RCTQ

The
Philippine Professional Standards
for Teachers
 RCTQ

General Information on
Department Order No. 42, s. 2017
 RCTQ

Secretary Briones
signed into policy
DepEd Order No. 42, S.
2017, The National
Adoption and
Implementation of the
Philippine Professional
Standards for Teachers.

http://media.philstar.com/images/the-philippine-star/headlines/20160707/leonor-
briones.jpg
 RCTQ

DO 42, S. 2017
The PPST:
(i) sets clear expectations of teachers along well-defined
career stages of professional development from
beginning to distinguished practice;
(ii) engages teachers to embrace ongoing professional
learning for their professional development to enhance
their own teaching;
(iii) provides a framework of uniform measures to assess
teacher performance; and
(iv) provides a basis for building public confidence in and
support for the work of teachers.
 RCTQ

From D.O. 42, s. 2017:

• The PPST shall be used as a basis for all learning and

development programs for teachers to ensure that they
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.
 RCTQ

What is the Philippine Professional Standards for

Teachers (PPST)?
• Is a public statement of
professional
accountability
• It has four career stages:
Beginning, Proficient,
Highly Proficient, and
Distinguished.
• It has seven Domains,
37 Strands, and 37
indicators for each
career stage.
 RCTQ

Rationale in the Development of the

Philippine Professional Standards for
Teachers
 RCTQ

In 2013, RA 10533 (K to 12 Reform) was

signed into law
This prompted the:

• Need to revisit NCBTS as a Framework for Teacher

Quality, and address teacher quality requirements in the
K to 12 (e.g., content knowledge and pedagogy, career
stages)

(Work on teacher standards was approved by the Joint

Advisory Board chaired by Former Sec Armin Luistro)
 RCTQ

Internationally, Teacher Quality is articulated

in Professional Standards for Teachers
Professional Standards:

• Is a public statement of professional accountability

• Makes explicit what teachers should know, be

able to do and value in the profession

• Is sufficiently generic to represent practice across

Grade levels and subject areas
 RCTQ

The Development and Validation of the

Philippine Professional Standards for
Teachers
 RCTQ

Philippine Professional Standards for Teachers

as the New Framework for
Teacher Quality and Teacher Development
 RCTQ

K to 12 21st Century
(2013) Skills
National
Philippine
Competency-
Professional
based
Teacher for
Standards
Standards
Teachers
(NCBTS)
Philippine
Qualifications ASEAN Integration/
Internationalization
Framework
 RCTQ

Teacher Professional Development Framework

Career Path

Stage 4
Stage 3 (Distinguished)
Stage 2 (Highly
Recruitment Proficient)
Stage 1 (Proficient) Learning
and Hiring Action
(Beginning)
Cells

Teacher
Teacher Entry Induction Rewards,
Requirement Compensation (?)
Program
12 Teacher Certification at Career
Stage 2, 3, 4 (?)
Teacher
Education Classroom Observation Tool & Self-Assessment Tool
Targeted Professional Development and Teacher Training
 RCTQ

Other Important Features of the PPST

 RCTQ

The PPST captures teacher quality requirements

in the K to 12.

• Among others, it gives a focus on:

(i) mother tongue to facilitate teaching and learning;

(ii) learners in difficult circumstances;
(iii) strategies for promoting literacy and numeracy;
(iv) positive use of ICT; and
(v) classroom communication strategies.
 PPST Domains “distinctive spheres of the
Booklet, p113
teaching-learning process” RCTQ

4 Career Stages: Descriptions

of developmental practice
Strands “more specific dimensions of
positive teacher practices”
Indicators per career stage
”concrete, observable, measure teacher practices”
 RCTQ

Domains
Philippine Professional Standards for
Teachers Central to
the K to 12
1 Content Knowledge and Pedagogy Reform and
places, at
the
2 Learning Environment beginning,
the
3 Diversity of Learners importance
of teachers
4 Curriculum and Planning knowing
their content
5 Assessment and Reporting and knowing
how to
6 Community Linkages and Professional teach it.
Engagement
7 Personal Growth and Professional
Development
 RCTQ

Strand Content knowledge and its application

1.1 within and across curriculum areas

Strand Research-based knowledge and

1.2 principles of teaching and learning

Strand Positive use of ICT

Domain 1 1.3
Content Strand Strategies for promoting literacy and
Knowledge 1.4 numeracy

and Strand Strategies for developing critical and

1.5 creative thinking, as well as other
Pedagogy higher-order thinking skills

Strand Mother Tongue, Filipino and English in

1.6 teaching and learning

Strand Classroom communication strategies

1.7
 RCTQ

Strand Learner safety and security

2.1

Strand
Fair learning environment
2.2

Strand Management of classroom structure

Domain 2 2.3 and activities
Learning
Environment Strand Support for learner participation
2.4

Strand Promotion of purposive learning

2.5

Strand Management of learner behavior

2.6
 RCTQ

Strand Learners’ gender, needs,

3.1 strengths, interests and
experiences

Strand Learners’ linguistic, cultural, socio-

3.2 economic and religious backgrounds

Domain 3
Diversity of Strand Learners with disabilities, giftedness
3.3 and talents
Learners
Strand Learners in difficult circumstances
3.4

Strand Learners from indigenous groups

3.5
 RCTQ

Strand Planning and management of

4.1 teaching and learning process

Strand Learning outcomes aligned with

4.2 learning competencies
Domain 4
Curriculum
Strand Relevance and responsiveness of
and 4.3 learning programs
Planning
Strand Professional collaboration to enrich
4.4 teaching practice

Strand Teaching and learning resources

4.5 including ICT
 RCTQ

Strand Design, selection, organization and

5.1 utilization of assessment strategies

Strand Monitoring and evaluation of learner

5.2 progress and achievement
Domain 5
Assessment Strand Feedback to improve learning
and 5.3

Reporting
Strand Communication of learner needs,
5.4 progress and achievement to key
stakeholders

Strand Use of assessment data to enhance

5.5 teaching and learning practices and
programs
 RCTQ

Strand Establishment of learning

6.1 environments that are responsive
to community context

Engagement of parents and the

Domain 6 Strand
wider school community in the
6.2
Community educative process
Linkages and
Professional Strand Professional ethics
Engagement 6.3

Strand School policies and procedures

6.4
 RCTQ

Strand Philosophy of teaching

7.1

Strand Dignity of teaching as a profession

Domain 7 7.2
Personal
Strand
Growth and 7.3
Professional links with colleagues

Professional
Development Strand Professional reflection and learning
7.4 to improve practice

Strand
Professional development goals
7.5
 Use of Mother Tongue, Filipino Knowledge of research
and English in teaching and RCTQ
Strategies for
learning Strategies for developing
promoting literacy
critical and creative thinking
and numeracy
skills
Know what
Engage in Classroom
professional to teach
reflection and assume and how to communication
Maintain a
responsibility for teach it strategies
personal learning-
professional focused Learners’
learning linguistic, cultural,
What qualities are environment socio-economic
Establish
expected of and religious
community teachers based backgrounds
relationships on these Domains Respond
and uphold to learner Learners in
of the PPST?
professional diversity difficult
ethics circumstances
Use a variety of
assessment Plan and
tools to inform design Learners from
and enhance effective Indigenous
the teaching Groups
and learning instruction
process
 What are the four Career Stages of the PPST?
RCTQ

B P HP D
Highly
Beginning Distinguished
Proficient Proficient
Teachers Teachers
Teachers Teachers
• are those who • professionally • embody the
• consistently highest
have gained independent in
display a high standard for
the the application
level of teaching
qualifications of skills vital to
performance in
recognized for the teaching grounded in
their teaching
entry into the and learning global best
practice
teaching process • provide support
practice
profession. • display skills • recognized as
and mentoring
• are supported in planning, to colleagues educators,
to reach implementing in their leaders,
Career Stage and managing professional contributors to
2 within two to learning development the profession
three years. programs
 RCTQ

Teacher professional growth can be represented by:

Beginning Exemplary
training practice

It is valuable to have sign posts along the way to help identify

progress.

Teacher quality Stages are developmental in nature and exist

on a quality continuum.

This is about teachers, not leadership roles such as

Principals and Supervisors.
 Beginning Proficient Highly Proficient Distinguished
RCTQ

1
2
3
Positive Positive
4
5 use of ICT use of
6
7 ICT
8
9
10
11
12
13
14
15
16
CAREER STAGE CONTINUUM
17
18
19
20
21
22
Teaching
23
24 and
25
26 learning
27
28 resources
29
30 including
31
32 ICT
33
34 Professional
35 Professional
36 reflection
37 reflection and
and learning
learning to
to improve
improve
practice
practice
 RCTQ

Why are Career Stages important?

The description of standards
at different career stages
provides “a framework for the
teacher development continuum.”
(OECD,2005)

Teacher evaluation should be based

on professional teaching standards
and should be sophisticated enough
to assess teaching quality across
the continuum of development
from novice to expert teacher.
(Darling-Hammond in Strauss, 2012)
 RCTQ

Implications of Career Stages

Career stage 1 offers:
 realistic requirements of teachers in training.
 TEIs what they need to guide the design of teacher
education programs and judge pre-service teacher
quality

Career stage 2:
 is for teachers of good quality in school and is what
teachers need to enjoy success and a sense of genuine
professionalism
 allows a focus for school-based induction for beginning
teachers.
 RCTQ

Implications of Career Stages

Career stage 3 allows a focus on:

 high-quality teaching
 mentoring which is a defining characteristic of
a profession where established practitioners
exercise responsibility for the development of
their peers
Career stage 4:
 shows exemplary teaching
 is recognised as a leader and mentor in
teaching and curriculum.
 RCTQ

Developmental Career stages

can help teachers
 guide professional development that provides
achievable quality targets, focused advice and
feedback on performance
 achieve realistic outcomes of development of
practical quality in teaching

The FOCUS for the NEXT FEW YEARS WILL be on

improved PROFESSIONAL LEARNING
 RCTQ

Three things that matter most in top school systems

(McKinsey, 2007)

Getting the Developing

right people to them into
become effective
teachers instructors

Ensuring that
the system is able
to deliver the best
possible instruction
for every child
 RCTQ

Presentation slides

Dr. Gina O. Gonong

Director, RCTQ

Dr. John Pegg

Director, UNE-SiMERR, Australia

Michael Wilson I. Rosero

Senior Research Officer, RCTQ