Shows the Philippine law on Centers of Excellence for Teachers, and about the Teacher Education Council

1. By Judith Aguilar
R.A. 7784
Creating Centers of Excellence for
Teachers, the Teacher Education Council

2. The Policy
• Promote and protect rights to quality education at all levels
• Undertakes steps to make education accessible to all
• Recognizes the role of the teacher as the key to the effectiveness of the
teaching-learning process
• Strengthen the education and training of teachers nationwide through a
NATIONAL SYSTEM OF EXCELLENCE for teacher education
Teacher draws and nurtures the best in
the learner as a human being and a
member of society

3. Definitions
Teacher –all persons engaged in classroom teaching of
any subject
Teacher education—pre-service ducation, in-service
education and graduate education of teachers in
various areas of specialization.

4. Definitions
Excellence—efficient, effective and innovative delivery
of relevant, functional, and quality programs in teacher
education, training, research and community service.
Center of excellence --public or private college, institute,
school or agency, engaged in pre-service and
continuing education

5. • Faculty
• Studentry
• Adequate facilitieslibrary, research, study centers
• Competent administrative and support staff
• Well-planned instructional programs
• Student development programs
• Student services
• Extension services and outreach programs
• Percentage of Board passers
• Other criteria established by the Teacher Education Council
What are the criteria to qualify as a center of
excellence?

6. Who compose the Teacher Education Council?
11 members
Ex officio chairman
Plus: 11
appointees
by the
President

7. Main job of the TEC
• Identify / designate institutions as centers of excellence
• Formulate policies and standards
• Conduct periodic review of curricula and programs for
teacher education and training
• Adopt an effective, adequate system of incentives such as
scholarship grants, loan programs, subsidies, stipends,
other benefits

8. Main job of the TEC
• Form collaborative programs and projects that will
enhance trainings
• Conduct relevant studies
• Review existing regulation and recommend new ones to
improve teacher education
• Call on other government offices to comply with their
mandate

9. Objectives and Functions of a Center of
Excellence
a) Experiment relevant innovative training programs
b) Organize and coordinate collaborative research
c) Serve a s teacher resource center
d) Serve as the hub for networking specific data
e) Provide professional assistance to TEIs
f) Encourage mutual support among TEIs
g) Facilitate and expedite accreditation among TEIs

10. Centers of
Excellence
Higher Education
Institutions
RA 7722 of 1994
CMO#55 S2006
Basic Education
Quality
Teacher Development
Teacher
Education
Council

12. LOI No. 1487 issued on December 10, 1985, titled
“Institutionalizing a Revitalized Program of Teacher In-
Service Training in the Public Schools”--
mandated the then Ministry of Education, Culture and Sports
(MECS) and the Office of the Budget and Management to
“design an organization that will:
• institutionalize and improve the existing Learning Action
Cell approach,
• to help ensure the continuing training of public school
teachers at the elementary and secondary levels,
• to see to the upgrading of their competence in subject
matter being taught, the principles and methods of
teaching, school administration, and other subjects
pertinent to the effective exercise of educational
functions
The role of NEAP in Teacher Education

13. Administrative Order No. 282 issued by
the President on May 27, 1992 renamed
the NELC as the National Educators'
Academy of the Philippines
The National Educators' Academy of the
Philippines (NEAP) is an attached agency
within the Department of Education with a
direct line of management to the
Secretary.
National Education Academy of the
Philippines
an attached agency of DEPED

14. NEAP has the responsibility for the
design, development, and delivery of
professional development for teachers,
school leaders, and other teaching-
related personnel. NEAP maintains the
training standards and the quality of
training delivery.

15. Guidelines for NEAP Recognition of
Professional Development Programs and
Courses for Teachers and School Leaders
D.O. #01 2020—

16. DO ##35 s 2016
9. In the DepEd, a Learning Action Cell is a group of teachers who engage in
collaborative learning sessions to solve shared challenges encountered in the
school facilitated by the school head or a designated LAC Leader. LACs will
become the school-based communities of practice that are positive, caring,
and safe spaces.

17. DO ##35 s 2016
10. Key aspects of the process are ongoing collaborative learning or problem
solving within a shared domain of professional interest, self-directed learning,
reflective practice leading to action and self evaluation, and collective
competence. The following are the objectives of this policy:
10.1 to improve the teaching-learning process that will lead to improved
learning among the students;
10.2 to nurture successful teachers;
10.3 to enable teachers to support each other to continuously improve their
content and pedagogical knowledge, practice, skills, and attitudes; and
10.4 to foster a professional collaborative spirit among school heads,
teachers, and the community as a whole.

18. DO ##35 s 2016
11. LACs are the most cost-effective CPD process but may entail some
expenses for meetings and handouts. Funds for the LACs may be sourced
from the school’s Maintenance and Other Operating Expenses (MOOE),
subject to its utilization guidelines. Other resources may be generated by the
school or schools divisions to support LACs as these endeavor to upgrade the
quality of teaching and learning in their respective schools