The Philippine Professional

Standards for Teachers

 2
Plan of this Session

CQA

Philippine Professional Standards for Teachers:

1. Framework for Teacher Quality and
Teacher Development
2. Domains, Strands and Indicators
 3

CQA

Philippine Professional Standards for

Teachers as a Framework
for Teacher Quality and Teacher
Development
 DO 42, s. 2017 - National Adoption and 4
Implementation of the Philippine Professional
Standards for Teachers
CQA
 From D.O. 42 s. 2017 5

4. The PPST:
(i) sets clear expectations of teachers along CQA
well-defined career stages of professional
development from beginning to distinguished
practice;
(ii) engages teachers to embrace ongoing
professional learning for their professional
development to enhance their own teaching;
(iii) provides a framework of uniform measures to
assess teacher performance; and
(iv) provides a basis for building public
confidence in and support for the work of
teachers.
 From D.O. 42 s. 2017 6

5. The PPST shall be used as a basis for all CQA

learning and development programs for teachers
to ensure that they are properly equipped to
effectively implement the K to 12 Program.

It can also be used for the selection and

promotion of teachers.

All performance appraisals for teachers shall be

based on this set of Standards.
 The Paradigm Shift 7

Pre-K to 12 K to 12 CQA
Paradigm Shift
PPST
NCBTS
(a continuum of teaching
practice defined in terms
of distinct career stages)
 8
Rationale for Career Stages
The description of standards
CQA
at different career stages
provides “a framework for the
teacher development continuum.”
(OECD,2005, p. 13)

Teacher evaluation should be

based on professional teaching standards
and should be sophisticated enough
to assess teaching quality across
the continuum of development
from novice to expert teacher.
(Darling-Hammond in Strauss, 2012, p. 38)
 Teacher Professional Development 9
Framework
CQA
Career Path

Stage 4
Stage 3 (Distinguished)
Stage 2 (Highly
Proficient)
Recruitment Stage 1 (Proficient)
and Hiring (Beginning)

Teacher
Teacher Entry Rewards,
Requirement
Induction Compensation?
Program
1→2 Teacher Accreditation at Career
Stage 2, 3, 4 and Head Teacher Position
Teacher
Education Classroom Observation Tool & Self-Reflection Tool
Targeted Professional Development and Teacher Training
 Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
1
2
3
Positive Positive
4
5 use of ICT use of
6
7 ICT
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Teaching
23
24
and
25
26
learning
27
28 resources
29
30 including
31
32 ICT Professional
33
34
35 Professional reflection
36
37 reflection and and
learning to learning to
improve improve
practice practice
 11

CQA

RCTQ
 12

CQA
Philippine Professional
Standards for Teachers:
Domains, Strands, Indicators
 The Philippine 13

Professional Standards for Teachers

CQA
Four Career Stages (developmental, lifelong learning)

Seven Domains (“distinctive spheres of the teaching-learning

process”)

(37) Strands (“more specific dimensions of positive teacher practices”)

(37) Indicators per Career Stage (concrete, observable, measurable

teacher practices)
 Domain 14

Indicators

Strands
 Domains 14

Philippine Professional
NCBTS Standards for teachers CQA
Central to
the new K
Subsumed 1 Social Regard for 1 Content Knowledge to 12
in other Learning
domains
and Pedagogy Reform and
places, at
2 Learning 2 Learning the
Environment Environment beginning,
the
importance
3 Diversity of Learners 3 Diversity of Learners of teachers
knowing
4 Curriculum and 4 Curriculum and their
Planning Planning content and
knowing
5 Planning, Assessing 5 Assessment and how to
and Reporting Reporting teach it.
6 Community Linkages
6 Community Linkages and Professional
Engagement
7 Personal Growth and 7 Personal Growth and
Professional Development Professional Development
 Activity 16

❖ What features stand out about the:

➢ career stages,
CQA
➢ domains, and
➢ indicators?
❖ Were there any surprises or unusual aspects?
Share your feedback on the Standards in terms of Career Stages,
Domains, Strands and Beginning Teacher Indicators (BTI) with the
people seated close to you.

Link to copy of PPST:

https://www.pnu.edu.ph/rctq/forms/professional-
standards-for-teachers-in-the-philippines-july2017.pdf
 17

CQA

Philippine Professional
Standards for Teachers:
Elaboration of Domains and the
Beginning Teacher Indicators
 18
Domain 1:
Content Knowledge and Pedagogy CQA

Recognizes the importance of teachers’

mastery of content knowledge and its
interconnectedness within and across
curriculum areas

Encompasses teachers’ ability to apply

developmentally appropriate and
meaningful pedagogy grounded on
content knowledge and current research
 19
Domain 1
Beginning Teacher Indicators
CQA

1.1.1 Demonstrate content knowledge and

its application within and/or across
curriculum teaching areas.

1.2.1 Demonstrate an understanding of

research-based knowledge and principles
of teaching and learning.
 20
Domain 1
Beginning Teacher Indicators
CQA

1.3.1 Show skills in the positive use of ICT

to facilitate the teaching and learning
process.

1.4.1 Demonstrate knowledge of teaching

strategies that promote literacy and
numeracy skills.
 21
Domain 1
Beginning Teacher Indicators
CQA

1.5.1 Apply teaching strategies that

develop critical and creative thinking,
and/or other higher-order thinking skills.

1.6.1 Use Mother Tongue, Filipino and

English to facilitate teaching and learning.
 22
Domain 1
Beginning Teacher Indicators
CQA

1.7.1 Demonstrate an understanding of the

range of verbal and non-verbal classroom
communication strategies that support
learner understanding, participation,
engagement and achievement.
 23
Domain 2:
Learning Environment CQA

Highlights the role of the teachers to

provide safe, secure, fair and supportive
learning environments to promote learner
responsibility and achievement.

Centers on creating an environment that is

learning-focused
 24
Domain 2
Beginning Teacher Indicators
CQA

2.1.1 Demonstrate knowledge of policies,

guidelines and procedures that provide
safe and secure learning environments.

2.2.1 Demonstrate understanding of

learning environments that promote
fairness, respect and care to encourage
learning.
 Domain 2 25

Beginning Teacher Indicators

CQA

2.3.1 Demonstrate knowledge of managing

classroom structure that engages learners,
individually or in groups, in meaningful
exploration, discovery and hands-on activities
within the available physical learning
environments.

2.4.1 Demonstrate understanding of

supportive learning environments that
nurture and inspire learner participation.
 Domain 2 26

Beginning Teacher Indicators

CQA

2.5.1 Demonstrate knowledge of learning

environments that motivate learners to
work productively by assuming
responsibility for their own learning.

2.6.1 Demonstrate knowledge of positive

and non-violent discipline in the
management of learner behavior.
 Domain 3: 27

Diversity of Learners
CQA

Emphasizes role of teachers in establishing

learning environments that are responsive
to learner diversity

Underscores importance of teachers’

knowledge and understanding of learners’
diverse characteristics and experiences
 28
Domain 3
Beginning Teacher Indicators
CQA
3.1.1 Demonstrate knowledge and
understanding of differentiated teaching to
suit the learners’ gender, needs, strengths,
interests and experiences.

3.2.1 Implement teaching strategies that

are responsive to the learners’ linguistic,
cultural, socio-economic and religious
backgrounds.
 Domain 3 29

Beginning Teacher Indicators

CQA
3.3.1 Use strategies responsive to learners
with disabilities, giftedness and talents.

3.4.1 Demonstrate understanding of the

special educational needs of learners in
difficult circumstances, including: geographic
isolation; chronic illness; displacement due to
armed conflict, urban resettlement or
disasters; child abuse and child labor
practices.
 Domain 3 30

Beginning Teacher Indicators

CQA

3.5.1 Demonstrate knowledge of teaching

strategies that are inclusive of learners
from indigenous groups.
 Domain 4: 31

Curriculum and Planning

CQA

Addresses teachers’ knowledge of and

interaction with the national and local
curriculum requirements

Encompasses teachers’ ability to translate

curriculum content into learning activities
that are relevant to learners
 Domain 4 32

Beginning Teacher Indicators

CQA

4.1.1 Prepare developmentally sequenced

teaching and learning process to meet
curriculum requirements.

4.2.1 Identify learning outcomes that are

aligned with learning competencies.
 33
Domain 4
Beginning Teacher Indicators
CQA

4.3.1Demonstrate knowledge in the

implementation of relevant and responsive
learning programs.

4.4.1Seek advice concerning strategies

that can enrich teaching practice.
 Domain 4 34

Beginning Teacher Indicators

CQA

4.5.1 Show skills in the selection,

development and use of a variety of
teaching and learning resources, including
ICT, to address learning goals.
 Domain 5: 35

Assessment and Reporting

CQA

Concerns the use of assessment data to

inform and enhance the teaching and
learning process and programs

Concerns teachers providing learners with

the necessary feedback about learning
outcomes
 Domain 5 36

Beginning Teacher Indicators

CQA

5.1.1 Demonstrate knowledge of the

design, selection, organization and use of
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.

5.2.1 Demonstrate knowledge of

monitoring and evaluation of learner
progress and achievement using learner
attainment data.
 Domain 5 37

Beginning Teacher Indicators

CQA

5.3.1 Demonstrate knowledge of providing

timely, accurate and constructive feedback
to improve learner performance.

5.4.1 Demonstrate familiarity with a range

of strategies for communicating learner
needs, progress and achievement.
 Domain 5 38

Beginning Teacher Indicators

CQA

5.5.1 Demonstrate an understanding of the

role of assessment data as feedback in
teaching and learning practices and
programs.
Domain 6:Community Linkages & 39

Professional Engagement
CQA
Expects teachers to identify and respond to
opportunities that link teaching and learning
in the classroom to the experiences, interests
and aspirations of wider school community

Concerns teachers understanding and

fulfilling their obligations in upholding
professional ethics, accountability and
transparency to promote professional and
harmonious relationships
 Domain 6 40

Beginning Teacher Indicators

CQA

6.1.1 Demonstrate an understanding of

knowledge of learning environments that
are responsive

6.2.1 Seek advice concerning strategies

that build relationships with
parents/guardians and the wider
community.
 Domain 6 41

Beginning Teacher Indicators

CQA

6.3.1 Demonstrate awareness of existing laws

and regulations that apply to the teaching
profession, and become familiar with the
responsibilities specified in the Code of Ethics
for Professional Teachers.

6.4.1 Demonstrate knowledge and

understanding of school policies and
procedures to foster harmonious relationship
with the wider school community.
 Domain 7: Personal Growth 42

and Professional Development

CQA
Accentuates teachers’ proper and high
personal regard for the profession by
maintaining the qualities that uphold the
dignity of teaching

Recognizes importance of teachers

assuming responsibility for personal
growth and professional development for
lifelong learning
 43
Domain 7
Beginning Teacher Indicators
CQA

7.1.1 Articulate a personal philosophy of

teaching that is learner-centered.

7.2.1 Demonstrate behaviors that uphold

the dignity of teaching as a profession by
exhibiting qualities such as caring attitude,
respect and integrity.
 Domain 7 44

Beginning Teacher Indicators

CQA
7.3.1 Seek opportunities to establish
professional links with colleagues.

7.4.1 Demonstrate an understanding of

how professional reflection and learning
can be used to improve practice.
 Domain 7 45

Beginning Teacher Indicators

CQA
7.5.1 Demonstrate motivation to realize
professional development goals based on
the Philippine Professional Standards for
Teachers.
 46

CQA

RCTQ
 Recommendations 47

for TEIs associated with Career Stage 1 (Beginning

Teacher preparation): CQA

✓ use the Standards to ‘quality audit’ the pre-service

teacher education curriculum
✓ develop a K to 12 compliant pre-service curriculum,
✓ assess the training of pre-service teachers before they
graduate, and
✓ be used as a basis for TEI quality assurance provision
of Teacher Education.
 48

Thank you.
CQA
Connect with us through:

E-mail:
gonong.go@pnu.edu.ph
jocson.jv@pnu.edu.ph
rctq@pnu.edu.ph
 49

References
1. Mc Kinsey and Company. (2007). How the world’s best-performing school CQA
systems come out on top. Retrieved from: http://www.smhc-
cpre.org/wp-content/uploads/2008/07/how-the-worlds-best-
performing-school-systems-come-out-on-top-sept-072.pdf
2. OECD. (2005). Teachers Matter: Attracting, Developing, and Retaining
Effective Teachers. Retrieved from:
https://books.google.com.ph/books?id=mfS22ZlktoYC&printsec=frontcov
er#v=onepage&q&f=false
3. Darling-Hammond, L. (2012). Creating a comprehensive system for
Evaluating and Supporting Effective Teaching. Retrieved from:
https://edpolicy.stanford.edu/sites/default/files/publications/creating-
comprehensive-system-evaluating-and-supporting-effective-teaching.pdf
4. AITSL. (2014). Looking at classroom practice. Retrieved from:
http://www.aitsl.edu.au/docs/default-source/classroom-
practice/looking_at_clasroom_practice_interactive.pdf?sfvrsn=8
 50

References
CQA
5. STRIVE. (2010). The National Competency-
based Teacher Standards: Teachers’ Strengths
and Needs Assessment (NCBTS-TSNA)- Guide
and Tools. Retrieved from:
https://depedkoronadalcity.files.wordpress.com/
2012/10/ncbts-tsna-guide-and-tools.pdf
 51

CQA

RCTQ