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PPST

Philippine Professional Standards for Teachers (PPST)

NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

PPST

PPST AIMS

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.

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.

1.

1

To set out clear expectations of teachers along well-defined career stages of professional development from beginning to distinguished practice;

2.

To engage teachers to actively embrace a continuing effort in attaining proficiency;

2

3.

To apply a uniform measure to assess teacher performance, identify needs, and provide support for professional development.

3

Role of teachers

Teachers play a crucial role in nation building.

Role of teachers

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.

A

... good teachers are vital to raising student achievement

B

C

... enhancing teacher quality becomes of utmost importance for long-term and sustainable nation building.

Professional standards for teachers

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines.

Professional standards for teachers

1.

1

recognize the importance of 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. They apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research. They display proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to promote high-quality learning outcomes.

2.

provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement. They create an environment that is learning-focused and they efficiently manage learner behavior in a physical and virtual space. They 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.

2

3.

3

establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics and experiences as inputs to the planning and design of learning opportunities. They encourage the celebration of diversity in the classroom and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.

4.

interact with the national and local curriculum requirements. They translate curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning. They apply their professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to learners’ needs and incorporate a range of teaching and learning resources. They communicate learning goals to support learner participation, understanding and achievement.

4

5.

5

apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement. They use assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. They provide learners with the necessary feedback about learning outcomes that informs the reporting cycle and enables teachers to select, organize and use sound assessment processes.

6.

6

establish school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative process. They 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. They understand and fulfill their obligations in upholding professional ethics, accountability and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community.

7.

7

value personal growth and professional development and exhibit high personal regard for the profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. They value personal and professional reflection and learning to improve their practice. They assume responsibility for personal growth and professional development for lifelong learning.

The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.

Domain 1

Content Knowledge and Pedagogy

DOMAIN 1

1. Content knowledge and its application within and across curriculum areas

1st Strand

2. Research-based knowledge and principles of teaching and learning

2nd Strand

3. Positive use of ICT

3rd Strand

4. Strategies for promoting literacy and numeracy

4th Strand

5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills

5th Strand

6. Mother Tongue, Filipino and English in teaching and learning

6th Strand

7. Classroom communication strategies

7th strand

Domain 2

Learning Environment

DOMAIN 2

1. Learner safety and security

1st Strand

2. Fair learning environment

2nd Strand

3. Management of classroom structure and activities

3rd Strand

4. Support for learner participation

4th Strand

5. Promotion of purposive learning

5th Strand

6. Management of learner behavior

6th Strand

Domain 3.

Diversity of Learners

DOMAIN 3

1. Learners’ gender, needs, strengths, interests and experiences

1st Strand

2. Learners’ linguistic, cultural, socio-economic and religious backgrounds

2nd Strand

3. Learners with disabilities, giftedness and talents

3rd Strand

4. Learners in difficult circumstances

4th Strand

5. Learners from indigenous groups

5th Strand

Domain 4.

Curriculum and Planning

DOMAIN 4

1.Planning and management of teaching and learning process

1st Strand

2. Learning outcomes aligned with learning competencies

2nd Strand

3. Relevance and responsiveness of learning programs

3rd Strand

4. Professional collaboration to enrich teaching practice

4th Strand

5. Teaching and learning resources including ICT

5th Strand

Domain 5.

Assessment and Reporting

DOMAIN 5

1.Design, selection, organization and utilization of assessment strategies

1st Strand

2. Monitoring and evaluation of learner progress and achievement

2nd Strand

3. Feedback to improve learning

3rd Strand

4. Communication of learner needs, progress and achievement to key stakeholders

4th Strand

5. Use of assessment data to enhance teaching and learning practices and programs

5th Strand

Domain 6.

Community Linkages and Professional Engagement

DOMAIN 6

1.Establishment of learning environments that are responsive to community contexts

1st Strand

2. Engagement of parents and the wider school community in the educative process

2nd Strand

3. Professional ethics

3rd Strand

4. School policies and procedures

4th Strand

Domain 7.

Personal Growth and Professional Development

DOMAIN 7

1.Philosophy of teaching

1st Strand

2. Dignity of teaching as a profession

2nd Strand

3. Professional links with colleagues

3rd Strand

4. Professional reflection and learning to improve practice

4th Strand

5.Professional development goals

5th Strand

Career stages

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

Career Stage 1

...

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

Career Stage 2

...

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 Stage 1 teachers.

Career Stage 3

or

Highly Proficient Teachers

Career Stage 3

...

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

Career Stage 4

...

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.

Domains/ Strands/ Indicators for Different Career Stages

Domain 1

Content Knowledge and Pedagogy

DOMAIN 1

1. Content knowledge and its application within and across curriculum areas

1st Strand

1.1.1

Demonstrate content knowledge and its application within and/or across curriculum teaching areas.

Beginning Teachers

1.1.2

Apply knowledge of content within and across curriculum teaching areas.

Proficient Teachers

1.1.3

Model effective applications of content knowledge within and across curriculum teaching areas.

Highly Proficient Teachers

Distinguished Teachers

1.1.4

Model exemplary practice to improve the applications of content knowledge within and across curriculum teaching areas.

2. Research-based knowledge and principles of teaching and learning

2nd Strand

1.2.1

Demonstrate an understanding of research-based knowledge and principles of teaching and learning.

Beginning Teachers

1.2.2

Use research-based knowledge and principles of teaching and learning to enhance professional practice.

Proficient Teachers

1.2.3

Collaborate with colleagues in the conduct and application of research to enrich knowledge of content and pedagogy.

Highly Proficient Teachers

Distinguished Teachers

1.2.4

Lead colleagues in the advancement of the art and science of teaching based on their comprehensive knowledge of research and pedagogy.

3. Positive use of ICT

3rd Strand

1.3.1

Show skills in the positive use of ICT to facilitate the teaching and learning process.

Beginning Teachers

1.3.2

Ensure the positive use of ICT to facilitate the teaching and learning process.

Proficient Teachers

1.3.3

Promote effective strategies in the positive use of ICT to facilitate the teaching and learning process.

Highly Proficient Teachers

1.3.4

Mentor colleagues in the implementation of policies to ensure the positive use of ICT within or beyond the school.

Distinguished Teachers

4. Strategies for promoting literacy and numeracy

4th Strand

1.4.1

Demonstrate knowledge of teaching strategies that promote literacy and numeracy skills.

Beginning Teachers

1.4.2

Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.

Proficient Teachers

Highly Proficient Teachers

1.4.3

Evaluate with colleagues the effectiveness of teaching strategies that promote learner achievement in literacy and numeracy.

Distinguished Teachers

1.4.4

Model a comprehensive selection of effective teaching strategies that promote learner achievement in literacy and numeracy.

5th Strand

5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills

1.5.1

Apply teaching strategies that develop critical and creative thinking, and/or other higher-order thinking skills.

Beginning Teachers

Proficient Teachers

1.5.2

Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills.

1.5.3

Develop and apply effective teaching strategies to promote critical and creative thinking, as well as other higher-order thinking skills.

Highly Proficient Teachers

Distinguished Teachers

1.5.4

Lead colleagues in reviewing, modifying and expanding their range of teaching strategies that promote critical and creative thinking, as well as other higher-order thinking skills.

6. Mother Tongue, Filipino and English in teaching and learning

6th Strand

1.6.1

Use Mother Tongue, Filipino and English to facilitate teaching and learning.

Beginning Teachers

1.6.2

Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.

Proficient Teachers

1.6.3

Model and support colleagues in the proficient use of Mother Tongue, Filipino and English to improve teaching and learning, as well as to develop the learners' pride of their language, heritage and culture.

Highly Proficient Teachers

Distinguished Teachers

1.6.4

Show exemplary skills in and advocate the use of Mother Tongue, Filipino and English in teaching and learning to facilitate the learners' language, cognitive and academic development and to foster pride of their language, heritage and culture.

7. Classroom communication strategies

7th Strand

Beginning Teachers

1.7.1

Demonstrate an understanding of the range of verbal and non-verbal classroom communication strategies that support learner understanding, participation, engagement and achievement.

Proficient Teachers

1.7.2

Use effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and achievement.

1.7.3

Display a wide range of effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and achievement.

Highly Proficient Teachers

1.7.4

Exhibit exemplary practice in the use of effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and achievement in different learning contexts.

Distinguished Teachers

Domain 2

Learning Environment

DOMAIN 2

1. Learner safety and security

1st Strand

2.1.1

Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning environments.

Beginning Teachers

Proficient Teachers

2.1.2

Establish safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures.

Highly Proficient Teachers

2.1.3

Exhibit effective strategies that ensure safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures.

Distinguished Teachers

2.1.4

Apply comprehensive knowledge of and act as a resource person for, policies, guidelines and procedures that relate to the implementation of safe and secure learning environments for learners.

2. Fair learning environment

2nd Strand

2.2.1

Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning.

Beginning Teachers

2.2.2

Maintain learning environments that promote fairness, respect and care to encourage learning.

Proficient Teachers

2.2.3

Exhibit effective practices to foster learning environments that promote fairness, respect and care to encourage learning.

Highly Proficient Teachers

Distinguished Teachers

2.2.4

Advocate and facilitate the use of effective practices to foster learning environments that promote fairness, respect and care to encourage learning.

3. Management of classroom structure and activities

3rd Strand

Beginning Teachers

2.3.1 Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within the available physical learning environments.

Proficient Teachers

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.

Highly Proficient Teachers

2.3.3

Work with colleagues to model and share effective techniques in the management of classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.

2.3.4

Model exemplary practices in the management of classroom structure and activities, and lead colleagues at the whole-school level to review and evaluate their practices.

Distinguished Teachers

4. Support for learner participation

4th Strand

2.4.1

Demonstrate understanding of supportive learning environments that nurture and inspire learner participation.

Beginning Teachers

Proficient Teachers

2.4.2

Maintain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning.

2.4.3

Work with colleagues to share successful strategies that sustain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning.

Highly Proficient Teachers

2.4.4

Facilitate processes to review the effectiveness of the school's learning environment to nurture and inspire learner participation.

Distinguished Teachers

5. Promotion of purposive learning

5th Strand

Beginning Teachers

2.5.1

Demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility for their own learning.

Proficient Teachers

2.5.2

Apply a range of successful strategies that maintain learning environments that motivate learners to work productively by assuming responsibility for their own learning.

Highly Proficient Teachers

2.5.3

Model successful strategies and support colleagues in promoting learning environments that effectively motivate learners to work productively by assuming responsibility for their own learning.

Distinguished Teachers

2.5.4

Lead and empower colleagues in promoting learning environments that effectively motivate learners to achieve quality outcomes by assuming responsibility for their own learning.

6. Management of learner behavior

6th Strand

2.6.1

Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior.

Beginning Teachers

Proficient Teachers

2.6.2

Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments.

2.6.3

Exhibit effective and constructive behavior management skills by applying positive and non-violent discipline to ensure learning-focused environments.

Highly Proficient Teachers

Distinguished Teachers

2.6.4

Provide leadership in applying a wide range of strategies in the implementation of positive and non-violent discipline policies/procedures to ensure learning-focused environments.

Domain 3.

Diversity of Learners

DOMAIN 3

1. Learners’ gender, needs, strengths, interests and experiences

1st Strand

Beginning Teachers

3.1.1

Demonstrate knowledge and understanding of differentiated teaching to suit the learners' gender, needs, strengths, interests and experiences.

Proficient Teachers

3.1.2

Use differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences.

Highly Proficient Teachers

3.1.3

Work with colleagues to share differentiated, developmentally appropriate opportunities to address learners' differences in gender, needs, strengths, interests and experiences.

3.1.4

Lead colleagues to evaluate differentiated strategies to enrich teaching practices that address learners' differences in gender, needs, strengths, interests and experiences.

Distinguished Teachers

2. Learners’ linguistic, cultural, socio-economic and religious backgrounds

2nd Strand

Beginning Teachers

3.2.1

Implement teaching strategies that are responsive to the learners' linguistic, cultural, socio-economic and religious backgrounds.

Proficient Teachers

3.2.2

Establish a learner-centered culture by using teaching strategies that respond to their linguistic, cultural, socio-economic and religious backgrounds.

Highly Proficient Teachers

3.2.3

Exhibit a learner-centered culture that promotes success by using effective teaching strategies that respond to their linguistic, cultural, socioeconomic and religious backgrounds.

3.2.4

Model exemplary teaching practices that recognize and affirm diverse linguistic, cultural, socioeconomic and religious backgrounds to promote learner success.

Distinguished Teachers

3. Learners with disabilities, giftedness and talents

3rd Strand

3.3.1

Use strategies responsive to learners with disabilities, giftedness and talents.

Beginning Teachers

3.3.2

Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents.

Proficient Teachers

3.3.3

Assist colleagues to design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents.

Highly Proficient Teachers

3.3.4

Lead colleagues in designing, adapting and implementing teaching strategies that are responsive to learners with disabilities, giftedness and talents.

Distinguished Teachers

4. Learners in difficult circumstances

4th Strand

Beginning Teachers

3.4.1

Demonstrate understanding of the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices.

Proficient Teachers

3.4.2

Plan and deliver teaching strategies that are responsive to the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices.

Highly Proficient Teachers

3.4.3

Evaluate with colleagues teaching strategies that are responsive to the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices.

Distinguished Teachers

3.4.4

Model a range of high level skills responsive to the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices.

5. Learners from indigenous groups

5th Strand

3.5.1

Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups.

Beginning Teachers

3.5.2

Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous groups.

Proficient Teachers

3.5.3

Develop and apply teaching strategies to address effectively the needs of learners from indigenous groups.

Highly Proficient Teachers

3.5.4

Show comprehensive skills in delivering culturally appropriate teaching strategies to address effectively the needs of learners from indigenous groups.

Distinguished Teachers

Domain 4.

Curriculum and Planning

DOMAIN 4

1.Planning and management of teaching and learning process

1st Strand

4.1.1

Prepare developmentally sequenced teaching and learning process to meet curriculum requirements.

Beginning Teachers

4.1.2

Plan, manage and implement developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts.

Proficient Teachers

Highly Proficient Teachers

4.1.3

Develop and apply effective strategies in the planning and management of developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts.

4.1.4

Model exemplary practice and lead colleagues in enhancing current practices in the planning and management of developmentally sequenced teaching and learning process.

Distinguished Teachers

2. Learning outcomes aligned with learning competencies

2nd Strand

4.2.1

Identify learning outcomes that are aligned with learning competencies.

Beginning Teachers

4.2.2

Set achievable and appropriate learning outcomes that are aligned with learning competencies.

Proficient Teachers

Highly Proficient Teachers

4.2.3

Model to colleagues the setting of achievable and challenging learning outcomes that are aligned with learning competencies to cultivate a culture of excellence for all learners.

Distinguished Teachers

4.2.4

Exhibit high-level skills and lead in setting achievable and challenging learning outcomes that are aligned with learning competencies towards the cultivation of a culture of excellence for all.

3. Relevance and responsiveness of learning programs

3rd Strand

4.3.1

Demonstrate knowledge in the implementation of relevant and responsive learning programs.

Beginning Teachers

4.3.2

Adapt and implement learning programs that ensure relevance and responsiveness to the needs of all learners.

Proficient Teachers

Highly Proficient Teachers

4.3.3

Work collaboratively with colleagues to evaluate the design of learning programs that develop the knowledge and skills of learners at different ability levels.

4.3.4

Provide advice in the design and implementation of relevant and responsive learning programs that develop the knowledge and skills of learners at different ability levels.

Distinguished Teachers

4. Professional collaboration to enrich teaching practice

4th Strand

4.4.1

Seek advice concerning strategies that can enrich teaching practice.

Beginning Teachers

4.4.2

Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice.

Proficient Teachers

4.4.3

Review with colleagues, teacher and learner feedback to plan, facilitate, and enrich teaching practice.

Highly Proficient Teachers

4.4.4

Lead colleagues in professional discussions to plan and implement strategies that enrich teaching practice.

Distinguished Teachers

5. Teaching and learning resources including ICT

5th Strand

Beginning Teachers

4.5.1

Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT, to address learning goals.

4.5.2

Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address learning goals.

Proficient Teachers

Highly Proficient Teachers

4.5.3

Advise and guide colleagues in the selection, organization, development and use of appropriate teaching and learning resources, including ICT, to address specific learning goals.

Distinguished Teachers

4.5.4

Model exemplary skills and lead colleagues in the development and evaluation of teaching and learning resources, including ICT, for use within and beyond the school.

Domain 5.

Assessment and Reporting

DOMAIN 5

1.Design, selection, organization and utilization of assessment strategies

1st Strand

Beginning Teachers

5.1.1

Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative and summative assessment strategies consistent with curriculum requirements.

5.1.2

Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with curriculum requirements.

Proficient Teachers

Highly Proficient Teachers

5.1.3

Work collaboratively with colleagues to review the design, selection, organization and use of a range of effective diagnostic, formative and summative assessment strategies consistent with curriculum requirements.

Distinguished Teachers

5.1.4

Lead initiatives in the evaluation of assessment policies and guidelines that relate to the design, selection, organization and use of effective diagnostic, formative and summative assessment strategies consistent with curriculum requirements.

2. Monitoring and evaluation of learner progress and achievement

2nd Strand

Beginning Teachers

5.2.1

Demonstrate knowledge of monitoring and evaluation of learner progress and achievement using learner attainment data.

5.2.2

Monitor and evaluate learner progress and achievement using learner attainment data.

Proficient Teachers

Highly Proficient Teachers

5.2.3

Interpret collaboratively monitoring and evaluation strategies of attainment data to support learner progress and achievement.

5.2.4

Provide advice on, and mentor colleagues in the effective analysis and use of learner attainment data.

Distinguished Teachers

3. Feedback to improve learning

3rd Strand

5.3.1

Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner performance.

Beginning Teachers

5.3.2

Use strategies for providing timely, accurate and constructive feedback to improve learner performance.

Proficient Teachers

Highly Proficient Teachers

5.3.3

Use effective strategies for providing timely, accurate and constructive feedback to encourage learners to reflect on and improve their own learning.

Distinguished Teachers

5.3.4

Exhibit exemplary skills and lead initiatives to support colleagues in applying strategies that effectively provide timely, accurate and constructive feedback to learners to improve learning achievement.

4. Communication of learner needs, progress and achievement to key stakeholders

4th Strand

5.4.1

Demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement.

Beginning Teachers

Proficient Teachers

5.4.2

Communicate promptly and clearly the learners' needs, progress and achievement to key stakeholders, including parents/guardians.

Highly Proficient Teachers

5.4.3

Apply skills in the effective communication of learner needs, progress and achievement to key stakeholders, including parents/guardians.

Distinguished Teachers

5.4.4

Share with colleagues a wide range of strategies that ensure effective communication of learner needs, progress and achievement to key stakeholders, including parents/guardians.

5. Use of assessment data to enhance teaching and learning practices and programs

5th Strand

Beginning Teachers

5.5.1

Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs.

5.5.2

Utilize assessment data to inform the modification of teaching and learning practices and programs.

Proficient Teachers

5.5.3

Work collaboratively with colleagues to analyze and utilize assessment data to modify practices and programs to further support learner progress and achievement.

Highly Proficient Teachers

Distinguished Teachers

5.5.4

Lead colleagues to explore, design and implement effective practices and programs using information derived from assessment data.

Domain 6.

Community Linkages and Professional Engagement

DOMAIN 6

1.Establishment of learning environments that are responsive to community contexts

1st Strand

6.1.1

Demonstrate an understanding of knowledge of learning environments that are responsive to community contexts.

Beginning Teachers

Proficient Teachers

6.1.2

Maintain learning environments that are responsive to community contexts.

6.1.3

Reflect on and evaluate learning environments that are responsive to community contexts.

Highly Proficient Teachers

6.1.4

Model exemplary practice and empower colleagues to establish and maintain effective learning environments that are responsive to community contexts.

Distinguished Teachers

2. Engagement of parents and the wider school community in the educative process

2nd Strand

6.2.1

Seek advice concerning strategies that build relationships with parents/guardians and the wider community.

Beginning Teachers

6.2.2

Build relationships with parents/guardians and the wider school community to facilitate involvement in the educative process.

Proficient Teachers

6.2.3

Guide colleagues to strengthen relationships with parents/guardians and the wider school community to maximize their involvement in the educative process.

Highly Proficient Teachers

6.2.4

Lead in consolidating networks that strengthen relationships with parents/guardians and the wider school community to maximize their involvement in the educative process.

Distinguished Teachers

3. Professional ethics

3rd Strand

Beginning Teachers

6.3.1

Demonstrate awareness of existing laws and regulations that apply to the teaching profession, and become familiar with the responsibilities specified in the Code of Ethics for Professional Teachers.

Proficient Teachers

6.3.2

Review regularly personal teaching practice using existing laws and regulations that apply to the teaching profession and the responsibilities specified in the Code of Ethics for Professional Teachers.

Highly Proficient Teachers

6.3.3

Discuss with colleagues teaching and learning practices that apply existing codes, laws and regulations that apply to the teaching profession, and the responsibilities specified in the Code of Ethics for Professional Teachers.

6.3.4

Lead colleagues in the regular review of existing codes, laws and regulations that apply to the teaching profession, and the responsibilities as specified in the Code of Ethics for Professional Teachers.

Distinguished Teachers

4. School policies and procedures

4th Strand

6.4.1

Demonstrate knowledge and understanding of school policies and procedures to foster harmonious relationship with the wider school community.

Beginning Teachers

Proficient Teachers

6.4.2

Comply with and implement school policies and procedures consistently to foster harmonious relationships with learners, parents, and other stakeholders.

6.4.3

Exhibit commitment to and support teachers in the implementation of school policies and procedures to foster harmonious relationships with learners, parents and other stakeholders.

Highly Proficient Teachers

6.4.4

Evaluate existing school policies and procedures to make them more responsive to the needs of the learners, parents and other stakeholders.

Distinguished Teachers

Domain 7.

Personal Growth and Professional Development

DOMAIN 7

1.Philosophy of teaching

1st Strand

Beginning Teachers

7.1.1

Articulate a personal philosophy of teaching that is learner-centered.

Proficient Teachers

7.1.2

Apply a personal philosophy of teaching that is learner-centered.

Highly Proficient Teachers

7.1.3

Manifest a learner-centered teaching philosophy in various aspects of practice and support colleagues in enhancing their own learner-centered teaching philosophy.

7.1.4

Model a learner-centered teaching philosophy through teaching practices that stimulate colleagues to engage in further professional learning.

Distinguished Teachers

2. Dignity of teaching as a profession

2nd Strand

7.2.1

Demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect and integrity.

Beginning Teachers

Proficient Teachers

7.2.2

Adopt practices that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect and integrity.

Highly Proficient Teachers

7.2.3

Identify and utilize personal professional strengths to uphold the dignity of teaching as a profession to help build a positive teaching and learning culture within the school.

7.2.4

Act as a role model and advocate for upholding the dignity of teaching as a profession to build a positive teaching and learning culture within and beyond the school.

Distinguished Teachers

3. Professional links with colleagues

3rd Strand

Beginning Teachers

7.3.1

Seek opportunities to establish professional links with colleagues.

Proficient Teachers

7.3.2

Participate in professional networks to share knowledge and to enhance practice.

Highly Proficient Teachers

7.3.3

Contribute actively to professional networks within and between schools to improve knowledge and to enhance practice.

7.3.4

Take a leadership role in supporting colleagues' engagement with professional networks within and across schools to advance knowledge and practice in identified areas of need.

Distinguished Teachers

4. Professional reflection and learning to improve practice

4th Strand

Beginning Teachers

7.4.1

Demonstrate an understanding of how professional reflection.

Proficient Teachers

7.4.2

Develop a personal professional improvement plan based on reflection of one's

7.4.3

Initiate professional reflections and promote learning opportunities with colleagues to improve practice.

Highly Proficient Teachers

7.4.4.

Demonstrate leadership within and across school contexts in critically evaluating practice and setting clearly

Distinguished Teachers

5.Professional development goals

5th Strand

7.5.1

Demonstrate motivation to realize professional development goals based on the Philippine Professional Standards for Teachers.

Beginning Teachers

Proficient Teachers

7.5.2

Set professional development goals based on the Philippine Professional Standards for Teachers.

Highly Proficient Teachers

7.5.3

Reflect on the Philippine Professional Standards for Teachers to plan personal professional development goals and assist colleagues in planning and achieving their own goals.

Distinguished Teachers

7.5.4

Lead reforms in enhancing professional development programs based on an in-depth knowledge and understanding of the Philippine Professional Standards for Teachers.

CONCLUSION:

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). This table shows: first the roles of the teachers and the 7 standards set for a teacher for this new changes. The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices. This graphic organizer also show the work of the teacher at different career stages.

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