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Capturing teacher quality K to 12 (2013)
21st Century Skills
National Philippine CompetencyProfessional based Teacher Standards Standardsfor Teachers (NCBTS) Philippine Qualifications Framework
ASEAN Integration/ Internationalization
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 NCBTS Subsumed in other domains
Philippine Professional Standards for teachers
1 Social Regard for Learning
1 Content Knowledge and Pedagogy
2 Learning Environment
2 Learning Environment
3 Diversity of Learners
3 Diversity of Learners
4 Curriculum and Planning
4 Curriculum and Planning 5 Assessment and Reporting
5 Planning, Assessing
and Reporting 6 Community Linkages 7 Personal Growth and Professional Development
6 Community Linkages and Professional Engagement 7 Personal Growth and Professional Development
Central to the new K to 12 Reform and places, at the beginning, the importance of teachers knowing their content and knowing how to teach it.
Social Regard for Learning NCBTS Strand 1.1. Teacher’s actions demonstrate value for learning
1.1.1. Implements school policies and procedures 1.1.2. Demonstrates punctuality 1.1.3. Maintains appropriate appearance 1.1.4. Is careful about the effect of one’s behavior on students Strand 1.2. Demonstrates that learning is of different kinds and from different sources
1.2.1. Makes use of various learning experiences and resources
Professional Standards for Teachers Strand 6.4 School policies and procedures 6.4.2 Comply with and implement school policies and procedures consistently to foster harmonious relationships with learners, parents, and other stakeholders.
Strand 6.3 Professional ethics 6.3.2 Review regularly personal teaching practice using existing laws and regulations that apply to the teaching profession and the responsibilities specified in the Code of Ethics for Professional Teachers. Strand 2.3 Management of classroom structure and activities 2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.
The Paradigm Shift Before K to 12 NCBTS
Paradigm Shift
K to 12
The Professional Standards (a continuum of teaching practice defined in 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 training
Exemplary 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 1 : Beginning
CS 2 : Proficient Teachers
CS 3 : CS 4 : Highly Distinguished Proficient Teachers Teachers
CS 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 of content knowledge and pedagogy.
They manage learning programs and have strategies that promote learning based on the learning needs of their students.
They possess the required knowledge, skills and values that the teaching and learning process.
They seek advice from experienced colleagues to consolidate their teaching practice.
CS 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 actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement.
They display skills in planning , implementing and managing learning programs.
They are reflective practitioners who continually consolidate the knowledge, skills and practices of CS 1 teachers.
CS 3 : HIGHLY PROFICIENT TEACHERS Highly Proficient Teachers consistently display a high level of performance in their teaching practice.
They manifest an indepth and sophisticated understanding of the teaching and learning process.
They provide 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 have high education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from experience.
They continually seek to develop their professional knowledge and practice by reflecting on their own needs, and those of their colleagues and students.
CS 4 : DISTINGUISHED TEACHERS They are recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships.
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 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.
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
Recruitment and Hiring
Teacher Entry Requirement
Teacher Education
Stage 1 (Beginning)
Teacher Induction Program 12
Stage 2 (Proficient)
Stage 3 (Highly Proficient)
(Distinguished)
Rewards, Compensation? Teacher Certification at Career Stage 2, 3, 4 and Head Teacher Position
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: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices. Strand 3.5.2 Adapt and use culturally appropriate teaching strategies to address the needs of leaners from indigenous groups
Marginalized learners •street children •indigenous peoples •farmers •fisherfolks •women •adolescents •solo parents Source: Department of Education
•children in conflict areas not reached by the formal school system •rebel returnees and others.
Strategies for promoting literacy and numeracy
Engage in professional reflection and assume responsibility for personal professional learning
Establish community relationships and uphold professional ethics
Use of Mother Tongue, Filipino and English in instruction
Know what to teach and how to teach it
Teacher Quality as articulated in the Professional Use a variety of Standards assessment tools to inform and enhance the teaching and learning process
Plan and design effective instruction
Knowledge of research Strategies for developing critical and creative thinking skills Classroom communication strategies
Maintain a learningfocused environment
Are responsive to learner diversity
Learners’ linguistic, cultural, socioeconomic and religious backgrounds Learners in difficult circumstances
Learners from Indigenous Groups
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
Recruitment and Hiring
Teacher Entry Requirement
Teacher Education
Stage 1 (Beginning)
Teacher Induction Program 12
Stage 2 (Proficient)
Stage 3 (Highly Proficient)
(Distinguished)
Rewards, Compensation? Teacher Certification at Career Stage 2, 3, 4 and Head Teacher Position
Classroom Observation Tool & Self-assessment Tool Targeted Professional Development and Teacher Training
Teacher Certification in the Philippines
Teacher Education (Commission on Higher Education)
Bachelor’s Degree in Education or its Equivalent Bachelor’s Degree with 18 units of Professional Education (CTP)
Board Licensure Examination for Professional Teachers (LET) (currently based on the National Competency-Based Teacher Standards) Professional Teachers
Engage in Practice Continuing Professional Development (RA No. 10912)
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 reexamine 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.
For TEIs, that the proposed standards be used to assess the training of pre-service teachers before they graduate. 3.
Flowchart for the Use of PPST-based RPMS Proposed Career Stage (CS) for teachers who are in the service prior to May 2018: • CS 1- T1 (0-3 years in service) • CS2- T1 ( more than 3 years in service), T2, T3 • CS3- MT1, MT2 • CS4- MT3, MT4
SelfAssessment According to
Career Stage (May)
Performance Planning and Commitment RPMS: Identifying Objectives and Performance Indicators
Performance Monitoring and Coaching (November)
Learning Action Cells (continuous)
Performance Rewarding and Development Planning
Performance Review and Evaluation (April)
Proposed Movement across Career Stages including Certification May apply to teachers hired after May 2018 or 2022: If certification to Career Stage 2 is not successful, teachers may be asked to leave the profession.
Voluntary Accreditation
Career Stage 4 Distinguished
Voluntary Accreditation
MT III – MT IV
Career Stage 3 Highly Proficient
Certification (after 2 or 3 years)
MT I – MT II
Career Stage 2 Proficient T II – T III (more than 3 years in service)
Career Stage 1 Beginning Teacher I (0-3 years in service)
Induction Program/Learning Action Cells/Professional Development
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 ing Teachers
Consider this: Profile of MTs in Region IVA
Educational Attainment of Master Teachers 4%
5% 8%
4%
2% Bachelor's Degree Master's Degree With MA Units
36%
14%
With MA Units + CARMA 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 g 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) ing 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 t 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 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, ed 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 .
Who funded the development of the PPST?
•The PPST project was funded by the Australian Department of Foreign Affairs and Trade (DFAT). DFAT s 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 ed 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?
• 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’ performance. However, it can be used as a framework upon which teacher 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 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 the enhancement of teacher practice across four Career Stages in 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."
21st Century Skills
National Philippine CompetencyProfessional based Teacher Standards Standardsfor Teachers (NCBTS) Philippine Qualifications Framework
ASEAN Integration/ Internationalization
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 NCBTS Subsumed in other domains
Philippine Professional Standards for teachers
1 Social Regard for Learning
1 Content Knowledge and Pedagogy
2 Learning Environment
2 Learning Environment
3 Diversity of Learners
3 Diversity of Learners
4 Curriculum and Planning
4 Curriculum and Planning 5 Assessment and Reporting
5 Planning, Assessing
and Reporting 6 Community Linkages 7 Personal Growth and Professional Development
6 Community Linkages and Professional Engagement 7 Personal Growth and Professional Development
Central to the new K to 12 Reform and places, at the beginning, the importance of teachers knowing their content and knowing how to teach it.
Social Regard for Learning NCBTS Strand 1.1. Teacher’s actions demonstrate value for learning
1.1.1. Implements school policies and procedures 1.1.2. Demonstrates punctuality 1.1.3. Maintains appropriate appearance 1.1.4. Is careful about the effect of one’s behavior on students Strand 1.2. Demonstrates that learning is of different kinds and from different sources
1.2.1. Makes use of various learning experiences and resources
Professional Standards for Teachers Strand 6.4 School policies and procedures 6.4.2 Comply with and implement school policies and procedures consistently to foster harmonious relationships with learners, parents, and other stakeholders.
Strand 6.3 Professional ethics 6.3.2 Review regularly personal teaching practice using existing laws and regulations that apply to the teaching profession and the responsibilities specified in the Code of Ethics for Professional Teachers. Strand 2.3 Management of classroom structure and activities 2.3.2 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.
The Paradigm Shift Before K to 12 NCBTS
Paradigm Shift
K to 12
The Professional Standards (a continuum of teaching practice defined in 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 training
Exemplary 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 1 : Beginning
CS 2 : Proficient Teachers
CS 3 : CS 4 : Highly Distinguished Proficient Teachers Teachers
CS 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 of content knowledge and pedagogy.
They manage learning programs and have strategies that promote learning based on the learning needs of their students.
They possess the required knowledge, skills and values that the teaching and learning process.
They seek advice from experienced colleagues to consolidate their teaching practice.
CS 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 actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement.
They display skills in planning , implementing and managing learning programs.
They are reflective practitioners who continually consolidate the knowledge, skills and practices of CS 1 teachers.
CS 3 : HIGHLY PROFICIENT TEACHERS Highly Proficient Teachers consistently display a high level of performance in their teaching practice.
They manifest an indepth and sophisticated understanding of the teaching and learning process.
They provide 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 have high education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from experience.
They continually seek to develop their professional knowledge and practice by reflecting on their own needs, and those of their colleagues and students.
CS 4 : DISTINGUISHED TEACHERS They are recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships.
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 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.
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
Recruitment and Hiring
Teacher Entry Requirement
Teacher Education
Stage 1 (Beginning)
Teacher Induction Program 12
Stage 2 (Proficient)
Stage 3 (Highly Proficient)
(Distinguished)
Rewards, Compensation? Teacher Certification at Career Stage 2, 3, 4 and Head Teacher Position
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: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices. Strand 3.5.2 Adapt and use culturally appropriate teaching strategies to address the needs of leaners from indigenous groups
Marginalized learners •street children •indigenous peoples •farmers •fisherfolks •women •adolescents •solo parents Source: Department of Education
•children in conflict areas not reached by the formal school system •rebel returnees and others.
Strategies for promoting literacy and numeracy
Engage in professional reflection and assume responsibility for personal professional learning
Establish community relationships and uphold professional ethics
Use of Mother Tongue, Filipino and English in instruction
Know what to teach and how to teach it
Teacher Quality as articulated in the Professional Use a variety of Standards assessment tools to inform and enhance the teaching and learning process
Plan and design effective instruction
Knowledge of research Strategies for developing critical and creative thinking skills Classroom communication strategies
Maintain a learningfocused environment
Are responsive to learner diversity
Learners’ linguistic, cultural, socioeconomic and religious backgrounds Learners in difficult circumstances
Learners from Indigenous Groups
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
Recruitment and Hiring
Teacher Entry Requirement
Teacher Education
Stage 1 (Beginning)
Teacher Induction Program 12
Stage 2 (Proficient)
Stage 3 (Highly Proficient)
(Distinguished)
Rewards, Compensation? Teacher Certification at Career Stage 2, 3, 4 and Head Teacher Position
Classroom Observation Tool & Self-assessment Tool Targeted Professional Development and Teacher Training
Teacher Certification in the Philippines
Teacher Education (Commission on Higher Education)
Bachelor’s Degree in Education or its Equivalent Bachelor’s Degree with 18 units of Professional Education (CTP)
Board Licensure Examination for Professional Teachers (LET) (currently based on the National Competency-Based Teacher Standards) Professional Teachers
Engage in Practice Continuing Professional Development (RA No. 10912)
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 reexamine 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.
For TEIs, that the proposed standards be used to assess the training of pre-service teachers before they graduate. 3.
Flowchart for the Use of PPST-based RPMS Proposed Career Stage (CS) for teachers who are in the service prior to May 2018: • CS 1- T1 (0-3 years in service) • CS2- T1 ( more than 3 years in service), T2, T3 • CS3- MT1, MT2 • CS4- MT3, MT4
SelfAssessment According to
Career Stage (May)
Performance Planning and Commitment RPMS: Identifying Objectives and Performance Indicators
Performance Monitoring and Coaching (November)
Learning Action Cells (continuous)
Performance Rewarding and Development Planning
Performance Review and Evaluation (April)
Proposed Movement across Career Stages including Certification May apply to teachers hired after May 2018 or 2022: If certification to Career Stage 2 is not successful, teachers may be asked to leave the profession.
Voluntary Accreditation
Career Stage 4 Distinguished
Voluntary Accreditation
MT III – MT IV
Career Stage 3 Highly Proficient
Certification (after 2 or 3 years)
MT I – MT II
Career Stage 2 Proficient T II – T III (more than 3 years in service)
Career Stage 1 Beginning Teacher I (0-3 years in service)
Induction Program/Learning Action Cells/Professional Development
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 ing Teachers
Consider this: Profile of MTs in Region IVA
Educational Attainment of Master Teachers 4%
5% 8%
4%
2% Bachelor's Degree Master's Degree With MA Units
36%
14%
With MA Units + CARMA 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 g 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) ing 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 t 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 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, ed 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 .
Who funded the development of the PPST?
•The PPST project was funded by the Australian Department of Foreign Affairs and Trade (DFAT). DFAT s 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 ed 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?
• 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’ performance. However, it can be used as a framework upon which teacher 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 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 the enhancement of teacher practice across four Career Stages in 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."
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