Teacher quality matters.

Most
educators and policy makers agree that
the one of the most important school-
related factors influencing student
achievement and outcomes is teacher
quality. (Rice 2003) It has been found out
to be the best predictor of students
outcomes (Rivkin, Hanushek and Kain,
1998 and Rice, 2003)
 One of the biggest challenges of
ensuring teacher quality is the
attractiveness of teaching profession. This
is a cause of concern in many countries
around the world, as exemplified in the
Global Teacher Status in 2013.
 are defined by their attributes and
characteristics
 Are characterized by the different skills
needed in the 21st century education.
 Global awareness
 Financial, Economic, Business and
Entrepreneurial Literacy
 Civic Literacy
 Health Literacy. And also included are
knowledge and values.
 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 & Technology Literacy)
 Life and Career Skills Framework
 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 student in learning;
4. Use 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 conditiona.
 Is defined by the standards set for the
profession and validated by the
students learning outcomes.
 What students know and are able to do
with what they were taught by their
teachers. (U.S) (Teacher Quality, 2013)
 The OECD has proposed in the
discussion table that the core elements
of teacher-quality standards should
include:
 Planning and Preparation including
knowledge of content pedagogy,
knowledge of students, coherent
instructional materials, and knowledge
on how to assess student learning;
 Classroom environment including
creating a culture for learning and
managing student behavior;
 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
 In collaboration with the Thailand’s
Teacher Education Council, SEAMEO
Secretariat (SEAMES) and the SEAMEO
Regional Center for Educational
Innovation and Technology (INNOTECH)
initiated the The Competency
Framework for Teachers in Southeast Asia
which was developed in 2017.
 To revitalize teacher education and to
promote teaching as a profession of first
choice by professionalizing teachers’
pre-service and in-service development
using this Regional Competency
Framework as a guide.
 4 essential competencies
 12 general competencies
 31 enabling competencies
 136 success descriptors

The enabling competencies are a set

of performance criteria with success
descriptors that describe observable
behaviors expected for teachers to
perform in a high level.
 1.0 KNOW AND UNDERSTAND WHAT I TEACH

GENERAL COMPETENCIES ENABLING COMPETENCIES

1.1 Deepen and broaden 1.1.1 Master my subject content.
my knowledge on what I 1.1.2 Use research-based knowledge.
teach.
1.2 Understand education 1.2.1 update myself on educational trends.
trends, policies and 1.2.2 Study educational policies and how
curricula. they affect teaching.
1.2.3 Understand how to implement the
curriculum.

1.3 keep myself updated on 1.3.1 Check new changes in education

local, national regional and environment.
global developments.
 2.0 HELP MY STUDENTS LEARN

GENERAL COMPETENCIES ENABLING COMPETENCIES

2.1 Know my students. 2.1.1 Identify my students’ needs and
strengths to help them learn better.
2.1.2 Understand how my students learn.
2.1.3 Value what makes my students unique.

2.2 Use the most effective 2.2.1 Select appropriate teaching and
teaching and learning learning strategy.
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 2.3.1 Design assessment process and tools.
feedback on how my 2.3.2 Monitor my students’ progress and
students learn. provide appropriate support.
2.3.3 Use results from assessment to improve
instruction.
 3.0 ENGAGE THE COMMUNITY

GENERAL COMPETENCIES ENABLING COMPETENCIES

3.1 Partner with parents 3.1.1 Build a support network.

and caregivers. 3.1.2 Create welcoming space.
3.1.3 Sustain the partnership.

3.2 Involve the community 3.2.1 Engage parents and caregivers about
to help my students learn. their children.
3.2.2 Design learning activities using
community conditions, local wisdom,
tradition and knowledge.

3.3 Encourage respect 3.3.1 Accept what makes people different.

and diversity 3.3.2 Practice inclusion and respect in the
classroom.
 4.0 BECOME A BETTER TEACHER EVERYDAY

GENERAL COMPETENCIES ENABLING COMPETENCIES

4.1 Know myself and 4.1.1 Continue to grow by knowing oneself

others more.
4.1.2 Become more aware and responsible for
my emotions and health.
4.1.3 Nurture my relationships with care and
respect.

4.2 Practice human 4.2.1 Be kind and compassionate.

goodness in my life and 4.2.2 Inspire my students and colleagues by
in my work. setting my best example.
4.2.3 Nurture my students’ confidence on
what they can do and become.

4.3 Master my teaching 4.3.1 Keep alive my passion for teaching.

practice. 4.3.2 take responsibility in my own personal
and professional growth.
4.3.3 Inspire other teachers by setting my best
example.
 The framework was agreed upon by
the Ministers of Education of the
Southeast Asian countries including the
Philippines. It will be used a guide to
determine teacher quality across the
region.
 As part of the ASEAN convergence and in
the light of globalization each country in the
ASEAN, the Philippines adopts national
standards and levels for outcomes in
education. This is called the PQF which is
provided by law. (R.A 10968, s. 2018)
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 table 4.
 Table 4. Philippine Qualifications Framework (PQF) 6 Levels of
Outcomes and Descriptors

PQF 6 Level of Outcomes PQF 6 Descriptor of Outcomes

Knowledge, Skills and Graduates possess a broad level of

Values coherent knowledge and skills in their field
of study for professional work (teaching)
and lifelong learning.

Application (of Application of professional work (teaching)

Knowledge, Skills and in a broad range of discipline and/or for
Values) further study.

Degree of Independence Independent (as a teacher) and/or in terms

of related field.
 The PQF is a legal document that
adopts national standards and levels for
outcomes of education in the country.
 It assists individuals to move easily
between different education and
training sectors and the labor market.
Further the PQF aligns the international
qualifications for full recognition of the
value of Philippine Qualifications. Also,
the PQF will be used as the basis for
accrediting certificates and licenses
recognized by the government.