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FOURTEENTH CONGRESS OF THE mpuBLrc) 
OF THE PHILIPPINES 
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24 PJ31 
Second Regular Session 
Introduced by Senator Miriam Defensor Santiago 
EXPLANATORY NOTE 
The Constitution, Article 14, Section 5 (4), provides: 
The State shall enhance the right of teachers to 
professional advancement. Non-teaching academic and non- 
academic personnel shall enjoy the protection of the State. 
There are large and unrelenting gaps in student achievement among various 
student subgroups, with low-income and minority children performing at levels 
measurably lower than their more affluent peers. Having an effective teacher throughout 
elementary school can substantially overcome the disadvantage of a low socioeconomic 
background, and the influence of teachers on student achievement is greater than other 
variables. Inexperienced teachers are less effective than teachers with several years of 
experience. Successful teacher preparation programs, providing ongoing support, can 
make novice teachers effective more rapidly. The majority of new teachers lack such 
support, and so leave the profession before becoming effective. 
Teacher candidates must also see expert practices modeled and must then practice 
them with ongoing mentoring support. Teacher preparation often fails to provide the 
opportunity to learn under the direct supervision of expert teachers working in schools 
that effectively serve high-need students. Student teaching is too often conducted in 


classrooms that do not model effective practice, or in classrooms that do not serve high- 
need students, and the lessons learned do not generalize to effective teaching in high-need 
schools. It is critical to develop programs that increase the probability recruits will 
succeed and stay in the high-need classrooms where they are needed. Because many 
teacher candidates choose to teach where they grew up or went to college, it is important 
to have strong programs in hard-to-staff urban and rural locations. 
This bill which seeks to establish Teaching Residency Programs effectively build 
teacher supply, since they recruit and prepare candidates in the districts that sponsor 
them. Teaching residency programs have demonstrated the capacity to recruit, prepare, 
retain, and provide effective support for teachers in high-need schools. 


FOURTEENTH CONGRESS OF THE REPUBLIC) 
OF THE PHILIPPINES 
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Second Regular Session 
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FEB 24 PJ 3 1  
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Introduced by Senator Miriam Defensor Santiago 
AN ACT 
ESTABLISHING A TEACHING RESIDENCY PROGRAM UNDER THE 
DEPARTMENT OF EDUCATION 
Be it enacted by the Senate and the House ofRepresentatives of the Philippines in 
Congvess assembled: 
SECTION 1. Short Title. - This Act shall be known as the “Teaching Residency 
Act of 2009”. 
SECTION 2. Establishment of a Teaching Residency Program. - The Secretary of 
the Department of Education shall establish a Teaching Residency Program. 
A. In General - This is a school-based teacher preparation program in which a 
prospective teacher: 
1. for one academic year teaches alongside a mentor teacher, who is 
the teacher of record: 
2. receives concurrent instruction, which may be taught by residency 
program faculty, in the teaching of the content area in which the 
teacher will become certified or licensed to teach; 
3. acquires knowledge of planning, content, pedagogy, student 
learning, and assessment, management of the classroom 
environment, 
and 
professional 
responsibilities, 
including 
interaction with families and colleagues; 
4. earns a master’s degree and attains full certification or licensure to 
teach prior to completion of the program; and 
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5. receives ongoing mentoring support in a structured induction 
program for not less than the first two years as teacher of record. 
B. Establishment - Each Teaching Residency Program shall be designed to meet 
the following characteristics of successful programs: 
1. Teaching residencies integrate pedagogy and classroom practice. 
Residents engage in rigorous master's level coursework while 
undertaking a guided teaching apprenticeship. 
2. Residents learn alongside a trained and experienced mentor. 
Mentor teachers shall complement the residency program so that 
classroom clinical practice is tightly aligned with coursework. 
Mentor teachers shall have extra responsibilities as teacher leaders 
of the Teaching Residency Program, as mentors for residents, and 
as teacher coaches during the induction of novice teachers. These 
responsibilities shall include establishing, within the program, a 
learning community in which all individuals are expected to 
continually improve their capacity to advance student learning. 
Mentor teachers may have relief from teaching duties as a result of 
such additional responsibilities. The Teaching Residency Program 
shall establish clear criteria for selection of mentor teachers based 
on measures of teacher effectiveness and the appropriate subject 
area knowledge. 
3. Teaching Residency Programs group teacher candidates in cohorts 
to facilitate professional collaboration among residents. 
4. Teaching Residency Programs admissions goals and priorities are 
developed in concert with the hiring objectives of the local 
educational agency, which commits to hire graduates from the 
residency program. Residents lean to teach in the same district in 
which they will work, learning the instructional initiatives and 
curriculum of the district. 
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5. Teaching Residency Programs support residents once they are 
hired as teachers of record. Residencies continue to provide 
mentoring, 
professional 
development, 
and 
networking 
opportunities to support residents through their first years of 
C. Eligible Individuals - An individual may be eligible for a grant to attend a 
Teaching Residency Program if the individualmis a recent college graduate or mid- 
career professional from outside the field of education, possessing strong content 
knowledge or a record of achievement. 
D. Application - An individual who is eligible under subsection C and who 
desires a grant under this subsection shall submit an application to the Teaching 
Residency Program. 
E. Selection Criteria - The Teaching Residency Program shall establish criteria 
for selection of individuals to receive grants under this subsection, based on the 
following characteristics: 
1. Demonstrated comprehensive subject knowledge or record of 
accomplishment in the field or subject area to be taught. 
2. Strong verbal and written communication skills, which may be 
demonstrated by performance on appropriate tests. 
3. Other attributes linked to effective teaching, which may be 
determined by interviews or performance assessments, as 
determined by the Teaching Residency Program. 
F. Receipt of Grant - An individual who receives a grant under this subsection 
shall enroll in the program of the Teaching Residency Program, which shall 
include the following: 
1. A one-year teaching residency program in a school served by the 
local educational agency, under the supervision of a mentor teacher 
serving as the teacher of record, with demonstrated teaching 
effectiveness, who will instruct the resident in planning and 
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preparation, instruction of students, management of the classroom 
environment, and other professional responsibilities. 
2. A living stipend or salary for the period of residency. 
3. Concurrent instruction from a partner college, State-approved 
organization, or school of education at an institution of higher 
education in pedagogy classes to augment the expertise of district 
or residency program faculty, and to the extent necessary to 
receive full certification as a teacher. 
4. Ongoing mentoring and coaching during the first two or more 
years of induction into classroom teaching. 
G. Placement in a high-need school - An eligible individual who receives a grant 
under this subsection shall teach in a high-need school served by the local 
educational agency for a period of 3 years after completing the 1-year teaching 
residency program. If an eligible individual does not complete the teaching 
requirement described in Subsection A, such individual shall repay to the local 
educational agency a pro rata portion of the grant amount for the amount of 
teaching time the individual did not complete. , 
SECTION 3. Appropriation. -The amount of Five million pesos (P5,000,000.00) 
is hereby authorized to be appropriated for establishment of the Teacher Residency 
Program. Thereafter, the funds necessary for the operation of the program shall be 
included in the General Appropriations Act. 
SECTION 4. Separability Clause. - If any provision or part thereof is held invalid 
or unconstitutional, the remainder of the law or the provision not otherwise affected shall 
remain valid and subsisting. 
SECTION 5. Repealing Clause. - All laws, presidential decree or issuance, 
executive orders, letter of instruction, administrative order, rule and regulation contrary 
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amended accordingly. 
to, or inconsistent with the provisions of this Act are hereby repealed, modified, or 
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Approved, 
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SECTION 6. Effectivify Clause. - This Act shall talce effect fifteen (15) days 
following its publication in at least two (2) newspapers of general circulation. 
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