PROFESSIONAL STANDARDS

FOR TEACHERS AND

ATTRIBUTES OF 21 CENTURY
FILIPINO TEACHERS
REPRESENTING GROUP 3

Rizul John Reyes Romeo Rhyan Rapatan Giftee Ciry Ligahon Jerry Boy Genilsa

Jemalyn Lomotos Raciel Gucela Archie Maquite

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 INTRODUCTION

The Philippine Government has consistently

pursued teacher quality reforms through a
number of initiatives. As a framework of
PROFESSIONAL STANDARDS
FOR TEACHERS AND teacher quality, the National Competency
ATTRIBUTES OF 21 CENTURY Based Teacher Standards(NCBTS) was
FILIPINO TEACHERS
1st speaker
institutionalized through CHED
Memorandum Order No. 52,s 2007and
DepEd Order No.32,s 2009.
 What is PPST

The PPST is a public statement of what

teachers need to know, value, and be
able to do in their practice. It has four
career stages: Beginning, Proficient,
Highly Proficient, and Distinguished. It is
Legal Basis of
built on the National Competency-
PPST based Teacher Standards (NCBTS). It
2nd speaker comprises seven Domains and 37
Strands, and 37 Indicators for each
Career Stage.
What is NCBTS?
NCBTS defines effective teaching as being able to help all types
of students learn the different learning goals in the curriculum.
The NCBTS provides a single framework that shall define effective
teaching in all aspects of a teacher's professional life and in all
phases of teacher development.

The Philippine Professional Standards for Teachers (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. 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.
 reason why the NCBTS
was changed to PPST

The changes brought about by

numerous national and global
frameworks and the inevitability to
respond to the changing needs of the
21st century learners led to the call for
reviewing the National Competency-
Based Teacher Standards (NCBTS);
thus, the development of the Philippine
Professional Standards for Teachers

3rd speaker
 Aims of PPST

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.
The PPST basically aims to: set the clear
expectations of teachers along well-defined career
stages of professional development from beginning
to distinguished practice, engage teachers to
actively embrace a continuing effort in attaining
proficiency, and apply a uniform measure to assess
teachers performance.
 Changes in the Domain
from NCBTS to PPST
The National Competency Based Teacher Standards
(NCBTS) is an integrated theoretical framework that
defines the different dimensions of effective
teaching.
What does Competency-Based Mean?
Means that the standards or criteria for
characterizing good teaching are defined in terms
of the teacher’s credential, LET scores, grades in
graduate school, personality traits, and so on, we
look at what the teacher can do competently.What
are these Seven Domains?

4th speaker
DOMAIN 1: SOCIAL REGARD FOR LEARNING
· Acts as a positive role model for students

DOMAIN 2: LEARNING ENVIRONMENT

· Creates environment that promotes fairness
· Makes the physical environment safe and conducive to learning
· Communicates higher learning expectations to each learner
· Establishes and maintains consistent standards of learners behavior

DOMAIN 3: DIVERSITY OF LEARNERS

· Is familiar with the learner’s background knowledge and experiences
Demonstrates concern for holistic development of learners
DOMAIN 4: CURRICULUM
· Demonstrates mastery of the subject
· Communicates clear learning goals for the lessons that are appropriate for learners.
· Make good use of allotted instructional time
· Selects teaching methods, learning activities, and instructional materials or resources
appropriate to learners and aligned to the objectives of the lesson
DOMAIN 5: PLANNING, ASSESSING, AND REPORTING
· Communicates promptly and clearly to learners, parents, and superior about the
progress of learners
· Develops and uses a variety of appropriates assessment strategies to monitor and
evaluate learning
· Monitors regularly and provides feedback on learner’s understanding of content
DOMAIN 6: COMMUNITY LINKAGES
· Establishes learning environments that respond to the aspirations of the community
DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
· Takes pride in the nobility of teaching as a profession
· Builds professional links with colleagues to enrich teaching practice
Reflects on the extent of the attainment of learning goals
NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS (PPST) – (Department Order 42, s. 2017)
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
The K to 12 Reform (RA 10533) in 2013 has changed the landscape of teacher
quality requirements in the Philippines
The reform process warrants an equivalent supportive focus on the teacher
quality- high quality teachers who are properly equipped and prepared to
assume the roles and functions of a K to 12 teacher.
The 7 Domains collectively comprise 37 strands that refer to more
specific dimensions of teacher practices.
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
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
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
Learners from indigenous groups
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
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
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
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
Professional development goals
 THE FOUR CAREER STAGES

1. Beginning Teachers

2. Proficient Teachers

Different Career 3. Highly Proficient Teachers

Stages of Professional
Teachers in the PPST 4. Distinguished Teachers
5th speaker
 CAREER STAGE 1
BEGINNING TEACHERS

• 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 bsed on the learning needs of their students.

• They seek advice from experienced colleagues to consolidate

their teaching practice.
 CAREER STAGE 2
PROFICIENT TEACHERS

• 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
HIGHLY PROFICIENT TEACHERS

• 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.
• They provide support and mentoring to colleagues in their
professional development, as
well as work collaboratively with them to enhance the learning and
practice potential of their colleagues.
• 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
DISTINGUISHED TEACHERS

• Distinguished Teachers embody the highest standards for teaching

grounded for teaching grounded in global best practices.

• They are recognized as leaders in education, contributors to the

profession and initiators of collaborations and partnerships.

• 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.
 Competencies to be developed by 21Century
Teachers

Teacher competence

Competency is a term used extensively by different

people in different contexts; hence, it is defined in
different ways. Teacher education and job
performance are two contexts in which this term is
used. Competencies are the requirements of a
“competency-based” teacher education and include
the knowledge, skills and values a teacher-trainee
must demonstrate for successful completion of a
teacher education programme.

6th speaker
Some characteristics of a competency are as follows: Student Skills
1. A competency consists of one or more skills whose
mastery would enable the attainment of the competency. The skills and sub-skills students require for successful
communication and personal development, those that should
2. A competency is linked to all three of the domains
assure them a competitive advantage in life:
under which performance can be assessed: knowledge,
skills and attitude. • Thinking and Problem-Solving
3. Possessing a performance dimension, competencies - thinking logically
- estimating and guessing
are observable and
- turning problems into opportunities
demonstrable. • Self Direction and Learning
4. Since competencies are observable, they are also - developing memory
measurable. It is possible to - being assertive
- making personal changes
assess a competency from a teacher’s performance.
• Collaboration
Teaching competencies may - persuading others
require equal amounts of knowledge, skill and - working in a team
attitude, but some will not. Some - discussing alternatives
- reaching compromises
competencies may involve more knowledge than skill
• Information and Research
or attitude, whereas, some - understanding graphs
competencies may be more skill or performance based. - taking notes on a text
- writing surveys
- reporting information
• Organization and Planning
- making plans
- managing time
- setting personal goals
Teaching competencies
A competency is more than just knowledge and skills; it
involves the ability to
meet complex demands by drawing on and
mobilizing psychosocial resources (including skills and
attitudes) in a particular context. Competency is
essential to an educator’s pursuit of excellence.
The teaching skills and life-long learning
competencies of professional teachers comprise the
following:
to perform complex pedagogical duties;
to be well-spoken, in good mental and physical
health, stable and tolerant;
to have a propensity to work with the younger
generation, good communicative and observational
skills, tact, a vivid imagination, and leadership
Levels of Professional Growth
1st level: pedagogical ability – characterized by detailed
knowledge of the subject;
2nd level: pedagogical skill – perfected teaching skill;
3rd level: pedagogical creativity – marked by implementation of
new methods and techniques into educational activities;
4th level: pedagogical innovation – distinguished by the
incorporation of essentially new, progressive theoretical ideas,
principles and methods of training and education
Pedagogical culture - an integral part of a competent
teacher.
Pedagogical culture consists of three components:
an axiological component, meaning teacher acceptance
of the values of pedagogical work;
a technological component, which facilitates solving
different pedagogical tasks;
a heuristic component, which entails setting goals,
planning, analyzing and self-critiquing; this is the creative
part of pedagogical activity.
21st century teaching competencies

2. Teachers establish a respectful environment for a diverse

1. Teachers demonstrate leadership
population of students
a. Teachers lead in the classroom by:
a. Teachers provide an environment in which each child has a
- evaluating student progress using a variety of assessment-data
positive,
measuring goals;
nurturing relationship with caring adults by:
- drawing on appropriate data to develop classroom and
- maintaining a positive and nurturing learning environment.
instructional plans;
b. Teachers embrace diversity in the school community and in the
- maintaining a safe and orderly classroom that facilitates student
world by:
learning; and
- using materials or lessons that counteract stereotypes and
- positive management of student behavior, effective
acknowledge the contributions of all cultures;
communication to defuse and deescalate disruptive or
- incorporating different points of view in instruction; and
dangerous behavior, and safe and appropriate seclusion and
- understanding the influence of diversity and planning
restraint techniques.
instruction accordingly.
b. Teachers demonstrate leadership in the school by:
c. Teachers treat students as individuals by:
- engaging in collaborative and collegial professional learning
- maintaining a learning environment that conveys high
activities;
expectations of every student.
- identifying the characteristics or critical elements of a school
d. Teachers adapt their teaching for the benefit of students with
improvement plan; and
special needs
- displaying an ability to use appropriate data to identify areas of
by:
need that should be addressed in a school improvement plan.
- cooperating with specialists and using resources to support the
c. Teachers lead the teaching profession by:
special learning needs of all students; and
- participating in professional development and growth activities;
- using research-verified strategies to provide effective learning
and
activities for students with special needs.
- developing professional relationships and networks.
e. Teachers work collaboratively with families of students and
d. Teachers advocate for schools and students by:
other significant adults by:
- implementing and adhering to policies and practices positively
- communicating and collaborating with the home and community
affecting students’ learning.
for the
e. Teachers demonstrate high ethical standards.
benefit of students.
3. Teachers know the content they teach
a. Teachers develop and apply lessons based on an effective
course of study by:
- integrating effective literacy instruction throughout the
curriculum and across content areas to enhance student learning.
b. Teachers honor the content appropriate to their teaching
specialty by:
- demonstrating an appropriate level of content knowledge in
their specialty; and
- encouraging students to investigate the content area to
expand their knowledge and satisfy their natural curiosity.
c. Teachers show they recognize the interconnectedness of
content areas/discipline by:
- demonstrating a knowledge of their subject by relating it to
other disciplines; and
- relating global awareness of the subject.
d. Teachers make their instructions relevant to students by:
- integrating 21st
-century skills and content in instruction.
4. Teachers facilitate learning for their students
a. Teachers show they know the ways in which learning takes place and the
appropriate levels of intellectual, physical, social, and emotional
development of their students by:
- identifying developmental levels of individual students and planning
instruction accordingly; and
- assessing and using those resources needed to address the strengths and
weaknesses of students.
b. Teachers plan instruction appropriate to their students by:
- collaborating with colleagues to monitor student performance and making
instruction responsive to cultural differences and individual learning
needs.
c. Teachers show their acumen and versatility by:
- using a variety of methods and materials suited to the needs of all
students.
d. Teachers display their awareness of technology’s potential to enhance
learning by:
- integrating technology into their instruction to maximize student learning.
e. Teachers help students grow as thinking individuals by:
- integrating specific instruction that helps students develop the ability to
apply processes and strategies for critical thinking and problem solving.
f. Teachers help students to work in teams and develop leadership qualities
by:
- organizing learning teams for the purpose of developing cooperation and
student leadership.
g. Teachers reach their students best by:
- using a variety of methods to communicate effectively with all pupils; and
- consistently encouraging and supporting students to articulate thoughts
and ideas clearly and effectively.
h. Teachers best assess what students have learned by:
- using multiple indicators, both formative and summative, to monitor and
evaluate student progress and to inform instruction; and
- providing evidence that students are attaining 21st
-century knowledge,
skills and dispositions.
5. Teachers reflect on their practice
21ST Century Skills
a. Teachers analyze student learning by:
- using data to provide ideas about what can be done to improve student
What Are 21st Century Skills?
learning.
b. Teachers link professional growth to their professional goals by: 21st century skills refer to the knowledge, life skills, career
- participating in recommended activities for professional learning and skills, habits, and traits that are critically important to
development. student success in today’s world, particularly as students
c. Teachers function effectively in a complex, dynamic environment by: move on to college, the workforce, and adult life.
- using a variety of research-verified approaches to improve teaching and Here is a non-exhaustive list of the most commonly cited
learning (cited in 8). 21st century skills.
Critical thinking
Communication skills
Creativity
Problem solving
Perseverance
Collaboration
Information literacy
Technology skills and digital literacy
Media literacy
Global awareness
Self-direction
Social skills
Literacy skills
Civic literacy
Social responsibility
Innovation skills
Thinking skills
The Importance of 21st Century Skills
Let’s take a look at why 21st century skills matter.
Higher-education and business leaders cite soft skills as
being the most important driver of success in higher-level
courses and in the workplace.
In today’s world, our schools are preparing students for
jobs that might not yet exist. Career readiness means
equipping students with a nuanced set of skills that can
prepare them for the unknown.
Social media has changed human interaction and created
new challenges in navigating social situations.
The age of the Internet has dramatically increased access
to knowledge. Students need to learn how to process and
analyze large amounts of information.
Content knowledge from core subjects can only go so far;
students need to be taught how to apply facts and ideas
towards complex problems.
The Framework for 21st Century Learning
This popular framework was designed by the Partnership
for 21st Century Skills (P21). Describing the skills,
knowledge, and expertise students must master to
succeed in work and life, the framework combines
content knowledge, specific skills, expertise, and
literacies. P21 believes that the "base" of 21st century
learning is the acquisition of key academic subject
knowledge, and that schools must build on that base
with additional skills including Learning Skills, Life Skills,
and Literacy Skills.
Learning Skills: Also known as the "four Cs" of 21st
century learning, these include critical thinking,
communication, collaboration, and creativity.
Life Skills: Flexibility, initiative, social skills,
productivity, leadership
Literacy Skills: Information literacy, media literacy,
technology literacy
21st Century Learning Strategies & Implementation

Having a strong vision for 21st century learning is just the first step. Without an intentionally
designed plan for implementation, it's unlikely that your students will acquire the skills
outlined in your district's vision. Here are some best practices from Panorama's partner
districts to set you up for success.
1. Build staff capacity to demonstrate 21st century skills in support of student learning..
2. Develop strategies to support teachers with implementation of 21st century skills.
3. Assess students’ 21st century learning skills.
4. Equip educators with data to proactively identify and support students who are off track.
 21st Century Skills of
Filipino Graduates
Due to increasing globalization and continuous technological
advancements, the need to transform Philippine education has never been
greater and more urgent. Twenty-first-century knowledge and skills have
become indispensable for students to cope with the demands of this age
and to spell out future success in their academic and professional
endeavors. These skills not only present a new framework for a successful
academic and professional career but also are tremendously important for
the nation’s well-being. The nation needs a workforce with these skills to
ensure competitiveness in the global economic arena. Alongside, these
skills lead students to realize the importance of being a good citizen of the
country by demonstrating civic engagement, critical thinking, global
connection, and effective communication.
The Attributes of a
K to 12 Teachers

The K to 12 education reform will upgrade the country’s education

system and align it to the
requirements of the 21st century. This will require a K to 12 teacher
to develop the essential
knowledge, skills, attitudes, and values of the students to enable
them to cope with these
changes.

It is imperative for K to 12 teachers to know the characteristics or

attributes critical to 21st century education so that they may be able to
integrate them in their teaching.
The following are the attributes of the K to 12 Teacher:
 The following are the attributes of the K to 12 Teacher:

Multi-literate As the 21st century expands our learning, literacy or “the

ability to identify, understand, interpret, create,
communicate and compute printed and written materials”
(UNESCO, 2005) must also expand to include media and

The Attributes of a K
digital literacy. A multiliterate teacher knows how to use
various technologies in teaching.

to 12 Teachers
Multispecialist- K to 12 education gears for the holistic
development of learners.

In developing the whole child, various learnings and

experiences must be integrated.
For this, teachers must be multispecialist, that is, they
must be knowledgeable not only in the subject area they
are teaching but in other areas as well so that they can
help the learner build up what they gain in classrooms and
outside the school and make sense of what was learned.
 K to 12 ushers in various ways of learning. For
teachers to cope with the demand for widening
Multiskilled learning opportunities, they must be skillful not just
in teaching but also in facilitating, organizing groups
and activities.

The Attributes of a K
to 12 Teachers
Teachers who are responsible in various aspects of
Self-directed school life must know how to initiate action and
bring to fruition the learning goals of the students
and the educational goals of the country.

For K to 12 teachers, learning never ends. Teachers

must be constantly updated on the latest
information related to their subject and the trends in
Lifelong learner pedagogy. Moreover, they should also be sharing
and applying what they are learning with their
students and colleagues.
 K to 12 education is student-centered. Thus,
teachers must be able to adapt to various learning
Flexible styles and needs of the learners. Teachers must
also be flexible enough to ensure that learning takes
place all the time using alternative modes.

The Attributes of a K
to 12 Teachers
Creative Providing quality education is not without hurdles.
problem solver Problems will be there inside the classroom and
within the school. Teachers must be there to offer
innovative ideas and creative solutions to problems.

The development of higher order thinking skills is an

important goal of K to 12 Education. Teachers need
Critical thinker to be critical thinkers so that they could
stir students to think about what they have
learned, ask questions, reason out, probe,
and establish their own knowledge and belief.
 Having the passion to teach effectively ensures that
Has passion for students learn under the care and guidance of a
excellent teaching teacher. An ordinary teacher merely talks and gives
instruction to students, but a K to 12 teacher has a
passion that motivates students to learn and
succeed in life.

The Attributes of a K
to 12 Teachers
High Emotional To be a successful K to 12 teacher, one must not
Quotient (EQ) only have the head but also the heart to teach.
Teaching is an emotionally taxing and influential job
as it involves interaction with human beings.
 thank you for listening!
Don't hesitate to ask any questions!

REFERENCES
HTTPS://COOLTEACHER28.BLOGSPOT.COM/2014/
11/THE-ATTRIBUTES-OF-K-TO-12-TEACHERS.HTML
HTTPS://OJS.AARESEARCHINDEX.COM/INDEX.PH
P/AAJMRA/ARTICLE/VIEW/2813