PROFESSIONAL DEVELOPMENT OF TEACHERS: KEY TO QUALITY EDUCATION

REY MARK A. IBAY

In education, many researches are conducted and reported, and most of them are focusing on raising the students’ academic performance and achievements. For teachers to become effective, they expand their knowledge and skills for the best instructional practices to be implemented in school. They help students maximizing their knowledge and skills. To do so, teachers have to stay committed on professional development activities and programs that will provide them with the student’s needs. Professional Development refers to many types of educational activities related to work. Professionals expose themselves in various professional development programs to improve their performances. But, it is not necessarily mean that educators have to attend formal meetings such as conference, seminar, workshop. Rather, it can also occur in informal context such as discussions among colleagues, independent reading, observation of colleagues works, peer mentoring and coaching about daily works (Mizzel, 2010). In the Department of Education (DepEd), public school teachers on the implementation of Results-based Performance & Management System (RPMS) aligned with the Philippine Professional Standards for Teachers (PPST) accomplish the Development Plan based on the result of their accomplished Electronic- Self-Assessment Tool (E-SAT) during Phase 1: Performance Planning and Commitment. In this phase, the teachers assess their personal and professional strengths and weaknesses, plan for their development and make corresponding actions to their needs (DepEd RPMS Manual, 2015). During school year 2019-2020, it has been reported to the faculty members the result of the teachers needs assessment of Sta. Maria High School, one of the public schools in Cluster VII of Macabebe, in the Division of Pampanga. The assessment reveals that the teachers need focus more on the diversity of learners (Domain 2) and assessment & reporting (Domain 5) of PPST. The school administration together with the other institutions conducted the In-Service Training for teachers to work for their needs. Other schools might be having the same needs. In year 2018, Teaching and Learning International Survey (TALIS) highlights 1 in 10 US lower secondary school teachers reported a high level of need for professional development in technology for teaching and in teaching students with special needs. In this case, teachers need to focus more on ICT skills and the needs of students. It is also indicated the needs of teachers to teach students with special learning needs, ICT skills and students discipline and behavior. The main reasons for unfulfilled demand for professional development are the conflict with their work schedule and lack of suitable development opportunities (TALIS, 2018). The study revealed that most of the teachers from Southern Luzon assessed themselves as highly proficient in managing the learning environment and proficient in coping up with learners’ diversity. This means that there is a gap in terms of the teachers’ needs in improving learners’ diversity management. Generally, through the domains of the PPST, they considered themselves as proficient (Gepilla, Jr., 2020). In order to help teachers to be professionally developed, I will be considering the 70, 20 learning model. This model has something to do with the exposure of teachers in professional development through experiential learning or identifying problem within the field and looking for its intervention. 10 percent would be from other institutions or external programs. DepEd teachers should be selective on professional development programs to be attended. There are non-accredited programs and non-recognized institutions which some teachers are attending. But, as an intervention, Deped through National Educators Academy of the Philippines (NEAP), an attached agency in the DepEd, is responsible for providing a recognized and authorized professional development programs and authorized service providers. SEAMEO Innotech, Southeast Asian Institute of Educational Training, Inc. (SEAIETI), Philippine Normal universities are authorized DepEd partners and service providers of programs in upskilling teachers. In education, if we want to be more professionally developed, we must help our colleagues by means of coaching and mentoring. What you give to them will benefit them, yet their development will greatly be your success. Go beyond what we can do and what we can be, for the quality education depends on our skills and competence. We believe to what Darling-Hammond, et.al (2017) says that “When Educators learn, students learn more!”. Make ourselves upskilled educators

-oOoThe author is Secondary School Teacher III at SMNHS