Philippine Professional Standards for Teachers

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Open Ended

Why was PPST instituted?

​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.

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DO #42, s.2017 - National Adoption and Implementation

of the Philippine Professional Standards for Teachers

    

• NCBTS

• complements the reform initiatives on teacher quality from pre-service education to in-service training.

• 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.

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​PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

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• 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.

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• 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.

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​PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

​DOMAIN 1 - CONTENT KNOWLEDGE & PEDAGOGY

-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.

-encompasses teachers’ ability to apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research.

-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.​

Multiple Choice

Which of these elements is not congruent with Domain 1? 

• Consideration of learning activities in designing the lesson

• Effective use of the target language

• Ability to effectively ask questions during the learning process.

• Ability to choose appropriate methods in teaching a specific topic

Open Ended

What does pedagogy include? 

​DOMAIN 2 - LEARNING ENVIRONMENT

-highlights the role of teachers to provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement.

- centers on creating an environment that is learning-focused and in which teachers efficiently manage learner behavior in a physical and virtual space.

-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.​

Multiple Choice

Which power should Teacher Juvy exude if she wants her students to feel safe and secure? 

• Referent Power

• Legitimate Power

• Coercive Power

• Expert Power

Multiple Choice

Which type of learning environment is emphasized when the teacher ensures that learners are cared for and listened to?

• Intellectual Climate

• Physical Climate

• Social Climate

• Emotional Climate

DOMAIN 3 - DIVERSITY OF LEARNERS

​-emphasizes the central role of teachers in establishing learning environments that are responsive to learner diversity.

-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.

-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: CURRICULUM AND PLANNING

-addresses teachers’ knowledge of and interaction with the national and local curriculum requirements.

-ability to translate curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning.

- apply professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons.

- communicate learning goals to support learner participation, understanding and achievement.

​DOMAIN 5: ASSESSMENT AND REPORTING

-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.

-concerns the use of assessment data in a variety of ways to inform and enhance the teaching and learning process and programs.

-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.​

​DOMAIN 6: COMMUNITY LINKAGES & PROFESSIONAL ENGAGEMENT

-affirms the role of teachers in establishing school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative process.

-expects teachers to 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.

-concerns the importance of teachers’ understanding and fulfilling their obligations in upholding professional ethics, accountability and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community.

​DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

-accentuates teachers’ proper and high personal regard for the profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity.

-values personal and professional reflection and learning to improve practice.

-recognizes the importance of teachers’ assuming responsibility for personal growth and professional development for lifelong learning.

Multiple Choice

Which domain of PPST is addressed when learning institutions practice the concept of peer coaching to improve and enhance teaching practice?

• Diversity of Learners

• Personal Growth and Professional Development

• Curriculum and Planning

• Community Linkages and Professional Engagement

Open Ended

It mandates the adoption and implementation of Philippine Professional Standards for Teachers.

Multiple Choice

Teacher’s proficiency in the use of Mother Tongue, Filipino, and English in the teaching learning process points to which PPST domain?

• Domain 1

• Domain 2

• Domain 3

• Domain 4

Multiple Choice

Teacher Emilou sets achievable and appropriate learning outcomes that are aligned with her learning competencies. What domain is addressed by the teacher?

• Domain 2

• Domain 7

• Domain 5

• Domain 4

Multiple Choice

Teacher Whelowie is a SPED teacher. In her class, she uses strategies that are responsive to the learners with disabilities, giftedness, and talents. What domain is targeted by Teacher Whelowie?

• Domain 2

• Domain 3

• Domain 4

• Domain 5

Multiple Choice

What is the teacher’s philosophical orientation if the teacher is primarily focused on the 2nd domain of PPST?

• Constructivsim

• Essentialism

• Behaviorism

• Perennialism

Multiple Choice

According to the behaviorists, learners are product of their environment. Which domain of PPST should teachers emphasize more?

• Domain 1

• Domain 2

• Domain 4

• Domain 5

Multiple Choice

Teacher Devine works collaboratively with colleagues and readily helps fellow teachers who are new in the teaching profession. She is very adept in problem solving and utilizes her experiences to optimize opportunities for personal and professional growth. How do we classify Teacher Devine?

• Beginning Teacher

• Proficient Teacher

• Highly Proficient Teacher

• Distinguised Teacher

Multiple Choice

This teacher displays skills in planning, implementing and managing learning programs. 

• Beginning Teacher

• Proficient Teacher

• HIghly Proficient

• Distinguished Teacher

Multiple Choice

They actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement.

• Beginning Teacher 

• Proficient Teacher 

• Highly Proficient Teachers

• Distinguished Teachers

Multiple Choice

They consistently seek professional advancement and relevance in pursuit of teaching quality and excellence.

• Beginning Teachers

• Proficient Teachers

• Highly Proficient Teachers

• Distinguished Teachers

Multiple Choice

They manage learning programs and have strategies that promote learning based on the learning needs of their students.

• Beginning Teachers

• Proficient Teachers

• Higly Proficient Teachers

• Distinguished Techers