Five Dimensions to Professionalism. Dr. Nicolas T. Capulong, Ph. D. Assistant Schools Division Superintendent. Five Dimensions to Professionalism. Specialized Knowledge Skills Standards Spirit Supportive Environment. A. Specialized Knowledge .
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Five Dimensions to Professionalism Dr. Nicolas T. Capulong, Ph. D. Assistant Schools Division Superintendent
Five Dimensions to Professionalism • Specialized Knowledge • Skills • Standards • Spirit • Supportive Environment
A. Specialized Knowledge • Know – What and know – How when a person does his job well. He is the person who can best do the job. B. Skills • Knowledge is translated in the quality of our work in the way we put specialized knowledge into practice.
a. Technical Skills • Accuracy in routine office work • Speed in routine office work • Planning work in advance • Neat and orderly results • Knowing general office methods • Learning about new methods b. Social Skills • Appropriate personal appearance • Suitable use of language • Keeping business secret • CO – operating with other workers
Personal Qualities • Getting to work on time • Getting to work done before deadlines • Using suitable initiative • Accepting appropriate responsibility • Accepting suggestions and criticisms. • Time management • Resource/s management • Space management • Faculty
Starting on the Dot • Make Filipino time synonymous with Punctuality • Be prompt 2. Making good use of Time • Time is opportunity, time is gold, time is glory.
C. Standards • They are the yardstick of our work; they measure the quality of our work. a. internal b. external • Mediocrity vs. Excellence • Complacency vs. Dynamism • Reactive vs. Proactive • Self – Interest vs. Principle D. Spirit • It refers to the esprit d’ corps. Elements • Acceptance • Understanding • collaboration E. Supportive Environment
Code of EthicsofProfessional Teachers Dr. Nicolas T. Capulong, Ph. D. Assistant Schools Division Superintendent
Teachers are duly licensed professionals who posses dignity and reputation with high moral values as well as technical and professional competence.
1. The Teacher and the State • A Trustee of the cultural and educational heritage of the nation. • Elevate national morality, promote national pride, cultivate love of country. • Actively help carry out the declared policies of the state. • Physically, mentally and morally fit.
Posses and actualize full commitment and devotion to duty. • Shall not engage in the promotion of any political, religious, or other partisan interest. • Shall vote and shall exercise all other constitutional rights and responsibilities. • Shall enjoy academic freedom.
2. The Teacher and the Community • Shall render the best services • Provide leadership and initiative to actively participate in community movements. • Behave with honor and dignity at all times and refrain from gambling, smoking, drunkenness and illicit relations.
Study and understand local customs and traditions. • Inform the community about the schools work, accomplishments, its needs and problems. • Provide leadership in community when needed; extend counseling services. • Posses freedom to attend church and worship.
3. The Teacher and the Profession • Ensure that teaching is the noblest profession. • Uphold the highest possible standards of quality education. • Participate in the continuing Professional Education program. • Help if duly authorized to seek support for the school • Use teaching profession in a manner that makes it a dignified means for earning a decent living.
4. The Teacher and the Teaching Community • 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. • Not to claim for work not of his own and give due credit for the work of others which he may use. • Organize and leave to his successor such records and other data as are necessary to carry on the work. • Hold inviolate all confidential information concerning associates and the school.
May seek correctives for what may appear to be on unprofessional and unethical conduct of any associate. • May submit to the proper authorities any justifiable criticism against an associate preferably in writing, without violating any right of the individual concerned. • 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.
5. The Teacher and Higher Authorities in the Philippines • Make an honest effort to understand and support the legitimate policies of the school and the administration. • Make no false accusation or charges against superiors, especially under anonymity. • Transact all official business through channels.
Seek redress against injustice and discrimination and raise his grievances within democratic processes. • Invoke the Principle that appointments, promotions, and transfer of teachers are made only on the basis of merit and need in the interest of the service. • Live up to his contractual obligation – assuming full knowledge of the employment terms and conditions.
6. School Officials, Teachers and Other Personnel • School officials show professional courtesy, helpfulness and sympathy towards teachers and other personnel. • Formulate policies or introduce important changes in system at all levels. • Encourage and attend to the professional growth of all teachers.
Shall not dismiss or recommend for dismissal a teacher or other subordinates except for a cause. • Ensure that public school teachers are employed in accordance with pertinent civil service rules.
7. The Teacher and Learners • Has the right and duty to determine the academic marks and promotion of learners in the subjects they handle. • Recognize that the interest and welfare of learners are his first and foremost concern, and handle each learner justly and impartially. • Shall not be prejudiced nor discriminate any learner. • Shall not accept favors or gifts from learners, parents and others in exchange for requested concessions.
Shall not accept, directly or indirectly, any remuneration from tutorials. • Base evaluation of the learner’s work on merit and quality of academic performance. • Exercise utmost discretion to avoid scandal, gossip and preferential treatment of the learner. • Shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings. • Insure that conditions contributive to the maximum development of learners are adequate.
8. The Teacher and Parents • Establish and maintain cordial relations with parents. • Inform parents, through proper authorities of the progress or deficiencies of learners under him. • Hear parents’ complaint with sympathy and understanding.
9. The Teacher and Business • Has a right to engage, directly or indirectly, in legitimate income generation. • Maintain a good reputation with respect to financial matters. • Not to act, directly or indirectly, as agent of or be financially interested in any commercial venture.
10. The Teacher as a Person • Live with dignity in all places at all times. • Place premium upon self-respect and self-discipline. • Maintain at all times a dignified personality. • Recognize the Almighty God or Being as guide of his own destiny and of the destinies of men and nations.