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FEATURES OF THE RESOURCE PACKAGE

Orientation on the Use of PPST


Resource Package

Hotel Elizabeth, Baguio City


June 19-22, 2018
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Philippine Professional Standards


for Teachers
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GENERAL INFORMATION ON
DEPARTMENT ORDER NO. 42, S. 2017
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Secretary Briones
signed into policy
DepEd Order No. 42,
S. 2017, The National
Adoption and
Implementation of the
Philippine
Professional
Standards for
Teachers.
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briones.jpg
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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.
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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.
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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.
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RATIONALE IN THE DEVELOPMENT OF


THE PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS
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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)
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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
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“The quality of an education system


cannot exceed
the quality of its teachers.”
(McKinsey, 2007)
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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.
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Teacher Professional Development Framework


Career Path

Stage 4
Stage 3 (Distinguished)
Stage 2 (Highly
Recruitment Proficient)
Stage 1 (Proficient)
and Hiring
(Beginning)

Teacher
Teacher Entry Induction Rewards,
Requirement Compensation (?)
Program
12 Teacher Certification at Career
Stage 2, 3, 4 (?)
Teacher
Education Classroom Observation Tool & Self-Assessment Tool
Targeted Professional Development and Teacher Training
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OTHER IMPORTANT FEATURES


OF THE PPST
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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.
Page 2 of the PPST
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Booklet, Appendices Domains

4 Career Stages: Descriptions


of developmental practice
Strands

Indicators per career stage


”concrete, observable, measurable teacher
practices”
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What are OF THE
the four RESOURCE
Career PACKAGE
Stages of the PPST?
B P HP D
Highly
Beginning Distinguished
Proficient Proficient
Teachers Teachers
Teachers Teachers
• are those who • professionally • consistently • embody the
have gained independent in display a high highest
the the application level of standard for
qualifications of skills vital to performance in teaching
recognized for the teaching their teaching grounded in
entry into the and learning practice global best
teaching process • provide practice
profession. • display skills support and • recognized as
• are supported in planning, mentoring to educators,
implementing colleagues in leaders,
to reach
their contributors to
Career Stage and managing
professional the profession
2 within two to learning
development
three years. programs
Targeted Professional
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PACKAGE

Domain 3. Diversity of Learners


Strand 3.1 Learners’ gender, needs, strengths, interests and
experiences
Stage Stage Stage Stage
1 2 3 4
3.1.3. Work with 3.1.4 Lead
3.1.2 Use
3.1.1 colleagues to colleagues to
differentiated,
Demonstrate share evaluate
developmentally
knowledge and differentiated, differentiated
-appropriate
understanding developmentally- strategies to
learning
of differentiated appropriate enrich teaching
experiences to
teaching to suit opportunities to practices that
address
the learners' address learners’ address learner
learners’ gender,
gender, needs, differences in differences in
needs,
strengths, gender, needs, gender, needs,
strengths,
interests and strengths, strengths,
interests and
experiences. interests and interests and
experiences
experiences. experiences
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Why are Career Stages important?


The description of standards
at different career stages
provides “a framework for the
teacher development continuum.”
(OECD,2005)
Teacher evaluation should be based
on professional teaching standards
and should be sophisticated enough
to assess teaching quality across
the continuum of development
from novice to expert teacher.
(Darling-Hammond in Strauss, 2012)
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The Seven Domains
Philippine Professional
NCBTS Standards for teachers
Central to
the new K
Subsumed 1 Social Regard for 1 Content Knowledge to 12
in other Learning
domains
and Pedagogy Reform and
places, at
2 Learning 2 Learning the
Environment Environment beginning,
the
importance
3 Diversity of Learners 3 Diversity of Learners of teachers
knowing
4 Curriculum and 4 Curriculum and their
Planning Planning content and
knowing
5 Planning, Assessing 5 Assessment and how to
and Reporting Reporting teach it.
6 Community Linkages
6 Community Linkages and Professional
Engagement
7 Personal Growth and 7 Personal Growth and
Professional Development Professional Development
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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
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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
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Strand Learners’ gender, needs, strengths,


3.1 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
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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
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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
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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
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Strand Philosophy of teaching


7.1

Strand Dignity of teaching as a profession


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

Strand
Professional development goals
7.5
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THE RESOURCE PACKAGE


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THE RESOURCE PACKAGE


-guidebook towards becoming
acquainted with the Philippine
Professional Standards for
Teachers (PPST)

-contains supplementary
materials in understanding the
PPST, particularly the 12
indicators aligned with the
RPMS
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-comprises 12 modules
corresponding to the 12
indicators that are aligned
with the RPMS

-contains illustrative and


instructive information that
are realistic, sensible and
workable and can help
teachers achieve the
indicators
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These 12 modules are


stand alone sections that
teachers can select based
on their needs and
interests.

Teachers can choose and


read any module that is
most relevant for the time
being.
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Each module
 discusses a specific
indicator
 defines its key concepts
 provides relevant
illustrations of practice
to help teachers
understand and attain
the indicator.
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Who can use this


resource package?
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You will find the materials useful if you are:

1. an individual teacher reflecting on your own


classroom practices and trying to find ways to
ensure that your teaching practices are
aligned with the indicators;

2. a principal or a master teacher who wants to


mentor beginning teachers so they become
better in their practice;
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You will find the materials useful if you are:


3. part of a group of teachers who need
materials for your school-based Learning
Action Cell (LAC) sessions in order to learn
more about the Standards, and wish to
innovate on practices using the samples in
the resource material as a guide;

4. a material developer and thinking of


expanding the current work by
a. providing more examples of practices
b. working on other career stages, or other
indicators
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12 Resource Package
Based on the
12 Priority Strands
for SY 2018-2019
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DOMAIN 1. Content Knowledge and Pedagogy


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1.1.2 APPLY
KNOWLEDGE OF
CONTENT WITHIN AND
ACROSS CURRICULUM
TEACHING AREAS
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1.4.2 USE A RANGE OF


TEACHING
STRATEGIES THAT
ENHANCE LEARNERS
ACHIEVEMENT IN
LITERACY AND
NUMERACY SKILLS
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1.5.2 APPLY A RANGE


OF TEACHING
STRATEGIES AND
DEVELOP CRITICAL
AND CREATIVE
THINKING AS WELL AS
OTHER HIGHER-ORDER
THINKING SKILLS
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DOMAIN 2. Learning Environment


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2.3.2. MANAGE
CLASSROOM
STRUCTURE TO
ENGAGE LEARNERS,
INDIVIDUALLY OR IN
GROUPS, IN
MEANINGFUL
EXPLORATION,
DISCOVERY AND
HANDS-ON ACTIVITIES
WITHIN A RANGE OF
PHYSICAL LEARNING
ENVIRONMENTS
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2.6.2 MANAGE
LEARNER BEHAVIOR
CONSTRUCTIVELY BY
APPLYING POSITIVE
AND NON-VIOLENT
DISCIPLINE TO ENSURE
LEARNING FOCUSED
ENVIRONMENTS
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DOMAIN 3. Diversity of Learners


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3.1.2 USE
DIFFERENTIATED,
DEVELOPMENTALLY
APPROPRIATE
LEARNING
EXPERIENCES TO
ADDRESS LEARNERS’
GENDER, NEEDS,
STRENGTHS,
INTERESTS AND
EXPERIENCES
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DOMAIN 4. Curriculum and Planning


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4.1.2 PLAN, MANAGE


AND IMPLEMENT
DEVELOPMENTALLY
SEQUENCED TEACHING
AND LEARNING
PROCESSES TO MEET
CURRICULUM
REQUIREMENTS
THROUGH VARIOUS
TEACHING CONTEXTS
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4.4.2 PARTICIPATE IN
COLLEGIAL
DISCUSSIONS THAT
USE TEACHER AND
LEARNER FEEDBACK
TO ENRICH TEACHING
PRACTICE
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4.5.2 SELECT,
DEVELOP, ORGANIZE
AND USE APPROPRIATE
TEACHING AND
LEARNING
RESOURCES,
INCLUDING ICT, TO
ADDRESS LEARNING
GOALS
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DOMAIN 5. Assessment and Reporting


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5.1.2 DESIGN, SELECT,


ORGANIZE AND USE
DIAGNOSTIC,
FORMATIVE, AND
SUMMATIVE
ASSESSMENT
STRATEGIES
CONSISTENT WITH
CURRICULUM
REQUIREMENTS
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5.2.2 MONITOR AND


EVALUATE LEARNER
PROGRESS AND
ACHIEVEMENT USING
LEARNER ATTAINMENT
DATA
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5.4.2 COMMUNICATE
PROMPTLY AND
CLEARLY THE
LEARNERS’ NEEDS,
PROGRESS AND
ACHIEVEMENT TO KEY
STAKEHOLDERS,
INCLUDING
PARENTS/GUARDIANS
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THE TEACHER SUPPORT GROUP


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Parts of the Module


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Parts of the Module


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Parts of the Module


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Parts of the Module


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Parts of the Module


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Parts of the Module


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Parts of the Module


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Let us PAUSE for a while and reflect .

Can we attain and meet our target in the


indicators of the PPST through the use of the
resource package?

Are the supplementary materials and its parts


presented useful to teachers?
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Accomplish the table below on your plans on


how to use or reinforce the use of the
Resource Package.
Needs/ Module Strategies Time Output
Objectives No. Frame
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Three things that matter most in top school systems


(McKinsey, 2007)

Getting the Developing


right people to them into
become effective
teachers instructors

Ensuring that
the system is able
to deliver the best
possible instruction
for every child
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Maraming salamat po!


TEACHER EDUCATION COUNCIL

Teacher Development: Between, Across, and Beyond Regions