Teacher Quality in The Philippines

The Philippine Professional Standards for Teachers, which is built on NCBTS,
complements the reform initiatives on teacher quality from pre-service education

to in-service training. It articulates what constitutes teacher quality in the K to 12
Reform through well-defined domains, strands, and indicators that provide
measures of professional learning, competent practice, and effective
engagement. This set of standards makes explicit what teachers should know, be
able to do and value to achieve competence, improved student learning
outcomes, and eventually quality education. It is founded on teaching
philosophies of learner-centeredness, lifelong learning, and
inclusivity/inclusiveness, among others. The professional standards, therefore,
become a public statement of professional accountability that can help teachers
reflect on and assess their own practices as they aspire for personal growth and
professional development.
Teacher quality in the Philippines

The Philippine Professional Standards for Teachers defines teacher quality in the
Philippines. The standards describe the expectations of teachers’ increasing levels
of knowledge, practice and professional engagement. At the same time, the
standards allow for teachers’ growing understanding, applied with increasing
sophistication across a broader and more complex range of teaching/learning
situations.
The following describes the breadth of 7 Domains that are required by teachers
to be effective in the 21st Century in the Philippines. 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 curriculum areas, coupled with a
sound and critical 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 and programs. They provide
learners with the necessary feedback about learning outcomes that informs
the reporting cycle and enables teachers to select, organize and use sound
assessment processes.
 establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative
process. They identify and respond to opportunities that link teaching and
learning in the classroom to the experiences, interests 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.

Teacher Quality in The Philippines

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The Philippine Professional Standards for Teachers, which is built on NCBTS,

complements the reform initiatives on teacher quality from pre-service education

Teacher quality in the Philippines

 recognize the importance of mastery of content knowledge and its

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