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Strands
Teachers Teachers Teachers Teachers

Strand 1.1 1.1.1 1.1.2 Apply 1.1.3 Model 1.1.4 Model

Content Demonstrate knowledge of effective exemplary practice
knowledge and content content within applications of to improve the
its application knowledge and its and across content applications of
within and application within curriculum knowledge within content knowledge
across and/or across teaching areas. and across within and across
curriculum areas curriculum curriculum curriculum
teaching areas. teaching areas. teaching areas.

Strand 1.2 1.2.1 1.2.2 Use 1.2.3 Collaborate 1.2.4 Lead

Research-based Demonstrate an research-based with colleagues in colleagues in the
knowledge and understanding of knowledge and the conduct and advancement of
principles of research-based principles of application of the art and science
teaching and knowledge and teaching and research to enrich of teaching based
learning principles of learning to knowledge of on their
teaching and enhance content and comprehensive
learning. professional pedagogy. knowledge of
practice. research and
pedagogy.

Strand 1.3 1.3.1 Show skills 1.3.2 Ensure the 1.3.3 Promote 1.3.4 Mentor
Positive use of in the positive use positive use of effective colleagues in the
ICT of ICT to ICT to facilitate strategies in the implementation of
facilitate the the teaching and positive use of policies to ensure
teaching and learning process. ICT to facilitate the positive use of
learning process. the teaching and ICT within or
learning process. beyond the school.

Strand 1.4 1.4.1 1.4.2 Use a range 1.4.3 Evaluate 1.4.4 Model a
Strategies for Demonstrate of teaching with colleagues comprehensive
promoting knowledge of strategies that the effectiveness selection of
literacy and teaching enhance learner of teaching effective teaching
numeracy strategies that achievement in strategies that strategies that
promote literacy literacy and promote learner promote learner
and numeracy numeracy skills. achievement in achievement in
skills. literacy and literacy and
numeracy. numeracy.

Strand 1.5 1.5.1 Apply 1.5.2 Apply a 1.5.3 Develop and 1.5.4 Lead
Strategies for teaching range of teaching apply effective colleagues in
developing strategies that strategies to teaching strategies reviewing,
critical and develop critical develop critical to promote critical modifying and
creative and creative and creative and creative expanding their
thinking, as well thinking, and/or thinking, as well thinking, as well range of teaching
as other higher- other higher-order as other higher- as other higher- strategies that
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Strands
Teachers Teachers Teachers Teachers

order thinking thinking skills. order thinking order thinking promote critical
skills skills. skills. and creative
thinking, as well as
other higher-order
thinking skills.

Strand 1.6 1.6.1 Use Mother 1.6.2 Display 1.6.3 Model and 1.6.4 Show
Mother Tongue, Tongue, Filipino proficient use of support exemplary skills in
Filipino and and English to Mother Tongue, colleagues in the and advocate the
English in facilitate teaching Filipino and proficient use of use of Mother
teaching and and learning. English to Mother Tongue, Tongue, Filipino
learning facilitate Filipino and and English in
teaching and English to teaching and
learning. improve teaching learning to
and learning, as facilitate the
well as to develop learners' language,
the learners' pride cognitive and
of their language, academic
heritage and development and
culture. to foster pride of
their language,
heritage and
culture.

Strand 1.7 1.7.1 1.7.2 Use 1.7.3 Display a 1.7.4 Exhibit

Classroom Demonstrate an effective verbal wide range of exemplary practice
communication understanding of and non-verbal effective verbal in the use of
strategies the range of classroom and non-verbal effective verbal
verbal and non- communication classroom and non-verbal
verbal classroom strategies to communication classroom
communication support learner strategies to communication
strategies that understanding, support learner strategies to
support learner participation, understanding, support learner
understanding, engagement and participation, understanding,
participation, achievement. engagement and participation,
engagement and achievement. engagement and
achievement. achievement in
different learning
contexts.

Domain 2. Learning Environment

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 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.

Beginning Proficient Highly Proficient Distinguished

Strands
Teachers Teachers Teachers Teachers

Strand 2.1 2.1.1 2.1.2 Establish 2.1.3 Exhibit 2.1.4 Apply

Learner Demonstrate safe and secure effective strategies comprehensive
safety and knowledge of learning that ensure safe knowledge of and act
security policies, environments to and secure learning as a resource person
guidelines and enhance learning environments to for, policies,
procedures that through the enhance learning guidelines and
provide safe and consistent through the procedures that relate
secure learning implementation consistent to the implementation
environments. of policies, implementation of of safe and secure
guidelines and policies, guidelines learning
procedures. and procedures. environments for
learners.

Strand 2.2 2.2.1 2.2.2 Maintain 2.2.3 Exhibit 2.2.4 Advocate and
Fair learning Demonstrate learning effective practices facilitate the use of
environment understanding of environments that to foster learning effective practices to
learning promote fairness, environments that foster learning
environments respect and care promote fairness, environments that
that promote to encourage respect and care to promote fairness,
fairness, respect learning. encourage respect and care to
and care to learning. encourage learning.
encourage
learning.

Strand 2.3 2.3.1 2.3.2 Manage 2.3.3 Work with 2.3.4 Model
Management Demonstrate classroom colleagues to exemplary practices
of classroom knowledge of structure to model and share in the management of
structure and managing engage learners, effective classroom structure
activities classroom individually or in techniques in the and activities, and
structure that groups, in management of lead colleagues at the
engages learners, meaningful classroom structure whole-school level to
individually or in exploration, to engage learners, review and evaluate
groups, in discovery and individually or in their practices.
meaningful hands-on groups, in
exploration, activities within a meaningful
discovery and range of physical exploration,
hands-on learning discovery and
activities within environments. hands-on activities
the available within a range of
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Strands
Teachers Teachers Teachers Teachers

physical learning physical learning

environments. environments.

Strand 2.4 2.4.1 2.4.2 Maintain 2.4.3 Work with 2.4.4 Facilitate
Support for Demonstrate supportive colleagues to share processes to review
learner understanding of learning successful the effectiveness of
participation supportive environments that strategies that the school's learning
learning nurture and sustain supportive environment to
environments inspire learners to learning nurture and inspire
that nurture and participate, environments that learner participation.
inspire learner cooperate and nurture and inspire
participation. collaborate in learners to
continued participate,
learning. cooperate and
collaborate in
continued learning.

Strand 2.5 2.5.1 2.5.2 Apply a 2.5.3 Model 2.5.4 Lead and
Promotion of Demonstrate range of successful empower colleagues
purposive knowledge of successful strategies and in promoting learning
learning learning strategies that support colleagues environments that
environments maintain learning in promoting effectively motivate
that motivate environments that learning learners to achieve
learners to work motivate learners environments that quality outcomes by
productively by to work effectively assuming
assuming productively by motivate learners responsibility for
responsibility for assuming to work their own learning.
their own responsibility for productively by
learning. their own assuming
learning. responsibility for
their own learning.

Strand 2.6 2.6.1 2.6.2 Manage 2.6.3 Exhibit 2.6.4 Provide

Management Demonstrate learner behavior effective and leadership in
of learner knowledge of constructively by constructive applying a wide range
behavior positive and non- applying positive behavior of strategies in the
violent discipline and non-violent management skills implementation of
in the discipline to by applying positive and non-
management of ensure learning- positive and non- violent discipline
learner behavior. focused violent discipline policies/procedures to
environments. to ensure learning- ensure learning-
focused focused
environments. environments.

Domain 3. Diversity of Learners

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. 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.

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Strands
Teachers Teachers Teachers Teachers

Strand 3.1 3.1.1 3.1.2 Use 3.1.3 Work with 3.1.4 Lead
Demonstrate differentiated, colleagues to share colleagues to
Learners' knowledge and developmentally differentiated, evaluate
gender, needs, understanding of appropriate developmentally differentiated
strengths, differentiated learning appropriate strategies to
interests and teaching to suit experiences to opportunities to enrich teaching
experiences the learners' address learners' address learners' practices that
gender, needs, gender, needs, differences in address learners'
strengths, strengths, interests gender, needs, differences in
interests and and experiences. strengths, interests gender, needs,
experiences. and experiences. strengths,
interests and
experiences.

Strand 3.2 3.2.1 Implement 3.2.2 Establish a 3.2.3 Exhibit a 3.2.4 Model
teaching learner-centered learner-centered exemplary
Learners' strategies that are culture by using culture that teaching practices
linguistic, responsive to the teaching strategies promotes success that recognize and
cultural, learners' that respond to by using effective affirm diverse
socio- linguistic, their linguistic, teaching strategies linguistic,
economic and cultural, socio- cultural, socio- that respond to their cultural,
religious economic and economic and linguistic, cultural, socioeconomic
backgrounds religious religious socioeconomic and and religious
backgrounds. backgrounds. religious backgrounds to
backgrounds. promote learner
success.

Strand 3.3 3.3.1 Use 3.3.2 Design, adapt 3.3.3 Assist 3.3.4 Lead
strategies and implement colleagues to colleagues in
Learners with responsive to teaching strategies design, adapt and designing,
disabilities, learners with that are responsive implement teaching adapting and
giftedness and disabilities, to learners with strategies that are implementing
talents giftedness and disabilities, responsive to teaching
talents. giftedness and learners with strategies that are
talents. disabilities, responsive to
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Strands
Teachers Teachers Teachers Teachers

giftedness and learners with

talents. disabilities,
giftedness and
talents.

Strand 3.4 3.4.1 3.4.2 Plan and 3.4.3 Evaluate with 3.4.4 Model a
Learners in Demonstrate deliver teaching colleagues teaching range of high
difficult understanding of strategies that are strategies that are level skills
circumstances the special responsive to the responsive to the responsive to the
educational special educational special educational special
needs of learners needs of learners in needs of learners in educational needs
in difficult difficult difficult of learners in
circumstances, circumstances, circumstances, difficult
including: including: including: circumstances,
geographic geographic geographic including:
isolation; chronic isolation; chronic isolation; chronic geographic
illness; illness; illness; isolation; chronic
displacement due displacement due displacement due to illness;
to armed conflict, to armed conflict, armed conflict, displacement due
urban urban resettlement urban resettlement to armed conflict,
resettlement or or disasters; child or disasters; child urban
disasters; child abuse and child abuse and child resettlement or
abuse and child labor practices. labor practices. disasters; child
labor practices. abuse and child
labor practices.

Strand 3.5 3.5.1 3.5.2 Adapt and use 3.5.3 Develop and 3.5.4 Show
Learners from Demonstrate culturally apply teaching comprehensive
indigenous knowledge of appropriate strategies to skills in
groups teaching teaching strategies address effectively delivering
strategies that are to address the the needs of culturally
inclusive of needs of learners learners from appropriate
learners from from indigenous indigenous groups. teaching
indigenous groups. strategies to
groups. address
effectively the
needs of learners
from indigenous
groups.

Domain 4. Curriculum and Planning

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 knowledge to
plan and design, individually or in collaboration with colleagues, well-structured and
sequenced lessons. These lesson sequences and associated learning programs should be
contextually relevant, responsive to learners’ needs and incorporate a range of teaching and
learning resources. The Domain expects teachers to communicate learning goals to support
learner participation, understanding and achievement.

Beginning Proficient Highly Proficient Distinguished

Strands
Teachers Teachers Teachers Teachers

Strand 4.1 4.1.1 Prepare 4.1.2 Plan, 4.1.3 Develop and 4.1.4 Model
developmentally manage and apply effective exemplary practice
Planning and sequenced implement strategies in the and lead
management of teaching and developmentally planning and colleagues in
teaching and learning process sequenced management of enhancing current
learning to meet teaching and developmentally practices in the
process curriculum learning process sequenced planning and
requirements. to meet teaching and management of
curriculum learning process to developmentally
requirements and meet curriculum sequenced
varied teaching requirements and teaching and
contexts. varied teaching learning process.
contexts.

Strand 4.2 4.2.1 Identify 4.2.2 Set 4.2.3 Model to 4.2.4 Exhibit high-
Learning learning outcomes achievable and colleagues the level skills and
outcomes that are aligned appropriate setting of lead in setting
aligned with with learning learning outcomes achievable and achievable and
learning competencies. that are aligned challenging challenging
competencies with learning learning outcomes learning outcomes
competencies. that are aligned that are aligned
with learning with learning
competencies to competencies
cultivate a culture towards the
of excellence for cultivation of a
all learners. culture of
excellence for all.

Strand 4.3 4.3.1 Demonstrate 4.3.2 Adapt and 4.3.3 Work 4.3.4 Provide
Relevance and knowledge in the implement collaboratively advice in the
responsiveness implementation of learning programs with colleagues to design and
of learning relevant and that ensure evaluate the design implementation of
programs responsive relevance and of learning relevant and
learning responsiveness to programs that responsive
programs. the needs of all develop the learning programs
learners. knowledge and that develop the
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Strands
Teachers Teachers Teachers Teachers

skills of learners at knowledge and

different ability skills of learners at
levels. different ability
levels.

Strand 4.4 4.4.1 Seek advice 4.4.2 Participate 4.4.3 Review with 4.4.4 Lead
concerning in collegial colleagues, teacher colleagues in
Professional strategies that can discussions that and learner professional
collaboration enrich teaching use teacher and feedback to plan, discussions to plan
to enrich practice. learner feedback facilitate, and and implement
teaching to enrich teaching enrich teaching strategies that
practice practice. practice. enrich teaching
practice.

Strand 4.5 4.5.1 Show skills 4.5.2 Select, 4.5.3 Advise and 4.5.4 Model
in the selection, develop, organize guide colleagues exemplary skills
Teaching and development and and use in the selection, and lead
learning use of a variety of appropriate organization, colleagues in the
resources teaching and teaching and development and development and
including ICT learning learning use of appropriate evaluation of
resources, resources, teaching and teaching and
including ICT, to including ICT, to learning resources, learning resources,
address learning address learning including ICT, to including ICT, for
goals. goals. address specific use within and
learning goals. beyond the school.

Domain 5. Assessment and Reporting

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 concerns
teachers providing learners with the necessary feedback about learning outcomes. This
feedback informs the reporting cycle and enables teachers to select, organize and use
sound assessment processes.

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Strands
Teachers Teachers Teachers Teachers

Strand 5.1 5.1.1 5.1.2 Design, 5.1.3 Work 5.1.4 Lead

Demonstrate select, organize collaboratively with initiatives in the
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Strands
Teachers Teachers Teachers Teachers

Design, knowledge of and use diagnostic, colleagues to evaluation of

selection, the design, formative and review the design, assessment policies
organization and selection, summative selection, and guidelines that
utilization of organization and assessment organization and relate to the design,
assessment use of strategies use of a range of selection,
strategies diagnostic, consistent with effective diagnostic, organization and
formative and curriculum formative and use of effective
summative requirements. summative diagnostic,
assessment assessment formative and
strategies strategies consistent summative
consistent with with curriculum assessment
curriculum requirements. strategies consistent
requirements. with curriculum
requirements.

Strand 5.2 5.2.1 5.2.2 Monitor and 5.2.3 Interpret 5.2.4 Provide advice
Demonstrate evaluate learner collaboratively on, and mentor
Monitoring and knowledge of progress and monitoring and colleagues in the
evaluation of monitoring and achievement using evaluation effective analysis
learner progress evaluation of learner attainment strategies of and use of learner
and learner progress data. attainment data to attainment data.
achievement and achievement support learner
using learner progress and
attainment data. achievement.

Strand 5.3 5.3.1 5.3.2 Use 5.3.3 Use effective 5.3.4 Exhibit
Demonstrate strategies for strategies for exemplary skills
Feedback to knowledge of providing timely, providing timely, and lead initiatives
improve providing accurate and accurate and to support
learning timely, accurate constructive constructive colleagues in
and constructive feedback to feedback to applying strategies
feedback to improve learner encourage learners that effectively
improve learner performance. to reflect on and provide timely,
performance. improve their own accurate and
learning. constructive
feedback to learners
to improve learning
achievement.

Strand 5.4 5.4.1 5.4.2 5.4.3 Apply skills in 5.4.4 Share with
Demonstrate Communicate the effective colleagues a wide
Communication familiarity with promptly and communication of range of strategies
of learner needs, a range of clearly the learners' learner needs, that ensure effective
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Strands
Teachers Teachers Teachers Teachers

progress and strategies for needs, progress progress and communication of

achievement to communicating and achievement to achievement to key learner needs,
key stakeholders learner needs, key stakeholders, stakeholders, progress and
progress and including including achievement to key
achievement. parents/guardians. parents/guardians. stakeholders,
including
parents/guardians.

Strand 5.5 5.5.1 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead

Demonstrate an assessment data to collaboratively with colleagues to
Use of understanding of inform the colleagues to explore, design and
assessment data the role of modification of analyze and utilize implement effective
to enhance assessment data teaching and assessment data to practices and
teaching and as feedback in learning practices modify practices programs using
learning teaching and and programs. and programs to information derived
practices and learning further support from assessment
programs practices and learner progress and data.
programs. achievement.

Domain 6. Community Linkages and Professional Engagement

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 aspirations
of the wider school community and other key stakeholders. It concerns the importance of
teachers’ understanding and fulfilling their obligations in upholding professional ethics,
accountability and transparency to promote professional and harmonious relationships with
learners, parents, schools and the wider community.

Beginning Proficient Highly Proficient Distinguished

Strands
Teachers Teachers Teachers Teachers

Strand 6.1 6.1.1 Demonstrate 6.1.2 Maintain 6.1.3 Reflect on 6.1.4 Model
an understanding learning and evaluate exemplary practice
Establishment of knowledge of environments that learning and empower
of learning learning are responsive to environments that colleagues to
environments environments that community are responsive to establish and
that are are responsive to contexts. community maintain effective
 Beginning Proficient Highly Proficient Distinguished
Strands
Teachers Teachers Teachers Teachers

responsive to community contexts. learning

community contexts. environments that
contexts are responsive to
community
contexts.

Strand 6.2 6.2.1 Seek advice 6.2.2 Build 6.2.3 Guide 6.2.4 Lead in
concerning relationships with colleagues to consolidating
Engagement strategies that build parents/guardians strengthen networks that
of parents and relationships with and the wider relationships with strengthen
the wider parents/guardians school community parents/guardians relationships with
school and the wider to facilitate and the wider parents/guardians
community in community. involvement in the school community and the wider
the educative educative process. to maximize their school community
process involvement in the to maximize their
educative process. involvement in the
educative process.

Strand 6.3 6.3.1 Demonstrate 6.3.2 Review 6.3.3 Discuss with 6.3.4 Lead
Professional awareness of regularly personal colleagues teaching colleagues in the
ethics existing laws and teaching practice and learning regular review of
regulations that using existing laws practices that apply existing codes,
apply to the and regulations existing codes, laws and
teaching that apply to the laws and regulations that
profession, and teaching profession regulations that apply to the
become familiar and the apply to the teaching
with the responsibilities teaching profession, and the
responsibilities specified in the profession, and the responsibilities as
specified in the Code of Ethics for responsibilities specified in the
Code of Ethics for Professional specified in the Code of Ethics for
Professional Teachers. Code of Ethics for Professional
Teachers. Professional Teachers.
Teachers.

Strand 6.4 6.4.1 Demonstrate 6.4.2 Comply with 6.4.3 Exhibit 6.4.4 Evaluate
knowledge and and implement commitment to and existing school
School understanding of school policies and support teachers in policies and
policies and school policies and procedures the implementation procedures to make
procedures procedures to consistently to of school policies them more
foster harmonious foster harmonious and procedures to responsive to the
relationship with relationships with foster harmonious needs of the
the wider school learners, parents, relationships with learners, parents
community. and other learners, parents and other
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Strands
Teachers Teachers Teachers Teachers

stakeholders. and other stakeholders.

stakeholders.

Domain 7. Personal Growth and Professional Development

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. It
recognizes the importance of teachers’ assuming responsibility for personal growth and
professional development for lifelong learning.

Beginning Proficient Highly Proficient Distinguished

Strands
Teachers Teachers Teachers Teachers

Strand 7.1 7.1.1 Articulate a 7.1.2 Apply a 7.1.3 Manifest a 7.1.4 Model a
personal personal learner-centered learner-centered
Philosophy of philosophy of philosophy of teaching teaching philosophy
teaching teaching that is teaching that is philosophy in through teaching
learner-centered. learner-centered. various aspects of practices that
practice and stimulate colleagues
support colleagues to engage in further
in enhancing their professional
own learner- learning.
centered teaching
philosophy.

Strand 7.2 7.2.1 Demonstrate 7.2.2 Adopt 7.2.3 Identify and 7.2.4 Act as a role
behaviors that practices that utilize personal model and advocate
Dignity of uphold the dignity uphold the professional for upholding the
teaching as a of teaching as a dignity of strengths to uphold dignity of teaching
profession profession by teaching as a the dignity of as a profession to
exhibiting profession by teaching as a build a positive
qualities such as exhibiting profession to help teaching and
caring attitude, qualities such as build a positive learning culture
respect and caring attitude, teaching and within and beyond
integrity. respect and learning culture the school.
integrity. within the school.

Strand 7.3 7.3.1 Seek 7.3.2 Participate 7.3.3 Contribute 7.3.4 Take a
opportunities to in professional actively to leadership role in
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Strands
Teachers Teachers Teachers Teachers

Professional establish networks to share professional supporting

links with professional links knowledge and to networks within colleagues'
colleagues with colleagues. enhance practice. and between engagement with
schools to improve professional
knowledge and to networks within and
enhance practice. across schools to
advance knowledge
and practice in
identified areas of
need.

Strand 7.4 7.4.1 Demonstrate 7.4.2 Develop a 7.4.3 Initiate 7.4.4. Demonstrate
an understanding personal professional leadership within
Professional of how professional reflections and and across school
reflection and professional improvement promote learning contexts in critically
learning to reflection and plan based on opportunities with evaluating practice
improve reflection of colleagues to and setting clearly
practice one's improve practice.

Strand 7.5 7.5.1 Demonstrate 7.5.2 Set 7.5.3 Reflect on 7.5.4 Lead reforms
motivation to professional the Philippine in enhancing
Professional realize development Professional professional
development professional goals based on Standards for development
goals development goals the Philippine Teachers to plan programs based on
based on the Professional personal an in-depth
Philippine Standards for professional knowledge and
Professional Teachers. development goals understanding of the
Standards for and assist Philippine
Teachers. colleagues in Professional
planning and Standards for
achieving their Teachers.
own goals.