Unpacking the Standards

How to unpack curriculum standards?

These are the steps in unpacking standards into learning targets: 

1. Read the standards as a team. 

2. Circle the verbs. 

3. Underline the nouns and noun phrases. 

4. Determine the number of targets found within the standards. 

5. Write as separate learning targets. 

6. Remember to keep the core language intact at all times. 

7. Do not omit any part of the standard. 

8. Determine the depth of knowledge required of the standard. 

9. Pull the academic vocabulary from the standard. 

10. Unpack all of the standards before digging into how the standards will be taught and assessed. 

11. Read all of the unpacked standards to determine the standards you will prioritize. These are often called power standards, essential knowledge, or big rocks. Remember: the standards we have determined as essential are the ones we are going to spend the bulk of our time teaching, assessing, re-teaching and reassessing. These are the standards we can’t imagine our students leaving our course of study or grade level without mastering. Prioritization does not mean elimination. The other standards will still be taught. They are good to know or nice to know but a student could still progress to the next grade or course without mastering them at a high level. 

This is from our PRIMALS seminar. 

CTTO: Deped 

For educational purposes only. 

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Classroom Observation Tool for Proficient Teachers

A classroom observation is the purposeful examination of teaching and/or learning events through the systematic processes of data collection and analysis (Bailey, 2001). 

Both the teacher being observed and the observer having significant roles before, during, and after the observation process.

One of the tools to measure the performance of the teacher and to ensure that they inculcate the standard competencies of the learner should acquire inside the classroom is conducting Classroom Observation Tool (COT) for every quarter. 

The Principal, Head Teacher and Master Teacher will conduct the COT to their teacher announce and they have agreement what indicators that they will going to observe with this the teacher have time for instructional materials needed, what strategies should be used for effective teaching and classroom preparations. 

The teacher will probably get a very satisfactory or even an outstanding performance because she was very prepared before the observation. 

This is so significant for the teacher because they were given a chance to show the best practices in classroom management and they were challenged to be more effective and efficient when it comes in teaching which is the very important role in teaching profession.

CTTO: DepEd

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What is PPST?

What is the Philippine Professional Standards for Teachers?

The DepEd recognizes the importance of professional standards in the continuing professional development and advancement of teachers based on the principle of lifelong learning. 

Quality learning is contingent upon quality teaching. 
Hence, enhancing teacher quality becomes of utmost importance for the long term and sustainable nation building.

The Philippine Professional Standards for Teachers was developed through the Research Center for Teacher Quality (RCTQ) with support from the Australian Government. 

The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the reform initiatives on teacher quality from pre-service education to in-service training. 

It articulates what constitutes teacher quality in the K to 12 Reform through well-defined domains, strands, and indicators that provide measures of professional learning, competent practice, and effective engagement. 

This set of standards makes explicit what teachers should know, be able to do and value to achieve competence, improved student learning outcomes, and eventually quality education. 

It is founded on teaching philosophies of learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others. 

The professional standards, therefore, become a public statement of professional accountability that can help teachers reflect on and assess their own practices as they aspire for personal growth and professional development.  

4. The PPST aims to:
a. 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 m attaining proficiency; and
c. apply a uniform measure to assess teacher performance, identify needs, and provide support for professional development.


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, is composed of seven strands:  
1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies


Domain 2, Learning Environment, consists of six strands: 
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior


Domain 3, Diversity of Learners, consists of five strands: 
1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups



Domain 4, Curriculum and Planning, includes five strands: 
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT


Domain 5, Assessment and Reporting, is composed of five strands: 
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs


Domain 6, Community Linkages and Professional Engagement, consists of four strands: 
1. Establishment of learning environments that are responsive to community contexts
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures


Domain 7, Personal Growth and Professional Development, contains five strands: 
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals


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