The Policy-Level Concept Note For Assessing Senior High School Achievement in the Philippines (Policy-Level Concept Note) is a project of the Basic Education Sector Transformation (BEST) Program, supported through funding by the Australian Department of Foreign Affairs and Trade (DFAT). BEST is working with a range of partners, and in particular the Philippine Department of Education (DepEd) and the Commission of Higher Education (CHED), within the Philippines' education system to support the implementation of the K-12 Education reforms. The current focus of the reforms relates to implementation of the Grade 11-12 curriculum for the first time in the Philippine education system.

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.

Education Pathways to Peace in Conflict-Affected Areas of Mindanao (PATHWAYS) is an Australian Aid investment program that focuses on children in the Autonomous Region of Muslim Mindanao (ARMM). The Program aims to contribute to more resilience, stability, peace and prosperity in Mindanao through improving educational performance and equity in the attainment of quality basic education.

To establish base-line data for as well as assist the monitoring of this aid program, the Department of Foreign Affairs and Trade (DFAT) of the Australian Government provided financial assistance for the development of more contextualized content tools that could be used for the assessment of elementary teachers, those teaching Grades 1 to 6, in the ARMM region.

This Report addresses the development of the content tools and implementation of the Pilot testing. The purpose of this study is to develop a final set of content tools tests that are relevant in assessing the agreed content knowledge and pedagogical skills of the teachers in the region using tools that are culturally sensitive.

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.

This document presents the proposed features a pilot project titled Early identification of high potential and gifted Aboriginal students. This project is designed to respond to the findings of the Review of Selective Education Access (2018). It seeks to implement processes for the early identification of Aboriginal students who exhibit high potential or giftedness in the intellectual domain. These students are to be provided frontloading experiences aimed at preparing them for success in New South Wales (NSW) selective education settings (Opportunity Classes and Selective High Schools). This scoping document provides a literature review focused on Project Excite, a United States based frontloading program, and also explores programs that have reported success in supporting gifted Australian Aboriginal students. It also makes recommendations as to the form an Australian frontloading program could take. This includes consideration of project goals, the composition of the project team, identification measures, culturally relevant supplementary learning activities, wrap-around supports, community engagement, and evaluation.

This Executive Summary gives a brief overview of the project on the examination of teacher practices in the Philippine Science High School (PSHS) using the Philippine Professional Standards for Teachers (PPST) as the benchmark.

The PSHS was established through Republic Act 3661 in 1963 to offer free scholarships in secondary education with a special curriculum to prepare its students for careers in science. By the later part of 1980, additional PSHS regional campuses were established across the country. In 1997, the PSHS Law (R.A. 8496), which unified all the existing campuses into a single system of governance was signed.

THE TASK FORCE adopts recommendations within the National Educators Academy of the Philippines - Transformation Study Report to transform and upscale NEAP. Task Force members see the recommendations as an essential step to better meet the professional learning needs of classroom teachers and school leaders.

Background

The Validation is designed to gather evidence from across Saudi Arabia that reflects the views and aspirations of classroom teachers and key education stakeholders. Significantly, the construct of building the standards is established empirically by taking into account teacher perceptions, experiences and accounts of their own development and of the nature of their work.

The research design involves a developmental approach using tools and techniques designed to be contextually relevant to Saudi Arabia and the needs of its teachers. The result of this process is a robust, psychometrically sound and contextually relevant final set of national professional standards that have been built in collaboration and cooperation with the profession.

The research consists of a number of related studies. These share quantitative and qualitative methodologies built around a series of national surveys and data collection activities undertaken in regional workshops conducted across the country. The data collection activities are scheduled at critical periods throughout the validation process. Advanced statistical techniques that have been used by SiMERR in previous large-scale international research on teacher professional standards are employed. Overall, 10,376 educators directly participated in the validation and in total, over 27,000 educators contributed to the development of the teacher standards.

This document reports the results, findings, and recommendations of the Mapping Study of Teacher Education Institutions (TEIs) Serving the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) conducted by the Research Center for Teacher Quality-Science, ICT, and Mathematics Education for Regional and Rural Australia (RCTQ-SiMERR). The study, supported by the Australian Government through its Education Pathways to Peace in Mindanao (Pathways) program, aimed to provide broad baseline information on a sample of relevant TEIs including the general context of their teacher education programs.

This PETAA Paper provides vital insights into the major types of First Nations language ecologies on a national scale and shows how this translates into teaching considerations in schools - providing the knowledge and advice teachers need when differentiating planning, pedagogy and resources. The paper looks at the ramifications of language ecologies for guiding teaching, particularly English teaching, and examines different uses of literature depending on each ecology.

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.

This report responds to a request from Secretary Leonor M. Briones, Secretary of Education, that priority be given to a study focussed on strengthening professional development provision to better support K to12 initiatives and the opportunities arising from the Philippine Professional Standards for Teachers (PPST) to enhance the system-wide quality of professional practice in education.

This report responds to a request from Secretary Leonor M. Briones of the Department of Education (DepEd) that priority be given to a study focused on the transformation of the National Educators Academy of the Philippines (NEAP), thereby strengthening professional development provision to better support K to 12 initiatives, and the opportunities arising from the Philippine Professional Standards for Teachers (PPST) to enhance the system-wide quality of professional practice in education.

The study has been funded through the Australian Aid-sponsored Basic Education Sector Transformation (BEST) program. The research and the writing of this report have been undertaken by staff at the SiMERR National Research Centre (SiMERR) based at the University of New England, Australia and staff at the Philippine National Research Center for Teacher Quality (RCTQ) based at the Philippine Normal University.

This report details the execution of the Outcome-based Pre-service Teacher Education Program: Curriculum Quality Audit project by the Philippine National Research Center for Teacher Quality (RCTQ), in partnership with the Basic Education Sector Transformation (BEST). It offers information on the Curriculum Quality Audit (CQA) process and how it has been implemented in partner institutions around the Philippines.

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).

Role of Teachers

Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop holistic learners who are steeped in values, equipped with 21^st century skills, and able to propel the country to development and progress. This is in consonance with the Department of Educationvision 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).

Domain 3 emphasizes the central role of teachers in establishing learning environments that are responsive to learner diversity. This Domain underscores the importance of teachers' knowledge and understanding of, as well as respect for, learners' diverse characteristics and experiences as inputs to the planning and design of learning opportunities. It encourages the celebration of diversity in the classroom and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.