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PPST PunnoLogomna

The document discusses the Philippine Professional Standards for Teachers (PPST), which outlines the standards that teachers need to meet in their practice. The PPST has 4 career stages, 7 domains, 37 strands, and indicators for each career stage. It aims to clearly define expectations for teachers' professional development and provide a framework for assessing teacher performance. The PPST was implemented in 2017 and is used to guide all teacher learning and development programs in the Philippines.

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Kates Dinongon
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150 views17 pages

PPST PunnoLogomna

The document discusses the Philippine Professional Standards for Teachers (PPST), which outlines the standards that teachers need to meet in their practice. The PPST has 4 career stages, 7 domains, 37 strands, and indicators for each career stage. It aims to clearly define expectations for teachers' professional development and provide a framework for assessing teacher performance. The PPST was implemented in 2017 and is used to guide all teacher learning and development programs in the Philippines.

Uploaded by

Kates Dinongon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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The Philippine

Professional
Standards for
Teachers
(PPST)

Mae Punno
Jamaica Logomna
PPST
- is a public statement of what teachers need to
know, value, and be able to do in their practice.
- it has (4) Career Stages
- comprises (7) Domains and (37) Strands, and (37)
Indicators for each Career Stage.
- funded by the Australian Department of Foreign
Affairs and Trade (DFAT). DFAT supports the
Research Center for Teacher Quality.

PPST started its implementation in August of 2017


through DepEd Order No. 42 signed by Secretary
Leonor M. Briones.
Aims of PPST:
1. Set out clear expectations of
teachers along well-defined DO No. 42 emphasized
career stages of proffesional that the PPST shall be
development from beginning used as a basis for all
to distinguished practice;
learning and
2. Engage teachers to actively
development programs
embrace a continuing effort
for teachers to ensure
in attaining proficiency; and
3. Apply a uniform measure to that teachers are
assess teacher performace, properly equipped to
identify needs, and provide effectively implement
support for professional the K to 12 Program.
development.
(4) Career Stages

Career Career
Stage 1 Stage 3

Proficient Distinguished
Teachers Teachers
Beginning Highly Proficient
Teachers Teachers

Career Career
Stage 2 Stage 4
Importance of
Career Stages
The description of standards at different career
stages provides a “framework for the teacher
development continuum.” Career Stages are
important to help differentiate your goals
throughout your professional life. Some stages
demand ambition and promote growth while
others offer stability and encourage rest. Having
a general framework for your career can help
your current status and plan for the future;
articulates their development progression.
• Beginning Teachers
are those who have
01 gained the
qualifications
recognized for entry
into the teaching
Career Stage profession. Teachers at
this stage are
supported to reach the
Career Stage 2 within
two to three years of
teaching.
• Proficient Teachers
are professionally
02 independent in the
application of skills
vital to the teaching
and learning process.
Career Stage This stage shows the
acceptable standards
for all teachers, which
should be reached
within the first two or
three years of teaching.
• Highly Proficient
Teachers consistently
03 display a high level of
performance in their
teaching practice. They
are accomplished
Career Stage practitioners who
mentor and work
collegially with others
staff. This is the stage
that Master Teachers
are expected to be at.
• Distinguished
Teachers embody the
04 highest standards for
teaching grounded in
global best practice.
They are recognized as
Career Stage leaders in education,
contributors to the
profession and
initiators of
collaborations and
partnerships.
(7) Domains Domain 4.
Curriculum and
Planning
Domain 1. Domain 5.
Content Assessment and
Knowledge and Reporting
Pedagogy
Domain 6. Community
Domain 2. Linkages and
Learning Professional
Environment Engagement
Domain 3. Domain 7.
Diversity of Personal Growth
Learners and Professional
Development
1. Content knowledge and
its application within and
across curriculum areas
2. Research-based
knowledge and principle

01 of teaching and learning


3. Positive use of ICT
4. Strategies for promoting
literacy and numeracy
5. Strategies for developing
Domain critical and creative
Content Knowledge and thinking, as well ass other
higher-order thinking
Pedagogy, composed of (7) skills
strands 6. Mother Tongue, Filipino
and English in teaching
and learning
7. Classroom
communication strategies
1. Learner safety and
security
2. Fair learning
environment
3. Management of
02 classroom structure
and activities
4. Support for learner
participation
Domain 5. Promotion of purposive
Learning Environment, learning
consists the following (6) 6. Management of learner
strands: behavior
1. Learners’ gender,
needs, strengths,
interests and
experiences
2. Learners’ linguistic,
03 cultural, socio-
economic and religious
backgrounds
3. Learners with
Domain disabilities, giftedness
Diversity of Learners, and talents
composed of (5) strands: 4. Learners in difficult
circumstances
5. Learners from
indigenous groups
1. Planning and
management of
teaching and learning
process
2. Learning outcomes
04 aligned with learning
competencies
3. Relevance and
responsiveness of
Domain learning programs
Curriculum and Planning 4. Professional
includes the following (5) collaboration to enrich
strands: teaching practice
5. Teaching and learning
resources including
ICT
1. Design, selection, and
utilization of assessment
strategies
2. Monitoring and evaluation
of learner progress and

05 achievement
3. Feedback to improve
learning
4. Communication of learner
needs, progress, and
Domain achievement to key
Assessment and Reporting, stakeholders
5. Use of assessment data to
consists of the following (5) enhance teaching,
strands: learning practices and
programs
1. Establishment of
learning environments
that are responsive to
community context
2. Engagement of parents
06 and the wider school
community in the
educative process
3. Professional ethics
Domain 4. School policies and
Community Linkages and procedures
Professional Engagement,
composed of (4) strands:
1. Philosophy of teaching
2. The dignity of teaching
as a profession
3. Professional links with
colleagues
07 4. Professional reflection
and learning to
improve practice
5. Professional
Domain development goals
Personal Growth and
Professional Development
includes the following (5)
strands:

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