THE PHILIPPINE PROFESSIONAL

STANDARDS FOR TEACHERS

• Career stages
• BTIs By: Pia A. Buenaflor
cct 1- C
NATIONAL ADAPTATION AND IMPLEMENTATION OF THE
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
https://www.deped.gov.ph/wp-
content/uploads/2017/08/DO_s2017_042-1.pdf
• The article of the adaptation and implementation of the
Philippine professional standards for teachers from DepEd order
no. 42 series of 2017 in line with the professional standards for
teachers, the Department of Education (DepEd) through the
Teacher Education Council (TEC) issued this DepEd order in
entitled National Adaptation and implementation of the
Philippine professional standards for teachers (PPST).
• The changing character of the 21st century
learner necessitate the improvements and call
for the rethinking of the National
Competency-Based Teacher Standard
(NCBTS); hence, the development of the PPST.
• Teacher professional development happens in a
continuum from beginning to exemplary practice.
Anchored on the principle of lifelong learning, the set
of professional standards that articulates
developmental progression as teachers develop,
refine, their practice and respond to the complexities
of educational reforms.
There are four stages of the career as professional teachers;
• Career Stage 1 or Beginning Teachers have gained the qualifications
recognized for entry into the teaching profession.
• Career Stage 2 or Proficient Teachers have gained the qualifications
recognized for entry into the teaching profession.
• Career Stage 3 or Highly proficient Teachers consistently display a
high level of performance in their teaching practice .
• Career Stage 4 or Distinguished Teachers embody the highest
standard for grounded in global best practices.
The Domains/stand/ Indicators for different career stages
• Domain 1. Content Knowledge and pedagogy recognizes the importance of teachers’
mastery of content knowledge and it’s interconnectedness within and across curriculum
areas, coupled with a sound and critical understanding of the application of theories and
principles of teaching and learning.
• Domain 2. Learning Environment highlights the role of teachers to provide learning
environments that are safe, secure, fair and supportive in order to promote learner
responsibility and achievement.
• Domain 3. Diversity of Learners emphasizes the central role of teachers in establishing
learning environment that are responsive to learner diversity.
• Domain 4. Curriculum and planning addresses teachers’ knowledge of and interaction with
the national and local curriculum requirements.
• Domain 5. Assessment and Reporting 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.
• Domain 6. Community Linkages and Professional Engagement
affirms the role of teachers in establishing school-community
partnerships aimed at enriching the learning environment, as well
as the communities’ engagement in the educative process.
• Domain 7. Personal Growth and Professional Development focuses
on teachers personal growth and development.