FIFTEENTH CONGRESS OF THE REPUBLIC 
) 
OF THE PHILIPPINES 
) 
~ermt~ 
1@lf", of t~, j.m,lar~ 
First Regular Session 
) 
SEN~lr13 
S. No. __ -='-=-
'10 
NOV 25 P 2 :13 
!,E(,E~VE!l BY: 
Introduced by Senator Miriam Defensor Santiago 
EXPLANATORY NOTE 
The Constitution, Article 14, Section I provides: "The State shall protect the right of all 
citizens to quality education at all levels and shall take appropriate steps to make such education 
accessible to all. " 
The purpose of this bill is to improve early childhood education and development by 
developinJ;?; the knowledJ;?;e and skills of elementary school principals in order to: 
(I) 
create high quality early learning environments; 
(2) 
provide a continunm of learning through the third grade with developmentally 
effective and appropriate curricula and teaching practices; and 
(3) 
establish partnerships and collaboration with community-based early childhood 
education providers and families to better support learning at each stage; effective 
, 
transition among settings; and continuous family engagement. 
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FIFTEENTH CONGRESS OF THE REPUBLIC 
) 
OF THE PHILIPPINES 
) 
First Regular Session 
) 
SEN~1:E 
S.No. 
~ti13 
'10 
NOV 25 P 2 :13 
HECEIVED BY:..g...<.:::::-.-
Introduced by Senator Miriam Defensor Santiago 
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AN ACT 
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PROVlDING PROFESSIONAL DEVELOPMENT FOR ELEMENTARY SCHOOL 
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PRINCIPALS IN EARLY CHILDHOOD EDUCATION AND DEVELOPMENT 
Be it enacted by the Senate and the House of Representatives of the Philippines in 
Congress assembled: 
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SECTION 1. Short Title. - This Act shall be known as the "Early Learning Alignment 
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Act". 
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SECTION 2. Definition of Principal Competencies in Early Childhood Education and 
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Development. -
The term "principal competencies in early childhood education and 
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development" means the skills that elementary school principals must know and be able to do; 
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and are acquired through high quality professional development in early childhood education and 
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developmentally appropriate practice. 
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The principal competencies in early childhood education and development include: 
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(a) 
supporting an expanded continuum of learning through the third grade to ensure 
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an effective transition from early learning or home settings to the primary school years; 
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(b) 
engaging the school community to partner with early learning programs, and 
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working with families to set a shared vision for understanding early childhood development; 
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(c) 
(d) 
supporting teachers through strong instructional leadership; 
providing safe and supportive early learning environments that focus on the needs 
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of the whole child, including the intellectual, social, emotional, physical, and nutritional well-
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being of children; and 
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(e) 
utilizing multiple measures of deVelopmentally appropriate assessment and 
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acquiring the ability to manage and use data effectively to make instructional decisions. 
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SECTION 3. Grant Program Authorized -
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(a) 
Grants to Partnerships. -
The Secretary of Education (the "Secretary") is 
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authorized to award grants, on a competitive basis, to p~erships to enable the partnerships to 
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carry out the authorized activities described in subparagraph (b). 
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A partnership shall consist of: 
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(1) 
a public or private entity with a demonstrated capacity to provide professional 
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development for elementary school principals; 
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(2) 
one or more government agencies, including the Department of Education and 
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Department of Social Welfare and Development; and 
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(3) 
one or more early childhood education organizations that provide professional 
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development to early childhood education providers. 
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The Secretary shall award a grant for a period of not less than three (3) years. 
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(b) 
Authorized Activities. - Each partnership receiving a grant under this subpart shall 
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use the grant funds: 
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(1) 
to carry out professional development, to help elementary school principals 
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acquire the principal competencies in early childhood education and development; 
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(2) 
to gain a knowledge base and capacity to provide high quality early childhood 
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education; and 
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(3) 
to work collaboratively with early childhood education providers, services 
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providers, and families in creating a continuum of high quality development and 
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learning for children in the community and school settings. 
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The activities may include providing professional development programs for elementary 
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school principals, including mentoring programs and other means of professional learning, in: 
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(1) 
early childhood education and development in all domains (including language 
, 
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arts and literacy, mathematics, emotional development, social development, 
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approaches to learning, physical development, science, and creative arts), and the 
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continuity of standards and high quality curriculum and teaching practices from 
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prekindergarten through the third grade, with emphasis on meeting the needs of 
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children with disabilities and English language learners; 
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(2) 
(3) 
(4) 
(5) 
(c) 
safe and supportive early learning environments that focus on the social, 
emotional, and cognitive needs of children; 
collaborating with early childhood education providers and other community 
based 
organizations to provide multiple educational and social service programs to meet 
the needs of children in prekindergarten through the third grade related to learning 
and development; and 
providing ongoing transition services for children through active family 
engagement. 
Priority. - In awarding grants under this section, the Secretary shall give priority 
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to supporting professional development programs that target opportunities for elementary school 
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principals: 
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(1) 
(2) 
(3) 
(4) 
(d) 
to participate in induction and mentoring programs for principals during the 
principals' first eleven (11) years of employment as a principal; 
to better understand ways to enhance flunily engagement and transition strategies, 
improve transition services, and work more collaboratively with community-
based early childhood education providers; 
to create a continuum of high quality teaching and learning for children in 
prekindergarten through the third grade; and 
to participate in ongoing professional development, which may include mentoring 
programs for veteran principals in the education field. 
Applications. - Each partnership desiring a grant shall submit an application to 
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the Secretary at such time, in such manner, and containing such information as the Secretary may 
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require. Each application submitted to the Secretary shall include: 
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(1) 
(2) 
a description of the professional development for elementary school principals 
that will be provided under the grant, ~cluding how the principals will access 
professional development; 
a description of the professional development described in subparagraph (a) that 
will be provided in rural areas if applicable; 
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(3) 
(e) 
how the professional development will address: 
(i) 
child development and learoing and the relationship of such development 
and leaming to providing safe, supportive, and engaging learning 
environments; and support for instructional and educational staff in using 
developmentally appropriate cnrricula, assessments, and other practices; 
(ii) 
outreach and engagement offamilies in their child's learning; 
(iii) 
opportUnities to collaborate with community based organizations on 
continuity of standards, curricula, 'family education, and transition services 
from community based settings to schools and from year to year; 
(iv) 
collaborative planning to support, developmentally appropriate interactions 
between teachers, children, and the families of children; and 
(v) 
sustainability of the ongoing professional development upon completion 
of the grant term. 
Evaluation and Dissemination. - Each partnership that receives a grant shall 
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conduct an ongoing evaluation to: 
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(I) 
(2) 
(3) 
assess the effectiveness of the programs and activities carried out under the grant; 
assess whether professional development programs for elementary school 
principals in early childhood education may lead to improved school 
performance; and 
determine how effective professional development programs and activities can be 
replicated. 
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Using funds made available under this section, the Secretary shall establish a panel of 
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leading experts in elementary and early childhood education, including researchers, elementary 
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school principals, and classroom practitioners, to identifY best practices in professional 
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development for elementary school principals in early cllildhood education, and review effective 
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coordination of professional development among the partnerships receiving grants under this 
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Act; and disseminate to the public the latest research IUJ-d fmdings in professional development 
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for elementary school principals in early childhood education, including through reports and 
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technical assistance. 
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• 
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SECTION 4. Appropriations. - To carry out the provisions of this Act, such amount as 
2 
may be necessary is hereby auth rized to be appropriated from the National Treasury. 
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Thereafter, such amount necessary to carry out the provisions of this Act shall be included in the 
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annual appropriation of the Departme t of Education. 
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SECTION 5. Separability 
ause. - If any ~rovision of this Act shall be declared 
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unconstitutional, any other provision ot affected thereby shall remain in full force and effect. 
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SECTION 6. Repealing Cia e. - Ail laws, decrees, orders, rules and regulations, or 
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parts thereof inconsistent with this A t are hereby repealed or amended accordingly. 
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SECTION 7. Effictivity. - T s Act shall take effect fifteen (15) days after its publication 
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in at least two (2) newspapers of gene 
circulation. 
Approved, 
Ifldp 
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