Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
FIFTEENTH CONGRESS 
Third Regular Session 
·;· ,• Q~ 
House Bill No. 0 ·! '-' 0 
Introduced by Representatives 
DIOSDADO MACAPAGAL ARROYO and GLORIA MACAPAGAL ARROYO 
AN ACT 
ESTABLISHING 
A TEACHING RESIDENCY PROGRAM 
UNDER THE 
DEPARTMENT OF EDUCATION1 
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. 
1 This is a oounterpan measure to S.S. No. 1550 which the Hon. Miriam Defensor-Santiago filed during the First Regular 
Session of the present 15th Congress. 


Teacher candidates must also s.ee 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. 
We therefore urge our colleagues to ensure the bill's expeditious passage 
into law. 
DIOSDADO~GAL ARROYO 
Second District, Camarines Sur 
GLORI~CAPAGAL ARROYO 
Second District, Pampanga 
2 


Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
FIFTEENTH CONGRESS 
Third Regular Session 
House Bill No. 0 4 9 B 
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 2012." 
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. 
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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 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. 
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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 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, 
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