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Promoting teacher quality through PPST​​

by Angelo S. Villanueva
Man’s Breakthrough
September 28, 2019




Teacher quality and quality teaching are highly interconnected, one without the other can do little for student success.

In the Philippines, the K to 12 Basic Education Curriculum was launched in 2012. This major change has consistently pursued teacher quality reforms. The Philippine Professional Standards for Teachers (PPST) formerly the National Competency-Based Teacher Standards (NCBTS) (D. O. No. 32, 2009) was established as a framework of teacher quality (D. O. No. 42, 2017).

The 21st century teaching focuses on teaching standards or standards of teaching practice (Beck et al., 2002; CEPPE, 2013) which define what teachers and school leaders should be able to do (Chung & Kim, 2010; CEPPE, 2013). Therefore, teachers are placed at the center of the school in the teaching standards (Beck, et al., 2002).

Furthermore, in classroom setting, teaching quality is widely recognized as the single most important factor affecting student’s learning outcomes. Possibly, the attributes of highly effective teaching may be aimed at producing a common target for effective practice in cooperative and educative teaching-learning process.

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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).

Teachers are the individuals who prepare the future work-force. High caliber teachers who conduct high-quality teaching by integrating their skills and knowledge into their instructional time are central to improving student’s outcomes. However, the key challenges start when teachers are asked to put theory and innovative ideas into practice without getting much guidance on how to do it. Thus, having a highquality teacher who can bring her/his professional attributes and skills into the classroom is not enough to achieve higher gains in student outcomes.

Without a well-prepared instruction process and strong support, quality teaching is impossible to achieve. Diagnosis of learner’s needs, interests, prerequisite knowledge, learning abilities & styles, and readiness are highly considered in preparing classroom teaching and learning situations, setting up curriculum-based objectives, organizing teaching materials, choosing teaching strategies, and assessing learning outcomes.

Teacher quality and quality teaching are highly interconnected, one without the other can do little for student success. Policy strategies should align with a clear vision for talented teacher recruitment, preparation, professional learning, and ongoing evaluation as performance-based that can significantly improve system performance.

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