The Importance and Relevance of the Philippine Professional Standards for Teachers (PPST)

THE IMPORTANCE AND RELEVANCE OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop holistic learners who are steeped in values, equipped with 21st century skills, and able to propel the country to development and progress. This is in consonance with the Department of Education 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).  

 In line with the new professional standards for teachers, the Department of Education (DepEd), through the Teacher Education Council (TEC), issued the DepEd Order No. 42, s. 2017 entitled “National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST)”. 

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.   

The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st Century in the Philippines. Quality teachers in the Philippines need to possess the following characteristics:  

 

Recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound and critical understanding of the application of theories and principles of teaching and learning. They apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research. They display proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to promote high-quality learning outcomes.  

 

Provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement. They create an environment that is learning-focused and they efficiently manage learner behavior in a physical and virtual space. They utilize a range of resources and provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards the attainment of high standards of learning.  

 

Establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics and experiences as inputs to the planning and design of learning opportunities. They encourage the celebration of diversity in the classroom and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.  

 

Interact with the national and local curriculum requirements. They translate curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning. They apply their professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to learners’ needs and incorporate a range of teaching and learning resources. They communicate learning goals to support learner participation, understanding and achievement.  

 

Apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement. They use assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. They provide learners with the necessary feedback about learning outcomes that informs the reporting cycle and enables teachers to select, organize and use sound assessment processes.  

 

Establish school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative process. They identify and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspirations of the wider school community and other key stakeholders. They understand and fulfil their obligations in upholding professional ethics, accountability and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community.  

 

Value personal growth and professional development and exhibit high personal regard for the profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. They value personal and professional reflection and learning to improve their practice. They assume responsibility for personal growth and professional development for lifelong learning.  

  

 

The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.   

  

Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:   

Content knowledge and its application within and across curriculum areas  

Research-based knowledge and principles of teaching and learning  

Positive use of ICT  

Strategies for promoting literacy and numeracy  

Strategies for developing critical and creative thinking, as well as other higherorder thinking skills  

Mother Tongue, Filipino and English in teaching and learning  

Classroom communication strategies  

  

Domain 2, Learning Environment, consists of six strands:  

Learner safety and security  

Fair learning environment  

Management of classroom structure and activities  

Support for learner participation  

Promotion of purposive learning  

Management of learner behavior  

  

Domain 3, Diversity of Learners, consists of five strands:   

Learners’ gender, needs, strengths, interests and experiences  

Learners’ linguistic, cultural, socio-economic and religious backgrounds  

Learners with disabilities, giftedness and talents   

Learners in difficult circumstances  

Learners from indigenous groups  

  

Domain 4, Curriculum and Planning, includes five strands:   

Planning and management of teaching and learning process  

Learning outcomes aligned with learning competencies  

Relevance and responsiveness of learning programs  

Professional collaboration to enrich teaching practice  

Teaching and learning resources including ICT  

  

Domain 5, Assessment and Reporting, is composed of five strands:  

Design, selection, organization and utilization of assessment strategies  

Monitoring and evaluation of learner progress and achievement  

Feedback to improve learning  

Communication of learner needs, progress and achievement to key stakeholders  

Use of assessment data to enhance teaching and learning practices and programs  

  

Domain 6, Community Linkages and Professional Engagement, consists of four strands:   

Establishment of learning environments that are responsive to community contexts  

Engagement of parents and the wider school community in the educative process  

Professional ethics  

School policies and procedures  

  

Domain 7, Personal Growth and Professional Development, contains five strands:   

Philosophy of teaching  

Dignity of teaching as a profession  

Professional links with colleagues  

Professional reflection and learning to improve practice  

Professional development goals  

 

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.   

  

The following statements, which define the work of teachers at different career stages, make explicit the elements of high-quality teaching for the 21st century. They comprise descriptors that have been informed by teachers’ understandings of what is required at each of the four Career Stages. The descriptors 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. 

The PPST basically aims to:

1. set a clear expectations of teachers along well-defined career stages of professional development from the beginning to distinguished practice:

2. engage teachers to actively embrace continuing effort in attaining proficiency;

3. apply uniform measure to assess teacher performance, identify needs, and provide support for professional development.

Briones pointed out that the PPST will be the basis for all learning and development programs for teachers to ensure that they are properly equipped to effectively implement the K to 12.

                       Prepared  by:

         Sandoval, Glaiza G. BEED 3C

         Geran, Joylet C. BEED 3C