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Group 3_III-20_Policies Governing the Teachers’ Conduct and Interaction with Other Stakeholders in Society and the Community (2)

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The provided link contains information on "School Community." After reading the text, answer the question at the bottom of this post.

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The provided link contains information on "School Community." After reading the text, answer the question at the bottom of this post.

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Give examples of known institutions that perform educational operations.

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When used by educators, the term school community typically refers to the various individuals, groups, businesses, and institutions that are invested in the welfare and vitality of a public school and its community-i.e., the neighborhoods and municipalities served by the school.

In many contexts, the term encompasses the school administrators, teachers, and staff members who work in a school; the students who attend the school and their parents and families; and local residents and organizations that have a stake in the school's success, such as school-board members, city officials, and elected representatives; businesses, organizations, and cultural institutions; and related organizations and groups such as parent-teacher associations, "booster clubs," charitable foundations, and volunteer school-improvement committees (to name just a few). In other settings, however, educators may use the term when referring, more specifically, to the sense of "community" experienced by those working, teaching, and learning in a school-i.e., the administrators, faculty, staff, and students. In this case, educators may also be actively working to improve the culture of a school, strengthen relationships between teachers and students, and foster feelings of inclusion, caring, shared purpose, and collective investment.

The term school community also implicitly recognizes the social and emotional attachments that community members may have to a school, whether those attachments are familial (the parents and relatives of students, for example), experiential (alumni and alumnae), professional (those who work in and derive an income from the school), civic (those who are elected to oversee a school or who volunteer time and services), or socioeconomic (interested taxpayers and the local businesses who may employ graduates and therefore desire more educated, skilled, and qualified workers). Depending on the specific context in which the term is used, school community may have more or less inclusive-or more or less precise-connotations.

School community may also be used interchangeably with stakeholders, since a school community necessarily comprises a wide variety of "stakeholders."

Reform

The "school community" concept is closely related to the concepts of voice and shared leadership, which generally seek to broaden the involvement of more individuals, and more diverse viewpoints, in the governance and programming in a school or district. The idea of a school community may also intersect with leadership teams and the development of mission and vision statements or school-improvement plans-all of which may involve students, parents, and other individuals who are not employed by a school. While the concept is related in some ways to professional learning communities, the "school community" concept is distinct (although the term "learning community" may refer to both school communities and professional learning communities).

The idea of a school community may also have an official, democratic connotation, given that the majority of public schools and districts are overseen by elected school boards or other governing bodies. School boards make and revise school policies, and they authorize certain governance decisions and activities-responsibilities that often extend to the development and approval of school-improvement proposals. In these cases, school-board members are elected to represent "the community" in a direct, official capacity.

Generally speaking, the growing use of school community reflects the recognition that schools, as public institutions supported by state and local tax revenues, are not only part of and responsible to the communities they serve, but they are also obligated to involve the broader community in important decisions related to the governance, operation, or improvement of the school. Increasingly, schools are being more intentional and proactive about involving a greater diversity of community members, particularly those from disadvantaged communities and backgrounds, or from groups that have historically been underserved by schools or that have underperformed academically, including English-language learners, students of color, immigrant students, and special-education students. In some cases, federal or state programs and foundation grants may encourage or require the involvement of multiple community groups in a school-improvement effort as a condition of funding.

Community-engagement strategies are also widely considered central to successful school improvement by many individuals and organizations that work with public schools. Because some communities may be relatively uninformed about or disconnected from their local schools, a growing number of educational reformers and reform movements in recent decades have advocated for more inclusive, community-wide involvement in an improvement process. The general theory is that by including more members of a school community in the process, school leaders can foster a stronger sense of "ownership" among the participants and within the broader community. In other words, when the members of an organization or community feel that their ideas and opinions are being heard, and when they are given the opportunity to participate authentically in a planning or improvement process, they will feel more invested in the work and in the achievement of its goals, which will therefore increase the likelihood of success.

In some cases, when schools make major organizational, programmatic, or instructional changes-particularly when parents and community members are not informed in advance or involved in the process-it can give rise to criticism, resistance, and even organized opposition. As a reform strategy, involving a variety of "stakeholders" from the broader community can improve communication and public understanding, while also incorporating the perspectives, experiences, and expertise of participating community members to improve reform proposals, strategies, or processes. Educators may use phrases such as "securing community support," "building stakeholder buy-in," or "fostering collective ownership" to describe efforts being made to involve community members in a planning and improvement process. In other cases, stakeholders are individuals who have power or influence in a community, and schools may be obligated, by law or social expectation, to keep certain parties informed the school and involved in its governance.

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When used by educators, the term school community typically refers to the various individuals, groups, businesses, and institutions that are invested in the welfare and vitality of a public school and its community—i.e., the neighborhoods and municipalities served by the school. In many contexts, th…

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Group 3_III-20_Policies Governing the Teachers’ Conduct and Interaction with Other Stakeholders in Society and the Community (1)

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The provided link contains information on "Domain 6. Community Linkages and Professional Engagement." After reading the text, answer the question at the bottom of this post.

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The provided link contains information on "Domain 6. Community Linkages and Professional Engagement." After reading the text, answer the question at the bottom of this post.

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If you are a pre-service teacher, how will you build relationships with parents/guardians and the wider school community to facilitate involvement in the educational process?

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ARTICLE III CODE OF ETHICS FOR PROFESSIONAL TEACHERS (2)

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The preceding link contains information about the "Code of Ethics for Professional Teachers." After reading the text, answer the question at the bottom of this post.

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The preceding link contains information about the "Code of Ethics for Professional Teachers." After reading the text, answer the question at the bottom of this post.

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If you have to make any amendment, a modification or an additional, on the code of ethics for professional teachers, what would that be? Why?

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The RA 7836 Code of Ethics for Professional Teachers is a guiding principle for teachers to show proper behavior around the community at all times. Teachers should be good role models for learners. They need to establish and maintain a good reputation not only in the learning environment but also around the community. This means that teachers are responsible for their actions and decision. With this being said, teachers should be guided by this act that provides ethical guidelines and best practices to adhere to.

RA 7836 CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of the paragraph, Article 11, of R.A. No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopts the Code of Ethics for Professional Teachers.

Preamble

Teachers are duly licensed professionals who possess 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 Limitation

Section 1. The Philippine Constitution provides that all educational institutions 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, instil 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 honour 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 counselling 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 possesses 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 decent 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

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

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 favours 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 candour 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 behaviour 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.

Now you have the information about the Code of Ethics for Professional Teachers, what you should do now is reflect on this guide. Be a good role model and use your great influence to instill positive values in the learners.

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RA 7836 Code of Ethics for Professional Teachers - Teach Pinas

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The RA 7836 Code of Ethics for Professional Teachers is a guiding principle for teachers to show proper behavior around the community at all times. Teachers should be good role models for learners. They need to establish and maintain a good reputation not only in the learning environment but also around the community.