Setting the Bar Higher for Teachers and Teacher Education Institutions

1. Setting the Bar Higher for Teachers and Teacher Education Institutions Merle C. Tan, PhD National Institute for Science and Mathematics Education Development, University of the Philippines merle.tan06@gmail.com

2. Quality Science Teachers: Fundamental to Good Science Teaching • The quality of science education in schools is greatly influenced by the quality of science teachers. • Quality teachers are able to develop students’ skills in searching for answers to questions about their environment and helping them to grow to become informed decision makers in society, thus also considered effective teachers. • Becoming an effective science teacher is a continuous process. • Effective professional development system clarifies the areas in which science teachers should improve on and how they should be guided for continuing professional learning. • Such professional development activities must be based on standards that describe what teachers should know and be able to do.

3. What Are Standards • A standard, in its broadest sense, is something against which other things can be compared for the purpose of determining accuracy, estimating quantity, or judging quality. • In practice, standards may take the form of requirements established by authority, indicators such as test scores, or operating norms approved of and fostered by a profession. • In 2006, DepED released the National Competency- based Teacher Standards (Basic Education Sector Reform Agenda: Key Reform Thrust 2).

4. Domains of the NCBTS social regard for learning learning environment diversity of learners diversity of learners curriculum planning, assessing and reporting community linkages personal growth and development.

5. Need for Content - Specific Standards • The NCBTS are generic to all teachers. • Expertise in teaching is specific to particular subjects and levels. • Hence, the nature of professional development programs for science teachers must also differ from those of other subject area teachers. • The Framework for Science Teacher Education (FSTE) was formulated in 2007. It contains the standards for effective teachers in three categories: professional knowledge, professional practice, and professional attributes • The standards were validated in a series of consultative workshops and based on reports, are currently used as basis for developing needs assessment studies and designing teacher training programs. *The categories were adapted with permission from the Australian Science Teachers Association

6. Has pedagogical content knowledge Has knowledge Has knowledge of science content of curriculum Possesses Professional Knowledge Designs coherent learning programs Models scientific An Effective Science Teacher* habits of mind Professional Practice Professional Attributes students Facilitates diverse learning of Possesses Exhibits inquiry skills Displays mechanisms assessment and feedback Uses varied environment learner Is a lifelong learning Provides safe and supportive Framework for Science Teacher Education

7. Life and Living Natural and Processed Materials Beyond Earth and Basis for the FSTE: Science Curriculum Framework for Basic Education (K-10) Scientific Inquiry • Science and Technology for Everyday Life • Maintaining Good Health and Living Safely • Utilizing Energy and Coping with Changes • Conserving and Protecting the Environment Attitudes Components Goals

8. Sample Rubric for Content Knowledge

9. Need for Standards for Teacher Education Institutions* • For quality assurance • As basis of monitoring and evaluation • For improved performance • For consistency • For sustainability • To influence’ beliefs and values of school administrators, faculty, nonacademic staff, students, and alumni. *

10. In 2005, The TPTE formulated standards for the selection of Centers of Excellence, COE and Centers of Development, COD for Science, Math, and English. • The rubrics were validated by several TEIs and the final form distributed across the country. • In 2007, 14 teacher training institutions were proclaimed COEs and 5 were given COD status; only 64 TEIs applied for the award • The award is not just honorific; TEIs get priority funding for approved projects. • TEIs graduating quality students reduce government cost of in-service training at least during the first five years of teaching experience. • The performance of COEs and CODs will be reviewed every three years. New TEIs can apply.

11. Initial Screening Requirements • Accreditation (Level II) • EGEP Rating (Evaluation of Graduate Education Programs (at least very good) • Average Licensure Examination for Teachers, LET Performance for last three years (top 10 per category of high performing Teacher Education Institutions)

12. Performance Standards • Instructional Quality (45%) • Administration - 3% • Faculty Profile - 15% • Curriculum - 8% • Laboratories - 4% • Library Facilities and Collections - 4% • Information Technology Capability - 5% • Performance in LET - 4% • Graduate Profile - 2% • Research and Publication (30%) • Extension Linkages (20%) • Institutional Qualification (5%)

13. Rubric for Faculty Category (15%) * 2 bonus points if 90 % of S, M, E. faculty are PhD holders

14. Rubric for Curriculum Category (8%) * 2 bonus points if all (SME) areas are offered at PhD Level

15. Rubric for ICT Category (5%)

16. Rubric for Research & Publications (30%)

17. A teacher or teacher education institution can be in Level 3 in one category but may be in Level 2 in another. The important thing is that teachers and TEIs know where they are and where they need to go. Where or what you want to be Finish Time frame Start Where or what you are Reaching goals: changing pathways, (UP NISMED, 2003)

18. Concluding Statements • Good science teaching is a complex job. The standards show this complexity. • The standards also reflect the vision of the kind of science teaching and learning that is valued. • The standards for teachers capture the essence of effective performance in three categories: professional knowledge, professional practice, and professional attributes. • Teachers should meet all these standards but not at one time or separately.

19. Extra Challenge To shift teachers’ orientation from the “I know…to … I know how to know” so that… in this world increasingly shaped by science and technology, teachers (and eventually their students) will not be alienated from the society where they live, will not be overwhelmed and demoralized by change, and will be able to make political, environmental, and ethical choices in the face of issues confronting us all.

20. Thank You!!!