Evidence that teachers in target areas The enhanced School Improvement Baseline: are developing professional awareness Plan (SIP) policy, supported by BEST, The enhanced School-Based Teachers and school heads not in order to take ownership of reforms engages key school stakeholders, Management (SBM) framework, empowered to manage school-level within their own schools including teachers, in the identification supported by BEST, transfers reforms. of school priorities and the responsibility for, and decision-making development of school plans to authority over school operations to address school issues. This gives principals, teachers, parents, students authority for school decisions and and other school community ownership of school reforms to the members. The framework will be school community. As of August 2017, promulgated in 2018-2019. 44, 154 (95%) of schools have been trained on the enhanced SIP process. Evidence that children have improved Strategic Master Plan for In Service Data sources: 13 resource packages developed for learning outcomes in target areas, Teacher Education developed RCTQ Teacher development needs school-based teacher professional based on new assessment methods. Learning Actions Cells set up in assessment study. development (Learning Actions Cells) selected target areas to enable a World Bank Assessing Basic Education with BEST support, and made available school based teacher development Number of teachers trained in order to Service Delivery in the Philippines: to all public schools through the improve learning outcomes Public Education Expenditure Tracking Learning Resources Portal and Quantitative Service Delivery Study Baseline: Teacher competency weaknesses in delivery of maths, English and science Outcome 9: Pre-Service Teachers New pre-service teacher education New Pre-Service Teacher Standards Data sources: Curriculum framework for Education consistent with the K to 12 curriculum used by selected Teacher policy adopted BEST M&E Reports graduate teacher education curriculum requirements Education Institutions Teacher Quality, Study School program developed Prototype course Prototype course syllabi for Effectiveness Study syllabi for mathematics, science, and New routes into teacher training Mathematics, Science, and English English to be finalised in 2018-19. developed aligned with outcomes-based Baseline: service Teacher Education Curriculum Pre-service teacher standards are not Pre-service teacher education curricula developed Career pathway accreditation for differentiated from in-service reviewed by 30 leading Teacher teachers developed standards Education Institutions Pre-service curriculum is outdated and does not reflect requirements for teaching the K-12 curriculum
Evidence that teachers in target areas are developing professional awareness in order to take ownership of reforms within their own schools The enhanced School Improvement Plan (SIP) policy, supported by BEST, engages key school stakeholders, including teachers, in the identification of school priorities and the development of school plans to address school issues. This gives authority for school decisions and ownership of school reforms to the school community. As of August 2017, 44, 154 (95%) of schools have been trained on the enhanced SIP process. The enhanced School-Based Management (SBM) framework, supported by BEST, transfers responsibility for, and decision-making authority over school operations to principals, teachers, parents, students and other school community members. The framework will be promulgated in 2018-2019. Baseline: Teachers and school heads not empowered to manage school-level reforms. Evidence that children have improved learning outcomes in target areas, based on new assessment methods. Number of teachers trained in order to improve learning outcomes Strategic Master Plan for In Service Teacher Education developed Learning Actions Cells set up in selected target areas to enable a school based teacher development 13 resource packages developed for school-based teacher professional development (Learning Actions Cells) with BEST support, and made available to all public schools through the Learning Resources Portal Data sources: RCTQ Teacher development needs assessment study. World Bank Assessing Basic Education Service Delivery in the Philippines: Public Education Expenditure Tracking and Quantitative Service Delivery Study Baseline: Teacher competency weaknesses in delivery of maths, English and science Outcome 9: Pre-Service Teachers Education consistent with the K to 12 curriculum requirements New pre-service teacher education curriculum used by selected Teacher Education Institutions New routes into teacher training developed Career pathway accreditation for teachers developed New Pre-Service Teacher Standards policy adopted Prototype course syllabi for Mathematics, Science, and English aligned with outcomes-based Teacher Education Curriculum developed Curriculum framework for graduate teacher education program developed Prototype course syllabi for mathematics, science, and English to be finalised in 2018-19. Pre-service teacher education curricula reviewed by 30 leading Teacher Education Institutions Data sources: BEST M&E Reports Teacher Quality, Study School Effectiveness Study Baseline: Pre-service teacher standards are not differentiated from in-service standards Pre-service curriculum is outdated and does not reflect requirements for teaching the K-12 curriculum service
philippines-appr-2017-18.docx