Philippine Professional Standard For Teachers (PPST)

• NATIONAL ADOPTION AND
IMPLEMENTATION OF THE
PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS
1. In line with the new professional
standards for teachers, the
Department of Education (DepEd),
through the Teacher Education Council
(TEC), issues this DepEd Order entitled
National Adoption and Implementation
of the Philippine Professional
Standards for Teachers (PPST).
2. The DepEd recognizes the importance of
professional standards in the continuing
professional development and advancement of
teachers based on the principle of lifelong
learning. It is committed to supporting
teachers, and taking cognizance of unequivocal
evidence that good teachers are vital to raising
student achievement. Quality learning is
contingent upon quality teaching. Hence,
enhancing teacher quality becomes of utmost
importance for long term and sustainable
nation building.
3. The changes brought about by
various national and global frameworks
such as the K to 12 Reform, ASEAN
Integration, globalization, and the
changing character of the 21st century
learners necessitate the improvements
and call for the rethinking of the
National Competency-Based Teacher
Standards (NCBTS); hence, the
development of the PPST.
4. The PPST aims to:
a. set out clear expectations of teachers along
well-defined career stages of professional
development from beginning to distinguished
practice;
b. engage teachers to actively embrace a
continuing effort in attaining proficiency; and
c. apply a uniform measure to assess teacher
performance, identify needs, and provide
support for professional development.
5. The PPST shall be used as a basis
for all learning and development
programs for teachers to ensure that
teachers 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.
6. The regional offices shall be supported
by their training and development
personnel to organize and orient all the
schools divisions within their jurisdiction
for the PPST. In addition, it shall take
charge of the monitoring and evaluation at
the division level implementation. The
schools division office shall have the same
functions and responsibilities in the school
districts and secondary schools.
7. Reporting of the orientation and
related activities shall be done by the
regional office to the Office of the
Secretary through the Teacher
Education Council.
8. Immediate dissemination of and

strict compliance with this Order is
directed.
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.
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.
Domains/ Strands/
Indicators for
Different Career
Stages
Domain 1. Content Knowledge and
Pedagogy
Domain 1 recognizes the importance of teachers’ 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. This Domain encompasses teachers’
ability to apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current
research. It takes into account teachers’ proficiency in Mother
Tongue, Filipino and English in the teaching and learning
process, as well as needed skills in the use of communication
strategies, teaching strategies, and technologies to promote
high-quality learning outcomes.
Domain 2. Learning Environment
Domain 2 highlights the role of teachers to provide
learning environments that are safe, secure, fair and
supportive in order to promote learner
responsibility and achievement. This Domain
centers on creating an environment that is learning-
focused and in which teachers efficiently manage
learner’s behavior in a physical and virtual space. It
highlights the need for teachers to 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.
Domain 3. Diversity of Learners
Domain 3 emphasizes the central role of teachers in

establishing learning environments that are
responsive to learner diversity. This Domain
underscores the importance of teachers’ knowledge
and understanding of, as well as respect for, learners’
diverse characteristics and experiences as inputs to
the planning and design of learning opportunities. It
encourages the celebration of diversity in the
classrooms and the need for teaching practices that
are differentiated to encourage all learners to be
successful citizens in a changing local and global
environment.
Domain 4. Curriculum and Planning
Domain 4 addresses teachers’ knowledge of and interaction

with the national and local curriculum requirements. This
Domain encompasses their ability to translate curriculum
content into learning activities that are relevant to learners
and based on the principles of effective teaching and learning.
It expects teachers to apply their professional knowledge to
plan and design, individually or in collaboration with
colleagues, well-structured and sequenced lessons. These
lesson sequences and associated learning programs should be
contextually relevant, responsive to learners’ needs and
incorporate a range of teaching and learning resources. The
Domain expects teachers to communicate learning goals to
support learner participation, understanding and
achievement.
Domain 5. Assessment and Reporting
Domain 5 relates to processes associated with a

variety of assessment tools and strategies used by
teachers in monitoring, evaluating, documenting and
reporting learners’ needs, progress and achievement.
This Domain concerns the use of assessment data in a
variety of ways to inform and enhance the teaching
and learning process and programs. It concerns
teachers providing learners with the necessary
feedback about learning outcomes. This feedback
informs the reporting cycle and enables teachers to
select, organize and use sound assessment processes.
Domain 6. Community Linkages and Professional
Engagement
Domain 6 affirms the role of teachers in establishing school-

community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the
educative process. This Domain expects teachers to 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. It
concerns the importance of teachers’ understanding and
fulfilling their obligations in upholding professional ethics,
accountability and transparency to promote professional and
harmonious relationships with learners, parents, schools and
the wider community.
Domain 7. Personal Growth and Professional
Development
Domain 7 focuses on teachers’ personal growth and

professional development. It accentuates teachers’
proper and high personal regard for the profession
by maintaining qualities that uphold the dignity of
teaching such as caring attitude, respect and
integrity. This Domain values personal and
professional reflection and learning to improve
practice. It recognizes the importance of teachers’
assuming responsibility for personal growth and
professional development for lifelong learning.

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• NATIONAL ADOPTION AND

8. Immediate dissemination of and

Domain 3 emphasizes the central role of teachers in

Domain 4 addresses teachers’ knowledge of and interaction

Domain 5 relates to processes associated with a

Domain 6 affirms the role of teachers in establishing school-

Domain 7 focuses on teachers’ personal growth and

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