PPST Resource Package Features

FEATURES OF THE RESOURCE PACKAGE
Department of Education
TEACHER EDUCATION COUNCIL
Teacher Development: Between, Across, and Beyond Regions

Orientation on the Use of PPST

Resource Package
Let’s have a recap!
4 37
7 DEPARTMENT OF EDUCATION 3
The Four Career Stages
B P HP D
Highly
Beginning Distinguished
Proficient Proficient
Teachers Teachers
Teachers Teachers
• are those who • professionally • consistently • embody the
have gained independent in display a high highest
the the application level of standard for
qualifications of skills vital to performance in teaching
recognized for the teaching their teaching grounded in
entry into the and learning practice global best
teaching process • provide practice
profession. • display skills support and • recognized as
• are supported in planning, mentoring to educators,
implementing colleagues in leaders,
to reach
their contributors to
Career Stage and managing
professional the profession
2 within two to learning
development
three years. programs
The Seven Domains
Philippine Professional
NCBTS Standards for teachers
Central to
the new K
Subsumed 1 Social Regard for 1 Content Knowledge to 12
in other Learning
domains
and Pedagogy Reform and
places, at
2 Learning 2 Learning the
Environment Environment beginning,
the
importance
3 Diversity of Learners 3 Diversity of Learners of teachers
knowing
4 Curriculum and 4 Curriculum and their
Planning Planning content and
knowing
5 Planning, Assessing 5 Assessment and how to
and Reporting Reporting teach it.
6 Community Linkages
6 Community Linkages and Professional
Engagement
7 Personal Growth and 7 Personal Growth and
Professional Development Professional Development
Targeted Professional
FEATURES OFDevelopment
THE RESOURCEfor Teachers
PACKAGE
Domain 3. Diversity of Learners

Strand 3.1 Learners’ gender, needs, strengths, interests and
experiences
Stage Stage Stage Stage
1 2 3 4
3.1.3. Work with 3.1.4 Lead
3.1.2 Use
3.1.1 colleagues to colleagues to
differentiated,
Demonstrate share evaluate
developmentally
knowledge and differentiated, differentiated
-appropriate
understanding developmentally- strategies to
learning
of differentiated appropriate enrich teaching
experiences to
teaching to suit opportunities to practices that
address
the learners' address learners’ address learner
learners’ gender,
gender, needs, differences in differences in
needs,
strengths, gender, needs, gender, needs,
strengths,
interests and strengths, strengths,
interests and
experiences. interests and interests and
experiences
experiences. experiences
ARE YOU READY?

B, P, HP, D???
display skills in planning,

implementing and managing
learning programs
PROFICIENT
DEPARTMENT OF EDUCATION 8
B, P, HP, D???
embody the highest standard

for teaching grounded in
global best practices
DISTINGUISHED
B, P, HP, D???
professionally independent in
the application of skills vital
to the teaching and learning
process
PROFICIENT
B, P, HP, D???
exhibit exceptional capacity

to improve their own teaching
practice and that of others
DISTINGUISHED
B, P, HP, D???
gained the qualifications

recognized for entry into the
teaching profession
BEGINNING
B, P, HP, D???
consistently display a high

level of performance in their
teaching practice
HIGHLY PROFICIENT
B, P, HP, D???
consistently seek professional

advancement and relevance
in pursuit of teaching quality
and excellence
DISTINGUISHED
B, P, HP, D???
possess the requisite

knowledge, skills and values
that support the teaching and
learning process
BEGINNING
B, P, HP, D???
seek advice from experienced

colleagues to consolidate their
teaching practice
BEGINNING
B, P, HP, D???
provide support and mentoring to

colleagues in their professional
development, as well as work
collaboratively with them to enhance
the learning and practice potential of
their colleagues
HIGHLY PROFICIENT
THE RESOURCE PACKAGE

12 Priority Strands (2018)
Strand Content knowledge and its application

1.1 within and across curriculum areas
Strand Strategies for promoting literacy and

1.4 numeracy
Strand Strategies for developing critical and

1.5 creative thinking, as well as other
higher-order thinking skills
Strand Management of classroom structure

2.3 and activities
Strand Management of learner behavior

2.6
Strand Learners’ gender, needs, strengths,

3.1 interests and experiences
Strand Planning and management of

4.1 teaching and learning process
Strand Professional collaboration to enrich

4.4 teaching practice
Strand Teaching and learning resources

4.5 including ICT
Strand Design, selection, organization and

5.1 utilization of assessment strategies
Strand Monitoring and evaluation of learner

5.2 progress and achievement
Strand Feedback to improve learning

5.3
-guidebook towards becoming

acquainted with the Philippine
Professional Standards for
Teachers (PPST)
-contains supplementary
materials in understanding the
PPST, particularly the 12
indicators aligned with the
RPMS
-comprises 12 modules
corresponding to the 12
indicators that are aligned
with the RPMS
-contains illustrative and

instructive information that
are realistic, sensible and
workable and can help
teachers achieve the
indicators
These 12 modules are

stand alone sections that
teachers can select based
on their needs and
interests.
Teachers can choose and

read any module that is
most relevant for the time
being.
Each module
 discusses a specific
indicator
 defines its key concepts
 provides relevant
illustrations of practice
to help teachers
understand and attain
the indicator.
The Knitting of RPMS and PPST Resource Package

KRA 1
Content Knowledge and Pedagogy
Objectives:
1. Applied knowledge of content within and
across curriculum teaching areas (PPST
Module 1)
2. Used a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills (PPST Module 2)
3. Applied a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills (PPST
Module 3)
KRA 2 Learning Environment and Diversity of Learners

Objectives:
4.Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environments (PPST Module 4)
5. Managed learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments (PPST Module 5)
6. Used differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests and experiences (PPST
Module 6)
KRA 3 – Curriculum and Planning

Objectives
7. Planned , managed and implemented
developmentally sequenced teaching and learning
processes to meet curriculum requirements and
varied teaching contexts (PPST Module 7)
8. Participated in collegial discussions that use
teacher and learner feedback to enrich teaching
practice (PPST Module 8)
9. Selected, developed, organized and used
appropriate teaching and learning resources
including ICT, to address learning goals (PPST
Module 9)
KRA 4 – Assessment and Reporting

Objectives:
10. Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with curriculum
requirements (PPST Module 10)
11. Monitored and evaluated learner progress
and achievement using learner attainment data
(PPST Module 11)
12. Communicated promptly and clearly the
learners’ needs, progress and achievement to
key stakeholders including parents / guardians
(PPST Module 12)
KRA 5 – Plus Factor

Objective:
13. Performed various related works /
activities that contribute to the teaching-
learning process
Who can use this

resource package?
You will find the materials useful if you are:
1. an individual teacher reflecting on his own

classroom practices and trying to find ways to
ensure that his teaching practices are aligned
with the indicators;
2. a principal or a master teacher who wants to

mentor beginning teachers so they become
better in their practice;
You will find the materials useful if you are:

3. part of a group of teachers who need
materials for their school-based Learning
Action Cell (LAC) sessions in order to learn
more about the Standards, and wish to
innovate on practices using the samples in
the resource material as a guide;
4. a material developer and thinking of

expanding the current work by
a. providing more examples of practices
b. working on other career stages, or other
indicators
FEATURES OF THE
RESOURCE PACKAGE
THE TEACHER SUPPORT GROUP

Parts of the Module

Parts of the Module
as part of
of the module, defines
significant concepts pertinent
to the indicator;
Parts of the Module

Parts of the Module

Parts of the Module

Parts of the Module

Parts of the Module

Walkthrough of the
PPST Modules 1-12
Module 1
1.1.2 Apply knowledge of content within and
across curriculum teaching areas
1. What competencies will Module 1 help develop

among you teachers?
2. Give scenarios from the module wherein the
teacher exhibits such competencies.
3. What benefits will your learners derive if you use
a concept in other subject areas for the mastery of
a competency in your own subject area.
Module 2
1.4.2 Use a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills
1. What principles in teaching literacy and
numeracy were given in Module 2?
2. Give sample teaching strategies to enhance
learner achievement in literacy and
numeracy skills.
Module 3
1.5.2 Apply a range of teaching strategies to
develop critical and creative thinking, as well as
other higher-order thinking skills
1. What strategies to develop critical and
creative thinking, as well as other higher-
order thinking skills were given in Module 3?
2. Explain how the specific strategies can
enhance the skills of learners.
Module 4
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
1. Give sample classroom structures stated in
the module.
2. How can effective classroom structures
engage learners and enhance teaching and
learning delivery.
Module 5
2.6.2 Manage learner behavior constructively by
applying positive and non-violent discipline to
ensure learning-focused environments
1. What factors lead to misbehavior of students
inside the classroom as stated in the module?
2. Give examples of misbehaviors of learners in
class and state how teachers can manage
the behavior constructively.
3. Why should teachers develop this
competency?
Group 6
3.1.2 Use differentiated, developmentally
appropriate learning experiences to address
learners’ gender, needs, strengths, interests and
experiences
1. What differentiated strategies to address
learners’ gender, needs, strengths, interests
and experiences were presented in the
module?
2. What is the impact of differentiated
instruction to learners?
Module 7
4.1.2 Plan , manage developmentally sequenced
teaching and learning processes to meet
curriculum requirements through various
teaching contexts
1. How did the model teacher in the module
plan her lesson for the day?
2. Explain the sample developmentally-
sequenced teaching and learning process
stated in the module.
3. What suggestions in planning the lesson were
given in the module?
Module 8
4.4.2 Participate in collegial discussions that use
teacher and learner feedback to enrich teaching
practice
1. What specific ways of collegial discussions
were given in the module?
2. How can these professional collaboration help
enrich teaching practice?
Module 9
4.5.2 Select, develop and use appropriate
teaching and learning resources including ICT, to
address learning goals
1. What types of teaching and learning
resources (TLRs) can develop deeper
engagement of learners?
2. What should be considered in the selection,
development and use of TLRs?
Module 10
5.1.2 Design, select, organize and use diagnostic,
formative and summative assessment strategies
consistent with curriculum requirement
1. Give some examples of pre-assessment,
formative and summative assessment
strategies and how these are used as stated in
the module.
2. Which of the 3 components of summative
assessments do you find difficult? Why?
Module 11
5.2.2 Monitor and evaluate learner progress and
achievement using learner attainment data
1. Give some monitoring and evaluation
practices to monitor and evaluate learner
progress.
2. Which of the monitoring and evaluation
practices stated in the module do you
consider difficult ? Why?
Module 12
5.4.2 Communicate promptly and clearly the
learners’ needs, progress and achievement to
key stakeholders including parents and
guardians
1. What strategies in communicating learners’
needs, progress and achievement to key
stakeholders were identified in the module?
2. What templates for learners’ needs, progress
and achievement were presented?
Reflection
1. How can the PPST Resource Package help in
your professional development?
2. How will you maximize the use of the PPST

Resource Package?
Three things that matter most in top school systems
(McKinsey, 2007)
Getting the Developing

right people to them into
become effective
teachers instructors
Ensuring that
the system is able
to deliver the best
possible instruction
for every child
“Behind every
successful person,
there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and
development.”
- Donald Miller, UK Mentoring

Programme
Maraming salamat po!

TEACHER EDUCATION COUNCIL
Teacher Development: Between, Across, and Beyond Regions

PPST Resource Package Features

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FEATURES OF THE RESOURCE PACKAGE

Teacher Development: Between, Across, and Beyond Regions

Orientation on the Use of PPST

Domain 3. Diversity of Learners

ARE YOU READY?

display skills in planning,

embody the highest standard

exhibit exceptional capacity

gained the qualifications

consistently display a high

consistently seek professional

possess the requisite

seek advice from experienced

provide support and mentoring to

THE RESOURCE PACKAGE

12 Priority Strands (2018)

Strand Content knowledge and its application

Strand Strategies for promoting literacy and

Strand Strategies for developing critical and

Strand Management of classroom structure

Strand Management of learner behavior

12 Priority Strands (2018)

Strand Learners’ gender, needs, strengths,

Strand Planning and management of

Strand Professional collaboration to enrich

Strand Teaching and learning resources

12 Priority Strands (2018)

Strand Design, selection, organization and

Strand Monitoring and evaluation of learner

Strand Feedback to improve learning

THE RESOURCE PACKAGE

-guidebook towards becoming

THE RESOURCE PACKAGE

-contains illustrative and

These 12 modules are

Teachers can choose and

The Knitting of RPMS and PPST Resource Package

KRA 2 Learning Environment and Diversity of Learners

KRA 3 – Curriculum and Planning

KRA 4 – Assessment and Reporting

KRA 5 – Plus Factor

Who can use this

You will find the materials useful if you are:

1. an individual teacher reflecting on his own

2. a principal or a master teacher who wants to

You will find the materials useful if you are:

4. a material developer and thinking of

THE TEACHER SUPPORT GROUP

Parts of the Module

Parts of the Module

Parts of the Module

Parts of the Module

Parts of the Module

Parts of the Module

Parts of the Module

1. What competencies will Module 1 help develop

2. How will you maximize the use of the PPST

Getting the Developing

- Donald Miller, UK Mentoring

Maraming salamat po!

Teacher Development: Between, Across, and Beyond Regions

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