Features of the Teacher Resource Package

FEATURES OF THE RESOURCE PACKAGE
Department of Education
TEACHER EDUCATION COUNCIL
Teacher Development: Between, Across, and Beyond Regions

Orientation on the Use of PPST
Resource Package

Let’s have a recap!
DEPARTMENT OF EDUCATION 3
4
7
37

• are those who
have gained
the
qualifications
recognized for
entry into the
teaching
profession.
• are supported
to reach
Career Stage
2 within two to
three years.
Beginning
Teachers
• professionally
independent in
the application
of skills vital to
the teaching
and learning
process
• display skills
in planning,
implementing
and managing
learning
programs
B
Proficient
Teachers
P
Distinguished
Teachers
Highly
Proficient
Teachers
D
HP
• consistently
display a high
level of
performance in
their teaching
practice
• provide
support and
mentoring to
colleagues in
their
professional
development
• embody the
highest
standard for
teaching
grounded in
global best
practice
• recognized as
educators,
leaders,
contributors to
the profession
The Four Career Stages

2 Learning
Environment
3 Diversity of Learners
4 Curriculum and
Planning
5 Planning, Assessing
and Reporting
6 Community Linkages
7 Personal Growth and
Professional Development
1 Social Regard for
Learning
2 Learning
Environment
3 Diversity of Learners
4 Curriculum and
Planning
5 Assessment and
Reporting
6 Community Linkages
and Professional
Engagement
7 Personal Growth and
Professional Development
1 Content Knowledge
and Pedagogy
NCBTS
Philippine Professional
Standards for teachers
Central to
the new K
to 12
Reform
and places,
at the
beginning,
the
importance
of teachers
knowing
their
content
and
knowing
how to
teach it.
Subsumed
in other
domains
The Seven Domains

3.1.3. Work with
colleagues to
share
differentiated,
developmentally-
appropriate
opportunities to
address learners’
differences in
gender, needs,
strengths,
interests and
experiences.
Domain 3. Diversity of Learners
Stage
1
Stage
2
Stage
3
Stage
4
3.1.1
Demonstrate
knowledge and
understanding
of differentiated
teaching to suit
the learners'
gender, needs,
strengths,
interests and
experiences.
3.1.2 Use
differentiated,
developmentally
-appropriate
learning
experiences to
address
learners’ gender,
needs,
strengths,
interests and
experiences
3.1.4 Lead
colleagues to
evaluate
differentiated
strategies to
enrich teaching
practices that
address learner
differences in
gender, needs,
strengths,
interests and
experiences
Strand 3.1 Learners’ gender, needs, strengths, interests and
experiences
Targeted Professional Development for Teachers

ARE YOU READY?

B, P, HP, D???
display skills in planning,
implementing and managing
learning programs
PROFICIENT

B, P, HP, D???
embody the highest standard
for teaching grounded in
global best practices
DISTINGUISHED

B, P, HP, D???
professionally independent in
the application of skills vital
to the teaching and learning
process
PROFICIENT

B, P, HP, D???
exhibit exceptional capacity
to improve their own teaching
practice and that of others
DISTINGUISHED

B, P, HP, D???
gained the qualifications
recognized for entry into the
teaching profession
BEGINNING

B, P, HP, D???
consistently display a high
level of performance in their
teaching practice
HIGHLY PROFICIENT

B, P, HP, D???
consistently seek professional
advancement and relevance
in pursuit of teaching quality
and excellence
DISTINGUISHED

B, P, HP, D???
possess the requisite
knowledge, skills and values
that support the teaching and
learning process
BEGINNING

B, P, HP, D???
seek advice from experienced
colleagues to consolidate their
teaching practice
BEGINNING

B, P, HP, D???
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
HIGHLY PROFICIENT

THE RESOURCE PACKAGE

12 Priority Strands (2018)
Content knowledge and its application
within and across curriculum areas
Strand
1.1
Strategies for promoting literacy and
numeracy
Strand
1.4
Strategies for developing critical and
creative thinking, as well as other
higher-order thinking skills
Strand
1.5
Management of classroom structure
and activities
Strand
2.3
Management of learner behavior
Strand
2.6

Learners’ gender, needs, strengths,
interests and experiences
Strand
3.1
Planning and management of
teaching and learning process
Strand
4.1
Professional collaboration to enrich
teaching practice
Strand
4.4
Teaching and learning resources
including ICT
Strand
4.5

Design, selection, organization and
utilization of assessment strategies
Strand
5.1
Monitoring and evaluation of learner
progress and achievement
Strand
5.2
Feedback to improve learning
Strand
5.3

-guidebook towards becoming
acquainted with the Philippine
Professional Standards for
Teachers (PPST)

-contains supplementary
materials in understanding the
PPST, particularly the 12
indicators aligned with the
RPMS
-comprises 12 modules
corresponding to the 12
indicators that are aligned
with the RPMS

-contains illustrative and
instructive information that
are realistic, sensible and
workable and can help
teachers achieve the
indicators

These 12 modules are
stand alone sections that
teachers can select based
on their needs and
interests.
Teachers can choose and
read any module that is
most relevant for the time
being.

Each module
 discusses a specific
indicator
 defines its key concepts
 provides relevant
illustrations of practice
to help teachers
understand and attain
the indicator.

The Knitting of RPMS and PPST Resource Package
KRA 1
Content Knowledge and Pedagogy
Objectives:
1. Applied knowledge of content within and
across curriculum teaching areas (PPST
Module 1)
2. Used a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills (PPST Module 2)
3. Applied a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills (PPST
Module 3)

KRA 2 Learning Environment and Diversity of Learners
Objectives:
4.Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environments (PPST Module 4)
5. Managed learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments (PPST Module 5)
6. Used differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests and experiences (PPST
Module 6)

KRA 3 – Curriculum and Planning
Objectives
7. Planned , managed and implemented
developmentally sequenced teaching and learning
processes to meet curriculum requirements and
varied teaching contexts (PPST Module 7)
8. Participated in collegial discussions that use
teacher and learner feedback to enrich teaching
practice (PPST Module 8)
9. Selected, developed, organized and used
appropriate teaching and learning resources
including ICT, to address learning goals (PPST
Module 9)

KRA 4 – Assessment and Reporting
Objectives:
10. Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with curriculum
requirements (PPST Module 10)
11. Monitored and evaluated learner progress
and achievement using learner attainment data
(PPST Module 11)
12. Communicated promptly and clearly the
learners’ needs, progress and achievement to
key stakeholders including parents / guardians
(PPST Module 12)

KRA 5 – Plus Factor
Objective:
13. Performed various related works /
activities that contribute to the teaching-
learning process

Who can use this
resource package?

You will find the materials useful if you are:
1. an individual teacher reflecting on his own
classroom practices and trying to find ways to
ensure that his teaching practices are aligned
with the indicators;
2. a principal or a master teacher who wants to
mentor beginning teachers so they become
better in their practice;

You will find the materials useful if you are:
3. part of a group of teachers who need
materials for their school-based Learning
Action Cell (LAC) sessions in order to learn
more about the Standards, and wish to
innovate on practices using the samples in
the resource material as a guide;
4. a material developer and thinking of
expanding the current work by
a. providing more examples of practices
b. working on other career stages, or other
indicators

FEATURES OF THE
RESOURCE PACKAGE

THE TEACHER SUPPORT GROUP

Parts of the Module

Parts of the Module
as part of
of the module, defines
significant concepts pertinent
to the indicator;

Walkthrough of the
PPST Modules 1-12

Module 1
1.1.2 Apply knowledge of content within and
across curriculum teaching areas
1. What competencies will Module 1 help develop
among you teachers?
2. Give scenarios from the module wherein the
teacher exhibits such competencies.
3. What benefits will your learners derive if you use
a concept in other subject areas for the mastery of
a competency in your own subject area.

Module 2
1.4.2 Use a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills
1. What principles in teaching literacy and
numeracy were given in Module 2?
2. Give sample teaching strategies to enhance
learner achievement in literacy and
numeracy skills.

Module 3
1.5.2 Apply a range of teaching strategies to
develop critical and creative thinking, as well as
other higher-order thinking skills
1. What strategies to develop critical and
creative thinking, as well as other higher-
order thinking skills were given in Module 3?
2. Explain how the specific strategies can
enhance the skills of learners.

Module 4
2.3.2 Manage classroom structure to engage
learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities
within a range of physical learning environments
1. Give sample classroom structures stated in
the module.
2. How can effective classroom structures
engage learners and enhance teaching and
learning delivery.

Module 5
2.6.2 Manage learner behavior constructively by
applying positive and non-violent discipline to
ensure learning-focused environments
1. What factors lead to misbehavior of students
inside the classroom as stated in the module?
2. Give examples of misbehaviors of learners in
class and state how teachers can manage
the behavior constructively.
3. Why should teachers develop this
competency?

Group 6
3.1.2 Use differentiated, developmentally
appropriate learning experiences to address
learners’ gender, needs, strengths, interests and
experiences
1. What differentiated strategies to address
learners’ gender, needs, strengths, interests
and experiences were presented in the
module?
2. What is the impact of differentiated
instruction to learners?

Module 7
4.1.2 Plan , manage developmentally sequenced
teaching and learning processes to meet
curriculum requirements through various
teaching contexts
1. How did the model teacher in the module
plan her lesson for the day?
2. Explain the sample developmentally-
sequenced teaching and learning process
stated in the module.
3. What suggestions in planning the lesson were
given in the module?

Module 8
4.4.2 Participate in collegial discussions that use
teacher and learner feedback to enrich teaching
practice
1. What specific ways of collegial discussions
were given in the module?
2. How can these professional collaboration help
enrich teaching practice?

Module 9
4.5.2 Select, develop and use appropriate
teaching and learning resources including ICT, to
address learning goals
1. What types of teaching and learning
resources (TLRs) can develop deeper
engagement of learners?
2. What should be considered in the selection,
development and use of TLRs?

Module 10
5.1.2 Design, select, organize and use diagnostic,
formative and summative assessment strategies
consistent with curriculum requirement
1. Give some examples of pre-assessment,
formative and summative assessment
strategies and how these are used as stated in
the module.
2. Which of the 3 components of summative
assessments do you find difficult? Why?

Module 11
5.2.2 Monitor and evaluate learner progress and
achievement using learner attainment data
1. Give some monitoring and evaluation
practices to monitor and evaluate learner
progress.
2. Which of the monitoring and evaluation
practices stated in the module do you
consider difficult ? Why?

Module 12
5.4.2 Communicate promptly and clearly the
learners’ needs, progress and achievement to
key stakeholders including parents and
guardians
1. What strategies in communicating learners’
needs, progress and achievement to key
stakeholders were identified in the module?
2. What templates for learners’ needs, progress
and achievement were presented?

Reflection
1. How can the PPST Resource Package help in
your professional development?
2. How will you maximize the use of the PPST
Resource Package?

Three things that matter most in top school systems
(McKinsey, 2007)
Developing
them into
effective
instructors
Ensuring that
the system is able
to deliver the best
possible instruction
for every child
Getting the
right people to
become
teachers

“Behind every
successful person,
there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and
development.”
- Donald Miller, UK Mentoring
Programme

Maraming salamat po!
TEACHER EDUCATION COUNCIL
Teacher Development: Between, Across, and Beyond Regions

Features of the Teacher Resource Package

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