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Capturing teacher quality

K to 12 21st Century
(2013) Skills

National
Philippine
Competency-
Professional
based Teacher
Standards
Standardsfor
Teachers
(NCBTS)
Philippine
ASEAN Integration/
Qualifications Internationalization
Framework
TALKING POINTS
PPST as the New Framework for Teacher
Quality and Teacher Development
The Paradigm Shift
Features of a Development Approach
Teacher Professional Development
Framework
Final National Validation : Questions on
Implementation
Philippine Professional
Standards for Teachers as
the New Framework for
Teacher Quality and Teacher
Development
Revised NCBTS
Revised NCBTS

Collaboration
of DepEd,
BEST,
AustAID
What’s NEW?

Domains

Career Stages
Professional Standards as a
Framework for Teacher Quality and
Teacher Professional Development

Four Career Stages


(developmental,
lifelong learning)
Professional Standards as a
Framework for Teacher Quality and
Teacher Professional Development

Seven Domains
(“distinctive spheres of
the teaching-learning
process”)
Professional Standards as a
Framework for Teacher Quality
and Teacher Professional
Development
(37) Strands (“more
specific dimensions of
positive teacher
practices”)
Professional Standards as a
Framework for Teacher Quality and
Teacher Professional Development

(37) Indicators per Career


Stage (concrete,
observable, measure
teacher practices)
Note: Please refer to the copy.
Domains
Philippine Professional
NCBTS Standards for teachers
Central to
the new K
Subsumed 1 Social Regard for 1 Content Knowledge to 12
in other Learning
domains
and Pedagogy Reform and
places, at
2 Learning 2 Learning the
Environment Environment beginning,
the
importance
3 Diversity of Learners 3 Diversity of Learners of teachers
knowing
4 Curriculum and 4 Curriculum and their
Planning Planning content and
knowing
5 Planning, Assessing 5 Assessment and how to
and Reporting Reporting teach it.
6 Community Linkages
6 Community Linkages and Professional
Engagement
7 Personal Growth and 7 Personal Growth and
Professional Development Professional Development
Social Regard for Learning
NCBTS Professional Standards for
Teachers
Strand 1.1. Teacher’s actions
demonstrate value for learning
Strand 6.4 School policies and procedures
6.4.2 Comply with and implement school
1.1.1. Implements school policies
policies and procedures consistently to foster
and procedures harmonious relationships with learners, parents,
and other stakeholders.

1.1.2. Demonstrates punctuality


Strand 6.3 Professional ethics
6.3.2 Review regularly personal teaching
practice using existing laws and regulations that
1.1.3. Maintains appropriate apply to the teaching profession and the
appearance responsibilities specified in the Code of Ethics
for Professional Teachers.
1.1.4. Is careful about the effect of
one’s behavior on students Strand 2.3 Management of classroom
structure and activities
Strand 1.2. Demonstrates that 2.3.2 Manage classroom structure to engage
learning is of different kinds and learners, individually or in groups, in
from different sources meaningful exploration, discovery and hands-on
activities within a range of physical learning
1.2.1. Makes use of various learning environments.
experiences and resources
The Paradigm Shift

Before K to 12 Paradigm Shift K to 12


The Professional
NCBTS
Standards
(a continuum of teaching
practice defined in terms of
distinct career stages)
Rationale for Career Stages
The description of standards
at different career stages
provides “a framework for the
teacher development continuum.”
(OECD,2005)

Teacher evaluation should be based on


professional teaching standards
and should be sophisticated enough
to assess teaching quality across
the continuum of development
from novice to expert teacher.
(Darling-Hammond in Strauss, 2012)
Teacher Professional Growth
Teacher professional growth can be represented by:

Beginning Exemplary
training practice

It is valuable to have sign posts along the way to help identify


progress.

Teacher quality Stages are developmental in nature and exist


on a quality continuum.

This is about teachers, not leadership roles such as


Principals and Supervisors.
CAREER STAGE DESCRIPTION

CS 2 : CS 3 :
Proficient CS 4 :
CS 1 : Highly
Distinguished
Beginning Proficient
Teachers
Teachers Teachers
CS 1 : BEGINNING TEACHERS

They have a strong


Beginning Teachers
understanding of the They possess the
have gained the
subjects/areas in required knowledge,
qualifications
which they are skills and values that
recognized for entry
trained in terms of support the teaching
into the teaching
content knowledge and learning process.
profession.
and pedagogy.

They manage learning


programs and have They seek advice
strategies that from experienced
promote learning colleagues to
based on the learning consolidate their
needs of their teaching practice.
students.
CS 2 : PROFICIENT TEACHERS

Proficient Teachers
They provide focused They display skills in
are professionally
teaching programs planning ,
independent in the
that meet curriculum implementing and
application of skills
and assessment managing learning
vital to the teaching
requirements. programs.
and learning process.

They actively engage They are reflective


in collaborative practitioners who
learning with the continually
professional consolidate the
community and other knowledge, skills and
stakeholders for practices of CS 1
mutual growth and teachers.
advancement.
CS 3 : HIGHLY PROFICIENT
TEACHERS
They have high
They manifest an in- education-focused
Highly Proficient
depth and situation cognition,
Teachers consistently
sophisticated are more adept in
display a high level of
understanding of the problem solving and
performance in their
teaching and learning optimize
teaching practice.
process. opportunities gained
from experience.
They provide support and
mentoring to colleagues in They continually seek to
their professional develop their professional
development, as well as work knowledge and practice
collaboratively with them to by reflecting on their own
enhance the learning and needs, and those of their
practice potential of their colleagues and students.
colleagues.
CS 4 : DISTINGUISHED TEACHERS
They are recognized
Distinguished They exhibit as leaders in
Teachers embody the exceptional capacity education,
highest standard for to improve their own contributors to the
teaching grounded in teaching practice and profession and
global best practices. that of others. initiators of
collaborations and
partnerships.

They consistently seek professional


advancement and relevance in pursuit of
They create lifelong teaching quality and excellence.
impact in the lives of
colleagues, students, They exhibit commitment to inspire the
and others. education community and stakeholders for the
improvement of education provision in the
Philippines.
Features of a
Developmental Approach
(AITSL, Looking at classroom practice, p.6)
•Gives clarification to
what it means to “get
better” in areas of
teacher expertise
Features of a
Developmental Approach
(AITSL, Looking at classroom practice, p.6)

•Defines direction:
describes and illustrates
professional growth and
development for teachers
Features of a Developmental
Approach
(AITSL, Looking at classroom practice, p.6)

•Enables teachers to reflect


on their practice, diagnose
strengths and areas needing
improvement
Features of a Developmental
Approach
(AITSL, Looking at classroom practice, p.6)

•Provides vision and


details of the next level of
performance based on
teacher quality
Features of a Developmental
Approach
(AITSL, Looking at classroom practice, p.6)

•Is sensitive to the


continuum of lifelong
learning of teachers’
professional practice
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 Compensation?
Program
12 Teacher Certification at Career
Stage 2, 3, 4 and Head Teacher Position
Teacher
Education Classroom Observation Tool & Self-assessment Tool
Targeted Professional Development and Teacher Training
Self-Assessment Tools

Tools aligned with the Professional Standards for


Teachers

Full COT with 20 Indicators

RPMS Tools

Classroom Observation Tools


All, including ALS Teachers, should respond to
Learner Diversity and see learners in their social
context
Strand 3.4.2 Plan and deliver
teaching strategies that are
responsive to the special
educational needs of learners in
difficult circumstances, including: Marginalized learners
geographic isolation; chronic
illness; displacement due to armed •street
children •children in
conflict, urban resettlement or
•indigenous conflict areas
disasters; child abuse and child
peoples not reached by
labor practices.
•farmers the formal
Strand 3.5.2 Adapt and use •fisherfolks school system
culturally appropriate teaching •women •rebel returnees
strategies to address the needs of •adolescents and others.
leaners from indigenous groups •solo parents

Source: Department of Education


Use of Mother Tongue,
Knowledge of research
Filipino and English in
Strategies for instruction
promoting literacy and Strategies for developing critical
numeracy and creative thinking skills
Know what
to teach Classroom
Engage in
communication
professional reflection and how to strategies
and assume
teach it Maintain a
responsibility for
personal learning-
professional Learners’
focused linguistic,
learning
environment cultural, socio-
economic and
religious
Establish backgrounds
community Learners in
relationships Teacher Quality
Are difficult
and uphold as articulated in
responsive circumstances
professional the Professional
to learner
ethics Use a variety of Standards diversity Learners
assessment
from
tools to inform Plan and
Indigenous
and enhance design
the teaching Groups
and learning effective
process instruction
Walkthrough of the PPST Manual
Mini-Workshop
Discuss and list down expected
behaviours of Teachers I-III concerning
the PPST Strand assigned to your group.
 Group 1: Applies knowledge of content within and across
curriculum teaching areas
 Group 2: Applies a range of teaching strategies to
develop critical and creative thinking, as well as higher
order thinking skills.
 Group 3: Selects, develops, organizes and uses
appropriate teaching and learning resources, including
ICT, to address learning goals.
TALKING POINTS
Possible Ways Forward
Flowchart for the Use of PPST-based
RPMS
Proposed Movement Across Career
Stages Including Certification
IDEAS?
WORKSHOP
FAQ
Possible
Ways Forward
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 Compensation?
Program
12 Teacher Certification at Career
Stage 2, 3, 4 and Head Teacher Position
Teacher
Education Classroom Observation Tool & Self-assessment Tool
Targeted Professional Development and Teacher Training
Teacher Certification in the Philippines

Teacher
Education
(Commission on
Higher
Education) Board Licensure Engage in Practice
Examination for
Bachelor’s Degree in Professional Teachers
Education or its Continuing
(LET) (currently based Professional
Equivalent on the National Development (RA
Competency-Based No. 10912)
Bachelor’s Degree Teacher Standards)
with 18 units of
Professional Professional Teachers
Education (CTP)
Current Situation
1. DepEd Order No. 42, S. 2017 has just
been recently signed by the Secretary.
2. The Teacher Education Council has
communicated this to CHED and will
communicate to PRC.
3. Teacher education curriculum and
licensure examination for teachers are
based on the old teacher standards.
Systems Approach –
everything linked together

The Philippines needs to re-


examine its system related to
teacher quality with the
Philippine Professional
Standards for Teachers as its
core.
1.The Professional Standards
should:
i. form the baseline of practice
expected of all qualified
teachers across career stages;
and
ii. provide a framework within
which judgments about
performance and professional
learning can be made.
2. Successful
assessment against
these standards should
be the basis for hiring,
promotion and other
rewards.
3.For TEIs, that the
proposed standards be
used to assess the
training of pre-service
teachers before they
graduate.
Flowchart for the Use of PPST-based RPMS
Performance
Proposed Career
Planning and
Stage (CS) for Self- Performance
teachers who are Commitment
in the service prior Assessment Monitoring and
According to
RPMS:
to May 2018:
Identifying Coaching
• CS 1- T1 (0-3 Career Stage (November)
years in Objectives and
(May)
service) Performance
• CS2- T1
Indicators
( more than 3
years in
service), T2,
T3
• CS3- MT1,
Learning Action Cells
MT2
(continuous)
• CS4- MT3,
MT4
Performance Performance
Rewarding and Review and
Development Evaluation
Planning (April)
Proposed Movement across Career Stages including Certification

May apply to
Voluntary
teachers hired after Accreditation
May 2018 or 2022:
If certification to
Career Stage 4
Career Stage 2 is Distinguished
not successful,
teachers may be Voluntary MT III – MT IV
asked to leave the Accreditation
profession.
Career Stage 3
Highly Proficient

Certification MT I – MT II
(after 2 or 3 years)
Career Stage 2
Proficient

T II – T III (more than


3 years in service)
Career Stage 1
Beginning Induction Program/Learning Action
Teacher I (0-3 years Cells/Professional Development
in service) Support
Ideas?
WORKSHOP 1 : UNDERSTANDING
THE STANDARDS
•Make a creative
presentation/s that will
characterize each of the
four (4) career stages
using the same strand.
FYI: Education Leaders
Supporting Teachers

Consider this:
Profile of MTs in Region IVA
Educational Attainment of Master Teachers

5% 4%
2%
8% 4% Bachelor's Degree
Master's Degree
With MA Units
36% With MA Units + CARMA
14% Doctor's Degree
With Ed.D/Ph.D Units
With Ed.D/Ph.D Units + CARMA
Diploma in Teaching
27%
Gender of Master Teachers

21%

Female
Male

79%
Grade Level Taught by Master Teachers

10%

21%
Grades 1-3
Grades 4-6
Grades 7-10
23% 46% Grades 11-12
Area(s) of Specialization of Master Teachers
Values Education
Special Education
Agricultural Education
Entrepreneurship/Girls Trade
Physics
Philosophy
Music/Arts/Theater Arts
Biology/Biological Science
Araling Panlipunan/Social Studies
MAPEH/PE/Physical Science
Home Economics/TLE
HUMSS/Social Sciences
General Education
Filipino
None/No Answer
Science/General Science
English
Mathematics

0 10 20 30 40 50 60 70
FREQUENTLY ASKED
QUESTIONS
on the Philippine
Professional Standards
for Teachers
What is Department Order No. 42,
s. 2017?

DepEd Order No. 42, s. 2017


stipulates the National Adoption and
Implementation of the Philippine
Professional Standards for Teachers
(PPST). The Order was signed on
August 11, 2017 by DepEd Secretary
Leonor Magtolis-Briones.
What is the Philippine Professional
Standards for Teachers (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.
What is the Philippine Professional
Standards for Teachers (PPST)?

It is built on the National


Competency-based Teacher
Standards (NCBTS). It comprises
seven Domains and 37 strands,
and 37 Indicators for each
Career Stage.
What are the uses of the PPST ?

According to DO No. 42, s.


2017, the PPST “shall be used as
basis for all learning and
development programs for teachers
to ensure that teachers are
properly equipped to effectively
implement the K to 12 Program.
What are the uses of the PPST ?

Teacher performance appraisals


shall also be aligned to the PPST.
Further, the PPST can also be
used for the selection and
promotion of teachers.
Why was the PPST developed?

• The PPST was developed after


major consultations with key
stakeholders, particularly the senior
officials of the Department of
Education. The wide consultations
emphasized the rethinking of the
National Competency-Based
Teacher Standards (NCBTS)
Why was the PPST developed?

• because of changes brought about


by various national and global
frameworks such as the K to 12
Reform and ASEAN Integration, as
well as globalization and the
changing character of the 21st
century learners.
Does PPST replace NCBTS?

Yes. This happens upon the


signing into policy of DepEd
Order No. 42, s. 2017 on the
national Adoption and
Implementation of the
Philippines Professional
Standards for Teachers.
Why do we need the PPST ?

• Internationally, teacher quality is


articulated in teacher standards.
The PPST is a framework for teacher
quality and teacher development.
Among others, the PPST can be
used in (i) endorsing programs for
initial teacher education;
Why do we need the PPST ?

• (ii) registering and accrediting


teachers; (iii) raising the quality of
professional learning; (iv)
identifying and recognizing
exemplary high level practice; (v)
developing standards for
leadership; (vi) establishing a
consistent evaluation/assessment
Why do we need the PPST ?
•process associated with each
Career Stage that preserves the
integrity of the PPST; (vii)
maintaining an efficient
documentation process
associated with achievement of
the Indicators across Career
Stages.
Why focus on teacher quality?

Evidences show
unequivocally that good
teachers are vital to raising
student achievement, i.e.,
quality learning is contingent
upon quality teaching.
Why focus on teacher quality?

Hence, enhancing teacher


quality becomes of utmost
importance for long-term
and sustainable nation
building.
How was the PPST developed?

• The Department of Education


through the Joint Advisory Board
chaired by the Secretary of
Education approved the
development and validation of
developmental teacher standards
comprising distinct career stages.
How was the PPST developed?

• The Philippine National Research


Center for Teacher Quality (RCTQ)
based at the Philippine Normal
University led the research
development work, with support
from the SiMERR National Research
Centre in Australia.
How was the PPST developed?

• DepEd Regional Directors, Bureau


Directors and selected teachers
finalized the PPST in a workshop
organized by the Teacher Education
Council, supported by the Basic
Education Sector Transformation
Program.
Were key stakeholders involved in
the process of development and
validation of the PPST?
• Yes. Over 10,000 pre- and in-service
teachers, principals, supervisors,
DepEd Regional Directors and other
educators across all regions in the
country were involved in the
development and validation of the
PPST over three years.
Were key stakeholders involved in
the process of development and
validation of the PPST?
Government agencies other than DepEd (e.g.,
Professional Regulation Commission,
Commission on Higher education, Civil Service
Commission), as well as non-government
organizations (e.g., Philippine Business for
Education, Foundation for Upgrading the
Standard of Education) were part of the
Reference Panel.
Who funded the development of
the PPST?
•The PPST project was
funded by the Australian
Department of Foreign
Affairs and Trade (DFAT).
DFAT supports the Research
Center for Teacher Quality.
What are some important features
of PPST?
•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;
What are some important features
of PPST?
•iii) strategies for promoting
literacy and numeracy; iv)
positive use of ICT; and v)
classroom communication
strategies.
What are some important features
of PPST?
•PPST has a domain called
Content Knowledge and
Pedagogy. This is at the core
of the K to 12 Program, and
sends a message to teachers
that for them to be
considered quality teachers,
What are some important features
of PPST?
they should know what to
teach and how to teach it,
among others.
•PPST also has four career
stages, namely, Beginning,
Proficient, Highly Proficient
and Distinguished.
What are some important features
of PPST?
There are 37 indicators in each
career stage showing
developmental progression
from beginning to
distinguished practice.
What are the Domains of PPST?

These are the seven Domains


of PPST: 1) Content Knowledge
and Pedagogy; 2) Learning
Environment; 3) Diversity of
Learners; 4) Curriculum and
Planning;
What are the Domains of PPST?

5) Assessment and Reporting;


6) Community Linkages and
Professional Engagement; and
7) Personal Growth and
professional Development.
What qualities are expected of
teachers based on these Domains
of the PPST?
• As articulated in the Domains
of PPST, teachers must,
among others; i) know what
to teach and how to teach it;
ii) maintain a learning focused
environment; iii) respond to
What qualities are expected of
teachers based on these Domains
of the PPST?
• learner diversity; iv) plan and
design effective instruction; v)
use a variety of assessment
tools to inform and enhance
the teaching and learning
process; vi) establish
What qualities are expected of
teachers based on these Domains
of the PPST?
• community relationships and
uphold professional ethics;
and vii) engage in professional
reflection and assume
responsibility for personal
professional learning.
What are the four Career Stages of
the PPST?
• Beginning Teachers (Career Stage I)
are those who have gained the
qualifications recognized for entry
into the teaching profession.
Teachers at this stage are supported
to reach Career Stage 2 within two
to three years.
What are the four Career Stages of
the PPST?
• Proficient Teachers ( Career Stage
2) are professionally independent in
the application of skills vital to the
teaching and learning process. This
stage shows the acceptable
standards for all teachers, which
should be reached within the first
two or three years of teaching.
What are the four Career Stages of
the PPST?
• Highly Proficient Teachers ( Career
Stage 3) consistently display a high
level of performance in their
teaching practice. They are
accomplished practitioners who
mentor and work collegially with
other staff. This is the stage that
Master Teachers are expected to be
at.
What are the four Career Stages of
the PPST?
• Distinguished Teachers ( Career
Stage 4) embody the highest
standards for teaching grounded in
global best practice. They are
recognized as leaders in education,
contributors to the profession and
initiators of collaborations and
partnerships.
Why are Career Stages important?

• The description of standards (i.e.,


in PPST, the indicators) at different
career stages provides a “
framework for the teacher
development continuum.”
Anchored on the principle of
lifelong learning, the PPST
recognizes the significance of a
Why are Career Stages important?

• standards framework that


articulates developmental
progression as teachers
develop, refine their practice
and respond to the
complexities of educational
reforms.
Are there tools based on PPST that
may be used for teacher
assessment?
• Yes. RCTQ developed teacher
assessment tools in
partnership with DepED
Bureau of Human Resource
and Organization
Development (BHROD) with
Are there tools based on PPST that
may be used for teacher
assessment?
•support from the BEST
program. These tools include:
1) Self-Assessment Tools
(SAT); 2) Classroom
Observation Tools (COT); and
3) Results-based Performance
Are there tools based on PPST that
may be used for teacher
assessment?
• Management System (RPMS)
Tools for Teachers.

•These tools have been


rigorously validated.
Can we craft our own PPST-based
tools?

• Yes. But you have to ensure


that the tools are based on
PPST, as indicated in DepED
Order No. 42, s. 2017
Can we craft our own PPST-based
tools?

• You also have to keep in mind


that locally produced tools
are unlikely to be validated,
which may call the reliability
and credibility of their results
into question.
Can the PPST be used as a rubric
to assess teachers’ performance?

• The PPST is not a rubric and is not a


tool to assess teachers’ perform-
ance. However, it can be used as a
framework upon which teacher
support tools such as self-assessment
tools, classroom observation tools
and RPMS tools can be based.
Will teachers be assessed on all
indicators? What if a school, for
example, has no learners from
indigenous groups?
•No. Teachers do not need to
be assessed on indicators that
do not apply in their school
contexts.
Will teachers be assessed on all
indicators?
• In terms of pre-service teachers,
however, Teacher Education
Insititutions (TEIs) are expected
to train them on all indicators to
prepare them to handle various
teaching contexts.
How can we measure the
competencies of our teachers in
every strand/indicator objectively?
Are there specifics means of
verification (MOV) for each
indicator?
The Results-based Performance
Management System (RPMS) Tools
based on PPST have specific MOV
for the 12 indicators of the PPST.
How can we measure the
competencies of our teachers in
every strand/indicator objectively?
Are there specifics means of
verification (MOV) for each
indicator?
• The Classroom Observation Tools
have specific examples of
classroom practice to guide
observers.
Will PPST assessment tools be
used for the hiring and promotion
of teachers?

• Policies concerning these


matters are yet to be developed.
STATEMENT OF AUSTRALIAN EMBASSY
FIRST SECRETARY NIGEL BRUCE

• "The PPST is a fantastic new framework


that aligns the curriculum for teacher
training to the K-12 program. It will help
prepare effective teachers, and support
the enhancement of teacher practice
across four Career Stages in terms of
nationally and internationally
recognised teacher quality.
STATEMENT OF AUSTRALIAN EMBASSY
FIRST SECRETARY NIGEL BRUCE

•This reform will bring DepED,


CHED and Teacher Education
Institutions (TEIs) even closer
together and provide
mechanisms to TEIs to produce
teachers to meet the demands
of the K-12 curriculum."