Maria Antonette H. Ocampo

MARIA ANTONETTE H.
OCAMPO
19-27210
FACULTY
INTRODUCTION
INTRODUCTION
21 Century Teaching
st
Introduction
Stock taking and envisioning

future development at an
international scale.
UNESCO report last May 1998,
entitled Learning The Treasure
Within.
Introduction
Jacques Delor - the concept of lifelong
learning and its evolution.
The concept of a learning society, which

puts greater value to learning as a
fulfilling human endeavor, is emerging,
and our learning institutions and
organizations must constantly
reformulate themselves in keeping up
with this role.
Introduction
Factors Shaping Education
Scenario
Technology andthe emergence of
an information and knowledge
economy
Introduction
Major shifts are also taking place in

the governance of Education. The
window of reform has taken larger
and deeper dimensions in practically
every country in the_world.
Introduction
Policies and official processes are also

taking steps toward change. Specifically
in our country, big changes have
occurred and are waiting to be fully
implemented due to the new K12
program and the ASEAN Integration.
Changes to the traditional ways
of_teaching_are_anticipated.
Introduction
Globalization- to be able to meet the

demands of the international stage and
maintain an edge in working here and
abroad, it was deemed by educational
experts that Filipinos need to up their
game in the field of Education. The
government, then, followed through
with this new system called K-12.
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STRESS
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WORK
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SHORTAGE OF
TEACHER
ISSUES AND
CHALLENGES
OF FACULTY
ISSUES AND CHALLENGES
Who are teaching our teachers?

Content Mastery and Pedagogy
Teacher Preparation
Changing Roles of Teachers
• Who are teaching our teachers?
The model of teacher education is based

on a series of beliefs for teachers that
provide the rationale for the existence of
coursework, experiences, outcomes, and
assessments that occur throughout. These
beliefs represent a commitment by
university and local school community to
ensure the quality preparation of new
teaching professionals.
(Colorado State
SEAMEO INNOTECH (the preferred
education solutions provider in Southeast
Asia and beyond) proposed the development
of TEIs in order to gain a better appreciation
of the teaching philosophy, their capability
and readiness to promote and utilize
information and communication
technologies. They ensure that the enhanced
basic education program meets the demand
for quality teachers.
Formerly, only TEIs were the sole
providers for pre-service and training for
teachers. Now, acting TEIs or duly recognized
organizations acting as TEIs (DROATS) is in
coordination with DepEd, CHED, and other
stakeholders, ensuring that their curriculum
meets the necessary quality standards for
trained teachers. They provide training for
purposes of retooling the graduates of the
teacher education curriculum, and only in such
areas where there is a shortage of trained
teachers.
Foundations are also a source of
qualified teachers. These refers to non
profit organizations, which are not
operating as educational institutions,
contracted by DepEd for a fixed period, to
provide volunteers to teach in basic
education in areas where there is a
shortage of qualified teachers.
These volunteers include graduates of
Science, Math, etc., admitted by
foundations duly recognized for their
expertise in the education sector and who
satisfactorily complete the requirements set
by these organizations. These volunteers
must pass the LET within 5 years from
hiring.
TESDA is also a source of teachers.
Graduates of technical or vocational
courses may teach in their specialized
subjects in the secondary education,
provided that these graduates possess the
necessary certification issued by TESDA.
Teacher for the new K12 program may
come from almost all the fields of study
and profession because Experts and
Practitioners are also allowed to teach.
They do not need any LET requirement,
MA, nor teaching experience as long as
they are qualified as experts in their field
of work. They may teach part time in
secondary education.
• Content Mastery and Pedagogy
-one of the most important
part of teaching.
• Content Mastery and Pedagogy
Pedagogy is the HOW, the teaching
and learning occurs. Student are not
just empty vessels to be filled with our
expert knowledge. They must construct
their own understandings through our
considered learning experiences.
• Teacher Preparation
Different nations have set different
standards to determine if a teacher is
prepared and qualified to become a
teacher. Focusing in our country, here is a
short review of the statistics from our
previous years
(from National Statistics Office Philippines In Figures 2014)
Here are statistics for enrollees and
graduates of Education and teacher training
courses
Here is a press release by Philippine
business for education about the
performance in the Licensure Exam for
Teachers for October 2009 to September
2013.
Alarming Facts About Ph’s Teacher Schools
According to the latest statistics from the Commission on Higher

Education (CHED), for every 100 enrollees in teacher education
programs in the Philippines, only 16 will eventually graduate, on
average.
On their first try, only eight of these 16 graduates will pass the
Licensure Examination for Teachers (LET), an exam graduates need
to take before they can teach in public schools, given the country’s
average national test-taker passing rate of 54%. For the other eight
repeaters, the average passing rate is 16%.
1. 601 TEIs for elementary and 795 TEIs for
secondary performed below their respective
national passing rates
601 TEIs for elementary (out of 1,025 or 59%) and

795 TEIs for secondary (out of 1,259 or 63%)
performed below their respective national test-
taker passing rates of 52% and 56%. A big chunk
of these bad performing TEIs are Private Non-
Sectarians (55%) followed by State Universities
and Colleges (27%), Private Sectarian (13%), and
Local Colleges and Universities (5%).
2. 107 TEIs for elementary and 151 TEIs for
secondary had at least 75% of their students pass
the LET
Only 107 TEIs for elementary (out of 1,025 or 10%)

and 151 TEIs for secondary (out of 1,259 or 12%)
had at least 75% of their students pass the LET.
Majority of these good performing TEIs are
Private Non-Sectarians (35%) followed closely by
Private Sectarian (31%), State Universities and
Colleges (28%), and Local Colleges and
Universities (6%).
1. Quality and Accessible Education
• Close down programs of TEIs
that have consistently performed
poorly for five years.
• Incentivizegood performance in
TEIs by giving more weight to
measurable performance indicators such
as:
- in the financing criteria of government
schools; and
-in the accreditation of private schools
2. Selective screening and
recruitment process
• Conduct a parallel review of LET questions

and the teacher education curriculum of TEIs
for improved alignment to the new K-12
System.
• Explore other pre-college screening
instruments or standards such as a national
entrance exam for teachers.
3. Information Management
• Require each TEI (esp. SUCs and LCUs) to make
LET results readily available to parents and
prospective students.
• LET application forms should differentiate
information on undergraduate degrees from the
Certificate in Teaching Program for better
performance monitoring.
• The Department of Education and private
schools associations should signal to TEIs the
needed majors or specializations of teachers in
order to better balance supply and demand.
• Changing Roles Of
Teachers
One of the biggest challenges for teachers
is that their role in the school management
has also changed. The school needs them as
individuals, who can make decisions and
cope with the stress of the changing world
of schools. At the same time teachers need
to be able to work in teams, cooperate with
colleagues and parents, they have to write
projects to gain money for the school
programmes, they have to be PR experts’
and need to do all these things for a modest
Teachers
The future world of learning is one
where the forces of globalization,
pervasive technology, and changing
demands in the learning environment
combine to form a dynamic setting that is
both challenging and daunting for
teachers. Together with the changes, new
expectations have knocked on our doors.
Teachers
Globalization laces new and shifting
demands on the education service
provider, altering the terms of operations
for a teacher. In the K12 program, some
teachers will have to retool themselves
and enroll to training programs and other
courses in order to continue teaching and
earn for a living.
• Changing Roles Of Teachers
Teacher education should be reoriented
in order to address sustainability. UNESCO
has associated with York University in
Toronto, together with other universities to
incorporate to their programmes, practices,
and policies. Each member institution
addresses environmental, social, and
economic contexts to create locally relevant
and culturally appropriate teacher
education programs for both pre-service
and in-service teachers.
• Changing Roles Of Teachers
Teachers deal with unique sets of
challenges. Meeting more stringent licensure
requirements, added professional
development demands, and increasingly
rigorous course content often add emotional
and professional stress to teachers’ lives. The
added pressures of the accountability
movement requirements such as increased
reporting, additional testing, differentiating
instruction for diverse learners, and
involvement in their school communities,
add time to their already full schedules.
Teachers
Parental expectations for thorough
communications and rapid response to
questions and requests add greater demands
to their overflowing workdays. And while
teachers generally are committed to their
students, enjoy their work, and are devoted
to their profession and their content areas,
21st century students come to school with
very different sets of experiences and
expectations than their 20th century counter
parts.
TheseTeachers
tech-savvy, multi-media, multi-tasking
digital natives navigate everyday life far
differently than many of their digital immigrant
teachers. Connecting with them, relating to them,
and motivating them now require teachers who are
open to new ways of teaching and supporting
students. Given these challenges, teachers who are
new to the profession often find themselves
frustrated, disappointed, and unsupported. They
leave their schools and often the profession and
the cycle continues. (Angel C. de Dios Phd,
Georgetown University, US)
INNOVATIONS AND STRATEGIES
Reforms
NCBTS
7 Domains
Technological Options and Tools
Global Filipino Teacher Program
by Globe Telecom
Like most issues, the foregoing points

demand deeper introspection and analysis
on our part. It is essential, however, to
address them and focus our vision for
teacher education and training in the light
of all these changes.
• Reforms
• Reforms
TEDP is
TEACHER EDUCATION and
DEVELOPMENT PLAN
- is the master plan for Teacher Education.
-is the articulation of a singular competency-
based framework for teaching and teacher
development that would guide all policies,
reforms, and activities related to teaching and
teacher development.
• Reforms
The National Competency Based Teacher
Standards (NCBTS) is at the heart of the
TEDP. It is the key element of the TEDP
(Teacher Education and Development
Program). NCBTS defines effective teaching
as being able to help all types of students
learn the different learning goals in the
curriculum. An integrated theoretical
framework that defines the different
dimensions of effective teaching.
• NCBTS
• 7 Domains
• Technological Options And
Tools
A number of models on
technology support for teacher
upgrading are available. The teacher
utilizes a variety of technologies to
support the design of materials,
communication of knowledge, and
the storage and retrieval of
information.
• Technological Options And Tools
An example of this is the recent initiative
of SEAMEO Innotech last 24th October, 2014.
Taking advantage of the many uses of
mobile technology in education, they
initiated the development of a teacher
resource kit utilizing smart phones and
tablets to promote the development of 21st
century skills. The kit is designed to bridge
the digital divide between students and
teachers.

Tools
Also, regular computer tools like

microsoft applications, networking
sites, email, and the like, are very
helpful for regular activities of a
teacher.
Tools
Teachers also have the ability to

socialize and communicate with
fellow teachers and experts from
different fields via communities
online and they can easily track new
innovations through the internet.
• Technological Options And Tools
Global Filipino Teacher program by Globe

telecom
Launched in 2009, the Global Filipino Teacher
program trains teachers on Effective Classroom
Management using ICT. Going beyond just
teaching GFTs to integrate ICT in the classroom,
the program also trains them to conduct
problem-based learning. To date, the program
has benefitted 342 schools across 12 regions
nationwide and has produced 262 proficient
Global Filipino Teachers.
Global competence is the name of the
game. With the dawn of the 21st century,
the global community is urged to keep up
with the higher expectation set forth by
the advancing age of globalization and
technology. Particularly, the people
become the gauge of progress. Countries
need to produce internationally
competent human resource for stronger
economy, better governance, and a more
productive society. To do this, as what
human capital theory suggests, the key is
improving the quality of education.
In this regard, a call for globalization
of education in catering new generations
of Filipino learners needs to be answered.
This is definitely a huge challenge for the
Philippines; in fact, it has been a quest
since then that until now the government
tries to accomplish. In pursuance of the
aim of improving Filipino society, we are
continuously striving on our way to
becoming at par with other developed
countries in terms of the quality of
education as well as fighting our way to
solving many of its complications. (Shalee
L. Tusara)
Applicatio
n
• What are the issues and challenges
hard to address as a TLE/TVL
teacher?
• How to face those issues and
challenges?
Reflectio
n
• Reflect on your teaching

experience. Why are you a
teacher despite the different
issues and challenges you are
facing?
“Because of a Teacher (A Tribute to
All of Those Making a Difference).”
https://www.youtube.com/watch?v=1UtCgZZeUeI&t=40s
SOURC
• paascu.org ES • Inquirer.net
• dianeravitch.net • Mb.com.ph
• the- teacher.wikisaces.com • Unescobkk.org
• pbed.ph • Deped.gov.ph
• unesco.org • Ched.gov.ph
• sens-public.org • http://www.slidesh
• colostate.edu are.net/polchan
• seameoinnotech.org
• philbasiceducation.blogspot.com
• National Statistics Office
• prc.gov.ph
THANK YOU!

Maria Antonette H. Ocampo

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MARIA ANTONETTE H.

Stock taking and envisioning

The concept of a learning society, which

Major shifts are also taking place in

Policies and official processes are also

Globalization- to be able to meet the

Who are teaching our teachers?

The model of teacher education is based

According to the latest statistics from the Commission on Higher

601 TEIs for elementary (out of 1,025 or 59%) and

Only 107 TEIs for elementary (out of 1,025 or 10%)

• Conduct a parallel review of LET questions

Like most issues, the foregoing points

• Technological Options And

Also, regular computer tools like

Teachers also have the ability to

Global Filipino Teacher program by Globe

• Reflect on your teaching

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