K to 12 Updates and Initiatives of Teacher Education Council

A GLIMPSE OF PRESIDENT PINOY’S
COMMITMENT on
QUALITY EDUCATION
(June 30, 2010)
The new K to 12 curriculum fulfils
six of the ten points in PNOY’s
education agenda:
 12 – Year Basic Education Cycle
 Universal Pre-Schooling for All
 Technical Vocational Education as
Alternative Stream in Senior High School
 Every Child a Reader by Grade 1
 Science and Math Proficiency, and
 Medium of Instruction Rationalized.
an
• RA 10533 (Enhanced Basic Education Act of
2013), which adds Grades 11 and 12 (Senior
High School of SHS), fulfils the first promise.
• RA 10157 (Kindergarten Education Act), which
requires all public school students to go
through Kindergarten, fulfils the second
promise.
• The
Technical
Education
and
Skills
Development Academy (TESDA) now provides
National Certificates (NCs) to students even in
Junior High School (JHS), thus more than
fulfilling the third promise.
• With improved reading strategies in Grade 1, the new
curriculum fulfils the fourth promise.
• The spiralling of science and mathematics education from
Kindergarten to Grade 12 ensures that proficiency in these
two learning areas will be improved, thus fulfilling the fifth
promise.
• Section 4 of RA 10533 mandates the use of the Mother
Tongue from Grade 1 (therefore, also Kindergarten) to Grade
6, fulfilling the sixth promise.
i g d li
VISION:
By 2030, DepEd
V
is globally recognized for
good governance and for
developing functionallyliterate and God-loving
Filipinos.
MISSION:
To provide quality basic
education that is accessible
to all and lays the foundation
of lifelong learning and
service for the common
good.
The Enhanced Basic Education
Act of 2013
• policy of the State that every graduate of basic
education shall be an empowered individual
The K to 12 Graduate
Who has learned ….
 the foundations for learning throughout life,
 the competence to engage in work and be productive,
 the ability to coexist in fruitful harmony with local and
global communities,
 the capability to engage in autonomous, creative, and
critical thinking,
 the capacity and willingness to transform others and
one’s self. ( Section 2)
• For this purpose, the State shall
create a functional basic education
system that will develop productive
and responsible citizens equipped
with the essential competencies,
skills and values for both life-long
learning and employment.
• In order to achieve this, the State shall:
(a) Give every student an opportunity to
receive quality education that is
globally competitive based on a
pedagogically sound curriculum that
is at
par
with international
standards;
• Broaden the goals of high school
education for college preparation,
vocational
and
technical
career
opportunities as well as creative arts,
sports and entrepreneurial employment
in a rapidly changing and increasingly
globalized environment;
Key Words
K to 12 Graduate
Empowered
Foundations
for lifelong
learning;
Engage in work
equipped with
; employment
essential
competencies ,
skills and values
K to 12 Graduate
Productive
Autonomous,
Responsible
creative,
critical
citizen
thinking
K to 12 Graduate
Co-exist in fruitful
harmony with local
and global
communities
the capacity and
willingness to
transform others and
one’s self.
( Section 2)
K to 12 Curriculum Model
Grades 11-12 (SHS)
• CORE (Communication, Languages, Literature, Math, Philosophy, Science, Social
Sciences) + TRACKS (with immersion): Academic; Technical-Vocational-Livelihood;
Sports and Arts
Grades 9-10 (JHS Years 3-4)
• Core Learning Areas plus elective TLE
Grades 7-8 (JHS Years 1-2)
• Core Learning Areas and exploratory TLE (1 per quarter)
Grades 1-6
• Core Learning Areas (Araling Panlipunan, English, Edukasyong Pantahanan at
Pangkabuhayan / Technology & Livelihood Education, Edukasyon Sa Pagpapakatao,
Filipino, Math, MAPEH [Music, Arts, PE, Health], Mother Tongue, Science); MTB-MLE
from Grades 1-3
Kindergarten
• Learning Domains
K to 12 Curriculum Model
Grades 11-12
(New HS Years 5-6)
Grades 9-10
(New HS Years 3-4)
Grades 7-8
(New HS Years 1-2)
Grades 1-6
Kindergarten
• Core (Languages, Literature, Math,
Philosophy, Science, Social Sciences) +
Tracks (including
practicum/advanced academic
subjects )
• Core Learning Areas plus a focus
area in Technology & Livelihood
Education
• Core Learning Areas and exploratory
Technology & Livelihood Education
• Core Learning Areas (AP, English,
EPP/TLE, EsP, Filipino, Math, MAPEH,
MT, Science); MTB-MLE from Grades
1-3
• Learning Domains
Technical-Vocational
Academic
Sportsand Arts
Senior High School: Grades 11 & 12
K to 12 graduates proceeding to higher education take 1 year revised
General Education Curriculum (GEC) followed by 2+ years of Major Courses
Modeling Best Practices for Senior High School
In SY 2012-2013, there are 30 public high schools and
higher education institutions (HEIs) that have
implemented Grade 11.
This is a Research and Design (R&D) program to
simulate different aspects of Senior High School in
preparation for full nationwide implementation in SY
2016-2017. Modeling programs offered by these
schools are based on students’ interests, community
needs, and their respective capacities.
Source: DO 36, s. 2012
HESS
STEM
BAM
Academic
Track
Technology
Engineering
Science
Math
STEM
Education
Social
Sciences
Humanities
HESS
Accountancy
Business
Management
BAM
Tech-Voc Track
TESDA courses
Sports and Arts
SHS Curriculum
Core Subjects +
Specialization
Core
Learning
Areas
Specialization
based on
Track
Senior
High
School
Curriculum
Revised College GE Curriculum*
TYPE
CORE
• 8 courses
• 3 units each
• 24 units total
ELECTIVES
• 3 courses
• 9 units total
MANDATED
COURSES
Understanding the Self 5. Purposive
Readings in Philippine
Communication
History
6. Art Appreciation
3. The Contemporary
7. Science,
World
Technology and
4. Mathematics in the
Society
Modern World
8. Ethics
Choices on:
1. Arts & Humanities
2. Social Sciences & Philosophy
3. Mathematics Science & Technology
Life & Works of Rizal (3 units)
1.
2.
*Based on the work of the CHED Technical Panel on General Education
Effect of K to 12 on Higher Education
Degree Programs
Before K to 12
63 or 51 units
of General
Education Courses
With K to 12
36 units of GE
Courses
Reduction in GE units may lead to oneyear: (1) reduction or (2) enrichment of
degree programs
What will happen to colleges and universities during
the initial nationwide implementation of Senior High
School in SY 2016–2017 and SY 2017–2018?
Discussions between private Higher Education
Institutions and DepEd are being conducted
for the possible utilization of facilities and
hiring of college teachers for Senior High
School. This ensures that during the transition
period, the reduction in enrollment in these
colleges and universities may be offset.
Source: SEAMEO-INNOTECH’s K to 12 BEP Toolkit
How will K to 12 affect the college
curriculum?
The college General Education Curriculum is
being revised. It will have fewer units with the
removal of unnecessary remediation as K to 12
graduates adhere to the College Readiness
Standards.
With K to 12, the college curriculum will comprise
of a year’s worth of General Education subjects
and at least two years of major subjects.
Source: SEAMEO-INNOTECH’s K to 12 BEP Toolkit
Will K to 12 change TESDA Technical Vocational
Education and Training (TVET) programs?
No. TESDA will continue to offer TVET
programs.
Students may also be eligible for NC I and
NC II through Junior High School and Senior
High School, respectively.
Source: SEAMEO-INNOTECH’s K to 12 BEP Toolkit
K to 12 and Further Education
THE PHL QUALIFICATIONS FRAMEWORK
(Adopted by the TESDA Board on May 9, 2012)
BASIC EDUCATION
TESD
HIGHER EDUCATION
L8
DOCTORAL AND
POST DOCTORAL
L7
POST BACCALAUREATE
L6
BACCALAUREATE
L5
DIPLOMA
L4
NC IV
L3
NC III
L2
L1
Grade 12
Grade 10
NC II
NC I
The Distribution of Subjects in the Senior
High School Subjects
1. Academic track
2. Tech-Voc, Sports and Arts
Grade 11
Learning Area
Core Curriculum
Language
Subject
2nd
Sem
1st Sem
2nd Sem
Total
English
54
54
108
Filipino
54
54
108
Literature
Regional Lit.
Contemporary
Literature
Communication
Media & Information
Literacy
Mathematics
Mathematics
Philosophy
Introduction to the
Philosophy of the
Human Person
Natural Sciences Life/Physical Sciences
Social Sciences
1st Sem
Grade 12
Personality
Development/Understa
nding Society and
Culture
54
54
108
54
54
54
108
54
54 (54) 54 (54)
54
54
54
(216)
108
Grade 11
Learning Area
Language
Subject
1st Sem
Grade 12
2nd Sem
1st Sem
English
54
54
Filipino
54
54
21st Century Regional
Lit.
54
21st Century World
Literature
54
Communication
Media & Information
Literacy
54
Mathematics
Mathematics
Philosophy
Philosophy of the
Human Person
Natural Sciences
Life/Physical Sciences
Core Curriculum
Literature
54
54
54
54 (54)
54 (54)
2nd Sem
Core and Specialization- Academic
Track
00
47%
Core
53 %
Specialization
TechVoc /Sports and Arts Tracks
Core Subjects
Languages – English, Filipino
Natural Sciences
Social
Sciences
Literature
Math
MIL and
Philosophy
3. Literature
Languages
1.English-Oral Communication in
context
-Reading and Writing Skills
-21st Century Philippine Literature
from the Regions
21st Century Literatures of the
World
Core Subjects
2. Filipino
- Talastasang Filipino sa Lipunang
Filipino
-Pagbasa, Pagsulat at Pananaliksik
sa Wika at Kulturang Filipino
4. Math
- General Math
- Statistics and Probability
Core Subjects
Natural Sciences
Social Studies
• Fundamentals of
the Physical
Sciences
• Fundamentals of
Biology and
Earth Science
• Personal
Development
• Understanding
Culture and
Society
Core Subjects
Media Information
Literacy
Philosophy
• Introduction to
the Philosophy
of the Human
Person
Media and Information Literacy
• Information and media literacy enables people
to interpret and make informed judgments as
users of information and media, as well as to
become skillful creators and producers of
information and media messages in their own
right.
Specialized Math for Academic -STEM
PrePreBasic
Calculus CalculusCalculus
1
2
Specialized Science for
Academic - STEM
Gen
Chem
Gen
Gen
PhysicsCalculus- Biology
based
Specialization Subjects – Academic
(HESS)- Humanities
Literature
Languages
Humanities
Artistic Study and
Expression
Philosophy and
Religion
Fiction: TELLING
STORIES
Poetry : SOUND
AND SENSE
Literature
Creative NonFiction: THE
LITERARY ESSAY
Fiction: INTRODUKSYON
SA SINING NG
PAGKUKUWENTO
Poetry:MALIKHANG
PAGSULAT:TULA
Literature
DRAMA: MALIKHANG
PAGSULAT:DULA
English: ACADEMIC AND
PROFESSIONAL PURPOSES
Foreign Language 1:
INTRODUCTION TO A
FOREIGN LANGUAGE
Languages
INTRODUCTION TO
RESEARCH
Foreign Language 2: BASIC
COMMUNICATION SKILLS
IN A FOREIGN LANGUAGE
Art
Music: PITCH, RHYTHM,FORM
1. ART APPRECIATION
2.VISUAL AND PERORMANCE ARTS
IN POPULAR CULTURE
RHYTHM, HARMONY, TEXTURE
ARTISTIC STUDY
AND EXPRESSION
Performing Arts
1. THEATRICAL FORMS, TRADITIONS
AND PRACTICES
2. THEATRICAL PRODUCTION AND
PERFORMANCE
2.
Specialization Subjects for Social
Sciences strand
Soc Science- Grade 11 , 1st and 2nd Sem
Introduction to Introduction to
Social Research Social Research
MethodsMethodsquantitative
qualitative
Spec, Soc Sc, Grade 12 , 1st Sem
Community
Involvement and
Social Issues 1
Writing for
Media
Philippine
Politics and
Governance
The Individual
and the
Economy
Sikolohiyang
Pilipino
Spec, Soc Sc, Grade 12 , 2nd Sem
Community
Involvement and
Social Issues 2
Studying Media
Global Politics
Understanding
Markets and the
Macro-economy
Lifeskills Training
Specialization Subjects for Business,
Acctg, Management
Accounting Appreciation
and Acctg for a Service
Concern
Acctg for a
Merchandizing Concern
Accounting
Management Uses of
Financial Statements
Integrated Basic
Accounting with
Applications
Business, Acctg, Management
Organization and
Management
Business Finance
Specialization
Principles of Marketing
Applied Economics
Specialization in Arts Track, Grade 11,
1st Sem
Overview: Phil. Culture
and Arts (PRECOLONIAL)
Introduction to Applied
Arts and design
Introduction to Artsbased Courses and
Careers
Entrepreneurship in
the Arts and Crafts
Choose one: Music,
Dance, Film/Media/IT,
Visual Arts, Indigenous
Art, Theater Writing
Specialization subject for Music
strand
• Performing Arts : Singing NC II (Solo
Vocal Performance , NC I, II)
• Live Sound Reinforcement
Technician, NC II ( player with groupband, rondalla
Specialization Subjects for New
Media and Film
• Animation Artist 2D: NC I- film/video
production /script writer
• Animation Artist 3D: NC III
• Game Arts Development : NC III –
events photo/videographer
Specialization Subjects for Theater
• Performing Arts: Singing NC II-Technical
Theater Lights Crew – NC II; Script writing
• Performing Arts : Dancing NC II- Acting
• Painting – Industrial : NC II ,III- Props and
costume creation
Specialization Subjects for Visual Arts
Visual Graphic Design , NC III
Illustration NC II /Technical Drafting NC II
Product Design ( Jewelry , NC II, III; Fashion
Design, NC III, Dressmaking, NC II; Tailoring ,
NC II ; Furniture, NC II; Ice Sculpture, NC II ;
Photography , NC II; Web Design, NC I
Specialization Subjects for Dance
• Performing Arts : Dancing , NC II
• Performing Arts : Ballroom Dancing , NC II
Specialization Subjects for Indigenous
Art
• Traditional cloth weaving
• Beads
Specialization Subjects for Creative
Writing
• Script writing - tv, film, radio
»
- writer (articles, ads, brochure)
R.A . 10533- The Enhanced Basic
Education Act , 2013
Signed by the President last May 15, 2013
Some Pertinent
Provisions of
K to 12
Training of New Teachers
 New graduates of the current Teacher
Education curriculum shall undergo additional
training, upon hiring, to upgrade their skills to
the content standards of the new curriculum.
Furthermore, CHED, in coordination with
DepEd and relevant stakeholders, shall ensure
that the Teacher Education curriculum offered
in these Teacher Education Institutes (TEIs)
will meet the necessary quality standards for
new teachers.
. Hiring of Graduates of Science, Mathematics,
Statistics, Engineering and Other Specialists
in Subjects with a Shortage of Qualified
Applicants, Technical-Vocational Courses and
Higher Education Institution
Faculty
a) Graduates of science,
mathematics, statistics, engineering,
music and other degree courses with
shortages in qualified Licensure
Examination for Teachers (LET)
applicants to teach in their
specialized subjects in the
elementary and secondary education
Conditions Set
Provided, That :
a) they pass the LET within five (5) years after
their date of hiring:
b) Provided, further, That if such graduates are
willing to teach on part-time basis, the
provisions of LET shall no longer be required;
Hiring of Teachers
(b) Graduates of technical-vocational courses
to teach in their specialized subjects in the
secondary education:
Provided, That these graduates possess the
necessary certification issued by TESDA:
Provided, further, That they undergo
appropriate in-service training to be
administered by DepEd or higher education
institutions (HEIs) at the expense of DepEd;
Hiring of faculty
• (c) Faculty of HEIs be allowed to teach in their
general education or subject specialties in the
secondary education: Provided, That the
faculty must be a holder of a relevant
Bachelor’s degree, and must have
satisfactorily served as a full-time HEI faculty;
Expanding the Teacher Pool
Science/math/statistics/engineering/music
graduates & other degrees with shortages in
qualified LET applicants – must pass LET within
5yrs of hiring to become full-time teachers
Graduates of tech-voc courses – TESDA
certification holder, must undergo INSET
Full-time HEI faculty members
Practitioners as part-time teachers
Transitory Period
The faculty of HEIs and TVIs
allowed to teach students of
secondary education under, shall
be given priority in hiring for the
duration of the transition period.
Career Guidance and Counselling
Advocacy
To properly guide the students in choosing the career tracks
that they intend to pursue, the DepEd, in coordination with
DOLE, TESDA and CHED, shall regularly conduct career
advocacy activities for secondary level students.
Notwithstanding the provisions of Section 27 of Republic Act
No. 9258, otherwise known as the Guidance and Counselling
Act of 2004, career and employment guidance counsellors,
who are not registered and licensed guidance counsellors,
shall be allowed to conduct career advocacy activities to
secondary level students of the school where they are
currently employed: Provided, That they undergo a training
program to be developed or accredited by the DepEd.
 .
Transitory Provision
To manage the initial implementation of the
enhanced basic education program and
mitigate the expected multi-year low
enrolment turnout for HEIs and Technical
Vocational Institutions (TVIs) starting School
Years 2016-2017, the DepEd shall engage in
partnerships with HEIs and TVIs for the
utilization of the latter’s human and physical
resources.
Back to Basic (Inputs)
Public SHS
Required Capacity
If 100% availability of
‘surplus’ capacity from HEIs
If 50% availability of
‘surplus’ capacity from HEIs
Teachers
84,000
Classrooms
47,687
38,651
21,422
56,728
31,539
 Less public sector strain with greater participation
of non-DepEd education institutions
 Of the 2.7M SHS students in 2017, as many as
1.28M may be enrolled in non-DepEd schools
Transitory Provision
Moreover, the DepEd, CHED, TESDA, TVIs
and HEIs shall coordinate closely with one
another to implement strategies that ensure
the academic, physical, financial, and
human resource capabilities of HEIs and TVIs
to provide educational and training services
for graduates of the enhanced basic education
program to ensure that they are not adversely
affected.
What 2016 and 2017 May Look Like
In 2016, potentially
1.08M public and
350k private G11
enrolees
In 2017, potentially
2.03M public and
670k private G11-12
enrolees
Where SHS Students May Go*
Entrepreneurship
3%
TVET
40%
Academic
57%
*Based on Results of 2011 NCAE
Building Capacity for SHS
Transition Planning for Private
Elementary and High Schools
4
Proposed
K to 12
Kinder
Current
Entry Age
7-Year
Elem
6-Year
Elem
5
6
7
8
9
10
11
12
Elementary
13
14
15
Junior HS
16
17
Senior HS
NA
K
G1
G2
G3 G4
G5 G6 G7
G8
G9
G10
G11 G12
PK
K1 K2
G1
G2 G3
G4 G5 G6
G7
HS1
HS2
HS3
HS4
K1
K2 G1
G2
G3 G4
G5 G6 G7
HS1 HS2
HS3
HS4
NA
PK
K1 K2
G1
G2 G3
G4 G5 G6
HS1 HS2
HS3
HS4
NA
K1
K2 G1
G2
G3 G4
G5 G6 H1
HS2 HS3
HS4
NA
NA
PK: Pre-Kinder
Plan considerations: (1)
current/previous entry
age for Grade 1 and final
year of Kinder, (2)
duration of program, and
(3) curriculum offered
K: Kinder
K1 or K2: Kinder 1 or 2
Students included: those
who were in elementary
last school year (and in
their final year in Kinder
at age 6)
DepEd Division Offices
in-charge of evaluating
transition plans
Be informed. Education shapes our
future as Filipinos, it is our duty to be aware
of reforms in basic education that will move
our country forward.
Spread awareness. Tell your family,
friends, and networks about the K to12
Program and help them stay informed.
Caring
is the
key to
excellence.
TEC MANDATE
SUPPORT PROGRAM
in the DepEd’s
Programs and in the
IMPLEMENTATION of
K to 12
The TEACHER EDUCATION COUNCIL (TEC) R.A
7784
•
RA 7784- created to strengthen teacher education in
the country
•
To design collaboration programs or projects that will
enhance pre-service teacher training, re-training,
orientation and teacher development.
•
To call upon any department, bureau office or
government corporation, local government offices and
agencies for assistance in area falling within their
mandate.
Creation and Composition
Section 5 of R.A No. 7784 provides for the
establishment of a TEC composed of 4 members
in an ex-officio capacity, 7 other regular
members who shall be appointed by the
President of the Republic of the Philippines.
COMPOSITION OF TEC EX-OFFICIO
•
Secretary of Education- Chair
•
Commissioner of CHED
•
Chair - NCCA
•
Chair-PRC
•
Chair - TESDA
The Teacher Education & Development Map
Retirement
Preparation
DepED
Entry to
Teacher
Education
DepED/CHED/TEIs
CHED/TEIs/Schools
In-Service Training
and Professional
Development
Pre-Service
Training
DepED
National
Competency-Based Teacher
Standards
Induction
Training
DepED* / Civil Service
Teacher Human Resource
Planning, Recruitment,
Selection, Deployment
and Recognition System
(BEEd/BSEd/PGCEd)
PRC
Teacher
Licensure
*Includes public and private schools
Medium Term and Development Program of the
Philippines (MTPDP) 2004-2014



The Pre-service education of teachers is a key to
achieving sustainable quality basic education.
Since the Department of Education has the
biggest stake in teachers’ pre-service program, it
should demand for more rigorous classroombased training for future teachers.
The DepED is committed in partnership with
CHED and TESDA, to put in place a demanddriven teacher education program with public
schools as laboratories for internship program.
Institutionalize the Teacher Induction Program at
the School Level
Rationale (1)
The Philippine Education
For All (EFA) 2015 Plan
• the country’s blue print for basic
education from 2005-2015
• a vision and a holistic program of
reforms to achieve an improved
quality of basic education until
2015
Rationale (2)
Formulation of Basic
Education Sector Reform
Agenda (BESRA)
BESRA: Key Reform Thrusts (KRTs)
Get all Schools to continuously improve
Enable Teachers to further enhance their
contribution to learning outcomes
Increase social support to attainment of desired learning
outcomes
Improve impact on outcomes from complementary ECCE, ALS
& private sector participation
Change institutional culture of DepED to better support these
key reform thrusts
MILESTONES on the TEDP-NCBTS
 Joint Adoption of the NCBTS by TEC – DepED, PRC ,
CHED and CSC through a MOA on March 13, 2007
 Advocacy of the effective mechanisms on the
Experiential Learning Courses (ELCs)
Field Study and Practice Teaching through a Joint
CHED and DepEd Order. DepEd Order No. 3, s. 2007
disseminated to all TEIs and DepEd schools
 Mass institutionalization of Teacher Induction
Program (TIP) SY 2008 through DepEd Memo No. 39,
s. 2008
TEC MILESTONES
The Teacher Induction Program
The teacher induction program is imperative for
the mental survival and emotional well being of the
teachers and in order for them to generate a positive
impact on the learning process of the students. The
objectives of the program are:
•To strengthen the continuum from pre-service to inservice education and training;
•To promote excellence in public education by
enhancing teacher effectiveness, particularly by
reinforcing the content knowledge and instructional
skills of beginning teachers;
 To enhance the socialization process and
ensure the smooth immersion of beginning
teachers into the school environment;
 To safeguard the personal and professional
well being of the teachers by providing them
with a peer support network and familiarizing
them with stress management techniques;
 To assist the teachers in discovering for
themselves the joy and satisfaction that can be
derived in the teaching profession and thereby
increase the retention rate among beginning
teachers.
TIP Pilot Implementation
• The TIP modules are intended to be used as resource
base for the Teacher Induction Program (TIP) to be
institutionalized by the DepEd. However, the quality
of its outcomes will depend not only on the learning
resources but also on the quality of the delivery
system.
• TIP Manuals are now reviewed in light of the Kto12
Basic Education Curriculum.
Madrasah Education and ATEP
In relation with the institutionalization of the
Madrasah Education as a component of the
roadmap for Upgrading Muslim Basic
Education ( Ref. DepEd Order # 54, s.
2004) BEAM in coordination with TEC and
CHED developed an Accelerated Teacher
Education Program (ATEP) to meet the
teacher supply for Arabic Language and
Islam Values Education (ALIVE) in the
public schools
and the demands for better teacher
quality in the private madaris. The
graduates of the two-year program
ATEP summer , will take the LET for
them to qualify for the plantilla items
of the DepEd.
Zonal Workshops on the Implementation
of Experiential Learning Courses (ELCs) (DepEd Memo No. 272 s. 2007)
Reference CMO # 30 S, 2004 , the Teacher
Education Council (TEC), in coordination with
the Regional Offices of the Department of
Education (DepED) and the Commission on
Higher Education (CHED), conducted 2-Day
Zonal Workshops on the Implementation
of the Experiential Learning Courses
(ELCs): Field Study and Practice Teaching
by regional clusters.
The activities were in support of the
Education for All (EFA) core indicator for
progress in basic education with
teachers continuously improving their
teaching practices. Guideposts to the
ELCs are the Teacher Education and
Development Program (TEDP) and the
National Competency-Based Teacher
Standards (NCBTS).
First National Convention of Centers of Trainings
(COTs)
The Teacher Education Council (TEC) of the
Department of Education (DepEd), in coordination with
the Commission on Higher Education (CHED),
conducted the First National Convention of all Centers
of Training (COTs) on March 6-7, 2008 at the
Development Academy of the Philippines (DAP) Hotel,
Tagaytay City.
The national convention aimed to :
• orient the participants on the mandate, functions,
and responsibilities of COTs and other training
partners
• develop a framework for an in-service training
design; and
•establish networking with other COTs
regarding the implementation of the
proposed training design
Participants to the convention were the
DepEd and CHED Regional Directors;
Heads and Deans of the COTs; Schools
Division Superintendent where the COTs
are located; and the Bureau Directors of
Elementary, Secondary and Alternative
Learning System (ALS).
A total of 123 participants from 72 COTs
attended the Convention.
Other Programs
1. Review of LET Table of
Specifications with PRC based on
NCBTS for the 2009 LET ( Final
NCBTS Based TOS for Sept. 2009
now with PRC (approved by the
BPT-PRC)
2. April 12-13, 2011 – the 4th
National Convention of Centers of
Excellence, Centers of Development,
Centers of Trainings and Local
Colleges and Universities held in
King’s Royal Hotel, Bataan, Olongapo
City with 157 participants
3. Institution –Based Teacher
Induction Program
Teachers
Trained
YEAR
832
1,156 3,713 5,086 4,709 4,834 2,330
2006 2007
2008
2009
2010
2011
2012
TOTAL = 22, 660 English ,Mathematics,
Science basic education teachers
Modules, Handbooks and
Manuscripts used during the
trainings
Teacher Strengths and Needs Assessment
(TSNA)
ncbts-tsna
What is Teacher Strengths and
Needs Assessment (TSNA)
• TSNA is a self assessment tool to identify teacher’s
strengths and needs along the seven domains of the
NCBTS.
• TSNA informs in what domains, strand, indicators
does a teacher need priority professional
development activities or interventions.
• TSNA informs in what areas can a teacher become
already a mentor to a peer who is still developing or
a beginner
Who should use the NCBTS-TSNA?
• All professional teachers in the Philippines
who are teaching in the basic education
schools.
• All new teacher applicants
• All newly hired teachers
What are the features of the TSNA?
• It is self-administering tool
• It is composed of 270 items in Knowledge,
Skills and Attitude
• The 270 items are clustered in 80 Indicators,
24 strands and 7 domains.
• It requires a teacher to reflect on his/her
practices before answering the items
• It is not a time test, so a teacher can have
longer time to reflect in his/her practice.
Challenges to Teacher
Development for the
K to 12 Curriculum
The DepEd leadership took on the
challenges of transforming basic
education despite concerns of:
1. Shortages in educational inputs
2. Concern over quality of teachers
3. Poor internal efficiency
4. Weak system of governance
Br. Armin A. Luistro FSC
Secretary
Administrative Meeting Cum Workshop on Grades 1 and 7
Teachers Training
(DepEd Memo No. 37, 2012)
• Objectives
– Finalize the training design for Training of Trainers (TOT) of Grades 1 and 7
teachers;
– Craft the regional training design for Grades 1 and 7;
– Determine / agree on the different training modalities;
– Identify the training venues, the number of trainers and trainees;
– Discuss administrative and financial arrangements for the training; and
– Finalize session guide/s
Cluster
Date
Venue
Luzon
March 8 – 10, 2012
Mimosa Leisure Park, Clark,
Pampanga
Visayas
March 12 – 14, 2012
DepEd Ecotech Center,
lahug, Cebu City
Mindanao
List of Participants
• DepEd Officials
• Regional Directors (RDs) / Assistant Regional Directors
(ARDs)
• One training team per region
• Training Teams (three per team)
–
–
–
–
Centers of Excellence (COEs)
Centers of Development (CODs)
Centers of Training (COTs) for Teacher Education; and
Philippine Science High Schools (PSHS)
• TEC Zonal Representatives and Members
• Learning Area Convenors
A total of 569 participants attended the Administrative
Meeting Cum Workshop for Grades 1 and 7 Teachers
Training.
Agreements:
•
Budget of P6,000/head includes: Board and lodging for five days, Training Kits of all subject
areas,rental of training venues - laboratory, voc tech shops, trainors' honoraria and admin needs
/expenses
• The training of regional trainers (TOT) shall be done by the select TEIs in Metro Manila.
• Training of Grade 1 classroom teachers shall be conducted by the DepEd Regions and Divisions.
• Training of Grade 7 classroom teachers shall be conducted by the TEIs/ Service Providers
• 25% (Mobilization Fee) of the total cost of training shall be downloaded to the TEIs before the
start of the training, another 45% (Progress Billing) shall be released upon conduct of the second
training and the remaining 30% (Completion Payment) shall be paid out after the completion of
training and submission of the technical reports.
• Monitoring of mass training shall be conducted by the Regions/ Divisions, BSE, BEE and TEC
• The budget for the Training of Regional Trainers shall cover the honorarium / professional fee for
the convenors and training teams.
Proposed Breakdown of Budget P 1,200.00 / day / participant
Training Kit
=
200.00
Board and Lodging =
750.00
Speakers’ Honorarium
=
100.00
Training Venue
=
50.00
Admin Cost
=
100.00
P 1,200.00
Training of Trainers and Mass Training of Grades 2 and 8
Teachers Training
(DepEd Memo No. 34, s. 2013)
• Objectives
– Provide teacher trainers with a concrete
understanding of the Grades 2 and 8
Curriculum framework, learning standards and
competencies, assessment and teaching plan;
and
– Provide them with the opportunities to acquire
and demonstrate the values that will guide the
teachers in the effective delivery of the
curriculum and their role as facilitators of
Mass Training of Grade 7 Teachers on the Implementation of K to 12
Curriculum (April 30, to June 3, 2012)
Region
TEI
Target
Physical
I
II
Financial
Actual
Physical
Financial
Mariano Marcos State
University
656
3,936,000
656
3,936,000
Saint Louis College
654
3,924,000
654
3,924,000
Union Christian College
652
3,912,000
435
1,632,000
University of Luzon
652
3,912,000
420
1,542,000
Pangasinan State University
651
3,906,000
921
5,298,000
University of Northern
Philippines
649
3,894,000
643
2,884,500
Saint Paul University Phil.
(Tuguegarao)
2,219
13,314,000
2,219
13,314,000
Cagayan State University
988
5,928,000
994
5,928,000
Region
TEI
Target
Physical
III
IV
Financial
Actual
Physical
Financial
Baliuag University
614
3,684,000
688
4,128,000
Holy Angel University
796
4,776,000
617
3,702,000
Wesleyan University
Philippines
754
4,524,000
396
2,376,000
Angeles University
Foundation
626
3,756,000
682
4,092,000
Tarlac State University
982
5,892,000
959
5,788,500
University of the Assumption 744
4,464,000
749
4,464,000
Bulacan State University
1,141
6,846,000
1,343
8,058,000
Central Luzon State
University
1,003
6,018,000
830
4,876,500
Manuel S. Enverga Univ.
Foundation
2,224
13,344,000
2,961
16,146,000
University of Batangas
2,222
13,332,000
1,854
11,124,000
Region
TEI
Target
Physical
Financial
Actual
Physical
Financial
IV
Palawan State University
4,301
25,806,000
3,500
21,390,000
V
Bicol University
3,471
20,826,000
3,460
19,938,000
Universidad de Sta. Isabel
2,583
15,498,000
2,589
15,498,000
Ateneo de Manila University
512
3,072,000
484
3,084,000
Centro Escolar University
100
600,000
100
600,000
Philippine Normal University
– Main
2,060
12,360,000
2,118
12,708,000
University of Sto. Tomas
100
600,000
100
600,000
University of the East
200
1,200,000
198
1,090,000
University of the Philippines
– Diliman
340
2,040,000
382
2,292,000
Adamson University
300
1,800,000
Sta. Isabel College
285
1,710,000
314
1,710,000
NCR
Region
TEI
Target
Physical
Financial
VI
Physical
Financial
Emilio Aguinaldo College
400
2,400,000
387
2,322,000
Rizal Technological
University
372
2,232,000
374
2,244,000
Far Eastern University
390
2,340,000
305
1,830,000
Technological University of
the Philippines
346
2,076,000
357
2,196,000
Arellano University
200
1,200,000
335
2,010,000
153
900,000
University of the Assumption
(R3)
CAR
Actual
University of Baguio
1,215
7,290,000
1,184
7,104,000
University of the Cordilleras
1,178
7,068,000
1,139
6,834,000
Carlos Hilado Memorial State 846
College
5,076,000
846
5,076,000
Colegio San Agustin –
Bacolod
6,402,000
1,067
6,402,000
1,067
Region
TEI
Target
Physical
Financial
Actual
Physical
Financial
La Consolacion College –
Bacolod
998
5,988,000
1,011
5,988,000
West Visayas State
University
4,637
27,822,000
4,719
27,822,000
VII
Cebu Normal University
2,502
15,012,000
2,539
15,012,000
VIII
Leyte Normal University
4,496
26,976,000
4,159
24,348,000
IX
Ateneo de Zamboanga
University
1,105
6,630,000
1,108
6,630,000
Universidad de Zamboanga
1,034
6,204,000
1,038
6,198,000
Capitol University
1,031
6,186,000
1,045
6,186,000
Liceo de Cagayan University
1,090
6,540,000
1,079
6,450,000
Xavier University
1,040
6,240,000
1,040
6,240,000
X
Region
TEI
Target
Physical
XI
Financial
Actual
Physical
Financial
Ateneo de Davao University
1,164
6,984,000
1,503
9,018,000
University of Mindanao
1,363
8,178,000
1,708
8,211,000
XII
Notre Dame of Marbel
University
3,547
21,282,000
3,293
19,758,000
CARAGA
Saint Paul University Surigao
2,826
16,956,000
2,825
16,950,000
ARMM
University of Southern
Mindanao
1,652
9,912,000
1,842
11,052,000
Others
Philippine Science High School
(PSHS)
1,530
9,180,000
1,530
4,590,000
70,727
424,362,000
69,542
408,184,000
TOTAL
Mass Training of Grade 8 Teachers on the Implementation of K to 12
Curriculum (April 23 to May 31, 2013)
Region
TEI
Target
Physical
I
Financial
Actual
Physical
Financial
Mariano Marcos State
University
540
2,754,000
540
2,754,000
Saint Louis College
612
3,121,200
612
3,121,200
Union Christian College
590
3,009,000
555
2,830,500
University of Luzon
600
3,060,000
600
3,060,000
Pangasinan State University
600
3,060,000
3,405
17,365,500
University of Northern
Philippines
515
2,262,500
533
2,718,300
Don Mariano Marcos
Memorial State Univ.
516
2,631,600
496
2,529,600
Benigno V. Aldana NHS –
Pozorrubio
1,500
7,650,000
Juan G. Macaraeg MNIIS –
Binalonan
1,382
7,048,200
Region
TEI
Target
Physical
II
III
Financial
Actual
Physical
Financial
Saint Paul University
Philippines-Tuguegarao
1,513
7,716,300
1,513
7,716,300
Cagayan State University
1,181
6,023,100
1,202
6,130,200
Saint Mary’s University
675
3,442,500
675
3,442,500
PNU – Alicia, Isabela
403
2,055,300
389
1,983,900
Baliuag University
400
2,040,000
412
2,040,000
Holy Angel University
348
1,774,800
348
1,774,800
Wesleyan University
Philippines-Cabanatuan
710
3,621,000
710
3,621,000
Angeles University
Foundation
665
3,391,500
665
3,391,500
Tarlac State University
930
4,743,000
927
4,727,700
Bulacan State University
324
1,652,400
324
1,652,400
University of the Assumption 434
2,213,400
438
2,213,400
Region
TEI
Target
Physical
Financial
Actual
Physical
Financial
Central Luzon State
University
446
2,274,600
446
2,274,600
Mt. Carmel College
196
999,600
196
999,600
Wesleyan University –
Aurora
153
780,300
153
780,300
Colegio de San Juan de
letran
588
2,998,800
588
2,998,800
Bulacan State University
574
2,927,400
568
2,896,800
Divina Pastora College
238
1,213,800
238
1,213,800
College of the Immaculate
Concepcion
355
1,810,500
203
1,035,300
Nueva Ecija Univ. Of Science
and Technology
356
1,815,600
356
1,815,600
Columban College
1,000
5,100,000
1,000
5,100,000
Meycauayan College
568
2,896,800
568
2,896,800
Region
TEI
Target
Physical
IV
IV-B
Financial
Actual
Physical
Financial
Manuel S. Enverga University 1,146
Foundation
5,844,600
1,103
5,625,300
University of Batangas
1,629
8,307,900
1,629
8,307,900
University of Rizal SystemMorong. Rizal
1,480
7,548,000
1,428
7,282,800
University of the Philippines
– Los Baños
1,540
7,854,000
1,382
7,048,200
Batangas State University
188
958,800
188
958,800
Philippine Normal University
– Lopez
359
1,830,900
325
1,657,500
Southern Luzon State
University
433
2,208,300
433
2,208,300
De La Salle University –
Dasmariñas
1,671
8,522,100
1,394
7,109,400
Palawan State University
3,811
19,436,100
3,652
18,625,200
Region
TEI
Target
Physical
V
NCR
Financial
Actual
Physical
Financial
Bicol University
1,327
6,767,700
2,412
12,301,200
Universidad de Sta. Isabel
1,780
9,078,000
1,825
9,307,500
Aquinas University of Legazpi 1,024
5,222,400
1,000
5,100,000
Mabini College – Daet
812
4,141,200
802
4,090,200
Catanduanes State
University – Virac
568
2,896,800
505
2,575,500
Sorsogon State College
1,143
5,829,300
Ateneo de Naga University
584
2,978,400
546
2,784,600
Central Bicol State Univ. in
Agriculture
190
969,00
190
969,000
Bicol State College for
Applied Sci & Tech
443
2,259,300
443
2,259,300
Ateneo de Manila University
394
2,009,400
394
2,009,400
Region
TEI
Target
Physical
Financial
Actual
Physical
Financial
Centro Escolar University
98
499,800
98
499,800
Philippine Normal University
– Main
1,702
8,680,200
1,681
8,573,100
University of Santo Tomas
155
790,500
198
1,009,800
University of the East Manila
201
1,025,100
198
1,009,800
University of the Philippines
– Diliman
303
1,545,300
299
1,524,900
Sta. Isabel College
454
2,315,400
454
2,315,400
Emilio Aguinaldo College
669
3,411,900
669
3,411,900
Rizal Technological
University
300
1,530,000
Polytechnic Uiversity of the
Philippines
208
1,060,800
208
1,060,800
Arellano University
447
2,279,700
985
5,023,500
Region
TEI
Target
Physical
CAR
VI
Financial
Actual
Physical
Financial
National Teachers College
299
1,524,900
302
1,540,200
Far Eastern University
512
2,611,200
480
2,448,000
Don Bosco College
180
918,000
University of Baguio
1,002
5,110,200
952
4,855,200
University of the Cordilleras
899
4,584,900
899
4,584,900
Saint Louis University
713
3,636,300
713
3,636,300
Carlos Hilado Memorial State 1,017
College
5,186,700
1,017
5,186,700
Colegio San Agustin –
Bacolod
725
3,697,500
725
3,697,500
La Consolacion College –
Bacolod
739
3,768,900
739
3,768,900
West Visayas State
University
1,225
6,247,500
1,225
6,247,500
Region
TEI
Target
Physical
Financial
Actual
Physical
Financial
Western Visayas College of
Sci & Tech
1,896
9,669,600
1,894
9,659,400
University of San Agustin
1,200
6,120,000
1,015
5,176,500
Philippine Normal University
– Cadiz
721
3,677,100
711
3,626,100
University of Iloilo
1,136
5,793,600
1,080
5,508,000
Cebu Normal University
5,741
29,279,100
5,732
29,233,200
Cebu Technological
University
1,137
5,798,700
1,137
5,798,700
VIII
Leyte Normal University
4,737
24,158,700
4,110
20,961,000
IX
Ateneo de Zamboanga
University
1,709
8,715,900
1,
VII
Capacity Building for K-12
Teachers SY 2012-2013
Grade 1 – 73,655 Grade 1 teachers trained
in 17 regions by the TEIs
Grade 7 – 69,542 Grade 7 teachers trained
in 17 regions by the TEIs
Teachers SY 2013-2014
Capacity Building
for K-12 Teachers
(Summer)
SY 2012-2013
Grade 2 – 66,964 Grade 2 teachers were
trained in 17 regions – ( tentative
data )
Grade 8 – 89,529 Grade 8 teachers were
trained in 17 regions by the TEIs
– (as of June 18, 2013 ,
Target participants for Grade 8 was 91,795)
• Thank you for listening
• God bless everyone