PHILIPPINES PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

     Based on the Teacher Education and Development Map in 2006, Philippine Teacher Education is defined as a lifelong journey from entry to basic education in the DepEd to entry to Teacher Education Institutions of the CHED to licensing as professional teachers of the PRC to employment to DepEd with attestation of the Civil Service or private basic education.

In both public or private education, a newly recruited teacher undergoes a Teacher Induction Program TIP) led by the Teacher Education Council (TEC) and the private institutions are assisted by the Private Education Assistance Council (PEAC). While in service the professional teacher continues professional development through trainings by the duly authorized service providers of the PRC or shall continue professional development through advancement in education (Masters' or Doctorate) or other activities on their own. The continuing professional development continues until the person retires from employment or continues to practice the profession in another capacity. In the middle of this professional lifelong cycle, are the professional teacher standards, known before as National Competency Based Teacher Standards (NCBTS, 2006) and now known the Philippines Professional Standards for Teachers (PPST, 2017, DepEd Order 42, s. 2017). Both are frameworks for teacher quality. The PPST, 2017 define teacher quality in a broader perspective attuned to the current demands and changes in the educational local and global landscape to include the reforms of K to 12, the Outcomes-Based Education of Higher Education, the ASEAN integration, the UNESCO's SDGs 2030 and the Ambisyon Natin 2040.

Being responsible for the pre-service development of teachers, teacher education institutions have a responsibility of graduating students with PQF 6 qualifications and to master the PPST Beginning Teacher Standards as well as the Program Outcomes of the CHED's PSG for teacher education (CMO 74-82, s. 2017). The mastery of the beginning teacher competencies is an expectation of the teaching industry in basic education.

There are seven (7) Domains in the PPST. The seven domains, collectively comprise 37 strands to refer to more specific dimensions of teacher practice. Each strand is calibrated according to the professional development scale or as described 

Career Stage 1: Beginning Teachers; 

Career Stage 2: Proficient Teachers, 

Career Stage 3: Highly Proficient Teachers, and 

Career Stage 4: Distinguished Teachers.

DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY STANDARDS

1.1 Content Knowledge and its Application within and across curriculum areas.

1.2. Research-based knowledge and principles of teaching and learning.

1.3 Positive Use of ICT

1.4 Strategies for promoting literacy and numeracy

1.5 Strategies of developing critical and creative thinking, as well as other higher- order thinking skills.

1.6 Mother tongue, Filipino and English in teaching and learning 

1.7 Classroom communication strategies

DOMAIN 2: LEARNING ENVIRONMENT

2.1 Learner safety and security

2.2 Fair learning environment.

2.3 Management of classroom structure and activities 

2.4 Support for learner participation.

2.5 Promotion of purposive learning.

2.6 Management of learner behavior

DOMAIN 3: DIVERSITY OF LEARNERS

3.1 Learner's gender, needs, strengths, interests, and experiences.

3.2 Learner's linguistics, cultural, socio-economic, and religious backgrounds. 

3.3 Learners with disabilities, giftedness, and talents.

3.4 Learners in difficult circumstances.

3.5 Learners from indigenous groups.

DOMAIN 4: CURRICULUM AND PLANNING 

4.1 Planning and management of teaching and learning process

4.2 Learning outcomes aligned with learning competencies.

4.3 Relevance and responsiveness of learning progress

4.4 Professional collaboration to enrich teaching practice 

4.5 Teaching and learning resources including ICT 

DOMAIN 5: ASSESSMENT AND REPORTING

5.1 Design, selection, organization and utilization of assessment strategies.

5.2 Monitoring and evaluation of learner progress and achievement.

5.3 Feedback to improve learning.

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

5.5 Use of assessment data to enhance teaching and learning practices and programs. 

DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT 

6.1 Establishment of learning environments that are responsive to community contexts

6.2 Engagement of parents and the wider school community in the educative process.

6.3 Professional ethics

6.4 School policies and procedures 

DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

7.1 Philosophy of teaching

7,2 Dignity of teaching as a profession

7.3 Professional links with colleagues.

7.4 Professional reflection and learning to improve practice

7.5 Professional development goals