Education Updates: Racquel C. Austria, Ed.D. OIC-Principal I Casile Integrated National High School

EDUCATION UPDATES
RACQUEL C. AUSTRIA, Ed.D.

OIC- Principal I
Casile Integrated National High School
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1. Content Knowledge and Pedagogy • Emphasizes differentiated teaching practice to encourage
all learners to be successful citizens in a changing local
and global environment.
2. Learning Environment • Takes into account teachers’ proficiency in Mother

Tongue, Filipino and English , use of communication
strategies ,teaching strategies and technologies to
promote high quality learning outcomes.
3. Diversity of Learners
• Expects teachers to communicate learning goals to
support learner participation, understanding and
achievement.
4. Curriculum and Planning • Highlights the need for teachers utilize a range of
resources and provide intellectually challenging and
stimulating activities to encourage constructive
classroom interaction.
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5. Assessment and Reporting • Concerns the importance of teachers’
understanding and fulfilling their obligations in
upholding professional ethics, accountability and
transparency to promote professional and
6. Community Linkages and harmonious relationship with learners, parents,
Professional Engagement school and wider community.
• Accentuates teachers’ proper and high personal

regard for profession by maintaining qualities
7. Personal Growth and that upholds the dignity of teaching.
Professional Development
• Concerns teachers providing learners with the
necessary feedback about learning outcomes.
What are the roles of teachers?
• Quality learning is contingent upon quality teaching
• The changing character of the 21st century learners necessitates

improvement and adaptability of education and a call for the
rethinking of the current teacher standards
PPST-Philippine Professional Standards for Teachers
- DepEd Order No. 42, s.2017
based on NCBTS
-defines teacher quality in the Philippines
Seven (7) Domains that characterize the PPST
Domain 1, Content Knowledge and Pedagogy
1.Content knowledge and its application within and across
curriculum areas
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
1.Learner safety and security
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
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
1.Planning and management of teaching and learning process
2.Learning outcomes aligned with with learning competencies
3.Relevance and responsiveness of learning programs
4.Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting
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
1.Establishments of learning environments that are responsive to
community contexts
2.Engagements 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
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.
Road Map for the Successfull Implementation of PPST
Year 3
Year 2
Performance
Year 1 Review and
Program/Activity Sustainability
Implementation
Orientatation and
Capacity Building
CAREER STAGES OF TEACHERS- The set of professional
standards for teachers that articulates developmental progression as
teachers develop, refine their practice and respond to the
complexities of educational reforms.
Career Stage 1
Beginning Teachers
• Have gained the qualifications 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 need of their students.
• They seek advice from experienced colleagues to consolidate their
teaching practice.
Career Stage 2
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
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
process.
• They have high education-focused situation cognition, are more adept in
problem solving and optimize opportunities gained from experience.
• They provide support and mentoring to colleagues in their professional
development, as well as work collaboratively with them to enhance the
learning and practice potential of their colleagues.
• 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
Distinguished Teachers
• Embody the highest standards 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 collaboration and partnership.
• 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.
Remember, there are many kinds of teachers. Each
teacher is unique. Some are born to be great
teachers , but others can be made. With sheer
determination, you can develop the qualities that
will help you become one.
THANK YOU!

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EDUCATION UPDATES

RACQUEL C. AUSTRIA, Ed.D.

2. Learning Environment • Takes into account teachers’ proficiency in Mother

• Accentuates teachers’ proper and high personal

• The changing character of the 21st century learners necessitates

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