REPUBLIC ACT NO.

11713 “EXCELLENCE IN TEACHER EDUCATION ACT”

AN ACT FURTHER STRENGTHENING TEACHER EDUCATION IN THE PHILIPPINES

BY
ENHANCING THE TEACHER EDUCATION COUNCIL, ESTABLISHING A
SCHOLARSHIP
PROGRAM FOR STUDENTS IN THE TEACHER EDUCATION PROGRAM,
INSTITUTIONALIZING
THE NATIONAL EDUCATORS’ ACADEMY OF THE PHILIPPINES, AND
APPROPRIATING
FUNDS THEREFOR, AMENDING FOR THE PURPOSE REPUBLIC ACT NO. 7784,
ENTITLED
“AN ACT TO STRENGTHEN TEACHER EDUCATION IN THE PHILIPPINES BY
ESTABLISHING
CENTERS OF EXCELLENCE, CREATING A TEACHER EDUCATION COUNCIL FOR
THE PURPOSE, APPROPRIATING FUNDS THEREFOR, AND FOR OTHER
PURPOSES”

Be it enacted by the Senate and House of Representatives of the Philippines

in Congress assembled:

Section 1. Republic Act No. 7784, entitled “An Act to Strengthen Teacher
Education in the Philippines by Establishing Centers of Excellence, Creating a
Teacher Education Council for the Purpose, Appropriating Funds Therefor, and
for Other Purposes,” is hereby amended, as follows:

“Section 1. Short Title. – This Act shall be known as the “Excellence in

Teacher Education Act.”

“Section 2. Declaration of Policy. – It is the declared policy of the State to

protect and promote the right of all citizens to quality education at all levels
and to take appropriate steps to make such education accessible and
relevant to all. It is likewise universally recognized that the teacher is the key
to effective teaching-learning processes by drawing out and nurturing the
best in the learner as a human being and a worthy member of society.
Further, the State recognizes the role of school leaders in supporting
teachers by fostering an environment for effective teaching and a school
culture that develops enthusiastic and independent learners who are
committed to lifelong learning.

“Towards this end, the State shall ensure and enhance the quality education
and training of teachers nationwide by establishing a scholarship program for
deserving students pursuing teacher education degree programs, and for
teachers and school leaders pursuing graduate degree programs, and
providing a dynamic, modern, and equitable education system through the
national leadership of the Teacher Education Council, hereinafter referred to
as the Council, which is mandated to carry out this vision through the
development of teachers and school leaders who are of unquestionable
integrity and competence, and who are committed to the pursuit of their
continuing professional growth and obligation to help learners grow as
responsible, competent and productive individuals and citizens of the
Philippines and of the world.”

“Section 3. Definition of Terms. – As used in this Act:

“(a) Excellence refers to the efficient, effective and innovative delivery of

relevant, functional, and quality programs in teacher education, training,
curriculum development, instruction, research and extension services;

“(b) Formal education refers to the systematic and deliberate process of

hierarchically structured and sequential academic learning from kindergarten
to graduate education;

“© In-service education refers to any professional development training

given to education personnel, which include formal and informal activities
that develop an individual’s skills, knowledge, and expertise in the teaching
profession;

“(d) Nonformal education refers to any organized and systematic educational

activity undertaken outside the framework of the formal education system to
provide selected types of learning to a segment of the population;

“€ Other teaching-related personnel refer to those who perform teaching-

related functions such as guidance counselors and librarians, and other
personnel to be determined by the Council;

“(f) Para-teachers refer to those who have taken the licensure examination
for teachers but were unable to qualify, and have been issued by the Board
for Professional Teachers a special permit indicating their area of assignment
where there is a shortage or absence of a professional teacher;
“(g) Pre-service teacher education programs refer to undergraduate degrees
and certificates of teaching covering mandatory curriculum and practicum
specifications;

“(h) Pre-service teachers refer to students enrolled in a teacher education

degree program offered by Teacher Education Institutions (TEIs);

“(i) Professional standards refer to the set of standards established and used
by the Department of Education (DepEd) that set out expectations of
professional practice for teachers and school leaders across their respective
career stages. It shall be the basis for all learning and development
programs for teachers and school leaders, as well as the benchmark for their
selection and promotion. The integrity of these standards shall be ensured by
the Council through rigorous reviews after five (5) years from the effectivity
of this Act and every five (5) years thereafter, or within a shorter period, as
the Council deems it necessary;

“(j) School leaders refer to officials in the public school system who perform
managerial and supervisory roles in their respective levels of governance,
such as head teachers, department heads, principals and assistant
principals, schools district supervisors, education program supervisors and
chief education supervisors at the schools division and regional offices,
schools division superintendents, regional directors and assistant regional
directors, and their equivalent positions in the private school system;

“(k) Teacher refers to a person qualified to practice teaching under the law
and engaged in the teaching of any subject, including technical-vocational
(Tech-Voc), at the basic education level in all private or public basic
education institutions. This may include teachers who may not actually be
employed as such;

“(l) Teacher education refers to formal pre-service and in-service education

and training, including graduate education, in various areas of specialization
undertaken by pre-service teachers and teachers;

“(m) Teacher Education Center of Excellence (Teacher Education-COE) refers

to a public or private college, institute, school or agency, which may exist by
itself or within a university or college, that is engaged in providing academic
training for both formal and nonformal preservice and continuing education
of students, teachers, school leaders, and teacher educators, that has
established and continues to maintain an excellent track record in teacher
education, instruction, faculty qualifications, research, extension services,
linkages, ability to produce top caliber graduates, and others as specified in
the criteria for identifying Teacher Education-COEs as provided for under this
Act;

“(n) Teacher Education Institutions (TEIs) refer to higher education

institutions (HEIs) recognized by the Commission on Higher Education
(CHED) offering teacher education degree programs and certificates in
teaching programs or their equivalent, as may be approved by the CHED;

“(o) Teacher education programs refer to recognized academic programs,

such as undergraduate and graduate degree programs, including certificate
of teaching education or its equivalent, that enable pre-service teachers to
meet the requirements for entry into the teaching profession and provide in-
service teachers with the knowledge, skills and practical experience to
strengthen their professional practice; and

“(p) Teacher educators refer to those in the education sector who educate
pre-service and in-service teachers.”

“Section 4. Coverage. – This Act shall apply to teachers and school leaders in
all public and private basic education institutions, and to all public and
private TEIs.”

“Section 5. Teacher Education-COE. – There shall be identified, designated,

established or developed in strategic places in each of the regions of the
country, one or more Teacher Education-COEs based on the criteria listed
hereunder, assessed and adjudged by the Council.

“Should the need arise, certain Teacher Education-COEs at the provincial

level may later be established, identified, or developed. “At least one (1) TEI
from Luzon, Visayas, and Mindanao, and in Metro Manila, Metro Cebu and
Metro Davao shall be established as a Center of Excellence in Special Needs
Education.

“The criteria in identifying schools and colleges as Teacher Education-COEs

shall include the following:

“(a) highly educated, professionally qualified and experienced faculty

recognized in their fields of study, exhibiting best practices in excellence in
the education sector, integrity, commitment, promotes Filipino culture, and
dedicated to the philosophy, mission, vision and goals of the institution and
education;
“(b) well-selected students who manifest the talent and commitment for
teaching;

“© adequate library, research and study facilities;

“(d) competent administrative and support staff;

“€ innovative, well-planned, and relevant curriculum development,

instruction, mentoring, and research programs;

“(f) adequate student services and development programs;

“(g) relevant extension services, linkages, and outreach programs;

“(h) percentage of graduates who pass the licensure examination for

teachers and pursue a career in teaching;

“(i) graduates who become professionals in the education training and

development sector, or leaders in the education sector or both; and

“(j) such other criteria as may be established and operationalized by the

Council.

“The Teacher Education-COEs shall form a national network which in turn

shall engage with elementary schools, high schools and/or a part thereof for
laboratory purposes.

“Any designated Teacher Education-COE shall be reviewed and evaluated

every three (3) years to ensure that it continues to possess the criteria
prescribed herein under this Act.”

“Section 6. Objectives and Functions of a Teacher Education-COE. – The

objectives and functions of a Teacher Education-COE shall be to:

“(a) Conduct innovative and relevant pre-service and in-service teacher

education and training programs, including alternative delivery programs, to
ensure access to education, continuity of learning, and resilience of the
education system that shall develop and produce teachers who shall provide
quality education to learners;
“(b) Organize and coordinate collaborative research on identified areas for
systematic investigation in teacher education as basis for improving teacher
education programs, policies, standards and guidelines;

“© Serve as teacher resource center for the development of curricular or

instructional materials, or both;

“(d) Act as the central node for networking specific disciplines in teacher
education in the region;
“€ Provide professional assistance to TEIs as the need arises, including
mentoring them in preparing for and pursuing appropriate pathways for
quality assurance, and expediting accreditation among TEIs;

“(f) Encourage mutual support among TEIs in the region for upgrading and
improving their programs;

“(g) Develop high standards of conduct in the field of research and

innovation on teacher education, publish research papers thereon in local or
international refereed journals, and facilitate their accessibility and
dissemination to TEIs and concerned agencies; and

“(h) Participate in the development and implementation of a national agenda

for research in teacher education that should cover priority areas for the
continuous enhancement of teacher education, training, and development
for purposes of local and international research and publication.”

“Section 7. Teacher Education Council; Composition. – The Council shall be

composed of nine (9) members. The Council, along with its Secretariat, shall
be attached to the DepEd solely for budgetary coordination and related
purposes.

“It shall be composed of the following:

“(a) The following members of the Council shall serve in an ex officio

capacity by virtue of their respective offices:

“(1) Secretary of the DepEd, as Chairperson;

“(2) Chairperson of the CHED as Vice-Chairperson;

“(3) Director-General of the Technical Education and Skills Development

Authority (TESDA);
“(4) Executive Director of the National Commission for Culture and the Arts
(NCCA); and

“(5) Chairperson of the Professional Regulation Commission (PRC).

“(b) The following regular members shall be appointed by the President of

the Republic of the Philippines based on their integrity, willingness to serve,
and relevant expertise and experience in the education sector:

“(1) A teacher representative from a public basic education institution who is

experienced and recognized as an expert nationally and internationally and
whose personal and professional integrity as well as commitment to service
are proven or well-accepted;

“(2) A representative from an organization of deans of colleges of education,

professional teachers and educators;

“(3) A representative from a national organization of private basic education

institutions; and

“(4) A representative from an organization composed of school leaders from

public or private basic education institutions.

“The members of the Council shall serve without any compensation but shall
be reimbursed for actual and necessary expenses incurred by them in
carrying out their duties under this Act.

“The Council shall meet at least four (4) times a year and hold such other
meetings at the call of the Chairperson or a majority of the Council’s
members.

“All regular members of the Council shall hold office for a period of three (3)
years and may be reappointed once for another three (3) years.”

“Section 8. Powers and Functions of the Council. – The Council shall

implement the provisions of this Act and shall continue to exercise the
following powers and functions:

“(a) Establish a roadmap for teacher education which shall serve as guide for
designing relevant, responsive, innovative, creative, and collaborative
programs. This roadmap shall be submitted to the CHED for inclusion in the
national higher education roadmap that serves as the human resource
development plan for national development;
“(b) Strengthen the link between pre-service and in-service teacher
education programs by collaborating with relevant government agencies and
stakeholders, including the National Educators’ Academy of the Philippines
(NEAP);

“© Set and mandate basic requirements for teacher education programs,

monitor and quality assure compliance therewith to ensure a strong and
transparent link between the outcomes of teacher education programs and
the professional standards for teachers and school leaders, research, and
international best practices. It shall likewise ensure that such minimum
requirements are implemented by the CHED;

“(d) Identify and designate among existing private and public TEIs Teacher
Education-COEs for the CHED’s supervision, monitoring, and regulation, and
formulate a strategic plan to proactively develop Teacher Education-COEs in
every region and province;

“€ Uphold and maintain the integrity of professional standards for teachers

and school leaders by formulating evidence-based policies and standards
that shall strengthen and improve the system of teacher education and
training both in pre-service and in-service, including prescribing a national
examination to determine the eligibility for admission into a recognized TEI
pre-service program, and any successive pre-qualifying examination
thereafter, in order to determine whether the level of knowledge, skills, and
readiness prior to taking the licensure examination for teachers are being
met;

“(f) Establish policies to implement a system of recognition affirming the

career stages achieved by teachers and school leaders based on professional
standards, including the institution, organization, and maintenance of a pool
of national assessors for such recognition;

“(g) Support the teachers and school leaders through the setting and
monitoring of systematic requirements to assure quality and uniformity of all
career-stage recognition processes being implemented, and linking
professional standards across their professional life;

“(h) Establish a policy on an effective system of incentives such as

scholarships, grants-inaid, loan programs, subsidies, stipends and other
similar benefits and incentives, to be implemented by the Unified Student
Financial Assistance System for Tertiary Education (UniFAST) Board, in order
to attract and encourage outstanding basic education graduates both from
public and private schools, and tertiary level students in programs other than
education, to pursue teacher education, as well as to encourage teachers to
pursue graduate degrees in teacher education. Applicants who have
benefitted from other incentives under existing laws shall be ineligible to
avail of the incentives under this Act;

“(i) Systematically monitor, evaluate, and report on the implementation of

the professional standards, including professional development programs
offered by the NEAP or other providers, to promote exemplary practices of
teachers and school leaders and thereby contribute to the enhancement of
the standing of the profession in the community;

“(j) Ensure that the system to professionalize teachers aligns with the
professional standards and the Philippine Qualifications Framework,
incorporates feedback mechanisms to stakeholders for the enhancement of
pre-service teacher education in TEIs, and involves comprehensive analysis
of factors affecting the performance of graduates in such professionalization.
The conduct of a licensure examination shall guarantee transparency
through the release of the most recent licensure examination questions and
corresponding answers immediately after their administration by the PRC as
well as the results of item analyses and other relevant test statistics to the
Council;

“(k) Recommend strategies to TEIs and HEIs for the implementation of

programs under Republic Act No. 10647, otherwise known as the “Ladderized
Education Act of 2014,” to provide opportunities for educational and career
advancement for pre-service and inservice teachers, including para-teachers
and learning support aides. Learning support aides shall be persons who
work together in collaboration with teachers and contribute to the provision
of learning opportunities that promote achievement and progression of
learners;

“(l) Recommend to the DepEd and the CHED strategies and policies related
to attracting and recruiting outstanding high school graduates to pursue an
education degree, and to ensure a seamless transition from higher education
to employment in teaching. Other qualified professionals from different fields
may also be recruited into the teaching profession, subject to existing laws,
rules, and regulations;

“(m) Undertake, apply, and share research related to teaching and school
leadership that shall serve as a central repository of literature on teacher
education, and conduct, by itself or through third parties, relevant studies
needed in the formulation of policies and in the planning and successful
implementation of plans, programs and projects required in attaining the
purposes of this Act;

“(n) Create, reorganize or abolish offices under the Secretariat which shall
provide administrative and technical support to the Council in executing its
policies and programs and form committees which shall render advice or
assistance to the Council in connection with any of the functions stated in
this section;

“(o) Encourage the establishment of consortia and other cooperative

arrangements among public and private TEIs for greater efficiency and
economy in the use of resources;

“(p) Review existing policies and recommend new legislation and policies in
order to continuously improve, enhance and strengthen teacher education
and promote the welfare of teachers and school leaders;

“(q) Call upon any department, bureau, office, or government corporation,

local government unit and other concerned agencies for assistance in areas
falling within their mandate;

“® Maintain a list of all TEIs in coordination with the CHED; and

“(s) Promulgate rules and regulations and exercise such other powers and
functions as may be necessary to effectively carry out the purpose and
objectives of this Act.”

“Section 9. Advisor to the Council. – The Philippine Normal University, the

designated National Center for Teacher Education under Republic Act No.
9647, shall serve as the advisor to the Council by providing research-based,
strategic, and innovative recommendations and technical support on teacher
education.”

“Section 10. Secretariat. – A Secretariat is hereby organized to assist the

Council in executing its policies and programs, and provide the necessary
administrative and technical support.

“The Secretariat shall be headed by an Executive Director who shall exercise

general supervision and control over the technical and administrative
personnel of the offices under the Secretariat. The Executive Director shall
be assisted by a Deputy Executive Director who shall coordinate and oversee
the regional operations.

“The Council shall fix the staffing pattern of the Secretariat and determine
the
qualifications, functions, and compensation scheme for the positions to be
created. The Council shall further prepare the necessary budget for the
operationalization of the Secretariat.

“The Secretariat shall initially be composed of the following offices, each to

be headed by a Director:

“(a) Quality Pre-service Teacher Education Office. – The Quality Pre-service

Teacher Education Office shall perform the following functions:

“(1) Coordinate with the various TEIs for cooperative arrangement in the
sharing of resources, best practices, research and other similar undertakings
that will improve their respective teacher education programs;

“(2) Conduct study and evaluation for the intelligent assessment of the
Council of the content of the licensure examination for teachers; and

“(3) Other functions as may be assigned by the Council through the

Executive Director.

“(b) Quality Teaching Office. – The Quality Teaching Office shall ensure that
the professional standards for teachers and school leaders are applied fairly
and consistently across the country and shall perform the following
functions:

“(1) Formulate and recommend policies to the Council for the institution and
continuing enhancement of a National Career Assessment Program for
teachers and school leaders;
 “(2) Assist the Council in the evaluation of teacher proficiency and in
certifying the appropriate career stages achieved by teachers and school
leaders;

“(3) Coordinate research studies and the development of proficiency-

enhancing materials for teachers and school leaders; and

“(4) Other functions as may be assigned by the Council through the

Executive Director.

“© Finance and Administration Office. – The Finance and Administration

Office shall oversee financial functions and operations, and human-resource
related functions. It may perform other functions as may be assigned by the
Council through the Executive Director.”

“Section 11. Establishment of a Teacher Education Scholarship Program. – A

Teacher Education Scholarship Program (TESP) shall be established under
this Act, for deserving basic education graduates both from public and
private schools, and tertiary level students to pursue undergraduate teacher
education degree program, in all Teacher EducationCOEs which shall be
implemented by the UniFAST Board.

“The financial assistance under the TESP shall include the following,
depending on the needs of the student grantee:

“(a) Free tuition and other school fees;

“(b) Allowance for prescribed books, supplies and learning materials;

“© Research support grant;

“(d) Clothing or uniform allowance;

“€ Allowance for dormitory or boarding house accommodation;

“(f) Transportation allowance;

“(g) Thesis/dissertation/project allowance;

“(h) Research publication fee, if applicable;

“(i) Licensure examination review fees;

“(j) Licensure fees; and

“(k) Other education-related miscellaneous subsistence or living allowances.

“The TESP and the eligibility criteria and conditions for the acceptance and
disqualification thereto, in addition to the minimum requirements and
conditions prescribed by the UniFAST Board, shall be determined and
incorporated by the Council in its policy on an effective system of incentives.
Grantees of other incentives under existing laws shall be prohibited from
availing of the incentives under the TESP.”

“Section 12. Student Incentives Support Office. – A Student Incentives

Support Office shall be established to create and implement programs that
shall attract and encourage top caliber students to the teaching profession
and shall establish a scholarship program for qualified students which the
UniFAST Board shall implement. Its functions shall include the following:

“(a) In coordination with the DepEd, develop an annual implementation plan

which shall include a thorough teacher demand analysis and recruitment
campaign to attract incoming undergraduate students and program shifters
to take on a teaching education program;

“(b) Establish a partnership program with private and public basic education
schools for an annual career talk to orient and encourage top caliber
students to join the teaching profession;

“© Provide screening guidelines for highly competent faculty and

professionals from the
TEIs who will qualify and serve as mentors for the pre-service teachers; and

“(d) Establish and maintain a scholarship program for deserving students

pursuing undergraduate teacher education degree program:

“(1) Develop and conduct an annual competitive examination and

qualification standards for incoming undergraduate students who may be
granted full benefits of the TESP;

“(2) Monitor and ensure that TESP scholars complete their course only in
private or public TEIs designated as COEs;
“(3) Coordinate with regional offices to ensure regional support and
coordination in the implementation of the TESP;

“(4) Ensure that TESP scholars shall be mentored by highly competent

faculty and professionals throughout the course of their study; and

“(5) Promulgate and periodically review for approval of the Council the
qualification criteria for scholars and mentors.”

“Section 13. Appointments. – The Executive Director of the Secretariat shall

be appointed by the Chairperson of the Council, upon the concurrence of the
members. The Executive Director shall have a fixed term of five (5) years,
unless sooner removed by the concurrence of the Council, and shall not be
eligible for reappointment. The Executive Director must be engaged in the
practice of teaching for at least ten (10) years, holder of at least a master’s
degree in education or any related field, and has contributed to the
improvement of teacher quality or teacher education in the country. The
Executive Director shall have the rank, privileges, and emoluments of an
Executive Director V.

“The selection of Deputy Executive Director and the Directors shall be done
by the Council in accordance with the relevant rules, standards and
procedures on the selection and classification of members of the career
executive services. Said positions shall be in accordance with the
Compensation and Position Classification System subject to the review and
approval of the Department of Budget and Management (DBM).”

“Section 14. Policy Implementation Review and Assessment. – For the

purpose of fully optimizing policy development on teacher education and
reinforcing the role of the Council in linking pre-service and in-service
education and training, the Secretary of the DepEd, the Chairperson of the
CHED and the President of the Advisor to the Council shall conduct a
comprehensive review and assessment of the DepEd and the CHED’s
implementation of policies on teacher education every five (5) years.”