Published on

1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide


  1. 1. UPDATES ON THE Implementation of the TEDPNational Competency-Based Teacher Standards: Challenges Dr. BEATRIZ G. TORNO Executive Director II Teacher Education Council
  2. 2. Teacher Education and Development Map Retirement DepEd/CHED/TEIs In-Service Training and Professional Development DepEd Teacher Induction CHED/TEI s Entry to Teacher Education National Competency Based Teacher Standards CHED/TEIs/Schools PreService Training PRC Teacher Licensure DepEd / CSC Teacher Human Resource Planning, Recruitment, Selection, Deployment, and Recognition System
  3. 3. MILESTONES on the TEDP-NCBTS Levels • Joint Adoption of the NCBTS by TEC – DepED, PRC , CHED and CSC through a MOA on March 13, 2007 • Adoption of TEDP-NCBTS by the Presidential Task Force on Education to improve teachers’ competencies both in the pre-service and inservice During the First National Biennial Summit on Education held on Jan 31 – Feb 1, 2008, Tent City, Manila Hotel
  4. 4. Agreements include: • Promotion of continuing professional education of teachers in public and private schools at all levels – from the teachers, school heads/principals, superintendents, DepEd executives, teacher educators and members of the academe.
  5. 5. • ensure implementation of school based training with mentoring and define multi-level accountability for sustainability; •include multi-grade teaching and handling of large classes, IP and Peace Education in the training design and
  6. 6. • emphasize English, Mathematics, Science and Technology, including the use of instructional technology and alternative mode of delivery with emphasis in the use of the mother tongue in teaching Math and Science in the first two grade levels;
  7. 7. • utilize TEI’s with level 3 accredited status with any of the 5 recognized accrediting agencies (PAASCU, PACUCOA, ACSCUAA, AACCUP, ALCUCOA), COE’s, CODs, COTs, and those fully autonomous and deregulated HEIs as training service providers
  8. 8. Other Milestones on the TEDP • Identification of 82 Centers of Training Institutions (COTs) for DepED INSET and Cetification Programs • Advocacy of the effective mechanisms on the Experiential Learning Courses (ELCs) Field Study and Practice Teaching through a Joint CHED and DepEd Order. DepEd Order No. 3, s. 2007 disseminated to all TEIs and DepEd schools
  9. 9. • Mass institutionalization of Teacher Induction Program (TIP) SY 2008 through DepEd Memo No. 39, s. 2008
  10. 10. • Advocacy and rolling out of Teacher Strengths and Needs Assessment (TSNA) based on NCBTS leading to the Individual Professional Development Plan (IPDP) Final TSNA tool for the eventual revision of the performance appraisal for teachers in collaboration with CSC
  11. 11. •Submission of NCBTSbased DepEd Position on the proposed amendment of Magna Carta for teachers •Review of the LET Table of Specifications with PRC based on NCBTS for the 2009 LET
  12. 12. • Adoption of NCBTS by the award giving bodies (Metrobank, PRAISE, etc.) • Approval of the Accelerated Teacher Education Program (ATEP) a quick fix solution to develop Muslim teachers for the Madrasah Education of the public schools and private madaris
  13. 13. •Evaluation and identification of ATEP service providers In the most recent TEC resolution submitted to the TPTE CHED through the Presidential Task Force on Education, it is proposed that the current 18 units of English in the BEED program be increased to 24 units. •
  14. 14. Policy Reforms Needed to Ensure Implementation of NCBTS: The Challenges • DepEd Guidelines for the operationalization of NCBTS department wide, especially on ELC implementation • DepEd Policy requiring all training and development programs (on-going and future) to include a session on NCBTS orientation
  15. 15. DepEd Policy Guidelines promulgating NCBTS-based INSET system in the department which include among others, allocation and utilization of INSET funds
  16. 16. • Policy Integration on the Master Plan for Teacher Education that would spell out how NCBTS would be operationalized in the TEIs, PRC, CSC, etc. • Policy review for recruitment, selection, hiring, deployment of teachers, teachers’ welfare, benefits, incentives and morale
  17. 17. • Conduct research study on the “future requirements” of teachers in the country/conduct actuarial study on the teacher supply and demand requirements for the next 5 years. • Policy recommendation through a DepEd Order on hiring only licensed teachers from pre-school in all public/private schools and adoption of competency-based screening, selection and hiring system (including LGU-funded teacher items)
  18. 18. • Policy reform on the teacher licensure exam to make it competency-based • DepEd policy covering the involvement of DepEd in pre-service education
  19. 19. Other Challenges: Need to collaborate with… • TEIs/NETRC for the possibility of establishing teacher assessment centers to determine NCBTS competency levels (to complement selfassessment process of teachers) • NEAP/SBM TWG for the establishment of competency-based teacher development system from school up to central office
  20. 20. • Establishment of Regional Educators Academy in all regions to oversee, coordinate and manage teacher development programs at the sub-national level.
  21. 21. •NEAP/NLS TWG for an audit and evaluation of available competency-based-in-service packages and how to disseminate information on available training courses/materials for specified training needs
  22. 22. • CHED, TEIs and PRC for the revision of the master plan for teacher education (2008- 2015) • RMM TWG for the proposed development of program/guidelines for a holistic scholarship package for future teachers, especially for poor but bright high school graduates.
  23. 23. • QAAF TWG and Private Schools to support development of guidelines to hire only licensed teachers, will be linked to the regulatory function of DepEd over private schools • Public and Private local colleges and universities to support this NCBTS reform
  24. 24. • BALS, BEE and BSE to ensure NCBTS-based teacher training and development programs are integrated into their program, projects and activities • IP and Muslim Education TWG to enhance the NCBTS by including Indigenous Knowledge, Skills and Practices
  25. 25. • BALS to adopt NCBTS in developing ALS mobile teachers and learning facilitators • BESRA TCT for the TA on the conduct of actuarial studies, defining the teacher supply and demand requirements for the next 5 years
  26. 26. Common Road Map to TEDPNCBTS Implementation