DepEd Order 42 s 2017 PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

Philippine Professional Standards for Teachers (PPST) – Alapan 1 Elementary School

DepEd Order No. 42 s. 2017 NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

To:  Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned

1. In line with the new professional standards for teachers, the Department of Education (DepEd), through the Teacher Education Council (TEC), issues this DepEd Order entitled National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST).

2. The DepEd recognizes the importance of professional standards in the continuing professional development and advancement of teachers based on the principle of lifelong learning. It is committed to supporting teachers and taking cognizance of unequivocal evidence that good teachers are vital to raising student achievement. Quality learning is contingent upon quality teaching. Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation-building.
3. The changes brought about by various national and global frameworks such as the K to 12 Reform, ASEAN Integration, globalization, and the changing character of the 21st century learners necessitate the improvements and call for the rethinking of the National Competency-Based Teacher Standards (NCBTS); hence, the development of the PPST.
4. The PPST aims to:
   a. set out clear expectations of teachers along well-defined career stages of professional development from beginning to distinguished practice;
   b. engage teachers to actively embrace a continuing effort m attain proficiency; and
   c. apply a uniform measure to assess teacher performance, identify needs, and provide support for professional development.
5. The PPST shall be used as a basis for all learning and development programs for teachers to ensure that teachers are properly equipped to effectively implement the K to 12 Program. It can also be used for the selection and promotion of teachers. All performance appraisals for teachers shall be based on this set of standards.
6. The regional offices shall be supported by their training and development personnel to organize and orient all the schools divisions within their jurisdiction for the  PPST. In addition, it shall take charge of the monitoring and evaluation at the division level implementation. The schools division office shall have the same functions and responsibilities in the school districts and secondary schools.
7. Reporting of the orientation and related activities shall be done by the regional office to the Office of the  Secretary through the  Teacher  Education Council.
8. Immediate dissemination of and strict compliance with this Order  1s directed.

(Source: DO 42, s. 2017 – National Adoption and Implementation of the Philippine Professional Standards for Teachers | Department of Education (deped.gov.ph))

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.

Teachers play a crucial role in nation-building. Through quality teachers, the Philippines can develop holistic learners who are steeped in values, equipped with 21st century skills, and able to propel the country to development and progress. This is in consonance with the Department of Education vision of producing: “Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation” (DepED Order No. 36, s. 2013).

Evidences show unequivocally that good teachers are vital to raising student achievement, i.e., quality learning is contingent upon quality teaching. Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation building.

The changes brought about by various national and global frameworks such as the K to 12 Reform and the ASEAN integration, globalization, and the changing the character of the 21st century learners necessitate improvement and adaptability of education and a call for the rethinking of the current teacher standards.