A GLIMPSE OF PRESIDENT PINOY S COMMITMENT on QUALITY EDUCATION. (June 30, 2010)

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3 A GLIMPSE OF PRESIDENT PINOY S COMMITMENT on QUALITY EDUCATION (June 30, 2010)

4 The new K to 12 curriculum fulfils six of the ten points in PNOY s education agenda: 12 Year Basic Education Cycle Universal Pre-Schooling for All Technical Vocational Education as an Alternative Stream in Senior High School Every Child a Reader by Grade 1 Science and Math Proficiency, and Medium of Instruction Rationalized.

5 RA (Enhanced Basic Education Act of 2013), which adds Grades 11 and 12 (Senior High School of SHS), fulfils the first promise. RA (Kindergarten Education Act), which requires all public school students to go through Kindergarten, fulfils the second promise.

6 The Technical Education and Skills Development Academy (TESDA) now provides National Certificates (NCs) to students even in Junior High School (JHS), thus more than fulfilling the third promise. With improved reading strategies in Grade 1, the new curriculum fulfils the fourth promise. The spiralling of science and mathematics education from Kindergarten to Grade 12 ensures that proficiency in these two learning areas will be improved, thus fulfilling the fifth promise. Section 4 of RA mandates the use of the Mother Tongue from Grade 1 (therefore, also Kindergarten) to Grade 6, fulfilling the sixth promise.

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15 i g d li VISION: V By 2030, DepEd is globally recognized for good governance and for developing functionallyliterate and God-loving Filipinos. MISSION: To provide quality basic education that is accessible to all and lays the foundation of lifelong learning and service for the common good.

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22 The Enhanced Basic Education Act of 2013 policy of the State that every graduate of basic education shall be an empowered individual

23 The K to 12 Graduate Who has learned. the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous, creative, and critical thinking, the capacity and willingness to transform others and one s self. ( Section 2)

24 For this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens equipped with the essential competencies, skills and values for both life-long learning and employment.

25 In order to achieve this, the State shall: (a) Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is at par with international standards;

26 Broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment;

27 Key Words K to 12 Graduate Empowered Foundations for lifelong learning; equipped with essential competencies, skills and values Engage in work ; employment

28 K to 12 Graduate Productive Responsible citizen Autonomous, creative, critical thinking

29 K to 12 Graduate Co-exist in fruitful harmony with local and global communities the capacity and willingness to transform others and one s self. ( Section 2)

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31 K to 12 Curriculum Model Grades (SHS) CORE (Communication, Languages, Literature, Math, Philosophy, Science, Social Sciences) + TRACKS (with immersion): Academic; Technical-Vocational-Livelihood; Sports and Arts Grades 9-10 (JHS Years 3-4) Core Learning Areas plus elective TLE Grades 7-8 (JHS Years 1-2) Core Learning Areas and exploratory TLE (1 per quarter) Grades 1-6 Core Learning Areas (Araling Panlipunan, English, Edukasyong Pantahanan at Pangkabuhayan / Technology & Livelihood Education, Edukasyon Sa Pagpapakatao, Filipino, Math, MAPEH [Music, Arts, PE, Health], Mother Tongue, Science); MTB-MLE from Grades 1-3 Kindergarten Learning Domains

32 K to 12 Curriculum Model Grades (New HS Years 5-6) Core (Languages, Literature, Math, Philosophy, Science, Social Sciences) + Tracks (including practicum/advanced academic subjects ) Technical-Vocational Grades 9-10 (New HS Years 3-4) Core Learning Areas plus a focus area in Technology & Livelihood Education Academic Grades 7-8 (New HS Years 1-2) Core Learning Areas and exploratory Technology & Livelihood Education Sportsand Arts Grades 1-6 Core Learning Areas (AP, English, EPP/TLE, EsP, Filipino, Math, MAPEH, MT, Science); MTB-MLE from Grades 1-3 Kindergarten Learning Domains

33 Senior High School: Grades 11 & 12 K to 12 graduates proceeding to higher education take 1 year revised General Education Curriculum (GEC) followed by 2+ years of Major Courses

34 Modeling Best Practices for Senior High School In SY , there are 30 public high schools and higher education institutions (HEIs) that have implemented Grade 11. This is a Research and Design (R&D) program to simulate different aspects of Senior High School in preparation for full nationwide implementation in SY Modeling programs offered by these schools are based on students interests, community needs, and their respective capacities. Source: DO 36, s. 2012

35 HESS STEM BAM Academic Track

36 Technology Engineering Science Math STEM

37 Education Humanities Social Sciences HESS

38 Accountancy Business Management BAM

39 Tech-Voc Track TESDA courses

40 Sports and Arts

41 SHS Curriculum Core Subjects + Specialization

42 Core Learning Areas Specialization based on Track Senior High School Curriculum

43 Revised College GE Curriculum* TYPE CORE 8 courses 3 units each 24 units total ELECTIVES 3 courses 9 units total MANDATED COURSES 1. Understanding the Self 2. Readings in Philippine History 3. The Contemporary World 4. Mathematics in the Modern World Choices on: 1. Arts & Humanities 2. Social Sciences & Philosophy 3. Mathematics Science & Technology Life & Works of Rizal (3 units) *Based on the work of the CHED Technical Panel on General Education 5. Purposive Communication 6. Art Appreciation 7. Science, Technology and Society 8. Ethics

44 Effect of K to 12 on Higher Education Degree Programs Before K to 12 With K to or 51 units of General Education Courses 36 units of GE Courses Reduction in GE units may lead to oneyear: (1) reduction or (2) enrichment of degree programs

45 What will happen to colleges and universities during the initial nationwide implementation of Senior High School in SY and SY ? Discussions between private Higher Education Institutions and DepEd are being conducted for the possible utilization of facilities and hiring of college teachers for Senior High School. This ensures that during the transition period, the reduction in enrollment in these colleges and universities may be offset. Source: SEAMEO-INNOTECH s K to 12 BEP Toolkit

46 How will K to 12 affect the college curriculum? The college General Education Curriculum is being revised. It will have fewer units with the removal of unnecessary remediation as K to 12 graduates adhere to the College Readiness Standards. With K to 12, the college curriculum will comprise of a year s worth of General Education subjects and at least two years of major subjects. Source: SEAMEO-INNOTECH s K to 12 BEP Toolkit

47 Will K to 12 change TESDA Technical Vocational Education and Training (TVET) programs? No. TESDA will continue to offer TVET programs. Students may also be eligible for NC I and NC II through Junior High School and Senior High School, respectively. Source: SEAMEO-INNOTECH s K to 12 BEP Toolkit

48 K to 12 and Further Education THE PHL QUALIFICATIONS FRAMEWORK (Adopted by the TESDA Board on May 9, 2012) BASIC EDUCATION TESD HIGHER EDUCATION L 8 L 7 L 6 DOCTORAL AND POST DOCTORAL POST BACCALAUREATE BACCALAUREATE L 5 L 4 L 3 L 2 L 1 Grade 12 Grade 10 DIPLOMA NC IV NC III NC II NC I

49 The Distribution of Subjects in the Senior High School Subjects 1. Academic track 2. Tech-Voc, Sports and Arts

50 Core Curriculum Grade 11 Grade 12 Learning Area Subject 1 st Sem 2 nd Sem 1 st Sem 2 nd Sem Total Language English Filipino Literature Regional Lit. Contemporary Literature Communication Media & Information Literacy 54 Mathematics Mathematics Philosophy Introduction to the Philosophy of the Human Person Natural Sciences Life/Physical Sciences 54 (54) 54 (54) (216) Social Sciences Personality Development/Understa nding Society and Culture

51 Core Curriculum Learning Area Subject Grade 11 Grade 12 1 st Sem 2 nd Sem 1 st Sem 2 nd Sem Language English Filipino Literature 21st Century Regional Lit. 21 st Century World Literature Communication Media & Information Literacy 54 Mathematics Mathematics Philosophy Philosophy of the Human Person 54 Natural Sciences Life/Physical Sciences 54 (54) 54 (54)

52 Core and Specialization- Academic Track % 53 % Core Specialization

53 TechVoc /Sports and Arts Tracks

54 Core Subjects Languages English, Filipino Natural Sciences Math Social Sciences Literature MIL and Philosophy

55 Languages 1.English-Oral Communication in context -Reading and Writing Skills 3. Literature -21 st Century Philippine Literature from the Regions 21 st Century Literatures of the World Core Subjects 2. Filipino - Talastasang Filipino sa Lipunang Filipino -Pagbasa, Pagsulat at Pananaliksik sa Wika at Kulturang Filipino 4. Math - General Math - Statistics and Probability

56 Core Subjects Natural Sciences Fundamentals of the Physical Sciences Fundamentals of Biology and Earth Science Social Studies Personal Development Understanding Culture and Society

57 Core Subjects Media Information Literacy Philosophy Introduction to the Philosophy of the Human Person

58 Media and Information Literacy Information and media literacy enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right.

59 Specialized Math for Academic -STEM Pre- Calculus 1 Pre- Calculus- 2 Basic Calculus

60 Specialized Science for Academic - STEM Gen Chem Gen Physics- Calculusbased Gen Biology

61 Specialization Subjects Academic (HESS)- Humanities Literature Languages Humanities Artistic Study and Expression Philosophy and Religion

62 Fiction: TELLING STORIES Poetry : SOUND AND SENSE Literature Creative Non- Fiction: THE LITERARY ESSAY

63 Fiction: INTRODUKSYON SA SINING NG PAGKUKUWENTO Poetry:MALIKHANG PAGSULAT:TULA Literature DRAMA: MALIKHANG PAGSULAT:DULA

64 English: ACADEMIC AND PROFESSIONAL PURPOSES Foreign Language 1: INTRODUCTION TO A FOREIGN LANGUAGE Languages INTRODUCTION TO RESEARCH Foreign Language 2: BASIC COMMUNICATION SKILLS IN A FOREIGN LANGUAGE

65 Art 1. ART APPRECIATION 2.VISUAL AND PERORMANCE ARTS IN POPULAR CULTURE Music: PITCH, RHYTHM,FORM RHYTHM, HARMONY, TEXTURE ARTISTIC STUDY AND EXPRESSION Performing Arts 1. THEATRICAL FORMS, TRADITIONS AND PRACTICES 2. THEATRICAL PRODUCTION AND PERFORMANCE 2.

66 Specialization Subjects for Social Sciences strand Soc Science- Grade 11, 1 st and 2 nd Sem Introduction to Social Research Methodsquantitative Introduction to Social Research Methodsqualitative

67 Spec, Soc Sc, Grade 12, 1 st Sem Community Involvement and Social Issues 1 Writing for Media The Individual and the Economy Philippine Politics and Governance Sikolohiyang Pilipino

68 Spec, Soc Sc, Grade 12, 2 nd Sem Community Involvement and Social Issues 2 Studying Media Understanding Markets and the Macro-economy Global Politics Lifeskills Training

69 Specialization Subjects for Business, Acctg, Management Accounting Appreciation and Acctg for a Service Concern Acctg for a Merchandizing Concern Accounting Management Uses of Financial Statements Integrated Basic Accounting with Applications

70 Business, Acctg, Management Organization and Management Business Finance Specialization Principles of Marketing Applied Economics

71 Specialization in Arts Track, Grade 11, 1 st Sem Overview: Phil. Culture and Arts (PRE- COLONIAL) Introduction to Applied Arts and design Entrepreneurship in the Arts and Crafts Introduction to Artsbased Courses and Careers Choose one: Music, Dance, Film/Media/IT, Visual Arts, Indigenous Art, Theater Writing

72 Specialization subject for Music strand Performing Arts : Singing NC II (Solo Vocal Performance, NC I, II) Live Sound Reinforcement Technician, NC II ( player with groupband, rondalla

73 Specialization Subjects for New Media and Film Animation Artist 2D: NC I- film/video production /script writer Animation Artist 3D: NC III Game Arts Development : NC III events photo/videographer

74 Specialization Subjects for Theater Performing Arts: Singing NC II-Technical Theater Lights Crew NC II; Script writing Performing Arts : Dancing NC II- Acting Painting Industrial : NC II,III- Props and costume creation

75 Specialization Subjects for Visual Arts Visual Graphic Design, NC III Illustration NC II /Technical Drafting NC II Product Design ( Jewelry, NC II, III; Fashion Design, NC III, Dressmaking, NC II; Tailoring, NC II ; Furniture, NC II; Ice Sculpture, NC II ; Photography, NC II; Web Design, NC I

76 Specialization Subjects for Dance Performing Arts : Dancing, NC II Performing Arts : Ballroom Dancing, NC II

77 Specialization Subjects for Indigenous Art Traditional cloth weaving Beads

78 Specialization Subjects for Creative Writing Script writing - tv, film, radio» - writer (articles, ads, brochure)

79 R.A The Enhanced Basic Education Act, 2013 Signed by the President last May 15, 2013

80 Some Pertinent Provisions of K to 12

81 Training of New Teachers New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to upgrade their skills to the content standards of the new curriculum. Furthermore, CHED, in coordination with DepEd and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will meet the necessary quality standards for new teachers.

82 . Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in Subjects with a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education Institution Faculty

83 a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized subjects in the elementary and secondary education

84 Conditions Set Provided, That : a) they pass the LET within five (5) years after their date of hiring: b) Provided, further, That if such graduates are willing to teach on part-time basis, the provisions of LET shall no longer be required;

85 Hiring of Teachers (b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education: Provided, That these graduates possess the necessary certification issued by TESDA: Provided, further, That they undergo appropriate in-service training to be administered by DepEd or higher education institutions (HEIs) at the expense of DepEd;

86 Hiring of faculty (c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must be a holder of a relevant Bachelor s degree, and must have satisfactorily served as a full-time HEI faculty;

87 Expanding the Teacher Pool Science/math/statistics/engineering/music graduates & other degrees with shortages in qualified LET applicants must pass LET within 5yrs of hiring to become full-time teachers Graduates of tech-voc courses TESDA certification holder, must undergo INSET Full-time HEI faculty members Practitioners as part-time teachers

88 Transitory Period The faculty of HEIs and TVIs allowed to teach students of secondary education under, shall be given priority in hiring for the duration of the transition period.

89 Career Guidance and Counselling Advocacy. To properly guide the students in choosing the career tracks that they intend to pursue, the DepEd, in coordination with DOLE, TESDA and CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the Guidance and Counselling Act of 2004, career and employment guidance counsellors, who are not registered and licensed guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level students of the school where they are currently employed: Provided, That they undergo a training program to be developed or accredited by the DepEd.

90 Transitory Provision To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School Years , the DepEd shall engage in partnerships with HEIs and TVIs for the utilization of the latter s human and physical resources.

91 Back to Basic (Inputs) Public SHS Teachers Classrooms Required Capacity 84,000 47,687 If 100% availability of surplus capacity from HEIs If 50% availability of surplus capacity from HEIs 38,651 21,422 56,728 31,539 Less public sector strain with greater participation of non-deped education institutions Of the 2.7M SHS students in 2017, as many as 1.28M may be enrolled in non-deped schools

92 Transitory Provision Moreover, the DepEd, CHED, TESDA, TVIs and HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected.

93 What 2016 and 2017 May Look Like In 2016, potentially 1.08M public and 350k private G11 enrolees In 2017, potentially 2.03M public and 670k private G11-12 enrolees Where SHS Students May Go* Entrepreneurship 3% TVET 40% Academic 57% *Based on Results of 2011 NCAE

94 Building Capacity for SHS

95 Current Transition Planning for Private Elementary and High Schools Entry Age Proposed K to 12 7-Year Elem 6-Year Elem Kinder Elementary Junior HS Senior HS NA K G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12 PK K1 K2 G1 G2 G3 G4 G5 G6 G7 HS1 HS2 HS3 HS4 K1 K2 G1 G2 G3 G4 G5 G6 G7 HS1 HS2 HS3 HS4 NA PK K1 K2 G1 G2 G3 G4 G5 G6 HS1 HS2 HS3 HS4 NA K1 K2 G1 G2 G3 G4 G5 G6 H1 HS2 HS3 HS4 NA NA PK: Pre-Kinder K: Kinder K1 or K2: Kinder 1 or 2 Plan considerations: (1) current/previous entry age for Grade 1 and final year of Kinder, (2) duration of program, and (3) curriculum offered Students included: those who were in elementary last school year (and in their final year in Kinder at age 6) DepEd Division Offices in-charge of evaluating transition plans

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97 Be informed. Education shapes our future as Filipinos, it is our duty to be aware of reforms in basic education that will move our country forward. Spread awareness. Tell your family, friends, and networks about the K to12 Program and help them stay informed.

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100 Caring is the key to excellence.

101 TEC MANDATE SUPPORT PROGRAM in the DepEd s Programs and in the IMPLEMENTATION of K to 12

102 The TEACHER EDUCATION COUNCIL (TEC) R.A 7784 RA created to strengthen teacher education in the country To design collaboration programs or projects that will enhance pre-service teacher training, re-training, orientation and teacher development. To call upon any department, bureau office or government corporation, local government offices and agencies for assistance in area falling within their mandate.

103 Creation and Composition Section 5 of R.A No provides for the establishment of a TEC composed of 4 members in an ex-officio capacity, 7 other regular members who shall be appointed by the President of the Republic of the Philippines.

104 COMPOSITION OF TEC EX-OFFICIO Secretary of Education- Chair Commissioner of CHED Chair - NCCA Chair-PRC Chair - TESDA

105 The Teacher Education & Development Map Retirement Preparation DepED/CHED/TEIs In-Service Training and Professional Development DepED Induction Training DepED Entry to Teacher Education National Competency-Based Teacher Standards DepED* / Civil Service Teacher Human Resource Planning, Recruitment, Selection, Deployment and Recognition System CHED/TEIs/Schools Pre-Service Training (BEEd/BSEd/PGCEd) PRC Teacher Licensure *Includes public and private schools

106 Medium Term and Development Program of the Philippines (MTPDP) The Pre-service education of teachers is a key to achieving sustainable quality basic education. Since the Department of Education has the biggest stake in teachers pre-service program, it should demand for more rigorous classroombased training for future teachers. The DepED is committed in partnership with CHED and TESDA, to put in place a demanddriven teacher education program with public schools as laboratories for internship program. Institutionalize the Teacher Induction Program at the School Level

107 Rationale (1) The Philippine Education For All (EFA) 2015 Plan the country s blue print for basic education from a vision and a holistic program of reforms to achieve an improved quality of basic education until 2015

108 Rationale (2) Formulation of Basic Education Sector Reform Agenda (BESRA)

109 BESRA: Key Reform Thrusts (KRTs) Get all Schools to continuously improve Enable Teachers to further enhance their contribution to learning outcomes Increase social support to attainment of desired learning outcomes Improve impact on outcomes from complementary ECCE, ALS & private sector participation Change institutional culture of DepED to better support these key reform thrusts

110 MILESTONES on the TEDP-NCBTS Joint Adoption of the NCBTS by TEC DepED, PRC, CHED and CSC through a MOA on March 13, 2007 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 disseminated to all TEIs and DepEd schools Mass institutionalization of Teacher Induction Program (TIP) SY 2008 through DepEd Memo No. 39, s. 2008

111 TEC MILESTONES

112 The Teacher Induction Program The teacher induction program is imperative for the mental survival and emotional well being of the teachers and in order for them to generate a positive impact on the learning process of the students. The objectives of the program are: To strengthen the continuum from pre-service to inservice education and training; To promote excellence in public education by enhancing teacher effectiveness, particularly by reinforcing the content knowledge and instructional skills of beginning teachers;

113 To enhance the socialization process and ensure the smooth immersion of beginning teachers into the school environment; To safeguard the personal and professional well being of the teachers by providing them with a peer support network and familiarizing them with stress management techniques; To assist the teachers in discovering for themselves the joy and satisfaction that can be derived in the teaching profession and thereby increase the retention rate among beginning teachers.

114 TIP Pilot Implementation The TIP modules are intended to be used as resource base for the Teacher Induction Program (TIP) to be institutionalized by the DepEd. However, the quality of its outcomes will depend not only on the learning resources but also on the quality of the delivery system. TIP Manuals are now reviewed in light of the Kto12 Basic Education Curriculum.

115 Madrasah Education and ATEP In relation with the institutionalization of the Madrasah Education as a component of the roadmap for Upgrading Muslim Basic Education ( Ref. DepEd Order # 54, s. 2004) BEAM in coordination with TEC and CHED developed an Accelerated Teacher Education Program (ATEP) to meet the teacher supply for Arabic Language and Islam Values Education (ALIVE) in the public schools

116 and the demands for better teacher quality in the private madaris. The graduates of the two-year program ATEP summer, will take the LET for them to qualify for the plantilla items of the DepEd.

117 Zonal Workshops on the Implementation of Experiential Learning Courses (ELCs) - (DepEd Memo No. 272 s. 2007) Reference CMO # 30 S, 2004, the Teacher Education Council (TEC), in coordination with the Regional Offices of the Department of Education (DepED) and the Commission on Higher Education (CHED), conducted 2-Day Zonal Workshops on the Implementation of the Experiential Learning Courses (ELCs): Field Study and Practice Teaching by regional clusters.

118 The activities were in support of the Education for All (EFA) core indicator for progress in basic education with teachers continuously improving their teaching practices. Guideposts to the ELCs are the Teacher Education and Development Program (TEDP) and the National Competency-Based Teacher Standards (NCBTS).

119 The national convention aimed to : orient the participants on the mandate, functions, and responsibilities of COTs and other training partners develop a framework for an in-service training design; and First National Convention of Centers of Trainings (COTs) The Teacher Education Council (TEC) of the Department of Education (DepEd), in coordination with the Commission on Higher Education (CHED), conducted the First National Convention of all Centers of Training (COTs) on March 6-7, 2008 at the Development Academy of the Philippines (DAP) Hotel, Tagaytay City.

120 establish networking with other COTs regarding the implementation of the proposed training design Participants to the convention were the DepEd and CHED Regional Directors; Heads and Deans of the COTs; Schools Division Superintendent where the COTs are located; and the Bureau Directors of Elementary, Secondary and Alternative Learning System (ALS). A total of 123 participants from 72 COTs attended the Convention.

121 Other Programs 1. Review of LET Table of Specifications with PRC based on NCBTS for the 2009 LET ( Final NCBTS Based TOS for Sept now with PRC (approved by the BPT-PRC)

122 2. April 12-13, 2011 the 4th National Convention of Centers of Excellence, Centers of Development, Centers of Trainings and Local Colleges and Universities held in King s Royal Hotel, Bataan, Olongapo City with 157 participants

123 3. Institution Based Teacher Induction Program Teachers Trained YEAR 832 1,156 3,713 5,086 4,709 4,834 2, TOTAL = 22, 660 English,Mathematics, Science basic education teachers

124 Modules, Handbooks and Manuscripts used during the trainings

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127 Teacher Strengths and Needs Assessment (TSNA) ncbts-tsna

128 What is Teacher Strengths and Needs Assessment (TSNA) TSNA is a self assessment tool to identify teacher s strengths and needs along the seven domains of the NCBTS. TSNA informs in what domains, strand, indicators does a teacher need priority professional development activities or interventions. TSNA informs in what areas can a teacher become already a mentor to a peer who is still developing or a beginner

129 Who should use the NCBTS-TSNA? All professional teachers in the Philippines who are teaching in the basic education schools. All new teacher applicants All newly hired teachers

130 What are the features of the TSNA? It is self-administering tool It is composed of 270 items in Knowledge, Skills and Attitude The 270 items are clustered in 80 Indicators, 24 strands and 7 domains. It requires a teacher to reflect on his/her practices before answering the items It is not a time test, so a teacher can have longer time to reflect in his/her practice.

131 Challenges to Teacher Development for the K to 12 Curriculum

132 The DepEd leadership took on the challenges of transforming basic education despite concerns of: 1. Shortages in educational inputs 2. Concern over quality of teachers 3. Poor internal efficiency 4. Weak system of governance Br. Armin A. Luistro FSC Secretary

133 Administrative Meeting Cum Workshop on Grades 1 and 7 Teachers Training (DepEd Memo No. 37, 2012) Objectives Finalize the training design for Training of Trainers (TOT) of Grades 1 and 7 teachers; Craft the regional training design for Grades 1 and 7; Determine / agree on the different training modalities; Identify the training venues, the number of trainers and trainees; Discuss administrative and financial arrangements for the training; and Finalize session guide/s Cluster Date Venue Luzon March 8 10, 2012 Mimosa Leisure Park, Clark, Pampanga Visayas March 12 14, 2012 DepEd Ecotech Center, Mindanao lahug, Cebu City

134 List of Participants DepEd Officials Regional Directors (RDs) / Assistant Regional Directors (ARDs) One training team per region Training Teams (three per team) Centers of Excellence (COEs) Centers of Development (CODs) Centers of Training (COTs) for Teacher Education; and Philippine Science High Schools (PSHS) TEC Zonal Representatives and Members Learning Area Convenors A total of 569 participants attended the Administrative Meeting Cum Workshop for Grades 1 and 7 Teachers Training.

135 Agreements: Budget of P6,000/head includes: Board and lodging for five days, Training Kits of all subject areas,rental of training venues - laboratory, voc tech shops, trainors' honoraria and admin needs /expenses The training of regional trainers (TOT) shall be done by the select TEIs in Metro Manila. Training of Grade 1 classroom teachers shall be conducted by the DepEd Regions and Divisions. Training of Grade 7 classroom teachers shall be conducted by the TEIs/ Service Providers 25% (Mobilization Fee) of the total cost of training shall be downloaded to the TEIs before the start of the training, another 45% (Progress Billing) shall be released upon conduct of the second training and the remaining 30% (Completion Payment) shall be paid out after the completion of training and submission of the technical reports. Monitoring of mass training shall be conducted by the Regions/ Divisions, BSE, BEE and TEC The budget for the Training of Regional Trainers shall cover the honorarium / professional fee for the convenors and training teams. Proposed Breakdown of Budget P 1, / day / participant Training Kit = Board and Lodging = Speakers Honorarium = Training Venue = Admin Cost = P 1,200.00

136 Training of Trainers and Mass Training of Grades 2 and 8 Teachers Training (DepEd Memo No. 34, s. 2013) Objectives Provide teacher trainers with a concrete understanding of the Grades 2 and 8 Curriculum framework, learning standards and competencies, assessment and teaching plan; and Provide them with the opportunities to acquire and demonstrate the values that will guide the teachers in the effective delivery of the curriculum and their role as facilitators of

137 I Mass Training of Grade 7 Teachers on the Implementation of K to 12 Curriculum (April 30, to June 3, 2012) Region TEI Target Actual Mariano Marcos State University Physical Financial Physical Financial 656 3,936, ,936,000 Saint Louis College 654 3,924, ,924,000 Union Christian College 652 3,912, ,632,000 University of Luzon 652 3,912, ,542,000 Pangasinan State University 651 3,906, ,298,000 University of Northern Philippines 649 3,894, ,884,500 II Saint Paul University Phil. (Tuguegarao) 2,219 13,314,000 2,219 13,314,000 Cagayan State University 988 5,928, ,928,000

138 Region TEI Target Actual Physical Financial Physical Financial III Baliuag University 614 3,684, ,128,000 Holy Angel University 796 4,776, ,702,000 Wesleyan University Philippines Angeles University Foundation 754 4,524, ,376, ,756, ,092,000 Tarlac State University 982 5,892, ,788,500 University of the Assumption 744 4,464, ,464,000 Bulacan State University 1,141 6,846,000 1,343 8,058,000 Central Luzon State University 1,003 6,018, ,876,500 IV Manuel S. Enverga Univ. Foundation 2,224 13,344,000 2,961 16,146,000 University of Batangas 2,222 13,332,000 1,854 11,124,000

139 Region TEI Target Actual Physical Financial Physical Financial IV Palawan State University 4,301 25,806,000 3,500 21,390,000 V Bicol University 3,471 20,826,000 3,460 19,938,000 Universidad de Sta. Isabel 2,583 15,498,000 2,589 15,498,000 NCR Ateneo de Manila University 512 3,072, ,084,000 Centro Escolar University , ,000 Philippine Normal University Main 2,060 12,360,000 2,118 12,708,000 University of Sto. Tomas , ,000 University of the East 200 1,200, ,090,000 University of the Philippines Diliman Adamson University 300 1,800, ,040, ,292,000 Sta. Isabel College 285 1,710, ,710,000

140 Region TEI Target Actual Physical Financial Physical Financial Emilio Aguinaldo College 400 2,400, ,322,000 Rizal Technological University 372 2,232, ,244,000 Far Eastern University 390 2,340, ,830,000 Technological University of the Philippines 346 2,076, ,196,000 Arellano University 200 1,200, ,010,000 University of the Assumption (R3) ,000 CAR University of Baguio 1,215 7,290,000 1,184 7,104,000 University of the Cordilleras 1,178 7,068,000 1,139 6,834,000 VI Carlos Hilado Memorial State College Colegio San Agustin Bacolod 846 5,076, ,076,000 1,067 6,402,000 1,067 6,402,000

141 Region TEI Target Actual La Consolacion College Bacolod West Visayas State University Physical Financial Physical Financial 998 5,988,000 1,011 5,988,000 4,637 27,822,000 4,719 27,822,000 VII Cebu Normal University 2,502 15,012,000 2,539 15,012,000 VIII Leyte Normal University 4,496 26,976,000 4,159 24,348,000 IX Ateneo de Zamboanga University 1,105 6,630,000 1,108 6,630,000 Universidad de Zamboanga 1,034 6,204,000 1,038 6,198,000 X Capitol University 1,031 6,186,000 1,045 6,186,000 Liceo de Cagayan University 1,090 6,540,000 1,079 6,450,000 Xavier University 1,040 6,240,000 1,040 6,240,000

142 Region TEI Target Actual Physical Financial Physical Financial XI Ateneo de Davao University 1,164 6,984,000 1,503 9,018,000 University of Mindanao 1,363 8,178,000 1,708 8,211,000 XII Notre Dame of Marbel University 3,547 21,282,000 3,293 19,758,000 CARAGA Saint Paul University Surigao 2,826 16,956,000 2,825 16,950,000 ARMM University of Southern Mindanao 1,652 9,912,000 1,842 11,052,000 Others Philippine Science High School (PSHS) 1,530 9,180,000 1,530 4,590,000 TOTAL 70, ,362,000 69, ,184,000

143 I Mass Training of Grade 8 Teachers on the Implementation of K to 12 Curriculum (April 23 to May 31, 2013) Region TEI Target Actual Mariano Marcos State University Physical Financial Physical Financial 540 2,754, ,754,000 Saint Louis College 612 3,121, ,121,200 Union Christian College 590 3,009, ,830,500 University of Luzon 600 3,060, ,060,000 Pangasinan State University 600 3,060,000 3,405 17,365,500 University of Northern Philippines Don Mariano Marcos Memorial State Univ. Benigno V. Aldana NHS Pozorrubio Juan G. Macaraeg MNIIS Binalonan 515 2,262, ,718, ,631, ,529,600 1,500 7,650,000 1,382 7,048,200

144 Region TEI Target Actual II Saint Paul University Philippines-Tuguegarao Physical Financial Physical Financial 1,513 7,716,300 1,513 7,716,300 Cagayan State University 1,181 6,023,100 1,202 6,130,200 Saint Mary s University 675 3,442, ,442,500 PNU Alicia, Isabela 403 2,055, ,983,900 III Baliuag University 400 2,040, ,040,000 Holy Angel University 348 1,774, ,774,800 Wesleyan University Philippines-Cabanatuan Angeles University Foundation 710 3,621, ,621, ,391, ,391,500 Tarlac State University 930 4,743, ,727,700 Bulacan State University 324 1,652, ,652,400 University of the Assumption 434 2,213, ,213,400

145 Region TEI Target Actual Central Luzon State University Physical Financial Physical Financial 446 2,274, ,274,600 Mt. Carmel College , ,600 Wesleyan University Aurora Colegio de San Juan de letran , , ,998, ,998,800 Bulacan State University 574 2,927, ,896,800 Divina Pastora College 238 1,213, ,213,800 College of the Immaculate Concepcion Nueva Ecija Univ. Of Science and Technology 355 1,810, ,035, ,815, ,815,600 Columban College 1,000 5,100,000 1,000 5,100,000 Meycauayan College 568 2,896, ,896,800

146 Region TEI Target Actual IV Manuel S. Enverga University Foundation Physical Financial Physical Financial 1,146 5,844,600 1,103 5,625,300 University of Batangas 1,629 8,307,900 1,629 8,307,900 University of Rizal System- Morong. Rizal University of the Philippines Los Baños 1,480 7,548,000 1,428 7,282,800 1,540 7,854,000 1,382 7,048,200 Batangas State University , ,800 Philippine Normal University Lopez Southern Luzon State University De La Salle University Dasmariñas 359 1,830, ,657, ,208, ,208,300 1,671 8,522,100 1,394 7,109,400 IV-B Palawan State University 3,811 19,436,100 3,652 18,625,200

147 Region TEI Target Actual Physical Financial Physical Financial V Bicol University 1,327 6,767,700 2,412 12,301,200 Universidad de Sta. Isabel 1,780 9,078,000 1,825 9,307,500 Aquinas University of Legazpi 1,024 5,222,400 1,000 5,100,000 Mabini College Daet 812 4,141, ,090,200 Catanduanes State University Virac Sorsogon State College 1,143 5,829, ,896, ,575,500 Ateneo de Naga University 584 2,978, ,784,600 Central Bicol State Univ. in Agriculture Bicol State College for Applied Sci & Tech , , ,259, ,259,300 NCR Ateneo de Manila University 394 2,009, ,009,400

148 Region TEI Target Actual Physical Financial Physical Financial Centro Escolar University , ,800 Philippine Normal University Main 1,702 8,680,200 1,681 8,573,100 University of Santo Tomas , ,009,800 University of the East Manila 201 1,025, ,009,800 University of the Philippines Diliman 303 1,545, ,524,900 Sta. Isabel College 454 2,315, ,315,400 Emilio Aguinaldo College 669 3,411, ,411,900 Rizal Technological University Polytechnic Uiversity of the Philippines 300 1,530, ,060, ,060,800 Arellano University 447 2,279, ,023,500

149 Region TEI Target Actual Physical Financial Physical Financial National Teachers College 299 1,524, ,540,200 Far Eastern University 512 2,611, ,448,000 Don Bosco College ,000 CAR University of Baguio 1,002 5,110, ,855,200 University of the Cordilleras 899 4,584, ,584,900 Saint Louis University 713 3,636, ,636,300 VI Carlos Hilado Memorial State College Colegio San Agustin Bacolod La Consolacion College Bacolod West Visayas State University 1,017 5,186,700 1,017 5,186, ,697, ,697, ,768, ,768,900 1,225 6,247,500 1,225 6,247,500

150 Region TEI Target Actual Western Visayas College of Sci & Tech Physical Financial Physical Financial 1,896 9,669,600 1,894 9,659,400 University of San Agustin 1,200 6,120,000 1,015 5,176,500 Philippine Normal University Cadiz 721 3,677, ,626,100 University of Iloilo 1,136 5,793,600 1,080 5,508,000 VII Cebu Normal University 5,741 29,279,100 5,732 29,233,200 Cebu Technological University 1,137 5,798,700 1,137 5,798,700 VIII Leyte Normal University 4,737 24,158,700 4,110 20,961,000 IX Ateneo de Zamboanga University 1,709 8,715,900 1,

151 Capacity Building for K-12 Teachers SY Grade 1 73,655 Grade 1 teachers trained in 17 regions by the TEIs Grade 7 69,542 Grade 7 teachers trained in 17 regions by the TEIs

152 Teachers SY Capacity Building for K-12 Teachers SY (Summer) Grade 2 66,964 Grade 2 teachers were trained in 17 regions ( tentative data ) Grade 8 89,529 Grade 8 teachers were trained in 17 regions by the TEIs (as of June 18, 2013, Target participants for Grade 8 was 91,795)

153 Thank you for listening God bless everyone