PPST.pptx

Ppst.pptx

1. Margarita L. Galias Philippine Professional Standards for Teachers DepEd Order 42 s. 2017

2. Philippine Professional Standards for Teachers (PPST) What is PPST? It is built on NCBTS It defines teacher quality on the Philippines It is a public statement of professional accountability that can help teachers reflect on and assess their own practices as they aspire for professional growth and professional development DepEd Order 42 s. 2017

3. Objectives The PPST aims to: Set out 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 Apply a uniform measure to assess teacher performance, identify needs, and provide support for professional development DepEd Order 42 s. 2017

4. Uses of PPST How important is PPST? It shall be used as a basis for all learning and development programs for teachers to ensure the effective implementation of the K to 12 Program It will be used for the selection and promotion of teachers All performance appraisals for teachers shall be based on this set of standards DepEd Order 42 s. 2017

5. Composition 7 Domains 37 Strands 4 Career Strands Indicators for Different Career Strands DepEd Order 42 s. 2017

6. Structure of Domains of PPST NCBTS PPST 2 Learning Environment Content Knowledge and Pedagogy 3 Diversity of Learners Professional Growth and Professional Development Community Linkages and Professional Engagement Assessment and Reporting Curriculum and Planning Diversity of Learners Learning Environment 4 Curriculum and Planning 5 Planning , Assessing and Reporting 6 Community Linkages 7 Personal Growth and Professional Development 1 Social Regard for Learning Subsumed in other Domains

7. Comparison of Competencies NCBTS-TSNA PPST Domain Title No. of Competencies Title No. of Competencies 1 Social Regard for Learning 18 Content Knowledge and Pedagogy 7 2 Learning Environment 59 Learning Environment 6 3 Diversity of Learners 27 Diversity of Learners 5 4 Demonstrates Mastery of the Subject 78 Curriculum and Planning 5 5 Planning, Assessing and Reporting 40 Assessment and Reporting 5 6 Community Linkages 18 Community Linkages and Professional Engagement 4 7 Takes Pride in the Nobility of Teaching as a Profession 30 Professional Growth and Professional Development 5 Total 270 37

8. Domain 1 Content Knowledge and Pedagogy Strand 1.1 Content knowledge and its application within and across curriculum areas Strand 1.2 Research-based knowledge and principles of teaching and learning Strand 1.3 Positive use of ICT Strand 1.4 Strategies for promoting literacy and numeracy

9. Domain 1 Content Knowledge and Pedagogy Strand 1.5 Strategies for developing critical and creative thinking, as well as other HOTS Strand 1.6 Mother-Tongue, Filipino, and English in teaching and learning Strand 1.7 Classroom communication strategies

10. Domain 2 Learning Environment Strand 2.1 Learner safety and security Strand 2.2 Fair learning environment Strand 2.3 Management of classroom structure and activities

11. Domain 2 Learning Environment Strand 2.4 Support for learner participation Strand 2.5 Promotion of purposive behavior Strand 2.6 Management of learner behavior

12. Domain 3 Diversity of Learners Strand 3.1 Learner’s gender needs, strengths, interests and experiences Strand 3.2 Learner’s linguistic, cultural, socio- economic and religious backgrounds Strand 3.3 Learners with disabilities, giftedness and talents Strand 3.4 Learners in difficult circumstances Strand 3.5 Learners from indigenous groups

13. Domain 4 Curriculum and Planning Strand 4.1 Planning and management of teaching and learning process Strand 4.2 Learning outcomes aligned with learning competencies Strand 4.3 Relevance and responsiveness of learning programs Strand 4.4 Professional collaboration to enrich teaching practice Strand 4.5 Teaching and learning resources including ICT

14. Domain 5 Assessment and Reporting Strand 5.1 Design, selection, organization and utilization of assessment strategies Strand 5.2 Monitoring and evaluation of learner progress and achievement Strand 5.3 Feedback to improve learning Strand 5.4 Communication of learner needs, progress and achievement to key stakeholders Strand 5.5 Use of assessment data to enhance teaching and learning practices and programs

15. Domain 6 Community Linkages and Professional Engagement Strand 6.1 Establishment of learning environments that are responsive to community contexts Strand 6.2 Engagement of parents and the wider school community in the educative process Strand 6.3 Professional ethics Strand 6.4 School policies and procedures

16. Domain 7 Personal Growth and Professional Development Strand 7.1 Philosophy of Teaching Strand 7.2 Dignity of teaching as a profession Strand 7.3 Professional links with the colleagues Strand 7.4 Professional reflection and learning to improve practice Strand 7.5 Professional development goals

17. Career Stages Career Stage 1 Beginning Teachers Career Stage 4 Proficient Teachers Career Stage 3 Highly Proficient Teachers Career Stage 2 Distinguished Teachers

18. BEGINNING TEACHERS have.... Career Stage 1

19. PROFICIENT TEACHERS have proficiency in.... Career Stage 2

20. HIGHLY PROFICIENT TEACHERS Career Stage 3

21. DISTINGUISHED TEACHERS are exceptional in ... IRR Anti-Bullying Act 2013 …embodying the highest standard for teaching grounded in global best practice …initiating collaborations and partnerships …being leaders, mentors, or coach in school …consistently seek professional advancement Career Stage 4

22. HIGHLIGHTS Presentation of the sets of evidences Career Stage is not directly proportional to the teacher’s length of service Working collaboratively with colleagues

23. DOMAIN 5 EVIDENCE

24. DOMAIN 5 EVIDENCE

25. DOMAIN 5 EVIDENCE

26. DOMAIN 5 EVIDENCE

27. DOMAIN 5 EVIDENCE

28. Group Task Your group is tasked to identify evidences that may be used to meet the indicators under the domain assigned to you. D iscuss possible activities that may be implemented in the next school year as bases of your suggested evidences for Career Stage 3 (Highly Proficient Teqachers ) or Career Stage 4 (Distinguished Teachers)