RCTQ

Walkthrough of the

JENNIFER P. CAWALING
SECONDARY SCHOOL PRINCIPAL I
SAN ROQUE NHS
 RCTQ

The
Philippine Professional Standards
for Teachers
 RCTQ

This is a
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 RCTQ

Have you come across a

general information
regarding Department Order
No. 42, s. 2017?
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DepEd No. 42, s. 2017

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Secretary Briones
signed into policy
DepEd Order No.
42, S. 2017, The
National Adoption and
Implementation of the
Philippine
Professional
Standards for
Teachers.
http://media.philstar.com/images/the-philippine-star/headlines/20160707/leonor-
briones.jpg
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DO 42, S. 2017
The PPST:
(i) sets clear expectations of teachers along well-defined
career stages of professional development from
beginning to distinguished practice;
(ii) engages teachers to embrace ongoing professional
learning for their professional development to enhance
their own teaching;
(iii) provides a framework of uniform measures to assess
teacher performance; and
(iv) provides a basis for building public confidence in and
support for the work of teachers.
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From D.O. 42, s. 2017:

• The PPST shall be used as a basis for all learning and

development programs for teachers to ensure that they
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.
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What is the Philippine Professional Standards for

Teachers (PPST)?
• Is a public statement of
professional
accountability
• It has four career stages:
Beginning, Proficient,
Highly Proficient, and
Distinguished.
• It has seven Domains,
37 Strands, and 37
indicators for each
career stage.
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“The quality of an education system

cannot exceed
the quality of its teachers.”
(McKinsey, 2007)
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Internationally, Teacher Quality is articulated

in Professional Standards for Teachers
Professional Standards:

• Is a public statement of professional

accountability

• Makes explicit what teachers should know, be

able to do and value in the profession

• Is sufficiently generic to represent practice

across Grade levels and subject areas
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Philippine Professional Standards for Teachers

as the New Framework for
Teacher Quality and Teacher Development
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K to 12 21st Century
(2013) Skills
National
Philippine
Competency-
Professional
based
Teacher for
Standards
Standards
Teachers
(NCBTS)
Philippine
Qualifications ASEAN Integration/
Internationalization
Framework
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Teacher Professional Development Framework

Career Path

Stage 4
Stage 3 (Distinguished)
Stage 2 (Highly
Recruitment Proficient)
Stage 1 (Proficient)
and Hiring
(Beginning)

Teacher
Teacher Entry Induction Rewards,
Requirement
Program Compensation (?)
12 Teacher Certification at Career
Stage 2, 3, 4 (?)
Teacher
Education Classroom Observation Tool & Self-Assessment Tool
Targeted Professional Development and Teacher Training
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Other Important Features of the PPST

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The PPST captures teacher quality requirements

in the K to 12.

• Among others, it gives a focus on:

(i) mother tongue to facilitate teaching and learning;

(ii) learners in difficult circumstances;
(iii) strategies for promoting literacy and numeracy;
(iv) positive use of ICT; and
(v) classroom communication strategies.
 PPST Domains “distinctive spheres of the
Booklet, p113
teaching-learning process” RCTQ

4 Career Stages: Descriptions

of developmental practice
Strands “more specific dimensions of
positive teacher practices”
Indicators per career stage
”concrete, observable, measure teacher practices”
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Domains
Philippine Professional Standards for
Teachers Central to
the K to 12
1 Content Knowledge and Pedagogy Reform and
places, at
the
2 Learning Environment beginning,
the
3 Diversity of Learners importance
of teachers
4 Curriculum and Planning knowing
their content
5 Assessment and Reporting and knowing
how to
6 Community Linkages and Professional teach it.
Engagement
7 Personal Growth and Professional
Development
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Strand Content knowledge and its application

1.1 within and across curriculum areas

Strand Research-based knowledge and

1.2 principles of teaching and learning

Strand Positive use of ICT

Domain 1 1.3
Content Strand Strategies for promoting literacy and
Knowledge 1.4 numeracy

and Strand Strategies for developing critical and

1.5 creative thinking, as well as other
Pedagogy higher-order thinking skills

Strand Mother Tongue, Filipino and English in

1.6 teaching and learning

Strand Classroom communication strategies

1.7
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Strand Learner safety and security

2.1

Strand
Fair learning environment
2.2

Strand Management of classroom structure

Domain 2 2.3 and activities
Learning
Environment Strand Support for learner participation
2.4

Strand Promotion of purposive learning

2.5

Strand Management of learner behavior

2.6
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Strand Learners’ gender, needs, strengths,

3.1 interests and experiences

Strand Learners’ linguistic, cultural, socio-

3.2 economic and religious backgrounds

Domain 3
Diversity of Strand Learners with disabilities, giftedness
3.3 and talents
Learners
Strand Learners in difficult circumstances
3.4

Strand Learners from indigenous groups

3.5
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Strand Planning and management of

4.1 teaching and learning process

Strand Learning outcomes aligned with

4.2 learning competencies
Domain 4
Curriculum
Strand Relevance and responsiveness of
and 4.3 learning programs
Planning
Strand Professional collaboration to enrich
4.4 teaching practice

Strand Teaching and learning resources

4.5 including ICT
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Strand Design, selection, organization and

5.1 utilization of assessment strategies

Strand Monitoring and evaluation of learner

5.2 progress and achievement
Domain 5
Assessment Strand Feedback to improve learning
and 5.3

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

Strand Use of assessment data to enhance

5.5 teaching and learning practices and
programs
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Strand Establishment of learning

6.1 environments that are responsive
to community context

Engagement of parents and the

Domain 6 Strand
wider school community in the
6.2
Community educative process
Linkages and
Professional Strand Professional ethics
Engagement 6.3

Strand School policies and procedures

6.4
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Strand Philosophy of teaching

7.1

Strand Dignity of teaching as a profession

Domain 7 7.2
Personal
Strand Professional links with colleagues
Growth and 7.3
Professional
Development Strand Professional reflection and learning
7.4 to improve practice

Strand
Professional development goals
7.5
 Use of Mother Tongue, Filipino Knowledge of research
and English in teaching and RCTQ
Strategies for
learning Strategies for developing
promoting literacy
critical and creative thinking
and numeracy
skills
Know what
Engage in Classroom
professional to teach
reflection and assume and how to communication
responsibility for Maintain a strategies
teach it
personal learning-
professional focused Learners’
learning linguistic, cultural,
What qualities are environment socio-economic
Establish
expected of and religious
community teachers based backgrounds
relationships on these Domains Respond
to learner Learners in
and uphold of the PPST?
professional diversity difficult
ethics circumstances
Use a variety of
assessment Plan and
Learners from
tools to inform design
and enhance effective Indigenous
the teaching Groups
and learning instruction
process
 RCTQ

Teacher Assessment based on the

Philippine Professional Standards
for Teachers
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PPST-based Tools
Classroom RPMS Tools for Teachers
Observation
Tools

Self-Assessment Tools
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Three things that matter most in top school systems

(McKinsey, 2007)

Getting the Developing

right people to them into
become effective
teachers instructors

Ensuring that
the system is able
to deliver the best
possible instruction
for every child
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Image retrieved from

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CHALLENGE ACCEPTED!
RCTQ

• Modules 1 & 12: Science

• Module 2: Araling Panlipunan
• Module 3: ICT
• Module 4: TLE
• Module 5: ESP / Values
• Module 6: Filipino
• Module 7 & 8: Math
• Modules 9 & 10 : English
• Modules 10 & 11: MAPEH
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Pre-reading Guide
Questions
1. What indicator is being addressed by the module?
2. Were the initial activities or parts of the module give
the overview of what to expect for the entire
document?
3. What samples or illustrations of practice do you find
helpful?
4. Can you give other examples of practice that are not
presented in the module which can supplement the
ones written?
5. What significance can we get from the module?
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INDIVIDUAL READING TIME

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Post Reading. Discuss your answers to the following

questions in 10 minutes in small group and be ready to
share your consolidated responses in the big group for
another 5 minutes.
1. What indicator is being addressed by the module?
2. Were the initial activities or parts of the module give
the overview of what to expect for the entire
document?
3. What samples or illustrations of practice do you find
helpful?
4. Can you give other examples of practice that are not
presented in the module which can supplement the
ones written?
5. What significance can we get from the module?
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Answering the Guide Questions

Sharing Answers in a Small Group
15 minutes

Sharing Answers in the Big Group

(without repeating what earlier groups have discussed)
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Reinforcement Activity
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Which part/s of the 12 Given the examples in the

modules help me become module, what can I do to help
better equipped with all the my co-teachers better
indicators? understand each indicator?
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Using the Professional Development found in the last part of the

module, what plan of action can a teacher do to improve his practice?
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• JENNIFER P. CAWALING
• SECONDARY SCHOOL PRINCIPAL I
• SAN ROQUE NHS