Self-Efficacy Metric for the Attainment of the Standards for Teachers (SEMAST)

Purpose:

This self-assessment instrument is designed for use of those who are being trained to join the teaching profession and those
who are already teaching. The instrument could be used as a measure of their belief of their capability in attaining the
standards set for beginning and proficient teachers as defined in the Philippine Professional Standards for Teachers
(PPST). It is important for a teacher to meet the standards of the teaching profession as this is a possible basis in designing
their professional development programs and in gauging the effectiveness of their instruction.

Consent:

This self-assessment instrument you are requested to answer could be an input to your own planning of your professional
development program. It could likewise inform designers of teachers’ professional development program when the data
you provide are combined with the responses of other respondents. Kindly give your consent of your willingness to
provide the needed data as input to policy and program development for teachers. Should you give your consent, that will
be highly appreciated as you will be providing a very important information in the professional development of teachers.
Kindly proceed in providing the needed information from you if you give your consent to be part of this study. Rest
assured that your data will be used only for the indicated purpose and any information that could be linked to your
identity will be treated with utmost confidentiality. Thank you.

This instrument has been developed by Dr. Marilyn Ubiña-Balagtas for use of the RA10612 participants trained by the Philippine Normal
University and the National Network of Normal Schools (3NS). Anyone who sees this valuable to teaching, training, and assessment may use it
provided that proper citation is given to the developer. For citation, please cite this as: Balagtas, M.U. (2020). Self-Efficacy Metric of the
Attainment of the Standards for Professional Teachers (SEMAST). Manila: Philippine Normal University, Contact Details: Dr. Marilyn U.
Balagtas, University Professor, Philippine Normal University, balagtas.mu@pnu.edu.ph, 09209532926
Part I. Personal Information

Age 22-24

Sex Male

Region NCR

Highest Educational Attainment Undergraduate program in education

Bachelor in Values Education

Institution for Bachelor’s Degree State University

Program of Study Taken in Bachelor’s Degree Secondary Education

Bachelor in Values Education

Place of Work Private School

PRC License Obtained Non-Licensed

Practice Teaching

Academic Rank/Position Pre-service Teacher

No. of Years of Teaching Less than a year

This instrument has been developed by Dr. Marilyn Ubiña-Balagtas for use of the RA10612 participants trained by the Philippine Normal University and the
National Network of Normal Schools (3NS). Anyone who sees this valuable to teaching, training, and assessment may use it provided that proper citation is
given to the developer. For citation, please cite this as: Balagtas, M.U. (2020). Self-Efficacy Metric of the Attainment of the Standards for Professional
Teachers (SEMAST). Manila: Philippine Normal University, Contact Details: Dr. Marilyn U. Balagtas, University Professor, Philippine Normal University,
balagtas.mu@pnu.edu.ph, 09209532926
Instructions: This part of the instrument has 37 items where indicators of two career stages in the PPST are provided adapting the Semantic Differential Scale by Charles E. Osgood (1957). It will take you about 30
minutes to answer the whole part. Indicate the extent to which you believe you can demonstrate each of the given competencies of a beginning or a proficient teacher by ticking one of the following scales. NOTE:
DO NOT CHECK THE CELL where you know you COULD NOT READILY DEMONSTRATE the given indicators of the standards. This tool has an electronic version that you may use in doing your self-
assessment.

Levels of Self-Efficacy
1. If this given competency of a Beginning Teacher is something you believe you can readily demonstrate to a little extent with one (1) evidence to show as a proof of one’s claim.
2. If this competency of a Beginning Teacher is something you believe you can readily demonstrate to a moderate extent with two (2) evidences to show as a proof of one’s claim.
3. If this competency of a Beginning Teacher is something you believe you can readily demonstrate to a high extent with at least three (3) evidences to show as a proof of one’s claim.
4. If this given competency of a Proficient Teacher is something you believe you can readily demonstrate to a little extent with one (1) evidence to show as a proof of one’s claim.
5. If this competency of a Proficient Teacher is something you believe you can readily demonstrate to a moderate extent with two (2) evidences to show as a proof of one’s claim.
6. If this competency of a Proficient Teacher is something you believe you can readily demonstrate to a high extent with at least three (3) evidences to show as a proof of one’s claim.

Example 1:
Beginning Teacher Standards Levels of Attainment Proficient Teacher Standards
(Source: DepEd Order 42,2017) 1 2 3 4 5 6 (Source: DepEd Order 42,2017)
Domain 5: Assessment and Reporting

Demonstrate
knowledge of the Design, select,
design, selection, organize and use
organization and diagnostic,
use of diagnostic, formative and
5.1.1 formative and Respondent 1 Respondent 2 5.1.2 summative
summative assessment
assessment strategies consistent
strategies consistent with curriculum
with curriculum requirements.
requirements.

Sample Evidences of Capability:

The following are sample evidences that two respondents have in mind they could produce as a proof of the attainment of the given standards.

Respondent 1
1. Table of Specifications (TOS) that one has prepared as basis in designing a summative test for a quarter lesson with proof of validation by the immediate superior.
2. Actual Summative Test that one has designed considering the whole-month objectives covered in the TOS based on the K to 12 Curriculum with corrections made by the immediate superior.

Which of the 6-point scale could Respondent 1 use to describe his/her capability in attaining the given standards?

Self-Efficacy Score of Respondent 1: 2 out of a 6-point scale as the two evidences shown can demonstrate knowledge of how to design a summative assessment consistent with curriculum requirements.

Respondent 2
1. Table of Specifications (TOS) that one has prepared as basis in designing a summative test for a quarter lesson approved by an immediate superior.
2. Actual Summative Test that one has designed considering the whole-month objectives covered in the TOS based on the K to 12 Curriculum with results showing that at least 80% of the class got a
passing grade.
3. Formative Assessment developed for one of the competencies in the K to 12 program with key to corrections and feedback for every correct and incorrect answer.

Which of the 6-point scale could Respondent 2 use to describe his/her capability in attaining the standards?
Self-Efficacy Score of Respondent 2 : 6 out of a 6-point scale as one believes he or she can show three (3) evidences of one’s proficiency in designing a summative and formative assessment consistent with curriculum
requirements.

Example 2:
Beginning Teacher Standards Levels of Attainment Proficient Teacher Standards
(Source: DepEd Order 42,2017) 1 2 3 4 5 6 (Source: DepEd Order 42,2017)
Domain 1: Content Knowledge and Pedagogy
Show skills in the Ensure the positive
positive use of ICT use of ICT to
1.3.1 to facilitate the Respondent 1 Respondent 2 1.3.2 facilitate the
teaching and teaching and
learning process. learning process.

Sample Evidences of Capability:

The following are sample evidences that two respondents have in mind they could produce as a proof of the attainment of the given standards.

Respondent 1
1. Formative test designed using an online form (i.e. Google Form) drafted for checking of the immediate superior.
2. A Daily Lesson Log prepared that shows learning resources from different media like print-based materials, videos, and internet sources that is yet to be approved by an immediate superior.
3. An e-module designed with integration of videos from Knowledge Channel resources that students could view to see the lesson applied in reality ready for checking of the immediate superior.

Which of the 6-point scale could Respondent 1 use to describe his/her capability in attaining the given standards?
Self-Efficacy Score of Respondent 1: 3 out of a 6-point scale as one believes he or she can readily produce the three (3) evidences to demonstrate capability in the positive use of ICT to facilitate the teaching and
learning process.

Respondent 2
1. Formative test designed using an online form (i.e. MS Form) with automated feedback provided for every option in the test that students could receive after submitting their answers in the test. Such
test has been used several times to students indicating that the online test is effective in improving learning.
2. A Daily Lesson Log prepared that shows learning resources from different media like print-based materials, videos, and internet sources approved for implementation of the immediate superior.

3. An e-module designed with integration of videos from Knowledge Channel resources that students could view to see the lesson applied in reality which has been approved for implementation by the
immediate superior.

Which of the 6-point scale could Respondent 2 use to describe his/her capability in attaining the standards?
Self-Efficacy Score of Respondent 2 : 6 out of a 6-point scale as one believes he or she can readily produce the three (3) evidences to demonstrate proficiency in the positive use of ICT to facilitate the teaching and
learning process.

Now, begin assessing your capability to readily produce evidences of attainment of each of the indicators of the standards for beginning and proficient teachers.

This instrument has been developed by Dr. Marilyn Ubiña-Balagtas for use of the RA10612 participants trained by the Philippine Normal University and the National Network of Normal Schools (3NS). Anyone who sees this valuable to
teaching, training, and assessment may use it provided that proper citation is given to the developer. For citation, please cite this as: Balagtas, M.U. (2020). Self-Efficacy Metric of the Attainment of the Standards for Professional Teachers
(SEMAST). Manila: Philippine Normal University, Contact Details: Dr. Marilyn U. Balagtas, University Professor, Philippine Normal University, balagtas.mu@pnu.edu.ph, 09209532926
 Beginning Teacher Standards Levels of Attainment Proficient Teacher Standards
(Source: DepEd Order 42,2017) 1 2 3 4 5 6 (Source: DepEd Order 42,2017)
Domain 1: Content Knowledge and Pedagogy

Demonstrate content knowledge Apply knowledge of content within

1.1.1 and its application within and/or 1.1.2 and across curriculum teaching
across curriculum teaching areas. areas.

Demonstrate an understanding
Use research-based knowledge and
of research-based knowledge and
1.2.1 1.2.2 principles of teaching and learning to
principles of teaching and
enhance professional practice.
learning.

Show skills in the positive use of Ensure the positive use of ICT to
1.3.1 ICT to facilitate the teaching and 1.3.2 facilitate the teaching and learning
learning process. process.

Demonstrate knowledge of Use a range of teaching strategies

1.4.1 teaching strategies that promote 1.4.2 that enhance learner achievement in
literacy and numeracy skills. literacy and numeracy skills.

Apply teaching strategies that Apply a range of teaching strategies

develop critical and creative to develop critical and creative
1.5.1 1.5.2
thinking, and/or other higher- thinking, as well as other higher-
order thinking skills. order
Use Mother Tongue, Filipino Display proficient use of Mother
1.6.1 and English to facilitate teaching 1.6.2 Tongue, Filipino and English to
and learning. facilitate teaching and learning.

Demonstrate an understanding
Use effective verbal and non-verbal
of the range of verbal and non-
classroom communication strategies
verbal classroom strategies that
1.7.1 1.7.2 to support learner understanding,
support learner understanding,
participation, engagement and
participation, engagement and
achievement.
achievement.

Sub-total 0 1 5 0 1 0 Sub-total
Weight x1 x2 x3 x4 x5 x6 Weight
Weighted Sub-total 0 2 15 0 5 0 Weighted Sub-total
Domain Over-all Score 17 5 Domain Over-all Score

Beginning Teacher Standards Levels of Attainment Proficient Teacher Standards

(Source: DepEd Order 42,2017) 1 2 3 4 5 6 (Source: DepEd Order 42,2017)
Domain 2: Learning Environment
Establish safe and secure learning
Demonstrate knowledge of
environments to enhance learning
policies, guidelines and
2.1.1 2.1.2 through the consistent
procedures that provide safe and
implementation of policies,
secure learning environments.
guidelines and procedures.
Demonstrate understanding of
Maintain learning environments that
learning environments that
2.2.1 2.2.2 promote fairness, respect and care to
promote fairness, respect and
encourage learning.
care to encourage learning.

Demonstrate knowledge of
managing classroom structure Manage classroom structure to
that engages learners, engage learners, individually or in
individually or in groups, in groups, in meaningful exploration,
2.3.1 2.3.2
meaningful exploration, discovery and hands-on activities
discovery and hands-on activities within a range of physical learning
within the available physical environments.
learning environments.

Maintain supportive learning

Demonstrate understanding of
environments that nurture and
supportive learning
2.4.1 2.4.2 inspire learners to participate,
environments that nurture and
cooperate and collaborate in
inspire learner participation.
continued learning.
Demonstrate knowledge of
Apply a range of successful strategies
learning environments that
that maintain learning environments
motivate learners to work
2.5.1 2.5.2 that motivate learners to work
productively by assuming
productively by assuming
responsibility for their own
responsibility for their own learning.
learning.

Demonstrate knowledge of Manage learner behavior

positive and non-violent constructively by applying positive
2.6.1 2.6.2
discipline in the management of and non-violent discipline to ensure
learner behavior. learning focused environments.
Sub-total 0 0 4 2 0 0 Sub-total
Weight x1 x2 x3 x4 x5 x6 Weight
Weighted Sub-total 0 0 12 8 0 0 Weighted Sub-total
Domain Over-all Score 12 8 Domain Over-all Score
 Beginning Teacher Standards Levels of Attainment Proficient Teacher Standards
(Source: DepEd Order 42,2017) 1 2 3 4 5 6 (Source: DepEd Order 42,2017)
Domain 3: Diversity of Learners

Demonstrate knowledge and

Use differentiated, developmentally
understanding of differentiated
appropriate learning experiences to
3.1.1 teaching to suit the learners’ 3.1.2
address learners’ gender, needs,
gender, needs, strengths,
strengths, interests and experiences.
interests and experiences.

Implement teaching strategies Establish a learner- centered culture

that are responsive to the by using teaching strategies that
3.2.1 learners’ linguistic, cultural, 3.2.2 respond to their linguistic, cultural,
socio-economic and religious socio-economic and religious
backgrounds. backgrounds.
Design, adapt and implement
Use strategies responsive to
teaching strategies that are
3.3.1 learners with disabilities, 3.3.2
responsive to learners with
giftedness and talents.
disabilities, giftedness and talents.

Demonstrate understanding of
Plan and deliver teaching strategies
the special educational needs of
that are responsive to the special
learners in difficult
educational needs of learners in
circumstances, including:
difficult circumstances, including:
3.4.1 geographic isolation; chronic 3.4.2
geographic isolation; chronic illness;
illness; displacement due to
displacement due to armed conflict,
armed conflict, urban
urban resettlement or disasters; child
resettlement or disasters; child
abuse and child labor practices.
abuse and child labor practices.

Demonstrate knowledge of Adapt and use culturally appropriate

teaching strategies that are teaching strategies to address the
3.5.1 3.5.2
inclusive of learners from needs of learners from indigenous
indigenous groups. groups.
Sub-total 0 0 4 1 0 0 Sub-total
Weight x1 x2 x3 x4 x5 x6 Weight
Weighted Sub-total 0 0 12 4 0 0 Weighted Sub-total
Domain Over-all Score 12 4 Domain Over-all Score

Beginning Teacher Standards Levels of Attainment Proficient Teacher Standards

(Source: DepEd Order 42,2017) 1 2 3 4 5 6 (Source: DepEd Order 42,2017)
Domain 4: Curriculum and Planning
Plan, manage and implement
Prepare developmentally
developmentally sequenced teaching
sequenced teaching and learning
4.1.1 4.1.2 and learning process to meet
processes to meet curriculum
curriculum requirements and varied
requirements.
teaching contexts.

Identify learning outcomes that Set achievable and appropriate

4.2.1 are aligned with learning 4.2.2 learning outcomes that are aligned
competencies. with learning competencies.

Adapt and implement learning

Demonstrate knowledge in the
programs that ensure relevance and
4.3.1 implementation of relevant and 4.3.2
responsiveness to the needs of all
responsive learning programs.
learners.

Participate in collegial discussions

Seek advice concerning strategies
4.4.1 4.4.2 that use teacher and learner feedback
that can enrich teaching practice.
to enrich teaching practice.

Show skills in the selection,

Select, develop, organize and use
development and use of a variety
appropriate teaching and learning
4.5.1 of teaching and learning 4.5.2
resources, including ICT, to address
resources, including ICT, to
learning goals.
address learning goals.
Sub-total 0 0 3 0 1 1 Sub-total
Weight x1 x2 x3 x4 x5 x6 Weight
Weighted Sub-total 0 0 9 0 5 6 Weighted Sub-total
Domain Over-all Score 9 11 Domain Over-all Score

Beginning Teacher Standards Levels of Attainment Proficient Teacher Standards

(Source: DepEd Order 42,2017) 1 2 3 4 5 6 (Source: DepEd Order 42,2017)
Domain 5: Assessment and Reporting

Demonstrate knowledge of the

design, selection, organization Design, select, organize and use
and use of diagnostic, formative diagnostic, formative and summative
5.1.1 5.1.2
and summative assessment assessment strategies consistent with
strategies consistent with curriculum requirements.
curriculum requirements.
 Demonstrate knowledge of
monitoring and evaluation of Monitor and evaluate learner
5.2.1 learner progress and 5.2.2 progress and achievement using
achievement using learner learner
attainment data.
Demonstrate knowledge of
Use strategies for providing timely,
providing timely, accurate and
5.3.1 5.3.2 accurate and constructive feedback
constructive feedback to improve
to improve learner performance
learner performance.

Demonstrate familiarity with a Communicate promptly and clearly

range of strategies for the learners’ needs, progress and
5.4.1 5.4.2
communicating learner needs, achievement to key stakeholders,
progress and achievement. including parents/guardians.

Demonstrate an understanding
Utilize assessment data to inform the
of the role of assessment data as
5.5.1 5.5.2 modification of teaching and
feedback in teaching and
learning practices and programs.
learning practices and programs.

Sub-total 0 0 5 0 0 0 Sub-total
Weight x1 x2 x3 x4 x5 x6 Weight
Weighted Sub-total 0 0 15 0 0 0 Weighted Sub-total
Domain Over-all Score 15 0 Domain Over-all Score

Beginning Teacher Standards Levels of Attainment Proficient Teacher Standards

(Source: DepEd Order 42,2017) 1 2 3 4 5 6 (Source: DepEd Order 42,2017)
Domain 6: Community Linkages and Professional Engagement

Demonstrate an understanding
Maintain learning environments that
of knowledge of learning
6.1.1 6.1.2 are responsive to community
environments that are responsive
contexts.
to community contexts.

Build relationships with

Seek advice concerning strategies
parents/guardians and the wider
that build relationships with
6.2.1 6.2.2 school community to facilitate
parents/guardians and the wider
involvement in the educative
community.
process.

Demonstrate awareness of
Review regularly personal teaching
existing laws and regulations
practice using existing laws and
that apply to the teaching
regulations that apply to the teaching
6.3.1 profession, and become familiar 6.3.2
profession and the responsibilities
with the responsibilities specified
specified in the Code of Ethics for
in the Code of Ethics for
Professional Teachers.
Professional Teachers.

Demonstrate knowledge and Comply with and implement school

understanding of school policies policies and procedures consistently
6.4.1 and procedures to foster 6.4.2 to foster harmonious relationships
harmonious relationship with the with learners, parents, and other
wider school community. stakeholders.

Sub-total 0 0 4 0 0 0 Sub-total
Weight x1 x2 x3 x4 x5 x6 Weight
Weighted Sub-total 0 0 12 0 0 0 Weighted Sub-total
Domain Over-all Score 12 0 Domain Over-all Score

Beginning Teacher Standards Levels of Attainment Proficient Teacher Standards

(Source: DepEd Order 42,2017) 1 2 3 4 5 6 (Source: DepEd Order 42,2017)
Domain 7: Personal Growth and Professional Development
Articulate a personal philosophy
Apply a personal philosophy of
7.1.1 of teaching that is learner- 7.1.2
teaching that is learner-centered.
centered.
Demonstrate behaviors that
Adopt practices that uphold the
uphold the dignity of teaching as
dignity of teaching as a profession by
7.2.1 a profession by exhibiting 7.2.2
exhibiting qualities such as caring
qualities such as caring attitude,
attitude, respect and integrity.
respect and integrity.
Seek opportunities to establish Participate in professional networks
7.3.1 professional links with 7.3.2 to share knowledge and to enhance
colleagues. practice.

Demonstrate an understanding Develop a personal professional

of how professional reflection improvement plan based on
7.4.1 7.4.2
and learning can be used to reflection of one’s practice and
improve practice. ongoing professional learning.

Demonstrate motivation to
Set professional development goals
realize professional development
7.5.1 7.5.2 based on the Philippine Professional
goals based on the Philippine
Standards for Teachers.
Standards for Teachers.
Sub-total 0 0 4 0 1 0 Sub-total
Weight x1 x2 x3 x4 x5 x6 Weight
Weighted Total 0 0 12 0 5 0 Weighted Total
Domain Over-all Score 12 5 Domain Over-all Score

This instrument has been developed by Dr. Marilyn Ubiña-Balagtas for use of the RA10612 participants trained by the Philippine Normal University and the National Network of Normal Schools
(3NS). Anyone who sees this valuable to teaching, training, and assessment may use it provided that proper citation is given to the developer. For citation, please cite this as: Balagtas, M.U.
(2020). Self-Efficacy Metric of the Attainment of the Standards for Professional Teachers (SEMAST). Manila: Philippine Normal University, Contact Details: Dr. Marilyn U. Balagtas, University
Professor, Philippine Normal University, balagtas.mu@pnu.edu.ph, 09209532926
 Weighted Scores on the Levels of Attainment of the Standards
Domains of PPST for Beginning Domains of PPST for
Teachers Proficient Teachers
A B
1 2 3 4 5 6
1. Content Knowledge and 1. Content Knowledge and
0 1 5 0 1 0
Pedagogy Pedagogy

2. Learning Environment 0 0 4 2 0 0 2. Learning Environment

3. Diversity of Learners 0 0 4 1 0 0 3. Diversity of Learners

4. Curriculum and Planning 0 0 3 0 1 1 4. Curriculum and Planning

5. Assessment and Reporting 0 0 5 0 0 0 5. Assessment and Reporting

6. Community Linkages and 6. Community Linkages and
0 0 4 0 0 0
Professional Engagement Professional Engagement
7. Personal Growth and 7. Personal Growth and
0 0 4 0 1 0
Professional Development Professional Development
Sub-total 0 1 29 3 3 1 Sub-total
Weight x1 x2 x3 x4 x5 x6 Weight
Weighted Total 0 2 87 12 15 6 Weighted Total
Stage Score 89 33 Stage Score
Final Score 122 Final Score
Career Stage Developing Proficient Teacher Career Stage

You are just starting to develop yourself to be at Career Stage 2. This means that
Interpretation you still need to develop some competencies expected of a Proficient Teacher Interpretation
based on the PPST.

Take seriously the professional development programs that address the domains
and competencies you need to improve on. This may take you time but target that
within a 3-year period of your training or teaching, you could say to yourself that
you are a confident Proficient Teacher. If there is a certification that you are a
Recommended Actions Proficient Teacher, you may not get this yet as you need some more evidences to Recommended Action
prove that you deserve the title. Develop your PPST-based professional portfolio
as it is a good practice to be ready anytime you are assessed on your proficiency.
Then continue enhancing your competencies to be a Professional Proficient
Teacher of the Philippines.

This instrument has been developed by Dr. Marilyn Ubiña-Balagtas for use of the RA10612 participants trained by the Philippine Normal University and the National Network of
Normal Schools (3NS). Anyone who sees this valuable to teaching, training, and assessment may use it provided that proper citation is given to the developer. For citation, please
cite this as: Balagtas, M.U. (2020). Self-Efficacy Metric of the Attainment of the Standards for Professional Teachers (SEMAST). Manila: Philippine Normal University, Contact
Details: Dr. Marilyn U. Balagtas, University Professor, Philippine Normal University, balagtas.mu@pnu.edu.ph, 09209532926
Over-all Score Level of Attainment Interpretation Recommended Actions

Take seriously the professional development programs that

address the domains and competencies you need to
You are just starting to improve on. This may take you time but target that within a
develop yourself to be at 4-year period of your training or teaching, you could say to
Career Stage 1. This yourself that you are a confident Beginning Teacher. If
Developing Beginning means that you still need there is a certification that you are a Beginning Teacher,
0-37
Teacher to develop some you may not get this yet as you need some more evidences
competencies expected to prove that you deserve the title. Develop your PPST-
of a Beginning Teacher based professional portfolio as it is a good practice to be
based on the PPST. ready anytime you are assessed on your proficiency. Then
continue enhancing your competencies to be a Professional
Beginning Teacher of the Philippines.

Take seriously the professional development programs that

address the domains and competencies you need to
You are still developing improve on. This may take you time but target that within a
yourself to be at Career 3-year period of your training or teaching, you could say to
Stage 1. This means that yourself that you are a confident Beginning Teacher. If
Nearly Competent you still need to develop there is a certification that you are a Beginning Teacher,
38-74
Beginning Teacher a few competencies you may not get this yet as you need a few more evidences
expected of a Beginning to prove that you deserve the title. Develop your PPST-
Teacher based on the based professional portfolio as it is a good practice to be
PPST. ready anytime you are assessed on your proficiency. Then
continue enhancing your competencies to be a Professional
Beginning Teacher of the Philippines.

If there is a certification that you are a Beginning Teacher,

you may get this as you have enough evidence to prove that
you deserve the title. Develop your PPST-based
professional portfolio as it is a good practice to be ready
You are at Career Stage
anytime you are assessed on your level of competency as a
1. This means that you
Competent Beginning Professional Beginning Teacher of the Philippines. To be at
75 - 111 have developed into a
Teacher Career Stage 2, that is to be a Proficient Teacher, take
Competent Beginning
seriously the professional development programs that
Teacher.
address the domains and competencies you need to
improve on. This may take you time but target that within a
3-year period of your training or teaching, you could say to
yourself that you are a confident Proficient Teacher.

Take seriously the professional development programs that

address the domains and competencies you need to
You are just starting to improve on. This may take you time but target that within a
develop yourself to be at 3-year period of your training or teaching, you could say to
Career Stage 2. This yourself that you are a confident Proficient Teacher. If there
Developing Proficient means that you still need is a certification that you are a Proficient Teacher, you may
112 - 148
Teacher to develop some not get this yet as you need some more evidences to prove
competencies expected that you deserve the title. Develop your PPST-based
of a Proficient Teacher professional portfolio as it is a good practice to be ready
based on the PPST. anytime you are assessed on your proficiency. Then
continue enhancing your competencies to be a Professional
Proficient Teacher of the Philippines.
 Take seriously the professional development programs that
address the domains and competencies you need to
improve on. This may take you time but target that within a
You are still developing
2-year period of your training or teaching, you could say to
yourself to be at Career
yourself that you are a confident Proficient Teacher. If there
Stage 2. This means that
Nearly Proficient is a certification that you are a Proficient Teacher, you may
149 - 185 you still need to develop
Teacher not get this yet as you need a few more evidences to prove
a few competencies to be
that you deserve the title. Develop your PPST-based
a Proficient Teacher
professional portfolio as it is a good practice to be ready
based on the PPST.
anytime you are assessed on your proficiency. Then
continue enhancing your competencies to be a Professional
Proficient Teacher of the Philippines.

If there is a certification that you are a Proficient Teacher,

you may get this as you have enough evidence to prove that
you deserve the title. Develop your PPST-based
You are at Career Stage
professional portfolio as it is a good practice to be ready
2. This means that you
186-222 Proficient Teacher anytime you are assessed on your proficiency. Then
have developed into a
continue enhancing your competencies to be a Highly
true Proficient Teacher.
Proficient Teacher of the Philippines. This may take you
time but refer to the PPST Career Stage 3 standards so you
could become one.