DAY 3

Philippine Professional
Standards for
Teachers
Mary Joie Padron, discussion on PPST
Philippine Professional Standards
for Teachers
PPST is designed to set out clear expectations of
teachers along defined career stages of
professional development from beginning to
distinguing practice, engage teachers to actively
embrace a continuing effort in attaining
proficiency and apply a uniform measure to
assess teacher performance, identify needs, and
to support for professional development.
Philippine Professional Standards
for Teachers (PPST)
● QUALITY TEACHERS
○ Competent teachers – having the necessary ability,
knowledge or skill to do something successfully
○ Global competencies – able to demonstrate
knowledge, skills, values and disposition.
○ Glocal teachers – think and act both globally and
locally with worldwide perspectives, but teaching in
communities or localities where he is situated.
Philippine Professional Standards
for Teachers (PPST)
● Formerly known as National Competency-Based Teacher
Standards.
● 7 domains of PPST
○ Contend knowledge and Pedagogy
○ Learning environment
○ Diversity of learners
○ Curriculum and Planning
○ Assessment and Reporting
○ Community linkages and professional Engagement
○ Personal Growth and Professional Development
Domain 1, Content Knowledge and
Pedagogy
● Mastery of Content knowledge
● Critically understand the application of theories and
principles of teaching and learning
● Display proficiency in mother tongue, Filipino and English (RA
10533 – start from where the learners are and from what they
already know proceeding known to unknown)
● Positive use of Information Communication Technology (ICT)
● Use strategies to promote Higher order thinking skills (HOTS)
Domain 2, Learning
Environment,
● Learner safety and security
● Fair learning environment
● Sound Classroom management skill (structure and
activities)
Domain 3, Diversity of Learners,

● Establish learning environments that are responsive

to learner’s diversity
● Demonstrate knowledge of differentiated teaching
to suit students diverse needs
Domain 4, Curriculum and Planning,
● Interact with the national and local curriculum requirements
● Translate curriculum content into learning activities
● Identify learning outcomes that are aligned with learning competencies
○ Learning competency – a general statement that describes the desired
knowledge , skills, and behaviors of a student graduating from a
program (or completing a course)
○ Learning outcomes – statements that describe essential learning that
learners have achieved, and can reliably demonstrate at the end of a
course or program.
○ Competency – the learner will acquire strategies needed for applying
decision-making and problem-solving techniques both orally and in
writing historic, contemporary and controversial world issues.
Domain 4, Curriculum and Planning,

● Outcomes:
○ Use hypothetical reasoning processes
○ Draw conclusions
○ Offer solutions
○ Recognize and analyze values upon which
judgments are made.
Domain 5, Assessment and
Reporting,
● Apply variety of assessment tools in monitoring, evaluating, documenting
learners’ needs, progress and achievement
● Provide timely and accurate, and constructive feedback
● Diagnostic assessment – helps to identify students’ current knowledge of a
subject, their skill sets and capabilities, and to clarify misconceptions
before teaching takes place.
● Formative assessment – mostly ungraded, provides feedback and
information during the instructional process, while learning is taking place.
(Socratic method)
● Summative assessment – used to signify competence or that contributes
to a student’s grade in a course module, level or degree. (Final Exams)
Domain 6, Community Linkages
and Professional Engagement,

● Establish school-community partnership

● Respond to opportunities that link teaching-learning
in the classroom to the experience of the
community
● Promote professional and harmonious with the
wider community
Domain 7, Personal Growth and
Professional Development,

● Maintain quantities that uphold the dignity of

teaching
● Exhibit high personal regard for the teaching
profession
These are the PPST career stages:
Preamble
Teachers are duly licensed professionals who
possesses dignity and reputation with high moral
values as well as technical and professional
competence in the practice of their noble
profession, and they strictly adhere to, observe,
and practice this set of ethical and moral
principles, standards, and values.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational
institution shall offer quality education for all competent teachers.
Committed to its full realization, the provision of this Code shall apply,
therefore, to all teachers in schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all
educational institutions at the preschool, primary, elementary, and
secondary levels whether academic, vocational, special, technical, or
non-formal. The term “teacher” shall include industrial arts or
vocational teachers and all other persons performing supervisory and
/or administrative functions in all school at the aforesaid levels,
whether on full time or part-time basis.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the
state; each teacher is a trustee of the cultural and educational
heritage of the nation and is under obligation to transmit to learners
such heritage as well as to elevate national morality, promote national
pride, cultivate love of country, instil allegiance to the constitution and
for all duly constituted authorities, and promote obedience to the laws
of the state.
Section 2. Every teacher or school official shall actively help carry out
the declared policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as
much as of his own, every teacher shall be physically, mentally and
morally fit.
Article II: The Teacher and the State
Section 4. Every teacher shall possess and actualize a full
commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any
political, religious, or other partisan interest, and shall not, directly or
indirectly, solicit, require, collect, or receive any money or service or
other valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other
constitutional rights and responsibility.
Section 7. A teacher shall not use his position or official authority or
influence to coerce any other person to follow any political course
of action.
Article II: The Teacher and the State

Section 8. Every teacher shall enjoy academic

freedom and shall have privilege of expounding
the product of his researches and investigations;
provided that, if the results are inimical to the
declared policies of the State, they shall be
brought to the proper authorities for appropriate
remedial action.
Next topic (F2F Class)

Article III: The Teacher and the

Community
Article IV: A Teacher and the
Profession
FIN