Among all these professions, there are standards to follow.

But now we will focus on the

Philippine Professional Standards for Teachers

NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE

PROFESSIONAL STANDARDS FOR TEACHERS

Through the Teacher Education Council (TEC) PPST was issued as DepEd recognized the
importance of professional standards in the continuing professional development and
advancement of teachers based on the principle of lifelong learning. It is dedicated to assisting
teachers and acknowledging the overwhelming evidence that effective teachers are essential to
improving student achievement.

But before that we have the Department Order No. 32 s. 2009 NCBTS or the National
Competency-Based Teacher Standards. This one focuses on the desired practice of teaching. It
also has domains and strands. The National Competency-Based Teacher Standards (NCBTS)
must be improved, and a new approach to them must be considered, in light of the changes
brought about by various national and international frameworks, including the K–12 Reform,
ASEAN Integration, globalization, and the evolving nature of 21st century learners;

Through a number of measures, the Philippine Government has constantly worked to improve
teacher quality. The National Competency-Based Teacher Standards (NCBTS) were formalized
as a framework for teacher quality by CHED Memorandum Order No. 52, s. 2007 and DepED
Order No. 32 s. 2009. It was made possible by utilizing the learning considerations of programs
like the Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation
of Visayas Education (STRIVE) project, and the Third Elementary Education Project. It emerged
as part of the implementation of the Basic Education Sector Reform Agenda (BESRA) (TEEP).

The landscape of the Philippines' teacher quality standards has changed as a result of the 2013
K–12 Reform (R.A. 10533). The reform process calls for a similar supportive focus on the
quality of the teachers who will be entrusted with educating children from kindergarten through
grade 12. These teachers must be of the highest caliber.

so the PPST was developed that aims to

The PPST aims to:

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 shall be used as basis for all learning and development programs for teachers to ensure that
teachers are properly equipped to effectively implement the K to 12 programs. So when we say
standards, in terms of teaching, it is the role and responsibility of teaching as well as the guide that are
expected to maintain to gain the QTS or qualified teacher status. It can also be used for the selection
and promotion of teachers. PPST also outlines the required skills and competencies of quality teachers,
enabling them to cope with emerging global frameworks. If the required skills and competencies are not
met, various professional development interventions will be given to them.

In order to establish a nation, teachers are essential. The Philippines can produce holistic learners who
are grounded in values, endowed with 21st century skills, and capable of advancing the nation's
development and advancement through the use of qualified teachers. This is in line with the mission of
the Department of Education, which is to create "Filipinos who passionately love their country and
whose values and competencies enable them to realize their full potential and contribute meaningfully
to the building the nation" (DepED Order No. 36, s. 2013).

In other words, high-quality learning is dependent on high-quality teaching, as evidenced by the

unmistakable correlation between the two. As a result, improving teacher quality becomes crucial for
long-term and sustainable nation building.

Let’s now have the important teacher qualities that need to possess.

CONCLUSION

The Philippine Professional Standards for Teachers which is built on NCBTS is a complement to the
reform efforts on teacher quality from pre-service education to in-service training. Through those clearly
defined areas, mga strands, and indicators which offer measures of professional development,
competent practice, and productive engagement, makikita natin kung ano yung mga involved teacher
qualities sa K–12 Reform. This set of standards clarifies the knowledge, skills, and values that teachers
should possess in order to be competent, improve student learning outcomes, and ultimately provide
high-quality instruction. It is based on a number of educational principles, including learner-
centeredness, lifelong learning, and inclusivity/inclusiveness.