Republic of the Philippines

State Universities and Colleges

GUIMARAS STATE UNIVERSITY
GRADUATE SCHOOL
Mc Lain, Buenavista, Guimaras

Subject: Educ 503 PROBLEMS AND TRENDS IN PHILIPPINE EDUCATION

Professor: REMIFLOR B. PAGUNTALAN, PhD
Sub-Topic: Implementation of Results-Based Performance Management
System-Philippine Professional Standards for Teachers (PPST)
Reporter/s: LILINETTE M. AGTING/ NOEL AMAR

Role of teachers

Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop
holistic learners who are steeped in values, equipped with 21st century skills, and able to propel the
country to development and progress. This is in consonance with the Department of Education
vision of producing: “Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to building the
nation” (DepED Order No. 36, s. 2013).

Evidences show unequivocally that good teachers are vital to raising student achievement, i.e.,
quality learning is contingent upon quality teaching. Hence, enhancing teacher quality becomes of
utmost importance for long-term and sustainable nation building.

The changes brought about by various national and global frameworks such as the K to 12 Reform
and the ASEAN integration, globalization, and the changing character of the 21st century learners
necessitate improvement and adaptability of education, and a call for the rethinking of the current
teacher standards.

Professional standards for teachers

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.

Teacher quality in the Philippines

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The
standards describe the expectations of teachers’ increasing levels of knowledge, practice and
professional engagement. At the same time, the standards allow for teachers’ growing
understanding, applied with increasing sophistication across a broader and more complex range of
teaching/learning situations.

The following describes the breadth of 7 Domains that are required by teachers to be effective in the
21st Century in the Philippines. Quality teachers in the Philippines need to possess the following
characteristics:

1. recognize the importance of mastery of content knowledge and its interconnectedness

within and across curriculum areas, coupled with a sound and critical understanding of the
application of theories and principles of teaching and learning. They apply developmentally
appropriate and meaningful pedagogy grounded on content knowledge and current
research. They display proficiency in Mother Tongue, Filipino and English to facilitate the
teaching and learning process, as well as exhibit the needed skills in the use of
communication strategies, teaching strategies and technologies to promote high-quality
learning outcomes.
2. provide learning environments that are safe, secure, fair and supportive in order to promote
learner responsibility and achievement. They create an environment that is learning-focused
and they efficiently manage learner behavior in a physical and virtual space. They utilize a
range of resources and provide intellectually challenging and stimulating activities to
encourage constructive classroom interactions geared towards the attainment of high
standards of learning.
3. establish learning environments that are responsive to learner diversity. They respect
learners’ diverse characteristics and experiences as inputs to the planning and design of
learning opportunities. They encourage the celebration of diversity in the classroom and the
need for teaching practices that are differentiated to encourage all learners to be successful
citizens in a changing local and global environment.
4. interact with the national and local curriculum requirements. They translate curriculum
content into learning activities that are relevant to learners and based on the principles of
effective teaching and learning. They apply their professional knowledge to plan and design,
individually or in collaboration with colleagues, well-structured and sequenced lessons that
are contextually relevant, responsive to learners’ needs and incorporate a range of teaching
and learning resources. They communicate learning goals to support learner participation,
understanding and achievement.
5. apply a variety of assessment tools and strategies in monitoring, evaluating, documenting
and reporting learners’ needs, progress and achievement. They use assessment data in a
variety of ways to inform and enhance the teaching and learning process and programs.
They provide learners with the necessary feedback about learning outcomes that informs
the reporting cycle and enables teachers to select, organize and use sound assessment
processes.
 6. establish school-community partnerships aimed at enriching the learning environment, as
well as the community’s engagement in the educative process. They identify and respond to
opportunities that link teaching and learning in the classroom to the experiences, interests
and aspirations of the wider school community and other key stakeholders. They understand
and fulfill their obligations in upholding professional ethics, accountability and transparency
to promote professional and harmonious relationships with learners, parents, schools and
the wider community.
7. value personal growth and professional development and exhibit high personal regard for
the profession by maintaining qualities that uphold the dignity of teaching such as caring
attitude, respect and integrity. They value personal and professional reflection and learning
to improve their practice. They assume responsibility for personal growth and professional
development for lifelong learning.

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

5. 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

5. Professional development goals

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.

MULTI-YEAR GUIDELINES ON THE RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM-

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

The performance cycle of teachers follows the DepEd RPMS Cycle prescribed in Deped Order (DO)
No. 2, s. 2015 (Guidelines on the Establishment and Implementation of the Results-Based
Performance Management System (RPMS)in the Department of Education). Figure 1 illustrates the
four (4) phases of the RPMS Cycle and its alignment with the RPMS-related activities of teachers
within a School Year (SY).

THE RPMS CYCLE FOR TEACHERS

This guideline shall cover three (3) SYs: SY 2022-2023, SY 2023-2024, SY 2024-2025. Each SY shall
follow the prescribed RPMS timeline provided below (Figure 2).
 RPMS-PPST Indicators for Proficient and Highly Proficient Tools

• Teachers 1-III who will use the Proficient Tools are expected to be professionally
independent in the application of skills vital to the teaching and learning process.

• Master Teachers who will use the Highly Proficient Tools are those that consistently display
high levels of performance in their teaching practice. They manifest an in-depth and
sophisticated understanding of the teaching and learning process, have high education-
focused situation cognition, and are more adept in problem solving and optimize
opportunities gained from experience.

• The 37 PPST indicators for both Proficient and Highly Proficient Tools shall be divided across
three (3) school years, each with a total of 15 indicators composed of Classroom
Observable Indicators {COIs}, Non-Classroom Observable Indicators {NCOIs}, and the Plus
Factor.
 THE WEIGHT PER EACH INDICATOR SHALL BE AS FOLLOWS:

PPST Objective Weight

Objectives 1 to 14 7% each (total of 98%)

Objective 15 (Plus Factor} 2%

Total 100%

All COIs shall be measured using the following Performance Indicators: Quality and Efficiency.

Quality shall be measured through the demonstration of COIs during the Classroom
Observation (CO) and the submission of the Classroom Observation Tool (COT) or Inter-Observer
Agreement Form, whichever is applicable, as means of verification (MOV).

Efficiency shall be measured through efficient delivery of the lesson objectives within the
prescribed period or time allotment.

There shall be no Timeliness performance indicators for all COIs.

On the other hand, NCOIs shall be measured using the following Performance Indicators:
Quality, Efficiency, and/or Timeliness.

Guidelines for Classroom Observation

For SY 2022-2023, only two (2) classroom observations are required, which shall be conducted in the
last two (2) quarters (one per quarter).

For SY 2023-2024 and SY 2024-2025, four (4) classroom observations are required, which shall be
conducted once every quarter.
RPMS TOOL for Teachers I-III
RPMS TOOL for Teachers I-III SUMMARY
References:

DepEd Order no. 42 s. 2017

DepEd MEMORANDUM No. 008, S. 2023

Philippine Professional Standards for Teachers (PPST)