Module 7: Ensuring Teacher Quality

Through Competency Framework and Standards

“A country that doesn’t have confidence in its teachers will have great difficulty in improving
education.”

Expectations:

• Distinguish between teacher quality and quality teachers.

• Relate the Competency Framework for Teachers in Southeast Asia (CFT SEA) to teacher quality.
• Discuss the Philippine Professional Standards for Teachers (PPST) Career Stage 1 – beginning Teachers
Competencies and how it can assure teacher quality in the Philippines.

Engagement:

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) It has been found out to be the best
predictor of student’s outcomes (Rivkin, Hanushek and Kain, 1998 and Rice, 2003).

One of the biggest challenges of ensuring teacher quality is attractiveness of teaching

profession. The teaching profession is not attractive like other professions that is why it does not
always get the best material. This is a cause of concern in many countries around the world, as
exemplified in the Global Teacher Status in 2013.

A. Quality Teacher and Teacher Quality Defined

In Lesson 3, we have discussed much about the attributes of teachers in the 21st Century.
What really is a quality teacher? 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 included 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 (Information, Communications & Technology Literacy
• Life and Career Skills Framework which was discussed thoroughly in Lesson 3.

Quality teachers are competent teachers. Teachers with global competence are able to
demonstrate knowledge, skills, values ad dispositions as described 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; and
8. Help learners find appropriate actions to improve local and global conditions.

THE TEACHING PROFESSION

 Having the appropriate competencies for the teaching, describe a quality teacher. Can quality
teacher provide teacher quality in our schools?

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 the teachers (Teacher Quality, 2003). This is
related to the outcomes-based education. On the other hand, some other countries use standard for
teacher quality. The OECD has proposed in the discussion table that the core elements of the teacher-
quality standards should include:

• Planning and preparation: including knowledge of content and pedagogy, knowledge of students,
coherent instructional plans, and knowledge on how to assess students learning;
• Classroom environment: including creating a culture for learning and managing students behavior;
• 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; these should be developed and owned by the teachers
themselves like in Finland, Sweden and Denmark. In other countries, teachers 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 the profession and are validated by students learning
outcomes.

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

In collaboration in Thailand’s Teacher Education Council, SEAMEO 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 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 make up quality teachers. Competencies as

defined in the framework are a combination of skills, knowledge, behavior and attributes that enable
effective effect or superior job performance. This Competency Framework for Teachers is a guide to
improve teacher’s performance across the region.

There are four (4) essential competencies and 12 general competencies 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

THE TEACHING PROFESSION

1. Knowing and understanding what to teach. It is the ability of teachers 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, involve the
community to help students learn, and encourage respect and diversity.
4. Becoming a better teacher everyday. This is the ability to know oneself and others, practice human
goodness and then master the teaching practice.

Let us 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 knowledge on 1.1.1 Master my subject content.

what I teach.
1.1.2 Use research-based knowledge.

1.2 Understand education trends, policies and 1.2.1 Update myself on educational trends.
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 local, national, 1.3.1 Check new changes in education
regional and global development. environment.

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.

2.1.2 Value what makes my students unique.

2.2 Use the most effective teaching and 2.2.1 Select appropriate teaching and learning
learning strategy. strategy.

2.2.2 Design clear and effective lessons my

students can understand.

THE TEACHING PROFESSION

 2.2.3 Create a positive and caring learning
space.

2.3 Assess and give feedback on how my 2.3.1 Design assessment process and tools.
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 caregivers 3.1.1 Build a support network.

3.1.2 Create welcoming space.

3.1.3 Sustain the partnership.

3.2 Involve the community to help my 3.2.1 Engage parents and caregivers about
students learn. their children.

3.2.2 Design learning activities using

community conditions, local wisdom, tradition
ad knowledge.

3.3 Encourage respect and diversity. 3.3.1 Accept what makes people different.

3.3.2 Practice inclusion and respect in the

classroom.

4.0 BECOME A BETTER TEACHER EVERYDAY

General Competencies Enabling Competencies

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 relationships with care and

respect

4.2 Practice human goodness in my life and in 4.2.1 Be kind and compassionate
my work
4.2.2 Inspire my students and colleagues by
setting my best example

THE TEACHING PROFESSION

 4.2.3 Nurture my students’ confidence on
what they can do and become

4.3 Master my teaching practice 4.3.1 Keep alive my passion for teaching

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 by the Ministers of Education of 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 TEACHERS

Southeast Asia.

Figure 1: Competency Framework for Teachers in Southeast Asia (2017)

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 adopt 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

THE TEACHING PROFESSION

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

Table. Philippine Qualification Framework (PQF) 6 Levels of Outcomes and Descriptors.

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 their 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 terms 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 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 teacher of the PRC to employment to
DepEd with attestation of the Civil Service or private basic education.

In both public and 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. 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 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 UNSESCO’s
SDGs 2030 and the Ambisyon Natin 240.

THE TEACHING PROFESSION

 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 schematic diagram that represents the seven domains of the PPST is presented below.

Figure. The Philippine Professional Standards for Teachers

Let us focus on the PPST, 2017 particularly on the Beginning Teacher’s Competencies for
Career Stage Level 1.

THE TEACHING PROFESSION

 There are seven (7) Domains in the PPST. The seven domains, collectively comprise 37 strands
to refer to more specific dimensions 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 teachers. 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 peer and experienced colleagues to continuously improve their
teaching.
Let us look at the detailed competencies on the domains and strands for the Beginning
Teachers.

DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY

Strands Competency Indicators for Beginning

Teachers

1.1 Content Knowledge and is 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 principles 1.2.1 Demonstrate an understanding of

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 higher-order critical and creative thinking/ and or other
thinking skills. higher order thinking skills

1.6 Mother tongue, Filipino and English in 1.6.1 Use of mother tongue, Filipino and
teaching and learning English 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

THE TEACHING PROFESSION

 understanding, participation, engagement and
achievement.

DOMAIN 2: LEARNING ENVIRONMENT

Strands Competency Indicators for Beginning

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 and 2.3.1 Demonstrate knowledge of managing

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

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

nonviolent discipline in the management of
learner behavior

DOMAIN 3:DIVERSITY OF LEARNERS

Strands Competency Indicators for Beginning

Teachers

3.1 Learner’s gender, needs, strengths, 3.1.1 Demonstrate knowledge and

interests and experiences understanding of differentiated teaching to suit
the leaner’s gender, needs, strengths, interests
and experiences

3.2 Learner’s linguistics, cultural, socio- 3.2.1 Implement teaching strategies that are
economic and religious backgrounds responsive to the learner’s linguistic, cultural,
socio-economic and religious backgrounds

THE TEACHING PROFESSION

3.3 Learners with disabilities, giftedness and 3.3.1 Use strategies responsive to learners with
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 in that are inclusive of learners from
indigenous groups

DOMAIN 4: CURRICULUM AND PLANNING

Strands Competency Indicators for Beginning

Teachers

4.1 Planning and management of teaching and 4.1.1 Prepare developmentally sequenced
learning process teaching and learning process to meet
curriculum requirements

4.2 Learning outcomes aligned with learning 4.2.1 identify learning outcomes that are
competencies aligned with learning competencies

4.3 Relevance and responsiveness of learning 4.3.1 Demonstrate knowledge in the

progress implementation of relevant and responsive
learning programs

4.4 Professional collaboration to enrich 4.4.1 Seek advice concerning strategies that
teaching practice can enrich teaching practice

4.5 Teaching and learning resources including 4.4.2 Show skills in the selection, development
ICT and use of variety of teaching and learning
outcomes, including ICT to address learning
goals

DOMAIN 5: ASSESSMENT AND REPORTING

Strands Competency Indicators for Beginning

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
strategies consistent with curriculum
requirements

THE TEACHING PROFESSION

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, progress 5.4.1 Demonstrate familiarity with a range of
and achievement to key stakeholders strategies for communicating learner needs,
progress and achievement

5.5 Use of assessment data to enhance 5.5.1 Demonstrates an understanding of the

teaching practices and programs role of assessment data as feedback in teaching
and learning practices and programs

DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT

Strands Competency Indicators for Beginning

Teachers

6.1 Establishment of learning environments 6.1.1 Demonstrate an understanding of

that are responsive to community contexts knowledge of learning environments that are
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 process build relationship’s with parents/ guardians
and 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 with
responsibilities specified 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

Strands Competency Indicators for Beginning

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 professional by exhibiting
THE TEACHING PROFESSION
 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

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

References:

Bilbao, Purita P, Corpus, Brenda B., Llagas, Avelina T., Salandanan, Gloria G. ( 2018) The Teaching
Profession. Lorimar Publishing, Inc.
Pawelin, Greg T. (2016) The Teaching Profession Passion and Mission. Rex Book Store
Lim, Lourdes S., Caubic, Rosalina A., Casihan, Luvimi L. (2014). The Teaching Profession. Adriana
Publishing Co., Inc.

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