1.

THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS LESSON 2 THE TEACHING PROFESSION
Republic of the Philippines NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY Sumacab Main
Campus, Cabanatuan City COLLEGE OF EDUCATION JOHN ADRIAN C. ADIAZ BSE 1A OCTOBER 2018

2. LESSON 2: THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS OVERVIEW THE TEACHING
PROFESSION

3. LESSON 2: THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

OVERVIEW  On August 11, 2017  Department of Education, through the Teacher Education Council 
issued DO No. 42 entitled National Adoption and Implementation of the Philippine Professional
Standards for Teachers (PPST).  In order to address the changes brought about by various national and
global frameworks  Also, changing character of the 21st century learners  Because of these,
improvements to National Competency-Based Teacher Standards (NCBTS)  = Philippine Professional
Standards for Teachers (PPST)

4. LESSON 2: THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS OVERVIEW NCBTs was
institutionalized through… • CHED Memorandum Order No. 52, s. 2007 • DepEd order No. 32, s. 2009. It
emerged as part of the implementation of the Basic Education Sector Reform Agenda (BESRA).

5. LESSON 2: THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS WHY IS PPST CREATED WHEN
THERE IS AN EXISTING NCBTS FRAMEWORK? THE TEACHING PROFESSION

6. LESSON 2: THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS WHY IS PPST CREATED WHEN
THERE IS AN EXISTING NCBTS FRAMEWORK?

 The PPST module distributed by DepEd  explains that-  PPST complements the reform initiatives on
teacher quality from pre-service education to in-service training (INSET).It articulates what constitutes
teacher quality in the K to 12 Reform through well-defined domains, strands and indicators that provide
measures of professional learning, competent practice and effective engagement. This set of standards
makes explicit what teachers should know, be able to do and value to achieve competence, improved
student learning outcomes and eventually quality education. It is founded on teaching philosophies of
learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The professional
standards, therefore, become a public statement of professional accountability that can help teachers
reflect on and assess their practices as they aspire for personal growth and professional development.

PPST started its implementation in August of 2017 through DepEd Order No. 42 signed by Secretary
Leonor M. Briones.

Hence, the PPST aims to:

1. Set out clear expectations of teachers along well-defined career stages of professional development
from beginning to distinguished practice.

2. Engage teachers to actively embrace a continuing effort in attaining proficiency; and,

3. Apply a uniform measure to assess teacher performance, identify needs, and provide support for
professional development.
"Filipinos who passionately love their country and whose values and competencies enable them to
realize their full potential and contribute meaningfully to building the nation." (DepEd Order No. 36, s.
2013).

DO No. 42 emphasized that the PPST shall be used as a basis for all learning and development programs
for teachers to ensure that teachers are properly equipped to effectively implement the K to 12
Program.

SUMMARY OF THE 7 DOMAINS THAT ARE REQUIRED BY TEACHERS TO BE EFFECTIVE IN THE 21ST
CENTURY IN THE PHILIPPINES THE TEACHING PROFESSION

SUMMARY OF THE 7 DOMAINS THAT ARE REQUIRED BY TEACHERS TO BE EFFECTIVE IN THE 21ST
CENTURY IN THE PHILIPPINES

1. Recognize the importance of mastery of content knowledge and its interconnectedness within and
across curriculum areas, coupled with a sound and critical understanding of the application of theories
and principles of teaching and learning.

2. Provide learning environments that are safe, secure, fair and supportive to promote learner
responsibility and achievement. Establish learning environments that are responsive to learner diversity.
The PPST targets to produce better teachers in the country by improving their qualification skills and by
increasing their levels of knowledge, practice and professional engagement .

3. Interact with the national and local curriculum requirements.

4. Apply a variety of assessment tools and strategies for monitoring, evaluating, documenting and
progress and needs, reporting learners’ school-community achievement. Establish partnerships aimed at
enriching the learning environment, as well as the community's engagement in the educative process.

5. Value personal growth and professional development and exhibit high personal regard for the
profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect,
and integrity.

The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in
the Philippines.

PPST was built on NCBTS. It articulates what constitutes teacher quality in the K to 12 Reform through
well- defined domains, strands and indicators that provide measures of professional learning,
competent practice, and effective engagement.

The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher
practices.

7 DOMAINS

Domain 1. Content Knowledge and Pedagogy is composed of the following seven strands:

Domain 2. Learning Environment, consists the following six strands:

Domain 3. Diversity of Learners, consists the following five strands:

Domain 5. Assessment and Reporting is composed of the following five strands:

Domain 6. Community Linkages and Professional Engagement consist of the following four strands:

Domain 7. Personal Growth and Professional Development contains the following five strands:

Domain 1 Content Knowledge and Pedagogy is composed of the following seven strands:

1. Content knowledge and its application within and across curriculum areas

2. Research-based knowledge and principles of teaching and learning

3. Positive use of ICT

4. Strategies for promoting literacy and numeracy

5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills

6. Mother Tongue, Filipino and English in teaching and learning

7. Classroom communication strategies

Domain 2. Learning Environment, consists the following six strands:

1. Learner safety and security

2. Fair learning environment

3. Management of classroom structure and activities

4. Support for learner participation

5. Promotion of purposive learning

6. Management of learner behavior

Domain 3. Diversity of Learners, consists the following five strands:

1. Learners' gender, needs, strengths, interests and experiences

2. Learners' linguistic, cultural, socio-economic and religious backgrounds

3. Learners with disabilities, giftedness and talents

4. Learners in difficult circumstances

5. Learners from indigenous groups

1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies

3. Relevance and responsiveness of learning programs

4. Professional collaboration to enrich teaching practice

5. Teaching and learning resources including ICT

Domain 5. Assessment and Reporting is composed of the following five strands:

1. Design, selection, organization and utilization of assessment strategies

2. Monitoring and evaluation of learner progress and achievement

3. Feedback to improve learning

4. Communication of learner needs, progress, and achievement to key stakeholders

5. Use of assessment data to enhance teaching, learning practices and programs

Domain 6. Community Linkages and Professional Engagement consist of the following four strands:

1. Establishment of learning environments that are responsive to community context

2. Engagement of parents and the wider school community in the educative process

3. Professional ethics

4. School policies and procedures

Domain 7. Personal Growth and Professional Development contains the following five strands:

1. Philosophy of teaching

2. The dignity of teaching as a profession

3. Professional links with colleagues

4. Professional reflection and learning to improve practice

5. Professional development goals

Teacher professional development happens in a continuum, from beginning to exemplary practice.

Career Stage 1 Beginning Teachers

• Gained the qualifications recognized for entry into the teaching profession

• They have a strong understanding of the subjects/areas in which they are trained in terms of content
knowledge and pedagogy.

• They possess the requisite knowledge, skills and values that support the teaching and learning process.

• They manage learning programs and have strategies that promote learning based on the learning
needs of their students.

• They seek advice from experienced colleagues to consolidate their teaching practice.

Career Stage 2 Proficient Teachers

• They are professionally independent in the application of skills vital to the teaching and learning
process.

• They provide focused teaching programs that meet curriculum and assessment requirements.

• They display skills in planning, implementing and managing learning programs.

• They actively engage in collaborative learning with the professional community and other stakeholders
for mutual growth and advancement.

• They are reflective practitioners who continually consolidate the knowledge, skills and practices of
Career Stage 1 teachers.

Career Stage 3 Highly Proficient Teachers

• They consistently display a high level of performance in their teaching practice.

• They manifest an in-depth and sophisticated understanding of the teaching and learning process.

• They have high education-focused situation cognition, more adept in problem solving and optimize
opportunities gained from experience.

• They work collaboratively with colleagues and provide them support and mentoring to enhance their
learning and practice.
• They continually seek to develop their professional knowledge and practice by reflecting on their own
needs and those of their colleagues and students.

Career Stage 4 Distinguished Teachers

• They embody the highest standard for teaching grounded in global best practices.

• They exhibit exceptional capacity to improve their own teaching practice and that of others.

• They are recognized as leaders in education, contributors to the profession and initiators of
collaborations and partnerships.

• They create lifelong impact in the lives of colleagues, students and others.

• They consistently seek professional advancement and relevance in pursuit of teaching quality and
excellence.

• They exhibit commitment to inspire the education community and stakeholders for the improvement
of education provision in the Philippines.