Philippine Professional

Standards for Teachers

and Attributes of 21 st

Century Filipino
Teachers
 Philippine Professional
Standard for Teachers (PPST)
LEGAL BASES OF PPST
In the recent past, the professional competencies of
teachers were defined using the National Competency Based
Teachers Standards (NCBTS) through CHED Memorandum No.
52, s. 2007 and DepEd Order No. 32, s. 2009. Eight years
later and with so many changes that are happening not only
in the Philippines but also on the ASEAN region and other
parts of the globe. DepEd Order NO. 42, s. 2017 was passed
directing the national adoption and implementation of the
Philippine Professional Standards for Teachers (PPST).
THE PARADIGM SHIFT: NCBTS to PPST
Quality teaching results to quality learning. The key to
quality learning outcome is having quality teachers who
provide quality instruction. This DepEd’s philosophy behind
the paradigm shift for the professional standards for
teachers in the Philippines.

NCBTS was recreated mainly because it presents

competency standards that are dubbed as “one size fits all”.
It uses one tool in measuring the competencies of the
teachers irrespective of their positions and length of service
in teaching.
On the other hand, the PPST is an enhanced version of the
professional competency standards for Filipino teachers as it
is anchored on a continuum of teaching practice defined in
terms of distinct career stages. Unlike the NCBTS, it is
tailored-fit to teachers as it defines what constitutes
teacher quality across their careers stages using well-
defined domains, strands, and indicators.
 Four reasons why the NCBTS
was changed to PPST
1. K TO 12 EDUCATION REFORM PROGRAM
(R.A. NO. 10533)
➢ The teacher quality requirements in the country has been
congruently changed. Thus, there is a need to align the
professional standards of Filipino teachers with the
quality requirements as well as professional attributes,
competencies, and career path desired to become an
effective K to 12 teacher. (DepEd Order No. 42, s. 2017)
2. ASEAN INTEGRATION
➢ The implementation of the K to 12 Program, internalization
of curricula of various professions, and synchronization of
the academic calendar of ASEAN schools. All of these efforts
are aimed to ensure the free flow of teachers and learners
within the region and to level off Filipino graduates with
that of ASEAN member-states.

3. GLOBALIZATION
➢ Globalization is a reality that the Philippine educational
system has to embrace. It is a fact that there is an
interaction of people, ideas, and resources from different
parts of the world today.
4. DIVERSE NATURE OF LEARNERS OF 21ST
CENTURY LEARNERS

➢ The PPST raises higher standards of teaching and learning

among teachers as it provides them mechanisms to
effectively respond to the diversity of their 21st century
learners.
 Aims of PPST
As the saying goes, “Once a teacher, always a learner”.
Premised on this ground. The aims of the PPST are as follows:
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 is a framework of teacher quality and it shall be
used in the following purposes;
a. It shall be the basis for all learning and
development programs for teachers to ensure that
teachers are properly equipped to effectively
implement the K to 12 Program;
b. It can also be used for the selection and promotion
of teachers; and
c. It shall be used as basis for evaluating performance
of teachers.
 Definitions of PPST Terms
Domain is defined as a broad conceptual sphere of
teaching and learning practices defined by specific standards
in the set of professional standards for teachers.

A strand is a more specific dimension of teacher practice

under every domain in the set of professional standards for
teachers.

Indicators are concrete. Observable and measurable

teacher behaviors/practices covered in every strand in the
set of professional standards for teachers.
 Career Stages of Filipino
Teachers Under PPST
➢ Stage 1: Beginning Teachers
➢ Stage 2: Proficient Teachers
➢ Stage 3: Highly Proficient Teachers
➢ Stage 4: Distinguished Teachers
 New Career Pathways for
Filipino Teachers
➢ Certification (after 2 or 3 years)
• Career Stage 1 Beginning
Teacher I (0-3 years in service)
• Career Stage 2 Proficient TI (4 years or more in the
service0 T II, T III
➢ Voluntary Accreditation
• Career Stage 3 Highly Proficient
MT I, MT II
➢ Voluntary Accreditation
• Career Stage 4 Distinguished
MT III, MT IV
 Competencies to be Developed
by 21st Century Teachers
Living successfully in the 21st century requires knowing
the how to’s of learning. To become a lifelong learner,
learners have to master 21st century skills which are sets of
competencies essential to prepare them for the challenges
they face in life and work environment. In responding to this
call, it demands teachers to possess qualities that must
develop these needed skills. They, too, must possess 21st
century competencies inasmuch as they teach 21st century
learners who are living in the 21st century environment.
 21st Century Skills
1. Communication
2. Collaboration
3. Critical Thinking
4. Creativity

According to the DepEd, there are four 21st century

skills that are to be possessed by graduates in order to
live meaningfully in this world namely; Effective
Communication Skills, Learning and Innovation Skills,
Information, media and Technology Skills; and Life and
Career Skills.
EFFECTIVE COMMUNICATION SKILL
➢ Teaming
➢ Collaboration
➢ Interpersonal Skills
➢ Local, national, and global orientedness
➢ Interactive communication

LEARNING AND INNOVATION SKILL

➢ Creativity
➢ Curiosity
➢ Critical thinking problem-solving
➢ Risk taking
INFORMATION, MEDIA, AND TECHNOLOGY SKILL
➢ Visual and information literacies
➢ Media literacies
➢ Basic scientific, economic, and technological literacies
➢ Multicultural literacy

LIFE AND CAREER SKILL

➢ Flexibility and adaptability
➢ Leadership and responsibility
➢ Social and cross-cultural skills
➢ Initiative and self-direction
➢ Productivity and accountability
➢ Ethical, moral and spiritual values
 Attributes of a K to 12 Teachers

According to the K to 12 Toolkit Resource Guide for Teachers

Educators, School Administrators and Teachers (2012), the
following are the attributes of the K to 12 Teachers:

➢ Multi-literate – Teachers have to be knowledgeable with the

use of various technologies and this demands them to have
media literacy, digital literacy, information literacy, and
technological literacy, among others.
➢ Multi-specialist – They must not only be expert in a
single subject area but they have to expand their
knowledge in other disciplines so as to make a good
integration of all learners’ learning and experiences.

➢ Multi-skilled – They have to possess more than one skill

particularly those which ensure integrating teaching
and learning process.

➢ Self-directed – Teachers must be able to direct their

own learning by continuing their personal and
professional learning needs throughout their lives.
➢ Lifelong Learner – They must be updated on the latest
trends and developments including current issues and
problems in their field. They become lifelong learners
when they learn to adapt to the changes required of
their profession.

➢ Flexible – Being a flexible teacher is also important

because the classroom is never a static environment. It
is rather a dynamic environment that changes
depending on the lesson, type of learning activity,
interest, and motivation of the learners.
➢ Creative problem solver – A good teacher is one who
provides creative solutions to the problems and
challenges of his life, profession, and society.

➢ Critical thinker – They must scaffold their learners to

reach the highest levels of cognition which are
evaluating and creating.

➢ Has passion for excellent teaching – They have to show

that there is thrill and pleasure in acquiring knowledge
and skills.
➢ High Emotional Quotient (EQ) – K to 12 teachers who
have high emotional quotient have the heart for
teaching characterized by empathy, respect, honesty,
and tolerance to human differences