REFLECTION PAPER ON CURRENT ISSUES AND PROBLEMS IN EDUCATION

TOPIC STATEMENT:

Philippine Professional Standards for Teachers

TOPIC OVERVIEW:
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.
https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
KEY POINTS CONSIDERED as TRENDS/ISSUES on the TOPIC:

The teaching standards competence of teachers is determined by their knowledge, skills, and attitudes through their participation in the different in-
service trainings and programs. However, the teaching performance is mostly affected by habit of work and experience in the profession. The
competence of the teachers in the standards associates or influences their teaching performance. The teachers can continuously monitor their own
progress in the teaching standards to help them meet the required competence toward improving their teaching performance. The importance of
personal growth and development like seeking further studies and pursuing master’s degree and other professional courses is a prime concern that
the school has to embark on to maintain teacher quality. The school may opt to invest resources on the training and development of the teachers to
further bring out the desired outcomes. Master teachers and probationary teachers must closely work in harmony and collaboration since it was
found out that it is effective to achieve educational success in developing best pedagogical practices.

REFLECTION/REACTION:

Effective teachers are vital in developing a student's success in learning. They have a very significant, lifelong impact on all of their students. They can
also change a student's life in many ways. Teachers mold and shape a student's personality, and sometimes their future.

The Philippine Professional Standards for Teachers (PPST) plays a significant role in the teaching-learning process. It captures the teacher's
quality requirements in the K to 12 programs. It gives focus on the skills and strategies that facilitate the teaching and learning process. It incorporates
the effective and appropriate use of Information and Communication Technology for both teachers and students. It gives educators knowledge that
for them to be considered quality teachers, they should know what to teach and how to teach the lessons to students. PPST has seven Domains,
namely: Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Curriculum and Planning, Assessment and Reporting,
Community Linkages and Professional Engagement, Personal Growth, and Professional Development. It also has four career stages, such as Beginning,
Proficient, Highly Proficient, and Distinguished. The 37 indicators in each career stage show a developmental progression from beginning to
distinguished practice. 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 provides clear information of what
teachers should know, be able to do, and value to achieve competent, improved student learning outcomes, and eventually quality education. It
serves as a basis of professional accountability that can help teachers reflect on and assess their practices as they aspire for personal growth and
professional development. PPST helps to have quality and effective teachers here in the Philippines when it comes to teaching. It allows them to
recognize the importance of having a critical understanding of the application of theories and principles of teaching and learning. It encourages them
to display proficiency in teaching and exhibit the needed skills in the use of communication strategies, teaching strategies, and technologies to
promote high-quality learning outcomes. It inspires them to create a conducive learning environment that promotes learner responsibility and
achievement and increases learner engagement. Teachers become responsive to learner diversity. They come to understand that learners are
different from each other. They differ in their interests, learning styles, etc. They need to incorporate teaching practices that are differentiated to be
able to meet the needs of the learners, especially disabled learners. It allows teachers to apply a variety of assessment tools and strategies in
monitoring, evaluating, documenting, and reporting learner's needs, progress, and achievement. They use the information that they have collected
from the assessment to inform and enhance the teaching and learning process by providing learners with the necessary feedback about their learning
outcomes. It enables teachers to select, organize, and use appropriate assessment tools. Most importantly, It teaches teachers to value personal
growth and professional development. It encourages them to exhibit high personal regard for the profession by maintaining qualities that uphold the
dignity of teaching such as respect and integrity. They can value personal and professional reflection and learning to improve their practices. It helps
them assume a sense of responsibility for personal growth and professional development for lifelong learning.

The Philippine Professional Standards for Teachers (PPST) aims to produce better teachers in our country by improving their qualifications
skills and by increasing their levels of knowledge, practice, and professional engagement. Teachers must exert efforts for them to attain proficiency in
teaching. In today's 21st century, there is a need for teachers to become digital literate. They must know how to operate and utilize digital resources
to make teaching and learning meaningful and engaging for learners.
RECOMMENDATION/SUGGESTIONS
Relative to teaching competence of teachers, the school must create a functional and well-articulated faculty development program that is geared
toward the continuous development of the teachers. The board of trustees can be provided with a concrete faculty development program of the
school which they can use as basis in appropriating budget intended for this purpose. Teachers should attend and actively participate in the different
school-based or sponsored training and enhancement programs. The administration should encourage the teachers to professionally upgrade
themselves by pursuing master’s and doctorate studies. Probationary teachers should be provided with induction programs that will prepare them for
the real tasks. With regard to teaching performance, the school administrators may consider an evaluation instrument that is aligned with the PPST;
conduct close and regular monitoring and supervision of the teachers; and provide a variety and adequate opportunities for teachers to collaborate
with one another, particularly the master’s and competent teachers with the probationary teachers. Also, a systematic ranking can be created to put
in place the status of teachers. The basic education teachers should be provided with a system to assess their own teaching standards competence
and performance through annual updating and monitoring in the PPST and performance evaluation. The school has to establish and strengthen
connections with other stakeholders like the alumni, parents, and government leaders.

Prepared and Submitted by:

ARNAGERLIE B. GONZALES
MAED Student

Submitted to:

LEONARDO D. ZAPANTA, Ed. D, CESO VI