Philippine

Professional Standards
for Teachers
Lesson 3: Philippine Professional
Standards for Teachers
• DO 42, S. 2017 – NATIONAL ADOPTION AND IMPLEMENTATION
OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS
• MARCH 27, 2015 DO 7, S. 2015 – HIRING GUIDELINES FOR
TEACHER I POSITIONS FOR SCHOOL YEAR (SY) 2015-2016
• DO 3, S. 2016 – HIRING GUIDELINES FOR SENIOR HIGH
SCHOOL (SHS) TEACHING POSITIONS EFFECTIVE SCHOOL
YEAR (SY) 2016-2017
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).
• 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.

• 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.
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:
• Content knowledge and its application within and across
curriculum areas
• Research-based knowledge and principles of teaching and
learning
• Positive use of ICT
• Strategies for promoting literacy and numeracy
• Strategies for developing critical and creative thinking, as well as
other higher-order thinking skills
• Mother Tongue, Filipino and English in teaching and learning
• Classroom communication strategies
DOMAIN 2, LEARNING ENVIRONMENT,
CONSISTS OF SIX STRANDS:

• Learner safety and security

• Fair learning environment
• Management of classroom structure and
activities
• Support for learner participation
• Promotion of purposive learning
• Management of learner behavior
 DOMAIN 3, DIVERSITY OF LEARNERS,
CONSISTS OF FIVE STRANDS:

• Learners’ gender, needs, strengths, interests and

experiences
• Learners’ linguistic, cultural, socio-economic and
religious backgrounds
• Learners with disabilities, giftedness and talents
• Learners in difficult circumstances
• Learners from indigenous groups
 DOMAIN 4, CURRICULUM AND
PLANNING, INCLUDES FIVE STRANDS:

• Planning and management of teaching and learning

process
• Learning outcomes aligned with learning
competencies
• Relevance and responsiveness of learning programs
• Professional collaboration to enrich teaching practice
• Teaching and learning resources including ICT
 DOMAIN 5, ASSESSMENT AND
REPORTING, IS COMPOSED OF FIVE
STRANDS:
• Design, selection, organization and utilization of
assessment strategies
• Monitoring and evaluation of learner progress and
achievement
• Feedback to improve learning
• Communication of learner needs, progress and
achievement to key stakeholders
• Use of assessment data to enhance teaching and
learning practices and programs
DOMAIN 6, COMMUNITY LINKAGES AND
PROFESSIONAL ENGAGEMENT, CONSISTS OF
FOUR STRANDS:

• Establishment of learning environments that

are responsive to community contexts
• Engagement of parents and the wider school
community in the educative process
• Professional ethics
• School policies and procedures
DOMAIN 7, PERSONAL GROWTH AND
PROFESSIONAL DEVELOPMENT, CONTAINS FIVE
STRANDS:
• Philosophy of teaching
• Dignity of teaching as a profession
• Professional links with colleagues
• Professional reflection and learning to
improve practice
• Professional development goals
DO 42, S. 2017 – NATIONAL ADOPTION
AND IMPLEMENTATION OF THE
PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS
• August 11, 2017
• DO 42, s. 2017
• National Adoption and Implementation of the Philippine Professional
Standards for Teachers
• To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
• In line with the new professional standards for teachers, the Department of
Education (DepEd), through the Teacher Education Council (TEC), issues this
DepEd Order entitled National Adoption and Implementation of the
Philippine Professional Standards for Teachers (PPST).
• The DepEd recognizes the importance of professional standards in the
continuing professional development and advancement of teachers based on
the principle of lifelong learning. It is committed to supporting teachers, and
taking cognizance of unequivocal evidence that good teachers are vital to
raising student achievement. 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, ASEAN Integration, globalization, and the changing
character of the 21st century learners necessitate the improvements and call for
the rethinking of the National Competency-Based Teacher Standards (NCBTS);
hence, the development of the PPST.
The PPST aims to
• 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; and
• apply a uniform measure to assess teacher performance, identify
needs, and provide support for professional development.
• The PPST shall be used as a basis for all learning and development
programs for teachers to ensure that teachers are properly equipped to
effectively implement the K to 12 Program. It can also be used for the
selection and promotion of teachers. All performance appraisals for
teachers shall be based on this set of standards.
• The regional offices shall be supported by their training and
development personnel to organize and orient all the schools
divisions within their jurisdiction for the PPST. In addition, it shall
take charge of the monitoring and evaluation at the division level
implementation. The schools division office shall have the same
functions and responsibilities in the school districts and
secondary schools.
• Reporting of the orientation and related activities shall be done
by the regional office to the Office of the Secretary through the
Teacher Education Council.
• Immediate dissemination of and strict compliance with this
Order is directed.
• (Sgd)LEONOR MAGTOLIS BRIONES
SecretaryReferences: N o n e
To be indicated in the Perpetual Index under the
following subjects:BASIC EDUCATION
POLICY
PROGRAMS
SCHOOLS
TEACHERS
• DO_s2017_042
 MARCH 27, 2015 DO 7, S. 2015 –
HIRING GUIDELINES FOR TEACHER I
POSITIONS FOR SCHOOL YEAR (SY)
2015-2016
• March 27, 2015
• DO 7, s. 2015
• Hiring Guidelines for Teacher I Positions for School
Year (SY) 2015-2016
• To: Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
Schools Division Superintendents
Heads, Public Elementary and Secondary Schools
• The Hiring Guidelines for Teacher I Positions for School Year (SY)
2015-2016 are enclosed for the information and guidance of all
concerned.
• The issuance of these Guidelines aims to integrate and further
institutionalize the primary objective of the K to 12 Basic Education
Program, which is to enhance the overall quality of basic education in
the country by hiring highly-competent teachers, and to uphold the
Department’s mandate under the Magna Carta for Public School
Teachers (Republic Act 4670) to promote and improve public school
teachers’ employment and career opportunities as well as to attract
more people with proper qualifications to the teaching profession.
• Immediate dissemination of and strict compliance with this Order is
directed.
• (Sgd.) BR. ARMIN A. LUISTRO FSC
Secretary
• Encl.: As stated
Reference: DepEd Order No. 14, s. 2014
To be indicated in the Perpetual Index under the following
subjects:
• APPOINTMENT, EMPLOYMENT, REAPPOINTMENT
CHANGE
POLICY
TEACHERS
• DO_s2015_07
 DO 3, S. 2016 – HIRING GUIDELINES FOR
SENIOR HIGH SCHOOL (SHS) TEACHING
POSITIONS EFFECTIVE SCHOOL YEAR (SY)
2016-2017
• January 21, 2016
• DO 3, s. 2016
• Hiring Guidelines for Senior High School (SHS) Teaching
Positions Effective School Year (SY) 2016-2017
• To: Undersecretaries
Assistant Secretaries
Bureau and Services Directors
Regional Directors
Schools Division Superintendents
Public Elementary and Secondary Schools Heads
All Others Concerned
• The Department of Education (DepEd) issues the
enclosed Hiring Guidelines for Senior High School (SHS)
Teaching Positions Effective School Year (SY) 2016-2017,
which aims to clearly define the application, selection, and
appointment process of SHS teachers as well as to establish
professional standards and evaluation criteria which will ensure
that highly competent individuals with the appropriate
qualifications and specializations are hired to teach in (SHSs).
• All DepEd Orders and other related issuances, rules and
regulations, and provisions which are inconsistent with these
guidelines are hereby repealed, rescinded, or modified
accordingly.
• Immediate dissemination of and strict compliance with this
Order is directed.
• (Sgd.) BR. ARMIN A. LUISTRO FSC
Secretary
• Encls.: As stated
• Reference: None
• To be indicated in the Perpetual Index under the following subjects:
APPOINTMENT
POLICY
RECRUITMENT
SCHOOLS
SELECTION
TEACHERS
• DO_s2016_03