The Teaching Profession

6 Professionalism and Transformative Education

Introduction
“The quality of a school system rests on the quality of its teachers.”
 McKinsey & Company
Today, many learners can become teachers but only few can become effective
teachers. Becoming an effective teacher involves mastering numerous competencies,
tasks, and roles. It starts from having a good communication skill, a deep content
knowledge, and a sound classroom management that allow organized instructions and
provide relevant and fair evaluations.
Moreover, an effective teacher is duty bound to create a healthy classroom
atmosphere that encourages enthusiasm, motivation, and meaningful teacher-learner
relationship. All of these competencies are professional standards for teachers
suggesting that good teachers are essential in improving learner achievement. Without
a doubt, quality learning occurs only when there is quality teaching.
This module presents the competencies and standards that teachers must have.
Learning Objectives
At the end of this Module, you should be able to:
 Describe the evaluation of competencies and standards in response to changing
societal demands on the teaching profession
 Set plans for personal growth and professional development based on the
Philippine Professional Standards for Teachers (PPST)

Professionalism and Transformative Education

A. The 21st Century Teacher
Who is a 21st Century Teacher? What does it mean to be a 21st century
teacher? The term is frequently tossed around the media. So beyond being up-to-date
with the latest classroom technology, what does a 21st century teacher actually look
like?
The 21st century teacher looks forward to the future. They are aware of the ever-
changing trends in technology and are in tune of what the future may bring to education.
A good 21st century teacher is aware of the career opportunities that will be in the

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coming years for their students, and are always advocating towards forward thinking
and planning to ensure all students will not be left behind.

Let’s take a look at a few key characteristics of a 21st century teacher:

A Master of Technology in the Classroom
Technology in the classroom is moving at a rapid pace and the 21st century
teacher moves right along with it. Classroom technology; whether it’s for lessons,
assignments, or grading, can help students learn better and faster, and help make a
teacher’s time more effective. A 21st century teacher does not have to have a class set
of tablets in every child’s hand, or the latest Smart-board. But they can have a nice
balance of educational tools in their classroom. An effective teacher knows what
technology in the classroom can truly help transform their students’ education. They
know what the best tools are, and how and when to use them.
Knows How to Collaborate
An effective 21st century educator must be able to collaborate and work well in a
team. Working with others is an important 21st century skill. Over the past few years,
being able to collaborate effectively in the workplace has grown quite rapidly. Learning
is deemed to be more effective when you can share your ideas and knowledge with
others. Sharing your expertise and experience, communicating and learning.
Is Adaptive
A 21st century teacher is able to adapt to whatever comes their way. Teaching is
a career that has pretty much stayed the same over the past few decades. The tools
have changed over the years (Smart boards have replaced chalkboards, tablets have
replaced textbooks) but the practice has not. The 21st century teacher is able to look at
their practice and adapt based on the needs of their students. They must be able to
adapt their teaching style to include different modes of learning, adapt when a lesson
fails, and adapt to new technology. They must be able to adapt to the curriculum and
the requirements and be able to use their imagination to teach in creative ways.
Is a Lifelong Learner
The 21st century teacher is a lifelong learner. They don’t just expect their
students to be lifelong learners, but they too stay current and on top of what’s new in
education. Even though they may still use the same lesson plan from years before, they
know how to change it to keep up-to-date with what is current. A great teacher will not
only embrace technology, but be willing to learn more about it.
Advocates for Their Profession
It’s a critical time in education and how it and teachers are being perceived. With
the common core being implemented and judged, the teaching profession is being met

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with a close eye now more than ever before. Instead of sitting back, a 21st century
takes a stand for themselves and advocates for their profession. They pay close
attention to the important issues and talk about them with their community. They keep
parents and students informed on what’s going on in education and address on issues
head on.
21st Century learning means teaching just as you have done in the past
centuries, but with way better tools. Today’s teachers have a great advantage, they
have powerful learning tools at their disposal that they didn’t have before. 21st Century
technology is an opportunity for students to acquire more knowledge. Teachers have
the ability to move away from being the dispenser of information to someone who can
guide them and prepare them for their future.
Lastly, the 21st century educator must use teaching strategies to ensure that the
focus in education is on preparing today’s children for the future of where they will live
and where they will work, not for our current world.
21st Century Skills Ways of Which Teachers can
Develop the Skill
Effective Communication Skill – In life and in the (Ways of working)
workplace, individuals need to be good
 Teaming
communicators to articulate their thoughts clearly
and effectively in written, oral, and in non-verbal  Collaboration
means. This skill is becoming more important in  Interpersonal skills
public life of individuals because the 21st century  Local, national, and
environment is more culturally diverse; there is global orientedness
multiple media and technologies to be used for  Interactive
communication; and there is a wider range of communication
purpose of communication like business
communication, research presentation and
publication, advertisement communication and like.
Learning and Innovation Skill – It is a required skill (Ways of thinking)
in the 21st century that individuals develop and
 Creativity
nurture their ability to think outside of the proverbial
box without fear of falling when going against  Curiosity
establishment rules and ideas. It is indispensable  Critical thinking problem-
that they have to cultivate their originality, solving
inventiveness, and analytical thinking as there are  Risk taking
differing perspectives and endless competitions in
improving the quality of work as well as products
and services in the 21st century.
Information, Media, and Technology Skill – (Tools for working)
Learners nowadays are considered “digital native”

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 in as much as they are born in the age of  Visual and information
technology and media filled environment. By using literacies
relevant information and incorporating numerous  Media literacies
communication and social vehicles in teaching,  Basic scientific,
learners are able to access, analyze, and evaluate economic, and
voluminous information and to become updated technological literacies
with the use of rapidly changing technology. When  Multicultural literacy
they have this skill, they can effectively use them to
become effective 21st century workers and citizens.
Life and Career Skill – The ability to have lifelong (Ways of living in the world)
learning (i.e., learning how to learn and
 Flexibility and adaptability
commitment to learning as an endless process)
throughout one’s life is imperative to live in the 21 st  Leadership and
century. When learners are able to develop responsibility
adequate life and career skills, they grow and  Social and cross-cultural
flourish in whatever endeavor they take after skills
school, in the workplace or during retirement. This  Initiative and self-
happens because they are able to apply or create direction
something new and sublime from what they know  Productivity and
and they are able to hurdle the challenges of accountability
complex life and work environment.  Ethical, moral, spiritual
values

B. Transformative Education
Everyone learns differently, and understanding the different ways that humans learn is
crucial to educational success. Teachers and students alike can greatly benefit from
understanding how learning works for different students. By understanding how learning
happens, educators can maximize their efforts and create classrooms where learners
can thrive.
Transformative learning is one theory of learning, and particularly focuses on
adult education and young adult learning. Transformative learning is sometimes called
transformation learning, and focuses on the idea that learners can adjust their thinking
based on new information. Jack Mezirow is known as the founder of transformative
learning. Jack Mezirow began this theory of transformational learning when he did
studies on adult women who went back to school. Mezirow's initial research led him to
theorize that adults don’t apply their old understanding to new situations, instead they
find they need to look at new perspectives in order to get a new understanding of things
as they change. Mezirow theorized that students had important teaching and learning
opportunities connected to their past experiences. Mezirow found that critical reflection

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and critical review could lead to a transformation of their understanding. Adult education
and adult learning is key in this theory, as children often don't have the same kind of
transformation with their learning experiences. Mezirow found that adult learning
involves taking the very things we believed and thought as a child, and letting critical
reflection and teaching impact the transformation to what we should believe and
understand now. Mezirow's theory has developed into a larger idea that our world view
is changed the more we learn, and that helps us grasp new concepts and ideas.
Current and aspiring educators can greatly benefit from understanding learning
theories and learning models, and implementing strategies in their classrooms that help
them appeal to more learners. Learn more about Mezirow's transformative learning
theory and how you can apply it in your classroom, particularly for older students.
Understanding Mezirow's transformative learning theory.
Mezirow's transformative learning is defined as “an orientation which holds that
the way learners interpret and reinterpret their sense experience is central to making
meaning and hence learning.” Put in simple terms, transformative learning is the idea
that learners who are getting new information are also evaluating their past ideas and
understanding, and are shifting their very worldview as they obtain new information and
through critical reflection. It goes beyond simply acquiring knowledge, and dives into the
way that learners find meaning in their lives and understanding. This kind of learning
experience involves a fundamental change in our perceptions—learners start to
question all the things they knew or thought before and examine things from new
perspectives in order to make room for new insights and information. Many learners and
experts agree that this kind of learning leads to true freedom of thought and
understanding.
Mezirow says that transformative learning has two basic focuses—instrumental
learning and communicative learning. Instrumental learning focuses on task-oriented
problem solving, and evaluation of cause and effect relationships. Communicative
learning focuses on how people communicate their feelings, needs, and desires. Both of
these elements are important in transformative learning—students need to be able to
focus on different types of their understanding and view new perspectives that are both
logical and emotional in order to challenge their previous understanding.
Meaning schemes or meaning structures are another important element of the
transformative theory and transformational learning according to Mezirow. Perspectives
and meaning schemes two major elements of meaning structures, and are our
predispositions and assumptions, which set the state for our expectations. A meaning
structure is basically the concepts, beliefs, judgments, and feelings that shape an
interpretation of information. Students are able to understand their meaning structure
through self-reflection, self-directed learning, and critical theory. They are able to
critique their assumptions to understand if what they understood as a child still holds
true now that they are an adult. We are thereby able to understand ourselves, and our

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learning better. The understanding of our past perspective and the ability to look at new
structures and perspectives are key to the transformative learning theory.
The phases of transformative learning.
In the transformative learning theory, there are typical phases that adult
education learners follow. These phases are key in helping adult education learners
transform their prior notions as they get new information and insight.
A disorienting dilemma. A disorienting dilemma is a situation where a learner
finds that what they thought or believed in the past may not be accurate. This is the first
part of transformational learning. This can be an “a-ha” moment where a student hears
or consider something they may not have understood before. This disorienting dilemma
can be uncomfortable or challenging for students, but is the key spark in starting a fire
of transformational learning.
Self-examination. After a disorienting dilemma, students will do a self-
examination of their beliefs and understanding. They will think about their past
experiences and how they connect to this disorienting dilemma. This can create a
perspective transformation, where students understand that their perspective may not
be the only perspective.
Critical assessment of assumptions. Students in this phase of transformational
learning are able to take a more comprehensive look at their past assumptions and
review them critically. They are able to accept that perhaps some of their past
assumptions were wrong, and are thereby more open to new information and thoughts.
This creates perspective transformation as they are able to look with more unbiased
eyes at their own past.
Planning a course of action. After students understand how their past
assumptions and beliefs may have been wrong and have a perspective transformation,
they are able to plan a course of action. They are able to consider what kinds of
learning they will now need to more fully understand a problem or situation. They will be
able to have a strategy for learning new things, seeing new perspectives, talking to new
people, and more.
Acquisition of knowledge or skills to carry out new plan. Now is the time for
students to carry out their plan and get further in their transformational learning. They
may have to learn new things and consider different perspectives in order to fully
enhance their learning. This may take extensive work and effort, but this is where the
real learning is happening.
Exploring and trying new roles. As part of transformational learning, we need to
act. In transformative learning, exploring and trying to understand changes is key to
success. It goes beyond just learning about something, but actively working to
understand and experience new things for yourself.

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 Building self-efficacy in new roles and relationships. Self-efficacy involves us
being able to make our own decisions and have our own beliefs. As we follow
transformative learning phases it’s extremely important to build confidence in our beliefs
and understanding, and to continue to practice this transformative cycle as we move
forward.
Putting transformative learning theory into practice.
As an educator it’s important to help students learn using different kinds of learning
strategies. The transformative learning theory can be especially important for older
students to be able to grasp new ideas and concepts. There are many ways that
educators can introduce this kind of learning into their classroom, including:
Give students chances to learn about new perspectives. Teachers can provide
an action even or disorienting dilemma inside their classroom. A picture, story,
demonstration, or guest that doesn’t quite meet what they’ve understood can help do
this. For example, students can learn about different political parties by actually meeting
political candidates. They may have certain beliefs about government, but meeting a
candidate who is kind and passionate about different viewpoints could be an action
event for them. Similarly, teachers can introduce diverse authors and literature into the
classroom, helping students see things from a perspective that isn’t like their own.
Help students identify and question their assumptions. In the classroom it’s
important for students to critically analyze their assumptions. Teachers can model this
behavior by sharing stories of how their own understanding and perspectives have
shifted, how they have been able to analyze their own beliefs, and more. Teachers can
give journal questions that help students by giving questions that they can ask about
their own assumptions, give opportunities for students to share, and provide writing and
reflective time for students to analyze.
Create opportunities for critical discourse. In a classroom that is focused on
transformative learning, there must be opportunity for critical discussions. Teachers can
help students have these critical discussions by providing space for conversation,
helping students create pro and con lists of literature or articles, giving students
opportunity for debate, or requiring students to prepare both sides of a debate to
understand how there are multiple perspectives always at play. Additionally, small group
discussions and activities can help students with this critical understanding. This kind of
classroom work can help students really embrace other thoughts and experiences
different from their own.
Transformative learning examples. There are many ways that educators can use
transformative learning in their classroom. For example, when students are learning
about world religions, teachers can introduce literature and articles that discuss different
religions, helping them gain new perspectives and understanding. Additionally, teachers
can give students an assignment to go and interview different people about their
perspectives on a historical event. This helps students get many points of view and

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perspectives. Another way teachers can use transformative learning in the classroom is
to give students contrasting articles on a topic, and ask them their thoughts and insights
on the different elements of each article. This helps them to question their own
understanding and move through the process of learning.
Staying up-to-date on current best practices.
Educators can greatly benefit from continuing their education to learn more about
learning theories and implementation practices. If you’re a current teacher, a master’s
degree in education can help you learn more about pedagogical practices and continue
your own learning. Staying up-to-date on best practices is vital for the continued
success of your classroom, and a degree is an ideal way to enhance your learning.

C. Qualifications Frameworks
A Qualifications Framework is the structure into which accredited qualifications are
placed. This allows learners, training providers and employers to gain information about
the broad equivalence of qualifications.

- ASEAN Qualifications and Reference Framework (AQRF)

What is ASEAN Qualifications Reference Framework?
The ASEAN Qualifications Reference Framework (AQRF) is a common reference
framework that enables comparisons of education qualifications across participating
ASEAN Member States (AMS).
The objectives of AQRF include:
 Support recognition of qualifications
 Encourage the development of qualifications frameworks that can facilitate
lifelong learning
 Encourage the development of national approaches to validating learning gained
outside formal education
 Promote and encourage education and learner mobility
 Support worker mobility
 Improve understanding of qualifications systems
 Promote higher quality qualifications systems

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The AQRF developed is based on agreed understanding between AMS. By design, it
aims to have a neutral influence on national qualifications frameworks (NQF) of
participating AMS. AMS are invited to participate in AQRF on voluntary engagement
and implementation. More important, engagement in AQRF does not require changes to
national qualifications systems (NQS). AQRF respects the specific structures and
processes of participating AMS to maintain their responsiveness to national priorities.
The AQRF was endorsed by the ASEAN Economic Ministers (AEM) in August 2014; the
ASEAN Education Ministers (ASED) in September 2014; and the ASEAN Labour
Ministers (ALMM) through ad-referendum from November 2014 to May 2015.
Subsequently, the AQRF Governance and Structure document was endorsed by
ALMM and ASED in May 2016, and AEM in August 2016, and provided the basis for the
establishment of the AQRF Committee to implement the AQRF.
Referencing to AQRF
Referencing is a process that establishes the relationship between the eight-level AQRF
and NQF or qualifications system of participating AMS; and the number of levels an
NQF may differ, and typically between 8 and 9 levels. AQRF would therefore improve
the understanding of the qualification of each level of a NQF or qualifications system of
the participating AMS. AQRF also works as an information tool to facilitate the
recognition of qualifications and does not replace the decision-making process of the
competent authorities in each AMS.

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In the long-term, AQRF could potentially serve as a meta-framework to support the
recognition of its levels against other Regional Qualifications Framework (RQF) and
inter-regional recognition. Interested AMS can choose to begin referencing according to
their readiness.
How does AQRF support NQF?
Recognising the difference in development stages – with some AMS having established
comprehensive NQF, others with sectoral frameworks, and some do not yet have any –
AQRF aimed to support and enhance AMS NQF or NQS by offering a mechanism to
facilitate comparison, transparency and higher quality qualifications systems. AQRF is
underpinned by a set of agreed quality assurance principles and standards, and
requires participating AMS to describe their education and training quality assurance
systems.

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Complementing MRAs
ASEAN Mutual Recognition Arrangements (MRA) aim to facilitate the mobility of
professionals within ASEAN through the recognition of qualifications, experience
obtained, requirements met, or licenses or certifications granted by the relevant
authorities in an AMS for mutual recognition by other AMS. The AQRF complements
and supports this process by enabling a broad comparison of qualifications across
AMS.
Role of AQRF in ASEAN Community Building – An ASEAN Cross-sectoral
Initiative
The AQRF aimed to support ASEAN Community building and specifically through the
process to achieve the following goals:
 free flow of skilled labour (through harmonisation and standardisation) within the
region, as indicated in the ASEAN Economic Community (AEC) 2015 Blueprint;
and
 ASEAN Socio-Cultural Community (ASCC) 2015 Blueprint which seeks “to
establish national skills frameworks as an incremental approach towards an
ASEAN skills recognition framework”.
With the launch of the AEC and ASCC Blueprints 2025, AQRF will continue to play an
important role in facilitating the seamless movement of skilled labour within ASEAN
towards a highly integrated and cohesive economy, and human capacity development
respectively.
Above all, AQRF is an initiative in line with the ASEAN Charter’s objective to develop
human resources through closer cooperation in education and life-long learning to
empower the peoples of ASEAN and to strengthen the ASEAN Community.

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In short, AQRF is a unique ASEAN’s cross-sectoral and cross-pillar initiatives and plays
an important role in supporting ASEAN Community building.

- Philippine Qualifications Framework (PQF)

What is the Philippine Qualifications Framework (PQF)?
The PQF describes the levels of educational qualifications and sets the standards for
qualification outcomes. It is a quality assured national system for the development,
recognition and award of qualifications based on standards of knowledge, skills and
values acquired in different ways and methods by learners and workers of the country.
Qualifications
It refers to the formal certification that a person has successfully achieved specific
learning outcomes relevant to the identified academic, industry or community
requirements. A Qualification confers official recognition of value in the labor market
and in further education and training.
Objectives and Purpose of PQF
(a) To adopt national standards and levels of learning outcomes of education;
(b) To support the development and maintenance of pathways and equivalencies that
enable access to qualifications and to assist individuals to move easily and readily
between the different education and training sectors and between these sectors and the
labor market; and
(c) To align domestic qualification standards with the international qualifications
framework thereby enhancing recognition of the value and comparability of Philippine
qualifications and supporting the mobility of Filipino students and workers.
The principal purpose for the creation of PQF is to address the confusing gap between
the competencies develop in educational institutions and the employment/industry.
Through these qualifications, teacher education institutions shall be guided by common
standards, taxonomy and typology of qualifications in developing their curricular
programs. The competencies develop in these curricular programs must be aligned with
these qualifications of the PQF to ensure that graduates of similar courses (e.g.,
Teacher Education graduate) in the country must demonstrate the same or comparable
knowledge, skills, and attitudes with other ASEAN countries (E.O. 83, s. 2012)
Benefits of PQF
E.O. No. 83, s. 2012 guarantees that the adoption of a qualifications framework will
benefit various sectors and stakeholders of education and training, particularly in:
a. encouraging lifelong learning of individuals;

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b. providing employers specific training standards and qualifications that are aligned to
industry standards;
c. ensuring that training and educational institutions adhere to specific standards and
are accountable for achieving the same; and
d. providing the government with common standards, taxonomy and typology of
qualifications as bases for granting approvals to stakeholders.

EXECUTIVE ORDER No. 83

INSTITUTIONALIZATION OF THE PHILIPPINE QUALIFICATIONS FRAMEWORK
WHEREAS, Section 2, Article XIV of the 1987 Constitution mandates the State to
establish, maintain and support a complete, adequate and integrated system of
education relevant to the needs of the people and society;
WHEREAS, the present Philippine Education System has a unique trifocalized
education management system, basic education, technical-vocational education and
training and higher education;
WHEREAS, the national agenda for inclusive growth, creation of employment
opportunities and poverty reduction can only be achieved through collaboration and
unity of purpose of the education and training sectors with industry;
WHEREAS, one of the key result areas (KRAs) under Executive Order (EO) No. 43, is
rapid, inclusive and sustained economic growth – one that generates jobs and livelihood
for, and increase the income of the poor;
WHEREAS, there are gaps in the education and labor sector brought about by poor
information and the continuing disconnect between educational institutions and
employment/industry trends which has brought about the mismatch in jobs and skills;
and,
WHEREAS, the adoption of a qualifications framework will benefit various sectors and
stakeholders of education and training, particularly in: 1) encouraging lifelong learning of
individuals; 2) providing employers specific training standards and qualifications that are
aligned to industry standards; 3) ensuring that training and educational institutions
adhere to specific standards and are accountable for achieving the same; and 4)
providing the government with common standards, taxonomy and typology of
qualifications as bases for granting approvals to stakeholders.
NOW, THEREFORE, I, BENIGNO S. AQUINO III, President of the Philippines, by virtue
of the powers vested in me by the Constitution and existing laws do hereby order:
SECTION 1. Establishment of the Philippine Qualifications Framework. The Philippine
Qualifications Framework (PQF) is hereby established with the following objectives: 1)

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To adopt national standards and levels for outcomes of education; 2) To support the
development and maintenance of pathways and equivalencies which, provide access to
qualifications and assist people to move easily and readily between the different
education and training sectors and between these sectors and the labor market; and, 3)
To align the PQF with international qualifications framework to support the national and
international mobility of workers through increased recognition of the value and
comparability of Philippine qualifications.
SECTION 2. PQF National Coordinating Committee. The PQF National Coordinating
Committee is hereby created to be Chaired by the Secretary of the Department of
Education (DepEd) with the following as members: a) Technical Education and Skills
Development Authority (TESDA); b) Commission on Higher Education (CHED); c)
Department of Labor and Employment (DOLE); and, d) Professional Regulations
Commission (PRC).
SECTION 3. Functions of the PQF National Coordinating Committee. The PQF National
Coordinating Committee shall issue the Implementing Rules and Regulations within
sixty days of the effectivity of this EO. It shall also provide regular feedback on the
progress and accomplishments to the Office of the President with respect to the
implementation of this EO.
SECTION 4. Participation of the Industry Sector. Industry sector representatives shall
be consulted and tapped in the detailing and application of the PQF to ensure alignment
of educational outcomes to job requirements.
SECTION 5. Level Descriptors. The PQF shall incorporate an 8-level Qualifications
Descriptors defined in terms of the following: knowledge, skills and values, application,
and degree of independence.
SECTION 6. Learning Standards. DepEd, TESDA and CHED shall make detailed
descriptors for each qualification level based on learning standards in basic education,
competency standards of training regulations, and the policies and standards of higher
education academic programs. They shall jointly implement national pilot programs to
determine its relevance and applicability in all levels of education.
SECTION 7. Review of Licensure Examinations. The PRC and CHED shall review the
framework and contents of the licensure examinations of each of the professions and
align them with that of the PQF.
SECTION 8. Technical Secretariat. To ensure efficient and effective implementation,
DepEd, TESDA and CHED shall organize from their present staff complements a
permanent Technical Secretariat. The Secretariat may contract the services of technical
experts and authorities on relevant areas of concern such as equivalencies,
accreditation, curriculum development, educational measurement and testing.
SECTION 9. Funding. The funds necessary for the implementation of the PQF shall be
charged against the existing appropriations of DepEd, TESDA and CHED.1âwphi1

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SECTION 10. Repealing Clause. All issuances, orders, rules, and regulations or parts
thereof which are inconsistent with the provisions of this EO are hereby revoked and/or
modified accordingly.
SECTION 11. Separability Clause. If any provision of this EO is declared invalid or
unconstitutional, the other provisions unaffected shall remain valid and subsisting.
SECTION 12. Effectivity Clause. This EO shall take effect immediately upon its
publication in a newspaper of general circulation.
DONE, in the City of Manila, this 1st day of October, in the year of our Lord, Two
Thousand and Twelve.
(Sgd.) BENIGNO S. AQUINO III
By the President:
(Sgd.) PAQUITO N. OCHOA, JR.
Executive Secretary

D. The National Competency-Based Teacher Standards (NCBTS)

NCBTS defines effective teaching as being able to help all types of students learn the
different learning goals in the curriculum.
The NCBTS provides a single framework that shall define effective teaching in all
aspects of a teacher’s professional life and in all phases of teacher development.
Domain 1. Social Regard for Learning (SRFL)
The SRFL domain focuses on the ideal that teachers serve as positive and powerful
role models of the value in the pursuit of different efforts to learn. The teacher’s action,
statements, and different types of social interactions with students exemplify this ideal.
Domain 2. Learning Environment (LE)
This domain focuses on importance of providing a social, psychological and physical
environment within which all students, regardless of their individual differences in
learning, can engage in the different learning activities and work towards attaining high
standards of learning.
Domain 3. Diversity of Learners (DOL)
The DOL domain emphasizes the ideal that teachers can facilitate the learning process
even with diverse learners, by recognizing and respecting individual differences and by
using knowledge about their differences to design diverse sets of learning activities to
ensure that all learners can attain the desired learning goals.
Domain 4. Curriculum (Curr.)

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The curriculum domain refers to all elements of the teaching-learning process that work
in convergence to help students understand the curricular goals and objectives, and to
attain high standards of learning defined in the curriculum. These elements include the
teacher’s knowledge of subject matter and the learning process, teaching-learning
approaches and activities, instructional materials and learning resources.
Domain 5. Planning, Assessing & Reporting (PAR)
This domain refers to the alignment of assessment and planning activities. In particular,
the PAR focuses on the (1) use of assessment data to plan and revise teaching-learning
plans;
(2) integration of assessment procedures in the plan and implementation of teaching-
learning activities, and (3) reporting of the learners’ actual achievement and behavior.
Domain 6. Community Linkages (CL)
The LC domain refers to the ideal that classroom activities are meaningfully linked to
the experiences and aspirations of the learners in their homes and communities. Thus,
this domain focuses on teachers’ efforts directed at strengthening the links between
schools and communities to help in the attainment of the curricular goals.
Domain 7. Personal Growth & Professional Development (PGPD)
The PGPD domain emphasizes the ideal that teachers value having a high personal
regard for the teaching profession, concern for professional development, and
continuous improvement as teachers.

E. The Philippine Professional Standards for Teachers (PPST)

Role of teachers
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).
Evidences show unequivocally that good teachers are vital to raising student
achievement, i.e., quality learning is contingent upon quality teaching.
Hence, enhancing teacher quality becomes of utmost importance for long-term and
sustainable nation building.

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 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.

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

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development.
Teacher quality in the Philippines
The Philippine Professional Standards for Teachers defines teacher quality in the
Philippines. The standards describe the expectations of teachers’
increasing levels of knowledge, practice and professional engagement. At the same
time, the standards allow for teachers’ growing understanding, applied
with increasing sophistication across a broader and more complex range of
teaching/learning situations.
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 s
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.

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  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 assessmentprocesses.
 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 fulfill
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:

1. Content knowledge and its application within and across curriculum areas

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2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order
thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security
Philippine Professional Standards for Teachers 6
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

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

1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
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5. Teaching and learning resources including ICT

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

1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs

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

strands:
1. Establishment of learning environments that are responsive to community contexts
Philippine Professional Standards for Teachers 7
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures

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

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. 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

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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
Philippine Professional Standards for Teachers 8
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

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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.

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Assessment Tasks
Concept Check
1. In the classroom, the teacher angrily said, “Kayong mga bakla huwag kayong paarte
arte dyan ksi pagdating ng panahon, masusunog lahat ang kaluluwa ninyo sa
impyerno.” In this situation, does the teacher show proficiency in managing diversity of
learners? Why?

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2. During the family day, Teacher Kaycee requested all her learners to come with their
parents in their native attire and bring food showcasing their culture. The purpose is to
celebrate the richness and value of everyone’s culture and heritage. Does this activity
reflect the teacher’s deep appreciation of the domain on diversity of learners? Why?
3. A teacher said, “I am so happy sending all of you working quietly on your task today.
Keep up the good work and behavior, children!” Is this good show of the teacher’s
competency about the learning environment? Why?
4. Teacher Ellen heard one of her learners calling his classmate “fat” and “nerd”. Very
quickly, she asked the two learners to role play or reenact the incident. Then, she asked
the entire class to write on the board their ideas about how they feel about the
reenactment. Is this a proof that the teacher has mastered the domain on learning
environment? Why?
5. Teacher Lorinet, a master teacher in Tuguegarao West Central School, convened her
co-teachers to review the sequencing of the topics in Grade 9 Science as she noted
disorderly arrangement of some lessons in the Learner’s Manual. Is Teacher Lorinet
showing her competence in the domain on curriculum and planning? Why?
6. During the Learning Action Cell (LAC) session, Teacher Vilma shared to her
colleagues the effectiveness of her strategy in enhancing the reading ability of her
Grade 1 pupils. Her colleagues readily accepted to try the strategy to improve the
quality of their teaching. Is this teacher considered competent in curriculum and
planning in this case? Why?
7. Every time Teacher Maxi asks her learners to perform a cooperative learning, she
clearly defines the expected output, process and the rubric measuring the collective
output. Then, she immediately provides feedback regarding the result of their output. In
what way does Teacher Maxi show her competence in assessment and reporting in this
case?
8. Teacher Elvira conducted a research measuring the senior high school learners’ skill
in conducting research. She crafted the instrument based on the competencies defined
in Research I and II. What makes this initiative of Teacher Elvira a good reflection of her
competency in assessment and reporting?
9. Teacher Irene is a highly motivated teacher who pursues her doctorate degree and
continues to upgrade her competencies through attendance and participation in relevant
seminars, conferences and trainings. How do you foresee the professional career of
Teacher Irene 20 years from now?
10. Teacher Jay mismanaged his salary thereby scattering all his debts to private
individuals and lending institutions. Demand letters for the payment of his debts reached
the school principal and his colleagues. What aspects of the domain on personal growth
and professional development have not been upheld by Teacher Jay?

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11. Topic: My Super Hero
The teacher shows learners a table containing a list of Filipino heroes together with their
life, works, and significant contributions in the making of Philippine history. The teacher
asks learners to select from the table one hero that they admire most.
The teacher asks learners to copy in their notebooks the essential information about
their Super Hero from the given table.
The teacher instructs learners to draw on a piece of a bond paper a picture of their
Super Hero and the teacher shows learners the reference or basis for their drawings.
Below the sketched picture, learners are asked to write the information they copied
about their Super Hero and then the teacher tells learners to frame them.
When done, the teacher instructs learners to post their sketches on a wall in the
classroom. In effect, the wall becomes a gallery of heroes. The teacher directs learners
to share their sketches and read the information about their Super Hero.
Make Three Types of Decisions:
 Yes, if all the procedures done in the class are good examples of 21 st century
skills – the group stands up and shouts “Hooray”!
 If some of the procedures done in the class are examples of 21 st century skills
and some are not – the group stands up and says “Hmmm”!
 No, if all the procedures done in the class are not examples of 21 st century skills
– the group stands up and says “Huh”!
Why do you think the group decided on this? Give three reasons.

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