The Philippine Professional Standards for Teachers: New

Professional Standards of Teachers in the Department of Education

of the Philippines

INTRODUCTION

For the past years, the Department of Education of the

Philippines had initiated numerous Teacher Professional

Development Standards which were the basis of the evaluation of

teachers’ performance and professional development. Examples of

these are the National Competency-Based Teacher Standards

(NCBTS), Performance Appraisal System for Teachers (PAST), the

Results-Based Performance Management System (RPMS) which later

became the Individual Performance Commitment and Review Form

(IPCRF), and the recently passed Law on Continuing Professional

Development. However, despite of these different professional

development standards, the result of the Teacher’s Performance on

Content Knowledge conducted by numerous organizations, one of

these is the World Bank, is surprisingly poor.

 Fig.1: Teachers’ Performance on Content Knowledge Assessment was Poor

Grade 6 elementary school teachers got an above 60% on

Content Knowledge in English, however, when it comes to Math,

Filipino, and Science, Grade 6 elementary school teachers got

low/ poor performance results.

The result for the Grade 10 high school teachers is the most

alarming for it shows that in the areas of English, Math,

Filipino, and Science, they got lower than 40% performance

results.

Furthermore, these past Teacher Professional Developments

have also developed some issues during its implementation.

According to the World Bank (2014), Professional development

opportunities currently offered to teachers frequently fail to

meet even minimum levels of quality and fall short of what

teachers want and need. Systems at the school level which support

teachers and identify their professional development needs are

not working well. And the utilization of budget allocated for

human resource training and development is often low, amounting

to only 57 percent of the budget in 2014.

 Further, stated below are the feedbacks of teachers on

National Competency-Based Teacher Standards Teachers’ Strengths

and Needs Assessment (NCBTS-TSNA):

 “There is a tendency that teachers do not read anymore the

indicators in the TSNA. In NCBTS, we cannot give a proper

diagnosis, in turn, we cannot also give proper intervention”

 “Candidly, the NCBTS with TSNA for us in our division is a

taxing proof in our career as teachers”

Also, here are another sets of statements of teachers on

Results-Based Performance Management System (RPMS):

 “The objective of our RPMS was taken from the other school

just to meet the deadline”

 Based on experience, RPMS requires much time especially in

the formulation of objectives. That’s why we request for a

ready-made objectives”

 “The objectives were difficult, unrealistic, not clear.

We’re doing it just to comply”

 “The objectives should be realistic enough in the sense that

they consider the real condition of the learners, of the

community, and of the school”

  “It grabs most of my time and thoughts. This RPMS would

affect the quality of teaching because sometimes the teacher

will be after on the documents rather than the learning of

the students”

Lastly, here are some statements from teachers regarding the

current Continuing Professional Development (CPD):

 “Lack of time for professional learning (ex. attending

graduate studies) to enhance teaching and practice due to

accomplishments of reports and other tasks”

 “Teachers were not fully trained in the changes of

curriculum to meet its requirement. A one-week seminar is

not enough”

 “Not all teachers are given opportunities to attend

trainings seminars especially like us that are in the far-

flung areas”

 “Getting into seminars, etc. is difficult because we are

expected to be at school to teach and guide students at all

times. Taking units for MA or attending training will mean

that students will be left unattended as there is no system

to cover for teachers who aren’t around for official

business”
  “The teacher should attend seminars and workshops to

everyone and be cooperative with the others. It just hard

for me to attend some trainings because of financial

problems”

The Philippine Professional Standards for Teachers

Because of the negative feedbacks mentioned above and the

various national and global frameworks such as the K to 12

Reform, ASEAN Integration, globalization, and the changing

character of 21st Century Teachers and Learners, a new

professional standards for teachers was developed.

The Department of Education (DepEd) together with the

Teacher Education Council (TEC) issued a recent DepEd Order No.

42, s. 2017 last August 11, 2017 entitled “National Adoption and

Implementation of the Philippine Professional Standards for

Teachers” stating the new professional standards for teachers.

The objectives of the Philippine Professional Standards for

Teachers are:

a.) to 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.

It basically necessitates the improvements and call for the

rethinking of the National Competency-Based Teacher Standards

(NCBTS).

Because of this, all performance appraisals for teachers

shall be based on this new set of standards. It shall also be

used as a basis for all learning and development programs for

teachers to ensure that teachers are properly equipped to

effectively implement the K to 12 Program.

ROLE OF TEACHERS

The Department of Education believes that through quality

teachers, the Philippines can develop holistic learners who have

good values, equipped with 21st Century Skills, and able to

propel the country to development and progress. Nevertheless,

Teachers really play a crucial role in the country, and enhancing

teacher quality is essential for long-term and sustainable nation

building.

Professional Standards for Teachers

As stated in the early part of this term paper, there were

already numerous teacher quality reforms that the Department of

Education has initiated such as the National Competency-Based

Teacher Standards (NCBTS) as part of the implementation of the

Basic Education Sector Reform Agenda (BESRA) which was

implemented and being used since 2009, however, because of the K

to 12 Reform in 2013, the teacher quality requirements in the

Philippines has also changed.

To complement the demands of K to 12 Reform which warrants

high quality teachers who are properly equipped and prepared to

assume the roles and function of a K to 12 teacher, The

Philippine Professional Standards for Teachers was born. It is

initially built on NCBTS, and it articulates the K to 12 Teacher

through well-defined domains, strands, and indicators that

provide measures of professional learning, competent practice,

and effective management. It is founded on teaching philosophies

of learner-centeredness, lifelong learning, and inclusivity,

among others. This will, therefore, become a statement of

professional accountability that can help teachers reflect on and

assess their own practice as they aspire for personal growth and

professional development.

Teacher Quality in the Philippines

The Philippine Professional Standards for Teachers has

described characteristics that are required to the teachers in

order for them to be considered as 21st Century Quality Teachers:

 Recognizes 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, and has the

proficiency in Mother Tongue, Filipino, and English.

 Provide learning environments that are safe, secure,

fair, and supportive in order to promote learner

responsibility and achievement.

 Establish learning environments that are responsive to

learner diversity.
  Interact with the national and local curriculum

requirements and translate it into learning activities

that are relevant to learners and based on the

principles of effective teaching and learning.

 Apply a variety of assessment tools and strategies in

monitoring, evaluating, documenting, and reporting

learners’ needs, progress, and achievement.

 Establish school-community partnerships aimed at

enriching the learning environment, as well as the

community’s engagement in the educative process.

 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.

Further, it also gives 7 Domains that have 37 strands that

define more specific dimensions of teacher practices.

Domain 1, Content Knowledge and Pedagogy

1. Content Knowledge and its application within and across

curriculum areas
 2. Research-based knowledge and principles of teaching and

learning

3. Positive use of ICT

4. Strategies for promoting literacy and numeracy

5. Strategies for developing critical and creative thinking, as

well as other higher-order thinking skills

6. Mother Tongue, Filipino, and English in teaching and

learning

7. Classroom communication strategies

Domain 2, Learning Environment

1. Learner safety and security

2. Fair learning environment

3. Management of classroom structure and activities

4. Support for learner participation

5. Promotion of purposive learning

6. Management of learner behavior

Domain 3, Diversity of Learners

1. Learner’s gender, needs, strengths, interests, and

experiences

2. Learner’s linguistic, cultural, socio-economic, and

religious backgrounds
 3. Learners with disabilities, giftedness and talents

4. Learners in difficult circumstances

5. Learners from indigenous groups

Domain 4, Curriculum and Planning

1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies

3. Relevance and responsiveness of learning programs

4. Professional collaboration to enrich teaching practice

5. Teaching and learning resources including ICT

Domain 5, Assessment and Reporting

1. Design, selection, organization, and utilization of

assessment strategies

2. Monitoring and evaluation of learner progress and

achievement

3. Feedback to improve learning

4. Communication of learner needs, progress, and achievement to

key stakeholders

5. Use of assessment data to enhance teaching and learning

practices and programs

Domain 6, Community Linkages and Professional Engagement

1. Establishment of learning environments that are responsive

to community contexts

2. Engagement of parents and the wider school community in the

educative process

3. Professional ethics

4. School Policies and Procedures

Domain 7, Personal Growth and Professional Development

1. Philosophy of teaching

2. Dignity of teaching as a profession

3. Professional links with colleagues

4. Professional reflection and learning to improve practice

5. Professional development goals

Career Stages

The Philippine Professional Standards for Teachers also

created a standards framework that articulates developmental

progression as teacher develop, refine their practice, and

respond to the complexities of educational reforms. It is

anchored on the principle of lifelong learning and constructed in

a continuum from beginning to distinguished practice.

 The following Career Stages define the high-quality work of

teachers at different stages:

Career Stages 1 or 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.

Career Stage 2 or 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.
 Career Stage 3 or 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. Career Stage 3

Teachers 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.

Career Stage 4 or 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

their 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.

 (Attached herewith is the Philippine Professional Standards

for Teachers indicating the different Domains/ Strands/

Indicators for Different Career Stages)

This new Professional Standards for Teachers aims to address

the issues with the previous evaluation and professional

developments. As what McKinsey (2007) said, there are three

things that matters most in top school systems; first, getting

the right people to become teachers; second, developing them into

effective instructors; and third, ensuring that the system is

able to deliver the best possible instruction for every child.

The Philippine Professional Standards for Teachers hope to become

a significant mechanism to achieve these top three things that

matters most in top school systems, not just another burden to a

teacher’s life.
 REFERENCES

Gonong, Gina O. Addressing Teacher Professional Development Issues: Supporting Teacher Quality.
November, 2016

DepEd Order No. 42, s. 2017. National Adoption and Implementation of the Philippine Professional
Standards for Teachers. August 11, 2017

The Philippine Professional Standards for Teachers. Department of Education – Teacher Education
Council. © 2017