3. .
NO. 1
NO. 2
NO. 3
Treat others
with respect
at all times.
Listen and
follow
directions.
Make sure to
mute your mic.
5. INSTRUCTIONS :
1. The teacher shall first read the
meaning of the word and ask the
students to answer it orally.
18. Objectives
At the end of this lesson the students shall be able to:
A. Distinguish between teacher quality and quality
teachers.
B. Relate the competency framework for teachers
in Southeast Asia (CFT SEA) to teacher quality.
C. Discuss the Philippines standards for teacher
(PPST)Career Stage 1-Beginning teachers
competencies and how it can assure teacher quality
in the Philippines.
19. Are qualified teachers, really quality teachers?
Teacher quality matters. Most
educators and policy makers agree
that one of the most important
school-related factors influencing
student achievement and
outcomes is teacher quality.
20. One of the biggest challenges of
ensuring teacher quality is the
attractiveness of 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
a cause of concern in many
countries around the world, as
exemplified in the Global Teacher
Status in 2013.
21. One of the ways to define a
qualified teacher is as a
teacher “who has at least the
minimum academic qualifications
required for teaching their subjects
at the relevant level in a given
country.”
Quality Teachers possess:
Global awareness
Financial, Economic, Business
and Entrepreneurial Literacy
Civic Literacy
Health Literacy. Also included are
knowledge and values.
22. A. Quality Teachers and Teacher
Quality Defined
The 21' century skills framework are
clustered into three
1.Learning and Innovation Skills Framework
• Critical Thinking Skills
• Problem Solving
• Communication
• Collaboration
• Creativity
• Innovation
23. 2. Information, Media and Technology Skills Framework
• Information Literacy
• Media Literacy
• ICT (Information, Communications & Technology Literacy)
3. Life and Career Skills
24. Quality teachers are competent teachers. Teachers with
global competence are able to demonstrate knowledge,
skills, values and dispositions as described below:
• understand one's own cultural identity and its influence
on personal dispositions and classroom practices;
• engage students in learning;
• Use real-life local and global examples;
• Value the inputs of culturally and linguistically diverse flee
learners;
• create environment that encourage positive cross-cultural
interactions;
• model social responsibility in local and global context;
and
• help learners find appropriate actions to improve local
and global conditions.
25. Teacher quality is a bit difficult to define. For some
countries like the US, it has shifted its definition of teacher
quality from the possession of a credential or certification
to what students know and are able to do with that they
were to taught by their teachers (Teacher Quality 2013)
This is related to the outcomes-based education. On the
other hand, some other countries use standards for
teacher quality. The OECD has proposed in the discussion
table that the core elements of the teacher-quality
standards should include:
• Planning and Preparation
• Classroom Environment
• Instruction
• Professional Responsibilities
26. B. The Competency Framework for Teachers
in Southeast Asia (CFT SEA)
In collaboration with the Thailand’s Teacher Education
Council, SEAMO Secretariat (SEAMES) and the SEAMEO
Regional center for Educational Innovation and
Technology (INNOTECH) initiated the Competency
Framework for teachers in Southeast Asia which was
developed in 2017. The purpose was to revitalize teacher
education and to promote teaching as a profession of first
choice by professionalizing teachers' pre-service and in-
service development using this Regional Competency
Framework as a guide.
27. 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, national, regional 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 feedback 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 every day.
29. The Philippine Qualifications Framework was
established in 2012 through Executive Order No.
83. while its governance is stipulated in the
Ladderized Education Act of 2014, the passage of
the PQF Act in January 2018 provided the legal
support for its full implementation.
C. Philippine Qualification Framework
30. • It describes the levels of educational qualifications
and sets the standards for qualification outcomes. As
defined in RA 10968, qualification refers to a formal
certification that a person has successfully achieved
specific learning outcomes relevant to the identified
academic, industry or community requirements. A
qualification confers official recognition of value in the
world of education and training, work and job creation.
D. Philippine Professional Standards for Teacher
31. ORDER NO. 42 S. 2017
On August 11, 2017, Philippine
Professional Standards for Teacher was
signed into policy by the Department
of Education Secretary Leonor
Magtolis Briones.
34. Domain 1: Content Knowledge and Pedagogy, is
composed of seven strands:
1. Content knowledge and its application within and
across curriculum areas
2. Research-based knowledge and principles of teaching
and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking,
as well as other higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and
learning
7. Classroom communication strategies
35. Domain 2: Learning Environment, consists of six
strands:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
36. Domain 3: Diversity of Learners, consists of five
strands:
1. Learners’ gender, needs, strengths, interests and
experiences
2. Learners’ linguistic, cultural, socio-economic and
religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
37. Domain 4: Curriculum and Planning, includes five
strands:
1. Planning and management of teaching and learning
process
2. Learning outcomes aligned with learning
competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching
practice
5. Teaching and learning resources including ICT
38. Domain 5: Assessment and Reporting, is composed of
five strands:
1. Design, selection, organization and utilization of
assessment strategies
2. Monitoring and evaluation of learner progress and
achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and
achievement to key stakeholders
5. Use of assessment data to enhance teaching and
learning practices and programs
39. Domain 6: Community Linkages and Professional
Engagement, consists of four strands:
1. Establishment of learning environments that are
responsive to community contexts
2. Engagement of parents and the wider school
community in the educative process
3. Professional ethics
4. School policies and procedures
40. Domain 7: Personal Growth and Professional
Development, contains five strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve
practice
5. Professional development goals
41. Career Stage 1 or Beginning Teacher
Career Stage 2 : Proficient Teachers
Career Stage 3 : Highly Proficient
Career Stage 4: Distinguished Teacher
Career Stage
44. Case Scenario
Teacher Topher is currently handling 5 sections with
60 students each in Zaragoza High School. The school
is lacking of facilities as there is insufficient spaces to
hold classes, the students are suffering from poor
ventilation, tables and chairs has sub-standard
quality, the size of the classroom is not enough to
accommodate all students and different subject
departments don’t even have their own faculty
room. That being said, the quality of education and
teachers itself becomes less effective because
teachers can’t manage all of them and students are
having a hard time to focus on studying that’s why
their academic performances, health and overall
growth are being affected.
45. I. Statement of the Problem
The study aims to determine and show the major effects of having a poor and
lack of facilities in achieving the goals of education and its effect to the overall
performance of students. Additionally, the study sought to answer the following
questions:
1. Why insufficiency and inadequacy of school facilities especially classrooms are
considered as perennial problem to education and to the country as whole?
2. What are the effective actions and plans our government should do to
address this ongoing problem?
3. How these poor facilities affect student’s learning and the quality of
education?
46. WANTS:
1. Promote high quality education to all students from both
urban and rural areas.
2. All students must have access to quality facilities wherein
they will feel comfortable and just focused on studying.
3. Unleash the full potential of all students and improve
their academic performance.
47. III. Areas of Consideration
• Teachers
• Students
• Government
• School
48. IV. ALTERNATIVE COURSES OF ACTION
1. Conduct a detailed study about the real status of all school facilities all
over the Philippines.
Advantage: The study will reveal the state of all school facilities in our
country so they would be able to do an appropriate action to address the
problem.
Disadvantage: The study will require a long period of time to be completed
as there are so many schools in our country.
49. 2. Renovate the facilities that has been damaged and not
working. Also, build new high quality facilities that will meet the
needs of students and teachers.
Advantage: These facilities will help both students and teachers
in many ways as students will be able to learn without distraction
and teachers will become more effective.
Disadvantage: Building and renovating requires a huge amount of
money and investment and is also time consuming.
3. Allocate more budget in building and renovating school
facilities.
Advantage: The problem with facilities inadequacy would be
solved and there will be a comfortable learning and physical
environment.
Disadvantage: These projects will be costly, discussion and
debate will also take place in proposing the budget and it could
also lead to corruption.
50. V. RECOMMENDATION
• As the problem with lacking of facilities is continuous and
affects the education. Good strategies and actions must be
done. Therefore, government should conduct a
comprehensive report about the status of all school facilities in
our country. Doing so will show the areas of concern and the
places that needs the utmost assistance. More people and
also authorities will be aware to the real situation of the
students especially those who live in poor areas. If this
problem will be addressed, we can expect an improvement to
the quality of our education and the academic growth of
students because facility quality has important role in
teacher’s effectiveness and student’s learning.
51. VI. PLAN OF ACTION
• Start renovating the facilities of schools that needs help the most so
students will not get left behind because of these problems they are
currently facing.
• All schools should conduct an informative orientation for students,
teachers, and parents about how school facilities can positively or
negatively affect the academic performance and school experiences of
an individual.
• The government should conduct surveys to all schools nationwide about
the challenges and difficulties they’re currently experience with regard
to their facilities.
52. VII. POTENTIAL PROBLEM
• If there will be so much schools all over the country that has
problem with their facilities then not all of them will be given
support and prioritized because of lack of funds and resources.
• There will be some circumstances that the blame will just put on
teachers if students got a poor performance and had a hard time
learning the lessons.
• There will be a chance that the result of surveys will be fabricated
by people who doesn’t want to change the state of our education
because of their personal interest.
53. VIII. CONTINGENT PLAN OF ACTION
• Seek help to different stakeholders, investors and individuals who are
willing to help and support financially to achieve the goals of education.
• Cite or give different evidences and studies showing that school facilities
have really a major part and contribution to the learning outcome of
students.
• The Government or authorities must assign their most trustworthy staffs
who will conduct and gather the results of survey to avoid fabrication.
54. IX. GENERALIZATION
• Lack of facilities has been one of the major issues that our education is
facing since then especially during the time of opening of classes. Many
students, teachers, staffs and other employees in school are suffering from
poor ventilation, air quality, nose pollution, lighting, temperature and the
size of classrooms because of having poor facilities. Therefore, there must
be effectual steps and plans to address and eradicate this issue. Moreover,
not because it is just a public school means that students don’t have the
right to access to well-maintained school facilities, these students also
need to receive the proper care and feel that they are given importance. If
this problem will be finally addressed, then it will help reaching the high
quality of education we want for all students because the physical and
emotional health of students and teachers also depends on the facilities
they have in school. That being said, all schools should be equipped with
adequate and proper facilities as the environment is conducive to learning.
