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The official website of the Research Institute for Teacher Quality (RITQ)—formerly the Research Center for Teacher Quality—a partnership by the Philippine Normal University and the University of New England-Australia
Section 2.2 describes how the quality of teacher education programs are assessed in the literature and how LET performance can be used as a proxy for program quality.
- Domain 1. Content Knowledge and Pedagogy
- Domain 2. Learning Environment
- Domain 3. Diversity of Learners
- Domain 4. Curriculum and Planning
- Domain 5. Assessment and Reporting
- Domain 6. Community Linkages and Professional Engagement
- Domain 7. Personal Growth and Professional Development
- Glossary of Terms
Domain 1 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 meaning...
Domain 2 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 highlig...
Domain 3 emphasizes the central role of teachers in establishing learning environments that are responsive to learner diversity. 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....
Domain 4 addresses teachers’ knowledge of and interaction with the national and local curriculum requirements. This Domain encompasses their ability to translate curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning. It expects teachers to apply their professional kn...
Domain 5 relates to processes associated with a variety of assessment tools and strategies used by teachers in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement. This Domain concerns the use of assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. It conc...
Domain 6 affirms the role of teachers in establishing school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative process. This Domain expects teachers to identify and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspi...
Domain 7 focuses on teachers’ personal growth and professional development. It accentuates teachers’ proper and high personal regard for the profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. This Domain values personal and professional reflection and learning to improve practice....
Walk-through Philippine Professional Standards for Teachers (PPST) Powerpoint Presentation by Margarita L. Galias – Download at TeacherPH Facebook Group
- Educator
- Teacherph
Jan 1, 2022 · Quality teaching is reflected in the teacher candidate’ s stock of knowledge, beliefs, attitudes, and dispositions as demonstrated by one’ s competence in academic and professional tests (e.g...
May 19, 2021 · Senator Joel Villanueva stressed on Wednesday, May 19, the need to improve quality of teaching in the Philippines. Teachers deliver lessons through multiple learning modalities this school year. (ALVIN KASIBAN/MANILA BULLETIN)
The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards describe the expectations of teachers’ increasing levels of knowledge, practice and professional engagement.
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Oct 4, 2020 · The newly-adopted standards, which are consistent with the K to 12 reforms, set out clear expectations of school heads and supervisors at different career stages, from beginning to exemplary practice.
