PPST

RCTQ
The
Philippine Professional Standards
for Teachers
RCTQ
This is a
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Source: http://forums.sherdog.com/threads/10-mb-hard-drive-
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RCTQ
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.
RCTQ
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.
RCTQ
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.
RCTQ
Rationale in the Development of the

Philippine Professional Standards for
Teachers
RCTQ
In 2013, RA 10533 (K to 12 Reform) was

signed into law
This prompted the:
• 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 by the Joint

Advisory Board chaired by Former Sec Armin Luistro)
RCTQ
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 the Teacher Education Council (TEC), Regional

Directors, Bureau Directors in August 2016
RCTQ
“The quality of an education system

cannot exceed
the quality of its teachers.”
(McKinsey, 2007)
RCTQ
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
RCTQ
The Development and Validation of the

Teachers
RCTQ
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.
RCTQ
Philippine Professional Standards for Teachers

as the New Framework for
Teacher Quality and Teacher Development
RCTQ
K to 12 21st Century
(2013) Skills
National
Philippine
Competency-
Professional
based
Teacher for
Standards
Standards
Teachers
(NCBTS)
Philippine
Qualifications ASEAN Integration/
Internationalization
Framework
RCTQ
Other Important Features of the PPST

RCTQ
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.
RCTQ
Domains
Teachers Central to
the K to 12
1 Content Knowledge and Pedagogy Reform and
places, at
the
2 Learning Environment beginning,
the
3 Diversity of Learners importance
of teachers
4 Curriculum and Planning knowing
their content
5 Assessment and Reporting and knowing
how to
6 Community Linkages and Professional teach it.
Engagement
7 Personal Growth and Professional
Development
RCTQ
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
RCTQ
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
RCTQ
Strand Learners’ gender, needs,

3.1 strengths, 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
RCTQ
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
RCTQ
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
RCTQ
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
RCTQ
Strand Philosophy of teaching

7.1
Strand Dignity of teaching as a profession

Domain 7 7.2
Personal
Strand
Growth and 7.3
Professional links with colleagues
Professional
Development Strand Professional reflection and learning
7.4 to improve practice
Strand
Professional development goals
7.5

PPST

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RCTQ

From D.O. 42, s. 2017:

• The PPST shall be used as a basis for all learning and

What is the Philippine Professional Standards for

Rationale in the Development of the

In 2013, RA 10533 (K to 12 Reform) was

• Need to revisit NCBTS as a Framework for Teacher

(Work on teacher standards was approved by the Joint

The development of the new Professional

• Wide consultation with key education stakeholders and thousands

• Review and analyses of teacher standards across 42 international

• National validation approved by Br. Armin in Feb 2015

• Finalization by the Teacher Education Council (TEC), Regional

“The quality of an education system

Internationally, Teacher Quality is articulated

• Is a public statement of professional accountability

• Makes explicit what teachers should know, be

• Is sufficiently generic to represent practice across

The Development and Validation of the

Validation of the Philippine Professional

• captured the voice of the profession

• aligned the draft standards framework with “the

• developed each career stage as a viable single

• ensured there was a clear developmental

Philippine Professional Standards for Teachers

Other Important Features of the PPST

The PPST captures teacher quality requirements

• Among others, it gives a focus on:

(i) mother tongue to facilitate teaching and learning;

Strand Content knowledge and its application

Strand Research-based knowledge and

Strand Positive use of ICT

and Strand Strategies for developing critical and

Strand Mother Tongue, Filipino and English in

Strand Classroom communication strategies

Strand Learner safety and security

Strand Management of classroom structure

Strand Promotion of purposive learning

Strand Management of learner behavior

Strand Learners’ gender, needs,

Strand Learners’ linguistic, cultural, socio-

Strand Learners from indigenous groups

Strand Planning and management of

Strand Learning outcomes aligned with

Strand Teaching and learning resources

Strand Design, selection, organization and

Strand Monitoring and evaluation of learner

Strand Use of assessment data to enhance

Strand Establishment of learning

Engagement of parents and the

Strand School policies and procedures

Strand Philosophy of teaching

Strand Dignity of teaching as a profession

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