RCTQ

The
Philippine Professional Standards
for Teachers
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General Information on
Department Order No. 42, s. 2017
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DepEd No. 42, s. 2017

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Secretary Briones
signed into policy
DepEd Order No. 42, S.
2017, The National
Adoption and
Implementation of the
Philippine Professional
Standards for Teachers.

http://media.philstar.com/images/the-philippine-star/headlines/20160707/leonor-
briones.jpg
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DO 42, S. 2017
The PPST:
(i) sets clear expectations of teachers along well-defined
career stages of professional development from
beginning to distinguished practice;
(ii) engages teachers to embrace ongoing professional
learning for their professional development to enhance
their own teaching;
(iii) provides a framework of uniform measures to assess
teacher performance; and
(iv) provides a basis for building public confidence in and
support for the work of teachers.
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From D.O. 42, s. 2017:

• The PPST shall be used as a basis for all learning and

development programs for teachers to ensure that they
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.
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What is the Philippine Professional Standards for

Teachers (PPST)?
• Is a public statement of
professional
accountability
• It has four career stages:
Beginning, Proficient,
Highly Proficient, and
Distinguished.
• It has seven Domains,
37 Strands, and 37
indicators for each
career stage.
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Rationale in the Development of the

Philippine Professional Standards for
Teachers
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In 2013, RA 10533 (K to 12 Reform) was

signed into law
This prompted the following:

• Need to revisit NCBTS as a Framework for Teacher

Quality; and, address teacher quality requirements in the
K to 12 (e.g., content knowledge and pedagogy, career
stages)

• Work on teacher standards was approved in 2012 by the

Joint Advisory Board chaired by Former Sec Armin
Luistro
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The development of the new Professional

Standards for Teachers
A three-year, robust quantitative and qualitative research and
development work was undertaken that included, among
others:

• Wide consultation with key education stakeholders and

thousands of in- and pre- service teachers, principals,
supervisors, and teacher educators across the country

• Review and analyses of teacher standards across 42

international jurisdictions, as well as Philippine government
and media discourse on teacher quality

• National validation approved by Br. Armin in Feb 2015

• Finalization by TEC, Regional Directors, Bureau Directors in

August 2016
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“The quality of an
education system cannot
exceed the quality of its
teachers.”
(McKinsey, 2007)
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Internationally, Teacher Quality is articulated

in Professional Standards for Teachers
Professional Standards:

• Is a public statement of professional

accountability

• Makes explicit what teachers should know, be

able to do and value in the profession

• Is sufficiently generic to represent practice

across Grade levels and subject areas
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The Development and Validation of the

Philippine Professional Standards for
Teachers
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Combined Reference Panel and

Technical Working Group Meetings

March 24, 2014 May 28, 2014 May 8, 2015

PNU Alumni Hall Manila Ramada Central Hotel H20 Manila
1st 2nd 3rd
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Validation Study Methodology

Draft Design
Clarification • Clarity of meaning of Indicators
Study • Level of difficulty across Career Stages

Validation
Studies
(Quantitative
and
Qualitative) • Participants’ perspectives/views/
National opinions on the draft Professional
Focus Standards for Teachers Domains,
Group Strands, Indicators and Career stages
Workshops • Assessability of Indicators
• Evidences of meeting the Indicators
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Were key stakeholders involved in the process

of development and validation of the PPST?
Over 10,000 pre-
and in-service
teachers,
principals,
supervisors,
Government DepEd Regional
agencies other Directors and
than DepEd (e.g., other educators
PRC, CSC) and across all regions
NGOs (e.g. PBED,
FUSE) were part
of the Reference
Panel.
 Consultations with DepED RCTQ

Consultative Meeting Consultative Meeting

with Usec Dina Ocampo with Br. Armin Luistro, Usec Dina
February 13, 2014; DepED Ocampo and Dir Maria Lourdes Pantoja
February 3, 2015; DepED

Meeting with Directors about Focus Reference Panel Meetings

Group Workshops March 24, 2014; May 28, 2014; May 8,
Feb 27 2015; Century Park Hotel 2015
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 MAR
March 17-18 RCTQ
Focus Group Workshops in Regions II and IV-A March 19-20
Focus Group Workshops in Regions I, VIII, CAR
and ARMM

Region II Region IV-A

March 23-24 Region I CAR
Focus Group Workshop
in Region III March 25-26
Focus Group Workshop
in Region XIII
March 26-27
Region III Focus Group Workshop Region VIII
in Region VI
Region VI
March 30-31 April 28-29
Focus Group Focus Group
Workshops in Regions Workshops in Region
V, VII, IX, X, XI and IV-B and NCR NCR
Region IX XII
APR
Region V
National Focus
Group
Workshops
Region XII Region X
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Consultations with
DepED, CHED and other
key Stakeholders
Lexical and content
Feedback from National analyses of Teacher Quality
Focus Group Workshops Discourse and International
Standards

Work on the
Philippine
Professional
Standards for
Survey of in- Teachers
service and pre-
service teachers,
as well as
teacher
educators) Psychometric studies of
indicators
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Validation of the Philippine Professional

Standards for Teachers (PPST)

• captured the voice of the profession

• aligned the draft standards framework with “the

expectations of teachers”

• developed each career stage as a viable single

entity

• ensured there was a clear developmental

pathway linking one Career Stage to the next.
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Philippine Professional Standards for Teachers

as the New Framework for
Teacher Quality and Teacher Development
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K to 12 21st Century
(2013) Skills
National
Philippine
Competency-
Professional
based
Teacher for
Standards
Standards
Teachers
(NCBTS)
Philippine
Qualifications ASEAN Integration/
Internationalization
Framework
 Teacher Professional Development Framework RCTQ

Career Path

Stage 4
Stage 3 (Distinguished)
Stage 2 (Highly
Recruitment Proficient)
Stage 1 (Proficient)
and Hiring
(Beginning)

Teacher
Teacher Entry Induction Rewards,
Requirement Compensation
Program
12 Teacher Certification at Career
Stage 2, 3, 4 and Head Teacher Position (?)
Teacher
Education Classroom Observation Tool & Self-Assessment Tool
Targeted Professional Development and Teacher Training
 RCTQ

Other Important Features of the PPST

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The PPST captures teacher quality requirements

in the K to 12.

• Among others, it gives a focus on:

(i) mother tongue to facilitate teaching and learning;

(ii) learners in difficult circumstances;
(iii) strategies for promoting literacy and numeracy;
(iv) positive use of ICT; and
(v) classroom communication strategies.
Page 2 of the PPST
Booklet, Appendices Domains “distinctive spheres of the RCTQ

teaching-learning process”

4 Career Stages: Descriptions

of developmental practice
Strands “more specific dimensions of
positive teacher practices”
Indicators per career stage
”concrete, observable, measure teacher practices”
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Domains
Philippine Professional Standards for Teachers
Central to
the K to 12
1 Content Knowledge and Pedagogy Reform and
places, at
the
2 Learning Environment beginning,
the
3 Diversity of Learners importance
of teachers
knowing
4 Curriculum and Planning their content
and knowing
5 Assessment and Reporting how to
teach it.
6 Community Linkages and Professional Engagement

7 Personal Growth and Professional Development

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Strand Content knowledge and its application

1.1 within and across curriculum areas

Strand Research-based knowledge and

1.2 principles of teaching and learning

Strand Positive use of ICT

Domain 1 1.3
Content Strand Strategies for promoting literacy and
Knowledge 1.4 numeracy

and Strand Strategies for developing critical and

1.5 creative thinking, as well as other
Pedagogy higher-order thinking skills

Strand Mother Tongue, Filipino and English in

1.6 teaching and learning

Strand Classroom communication strategies

1.7
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Strand Learner safety and security

2.1

Strand
Fair learning environment
2.2

Strand Management of classroom structure

Domain 2 2.3 and activities
Learning
Environment Strand Support for learner participation
2.4

Strand Promotion of purposive learning

2.5

Strand Management of learner behavior

2.6
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Strand Learners’ gender, needs, strengths,

3.1 interests and experiences

Strand Learners’ linguistic, cultural, socio-

3.2 economic and religious backgrounds

Domain 3
Diversity of Strand Learners with disabilities, giftedness
3.3 and talents
Learners
Strand Learners in difficult circumstances
3.4

Strand Learners from indigenous groups

3.5
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Strand Planning and management of

4.1 teaching and learning process

Strand Learning outcomes aligned with

4.2 learning competencies
Domain 4
Curriculum
Strand Relevance and responsiveness of
and 4.3 learning programs
Planning
Strand Professional collaboration to enrich
4.4 teaching practice

Strand Teaching and learning resources

4.5 including ICT
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Strand Design, selection, organization and

5.1 utilization of assessment strategies

Strand Monitoring and evaluation of learner

5.2 progress and achievement
Domain 5
Assessment Strand Feedback to improve learning
and 5.3

Reporting
Strand Communication of learner needs,
5.4 progress and achievement to key
stakeholders

Strand Use of assessment data to enhance

5.5 teaching and learning practices and
programs
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Strand Establishment of learning

6.1 environments that are responsive
to community context

Engagement of parents and the

Domain 6 Strand
wider school community in the
6.2
Community educative process
Linkages and
Professional Strand Professional ethics
Engagement 6.3

Strand School policies and procedures

6.4
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Strand Philosophy of teaching

7.1

Strand Dignity of teaching as a profession

Domain 7 7.2
Personal
Strand Professional links with colleagues
Growth and 7.3
Professional
Development Strand Professional reflection and learning
7.4 to improve practice

Strand
Professional development goals
7.5
 Use of Mother Tongue, Filipino Knowledge of research
and English in teaching and RCTQ
Strategies for
learning Strategies for developing
promoting literacy
critical and creative thinking
and numeracy
skills
Know what
Engage in Classroom
professional to teach
reflection and assume and how to communication
responsibility for Maintain a strategies
teach it
personal learning-
professional focused Learners’
learning linguistic, cultural,
What qualities are environment socio-economic
Establish
expected of and religious
community teachers based backgrounds
relationships on these Domains Respond
to learner Learners in
and uphold of the PPST?
professional diversity difficult
ethics circumstances
Use a variety of
assessment Plan and
Learners from
tools to inform design
and enhance effective Indigenous
the teaching Groups
and learning instruction
process
 What are the four Career Stages of the PPST?
RCTQ

B P HP D
Highly
Beginning Distinguished
Proficient Proficient
Teachers Teachers
Teachers Teachers
• are those who • professionally • consistently • embody the
have gained independent in display a high highest
the the application level of standard for
qualifications of skills vital to performance in teaching
recognized for the teaching their teaching grounded in
entry into the and learning practice global best
teaching process • provide practice
profession. • display skills support and • recognized as
• are supported in planning, mentoring to educators,
implementing colleagues in leaders,
to reach
and managing their contributors to
Career Stage
professional the profession
2 within two to learning
development
three years. programs
 RCTQ

Career Stages

PAUSE.

What do you think of the Career Stages?

Can you identify teachers in your
school/district/division/region that fit in a particular
career stage?
 Beginning Proficient Highly Proficient Distinguished
RCTQ

1
2
3
Positive Positive
4
5 use of ICT use of
6
7 ICT
8
9
10
11
12
13
14
15
16
CAREER STAGE CONTINUUM
17
18
19
20
21
22
Teaching
23
24 and
25
26 learning
27
28 resources
29
30 including
31
32 ICT
33
34 Professional
35 Professional
36 reflection
37 reflection and
and learning
learning to
to improve
improve
practice
practice
 RCTQ

Why are Career Stages important?

The description of standards
at different career stages
provides “a framework for the
teacher development continuum.”
(OECD,2005)

Anchored on the principle of lifelong learning, the PPST

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.
 RCTQ

Why are Career Stages important?

Teacher professional growth can be represented by:

Beginning Exemplary
training practice

It is valuable to have sign posts along the way to help identify

progress.

Teacher quality Stages are developmental in nature and exist

on a quality continuum.

This is about teachers, not leadership roles such as

Principals and Supervisors.
 RCTQ

Implications of Career Stages

Career stage 1 offers:
 realistic requirements of teachers in training.
 TEIs what they need to guide the design of teacher
education programs and judge pre-service teacher
quality

Career stage 2:
 is for teachers of good quality in school and is what
teachers need to enjoy success and a sense of genuine
professionalism
 allows a focus for school-based induction for beginning
teachers.
 RCTQ

Implications of Career Stages

Career stage 3 allows a focus on:

 high-quality teaching
 mentoring which is a defining characteristic of
a profession where established practioners
exercise responsibility for the development of
their peers
Career stage 4:
 shows exemplary teaching
 is recognised as a leader and mentor in
teaching and curriculum.
 RCTQ

Implications of Career Stages from

Manila Bulletin 21/10/17
Undersecretary for Planning and Field Operations Jesus
Mateo said that DepEd has an attached agency called the
Teacher Education Council which is being looked into after
the policy, “Philippine Professional Standards for Teachers”
has been issued.

“This policy is also based on the international standards for

teachers and will be used to tell the TEIs – through the
Commission on Higher Education (CHED) – if they can
look into the pre-service curriculum to ensure that what is
being taught to future teachers would be aligned with what
the system needs,” Mateo said.
 RCTQ

Developmental Career stages

can help teachers
 guide professional development that provides
achievable quality targets, focused advice and
feedback on performance
 achieve realistic outcomes of development of
practical quality in teaching
The FOCUS for the NEXT FEW YEARS WILL be on
improved PROFESSIONAL LEARNING

Possibility: The CURRENT SYSTEM of T1, T2, T3, MT 1

and MT 2 WILL CONTINUE for a FEW YEARS
 RCTQ

Teacher Assessment based on the

Philippine Professional Standards
for Teachers
 RCTQ

PPST-based Tools for future use:

Classroom Observation RPMS Tools for Teachers
Tools

Self-Assessment Tools
 RCTQ

Ideas?
Ideas can be
life-changing.
Sometimes all
you need to
open the door
is just one
more good
idea.
Jim Rohn
 RCTQ

Developed through the Philippine National

Research Center for Teacher Quality (RCTQ)
 RCTQ

Acknowledgements:

Presentation slides
Dr. Gina O. Gonong
Director, RCTQ

Dr. John Pegg

Director, UNE-SiMERR

Michael Wilson I. Rosero

Senior Research Officer, RCTQ
 RCTQ

Thank you very much. 

-Gina
gonong.go@pnu.edu.ph

Connect with us through:

E-mail: rctq@pnu.edu.ph

Visit our page:

www.pnu.edu.ph/rctq/