Straight Talk with RITQ Director Dr. Brando Palomar
In this exclusive Q&A, the RITQ Communications Team sat down with newly-appointed Dr. Palomar to discuss his vision for the institute, his experiences in education and research, and what he hopes to accomplish in his new role.
RITQ Comms:
Can you tell us about your background and career journey leading up to becoming the RITQ Director? How do you feel about this new role?
Dr. Palomar:
Before joining RITQ, I served as the Associate Dean of the Faculty of Science, Technology, and Mathematics at the College of Teacher Development. During my tenure, I was actively involved in various university-funded research projects, including the STEAM Pipeline Study in collaboration with PBEd, the TPACK in Philippine STEAM Education initiative supported by CHED, and the “Educating Science Teachers for All” project under the Erasmus+ Programme of the European Union.
I recognize that this new role presents both overwhelming and challenging aspects, but I am confident that it will deepen my understanding and appreciation of conducting applied research with meaningful impact on our education system.
RITQ Comms:
What motivated you to take on this role, and what do you hope to achieve during your term?
Dr. Palomar:
I was motivated by the supportive working environment of the institute, where I have the opportunity to collaborate with colleagues who bring diverse expertise yet share the same aspirations. The chance to lead impactful research studies that can significantly shape policy and practice around teacher quality also inspired me. My goal is to guide the institute in advancing research that will positively influence teacher preparation programs, the implementation of the basic education curriculum, and the empowerment of teachers to enhance their professional agency.
RITQ Comms:
How has your previous experience including as RITQ senior program manager shaped your approach to improving teacher quality and education standards?
Dr. Palomar:
As a faculty member at PNU and a senior program manager at RITQ, I gained valuable learning experiences in redefining teacher quality and recalibrating my instructional practices. These roles allowed me to develop a deeper understanding of evidence-based instruction and the various factors that significantly impact learning, which I now incorporate into my teaching. Additionally, my involvement in field research provided first-hand insights into the challenges and aspirations of teachers in practice, offering new perspectives on how we can better support and empower them to enhance their pedagogical beliefs and practices.
RITQ Comms:
What are some of the key challenges currently facing teacher quality in the Philippines, and how do you plan to address them?
Dr. Palomar:
We need to focus on three key areas of concern: 1) the quality of teacher preparation programs (pre-service); 2) teacher agency among in-service educators; and 3) the attributes and practices of school leaders. It is crucial to investigate these areas and develop mechanisms to address them effectively.
Insights from fieldwork studies will offer fresh perspectives on tackling these issues. At present, the institute is prepared to develop teacher training manuals and implement a series of capacity-building programs for both teachers and school heads, in collaboration with DepEd and the Australian government.
RITQ Comms:
Can you share some of the specific goals or initiatives you will prioritize during your time as Director?
Dr. Palomar:
Our key goals for the institute are to i) strengthen partnerships with existing funding agencies, policymakers, and DepEd units; ii) collaborate with other research institutions and teacher education-related organizations to foster innovation and shared expertise, iii) establish a mentoring program and enhance the institute’s professional development initiatives to support the growth of our personnel, and iv) expand the visibility and impact of RITQ’s research outputs across both traditional and digital platforms.
RITQ Comms:
What role does research play in improving teacher quality, and how does RITQ plan to advance this area?
Dr. Palomar:
Conducting research offers valuable opportunities to capture, document, and analyze the voices, experiences, and realities of teachers and school leaders. RITQ will take the lead in this effort, as well as in designing and developing policy recommendations, resource materials, and guidance on teacher quality for our various stakeholders.
RITQ Comms:
Are there any new or ongoing research projects at RITQ that you are particularly excited about? Why?
Dr. Palomar:
The two research projects with TEC will give RITQ opportunities to work with teacher education institutions (TEIs) who are Centers of Excellence (COEs) and Centers of Development (CODs) in reshaping/ redesigning the teacher education programs, while the MATATAG Year 2 projects with DepEd will provide new layers of investigating the school heads and teachers’ experiences in implementing the new curriculum, together with the implementation of different models of teacher training programs as output of the MATATAG Year 1 projects.
RITQ Comms:
What strategies do you think are most effective in supporting teachers’ professional development?
Dr. Palomar:
Offering a diverse range of well-designed training programs and delivery modalities that are closely aligned with the specific context, typology, and needs of each school is crucial. It’s time we explore empowering schools to design, implement, and assess the impact of their own school-based professional development programs.
RITQ Comms:
How does RITQ work with schools, universities, and other stakeholders to ensure that teacher training programs are aligned with the needs of today’s students?
Dr. Palomar:
RITQ is prepared to offer technical assistance and expertise to various stakeholders, grounded in the key findings of our research studies. Recently, RITQ senior managers have served as resource speakers in several webinars on the implementation of the MATATAG curriculum hosted by various universities, as well as in workshops organized by DepEd offices. Our research outputs and policy notes also serve as valuable contributions to enhancing the understanding and practices of our stakeholders.
RITQ Comms:
What are your thoughts on how to retain high-quality teachers in the education system, especially in underserved areas?
Dr. Palomar:
Access to research outputs, quality mentoring, needs-based capacity-building programs, and other forms of incentives are key factors that will shape teachers’ sense of positive engagement and commitment to delivering quality education in the Philippines.
RITQ Comms:
What impact do you hope RITQ will have on the broader education system in the country?
Dr. Palomar:
Aligned with RITQ’s vision and mission, I hope our work will drive the translation of research findings into policies and practices that promote the continuous improvement of teacher quality—both at the pre-service and in-service levels—in the Philippines, and potentially beyond.
RITQ Comms:
How important is collaboration with government bodies, international organizations, and other institutions in achieving RITQ’s objectives?
Dr. Palomar:
Collaboration with diverse stakeholders is essential for RITQ as it helps us gain a deeper understanding of the varied needs and contexts that shape teaching and teacher quality. It also plays a crucial role in addressing financial considerations, enabling us to carry out our research initiatives effectively.
RITQ Comms:
What inspires you most about the work you do at RITQ?
Dr. Palomar:
I find great inspiration in knowing that our research at RITQ can directly impact policy-making and influence teachers’ instructional practices. The potential for our work to shape education on both strategic and practical levels is incredibly motivating. Additionally, the collaborative environment—engaging in collegial discussions and working alongside experts in the field—makes the experience even more rewarding.
RITQ Comms:
How do you stay motivated and continually seek to improve teacher quality, given the challenges the education sector often faces?
Dr. Palomar:
Personally, I do understand that there are other concepts of teacher quality I need to learn and to understand, and there are other horizons or areas of concerns that RITQ needed to investigate as for us to contribute significantly in the growing knowledge of teacher quality in the Philippines – these realizations keep me motivated. Marami pang dapat gawin at dapat pagyabungin, at kahit marami tayong mga problemang kinakaharap, marami din ang pagkakataon na pwede tayo magbigay ng kasugutan at tulong.
RITQ Comms:
Finally, what advice would you give to aspiring researchers and education leaders who are passionate about improving the quality of education?
Dr. Palomar:
It is essential that we fuel our journey with aspirations of continuous improvement in our teaching perspectives and practices. Through reflection, recalibration, and a commitment to research, we can deepen our understanding and make informed, evidence-based decisions. These small but steady collective efforts will help us achieve our goal of fostering quality teaching and educators, which in turn will lead to quality learning and empowered learners in our country.
