Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY

PPST Domains
Beginning Teacher
Domain 1. Content Knowledge and Pedagogy
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 meaningful
pedagogy grounded on content knowledge and current research. It takes into account teachers’ proficiency in Mother
Tongue, Filipino and English in the teaching and learning process, as well as needed skills in the use of communication
strategies, teaching strategies, and technologies to promote high quality learning outcomes.
1. Demonstrate content knowledge and its application within and/or across curriculum teaching areas.
2. Demonstrate an understanding of research based knowledge and principles of teaching and learning.
3. Show skills in the positive use of ICT to facilitate the teaching and learning process.
4. Demonstrate knowledge of teaching strategies that promote literacy and numeracy skills.
5. Apply teaching strategies that develop critical and creative thinking, and/or other higher-order thinking skills.
6. Use Mother Tongue, Filipino and English to facilitate teaching and learning.
7. Demonstrate an understanding of the range of verbal and non-verbal classroom communication strategies that support
learner understanding, participation, engagement and achievement.
Beginning Teacher
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 efficiency 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.
1.Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning environments.
2. Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning.
3. Demonstrate knowledge of managing classroom structure that engages learners, individually.
4. Demonstrate understanding of supportive learning environments that nurture and inspire learner participation.
5. Demonstrate knowledge of learning environments that motivate learners to work productively by assuming
responsibility for their own learning.
6. Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior.
Beginning Teacher

1.Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths,
interests and experiences.
2. Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious
backgrounds.
3. Use strategies responsive to learners with disabilities, gifted and talents.
4. Demonstrate understanding of the special educational needs of learners in difficult circumstances including:
geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and
child labor practices.
5. Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups.
Beginning Teacher

1.Prepare developmentally sequenced teaching and learning process to meet curriculum requirements.
2. Identify learning outcomes that are aligned with learning competences.
3. Demonstrate knowledge in the implementation of relevant and responsive learning programs.
4. Seek advice concerning strategies that can enrich teaching practice.
5. Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT, to
address learning goals.
Beginning Teacher
Domain 5. Assessment and Reporting
Domain 5 relates to process 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.
1.Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.
2. Demonstrate knowledge of monitoring and evaluation of learner progress and achievement using learner attainment
data.
3. Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner performance.
4. Demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement.
5. Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and
programs.
Beginning Teacher
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.

1.Demonstrate an understanding of knowledge of learning environments that are responsive to community contexts.
2. Seek advice concerning strategies that build relationships with parents/guardians and the wider community.
3. Demonstrate awareness of existing laws and regulations that apply to the teaching profession, and become familiar
with the responsibilities specified in the Code of Ethics for Professional Teachers.
4. Demonstrate knowledge and understanding of school policies and procedures to foster harmonious relationship with
the wider school community.
Beginning Teacher
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.
1.Articulate a personal philosophy of teaching that is learner-centered.
2. Demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting qualities such as caring
attitude, respect and integrity.
3. Seek opportunities to establish professional links with colleagues.
4. Demonstrate an understanding of how professional reflection and learning can be used to improve practice.
5. Demonstrate motivation to realize professional development goals based on the Philippine Professional Standards for
Teachers.