Core

Course
The Philippine Professional Standards for
3
Teachers and its Aligned Systems and Tools

MODULE
1
Achieving
Teacher
Quality
 Session 1:
THE PPST CAREER STAGES

Required task 1:

1. What are the professional practices displayed by a Proficient, Highly Proficient and Distinguished
Teacher in terms of the following?
PROFESSIONAL PROFICIENT HIGHLY DISTINGUISHED
PRACTICES TEACHER PROFICIENT TEACHER
TEACHER
Proficient Teachers are
Highly Proficient Distinguished Teachers
professionally
Teachers consistently embody the highest
independent in the
Teaching Characteristics display a high level of standard for teaching
application of skills vital
performance in their grounded in global best
to the teaching.
teaching practice. practices.
and learning process.
They have high
They are recognized as
education-focused
They display skills in leaders in education,
situation cognition, are
Management of planning, implementing, contributors to the
more adept in problem
Learning Programs and managing learning profession and initiators
solving and optimize
programs. of collaborations and
opportunities gained from
partnerships.
experience.

They provide support and

mentoring to colleagues in
They actively engage in
their professional
collaborative learning They create lifelong
development, as well as
Collaboration and with the professional impact in the lives of
work collaboratively with
Partnerships community and other colleagues, students, and
them to enhance the
stakeholders for mutual others.
learning and practice
growth and advancement.
potential of their
colleagues.

They exhibit commitment

They are reflective They continually seek to
to inspire the education
practitioners who develop their professional
community and
Professional continually consolidate knowledge and practice
stakeholders for the
Development the knowledge, skills and by reflecting on their own
improvement of education
practices of Career Stage needs, and those of their
provision in the
1 teachers. colleagues and students.
Philippines.
 2. What do you think is your current Career Stage?
Based on the Career Stages above, the current stage I think I belong is the Beginning
Teacher because I am 2 years in the service and needs more improvement and guidance
among my other colleagues. I still need to develop my professional knowledge and skills
as well as my teaching strategies.

3. What do you think would support you to advance to the next Career Stage?
The support that would help me to advance to the next stage are, the school and the
DepEd should offer quality professional development training or support to
teachers, develop systems for instructional coaching, listen and responds to teacher’s
concern, create my own career goals, and keep track of my own progress.

4. What Career Stage do you aspire to ten years from now?

Ten years from my now, I aspire myself in the distinguished teacher where I embody the
highest standard for teaching, exhibit exceptional capacity to improve my own teaching
practice, and create lifelong impact in the lives of my colleagues, my students, and to
other people.

5. Are there aspects of your teaching practice that exceed practices articulated in the Career
Stage 2 descriptors? If yes, please cite them.

NONE

6. Is it possible for a newly hired DepEd teacher to exhibit teaching practices in Career Stage 3
and 4? Explain your answer.

Yes, because there are also many teachers who come from private schools and apply to
public schools who are very competent and have more teaching experience that can be
aligned with the career stages 3 and 4.

Required task 2:
QUESTIONS ANSWER FEEDBACK
S
1. Teacher Marilyn is in her 2nd year of
teaching. She has adapted well to teaching
in DepEd but she acknowledges that she
still has a lot to learn from her more When it comes to Professional
seasoned colleagues. Marilyn is in the: A Development seek advice from
a. Beginning Stage experienced colleagues
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage

2. Teacher Rolly is a role model in his D He is recognized as leaders in

school. He is a consistent Outstanding education and consistently
Teacher in the Division and has been seek professional advancement
recognized by the Civil Service
Commission as a recipient of Lingkod
Bayan Award. Rolly is in the:
a. Beginning Stage
b. Proficient Stage
 c. Highly Proficient Stage
d. Distinguished Stage

3. Teacher Elinor serves as mentor to her

co-teacher during LAC Sessions and
classroom observations. Her fifteen years
of experience as an English teacher has
earned her the trust of her colleagues in
terms of in-depth knowledge and skills in
Teacher Elinor manifests the
teaching the content and handling
C characteristics of Highly
learners’ behavior of different levels. She
Proficient Teacher
is good at collaborating with people and
in providing support. Elinor is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage

4. Teacher Kath can teach alone without

the Master Teacher’s assistance. She has
unique skills in planning, implementing
and managing learning programs in the
school. Kath is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
Teacher Kath possesses the
unique skills when it comes to
B the management of learning
programs which is one of the
qualities of Proficient teacher.

5. Teacher Christine has exceptional skills

in influencing people through her articles
in different academic journals. She has
been frequently invited to different
conventions to share her successful
innovation in teaching for benchmarking
and collaboration. Christine is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
Teacher Christine exhibit
commitment to inspire the
education community and
D stakeholders for the
improvement of education
which is evident characteristic
of Distinguished Teacher.

K
Session 2:
THE PPST DOMAINS,
STRANDS
 PART II:
1. The PPST defines teacher quality in the Philippines. It has domains which describe the
expectations required of Filipino teachers to be effective in the 21st century in the Philippines.
How many domains does the PPST have?
7 DOMAINS

2. The Domains collectively comprise of strands that refer to more specific dimensions of teacher
practices. How many strands does the PPST have?
37 STRANDS

3. The PPST defines the work expected from teachers across different career stages. How many
career stages are there?
4 CAREER STAGES

PART iII:
Try it:

Indicator 3.4.2 means that the indicator is under:

 Which domain?
DOMAIN 3: Diversity of Learners

 Which strand?
DOMAIN 3 OF STRAND 4: Learners in difficult circumstances

 Which indicator?
(PROFECIENT TEACHERS) Plan and deliver teaching strategies that are responsive to the
special educational needs of learners in difficult circumstances, including: geographic
isolation; chronic illness; displacement due to armed conflict, urban resettlement or
Required task 2:
disasters; child abuse and child labor practices.

SCENARIO ANSWER FEEDBACK

1. Teacher Joy, a Grade 9 adviser, caught
one of her learners smoking along a
secluded corridor when going to the
comfort room. Teacher Joy asked the
learner to remain in the classroom after
the lesson. During the conference with the
learner, Teacher Joy warned the learner to
DOMAIN 2-STRAND 6
quit smoking at school otherwise his
Management of learner
parents will be called for a conference.
Domain 2 behavior
a. Domain 1 - Content Knowledge LEARNING
and Pedagogy ENVIRONMEN
b. Domain 2 - Learning Environment T The teacher manages the
c. Domain 3 - Diversity of Learners learner’s behavior
d. Domain 4 - Curriculum and constructively by applying
Planning positive and non-violent
discipline.
e. Domain 5 - Assessment and
Reporting
f. Domain 6 - Community Linkages
and Professional Engagement
g. Domain 7 - Personal Growth and
Professional Development

2. During the post conference, Mrs.

Manuel, being the school head and rater
of teacher-ratee, emphasized that the use
of varied learning materials aid learners’
understanding of the lesson and allow
learners to practice the application of
concepts. She also mentioned that varied
learning materials also cater to learners’
different learning styles.
Domain 4
a. Domain 1 - Content Knowledge CURRICULUM
and Pedagogy DOMAIN 4 STRAND 1
AND Planning and management of
b. Domain 2 - Learning Environment PLANNING teaching and learning process
c. Domain 3 - Diversity of Learners
d. Domain 4 - Curriculum and
Planning
e. Domain 5 - Assessment and
Reporting
f. Domain 6 - Community Linkages
and Professional Engagement
g. Domain 7 - Personal Growth and
Professional Development

3. Teacher Rolly, a Grade 7 English Domain 4

Teacher, discussed the rules on Subject- CURRICULUM DOMAIN 4-STRAND 2
Verb Agreement in his lesson. During AND Learning outcomes aligned
group work, his learners were tasked to PLANNING with learning competencies
make a travel brochure for a particular
place. He reminded them to describe the
beauty of the place and include short
history while observing correct subject-
verb agreement for their captions.
 a. Domain 1 - Content Knowledge
and Pedagogy
b. Domain 2 - Learning Environment
c. Domain 3 - Diversity of Learners
d. Domain 4 - Curriculum and
Planning
e. Domain 5 - Assessment and
Reporting
f. Domain 6 - Community Linkages
and Professional Engagement
g. Domain 7 - Personal Growth and
Professional Development

EQUIRED TASK 3:

CHALLENGING
INPUT FROM
STRANDS (YOU WHY IS IT
THE MENTOR
MAY JUST CHALLENGING?
(OPTIONAL,
DOMAINS INDICATE (GRAY AREA OR
BUT HIGHLY
STRAND POINTS FOR
ENCOURAGED
NUMBERS E.G., CLARIFICATION)
)
1.3)
CONTENT
Lack of ICT resources in
KNOWLEDGE AND
1.3 the school
PEDAGOGY

Teacher is not yet

LEARNING
2.3 proficient in handling
ENVIRONMENT
classroom management

Insufficient knowledge
when it comes to
understanding of
differentiated teaching to
DIVERSITY OF
3.1 suit the learners’ gender,
LEARNERS
needs, strengths, interests,
and
experiences.

Difficulty in giving tasks

CURRICULUM AND
4.2 that will meet the learning
PLANNING
outcomes

ASSESSMENT AND Difficulty in creating

5.1
REPORTING assessment strategies
 Nowadays, parents are no
COMMUNITY
6.2 longer active in school due
LINKAGES
to work.

PERSONAL GROWTH
Seldom seek help to
AND PROFESSIONAL 7.3
colleagues
DEVELOPMENT

QUIRED TASK 4:
Based on the current default classification, in which career stage are you in?
Based on the Career Stages above, the current stage I think I belong is the
Proficient Teacher because I am more than 3 years in the service already and
still needs more improvement and guidance among my other colleagues. I still
need to develop my professional knowledge and skills as well as my teaching
strategies.

Core 3
 K
Session 1:
THE PPST AND DEPED’S
HUMAN RESOURCE (HR)
SYSTEMS

REQUIRE TASK 1:
Scenario I: Teacher Anthony’s Dreams
EXPLANATION: Teacher Anthony can use the IDP (Individual Development Plan) to
continue to monitor his learning needs which is an important part of the teachers’
Individual Performance Commitment Rating Form (IPCRF).

Scenario 2: An Advanced Teacher at the Beginning Stage of PPST

EXPLANATION: The situation of Teacher Ruth as an advanced teacher due to her
teaching experience in private schools falls under the Rewards and Recognition (R&R).
She has high potential for promotion even though she is still in the beginning teacher level.
Her progression across the PPST continuum could be faster if she purposely uses PPST as
the basis for his professional practice.

Scenario 3: Teacher Ruth’s Supportive Mentor

EXPLANATION: This falls under the L&D (Learning and Development) of the DepEd
HR systems. The support given to Teacher ruth by her supportive mentor will help her to
become an outstanding teacher. Coaching is an effective professional learning modality
that can help teachers improve their teaching practices as well as learners’ academic
performance.

Scenario 4: Possibilities in the Life of a Newly Hired Teacher

EXPLANATION: Although teacher Abel worked as a department head in the private
school before and possesses a high professional skills and ethics, he is still not exempted
from undertaking the DepEd’s Induction Program. It is still part of the RSP HR System
that is intended to help teachers transition to the public-school system.

Scenario 5: Propelling Teachers Motivation

EXPLANATION: Making close friendships with their school head and Department heads
are not aligned with the PPST and HR systems, if teacher Marlyn and teacher Carmina
aims to get an outstanding award during the school year they should optimize the use of
the Teacher Induction Program (TIP) materials to orient themselves with the context of
DepEd, the PPST and other HR systems, prepare their MOVs according to the guidelines
in the RPMS-PPST and Participate in learning and development that will close their
competency gaps and developmental needs − in short, they should aim for their
professional development.

REFLECTION:
 Optional Task: Reflection
Reflect on the strategic relationships amongst the PPST and the HR systems.
The DepEd HR systems are interrelated and anchored on the PPST. These HR
systems are put in place to support teachers’ continuing professional development.
Optimizing use of the PPST and the HR systems enables teachers to pursue their
professional goals. The HR systems are intended to support them.

PERSONAL REFLECTIONS ON THE STRATEGIC

ALIGNMENT OF THE PPST AND HR SYSTEMS
I-Chart on HR Systems
What are the
implications of my
What can I do with
HR System What did I learn? new learnings with
what I learned?
my current practice?
Each teacher must Use this as guide to see
progress towards the the big picture of the Aim for professional
RSP
continuum of DepEd development
the PPST System.
Use this to reflect of my
This will help me to identify
It is the yardstick of teaching performance all
RPMS-PPST learning gaps or
teacher quality throughout the school
developmental needs.
year.

Continuous Coaching with

teachers are given the
I will use the IDP as my my mentor and other
opportunity to identify
L&D guide in improving my colleagues will help me
their learning gaps or
developmental needs. succeed in my professional
developmental needs
development.

It is an essential aspect
I will deliver excellent This motivates me to seek
of performance
R&R performance towards my continuous professional
management in all
teaching career. development on myself.
organizations.

K
Session 2:
The PPST, RSP and the Merit
REQUIRE TASK 1:
HOW WILL YOU
WHAT DID YOU
WHAT DO WHAT ELSE DO LEARN MORE?
LEARN ABOUT THE
YOU KNOW YOU WANT TO E.G., READ FROM
PPST AND HR
ABOUT? KNOW? ONLINE
SYSTEMS?
SOURCES
How PPST helps
Through continuous
teachers towards their Enables teachers to pursue
PPST professional
professional their personal goals
development
development?

How is the RSP helps

It intended to help teachers
teachers be familiar
RSP transition the public-school With the help of TIP
with the
system. and mentors.
DepEd Systems?

It is the standard process

How long is the for promoting best-fit
Through continuous
needed service of the teaching and non- teaching
MSP professional
teacher to be DepEd
development
promoted? personnel.

REQUIRE TASK 2:
Reflect on your greatest learnings about meritocracy and fitness principles on hiring and
promotion. What does this tell you? How will you adjust your professional goal and
practice with DepEd’s expectations from its personnel? Write your reflections/insights on
the space provided below.

The meritocracy and fitness principles on hiring and promotion means that teacher
applicants’ qualifications are assessed based on merit and not based on who they
know or who can help them. so, for a teacher to be qualified in the promotion,
the beginning teachers should use the PPST to monitor their own performance and
align their professional practices with the expectations based on the PPST.

K
Session 3:
The Strategic Alignment of the
RPMS with the PPST
REQUIRE TASK 1:

MY RPMS-PPST ACTIVITY LOGS

My Intended Activities per
Cycle (What preparatory
RPMS activities do you need
to do in between each
cycle?)
Cycles Inclusive Dates
Phase I: Performance First week of August, a
Discussion/Issuance of RPMS Tools
Planning and week before start of
Self-Assessment
Commitment classes

Phase II:
Performance Monitoring and Coaching
Year-round
Monitoring and Mid-year Review and Assessment
Coaching

Phase III: Year-end Review and Assessment

1st week of May, a week
Performance Review Evaluation of Portfolio
after graduation
and Evaluation Computation of Final Rating

Phase IV:
Performance
Ways Forward and Development
Rewarding and May
Planning
Development
Planning

REQUIRE TASK 2:
 Analyze the two
(2) scenarios
Statement
below and indicate Response Feedback
whether the
following .
Since Teacher
statements Paula is inexperienced,
are true
her L&D needs might be different from (If True, no need to put
or false. feedback)
that of Teacher Dennis, who has been
TRUE
teaching
Scenariofor
A:the past three (3) years.
Teacher Paula is a
new BSE
Both graduate
teachers may use the PPST tools
Major in Science
to identify their strengths and areas in
who has been hired
which TRUE
to teach
they mayinneed
a Junior
support.
High School.
Both teachers can have their L&D
Scenario
needs B:
addressed through the RPMS-
Teacher Dennis TRUE
PPST.
has been teaching
Science in a
private school
Mentors’ for is important for both
feedback
the past four (4)
teachers to monitor their own progress.
years. After
They he feedback from their
can get
completed his TRUE
mentors whether formally or informally
doctoral degree, he
assigned.
applied to the same
public high school
where Teacher
Teacher Paula is a new BSE graduate
Paula is working.
Major in Science who has been hired to
Both Teachers
TRUE
teach
Paulainand
a Junior
DennisHigh School.
are newly-hired
teachers handling
Science.

Session 4:
ROLE OF RPMS-PPST IN
TEACHERS’ LEARNING AND
DEVELOPMENT
Required task 1:
Scenario 1: Classes have ended. Teachers Rona, Evalou and Rex are planning for their development
needs. Teacher Rona shared with the group that she struggles to meet the indicators in Domain 2 of PPST.
 She has been challenged in managing her learners’ behavior. Teacher Evalou admitted that she has not
fully developed all core competencies indicated in the RPMS. Teacher Rex is the top performer among the
three. He just got an “Outstanding Rating” for the school year. Teacher Rex feels that he still needs to
participate in L&D activities to address his developmental needs.
Questions Response
 Which of the following explains why all three of them need to
participate in L&D activity relevant to their needs?
 Teachers Rona and Evalou need L&D to address their
developmental needs while teacher Rex need to address his
Teachers Rona and Evalou need L&D
performance gaps.
to address their developmental needs
 Teacher Rex needs L&D to address his developmental needs,
while teacher Rex need to address his
while teachers Rona and Evalou need to participate in L&D to
performance gaps
address their competency gaps.
 All teachers need to attend L&D to address their developmental
needs.
 All teachers need to attend coaching sessions.

Required task 2:
Development Goal Target
L&D
(Target PPST Development Activity Completion
Modality
Domains) Date
CONTENT KNOWLEDGE
Utilize the use of ICT in the lesson IPCRF August 2022
AND PEDAGOGY

I will engage my learners, individually or in

LEARNING groups, in meaningful exploration,
IPCRF September 2022
ENVIRONMENT discovery and hands-on activities within the
available physical learning environments.

I will plan and develop effective strategies

CURRICULUM AND
in teaching to meet curriculum requirements IPCRF August 2022
PLANNING
andvaried teaching contexts.

PERSONAL GROWTH I will continue to improve my professional

AND PROFESSIONAL development aligned to the IPCRF Year Round
DEVELOPMENT PPST.

Core
Course
The Philippine Professional Standards for Teachers and
3
its Aligned Systems and Tools
 Session 2:
The PPST-aligned RPMS

Required ACTIVITY 1:

What have you learned about PPST and RPMS as two separate entities in DepEd? How
about their alignment?
I have learned that the PPST is used as basis for all leaning and development programs for
teachers to ensure that teachers are properly equipped to effectively implement the K-12
program while the RPMS are assessment instruments used to ensure quality teacher
performance at different career stages. The Key Result Areas and Objectives in RPMS are
based on Domains and Indicators in the PPST, respectively. It is user-friendly and serves
as a map on the path of the teachers to follow and meet the standards.

OPTIONAL TASK:
Have you already encountered the indicators used in SYs 2018-2019 and 2019-2020? If so,
briefly summarize your experiences during the RPMS-related activities?

Yes. I already encountered the indicators used in SY. 2019-2020 since I was officially
hired last June 14, 2019. I find it difficult to provide all the RPMS related activities
because it is was my first year in teaching and the same time doing the IPCRF.
 Session 3:
THE RPMS CYCLE

PRELIMINARY
Teacher Mary Grace finished two (2) classroom observations before the scheduled Mid-
year Review. Her principal asked her to update her Development Plan. What steps should
she take to do this? Briefly discuss in the box below.
Teacher Grace should update her Development Plan and reflect to the action plan she
created.

EQUIRED TASK 1:
Study the following scenarios and decide which of the options may be applied to each
statement.
A. The data presented is sufficient to infer the statement.
B. The data presented is not sufficient to infer the statement.
C. The statement is false based on the data presented and/or the guidelines.

Feedback from your

Statement Answer
mentor
Statement 1: School A used
The statement is false based
all Cases (i), (ii), (iii), (iv),
on the data presented and/or
and (v) in RPMS 2019-
the guidelines.
2020.

The statement is false based

Statement 2: The Division
on the data presented and/or
is a small division.
the guidelines.

Statement 3: In School A, the The data presented is not

rater of Teachers I-III is the sufficient to infer the
Master Teacher. statement.

Statement 4: In School A, a The statement is false based

teacher III can rate a Master on the data presented and/or
Teacher. the guidelines.

Statement 5: In School A, The statement is false based

the PSDS can rate a Master on the data presented and/or
Teacher the guidelines.
 Session 4:
The PPST-based RPMS Tools
and Processes

REQUIRED TASK 1:

K
Session 5:
Developing Lesson Plans as
ELIMINARY ACTIVITY:
Choose a lesson plan which you have previously crafted. Enumerate all parts and describe
what you have entered on each part.
Sample Lesson Plan are given below.
The example lesson plan given below is Lesson Plan in MATHEMTICS 10 for
the 3 Quarter. Following the 4A’s Template, I conduct a short review on the
rd

previous topic that has been discussed and integrate it into another subject in the
Introduction part. Then on the development, we did a FACT or BLUFF activity that
is related to the new topic that will be discussed and provided some HOTS questions.
We did another activity that is SCAN ME, on the engagement part I pupils to apply
what they had learned in the lessons and on the Assessment, I used differentiated
strategy of teaching, so that slow learners can cope up and understand the lesson. I
conducted another differentiated activity in the evaluation part to identify if they had
met the learning competency of the lesson.

REQUIRED TASK 2:
Using either a lesson plan prepared by your mentor (recommended) or the lesson
plan/lesson exemplar you provided, check which COT Indicators (or RPMS Objectives) are
present. Elaborate on your findings. If an indicator is not present, is it possible to have it
present in the lesson plan? How?

Based on the same Lesson Exemplar that I have provided before the COT
indicators that are present to my Lesson Exemplar are 1. Apply knowledge of content
within and across curriculum teaching areas, wherein I integrate the lesson to other
multidisciplinary content to incorporate it to the new lesson. 2. displayed proficient use of
mother tongue Filipino and English to facilitate teaching and learning, all throughout
the lesson I consistently use the language Filipino to facilitate learning of the pupils. 3.
Use effective verbal and non-verbal classroom communication strategies to support
learner understanding, participation, engagement, and achievement, wherein I
provide a HOTS question to support learner understanding, participation, engagement. 4.
Establish safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines, and procedures, I think I provided a
clear implementation procedure during the group activity. 5. Maintain learning
environments that promote fairness, respect and care to encourage learning, where I
give equal praise to all my students regarding with their answer.
If possible, all indicators should be present to the Lesson Exemplar because it is
aligned to the PPST of teachers.