PROF ED

I. OBJECTIVES
To equip educators with the essential skills and innovative strategies needed to adapt to
rapidly changing technological landscapes, foster critical thinking, and enhance student
engagement, preparing learners for success in a global society.

||.TOPIC/CONTENT
THE 21st CENTURY TEACHER: SKILLS FOR A CHANGING WORLD
The 21st Century Teacher: Skills for a Changing World
The role of teachers has evolved significantly in the 21st century, necessitating a new
set of skills to prepare students for a rapidly changing world. Here are some key skills
and characteristics essential for modern educators:
1. Technological Proficiency
Teachers must be adept with technology, using digital tools and platforms to enhance
learning. This includes:
Integrating EdTech: Using tools like learning management systems (e.g., Google
Classroom, Canvas) and educational apps to facilitate learning.
Digital Literacy: Teaching students how to navigate, evaluate, and create information
using technology.
2. Critical Thinking and Problem-Solving
Modern teachers should encourage students to think critically and approach problems
creatively. This involves:
Facilitating Inquiry-Based Learning: Encouraging students to ask questions, conduct
research, and explore solutions.
Real-World Applications: Designing projects that connect classroom learning with real-
life challenges.
3. Collaboration and Communication
Effective collaboration among students and with other educators is vital. Skills include:
Team Teaching: Working with other teachers to co-develop curriculum and share best
practices.
Facilitating Group Work: Creating opportunities for students to collaborate on projects
and discussions.
4. Cultural Competence and Inclusivity
Teachers should be sensitive to diverse backgrounds and create inclusive learning
environments. This includes:
Differentiated Instruction: Tailoring teaching methods to accommodate varying learning
styles and needs.
Culturally Relevant Pedagogy: Incorporating diverse perspectives and materials in the
curriculum.
5. Adaptability and Lifelong Learning
In a rapidly changing world, teachers must model adaptability. This involves:
Embracing Change: Being open to new teaching methods, curricula, and technologies.
Professional Development: Pursuing ongoing education and training to stay current with
educational trends.
EXAMPLES
Adaptability: The ability to adjust to new conditions and challenges quickly.
Digital Literacy: Proficiency in using digital tools and understanding online platforms.
Critical Thinking: The capacity to analyze information and make informed decisions.
Emotional Intelligence: Understanding and managing your own emotions and those of
others to
foster better collaboration.
Creativity: The ability to think outside the box and develop innovative solutions.
Collaboration: Working effectively with diverse teams, often in virtual environments.
Lifelong Learning: A commitment to continuous personal and professional development.
B. Transformative Education: Empowering Learners for a Better Future
Transformative education represents a paradigm shift in educational philosophy, moving
beyond the traditional model of knowledge transmission to embrace a holistic approach
that empowers learners to become active agents of change. This approach emphasizes
the following key elements:
1. Engaging with the World:
Transformative education encourages students to connect their learning
experiences to real-world issues and challenges. By fostering a sense of responsibility
and agency,this approach equips learners with the critical thinking skills, empathy, and
understanding necessary to address complex societal problems. This engagement can
take various forms, such as:
•Experiential Learning: Integrating hands-on projects, community service, and
internships into the curriculum allows students to apply their knowledge in practical
settings and gain firsthand experience of the challenges faced by their communities.
•Interdisciplinary Approaches: Breaking down disciplinary silos and encouraging cross-
disciplinary collaboration helps students develop a more comprehensive understanding
of complex issues and fosters innovative solutions.
•Critical Thinking and Problem-Solving: Transformative education emphasizes the
development of critical thinking skills, enabling students to analyze information, identify
biases, and formulate solutions to real-world problems.
2. Building a Better World:
Transformative education emphasizes the development of skills and values that
promote collaboration, empathy, and problem-solving, enabling students to contribute to
a more just and sustainable future. This includes fostering:
•Social Justice and Equity: Addressing issues of inequality, discrimination, and systemic
biases within the educational system and society at large and skills to contribute to
sustainable practices.
•Environmental Sustainability: Promoting awareness of environmental issues and
equipping students with the knowledge and skills to contribute to sustainable practices.
•Global Citizenship: Cultivating an understanding of interconnectedness and fostering a
sense of responsibility for the well-being of the global community.
3. Creating Inclusive Learning Environments
Transformative education recognizes the importance of fostering a sense of belonging
and inclusion for all learners. This requires addressing issues of school violence,
bullying, and discrimination by:
• Creating Safe and Welcoming Spaces:
Promoting a culture of respect, empathy, and understanding within the classroom and
school community.
•Addressing Implicit Bias: Identifying and challenging unconscious biases that may
perpetuate inequality and discrimination.
•Empowering Diverse Voices: Providing opportunities for all students to share their
perspectives, experiences, and ideas, fostering a sense of belonging and shared
responsibility.

C. Qualifications Frameworks: Setting Standards for Teacher Development

Qualifications frameworks provide a common language for describing and comparing
educational qualifications across different institutions and countries. They play a crucial
role in promoting teacher development and ensuring quality education.
ASEAN Qualifications Reference Framework (AQRF):
This regional framework aims to facilitate the recognition of qualifications across ASEAN
member states, promoting lifelong learning and the mobility of skilled workers.
Philippine Qualifications Framework (PQF):
The PQF sets national standards for educational qualifications, promoting the
recognition of learning achievements and providing clear pathways for career
progression.

D.National Compentency-Based Teachers Standards (NCBTS) and the Philippine

Professional Standards for Teachers (PPST)
1. Social Regard for Learning (SRFL)
Definition: Teachers serve as positive role models for the value of learning.
- Significance: This domain emphasizes the importance of teachers fostering a love for
learning in students. It involves demonstrating enthusiasm for the subject matter,
encouraging curiosity, and creating a positive learning environment where students feel
valued and motivated.
2. Learning Environment (LE)
- Definition: Teachers create a supportive and inclusive environment where all students
can thrive.
- Significance: This domain highlights the need for teachers to create a classroom
atmosphere that is welcoming, respectful, and conducive to learning for all students,
regardless of their backgrounds, abilities, or learning styles.
3. Diversity of Learners (DOL)
- Definition: Teachers recognize and respect individual differences, adapting their
teaching to meet the needs of diverse learners.
- Significance: This domain emphasizes the importance of teachers understanding and
responding to the unique needs of each student. It involves recognizing and addressing
individual differences in learning styles, abilities, cultural backgrounds, and special
needs.
4. Curriculum (CURR.)
- Definition: Teachers have a deep understanding of the curriculum and use effective
teaching strategies to achieve learning goals.
- Significance: This domain emphasizes the importance of teachers being
knowledgeable about the curriculum, its content, and its objectives. It involves selecting
and implementing effective teaching strategies that align with the curriculum and
promote student learning.
5. Planning, Assessing, and Reporting (PAR):
- Definition: Teachers use assessment data to inform their planning and provide clear
feedback to students.
- Significance: This domain emphasizes the importance of teachers using assessment
data to monitor student progress, identify areas for improvement, and adjust their
teaching strategies accordingly. It also involves providing students with clear and
constructive feedback that helps them understand their strengths and areas for growth.
6. Community Linkages (CL):
- Definition: Teachers connect classroom learning to the experiences and aspirations of
the community.
- Significance: This domain emphasizes the importance of teachers connecting
classroom learning to real-world experiences and the needs of the community. It
involves collaborating with parents, community members, and other stakeholders to
create a relevant and meaningful learning experience for students.

7. Personal Growth and Professional Development (PGPD):

- Definition: Teachers are committed to continuous improvement and professional
development.
- Significance: This domain emphasizes the importance of teachers engaging in
ongoing professional development to enhance their knowledge, skills, and practices. It
involves seeking out opportunities to learn new teaching strategies, stay current with
educational research, and reflect on their teaching practices to improve their
effectiveness
- Foundation: The PPST is built upon the foundation of the NCBTS. It acknowledges the
NCBTS as a valuable framework for defining effective teaching across all aspects of a
teacher's professional life.
- Expansion: The PPST expands upon the NCBTS by providing a more comprehensive
and detailed framework for teacher quality in the context of the K to 12 reform. It
articulates specific competencies and standards that are aligned with the goals and
objectives of the K to 12 curriculum.
- Adaptation: The PPST adapts the NCBTS principles to the evolving needs of the
Philippine education system. It takes into account the changing landscape of education,
including the increasing emphasis on 21st-century skills, technology integration, and
student-centered learning.

PPST's Expansion and Adaptation:

- K to 12 Reform: The PPST specifically addresses the challenges and opportunities
presented by the K to 12 reform. It emphasizes the need for teachers to be equipped
with the knowledge, skills, and values necessary to effectively implement the new
curriculum.
- 21st-Century Skills: The PPST incorporates 21st-century skills, such as critical
thinking, problem-solving, creativity, communication, and collaboration, into its
standards. It recognizes the importance of developing these skills in students to prepare
them for success in the 21st century.
- Technology Integration: The PPST emphasizes the importance of technology
integration in teaching and learning. It encourages teachers to use technology
effectively to enhance student engagement, access information, and develop digital
literacy skills.
- Student-Centered Learning: The PPST promotes a student-centered approach to
learning.

It emphasizes the need for teachers to create a supportive and inclusive learning
environment where students are actively engaged in their learning and take ownership
of their education.The NCBTS and PPST are crucial for achieving teacher quality,
improved student learning outcomes, and ultimately, quality education in the Philippines.
Here's why:

1. Teacher Quality:
- Clear Expectations: These standards provide clear expectations for teachers, outlining
the knowledge, skills, and values they need to be effective in their roles. This helps
ensure that teachers are equipped with the necessary competencies to deliver high-
quality instruction.
- Professional Development: The standards serve as a guide for professional
development programs, ensuring that teachers are provided with opportunities to
enhance their skills and knowledge in areas aligned with the standards. This continuous
improvement helps teachers stay current with best practices and adapt to the evolving
needs of the education system.
- Accountability: The standards provide a framework for accountability, allowing for the
evaluation of teacher performance against defined criteria. This helps ensure that
teachers are meeting the required standards and are committed to continuous
improvement.

2. Improved Student Learning Outcomes:

- Targeted Instruction: By focusing on key competencies, the standards guide teachers
to deliver targeted instruction that addresses the specific needs of their students. This
ensures that students are receiving instruction that is relevant, engaging, and effective
in promoting their learning.
- Equitable Access: The standards emphasize the importance of catering to the diverse
needs of learners, ensuring that all students have equitable access to quality education.
This includes addressing individual differences in learning styles, abilities, cultural
backgrounds, and special needs.
- 21st-Century Skills: The standards emphasize the development of 21st-century skills,
such as critical thinking, problem-solving, creativity, and communication. This prepares
students for success in the 21st-century workforce and equips them with the skills they
need to thrive in a rapidly changing world.

3. Quality Education:
- Systemic Improvement: The NCBTS and PPST contribute to systemic improvement in
the Philippine education system by providing a shared vision and framework for
achieving quality education. This helps ensure that all stakeholders are working towards
the same goals and are aligned in their efforts to improve the quality of education.
- National Standards: The standards serve as national standards for teacher quality,
ensuring that teachers across the country are held to the same high standards. This
helps promote consistency and quality in education across different regions and
schools.
- Continuous Improvement: The standards encourage a culture of continuous
improvement in the education system. By regularly reviewing and updating the
standards, the Philippines can ensure that its education system remains relevant,
effective, and responsive to the changing needs of society.
-CONCLUSION
- Professionalism and Transformative Education: The document emphasizes the
significance of these concepts in preparing students for the challenges and
opportunities of the 21st century.
- Empowering Learners: By embracing these principles, teachers can become agents of
positive change, empowering learners to become responsible citizens, critical thinkers,
and innovative problem-solvers.
- NCBTS and PPST: The NCBTS and PPST frameworks are highlighted as valuable
tools for guiding teacher development and ensuring quality education.
- Qualifications Frameworks: These frameworks promote the recognition of learning
achievements and facilitate the mobility of skilled professionals.

E. The Philippine Professional Standards for Teachers (PPST): A Framework for

Teacher Excellence
Introduction
The Philippine Professional Standards for Teachers (PPST) is a structured framework
designed to elevate the teaching profession in the Philippines. It defines the skills,
knowledge, and attributes that teachers should possess to effectively support student
learning and adapt to the educational reforms brought by the K to 12 program. The
PPST functions as both a guide for teacher growth and a tool for evaluating teacher
performance, ensuring that education in the Philippines aligns with global standards and
addresses the challenges of 21st-century learning.

Development and Characteristics of the PPST

The PPST was developed as part of the effort to modernize the education system in
the Philippines, especially in response to the shift towards K to 12, which introduced
major changes in the structure and curriculum of basic education. It replaced the
National Competency-Based Teacher Standards (NCBTS) by integrating more recent
insights into effective teaching practices and ensuring alignment with international
standards.

The key characteristics of the PPST include:

1. Learner-centeredness: One of the core principles of the PPST is focusing on the
diverse needs of students. It encourages teachers to create inclusive learning
environments that support every learner, regardless of background, ability, or learning
style.
2. Lifelong learning: The framework recognizes that teaching is a continuously evolving
profession. Teachers are expected to engage in ongoing professional development,
staying updated with the latest educational research, teaching strategies, and
technology advancements to improve their practice.
3. Professional accountability: PPST outlines clear expectations for teachers and holds
them accountable for their professional growth and the quality of their teaching. This not
only applies to their individual performance but also their contributions to student
learning outcomes and the broader school community.
4. Collaboration and partnership: The framework stresses the importance of building
strong partnerships with fellow educators, parents, and the wider community. By
working together, teachers can better support student learning and foster a more holistic
educational experience.
The PPST serves as a roadmap for teachers in the Philippines to enhance their skills,
maintain high professional standards, and ensure that they are responsive to the
educational needs of today's learners.
The Philippine Professional Standards for Teachers (PPST) is structured into seven
key domains, each representing a specific area of focus for teacher development and
performance evaluation. These domains break down into various strands and indicators
that offer a clear and detailed guide for teachers to understand what is expected of them
in different aspects of their professional roles.

Salient Features and Components of the PPST;

The seven domains of the PPST cover a wide range of competencies that teachers
need to master. Each domain is broken down into strands, which are more specific
areas within the domain, and indicators, which are measurable criteria used to assess
teacher performance. Together, these elements form a comprehensive system that
supports both individual teacher growth and objective performance evaluation.

The Seven Domains:

1. Content Knowledge and Pedagogy: This domain emphasizes that teachers should
have a strong grasp of the subject matter they teach and the pedagogical skills to
present that content effectively. It includes understanding how students learn, using
diverse teaching strategies, and integrating technology into the classroom.
2. Learning Environment: This domain focuses on creating a safe, inclusive, and
stimulating learning environment. It highlights the importance of maintaining classroom
management, promoting positive behavior, and ensuring that the classroom is a place
where all students can participate and thrive.
3. Diversity of Learners: Recognizing that students come from diverse backgrounds and
have different needs, this domain ensures that teachers are prepared to address these
variations. Teachers are encouraged to differentiate instruction to meet the varying
learning styles, abilities, and cultural backgrounds of their students.
4. Curriculum and Planning: Teachers must be able to design lessons that are aligned
with the curriculum and structured in a way that facilitates learning. This domain
involves lesson planning, curriculum mapping, and the ability to make adjustments to
ensure learning objectives are met.
5. Assessment and Reporting: Assessment is a crucial part of teaching, and this domain
ensures teachers know how to evaluate student progress effectively. It covers both
formal and informal assessment methods, as well as the importance of providing timely,
constructive feedback and accurately reporting student progress.
6. Community Linkages and Professional Engagement: Teachers are expected to
engage with the larger community, including parents, colleagues, and stakeholders. This
domain emphasizes the importance of building partnerships that support student
learning and teacher development, as well as staying active in professional learning
communities
7. Personal Growth and Professional Development: This domain underscores the need
for continuous self-improvement. Teachers are encouraged to engage in lifelong
learning by participating in professional development activities, reflecting on their
practice, and staying informed about the latest trends in education.
These seven domains provide a comprehensive roadmap for teachers in terms of both
their professional responsibilities and their ongoing growth. The PPST ensures that
teachers are not only accountable for student outcomes but also for their personal and
professional development throughout their careers.
Career Stages
The PPST recognizes four distinct career stages for teachers:
1. Beginning Teacher: Newly qualified teachers who are entering the profession.
2. Proficient Teacher: Teachers who have demonstrated competence in their teaching
practice and are able to independently apply their skills.
3. Highly Proficient Teacher: Experienced teachers who have a high level of
performance and are able to mentor and lead others.
4. Distinguished Teacher: Highly accomplished teachers who embody the highest
standards of teaching and are recognized as leaders in the field

Domains
The PPST is structured around seven domains, each representing a critical aspect of
teaching: [1]
1. Content Knowledge and Pedagogy: Teachers demonstrate a deep understanding of
their subject matter and use effective teaching strategies to facilitate student learning.
2. Learning Environment: Teachers create a safe, supportive, and inclusive learning
environment that promotes student responsibility and achievement.
3. Diversity of Learners: Teachers recognize and respect individual differences, adapting
their teaching to meet the needs of diverse learners.
4. Curriculum and Planning: Teachers effectively plan and implement curriculum,
aligning their instruction with national and local standards.
5. Assessment and Reporting: Teachers use a variety of assessment tools and
strategies to monitor, evaluate, and report on student learning.
6. Community Linkages and Professional Engagement: Teachers connect classroom
learning to the community and engage in professional development activities.
7. Personal Growth and Professional Development: Teachers are committed to
continuous improvement and professional growth, seeking opportunities to enhance
their skills and knowledge.
Strands
Each domain is further divided into strands, which represent more specific dimensions
of teacher practice. For example the “Content knowledge and Pedagogy” domain
includes strands such as “Demonstrates mastery of content knowledge” , “Applies
developmentally appropriate teaching strategies” , “and uses effective communication
strategies.”
Indicators
The indicators provide concrete examples of how teachers can demonstrate their
competence in each strand. They offer specific actions, behaviors, and outcomes that
teachers should strive to achieve. For example, an indicator for the strand
“Demonstrates mastery of content knowledge” might be “Accurately explains complex
concepts in a way that is understandable to students,”

Conclusion: The PPST as a Framework for Teacher Excellence

provides a clear framework for teacher development, performance evaluation, and the
overall enhancement of the teaching profession. By embracing the principles and
practices outlined in the PPST, teachers can strive for excellence in their teaching,
ensuring that all students have the opportunity to reach their full potential.
III. ACTIVITIES

ACTIVITY 1

Instructions:

Answer the following question in your own words.

Question:

Why is it important to have qualifications frameworks like AQRF and PQF, and
how can they help teachers in their career development?

ACTIVITY 2

Give what being ask. Write your answer in the

1.What are the 3 engage with the world in transformative world.

1.____________

2.____________

3.____________

2. What are the 3 building a better world in transformative education?

1.____________
 2.____________

3.____________

3.Give atleast 2 creating inclusive environment.

1.__________

2.__________
IV. EVALUATION/TEST
1.Which of the following skills is most essential for adapting to new technologies in the
workplace?
A) Manual dexterity
B.Digital literacy
C) Memorization.
D) Physical strength
2.What is the primary benefit of developing critical thinking skills?
A) Enhanced memory
B) Improved physical health
C) Better decision-making.
D) Increased social status
3.Which skill is crucial for effective collaboration in diverse teams?
A) Time management
B) Emotional intelligence
C) Technical proficiency.
D) Public speaking
4.In a rapidly changing job market, which of the following skills is most valuable?
A) Specialized knowledge.
B) Adaptability.
C) Traditional education.
D) Longevity in one position
5.Which of the following best describes the importance of lifelong learning?
A) It’s only for academic settings.
.B) It helps individuals stay relevant and competitive
.C) It guarantees job security.
D) It focuses solely on technical skills.
6. What is the primary goal of transformative education?
a) To impart knowledge and skills.
b) To prepare students for specific careers.
c) To empower learners to become agents of change.
d) To promote traditional values and beliefs.
7. Which of the following is NOT a key element of transformative education?
a) Engaging with the world.
b) Building a better world.
c) Creating inclusive learning environments.
d) Emphasizing standardized testing and academic achievement.
8. How does transformative education encourage students to engage with the world?
a) By requiring them to memorize facts and figures.
b) By focusing solely on theoretical concepts.
c) By integrating hands-on projects, community service, and internships.
d) By emphasizing competition and individual achievement.
9. What is one way to create inclusive learning environments in a transformative
education setting?
a) Encouraging students to conform to traditional norms and expectations.
b) Promoting a culture of respect, empathy, and understanding.
c) Ignoring differences and focusing on commonalities.
d) Emphasizing individual achievement over collaboration.
10. What is the ultimate goal of transformative education in relation to the future?
a. To ensure students succeed in a competitive job market.
b) To prepare students for a stable and predictable future.
c) To equip students with the skills and values to contribute to a more just and
sustainable future.
d) To maintain the status quo and preserve existing social structures.
11. What is the purpose of qualifications frameworks?
A. To describe and compare educational qualifications across different institutions and
countries.
B. To teach specific school subjects.
C. To replace teachers in schools.
D. To provide free education to everyone.
12. Which regional framework helps recognize qualifications across ASEAN member
states?
A. Philippines Qualifications Framework (PQF)
B. ASEAN Qualifications Reference Framework (AQRF)
13. What does the Philippine Qualifications Framework (PQF) focus on?
A. Giving awards to top students.
B. Setting national standards for educational qualifications.
C. Training teachers for foreign countries
D. Establishing more schools.
14. How does the AQRF promote mobility?
A. By allowing teachers to move between different schools easily.
B. By enabling the recognition of skilled workers across ASEAN countries.
C. By providing travel opportunities for students.
D. By giving scholarships for international study.
15. What does the PQF aim to do for career progression?
A. Provide clear pathways for promotion.
B. Encourage retirement for older teachers.
C. Help students transfer between schools.
D. Limit career options for teachers.
16.What is the primary purpose of the NCBTS?
a) To define effective teaching practices across all aspects of a teacher's professional
life.
b) To evaluate teacher performance based on standardized tests.
c) To provide a framework for curriculum development in the Philippines.
d) To guide the selection of textbooks for different grade levels.
17.Which domain emphasizes the importance of teachers recognizing and respecting
individual differences in learners?
a) Social Regard for Learning(SRFL)
b) Learning Environment (LE)
c) Diversity of Learners (DOL) - d) Curriculum (CURR.)
18.What is the main purpose of the PPST?
a) To replace the NCBTS with a more comprehensive framework.
b) To build upon the NCBTS, providing a more comprehensive framework for teacher
quality in the context of the K to 12 reform.
c) To establish a standardized curriculum for all schools in the Philippines.
d) To create a system for ranking teachers based on their performance.
19.Which of the following is NOT a domain of the NCBTS?
a) Community Linkages (CL)
b) Planning, Assessing, and Reporting (PAR)
d) Personal Growth and Professional Development (PGPD)
c) Teacher Leadership (TL)
20.What is the ultimate goal of achieving teacher quality and improved student learning
outcomes?
a) Increased funding for education in the Philippines.
b) Higher test scores for Filipino students.
c) Quality education in the Philippines.
d) Recognition of Filipino teachers on a global scale.
21. What is the main purpose of the PPST?
a) To establish a curriculum for students
b) To improve the performance and quality of teachers
c) To evaluate school infrastructure
d) To create teaching materials
22. Which of the following is NOT one of the seven domains of the PPST?
a) Content Knowledge and Pedagogy
b) Learning Environment
c) Teacher Compensation and Benefits
d) Curriculum and Planning
23. At which career stage is a teacher expected to begin mentoring others?
a) Beginning Teacher
b) Proficient Teacher
c) Highly Proficient Teacher
d) Distinguished Teacher
24. A teacher who is highly recognized for their leadership in education and contributes
to shaping educational policy is at which career stage?
a) Beginning Teacher
b) Proficient Teacher
c) Highly Proficient Teacher
d) Distinguished Teacher
25. Which domain in the PPST emphasizes collaboration with parents and other
stakeholders?
a) Learning Environment
b) Community Linkages and Professional Engagement
c) Diversity of Learners
d) Assessment and Reporting
26. Which domain focuses on the teacher's ability to create a safe, inclusive, and
supportive learning environment?
a) Content Knowledge and Pedagogy
b) Learning Environment
c) Curriculum and Planning
d) Diversity of Learners
27. A teacher adapting their teaching style to meet the needs of students with different
learning abilities relates to which domain?
a) Assessment and Reporting
b) Diversity of Learners
c) Learning Environment
d) Community Linkages and Professional Engagement
28. Which domain emphasizes the importance of aligning teaching plans with national
and local standards?
a) Curriculum and Planning
b) Content Knowledge and Pedagogy
c) Personal Growth and Professional Development
d) Learning Environment
29. Using various assessment tools to monitor and report student progress falls under
which domain?
a) Community Linkages and Professional Engagement
b) Assessment and Reporting
c) Learning Environment
d) Personal Growth and Professional Development
30. The domain that highlights the teacher's commitment to ongoing professional
development and growth is:
a) Content Knowledge and Pedagogy
b) Learning Environment
c) Personal Growth and Professional Development
d) Curriculum and Planning
31.) What is the ultimate function of DNA strands?

A) Energy storage
B) Genetic information encoding
C) Structural support
D) Protein synthesis
32.) Which strand focuses on professional development in the PPS framework?
A) Learning Environment
B) Professional Practice
C) Curriculum Delivery
D) Assessment
33.)What is the primary indicator of effective teaching according to the framework?
A) Classroom management
B) Student engagement
C) Curriculum design
D) Parental involvement
34.)In the PPS framework, which element is essential for creating a positive learning
environment?
A) Lesson planning
B) Assessment strategies
C) Respectful relationships
D) Subject knowledge
35.)What does the "PPS" in the framework stand for?
A) Professional Practice Standards
B) Performance and Progress Standards
C) Pedagogical Principles System
D) Professional Progress System
ANSWER KEY:
1. b 26. b
2. c 27. b
3. b 28. a
4. b 29. b
5. b 30. c
6. c 31. b
7. d 32. b
8. c 33. b
9. b 34. c
10. c 35. a
11. a
12. b
13. b
14. b
15. a
16. a
17. c
18. b
19. c
20. c
21. b
22. c
23 .c
24. d
25. b
26. b