ENSURING TEACHER QUALITY

COMPETENCY FRAMEWORK
AND STANDARD
-PURITA P. BILBAO, EDD
DISTINGUISH BETWEEN TEACHER QUALITY AND QUALITY
TEACHER.
RELATE THE COMPETENCY FRAMEWORK FOR TEACHERS
IN SOUTHEAST ASIA (CFT SEA) TO TEACHER QUALITY.
DISCUSS THE PHILIPPINE PROFESSIONAL STANDARDS
FOR TEACHER (PPST) CAREER STAGE 1 - BEGINNING
TEACHERS COMPETENCIES AND ON HOW IT CAN ASSURE
TEACHER QUALITY IN THE PHILIPPINES.
Are qualified teachers,
really quality
teachers?
Teacher quality matters.

Most educators and policy makers agree

that one of the most important school-
related factors influencing student
achievement and outcomes is teacher
quality. (Rice 2003)
A. QUALITY TEACHERS AND QUALITY DEFINED

Quality Teachers are characterized by the different skills

needed in 21st Century Education

QUALITY TEACHERS POSSESSES:

(1) GLOBAL AWARENESS
(2) FINANCIAL, ECONOMIC, BUSINESS AND ENTREPRENEURIAL
LITERACY
(3) CIVIC LITERACY
(4) HEALTH LITERACY, KNOWLEDGE AND VALUES
FRAMEWORK FOR TEACHING

A SET OF INSTRUCTIONAL
COMPONENTS THAT OUTLINES
A TEACHER’S RESPONSIBILITIES.
21ST CENTURY SKILLS FRAMEWORK ARE
CLUSTRED INTO THREE:

Learning and Innovation Skills Framework include; Critical

01 Thinking and Problem Solving, Creativity and Innovation and
Communication and Collaboration and Technology Skills.

Information, Media and Technology Skills Framework include;

02 Information Literacy, Media Literacy, ICT (Information,
Communication & Technology Literacy)

03 Life and Career Skills Framework.

QUALITY TEACHERS ARE COMPETENT TEACHERS.
TEACHERS WITH GLOBAL COMPETENCE ARE ABLE TO
DEMONSTRATE KNOWLWDGE, SKILLS, VALUES AND DISPOSITIONS
AS DESCRIBED:

1) understand one’s own cultural identity and 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;
and

8) help learners find appropriate actions to improve local and

global conditions.
Having appropriate competencies for the
teaching describe a quality teacher.

CAN QUALITY TEACHERS PROVIDE

TEACHER QUALITY IN OUR SCHOOL?

Teacher quality is a bit difficult to define. For some

countries like US, it has shifted its definition of teacher
quality from the possession of credential or
certification to what students know and are able to do
with what they were taught by their teacher (Teacher
Quality, 2013).
THE OECD (ORGANIZATION FOR ECONOMIC COOPERATION
AND DEVELOPMENT) HAS PROPOSED CORE ELEMENTS OF
THE TEACHER-QUALITY STANDARDS;

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.
THE OECD (ORGANIZATION FOR ECONOMIC COOPERATION AND DEVELOPMENT) HAS
PROPOSED CORE ELEMENTS OF THE TEACHER-QUALITY STANDARDS;

Instruction: including communicating

effectively, using appropriate discussion
techniques, engaging students, and providing
responsive feedback to learners; and

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. 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.
To sum up, quality teachers are defined by their attributes
and characteristics while teacher quality is defined by the
standards set for the 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, SEAMO Secretariat (SEAMES) and the SEAMEO
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 promote
teaching, as a profession of first choice by professionalizing
teacher’s pre-service and in-service development using this
Regional Competency Framework as a guide.
B. THE COMPETENCY FRAMEWORK FOR TEACHERS IN SOUTHEAST ASIA (CFT SEA)

Prior to what we have discussed earlier,

teacher competencies make up 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 teacher’s
performance across the region.
 FOUR ESSENTIAL COMPETENCIES

Knowing and understanding what to teach. It is the ability

of teachers to deepen and broaden their knowledge on
01
what to teach, understand education trends, policies and
curricula and be updated on local, national, regional and
global developments.

Helping students to Learn. It is the ability to know

02 students, use the most effective teaching and learning
strategies, assess and give feedback on how students learn.
 FOUR ESSENTIAL COMPETENCIES

Engaging the Community. It is the ability to partner

03 with parents and caregivers, involve the community to
help students learn, and encourage respect and
diversity.

Becoming a better teacher everyday. This is the

04 ability to know oneself and others, practice human
goodness and then master the teaching practice.
(4) Essential Competencies, (12) General Competencies and the corresponding
(31) Enabling Competencies

1.0 KNOW AND UNDERSTAND WHAT I TEACH

General Competencies Enabling Competencies

1.1.1 Master my subject
1.1 Deepen and broaden
content
my knowledge on what I
1.1.2 Use research-based
teach. knowledge
1.2.1 Update myself on
1.2 Understand education educational trends
trends, policies and 1.2.2 Study educational policies
and how they affect teaching
curricula.
1.2.3 Understand how to
implement the curriculum
(4) Essential Competencies, (12) General Competencies and the corresponding
(31) Enabling Competencies

1.0 KNOW AND UNDERSTAND WHAT I TEACH

General Competencies Enabling Competencies

1.3 Keep myself updated 1.3.1 Check new

on local, national, changes in education
regional and global
environment
developments.
(4) Essential Competencies, (12) General Competencies and the corresponding
(31) Enabling Competencies

2.0 HELP MY STUDENTS LEARN

General Competencies Enabling Competencies

2.1.1 Identify my student’s needs and
2.1 Know my students. strengths to learn better.
2.1..2 Understand how my students learn
2.1.3 Value what makes my students
unique
2.2.1 Select appropriate
2.2 Use the most teaching and learning strategy
2.2.2 Decide clear and effective
effective teaching and lessons my students can
learning strategy. understand
2.2.3 Create a positive and caring
learning space
(4) Essential Competencies, (12) General Competencies and the corresponding
(31) Enabling Competencies

2.0 HELP MY STUDENTS LEARN

General Competencies Enabling Competencies

2.3.1 Design assessment

2.3 Assess and give process and tools
feedback on how my 2.3.2 Monitor my student’s
students learn. progress and provide
appropriate support.
2.3.3 Use results from
assessment to improve
instruction.
(4) Essential Competencies, (12) General Competencies and the corresponding
(31) Enabling Competencies

3.0 ENGAGE THE COMMUNITY

General Competencies Enabling Competencies

3.1.1 Build a support network.
3.1 Partner with parents
3.1.2 Create welcoming space.
and caregivers
3.1.3 Sustain the partnership.

3.2 Involve the 3.2.1 Engage parents and

caregivers about their children.
community to help my
3.2.2 Design learning activities
students learn. using community conditions, local
wisdom, tradition and knowledge.
(4) Essential Competencies, (12) General Competencies and the corresponding
(31) Enabling Competencies

3.0 ENGAGE THE COMMUNITY

General Competencies Enabling Competencies

3.3 Encourage 3.3.1 Accept what makes

respect and diversity people different
3.3.2 Practice inclusion
and respect in the
classroom
(4) Essential Competencies, (12) General Competencies and the corresponding
(31) Enabling Competencies

4.0 BECOME A BETTER TEACHER EVERYDAY

General Competencies Enabling Competencies

4.1.1 Continue to grow by knowing
4.1 Know myself and oneself more
4.1.2 Become more aware and responsible
others. for my emotions and health
4.1.3 Nurture my relationship with care and
respect

4.2.1 Be kind and compassionate.

4.2 Practice human 4.2.2 Inspire my students and
goodness in my life and in colleagues by setting my best
my work. example.
4.2.3 Nurture my students’ confidence
on what they can do and become
(4) Essential Competencies, (12) General Competencies and the corresponding
(31) Enabling Competencies

4.0 BECOME A BETTER TEACHER EVERYDAY

General Competencies Enabling Competencies

4.3.1 Keep alive my

4.3 Master 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.
 COMPETENCY FRAMEWORK for
Teachers in Southeast Asia (2017) Pratice human Deepen
goodness in my my knowledge
work and on what I teach
in my life
Understand
Know my self education
trends, policies
and others
and curriculum
Know and Keep myself
Masters my Become the
Framework agreed upon by the best teacher
understand updated on
teaching what I teach local, national,
Ministers of Education of the Southeast practice
regional and global
developments
Asian countries including Philippines The
Learners
Partner with Know
Engage Help my
parents and community students my
guardians members learn students
Involve
Use the most
community to
help students effective
Used as a guide to determine learn better teaching
teacher quality across the region. strategy
Nurture school Assess and
and community
give feedback
as places of
respect and on how my
diversity students learn
 C. THE PHILIPPINE QUALIFICATIONS
FRAMEWORK (PQF)
As part of the ASEAN convergence and 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) which is provided by law. (RA 10968, s.
2018). Based on the level of education as PQF Level 6, the PQF
describes the career path for baccalaureate degree programs
including teacher education degrees. All graduates from the
baccalaureate degrees are expected to exhibit outcomes as
described in Table 4.
TABLE 04. PHILIPPINE QUALIFICATIONS FRAMEWORK
(PQF) 6 LEVELS OF OUTCOMES AND DESCRIPTORS

PQF Level of Outcomes PQF 6 Descriptor of Outcomes

Graduates possess a broad level of
Knowledge, Skills and coherent knowledge and skills in their
field of study for professional work
Values (teaching) and lifelong learning.

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

Independent (as a teacher)

Degree of Independence
and/or in items of related field.
C. THE PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF)

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 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.
D. PHILIPPINES PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

In both public or private education, a newly recruited

teacher undergoes a Teacher Induction 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 by 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.
D. PHILIPPINES PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

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 the Philippines Professional Standards for
Teachers (PPST, 2017, DepEd Order 42, s. 2017). Both are
frameworks for teacher quality. The PPST, 2017 define
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 the
Ambisyon Natin 2040.
D. PHILIPPINES PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

Being responsible for the pre-service development

of teachers, teacher education institutions have a
responsibility of graduating students with PQF 6
qualifications and to master the PPST Beginning
Teacher Standards as well as the Program Outcomes
of the CHED's 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 PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS
1. Content 2. Learning
Knowledge and
Pedagogy
Environment

The Schematic Diagram that

represents the seven domains
of the PPST 7. Personal Growth Philippine 3. Diversity
and
Professional
Development
Professional of
Learners
Standards for
Teachers
Collectively comprise (37) strands to 6. Community 4. Curriculum
Linkages and
refer more specific dimensions of Professional
and
teacher practice. Engagement Planning
5. Assessment
and
Reporting
 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
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 teachers.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY

Competency Indicators for Beginning
Strands Teachers

1.1 Content Knowledge and its 1.1.1 Demonstrate content knowledge

and its application within/and or
Application within and across
across curriculum teaching areas.
curriculum areas.

1.2 Research-based 1.2.1 Demonstrate an

understanding of research-
knowledge and principles based knowledge and principles
of teaching and learning. of teaching and learning.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY

Competency Indicators for Beginning
Strands Teachers

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 1.4.1 Demonstrate

promoting literacy and knowledge of teaching
strategies that promote
numeracy.
literacy and numeracy skills.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY

Competency Indicators for Beginning
Strands Teachers

1.5 Strategies of developing 1.5.1. Apply teaching strategies that

critical and creative thinking, as develop critical and creative
well as other higher- order thinking thinking/ and or other higher order
skills. thinking skills.

1.6 Mother tongue, 1.6.1 Use of mother tongue,

Filipino and English in Filipino and English to
facilitate teaching and
teaching and learning
Learning.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY

Competency Indicators for Beginning
Strands Teachers

1.7 Classroom 1.7.1 Demonstrate an

understanding of the range
communication of verbal and non-verbal
classroom communication
strategies strategies that support
learner understanding,
participation, engagement
and achievement.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 2: LEARNING ENVIRONMENT

Competency Indicators for Beginning
Strands Teachers

2.1.1 Demonstrate knowledge of

2.1 Learner safety policies, guidelines and procedures
that provide safe and secure
and security learning environments.

2.2 Fair learning 2.2.1 Demonstrate

understanding of learning
environment. environments that promote
fairness, respect and care to
encourage learning.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 2: LEARNING ENVIRONMENT

Competency Indicators for Beginning
Strands Teachers

2.3 Management of 2.3.1 Demonstrate knowledge of managing

classroom structure that engages learners,
classroom structure and individually or in groups, in meaningful
exploration, discovery and hands-on activities
activities within the available physical learning
environments.

2.4 Support for 2.4.1 Demonstrate

understanding of supportive
learner learning environments that
participation. nurture and inspire learner
participation.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 2: LEARNING ENVIRONMENT

Competency Indicators for Beginning
Strands Teachers

2.5 Promotion of 2.5.1 Demonstrate knowledge of learning

environments that motivates learners to
purposive learning. work productivity by assuming
responsibility for their own learning.

2.6 Management of 2.6.1 Demonstrate knowledge

of positive and non-violent
learner behavior discipline in the management
of learner behavior.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 3: DIVERSITY OF LEARNERS

Competency Indicators for Beginning
Strands Teachers

3.1 Learner's gender, needs, 3.1.1 Demonstrate knowledge and

understanding of differentiated teaching
strengths, interests and to suit the learner's gender, needs,
experiences. strengths, interests and experiences.

3.2 Learner's linguistics, 3.2.1 Implement teaching

cultural, socio- strategies that are responsive
to the learner's linguistic,
economic and religious cultural, socio-economic and
backgrounds. religious backgrounds.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 3: DIVERSITY OF LEARNERS

Competency Indicators for Beginning
Strands Teachers

3.3 Learners with 3.3.1 Use strategies responsive

disabilities, giftedness and to learners with disabilities,
talents. giftedness and talents.

3.4.1. Demonstrate understanding of the

3.4 Learners in difficult special educational needs of learners in
circumstances. difficult circumstances, including
geographic isolation; chronic illness;
displacement due to armed conflict, urban
resettlement or disasters, child abuse and
child labor practices.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 3: DIVERSITY OF LEARNERS

Competency Indicators for Beginning
Strands Teachers

3.5 Learners from 3.5.1 Demonstrate

indigenous groups. knowledge of
teaching strategies
that are inclusive of
learners from
indigenous groups.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 4: CURRICULUM AND PLANNING

Competency Indicators for Beginning
Strands Teachers

4.1 Planning and 4.1.1 Prepare developmentally

management of teaching sequenced teaching and learning
and learning process process to meet curriculum
requirements.

4.2 Learning outcomes 4.2.1 Identify learning

aligned with learning outcomes that are aligned
competencies. with learning
competencies.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 4: CURRICULUM AND PLANNING

Competency Indicators for Beginning
Strands Teachers

4.3 Relevance and 4.3.1 Demonstrate knowledge in

responsiveness of learning the implementation of relevant
progress. and responsive learning
programs.

4.4 Professional 4.4.1 Seek advice

collaboration to enrich concerning strategies that
teaching practice. can enrich teaching
practice.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 4: CURRICULUM AND PLANNING

Competency Indicators for Beginning
Strands Teachers

4.4.2 Show skills in the

4.5 Teaching selection, development
and learning and use of variety of
teaching and learning
resources outcomes, including ICT
to address learning
including ICT. goals.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 5: ASSESSMENT AND REPORTING

Competency Indicators for Beginning
Strands Teachers

5.1 Design, selection, 5.1.1 Demonstrate knowledge of the design,

selection, organization and use of diagnostic,
organization and utilization formative and summative assessment
strategies consistent with curriculum
of assessment strategies. requirements.

5.2 Monitoring and 5.2.1 Demonstrate knowledge

of monitoring and evaluation of
evaluation of learner
learner progress and
progress and achievement using learner
achievement. attainment data.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 5: ASSESSMENT AND REPORTING

Competency Indicators for Beginning
Strands Teachers

5.3.1 Demonstrate knowledge of

5.3 Feedback to providing timely, accurate and
improve learning. constructive feedback to
improve learner performance.

5.4 Communication of 5.4.1 Demonstrate familiarity

with a range of strategies for
learner needs, progress
communicating learner
and achievement to key needs, progress and
stakeholders. achievement.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 5: ASSESSMENT AND REPORTING

Competency Indicators for Beginning
Strands Teachers

5.5 Use of 5.5.1 Demonstrates an

understanding of the
assessment data
role of assessment
to enhance data as feedback in
teaching and teaching and learning
learning practices practices and
programs.
and programs.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL

ENGAGEMENT
Competency Indicators for Beginning
Strands Teachers

6.1 Establishment of learning 6.1.1 Demonstrate an understanding

environments that are of knowledge of learning
environments that are responsive
responsive to community
to community contexts.
contexts.

6.2 Engagement of 6.2.1 Seek advice concerning

strategies that build
parents and the wider
relationships with
school community in parents/guardians and the
the educative process. wider community.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL

ENGAGEMENT
Competency Indicators for Beginning
Strands Teachers

6.3.1 Demonstrate awareness of existing

6.3 Professional laws and regulations that apply to the
teaching profession, and become familiar

ethics with responsibilities specified in the Code

of Ethics for Professional Teachers.

6.4.1 Demonstrate knowledge

6.4 School and understanding of school
policies and policies and procedures to
foster harmonious relationship
procedures with the wider school
community.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL

DEVELOPMENT
Competency Indicators for Beginning
Strands Teachers

7.1 Philosophy 7.1.1 Articulate a personal

philosophy of teaching that
of teaching is learner-centered.

7.2.1 Demonstrate behaviors that

7.2 Dignity of uphold the dignity of teaching
teaching as a profession by exhibiting qualities
such as caring attitude, respect
profession and integrity.
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL

DEVELOPMENT
Competency Indicators for Beginning
Strands Teachers

7.3 Professional links 7.3.1 Seek opportunities to

establish professional links
with colleagues. with colleagues.

7.4.1 Demonstrate an
7.4 Professional
understanding of how
reflection and professional reflection and
learning to improve learning can be used to
improve practice.
practice
Detailed competencies on the domains and strands for the Beginning Teachers

DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL

DEVELOPMENT
Competency Indicators for Beginning
Strands Teachers

7.5 Professional 7.5.1 Demonstrate

motivation to realize
development goals
professional
Competency development goals
Indicators for based on the Philippine
Beginning Professional Standards
for Teachers.
Teachers
THAT’S ALL
THANK YOU!

GOD BLESS YOU :)