The document discusses the development of the Philippine Professional Standards for Teachers (PPST) which were finalized in 2016. It provides background information on the genesis of developing new standards, noting concerns with the previous National Competency-Based Teacher Standards (NCBTS). The PPST articulate teacher quality, are a statement of professional accountability, and define what teachers should know and be able to do. A key difference between the PPST and NCBTS is that the PPST define standards across four career stages (beginning, proficient, highly proficient, and distinguished), provide a framework for teacher development, and allow for more sophisticated teacher evaluation.

1. The Philippine Professional
Standards for Teachers
(DNCBTS)

2. • Finalized and Agreed by the DepED
Regional Directors, Central Office
Directors and Representatives
(August 4-5, 2016 Finalization Workshop
organized by the Teacher Education Council,
Astoria Plaza, Pasig)
* Formerly referred to as the Developmental National
Competency-Based Teacher Standards or D-NCBTS)
The Philippine
Professional Standards for Teachers*

3. Prior to July 2012,
Genesis of the D-NCBTS project
Consultative Mission, involving SiMERR and PNU staff,
held in January 2012, six months prior to the establishment
of RCTQ and Basic Education Sector Transformation
(BEST).
Stakeholders raised concerns about the NCBTS
Stakeholders responded positively to the ideas of a
developmental set of professional teacher standards.

4. Considerations of D-NCBTS project
Among the recommendations were suggestions to revise the
NCBTS. Considerations raised were:
 develop career stages;
 ensure that the duplication in NCBTS was reduced;
 give content knowledge and pedagogy a more prominent
focus;
 Embed new ideas from the K to 12 Reform into the
Standards;

5. Considerations of D-NCBTS project
 develop professional standards in a form that is tighter and more
useable by teachers, schools and jurisdictions; and
 in the case of CHED, to develop;
(i) a more focused basis for an internationally acceptable pre-
service teacher preparation program; and
(i) a Teacher Education Institution (TEI) quality assurance
framework.

6. “The quality of an
education system cannot
exceed the quality of its
teachers.”
(McKinsey, 2007)

7. Teacher Quality
and the
Philippine Professional Standards for Teachers

8. • Articulates what constitutes teacher
quality
• Is a public statement of professional
accountability
• Makes explicit what teachers should know,
be able to do and value in the profession
• Sufficiently generic to represent practice
The Professional Standards

9. Highly
Proficient
Teacher
Beginning
Teacher
Distinguished
Teacher
Proficient
Teacher
NCBTS
D-NCBTS
Learning
Environment
Content
Knowledge and
Pedagogy
Diversit
y of
Learner
s
Curriculum
and
Planning
Assessment
and
Reporting
Community
Linkages
and
Professional
Engagemen
t
Personal
Growth and
Professional
Development

10. Comparison of D-NCBTS Strands with
World Standards

11. Capturing teacher quality
21st Century Skills
ASEAN Integration/
Internationalization
Philippine
Qualifications
Framework
K to 12
(June 2013)
National
Competency-
based Teacher
Standards
(NCBTS)
Philippine
Professional
Standards for
Teachers

12. Philippine Professional Standards for
Teachers as a Framework
for Teacher Quality and Teacher
Development

13. Pre-K to 12 K to 12
Paradigm Shift
D-NCBTS
(a continuum of teaching
practice defined in terms of
distinct career stages)
NCBTS
The Paradigm Shift

14. Rationale for Career Stages
The description of standards
at different career stages
provides “a framework for the
teacher development continuum.”
(OECD,2005)
Teacher evaluation should be
based on professional teaching standards
and should be sophisticated enough
to assess teaching quality across
the continuum of development
from novice to expert teacher.
(Darling-Hammond in Strauss, 2012)

15. 3.1.3. Work with
colleagues to share
differentiated,
developmentally-
appropriate
opportunities to
address learners’
differences in
gender, needs,
strengths,
interests and
experiences.
Targeted Professional
Development for Teachers
Learning Action Cells
Professional Standards
Domain 3. Diversity of Learners
Stage 1 Stage 2 Stage 3 Stage 4
3.1.1 Demonstrate
knowledge and
understanding of
differentiated
teaching to suit
the learners'
gender, needs,
strengths,
interests and
experiences.
3.1.2 Use
differentiated,
developmentally-
appropriate
learning
experiences to
address learners’
gender, needs,
strengths,
interests and
experiences.
3.1.4 Lead
colleagues to
evaluate
differentiated
strategies to
enrich teaching
practices that
address learner
differences in
gender, needs,
strengths,
interests and
experiences.
Strand 3.1 Learners’ gender, needs, strengths, interests and experiences

16. Features of a Developmental Approach
(AITSL, Looking at classroom practice, p.6)
• Gives clarification to what it means to “get better” in areas of
teacher expertise
• Defines direction: describes and illustrates professional growth
and development for teachers
• Enables teachers to reflect on their practice, diagnose strengths
and areas needing improvement
• Provides vision and details of the next level of performance
based on teacher quality
• Is sensitive to the continuum of lifelong learning of teachers’
professional practice

17. Stage 1
(Beginning)
Stage 2
(Proficient)
Stage 3
(Highly
Proficient)
Stage 4
(Distinguished)
Recruitment
and Hiring
Career Path
Classroom Observation Tool & Self-Reflection Tool
Targeted Professional Development and Teacher Training
Teacher Accreditation at Career
Stage 2, 3, 4 and Head Teacher Position
Rewards,
Compensation?
Teacher
Education
Teacher Entry
Requirement
Teacher Professional Development Framework

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

19. Philippine Professional Standards
for Teachers: Domains, Strands,
Indicators

20. 2 Learning
Environment
3 Diversity of Learners
4 Curriculum and
Planning
5 Planning, Assessing
and Reporting
6 Community Linkages
7 Personal Growth and
Professional Development
1 Social Regard for
Learning
2 Learning
Environment
3 Diversity of Learners
4 Curriculum and
Planning
5 Assessment and
Reporting
6 Community Linkages
and Professional
Engagement
7 Personal Growth and
Professional Development
1 Content Knowledge
and Pedagogy
NCBTS
Philippine Professional
Standards for teachers
Central to
the new K
to 12
Reform
and places,
at the
beginning,
the
importance
of teachers
knowing
their
content
and
knowing
how to
teach it.
Subsumed
in other
domains
Domains

21. Engage in
professional reflection
and assume
responsibility for
personal
professional
learning
Classroom
communication
strategies
Strategies for developing critical and
creative thinking skills
Knowledge of research
Use of Mother Tongue, Filipino and
English in instruction
Learners’ linguistic,
cultural, socio-
economic and
religious
backgrounds
Learners from
Indigenous
Groups
Know what
to teach and
how to teach
it Maintain a
learning-
focused
environment
Are
responsive to
learner
diversity
Establish
community
relationships
and uphold
professional
ethics
Learners in
difficult
circumstances
Teacher Quality
Requirements
in the K to 12
Strategies for promoting
literacy and numeracy
Use a variety of
assessment tools
to inform and
enhance the
teaching and
learning process
Plan and
design
effective
instruction

22. 1.6.3 Model
and support
colleagues in
the proficient
use of Mother
Tongue,
Filipino and
English to
improve
teaching and
learning, as
well as to
develop the
learners' pride
of their
language,
heritage and
culture.
?
NCBTS Standards, Domain 1: Content Knowledge and Pedagogy
v
e
r
s
u
s
Stage 1
Stage 2
Stage 3
Stage 4
1.6.1 Use
Mother
Tongue,
Filipino and
English in
teaching and
learning.
1.6.2 Display
proficient use
of Mother
Tongue,
Filipino and
English to
facilitate
teaching and
learning.
1.6.4 Show
exemplary
skills in and
advocate the
use of Mother
Tongue,
Filipino and
English in
teaching and
learning to
facilitate the
learners'
language,
cognitive and
academic
development
and foster pride
of their
language,
heritage and
culture.
Strand 1.6 Use of Mother Tongue, Filipino
and English in teaching and learning
Not mentioned
Explicit mention
Mother Tongue Professional
Development for Teachers

23. Social Regard for Learning
1.1.1. Implements school policies
and procedures
1.2.1. Makes use of various learning
experiences and resources
Strand 2.1 Learner safety and security
2.1.2 Establish safe and secure learning
environments to enhance learning through the
consistent implementation of policies, guidelines
and procedures
Strand 2.3 Management of classroom structure
and activities
2.3.2 Manage classroom structure to engage
learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities
within a range of physical learning
environments.
1.1.2. Demonstrates punctuality
1.1.3. Maintains appropriate
appearance
1.1.4. Is careful about the effect of
one’s behavior on students
Strand 6.3 Professional ethics
6.3.2 Review regularly personal teaching practice
using existing laws and regulations that apply to
the teaching profession and the responsibilities
specified in the Code of Ethics for Professional
Teachers.
Strand 1.1. Teacher’s actions
demonstrate value for learning
Strand 1.2. Demonstrates that
learning is of different kinds and from
different sources
NCBTS Professional Standards for Teachers
Strand 6.4 School policies and procedures
6.4.2 Comply with and implement school policies
and procedures consistently to foster harmonious
relationships with learners, parents, and other
stakeholders.