WORKSHOP 2

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WORKSHOP 2

• Improving Teachers Competencies for Basic and
  Tertiary Education

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GROUP REPORT AND RECOMMENDATIONS

• Chair Dr. Rosita L. Navarro
• Chair, PACUCOA
• Co-Chair Dr. Vivien M. Talisayon
• Dean, UP College of Education
• Rapporteur Dr. Paz I. Lucido
• President, PAFTE
• A total of 87 attended the Group 2 session at
  Sampaguita Hall, Manila Hotel

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• The 8 issues assigned to Group 2 were discussed
  during the two-hour workshop. Consensus was
  reached on the 8 issues and relevant
  recommendations were unanimously endorsed by the
  group for presentation.

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Goal 2 Improve Teachers Competencies for Basic
and Tertiary Education

• 8 Concerns
• Promote CPE of teachers and faculty in all levels
• Adopt an appropriate curriculum design, content,
  teaching methodologies and assessment systems for
  in-service and pre-service training of teachers

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• Emphasize English, Math and Science and
  Technology in basic and tertiary education
  curricula
• Strengthen coordination with accredited TEIs,
  COEs, CODs, autonomous and deregulated colleges
  and universities in the implementation of Teacher
  Education programs and Trainings, In-Service and
  Pre-Service Trainings

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• Design and implement a tracking system for
  implementation of minimum academic
  qualifications of faculty members in public and
  private HEIs.
• Design an implementation plan for the NCBTS to
  provide teachers with new and expanded skills
  including the use of instructional technology,
  alternative mode of delivery using e-learning
  technologies or facilities

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• Review teachers qualifications and ranking
  classifications and institutionalize rewards
  systems for exemplary performance in teaching,
  research, and extension services.
• Adopt a competitive salary scale for teachers in
  public education institutions including SUCs
  based on performance to attract and keep the best
  educators

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• 1.The group unanimously agreed to implement the
  National Competency-Based Teacher Standards
  (NCBTS)
• at all levels Basic, Middle Level, and Higher
  Education
• For both pre-service, and in-service training of
  teachers

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• 1.1 NCBTS is a set of new and expanded
  competencies which is a departure from the
  traditional teacher-centered learning style to a
  learner-centered mode of teaching.
• 1.2 This is a product of an inter-agency
  project, participated in by the Teacher Education
  Council (TEC) of the DepED, CHED, PRC, PAFTE and
  other stakeholders.

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The NCBTS Structure
DOMAIN 1 SOCIAL REGARD FOR LEARNING
DOMAIN 2 THE LEARNING ENVIRONMENT
DOMAIN 3 THE DIVERSITY OF LEARNERS
DOMAIN 4 CURRICULUM
DOMAIN 5 PLANNING, ASSESSING REPORTING
DOMAIN 6 COMMUNITY LINKAGES
DOMAIN 7 PERSONAL PROFESSIONAL GROWTH
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Teacher Development Map
CHED/TEIs
Entry to Teacher Education
Retirement
CHED/TEIs/Schools
DepEd/CHED/TEIs
In-Service Training And Continuing Professional
Development/
Pre-Service Training
National Competency Based Teacher Standards
DepEd
PRC
Teacher Induction
Teacher Licensure
DepEd / CSC/ HEIs
Teacher Human Resource Planning, Recruitment,
Selection, Deployment, and Recognition System
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With the TEC of DepED as lead agency, the NCBTS
will be implemented

• 2.1 by adopting an appropriate curriculum
  design, content, teaching methodology and
  assessment system for pre-service and in-service
  training including college instructors of degree
  programs other than teaching

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• 2.2 by promoting continuing professional
  education of teachers in public and private
  schools at all levels and of principals and
  superintendents
• 2.3 by ensuring implementation of training
  received thru classroom-based teacher mentoring,
  articulation of student assessment with content
  and methods of in-service training, and
  multi-level accountability of training

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• 2.4 by emphasizing English, mathematics, science
  and technology, including the use of
  instructional technology and alternative mode of
  delivery with emphasis in the use of the mother
  tongue in teaching Math and Science
• 2.5 by including multi-grade teaching and
  handling of large classes in the training design

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• 2.6 by utilizing TEIs with level 3 accredited
  status with any of the 5 recognized accrediting
  agencies (PAASCU, PACUCOA, ACSCUAA, AACCUP,
  ALCOCOA), COEs, CODs, COTs, and those fully
  autonomous and deregulated HEIs as one of the
  training service providers

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• 3. Public and Private HEIs will be required to
  develop a tracking system for the full
  implementation of the requirement to possess a
  relevant masters degree to qualify for college
  teaching and additional training for
  non-education graduates in principles and methods
  of teaching, assessment of learning, psychology
  of learning, curriculum development and
  preparation of instructional materials.

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• 4. Enjoin schools, colleges and universities to
  develop a scheme of rewarding regularly
  outstanding teachers
• 5. Review the compensation packages of public and
  private educational institutions to make them
  attractive in order to keep the best educators in
  the field.
• Prepared by
• Paz I. Lucido
• Rapporteur