Unit II: THE TEACHER IN THE CLASSROOM AND COMMUNITY

LESSON 1 – THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS

Competencies and standards make explicit what teachers should know, do, and value to achieve
competence and standards, improve student learning outcomes, and eventually, quality education. To
be able to attain quality education, there must be” Qualified teachers for quality teaching”. This is
founded on teaching philosophies of learner-centeredness, lifelong learning, and inclusiveness, among
others. Therefore, professional standards become a public statement of professional accountability that
can help teachers reflect on and assess their own practices as they aspire for personal growth and
professional development. Let us now engage ourselves as we discuss and internalize how we can be a
full-fledged teacher professional. The lesson will focus on the discussion on the Competency
Framework for Teachers in Southeast Asia (CFT - SEA), Philippine Qualification Framework (PQF), and
the Philippine Professional Standards for Teachers (PPST).

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

In February 2017, the Teachers’ Council of Thailand (TCT), in partnership with the SEAMEO
Secretariat (SEAMES) and the SEAMEO Regional Center for Educational Innovation and Technology
(SEAMEO INNOTECH) initiated the Competency framework for teachers in Southeast Asia. The SEA-TCF
is a set of skills, knowledge, behaviors, and attributes that enable effective teaching performance. The
objective of the SEA-TCF is to serve as a guide for use in teacher professional development toward
realizing 21st Century Skills and practices within a context that is regionally appropriate and in line with
global best practices. Through this initiative, quality education can be achieved through quality
teachers. This framework will guide Southeast Asian teachers to improve their performance to bring
about education quality for all students in Southeast Asia.

Four Essential Competencies

1. Knowing and understanding what to teach. Teachers can deepen and broaden their knowledge on
what to teach, understand education trends, policies, and curricula, and be updated on local, national,
regional, and global developments
2. Helping students learn. It is the ability to know their students, use the most effective teaching and
learning strategy, and assess and give feedback on how students learn.
3. Engaging the community. It is the ability to partner with parents and caregivers, involve the
community to help students learn, and encourage respect and diversity.
4. Becoming a better teacher every day. It is the ability to know oneself and others, practice human
goodness, and then mask the teaching practice.

Table 1: The Essential Learning competencies

The table below presents the four Essential Competencies and twelve general competencies, and the
corresponding enabling competencies.
1. KNOW AND UNDERSTAND WHAT I TEACH
General Competencies Enabling Competencies
1.1 Deepen and broaden my -Mastery of the subject content
Knowledge of what I teach -Uses research-based knowledge
1.2. Understand education trends, policies, and -Updated on educational trends
curricula -Studies educational policies and how they affect
teaching
-Understands curriculum implementation
1.3 Keep my self updated on local, national, Checks new changes in the educational
regional, and global development environment
2. HELP MY STUDENT LEARN
General Competencies Enabling Competencies
2.1 Know my students 2.1.2 Identifies student’s needs and strengths to
help them learn better
2.1.2Understands how students learn
2.1.3 Values what makes my students unique
2.2 Use the most effective teaching and learning 2.2.1 Selects appropriate teaching and learning
strategy strategy
2.2.2 Designs clear and effective lessons my
students can understand
2.2.3 Creates a positive and caring learning space
2.3 Assess and give feedback on how student 2.3.1 Designs assessment process and tools
learn 2.3.2 Monitors my student's progress and provide
appropriate support.
2.3.3 Uses results from assessments to improve
instruction.
3. ENGAGE THE COMMUNITY
General Competencies Enabling Competencies
3.1 partner with parents and caregivers 3.1.1 Builds a support network.
3.1.2 Creates a welcoming space
3.1.3 Sustains the partnership
3.2 Involve the community to help my students 3.2.1 Engages parents and caregivers about their
learns children
3.2.2 Designs learning activities using community
conditions, local, wisdom, tradition, and
knowledge.
3.3 Encourage respect and diversity 3.3.1 Accepta what makes people different
3.3.2 Practices inclusion and respect in the
classroom.
4.BECOME A BETTER TEACHER EVERYDAY
General Competencies Enabling Competencies
4.1 Know my self and others 4.1.1 Continues growth by knowing oneself more
4.1.2 Nurtures relationships with care and
respect.
4.1.3 Awareand responsible for one’s emotions
and health
4.2 Practice human goodness in my life and my 4.2.1 Kind and compassionate
 work. 4.2.2 Inspire my students and colleagues by
setting my best example.
4.2.3 Nurture my students' confidence in what
they can do and become.
4.3 Mastery of my teaching practice 4.3.1 Keep alive my passion for teaching
4.3.2 Take responsibility for my own personal and
professional growth.
4.3.3 Inspire other teachers by setting my best
example.

The Philippine Qualification Framework (PQF)

In light of globalization and industrial revolution 4.0, the Philippines adopts national standards
and levels for education outcomes called the “Philippine Qualification Framework (PQF) Which provided
by Republic act No. 10968,s. 2018 section 4. The act” States that the “ Philippine Qualifications
Framework (PQF). Describe the levels of educational qualifications and set the standards for
qualification outcomes. It is a quality assured national system for the development, recognition, and
award of qualifications based on standards of knowledge, skills, and values acquired in different ways
and methods by learners and workers of the country.”

About education level as PQF level 6, the PQF describes the career path for baccalaureate
degree programs, including teacher education degrees. PQF aims to improve workers' skills and training
competencies, mobility and job-readiness, and the labor market's general landscape.

Objectives of the PQF are the following:

1). To adopt national standards and levels of learning outcomes of education
2) To support the development and maintenance of pathways and equivalencies that enable access to
qualifications and to assist individuals in moving quickly and readily between the different education and
training sectors and between these sectors and the labor market; and
3) To align domestic qualification standards with the international qualifications framework, thereby
enhancing recognition of Philippine qualifications' value and comparability and supporting the mobility
of Filipino students and workers.

PQF 6 Level of Outcomes PQF 6 Descriptor of Outcomes

Knowledge, skills, and Values Graduates possess a broad level of coherent
knowledge and skills in the field of study for
professional work (teaching) and lifelong learning
Application of knowledge, skills, and values Application of professional work
(Teaching) in a broad range of discipline and/ or
for further study
Degree of independence Independent (as a teacher) and/ or in teams of
related fields.
 The said framework aligns with the International qualifications for full recognition of the value of
Philippine Qualifications. This will be used as the basis for accrediting certificates and licenses
recognized by the government.

Philippine Professional Standards for Teachers

The Philippine Government has consistently pursued teacher quality reforms through some
initiatives. As a teacher quality framework, the National Competency-Based Teacher Standards (NCBTS)
was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s.
2009. Recently, DepEd Order no. 42 s. 2017 introduces the National Adoption and Implementation of
Philippine Professional Standards for Teachers (PPST 2017, DepEd Order No. 42,s. 2017) it is a set of
standards that makes explicit what teachers should know, be able to do, and value to achieve
competence, improved student learning outcomes, and eventually quality education. It is founded on
teaching philosophies of learner-centeredness, lifelong learning, and inclusivity/inclusiveness. Therefore,
professional standards become a public statement of professional accountability that can help teachers
reflect on and assess their practices as they aspire for personal growth and professional development.
The Philippine Professional Standards for Teachers define teacher quality in the Philippines. The
standards describe the expectations of teachers’ increasing levels of knowledge, practice, and
professional engagement. At the same time, the standards allow for teachers’ growing understanding,
applied with increasing sophistication across a broader and more complex range of teaching/learning
situations.

The Philippine Professional Standards for Teachers composed of 7 Domains collectively

comprise 37 strands that refer to more specific dimensions of teacher practices.

Domain 1, Content Knowledge and Pedagogy, is composed of seven strands, and these are:
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, Learning Environment, consists of six strands, and these are:

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, Diversity of Learners, consists of five strands, and these are:

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, Curriculum and Planning, includes five strands, and these are:
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, Assessment and Reporting, is composed of five strands, and these are:
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, Community Linkages, and Professional Engagement, consists of four strands, and these are:
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, Personal Growth and Professional Development, contains five strands, and these are:
1. Philosophy of teaching
2. The dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice professional development goals

Teacher professional development happens in a continuum from beginning to exemplary

practice. Anchored on the principle of lifelong learning, the set of professional standards for teachers
recognizes the significance of a standards framework that articulates developmental progression as
teachers develop, refine their practice, and respond to educational reforms' complexities.
Career stages for teachers define teachers' work at different career stages and make explicit the
elements of high-quality teaching for the 21st century. They comprise descriptors that have been
informed by teachers’ understandings of what is required at each of the four Career Stages. The
descriptors represent a continuum of development within the profession by providing a basis for
attracting, preparing, developing, and supporting teachers.

Career Stage 1 or Beginning Teachers. In this stage, the teacher has gained the qualifications recognized
for entry into the teaching profession. They have a strong understanding of the subjects/areas in which
they are trained in content knowledge and pedagogy. They possess the requisite knowledge, skills, and
values that support the teaching and learning process. They manage to learn programs and have
strategies that promote learning based on the learning needs of their students. They seek advice from
experienced colleagues to consolidate their teaching practice.

Career Stage 2 or Proficient Teachers. In this stage, teachers are considered professionally independent
in applying skills vital to the teaching and learning process. They provide focused teaching programs that
meet curriculum and assessment requirements. They display skills in planning, implementing, and
managing learning programs. They actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and advancement. They are reflective
practitioners who continually consolidate the knowledge, skills, and practices of Career Stage 1 teachers.

Career Stage 3 or Highly Proficient Teachers. Teachers in this stage consistently display a high level of
performance in their teaching practice. They manifest an in-depth and sophisticated understanding of
the teaching and learning process. They have high education-focused situation cognition and are more
adept in problem-solving and optimizing opportunities gained from experience. Career Stage 3 Teachers
work collaboratively with colleagues, support them, and mentor to enhance their learning and practice.
They continually seek to develop their professional knowledge and practice by reflecting on their own
needs and their colleagues and students.

Career Stage 4 or Distinguished Teachers. In this stage, Teachers are expected to embody the highest
standard for teaching grounded in global best practices. They exhibit the exceptional capacity to
improve their own teaching practice and that of others. They are recognized as leaders in education,
contributors to the profession, and initiators of collaborations and partnerships. They create a lifelong
impact on the lives of colleagues, students, and others. They consistently seek professional
advancement and relevance in pursuit of teaching quality and excellence. They exhibit a commitment to
inspire the education community and stakeholders to improve education provision in the Philippines.