Hello,

We are
Group 1 & 2!
 GROUP 1 GROUP 2
Almarez, Ashley Kate Rivera, Margot
Arellano, Alleyah Rebadio, Angel
Binay, Nick Limuel Mores, Gladys
Caraan, Ramcel Mateo, Jacquelyn
Doce, Angel Mae Villanueva, Gerralym
Group 1 & 2
 CONTENT
NCBTS
PPST
The 21st Century Skills
Community and School Relations
 The teacher is the one who cultivate a competitive and
productive worker in all kind of profession. It may be
learn through school or in the outside world. Not all
necessary but it’s important to the student to have
formal education. The classroom is the first community
of the learner; this is the place where the formal school
starts. It’s like a church or a place of learning.
Teaching Community Community outside the school
consists of his includes the parent, local
fellow teacher, his officials, alumni, and other
colleagues and his member of the community
superior in which the school is
located.
 I. The National Competency-Based
Teacher Standards (NCBTS)
Definition of NCBTS
It is an integrated theoretical framework
that defines the different dimensions of
effective teaching, where effective
teaching means being able to help all types
of students learn the different learning
goals in the curriculum.
Competency-Based
Means that the standards or criteria for characterizing
good teaching are defined in terms of the teacher's
credential, LET scores, grades in graduate school
degrees, personality traits, and so on, we look at what
the teacher can do competently. These practices were
then organized and presented in a series of national,
zonal, and sectoral consultations for validation and
finalization.
 Importance of NCBTS
The NCBTS provides a single framework that
shall define teaching in all aspects of a
teacher's professional life and in all phases of
teacher development.
The use of a single framework should also
provide a better guide for all teacher
development programs and projects from the
school-level up to the national level.
Who should use NCBTS?
The teacher education institutions shall
use the NCBTS to design and implement
effective pre-service teacher education
curricula.
The PRC shall refer the NCBTS in designing
the Licensure Exam for Teachers.
Organizations and agencies that implement
in -service education for teachers
(INSET) shall refer to the NCBTS in
developing their interventions.
 The DepEd shall use the NCBTS in formulating its hiring,
promotion supervision, and other policies related to the
teaching profession.
Individual teachers in all the public elementary and high school
all over the country shall use the NCBTS .
How should teachers use the NCBTS?
Teachers can use the NCBTS in many ways:
As a guide on their current teaching practices
As a framework for creating new teaching practices
As a guidepost for planning and professional development goals
As a common language for discussing teaching practices with
other teachers
 Traditional View
Teaching is a technical proceed, and the
good qualities of this technical process are
well defined.
Teacher knowledge is technical knowledge
applicable to all learners and contexts.
Teaching involves consistent application of
technical knowledge.
Effective application of teacher knowledge
dependent on prerequisite inputs in
teaching environment.
NCBTS view
Teaching is facilitating learning, and the qualities
of good teaching are defined in terms of whether
students learn or not.
Teacher knowledge is essentially complex and
problematic; applicability varies across learners
and contexts.
Teaching involves reflective and flexible
application of technical knowledge in ways that
best bring about student learning.
Effective teaching is determined within the limits
and opportunities found in the learning
environment.
7 Domains of
NCBTS
 The SRFL domain focuses on the
ideal that teachers serve as
positive and powerful role models
Domain 1:
of the value in the pursuit of
Social Regard for different efforts to learn. The
Learning (SRFL) teacher’s action, statements, and
different types of social
interactions with students
exemplify this ideal.
 Strand 1.1: Acts as a positive role model for students
KEY QUESTIONS FOR THE TEACHER: PERFORMANCE INDICATOR
- “Can my students appreciate and model the
1. Implements school policies and
value of learning through my interactions with
them?” procedures.
SPECIFIC QUESTIONS FOR THE TEACHERS: 2. Demonstrate punctuality.
1. “ Can my students see and appreciate the value
3. Maintains appropriate
of pursuing learning by looking at my various
actions and statements in the classroom?” appearance.
2. “ Can my students see and appreciate the value 4. Is careful about the effect of
of exerting effort to learning by looking at my
one’s behavior on students.
various actions and statements in the classroom?”
3. “ Do I demonstrate and exemplify the values of 5. Shows respect for other persons
learning and efforts in the various actions and and their ideas
statements I make in front of my students?”
 This domain focuses on importance
of providing a social, psychological
and physical environment within
Domain 2:
which all students, regardless of
Learning their individual differences in
Environment (LE) learning, can engage in the
different learning activities and
work towards attaining high
standards of learning.
 Strand 2.1: Creates an environment that promotes
fairness

KEY QUESTIONS FOR THE TEACHER:

- “ Do I create a social environment in my class where my students feel
that they are treated fairly?”
SPECIFIC QUESTIONS FOR THE TEACHERS:
1. “ Do all my students feel respected in my class, regardless of their
gender, ability, religion, socio-economic background, ethnicity, and other
physical and social characteristics?”
2. “ Do I make all my students feel that their individual strengths and
resources are organized and appreciated in class?”
 Strand 2.1: Creates an environment that promotes
fairness
3. “ Do all my students feel like they have as good a chance to learn and to
achieve in my class as their other classmates?”
4. “ Do I create a social climate and organization in the classroom where all
my students can effectively engage the learning activities, regardless of
their diverse capacities and resources as individual learners?”

PERFORMANCE INDICATOR
1. Maintains a learning environment of courtesy and respect for different
learners.
2. Provides gender-fair opportunities for learning.
3. Recognizes that every learner has strengths.
 Strand 2.2: Makes the physical environment safe and
conducive to learning
KEY QUESTIONS FOR THE TEACHER:
“ Do I create a physical environment in my 3. “ Are there ways of improving
class where my students feel that they are the physical environment in my
safe and able to learn?” classroom that are within my
SPECIFIC QUESTIONS FOR THE TEACHERS means as a teacher?”
1. “ Is the physical environment in my
classroom safe under the general PERFORMANCE INDICATOR
conditions of our school?” 1. Arranges challenging activities
2. “ Is the physical environment in my given the physical environment.
classroom conducive to learning under the
general conditions of our school?”
 Strand 2.3: Communicates higher learning
expectations to each learner
KEY QUESTIONS FOR THE TEACHER:
“ Do I create a classroom atmosphere that encourages students to
attain high levels of learning and achievement?”
SPECIFIC QUESTIONS FOR THE TEACHERS
1. “ Do my students feel and understand that I want them all to
attain high levels of learning?”
2. “ Do I encourage the students in my class to pursue their own
learning goals and aspirations?”
3. “ Do I provide diverse opportunities for the different students in
my class to nurture their desire and aspirations for high levels of
learning?”
 Strand 2.3: Communicates higher learning
expectations to each learner
PERFORMANCE INDICATOR
1.Uses individual and cooperative learning activities to improve
capacities of learners for higher learning.
2.Encourages learners to ask questions.
3.Provides learners with a variety of learning experiences.
4.Provides varied enrichment activities to nurture the desire
for further learning.
5.Communication and maintains high standards of learning
performance.
 Strand 2.4: Establishes and maintains consistent
standards of learners’ behavior
KEY QUESTIONS FOR THE TEACHER:
“ Do I create consistent and orderly social climate and organization
in the classroom for my students?”
SPECIFIC QUESTIONS FOR THE TEACHERS
1. “ Do I respond to learning and behavior problems quickly,
appropriately, respectfully, and consistently?”
2. “ Do I provide all my students with timely, appropriate, and
consistent feedback on their learning behaviors?”
3. “ Do I clearly communicate and consistently observe school and
classroom policies on appropriate classroom behaviors?”
 Strand 2.4: Establishes and maintains consistent
standards of learners’ behavior
PERFORMANCE INDICATOR
1. Handles behavior problems quickly and with due respect to
children’s rights.
2. Gives timely feedback to reinforce appropriate learner’s behavior.
3. Guides individual learners requiring development of appropriate
social and learning behavior.
4. Communicates and enforces school policies and procedures for
appropriate learner behavior.
5. Encourages free expression of ideals from the students.
6. Creates stress-free environment.
7. Arranges challenging activities given the physical environment.
 The DOL domain emphasizes the ideal
that teachers can facilitate the
learning process even with diverse
Domain 3: learners, by recognizing and
Diversity of respecting individual differences
and by using knowledge about their
Learners (DOL) differences to design diverse sets of
learning activities to ensure that all
learners can attain the desired
learning goals.
 Strand 3.1: Is familiar with learners’ background
knowledge and experiences
KEY QUESTIONS FOR THE TEACHER: 3. “ Do I consider the differences in
“ Can I help my students learn whatever
backgrounds, experiences, and
their capacities, learning styles, cultural
heritage, socio-economic backgrounds, capacities of my students in
and other differences are?” designing different learning
SPECIFIC QUESTIONS FOR THE TEACHERS activities for them?”
1.“ Can my students see that I recognize, 4. “ Do I set diverse, appropriate,
accept, and respect the differences in their
and challenging learning goals for
backgrounds and capabilities?”
2. “ Am I familiar with the different
different students, in consideration
backgrounds, experiences, and capacities of their differences in backgrounds
of my students?” and capabilities?”
Strand 3.1: Is familiar with learners’ background
knowledge and experiences
PERFORMANCE INDICATOR
1. Obtains information on the learning styles, multiple intelligence's
and needs of learners.
2. Designs or selects learning experiences suited to different kinds
of learners.
3. Establishes goals that define appropriate expectations for all
learners.
4. Paces lessons appropriate to needs and/or difficulties of learners.
5. Initiates other learning approaches for learners whose needs have
not been met by usual approaches.
 Strand 3.2: Demonstrate concern for holistic
development of learners
KEY QUESTIONS FOR THE TEACHER:
“ Do my students feel that I am trying to help
them learn, whatever their capabilities , learning
PERFORMANCE INDICATOR
styles, cultural heritage, socio-economic 1. Recognizes multi-cultural
backgrounds, and other differences are?” background of learners when
SPECIFIC QUESTIONS FOR THE TEACHERS
providing learning opportunities.
1. “ Do I set clear, challenging, but achievable
learning goals for all students in my class, 2. Adopts strategies to address
regardless of their individual differences?” needs or different-abled students.
2. “ Do I create diverse types of learning activities 3. Makes appropriate adjustments
that would help all my students develop in all
aspects of the curriculum?”
for learners of different socio-
3. “ Am I sensitive to how individual students economics background.
respond differently to the different learning
activities in my class?”
 The curriculum domain refers to all
elements of the teaching-learning
process that work in convergence to help
students understand the curricular
Domain 4: goals and objectives, and to attain high
Curriculum (Curr.) standards of learning defined in the
curriculum. These elements include the
teacher’s knowledge of subject matter
and the learning process, teaching-
learning approaches and activities,
instructional materials and learning
resources.
 Strand 4.1: Demonstrates mastery of the subject
KEY QUESTIONS FOR THE TEACHER:
“ Can I clearly and accurately explain the
goals, procedures, and content involved in
the lessons?”
SPECIFIC QUESTIONS FOR THE TEACHERS
1. “ Can i clearly and accurately explain the
goals, procedures, and content involved in the
lessons?”
2. “ Can I clearly and meaningfully show the
relationships between the different lessons in the
subject?”
3. “ Can I design learning activities and
assessment procedures that are truly aligned
with the important objectives of the lessons?”
4. “ Can I present the subject matter in
meaningful and relevant ways that engage
the students’ interest and motivation to
learn?”
PERFORMANCE INDICATOR
1. Delivers accurate and updated content
knowledge using appropriate
methodologies, approaches and strategies.
2. Integrates language, literacy and
quantitative skill development and values
in his/her subject area.
3. Explain learning goals, instructional
procedures and content clearly and
accurately to students.
Strand 4.1: Demonstrates mastery of the subject
4. Links the current content
with past and future lessons.
5. Aligns with lessons
objectives the teaching
methods, learning activities
and instructional materials or
resources appropriate to
learners.
6. Creates situations that
encourage learners to use high
order thinking skills.
7. Engages and sustains
learners’ interest in the subject
by making content meaningful
and relevant to them.
8. Integrates relevant scholarly
works and ideas to enrich the
lesson as needed.
9. Integrates content of subject
area with other discipline.
 Strand 4.2: Communicates clear learning goals for the
lessons that are appropriate for learners
KEY QUESTIONS FOR THE TEACHER: 3. “ Do the students adopt the
“ Can my students see and learning goals I have set for the
appreciate the value of the curricular lesson as their own goals in my
goals and objectives I have set for the
class?”
different lessons in my class?”
SPECIFIC QUESTIONS FOR THE
TEACHERS PERFORMANCE INDICATOR
1. “ Am I clear about what my learning 1. Sets appropriate learning
goals are for my different students?” goals.
2. “ Do my students understand the
2. Understands the learning
learning goals that I have set for them?”
goals.
 Strand 4.3: Makes good use of allotted
instructional time
KEY QUESTIONS FOR THE TEACHER:
“ Am I able to help my students attain
all the curricular goals within the time
provided in the school calendar?”
SPECIFIC QUESTIONS FOR THE
TEACHERS
1. “ Do I design lessons that would various
learning objectives to be addressed in an
efficient and meaningful fashion?
2. “ Do I establish routines and procedures
to allow my students to engage the
different learning activities efficiently?”
3. “ Do I plan lessons in ways that
consider the amount of time
students need to effectively attain
the learning goals of the lessons?”
PERFORMANCE INDICATOR:
1. Establishes routines and
procedures to maximize
instructional time.
2. Plans lessons to fit within
available instructional time.
Strand 4.4: Selects teaching methods, learning activities and
instructional materials or resources appropriate to learners
and aligned to the objectives of the lesson

KEY QUESTIONS FOR THE TEACHER:

“ Do I use teaching-learning activities and learning resources efficiently to
challenge my students to meet high levels of mastery and understanding
of curricular objectives?”
SPECIFIC QUESTIONS FOR THE TEACHERS
1. “ Do I plan for and implement a variety of appropriate teaching-learning
activities to help my diverse students attain the curricular goals?”
2. “ Do I plan for and use varied instructional materials and learning
resources to help my diverse students attain the objectives of the lessons?”
 Strand 4.4: Selects teaching methods, learning activities and
instructional materials or resources appropriate to learners
and aligned to the objectives of the lesson
3. “ Am I able to align the activities and 4. Uses a variety of teaching
available learning resources with my students approaches and techniques
learning styles, goals, and other differences?” appropriate to the subject matter
and the learners.
PERFORMANCE INDICATOR
5. Utilizes information derived from
1. Translate learning competencies to
assessment to improve teaching and
instructional objectives.
learning.
2. Selects, prepares and utilizes instructional
materials appropriate to learners and to the 6. Provides activities and uses
learning goals. materials which involves the
3. Provides activities and uses materials which students to meaningful learning.
fits the learners’ styles, goals and culture.
Strand 4.5: Teacher recognizes general
learning processes as well as unique
processes of individual learners
Strand 4.7: Teacher demonstrates skills
PERFORMANCE INDICATORS in the use of information and
1. Design and utilizes teaching methods that communication technology in teaching
take into account the learning process. and learning

Strand 4.6: Teacher promotes purposive PERFORMANCE INDICATOR

study 1. Utilizes Information and
Communication Technology to enhance
PERFORMANCE INDICATORS
teaching and learning.
1. Cultivates good study habits through
appropriate activities and projects.
 This domain refers to the alignment of
assessment and planning activities. To
ensure that the teaching-learning
activities are maximally appropriate to
Domain 5: the students’ current knowledge and
Planning, Assessing learning levels. In particular, the domain
focuses on the use of assessment data to
& Reporting (PAR) plan and revise teaching-learning plans,
as well as the interrogation of formative
assessment procedures in the plan and
implementation of teaching-learning
activities
 Strand 5.1: Communicates promptly and clearly to
learners, parents, and superiors about the progress of
learners
KEY QUESTIONS FOR THE TEACHER: 3. “ Do my superiors in school know
“ Do I provide my stakeholders ( learners, about the general progress of the
parents and superiors) timely and accurate students in my class in relation to
information about my students’ learning the curriculum goals?”
progress?”
SPECIFIC QUESTIONS FOR THE TEACHERS
PERFORMANCE INDICATOR
1. “ Do my students know about their own
1. Shows proof of instructional
progress and attainment of the learning
goals in my class?” planning.
2. “ Do the parents of my students get 2. Implements instruction as plan.
regular and accurate feedback on their 3. Demonstrate ability to cope with
children’s progress in my class?” varied teaching milieu.
 Strand 5.2: Develops and uses a variety of appropriate
assessment strategies to monitor and evaluate learning

KEY QUESTIONS FOR THE TEACHER: SPECIFIC QUESTIONS FOR THE

“ Do I assess my students’ learning and
knowledge using appropriate
educational assessment procedures,
and use the information from theses
assessment procedures in planning my
teaching-learning activities for the
students?”
TEACHERS
1. “ Do I use effective and appropriate
educational assessment procedures to
determine whether my students are
learning during the different parts of
the teaching-learning activities?”
2. “ Do I use a variety of educational
assessment procedures to determine
whether my students are learning?”
 Strand 5.2: Develops and uses a variety of appropriate
assessment strategies to monitor and evaluate learning
3. “ Do I use the results of the various
educational assessment procedures to 3.Interprets and uses
guide how I plan, implement, and assessment results to improve
revise the teaching-learning activities I teaching and learning.
prepare for my students?” 4. Identifies teaching-learning
difficulties and possible causes
PERFORMANCE INDICATOR and takes appropriate action to
1. Prepares formative and summative address them.
e test in line with the curriculum. 5. Uses tools for assessing
2. Employs non-traditional assessment authentic learning.
techniques.
 Strand 5.3: Monitors regularly and provides feedback on
learners’ understanding of content
KEY QUESTIONS FOR THE TEACHER: 3. “ Do I provide appropriate and
“ Do I provide regular feedback to each timely feedback for students to
student about their level of learning?” help them monitor their own
learning?”
SPECIFIC QUESTIONS FOR THE
TEACHERS PERFORMANCE INDICATOR
1. “Do I have regular assessment
1. Provides timely and accurate
procedures to track each student’s level
feedback to learners to
of learning?”
encourage them to reflect on
2. “ Do I keep accurate records of each
the monitor their own learning
student’s progress and level of
learning?” growth.
Strand 5.3: Monitors regularly and provides feedback on
learners’ understanding of content

2. Keeps accurate records of grades/performance levels

of learners.
3. Conducts regular meetings with learners and parents
to report learners’ progress.
4. Involves parents to participate in school activities
that promotes learning.
 The LC domain refers to the ideal that
classroom activities are meaningfully

Domain 6: linked to the experiences and

aspirations of the learners in their
Community homes and communities. Thus, this
domain focuses on teachers’ efforts
Linkages (CL) directed at strengthening the links
between schools and communities to
help in the attainment of the
curricular goals.
 Strand 6.1: Establishes learning environments that
respond to the aspirations of the community
KEY QUESTIONS FOR THE TEACHER:
relate to the values and
“ Are the goals and characteristics of
aspirations in their homes and
the teaching-learning activities I
communities?”
implement relevant to the
2. “ Do I draw from resources, ideas,
experiences, values and aspirations in
and activities from my students’
my students’ communities?” communities in my teaching-
learning activities?”
SPECIFIC QUESTIONS FOR THE 3. “ Do I try to involve members of
TEACHERS the community in supporting the
1. “ Can my students see how the goals learning goals of my classes?”
and activities in school
 Strand 6.1: Establishes learning environments that
respond to the aspirations of the community

PERFORMANCE INDICATOR 4. Participates in community

1. Involves community in sharing
accountability for the learners’
achievements.
2. Uses community resources to
support learning.
3. Uses the community as a
laboratory for learning.
activities that promote learning.
5. Uses community networks to
publicize school events and
achievements.
6. Encourages students to
apply classroom learning to the
community.
 The PGPD domain emphasizes
Domain 7: the ideal that teachers value

Personal Growth & having a high personal regard

for the teaching profession,
Professional concern for professional
Development (PGPD) development, and continuous
improvement as teachers.
 Strand 7.1: Takes pride in the nobility of teaching as a
profession
SPECIFIC QUESTIONS FOR THE
KEY QUESTIONS FOR THE TEACHER: TEACHERS:
“ Do my actions and statements 1. “ Can my colleagues see in my
indicate a high regard for the actions and statements how I value
teaching profession and for my my profession as a teacher?”
continuous development as a 2. “ Do I take systematic steps to
professional teacher?” ensure that I continuously improve
myself as a professional teacher?”
3. “Am I enthusiastic about my
responsibilities as a teacher?”
 Strand 7.1: Takes pride in the nobility of teaching as a
profession
and workshops, reading
PERFORMANCE INDICATOR
educational materials regularly
1. Maintains stature and behavior and engaging in educational
that upholds the dignity of research.
teaching. 3. Manifest personal qualities
2. Allocates time for personal such as enthusiasm, flexibility,
and professional developments and caring.
through participation in 4. Articulates and demonstrate
educational seminars one’s personal philosophy of
teaching.
 Strand 7.2: Builds professional links with colleagues to
enrich teaching practice
2. “Do I participate in some professional
KEY QUESTIONS FOR THE TEACHER: teacher organizations that aim to
“ Do I try to learn from other improve teaching practice?”
colleagues in the teaching profession 3. “ Can I say that I am well-informed
to improve my teaching practice?” about recent developments in
education?”
SPECIFIC QUESTIONS FOR THE
PERFORMANCE INDICATOR
TEACHERS:
1. Keeps abreast with recent
1. “ Do I engage other teachers in my
developments in education.
school in discussions to improve our 2. Links with other institutions,
teaching practices?” organizations for sharing best practices.
 Strand 7.3: Reflects on the extent of the attainment of
learning goals
SPECIFIC QUESTIONS FOR THE
TEACHERS:
KEY QUESTIONS FOR THE TEACHER: 1. “ Do I recognize the strong and
“ Am I aware of the extent to weak aspects of my teaching that
which my practices as a teacher may or may not help my students
learning?
influence my students’
. “ Do I feel responsible for the level
attainment of the learning goals?” of learning and achievement of my
students?”
3. “ Do I try to improve my teaching
so that my students can learn
more?”
Strand 7.3: Reflects on the extent of the attainment of
learning goals

PERFORMANCE INDICATOR
1. Reflects on the quality of his/her own teaching.
2. Improves teaching performance based on feedback from
students, peers and superiors and cooperating teachers.
3. Accepts personal accountability to learners’ achievement
and performance.
4. Uses self-evaluation to recognize and enhance one’s
strengths and correct one’s weakness.
 II. Philippine Professional Standards for
Teachers (PPST)
The Philippine Professional Standards for Teachers (PPST)
shall be used as a basis for all learning and development
programs for teachers to ensure that teachers are properly
equipped to effectively implement the K to 12 Program. It can
also be used for the selection and promotion of teachers. All
performance appraisals for teachers shall be based on this
set of standards.
 The importance and relevance of the Philippine
Professional Standards for Teachers (PPST) to Technology
for Teaching and Learning
Technology for teaching and learning standards is imperative
such as ISTE and PPST because it help improve students’ critical
thinking abilities, problem solving skills and creativity and
prepares students to compete in a global market that is
increasingly dependent on technology. Moreover students learn
to design student-centred projects and interact in various
learning environments that incorporate digital learning along
with this it encourage the use of technology in the digital age for
collaborative work and decision making.
The importance of PPST is to ensure better accountability – holding teachers and
schools responsible for what goes on in the classrooms. The practice of aligning
learning to standards also helps ensure that a higher level of learning is attained,
guides teachers in the process of assessment and helps keep them on track. The
use of technology creates many opportunities for self-directed learning.

The PPST basically relevance to Technology for Teaching and Learning by set the
clear expectations of teachers along well-defined career stages of professional
development from beginning to distinguished practice. To engage teachers to
actively embrace a continuing effort in attaining proficiency. And apply a uniform
measure to assess teacher performance, identify needs, and provide support for
professional development.
Philippine Professional Standards for Teachers to
Technology for teaching and learning are can be
used in;
Endorsing programs for initial Developing standards for leadership;
teacher education; Establishing a consistent
Registering and accrediting evaluation/assessment process
teachers; associated with each Career Stage that
Raising the quality of preserves the integrity of the PPST;
and
professional learning;
Maintaining an efficient
Identifying and recognizing
documentation process associated
exemplary high-level practice;
with achievement of the Indicators
across Career Stages.
 General Information on Department Order No. 42,
s. 2017
1. What is Department Order (DepEd) No. 42, s. 2017)?
DepEd Order No. 42, S. 2017 stipulates the national adoption and
implementation of the Philippine Professional Standards for Teachers (PPST).
The Order was signed on August 11, 2017 by DepEd Secretary Leonor Magtolis-
Briones.
2. What is the Philippine Professional Standards for Teachers (PPST)?
The PPST is a public statement of what teachers need to know, value,
and be able to do in their practice. It has four career stages: Beginning,
Proficient, Highly Proficient, and Distinguished. It is built on the National
Competency-based Teacher Standards (NCBTS). It comprises seven Domains
and 37 Strands, and 37 Indicators for each Career Stage.
3. What are uses of the Philippine Professional Standards for
Teachers?
According to DO No. 42, s. 2017, the PPST “shall be used as
a basis for all learning and development programs for teachers
to ensure that teachers are properly equipped to effectively
implement the K to 12 Program.” Teacher performance
appraisals shall also be aligned to the PPST. Further, the PPST
can also be used for the selection and promotion of teachers.
7 Domains of
PPST
 1. )Content knowledge and its
application within and across
Domain 1: curriculum areas
2. )Research-based knowledge and
Content Knowledge
principles of teaching and
and Pedagogy learning
3. )Positive use of ICT
4. ) Strategies for promoting
literacy and numeracy
 5.) Strategies for developing
critical and creative thinking, as
Domain 1:
well as other higher-order thinking
Content Knowledge skills
6. )Mother Tongue, Filipino and
and Pedagogy
English in teaching and learning
7.)Classroom communication
strategies
 1.) Learner safety and security
2.) Fair learning environment
Domain 2: 3.) Management of classroom
Learning structure and activities
4.) Support for learner participation
Environment
5.) Promotion of purposive learning
6.)Management of learner behavior
 1.) Learners’ gender, needs,
strengths, interests and experiences
2.) Learners’ linguistic, cultural,
Domain 3: socio-economic and religious

Diversity of backgrounds
3.) Learners with disabilities,
Learners giftedness and talents
4.) Learners in difficult
circumstances
5.) Learners from indigenous groups
 1.) Planning and management of
teaching and learning process
2.) Learning outcomes aligned
Domain 4: with learning competencies
3.) Relevance and responsiveness
Curriculum and
of learning programs
Planning 4.) Professional collaboration to
enrich teaching practice
5.) Teaching and learning resources
including ICT
 1.) Design, selection, organization and
utilization of assessment strategies
2.) Monitoring and evaluation of

Domain 5: learner progress and achievement

3.) Feedback to improve learning
Assessment and 4.) Communication of learner needs,
progress and achievement to key
Reporting stakeholders
5.) Use of assessment data to enhance
teaching and learning practices and
programs
 1.) Establishment of learning
environments that are responsive
Domain 6: to community contexts
Community Linkages 2.) Engagement of parents and
the wider school community in the
and Professional
educative process
Engagement 3.) Professional ethics
4.) School policies and procedures
 1.) Philosophy of teaching
2.) Dignity of teaching as a

Domain 7: profession
3.) Professional links with
Personal Growth colleagues
and Professional 4.) Professional reflection and
learning to improve practice
Development 5.) Professional development
goals
 III. The 21st Century Skills
These skills are intended to help students
keep up with the lightning-pace of today’s
modern markets. Each skill is unique in how
it helps students, but they all have one
quality in common.
 The 21st Century
Skills are:
1.)Learning skills (Four C's)

2.)Literacy skills (IMT)

3.)Life skills (FLIPS)

The 21st Century
Skills are:
 1.)Learning skills (Four C's)

The 4 C's of 21st Century Skills are:

Teaches students
about the mental ▪︎ Critical thinking: Finding solutions to
problems
processes required to
adapt and improve upon ▪︎Creativity: Thinking outside the box
a modern work
environment. ▪︎Collaboration: Working with others
▪︎Communication: Talking to others
The 21st Century
Skills are:
 2.)Literacy skills (IMT)

The three 21st Century literacy skills are:

Focuses on how
students can discern ▪︎ Information literacy: Understanding facts,
facts, publishing figures, statistics, and data
outlets, and the ▪︎ Media literacy: Understanding the methods
technology behind and outlets in which information is published
them. ▪︎ Technology literacy: Understanding the
machines that make the Information Age possible
The 21st Century
Skills are:
 3.)Life skills (FLIPS)

The five 21st Century life skills are:

Take a look at ▪︎ Flexibility: Deviating from plans as needed
intangible elements of ▪︎ Leadership: Motivating a team to accomplish a goal
a student’s everyday ▪︎ Initiative: Starting projects, strategies, and plans on one’s
life. own
▪︎ Productivity: Maintaining efficiency in an age of
distractions
▪︎ Social skills: Meeting and networking with others for mutual
benefit
IV. Community and School Relations
The school and the community are the
mainsprings of effective and powerful
forces that can create wholesome
climate for mutual gains and betterment.
 A. The teachers, parents and the
community
▪︎Parents are the first teachers at home.
▪︎They are responsible for the development of values, attitudes
and habits of their children.
▪︎Teachers in the schools continue to enrich and strengthens the
valuable personal traits and characteristics of students.
▪︎The members of the community including the barangay
officials and all residents are highly motivated to participate in
parent-teachers activities and projects.

Children may experience
difficulties and problems
regarding to:
》Irregular attendance
》Study habits in school
》Ability to complish assignments 》》Positive attitudes and patience
》Problem with self-discipline
Solutions :
》The best way to these problem is to
conduct a dialogue wherein parents may be
invited or the teacher may pay a visit at
their home.
》Strong motivation and encouragement
Appreciation for students and parents
four outstanding performances to continue
the good work
 Interests
Values Developed 》Special talents and innate talents
》Respect for elders such as heightened propensity for

》Cooperation music, drama, athletics, arts, etc.

》Deep sense of responsibility must be attended by guardian or

》Persistence
mentors in order to provide them
with continued apportunities to
attain the full realization of their
natural gifts.
 B. School and Community

》The community would in turn show their gratitude

and appreciation by keeping their school
surrounding's clean and comfortable for the children
and by sharing resources whenever needed.
Collaborative Relationship
》 The school officials actively in improving physical
the
facilities
school.
of
participate in community projects
such as literacy assistance project 》 During historic celebrations,
for out of school youth program. participation by each is easily
》 Meanwhile, the municipality/city elicited with such
civic-consciousness
positive
activites
and
that
officials are likewise ready to
provide help are enjoyed by school and
community.
 Organized association
》Schools have Parent-Teacher and Community
Associations that create strong affairs, strong
spirit of cooperation and strong ties are exhibited
among members.
 Values Exhibited
》Outstanding school personnel
as well as barangay officials are
honored. This serves as a
motivation of both parties to
continue their commendable
pratice.
》Values of nationalism and unity
are developed through the
examples demonstrated by the
school and government officials.
》 Respect for authority and self-
discipline are modeled for the
young to follow.
 Instructional centers and Materials
》The community can serve as rich sources of instructional
materials.
》Professionals and practitioners form the community can be
invited as resource speakers during observant of school
significant school rites.