2 - PPST

THE PHILIPPINE
PROFESSIONAL
STANDARDS FOR
TEACHERS
LESSON 2: THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
OVERVIEW
THE TEACHING PROFESSION

: THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
OVERVIEW
 On August 11, 2017

 Department of Education, through the Teacher Education Council
 issued DO No. 42 entitled National Adoption and Implementation of
the Philippine Professional Standards for Teachers (PPST).
 In order to address the changes brought about by various national and
global frameworks
 Also, changing character of the 21st century learners
 Because of these, improvements to National Competency-Based
Teacher Standards (NCBTS)
 = Philippine Professional Standards for Teachers
(PPST)
THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
OVERVIEW
NCBTs was institutionalized through…

• CHED Memorandum Order No. 52, s. 2007
• DepEd order No. 32, s. 2009.
It emerged as part of the implementation of the

Basic Education Sector Reform Agenda
(BESRA).
WHY IS PPST CREATED WHEN

THERE IS AN EXISTING NCBTS
FRAMEWORK?
THE TEACHING
PROFESSION
WHY IS PPST CREATED WHEN THERE IS AN EXISTING NCBTS

FRAMEWORK?
 The PPST module distributed by DepEd
 explains that
 PPST complements the reform initiatives on teacher quality from pre-service
education to in-service training (INSET).It articulates what constitutes
teacher quality in the K to 12 Reform through well-defined domains,
strands and indicators that provide measures of professional learning,
competent practice and effective engagement. This set of standards makes
explicit what teachers should know, be able to do and value to achieve
competence, improved student learning outcomes and eventually quality
education. It is founded on teaching philosophies of learner-centeredness,
lifelong learning, and inclusivity/inclusiveness, among others. The
professional standards, therefore, become a public statement of
professional accountability that can help teachers reflect on and assess their
practices as they aspire for personal growth and professional development.

FRAMEWORK?
PPST started its implementation in August of

2017 through DepEd Order No. 42 signed
by Secretary Leonor M. Briones.

FRAMEWORK?
Hence, the PPST aims to:
1. Set out clear expectations of teachers along well-defined career stages
of professional development from beginning to distinguished practice.
2. Engage teachers to actively embrace a continuing effort in attaining

proficiency; and,
3. Apply a uniform measure to assess teacher performance, identify needs,

and provide support for professional development.

FRAMEWORK?
"Filipinos who
passionately love
their country and
whose values and
competencies DO No. 42 emphasized that the PPST shall be used as a
enable them to basis for all learning and development programs for
realize their full
potential and teachers to ensure that teachers are properly equipped to
contribute effectively implement the K to 12 Program.
meaningfully to
building the nation."
(DepEd Order No. 36,

s. 2013).
SUMMARY OF THE 7 DOMAINS THAT ARE

REQUIRED BY TEACHERS TO BE EFFECTIVE IN
THE 21ST CENTURY IN THE PHILIPPINES
THE TEACHING
PROFESSION
SUMMARY OF THE 7 DOMAINS THAT ARE REQUIRED BY

TEACHERS TO BE EFFECTIVE IN THE 21ST CENTURY
IN THE PHILIPPINES
1. Recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching
and learning.
2. Provide learning environments that are safe, secure, fair and supportive to promote
learner responsibility and achievement. Establish learning environments that are
responsive to learner diversity. The PPST targets to produce better teachers in the
country by improving their qualification skills and by increasing their levels of
knowledge, practice and professional engagement .

IN THE PHILIPPINES
3. Interact with the national and local curriculum requirements.
4. Apply a variety of assessment tools and strategies for monitoring, evaluating,

documenting and progress and needs, reporting learners’ school-community
achievement. Establish partnerships aimed at enriching the learning environment, as
well as the community's engagement in the educative process.
5. Value personal growth and professional development and exhibit high personal
regard for the profession by maintaining qualities that uphold the dignity of
teaching such as caring attitude, respect, and integrity.

IN THE PHILIPPINES
The K to 12 Reform (R.A. PPST was built on NCBTS. It articulates what

10533) in 2013 has constitutes teacher quality in the K to 12 Reform
changed the landscape of through well- defined domains, strands and
teacher quality indicators that provide measures of professional
requirements in the learning, competent practice, and effective
Philippines. engagement.

IN THE PHILIPPINES
The 7 Domains collectively comprise 37 strands that refer to

more specific dimensions of teacher practices.
7 DOMAINS
THE TEACHING
PROFESSION
7
DOMAINS
Domain 1. Domain 5.
Content Knowledge and Assessment and
Pedagogy Reporting
Domain 2.
Domain 6.
Learning Environment
Community Linkages
and Professional
Domain 3. Engagement
Diversity of Learners,
Domain 7.
Domain 4.
Personal Growth and
Curriculum and Planning
Professional Development
Domain 1.
Content Knowledge and Pedagogy is composed of the following seven strands:
1. Content knowledge and its application within and across curriculum

areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as
other higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
7
DOMAINS
Domain 1. Domain 5.
Pedagogy Reporting
Domain 2.
Domain 6.
Community Linkages
and Professional
Domain 7.
Domain 4.
Personal Growth and
Domain 2.
Learning Environment, consists the following six strands:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

7
DOMAINS
Domain 1. Domain 5.
Pedagogy Reporting
Domain 2.
Domain 6.
Community Linkages
and Professional
Domain 7.
Domain 4.
Personal Growth and
Domain 3.
Diversity of Learners, consists the following five strands:
1. Learners' gender, needs, strengths, interests and experiences
2. Learners' linguistic, cultural, socio-economic and religious
backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

7
DOMAINS
Domain 1. Domain 5.
Pedagogy Reporting
Domain 2.
Domain 6.
Community Linkages
and Professional
Domain 7.
Domain 4.
Personal Growth and
Domain 4.
Curriculum and Planning includes the following five strands:
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

7
DOMAINS
Domain 1. Domain 5.
Pedagogy Reporting
Domain 2.
Domain 6.
Community Linkages
and Professional
Domain 7.
Domain 4.
Personal Growth and
Domain 5.
Assessment and Reporting is composed of the following five strands:
1. Design, selection, organization and utilization of assessment

strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress, and achievement to key
stakeholders
5. Use of assessment data to enhance teaching, learning practices and
programs
7
DOMAINS
Domain 1. Domain 5.
Pedagogy Reporting
Domain 2.
Domain 6.
Community Linkages
and Professional
Domain 7.
Domain 4.
Personal Growth and
Domain 6.
Community Linkages and Professional Engagement consist of the following four strands:
1. Establishment of learning environments that are responsive to

community context
2. Engagement of parents and the wider school community in the
educative process
3. Professional ethics
4. School policies and procedures
7
DOMAINS
Domain 1. Domain 5.
Pedagogy Reporting
Domain 2.
Domain 6.
Community Linkages
and Professional
Domain 7.
Domain 4.
Personal Growth and
Domain 7.
Personal Growth and Professional Development contains the following five strands:
1. Philosophy of teaching
2. The dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

7
DOMAINS
Domain 1. Domain 5.
Pedagogy Reporting
Domain 2.
Domain 6.
Community Linkages
and Professional
Domain 7.
Domain 4.
Personal Growth and
CAREER STAGES
THE TEACHING
PROFESSION
CAREER
STAGES
Teacher professional development happens in a continuum, from

beginning to exemplary practice. Anchored on the principle of lifelong
learning, the set of professional standards for teachers recognizes the
significance of a standards framework that articulates developmental
progression as teachers develop, refine their practice and respond to the
complexities of educational reforms.
CAREER
STAGES
Career Stage 1 Career Stage 2

Beginning Proficient
Teachers Teachers
Career Stage 3 Career Stage 4

Highly Proficient Distinguished
Teachers Teachers
Career Stage 1
Beginning Teachers
• Gained the qualifications recognized for entry into the

teaching profession
• They have a strong understanding of the subjects/areas
in which they are trained in terms of content knowledge
and pedagogy.
• They possess the requisite knowledge, skills and values that support
the teaching and learning process.
• They manage learning programs and have strategies that
promote learning based on the learning needs of their
students.
• They seek advice from experienced colleagues to
consolidate their
Career Stage 2
Proficient Teachers
• They are professionally independent in the application of skills vital

to the teaching and learning process.
• They provide focused teaching programs that meet curriculum and
assessment requirements.
• They display skills in planning, implementing and managing learning
programs.
• They actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and
advancement.
• They are reflective practitioners who continually consolidate the
knowledge, skills and practices of Career Stage 1 teachers.
Career Stage 3
Highly Proficient Teachers
• They consistently display a high level of performance in their

teaching practice.
• They manifest an in-depth and sophisticated understanding
of the
teaching and learning process.
• They have high education-focused situation cognition, more adept
in problem solving and optimize opportunities gained from
experience.
• They work collaboratively with colleagues and provide them support
and mentoring to enhance their learning and practice.
• They continually seek to develop their professional knowledge and
practice by reflecting on their own needs and those of their
colleagues and students.
Career Stage 4
Distinguished Teachers
• They embody the highest standard for teaching grounded in global
best practices.
• They exhibit exceptional capacity to improve their own teaching
practice and that of others.
• They are recognized as leaders in education, contributors to the
profession and initiators of collaborations and partnerships.
• They create lifelong impact in the lives of colleagues, students
and
others.
• They consistently seek professional advancement and relevance in
pursuit of teaching quality and excellence.
• They exhibit commitment to inspire the education community and
stakeholders for the improvement of education provision in the
Philippines.
THE TEACHING PROFESSION

2 - PPST

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THE PHILIPPINE

THE TEACHING PROFESSION

 On August 11, 2017

NCBTs was institutionalized through…

It emerged as part of the implementation of the

WHY IS PPST CREATED WHEN

WHY IS PPST CREATED WHEN THERE IS AN EXISTING NCBTS

WHY IS PPST CREATED WHEN THERE IS AN EXISTING NCBTS

PPST started its implementation in August of

WHY IS PPST CREATED WHEN THERE IS AN EXISTING NCBTS

2. Engage teachers to actively embrace a continuing effort in attaining

3. Apply a uniform measure to assess teacher performance, identify needs,

WHY IS PPST CREATED WHEN THERE IS AN EXISTING NCBTS

(DepEd Order No. 36,

SUMMARY OF THE 7 DOMAINS THAT ARE

SUMMARY OF THE 7 DOMAINS THAT ARE REQUIRED BY

SUMMARY OF THE 7 DOMAINS THAT ARE REQUIRED BY

3. Interact with the national and local curriculum requirements.

4. Apply a variety of assessment tools and strategies for monitoring, evaluating,

SUMMARY OF THE 7 DOMAINS THAT ARE REQUIRED BY

The K to 12 Reform (R.A. PPST was built on NCBTS. It articulates what

SUMMARY OF THE 7 DOMAINS THAT ARE REQUIRED BY

The 7 Domains collectively comprise 37 strands that refer to

1. Content knowledge and its application within and across curriculum

1. Learner safety and security

2. Fair learning environment

3. Management of classroom structure and activities

4. Support for learner participation

5. Promotion of purposive learning

6. Management of learner behavior

1. Learners' gender, needs, strengths, interests and experiences

2. Learners' linguistic, cultural, socio-economic and religious

3. Learners with disabilities, 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 with learning competencies

3. Relevance and responsiveness of learning programs

4. Professional collaboration to enrich teaching practice

5. Teaching and learning resources including ICT

1. Design, selection, organization and utilization of assessment

1. Establishment of learning environments that are responsive to

2. The dignity of teaching as a profession

3. Professional links with colleagues

4. Professional reflection and learning to improve practice

5. Professional development goals

Teacher professional development happens in a continuum, from

Career Stage 1 Career Stage 2

Career Stage 3 Career Stage 4

• Gained the qualifications recognized for entry into the

• They are professionally independent in the application of skills vital

• They consistently display a high level of performance in their

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