Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

SIXTEENTH CONGRESS
First Regular Session

House Bill No.__ 3038

Introduced by Representatives
DIOSDADO MACAPAGAL ARROYO and GLORIA MACAPAGAL ARROYO

AN ACT
ESTABLISHING A TEACHING RESIDENCY PROGRAM UNDER THE DEPARTMENT
OF EDUCATION

EXPLANATORY NOTE

The Constitution, Article 14, Section 5 (4), states that:

“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

1


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.

We therefore urge our colleagues to ensure the bill's expeditious passage into
law.

DIOSDADO ‘AGAL ARROYO GLORIA/MACAPAGAL ARROYO.
Second District, Camarines Sur Second District, Pampanga


Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

SIXTEENTH CONGRESS
First Regular Session

3038

House Bill No.

Introduced by Representatives
DIOSDADO MACAPAGAL ARROYO and GLORIA MACAPAGAL ARROYO

AN ACT
ESTABLISHING A TEACHING RESIDENCY PROGRAM UNDER THE DEPARTMENT
OF EDUCATION

Be it enacted by the Senate and the House of Representatives of the Philippines
in Congress assembled:

SECTION 1. Short Title. — This Act shall be known as the "Teaching Residency
Act of 2013."

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

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 learn to teach in the same district in which they will work,
learning the instructional initiatives and curriculum of the district.

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 teaching

C. Eligible Individuals - An individual may be eligible for a grant to attend a
Teaching Residency Program if the individual is a recent college graduate or

2


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 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
temain valid and subsisting.

SECTION 5. Repealing Clause. — All laws, presidential decree or issuance,
executive orders, letter of instruction, administrative order, rule and regulation contrary
to, or inconsistent with the provisions of this Act are hereby repealed, modified, or
amended accordingly.

SECTION 6. Effectivity. - This Act shall take effect fifteen (15) days following its
publication in at least two (2) newspapers of general circulation.

Approved,