PPST Flashcards
WHAT DOMAIN:
- Content knowledge and its application within and across curriculum areas
- Research-based knowledge and principles of teaching and learning
- Positive use of ICT
- Strategies for promoting literacy and numeracy
- Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
- Mother Tongue, Filipino and English in teaching and learning
- Classroom communication strategies
Domain 1, Content Knowledge and Pedagogy,
DOMAIN:
- Learner safety and security
- Fair learning environment
- Management of classroom structure and activities
- Support for learner participation
- Promotion of purposive learning
- Management of learner behavior
Domain 2, Learning Environment
DOMAIN:
- Learners’ gender, needs, strengths, interests and experiences
- Learners’ linguistic, cultural, socio-economic and religious backgrounds
- Learners with disabilities, giftedness and talents
- Learners in difficult circumstances
- Learners from indigenous groups
Domain 3, Diversity of Learners,
DOMAIN:
- Planning and management of teaching and learning process
- Learning outcomes aligned with learning competencies
- Relevance and responsiveness of learning programs
- Professional collaboration to enrich teaching practice
- Teaching and learning resources including ICT
Domain 4, Curriculum and Planning,
DOMAIN:
- Design, selection, organization and utilization of assessment strategies
- Monitoring and evaluation of learner progress and achievement
- Feedback to improve learning
- Communication of learner needs, progress and achievement to key stakeholders
- Use of assessment data to enhance teaching and learning practices and programs
Domain 5, Assessment and Reporting
DOMAIN:
- Establishment of learning environments that are responsive to community contexts
- Engagement of parents and the wider school community in the educative process
- Professional ethics
- School policies and procedures
Domain 6, Community Linkages and Professional Engagement,
DOMAIN:
- Philosophy of teaching
- Dignity of teaching as a profession
- Professional links with colleagues
- Professional reflection and learning to improve practice
- Professional development goals
Domain 7, Personal Growth and Professional Development,
Philippine Professional Standards for Teachers (PPST) Career Stages
CARRER
have gained the qualifications recognized for entry into the teaching profession. They have a strong understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy. They possess the requisite knowledge, skills, and values that support the teaching and learning process. They manage to learn programs and have strategies that promote learning based on the learning needs of their students. They seek advice from experienced colleagues to consolidate their teaching practice.
Career Stage 1 or Beginning Teachers
are professionally independent in the application of skills vital to the teaching and learning process. They provide focused teaching programs that meet curriculum and assessment requirements. They display skills in planning, implementing, and managing learning programs. They actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement. They are reflective practitioners who continually consolidate the knowledge, skills, and practices of Career Stage 1 teachers.
Career Stage 2 or Proficient Teachers
consistently display a high level of performance in their teaching practice. They manifest an in-depth and sophisticated understanding of the teaching and learning process. They have high education-focused situation cognition, are more adept in problem-solving, and optimize opportunities gained from experience. Career Stage 3 Teachers work collaboratively with colleagues and provide them support and mentoring to enhance their learning and practice. They continually seek to develop their professional knowledge and practice by reflecting on their own needs, and those of their colleagues and students.
Career Stage 3 or Highly Proficient Teachers
embody the highest standard for teaching grounded in global best practices. They exhibit the exceptional capacity to improve their own teaching practice and that of others. They are recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships. They create a lifelong impact in the lives of colleagues, students, and others. They consistently seek professional advancement and relevance in pursuit of teaching quality and excellence. They exhibit a commitment to inspire the education community and stakeholders for the improvement of education provision in the Philippines.
Career Stage 4 or Distinguished Teachers
DOMAIN:
recognizes the importance of teachers’ 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. This Domain encompasses teachers’ ability to apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research. It takes into account teachers’ proficiency in Mother Tongue, Filipino, and English in the teaching and learning process, as well as needed skills in the use of communication strategies, teaching strategies, and technologies to promote high- quality learning outcomes.
Domain 1. Content Knowledge and Pedagogy
highlights the role of teachers to provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement. This Domain centers on creating an environment that is learning-focused and in which teachers efficiently manage learner behavior in a physical and virtual space. It highlights the need for teachers to 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.
Domain 2. Learning Environment
This Domain underscores the importance of teachers’ knowledge and understanding of, as well as respect for, learners’ diverse characteristics and experiences as inputs to the planning and design of learning opportunities. It encourages the celebration of diversity in the classrooms and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.
Domain 3. Diversity of Learners
