SIXTEENTH CONGRESS OF THE REPUBLIC 
OF THE PHILIPPINES 
Second Regular Session 
SENATE 
S.No. 
2734 
) 
) 
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Introduced by Senator Miriam Defensor Santiago 
AN ACT 
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APR 23 P2 :05 
PROVIDING PROFESSIONAL DEVELOPMENT FOR ELEMENTARY SCHOOL 
PRINCIPALS IN EARLY CHILDHOOD EDUCATION AND DEVELOPMENT 
EXPLANATORY NOTE 
The Constitution, Article 14, Section 1 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 l is to improve the knowledge of elementary school 
principals in areas related to early childhood education and development in order to: 
(1) create high quality early learning environments; 
(2) provide a continuum 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. 
I This bill was originally filed by Rep. Jason Altmire in the U.S. HOllse of Representatives during 
the I I'" Congress. 


SIXTEENTH CONGRESS OF THE REPUBLIC 
OF THE PHILIPPINES 
Second Regular Session 
SENATE 
) 
) 
) 
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APR 23 P 2 :05 
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Introduced by Senator Miriam Defensor Santiago 
Be it enacted by the Senate and the House of Representatives of the Philippines in 
Congress assembled: 
1 
AN ACT 
2 
PROVIDING PROFESSIONAL DEVELOPMENT FOR ELEMENTARY SCHOOL 
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PRINCIPALS IN EARLY CHILDHOOD EDUCATION AND DEVELOPMENT 
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SECTION 1. Short Title. - This Act shall be known as the "Early Learning 
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Alignment Act". 
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SECTION 2. Definition of Principal Competencies in Early Childhood Education 
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and 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 
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to do; and are acquired through high quality professional development in early childhood 
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education and developmentally appropriate practice. 
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The principal competencies in early childhood education and development 
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include: 
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(1) supporting an expanded continuum of learning through the third grade to 
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ensure an effective transition from early learning or home settings to the 
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primary school years; 
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(2) engaging the school community to partner with early learning programs, 
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and working with families to set a shared vision for understanding early 
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childhood development; 
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(3) supporting teachers through strong instructional leadership; 


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(4) providing safe and supportive early learning environments that focus on the 
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needs of the whole child, including the intellectual, social, emotional, 
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physical, and nutritional well-being of children; and 
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(5) utilizing multiple measures of developmentally appropriate assessment and 
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acquiring the ability to manage and use data effectively to make 
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instructional decisions. 
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SECTION 3. Grant Program Authorized. ~ 
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(a) Grants to Partnerships. ~ The Secretary of the Department of Education (the 
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"Secretary") is authorized to award grants, on a competitive basis, to partnerships to 
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enable the partnerships to carry out the authorized activities described in subparagraph 
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(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 
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professional development for elementary school principals; 
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(2) one or more government agencies, including the Department of Education 
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and Department of Social Welfare and Development; and 
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(3) one or more early childhood education organizations that provide 
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professional development to early childhood education providers. 
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The Secretary shall award a grant for a period of not less than three years. 
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(b) Authorized Activities. ~ Each partnership receiving a grant under this subpart 
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shall 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 
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development; 
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(2) to gain a knowledge base and capacity to provide high quality early 
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childhood 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 
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development and learning for children in the community and school 
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settings. 
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The activities may include providing professional development programs for 
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elementary school principals, including mentoring programs and other means of 
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professional learning, in: 
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(1) early childhood education and development in all domains (including 
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language arts and literacy, mathematics, emotional development, social 
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development, approaches to learning, physical development, science, and 
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creative arts), and the continuity of standards and high quality curriculum 
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and teaching practices from prekindergarten through the third grade, with 
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emphasis on meeting the needs of children with disabilities and English 
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language learners; 
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(2) safe and supportive early learning environments that focus on the social, 
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emotional, and cognitive needs of children; 
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(3) collaborating with early childhood education providers and other 
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community based 
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(4) organizations to provide multiple educational and social service programs 
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to meet the needs of children in prekindergarten through the third grade 
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related to learning and development; and 
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(5) providing ongoing transition services for children through active family 
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engagement. 
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(c) Priority. - In awarding grants under this section, the Secretary shall gIve 
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priority to supporting professional development programs that target opportunities for 
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elementary school principals: 
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(1) to participate in induction and mentoring programs for principals during the 
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principals' first 11 years of employment as a principal; 
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(2) to better understand ways to enhance family engagement and transition 
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strategies, improve transition services, and work more collaboratively with 
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community-based early childhood education providers; 
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(3) to create a continuum of high quality teaching and learning for children in 
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prekindergarten through the third grade; and 
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(4) to participate in ongoing professional development, which may include 
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mentoring programs for veteran principals in the education fIeld. 
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(d) 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 
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Secretary may require. Each application submitted to the Secretary shall include: 
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(1) a description of the professional development for elementary school 
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principals that will be provided under the grant, including how the 
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principals will access professional development; 
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(2) a description of the professional development described in subparagraph 
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(A) that will be provided in rural areas if applicable; 
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(3) how the professional development will address: 
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(i) child development and learning and the relationship of such 
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development and learning to providing safe, supportive, and engaging 
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learning environments; and support for instructional and educational 
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staff in using developmentally appropriate curricula, assessments, and 
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other practices; 
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Oi) outreach and engagement of families in their child's leal'l1ing; 
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(iii) 
opportunities to collaborate with community based organizations on 
continuity of standards, curricula, family education, and transition 
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services from community based settings to schools and from year to 
year; 
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(iv) 
collaborative planning to support developmentally appropriate 
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interactions between teachers, children, and the families of children; and 
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(v) sustainability of the ongoing professional development upon completion 
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of the grant term. 
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(e) Evaluation and Dissemination. - Each partnership that receives a grant shall 
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conduct an ongoing evaluation to: 
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(1) assess the effectiveness of the programs and activities carried out under the 
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grant; 
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(2) assess whether professional development programs for elementary school 
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principals in early childhood education may lead to improved school 
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performance; and 
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(3) determine how effective professional development programs and activities 
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can be replicated. 
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Using funds made available under this section, the Secretary shall establish a panel 
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of leading experts in elementary and early childhood education, including researchers, 
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elementary school principals, and classroom practitioners, to identify best practices in 
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professional development for elementary school principals in early childhood education, 
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and review effective coordination of professional development among the partnerships 
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receiving grants under this Act; and disseminate to the public the latest research and 
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findings in professional development for elementary school principals in early childhood 
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education, including through reports and technical assistance. 
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SECTION 4. Separability Clause. - If any provision of this Act shall be declared 
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unconstitutional, any other provision not affected thereby shall remain in full force and 
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effect. 
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SECTION 5. Repealing Clause. - All laws, decrees, orders, rules and regulations, 
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or parts thereof inconsistent with this Act are hereby repealed or amended accordingly. 
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SECTION 6. Effectivity. - This Act shall take effect fifteen (15) days after its 
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publication in at least two (2) newspapers of general circulation. 
Approved, 
/fldp 17april20 15 
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