Major Educ Reform

1. K to 12 Implementation (Senior HS)

2. The new Educ Curroculumn In Higher Education
3. The Institution of the Phil. Qualification Fwork
4. The Phil. Prof. Stamdards for Teachers
5. Internal reform ( Learner Info Management System)
6. Paradigm Shifts to Standard-based/Outcome-based Education

ASEAN Agreement

 Single market & production based – Same quality, same salary.

 Competitive economic region – Eceryone should be competitive.
 Equitabke economic development
 Fully integrated region in the global economy – Orderness of flow in all region.

Senate Bill No. 1456 – Phil. Qilualification Framework Act of 2017

The POF will pave the way for every Filipino to become a lifelong learner.

Inputs:

1. Industry need
2. Global Recognition of Competency
3. Current qualifiction issues at all levels
4. Qualification issues in recognition of prior learning
5. Research and policy papers on NQF
6. NQFs of oher countries

Outputs:

1. Qualification Level
2. Description
3. Working groups
4. Qualification Register
5. Pathway & Equivalencies
6. Quality Assurance
7. Information & Guidance lines
8. International alignment
The Phil. Qualification Framework

 National Policy – Competency - Based

 Levels of Qualification – Labor Market - Driven
 Standards for Qualification Outcome – Assesment Base

PQF: Objectives

 Adapt national outcomes and levels of learning outcomes of education

 Support the development and maintenance of pathways & equivalence that enable the access
to qualifications
 Align domestic qualifictions to international standards.

PQF: Coverage

 Has 8 Level Qualification Descriptors

 Defined in terms of 3 domains
1. Knowldege, Skills and Values
2. Application
3. Degree of Independence

The Phil Professional Standards for Teachers (PPST)

 Based on DepEd order No. 42 s. 2017

 A response to national an global frameworks
 Sets out clear expectations o teachers along well-defined career tages of professional
development from beginning to distinguished practice.
 Engage teahers to actively embrace a continuing effort in attaining profeciency.
 Apply a uniform measure to assess teacher performance.
 Can be used for the selection and promotion of teachers (recruitment, promotion,
empowerment)
 Provides basis for building public confidence in and support for the work of teachers.

What is PPST?

 Teachers play a crucial role in nation building

 The Professional Standards become a public statement of professional accountability
 Four Stages: Beginning (B), Proficient (P), Highly Proficient (HP), and Distinguished (D)
 Has 7 domains and 37 strands woth corresponding indicators.
 The PPST is the new framework for Teacher Quality and Teacher Development.
4 Gifts of PPST

1. Recognition
2. Affirmation
3. Opportunities
4. Growth

1st Domain: Content Knowledge and Pedagogy

 Recognizes the importance of mastery of content knowledge within and across curriculum
areas.
 Application of developmentally appropriate ad meaningful pedagogy grounded on content
knowldege an current research.
 Display of proficiency in Mother Tongue, Filipino and English
 Use of communication strategies, teaching strategies and technologies to promote high quality
learning outcomes.

2nd Domain: Learning Environment

 Efficient management of learning behavior in a physical and virtual space

 Utilization of a range of resources
 Provision for intellectually challenging and simulating activities
 Encourage constructive classrooms interactions to attain high standards o learning

3rd Domain: Diverity of Learners

 Respect for learner’s diverse characteristics and experiences as inputs to planning and design of
learning opportunities
 Encourage differentiated activities.
 Develop successful citizens in a changing local and global environment

4th Domain: Curriculum and Planning

 Interact with national and local curriculim requirements

 Translate curriculumn content into learning activities relevant to learners
 Apply professional knowledge to olan an desigb well-structured and sequenced lessons
 Communicate learning goals to support learner participation, undertanding and achievement

5th Domain: Assessment and Reporting

 Apply variety of assessment tools and strategies in monitoring, evaluating and reporting
learner's needs, progress and achievement.
 Use assessment data in a variety of ways to inform and enhance teaching and learning and
learning process an programs.
 Provide necrssary feedback about learning outcomes
 Organize and use sound assessment process
6th Domain: Community Linkages and Professional Engagement

 Establish school-community partnership that enrich the learning environment

 Identify and respond to opportunities that teaching and learning in the classroom to the
experiences, interests and aspirations of a wider school community and the other key
stakeholders.
 Undertand and fullfill obligations in uoholding professional ethics, accountability and
transparency

7th Domain: Personal Growth and Professional Development

 Value personal growth and professional development

 Exhibit high personal regard for the profession
 Uphold the dignity of teaching
 Value personal and professional reflection and learning
 Assume responsibility for personal an professional development for lifelong learning

Carrerr Stges

Stage 1: Beginning Teahers

 Entry point/portal to the teaching profession

 Have a strong undertanding of the subjects/areas in terms of content knowledge and pedagogy
 Possess the requisite knowledge, skills, and values that support teaching and learning
 Seek advice from experience colleagues to consolidate their teaching practice

Stage 2: Proficient Teachers

 Professionally independent in the application of skills vital to the teaching and learning
 Provide focusd teaching programs that meet curriculim an assessment requirements
 Disolay skills in planning, imolementing and managing learning programs
 Reflective practitioner

Stage 3: Highly Proficient Teahers

 Consistently display a high level of performance in their teaching practice

 Manifest an in-depth and sophisticated understanding o the teaching and learning process
 Have high education-focused situation cognition
 More adept on problem solving
 Optimize opportunities grained from experience
 Provide support and mentor colleagues
 Continually seek to develop professional knowledge and practice by reflecting on their own
needs, and those of their collegues and students
Stage 4: Distinguished Teachers

 Embody highest standard for teaching grounded in global best practices

 Recognized as leaders in education contributors to the profession and initiators of collaboration
and partnership
 Create lifelong impact
 Seek professional advancement and relevance in pursuit of teaching quality an excellence
 Exhibit commitment to inspire the education communiry

K to 12 Teachers

1. Designer: puts together the different elements

2. Assesor: provide feedback
3. Facilitator: guides students

IRR of K to 12 Program: Section II Curriculumn

“The DepEd shll work with CHED and TESDA to craft harmonized basic, tertiary and technical vocational
education curricula for Filipino graduates to be locally and globally compepitive.

Some quick facts that all of us shoukd know

1. School objective should be reflective o the Kto 12 direction

2. The CURRICULUM is a school’s foundation o the operations
3. The CURRICULUM is everybody’s business in school
4. The CAPTAIN of the CURRICULUM is the SCHOOL HEAD
5. HARD COPIES o the CG's should be placed at strategic places; library, department head offices,
princioals office
6. The standards stated in the CG should be DISCUSSED and UNPACKED
7. UNPACKING the CG results to a CURRICULUM MAP
8. The CG is the national building code, the CM is the school’s building
9. The CM reflects the Teahers unpacking skills

Problems related to unpacking

1. The teahers use the CG but do not unpack the standards or understand the nature of the
resources.
2. Emohasis on the performance task is not expensive
3. Quarterly assessment sometimes puts less emphasis on PTs
4. The progression of competencies across grade level is not fully evident in the school