CHAPTER 2

THE TEACHER

Learning Outcomes:
At the end of this chapter, the students should be able to:

1. identify the personal and professional characteristics of teachers;

2. describe the twenty first century skills of teachers;
3. explain the Philippine Professional standards for Teachers (PPST); and
4. analyze the P21 skills in relation to curriculum development.

Philippine Professional Standards for Teachers

Role of Teachers

Teachers play a crucial role in nation building. Through quality teachers, the
Philippines can develop holistic learners who are steeped in values, equipped with 21st century
skills, and able to propel the country to development and progress. This is in consonance with
the Department of Education vision of producing: “Filipinos who passionately love their country
and whose values and competencies enable them to realize their full potential and contribute
meaningfully to building the nation” (DepED Order No. 36, s. 2013).

Evidences show unequivocally that good teachers are vital to raising student
achievement, i.e., quality learning is contingent upon quality teaching. Hence, enhancing teacher
quality becomes of utmost importance for long-term and sustainable nation building.

The changes brought about by various national and global frameworks such as the K
to 12 Reform and the ASEAN integration, globalization, and the changing character of the 21st
century learners necessitate improvement and adaptability of education, and a call for the
rethinking of the current teacher standards.

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, is 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, consists 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, is composed 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, contains 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