THE PHILIPPINE PROFESSIONAL STANDARD FOR TEACHERS (PPST)

Department Order No. 47, s. 2017 : National Adoption and Implementation of the Philippine Professional
Standards for Teachers
https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf

Professional standards for teachers

The Philippine Government has consistently pursued teacher quality reforms through a number of
initiatives. As a framework of teacher quality, the National Competency-Based Teacher Standards
(NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No.
32, s. 2009. It emerged as part of the implementation of the Basic Education Sector Reform Agenda
(BESRA), and was facilitated by drawing on the learning considerations of programs, such as the Basic
Education Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas Education
(STRIVE) project and the Third Elementary Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality
requirements in the Philippines. The reform process warrants an equivalent supportive focus on teacher
quality – high quality teachers who are properly equipped and prepared to assume the roles and functions
of a K to 12 teacher.
The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the
reform initiatives on teacher quality from pre-service education to in-service training. 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 own practices as they aspire for personal growth and professional
development.

Teacher quality in the Philippines

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines.
The standards describe the expectations of teachers’ increasing levels of knowledge, practice and
professional engagement. At the same time, the standards allow for teachers’ growing understanding,
applied with increasing sophistication across a broader and more complex range of teaching/learning
situations.

The following describes the breadth of 7 Domains that are required by teachers to be effective in
the 21st Century in the Philippines.

Quality teachers in the Philippines need to possess the following characteristics:

⚫ 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. They apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current research. They display
proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning process, as
well as exhibit the needed skills in the use of communication strategies, teaching strategies and
technologies to promote high-quality learning outcomes.
⚫ provide learning environments that are safe, secure, fair and supportive in order to promote learner
responsibility and achievement. They create an environment that is learning-focused and they
efficiently manage learner behavior in a physical and virtual space. They utilize a range of resources
and provide intellectually challenging and stimulating activities to encourage constructive classroom
interactions geared towards the attainment of high standards of learning.
⚫ establish learning environments that are responsive to learner diversity. They respect learners’
diverse characteristics and experiences as inputs to the planning and design of learning
opportunities. They encourage the celebration of diversity in the classroom and the need for teaching
practices that are differentiated to encourage all learners to be successful citizens in a changing local
and global environment.

⚫ interact with the national and local curriculum requirements. They translate curriculum content into
learning activities that are relevant to learners and based on the principles of effective teaching and
learning. They apply their professional knowledge to plan and design, individually or in collaboration
with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning resources. They communicate
learning goals to support learner participation, understanding and achievement.
⚫ apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and
reporting learners’ needs, progress and achievement. They use assessment data in a variety of ways
to inform and enhance the teaching and learning process and programs. They provide learners with
the necessary feedback about learning outcomes that informs the reporting cycle and enables
teachers to select, organize and use sound assessment processes.
⚫ establish school-community partnerships aimed at enriching the learning environment, as well as the
community’s engagement in the educative process. They identify and respond to opportunities that
link teaching and learning in the classroom to the experiences, interests and aspirations of the wider
school community and other key stakeholders. They understand and fulfill their obligations in
upholding professional ethics, accountability and transparency to promote professional and
harmonious relationships with learners, parents, schools and the wider community.
⚫ 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. They value personal and professional reflection and learning to improve their practice.
They assume responsibility for personal growth and professional development for lifelong learning.

The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher
practices.

Domain 1 -- Content Knowledge and Pedagogy, composed of 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

Domain 2 -- Learning Environment, composed of 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

Domain 3 -- Diversity of Learners, consists of 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

Domain 4 -- Curriculum and Planning, includes 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

Domain 5 -- Assessment and Reporting, consists of 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 and learning practices and programs

Domain 6 -- Community Linkages and Professional Engagement, consists of four

strands:
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, includes five strands:

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

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.

The following statements, which define the work of teachers at different career stages, make
explicit the elements of high-quality teaching for the 21st century. They comprise descriptors that have
been informed by teachers’ understandings of what is required at each of the four Career Stages. The
descriptors represent a continuum of development within the profession by providing a basis for
attracting, preparing, developing and supporting teachers.

Career Stage 1 or Beginning Teachers have 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 teaching practice.

Career Stage 2 or Proficient Teachers 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
Philippine Professional Standards for Teachers 8 programs. They actively engage in collaborative
learning with the professional community and other stakeholders for mutual growth and advancem ent.
They are 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. They manifest an in-depth and sophisticated understanding of the teaching and
learning process. They have high education-focused situation cognition, are more adept in problem
solving and optimize opportunities gained from experience. Career Stage 3 Teachers 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 or Distinguished Teachers 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.