The Phillipine Professional Standards For Teachers

DepEd Order no. 42 s.
2017
THE PHILIPPINE
PROFESSIONAL STANDARDS
FOR TEACHERS
THE PPST AIMS TO:
• 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.
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.
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 7 DOMAINS
COLLECTIVELY COMPRISE 37
STRANDS THAT REFER TO
MORE SPECIFIC DIMENSIONS
OF TEACHER PRACTICES.
Domain 1, Content Knowledge and Pedagogy
Domain 2, Learning Environment
Domain 3, Diversity of Learners
Domain 4, Curriculum and Planning
• Domain 5, Assessment and Reporting
• Domain 6, Community Linkages and Professional Engagement
• Domain 7, Personal Growth and Professional Development

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
higher-order 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.
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
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.

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DepEd Order no. 42 s.

• The Philippine Professional Standards for Teachers

Domain 2, Learning Environment

Domain 3, Diversity of Learners

Domain 4, Curriculum and Planning

• Domain 5, Assessment and Reporting

• Domain 6, Community Linkages and Professional Engagement

• Domain 7, Personal Growth and Professional Development

• Learner safety and security

•Establishment of learning environments that

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