Methods & Strategies & Field Study Lecture Notes

Philippine Qualifications Framework (PQF)

A legal document that adopts national standards and levels for outcomes in education in the country.

Republic Act 10968, s. 2018

The law that provides the Philippine Qualifications Framework (PQF).

PQF Purpose: National Standards

Adopts national standards and levels for outcomes of education in the Philippines as part of ASEAN convergence and globalization.

PQF Purpose: Mobility

Assists individuals to move easily between different education and training sectors and the labor market.

PQF Purpose: International Alignment

Aligns international qualifications for full recognition of the value of Philippine qualifications.

PQF Purpose: Accreditation Basis

Used as the basis for accrediting certificates and licenses recognized by the government.

PQF Level 1

The qualification level corresponding to Grade 10 in basic education and National Certificate I (NC I) in technical education.

PQF Level 2

The qualification level corresponding to Grade 12 in basic education and National Certificate II (NC II) in technical education.

PQF Level 3

The qualification level corresponding to National Certificate III (NC III) in technical education and skills development.

PQF Level 4

The qualification level corresponding to National Certificate IV (NC IV) in technical education and skills development.

PQF Level 5

The qualification level corresponding to a Diploma in technical education and skills development.

PQF Level 6

The qualification level in higher education corresponding to Baccalaureate degree programs, including teacher education degrees.

PQF Level 7

The qualification level in higher education corresponding to Post-Baccalaureate programs.

PQF Level 8

The qualification level in higher education corresponding to Doctoral and Post-Doctoral programs.

National Certificate I (NC I)

The technical education qualification recognized at PQF Level 1 alongside Grade 10 basic education.

National Certificate II (NC II)

The technical education qualification recognized at PQF Level 2 alongside Grade 12 basic education.

National Certificate III (NC III)

The technical education qualification recognized at PQF Level 3.

National Certificate IV (NC IV)

The technical education qualification recognized at PQF Level 4.

Diploma (PQF Level 5)

The qualification awarded in technical education and skills development corresponding to PQF Level 5.

Baccalaureate Degree (PQF Level 6)

The higher education degree program whose graduates possess a broad level of coherent knowledge and skills for professional work and lifelong learning.

PQF Level 6: Knowledge, Skills, and Values

Outcomes descriptor stating that graduates possess a broad level of coherent knowledge and skills in their field of study for professional work (teaching) and lifelong learning.

PQF Level 6: Application

Outcomes descriptor stating that graduates apply professional work (teaching) in a broad range of disciplines and/or further study.

PQF Level 6: Degree of Independence

Outcomes descriptor indicating graduates are independent (as a teacher) and/or in terms of a related field.

Teacher Education Institutions (TEIs) Responsibility

The obligation of TEIs to graduate students with PQF Level 6 qualifications and ensure they master the PPST Beginning Teacher Standards.

PPST Beginning Teacher Standards Expectation

The mastery of beginning teacher competencies expected by the teaching industry in basic education from TEI graduates.

Philippine Professional Standards for Teachers (PPST)

The national teacher quality framework adopted to support and equip teachers to assume roles under the K to 12 Reform.

Department Order No. 42, s. 2017

The policy order that mandated the national adoption and implementation of the Philippine Professional Standards for Teachers (PPST).

National Competency-Based Teacher Standards (NCBTS)

The earlier teacher quality framework institutionalized through CMO No. 52, s. 2007 and DepED Order No. 32, s. 2009 prior to the PPST.

CHED Memorandum Order No. 52, s. 2007

The CHED policy that institutionalized the National Competency-Based Teacher Standards (NCBTS).

DepED Order No. 32, s. 2009

The DepED policy that institutionalized the National Competency-Based Teacher Standards (NCBTS) in basic education.

Republic Act 10533 (2013)

The Enhanced Basic Education Act of 2013 (K to 12 Reform) that changed the landscape of teacher quality requirements in the Philippines.

7 Domains of PPST

The primary structural categories of teacher standards that collectively comprise 37 strands representing specific dimensions of teaching.

37 Strands of PPST

The specific dimensions of teaching practice grouped under the 7 Domains of the Philippine Professional Standards for Teachers.

PPST Domain 1

Content Knowledge and Pedagogy; composed of seven strands relating to content expertise and teaching methodology.

Domain 1, Strand 1

Content knowledge and its application within and across curriculum areas.

Domain 1, Strand 2

Research-based knowledge and principles of teaching and learning.

Domain 1, Strand 3

Positive use of ICT.

Domain 1, Strand 4

Strategies for promoting literacy and numeracy.

Domain 1, Strand 5

Strategies for developing critical and creative thinking, as well as other higher-order thinking skills.

Domain 1, Strand 6

Mother Tongue, Filipino and English in teaching and learning.

Domain 1, Strand 7

Classroom communication strategies.

PPST Domain 2

Learning Environment; consists of six strands focused on maintaining safe, fair, and supportive physical and psychological spaces.

Domain 2, Strand 1

Learner safety and security.

Domain 2, Strand 2

Fair learning environment.

Domain 2, Strand 3

Management of classroom structure and activities.

Domain 2, Strand 4

Support for learner participation.

Domain 2, Strand 5

Promotion of purposive learning.

Domain 2, Strand 6

Management of learner behavior.

PPST Domain 3

Diversity of Learners; consists of five strands addressing individual learner differences, backgrounds, and special needs.

Domain 3, Strand 1

Learners' gender, needs, strengths, interests and experiences.

Domain 3, Strand 2

Learners' linguistic, cultural, socio-economic and religious backgrounds.

Domain 3, Strand 3

Learners with disabilities, giftedness and talents.

Domain 3, Strand 4

Learners in difficult circumstances.

Domain 3, Strand 5

Learners from indigenous groups.

PPST Domain 4

Curriculum and Planning; includes five strands addressing the design, alignment, and implementation of learning programs.

Domain 4, Strand 1

Planning and management of teaching and learning process.

Domain 4, Strand 2

Learning outcomes aligned with learning competencies.

Domain 4, Strand 3

Relevance and responsiveness of learning programs.

Domain 4, Strand 4

Professional collaboration to enrich teaching practice.

Domain 4, Strand 5

Teaching and learning resources including ICT.

PPST Domain 5

Assessment and Reporting; composed of five strands concerning assessment design, learner progress tracking, feedback, and data use.

Domain 5, Strand 1

Design, selection, organization and utilization of assessment strategies.

Domain 5, Strand 2

Monitoring and evaluation of learner progress and achievement.

Domain 5, Strand 3

Feedback to improve learning.

Domain 5, Strand 4

Communication of learner needs, progress and achievement to key stakeholders.

Domain 5, Strand 5

Use of assessment data to enhance teaching and learning practices and programs.

PPST Domain 6

Community Linkages and Professional Engagement; consists of four strands on community responsiveness, parental engagement, and ethics.

Domain 6, Strand 1

Establishment of learning environments that are responsive to community contexts.

Domain 6, Strand 2

Engagement of parents and the wider school community in the educative process.

Domain 6, Strand 3

Professional ethics.

Domain 6, Strand 4

School policies and procedures.

PPST Domain 7

Personal Growth and Professional Development; contains five strands on personal philosophy, dignity, reflection, and lifelong professional goals.

Domain 7, Strand 1

Philosophy of teaching.

Domain 7, Strand 2

Dignity of teaching as a profession.

Domain 7, Strand 3

Professional links with colleagues.

Domain 7, Strand 4

Professional reflection and learning to improve practice.

Domain 7, Strand 5

Professional development goals.

Continuum of Teacher Development

The progression represented by the four PPST career stages that provides a basis for attracting, preparing, developing, and supporting teachers.

Career Stage 1 (Beginning Teachers)

Teachers who have gained the qualifications recognized for entry into the teaching profession and seek advice from experienced colleagues.

Beginning Teachers: Content Understanding

Beginning teachers have a strong understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy.

Beginning Teachers: Program Management

Beginning teachers manage learning programs and have strategies that promote learning based on the learning needs of their students.

Beginning Teachers: Colleague Support

Beginning teachers actively seek advice from experienced colleagues to consolidate their teaching practice.

Career Stage 2 (Proficient Teachers)

Professionally independent practitioners who provide focused teaching programs meeting curriculum and assessment requirements.

Proficient Teachers: Professional Independence

Proficient teachers are professionally independent in the application of skills vital to the teaching and learning process.

Proficient Teachers: Program Planning

Proficient teachers display skills in planning, implementing, and managing learning programs that meet standards.

Proficient Teachers: Collaboration

Proficient teachers actively engage in collaborative learning with the professional community and other stakeholders for mutual growth.

Proficient Teachers: Reflective Practice

Proficient teachers are reflective practitioners who continually consolidate the knowledge, skills, and practices of Career Stage 1 teachers.

Career Stage 3 (Highly Proficient Teachers)

Teachers who consistently display a high level of performance, manifest in-depth understanding, and mentor colleagues.

Highly Proficient Teachers: Situation Cognition

Highly proficient teachers have high education-focused situation cognition, are more adept in problem solving, and optimize experiential opportunities.

Highly Proficient Teachers: Mentoring

Highly proficient teachers work collaboratively with colleagues and provide them support and mentoring to enhance practice.

Highly Proficient Teachers: Professional Growth

Highly proficient teachers continually develop their practice by reflecting on their own needs, and those of colleagues and students.

Career Stage 4 (Distinguished Teachers)

Teachers who embody the highest standard for teaching grounded in global best practices and create lifelong impact.

Distinguished Teachers: Educational Leadership

Distinguished teachers are recognized leaders in education, contributors to the profession, and initiators of collaborations and partnerships.

Distinguished Teachers: Exceptional Capacity

Distinguished teachers exhibit exceptional capacity to improve their own teaching practice and that of others.

Distinguished Teachers: Lifelong Impact

Distinguished teachers create a lifelong impact in the lives of colleagues, students, and other educational stakeholders.

Distinguished Teachers: Educational Commitment

Distinguished teachers exhibit commitment to inspire the education community for the improvement of education provision in the Philippines.

PPST Career Stage I Positions

Positions comprising Teacher I, Teacher II, and Teacher III (Beginning towards Proficient).

PPST Career Stage II Positions

Positions comprising Teacher IV, Teacher V, Teacher VI, and Teacher VII (Proficient).

Master Teacher I

Teaching track position categorized under PPST Career Stage III (Highly Proficient).

Master Teacher II

Teaching track position categorized under PPST Career Stage III (Highly Proficient) assigned to Salary Grade 19 (SG-19).