CHAPTER 6

ENSURING TEACHER QUALITY THROUGH COMPETENCY FRAMEWORK AND STANDARDS

THE COMPETENCY FRAMEWORK FOR TEACHERS IN SOUTHEAST
ASIA (CFT SEA)
&
FOUR (4) ESSENTIAL COMPETENCIES, 12 GENERAL
COMPETENCIES AND THE CORRESPONDING 31 ENABLE
COMPETENCIES
MAGINE A. MARTINEZ
 WHAT ARE COMPETENCIES AND WHY ARE THEY IMPORTANT?

Competencies refer to a combination of skills, knowledge, behavior, and attributes that

enable effective or better job performance. With teaching as a complex job, a teacher uses a
combination of competencies to deal with the changing education context.
 ESSENTIAL COMPETENCIES

1. Knowing and understanding what to teach 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, national, regional,
and global developments.
2. Helping students learn is the ability to know their students, use the most
effective teaching and learning strategy and assess and give feedback on
how students learn.
3. Engaging the community 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 every day is the ability to know oneself and others,
practice human goodness and then master the teaching practice.
 GENERAL COMPETENCIES

1.0 KNOW AND UNDERSTAND WHAT I TEACH

1.1 Deepen and broaden my knowledge on what I teach
1.2 Understand education trends, policies, and curricula
1.3 Keep myself updated on local, national, regional, and global developments
2.0 HELP MY STUDENTS LEARN
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 ENGAGE THE COMMUNITY
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 A BETTER TEACHER EVERYDAY
4.1 Know myself and others
4.2 Practice human goodness in my life and in my work
4. 3 Master my teaching practice
 Enabling Competencies
◦ 1.1.1 Master my subject content
◦ 1.1.2 Use research-based knowledge
◦ 1.2.1 Update myself on new educational trends
◦ 1.2.2 Study educational policies and how they affect my teaching
◦ 1.2.3 Understand how to implement the curriculum
◦ 1.3.1 Check new changes in education environment
◦ 2.1.1 Identify my students’ needs and strengths to help them learn better 4.1.3 Nurture my relationships with care and respect
◦ 2.1.2 Understand how my 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
3.1.1 Build a support network
3.1.2 Create a welcoming space
3.1.3 Sustain the partnership
3.2.1 Engage parents and caregivers to be partners in learning
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
4.1.1 Continue to grow by knowing myself more
4.1.2 Become more aware and responsible for my emotions and health
4.2.1 Be kind and compassionate
4.2.2 Inspire my students and colleagues by setting my best example
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 other teachers by setting my
 COMPETENCY FRAMEWORK
FOR TEACHERS IN SOUTH EAST ASIA
CHAPTER 6
◦ In collaboration with the Thailand’s Teacher
Education Council, SEAMEO Secretariat
(SEAMES) and the SEAMEO Regional Center of
Educational Innovation and Technology
(INNOTECH) initiated the competency Framework
for teachers in Southeast Asia which was developed
in 2017.
Four essential Competencies

1. Knowing and understanding what to teach.

◦ Deepen and broaden their knowledge on what they
teach.
◦ Understand education trends, policies and curricula.
◦ Keep myself updated on local, national, regional, and
global developments.
Four essential Competencies
2. Helping students to learn.
◦ Know their students
◦ Use the most effective teaching and learning strategy.
◦ Assess and give feedback on how my student learn.
Four essential Competencies
3. Engaging the community.
◦ Partner with parents and caregivers
◦ Involve the community to help their students learn
◦ Encourage respect and diversity
Four essential Competencies
4. Becoming a better teacher everyday.
◦ Know themselves and others.
◦ Practice human goodness in their life and their
work.
◦ Master their teaching practice.
PPST 2017
-stands for “Philippine Professional Standards for
Teachers”
-a framework for teacher quality that determines
the qualification of any baccalaureate degree
holder.
-Has four (4) career stages:
• Career Stage 1: Beginning Teachers
• Career Stage 2: Proficient Teachers
• Career Stage 3: Highly Proficient Teachers
• Career Stage 4: Distinguished Teachers
 7 DOMAINS OF PPST

DOMAIN 1 DOMAIN 2 DOMAIN 3

Content Knowledge and Learning Environment Diversity of Learners
Pedagogy

DOMAIN 4 DOMAIN 5 DOMAIN 6 DOMAIN 7

Curriculum and Planning
Assessment and Reporting Community Linkages and Personal Growth and
Professional Engagement Professional Development
 02
Thailand Teacher Council
Framework for Teachers in
Southeast Asia Report
 1. Brunei Darussalam
PROFESSIONAL
KNOWLEDGE

PROFESSIONAL
PRACTICE

PROFESSIONAL ENGAGEMENT AND

VALUES
 2.CAMBODIA
KNOWLEDGE

PRACTICE

LEARNING

ETHICS
 3. Indonesia
PEDAGOGICAL
COMPETENCE

PERSONAL
COMPETENCE

PROFESSIONAL
COMPETENCE

SOCIAL COMPETENCE
 4. LAO PDR
CHARACTERISTICS AND
PROFESSIONAL ETHICS

KNOWLEDGE OF
CHILDREN

SUBJECT KNOWLEDGE AND

PRACTICAL TEACHING WISDOM
 5. MALAYSIA
PROFESSIONAL TEACHING VALUES
This stipulates practicing professional teaching values across
three major domains: Personal, Professional, and Social

KNOWLEDGE AND COMPREHENSION

TEACHING AND LEARNING

SKILLS
 6. MYANMAR

-Myanmar, a predominantly Buddhist country, defines a

competent teacher as one who can be regarded as one of the
“five gems,” and can be considered on the same plane as Buddha
who himself was a teacher, the Scripture, monk, and parent.
Teachers in the country assume the role of their students’
substitute parents.

-The Myanmar country paper, however, did not indicate specific

competencies that teachers should possess to be considered
competent
 7. PHILIPPINES
SOCIAL REGARD FOR LEARNING

LEARNING ENVIRONMENT
DIVERSITY OF LEARNERS
CURRICULUM
PLANNING, ASSESSING, AND
REPORTING
COMMUNITY LINKAGES
PERSONAL GROWTH AND
PROFESSIONAL DEVELOPMENT
 8. SINGAPORE

Singapore defines a competent teacher as one who is responsible

for molding the future of the nation by preparing world- and
work-ready students, which is critical in today’s ever-changing
global landscape that is marked by rapid technological advances

Singapore’s teaching competency standards are grouped into

four major strands:

CULTIVATING KNOWLEDGE, WINNING HEARTS AND

MINDS, KNOWING ONESELF AND OTHERS,
WORKING WITH OTHERS
 9. THAILAND

Thailand defines a competent teacher as one who has to maintain

professional standards in terms of knowledge, experience,
performance, and code of conduct.

Thailand’s teaching competency standards are grouped into four

major strands:

PROFESSIONAL COMPETENCE, KNOWLEDGE,

EXPERIENCE, AND PERSONAL COMPETENCE
 10. TIMOR-LESTE
LANGUAGE

KNOWLEDGE

TEACHING AND LEARNING

PROFESSIONALISM
 11. VIETNAM

Vietnam’s teaching competency standards are grouped into four

major strands:

KNOWLEDGE, TEACHING COMPETENCE,

PRESENTATION COMPETENCE, AND CLASSROOM
MANAGEMENT COMPETENCE
DepEd Order No. 42,

S. 2017
National Adoption and Implementation of the
Philippine Professional Standards for Teachers
D.O 42, S 2017- National Adoption and Implementation of
the Philippine Professional Standards for Teachers
1 2
The DepEd recognizes the
In line with the new professional importance of professional standards
standards for teachers,  the in the continuing professional
Department of Education (DepEd), development and advancement of
through the Teacher Education teachers based on the principle of
Council (TEC), issues this DepEd lifelong learning. It is committed to
Order entitled National Adoption supporting teachers, and taking
and Implementation of the cognizance of unequivocal evidence
Philippine Professional that good teachers are vital to raising
Standards for Teachers (PPST).  student achievement. Quality
learning is contingent upon quality
teaching. Hence, enhancing
teacher quality becomes of utmost
importance for long term and
sustainable nation building.
3
The changes brought about by
various national and global
frameworks such as the K to 12
Reform, ASEAN Integration,
globalization, and the changing
character of the 21st century
learners necessitate the
improvements and call for the
rethinking of the National
Competency-Based Teacher
Standards (NCBTS); hence, the
development of the PPST.
D.O 42, S 2017- National Adoption and Implementation of the
Philippine Professional Standards for Teachers

4 1 The PPST aims to:

1. Set out clear expectations of teachers along well-defined career stages of
professional development from beginning to distinguished practice;
2. Engage teachers to actively embrace a continuing effort in attaining
proficiency; and
3. Apply a uniform measure to assess teacher performance, identify needs, and
provide support for professional development.
4. The PPST shall be used as a basis for all learning and development programs
for teachers to ensure that teachers are properly equipped to effectively
implement the K to 12 Program. It can also be used for the selection and
promotion of teachers. All performance appraisals for teachers shall be based
on this set of standards.
D.O 42, S 2017- National Adoption and Implementation of the
Philippine Professional Standards for Teachers

4 1 The PPST aims to:

5. The regional offices shall be supported by their training and development
personnel to organize and orient all the schools divisions within their jurisdiction
for the PPST. In addition, it shall take charge of the monitoring and evaluation at
the division level implementation. The schools division office shall have the same
functions and responsibilities in the school districts and secondary schools.
6. Reporting of the orientation and related activities shall be done by the regional
office to the Office of the Secretary through the Teacher Education Council.
7. Immediate dissemination of and strict compliance with this Order is directed.
THANK YOU!
CHAPTER 6