Course 3
The Philippine Professional Standards for Teachers and its Aligned Systems and Tools
Module 1 – Achieving Teacher Quality through PPST
Session 1 – The PPST Career Stages
Required Task 1: Activity
Use Table 1 to accomplish the tasks below.
1. What are the professional practices displayed by a Proficient, Highly Proficient and
Distinguished Teacher in terms of the following?
Professional
Practices
Proficient Teacher
Highly Proficient
Teacher
Distinguished
Teacher
Teaching
Characteristics
Proficient Teachers are
professionally
independent in the
application of skills vital to
the teaching and learning
process.
Highly Proficient
Teachers consistently
display a high level of
performance in their
teaching practice.
Distinguished
Teachers embody
the highest
standard for
teaching grounded
in global best
practices.
Management of
Learning Programs
They display skills in
planning, implementing, and
managing learning
programs.
They have high
education-focused
situation cognition, are
more adept in problem
solving and optimize
opportunities gained
from experience.
They are recognized
as leaders in
education,
contributors to the
profession and
initiators of
collaborations and
partnerships.
Collaboration and
Partnerships
They actively engage in
collaborative learning with
the professional community
and other stakeholders for
mutual growth and
advancement.
They provide support
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 create lifelong
impact in the lives of
colleagues, students,
and others.
Professional
Development
They are reflective
practitioners who continually
consolidate the knowledge,
skills and practices of
Career Stage 1 teachers.
They continually seek
to develop their
professional knowledge
and practice by
reflecting on their own
needs, and those of
their colleagues and
students.
They exhibit
commitment to
inspire the education
community and
stakeholders for the
improvement of
education provision in
the Philippines.
2. What do you think is your current Career Stage?
Based on the Career Stages above, the current stage I think I belong is the
Beginning Teacher because I am 2 years in the service and needs more
improvement and guidance among my other colleagues. I still need to develop my
professional knowledge and skills as well as my teaching strategies.
3. What do you think would support you to advance to the next Career Stage?
The support that would help me to advance to the next stage are, the school and
the DepEd should offer quality professional development training or support to
teachers, develop systems for instructional coaching, listen and responds to
teacher’s concern, create my own career goals, and keep track of my own
progress.
4. What Career Stage do you aspire to ten years from now?
Ten years from my now, I aspire myself in the distinguished teacher where I
embody the highest standard for teaching, exhibit exceptional capacity to improve
my own teaching practice, and create lifelong impact in the lives of my colleagues,
my students, and to other people.
5. Are there aspects of your teaching practice that exceed practices articulated in the
Career Stage 2 descriptors? If yes, please cite them.
NONE
6. Is it possible for a newly hired DepEd teacher to exhibit teaching practices in Career
Stage 3 and 4? Explain your answer
Yes, because there are also many teachers who come from private schools and
apply to public schools who are very competent and have more teaching
experience that can be aligned with the career stages 3 and 4.
Optional Task: Formative Quiz
Read the following scenarios and choose the career stage that aligns best with
the described practice.
Scenario
Teacher Marilyn is in her 2nd year of
teaching. She has adapted well to
teaching in DepEd, but she
acknowledges that she still has a lot to
learn from her more seasoned
colleagues. Marilyn is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
Answer
Feedback
Beginning Stage
When it comes to
Professional
Development seek
advice from
experienced
1.
d. Distinguished Stage
Teacher Rolly is a role model in his
school. He is a consistent
Outstanding Teacher in the Division
and has been recognized by the Civil
Service Commission as a recipient of
Lingkod Bayan Award. Rolly is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
colleagues
2.
3. Teacher Elinor serves as mentor to her
co-teacher during LAC Sessions and
classroom observations. Her fifteen years
of experience as an English teacher has
earned her the trust of her colleagues in
terms of in-depth knowledge and skills in
teaching the content and handling
learners’ behavior of different levels. She
is good at collaborating with people and
in providing support. Elinor is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
4. Teacher Kath can teach alone without the
Master Teacher’s assistance. She has
unique skills in planning, implementing,
and managing learning programs in the
school. Kath is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
5. Teacher Christine has exceptional
skills in influencing people through
her articles in different academic
journals. She has been frequently
invited to different conventions to
share her successful innovation in
teaching for benchmarking and
collaboration. Christine is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
Distinguished Stage
Highly Proficient
Stage
Proficient Stage
Distinguished Stage
He is recognized as
leaders in education
and consistently
seek professional
advancement
Teacher Elinor
manifests the
characteristics of
Highly Proficient
Teacher
Teacher Kath
possesses the
unique skills when it
comes to the
management of
learning programs
which is one of the
quality of Proficient
teacher.
Teacher Christine
exhibit commitment
to inspire the
education
community and
stakeholders for the
improvement of
education which is
evident characteristic
of Distinguished
Teacher.
Session 2 – The PPST Domains, Strands, and Indicators
1. The PPST defines teacher quality in the Philippines. It has domains which describe the
expectations required of Filipino teachers to be effective in the 21 st century in the
Philippines. How many domains does the PPST have? 7 DOMAINS
2. The Domains collectively comprise of strands that refer to more specific dimensions of
teacher practices. How many strands does the PPST have? 37 strands
3. The PPST defines the work expected from teachers across different career stages. How
many career stages are there? 4 CAREER STAGES
Try it:
Indicator 3.4.2 means that the indicator is under:
Which domain? DOMAIN 3: Diversity of Learners
Which strand? DOMAIN 3 OF STRAND 4: Learners in difficult circumstances
Which indicator? (PROFECIENT TEACHERS) 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.
Required Task 2: Formative Quiz
Scenario
Teacher Joy, a Grade 9 adviser, caught
one of her learners smoking along a
secluded corridor when going to the
comfort room. Teacher Joy asked the
learner to remain in the classroom after the
lesson. During the conference with the
learner, Teacher Joy warned the learner to
quit smoking at school otherwise his
parents will be called for a conference.
a. Domain 1 - Content Knowledge and
Pedagogy
b. Domain 2 - Learning Environment
c. Domain 3 - Diversity of Learners
d. Domain 4 - Curriculum and Planning
e. Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and
Professional Engagement
g. Domain 7 - Personal Growth and
Professional Development
Answer
Feedback
Domain 2 Learning
Environment
DOMAIN 2-STRAND
6
Management of
learner behavior
The teacher manages
the learner’s behavior
constructively by
applying positive and
non-violent discipline.
During the post conference, Mrs. Manuel,
being the school head and rater of teacherratee, emphasized that the use of varied
learning materials aid learners’
understanding of the lesson and allow
learners to practice the application of
concepts. She also mentioned that varied
learning materials also cater to learners’
different learning styles.
Domain 4 Curriculum and
Planning
DOMAIN 4 STRAND
1
Planning and
management of
teaching and learning
process
Domain 4 Curriculum and
Planning
DOMAIN 4-STRAND
2
Learning outcomes
aligned with learning
competencies
a. Domain 1 - Content Knowledge and
Pedagogy
b. Domain 2 - Learning Environment
c. Domain 3 - Diversity of Learners
d.Domain 4 - Curriculum and Planning
e.Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and
Professional Engagement
g. Domain 7 - Personal Growth and
Professional Development
Teacher Rolly, a Grade 7 English Teacher,
discussed the rules on Subject-Verb
Agreement in his lesson. During group
work, his learners were tasked to make a
travel brochure for a particular place. He
reminded them to describe the beauty of
the place and include short history while
observing correct subject-verb agreement
for their captions.
a. Domain 1 - Content Knowledge and
Pedagogy
b. Domain 2 - Learning Environment
c. Domain 3 - Diversity of Learners
d.Domain 4 - Curriculum and Planning
e.Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and
Professional Engagement
g. Domain 7 - Personal Growth and
Professional Development
Optional Task: Activity
Without referring to the PPST booklet, identify in which Domain the following selected strands
belong to. List the strands under the column representing the Domain.
Content
Knowledg
e&
Pedagogy
Learning
Environme
nt
Diversity
of
Learners
Curriculum
and
Planning
Assessme
nt &
Reporting
Community
Linkages
and
Professiona
l
Engagemen
t
Personal
Growth &
Profession
al
Engageme
nt
Researchbased
knowledg
e and
principles
of
teaching
and
learning
Learner
safety and
security
Learners’
gender,
needs,
strengths
and
experience
s
Planning
and
managemen
t of teaching
and learning
process
Design,
selection,
organization
, and
utilization of
assessment
strategies
Establishme
nt of
learning
environment
s that are
responsive
to
community
contexts
Dignity of
teaching as
profession
Positive
use of ICT
Managemen
t of
classroom
structure
and
activities
Learners
with
disabilities,
giftedness,
and talents
Learning
outcomes
aligned with
learning
competenci
es
Monitoring
and
evaluation
of learner
progress
and
achievemen
t.
School
Policies and
Procedures
Professiona
l links with
colleagues
Required Task 3: Reflection
Go through the PPST booklet and read through the Domains and Strands. Use the table
below to identify Strands which you think could be challenging for you.
Domains
Challenging
Strands (you may
just indicate strand
numbers e.g., 1.3)
Content Knowledge and
Pedagogy
1.3
Learning Environment
2.3
Diversity of Learners
3.1
Why is it
challenging? (Gray
area or points for
clarification)
Lack of ICT
resources in the
school
Teacher is not yet
proficient in handling
classroom
management
Insufficient
knowledge when it
Input from the
Mentor (optional,
but highly
encouraged)
Curriculum and Planning
4.2
Assessment and Reporting
5.1
Community Linkages
6.2
Personal Growth and
Professional Development
7.3
comes to
understanding of
differentiated
teaching to suit the
learners’ gender,
needs, strengths,
interests, and
experiences.
Difficulty in giving
tasks that will meet
the learning
outcomes
Difficulty in creating
assessment
strategies
Nowadays, parents are
no longer active in
school due to work.
Seldom seek help to
colleagues
Required Task 4: Reflection
Based on the current default classification, in which career stage are you in?
Based on the Career Stages above, the current stage I think I belong is the
Beginning Teacher because I am 2 years in the service and needs more improvement
and guidance among my other colleagues. I still need to develop my professional
knowledge and skills as well as my teaching strategies.
Module 2 – Embedding the PPST in HR Systems
Required Task 1: Formative Test
Multiple Choice Test: Respond to the following scenarios based on your understanding of the
PPST and the strategic connect of the DepEd HR systems:
Scenario I: Teacher Anthony’s Dreams
EXPLANATION: Teacher Anthony can use the IDP (Individual Development Plan) to continue
to monitor his learning needs which is an important part of the teachers’ Individual
Performance Commitment Rating Form (IPCRF).
Scenario 2: An Advanced Teacher at the Beginning Stage of PPST
EXPLANATION: The situation of Teacher Ruth as an advanced teacher due to her teaching
experience in the private schools falls under the Rewards and Recognition (R&R). She has
high potential for promotion even though she is still in the beginning teacher level. Her
progression across the PPST continuum could be faster if she purposely uses PPST as the
basis for his professional practice
Scenario 3: Teacher Ruth’s Supportive Mentor
EXPLANATION: This falls under the L&D (Learning and Development) of the DepEd HR
systems. The support given to Teacher ruth by her supportive mentor will help her to become
an outstanding teacher. Coaching is an effective professional learning modality that can help
teachers improve their teaching practices as well as learners’ academic performance.
Scenario 4: Possibilities in the Life of a Newly Hired Teacher
EXPLANATION: Although teacher Abel works as a department head in the private school
before and possess a high professional skills and ethics, he is still not exempted from
undertaking the DepEd’s Induction Program. It is still part of the RSP HR System that is
intended to help teachers transition to the public-school system.
Scenario 5: Propelling Teachers Motivation
EXPLANATION: Making close friendships with their school head and Department heads are
not aligned with the PPST and HR systems, if teacher Marlyn and teacher Carmina aims to
get an outstanding award during the school year they should optimize the use of the Teacher
Induction Program (TIP) materials to orient themselves with the context of DepEd, the PPST
and other HR systems, prepare their MOVs according to the guidelines in the RPMS-PPST
and Participate in learning and development that will close their competency gaps and
developmental needs  in short they should aim for their professional development.
Optional Task: Reflection
Reflect on the strategic relationships amongst the PPST and the HR systems.
The DepEd HR systems are interrelated and anchored on the PPST. These HR systems are
put in place to support teachers’ continuing professional development. Optimizing use of the
PPST and the HR systems enables teachers to pursue their professional goals. The HR
systems are intended to support them.
PERSONAL REFLECTIONS ON THE STRATEGIC ALIGNMENT OF THE PPST AND HR
SYSTEMS
I-Chart on HR Systems
HR System
What did I learn?
What can I do with
what I learned?
RSP
Each teacher must
progress towards
the continuum of
the PPST
It is the yardstick of
teacher quality
Use this as guide to
see the big picture
of the DepEd
System.
Use this to reflect of
my teaching
performance all
RPMS-PPST
What are the
implications of my
new learnings
with my current
practice?
Aim for professional
development
This will help me to
identify learning
gaps or
L&D
teachers are given
the opportunity to
identify their
learning gaps or
developmental
needs
R&R
It is an essential
aspect of
performance
management in all
organizations.
throughout the
school year.
I will use the IDP as
my guide in
improving my
developmental
needs.
I will deliver
excellent
performance
towards my
teaching career.
developmental
needs.
Continuous
Coaching with my
mentor and other
colleagues will help
me succeed in my
professional
development.
This motivates me
to seek continuous
professional
development on
myself.
Session 2: The PPST, RSP and the Merit Selection Plan (MSP) of DepEd
Accomplish the K-W-L-H Chart below.
What do you know
about?
What else do you
want to know?
PPST
How PPST helps
teachers towards
their professional
development?
How is the RSP
helps teachers be
familiar with the
DepEd Systems?
RSP
MSP
How long is the
needed service of
the teacher to be
promoted?
What did you
learn about the
PPST and HR
systems?
Enables teachers to
pursue their
personal goals
It intended to help
teachers transition
the public-school
system.
It is the standard
process for
promoting best-fit
teaching and nonteaching DepEd
personnel.
How will you learn
more?
e.g., read from
online sources
Through continuous
professional
development
With the help of TIP
and mentors.
Through continuous
professional
development
Required Task 2: Reflection
Reflect on your greatest learnings about meritocracy and fitness principles on hiring and
promotion. What does this tell you? How will you adjust your professional goal and practice
with DepEd’s expectations from its personnel? Write your reflections/insights on the space
provided below.
The meritocracy and fitness principles on hiring and promotion means that teacher
applicants’ qualifications are assessed based on merit and not based on who they
know or who can help them. so, for a teacher to be qualified in the promotion, the
beginning teachers should use the PPST to monitor their own performance and align
their professional practices with the expectations based on the PPST.
Session 3: The Strategic Alignment of the RPMS with the PPST
Required Task 1: Preliminary Activity
MY RPMS-PPST ACTIVITY LOGS
RPMS
Cycles
Phase I:
Performance
Planning and
Commitment
Phase II:
Performance
Monitoring and
Coaching
Phase III:
Performance
Review and
Evaluation
My Intended Activities per Cycle
(What preparatory activities do you need
to do in between each cycle?)
Inclusive Dates
First week of August, a
week before start of
classes
Discussion/Issuance of RPMS Tools
Self-Assessment
Year-round
Monitoring and Coaching
Mid-year Review and Assessment
1st week of May, a
week after graduation
Year-end Review and Assessment
Evaluation of Portfolio
Computation of Final Rating
May
Ways Forward and Development
Planning
Phase IV:
Performance
Rewarding and
Development
Planning
Required Task 2: Activity
Analyze the two (2) scenarios below and indicate whether the following statements are
true or false.
Scenario A: Teacher Paula is a new BSE graduate Major in Science who has been hired to
teach in a Junior High School.
Scenario B: Teacher Dennis has been teaching Science in a private school for the past four
(4) years. After he completed his doctoral degree, he applied to the same public high school
where Teacher Paula is working. Both Teachers Paula and Dennis are newly hired teachers
handling Science.
Statement
Since Teacher Paula is
inexperienced, her L&D
needs might be different from
Response
Feedback
.
TRUE
(If True, no need to put
that of Teacher Dennis, who
has been teaching for the
past three (3) years.
Both teachers may use the
PPST tools to identify their
strengths and areas in which
they may need support.
Both teachers can have their
L&D needs addressed
through the RPMS-PPST.
Mentors’ feedback is
important for both teachers to
monitor their own progress.
They can get feedback from
their mentors whether
formally or informally
assigned.
feedback)
TRUE
TRUE
TRUE
Teacher Paula is a new BSE
graduate Major in Science who
has been hired to teach in a
Junior High School.
TRUE
Session 4 – Role of RPMS-PPST in Teachers’ Learning and Development
Required Task 1: Activity
Read the scenarios below and answer the question that follows by choosing the correct
answer from the given options.
Scenario 1: Classes have ended. Teachers Rona, Evalou and Rex are planning for their
development needs. Teacher Rona shared with the group that she struggles to meet the
indicators in Domain 2 of PPST. She has been challenged in managing her learners’ behavior.
Teacher Evalou admitted that she has not fully developed all core competencies indicated in
the RPMS. Teacher Rex is the top performer among the three. He just got an “Outstanding
Rating” for the school year. Teacher Rex feels that he still needs to participate in L&D
activities to address his developmental needs.
Questions
Which of the following explains why all three
of them need to participate in L&D activity
relevant to their needs?
Teachers Rona and Evalou need L&D to
address their developmental needs while
teacher Rex need to address his
performance gaps
Teacher Rex needs L&D to address his
developmental needs, while teachers Rona
and Evalou need to participate in L&D to
address their competency gaps
All teachers need to attend L&D to address
Response
Teachers Rona and Evalou need L&D to
address their developmental needs while
teacher Rex need to address his
performance gaps
their developmental needs
All teachers need to attend coaching
Required Task 2: Professional Development Plan
Prepare your Professional Development Plan that you intend to implement for the current
school year, using the template provided below:
Development Goal
Development
(Target PPST
Activity
Domains)
Content Knowledge
Utilize the use of
and Pedagogy
ICT in the lesson
Learning
I will engage my
Environment
learners,
individually or in
groups, in
meaningful
exploration,
discovery and
hands-on activities
within the available
physical learning
environments.
Curriculum and
I will plan and
Planning
develop effective
strategies in
teaching to meet
curriculum
requirements and
varied teaching
contexts.
Personal Growth
I will continue to
and Professional
improve my
Development
professional
development
aligned to the
PPST.
L&D Modality
Target Completion
Date
IPCRF
August 2022
IPCRF
September 2022
IPCRF
August 2022
IPCRF
Year Round
Module 3 – The Results-based Performance Management System (RPMS)
Required Activity 1: Reflection
What have you learned about PPST and RPMS as two separate entities in DepEd? How
about their alignment?
I have learned that the PPST is used as basis for all leaning and development programs for
teachers to ensure that teachers are properly equipped to effectively implement the K-12
program while the RPMS are assessment instruments used to ensure quality teacher
performance at different career stages. The Key Result Areas and Objectives in RPMS are
based on Domains and Indicators in the PPST, respectively. It is user-friendly and serves as a
map on the path of the teachers to follow and meet the standards.
Optional Task
Have you already encountered the indicators used in SYs 2018-2019 and 2019-2020? If so,
briefly summarize your experiences during the RPMS-related activities?
I find it difficult to provide all the RPMS related activities because it is already 4th Quarter when
I was accepted to the public school.
Session 3 – The RPMS Cycle
Preliminary Activity
Teacher Mary Grace finished two (2) classroom observations before the scheduled Mid-year
Review. Her principal asked her to update her Development Plan. What steps should she take
to do this? Briefly discuss in the box below.
Teacher Grace should update her Development Plan and reflect to the action plan she
created.
Required Task 1: Scenario-based Activity
Study the following scenarios and decide which of the options may be applied to each
statement.
A. The data presented is sufficient to infer the statement.
B. The data presented is not sufficient to infer the statement.
C. The statement is false based on the data presented and/or the guidelines.
Statement
Answer
Statement 1: School A used
all Cases (i), (ii), (iii), (iv), and
(v) in RPMS 2019-2020.
The statement is false based
on the data presented and/or
the guidelines.
Statement 2: The Division is
a small division.
The statement is false based
on the data presented and/or
the guidelines.
Statement 3: In School A, the
rater of Teachers I-III is the
Master Teacher.
The data presented is not
sufficient to infer the
statement.
Statement 4: In School A, a
teacher III can rate a Master
Teacher.
The statement is false based
on the data presented and/or
the guidelines.
Feedback from your
mentor
Statement 5: In School A,
the PSDS can rate a
Master Teacher
The statement is false
based on the data
presented and/or the
guidelines.
Session 5 – Developing Lesson Plans as Quality Evidence for RPMS
Preliminary Activity
Choose a lesson plan which you have previously crafted. Enumerate all parts and describe
what you have entered on each part.
Sample Lesson Plan are given below.
The example lesson plan given below is Lesson Plan in Kindergarten. The lesson started with
preliminary activities then followed by a short review on the previous topic. Motive question is added
before the presentation and discussion of the lesson. HOTS questions are provided to encourage
students to think deeply. Music was also integrated to motivate students and caught students’ attention
and interest. In the last part of the lesson plan, short assessment was conducted.
Optional Task: Activity
From the lesson plan/exemplar you provided in the Introductory Activity, which portions
demonstrate/highlight COT Indicator 1? Elaborate.
The Review section demonstrates the COT indicator 1 because it’s about “Community Helpers” and
it’s a broad topic and it applies content knowledge within and across curriculum areas.
Required Task 2: Activity
Using either a lesson plan prepared by your mentor (recommended) or the lesson plan/lesson
exemplar you provided, check which COT Indicators (or RPMS Objectives) are present. Elaborate on
your findings. If an indicator is not present, is it possible to have it present in the lesson plan? How?
Based on the same Lesson Exemplar that I have provided before the COT indicators that are
present to my Lesson Exemplar are 1. Apply knowledge of content within and across curriculum
teaching areas, wherein I integrate the lesson to other multidisciplinary content to incorporate it to the
new lesson. 2. displayed proficient use of mother tongue Filipino and English to facilitate
teaching and learning, all throughout the lesson I consistently use the language Filipino to facilitate
learning of the pupils. 3. Use effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation, engagement, and achievement,
wherein I provide a HOTS question to support learner understanding, participation, engagement. 4.
Establish safe and secure learning environments to enhance learning through the consistent
implementation of policies, guidelines, and procedures, I think I provided a clear implementation
procedure during the group activity. 5. Maintain learning environments that promote fairness,
respect and care to encourage learning, where I give equal praise to all my students regarding with
their answer.
If possible, all indicators should be present to the Lesson Exemplar because it is aligned to the
PPST of teachers.