CAREER PATH WITHIN THE

DEPARTMENT OF EDUCATION
SESSION 5:
 A. Desired Learning Outcome
Beginning Teacher Proficient Teacher
Domain 7: Personal Growth and Professional Development
Strand: Professional Development Goals

BTI 7.5.1 PTI 7.5.2

Show motivation to realize Set professional development
professional development goals goals based on the PPST.
based on the PPST.
 B. Objectives
a. Determine the career stages based on the PPST
b. Assess the personal teaching practices based on the
PPST
c. Prepare a road map to serve as the career path in the
DepEd journey of a beginning teacher.
 Pre-Test:
Read the characteristics of teachers in their
respective stages. Write B if you think the
teacher being described is a beginning Teacher; P
Proficient; HP for Highly Proficient; and D for
Distinguished Teacher after the number and
write it in the blank provided.
____1. Seeks advice from experienced
colleagues to consolidate their
teaching practice.
____2. Manages learning programs and
have strategies that promote
learning based on the learning needs of
their students.
____3. Has a strong understanding of
the subjects/areas in which they are
trained in terms of content knowledge
and pedagogy.
____4. Possesses the requisite
knowledge, skills, and values that
support the teaching and learning
process.
____5. Is professionally independent in
the application of skills vital to the
teaching and learning process.
____6. Provides focused teaching
programs that meet curriculum and
assessment requirements.
____7. Displays skills in planning,
implementing, and managing learning
programs.
____8. Actively engages in collaborative
learning with the professional community
and other stakeholders for mutual growth
and advancement.
____9. Continually seeks to develop their
professional knowledge and practice by
reflecting on their own needs, and those of
their colleagues and students.
____10. Consistently displays a high level of
performance in their teaching practice.
____11. Manifests an in-depth and
sophisticated understanding of the
teaching and learning process.
____12. Has high education-focused
situation cognition, are more adept in
problem solving and optimize opportunities
gained from experience.
____13. Embodies the highest standard for
teaching grounded in global best practices.
____14. Exhibits exceptional capacity to
improve their own teaching practice and
that of others.
____15. Recognized as leaders in education,
contributors to the profession, and
initiators of collaborations and
partnerships.
 Glossary of Terms
Previous Performance
• rated the aspirants of required
experiences with at least descriptive
rating of very satisfactory (VS) for the
three previous school years (SYs).
Outstanding Accomplishments
the meritorious achievements, innovations,
and research attained and produced by the
aspirants.
Education
the educational degree of the aspirants
relative to job description for aspired
position specified in the qualification
standards.
Learning and Development
the attended trainings, developed
innovations, attained recognitions, and
implemented research.
Interview (Behavioral Event)
process that captures potential
performance of the aspirants through past
experiences.
Professional Development
process that focuses on improving the
competencies of personnel in line with their
mandated roles and responsibilities in order
for them to achieve expected standards
(MPPD 2010).
Professional Growth
personalized individual learning pathway
gearing toward personal and professional
growth.
(professionalgrowth.sweetwaterschools.org.)
Beginning Teachers
 have gained the qualifications recognized for entry into the
teaching profession
 have a strong understanding of the subjects/areas in which they
are trained in terms of content knowledge and pedagogy
 possess the requisite knowledge, skills, and values that support
the teaching and learning process
 manage learning programs and have strategies that promote
learning based on the learning needs of their students
 seek advice from experienced colleagues to consolidate their
teaching practice
Proficient Teachers
 professionally independent in the application of skills vital to
the teaching and learning process
 provide focused teaching programs that meet curriculum and
assessment requirements
 display skills in planning, implementing, and managing learning
programs
 actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and
advancement
 are reflective practitioners who continually consolidate the
knowledge, skills and practices of Career Stage 1 teachers
Highly Proficient Teachers
 display a high level of performance in their teaching practice
 manifest an in-depth and sophisticated understanding of the teaching and
learning process have high education-focused situation cognition, are more
 adept in problem solving and optimize opportunities gained from
experience
 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
 continually seek to develop their professional knowledge and practice by
 reflecting on their own needs, and those of their colleagues and students
Distinguished Teachers
 embody the highest standard for teaching grounded in global best practices
 exhibit exceptional capacity to improve their own teaching practice and that
of others
 recognized as leaders in education, contributors to the profession and
initiators of collaborations and partnerships
 create lifelong impact in the lives of colleagues, students and others
 consistently seek professional advancement and relevance in pursuit of
teaching quality and excellence
 exhibit commitment to inspire the education community and stakeholders
for the improvement of education provision in the Philippines
 Key Concepts
1. Creating a career path is an
essential component of your
lifelong career toward
developmental growth of your
profession as teacher.
2. Career pathing requires the teacher to
take an honest look at their career goals,
skills, needed knowledge, experience, and
personal characteristics requiring a plan to
obtain what is necessary to carry out the
career path.
3. You can develop a career path by looking
at your desired job/jobs within the
organization. Then, chart a course put it in
writing and then own it.
4. Recognizing and reflecting on these
stages provides teachers lateral movement,
transfers, promotion in rank and positions,
and rewards and recognitions.
5. Attaining the desired goals will also
require the teachers to develop skills,
pursue employee development
opportunities, and obtain certain
experiences as they progress along their
career path through the organization.
6. Coaching and mentoring assistance from
the more experienced teachers, master
teachers, department heads, school heads,
education program supervisors, and other
experts in the field will help and guide in
coursing your paths.
7. The entry level of a newly-hired teacher is Teacher I regardless of
experience. A teacher may be promoted to Teacher II or Teacher III
depending on the units earned in their master’s degree and other
qualifications for promotion. A Teacher III may opt to be a Master
Teacher (MT) or a Head Teacher (HT) depending on the degree that the
teacher has earned. An MT or HT may opt to take the principal’s test
and become school head if he or she successfully passes the said test.
In some cases, principals and teachers who have the qualifications may
apply directly to the division office, regional office, or even at the
central office.
 Activities and Assessment
A. Study the table and ask
assistance from your mentor then
answer the questions that follow.
1. What are the qualifications for a Teacher I to be
promoted to Teacher II?
2. What are the qualifications for a Master Teacher? A
Head Teacher?
3. Is it possible for a newly hired teacher to become a
Master Teacher or Head Teacher after 1 year in service?
Why or why not?
 Activities and Assessment
B. Conduct a research and find out
the qualification standards of
different positions at DepEd that
you can apply for in the next years.
 Activities and Assessment
C. Resolve the issue
 Teacher A is a Teacher III in Rizal Elementary School for 5 years.
She was able to earn a master’s degree in educational
leadership and management with specialization in Curriculum,
Instruction, and Assessment. Coincidentally, there is one Master
Teacher I (Salary Grade 19) item available in the school and one
Senior Education Program Specialist (SG 19) in the division
office. The division office and the school are situated in the city.
Given the situation, if you are Teacher A, which position would
you choose? Why?
 Activities and Assessment
D. My Gains
 Answer the questions that follow.
 1. What did you learn about professional development? What is
the connection between personal growth and professional
development?
 2. How does professional development affect your teaching
performance?
 3. Would you recommend these professional development
activities to your colleagues? Why or why not?
 Activities and Assessment
E. Beginning with an End in Mind
 Knowing your own strengths and weaknesses,
draw a professional development road map.
Make this activity an illustration of your
personal journey, and how you view yourself 6
years from now.
Here’s what’s required on the road map:
The first stop on the road map should be your
entry to public school system; you can decide how
the map “ends” in 10 years from now.
There should be five other “stops” on the map,
representing different key concepts that could
help or hamper your journey in achieving
professional development. They may be
experiences that you have or have yet to
experience.
Record three major future events that you hope will happen
on your road map. Indicate on your map your age when you
want these things to happen. (Possible examples- graduating
from graduate school, getting promoted, implemented
innovations, and improved teacher development stage etc.)

The map should have small illustrations of each event—this

can be a symbol, picture, magazine cut-out, clip art, etc.

The map should be in color! How you decorate and map out
your professional growth journey is up to you.
Record three major future events that you hope will happen
on your road map. Indicate on your map your age when you
want these things to happen. (Possible examples- graduating
from graduate school, getting promoted, implemented
innovations, and improved teacher development stage etc.)

The map should have small illustrations of each event—this

can be a symbol, picture, magazine cut-out, clip art, etc.

The map should be in color! How you decorate and map out
your professional growth journey is up to you.
 G. Reflection
Choose ONE of the two writing prompts to write a well-developed response
in paragraph form.
1. From your map, choose two events to write about. Consider the following
questions when writing about each of these: why did you choose to include
this event on your map? How will this event affect your pursuit for
professional development?
OR
2. From your map, choose your top future entry (goal) and clearly describe
what steps you could take to help you reach this goal (minimum of three
steps). Describe what resources you would need to meet these goals. Why is it
important for you to achieve such professional growth?
 Post-Test:
Read the characteristics of teachers in their
respective stages. Write B if you think the
teacher being described is a beginning Teacher; P
Proficient; HP for Highly Proficient; and D for
Distinguished Teacher after the number and
write it in the blank provided.
____1. Seeks advice from experienced
colleagues to consolidate their
teaching practice.
____2. Manages learning programs and
have strategies that promote
learning based on the learning needs of
their students.
____3. Has a strong understanding of
the subjects/areas in which they are
trained in terms of content knowledge
and pedagogy.
____4. Possesses the requisite
knowledge, skills, and values that
support the teaching and learning
process.
____5. Is professionally independent in
the application of skills vital to the
teaching and learning process.
____6. Provides focused teaching
programs that meet curriculum and
assessment requirements.
____7. Displays skills in planning,
implementing, and managing learning
programs.
____8. Actively engages in collaborative
learning with the professional community
and other stakeholders for mutual growth
and advancement.
____9. Continually seeks to develop their
professional knowledge and practice by
reflecting on their own needs, and those of
their colleagues and students.
____10. Consistently displays a high level of
performance in their teaching practice.
____11. Manifests an in-depth and
sophisticated understanding of the
teaching and learning process.
____12. Has high education-focused
situation cognition, are more adept in
problem solving and optimize opportunities
gained from experience.
____13. Embodies the highest standard for
teaching grounded in global best practices.
____14. Exhibits exceptional capacity to
improve their own teaching practice and
that of others.
____15. Recognized as leaders in education,
contributors to the profession, and
initiators of collaborations and
partnerships.