THE TEACHING PROFESSION

CHAPTER 6
TEACHERS COMPETENCE AND PROFESSIONAL DEVELOPMENT

LESSON 1 ENSURING TEACHER QUALITY THROUGH COMPETENCY

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FRAMEWORK AND STANDARD

LEARNING OUTCOMES

• Distinguish between teacher quality and quality teachers.

• Relate the Competency Framework for Teachers in Southeast Asia (CFT SEA) to
teacher quality.
• Discuss the Philippines Professional Standards for Teachers (PPST) Career Stage 1
A. Quality Teachers and Teacher Quality Defined
Quality teachers are characterized by the different skills needed in the 21st century education.
Partnership 21 identified themes that are relevant to the changing times. These are (1) global
awareness, (2) Financial, Economic, Business and Entrepreneurial Literacy, (3) Civic Literacy
and (4) Health Literacy. Also included are knowledge and values.
With these themes in mind, the 21st century skills framework are clustered into three:

• Learning and Innovation Skills framework include Critical Thinking and Problem
Solving, Creativity and Innovation and Communication and Collaboration and
Technology Skills.
• Information, Media and Technology Skills Framework include Information Literacy,
Media Literacy, ICT Literacy.
• Life and Career Skills Framework.
Quality teachers are competent teachers. teachers with global competence are able to
demonstrate knowledge, skills, values and dispositions as prescribed below:

1. Understand one’s own cultural identity and its influence on personal dispositions and
classroom practices.
2. Know and integrate global dimensions in the subject one teaches.
3. Engage students in learning.
4. Use real life, local and global examples.
5. Value the inputs of culturally and linguistically diverse learners.
6. Create environment that encourage positive cross cultural interactions.
7. Model social responsibility in local and global context.
8. Help learners find appropriate actions to improve local and global conditions.
Teacher quality is a bit difficult to define. For some countries like the US, It has shifted
its definition of teacher quality from the possession of a credential or certification to what
students know and are able to do with what they were taught by their teachers. This is related
to the outcomes based education. On the other hand, some other countries used standards
for teacher quality. The OECD has proposed in the discussion table that the core elements of
the teacher quality standards should include.

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• Planning and preparation. Including knowledge of content and pedagogy, knowledge
of students, coherent instructional plans and knowledge on how to assess student
learning.
• Classroom environment. Including creating a culture for Learning and managing
student behavior.
• Instruction including communicating effectively, using appropriate discussion
techniques, engaging students, and providing responsive feedbacks to learners.
• Professional responsibilities. Including, reflecting on teaching, communicating with
families, contributing to the school and community, and developing professionally.
(Teacher Quality, 2013)
There are differences in the context of how teacher quality is defined. Hence there is
no universal standard of teacher quality. The teaching profession needs to have standards in
a way that other professions have to advance its status. They should be developed and owned
by the teachers themselves like Finland, Sweden and Denmark. In other countries, teacher
standards for teacher quality are set at the national or state levels, but with consideration for
local flexibility in the implementation.
In summary, quality teachers are defined by their attributes and characteristics, while
teacher quality is defined by the standards set for their profession and are validated by the
students learning outcomes.

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

In collaboration with the Thailand’s teacher Education Council, SEAMEO Secretariat,
and SEAMELO Regional Center for Educational Innovation and technology (INNOTECH)
initiated the competency framework for teachers in Southeast Asia, which was developed in
2017. The purpose was to revitalize teacher education and to promote teaching as a
profession of first choice by professionalizing teachers pre-service and in-service development
using this Regional Competency Framework as a guide.
As described earlier, teacher competencies makeup quality teachers. Competencies
as defined in the framework are a combination of skills, knowledge, behavior and attributes
that enable effective or superior job performance. This competency framework for teachers is
a guide to improve the job performance across the region.
There are four (4) essential competencies and 12 general competences in the
framework. There are 31 enabling competencies and 136 success descriptors. The enabling
competencies are a set of performance criteria with success descriptors that describe
observable behaviors expected for teachers to perform in a high level. When used, this guide
will promote common standards of performance among teachers across Southeast Asia.

Four Essential Competencies

1. Knowing and understanding what to teach it is the ability of teachers to 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 to learn it is the ability to know students use the most effective
teaching and learning strategies, assess and give feedback on how students learn.
3. Engaging the community. It is the ability to partner with parents and caregivers involved
in the community to help students learn and encourage respect and diversity.

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4. Becoming a better teacher every day. This is the ability to know oneself and others,
practice human goodness and then master the teaching practice.
Let’s look at the details of these Essential Competencies. In the matrix that follow,
you will find the four (4) Essential Competencies, 12 General Competencies and the
corresponding 31 Enabling Competencies.
1.0 KNOW AND UNDERSTAND WHAT I TEACH
General Competencies Enabling Competencies
1.1 Deepen and broaden my 1.1.1 Master my subject content.
knowledge on what I teach. 1.1.2 Use research-based knowledge.
1.2 Understand education 1.2.1 Update myself on educational trends.
trends, policies and curricula. 1.2.2 Study educational policies and how they affect
teaching.
1.2.3 Understand how to implement the curriculum.

1.3 Keep myself updated on 1.3.1 Check new changes in education environment.
local, national, regional and
global developments.
2.0 HELP MY STUDENTS LEARN
General Competencies Enabling Competencies
2.1 Know my students. 2.1.1 Identify my students’ needs and strengths to help them
learn better.
2.1.2 Understand how my students learn.
2.1.3 Value what makes my students unique.
2.2 Use the most effective 2.2.1 Select appropriate teaching and learning strategy.
teaching and learning 2.2.2 Design clear and effective lessons my students can
strategy. understand.
2.2.3 Create a positive and caring learning space.
2.3 Assess and give feedback 2.3.1 Design assessment process and tools.
on how my students learn. 2.3.2 Monitor my student’s progress and provide
appropriate support.
2.3.3 Use results from assessment to improve instruction.
3.0 ENGAGE THE COMMUNITY
General Competencies Enabling Competencies
3.1 Partner with parents and 3.1.1 Build a support network.
caregivers 3.1.2 Create welcoming space.
3.1.3 Sustain the partnership.
3.2 Involve the community to 3.2.1 Engage parents and caregivers about their children.
help my students learn. 3.2.2 Design learning activities using community conditions,
local wisdom, tradition and knowledge.
3.3 Encourage respect and 3.3.1 Accept what makes people different.
diversity. 3.3.2 Practice inclusion and respect in the classroom.
4.0 BECOME A BETTER TEACHER EVERYDAY
4.1 Know myself and others 4.1.1 Continue to grow by knowing oneself more.
4.1.2 Become more aware and responsible for my emotions
and health.
4.1.3 Nurture my relationship with care and respect.

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4.2 Practice human goodness 4.2.1 Be kind and compassionate.
in my life and in my work. 4.2.2 Inspire my students and colleagues by setting my
best example.
4.2.3 Nurture my students’ confidence on what they can do
and become.
4.3 Master my 4.3.1 Keep alive my passion for teaching.
teaching practice. 4.3.2 Take responsibility in my own personal and
professional growth.
4.3.3 Inspire other teachers by setting my best example.

The framework was agreed upon the by the Ministers of Education in the Southeast
Asian countries, including the Philippines. It will be used as a guide to determine teacher
quality across the region.
The figure below captures all the elements of the competency framework for teachers
in Southeast Asia.

COMPETENCY FRAMEWORK FOR TEACHER (Southeast Asia)

C. The Philippines Qualifications Framework (PQF)

As part of the ASEAN convergence an in the light of globalization each country in the
ASEAN, the Philippines adopts national standards and levels for outcomes in education. This
is called the Philippine Qualifications Framework (PQF). Based on the level of education as
PQF level 6, the PQF describes the career path of four Baccalaureate degree programs

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including teacher education degrees. All graduates from the Baccalaureate degrees are
expected to exhibit outcomes as describe in the Table.

Philippine Qualifications Framework (PQF) 6 levels of Outcomes and Descriptors

PQF 6 Level of Outcomes PQF 6 Descriptor of Outcomes

Graduates possess a broad level of coherent

knowledge and skills in their field of study for
Knowledge, Skills and Values professional work (teaching) and lifelong
learning.

Application of professional work (teaching)

Application (of Knowledge, Skills and in a broad range of discipline and/or for
Values) further study.

Independent (as a teacher) and/or in teams

Degree of Independence of related field.

What are the purposes of the Philippine Qualifications Framework?

The PQF is a legal document that adopts national standards and levels for outcomes
of education in the country. It assists individuals to move easily between different education
and training sectors and the label labor market. Further, the PQF aligns the international
qualifications for full recognition of the value of Philippine Qualifications. Also, the PQF will be
used as the basis for accrediting certificates and licenses recognized by the government.

D. Philippines Professional Standards for Teachers (PPST)

Based on the teacher education and development map in 2006 Philippine teacher
education is defined as a lifelong journey from entry to basic education in the DepEd to entry
to teacher education institutions of the CHED to licensing as professional teachers of the PRC
to employment to DepEd with attestation of the Civil Service or private basic education.
In both public or private education, a newly recruited teacher undergoes a Teacher
Education Program (TIP) led by the Teacher Education Council (TEC) and the private
institutions are assisted by the Private Education Assistance Council (PEAC). While in service,
the professional teacher continues professional development through trainings with the duly
authorized service providers of the PRC or shall continue professional development through
advancement in Education (Masters' or Doctorate) or other activities on their own. The
continuing professional development continues until the person retires from employment or
continues to practice the profession in another capacity. In the middle of this professional
lifelong cycle, are the professional teacher standards known before as National Competency
Based Teacher Standards (NCBTS,2006) and now known as Philippines Professional
Standards for
Teachers (PPST,2017, DepEd Order 42, s. 2017). Both are frameworks for teacher quality.
The PPST 2017 defined teacher quality in a broader perspective attuned to the current
demands and changes in the educational local and global landscape to include the reforms of
K to 12, the Outcomes-Based Education of Higher Education, the ASEAN integration, the
UNESCO’s SDGs 2030 and Ambisyon Natin 2040.
Being responsible for the pre-service development of teachers, teacher education
institutions have a responsibility of graduating students with PQF qualifications and to master

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the PPST Beginning Teacher Standards as well as the program outcomes of the CHEDs PSG
for teacher education (CMO 74-82, s. 2017). The mastery of the beginning teacher
competencies is an expectation of the teaching industry in basic education.
The diagram that represents the seven domains of the PPST is presented below.

Let us focus on PPST, 2017 particularly in the Beginning Teacher’s Competencies

for Career Stage Level 1.
There are seven domains in the PPST. The seven domains collectively comprise 37
strands to refer to more specific dimension of teacher practice. Each strand is calibrated
according to the professional development scale or as described Career Stage 1: Beginning
Teachers; Career stage 2: Proficient Teachers; Career Stage 3: Highly Proficient Teachers
and Career Stage 4: Distinguished Teachers.
Career Stage 1: Beginning Teachers. Newly qualified to teach as professional
teachers are the beginning teachers. They have acquired an appropriate degree in education
or allied fields and have passed the licensure examination for professional teacher. They are
assumed to have competencies in terms of content, knowledge and pedagogy, as well as the
21st century skills and values to support teaching and learning. They can manage learning and
have strategies that enable learners to enhance learning through their guidance.
However, since they are new to the teaching profession, Beginning Teachers are
expected to seek advice and assistance from their peers and experienced colleagues to
continuously improve their teaching.

Let us look at the detailed competencies on the domains and stands for the Beginning
Teachers.

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DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY
Competency Indicators for Beginning
Strands
Teachers
1.1 Content Knowledge and its Application 1.1.1 Demonstrate content knowledge and its
within and across curriculum areas. application within/and or across curriculum
teaching areas.
1.2 Research-based knowledge and 1.2.1 Demonstrate an understanding of
principles of teaching and learning. research based knowledge and principles of
teaching and learning.
1.3 Positive use of ICT. 1.3.1 Show skills in the positive use of ICT to
facilitate the teaching and learning process.
1.4 Strategies for promoting literacy and 1.4.1 Demonstrate knowledge of teaching
numeracy. strategies that promote literacy and numeracy
skills.
1.5 Strategies of developing critical and 1.5.1 Apply teaching strategies that develop
creative thinking, as well as other critical and creative thinking and/or other higher
higherorder thinking skills. order thinking skills.
1.6 Mother tongue, Filipino and English in 1.6.1 Use of mother tongue, Filipino and English
teaching and learning. to facilitate teaching and learning.
1.7 Classroom communication strategies. 1.7.1 Demonstrate an understanding of the
range of verbal and non-verbal classroom
communication strategies that support learner
understanding, participation, engagement and
achievement.
DOMAIN 2: LEARNING ENVIRONMENT
Competency Indicators for Beginning
Strands
Teachers
2.1 Learner safety and security. 2.1.1 Demonstrate knowledge of policies,
guidelines and procedures that provide safe and
secure learning environments.
2.2 Fair learning environment. 2.2.1 Demonstrate understanding of learning
environments that promote fairness, respect
and care to encourage learning.
2.3 Management of classroom structure 2.3.1 Demonstrate knowledge of managing
and activities. classroom structure that engages learners,
individually or in groups, in meaningful
exploration, discovery and hands-on activities
within the available physical learning
environment.
2.4 Support for learner participation. 2.4.1 Demonstrate understanding of supportive
learning environments that nurture and inspire
learner participation.
2.5 Promotion of purposive learning. 2.5.1 Demonstrate knowledge of learning
environments that motivates learners to work
productivity by assuming responsibility for their
own learning.
2.6 Management of learner behavior. 2.6.1 Demonstrate knowledge of positive and
non-violent discipline in the management of
learner behavior.

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DOMAIN 3: DIVERSITY OF LEARNERS

Competency Indicators for Beginning
Strands
Teachers
3.1 Learner’s gender, needs, strengths, 3.1.1 Demonstrate knowledge and
interests and experiences. understanding of differentiated teaching to suit
the learner’s gender, needs, strengths, interests
and experiences.
3.2 Learner’s linguistics, cultural, 3.2.1 Implement teaching strategies that are
socioeconomic and religious responsive to the learner’s linguistic, cultural,
backgrounds. socio-economic and religious background.
3.3 Learners with disabilities, giftedness 3.3.1 Use strategies responsive to learners with
and talents. disabilities, giftedness and talents.
3.4 Learners in difficult circumstances. 3.4.1 Demonstrate understanding of the special
educational needs of learners in difficult
circumstances, including geographic isolation;
chronic illness; displacement due to armed
conflict, urban resettlement or disasters, child
abuse and child labor practices.
3.5 Learners from indigenous groups. 3.5.1 Demonstrate knowledge of teaching
strategies that are inclusive of learners from
indigenous groups.
DOMAIN 4: CURRICULUM AND PLANNING
Competency Indicators for Beginning
Strands
Teachers
4.1 Planning and management of teaching 4.1.1 Prepare developmentally sequenced
and learning process teaching and learning process to meet
curriculum requirements.
4.2 Learning outcomes aligned with 4.2.1 Identify learning outcomes that are aligned
learning competencies. with learning competencies.
4.3 Relevance and 4.3.1 Demonstrate knowledge in the
responsiveness of learning implementation of relevant and responsive
progress. learning programs.
4.4 Professional collaboration to enrich 4.4.1 Seek advice concerning strategies that can
teaching practice. enrich teaching practice.
4.5 Teaching and learning 4.5.1 Show skills in the selection, development
resources including ICT. and use of variety of teaching and learning
outcomes, including ICT to address learning
goals.
DOMAIN 5: ASSESSMENT AND REPORTING
Competency Indicators for Beginning
Strands
Teachers
5.1 Design, selection, organization and 5.1.1 Demonstrate knowledge of the design,
utilization of assessment strategies. selection, organization and use of diagnostic,
formative and summative assessment

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strategies consistent with curriculum

requirements.

5.2 Monitoring and evaluation of learner 5.2.1 Demonstrate knowledge of monitoring

progress and achievement. and evaluation of learner progress and
achievement using learner attainment data.
5.3 Feedback to improve learning. 5.3.1 Demonstrate knowledge of providing
timely, accurate and constructive feedback to
improve learner performance.
5.4 Communication of learner needs, 5.4.1 Demonstrate familiarity with a range of
progress and achievement to key strategies for communicating learner needs,
stakeholders. progress and achievement.
5.5 Use of assessment data to enhance 5.5.1 Demonstrate an understanding of the role
teaching and learning practices and of assessment data as feedback in teaching
programs. and learning practices and programs.
DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT
Competency Indicators for Beginning
Strands
Teachers
6.1 Establishment of learning 6.1.1 Demonstrate an understanding of
environments that are responsive to knowledge of learning environments that are
community contexts. responsive to community contexts.
6.2 Engagement of parents and the wider 6.2.1 Seek advice concerning strategies that
school community in the educative build relationship with parents/guardians and
process. the wider community.
6.3 Professional Ethics 6.3.1 Demonstrate awareness of existing laws
and regulations that apply to the teaching
profession, and become familiar in the Code of
Ethics for Professional Teachers.
6.4 School policies and procedures 6.4.1 Demonstrate knowledge and
understanding of school policies and
procedures to foster harmonious relationship
with the wider school community.
DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
Competency Indicators for Beginning
Strands
Teachers
7.1 Philosophy of Teaching 7.1.1 Articulate a personal philosophy of
teaching that is learner-centered.
7.2 Dignity of teaching as a profession 7.2.1 Demonstrate behaviors that uphold the
dignity of teaching profession by exhibiting
qualities such as caring attitude, respect and
integrity.
7.3 Professional links with colleagues 7.3.1 Seek opportunities to establish
professional links with colleagues.

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7.4 Professional reflection and learning to 7.4.1 Demonstrate an understanding of how

improve practice professional reflection and learning can be used
to improve practice.
7.5 Professional development goals 7.5.1 Demonstrate motivation to realize
professional development goals based on the
Philippine Professional Standards for Teachers.

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