Stances in Student -Teachers’ Spoken Reflection: An Exploratory Linguistic Study to Enhance a Reflection Inventory

Reflective Teaching as a relatively new approach toward teaching and education can be traced back to Dewey’s (1933) assertion of reflective action. To date, methodologies remain almost recursive. Arguably, the modality of written genres may tempt the teachers to produce cursory reflective writings. This exploratory paper presents the sorts of linguistic stance resources such as boosters, hedges and attitude markers culled from one-hour case of spoken, peer reflection with three English practice teachers. Themes were analysed from these linguistic stance resources. Overall, the studentteachers’ reflection is enthused with a seesaw between force and conviction; mitigation, apprehensions, and misgivings of teaching-learning practices. Arguably, this pendulum results in the unstable positive and negative affective attitude about the teaching-learning process. Based on the themes, indicators for reflective practices were added to the reflective inventory designed by Akbari, Behzadpoor, and Dadvand (2010). Limitations, linguistic research trajectories and implications for mentoring are offered accordingly

Updated Manual: Results-based Performance Management System (RPMS) for Teachers and School Heads

TEACHERS play a crucial role in improving the quality of the teaching and learning process. Good teachers are vital to raising student achievement. Hence, enhancing teacher quality ranks foremost in the many educational reform efforts toward quality education

Manual: Results-based Performance Management System manual for teachers and school heads

TEACHERS play a crucial role in improving the quality of the teaching and learning process. Good teachers are vital to raising student achievement. Hence, enhancing teacher quality ranks foremost in the many educational reform efforts toward quality education

Bhutan Professional Standards for Teachers

Bhutan has accorded highest priority to education since the inception of modern education. Recognizing education as a principal social equalizer and as a means of preparing Bhutanese citizens to thrive in the everchanging global scenario. Bhutan continues to prioritize investment in education. In recent years, the need to improve quality of education has become a priority for the Ministty of Education against the backdtop of widespread public concern over a perceived decline in quality ot education. Among many factors that influence quality of education, teacher quality has been revealed by many researders as the most critical

Technical Assistance on the Implementation of the National Education Academy of the Philippines (NEAP) Transformation

The transformation of the National Educators Academy of the Philippines (NEAP) mandated through the issuance of Department Order (DO) 011, s. 2019, has two (2) major components: organizational and program transformation. Organizational transformation entails the review of the functions of NEAP as well as its structure and personnel complement to enable NEAP to carry out its mandate and functions, while Program transformation involves the development of an integrated professional development program as well as the establishment of mechanisms ensuring its alignment with the professional standards and integration in the wider NEAP professional development framework.To support the Department of Education (DepEd) in transition towards a transformed NEAP, DepEd engaged the Philippine National Research Center for Teacher Quality (RCTQ) and its partner, SiMERR National Research Center based at the University of New England, "to provide the primary technical assistance" to the NEAP Transformation Transition Team (DepEd, 2019). RCTQ designated a technical staff to work at the Office of the Secretary to provide technical assistance directly to the Undersecretary and Chief of Staff Atty. Nepomuceno Malaluan who is also the head of the NEAP Transformation Transition Team. RCTQ and SiMERR's work included research and technical assistance on the organizational and program transformation.This Technical Report discusses the work conducted by RCTQ and SiMERR in its provision of primary technical assistance to the DepEd in the implementation of the NEAP Transformation per DO 011, s. 201

Development of the Results-based Performance Management System aligned with the Professional Standards for Teachers and School Leaders

This project explores the embedding of the Standards-the Philippine Professional Standards for Teachers (PPST), Philippine Professional Standards for School Heads (PPSSH), and the Philippine Professional Standards for Supervisors (PPSS) to the Results-based Performance Management System (RPMS) of the Department of Education (DepEd). In particular, this project explores how the RPMS tools, materials, and overall system of implementation can be linked to the Standards to allow for a more systematic and fair performance assessment.The development of PPST-based RPMS tools for teachers is on its third year in SY 2021-2022. However, due to the impact of the COVID-19 pandemic in the country beginning 2020, the RPMS tools for SY 2020-2021 have been reviewed and reconsidered. In the same year, the national adoption of the PPSSH and the PPSS were signed into policy. This development makes it imperative to align the RPMS of school heads and supervisors with the PPSSH and PPSS, respectively.This report covers the development and validation of three levels of RPMS: (1) RPMS-PPST tools and associated materials for SY 2020-2021 in the time of COVID-19 pandemic, (2) RPMS-PPST tools and associated materials for SY 2021-2022, and (3) RPMS-PPSSH tool for SY 2021-2022 and RPMS-PPSS tool for CY 2021

Supporting Beginning Teachers: A Coaching and Mentoring Module for DepEd Supervisors of Experiential Learning Students

Teachers play a crucial role in improving the quality of the teaching and learning process. They are considered as the most significant part of any educational reform. In support of this role of teachers, DepEd adopted into policy the Philippine Professional Standards for Teachers (PPST) (DO 42, s 2017), which sets clear expectations of teachers along well-defined career stages.The alignment of the new Teacher Education curriculum to PPST has lead to various support work in the TEIs. Beginning teachers are trained in the Teacher Education Institutions (TEIs) and suppported in the DepEd schools.This module supports the development of the Beginning career stage of the PPST by equipping DepEd teachers, who serve as Supervisors for the Beginning Teachers from TEIs, with PPST-based coaching and mentoring program. The module guides DepEd teachers with the basics of coaching and mentoring. It describes the appropriate tools and processes to assess performance, and explains the general system and guidelines aim to render program successful

TEDNS: Teacher Educator Development Needs Study

PurposeThis report presents a summary of the major findings of the Teacher Educator Development Needs Study (TEDNS) to the Directors of the participating Teacher Education Institutes (TEI). The TEDNS is one of the major research projects of the Philippine National Research Centre for Teacher Quality (RCTQ). The Centre conducts research to provide technical support in the implementation of the K to 12 Reform in the Philippines.The objective of the TEDNS is to provide evidence-based findings and recommendations to inform professional development of academic staff in TEIs in the Philippines. The TEDNS is the third of three, closely linked, major studies concerned with improving teacher quality in the Philippines. The other two studies, which have already been reported on, are the Teacher Development Needs Study (TDNS) and the Pre-Service Teacher Development Needs Study (PTDNS.) The former is directed at providing an empirically sound evidence base for in-service development of DepEd teachers, and the latter at providing an empirically robust foundation for curriculum and syllabus development in the TEIs.The TEDNS project is also closely linked to a large suite of studies conducted by RCTQ which have led to the specification of new standards for Philippine teachers called the Philippine Professional Standards for Teachers (PPST.) The new standards will inform teacher selection, development and promotion within DepEd and will be reflected in TEI curricula and syllabi

Philippine Professional Standards for School Heads

RATIONALE School heads, as stewards of schools, play a crucial role in ensuring an enabling and supportive environment for effective teaching and learning to happen. Through their quality leadership and management, the Department of Education (DepEd) can develop quality teachers and "holistic learners who are steeped in values, equipped with 21st century skills, and able to propel the country to development and progress" (DepEd Order No. 42, s. 2017, p.3). This is in consonance with the DepEd's vision of producing "Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation" (DepEd Order No. 36, s. 2013)