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The Philippine Professional Standards For Teachers (PPST)

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jeny rose

The Philippine Professional Standards for Teachers (PPST) outlines seven key characteristics that quality teachers in the Philippines should possess: 1) Have in-depth content knowledge and understand how to apply theories of teaching and learning, using developmentally appropriate pedagogy grounded in research. 2) Create safe, supportive learning environments that promote responsibility and achievement through well-managed classrooms and stimulating activities. 3) Establish inclusive classrooms that value learner diversity and encourage success for all students. 4) Align instruction with curriculum standards through well-structured lesson plans tailored to student needs. 5) Apply varied assessment tools to monitor student progress, inform instruction, and enhance the learning process. 6) Build school-community

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The Philippine Professional Standards For Teachers (PPST)

Uploaded by

jeny rose
50 views9 pages
The Philippine Professional Standards for Teachers (PPST) outlines seven key characteristics that quality teachers in the Philippines should possess: 1) Have in-depth content knowledge and understand how to apply theories of teaching and learning, using developmentally appropriate pedagogy grounded in research. 2) Create safe, supportive learning environments that promote responsibility and achievement through well-managed classrooms and stimulating activities. 3) Establish inclusive classrooms that value learner diversity and encourage success for all students. 4) Align instruction with curriculum standards through well-structured lesson plans tailored to student needs. 5) Apply varied assessment tools to monitor student progress, inform instruction, and enhance the learning process. 6) Build school-community

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It's about teaching profession guidelines

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SANA ALL

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The Philippine Professional Standards for Teachers (PPST) outlines seven key characteristics that quality teachers in the Philippines should possess: 1) Have in-depth content knowledge and understand how to apply theories of teaching and learning, using developmentally appropriate pedagogy grounded in research. 2) Create safe, supportive learning environments that promote responsibility and achievement through well-managed classrooms and stimulating activities. 3) Establish inclusive classrooms that value learner diversity and encourage success for all students. 4) Align instruction with curriculum standards through well-structured lesson plans tailored to student needs. 5) Apply varied assessment tools to monitor student progress, inform instruction, and enhance the learning process. 6) Build school-community

Copyright:

© All Rights Reserved
Download as PPTX, PDF, TXT or read online from Scribd
Download as pptx, pdf, or txt
50 views9 pages

The Philippine Professional Standards For Teachers (PPST)

Uploaded by

jeny rose
The Philippine Professional Standards for Teachers (PPST) outlines seven key characteristics that quality teachers in the Philippines should possess: 1) Have in-depth content knowledge and understand how to apply theories of teaching and learning, using developmentally appropriate pedagogy grounded in research. 2) Create safe, supportive learning environments that promote responsibility and achievement through well-managed classrooms and stimulating activities. 3) Establish inclusive classrooms that value learner diversity and encourage success for all students. 4) Align instruction with curriculum standards through well-structured lesson plans tailored to student needs. 5) Apply varied assessment tools to monitor student progress, inform instruction, and enhance the learning process. 6) Build school-community

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THE PHILIPPINE

PROFESSIONAL STANDARDS
FOR TEACHERS (PPST)
According to the PPST, quality teachers in the Philippines need to
possess the following characteristics :

 recognize the importance of mastery of content


knowledge and its interconnectedness within and across
understanding of the application of theories and principles of
teaching and learning. They apply developmentally
appropriate and meaningful pedagogy grounded on
content knowledge and current research. They display
proficiency in Mother Tongue, Filipino and English to
facilitate the teaching and learning process, as well as exhibit
the needed skills in the use of communication strategies,
teaching strategies and technologies to promote high-quality learning
outcomes.
 Provide learning environments that are safe, secure, fair and
supportive in order to promote learner responsibility and achievement.
They create an environment that is learning-focused and they efficiently
manage learner behavior in a physical and virtual space. They utilize a
range of resources and provide intellectually challenging and stimulating
activities to encourage constructive classroom interactions geared
towards the attainment of high standards of learning.
 establish learning environments that are responsive to learner
diversity. They respect learners’ diverse characteristics and experiences
as inputs to the planning and design of learning opportunities. They
encourage the celebration of diversity in the classroom and the need for
teaching practices that are differentiated to encourage all learners to be
successful citizens in a changing local and global environment.
 interact with the national and local curriculum requirements.
They translate curriculum content into learning activities that
are relevant to learners and based on the principles of effective
teaching and learning. They apply their professional
knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and
sequenced lessons that are contextually relevant,
responsive to learners’ needs and incorporate a range of
teaching and learning resources. They communicate learning
goals to support learner participation, understanding and
achievement.
 apply a variety of assessment tools and strategies in
monitoring, evaluating, documenting and reporting
learners’ needs, progress and achievement. They use
assessment data in a variety of ways to inform and enhance the
teaching and learning process programs. They provide learners with
the necessary feedback about learning outcomes that inform the
reporting cycle and enables teachers to select, organize and use
sound assessment processes.
 establish school-community partnership aimed and enriching
the learning environment, as well as the community engagement in
the educative process. They identify and respond to opportunities
that link teaching and learning in the classroom to the experiences,
interest and aspirations of the wider school community and other
key stakeholders.
They understand and fulfill their obligations in upholding
professional ethics, accountability and transparency to promote
professional and harmonious relationships with learners, parents,
schools and the wider community.
 value personal growth and professional development and
exhibit high personal regard for the profession by maintaining
qualities that uphold the dignity of teaching such as caring
attitude, respect and integrity. They value personal and
professional reflection and learning to improve their practice.
They assume responsibility for personal growth and professional
development for lifelong learning.
PROFESSIONALISM
It behooves every teacher to assume and maintain
Professional attitude to his work and in dealing with his
associates in the profession. It should be his self-imposed duty to
constantly improve himself professionally.
Criticism, when necessary, should clearly reflect friendly
innovation and a sincere desire to uphold the standard and
dignity of the profession.
In dealing with his pupils or students, the teacher should ever
strive to be professionally correct, friendly, and sympathetic.
Professionalism is something demanded of teachers both as
professionals and as persons. Professionalism is succinctly
described in Article XI of the Code of Ethics for Professional Teachers,
Section 1. A teacher shall live with dignity at all times.
Section 2. A teacher shall place premium upon self-respect and
self-discipline as the principle of personal behavior in all
relationships with the others and in all situations.
Section 3. A teacher shall maintain at all times a dignified
personality which could serve as model worthy of emulation by
learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or
being as guide of his own destiny and of the destines of men and
nations.

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