National Adoption and Implementation of The Philippine Professional Standards For Teachers
National Adoption and Implementation of The Philippine Professional Standards For Teachers
National Adoption and Implementation of The Philippine Professional Standards For Teachers
2017
Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
1. 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).
2. 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.
3. 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.
a. set out clear expectations of teachers along well-defined career stages of professional
development from beginning to distinguished practice;
c. apply a uniform measure to assess teacher performance, identify needs, and provide support
for professional development.
5. The PPST shall be used as a basis for all learning and development programs for teachers to
ensure that teachers 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.
6. The regional offices shall be supported by their training and development personnel to
organize and orient all the schools divisions within their jurisdiction for the PPST. In addition, it
shall take charge of the monitoring and evaluation at the division level implementation. The
schools division office shall have the same functions and responsibilities in the school districts
and secondary schools.
7. Reporting of the orientation and related activities shall be done by the regional office to the
Office of the Secretary through the Teacher Education Council.
INTRODUCTION
Role of teachers
Teachers play a crucial role in nation building. 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. This is in consonance with the Department of
Education vision of producing: “Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute meaningfully to
building the nation” (DepED Order No. 36, s. 2013).
Evidences show unequivocally that good teachers are vital to raising student achievement, i.e.,
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 and the ASEAN integration, globalization, and the changing character of the 21st
century learners necessitate improvement and adaptability of education, and a call for the
rethinking of the current teacher standards.
The Philippine Government has consistently pursued teacher quality reforms through a number
of initiatives. As a framework of teacher quality, the National Competency-Based Teacher
Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007
and DepED Order No. 32, s. 2009. It emerged as part of the implementation of the Basic
Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the
Strengthening Implementation of Visayas Education (STRIVE) project and the Third Elementary
Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality
requirements in the Philippines. The reform process warrants an equivalent supportive focus on
teacher quality – high quality teachers who are properly equipped and prepared to assume the
roles and functions of a K to 12 teacher.
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.
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 following describes the breadth of 7 Domains that are required by teachers to be effective in
the 21st Century in the Philippines. Quality teachers in the Philippines need to possess the
following characteristics:
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:
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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
Career stages
The following statements, which define the work of teachers at different career stages, make
explicit the elements of high-quality teaching for the 21st century. They comprise descriptors
that have been informed by teachers’ understandings of what is required at each of the four
Career Stages. The descriptors represent a continuum of development within the profession by
providing a basis for attracting, preparing, developing and supporting teachers.
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 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 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 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.
Domain 1 recognizes the importance of teachers’ 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. This Domain
encompasses teachers’ ability to apply developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research. It takes into account teachers’ proficiency
in Mother Tongue, Filipino and English in the teaching and learning process, as well as needed
skills in the use of communication strategies, teaching strategies, and technologies to promote
high-quality learning outcomes.
Domain 2 highlights the role of teachers to provide learning environments that are safe, secure,
fair and supportive in order to promote learner responsibility and achievement. This Domain
centers on creating an environment that is learning-focused and in which teachers efficiently
manage learner behavior in a physical and virtual space. It highlights the need for teachers to
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.
Domain 3 emphasizes the central role of teachers in establishing learning environments that are
responsive to learner diversity. This Domain underscores the importance of teachers’ knowledge
and understanding of, as well as respect for, learners’ diverse characteristics and experiences as
inputs to the planning and design of learning opportunities. It encourages the celebration of
diversity in the classrooms and the need for teaching practices that are differentiated to
encourage all learners to be successful citizens in a changing local and global environment.
Domain 4 addresses teachers’ knowledge of and interaction with the national and local
curriculum requirements. This Domain encompasses their ability to translate curriculum content
into learning activities that are relevant to learners and based on the principles of effective
teaching and learning. It expects teachers to apply their professional knowledge to plan and
design, individually or in collaboration with colleagues, well-structured and sequenced lessons.
These lesson sequences and associated learning programs should be contextually relevant,
responsive to learners’ needs and incorporate a range of teaching and learning resources. The
Domain expects teachers to communicate learning goals to support learner participation,
understanding and achievement.
Domain 5 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. This Domain concerns the use of assessment data in a variety of ways to inform
and enhance the teaching and learning process and programs. It concerns teachers providing
learners with the necessary feedback about learning outcomes. This feedback informs the
reporting cycle and enables teachers to select, organize and use sound assessment processes.
GLOSSARY OF TERMS