u PPST
started its implementation in August of 2017 through DepEd Order No. 42 signed
by Secretary Leonor M. Briones.
u DO
No. 42 emphasized that 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.
u PPST
was built on NCBTS. It articulates what constitutes teacher quality in the K to
12 Reform through well- defined domains, strands and
u indicators
that provide measures of professional learning, competent practice, and
effective engagement.
u PPST
CONSIST OF 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER TO MORE
SPECIFIC DIMENSIONS OF TEACHER PRACTICES.
v 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
v 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
v 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 difficult circumstances
5. Learners
from indigenous groups
v 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
4. Professional
collaboration to enrich teaching practice
5. Teaching
and learning resources including ICT
v 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
v 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
v 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
PPST CAREER STAGES
·
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 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.