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UPDATES ON THE Implementation of the TEDP-National Competency-Based Teacher Standards: Challenges

UPDATES ON THE Implementation of the TEDP-National Competency-Based Teacher Standards: Challenges Dr. BEATRIZ G. TORNO Executive Director II Teacher Education Council. Teacher Education and Development Map. CHED/TEIs. Retirement. Entry to Teacher Education. CHED/TEIs/Schools.

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UPDATES ON THE Implementation of the TEDP-National Competency-Based Teacher Standards: Challenges

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  1. UPDATES ON THE Implementation of the TEDP-National Competency-Based Teacher Standards: Challenges Dr. BEATRIZ G. TORNO Executive Director II Teacher Education Council

  2. Teacher Education and Development Map CHED/TEIs Retirement Entry to Teacher Education CHED/TEIs/Schools DepEd/CHED/TEIs In-Service Training and Professional Development Pre-Service Training National Competency Based Teacher Standards DepEd PRC Teacher Induction Teacher Licensure DepEd / CSC Teacher Human Resource Planning, Recruitment, Selection, Deployment, and Recognition System

  3. MILESTONES on the TEDP-NCBTS Levels Joint Adoption of the NCBTS by TEC – DepED, PRC , CHED and CSC through a MOA on March 13, 2007 Adoption of TEDP-NCBTS by the Presidential Task Force on Education to improve teachers’ competencies both in the pre-service and inservice During the First National Biennial Summit on Education held on Jan 31 – Feb 1, 2008, Tent City, Manila Hotel

  4. Agreements include: Promotion of continuing professional education of teachers in public and private schools at all levels – from the teachers, school heads/principals, superintendents, DepEd executives, teacher educators and members of the academe.

  5. ensure implementation of school based training with mentoring and define multi-level accountability for sustainability; • include multi-grade teaching and handling of large classes, IP and Peace Education in the training design and

  6. emphasize 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 in the first two grade levels;

  7. utilize TEI’s with level 3 accredited status with any of the 5 recognized accrediting agencies (PAASCU, PACUCOA, ACSCUAA, AACCUP, ALCUCOA), COE’s, CODs, COTs, and those fully autonomous and deregulated HEIs as training service providers

  8. Other Milestones on the TEDP Identification of 82 Centers of Training Institutions (COTs) for DepED INSET and Cetification Programs 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

  9. Mass institutionalization of Teacher Induction Program (TIP) SY 2008 through DepEd Memo No. 39, s. 2008

  10. Advocacy and rolling out of Teacher Strengths and Needs Assessment (TSNA) based on NCBTS leading to the Individual Professional Development Plan (IPDP) Final TSNA tool for the eventual revision of the performance appraisal for teachers in collaboration with CSC

  11. Submission of NCBTS-based DepEd Position on the proposed amendment of Magna Carta for teachers • Review of the LET Table of Specifications with PRC based on NCBTS for the 2009 LET

  12. Adoption of NCBTS by the award giving bodies (Metrobank, PRAISE, etc.) • Approval of the Accelerated Teacher Education Program (ATEP) a quick fix solution to develop Muslim teachers for the Madrasah Education of the public schools and private madaris

  13. Evaluation and identification of ATEP service providers • In the most recent TEC resolution submitted to the TPTE CHED through the Presidential Task Force on Education, it is proposed that the current 18 units of English in the BEED program be increased to 24 units.

  14. Policy Reforms Needed to Ensure Implementation of NCBTS: The Challenges DepEd Guidelines for the operationalization of NCBTS department wide, especially on ELC implementation DepEd Policy requiring all training and development programs (on-going and future) to include a session on NCBTS orientation

  15. DepEd Policy Guidelines promulgating NCBTS-based INSET system in the department which include among others, allocation and utilization of INSET funds

  16. Policy Integration on the Master Plan for Teacher Education that would spell out how NCBTS would be operationalized in the TEIs, PRC, CSC, etc. Policy review for recruitment, selection, hiring, deployment of teachers, teachers’ welfare, benefits, incentives and morale

  17. Conduct research study on the “future requirements” of teachers in the country/conduct actuarial study on the teacher supply and demand requirements for the next 5 years. Policy recommendation through a DepEd Order on hiring only licensed teachers from pre-school in all public/private schools and adoption of competency-based screening, selection and hiring system (including LGU-funded teacher items)

  18. Policy reform on the teacher licensure exam to make it competency-based DepEd policy covering the involvement of DepEd in pre-service education

  19. Other Challenges: Need to collaborate with… TEIs/NETRC for the possibility of establishing teacher assessment centers to determine NCBTS competency levels (to complement self-assessment process of teachers) NEAP/SBM TWG for the establishment of competency-based teacher development system from school up to central office

  20. Establishment of Regional Educators Academy in all regions to oversee, coordinate and manage teacher development programs at the sub-national level.

  21. NEAP/NLS TWG for an audit and evaluation of available competency-based-in-service packages and how to disseminate information on available training courses/materials for specified training needs

  22. CHED, TEIs and PRC for the revision of the master plan for teacher education (2008- 2015) RMM TWG for the proposed development of program/guidelines for a holistic scholarship package for future teachers, especially for poor but bright high school graduates.

  23. QAAF TWG and Private Schools to support development of guidelines to hire only licensed teachers, will be linked to the regulatory function of DepEd over private schools • Public and Private local colleges and universities to support this NCBTS reform

  24. BALS, BEE and BSE to ensure NCBTS-based teacher training and development programs are integrated into their program, projects and activities IP and Muslim Education TWG to enhance the NCBTS by including Indigenous Knowledge, Skills and Practices

  25. BALS to adopt NCBTS in developing ALS mobile teachers and learning facilitators BESRA TCT for the TA on the conduct of actuarial studies, defining the teacher supply and demand requirements for the next 5 years

  26. Common Road Map to TEDP-NCBTS Implementation

  27. THANK YOU FOR LISTENING

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