PRESENT PROGRAMS IN THE ELEMENTARY EDUCATION FOR QUALITY

EDUCATION

DROPOUT REDUCTION PROGRAM (DORP)

SUMMARY

Nowadays, drop out students are increasing due to many factors at home,

school, community, etc. Department of Education (DepEd) in basic education level is

reforming the programs to cater the pupils/students and to encourage them to be in

school for the betterment of an individual.

The program is introduced as foreseen to be effective in the system in reducing

the number of dropout pupils/students is the Dropout Reduction Program (DROP). It is

an intervention program to reduce the high dropout rate and improve learning outcomes

in public and private schools of the country, using formal, non-formal and information

approaches.

This also aims to facilitate access of every Filipino to quality basic education,

which equips him with the basic literacy tools and content that are essential for his

growth and development as a person and as a citizen of a democratic society. To achieve

this aim, DORP has the following specific objectives:

1. Reduce, if not eliminate school dropout;

2. Increase retention rate;

3. Increase significantly the achievement level of the Students-at-Risk of

Dropping Out (SARDO);

4. Retrieve learners who are out of school;

5. Increase the capability of schools to establish, implement, monitor, evaluate

and continuously improve the DORP;

6. Design and continuously improve DORP practices and learning materials;

and

7. Benchmark the best DORP practices.

DORP responds to the EFA goal to make every Filipino functionally literate in

2015 and as also being stipulated in Education Act of 1982.

REFLECTION

1

Students are indeed like gems to be treasured, soon they will sparkle the world of

the future. But there are still many of them who can not realize it. Absenteeism,

tardiness, family problems, etc. are triggering to be the caused of dropping out from the

class.

Department of Education (DepEd) is implementing the Dropout Reduction

Program (DORP) as an alternative delivery program of the Bureau of Secondary

education. There are many alternative strategies in this program: Effective Alternative

Secondary Education (EASE) is applied to short-term and seasonal SARDO; Open High

School Program (OHSP) is recommended for SARDOs whose ‘permanently’ cannot

attend regular classes; School-Initiated Interventions (SII) is utilized according to the felt

needs of the SARDO and to the existing available school resources.

The main objective in the implementation of DORP is to facilitate access of every

Filipino to quality basic education which equips him with the basic literacy tools and

content that are essential for his growth and development as a person and as a citizen

of a democratic society.

DORP had been based from the Article XIV of the Philippine Constitution, RA

9155, The Education Act of 1982, United Nations Convention on the Rights of the Child

and Education For All (EFA).

Through this program, the teachers and managers are convinced that student will

be improved and strengthened his capabilities and finish his studies independently.

RECOMMENDATIONS

2

The program will be considered beneficial if:

1. Other agencies both public and private such as the TESDA and the business

market will tie knot to protect these children and provide a source of livelihood

after graduation; and

2. Measure carefully the attendance and achievement of these students.

TEACHER EDUCATION

3

SUMMARY

Teachers define teacher in the same way. The goals of teacher view in the same

manner. The vision and mission of the institutions where these teachers are teaching

are likewise the same with those teachers who are not in that institution..that is the

quality and excellence are in the eyes and hearts of different teachers. The discussion

went on 1) Values Education, Women and the Teachers 2) The Teacher and the State

3) The Teacher and the Medium of Instruction.

This topic focused on teacher and its value in the state. Are teachers lucky

enough to be called teachers? Are they given the recognition by the state? But why are

we still craving for quality education?

REFLECTION

Teaching is a profession with a long and cherished tradition. It is universally

acknowledged as a respected and highly esteemed career. Its lifelong mission consists

of a relentless pursuit of knowledge, development of skills and proficiency in work

dimensions and inculcation of values and attitudes of all practitioners. It is embraced by

a characteristic culture of committed service to children, adults, community and the

nation.

The first subtopic is the values education, women and the teachers. Actually, in

the Philippines, access to education seems to favor women in terms of enrolment ratio

and completion rates in the basic education level. Even enrolment in the tertiary level

during the 2003-2004 school year yielded 55% female population of college students.

But in technical-vocational courses, as expected, men registered 50.6% enrolment in

the same year. NCRFW observes that lower enrolment in vocational institutions.

Women licensed professionals accounted for 65% of total passers in government

sanctioned professional board examinations. What are the indicators for these results?

Well, the answer is simple. Since women are not totally well recognized in public

positions, then more men are being placed in the highest position both in public and

4

private offices because of their characteristics in handling the situation. Look at our

present officials. Women are usually located in the middle management than in top

management position in the educational institutions. These are only some of the

examples of women and the issues they faced with.

Most teachers said that there is no more essential aspect of a person than his

character. Character is made up of those principles and values that give life direction,

meaning and depth. Some people wonder if our inner values count much. Many have

not come to believe that the only things we need for success are faith, talent, energy

and personality.

With a value system based solely on skill and personality as what teachers are

doing inside the classroom, we find heroes in athletes, musicians, and in powerful

business executives. But despite the admiration we feel for these achievers, we

shouldn’t necessarily look upon then as role models. While skill is certainly needed for

success, it can never guarantee happiness and fulfillment. This comes from developing

character as quoted by Stephen Covey, 1999. Who must inculcate these values to

students? Aside from parents, we teachers are also responsible since we played as the

second parents to them. Whatever she says, students followed. Values must be the

integral part of teaching.

The teachers are recognized by the state. We are given the right of taking the

Licensure Examination for Teachers (LET), the Pre-service education teachers (PSET),

the In-service Education Teachers (INSET), etc. We even recognized with a highest

subsidy from the national government budget because we know that education played a

vital role in the society. We build the society and people.

But the debates, forums, and surveys go on with the teacher and the medium of

instruction. Mr. David, a social studies teacher in one of the universities in the

Philippines said that he took that course is because Araling Panlipunan subject is

delivered in class in Filipino because he is not really good in speaking English in his

5

class. He added that as long as his students really understood him in Filipino, he can’t

ask anything more. Learning for him is very important. He even stressed out that he

usually used a bilingual as medium of instruction-English and Filipino while teaching.

But he still worried because he knew that English is a universal language and students

need it in working abroad. He asked then, what is important, learning the skills,

knowledge and concepts of the subject matter or learning to speak English with less

knowledge, skills and concepts in their own field of specialization? David said that his

students can easily participate, discuss and share in the class if they used Filipino

language.

Our government issued memoranda to maintain to use English as medium of

instruction in teaching English, Science, and Mathematics while Filipino in Filipino,

T.L.E. Araling Panlipunan, and Edukasyong Pagpapahalaga (Values Education). This

implies that teacher must identify her interest first before taking the Education courses.

Teacher must be fluent in English and Filipino at the same time. According to Former

President Fidel V. Ramos as quoted in the Philippine Journal of Education “The

Teacher must be a generalist first before she can be a specialist”.

RECOMMENDATIONS

The following are possible techniques and strategies to strengthen parent and

school teamwork and understanding:

For Values Education, Women and the Teacher:

1. The school may initiate through the PTA a formal present education program

and publications on gender fair parenting;

2. Assign local persons among parents who may serve as gender fair parent

advocates;

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3. Established a regular and formal communication system among parents (e-

groups, webpage, blogpage, etc.) that can be a space for discussion and

dissemination of issues and concerns;

4. Integrate gender fair by concepts in all family school activities;

5. Conduct regular parent training through seminar-workshops with teachers

and the school community;

6. Disseminate newsletter for parents and students providing for gender fair

practices to nurture non-sexist individuals;

7. Conduct consultation process with parents to avoid or lessen conflict of

perspectives in socialization in school and at home; and

8. Explore programs that will include teachers and parents in in-service

sessions (teacher-parent outreach activities).

For The Teacher and The State:

1. The state must prioritize teachers in trainings, salary increase and other

professional development for quality teaching and quality life; and

2. The teachers must be committed and dedicated to serve the country and

the people.

3. The state shall implement the monitoring system in the country to

response to the weaknesses and strengths of the teachers.

For the Teacher and the Medium of Instruction:

1. Provide books and other instructional materials or resources;

2. Submit oneself for professional development such as trainings, seminars,

workshops, education, and other means to be well-knowledge and skillful;

and

3. Hire teachers who are qualified to teach.

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PRESENT PROGRAMS IN THE SECONDARY EDUCATION FOR QUALITY

EDUCATION

1. BASIC EDUCATION ASSISTANCE FOR MINDANAO (BEAM)

SUMMARY

Basic education responds to the needs of the pupils/students to let them learn…

to know, explore, discover and value everything they have. But problems come such as

accessibility, equity and quality. Now, Basic Education Assistance for Mindanao (BEAM)

came to save Philippines especially in Mindanao with the support from the Australian

Government and coordinated by the Philippines.

There were four (4) components established by the BEAM which is separately

but continuously implemented. These are: 1) Human Resource Development 2)

Materials Development 3) Increasing Access 4) Project Management, Monitoring and

Evaluation.

The said program was started 2004 and ended 2008. The Philippine Government

and other concerned agencies (DepED, CHED, TEIs, PRC) are now continuing it to

maintain good leaders, managers, teachers and students in our country.

REFLECTION

The BEAM project is a bilateral development in a systematic approach focusing

on establishing capacity building trainings, providing livelihood sources and

strengthening and improving quality and accessibility of basic education in Southern

Mindanao through quality management training to communities in Region XI, XII and

the ARMM.

This project is a five-year (5) and divided into two (2) phases. The first phase

started in January 2002-January 2004 while the second phase was in 2004-2007. The

first phase has four (4) main components: Firstly, the Management Capacity Building

and Program Development or simply as the Human Resource Development, which aims

to strengthen the education sector’s human resource (managers, planners and

8

evaluators) working to facilitate quality student learning. This is achieved through

General Management Training conducted to the DepEd Regional, Divisional and District

personnel and school managers utilizing appropriate learning systems. To obtain this

goal they conducted the Training Development Needs Analysis (TDNA) from the

respondents who are in management positions in regional, division, and district through

interview, site observations focused group discussion, forced field analysis and one-on-

one assessment The weaknesses in the initial findings were then analyze for proper

training.

Secondly, the Materials Development was successfully established. In here, the

materials and resources that complement and support its various training and

development initiatives are established. It is done in Region XI, XII and the ARMM that

equips with the latest state-of-the-art technology. It was represented by the different

groups in the society to link and coordinate their potentials, skills and talents in the

realization of the project.

Thirdly, the Increasing Access was successfully established particularly in

Mindanao. They build classrooms, provides livelihood opportunities and trainings for

parents who serve as models to their children. These parents were granted with an

adult literacy training and livelihood program to keep their children in school by

empowering their families and communities. They also established center for

Indigenous People/s (IPs) education which is stipulated in the Education Act of 1982

and Education For All (EFA). This would result to increase support to strengthening the

Madaris system and its teachers. The aims are to identify and develop programs and

initiatives to increase the access to basic education and nonformal education of

indigenous people, Muslim groups and multicultural community. A madrasah had been

surveyed as bases in expanding support to Muslim Education.

Lastly, the Project Management, Monitoring and Evaluation. It aims to manage

by a range of personnel from the DepEd and AusAIDS managing contractor, Sinclair

Knight Merz (SKM). They implements the project’s initiatives, increases the monitoring

9

of project and outputs and evaluation of project outcomes and reports to stakeholder.

Transparency and accountability are the purposes in implementing this component to

make individual personnel systematically aware on their functions and responsibilities to

their people and community.

BEAM envisioned that those trained individual will then be the informed and

skilled catalyst and change agents in the achievement of the goals of the RA 9155

(Governance of Basic Education Act of 2001) and the universal Education For All (EFA)

vision.

RECOMMENDATIONS

The following must be given consideration so that the BEAM project would then

be fully realized:

1. The policy governance in the regional, division and district levels must aim to

promote quality and accessibility to basic education;

2. The curriculum must cater the needs and interests of the people in Southern

Mindanao. It must not be monopolized by the people in Luzon and Visayas.

Only some experts will be invited to participate for proper coordination and

linkages. The school must promote awareness for self-development of the

students. Not just only that the implementation of the college courses in

Arabic Language and Islamic Values in SUCs must start by next year;

3. The Professional Development of the Asatidz must be enhanced. More

training on teacher professionalization and graduate education must be

realized;

4. The Philippine government must continuously and fairly finance the Madaris

for maintenance purposes; and

5. The Accreditation and Equivalency must be studied and recognized in the

Madaris for quality management and learning.

NATIONAL COMPETENCY-BASED TEACHERS STANDARDS (NCBTS)

10

SUMMARY

The competencies of every teacher are very crucial in the teaching and learning

processes. It may lead to a healthy classroom environment or not but that depends on

the teacher, administrator and even school. To teach is to learn many things around us.

Teacher must bring with her the competencies that she needs to be an effective one.

The Department of Education (DepEd) came up with the National Competency-Based

Teachers Standards (NCBTS) as an instrument to fairly assess her/himself for

improvement. The seven (7) domains, twenty-three (23) strands, and eighty (80)

performance indicators make up the NCBTS competency standards of DepEd.

The Teacher Strengths and Needs Assessment (TSNA) is a tool in assessing

her/his Knowledge, Skills and Attitudes (KSA’s) in consonant with the NCBTS. This

serve to improve the performance of the teacher and send for training if needed.

REFLECTION

Most people received very little feedback about their current level of skill

competency. Most organizations provide some kind of semestral evaluation, such as

Performance Appraisal __ (PAST), but this evaluation is almost always infrequent and

narrow in scope, and it fails to assess performance in most critical skill area. To help a

person understands what skills to improve and why, therefore, an assessment activity

must be part of the model in school.

The DepEd conducted many programs to link the gap between learners and

teachers. The pre-service education teachers (PBET) and the in-service education

teachers (INSET) have been effective since its implementation. The DepEd even

collaborated with the Commission on Higher Education (CHED), Teacher Education

Institutions (TEIs), Professional Regulation Commission (PRC) and Civil Service

Commission (CSC) to strengthen its commitment to quality education. The Teacher

Education Development Program (TEDP) has been conceived as effective in promoting

11

teacher competencies. The Program that is implemented now is the National

Competency-Based Teacher Standards (NCBTS).

Mrs. Renee Vieve Vecina-Kanindot had mentioned in her report that the NCBTS

is a self-assessment instrument for development but not for evaluating the behavior

which is a hindrance in developing once profession. Assessment involves the evaluation

of teacher progress in her teaching profession in various stages of the teaching

process.

She also stressed out a program that provides quality professional development

that is aligned with the needs of the clientele is the Teacher Strengths and Needs

Assessment (TSNA). This enables teacher to assess her performance that is useful for

training her weaknesses for better improvement. There is a need to ask these questions

for self-evaluation purposes: what ought to be? And what is? In other words, it is the

expected and the observed competencies. It is the teacher herself to answer as what

she perceived. The current competencies of teachers are compared to the NCBTS

standards for effective teaching. The objective of the TSNA is to identify the difference

between the expected and the current teacher’s competencies in terms of Knowledge,

Skills, and Attitudes (KSA’s) and other characteristics that actually define the domains,

strands, and competency indicators of the NCBTS. It will be useful also in reflecting on

their responses to this instrument and be able to find solutions to the needs, strengths,

and weaknesses in the KSA’s.

The set of competencies is incorporated in a Teacher Performance and

Development Framework (TPDF) that is based upon the core values of Filipino

teachers and on the principles of effective teaching and learning. The framework is

divided into seven (7) domains that represent the desired features of the teaching and

learning process. These domains incorporate a series of (23) strands of the desired

teaching performance statements, which identify observable (80) indicators of a quality

teacher’s performance. The seven domains are the following:

1. Social Regard for Learning

(SRFL) 1. Planning, Assessing Reporting

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2. Learning Environment (LE)

3. Diversity of Learners (DOL)

4. Curriculum (Curr.)

(PAR)

2. Community Linkages (CL)

3. Personal Growth & Professional

Development (PGPD)

What should the administrators or head teachers do with this? A better

understanding with the NCBTS-TSNA is very crucial in their daily activities so that they

would be able to pick or select whose teacher is performing well or not and a measure

would be undertaken. There would also be an expected output from this program in the

management of the school heads in terms of the individual, school and division levels.

In addition, most people find change rather uncomfortable and therefore avoid

taking the risk to develop new behavior patterns. An assessment activity in the learning

model helps encourage these people to change by illuminating their strengths and

weaknesses. People then know where weaknesses lie and what things need to be

improved to meet the goal of teaching-learning process. Assessment activities generally

take the form of self-evaluation instruments, case studies, or problems that help

highlight personal strengths and weaknesses in a particular skill area.

Why is there a need to assess each one of us? The target for this is simply to

assess current level of skill competence and knowledge; create readiness to change. To

effectively obtain this objective, the method below must be given consideration:

Skills Indicators

1. Assessment survey, role play

2. Learning written test

3. Analysis exposition to cases

4. Practice exercises, role plays, simulation,

dramatization

5. Application assignments

13

Furthermore, the skills to be developed can be done in different ways in any

organization. An expectation would be realized such as learning, analysis, practice and

application skills if the assessment is properly implemented in each school. Start doing

what is supposedly be done now before it is too late.

RECOMMENDATIONS

To further achieve the effective skills and knowledge development, the following

are strongly recommended:

1. The teachers to be assessed must be informed the objective of the

assessment and how to do it.

2. A fair judgment must be practice to avoid biases.

3. The strengths and weaknesses must be the one to be assessed but not the

behavior of a person.

14

STATUS OF TERTIARY EDUCATION

(Report from the PTFE)

Measures to Improve Quality Higher Education

SUMMARY

Tertiary education is facing more challenges on how to improve quality education

as performed by the different top officials. Students from high school have different

abilities and interests which affect their academic or scholastic performance in their

college years. In this respect, officials of CHED, TESDA and DepEd came up with a

solution to the problems-perennial problems- such as quality education, mismatch of

courses with the local market needs. The issues were tackled and summarized into the

following:

Issue Number 1: Reintegration of the three education agencies (CHED,

DepEd, and TESDA) for a more responsive, efficient and

effective system of education.

Issue Number 2: Amend the CHED Law to include Local Colleges and

Universities within its supervisional jurisdiction.

Issue Number 3: Increase Enforcement Powers/Limit Judicial Review of

education agencies.

Issue Number 4: Publish relevant information on performance indicators of

schools, colleges, polytechnic schools and universities.

15

Issue Number 5: Review Qualifications/Disqualifications for education agency

heads and other officials.

Issue Number 6: Adopt a Unified Management Information System or

Knowledge Management System for all public and private

education institutions.

REFLECTION

The proposed reforms on an overhaul of our educational system in tertiary level

by the Presidential Task Force on Education (PTFE) on the reintegration of the three

education agencies (CHED, DepEd, and TESDA) for a more responsive, efficient and

effective system of education is a step to improve quality education that the educators

are wishing for in line with their coordination and linkages as they perform their own

functions and accountabilities. Since the basic education was not approved to have an

additional 2 years due to many reasons from the parents and national government,

particularly, the financial support, now an alternative solution to this problem -quality

education- is the coordination and linkages between the said 3 agencies. This objective

of minimizing or avoiding dropped out of students going to college is possible.

According to Valisno, the Presidential Adviser of PTFE, that there is no need to add a

mandatory grade 7 or 5th year high school to raise the quality of Filipino graduates as

showed in the PTFE’s review of the country’s education system. While Philippines is

one of a very few countries that has 10 years of basic education, the PTFE discovered

the deficiency was addressed by the longer professional degree programs of local

colleges and universities. The reintegration would be the answer.

The question for this reform is what would be the benefits of the students in this

reform? For me, there are many possible outputs: Firstly, the said students should be

well assesses who would undergo the “pre-specialization courses” for two years in

TESDA program and later would qualify to take either a three year or four for

16

professional degree courses such as Engineering and Architecture; or three years of

Accounting, Pharmacy, and Physical Therapy, or two years of Bachelor of Arts or

Bachelor of Science programs. Secondly, students should prepare themselves in taking

the course in holistic point of view.

What then is the primary objective of this reform? Accordingly, is to raise the

standard/benchmark of higher education especially in the first two years, making sure

that it is up to international standards like the US, Canada, Singapore and the others so

we can be sure that it is really international standard. The PTFE presidential adviser

would like to have an international recognition and accreditation of our graduates so that

we could guarantee to the world that the quality of higher education is of international

standard.

In second issue, the local colleges and universities must be under CHED’s

supervisional jurisdiction. The local government units must not interfere in the SUC’s

operation to educate citizens.

Another issue as explained by the reporter, ES Froilan M. Menez, is an increase

enforcement powers/limit judicial review of education agencies. This means that

education agencies must have their grant exemption from the court’s judicial review

power and must have their limit in the court of appeals. Educators are doing what they

know is best for the citizens to be well-productive individuals.

The next issue was to publish relevant information on performance indicators of

schools, colleges, polytechnic schools and universities. In the report of Mrs. Ivy, she

said that assessment is vital only if the school head tell the purpose so that everyone

will cooperate and accept it as part of their mirror of performance. When I surfed in the

internet, I found out that the CHED and PRC assessed the performance of the SUCs in

the Philippines and stated the Top 20. The indicator is the number of examinees

passed. There are still other indicators that the CHED and PRC must focus such as the

number of graduates and get the job in the market.

17

Many education agency heads and other officials are not qualified to lead and

manage the school. This is the 5th issue discussed in our class. Accordingly, a review on

the qualifications of these officials must be enforced as stipulated in the RA 7722 and

the career executive service rules. Our team shared that politicians must not be

recycled to head the schools. Credentials and other qualifications must show an

evidence of a well-qualified heads.

The last issue was about the adoption of a unified management information

system or knowledge management system for all public and private education

institutions for networking and collaboration purposes of the cross-stakeholders so that

information will be practiced regarding the performance of the learning environment.

During our discussion as presented by ES Menez, I still found the topic very

interesting as he discussed the CHED Framework and Directions 2008 onwards

because the challenges he did mentioned were all important in our present situation.

This dealt with the measurement to improve quality higher education in the Philippines.

When I have seen the figure, the education has its life cycle. It started from the family

who lets the child enter into the basic education and later to tertiary education. But

some pupils/students were dropping out in basic education. When they reach tertiary,

and luckily graduated, will later find job or not which then formed family of their own.

In this case, the higher education as a sector is undergoing significant changes

globally. Presently, there are many diverse types of institutions not only in terms of

quality, but also in terms of goals, organizational features and programs. Changes are

evidenced in terms of curriculum, assessment methods, programs, technological

information, etc. But they are challenging the basic education to revisit their student’s

knowledge and skills so that they would be able to take up professional degree courses

needed in the labor market.

18

Therefore, a necessity for educational reform has made popular the application

of business principles to managing and leading schools just what happen in our present

situation, particularly, in DepEd, where our Sec. Jesli Lapus came from a business

sector which found to be effective as leader and manager of the educational system in

the Philippines. According to Sec. Lapus in Educator, Magazine for Teachers, Special

Edition, as I quote “However, leading and managing schools is quite difficult since the

future depends on me”. This is quite true as Milagros Du Lagrosa, a Program Director

Education Management at the Asian Institute Management said once in the Philippine

Journal of Education Vol. 3, March Issue. In an article Making Universities Better,

Professor Roger S. Smith, Associate VP of the University of Alberta, recognized that

managing a university is one of the most challenging management jobs, but it must be

done well.

RECOMMENDATIONS

Therefore, in our wish to make the quality of the educational system in tertiary

level improve, the following are recommendations to educational leaders and managers:

1. A school must have strong collaboration among its stakeholders, who must give

their optimum contribution towards the improvement of our schools and our

nation;

2. Educational managers and leaders must conduct a consultation from top-bottom

or vice versa regarding the benefits and issues to be undertaken;

3. Local resources must be considered for further use and benefits of the teachers

and students before implementing the program;

4. A connection between parents-teachers must be encouraged to improve

management and better educational outcomes;

5. Re-evaluate assessment in basic education regarding the grading system,

system for assessing student learning, training teachers;

6. Curriculum, pedagogy and assessment need to be aligned with the more

complex basic knowledge.

19

PRESENT PROGRAMS IN THE SECONDARY EDUCATION FOR QUALITY

EDUCATION

2. EDUCATION FOR ALL (EFA)

20

SUMMARY

With the notion that the teacher education, which consists of the pre-service

education of teachers (PET) and the In-service education of teachers (INSET), has

been unable to bridge the growing gap between the needs and expectations of learners,

and the knowledge and skill levels of both new and existing teachers, the Teacher

Education and Development Program (TEDP) was conceived. It has been initiated to

advocate a greater format partnership between the Commission on Higher education

(CHED), Teacher Education Institutes (TEIs), Philippine Regulatory Commission (PRC),

Department of Education (DepEd) and the Civil Service Commission (CSC) for the

improvement of both pre-service and in-service education.

21

This Department is committed to providing a quality system of public education. It

provides schools with teachers who are able to help students develop their abilities,

attitudes and skills for them to function effectively in an environment that is changing

rapidly in many different ways. It has commenced the implementation of a TEDP that

seeks to conceptualize a teacher’s career path as a continuum that starts with entry to a

teacher education program and concludes when a teacher reaches retirement from

formal service. The TEDP will address each stage of this continuum as an integrated

part that is linked closely to preceding and ensuing elements. One key element in the

Program is the establishment of a set on Competency–Based Standards for Teacher

Performance so that teachers, pupils and parents are able to appreciate the complex

set of behaviors, attitudes and skills that each teacher must possess, in order to carry

out a satisfactory performance of their roles and responsibilities.

The set of competencies is incorporated in a Teacher Performance and Development

Framework (TPDF) that is based upon the core values of Filipino teachers and on the principles of

effective teaching and learning. The framework is divided into seven (7) domains that represent the

desired features of the teaching and learning process. These domains incorporate a series of strands of the

desired teaching performance statements, which identify observable indicators of a quality teacher’s

performance.

The seven domains are the following: 5. Social Regard for Learning (SRFL) 6. Learning Environment (LE) 7. Diversity of Learners (DOL) 8. Curriculum (Curr.)

4. Planning, Assessing Reporting (PAR) 5. Community Linkages (CL) 6. Personal Growth & Professional Development (PGPD)

Each of these domains will be expanded below as part of a Set of Competency-based Teacher Standards that will lead to a National Teacher Performance & Development Framework. This framework will allow teachers to self-assess their own performance against the Competency Standards in order to identify areas of strength as well as areas that need to be developed further in order for them to function more effectively as facilitators of learning. Statement of Principle Teachers in all Philippines public schools are committed and accountable for providing classroom

instruction with results that are manifested in high performance levels in terms of student learning

outcomes. Teachers are dedicated to the well-being of the students and communities they serve, taking

into account their cultural diversity, group aspirations and what is valued in education.

Domain 1. Social Regard for Learning (SRFL) The SRFL domain focuses on the ideal that teachers serve as positive and powerful role models of the

22

value in the pursuit of different efforts to learn. The teacher’s action, statements, and different types of social interactions with students exemplify this ideal. Strands of Desired Teaching Performance

Performance Indicators The teacher .. .

1.1 Teacher’s actions demonstrate value for learning.

1.1.1 implements school policies and procedures; 1.1.2 demonstrates punctuality; 1.1.3 maintains appropriate appearance; and 1.1.4 is careful about the effect of one’s behavior on students.

Domain 2. Learning Environment (LE) This domain focuses on importance of providing a social, psychological and physical environment within which all students, regardless of their individual differences in learning, can engage in the different learning activities and work towards attaining high standards of learning. Strands of Desired Teaching Performance

Performance Indicators The teacher .. .

2.1 The teacher creates an environment that promotes fairness.

2.1.1 maintains a learning environment of courtesy and respect for different learners’ abilities, culture, & gender; 2.1.2 provides gender-fair opportunities for learning; and 2.1.3 recognizes that every learner has strengths.

2.2 The teacher makes the classroom environment safe and conducive to learning.

2.2.1 maintains a safe, clean and orderly classroom free from distractions; and 2.2.2 arranges challenging activities given the physical environment.

2.3 The teacher communicates higher learning expectations to each learner.

2.3.1 uses individual and cooperative learning activities to improve capacities of learner’s for higher learning; 2.3.2 encourages learners to ask questions; and 2.3.3 provides learners with a variety of learning experiences.

2.4 The teacher establishes and maintain consistent standards of learners’ behavior.

2.3.4 handles behavior problems quickly and with due respect to children’s nights; 2.3.5 gives timely feedback to reinforce appropriate to learners’ behavior; 2.3.6 guides individual learner requiring development of appropriate social and learning behavior; and 2.3.7 communicates school policies and procedures for classroom behavior and see to it that they are followed.

Domain 3. Diversity of Learners (DOL) The DOL domain emphasizes the ideal that teachers can facilitate the learning process even with diverse learners, by recognizing and respecting individual differences and by using knowledge about their

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differences to design diverse sets of learning activities to ensure that all learners can attain the desired learning goals. Strands of Desired Teaching Performance

Performance Indicators The teacher .. .

3.1 The teacher is familiar with learners’ background knowledge and experiences.

3.1.1 uses information on the learning styles and needs of the learners to design and select learning experiences; 3.1.2 establishes goals that define appropriate expectations for all learners; 3.1.3 paces lessons appropriate to needs and/or abilities of learners; 3.1.4 provides differentiated activities for learners; 3.1.5 initiates other learning approaches for learners whose needs have not been met by usual approaches; and 3.1.6 shows sensitivity to multi-cultural background of the learners.

Strands of Desired Teaching Performance

Performance Indicators The teacher .. .

3.2 The teacher demonstrates concern for holistic development of learners.

3.2.1 sets clear, challenging and achievable expectations on the holistic development of all learners; 3.2.2 identifies learning gaps and takes action to enable learners to catch up; 3.2.3 employs integrative and interactive strategies for meaningful and holistic development of learners; 3.2.4 is sensitive to unusual behavior of learners and takes appropriate action; and 3.2.5 provides opportunities to enhance learners growth in all aspects.

Domain 4. Curriculum (Curr.) The curriculum domain refers to all elements of the teaching-learning process that work in convergence to help students understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the learning process, teaching-learning approaches and activities, instructional materials and learning resources. Strands of Desired Teaching Performance

Performance Indicators The Teacher . . .

4.1 The teacher demonstrates mastery of the subject. 4.11 delivers accurate and updated content knowledge using

appropriate methodologies, approaches and strategies; 4.12 integrates language, literacy and quantitative skill development and values in his/her subject area; 4.13 explains learning goal, instructional procedures and content clearly and accurately to learners; 4.14 links the current content with past and future lessons; 4.15 aligns lesson objectives with the teaching methods, learning activities and instructional materials or resources appropriate to learners; 4.16 creates situations that encourage learners to use high order

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thinking skills; 4.17 engages and sustains learners’ interest in the subject by making content meaningful and relevant to them; 4.18 integrates relevant scholarly works and ideas to enrich the lesson as needed; and 4.19 integrates content of subject area with other disciplines.

4.2 The teacher communications clear learning goals for the lessons that are appropriate for learners.

4.21 sets appropriate learning goals; 4.22 makes the learners understand the learning goals; and

4.23 link the goals set with the expectations for every learner.

4.3 The teacher makes good use of allotted instructional time. 4.31 establishes routines and procedures to maximize instructional

time; and 4.32 plans lessons to fit within available instructional time.

Strands of Desired Teaching Performance Performance Indicators The teacher .. .

4.4 The teacher selects teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to objectives of the lesson.

4.41 translates learning competencies to instructional objectives; 4.42 selects, prepares and utilizes instructional materials appropriate to the learners and to the learning objectives; 4.43 provides activities and uses materials which fit the learners’ learning styles, goals and culture; 4.44 uses a variety of teaching approaches and techniques appropriate to the subject matter and the learners; utilizes information derived from assessment to improve teaching and learning; and 4.45 provides activities and uses materials which involve students in meaningful learning.

Domain 5. Planning, Assessing & Reporting (PAR) This domain refers to the alignment of assessment and planning activities. In particular, the PAR focuses on the (1) use of assessment data to plan and revise teaching-learning plans; (2) integration of assessment procedures in the plan and implementation of teaching-learning activities, and (3) reporting of the learners’ actual achievement and behavior. Strands of Desired Teaching Performance

Performance Indicators The Teacher . . .

5.1 The teacher communicates promptly and clearly the learners’ progress to parents, superiors and to learners themselves.

5.11 conducts regular meetings with learners and parents to report learners’ progress; and 5.12 involves parents in school activities that promote learning.

5.2 The teacher develops and uses a 5.21 prepares formative and summative tests;

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variety of appropriate assessment strategies to monitor and evaluate learning.

5.22 employs non-traditional assessment techniques (portfolio, authentic performance, journals, rubrics, etc.); 5.23 interprets and uses assessment results to improve teaching and learning; and 5.24 identifies teaching-learning difficulties and their possible causes to address gaps.

5.3 The teacher monitors regularly and provides feedback on learners’ understanding of content.

5.31 provides timely and accurate feedback to learners to encourage them to reflect on and monitor their own learning growth; and keeps accurate records of grades with performance levels of learners.

Domain 6. Community Linkages (CL) The LC domain refers to the ideal that classroom activities are meaningfully linked to the experiences and aspirations of the learners in their homes and communities. Thus, this domain focuses on teachers’ efforts directed at strengthening the links between schools and communities to help in the attainment of the curricular goals. Strands of Desired Teaching Performance

Performance Indicators The teacher . . .

6.1 The teacher establishes learning environments that respond to the aspirations of the community.

6.11 involves community in sharing accountability for the learners’ achievement; 6.12 use community human and materials resources to support learning; 6.13 uses the community as a laboratory for learning; 6.14 participates in community activities that promote learning; and 6.15 uses community networks to publicize school events and achievements.

Domain 7. Personal Growth & Professional Development (PGPD) The PGPD domain emphasizes the ideal that teachers value having a high personal regard for the teaching profession, concern for professional development, and continuous improvement as teachers. Strands of Desired Teaching Performance

Performance Indicators The teacher . . .

7.1 The teacher takes pride in the nobility of teaching as a profession. maintains stature and behavior that upholds the dignity of

teaching; allocates time for personal and professional development through :

(a) participation in educational seminars and workshops, (b) enrolment in short-term courses and post graduate programs, (c) reading educational materials regularly, and (e) engaging in educational research.

7.13 manifests personal qualities such as enthusiasm, flexibility and caring; and

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7.14 articulates and demonstrates one’s personal philosophy of teaching.

7.2 The teacher builds professional link with colleagues to enrich teaching practice.

7.21 participates actively in professional teacher organizations; and 7.22 keeps abreast with recent developments in education.

.3 The teacher reflects on the extent of the attainment of students’ learning goals 7.31 reflects on the quality of his/her own teaching;

7.32 receives favorable rating from students, peers and superiors; 7.33 accepts personal accountability for learners’ achievement; and 7.34 uses self-evaluation to recognize and correct weaknesses

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