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

2. Teacher Education and Development Map
Retirement
DepEd/CHED/TEIs
In-Service
Training
and
Professional
Development
DepEd
Teacher
Induction
CHED/TEI
s
Entry to
Teacher
Education
National
Competency
Based Teacher
Standards
CHED/TEIs/Schools
PreService
Training
PRC
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 NCBTSbased 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 selfassessment 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 TEDPNCBTS
Implementation

28. THANK YOU FOR
LISTENING