Wesleyan University – Philippines
Mabini Extension, Cabanatuan City
GRADUATE SCHOOL
A Subject requirement in
FOUNDATION OF EDUCATION
Submitted by:
Mary Kristine S. Dela Cruz
MaEd General Science
Submitted to:
Prof. Rodrigo Directo
Subject Professor
Mary Kristine S. Dela Cruz
MaEd General Science
Wesleyan University – Philippines
Mabini Extension, Cabanatuan City
GRADUATE SCHOOL
A Subject requirement in
(FOUNDATION OF EDUCATION)
A. The Problem
1. Understanding of the New Implemented Philippine Professional Standard for teachers (PPST)
2. The Different MOVs and Objectives
B. The Cause
1. Deped Order No. 42 series of 2017
NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE
PROFESSIONAL STANDARDS FOR TEACHERS
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.
Mary Kristine S. Dela Cruz
MaEd General Science
Wesleyan University – Philippines
Mabini Extension, Cabanatuan City
GRADUATE SCHOOL
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 in attaining proficiency; and
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.
8. Immediate dissemination of and strict compliance with this Order is directed.
C. The Consequence
1. The teachers have different interpretation of the new implemented D.O, thus the uniformity is
not achieved. And the target is compromised.
2. The trial and error of accomplishing the PPST
D. The Procedure
According to his new implement D.O, this are the:
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).
Mary Kristine S. Dela Cruz
MaEd General Science
Wesleyan University – Philippines
Mabini Extension, Cabanatuan City
GRADUATE SCHOOL
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.
PROFESSIONAL STANDARDS FOR TEACHERS
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.
TEACHER QUALITY IN THE PHILIPPINES
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.
Mary Kristine S. Dela Cruz
MaEd General Science
Wesleyan University – Philippines
Mabini Extension, Cabanatuan City
GRADUATE SCHOOL
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:
recognize the importance of 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. They apply developmentally appropriate
and meaningful pedagogy grounded on content knowledge and current research. They display
proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning
process, as well as exhibit the needed skills in the use of communication strategies, teaching
strategies and technologies to promote high-quality learning outcomes.
provide learning environments that are safe, secure, fair and supportive in order to promote
learner responsibility and achievement. They create an environment that is learning-focused
and they effi ciently manage learner behavior in a physical and virtual space. They 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.
establish learning environments that are responsive to learner diversity. They respect learners’
diverse characteristics and experiences as inputs to the planning and design of learning
opportunities. They encourage the celebration of diversity in the classroom and the need for
teaching practices that are differentiated to encourage all learners to be successful citizens in
a changing local and global environment.
interact with the national and local curriculum requirements. They translate curriculum
content into learning activities that are relevant to learners and based on the principles of
effective teaching and learning. They apply their professional knowledge to plan and design,
individually or in collaboration with colleagues, well-structured and sequenced lessons that are
contextually relevant, responsive to learners’ needs and incorporate a range of teaching and
learning resources. They communicate learning goals to support learner participation,
understanding and achievement.
apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and
reporting learners’ needs, progress and achievement. They use assessment data in a variety of
ways to inform and enhance the teaching and learning process and programs. They provide
learners with the necessary feedback about learning outcomes that informs the reporting cycle
and enables teachers to select, organize and use sound assessment processes.
establish school-community partnerships aimed at enriching the learning environment, as well
as the community’s engagement in the educative process. They 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. They understand and
fulfill their obligations in upholding professional ethics, accountability and transparency to
Mary Kristine S. Dela Cruz
MaEd General Science
Wesleyan University – Philippines
Mabini Extension, Cabanatuan City
GRADUATE SCHOOL
promote professional and harmonious relationships with learners, parents, schools and the
wider community.
value personal growth and professional development and exhibit high personal regard for the
profession by maintaining qualities that uphold the dignity of teaching such as caring atti tude,
respect and integrity. They value personal and professional reflection and learning to improve
their practice. They assume responsibility for personal growth and professional development
for lifelong learning.
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 diffi cult 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
Mary Kristine S. Dela Cruz
MaEd General Science
Wesleyan University – Philippines
Mabini Extension, Cabanatuan City
GRADUATE SCHOOL
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
CAREER STAGES
Teacher professional development happens in a continuum from beginning to exemplary
practice. Anchored on the principle of lifelong learning, the set of professional standards for
teachers 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.
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
Mary Kristine S. Dela Cruz
MaEd General Science
Wesleyan University – Philippines
Mabini Extension, Cabanatuan City
GRADUATE SCHOOL
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. CONTENT KNOWLEDGE AND PEDAGOGY
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. LEARNING ENVIRONMENT
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
Mary Kristine S. Dela Cruz
MaEd General Science
Wesleyan University – Philippines
Mabini Extension, Cabanatuan City
GRADUATE SCHOOL
effi ciently 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. DIVERSITY OF LEARNERS
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. CURRICULUM AND PLANNING
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. ASSESSMENT AND REPORTING
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.
DOMAIN 6. COMMUNITY LINKAGES AND PROFESSIONAL
ENGAGEMENT
Domain 6 affi rms 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. This Domain 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. It concerns the importance of teachers’
understanding and fulfilling their obligations in upholding professional ethics, accountability
Mary Kristine S. Dela Cruz
MaEd General Science
Wesleyan University – Philippines
Mabini Extension, Cabanatuan City
GRADUATE SCHOOL
and transparency to promote professional and harmonious relationships with learners,
parents, schools and the wider community.
DOMAIN 7. PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
Domain 7 focuses on teachers’ personal growth and professional development. It accentuates
teachers’ proper and high personal regard for the profession by maintaining qualities that
uphold the dignity of teaching such as caring atti tude, respect and integrity. This Domain
values personal and professional reflection and learning to improve practice. It recognizes the
importance of teachers’ assuming responsibility for personal growth and professional
development for lifelong learning.
E. The Analysis Table
PROBLEM ROOT CAUSE SOLUTION IDEAS EXPECTED OUTCOME
Understanding of PPST New and Upgraded More seminar or A better understanding
RPMS tutorials likr videos on and easy
how to fill in the accomplishment of
different MOV and mov thus giving us a
objective that is set in relaxed teachers and
the PPSt quality education
F. Conclusions and Reflections
1. A thorough study is needed in the implementation of PPST, and if it does really evaluate and
uphold the Standard of Teacher.
2. Too much effort on paper work rather than teaching is set. Decreasing the time of the teacher
to actually focus on teaching.
3. More Seminars is needed for this implementation and more expense on the side of the
teacher
4. The earth is decreasing the life span by cutting of papers for this.
G. References
www.deped.gov.ph
https://www.teacherph.com/philippine-professional-standards-for-teachers/
Mary Kristine S. Dela Cruz
MaEd General Science
