code of professional teachers
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CODE OF ETHICS
FOR
PROFESSIONAL
TEACHERS
Legal Section
Division of Negros Occidental
AND RELATED
JURISPRUDENCE
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Poisson 2013 IIEP-UNESCO
ObjectivesObjectives
Improve the ethics of the teaching profession;
Improve regulation and control of teachersmisconduct;
Protect students from unethical conduct ofteachers;
Promote a positive image of the teachingprofession;
Promote a feeling of professional identityamong teachers;
Improve the quality of teaching.
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Poisson 2013 IIEP-UNESCO
Standards for the behavior
and professional practiceof teachers
Code of ethics
A set ofinspirational
goals basedaround values
Code ofconduct
A more detailedset of standardsfor professional
and personalconduct based
on the values setin the code of
ethics
Standards of
professionalpractice
A set ofstandards, which
apply to all
registeredteachers, that
articulate what allteachers should
be able to do
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Poisson 2013 IIEP-UNESCO
REFERENCESREFERENCES
RA 6713- Code of Conduct and EthicalStandard for Public Ocers and
Employees
Civil Service Law
urisprudence
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Code of Etics for
Professional Teacers
Board Resolution No. 435, series of 1997
Board for Professional Teachers
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!"E C#$E%
&rea'(le
13 Articles
6) Sections
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PREA!"LE
Teacers are d#l$ licensed %rofessionals&o %ossesses dignit$and re%#tation
&it ig 'oral val#es as &ell as
tecnical and %rofessional co'%etencein te %ractice of teir no(le
%rofession) and te$ strictl$ adere to)
o(serve) and %ractice tis set of eticaland 'oral %rinci%les) standards) and
val#es*
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*+#LA!+#N #F C#$E #F E!"+CS F#R&R#FESS+#NAL !EAC"ERS
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Joseph Santos vs. NLRC, Hagonoy Institute, Inc.
As teacher, (one) serves as an ea!"#e to
his$her "%"i#s &
Conse'%ent# teachers !%st ahere to the
eactin* stanars o+ !ora#it an ecenc& A
teacher oth in his o++icia# an "ersona# con%ct!%st is"#a ee!"#ar ehavior&
.e !%st +ree# an /i##in*# acce"t restrictions on
his con%ct that !i*ht e vie/e the "ersona#
ehavior o+ teachers, IN AND !T"ID# T$#%&A""R', !%st e eon re"roach the
!%st oserve a hi*h stanar o+ inte*rit an
honest&
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As an EDUCATOR
1 Constit%tion states
4he State sha## "rotect an "ro!ote
the ri*ht o+ a## citi5ens to '%a#it e%cation at
a## #eve#s an sha## ta6e a""ro"riate ste"s to
!a6e s%ch e%cation accessi#e to a##&
Article XIV, Section 1
DUTY OF TEACHERS(7ase on 8a/)
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As a PARENT
4he schoo#, its a!inistrators an teachers,
en*a*e in chi# care sha## have s"ecia# "arenta#a%thorit an res"onsii#it over the !inor chi# /hi#e
%ner their s%"ervision, instr%ction or c%sto&
Article 1! o" the #a$ily Co%e
4hose *iven the a%thorit an res"onsii#it
%ner (Artic#e 21) sha## "rinci"a## an so#iari#
#ia#e +or a!a*es ca%se acts or o!issions o+
the %ne!anci"ate !inor&
Article 1& o" the #a$ily Co%e
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What is QUALITY EDUCATION?
Principal Dut !r O"li#ati!n is T! Ensur$%Qualit E&ucati!n'
!a6in* s%re that asic e%cation is rea##
so#i, eca%se i+ it is not so#i, it a++ects the '%a#it o+
seconar e%cation& I+ seconar e%cation is "oor,then the "erson *oes to co##e*e %n"re"are +or co##e*e
/or6& An i+ he is a##o/e to *ra%ate a*ain /ith a
"oor '%a#it co##e*e e%cation, he *oes to %niversit
"ro+essiona# e%cation even !ore %n"re"are&
Rev. #r. Joa'uin (ernas, SJ
Constitutionalist
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In sh!rt(
A schoo#, e+ore "ro!otin* or*ra%atin* a st%ent, !%st e s%re that
he$she (the st%ent) is +%nctiona## #iterate
to *o thro%*h net hi*her #eve#&
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T! $nsur$ Qualit E&ucati!n)
*+ ,ust "$ CO,PETENT an& EFFICIENT
Coe o+ Ethics +or Pro+essiona# 4eachers, Artic#e I9, Section 2:
Ever teacher sha## %"ho# the hi*hest
"ossi#e stanars o+ '%a#it e%cation,sha## !a6e the est "re"aration +or the
career o+ teachin*, an sha## e at his
est at a## ti!es in the "ractice o+ his
"ro+ession&
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7P 232 (E%cation Act o+ 12), Section 1; (2)
"rovies:
4he teacher sha## e acco%nta#e +or
e++icient an e++ective attain!ent o+ s"eci+ie#earnin* o
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A teacher sha## ens%re
that conitions contri%tive
to the !ai!%!eve#o"!ent o+ #earners
are ae'%ate an sha##
eten assistance in"reventin* or so#vin*
#earners> "ro#e!s an
i++ic%#ties&)Article IV, Section *+
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In sh!rt(
A teacher is e"ecte to e e++icient an
co!"etent in the "er+or!ance o+ his acae!ic
%ties at a## ti!es&!therwise,
A teacher /ho has consistent# sho/s his
inai#it to e++icient# "er+or! his %ties an
res"onsii#ities, /ithin a co!!on "er+or!ancestanars sho%# not e a##o/e to sta in
schoo# &
It is -urth$r pr!.i&$& as /ust caus$ !- t$r0inatin# a-acult(
?ross ine++icienc an inco!"etence in the
"er+or!ance o+ his %ties &
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Hence, the SC hel% in velyn -ea vs.
NLRC that/
schoo#s can
set hi*h stanars o+
e++icienc +or its
teachers since '%a#it
e%cation is a
!anate o+ the
Constit%tion sec%rit o+ ten%re
cannot e %se to
shie# inco!"etence&
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1+ ,ust E2ALUATE LEARNERS
3i+ Dut t! #i.$ #ra&$s4$.aluati!n
=ener re*%#ar re"orts on
"er+or!ance o+ each st%ent an to the
#atter an to the #atter>s "arents an*%arians /ith s"eci+ic s%**estions +or
i!"rove!ent&
S$cti!n *536+ !- 7P 1618 TEACHERSHALL(
and...
@%st "ro!"t# rener or *ive *raes&Other/ise, the %n
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In the case o" 0niversity o" the ast vs.
Ro$eo A. Ja%er, the SC %eclare%/
It is the contract%a# o#i*ation o+ the schoo#(thro%*h the teachers) to 4I@E8 INBO=@
AN BU=NIS. s%++icient notice an in+or!ation
to each an ever st%ent as to /hether he$she
ha a#rea co!"#ie /ith a## the re'%ire!ents&
4he ne*#i*ent act o+ a teacher /ho +ai#s to
oserve the r%#es o+ the schoo#, +or instance, not "ro!"t# s%!ittin* a st%ent>s *rae is not
on# i!"%ta#e to the teacher %t is an act o+
the schoo# ein* his$her e!"#oer &
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In eva#%atin*$*ivin* *raes the +o##o/in*
r%#es o+ con%ct !%st e oserve:
C!&$ !- Ethics pr!.i&$s(
A teacher has the %t to eter!ine the
acae!ic !ar6s an the "ro!otion o+
#earners in the s%
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Uner no circ%!stances sha## a teacher
e "re
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3i+ In c!0putin# th$ #ra&$s
S$cti!n *5 39+ !- 7P 161 0an&at$s that a
t$ach$r shall(=e+rain +ro! !a6in* e%ctions or
aitions in st%ent>s scho#astic ratin*s +or
acts that are c#ear# not !ani+estations o+
scho#arshi"&
H$nc$8 S$cti!n :; !- th$ ,RPS(
7asis +or ?rain*& D 4he *rae or
ratin* in a st%ent sho%# e aseSO8E8 on his scho#astic "er+or!ance& An
aition or i!in%tion to the *rae in a
s%
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C!&$ !- Ethics pr!.i&$s(
A teacher sha## not !a6e e%ctions
+ro! their scho#astic ratin*s as a "%nish!ent+or acts /hich are c#ear# not !ani+estations o+
"oor scho#arshi"&
4h%s, it is not a !atter o+ iscretion on the "art o+the teachers in the *ivin* o+ the st%ents> *raes, %t
rather it is a c#ear o#i*ation +or the teachers to
eter!ine st%ent acae!ic !ar6s so#e# ase on
scho#astic "er+or!ance& Bor a teacher to oother/ise, /o%# e serio%s acae!ic !a#"ractice
or *rave !iscon%ct in the "er+or!ance o+ his$her
%ties&
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In -a%illa vs. NLRC, S(C the Supre$e
Court sai%/
"#his $ourt is convinced thatthe pressure and in%uence
e&erted by 'a teacher( on hiscolleague to change a failinggrade to passing one &&&constitute serious misconductwhich is a valid ground fordismissing an employee.)
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7< As a PARENT) Principal Dut t! E=$rcis$Par$ntal Auth!rit an& R$sp!nsi"ilit
Artic#e 21, Ba!i# Coe "rovies:
4he schoo#, its a!inistrators
an teachers en*a*e in chi#
care sha## have s"ecia# "arenta#
a%thorit an res"onsii#it over the
!inor chi# /hi#e %ner their
s%"ervision, instr%ction or c%sto&
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A teacher sha## reco*ni5e thatthe interest an /e#+are o+ #earners
are his +irst an +ore!ost concern,
an sha## han#e each #earner
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Par$ntal Auth!rit t! Disciplin$
As "arents, the teachers sha## %se
isci"#ine not to "%nish %t to correct,
not to +orce, %t to !otivate an not to
oe /ith ri*i caence, %t to choose
to +o##o/ the ri*ht /a&
.ence, teachers cannot *enera##
%se !ethos o+ "%nishin* or s%ch
e*ree o+ "ena#ties that a *oo !otheror a *oo +ather /o%# not #i6e# %se on
her$his o/n chi#ren&
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C!rp!ral Punish0$nt > Articl$ 166 31n& par
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9III, & A teacher sha##
not in+#ict cor"ora#
"%nish!ent ono++enin* #earners nor
!a6e e%ctions +ro!
their scho#astic ratin*s
as a "%nish!ent +or
acts /hich are c#ear#
not !ani+estations o+
"oor scho#arshi"&
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Sal$ !- Tic$ts@ C!ll$cti!n !- C!ntri"uti!n4
D!nati!ns -r!0 Pupils 4 Par$nts
7P 232, Sec& () - st%ents have ri*ht to e +ree +ro! (vo#%ntar) invo#%ntar
contri%tions
I!"ro"er or %na%thori5e
so#icitation o+ contri%tions +ro!s%orinate e!"#oees an teachers or schoo# o++icia#s +ro!schoo# chi#ren
9III, F& A teacher sha## not acce"t,irect# or inirect#, an re!%neration+ro! t%toria#s other than /hat isa%thori5e +or s%ch service&
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Anita . Salvarria vs. Letran College, et
al.
)&2 SCRA 1!3+4he S%"re!e Co%rt ec#are--
Petitioner contene that her
is!issa# /as aritrari# , havin*een e++ecte /itho%t
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I+ there is one "erson !ore
6no/#e*ea#e o+ "o#ic a*ainsti##e*a# eactions +ro! st%ents, it
/o%# e Sa#avarria&
.ence, re*ar#ess o+ /ho initiatethe co##ections, the +act that the
sa!e /as a""rove or inorse
"etitioner, !ae her Gin e++ect thea%thor o+ the "ro
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(e"art!ent o+ E%cation)
consiers the act o+ teachers in
contractin* #oans +ro! "arents o+ their
st%ents not on# serio%s
!iscon%ct %t vio#ation o+
st%ents> ri*ht to e +ree +ro!invo#%ntar contri%tion &
/S-$ 0achura, 12 3eb. 456
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Parental 7esponsibility
4he st%ent $ "%"i# /hi#e in schoo#,is in the c%sto an hence, the
res"onsii#it o+ the schoo#
a%thorities as #on* as he is %ner thecontro# an in+#%ence o+ the schoo#,
/hether the se!ester
has not et e*%nor has a#rea ene&
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InAmadora vs. CA, the Supreme $ourt said
Even i+ the st%ent is
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8ence
A teacher re'%ire to eercises"ecia# "arenta# a%thorit %t /ho
+ai#s to oserve a## the i#i*ence o+
a *oo +ather o+ a +a!i# in thec%sto an care o+ the "%"i#s an
st%ents, sha## e he# #ia#e +or
*ross ne*#ect o+ %t&
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4he Co%rt ta6es this o""ort%nit to
"a a sincere tri%te to the schoo#
teachers, /ho are a#/as at the +ore+rontin the att#e a*ainst i##iterac an
i*norance& I+ on# eca%se it is the /ho
o"en the !ins o+ their "%"i#s to an
%ne"#ore /or# a/ash /i## the !a*ic o+#etters an n%!ers, /hich is an
etraorinar +eat inee, these h%!#e
!entors eserve a## o%r res"ect ana""reciation&
Chiang 4ai She5
6.R. No. 7!8
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Article XI: The Teacher as a Person
A teacher is, above all, a human being endowed with life forwhich it is the highest obligation to live with dignity at all timeswhether in school, in the home, or elsewhere.
A teacher shall place premium upon selfdiscipline as the primaryprinciple of personal behavior in all relationships with others andin all situations.
A teacher shall maintain at all times a digni+ed personality whichcould serve as a model worthy of emulation by learners, peersand all others.
A teacher shall always recogni9e the Almighty :od as guide of
his own destiny and of the destinies of men and nations.
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Article ,++% $isciplinar Actions
Section +* Any violation o" any provision o" this co%e shall 9esu""icient groun% "or the i$position against the erring teacher o"the %isciplinary action consisting o" revocation o" his Certi"ication
o" Registration an% License as a -ro"essional :eacher,
suspension "ro$ the practice o" teaching pro"ession, or
repri$an% or cancellation o" his te$porary;special per$it un%ercauses speci"ie% in Sec. *, Article III or R.A. No.
un%er Rule *1, Article VIII, o" the Rules an% Regulations
I$ple$enting R.A.
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-EN-
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Halle$,s Co'et
A !e!oran%!, as it *oes
o/n the chain o+ co!!an
in an e%cationa# instit%tion&
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SU7HEC4 O"eration .a##e>s Co!et
B=O@ Chair!an o+ the 7oar o+ 4r%stees
4O 4he Presient
4o!orro/ evenin* at a""roi!ate# ei*ht
() "&!&, .a##e>s Co!et /i## e visi#e in this
area, an event /hich occ%rs on# once ever
sevent +ive (F) ears& .ave the st%ents
+a## o%t in the +oota## +ie# in %ni+or!s an I
/i## e"#ain this rare "heno!enon to the!&
In case o+ rain, /e /i## not e a#e to seeanthin*, so asse!#e the st%ents in the
a%itori%! an I /i## sho/ the! +i#! o+ it&
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B=O@ 4he Presient
4O 9ice Presient +or Acae!ic A++airs
7 orer o+ the Chair!an o+ the 7oar,
to!orro/, at ei*ht in the evenin*, .a##e>s
Co!et /i## a""ear aove the +oota## +ie#,i+ it rains, +a## the st%ents o%t in %ni+or!s&
4hen #ea the! to the a%itori%! /here
the rare "heno!enon /i## ta6e "#ace,
so!ethin* /hich occ%rs on# once ever
sevent +ive ears&
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B=O@ 9ice Presient +or
Acae!ic A++airs
4O Co##e*e ean
7 orer o+ the Chair!an o+ the 7oar,
in %ni+or!, at ei*ht o>c#oc6 in the evenin*
to!orro/, the "heno!ena# .a##e>s Co!et/i## a""ear in the a%itori%!& In case o+
rain in the +oota## +ie#, the Chair!an o+
the 7oar /i## *ive another orer,
so!ethin* /hich occ%rs once ever
sevent +ive ears&
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B=O@ ean o+ Co##e*e
4O Acae!ic Coorinators
4o!orro/ at ei*ht o>c#oc6 in the
evenin*, the Chair!an o+ the 7oar /i##
a""ear in the a%itori%! /ith .a##e>sCo!et, so!ethin* /hich ha""ens ever
sevent-+ive ears& I+ it rains, the
Chair!an o+ the 7oar /i## orer the
CO@E4 into the +oota## area in %ni+or!&
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B=O@ Acae!ic Coorinators
4O e"art!ent .eas
hen it rains to!orro/ at ei*ht in the
evenin*, the "heno!ena#, sevent-+ive
ear o# Chair!an .a##e, acco!"anie the Presient /i## rive his Co!et thr%
the +oota## +ie# area theater in %ni+or!&
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Poisson 2013 IIEP-UNESCO
.roup discussion 1.roup discussion 1
+dentif 'a/or ethicalissues0dile''as faced (
teachers in their dail wor2
ARN+N.4
#ry to be systematic#ry to be speci+c, referring to concrete e&les#ry to prioriti9e malpractice < their seriousness and frequency
=
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.roup discussion ).roup discussion )
*iscuss mechanisms to reportmisconducts at di>erent levels of
the education system.
ARN+N.4
#ry to be systematic#ry to be speci+c, referring to concrete e&les#ry to prioriti9e malpractice < their seriousness and frequency