Division Roll-Out for Teachers on

the Philippine Professional

Standards for Teachers

May 29 – 30, 2018

DepEd Order No. 42, s. 2017
 Work with DepEd OUCI, Bureaus and the Regions
Philippine Professional
Standards for Teachers Draft Teacher
(PPST) Induction
Program
Policy

BHROD
Draft Policy on
Continuing
Results-based Performance Professional
Management Tools (RPMS), Development
Classroom Observation
Tools (COT) and Self- Draft Policy on Teacher
Assessment Tools (SAT) Assessment
based on PPST
 Current work related to the Standards
• Assisting Region IV-A in designing a
training program for:
i. 500 senior staff to understand the
Standards; and
ii. Master Teachers to ensure that they possess
the indicators expected of highly proficient
teachers

• Working with Region IV-A on lesson

exemplars (and videos) showing strands in
Domain 3 (with Regional Memo)
 “The quality of an
education system cannot
exceed the quality of its
teachers.”
(McKinsey & Co., 2007)
 Three things that matter most in top
school systems
(McKinsey & Co., 2007)

Getting the right Developing

people to them into
become teachers effective
instructors

Ensuring that
the system is able
to deliver the best
possible
instruction for
every child
Teacher’s Performance on Content
Knowledge (World Bank, 2014)
Support that Teachers Need
(World Bank, 2014)
Issues on Teacher Professional Development
(World Bank, 2014)

• Professional development opportunities currently

offered to teachers frequently fail to meet even
minimum levels of quality and fall short of what
teachers want and need

• Systems at the school level to support teachers and

identify their professional development needs are not
working well

• Utilization of budget allocated for human resource

training and development is often low, amounting to
only 57 percent of the budget in 2014
Internationally, Teacher Quality is articulated
in Professional Standards for Teachers

The Philippine Professional Standards for Teachers:

• Is a public statement of professional accountability

• Makes explicit what teachers should know, be able to

do and value in the profession

• Is sufficiently generic to represent practice across

Grade levels and subject areas
For many years, DepEd has used National
Competency-based Teacher Standards
(NCBTS) as a framework for teacher quality

• Training and Development System (DO 30, s. 2009)

• Teacher Strengths and Needs Assessment Tool,

Individual Plan for Professional Development, Teacher
Induction Program, Instructional Supervision,
Professional Development of Teachers (DO 32, s. 2009;
DO 23, s. 2010)

• Teacher Education and Development Program –

Deployment of Pre-service Teachers (DO 3, s. 2007)
In 2013, RA 10533 (K to 12 Reform) was
signed into law
This prompted the following:

• Need to revisit NCBTS as a Framework for Teacher

Quality; and, address teacher quality requirements in the
K to 12 (e.g., content knowledge and pedagogy, career
stages)

• Work on teacher standards was approved in 2012 by the

Joint Advisory Board chaired by Former Sec Armin
Luistro
The development of the new
Professional Standards for Teachers
A three-year, robust quantitative and qualitative research and
development work was undertaken that included, among
others:

• Wide consultation with key education stakeholders and

thousands of in- and pre- service teachers, principals,
supervisors, and teacher educators across the country

• Review and analyses of teacher standards across 42

international jurisdictions, as well as Philippine government
and media discourse on teacher quality

• National validation approved by Br. Armin in Feb 2015

• Finalization by TEC, Regional Directors, Bureau Directors in

August 2016
 Consultations with DepED

Consultative Meeting Consultative Meeting

with Usec Dina Ocampo with Br. Armin Luistro, Usec Dina
February 13, 2014; DepED Ocampo and Dir Maria Lourdes Pantoja
February 3, 2015; DepED

Meeting with Directors about Focus Reference Panel Meetings

Group Workshops March 24, 2014; May 28, 2014; May 8,
Feb 27 2015; Century Park Hotel 2015
 Consultations with
DepED, CHED and other
key Stakeholders
Lexical and content
Feedback from analyses of Teacher
National Quality Discourse and
Focus Group International Standards
Workshops

Work on the
Philippine
Professional
Standards for
Survey of in- Teachers
service and pre-
service teachers,
as well as
teacher
educators) Psychometric studies of
indicators
Philippine Professional Standards for Teachers
as the New Framework for
Teacher Quality and Teacher Development
Professional Standards as a Framework for Teacher
Quality and Teacher Professional Development

Four Career Stages (developmental, lifelong learning)

Seven Domains (“distinctive spheres of the teaching-learning

process”)

(37) Strands (“more specific dimensions of positive teacher

practices”)

(37) Indicators per Career Stage (concrete, observable,

measure teacher practices)
Note: Please refer to the copy.
 Domains
Philippine Professional
NCBTS Standards for teachers

Subsumed 1 Social Regard for 1 Content Knowledge Central to the

in other Learning
domains
and Pedagogy new K to 12
Reform and
places, at the
2 Learning Environment 2 Learning Environment beginning,
the
importance of
3 Diversity of Learners 3 Diversity of Learners teachers
knowing their
4 Curriculum and 4 Curriculum and content and
Planning Planning knowing how
to teach it.
5 Planning, Assessing 5 Assessment and
and Reporting Reporting
6 Community Linkages and
6 Community Linkages Professional Engagement
7 Personal Growth and 7 Personal Growth and
Professional Development Professional Development
 Social Regard for Learning
NCBTS
Strand 1.1. Teacher’s actions
demonstrate value for learning
1.Implements school policies and
procedures
2. Demonstrates punctuality
3. Maintains appropriate
appearance
4. Is careful about the effect of
one’s behavior on students
Strand 1.2. Demonstrates that
learning is of different kinds and
from different sources
1.2.1. Makes use of various learning
experiences and resources
PPST
Strand 6.4 School policies and procedures
6.4.2 Comply with and implement school policies
and procedures consistently to foster harmonious
relationships with learners, parents, and other
stakeholders.
Strand 6.3 Professional ethics
6.3.2 Review regularly personal teaching practice
using existing laws and regulations that apply to
the teaching profession and the responsibilities
specified in the Code of Ethics for Professional
Teachers.
Strand 2.3 Management of classroom
structure and activities
2.3.2 Manage classroom structure to engage
learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities
within a range of physical learning environments.
 The Paradigm Shift

Before K to 12 Paradigm Shift K to 12

The Professional
NCBTS
Standards
(a continuum of teaching
practice defined in terms of
distinct career stages)
 Teacher Professional Growth
Teacher professional growth can be represented by:

Beginning Exemplary
training practice

It is valuable to have sign posts along the way to help identify

progress.

Teacher quality Stages are developmental in nature and exist

on a quality continuum.

This is about teachers, not leadership roles such as

Principals and Supervisors.
 Four Career Stages
The first (Beginning) concerns people who complete their
training from TEIs

The second (Proficient) concerns an acceptable standard for all

teachers. It should be a standard reached within the first few
years of teaching

The third (Highly Proficient) concerns accomplished

practitioners who mentor and work collegially with other staff

The fourth (Distinguished) concerns exemplary teachers who

have developed skills to lead colleagues in promoting quality
learning
 Career Stage Description
Career Stage 1: Career Stage 2: Career Stage 3: Career Stage 4:
Beginning Proficient Highly Proficient Distinguished
Teachers Teachers Teachers
• possess the • professionally • consistently • embody the
requisite independent display a high highest
knowledge and in the level of standard for
skills vital to the application of performance teaching
teaching and skills vital to in their grounded in
learning the teaching teaching global best
process and learning practice practice
• seek process • provide support • recognized as
professional • display skills in and mentoring educators,
support from planning, to colleagues in leaders,
more implementing their contributors to
experienced and managing professional the profession
colleagues learning development
programs
 Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
1
2
3 Positive Positive
4
5 use of ICT use of
6
7
8
ICT
CAREER STAGE Continuum
9
10
11
12
13
14
15
16
17
18
19
20
21
22 Teaching
23
24 and
25
26 learning
27
28 resources
29
30
31
including
32
33
ICT
34 Professional
35 Professional
36 reflection
37 reflection and
and learning
learning to
to improve
improve
practice
practice
 Targeted Professional Development for Teachers
Domain 3. Diversity of Learners

Strand 3.1 Learners’ gender, needs, strengths,

interests and experiences
Stage 1 Stage 2 Stage 3 Stage 4

3.1.1 3.1.4 Lead

3.1.2 Use 3.1.3. Work with
Demonstrate colleagues to
differentiated, colleagues to share
knowledge and evaluate
developmentally- differentiated,
understanding of differentiated
appropriate developmentally-
differentiated strategies to enrich
learning appropriate
teaching to suit teaching practices
experiences to opportunities to
the learners' that address learner
address learners’ address learners’
gender, needs, differences in
gender, needs, differences in
strengths, gender, needs,
strengths, interests gender, needs,
interests and strengths, interests
and experiences strengths, interests
experiences. and experiences
and experiences.

Learning Action Cells

System Anchored on Professional Standards
Professional
Development/
In-service
Training
Classroom Teacher Position
Observation and Competency
Tool Profile
(RPMS)
Standards
Across Career
Stages
Teacher
Self- Teacher Induction
Assessment (Career Stage 1 to
Tool 2); Accreditation
at Career Stage
2, 3, 4
 andards for
Self-Assessment Tools
Tools align ed with the Professional St
Teachers

rs
Full COT with 20 Indica

to

RPMS Tools

Classroom Observation Tools

As articulated in the Philippine
Professional Standards, teachers must,
among others:
• Develop learners to become critical thinkers
• Recognize, respect and celebrate individual
differences
• Know what to teach and how to teach it
• Respond to the different needs of learners; see
learners in their social contexts
• Plan and design effective teaching and learning
processes
• Establish community relationships and uphold
professional ethics
• Engage in professional reflection
Ideas?
Workshop: Understanding the Standards
1. What stands out to you about the Standards?
2. Are there unusual or unexpected ideas (e.g.,
career stages? domains?)
3. Are there strands or indicators that should not
be there? Strands or indicators that should be
there but appear to be missing?
4. Which indicators do you find as the easiest?
Most difficult? Most important? Least
important?
5. Which indicators do you usually demonstrate in
your teaching practice? Which ones do you
think are not applicable to your practice?
Thank you very much. 
-Gina
gonong.go@pnu.edu.ph

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www.pnu.edu.ph/rctq/