FIFTEENTH CONGRESS OF THE REPUBLIC 
OF THE PHILIPPINES 
) 
) 
) 
First Regular Session 
SENil--cE 
S. No. 1050 
Introduced by Senator Miriam Defensor Santiago 
EXPLANATORY NOTE 
The Constitution, Article 14, Section 5 (4), provides: 
The State shall enhance the right of teachers to professional 
advancement. Non-teaching academic and non-academic personnel shall 
enj'oy the protection of the State. 
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There are large and unrelenting gaps in student achievement among vanous student 
subgroups, with low-income and minority children perfonning 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 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-staffurban and rural locations. 
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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. 1 
1 This bill was originally filed in the Fourteenth Congress, Second Regular Session 
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FIFTEENTH CONGRESS OF THE REPUBLIC 
) 
OF THE PHILIPPINES 
) 
First Regular Session 
) 
SENYS50 
S. No. __ -=--=-
Introduced by Senator Miriam Defensor Santiago 
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AN ACT 
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ESTABLISHING A TEACHING RESIDENCY PROGRAM UNDER THE DEPARTMENT OF 
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EDUCATION 
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Be it enacted by the Senate and the House of Representatives of the Philippines in 
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Congress assembled: 
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SECTION 1. Short Title. - This Act shall be known as the "Teaching Residency Act." 
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SECTION 2. Establishment of a Teaching Residency Program. - The Secretary of the 
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Department of Education shall establish a Teaching Residency Program. 
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A. In General - This IS a school-based teacher preparation program m which a 
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prospective teacher: 
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1. for one academic year teaches alongside a mentor teacher, who is the 
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teacher of record; 
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2. receives concurrent instruction, which may be taught by residency 
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program faculty, in the teaching of the content area in which the teacher 
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will become certified or licensed to teach; 
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3. acquires knowledge of planning, content, pedagogy, student learning, and 
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assessment, management of the classroom enviromnent, and professional 
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responsibilities, including interaction with fa)11ilies and colleagues; 
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4. earns a master's degree and attains full certification or licensure to teach 
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prior to completion ofthe program; and 
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5. receives ongoing mentoring support in a structured induction program for 
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not less than the first two years as teacher of record. 
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B. Establishment - Each Teaching Residency Program shall be designed to meet the 
following characteristics of successful programs: 
I. 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 III 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 
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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 
profess~ona1 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 lmder this subsection, based on the following 
characteristics: 
I. 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 
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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 
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faculty, and to the extent necessary to receive full certification as a 
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teacher. 
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4. Ongoing mentoring and coaching during the first two or more years of 
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induction into classroom teaching. 
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G. Placement in a high-need school - An eligible individual who receives a grant under 
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this subsection shall teach in a high-need school served by the local educational agency 
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for a period of 3 years after completing the I-year teaching residency program. If an 
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eligible individual does not complete the teaching requirement described in Subsection A, 
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such individual shall repay to the local educational agency a pro rata portion of the grant 
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amount for the amount of teaching time the individual did not complete. 
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SECTION 3. Appropriation. - The amount of Five million pesos (P5,OOO,OOO.00) is 
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hereby authorized to be appropriated for establishment of the Teacher Residency Program. 
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Thereafter, the funds necessary for the operation of the program shall be included in the General 
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Appropriations Act. 
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SECTION 4. Separability Clause. - If any p'rovision or part thereof is held invalid or 
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unconstitutional, the remainder of the law or the provision not otherwise affected shall remain 
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valid and subsisting. 
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SECTION 5. Repealing Clause. - All laws, presidential decree or issuance, executive 
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orders, letter of instruction, administrative order, rule and regulation contrary to, or inconsistent 
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with the provisions of this Act are hereby repealed, modified, or amended accordingly. 
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SECTION 6. Effectivity Clause. - This Act shall take effect fifteen (IS) days following 
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its publication in at least two (2) newspapers of general circulation. 
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Approved, 
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/dpm 
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