THE TEACHING PROFESSION

ProfEd 121

1.5 inch) (1 inch)

GIRLIE D. BATAPA

March 2021

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
 CHAPTER III
THE Philippine Professional Standards for Teachers (PPST)

Intended Learning Outcomes

By the end of this topic/chapter, you must be able to:
1. explain the competencies contained in the PPST; and
2. compare the Competency Framework for Teachers in Southeast Asia (CFT SEA)
and the PPST to Code of Ethics for Professional Teachers.

The Department of Education (DepEd) recognizes the importance of professional

standards in the continuing professional development and advancement of teachers
based on the principle of life lifelong learning. Thus, DepEd through the Teacher
Education Council (TEC) issues this DepEd Order No. 42, series of 2017 entitled
“National Adoption and Implementation of the Philippine Professional Standards
for Teachers (PPST) for the new standards for teachers. 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.
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 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. Also, it can be used for the selection and promotion of teachers. All
performance appraisals for teachers shal be based on this set of standards.

A. The Role of a Teacher

Teaching is the first and foremost duty of a teacher, hence, teachers play an
essential role in everyone’s life. They play a crucial role in nation building. To develop a
holistic learner who are steeped in values, equipped with 21st century skills, and learners
who are able to propel the country’s development and progress are the responsibilities of
a quality teachers. With the consonance of the DepEd 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). Hence, evidences show explicitly that good teachers are vital to raising
student achievement; quality learning is contingent upon quality teaching.
 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.

B. 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 teachers.

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.
C. PPST Schematic Diagram

CONTENT
KNOWLEDGE
7 AND
PEDAGOGY
PERSONAL 2
GROWTH AND
LEARNING
PROFESSIONAL
ENVIRONMEN
DEVELOPMENT
T

Philippine
6
Professional 3
CUMMUNITY Standards for
DIVERSITY OF
LINKAGES AND Teacher
PROFESSIONAL LEARNINGS
ENGAGEMEN
T
5 4

ASSESSMENT CURRICILUM
AND AND PLANING
REPORTING

Figure 1: PPST Schematic diagram

There are seven (7) Domains in the PPST, this seven domains collectively
comprise 37 strands to refer to more specific dimensions of teacher practice.
DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY
Strands Competency Indicators for
Beginning Teachers
1.1 Content Knowledge and its 1.1.1 Demonstrate content knowledge
application within and across curriculum and its application within and/or across
areas. curriculum teaching areas
1.2 Research-based knowledge and 1.2.1 Demonstrate an understanding of
principles of teaching and learning researchbased knowledge and
principles of teaching and learning.
1.3 Positive use of ICT 1.3.1 Show skills in the positive use of
ICT to facilitate the teaching and learning
process.
1.4 Strategies for promoting literacy and 1.4.1 Demonstrate knowledge of
numeracy teaching strategies that promote literacy
and numeracy skills.
1.5 Strategies for developing critical and 1.5.1 Apply teaching strategies that
creative thinking, as well as other develop critical and creative thinking/
higher-order thinking skills and or other higher order thinking skills.

1.6 Mother Tongue, Filipino and English 1.6.1 Use of mother tongue, Filipino and
in teaching and learning English to facilitate teaching and
learning.
1.7 Classroom communication 1.7.1 Demontrate an understanding of
strategies the range of verbal and non-verbal
classroom communication strategies
that support learning understanding,
participation, engagement and
achievement.

DOMAIN 2. LEARNING ENVIRONMENT

Strands Competency Indicators for
Beginning Teachers
2.1 Learner safety and security 2.1.1 Demonstrate knowledge of
policies, guidelines and procedures that
provide safe and secure learning
environments.
2.2 Fair learning environment 2.2.1 Demonstrate understanding of
learning environments that promote
fairness, respect and care to encourage
learning.
2.3 Management of classroom structure 2.3.1 Demonstrate knowledge of
and activities managing classroom structure that
engages learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activieties
within the available physical learning
environments.
2.4 Support for learner participation 2.4.1 Demonstrate understanding of
supportive learning environments that
nurture and inspire learning
participation.
2.5 Promotion of purposive learning 2.5.1 Demonstrate knowledge of
learning environments that motivates
learners to work productivity by
assuming responsibility for their own
learning.
2.6 Management of learner behavior 2.6.1 Demonstrate knowledge of
positive and non-violent discipline in the
management of learner behavior.

DOMAIN 3: DIVERSITY OF LEARNERS

Strands Competency Indicators for
Beginning Teachers
3.1 Learners’ gender, needs, strengths, 3.1.1 Demonstrate knowledge and
interests and experiences understanding of differentiated teaching
to suit the learner’s gender, needs,
strengths, interests and experiences.
3.2 Learners’ linguistic, cultural, socio- 3.2.1 Implement teaching strategies that
economic and religious backgrounds are responsive to the learner’s linguistic,
cultural, socio-economic and religious
background.
3.3 Learners with disabilities, giftedness 3.3.1 Use strategies responsive to
and talents learners with disabilities, giftedness and
talents.
3.4 Learners in difficult circumstances 3.4.1 Demonstrate understanding of the
special educational needs of the
learners in difficult circumstances,
including geographic isolation; chronic
illness; displacement due to armed
conflict, urban resettlement or disaster,
child abuse and child labor practice.
3.5 Learners from indigenous groups 3.5.1 Demonstrate knowledge of
teaching strategies that are inclusive of
learners from indigenous group.

DOMAIN 4: CURRICULUM AND PLANNING

Strands Competency Indicators for
Beginning Teachers
4.1 Planning and management of 4.1.1 Prepare developmentally
teaching and learning process sequenced teaching and learning
process to meet curriculum
requirements.
4.2 Learning outcomes aligned with 4.2.1 Identify learning outcomes that are
learning competencies aligned with learning competencies.
4.3 Relevance and responsiveness of 4.3.1 Demonstrate knowledge in the
learning programs implementation of relevant and
responsive learning program.
4.4 Professional collaboration to enrich 4.4.1 Seek advice concerning strategies
teaching practice that can enrich teaching practice.

4.5 Teaching and learning resources 4.4.1 Show skills in the selection,
including ICT development and use of variety of
teaching and learning outcomes,
including ICT to address learning goals.

DOMAIN 5: ASSESSMENT AND REPORTING

Strands Competency Indicators for
Beginning Teachers
5.1 Design, selection, organization and 5.1.1 Demonstrate knowledge of the
utilization of assessment strategies design, selection, organization and use
of diagnostic, formative and summative
assessment strategies consistent with
curriculum requirement.
5.2 Monitoring and evaluation of learner 5.2.1 Demonstrate knowledge of
progress and achievement monitoring and evaluation of learner
progress and achievement using learner
attainment data.
5.3 Feedback to improve learning 5.3.1 Demonstrate knowledge of
providing timely, accurate and
constructive feedback to improve
learner performance.
5.4 Communication of learner needs, 5.4.1 Demonstrate familiarity with a
progress and achievement to key range of strategies for communicating
stakeholders learner needs, progress and
achievement.
5.5 Use of assessment data to enhance 5.5.1 Demonstrates an understanding of
teaching and learning practices and the role of assessment data as
programs feedback in teaching and learning
practices and programs.

DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT

Strands Competency Indicators for
Beginning Teachers
6.1 Establishment of learning 6.1.1 Demonstrate an understanding of
environments that are responsive to knowledge of learning environments
community contexts that are responsive to community
context.
6.2 Engagement of parents and the 6.2.1 Seek advice concerning strategies
wider school community in the that build relationships with
educative process parents/guardians and the wider
community.
 6.3 Professional ethics 6.3.1 Demonstrate awareness of
existing laws and regulations that apply
to the teaching profession, and become
familiar with responsibilities specified in
the Code of Ethics for Professional
Teachers.
6.4 School policies and procedures 6.4.1 Demonstrate knowledge and
understanding of school policies and
procedures to foster harmonious
relationship with the wider school
community.

DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Strands Competency Indicators for
Beginning Teachers
7.1 Philosophy of teaching 7.1.1 Articulate a personal philosophy of
teaching that is learner-centered.
7.2 Dignity of teaching as a profession 7.2.1 Demonstrate behaviors that uphold
the dignity of teaching profession by
exhibiting qualities such as caring
attitude, respect and integrity.
7.3 Professional links with colleagues 7.3.1 Seek opportunities to establish
professional links with colleagues.
7.4 Professional reflection and learning 7.4.1 Demonstrate an understanding of
to improve practice how professional reflection and learning
can be used to improved practice.
7.5 Professional development goals 7.5.1 Demonstrate motivation to realize
professional development goals based
on the Philippine Professional Standards
for Teachers.

Formative Assessment 1 (Activity 1)

D. 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.

Newly qualified to teach as professional teachers are the beginning teachers. They
have acquired an appropriate degree in education or allied fields and have passed the
lincensure examination for professional teachers. They are assumed to have
competencies in terms of content, knowledge and pedagogy, as well as the 21st century
skills and values to support teaching and learning. Also, they can manage learning and
have strategies that enable learners to enhance learning through their guidance. The
descriptors below 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 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 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.

Formative Assessment 2 (Exit Slips)

Five (5) minute Stop!

What was the most important thing you learned today?
References
Arcilla-Serapio, M.P. (2016). The Teaching Profession. MaxCor Publishing House Incorporated.

Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. (2018). The Teaching Profession: 2nd Edition.
Lorimar Publishing, Inc.

DepEd Order No.42, s. 2017

Philippine Professional Standards for Teachers.(2017). www.deped.gov.ph

The Philippine Professional Standards for Teachers

(PPST).https://www.teacherph.com/philippine-professional-standards-for-teachers/