Southeast Asia
Teachers Competency
Framework(SEA-TCF)

Southeast Asia Teachers Competency Framework (SEA-TCF)
ISBN: 978-616-7746-52-4
Published in 2018 by the Teachers’ Council of Thailand
Bangkok , Thailand
www.ksp.or.th

CONTENTS
Acknowledgment ....................................................................................................

ii

Foreword .................................................................................................................

1

Background..............................................................................................................

2

What are competencies and why are they important? ............................................... 4
Definitions of essential competencies......................................................................

5

Southeast Asia Teachers Competency Framework (SEA-TCF) ..............................

6

Enabling Competencies and Success Descriptors .................................................... 8
Self-Rating Competency Checklist for Teachers .................................................... 17
References ............................................................................................................... 29
Annexes .................................................................................................................... 31
Annex 1: Photo Activities ………………….............................……..…....… 32
Annex 2: Contributors ………………………………...............……..…....... 34

ACKNOWLEDGMENT
We would like to acknowledge with great appreciation the high officials and representatives
from the Ministries of Education and experts in teacher education of the 11 Southeast Asian
countries who contributed their knowledge and experiences to develop this Southeast Asia
Teachers Competency Framework (SEA-TCF).
This publication would not be possible without the partnership among three parties:
First, the Teachers’ Council of Thailand led by Dr. Somsak Donprasit, Secretary General,
Ms. Churairat Sangboonnum, Dr. Burapatis Ploysuwan, Dr. Tinsiri Siribodhi and the teamfrom the Foreign Relation Unit; Second, the SEAMEO Secretariat headed by Dr. Gatot Hari
Priorwirjanto, Director, and Mr. Prasert Tepanart; and, Third, SEAMEO INNOTECH led by
Dr. Ramon Bacani, Centre Director with Dr. Sharon Chao, Ms. Maria Ana Liza Serrana,
Ms. Editha Pimentel and Ms. Christine Reyes.

iiSoutheast Asia Teachers Competency Framework

FOREWORD
This publication is a product of a regional collaboration involving eleven Ministries of
Education in Southeast Asia (10 ASEAN Countries plus Timor Leste) working together
on a framework to develop a Southeast Asia Teachers Competency Framework (SEA-TCF).
The SEA-TCF is a set of skills, knowledge, behaviors, and attributes which the eleven
Ministries of Education have agreed that teachers in their respective countries need to have.
It consists of four essential competencies identified by key high officials from the eleven
Ministries of Education as well as experts in teacher education from the 11 countries.
The objective of the SEA-TCF is to serve as a guide for use in teacher professional
development toward realizing 21st Century Skills and practices within a context that isregionally appropriate and in line with global best practices. Moreover, representatives
from the eleven Ministries of Education agreed that the SEA-TCF can support the ASEAN
Community and regional integration, as well as provide a solid foundation and guidelines forteacher exchange and teacher mobility within the Southeast Asia region.
This SEA-TCF is considered an important document because it was designed for Southeast
Asian teachers by Southeast Asian teachers, keeping in mind the national and regional
context which are unique to the region. The SEA-TCF has been field-tested to ensurethat the language and concepts are clear to all teachers to ensure proper buy-in, readycomprehension and ease in application.
It is our belief that quality education can be achieved through quality teachers. It is our hopethat this SEA-TCF will serve as a guide for Southeast Asian teachers to improve theirperformance to bring about the quality education for all students in Southeast Asia.

Dr. Ramon BacaniCentre Director
SEAMEO INNOTECH

Dr. Gatot Hari PriorwirjantoDirector
SEAMEO Secretariat

Dr. Somsak Donprasit
Acting Secretary-General
Teachers’ Council of Thailand

Southeast Asia Teachers Competency Framework

1

BACKGROUND
Revitalizing teacher education is one of the priority agenda of the eleven Southeast Asian Countries
led by SEAMEO from 2015 to 2035. Officials from the eleven Ministries of Education realizethat schools today operate in a complex and constantly changing world of knowledge and information.
Teachers have the responsibility to prepare students and equip them with the essential skills
required for the future. Thus, teachers need to continuously develop themselves professionallyto improve their performance. Hence, eleven Ministries of Education in Southeast Asia commit
to promote teaching as a profession of first choice by professionalizing teachers’ pre and in-service
development using a regional competency framework as a guide.
In February 2017, the Teachers’ Council of Thailand (TCT), in partnership with the SEAMEO
Secretariat (SEAMES) and the SEAMEO Regional Center for Educational Innovation andTechnology (SEAMEO INNOTECH), initiated the development of the Southeast Asia Teacher
Competency Framework (SEA-TCF). Based on the agreement, a High Officials Meeting of key
personnel from eleven Ministries of Education was held in April 2017 in Bangkok, Thailand.
At the Meeting, the teacher’s standards of various countries, including a publication of SEAMEOINNOTECH, the Teacher Competency Standards in Southeast Asian Countries: Eleven Country
Audit, were reviewed and discussed. Speakers and experts from leading teacher education
institutes and organizations such as Teachers College Columbia University, USA; and UNESCO
were also invited to share their knowledge on Teacher Competency.
At the end of the Meeting, agreements were made on the common components to be used asa framework for teacher’s competency in Southeast Asia. As a result, the draft SEA-TCF wasdeveloped in August 2017, an Experts Meeting was organized in Bangkok to validate the draft
SEA-TCF. More than 40 teacher education experts from the eleven Ministries of Educationand some SEAMEO Regional Centres participated in the meeting. Working in small groups,
the experts reviewed the draft SEA-TCF framework to assess the relevance of the competencies
to the varying context of the Southeast Asian countries and the aspiration of improving teacher
quality in the region. The experts also reviewed the completeness and logical connection ofcompetencies within and across the four essential domains.

2Southeast Asia Teachers Competency Framework

The SEA-TCF consists of four essential competencies and twelve general competencies that highperforming teachers in the region must possess. It is a unique and culturally- sensitive reference
document to complement the existing teacher standards in the eleven Southeast Asian countries.
This is similar to the strategy adopted by the European Commission in rallying its member states
to reform their teacher education using a competency guide for teachers’ pre-service education,
recruitment and selection, in-service training, and continuing professional development.
Finally, the SEA-TCF was endorsed by the SEAMEO High Officials Meeting in November 2017and later adopted by the Council of Ministers of Education from 11 Southeast Asian countries in
July 2018. As a teacher, you may find it useful in keeping yourself informed of the competencies
that you need to successfully perform your role. Likewise, MOE officials and school heads may
find the framework an important reference for developing high-performing Southeast Asian
school heads.

Southeast Asia Teachers Competency Framework3

WHAT ARE COMPETENCIESAND WHY ARE THEY IMPORTANT?
Competencies refer to a combination of skills, knowledge, behavior, and attributes thatenable effective or better job performance. With teaching as a complex job, a teacher
uses a combination of competencies to deal with the changing education context. With
regional integration, the challenge becomes more complex to make sure that the
5 million teachers in Southeast Asia possess the essential competencies necessary for
optimal performance.
The Southeast Asia Teachers Competency Framework is envisioned to be a helpful
guide in improving the performance of teachers across the region. As a frame of reference,
the SEA-TCF is a development tool to address the evolving demands of teachingprofession. The competencies listed in the framework should be interpreted based on
local context and specific needs.

4Southeast Asia Teachers Competency Framework

DEFINITION OF ESSENTIAL COMPETENCIES
1. Knowing and understanding what to teach is the ability of teachers to deepen andbroaden their knowledge on what to teach, understand education trends, policies,and curricula and be updated on local, national, regional, and global developments.
2. Helping students learn is the ability to know their students, use the most effective
teaching and learning strategy and assess and give feedback on how students learn.
3. Engaging the community is the ability to partner with parents and caregivers,
involve the community to help students learn, and encourage respect and diversity.
4. Becoming a better teacher every day is the ability to know oneself and others,
practice human goodness and then master the teaching practice.
The 4 essential competencies consist of 12 general competencies, 31 enablingcompetencies, and 136 success descriptors. The enabling competencies are a setof performance criteria while success descriptors explain the observable behaviors
expected of a high performing teacher. All these are helpful in promoting common
standards of performance among teachers across Southeast Asia.

Southeast Asia Teachers Competency Framework

5

SOUTHEAST ASIA TEACHERSCOMPETENCY FRAMEWORK

6Southeast Asia Teachers Competency Framework

SOUTHEAST ASIA TEACHERS COMPETENCY FRAMEWORK

Master myteaching
practice

Deepenand broaden
my knowledge
on what I teach
Understandeducation
trends, policies
and curricula

Practice humangoodness in
my life andin my work
Know myself
and others

Becomea betterteachereverydayKnow and
understandwhat I teachJoyfulLearner
Encourage
respect anddiversity

Engage thecommunity

Help mystudents
learn

Involve thecommunity tohelp mystudents learn
Partner withparents andcaregivers

Assess andgive feedback
on how mystudents learn

Keep myself
updated on
local, national,
regional andglobaldevelopments
Knowmystudents
Use the mosteffective
teaching
and learning
strategySoutheast Asia Teachers Competency Framework

7

Enabling Competencies and Success Descriptors
1.0 KNOW AND UNDERSTAND WHAT I TEACH
GeneralCompetencies

Enabling
Competencies

Success Descriptors
1.1.1.1 Know and understand relevant theories,
concepts, and principles of what I teach

1.1 Deepen andbroaden myknowledge
on what I teach

1.2 Understandeducation trends,
policies, andcurricula1.1.1 Master mysubject content

1.1.1.2 Use accurate and updated content in organizing,connecting, and presenting what I teach
1.1.1.3 Collaborate with my co-teachers on teaching
my subject content

1.1.2 Useresearch-basedknowledge

1.1.2.1 Read research literature related to my subject area

1.2.1 Update myself
on new
educational
trends

1.2.1.1 Search and use multiple sources of information
and recent studies

1.2.2 Study
educational
policies andhow theyaffect myteaching

1.1.2.2 Use current research results to update myself andthe subject I teach

1.2.1.2 Know and understand the effects and benefits of
new educational trends
1.2.2.1 Read more on newly issued policies that
support educational programs and services
1.2.2.2 Assess how to adopt educational policies andprocesses based on local needs and context
1.2.2.3 Give feedback on benefits and challenges in
the implementation of educational policies
1.2.2.4 Apply student-centered policies
1.2.3.1 Understand the philosophy and significant goalsof the curriculum

1.2.3 Understandhow toimplement
the curriculum

1.2.3.2 Assess subject content and sequence within andbetween grade levels
1.2.3.3 Work with my co-teachers for a coherent andclear progression of subject content within andbetween grade levels
1.2.3.4 Use methods and approaches from different
fields of knowledge to enrich my subject content

1.3 Keep myself
updated on local,
national, regional,
and global
developments

8

1.3.1 Check newchanges in
education
environment

1.3.1.1 Use local, national, regional, and global
developments in my lessons and activities
1.3.1.2 Integrate Southeast Asian identity in mylessons to promote cross-cultural understanding
1.3.1.3 Learn more about the future of education

Southeast Asia Teachers Competency Framework

2.0 HELP MY STUDENTS LEARN
GeneralCompetencies

Enabling
Competencies

Success Descriptors
2.1.1.1 Look into my students’ background andpast performance

2.1.1 Identify
my students’needs andstrengths to
help themlearn better

2.1.1.2 Listen to and observe my students
2.1.1.3 Be aware of my students’ interests toknow them better
2.1.1.4 Understand my students’ issues and concerns
both at home and in school
2.1.1.5 Identify and help my students who are likely
to stop schooling and those who need urgent
support2.1.2.1 Integrate my students’ needs, preferences,
language and development stages in the learning
experience

2.1 Know mystudents

2.1.2.2 Encourage my students to set challenging yetachievable goals for themselves
2.1.2 Understandhow
my students
learn

2.1.2.3 Teach my students to learn from their mistakes
2.1.2.4 Help my students relate new ideas to things
they already know and believe in
2.1.2.5 Teach my students effective learning strategies
2.1.2.6 Teach my students to see the connection between
what they learn and what they experience in reallife situations
2.1.3.1 Make my students’ experiences and interests
part of the learning process

2.1.3 Value whatmakes mystudents
unique2.1.3.2 Assist and support students with uniquelearning needs
2.1.3.3 Encourage and support my students’ aspiration,
motivation, and will to learn
2.1.3.4 Develop my students to continuously learn andimprove themselves

Southeast Asia Teachers Competency Framework92.0 HELP MY STUDENTS LEARN
GeneralCompetencies

Enabling
Competencies

2.2.1 Selectappropriate
teaching andlearning
strategy

Success Descriptors
2.2.1.1 Use appropriate teaching and learning strategies
to develop my students’ creative, innovative,
collaborative and critical thinking skills
2.2.1.2 Make the best use of learning opportunities
inside and outside the classroom
2.2.1.3 Use ICT tools to support students learning
2.2.1.4 Engage my students in collaborative learning
to develop their social, academic, and emotional
skills
2.2.2.1 Plan my lessons with clear learning objectives
and with few but essential components
2.2.2.2 Design context-based learning
2.2.2.3 Design individual and group learning instructions

2.2 Use the mosteffective
teaching andlearning strategy

2.2.2 Design clear
and effective
lessons
my students
can understand2.2.2.4 Communicate clear learning expectations
2.2.2.5 Teach my lessons and give instructions clearly
and understandably
2.2.2.6 Make adjustments on learning instructions,
if necessary
2.2.2.7 Make lessons more interesting and meaningful
to my students
2.2.2.8 Design lessons and activities for my students
to analyze and deepen their understanding
2.2.2.9 Design lessons and activities that generate
insights and new knowledge among my students
2.2.3.1 Create safe, healthy, and secure learning space
2.2.3.2 Give my students equal learning opportunities

2.2.3 Create a positiveand caring
learning space

2.2.3.3 Encourage my students to speak with confidence
and ease
2.2.3.4 Create learning spaces where students learn tomutually respect each other
2.2.3.5 Develop procedures and routines
inside the classroom
2.2.3.6 Design alternative classroom arrangementsthat enable creative and dynamic learning

10

Southeast Asia Teachers Competency Framework

2.0 HELP MY STUDENTS LEARN
GeneralCompetencies

Enabling
Competencies

Success Descriptors
2.3.1.1 Describe learning outcomes, knowledge,
and skills my students will learn
2.3.1.2 Ask reflective questions and encourage
reflective listening among my students

2.3.1 Design
assessment
process andtools

2.3.1.3 Design assessment strategies to improve,enhance, and support student learning
2.3.1.4 Apply assessments on individual and grouplearning

2.3 Assess and give
feedback on how
my students learn

2.3.2.1 Set clear learning outcomes

2.3.2 Monitor mystudents’progress andprovideappropriate
support2.3.2.2 Constantly assess my students’ work andprovide helpful and timely feedback
2.3.2.3 Work with my co-teachers in ways to assess
my students
2.3.2.4 Encourage self-reflection among my students

2.3.3 Use results fromassessment toimprove
instruction

2.3.3.1 Administer, score, analyze, anduse assessment results to help studentsmonitor their learning progress
2.3.3.2 Share the assessment results to students
and parents
2.3.3.3 Discuss assessment results among
my co-teachers to help improve my teaching
instructions

Southeast Asia Teachers Competency Framework11

3.0 ENGAGE THE COMMUNITY
GeneralCompetencies

Enabling
Competencies

Success Descriptors
3.1.1.1 Invite parents and caregivers to visit the school
regularly and to volunteer in school activities

3.1.1 Build a support
3.1.1.2 Get to know my students’ family
network
3.1.1.3 Team up with parents and caregivers to workon student affairs
3.1 Partner withparents
and caregivers

3.1.2 Create
a welcoming
space

3.1.3 Sustain
the partnership3.2.1 Engage parents
and caregivers
to be partners
in learning
3.2 Involve thecommunity tohelp my students
learn

12

3.2.2 Design learning
activities using
community
conditions,
local wisdom,tradition, andknowledge

3.1.2.1 Build good relationship with parents andcaregivers
3.1.2.2 Communicate regularly to engage partners
3.1.2.3 Invite partners to join classroom and school
activities
3.1.3.1 Coordinate parent-teacher association activities
3.1.3.2 Visit my students in their homes when needed
3.2.1.1 Talk to parents and caregivers about theirchildren
3.2.1.2 Invite parents and caregivers to participate
in their children learning activities
3.2.1.3 Guide parents and caregivers to make their homea good place to study
3.2.2.1 Teach my students to connect and apply
what they learn in their daily lives
3.2.2.2 Involve my students in community activities
and events
3.2.2.3 Use community-based resources for my students’learning benefits
3.2.2.4 Expand my definition of community to include
local, national, regional, and global realities ascontexts of learning

Southeast Asia Teachers Competency Framework

3.0 ENGAGE THE COMMUNITY
GeneralCompetencies

Enabling
Competencies

Success Descriptors
3.3.1.1 Be actively aware and curious of otherpeople’s culture, views, and differences

3.3.1 Accept
what makes
people different

3.3.1.2 Value each person as a human being despite
differences
3.3.1.3 Develop sensitivity to cultural diversity anddifferences
3.3.1.4 Exercise social and emotional intelligence indealing with diversity
3.3.2.1 Be sensitive to my students’ unique backgroundand personality

3.3 Encourage respectand diversity

3.3.2.2 Help my students aware of diverse backgroundsof everyone else
3.3.2 Practice inclusion
and respect in
the classroom

3.3.2.3 Demonstrate and support inclusive behaviors
among my students
3.3.2.4 Speak and express myself without prejudice
3.3.2.5 Always care for and respect my colleagues
3.3.2.6 Practice habits of valuing andappreciating others
3.3.2.7 Create a physical environment thatwelcomes differences

Southeast Asia Teachers Competency Framework134.0 BECOME A BETTER TEACHER EVERYDAY
GeneralCompetencies

Enabling
Competencies

Success Descriptors
4.1.1.1 Know my strengths and areas of growth

4.1.1 Continue
to grow byknowingmyself more

4.1.1.2 Examine myself to become a better person anda better teacher
4.1.1.3 Reflect if what I think and do follow the best
qualities of being a teacher
4.1.1.4 Learn from others’ feedback
4.1.1.5 Believe in my worth and personal capacity
4.1.2.1 Understand deeply what affects me
4.1.2.2 Be calm and composed in resolving conflicts

4.1 Know myself
and others

4.1.2 Become
more aware andresponsible formy emotions
and health4.1.2.3 Practice effective ways to manage stress4.1.2.4 Handle and express my emotions thoughtfully
and carefully
4.1.2.5 Take care of my physical and psychological health4.1.2.6 Give equal importance to other aspects of mypersonal life

4.1.3 Nurture my
relationships
with care andrespect

4.1.3.1 Speak, interact, and listen to others with respect
and openness
4.1.3.2 Cultivate positive relationships with people
involved in my work
4.1.3.3 Hold feedback sessions among my co-teachers
4.1.3.4 Be open to different perspectives

14

Southeast Asia Teachers Competency Framework

4.0 BECOME A BETTER TEACHER EVERYDAY
GeneralCompetencies

Enabling
Competencies

Success Descriptors
4.2.1.1 Acknowledge and appreciate the goodness about
myself and others
4.2.1.2 Listen without judgment to concerns of mystudents and colleagues

4.2.1 Be kind andcompassionate

4.2.1.3 Be patient with others’ shortcomings
4.2.1.4 Extend myself to others in need
4.2.1.5 Be genuinely grateful at all times
4.2.2.1 Live up to the highest standards of beinga teacher

4.2 Practice humangoodness in
my life and in
my work

4.2.2 Inspire
my students andcolleagues
by setting
my bestexample4.2.2.2 Carry my work with skill and dignity at all times
4.2.2.3 Always do my work with my students’ bestinterest in mind
4.2.2.4 Treat others fairly without favoring one
over the other
4.2.2.5 Encourage my students and colleagues to beat their personal best
4.2.3.1 Always be sensitive to my student’s social,emotional, and learning needs

4.2.3 Nurture mystudents’
confidence on
what they can
do and become

4.2.3.2 Be mindful of my students’ diversity anduniqueness
4.2.3.3 Affirm my students’ strengths and talents
4.2.3.4 Provide opportunity for my students to share
their talents and demonstrate their competencies
4.2.3.5 Support my students in successfully realizing
their learning goals
4.2.3.6 Support ways that nurture my students’
aspirations and well-being

Southeast Asia Teachers Competency Framework154.0 BECOME A BETTER TEACHER EVERYDAY
GeneralCompetencies

Enabling
Competencies

Success Descriptors
4.3.1.1 Know the deepest reasons of why I teach

4.3.1 Keep alive
my passion forteaching

4.3.1.2 Take pride in the nobility of teaching
4.3.1.3 Take pleasure and enjoyment in my work andin other aspects of my life
4.3.1.4 Regularly reflect on my work and its impact
4.3.1.5 Accept and value others’ feedback
4.3.2.1 Become a self-directed learner
4.3.2.2 Identify my areas of growth and work on them

4. 3 Master myteaching practice4.3.2 Take
responsibility
in my own
personal andprofessional
growth

4.3.2.3 Set my professional learning goals
4.3.2.4 Join learning groups and programs
4.3.2.5 Work with my co-teachers to improve my teachingpractice
4.3.2.6 Conduct action research to improve my practice4.3.2.7 Plan the best use of my time and resources to learn
effectively
4.3.3.1 Inspire my colleagues through school-based
professional sharing

4.3.3 Inspire otherteachers bysetting my best
example4.3.3.2 Share good practices in local communities andinternational gatherings
4.3.3.3 Provide peer mentoring to inspire beginningteachers
4.3.3.4 Publish or share action research findings
in local, national, and international journals
and conferences

16

Southeast Asia Teachers Competency FrameworkSelf-Rating Competency Checklist for Teachers
The Self-Rating Competency Checklist is designed to obtain your current competency
profile as a teacher. The results of this assessment are intended to help you(1) chart your success profile, (2) prepare your Professional Development Plan, and (3) support
your on-going professional growth.
The checklist is structured according to the general and descriptors.

How to use the Self-Rating Competency Checklist?
Make sure that you understand the Southeast Asia Teachers Competency Framework.
It will serve as your reference in rating your current level of competency.
For each enabling competency, assess yourself using the descriptive ratings below.
Place a check mark (/) on the column that best describes your competency level.
Descriptive Ratings• I cannot do this yet• I have started to do this but I need to learn more
• I can do this very well
• I can do this with confidence and I can teach others

Southeast Asia Teachers Competency Framework171.0 KNOW AND UNDERSTAND WHAT I TEACH
GeneralCompetency

1.1 Deepen andbroaden myknowledge on
what I teach

1.2 Understandeducation trends,
policies, andcurricula

1.3 Keep myself
updated on
local, national,
regional,
and global
developments

18

Enabling Competency

1.1.1 Master my subject content
1.1.2 Use research-basedknowledge
1.2.1 Update myself on new
educational trends
1.2.2 Study educational policies
and how they affect myteaching
1.2.3 Understand how to implement
the curriculum
1.3.1 Check new changes in
education environment

Southeast Asia Teachers Competency Framework

I havestarted to
I cannotdo this but
do this yet
I need tolearn more

I can dothis verywell

I can do thiswith confidence
andI can teachothers2.0 HELP MY STUDENTS LEARN
GeneralCompetency

2.1 Know mystudents

Enabling Competency

I havestarted to
I cannotdo this but
do this yet
I need tolearn more

I can dothis verywell

I can do thiswith confidence
andI can teachothers

2.1.1 Identify my students’ needs
and strengths to help themlearn better
2.1.2 Understand how my students
learn
2.1.3 Value what makes
my students unique2.2.1 Select appropriate teaching
and learning strategy

2.2 Use the mosteffective teaching
and learning
strategy

2.2.2 Design clear and effective
lessons my students canunderstand2.2.3 Create a positive and caring
learning space
2.3.1 Design assessment process
and tools

2.3 Assess and give
feedback on how
my students learn

2.3.2 Monitor my students’progress and provide
appropriate support
2.3.3 Use results from assessment
to improve instruction

Southeast Asia Teachers Competency Framework193.0 ENGAGE THE COMMUNITY
GeneralCompetency

3.1 Partner withparents andcaregivers

3.2 Involve thecommunity tohelp my students
learn

3.3 Encourage
respect anddiversity

20

Enabling Competency

3.1.1 Build a support network
3.1.2 Create a welcoming space
3.1.3 Sustain the partnership3.2.1 Engage parents and caregivers
to be partners in learning
3.2.2 Design learning activities
using community conditions,
local wisdom, tradition,and knowledge
3.3.1 Accept what makes people
different
3.3.2 Practice inclusion andrespect in the classroom

Southeast Asia Teachers Competency Framework

I havestarted to
I cannotdo this but
do this yet
I need tolearn more

I can dothis verywell

I can do thiswith confidence
andI can teachothers4.0 BECOME A BETTER TEACHER EVERYDAY
GeneralCompetency

Enabling Competency

I havestarted to
I cannotdo this but
do this yet
I need tolearn more

I can dothis verywell

I can do thiswith confidence
andI can teachothers

4.1.1 Continue to grow by knowing
myself more
4.1 Know myself
and others

4.1.2 Become more aware andresponsible for my emotions
and health
4.1.3 Nurture my relationships
with care and respect
4.2.1 Be kind and compassionate

4.2 Practice humangoodness in mylife and in mywork

4.2.2 Inspire my students andcolleagues by setting
my best example
4.2.3 Nurture my students’
confidence on what they can
do and become
4.3.1 Keep alive my passion
for teach

4.3 Master myteaching
practice

4.3.2 Take responsibility in my own
personal and professional
growth
4.3.3 Inspire other teachers
by setting my best example

Southeast Asia Teachers Competency Framework21What Do Your Results Mean?
The completed Self-Rating Competency Checklist describes your present
competency level. After completing your self-assessment, you may
interpret the results by answering the following questions:
Which competencies did you rate yourself with “I can do this withconfidence and I can teach others” or “I can do this very well”?
Such ratings would mean that you already possess the competencies andare practicing these in your job. Congratulations!
Which competencies did you rate yourself with “I cannot do this yet”
and “I can do this, but I need to learn more”? These competencies
are your priorities for learning and development. On the following table,
list down these competencies in order of priority. In identifying the orderof priority, you should be guided by the importance and urgencyof acquiring the competency to effectively deliver your performancetargets set for a period.

22

Southeast Asia Teachers Competency Framework

What Are Your Learning Options?
Learning options may comprise an array of delivery modes and strategies for improving
your competencies. The learning options listed below will help you address your identified
priority learning needs. These options are classified as learning on-the-job, learning fromothers, and structured learning.

Learning Options To Develop Competencies
LEARNING
ON-THE-JOB- Taking on assignments incommittee work or
membership in project teams- Coaching- Learning through experimentation

LEARNING
FROM OTHERS- Receiving coaching- Observing and taking note

STRUCTURED LEARNING- Training sessions andacademic studyof other teachers who are- Readingsuccessful in their job- Watching relevant videos- Membership in professionalorganizations- Asking questions- Discussions- Conferences,

symposia, seminars,
and workshops- Academic study- Networking with otherprofessionals

Southeast Asia Teachers Competency Framework

23

Learning On-The-Job• Taking on assignments in committee work or membership in project teams gives youa chance to learn more about your school, your stakeholders, and your job as a teacher.
It is also a good opportunity to learn about other team members and the dynamics inthe relationships of the people that you are working with.
• Coaching is the process of providing step-by-step instruction on how to developa specific teaching-related skill. Coaching other teachers is a way of applying what you
know about teaching and learning practices and learning how you can improve on these.
• Learning through experimentation means studying how things have always been done
and trying out new ways of doing them. Through this, you can teach yourself andbuild a more comprehensive understanding of things and be in a better position when it
comes to teaching others.

24Southeast Asia Teachers Competency Framework

Learning From Others•

Receiving coaching from your supervisor or peers who have confidence in how things work
will help you learn additional skills in teaching and learning practices.

•

Observing and taking note of other teachers who are successful in their job will teach you
about their best practices and how they are able to overcome challenges.

•

Membership in professional organizations can enhance your professional skills and widen
competencies related to your job. It allows you to relate to other individuals who share the sameinterests and face similar work challenges.

•

Asking questions is a great means to learn about your job, your school, and your stakeholders.
It is also a good way to get to know your co-teachers.

•

Discussions involve exchanging ideas and information with other teachers and school staff,
students and parents. It enables you to enrich your perspectives as you try to understand otherviewpoints.

•

Networking with other professionals means getting in touch with them through email,phone call, face-to- face or virtual meetings, blogs, social media, virtual professional learning
networks and text messaging. This gives you an opportunity to learn from other experiences
and ideas, and to share yours, too.

Southeast Asia Teachers Competency Framework

25Structured Learning•

Training sessions are structured instructor-led and classroom-type, and skill-based activities
that build your capacity in particular competency areas. They are usually classified as either
school-based training, which is often designed, organized and managed by your own school,or external training, which is offered by education ministries and other training providers.

•

Reading is an effective option that can work well in addressing some of your competency needs.
You may read books, references, stories, cases and blogs that cater to your learning needs.

•

Watching relevant videos can offer more insights on how you can develop and enrich yourcompetencies as a teacher. Videos will help you visualize how you could do better and think
through the process of what you must do next.

•

Conferences, symposia, seminars, and workshops are very important for teachers like you
because they allow you to get updated information on key issues affecting teaching and learning.
They are very important for people like you who may not have the time to read books by experts.
They also offer opportunities for you to exchange experiences, ideas and practices withother teachers.

26

Southeast Asia Teachers Competency Framework

Preparing a Professional Development Plan
An applicable tool that you may use to ensure that your priority learningneeds are addressed is the Professional Development Plan. It will outline
the competencies that you need to prioritize within the year and thecorresponding learning options and concrete actions that you need to take.
In completing the Professional Development Plan, you may use thelearning options previously discussed. The chosen learning options should
ideally match your learning style, pace and available resources.
Acquiring a competency is not a one-time event. It is important that you
review your plan regularly to consider any changes and development
in your competency levels.

Southeast Asia Teachers Competency Framework

27

Professional Development Plan
Year_____________________

Competency Need

Learning Option

Time Frame

1.

2.

3.

28

Southeast Asia Teachers Competency Framework

Progress/Remarks

REFERENCES
Documents and Presentations from High Officials Meeting on the Development of Regional Competency
Framework for Teachers in Southeast Asia: April 24 – 25, 2017
• Brunei Darussalam- Sharing of Policies & Practices: Negara Brunei Darussalam- Ministry of Education Negara Brunei Darussalam Teacher Performance Appraisal- Brunei Teachers’ Standards Framework
		 by Dr. Nadia Lee Siew Hoon Abdullah & Ms. Siti Azizah Haji Sharbawi• Cambodia
Teacher Policy Action Plan by Dr. Samsideth Dy• Indonesia
Teachers and Education Personnels Management in Indonesia by Dr. Elvira• Lao PDR
Teacher Standards by Mr. Keth Phanlack• Myanmar
Myanmar Teacher Competency Standards Framework (TCSF) by Dr. May San Yee• Philippines
Philippine Professional Standards for Teachers by Dr. Runvi V. Manguerra• Singapore
Competency Standards for Teachers (Singapore) by Mr. Teoh Tiong San• Thailand
National Competetency Standard for Thai Teacher
by Assoc. Prof. Dr. Montree Yamkasikorn
by Assoc. Prof. Dr. Maitree Inprasitha• Timor-Leste
Decree-Law no. 23-2010 of December 9
Approves the Statute of Careers for Child Educators and Teachers of Basic and Secondary Education(Statute of Teaching Careers) by Mr. Antoninho Pires & Mr. Edmundo da Silva Soares Viegas• Vietnam
The Professional Standards for Teachers and Principals in Vietnam by Associate Professor Nguyen Thuy Hong
• Teacher Competency Standards in Southeast Asian Countries: Eleven Country Audit, SIREP: SEAMEOINNOTECH Regional Education Project Series, SEAMEO INNOTECH 2010
• Success Competencies of Southeast Asian School Heads: A Learning Guide: SEAMEO INNOTECH 2015as a main reference in designing the Teachers’ Competency Checklist

Southeast Asia Teachers Competency Framework

29

30

Southeast Asia Teachers Competency FrameworkANNEXESSoutheast Asia Teachers Competency Framework

31

ANNEX 1: Photo Activities
High Officials Meeting on the Development of Regional Competency
Framework for Teachers in Southeast Asia
24 - 25 April 2017 Bangkok, Thailand

32

Southeast Asia Teachers Competency Framework

Expert Meeting on the Development of Regional Competency Framework
for Teachers in Southeast Asia
15 - 16 August 2017 Bangkok, Thailand

Southeast Asia Teachers Competency Framework

33

ANNEX 2: Contributors
Brunei Darussalam
1
		
		
		

Mrs Nadia Lee Siew Hoon Abdullah
Deputy Permanent Secretary (Core Education)
Office of the Deputy Permanent Secretary (Core Education)
Ministry of Education2
		

Ms Siti Azizah Haji Sharbawi Senior Education Officer
Department of Schools Inspectorate Ministry of Education

Cambodia
3
Dr Samsideth Dy
		Deputy Director-General for Education in charge of Teacher Policy and		Development
		Ministry of Education, Youth and Sport4				

Mr Ly Keang
Deputy Director of Teacher Training Department
Ministry of Education, Youth and Sport

Indonesia
5
		
		
		

Dr Elvira
Deputy Director of Planning Needs, Qualification Enhancement, and Competency,
Directorate of Basic Education
Ministry of Education and Culture

6
		
		
		

Ms YunitasariInternational Cooperation Officer, International Cooperation Division Bureau
of Planning and International Cooperation
Ministry of Education and Culture

7
		
		
		
		

Mrs Santi Ambarukmi
Head of Division on Planning Requirement, Improvement Qualification and 		Competence for Secondary Education Teacher
Directorate General of Teacher and Education Personnel
Ministry of Education and Culture

Lao PDR
8				

Mr Keth Phanlack Deputy
Director GeneralDepartment of Teacher Education
Ministry of Education and Sports

9
		
		
		

Mr Khambay Khamsy
Head of Pre-service Teacher Training Division
Teacher Education Department
Ministry of Education and Sports

Malaysia10				Tan Sri Dr Khair Mohamad Yusof Director General of Education
Office of Director General of Education
Ministry of Education

11
		
		

Datuk Dr Amin Bin Senin
Deputy Director General of Education Teacher Professionalism Development 		
Ministry of Education

34

Southeast Asia Teachers Competency Framework

12
		
		

Madam Rosnarizah Abdul Halim
DirectorTeacher Education Division
Ministry of Education

Myanmar
13
		
		
		

Dr May San Yee
Deputy Director General Teacher Education and Training,
Department of Higher Education
Ministry of Education

14
		
		

Dr Aung Aung Min
Deputy Director General, Department of Basic Education
Ministry of Education

Philippines
15
		
		

Mr Runvi Villafuerte Manguerra
Executive Director
Department of Education Teacher Education Council

16
Dr Purita Pueyo Bilbao
		Chairperson, Technical Panel for Teacher Education Commission on Higher 				Education
Singapore17				

Mr Teoh Tiong San
Director, Standard and Research,
Academy of Singapore Teachers

18
		
		
		

Mr Charles Chew Ming Kheng
Principal Master Teacher (Physics)
Standard Research Branch Academy of Singapore Teachers
Ministry of Education

19
		
		

Mdm Foo Kum Fong
Master Teacher/ Mathematics Academy of Singapore Teachers
Ministry of Education

Thailand20
		

Ms Churairat Sangboonnum
Advisor to the Teachers’ Council of Thailand Secretariat

21
		

Assoc Prof Maitree Inprasitha
Dean, Faculty of Education Khon Kaen University

22		

Assoc Prof Montree Yamkasikorn
Vice Rector, Nakhon Phanom University

23
		
		

Dr Watanaporn Ra-ngubtook
Deputy Secretary-General
Office of the Education Council

24
		
		

Dr Prachakhom Chantharachit
Deputy Secretary-General
Office of the Vocational Education Commission

25
		
		

Ms Duriya Amatavivat
Assistant Permanent Secretary
Office of the Permanent Secretary Ministry of Education

Southeast Asia Teachers Competency Framework

35

26
		
		
		

Ms Nipapan Gankong
Specialist and Consultant
Bureau of Higher Education Standards and Quality
Office of the Higher Education Commission

27
		
		

Mrs Achara Sravasee
Expert in Personnel Administration System Development
Office of the Teacher Civil Service and Educational Personnel

28
		
		

Mrs Puttachard Suphalucksana
Evaluation Specialist
Office of the Vocational Education Commission

29
		
		

Ms Lakhana Dockiao
Bureau of International Cooperation Strategy
Office of the Higher Education Commission30
		

Assoc Prof Dr Prawit Erawan
Rector, Nakhon Phanom University

31
		
		

Assoc Prof Prapansiri Susaorat
Dean, Faculty of Education
Srinakharinwirot University

32
		
		

Prof Pruet Siribanpitak
Faculty of Education
Chulalongkorn University

33
		
		

Prof Dr Supachai Yavaprabhas
Faculty of Political Science
Chulalongkorn University

34
		
		

Asst Prof Taweesil Koolnaphadol
Dean, Faculty of Education
Rajabhat Rajanagarindra University

35		

Assoc Prof Ong-art Naiyapatana
Faculty of Education Srinakharinwirot University

36
		
		

Asst Prof Amonwan Werathammo
Faculty of Education
Thaksin University

37
		
		

Prof Dr Chanita Rukspollmuang
Assistant President
Siam University38
		

Mrs Usa Somboon
President, International Schools Association of Thailand

Timor-Leste
39
		
		
		

Dr Edmundo da Silva Soares Viegas
Executive Director, National Agency for Academic
Assessment and Accreditation
Ministry of Education

36

Southeast Asia Teachers Competency Framework

40
		
		

Mr Antoninho Pires
Director General of Policy, Planning and Partnerships
Ministry of Education

Vietnam41				Dr Nguyen Thuy HongVice-Director, Department of Teachers and Education Administrators
Ministry of Education and Training

42
		
		

Dr Ton Quang Cuong
Vice Dean, Faculty of Teacher Education,
University of Education, VNU Hanoi (VNU-UED)

43
		
		

Nguyen Thi Hao
International Co-operation Department
Ministry of Education and Training

Teachers College
44
Columbia University		
USA

Prof William Gaudelli
Director, Social Studies Education Program

UNESCO Bangkok
45		Ms Maria Melizza D Tan
Programme Officer, ICT in Education Unit

SEAMEO46
Dr Gatot Hari Priowirjanto
Secretariat		Director47		

Mr Prasert Tepanart
Deputy Director (Administration and Communication)

SEAMEO INNOTECH
48
Philippines		

Dr Sharon Joy Berlin-Chao
Manager, Learning Management Office49
		

Ms Ma Ana Liza V Serrana
Specialist, Learning & and Training Development Unit

SEAMEO QITEP
50
in Mathematics		
		Prof Dr Triyanta
Director, Research and Development
and IBSE Capacity Building Division

SEAMEO QITEP
51
in Science				

Mrs Tati Setiawati
Head of Research and Development and
IBSE Capacity Building Division

The Teachers’ Council of Thailand 52
Dr Somsak Donprasit
		Secretary-General53		Dr Chakrapat Wata
Former Secretary-General54		Dr Burapatis Ploysuwan
Deputy Secretary-General55
		Dr Tinsiri Siribodhi
Deputy Secretary–General

Southeast Asia Teachers Competency Framework

37

38

Southeast Asia Teachers Competency FrameworkSoutheast Asia Teachers Competency Framework(SEA-TCF)

www.seameo.org
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