GRADUATE SCHOOL

I. INTRODUCTION

“The quality of an education system cannot exceed the quality of its

teachers.”

― McKinsey, 2007

The State recognizes the vital role of teachers in nation-building and

development through a responsible and literate citizenry. Toward that end, the

government have to ensure the quality of education that it is providing for its

people through quality teachers. Researches have supported that quality

education or learning is dependent on the quality of teaching being provided by

the teacher. Hence, enhancing teacher quality becomes of utmost importance for

long-term and sustainable nation building.

The question now is how can you say that a teacher is a good one? What

are the qualities a teacher must possess to improve students' achievement? To

address these questions the government have developed the NCBTS. The

National Competency-Based Teacher Standards (NCBTS) defines the desired

practice of effective teaching. The NCBTS sets performance indicators classified in

appropriate domains and strands that guide teacher professional development.

 GRADUATE SCHOOL
2

Hence, processes and tools are continuously developed to support the teachers’

enhancement of their competencies and professional development. (DepEd Order

No. 32, s.2009). This was use as a framework of teacher quality.

However, due to the changes brought by the ASEAN integration,

globalization, K to 12 curriculum and the changing character of 21st century

learners, a new set of standards is essential to adapt in the demands of time ergo

PPST was formulated.

Philippine Professional Standards for Teachers (PPST) is the brainchild of

Research Center for Teacher Quality in the Philippine Normal University who

collaborated with the University of New England SiMERR National Research

Center and funded by the Australian Aid. It took three years of robust

quantitative and qualitative research and development work that included,

among others:
 GRADUATE SCHOOL
3

Wide consultation with key education stakeholders and thousands of in-

and pre- service teachers, principals, supervisors, and teacher educators across

the country,
 GRADUATE SCHOOL
4

Review and analyses of teacher standards across 42 international

jurisdictions, as well as Philippine government and media discourse on teacher

quality
 GRADUATE SCHOOL
5

National validation approved by Br. Armin in Feb 2015

Finalization by TEC, Regional Directors, Bureau Directors in August 2016

On August 11, 2017, DepEd Secretary Leonor Briones signed it into a

policy thru the Department Order No. 42, s. 2017. The national adoption of PPST

specifically aims to:

 GRADUATE SCHOOL
6

a. set out clear expectations of teachers along well-defined career

stages of professional development from beginning to distinguished

practice;

b. engage teachers to actively embrace a continuing effort in attaining

proficiency; and

c. apply a uniform measure to assess teacher performance, identify

needs, and provide support for professional development.

The PPST contains 7 domains, 37 strands and 4 career stages and now

serves as the new framework for teacher quality and teacher development. It

brings together key factors that are achievable at different Career Stages.
 GRADUATE SCHOOL
7

II. PRESENTATION

DOMAINS AND STRANDS

Domains are distinctive spheres of the teaching-learning process while

Strands are more specific dimensions of positive teacher practices.

Domain 1: Content, Knowledge and Pedagogy

Teachers must 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.
 GRADUATE SCHOOL
8

Domain 1 is composed of seven strands.

 GRADUATE SCHOOL
9

Domain 2: Learning Environment

Teachers must 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.

Domain 2 is consists of six strands

 GRADUATE SCHOOL
10

Domain 3: Diversity of Learners

Teachers are expected to 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.

Domain 3 is consists of five strands

 GRADUATE SCHOOL
11

Domain 4: Curriculum and Planning

Teachers must 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.

Domain 4 includes five strands

 GRADUATE SCHOOL
12

Domain 5: Assessment and Reporting

Teachers are expected to 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.

Domain 5 is composed of five strands

 GRADUATE SCHOOL
13

Domain 6: Community Linkages and Professional Engagement

Teachers 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.

Domain 6 consists of four strands

 GRADUATE SCHOOL
14

Domain 7: Personal Growth and Professional Development

Teacher must 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.

Domain 7 contains five strands

 GRADUATE SCHOOL
15

CAREER STAGES

The PPST recognizes the significance of a standards framework that

articulates developmental progression as teachers develop, refine their practice

and respond to the complexities of educational reforms. The description of

standards at different career stages provides “a framework for the teacher

development continuum.” (OECD,2005)

 GRADUATE SCHOOL
16

The importance of career stages are the following:

1. It is valuable to have signposts along the way to help identify progress.

2. Teacher quality Stages are developmental in nature and exist on a quality

continuum.

3. This is about teachers, not leadership roles such as Principals and

Supervisors.

Teacher professional development happens in a continuum from beginning to

exemplary practice. Anchored on the principle of lifelong learning, the set of

professional standards for teachers recognizes the significance of a standards

framework that articulates developmental progression as teachers develop,

refine their practice and respond to the complexities of educational reforms.

The following statements, which define the work of teachers at different career

stages, make explicit the elements of high-quality teaching for the 21st century.

They comprise descriptors that have been informed by teachers’ understandings

of what is required at each of the four Career Stages. The descriptors represent

a continuum of development within the profession by providing a basis for

attracting, preparing, developing and supporting teachers.

 GRADUATE SCHOOL
17

CAREER STAGE 1 OR 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.
 GRADUATE SCHOOL
18

CAREER STAGE 2 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.

 GRADUATE SCHOOL
19

CAREER STAGE 3 HIGHLY PROFICIENT TEACHERS

 Highly 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 provide support and mentoring to colleagues in their professional

development, as well as work collaboratively with them to enhance the

learning and practice potential of their colleagues.

 They continually seek to develop their professional knowledge and

practice by reflecting on their own needs, and those of their colleagues

and students.
 GRADUATE SCHOOL
20

CAREER STAGE 4 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
 GRADUATE SCHOOL
21

Implications of Career Stages

Career Stage 1

 Offers realistic requirements of teachers in training.

 Offers TEIs what they need to guide the design of teacher education

programs and judge pre-service teacher quality.

Career Stage 2

 Is for teachers of good quality in school and is what teachers need to

enjoy success and a sense of genuine professionalism.

 Allows a focus for school-based induction for beginning teachers.

Career Stage 3

 Allows a focus on high-quality teaching.

 Allows mentoring which is a defining characteristic of a profession where

established practioners exercise responsibility for the development of

their peers.

Career Stage 4

 Shows exemplary teaching

 Is recognised as a leader and mentor in teaching and curriculum.

 GRADUATE SCHOOL
22

III. SIGNIFICANCE

At its core, the PPST outlines the required skills and competencies that

Filipino teachers much have to enable them to cope with the emerging global

frameworks.

The standards, which were developed by the Teacher Education Council,

aim to set the clear expectations of teachers along well-defined career stages of

professional development from beginning to distinguished practice.

The standards also engage teachers to actively embrace a continuing effort

in attaining proficiency and apply a uniform measure to assess teacher

performance, identify needs and provide support for professional development.

The PPST will be the basis for all learning and developmental programs for

teachers to ensure that they are properly equipped to effectively implement the

K-12 program.
 GRADUATE SCHOOL
23

IV. CONCLUSION

The PPST targets to produce better teachers in the country by improving

their qualifications, skills and by increasing their levels of knowledge, practice

and professional engagement. Anchored on the principle of lifelong learning, the

set of professional standards for teachers articulates their developmental

progression.

The PPST identifies four career stages for teachers – beginning,

proficient, highly proficient and distinguished – to guide them in their

developmental progression.

It recognizes the significance of a standards framework that articulates

developmental progression as teachers develop, refine their practice and respond

to the complexities of educational reforms.

Teachers need seven domains to make them effective educators in the

21st century: content knowledge and pedagogy, learning environment, diversity

of learners, curriculum and pedagogy, assessment and reporting, community

 GRADUATE SCHOOL
24

linkages and professional engagement, and personal growth and professional

development.