Topic (Ebrado): Competencies of Quality Teachers as Mandated by the Teacher Education

Program Outcomes (CMO 74-82, s. 2017)

All teacher education degree programs as mandated by the Commission on Higher Education
(CHED) will produce teachers who show evidence of the following achieved outcomes after four years
of schooling and earned a degree.

Outcome 1: Demonstrated basic and higher levels of literacy for teaching and learning
Outcome 2: Demonstrated deep and principled understanding of the teaching and learning process
Outcome 3: Mastered and applied the subject matter content and pedagogical principles appropriate
for teaching and learning
Outcome 4: Applied a wide range of teaching related skills in curriculum development, instructional
material production, learning assessment and teaching delivery
Outcome 5: Articulated and applied clear understanding of how educational processes relate to
political, historical, social and cultural contexts.
Outcome 6: Facilitated learning in various classroom setting, diverse learners coming from different
cultural backgrounds.
Outcome 7: Experienced direct field and clinical activities in the teaching milieu as an observer,
teaching assistant or practice teacher
Outcome 8: Created and innovated alternative teaching approaches to improve student learning
Outcome 9: Practiced professional and ethical standards for teacher anchored for both local and
global perspectives
Outcome 10: Pursued continuously lifelong learning for personal and professional growth as teachers

Which of the outcomes are you developing in the subjects you are taking or have developed in the
previous subjects that you took?

These outcomes are set at the beginning of your degree plan. You must put these to heart, so as you
go along, you will be able to master these in four years and will be ready to be employed after you get
your teachers' license.

Following the principles of OBE, this refers to Principle 1 Clarity of Focus and Principle 2. Designing
Backwards. Refer to your Module 7.1 The Four Essential Principles in OBE.

Topic (Obiedo): Competencies of Quality Teachers as Mandated by the Department of

Education Order No. 42, 2017 Philippines Professional Standards for Teachers (PPST)
DO No. 42, s. 2017 PPST
Department of Education Order (DepEd) No. 42, s. 2017
DepEd Order No. 42, S. 2017 stipulates the national adoption and implementation of the Philippine
Professional Standards for Teachers (PPST). The Order was signed on August 11, 2017 by DepEd
Secretary Leonor Magtolis-Briones.

What’s the Philippine Professional Standards for Teachers (PPST)?

The PPST is a public statement of what teachers need to know, value, and be able to do in their
practice. It has four career stages: Beginning, Proficient, Highly Proficient, and Distinguished. It is built
on the National Competency-based Teacher Standards (NCBTS). It comprises seven Domains and 37
Strands, and 37 Indicators for each Career Stage.

The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the
reform initiatives on teacher quality from pre-service education to in-service training.

What are uses of the Philippine Professional Standards for Teachers?

According to DO No. 42, s. 2017, the PPST “shall be used as a basis for all learning and development
programs for teachers to ensure that teachers are properly equipped to effectively implement the K to
12 Program.”
PPST Seven Domains with clusters of competencies are:
Domain 1: Competencies on Content Knowledge and Pedagogy composed of 7 strands:
1.Content knowledge and its application within and across curriculum areas
2.Research-based knowledge and principles of teaching and learning
3.Positive use of ICT
4.Strategies for promoting literacy and numeracy
5.Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
6.Mother Tongue, Filipino and English in teaching and learning
7.Classroom communication strategies

Domain 2: Competencies on the Learning Environment consists of 6 strands:

1.Learner safety and security
2.Fair learning environment
3.Management of classroom structure and activities
4.Support for learner participation
5.Promotion of purposive learning
6.Management of learner behavior

Domain 3: Competencies on Diversity of Learners consists of 5 strands:

1.Learners’ gender, needs, strengths, interests and experiences
2.Learners’ linguistic, cultural, socio-economic and religious backgrounds
3.Learners with disabilities, giftedness and talents
4.Learners in difficult circumstances
5.Learners from indigenous groups

Domain 4: Competencies on Curriculum and Planning includes 5 strands:

1.Planning and management of teaching and learning process
2.Learning outcomes aligned with learning competencies
3.Relevance and responsiveness of learning programs
4.Professional collaboration to enrich teaching practice
5.Teaching and learning resources including ICT

Domain 5: Competencies on Assessment and Reporting includes 5 strands:

1.Design, selection, organization and utilization of assessment strategies
2.Monitoring and evaluation of learner progress and achievement
3.Feedback to improve learning
4.Communication of learner needs, progress and achievement to key stakeholders
5.Use of assessment data to enhance teaching and learning practices and programs

Domain 6: Competencies on Community Linkages and Professional Engagement consists of 4

strands:
1.Establishment of learning environments that are responsive to community contexts
2.Engagement of parents and the wider school community in the educative process
3.Professional ethics
4.School policies and procedures

Domain 7: Competencies on Personal Growth and Professional contains 5 strands:

1.Philosophy of teaching
2.Dignity of teaching as a profession
3.Professional links with colleagues
4.Professional reflection and learning to improve practice
5.Professional development goals

Competency Framework for Teachers in Southeast Asia (CFT-SEA)

To be at par with other teachers in the ASEAN, it would be important that you should also know about
the competencies required to enable you
to teach among ASEAN countries.
These competencies are:
1. Knowing and understanding what
to teach
This competency involves having
a deep understanding of the
subject matter, curriculum, and
learning standards.

For Explanation only:

Teachers who possess this
competency can:
- Demonstrate knowledge of the
content and its relevance to real-
life situations
- Understand the curriculum
framework and learning
standards
- Develop lesson plans that align
with the curriculum and learning
standards
- Stay updated on new developments and research in their subject area

2. Helping students to learn

This competency involves creating an effective learning environment that supports student
learning.

For Explanation only:

Teachers who possess this competency can:
- Create a positive and inclusive classroom environment
- Use a range of teaching strategies to engage students and promote learning
- Assess student learning and adjust instruction accordingly
- Provide feedback that is constructive and supportive

3. Engaging the community

This competency involves building partnerships with parents, guardians, and the wider
community to support student learning.

For Explanation only:

Teachers who possess this competency can:
- Communicate effectively with parents and guardians about student progress
- Involve parents and guardians in the learning process
- Build partnerships with local businesses and organizations to provide learning opportunities
- Engage with the broader community to promote the school and its programs

4. Becoming a better teacher.

This competency involves demonstrating a commitment to ongoing professional development
and reflection.

For Explanation only:

Teachers who possess this competency can:
- Reflect on their own teaching practice and identify areas for improvement
- Engage in ongoing professional development to update their skills and knowledge
- Seek feedback from colleagues and students to inform their teaching practice
 - Share their expertise and experience with colleagues to support their professional growth.

Philippine Qualifications Framework

The Philippine Qualifications Framework - It is a collaborative program by the Department of
Education (DepEd), Technical Education and Skills Development Authority (TESDA), Commission on
Higher Education (CHED), Professional Regulation Commission (PRC) and Department of Labor and
Employment (DOLE).

Based on the level of education as PQF Level 6, the PQF describes career path for baccalaureate
degree programs including teacher education degrees.

PQF 6 Level of Outcomes PQF 6 Descriptors of Outcomes

Knowledge, Skills and Values Graduates posses a broad level of coherent knowledge and
skills in their field of study for professional work (teaching)
and lifelong learning
Application (of Knowledge, Skills, Application of professional work (teaching) in a broad range
and Values) of discipline and/or for further studies.
Degree of Independence (in Independent (as a teacher) and/or in teams for related field
workplace)

Topic (Castro): The New Teacher Education Curricula

The New Features of the Teacher Education Curricula After considering local and global conditions,
the Commission on Higher Education approved through a Commission Memorandum Order- Program
Standards and Guidelines (CMO-PSG) the offering of the new teacher education degrees to prepare
teachers in basic education. The degree programs are anchored on the principles of OBE, the PQF
framework, the K to 12 Curricula for Basic Education and the General Education Courses for College
Degrees.
To address the needed teacher quality for the 21", the different degree programs will produce future
ready teachers in basic education. New and enhanced courses are included in the curriculum.

Here are some new features:

 All future teachers will be trained on how to use technologies for teaching and learning. (Courses:
Technology for Teaching and Learning 1 and 2)
 All future teachers will enhance skills in assessment of learning outcomes. (Courses: Assessment
1 and 2).
 Experiential Learning Courses will be more focused on the application of theory to practice in
varied contexts. (Courses: Field Study 1, Field Study 2 and Teaching Internship)
 All future teachers in the elementary level will be prepared to teach all subject areas including
Good Manners and Right Conduct and the Mother Tongue.
 There are two degree programs that prepare teachers to teach both in the elementary and
secondary levels. (Degrees: Bachelor of Physical Education (BPEd), Bachelor of Technical
Vocational Teacher Education (BTVTED).
 A new degree is offered for the teaching of Culture and Arts (Bachelor of Culture and Arts
Education)
 Two straight degree programs which were formerly the specialization in BEEd before are offered
now to prepare teachers who will teach early childhood education and special education. (Course:
Bachelor in Early Childhood Education and Bachelor in Special Education)
 All other original courses will be enhanced.

CMO Number s. 2017 Title of Degrees

CMO 74 s. 2017 BEEd-Bachelor of Elementary Education
BSEd- Bachelor of Secondary Education with majors in English,
CMO 75 s. 2017
Mathematics, Science, Filipino, Social Studies, Values Education
CMO 76 s. 2017 BECEd -Bachelor of Early Childhood Education
CMO 77 s. 2017 BSNEd- Bachelor of Special Needs Education
CMO 78 s. 2017 BTLEd- Bachelor of Technology and Livelihood Education

CMO 79 s. 2017 BTVTEd-Bachelor of Technical-Vocational Teacher Education

CMO 80 s. 2017 BPEd- Bachelor of Physical Education

BSESS- Bachelor of Science in Exercise and Sports Sciences (not for

CMO 81 s. 2017
teaching degree)

CMO 82 s. 2017 BCAEd- Bachelor of Culture and Arts Education

CMO 83 s. 2017 PB-DALS- Post -Baccalaureate Diploma in Alternative Learning System

All of the above degree programs except BSESS adhere to the common program outcomes
stated earlier to be achieved during the college preparation of pre-service teachers. Also embodied in
the intended program outcomes are those of the PPST for Beginning Teachers and other Teacher
Standards.

Course Contents to Achieve the Outcomes

What contents should be taught to prepare prospective teachers in their future jobs? Course
contents are means to an end of achieving the outcomes. These are theories, principles,
generalization, concepts and ideas.
There are three major clusters of subjects or courses which provide the contents of the
degree programs.
Cluster 1: Professional Education Courses – These are courses that are common to all degrees which
will provide a rock or foundation of becoming a teacher. The course titles are as follows:
A. Foundation/Theories and Concepts – These cluster provides foundations (Philosophy, Psychology,
History, Sociology) The Child and Adolescent Learning Principles
> The Teaching Profession
> The Teacher and the Community, School Culture and Organizational Leadership
> Foundations of Special and Inclusive Education

B. Pedagogical Content Knowledge – The subjects will provide foundation, theory and practice in the
different aspects of teaching.
➤ Facilitating Learner-Centered Teaching and Learning > Assessment in Learning 1
➤ Assessment in Learning 2
> Technology for Teaching and Learning 1 > The Teacher and the School Curriculum
> Building and Enhancing New Literacies Across the Curriculum

C. Experiential Learning Courses – These are subjects that bring together theory and practice.
> Field Study 1- Observations of Teaching and Learning in Actual School Environment
> Field Study 2- Participation and Teaching Assistantship > Teaching Internship

Cluster 2: Major Courses

Major subjects are listed for every degree program as attached in the CMO.

Cluster 3: Electives
Any additional subjects in other degree programs for teacher education can be offered as electives.

Topic (Samooc): Pedagogical Approaches to Deliver the Content and Achieve the Outcomes
The uniqueness of teaching future teachers is that the delivery of strategy and methods come in two
layers. The first layer, will enable to learner who are college students to desired learning outcome of
the lesson and the second layer is the find a strategy that will teach the content in the future work
place which is the basic education. In other word the pedagogy utilized should be "teaching how to
teach".

The delivery modes may vary from the three modes or a combination of the three:
 Face-to-Face (F2F)- a traditional delivery mode where the teacher and the students are physically
present to hold classes in a designated place. One class can be taken as a whole group or small
groups at one setting. The different strategies maybe utilized appropriate to the students grouping
 Distance Learning or Remote Learning- on line or printed module. Distance learning is a delivery
mode where the students and teachers are not physically present in one designated place or
classroom. For the on-line the teacher is stationed in a control hub while the students are
connected to the hub. Classes are either synchronous or asynchronous. On the other hand,
distance learning using a printed module utilize hard bound materials in printed form, where
detailed instructions by the teacher will be followed by the learner. Knowledge and skill of on-
technology is required for the first while the second one requires independent learners.
 Blended Learning or Flexible Learning- This is a combination of the F2F and the Distance learning.
The whole course will be using the two delivery modes and should be reflected in the curriculum
syllabus.
 Experiential Learning (Lifelong learning)- Following the theory of learning by doing, experiential
learning approach allows the learners to experience learning first hand. Sometimes it is also called
immersion, apprenticeship or practicum.

Assessment in Learning to Provide Evidences for the Achieved Learning Outcomes

The new teacher education curricula utilize multiple assessment methods in and of learning.
Since assessment is used to determine the progress of learning (formative) and the mastery of
learning (summative), multiple ways of doing it is necessary. Thus, two courses about assessment are
 included in the new teacher curricula for all the degree programs. These are the Assessment in
Teaching 1 and Assessment in Teaching 2.
Traditional assessment theories, principles and tools are taken in Assessment in Teaching I
and Authentic and technology aided assessment is taken in the course Assessment in Teaching 2.
In the new teacher education curricula the Desired Learning Outcomes, the Contents, the
Teaching Delivery and the Assessment should be constructively aligned and interacting as in the
figure below.

P  Desired
Outcomes
I  Content
 Methods E  Assessment for
 Assessment of

Figure 5 - Constructive Alignment of Desired Outcome, Content and Methods and Assessment
In curriculum:
P – PLANNING includes the formulation of the desired outcome for course or lesson, then
this should be aligned with appropriate Content and Methods in the
I – IMPLEMENTATION involves delivering instruction, providing feedback, monitoring
progress, and encouraging active learning.
E – EVALUATION which will determine whether the Desired Outcomes have been achieved.