Amidst the threat of tropical storm Domeng – the passionate, committed and loving servant educators in Amadeo district learned together and synergized efforts for the cascade of the Philippine Professional Standards for Teachers (PPST) seminar yesterday.

Special shout out to Group 6 (Waling-waling) for the amazing collaboration. Three (3) more Saturdays to go!


Anchored on the principle of lifelong learning, the set of professional standards for teachers recognizes the significance of a standards framework that articulates developmental progression as teachers develop, refine their practice and respond to the complexities of educational reforms. Teachers need seven domains to make them effective educators in the 21st century: content knowledge and pedagogy, learning environment, diversity of learners, curriculum and pedagogy, assessment and reporting, community linkages and professional engagement, and personal growth and professional development.

The Philippine Professional Standards for Teachers (PPST) was developed through the Research Center for Teacher Quality. After three years of rigorous and painstaking work involving thousands of pre- and in-service teachers, principals, supervisors, and senior officials of the Department of Education from every region of the country, the PPST was finalized last Aug. 4-5, 2016, in a Teacher Education Council workshop.

The PPST defines teacher quality in the Philippines. It describes the expectations of teachers’ increasing knowledge, practice and professional engagement across four career stages (novice, proficient, highly proficient and distinguished teachers).

Over time, the PPST will become the new yardstick for teacher professional learning, career development, appointment, retention, promotion and rewards.

The PPST explicitly recognizes the critical place of subject knowledge and how it is taught. However, it goes much further, stressing the importance of proficiency in mother tongue, Filipino and English for teaching and learning.

The standards also celebrate diversity in the classroom and encourage the establishment of learning environments that are responsive to learner diversity and foster “respect of the learners’ diverse experiences as inputs to the planning and design of learning opportunities.”

Finally, the standards value interaction with the local and national curriculum requirements that can translate content into differentiated learning activities that are relevant to the learners’ linguistic, cultural, socioeconomic and religious backgrounds.

The PPST acknowledges that our teachers are highly motivated, have a strong work ethic, and are eager to do better, despite being overwhelmed with tedious and complicated approaches to many aspects of their professional life.

The fixation in the past on their quantitative improvement must now give way to ensuring long-term quality.

The PPST targets to produce better teachers in the country by improving their qualifications, skills and by increasing their levels of knowledge, practice and professional engagement. Anchored on the principle of lifelong learning, the set of professional standards for teachers articulates their developmental progression.

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