievable milestones, rather than one immeasurable goal, and

monitor your success to help you stay on track.

6. Share your goals. When you develop your goals, share them with a close friend or colleague. In fact, the

more friends you share your goals with, the more likely you are to achieve them. Tell your “goal buddies” why your

goals are important to you. Share your deadlines to hold yourself accountable. Ask your colleagues to provide

feedback to help you stay focused.

7. Reassess your goals. After a few weeks, reassess your goals and progress. Have you achieved them? If so,

reward yourself, and move on to another goal. If not, reflect on what worked and what didn’t, and decide whether

those goals are right for you.

The best way to ensure lifelong learning is to set specific, achievable goals. But long-term growth can only be

achieved through tracking those goals every day and ensuring they’re right for you.

Don’t rely solely on cookie-cutter plans and assessments. Set your own goals and break away from the factory line.

http://tepdl.dpi.wi.gov/pdp/professional-development-plan

The Professional Development Plan (PDP) is a process for the renewal of an educator’s

license based on planned professional growth and evidence of the impact of that growth on

student learning.

A documented completion of a PDP as verified by a PDP review team of three members is

required in order to renew a Professional Educator license or advance from an Initial

Educator to a Professional Educator license. The PDP Verification must be submitted

through an electronic PDP service provider and received by the DPI as part of license

application processing requirement.

You may contact the following electronic PDP service providers to create and work on your

PDP electronically. You must submit your PDP Verification to the DPI upon completion of

your PDP through these electronic service providers:

Twelve qualities of a good teacher or mentor

1. Committed to the work Focuses on educational needs of the students Works with passion Keen to uphold the university's values Enthusiastic about work and about teaching

2. Encourages and appreciates diversity Does not stereotype or speak negatively of others Nurtures and encourages diversity Seeks and encourages understanding of, and respect for, people of diverse

backgrounds3. Interacts and communicates respect

Communicates effectively with others Encourages input from others, listening deeply and giving credit for their

contributions Acts with integrity Provides a model of high ethical standards Shows a caring attitude

4. Motivates students and co-workers Encourages students to achieve their goals Provides constructive feedback Monitors progress of students and fosters their success

5. Brings a wide range of skills and talents to teaching Teaching is clearly presented and stimulates high-order thinking skills Presents difficult concepts comprehensibly Brings appropriate evidence to the critique Teaches memorably

6. Demonstrates leadership in teaching Contributes to course design and structure Contributes to publications on education Evidence of self-development in an educational context Demonstrates creativity in teaching strategies Committed to professional development in education

7. Encourages an open and trusting learning environment Creates a climate of trust Encourages students to learn from mistakes Helps students redefine failure as a learning experience Encourages student questions and engagement in the learning process Encourages student growth with appropriate behaviour-based feedback

8. Fosters critical thinking Teaches students how to think, not what to think Encourages students to organize, analyse and evaluate Explores with probing questions Discusses ideas in an organized way Helps students to focus on key issues Trains students in strategic thinking

9. Encourages creative work Motivates students to create new ideas Fosters innovation and new approaches

10. Emphasizes teamwork Builds links at national and international levels in education Encourages students to work in teams Encourages collaborative learning

11. Seeks continually to improve teaching skills Seeks to learn and incorporate new skills, and information teaching Seeks feedback and criticism Keeps up to date in specialty

12. Provides positive feedback Listens to students and discovers their educational needs Values students, never belittles Provides constructive feedback Helps and supports people to grow Teaches students how to monitor their own progress

http://www.facultyfocus.com/articles/philosophy-of-teaching/nine-characteristics-of-a-great-teacher/

Nine Characteristics of a Great TeacherBy: Maria Orlando, EdD

Years ago, as a young, eager student, I would have told you that a great

teacher was someone who provided classroom entertainment and gave very

little homework. Needless to say, after many years of K-12 administrative

experience and giving hundreds of teacher evaluations, my perspective has

changed. My current position as a professor in higher education gives me

the opportunity to share what I have learned with current and future school

leaders, and allows for some lively discussions among my graduate students

in terms of what it means to be a great teacher.

Teaching is hard work and some teachers never grow to be anything better

than mediocre. They do the bare minimum required and very little more.

The great teachers, however, work tirelessly to create a challenging,

nurturing environment for their students. Great teaching seems to have less

to do with our knowledge and skills than with our attitude toward our

students, our subject, and our work. Although this list is certainly not all-

inclusive, I have narrowed down the many characteristics of a great teacher

to those I have found to be the most essential, regardless of the age of the

learner:

1. A great teacher respects students. In a great teacher’s classroom,

each person’s ideas and opinions are valued. Students feel safe to express

their feelings and learn to respect and listen to others. This teacher creates

a welcoming learning environment for all students.

2. A great teacher creates a sense of community and belonging in

the classroom. The mutual respect in this teacher’s classroom provides a

supportive, collaborative environment. In this small community, there are

rules to follow and jobs to be done and each student is aware that he or she

is an important, integral part of the group. A great teacher lets students

know that they can depend not only on her, but also on the entire class.

3. A great teacher is warm, accessible, enthusiastic and caring. This

person is approachable, not only to students, but to everyone on campus.

This is the teacher to whom students know they can go with any problems

or concerns or even to share a funny story. Great teachers possess good

listening skills and take time out of their way-too-busy schedules for anyone

who needs them. If this teacher is having a bad day, no one ever knows—the

teacher leaves personal baggage outside the school doors.

4. A great teacher sets high expectations for all students. This teacher

realizes that the expectations she has for her students greatly affect their

achievement; she knows that students generally give to teachers as much or

as little as is expected of them.

5. A great teacher has his own love of learning and inspires students

with his passion for education and for the course material. He constantly

renews himself as a professional on his quest to provide students with the

highest quality of education possible. This teacher has no fear of learning

new teaching strategies or incorporating new technologies into lessons, and

always seems to be the one who is willing to share what he’s learned with

colleagues.

6. A great teacher is a skilled leader. Different from administrative

leaders, effective teachers focus on shared decision-making and teamwork,

as well as on community building. This great teacher conveys this sense of

leadership to students by providing opportunities for each of them to

assume leadership roles.

7. A great teacher can “shift-gears” and is flexible when a lesson isn’t

working. This teacher assesses his teaching throughout the lessons and

finds new ways to present material to make sure that every student

understands the key concepts.

8. A great teacher collaborates with colleagues on an ongoing

basis. Rather than thinking of herself as weak because she asks for

suggestions or help, this teacher views collaboration as a way to learn from

a fellow professional. A great teacher uses constructive criticism and advice

as an opportunity to grow as an educator.

9. A great teacher maintains professionalism in all areas—from

personal appearance to organizational skills and preparedness for each day.

Her communication skills are exemplary, whether she is speaking with an

administrator, one of her students or a colleague. The respect that the great

teacher receives because of her professional manner is obvious to those

around her.

While teaching is a gift that seems to come quite naturally for some, others

have to work overtime to achieve great teacher status. Yet the payoff is

enormous — for both you and your students. Imagine students thinking of

you when they remember that great teacher they had in college!

Dr. Maria Orlando is a core faculty member in the doctoral Educational

Leadership and Management Specialization at Capella University. She also

serves as an adjunct professor at Lindenwood University in St. Charles,

Missouri

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1079387/

Box 1 Twelve qualities of a good teacher or mentor

1. Committed to the work Focuses on educational needs of the students Works with passion

Keen to uphold the university's values Enthusiastic about work and about teaching

2. Encourages and appreciates diversity Does not stereotype or speak negatively of others Nurtures and encourages diversity Seeks and encourages understanding of, and respect for, people of diverse

backgrounds3. Interacts and communicates respect

Communicates effectively with others Encourages input from others, listening deeply and giving credit for their

contributions Acts with integrity Provides a model of high ethical standards Shows a caring attitude

4. Motivates students and co-workers Encourages students to achieve their goals Provides constructive feedback Monitors progress of students and fosters their success

5. Brings a wide range of skills and talents to teaching Teaching is clearly presented and stimulates high-order thinking skills Presents difficult concepts comprehensibly Brings appropriate evidence to the critique Teaches memorably

6. Demonstrates leadership in teaching Contributes to course design and structure Contributes to publications on education Evidence of self-development in an educational context Demonstrates creativity in teaching strategies Committed to professional development in education

7. Encourages an open and trusting learning environment Creates a climate of trust Encourages students to learn from mistakes Helps students redefine failure as a learning experience Encourages student questions and engagement in the learning process Encourages student growth with appropriate behaviour-based feedback

8. Fosters critical thinking Teaches students how to think, not what to think Encourages students to organize, analyse and evaluate Explores with probing questions

Discusses ideas in an organized way Helps students to focus on key issues Trains students in strategic thinking

9. Encourages creative work Motivates students to create new ideas Fosters innovation and new approaches

10. Emphasizes teamwork Builds links at national and international levels in education Encourages students to work in teams Encourages collaborative learning

11. Seeks continually to improve teaching skills Seeks to learn and incorporate new skills, and information teaching Seeks feedback and criticism Keeps up to date in specialty

12. Provides positive feedback Listens to students and discovers their educational needs Values students, never belittles Provides constructive feedback Helps and supports people to grow Teaches students how to monitor their own progress.

http://teaching.colostate.edu/tips/tip.cfm?tipid=89

Six Key Attributes of Successful Teaching

Being a successful teacher depends on many things, not a few of which derive from personal characteristics, attitudes, and the proclivity—or appetite if you

will—for the teaching profession. Of course, a demonstrable aptitude for helping students grasp new material, information and concepts goes without saying.

That said—there is no “one way” to become a successful teacher. There are commonalities, however, and key attributes that most successful teachers bring to their pedagogical practice: among them, these six, derived fromFink's 5 Principles of Fine Teaching (2006).

1. They challenge their students. They demand more than the ability to comprehend and regurgitate the basics. They demand a significant effort. They build their coursework around critical and creative thinking; around interpretation, decision making, and problem solving; around learning how to learn.

2. They provide active learning opportunities. Passive learning, such as reading, watching and listening has its place, but active learning is where the lesson grabs hold. Learning-by-doing carries a certain “stickiness.” You learn to build an argument, or a bridge, by building the argument, or the bridge.

3. They care—and it’s discernable. They care about what they are teaching, about the students they are teaching, and about teaching and learning in general. Their passion and interest can be felt. “Students won’t care how much you know until they know how much you care” (Anonymous).

4. They provide leadership. In the classroom, they establish both academic and personal credibility. Students want to know they have a trustworthy, competent and energetic guide when they embark on a new subject. Lectures, classroom discussions, office hours—all of it—must reinforce for students the potential for significant learning.

5. They offer plenty of feedback. They communicate with their students regularly, providing up-to-date appraisals of how they’re doing along the learning curve, dispensing praise where subject mastery is evident and encouragement and help in areas in need of improvement.

6. They promise a fair grading system, one that is based on learning outcomes: objective and honest, flexible where necessary, but consistent—across-the-board—for all students, and communicated up-front in the syllabus.

Now, it can probably be argued that there are as many keys to successful teaching as there are successful teachers. The six mentioned above certainly do not constitute a definitive list; however, it is arguable that all six will be found in the pedagogical repertoires of most successful teachers.

Transcript of "Teaching as a Profession and Code of Ethics of the Malaysian Teaching Profession"

1. 1. Teaching as a Profession and Qualities of Professional Teachers and Code of Ethics of the Malaysian Teaching Profession Quah Swee Suan 1

2. 2.   Concept of Profession Gordon Marshall (1998) a type of work orientation a form of work organization , includes some central regulatory body to ensure the standard of performance of individual members is conformed to the profession. each type of profession has its own code of conduct. A professional required careful management of knowledge in relation to the expertise which constitutes the basis of the professional activities. Associated with personal service, involving confidentiality and full trust (doctors, lawyers, accountants……..) 2

3. 3.   Concept of Profession Liebernman (USA) summarize profession as : • “ A profession is a typical form of occupation conducted by professionals who are trained with special skill, and are honest, dedicated, responsible, and possess high moral standards, vested with autonomy during service, observe and follow faithfully to the Code of Ethics of the professional organization.” 3

4. 4.   Teacher as a professional • Possesses academic as well as professional qualification based on teacher training course attended. • Possesses autonomy in class management and methods of teaching in the classroom. • Member of teacher organization. • Observe and follow the Code of Ethics of the teacher organization. • A professional service to the pupils, society and nation. • Recognized as educational specialists. 4

5. 5.   Teacher as a non-professional ?? 56. 6.   The teaching profession in Malaysia today is still lack of certain professional

characteristics in order to be classified as a profession. teaching job is not restricted to those trained teachers only. not every teacher is a member of any teacher association. neither one of the teacher organization is vested with the power to control the number of new members , nor have the right to expel the members if they do not observe the Code of Ethics. 6

7. 7.   A teacher has only limited autonomy because a lot of decision are usually made by the school authority. Teachers possess different academic qualifications (SPM, STPM, university degree….) and were placed under different salary schemes, Sistem Saranan Malaysia (SSM). Teachers do not have the autonomy to decide the payment for their service. 7

8. 8.   Characteristics and Qualities of Professional Teachers Characteristics and qualities of professional teachers are closely related to the teaching values which encompasses individual, social, and professional characteristics and qualities of teachers. 8

9. 9.   Individual Characteristics and Qualities Kind –hearted Humorous Patient Responsible Confidence Leadership Other teaching values: considerate, fairness, adaptable, firm, dedicated, authorative and tolerant. 9

10. 10.   Social Characteristics and Qualities • Teacher is not only confined to teaching in the classroom. • Has to interact with colleagues, parents and local community outside classroom. • Has to cultivate good relationship and cooperative spirit among teachers, parents and local community for the development and progress of the pupils and school. 10

11. 11.   Social Characteristics and Qualities Well-manner Friendly Modest Dedicated Honest Other teaching values: • dedication, communicative, positive spirit, motivation, and innovative 11

12. 12.   Professional Characteristics and Qualities High professional qualities are important and necessary for a qualified trained teacher. Inquisitive Powerful memory Professional quality Communicative Innovative Others: dedication, communicative, positive spirit, motivation, and innovative. 12

13. 13.   Code of Ethics of the Malaysian Teaching Profession Responsibility towards students † emphasize on students’ welfare and safety more than other matters. † fair in dealing with every student without considering any factors such as physical, mental, emotional, political, economic and social aspects. † treat personal information of students as confidential and only reveal to those who have the right to acquire. 13

14. 14.   Responsibility towards students † to guide or reach any student in the class without any fee charge. † to exemplify the proper way of dressing , speaking and behavior † to improve and upgrade teacher professionalism by means of study, research, and attend professional course, conference, meeting or seminar. 14

15. 15.   Responsibility towards parents † to respect the sole responsibility of parents towards their children. † to establish cordial relationship and cooperation between the school and the pupils’ parents. † to treat all information supplied by parents as confidential. † to inform parents about matter that concerning on the welfare of the pupils. † to avoid using parents’ social and economic status for personal gain. † to avoid using inappropriate remark o f behavior which can affect the pupils’ confidence on their parents or guardian. 15

16. 16.   Responsibility towards society and nation • to avoid any teaching which can bring harm to the pupils ,society or nation, or which is contradictory to the pupils National Principles. • to instill pupils with positive attitudes and noble values so that they will become loyal, responsible and useful citizens, and respect elders and people of different culture, racial descendant and religion. • To respect the school and to fulfil all the responsibilities as good citizens. 16

17. 17.   To foster the spirit of cooperation and common understanding among colleagues and parents, and members of education institution and society. To provide positive contribution in to upgrade the standard of living, including moral, cultural and educational aspects of the society. To adhere to the principles of good behaviour according to the values of the society. 17

18. 18.   Responsibility towards colleagues and the teaching profession † to avoid making any remark or comment in front of students or parents, or commit any act that will affect the good reputation or self- respect of any colleague. † not to involve in any activity which will affect the efficiency performance of the teachers as a whole. † to work dedicatedly to fulfil the responsibility of a teacher, strive hard to maintain the good image of a teacher. 18

19. 19.   Responsibility towards colleagues and the teaching profession † always ready to assist colleagues, especially those who are recently appointed in the teaching profession. † always caution of any action that might tarnish the good reputation of the teaching profession. † to join as member of the teacher organization. 19

20. 20.   20 Analyze the Code of Ethics of the Malaysian Teaching Profession

https://saicebrian.wordpress.com/2009/09/29/code-of-ethics-for-professional-teachers/

CODE OF ETHICS FOR PROFESSIONAL  TEACHERS

Preamble

Teachers are duly licensed professionals who possesses dignity and reputation with

high moral values as well as technical and professional competence in the practice of

their noble profession, and they strictly adhere to, observe, and practice this set of

ethical and moral principles, standards, and values.

Article I: Scope and Limitations

Section 1. The Philippine Constitution provides that all educational institution shall offer

quality education for all competent teachers. Committed to its full realization, the

provision of this Code shall apply, therefore, to all teachers in schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational

institutions at the preschool, primary, elementary, and secondary levels whether

academic, vocational, special, technical, or non-formal. The term “teacher” shall include

industrial arts or vocational teachers and all other persons performing supervisory

and /or administrative functions in all school at the aforesaid levels, whether on full time

or part-time basis.

Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens of the state; each teacher

is a trustee of the cultural and educational heritage of the nation and is under obligation

to transmit to learners such heritage as well as to elevate national morality, promote

national pride, cultivate love of country, instill allegiance to the constitution and for all

duly constituted authorities, and promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out the declared

policies of the state, and shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own,

every teacher shall be physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to

duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or other

partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive

any money or service or other valuable material from any person or entity for such

purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and

responsibility.

Section 7. A teacher shall not use his position or official authority or influence to coerce

any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of

expounding the product of his researches and investigations; provided that, if the results

are inimical to the declared policies of the State, they shall be brought to the proper

authorities for appropriate remedial action.

Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth; he

shall, therefore, render the best service by providing an environment conducive to such

learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively participate in

community movements for moral, social, educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose he

shall behave with honor and dignity at all times and refrain from such activities as

gambling, smoking, drunkenness, and other excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore,

study and understand local customs and traditions in order to have sympathetic attitude,

therefore, refrain from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community

informed about the school’s work and accomplishments as well as its needs and

problems.

Section 6. Every teacher is intellectual leader in the community, especially in the

barangay, and shall welcome the opportunity to provide such leadership when needed,

to extend counseling services, as appropriate, and to actively be involved in matters

affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official

relations with other professionals, with government officials, and with the people,

individually or collectively.

Section 8. A teacher posses freedom to attend church and worships as appropriate, but

shall not use his positions and influence to proselyte others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession,

and shall manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality

education, shall make the best preparations for the career of teaching, and shall be at

his best at all times and in the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional Education

(CPE) program of the Professional Regulation Commission, and shall pursue such other

studies as will improve his efficiency, enhance the prestige of the profession, and

strengthen his competence, virtues, and productivity in order to be nationally and

internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school,

but shall not make improper misrepresentations through personal advertisements and

other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it

dignified means for earning a descent living.

Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty,

mutual confidence, and faith in one another, self-sacrifice for the common good, and full

cooperation with colleagues. When the best interest of the learners, the school, or the

profession is at stake in any controversy, teachers shall support one another.

Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give

due credit for the work of others which he may use.

Section 3. Before leaving his position, a teacher shall organize for whoever assumes

the position such records and other data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning

associates and the school, and shall not divulge to anyone documents which has not

been officially released, or remove records from files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may

appear to be an unprofessional and unethical conduct of any associate. However, this

may be done only if there is incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against

an associate, preferably in writing, without violating the right of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified; provided

that he respects the system of selection on the basis of merit and competence;

provided, further, that all qualified candidates are given the opportunity to be

considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort to understand

and support the legitimate policies of the school and the administration regardless of

personal feeling or private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against superiors,

especially under anonymity. However, if there are valid charges, he should present such

under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except when

special conditions warrant a different procedure, such as when special conditions are

advocated but are opposed by immediate superiors, in which case, the teacher shall

appeal directly to the appropriate higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek redress

against injustice to the administration and to extent possible, shall raise grievances

within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the

interest and the welfare of learners whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments,

promotions, and transfer of teachers are made only on the basis of merit and needed in

the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up

to his contract, assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy, helpfulness

and sympathy towards teachers and other personnel, such practices being standards of

effective school supervision, dignified administration, responsible leadership and

enlightened directions.

Section 2. School officials, teachers, and other school personnel shall consider it their

cooperative responsibility to formulate policies or introduce important changes in the

system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all

teachers under them such as recommending them for promotion, giving them due

recognition for meritorious performance, and allowing them to participate in conferences

in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or

other subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are

employed in accordance with pertinent civil service rules, and private school teachers

are issued contracts specifying the terms and conditions of their work; provided that

they are given, if qualified, subsequent permanent tenure, in accordance with existing

laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the

promotions of learners in the subject or grades he handles, provided that such

determination shall be in accordance with generally accepted procedures of evaluation

and measurement. In case of any complaint, teachers concerned shall immediately take

appropriate actions, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first

and foremost concern, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against

a learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or

others in their behalf in exchange for requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from

tutorials other what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and

quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop between

teacher and learner, the teacher shall exercise utmost professional discretion to avoid

scandal, gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor

make deductions from their scholastic ratings as a punishment for acts which are clearly

not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum

development of learners are adequate, and shall extend needed assistance in

preventing or solving learner’s problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents, and

shall conduct himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the

progress and deficiencies of learner under him, exercising utmost candor and tact in

pointing out the learner’s deficiencies and in seeking parent’s cooperation for the proper

guidance and improvement of the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding,

and shall discourage unfair criticism.

Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income

generation; provided that it does not relate to or adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial

matters such as in the settlement of his debts and loans in arranging satisfactorily his

private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially

interested in, any commercial venture which furnish textbooks and other school

commodities in the purchase and disposal of which he can exercise official influence,

except only when his assignment is inherently, related to such purchase and disposal;

provided they shall be in accordance with the existing regulations; provided, further, that

members of duly recognized teachers cooperatives may participate in the distribution

and sale of such commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is the

highest obligation to live with dignity at all times whether in school, in the home, or

elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary 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 a model worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own

destiny and of the destinies of men and nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for the

imposition against the erring teacher of the disciplinary action consisting of revocation of

his Certification of Registration and License as a Professional Teacher, suspension

from the practice of teaching profession, or reprimand or cancellation of his

temporary/special permit under causes specified in Sec. 23, Article III or R.A. No. 7836,

and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. 7836.

Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the Professional Regulation

Commission and after sixty (60) days following its publication in the Official Gazette or

any newspaper of general circulation, whichever is earlier.

Transcript of "code of ethics for professional teacher"

1. 1. Pursuant to the provisions of paragraph (e),Article 11, of R.A. No. 7836, otherwiseknown as the Philippine TeachersProfessionalization Act of 1994 andparagraph (a), section 6, P.D. No. 223, asamended, the Board for ProfessionalTeachers hereby adopt the Code of Ethicsfor Professional Teachers.

2. 2.   Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, and they strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values.

3. 3.   Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all competent teachers. Committed to itsfull realization, the provision of this Code shall apply, therefore, to all teachers in schools in the Philippines.

4. 4.   This Code covers all public and private schoolteachers in all educational institutions at thepreschool, primary, elementary, and secondarylevels whether academic, vocational, special,technical, or non-formal. The term teacher shallinclude industrial arts or vocational teachers andall other persons performing supervisory and /oradministrative functions in all school at theaforesaid levels, whether on full time or part-timebasis.

5. 5.   Section 1. The schools are the nurseries of thefuture citizens of the state; each teacher is a trusteeof the cultural and educational heritage of thenation and is under obligation to transmit tolearners such heritage as well as to elevate nationalmorality, promote national pride, cultivate love ofcountry, instill allegiance to the constitution and forall duly constituted authorities, and promoteobedience to the laws of the state.

6. 6.   Every teacher or school official shall activelyhelp carry out the declared policies of thestate, and shall take an oath to this effect.In the interest of the State and of the Filipinopeople as much as of his own, every teachershall be physically, mentally and morally fit.

7. 7.   Every teacher shall possess and actualize a fullcommitment and devotion to duty. A teacher shall not engage in thepromotion of any political, religious, or otherpartisan interest, and shall not, directly orindirectly, solicit, require, collect, or receive anymoney or service or other valuable material fromany person or entity for such purposes.

8. 8.   Every teacher shall vote and shall exerciseall other constitutional rights andresponsibility. A teacher shall not use hisposition or official authority or influenceto coerce any other person to follow anypolitical course of action.

9. 9.   Every teacher shall enjoy academic freedomand shall have privilege of expounding theproduct of his researches andinvestigations; provided that, if the resultsare inimical to the declared policies of theState, they shall be brought to the properauthorities for appropriate remedial action.

10. 10.   Section 1. A teacher is a facilitator of learning and of the development ofthe youth; he shall, therefore, render the best service by providing an environment conducive to such learning and growth.

11. 11.   Every teacher shall provideleadership and initiative toactively participate in communitymovements for moral, social,educational, economic and civicbetterment.

12. 12.   Every teacher shall merit reasonablesocial recognition for which purposehe shall behave with honor anddignity at all times and refrain fromsuch activities as gambling, smoking,drunkenness, and other excesses,much less illicit relations.

13. 13.   Every teacher shall study and understand local customs and traditions in order to havesympathetic attitude, therefore, refrain from disparaging the community.

14. 14.   Every teacher shall help the school keep the people in thecommunity informed about the schools work and accomplishments as well as its needs and problems.

15. 15.   Every teacher is intellectual leader in the community and shall welcome the opportunity to provide such leadership when needed, to extend counseling services and to actively be involved in matters affecting the welfare of the people.

16. 16.   Every teacher shall maintain harmonious andpleasant personal and official relations withother professionals, with government officials,and with the people, individually or collectively. Section 8.A teacher posses freedom to attend church andworships as appropriate, but shall not use hispositions and influence to proselyte others.

17. 17.   The Teachers and the Profession18. 18.   Article V, sec. 1...imbued with the spirit of professional loyalty, mutual confidence, and

faith in one another19. 19.   Article V, sec. 2A teacher is not entitledto claim credit or worknot of his own, and

shallgive due credit for thework of others which hemay use.20. 20.   Article v, sec. 3...before to leave, organize records and data21. 21.   Article v, sec. 4... hold inviolate confidential information and shall not divulge any

documents which has not been officially released without permission.22. 22.   Article v, sec. 5...seek correctives for an unprofessional and unethical conduct23. 23.   Article v, sec. 6... submit to the proper authorities any justifiable criticism, without

violating the right of the individual concerned.24. 24.   Article v, sec. 7... may apply for a vacant position for which he is qualified; provided that

he respects the system of selection...25. 25.   The Teachers and HigherAuthorities in the Profession26. 26.   Article vi, sec. 1...make an honest effort to understand and support the legitimate policies

of the school and the administration...27. 27.   Article vi, sec. 2... shall not make any false accusations or charges against superiors.

However, if there are valid charges, present such under oath to competent authority.28. 28.   Article vi, sec. 3...shall transact all official business through channels except when

special conditions warrant a different procedure...29. 29.   Article vi, sec. 4...has right to seek redress against injustice to the administration, and

shall raise grievances within acceptable democratic possesses.30. 30.   Article vi, sec. 5...has a right to invoke theprinciple that appointments,promotions, and

transfer ofteachers are made only on thebasis of merit and needed inthe interest of the service.

31. 31.   Article vi, sec. 6A teacher who accepts aposition assumes a contractualobligation to live up to hiscontract, and full knowledgeof employment terms andconditions.

32. 32.   School Officials, Teachers, andOther Personnel33. 33.   Article vii, sec. 1... show professional courtesy, helpfulness and sympathy towards

teachers and other personnel...34. 34.   Article vii, sec. 2... Everyone shall consider cooperative responsibility to formulate

policies...35. 35.   Article vii, sec. 3School officials shallencourage all teachers toattend and participate

inconferences in trainingprograms.36. 36.   Article vii, sec 4No school officials shalldismiss or recommend fordismissal a teacher

orother subordinates exceptfor cause.37. 37.   Article vii, sec. 5...shall ensure that public schoolteachers are employed inaccordance

with pertinent civilservice rules, and private schoolteachers are issued contractsspecifying the terms andconditions of their work...

38. 38.   The Teachers and Learners39. 39.   Article viii, sec. 1...has a right and duty todetermine the academic marksand the

promotions of learners,in accordance with generallyaccepted procedures ofevaluation and measurement...

40. 40.   Article viii, sec. 2...shall recognize that the interest and welfare of learners are of first and foremost concern..

41. 41.   Article viii, sec. 3Under no circumstance shall a teacher be prejudiced or discriminate against a learner.

42. 42.   Article viii, sec. 4... shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions...

43. 43.   Article viii, sec. 5...shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service...

44. 44.   Article viii, sec. 6...shall base the evaluation of the learner’s work only in merit and quality of academic performance.

45. 45.   Article viii, sec. 7When mutual attraction and subsequent love develop, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.

46. 46.   Article viii, sec 8...shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment..

47. 47.   Article viii, sec. 9... shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.

48. 48.   ARTICLE IXTHE TEACHER AND PARENTS49. 49.   Section 1. A teacher shall establish and maintain cordial(hospitably warm) friendly

relations with parents, and shall conduct himself to merit (value ordeserve) their confidence and respect.

50. 50.   Section 2. A teacher shall inform parents, through properauthorities of the progress or deficiencies of learners under him seeking parent’s cooperation for the proper guidance and improvement of learners.

51. 51.   Section 3 A teacher shall hearparent’s complaints with sympathy andunderstanding, and shall encourage unfair criticism.

52. 52.   ARTICLE XTHE TEACHER AND BUSINESS53. 53.   Section 1 A teacher has a right toengage, directly or indirectly, in legitimate(legal) income

generation, provided that it does not relate to or adversely affect his work.54. 54.   Section 2. A teacher shall maintain agood reputation with respectto financial matters

such as in the settlement of his just debts, loans and other financial affairs.55. 55.   Section 3.No teacher shall act, directly orindirectly financially interested in any

commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except

56. 56.   only when hisassignment is inherentlyrelated to such purchase and disposal, provided that such shall be inaccordance with existing regulations.

57. 57.   THE TEACHER AS A PERSON58. 58.   Section 1. A teacher shalllive with dignity in all places at all times.59. 59.   Section 2. A teacher shall placepremium upon self-respect and self discipline as the

principle of personalbehavior in all relationship with others and in all situation.60. 60.   Section 3.A teacher shall maintain at all times a dignified personality which couldserve as

model worthy of emulation by learners, peers, and others.61. 61.   Section 3. A teacher shall always recognize the AlmightyGod or Being as guide ofhis

own destiny and of the destinies of men and nations.62. 62.   SECTION 1.Any violation of any provision ofhis Code shall be sufficientground for the

imposition againstthe erring teacher of disciplinaryaction consisting of revocation ofhis Certificate of Registrationand License as professionalTeacher,

63. 63.   suspension from the practice of the teaching profession,reprimand, or cancelation of histemporary/special permit under causes specified in Sec.23, Article III or R.A No. 7836, and Rules and Regulations Implementing R.A No. 7836.

64. 64.   SECTION 1.This code shall be approve by the Professional RegulationCommission and shall take effect sixty (60) days following itspublication in the official Gazette or any news paper of general circulation, whichever is earlier.