Philippine Professional Standards for

Teachers (PPST)
INTRODUCTION

Role of teachers

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).

Evidences show unequivocally that good teachers are vital to raising student
achievement, i.e., quality learning is contingent upon quality teaching.
Hence, enhancing teacher quality becomes of utmost importance for long-
term and sustainable nation building.

The changes brought about by various national and global frameworks such
as the K to 12 Reform and the ASEAN integration, globalization, and the
changing character of the 21st century learners necessitate improvement
and adaptability of education, and a call for the rethinking of the current
teacher standards.

Professional standards for teachers

The Philippine Government has consistently pursued teacher quality reforms

through a number of initiatives. As a framework of teacher quality, the
National Competency-Based Teacher Standards (NCBTS) was
institutionalized through CHED Memorandum Order No. 52, s. 2007 and
DepED Order No. 32, s. 2009. It emerged as part of the implementation of
the Basic Education Sector Reform Agenda (BESRA), and was facilitated by
drawing on the learning considerations of programs, such as the Basic
Education Assistance for Mindanao (BEAM), the Strengthening
Implementation of Visayas Education (STRIVE) project and the Third
Elementary Education Project (TEEP).

The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of

teacher quality requirements in the Philippines. The reform process warrants
an equivalent supportive focus on teacher quality – high quality teachers
who are properly equipped and prepared to assume the roles and functions
of a K to 12 teacher.

The Philippine Professional Standards for Teachers, which is built on NCBTS,

complements the reform initiatives on teacher quality from pre-service
education to in-service training. It articulates what constitutes teacher
quality in the K to 12 Reform through well-defined domains, strands, and
indicators that provide measures of professional learning, competent
practice, and effective engagement. This set of standards makes explicit
what teachers should know, be able to do and value to achieve competence,
improved student learning outcomes, and eventually quality education. It is
founded on teaching philosophies of learner-centeredness, lifelong learning,
and inclusivity/inclusiveness, among others. The professional standards,
therefore, become a public statement of professional accountability that can
help teachers reflect on and assess their own practices as they aspire for
personal growth and professional development.

Teacher quality in the Philippines

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. At
the same time, the standards allow for teachers’ growing understanding,
applied with increasing sophistication across a broader and more complex
range of teaching/learning situations.

The following describes the breadth of 7 Domains that are required by

teachers to be effective in the 21st Century in the Philippines. Quality
teachers in the Philippines need to possess the following characteristics:

-recognize the importance of 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. They apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current research.
They display proficiency in Mother Tongue, Filipino and English to facilitate
the teaching and learning process, as well as exhibit the needed skills in the
use of communication strategies, teaching strategies and technologies to
promote high-quality learning outcomes.
-provide learning environments that are safe, secure, fair and supportive in
order to promote learner responsibility and achievement. They create an
environment that is learning-focused and they efficiently manage learner
behavior in a physical and virtual space. They 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.
-establish learning environments that are responsive to learner diversity.
They respect learners’ diverse characteristics and experiences as inputs to
the planning and design of learning opportunities. They encourage the
celebration of diversity in the classroom and the need for teaching practices
that are differentiated to encourage all learners to be successful citizens in a
changing local and global environment.
-interact with the national and local curriculum requirements. They translate
curriculum content into learning activities that are relevant to learners and
based on the principles of effective teaching and learning. They apply their
professional knowledge to plan and design, individually or in collaboration
with colleagues, well-structured and sequenced lessons that are contextually
relevant, responsive to learners’ needs and incorporate a range of teaching
and learning resources. They communicate learning goals to support learner
participation, understanding and achievement.
-apply a variety of assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement. They
use assessment data in a variety of ways to inform and enhance the
teaching and learning process and programs. They provide learners with the
necessary feedback about learning outcomes that informs the reporting
cycle and enables teachers to select, organize and use sound assessment
processes.
-establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative
process. They 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. They understand and
fulfill their obligations in upholding professional ethics, accountability and
transparency to promote professional and harmonious relationships with
learners, parents, schools and the wider community.
-value personal growth and professional development and exhibit high
personal regard for the profession by maintaining qualities that uphold the
dignity of teaching such as caring attitude, respect and integrity. They value
personal and professional reflection and learning to improve their practice.
They assume responsibility for personal growth and professional
development for lifelong learning.

The 7 Domains collectively comprise 37

strands that refer to more specific
dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven
strands:
 1. Content knowledge and its application within and across curriculum
areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices
and programs

Domain 6, Community Linkages and Professional Engagement,

consists of four strands:
1. Establishment of learning environments that are responsive to
community contexts
 2. Engagement of parents and the wider school community in the
educative process
3. Professional ethics
4. School policies and procedures

Domain 7, Personal Growth and Professional Development, contains

five strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

Career stages

Teacher professional development happens in a continuum from beginning

to exemplary practice. Anchored on the principle of lifelong learning, the set
of professional standards for teachers recognizes the significance of a
standards framework that articulates developmental progression as teachers
develop, refine their practice and respond to the complexities of educational
reforms.

The following statements, which define the work of teachers at different

career stages, make explicit the elements of high-quality teaching for the
21st century. They comprise descriptors that have been informed by
teachers’ understandings of what is required at each of the four Career
Stages. The descriptors represent a continuum of development within the
profession by providing a basis for attracting, preparing, developing and
supporting teachers.

Career Stage 1 or Beginning Teachers have gained the qualifications

recognized for entry into the teaching profession. They have a strong
understanding of the subjects/areas in which they are trained in terms of
content knowledge and pedagogy. They possess the requisite knowledge,
skills and values that support the teaching and learning process. They
manage learning programs and have strategies that promote learning based
on the learning needs of their students. They seek advice from experienced
colleagues to consolidate their teaching practice.

Career Stage 2 or Proficient Teachers are professionally independent in the

application of skills vital to the teaching and learning process. They provide
focused teaching programs that meet curriculum and assessment
requirements. They display skills in planning, implementing, and managing
learning programs. They actively engage in collaborative learning with the
professional community and other stakeholders for mutual growth and
advancement. They are reflective practitioners who continually consolidate
the knowledge, skills and practices of Career Stage 1 teachers.

Career Stage 3 or Highly Proficient Teachers consistently display a high

level of performance in their teaching practice. They manifest an in-depth
and sophisticated understanding of the teaching and learning process. They
have high education-focused situation cognition, are more adept in problem
solving and optimize opportunities gained from experience. Career Stage 3
Teachers work collaboratively with colleagues and provide them support and
mentoring to enhance their learning and practice. They continually seek to
develop their professional knowledge and practice by reflecting on their own
needs, and those of their colleagues and students.

Career Stage 4 or Distinguished Teachers embody the highest standard for

teaching grounded in global best practices. They exhibit exceptional capacity
to improve their own teaching practice and that of others. They are
recognized as leaders in education, contributors to the profession and
initiators of collaborations and partnerships. They create lifelong impact in
the lives of colleagues, students and others. They consistently seek
professional advancement and relevance in pursuit of teaching quality and
excellence. They exhibit commitment to inspire the education community
and stakeholders for the improvement of education provision in the
Philippines.

Domains/ Strands/ Indicators for Different Career Stages

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.

Strand 1.1 -Content knowledge and its application within and across
curriculum areas

Beginning Teachers
1.1.1 Demonstrate content knowledge and its application within and/or
across curriculum teaching areas.
Proficient Teachers
1.1.2 Apply knowledge of content within and across curriculum teaching
areas.

Highly Proficient Teachers

1.1.3 Model effective applications of content knowledge within and across
curriculum teaching areas.

Distinguished Teachers
1.1.4 Model exemplary practice to improve the applications of content
knowledge within and across curriculum teaching areas.

Strand 1.2-Research-based knowledge and principles of teaching

and learning

B- 1.2.1 Demonstrate an understanding of research-based knowledge and

principles of teaching and learning.

P- 1.2.2 Use research-based knowledge and principles of teaching and

learning to enhance professional practice.

HP- 1.2.3 Collaborate with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy.

D-1.2.4 Lead colleagues in the advancement of the art and science of

teaching based on their comprehensive knowledge of research and
pedagogy.

Strand 1.3 Positive use of ICT

B- 1.3.1 Show skills in the positive use of ICT to facilitate the teaching and
learning process.

P-1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
process.

HP- 1.3.3 Promote effective strategies in the positive use of ICT to facilitate
the teaching and learning process.

D- 1.3.4 Mentor colleagues in the implementation of policies to ensure the

positive use of ICT within or beyond the school.
Strand 1.4- Strategies for promoting literacy and numeracy

B- 1.4.1 Demonstrate knowledge of teaching strategies that promote literacy

and numeracy skills.
P- 1.4.2 Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.

HP- 1.4.3 Evaluate with colleagues the effectiveness of teaching strategies

that promote learner achievement in literacy and numeracy.

D- 1.4.4 Model a comprehensive selection of effective teaching strategies

that promote learner achievement in literacy and numeracy.

Strand 1.5-Strategies for developing critical and creative thinking,

as well as other higher-order thinking skills

B- 1.5.1 Apply teaching strategies that develop critical and creative thinking,
and/or other higher-order thinking skills.

P-1.5.2 Apply a range of teaching strategies to develop critical and creative

thinking, as well as other higher-order thinking skills.

HP- 1.5.3 Develop and apply effective teaching strategies to promote critical
and creative thinking, as well as other higher-order thinking skills.

D- 1.5.4 Lead colleagues in reviewing, modifying and expanding their range

of teaching strategies that promote critical and creative thinking, as well as
other higher-order thinking skills.

Strand 1.6- Mother Tongue, Filipino and English in teaching and

learning

B- 1.6.1 Use Mother Tongue, Filipino and English to facilitate teaching and
learning.

P- 1.6.2 Display proficient use of Mother Tongue, Filipino and English to

facilitate teaching and learning.

HP -1.6.3 Model and support colleagues in the proficient use of Mother

Tongue, Filipino and English to improve teaching and learning, as well as to
develop the learners' pride of their language, heritage and culture.

D- 1.6.4 Show exemplary skills in and advocate the use of Mother Tongue,
Filipino and English in teaching and learning to facilitate the learners'
language, cognitive and academic development and to foster pride of their
language, heritage and culture.
Strand 1.7- Classroom communication strategies
B- 1.7.1 Demonstrate an understanding of the range of verbal and non-
verbal classroom communication strategies that support learner
understanding, participation, engagement and achievement.

P- 1.7.2 Use effective verbal and non-verbal classroom communication

strategies to support learner understanding, participation, engagement and
achievement.

HP- 1.7.3 Display a wide range of effective verbal and non-verbal classroom
communication strategies to support learner understanding, participation,
engagement and achievement.

D- 1.7.4 Exhibit exemplary practice in the use of effective verbal and non-
verbal classroom communication strategies to support learner
understanding, participation, engagement and 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.

Strand 2.1- Learner safety and security

Beginning Teachers
2.1.1 Demonstrate knowledge of policies, guidelines and procedures that
provide safe and secure learning environments.

Proficient Teachers
2.1.2 Establish safe and secure learning environments to enhance learning
through the consistent implementation of policies, guidelines and
procedures.

Highly Proficient Teachers

2.1.3 Exhibit effective strategies that ensure safe and secure learning
environments to enhance learning through the consistent implementation of
policies, guidelines and procedures.

Distinguished Teachers
2.1.4 Apply comprehensive knowledge of and act as a resource person for,
policies, guidelines and procedures that relate to the implementation of safe
and secure learning environments for learners.

Strand 2.2 Fair learning environment

B- 2.2.1 Demonstrate understanding of learning environments that promote

fairness, respect and care to encourage learning.

P- 2.2.2 Maintain learning environments that promote fairness, respect and

care to encourage learning.

HP- 2.2.3 Exhibit effective practices to foster learning environments that

promote fairness, respect and care to encourage learning.

D- 2.2.4 Advocate and facilitate the use of effective practices to foster

learning environments that promote fairness, respect and care to encourage
learning.

Strand 2.3 Management of classroom structure and activities

B- 2.3.1 Demonstrate knowledge of managing classroom structure that

engages learners, individually or in groups, in meaningful exploration,
discovery and hands-on activities within the available physical learning
environments.

P- 2.3.2 Manage classroom structure to engage learners, individually or in

groups, in meaningful exploration, discovery and hands-on activities within a
range of physical learning environments.

HP- 2.3.3 Work with colleagues to model and share effective techniques in
the management of classroom structure to engage learners, individually or in
groups, in meaningful exploration, discovery and hands-on activities within a
range of physical learning environments.

D- 2.3.4 Model exemplary practices in the management of classroom

structure and activities, and lead colleagues at the whole-school level to
review and evaluate their practices.

Strand 2.4 Support for learner participation

B- 2.4.1 Demonstrate understanding of supportive learning environments

that nurture and inspire learner participation.

P- 2.4.2 Maintain supportive learning environments that nurture and inspire

learners to participate, cooperate and collaborate in continued learning.
HP- 2.4.3 Work with colleagues to share successful strategies that sustain
supportive learning environments that nurture and inspire learners to
participate, cooperate and collaborate in continued learning.

D- 2.4.4 Facilitate processes to review the effectiveness of the school's

learning environment to nurture and inspire learner participation.
Strand 2.5- Promotion of purposive learning

B- 2.5.1 Demonstrate knowledge of learning environments that motivate

learners to work productively by assuming responsibility for their own
learning.

P- 2.5.2 Apply a range of successful strategies that maintain learning

environments that motivate learners to work productively by assuming
responsibility for their own learning.

HP- 2.5.3 Model successful strategies and support colleagues in promoting

learning environments that effectively motivate learners to work
productively by assuming responsibility for their own learning.

D- 2.5.4 Lead and empower colleagues in promoting learning environments

that effectively motivate learners to achieve quality outcomes by assuming
responsibility for their own learning.

Strand 2.6-Management of learner behavior

B- 2.6.1 Demonstrate knowledge of positive and non-violent discipline in the

management of learner behavior.

P- 2.6.2 Manage learner behavior constructively by applying positive and

non-violent discipline to ensure learning-focused environments.

HP- 2.6.3 Exhibit effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning-focused
environments.

D- 2.6.4 Provide leadership in applying a wide range of strategies in the

implementation of positive and non-violent discipline policies/procedures to
ensure learning-focused 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.

Strand 3.1- Learners' gender, needs, strengths, interests and

experiences

Beginning Teachers
3.1.1 Demonstrate knowledge and understanding of differentiated teaching
to suit the learners' gender, needs, strengths, interests and experiences.

Proficient Teachers
3.1.2 Use differentiated, developmentally appropriate learning experiences
to address learners' gender, needs, strengths, interests and experiences.

Highly Proficient Teachers

3.1.3 Work with colleagues to share differentiated, developmentally
appropriate opportunities to address learners' differences in gender, needs,
strengths, interests and experiences.

Distinguished Teachers
3.1.4 Lead colleagues to evaluate differentiated strategies to enrich teaching
practices that address learners' differences in gender, needs, strengths,
interests and experiences.

Strand 3.2 Learners' linguistic, cultural, socio-economic and

religious backgrounds

B- 3.2.1 Implement teaching strategies that are responsive to the learners'

linguistic, cultural, socio-economic and religious backgrounds.

P- 3.2.2 Establish a learner-centered culture by using teaching strategies

that respond to their linguistic, cultural, socio-economic and religious
backgrounds.

HP- 3.2.3 Exhibit a learner-centered culture that promotes success by using

effective teaching strategies that respond to their linguistic, cultural,
socioeconomic and religious backgrounds.
D- 3.2.4 Model exemplary teaching practices that recognize and affirm
diverse linguistic, cultural, socioeconomic and religious backgrounds to
promote learner success.

Strand 3.3- Learners with disabilities, giftedness and talents

B- 3.3.1 Use strategies responsive to learners with disabilities, giftedness

and talents.

P- 3.3.2 Design, adapt and implement teaching strategies that are

responsive to learners with disabilities, giftedness and talents.

HP- 3.3.3 Assist colleagues to design, adapt and implement teaching

strategies that are responsive to learners with disabilities, giftedness and
talents.

D- 3.3.4 Lead colleagues in designing, adapting and implementing teaching

strategies that are responsive to learners with disabilities, giftedness and
talents.

Strand 3.4 Learners in difficult circumstances

B- 3.4.1 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.

P-3.4.2 Plan and deliver teaching strategies that are responsive to 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.

HP- 3.4.3 Evaluate with colleagues teaching strategies that are responsive to
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.

D- 3.4.4 Model a range of high level skills responsive to 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.

Strand 3.5-Learners from indigenous groups

B- 3.5.1 Demonstrate knowledge of teaching strategies that are inclusive of
learners from indigenous groups.
P- 3.5.2 Adapt and use culturally appropriate teaching strategies to address
the needs of learners from indigenous groups.

HP- 3.5.3 Develop and apply teaching strategies to address effectively the
needs of learners from indigenous groups.

D- 3.5.4 Show comprehensive skills in delivering culturally appropriate

teaching strategies to 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.

Strand 4.1-Planning and management of teaching and learning

process

Beginning- 4.1.1 Prepare developmentally sequenced teaching and learning

process to meet curriculum requirements.

Proficient Teachers
4.1.2 Plan, manage and implement developmentally sequenced teaching and
learning process to meet curriculum requirements and varied teaching
contexts.

Highly Proficient Teachers

4.1.3 Develop and apply effective strategies in the planning and
management of developmentally sequenced teaching and learning process
to meet curriculum requirements and varied teaching contexts.

Distinguished Teachers
4.1.4 Model exemplary practice and lead colleagues in enhancing current
practices in the planning and management of developmentally sequenced
teaching and learning process.

Strand 4.2-Learning outcomes aligned with learning competencies

B- 4.2.1 Identify learning outcomes that are aligned with learning
competencies.

P- 4.2.2 Set achievable and appropriate learning outcomes that are aligned
with learning competencies.

HP- 4.2.3 Model to colleagues the setting of achievable and challenging

learning outcomes that are aligned with learning competencies to cultivate a
culture of excellence for all learners.

D- 4.2.4 Exhibit high-level skills and lead in setting achievable and

challenging learning outcomes that are aligned with learning competencies
towards the cultivation of a culture of excellence for all.

Strand 4.3-Relevance and responsiveness of learning programs

B- 4.3.1 Demonstrate knowledge in the implementation of relevant and
responsive learning programs.

P- 4.3.2 Adapt and implement learning programs that ensure relevance and
responsiveness to the needs of all learners.

HP- 4.3.3 Work collaboratively with colleagues to evaluate the design of

learning programs that develop the knowledge and skills of learners at
different ability levels.

D- 4.3.4 Provide advice in the design and implementation of relevant and

responsive learning programs that develop the knowledge and skills of
learners at different ability levels.

Strand 4.4 Professional collaboration to enrich teaching practice

B- 4.4.1 Seek advice concerning strategies that can enrich teaching practice.

P- 4.4.2 Participate in collegial discussions that use teacher and learner

feedback to enrich teaching practice.

HP- 4.4.3 Review with colleagues, teacher and learner feedback to plan,
facilitate, and enrich teaching practice.

D- 4.4.4 Lead colleagues in professional discussions to plan and implement

strategies that enrich teaching practice.

Strand 4.5- Teaching and learning resources including ICT

B- 4.5.1 Show skills in the selection, development and use of a variety of
teaching and learning resources, including ICT, to address learning goals.
P- 4.5.2 Select, develop, organize and use appropriate teaching and learning
resources, including ICT, to address learning goals.

HP- 4.5.3 Advise and guide colleagues in the selection, organization,

development and use of appropriate teaching and learning resources,
including ICT, to address specific learning goals.

D- 4.5.4 Model exemplary skills and lead colleagues in the development and
evaluation of teaching and learning resources, including ICT, for use within
and 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.

Strand 5.1- Design, selection, organization and utilization of

assessment strategies

Beginning Teachers
5.1.1 Demonstrate knowledge of the design, selection, organization and use
of diagnostic, formative and summative assessment strategies consistent
with curriculum requirements.

Proficient Teachers
5.1.2 Design, select, organize and use diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.
Highly Proficient Teachers
5.1.3 Work collaboratively with colleagues to review the design, selection,
organization and use of a range of effective diagnostic, formative and
summative assessment strategies consistent with curriculum requirements.

Distinguished Teachers
5.1.4 Lead initiatives in the evaluation of assessment policies and guidelines
that relate to the design, selection, organization and use of effective
diagnostic, formative and summative assessment strategies consistent with
curriculum requirements.

Strand 5.2-Monitoring and evaluation of learner progress and

achievement
B- 5.2.1 Demonstrate knowledge of monitoring and evaluation of learner
progress and achievement using learner attainment data.

P- 5.2.2 Monitor and evaluate learner progress and achievement using

learner attainment data.

HP- 5.2.3 Interpret collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement.

D- 5.2.4 Provide advice on, and mentor colleagues in the effective analysis
and use of learner attainment data.

Strand 5.3 Feedback to improve learning

B- 5.3.1 Demonstrate knowledge of providing timely, accurate and
constructive feedback to improve learner performance.

P- 5.3.2 Use strategies for providing timely, accurate and constructive

feedback to improve learner performance.

HP- 5.3.3 Use effective strategies for providing timely, accurate and
constructive feedback to encourage learners to reflect on and improve their
own learning.

D- 5.3.4 Exhibit exemplary skills and lead initiatives to support colleagues in

applying strategies that effectively provide timely, accurate and constructive
feedback to learners to improve learning achievement.

Strand 5.4-Communication of learner needs, progress and

achievement to key stakeholders
B- 5.4.1 Demonstrate familiarity with a range of strategies for
communicating learner needs, progress and achievement.

P- 5.4.2 Communicate promptly and clearly the learners' needs, progress

and achievement to key stakeholders, including parents/guardians.

HP-5.4.3 Apply skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including parents/guardians.
D-5.4.4 Share with colleagues a wide range of strategies that ensure
effective communication of learner needs, progress and achievement to key
stakeholders, including parents/guardians.

Strand 5.5-Use of assessment data to enhance teaching and

learning practices and programs

B- 5.5.1 Demonstrate an understanding of the role of assessment data as

feedback in teaching and learning practices and programs.
P- 5.5.2 Utilize assessment data to inform the modification of teaching and
learning practices and programs.

HP- 5.5.3 Work collaboratively with colleagues to analyze and utilize

assessment data to modify practices and programs to further support learner
progress and achievement.

D- 5.5.4 Lead colleagues to explore, design and implement effective

practices and programs using information derived from assessment data.

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.

Strand 6.1- Establishment of learning environments that are

responsive to community contexts

Beginning Teachers
6.1.1 Demonstrate an understanding of knowledge of learning environments
that are responsive to community contexts.

Proficient Teachers
6.1.2 Maintain learning environments that are responsive to community
contexts.

Highly Proficient Teachers

6.1.3 Reflect on and evaluate learning environments that are responsive to
community contexts.

Distinguished Teachers 6.1.4 Model exemplary practice and empower

colleagues to establish and maintain effective learning environments that
are responsive to community contexts.

Strand 6.2- Engagement of parents and the wider school community

in the educative process
B- 6.2.1 Seek advice concerning strategies that build relationships with
parents/guardians and the wider community.

P- 6.2.2 Build relationships with parents/guardians and the wider school

community to facilitate involvement in the educative process.

HP- 6.2.3 Guide colleagues to strengthen relationships with

parents/guardians and the wider school community to maximize their
involvement in the educative process.

D- 6.2.4 Lead in consolidating networks that strengthen relationships with

parents/guardians and the wider school community to maximize their
involvement in the educative process.

Strand 6.3 Professional ethics

B- 6.3.1 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.

P- 6.3.2 Review regularly personal teaching practice using existing laws and
regulations that apply to the teaching profession and the responsibilities
specified in the Code of Ethics for Professional Teachers.

HP- 6.3.3 Discuss with colleagues teaching and learning practices that apply
existing codes, laws and regulations that apply to the teaching profession,
and the responsibilities specified in the Code of Ethics for Professional
Teachers.

D- 6.3.4 Lead colleagues in the regular review of existing codes, laws and
regulations that apply to the teaching profession, and the responsibilities as
specified in the Code of Ethics for Professional Teachers.

Strand 6.4- School policies and procedures

B- 6.4.1 Demonstrate knowledge and understanding of school policies and
procedures to foster harmonious relationship with the wider school
community.

P-6.4.2 Comply with and implement school policies and procedures

consistently to foster harmonious relationships with learners, parents, and
other stakeholders.

HP-6.4.3 Exhibit commitment to and support teachers in the implementation

of school policies and procedures to foster harmonious relationships with
learners, parents and other stakeholders.
D- 6.4.4 Evaluate existing school policies and procedures to make them more
responsive to the needs of the learners, parents and other 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.

Strand 7.1- Philosophy of teaching

Beginning Teachers
7.1.1 Articulate a personal philosophy of teaching that is learner-centered.

Proficient Teachers
7.1.2 Apply a personal philosophy of teaching that is learner-centered.

Highly Proficient Teachers

7.1.3 Manifest a learner-centered teaching philosophy in various aspects of
practice and support colleagues in enhancing their own learner-centered
teaching philosophy.

Distinguished Teachers
7.1.4 Model a learner-centered teaching philosophy through teaching
practices that stimulate colleagues to engage in further professional
learning.

Strand 7.2- Dignity of teaching as a profession

B- 7.2.1 Demonstrate behaviors that uphold the dignity of teaching as a
profession by exhibiting qualities such as caring attitude, respect and
integrity.

P- 7.2.2 Adopt practices that uphold the dignity of teaching as a profession

by exhibiting qualities such as caring attitude, respect and integrity.

HP-7.2.3 Identify and utilize personal professional strengths to uphold the

dignity of teaching as a profession to help build a positive teaching and
learning culture within the school.

D- 7.2.4 Act as a role model and advocate for upholding the dignity of
teaching as a profession to build a positive teaching and learning culture
within and beyond the school.

Strand 7.3-Professional links with colleagues

B- 7.3.1 Seek opportunities to establish professional links with colleagues.
P- 7.3.2 Participate in professional networks to share knowledge and to
enhance practice.

HP- 7.3.3 Contribute actively to professional networks within and between

schools to improve knowledge and to enhance practice.
D- 7.3.4 Take a leadership role in supporting colleagues' engagement with
professional networks within and across schools to advance knowledge and
practice in identified areas of need.

Strand 7.4- Professional reflection and learning to improve practice

B- 7.4.1 Demonstrate an understanding of how professional reflection and

P- 7.4.2 Develop a personal professional improvement plan based on

reflection of one's

HP -7.4.3 Initiate professional reflections and promote learning opportunities

with colleagues to improve practice.

D- 7.4.4. Demonstrate leadership within and across school contexts in

critically evaluating practice and setting clearly

Strand 7.5- Professional development goals

B- 7.5.1 Demonstrate motivation to realize professional development goals
based on the Philippine Professional Standards for Teachers.

P- 7.5.2 Set professional development goals based on the Philippine

Professional Standards for Teachers.

PH- 7.5.3 Reflect on the Philippine Professional Standards for Teachers to

plan personal professional development goals and assist colleagues in
planning and achieving their own goals.

D- 7.5.4 Lead reforms in enhancing professional development programs

based on an in-depth knowledge and understanding of the Philippine
Professional Standards for Teachers.

GLOSSARY OF TERMS
Assessment Data - Learner data obtained from diagnostic,
formative and/or summative assessment practices

Classroom Structure-The physical set-up of the learning environment

which generally includes the arrangement of chairs, tables, and other
equipment in the classroom designed to maximize learning
Content Knowledge - Competencies that teachers are
expected to master for them to teach efficiently and effectively

Culturally-appropriate teaching strategies - Teaching strategies

that respect cultural differences between and among students and teachers

Curriculum Areas- Different learning/subject areas taught and learned

in the basic education curriculum

Creative thinking skills- Involve exploring ideas, generating possibilities

and looking for many right answers rather than just one.

Critical thinking skills- Refer to the many kinds of intellectual skills

that (in its most basic expression) occurs when students are analyzing,
evaluating, interpreting, or synthesizing information and applying creative
thought to form an argument, solve a problem, or reach a conclusion.

Developmentally Appropriate Learning Experience -Teaching and

learning activities and tasks suited to the needs, abilities, skills, and
developmental level of learners

Diagnostic assessment- Assesses what the learner already knows prior

to instruction. It also analyzes the nature of difficulties and misconceptions
that the learner might have, which, if undiagnosed, might affect their
learning of newer concepts. Based on DepEd Order No. 8, s. 2015, there are
only two types of classroom assessment, namely, formative and summative.
Formative assessment already covers diagnostic assessment.

Differentiated Teaching- Teaching-learning processes involving a wide

variety of texts, tasks, processes and products suited to the various learning
needs of diverse students
Domain Broad conceptual sphere of teaching and learning practices
defined by specific strands in the set of professional standards for teachers

Formative assessment- Refers to a wide variety of methods that

teachers use to conduct in-process evaluations of student comprehension,
learning needs, and academic progress during a lesson, unit, or course.
Formative assessments help teachers identify concepts that students are
struggling to understand, skills they are having difficulty acquiring, or
learning standards they have not yet achieved so that adjustments can be
made to lessons, instructional techniques, and academic support. (Please
also refer to DepED Order No. 8, s. 2015, p. 2 on its 3-paragraph definition.)

Higher Order Thinking Skills - Complex thinking processes which

include logical and critical analysis, evaluation and synthesis thinking that
enable individuals to reflect, solve problems and create products/solutions
Indicators- Concrete, observable and measurable teacher
behaviors/practices covered in every strand in the set of professional
standards for teachers

Indigenous groups - People who have, under claims of ownership since

time immemorial, occupied, possessed and utilized ancestral territories,
shared common bonds of language, customs, traditions, and other unique
cultural traits (RA 8371: IPRA)
Learner Attainment Data- Evidence of learning, progress or achievement
in learner performance reflected in various assessment results, portfolios,
class records and report cards

Learner interests- Pertain to student's personal preferences, likes or

dislikes, which must be considered in the teaching-learning process. The first
step to differentiate for interests is to find out what learners care about and
like to do.

Learner needs - Refer to an observable gap between the learner's present

knowledge or competence and the curriculum standards identified as
necessary for the grade level.

Learner strengths- Refer to the learner's present knowledge or

competence that helps him/her in meeting the standards identified.

Learning experiences -Refer to any interaction, course, program, or

other involvement in which learning takes place, whether it occurs in
traditional academic settings (schools, classrooms) or nontraditional settings
(outside-of-school locations, outdoor environments), or whether it includes
traditional educational interactions (students learning from teachers and
professors) or nontraditional interactions (students learning through games
and interactive software applications).

Learning Focused- Instructional and assessment strategies that target

meaningful learning

Learning goals -Reflect long-term objectives to learn new skills, master

new tasks, or understand new things. They refer to specific knowledge, skills,
attitudes and values stated as curriculum competencies that children must
develop as a result of the teaching-learning process

Learning Outcomes- Products and performance targets through which

students demonstrate the knowledge, skills and attitudes they have learned

Learning Programs- Organized and sequenced set of strategies, activities

and tasks that effect learning
Learning/Teaching Contexts- Teaching/learning situations and all the
circumstances in which learners learn from instruction

Local curriculum- Educational curriculum content that is informed by

and responsive to the "cultural and socioeconomic realities" (UNESCO, 2012;
31) of local populations in order to engage students in the learning process

Mother tongue- The native language or the first language the learner
learns as a child

National curriculum- Subjects or topics taught in schools as prescribed by

the Department of Education

Non-verbal communication strategies- Communication that does not

involve the use of words, e.g., facial expressions, gestures, and tone of voice

Non-violent discipline- A form of discipline that avoids the use of

punishment such as spanking, verbal abuse and humiliation (see Positive
discipline)

Numeracy and literacy skills- Reading, writing, and mathematical skills

needed to cope with everyday life

Philosophy of teaching- Teachers' views, understandings and

conceptualization of teaching and learning

Physical space/physical learning environment- Any area conducive to

learning which usually includes a safe classroom with appropriate devices for
teaching and learning

Positive discipline- Non-violent, respectful and diplomatic means of

disciplining a learner or managing learner behavior through dialogue and
counseling instead of punishment (see Non-violent discipline)

Positive use of ICT- Responsible, ethical or appropriate use of ICT to

achieve and reinforce learning

Professional collaboration- Teachers working together with

colleagues and other stakeholders to enrich the teaching-learning practice

Professional learning- Something most teachers and educators do

every day, as they reflect on their professional practice, work together and
share ideas, and strive to improve learner outcomes.
Professional network- Refers to the connected community of
educators, which may also be an online community like LinkedIn among
others. This is a vibrant, ever-changing group of connections to which
teachers go to share and learn. These groups reflect their values, passions,
and areas of expertise.

Professional reflection- Refers to the teacher's capacity to reflect in

action (while teaching) and on action (after teaching), which is an important
feature of professional development program for teachers.

Professional standards for teachers- Public document that defines

teacher quality through well-defined domains, strands, and indicators that
provide measures of professional learning, competent practice, and effective
engagement

Purposive learning- Knowledge and skills acquisition designed with a

clear purpose, goal or objective in mind

Research-based knowledge- Information, knowledge or data acquired

through systematic investigation and logical study

School/learning/community context See learning context

Strand More specific dimensions of teacher practice under every domain
in the set of professional standards for teachers

Summative assessment- Used to evaluate student learning, skill

acquisition, and academic achievement at the conclusion of a defined
instructional period—typically at the end of a project, unit, quarter, semester,
program, or school year. (Please also refer to DepEd Order No. 8, s. 2015, pp.
2-3 for additional description of summative assessment.)

Teaching and learning resources- Teaching aids and other materials

that teachers use not only to enhance teaching and learning but also to
assist learners to meet the expectations for learning as defined by the
curriculum.

Verbal communication strategies- Oral or spoken means of

transmitting information and meaning

Virtual space- The online environment like the social media where people
can interact

Wider school community- Refers to both internal and external

stakeholders