Philippine Professional

Standards for Teachers

(PPST)
 “
Quality Learning
is contingent upon
Quality Teaching

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 Overview
 PPST started its implementation in August 11, 2017 through
DepEd Order No. 42 entitled National Adoption and Implementation
of the Philippine Professional Standards for Teachers signed by
Secretary Leonor M. Briones.

 The changes brought about by various national and global

frameworks such as the K to 12 Reform, ASEAN Integration,
globalization, and the changing character of the 21st century
learners necessitate the improvements and call for the rethinking of
the NCBTS, hence the development of the PPST.
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 A public statement of
Basis for all
professional accountability
performance
that can help teachers
appraisals for
reflect on and assess their
teachers
own practices as they aspire
for personal growth and
professional development

PPST
Used as basis for all
learning and development
programs for teachers to
ensure that teachers are
properly equipped to
effectively implement the K
to 12 program

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 PPST Aims
Set out clear
expectations of Apply a uniform
teachers along well- measure to assess
defined career Engage teachers to teacher
stages of actively embrace a performance,
professional continuing effort in identify needs, and
development from attaining proficiency provide support for
beginning to professional
distinguished development
practice

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 7 Domains that a Teacher should be Effective in

Content
Knowledge Learning Diversity of
and Environment Learners
Pedagogy

Community
Personal
Curriculum Assessment Linkages
Growth and
and and and
Professional
Planning Reporting Professional
Development
Engagement

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 Content Knowledge and Pedagogy

✘ They 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.
✘ They apply developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research.
✘ They display proficiency in Mother Tongue, Filipino and English to
facilitate the teaching and learning process, as well as exhibit the
needed skills in the use of communication strategies, teaching
strategies and technologies to promote high-quality learning
outcomes.
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 Learning Environment

✘ They provide learning environments that are safe, secure, fair and
supportive in order to promote learner responsibility and
achievement.
✘ They create an environment that is learning-focused and they
efficiently manage learner behavior in a physical and virtual space.
✘ They utilize a range of resources and provide intellectually
challenging and stimulating activities to encourage constructive
classroom interactions geared towards the attainment of high
standards of learning.

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 Diversity of Learners

✘ They establish learning environments that are responsive to learner

diversity.
✘ They respect learners’ diverse characteristics and experiences as
inputs to the planning and design of learning opportunities.
✘ They encourage the celebration of diversity in the classroom and
the need for teaching practices that are differentiated to encourage
all learners to be successful citizens in a changing local and global
environment.

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 Curriculum and Planning

✘ They interact with the national and local curriculum requirements.

✘ They translate curriculum content into learning activities that are
relevant to learners and based on the principles of effective
teaching and learning.
✘ They apply their professional knowledge to plan and design,
individually or in collaboration with colleagues, well-structured and
sequenced lessons that are contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning
resources.
✘ They communicate learning goals to support learner participation,
understanding and achievement.
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 Assessment and Reporting

✘ They apply a variety of assessment tools and strategies in

monitoring, evaluating, documenting and reporting learners’ needs,
progress and achievement.
✘ They use assessment data in a variety of ways to inform and
enhance the teaching and learning process and programs.
✘ They provide learners with the necessary feedback about learning
outcomes that informs the reporting cycle and enables teachers to
select, organize and use sound assessment processes.

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Community Linkages and Professional Engagement
✘ They establish school-community partnerships aimed at enriching
the learning environment, as well as the community’s engagement
in the educative process.
✘ They identify and respond to opportunities that link teaching and
learning in the classroom to the experiences, interests and
aspirations of the wider school community and other key
stakeholders.
✘ They understand and fulfill their obligations in upholding
professional ethics, accountability and transparency to promote
professional and harmonious relationships with learners, parents,
schools and the wider community.
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 Personal Growth and Professional Development

✘ They 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.
✘ They value personal and professional reflection and learning to
improve their practice.
✘ They assume responsibility for personal growth and professional
development for lifelong learning.

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Contend Knowledge and Learning Environment Diversity of Learners Curriculum and Planning
Pedagogy

1. Content knowledge and its 1. Learner safety and security 1. Learners’ gender, needs, 1. Planning and management
application within and across strengths, interests and of teaching and learning
curriculum areas 2. Fair learning environment experiences process

2. Research-based knowledge 3. Management of classroom 2. Learners’ linguistic, cultural, 2. Learning outcomes aligned
and principles of teaching and structure and activities socio-economic and religious with learning competencies
learning backgrounds
4. Support for learner 3. Relevance and
3. Positive use of ICT participation 3. Learners with disabilities, responsiveness of learning
giftedness and talents programs
4. Strategies for promoting 5. Promotion of purposive
literacy and numeracy learning 4. Learners in difficult 4. Professional collaboration to
circumstances enrich teaching practice
5. Strategies for developing 6. Management of learner
critical and creative thinking, as behavior 5. Learners from indigenous 5. Teaching and learning
well as other higher-order groups resources including ICT
thinking skills

6. Mother Tongue, Filipino and

English in teaching and learning

7. Classroom communication
strategies
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Assessment and Reporting Community Linkages and Personal Growth and
Professional Engagement Professional Development

1. Design, selection, organization 1. Establishment of learning 1. Philosophy of teaching

and utilization of assessment environments that are responsive
strategies to community contexts 2. Dignity of teaching as a
profession
2. Monitoring and evaluation of 2. Engagement of parents and the
learner progress and achievement wider school community in the 3. Professional links with
educative process colleagues
3. Feedback to improve learning
3. Professional ethics 4. Professional reflection and
4. Communication of learner learning to improve practice
needs, progress and achievement 4. School policies and procedures
to key stakeholders 5. Professional development goals

5. Use of assessment data to

enhance teaching and learning
practices and programs

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CAREER STAGES
 Distinguished
Teachers
Highly
Proficient
Proficient Teachers
Teachers
Beginning
Teachers

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 Beginning Teachers

✘ Beginning Teachers have 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.

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 Proficient Teachers
✘ Proficient Teachers 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.

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 Highly Proficient Teachers

✘ Proficient Teachers 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, are 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.

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 Distinguished Teachers

✘ Distinguished Teachers 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.

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 Reference

DepEd Order No. 42, s. 2017, National Adoption and Implementation

of the Philippine Professional Standards for Teachers, August 11,
2017

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Thanks for listening!

APOLO, Jeselle D.

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 DISTINGUISHED
HIGHLY PROFICIENT TEACHERS
TEACHERS
PROFICIENT •Distinguished Teachers
TEACHERS embody the highest standard
•Highly Proficient Teachers for teaching grounded in glob
BEGINNING •Proficient Teachers are
consistently display a high level best practices.
TEACHERS of performance in their teaching •They exhibit exceptional
professionally independent in practice.
the application of skills vital to •capacity to improve their own
•Beginning Teachers have the teaching and learning •They manifest an in-depth and teaching practice and that of
gained the qualifications process. sophisticated understanding of others.
the teaching and learning •They are recognized as leade
recognized for entry into the •They provide focused teaching process.
teaching profession. programs and meet curriculum in education, contributors to th
•They have a strong assessment requirements. •They have high education- profession and initiators of
focused situation cognition, are collaborations and
understanding of the •They display skills in planning, more adept in problem solving
subjects/areas in which they implementing, and managing partnerships.
are trained in terms of content and optimize opportunities •They create lifelong impact in
learning programs. gained from experience.
knowledge and pedagogy. •They actively engage in the lives of colleagues,
•They possess the requisite •They provide support and students and others.
collaborative learning with the mentoring to colleagues in their
knowledge, skills and values professional community and •They consistently seek
that support the teaching and professional development, as professional advancement an
other stakeholders for mutual well as work collaboratively
learning process. growth and advancement. relevance in pursuit of teachin
with them to enhance the quality and excellence.
•They manage learning •They are reflective practitioners learning and practice potential
programs and have strategies who continually consolidate the •They exhibit commitment to
of their colleagues and
that promote learning based on knowledge, skills and practices inspire the education
students.
the learning needs of their of Career Stage 1 teachers. community and stakeholders
students. •They continually seek to for the improvement of
develop their professional education provision in the
•They seek advice from knowledge and practice by
experienced colleagues to Philippines.
reflecting on their own needs,
consolidate their teaching and those of their colleagues
practice. and students.
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