BULACAN STATE UNIVERSITY

HAGONOY CAMPUS
TEACHER EDUCATION PROGRAM
Iba – Carillo, Hagonoy, Bulacan

EDUC 306
FIELD STUDY 1

Lesson 1 – Philippine Professional Standards for Teachers (PPST)

Duration: 3 Hours

Introduction

A teacher is a person who enables the learners to obtain information, skills, or values.
The role of the teacher is essential in nation-building. By providing quality teaching, a
teacher can develop holistic learners who are equipped with skills which can contribute
to our country’s growth and development.

To ensure that the country has quality teachers, the Philippine Professional Standards
for Teachers was introduced through DepEd Order No. 42, series of 2017. These
standards are the product of over three years of collaboration of thousands of teachers,
the school head, and other stakeholders in the country which is composed of well-defined
domains, strands, and indicators. The PPST complements the reform initiatives on
teachers’ quality such as the K to 12 Reform, Philippine Qualification Framework, ASEAN
Integration and Internalization, and the changing quality of the 21 society in learnings.
st

Objectives:
 Identify the aims of Philippine Professional Standards for Teachers.
 Enumerate the seven (7) domains that are required for qualified teachers.
 Name the career stages of becoming a quality teacher.
 Gain a comprehensive understanding of the indicators for different career
stages.

Lesson Proper:

A. Activity
List down the attributes of a quality teacher.
1.
2.
3.
4.
5.
 B. Analysis

The Department of Education released the DepEd Order No. 42, series of
2017 entitled National Adoption and Implementation of the Philippine Professional
Standards for Teachers. This order recognized the importance of professional
standards for teachers towards quality teaching based on principles of lifelong
learning. Through the collaboration of different stakeholder, the Philippine
Professional Standards for Teachers (PPST) was created with the aims:
 set out clear expectations of teachers along well-defined career
stages of professional development from beginning to distinguished
practice;
 engage teachers to actively embrace a continuing effort in attaining
proficiency;
 apply a uniform measure to assess teacher performance, identify
needs, and provide support for professional development; and
 provides a basis for building public confidence in and support for the
work of teachers.

The 7 Domains and 37 Strands in the PPST

Domain 1. Content Knowledge and Pedagogy

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

Domain 2. Learning Environment

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

Domain 3. Diversity of Learners

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

Domain 4. Curriculum Planning

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

Domain 5. Assessment and Reporting

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 and learning practices and
programs

Domain 6. Community Linkages and Professional Engagement

1. Establishment of learning environments that are responsive to

community contexts
2. Engagement of parents and the wider school community in the
educative process
3. Professional ethics
4. School policies and procedures

Domain 7. Personal Growth and Professional Development

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

Career Stages

Career Stage 1 or Beginning Teachers

 gained the qualifications recognized for entry into the teaching profession
 a strong understanding of the subjects/areas in which they are trained in
terms of content knowledge and pedagogy
 possess the requisite knowledge, skills, and values that support the
teaching and learning process.
  manage learning programs and have strategies that promote learning
based on the learning needs of their students.
 seek advice from experienced colleagues to consolidate their teaching
practice.

Career Stage 2 or Proficient Teachers

 professionally independent in the application of skills vital to the teaching
and learning process.
 display skills in planning, implementing, and managing learning programs.
 actively engage in collaborative learning with the professional community
and other stakeholders for mutual growth and advancement.
 reflective practitioners who continually consolidate the knowledge, skills,
and practices of Career Stage 1 teachers.

Career Stage 3 or Highly Proficient Teachers

 consistently display a high level of performance in their teaching practice.
 manifest an in-depth and sophisticated understanding of the teaching and
learning process.
 have high education-focused situation cognition, are more adept in
problem-solving, and optimize opportunities gained from experience.
 work collaboratively with colleagues and provide them support and
mentoring to enhance their learning and practice.
 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 or Distinguished Teachers

 embody the highest standard for teaching grounded in global best
practices.
 exhibit exceptional capacity to improve their own teaching practice and that
of others.
 recognized as leaders in education, contributors to the profession and
initiators of collaborations, and partnerships.
 Create a lifelong impact in the lives of colleagues, students, and others.
 consistently seek professional advancement and relevance in pursuit of
teaching quality and excellence.
 exhibit commitment to inspire the education community and stakeholders
for the improvement of education provision in the Philippines.
Domains/ Strands/ Indicators for Different Career Stages
Domain 1. Content Knowledge and Pedagogy

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers
Strand 1.1 1.1.1 1.1.2 Apply 1.1.3 Model 1.1.4 Model exemplary
Content Demonstrate knowledge of effective practice to improve
knowledge and content content within applications of the applications of
its application knowledge and and across content content knowledge
within and its application curriculum knowledge within within and across
across within and/or teaching areas. and across curriculum teaching
curriculum areas across curriculum curriculum areas.
teaching areas teaching areas.

Strand 1.2 1.2.1 1.2.2 Use 1.2.3 Collaborate .2.4 Lead colleagues
Research-based Demonstrate an research-based with colleagues in in the advancement of
knowledge and understanding of knowledge and the conduct and the art and science of
principles of research-based principles of application of teaching based on
teaching and knowledge and teaching and research to enrich their comprehensive
learning principles of learning to knowledge of knowledge of research
teaching and enhance content and and pedagogy.
learning. professional pedagogy.
practice.

Strand 1.3 1.3.1 Show skills 1.3.2 Ensure the 1.3.3 Promote 1.3.4 Mentor
Positive use of in the positive positive use of effective colleagues in the
ICT use of ICT to ICT to facilitate strategies in the implementation of policies
facilitate the the teaching and positive use of to ensure the
teaching and learning process. ICT to facilitate positive use of ICT within
learning process. the teaching and or beyond the
learning process. school.
Strand 1.4 1.4.1 Demonstrate 1.4.2 Use a range of 1.4.3 Evaluate with 1.4.4 Model a
Strategies in knowledge of teaching teaching strategies colleagues the comprehensive selection
promoting literacy strategies that promote that enhance learner effectiveness of of effective teaching
and numeracy literacy and numeracy achievement in teaching strategies that strategies that promote
skills. literacy and promote learner learner achievement in
numeracy skills. achievement in literacy literacy and numeracy.
and numeracy.
 Strand 1.5 1.5.1 Apply teaching 1.5.2 Apply a range 1.5.3 Develop and apply 1.5.4 Lead colleagues in
Strategies for strategies that develop of teaching strategies effective teaching reviewing, modifying and
developing critical critical and creative to develop critical and strategies to promote expanding their range of
and creative thinking, and/or other creative thinking, as critical and creative teaching strategies that
thinking, as well as higher-order thinking well as other higher- thinking, as well as promote critical and
other higher-order skills. order thinking skills. other higher-order creative thinking, as well
thinking skills thinking skills. as other higher-order
thinking skills.
Strand 1.6 1.6.1 Use Mother 1.6.2 Display 1.6.3 Model and support 1.6.4 Show exemplary
Mother Tongue, Tongue, Filipino and proficient use of colleagues in the skills in and advocate the
Filipino and English to facilitate Mother Tongue, proficient use of Mother use of Mother Tongue,
English in teaching teaching and learning. Filipino and English Tongue, Filipino and Filipino and English in
and learning to facilitate teaching English to improve teaching and learning to
and learning. teaching and learning, facilitate the learners'
as well as to develop language, cognitive and
the learners' pride of academic development
their language, heritage and to foster pride of their
and culture. language, heritage and
culture.
Strand 1.7 1.7.1 Demonstrate an 1.7.2 Use effective 1.7.3 Display a wide 1.7.4 Exhibit exemplary
Classroom understanding of the verbal and non-verbal range of effective verbal practice in the use of
communication range of verbal and classroom and non-verbal effective verbal and non-
strategies non-verbal classroom communication classroom verbal classroom
communication strategies to support communication communication strategies
strategies that support learner strategies to support to support learner
learner understanding, understanding, learner understanding, understanding,
participation, participation, participation, participation, engagement
engagement and engagement and engagement and and achievement in
achievement. achievement. achievement. different learning contexts.
Domain 2. Learning Environment

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 2.1 2.1.1 Demonstrate 2.1.2 Establish safe 2.1.3 Exhibit effective 2.1.4 Apply comprehensive
Learner safety knowledge of policies, and secure learning strategies that ensure safe knowledge of and act as a
and security guidelines and environments to and secure learning resource person for,
procedures that provide enhance learning environments to enhance policies, guidelines and
safe and secure through the consistent learning through the procedures that relate to the
learning environments. implementation of consistent implementation implementation of safe and
policies, guidelines and of policies, guidelines and secure learning
procedures. procedures. environments for learners.
Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain learning 2.2.3 Exhibit effective 2.2.4 Advocate and
Fair learning understanding of environments that practices to foster learning facilitate the use of effective
environment learning environments promote fairness, environments that promote practices to foster learning
that promote fairness, respect and care to fairness, respect and care environments that promote
respect and care to encourage learning. to encourage learning. fairness, respect and care
encourage learning. to encourage learning.
Strand 2.3 2.3.1 Demonstrate 2.3.2 Manage 2.3.3 Work with colleagues 2.3.4 Model exemplary
Management knowledge of managing classroom structure to to model and share practices in the
of classroom classroom structure that engage learners, effective techniques in the management of classroom
structure and engages learners, individually or in management of classroom structure and activities, and
activities individually or in groups, groups, in meaningful structure to engage lead colleagues at the
in meaningful exploration, discovery learners, individually or in whole-school level to review
exploration, discovery and hands-on activities groups, in meaningful and evaluate their
and hands-on activities within a range of exploration, discovery and practices.
within the available physical learning hands-on activities within a
physical learning environments. range of physical learning
environments. environments.
Strand 2.4 2.4.1 Demonstrate 2.4.2 Maintain 2.4.3 Work with colleagues 2.4.4 Facilitate processes to
Support for understanding of supportive learning to share successful review the effectiveness of
learner supportive learning environments that strategies that sustain the school's learning
participation environments that nurture and inspire supportive learning environment to nurture and
nurture and inspire learners to participate, environments that nurture inspire learner participation.
learner participation. cooperate and and inspire learners to
collaborate in participate, cooperate and
continued learning. collaborate in continued
learning.
Strand 2.5 2.5.1 Demonstrate 2.5.2 Apply a range of 2.5.3 Model successful 2.5.4 Lead and empower
Promotion of knowledge of learning successful strategies strategies and support colleagues in promoting
purposive environments that that maintain learning colleagues in promoting learning environments that
learning motivate learners to environments that learning environments that effectively motivate learners
work productively by motivate learners to effectively motivate to achieve quality outcomes
assuming responsibility work productively by learners to work by assuming responsibility
for their own learning. assuming responsibility productively by assuming for their own learning.
for their own learning. responsibility for their own
learning.
Strand 2.6 2.6.1 Demonstrate 2.6.2 Manage learner 2.6.3 Exhibit effective and 2.6.4 Provide leadership in
Management knowledge of positive behavior constructively constructive behavior applying a wide range of
of learner and non-violent by applying positive management skills by strategies in the
behavior discipline in the and non-violent applying positive and non- implementation of positive
management of learner discipline to ensure violent discipline to ensure and non-violent discipline
behavior. learning-focused learning-focused policies/procedures to
environments. environments. ensure learning-focused
environments.
Domain 3. Diversity of Learners

Highly Proficient Distinguished

Strands Beginning Teachers Proficient Teachers
Teachers Teachers

Strand 3.1 3.1.1 Demonstrate 3.1.2 Use differentiated, 3.1.3 Work with 3.1.4 Lead colleagues to
knowledge and developmentally colleagues to share evaluate differentiated
Learners' understanding of appropriate learning differentiated, strategies to enrich
gender, needs, differentiated teaching experiences to address developmentally teaching practices that
strengths, to suit the learners' learners' gender, needs, appropriate opportunities address learners'
interests and gender, needs, strengths, interests and to address learners' differences in gender,
experiences strengths, interests and experiences. differences in gender, needs, strengths,
experiences. needs, strengths, interests interests and
and experiences. experiences.
Strand 3.2 3.2.1 Implement 3.2.2 Establish a learner- 3.2.3 Exhibit a learner- 3.2.4 Model exemplary
teaching strategies that centered culture by using centered culture that teaching practices that
Learners' are responsive to the teaching strategies that promotes success by recognize and affirm
linguistic, learners' linguistic, respond to their linguistic, using effective teaching diverse linguistic,
cultural, socio- cultural, socio- cultural, socio-economic strategies that respond to cultural, socioeconomic
economic and economic and religious and religious their linguistic, cultural, and religious
religious backgrounds. backgrounds. socioeconomic and backgrounds to promote
backgrounds religious backgrounds. learner success.
Strand 3.3 3.3.1 Use strategies 3.3.2 Design, adapt and 3.3.3 Assist colleagues to 3.3.4 Lead colleagues in
responsive to learners implement teaching design, adapt and designing, adapting and
Learners with with disabilities, strategies that are implement teaching implementing teaching
disabilities, giftedness and talents. responsive to learners strategies that are strategies that are
giftedness and with disabilities, responsive to learners responsive to learners
talents giftedness and talents. with disabilities, with disabilities,
giftedness and talents. giftedness and talents.
Strand 3.4 3.4.1 Demonstrate 3.4.2 Plan and deliver 3.4.3 Evaluate with 3.4.4 Model a range of
Learners in understanding of the teaching strategies that colleagues teaching high level skills
difficult special educational are responsive to the strategies that are responsive to the special
circumstances needs of learners in special educational needs responsive to the special educational needs of
difficult circumstances, of learners in difficult educational needs of learners in difficult
including: geographic circumstances, including: learners in difficult circumstances,
isolation; chronic geographic isolation; circumstances, including: including: geographic
illness; displacement chronic illness; geographic isolation; isolation; chronic illness;
due to armed conflict, displacement due to chronic illness; displacement due to
urban resettlement or armed conflict, urban displacement due to armed conflict, urban
disasters; child abuse resettlement or disasters; armed conflict, urban resettlement or
and child labor child abuse and child resettlement or disasters; disasters; child abuse
practices. labor practices. child abuse and child labor and child labor
practices. practices.
Strand 3.5 3.5.1 Demonstrate 3.5.2 Adapt and use 3.5.3 Develop and apply 3.5.4 Show
Learners from knowledge of teaching culturally appropriate teaching strategies to comprehensive skills in
indigenous strategies that are teaching strategies to address effectively the delivering culturally
groups inclusive of learners address the needs of needs of learners from appropriate teaching
from indigenous learners from indigenous indigenous groups. strategies to address
groups. groups. effectively the needs of
learners from
indigenous groups.
Domain 4. Curriculum and Planning

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 4.1 4.1.1 Prepare 4.1.2 Plan, manage and 4.1.3 Develop and apply 4.1.4 Model exemplary
developmentally implement effective strategies in the practice and lead
Planning and sequenced teaching developmentally planning and colleagues in enhancing
management of and learning process to sequenced teaching management of current practices in the
teaching and meet curriculum and learning process to developmentally planning and
learning process requirements. meet curriculum sequenced teaching and management of
requirements and learning process to meet developmentally
varied teaching curriculum requirements sequenced teaching and
contexts. and varied teaching learning process.
contexts.
Strand 4.2 4.2.1 Identify learning 4.2.2 Set achievable 4.2.3 Model to colleagues 4.2.4 Exhibit high-level
Learning outcomes that are and appropriate the setting of achievable skills and lead in setting
outcomes aligned aligned with learning learning outcomes that and challenging learning achievable and
with learning competencies. are aligned with outcomes that are aligned challenging learning
competencies learning competencies. with learning outcomes that are aligned
competencies to cultivate with learning
a culture of excellence for competencies towards
all learners. the cultivation of a culture
of excellence for all.
Strand 4.3 4.3.1 Demonstrate 4.3.2 Adapt and 4.3.3 Work collaboratively 4.3.4 Provide advice in
Relevance and knowledge in the implement learning with colleagues to the design and
responsiveness of implementation of programs that ensure evaluate the design of implementation of
learning programs relevant and relevance and learning programs that relevant and responsive
responsive learning responsiveness to the develop the knowledge learning programs that
programs. needs of all learners. and skills of learners at develop the knowledge
different ability levels. and skills of learners at
different ability levels.
Strand 4.4 4.4.1 Seek advice 4.4.2 Participate in 4.4.3 Review with 4.4.4 Lead colleagues in
concerning strategies collegial discussions colleagues, teacher and professional discussions
Professional that can enrich that use teacher and learner feedback to plan, to plan and implement
collaboration to teaching practice. learner feedback to facilitate, and enrich strategies that enrich
enrich teaching enrich teaching teaching practice. teaching practice.
practice practice.
Strand 4.5 4.5.1 Show skills in the 4.5.2 Select, develop, 4.5.3 Advise and guide 4.5.4 Model exemplary
selection, development organize and use colleagues in the skills and lead colleagues
Teaching and and use of a variety of appropriate teaching selection, organization, in the development and
learning teaching and learning and learning resources, development and use of evaluation of teaching
resources resources, including including ICT, to appropriate teaching and and learning resources,
including ICT ICT, to address address learning goals. learning resources, including ICT, for use
learning goals. including ICT, to address within and beyond the
specific learning goals. school.

Domain 5. Assessment and Reporting

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 5.1 5.1.1 Demonstrate 5.1.2 Design, select, 5.1.3 Work collaboratively 5.1.4 Lead initiatives in the
knowledge of the organize and use with colleagues to review evaluation of assessment
Design, selection, design, selection, diagnostic, formative the design, selection, policies and guidelines that
organization and organization and use and summative organization and use of a relate to the design,
utilization of of diagnostic, assessment strategies range of effective selection, organization and
assessment formative and consistent with diagnostic, formative and use of effective diagnostic,
strategies summative curriculum summative assessment formative and summative
assessment requirements. strategies consistent with assessment strategies
strategies consistent curriculum requirements. consistent with curriculum
with curriculum requirements.
requirements.
Strand 5.2 5.2.1 Demonstrate 5.2.2 Monitor and 5.2.3 Interpret 5.2.4 Provide advice on,
knowledge of evaluate learner collaboratively monitoring and mentor colleagues in
Monitoring and monitoring and progress and and evaluation strategies the effective analysis and
evaluation of evaluation of learner achievement using of attainment data to use of learner attainment
learner progress progress and learner attainment support learner progress data.
and achievement achievement using data. and achievement.
learner attainment
data.
Strand 5.3 5.3.1 Demonstrate 5.3.2 Use strategies for 5.3.3 Use effective 5.3.4 Exhibit exemplary
knowledge of providing timely, strategies for providing skills and lead initiatives to
Feedback to providing timely, accurate and timely, accurate and support colleagues in
improve learning accurate and constructive feedback constructive feedback to applying strategies that
constructive to improve learner encourage learners to effectively provide timely,
feedback to improve performance. reflect on and improve accurate and constructive
learner performance. their own learning. feedback to learners to
improve learning
achievement.
Strand 5.4 5.4.1 Demonstrate 5.4.2 Communicate 5.4.3 Apply skills in the 5.4.4 Share with colleagues
familiarity with a promptly and clearly effective communication a wide range of strategies
Communication of range of strategies the learners' needs, of learner needs, progress that ensure effective
learner needs, for communicating progress and and achievement to key communication of learner
progress and learner needs, achievement to key stakeholders, including needs, progress and
achievement to progress and stakeholders, including parents/guardians. achievement to key
key stakeholders achievement. parents/guardians. stakeholders, including
parents/guardians.
Strand 5.5 5.5.1 Demonstrate an 5.5.2 Utilize 5.5.3 Work collaboratively 5.5.4 Lead colleagues to
understanding of the assessment data to with colleagues to analyze explore, design and
Use of role of assessment inform the modification and utilize assessment implement effective
assessment data data as feedback in of teaching and data to modify practices practices and programs
to enhance teaching and learning learning practices and and programs to further using information derived
teaching and practices and programs. support learner progress from assessment data.
learning practices programs. and achievement.
and programs

Domain 6. Community Linkages and Professional Engagement

Highly Proficient Distinguished

Strands Beginning Teachers Proficient Teachers
Teachers Teachers

Strand 6.1 6.1.1 Demonstrate an 6.1.2 Maintain learning 6.1.3 Reflect on and 6.1.4 Model exemplary
understanding of environments that are evaluate learning practice and empower
Establishment of knowledge of learning responsive to community environments that are colleagues to establish
learning environments that are contexts. responsive to community and maintain effective
environments responsive to community contexts. learning environments
that are contexts. that are responsive to
responsive to community contexts.
community
contexts
Strand 6.2 6.2.1 Seek advice 6.2.2 Build relationships 6.2.3 Guide colleagues to 6.2.4 Lead in
concerning strategies with parents/guardians strengthen relationships consolidating networks
Engagement of that build relationships and the wider school with parents/guardians that strengthen
parents and the with parents/guardians community to facilitate and the wider school relationships with
wider school and the wider involvement in the community to maximize parents/guardians and
community in community. educative process. their involvement in the the wider school
the educative educative process. community to maximize
process their involvement in the
educative process.
Strand 6.3 6.3.1 Demonstrate 6.3.2 Review regularly 6.3.3 Discuss with 6.3.4 Lead colleagues in
Professional awareness of existing personal teaching colleagues teaching and the regular review of
ethics laws and regulations that practice using existing learning practices that existing codes, laws and
apply to the teaching laws and regulations that apply existing codes, laws regulations that apply to
profession, and become apply to the teaching and regulations that apply the teaching profession,
familiar with the profession and the to the teaching and the responsibilities
responsibilities specified responsibilities specified profession, and the as specified in the Code
in the Code of Ethics for in the Code of Ethics for responsibilities specified of Ethics for Professional
Professional Teachers. Professional Teachers. in the Code of Ethics for Teachers.
Professional Teachers.
Strand 6.4 6.4.1 Demonstrate 6.4.2 Comply with and 6.4.3 Exhibit commitment 6.4.4 Evaluate existing
knowledge and implement school to and support teachers in school policies and
School policies understanding of school policies and procedures the implementation of procedures to make
and procedures policies and procedures consistently to foster school policies and them more responsive to
to foster harmonious harmonious procedures to foster the needs of the
relationship with the relationships with harmonious relationships learners, parents and
wider school community. learners, parents, and with learners, parents and other stakeholders.
other stakeholders. other stakeholders.

Domain 7. Personal Growth and Professional Development

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 7.1 7.1.1 Articulate a 7.1.2 Apply a personal 7.1.3 Manifest a learner- 7.1.4 Model a learner-
personal philosophy of philosophy of teaching centered teaching centered teaching
Philosophy of teaching that is learner- that is learner- philosophy in various philosophy through
teaching centered. centered. aspects of practice and teaching practices that
support colleagues in stimulate colleagues to
enhancing their own engage in further
learner-centered teaching professional learning.
philosophy.
Strand 7.2 7.2.1 Demonstrate 7.2.2 Adopt practices 7.2.3 Identify and utilize 7.2.4 Act as a role model
behaviors that uphold that uphold the dignity personal professional and advocate for upholding
Dignity of the dignity of teaching as of teaching as a strengths to uphold the the dignity of teaching as a
teaching as a a profession by profession by dignity of teaching as a profession to build a
profession exhibiting qualities such exhibiting qualities profession to help build a positive teaching and
as caring attitude, such as caring positive teaching and learning culture within and
respect and integrity. attitude, respect and learning culture within the beyond the school.
integrity. school.
Strand 7.3 7.3.1 Seek opportunities 7.3.2 Participate in 7.3.3 Contribute actively 7.3.4 Take a leadership role
to establish professional professional networks to professional networks in supporting colleagues'
Professional links with colleagues. to share knowledge within and between engagement with
links with and to enhance schools to improve professional networks
colleagues practice. knowledge and to within and across schools to
enhance practice. advance knowledge and
practice in identified areas
of need.
Strand 7.4 7.4.1 Demonstrate an 7.4.2 Develop a 7.4.3 Initiate professional 7.4.4. Demonstrate
understanding of how personal professional reflections and promote leadership within and
Professional professional reflection improvement plan learning opportunities across school contexts in
reflection and and based on reflection of with colleagues to critically evaluating practice
learning to one's improve practice. and setting clearly
improve
practice
Strand 7.5 7.5.1 Demonstrate 7.5.2 Set professional 7.5.3 Reflect on the 7.5.4 Lead reforms in
motivation to realize development goals Philippine Professional enhancing professional
Professional professional based on the Standards for Teachers to development programs
development development goals Philippine plan personal based on an in-depth
goals based on the Philippine Professional professional development knowledge and
Professional Standards Standards for goals and assist understanding of the
for Teachers. Teachers. colleagues in planning Philippine Professional
and achieving their own Standards for Teachers.
goals.

C. Abstraction

 Teachers play an important role in the quality of the teaching and

learning process.
 The Philippine Professional Standards for Teachers was implemented
through the virtue of DepEd Order No. 42, series of 2017.
 There 7 Domains included in the PPST:
  Content Knowledge and Pedagogy
 Learning Environment
 Diversity of Learners
 Curriculum and Planning
 Assessment and Reporting
 Community Linkages and Professional Engagement
 Personal Growth and Professional Development
 Each domain provides strand and indicators.
 There fours career stages of the PPST:
 Beginning
 Proficient
 Highly Proficient
 Distinguished

D. Application

Create a poster from the information given on the Philippine Professional

Standards for Teachers (PPST) using your preferred medium. You can also
use computer software.

Reflection

Write a reflection on the importance of PPST as a guide for pre-service teachers to

become quality teachers in the future.

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Suggested Readings:

https://depedtambayan.net/philippine-professional-standards-for-teachers-frequently-
asked-questions/
https://ptvnews.ph/deped-adopts-philippine-professional-standard-teachers-improve-
educators-qualification-skills/

Glossary:

 Career Stages
 Domains
 Indicators
 Philippine Professional Standards for Teachers (PPST)
 Strands