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SIXTEENTH CONGRESS OF THE REPUBLIC 
) 
OF THE PHILIPPINES 
) 
First Regular Session 
) 
SE}lo1fa 
S.No. ___ _ 
Introduced by Senator Miriam Defensor Santiago 
EXPLANA TORY NOTE 
What teachers know and can do has a critical impact on student achievement. 
UnfOliunately, teachers are not receiving the initial preparation they need in order to teach 
children from diverse backgrounds to meet challenging standards. 
As a result, schools are having trouble recruiting qualified teachers. Frequently those in 
urban and rural areas with large concentrations of children from low-income families cannot 
find all the certified and competent teachers they need. 
The government, by itself, cannot provide the needed improvements in teacher 
preparation or solve the problem of shortage of qualified teachers. However, the government can 
make limited and targeted investments that will-
(A) Encourage more institutions of higher education that operate teacher preparation 
programs to adopt the practices and strategies of the best programs; 
(B) Encourage a more diverse mix of Filipinos to enter teaching and complete high 
quality preparation programs; and 
(C) Encourage more Filipinos to serve as teachers in indigent communities. 
In order to achieve these goals, this bill seeks to improve and strengthen the recruitment 
and training of Filipino teachers: 
'This bill was originally filed during the Thirteenth Congress, First Regular Session. 
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SIXTEENTH CONGRESS OF THE REPUBLIC 
) 
OF THE PHILIPPINES 
) 
First Regular Session 
) 
'13 
JUL 22 P5 :13 
Introduced by Senator Miriam Defensor Santiago 
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AN ACT 
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TO IMPROVE AND STRENGTHEN THE RECRUITMENT AND TRAINING OF FILIPINO 
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TEACHERS 
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 "Improving the Quality of 
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Teachers Act." 
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SECTION 2. Purpose. - The purpose of this Act is to help meet the 'national need to' 
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recruit, prepare, and retrain a high-quality and diverse supply of elementary and secondary 
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education teachers, and to help meet the needs of schools in urban and rural areas with 
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concentrations of children from low-income families, by-
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(A) Authorizing support for partnerships among institutions of higher education that 
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operate exemplary teacher preparation programs, other institutions of higher education seeking to 
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improve their programs, public elementary and secondary schools, in order to improve the 
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quality of the initial preparation of teachers for high-poverty communities; 
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(B) Authorizing support for partnerships to increase the number and diversity of students 
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who enter teacher education programs and complete high-quality preparation programs, and to 
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increase the quality of teaching in undeserved urban and rura] communlties: and 
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(C) Encouraging, through such partnerships, the creation of a more diverse teaching 
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force, through the recruitment and preparation of minority individuals, including language 
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minority individuals, and individuals with disabilities, to enter teaching. 
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SECTION 3. Authorization of Appropriations. - There are authorized to be appropriated 
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(A) Fifty Million Pesos (P50,000,000.00) for the fiscal year in which this Act is 
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promulgated and such sums as may be necessary for each of the four (4) succeeding fiscal years' 
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to carry Ollt the program of Lighthouse Partnerships under part A; and 
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(B) Fifty Seven Million Pesos (P57,000,000.00) for each succeeding fiscal year and such 
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sums as may be necessary for each of the four (4) succeeding fiscal years to carry out the 
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program of Recruiting New Teachers for Undeserved Areas under part B. 
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PART A-LIGHTHOUSE PARTNERSHIPS 
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SECTION 4. Definitions. - As used in this part, the following terms have the following 
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meanings: 
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(A) The term "lead institution" means a state university or even a private educational 
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institution that-
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(I) Operates an exemplary teacher preparation program of significant size in one 
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or more areas of teacher preparation, which may include the preparation of principals and 
15 
other educational administrators; 
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(2) Desires to assist other institutions of higher education in improving their 
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programs and to serve as a national model for effective teacher preparation; and 
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(3) Places a significant percentage of its teacher preparation graduates in teaching 
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positions in urban and rural communities with concentrations of children from low 
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income families. A lead institution may participate in a consortium with one or more 
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two-year colleges with which it has miiculation agreements relating to teacher 
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preparation. 
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(B) The term "lighthouse partnership" means a partnership of a lead institution, partner 
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institution, and the government, particularly educational agencies, which is dedicated to 
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improving the quality of teacher preparation programs. Within each partnership, the lead 
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institution shall act as the fiscal agent for the grant. 
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(C) The term "teacher preparation program" means a program operated by an institution 
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of higher education that prepares students to obtain initial teacher licensure and to teach in 
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elementary and secondary schools provided as free, public education. 
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SECTION 5. Grants to Lighthouse Partnerships.-
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(A) Grants Authorized. -
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(1) From funds appropriated under section 3, for this part for each fiscal year, the 
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Secretary of Education shall make competitive grants to lighthouse partnerships. 
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(2) Subject to the availability of appropriations therefore, each grant under 
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paragraph (I) shall be for a period not to exceed five (5) years. 
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(3) The Secretary shall-
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(a) Make continuation awards, for the second and succeeding years, only after 
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determining that the partnership is making satisfactory progress in carrying out 
13 
the grant; and 
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(b) Conduct an intensive review of the partnership'S progress, with the assistance 
15 
of outside experts, before making the continuation award for the fourth year of the 
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grant. 
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(B) Limitation. - No partnership may receive more than two (2) grants under this part. 
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SECTION 6. Pre-applications and Applications.-
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(A) Pre-Applications. - Each lead institution that wishes to participate in a lighthouse 
20 
partnership that will apply for a grant under this part shall submit a pre-application to the 
21 
Secretary at such time, in such manner, and containing such information as the Secretary may 
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require, except that the lead institution need not identify the other members of the partnership 
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until it submits an application under paragraph (B). The Secretary shall use a peer process to 
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review these pre-applications. 
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(B) Applications Required. -Any lighthouse partnership desiring to receive a grant under 
26 
this part shall submit an application to the Secretary at such time, in such form, and containing 
27 
such information as the Secretary may require. 
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(C) Contents. -Each application shall include-
(1) Description of the teacher preparation program operated by the lead 
institution, including information on the cun-iculum, the faculty, and the number and 
characteristics of students served; 
(2) Evidence of the quality of the institution's teacher preparation program 
covering-
(a) The extent to which the institution provides a coherent program that-
(i) Reflects the best of what is known, from research and practice; 
(ii) Prepares teachers to implement research-based instructional 
programs of demonstrated effectiveness and to teach students, 
particularly those in high poverty schools, to high State and local 
content standards; and 
(iii) Reflects high standards of teaching. 
(b) The commitment of the institution to its program of teacher 
preparation; 
(c) The connections between the institution's teacher preparation program 
and its departments or schools of arts and sciences, to ensure the integrity 
of pedagogy and content in teacher preparation; 
(d) The extent to which the institution operates a clinically based teacher 
preparation program, particularly in high-poverty schools, through which' 
prospective 
teachers 
participate 
in 
intensive, 
structured 
clinical 
experiences, with extensive faculty involvement, throughout their pre-
service education, and the extent to which those experiences are integrated 
into the curriculum; 
(e) The extent to which the institution's program offers continuous 
assistance to its graduates during their initial years in the classroom; 
(f) The extent to which the institution's program meets the needs of, and 
has strong connections with, elementary and secondary education 
(particularly with urban and rural schools and school systems that serve 
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concentrations of students from low income families), which may include 
the involvement of elementary and secondary educators in the continuing 
development, improvement, and implementation of the teacher preparation 
program; 
(g) The success of the institution in preparing teachers to teach individuals 
from diverse populations effectively; 
(h) The extent to which the institution IS preparing teachers to use 
technology to teach children using high standards; 
(i) The record of the institution's teacher preparation program in attracting 
and graduating a diverse student body, including the recruitment and 
enrollment of individuals who are differently-abled; 
G) The procedures the institution uses to measure the quality of its teacher 
preparation program, including the extent to which graduates improve 
their subject matter knowledge and teaching ability as a result of their 
participation in the program, and to improve its program, using 
information generated through those procedures; 
(k) The success of the program in graduating students who are fully 
qualified to teach to high standards in the region served by the institution; 
(1) The quality of the program's graduates, as documented through such 
evidence as the graduates' record of obtaining and retaining teaching 
positions and the opinions of school district officials, in the region, of the 
quality of those graduates; 
(m) If applicable, the quality of the instruction's program for the 
preparation of school principals and other school administrators, and of 
the success ofthat program; and 
(n) Involvement and leadership of the institution in national, regional 
efforts to improve teacher education and licensure; 
(3) Evidence ofthe extent to which-
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(a) Graduates have taken teaching positions in urban and rural schools in 
communities with concentrations of students from low-income families; 
(b) The institution recruits and serves students such as education 
paraprofessionals from those communities; 
(4) Evidence of the experience of the lead institution in creating or participating in 
networks with other institutions to improve the quality of teacher preparation programs; 
(5) A description of how the patinership will operate a program under this part, 
including-
(a) A description of the governance structure that the partnership will 
10 
establish (through a written partnership agreement) for the grant, which 
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shall include the active involvement of high-level administrators of the 
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lead institution and representatives of-
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(i) Both the teacher preparation program and the school or 
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department of arts and sciences in the lead institution; 
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(ii) The partner institutions involved with the grant; 
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(iii) Local educational agencies, including teachers and other 
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school~level officials, served by the lead institution and one or 
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more of the partner institutions; and 
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(iv) Officials with authority over teacher licensure and teacher 
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preparation in the region in which the lead institution and one or 
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more of the partner institutions are located. 
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(b) A description of how the partnership will fully engage local 
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educational agencies in the activities carried out nnder the grant, including 
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how the partnership will use grant funds to address the teacher training 
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needs of the local educational agencies that arc members of the 
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partnership. 
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SECTION 7. Uses (!f Funds. - In order to increase the quality and number of teachers it 
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is preparing for positions in urban and rural areas with concentrations of low-income families, 
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and to increase the diversity of elementary and secondary teachers, each partnership selected to 
2 
receive a grant under this part shall use the grant funds for each of the following purposes: 
3 
CA) Further development, refinement, assessment, and dissemination of information on 
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the teacher preparation programs operated by the lead institution, including activities that 
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document, for other institutions nationally and for policy-makers, effective practices in teacher 
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preparation and that produce cun-icular and other materials for use by other institutions preparing 
7 
teachers. 
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(E) Teclmical assistance by the lead institution to the partner institutions in improving the 
9 
partner institutions' teacher preparation programs and, if applicable, their principal and other 
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administrator preparation programs, based on the experience of the lead institution and the 
11 
particular needs of the partners. 
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(C) Making sub-grants to the partner institutions for implementation of program 
13 
improvements at those institutions, through adoption or adaptation of the teacher preparation 
14 
practices of the lead institution, to meet the needs of the high-poveliy schools in the urban and 
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rural communities they serve. Each partnership shall use at least forty percent (40%) of its grant 
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for this purpose. 
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(D) Joint activities with the local educational agencies in the partnership, and with other 
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local educational agencies, that increase the involvement of classroom teachers and school 
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administrators in the design and implementation of teacher preparation programs operated by the 
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lead and partner institutions and thereby make those programs more responsive to the needs of 
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teachers and administrators, and other activities to improve teaching and administration, and to 
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suppOli new teachers, in the high-poverty schools of those local educational agencies. 
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(E) Cooperation and interaction with other lighthouse partnerships and with other 
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institutions, organizations, and public agencies, on activities aimed at the improvement of 
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teacher preparation nationally, including improvement of teacher licensure and re-licensure 
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requirements. 
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(F) Assessment of the effectiveness of the activities canied out under the grant, including 
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the extent to which the paIinership is achieving its goals. 
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SECTION 8. Selection of Applications.-
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(A) Peer Review. - The Secretary shall, using a peer review process, select applicants to 
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receive grants under this part on the basis of--
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(1) The quality of the teacher preparation program operated by the lead institution 
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in a proposed patinership; 
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(2) The quality of the partnership's plan for carrying out activities under the grant; 
and 
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(3) The capacity of the lead institution and its partners to carry out the proposed 
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activities successfully. 
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(B) Criteria. -
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(1) In selecting grantees under this part, the Secretary shall seek to ensure that-
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(a) Lighthouse partnerships represent a variety of approaches to teacher 
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preparation; 
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(b) Lead instit)ltions represent a variety. of i!lstitutions of higher education; . 
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and 
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( c) There is an equitable geographic dish'ibution of awards. 
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(2) In addition to complying with paragraph (1), the Secretary shall give special 
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consideration to applicants for-
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(a) Projects that are likely to have the most significant impact on the 
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quality of teaching in high-poverty urban and rural schools; 
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(b) Projects that are likely to result in improvement of teacher preparation 
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in the areas of mathematics and reading; and 
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(c) Projects that are likely to prepare a significant number of minority 
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individuals, including language minority individuals, and individuals with 
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disabilities to be effective teachers. 
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(C) Second Five-Year Grants. - In selecting grantees to receive second grants under this 
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pati, the Secretary shall give a preference to applicatlts whose projects have resulted in-
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(l) The placement atld retention of a substantial number of high-quality 
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graduates in teaching positions in undeserved, high-poverty schools; 
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(2) The adoption of effective teacher preparation programs, particularly those 
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meeting the needs of high-poverty urban and rural areas, by the partner institutions; and 
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(3) Effective partnerships with elementary and' secondary schools that are' 
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supporting improvements in student achievement. 
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SECTION 9. Evaluation, - The Secretary shall provide for an evaluation of the program 
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carried out under this part, including an assessment of such issues as-
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(A) The extent to which the activities carried out through Lighthouse Partnership grants 
8 
result in significant and positive changes in the teacher preparation programs operated by partner 
9 
institutions, as well as improvements in the programs operated by lead institutions, that are likely 
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to lead to improvements in teaching and learning; 
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(B) The extent to which Lighthouse Partnership grants enhance the effectiveness, 
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including the technological proficiency, and the diversity, of students completing teacher 
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preparation programs in the institutions of higher education participating in the grants; and 
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(C) The involvement of elementary and secondary schools and school districts serving 
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concentrations of children from low-income families in activities carried out under this part, and 
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the extent to which those activities result in benefits to those schools and districts, including 
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information on the extent to which involvement in the grants improves the instructional 
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programs and the educational outcomes for students in those schools and districts, 
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SECTION 10. National Activities. -The Secretal'Y may reserve up to five percent (5%) of 
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the fWlds appropriated to carry out this part for any fiscal year for-
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(A) Peer review of applications; 
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(B) Evaluation of the program and measure of its effectiveness; 
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(C) Conferences and networks of lighthouse parrnerships, and other entities, in order to 
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facilitate the exchange of information and ideas among the participating partnerships and other 
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institutions, agencies and individuals, including recipients of funds under part B of this title, who 
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are interested in the improvement of teacher preparation and parallel improvements in principal 
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and administrator preparation; and 
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(D) Technical assistance and other activities to enhance the success of the program 
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carried out under this part or of the teacher education more generally. 
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PART B-RECRUITING NEW TEACHERS 
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FOR UNDESERVED AREAS 
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SECTION 11. Programs Authorized. - From funds appropriated to carry out this part, 
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the Secretary shall make competitive grants to eligible applicants for programs that-
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(A) Provide scholarships and, as necessary, support services for students with high 
8 
potential to be effective teachers; 
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(B) Increase the quality and number of teachers nationally; and 
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(C) Increase the ability of schools in undeserved areas to recruit a qualified teaching staff. 
II 
SECTION 12. Definitions. - As used in this part, the following terms have the following 
12 
meanings: 
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(A) The term "eligible applicant" means a partnership of-
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(l) An institution of higher education that grants baccalaureate degrees and 
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prepares teachers for their initial entry into the teaching profession; and 
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(2) One or more local educational agencies that are in undeserved areas. 
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(B) The term support services" includes-
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(1) Academic advice and counseling; 
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(2) Tutorial services; 
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(3) Monitoring; and 
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(4) Child care and transportation, if funding for those services cannot be arranged 
22 
from other sources. 
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SECTION 13. Grant Conditions. 
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(A) Grants Authorized. -
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(1) The Secretary shall carry out this part by making competitive grants to eligible 
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applicants. 
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(2) Subject to the availability of appropriations therefore, each grant under 
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paragraph (A) shall be for a period not to exceed five (5) years. 
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(3) The Secretary shall-
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(a) Make continuation awards, for the second and succeeding years, only 
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after determining that the grantee is making satisfactory progress in 
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catTying out the grat1t; and 
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(b) Conduct an intensive review of the grantee's progress, with the 
8 
assistance of outside experts, before making an award for the fourth year 
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of the grant. 
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(4) No partnership may receive more that1 two (2) grants under this subsection. 
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(B) Planning Grants. -
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(l) The Secretary may make planning grants to eligible applicants that are not yet 
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ready to implement programs under paragraph (A). 
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(2) Each platming grat1t shall he for a period of not more than one yeat·, which 
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shall be in addition to the period of any grant under paragraph (A). 
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(3) Any recipient of a planning grant under this subsection that wishes to receive a 
17 
grant under paragraph (A)(l) shall separately apply for a competitive grat1t under that 
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subsection. 
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SECTION 14. Grant Applications. -
20 
(A) Applications Required. - Any eligible applicant desiring to receive a grant under this 
21 
part shall submit an application at such time, in such form, and containing such information as 
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the Secretary may require. 
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(B) Application Contents. -Each application for a grant shall include-
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(I) A designation of the institution or agency, within the pattnership that will 
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serve as the fiscal agent for the grant; 
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(2) Information on the quality of the institution's teacher preparation program, 
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which may include the types of information and how the applicant will ensure, through 
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improvements in its teacher preparation, practices and other appropriate strategies, that 
scholarship recipients will receive high-quality preparation; 
(3) A description of the assessment the institution, the local educational agency 
partners, and other partners have undertaken-
(a) To determine-
(i) The most critical needs of the local educational agencies, 
particularly the needs of schools in high-poverty areas, for new 
teachers which may include teachers in particular subject areas or 
at celiain grade levels, including the pre-kindergarten level, 
minority teachers, and teachers who are disabled who will 
contribute to the diversity of the local educational agency's 
teachers, or teachers who are fluent in languages spoken by 
students in the local educational agency; and 
(ii) How the project carried out lmder the grant will address those 
needs; and 
(b) That reflects the input of all significant entities in the community 
(including organizations representing teachers and parents) that have an 
interest in teacher recruitment, preparation and induction; 
(4) A description of the project the applicant will carry out with the grant, 
including information on-
(a) The recruitment and outreach efforts the applicant will undertake to 
publicize the availability of scholarships and other assistance under the 
program; 
(b) The number and types of students that the applicant will serve under 
the program, which may include education paraprofessionals seeking to 
achieve full teacher certification; teachers whom the partner local 
educational agencies have hired under 
'emergency certification' 
procedures; or former military personnel, mid career professionals, who 
desire to enter teaching; 
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(c) The criteria that the applicant will use In selecting those students, 
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including criteria to determine whether individuals have the capacity to 
o ., 
benefit from the program, complete teacher certification requirements, and 
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become effective teachers; 
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(d) The activities the applicant will carry out under a grant, including a 
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description of, and justification for, any support services the institution 
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will offer to participating students; 
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(e) The number and funding range of the scholarships the institntion will 
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provide to ,iudents; and 
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(f) The procedures the institution will establish €or entering into, and 
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enforcing, agreements with scholarship recipients regarding their 
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fulfillment of the service commitment; 
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(5) A description of how the institution will use funds provided under the grant 
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only to increase the number of students with high potential to be effective teachers, 
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participating in its teaehcr preparation programs, or in the patiicular type or types of 
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preparation progrmns that the grant would support, or to increase the number of their 
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graduates with high potential to be· effective teachers who are minority individuals,' 
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including language minority individuals, or individuals with disabilities; 
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(6) A description of commitments, by the partner local educational agencies, to 
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hire qualified scholarship recipients in their schools and in the subject areas or grade 
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levels for which the recipients will be trained, and a description of the actions the grantee 
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institution, the local educational agencies, and the other patiners will take to facilitate the 
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successful transition of those recipients into teaching; and 
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(7) A description of the applicant's plan for institutionalizing the activities it is 
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carrying out under this part, so that those activities will continue once funding ceases. 
26 
SECTION 15. Use afFunds. - Each grantee shall use the funds granted for the following; 
27 
(A) Scholarships to help students pay the costs of tuition, room, board, and other 
28 
expenses of completing a teacher preparation program. 
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(B) Support services, if needed to enable scholarship recipients to complete 
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postsecondary education programs. 
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(C) Follow-up services provided to former scholarship recipients during their first three 
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(3) years ofteaching. 
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(D) Payments to partner local educational agencies, if needed (0 enable them to permit 
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paraprofessional staff to participate in teacher preparation programs such as the cost of 'release 
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time' for those staff; and 
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(E) If appropriate, and if no other funds are available, paying the costs of additional courses 
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taken by former scholarship recipients during their initial three (3) years of teaching. 
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SECTION 16. Selection of Applicants. -
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(A) Peer Review. - The Secretary, using a peer review process, shall select applicants to 
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receive funding under this part on this part on the basis of-
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(I) The quality of the teacher preparation program offered by the institution; 
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(2) The quality of the program that would be carried out under the application; 
IS 
and 
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(3) The capacity of the partnership to carry out the grant successfully. 
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(B) Criteria. -
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(I) In making selections, the Secretary shall seek to ensure that-
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(a) In the aggregate, grantees carry out a variety of approaches to 
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preparing new teachers; and 
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(b) There is an equitable geographic distribution of awards. 
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(2) In addition to complying with paragraph (I), the Secretary shall give special 
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consideration to applications most likely to result in the preparation of increased numbers 
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of individuals with high potential for effective teaching who are minority individuals,. 
25 
including language minority individuals, and individuals with disabilities; and 
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(C) Second Five-Year Grants. - In selecting grantees to receive second grants under this 
27 
part, the Secretary shall give a preference to applicants whose projects have resulted in-
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(1) The placement and retention of a substantial number of high-quality graduates 
2 
in teaching positions in undeserved, high-poverty schools; 
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(2) The adoption of effective programs that meet the teacher preparation needs of 
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high-poverty urban and rural areas; and 
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(3) Effective partnerships with elementary and secondary schools that are 
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supporting improvements in student achievement. 
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SECTION 17. Duration and Amount o/Assistance; Relation to Other Assistance. -
8 
CA) Duration 0/ Assistance. -No individual may receive scholarship assistance under this 
9 
part for more than five (5) years of post-secondary education. 
10 
(B) Amount 0/ Assistance. -No individual may receive an award under this program that 
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exceeds the cost of attendance at the institution the individual is attending. 
12 
(C) Relation to Other Assistance. - A scholarship awarded under this part shall not be 
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reduced on the basis ofthe individual's receipt of other forms of student financial assistance. 
14 
SECTION 18. Scholarship Conditions. - A recipient of a scholarship under this part shall 
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continue to receive that assistance only as long as he or she is-
16 
(A) Enrolled as a full-time student and pursuing a course of study leading to teacher 
17 
certification, unless he or she is working in a public school as a paraprofessional, or as a teacher 
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under emergency credentials while participating in the program; and 
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(B) Maintaining satisfactory progress as determined by the institution. 
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SECTION 19. Service Requirements.-
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(A) Requirement. - Each partnership receiving a grant under this part shall enter into an 
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agreement, with each student to whom it wards a scholarship under this part, providing that a 
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scholarship recipient who completes a teacher preparation program under this part shall, within 
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five (5) years of completing that program, teach full-time for at least three (3) yeaTs in a high-
25 
poverty school in an undeserved geographic area or repay the amount of the scholarship, under 
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the terms and conditions established by the Secretary. 
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(B) Regulations. - The Secretary shall prescribe regulations relating to the requirements 
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of paragraph (A), including any provisions for waiver of those requirements. 
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SECTION 20. Evaluation. - The Secretary shall provide for an evaluation of the program 
4 
carried out under this part, which shall assess such issues as-
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(A) Whether institutions taking part in the pminerships are successful in prepanng 
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scholarship recipients to teach; 
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(B) Whether scholarship recipients are successful in completing teacher preparation 
8 
programs, becoming fully certified teachers, and obtaining teaching positions in underserved 
9 
areas, and whether they continue teaching in those areas over a period of years; 
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eC) The national impact of the progra!l1 in assisting local educational agencies in 
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undeserved areas to recruit, prepare, and retain diverse, high-quality teachers in the areas in 
12 
which they have the greatest needs; 
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(D) The long-;term impact of the grants on teacher preparation progra!l1s conducted by 
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grantees and on grantees' relationships with their partner local educational agencies and other 
15 
partners; and 
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eEl The relative effectiveness of different approaches for preparing new teachers to teach 
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in undeserved areas, including their effectiveness in preparing new teachers to teach to high 
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content and performance standards. 
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SECTION 21. Separability Clause. - If any provision or part hereof is held invalid or 
20 
unconstitutional, the remainder of the law or the provision not otherwise affected shall remain 
21 
valid and subsisting. 
22 
SECTION 22. Repealing Clause. -: Any law, presidential decree or issuance, executive 
23 
order, letter of instruction, administrative order, rule, or regulation contrary to or is inconsistent 
24 
with the provision of this Act is hereby repealed, modified, or amended accordingly. 
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SECTION 23. Effectivity Clause. - This Act shall take effect fifteen (15) days after its 
2 
publication in at least two (2) newspapers of general circulation. 
Approved, 
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