SOUTHERN LEYTE STATE UNIVERSITY- COLLEGE

OF TEACHER EDUCATION

SPECIAL TOPIC SEMINAR REPORT

Philippine Professional standards for teachers

By: Jessamie C. Balili

DR. STELLA MARIE D. CONSUL – SPECIAL TOPIC ADVISER

 Part 1
Engagement

Introduction:
The PPST (Philippine Professional Standards for Teachers defines teacher
quality in the Philippines. It describes the expectations of the teachers’
increasing knowledge, practice and professional engagement across four career
stages (beginning, proficient, highly proficient and distinguished teachers).
It recognizes the critical place of subject knowledge and how it is taught.
However, it goes much further, stressing the importance of proficiency in mother
tongue, Filipino and English for teaching and learning. The standards also
celebrate diversity in the classroom and encourage the establishment of learning
environments that are responsive to learner diversity and foster “respect of the
learners’ diverse experiences as inputs to the planning and design of learning
opportunities.” Finally, the standards value interaction with the local and national
curriculum requirements that can translate content into differentiated learning
activities that are relevant to the learners’ linguistic, cultural, socioeconomic and
religious backgrounds.
Another thing about PPST is that acknowledges that our teachers are
highly motivated, have a strong work ethic, and eager to do better, despite being
overwhelmed with tedious and complicated approaches to many aspects of their
professional life. The fixation in the past on their quantitative improvement must
now give way to ensuring long term quality. Over burdensome administrative
duties must likewise be simplified through standard-based instruments such as
classroom observation, self-assessment and performance appraisal tools.
II. Narrative of Activities/ Experiences

On February 13, 2019 was the schedule of our seminar entitled “Outcomes-
Based Education” and Philippine Professional Standards for Teachers”. The said
seminar was prepared by the advisory of Dr. Stella Marie D. Consul which is
BSED 301 students with the master of ceremony Mr. Jefre Capendit and Hannah
Mae Jabonero. It was held at the covered court. It was a great opportunities to us
as an educator for having a seminar like this and it was the first seminar that we
had cater. Everyone is beautiful and prepared
It was 1:00 pm when we started our seminar. Conducting the prayer to be
led by Ms. Jacinth Hereda to be followed by the national anthem to be led by Mr.
Rey Duyagit and an opening remarks led by Mr. Rezin Lesigon. The students
applauded after Mr. Rezin Lesigon, introduced to us the resource speaker, Dr.
Stella Marie D. Consul (Head Elementary Education Department) Dr. Stella shared
to us her knowledge about the Outcomes-based education by which she added
some experiences that motivates us to become better teachers in the future. She
talked about the highlights of Outcomes based education and its impact to us
especially in the classroom management.
There was a smooth transition of the seminar, for after Dr. Stella’s talk, we
also had the opportunity to learn about PPST, or Philippine Professional
Standards for Teachers, which is built in NCBTS by. It complements the reform
initiatives on teacher quality from a pre-service education. We learned about what
to do when we apply for jobs or what are the necessary steps we need to undergo
before taking into consideration the salary we would get after the process. That
was a lecture that is supported by Mrs. Norla Grace A. Betarmos with experiences
from her years in service.
After listening to the lecture of the two speaker the MC called
Ms.Jane Maquilang for delivering her closing remarks with a very sweet message.
Over all, the seminar was really awesome, it started happy and ended happier. I
know this is one of the seminars that I would treasure most.
 Insights:

In this worlds were technology has eaten up the system of people

already, we sometimes think if teachers are still being prioritized. In the article I
searched, it is asking why Duterte’s administration should focus in teacher’s
quality, for me it’s because of the world we are living. How do we make sure if
teachers are still useful, if students can already rely their learning in the internet?
How do we know if there are still quality teachers if the standards that they need
to surpass are just as easy as they thought it is. The answer should base on the
President’s, he wanted to improve teachers because teachers are the sole reason
why we have engineers, nurses, doctors and other professionals. If a teacher isn’t
good, there is a huge possibility that it will reflect on the students they are
teaching, and if it would, then I am not worry when I say that we will be bringing
poor professionals in the future. Based on my own experience as a College
student, it’s easy to find teachers who can teach but it’s not easy to find a teacher
who can teach with passion. That’s why even if I have reasons to complain for the
long process in becoming a fully equipped teacher, even if there are standards
that I have to reach, I would not reach to the point of quitting my course because
all of the strenuous tasks are worth it, once you achieved it.
 DOCUMENTATION

Mrs. Norla Grace A. Giving the certicate to

Betarmos our 2nd Mrs. Norla Grace A.
resource speaker Betarmos

Picture taking of all

BSED 301
Article related to the topic:

Why Duterte administration should

focus on teacher quality
By: Ricardo Ma. D. Nolasco-@inquirerdotnet
Philippine Daily Inquirer / 12:54 AM June 29, 2017

The quality of a country’s education system cannot exceed the

quality of its teachers, according to a 2007 study on the world’s top
performing school systems. The “boringly normal” underperformance of
Filipino students in national and international tests can only mean one
thing: Many teachers have not mastered the content of instruction result of
numerous assessments administered to Filipino teachers over the past 30
years have unequivocally shown this to be the case. In its evaluation of
bilingual education from 1974 to 1985, the Linguistic Society of the
Philippines identified teacher quality as a major factor in the cross-
sectional deterioration of achievement among pupils. Noted educators
Andrew B. Gonzales and Bonifacio Sibayan reported: “The relation
between the low achievement of pupils’ and lack of knowledge of the
subject matter among teachers as revealed in pupils’ and teachers’ tests is
very clear; it is obvious that teachers cannot teach what they themselves
do not know.” If the passing grade in the teachers’ tests were to be set at
75 percent, Gonzales and Sibayan said, the average teacher in both
elementary and secondary school would fail all of the examinations (even
in Pilipino as a subject, the average was 68 percent).

Bottom half
The two educators said it was not difficult to explain the poor quality of
teachers. “Those who go into the teaching profession are those who are at the
bottom half of high school graduates. If even the upper half are not good enough
to do college/university work, how much more with those who are at the bottom,”
they added. Where have all the good teachers gone? This deplorable situation
has continued up to the present. Bench marking studies during the past few
years paint the same gloomy picture of the ill-prepared Filipino teacher.
Proposed action
What need to be done?
The lack of cognitive language abilities and academic proficiency among
Filipino teachers painfully illustrates the utter failure of teacher education
institutions, the Commission on Higher Education and the Department of
Education in addressing the critical issues related to teacher quality.
The ResearchCenter for Teacher Quality (RCTQ), based at the Philippine
Normal University and supported to SIMERR National Research Center-University
of New England in Australia, has articulated in detail what needs to be done to
improve the quality of teachers and of instruction. RCTQ’s proposed action
entails a “system” approach to education reform which includes: Implementing
evidence-based and nationally validated Philippine Professional Standards for
Teachers. This set of standards contains a small number of indicators in seven
domains across four career stages (beginning, proficient, highly proficient and
distinguished teachers) that links pre-service and in-service growth. These
standards, when approved by government, can become the framework of practice
expected of all teachers across career stages and the basis for hiring, promotion
and rewards. Using results-based performance assessment tools for pre-service
and in-service teachers at each career stage. Developing a new pre-service
curriculum that is “outcome-based, compliant with the K-12 curriculum and
linked to teacher standards.” Most teacher-education institutions are not
preparing pre-service teachers to meet the minimum quality standard for a
beginning teacher, according to RCTQ. Designing professional development
plans based on content test findings that offer a balanced approach to content
and pedagogy. New practice-based masters and professional doctorate programs
have to be reconfigured according to the K-12 curriculum, career stages and
teacher standards.
 Insight:
Based on what I browsed in the internet that we now have a
nationally validated Philippine Professional Standards for Teachers (PPST)
developed through the Research Center for Teacher Quality. After three years of
rigorous and pains taking work involving thousands of pre- and in-service
teachers, principals, supervisors and senior officials of the Department of
Education from every region of the country, the PPST was finalized on Aug 4-5,
2016, in a Teacher Education Council workshop. The implementing guidelines
were formulated last May. A department order on these standards and guidelines
has been readied for signing. And until now, it is still being used, although there
are changes.
We need two things to improve teacher quality in our country:
professional standards for teacher and school leaders, and an independent and
separate agency devoted to carrying out these standards.
According to Maam Norla, the core requirement to becoming leaders
and supervisors is to accomplish the standards needed, pass the LET (Licensure
Exam for teachers first, and the rest will follow. I could say that doing this is
challenge among teachers; it entails a lot of hard work and patience. But one
thing I learned about Maam Norla while she delivers her discussion was that, we
should not stop learning, we have to keep moving, never stagnate and continue
to become the best version of our selves. At the end of the day, all we planted
every effort that we did will bounce back to us. I believe that it’s true because the
one who talked about those things is an example of a Teacher, we (including the
seminar attendees) all dreamed to become. I know she didn’t reach that success
she has right now without undergoing struggles. So aside from the learnings I got
about PPST, I was also motivated to the speaker who spoke in front of us that
day. They possess the real examples of what a teacher is. Praying that one day, I
will also become just like them.