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
welldefined 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.

ProfEd 121: The Teaching Profession

1
 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.

ProfEd 121: The Teaching Profession

2
C. PPST Schematic Diagram

CONTENT
KNOWLED
GE AND
PEDAGOGY
2
7
LEARNING
PERSONAL
ENVIRONMENT
GROWTH AND
PROFESSIONAL
DEVELOPMENT

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

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.

ProfEd 121: The Teaching Profession

3
DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY
Strands Competency Indicators for
Beginning Teachers
1.1 Content Knowledge and 1.1.1 Demonstrate content knowledge
its application within and across and its application within and/or across
curriculum 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 higher- develop critical and creative thinking/
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.

ProfEd 121: The Teaching Profession

4
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, 3.2.1 Implement teaching strategies that
socioeconomic and religious are responsive to the learner’s linguistic,
backgrounds 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

ProfEd 121: The Teaching Profession

5
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 feedback
programs in teaching and learning practices and
programs.

DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL

ENGAGEMENT
Strands Competency Indicators for
Beginning Teachers

ProfEd 121: The Teaching Profession

6
 6.1 Establishment of learning 6.1.1 Demonstrate an understanding of
environments that are responsive to knowledge of learning environments that
community contexts 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)

Task 1: Compare the Competency Framework for Teachers in Southeast Asia

(CFT SEA) and the Philippine Professional Standards for Teachers (PPST).

ProfEd 121: The Teaching Profession

7
Identify at least 10 competencies that are found in both standards. Make a
matrix for your answer along the identified domains. Example:
General CFT for SEA Enabling PPST Competency
Competency Competency Indicator Indicators for Beginning
Domain Teachers
Ex. Knowledge, Skills and Ex. 1.1 Master my subject Ex. Demonstrate content
Values matter knowledge and its
application within and/or
across curriculum
teaching areas
Learning Environment
(2 examples)
Diversity of Learners (2
examples)
Curriculum and Planning
(2 examples)
Professional
Development (2
examples)

Task 2: Make a Reflection

1. After studying the different domains and competencies of PPST, which
domain do you find EASY to master? Why? Which domain seems to be
difficult for you to master? Why?
2. When you become a professional teacher in the future, how can you
enhance the state of quality teachers in the Philippines?

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

ProfEd 121: The Teaching Profession

8
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?

ProfEd 121: The Teaching Profession

9
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/

ProfEd 121: The Teaching Profession

10