“(a) Excellence refers to the efficient, effective and innovative delivery of relevant, functional, and quality programs in teacher education, training, curriculum development, instruction, research and extension services;

“(b) Formal education refers to the systematic and deliberate process of hierarchically structured and sequential academic learning from kindergarten to graduate education;

“(c) In-service education refers to any professional development training given to education personnel, which include formal and informal activities that develop an individual’s skills, knowledge, and expertise in the teaching profession;

“(d) Nonformal education refers to any organized and systematic educational activity undertaken outside the framework of the formal education system to provide selected types of learning to a segment of the population;

“(e) Other teaching-related personnel refer to those who perform teaching-related functions such as guidance counselors and librarians, and other personnel to be determined by the Council;

“(f) Para-teachers refer to those who have taken the licensure examination for teachers but were unable to qualify, and have been issued by the Board for Professional Teachers a special permit indicating their area of assignment where there is a shortage or absence of a professional teacher;

“(g) Pre-service teacher education programs refer to undergraduate degrees and certificates of teaching covering mandatory curriculum and practicum specifications;

“(h) Pre-service teachers refer to students enrolled in a teacher education degree program offered by Teacher Education Institutions (TEIs);

“(i) Professional standards refer to the set of standards established and used by the Department of Education (DepEd) that set out expectations of professional practice for teachers and school leaders across their respective career stages. It shall be the basis for all learning and development programs for teachers and school leaders, as well as the benchmark for their selection and promotion. The integrity of these standards shall be ensured by the Council through rigorous reviews after five (5) years from the effectivity of this Act and every five (5) years thereafter, or within a shorter period, as the Council deems it necessary;

“(j) School leaders refer to officials in the public school system who perform managerial and supervisory roles in their respective levels of governance, such as head teachers, department heads, principals and assistant principals, schools district supervisors, education program supervisors and chief education supervisors at the schools division and regional offices, schools division superintendents, regional directors and assistant regional directors, and their equivalent positions in the private school system;

“(k) Teacher refers to a person qualified to practice teaching under the law and engaged in the teaching of any subject, including technical-vocational (Tech-Voc), at the basic education level in all private or public basic education institutions. This may include teachers who may not actually be employed as such;

“(l) Teacher education refers to formal pre-service and in-service education and training, including graduate education, in various areas of specialization undertaken by pre-service teachers and teachers;

“(m) Teacher Education Center of Excellence (Teacher Education-COE) refers to a public or private college, institute, school or agency, which may exist by itself or within a university or college, that is engaged in providing academic training for both formal and nonformal pre-service and continuing education of students, teachers, school leaders, and teacher educators, that has established and continues to maintain an excellent track record in teacher education, instruction, faculty qualifications, research, extension services, linkages, ability to produce top caliber graduates, and others as specified in the criteria for identifying Teacher Education-COEs as provided for under this Act;

“(n) Teacher Education Institutions (TEIs) refer to higher education institutions (HEIs) recognized by the Commission on Higher Education (CHED) offering teacher education degree programs and certificates in teaching programs or their equivalent, as may be approved by the CHED;

“(o) Teacher education programs refer to recognized academic programs, such as undergraduate and graduate degree programs, including certificate of teaching education or its equivalent, that enable pre-service teachers to meet the requirements for entry into the teaching profession and provide in-service teachers with the knowledge, skills and practical experience to strengthen their professional practice; and

“(p) Teacher educators refer to those in the education sector who educate pre-service and in-service teachers.”

“(a) highly educated, professionally qualified and experienced faculty recognized in their fields of study, exhibiting best practices in excellence in the education sector, integrity, commitment, promotes Filipino culture, and dedicated to the philosophy, mission, vision and goals of the institution and education;

“(b) well-selected students who manifest the talent and commitment for teaching;

“(c) adequate library, research and study facilities;

“(d) competent administrative and support staff;

“(e) innovative, well-planned, and relevant curriculum development, instruction, mentoring, and research programs;

“(f) adequate student services and development programs;

“(g) relevant extension services, linkages, and outreach programs;

“(h) percentage of graduates who pass the licensure examination for teachers and pursue a career in teaching;

“(i) graduates who become professionals in the education training and development sector, or leaders in the education sector or both; and

“(j) such other criteria as may be established and operationalized by the Council.

“(a) Conduct innovative and relevant pre-service and in-service teacher education and training programs, including alternative delivery programs, to ensure access to education, continuity of learning, and resilience of the education system that shall develop and produce teachers who shall provide quality education to learners;

“(b) Organize and coordinate collaborative research on identified areas for systematic investigation in teacher education as basis for improving teacher education programs, policies, standards and guidelines;

“(c) Serve as teacher resource center for the development of curricular or instructional materials, or both;

“(d) Act as the central node for networking specific disciplines in teacher education in the region;

“(e) Provide professional assistance to TEIs as the need arises, including mentoring them in preparing for and pursuing appropriate pathways for quality assurance, and expediting accreditation among TEIs;

“(f) Encourage mutual support among TEIs in the region for upgrading and improving their programs;

“(g) Develop high standards of conduct in the field of research and innovation on teacher education, publish research papers thereon in local or international refereed journals, and facilitate their accessibility and dissemination to TEIs and concerned agencies; and

“(h) Participate in the development and implementation of a national agenda for research in teacher education that should cover priority areas for the continuous enhancement of teacher education, training, and development for purposes of local and international research and publication.”

“(a) The following members of the Council shall serve in an ex officio capacity by virtue of their respective offices:

“(b) The following regular members shall be appointed by the President of the Republic of the Philippines based on their integrity, willingness to serve, and relevant expertise and experience in the education sector:

“(a) Establish a roadmap for teacher education which shall serve as guide for designing relevant, responsive, innovative, creative, and collaborative programs. This roadmap shall be submitted to the CHED for inclusion in the national higher education roadmap that serves as the human resource development plan for national development;

“(b) Strengthen the link between pre-service and in-service teacher education programs by collaborating with relevant government agencies and stakeholders, including the National Educators’ Academy of the Philippines (NEAP);

“(c) Set and mandate basic requirements for teacher education programs, monitor and quality assure compliance therewith to ensure a strong and transparent link between the outcomes of teacher education programs and the professional standards for teachers and school leaders, research, and international best practices. It shall likewise ensure that such minimum requirements are implemented by the CHED;

“(d) Identify and designate among existing private and public TEIs Teacher Education-COEs for the CHED’s supervision, monitoring, and regulation, and formulate a strategic plan to proactively develop Teacher Education-COEs in every region and province;

“(e) Uphold and maintain the integrity of professional standards for teachers and school leaders by formulating evidence-based policies and standards that shall strengthen and improve the system of teacher education and training both in pre-service and in-service, including prescribing a national examination to determine the eligibility for admission into a recognized TEI pre-service program, and any successive pre-qualifying examination thereafter, in order to determine whether the level of knowledge, skills, and readiness prior to taking the licensure examination for teachers are being met;

“(f) Establish policies to implement a system of recognition affirming the career stages achieved by teachers and school leaders based on professional standards, including the institution, organization, and maintenance of a pool of national assessors for such recognition;

“(g) Support the teachers and school leaders through the setting and monitoring of systematic requirements to assure quality and uniformity of all career-stage recognition processes being implemented, and linking professional standards across their professional life;

“(h) Establish a policy on an effective system of incentives such as scholarships, grants-in-aid, loan programs, subsidies, stipends and other similar benefits and incentives, to be implemented by the Unified Student Financial Assistance System for Tertiary Education (UniFAST) Board, in order to attract and encourage outstanding basic education graduates both from public and private schools, and tertiary level students in programs other than education, to pursue teacher education, as well as to encourage teachers to pursue graduate degrees in teacher education. Applicants who have benefitted from other incentives under existing laws shall be ineligible to avail of the incentives under this Act;

“(i) Systematically monitor, evaluate, and report on the implementation of the professional standards, including professional development programs offered by the NEAP or other providers, to promote exemplary practices of teachers and school leaders and thereby contribute to the enhancement of the standing of the profession in the community;

“(j) Ensure that the system to professionalize teachers aligns with the professional standards and the Philippine Qualifications Framework, incorporates feedback mechanisms to stakeholders for the enhancement of pre-service teacher education in TEIs, and involves comprehensive analysis of factors affecting the performance of graduates in such professionalization. The conduct of a licensure examination shall guarantee transparency through the release of the most recent licensure examination questions and corresponding answers immediately after their administration by the PRC as well as the results of item analyses and other relevant test statistics to the Council;

“(k) Recommend strategies to TEIs and HEIs for the implementation of programs under Republic Act No. 10647, otherwise known as the “Ladderized Education Act of 2014,” to provide opportunities for educational and career advancement for pre-service and in-service teachers, including para-teachers and learning support aides. Learning support aides shall be persons who work together in collaboration with teachers and contribute to the provision of learning opportunities that promote achievement and progression of learners;

“(l) Recommend to the DepEd and the CHED strategies and policies related to attracting and recruiting outstanding high school graduates to pursue an education degree, and to ensure a seamless transition from higher education to employment in teaching. Other qualified professionals from different fields may also be recruited into the teaching profession, subject to existing laws, rules, and regulations;

“(m) Undertake, apply, and share research related to teaching and school leadership that shall serve as a central repository of literature on teacher education, and conduct, by itself or through third parties, relevant studies needed in the formulation of policies and in the planning and successful implementation of plans, programs and projects required in attaining the purposes of this Act;

“(n) Create, reorganize or abolish offices under the Secretariat which shall provide administrative and technical support to the Council in executing its policies and programs and form committees which shall render advice or assistance to the Council in connection with any of the functions stated in this section;

“(o) Encourage the establishment of consortia and other cooperative arrangements among public and private TEIs for greater efficiency and economy in the use of resources;

“(p) Review existing policies and recommend new legislation and policies in order to continuously improve, enhance and strengthen teacher education and promote the welfare of teachers and school leaders;

“(q) Call upon any department, bureau, office, or government corporation, local government unit and other concerned agencies for assistance in areas falling within their mandate;

“(r) Maintain a list of all TEIs in coordination with the CHED; and

“(s) Promulgate rules and regulations and exercise such other powers and functions as may be necessary to effectively carry out the purpose and objectives of this Act.”

“(a) Quality Pre-service Teacher Education Office. – The Quality Pre-service Teacher Education Office shall perform the following functions:

“(b) Quality Teaching Office. – The Quality Teaching Office shall ensure that the professional standards for teachers and school leaders are applied fairly and consistently across the country and shall perform the following functions:

“(c) Finance and Administration Office. – The Finance and Administration Office shall oversee financial functions and operations, and human-resource related functions. It may perform other functions as may be assigned by the Council through the Executive Director.”

“(c) Research support grant;

“(d) Clothing or uniform allowance;

“(e) Allowance for dormitory or boarding house accommodation;

“(f) Transportation allowance;

“(g) Thesis/dissertation/project allowance;

“(h) Research publication fee, if applicable;

“(i) Licensure examination review fees;

“(j) Licensure fees; and

“(k) Other education-related miscellaneous subsistence or living allowances.

“(a) In coordination with the DepEd, develop an annual implementation plan which shall include a thorough teacher demand analysis and recruitment campaign to attract incoming undergraduate students and program shifters to take on a teaching education program;

“(b) Establish a partnership program with private and public basic education schools for an annual career talk to orient and encourage top caliber students to join the teaching profession;

“(c) Provide screening guidelines for highly competent faculty and professionals from the TEIs who will qualify and serve as mentors for the pre-service teachers; and

“(d) Establish and maintain a scholarship program for deserving students pursuing undergraduate teacher education degree program:

“(b) CHED – shall provide the Council an annual report on the status and performance of all TEIs in the implementation of the teacher education program, including the development of curriculum for teacher education programs, admission and performance of students in TEIs, potential TEIs which the Council may designate as Teacher Education-COE, performance of faculty members, researches conducted and published, institutions applying for recognition, non-performing TEIs, and other matters regarding teacher education that must be brought to the attention of the Council;

“(c) PRC – shall provide the Council an annual report and analysis of the professionalization of teachers, including the content and result of the licensure examination and periodic merit examination for teachers, the passing rate of TEIs, and other matters, as may be requested by the Council, that may be relevant to the improvement and development of the teacher education programs;

“(d) TESDA – shall provide the Council an annual report on the development of the Tech-Voc programs and Tech-Voc industries, status and performance of public and private TESDA-accredited institutions, performance and employability of learners in senior high school in the Tech-Voc track, and such other information as may be required by the Council;

“(e) NCCA – shall provide the Council an annual report on the development in the creative industries, indigenous industries and other matters relevant in the study of social sciences and history, national heritage, and creative arts; and

“(f) UniFAST Board – shall, in coordination with the CHED and the Council, implement the TESP. It shall also provide the Council an annual report on the scholarships and other financial assistance made available, the number of beneficiaries and Teacher Education-COEs involved, and other relevant information as the Council may require.”

“(a) Collaborate with the Council to promote coherence and continuity between pre-service and in-service education and training;

“(b) Design and implement professional development programs to improve teaching expertise and effective school leadership over the course of a career in accordance with the professional standards;

“(c) Coordinate, oversee and monitor the conduct of NEAP-recognized courses, seminars, workshops and other professional development programs provided by other DepEd bureaus, services or units, and public or private universities, colleges, and training institutions;

“(d) Conduct research and evaluation of the effectiveness of the professional development programs provided under sub-paragraph c;

“(e) Ensure equitable access to these professional development programs for teachers and school leaders;

“(f) Provide scholarships and fellowships for in-service teachers, school leaders, and other teaching-related personnel in public basic education institutions to pursue advanced studies in specialized fields subject to corresponding service obligations;

“(g) Ensure an effective link between the professional development of teachers, school leaders, and other teaching-related personnel with their career progression. For this purpose, the NEAP shall develop and maintain a professional development information system which shall contain the professional development programs recognized by the NEAP, the providers thereof, and the list of in-service teachers, school leaders, and other teaching-related personnel in attendance with their corresponding professional development credit units earned;

“(h) Strengthen collaboration with learning service providers and other stakeholders in providing professional development programs;

“(i) Coordinate with the PRC for the recognition or accreditation of its programs in compliance with the requirements for continuing professional development;

“(j) Collaborate with TEIs in the delivery of their professional development programs for teachers, school leaders, and other teaching-related personnel;

“(k) Charge reasonable fees for the use of its facilities and for participation in professional development programs not adequately funded from the DepEd budget; receive in trust legacies, gifts, and donations of real and personal properties of all kinds; and record such fees, legacies, gifts and donations as a special account or fund other than the general fund, to be known as the NEAP Fund, and administer the same exclusively for the benefit of the NEAP or for aid to teachers, school leaders, and other teaching-related personnel for their in-service professional development, subject to guidelines issued by the DepEd and other applicable rules or regulations;

“(l) Manage the amount to be received from the DepEd’s appropriated budget, which shall be necessary to carry out its objectives, functions, operation, improvement, programs, projects, and activities; and

“(m) Exercise such other powers and functions as may be necessary to effectively implement the purpose and objectives of this Act.+3u.7!ydmb7

“(b) Within three (3) months after the effectivity of this Act, the President shall, in consultation with the Secretary of the DepEd, appoint the regular members of the Council. The existing members of the Council shall serve in a holdover capacity until a full and permanent Council is constituted and functioning.

“(c) Within three (3) months after the appointment of the regular members of the Council, the Chairperson of the Council shall, upon the concurrence of the other members, appoint the Executive Director of the Secretariat.

“(d) Within three (3) months after the effectivity of this Act, the Council shall submit the organizational structure, staffing pattern, and compensation schedule of the Secretariat to the DBM for funding.

“(e) The existing personnel in the NEAP shall be transitioned to the organizational structure to be created by the Secretary of the DepEd. New items shall be created to augment the personnel complement of the NEAP, in coordination with the DBM.

“(f) The recruitment, selection, and hiring of new personnel shall be in accordance with Civil Service Commission rules and regulations on personnel action.ℒαwρhi৷

“(c) Professionalization of the practice of teaching and the Council’s initiatives to improve the same.