Course 3

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

Module 1 – Achieving Teacher Quality through PPST

Session 1 – The PPST Career Stages

Required Task 1: Activity
Use Table 1 to accomplish the tasks below.
1. What are the professional practices displayed by a Proficient, Highly Proficient and
Distinguished Teacher in terms of the following?

Professional Proficient Teacher Highly Proficient Distinguished

Practices Teacher Teacher
Teaching Proficient Teachers Highly Proficient Distinguished
Characteristics are professionally Teachers consistently Teachers embody the
independent in the display a high level of highest standard for
application of skills performance in their teaching grounded in
vital to the teaching teaching practice. global best practices.
and learning process.
Management of They display skills in They have high They are recognized
Learning Programs planning, education-focused as leaders in
implementing, and situation cognition, education,
managing learning are more adept in contributors to the
programs. problem solving and profession and
optimize opportunities initiators of
gained from collaborations and
experience. partnerships.
Collaboration and They actively engage They provide support They create lifelong
Partnerships in collaborative and mentoring to impact in the lives of
learning with the colleagues in their colleagues, students,
professional professional and others.
community and other development, as well
stakeholders for as work
mutual growth and collaboratively with
advancement. them to enhance the
learning and practice
potential of their
colleagues.
Professional They are reflective They continually seek They exhibit
Development practitioners who to develop their commitment to
continually professional inspire the education
consolidate the knowledge and community and
knowledge, skills and practice by reflecting stakeholders for the
practices of Career on their own needs, improvement of
Stage 1 teachers. and those of their education provision in
colleagues and the Philippines.
students.

2. What do you think is your current Career Stage?

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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,

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 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.

Optional Task: Formative Quiz

Read the following scenarios and choose the career stage that aligns best with
the described practice.

Scenario Answer Feedback

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 Beginning Stage When it comes to
to learn from her more seasoned Professional Development
colleagues. Marilyn is in the: 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

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

3. Teacher Elinor serves as mentor to her Teacher Elinor manifests

co-teacher during LAC Sessions and Highly Proficient the characteristics of
classroom observations. Her fifteen years Stage Highly Proficient Teacher
of experience as an English teacher has
earned her the trust of her colleagues in5 0
terms of in-depth knowledge and skills in
teaching the content and handling
 learners behavior of different levels. She
is good at collaborating with people and
in providing support. Elinor is in the:
a. Beginning Stage
b. Proficient Stage

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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, Teacher Kath possesses
and managing learning programs in the Proficient Stage the unique skills when it
school. Kath is in the: comes to the management
a. Beginning Stage of learning programs
b. Proficient Stage which is one of the quality
c. Highly Proficient Stage of Proficient teacher.
d. Distinguished Stage

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
Distinguished Stage commitment to inspire the
education community and
stakeholders for the
improvement of education
which is evident
characteristic of
Distinguished Teacher.

Session 2 – The PPST Domains, Strands, and Indicators

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

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 disasters; child abuse and child labor practices.

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Required Task 2: Formative Quiz
Scenario Answer Feedback
Teacher Joy, a Grade 9 adviser, caught one
of her learners smoking along a secluded

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 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 Domain 2 - DOMAIN 2-STRAND 6
warned the learner to quit smoking at Learning Management of learner
school otherwise his parents will be called Environment behavior
for a conference.
a. Domain 1 - Content Knowledge and
Pedagogy The teacher manages the
b. Domain 2 - Learning Environment learner’s behavior
c. Domain 3 - Diversity of Learners constructively by applying
d. Domain 4 - Curriculum and Planning positive and non-violent
e. Domain 5 - Assessment and Reporting discipline.
f. Domain 6 - Community Linkages and
Professional Engagement
g. Domain 7 - Personal Growth and
Professional Development
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’ Domain 4 - DOMAIN 4 STRAND 1
understanding of the lesson and allow Curriculum and Planning and
learners to practice the application of Planning management of teaching
concepts. She also mentioned that varied and learning process
learning materials also cater to learners’
different learning styles.
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
Teacher Rolly, a Grade 7 English Teacher,
discussed the rules on Subject-Verb
Agreement in his lesson. During group
work, his learners were tasked to make a
travel brochure for a particular place. He Domain 4 - DOMAIN 4-STRAND 2
reminded them to describe the beauty of Curriculum and Learning outcomes
the place and include short history while Planning aligned with learning
observing correct subject-verb agreement competencies
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

Optional Task: Activity

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Without referring to the PPST booklet, identify in which Domain the following selected
strands belong to. List the strands under the column representing the Domain.
 Content Learning Diversity Curriculum Assessmen Community Personal
Knowledg Environmen of and t& Linkages Growth &
e& t Learners Planning Reporting and Professiona

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Pedagogy Professional l
Engagement Engagemen
t

Research- Learner Learners’ Planning and Design, Establishmen Dignity of

based safety and gender, management selection, t of learning teaching as
knowledge security needs, of teaching organization environments profession
and strengths and learning , and that are
principles and process utilization of responsive to
of teaching experience assessment community
and s strategies contexts
learning

Learning School Professional

Positive Management Learners outcomes Monitoring Policies and links with
use of ICT of classroom with aligned with and Procedures colleagues
structure and disabilities, learning evaluation of
activities giftedness, competencie learner
and talents s progress
and
achievement
.

Required Task 3: Reflection

Go through the PPST booklet and read through the Domains and Strands. Use the table
below to identify Strands which you think could be challenging for you.

Domains Challenging Why is it Input from the Mentor

Strands (you may challenging? (Gray (optional, but highly
just indicate strand area or points for encouraged)
numbers e.g., 1.3) clarification)
Content Knowledge and Lack of ICT
Pedagogy 1.3 resources in the Depends on your
school mentor
Learning Environment 2.3 Teacher is not yet
proficient in handling
classroom
management
Insufficient
Diversity of Learners 3.1 knowledge when it
comes to
understanding of
differentiated
teaching to suit the
learners’ gender,
needs, strengths,
interests, and
experiences.
Curriculum and Planning 4.2 Difficulty in giving
tasks that will meet
the learning
outcomes
Assessment and Reporting 5.1 Difficulty in creating
assessment
strategies
Community Linkages 6.2 5 0 Nowadays, parents
are no longer active
in school due to
work.
Personal Growth and 7.3 Seldom seek help to
Professional Development colleagues

Required Task 4: Reflection

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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 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.

Module 2 – Embedding the PPST in HR Systems

Required Task 1: Formative Test
Multiple Choice Test: Respond to the following scenarios based on your understanding of
the PPST and the strategic connect of the DepEd HR systems:
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 the 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 works as a department head in the private school
before and possess 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.

Optional Task: Reflection

Reflect on the strategic relationships amongst the PPST and the HR systems.
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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.

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PERSONAL REFLECTIONS ON THE STRATEGIC ALIGNMENT OF THE PPST AND HR
SYSTEMS
I-Chart on HR Systems

What are the

HR System What did I learn? What can I do with implications of my
what I learned? new learnings
with my current
practice?
RSP Each teacher must Use this as guide to Aim for
progress towards see the big picture professional
the continuum of of the DepEd development
the PPST System.
RPMS-PPST It is the yardstick of Use this to reflect This will help me to
teacher quality of my teaching identify learning
performance all gaps or
throughout the developmental
school year. needs.
L&D teachers are given I will use the IDP as Continuous
the opportunity to my guide in Coaching with my
identify their improving my mentor and other
learning gaps or developmental colleagues will help
developmental needs. me succeed in my
needs professional
development.
R&R It is an essential I will deliver This motivates me
aspect of excellent to seek continuous
performance performance professional
management in all towards my development on
organizations. teaching career. myself.

Session 2: The PPST, RSP and the Merit Selection Plan (MSP) of DepEd
Accomplish the K-W-L-H Chart below.
What do you What else do you What did you How will you learn
know about? want to know? learn about the more?
PPST and HR e.g., read from
systems? online sources
PPST How PPST helps Enables teachers Through
teachers towards to pursue their continuous
their professional personal goals professional
development? development
RSP How is the RSP It intended to help
helps teachers be teachers transition With the help of TIP
familiar with the the public-school and mentors.
DepEd Systems? system.
It is the standard
MSP How long is the process for Through
needed service of promoting best-fit continuous
the teacher to be teaching and non- professional
promoted? teaching DepEd development
personnel.

Required Task 2: Reflection

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 prac tice
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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

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teachers should use the PPST to monitor their own performance and align their professional
practices with the expectations based on the PPST.

Session 3: The Strategic Alignment of the RPMS with the PPST

Required Task 1: Preliminary Activity

MY RPMS-PPST ACTIVITY LOGS

RPMS My Intended Activities per Cycle

(What preparatory 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 Year-round  Monitoring and Coaching
Monitoring and  Mid-year Review and Assessment
Coaching
Phase III:
Performance 1st week of May, a  Year-end Review and Assessment
Review and week after graduation  Evaluation of Portfolio
Evaluation  Computation of Final Rating

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

Required Task 2: Activity

Analyze the two (2) scenarios below and indicate whether the following statements
are true or false.
Scenario A: Teacher Paula is a new BSE graduate Major in Science who has been hired to
teach in a Junior High School.

Scenario B: Teacher Dennis has been teaching Science in a private school for the past four
(4) years. After he completed his doctoral degree, he applied to the same public high school
where Teacher Paula is working. Both Teachers Paula and Dennis are newly hired teachers
handling Science.

Statement Response Feedback

Since Teacher Paula is
inexperienced, her L&D .
needs might be different from 5 TRUE0 (If True, no need to put
that of Teacher Dennis, who feedback)
has been teaching for the
past three (3) years.
Both teachers may use the
PPST tools to identify their TRUE
strengths and areas in which

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they may need support.
Both teachers can have their
L&D needs addressed TRUE
through the RPMS-PPST.

Mentors’ feedback is
important for both teachers to TRUE
monitor their own progress.
They can get feedback from
their mentors whether
formally or informally
assigned.
Teacher Paula is a new BSE
graduate Major in Science TRUE
who has been hired to teach
in a Junior High School.

Session 4 – Role of RPMS-PPST in Teachers’ Learning and Development

Required Task 1: Activity
Read the scenarios below and answer the question that follows by choosing the correct
answer from the given options.
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
Teachers Rona and Evalou need L&D to teacher Rex need to address his
address their developmental needs while performance gaps
teacher Rex need to address his
performance gaps
Teacher Rex needs L&D to address his
developmental needs, while teachers Rona
and Evalou need to participate in L&D to
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: Professional Development Plan

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Prepare your Professional Development Plan that you intend to implement for the current
school year, using the template provided below:
Development Goal Development L&D Modality Target Completion
(Target PPST Activity Date
Domains)
Content Knowledge Utilize the use of IPCRF

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