What is the Philippine Professional Standards for Teachers?
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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