Ensuring Teacher Quality through Competency

Framework and Standards

Chapter 6 -Roselle M. Beltran
-Audrey B. Simon
-Illuminada Aguinaldo

Introduction
One of the biggest challenges of ensuring teacher quality is the
attractiveness of the teaching profession. The teaching profession is not as
attractive like the other professions that is why it does not always get the
best material. This is the cause of concern in many countries around the
world, as exemplified in the Global Teacher Status in 2013.
The educational landscape continues to progress for the benefit of
the learners. Teachers undergo series of trainings in their field of
specialization to be qualified in molding learners based on the changing
needs of time to complement with the need for efficient global workforce.
But is it enough that they undergo trainings? How can we assure that a
teacher is competent enough?
In this chapter let us learn and reflect regarding teacher quality. Are
you ready?

Learning Outcomes
In this chapter, you are expected to:
 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 Standard for Teacher (PPST)
Career Stage 1-Beginning Teachers Competencies and how it can
assure teacher quality in the Philippines.

Learning Contents
A. Quality Teacher and Teacher Quality Defined
B. The Competency Framework for Teachers in Southeast Asia
(CFT SEA)
C. Philippine Qualifications Framework
D. Philippine Professional Standards for Teachers (PPST)

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Teaching and Learning Activities

Let’s discuss

A. Quality Teacher and Teacher Quality Defined

Quality teachers are characterized by the different teachers needed in

the 21st century education. Partnership 21 identifies 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

Clusters of 21st Century Skills Framework

 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 (Information,
Communications and Technology 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 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. uses 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.

As proposed by OECD, the core elements of teacher-quality

standard should include:
 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 behaviour;
 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 is no universal standard of teacher quality since there are

differences in the context of how teacher quality is defined.
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 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 student learning outcomes.

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

SEA)
 SEAMEO Regional Center for Educational Innovation and Technology
(INNOTECH) and SEAMEO Secretariat (SEAMES) initiated the
Competency Framework for Teachers in Southeast Asia which was
developed in 2017 in collaboration with Thailand’s Teacher Education
Council.
 Its purpose was to revitalize teacher education and to promote
teaching as a profession of first choice by professionalizing teacher’s
pre-service and in-service development.
 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.

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, regional, national 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
back 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 process.

In the matrix that follow, you will find the four Essential Competencies,
12 General Competencies and the Corresponding 31 Enabling
Competencies.

The Competency Framework for Teachers in Southeast Asia

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 trends, 1.2.1 Update myself on educational
policies and curricula. trends.
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, 1.3.1 Check new changes in

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 national, regional and global education environment.
developments.
2.0 HELP MY STUDENTS LEARN
General Competencies Enabling Competencies
2.1 Know my students. 2.1.1 Identify my students’ needs
and strength to help them
learn better.
2.1.2 Understand how many
students learn.
2.1.3 Value what makes my
students unique.
2.2 Use the most effective teaching 2.2.1 Select appropriate teaching
and learning strategy and learning strategy.
2.2.2 Design clear and effective
lessons my students can
understand.
2.2.3 Create a positive and caring
learning space.
2.3 Assess and give feedback on 2.3.1 Design assessment process
how my students learn and tools.
2.3.2 Monitor my students’
progress and provide
appropriate support.
2.3.3 Use results from assessment
to improve instruction.
3.0 ENHANCE 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 help 3.2.1 Engage parents and
my students learn caregivers about their children.
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
diversity. different.
3.3.2 Practice inclusion and respect
in the classroom.

4.0 BECOME 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 relationship with
care and respect.

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 4.2 Practice human goodness in my 4.2.1 Be kind and compassionate.
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 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 the other teachers by
setting my best example.

C. Philippine Qualifications Framework

The PQF 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 educated/trained in the Philippines.

As part of the ASEAN convergence and in the light of globalization, each

country in the ASEAN including the Philippines adopts national standards
and levels for outcomes in education. This is 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 the table below.

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 Application of professional work
and Values) (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 field.

D. Philippine Professional Standards for Teachers (PPST)

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
based on the Teacher Education and Development Map in 2006.

 In the middle of the teacher’s professional lifelong cycle are the

professional standards, known before as National Competency Based

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 Teacher Standards (NCBTS, 2006) and now known as the Philippine
Professional Standards for Teachers.

 The PPST, 2017 define teacher quality in a broader perspective

attuned to the current demand 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.

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.

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

Competencies for Career Stage Level 1.

Career Stage 1 or Beginning Teachers have 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
terms of content knowledge and pedagogy. They possess the requisite
knowledge, skills and values that support the teaching and learning
process. They manage learning 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.

However, since they are new to the teaching profession, Beginning

Teachers are expected to seek advise and assistance from their peers and
experienced colleagues to continuously improve their teaching.

Let us look at the detailed competencies on the domain and strands for
the Beginning Teachers.

DOMAIN 1: CONTENT AND KNOWLEDGE PEDAGOGY

Strands Competency Indicators for Beginning
Teachers
Strand 1.1 1.1.1 Demonstrate content knowledge and its
Content knowledge and application within and/or across curriculum
its application within and teaching areas.
across curriculum areas
Strand 1.2 1.2.1 Demonstrate an understanding of
Research-based research-based knowledge and principles of
knowledge and principles teaching and learning.
of teaching and learning
Strand 1.3 Positive use of 1.3.1 Show skills in the positive use of ICT to
ICT facilitate the teaching and learning process.
Strand 1.4 1.4.1 Demonstrate knowledge of teaching
Strategies for promoting strategies that promote literacy and
literacy and numeracy numeracy skills.
Strand 1.5 1.5.1 Apply teaching strategies that develop
Strategies for developing critical and creative thinking, and/or other
critical and creative higher-order thinking skills.

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 thinking, as well as other
higher-order thinking
skills
Strand 1.6 1.6.1 Use Mother Tongue, Filipino and English
Mother Tongue, Filipino to facilitate teaching and learning.
and English in teaching
and learning
Strand 1.7 1.7.1 Demonstrate an understanding of the
Classroom range of verbal and non-verbal classroom
communication strategies communication strategies that support
learner understanding, participation,
engagement and achievement.
DOMAIN 2: LEARNING ENVIRONMENT
Strand 2.1 2.1.1 Demonstrate knowledge of policies,
Learner safety and guidelines and procedures that provide safe
security and secure learning environments.
Strand 2.2 2.2.1 Demonstrate understanding of learning
Fair learning environment environments that promote fairness, respect
and care to encourage learning.
Strand 2.3 2.3.1 Demonstrate knowledge of managing
Management of classroom structure that engages learners,
classroom structure and individually or in groups, in meaningful
activities exploration, discovery and hands-on activities
within the available physical learning
environments.
Strand 2.4 2.4.1 Demonstrate understanding of
Support for learner supportive learning environments that
participation nurture and inspire learner participation.
Strand 2.5 2.5.1 Demonstrate knowledge of learning
Promotion of purposive environments that motivate learners to work
learning productively by assuming responsibility for
their own learning.
Strand 2.6 2.6.1 Demonstrate knowledge of positive and
Management of learner non-violent discipline in the management of
behavior learner behavior.
DOMAIN 3: DIVERSITY OF LEARNERS
Strand 3.1 3.1.1 Demonstrate knowledge and
Learners' gender, needs, understanding of differentiated teaching to
strengths, interests and suit the learners' gender, needs, strengths,
experiences interests and experiences.
Strand 3.2 3.2.1 Implement teaching strategies that are
Learners' linguistic, responsive to the learners' linguistic, cultural,
cultural, socio-economic socio-economic and religious backgrounds.
and religious
backgrounds
Strand 3.3 3.3.1 Use strategies responsive to learners
Learners with disabilities, with disabilities, giftedness and talents.
giftedness and talents
Strand 3.4 3.4.1 Demonstrate understanding of the
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

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 practices.
Strand 3.5 3.5.1 Demonstrate knowledge of teaching
Learners from indigenous strategies that are inclusive of learners from
groups indigenous groups.
DOMAIN 4: CURRICULUM AND PLANNING
Strand 4.1 4.1.1 Prepare developmentally sequenced
Planning and teaching and learning process to meet
management of teaching curriculum requirements.
and learning process
Strand 4.2 4.2.1 Identify learning outcomes that are
Learning outcomes aligned with learning competencies.
aligned with learning
competencies

Strand 4.3 4.3.1 Demonstrate knowledge in the

Relevance and implementation of relevant and responsive
responsiveness of learning programs.
learning programs
Strand 4.4 4.4.1 Seek advice concerning strategies that
Professional collaboration can enrich teaching practice.
to enrich teaching
practice
Strand 4.5 4.5.1 Show skills in the selection,
Teaching and learning development and use of a variety of teaching
resources including ICT and learning resources, including ICT, to
address learning goals.
DOMAIN 5: ASSESSMENT AND REPORTING
Strand 5.1 5.1.1 Demonstrate knowledge of the design,
Design, selection, selection, organization and use of diagnostic,
organization and formative and summative assessment
utilization of assessment strategies consistent with curriculum
strategies requirements.
Strand 5.2 5.2.1 Demonstrate knowledge of monitoring
Monitoring and evaluation and evaluation of learner progress and
of learner progress and achievement using learner attainment data.
achievement
Strand 5.3 5.3.1 Demonstrate knowledge of providing
Feedback to improve timely, accurate and constructive feedback to
learning improve learner performance.
Strand 5.4 5.4.1 Demonstrate familiarity with a range of
Communication of learner strategies for communicating learner needs,
needs, progress and progress and achievement.
achievement to key
stakeholders
Strand 5.5 5.5.1 Demonstrate an understanding of the
Use of assessment data role of assessment data as feedback in
to enhance teaching and teaching and learning practices and
learning practices and programs.
programs
DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL
ENGAGEMENT
Strand 6.1 6.1.1 Demonstrate an understanding of
Establishment of learning knowledge of learning environments that are
environments that are responsive to community contexts.

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 responsive to community
contexts
Strand 6.2 6.2.1 Seek advice concerning strategies that
Engagement of parents build relationships with parents/guardians
and the wider school and the wider community.
community in the
educative process
Strand 6.3 6.3.1 Demonstrate awareness of existing laws
Professional ethics and regulations that apply to the teaching
profession, and become familiar with the
responsibilities specified in the Code of Ethics
for Professional Teachers.
Strand 6.4 6.4.1 Demonstrate knowledge and
School policies and understanding of school policies and
procedures procedures to foster harmonious relationship
with the wider school community.

DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL

DEVELOPMENT
Strand 7.1 7.1.1 Articulate a personal philosophy of
Philosophy of teaching teaching that is learner-centered.
Strand 7.2 7.2.1 Demonstrate behaviors that uphold the
Dignity of teaching as a dignity of teaching as a profession by
profession exhibiting qualities such as caring attitude,
respect and integrity.
Strand 7.3 7.3.1 Seek opportunities to establish
Professional links with professional links with colleagues.
colleagues
Strand 7.4 7.4.1 Demonstrate an understanding of how
Professional reflection professional reflection and
and learning to improve
practice
Strand 7.5 7.5.1 Demonstrate motivation to realize
Professional development professional development goals based on the
goals Philippine Professional Standards for
Teachers.

Teaching and Learning Activities

Individual Activity:
 Do you have a teacher that you like most? What are the attributes
that she possess which makes her a quality teacher? Explain why you
think he/she meets the competencies as prescribed by the Philippine
Professional Standards for Teachers?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

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 _________________________________________________________
__________________________

 Make a photo essay that differentiate teacher quality and quality

teachers.

 Differentiate the Competency Framework for Teachers in Southeast

Asia (CFT SEA) and the Philippine Professional Standards for
Teachers (PPST) using fishbone method.

Recommended learning materials and resources for supplementary

reading.
https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-
1.pdf
https://pqf.gov.ph/
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http://www.officialgazette.gov.ph/downloads/2018/01jan/20180116-RA-
10968-RRD.pdf
https://www.youtube.com/watch?v=9tJ4IZxgIl0
https://www.youtube.com/watch?v=jfu_5XAdRg4

Flexible Teaching Learning Modality (FTLM)

This chapter adopts the synchronous and asynchronous learning
modalities for you to have better access and learning of the lessons. This
may include video conferencing, teleconferencing, live chatting, live-streaming
lectures, and self-guided lesson modules, streaming video content, virtual
libraries, posted lecture notes, and exchanges across discussion boards or social
media platforms).

Assessment Task
Task 1. Use the World Wide Web
Secure a complete copy of the Philippine Professional Standard for
Teachers (PPST) from the Department of Education website by searching for
DepEd Order No. 42, s.2017 including its attachment. Print and keep this
document as one of the valuable references as you continue your journey
to finish your degree and in your teaching career.

Task 2. Compare the Competency Framework for Teachers in Southeast

Asia (CFT SEA) and the Philippine Professional Standards for Teachers
(PPST). Identify at least 10 competencies that are found in both standards.
Make a matrix for your answer along the identified domains. Example is
found below:

General Competency CFT for SEA Enabling PPST Competency

Domain Competency Indicators Indicating for Beginning
Teachers
Example: Knowledge, Example: 1.1.1 Master Example: 1.1.1
Skills and Values (add 2 my subject matter Demonstrate content
more examples) knowledge and its
application within
and/or across
curriculum teaching
areas
Learning Environment
(2 examples)
Diversity of Learners
(2examples)
Curriculum and
Planning (2 examples)
Professional
Development (2
examples)

References

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Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2018. The Teaching
Profession. 4th Edition. Lorimar Publishing
Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2015. The Teaching
Profession. 3rd Edition. Lorimar Publishing
Cortez, A., Cortez,B., Esguerra,D., Molano,T.,Alonzo,E. 2019. The Teaching
Profession (OBE and K-12 Compliant). St. Andrews Publishing House
https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-
1.pdf
https://pqf.gov.ph/

http://www.officialgazette.gov.ph/downloads/2018/01jan/20180116-RA-
10968-RRD.pdf

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