Philippine

Professional
Standards for
Teachers
 RCTQ

Specific Objectives:
The participants should be able to:

• Understand and appreciate the Philippine

Professional Standards for Teachers (PPST);
• Identify the key concepts of the Manual and the
tools within the RPMS cycle; and
• Learn how to effectively deliver the sessions for
the actual roll-out in DepEd Oriental Mindoro
Division/Districts/Schools.
Smile to at least 10 people.

DEPARTMENT OF EDUCATION
Learn to say “thank you” in a new language.

DEPARTMENT OF EDUCATION
Give someone a “high five.”

DEPARTMENT OF EDUCATION
Compliment someone.

DEPARTMENT OF EDUCATION
Say three things you are proud of yourself.

DEPARTMENT OF EDUCATION
Create your own KIND deed.

DEPARTMENT OF EDUCATION
SESSION NORMS

Mobile and other devices on silent

mode

Mind the time

Okay to ask questions

SESSION NORMS

Keep an open mind

Stretch your comfort zone

Avoid zingers
PARKING LOT
 Philippine
Professional
Standards for
Teachers
Philippine Professional Standards for Teachers
as the New Framework for
Teacher Quality and Teacher Development
 This is a
Cargo
Plane in
1956.
We It is
sometimes transferring a
forget how 5MB IBM
much things Hard Drive.
change A 256GB
over time iPhone is
more than
51,000 times
that!
 Other Points to Consider about Change
when working with others
• By starting a process it implies some change will occur.

• All change can be threatening.

•
• Need for change implies things are not working as well as
they could.

• Need for care and sensitivity in the way the change process
is addressed.

• Needs to be an appropriate climate to bring about change.

 A possible Issue
In working with Principals (Exec), master teachers, teachers,
parents, curriculum personnel, etc., part of your focus has been
to: involve others in your school, some senior to you and some
not.
1. the rational adopter will listen to data and evidence.

2. the stone-age obstructionist is difficult to move on anything

new!

3. the pragmatic skeptic is open to change under certain

circumstances.
GENERAL INFORMATION ON
DEPARTMENT ORDER NO. 42, S. 2017
 RCTQ

DepEd 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
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.
 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.
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.
 Philippine
Professional
Standards for
Teachers
RATIONALE IN THE DEVELOPMENT OF
THE PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS
 In 2013, RA 10533 (K to 12 Reform) was
signed into law

This prompted the following:

• 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 in 2012 by

the Joint Advisory Board chaired by Former Sec Armin
Luistro
 The development of the new Professional
Standards for Teachers
A more than three-year, robust quantitative and qualitative
research and development work was undertaken that included,
among others:
• Wide consultation with key education stakeholders and
thousands of in- and pre- service teachers, principals,
supervisors, and teacher educators across the country
• Review and analyses of teacher standards across 42
international jurisdictions, as well as Philippine government
and media discourse on teacher quality
• National validation approved by Br. Armin in Feb 2015
• Finalization by TEC, Regional Directors, Bureau Directors in
August 2016
Why teacher quality?
 “The quality of an
education system
cannot exceed the
quality of its teachers.”
(McKinsey, 2007)
 Teacher Quality and Student Achievement

• Evidence show unequivocally

that good teachers are vital to Students
raising student achievement, 50%

i.e., quality learning is

contingent upon quality
teaching. Principal
5%
Schools
5%
• The greatest source of Peers
Teachers
5% Home
variance within the school 5% 30%

that can make the difference is

Percentage of
the teacher (30%). Student Achievement Variance
(Hattie, 2003)
BASIC EDUCATION M&E FRAMEWORK

33

DEPARTMENT OF EDUCATION
Three things that matter most in top school
systems
(McKinsey, 2007)

Getting the right Developing

people to them into
become teachers effective
instructors

Ensuring that
the system is able
to deliver the best
possible
instruction for
every child
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
THE DEVELOPMENT AND VALIDATION
OF THE PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS
 Validation Study Methodology

Draft Design
Clarification • Clarity of meaning of Indicators
Study • Level of difficulty across Career Stages

Validation
Studies
(Quantitative
and
Qualitative) • Participants’ perspectives/views/
National opinions on the draft Professional
Focus Standards for Teachers Domains,
Group Strands, Indicators and Career stages
Workshops • Assessability of Indicators
• Evidences of meeting the Indicators
Were key stakeholders involved in the process
of development and validation of the PPST?

Over 10,000 pre-

and in-service
teachers,
principals,
supervisors,
Government
agencies other DepEd Regional
than DepEd (e.g., Directors and
PRC, CSC) and other educators
NGOs (e.g. PBED, across all regions
FUSE) were part
of the Reference
Panel.
 Consultations with
DepED, CHED and other
key Stakeholders
Lexical and content
Feedback from National analyses of Teacher Quality
Focus Group Workshops Discourse and International
Standards

Work on the
Philippine
Professional
Standards for
Survey of in- Teachers
service and pre-
service teachers,
as well as
teacher
educators) Psychometric studies of
indicators
 Validation of the Philippine Professional
Standards for Teachers (PPST)
• captured the voice of the profession
• aligned the draft standards framework with
“the expectations of teachers”
• developed each career stage as a viable
single entity
• ensured there was a clear developmental
pathway linking one Career Stage to the
next.
 Philippine
Professional
Standards for
Teachers
Philippine Professional Standards for Teachers
as the New Framework for
Teacher Quality and Teacher Development
 K to 12 21st Century
(2013) Skills
National
Philippine
Competency-
Professional
based
Teacher for
Standards
Standards
Teachers
(NCBTS)
Philippine
Qualifications ASEAN Integration/
Internationalization
Framework
 Brings together key factors that are
Why PPST? achievable at different Career
Stages.

recognition affirmation

opportunities growth
 Teacher Professional Development Framework

Career Path

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

Teacher
Teacher Entry Induction Rewards,
Requirement Compensation?
Program
12 Teacher Certification at Career
Stage 2, 3, 4 and Head Teacher Position
Teacher
Education Classroom Observation Tool & Self-assessment Tool
Targeted Professional Development and Teacher Training
OTHER IMPORTANT FEATURES OF
THE PPST
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.
 Use of Mother Tongue, Filipino Knowledge of research
and English in teaching and
Strategies for
learning Strategies for developing
promoting literacy
critical and creative thinking
and numeracy
skills
Know what
Engage in to teach Classroom
professional and how to communication
reflection and Maintain a strategies
teach it
assume learning-
responsibility for focused Learners’
linguistic, cultural,
personal
What qualities are environment socio-economic
professional
learning
Establish
expected of and religious
community teachers based backgrounds
relationships on these Domains Respond
to learner Learners in
and uphold of the PPST?
professional diversity difficult
ethics circumstances
Use a variety of Plan and
assessment Learners from
tools to inform
design
effective Indigenous
and enhance
the teaching instruction Groups
and learning
process
 What are the four Career Stages of the PPST?

B P HP D
Highly
Beginning Distinguished
Proficient Proficient
Teachers Teachers
Teachers Teachers

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

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.
 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.
 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 practioners
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.
 Implications of Career Stages from
Manila Bulletin 21/10/17
Undersecretary for Planning and Field Operations Jesus Mateo said
that DepEd has an attached agency called the Teacher Education
Council which is being looked into after the policy, “Philippine
Professional Standards for Teachers” has been issued.

“This policy is also based on the international standards for teachers

and will be used to tell the TEIs – through the Commission on Higher
Education (CHED) – if they can look into the pre-service curriculum to
ensure that what is being taught to future teachers would be aligned
with what the system needs,” Mateo said.
 Current Approach and PPST
Current System PPST
Teacher 1 Beginning Induction
Teacher 2 and 3 Proficient
Master Teacher 1 and 2 Highly Proficient
Master Teacher 3 and 4 Distinguished

Possible suggestion: Run two systems for several years

Initial PPST focus is teacher professional development
and performance framework (not salary to start with)
PPST used to employ teachers!
 Domains “distinctive spheres of the teaching-
learning process”

4 Career Stages: Descriptions of

developmental practice
Strands “more specific dimensions of positive teacher
practices”
Indicators per career stage
”concrete, observable, measure teacher
practices”
PPST-based Tools for future use:
Classroom Observation RPMS Tools for Teachers
Tools

Self-Assessment Tools
 Domains
Philippine Professional
NCBTS Standards for Teachers
Sub- Central to
1 Social Regard for the K to 12
sumed in 1 Content Knowledge
Reform and
other Learning and Pedagogy places, at
domains the
2 Learning Environment 2 Learning Environment beginning,
the
importance
3 Diversity of Learners 3 Diversity of Learners of teachers
knowing
4 Curriculum and 4 Curriculum and
their content
Planning Planning and knowing
5 Planning, Assessing 5 Assessment and how to
and Reporting Reporting teach it.
6 Community Linkages and
6 Community Linkages
Professional Engagement
7 Personal Growth and 7 Personal Growth and
Professional Development Professional Development
 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
 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
 Strand Learners’ gender, needs, strengths,
3.1 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
 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
 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
 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
 Strand Philosophy of teaching
7.1

Strand Dignity of teaching as a profession

Domain 7 7.2
Personal
Strand Professional links with colleagues
Growth and 7.3
Professional
Development Strand Professional reflection and learning
7.4 to improve practice

Strand
Professional development goals
7.5
 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
 Philippine
Professional
Standards for
Teachers
TEACHER ASSESSMENT BASED ON THE PHILIPPINE
PROFESSIONAL STANDARDS
FOR TEACHERS
1.1 Content knowledge and its application within and across curriculum areas
Beginning
Teachers
1.1.1 Demonstrate content knowledge and its application
within and/or across curriculum teaching areas.
Proficient
Teachers
1.1.2 Apply knowledge of content within and across
curriculum teaching areas.
Highly
Proficient
1.1.3 Model effective applications of content knowledge
Teachers within and across curriculum teaching areas.

Distinguished
Teachers
1.1.4 Model exemplary practice to improve the applications
of content knowledge within and across curriculum teaching
areas.
Strand 1.2 Research-based knowledge and principles of teaching and learning

Beginning
Teachers
1.2.1 Demonstrate an understanding of research based
knowledge and principles of teaching and learning.
Proficient
Teachers
1.2.2 Use research-based knowledge and principles of
teaching and learning to enhance professional practice.
Highly
Proficient
1.2.3 Collaborate with colleagues in the conduct and
Teachers application of research to enrich knowledge of content and
pedagogy.
Distinguished
Teachers
1.2.4 Lead colleagues in the advancement of the art and
science of teaching based on their comprehensive
knowledge of research and pedagogy.
Strand 1.3 Positive use of ICT
Beginning
Teachers
1.3.1 Show skills in the positive use of ICT to facilitate
the teaching and learning process.
Proficient
Teachers
1.3.2 Ensure the positive use of ICT to facilitate the
teaching and learning process.

Highly
Proficient
1.3.3 Promote effective strategies in the positive use of
Teachers ICT to facilitate the teaching and learning process.

Distinguishe
d Teachers
1.3.4 Mentor colleagues in the implementation of policies
to ensure the positive use of ICT within or beyond the
school.
Strand 1.4 Strategies for promoting literacy and numeracy
Beginning
Teachers
1.4.1 Demonstrate knowledge of teaching strategies that
promote literacy and numeracy skills.
Proficient
Teachers
1.4.2 Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
Highly
Proficient
1.4.3 Evaluate with colleagues the effectiveness of teaching
Teachers strategies that promote learner achievement in literacy and
numeracy.
Distinguished
Teachers
1.4.4 Model a comprehensive selection of effective teaching
strategies that promote learner achievement in literacy and
numeracy.
Strand
Strand 1.5 Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills
Beginning
Teachers
1.5.1 Apply teaching strategies that develop critical and
creative thinking, and/or other higher-order thinking skills.
Proficient
Teachers
1.5.2 Apply a range of teaching strategies to develop critical
and creative thinking, as well as other higher-order thinking
skills.
Highly
Proficient
1.5.3 Develop and apply effective teaching strategies to
Teachers promote critical and creative thinking, as well as other higher-
order thinking skills.
Distinguished
Teachers
1.5.4 Lead colleagues in reviewing, modifying and expanding
their range of teaching strategies that promote critical and
creative thinking, as well as other higher-order thinking skills.
Strand 1.6 Mother Tongue, Filipino and English in teaching and learning
Beginning
Teachers
1.6.1 Use Mother Tongue, Filipino and English to facilitate
teaching and learning.
Proficient
Teachers
1.6.2 Display proficient use of Mother Tongue, Filipino and
English to facilitate teaching and learning.
Highly
Proficient
1.6.3 Model and support colleagues in the proficient use of
Teachers Mother Tongue, Filipino and English to improve teaching and
learning, as well as to develop the learners’ pride of their
language, heritage and culture.
Distinguished 1.6.4 Show exemplary skills in and advocate the use of Mother Tongue,
Teachers
Filipino and English in teaching and learning to facilitate the learners’
language, cognitive and academic development and to foster pride of
their language, heritage and culture
Strand 1.7 Classroom communication strategies
Beginning
Teachers
1.7.1 Demonstrate an understanding of the range of verbal
and non-verbal classroom communication strategies that
support learner understanding, participation, engagement
and achievement.

Proficient
Teachers
1.7.2 Use effective verbal and non-verbal classroom
communication strategies to support learner understanding,
participation, engagement and achievement.
Highly 1.7.3 Display a wide range of effective verbal and non-verbal
Proficient
Teachers classroom communication strategies to support learner
understanding, participation, engagement and achievement.

Distinguished 1.7.4 Exhibit exemplary practice in the use of effective verbal and
Teachers
non-verbal classroom communication strategies to support learner
understanding, participation, engagement and achievement in
different learning contexts.
 Domain 2 LEARNING ENVIRONMENT

BEGINNING TEACHERS PROFICIENT TEACHERS

STRAND
2.1 2.1.1 Demonstrate 2.1.2 Establish safe and secure
knowledge of policies, learning environments to
LEARNER SAFETY guidelines and enhance learning through the
AND SECURITY procedures that provide consistent implementation of
safe and secure learning policies, guidelines and
environments. procedures.
 Domain 2 LEARNING ENVIRONMENT
HIGHLY PROFICIENT
TEACHERS
STRAND 2.1.3 Exhibit effective
2.1 strategies that ensure safe
and secure learning
LEARNER SAFETY environments to enhance
AND SECURITY learning through the
consistent implementation
of policies, guidelines and
procedures.
DISTINGUISHED TEACHERS
2.1.4 Apply comprehensive
knowledge of and act as a
resource person for policies,
guidelines and procedures
that relate to the
implementation of safe and
secure learning
environments for learners.
 Domain 2 LEARNING ENVIRONMENT

BEGINNING TEACHERS PROFICIENT TEACHERS

STRAND
2.2 2.2.1 Demonstrate 2.2.2 Maintain learning
understanding of learning environments that
Fair Learning environments that promote
Environment promote fairness, respect fairness, respect and
and care to encourage care to
learning. encourage learning.
 Domain 2 LEARNING ENVIRONMENT
HIGHLY PROFICIENT DISTINGUISHED TEACHERS
TEACHERS
STRAND 2.2.4 Advocate and
2.2 2.2.3 Exhibit effective facilitate the use of
practices to foster effective practices to foster
Fair Learning learning environments learning environments that
Environment that promote fairness, promote fairness, respect
respect and care to and care to encourage
encourage learning. learning.
 Domain 2 LEARNING ENVIRONMENT
BEGINNING TEACHERS
2.3.1 Demonstrate
STRAND knowledge of managing
2.3 classroom structure that
engages learners,
Management of individually or in groups, in
classroom meaningful exploration,
structure and discovery and hands-on
activities activities within the
available physical learning
environments
PROFICIENT TEACHERS
2.3.2 Manage classroom
structure to engage
learners, individually or in
groups, in meaningful
exploration, discovery and
hands-on activities within
a range of physical
learning environments
 Domain 2 LEARNING ENVIRONMENT
HIGHLY PROFICIENT TEACHERS DISTINGUISHED TEACHERS
2.3.3 Work with colleagues to
STRAND
model and share effective 2.3.4 Model exemplary
2.3
techniques in the management of practices in the management
classroom structure to engage of classroom structure and
Management of
learners, individually or in groups, activities, and lead
classroom
in meaningful exploration, colleagues
structure and
discovery and hands-on activities at the whole-school level to
activities
within a range of physical learning review and evaluate their
environments. practices.
 Domain 2 LEARNING ENVIRONMENT

BEGINNING TEACHERS PROFICIENT TEACHERS

STRAND
2.4 2.4.1 Demonstrate 2.4.2 Maintain
understanding of supportive learning
Support for supportive learning environments that
learner environments nurture and inspire
participation that nurture and inspire learners to participate,
learner participation. cooperate and
collaborate in continued
learning.
 Domain 2 LEARNING ENVIRONMENT
HIGHLY PROFICIENT
DISTINGUISHED
TEACHERS
STRAND TEACHERS
2.4.3 Work with colleagues
2.4 to share successful 2.4.4 Facilitate processes
strategies that sustain to review the
Support for supportive learning
learner effectiveness of the
environments that nurture school’s learning
participation and inspire learners to environment to nurture
participate, cooperate and and inspire learner
collaborate in continued participation.
learning.
 Domain 2 LEARNING ENVIRONMENT

BEGINNING TEACHERS PROFICIENT TEACHERS

STRAND
2.5 2.5.1 Demonstrate 2.5.2 Apply a range of
knowledge of learning successful strategies that
Promotion of environments that maintain learning
purposive motivate learners to environments that motivate
learning work productively by learners to work
assuming responsibility productively by assuming
for their own learning. responsibility for their own
learning.
 Domain 2 LEARNING ENVIRONMENT
HIGHLY PROFICIENT
STRAND TEACHERS
2.5 2.5.3 Model successful
strategies and support
Promotion of colleagues in promoting
purposive learning environments that
learning effectively motivate
learners to work
productively by assuming
responsibility for their own
learning.
DISTINGUISHED
TEACHERS
2.5.4 Lead and empower
colleagues in promoting
learning environments
that effectively motivate
learners to achieve
quality outcomes by
assuming responsibility
for their own learning.
 Domain 2 LEARNING ENVIRONMENT

STRAND BEGINNING TEACHERS PROFICIENT TEACHERS

2.6
2.6.1 Demonstrate 2.6.2 Manage learner
knowledge of positive behaviour constructively
Management of
and non- violent by applying positive and
learner behaviour
discipline in the non-
management of learner violent discipline to
behaviour. ensure learning-focused
environments.
 Domain 2 LEARNING ENVIRONMENT
HIGHLY PROFICIENT
STRAND TEACHERS
2.6 2.6.3 Exhibit effective and
constructive behaviour
Management of Management skills by
learner behaviour applying positive and non-
violent discipline to ensure
learning-focused
environments.
DISTINGUISHED TEACHERS
2.6.4 Provide leadership in
applying a wide range of
strategies in the
implementation of positive
and non-violent discipline
policies / procedures to
ensure
learning-focused
environments.
 Domain 3 DIVERSITY OF LEARNERS
BEGINNING PROFICIENT
TEACHERS TEACHERS
STRAND
3.1 3.1.1 Demonstrate knowledge Use differentiated,
and understanding of developmentally appropriate
Learners’ differentiated teaching to suit learning experiences to
gender, needs, the learners’ gender, needs, address
strengths, strengths, interests and learners’ gender, needs,
interests and experiences. strengths, interests and
experiences experiences.
 Domain 3 DIVERSITY OF LEARNERS
HIGHLY PROFICIENT DISTINGUISHED
TEACHERS TEACHERS
STRAND
3.1
STRAND 3.1.3 Work with colleagues to 3.1.4 Lead colleagues to
2.6
Learners’ share differentiated, evaluate differentiated
gender, needs, developmentally appropriate strategies to enrich teaching
Management
strengths,of opportunities to address practices that address learners’
learner behaviour
interests and learners’ differences in differences in gender, needs,
experiences gender, needs, strengths, strengths, interests and
interests and experiences. experiences.
 Domain 3 DIVERSITY OF LEARNERS
BEGINNING PROFICIENT
TEACHERS TEACHERS
STRAND
3.2
Learners’ 3.2.1 Implement teaching 3.2.2 Establish a learner-
linguistic, strategies that are responsive centered culture by using
cultural, to the learners’ linguistic, teaching strategies that
socio-economic cultural, socio-economic and respond to their linguistic,
and religious religious cultural, socio-economic and
backgrounds backgrounds. religious backgrounds.
 Domain 3 DIVERSITY OF LEARNERS
HIGHLY PROFICIENT DISTINGUISHED
TEACHERS TEACHERS
STRAND
3.2 3.2.3 Exhibit a learner-
3.2.4 Model exemplary
Learners’ centered culture that
teaching practices that
linguistic, promotes success by using
recognize and affirm diverse
cultural, effective teaching strategies
linguistic, cultural, socio-
socio-economic that respond to their
economic and religious
and religious linguistic, cultural, socio-
backgrounds to promote
backgrounds economic and religious
learner success
background
 Domain 3 DIVERSITY OF LEARNERS
BEGINNING PROFICIENT
TEACHERS TEACHERS

STRAND
3.3
3.3.1 Use strategies 3.3.2 Design, adapt and
Learners with responsive to learners with implement teaching strategies
disabilities, disabilities, that are responsive to learners
giftedness and giftedness and talents. with disabilities, giftedness and
talents talents
 Domain 3 DIVERSITY OF LEARNERS
HIGHLY PROFICIENT DISTINGUISHED
TEACHERS TEACHERS

STRAND
3.3 3.3.3 Assist colleagues to 3.3.4 Lead colleagues in
design, adapt and implement designing, adapting and
Learners with teaching strategies that are implementing teaching
disabilities, responsive to learners with strategies that are responsive
giftedness and disabilities, giftedness and to learners with disabilities,
talents talents. giftedness and talents.
 Domain 3 DIVERSITY OF LEARNERS
BEGINNING PROFICIENT
TEACHERS TEACHERS

3.4.2 Plan and deliver teaching

3.4.1 Demonstrate
STRAND strategies that are responsive
understanding of the special
3.4 to the special educational
educational needs of learners
needs of learners in difficult
in difficult circumstances,
Learners in circumstances, including:
including: geographic
difficult geographic isolation; chronic
isolation; chronic illness;
circumstances illness; displacement due to
displacement due to armed
armed conflict, urban
conflict, urban resettlement
resettlement or disasters; child
or disasters; child abuse and
abuse and child labour
child labour practices.
practices
 Domain 3 DIVERSITY OF LEARNERS
HIGHLY PROFICIENT
TEACHERS
3.4.3 Evaluate with colleagues
teaching strategies that are
STRAND responsive to the special
3.4 educational needs of learners
in difficult circumstances,
Learners in
including: geographic
difficult
isolation; chronic illness;
circumstances
displacement due to armed
conflict, urban resettlement
or disasters; child abuse and
child labour practices.
DISTINGUISHED
TEACHERS
3.4.4 Model a range of high
level skills responsive to the
special educational needs of
learners in difficult
circumstances, including:
geographic isolation; chronic
illness; displacement due to
armed conflict, urban
resettlement or disasters; child
abuse and child labour
practices.
 Domain 3 DIVERSITY OF LEARNERS
BEGINNING PROFICIENT
TEACHERS TEACHERS

STRAND 3.5.1 3.5.2 Adapt and use culturally

3.5 Demonstrate knowledge of appropriate teaching strategies
teaching strategies that are to address the needs of
Learners from inclusive of learners from learners from indigenous
indigenous indigenous groups. groups.
groups
 Domain 3 DIVERSITY OF LEARNERS
HIGHLY PROFICIENT DISTINGUISHED
TEACHERS TEACHERS

STRAND
3.5.3 Develop and apply 3.5.4 Show comprehensive
3.5
teaching strategies to address skills in delivering culturally
Learners from effectively the needs of appropriate teaching strategies
indigenous learners from indigenous to address effectively the
groups groups needs of learners from
indigenous groups.
 DOMAIN – 4 CURRICULUM & PLANNING
DISTINGUISHED TEACHER
INDICATORS
DT

Strands
5 five HIGHLY PROFICIENT TEACHER
INDICATORS
HPT

PROFICIENT TEACHER
PROFICIENT TEACHER
PT
INDICATORS

BT BEGINNING TEACHER
INDICATORS
 CURRICULUM & PLANNING
Model exemplary practice and lead colleagues
Strand 4.1: in enhancing current practices in the planning
and management of developmentally
Planning and DT sequenced teaching and learning process.
management
of teaching Plan, manage and implement develop-mentally
sequenced teaching & learning process to
and learning HPT
meet curriculum requirements and varied
teaching contexts.
process
Develop and apply effective strategies in the planning
and management of developmentally sequenced teaching
and learning process to meet curriculum requirements and
PT varied teaching contexts.

Prepare developmentally sequenced

BT teaching and learning process to meet
curriculum requirements.
 CURRICULUM & PLANNING
Exhibit high-level skills and lead in setting
achievable and challenging learning outcomes
Strand 4.2: that are aligned with learning competencies
Learning DT
towards the cultivation of a culture of
excellence for all.
outcomes
Model to colleagues the setting of achievable
aligned with and challenging learning outcomes that are
learning aligned with learning competencies to cultivate
HPT a culture of excellence for all learners.
competencies
programs Set achievable and appropriate learning
outcomes that are aligned with learning
PT competencies.

Identify learning outcomes that are

BT
aligned with learning competencies.
 CURRICULUM & PLANNING
Provide advice in the design and
Strand 4.3: implementation of relevant and responsive
learning programs that develop the
Relevance and DT
knowledge and
skills of learners at different ability levels.
responsive-
ness of Work collaboratively with colleagues to
evaluate the design of learning programs that
learning develop the knowledge and skills of learners
HPT
programs at different ability levels.

Adapt and implement learning programs that

ensure relevance and responsiveness to the needs
PT of all learners.

Demonstrate knowledge in the

BT implementation of relevant and responsive
learning programs.
 CURRICULUM & PLANNING
Lead colleagues in professional
Strand 4.4: discussions to plan and implement
Professional DT
strategies that enrich teaching
practice.
collaboration
to enrich Review with colleagues, teacher and
learner feedback to plan, facilitate, and
teaching enrich teaching practice.
HPT
practice
Participate in collegial discussions that use
teacher and learner feedback to enrich
PT teaching practice.

Seek advice concerning strategies

BT that can enrich teaching practice.
 CURRICULUM & PLANNING
Model exemplary skills and lead colleagues
Strand 4.5: in the development and evaluation of
teaching and learning resources, including
Teaching and DT ICT, for use within and beyond the school.
learning
resources Advise and guide colleagues in the selection,
organization, development and use of
including ICT appropriate teaching and learning resources,
including ICT, to address specific learning goals.
HPT

Select, develop, organize and use appropriate

teaching and learning resources, including ICT, to
PT
address learning goals.

Show skills in the selection, development and use

BT of a variety of teaching and learning resources,
including ICT, to address learning goals.
 Strand Design, selection, organization
5.1 and utilization of assessment
strategies

Monitoring and evaluation of

Strand
learner progress and
2.2
achievement
Domain 5
ASSESSMENT Strand Feedback to improve learning
AND REPORT 5.3

Strand Communication of learner

5.4 needs, progress and
achievement to key stakeholders

Strand Use of assessment data to

5.5 enhance teaching and learning
practices and programs
 DOMAIN – 5 ASSESSMENT AND REPORTS
DISTINGUISHED TEACHER
INDICATORS
DT

Strands
5 five HIGHLY PROFICIENT TEACHER
INDICATORS
HPT

PROFICIENT TEACHER
PROFICIENT TEACHER
PT
INDICATORS

BT BEGINNING TEACHER
INDICATORS
 ASSESSMENT AND REPORTING
LEAD initiatives in the evaluation assessments, policies
and guidelines that relate to the design, selection,
Strand 5.1: organization, and use of effective diagnostic, formative,
DT and summative assessment strategies consistent with
Design, selection, the curriculum requirments.

organization, and WORK COLLABORATIVELY with colleagues to review the

design, selection, organization and use of a range of
utilization of effective diagnostic, formative and summative assessment
assessment strategy HPT strategies consistent with curriculum requirements.

DESIGN, SELECT, ORGANIZE and UTILIZE diagnostic,

formative and summative assessment strategies consistent
PT with curriculum requirements.

DEMONSTRATE knowledge of the design, selection, organization

and use of diagnostic, formative and summative assessment
BT strategies consistent with curriculum requirements.
 ASSESSMENT AND REPORTING
PROVIDE ADVICE on, and MENTOR
Strand 5.2: colleagues in the effective analysis and use of
DT learner attainment data
Monitoring and
evaluation of INTERPRET COLLABORATIVELY monitoring and
learner progress and evaluation strategies of attainment data to
achievement HPT support learner progress and achievement..

MONITOR AND EVALUATE learner progress and

PT achievement using learner attainment data

DEMONSTRATE knowledge of monitoring and evaluation of

learner progress and achievement using learner
BT
attainment data
 ASSESSMENT AND REPORTING
EXHIBIT EXEMPLARY skills and LEAD INITIATIVES to
support colleagues in applying strategies that
effectively provide timely, accurate and constructive
Strand 5.3: DT feedback to learners to improve learning achievement.
Feedback to improve
learning USE effective strategies for providing timely, accurate
and constructive feedback to encourage learners to
HPT reflect onand improve their own learning.

UTILIZE strategies for providing timely, accurate

and constructive feedback to improve learner
PT
performance.
DEMONSTRATE knowledge of providing timely, accurate
and constructive feedback to improve learner
BT
performance.
 ASSESSMENT AND REPORTING
SHARE with colleagues a wide range of strategies that
ensure effective communication of learner
Strand 5.4: needs, progress and achievement to key
Communication of DT stakeholders, including parents/guardians.

learner
APPLY SKILLS in the effective communication of learner
needs, progress and needs, progress and achievement to key stakeholders,
achievement to key HPT including parents/guardians.

stakeholders
COMMUNICATE PROMPTLY AND CLEARLY the learners’
needs, progress and achievement to key stakeholders,
PT including parents/guardians.

DEMONSTRATE familiarity with a range of strategies for

BT communicating learner needs, progress and achievement.
 ASSESSMENT AND REPORTING
Strand 5.5: LEAD colleagues to explore, design and
implement effective practices and programs using
Use of assessment DT information derived from assessment data.
data to enhance
WORK COLLABORATIVELY with colleagues to analyze
teaching and learning and utilize assessment data to modify practices and
practices and HPT
programs to further support learner progress and
achievement.
programs
UTILIZE assessment data to inform the
modification of teaching and learning practices
PT
and programs.
DEMONSTRATE an understanding of the role of assessment
data as feedback in teaching and learning practices and
BT
programs.
 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
 Domain 6 COMMUNITY LINKAGES AND
PROFESSIONAL ENGAGEMENT
BEGINNING PROFICIENT
TEACHERS TEACHERS
STRAND
6.1
6.1.1 Demonstrate an 6.1.2 Maintain learning
Establishment
understanding of knowledge environments that are
of learning
of learning environments that responsive to community
environments
are responsive to community contexts.
that are
contexts
responsive to
community
contexts
 Domain 6 COMMUNITY LINKAGES AND
PROFESSIONAL ENGAGEMENT
HIGHLY PROFICIENT DISTINGUISHED
TEACHERS TEACHERS
STRAND
6.1
Establishment 6.1.3 Reflect on and evaluate 6.1.4 Model exemplary
of learning learning environments that practice and empower
environments are responsive to community colleagues to establish and
that are contexts maintain effective learning
responsive to environments that are
community responsive to community
contexts contexts.
 Domain 6 COMMUNITY LINKAGES AND
PROFESSIONAL ENGAGEMENT
BEGINNING PROFICIENT
TEACHERS TEACHERS
STRAND
6.2 6.2.1 Seek advice concerning 6.2.2 Build relationships with
Engagement of strategies that build parents/guardians and the
parents and the relationships with wider school community to
wider school parents/guardians and facilitate involvement in the
community in the wider community educative process.
the educative
process
 Domain 6 COMMUNITY LINKAGES AND
PROFESSIONAL ENGAGEMENT
HIGHLY PROFICIENT DISTINGUISHED
TEACHERS TEACHERS
STRAND
6.2
6.2.3 Guide colleagues to 6.2.4 Lead in consolidating
Engagement of strengthen relationships with networks that strengthen
parents and the parents/guardians and the relationships with
wider school wider school community to parents/guardians and the
community in maximize their involvement wider school community to
the educative in the educative process. maximize their involvement in
process the educative process.
 Domain 6 COMMUNITY LINKAGES AND
PROFESSIONAL ENGAGEMENT
BEGINNING
TEACHERS
6.3.1 Demonstrate awareness
STRAND of existing laws and
6.3 regulations that apply to the
teaching profession, and
Professional become familiar with the
Ethics responsibilities specified in
the Code of Ethics for
Professional Teachers.
PROFICIENT
TEACHERS
6.3.2 Review regularly personal
teaching practice using existing
laws and regulations that apply
to the teaching profession and
the responsibilities specified in
the Code of Ethics for
Professional Teachers.
 Domain 6 COMMUNITY LINKAGES AND
PROFESSIONAL ENGAGEMENT
HIGHLY PROFICIENT DISTINGUISHED
TEACHERS TEACHERS
6.3.3 Discuss with colleagues
6.3.4 Lead colleagues in the
teaching and learning
STRAND regular review of existing
practices that apply existing
6.3 codes, laws and regulations
codes, laws and regulations
that apply to the teaching
that apply to the teaching
Professional profession, and the
profession, and the
Ethics responsibilities as specified in
responsibilities specified in
the Code of Ethics for
the Code of Ethics for
Professional Teachers.
Professional Teachers.
 Domain 6 COMMUNITY LINKAGES AND
PROFESSIONAL ENGAGEMENT
BEGINNING
TEACHERS
STRAND 6.4.1 Demonstrate knowledge
6.4 and understanding of school
policies and procedures to
School policies foster harmonious
and procedures relationship with the wider
school community
PROFICIENT
TEACHERS
6.4.2 Comply with and
implement school policies and
procedures consistently to
foster harmonious
relationships with learners,
parents, and other
stakeholders.
 Domain 6 COMMUNITY LINKAGES AND
PROFESSIONAL ENGAGEMENT
HIGHLY PROFICIENT DISTINGUISHED
TEACHERS TEACHERS
6.4.3 Exhibit commitment to
and support teachers in the
STRAND implementation of school 6.4.4 Evaluate existing school
6.4 policies and procedures to policies and procedures to
foster harmonious make them more responsive to
School policies relationships with learners, the needs of the learners,
and procedures parents and other parents and other stakeholders
stakeholders
.
 Strand Philosophy of teaching
7.1

Strand Dignity of teaching as a profession

Domain 7 7.2
Personal
Strand Professional links with colleagues
Growth and 7.3
Professional
Development Strand Professional reflection and learning
7.4 to improve practice

Strand
Professional development goals
7.5
 Domain 7
Personal Growth and Professional Development
BEGINNING PROFICIENT
TEACHERS
STRAND TEACHERS

7.1 7.1.1 Articulate a personal 7.1.2 Apply a personal

philosophy of teaching philosophy of teaching
Philosophy that is Learner - centered that is learner - centered.
of teaching
 Domain 7
Personal Growth and Professional Development
HIGHLY PROFICIENT
TEACHERS
STRAND
7.1
7.1.3 Manifest a learner-
centered teaching philosophy
Philosophy in various aspects of practice
of teaching and support colleagues in
enhancing their own
learner-centered
teaching philosophy.
DISTINGUISHED
TEACHERS
7.1.4 Model a learner-
centered
teaching philosophy through
teaching practices that
stimulate colleagues to engage
in further professional
learning.
 Domain 7
Personal Growth and Professional Development
BEGINNING PROFICIENT
STRAND TEACHERS TEACHERS
7.2
7.2.1 Demonstrate behaviours 7.2.2 Adopt practices that
Dignity of that uphold the dignity of uphold the dignity of
teaching as a teaching as a profession by teaching as a profession by
profession exhibiting qualities such as exhibiting qualities such as
caring attitude, respect and caring attitude, respect
integrity and integrity
 Domain 7
Personal Growth and Professional Development
HIGHLY PROFICIENT DISTINGUISHED
TEACHERS TEACHERS
STRAND
7.2 7.2.3 Identify and utilize 7.2.4 Act as a role model and
personal professional strengths advocate for upholding the
to uphold the dignity of dignity of teaching as a
Dignity of
teaching as a profession to help profession to build a positive
teaching as a build a positive teaching and learning culture
profession teaching and learning culture within and beyond the school.
within the school.
 Domain 7
Personal Growth and Professional Development
BEGINNING PROFICIENT
STRAND TEACHERS TEACHERS

7.3 u

7.3.2 Participate in
Professional 7.3.1 Seek opportunities professional networks to
links with to establish professional share knowledge and to
colleagues links with colleagues. enhance practice
 Domain 7
Personal Growth and Professional Development
HIGHLY PROFICIENT DISTINGUISHED
TEACHERS TEACHERS
STRAND
7.3
7.3.4 Take a leadership role in
7.3.3 Contribute actively to supporting colleagues’
Professional professional networks engagement with professional
links with within and between schools networks within and across
colleagues to improve knowledge and schools to advance knowledge
to enhance practice. and practice in identified areas
of need
 Domain 7
Personal Growth and Professional Development
STRAND BEGINNING
TEACHERS
PROFICIENT
TEACHERS
7.4
7.4.1 Demonstrate an 7.4.2 Develop a personal
Professional understanding of how professional improvement
reflection and professional reflection plan based on reflection of
learning to and learning can be one’s practice and
improve practice used to improve ongoing professional
practice. learning
 Domain 7
Personal Growth and Professional Development
HIGHLY PROFICIENT DISTINGUISHED
STRAND TEACHERS TEACHERS
7.4
7.4.3 Initiate professional 7.4.4. Demonstrate
Professional leadership within and
reflections and promote
reflection and across school contexts in
learning opportunities
learning to critically evaluating
with colleagues to
improve practice and setting clearly
improve practice
practice
 Domain 7
Personal Growth and Professional Development
STRAND BEGINNING
TEACHERS
PROFICIENT
TEACHERS
7.5
7.5.1 Demonstrate 7.5.2 Set professional
Professional motivation to realize development goals based
professional development on the Philippine
development
goals based on the Professional Standards for
goals Philippine Professional Teachers.
Standards for Teachers
 Domain 7
Personal Growth and Professional Development
HIGHLY PROFICIENT DISTINGUISHED
STRAND TEACHERS TEACHERS

7.5 7.5.3 Reflect on the

7.5.4 Lead reforms in
Philippine Professional
enhancing professional
Standards for Teachers to
Professional development
plan personal professional
development development goals and programs based on an in-
goals assist colleagues in depth knowledge and
planning and achieving understanding of the
their own goals. Philippine Professional
Standards for Teachers.
 RCTQ

PPST-based Tools
Classroom RPMS Tools for Teachers
Observation
Tools

Self-Assessment Tools
 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