Chapter 6: Ensuring Teacher Quality Through Competency

Framework and Standards

Introduction

One of the biggest challenges of ensuring teacher quality is the attractiveness

of the teaching profession. The teaching profession is not as attractive like the other
professions that is why it does not always get the best material. This is the cause of
concern in many countries around the world, as exemplified in the Global Teacher
Status in 2013.

The educational landscape continues to progress for the benefit of the

learners. Teachers undergo series of trainings in their field of specialization to be
qualified in moulding learners based on the changing needs of time to complement
with the need for efficient global workforce. But is it enough that they undergo
trainings and seminars or pursue graduate studies? How can we assure that a
teacher is competent enough?

In this chapter, you will learn and reflect on how to ensure teacher quality
through competency frameworks and standards in the Philippines and other
countries as well.

Learning Outcomes

At the end of this chapter, you are expected to be able to:

 distinguish between teacher quality and quality teachers.

 relate the Competency Framework for Teachers in Southeast Asia (CFT SEA)
to teacher quality.
 explain the Philippine Qualifications Framework
 discuss the Philippine Professional Standard for Teacher (PPST) Career Stage
1-Beginning Teachers Competencies and how it can assure teacher quality in
the Philippines.

Learning Contents

The topics in this chapter will evolve about the qualifications that teachers
need to possess and preparations that need to make to be able to meet the
competency standards and ensure the best delivery of instruction to our students.
Lesson 1 A. Quality Teacher and Teacher Quality Defined

B. The Competency Framework for Teachers in

Southeast Asia (CFT SEA)

C. Philippine Qualifications Framework

Chapter 2. Understanding Society’s Demands from a Teacher as a Professional and as a Person Page 1
 D. Philippine Professional Standards for Teachers (PPST)

Before proceeding with the lesson, I encourage you to read carefully the
“Your Guide to this Chapter” provided for you. This will also help you manage your
time and be able to submit the required activities on time.

Your Guide to this Chapter

Inclusive Topic(s) Activities Flexible Teaching-
Week and Learning Modality
Dates
Chapter 6. Review of the previous Synchronous
1.5 hours lesson through Google
 Quality Teacher Meet/Zoom
and Teacher Lecture-discussion
Quality Defined

 The Competency Asynchronous

Framework for
Teachers in
Southeast Asia
(CFT SEA)

 Philippine Review of the previous Synchronous

3 hours Qualifications lesson through Google
Framework Meet/Zoom
Lecture-discussion
 Philippine
Professional Asynchronous
Standards for
Teachers (PPST)

What Do You Already Know?

In your own perspective, give six (6) attributes/characteristics of quality
teachers based from national and international standards.
Attributes/characteristics of quality teachers
1. 4.
2. 5.
3. 6

Lesson 1
The Competency Framework for Teachers in Southeast Asia (CFT SEA)

The commitment and quality of teachers matter significantly matter. Improving

teacher quality is the single most effective way to improve student outcomes.

Chapter 2. Understanding Society’s Demands from a Teacher as a Professional and as a Person Page 2
 In this lesson, we will distinguish quality teacher and teacher quality as well as
the competencies and standards required from teachers in the Southeast Asian region.

A. Quality Teacher and Teacher Quality Defined

Quality teachers are characterized by the different teachers needed in the 21st
century education. Partnership 21 identifies themes that are relevant to the changing
times. These are: 1. Global awareness, 2. Financial, Economic, Business and
Entrepreneurial Literacy, 3. Civic Literacy and 4. Health literacy. Also included are
knowledge and values

Clusters of 21st Century Skills Framework

 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 and
Technology Literacy)
 Life and Career Skills Framework

Quality teachers are competent teachers. 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 students in learning;
4. uses 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 conditions.

As proposed by OECD, the core elements of teacher-quality standard should

include:
 Planning and Preparation: including knowledge of content and pedagogy,
knowledge of students, coherent instructional plans, and knowledge on how
to assess student learning;
 Classroom environment: including creating a culture for learning and
managing student behaviour;
 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)

There is no universal standard of teacher quality since there are differences in

the context of how teacher quality is defined.
Chapter 2. Understanding Society’s Demands from a Teacher as a Professional and as a Person Page 3
 Quality teachers are defined by their attributes and characteristics while
teacher quality is defined by the standards set for the profession and are validated
by the student learning outcomes.

B. The Competency Framework for Teachers in Southeast Asia (CFT SEA)

 SEAMEO Regional Center for Educational Innovation and Technology

(INNOTECH) and SEAMEO Secretariat (SEAMES) initiated the Competency
Framework for Teachers in Southeast Asia which was developed in 2017 in
collaboration with Thailand’s Teacher Education Council.
 Its purpose was to revitalize teacher education and to promote teaching as a
profession of first choice by professionalizing teacher’s pre-service and in-
service development.
 There are four (4) essential competencies and 12 general competencies in
the framework. There are 31 enabling competencies and 136 success
descriptors.
 The enabling competencies are a set of performance criteria with success
descriptors that describe observable behaviors expected for teachers to
perform.

Four Essential Competencies

1. Knowing and Understanding what to teach. It is the ability of teachers

to deepen and broaden their knowledge on what to teach, understand
education trends, policies and curricula and be updated on local, regional,
national and global developments.
2. Helping students to learn. It is the ability to know students, use the most
effective teaching and learning strategies, assess and give back on how
students learn.
3. Engaging the community. It is the ability to partner with parents and
caregivers, involve the community to help students learn, and encourage
respect and diversity.
4. Becoming a better teacher everyday. This is the ability to know oneself
and others, practice human goodness and then master the teaching process.

In the matrix that follow, you will find the four Essential Competencies, 12
General Competencies and the Corresponding 31 Enabling Competencies.

The Competency Framework for Teachers in Southeast Asia

1.0 KNOW AND UNDERSTAND WHAT I TEACH

General Competencies Enabling Competencies
1.1 Deepen and broaden my knowledge 1.1.1 Master my subject content.
on what I teach. 1.1.2 Use research-based knowledge.
1.2 Understand education trends, 1.2.1 Update myself on educational
policies and curricula. trends.
1.2.2 Study educational policies and how

Chapter 2. Understanding Society’s Demands from a Teacher as a Professional and as a Person Page 4

1.3 Keep myself updated on local,
national, regional and global
developments.
2.0 HELP MY STUDENTS LEARN
General Competencies
2.1 Know my students.
2.2 Use the most effective teaching and
learning strategy
2.3 Assess and give feedback on how my
students learn
3.0 ENHANCE THE COMMUNITY
General Competencies
3.1 Partner with parents and caregivers.
3.2 Involve the community to help my
students learn
3.3 Encourage respect and diversity.
4.0 BECOME BETTER TEACHER EVERYDAY
General Competencies
4.1 Know myself and others.
4.2 Practice human goodness in my life 4.2.1 Be kind and compassionate.
and in my work.
Chapter 2. Understanding Society’s Demands from a Teacher as a Professional and as a Person Page 5
they affect teaching.
1.2.3 Understand how to implement the
curriculum.
1.3.1 Check new changes in education
environment.
Enabling Competencies
2.1.1 Identify my students’ needs and
strength to help them learn better.
2.1.2 Understand how many students
learn.
2.1.3 Value what makes my students
unique.
2.2.1 Select appropriate teaching and
learning strategy.
2.2.2 Design clear and effective lessons
my students can understand.
2.2.3 Create a positive and caring
learning space.
2.3.1 Design assessment process and
tools.
2.3.2 Monitor my students’ progress and
provide appropriate support.
2.3.3 Use results from assessment to
improve instruction.
Enabling Competencies
3.1.1 Build a support network.
3.1.2 Create welcoming space.
3.1.3 Sustain the partnership.
3.2.1 Engage parents and caregivers
about their children.
3.2.2 Design learning activities using
community conditions, local
wisdom, tradition and knowledge.
3.3.1 Accept what makes people
different.
3.3.2 Practice inclusion and respect in
the classroom.
Enabling Competencies
4.1.1 Continue to grow by knowing
oneself more.
4.1.2 Become more aware and
responsible for my emotions and
health.
4.1.3 Nurture my relationship with care
and respect.
4.2.2 Inspire my students and colleagues
by setting my best example.

4.3 Master my teaching practice.
4.2.3 Nurture my students’ confidence
on what they can do and become.
4.3.1 Keep alive my passion for
teaching.
4.3.2 Take responsibility in my own
personal and professional growth.
4.3.3 Inspire the other teachers by
setting my best example.

C. Philippine Qualifications Framework

The PQF is a quality assured national system for the development, recognition
and award of qualifications based on standards of knowledge, skills and values
acquired in different ways and methods by learners and workers educated/trained in
the Philippines.

As part of the ASEAN convergence and in the light of globalization, each country
in the ASEAN including the Philippines adopts national standards and levels for
outcomes in education. This is the Philippine Qualifications Framework (PQF) which
is provided by law. (RA 10968, s. 2018). Based on the level of education as PQF
Level 6, 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 the table below.

PQF 6 Level of Outcomes PQF 6 Descriptor of Outcomes

Knowledge, Skills and Values
Application (of Knowledge, Skills and
Values)
Degree of Independence
Graduates possess a broad level of
coherent knowledge and skills in their
field of study for professional work
(teaching) and lifelong learning.
Application of professional work
(teaching) in a broad range of discipline
and/or for further study.
Independent (as a teacher) and/ or in
teams of related field.

D. Philippine Professional Standards for Teachers (PPST)

Philippine Teacher Education is defined as a lifelong journey from entry to basic

education in the DepEd to entry to Teacher Education Institutions of the CHED to
licensing as professional teachers of the PRC to employment to DepEd with
attestation of the Civil Service or private basic education based on the Teacher
Education and Development Map in 2006.

 In the middle of the teacher’s professional lifelong cycle are the professional
standards, known before as National Competency Based Teacher Standards
(NCBTS, 2006) and now known as the Philippine Professional Standards for
Teachers.

 The PPST, 2017 define teacher quality in a broader perspective attuned to

the current demand and changes in the educational local and global

Chapter 2. Understanding Society’s Demands from a Teacher as a Professional and as a Person Page 6
 landscape to include the reforms of K to 12, the Outcomes-Based Education
of Higher Education, the ASEAN integration, the UNESCO’s SDGs 2030 and
the Ambisyon Natin 2040.

There are seven (7) Domains in the PPST. The seven domains, collectively
comprise 37 strands to refer to more specific dimensions of teacher practice. Each
strand is calibrated according to the professional development scale or as described
Career Stage 1. Beginning Teachers, Career Stage 2: Proficient Teachers, Career
Stage 3: Highly Proficient Teachers, and Career Stage 4: Distinguished Teachers.

Let us focus on the PPST, 2017 particularly on the Beginning Teacher’s

Competencies for Career Stage Level 1.

Career Stage 1 or Beginning Teachers have gained the qualifications

recognized for entry into the teaching profession. They have a strong understanding
of the subjects/areas in which they are trained in terms of content knowledge and
pedagogy. They possess the requisite knowledge, skills and values that support the
teaching and learning process. They manage learning programs and have strategies
that promote learning based on the learning needs of their students. They seek
advice from experienced colleagues to consolidate their teaching practice.

However, since they are new to the teaching profession, Beginning Teachers are
expected to seek advise and assistance from their peers and experienced colleagues
to continuously improve their teaching.

Let us look at the detailed competencies on the domain and strands for the
Beginning Teachers.

DOMAIN 1: CONTENT AND KNOWLEDGE PEDAGOGY

Strands
Strand 1.1
Content knowledge and its
application within and across
curriculum areas
Strand 1.2
Research-based knowledge
and principles of teaching
and learning
Strand 1.3 Positive use of
ICT
Strand 1.4
Strategies for promoting
literacy and numeracy
Strand 1.5
Strategies for developing
critical and creative thinking,
as well as other higher-order
thinking skills
Strand 1.6
Mother Tongue, Filipino and
English in teaching and
learning
Strand 1.7
Chapter 2. Understanding Society’s Demands from a Teacher as a Professional and as a Person Page 7
Competency Indicators for Beginning Teachers
1.1.1 Demonstrate content knowledge and its
application within and/or across curriculum
teaching areas.
1.2.1 Demonstrate an understanding of research-
based knowledge and principles of teaching and
learning.
1.3.1 Show skills in the positive use of ICT to
facilitate the teaching and learning process.
1.4.1 Demonstrate knowledge of teaching
strategies that promote literacy and numeracy
skills.
1.5.1 Apply teaching strategies that develop critical
and creative thinking, and/or other higher-order
thinking skills.
1.6.1 Use Mother Tongue, Filipino and English to
facilitate teaching and learning.
1.7.1 Demonstrate an understanding of the range
 Classroom communication of verbal and non-verbal classroom communication
strategies strategies that support learner understanding,
participation, engagement and achievement.
DOMAIN 2: LEARNING ENVIRONMENT
Strand 2.1 2.1.1 Demonstrate knowledge of policies,
Learner safety and security guidelines and procedures that provide safe and
secure learning environments.
Strand 2.2 2.2.1 Demonstrate understanding of learning
Fair learning environment environments that promote fairness, respect and
care to encourage learning.
Strand 2.3 2.3.1 Demonstrate knowledge of managing
Management of classroom classroom structure that engages learners,
structure and activities individually or in groups, in meaningful exploration,
discovery and hands-on activities within the
available physical learning environments.
Strand 2.4 2.4.1 Demonstrate understanding of supportive
Support for learner learning environments that nurture and inspire
participation learner participation.
Strand 2.5 2.5.1 Demonstrate knowledge of learning
Promotion of purposive environments that motivate learners to work
learning productively by assuming responsibility for their
own learning.
Strand 2.6 2.6.1 Demonstrate knowledge of positive and non-
Management of learner violent discipline in the management of learner
behavior behavior.
DOMAIN 3: DIVERSITY OF LEARNERS
Strand 3.1 3.1.1 Demonstrate knowledge and understanding
Learners' gender, needs, of differentiated teaching to suit the learners'
strengths, interests and gender, needs, strengths, interests and
experiences experiences.
Strand 3.2 3.2.1 Implement teaching strategies that are
Learners' linguistic, cultural, responsive to the learners' linguistic, cultural,
socio-economic and religious socio-economic and religious backgrounds.
backgrounds
Strand 3.3 3.3.1 Use strategies responsive to learners with
Learners with disabilities, disabilities, giftedness and talents.
giftedness and talents
Strand 3.4 3.4.1 Demonstrate understanding of the special
Learners in difficult educational needs of learners in difficult
circumstances circumstances, including: geographic isolation;
chronic illness; displacement due to armed conflict,
urban resettlement or disasters; child abuse and
child labor practices.
Strand 3.5 3.5.1 Demonstrate knowledge of teaching
Learners from indigenous strategies that are inclusive of learners from
groups indigenous groups.
DOMAIN 4: CURRICULUM AND PLANNING
Strand 4.1 4.1.1 Prepare developmentally sequenced teaching
Planning and management of and learning process to meet curriculum
teaching and learning requirements.
process
Strand 4.2 4.2.1 Identify learning outcomes that are aligned

Chapter 2. Understanding Society’s Demands from a Teacher as a Professional and as a Person Page 8
 Learning outcomes aligned with learning competencies.
with learning competencies

Strand 4.3 4.3.1 Demonstrate knowledge in the

Relevance and implementation of relevant and responsive learning
responsiveness of learning programs.
programs
Strand 4.4 4.4.1 Seek advice concerning strategies that can
Professional collaboration to enrich teaching practice.
enrich teaching practice
Strand 4.5 4.5.1 Show skills in the selection, development and
Teaching and learning use of a variety of teaching and learning resources,
resources including ICT including ICT, to address learning goals.
DOMAIN 5: ASSESSMENT AND REPORTING
Strand 5.1 5.1.1 Demonstrate knowledge of the design,
Design, selection, selection, organization and use of diagnostic,
organization and utilization formative and summative assessment strategies
of assessment strategies consistent with curriculum requirements.
Strand 5.2 5.2.1 Demonstrate knowledge of monitoring and
Monitoring and evaluation of evaluation of learner progress and achievement
learner progress and using learner attainment data.
achievement
Strand 5.3 5.3.1 Demonstrate knowledge of providing timely,
Feedback to improve accurate and constructive feedback to improve
learning learner performance.
Strand 5.4 5.4.1 Demonstrate familiarity with a range of
Communication of learner strategies for communicating learner needs,
needs, progress and progress and achievement.
achievement to key
stakeholders
Strand 5.5 5.5.1 Demonstrate an understanding of the role of
Use of assessment data to assessment data as feedback in teaching and
enhance teaching and learning practices and programs.
learning practices and
programs
DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT
Strand 6.1 6.1.1 Demonstrate an understanding of knowledge
Establishment of learning of learning environments that are responsive to
environments that are community contexts.
responsive to community
contexts
Strand 6.2 6.2.1 Seek advice concerning strategies that build
Engagement of parents and relationships with parents/guardians and the wider
the wider school community community.
in the educative process
Strand 6.3 6.3.1 Demonstrate awareness of existing laws and
Professional ethics regulations that apply to the teaching profession,
and become familiar with the responsibilities
specified in the Code of Ethics for Professional
Teachers.
Strand 6.4 6.4.1 Demonstrate knowledge and understanding
School policies and of school policies and procedures to foster

Chapter 2. Understanding Society’s Demands from a Teacher as a Professional and as a Person Page 9
 procedures harmonious relationship with the wider school
community.

DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Strand 7.1 7.1.1 Articulate a personal philosophy of teaching
Philosophy of teaching that is learner-centered.
Strand 7.2 7.2.1 Demonstrate behaviors that uphold the
Dignity of teaching as a dignity of teaching as a profession by exhibiting
profession qualities such as caring attitude, respect and
integrity.
Strand 7.3 7.3.1 Seek opportunities to establish professional
Professional links with links with colleagues.
colleagues
Strand 7.4 7.4.1 Demonstrate an understanding of how
Professional reflection and professional reflection and
learning to improve practice
Strand 7.5 7.5.1 Demonstrate motivation to realize
Professional development professional development goals based on the
goals Philippine Professional Standards for Teachers.

Think-Pair-Share Activity
Based from our lesson discussions, discuss with your classmate how you can
enhance yourselves to be able to be able to meet the competencies that quality
teachers.

Activity 6.1

 Do you have a teacher that you like most? What are the traits that she
possess which makes her a quality teacher? In a maximum of 5 paragraphs,
discus why you think he/she meets the competencies as prescribed by the
Philippine Professional Standards for Teachers

___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

Recommended learning materials and resources for supplementary

reading.
Chapter 2. Understanding Society’s Demands from a Teacher as a Professional and as a Person Page
10
 To enhance your understanding about our discussion about PPST, take time
to watch the videos using the links below.

https://www.youtube.com/watch?v=9tJ4IZxgIl0
https://www.youtube.com/watch?v=jfu_5XAdRg4

Assessment Task

I. Choose and write the correct answer from the choices given.

1. This refers to the core element of teacher-quality standard includes reflecting

on teaching, contributing to the school and community and developing
professionally as proposed by OECD.
a. Instruction c. Classroom environment
b. Professional responsibilities d. Planning and Preparation
2. This was developed in 2017 in collaboration with Thailand’s Teacher
Education Council which aims to revitalize teacher education and promote
teaching as a profession of first choice by professionalizing pre-service and
in-service development.
a. Philippine Qualifications Framework
b. Philippine Professional Standards for Teachers
c. Competency Framework for Teachers in Southeast Asia
d. Organization for Economic Cooperation and Development
3. Based from the Competency Framework for Teachers in Southeast Asia, what
competency emphasizes the strengthening of partnership and strong
network?
a. Know and understand what I teach
b. Enhance the community
c. help my students learn
d. Become better teacher everyday
4. What level under the Philippine Qualifications Framework (PQF) describes the
career path for baccalaureate degree programs including teacher degrees
and exhibit a broad level of coherent knowledge and skills, application of
professional work ad degree of independence.
a. PQF Level 1
b. PQF Level 2
c. PQF Level 4
d. PQF Level 6
5. Which of the following does not show the attribute of a global quality teacher?
a. knowledgeable and integrates global dimensions in teaching
b. shows appreciation of his/her own culture and despises other cultures
c. considers cultural diversity in the teaching-learning process
d. model social responsibility in local and global context

References

Chapter 2. Understanding Society’s Demands from a Teacher as a Professional and as a Person Page
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Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2018. The Teaching Profession. 4 th
Edition. Lorimar Publishing

Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2015. The Teaching Profession. 3 rd
Edition. Lorimar Publishing

Cortez, A., Cortez,B., Esguerra,D., Molano,T.,Alonzo,E. 2019. The Teaching

Profession (OBE and K-12 Compliant). St. Andrews Publishing House

https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
https://pqf.gov.ph/

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