Positioning itself as a thought leader in teacher quality, the Research Institute for Teacher Quality (RITQ) participates in various activities facilitated by the Teacher Education Council Secretariat (TECS) that advance significant reforms to ensure teacher quality in the Philippines. Among the TEC initiatives undertaken by RITQ during the second quarter of the year are activities related to teacher career stage affirmation, alternative pathways in teacher education, and support systems for teacher development.

Photo taken during the validation activity of the tools for the system for the affirmation of career stages on April 23, 2026. RITQ was represented by its Project Officer Mr. Mikkey Tuazon (standing sixth from left).

In April 2026, TECS facilitated an activity aimed to validate the tools to be used for the national system to affirm career stages for teachers and school leaders, pursuant to its mandate stipulated in Section 8(f) of Republic Act No. 11713. Given RITQ’s technical expertise in tools development for standards-based performance management, the Institute joined the review of the draft tools and associated materials intended for perusal of the national pool of assessors in evaluating teachers’ and school leaders’ career stages as defined in the Philippine Professional Standards for Teachers (PPST) and in the Philippine Professional Standards for School Heads (PPSSH).

 

Photo taken during the focus group discussions with teachers, school leaders, union members, and other stakeholders held on May 18, 2026. RITQ was represented by its Deputy Director Dr. Maria Teresa Manicio-Tembrevilla (leftmost) and Project Officer Mr. Mikkey Tuazon (second from the left).

Further, in May 2026, TECS invited select teachers, school leaders, union members, and other stakeholders, including RITQ, to participate in focus group discussions intended to refine emerging directions on coaching and mentoring, review the professional standards, and document best practices across career stages. The RITQ, then called the Research Center for Teacher Quality, managed the development and validation activities for the PPST from 2012 to 2017 and for the PPSSH from 2018 to 2020, including the continuous provision of policy research advice for the operationalization of the professional standards, such as in performance management, professional development, and career progression.

 

 

Photo taken during the FGD on ETEEAP on May 25, 2026. RITQ’s Research Analyst Mr. Vincent Valientes (rightmost) and Project Officer Mr. Mikkey Tuazon (second from the right), join TEC Regular Members, Dr. Maricris Acido-Muega (second from the left) and Dr. Rosemarievic Diaz (leftmost).

Within the same month, TECS also convened representatives from teacher education institutions in the National Capital Region and nearby regions to gather input to establish an understanding of the policy and processes of the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) vis-à-vis teacher education. As the research lead in reframing the pre-service teacher education curriculum, RITQ served as a focal point to ensure alignment between the curriculum and the Council’s other teacher education initiatives, such as competency assessment and program contextualization, which would provide alternative pathways for non-education graduates to enter the teaching profession.

 

 

Photo taken during the meeting in TESDA held on June 9, 2026. RITQ Project Officer Mr. Mikkey Tuazon (second from the left) joins TEC Secretariat Dr. Jennie Jocson (leftmost) in a meeting with TEC Regular Member Fr. Jun Inocencio (rightmost), TESDA Secretary Kiko Benitez (second from the right), and Don Bosco Canlubang Dean Jennifer Silao (center).

Lastly in June 2026, RITQ joined the alignment meeting with TEC Regular Member Fr. Onofre ‘Jun’ Inocencio and TESDA Director General Jose Francisco ‘Kiko’ Benitez to discuss how the professional development of teachers and trainers across the Technical and Vocational Education and Training system may further be supported, especially in relation to the introduction of the Technical Professional track in the strengthened senior high school curriculum, the reframed Bachelor of Career and Technical Education in the pre-service teacher education curriculum, and the other pathways for technical educators that are in line with the Levels 5 to 7 Competencies stipulated in the revised Philippine Qualifications Framework.

 

The RITQ remains committed to extending its full support to TEC as it continues to push for teacher education reforms in the final two quarters of 2026. Among the deliverables of RITQ, henceforth, are the submission of the final research report on the reframing of the pre-service teacher education curriculum to TEC, as well as the conduct of research and development activities towards the reframing of graduate teacher education in the Philippines. 

Stay updated with RITQ’s work through our official Facebook Page or our website (www.ritq.ph).

RITQ AdminNews
Positioning itself as a thought leader in teacher quality, the Research Institute for Teacher Quality (RITQ) participates in various activities facilitated by the Teacher Education Council Secretariat (TECS) that advance significant reforms to ensure teacher quality in the Philippines. Among the TEC initiatives undertaken by RITQ during the second...