Reflections On Educational Programs

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 The program will be considered beneficial if: 2

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 SUMMARY 3

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 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

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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 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. 5

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; 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

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.

PRESENT PROGRAMS IN THE SECONDARY EDUCATION FOR QUALITY EDUCATION 1. BASIC EDUCATION ASSISTANCE FOR MINDANAO (BEAM)

SUMMARY

7

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 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-on8

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 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 9

(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) 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 10

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 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.

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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

2.

Learning Environment (LE)

(PAR)

3.

Diversity of Learners (DOL)

2.

Community Linkages (CL)

4.

Curriculum (Curr.)

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

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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

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:

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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.

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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.

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. 15

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 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.

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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. 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

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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. 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 18

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.

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PRESENT PROGRAMS IN THE SECONDARY EDUCATION FOR QUALITY EDUCATION 1. EDUCATION FOR ALL (EFA)

SUMMARY

20

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. 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 21

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: 1. Social Regard for Learning (SRFL) 2. Learning Environment (LE) 3. Diversity of Learners (DOL) 4. Curriculum (Curr.)

1. Planning, Assessing Reporting (PAR) 2. Community Linkages (CL) 3. 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 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 Indicators Performance 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 22

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 Indicators Performance The teacher .. . 2.1 The teacher creates an environment that promotes 2.1.1 maintains a learning environment of courtesy and respect for fairness. 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. 2.3 The teacher communicates higher learning expectations to each learner.

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

2.2.1 maintains a safe, clean and orderly classroom free from distractions; and 2.2.2 arranges challenging activities given the physical environment. 2.3.1 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. 2.3.4 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 differences to design diverse sets of learning activities to ensure that all learners can attain the desired learning goals. Strands of Desired Teaching Performance Indicators Performance 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; 23

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 Indicators Performance The teacher .. . 3.2 The teacher demonstrates 3.2.1 sets clear, challenging and achievable expectations on the holistic concern for holistic development of development of all learners; 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 Indicators Performance 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 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. 4.21 sets appropriate learning goals; 4.22 makes the learners understand the learning goals; and 4.2 The teacher communications 4.23 link the goals set with the expectations for every learner. clear learning goals for the lessons that are appropriate for learners.

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4.3 The teacher makes good use of allotted instructional time.

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

4.31 establishes routines and procedures to maximize instructional time; and 4.32 plans lessons to fit within available instructional time.

Performance Indicators The teacher .. . 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 Indicators Performance 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 variety of appropriate assessment strategies to monitor and evaluate learning.

5.21 prepares formative and summative tests; 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.

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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 Indicators Performance The teacher . . . 6.1 The teacher establishes learning environments that respond to the 6.11 involves community in sharing accountability for aspirations of the community. 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 Indicators Performance 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 7.14 articulates and demonstrates one’s personal philosophy of teaching. 7.2 The teacher builds professional link with colleagues to enrich teaching practice. .3 The teacher reflects on the extent of the attainment of students’ learning goals

7.21 participates actively in professional teacher organizations; and 7.22 keeps abreast with recent developments in education. 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 26

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